Religion Makes Women Subservient to Men Free Essays

Annelore Wolfelt World Religions Mr. Rocco Final Essay: â€Å"Religion Makes Women Subservient to Men† The contrasts among â€Å"eastern† and â€Å"western† religions are numerous and fluctuated however there are some central likenesses inside all religions. One of the repeating themes that go through pretty much every religion is that ladies are made to be docile to men. We will compose a custom article test on Religion Makes Women Subservient to Men or on the other hand any comparative point just for you Request Now The need to control and command ladies is found in both â€Å"eastern† and â€Å"western† religions. Confucianism, Hinduism, Christianity, and Islam all victimize ladies (to changing degrees), by putting ladies underneath men. Every religion expresses the requirement for male strength over ladies as a celestial request that must and will be complied. Ladies are not included much in the Bhagavad Gita aside from as a kind of perspective to something different. In this way dependent on study hall holy content alone it is difficult to determine what women’s status is in Hinduism. Albeit one may take a gander at the absence of ladies in sacrosanct sacred text as a conspicuous sign that ladies mustn’t be significant in the event that they aren’t even worth referencing. Anyway in the Laws of Manu, another Hindu sacred text, ladies are quickly alluded to. It expresses that it is women’s nature to â€Å"seduce men in this (world); hence the astute are never unguarded in (the organization of) females† (2:213). â€Å"For ladies can lead off track in (this) world an imbecile, yet even a scholarly man, and (to make) him a captive of want and anger† (2:214). Dread of being enticed by a lady and getting weak to her is a contributing component to the need men need to overwhelm ladies. This dread men have of women’s arousing quality is a consistent idea all through different religions and societies. Men’s need to control ladies may come from the dread that they themselves can be effortlessly constrained by ladies. In Confucianism we consider the possibility of uniformity between men, however that balance depends on a social chain of command composed by the Five Constant Relationships: 1) sovereign to subjects, 2) father to child, 3) spouse to wife, 4) more seasoned sibling to more youthful sibling and 5) companion to companion (Smith 175). This chain of command builds up relations of reliance between men, including the obligation to offer regard and acquiescence from those in a lesser situation to those in a higher situation, just as the obligation to show kindheartedness from the individuals who hold a place of control over the individuals who don’t. The connection between the couple shows the situation of the lady as one ruled by the spouse inside the marriage. In the entirety of different connections age and social standing is the thing that concludes who will hold the situation of intensity inside the relationship. Be that as it may, in the connection among guys and females, age and social standing don’t play the central factor of intensity in the relationship, sexual orientation does. By just being a lady she is naturally given the job of compliance rather than one of intensity. In any case, in all decency Confucianism doesn't show the efficient oppression ladies that is found in western religions. In Christianity ladies are unmitigatedly made to be the more vulnerable sex. â€Å"Wives, submit yourselves unto your own spouses, as it is fit in the Lord. †(Colossians 3:18). â€Å"Let the lady learn peacefully with all coercion. Be that as it may, I endure not a lady to instruct, nor to usurp authority over the man, however to be peacefully. For Adam was first framed, at that point Eve. What's more, Adam was not deluded, yet the lady being misled was in the offense. Despite she will be spared in childbearing. (1 Timothy 2:11-15) Christians put the full fault of the Fall of Man on Eve, (and in this way all ladies). Due to this ladies are viewed as effectively corruptible and needing the standard of man. Only being brought into the world a female is viewed as a type of punishment: â€Å"if a lady have imagined seed, and brought into the world a man kid: at that point she will be messy seven days; as indicated by the times of the detachment for her illness will she be messy. † (Leviticus 12:2) â€Å"But in the event that she bears a house cleaner youngster, at that point she will be messy fourteen days, as in her division: and will proceed in the blood of her purging threescore and six days. (Leviticus 12:5) Since its starting Christianity has looked to command and segregate ladies, and it proceeds right up 'til the present time with ladies battling for their conceptive rights against the Catholic Church. The West has (fraudulently) blamed Islam for corrupting ladies, primarily in light of the fact that Islam licenses majority of spouses. Yet, actually Islam gave more rights to ladies by making a more grounded accentuation on the holiness of marriage, giving young ladies rights to legacy and prohibiting female child murder. In any case, that is the extent that Islam got to giving females any kind of ‘equality’. Islam expresses that there is no equity among people: â€Å"The spouses have rights comparing to those which the husbands have, as indicated by what is perceived to be reasonable, yet men have a position above them. † (Quran 2:228) Women are as yet expected to be respectful to men and to serve them out of dread of discipline. â€Å"So ethical ladies are dutiful and monitor in the husband’s nonappearance what God would have them watch. With respect to those whom you catch unfaithfulness, rebuke them, at that point will not share their beds, lastly hit them. † (Quran 4:34) Women are not viewed as people yet a man’s property: â€Å"Your spouses are your fields. Go, at that point, into your fields as you will. † (Quran 2:223) The insignificant truth that ladies must cover themselves when they are in the existences of guys in order to not entice men (Quran 24:31) puts the entirety of the obligation on the lady rather than the man. I think that its amusing that it is the woman’s flaw for being alluring and not simply the man’s issue for having no control. As Simone de Beauvoir said in her book The Second Sex, â€Å"Man appreciates the incredible preferred position of having a divine being support the code he composes; and since man practices a sovereign authority over ladies it is particularly blessed that this authority has been vested in him by the Supreme Being. For the Jews, Mohammedans and Christians among others, man is ace by divine right; the dread of God will consequently quell any drive towards revolt in the discouraged female. † When I am inquired as to whether I have a place with any religion I state, â€Å"No. † As a female I don’t need to have a place with a foundation that routinely segregates, rules, and adventures ladies the manner in which these four religions do. Works Cited The Bhagavad Gita. Ed. Betty Radice. Trans. Juan Mascaro. London: Penguin Books, 1962. Print. The New Testament of Our Lord and Savior Jesus Christ. A Revision of the Challoner-Rheims Version. Altered by Catholic Scholars Under the Patronage of The Episcopal Committee of the Confraternity of Christian Doctrine. New Jersey: St. Anthony Guild Press Paterson, 1941. Print. Laws of Manu. Trans. George Buhler. Hallowed Texts Archive, 2011. Web. 1 June 2012. http://www. holy messages. com/hin/manu. htm Quran. Ed. Farida Khanam. Trans. Maulana Wahiduddin Khan. New Delhi: Goodword Books, 2009. Print Smith, H. The World’s Religions. New York: Harper One, 1991. Print. Step by step instructions to refer to Religion Makes Women Subservient to Men, Essay models

Article Essay Example | Topics and Well Written Essays - 1000 words

Article - Essay Example In this paper, an examination of two articles about this history will be done, regarding the New York Times articles, can be viewed as theâ effectiveâ oneâ of the two. Janet Maslin’s article endeavors to show the perusers of Isaacson’s life story of Steve Jobs, that Jobs was not the dreadful individual that a large number of the individuals who had been near him believed him to be. She composes this article to a crowd of people which is probably going to be very strong of Jobs, and which will probably be exceedingly antagonistic to those individuals who are reproachful of him. The motivation behind Maslin’s article, consequently, is to observe Jobs’ life through the disclosures made about him in his life story. One assembles that Maslin’s perspective on Jobs’ life story is exceptionally steady of Jobs, neglecting his flaws and insteadâ mostlyâ consideringâ the positive parts of his life. Maslin achieves her undertaking strikingly well s ince she presents a Steve Jobs that was a celebrated man, yet in addition an individual. The style utilized by Maslin recorded as a hard copy about Jobs’ life story leaves the peruser, or crowd, unimaginably inquisitive, and it is probably going to urge one to understand it. The utilization of symbolism is pervasive all through the article, and every one of the pictures that Maslin expounds on can be considered to have a two sided connotation. ... It not just shows how his experience built up his inventive capacity, however it additionally uncovers those parts of his life which made him stand apart from other people. The constructive tone of the article is additionally indicated when one talks about Jobs’ individual life. While others would intensely condemn him for his surrender of his ill-conceived little girl, Lisa, Maslin reclaims this picture by expressing that he later came to acknowledge and bolster his little girl. The tone of the article can, consequently, be supposed to be certain in issues concerning both Job’s business life, and his own life. There is uncommonly little in the article to corrupt this picture. The subsequent article, by Fred Schruers, about Isaacson’s memoir of Steve Jobs can be viewed as excessively incredulous of the subject. It has for a crowd of people who might want to see a harmony between both the constructive and antagonistic parts of Steve Jobs. Schruers scrutinizes the way that Isaacson composed Jobs’ life story, expressing that he got excessively near the subject of the life story to have the option to compose dispassionately. Schruers recommends that since Isaacson was available all through Jobs’ inevitable sickness, he imparted an excessive number of individual minutes to him, and this may have mutilated his actual assessment of him. The reason for this article, in this way, is to uncover the shortcomings that are found in Steve Job’s account. It very well may be said that it may even urge a peruser to examine it with a spot of salt. Schruers, in his article, additionally utilizes symbolism as a method of focusing on the focuses which he is attempting to put across to his crowd. At a certain point in the article, he expresses that it would have been out of line to solicit Isaacson to assume the job from Church Lady while meeting

