Who Killed the Electric Car Essay Example for Free

Who Killed the Electric Car Essay Who Killed the Electric Car? is presented as a whodone- it mystery. Staying true to this genre, the film opens with necessary background information, describes the crime committed, answering all of the what, where, and when questions, and then in the style of Sir Arthur Conan Doyle gathers the suspects for close scrutiny, coming to a conclusion on the guilt or innocence of each. Opening with a bit of automotive history that establishes the electric car as a competitive alternative to the internal combustion engine, Who Killed the Electric Car? takes the viewer back to the beginning of the twentieth century and the dawn of the automotive age. A straightforward explanation of why gasoline beats out electricity as the fuel of choice and how the internal combustion engine wins dominance concludes the broad overview. The film then moves to the recent past with the introduction of the California Air Resources Board and their 1990 decision to require that ten percent of all cars sold in California by each car manufacturer be zero-emission vehicles by the year 2003. The Dr. Jekyll and Mr. Hyde response of automotive companies is revealed; production and marketing of zero-emission cars is detailed, a period during which the legal and political teams of the same manufacturers work to defeat the law that gave birth to modern electric vehicles. While several manufacturers are included, the General Motors electric vehicle is featured. As this segment concludes, the success of the industry’s legal strategy is symbolized by a celebrity-studded funeral for the electric car. This segment is filled with factual analysis that examines conflicting claims about emissions, practicality, costs of various fuels, and consumer demand. The second half of Who Killed the Electric Car? is Sherlock Holmes at his best. The seven suspects identified in the first half of the film are scrutinized. One by one, consumers, batteries, oil companies, auto manufacturers, the U. S. government, the California Air Resources Board, and the newest villain, the hydrogen car, pass under the bare bulb in the inspector’s interrogation room in an attempt to answer the question asked in the film’s title: Who Killed the Electric Car? At the end of each segment the featured suspect is judged as guilty or innocent. The film ends on a positive note, recognizing a grassroots movement that envisions.

Management Information Systems (MIS) in Schools

Management Information Systems (MIS) in Schools INTRODUCTION These days, which we describe information era as various technologic developments have been practiced; the leading risk that an organization could obtain is to hang about tactless to change. A lot of important factors such as constant developments in information technologies, information exchange, and increasing and increasing the expectation of the society to a great extent, recent administration perceptions and applications cause organizations none over the world to develop new applications during order to remain. Because of their priority in modern societies, Information Technologies have reached an state of high main concern in learning, too. Recently, contributions of information technology to education have been among the mostly emphasized subjects. Every country aims to make available their citizens with the most existing education in the line of their monetary competence. In support of this reason, immense investment plans about the use of information systems encompass been put into action all around the world. Inside our country, too, in order to prop up Primary Education Program, 600 million $ of loan in total was taken out within World Bank on June 25, 1998 and July 26, 2004. In the first section of the line up, on least two primary schools in each of the 921 countries of Turkey were prepared in conditions of in order technologies and then activated. In commission training courses in relation to the use of computer in main education which was given to 2.250 coordinators of information technology section and 35.000 teachers were financed. In the following section of the plan ending on February 28, 2006, it is projected that information technology software are circulated to the 3.000 primary education schools just about Turkey and education doorway is established. As a result of training 600 computer teachers, in-service teaching is designed for all the primary school inspectors functioning on the pasture, and for at least 106.381 educators shaped of managers and teachers of main schools which have or will have information technology classes, on use of information technologies in learning and use of educational software, which will be ready in line with recent instruction programs School Management Information Systems Being at the commencement stage of the School Management Information Systems, mechanization of the school management is the necessary subject of todays school management. Principals have ongoing to make use of information systems in the gradually-increasing each day management staffs. Frequently speaking, the reasons to use information systems can be declared as increasing helpfulness at work by handing out information, rising managerial effectiveness by meeting the need for information and obtain supremacy in competitions by directing strategies. School management in sequence systems aim to offer maintain for the managing and educational behavior of the school managers by hand out information. Telem (1999) define the management information in his words as â€Å"an executive information system planned to match the structure, management task, instructional process and particular needs of the school†. According to board definition which defines, hand-outs of the information systems to schools can be defined as making programs more successful, making the teaching process and the changes in learning environment professional, enable teachers to swap their experiences in a more well thought-out way, working in teams, shaping the needs of the students, supporting the school managers and other staff in doing their duty, developing their performances, inefficiency and efficiencies. In other words, school management information systems increase effectiveness and efficiency by saving time and facilitate development of alternative solutions for advanced problems Information systems sustain not only information process but also make the support in innovations. Since being amendable to different changes, these systems are helpful to manage with the load for change. Therefore, school management in sequence systems improve the version of the school to the environment. They enable the school to realize and define internal and external information transfer. In this attitude, school management independently meets the demands and hopes of its inner and outside members; and ensures that school activities are arranged