When a Man Loves a Woman Free Essays

Name: Date: August 1, 2006 Course/Level/Section: BSN IV-H1Adviser: Mrs. Theorose Bustillo Reaction Paper â€Å"The Notebook† at the outset, when the film demonstrated the past subtleties of the characters, it was exhausting. You can't value the film in the event that you don’t arrive at the end part. We will compose a custom article test on At the point when a Man Loves a Woman or then again any comparable theme just for you Request Now It depicted an elderly person whose adoration to her better half is estimated till time everlasting. Love was a ceaseless excursion. Cherishing her better half is a piece of his life. For whatever length of time that his heart is as yet thumping, love despite everything endures. To his final gasp, he despite everything shared his adoration to her significant other. The setting of the film was additionally an old and old style include. It demonstrated a run of the mill spot of individuals wearing dress and vehicles whose plans are available in our galleries. The spouse around then was an understudy nurture and the husband was a fighter. Their affection was bound to be separated from one another to have a savvy choice at what's to come. Their relationship was isolated because of the desire of the girl’s guardians. The explanation of her folks was because of the budgetary status of the person that has not reached to their principles. The young lady had a place with an affluent family, while the person is structure a straightforward life. The two of them chose to go separate ways with one another having an understanding that they despite everything speak with one another through letters. The person joined the military while the young lady proceeded with her investigations in nursing. Them two clutch their understanding. Unwittingly, the guardians of the young lady kept the letter of the person prompting uncertainty and misguided judgment of the young lady that the person presumably found another. In this way, the young lady met somebody who she fells in cherished with. They were both locked in. They fellow despite everything have confidence that their adoration is as yet alive. He despite everything kept on satisfying the fantasies that the two of them guaranteed with the young lady. He returned home and developed their fantasy house. At the point when he initially showed up at his home spot, he searched for the young lady. Unfortunately, he found the young lady kissing with another person. Discouraged as he looked and feel; he despite everything figured out how to wrap up their fantasy house. On the marriage day of the young lady, she had a seen of the news paper. She at that point saw an image of a house available to be purchased with the person selling it. He felt stunned and crumbled after she saw the image. Due to that occurrence, the wedding was delayed. She at that point requested reality to his future spouse for settling things first. She returned to the person that she originally experienced passionate feelings for. They met with one another. They have their early introductions. These impressions included love and confidence that it can at present work put. At that point came the situation. The young lady was befuddled on who to pick. The person whom she originally shared her affection that solitary her folks are the motivation behind why they isolated or the person who helped her adapted from her enthusiastic issue afterward created cherished. He picked the main person. Furthermore, toward the end, she never had laments. At the point when they matured with their lives, the spouse experienced an interminable mental issue whose clinical portrayal is Alzheimer’s sickness. This ailment is describe by a constant loss of memory both the short and the drawn out memory. It advances until the individual passes on. Useful for the spouse since she thought of her recollections with his significant other on a journal. The journal where made out of past minutes that they have imparted to one another when they where still youthful. With this journal, the spouse keeps on understanding it, trusting that he can help fix her significant other from the malady. She peruses the journal step by step having a similar substance. Dismal to state, there is no treatment to this sort of malady. The spouse can't perceive that the individual revealing to her the story was his significant other. The spouse likewise can't perceive her kids and grandkids. There are a few occasions that the spouse can review the story being told by the old individual which is his significant other. She has streak maneuvers in her brain that the story being recounted was her story. Where they stayed was their past house that was formed into an organization for elderly individuals or other savvy known as home for the matured. Their where specialists, medical attendants and work force who where in charged in dealing with the matured individuals. Both the couple who claimed the spot are patients of the organization. The spouse was not that inadequate that he should remain in the organization. But since of her adoration to her better half, she got together with her and included himself with the treatment to her significant other. †E N D †Step by step instructions to refer to When a Man Loves a Woman, Papers

Free Essays - Evil and Good in Othello :: Othello essays

Abhorrent and Good in Othello     Life by and large is regularly utilized as an arrangement of approaches to characterize what sort of individual you are by its end. Shakespeare steps through that hypothesis into exam upon his characters in his work of the celebrated play Othello. Through the verbal exciting bends in the road alongside the expansion of shading imageries, the characters of Othello, Iago, Desdemona are uncovered to their fullest degrees, alongside their own equalization of good and shrewdness inside. At the point when this is acknowledged by this acclaimed Shakespearian work, the judgment of good and shrewdness is done, and because of mass cleansing of feelings, neither wins in the goals.   Othello, because of his Moorish nature and yet ethically white and untainted, can be viewed as dim with the opening of the play, however has the possibility to turn out to be either the most splendid white or the darkest dark. From how he is depicted by Iago and once in a while Brabantio, he is a dull mammoth prowling in the shadows, yet he is as white as he can be by the Duke. Dark is a shading not exactly white nor dark, dithering and disarray faltering behind his eyes. This turmoil is brought about by his naiveté at confiding in individuals too effectively, and Iago anxiously takes this shortcoming to further his potential benefit. With the goal that when Iago controls Othello, Othello unwittingly yields to the allurement, in any event, going similarly as telling Iago I am bound to thee for ever (III. iii. 242). Othello now is totally taken in with Iago's brain harming and readily submits to him, respecting his frauds. Unavoidably with a little push from Iago, Othello g radually goes down the way of dull and unadulterated obscurity, in light of homicide apparent. With Iago's altering of his internal moralities, Othello turns dark like a speeding snowball, when Iago set him on the correct way. Everything else Othello had done the harm himself; Iago just recommended the thought in the most inconspicuous of ways. Hence he at times breaks out to savage franticness as Iago put it, when being put under such tension (IV. I. 65). He is so far gone that he even has epileptic fits knowing about Desdemona's disloyalty.

