How to Read a Book

The author, Joseph Brodsky, of this passage taken from â€Å"How to Read a Book† from On Grief and Reason, presents the reader with an enigmatic literature dilemma that individuals face in determining what they should read. This dilemma questions how to manage all the literature material that is presented continuously and how to decide what one should read, as there is limited time of one existence. This passage has an educative, informative, and didactic tone to present this dilemma, as it tries to inform and teach the reader about the controversial enigma about literature, and presenting some solutions to the problem, however ending in the beginning. From the beginning of the first paragraph he presents two kinds of antithesis ideas. As the first sentence says, â€Å"Since we are all moribund, and since reading books is time-consuming, we must devise a system that allows us a semblance of economy. † The first idea is that the task of reading is a time consuming one. The other idea is that as human being, we have limited time of existence, therefore limited time of reading. Here the author is presenting one part of the dilemma, of how to manage what to read, as there is limited time. For the author, in the end this management of reading, is only done because human want to learn, for this reason the need, as the author says, â€Å"for concision, condensation fusion – for the work that brings human predicament, in all its diversity, into its sharpest possible focus; in other words, the need for a shortcut. The author embraces an extended metaphor for the search of a shortcut, and marks it as â€Å"some compass in the ocean of available printed matter†. Nevertheless, Brodsky suggests that the role for the compass is â€Å"played by literary criticism, by reviewers†. The author goes on by explaining the trouble of the reviewers` purposes. It says that the reviewer can be someone that does not knows much and is not that smarter that ourselves, a â€Å"hack†, someone that has strong bias one certain subjects, or simply be influence by the publishing industry, or someone with a great literary talent that will make the review even more appealing and interesting than the book itself. The author mentions one of the great literature influences, Jorge Luis Borges, supporting his point that at the end â€Å"you may end up reading reviews rather than the books themselves†. Joseph Brodsky expands his metaphor of the compass in the third paragraph. He does this by interpreting the reader as a castaway adrift in a literary ocean, â€Å"with pages and pages rustling in every direction, clinging to a raft whose ability to stay afloat you are not so sure of. † The author then suggests an alternative solution for this particular dilemma. He suggest that the reader could â€Å"develop your own taste, to build your own compass, to familiarize yourself, as it were, with particular stars and constellations – dim or bright but always remote. † However, he then establishes that this process consumes a lot of time and concluding that at the end this is not a respectable idea. He then proposes another alternative solution, implying that is kind of similar than the first one, that to rely on a â€Å"friends advice†, and find something that is appealing. However, the author continues to find a downside by saying that it is a â€Å"poor insurance, for the ocean of available literature swells and widens constantly. † At the end of the passage the author has just come to the same question of what to do, and just leaves something to thing about. The passage end with rhetorical questions â€Å"So where is one’s terra firma, even it may be but an uninhabitable island? Where is our good man Friday, let alone a Cheetah? This conclusion of the passage can be interpreted that at the end there is no answer. Therefore at the end I think the author did not accomplish what was intended of providing a solution for the dilemma that individuals face in determining what they should read, as the author does not presents a clear and direst answer to the pr oblem. Nevertheless, at the end the author, alludes to the castaway protagonist in Daniel Dafoe’s novel Robinson Cuisses’ â€Å"man Friday† and to the Tarzan’s chimpanzee companion Cheetah. Both of these allusions strongly support the idea of a guidance, which this dilemma does not have to obtain the answer.

