Venus Asleep Of Paul Delvaux Essays - Paul Delvaux, Walloon People

"Venus Asleep" Of Paul Delvaux Paul Delvaux (1897-1994) Venus Asleep 1. What Does the art work look like? describe it. This piece of art work in my opinion looks like a dream. The art work has a certain disoriented charm. It has mainly all dark colors and uses these dark colors to contrast with the light skin pigment of the people in the painting. The painting has a calm erotic nude lady sleeping on a very formal looking couch or day bed. If the picture is read as this ladies dream then it appears as if she were dreaming of death or something of a cult like manner. If it is indeed death she is dreaming of then she is symbolizing that death is very calm and relaxed, for her leg has gone limp as if she is very relaxed as death (the skeleton) is hovering over the foot end of her bed. In the background there are also people flying up in the sky and these people could symbolize the dead rising to a heaven or a god, or even angels attempting to help the dying on there way to a heaven or a god. It also seams as if the people in this dream are in a place of worship and they are all looking up to the skies and praying. The structures around them are very temple like, for they have many statues and engravings about them. There is one lady in close and she is not praying and looks very formal. This lady is looking right at the skeleton which symbolizes death. This lady could symbolize a priest that is conversationalizing with her god or death itself, or this lady could also symbolize a non-believer that only examines the cult or religion and passes judgment. Another major aspect of this painting is that it is all set at night, which only makes the viewer believe more that the painting is set in a dream state because most dreams occur at night when we are asleep. 2. What subject matter does the artist work with? How is the subject matter represented: realistically, abstractly. Paul Delvaux uses a lot of different subject matters and here is a list of them: mythology, dreams, religion, bourgeois men, death, skeletons, large landscapes with ruins or city views and naked woman who wander expressionlessly. But in this painting he used a dream like atmosphere and a Greek cult like landscape to portray his message. Initially his first works, painted in the early 1920's, mostly consisted of pretty post-impressionist landscapes, but later more into the late 20's (around 1926-1927), Paul Delvaux evolved towards a more simplified style of Expressionism and Symbolism as these styles were seeping into his works. In his own words Paul Delvaux explains "I wanted to find something else, but I did not know exactly what that could be.". After this metamorphosis Paul Delvaux converted to Expressionism. From 1935 and onward Paul Delvaux mainly focused on surrealistic works of art. This painting is represented in a surrealistic manner. His choice of subject-matter and his personal style attest to his own personality. 3. What kind of technique is used to produce the work? Include the type(s) of media that are used. Paul Delvaux uses many techniques, but for this painting Venus Asleep Paul Delvaux used very sharp edge images with a lot of dark shadows. He did this painting with oil on a (173 x 200cm) canvas. He conveys his work using political media from his time period and rearranging it to show his feelings of a subject or the reality of a situation. Sometimes he uses unrelated media that he links together to make a point in his own way. 4. Where was the work produced? (GeoGraphic location) Paul Delvaux is known as a Belgian artist. Paul Delvaux initially studied architecture, but later studied painting at the Royal Academy of Fine Arts in Brussels. Around 1934 Paul Delvaux withdrew from society, spending a month in the tiny southern Belgian village of Spy filling his many sketch books with lingering fantasies in his mind and childhood memories. From 1951 onwards Paul Delvaux most often worked in Sint-Idesbald (Koksijde). Except in 1952 Paul Delvaux designed murals for the casino of the Kursaal in Ostend and he also did work in a few other places as well. The painting (Venus Asleep) was created in Brussels in 1944. 5. When was the work done? (Dates of the artists life, working life, name of the art period in which the work

Free Essays on Araby James Joyce

and deep meaning the narrator chooses to describe his intense emotions. Also the reader begins to uncover the deep meaning that lye’s beneath the surface meaning. We then begin to understand that the narrator’s point of view is too complex and difficult for an adolescent boy to comprehend at that stage in his life. This gives rise to the idea that an older man, one who has grown up and became enlightened and knowledgeable possible Joyce himself who is looking back at himself as an adolescent boy. The narrator confesses his vanity and blinded emotions that were driven by materialistic possessions, which he thought held the key to the girl’s heart. The way in which Joyce writes this story he includes an immense amount of detail and imagery that quickly captures the attention of the reader and is so real the reader feels as if they were actually a part of the story. This imagery, det... Free Essays on Araby James Joyce Free Essays on Araby James Joyce In James Joyce’s short story Araby he is successful in creating an intense narrative. He does this in such a way that he enables the reader to feel what is it actually like to live in Dublin at the turn of the century when the Catholic Church had an enormous amount of authority over Dubliner’s. The reader is able to feel the narrators exhausting struggle to escape this influence of the Catholic Church by replacing it with a materialistic driven love for a girl. James writes Araby from a first person narrative and in doing so he may have taken the opportunity to make a long awaited confession that is so deeply embedded in his mind he is able to remember it as it had happened only but a day prior. Joyce creates a dull, drab, uninspiring image of Dubliner’s through the use of the nameless narrator. Even though we are under the impression that the young boy is the narrator the reader begins to develop an understanding that the narrator is someone much older and s ophisticated. The reader comes to this realization because of the choice of words and deep meaning the narrator chooses to describe his intense emotions. Also the reader begins to uncover the deep meaning that lye’s beneath the surface meaning. We then begin to understand that the narrator’s point of view is too complex and difficult for an adolescent boy to comprehend at that stage in his life. This gives rise to the idea that an older man, one who has grown up and became enlightened and knowledgeable possible Joyce himself who is looking back at himself as an adolescent boy. The narrator confesses his vanity and blinded emotions that were driven by materialistic possessions, which he thought held the key to the girl’s heart. The way in which Joyce writes this story he includes an immense amount of detail and imagery that quickly captures the attention of the reader and is so real the reader feels as if they were actually a part of the story. This imagery, det...

