St. Johns College Santa Fe Admissions Information

St. Johns College Santa Fe Admissions Information St. Johns College Santa Fe Admissions Overview: Admissions at St. Johns College in Santa Fe are holistic: the admissions office looks at more than just an applicants grades and test scores. They take in account an applicants writing skills, academic background, letters of recommendation, extracurricular activities, etc. To apply, those interested will need to submit an application, transcripts of high school work, a letter of recommendation, and a personal essay. With an acceptance rate of 63%, St. Johns admits the majority of students each year. If you have any questions, be sure to visit the schools website for more information. Admissions Data (2016): St. Johns College Santa Fe Acceptance Rate: 63%St. Johns College is Test-Optional. The college does not report its scores for national ranking purposes.Test Scores 25th / 75th PercentileSAT Critical Reading: - / -SAT Math: - / -SAT Writing: - / -ACT Composite: - / -ACT English: - / -ACT Math: - / -SAT comparison for New Mexico collegesACT comparison for New Mexico colleges St. Johns College Santa Fe Description: Located on a 250-acre campus in the Sangre de Cristo Mountains in Santa Fe, New Mexico, St. Johns College in Santa Fe has a spectacular location. The Santa Fe college was opened in 1964 as a second campus to  St. Johns College in Annapolis, Maryland. Students have the opportunity to study on either campus. St. Johns College is not for everyone all students have the same curriculum, and all graduate with a Bachelor of Arts in the liberal arts and sciences. The heart of a St. Johns education is reading and discussion focused on mathematics, languages, science and music. All students will graduate with an in-depth understanding of important works of Western civilization. The college has an impressive 8 to 1 student / faculty ratio. Seminars average about 20 students and are taught by two faculty members, and tutorials and labs have 12 to 16 students. Grades are not emphasized at St. Johns, and while students will read many books, they will never use a textbook. The great majority of St. Johns graduates go on to law school, medical school, or graduate school. Despite what the colleges name might suggest, St. Johns has no religious affiliation. Enrollment (2016): Total Enrollment: 400  (326 undergraduates)Gender Breakdown: 56% Male / 44% Female98% Full-time Costs (2016 - 17): Tuition and Fees: $50,878Books: $650Room and Board: $11,162Other Expenses: $1,000Total Cost: $63,690 St. Johns College Santa Fe Financial Aid (2015  - 16): Percentage of New Students Receiving Aid: 97%Percentage of New Students Receiving Types of AidGrants: 97%Loans: 49%Average Amount of AidGrants: $38,795Loans: $6,735 Academic Programs: Most Popular Majors:  Liberal Arts and Sciences (all students at St. Johns College have the same curriculum) Graduation and Retention Rates: First Year Student Retention (full-time students): 83%4-Year Graduation Rate: 43%6-Year Graduation Rate: 49% Data Source: National Center for Educational Statistics If You Like St. Johns College, You May Also Like These Schools: Hampshire College: Profile | GPA-SAT-ACT GraphReed College: Profile | GPA-SAT-ACT GraphSwarthmore College: Profile | GPA-SAT-ACT GraphYale University: Profile | GPA-SAT-ACT GraphLewis Clark College: Profile | GPA-SAT-ACT GraphNew York University: Profile | GPA-SAT-ACT GraphSt. Olaf College: Profile | GPA-SAT-ACT GraphKenyon College: Profile | GPA-SAT-ACT GraphBrown University: Profile | GPA-SAT-ACT GraphSouthwestern University: Profile | GPA-SAT-ACT GraphMarlboro College: Profile

How to Improve Your English

How to Improve Your English Each learner has different objectives  and, therefore, different approaches to learning English. But some tips and tools are likely to help most English learners. Lets begin with the three most important rules:   Rule 1: Be PatientLearning English is a Process The most important rule to remember is that learning English  is a process. It takes time, and it takes lots of patience! If you are patient, you will improve your English.   Rule 2: Make a Plan The most important thing to do is to create a plan and follow that plan. Start with your English learning goals, and then make a specific plan to succeed. Patience is key to improving your English, so go slowly and focus on your goals. Youll speak English well soon if you keep to the plan. Rule 3: Make Learning English a Habit Its absolutely necessary that learning English becomes a habit. In other words, you should work on your English every day. Its not necessary to study grammar every day. However, you should listen, watch, read or speak English every day - even if its for a short period of time. Its much better to learn 20 minutes a day than to study for two hours twice a week. Tips for Learning and Improving Your English Have patience: Remember that learning a language is a gradual process- it does not happen overnight.Define your learning objectives early: What do you want to learn and why?Make learning a habit:  Try to learn something every day. It is much better to study (or read, or listen to English news, etc.) 10 minutes each day than to study for 2 hours once a week.Choose your materials well:  You will need reading, grammar, writing, speaking and listening materials.Vary your learning routine:  It is best to do different things each day to help keep the various relationships between each area active. In other words, dont just study grammar.Find friends: Finding friends to study and speak with in invaluable and learning English together can be very encouraging.Keep it interesting: Choose listening and reading materials that relate to what you are interested in. Being interested in the subject will make learning more enjoyable - thus more effective.Relate grammar to practical usage: Gramm ar by itself does not help you USE the language. You should practice what you are learning by employing it actively. Use reading to help with other English skills:  Reading can be used to help with vocabulary, grammar, pronunciation and much more.  Flex your mouth muscles: Understanding something doesnt mean the muscles of your mouth can produce the sounds. Practice speaking what you are learning aloud. It may seem strange, but it is very effective. Exercises like  tongue twisters can help improve your flexibility.Communicate: Grammar exercises are great, but having your friend on the other side of the world understand your email is fantastic!Use the Internet:  The Internet is the most exciting, unlimited English resource that anyone could imagine and it is right at your fingertips.