The Hemispheres Adaptability to Function Independently

The Hemispheres Adaptability to Function Independently Physiologically; the right side of the brain deals with neurological impulse for the left side of the body and the inverse is true. In his â€Å"split-brain† research on an epileptic patient, Roger Sperry (1973) (cited in Dan Eden, n.d) demonstrated that with the severing of their communication connection the two hemispheres could function distinctively.Advertising We will write a custom essay sample on The Hemispheres Adaptability to Function Independently specifically for you for only $16.05 $11/page Learn More For instance the right eye and hand could name an item, like a pen, but the subject could not determine its use. On the other hand the left eye and hand could demonstrate and determine its use but could not determine its name. In his further studies to establish the functional map of the brain, Sperry (1973) (cited in Eden, n.d) supposes the existence of two nature of thought, namely the verbal and the non-verbal, which have their basis in th e left and the right brain hemispheres respectively. The chart below illustrates the function mapping of the hemisphere (Eden, n.d). LEFT BRAIN FUNCTIONS RIGHT BRAIN FUNCTIONS uses logic detail oriented facts rule words and language present and past math and science can comprehend knowing acknowledges order/pattern perception knows object name reality based forms strategies practical safe uses feeling big picture oriented imagination rules symbols and images present and future philosophy religion can get it (i.e. meaning) believes appreciates spatial perception knows object function fantasy based presents possibilities impetuous risk taking The two Hemispheres functional integration Personality can be thought of as the product of the extent to which hemispheres associate or dissociate. For instant, criticality and orderliness is an attributed of the left hemisphere; while the artistic, creativity and unpredictability is that of the right. However, every individual integrate s particular sides of the brain in their various daily activities based on factors such as education, age and experiences. Thus, the involvement of a specific hemisphere in different circumstances determines our character and molds our personality (Eden, 2008). Studies have established that majority of the children creativity rank high (right hemispheres attribute) prior to schooling. However, only 10% of the children would retain their creativity by the age of seven, since the current educational system emphasizes on the left brain characteristics like mathematics, language and logic than on creativity (Eden, 2008). Despite their function lateralization, the hemispheres do not perform independently, but communicate via the corpus callosum. Nevertheless, this association does not operate on equality basis because one hemisphere usually dominates over the other. Thus, individuals can either be left or right handed. Normally, the left hemisphere is considered the dominant hemisphere ( Ball, 1998).Advertising Looking for essay on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Implications for the cognitive research neuroscientist Owing to the obstacles of direct methods in neurological studies of a particular behavior, neurological scientists have render use of indirect methods, such as handedness technique to establish the dominant hemisphere. However, the understanding of how this methods work poses a challenge to many research neuroscientists, in which practical and theoretical implications are, attached (Ball, 1998). However, distinction are not absolute, thereby necessitating verification of a patients’ match to the right or left hemisphere profile before a brain surgeons excise an area of an epileptic brain to avoid causing major impairments. To achieve this objective, many methods have been developed to allow the evaluation of activities of the two hemispheres in life subjects (Ball, 199 8). The first technique was known as the Wada test, coined after a neurologist name Juhn Wada. It involves the injection of sodium amorbarbital into either the left or right carotid artery. Consequently, the hemisphere which corresponds to the injection becomes numb, allowing the doctor to carry out language test on the conscious hemisphere (Ball, 1998). These and other techniques developed for this purpose are expensive and dangerous. Easier methods of evaluating lateralization must be opted for. Thus handedness method has been opted for by many neuroscientists in their approach to the relevant psychological issue. The essence for this choice is the fact that right-handedness implies that the left hemisphere dominates and vice versa. Apparently, this technique has proven to be the most convenient method of determining the dominant hemisphere (Ball, 1998). Reference List Ball, J. (1998). Lateralization of function in cerebral hemispheres. Serendip; biology 202. Retrieved from https: //serendipstudio.org/exchange/node/1782 Eden, D. (2008). Left brain; Right brain. Retrieved from http://viewzone2.com/bicamx.html