Fight Fire With Fire

Fight Fire With Fire I received the following question on tumblr the other day: This is a really good question, because it forced me to think and deeply consider why I found MIT so hardand exactly what it is that causes people to buckle under the pressure. I’ve adapted the response I created for tumblr to this post, which I hope will shed some light on the teaching and learning philosophy of MIT, and exactly what makes it this burning furnace that, through a lot of heat and pressure, turns all of its students into steel (see last weeks post for even more fire metaphors!). Recently, this video made by the MIT media lab (which includes Chris Peterson and many others) called “How MIT Learns” was posted to the admissions homepage. I’d encourage you all to watch it if you’re interestedit’s pretty cool, and also touches on a lot of the general reasons as to why MIT is both so difficult and very effective. Then, below, you can read my more specific take on the matter. The reason MIT is so hard is because you are not just given knowledgeâ€"you have to earn it. I’m going to guess that at your high schoolâ€"just as in many high schoolsâ€"the days you spend in class might go something like this: 1. Introduce a specific concept (let’s use integrals as an example). Your teacher talks about integrals for a little bit, maybe where they came from and gives some background on the theory behind them. 2. Work on Examples. Your teacher might do some simple integral problems on the board a couple times, and one of these times they might write a problem and have you solve it in class. 3. Homework. The homework you receive on integrals starts out easy and gradually becomes harder. Generally speaking, the homework will line up with what is taught in class (at least, it should). 4. Tests. The tests might be a bit harder than the homework, but often they still line up pretty well. If you study, there are not usually many surprises. Most people get B’s. Some get A’s. Sometimes a lot get A’s. Some get C’sâ€"and the C people often drop down a class if it happens consistently. In this method, even if your teacher is terrible and you don’t understand the homework, the pace is forced to be slow enough that you can still manage, or work with friends and piece together your bits of knowledge. There should be a reasonably direct correlation between effort and grades. Also, for most high school subjects there’s a lot of information available on the internet, whereas in college, sometimes what we’re studying is basically hot off the academic presses, and so you can’t find much outside information to help you. Of course high school can still be very hardâ€"I thought it was hard. It’s made even more challenging when you’re involved in a lot of outside activities, or you take a lot of AP classes. But still, from the standpoint of an individual class, the material is designed to be doableand this is by no means a bad thing. Its important to train people in how to acquire knowledge, which is the purpose of high school. In fact, (a brief tangent) I’ve always disliked it when college/high school/middle school professors and teachers said things like “WELL, I know your high/middle/elementary school teachers did not teach you blah blah blah and that whole time of your life was basically a waste of time and I’m going to actually teach you things now/get you closer to the “real world”/etc./etc.” This mentality is terrible. Everyone needs different types of education at different levels. I especially never understood why public school teachers said things like that. Being teachers themselves, they should understand the difficulty of their own jobs. To say phrases like that hugely disrespects the teachers that prepared the students before they got into that current teacher’s classrooms. I lose a little respect for teachers or professors who do that. In contrast to high school, here is how MIT teaches, a method many people call “the fire hose”: (^how I feel on the daily) 1. Introduce a General Concept. If you’re supposed to be learning integrals, an MIT professor might start off with the foundation of calculus and talking about summations. In my experience, a lot of the professors really like to tell “stories”, such as “let’s say we have a moving car, and we don’t know how far it’s traveled, but we know it’s velocity…..” and you don’t really know where they are going with this until they explain that the integral of velocity is distance. I like this because it gets you excited. Until you have to do homework. 2. Go over one example. Expectations are higher at MIT. You are expected to do a lot on your own. If you want more examples, you have to read them on your own time. In class, we might do one or two examples, and often the professor will skip a lot of the intermediate steps. Everyone hates the phrase “and the rest is just algebra” or “…and then I’m sure you guys can do the algebra, so in the end the answer is 5?. Sometimes “just algebra” takes me an hour. 3. Collaborate on homework. MIT has one very important philosophy: no competition. What I mean is, if, hypothetically speaking, everyone in a class got an A, then everyone would get an A. There is never a curve or weird grade cutoff thing that works against you, it can only ever work for you. This means everyone is encouraged to work with and help each other all the time. This is important, because if you tried to do everything yourself here, you would be absolutely miserable. My biggest regret this semester is not working with other people on our math homeworkâ€"I really should have done that more. The homework at MIT has a much greater gap with what was taught in class. There might be a few “confidence boosting” problems that are short, and similar to in-class examples, but most of them are completely different. You might have done a velocity/distance integral problem in class, and then all of a sudden all your homework problems are about heat dissipation. The math is the sameâ€"but I’m sure you know how much more confusing things can be when taken out of context. When the math wasn’t all that clear in the first place, it’s exponentially more confusing. You are expected to make the connection between the general concept and the specific problem on your own. The professor does not reveal this connection to you. You MUST ASK FOR HELP from somewhereâ€"TAs, office hours, the professor, your friends. The average set of homework problems here can take anywhere between 4-8 hours, depending on what you yourself are better/worse at (math takes me forever, but physics is usual ly ok). In high school, I think my homework usually took two hours, except for AP Physics C (which was the most college-like high school class I ever took, take it!!). That 4-8 hours is time spent even when you are working with other people. If there’s something you really don’t understand and you are stubbornly working all by yourself, you can work on it for a whole day and end up with not much more than a pool of tears and eraser shavings (definitely have done this a couple times). We need each other to survive at MIT. 4. Exams. ……oh man. On my first math exam in college ever, I failed. I’d never actually failed an exam before. Then my TA was like, “oh, but it was only by a few points” and I was like HOW ARE YOU SO CALM. I was not the number one kid in high school, but here I immediately began to feel like I was at the very bottom, even though I wasn’t. The distribution is different. I think most people get B’s in the end in most classes, but C’s are much more common, and sometimes more the norm in other classes. Getting an A is very hard in most classes. C people are not encouraged to dropâ€"they are considered doing well enough, and if they want to do a little better, they talk to their professors and TAs. This distribution is difficult to get used to. While I’ve talked a lot about the difference between MIT and high school, I think the significantly lower grade distribution is what makes MIT different from other colleges. Some people think, why not just move all the averages up so more people can get B’s and A’s? It might help all the students get better jobs or into better grad schools. The reason is that MIT is designed to keep you uncomfortable. Making the grade distribution so different from other places and especially from high school makes all the students here very uncomfortablemany of us were straight-A types, after all (actually, the fact that I was not a straight-A student helped me adjust a lot). We don’t grow when we are comfortable, because our instincts tell us to stay in our comfort zone. MIT tries its best to make sure there is no comfort zoneâ€"which, even with all this rigor, is still hard to achieve because of some of the geniuses that come here. In the end, your job will really not depend on your GPA. MIT has made sure that everyone knows it does not work on the same grading scale as other places. The only time this becomes a problem is with scholarshipsâ€"but don’t ever let that keep you from taking risks. I myself have a GPA-dependent scholarship, but I didn’t drop any of my classes, because I know that I could appeal to either MIT (for more financial aid) or to my scholarship provider, and they would actually understand, because it really is that hard. In general, I think the high school philosophy is to teach knowledgeâ€"which makes a lot of sense and is very appropriate for high school.  Like I said, I hate it when people discount our previous experiences and education. You need a good knowledge foundation, and that will definitely help you at any college you go to, including MIT. Difficult high schools are difficult because they teach a lot of knowledge in a short time. But MIT’s philosophy is to teach learning. I didn’t understand this at first. I couldn’t understand how we could pay so much tuition to go to classes where professors didn’t teach us anything (well, it felt that way at the time). You have to really learn concepts fully, and you have to reach an understanding of them that only comes from working with the concept in many different contexts on your own. Sometimes, this is not possible for some people in some classesâ€"to be perfectly honest, I still have no idea what’s going on in math. In that case, if you work hard, you can still at least pass the class (get a C) even if you don’t fully understand everything (which is what I’m doing in math ^^”). In other words, if you really, actually learn things at MIT, you can get a B (maybe an A), and if you don’t but you work really hard, you can get a C. You also have multiple classes that are all this level of difficulty. This is another way that I think MIT might be different from other schools. The 4-8 hour problem set time I mentioned is for just one class. You’ll have at least four, and hopefully, you’ll also have, you know, a lifefriends, clubs, music, artall these other things that you like doing but which can also eat your time. On top of all this, despite our “no competition” policy, when it seems like everyone around you is doing just fine, it’s demotivating (although trust me, they’re actually not perfect) another difficulty particular to MIT. This feeling can be more crippling than any of the actual work you have to do, and makes it difficult not to descend into listlessness or panic. Random external problems (family, social drama, getting sick, etc.) take a greater toll on your time, your life, and your grades than they would in high school. I actually get more sleep in college than I did in high schoolâ€"but I also feel like I need sleep more. I cannot survive the extremely dense flood of informationâ€"the fire hoseâ€"that is fired at me in a single day with less than four hours of sleep. I just can’t. So that’s why MIT is so hard. Success is not getting an A here. Success is not even getting a C here. Success is maintaining your mental and emotional stability in the face of this fire hose. You cannot give up. You cannot fall away. No matter how badly you do, you cannot let academics define who you are. You have to keep working, and keep working really hard, no matter how pointless it seems at times. Success here is finding or creating a group of people that support each otherâ€"giving and receiving both academic and emotional/mental support. Don’t ever close yourself off from these people. Success is knowing that it’s okay to feel upsetâ€"but you cannot let being upset consume you. Success here is still making time for the things that make you happy, and separating yourself from your disappointments. Success is failingâ€"and being able to move on. If you are admitted to MIT, it’s because they know that you have fire. The educational system seems to put every effort into extinguishing that fire, and that often feels awful. But actually, you just become really, really good at burning. (if were going to continue with this metaphor thing then MIT students must be like Valyrian steel!) (this gif is from Game of Thrones) (is anyone currently watching season 5? I still need to catch up.)

