Shakespeares Sonnet 12 and Seamus Heaneys Blackberry-Picking Essay Example for Free

Shakespeares Sonnet 12 and Seamus Heaneys Blackberry-Picking Essay Endeavor to confront Times scythe or surrender to fatalism? Compare and Contrast Shakespeares Sonnet 12 and Seamus Heaneys Blackberry-Picking By Sally, Kuok Si Nok, School of Translation and Interpreting, Beijing Language and Cultural University Human in all ages races through lives in an everlasting fight against time. Mens struggle against nature has been a timeless theme in the literary world. From the early 17th century Sonnet 12, Shakespeares When I do count the clock that tells the time, to Seamus Heaneys Blackberry-picking, written in late 20th century, both poems addresses the effect of Times scythe on the transience decayed in nature as a natural cycle of life; however, while Shakespeare adopts a positive attitude in suggesting procreation to defeat time as a temporary solution, Heaney reflects on the inevasible disappointment at the interference of natural law. To address the theme of natural cycle, Shakespeare employs elaborated diction and juxtaposes contrasting ideas to measure the passage of time, nature and youth through life: In line 1 and 2, brave day sunk in hideous night reflects the daily passage of time, line 3 and 4 link nature to humankind, by first evokes a flowers wilting stage to the image of black hair naturally aging an turning grey, line 5 to 7 discuss the progression of season from canopy to barren of leave, to white and bristly beard, indicating snow and winter. Since Heaney metaphorizes old man as white beard on the bier, it can be suggested that he also compares young maid to violet prime and young man to lofty tree. Thus, the implicit use of figurative language hints the universal law of nature on all creatures throughout Sonnet 12 a number which symbolizes hour and month (passage of time). With regard to Heaneys techniques of expression, he visualizes the decaying process of blackberry by reminiscing a childhood activity in rural Northern Ireland. In the poem, the specific temporal markings like late August, for a full week, At first, just one and every year vividly demonstrates the time sequence of blackberry growing before ultimate rot; the employment of color and texture like green, red, purple glossy and hard serves not only to illustrate the ripening blackberries, but also impact on the readers taste and tactile sensation. Most importantly, the reminiscence itself, utilizes both the perspective of Heaney as a young child and an adult looking back, and the half-rhyming pattern suggesting imperfect memory, both symbolize the passage of time and ageing process. The last line Each year I hoped theyd keep, knew they would not. suggests a repetitive emotional behavior and disillusionment, highlighting the natural law of life. Shakespeare and Heaney, though addressing the same theme, differ in the motivation and the attitude toward Times scythe. The former speaks of sterility of bachelorhood and recommends procreation as a means of immortality in the form of human race, whereas the latter blends autobiological account of disillusionment in rural life with the natural decay of blackberry, impacting the reader on the spiral of disappointment. In Sonnet 12, Shakespeare displays a strident attitude to persuade: first, brave day sunk into hideous night the antithetical choice of word establishes a stark contrast, not only between day and night, but above all, the courage and futility of battling against indefensible nature, for brave is meant to imply a visual brightness and gallantry. A man begins his live bravely, wanting to explore the world around him and learn as much as he can. Once he has reached his prime he begins to sink into his twilight years, and his beard begins to turn silver. The girls who once flocked to him have either been married or have lost interest. His beauty has waned, and been replaced by the wrinkles and gray hair that mark old age. His life continues thus until he dies; leaving the world with no one to keep his memory alive. Therefore, the repeated brave in the last line means to endure something without showing fear; in this case, that which much be endured is death, or time that will take thee hence. Second, the progression of natural creature to human emphasizes the universally incessant movement of time, further frightening his bachelor friend and readers. Lastly, the third quatrain shifts in tone and the speaker begins to talk directly to the young man, warning the inescapable fate of his beauty being engulfed by decay and eventual death. The personification of flowers images the general obligation of all creatures forsaking ones sweets and beauties to nourish offspring. Together with muscular rhyme, the palindrome-like metaphor pushes the poem to a climax. In