Middle Ages Weddings and Hygiene

Middle Ages Weddings and Hygiene A popular email hoax has spread all sorts of misinformation about the Middle Ages and The Bad Old Days. Here we address medieval weddings and bride hygiene. From the Hoax Most people got married in June because they took their yearly bath in May and still smelled pretty good by June. However, they were starting to smell so brides carried a bouquet of flowers to hide the body odor. Hence the custom today of carrying a bouquet when getting married. The Facts In the agricultural communities of medieval England, the most popular months for weddings were January, November, and October,1 when the harvest was past and the time for planting had not yet arrived. Late autumn and winter were also when animals were usually slaughtered for food, so freshly butchered beef, pork, mutton, and similar meats would be available for the wedding feast, which often coincided with annual festivals. Summer weddings, which might also coincide with annual festivals, enjoyed some popularity, as well. June was indeed a good time to take advantage of good weather and the arrival of new crops for a wedding festival, as well as fresh flowers for the ceremony and celebrations. The use of flowers in wedding ceremonies goes back to ancient times.2 Depending on the culture, flowers have numerous symbolic meanings, some of the most significant being loyalty, purity, and love. In the late fifteenth century, roses were popular in medieval Europe for their connection to romantic love and were used in many ceremonies, including weddings. As for yearly baths, the idea that medieval people rarely bathed is a ​persistent but false one. Most people washed on a regular basis. Going without washing was considered a penance even in the early Middle Ages. Soap, possibly invented by the Gauls sometime before Christ, was in widespread use throughout Europe by the end of the ninth century and made its first appearance in cake form in the twelfth century. Public bathhouses were not uncommon, although their ostensible purpose was often secondary to their clandestine use by prostitutes.3 In short, there were numerous opportunities for medieval people to cleanse their bodies. Thus, the prospect of going a full month without washing, and then appearing at her wedding with a bouquet of flowers to hide her stench, is not something a medieval bride was likely to consider any more than a modern bride would. Notes Hanawalt, Barbara, The Ties that Bound: Peasant Families in Medieval England (Oxford University Press, 1986), p. 176.garland  Encyclopà ¦dia Britannica [Accessed April 9, 2002; verified June 26, 2015.]Rossiaud, Jacques, and Cochrane, Lydia G. (translator), Medieval Prostitution (Basil Blackwell Ltd., 1988), p. 6.

Business Strategies for the Firm Tetra Pak Essay

Business Strategies for the Firm Tetra Pak - Essay Example Tetra Pak joined Global Forest and Trade Network (GFTN) which is an initiative of WWF with intent to manage the usage of wood fiber (Environmental leader). Later in 2005, Tetra Pak began another venture with WWF when it joined Climate Savers project that encourages the companies to reduce their greenhouse emissions. These two programs indicate Tetra Pak’s concerns on environmental safety as one of its main objectives. Through the Climate Savers program, the organization aims at achieving increased energy efficiency at production sites and finding renewable materials and energy. Tetra Pak believed that integrating energy efficiency with the purchase of green energy would assist the company to keep absolute energy consumption stable while reducing dreadful greenhouse emissions (Climate innovation case study). In order to meet the extra premium price of green energy, Tetra Pak plans to utilize savings from high energy efficiency. The relationship between Climate Savers and thereby WWF has assisted Tetra Pak to set a clear and definite internal target. By the end of 2006, the firm could bring proposed organizational changes into practice. Tetra Pak jointly operates with World Class Manufacturing (WCM) which focuses on regular improvements in cost, quality, lead time, flexibility, and customer service (Foodproductiondaily.com). In order to carry out these operations efficiently, the WCM cooperatively work with the Tetra Pak’s pillars (teams) which contain several areas such as cost, quality, focused improvement, maintenance, and safety. This area focused activities have aided the organization to increase its operational efficacy. As the part of the restructuring in strategic alignment, the factories at the Tetra Pak altered the energy efficiency operations. It is identified that this conversion process fundamentally differs from traditional approaches as it gives specific emphasis on implementing solutions for environment-related manufacturing problems. In short, the â€Å"pillar approach† enabled the Tetra Pak to efficiently deal with different types of manufacturing related issues that would seriously impinge on the environmental safety.

Critical Book Review - Modernity and Postmodern Culture by Jim Essay

Critical Book Review - Modernity and Postmodern Culture by Jim McGuigan - Essay Example We are still living in a period of modernity at present. The author also touches on the theories of Baudrillard, Beck, Bauman, Giddens, and others in his field, giving heavy criticism to them all, especially to Baudrillard. McGuigan’s book seems that it is only an introduction at first glance; however, when we look beneath the surface, it is a bit more complex than that. The book does give overviews on topics of modernity and postmodernism; yet, it digs beneath the surface, as it criticizes certain theories and argues specific points in great detail. Not to mention, McGuigan does his best to put his thoughts into simple language, so that his messages can be understood by the common reader or a beginner student who is studying sociology. Along with this, McGuigan’s adds his own personal flavor to the text by inserting his own commentary, especially when it comes to theorists that he does not agree with, some of which has ever so slightly discredited his ideas as one may draw that conclusion that he can agree a bit more respectfully; nevertheless, his views have influenced numerous individuals, and many professionals speak highly of his work. This is evident, as many scholarly articles written on his book alone can be found through research, and he is cited by a number of authors. McGuigan’s book not only touches on the theories of other theorists in his field, it also coincides with other texts, as well as contradicts others. An in-depth analysis of the book, as well as the theorists that have been mentioned will enable us to have more perspective not only on what the message that the book itself is trying to convey to us, we will also be able to have a better understanding of the field of sociology as a whole. McGuigan’s book focuses on three main arguments. The first argument is that there is a distinct difference between modernity