perfectly and on time. Beginning of school management information systems to schools have force major changes in the role as well as work styles of managers. School management information systems have changed school management in the areas of management, choice making, workload, human resource management, communication, responsibility and planning. With intent school management information systems hold up the manager in shaping the aims of the school, making long term plans for possible, distributing resources, and producing educational methods of future, seminal performances of teachers and success of the school. In this trend, school management information systems can also be used as a device to begin and use educational direction of the manager. School managers can make more better and reliable decisions when they get rectify and up-to-date information by school executive information systems (Christopher, 2003). Option making is careful as the heart of educational management and shows the significance. Every day, challenging circumstances that need decision making are based on the complex and unpredicted nature of school surroundings. For this reason, as a problem solver, the educational manager has to collect and examine information constantly. In addition to this, managers have been necessary to make more and quick decisions in short times because of the rising prospect from the educational system (Christopher, 2003). In addition, decision making become faster, more regular and more complicated in schools of in the present day. In order to make decisions under such situation, taking and collecting data that is incessant, up-to-date and that can be accessed promptly and analyzing and using this data is a commitment. Success of school development studies are frequently depends on data based decision making, though school managers are not able to use the data professionally in this side. School management information systems give information and a diversity of reports from the database in order to make decisions in line with the aim of the school and make easy controlling of the tricks to achieve the aim. Information technology helps the manager to access, manage and report the information fastly and with no trouble. While telecommunication nets offer the manager with broad resources of information that can be used in problem solving, written communication has been developed richer by means of word processors and e-mails. increased school principles, supported decisions on the stage of control and planning, improved the power of teaching programs, facilitated student-teacher communication, enlarged the skill between teachers, facilitated methodical and continuous information transfer to parents, and increased communication with more institutions and the central organization. In his study where Gurr (2000) examined possessions of information system on school manager of local school, he strong-minded that information system have generally changed the role of school manager. Managers confirmed that a manager who does not use the information systems is not able to attain his duties suitably anymore. Lastly, Anderson and Dexter (2005) in their studies inattentive that technology leadership of school managers is of more important than the backdrop in the efficient use of technology at schools. On the other pass in literature there are researches that show that school managers had troubles in using school management information systems. For example Viscera and Bloemen (1999) in their study with 195 managers and teachers work in 63 high schools in Holland found out those school management information systems were regularly used in everyday work and managers and teachers did not have enough education on the system. Managers and teachers pointed that while school management information systems had encouraging effects on estimation of efficiency of the school, progress of using sources, superiority of educational programming and in-school communication, it increased their heavy workload and caused stress. The research indicated that this stress is reduced in schools where education is sufficiently given on the system and where innovation is clearly declared as a vision. And moreover it was found that the staff that used the system had top motivation, was devoted to take more education, and adopted the vision of the school more. According to this research where Warren (1998) examined the belongings of information systems on educational decision making, he establish out that school managers have not taken enough education on efficient use of the information technologies. Crouse (1994) found that education improved the prospect to use the information systems. Also Jacops (1992) claimed that there was a relationship between the amount of education the managers took, and the use of information technologies. As a result, it can be stated that school managers had to take over the responsibility of leadership in an unknown area without adequate education. It is cleared as we can see communication and information technologies have progressively more had a role on the behavior of schools. During this era, a lot of things have been spooked and written about the significance of computers. Though there are large number researches on the role and need of information technologies in education, numerous of these are about the educational functions of information systems and just a hardly any of them are about school management. We can say that in other words, although there are countless researches on the position of information systems on class and teaching, only some studies have been done on the use of them in educational management and their effects on the managers. The objective of this learning is to look at the use of information systems in school management and to figured out ideas of managers about managerial information systems. In this aspect, following questions were searched: How are the information technology facilities in primary schools in Edirne? What are the studies done by using managerial information systems in primary schools in Edirne? What are the contributions of managerial information systems and the problems in primary schools in Edirne? METHOD Research Model: The mock-up of this research, which targets to look at the use of information systems in school management and to figure out ideas of managers regarding managerial information systems, is review model. Population: Population of this research is created of school managers working in 170 primary schools in Edirne. However managers from 98 schools responded to questionnaires. Among the school managers built-in in the research, 26 of them have worked for 1-5 years (26.5%), 25 of them for 6-10 (25.5%), 18 of them for 11-15 (18.4%), 9 of them for 16-20 (9.2%), and 14 of them have worked for 21 and more years (14.3%). 