Esthers Liberation in Sylvia Plaths Bell Jar :: Plath Bell Jar Essays

Esther's Liberation in The Bell Jar      Ã‚   On the surface The Bell Jar by Sylvia Plath is a loosely based autobiographical account of a young woman's search for identity that is eventually found through mental breakdown. Because Esther Greenwood's aspirations are smothered by traditional female roles, she must find herself through purging her mind of these restraints.    Upon closer inspection, Esther plight is representative of her contemporaries and even of many women today who "over and over...(have) heard in voices of tradition and of Freudian sophistication that they could desire no greater destiny than to glory in their own femininity" (Friedan, 461). It is with this notion that Esther and others like her wrestled with: "if a woman had a problem in the 1950's and 1960's she knew that something must be wrong with her marriage, or with herself" (464). This was coined the "housewife's syndrome" by a Cleveland doctor who first noticed this trend among young housewives. But for those like Esther- young, single, and educated- the problem is that society does not readily give them any more career options other than wife/mother or secretary. Because of this, the Women's Liberation movement begins, but only after Esther and her peers become Liberated Women.    The road to liberation is bumpy and sparked with electroshock treatments for Esther and others like her. Therapy is prevalent, whether it is weekly trips to a psychologist or lengthy stays in a mental institution. The end result of the treatment for many is a feeling of independence. As one woman states,    "It helped me develop a sense of self-worth and come to the understanding that I wasn't a bad person or worthless. My experience in therapy helped me have a better image of myself and I even started to look better and dress in a more attractive way. In short, I had more confidence in myself" (Susan, 489).    For Esther, leaving therapy is like being born again (199). She is now truly a free woman, after all.    Before Esther is liberated, however, she denounces her oppressors, Buddy Willard and her mother. Both are representatives of the male controlled society: Mrs. Greenwood of stifling women's aspirations and keeping women in their traditional roles, and Buddy of sexual purity.

Bartleby of Bartleby the Scrivener :: Bartleby Scrivener Essays

Bartleby of Bartleby the Scrivener   Ã‚  Ã‚  Ã‚  Ã‚      Herman Melville’s short story â€Å"Bartleby the Scrivener† introduces many interesting characters with many different personalities to us. However, out of Ginger Nut, Turkey, Nippers, and the Old Man who narrates the story, the one that is most mysterious to us is Bartleby. Bartleby is a scrivener, which, in simple terms, is a human version of a modern day copy machine. He does his job extremely well, hardly ever stopping his work and getting things done quickly and efficiently. However, he is a man of few words. In fact, he is a man of one phrase: â€Å"I would prefer not to.† He says this in response to anything that is requested of him other than to copy documents. He actually outright refuses to do anything else that his boss (the narrator) asks him to do. This is the first step in confusing the reader about Bartleby. Melville, however, never seems to offer an answer to this mystery. Another interesting thing that I noticed was that Bartleby never said †Å"I will not.†, but â€Å"I prefer not.† This would indicate that the person he is talking to has an option as to choosing what Bartleby will or won’t do, but it is said in such a way that it manages to confuse the narrators feelings, and causes him, for a long period of time, to simply accept the statement as a â€Å"no†. This appears to me as a weakness of the narrator as a business owner, but at the same time makes me wonder what is Bartleby’s purpose for responding in such a way. Another interesting characteristic of Bartleby is his living habits, which we find out about later in the story. He apparently lives at the office (originally unbeknownst to the narrator). He sleeps, washes, and works in the same place. What makes this even more interesting is that he refuses (or states that he would â€Å"prefer not†) to change his living arrangements. When the narrator moves his business, and Bartleby refuses to vacate the premises after the ne w tenant arrives, the narrator is taken to be responsible for Bartleby, simply because he is the only person who is even close to knowing him. After a lengthy process that ends with Bartleby in prison, who seemingly regards the narrator as the reason for his being there, the story quickly closes with the demise and death of Bartleby, and the strange introduction of the â€Å"grub man† (who seems as though he has some deeper importance in the story which I cannot place).

