Justice in Euripides Medea :: Euripides Medea Essays

Justice in Euripides' Medea How do we define reason as just? When asked this question, it really makes you begin to wonder how to depict what one might think is just. In the story of Medea, reason is what drives many of the characters actions. For example, the reason that Jason leaves Medea for Creon's daughter is for his own benefit. Is that just? Medea then kills Creon and his daughter for revenge against Jason. Is that just?. Throughout the whole story, you are torn with emotions between the characters. At first, you feel sorry for Medea. Her husband, who she has saved from death, has left her for another woman. She has been "all/obediant" their entire marriage, transforming herself into the sort of wife required by society. You can't help but sympathize with her. As she is "Faced with her husband's cold pragmatism, Medea responds according to her nature." Euripides really stresses the "otherness" of Medea's nature: she is "of a different kind", described in terms of nature and animals: she is "a rock or wave of the sea'", "like a wild bull", "a tiger". Yes, she is a little dangerous, but she is driven by her hear; that vital force which distinguishes the body from the corpse and has been crushed by Jason's betrayal. Later in the story, our sympathy transfers from Medea to Jason. Her revenge turns immoral, leaving readers with a sense of uneasiness. It is not so much the fact that she kills Creon and his daughter, but the fact that she slays her children in cold-blood. The stories characters, Medea and Jason, can be seen as representations of two different responses to life. For hundreds of years, society has judged each others actions and reactions based on just cause. This story, to me, has a type of underlying theme that drags the reader into a moral debate, which forces you to really question your own belief system. Today, we see it everywhere. On reality tv, court tv, and even on the news. We are constantly required to judge peoples actions as just or unjust. Justice in Euripides' Medea :: Euripides Medea Essays Justice in Euripides' Medea How do we define reason as just? When asked this question, it really makes you begin to wonder how to depict what one might think is just. In the story of Medea, reason is what drives many of the characters actions. For example, the reason that Jason leaves Medea for Creon's daughter is for his own benefit. Is that just? Medea then kills Creon and his daughter for revenge against Jason. Is that just?. Throughout the whole story, you are torn with emotions between the characters. At first, you feel sorry for Medea. Her husband, who she has saved from death, has left her for another woman. She has been "all/obediant" their entire marriage, transforming herself into the sort of wife required by society. You can't help but sympathize with her. As she is "Faced with her husband's cold pragmatism, Medea responds according to her nature." Euripides really stresses the "otherness" of Medea's nature: she is "of a different kind", described in terms of nature and animals: she is "a rock or wave of the sea'", "like a wild bull", "a tiger". Yes, she is a little dangerous, but she is driven by her hear; that vital force which distinguishes the body from the corpse and has been crushed by Jason's betrayal. Later in the story, our sympathy transfers from Medea to Jason. Her revenge turns immoral, leaving readers with a sense of uneasiness. It is not so much the fact that she kills Creon and his daughter, but the fact that she slays her children in cold-blood. The stories characters, Medea and Jason, can be seen as representations of two different responses to life. For hundreds of years, society has judged each others actions and reactions based on just cause. This story, to me, has a type of underlying theme that drags the reader into a moral debate, which forces you to really question your own belief system. Today, we see it everywhere. On reality tv, court tv, and even on the news. We are constantly required to judge peoples actions as just or unjust.