140 Key Copyediting Terms and What They Mean

In the world of publishing, sans serif is not a holiday resort, curly quotes arent a cheese snack, and a bastard title is really nothing to be ashamed about. Likewise, bullets, daggers, and backslashes are rarely fatal. Even dead copy is often livelier than it sounds. What Is Copyediting? Copyediting (or copy editing) is the work that a writer or an editor does to improve a manuscript and prepare it for publication. Here, we reveal some of the jargon of the copyediting trade: 140 terms and abbreviations used by editors in their efforts to produce copy that is clear, correct, consistent, and concise. When do we  need to understand these terms? Usually, only when our work has been accepted by a book or magazine publisher and we have the privilege of working with a conscientious copy editor. Lets hope that time is soon. Glossary of Copywriting Editorial Terms AA. Short for authors alteration, indicating changes made by an author on a set of proofs. abstract.  A synopsis of a paper that often appears before the main text. air.  White space on a printed page. all cap.  Text in all capital letters. ampersand.  Name of the character. angle brackets.  Name of the and characters. AP style.  Editing conventions recommended by The Associated Press Stylebook and Briefing on Media Law (usually called the AP Stylebook), the primary style and usage guide for most newspapers and magazines. APA style.  Editing conventions recommended by the Publication Manual of the American Psychological Association, the primary style guide used for academic writing in the social and behavioral sciences. apos.  Short for apostrophe. art.  Illustration(s) (maps, graphs, photographs, drawings) in a text. at sign.  Name of the character. back matter.  The material at the end of a manuscript or book, which may include an appendix, endnotes, glossary, bibliography, and index. backslash.  Name of the \ character. bastard title.  Usually the first page of a book, which includes only the main title, not the subtitle or authors name. Also called false title. bibliography.  List of sources cited or consulted, usually part of the back matter. blockquote.  Quoted passage set off from the running text without quotation marks. Also called extract. boilerplate.  Text that is reused without changes. bold.  Short for boldface. box.  Type that is framed in a border to give it prominence. braces.  Name of the { and } characters. Known as curly brackets in the UK. brackets.  Name of the [ and ] characters. Also called square brackets. bubble.  Circle or box on a hard copy in which an editor writes a comment. bullet.  Dot used as a marker in a vertical list. May be round or square, closed or filled. bulleted list.  Vertical list (also called a set-off list) in which each item is introduced by a bullet. callout.  Note on hard copy to indicate the placement of art or to signal a cross-reference. caps.  Short for capital letters. caption.  Title of an illustration; may also refer to all text that accompanies a piece of art. CBE style.  Editing conventions recommended by the Council of Biology Editors in Scientific Style and Format: The CBE Manual for Authors, Editors, and Publishers, the primary style guide used for academic writing in the sciences. character.  An individual letter, number, or symbol. Chicago style.  Editing conventions recommended by The Chicago Manual of Style, the style guide used by some social science publications and most historical journals. citation.  An entry directing the reader to other texts that serve as proof or support. clean up.  Incorporating an authors responses to the copyediting into the final hard copy or computer file. close paren.  Name of the ) character. content edit.  An edit of a manuscript that checks for organization, continuity, and content. copy.  A manuscript that is to be typeset. copy block.  A sequence of lines of type that is treated as a single element in design or page makeup. copy edit.  To prepare a document for presentation in a printed form. The term copy edit is used to describe the kind of editing in which errors of style, usage, and punctuation are corrected. In magazine and book publishing, the spelling copyedit is often used. copy editor.  A person who edits a manuscript. In magazine and book publishing, the spelling â€Å"copyeditor† is often used. copyfitting.  Calculating how much space a text will need when typeset, or how much copy will be needed to fill a space. copyright.  Legal protection of an authors exclusive right to his or her work for a specified period of time. corrections.  Changes made in a manuscript by the author or editor. corrigendum.  An error, usually a printers error, discovered too late to be corrected in a document and included in a separately printed list. Also called addendum. credit line.  A statement that identifies the source of an illustration. cross-reference.  A phrase that mentions another part of the same document. Also called x-ref. curly quotes.  Name of the â€Å" and † characters (in contrast to the character). Also called smart quotes. dagger.  Name for the †  character. dead copy.  A manuscript that has been typeset and proofread. dingbat.  An ornamental character, such as a smiley face. display type.  Large type used for chapter titles and headings. double dagger.  Name for the †¡ character. ellipsis.  Name of the . . . character. em dash.  Name of the — character. In manuscripts, the em dash is often typed as -- (two hyphens). en dash.  Name of the – character. endnote.  Reference or explanatory note at the end of a chapter or book. face.  The style of type. figure.  An illustration printed as part of the running text. first ref.  The first appearance in a text of a proper name or of a source in reference notes. flag.  To call someones attention to something (sometimes with a label attached to hard copy). flush.  Positioned at the margin (either left or right) of the text page. flush and hang.  A way of setting indexes and lists: the first line of each entry is set flush left, and the remaining lines are indented. FN.  Short for footnote. folio.  Page number in a typeset text. A drop folio is a page number at the bottom of a page. A blind folio has no page number, though the page is counted in the numbering of the text. font.  Characters in a given style and size of a typeface. footer.  One or two lines of copy, such as a chapter title, set at the bottom of each page of a document. Also called  running foot. front matter.  The material at the front of a manuscript or book, including the title page, copyright page, dedication, table of contents, list of illustrations, preface, acknowledgments, and introduction. Also called  prelims. full caps.  Text in all  capital letters. full measure.  The width of a text page. galley.  The first printed version (proof) of a document. glance.  A brief listing of information that accompanies a story. GPO style.  Editing conventions recommended by the  United States Government Printing Office Style Manual, the style guide used by U.S. government agencies. gutter.  The space or margin between facing pages. hard copy.  Any text that appears on paper. head.  A title that indicates the start of a section of a document or chapter. headline style.  Capitalization style for heads or titles of works in which all words are capitalized except  articles,  coordinating conjunctions, and  prepositions. Sometimes, prepositions longer than four or five letters are also printed in upper case. Also called UC/lc or  title case. headnote.  Short explanatory material following a chapter or section title and preceding the running text. house style.  The editorial style preferences of a publisher. index.  Alphabetized table of contents, usually at the end of a book. ital.  Short for  italics. justify.  Type set so that the  margin  is aligned. Book pages are generally justified left and right. Other documents are often justified only at the left (called  ragged right). kerning.  Adjusting the space between characters. kill.  To order deletion of text or an illustration. layout.  A sketch indicating the arrangement of pictures and copy on a page. Also called  dummy. lead.  Journalists term for the first few sentences or the first paragraph of a story. Also spelled  lede. leading.  The spacing of lines in a text. legend.  An explanation that accompanies an illustration. Also called  caption. letterspacing.  The space between the letters of a word. line editing.  Editing copy for clarity, logic, and flow. linespacing.  The space between lines of text. Also called  leading. lowercase.  Small letters (in contrast to capitals, or  uppercase). manuscript.  The original text of an author’s work submitted for publication. mark up.  To put composition or editing instructions on copy or layouts. MLA style.  Editing conventions recommended by the Modern Language Association in the  MLA Style Manual and Guide to Scholarly Publishing, the primary style guide used for academic writing in languages and literature. MS.  Short for  manuscript. monograph.  A document written by specialists for other specialists. N.  Short for  number. numbered list.  Vertical list in which each item is introduced by a numeral. orphan.  The first line of a paragraph that appears alone at the bottom of a page. Compare to  widow. page proof.  Printed version (proof) of a document in page form. Also called  pages. pass.  Read-through of a manuscript by a copyeditor. PE.  Short for  printers error. pica.  A printers unit of measure. plate.  A page of illustrations. point.  A typesetting unit of measure used to indicate font sizes. proof.  A trial sheet of printed material made to be checked and corrected. proofread.  A form of editing in which errors of  usage,  punctuation, and  spelling  are corrected. query.  An editors question. ragged right.  Text aligned at the left margin but not the right. redline.  On-screen or hard-copy version of a manuscript that indicates which text has been added, deleted, or edited since the previous version. reproduction proof.  A high-quality proof for final review before printing. research editor.  The person responsible for verifying the facts in a story before it is printed. Also called  fact-checker. rough.  A preliminary page layout, not in finished form. rule.  A vertical or horizontal line on a page. running head.  One or two lines of copy, such as a chapter title, set at the top of each page of a document. Also called  header. sans serif.  A typeface that does not have a serif (crossline) decorating the main strokes of the characters. sentence style.  Capitalization style for heads and titles in which all words are in lowercase except those that would be capitalized in a sentence. Also called  initial cap only. serial comma.  Comma preceding  and  or  or  in a list of items (one, two, and  three). Also called  Oxford comma. serif.  A decorative line crossing the main strokes of a letter in some type styles such as Times Roman. short title.  Abbreviated title of a document used in a note or citation after the full title has been given on its first appearance. sidebar.  A short article or news story that complements or amplifies a major article or story. signposting.  Cross-references to topics previously discussed in a document. sink.  Distance from the top of a printed page to an element on that page. slash.  Name of the / character. Also called  forward slash,  stroke, or  virgule. specs.  Specifications indicating typeface, point size, spacing, margins, etc. stet.  Latin for let it stand. Indicates that text marked for deletion should be restored. style sheet.  Form filled in by a copy editor as a record of editorial decisions applied to a manuscript. subhead.  A small headline in the body of a text. T of C.  Short for  Table of Contents. Also called  TOC. TK.  Short for  to come. Refers to material not yet in place. trade books.  Books meant for general readers, as distinguished from books intended for professionals or scholars. trim.  To reduce the length of a story. Also called  boil. trim size.  Dimensions of a page of a book. typo.  Short for  typographical error. A misprint. UC.  Short for  uppercase  (capital letters). UC/lc.  Short for  uppercase  and  lowercase. Indicates that text is to be capitalized according to  headline style. unnumbered list.  Vertical list in which items are not marked by either numbers or  bullets. uppercase.  Capital letters. widow.  The last line of a paragraph that appears alone at the top of a page. Sometimes also refers to an  orphan. x-ref.  Short for  cross-reference.

How to Manage and Identify the Boxelder Tree

Boxelder, also known as ash-leaved maple is one of the most common and adaptable urban trees in North America -- though  it also may be the trashiest from a visual perspective. Planting it next to your house is probably not a good idea. The best thing about the tree is that it is comfortable on poor sites where more desirable trees cannot maintain adequate health for long life. It is very commonly seen in the treeless plains and western United States as a street tree. You can use the tree for quick growth but plan to interplant with more desirable trees to provide for a lasting tree canopy. Boxelder can be a treasure on adverse tree sites. Boxelder Specifics The scientific name of boxelder is Acer negundo (AY-ser nuh-GUHN-doe). Common names include ashleaf maple, Manitoba maple, and poison ivy tree and the tree is a member of the plant family Aceraceae. Although considered by many a maple outcast, it is indeed in the maple family and the only native maple with more than one single blade or leaflet on a single leaf stalk. Boxelder grows in USDA hardiness zones 3 through 8 and is native to North America. The tree is sometimes crafted into a bonsai specimen but often used as a screen/ windbreak and for land reclamation. It grows rapidly, can become very large and needs a lot of space. Boxelder is still a very common tree to see in a yard or park west of the Mississippi River.​ Boxelder Cultivars There are several attractive cultivars of boxelder including Aureo-Variegata, Flamingo and Auratum. The cultivar Acer negundo Aureo-Variegata is noted for its leaves bordered in gold. Acer negundo Flamingo has variegated leaves with pink margins and is somewhat available at local nurseries. Acer negundo Auratum has abundant gold leaves but is a little harder to find. You must remember that even though these cultivars are ornamental, they still share the original boxelder tree’s undesirable characteristics that include unattractive female fruit and breakage that increase the chances of the trees early removal due to quick growth. Problems With Boxelder Boxelder is a rather unattractive tree where limbs break with a vengeance --  a landscape maintenance nightmare. The fruit droops in clusters which some describe as looking like dirty brown socks which adds to the overall trashy look of the tree. The boxelder bug makes things even worse. Robert Schafer / Getty Images Boxelder bug or Leptocoris trivittatus loves the boxelder tree. This half-inch red-striped insect is a true pest during winter where the adult multiplies and invades homes near where boxelder trees grow. It is one of the most common household pests in the United States. The bug emits a foul odor, stains fabric and can cause asthmatic reactions. It does no harm to the tree. Boxelder Description A boxelder in the landscape grows to a height of 25 to 50 feet, depending on tree variety and site conditions. One of the tallest ever measured had a recorded height of 110 feet. The trees crown spread is 25 to 45 feet and the crown is typically broad and ragged or disheveled. The tree often has multiple furrowed trunks or very squat single trunks. Flowers are without petals, dioecious and yellowish-green and the female tassels are very conspicuous. The very maple-looking seeds, called samaras hang in long, profuse clusters and stay on the tree throughout winter. Nearly every seed is viable and will cover up a disturbed area with seedlings --  a very prolific seeder is boxelder. Boxelder Leaf Botanics Leaf arrangement: opposite/suboppositeLeaf type: odd pinnately compoundLeaflet margin: lobed; serrateLeaflet shape: lanceolate; ovateLeaflet venation: pinnate; reticulateLeaf type and persistence: deciduousLeaflet blade length: 2 to 4 inchesLeaf color: greenFall color: orange; yellowFall characteristic: showy Pruning Boxelder You will have to prune this tree regularly.  Boxelder branches droop as the tree grows and will require pruning if you have consistent walking and vehicular traffic under the canopy. The tree form is not particularly showy and should be grown with one single trunk to maturity. The tree is susceptible to breakage and can occur either at the crotch due to poor collar formation, or where the wood itself is weak and tends to break. Superior Western Boxelders There are also good qualities of boxelders in western North America. It seems that the tree takes on positive characteristics in the west that is not seen in trees in the eastern half of North America. California interior boxelder takes on yellow and red colors in autumn that rival eastern maple. Its drought tolerance makes the tree a welcome plant in that dry country landscape and very easy on limited water resources.