25 of the participants (25.5%) are undergraduate, 69 (25.5%) of them are graduate and just one of them (25.5%) is a post-graduate. in the middle of the school managers included in the research, six of them didnt react to question about occupational experience and three of them didnt respond to question in relation to education level. Data Collection and Analysis: A survey was urbanized as an tool of data collection. In the first part of the survey, there were some items relating to the personal information of the school managers like as vocational experience and study level. Following part tells us about, the stuff were regarding information technology facilities related to the information systems of the school and opinions of the school managers about technological facilities. The items about the number of the computers in the school and number of the computers joined to the Internet were open-ended and later, they were classifying after examining their distributions. Participants were predictable to select among the options offered for the items about the places of the computers and the ones joined to the Internet and also the softwares used. Finally, there were open-ended items related to the places to check with in case of a problem about the program and the ones related to dependability. third part of the survey shows the, there were items correlated to the studies finished with the school managing information systems and items about by whom these studies were done. This stuff was separated into two parts as the preparation of various documents, lists and statistics, and data entry. The fourth part consisted of the contributions of managing information systems to school management and problems occurred. These items were in the form of five point liker scale. Options were declared as; â€Å"Strongly disagree†, â€Å"Disagree†, â€Å"Undecided†, â€Å"Agree† and â€Å"Strongly Agree†. The answers were ordered from â€Å"Strongly Disagree† to â€Å"Strongly Agree† by ranking them from 1 to 5. The fifth part contains experiences of school managers in information systems and effects of managing information systems to the manager. In this part, school managers were asked questions about their experiences in information systems and the effects of managing information systems to their managerial efficiencies and work-related development. Options were ordered as; â€Å"Strongly disagree†, â€Å"Disagree†, â€Å"Undecided†, â€Å"Agree† and â€Å"Strongly Agree†. The answers were ordered from â€Å"Strongly Disagree† to â€Å"Strongly Agree† by giving them grading them 1 to 5. And n this part, to determine the validity of feedback form was used the technique of content-related validity according to the opinions of the experts, At the end of the study, the data were analyzed by evaluate their arithmetic average, standard deviation and frequencies and percentages. FINDINGS: The answer of the study were existing under the titles of information technology services of schools, studies done with the managing information systems in schools, contributions of managing information systems to school management, and the problems faced, information system experiences of school managers and effects of information systems to them. Information System practice of School Managers and Their outcome to the Managers Under this title information system experiences of the school managers and effects of management information systems to the managers were presented. Here are the findings about school managers experiences and frequencies of computer and the Internet use and the education they received about these subjects, which were the indicators of school managers information system experiences: the level of computer use of the %32.7 of the school managers was basic level, %54.1 of them was average and %12.4 of them was advanced. Managers stated that their frequencies of computer use (=3.58) and internet use (=3.22) were at a medium level. %81.6 of the school managers received education about working with computers. On the other hand, %77.6 of them answered the question â€Å"Would you like to receive education about computers?† as â€Å"yes†. Findings about the effects of management information systems to the managerial effectiveness of the school managers were presented in Table 10 and findings about their effects to the managers vocational development were presented in Table 11. DISCUSSION According to the outcome of this study which was regarding the usage of School Management Information Systems in primary schools and which mean to decide the viewpoints of the school managers associated to management information systems, it was experienced that the number of computers was not sufficient and there was only one computer joined to Internet in nearly all of the schools. Besides, in a small number of of these schools, there was a web page of the school. Study which was conducted by the Pelgrum (2001) in 26 countries and by Mentz and Mentz(2003) in the schools of South Africa, it was seen that one of the most common hurdles of the applications of management information systems was the insufficiency of the numbers of the computers. Due to this reason, it can be said that there was an important infrastructure problem of the recognition of school managements information systems in todays schools. As Greg rash stated (2004) the uniformity with technological improvements increased with the practice of technology. For that reason, it is compulsory to provide educators chiefly school managers with sufficient technological chances to make them accept and go with the improvements. The problems encountered demonstrate the necessity that the applications of information system should be done in the scope of a useful program. Besides, there is a vital difference among the schools in terms of having these technologies. This inequity makes us think that there is some inequality connected to the usage of these technologies opportunities not only for the manager and teachers but also for the students. This situation shows that there is a possibility of coming face to face with the problem which is discussed extensively and called â€Å"digital division† not only nationwide but also in the schools in the similar province. In addition, it was seen that there are still some school managers and assistant school managers who dont have a computer in their rooms at the schools in the scope of this study. In the middle of the school managers and assistant school managers who have a computer in their rooms, some of them use a computer without an Internet contact. Besides there are some schools whose teachers do not have the opportunity of making use of the information technologies. This is also is seen that The Ministry of Educations objective (MEB, 2002) which is supplying each staffroom with at least two computers; supplying guidance service, library, school managers with Internet access in order to talk with the central and provincial offices and also for the practice of management has not been achieved yet.