50 Synonyms for Control

50 Synonyms for Control 50 Synonyms for Control 50 Synonyms for Control By Mark Nichol Numerous words are available to take the place of control to more specifically convey one’s meaning. Here’s a list of synonyms and their senses. 1. Arrest: slow, stop, seize, or catch 2. Block: stop passage or progress; also, chart, shape, or mark outlines, and other meanings 3. Bottle: see restrain; also, literally or figuratively put into a bottle 4. Bridle: restrain as if using a bridle; also, indicate hostility or resentment as if being restrained by a bridle 5. Cap: set a limit on or prevent from growing or spreading; also, provide with a cap or other protection, conclude, or outdo 6. Check: block progress, slow, or stop, or see restrain; also, examine, inspect, or verify, or mark with a check mark or another symbol to indicate that such an action has occurred, and other meanings 7. Choke: obstruct or control growth, and other meanings 8. Circumscribe: control an activity or a range of activities, or surround 9. Confine: hold or keep within limits 10. Constrain: see confine, limit, or restrain, or hold back, or produce in a strained manner 11. Constrict: narrow or reduce 12. Contain: halt or prevent, or enclose or hold 13. Curb: control, or impose a limit 14. Detain: put into custody 15. Enjoin: see forbid, or impose an admonition or order 16. Forbid: order so as to prevent 17. Gag: control freedom of expression or freedom of speech 18. Govern: control or influence actions or exercise legitimate or illegitimate authority 19. Hamper: see impede or restrain; also, disrupt or encumber 20. Handcuff: render powerless or ineffective; also, place handcuffs on 21. Harness: use for a particular purpose 22. Hinder: see impede 23. Hold: see restrain 24. Impede: interfere with; also, slow the progress of 25. Inhibit: see prohibit and restrain, and discourage 26. Keep: see detain or restrain 27. Limit: curtail or reduce; see also restrain 28. Measure: see regulate, and other meanings 29. Mince: restrain speech for the sake of decorum or discretion 30. Muffle: see smother 31. Muzzle: see smother 32. Obstruct: see block or impede 33. Prevent: keep from existing or happening, or hold back 34. Prohibit: see forbid and prevent 35. Quell: overwhelm so as to produce passiveness or submission; also, quiet or pacify 36. Regulate: adjust or set amounts, degrees, or rates, or make laws or rules or bring under control of authority 37. Repress: see prevent and subdue 38. Restrain: keep under control; see also prevent 39. Restrict: see restrain 40. Rule: exercise authority over 41. Silence: see smother 42. Smother: prevent communication or expression; also, deprive of air or otherwise suffocate, and other meanings 43. Squelch: crush or silence, or see quell 44. Stifle: deter or discourage, or cut off, or see smother 45. Stop: put a halt to occurrence or progress 46. Strangle: see hinder and stifle; also, choke or stop someone’s breathing 47. Subdue: see curb; also, conquer, or tone down 48. Suppress: see curb, prevent, smother, and subdue 49. Swallow: keep oneself from expressing 50. Tame: bring under control; also, to humble or soften Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:50 Idioms About Legs, Feet, and ToesDoes "Mr" Take a Period?Dissatisfied vs. Unsatisfied

Definition and Examples of the Middle Style in Rhetoric

Definition and Examples of the Middle Style in Rhetoric In classical rhetoric, the middle style is reflected in speech or writing that (in terms of word choice, sentence structures, and delivery) falls between the extremes of the plain style and the grand style. Roman rhetoricians generally advocated the use of the plain style for teaching, the middle style for pleasing, and the grand style for moving an audience. See Examples and Observations below. Also see: DecorumLevels of UsageOn Familiar Style, by William HazlittStyle Examples and Observations An Example of the Middle Style: Steinbeck on the Urge to TravelWhen I was very young and the urge to be someplace was on me, I was assured by mature people that maturity would cure this itch. When years described me as mature, the remedy prescribed was middle age. In middle age I was assured that greater age would calm my fever and now that I am fifty-eight perhaps senility will do the job. Nothing has worked. Four hoarse blasts of a ships whistle still raise the hair on my neck and set my feet to tapping. The sound of a jet, an engine warming up, even the clopping of shod hooves on pavement brings on the ancient shudder, the dry mouth and vacant eye, the hot palms and the churn of stomach high up under the rib cage. In other words, I don’t improve; in further words, once a bum always a bum. I fear the disease is incurable. I set this matter down not to instruct others but to inform myself.(John Steinbeck, Travels with Charley: In Search of America. Viking, 1962)Three Kinds of StyleThe classical rhetoricians delineated three kinds of stylethe grand style, the middle style, and the plain style. Aristotle told his students that every kind of rhetorical style is capable of being used in season or out of season. They warned against the too grand style calling it swollen, or the too plain style which when misused they called meagre, and dry and bloodless. The middle style used inappropriately they called slack, without sinews and joints . . . drifting.(Winifred Bryan Horner, Rhetoric in the Classical Tradition. St. Martins, 1988) The Middle Style in Roman RhetoricThe speaker who sought to entertain his listeners would choose a middle style. Vigor was sacrificed for charm. Any and every form of ornamentation was appropriate, including the use of wit and humor. Such a speaker possessed the skill to develop arguments with breadth and erudition; he was master at amplification. His words were chosen for the effect they would produce on others. Euphony and imagery were cultivated. The overall effect was one of moderation and temperance, of polish and urbanity. This style of discourse, more than any other, typified Cicero himself and would later influence us in English through the marvelous prose style of Edmund Burke.(James L. Golden, The Rhetoric of Western Thought, 8th ed. Kendall/Hunt, 2004)The Tradition of the Middle Style- The Middle Style . . . resembles the simple in striving to communicate truth to the understanding with clearness, and resembles the grand in aiming to influence the feelings and passions. It is bolder and more profuse in the employment of figures and the various emphatic verbal forms, than the simple style; but does not use those appropriate to intense feeling, which are found in the grand.This style is employed in all compositions intended not only to inform and convince, but at the same time to move the feelings and passions. Its character varies with the predominance of one or other of these ends. When instruction and conviction are predominant, it approaches the lower style; when influencing the feelings is the main object, it partakes more of the character of the higher.(Andrew D. Hepburn, Manual of English Rhetoric, 1875)- The middle style is the style you dont notice, the style that does not show, ideal transparency. . . .To define a style in this way, of course, means that we cannot talk about the style itselfthe actual configuration of words on the pageat all. We must talk about the social substance surrounding it, the historical pattern of expectations which renders it transparent.(Richard Lanham, Analyzing Prose, 2nd ed. Continuum, 2003)- Ciceros idea of the middle style . . . lies between the ornateness and perorations of the grand or vigorous style (used for persuasion) and the simple words and conversational manner of the plain or low style (used for proof and instruction). Cicero designated the middle style as a vehicle for pleasure and defined it by what it is notnot showy, not highly figurative, not stiff, not excessively simple or terse. . . . The twentieth-century reformers, up to and beyond Strunk and White, were and are advocating their version of the middle style. . . .An accepted middle style exists for any form of writing you can think of: news stories in The New York Times, scholarly articles in the sciences or humanities, historical narratives, Web logs, legal decisions, romance or suspense novels, CD reviews in Rolling Stone, medical case studies.(Ben Yagoda, The Sound on the Page. Harper, 2004)

