A Rose for Emily

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In one respect, I tend to agree with Fetterley and Rogers interpretation of Emily's triumph over the endless pounding of patriarchy in William Faulkners "A Rose for Emily". I find myself stuck in a similar situation; like Emily, I perceive a patriarchal situation by trying to pen what I believe my instructor wants me to write. I have avoided writing a paper on this very story by dropping two previous classes that assigned a critical paper for this short fiction. I am repulsed by the very thought that this short fiction can be classified as creditable literature. I have decided against my usual course of action and choose to write what I feel concerning this short fiction regardless of the outcome. It seems I will never finish my education at Antelope Valley Community College without addressing this repulsive story.Faulkner beautifully illustrates the morbid parallelism between Emily's father and the house that imprisoned her. Both were controlled and manipulated by the very being that would eventually destroy them. Faulkner strategically places the home of the Grierson's, on what was once consider a prestigious street in the crumbling, overcrowded town of Jefferson. Here, both monuments of the past are forced to maintain a dignified façade of sanity among an ever-changing society. There are two interpretations to be made in understanding the motive and meaning behind Emily murdering Homer Barron, in "A Rose for Emily". The first motive deals with the personal revenge Emily seeks towards her father, the second being towards the town of Jefferson who scrutinized her and critically analyzed everything she did. The death of Emily's father set in motion a diabolically evil scheme to seek the ultimate revenge on the patriarchal society of Jefferson, which controlled and ultimately claimed her sanity. Her revenge began with her father whom she hated for denying her the privilege of having a normal and successful woman's life. Emily's hatred began to fester within the depths of her soul as a young child, dominated by a father who concluded that no male figure was good enough to inherit the status of courting or marrying a Grierson. Emily became emotionally tormented by the very thought of being a spinster and having no other male figure to love, besides her controlling father. The growing resentment continued as she became older and perspective suitor's appeared at the front door, ultimately to be chased away with a horsewhip. "Although the violence is apparently outward-the upraised horsewhip against the would be suitor- the real object of it is the woman-daughter, forced into the background and dominated by the phallic figure of the spraddled father whose back is turned on her and who prevents her from getting out at the same time that he prevents them, suitors, from getting in." (Pp 560). Emily was a caged animal, imprisoned by her controlling father, in a circus whose master manipulates all of the animals' movements, emotions, and physical appearance by a carefully illustrated system of rewards and punishments. Emily's' rewards, according to her father, was that she be portrayed to the towns people as "a slender figure in white" too pure for the stains of any human being to corrupt what he, the father, masterfully created. Emily's' punishment was that she would eventually be revered as an untouchable figure whose every action or movement would be analyzed by the town of Jefferson.

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It wasn't until that fateful day, the death of her father, when Emily was finally able to outwardly express her revenge upon the very first male who suppressed her emotionally and physically, by not giving him the proper burial a Grierson deserved. Instead, she was able to experience, first hand, the feeling of triumph over watching her so-called beloved father rot before her very eyes, the sweet revenge of a twisted character. Emily cleverly denied to the town's people that her father died in order to secretly express her future intention of revenge towards the town of Jefferson by not letting them, the residents, immediately dispose of his decrypted and decaying body. " She told them that her father was not dead. She did that for three days, with the minister calling on her, and the doctors, trying to persuade her to let them dispose of the body. Just as they were about to resort to law and force, she broke down, and they buried her father quickly."(Par. 7) "Because she is Miss Emily Grierson, the town invests her with that communal significance which makes her the object of their obsession and subject of their incessant scrutiny...the town is able to impose a particular code of behavior and to see her in failure to live up to that code an excuse for interfering in her life." (Pp.560) The result of the towns interfering adds fuel to her fire to seek the revenge for interfering in her life and being so critical of every movement that she makes.The most significant diabolically evil plan Emily sought was the revenge on the patriarchy society of Jefferson, which no one would be able to comprehend the magnitude of the murder of Homer Barron. After the death of her father, the townsmen felt pity for her and claimed that leaving her the decrypted, decaying housing structure was a way of knocking her off the pedestal and becoming more humanized. The patriarchal society outwardly expressed their need to watch over and care for the lonely spinster who they concluded incapable of providing for her financially. Colonel Satoris, the eldest patriarch of Jefferson, fabricated a story to justify why the town remitted her taxes, claiming that it was from a financial loan her father provided for the town many years ago.

The motive for the murder of Homer Barron was for Emily, on her deathbed, to gain the last laugh at a town who scrutinized and critiqued her yet never came to understand why she acted and lived as she did. Another motive for the murder of Homer Barron was to prove to the patriarchal society of Jefferson that even though she, Emily, could not " persuade him to marry her" (Pp. 55) due to his perversions, she may still succeed in controlling Homer if her were dead. No one would be able to take that secret love she had for Homer away even though he would never reciprocate it t the same way because of his alternative lifestyle. Homo Homer was an embarrassment to Emily, because for the first time ever she was free love some one, and he turned out to love young men more than women. This humanizes Emily even more and in turn it helps explode the decades of manipulation and control she receive at the hands of her father. She had a perfect plan; no one in the town of Jefferson would ever believe that Emily, being a real lady " to forget noblesse obligewithout calling it noblesse oblige" (Pp. 55). "Emily is exempted from general indictment because she is a real lady-that is, eccentric, slightly crazy, obsolete, a "stubborn and coquettish decay", absurd but indulged; "dear, inescapable, impervious, tranquil, and perverse"; indeed, anything and everything but human." (Pp.561). Who would believe she would have murdered some one in order to have their love. "A Rose for Emily" is taken from a morbidly crepitated point of view where an author obviously is hiding many deep dark secrets within his past without bluntly coming out and exposing it to the rest of society. Faulkner disguises his own tragedies from his past through the story to give himself a sense of personal release from his own personal bondage. "A Rose for Emily" is utilized as a cleaver way for William Faulkner to disguise his own slide from sanity.This short fiction falls very short of what good literature should be. Good literature follows a plot that is easily and logically understood by the reader and does not find it necessary to jump from past, recent past, to future, and in-between to make the story interesting. Good literature has a distinctive purpose; keeping the reader glued to the pages in-between the cover, keeping the reader interested in other genres of literature to enhance their interest in the wealth of written knowledge. Good literature expands the imagination by allowing the reader to see the world around them in new ways other than the norm, which does not necessarily mean making them sick from a morbid point of view. Good literature does not leave the reader with an upset stomach and a disgusting taste in their mouth for all literature. Thankfully, Vicodin and Motrin 800 have helped me make it through this short fiction paper. Work CitedFauklner, William. "A Rose for Emily." The Norton Introduction to Literature 8 Edition. New York W.W. Norton & Co.001. 51-58.Fetterly, Judith. "A Rose, ‘ A Rose for Emily.' " The Norton Introduction to Literature 8 Edition. New York W.W. Norton & Co 001. 558-564.Please note that this sample paper on A Rose for Emily is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on A Rose for Emily, we are here to assist you. Your cheap custom college paper on A Rose for Emily will be written from scratch, so you do not have to worry about its originality.