How Information Technology has Improved Management Process Research Paper

How Information Technology has Improved Management Process - Research Paper Example Following are some definitions. As described by Nirav S., management processes are defined as those processes which are performed by managers. Managers are commonly involved in planning, organizing, directing, motivating, controlling and decision-making. (Nirav, 2012) Management processes can be of many types and have many aspects attached to them. Information Technology: As per the free dictionary, Information Technology is defined as the development, installation, and implementation of computer systems and applications. (â€Å"Information Technology†, 2009) Information technology has affected organization and organization processes in many ways. It has changed the basic management approach by enabling them to access data from multiple sources at one time and then use this data in their basic functions of planning, controlling, decision making, leadership etc. As laid down by Eatock, Paul and Serrano in their research paper IT is considered one of the most important enablers of process change. (Eatock, Paul & Serrano, 2000) As described by Garvin there are three approaches to organization processes explained in the table below. EXHIBIT 1 An Organizational Processes Framework Work Processes Behavioral Processes Change Processes Definition Sequences of activities that transform inputs into outputs. Widely shared patterns of behavior and ways of acting / interacting. Sequences of events over time. Role Accomplish the work of the organization. Infuse and shape the way work is conducted by influencing how individuals and groups behave. Alter the scale, character, and identity of the organization. Major Categories Operational and administrative. Individual and personal. Autonomous and induced, incremental and revolutionary. Examples New product development, order fulfillment, strategic planning. Decision making, communication, organizational learning. Creation, growth, transformation, and decline. (Garvin, 1998) Management Processes In this part the managemen t processes are discussed in detail and a step by step approach to management processes before and after the implementation of Information Technology is discussed and compared so as to arrive at the advantages Information Technology has brought for the managers in carrying out the main management processes and decisions. There can be many types of management process like work processes, behavioral processes, and change process. However, all the said management processes are undertaken in the same step by step approach. As highlighted by Garvin, common examples of processes include new-product development, order fulfillment, and customer service; less obvious but equally legitimate candidates are resource allocation and decision making. (Garvin, 1998)

With reference to your own research, do you think that the ability of Assignment

With reference to your own research, do you think that the ability of a business to act successfully in a social responsibility manner is mainly determined by the products it produces - Assignment Example Introduction Corporate Social Responsibility or CSR for short is the ability of a business to manifest its truest basis to the public time and again. This means that its aim is to be truthful to all and sundry to create a positive mindset and image about the different product and service offerings under its organizational aegis. This paper will highlight the potential benefits of CSR which is in relation to the cost for businesses and stakeholders. It will also highlight how the CSR becomes a significant entity in relation to several other objectives of the organization. Then there will be some influences which determine the kind of responsibilities that are accepted by a business enterprise and the ones which are not while also highlighting some of the factors which discern the extent to which a business can be deemed as socially responsible. The value and the dire limitations towards businesses and stakeholders in the realms of social reporting will be discussed as will be the exte nt to which governments have a role in influencing the CSR. ... Hence in conjunction with what the businesses and stakeholders think and act, it is pertinent that the premise of CSR is given importance. How this happens is a difficult process though. These businesses and stakeholders need to find a way through which they can reach the minds of their consumers so that they can eventually bring about a sale or make use of their services. The bottom line however is an intention to bring about a sale. Even though this might not be said, the role of CSR is to build a positive word of mouth for the business regimes which will eventually set about a pragmatic feel for all and sundry related with the business. The stakeholders might find it difficult to understand the message that CSR is trying to send their way but in entirety it is being conveyed in one form or the other. Hence in relation to businesses and stakeholders, the role of CSR is of paramount significance because it communicates a message like none other. The need is to realize how CSR is wor king to its full capacity and allow it to propagate a message which is for the overall betterment of the organization, a case in point being Nike where CSR is always seen imperatively. Similarly, CSR for the sake of Apple helps it to establish its basis within markets where Nokia and Samsung are in common use as far as mobile phones are related. The question that remains here is whether or not both Nike and Apple are doing all that they can to bring about something further in the name of CSR than merely producing goods and products (Petersen, 2012). Importance of CSR Relative to Other Corporate Objectives Since corporate objectives of every business are different, the role of CSR also takes a