Discrimination and Stereotyping

Prejudice, stereotype and discrimination are merely against for anyone for any reasons as they were defined(Rand, Sowell, & Epstein, 2007). Prejudice, a feeling based not a belief based, is referred to as unconstructive judgment or opinion figured out lacking familiarity and knowledge on facts. It is only a feeling based on assumptions without considering any prior facts about the group being prejudge. Prejudice is often based on stereotype. One great cause of prejudice is the differences on skills, talents, beliefs and experience even though sometimes these differences benefit us.For an instance, on social classes, we feel wealthy classes are said to be superior to any other classes in society. Stereotype is referred to conventional opinion as any mental image of social group regardless of individual differences. At some point, stereotype can also be seen in positive outlook, for an instance the stereotype for Asian Americans being good in the field of Mathematics. Stereotype is som etimes the foundation of prejudice. Discrimination being known to as prejudice in action, it referred to as the unlikely treatment for other people in terms of race, culture or religion.An example is the discrimination on African Americans due to their color, treating them unequally from the White Americans(Educators, 2006). Prejudice, stereotype and discriminations have some negative impacts on the society as they may are said to be harmful behaviors. It may lead to limitations of opportunities for people who said to be of lesser standard than others (Phone, 2007). The limitations may be of many cases like in popularity, achieving no equal rights to gain popularity. In employment and promotion, only those think and believe to be capable of the job were brought in to employment and get promoted.In having rights and power, like the black who does not have equal privileges as white ones. The Scenerio Prejudice, stereotype and discrimination on the scenario or case of Elizabeth who is a second-grade school teacher is exemplified. There exists discrimination when he only praises Walt than Ricky, just because Ricky comes from a lower class society and on the other hand Walt from middle class, Elizabeth provides not equal treatment as should praise both of them when answers correctly and should giving a helping hand for both of the students whenever they commit mistake which was merely opposite to the scenario.The action done by Elizabeth is the harmful behavior of discrimination. She shows no favorable response for Ricky being in the lower class. Stereotypically speaking, the scenario shows stereotype behavior because Elizabeth believes that Walt has greater knowledge the Ricky. Elizabeth may be in doubt of Ricky’s intelligence that is why she does have not significant time praising him and helping him and not giving equal chances for both students to show what they have got..And also the prejudice behavior relates with stereotype, while Elizabeth believes n ot for Ricky’s capabilities, she does a pre judgment that maybe Ricky will took hard time to cope up even though it is only his opinion. And that opinion may lead to hasty generalization or wrong generalization. The scenario or case being tackled is only one of those situations that involve prejudice, stereotype and discrimination. The case may affect both students, Walt and Ricky, but in opposite and much different manner. For Walt, it may be a positive effect on him for instance that he may live a world with praises which can help him develop self esteem.On the other hand, Ricky might suffer fear of interacting with other people of different class with him. He may become a victim of limitations from opportunities as one of the main result of prejudice, stereotype and discrimination. He might also lose his privilege and freedom to learn and also his right as a child to new more about his world and surroundings. Implicit Association Test In connection with prejudice, stereoty pe and discrimination, I took the Implicit Association Test. This test shows whether I had hidden biases towards different people. In the IAT, I took the Weapons (‘Weapons – Harmless Objects' IAT) .An IAT which require the ability to recognize White and Black faces and associate them with images of weapons or harmless objects. The result of my test was your data suggest a slight association of Black Americans with Weapons compared to White Americans (corp. , 2007). The result dictates that I slightly relate harmful objects with Black Americans which I think not necessary true to myself. Maybe the pressure of doing the test with time limit also affects the result because of my eagerness to finish the test. I don’t consider Black Americans as harmful people and so I assume that the research tool was not accurate.The Implicit Association test is I can say a not reliable or accurate tool to be used. Many things could affect the result, it can be affected by being rig ht handed or left handed either. The key we are able to press most likely just conform to our most used hand or finger. Another one was the pressure on time, where it is also stated there that we just need to press the right key in a short time. Even though as I have said not accurate tool to used, It is only matters for the reason the it is an interesting and enjoying tool for us to know about our hidden biases on different races, culture or religion. Reference: corp., I. (2007). You have completed the Race – Weapons IAT. [Electronic Version]. Retrieved June 29, 2007 from https://implicit.harvard.edu/implicit/Study?tid=-1. Educators. (2006). Dealing with Stereotyping, Prejudice, Discrimination, and Scapegoating [Electronic Version]. Retrieved June 29, 2007 from http://www.esrnational.org/antidiscriminationlesson.htm. Phone, K. H. (2007). Violence/Abuse [Electronic Version]. Retrieved June 29, 2007 from http://kidshelp.sympatico.ca/en/informed/sub_prejudices.asp?sec=3&sb=2. Rand, A., Sowell, T., & Epstein, R. (2007). Ethnic Prejudice, Stereotypes, Discrimination, and the Free Market [Electronic Version]. Retrieved June 29, 2007 from http://www.friesian.com/discrim.htm. Â  