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Making English learning efficient injunior high schools in Taiwan

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In Taiwan, the Ministry of Education has conducted the Communicative Language Teaching (CLT) in English teaching in junior high schools. However, the teaching pedagogy and material and purpose of Communicative Language Teaching (CLT), which comes from Western countries, are not suitable to Taiwan junior high school students and teachers, resulting from the policy of entrance examination, class size, teachers' quality, and students' attitude. It is suggested that designing curriculum suitable to the real situation of educational environment, improving the entrance examination, training qualified teachers, and changing students' attitude will help to promote the efficiency of Communicative Language teaching in junior high schools in Taiwan. It needs further research to design to the curriculum combining the communicative approach and grammar-translation approach, which is appropriate to English learning in junior high schools in Taiwan. Introduction English is an essential subject in junior high school in Taiwan. Parents and teachers expect that the students can successfully pass the exam, get higher education, and find a good job with proficient English in the future. However, English learning in junior high school at present either confuses or troubles students, parents, and even teachers, which results in a conflict between Communicative Language Teaching (CLT) and grammar-translation teaching. Communicative Language Teaching (CLT) is strongly recommended and launched by the Ministry of Education of the government and many professional English educators in Taiwan. Research has showed that Communicative Language Teaching promotes students' proficiency in English. James D. Allen and Sun Changshun (1) demonstrated the successful teaching of a middle school teacher, who used Communicative Language Teaching to motivate students' interest in learning English. Chi-Kim Cheung (001) suggested using public culture in the communicative approach to fit students' psychological and social needs and stimulated students' interest in learning in the classroom. Yi Yang (1) stated that the communicative approach provided the four skills of English competence--listening, speaking, reading, and writing. Yi'an Wu (001) claimed that cultivating a qualified teacher and designing specialized materials helped carry out this new teaching method. Liming Yu (001) even suggested making laws to effect the new change in English teaching.

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However, most of the researches mentioned above claimed to abandon grammar-translation approach, except Yang (1). In Yang's (1) research, grammar knowledge provided the basis of language development, "like building a house, you first have to construct a foundation so that your house is firm and strong"(p.5). In addition, in Defeng Li's (18) research, Communicative Language Teaching did not make English learning successful in some Asian countries, like South Korea, Japan, and China. Although the efficiency of traditional grammar translation has caused a lot of debate because students lack listening and speaking competence, many teachers and parents still want to maintain this old teaching method because many grammatical questions are still focused on in the entrance examination, and those students taught with Communicative Language Teaching do not upgrade their English proficiency. Thus, the efficiency of this new approach is also challenged by some factors, which result from the basic conditions of the educational policy, the exam, the teachers, and the students. The situation is similar to other Asian countries in Li's (18) research. The issues in this paper are ascertained from my experience and observation in the junior high school in Taiwan for seventeen years. In my teaching, I usually explained and translated the grammatical structures sentence by sentence in the textbook within a limited time. Most of my colleagues and my friends who are English teachers in other junior high schools teach in the same way. Our students just listened, took notes, and prepared for the tests in English class. By drawing on the experiences of the research above, it is suggested that reforming the examination, training qualified teachers, evoking students' interest in English will help to promote the communicative approach in junior high school. In addition, the issues in this paper make English educators in Taiwan contemplate that abandoning the grammar-translation approach is not the best way to promote the quality of English learning in junior high schools in Taiwan. The best way is to keep grammar teaching and to make CLT fit the conditions of English teaching in Taiwan. How to make Communicative Language Teaching fit the conditions of English teaching in junior high schools leads to further deliberation in the design of curriculum, which should attract the attention of those people who are responsible for educational policy decision, and to those who engage in English learning and teaching. The difference aspects between Communicative Language Teaching and traditional grammar-translation teaching

The communicative approach emphasizes to learn of the functional and meaningful language and to use student-centered activities, which focus on creating natural-like learning situations. On the other hand, the grammar translation emphasizes the acquisition of accurate forms and grammar rules. Yang (1) indicated, " The no-grammar front is represented by Krashen (18), who distinguished between language learning and language acquisition. The former refers to conscious learning assisted by explicit rules, the latter to subconscious learning developed from natural communication" (p.1). Patsy M. Lightbown & Nina Spada (1) pointed out that for Krashen, the process of second language acquisition was similar to the acquisition of the first language, which was through the natural and subconscious order, not the orders of the rules learned in class. Learning the rules can not acquire language. "Krashen's assertion has been very influential in supporting communicative language teaching…. ,with its primary focus on using language for meaningful interaction and for accomplishing tasks, rather than on learning rules, has won support form many teachers and learners"(p.40). The factors affecting the efficiency of English learning

According to Li's (18) research, there are difficulties in carrying out Communicative Language Teaching in some Asian countries, like China, Japan, and South Korea, where English is taught as a foreign language and in a large size of class40 to 50 students in a class. These difficulties come from the teachers' English proficiency and burdened work, the students' attitude, the educational system, and Communicative Language Teaching itself. From my observation, English learning in junior high schools in Taiwan encounters the same conditions. Virginia Logastro (001) indicates that language learning in a large class has difficulties in pedagogy, management-relationship, and affection, especially, the difficulties in "carrying out speaking, reading, and writing tasks… in monitoring work and giving feedback…in setting up communicative tasks …in attending to all students during class time… assessing students' interests and moods… pair and group work often cumbersome to execute"(p.44). In Yu's (001) research, the resistance of CLT in China is due to the concept of the teachers who doubt the effective of CLT in teaching because their students do not promote their proficiency in English. Wu (001) claimed that without qualified teachers, specialized materials, and formative assessments, it would be difficult to spread new change in English teaching in China. In my estimation, Taiwan also struggles in the similar situation.

