Characterization of Rachel Through the Use of Literary Techniques in Ci

Characterization of Rachel Through the Use of Literary Techniques in Cisneros’ Eleven Sandra Cisneros writes a memoir through the eyes of an eleven year old. Turning eleven happens to be a tragic day for the main character, Rachel. Through various literary techniques such as hyperbole, simile, and syntax, Rachel is characterized. Rachel is a fresh turning eleven year old who finds herself in an awful situation on her birthday. Forced to wear a raggedy old sweater that doesn’t belong to her, she makes it defiantly clear her feelings towards the clothing item, and we see this through use of hyperboles. Rachel describes the sweater as ugly and too â€Å"stretched out like you could use it for a jump rope.† This extreme exaggeration demonstrates the fire within Rachel. She is a defiant and pouty little girl who out of stubbornness has to defy the sweater in her mind. â€Å"It’s maybe a thousand years old†, she says to herself in act to degrade the filthy red sweater even more. The sweater to Rachel has become an eternal battle of ages. She is t orn on whether or not to stand up and act bigger th...

Case Study Ebay Strategy in China

Introduction Basics of Occupational Safety, in my opinion could be explained as most important steps of identifying, recognizing, avoiding, controling and methods of protection from risks and other possible factors that can affect our   physical and emotional health. Occupational safety consists from our personal safety and of those who surround us. To be away of accidents and other harmful factors we should be first an informed person over potential risks, ways of avoiding it and of course methods of helping each other or our self in case we are in a risky situation. Information is available everywhere is just important to know which one is a correct information helping you to have correct steps of protection yourself and which one is a incorrect one. A correct information is the that one approved by law and proved in practice. Accidents and prevention Accidents and risks are everywhere and no one can protect you form a potential accident that yourself. Nature is unpredictable and everybody has their one destiny. But by being an informed person you get power on controlling situations and avoiding risk from your life. An accident if a factor which can provoke harm to you health or take your life for good. There is always ways of avoiding accidents and those who care about their life will do all possible to survive it and get form it at least alive if is not possible to avoid wounds and broken bones. In my opinion to avoid an accident is: 1. Knowing the rules of working place or transportation rules and respect them 2. being informed on potential risks places and better to avoid them 3. have an idea of according first aid in case of possible accidents 4. e protected with special suits, glows etc. , if working area is in possible risk all time 5. know where is urgent exit doors form buildings in case of risks 6. know where are urgent buttons 7. where is the specialized room for accident cases which have all necessary tools for protection 8. know where is health box for accident cases 9. know where are the closes points of hospitals and health points 10. being informed of scheme of building 11. at le ast 2-3 times have done the training for special cases and accidents and know how to behave in this situations 12. now the specialized person who have done trainings for first aid 13. being patient and non stressed and with focused attention is extreme situations and support weak persons 14. location of first aid equipment 15. to protect the casualty against further injury without creating a risk for oneself 16. the plan for access to additional care 17. to observe and interpret the victim's general condition 18. to assess the situation, the magnitude and severity of the injuries and the need for additional medical help. Occupational diseases and prevention What are occupational diseases? A disease is a virus who harm your heath and provoke illness and potential death. Occupational diseases are a long list of diseases who can migrate form one person to another if is transmissible or can be   gained form you unhealthy work place always posed at risks for being infected with chemical harmful products or can bring physical harms. Being protected means in first place to be a informed person, to respect working place rules and where special glows and protection suits, always have a planed day when you can go and do a general investigation on your physical situation and also psychological one. Always have a planed day, have planed breaks and eat healthy food, have at least 1h per day for physical trainings, have a sleeping regime. If you fell you are tired or fell strange modifications on your general health don't hesitate to visit a doctor for a small investigation. Nobody can save you from those diseases who are genetically transmitted but only you can make your health situation better by taking care of yourself and avoid risks. Riscks and their management A person can be applied for an first aid in different situation and depends of few key factors: – size and layout of the enterprise type of work and associated level of risk – other enterprise characteristics – availability of other health services. The risks of injury vary greatly from one enterprise and from one occupation to another. Even within a single enterprise, such as a metalworking firm, different risks exist depending on whether the worker is engaged in the handling and cutting of metal sheets, risk of burns and electrocution, the assembly of parts, or metal plating the potential of poisoning and skin injury. The risks associated with one type of work vary according to many other factors, such as the design and age of the machinery used, the maintenance of the equipment, the safety measures applied and their regular control. A distinction is sometimes made between the type of work and the specific potential risks:  · low risk-for example, in offices or shops  · higher risk-for example farms and in some factories and yards  · specific or unusual risks- like underground work, diving operations, transportation and shipping. Example of potential hazards will be: 1. rushing injuries 2. falls 3. lack of oxygen 4. risks of spreading fire and explosions 5. intoxication by chemicals at work 6. serious cuts, severed limbs 7. exposure to infectious agents, animal bites and stings. How to manage with potential risks and how to manage accidental situations? Every company in our days meet many challenges in changing their safety programs   as they understood that they are responsible for worker s life and safety at working place and because of hight penalties that have to pay to high priced medicaments in case of accidents at working place. To manage a risk situation you should have knowledges in many safety areas: chemistry and biology- hazardous substances, ergonomics- limitations of human power, designing machines and facilitations, knowledges about pollution, environmental alteration, psychology helps to understand human behavior, medicine helps to understand mechanisms of injuries and how to prevent them, business and economics helps to improve safety and contribute to profitability and productivity. Most of the companies have different hazards unique safety expertise and most of them do next several thinks: * we must recognize hazard situations, conditions and situations can cause illness injuries; * we should consider fire protection: reducing fire hazard by making regular inspections and instal fire detectors and suppression systems * health control hazards: as noise hazards, chemical, biological, radiation hazards which can affect our life * always have ready equipments, materials, facilities and   professional abilities * make sure that mandatory safety and health standards are satisfied * improve management for hazardous products by keeping them away of humans, fire, other substances or stored in special places; * explain people about their limitations and abilities, characteristics of products * protect environment by not releasing poisoning substances in air or water * make planed trainings on explaining workers on way of recognizing potential hazards and make their wor k safe and   effective. Conclusion From all we explained till now, we can evaluate the main point of safety science: gives people to identify, evaluate, control and prevent risks in their working place or day by day. Ricks cant be prevented, their are everywhere but there is always professionals dedicated to prevent human suffering and potentials losses. Author: Irina Soltoianu