Blackberry-picking, Heaney frames the the progression of pleasure to disappointment by two separated stanzas: he first describes his enthusiasm for picking blackberries, from tasting the first black berry of the season to the frenzy of excitement with the involvement of his peer friends; he then reflects on how his attitude towards the berries evolves into revulsion as the berries decay. Together with half-rhymes and abovementioned poetic structure, the elaborated diction and imagery associated with greed, lust, violence, sex and horror further highlight how the speaker laments the effect of time on joyful life and pleasure, both sharing a transitory nature. In line 3 and 4, one of the two only full rhymes of clot and knot invites readers to compare them, reinforcing the stark contrast between hard, unripened and soft, ripe berry. Amongst, the metaphor of a clot draws a comparison between the first berry of the season and a blood clot, first highlighting its soft juiciness and deep rich color of the berry and then associating it with flesh and blood. This introduces the sensual nature of berry-picking, which later violent and guilty association await. Words like flesh, thickened wine summers blood, hunger and lust are strong expression of human desires, usually pathological craving, which implies the intoxificating effect of the berries on the children and foreshadows of the loss of innocence in coming adulthood (Passage of time). The young ravenously gorge on the blackberries, tasting the stains upon the tongue and lust for Picking The enjambment of Picking marks the start of the next section of the poem the actual picking of blackberry, which can be perceived as the crime scene of human crippling nature. The children are sent out by hunger and desire, disregard of their inked-up hands and mouths, and randomly gather all possible containers like milk can and jam-pots in order to satisfy their bottom-less lust for berry. They frantically scour the hayfields and potato-drills, seemingly forbid any berry, ripe or not, to spare from their blood-stained mouth, oblivion to treasuring their spoils and throw them in until the tinkling bottom has been covered with green ones- fantasizing endless gratification. The last two lines in the first stanza push the crime, or the process of lust, to a climax, by juxtaposing the victims mutilated corpses staring like a plate of eyes and the assailants sticky palms like Bluebeards an allusion of a black fairytale in which a lord married a succession of bosom girls before murderi ng them. The second stanzas choice of word is the antithesis of the first: Rat-grey fungus, stinking, fruit fermented and sour starkly contrast with the not-long-ago euphoria, as the berries start to rot and go moldy, marking the post-climax downward slope of emotion plunging to the bottom. Thus, it may hint that Heaney subtly associates the arch-like process of pleasure to that of a sexual intercourse, by both diction and alliteration. Starting from first and flesh, to briar, bleached our boots and big blobs burned in the middle, then followed by pricks and palms, ending with filled we found a fur and fruit fermented, the deliberate use of alliteration pattern draws association to a complete process of copulation. Linguistically speaking, the labiodental /f/ hints the arousal and foreplay, then progress into bilabial /b/ implicating orgasm, finally ends with plosive /p/ and fricative /f/, indicating sudden stop of sensual pleasure along with frustrated insatiability. Therefore, when Heaney i ntroduces the speaker I lamenting that it wasnt fair and always felt like crying, he acts like a petulant child or a dissatisfied teenager. â€Å"At first, just one, a glossy purple clot Among others, red, green, hard as a knot. â€Å"That all the lovely canfuls smelt of rot.† â€Å"Each year I hoped theyd keep, knew they would not.† These full-rhyming couplets act as a framing device by introducing the first taste of blackberries and the excited frenzy of picking that stem from it, whereas the second couplet epilogue with Heaneys disillusionment by using antithesis to express the futility of fighting against fleeting time, from the perspective of an adult as he recognizes and looks back to the fundamental contradiction in his idea. Nevertheless, Heaney might sound less indulgent if he is alluding to a deeper significance metaphorizing blackberry and sensual pleasure as life itself. Hence, within this interpretive framework, Heaney can be understood as mirroring the same literary skill and message that Shakespeare conveys explicitly: using natural decay to intimate humans own mortality. Yet, the difference lies in the strong contrast in attitude and motivation, in which Shakespeare confidently persuades his bachelor friend whereas Heaney helplessly laments on his overwhelming fatalism.