Bejamin Franklin -- A Life Of A Great Man Essay -- essays research pap

Benjamin Franklin During the period after America's "birth" there were many incredible people but none more so than Benjamin Franklin. Ben is considered one of America's greatest citizens. He accomplished many things in his lifetime; he was a scientist, an inventor, a politician, a printer, a philosopher, a musician, and an economist. In the 1700s, a scientist was someone who thought about the way things work and tried to figure out ways to make things work better. Every time Ben Franklin saw a question and tried to answer it, he was a scientist. Ben is most famous for his questions about electricity, but he also experimented with many other ideas in nature. Ben did many studies on electricity, not just lightning. Franklin received an electricity tube from his friend Peter Collinson and began to play around with it, performing a vast amount of experiments (FISM). However, it is Ben's interest in lightning that is best remembered. Ben hypothesized that lightning was an electrical current. To test his theory he needed to see whether or not lightning would pass through metal. So he attached a metal key to a kite and flew it in a storm. His experiment proved that lightning was a stream of electrified air, known as plasma (Lemay) Ben realized that lightning was immensely powerful, so he invented the lightning rod. After Franklin did many studies with lightning and electricity, he realized it was a very powerful force. It was this that motivated him to invent the lightning rod. The lightning rod is a piece of metal attached to a building, house, boat, etc. When lightning strikes the building the rod will attract it and channel the electricity down to the ground where it will do much less damage. This invention has help protect buildings of today greatly. In 1743, Ben Franklin was watching a storm move in. He wondered why the storms were moving the opposite direction from where the wind was blowing. Franklin believed that a storm course could be plotted. Ben chased the storm on horseback  ¾ of a mile to see how it worked. He later printed weather forecasts in his almanac (FISM). In his travels across the Atlantic Ocean he became interested in ocean currents and shipbuilding. He measured temperatures on each of his eight trips to Europe and eventually plotted a Gulf Stream. Ben was one of the first people to work on gulf streams (FISM). In November... ... seventeen, he was a fully skilled printer able to work in any print shop. With this skill, Ben was able to leave Boston and find work in both Philadelphia and London. In 1728, at the age of twenty-two, Franklin opened his own printing office in Philadelphia. He published a newspaper called The Pennsylvania Gazette and his annual Poor Richard's Almanac (Esmond). He published cartoons and illustrated news stories, and letters to the editor. He believed in the power of the press, using his printing press as a way to bring the news to all people. He used cartoons and pictures so that everyone could understand the news, especially to people who had not learned to read. In 1731, Franklin set up the first ever circulating library where people could checkout books so they could read even if they couldn't afford to buy books (FISM). Ben Franklin had many other ideas about our nation. His essays and books about the economy help shape it to what it is today, he strictly believed in hard work. There was no shortage of that in his life; Benjamin Franklin is clearly one of America's greatest citizens. We honor him as one of our founding fathers and his face is on the one hundred-dollar bill.