Abrahamic Religions

Christianity, Judaism, and Islam are all very closely unified as Abrahamic religions because they share a multitude of common beliefs and thoughts. Hinduism, on the other hand is almost complete opposite of these religions. The extreme differences within these religions has seemed to cause problems between them throughout history. Hinduism is considered to be an Eastern religion while Judaism, Christianity, and Islam are considered Western. (Lafave,2004. Location, leaders, religious practices, and political issues are just a few aspects that bring them to differentiating opinions. The Abrahamic religions have many shared ideas and thoughts in relation to life and the driving force of the universe. Jews ,Christians, & Muslims all agree upon the notion that there is only one creator of all of humanity. They are all monotheistic religions and they rely on holy scriptures as a life guided tool. The Christians use the Holy Bible, Islams refer to the Qu’ran, while Jews refer mostly to the Torah.All believe that the human body is only a temporary state and that if the soul is a deemed a good one by following God’s plan then it goes on to live eternally in heaven with Jesus or the equivalent. If the soul judged by God is unworthy, then it must live in hell with the devil. Jews, Muslims, and Christians alike all believe in a coming of the Messiah, though at different times. Another shared belief is that GOD is a merciful God and must be respected and given praise accordingly.He will forgive the sins of the people by repentance and one must live their life according to his teachings. These beliefs are just the tip of the iceberg when talking about similarities between the Abrahamic religions. Hinduism is an almost complete opposite of the Abrahamic religions. Hindus have no substantial founder of the religion nor do they only worship just one God, but different Gods and Goddesses and manifestations or aspects of the Supreme God. Hinduism is considered a pol ytheistic religion.The life guided scriptures used by them is the Vedas which are considered the oldest and most sacred religious texts. Hinduism beliefs consider karma to determine one’s life path for the future in the cycle of reincarnation. Karma is considered to be the universal law of cause and effect. They consider life to be a continuous cycle and the end goal for them is to be released from life by â€Å"learning the true illusions of life and achieve unity with the Brahman†. â€Å"Individuals may find release from life by devotion to one or more of the Indian Gods. (Hopfe &Woodward,2009. p. 98)Hinduism has grown to become the world’s third largest religion. Places of worship include temples and home shrines. Brahman is the unifying principle and Supreme Reality behind all existance though is rarely worshipped. Brahma is the most widely known and is the recognized one as Creator of the world. The similarities that are shared by these religions are very few and many conflicts have actually risen from differences in views of the world.In modern civilation in these days and times, I believe in unity of all religions. If the whole world could all come to a common point of understanding, there would be less need for war and misunderstanding of humanity. Even though these religions are deemed so different, I believe there is a unifying force that helped create them all.References Hopfe, L. & Woodward, M. , (2009). Religions of the World,11th ed. Lafave, S. , Retrieved January 2004 from http://instruct. westvalley. edu/lafave/east_west. html