About the Midyear Report

About the Midyear Report Weve been getting many questions about the Midyear Report. Here are some answers. On mitadmissions.org, it says the following about the Midyear Report: This online form is required for all applicants, including Early Action deferred applicants and Regular Action applicants. The Midyear Report will be available on your MyMIT account in February and should be completed as soon as possible after completion of the fall semester (or after completion of the second quarter, if your school uses a quarter-based system). If your school uses a trimester schedule, please use your first trimester grades. Please be sure to get your official midyear grades from your Guidance Office in order to complete the Midyear Report accurately. Your Guidance Office does not need to mail your midyear grades to us directly we will verify the accuracy of the information you submit as needed. The Midyear Report also includes an opportunity for you to update us on anything important that has occurred since you submitted your application. Using the Midyear Report for such updates is preferred over mailed updates. And on your MyMIT Tracking detail page, it says: This online form is required of all applicants and will be available on this page in February. Even with this information, questions about the Midyear Report (a.k.a. MYR) are currently the most popular question being called in to our offices. So, heres a blog entry that will hopefully help answer many of your questions. The Midyear Report is an online form that is to be completed by every student being considered for Regular Action admission (thus, RA applicants including international students and EA deferreds). The Midyear Report is to be completed by you, the applicant. The MIT Midyear Report is different than the Common Application Midyear Report. The Common App MYR which is filled out by your counselor and sent to Common Application schools. The MIT Midyear Report is to be filled out by you, the applicant, online via your MyMIT Tracking. The MIT Midyear Report serves two purposes: to get your updated grades since you have applied (Midyear Grades). to get any other updates since you submitted your application (Midyear Updates). The Midyear Grades form has fields for your to report your coursework and grades. This is similar to the Self-Reported Coursework Form from the Part 2 of the application, except that were only looking for current year courses and grades. And were only looking for this from students with something to report so if youre in a school that doesnt have midyear grades, or youve already graduated, dont worry, youre all set you will be able to skip this section. The Midyear Updates form will be a simple text box, similar to one of the essays from the Part 2. The Midyear Update has a maximum of 250 words. We are happy to accept a midyear/updated transcript from your school/counselor, or the Common App Midyear Report form. However, your school/counselors submission of this still means that you must also complete our online MIT Midyear Report. The MIT Midyear Report will be online in February and will be available for several weeks. I hope this is helpful!

Shoeless Joe A Fictional Story Of A Man Known - 2120 Words

Shoeless Joe is a fictional story of a man known by the name of Ray Kinsella. Ray Kinsella lives and farms in Iowa where he grows corn with his wife Annie and their daughter Karin. Kinsella is obsessed with baseball, specifically Shoeless Joe Jackson, and the Black Sox Scandal of the 1919 World Series. When he hears a voice telling him, â€Å"If you build it, he will come†, he blindly follows the instructions. The voice tells him to build a baseball field in the midst of his corn crop in order to give his hero a chance at redemption. The field becomes a place for the spirits of baseball legends to come and play. Ray later gets to meet his father, Johnny, who had died 20 years ago at the time. He meets his father on the field, and plays catch†¦show more content†¦Eight so-called â€Å"Black Sox†Ã¢â‚¬â€including the great â€Å"Shoeless† Joe Jackson—were later put on trial for conspiracy and banned from baseball for life.† (Andrews) â€Å"The plan to throw the game is thought to have materialized a few weeks before the 1919 World Series. White Sox first baseman C. Arnold â€Å"Chick† Gandil is thought to be the main player who organized the throwing of the championships. He worked with a gambler by the name of Joseph â€Å"Sport† Sullivan.† (Andrews) â€Å"Gandil later claimed he was initially skeptical that it could work, but he eventually agreed that he and a few co-conspirators would throw the series in exchange for a hefty payout of around $100,000.† (Andrews) â€Å"Gandil was soon able to recruit pitchers Eddie Cicotte and Claude â€Å"Lefty† Williams, shortstop Charles â€Å"Swede† Risberg, and outfielder Oscar â€Å"Happy† Felsch. Third baseman George Buck Weaver was one of those who attended a meeting where a fix was discussed. However, he decided not to take part and played to the best of his ability during the series, batting .324 with 11 hits in 34 at- bats, which was higher than some of his batting averages in previous years. Weaver s career batting average was .272.† (Buck) â€Å"A meeting of White Sox players was held on September 21, in Chick Gandil’s room at the

Autocratic Leadership - 2056 Words

Leadership and Steve Jobs Wuleymatu Brimah Haohui Guan Woongki Hong Jin Nelsy Sanchez Management 3120 December 1st, 2014 Autocratic Leadership Leadership is the process of inspiring others to work hard and accomplish important goals, (Schermerhorn, 258). When we refer to a leader, we do not only look at the aspects in which he inspires others. We also focus on the capacity of the leader to have a vision. This concept is better known as visionary leadership. Visionary leadership is what brings to any situation a clear sense of the future and an understanding of how to get there, (Schermerhorn, 262). Leaders who possess this vision usually have other attributes which aid for the implementation of well-structured and finalized†¦show more content†¦While the democratic leader provides information and knowledge for his or her group and laissez faire gives the group free will, the main characteristic of autocratic leader is to give orders. In this experiment, the autocratic leader implied a high degree of control over the group’s decisions and activities without much freedom and participati on of group members. The autocratic leader determined rules and policies, and assigned work tasks for each member to follow. This specific style of leadership can be found on our person of research, Steve Jobs. Autocratic Leader- Steve Jobs Steve Paul Jobs was born in San Francisco, California on February 24, 1955. He was raised being interested in electronics and technology. This was because his dad, who was a mechanic, showed Jobs how electronic devices such as radio and television worked. He attended Reed College in Portland, Oregon, but he dropped out after six months. Even though he was a drop-out student, he took creative classes such as calligraphy during his time at Reed. In 1976, Steve Jobs and his friend, Steve Wozniak founded their own company called â€Å"Apple Computer Company†. This duo made their debut with Apple I in the personal computer industry. Apple I earned $774,000, and Apple Computer went public in 1980 with a 1.2 billion market value. Unfortunately, the board members blamed Steve Jobs for the company’s stagnation of sales later on, Jobs had to leave the company heShow MoreRelatedAutocratic Leadership : Authoritarian Leadership1362 Words   |  6 Page s Autocratic leadership can manifest in different ways. It is therefore not completely rigid and different situations can influence how the organisation and the leader implement the style. 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The Host Chapter 55 Attached Free Essays