Wrinkle in Time Essay Example for Free

Wrinkle in Time Essay In A Wrinkle in Time by Madeleine L’Engle (1962), 14-year-old Margaret (Meg) Murry finds herself in trouble and miserable. Her beloved father has disappeared, her five-year-old brother, Charles Wallace, is the object of ridicule, and she’s having enormous problems at school. Then, one dark and stormy night, she meets a â€Å"woman† with the odd name of Mrs. Whatsit, who seems to know more than she lets on and who leads Meg, Charles Wallace, and a popular boy from Meg’s school, Calvin, 14, on a quest to find Meg’s father. This quest takes them to other planets and into great danger as they pass behind an evil presence called the Black Thing. The children and their extraterrestrial helpers, Mrs. Whatsit, Mrs. Who, and Mrs. Which, manage to rescue Mr. Murry from a prison planet, but leave Charles Wallace behind during the attempt. Mr. Murry uses a technique called a â€Å"tesseract† in order to jump from one planet to another to make their escape once the children free him from his prison cell. But because Mr. Murry is greatly inexperienced at tessering, which is how he ended up on a prison planet in the first place, Meg is almost killed. Once she recovers, she understands that only she can return to the prison planet by herself to rescue Charles Wallace because the two of them are very close. In the end, Meg is successful and the family is reunited back on Earth. I decided to select this book for my fictional character review because I remember no other book from my childhood enchanting me the way A Wrinkle in Time (L’Engle, 1962) did when my sixth grade teacher read it aloud to us. The opportunity to look at Meg from a different point of view intrigued me. Is she gifted? Does she have some kind of disorder? Perhaps she has dysthymic disorder, a kind of low-grade, long-term depression? Does she meet the criteria to be diagnosed with Oppositional Defiant Disorder (ODD)? Looking at the story from this point of view opens up a whole new way of seeing this character, and the task of analyzing what Meg is experiencing and what her mother and teachers could have done differently to support her is what I hope to accomplish. One thing that the staff at Meg’s school and even Meg’s mother have failed to deal with is Meg’s grief over the loss of her father. Mr. Murry was a physicist who disappeared while doing top secret experiments for the government. He’s been gone for a year, and the government will provide no information about where he is or when, or even if, he will ever return. Meg’s mother lives in a kind of denial, expecting him back at any time, and so Meg has nowhere to turn to express her grief. She tries to hide her feelings like her mother does, but they just back up on her as she turns them inward. Perhaps because of this, I feel that Meg fits the criteria for a diagnosis of dysthymic disorder. For a child or a teen, two or three criteria must be met for a period of at least a year in order to qualify (Diagnostic and Statistics Manual of Mental Disorders, 2000, p. 311). I believe that Meg meets five of these criteria. Meg certainly suffers from low self-esteem and feelings of inadequacy. She calls herself a monster and a delinquent. She thinks that her 10-year-old twin brothers, Sandy and Dennys, are the only normal ones in the family. She feels her plainness acutely, with her mousy hair, her thick glasses, and her braces, and she compares herself unfavorably to her mother, who is a great beauty. Her teachers also compare her unfavorably to her brilliant parents right to her face. Meg feels that she is â€Å"doing everything wrong. † (L’Engle, 1962, p. 7) Another criterion of dysthymia is feelings of pessimism and despair and a kind of hopelessness. Meg has been dropped to the lowest section in her class, and her teachers chastise her frequently for not trying and not being smart enough. She is grieving the loss of her father and his loving support. She is also subjected to nasty town gossip, such as once overhearing a townsperson say, â€Å"I’ve heard that clever people often have subnormal children,† and that the â€Å"unattractive girl† was not â€Å"all there† (L’Engle, 1962, p. 13). All of these things have culminated in despair and hopelessness for Meg. She also suffers from â€Å"subjective feelings of irritability or excessive anger† (DSM, 