Engineering management Essay

1. Department/Program Mission The mission of the Engineering Management and Systems Engineering Department is to Equip individuals with engineering, management and systems expertise to prepare them to be leaders in the identification and solution of technical and organizational problems that are complex and evolving Conduct innovative and pioneering research that continues to expand the body of knowledge in Engineering Management and systems engineering while maintaining engineering discipline diversity. Expand the boundaries of Engineering Management and systems engineering through our service to the professional community at large and through relationships with industry. 2. Student Learning Outcomes (SLO) a. Campus-Wide Student Learning Outcomes: Programs must demonstrate that their graduates have: I. an ability to communicate effectively both orally and in writing. II. an ability to think critically and analyze effectively. III. an ability to apply disciplinary knowledge and skills in solving critical problems. IV.an ability to function in diverse learning and working environments. V. an understanding of professional and ethical responsibility. VI. an awareness of national and global contemporary issues. VII. a recognition of the need for, and an ability to engage in, life-long learning. b. Engineering Management Program Outcomes developed to address ABET outcomes a – k and campus wide outcomes (a) Engineering Management graduates will have an ability to apply knowledge of mathematics, science, and engineering in the solution of Engineering Management problems. (b) Engineering Management graduates will have an ability to design and conduct experiments related to operations, marketing, management and finance, as well as to analyze and interpret data. (c) Engineering Management graduates will have an ability to carry out the design of an operational system and its various components and processes for Engineering Management applications. (d) Engineering Management graduates will understand the importance of teams, know how to develop effective teams and have an ability to function on teams. (e) Engineering Management graduates will have an ability to identify, formulate, and solve Engineering Management problems. (f) Engineering Management graduates will have an understanding of professional ethical responsibility. (g) Engineering Management graduates will have an ability to communicate effectively individually and in teams. (h) Engineering Management graduates will have the broad education necessary to understand the impact of engineering and enterprise solutions in a global and societal context. (i) Engineering Management graduates will recognize the need for and have an ability to engage in life-long learning. (j) Engineering Management graduates will have knowledge of contemporary issues related to Engineering Management. (k) Engineering Management graduates will have an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice. 3. Curriculum Mapping to Campus and/or Program Outcomes Performance Criterion Evaluated in Course(s) Maps to Campus Learning Outcomes a Engineering Management graduates will have an ability to apply knowledge of mathematics, science, and engineering in the solution of engineering management problems. a. 1. Creates and analyzes quantitative charts and graphs and incorporates information into managerial decision-making systems. 266/299 3 a. 2 Identifies and uses appropriate modeling tools in the solution of quantitative problems. 251/253 3 a. 3 Applies quantitative models to specific problem categories and classifications. 253 3 a. 4 Uses a firm’s accounting system in making management decisions. 147 3 a. 5 Uses financial ratio analysis, financial forecasting, valuation of assets, time value of money, capital budgeting and cost of capital concepts to solve engineering management problems. 147 3 b Engineering Management graduates will have an ability to design and conduct experiments related to operations, marketing, management and finance, as well as to analyze and interpret data. b. 1 Designs an operation system and analyzes and interprets data relative to the designed system. 253 2 b. 2 Analyzes operational and financial data of organizations in case studies and organizational profiles. 251/260 2 b. 3 Conducts research related to publicly traded firms and applies financial tools to evaluate the firm as a possible investment choice. 147 2 c. Engineering Management graduates will have an ability to carry out the design of an operational system and its various components and processes for engineering management applications. c. 1 Identifies operational problem and design solutions to the problem using the appropriate quantitative and qualitative models and methods. 253/266 2 c. 2 Designs and critiques a marketing plan with typical components, while recognizing intra-firm involvements and implications. 251 2 d Engineering Management graduates will understand the importance of teams, know how to develop effective teams and have an ability to function on teams. d. 1 Functions as team player by fulfilling appropriate duties, sharing workload, communicating well and taking initiative. 251/254/260 4 d. 2 Conducts effective and efficient meetings. 254 4 e Engineering Management graduates will have an ability to identify, formulate, and solve engineering management problems. e. 1 Develops model for making management decisions. 