Quantum Phase Transition Between U(5) and O(6) Limits

Quantum Phase Transition Between U(5) and O(6) Limits Critical Exponents of Quantum Phase Transition Between U(5) and O(6) Limits of Interacting Boson Model Abstract In this paper, Landau theory for phase transitions is shown to be a useful approach for quantal system such as atomic nucleus. A detailed analysis of critical exponents of ground state quantum phase transition between U(5) and O(6) limits of interacting boson model is presented. Keywords: Landau theory, quantum phase transition, critical exponents, dynamical symmetry limits. PACS: 24.10.Pa; 21.60.Fw; Introduction Studying the behavior of nuclear matter under extreme conditions of temperature and density, including possible phase transitions, is one of the most interesting subjects in recent years. Drastic changes in the properties of physical systems are called phase transitions which these properties have been characterized by order parameters. Phase transitions occur as some of parameters, i.e. control parameters, which have constrained system, are varied. Temperature-governed phase transitions in which the control parameter is temperature,, have been known for many years [1]. Landau theory of phase transitions [2-3] was formulated in the late 1930s as an attempt to develop a general method of analysis for various types of phase transitions in condensed matter physics and especially in crystals .It relies on two basic conditions, namely on (a) the assumption that the free energy is an analytic function of an order parameter and on (b) the fact that the expression for the free energy must ob ey the symmetries of the system. Condition (a) is further strengthened by expressing the free energy as a Taylor series in the order parameter. For fluid systems, as we become close to the critical point, some of the quantities of system are related to the temperature asfor some exponents of. The similar behaviors may be seen not as a function of temperature but as a function of some other quantities of system, e.g.. These exponents,, are called critical exponents and naturally defined as [4]. Some basic critical exponents in thermodynamics have been employed to describe the evolution of considered systems near the critical points [5-6]. Quantum Phase Transition in the Interacting Boson Model (IBM) In nuclear physics, quantum phase transitions, sometimes called zero temperature or ground-state phase transitions can be studied most easily with using algebraic techniques that associate with a specific mathematical symmetry with different nuclear shapes. Interacting Boson Model (IBM) as the most popular algebraic model in description of nuclear structures was proposed in 1975 by Iachello and Arima to describe the collective excitations of atomic nuclei [7-10]. In this model, nucleons in an even-even isotope are divided into an inert core and an even number of valence particles. These particles are then considered as coupled into two kinds of bosons that may carry either a total angular momentum 0 or 2, and are respectively called the s and d-bosons. The bilinear operator that may be formed with s and d-boson creation and annihilation operators close into the U(6) algebra whose three possible subgroup chain match with the U(5), SU(3) and SO(6) solution of the Bohr Hamiltonian, i.e. respectively with spherical, axially deformed and ÃŽ ³-unstable shapes. It is of great interest to be able to describe the evolution of considered systems near the critical points. Lets consider a general form of IBM Hamiltonian as [7] where is the d boson number operator and, i.e.explores the quadrupole interaction. Also, other terms of Hamiltonian are This general Hamiltonian can describe three dynamical symmetry limits with different values of constants, i.e.,ands. We must consider a transitional Hamiltonian to describe the critical exponents at the critical point of phase transition. To this aim, we propose the following schematic Hamiltonians for transition [11,21] Where we have introducedand. The limit of IBM is recovered viaandreproduces the limit. It means one can describe a continuous, e.g. second-order shape phase transition by changing between these two limits. On the other hand, classical limit of transitional Hamiltonian, Eq.(3), is obtained by considering its expectation value in the coherent state [12-14 ] Whereis the boson vacuum state,andare the creation operators of s and d bosons, respectively andcan be related to deformation collective parameters,,and. The energy surface which follows from expectation value of transitional Hamiltonian in the coherent state, Eq.