The goal of English learning in junior high schools in Taiwan, formulated by the Ministry of Education, is to cultivate students' communicative competence, interest of learning second language, and the knowledge of national and foreign culture. The textbook is compiled by National Institute of Compilation and Translation, which changed the materials of grammar translation into the communicative approach in17. Students are expected to learn the basic competence of listening, speaking, reading and writing. Initially, many people believed that Communicative Language Teaching promoted by the government could improve the quality of English learning in junior high schools. However, many teachers and parents begin to complain that the communicative approach neither improves students' English competence nor contributes to their scores on the entrance examinations. This leads us considering whether Taiwan has the conditions of conducting this approach. The factors below are drawn from my teaching experience and observation in the junior high school for seventeen years. Wu, Y. (001). English learning teaching in China trends and challenges. In Bouny Norton (Ed.), Teaching issues, Tesol In China Current challenges. TESOL Quarterly, 5(1), 11-14.Yu, L. (001). Communicative language teaching in China progress and resistance. In Bonny Norton (Ed.), Teaching issues, Tesol in China Current challenges. TESOL Quarterly, and learning in China A case study of two Chinese students in 5(1), 14-1.Please note that this sample paper on Making English learning efficient injunior high schools in Taiwan is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Making English learning efficient injunior high schools in Taiwan, we are here to assist you. Your cheap custom research papers on Making English learning efficient injunior high schools in Taiwan will be written from scratch, so you do not have to worry about its originality.

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Humor

If you order your cheap essays from our custom writing service you will receive a perfectly written assignment on humor. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality humor paper right on time.

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Kathleen WildfeuerWldfrM@aol.com Philosophy 1000//0

Cheap University Papers on humor

Humor, its not only funny

My favorite reading I did for philosophy class was "Man's Search for Meaning" by Viktor Frankl.I had studied World War II and the Holocaust in history class in high school. I knew about the gas chamber's and all the other cruelty inflicted on the Jews at the hands of the Nazi Party. What I never thought about was the state of mind you would have to possess to have the will to live. Frankl not only wrote about the horrors , but the thoughts and theories he had while a prisoner in a death camp.While reading about his horrible experiences, I was amazed when he wrote about humor, " the soul'sweapon in the fight for self preservation." I was picturing myself in Frankl's place cold , hungry anddirty, dressed in rags. Being awoken from a wooden bunk to march over the frozen ground to perform slave labor. "How could I ?" I thought . " A person with an outrageous sense of humor , find anythingfunny in this situation?" I thought back to when I was young and in Girl Scouts. I was camping with my troop at Gettysburg to earn a merit badge. The badge was normally only awarded to Boy Scouts , butwe were given the chance. It was early spring and the weather was cold and damp . Part of earning the badge involved a long hike through the battlefield . Eager to fulfill this requirement we started off in good spirits . We got half way through the hike and it began to pour down rain. We were cold , tired andmiserable . Our Troop leader told us to stop complaining about our predicament and focus on the prestigious badge we were trying to earn. Miles to go to reach shelter ,there was nothing we could do butcontinue . Somehow we got the idea if we thought of warm , comfortable things we all would feel better."The beach, someone said out loud. Florida , palm trees and sand" . " What if we where there right now ? said Another" . We started to crack jokes . Oh yeah it's so hot I can't stand it ! I forgot my bathing suit ! Laughing and joking the rest of the way we forgot about our misery. Before we knew it we where back at our completely drenched campsite, but continued to keep the "joke" going all weekend . When we did receive that Gettysburg badge we remembered that trip as one of the best times of our lives.Although the conditions of my experience doesn't begin to compare to Frankl's in a concentration camp ,I can understand why Frankl felt keeping ones sense of humor is important. I have always gravitated towards humor when faced with difficult situations in my life . I try to look at these situations as funnyinstead of depressing . Once I see the humor , I view my problems as a great story to tell one day. If you ever watch your favorite sitcom on TV, most of what happens to the characters is usually some pretty rotten stuff. They argue with their spouses , their kids get in trouble ,they lose their jobs ,etc. All the difficulties that bring us down in everyday life also happens to them . The only difference is that the writers and actors of these sitcoms work to make these situations funny . We can relate to these sitcoms and we laugh . We should learn to laugh at ourselves the same way when faced with our own problems. I discussed humor one night with a psychologist friend of mine , Linda Tufts . Linda told me that people who learn to laugh at themselves don't spend a lot of time worrying about what might happen to them because they know they will find humor in almost anything. Nothing can be so terrible that that they can't crack a joke . They usually start their stories with " the funny thing is , although I shouldn't be laughing…" Linda also told me she was taught that the events of our lives , even the most devastating hardships , don't have as much influence on our mental health than does the way we respond to them.I have read research done by Emily Bradshaw and Donna E. Haupt in " The Good Health Fact Book"in which they state, " Laughter helps people breath easier , massages the heart and other vital organs ,releases disease - fighting cells in the immune system, and like exercise, laughter quickens the pulse and stimulates the cardiovascular system."They also point out "Humor leads to a positive outlook on life that guards against illness and may increase longevity." They also say , scientists had studied optimistic people against their pessimist counterparts.They not only found a connection between pessimism and depression , but consider it a factor fordisease just like high blood pressure and smoking. Pessimists , they state , are more likely to develop physical illness when stressed , often taking longer to recover after surgery than the optimistic. Although I was born with a wild sense of humor , people are surprised to know that I also suffer fromdepression. Through therapy I have learned to overcome my depression by taking the time to do the activities I like to do. It is one of the reasons I am taking this class . I have learned once I am happy doing my favorite activities , it is easier for me to look at the bright side of life . I look at people more positively and recall events more favorably when I take the time for myself. I was advised by my therapistthat the positive aspects I have found in doing my favorite activities helps to develop my self- esteemwhich nurtures joy in my life. She told me resolutions of inner conflicts clears the way for happy feelings. Frankl wrote about that he practically trained a friend of his in the camp to develop a sense of humor. Then he suggested to him to promise to invent one amusing story a day. I will think of those wordsViktor Frankl wrote and how humor among other things helped him survive in the death camp. I will try to invent one amusing story to share at the dinner table with my family . I will also make the suggestion tomy friends. My son Brett showed me a project he did for his sixth grade class the other day. He had to list the qualities he likes in himself. He wrote that he was smart, that's true he's a A student. He wrote that he was was good in sports , also true. He is the pitcher for his Little League team and will play in the Hall of Fame this summer. What made me the most proud of him is he wrote " I am funny". I said , Brett are you funny in school? He said ,"yes , I tell good jokes . Everybody wants to sit with me at the lunch table". I am proud of my son's sense of humor because he has the and knowledge and talent to be successful in his life . I also know he has a great sense of humor that will provide him with joy and happiness in his troubled times as much as in his success..