kants moral theory :: essays research papers

Kant ¡Ã‚ ¯s Moral Theory   Ã‚  Ã‚  Ã‚  Ã‚   I think Kant ¡Ã‚ ¯s Moral theory is one complement to the Utilitarianism because one deficit of Utilitarianism is it is sometimes impossible to foresee the consequences, and Kant brought up that  ¡Ã‚ °the consequences of our acts are not always in our control and things do not always turn out as we want ¡Ã‚ ±. However, he believed that we can control our motives, and the  ¡Ã‚ °motive to do what is right ¡Ã‚ ± gives an act its moral worth.   Ã‚  Ã‚  Ã‚  Ã‚  The second belief Kant holds is  ¡Ã‚ °people ought not to be used, but ought to be regarded as having the highest intrinsic value ¡Ã‚ ±. My understanding here is Kant believe that the intrinsic value of an act determines what is morally right or morally wrong. The intrinsic value always accompanies the act, for example, if A is intrinsic to B, then it is no accident that B exhibits A.   Ã‚  Ã‚  Ã‚  Ã‚  For actions to have moral worth,  ¡Ã‚ °good will ¡Ã‚ ± and good act (in accordance with duty) are required. Kant believed that the  ¡Ã‚ °good will ¡Ã‚ ± is the right motive. Good will is to will your maxim to be a universal law or universally valid and accepted.  ¡Ã‚ °Having a right intention is to do what is right (or what one believes to be right) just because it is right ¡Ã‚ ±. Kant believed that acts done from the motive of duty are the only ones with moral worth. For example, you borrow money from a friend, and your options, or maxims, are to either return the money, or not to return the money. To return money is of good will, and if you choose this to be your maxim, you are in accordance with duty. Not to return money, if put into a universal law, nobody ever returned the money, and everybody broke their promises, there would be no promises, and the act is not in accordance with duty. So the act of not returning the money has no moral worth and i s morally wrong.   Ã‚  Ã‚  Ã‚  Ã‚  There are two different types of imperatives, according to Kant, hypothetical imperative and categorical imperative.  ¡Ã‚ °an imperative is simply a form of statement that tells us to do something ¡Ã‚ ±. Hypothetical imperative is conditional and represents an action that is good and necessary as a means to further results. It can be expressed as  ¡Ã‚ °if I want to  ¡Ã‚ ­, then I ought to  ¡Ã‚ ­Ã‚ ¡Ã‚ ±. For example, if you don ¡Ã‚ ¯t want to get sick, then you ought to wash your hands carefully. kants moral theory :: essays research papers Kant ¡Ã‚ ¯s Moral Theory   Ã‚  Ã‚  Ã‚  Ã‚   I think Kant ¡Ã‚ ¯s Moral theory is one complement to the Utilitarianism because one deficit of Utilitarianism is it is sometimes impossible to foresee the consequences, and Kant brought up that  ¡Ã‚ °the consequences of our acts are not always in our control and things do not always turn out as we want ¡Ã‚ ±. However, he believed that we can control our motives, and the  ¡Ã‚ °motive to do what is right ¡Ã‚ ± gives an act its moral worth.   Ã‚  Ã‚  Ã‚  Ã‚  The second belief Kant holds is  ¡Ã‚ °people ought not to be used, but ought to be regarded as having the highest intrinsic value ¡Ã‚ ±. My understanding here is Kant believe that the intrinsic value of an act determines what is morally right or morally wrong. The intrinsic value always accompanies the act, for example, if A is intrinsic to B, then it is no accident that B exhibits A.   Ã‚  Ã‚  Ã‚  Ã‚  For actions to have moral worth,  ¡Ã‚ °good will ¡Ã‚ ± and good act (in accordance with duty) are required. Kant believed that the  ¡Ã‚ °good will ¡Ã‚ ± is the right motive. Good will is to will your maxim to be a universal law or universally valid and accepted.  ¡Ã‚ °Having a right intention is to do what is right (or what one believes to be right) just because it is right ¡Ã‚ ±. Kant believed that acts done from the motive of duty are the only ones with moral worth. For example, you borrow money from a friend, and your options, or maxims, are to either return the money, or not to return the money. To return money is of good will, and if you choose this to be your maxim, you are in accordance with duty. Not to return money, if put into a universal law, nobody ever returned the money, and everybody broke their promises, there would be no promises, and the act is not in accordance with duty. So the act of not returning the money has no moral worth and i s morally wrong.   Ã‚  Ã‚  Ã‚  Ã‚  There are two different types of imperatives, according to Kant, hypothetical imperative and categorical imperative.  ¡Ã‚ °an imperative is simply a form of statement that tells us to do something ¡Ã‚ ±. Hypothetical imperative is conditional and represents an action that is good and necessary as a means to further results. It can be expressed as  ¡Ã‚ °if I want to  ¡Ã‚ ­, then I ought to  ¡Ã‚ ­Ã‚ ¡Ã‚ ±. For example, if you don ¡Ã‚ ¯t want to get sick, then you ought to wash your hands carefully.