Binge Drinking Among College Students Free Essays

Joel Castaneda August 3, 2011 HSC 421 Prof. Garrido Binge Drinking Among College Students With extreme rates of binge drinking among young adults, college students continue to be a primary focus for a range of alcohol prevention efforts. The rates of binge drinking among college students is nearly double the rates for high school students, which may indicate that the college environment encourages high risk drinking. We will write a custom essay sample on Binge Drinking Among College Students or any similar topic only for you Order Now Many students view heavy drinking as a rite of passage that everyone must go through in life and be looked at as being â€Å"cool. Young adults aged 18-22 enrolled full-time in a college were more likely than their peers not enrolled full time to use alcohol, drink heavily, and binge drink (Cremeens, 1). Half of these binge drinkers who binge drink do so more than once a week. Binge drinking on college campuses has become a recognized activity to do being influences from either other college students or friends, followed by harmful effects on a student’s body even resulting death. Binge drinking results from a student’s submission to peer pressure, the lack of outside control over the student, and the denial that drinking leads to severe consequences. Binge drinking is defined as five or more drinks in a row for men and four or more drinks in a row for women in about two hours. Many students participate in binge drinking to be socially accepted into a group, but other students find it difficult to make the choice to be the sober. Many binge drinkers realize that there is little immediate outside influence to push them away from the alcohol and they abuse their independence (Norman, 2011). Most binge drinkers do not consider themselves to be problem drinkers; which adds to the difficulty in solving this college epidemic. They associate binge drinking with a good time, but many are blind to the harm it causes, such as failing grades and unplanned sexual encounters which may lead to sexually transmitted diseases or unplanned pregnancies. Binge drinking has become an accepted part of the college experience for many students. Although there are other reasons a student may choose to binge drink, the influence of friends, the lack of outside control and the denial of drinking-related problems are the main forces driving the need to consume alcohol to the point of physical harm. The extreme denial that the alcohol can cause severe problems lies at the root of the college binge drinking crisis. Once students have an established binge drinking habit, they do not want to believe that something that helps them forget their responsibilities could be harmful. In many situations, binge drinking goes undetected because people believe if their friends are engaging in the same drinking habits, they must be acceptable. Women who regularly compare their drinking to men’s drinking are more likely to underestimate the severity of their drinking. When young girls start drinking at such an early age, their brain starts developing and it interferes with their brain activation. This can become a problem because it might have negative impacts on concentration and can cause problems when driving, playing sports involving complex moves, using a map or remembering how to get somewhere. Since this has become such a problem on college campuses, many universities have implemented a variety of programs as a means to reduce heavy drinking to try and reduce the misperceptions of college drinking of students. The theory of Planned Behavior is utilized as a framework for predicting binge drinking among young college students. According to the TPB, the cause of this behavior is due to the individual’s intention to engage in the behavior which is determined by three constructs. First, is the individual’s attitude towards the behavior. Second is the individual’s perception of the social pressure from important others to perform or not perform the behavior. Third is the individual’s perception of the ease or difficulty of performing the behavior, which is seen to cover the influence of both internal and external control factors (Norman, P. Conner, M. , 26). Constructs that make up the Theory of Planned Behavior are attitude toward the behavior, subjective norms, perceived behavioral control, intention, and behavior. The Health Belied Model is another theoretical foundation for researching binge drinking. This model is a value-expectancy theory, meaning everyone has the desire to avoid an illness or get well and the belief that a specific behavior will prevent the illness from occurring. In relation to this study, a parent wants their child to avoid heavy drinking during their college years, and the belief that a parent has some influence on their child behavior to prevent heavy drinking (Cremeens, 3). Constructs that make up the Health Belief Model are perceived susceptibility, perceived severity, perceived benefits, perceived barriers, and cues to action. As a model of health behavior, the Transtheoretical Model potentially offers a mechanism to identify and describe processes that are purported to motivate, prepare and assist individuals in realizing behavior change. This model has also had a significant impact on the way the substance use disorders are understood and treated. It has also examined the extent to which the TTM stage paradigm offers an apt description of individuals with substance use problems, and their readiness to change their substance use problems, and their readiness to change their substance user behavior (Migneault, Adams, Read, 438). Constructs that make up the Transtheoretical Model are precontemplation, contemplation, preparation, action, maintenance, and termination. Using the Transtheoretical Model, heavy drinkers might be asked if they are planning to reduce their drinking to a smaller amount within the next six months. Based on their responses they would be assigned to precontemplation, contemplation or preparation stages to see if they do have intent to change their behavior. This model is usually used for behaviors that can be changed in the long run and not immediately. In the other hand the Health Belief Model and Theory of Planned Behavior is used for shorter amount of time. Along with, the Health belief Model is used as a framework to explore parent-child communication patterns among first-year college students as a mean of reducing heavy drinking (Cremeens, 4). Parents try to talk to their children and let them know what they might expect in college and be aware of the dangers behind it. For example, reminding them of a family member or a good friend of their dying in a car accident due to drunk driving. This will usually help students realize that driving while under the influence is not a fun thing to do. Compared to the other two models, the Theory of Planned Behavior is the only one that deals with the individual’s intention to engage in the behavior. Using the other two, someone else has to influence a person to stop drinking. The individual’s attitude is important, they know that drinking is bad for them so they want to stop drinking and stay sober or at least not drink as much. All three of the models have to do with the attitude being the strongest predictor of binge drinking intentions by not caring about what harm they can cause to their bodies when they drink. Lastly, models and theories discuss that excessive drinking for a long period of time, causes higher levels of temptation to drink and lower levels of confidence to stop drinking. Binge drinking is common and dangerous but is not a well-organized public health program. There are some recommendations that can be done to try and lower the number the number of young adults that perform this behavior. The U. S. Government can promote programs and policies that work to prevent binge drinking. They can also provide states and communities with information and tools to put into practice prevention strategies that work. Along with, they can evaluate programs and policy effectiveness that are already in place and track trends in binge drinking. States can review interventions that are known to work to reduce binge drinking adopted by local leaders. The state can also reduce alcohol marketing to the youth. Most importantly, they can grow partnerships between schools, community organizations, law enforcement, and public health agencies to reduce binge drinking. Furthermore, doctors, nurses, and other providers can choose not to binge drink themselves. They can screen patients for binge drinking and use behavioral counseling to reduce problem drinking. Lastly, they can support community efforts to reduce binge drinking by passing out flyers explaining the dangers and results of drinking. All people can choose not to binge drink themselves and help others not to do it. Not drinking and driving and if you plan on drinking take a sober designated driver. Choose not to drink if they teens, pregnant, or may become pregnant. Talking with a health care provider about their drinking behavior and requesting counseling if they drink too much can be recommended. Lastly, people can participate in community efforts to prevent underage and binge drinking (CDC, 2010). Deciding what role alcohol will play is a choice that every student must make. Having friends who drink, a lack of control from outside sources and the denial of the consequences of binging are not excuses for drinking excessively. Drinking with friends can seem more tempting than studying, feeling stressed out, bored or lonely, but as many students find out, the consequences are not worth the short-term relief. In reality, the emotional regret of an unplanned sexual encounter or failing grades outweighs any temporary negative feelings. Drinking as a result of any of these causes demonstrates a weakness in character and the inability to make educated decisions. References Centers for Disease Control and Prevention, (2010). Binge drinking: what can be done? Atlanta, GA: Retrieved from http://www. cdc. gov/vitalsigns/BingeDrinking/WhatCanBeDone. html Cremeens, J. L. , Usdan, S. L. , Brock-Martin, A. , Martin, R. J. , Watkins, K. (2008). PARENT-CHILD COMMUNICATION TO REDUCE HEAVY ALCOHOL USE AMONG FIRST-YEAR COLLEGE STUDENTS. College Student Journal, 42(1), 152-163. Migneault, J. P. , Adams, T. B. , Read, J. P. (2005). Application of the transtheoretical model to substance abuse: historical development and future directions. Drug and Alcohol Review, doi: 10. 1080/09595230500290866 Norman, P. (2011). The theory of planned behavior and binge drinking among undergraduate students: Assessing the impact of habit strength. Addictive Behaviors, 36(5), 502-507. doi:10. 1016/j. addbeh. 2011. 01. 025 Norman, P. , Conner, M. (2006). The theory of planned behavior and binge drinking: assesing the moderating role of past behavior withing the theory of planned behavior. British Journal of Health Psychology, (11), doi: 10. 1348/135910705X43741 How to cite Binge Drinking Among College Students, Essay examples