251 3 e. 2 Identifies and analyzes engineering management problems related to case studies, current events, and real-life scenarios, and recommends solutions to problems. 251/260/266. 3 f Engineering Management graduates will have an understanding of professional ethical responsibility. f. 1 Demonstrates knowledge of engineering code of ethics or other relevant code and applies code to case studies. 134 5 f. 2 Identifies an ethical dilemma and suggests a general course of action. 134/251 5 f. 3 Recognizes far-reaching implications of ethical behavior with respect to all organizational stakeholders. 299 5 g Engineering Management graduates will have an ability to communicate effectively individually and in teams. g. 1. Effectively communicates in oral presentations. 254/299 1 g. 2 Demonstrates proficiency in communication through team presentations. 254/299 1 g. 3 Demonstrates command of the written and spoken word in required technical reports and presentations. 254 1 g. 4 Understands impact of how difference in communication styles can lead to barriers in communication. 134 1 h Engineering Management graduates will have the broad education necessary to understand the impact of engineering and enterprise solutions in a global and societal context. h. 1. Understands concept of Corporate Social Responsibility and can give examples to illustrate concept. 134/299 6 h. 2 Effectively analyzes case and determines the impact on all stakeholders. 260 6 h. 3 Comprehends pertinent issues in global marketing and the impact of these issues on marketing decisions. 134/251 6 I Engineering Management graduates will recognize the need for and have an ability to engage in life-long learning. i. 1 Recognizes benefits of continued learning through attendance at professional presentations and through reading professional publications. 134/251 7 i. 2. Identifies, reads about, analyzes and reports on â€Å"world view† issues that are opposed to own view. 253 7 j Engineering Management graduates will have knowledge of contemporary issues related to engineering management. j. 1 Demonstrates awareness of, knowledge of, and respect for contemporary issues in engineering management, business and economics. 134/251 6 j. 2 Understands the importance of engineering to the future of society. 253 6 k Engineering Management graduates will have an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice. k. 1. Utilizes electronic resources to acquire external data to solve engineering management problems. 134/251 2 k. 2 Understands and utilizes computerized accounting systems to solve engineering management problems. 147 2 k. 3 Uses Excel financial functions to solve time value of money problems. 137/147 2 k. 4 Uses Excel in the solution of operational problems. 253 2 4. Methods/Instruments and Administration Data assessment methods vary by instructor and course. However methods employed include the following: -Student response to exam questions -Student response to specific homework assignment. -Student team evaluations related to case studies and capstone senior design -Instructor assessment of case study assignments -Instructor assessment of assigned student paper -Instructor assessment of capstone senior design projects Data collection occurs during the spring (January – May) semester and last occurred during the Spring 2010 semester. If all outcomes pass according to the department agreed upon metric, no collection will occur during the fall semester. 5. Results and Changes Implemented or Planned a. All outcomes passed during the Spring 2010 assessment cycle. According to our department assessment plan as detailed during the last ABET accreditation cycle; the next assessment cycle will occur during the Spring 2011 semester. No data was collected for the Fall 2010 semester. b. Use of results No specific curriculum changes have been made due to quantified assessment results. However, curriculum change will be forthcoming as we have observed the performance of capstone senior design student members and project results. It should be noted that a more traditional capstone senior design course was added as a core/required course in the department. The department has â€Å"partnered† with several different companies in the development of problems/projects that sufficiently meet the culminating experience as required by ABET. c. Results Brought by the Changes Due to observations and overall performance of senior design capstone projects, a new course will be added to the current 26 hour core set of courses. The undergraduate curriculum committee, which is the committee that evaluates outcome and assessment data, has approved adding a course which will focus on generalized problem solving and critical thinking. We are currently evaluating potential course resources for this class. We anticipate gaining campus wide approval for the course effective for the Fall 2011 semester. It should also be noted that our Academy of Engineering Management has been very supportive of our efforts and has contributed constituent input in this process. One final note to be made to this report is that even though we will perform a full outcome evaluation during the Spring 2011 semester, concurrently we will be re-evaluating our outcomes/ performance criteria, and assessment methods.