How does the body obtain and utilise energy? Essay

The cardiovascular system The myocardium, commonly referred to as the heart, acts as a pump for transporting blood around the body via a collective system, known as the cardiovascular system. This system has various components; blood vessels; mainly arteries, veins and capillaries. The cardiovascular system has four main functions within the body. Firstly to transport dissolved oxygen, hormones, nutrients, salts, enzymes and urea to cells located around various places within the body, whilst at the same time eliminating any waste products such as carbon dioxide and water. Secondly, to protect the body from infection and blood loss. Thirdly, to distribute heat around the body to enable a healthy temperature of 37oc and finally to aid the body to maintain fluid balance. This ‘human pump’ can be regarded as two pumps. The fist sized organ contains two muscular chambers; the upper chamber; the atrium and the lower; the ventricle. The right side of the heart pumps deoxygenated blood from the veins to the lungs for oxygenation, whilst the left side pumps oxygenated blood from the lungs to the body. It is important to note that the two sides are separated by a septum. The blood flows through the heart twice within one cycle, this is known as ‘double circulation’. The cardiovascular system carries oxygen and glucose to the cells and transports waste products such as co2 and urea away from the cells and to other parts of the body, such as the lungs and kidneys. Adenosine triphosphate, also known as ATP, is a chemical energy that is produced when nutrient molecules are burnt. ATP is constantly being produced on a daily basis due to the breakdown of glucose. Glucose is a sugar which is the main  source of energy for the body. Glucose is broken down and the energy from the glucose molecule chemical bonds are released and utilized by the cell to produce ATP molecules. Catabolism is a metabolic action that breaks down more complex molecules, such as lipids and proteins and transforms them into simpler molecules, such as fatty acids and amino acids in order to release energy. The breakdown of food allows energy to be released as the foods molecules’ bonds are breaking. This energy is then utilized to refine the bonds that have been broken to enable an increase of ATP to be created. More energy can be produce when oxygen is present. An aerobic production of ATP takes place within the mitochondria. The broken down food molecules enter the blood stream. The blood is a liquid which is made up of red and white cells. The red blood cells are attached to a protein called hemoglobin, (which is responsible for giving blood its red appearance) oxygen is present within these red blood cells. Glucose is dissolved in the plasma. Plasma consist of water, fats, proteins and salts. Plasma is responsible for transporting blood cells throughout the body and nutrients i.e. glucose, It also transports waste products, antibodies, clotting proteins and hormones. Iron is also present within red blood cells and iron attracts oxygen. The cells require oxygen to produce energy. The body would not receive the nutrients it needs if the cardiovascular system was not in place, therefore it is essential. The cardiovascular system is dependent on metabolic reactions. The heart itself needs ATP to function therefore the CV system would not work without the products of metabolism. The digestive system The digestive system consist of various organs such as, the pancreas, stomach and gall bladder, which all work together to convert food into energy and to extract the vital nutrients that the body requires to function efficiently. The digestive system has several components which all have their own duties to carry out in order to break down the food step by step. Although digestion has several steps there are two main forms of digestion that these  steps fall into. The first form being; mechanical digestion. Mechanical digestion involves physically breaking the food into smaller pieces by chewing. The second form being; chemical digestion. This involves breaking down the food into simpler nutrients with the assistance of digestive enzymes such as, proteins, carbohydrates and lipids. Digestive enzymes are proteins that break up large molecules of food into smaller molecules to enable them to be absorbed and used by the cells in the form of nutrition. The digestive tract plays a vital role within the digestive system, it is a tube that is responsible for passing the food to be further broken down. It consist of; the mouth, pharynx, esophagus, the small and large intestines and the anus. The other organs that work within the digestive system include; teeth, tongue, three pairs of salivary glands, the liver, the pancreas and the gall bladder. The teeth cut and grind the food in order for it to be swallowed, the salivary glands also produce and secrete salvia to aid the swallowing. As stated before there are three salivary glands which all carry out a different function; the parotid, which produces amylase in order to digest the carbohydrates. The submandibular provides mucin as a form of lubrication for the food bolus to travel down the esophagus to the stomach. Finally, the submandibular which secretes mucus. The tongues job is to roll and mix the food into a formulae known as bolus, which consists of small pieces of  mashed up f ood. Once the bolus is made, the tongue pushes it towards the pharynx and into the esophagus during the process of swallowing. The esophagus takes the food down to the stomach. The stomach is where the food is churned and mixed together with gastric fluids, such as enzymes and hydrochloric acid secreted by the stomach walls to make a paste like substance known as chyme. The alimentary canal is the small intestine. The alimentary canal is a tube that flows from the mouth to the anus. It consist of three parts; the duodenum, the jejunum and the ileum. The duodenum is attached to the stomach and is majorly involved in the breaking down process. Digestive enzymes are secreted by the pancreas to the duodenum. These enzymes are responsible for breaking down proteins, fats and carbohydrates. The pancreas also performs the role of producing insulin,  which is the main hormone responsible for metabolizing sugar, secreting it directly into the bloodstream. The jejunum and the ileum absorb the nutrients into the bloodstream. Contents of the small intestine initially begin semi-solid and transform into complete liquid form after passing through the organ. Water, bile enzymes and mucus are responsible for the change in consistency. The villi are vital for the absorption of digestive nutrients. The cells of the villi transport the food from the digestive tract into the bloodstream where the body can utilize them efficiently. The villi increase the surface area of the small intestine, they also contain specialized cells which transfer various types of nutrients into the blood. The liver then takes over and processes the absorbed nutrients from the small intestine. Liver also secrets bile into the small intestine which aids in the digestion of fats. There is a muscular tube known as the colon, which provides a pathway from the small intestine to the rectum. The large intestine plays a crucial role within the digestive system, it is responsible for processing waste which allows the emptying of the bowels to be easy and efficient. Undigested food is transferred from the small intestine to the large intestine. Once in the large intestine water is reabsorbed and undigested food and fibre are eliminated. After this process the food waste products harden and turn into faeces. Which are finally excreted via the anus. Once food has completed the process of digestion and has completely broken down, energy is provided to enable physical activity from walking to talking, from sports to working. Food provides the energy that is essential for everyday tasks. It also provides energy for involuntary activities such as, thinking, breathing, nerves, organs (especially the heart) to carry out their functions and the ability to build and repair tissues.