(4), is given by Critical point of considered transitional region have obtained via [15] condition which gives in this case. We show the dependence of energy surface on the order parameter,, above and below of the critical point of phase transition, xcritical, in Figure1. In phase transition from, i.e. spherical limit, to, namely,-unstable limit, one sees that, the evolution of energy surface goes from a pureto a combination ofand that has a deformed minimum. At the critical point of this transition, energy surface is a pure. These results interpret thatcondition corresponds approximately to a ‘‘very à ¯Ã‚ ¬Ã¢â‚¬Å¡at energy surface’’, similar to what have happened for the E(5) critical point [ 16], i.e. critical point of transitional region. The typical behavior of the order parameter,, at a phase transition is shown in Figure 2. Hereis small and close to xcritical and we assume that energy surfaces can be expanded around Or can be rewritten in the form The behavior of, near the critical point is determined by the signs of the coefficients. The coefficientswhich are functions of, are written as functions of the dimensionless quantity,, where. Stable systems have on both sides of; therefore is represented only as. The condition for stability is that, must be a minimum as a function of. From Eq. (7), this condition may be expressed as where terms aboveare presumed negligible near [17]. For , only real root is; on the other hand, for, the rootcorrespond to a local maximum, and therefore not to equilibrium. The other two roots are found to be. Consequently, our analysis predicts, the equilibrium order parameter near the critical point should depend on theas which means, critical exponent for order parameter is.The behavior ofis depicted in Figure 3 which is in perfect agreement with general predictions derived in Ref.[2]. On the other hand, a very sensitive probe of phase transitional behavior is the second derivatives of the ground state energy (per boson) with respect to the control parameters [18] ( allwithare kept constant). In the above discussed thermodynamic analogyis replaced by the equilibrium value of the thermodynamic potential. In our descriptions, by use of Eq. (7), ground-state energies are forand respectively. From Eq. (11) the specific heats are These results propose any dependence of C oneither above or below ofand therefore, the values for the specific heat exponents are both zero. Also, this result suggests a discontinuity in the heat capacity in the phase transition point which in the agreement by Landau’s theory .We have represented the behavior of specific heat in Figure 3 which one can find that it has a jump at the critical point. The classification of phase transitions that we follow in this paper and that is followed traditionally in the IBM is the Ehrenfest classification [17,19]. In Ehrenfest classification, first order phase transitions appear when there exist a discontinuity in the first derivate of the energy with respect to the control parameter. Second order phase transitions appear when the second derivative of the energy with respect to the control parameter displays a discontinuity. It can be seen from Figure 4 that first derive of the energy surface has a king at xcritical. This corresponds to a second order phase transition, as the second derivate is discontinuous. In order to identify other critical exponents, according to the Landau theory, by use of Eq.(7), the potential energy surface becomes as[4,20] Where,, represents the contribution of intensive parameter,, for points off the coexistence curve. The equilibrium equation of state is which cause to (for any small) On the other hand, it reduces to its former representation for. The susceptibility may be found as it introduced in Ref.[ 4,20] , namely, Forwhich we haveand consequently we get , which gives the critical exponent equal to 1. Forwith, Eq.(13) gives and therefore or the critical exponent equal to 1. Along the critical isotherm, i.e. in the phase transition point, namely, andwhich this means, critical exponent is equal to 3. table 1 summarize the values of the critical exponents. Our results, i.e. behavior of order parameter about critical point, discontinuity of the second order derivative of energy respect to order parameter, suggest a second order shape phase transition between U(5) and O(6) limits of IBM. Also, critical exponent and their capability to describe the order of quantum phase transition may be interpreted a new technique to explore shape phase transitions in complex systems. TABLE 1 Critical exponents of ground state quantum phase transition between and limits. Exponent definition values of the critical exponents Order parameter Specific heat Susceptibilityfor 1 for =1 Critical isotherm 3. Summary and conclusion In this contribution, we show that,shape phase transition are closely related to Landau theory of phase transition and explore some of the analogies with thermodynamics. Also, a detailed analysis of the critical exponents of ground state quantum phase transition is presented. We find that, critical exponents in two frameworks are similar. Based on a discontinuity in the heat capacity in the phase transition point, we can conclude the order of the phase transition. Figures Figure1. Energy surface of transitional Hamiltonian. Different panels describe dependence of energy surfaces on the order parameter,, above and below of phase transition point, xcritical. Figure 2.Typical behavior of order parameter,, at a second order phase transition. Figure3. Equilibrium deformation,for second order phase transition (a) and (b) specific heat of the ground state. Figure4. Variation of energy surface and its first derivative respect to order parameter. Figure 1. Figure 2. Figure 3. Figure4.