Write a Properly Referenced Essay on the Treatment and Management of a Patient with Corns

This essay will discuss the different types of corns. This requires looking at the possible causes, treatment and management of a patient with corns. According to SMAE Institute (2012), the different types of corns include Heloma Molle (soft corn), Heloma Durum (hard corn), vascular and neuro-vascular helomata. Hard corns are described by Carlson et al (2004), as thick hardened patches of dead skin and are a result from repeated pressure or friction occurring underneath the foot, on top of the smaller toes, or the outer side of the little toe. Badly fitted shoes may contribute to this as they rub onto the area causing friction. Hyperkeratosis is described by the SMAE Institute (2012), as the thickening process of the skin, a protective response due to the area becoming over stimulated due to pressure or friction. Hogan (2012), describes soft corns as being softer due to moisture in between the toes and more commonly found in between the fourth and fifth toes. According to Goldman (2011), the soft corn consists of a ring of hardened skin and has no nucleus. Treatment should be carried out by a professional such as a podiatrist or a foot health practitioner and requires the gentle removal of the outer ring using a scalpel. The application of astringent or powder to close the pores, reduce sweating and an application of Benzoin compound can be used to harden the skin. The patient should be given advice on appropriate footwear and the use of a gel toe separator to avoid the toes from rubbing together. The SMAE Institute (2012) state the hard corn normally occurs on top of the toes and contains a nucleus. Treatment should include disinfecting the foot and the gentle removal of the thickened skin and the nucleus. A padded dressing should be applied to the area to alleviate pressure and the patient should be advised on suitable footwear. If there are any mechanical causes these should be identified and corrective orthotic devices should be prescribed. As described by The SMAE Institute (2012), the treatment for vascular and neuro-vascular helomata requires enucleation with a scalpel. If this is not successful then silver nitrate or salicylic acid may be used to soften the area and eradicate the heloma. It may take several attempts to be destroyed. If a corn is left untreated it may become ulcerated and as a result may become infected. This will need draining if it contains liquid or pus and/or a course of antibiotics from the General Practitioner may be required. To conclude this essay it is important that an initial assessment is carried out by a podiatrist or health foot practitioner to determine the cause of the problem, so that early treatment can be given to prevent further discomfort. Once the initial treatment is given by the practitioner, regular visits should be maintained and home care advice adhered to. This will maintain the feet in a healthy condition. References: The SMAE Institute, (2012), Module 6, The Skin, Available: www.opencollege.podiatry.com. Last accessed 7th January 2013 Carlson J.K, Eisenstat, A.S, Ziporyn D.T (2004).  The New Harvard Guide to Women’s Health. USA: President and Fellows of Harvard College. 38. Hogan. (2012).  treatment.  Available: Hogan (2012), available from Medscape.com/article/1089807-treatment. Last accessed 7th February 2013. Goldman C. (2011).  corns.  Available: Goldman C. (2011), available from weblink: www.footpad.co.uk . Last accessed 3rd february 2013 Bibliography: Emedicine.medscape.com/article/1089807-treatment, (accessed 30/8/2012)www.webmd.com/†¦treatments†¦/calluses-and-corns-treatment-overv†¦(accessed 30/8/2012) www.feet for life.org, (accessed 31/08/2012)www.epodiatry.com/corns-callus.htlm, (accessed 09/02/2013)

Orwell’s Shooting an Elephant

George Orwell’s Shooting an Elephant George Orwell writes of his experience in British-ruled India in the early twentieth century as a sub-divisional police officer in the sovereign Southeast Asia state of Burma. His essay presents a powerful theme of inner conflict. Orwell’s strong inner conflict lies between what he believes as a human being and what he should do as an imperial police officer. Orwell immediately claims his perspective on British imperialism saying that it is evil and that he is fully against the British oppressors, even though he himself is a symbol of foreign oppression to the Burmese.His conflict ultimately results from the fact that he hates the British Empire, which should make him pity the Burmese people, but he does not. This is made clear when he says: â€Å"All I knew that I was stuck between my hatred of the empire I served and my rage against the evil-spirited beasts who tried to make my job impossible† (Orwell 1). In his story Orwell writes not only about his personal experience with the â€Å"wild† elephant but how the elephant’s rampaging spree is a metaphor exhibiting the destructive power of imperialism; the elephant destroys homes and even kills a man.Orwell’s hostile feelings toward the British, imperialism, and the Burmese people are further revealed when sets the mood of the story by illustrating the setting in Burma to be a â€Å"cloudy, stuffy morning at the beginning of the rains† (Orwell 2). Orwell then establishes himself as a â€Å"weak† character when he introduces the Burma people and how they completely disrespect the British officer by constantly laughing and mocking him. When Orwell finally finds the elephant, he admits that, â€Å"I knew with perfect certainty that I ought not to shoot him†Ã¢â‚¬ ¦ nd that he â€Å"did not want to shoot the elephant† (Orwell 2). He ultimately falls into the expectations of the Burmese when he decides to shoot t he elephant, despite the many reasons not to shoot it such as how it is worth more alive rather than dead. When he kills the elephant he goes against his will and moral belief, and Orwell uses the death of the elephant as another metaphor of British imperialism in Burma. The elephant is a symbol of Burma and its struggle to remain alive after three Anglo-Burmese wars starting in 1824 between the British oppressors and the Burmese.Even after a third shot, the elephant survives, symbolizing how the Burmese are still alive but with less power, strength and hope than before the wars. Even though Orwell tries to justify his killing the elephant by stating, â€Å"legally I did the right thing, a mad elephant has to be killed,† he knows that the elephant could have been saved without unnecessary harm and this exemplifies the final collapse of his morals (Orwell 4). As the story develops, it becomes progressively evident that the natives have control over the white man who is suppose d to be in power.Orwell realizes that as the symbol of British oppression, he is actually the victim of the Burmese, and it is their expectations of how he should use his power that force him to do what they want. As I mentioned earlier, Orwell makes many comparisons throughout the story that demonstrate his weakness in character; he equates himself to a puppet being controlled with the Burman crowd behind him as the audience, as well as how he feels forced to wear a mask constantly and play the role of a white man.Orwell does a great job at shedding light on the fact that humans can be influenced so easily as well as how the influences of imperialism produce harmful effects on both the victims and oppressors. Orwell is supposed to be the higher power as an imperial police officer but because he is subjected to the evils of imperialism he becomes the victim. Orwell leaves readers with a powerful ending implication that human beings will do almost anything and act in unimaginable way s just to â€Å"avoid looking a fool† (Orwell 4).It is my opinion that Orwell’s essay succeeds in conveying its message because it combines personal experience and political opinion into a smooth reading story. Source Orwell, George. â€Å"George Orwell: ‘Shooting an Elephant'† George Orwell's Library. New Writing. –GB, London. Web. 15 Oct. 2012. http://orwell. ru/library/articles/elephant/english/e_eleph