Depression in Americas Teens :: Exploratory Essays Research Papers

Depression in America's Teens Teenage Depression. Everywhere you look these two words appear together as one, in newspapers and magazines, as well as in scholarly reports. Teenage depression is one of today's "hot topics" this among other teenage mental health problems, has been brought to the forefront of public consciousness in recent years after several incidents involving school shootings (CQ 595). The environment that teens grow up in today is less supportive and more demanding than it was twenty years ago. Not only are the numbers of depressed teens rising, but children are also being diagnosed at younger and younger ages. Studies have found that, "There is an estimated 1.5-3 million American children and adolescents who suffer from depression, a condition unrecognized in children until about 20 years ago" (CQR 595). This increase in depression is due to social factors that teenagers have to deal with everyday. A recent study found that, "About five percent of teenagers have major depression at any one time. Depression can be very impairing, not only for the affected teen, but also for his or her family-and too often, if not addressed, depression can lead to substance abuse or more tragic events" (NAMI.org). Gender roles and other societal factors including the pressures on girls to look and act a certain way, the pressures on boys to suppress their emotions and put on a tough front and the pressures on both sexes to do well in school and succeed, all contribute to depression in teens today. Depression is a growing problem which crosses gender lines and one that needs to be dealt with with more than just medication. Clinical depression goes beyond sadness or having a bad day. It is a form of mental illness that affects the way one feels, thinks, and acts. Depression in children can lead to failure in school, alcohol or other drug abuse and even suicide. The warning signs of depression fall into four different categories: emotional signs, cognitive signs (those involving thinking), physical complaints, and behavioral changes. Depending upon the degree of depression, a child may experience a few symptoms or many. Also, the severity of each symptom may vary. According to the CQ Researcher, "School

Ovarian cancer :: essays research papers

My Aunt Kathie was diagnosed with Ovarian Cancer in 1993. She was 47 years old. I remember going to the hospital and visiting her. I even remember buying a troll nurse doll. I wasn’t allowed to see her, but my mom brought me in her room anyway. She had a private room and the nurses were very nice. They give me a surgical mask and scrubs to take home. My aunt was very sick. My aunt found out about the cancer after taking estrogen. The doctors thought she was going through menopause. She had not been getting her periods. She hadn’t been to the doctors in 21 years, since she gave birth to her son. My aunt also smokes. The doctors did no testing and just put her on this medication to regulate her periods. After four months, she did not get her period. She was experiencing severe cramps and bloating. She went to the doctor to get a second opinion. When the doctor examined her he noticed that she had a tumor. The doctor recommended an ultra sound. After going for several test and going to two hospitals. They found out that she had ovarian cancer. The tumor was the size of a grapefruit. My aunt would have to have a complete hysterectomy. A hysterectomy is when they remove all of your reproductive organs. After the operation the doctor said that they had gotten all of the cancer and that she would recover.   Ã‚  Ã‚  Ã‚  Ã‚  After the hysterectomy, my aunt had to go through chemotherapy to make sure that the cancer did not grow back. She went to Staten Island University Hospital cancer unit to have the treatment. She went once a week for six hours. They gave her a chemical known as Taxol or taxane. This is a drug that slow downs cell growth by stopping cell division. Normal cells grow and die in a controlled way. When cancer occurs, cells in the body that are not normal keep dividing and forming more cells without control. Anticancer drugs destroy cancer cells by stopping them from growing or multiplying. Healthy cells can also be harmed, especially those that divide quickly. Harm to healthy cells is what causes side effects. These cells usually repair themselves after chemotherapy. After six months of treatment, they said she was free of all the cancer. My aunt at the time did not lose any hair and you wouldn’t know by looking at her that she had cancer.