Thurgood Marshall Essay examples -- Papers Civil Rights Biography Essa

Thurgood Marshall During the 20th century I have read many books, newspaper articles and seen news broadcasts on two of the most famous Afro American Pioneers: Martin Luther King and Thurgood Marshall. Martin Luther King fought all his life for equal rights for Afro Americans, but Thurgood Marshall help elevate the Afro American civil rights struggles through legal precedents and timely court decisions. Thomas G. Kraftenmaker a professor of Constitutional law at Georgetown University Law Center wrote, "When I think of great American lawyers I think of Thurgood Marshall, Abe Lincoln and Daniel Webster". In this century only Earl Warren approaches Marshall. Thurgood Marshall is certainly the most important lawyer of the 20th century. Thurgood Marshall is the only black leader in American History who can argue that he defeated segregation where it really counts in court. Thurgood Marshall devised a legal strategy based on The United States Constitution; he forced rights to be extended equally to even the poorest and most disadvantaged citizens. Thurgood Marshall was born on July 2, 1908 in Baltimore Maryland. Thurgood Marshall many life accomplishments were instill upon him through his parents Norma Arica Marshall and William Canfield Marshall. Thurgood's mother Norma Arica Marshall was one of the first Afro Americans to graduate from Columbia University. Thurgood's father William Canfield Marshall was the first black person to serve on Baltimore's grand jury in the 20th century. Thurgood Marshall was a premed dental scholar at Lincoln University in Oxford Pennsylvania. As a junior, Thurgood met and eventually married his first wife Vivian Buster Burey, after graduation Thurgood went to the prominent Howard Law School i... ... at the age of 84 dies from a massive heart attack. Thurgood Marshall name can be mention in the same tone as Martin Luther King, both made big changes in the racial segregation culture and they did it without using violence. Today our society still isn't perfect, we still have to deal with crime and unemployment, but least Today Afro Americans have the right to vote, attend any school or college of their choice, and eat anywhere in a restaurant. Thurgood Marshall (Mr. Civil Rights) we appreciate what you have accomplished. RESOURCES Juan Williams Marshall's Law 7 Jan 1990*http://www.thurgoodmarshall.com.home.htm Ken Love Thurgood Marshall 9 Feb 1997*http://members.aol.com/klove01/marshall.htm Thurgood Marshall (1908-1993) New York Times 26 Jan 1993 http://www.ai.iit.edu/~/isbell/hth/blavck/events_and people/html/001.thurgood_marshall.html

Primary education Essay

According to the Kenyan government, education is â€Å"A long term objective to provide basic quality education to enhance Kenyans ability to preserve and utilize the environment for productive and sustainable livelihoods, to develop quality of the human race; to realize the universal access to education and training for all including the disadvantaged and the vulnerable and as a necessary tool for development and protection of the democratic institutions of human rights† (Ministry Of Education Science and Technology, 2005 pp2). The current Kenyan education system consists of Early Childhood Education, primary and secondary education. Early Childhood Education takes one year. At the end of the primary education, pupils sit for the Kenya Certificate of Primary Education (KCPE) prepared by the Kenya National Examination Council. Performance in the KCPE determines who is admitted to secondary schools. At the end of secondary education, students sit for the Kenya Certificate of Secondary Education. Primary school education in Kenya is a basic and is considered the root of all formal and informal learning in Kenya. Free and compulsory primary education for Kenyan children was one of the key pre-election promises that led the NARC government led by President Mwai Kibaki, to ascend to power in December 2002. Since then, an estimated 1. 5 million children, who were previously out-of school, have turned up to attend classes (Paul Kenya, 2008). The free Primary Education policy was first implemented in January 2003. The FPE policy focuses on attaining Education For all and in particular, Universal Primary Education. Key concerns are access, retention, equity, quality and relevance and internal and external efficiencies within the education system (Ministry Of Education Science and Technology, 2005a, pp3). Through the FPE policy, the NARC government scrutinized the current 8-4-4 systems, which had previously been coupled with retention and reduced enrolment before it came to power. The policy’s focus is on â€Å"quality education and training as a human right in accordance to Kenya law and international conventions† (Ministry Of Education Science and Technology, 2005 pp3). VISION Quality education for development. (Elimu bora Kwa Maendeleo) MISSION To provide, promote and co-ordinate lifelong education, training and research for KLenya’s sustainable development. POLICY OBJECTIVES 1. To achieve education for all (EFA) by 2015 2. To achieve transition rate of 70% from primary to secondary from the current rate of 57% 3. To enhance access, equity and quality primary education 4. To achieve 50% improvement levels of literacy by 2015 5. To attain universal primary education (UPE). This is in line with the United Nation’s Millennium Development Goals 6. To reduce the number of primary school children drop outs. ACHIEVEMENTS OF THE POLICY 1. Increase in number of children enrolled in primary schools. Primary education has witnessed phenomenal growth since the policy was established. The number of primary school pupils rose dramatically from 5. 