Unit V Take Home Exam Essays. Question 1). In The Story

Unit V: Take Home Exam Essays Question 1) In the story of the â€Å"Brahman’s Daughter and the Five Bachelors,† the young wife, being clever, plans independently of any other person. The young wife crafts the ingenious plans that socially and economically benefit the entire household by herself—with some inspiration from the goddess Mother Ten. According to the Laws of Manu, a woman must be â€Å"clever in (the management of her) household affairs, careful in cleaning her utensils, and economical in expenditure† (Reading 14, page 148) and that â€Å"[b]y a girl, by a young woman, or even by an aged one, nothing must be done independently, even in her own house† (14, 148). In short, an ideal Hindu wife, according to the orthodox Brahmanical ideal dictated†¦show more content†¦She authoritatively instructs them to not â€Å"make a racket† once they find the unexpected changes to their living situation (16, 162). The young wife of the middle son acts more as an authority figure that ‘whips the men in shape’ than a shy and inexperienced girl. Sometimes she uses the men to complete her plan. For example, when she finds the royal necklace, she gives it to her father-in-law to present to the king’s court (16, 163). Ultimately, the plan has always been hers rather than a group or ma le or other typically hierarchical status decision. The young wife makes use of the goddess Mother Ten by using the openness and ideas that the goddess has put in her heart and brain, respectively. In fact, â€Å"Mother Ten had turned her heart’s key,† so that she could know the â€Å"many things† that would support her new family (16, 162). Therefore, the wife’s cleverness stems from the gifts of the goddess that she and her mother worship, Mother Ten. The young wife also makes use of the goddess Mother Ten by cleverly, and independently, manipulating the goddess into giving her a promise. The young wife created the situation in which Mother Ten would visit her by instructing her father-in-law to return the royal necklace, which quite literally fell from the sky, asking for nothing but absolute darkness across the kingdom on Divali (16, 163). Since Mother Ten can only enter into places with light, the wife lighted lamps in her household to attract the goddess to her (16, 163). Then,Show MoreRelatedComparison and Contrast Essay7914 Words   |  32 PagesContrast Essay Prepared for the Communication Competencies Center University of Puerto Rico at Humacao Title V Project Anà ­bal Muà ±oz Claudio May 2005 Contents Introduction †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦i General Objective †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ii Specific Objectives †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ii How can you use this module? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...1 Part I. 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Rhetorical Analysis, Mickey Mouse Free Essays