2000, p 775). She talks back to and even shouts at her teachers and her principal, Mr. Jenkins, when they criticize her or bring up her father’s absence. In addition, when a boy a year older and 25 lbs. heavier than she is called Charles Wallace her â€Å"dumb baby brother,† she beat him up so badly that his mother called to complain (L’Engle, 1962, p. 8). Another symptom of dysthymic disorder is Meg’s inability to concentrate on her school work. She faithfully does her homework every night, but when she gets to class, she can no longer remember what she read. I also feel that Meg meets the criteria established for Oppositional Defiant Disorder, although it is very hard to know exactly how much of an impact her dysthymic disorder has had on her ODD behavior since there is often some relationship between the two diagnoses and there are some areas that overlap. With Oppositional Defiant Disorder, there is a pattern of negative, hostile, defiant or disobedient behavior towards adults and/or authority figures that lasts for six months or longer (DSM, 2000, p. 100). I feel that Meg’s ODD manifests in six different ways. The first three criteria suggest that she suffers from ODD because she frequently loses her temper, is quite touchy or easily annoyed, and she argues with adults who are in authority. At school, as I mentioned before, she talks back to her teachers and to the principal, she gets angry and shouts at them, and there was also the incident on the way home from school in which she beat up an older boy. She also has a pattern of actively refusing to comply with the rules of adults. In this case, Meg’s mother believes that Meg has set up a mental block about math. For most of her life, Meg’s parents tested her IQ and played a lot of math games with her. They know that she is gifted, and they taught her a lot of short cuts in math, so that Meg can actually do math that is two grades above her. However, in 9th grade, the grade that Meg is in, the math teacher wants Meg to show her work; she wants Meg to do the math the long way so that the teacher can see that Meg knows how she arrived at the result. This annoys Meg to no end as she thinks it is a total waste of her time, so Meg refuses to do it. Another criterion of ODD that Meg meets is doing things on purpose to aggravate other people. For example, when Meg is called into the principal’s office, Mr. Jenkins starts asking her questions about her missing father. Meg starts shouting at him and when he asks her to keep her voice down, she refuses and just shouts all the louder. Lastly, Meg blames others for her misbehavior. It’s the teacher’s fault, or the principal’s fault, or the fault of the boy who taunted her. She does not take responsibility for her own actions. It’s unfortunate that Meg has not received the mental health treatment that she needs. But it’s important to remember that the setting is 1962, and that the guidelines for these mental health disorders had not yet been established. School officials and teachers were often working in the dark and had no idea how to handle â€Å"problem children† like Meg. Her teachers berate her for not trying and the principal tells her that she must face facts about her father’s absence. Meg’s mother is doing her best to hold her family together in the face of humiliating rumors and the loss of the man she loves. Because of her own grief, it no doubt never occurred to her that Meg could use some professional help. In conclusion, one would hope that these days, Meg’s grief, her dysthymia, and her ODD would be identified by her teachers or her mother, and addressed by the school social worker. She should definitely be receiving help from a mental health professional. If the topic of the loss of her father is too sensitive for Meg to discuss with anyone at school, such as a school psychologist, then she should be offered the chance to talk to someone from another town. As it is, her main confidant and her emotional rock is her five-year-old brother, Charles Wallace, and although he is smart and mature for his age, he can’t bear that burden for her. References American Psychiatric Association. (2000). Diagnostic and statistics manual of mental disorders (4th ed. , Text revision). Washington, D. C. : American Psychiatric Association. L’Engle, M. (1962). A wrinkle in time. New York: Farrar, Straus, Giroux.