9 million in 2002 to 7. 6 million in 2005 to 82. 78 in 2009, according to a World Bank report, published in 2010 2. Significant reduction in the repetition rate. The number of students repeating and dropping out has reduced significantly() this may be attributed to the fact that parents no longer have to think about paying school fees. CHALLENGES FACED BY THE POLICY. 1. Delays in Funds Disbursement Delays in distributing funds to support free primary school education is one of the challenges facing the policy implementation. This has frustrated many teachers, put pressure and on parents financial burdens. Teachers thus lack motivation to teach the increasing number of pupils as a result of the introduction of the policy. 2. Teacher Shortages A UNESCO survey on the evaluation of the Free Primary policy (UNESCO, 2005) indicates that the teacher: pupil ratio, in a significant number of schools was 1:70 which was far beyond the recommended maximum rate of 1:40. Such a high ratio has got challenges. For example, teachers find it impossible to pay attention to all learners, especially the slow ones. Also teachers were not able to give adequate assignments to the pupils, as they could not cope with the marking and teaching workload (UNESCO, 2005). 3. Teacher-Learning Facilities There is a challenge in the limited teacher-learning facilities, which forces pupils to share. Sharing of facilities such as textbooks, exercise books, pens e. t. c has affected pupil’s accessibility to the books while at home and many have to do their homework early in the morning the next day when in school. There is also the issue of inadequate physical facilities where most schools did not have adequate classroom to accommodate the large number of pupils enrolled under the FPE programmes. 4. Managerial Skills Most school managers (the head teachers) are not well equipped in managerial skills. This is to say that their managerial skills are poor and these results to poor results by the schools they head as well as mismanagement of available funds. 5. Mobility from Public to Private and within Public Schools This may not be a major challenge but it still is a challenge. Teachers complain that pupils’ frequent transfers from one school to another at any point of the term and in any class affect content delivery. This may be as a result of a preference for free and cheaper education, school availability and its proximity as well as the highest grade offered in a school. A lower fee is also a factor, and cheaper or free schools seemed to be an important motivation for school transfer. 6. Embezzlement of Funds and Corruption Embezzlement of funds is a core challenge. Some government officials are corrupt and hence there is mismanagement or misallocation of funds that are allocated to them, (UNESCO, 2005). For instance, the sponsor’s funds; this makes some children who are poor miss the opportune moments of schooling. I addition to that, senior officials in the Ministry of Education, in Kenya have been accused of protecting corrupt headmasters suspected of embezzling funds because they are also indirectly benefiting from incentives that are being paid by parents, disgruntled senior education officials have revealed, (UNESCO, 2005). RECCOMENDATIONS 1. Timely release of funds. Funds should be released as soon as they are available. This will ensure the teachers and students remain motivated to learn. 2. Increase numbers of teachers employed and increase their wages. Increasing the number of teachers permanently employed in public primary schools will help to take care of the teacher-student ratio. Increasing their wages will also ensure that the teachers are motivated to do their work well. 3. Investing in Teacher-Learning Facilities. The government should invest in building more classrooms to reduce the current congestion in the classrooms. The government should also work hand in hand with sponsors and international investors to ensure the pupils have enough books, pens and other facilities needed by both teachers and pupils. 4. Training of managers. Heads of schools should be trained on how to manage the funds given to them as well as efficiently running the schools. 5. Monitor ministry officials and those handling the funds. An organization or body that can monitor the ministry officials and those handling the funds such as the anti-corruption commission of Kenya to ensure that those handing the funds are not corrupt and those caught in corrupt practices face the law. REFERENCES 1. UNESCO (2005). Challenges of implementing free primary education in Kenya: assessment report. Kenya. Nairobi: Ministry of Education, Science & Technology. 2. Okwach, A. and George, O. (1997). Efficiency of primary education in Kenya: situational analysis and implications for educational reform. Nairobi: Institute of Policy Analysis and Research. 3. UNESCO (2006). Fact book on education for all, UNESCO Nairobi 4. Voss, R. ; Bedi, A. ; Kimalu, P. K. ; Manda,D. K. ; Nafula,N. N; Kimenyi, M. S. Achieving universal primary education: Can Kenya Afford it? University of Connecticut: Department of Economics working paper series.