string(50) " were not designed to handle violence and terror\." Jeb cleared a path for me, pushing people aside with his rifle as though they were sheep and the gun a shepherd’s staff. â€Å"That’s enough,† he growled at those who complained. â€Å"You’ll get a chance to dress ‘im down later. We will write a custom essay sample on The Host Chapter 55: Attached or any similar topic only for you Order Now We all will. Let’s get this sorted out first, okay? Let me through.† From the corner of my eye, I saw Sharon and Maggie fall to the back of the crowd, melting away from the reinstatement of reason. Away from my involvement, really, more than anything else. Both with jaws locked, they continued to glare at Kyle. Jared and Ian were the last two Jeb shoved aside. I brushed both of their arms as I passed, hoping to help calm them. â€Å"Okay, Kyle,† Jeb said, smacking the barrel of the gun against his palm. â€Å"Don’t try to excuse yourself, ’cause there ain’t no excuse. I’m plain torn between kickin’ ya out and shootin’ ya now.† The little face, pale under the deep tan of her skin, peeped around Kyle’s elbow again with a swish of long, curly black hair. The girl’s mouth was hanging open in horror, her dark eyes frantic. I thought I could see a faint sheen to those eyes, a hint of silver behind the black. â€Å"But right now, let’s calm everybody down.† Jeb turned around, gun held low across his body, and suddenly it was as if he were guarding Kyle and the little face behind him. He glared at the mob. â€Å"Kyle’s got a guest, and you’re scarin’ the snot out of her, people. I think you can all dig up some better manners than that. Now, all of you clear out and get to work on something useful. My cantaloupes are dying. Somebody do something about that, hear?† He waited until the muttering crowd slowly dispersed. Now that I could see their faces, I could tell that they were already getting over it, most of them, anyway. This wasn’t so bad, not after what they’d been fearing the last few days. Yes, Kyle was a self-absorbed idiot, their faces seemed to say, but at least he was back, no harm done. No evacuation, no danger of the Seekers. No more than usual, anyway. He’d brought another worm back, but then, weren’t the caves full of them these days? It just wasn’t as shocking as it used to be. Many went back toward their interrupted lunch, others returned to the irrigation barrel, others to their rooms. Soon only Jared, Ian, and Jamie were left beside me. Jeb looked at these three with a cross expression; his mouth opened, but before he could order them away again, Ian took my hand, and then Jamie grabbed the other. I felt another hand on my wrist, just above Jamie’s. Jared. Jeb rolled his eyes at the way they’d tethered themselves to me to avoid expulsion, and then turned his back on us. â€Å"Thanks, Jeb,† Kyle said. â€Å"Shut the hell up, Kyle. Just keep your fat mouth shut. I’m dead serious about shooting you, you worthless maggot.† There was a weak whimper from behind Kyle. â€Å"Okay, Jeb. But could you save the death threats till we’re alone? She’s terrified enough. You remember how that kind of stuff freaks Wanda out.† Kyle smiled at me-I felt shock cross my face in reaction-and then he turned to the girl hiding behind him with the gentlest expression I’d ever seen on his face. â€Å"See, Sunny? This is Wanda, the one I told you about. She’ll help us-she won’t let anyone hurt you, just like me.† The girl-or was she a woman? She was tiny, but there was a subtle curviness to her shape that suggested more maturity than her size-stared at me, her eyes huge with fright. Kyle put his arms around her waist, and she let him pull her into his side. She clung there, as if he were an anchor, her pillar of safety. â€Å"Kyle’s right.† Never thought I’d say that. â€Å"I won’t let anyone hurt you. Your name is Sunny?† I asked softly. The woman’s eyes flashed up to Kyle’s face. â€Å"It’s okay. You don’t have to be afraid of Wanda. She’s just like you.† He turned to me. â€Å"Her real name is longer-something about ice.† â€Å"Sunlight Passing Through the Ice,† she whispered to me. I saw Jeb’s eyes brighten with his unquenchable curiosity. â€Å"She doesn’t mind being called just Sunny, though. She said it was fine,† Kyle assured me. Sunny nodded. Her eyes flickered from my face to Kyle’s and back again. The other men were totally silent and totally motionless. The little circle of calm soothed her a bit, I could see. She must have been able to feel the change in the atmosphere. There was no hostility toward her, none at all. â€Å"I was a Bear, too, Sunny,† I told her, trying to make her feel just a little more comfortable. â€Å"They called me Lives in the Stars, then. Wanderer, here.† â€Å"Lives in the Stars,† she whispered, her eyes somehow, impossibly, getting wider. â€Å"Rides the Beast.† I suppressed a groan. â€Å"You lived in the second crystal city, I guess.† â€Å"Yes. I heard the story so many times†¦Ã¢â‚¬  â€Å"Did you like being a Bear, Sunny?† I asked quickly. I didn’t really want to get into my history right now. â€Å"Were you happy there?† Her face crumpled at my questions; her eyes locked onto Kyle’s face and filled with tears. â€Å"I’m sorry,† I apologized at once, looking to Kyle, too, for an explanation. He patted her arm. â€Å"Don’t be afraid. You won’t be hurt. I promised.† I could barely hear her answering whisper. â€Å"But I like it here. I want to stay.† Her words brought a thick lump to my throat. â€Å"I know, Sunny. I know.† Kyle put his hand on the back of her head and, in a gesture so tender it made my eyes smart, held her face against his chest. Jeb cleared his throat, and Sunny started and cringed. It was easy to imagine the frayed state her nerves must be in. Souls were not designed to handle violence and terror. You read "The Host Chapter 55: Attached" in category "Essay examples" I remembered long ago when Jared had interrogated me; he’d asked if I was like other souls. I was not, nor was the other soul they’d dealt with, my Seeker. Sunny, however, seemed to embody the essence of my gentle, timid species; we were powerful only in great numbers. â€Å"Sorry, Sunny,† Jeb said. â€Å"Didn’t mean to scare you, there. Maybe we ought to get out of here, though.† His eyes swept around the cave, where a few people lingered by the exits, gawking at us. He stared hard at Reid and Lucina, and they ducked down the corridor toward the kitchen. â€Å"Probably ought to git along to Doc,† Jeb continued with a sigh, giving the frightened little woman a wistful glance. I guessed he was sad to be missing out on new stories. â€Å"Right,† Kyle said. He kept his arm firmly around Sunny’s tiny waist and pulled her with him toward the southern tunnel. I followed right behind, towing the others who still adhered to me. Jeb paused, and we all stopped with him. He jabbed the butt of his gun into Jamie’s hip. â€Å"Ain’t you got school, kid?† â€Å"Aw, Uncle Jeb, please? Please? I don’t want to miss -â€Å" â€Å"Get your behind to class.† Jamie turned his hurt eyes on me, but Jeb was absolutely right. This was nothing I wanted Jamie to see. I shook my head at him. â€Å"Could you get Trudy on your way?† I asked. â€Å"Doc needs her.† Jamie’s shoulders slumped, and he pulled his hand out of mine. Jared’s slid down from my wrist to take its place. â€Å"I miss everything,† Jamie moaned as he turned back the other way. â€Å"Thanks, Jeb,† I whispered when Jamie was out of hearing. â€Å"Yep.† The long tunnel seemed blacker than before because I could feel the fear radiating from the woman ahead of me. â€Å"It’s okay,† Kyle murmured to her. â€Å"There’s nothing that’s going to hurt you, and I’m here.† I wondered who this strange man was, the one who had come back in Kyle’s place. Had they checked his eyes? I couldn’t believe he’d carried all this gentleness around inside his big angry body. It must have been having Jodi back, being so close to what he wanted. Even knowing that this was his Jodi’s body, I was surprised that he could expend so much kindness for the soul inside it. I would have thought such compassion was beyond him. â€Å"How’s the Healer?† Jared asked me. â€Å"She woke up, just before I came to find you,† I said. I heard more than one sigh of relief in the darkness. â€Å"She’s disoriented, though, and very frightened,† I warned them all. â€Å"She can’t remember her name. Doc’s working with her. She’s going to be even more scared when she sees all of you. Try to be quiet and move slowly, okay?† â€Å"Yes, yes,† the voices whispered in the darkness. â€Å"And, Jeb, do you think you could lose the gun? She’s a little afraid of humans still.† â€Å"Uh-okay,† Jeb answered. â€Å"Afraid of humans?† Kyle murmured. â€Å"We’re the bad guys,† Ian reminded him, squeezing my hand. I squeezed it back, glad for the warmth of his touch, the pressure of his fingers. How much longer would I have the feeling of a hand warm around mine? When was the last time I would walk down this tunnel? Was it this time? No. Not yet, Mel whispered. I was suddenly trembling. Ian’s hand tightened again, and so did Jared’s. We walked in silence for a few moments. â€Å"Kyle?† Sunny’s timid voice asked. â€Å"Yes?† â€Å"I don’t want to go back to the Bears.† â€Å"You don’t have to. You can go somewhere else.† â€Å"But I can’t stay here?† â€Å"No. I’m sorry, Sunny.† There was a little hitch in her breathing. I was glad it was dark. No one could see the tears that started rolling down my face. I had no free hand to wipe them away, so I let them fall onto my shirt. We finally reached the end of the tunnel. The sunlight streamed from the mouth of the hospital, reflecting off the dust motes dancing in the air. I could hear Doc murmuring inside. â€Å"That’s very good,† he was saying. â€Å"Keep thinking of details. You know your old address-your name can’t be far behind, eh? How does this feel? Not tender?† â€Å"Careful,† I whispered. Kyle paused at the edge of the arch, Sunny still clinging to his side, and motioned for me to go first. I took a deep breath and walked slowly into Doc’s place. I announced my presence in a low, even voice. â€Å"Hello.† The Healer’s host started and gasped out a little shriek. â€Å"Just me again,† I said reassuringly. â€Å"It’s Wanda,† Doc reminded her. The woman was sitting up now, and Doc was sitting beside her with his hand on her arm. â€Å"That’s the soul,† the woman whispered anxiously to Doc. â€Å"Yes, but she’s a friend.† The woman eyed me doubtfully. â€Å"Doc? You’ve got a few more visitors. Is that okay?† Doc looked at the woman. â€Å"These are all friends, all right? More of the humans who live here with me. None of them would ever dream of hurting you. Can they come in?† The woman hesitated, then nodded cautiously. â€Å"Okay,† she whispered. â€Å"This is Ian,† I said, motioning him forward. â€Å"And Jared, and Jeb.† One by one, they walked into the room and stood beside me. â€Å"And this is Kyle and†¦ uh, Sunny.† Doc’s eyes bugged wide as Kyle, Sunny attached to his side, entered the room. â€Å"Are there any more?† the woman whispered. Doc cleared his throat, trying to compose himself. â€Å"Yes. There are a lot of people who live here. All†¦ well, mostly humans,† he added, staring at Sunny. â€Å"Trudy is on her way,† I told Doc. â€Å"Maybe Trudy could†¦Ã¢â‚¬  I glanced at Sunny and Kyle. â€Å"†¦ find a room for†¦ her to rest in?† Doc nodded, still wide-eyed. â€Å"That might be a good idea.† â€Å"Who’s Trudy?† the woman whispered. â€Å"She’s very nice. She’ll take care of you.† â€Å"Is she human, or is she like that one?† She nodded toward me. â€Å"She’s human.† This seemed to ease the woman’s mind. â€Å"Oh,† Sunny gasped behind me. I turned to see her staring at the cryotanks that held the Healers. They were standing in the middle of Doc’s desk, the lights on top glowing muted red. On the floor in front of the desk, the seven remaining empty tanks were piled in an untidy heap. Tears sprang to Sunny’s eyes again, and she buried her face against Kyle’s chest. â€Å"I don’t want to go! I want to stay with you,† she moaned to the big man she seemed to trust so completely. â€Å"I know, Sunny. I’m sorry.† Sunny broke down into sobs. I blinked fast, trying to keep the tears from my own eyes. I crossed the small space to where Sunny stood, and stroked her springy black hair. â€Å"I need to talk to her for a minute, Kyle,† I murmured. He nodded, his face troubled, and pulled the clinging girl from his side. â€Å"No, no,† she begged. â€Å"It’s okay,† I promised. â€Å"He’s not going anywhere. I just want to ask you a few questions.† Kyle turned her to face me, and her arms locked around me. I pulled her to the far corner of the room, as far from the nameless woman as I could get. I didn’t want our conversation to confuse or frighten the Healer’s host any more than she already was. Kyle followed, never more than a few inches away. We sat on the floor, facing the wall. â€Å"Jeez,† Kyle murmured. â€Å"I didn’t think it would be like this. This really sucks.† â€Å"How did you find her? And catch her?† I asked. The sobbing girl didn’t react as I questioned him; she just kept crying on my shoulder. â€Å"What happened? Why is she like this?† â€Å"Well, I thought she might be in Las Vegas. I went there first, before I went on to Portland. See, Jodi was really close to her mother, and that’s where Doris lived. I thought, seeing how you were about Jared and the kid, that maybe she would go there, even when she wasn’t Jodi. And I was right. They were all there at the same old house, Doris ‘s house: Doris, and her husband, Warren-they had other names, but I didn’t hear them clearly-and Sunny. I watched them all day, until it was nighttime. Sunny was in Jodi’s old room, alone. I snuck in after they’d all been asleep for hours. I yanked Sunny up, threw her over my shoulder, and jumped out the window. I thought she was going to start screaming, so I was really booking it back to the jeep. Then I was afraid because she didn’t start screaming. She was just so quiet! I was afraid she had†¦ you know. Like that guy we caught once.† I winced-I had a more recent memory. â€Å"So I pulled her off my shoulder, and she was alive, just staring up at me, all wide-eyed. Still not screaming. I carried her back to the jeep. I’d been planning to tie her up, but†¦ she didn’t look that upset. She wasn’t trying to get away, at least. So I just buckled her in and started driving. â€Å"She just stared at me for a long time, and then finally she said, You’re Kyle,’ and I said, Yeah, who are you?’ and she told me her name. What is it again?† â€Å"Sunlight Passing Through the Ice,† Sunny whispered brokenly. â€Å"I like Sunny, though. It’s nice.† â€Å"Anyway,† Kyle went on after clearing his throat. â€Å"She didn’t mind talking to me at all. She wasn’t afraid like I’d thought she’d be. So we talked.† He was quiet for a moment. â€Å"She was happy to see me.† â€Å"I used to dream about him all the time,† Sunny whispered to me. â€Å"Every night. I kept hoping the Seekers would find him; I missed him so much†¦ When I saw him, I thought it was the old dream again.† I swallowed loudly. Kyle reached across me to lay his hand on her cheek. â€Å"She’s a good kid, Wanda. Can’t we send her someplace really nice?† â€Å"That’s what I wanted to ask her about. Where have you lived, Sunny?† I was vaguely aware of the subdued voices of the others, greeting Trudy’s arrival. We had our backs to them. I wanted to see what was going on, but I was also glad not to have the distraction. I tried to concentrate on the crying soul. â€Å"Just here and with the Bears. I was there five life terms. But I like it better here. I haven’t had even a quarter of a life term here!† â€Å"I know. Believe me, I understand. Is there anywhere else, though, that you’ve ever wanted to go? The Flowers, maybe? It’s nice there; I’ve been.† â€Å"I don’t want to be a plant,† she mumbled into my shoulder. â€Å"The Spiders†¦Ã¢â‚¬  I began, but then let my voice trail off. The Spiders were not the right place for Sunny. â€Å"I’m tired of cold. And I like colors.† â€Å"I know.† I sighed. â€Å"I haven’t been a Dolphin, but I hear it’s nice there. Color, mobility, family†¦Ã¢â‚¬  â€Å"They’re all so far away. By the time I got anywhere, Kyle would be†¦ He’d be†¦Ã¢â‚¬  She hiccuped and then started crying again. â€Å"Don’t you have any other choices?† Kyle asked anxiously. â€Å"Aren’t there a lot more places out there?† I could hear Trudy talking to the Healer’s host, but I tuned out the words. Let the humans take care of their own for the moment. â€Å"Not that the off-world ships are going to,† I told him, shaking my head. â€Å"There are lots of worlds, but only a few, mostly the newer ones, are still open for settling. And I’m sorry, Sunny, but I have to send you far away. The Seekers want to find my friends here, and they’d bring you back if they could, so you could show them the way.† â€Å"I don’t even know the way,† she sobbed. My shoulder was drenched with her tears. â€Å"He covered my eyes.† Kyle looked at me as if I could produce some kind of miracle to make this all work out perfectly. Like the medicine I’d provided, some kind of magic. But I knew that I was out of magic, out of happy endings-for the soul half of the equation, at least. I stared back hopelessly at Kyle. â€Å"It’s just the Bears, the Flowers, and the Dolphins,† I told him. â€Å"I won’t send her to the Fire Planet.† The small woman shuddered at the name. â€Å"Don’t worry, Sunny. You’ll like the Dolphins. They’ll be nice. Of course they’ll be nice.† She sobbed harder. I sighed and moved on. â€Å"Sunny, I need to ask you about Jodi.† Kyle stiffened beside me. â€Å"What about her?† Sunny mumbled. â€Å"Is she†¦ is she in there with you? Can you hear her?† Sunny sniffed and looked up at me. â€Å"I don’t understand what you mean.† â€Å"Does she ever talk to you? Are you ever aware of her thoughts?† â€Å"My†¦ body’s? Her thoughts? She doesn’t have any. I’m here now.† I nodded slowly. â€Å"Is that bad?† Kyle whispered. â€Å"I don’t know enough about it to tell. It’s probably not good, though.† Kyle’s eyes tightened. â€Å"How long have you been here, Sunny?† She frowned, thinking. â€Å"How long is it, Kyle? Five years? Six? You disappeared before I came home.† â€Å"Six,† he said. â€Å"And how old are you?† I asked her. â€Å"I’m twenty-seven.† That surprised me-she was such a little thing, so young looking. I couldn’t believe she was six years older than Melanie. â€Å"Why does that matter?† Kyle asked. â€Å"I’m not sure. It just seems like the more time someone spent as a human before they became a soul, the better chance they might have at†¦ making a recovery. The greater the percentage of their life they spent human, the more memories they have, the more connections, the more years being called by the right name†¦ I don’t know.† â€Å"Is twenty-one years enough?† he asked, his voice desperate. â€Å"I guess we’ll find out.† â€Å"It’s not fair!† Sunny wailed. â€Å"Why do you get to stay? Why can’t I stay, if you can?† I had to swallow hard. â€Å"That wouldn’t be fair, would it? But I don’t get to stay, Sunny. I have to go, too. And soon. Maybe we’ll leave together.† Perhaps she’d be happier if she thought I was going to the Dolphins with her. By the time she knew otherwise, Sunny would have a different host with different emotions and no tie to this human beside me. Maybe. Anyway, it would be too late. â€Å"I have to go, Sunny, just like you. I have to give my body back, too.† And then, flat and hard from right behind us, Ian’s voice broke the quiet like the crack of a whip. â€Å"What?† How to cite The Host Chapter 55: Attached, Essay examples