Lost Freedom Essay -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  For many ages freedom has been one of the main priorities in human life. People are determined to have freedom of spirit, religion, opinion, speech; they aspire to be free to decide where and with whom to live, where to work, what to wear, and how to live their lives in general. However, a lot of people are deprived of freedom one way or another, either they are physically imprisoned or influenced by circumstances and life situations.   Ã‚  Ã‚  Ã‚  Ã‚  Physical imprisonment is one of the most devastating experiences for a human being, and affects a person in many ways, physically and mentally. Some of the factors that endanger the physical health of imprisoned people are poor environmental conditions, lack of healthy food, medicine, immediate con...

Cosmo Thinks I’M Fat: Images of Feminity in Women’s Magazines

Cosmopolitan magazine is â€Å"the lifestylist for millions of fun fearless females who want to be the best they can be in every area of their lives. † The best-selling magazine in its category, Cosmopolitan has 58 international editions, is published in 34 languages and is distributed in over 100 countries. Despite its popularity, a number of leading researchers have suggested that the material presented in these magazines can be damaging to the mental state of its readers in numerous ways.After examining the latest issue of Cosmopolitan magazine, it appears that while there are several examples of degrading advertisements and features a majority of the ads are neutral or positive in tone and help define a more modern, feminist woman. The November 2010 issue of Cosmopolitan definitely displayed a number of advertisements that displayed overtly sexualized images of women. One ad for Skyy Vodka showed a bottle of the vodka situated suggestively between the legs of a woman weari ng red leather boots.An article about Kary Perry has her laying in bed with ample cleavage with a caption reading â€Å"This cleavage is Cosmo-approved. † Jean Kilbourne contends that advertising content can affect people in deep and possibly hurtful ways. â€Å"Sex in advertisting is pornographic because it dehumanizes and objectifies people, especially women. † (Kilbourne) When people are constantly bombarded with images of objectified people–whether men or women–they are conditioned to see each other in dehumanizing ways.This means that the attitudes that can lead to sexual aggression are normalized. Kilbourne maintains that â€Å"Ads don’t directly cause violence, of course. But the violent images contribute to the state of terror. And objectification and disconnection create a climate in which there is widespread and increasing violence. † Kilbourne shows concerns about two trends in fashion and advertising that she cites as cultural re actions to the women’s movement. The first is the increase in images of violence against women.This is seen in an ad for Belvedere Vodka that depicts a woman blindfolded being led to a martini glass with a toothpick with two olives-a phallic representation. The second reaction Kilbourne notes is the increase of violent images depicting children–especially young girls. An ad for JC Penny showed two very youthful models dressed as young school girls ad looking vulnerable. These ads seem to suggest that the age of the objectification of women does still exist within the advertising world.Although some parts of the magazine may have objectified women featured, there were actually more displaying positive female role models. Advertisements for Dove body mist and deodorant portrayed women of different healthy weights, shapes and ethnicities- not for sexual gratification but to show confidence. Their contender, Secret, used the motto â€Å"When you’re strong, you spar kle. † However, the most positive image might have come from the Nike â€Å"Make Yourself† campaign. There were two ads from this campaign in the latest issue of Cosmo.The first read â€Å"Make yourself- Strong† and showed an image of Olympic Track and Field Medalist Allyson Felix. The second read Make Yourself Proud and featured professional dancer Sofia Boutella. This grouping provides a diversity called for by Wolf If the icon of the anorexic fashion model were one flat image out of a full spectrum in which young girls could find a thousand wild and tantalizing visions of possible futures, the icon would not have the power to hurt them. What this suggests is that even though there were some negative images, the range of role odels helps to allow women to find whatever they need to find themselves within the pages of the magazine. According to Kilbourne, our culture defines femininity and masculinity in a way that narrows accepted gender roles. The popular cult ure usually trivializes [relational skills] in women, mocks men who have real intimacy with women and idealizes a template for relationships between men and women that is a recipe for disaster: a template that views sex as more important than anything else, that ridicules men who are not in control of their women, and that disparages fidelity and commitment.These stereotypes of masculinity are found over and over throughout the magazine. A story about Alex Rodriquez reads â€Å"Right now, there’s no guy sexier than A-Rod. Baseball fans are obsessed with him, and three of Hollywood’s most gorgeous women have fallen for him. † Some other comments throughout the magazine bring to mind disturbing images if they had been aimed at women rather than men. ? Brad Pitt: It’s hard to tell who has more testosterone: Brad or his chisled Megamind character Metroman ? Chris Pine: He’s starring in this month’saction packed flick Unstoppable Oh, did e mentio n he takes his shirt off too? ? Fernando Verdasco: Speaking of shirtlessness, this top-ranked tennis hunk has been posting pec-tastic images of himself on Twitter ? Enrique Iglesias- We have mixed feelings about the fact that he used a fan’s camera during a concert to take a shot of his crotch. Rude! But can we see it? In a context where the subjects were women these comments would be extremely unnerving. The significance of these observations appears to show that while the objectification of women may be on the decline, it is on the incline for men.The fight for equality is succeeding, to the detriment of the male gender. Unfortunately, even Kilbourne minimizes the effect that this can have on men. There is a world of difference between the objectification of men and that of women. The most important difference is that there is no danger for most men, whereas objectified women are always at risk. Sometimes risks are more than just physical. Also, the assumption that all men are larger and/or stronger than women seems just as narrow as many other assumptions made in the past.