10 jobs with the highest divorce rates

10 jobs with the highest divorce rates We work because we have to, and also to make life better- jobs afford us the income we need to survive, in addition to hopefully offering some level of personal fulfillment. Unfortunately, work can also have negative consequences that spill over into our personal lives. One of the worst side effects of a job is when it interferes with marriages, and certain jobs are more likely to lead to divorce than others. The following 10 jobs have the highest divorce rates, and you may be surprised by some of the results. 1. Dancer/ChoreographerBelieve it or not, dancers and dance choreographers are the professionals most at risk for divorce. The intimacy of dancing often leads to extramarital affairs between co-workers.2. BartenderLess of a shock is that fact that a large number of married bartenders split up with their spouses. Just think about it: a workplace in which people gather to hook up + heavy doses of free-flowing alcohol = a recipe for disaster for some people.3. Massage TherapistWha t’s more intimate than swaying together on the dance floor or sharing a shot at the bar? Well, touching another person’s unclothed body comes to mind. That’s the job description of massage therapists, so it is unsurprising that their marriages tend to break up.4. Gaming Cage WorkerBeing a gaming cage worker involves conducting financial transactions at casinos. Casinos attract clientele who enjoy the edgy entertainments of gambling and drinking, and such people may be more likely to engage in the equally risky pursuit of infidelity. Gaming cage workers have the extra enticement of dealing directly with money, which is a major turn on for a lot of people.5. Extruding Machine OperatorsAn extruding machine operator works on an assembly line. One theory is that this repetitious, alienating, and highly unstable work causes a psychological disconnect in workers that can lead to divorce. It is also low-paying work performed by people with relatively little education, w hich can also be factors in unstable marriages.6. Gaming Service WorkerNow we return to the casino for another job that often spells trouble for marriages. Gaming service workers tend to get divorced for the same reasons as gaming cage workers. They are possibly slightly less at risk since gaming service workers are not actually involved in the exchange of money, though there is more direct contact with other people.7. Factory WorkerLike extruding machine operators, factory workers perform repetitive, low-paying work that does not require a higher education degree. Such people are likelier to get divorces than highly educated, financially stable individuals who get to perform more intellectually stimulating and personally fulfilling work.8. Switchboard OperatorSwitchboard operator may seem like a decidedly old-fashioned job, but these folks who direct our phone calls are still around in great enough number to register in divorce-rate censuses. The stress of switchboard work is a maj or factor in the high divorce rate of people who perform this rapidly disappearing job.9. Nurse/Health AideWorking as a nurse or health aide comes with the dual issues of being highly stressful and extremely intimate. The long hours involved in such work can put a major strain on a marriage, and the close contact between worker and patient can lead to infidelity.10. Entertainer/Performer/Pro AthleteYou may have expected entertainers and pro athletes to take the top spot on this list since no one receives more attention for getting divorced than entertainers and athletes. Of course, no one receives more attention for doing absolutely anything than entertainers and pro athletes. Nevertheless, these are jobs that involve spending weeks or months away from home and being on the receiving end of adulation from fans who often have more in mind than snagging an autograph.