Please note that this sample paper on humor is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on humor, we are here to assist you. Your cheap custom research papers on humor will be written from scratch, so you do not have to worry about its originality.

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Brazil's current conditions

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Brazils Current Conditions

Table of Contents

1. Introduction

. Current Conditions

GDP

Unemployment

Inflation

Exchange Rates

. Causes of Current Conditions

Debt

Stabilization and Reform

The Real Plan

4. The future

Projections

5. Conclusion

6. Bibliography

Introduction

The purpose of this paper is to analyze Brazils current economic conditions using statistical data, economic theory, and implemented government policies. We intend to discuss the current condition of Brazils economy, the causes for its current condition and future projections.

In the early 180s, Brazil had an emerging economy that looked strong and promising. However, looks can be deceiving and they were, for Brazil has failed to become economically strong.

Under a military regime in the 160s, Brazil had a built-in Real depreciation effect. This allowed Brazil to control inflation successfully. However, the oil shocks of the 170s led to a debt crises, extreme inflation and stagnation. In the wake of the debt crisis, many attempts made to stop inflation have failed. Most of the plans introduced new money and higher bouts of inflation followed each of them.

The current plan called, the Real Plan is struggling to accomplish what the other plans have failed to dostop inflation. The Real Plan has, been a major success in decreasing inflation, and increasing economic activity. Although in 00 it failed to meet its targeted goals due to the confidence crisis and global risk aversion.

Current Conditions

GDP

Years GDP growth per capital Year GDP Annual Growth in %

165-7 5. 1 -0.

180- 0. 1 4.5

11-01 1.5 14 6.

000 .1 15 4.

001 0. 16 .5

001-05 1.6 17 .1

18 0.1

1 0.7

000 4.4

001 1.5

00 1.5

00 .8

Source International Monetary Fund

Unemployment

Year Unemployment Rate

1 5.68

1 5.1

14 5.06

15 4.66

16 5.4

17 5.66

18 7.60

1 6.0

000 7.0

001 6.0

00 7.10

Sources ILO. Panorama Laboral, IBGE/PME

Inflation

Years Inflation%

165-7 0.0

180- 4

1 114

1 48

14

15 .0

16 .1

17 4.

18 .5

1 8.4

000 7.0

001 6.8

00 8.4

00f 14.0

004f 5.5

Source International Monetary Fund

Exchange Rates

Year Exchange Rate

15 0.8440

16 0.71

17 1.040

18 1.117

1 1.0

000 1.810

001 1.410

00 .610

00 .00

All rates given for the month of Jan with US$ as the base

Source Federal Reserve Bank of New York

Causes of Current Conditions

Debt

Brazil was a major importer of oil when the oil shocks of the 170s took place. Domestic price increases for oil did not come at the same time as the external deficits caused by the higher prices. The lack of adjustment led Brazil to finance, using the debt market. After the first oil shock, Brazil might have had a chance to recover. However, when the second oil shock hit the damage became long term as Brazil went farther into debt. With full domestic indexation of wages and the exchange rate, oil price increases became wage increases. The wage increases turned into another and higher round of price inflation. This effect seen by using the wage-setting and price-setting curves, shows that the higher the markup, the lower the real wage will be, implied by price-setting. The graph below shows the lower price-setting line and the adjustment of the wage setting line.

P = Pe ( 1 + µ ) F ( 1 Y / L , z )

Using the AS/AD model, we can follow the order of events. The increase in the price of oil, the markup, will lead firms to increase their prices, leading to an increase in the price level, P, at any level of output, Y. This causes the aggregate supply curve to shift up. The aggregate demand curve may shift as a result. The higher price of oil may lead firms to change investment plans. The increase in the price of oil also redistributes income from oil buyers to oil producers. Some of these effects will shift the aggregate demand curve to the right and some will shift it to the left. To simplify our example we have made the effects cancel each other out, thus the aggregate demand curve does not move. The graph below shows the moves up of the AS curve and it shows how the AD curve will adjust so that it returns to its natural state.

Stabilization and Reform

Plan after plan has been implemented to stop inflation. Unfortunately, another round of increasingly worse inflation has followed each plan. Most of the plans introduced new money and all of the plans had a name Cruzado, Cruzado II, Plan Bresser, Summer Plan, Collor Plan, Collor II, and finally the Real Plan, which is currently in place.

The Real Plan

Of all plans attempted, the most successful economic stabilization program is known as the Real Plan.

The Real Plan was established to attain

1. "Deindexation" of the economy through the use of the URV

. A gradual approach to the monetary reform;

. Appreciation of the currency.