Evaluate factors that influenced the effectiveness of each interaction Essay Example for Free

Evaluate factors that influenced the effectiveness of each interaction Essay In this piece of coursework I will be analysing and evaluating the factors that influence the effectiveness of each interaction in relation to the one to one set at a GP’s for a patient that has really bad back pains and is complaining about how sharp the pain is. I based the one to one interaction on a patient with back problems and they’ve come to the GP’s for something to be given to them. I thought of this because it’s something I went through and I thought it would be nice to let people know what process I went through and how hard it was. The first factor, I thought that influenced the one to one interaction was the patient and doctor taking turns while talking and not interrupting. Turn taking is a major factor that involves our everyday lifestyle and it’s helpful because you know you will get a turn at having your own say. Turn taking helps out a lot especially if you are with younger children or at a GP. For example, the patient came to her doctor and she told her doctor what was wrong with her and how much she’s in pain, the doctor listened to her while she was talking and didn’t ask questions until she finished talking then, the doctor answered all her questions and asked her own questions trying to figure out what was wrong about that patient and what actions will need to be taken for the patient to feel better. Towards the end the doctor referred the patient to her local hospital for an x-ray to see what’s going on. What’s good about turn taking is that everyone listens to each other and you don’t get interrupted also you know you’ll have enough time to talk while others have a chance to think about questions to ask you. The second factor I realised that influenced the one to one interaction was listening. Listening is letting people talk and you concentrating on just what they are saying, listening is a very important communication skill because if you don’t listen you may misunderstand something which may leads you to thinking differently and feeling insecure. Read more: Describe factors which may influence children’s development essay Listening was one factor that influenced the one to one interaction because if one of us didn’t listen while the other person was talking we may have not heard what they were saying or concentrated enough to understand what they were saying which can lead to giving wrong answers which could be a problem to the persons health that’s why when others are talking you always have to listen. For example, in the one to one interaction Emily was my partner and she helped me concentrate listening to  her because little things distract me easily so I had to make sure I listened to her also, we had our script which was used as a prop if we missed out something we carried on listening to each other while looking at what was said to not give the wrong answer. We listened to each other because we knew how important listening is and we were successful at getting through the one to one interaction without not knowing what was going on because we listened to each other. The third factor that also had an influence on the one to one interaction was respect towards each other. Respecting each other shows you give them pride and you are happy about what they are saying or doing also, respect comes from learning to care about people from older ages because we have to respect people to get along with life if we don’t respect then there could be consequences. Respect is very important because we all have to respect everyone no matter what their race, gender, age or features are we have to because we live in a society that moves with respect. For example, if we didn’t respect the army that looks after the country for losing their lives to make the world a much happier place and for us to be safe then that will be a major consequence because what’s the point of those people dying for us if we can’t have a little respect for them. The reason why I thought respect had a influence in the one to one interaction was because if we didnà ¢â‚¬â„¢t respect each other we wouldn’t have been able to understand each other and we wouldn’t have been able to do the doctor and patient script because a doctor always has to respect their patients no matter what happens they have to so does the patient too. An example of this would be, when the patient walked into the room I felt the respect from the patient by the way they answered me and facial expressions. This had a big impact on the interaction because it made it less awkward to talk with the patient and not only was the patient comfortable with asking questions to do with her illness but as a doctor being able to have enough respect from a patient to ask them what areas of the back hurts and being able to have a look at the patients back to check what’s wrong. The last factor that had an influence on the interaction was how professional I was. Being professional can be difficult because if you’ve always been in an environment that’s unprofessional and you don’t know where to use what language that can be an issue. So being professional was key in this interaction because I was a person that had a reputation,  that had power to help people and look after them. If I didn’t act professional the patient could have not taken me serious but I did. The reason why being professional was an influence in the interaction because I realised the more professional you are no matter where you are you will always be looked up to and that’s why I thought it was an influence because it made the patient feel secure with me, it made the patient understand no matter what happens I will always be supporting the patient which would make both of us happy. For example, the minute the patient knocked on the door I dropped everything I was doing and stood up and shock the hand then I made the patient feel welcomed and asked how they were then they started explaining what the problem was and the actions I was doing showed I was professional.

Chaucers The Canterbury Tales Essay -- Chaucer Canterbury Tales Essay

Chaucer's The Canterbury Tales Critics interpreting Chaucerian depictions of drunkenness have traditionally focused on the state as an unalloyed vice, citing variously as justification the poet’s Christian conservatism, his intimate association with the disreputable London vintner community, and even possible firsthand familiarity with alcoholism. While we must always remain vigilant to the evils of excessive inebriation, to portray Chaucer’s images of drink and revelry in The Canterbury Tales as an unqualified denunciation is to oversimplify the poet’s work and to profane his art. By fusing his portrayals of drunkenness with the revelation of truth and philosophical insight, Chaucer demonstrates the capacity of wine and ale to evoke the funky earthiness of humanity that we so desperately seek to avoid and that is so fundamental to our corporeal experience. On the surface, drunkenness in The Canterbury Tales seems to be a force of disruption. The belligerent Miller churlishly demands to tell his tale before the Monk and thus violates the Host’s intended order of tale-telling. Indeed, the Miller’s interruption violates the very structure of the medieval social order by having member of the third estate of commoners interrupt the representative of the nobility embodied in the Knight. In another example of disruption, the intoxicated Cook falls off his horse as the party finally approaches Canterbury. He, too, causes a weighty disturbance as the stronger pilgrims are forced to remount â€Å"his hevy dronken cors† (IX. 67). For its tendency to disrupt the tales, commentators have traditionally portrayed drunkenness in an unfavorable light. Yet, such an interpretation is misguided. The eruptions of drunken... ...enness is â€Å"hard-wired into the structure as a whole.† But drunkenness in the Tales is not â€Å"a symptom of some pervasive spiritual malaise,† as Bowers argues; drunkenness is a sign of a vibrant spiritual vitality. Drunkenness realigns the pilgrims with the inescapable earthy creatureliness that constitutes the fundamental paradox of the human condition. We assiduously endeavor to transcend our material world and use myriad euphemisms to avoid the truth, but we inevitably come crashing down into the filthy, funky, moist humus. We are ever burying our dead, ever reconstituting our humando. No, the answer lies not in Bowers’s teetotalism; Criseyde holds the truth. â€Å"In every thing, I woot, ther lith mesure,† she says. Everything must come in moderation, including moderation itself. According to Chaucer, a few drams of whiskey will be just fine. In vino veritas.