Mousetrap by Agatha Christie Essay Example | Topics and Well Written Essays - 500 words

Mousetrap by Agatha Christie - Essay Example When the culprit is caught, everyone is shocked and relieved. The play comes to an end with the Ralstons exchanging anniversary gifts. There are eight inhabitants of Monkswell Manor. There are Mollie and Giles Ralston who are the hosts. Christopher Wren is the most suspicious one since he behaves in a peculiar manner. Mrs Boyle is an old woman who is never pleased by anything and only talks to complain about something or the other. Her presence is not appreciated by anybody and she is later killed in the hotel. Mr Paravicini is a foreigner. Major Metcalf has retired from army and later we find out is a policeman in disguise. Miss Casewell is an odd woman who seems to have had a difficult childhood. She turns out to be the sister of the escaped murderer. The last guest is Detective Sergeant Trotter who is not actually a man of law but one defying it. He is, in fact, the killer and Miss Casewell’s brother. Later in the play we find out that Trottor - also called Georgie - is the man behind the murders. His awful childhood led him to first killing Mrs Lyon who did not take care of him or his siblings, resulting in the death of one of them. Then he strangles Mrs Boyle since she sent them under Mrs Lyon’s responsibility. He tries to kill Mrs Mollie Ralston whose help he had asked for but not received. He is not successful in his attempt but it is clear that despite the time passed, Georgie still carried the grudge with him. It affected him mentally till he took matters in his own hands to take revenge, planning deaths of the people who he thought did him wrong. Agatha Christie has a great way with words but speaking them out loud makes quite a difference too. Mrs Boyle always gives off the air of a woman unimpressed with the world. Mollie has these naive comments to say. Miss Casewell slips up at times, giving off the look of someone always occupied with something else. All the characters have a certain way of

Systems Project Management Essay Example | Topics and Well Written Essays - 2500 words