The main concern of the plan is to deal with Brazil's problem with high inflation. The Real Plan was put into use in 14. The plan was first to deal with factors causing a strong indexation, leading to ongoing inflation. The Real, was introduced as a new currency to discourage inflation. No use of price controls or price freezing, were needed The real plan used a combination of domestic, monetary anchors with external ones. The monetary anchors were influenced by higher interest rates and appreciated exchange rates.in conjunction with the Real Plan, which is in contrast with previous failed plans. A gradual depreciation of the currency was used to stimulate economic activity. At the launch of the real plan interest rates dropped to %! Interest rates have continued to stay below 10% since 16. This reduction of interest rates has expanded economic activity.

In 00 problems have occurred in the domestic financial market, public debt management, and a steep decrease in foreign credit flows. These problems are associated with the confidence crisis. This has negatively affected the inflation and the level of activity. The shock of the confidence crisis was felt much larger than expected by Brazil.

Graph Exchange rate depreciation and Inflation in 00(will have Ryan do)

To overcome this shock the goal of the monetary policy in 00 is to continue a path back to that of the previously given, Real Plan, but adjusting the targeted goals over a longer period of time..

To maintain this plan in the future, objectives for the Real Plan include inflation on a downward trend, long-term sustainable growth in output, investment, and employment and productivity, and a steady and substantial reduction of social imbalances.

The Future

Brady Bonds

To better Brazil's current and future debt Brady bonds are being used. Brady bonds are a system of dept relief by swapping old loans for new loans. The Brady Plan was introduced in 18 by Nicholas Brady. The plan consisted of asking banks to forgive part of their loans to debtor countries in return for limited guarantees of repayment. These would be financed by the World Bank and the IMF. To partake in this, debtors would be required to participate in policies favoring private investment. Brazil's Central Bank was involved in the Brady plan. In 001 they found $18. billion in outstanding bonds that would be eligible for the swap. These new loans would mature in 04.

IMF

In 18 Brazil was handed $41.5 billion as a life-preserver. They failed to use this money to the best of their advantage causing a confidence crisis. In August 00, Brazil was given $0 billion from the IMF to get them back on their feet and improve confidence in the markets. This is the last of the money the IMF said they would give Brazil until they can take control and stabilize themselves. To exercise future use of the IMF stabilization needs to occur in the areas of inconsistent currency management, accounting and reserve management, and poor debt management.

Projections

Conclusion

Bibliography

Please note that this sample paper on Brazil's current conditions is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Brazil's current conditions, we are here to assist you. Your cheap custom college paper on Brazil's current conditions will be written from scratch, so you do not have to worry about its originality.

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Hamlet and the Human Psyche

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Shakespeare's Hamlet can be seen as an exploration of the human psyche in the consequences our actions have when acted on out of impulse and emotion rather than careful deliberation. Hamlet the character makes most of his decisions on the spot but has trouble deciding one way or another after thorough consideration. Many of the decisions he does make have implications that result in dire consequences for him and other characters in the play.

The character Hamlet's actions are driven by his emotion, but usually thinks rationally, before making decisions on how to act. Throughout the play, we see Hamlet faced with unimaginable stress and decisions to make but is able to think pragmatically and follow his conscience. He debates how he can do the right thing, yet avenge the terrors inflicted on his father. However, it is when Hamlet acts spontaneously that his decisions and actions seem reckless and negligent.

Many critics through the years have debated about Hamlet's emotions none more so than T. S. Eliot. In his essay, Hamlet and His Problems he argued that Shakespeare was unable to express the feelings Hamlet felt because Shakespeare himself did not understand them. Eliot believes Shakespeare did not use ‘objective correlative' which is a series of events or objects that rouse a specific emotion of a character. According to Eliot, the play is interpreted emotionally in different ways because Shakespeare did not know how to properly express the emotion of Hamlet. This however, neglects the fact that Hamlet acts mainly out of emotion and passion.

Hamlet's emotions throughout the play are often difficult to determine. During his soliloquies, the audience is somewhat informed of Hamlet's inner struggles and problems yet some of his actions seem rather contrasted to what he has been saying in his soliloquies. Hamlet is dominantly seen as being very melancholy since learning about his father's death, greatly troubled by the incestuous behaviour of his mother and enraged at the gall of his uncle.

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However, as the play progresses, Hamlet tells Horatio and the audience that he is feigning madness and this line between acting mad and being genuinely insane is somewhat indistinct. This makes it difficult for the audience to effectively decipher the true feelings of the protagonist as we are unsure of Hamlet's madness and the fact he tries to hide his true emotion through this supposed madness.

Eliot in his critical essay, Hamlet and hid Problems, believes Hamlet's madness is rather a "form of emotional relief" which Shakespeare "cannot express in art." Eliot believes the madness of Hamlet is not a way in which Hamlet is able investigate the truth to the murder of his father and the revenge on his uncle but because there is no other way Shakespeare can express the desired effect of Hamlet's emotion. Through his soliloquies we hear of his dilemmas and the way he feels, not knowing what is ahead of him. His emotions are expressed as the reader is taken into the protagonist's mind in the soliloquies and the audience hears of his indecision and uncertainty

HAMLET "Yet I, A dull and muddy-mettled rascal, peak,Like John-a-dreams, unpregnant of my cause,And can say nothing; no, not for a king, Upon whose property and most dear lifeA damnd defeat was made. Am I a coward?"

This is part of Hamlet's second soliloquy and he makes mention of his inability to act on his father's wishes. He is "unpregnant of his cause," that is, unable to act quickly on his call. He later likens himself to a coward. This is all because Hamlet as a character can not be sure of the ghost's intentions and realises this as he goes through it in his mind.

In contrast to this, Hamlet is unable to altogether think logically when faced by the antagonist. Instead, his thoughts and actions are hasty and irrational. Here, Hamlet finds another reason to prolong his action, as he does not want to kill his uncle when his soul is cleanHAMLET And now Ill dot. And so he goes to heaven;And so am I revenged. That would be scanndA villain kills my father; and for that,I, his sole son, do this same villain sendTo heaven.

Hamlet has surpassed the idea simply having to know the facts of the murder that took place, but now feels the need to know the metaphysical details too before he acts. This can be seen as Hamlet not really wanting to go through with the murder as it is against his better judgement yet feels he is obliged to act on his father's demand of wergild.