Free Essays on Gatsby and the Frozen Moment

In today’s society, it is very easy to look around and see many people who live in their past. Walking down a street, one can still watch cars pass by with peace signs and equal rights slogans or hear blasting disco music from the 70’s. However, although the people in these cars enjoy the culture of the past, they know that it is behind them and can never fully be revived. They know that no matter how much they want the 60’s or the 70’s back, it can never happen, because times have changed. Unfortunately, Gatsby, in the book that bears his name, believed that despite all of the time that had passed and things that had occurred during his five years absence from Daisy, all could be revived. Therefore, he set out to reclaim his love, Daisy, and continue his life, as it had been in the past, unconcerned by all of the changes that had transpired. When Gatsby returned from his service in the armed forces, he embarked on a journey to reclaim his lost sweetheart, Daisy. He found her living in East Egg, married to a man named Tom Buchanan. He, in his obsessive love for Daisy, bought a house in West Egg directly across from hers. He would make extravagant parties with food and liquor, even though he did not drink, just hoping that one day the object of his desire would show up. He just wanted to regain that feeling that emotion that he had for Daisy. The one that he discovered back when he sat with her for hours just staring into her eyes and talking. He just wanted to relive that moment. Finally, after Gatsby met Jordan and Jordan convinced Nick to invite Daisy over, he had his chance. He sat with her again and tried to make everything as it was. He tried to recreate that magic moment in which he knew she was for him. She even led the reader to believe that her life with Tom was over and that she was going to join Gatsby in his world of the past. She chose Gatsby to ride in the car with, she made frequent visits to ... Free Essays on Gatsby and the Frozen Moment Free Essays on Gatsby and the Frozen Moment In today’s society, it is very easy to look around and see many people who live in their past. Walking down a street, one can still watch cars pass by with peace signs and equal rights slogans or hear blasting disco music from the 70’s. However, although the people in these cars enjoy the culture of the past, they know that it is behind them and can never fully be revived. They know that no matter how much they want the 60’s or the 70’s back, it can never happen, because times have changed. Unfortunately, Gatsby, in the book that bears his name, believed that despite all of the time that had passed and things that had occurred during his five years absence from Daisy, all could be revived. Therefore, he set out to reclaim his love, Daisy, and continue his life, as it had been in the past, unconcerned by all of the changes that had transpired. When Gatsby returned from his service in the armed forces, he embarked on a journey to reclaim his lost sweetheart, Daisy. He found her living in East Egg, married to a man named Tom Buchanan. He, in his obsessive love for Daisy, bought a house in West Egg directly across from hers. He would make extravagant parties with food and liquor, even though he did not drink, just hoping that one day the object of his desire would show up. He just wanted to regain that feeling that emotion that he had for Daisy. The one that he discovered back when he sat with her for hours just staring into her eyes and talking. He just wanted to relive that moment. Finally, after Gatsby met Jordan and Jordan convinced Nick to invite Daisy over, he had his chance. He sat with her again and tried to make everything as it was. He tried to recreate that magic moment in which he knew she was for him. She even led the reader to believe that her life with Tom was over and that she was going to join Gatsby in his world of the past. She chose Gatsby to ride in the car with, she made frequent visits to ...

Understanding Evolution Resources

Understanding Evolution Resources Lately, there has been a large push by the federal government to incorporate more STEM (science, technology, engineering, and mathematics) in the classroom. The latest incarnation of this initiative is the Next Generation Science Standards. Many states have already adopted these standards and teachers everywhere are reworking their curriculum to make sure all students are proficient at all standards set forth. One of the life science standards that must be integrated into courses (along with various Physical Science, Earth and Space Science, and Engineering standards) is HS-LS4 Biological Evolution: Unity and Diversity. There are many resources right here at About.com Evolution that can be used to enhance, reinforce, or apply these standards. These are just a few suggestions for how these standards can be taught. HS-LS4 Biological Evolution: Unity and Diversity Students who demonstrate understanding can: HS-LS4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. The first standard that falls under the umbrella of evolution starts off right away with the evidence that backs up evolution. It specifically says multiple lines of evidence. The clarification statement for this standard gives examples like similar DNA sequences, anatomical structures, and embryonic development. Obviously, there is a lot more that can be included that fall into the category of evidence for evolution, like the fossil record and the Endosymbiont Theory. The inclusion of the phrase common ancestry would also include information about the origin of life on Earth and could possibly even encompass how life has changed over Geological Time. With the big push for hands-on learning, it will be important to use activities and labs to increase the understanding of these topics. Lab write-ups would also cover the communicate directive of this standard. There are also Disciplinary Core Ideas that are listed under each standard. For this particular standard, these ideas include LS4.A: Evidence of Common Ancestry and Diversity. It does, again, put an emphasis on DNA or molecular similarities of all living things. HS-LS4-2: Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. This standard looks like a lot at first, but after reading through the expectations outlined in it, it is actually quite simple. This is the standard that will be met after explaining natural selection. An emphasis outlined in the framework is on adaptations and especially those in behaviors, morphology, and physiology that help individuals, and ultimately the entire species, survive. It is important to point out there are assessment limitations listed in the standard that other mechanisms of evolution like genetic drift, gene flow through migration, and co-evolution are not covered by assessments for this particular standard. Even though all of the above may affect the natural selection and push it in one direction or another, it is not to be assessed at this level for this standard. The Disciplinary Core Ideas listed that pertain to this standard include LS4.B: Natural Selection and LS4.C: Adaptation. In fact, most of the remaining standards listed under this big idea of Biological Evolution also pertain mostly to natural selection and adaptations. Those standards follow: HS-LS4-3 Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. HS-LS4-4 Construct an explanation based on evidence for how natural selection leads to adaptation of populations. (Emphasis for this standard includes using data to show how changes in the environment contribute to a change in gene frequency and thus leads to adaptation. HS-LS4-5 Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. The final standard listed under HS-LS4 Biological Evolution: Unity and Diversity deals with the application of knowledge to an engineering problem. HS-LS4-6 Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. The emphasis for this final standard should be on designing solutions for a proposed problem related to threatened or endangered species or to genetic variation of organisms for multiple species. This standard may take many forms, such as a long-term project that pulls together knowledge from several of these, and other Next Generation Science Standards. One possible type of project that may be adapted to fit this requirement is an Evolution Think-Tac-Toe. Of course, having students choose a topic that interests them and develop a project around that is perhaps the best way to go about meeting this standard.