ESL Learners Test Preparation

ESL Learners Test Preparation Its important to prepare well for big tests - especially for exams like the TOEFL, IELTS or Cambridge First Certificate (FCE). This guide will help you take steps towards doing your very best on the big day. Know Your Test First things first: Find out about the test! Reading test-specific preparation materials will help you understand your strengths and weaknesses on specific topic areas covered in the test. Understanding which types of problems are easiest and which are most difficult will help you develop a study plan for the test. While developing your plan, take note of grammar, vocabulary, listening, speaking and writing expectations. Also, take note of specific exercise types on your exam. Preparing for the TOEFLPreparing for the First Certificate ExamPreparing for the IELTS Practice, Practice, Practice Once you have established a study plan, youll need to do lots of practice. Practice begins with understanding the subjects that will be included in reading, writing and listening. If youre not taking a course, using advanced level resources at this site can help you study up and practice grammar, build vocabulary, as well as improve writing techniques and listening skills. Advanced Grammar ResourcesAdvanced Writing ResourcesAdvanced Vocabulary Resources Practice Specific Types of Test Problems So youve studied up on your grammar, writing, and vocabulary, now youll need to apply these skills to specific types of exercises you will find on your exam. There are a number of free and paid resources available on the Internet. Cambridge Exams Practice Materials Take Practice Tests After you have become familiar with the types of exercises on your test, youll want to practice taking the test as often as possible. For this purpose, the best thing to do is purchase one of the many books that provide practice tests for the TOEFL, IELTS or Cambridge Exams. Top TOEFL Study MaterialsTop First Certificate Study Materials Prepare Yourself - Test Taking Strategy Shortly before the big day, youll also want to spend some time developing specific test taking skills. These skills include strategies on multiple choice questions, timing, and other issues. Effective Test Taking Strategies Prepare Yourself - Understand the Test Structure When you understand the general techniques required to do well on a test, youll also want to study specific exercise techniques to help you develop a strategy for each type of question. These links focus on specific exercises that youll find on the Cambridges First Certificate Exam. However, these types of exercises are found on most of the major exams in one form or another.