In the very next scene, however, we see Hamlet act differently to what the audience has seen him say and think by killing in hot-blood who he thinks to be the king. Here, he makes his decision in the heat of the moment without investigating or thinking what he is doing

HAMLET How now? A rat? Dead for a ducat, dead!…

Nay I know not. Is it the king?

Here, Hamlet makes a pivotal decision in the play. He believes that the person behind the arras is the king and acts immediately by killing Polonius. This is one of the first decisions Hamlet makes; one which has consequences that affect many of the characters in the play. The decision to kill whoever was behind the arras had no logical reasoning behind it. As a result of this Hamlet is pursued by the king, a friend of Polonius' and Laertes, his son.

This spontaneous decision brings about the chain of events that ultimately brings about the restoration of peace and order in the state of Denmark. The sudden death of Polonius provides a means for Claudius to get rid of Hamlet, through the battle between Laertes and Hamlet. Claudius tells Laertes about Hamlet's actions and pushes for a battle in which Laertes will be able to exact revenge for the killing of his father. The battle ends with not only Hamlet but Laertes, Claudius and Gertrude dead. Before dying, however, Hamlet passes on the kingship of the country to young Fortinbras, which means the country is reestablished without the corruption and immorality of the previous rulers.

HAMLET But I do prophesy the election lights On Fortinbras he has my dying voice; So tell him, with th'occurrents, more and less, Which have solicited. The rest is silence.

Hamlet knowing he is dying realises that Fortinbras is the one who will bring prosperity and morality back to the Danish people. Finally all corruption and debauchery have been eliminated from the Danish crown.

The only other major instance where Hamlet acted on impulse and emotion was near the beginning of the play where Hamlet first meets the ghost. We have the ghost appearing clad in full armour in the middle of the night. He is seen as a very foreboding figure and does not talk to anyone for the first three nights. On the fourth, Hamlet this time joining the group, is beckoned away by the ghost, and Hamlet obliges. As Horatio, the scholar points out this is potentially very dangerous situation

HORATIO What if it tempt you toward the flood, my lord,

Or to the dreadful summit of the cliff

That beetles o'er his base into the sea,

And there assume some other, horrible form,

Which might deprive your sovereignty of reason

And draw you into madness?

Horatio verifies the existence of a ghost, as he is an intelligent being. This also means that advice given is valid. Hamlet puts himself in grave jeopardy by following the ghost not knowing where it is from, whether it is his father or an equivocal demon from hell. His emotions of yearning for his father take over and Hamlet feels drawn to know what the ghost has to say.

Hamlet never knows for certain the truth about his father's death and only late in the play do the audience hear a confession for the regicidal murder. Nevertheless Hamlet follows the ghosts demand for wergild, exacting revenge on his father's killer.

Hamlet's emotion and motives have been questioned by many especially in the last century. T.S. Eliot believes Hamlet's is an "artistic failure" and his emotions were unable to be expressed, as Shakespeare himself did not completely understand them. However, it is through Hamlet's emotions that he is able to act, although, his actions often leave much to be desired.

Hamlet's true emotions are often difficult to interpret as he often tries to hide his genuine feelings especially through his supposedly fictitious madness. However, at times it is clear to see Hamlet as a young man who is troubled by recent events and his conscience. Through Shakespeare's use of soliloquies, the audience usually gets a clear insight into the psyche of Hamlet, but on some occasions, these sagacious thoughts are overcome by emotion and calenture. These emotional and impulsive decisions often result in dire consequences for all involved, and the ultimate price is paid by Hamlet and his corrupted family.

Please note that this sample paper on Hamlet and the Human Psyche is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Hamlet and the Human Psyche, we are here to assist you. Your cheap custom research papers on Hamlet and the Human Psyche will be written from scratch, so you do not have to worry about its originality.

Order your authentic assignment and you will be amazed at how easy it is to complete a quality custom paper within the shortest time possible!

Hamlet and the Human Condition

If you order your cheap essays from our custom writing service you will receive a perfectly written assignment on Hamlet and the Human Condition. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Hamlet and the Human Condition paper right on time.

Out staff of freelance writers includes over 120 experts proficient in Hamlet and the Human Condition, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your Hamlet and the Human Condition paper at affordable prices!

Shakespeare's Hamlet can be seen as an exploration of the human psyche and the human condition in the consequences our actions have when acted on out of impulse and emotion rather than careful deliberation. Hamlet the character makes most of his decisions on the spot but has trouble deciding one way or another after thorough consideration. Many of the decisions he does make have implications that result in dire consequences for him and other characters in the play.

The character Hamlet's actions are driven by his emotion, but usually thinks rationally, before making decisions on how to act. Throughout the play, we see Hamlet faced with unimaginable stress and decisions to make but is able to think pragmatically and follow his conscience. He debates how he can do the right thing, yet avenge the terrors inflicted on his father. However, it is when Hamlet acts spontaneously that his decisions and actions seem reckless and negligent.

Many critics through the years have debated about Hamlet's emotions none more so than T. S. Eliot. In his essay, Hamlet and His Problems he argued that Shakespeare was unable to express the feelings Hamlet felt because Shakespeare himself did not understand them. Eliot believes Shakespeare did not use ‘objective correlative' which is a series of events or objects that rouse a specific emotion of a character. According to Eliot, the play is interpreted emotionally in different ways because Shakespeare did not know how to properly express the emotion of Hamlet. This however, neglects the fact that Hamlet acts mainly out of emotion and passion.

Cheap University Papers on Hamlet and the Human Condition

Hamlet's emotions throughout the play are often difficult to determine. During his soliloquies, the audience is somewhat informed of Hamlet's inner struggles and problems yet some of his actions seem rather contrasted to what he has been saying in his soliloquies. Hamlet is dominantly seen as being very melancholy since learning about his father's death, greatly troubled by the incestuous behaviour of his mother and enraged at the gall of his uncle. However, as the play progresses, Hamlet tells Horatio and the audience that he is feigning madness and this line between acting mad and being genuinely insane is somewhat indistinct. This makes it difficult for the audience to effectively decipher the true feelings of the protagonist as we are unsure of Hamlet's madness and the fact he tries to hide his true emotion through this supposed madness.