In Our Time The Nick Adams Stories Were My Favorite Of The Collection Essay Example For Students

In Our Time The Nick Adams Stories Were My Favorite Of The Collection Essay In Our TimeThe Nick Adams stories were my favorite of the collection because I got to know Nick through the reading. I started to understand Nick and I could anticipate the actions and feelings that he was feeling. I am not sure if this is because I became familiar with Nick or because I have done many of the things Nick has done and was able to understand what he was doing. Big Two-Hearted River: Part I and II were the most enjoyable short stories of the ones I read. The language that Hemingway uses is ideally suited for describing Nicks activities by the river. Hemingways simple declarative sentences are all that is needed to convey the wonderful scene of Nick struggling with his pack, setting up his tent, and cooking his food. I have also done all the things that Nick was doing by the river and I was able to understand his satisfaction at pulling up a sound tent. Little sentences like He was careful not to let the hook bite into his finger convey so much meaning to anyone who has ever tried to tighten a fishing hook on a line that you can only help but nod your head in agreement. I must admit that despite not being at the center of your course I could not help but think of how much Hemingways content was influenced by his life. Many of the stories like The Doctor and the Doctors Wife were based directly on personal experiences of Hemingways life. Since it is not the focus of your course, I am trying to just accepted the content and concentrate more on writing style and the way Hemingway writes something. I have found it difficult to pay close attention to both the story and the writing at the same time and have had to reread several times. The Three-Day Blow offered an interesting irony to the title In Our Time, but maybe it is just my jaded view of the television. Nick and Bill sit and discuss intelligently on various topics like books and baseball, but I fear this sophisticated discourse is becoming rare in our time of cable television which has done much to dry up serious dialogue.

Essay Examples on FDR Essay Example

Essay Examples on FDR Paper 1st Essay Sample on FDR Franklin Delano Roosevelt was with no doubt President at the worst time in American history. Franklin Delano Roosevelt was President through not one but two American crisis the Great Depression and World War II. His dealings with both of them were incredible. The nations people bestowed their trust within Franklin Delano Roosevelt; Franklin Delano Roosevelt proves this by four consecutive terms in the presidential office. Franklin Delano Roosevelt couldnt have come in to office at a worst time. Unemployment was at 30 percent, inflation was to high, and the Gross National Product was down 50 percent. People wanted answers, and most of all they wanted action swift and effective. And thats just what Franklin Delano Roosevelt had in store for them. Franklin Delano Roosevelt got right on top of things by calling for an emergency session of Congress to begin drafting his so called New Deal legislation. Congress which was controlled by the Democrats was very responsive to Franklin Delano R oosevelt ideas. This session was called the weekend of his inauguration. This period was known as 100 days. 2nd Essay Sample on FDR Franklin Delano Roosevelt was president number 32. He did four terms but died before the fourth term started. He was president from 1882-1945. His political party is the Democratic Party. His Vice-Presidents were John Nance Garner, Henry Agard Wallace, and Harry Truman. A long time ago, in 1882, a baby was born, known to you and me as Franklin D. Roosevelt (FDR). His mother called him Franklin, but his father called him son. As he grew up, he was destined for the white house. He was the only son of Sara and James Roosevelt, collecting stamps and birds, were his favorite games to do. He went to Groton, and then to Harvard. He got degrees in Law and History by the time he was done with schooling. On March 17, 1905, Franklin took Anna Eleanor Roosevelt his sixth cousin to be his bride which she later she would become thefirst lady, when he takes office as president. Before he got to president, he ran for State Senate, from the Dutchess County sticks. A Democrat from these parts of the state was rare to see, but FDR made it to Albany. Then he backed Wilson, at a National Convention. It was a decision that proved, to make a connection with him. Wilson soon was President, and with that came thanks. He appointed FDR, as the assistant Secretary of the Navy. She was telling everybody, that Franklin would be back, and he would not be stopped by a polio attack. It proved success when they elected him the Governor, of New York State from 1929-1933. They elected Franklin President, from Prohibition they were parched, but he did not take, the reins of power, until early March. He did not waste a moment, to bring us from malaise. He passed a slate of legislation, in just one-hundred days. Roosevelt, Churchill and Stalin too, were the Allied leaders, who won, W.W.II. All fifty states we have today were in the union back when Roosevelt was in office as President of the United States of America. There was one war during his time as president. We will write a custom essay sample on Essay Examples on FDR specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Essay Examples on FDR specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Essay Examples on FDR specifically for you FOR ONLY $16.38 $13.9/page Hire Writer

How to Get a CDL in Massachusetts

How to Get a CDL in Massachusetts This article applies to anyone who wants to apply for a CDL in Massachusetts. If you want to learn about getting a CDL in other states, TheJobNetwork has put together a very comprehensive CDL guide on every state of the country. MassachusettsEligibilityIf you are at least 21 years old  and have not had your driver’s license or right to operate revoked, you may apply for an interstate transport CDL permit. If you are at least 18 years old  and have not had your driver’s license or right to operate revoked, you may apply for an intrastate (Massachusetts only) transport CDL permit.RequirementsFederal law requires all  commercial drivers have a social security number that verifies with the Social Security Administration.Drivers of commercial vehicles over 10,000 lbs. must carry a valid US Department of Transportation (D.O.T.) approved medical certificate. Also, drivers transporting 15 or more passengers or carrying placarded hazardous materials, regardless of vehicle size, are required to carry a D.O.T. medical certificate.Written TestObtain a   CDL, you must first fill out an application (available at any RMV full-service office or on the RMV website).  Then,  present the application, the required identification, and the $30.00 written test fee, and the fee for any endorsements, in person, to any RMV full service office to take the written test.  If you pass the written test, you will receive a 2-year permit.Road TestFinally, a road test is usually required when applying for a CDL. When you are ready to take a road test, you must call the RMV Telephone Center to schedule your road test. All road tests must be scheduled by the Telephone Center. You may NOT make a road test appointment in person.For the road test,  you you must  supply a properly equipped, legally registered and insured vehicle with  a valid inspection sticker. It must be of the proper type and manufacturer’s GVW  rating for the class license you are applyi ng for, and it must pass a safety check by the examiner.The skills that will be tested during a CDL road test are pre-trip vehicle inspection, basic vehicle control, and   an on-road test

Who is Capable of Leading Essay Example | Topics and Well Written Essays - 1000 words

Who is Capable of Leading - Essay Example As the paper declares leadership engages more than being able to obtain changes in behavior that flow from coercion linked to the possession of power or enticement linked to the ability to reward. Leadership involves the possession of qualities that lead others to want to follow the leader's directives, either because they feel obligated to do so, or because they desire to do so In other words, leadership is a characteristic that is voluntarily conferred upon a person by others and involves the ability of a person to engage the active and willing cooperation of followers. Leadership is, therefore, a process of influence that depends more on persuasion than on coercion. The ability to motivate group members, while clearly a key function of leadership, is not all that leadership involves. This essay stresses that leadership is also linked to the ability to set goals for the group that is vision; goals whose attainment facilitates the continued success of the group. In addition, leadership involves being able to structure the organization so that it can effectively attain those goals that is implementation. The several theories of leadership that have developed since the earliest history of organized societies articulate a wide variety of other criteria of leadership, making any simple definition of leadership incomplete. Leaders come in each size, figure, and temperament -- short, tall, neat, sloppy, young, old, male, and female.

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

Article - Essay Example In this paper, an analysis of two articles about this biography will be done, with reference to the New York Times articles, can be considered to be the  effective  one  of the two. Janet Maslin’s article attempts to show the readers of Isaacson’s biography of Steve Jobs, that Jobs was not the nasty person that many of those who had been close to him considered him to be. She writes this article to an audience which is likely to be extremely supportive of Jobs, and which will likely be exceedingly hostile to those people who are critical of him. The purpose of Maslin’s article, therefore, is to celebrate Jobs’ life through the revelations made about him in his biography. One gathers that Maslin’s view of Jobs’ biography is highly supportive of Jobs, overlooking his faults and instead  mostly  considering  the positive aspects of his life. Maslin accomplishes her task remarkably well because she presents a Steve Jobs that was not o nly a famous man, but also a human being. The style used by Maslin in writing about Jobs’ biography leaves the reader, or audience, incredibly curious, and it is likely to encourage one to read it. The use of imagery is prevalent throughout the article, and each of the images that Maslin writes about can be considered to have a double meaning. ... It not only shows how his background helped develop his creative ability, but it also reveals those aspects of his life which made him stand out from other human beings. The positive tone of the article is also shown when one discusses Jobs’ personal life. While others would heavily criticize him for his abandonment of his illegitimate daughter, Lisa, Maslin redeems this image by stating that he later came to accept and support his daughter. The tone of the article can, therefore, be said to be positive in matters concerning both Job’s business life, and his personal life. There is extraordinarily little in the article to taint this image. The second article, by Fred Schruers, about Isaacson’s biography of Steve Jobs can be considered to be overly critical of the subject. It has for an audience who would like to see a balance between both the positive and negative aspects of Steve Jobs. Schruers criticizes the way that Isaacson wrote Jobs’ biography, stati ng that he got too close to the subject of the biography to be able to write objectively. Schruers suggests that since Isaacson was present throughout Jobs’ eventual illness, he shared too many personal moments with him, and this may have distorted his true opinion of him. The purpose of this article, therefore, is to reveal the weaknesses that are found in Steve Job’s biography. It can be said that it might even encourage a reader to study it with a pinch of salt. Schruers, in his article, also uses imagery as a way of stressing the points which he is trying to put across to his audience. At one point in the article, he states that it would have been unfair to ask Isaacson to play the role of Church Lady while interviewing