Tennyson Close Analysis

Tennyson was published in 1830 and is the text I have chosen to do closely analyze. The subject matter of the poem was taken from one of Shakespearean plays titled â€Å"Measure for Measure†, and the line: â€Å"Marina in the mooted grange,† gave Tennyson the inspiration to write of a young woman waiting for her lover. The two texts share a common theme of abandonment, as in Shakespearean play the young woman is also diligently awaiting the return of her lover Angelo after his desertion upon discovering her loss of dowry.Similarly to Shakespearean text, Marianne lacks action or any narrative movement, the entire poem serving as an extended depiction of the melancholy isolation a young woman experiences whilst pining for her vacant lover. The language, meter, format and tone of the poem contribute to the inherent themes of isolation, death and decay, which I will closely examine in this close reading exercise. Unlike some of Tennyson other works such as Ulysses, Marianne doesn't have a dramatic monologue although it does feature a refrain.This method isolates Marina from us, and the poem being written in a third person lyrical narrative makes the title guru unable to linguistically control her own poem. The refrain is the only part within the poem in which Marina is able to speak out directly to the reader as well as the only form of dialogue: in the first stanza, line's 9-12 â€Å"My life is dreary/He cometh not' she said:/She said, ‘l am areaway, areaway, I would that I were dead! Her desperation is evident to the reader, and ‘she said' being written in past tense is significant since we are left wondering of her fate as a result of her misery. The refrain undergoes minor changes throughout the poem, giving a small fragment of pope to both the reader and Marina who is stuck in a monotonous cycle of despair. In the second, third and fourth stanza she alternates between ‘day, night and light', in the final 9-12 lines of the stanz a, emphasizes that nothing really changes since her feelings of being ‘areaway continue regardless of the time of day.In the final stanza, in the 9-12th lines, the refrain changes dramatically from the continuous and unchanging refrain the reader had become accustomed to. Marina now Weeps' instead of ‘says' and asks ‘God' to end her misery, thus the plea is no longer a wish but a prayer and an appeal, signifying the end to all hope. She is now sure that ‘he' will never return and her recognition of this show that she accepts it. The use of the pronoun ‘he' in the refrain is interesting. We never learn ‘his' name or of his existence therefore his presence in the poem is very ambiguous.It could be that Marina is just waiting for a lover who has deserted her, or that ‘he' could be symbolic of a male dominant society that doesn't help her. The refrain shapes majority of the poem as it allows the reader to understand Marina's feelings, whereas th e language and the setting only serve as a metaphor for her internal anguish and isolation. Although the poem is static, meaning it involves no action, the pathetic fallacy and personification of the setting is a reflection of Marina's psychological decay as well as the world that she inhibits.In the first stanza, from lines 1 to 7, Marina's surroundings are described as ‘blackest', ‘rusted', ‘broken', Weeded and worn', and ‘lonely. Everything that is man-made is in a state of decay, symbolic for Marina's personal deteriorating and dissatisfaction of men. The iambic tetrameter, which sets the rhythmic, repetitive tone of the poem, is constantly interrupted by the refrain at he end of each stanza, symbolic to how Marianne can never feel at ease and is always in a state of psychological unrest.The three four-line rhyme units pattern of ABA CDC BEEF entrap the reader, since the E and F essentially remain the same in each stanza, which parallels with Marina's own entrapment. Words such as ‘shrieks and ‘cricked' in the sixth stanza between on line 2 and 5, are Tennyson use of onomatopoeia to further involve the reader in how Marina is feeling by using harsh and penetrating sounds. Through close analysis there are signs of hope Marina instills in us for both her fate and the return of her lover.In the first stanza on line 6, it is described that ‘unlisted was the clinking latch' emphasizing her hope for his return, and in the second stanza on line 8, when she ‘glanced athwart the gloaming flats,' although the use of ‘gloaming' is a morbid foreshadowing, Marina watches her surroundings as if she is waiting for a soldier to return from the battlefield and into her open arms. But as Marina deteriorates and hope fails her, so does the language in the poem.In the sixth stanza between lines 6 and 8, Marina descends into madness as her house becomes haunted by ‘old faces, glimmered thro' the doors, [old toasters, trod the upper floors, [old voices called her from without. ‘ The use of past tense with ‘glimmered' and ‘called' signifies that Marianne is still living in the past, as her libido flows backwards. She remembers happier times because she is haunted, and the psychological reversions as well as physical deterioration move in parallel order, creating overwhelming sense of degeneration and loss.In the last stanza, the sparrow's chirrup on the roof, [the slow clock ticking,' this first and second line stood out. ‘The sparrow is symbolic because it is a sign of impending death, in Christian homeboys the sparrow was seen as offering made by person without any means. As for the ‘slow clock ticking, this can be interpreted for the lack of time and the poem's constant circular motion before reaching its climax in the final stanza. However, because the clock is about to come to a halt it could also have the double meaning for Marina's impending death.Another liter ary symbol that Tennyson uses to draw up on Marina's yearning for her lover is the polar tree. The polar tree is a classic symbol of the renegade lover and his broken promise; it can be interpreted as a phallic symbol since it provides he only break in the otherwise barren and flat landscape. Within classic mythology the poplar tree is used in the text Metamorphoses, where Ovid describes how None, deserted by Paris, addresses the poplar on which Paris has carved his promise not to desert her. This interpretation is relevant to the reoccurring theme of abandonment and isolation within the poem.In the fourth stanza, the fifth line introduces the poplar tree as the ‘Hard by a poplar shook alleyway's silver-green with gnarled bark also making it's existence sound temperamental and deteriorating through the use of ‘gnarled bark and ‘silver-green', these adjectives making it unappealing in the mind of the reader. Marina lusts for the company of her previous lover, so whe n she sees the gusty shadow sway,' in the following fourth line of the fifth stanza, this is the remainder of the sexual dominance her lover had over her and his absence in her life which has been replaced by this desolate tree.The fact that she is still pining over his vacancy shows that he still holds power over her and is able to manipulate her, which could be said of women in society being under the control of men during Tennyson time. The poplar tree's isolation haunts Marina even in sleep, because it eternally serves as a remainder of the one who will never come. Death is also a prominent motif throughout the poem, as ‘dead' is repeated in the last line of every stanza in the refrain.In the climaxing, last stanza of the poem, Tennyson wrote on the sixth line ‘but she loathed the hour/When the thick-mooted sunbeam lay, this phrase is emphasized by the caesura directly prior to it, and the comparatively period lacking punctuation which follows. The words thick and â €˜lay give the reader the impression that Marina's world is coated in dust, suggesting that it is morality which weighs her down since her life is bleak and oppressive. This idea is further emphasized by the day drawing to a close when Tennyson wrote in the last stanza on the 8th line, ‘and the Dallas sloping toward his western bower. The imagery here is suggestive of the sun setting and her moving towards Angelo since the connotation of light has to do with living and mortality. The ending of the day, and the drawing of the poem can be interpreted as the ending of Marina's own life. In conclusion, much of Tennyson formation of the character Marina can be seen as a projection of his own psychological issues. His powerful use of imagery and pathetic fallacy illustrates the struggle Marina faces between life and death as she diligently awaits her lovers return.