Cyberarts Essay Example For Students

Cyberarts Essay Tools/Materials used in the classroom presentation tool Science/Technology W. Webmasters program V. Benefits of social media in class VI. Social networking in the internet BIBLIOGRAPHY BOOKS Ill. Arts education for teachers:Integrating Technology into classroom teaching. All river street. Hoboken,NJ. Wiley sons Inc. Internet En. Westbrook_o ARTS_and_Science/Ethnology www. Magic_city_news. Com/education_10/ definition Of social media in the classrooms. SHTML en. Wisped. Org/Wick/cybercafà ©s Magazines/Periodicals Bailey Technology engages students earnings. Education 13 Doves,g. (2009). Social networking on the internet,education today p. 34 CHAPTER INTRODUCTION Cybercafà ©s is embracing the future of education. It is a program designed with the use of modern technology. Nowadays, students have been addicted different social networking sites such as face book, twitter and the likes. Without the proper usage of such, students will not benefit from it but rather give them more chance of losing a brighter future, Cybercafà ©s can be use as an educational tool especially in the deliberation and acceptance of knowledge This term paper is beneficial for both the writer and the readers as well. With this study we will learn the proper way of sing the modern technology and will be oriented With the different networking sites which are essential in gathering of information and knowledge. However, if we are not properly guided With the use Of cybercafà ©s , it wasnt be beneficial rather lead us too more complex world. The main focus of the writer is to improve the quality Of learning by using some innovations such as cybercafà ©s. With the use of cybercafà ©s, there will be an active participation among the students. The students who lacks interest in the different subjects will be lessen. And there will be a combination of artistic expression and technical experience f both the teachers and the students will learn to use the different networking sites more cautiously and beneficially. The researcher came up with these term paper with the intention that the readers will be awaken with the proper usage of cybercafà ©s. Students often rush in the internet cater not to learn but to play and enjoy. So no learning takes place. This is the main reason why the Miter is inspired to focus charter for her study, After the chosen topic, the researcher checked the availability of the references and consulted her instructors on her topic. After a facts in order to be accepted by the readers. It is with great hopes that this term paper, learning will be more enjoyable and interesting with the aid of cybercafà ©s, CHAPTER II DISCUSSION A multi-disciplinary integrated six-year arts and technology specialized program. It has been honored by manacles magazines as one Of the best program in Canada. An addition learning to arts, design , and technology. The students will be taught about important skills such as organization, work ethics, presentation skills, professionalism, career building as stated on en. Wisped. Org/wick/ cybercafà ©s II. Tools/materials used in classroom presentation devices Sharp, V. F(2009) computer education for teachers: integrating technology into classroom teaching. State that the teacher needs a way to use computer to demonstrate a program or concept to the entire class. Technology nowadays, like the presentation tools are becoming popular with teachers who wants to share information with small/large group of students. There are method that will used by educators interactive whiteboard it is a touch sensitive screen that is commonly white and resemble a dry-erased board. The interactive whiteboard deeds a computer, projector, interactive whiteboard, and special markers. This will be the used of the said materials users can look at images , manipulate them and add comments using a special pen or highlighted The teacher can also use his/her finger like a mouse and run application like Powering. .ua9b7c42d77ce643a3312007f6438a0d5 , .ua9b7c42d77ce643a3312007f6438a0d5 .postImageUrl , .ua9b7c42d77ce643a3312007f6438a0d5 .centered-text-area { min-height: 80px; position: relative; } .ua9b7c42d77ce643a3312007f6438a0d5 , .ua9b7c42d77ce643a3312007f6438a0d5:hover , .ua9b7c42d77ce643a3312007f6438a0d5:visited , .ua9b7c42d77ce643a3312007f6438a0d5:active { border:0!important; } .ua9b7c42d77ce643a3312007f6438a0d5 .clearfix:after { content: ""; display: table; clear: both; } .ua9b7c42d77ce643a3312007f6438a0d5 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ua9b7c42d77ce643a3312007f6438a0d5:active , .ua9b7c42d77ce643a3312007f6438a0d5:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ua9b7c42d77ce643a3312007f6438a0d5 .centered-text-area { width: 100%; position: relative ; } .ua9b7c42d77ce643a3312007f6438a0d5 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ua9b7c42d77ce643a3312007f6438a0d5 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ua9b7c42d77ce643a3312007f6438a0d5 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ua9b7c42d77ce643a3312007f6438a0d5:hover .ctaButton { background-color: #34495E!important; } .ua9b7c42d77ce643a3312007f6438a0d5 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ua9b7c42d77ce643a3312007f6438a0d5 .ua9b7c42d77ce643a3312007f6438a0d5-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ua9b7c42d77ce643a3312007f6438a0d5:after { content: ""; display: block; clear: both; } READ: The Impact of Globalisation on the Australian Econ EssayIll. Arts and science/ technology We must not forget that computers are tools, not ends in themselves. This is a statement made by Diane Raving, a historian, in her article the great technology mania about the implications Of trying to succeed at maximizing student achievement through technology. She goes on to make an even bolder statement about their being no evidence that use Of computer or internet improves student achievement. In the field of education, it is not always a fact that the use of internet is always beneficial. Although, computers make learning interesting, it should be noted that not all computer oriented activities brings fruitful ends. In the arts and sciences as well, computers hinders learning since there is a limitation in the use of creation thinking skills, innovations, imaginations, etc. It is still beneficial if students develop art works through the use of their own reiterative, resourcefulness and imaginative skills, If we are to prepare students tort work, computer is not always the best way to achieve success. There are people who shove their concern that computers arent best way to make successful employees. According to Kuris Messing, people who use computers a lot slowly grow rusty in their ability to think. V. Cyber arts program Is a specialized, mufti-disciplinary, integrated arts and technology program available in schools. It avgas created in 1995 by educators who saw a great need for enriched learning through the arts. It focuses in project based learning integrates arts and technology. In addition to learning art, design and technology, students are also taught important skills such as organization work ethic, presentation skills, professionalism, career building. The program features an opportunity to complete authentic task that have some connection to real life problem the students will face outside the classroom. Cybercafà ©s is committed to both formal and informal experiences in cooperative education and in the develop must of curriculum to provide real world project that extend beyond the classroom. Problem based learning is the another important aspects of the program. All cybercafà ©s student are expected to contribute to the program, school or greater community. As stated on en. Westbrook. Org/wick/ V. Benefits of social media in the classroom Many people see a social media as a harbinger for the end of critical thinking, School are banning teachers and student for using it , as evidence by the recent Missouri law Despite all the harmful effects here some benefits a professor from a Sam Houston state university gives students in her public relation course assignment on youth. Students will watch news stories and list a question to help them analyze the content, then participate in the group discussion the following period Professor in another university of Texas at Dallas used a twitter for her history class, which took place in a large, auditorium- style classroom. Students would have a mini-discussion on a certain topic and then tweet their most important points With the established has tags for the class . And on Ontario Canada a professor created a blob for high school student Which included instruction for a backbone character projects. Student Will create a casebook proof a fictional character from a novel they were studying. VI. Social networking in the internet According to the national school association(2007) 96% of the students using the computer online use some foam of social networking sites in the websites HTH lets individuals of similar interest spend long time together. They communicate with each other voices video conferencing , instant messages and blobs, In many instances they contact each other in person. Here some popular social networking sites Namespace offer a network of friends , personal profile ,photos, group, blob, and music. Backbone originally targeted college students this service now connects people of similar interest. Twitter informs your friends about your daily schedule. Social networking popularity is growing and with this growth problems have been arisen. You are collecting personal information there are privacy issue. Users of these sites share information with their friends and its too easy for this information to fall into the hands of complete strangers. Also sexually explicit information has been displayed. CHAPTER Ill ANALYSIS Cybercafà ©s is a very innovative tool in education.

