Do you belive that Opedius is essays

Do you belive that Opedius is expositions Wharf Paolo Pasolini made a film dependent on the play Oedipus Rex by Sophocles. This film is viewed as perhaps the best rendering of an old style Greek subject that the film has ever delivered. Pasolini has in this film improved the progression of occasions, with the goal that they follow the sequential request. The story begins with the shepherd conveying a kid to the desert, while in the first fantasy from Sophocles the purpose of takeoff is extraordinary; the courier come to approach Oedipus for help in sparing the withering city. Moreover Pasolini includes a cutting edge preface and epilog, which are splendidly expressive and accused of extraordinary power of individual inclination. Pasolinis Oedipus Rex might be taken to be as much about Pasolini himself as about Sophocles saint. As indicated by Pasolini this film is the most personal of all his creation. One of Pasolinis guarantees about his film was that the young man of the preface is himself, the young men father is his dad , and the mother is his own mom. Oedipus is naturally introduced to conditions of Pasolinis adolescence, with his folks garments in the film motivated by photos of Pasolinis guardians. Pasolini attempted to make his own type of Oedipus; he needed to maintain a strategic distance from any associations that the crowd could make with the first story. Consequently the area where the story was recorded was moved from Greece to Morocco. In depicting Oedipus, Pasolini had made a few inclusions into the story. Some place toward the start of the story line he presents Oedipus at 20 years old tossing disk at the opposition and what was critical about this occasion was the cheating of Oedipus. This reality may recommend to us that Pasolini didnt feel that Oedipus is a totally honest, but.... Oedipus is permitted to murder in the film by Pasolini, so as to guard his pride, however is the slaughtering the demonstration of the honest individual or does Pasolini ... <!

Free Essays on Road Not Taken

Decisions are rarely simple and individuals face large numbers of them in the course of their life. A few choices to these decisions are clear while others are some of the time progressively hard to accomplish. The sonnet The Road Not Taken by Robert Frost is a first individual story of a stupendous second in the speaker’s life-Frost can be viewed as the speaker. Ice is looked between the decision of a second and a lifetime showed in his sonnet. Strolling down a country street the storyteller experiences a point on his movement that veers into two separate comparable ways. In Robert Frost’s sonnet The Road Not Taken, Frost presents man confronting the troublesome unalterable preference of a second and a lifetime. This thought in Frost’s sonnet is exemplified in the crossroads, the choice between the two ways, and the speaker’s choice to choose the street not taken. Man’s life can be figuratively identified with a physical excursion loaded up with numerous exciting bends in the road. All through this excursion there are moments where decisions between exchange ways must be made-the course man chooses to take isn't generally a simple one to decide. The intersection speaks to the speaker’s experience of browsing two ways a heading that will influence his a mind-blowing remainder ( ). Ice presents to the peruser a second in anyone’s life where a burdensome risky decision must be made. There are a plenitude of choices in life man faces; Frost represents this into the separating of the two ways in his sonnet. The choice for which way to look over can be difficult to acknowledge, similarly as the disclosure of the decisions. The two ways speak to the alternatives man needs to look over. Confronted with these choices, man needs to gauge his alternatives cautiously to settle on an ideal decision. At the split in the street, the speaker looks far down both the two ways to perceive what every one of the ways will bring. The speaker’s sight is restricted his eyes can just observe the way until it twist... Free Essays on Road Not Taken Free Essays on Road Not Taken The Choice of the Road Not Taken Decisions are never simple individuals face a large number of them in a lifetime. A few decisions are clear while others are once in a while increasingly troublesome. The sonnet â€Å"The Road Not Taken† by Robert Frost is a first individual story of a fantastic second in the speaker’s life. This thought in Frost’s sonnet is the byway, the choice between the two ways, and the speaker’s choice to choose the street not taken. â€Å"The Road Not Taken† was written in when Frost himself needed to settle on a decision throughout everyday life, and his challenging choice to take the street not taken. Robert Frost was conceived on March 26, 1874 in San Francisco. His dad was William Frost, a Harvard graduate who was on his way westbound when he halted to educate at Bucknell Academy in Pennsylvania for additional cash. His mom, Isabelle Moodie started showing math at Bucknell while William was there, and they got hitched and moved to San Francisco. They were continually evolving houses, and William went from occupation to work as a writer. About a year in the wake of moving to San Francisco, they had Robert. They named him Robert Lee Frost, after William's youth legend, Robert E. Lee. Ice's dad kicked the bucket from tuberculosis at age thirty-four, in 1885. Isabelle took Robert and his sister back east to Massachusetts. Before long they moved to Salem, New Hampshire, where there was an instructing opening. Robert started to go to class and participate in his mother’s classes. He before long figured out how to main avenue for affection, and in the long run went to Lawrence H igh School, where he composed the words to the school song, and graduated as co-valedictorian. Ice was then sent to Dartmouth College by his controlling granddad, who considered it to be the best possible spot for him to prepare to turn into a businessperson. Ice read significantly more in school, and discovered that he cherished verse. In 1912, at 38 years old, he sold the ranch his dad had gone to him and utilized the returns to take his family to England, where he could commit h... Free Essays on Road Not Taken Decisions are rarely simple and individuals face large numbers of them in the course of their life. A few choices to these decisions are clear while others are at times progressively hard to accomplish. The sonnet The Road Not Taken by Robert Frost is a first individual account story of a fantastic second in the speaker’s life-Frost can be viewed as the speaker. Ice is looked between the decision of a second and a lifetime showed in his sonnet. Strolling down a rustic street the storyteller experiences a point on his movement that wanders into two separate comparative ways. In Robert Frost’s sonnet The Road Not Taken, Frost presents man confronting the troublesome unalterable inclination of a second and a lifetime. This thought in Frost’s sonnet is exemplified in the crossroads, the choice between the two ways, and the speaker’s choice to choose the street not taken. Man’s life can be figuratively identified with a physical excursion loaded up with numerous exciting bends in the road. All through this excursion there are moments where decisions between exchange ways must be made-the course man chooses to take isn't generally a simple one to decide. The byway speaks to the speaker’s experience of looking over two ways a heading that will influence his a mind-blowing remainder ( ). Ice presents to the peruser a second in anyone’s life where a difficult tricky decision must be made. There are a plenitude of alternatives in life man faces; Frost represents this into the veering of the two ways in his sonnet. The choice for which way to look over can be difficult to acknowledge, similarly as the disclosure of the decisions. The two ways speak to the alternatives man needs to look over. Confronted with these choices, man needs to gauge his alternatives cautiously to settle on an ideal decision. At the split in the street, the speaker looks far down both the two ways to perceive what every one of the ways will bring. The speaker’s sight is restricted his eyes can just observe the way until it twist...