Systems Project Management - Essay Example Moreover, the mode of data referencing seemed to be difficult and time consuming. Therefore, adoption and implementation of information systems in hospitals will automatically increase the efficiency and effectiveness of data interaction thereby increasing the quality of services offered in the hospital set up. Hospital information systems are massive, integrated system aimed at supporting hospitals’ comprehensive information requirements that include patient, ancillary, and financial management. It should be noted that hospitals have become extremely complex. Moreover, they have large units and departments that need to be administered from a central unit of management as a mean of coordinating care to patients (Velde, 1992; Pg. 342). Therefore, manual data management will be quite cumbersome especially due to the large departments and the ever growing number of patients in these institutions. Thus, the only sure way to help hospitals to become reliable and efficient is to adv ise them to adopt hospital information systems in their patients and data management. The use of information systems will help the hospital to diagnose, manage, and educate relevant stakeholders towards improving their services and practices (Winter and Haux, 2011, Pg. 21). Implementation of information systems in hospitals is inevitable since numerous dominating factors including people, organization, and technology are currently inseparable. Hospitals have currently integrated a series of functions and activities including: Consultation, Disease diagnosis, Providing treatment and treatment facilities, Patients and children immunization, Admission facilities including beds, nursing, and medicine among others. Hospitals also conduct other operational services that include: Recording patients’ information General billing Recording diagnostic information per patient Keeping immunization records per patient or per child Keeping records for various diseases and medicines for cura ble diseases All these activities and services are often done manually, for hospitals that have not adopted the use of information systems. The activity involved in recording such data is hectic in that each patient’s information is often recorded manually and some of the patient’s personal information includes name, age, and gender (Dudeck, 1997; Pg. 261). These information or data are usually stored afresh whenever the patient visits the hospital. Furthermore, bills that are generated from other units and hospital departments are recorded separately and provided to customer of separate bill sheets. At the end of it all, the same bills will be summed up differently and this will be a waste of time and writing resources. All these data often occupy space; therefore, they are usually destroyed after sometimes to provide space for other day data set. The quantity of data or file piles usually hinders doctors from referring to such files as the need may demand. The volume of the files will obviously discourage the doctors; thus, they will resort to gauze work and such actions may be injurious to the patients involved (Schmitz, 1979; Pg. 92). Therefore, the aim of this project is to eliminate of physical data collection, storage, and reference to improve management of both the patients and hospital management. Part one: Scope The scope of this project is to develop and install software that will automate management in

A death of princess (Misha'al bint Fahd al Saud) Research Paper

A death of princess (Misha'al bint Fahd al Saud) - Research Paper Example There is no denying the fact that one major reason for which people would want to travel from one place to the other is to have a feel of the diversity in culture that exits in different parts of the world. But as much as cultural differences give different people of this world unique identities and personalities, there are cases that some cultural practices practiced in certain places of the world have come up for very sharp global and universal debate and discussion (Brown, 2008). Such debates and discussions are most common about cultural practices that touch on themes of gender, class, race, and ability. In this essay, there is critical review of the case of Misha’al bint Fahd al Saud from a cultural and religious perspective, while discussing how various forms of privilege become evident in her story. This is done with the use of the docu-drama story of â€Å"Death of a Princess†, which gives a secondary account of the execution of the princess on the accusation of adultery. The essay shall be addressed from an argumentative perspective, seeking to weigh all sides of prevailing issues as gender, class, race, ability, the reaction of the media, use of privilege. A conclusion shall then be drawn on the side or opinion held by the writer on both sides of the arguments to either justify or condemn various acts that took place. Interlocking themes of social justice Gender During the setting of the event, which was in the 1970s, issues of gender discrimination and gender suppression, especially against the female gender had gone on against most Islamic nations and for that matter, Saudi Arabia. The commonest forms of discrimination and suppression that females suffered are recorded to include in issues of education and selection of a life partner (Smillie, 2009). Some secondary sources have actually debated that the fact that Princess Misha’al bint Fahd al Saud had her education in Lebanon could be attributable to the opposition that she cou ld have faced if she took her education in Saudi Arabia (LittleJohn and Foss, 2008). Argumentatively however, the question of justification in some of these practices that are considered as abuse of the personality of the female gender has been raised in other debates. For example the preservation of chastity and the impact that it has on the moral fiber of the people has been raised. It would be noted that even though education was not totally absent, there were laws that forbad the education of boys and girls in the same classroom setting. Such practices have been said to champion the quest to minimize the natural and biological bond that exists between males and females, especially when they become adolescents. This debate notwithstanding, there is another school of thought that believes that gender related laws in Saudi Arabia is biased against females and this is where the problem is. For the princess, it has been argued that her freedom to make choices of whom she wanted to be with was greatly abused when the royal family attempted to impose a man on her. Class Throughout primary and secondary sources for the story of Pincess Misha’al bint Fahd, the issue of class and how it was used have been questioned and debated. First and foremost, there are researchers who hold the opinion that the king’s action might not have gotten to the extent it did if the Princess was from any ordinary family, and for that matter, a low class family (Jacobsen, 2008). This is because according to such reviewers, the princess’s grandfather, who ordered her execution, took particular interest in the case following the level of shame and