Shakespeare Essays (846 words) - William Shakespeare, Love Stories

Shakespeare Shakespeare In the year of 1564 the man known as William Shakespeare was born, in Stratford-upon-Avon, England. The exact date of birth is unknown but is traditionally celebrated on the 23 of April. To Englanders this day is known as The Feast of St. George. The third-born of eight children to John Shakespeare and Mary Arden Shakespeare, William was their eldest son. John Shakespeare was a glove-maker and a tanner. Earlier in his life John had served a term as the mayor of Stratford, was a town councilman, one of Stratford's justices of peace, and an ale taster. John, unfortunately, could not write. In 1601, when William was 37 years old, John Shakespeare died. William inherited what small portions of land John had come to own in his lifetime, being the eldest of John and Mary's sons. Very little is known about Mary Arden Shakespeare's life. Although, she is known to have come from a wealthy family. Mary's family also paid John a very gracious dowry. William Shakespeare went to an excellent grammar school in Stratford-upon-Avon. Two Oxford graduates were instructors there. Shakespeare was fortunate to get both of them as teachers. Their names were Simon Hunt and Thomas Jenkins. William Studied the languages of Greek and Latin. He had also acquired a razor sharp awareness of both mankind and nature. This is believed to be his last type of formal education. On the day November 27, 1582, when Shakespeare was a mere 18 years of age, he was wed to Anne Hathaway. She was 28 when they got married. Their first child was a girl by the name of Susanna, born May 26, 1583. Two years later William and Anne had twins named Judith and Hamnet. Tragically, Hamnet died at the age of 11. It is not known why he died Between the years of 1585 and 1592 there is no evidence of Shakespeare's or the rest of his family's lives. The Hidden Years are what many call this time period in Shakespeare's life. It is believed that he may have been running from the law or was the apprentice of a butcher. A man named John Aubry was told by another man by the name of Christopher Beston that Shakespeare was simply working as a school teacher in London up until 1592. Beginning in the year 1592, in London, he was starting to become known as an established playwright. In 1593 Henry Wriothsley became William Shakespeare's patron and sponsor. Shakespeare was also a writer, director, actor, and stockholder in The King's Men company. William was acting for this company, which became the world's largest and most famous acting company only because Shakespeare was acting and working for them. Written in 1593 was Shakespeare's first long poem, called Venus and Adonius. Then in 1594 William wrote his second long poem called Rape of Lucrece. These two poems were written when the theatres were closed because of the highly contagious epidemic plague. William Shakespeare began writing plays in the late 1590's. Writing The Taming of the Shrew, The Comedy of Errors, As You Like It, Much Ado About Nothing, and The Two Gentlemen of Verona. Most of these plays were comedies. The only tragedy he wrote at that time was Romeo and Juliet. 1599 brought the construction of the Globe, which was built by Shakespeare's company. The most well-known of his tragedies were performed there. The plays acted out were Hamlet, Othello, Macbeth, and King Lear. To be, or not to be-that is the question: Whether ?tis nobler in the mind to suffer The slings and arrows of outrageous fortune... (Hamlet in Hamlet) and But soft, what light through yonder window breaks? It is the East, and Juliet is the sun. ... (Romeo in Romeo and Juliet) are two of Shakespeare's most famous quotes. Ever since William Shakespeare became a well-known playwright he had been a wealthy man, bringing in money from many different sources. With all the money in his possession he had decided to buy a big house in Stratford for his family. This house was called New Place. In the year of 1610 Shakespeare retired from theatre and returned to Stratford to be with his family. His will was written on March 25, 1616. Nearly one month later, on his

Blood Words

Blood Words Blood Words Blood Words By Maeve Maddox Numerous scientific terms that describe the appearance or action of blood derive from the Greek word for blood: haima. From the Greek element comes an English prefix spelled haem in British usage and hem in American usage. haemoglobin / hemoglobin An iron-containing protein pigment occurring in the red blood cells of vertebrates. The protein is composed of heme and globin commonly in a ratio of four molecules of heme to one of globin. Note: Heme is a deep red iron-containing pigment. The British spelling of heme is haem. Both spellings are pronounced the same: /HEEM/. haematite / hematite A type of iron ore that is red, reddish-brown, or blackish with a red streak (like blood). haemorrhage / hemorrhage An escape of blood from the blood vessels; a flux of blood, either external or internal, due to rupture of a vessel; bleeding, especially when profuse or dangerous. Hemorrhage is also used as a verb. haematology / hematology A branch of biology that deals with the blood and blood-forming organs. haematoma / hematoma A tumor or swelling containing blood. haemorrhoid/hemorrhoid A mass of dilated veins in swollen tissue at the margin of the anus or nearby. Literally, â€Å"flowing with blood.† haemophilia / hemophilia A constitutional (usually hereditary) tendency to bleeding, either spontaneously or from very slight injuries. Hemophilia is sometimes called â€Å"the Royal Disease† because Queen Victoria and her daughters were carriers and passed it on to several European royal families, notably the Romanovs. Although the word hemophilia is a compound of the Greek words for blood and love, the German physician who coined the word was probably thinking of philia in the sense â€Å"a tendency to† rather than â€Å"a love of.† haemophobia / hemophobia Fear or horror at the sight of blood. Martin Ellingham in the PBS series Doc Martin suffers from haemophobia. (I spelled it that way because he’s British.) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Arrive To vs. Arrive AtWriting the CenturyPersonification vs. Anthropomorphism

Electric Cars Research Paper Example | Topics and Well Written Essays - 1500 words

Electric Cars - Research Paper Example The company has completed designing the car but wants to increase its output. A rise in output can only be afforded, if the company makes a commercial plan that would help to market the product and make it a leading vehicle in the current competitive industry. The context of this research paper would capture the various details about the product, industry, potential market applications, challengers, risks and path of commercialization that would be useful for the company to make its product acceptable in the market. Product Description An electric car is an eco friendly car that runs with the help of an electric motor or battery stored electrical energy. The electric motors in such cars help to generate torque, thereby giving smooth and strong acceleration to such modern vehicles. Such cars emit less air impurities because they do not discharge tailpipe pollutants. Some electric cars are also powered by solar energy or gasoline, these cars are known as solar and hybrid cars respectively (Westbrook, 2001). Prototype Status The research paper concentrates on a four seating electric car. The car is produced by a Canadian automobile company and its manufacturing division is in Ontario. The car fully runs with electricity and comprises of all the features that a modern car should contain. However, the car is required to be charged every time its cell energy diminishes. The company manufactures only 75 cars per month at present but the figure is expected to augment up to 200 cars per month by 2014. Intellectual Property Status The intellectual property rights are legal rights that are catered to the automobile firms for discovering a new design of a vehicle. Such rights ensure that the state of technology or blueprint newly invented by a company is not copied by any other firm in the industry. A trademark can only be used by a Canadian company according to the norms of Canada. Thus, it is obvious that the Canadian electric car manufacturing firm will possess a trademark that would protect its product from forgery (WIPO, 2013). Industry Analysis Definition of your industry The automobile industry is an industry that comprises a large pool of organizations and companies. Such companies are engaged in designing, selling, manufacturing, marketing and developing motor cycles, mopeds, towed vehicles and motor vehicles. It is a long established business segment since 1890’s. Working and Prospects of the Industry Automobile industry is considered as one of the most important ind ustry in the current global economic system in terms of revenue. The biggest strength of the industry is its diversity; there are infinite companies that participate in automobile manufacturing. The industry stands 3rd in the Fortune 500 list and