Rhetorical Analysis 10 February 2013 In the article The Masks of Mickey Mouse, Robert Brockway explains how Mickey Mouse was one of the most important cultural symbols during the twentieth century. The article discusses how mickey mouse went from being a slap stick cartoon character like all other animated personalities and grew into a much more complicated being. He was the sign of hope and escape during the depression and evolved even more into the dominating avatar of Disney itself. We will write a custom essay sample on Rhetorical Analysis, Mickey Mouse or any similar topic only for you Order Now Brockway begins his article by describing Walt Disney himself trying to explain the dramatic success of his simply drawn cartoon character. It starts the article by showing the reader that even Disney himself is shocked by the massive popularity the animated mouse collects during the 1920s and 1930s. This also sets up the first point the writer pushes which is that Mickey Mouse is no ordinary cartoon character but a diverse, evolving cultural symbol that everyone around the world can relate to. As the author puts it, â€Å"He has become an archetypal symbol, not only to Americans but to people everywhere, especially to the generation that was young during the thirties. Brockway goes on to reinforce the initial argument by stating that the entire film industry was shocked by the torrential success of Disney’s character and saying, â€Å"Mickey was instantly popular not only among ordinary people young and old, but with intellectuals, artists, and heads of state (Profiles of Popular Culture 80). † The author continues to press the point of the cartoon’s global influence talking about the king, George V, in England requiring a Mickey Mouse short be watched before every film performances and the Emperor of Japan wearing a Mickey Mouse watch. Shortly after proving Mickey’s dominance of international culture Brockway talks about how complicated the short, round mouse really is. He claims Disney himself tried to explain the mouse’s popularity simply on his plainness, saying that everyone could understand him easily. Brockway counters this statement by stating, â€Å"He is as complex as Disney was himself and as profound in his symbolic and mythic implications as any mythic or fairy tale character (Profiles of Popular Culture 80). † Another point the author makes about Disney’s character was that it was in the actual shape of Mickey’s body that was a reason for his dominance. He also evokes the mysteries of the circular design which some authorities find profoundly significant as an archetypal figure. Such a phenomenon can scarcely be dismissed as frivolous,† Brockway announces in his article. There is a statement later in the essay that talks about curved shapes having always been a favorite of people even if they don’t realize it. It states that since there is no threat in a curved surface we enjoy them more, unlike a sharper object with points which we see as more of a danger. For this reason the author deducts that one of the contributing factors to Mickey’s early competition, Felix the cat, didn’t last simply because of how sharp his design was. The essay quotes John Hench, â€Å"Mickey has been accepted all over the world, and there is obviously no problem of people responding to this set of circles. I’m going to oversimplify this, but circles never cause anybody any trouble. We have bad experiences with sharp points, with angles, but circles are things we have fun with- babies, women’s behinds, breasts. So Mickey was made this way, while a contemporary known as Felix the Cat didn’t get anywhere. He has points all over him like a cactus (Profiles of Popular Culture 87). † Brockway also quotes Ub Iwerks on the shape of mickey’s head, â€Å"Mickey’s face is a trinity of wafers- and the circular symbol†¦ always points to the single most vital aspect of life- its ultimate wholeness (86). † The other contributing factor the author lists as to why Felix the Cat doesn’t go anywhere was that he never evolved from the slapstick comedy that started him out. Mickey also began his career with a slapstick style as did many artists in the twenties. Unlike Felix though, Mickey didn’t remain in the slapstick genre of comedy. According to Durgnat, slapstick emerges from childlike impulsiveness, dream fantasy and visual poetry. The â€Å"slapstick comedians are childlike, and†¦ act out impulses which as adults we suppress (Profiles of Popular Culture 83). † Disney evolved Mickey Mouse during the thirties because of the tone that America had taken. The economic crisis called for a different kind of comedy a more upbeat type. The bleakness of everyday life called for a cartoon that displayed sentimental escapism. Brockway claims that Disney seamlessly changed the style of his cartoon to relate to the changing times in America with shorts called Silly Symphonies (84). Brockway writes that this is not the only evolution Mickey must go through to stay relevant. During the second world war, Mickey is matured again to fit with the times. He goes from short films to being the face of the corporate Disney image. Brockway claims he became the â€Å"organized man (86). † Brockway’s final point in the text is that Mickey, as many heroes do, will die out in popularity as the generation that grew up with him also dies. He states, â€Å"Mickey has some impact on younger people but far less than upon those born during the inter-war years. That generation is now senior and it is also diminishing. All gods eventually die and Mickey is no exception. But, being immortals, all gods rise. Mickey, too, may be reborn in some future imaginary character of the popular culture of which he is an avatar†¦ Future generations will encounter him again (Profiles of Popular Culture 88). † Works Cited Browne, Ray B. , ed. Profiles of Popular Culture: A Reader. Madison, WI: University of Wisconsin, 2005. Print. How to cite Rhetorical Analysis, Mickey Mouse, Essay examples