English Contractions for ESL

English Contractions for ESL English contractions are shortened forms of helping or auxiliary verbs in both positive and negative sentences. Contractions are generally used in spoken English, but not in formal written English. However, written English is becoming more informal (emails, notes to friends, etc.) and you will often see these forms in print. Heres an example from a business email: Ive been working on a new project. It hasnt been easy, but next week Ill finish. This example shows three contractions: Ive / hasnt / Ill. Learn the rules of contraction use in English below. Each of the following English contractions includes an explanation of the full form and example sentences to provide context for understanding. Positive Contractions Im : Im waiting for my friend.Ill : Ill see you tomorrow.Id : Id better leave now. OR Id already eaten by the time he arrived.Ive : Ive worked here for many years. Youre : Youre joking!Youll : Youll be sorry!Youd : Youd left before he arrived, hadnt you? OR Youd better hurry up.Youve : Youve been to London many times. Hes : Hes on the phone now. OR Hes been playing tennis since 10 this morning.Hell : Hell be here tomorrow.Hed : Hed prefer to meet you later in the week. OR Hed finished before the meeting began. Shes : Shes watching TV at the moment. OR Shes had a lot of trouble lately.Shell : Shell be at the meeting.Shed : Shed been working for two hours when he telephoned. OR Shed like to have a glass of wine. Its : Its been long time since we saw each other last. OR Its very difficult to concentrate.Itll : Itll be here soon.Itd : Itd be difficult to say no. OR Itd been a long time. Were : Were working hard on the Smith account this week.Well : Well begin when he arrives.Wed : Wed better hurry up if we want to catch the train. OR Wed finished the meeting before you arrived.Weve : Weve been waiting for you! Theyre : Theyre studying German this afternoon.Theyll : Theyll finish soon if they concentrate.Theyd : Theyd eaten their lunch when she stopped by to say hello. OR Theyd rather not come to the meeting.Theyve : Theyve just purchased a new home. Theres : Theres a hotel in the next town. OR Theres been too many telephone calls today!Therell : Therell be a price to pay!Thered : Thered better be a good explanation for this. OR Thered be some reason for that. Thats : Thats been on my mind lately. OR Thats why I cant come.Thatll : Thatll happen sooner than you think.Thatd : Thatd be the reason why. OR Thatd happened before my time. Negative Contractions arent : They arent coming next week.cant : I cant understand you.couldnt : He couldnt get his shoes on!didnt : We didnt visit Rome. We went straight to Florence.doesnt : He doesnt play golf.dont : They dont like cheese.hadnt : I hadnt thought of that!hasnt : She hasnt telephoned yet.isnt : She isnt listening to you.mustnt : Children mustnt play with fire.neednt : You neednt worry about that.shouldnt : You shouldnt smoke cigarettes.wasnt : I wasnt joking when I said that.werent : They werent invited to the party.wont : I wont be able to attend the conference.wouldnt : She wouldnt be surprised if he showed up at the party. Contractions in Speech English learners should become familiar with contractions in order to understand the grammar of what is said quickly. Native English speakers tend to speak quickly and glide over function words such as helping verbs. Most English contractions are contractions of helping verbs, so an understanding of the role these contracted helping verbs play in grammar can help you better understand spoken English. English learners should feel free to use contractions whenever they speak, but the use of contractions is not required. If you prefer to speak using full helping verb forms, continue to do so, but become familiar with contractions in order to help your understanding.