Personal Career Statement Example | Topics and Well Written Essays - 250 words - 1

Career - Personal Statement Example a nurse one day so I can help ill people with care and affection and looking after them will also make me happy as I believe that it will give me peace and satisfaction and life to me is helping others and becoming a nurse will not only earn me prosperity and respect among others but it will also be a great way to please God. I am a responsible person and I believe that I will be able to look after patients in an organized and proper way once I become a nurse. I know that it is not easy to become a nurse as it requires passion determination hard work and last but not the least devotion which is also an important element but I am firm and satisfied with my decision as it will provide me a chance to help people in pain, help people who are sick and it will also make me feel more for humanity .becoming a nurse will bring a sense of responsibility in my life which will also affect my personal life also in a positive way. According to me a modern nurse should be good at communication and handling patients and his relatives. Communication is very important as patients who are ill needs care and communicating with them in a proper way by means of encouraging them will provide them with lots of hope .Moreover a nurse should be a good listener as it let their patients to develop trust on her. She should be confident and should owe the ability to tackle hard situations as one come across many hard situations when working as a medical employee. Nurses should be available for night duties and should not hesitate as they are performing a noble job. They should share a good understanding with their assigned doctors, pharmacists and dieticians and they should keep an eye on patient and his intake of recommended medicines as prescribed by the doctor. Nurses are responsible for dealing with ill patients not only by providing them with medicines but also by understanding their priorities and state of mind and sho wing affection to them. Nurses are basic representatives of healthy