Theories and Models of Memory

Theories and Models of Memory Baddeley and Hitch developed another model of short-term memory which is called working memory. The distinction between short-term memory and working memory is that short-term memory is frequently used interchangeably with working memory however the two of them should be used separately. Short-term memory refers to just the temporary storage of information within the memory whereas working memory refers to the processes that are used to temporarily organise, manipulate and store information. Their model also put forward instead of the short-term memory being a single store, it is in fact an active processor containing many different types of stores- the central executive, phonological loop, visuo-spatial sketchpad and episodic buffer. Central executive: The central executive is the main and most important component of the model which can be best described and known for attention. It is responsible for controlling and monitoring the operation of the slave systems known as the phonological loop and visuo-spatial sketch pad that have limited capacity, and relates them to the long-term memory. Within the central executive, it decides what information needs to be attended to and which parts of the working memory to send this information to in order to be dealt with. Also, it is its function to decide what working memory pays attention to whenever someone is completing an activity and another activity comes into conflict with it. The central executive basically directs attention and puts the activity most important as priority meaning it selectively attends the important stimuli and ignores the least important. Despite how important the central executive is in the working memory model, we know less about it compared to the two subsystems it controls. It is Baddeley who suggests that the central executive functions more like a system that controls attentional processes, rather than a memory store. This is unlike the visuo-spatial sketch pad and the phonological loop which are both specialised storage systems. Phonological loop: The phonological loop holds speech-based information for 1-2 seconds and is composed of an articulatory control process and a phonological store. The articulatory control process acts as an inner voice which practices information from the phonological store by repeating it again and again. An example of this is remembering a phone number we have just heard. As long as we keep repeating it in our heads, we can retain the information in working memory. The phonological store on the other hand is the inner ear. Spoken words enter the store directly meanwhile written words must firstly be changed into a spoken code before they can enter the phonological store. The working memory model has strengths and is supported by Shallice and Warrington (1974). Theyfound support for the working memory model through their case study of KF. KF was a brain damaged individual who had an impaired short-term memory. He struggled to immediately recall words which were represented verbally, but was fine with visual information. This suggested that he had an intact visuo-spatial sketchpad but an impaired articulatory loop, therefore showing evidence for the working memory models view of short-term memory. This finding couldnt be explained using the multi-store model of memory, which therefore put forward that the short-term memory was just one system. Visuo-spatial sketchpad: The visuo-spatial sketchpad is known as the inner eye and refers to what things look like. It also processes the temporary storage of spatial and visual information. It can manipulate visual and spatial information held in the long-term memory, and images in two and three dimensions, for example people can recall someones face they know from long-term memory in only two dimensions and can also imagine walking around their kitchen in three dimensions. Evidence suggesting that the working memory uses two completely different systems for dealing with verbal and visual information is that it is much harder to perform two verbal tasks at the same time because they interfere with each other and results in performance being reduced. The same applies to carrying out two visual tasks at the same time. However, a verbal processing and visual processing task can be completed at the same time because the information does not interfere. Furthermore, this supports the view that the sketch pad and phonological loop are two separate systems within the working memory. Gathercole and Baddeley (1993) also support the working memory model and they completed a lab study where people participating were divided into two groups. All of them had to complete a task which involved them following a moving spot of light. This would use the visuo-spatial sketchpad. At the same time as this was going on, one group also had to describe the angles on a letter, which was another task involving the visuo-spatial sketchpad. The other group meanwhile was given a second task that would involve and use the phonological loop and they were given a verbal task whilst following the light. The results were that Gathercole and Baddeley found the performance was way better in the participants completing tasks which used separate systems. Episodic buffer: The episodic buffer was added into the working memory model by Baddeley in 2000 after the model failed to explain the results of various experiments. It briefly stores information from the other subsystems, integrating it together, along with information from the long-term memory, resulting in complete scenes or episodes. It basically acts like a backup store which communicates with both the components of the working memory and the long-term memory. The episodic buffer is not limited to one sense only, unlike the other two slave systems. Its functions seems to weave visual memories, bind memories together and phonological memories into single episodes, which then become stored in the episodic long-term memory. The central executive chooses information from the phonological and the visuo-spatial sketchpad that go into the episodic buffer to then form an episode of memory. Along with this, the episodic buffer also appears to download episodes from the long-term memory, referring them to be analysed and possibly recalled to conscious memory.