Ryle's criticisms of Cartesian Dualism Essay Example | Topics and Well Written Essays - 1500 words - 1

Ryle's criticisms of Cartesian Dualism - Essay Example In the physical world, people can communicate, but the mental conscious world is completely hidden from view and unknowable by others. To the question of what kind of knowledge can be obtained by the minds workings, the Cartesian dualist perspective asserts that consciousness is able to get a good grasp of the present workings of ones mind, which cannot be shaken as unreal, in spite of inputs by Freud with regard to some unconscious, subconscious impulses that can also govern the conscious processes. The data is presented within the immediate time frame, available to the consciousness or mind. Together with this data are the fruits of one person’s going into himself, introspectively, to examine his minds contents as a kind of self-observation. The other, meanwhile, is not privy and is completely shut out of this immediate consciousness experience. Even language is said to reflect this view of consciousness as something innate and to which the external actions in the environmen t register and make impressions. Ryle calls this whole infrastructure of thought the ghost in the machine dogmatic formulation. He contests this dogma on several grounds and objects to its validity. Ryle testifies that the whole ghost in the machine infrastructure or theory of mind is completely false (Ryle, 1949, pp. 11-16) â€Å"I shall often speak of it, with deliberate abusiveness, as ‘the dogma of the Ghost in the Machine’. I hope to prove that it is entirely false, and false not in detail but in principle. It is not merely an assemblage of particular mistakes. It is one big mistake and mistake of a special kind. It is, namely, a category mistake (Ryle, Descartes myth, 1949, pp. 15-16, Paragraph #2) The core of the objection is with regard to the Cartesian view of the dualism of mind and body as a category mistake and a myth of the philosopher, meaning that in essence those mental processes are miscategorized and made to fit a category to which they do not belong. Ryle

Monopolies Essay Example | Topics and Well Written Essays - 500 words

Monopolies - Essay Example The demand curve of a monopolistic seller is the same as that of market demand, as the firm forms the entire industry. In the picture below (fig 1), the D represents the market demand for the product which is the same as the monopolistic seller’s demand curve. In a perfect competition, a particular seller takes up the price set by the market. Hence the demand is horizontal, in the case of this purely competitive seller. However, this line is determined by the market demand and supply curves. This difference in the demand curves of the two types of market structures is very significant. From fig. 1, it is clear that when the monopolistic seller raises the price of the product, the seller may lose some of its buyers. However, the firm will not lose its revenue. In the case of a purely competitive seller, the price is set by the market and hence any price above this will result in buyers switching to other sellers who offer the same product at the market price. All firms in any market maximise their profits when their marginal cost equals the marginal revenue (MR = MC). In the case of a purely competitive seller, the marginal revenue is the same as that of the firm’s demand curve. However, in the case of a monopoly, the marginal revenue curve falls twice as that of the firm’s demand curve (starting form the same point). Hence the marginal cost intersects the marginal curve at a very low value in the case of monopoly. Hence the monopolists maximise their profits by producing lower quantities at higher prices. The main phenomenon to be noted in the case of monopolistic demand curve is that, it is not typically purely inelastic. In the case of a purely inelastic demand, the demand for a product is not affected by the price changes at all. However in the case of a pure monopolistic seller, as said earlier, when the price is raised, the firm loses some of its buyers. The buyers generally buy a