Spy Jobs at the CIA

Spy Jobs at the CIA So, you want to be a spy. The first place most people hoping to land a spy job usually look is the U.S. Central Intelligence Agency (CIA). Though the CIA never has and never will use the job title â€Å"Spy,† the agency does hire a few select people whose job is to gather military and political intelligence from around the world- in essence, spies. Life as a CIA Spy While the CIA offers a wide range of more traditional job opportunities, its Directorate of Operations (DO), formerly called the National Clandestine Service (NCS), hires â€Å"Covert Investigators† who- by any means necessary- gather information needed to protect U.S. interests in foreign countries. This information is used to keep the President of the United States and Congress apprised of threats of terrorism, civil unrest, government corruption, and other crimes.   Once again, a CIA spy job is not for everyone. Looking only for â€Å"the extraordinary individual who wants more than a job,† the Directorate of Operations calls spying â€Å"a way of life that will challenge the deepest resources of your intelligence, self-reliance, and responsibility,† demanding â€Å"an adventurous spirit, a forceful personality, superior intellectual ability, toughness of mind, and the highest degree of integrity.† And, yes, a spy job can be dangerous, because, â€Å"You will need to deal with fast-moving, ambiguous, and unstructured situations that will test your resourcefulness to the utmost,† according to the CIA. ThoughtCo / Vin Ganapathy Careers at the CIA For people who consider themselves up to the many challenges of working as a spy, the CIA’s Directorate of Operations currently has four entry-level positions for qualified job seekers who have completed extensive agency training programs. Core Collectors and Operations Officers spend most of their time abroad recruiting, handling, and protecting persons who provide foreign HUMINT- human intelligence.Core Collectors and Collection Management Officers manage the work of the Core Collectors and Operations Officer, and evaluate and distribute the HUMINT they gather to the U.S. foreign policy community and intelligence community analysts.Staff Operations Officers act as liaisons between the CIA’s U.S. headquarters and field officers and agents overseas. They travel extensively and must be experts in either specific world regions or threats like terrorism.  Specialized Skills Officers might work anywhere using their military experience, or specialized technical, media, or language skills to conduct or support all CIA operations. Job titles in these areas include Collection Management Officer, Language Officer, Operations Officer, Paramilitary Operations Officer, Staff Operations Officer, and Targeting Officer. Depending on the position for which they applied, successful entry-level job candidates will go through the CIA’s Professional Trainee Program, the Clandestine Service Trainee Program, or the Headquarters Based Trainee Program. After successfully completing the training program, entry-level employees are assigned to a career track based matching his or hers demonstrated experience, strengths, and skills to the current needs of the agency. CIA Spy Job Qualifications All applicants for all CIA jobs must be able to provide proof of U.S. citizenship. All applicants for jobs in the Directorate of Operations must have a bachelors degree with a grade point average of at least 3.0 and qualify for government security clearance. Applicants for jobs involving gathering human information must be proficient in a foreign language- the more the better. Hiring preference is generally given to applicants with demonstrated experience in the military, international relations, business, finance, economics, physical science, or nuclear, biological or chemical engineering. As the CIS is quick to point out, spying is a career dominated by stress. People lacking strong stress management skills should look elsewhere. Other helpful skills include multitasking, time management, problem-solving, and excellent written and verbal communication skills. Since intelligence officers are often assigned to teams, the ability to work with and lead others is essential. Applying for CIA Jobs Especially for spying jobs, the CIA’s application and vetting process can be trying and time-consuming.   Much like in the movie â€Å"Fight Club,† the CIA’s first rule of applying for spy jobs is never tell anybody you are applying for a spy job. While the agency’s online information never uses the word â€Å"spy,† the CIA clearly warns applicants never to reveal their intention to be one. If nothing else, this proves the future spy’s much-needed ability to hide his or her true identity and intentions from others. Jobs in the Directorate of Operations can be applied for online on the CIA’s website. However, all prospective applicants should carefully read about the application process before doing so. As an added level of security, applicants are required to create a password-protected account before proceeding with the application. If the application process is not completed within three days, the account and all information entered will be deleted. As a result, applicants should make sure they have all of the information needed to complete the application and plenty of time to do so.  In addition, the account will be disabled as soon as the application process is completed. Once the application is completed, applicants get an on-screen confirmation. No mail or email confirmation will be sent. Up to four different positions can be applied for on the same application, but applicants are asked not to submit multiple applications. Even after the CIA accepts the application, pre-employment evaluation and screening may take as long as a year. Applicants who make the first cut will be required to undergo medical and psychological testing, drug testing, a lie-detector test, and an extensive background check. The background check will be structured to assure the applicant can be trusted, cannot be bribed or coerced, is willing and able to protect sensitive information, and has not or ever has pledged allegiances to other countries. Because much of a CIA spy’s work is done covertly, even heroic performance rarely gets public recognition. However, the agency is quick to recognize and reward outstanding workers internally. Directorate of Operations employees serving abroad get competitive pay and benefits including lifetime health care, free international travel, housing for themselves and their families, and educational benefits for their family members.