Current event analysis Essay Example | Topics and Well Written Essays - 250 words - 1

Current event analysis - Essay Example The article argues that the study is highly significant as the prevalence of alcoholism and depression is frequently interrelated, and no substantial treatments have yet been designed to specifically address this diagnosis. The study was conducted by Helen Pettinati Ph.D. and her associates at the University of Pennsylvania. In addition to receiving the medical treatments, the patients underwent cognitive-behavioral therapy. Over a fourteen week period, one-hundred seventy people were tested, using four treatment groups. All four treatment groups demonstrated improvements. While all four groups demonstrated improvements, the group that received the combined treatment demonstrated the highest rate of abstinence and also had the longest intervals in between drinking. The difference in intervals was extreme, with the average interval for patients with the combined drug 61 days; while the other groups combined was 15 days. While the article states that the combined treatment was most effective in reducing adverse side effects (namely hospitalization for rehabilitation), it neglects to mention if there were new side effects from the combination of the drugs. It also doesn’t neglect if research is looking into a hybrid drug that would function to treat alcoholism and depression

Advanced Nurse Practitioners effective in the A&E environment Dissertation

Advanced Nurse Practitioners effective in the A&E environment - Dissertation Example Definition of Nursing - Nursing is an art and a science. - Earlier emphasis was on the care of sick patient; now the promotion of health is stressed. - British Nurses Association definition, 2003: Nursing is the diagnosis and treatment of human responses to actual and potential health problems. Roles of Nursing Whether in hospital-based or community health care setting, nurses assume three basic roles: - Practitioner-involves actions that directly meet the health care and nursing needs of patients, families, and significant others; includes staff nurses at all levels of the clinical ladder, advanced practice nurses, and community-based nurses. - Leader-involves actions such as deciding, relating, influencing, and facilitating that affect the actions of others and are directed toward goal determination and achievement; may be a formal nursing leadership role or an informal role periodically assumed by the nurse. - Researcher-involves actions taken to implement studies to determine the actual effects of nursing care to further the scientific base of nursing; can include all nurses, not just academicians, nurse scientists, and graduate nursing students. History of Nursing - The first nurses were trained by religious institutions to care for patients; no standards or educational basis. - In 1873, Florence Nightingale developed a model for independent nursing A & E department to teach critical thinking, attention to the patient's individual needs, and respect for the patient's rights. - During the early 2003s, hospitals used nursing students as cheap labor and most graduate nurses were privately employed to provide care in the home. - After World War II, technological advancements brought more skilled and specialized care to... A & E departments in hospitals throughout the UK, such as investor-owned organizations and corporation chains, earn profit through aggressive marketing and pricing strategies. Emergency room visits to these facilities result in more inpatient admissions than in other (20 percent more) or public hospitals. And, once patients are in the hospital, professionally managed A & E departments more frequently utilize profitable ancillary services--such as the pharmacy, clinical laboratories, and diagnostic radiology --than do other ownership groups. Further, they charge approximately 80 percent more than publics and 38 percent more than A & E departments in downtown UK hospitals for inpatient ancillary services. Profits are also generated through lower salaries and lower staff-to-patient ratios. Though professionally managed A & E departments tend to have smaller facilities than A & E departments in UK hospitals, they utilize a higher proportion of space for patient care. Nurses, although are cost-effective but difficult to maintain and support in the A & E department, their presence is more likely to help the hospital/A & E Department be accredited than otherwise in various hospitals (Gray 2003). Based on a 2002 Joint Commission on Accreditation of Healthcare Organizations study, whereas 14 percent of all hospitals are for-profit, 18 percent of accredited hospitals are for-profit. In contrast, whereas 59 percent of all hospitals are other, only 57 percent of accredited hospitals are.