World War I Essays (1197 words) - Bulgaria In World War I

World War I World War I The onset of WWI marked a turning point in the history of mankind, dramatically redefining the nature of warfare. The brutal restructuring of national policies to involve the entire nation, from industrial production to unwarranted assaults upon civilians, represents a tragic shift. The severity of this change warrants examination of both the general historical factors and specific events that produced such dire consequences, as well as speculation on whether WWI may have been avoided. Historians largely look toward two general trends of the late 19th and early 20th centuries. The rapid economic development and industrial growth that occurred in the 19th century, coupled with the diminishing availability of abundant resources, fostered a high sense of nationalism among Europeans. Economics and politics became intertwined, with pursuit of further economic growth intensifying political tension among neighboring countries. Nationalistic rivalries appeared throughout Europe. Britain jealously guarded its diminishing status as the world power, harboring much negative sentiment towards prosperous Germany. Meanwhile, under the lead of the militaristic Kaiser Wilhelm II, Germany attempted to rush its own emergence as an economic powerhouse. Kaiser Wilhelm, both jealous of being shut out of the colonial race and hoping to preserve Germany's rise, cultivated a large naval fleet. This only served to increase tensions with the British, as well as to threaten the French and drive them into a favorable relationship with Britain. Austria-Hungary, an empire rapidly losing its respected status, was also swept up in the nationalistic fervor, with Archduke Franz Ferdinand's visit to Bosnia largely intended to assert his nation's power. The nationalistic fervor was fed by the absence of a large war involving any of the great powers in over fifty years. Even the most prominent political and military leaders lacked a true sense of what combat entailed. Most viewed war as some idealistic entity, nothing more than a way to heroically promote their interests. Through development of massive armies and acquisition of advanced weaponry, a country could bluff its way to greatness. The greatest form of defense was considered a strong offense. Because few people had experienced the true horrors of war, the British approached WWI as the war to end all wars for the good of mankind; while the Germans felt the German spirit will regenerate the world. Neither country recognized the realities of the death and destruction accompanying a war of the caliber for which they had prepared. Despite the tension created by European nationalism and militarism, an uneasy peace was maintained. Historians look at actions by certain groups or individuals as having been responsible for spurring the chaos of WWI. One determining factor was the development of the Schlieffen plan in Germany. It called for capitalization on the sluggishness of the Russian military through rapid mobilization. German forces were to first take France through Belgium and then attack Russia, thus preventing a war on two fronts. Arguably one of the greatest catalysts of the war, the Schlieffen plan was intended for defense, but only in the sense that protection comes from striking your enemies before they can mount an attack. Hoping to prevent an alliance such as the Triple Entente, the strict timetable of this plan left no time for diplomacy once Germany was threatened. Germany either had to attack, or lose all hope of the advantage provided by a single front war. Had Schlieffen had the insight to exami ne recent wars, such as the Russo-Japanese War, he would have seen that due to railroads allowing for rapid deployment of troops to a set location, an effective war would be waged employing defensive tactics. Those who sought to hold their ground and could be quickly reinforced were more successful than those who attacked. A defensive plan would have allowed Germany to answer Russian challenges without the instigation of war, not only leaving it possible for tensions to fade but also keeping Germany out of immediate conflict. Unfortunately, Schlieffen's policy left his nation no choice but to attack. Mobilization meant war. Historians postulate that Britain could have avoided the hardships of WWI had it chosen to wait and observe German actions, rather than immediately delve into battle to ally with its formidable economic rivals France and Russia. Britain, as an

The eNotes Blog Two Tales of CampusFails

Two Tales of CampusFails Ahh idyllic picture of college life, mais non? Well, recently on American campuses, two not-so-wonderful events transpired. Fail Numero Uno: Lets begin with that bastion of   the Ivy League, Cornell University. It seems that the schools stalwart repositories of knowledge, its libraries, have been used for some non-academic purposes, namely the filming of pornographic videos. Perhaps the videos were an ironic take on the cinematic genre, perhaps, an  homage  if you will, to youth and freedom and self-expression. Perhaps it was just your standard porn featuring a young lady engaged in some solo activity and co-starring Carpenter Hall, the  Engineering Schools library. One student, who (in the pursuit of education, I am sure) watched the video before the (I assume frantic) campus administrators removed the link, offers this analysis:   Shes facing a window (the one by the bike racks) and its broad daylight. And at one point you can see people behind her studying. Fail Numero Dos:   Ever accidentally hit reply all on an email and immediately realize youve spammed dozens of people? Well, imagine that to the tune of  forty thousand  people. Thats just what happened to NYU student  Max Wiseltier, who innocently was trying to simply reply to the bursars office. He realized his error almost instantly and tried to do the right thing by apologizing to those who received the email meant only for the bursar. It should have ended there. But, as the campus newspaper reported, Maxs email  triggered a rare, University-wide revelation. That revelation?  We simultaneously realized that any message, complaint, whim, link, video, or GIF could be sent to nearly 40,000 people in an instant. It didnt take long for thousands of students to act on this delightful way to terrorize their campus. The system, unsurprisingly, soon crashed. Not long after, it was discovered that incorrect listserv software was attached to the original message, sparking what is now going down in campus legend as the Reply-apocalypse. Whoops.