Osteoarthritis Essay

Osteoarthritis or degenerative joint disease is defined as a form of arthritis in which one or many joints undergo degenerative changes, including subchondral bony sclerosis, loss of articular cartilage, and proliferation of bone spurs or osteophytes and cartilage in the joint, according to Mosby’s Medical Dictionary (Anderson, 2001). Bullock, on the other hand, defines osteoarthritis as destruction of the articular cartilage and subchondral bone with cyst and osteophyte formation (Bullock and Henze, 2000). Osteoarthritis is the most common form of arthritis affecting more than 20 million people in the country (Shiel, 2008). Osteoarthritis is usually acquired by the elderly (Smeltzer and Bare, 2004). In males, there is a greater chance of contracting osteoarthritis before the age of 45, while in females, the greater chance is after the age of 45 (Smeltzer and Bare, 2004). Osteoarthritis can be called primary osteoarthritis when there is no known cause, or it has an idiopathic etiology and it is called secondary osteoarthritis when it is caused by another underlying disease condition (Shiel, 2008). Risk factors that can predispose an individual to developing this disease condition are an increased age, obesity, previous joint damage, trauma to joint due to repetitive use, occupations that involve carpet installation, construction working, farming and sports injuries, anatomic deformity, and genetic susceptibility (Kaplan, 2007). Osteoarthritis most often targets weight bearing joints at the hips, knees and cervical and lumbar spinal area; it also affects finger joints, most especially those at the proximal and distal regions (Smeltzer and Bare, 2004). Osteoarthritis occurs when the articular cartilage matrix is depleted thus exposing the basic collagen structure (Bullock and Henze, 2000). Due to the stress of everyday usage of the affected joint, the articular cartilage matrix will try to spread this compression hydrostatically but will fail to do so. This will cause the collagen fibers to rupture and the articular cartilage will flake, fissure and erode (Bullock and Henze, 2000). The exposed subchondral bone will crack and the synovial fluid will enter the cracks towards the marrow, and subchondral cysts are formed (Bullock and Henze, 2000). Since the subchondral bone is already exposed, there will be proliferation of fibroblasts in order to form new bone in this area. The periosteal bone growth increases at the joint margins and at the attachment sites of ligament or tendons and will develop into bone spurs or ridges called osteophytes (Bullock and Henze, 2000). The development of osteophytes will lead to an increase in synovial capsule size which in turn causes limited movement (Bullock and Henze, 2000). Also, osteophyte formation will irritate nerve endings in the periosteum causing pain (Smeltzer and Bare, 2004). Both the pain and movement limitation causes functional impairment in and individual suffering from osteoarthritis (Smeltzer and Bare, 2004). Clinical manifestations of osteoarthritis include the symptoms of pain, most specifically joint pain, possibly due to an inflamed synovium, stretching of the joint capsule or ligaments, irritation of nerve endings in the periosteum over the osteophytes, trabecular microfracture, intraosseous hypertension, bursitis, tendonitis, and muscle spasm (Smeltzer and Bare, 2004). There is stiffness which is usually experienced in the morning but has a less than fifteen minutes duration and can be lessened with movement (Gardner, 2005). The patient’s functional impairment is due to pain on movement and his or her limited motion is due to the structural changes in the joints and is seen as Heberden’s and Bouchard’s nodes (Smeltzer and Bare, 2004). Physical assessment for osteoarthritis will reveal tender and enlarged joints (Smeltzer and Bare, 2004). Diagnostic tests of choice will be an x-ray of the affected area and it will show narrowing of the joint space due to progressive loss of the cartilage (Smeltzer and Bare, 2004). Osteoarthritis can be managed with conservative treatment, pharmacologic treatment, and surgical management. Conservative treatment involves heat application, weight reduction if obese, joint rest and avoidance of overuse, use of orthotic devices to support the affected joints, and isometric and postural exercises (Smeltzer and Bare, 2004). Medications to give patients include an analgesic therapy and acetaminophen is the drug of choice, glucosamine and chondroitin can be given too, to improve tissue function (Smeltzer and Bare, 2004). Surgical management involves osteotomy, arthroplasty and tidal irrigation of the knee (Smeltzer and Bare, 2004).