Advertising Stereotype Essay

Media stereotypes are inevitable, especially in the advertising, entertainment and news industries, which need as wide an audience as possible to quickly understand information. Stereotypes act like codes that give audiences a quick, common understanding of a person or group of people—usually relating to their class, ethnicity or race, gender, sexual orientation, social role or occupation. But stereotypes can be problematic. They can: reduce a wide range of differences in people to simplistic categorizations transform assumptions about particular groups of people into â€Å"realities† be used to justify the position of those in power perpetuate social prejudice and inequality More often than not, the groups being stereotyped have little to say about how they are represented. Anyone who examines North American entertainment and news media will notice that members of ethnic and visible minorities are inadequately represented in entertainment and news media, and that portrayals of minorities are often stereotypical and demeaning. This tendency is particularly problematic in a multicultural country, where some of the population is immigrants and some is visible minorities, along with larger urban centers. Visual representation of reality is influential in shaping people’s views of the world, where everyday realities are articulated mostly by what we see in the media. The role of advertising in this interpretation of reality is crucial. The target audience’s self-identification with the images being a basic prerequisite for an advertisement’s effectiveness, makes advertising one of the most important factors in the building of behavior models and values systems. The way a certain notion is managed at a visual level determines how people will perceive this notion and whether they will identify with it or not. Meaning is encoded in the structure of the images, which thus become potent cultural symbols for human behavior. The framing and composition of the image, the setting, the symbolic attributes and every other element in its structure, all are engaged in the effective presentation of the underlying notion. Gender Stereotypes in Advertising Dominant discourses surrounding gender encourage us to accept that the human race is ‘naturally’ divided in to male and female, each gender realistically identifiable by a set of immutable characteristics. In Foucault’s terms, relations of difference are social constructs belonging to social orders that contain hierarchies of power, defined, named and delimited by institutional discourses, to produce social practices. â€Å"Gender differences are symbolic categories† (Saco, 1992:25). These categories are used to ascribe certain characteristics to men and women. The representation of those characteristics determines how men and women are presented in cultural forms, and really whether an individual is identified as ‘masculine’ or ‘feminine’. It is important to understand the big role that media, in general, and specifically advertisement plays in maintaining an ingrained gender hierarchy. The closer study of men’s and women’s images as presented in advertising should result in uncovering the messages about their identity and role in society. Until recently, masculinity in the media was not considered problematic since there was the notion that masculinity is not constructed. â€Å"Masculinity remains the untouched and untouchable against which femininity figures as the repressed and/or unspoken† (Holmlund, 1993:214). The role advertisements play in the development and perpetuation of gender-role stereotypes may include: Women Stereotypes in Advertising Advertising is an over 100 billion dollar a year industry and affects all of us throughout our lives. We are each exposed to over 2000 ads a day, constituting perhaps the most powerful educational force in society. The average American will spend one and one-half years of his or her life watching television commercials. The ads sell a great deal more than products. They sell values, images, and concepts of success and worth, love and sexuality, popularity and normalcy. They tell us who we are and who we should be. Sometimes they sell addictions. Advertising is the foundation and economic lifeblood of the mass media. The primary purpose of the mass media is to deliver an audience to advertisers, just as the primary purpose of television programs is to deliver an audience for commercials. Adolescents are particularly vulnerable because they are new and inexperienced consumers and are the prime targets of many advertisements. They are in the process of learning their values and roles and developing their self-concepts. Most teenagers are sensitive to peer pressure and find it difficult to resist or even question the dominant cultural messages perpetuated and reinforced by the media. Mass communication has made possible a kind of national peer pressure that erodes private and individual values and standards. But what do people, especially teenagers, learn from the advertising messages? On the most obvious level they learn the stereotypes. Advertising creates a mythical, mostly white world in which people are rarely ugly, overweight, poor, struggling or disabled, either physically or mentally (unless you count the housewives who talk to little men in toilet bowls). In this world, people talk only about products. The aspect of advertising most in need of analysis and change is the portrayal of women. Scientific studies and the most casual viewing yield the same conclusion: women are shown almost exclusively as housewives or sex objects. The housewife, pathologically obsessed by cleanliness, debates the virtues of cleaning products with herself and worries about â€Å"ring around the collar† (but no one ever asks why he doesn’t wash his neck). She feels guilt for not being more beautiful, for not being a better wife and mother. Very unrealistic goals for ideal body shapes, which lead to high rates of anorexia nervosa and bulimia Make women believe they are valued based on their body, therefore their self-esteem is also based on how their body looks compared to others. Give messages to women that changing their appearance, they will have a better life *Men* Stereotypes in Advertising It is interesting to see that now, when things have admittedly changed for women, we still see much of the same themes in modern men’s advertisements. In the ads from â€Å"Men’s Journal,† we generally see a handsome, strong, successful and somewhat rugged man. The camera angles are almost invariably from the bottom up, giving us a view of the man as though we, the viewer are below him, looking up at him. All of them are young, but none are teen-aged looking. All but one have, or show remnants of facial hair. None of these ads show the man in the work place, but their depiction of leisure is that of mature success, not youthful excess. Because of the camera angles, the strong stances, the rugged good looks, and the depictions of success, these ads reinforce the stereotypes of men as strong, powerful, aggressive providers. An ad for Tommy Hilfiger shows the man with his arm around a girl who is leaning into his chest. This ad depicts a man as protector and as a heterosexual. The one ad that stands out from the group in this collection of ads from Men’s Journal is the one from ESPN’s Sport’s Center. This ad shows a man finishing up a piece of cake at a diner and watching Sport’s center from across the bar. This is a different depiction of leisure which seems directly related to the product it is selling. The rest of the ads are selling some form of apparel. They are designed to show clothes as comfortable and stylish and show that a man who wears those clothes can be the aggressive, dominant male. The Sport’s Center ad is selling a product that isn’t consumed as part of public image, but of private pleasure. The clothes worn by the models are assertively masculine, and often emphasize a broad shouldered and solid body shape. The models display a highly masculine independence and assurance, as well as the coding of narcissistic self-absorption. The choice of lighting and film stock emphasizes the surface qualities of skin, hair, eyes and the texture of clothing. Finally the cropping of the images works to produce intensity in many of the images. This stereotyped presentation of a gender role, certainly tells us that there is still a part of society that believes that men should be naturally related to power, aggression and authority. In recent years however, other aspects of masculinity have become acceptable in ads. This can be seen in the difference between the ads in Men’s Journal and those in Maxim. The ads from Maxim are similar to those from Men’s Journal but definitely appeal to a younger audience. It is therefore interesting to look at what advertisers feel is more appealing to younger men. There is one ad for Ralph Lauren Cologne that shows a young successful looking man in a shirt and tie looking over the top of the head of the women cuddling in his chest. She is looking into the camera seductively and he looks as though his mind is elsewhere. He is dominant, even arrogant in this position and once again appears successful and confident. Another ad from Maxim is for a DVD special edition of â€Å"Rocky. † The ad shows rocky beaten and worn but continuing to fight. The copy reads â€Å"at least David had a slingshot. † This ad depicts the ultimate American sports hero, appealing men, both young and old. In-short, disadvantages with Men Stereotyping, are: Show ideal for body type, also which can be unrealistic Show men as aggressive and in control of things, including women Women’s problems are â€Å"fixable†, you either fit the part of the masculine ideal or you do not Negative Stereotypes in Advertising Aunt Jemima, Darkie toothpaste, Uncle Ben and the infamous â€Å"Waaaaaz up† crew from the people at Budweiser are some blatantly stereotypical roles that have had many conscious blacks frustrated during the past century. Darkie toothpaste may be unfamiliar to many Americans today because it was marketed in Hong Kong until March 1990. The toothpaste package featured a minstrel character with a wide smile. The character appeared to have placed black soot on his well-rounded face and red lipstick around his mouth while smiling large with gleaming white teeth. To make the character completely minstrel-like, the character added a large brimmed top hat to grace his head. According to Jamieson and Campbell, the authors of â€Å"News, Advertising, Politics and the Mass Media: the Interplay of Influence,† Darkie toothpaste was removed because of its negative connotation of the word â€Å"Darkie† and not so much the image on the box. The regional commercial director for Hawley and Hazel (the makers of Darkie toothpaste) said, â€Å"We want the name of our toothpaste to be internationally acceptable. However, some people consider the word ‘Darkie’ racially offensive, particularly in America. † It’s not that the name is not offensive, but the image was not even discussed. Associating the name with such an offensive image makes the toothpastes image just a bit more offensive. If Darkie toothpaste were associated with an image of dark yellow teeth with a contradictory image of a bright smile shown next to the crude picture, it would have shown a whole new connotation to the brand name. The frightening thing about this image is it was only removed from circulation 13 years ago, well after the Civil Rights Movement. Aunt Jemima has been a character that has shown a dramatic change throughout the years. Aunt Jemima wore a red and white scarf over her head. Now Aunt Jemima has a well-groomed coif and a slimmer face that graces the boxes of pancake, waffle and syrup bottles across the world. The changing images of Aunt Jemima and Uncle Ben are representative of the changes in American culture today. Although we do not see blacks as cooks, maids and servants anymore, we may see a new stereotype arising. The â€Å"Waaaz up† crew from the recent Budweiser commercials is an example of this theory. This campaign was very effective and catchy. It had people – black, white and every race in between – making it a staple in our ever-changing language. Budweiser did not only stereotype blacks in America but also other often-stereotyped groups. The Italian mobsters constantly repeating â€Å"How you doin? † and the â€Å"yuppie† stereotype stating, â€Å"How are yooooooou doing. † The only people that spoke proper English in these advertisements were the upper class white men. The images of blacks have increased by number but not by quality. According to the Journal of Advertising, blacks spend more than $279 billion a year on consumer goods, yet the advertisers are only spending approximately $865 million a year to reach them. This disproportionate figure reveals why many advertisements misrepresent blacks across America. Only a small percentage of the black population is professional athletes, yet they are the majority of endorsers for black products. Blacks, Hispanics, Asians and women must demand a wider variety of roles in advertisements for it may negatively affect the children of tomorrow. If we are only being shown in narrow roles, our future generation may not aspire to be anything but rappers and athletes, instead of politicians, doctors or lawyers. Ask the advertisers, â€Å"Waaaz up wit dat? † Research supports that mass stereotyping groups of people does not work in the development and marketing of business ideas. Although many corporations still try to capitalize on stereotypes, this line of thinking simply does not work as effectively as the old â€Å"mom and pop country store† approach to business: Getting to know your customers as intimately as possible. If grouping populations like cattle into marketing niches worked, why would major corporations still continue to invest so heavily into studying consumer habits and demographics? If this type of marketing philosophy worked well then anyone with a great business idea could make it simply by targeting. Obviously, this is not so. *Stereotypin*g Myths For example, stereotype marketing ideologies might focus too much on one group and ignore another equally, or even more important. For example, target only kids for (non-PC) video games and lose access to millions of customers. Nearly a quarter of all video games are purchased by consumers aged 40 and older, and 38% of all video game sales are made by women. Another case in point: Senior citizens have become the fastest-growing population in the United States. ; however, mass marketing to seniors has remained somewhat elusive. Several pioneers in the senior marketing industry note that age alone has little to do with the interests of senior consumers. Those who have attempted to cash in on the senior population, simply lumping retirees together by age, have failed, and miserably so. When it comes to advertising, â€Å"marketing† studies that offer only cold statistics may play less of a role than you think in developing successful marketing strategies and advertising campaigns. Customers can be your best or worst source of advertising. Word of mouth referrals, especially in the age of the Internet, should not be undervalued. And, since consumers are more likely to complain than to compliment, it pays to have customer-friendly and trustworthy complaint resolution practices in place. It pays to see your customers as individuals, with common needs, but not as groups who, because of stereotype images, have lemming-like behaviors when it comes to making purchases.