Japanese Particle Information (Bakari)

Japanese Particle Information (Bakari) Bakari is a Japanese particle. Particles are generally considered to be similar to preposition in English. A particle is always placed after the word it modifies. Here are several different usages of bakari with sample sentences. I think it is probably easy to understand its various usage through contextual examples. Bakkkari, bakashi and bakkashi can be used in informal situations instead of bakari. (1) Indicates an approximate amount, be it time or money, etc. A number or quantity usually precedes it. It is similar to kurai/gurai and hodo and can be replaced in this usage. Asu kara tooka bakari ryokou ni ikimasu. 明æâ€" ¥Ã£ â€¹Ã£â€šâ€°Ã¥  Ã¦â€" ¥Ã£  °Ã£ â€¹Ã£â€šÅ Ã¦â€"…è ¡Å'㠁 «Ã¨ ¡Å'㠁 Ã£  ¾Ã£ â„¢Ã£â‚¬â€š - Ill be leaving on a trip for about ten days from tomorrow.Ryokou no hiyou wa zenbu de nijuuman-en bakari kakatta. æâ€"…è ¡Å'㠁 ®Ã¨ ² »Ã§â€ ¨Ã£  ¯Ã¥â€¦ ¨Ã©Æ' ¨Ã£  §Ã¤ ¸â€¡Ã¥â€ â€ Ã£  °Ã£ â€¹Ã£â€šÅ Ã£ â€¹Ã£ â€¹Ã£  £Ã£ Å¸Ã£â‚¬â€š - The total cost of the trip came to about two hundred thousand yen.Gosen-en bakari kashite itadakemasen ka. ä ºâ€Ã¥ Æ'円㠁 °Ã£ â€¹Ã£â€šÅ Ã¨ ² ¸Ã£ â€"㠁 ¦Ã£ â€žÃ£ Å¸Ã£   Ã£ â€˜Ã£  ¾Ã£ â€ºÃ£â€šâ€œÃ£ â€¹Ã£â‚¬â€š - Could you please lend me five thousand yen or so? (2) Not only ~ but also In the patterns ~ bakari dewa naku ~ mo or ~ bakari ja naku ~ mo (informal) Otoko no ko bakari dewa naku, onna no ko mo takusan imashita. ç” ·Ã£  ®Ã¥ ­ Ã£  °Ã£ â€¹Ã£â€šÅ Ã£  §Ã£  ¯Ã£  ªÃ£  Ã£â‚¬ Ã¥ ¥ ³Ã£  ®Ã¥ ­ Ã£â€šâ€šÃ£ Å¸Ã£  Ã£ â€¢Ã£â€šâ€œÃ£ â€žÃ£  ¾Ã£ â€"㠁Ÿã€‚ - There were not only boys but also many girls.Watashi wa nihongo bakari ja naku, furansugo mo benkyou shitai desu. ç § Ã£  ¯Ã¦â€" ¥Ã¦Å" ¬Ã¨ ªÅ¾Ã£  °Ã£ â€¹Ã£â€šÅ Ã£ ËœÃ£â€šÆ'㠁 ªÃ£  Ã£â‚¬ Ã£Æ'•ãÆ' ©Ã£Æ' ³Ã£â€š ¹Ã¨ ªÅ¾Ã£â€šâ€šÃ¥â€¹â€°Ã¥ ¼ ·Ã£ â€"㠁Ÿã â€žÃ£  §Ã£ â„¢Ã£â‚¬â€š - I want to study not only Japanese but also French.Kare wa dansu bakari dewa naku, uta mo umai n desu. Ã¥ ½ ¼Ã£  ¯Ã£Æ'ۋÆ' ³Ã£â€š ¹Ã£  °Ã£ â€¹Ã£â€šÅ Ã£  §Ã£  ¯Ã£  ªÃ£  Ã£â‚¬ Ã¦ ­Å'も㠁†ã  ¾Ã£ â€žÃ£â€šâ€œÃ£  §Ã£ â„¢Ã£â‚¬â€š - He is good not only at dancing but also singing. Although dake can replace bakari in this usage, bakari is slightly more emphatic. Nodo ga kawaita dake dewa naku, onaka mo suita. 㠁 ®Ã£  ©Ã£ Å'æ ¸â€¡Ã£ â€žÃ£ Å¸Ã£   Ã£ â€˜Ã£ ËœÃ£â€šÆ'㠁 ªÃ£  Ã£â‚¬ Ã£ Å Ã£  ªÃ£ â€¹Ã£â€šâ€šÃ£ â„¢Ã£ â€žÃ£ Å¸Ã£â‚¬â€š - Not only I am thirsty but also I am hungry. (3) Shows that something is always limited to a particular action, place or thing. It is similar to dake or nomi. Asonde bakari inai de, shukudai mo shinasai. é Å Ã£â€šâ€œÃ£  §Ã£  °Ã£ â€¹Ã£â€šÅ Ã£ â€žÃ£  ªÃ£ â€žÃ£  §Ã£â‚¬ Ã¥ ® ¿Ã© ¡Å'も㠁â€"㠁 ªÃ£ â€¢Ã£ â€žÃ£â‚¬â€š - Dont just play all the time, do your homework as well.Terebi bakari mite iru to, me ni warui