A sound mind in a sound body - Smart Custom Writing Samples

A sound mind in a sound body - Smart Custom Writing GregorThe Metamorphosis by Franz Kafka's is a characteristic in the genre of investigational symbolic fiction that came about in the early 20th century. The central character of the story, Gregor Samsa, is the epitome of the numbing of the soul amidst the rising of the industrial revolution. An irony in The Metamorphosis is that Gregor Samsa experiences a metamorphosis in the corporeal sense only; philosophically was always a bug and turning out to be one physically has no consequence on his satisfaction in life. According to Karl Marx, the laborer's "work is external to the worker, i.e., it does not form part of his essential being so that instead of feeling well in his work, he feels unhappy, instead of developing his free physical and mental energy, he abuses his body and ruins his mind" (Bloom 107).   Gregor is the perfect symbol for what Marx is arguing about; he is estranged from the product he endeavors to generate for the reason that he doesn't own it. Further, he is actually not even laboring to earn a wage; his wages are going to settling his father's sum unpaid. When Gregor body transforms into the bug he was philosophically all alone, his alienation and isolation turns out to be complete. â€Å"Gregor Samsa's transformation into vermin presents self-alienation in a literal way,not merely a customary metaphor become fictional fact...no manner more drastic could illustrate the alienation of a consciousness from its own being than Gregor Samsa's startled and startling awakening† (Bloom 105). Lastly, Gregor's estrangement from his humankind is totally realized and physicalized: â€Å"That is to say, Samsa, having been a successful salesman, was once the pillar of his family, but now, being helpless, his sister assumes in the eyes of his parents the role of leadership and reassuring strength that he had once occupied† (Scott 37). Just like an insect is a small participant in the grander system of nature and not anticipated to experience things such as ambition or content, so does Gregor ultimately give over completely to a scheme m eant to obliterate those key workings of humanity. Bloom, Harold, ed. Franz Kafka's the Metamorphosis. New York: Chelsea House, 1988. Scott, Nathan A. Rehearsals of Discomposure: Alienation and Reconciliation in Modern Literature: Franz Kafka, Ignazio Silone, D. H. Lawrence . New York: King's Crown Press, 1952. Kafka, Franz. "The Metamorphosis." The Norton Anthology of World Literature, Vol. F: The Twentieth Century. 2nd Edition. Ed. Sarah Lawall. New York: W.W. Norton Company, 2003.

Pearl Harbor Vs. September 11th essays

Pearl Harbor Vs. September 11th essays Two dark days in the history of the United States affected many Americans and changed their lives forever. The memories that were carried from the dates December 7th, 1941 and September 11th, 2001 are dates which will never be forgotten, as Americans remember the lives of innocent people that were taken by acts of war. These days are similar in some ways, however different in other ways. Americans dont know about the power that these two dates hold on America, as well as how these two dates are very similar and yet very different. Yesterday, December 7th, 1941, a date which will live in infamy. The united states of America was suddenly and deliberately attacked by naval and air forces of the empire of Japan... These are the fine words that were stated by President Franklin D. Roosevelt to the congress on December 8th, 1941. At approximately 8:00 A.M., Sunday morning, December 7, 1941 at Pearl Harbor, which is located on the Island of Oahu, Hawaii, was attacked by the Japanese fleet both by air and by sea. The surprise attack had been conceived by Admiral Isoroku Yamamoto. The striking force of 353 Japanese aircraft was led by Commander Mitsuo Fuchida. There had been no formal declaration of war. During the attack of Pearl Harbor, many lives were taken and many ships and aircraft were damaged. The September 11th, 2001 attack occurred recently in the states of New York, Pennsylvania, and Washington D.C. Around 8:45 a.m. a large plane, possibly a hijacked airliner, crashes into one of the World Trade Center towers, tearing a gaping hole in the building and setting it on fire. Shortly after, a second plane crashed into the second world trade center. The aircraft was described to be a passenger plane. After the second aircraft hit the tower, the airlines and bridges in New York are ordered to close immediately. Unfortunately there was also another plane that was hijacked. This aircraft plunged into the pentagon in Wash...