Antony and Cleopatra is based upon a dualistic vision of experience, the world of Rome pitted against the world of Egypt

Antony and Cleopatra is based upon a dualistic vision of experience, the world of Rome pitted against the world of Egypt. Rome is associated with military glory, honor, and moral duty and this is clearly depicted by the imagery used throughout the play. Through Cleopatra's words in Act 1 Scene1, the audience gets some insight into the Roman way even before Shakespeare introduces it on stage. â€Å"If the scarce bearded Caesar have not sent his powerful mandate to you, ‘Do this, or this; Take in that kingdom and enfranchise that. As she tries to predict the message form Rome, she creates an image of a powerful and commanding Caesar whose sole concern is to ensure the political superiority of the Triumvirate. Shakespeare uses the character of Caesar to represent Rome and therefore creates the idea of a politically-motivated nation. The news from the messenger in Act 1 Scene 2 also supports the political urgency of Rome as it creates images of war and conquest that is occurring back in Rome. He speaks of Fulvia coming into â€Å"the field† and the â€Å"conquering banner† of Labenius, who is an enemy of the Trimuvirate. However, the battle of Actium which occurs after the separation of the Triumvirate is where imagery truly serves to illustrate the military urgency that is associated with Rome as images of ships, sails, swords and battle give the audience a greater understanding of the emphasis they place on war and the preservation of power. This is obvious in Caesar's words as delivers commands for war; â€Å"Strike not by land; keep whole. Provoke not battle till we have done at sea. Caesar's words help to define the Roman vision of experience: militaristic and male, marked by heroic restraint in difficult circumstances, a willed ability to combat one's deepest feelings, a sustained composure when everyone else is falling apart. Egypt, on the other hand, presents a stark contrast to the political world of the Romans. Egypt represents instinctive passion, extravagant love, fertility, and magnanimity. Just as Caesar represents Rome, Cleopatra's character is used to represent Egypt as a whole. The extravagance of Egypt becomes immediately obvious as Cleopatra enters in Act 1 Scene 1. She enters with a flourish of fanfare, a train of female servants and eunuchs fanning her which evokes an image of absolute comfort and relaxation. There is no hint of political concern as she and Antony profess their love to each other in extravagant words which highlight their instinctive passion. This is reflected in Antony's response to Cleopatra's question of the extent of his love; â€Å"Then must thou needs find out new heaven, new earth. † There are also various references to food and drink in Cleopatra's words and these images serve to create a sense of pleasure which is associated with eating. She refers to her ‘salad days' as she speaks of her youth. She also requests â€Å"music and moody food† to quell her anxiety about Antony's return to her. The atmosphere of pleasure in Egypt is emphasized by Antony in Act 1Scene 1 as he expresses his wishes to indulge in the gay abandon and revelry of Cleopatra's kingdom; â€Å"There's not a moment of our lives that should stretch without some pleasure now. † Another important illustration of the contrast between Rome and Egypt is the imagery that depicts the change in Antony's character. Through the observations of other characters in the play, Shakespeare makes obvious the deterioration of Antony's political prowess and power. The description of this decline usually consists of a juxtaposition of imagery of strength and fortitude with that of weakness and submission. The strength of character is associated with the Antony in Rome who held his political duties in high regard. He deteriorates into a â€Å"doting mallard† of Cleopatra in Egypt where it appears that the atmosphere of abandon and relaxation has cast a spell over him, making him forget his duties as one of the most powerful men in the world. He is described as â€Å"The triple pillar of the world transformed into a strumpet's fool. † This creates the image of deterioration for one who held great power. The imagery of strength versus weakness used in Scarus' speech in Act 1 Scene 1 also portrays the decline in Antony; â€Å"His captain's heart which in the scuffles of great fights hath burst the buckles on his breast, reneges all temper and becomes the bellows and the fan to cool a gypsy's lust. † The strength of Antony's character before his indulgence in the pleasure of the East is enforced by the imagery used in Caesar's tribute to Antony in Act 1 Scene 4. He describes Antony with images of strength and resilience' â€Å"at thy heel did famine follow, whom thou fought against,† â€Å"thou didst drink the stale of horses The contrast between Rome and Egypt also highlights the underlying themes of masculine order versus feminine order as well as the role of the woman . In Rome the masculine ethos which, while having room to honour women in certain limited ways, has little place for them in public life, other than as useful political tools or upholders of very masculine ideals or as producers of soldiers. There is little respect for them as is obvious in the imagery used by various Romans to describe Cleopatra. She is described as a lustful gypsy which is an image used to degrade her character. When Octavius thinks of how his sister should enter Rome in a manner fitting her