yo. ãÆ'†ãÆ' ¬Ã£Æ'“㠁 °Ã£ â€¹Ã£â€šÅ Ã¨ ¦â€¹Ã£  ¦Ã£ â€žÃ£â€šâ€¹Ã£  ¨Ã£â‚¬ Ã§â€º ®Ã£  «Ã¦â€š ªÃ£ â€žÃ£â€šË†Ã£â‚¬â€š - If you watch TV all the time, it is not good for your eyes.Watashi no neko wa itsumo nemutte bakari imasu. ç § Ã£  ®Ã§Å' «Ã£  ¯Ã£ â€žÃ£  ¤Ã£â€šâ€šÃ§Å"  Ã£  £Ã£  ¦Ã£  °Ã£ â€¹Ã£â€šÅ Ã£ â€žÃ£  ¾Ã£ â„¢Ã£â‚¬â€š - My cat is always just sleeping. (4) Used after the ~ta form of verbs, it indicates that an action has just been completed. It translates into just. Chichi wa ima kaette kita bakari desu. çˆ ¶Ã£  ¯Ã¤ »Å Ã¥ ¸ °Ã£  £Ã£  ¦Ã£  Ã£ Å¸Ã£  °Ã£ â€¹Ã£â€šÅ Ã£  §Ã£ â„¢Ã£â‚¬â€š - My father just got home.Sakki tabeta bakari nanoni, mada onaka ga suite iru. 㠁•ã  £Ã£  Ã© £Å¸Ã£  ¹Ã£ Å¸Ã£  °Ã£ â€¹Ã£â€šÅ Ã£  ªÃ£  ®Ã£  «Ã£â‚¬ Ã£  ¾Ã£   Ã£ Å Ã£  ªÃ£ â€¹Ã£ Å'㠁™ã â€žÃ£  ¦Ã£ â€žÃ£  ¾Ã£ â„¢Ã£â‚¬â€š - Although I had just eaten, I am still hungry.Kinou katta bakari no kutsu o haite dekaketa. æ˜ ¨Ã¦â€" ¥Ã¨ ² ·Ã£  £Ã£ Å¸Ã£  °Ã£ â€¹Ã£â€šÅ Ã£  ®Ã©  ´Ã£â€šâ€™Ã¥ ± ¥Ã£ â€žÃ£  ¦Ã¥â€¡ ºÃ£ â€¹Ã£ â€˜Ã£ Å¸Ã£â‚¬â€š - I went out wearing the shoes that I had just bought yesterday. (5) In the patter bakari ni, it emphasizes a reason or cause. It has a nuance of solely due to; for the simple reason. Ano basu ni notta bakari ni, jiko ni atta. 㠁‚㠁 ®Ã£Æ' Ã£â€š ¹Ã£  «Ã¤ ¹â€"㠁 £Ã£ Å¸Ã£  °Ã£ â€¹Ã£â€šÅ Ã£  «Ã£â‚¬ Ã¤ ºâ€¹Ã¦â€¢â€¦Ã£  «Ã£ â€šÃ£  £Ã£ Å¸Ã£â‚¬â€š - It was only because I got on that bus that I was involved in an accident.Tomoko wa Ken to kekkon shita bakari ni kurou shiteiru. æ™ ºÃ¥ ­ Ã£  ¯Ã¥  ¥Ã£  ¨Ã§ µ Ã¥ ©Å¡Ã£ â€"㠁Ÿã  °Ã£ â€¹Ã£â€šÅ Ã£  «Ã¨â€¹ ¦Ã¥Å  ´Ã£ â€"㠁 ¦Ã£ â€žÃ£â€šâ€¹Ã£â‚¬â€š - Simply because Tomoko married Ken, she is having a hard time.Kare wa kuruma o kaitai bakari ni, isshou kenmei hataraiteiru. Ã¥ ½ ¼Ã£  ¯Ã¨ »Å Ã£â€šâ€™Ã¨ ² ·Ã£ â€žÃ£ Å¸Ã£ â€žÃ£  °Ã£ â€¹Ã£â€šÅ Ã£  «Ã£â‚¬ Ã¤ ¸â‚¬Ã§â€Å¸Ã¦â€¡ ¸Ã¥â€˜ ½Ã¥Æ' Ã£ â€žÃ£  ¦Ã£ â€žÃ£â€šâ€¹Ã£â‚¬â€š - He wants to buy a car so badly that he is working very hard. (6) Following a verb, it shows that the action is/was about to be carried out. It translates into just about to do (something). Yuushoku o mou taberu bakari no tokoro ni dareka ga nokku shita. Ã¥ ¤â€¢Ã© £Å¸Ã£â€šâ€™Ã£â€šâ€šÃ£ â€ Ã© £Å¸Ã£  ¹Ã£â€šâ€¹Ã£  °Ã£ â€¹Ã£â€šÅ Ã£  ®Ã£  ¨Ã£ â€œÃ£â€š Ã£  «Ã¨ ª °Ã£ â€¹Ã£ Å'ãÆ'ŽãÆ'Æ'ã‚ ¯Ã£ â€"㠁Ÿã€‚ - We were just about to eat dinner when someone knocked on the door.Kono shousetsu wa ato saigo no shou o kaku bakari da. 㠁“㠁 ®Ã¥ ° Ã¨ ª ¬Ã£  ¯Ã¥ ¾Å'æÅ"ی ¾Å'㠁 ®Ã§ «  Ã£â€šâ€™Ã¦â€º ¸Ã£  Ã£  °Ã£ â€¹Ã£â€šÅ Ã£   Ã£â‚¬â€š - The only thing left to do with this novel is to write the last chapter.Ima nimo ame ga furidasan bakari no soramoyou da. ä »Å Ã£  «Ã£â€šâ€šÃ©â€º ¨Ã£ Å'é™ Ã£â€šÅ Ã¥â€¡ ºÃ£ â€¢Ã£â€šâ€œÃ£  °Ã£ â€¹Ã£â€šÅ Ã£  ®Ã§ © ºÃ¦ ¨ ¡Ã¦ §ËœÃ£   Ã£â‚¬â€š - The sky looks like it is about to rain anytime.