MIT Gangnam Style

MIT Gangnam Style In case you havent been on the Internet recently, a music video called Gangnam Style was released over the summer by K-pop rapper PSY, and now has the third most views on all of Youtube.  560,719,326 views, as of 8:23am today. 560,719,327 a few minutes later, because a friend came into my room who had never seen it, and I had to educate her. For the rest of this post to make sense, you should probably catch up: Now youre ready.  On September 14, Chris Peterson e-mailed the bloggers, letting us know that the MIT Korean Student Association was filming an MIT Gangnam Style. At the beginning of October, I started seeing notices on the DanceTroupe mailing list about Gangnam Style rehearsals. On Sunday October 21, there was a Gangnam Style flashmob on Killian Court. This morning, the official MIT Gangnam Style music video was released to the public. Only an MIT Gangnam Style video could feature: the MIT Dean of Admissions, one of the principal leaders of the Human Genome Project and co-chair of President Obamas Council of Advisors on Science and Technology, the father of modern linguistics, and one of  Times 100 Most Influential People in the World in 2012 for his liquid metal battery research. Without further ado, prepare to be rendered speechless:

Essay on Teacher Attitudes Towards Inclusion - 1289 Words

In summary, research indicates positive shift in attitudes toward inclusion and can be fostered by teacher education in a variety of aspects pertaining to inclusion including increased administrative support, co-teaching, support from special education teachers and paraprofessionals, adequate resources to meet the needs of a wide variety of learners, and time for making accommodations, modifications, and planning (DeSimone and Parmar, 2006; Daane et al., 2008; Elliot, 2008; Gurgur Uzuner, 2010; Jung, 2007). Novice teachers get much needed training and hands on experience in their coursework and practicum (Algaryouti et al., 2003; Berry, 2008; Brakenreed Barnett, 2006; Burke Sutherland, 2004; Jung). Researchers found experienced†¦show more content†¦Many of these studies suggest teacher attitudes toward inclusion are the most important aspect of inclusive teaching (Berry; Brakenreed Barnett; Burke Sutherland; Daane, Lusk, Thompson; Gojkovic; Elliot). Further, research has been done to determine how these attitudes affect the views these inclusive teachers hold of students with disabilities and their willingness to work collaboratively to meet the needs of included students (Algaryouti et al., 2003; DeSimone Parmar, 2006; Daane et al., 2008; Gojkovic, 2007; Gurgur Uzuner, 2010; Jensen et al., 2004; Jung, 2007). The findings suggest preservice teachers and novice teachers approach inclusive teaching with a positive mindset but are reluctant to seek auxiliary support, likely due to their lack of secure teaching craft (Brakenreed Barnett, 2006; Jung, 2007). In contrast to the positive attitudes of novice and preservice teachers, in-service teachers have a more negative view toward inclusion; however, a positive correlation exists between an increase in auxiliary support and more favorable attitudes toward inclusion (Daane et al., 2008; DeSimone Parmar, 2006; Gurgur Uzuner, 2010). Research supports the positive change in novice teachers’ attitudes toward inclusion as a direct result of the focus shift in teacher preparation programs (Algaryouti et al., 2003; Berry, 2008; Brakenreed Barnett, 2006; Gojkovic, 2007; Jung, 2007). Increases in specialShow MoreRelatedTeacher s Attitudes Towards Inclusion1683 Words   |  7 PagesTeacher’s Attitudes Towards Inclusion Cathy Ferraro Concordia University A Research Report Presented to The Graduate Program in Partial Fulfillment of the Requirements For the Degree of Masters in Education Concordia University - Portland 2015 Teacher’s Attitudes Towards Inclusion Inclusive classrooms are being enforced and implemented in classrooms across our country. However, the idea of inclusion and incorporating students with special needs in to a general education classroom stillRead MoreWhat Are Teachers Attitudes Towards Inclusion Of The General Education Classroom?848 Words   |  4 PagesTate, M. (2011). What are teachers’ attitudes towards inclusion in the general education classroom. California State University. Berry and colleagues present an effective study which