importance, the only images he can reach for which might express his feelings are ones taken from the vocabulary of military triumphs: â€Å"The wife of Antony should have an army for an usher. † It is significant that he can convey his high esteem and strong feelings for her only in images more appropriate to a returning triumphant general. On the other hand, the woman holds a role of utmost importance in Egypt. Cleopatra's position as queen is the primary image of this. Enobarbus' tribute to her also creates an image of her infinite power and freedom as a woman. something entirely at odds with the Roman emphasis on predictable order, law, and consistency. â€Å"Age cannot wither her, nor custom stale her infinite variety. † In Cleopatra's palace, women talk openly about explicit sexuality. They are attended by men and this creates an image of female superiority. They express their sexual feelings, joke about sexual matters, and establish a close female community. The image of the horse in relation to Antony and Cleopatra's sexual encounters is one of few images that used to express sexuality. This highlights the ability of the woman to be open and expressive as opposed to that of Rome who is expected to be reserved and serve their men. Another major theme of the play to which imagery gives great insight is that of the love between Antony and Cleopatra. They profess their love for each other in an exaggerated style, using images of vastness to describe the extent of their feelings. In Act 1 Scene 1 when Cleopatra claims that she will set a limit (bourn) on Antony's love, he responds â€Å"Then must thou needs find out new heaven, new earth. † This trend continues throughout the play. Even in death their love is made evident by the imagery used in their speech. Cleopatra's motivation for suicide is her reunion with Antony in death; â€Å"I am again for Cyndus, to meet Marc Antony. † This creates the image of their first meeting and emphasizes the immortality of their love as she wishes to recreate that moment in the afterlife. Cleopatra herself finalizes this as she says â€Å"I have Immortal longings in me. † Another main focus of the play is politics and the desire for power. This gives rise to ‘worldliness' of the play as the Romans seek to preserve and expand their empire. The political strategies never remain confined to Rome and there is frequent mention of the capture of neighbouring countries The imagery used reinforces the sense of grandeur and the huge scope of the drama.. It is seen from Act 1 Scene 2 when the messenger form Rome describes Labenius conquering lands from Asia, Euphrates, Syria, Lydia and Ionia. There are also frequent images of the sea and the earth in relation to politics which give a sense of vastness and help to highlight the importance of politics and world conquest. This is illustrated by Cleopatra as she describes war as â€Å"the world's great snare. † Some of the political imagery used to describe Antony also helps to reinforce the huge scope of the drama. He is called â€Å"the greatest prince of the world,† â€Å"the demi- Atlas of the world,† and â€Å"the crown o'th'earth. † He is not only a strong leader in Rome but a â€Å"triple pillar of the world† as Rome's empire extends all over the globe. In examining the imagery of love and politics in Antony and Cleopatra, the underlying theme of war versus love cannot be ignored. This is made evident in the imagery in Antony's words as he struggles to find a balance between upholding his political duty and indulging in passion with Cleopatra. A prime example of this is when Antony is about to leave for war in Act 4 Scene 4. As Cleopatra tries to lace his armour he calls her â€Å"the armourer of my heart. † The image of armour gives a sense of impending war but Antony uses it to convey that Cleopatra has captured his heart. This contrasting imagery occurs several other times in the play, even in the same scene when he gives her a â€Å"soldier's kiss. † The juxtaposition of war and love illustrates Antony's conflict of choice between love and duty. It also helps to illustrate how he downplays the importance of war and politics in the face of love. Antony himself acknowledges this as he admits that he lost to Caesar at sea because he trusted Cleopatra's fleet to help him win the battle; â€Å"My sword made weak by my affection. â€Å"

Places and Manner of Articulation in English

| PLACES OF ARTICULATION The active articulator usually moves in order to make the constriction. The passive articulator usually just sits there and gets approached. A sound's place of articulation is usually named by using the Latin adjective for the active articulator (ending with an â€Å"o†) followed by the Latin adjective for the passive articulator. For example, a sound where the tongue tip (the â€Å"apex†) approaches or touches the upper teeth is called an â€Å"apico-dental†. Most of the common combinations of active and passive articulator have abbreviated names (usually leaving out the active half).These are the abbreviated names for the places of articulation used in English: Bilabial The articulators are the two lips. (We could say that the lower lip is the active articulator and the upper lip the passive articulator, though the upper lip usually moves too, at least a little. ) English bilabial sounds include [p], [b], and [m]. [pic] Labio-dental The lower lip is the active articulator and the upper teeth are the passive articulator. English labio-dental sounds include [f] and [v]. [pic] Dental Dental sounds involve the upper