History of the Stanford-Binet intelligence scales Essay

History of the Stanford-Binet intelligence scales - Essay Example The Fifth Edition of the Stanford-Binet Intelligence Scales (SB5) is a relatively new revised method, but has a unique history (figure 1). In 1905, Binet and Simon developed the first formal intelligence test, and Louis Terman created the Stanford-Binet Scale in 1916; this final scale was revised in 1937, 1960, 1986, and 2003. The first versions used items to address functional abilities, and were arranged by levels. The Fifth Edition is a standardized intelligence battery that can be administered to people from ages 2 to 85 years. According to Strauss (2006) the main purpose of the revision was â€Å"to expand the range of the test, to allow assessment of very low and very high levels of cognitive ability†, and to increase its clinical applications (see table 1).The SB5 is based on the Cattell-Horn-Carroll (CHC) theory of cognitive functioning, which is considered â€Å"one of the well-validated, comprehensive models of cognitive functioning† (Fiorello and Primerano, 2 005). Johnson (2007) describes the Stanford-Binet as â€Å"a comprehensive, norm-referenced individually administered test of intelligence and cognitive abilities†. The test is consists of five factors, which include Fluid Reasoning, Knowledge, Quantitative Reasoning, Visual-Spatial Processing, and Working Memory; each factor is further divided in verbal and non-verbal subtests (table 2). The Abbreviated Battery IQ scale consists of two routing subtests: one nonverbal (Object Series/Matrices) and one verbal (Vocabulary) (Coolican, J. et al, 2008).

Psychology (personality) Essay Example | Topics and Well Written Essays - 250 words

Psychology (personality) - Essay Example Adler’s strategies can be compared to various points of scripture from the Bible. From the point of both aggression and withdrawal, the section of Genesis in which the Lord expels Adam and Eve from the Garden of Eden is applicable. â€Å"Because thou hast†¦ eaten of the tree, of which I commanded thee, saying Thou shalt not eat of it: cursed is the ground for thy sake; in sorrow shalt thou eat of it all the days of they life† (Holy, 1945). This passage shows both agression and withdrawal, because the Lord is aggressively expelling the couple, and they are being made to withdraw into the world. There tends to be more about punishment in Genesis, showing more aggression. Excuses can also be explained and correlated to scriptures and sections of the Bible, including passages from Job. In terms of applying Adler’s theories to scripture, one can see how the three major safeguarding strategies are put forth as described by Adler in terms of personality, and of cou rse, human beings are still human beings, just as in the Biblical