Using the Spanish Verb Contar

Using the Spanish Verb Contar Although contar is a cognate of the English verb to count, it has a wide variety of meanings, some of which seem more closely related to the variety of meanings of account. Perhaps the most obvious meaning of contar is to count in the sense of to add up: Quiero encontrar un programa que cuenta las palabras de que se compone una web. I want to find a program that counts the words that make up a web page. Es posible perder peso sin contar calorà ­as. It is possible to lose weight without counting calories. Contamos las horas para estar con ustedes. We are counting the hours until we are with you. At least as common is using contar to mean to tell (as in to give an accounting of): Contà ³ la historia de un chico que decidià ³ grabar todo en una cmara de và ­deo. He told the story of a boy who decided to record everything on a videocamera. El amor de mi vida no me ha contado que es casado. The love of my life hasnt told me that hes married. No se lo cuentes a nadie. Dont tell it to anybody. When it is followed by a time period, contar can often be translated as to have: Cuenta 10 aà ±os de experiencia en montaà ±ismo. He has 10 years of experience in mountaineering. Another meaning is to take into account: Cuenta que esto no es todo. (He is taking into account that this isnt everything.) The phrase tener en cuenta also is frequently used for that meaning. Contar occasionally means to count in the sense of to matter: La corte ha declarado que este error no cuenta. The court has ruled that this error is immaterial. The phrase contar con usually means to count on or to rely on: Para ese trabajo contà © con los expertos mexicanos. For that work I counted on the Mexican experts. Gracias a la nueva ley, contaremos con un sistema de pensiones. Thanks to the new law, we will count on a pension system. Cuento contigo. Im counting on you. Sometimes, contar con has the same basic meaning but is best translated in a weaker fashion, depending on the context: Contamos con una legislacià ³n que norme el uso del ADN humano. Were expecting a piece of legislation that would set standards for the use of human DNA. Cuento con los derechos de reventa de este producto. I have the resale rights for this product. Occasionally, contar con can be translated directly as to count with: Contà © con los dedos de mi mano. I counted with my fingers. Con esto no yo contaba. I wasnt expecting that. In question form, contar can be used as a friendly way of showing interest in what a person is doing:  ¿Quà © cuentas? (Whats happening?) The reflexive form can be used in the same way:  ¿Quà © te cuentas? In reflexive form, contarse often can be literally translated as to count oneself or otherwise to indicate the concept of inclusion: Muchos escritores escriben por impulso, y me cuento entre à ©stos. Many writers write on impulse, and I count myself among them. Los medios espaà ±oles se cuentan entre los mejores del mundo. The Spanish media are among the best in the world. Keep in mind that is conjugated irregularly.

Beethoven; Art and Protest in the 1800s Essay Example | Topics and Well Written Essays - 250 words

Beethoven; Art and Protest in the 1800s - Essay Example Part four Allegro molto e vivace has strong Haydnian expression but with distinguishable thematic elements borrowed from the previous part. This reveals a complex form of sonata and becoming an ending for a symphonic cycle (Oscar, 1926). An example of a work of visual art from the 1800s is realism. It was reviewed by Donna Campbell who is an associate professor of English, Washington State University (Oscar, 1926). Realism in art and literature refers to the attempt to represent familiar and everyday people and situations in an accurate. More specifically, the term "realism" refers to the literal and artistic movement of the late 1800s and early 1900s (Oscar, 1926). This movement was a reaction against romanticism. Romanticism was an earlier movement that presented the world in much more idealized terms (Oscar, 1926). It responds to industrial revolution in such a way that modern artists have taken realism to new heights when they create paintings so realistic that they appear to be real photographs this helps their industry grow because who wouldn’t to purchase a painting that that appears real. Also they have made sculptures of human beings so life like that they are mistaken to be real people (Oscar,

Colonial Salem, Witch Trials as a quest for power Essay

Colonial Salem, Witch Trials as a quest for power - Essay Example In fact, religion, witches, and Satan may have had less to do with the outcome of the Salem trials than the male/female conflict that permeated the town and the era. Gender attitudes were prescribed by the fundamentalist religion of the time, and religious figures may have had a fear of the women expressing themselves, and a hostility towards their feminist demands. Gender roles and sexism played a key part in the Salem Witch Trials, as the events of 1692 became another chapter in the ongoing struggle that women have confronted in their quest for status, fairness, and justice. Witchcraft has traditionally been stereotyped as the domain of the female gender, as well as being a social construct perpetuated by the dominant male power structure. Witnesses who testified against the witches seemed to "acquiesce in and reinforce theories of witchcraft, developed by theologians and lawyers, which emphasize female weakness—the greater susceptibility of women to temptation; their greater sensual depravity" (Holmes 45). These theories were simply prejudicial stereotypes that had no basis in scientific or social fact. Feminism and gender roles are central to the Salem Witch Trials as they recognize and address the "systems of power and oppression" that existed at the time (Gasser 27). In 1692 Salem, men controlled the political spectrum, only men could vote and hold public office, they were the leaders in the Puritan religion, and owned most of the personal property (Demos 63). These factors would create an environment where women would have few opportunities except to keep their place, not speak out, and acquiesce to male demands. In addition, clinical hysteria was common in the 17th and 18th century when women were denied self-expression and limited in power and status (Hill 22). The charges of witchcraft in 17th century Salem were a manifestation of the womens struggle, and defined as witchcraft only by the male power structure. As the hysteria