Eliot in his critical essay, Hamlet and hid Problems, believes Hamlet's madness is rather a "form of emotional relief" which Shakespeare "cannot express in art." Eliot believes the madness of Hamlet is not a way in which Hamlet is able investigate the truth to the murder of his father and the revenge on his uncle but because there is no other way Shakespeare can express the desired effect of Hamlet's emotion. Through his soliloquies we hear of his dilemmas and the way he feels, not knowing what is ahead of him. His emotions are expressed as the reader is taken into the protagonist's mind in the soliloquies and the audience hears of his indecision and uncertainty

HAMLET "Yet I, A dull and muddy-mettled rascal, peak,Like John-a-dreams, unpregnant of my cause,And can say nothing; no, not for a king, Upon whose property and most dear lifeA damnd defeat was made. Am I a coward?"

This is part of Hamlet's second soliloquy and he makes mention of his inability to act on his father's wishes. He is "unpregnant of his cause," that is, unable to act quickly on his call. He later likens himself to a coward. This is all because Hamlet as a character can not be sure of the ghost's intentions and realises this as he goes through it in his mind.

In contrast to this, Hamlet is unable to altogether think logically when faced by the antagonist. Instead, his thoughts and actions are hasty and irrational. Here, Hamlet finds another reason to prolong his action, as he does not want to kill his uncle when his soul is cleanHAMLET And now Ill dot. And so he goes to heaven;And so am I revenged. That would be scanndA villain kills my father; and for that,I, his sole son, do this same villain sendTo heaven.

Hamlet has surpassed the idea simply having to know the facts of the murder that took place, but now feels the need to know the metaphysical details too before he acts. This can be seen as Hamlet not really wanting to go through with the murder as it is against his better judgement yet feels he is obliged to act on his father's demand of wergild.

In the very next scene, however, we see Hamlet act differently to what the audience has seen him say and think by killing in hot-blood who he thinks to be the king. Here, he makes his decision in the heat of the moment without investigating or thinking what he is doing

HAMLET How now? A rat? Dead for a ducat, dead!…

Nay I know not. Is it the king?

Here, Hamlet makes a pivotal decision in the play. He believes that the person behind the arras is the king and acts immediately by killing Polonius. This is one of the first decisions Hamlet makes; one which has consequences that affect many of the characters in the play. The decision to kill whoever was behind the arras had no logical reasoning behind it. As a result of this Hamlet is pursued by the king, a friend of Polonius' and Laertes, his son.

This spontaneous decision brings about the chain of events that ultimately brings about the restoration of peace and order in the state of Denmark. The sudden death of Polonius provides a means for Claudius to get rid of Hamlet, through the battle between Laertes and Hamlet. Claudius tells Laertes about Hamlet's actions and pushes for a battle in which Laertes will be able to exact revenge for the killing of his father. The battle ends with not only Hamlet but Laertes, Claudius and Gertrude dead. Before dying, however, Hamlet passes on the kingship of the country to young Fortinbras, which means the country is reestablished without the corruption and immorality of the previous rulers.

HAMLET But I do prophesy the election lights On Fortinbras he has my dying voice; So tell him, with th'occurrents, more and less, Which have solicited. The rest is silence.

Hamlet knowing he is dying realises that Fortinbras is the one who will bring prosperity and morality back to the Danish people. Finally all corruption and debauchery have been eliminated from the Danish crown.

The only other major instance where Hamlet acted on impulse and emotion was near the beginning of the play where Hamlet first meets the ghost. We have the ghost appearing clad in full armour in the middle of the night. He is seen as a very foreboding figure and does not talk to anyone for the first three nights. On the fourth, Hamlet this time joining the group, is beckoned away by the ghost, and Hamlet obliges. As Horatio, the scholar points out this is potentially very dangerous situation

HORATIO What if it tempt you toward the flood, my lord,

Or to the dreadful summit of the cliff

That beetles o'er his base into the sea,

And there assume some other, horrible form,

Which might deprive your sovereignty of reason

And draw you into madness?

Horatio verifies the existence of a ghost, as he is an intelligent being. This also means that advice given is valid. Hamlet puts himself in grave jeopardy by following the ghost not knowing where it is from, whether it is his father or an equivocal demon from hell. His emotions of yearning for his father take over and Hamlet feels drawn to know what the ghost has to say.

Hamlet never knows for certain the truth about his father's death and only late in the play do the audience hear a confession for the regicidal murder. Nevertheless Hamlet follows the ghosts demand for wergild, exacting revenge on his father's killer.

Hamlet's emotion and motives have been questioned by many especially in the last century. T.S. Eliot believes Hamlet's is an "artistic failure" and his emotions were unable to be expressed, as Shakespeare himself did not completely understand them. However, it is through Hamlet's emotions that he is able to act, although, his actions often leave much to be desired.

Hamlet's true emotions are often difficult to interpret as he often tries to hide his genuine feelings especially through his supposedly fictitious madness. However, at times it is clear to see Hamlet as a young man who is troubled by recent events and his conscience. Through Shakespeare's use of soliloquies, the audience usually gets a clear insight into the psyche of Hamlet, but on some occasions, these sagacious thoughts are overcome by emotion and calenture. These emotional and impulsive decisions often result in dire consequences for all involved, and the ultimate price is paid by Hamlet and his corrupted family.

Please note that this sample paper on Hamlet and the Human Condition is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Hamlet and the Human Condition, we are here to assist you. Your cheap custom research papers on Hamlet and the Human Condition will be written from scratch, so you do not have to worry about its originality.

Order your authentic assignment and you will be amazed at how easy it is to complete a quality custom paper within the shortest time possible!

Early Greek Algebra

If you order your essay from our custom writing service you will receive a perfectly written assignment on Early Greek Algebra. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Early Greek Algebra paper right on time.