Problem solution Essay

There are countless issues constantly growing larger in our society today that are not often taken serious enough, such as global warming, world hunger and homelessness. A major issue more applicable to my generation is the distorted views by teenage girls of their personal image and appearance. This includes but is not limited to their weight, hair color, breast size, color of skin or simply how much makeup they apply. The body type portrayed in advertising as the ideal is possessed naturally by only 5% of American females, yet 47% of girls ages 11-18 grade reported wanting to lose weight because of magazine pictures and 69% of girls reported that magazine pictures influenced their idea of a perfect body shape (Mellin) . This distorted and incorrect view that young girls have of themselves have caused many to develop serious self-confidence issues and eating disorders such as anorexia and bulimia nervosa. This is a tough problem to find solutions to, but by getting the media to use more diverse actresses and models this problem may be helped. By magazines advertising the same tall, skinny, dark skinned woman on their covers, adolescent girls are pressured to feel the need to have to look this way as well. In our society today it can be extremely hard to feel accepted, but by forcing the media to change their close minded opinions, views and advertisements, we can not only change teenage girl’s lives but in some extremely severe cases save them as well. In a world where 90% of every female celebrity is on the verge of being vastly underweight it is easy for young teenagers to feel pressured to be similar. Being overweight as a young girl can cause isolation, verbal abuse and even depression now -a -days. Because media surrounds us with these unrealistic, photo shopped images even being an average weight as a girl can cause one to feel overweight. A study was done examining girls media consumption and identification with media models, then uses an exposure experiment to investigate whether the different media formats in which ‘body perfect’ ideals are presented affects their impact on body image. The first study showed that neither type nor amount of media use was related to body dissatisfaction, but the second study contracted this by demonstrating that regardless of media type, experimental exposure to the ‘perfect’ body led to significantly higher body and appearance dissatisfaction (Bell, Ditmar). According to socio-cultural theory, negative body image emerges as a result of perceived environmental pressure to conform to a culturally-defined body  and beauty ideal. The mass media may be seen as the single biggest purveyor of this ideal, promoting an unr ealistic and artificial image of female beauty that is impossible for the majority of females to achieve. (Bell, Dittmar) Eating disorders are the most serious issue that can seem to go unnoticed today. Young girls have such a strong need and desire to conform with societies ‘ideal’ image of what woman ‘should’ look like, that they will take extreme measures to meet this imaginary standard that the media has imprinted in our minds. Bulimia nervosa, the act of over eating and purging, anorexia nervosa, the act of starving oneself and also taking medications such as diet pills and laxatives in order to lose weight are immensely harming girls and causing them to face serious health issues. Because of the standard that the media portrays, girls never feel satisfied and constantly feel as if they need to lose more weight, even when in some cases they are already extremely underweight. This is no way for a teenager with their entire lives ahead of them to live; These eating disorders can cause girls to fall into a deep depression and have countless other psychological problems. Recen t studies suggest that people with bulimia nervosa (BN) are at increased risk for suicidal thoughts and actions. Scott J. Crow, MD and colleagues at the University of Minnesota, Minneapolis, and the Genetic Epidemiology Research Branch of the National Institutes of Mental Health, Washington, DC, recently reported a study in which suicidal ideation was found to be most common among teens with BN than among teens with other eating disorders. The study showed that suicidal ideation was more common among teens with BN (53%) than among those with another eating disorder, researchers also found a similar pattern for suicidal planning (25.9%) and suicidal attempts (35.1%) among teens with BN (Crow). The solutions for these problems are far from simple, but the media could begin to portray a more diverse type of girl instead of the poor, single stereotypical image. Media should portray and advertise all different types, sizes, shapes, and races of woman in order to help every teenager feel happy and confident with themselves. We should also provide girls who struggle with self-image distortion eating disorders with counseling and cognitive therapy to talk about their issues and feelings freely. The first step to solving the  problem is identifying the problem, therefore teachers, counselors, peers, parents, and others should be more aware of signs and symptoms of eating disorders in able to address them to find and provide t hem with the help that they need. Media promoting such a thin-ideal in young women has resulted in adolescent girls having extreme self-image problems, causing eating disorders. Eating disorders can often times be overlooked or said to be done for attention, but what some may be unaware of is that eating disorders can cause serious health and psychological problems and sometimes lead to death or suicide. Eating disorders have the highest mortality rate of any other mental illness and are an issue that our society needs to address in a much more serious manner.