Human Nature in Macbeth Essay

Macbeth is a play that examines human nature. During the play there is a significant amount of emphasis on the different attributes and sides of human nature. The play demonstrates that everyone has the ability to do good or evil by what choices they make and what the ramifications of these actions are, decisions are made that affect the outcome of a person’s future. Macbeth is a prime example of the human nature in its very worst form. Throughout the play, Macbeth experience somewhat of a fall from grace. Macbeth’s greed and poor decision making caused him to lose everything he had worked so hard for. He became engulfed in greed and would stop at nothing to gain what he believed was rightly his. He went from somebody who was a strong courageous and well respected man who was an honourable warrior for Scotland. To someone who was so blinded by his hunger for power it drove him to incredible lengths such as killing his own cousin and best friend, to receive what was promised him by the witches. Macbeth’s disloyalty is a huge flaw in his character and part of his human nature. He murdered his long-time friend and king, Duncan. He had no remorse for his actions, he was only concerned for his own safety that he wouldn’t get caught. â€Å"The bell invites me. Hear it not, Duncan, for it is a knell that summons thee to heaven or hell. † (act 2, scene 1) Shakespeare uses the character of Macbeth to demonstrate to his audience that the decisions we make and the actions we take can easily be affected by simple aspects of human nature such as greed, this hunger for power that some people seem to possess and that we can so easily be manipulated by others to do wrong. Lady Macbeth is very manipulative towards her husband, by questioning his manhood, emotionally blackmailing him she brings out his pride to do as she desires. â€Å"When you durst do it, then you were a man; And, to be more than what you were, you would be so much more the man. † (act 1, scene 7) She plays on the weakest parts of Macbeth’s character to manipulate him. â€Å"We will proceed no further in this business. † (act 1, scene 7) This shows that Macbeth was set to not kill Duncan but Lady Macbeth manipulated him to change this mindset. So if were not for Lady Macbeth’s toying and manipulation of Macbeth he would still be the honourable man he once was. Throughout Macbeth, Shakespeare uses his main Characters, particularly Macbeth and Lady Macbeth to show the very worst of human nature and tried to show his audience and anyone to read the play in the years to come that our choices and actions can be easily influenced by others and that everything we do, particularly bad things have serious ramifications, in Macbeths case, The total destruction of himself, his wife and his country.