Out staff of freelance writers includes over 120 experts proficient in Early Greek Algebra, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your Early Greek Algebra paper at affordable prices with custom writing service/a>! Overview The word algebra came from an Arabic _expression, al-jabr wa'l muqabala, which was the title of the first Arabic text on algebra. Al-Khwarizmi wrote the book in the ninth century A.D. According to Al-Khwarizmi, algebra was " the art of reducing and solving equations" (van der Waerden 70). From the very beginning of its introduction, algebra was influenced by geometry. For example, the Babylonians view unknown quantities as lengths and widths and their products as areas. The product of two same numbers was called square. Greek algebra was greatly influenced by the Babylonians because Pythagoras brought it from there. The Pythagoreans studied Babylonian's algebra and used the Babylonian's method for solving equations in Greek algebra. Euclid recorded Pythagorean's findings. Euclid's solutions to problems were similar to Babylonian's solution to similar problems. Euclid rewrote Babylonian's problems so that the problems do not include fractions or irrational numbers. Plato and Euclid did not use fractions or irrational numbers, only Eratosthenes, Diophantus, and Archimedies. There is evidence that the Pythagoreans discovered irrational numbers, but since they did not believe them, they pretended that they did not discover it. Greek algebra was an integration of geometry and algebra; it was referred to as geometric algebra. Early Greek algebra of the Pythagoreans and Euclid, Archimedes, and Apollonius was geometric because the Greeks had difficulties with irrational and even fractional numbers. Geometric algebra consists of "line segments, areas, and volumes [which] are strictly kept apart" (van der Waerden 74). The problems and solution in Greek geometric algebra was written in the rhetorical style, where every word is written out. In geometric algebra, the "fundamental relation between line segments or between areas is equality" (van der Waerden 76). There are three fundamental operations in this algebra the sum of two line segments, the sum of two polygons, and the product of two line segments.

Custom Essays on Early Greek Algebra

The first operation The sum of two line segments a and b is a line segment c, which can be divided into two parts a' and b' that are equal to a and b respectively. Modern notation a + b = c

The second operation The sum of two polygons A and B is a polygon C, which can be divided into two parts A' and B' that are equal to A and B.Modern notation A + B = C

The third operation The product of two line segments a and b is a rectangle R contained by two line segments a' and b' that are equal to a and b.Modern notation a x b = R

When finding the product of line segments of a and b, the line segments are not always perpendicular so they need to be replaced with line segments a' and b,' which is perpendicular and forms a rectangle. The rectangle is "an object of algebraic operations" (van der Waerden 77). Geometric Algebra Geometrical algebra is the area of mathematics that deals with geometric concepts and proofs in algebraic applications. Although Asia, Mesopotamia, and Egypt had the ideas of geometrical algebra, classical Greek mathematicians are normally credited with its development. The Greeks used this geometric algebra because they used a rhetorical style, which limited their ability to work out algebraic problems step by step. They would apply algebraic problems to geometric shapesthis technique also avoided the explanations of irrational numbers. The Greeks knew that the irrational numbers worked, but they did not believe in their existence. Therefore this method of geometric algebra was developed. When we geometrically solve a quadratic equation, we are doing geometrical algebra. Greeks did algebra on a geometric basis. 1For example Ö 1 The Greeks never solved algebraic equations in our symbolic style. They would work out several physical examples using geometry. With trial and error, the Greeks were able to show that their answers worked. The Greek period of Algebraic history runs up till the Romans conquered them around 400 ce.

Diophantus of Alexandria (Syncopated Style) Diophantus is a famous Greek mathematician, well known for his work in algebra. For several centuries, rhetorical algebra was the only algebra until Diophantus of Alexander pioneered syncopated algebra. He decided that rhetorical style was clumsy, so he started making abbreviations; and it was useful with powers up to the sixth and their reciprocals. Most people say it is not a whole lot better than the rhetorical style, but it gives a different perspective. Diophantus wrote a book called Arithmetica that tremendously influenced the number theory and algebra. The word arithmetic comes from the Greek word arithmetike, which is composed of the Greek word for number (arithmos) and for science (techne). The notation in Arithmetica helped move algebraic notation from rhetorical to syncopated, as well as influencing the evolution of some individual symbols. In Arithmetica "he gives an ingenious treatment of indeterminate equations usually two or more equations in several variables that have an infinite number of rational solutions" (NCTM, 40). His method is clever, however it lacks the development of a systematic method for finding general solutions. An example of Diophantus' syncopated algebra

or x + 8 x (5 x + 4) = 44 This is the syncopated style of writing equations. Syncopated style is where everything is abbreviated.

Rhetorical Algebra (Style) Rhetorical algebra can be traced back to both early Babylonian and Egyptian. This stage of algebra refers to the stage with when everything was written in words without the use of mathematical symbols. This type of algebra is also said to be a verbal or oral algebra since they wrote out everything they said. This was also known as prose algebra because of the written words. Since the people of this period were limited to writing material and their ability to write, most obtainable material were clay tablets. With the clay tablets they simply wrote out exactly what they said. One of the earliest books written in rhetorical or prose algebra included the following problem "ten and thing to be multiplied by thing less ten." If they had symbols as the symbols today the problem would be written as (x + 10) (x - 10) = x[sup]-100. Since, it is cumbersome to write out each step in words, rhetorical algebra ended as symbolic algebra evolved. Rhetorical algebra lasted until the 16th century when symbolic algebra became more renown. Difficulties are usually encountered in reading the problem in rhetorical algebra because of the non-existence of a standardized, efficient symbol. The rhetorical style used by the Greeks consisted of five simple steps state the problem give the data give the answer explain the solution check the answer

An Example 1. state the problemLength, width. I have multiplied length and width, thus obtaining area 5. I have added length and width . Required; length and width. . Give the data[Given] the sum; x+y = k5 the area. xy = P . Give the answer18 length, 14 width 4 Explain the solutionOne follows this methodTake half of [this gives 16] k/ 16x16= 56 (k/) 56-5= 4 (k/)-P= t The square root of 4 is (k/)-P= t 16+ =18 length (k/)+t = x 16- =14 width (k/)-t = y 5. check the answerMultiply 18 length by 14 width (k/ + t)(k/ t) 18x14= 5 area k/4-t= P = xy

Please note that this sample paper on Early Greek Algebra is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Early Greek Algebra, we are here to assist you. Your persuasive essay on Early Greek Algebra will be written from scratch, so you do not have to worry about its originality.

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