SAT Syllabus What’s on the Exam and How to Prep

SAT Syllabus What’s on the Exam and How to Prep SAT / ACT Prep Online Guides and Tips Are you taking the SAT soon but aren’t sure what to expect?Not to worry! This guide will give you an in-depth look at the SAT syllabus and what to expect on the exam. For each section of the SAT, I’ll explain the format of the section, thetypes of questions you’ll see, and the skills it tests.At the end of this guide, I'll also go over the top tips you need to know when preparing for the SAT to help you achieve your highest score. Overview of the SAT Before we start looking in-depth at the SAT syllabus, let’s first get a broad overview of what the SAT covers.There are three main sections on the SAT: Reading, Writing and Language, and Math. There is also an optional essay. More information about each section is available in the chart below. Section Minutes Given Number of Questions Reading 65 52 Writing and Language 35 44 Math 80 58 Essay (Optional) 50 1 Total 3 hours, 50 minutes (3 hours without the essay) 154 (+1 essay prompt) The SAT sections will always go in this order, beginning with Reading and ending with (if you choose to take it), the SAT Essay.The Math section is divided into two groups, the first where you can’t use a calculator (25 minutes and 20 questions), and the second, where a calculator is allowed (55 minutes and 38 questions). Below, for each section of the SAT, I’ll explain what subjects it covers. SAT Reading Number of Questions Minutes Given Time Per Question 65 52 75 seconds Format The SAT Reading section consists of passages with 52 multiple-choice questions. In this section, there will be four individual passages and one passage pair, which means there will be about 10-12 questions for each passage/passage pair.At least one of the passages will have graphics, such as tables, graphs, and charts accompanying it.Each passage, or passage pair set, will be at about 500 to 750 words. There will be at least one passage from each of the following topics: U.S. or world literature U.S. founding document or a text inspired by one Social science (such as economics, psychology, sociology, etc.) Science (Earth science, biology, chemistry, or physics) Types of Questions All questions on SAT Reading are multiple choice with four answer choices. There areeight main different questions types you may see in this section. Big Picture/Main Idea These questions ask about the overall purpose of the passage, such as what is the passage about, what is it trying to accomplish, or what the point of it is. The main purpose of each passage is to A) compare brain function in those who play games on the Internet and those who browse on it. B) report on the problem-solving skills of individuals with varying levels of Internet experience. C) take a position on increasing financial support for studies related to technology and intelligence. D) make an argument about the effects of electronic media use on the brain. Little Picture/Detail This type of question will usually refer to a specific line or phrase within a passage and ask you about a specific detail, such as what a particular phrase means or why the author chose to mention something. In the context of the passage, the author’s use of the phrase â€Å"her light step flying to keep time with his long stride† (line 3) is primarily meant to convey the idea that A)Ethan and Mattie share a powerful enthusiasm.B) Mattie strives to match the speed at which Ethan works.C)Mattie and Ethan playfully compete with each other.D)Ethan walks at a pace that frustrates Mattie. Inference Inference questions will ask you to deduce the meaning of a line or phrase from the passage or the entire passage itself. Even though you’ll have to do some interpretation on these questions, they all have to have one objectively correct answer with evidence in the passage you can use to support your choice. The passage most strongly suggests that Adelita used which of the following to navigate her 9,000-mile journey? A)The current of the North Atlantic gyre.B) Cues from electromagnetic coils designed by Putman and Lohmann.C) The inclination and intensity of Earth's magnetic field.D)A simulated "magnetic signature" configured by Lohmann. Vocabulary in Context For these questions, you’ll be asked to define a specific word in the question. Be careful, because sometimes common words are used in unusual ways and you have to correctly identify the definition used in the passage. As used in line 38, â€Å"intense† most nearly means A) emotional.B)concentrated.C) brilliant.D) determined. Function Function questions refer to how a phrase or sentence works within a passage and what effect it has on the passage. The analogy in the final sentence of Passage 2 has primarily which effect? A) It uses ornate language to illustrate a difficult concept. B) It employs humor to soften a severe opinion of human behavior. C) It alludes to the past to evoke a nostalgic response. D) It criticizes the view of a particular group. Author Technique The questions will ask you to analyze the author’s tone, style, perspective and/or attitude. For paired passages, you may have to compare author techniques between the two passages. During the course of the first paragraph, the narrator’s focus shifts from A) recollection of past confidence to acknowledgment of present self-doubt. B) reflection on his expectations of life as a tradesman to his desire for another job. C) generalization about job dissatisfaction to the specifics of his own situation. D) evaluation of factors making him unhappy to identification of alternatives. Evidence Support Evidence support questions refer back to a previous question and ask you to provide evidence for your answer. For example, if you were asked an author technique question, after it there may be an evidence support question asking you to identify which lines in the passage support your answer to the author technique question. 1. The description in the first paragraph indicates that what Ethan values most about Mattie is her A)fitness for farm labor.B)vivacious youth.C) receptive nature. D) freedom from worry. 2. Which choice provides the best evidence for the answer to the previous question? A) Lines 1-4(â€Å"Mattie... farm†) B) Lines 4-8 (â€Å"He had... anyhow†) C) Lines 8-10 (â€Å"But it... hearth†) D) Lines 11-13 (â€Å"She had... will†) Data Interpretation These questions refer to the diagrams, charts or graphs included with some of the passages. You’ll have to analyze the information the graphics present. 1. How does the graph support the author’s point that internal waves affect ocean water dynamics? A) It demonstrates that wave movement forces warmer water down to depths that typically are colder. B) It reveals the degree to which an internal wave affects the density of deep layers of cold water. C) It illustrates the change in surface temperature that takes place during an isolated series of deep waves. D) It shows that multiple waves rising near the surface of the ocean disrupt the flow of normal tides. Skills Tested There are three main skills tested in SAT Reading, all of which relate back to critical reading skills. Command of Evidence Being able to find evidence in a passage to support the answer to a question, understand how authors support their claims, and interpret diagrams. Words in Context Using clues from the passage to identify the meaning of a particular word and understanding how the word’s the author chooses affects tone, style, and meaning. Analysis in History/Social Science and Science Being able to examine hypotheses, interpret data, consider implications in passages that cover the subjects of history, social studies, and science. SAT Writing and Language Number of Questions Minutes Given Time Per Question 44 35 48 seconds Format Like the Reading section, all questions in the SAT Writing and Language are based on passages. This section contains four passages with 11 questions following each passage. Passages will cover either Careers, Social Studies, Humanities, or Science. Careers passages could discuss trends or debates in major professional fields, such as medicine, technology, or business. Social studies passages might focus on topics from history, anthropology, psychology, political science, or sociology. Humanities passages could feature an author or explore trends in literature, drama, art, music, or dance. Science passages will focus on Earth science, biology, chemistry, or physics. There is no fiction writingin this section, instead, passages will either be argument-based, explanatory, or nonfiction narrative, and at least one passage will be accompanied by a chart, graph, or table.For SAT Writing and Language, each of the passages will be filled with punctuation, word choice, sentence structure, and organization errors. Your job will be to identify and correct those errors in the questions. Types of Questions Like SAT Reading, all questions on SAT Writing and Language are multiple choice with four answer choices. Questions in this section will ask you about four main ideas.About 24 questions will focus on Command of Evidence, Words in Context, and Expression of Ideas, and about 20 questions will be on Standard English Conventions. Command of Evidence You’ll be asked to improve how the passages develop and present ideas and information to the reader. For example, when reading a passage you should understand how an argument could be strengthened or a detail added to improve clarity. Words in Context For some questions, you’ll need to improve the word choice used in the passage in order to improve tone, style, and/or clarity. Expression of Ideas You’ll need to be able to understand how a passage is structured and the point it is trying to make. Questions testing this skill may ask you to analyze how the passage’s message or organization could be improved. Standard English Conventions These