The Role Of Saudi Women In Leadership

The Role Of Saudi Women In Leadership Saudi Arabia is a desert country that runs over 8,000 square miles. There are big cities, like Riyadh, Makah, Medina, Dhahran and Jeddah; residents in these areas enjoy the amenities of well-planned modern metropolitan cities. Saudi Arabia is a monarchy, headed by the Al Saud royal family, with a council of ministers. Saudi Arabias strong root in religious and tribal history has made it what it has become today. By the 1970s Saudi Arabia had become dominant in the realm of international finance and a significant political power in the Middle East. Saudi Arabia occupies the larger part of the Arabian Peninsula and is the worlds leading oil producer and exporter. The kingdom is the center of the major places of importance for Muslims from all over the world. Plight of Saudi women There are very few (if any) well known women leaders in Saudi Arabia; this is as a result of the vast gender discrimination against the girl child. There are laws that are restrictive to women and hinder them from getting leadership roles. This study aims to explore the discriminative judicial and government systems in the country towards women. It will also describe the leadership roles of women in the Saudi society. The various aspects of leadership and gender discrimination against Saudi women will be discussed. Women are more than the men in the population of Saudi Arabia; its therefore very ironical that they had not been allowed to work. It is in the last ten years that women have been accepted as part of the working community. This demonstrates the lack of working sectors open to Saudi women. In fact transport sector discriminates women, in that a woman would not travel unaccompanied by a male companion. The society still looks down upon employed women. Â   Jobs available for Saudi women are very limited and are mostly in education, health, and administration. Women can work and attain jobs in any setting as long as there is no exposure to men. Because of this cultural and religious rule, women need to have their own independent social and educational organizations. Society allows women to fill top administrative positions in womens colleges in order to manage the college effectively. Despite these achievements education for Saudi women is still regarded secondary to taking care of the household and family. For a long time, womens education was subject to negotiation with religious and social traditions. Women in Saudi Arabia were officially allowed to get formal education about forty years ago while the men started way before the women. Consequently, there are very few jobs available for well-qualified women in Saudi Arabia. The women in Saudi Arabia are now more than ever in pursuit in order to empower themselves through education in readiness of leadership positions that may come their way . Position of women in the society There are many different aspects that one encounters while trying to understand and explore the Saudi Arabian culture. The role and status of the women is key in understanding the position of a woman in this culture. In Saudi Arabia, women do not have much to do outside their homes. Girls, from an early age, obtain a domestic role that befits them. For a young girl in Saudi Arabia, becoming a mother is the norm and is the biggest goal in life. She is raised to believe that she should aim to be a good mother and that it is her responsibility to devote her time to her husband and children. However, this is gradually changing; the government now supports education of the girl child. Womens rights groups in Saudi Arabia are not functional for instance, women are still not allowed to drive or ride on motor vehicles with strangers, and one should either be accompanied by a close relative, an employee or the employer (Helen, 2007). This law denies women a vital right; freedom of independent movement (Colin, 2005). A Saudi woman cannot be admitted into any hospital without the consent of a male family member. Despite all these, women are finding other means of maneuvering through these restrictive rules in order to pursue business this is through the intensive use of the internet (Anders, 1998). Legal, social and religious controls combine to limit a womans freedom of movement in the country. From the government perspective, this is aimed at protecting the women, but most women perceive the law as a way of accelerating and empowering the men and their dominance in the society, (Helen, 2007). Women of the Middle East have long been viewed as an oppressed group. From the desert sands of Saudi Arabia to the mountainous lands of Afghanistan, Arab women have faced many hardships in their society. While the role of a woman is meant to be nurturing and domestic, many women have moved on to a more modern view, and have taken on the role as educators and laborers. Arab women threaten the traditional family structure by doing so; however, for many it is a sacrifice they are willing to make, as they have seen that the world has more to offer than just household chores and childbearing. Rights of women in the past, today and the future The Saudi system is set up in a form known as the Sunni-Islam state version, which is a conservative form of government; this version is characterized by incorporating the interpretation of the Muslim faith and using it to formulate law. The Islamic law is interpreted in such a way that it enhances gender inequality; the women are subjected to strict and tight legal regulations on their personal behavior while the men are exempted from the rules (Colin, 2005). There is no equality for women despite Article 8 of the Saudi law which states that, Government in the kingdom of Saudi Arabia is based on the premise of justice, consultation, and equality in accordance with the shariah law (Sameena, 2005). However, the individual interpretations favor men rather than women resulting in a hierarchy system that also privileges notables and good connections over ordinary citizens and outsiders. This system in itself creates a biased and self-centered form of society associated with misinterpreta tion of religious scripture. Foreigners are treated differently depending on the country of origin and the race, too (Kathleen, 1991). Women cannot act as lawyers, and for women to access justice she hires a male lawyer wand she is forced to offer up most of her confidential information regarding financial and family matters to the lawyer and the judges. A single mans testimony in the court is the same as for two women (Sameena, 2005). In most cases, the women rely on their husbands and this denies the women personal justice and the ability to access power and leadership positions since one cannot experience power without justice. There are vast cases of gender discrimination in the employment sector in Saudi Arabia, this is attributed to the fact that most of the people are religious and have interpreted Islamic teachings in a particular way (Anders, 1998). For women, access to employment activities is very limited, with minimal enjoyment of the full benefits of citizenship or adulthood. Gender discrimination against women has exacerbated reformers to proactively advocate for democracy and empowerment of women in the country. The international community is also working in close collaboration with the reformers to help in the administration of justice and the equality of gender in Saudi Arabia (Sameena, 2005). Consequently, Saudi Arabia has made some progress in womens education and employment. Saudi women and the education sector Education is a central aspect of family and community life. There is a close link between home and school and they further correlate with the way the structure and community is shaped. The education of Arab women started long ago, dating back almost 1500 years, when the wife of Prophet Muhammad, Khadija, owned her own caravan and was her own employer; a successful one at that. However, after the Prophets death, the status of women slowly began to decline, and by the early 1900s, Arab womens status had been dwindled down to that of oppression and non-education. Because of this, several feminist women movements arose in the 1930s and 1940s, the most famous one led by Huda Sharawi in Egypt (Ahmed, 1992). Even though these feminist movements helped encourage Arab women to get back on the rise in society, only a handful were able to achieve that, as many countries such as Saudi Arabia were still not into empowering women. Womens education in Saudi Arabia started informally with the Kuttab schools that taught the fundamentals of Islam and the basics of writing, reading, and arithmetic. By 1945, King Abdul Aziz, the countrys founder, had initiated an extensive program to establish schools in the Kingdom. Six years later, in 1951, the country had 226 schools with 29,887 students (Collins, 2005). In 1954, the Ministry of Education was established headed by then Prince Fahd as the first Minister of Education. The first ever university in Saudi Arabia was opened in Riyadh in early 1957. In 1943, the first private girls school was established in Makkah by a group of people in the private sector who wanted to teach their daughters basic reading, writing and mathematics (Al Salloom, 1989). When public elementary education for girls began in 1960, there were only 15 school buildings, with a total of 127 classrooms and 518 female students. Public education at the intermediate and secondary levels for girls followed in 1963 with four school buildings for the intermediate level, and one for the secondary level (Al Salloom, 1989). As Saudi families started to realize that educating their daughters posed no threat to family life and in the traditional role of women in society, the attitude towards females education changed. Female students enrolled at all educational levels and more schools were opened. From 1970 to 1990 the number of female students enrolled in higher education expanded from 400 students to 48,000 (Kathleen, 1991). With the rapid expansion of educational facilities and enrollment, a high number of teachers and school principals were female. Today, Saudi Arabias nationwide educational system comprises many universities and colleges, including thousands of primary and secondary schools. Open to every citizen, the system provides students with free education, books and health services. To complement their studies in universities in the Kingdom, Saudi students have the opportunity to pursue graduate and post-graduate degrees in specialized fields abroad. Supported by the government scholarships, thousands of Saudi students are enrolled in universities outside the Kingdom, mainly in the United States. The beginning of womens higher education was similar in Saudi Arabia and the United States, in that both countries, at one point, denied women access to higher education and women were considered as comparative newcomers to equity of opportunity in education. This brings light to addressing another issue involving higher education and the Saudi woman: women dont have the right to make decisions and set policies concerning their higher education. To some extent, they may manage and organize their day-to-day departments, operations and resources but all major decisions affecting them-such as hiring, planning and evaluating are still made by men. What makes this problem more complicated is the lack of communication, face to face between men who are high in administered hierarchy and women who occupy lower administrative levels. For the graduate female students, there are minimal chances for them to advance in the job markets and this hinders the women from rising up into a leadership position in the education sector. There are a few women who have been lucky to get leadership positions in the education .These women play an important role, they champion for more women to be incorporated into leadership positions, however, their sentiments are always ignored (Helen, 2007).The nature of female leadership roles in Saudi Arabia cannot be compared to other countries, these women are segregated and marginalized and thus they are denied educational leadership roles (Anders, 1998). Cultural factors influencing Saudi women The shaping of societies in general is dependent on cultural and traditional factors, as well as economic and political systems. In Saudi Arabia, society culture and traditions play a major role. Culture predominantly influences womens roles in Muslim society, because of the emphasis placed on womens status and acceptable behavior as outlined in the Quran. Ahmed (1992) believes that no matter what form the political system takes, no matter what level of education women attain, no matter what traditional values govern employment, Saudi women would not play major leadership roles in modern day economics because cultural factors have impeded their development. There are a number of factors that have impacted the Saudi womens status and their position in society. The economy, the importance of the family unit, the educational opportunities available, the degree of encouragement women encounter in their pursuit of education and work, and the degree of urbanization attained are all importa nt factors that shape a society and mold many of its beliefs and values (Pinter, 1984). Saudi Arabias culture and traditions are different from the United States and are used as a basis of comparison for two reasons: first, Saudi Arabia and the United States are young wealthy countries that continue to progress (Al-Dawood, 1995); and second, to see if Saudi Arabian secondary school teachers levels of job satisfaction are different from that of secondary school teachers in the United States. Limited information on Saudi female teachers job satisfaction and principal leadership behavior in Saudi Arabia is available, thus it is necessary to also look at research conducted about male teachers. Beck Keddie (1978) indicated that men have reported a higher degree of job satisfaction than women, but more recently differences have diminished, due in part to more equal opportunities for the employment and advancement of women. A Study carried out in Qatar (a country that borders Saudi Arabia) reveals that there is no significant difference in the levels of job satisfaction between men and women (Moshaikeh, 1981). Al-Salom (1996) reports that a similar study was carried out in the United States and also found no significant difference in the level of job satisfaction between male and female teachers. The Quran advocates for stable family life, at no point does it state that women are not equal to men and that they should not mix freely in their places of work (Al-Sallom, 1989).This is not usually the case and people still misinterpret religion and use the Quran as a basis for isolating women. The differences between women in the Middle East and the ones in the western countries like United States may are due to cultural factors. Despite growing acceptance of womens education in Saudi Arabia, education for women still faces conservative attitudes from many Saudi citizens. Such conservative thinking focuses on women building the traditional roles of wives and mothers and may cause fear that education may weaken these roles. These conservative attitudes towards womens education are not related to the influences of Islam, but may be part of the traditions of the Saudi Society (Christopher, 1993). In addition, women receive fewer formal courses in school administration and in-service training than men (Abdel, 1997). Women administrators receive inadequate training; as a result, female school principals are less qualified in leadership behaviors and supervision than their male counterparts are. Teachers should have a chance to use what they have learned in education courses. They also should be involved in the planning and decision-making process regarding curriculum, time use, classroom instructions, method of instructions, resource allocation, and procedures for students evaluation. Including them as active participants would be an excellent first step in enhancing their job satisfaction. Power of women in the past, today and the future Economic empowerment of women One of the major factors that have shaped the Saudi Society is the economic situation. However, Kathleen, (1991) disagrees with the notion that a modern capitalist economy and its extension to almost all areas have resulted in many positive changes for women in Saudi Arabia. She argues that pre-capitalist urban occupations were already open to Saudi women of all classes, from midwifery and entertainment to holders of important real estate. Economic changes of the modern period did not improve or raise the levels of womens participation in public life. In the Saudi culture, serious life begins with marriage, which can be for many, an escape from family pressures and economic difficulty. Because males are seen as the protectors and supporters of women and are, therefore, considered indispensable, families pull all their resources together (material and emotional) to ensure that their young daughters marry appropriately. Women of Saudi nationality are not allowed to access benefits from the government. In the case where a Saudi woman marries a non-Saudi, she then cannot pass the nationality to her children. Consequently, in 2002, women had no right to obtain the national identity card without the order from the mahram, but they appeared as nationals from the state records that included her as a member of a particular family only (Kathleen, 1991). When this was the norm, widowed and single women had a hard time gaining leadership of their families and also in obtaining other benefits of their own and from the state subsidies (Cordesman, 2003). Saudi women do not have the right to the sign contracts or to control financial assets and in this instance, women are made to lick the boots of the males. As a result, women are denied the economic leadership and mainly depend on their husbands for economical support. The women cannot be integrated in the development processes and this greatly impacts them due to their reduced influence in policy making and changes in legislation (Colin, 2005). In a way, the Saudi law ensures gender equity to men and women related to each other. Consider for example, the case where the daughters retain half as much inheritance as the sons and when such women get married then they under the care of their husbands (Colin, 2005) .Women retain property after marriage and in this case, the husbands have the right to protect the woman and hence the women have no obligation to spend their acquired wealth on the mens behalf. The married men have the full responsibility for their family needs. And in case a woman conducts herself in an immoral manner, the man of closest relation is punished on her behalf (Helen, 2007). The role of women in Saudi Arabia is becoming more significant in both political and economic terms as more and more women hold positions of leadership and civic prominence. The educational levels of the women who have made significant contributions on leadership hold positions as founders of organizations and range in their education: from holding bachelors, masters, and doctorate degrees. Some of these women hold voluntary positions and others hold paid positions that entail career commitments. The Saudi Arabia government has given higher education, there are new educational policies put in place. The government established the Ministry of Higher Education in 1975 whose long term vision is to provide highly trained manpower necessary to run the countrys increasingly sophisticated economy. The primary objective of this ministry is to establish new institutions of higher learning throughout the country. The Kingdom has given priority to quantity and quality expansion of education in the last five to seven-years among other development plans. Despite the low percentage of Saudi women working in the labor force in the Kingdom compared to advanced countries, it is the unavailability of working sectors open for Saudi women usually limited to education and medicine which has caused some saturation in these sectors. The Saudi government is planning to undertake a study of the role of women in the countrys economy (Al-Mohamed, (2007). There are policies set by the government in order to support women who want to work. The main aim of these policies is to lower t unemployment rate among women in Saudi Arabian women. In line with this objective, the government and private organizations provide counseling services to women in stressful environments of employment. The Saudi government plan is beyond employment and aims to empower women with entrepreneurial and investing. Saudi Arabia might h ave to revise some policies that a restrict women from participating in the economy of the country. Women and political leadership The participation of women in the public domain, including the political arena, is very limited in Saudi Arabia. Unlike other women in the western world, Saudi women have no social or political rights. They still have to obtain consent of male counterparts in order to fulfill basic things, like obtaining a passport and travel. The hierarchical system of the Saudi government does not allow for democratic voting. Saudi Arabian political leaders are, therefore, hiding behind false religious pretexts by withholding many rights from women. It is a violation of their religious beliefs and practices. Other Islamic countries, such as Egypt, Qatar, Oman and Bahrain, allow women to vote and still maintain their traditional and religious practices. The country does not contain any political parties, thus the absence of elections. Women are becoming more active in reform but their efforts are marginalized. The extent of reform is determined by the ruling family (Cordesman, 2003). Al-Mohamed (2007) attributes the lack of a political role for Saudi women to educational decisions; he goes on and gives an example where women do not major in Political Science in their higher learning. For example, Princess Dr. al-Jawaharlal bint Fahd al-Saud was undersecretary of education for womens colleges for 10 years before becoming president of Riyadh University for Women in April 2007, yet she had no power to make decisions even though she had the power (Al-Mohamed, 2007). The country lacks the basic freedoms for even the civil society to take part in the leadership. It is very hard to start new organizations and even more so the women groups, due to their co-option by the government. I would recommend the existence of political parties in the country with free elections since this would foster democratic growth in the country (Anders, 1998). The media should be free to express their ideas and women rights agencies should be supported to help in the equality of gender, promote the growth of the economy and the active participation of women in the exercising of political power (Kathleen, 1991). Role of religion in empowering women To better understand a Saudi womans position, one must learn a great deal about the culture and religion. One should also understand Islam, its history and culture. In a Muslim community, the people are to follow Gods commands and live a moral life. Saudi women who are working and serve society should be careful to follow an Islamic way of life. In the modern society, wearing a hijab, which may cover a womans head or her whole body, remains part of Muslim culture in Saudi Arabia and also worldwide. Most Muslim women dress modestly and in Muslim countries even the most successful business women will cover themselves with the hijab. Many of the women welcome this practice as they feel it prevents them from being bothered by co-workers or strangers. Some modern Muslims in non-Muslims cultures, however, choose not to cover to attract less attention rather than deal with discouragement about it. Whichever the case, the wearing of a hijab should be intended to please God and should not be done in a mandatory or pressurized manner (Cordesman, 2003). Before Islam, women in the Arab world had no rights to own any property, inherit, divorce, or even choose their marriage partner; the father was usually the one to decide or a male relative. With the advent of Islam, women were given the aforementioned rights and their status changed to that of a dignified human being, deserving of respect and honor. The Islamic view about women is that men and women are equal in their origin and their rights. According to the history of Islam, women have political rights, can participate in public affairs, run a business, choose their husbands and even inherit properly. In regard of womens education, a woman in Islam is not required to contribute financially to the family, which may explain why some Saudis consider education to be worthwhile and necessary for males and less for women. The Quran, which is the source of Islamic jurisprudence, contains no verse that deprives woman the right to be educated In fact, the word Quran is derived from the wor d reading and the first verse of the Quran calls on the devoted to read and write. There are no barriers to women acquiring knowledge in the Islamic faith as long as there is no mixing between the two genders. Most people that profess the Muslim faith do not believe that that men and women are equal in matters of religion (Kathleen, 1991). The role of women in the family and upbringing of children play a major part consequently, the women are allowed to worship at home as the men and the boys worship at the mosque. Despite the active role of women in religion, Saudi women are denied access to any management roles and leadership positions in the countrys religious institutions (Kathleen, 1991). There are still some conservative people who do not want to embrace The New World Order, where women work and are independent, religion is still the excuse of this people. There is as an ideological conflict between culture and religion, Islam allows women the right to education and work. As a result Arab women continue to seek education and work, societys expectations hover over them, giving them more strength to those who oppose empowering women. Conclusion The purpose of this study was to examine the family and societal factors that affect Saudi women in their pursuit of leadership positions in a Muslim society, such as that found in Saudi Arabia. Another area of interest was the impact of Islam on the Saudi women and their pursuit of leadership roles in public life. It is true that the law and the male dominated society and does not provide a good environment for leadership positions of women. The women now more than ever are willing to take the risk and empower themselves, sooner than later women from these part of the world will catch up with other countries that have overcome gender discrimination. Studies show that Saudi women are getting more attention due to the current interest in multiculturalism and global awareness. There are many women in Saudi Arabia who have attained leadership roles on a smaller scale, such as in remote villages and rural areas. The number of Saudi women who have leadership positions may not be large in comparison to the number of women with leadership positions in Western nations or even in neighboring countries but it is a great step considering the position of Arab women and their role and treatment under Islamic culture. Women who have leadership roles in Arab societies are an important resource for information that can help bridge the gap between preconceived notions about the Arab world and the reality of the conditions encountered by women in that part of the world. For instance , in America there are great women who have revolutionized leadership like Hillary Clinton, Condoleezza Rice while in Germany Angela Merkel is the Chancellor. In the M iddle East the most common figure was Benazir Bhutto of Pakistan who was a potential political leader but was assassinated. These women in leadership ar role models to other women all over the world and soon the Arab world is going to embrace women leadership. However, the level of leadership and the participation of women in various positions in Saudi are faced with mainly two interrelated issues. First, the effects of the constitutional rights on women and secondly, is the status of women and their position in reference to Islamic laws. Reform is urgently needed in both educational and employment sectors to provide greater equality for women. Previous trends of females in educational development indicate an ever expanding access of education by women to where they may outnumber men. However, gender segregation and inferiorities in curriculum differentiation is still experienced. There should be more awareness campaigns for women to be informed on the importance of pursuing education to a higher level and diversification of courses to be studied. The diversification of the countrys economy and the expansion of the services in the various sectors may result in the liberalization of the scope of occupation and enroll women in leadership roles. This change would be due to the shortage of labor and the increased participation of women in the education facilities and curriculums. This would help move women up in public visibility and allow them to participate in the decision making of the country.