teeth as the passive articulator.The active articulator may be either the tongue tip or (usually) the tongue blade. Dentals are the initial sounds of words ‘thin’ and ‘that’. [pic] Alveolar Alveolar sounds involve the alveolar ridge as the passive articulator. The active articulator may be either the tongue blade or (usually) the tongue tip. English alveolar sounds include [t], [d], [n], [s], [z], [l]. [pic] Post alveolar Post alveolar sounds involve the area just behind the alveolar ridge as the passive articulator. The active articulator may be either the tongue tip or (usually) the tongue blade. English postalveolars include [[pic]r ]. pic] Linguists have traditionally used very inconsistent terminology in referring to the post alveolar POA. Some of the terms you may encounter for it include: palato-alveolar, alveo-palatal, alveolo-palatal, and even (especially among English-speakers) palatal. Many insist that palato-alveolar and alveo (lo)-palatal are two different things — though they don't agree which is which. â€Å"Post alveolar†, the official term used by the International Phonetic Association, is unambiguous, not to mention easier to spell. Palato-alveolar These are produced by two simultaneous articulations: ) the blade of tongue articulates against the teeth ridge. b) The front of tongue is raised towards the hard palate. e. g. initial sounds in words ‘ shampoo’, ‘jug’, ‘cheese’ are palato-alveolar sounds. Palatal The active articulator is the tongue body and the passive articulator is the hard palate. The English glide [j] is a palatal. Velar[pic] The active articulator is the tongue body and the passive articulator is the soft palate. English velars include [k], [g] and also ‘ingâ€℠¢ sound in word ‘knowing’. [pic] Glottal This isn't strictly a place of articulation, but they had to put it in the chart somewhere.Glottal sounds are made in the larynx. For the glottal stop, the vocal cords close momentarily and cut off all airflow through the vocal tract. In [h], the vocal cords are open, but close enough together that air passing between them creates friction noise. [pic] MANNER OF ARTICULATION †¢ Stop, an oral occlusive, where there is occlusion (blocking) of the oral vocal tract, and no nasal air flow, so the air flow stops completely. Examples include English /p t k/ (voiceless) and /b d ? / (voiced). If the consonant is voiced, the voicing is the only sound made during occlusion; if it is voiceless, a stop is completely silent.What we hear as a /p/ or /k/ is the effect that the onset of the occlusion has on the preceding vowel, as well as the release burst and its effect on the following vowel. The shape and position of the tongue (the plac e of articulation) determine the resonant cavity that gives different stops their characteristic sounds. All languages have stops. †¢ Nasal, a nasal occlusive, where there is occlusion of the oral tract, but air passes through the nose. The shape and position of the tongue determine the resonant cavity that gives different nasals their characteristic sounds. Examples include English /m, n/.Nearly all languages have nasals, the only exceptions being in the area of Puget Sound and a single language on Bougainville Island. †¢ Fricative, sometimes called spirant, where there is continuous frication (turbulent and noisy airflow) at the place of articulation. Examples include English /f, s/ (voiceless), /v, z/ (voiced), etc. Most languages have fricatives, though many have only an /s/. However, the Indigenous Australian languages are almost completely devoid of fricatives of any kind. †¢ Affricate, which begins like a stop, but this releases into a fricative rather than hav ing a separate release of its own.The English letters â€Å"ch† and â€Å"j† represent affricates. Affricates are quite common around the world, though less common than fricatives. †¢ Flap, often called a tap, is a momentary closure of the oral cavity. The â€Å"tt† of â€Å"utter† and the â€Å"dd† of â€Å"udder† are pronounced as a flap in North American and Australian English. Many linguists distinguish taps from flaps, but there is no consensus on what the difference might be. No language relies on such a difference. There are also lateral flaps. †¢ Trill, in which the articulator (usually the tip of the tongue) is held in place, and the airstream causes it to vibrate.The double â€Å"r† of Spanish â€Å"perro† is a trill. Trills and flaps, where there are one or more brief occlusions, constitute a class of consonant called rhotics. †¢ Approximant, where there is very little obstruction. Examples include Eng lish /w/ and /r/. In some languages, such as Spanish, there are sounds that seem to fall between fricative and approximant. †¢ One use of the word semivowel, sometimes called a glide, is a type of approximant, pronounced like a vowel but with the tongue closer to the roof of the mouth, so that there is slight turbulence.In English, /w/ is the semivowel equivalent of the vowel /u/, and /j/ (spelled â€Å"y†) is the semivowel equivalent of the vowel /i/ in this usage. Other descriptions use semivowel for vowel-like sounds that are not syllabic, but do not have the increased stricture of approximants. These are found as elements in diphthongs. The word may also be used to cover both concepts. †¢ Lateral approximants, usually shortened to lateral, are a type of approximant pronounced with the side of the tongue. English /l/ is a lateral. Together with the rhotics, which have similar behavior in many languages, these form a class of consonant called liquids. [pic]