questions test your grammar skills, such as sentence structure, usage, punctuation, verb tense, parallel construction, subject-verb agreement, and comma use. Skills Tested Sixteenmain skills are tested on this section, focusing on focusing on the development and organization of ideas and effective language use as well as grammar rules. Agreement Concision Conventional expression Logical sequence Modifiers Parallel Structure Possessives Precision Pronouns Punctuation Sentence function Sentence structure Style and tone Syntax Transition Verb Tense SAT MATH Number of Questions Minutes Given Time Per Question No Calculator 25 20 75 seconds Calculator 55 38 77 seconds Format SAT Math is divided into two sections, depending on whether or not a calculator is allowed. During the first section, when you cannot use a calculator, you’ll have 25 minutes to answer 15 multiple-choice questions and 5 grid-in questions. For the second section, when you can use a calculator, you’ll have 55 minutes to answer 30 multiple-choice questions and 8 grid-ins, including an Extended Thinking problem. Types of Questions Multiple Choice The majority of questions on SAT Math will be your standard multiple-choice questions where you’re presented with a problem and have to choose the best answer from four answer choices. Aaron is staying at a hotel that charges $99.95 per night plus tax for a room. A tax of 8% is applied to the room rate, and an additional onetime untaxed fee of $5.00 is charged by the hotel. Which of the following represents Aaron’s total charge, in dollars, for staying x nights? A)(99.5 + 0.08x) + 5B)1.08(99.5x) + 5C) 1.08(99.5x + 5)D)1.08(99.5 + 5)x Grid In On SAT Math, 22% of questions will be grid-ins. On these questions, instead of choosing the correct answer from a list of options, you’ll have to solve the problem and enter your own answer on the grid provided in the answer sheet. Ifwhat is one possible value of Extended Thinking A few of your questions will be part of an Extended Thinking problem. The Extended Thinking problem will appear as part of the grid-ins, typically near the end of the section. You’ll see a graph, table, or word problem and have to answer several questions about it. Extended Thinking questions often focus on real-world situations. An international bank issues its Traveler credit cards worldwide. When a customer makes a purchase using a Traveler card in a currency different from the customer’s home currency, the bank converts the purchase price at the daily foreign exchange rate and then charges a 4% fee on the converted cost. Sara lives in the United States, but is on vacation in India. She used her Traveler card for a purchase that cost 602 rupees (Indian currency). The bank posted a charge of $9.88 to her account that included the 4% fee. 1. What foreign exchange rate, in Indian rupees per one U.S. dollar, did thebank use for Sara’s charge? Round your answer to the nearest whole number. 2.A bank in India sells a prepaid credit card worth 7,500 rupees. Sara canbuy the prepaid card using dollars at the daily exchange rate with no fee,but she will lose any money left unspent on the prepaid card. What is theleast number of the 7,500 rupees on the prepaid card Sara must spendfor the prepaid card to be cheaper than charging all her purchases onthe Traveler card? Round your answer to the nearest whole number ofrupees. Skills Tested SAT Math covers 24 main topics, within four main subject areas. Over half of the questions will be on algebra, while a maximum of 10% of the questions will focus on Additional Topics such as geometry and trigonometry. Basic Algebra Linear functions Single variable equations Systems of linear equations Absolute value Advanced Algebra Manipulating polynomials Quadratic equations Dividing polynomials Exponential functions Function notation Solving exponential equations Systems of equations with nonlinear equations Problem Solving and Data Analysis Ratios and proportions Scatterplots and graphs Categorical data and probabilities Experimental interpretation Median, median, mode, standard deviation Additional Topics Coordinate geometry - lines and slopes Coordinate geometry - nonlinear functions Geometry - circles Geometry - lines and angles Geometry - solid geometry Geometry - triangles and polygons Trigonometry Complex numbers SAT Essay Number of Questions Minutes Given Time Per Question 1 essay 50 50 minutes Format The SAT Essay is the only optional section of the exam. If you decide to take it, you’ll have 50 minutes to plan and write one complete essay. Types of Questions You’ll be given a passage by an author who has taken a stance on a particular issue, and you’ll need to analyze how the author builds her argument, what the strengths and weaknesses of the argument are, and how the argument could be improved. You won’t be taking your own stance on the issue. Skills Tested The major skill you are graded on for the essay is your ability to analyze an argument and understand how evidence and rhetorical devices contribute to an argument.While you’ll want your essay to be clear and easy to understand, a few minor spelling and grammar errors won’t lose you points, so you don’t have to worry about your essay being technically perfect. How to Use ThisSAT Syllabus Now you're an expert on the SAT syllabus, but how does this information help you? First, knowing what's on the SAT will make you feel more comfortable on exam day. You'll know the format, content, and types of questions you'll be asked. This can help you feel more prepared and help reduce test anxiety. Second, understanding the SAT syllabus can significantly help withyour SAT studying. When you know what subjects are tested on the SAT, you'll know what to focus on during your preparation, and you're less likely to skip material you should know or study material that won't be on the test. Additionally, when you take practice tests and are looking to see where you got most of your answers wrong, you can easily pinpoint which area(s) you should work on. Maybe your SAT Math score was lower than you wanted it to be, but where exactly were you making mistakes? Did you get all the algebra questions correct but struggled with geometry? Then you can focus primarily on studying geometry questions. Knowing what's tested on the SAT will help you pinpoint the areas where you need to improve and increase the effectiveness of your studying. How to Prepare for the SAT Knowing the SAT syllabuswill help you become more comfortable and familiar with the exam, which will likely help your score. Follow these three additional tips to be sure you’re getting the most out of your SAT prep. Create a Study Plan Before you begin in-depth preparation for the SAT, you’ll want to create a study plan.A study schedule can help you know when you’re supposed to be studying and can keep you on track.Setting aside a regular time to study each day or week, such as weekdays from 8:00-9:30 or Sundays from 12:00-4:00, will make it easier to study because you’ll know ahead of time when you should be studying and can fit the rest of your schedule around it. You should include regular goals in your study schedule that you hope to meet, such as, â€Å"I want to understand how to answer geometry questions by the end of the weekend,† or â€Å"I want to raise my math score ten points by the end of the month.†Setting these goals can help encourage you to study and ensure you are on track to meet your goal scores. Use High-Quality Study Materials Your studying is only going to be as effective as the prep materials you use, so be sure to use the right materials for you.A high-quality prep book can be one of the best resources you use. Check out some of the best SAT prep books here. A good prep book will effectively explain the content tested on the exam, have high-quality practice questions similar to those on the real SAT, and include full-length practice exams (discussed more below). Take Complete Practice Exams During your studying, you’ll want to take at least one (and ideally at least threeto four) complete practice SATs.Taking complete practice SATs is important because it gives you the most realistic idea of what the real SAT will be like. You’ll learn how taking a test for several hours affects you and if you get tired and distracted towards the later sections. Also, after you score your exam, you’ll have a good idea of how well you’d do on the actual SAT, and you can use this information to identify which areas you should focus on for future studying. Be sure to take your SAT under realistic testing conditions. That means take the test all in one sitting, timed, and with minimal distractions.Try to use official practice tests since they’ll be the closest to the real SAT. We have links to several free and official SAT practice tests you can use. Conclusion Knowing the SAT syllabuswill help you know what to expect for the test and how to prepare.Each of the three main sections of the SAT covers multiple subject areas and contains several question types. There is also an optional essay at the end of the test. To prepare for the SAT, be sure to create a study plan early on, use high-quality study materials, and take full-length practice tests to get a good idea of the progress you’ve made. What's Next? Wondering what a good SAT score is? Learn how to set a score goal based on the schools you want to get into. Thinking about using Khan Academy for SAT prep?Khan Academy can be a great resource if you know how to use it correctly. Read our guide to learn how to make the best use of Khan Academy! Want to learn more about the new SAT? We have a complete guide to the revised SATthat goes over exactly what changed, what stayed the same, and how it affects you. Want to improve your SAT score by 160 points?We have the industry's leading SAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. Check out our 5-day free trial today:

Scientific Definition of a Laser

Scientific Definition of a Laser A laser is a device which is built on the principles of quantum mechanics to create a beam of light where all of the photons are in a coherent state - usually with the same frequency and phase. (Most light sources emit incoherent light, where the phase varies randomly.) Among the other effects, this means that the light from a laser is often tightly focused and does not diverge much, resulting in the traditional laser beam. How a Laser Works In simplest terms, a laser uses light to stimulate the electrons in a gain medium into an excited state (called optical pumping). When the electrons collapse into the lower-energy unexcited state, they emit photons. These photons pass between two mirrors, so there are more and more photons exciting the gain medium, amplifying the intensity of the beam. A narrow hole in one of the mirrors allows a small amount of the light to escape (i.e. the laser beam itself). Who Developed the Laser This process is based on work by Albert Einstein in 1917 and many others. Physicists Charles H. Townes, Nicolay Basov, and Aleksandr Prokhorov received the 1964 Nobel Prize in Physics for their development of the earliest laser prototypes. Alfred Kastler received the 1966 Nobel Prize in Physics for his 1950 description of optical pumping. On May 16, 1960, Theodore Maiman demonstrated the first working laser. Other Types of Laser The light of a laser does not need to be in the visible spectrum but can be any sort of electromagnetic radiation. A maser, for example, is a type of laser that emits microwave radiation instead of visible light. (The maser was actually developed before the more general laser. For a while, the visible laser was actually called an optical maser, but that usage has fallen well out of common usage.) Similar methods have been used to create devices, such as an atomic laser, which emit other types of particles in coherent states. To Lase? There is also a verb form of laser, to lase, which means to produce laser light or to apply laser light to. Also Known As: Light Amplification by Stimulated Emission of Radiation, maser, optical maser

Classical Mythology Essay Example | Topics and Well Written Essays - 1000 words

Classical Mythology - Essay Example Prometheus possessed the power of foreseeing the future and this blessing was bestowed upon him by his mother, the goddess Themis. Prometheus was basically a Titan that is the gods who ruled before the Olympians and were hence referred to as the old gods. He had assisted Zeus who was an Olympian in coming into power by designing a strategy against Cronos. It is believed that Prometheus had assisted the human beings in multiple ways which included the provision of literature and other skills. But his play principally focused upon the punishment that was imposed upon Prometheus by Zeus for his disobedience of Zeus’s commands of passing on fire to mankind. He was punished by being tied to a rocky mountain where he was taken to by Might and Violence. Hepheastus tied him to the mountain but he felt sorry for Prometheus unlike Might and Violence who do not want to disobey Zeus at any cost. Prometheus further invited trouble for him when he expressed the future of Zeus which accordin g to him showed the fact that Zeus would be overthrown by his own heir from his marriage with a woman. He refused to tell the name of the woman to anyone and Zeus uses all his force and power to make Prometheus reveal this secret. Prometheus is subjected to extreme pain and agony by being tortured with lightning and other methods. Animals eat his liver everyday which again generates every day. Not only this Prometheus has to suffer this forever as he is an immortal and a god and hence would not die. This play provides a good concept of the Greek mythologies. It is enriched with major characters of the Greek religion and learning. The play revolves around major aspects of religion and human beings. It explains the bond that exists between creation and the creator. This can be understood by the fact when Prometheus disobeys Zeus just in order to benefit the human beings as much as