“Nothing Gold Can Stay” and “Dust of Snow” both by Robert Frost Essay

The poems Nothing Gold Can Stay and Dust of Snow both by Robert Frost show the relationship between Mother Nature and human nature. Although the poems share the same theme, they have similar perspective, form, and diction, the poems have different styles. Both the poems show some degree of truth in human nature through Mother Nature, but when comparing and contrasting them, there are many more connections that are exposed. In Nothing Gold Can Stay Frost shows the loss of innocence between two figures, Eden and gold. The poems first line, Nature’s first green is gold explains that gold represents innocence. Frost then writes, Her early leaf’s a flower/But only so an hour. Frost shows that innocence does not last forever and will soon fade. The poem follows saying that Eden goes into grief symbolizing the loss of innocence. When applying this theme to human nature, the gold represents childhood and when Then leaf subsides to leaf humans slowly lose their innocence as they become adults. To stay gold is to stay true in this poem. However, gold loses lust and brilliance as it becomes into a different object, very much like how people lose innocence and they change their nature into a different person. Although gold represents purity and innocence, it also shows ignorance.   To be human is to have taken from the Tree of Knowledge and gain conscious of knowledge. As people progress through their lives, ignorance along with innocence slowly fades away. Frost also exemplifies how quick reality sets into ones life when he writes, But only so an hour. Frost shows that after losing innocence and ignorance, knowledge and reality takes place instead. However, this poem can also apply to other things seen in human nature. For example, happiness does not stay forever just as people cannot live forever. At one point sooner or later everything fades away, thus Eden, who represents humans, sank to grief and Frost shows how nothing can stay gold. Similarly, the poem Dust of Snow is about nature and how Frost feels related to nature. His connection is seen when he says how the crow shook down on him and the dust of snow from the hemlock tree gave him a change of mood. The poem makes implies that before the crow shook the snow on him that the narrator in the poem is depressed or sad or else the poem would not say Has given my heart/A change of mood. However the persons emotion changes when  the dust of snow falls on him from the hemlock tree. Although the poem is very simple, there is significant meaning toward human experiences. The first line opens the poem with, The way a crow. This crow symbolizes a dark part or some sort of bad event in the narrators life. This evil has caused the narrator to be depressed and sad. Snow on the other hand, represents lightness, in contrast to the crow. A hemlock tree is a poisonous plant, so the snow that came down on the narrator is not a good thing. However, the shaking down of the snow symbolizes a trigger in the narrators life. The poem became more optimistic as Frost writes, Has given my heart/A change of mood. The person in the poem is now seeing the glass half full instead of half empty. Thus the poem concludes, And saved some part/Of a day I had rued. This shows that whatever had made the narrator depressed in the beginning could not have possibly been worse than his situation at hand. Thus Frost shows how people should be appreciative of what they have and on a larger scale appreciative of their life. For whatever happens to someone there can always be something worse and people tend to forget happiness when they have already experienced sadness. Both these poems show the importance of life. In Nothing Gold Can Stay Frost shows how innocence is replaced by knowledge, thus making innocence a thing of the past, something which everyone must go through but cannot go back. In The Dust of Snow the poem shows how people should put the dark pasts behind them and look at the brighter side of life. In both cases Frost effectively shows the value of life to humans. The perspective in â€Å"Nothing Gold Can Stay† can be interpreted on biological, mythic, and theological levels. In a biological view Frost shows how gold loses its value over time. On mythic and theological levels Frost incorporates Eden and how he valued leaves like gold until they too tarnished away. In this poem Frost shows a point in life when the golden illusions of youth have vanished. The poem also shows that this perspective is seen from people who have experienced loss and gained wisdom. In the same way, Dust of Snow is a mature perspective and requires someone to have gone through life to recognize the meaning behind the poem. In a  literal sense, this is situation is very realistic and could happen anytime in anyones life. However the poem regards to individuals who have had dark life experiences who have become pessimists over their course in life. The poem shows truth in human nature by using the crow, snow, and hemlock tree, all elements of Mother Nature, to symbolize human experiences. All in all, although this poem seems light-hearted at a glance, a thoughtful analysis shows that the poem has much deeper meanings especially in the value of life. The form in Nothing Gold Can Stay is composed of eight lines making the poem an octave. The rhyming pattern is aabbccdd. The poem is tightly constructed, shortly written with the longest line consisting of only 6 words. When read, the poem is easier to think about the poem in sets of every two lines as each set expresses a single idea. When read, the poem sounds somewhat lyrical and ends like how a short story would end. Likewise, Dust of Snow is also an octave. The poem also has a rhyming pattern too, but unlike Nothing Gold Can Stay Frost writes his poem in an abab fashion. Also similar to Nothing Gold Can Stay this poem is short and quite simple with the longest line consisting of only 6 words. The simplicity of this form also ties with the theme in that anything no matter how simple, like being shaken down with a dust of snow, can change a persons view on life. In Nothing Gold Can Stay the diction presented is extremely simple. No word is longer than two syllables. Most are monosyllabic. Each word is easy to grasp, words that a children would use to make this poem. Again, this ties in with the theme of the poem, the loss of innocence. These words are very innocent and uncomplicated with lots of imagery such as flower, leaf, and gold. The only word that is more sophisticated is the word grief but this can be interpreted as the loss of innocence. Also, in Dust of Snow, Frost uses words of great simplicity with vivid illustrating qualities. Again, no word is longer than two syllables and most of the words are monosyllabic anyway. The words are easy to understand and that too connects with the theme. The simplicity of the words that Frost use  shows how pure human nature is and that it can be seen with such straightforwardness. The style seen in Nothing Gold Can Stay is both simple and richly vibrant. In the first four lines, Frost’s imagery quite literally describes how new leaves emerge as yellow or golden blossom before they develop into green leaves. â€Å"Her early leaf’s a flower,† the speaker observes. This period of blossom, however, is very brief. â€Å"But only so an hour,† the speaker then immediately qualifies. This illustrious style that Frost uses makes understanding his message easy for readers to interpret. Although the style of Dust of Snow is illustrious it is different from Nothing Gold Can Stay in that it is written in a darker tone. The style of the poem is much more mysterious and causes readers to be curious of the narrators past. Also, the style written in this poem is in first tone and not third tone like Nothing Gold Can Stay. Although they both seem to be speaking like reading a story, the style in Dust of Snow is told from someones experience while in Nothing Gold Can Stay the story is more like a fantasy. The style that Frost writes with in this poem is much colder than in Nothing Gold Can Stay. In the latter poem; Frost gives his writing a sense of warmth and happiness, like a child. Thus, Dust of Snow is seemingly more abstract in the metaphoric sense than Nothing Gold Can Stay. Nothing Gold Can Stay and Dust of Snow are two poems both about human nature through Mother Nature. By analyzing through theme, perspective, form, diction, and style Frost shows his comprehension of loss of innocence and appreciation of life. All in all, Frost shows that everyone goes through innocence and loses it when they begin to understand and the appreciation of life. Sources: http://quotations.about.com/cs/poemlyrics/a/Nothing_GoldCan.htmhttp://quotations.about.com/cs/poemlyrics/a/Nothing_GoldCan.htmhttp://www.eliteskills.com/c/13213