Basic Teleological Assumptions of Classical Design Theory Essay

The Old School of Intelligence Design presupposes the existence of an intellectual being behind the creation of the universe. Through inference, it often acts as a proof in support of a theistic God. The Design theory is usually supported on two major points – the complexity of the universe and the teleological nature of all natural organisms that constitute the universe. Traditionally, the old design theory resorts to an analogy of the machine, which is complex with an absolutely immaculate correspondence between the parts and the whole and has a ‘purpose’ or ‘telos’, thus teleological. Using Paley’s now legendary example of a mechanical watch that begins its ‘Natural Theology’, one can say that a watch in good condition comprises a number of devices that are intricately connected to each other in such a way, that if one part moves, it in turn set the other parts into movement, thus making the clock work. The watch is thus a ‘complex’ machine. At a second or higher level, there is a ‘purpose’ behind this entire operation, i. e. the ‘purpose’ of the watch – to tell what time of the day it is to its user. Thus, all parts contribute to the whole leading to a well defined ‘purpose’, thereby making the device ‘teleological’. Paley’s inference, which he extends to include all kinds of being and is developed into the central argument of the Old Design theory, is that ‘there must have existed, at some time, and at some place or other, an artificer or artificers who formed it for the purpose which we find it actually to answer; who comprehended its construction, and designed its use’. (Paley) Old Design theory, following Paley’s formulation, goes on to extend the analogy to include all natural beings to argue that the universe, being so well organized and infinitely more complex, thus presupposes the existence of a much higher intelligence, or a being with a much higher intelligence, who must have created this teleological universe. The general logic that establishes the thesis is: 1. Machines are produced by intelligent design 2. The universe resembles a machine Therefore, 1. Probably the universe was produced by intelligent design. (Rowe, p. 59) As a proof of this line of logical conclusion, we can look at anything of the natural world around us, both animate and inanimate, although the animate makes us understand the logic better. A tree, for example, is sustained by the nourishment that is produced by the leaf. The leaf works like a machine, with its every constituent carefully designed, arranged and contrived in such a manner so as to serve its exact purpose – carrying out photosynthesis and providing the tree, of which it is a part, with the necessary succor. It is thus a teleological unit within a bigger ‘machine’ – the tree. The tree, in its part, has all its constituent parts built and organized in such a way so as to make it serve its purpose – to exist and reproduce by creating more of its like. In order to understand this analogy, we can derive on the example of a car. A car, in itself, is a teleological unit serving the purpose of commuting people from one place to another. However, it is a combination of many smaller teleological units – the carburetor, for example, with parts to suit its express purpose – of providing the necessary combustion for the car to move. (Rowe, p. 57) Thus, a purposeful machine can be a combination of many constituent purposeful machines, which add up to carrying out the purpose of the whole. Any part of the human anatomy (like Paley’s example of the eye), and its relation to the human body in general can be counted as an example of teleological design in the natural world. Furthermore, Sartre’s existentialism can be taken as a normative school of thought elaborating on teleological renditions. As an existentialist belonging to atheistic principles, Sartre viewed subjectivity as the underlying source of inspiration behind creation. In other words, it is only the subjective understanding of things that he thought to be the fundamental purpose of beginning. The example of a paper-cutter can be aptly suited here to the context of explicating Sartre’s philosophical doctrine. The postulate that Existence precedes essence, as he came upon, can be justified by reasoning with the purpose behind the making of a paper-cutter. As is obvious, there are two sides to it. Firstly, the person who makes a paper-cutter knows what he is doing and what a paper-cutter is. So it directly involves the utility of a thing being made or created. Secondly, the process of making is also known to the maker. Hence, a logical inference can be drawn from these two interconnected preconditions that help assigning a teleological meaning to the whole. Needless to mention, it is unlikely that the person making the paper-cutter should be ignorant of its end-use (Sartre, p. 2) Arguments Old and New Till the end of the nineteenth century, the Design Theory, with certain qualifications, was thought to be adequate as an explanation behind creation and its unsurpassed complexity, through the presence of a super-intelligent being. However, right from the beginning of its existence and even before, serious questions and fallacies have been raised in the logical reasoning that draw correspondence between the mechanical and the natural world, leading to Intelligent Design theory. These criticisms are in fact older than even when the Old design was laid down as a philosophical foundation. Hume was one of the earliest critics, and Darwinism was one of the last and most potent criticisms of intelligent design – almost forcing the point of view to refashion and re-present itself into the New Design theory. The foremost accusation against the Design theory is that it is ultimately an analogy. Although Rowe proves in his article that analogy is necessary to reach the truth, yet he proves the significance of analogy only through another analogy, and thus laying the base of his logical inference weak. However, even if we take, for the sake of argument, Rowe’s formulation to be true and believe in analogy to be a way to reach the truth, there can be serious complaints raised against the way the analogy works itself out. One of the first problems to be thrown up by the machine analogy is that the creator of the watch is himself created by something external to his own self, and therefore the creator, an intelligent agency capable of action, needs to be created. Design theory often quite consciously avoids delving into the nature of the creator, just as it does about the ‘purpose’ behind the universal design. ‘Does intelligent-design theory provide explanatory power? ’ asks Young and Edis, ‘If so, it must provide information about the details of the design and, to this end, about the nature of the designer. ID theory, however, deliberately avoids the answers to this question’. (Young and Edis, p. 193) Even if we take into account the theological connotations of the theory that establishes the creator as a self-created, self-creating being, there are other problems that are foregrounded by Rowe. First, does a universe comprising teleological components itself become teleological? To prove that all natural objects that comprise the universe have a ‘purpose’ does not necessarily prove that the universe itself has a ‘purpose’. All that remains is transference that if the constituent objects have a purpose, then the world itself must have a ‘purpose’ where being constructed by a being that transcends ordinary intelligence, it is impossible to grasp that overarching ‘purpose’ behind creation. Such an argument runs into a danger of fallacy, because if ‘Design Theory’ is propounded to prove the presence of a God (or an intelligent being) behind creation, then we cannot take the presence of the being as a presumption. In that case we take to be proven what we are out to prove. Secondly, we can take into account Hume’s classical criticism of the Old Design theory, which says that it is presumptuous to take the teleology and the machine-like orderliness as the very pattern of the whole universe. Here we run into the danger of taking our argumentative basis as only that small section of the universe that is apparent to our sensory perception as the general model of the universe itself, something that we would never know. There may be, and probably are, other parts of the universe located outside the ken of our knowledge where chaos reigns. The greatest criticism of the Old Design theory comes in the form of Darwinian Theory of ‘Natural Selection’. Darwin started off as a believer in Paley’s theological model of Design theory, but as a result of his experience, defected and put forward his own theory of ‘Natural Selection’. It states that in order to be machine-like in teleology and perfect in construct, nature does not necessarily need a divine and intellectual being. Nature works in spite of such a presence or an absence in order to make its organisms best suited to the environment, whereby only the organisms that manage to suit themselves to the changing environment exist while the other perish. The survivors manage to make anatomical adjustments to survive in the environment, thus combining the part to the whole and carry on the acts of existence and procreation. Darwin’s locating the question of Intelligent Design within the question of the implicit ‘anthropomorphism’ of classical ID, is obvious when he talks about ‘Man’ and ‘Nature’ and their roles as agencies of creation: â€Å"As man can produce and certainly has produced a great result by his methodical and unconscious means of selection what may not Nature effect? Man can act only on external and visible character: Nature cares nothing for appearances, except in so far as they may be useful to any being. She can act on every internal organ, on every shade of constitutional difference, on the whole machinery of life†. (Darwin, p. 53) Till the beginning of the twentieth century, the Darwinian theory of Natural Selection reigned supreme in the field of scientific enquiry, while Design theory was more or less relegated to the recesses of religious and spiritual thought. However, the beginning of the twentieth century saw a resurgence of the Design theory, as Darwinian Evolution was made subject to questions and doubts. One of the most common attacks on Darwinism from the proponents of ID theorists has been from the lines of what is known as the mousetrap theory. The mousetrap is one of the most common and yet one of the most complex devices of our everyday life. However, if any of its component parts: the spring, the hammer or the platform is missing, it would fail to achieve its ‘purpose’, its ‘telos’: that is catching mice. Similarly, the immense complexity of even the most basic molecular organisms is so self sufficient and so ‘teleological’ that it cannot be explained by the theory of natural selection, since they do not appear as the result of any earlier form adapting to suit to the changing environment. It appears created out of an intelligent design. Michael J. Behe criticizes Darwin from precisely this position. New Design Theory: In Search for a Philosophic Co-existence However, Behe’s criticism that Darwinism does not account for the immense complexity of molecular organisms is not the same thing as to say that there is a supremely intelligent, benevolent and perfect being who has designed the universe. In fact, Natural selection can be made to account for the immense complexity of even molecular organisms. Neither does Dempski, who otherwise supports the ID theory, speak about the real nature of the intelligent being in question. Under such a situation where nothing could be proven conclusively, the design theory re-formulated itself in what is now known as the New Design Theory. One of the most significant positions of modern proponents of the intelligent design theorists is to dissociate and distance themselves from the earlier theological imports of the argument. As Manson states ‘the fact that modern ID theory is a minimalist argument for design itself, not an argument for the existence of God, relives it of much of the baggage that weighed down Paley’s argument’. (Manson, p. 277) Thus, much in response to earlier loopholes of ID arguments, a section of modern theorists is looking for a co-existence of Darwinism and ID, stating that they are not necessarily exclusive. The big-bang theory of creation is used very commonly as a point of departure. It states that the conditions conducive to life and existence required too many factors to act in too perfect a combination, and hence they do not look like an accident. Therefore, the presence of an intelligent being is needed in order to present the conditions from where nature could take its own course and get on with its act of existence and procreation. The presence of an intelligent being, whether in the form of a single theistic God or otherwise, is thus established, albeit through a new formulation. Religion, Meaninglessness and the Old Design Theory Questions of decaying morality and faith often encroach upon the spheres of religion. A man’s existence can grossly be measured on two parameters: his belief in the system of religion and other ethical means; and his actual loyalty to what he believes. If a man, out of compulsion or faith, remains loyal to what he regards as the most singular religious creed, he ought to have some degree of propensity to it. So he can be adjudged credible enough to be an individual who does not sway from his internal notions. But in reality, things turn out to be markedly different from the nature of our interaction with the world. Even the sternest believers are compelled to choose a life that hardly conforms to what he believes in and of itself about religion. Religion acts almost as an external element which is unplugged from the course of life and does not have anything to do with controlling man’s destiny (Tolstoy, p. 2). In relation to the Old Design Theory, it can be stated that God’s presence is rather nonessential with regards to the actual ordeal man has to live through in this life. As Rachels (293) argues, the ancient myth of Sisyphus is correspondent to conveying the ultimate meaninglessness of life. Contrary to the seep-seated Christian faiths of Tolstoy, this philosophy is more akin to Sartre’s doctrine of atheistic and nihilistic existence. Even if we go by the conjecture that there is in fact a supremely intelligent being at the heart of every phenomenon in the universe, the scope of redemption in mortal life is nearly impossible and therefore, the influence of a single entity, however powerful it is, is negated. References Manson, Neil A. (2003). God and Design. New York: Routledge. Young M. , and Edis, T. (2006). Why Intelligent Design Fails: A Scientific Critique of the New Creationism. Piscataway: Rutgers University Press. Paley W. (1837). Natural theology: or Evidences of the existence and attributes of the Deity†¦ With additions & notes. London: W. & R. Chambers. Darwin, C. (2007). On the Origin of Species: By Means of Natural Selection Or the Preservation of Favored Races in the Struggle for Life. New York: Cosimo, Inc. Rowe. The Design Argument: Old and New. Sartre, Jean-Paul. Existentialism Is a Humanism. Tolstoy, Leo N. A Confession. Grand Rapids: Christian Classics Ethereal Library. Rachels, J. (2005). The Truth About the World: Basic Readings in Philosophy.