found that teachers have positive attitudes towards inclusion. Teacher surveys were conducted to reveal their perceived need of more training and support within the inclusive environment. Both general and special educators were included in the surveys. An extensive literature review on inclusion was provided. LiteratureRead MoreEducation Is An Integral Part Of Our Lives1420 Words   |  6 Pagesfocuses on individualized directions and teaching. Special education has gone from just identifying individuals with disabilities and showing them to the life of schools and interaction with their peers. Today, special education is focused on inclusion and specialized education that meet the needs of individuals whom are physically or mentally disabled. Schools and instruction must be tailored and ordered to meet the variable needs of individual learners. Introduction Over the past decades, theRead MoreInclusive Education And Its Impact On Education1074 Words   |  5 PagesAlthough the movement of inclusive education has gained momentum in recent years, there are number of factor that plays important role for inclusive education to be successful, such as training, resources, legislation and teachers (Kavale Forness, 2000).Therefore regular school teachers is one of the key element in successful implementation of inclusive education (Hegarty, 1994; Meijer, 2003; Norwich, 1994). Inclusive education Inclusive education involves all children regardless of their sex, nationalityRead MoreThe Views Parents And Teachers Have On Inclusion And How These Views Impact On Classroom Inclusion Strategies1594 Words   |  7 Pagesto outline the views parents and teachers have on inclusion and how these views impact on classroom inclusion strategies. This report will discuss inclusion and the benefits for all students. The discussion will then focus on recommendations for bringing these views into line with current policies. This will be investigated by reviewing literature on inclusion through recently published journal articles and internet sites. According to Inclusion Now (2015) â€Å"inclusion means that all children, regardlessRead MoreImproving Student Participation Is A Matter Of Importance1543 Words   |  7 Pagesfacilities to students with additional educational needs which are used by most other students. The word inclusion is based on the idea that schools should satisfy the needs of the children in their communities, whatever the level of their ability, disability, educational need or other forms of diversity (Foreman, P Arthur-Kelly, M, 2014). Hall (1996, cited in Florian, 2005) remarks that inclusion means â€Å"Full membership of an age-appropriate class in your local school doing the same lessons as otherRead MoreInclusion Of Special Education Classroom1488 Words   |  6 Pagesstudents with disabilities, and while there are many benefits to inclusion, there are also many challenges. Inclusion of special education students in a regular education classroom continues to be the center of debate amongst admini strators and teachers. Everyone has their own ideas and attitudes towards inclusion, and research studies have revealed that there are many things that contribute to those positive or negative attitudes. Review of Literature According to the Individuals with DisabilitiesRead MoreThe Target Student With Ebd And Ld889 Words   |  4 Pageswith EBD and LD was working with his classmate and playing bingo. The student was reviewing the multiplication facts. The target student was seated at the back of the classroom, so that he will not distract the entire class. The learning support teacher was standing next to him, encouraging him to play. With her support, the student participated very well during the activity and stayed on task longer with less misbehavior. Unfortunately, when she was absent for a brief time, the student was distractedRead MoreA Comparative Study Of Classroom Teachers Perceptions Towards Inclusion944 Words   |  4 Pagescomparative study of classroom teachers’ perceptions towards inclusion. by K.H. Pritchard (2014). Summary of Article: Literature review The basis of this article is to evaluate the characteristics that impact teacher’s perceptions of inclusion in the classroom. There is a general consensus that the single most important predictor of successful inclusion is the attitude of the general education teacher (Golmic Hansen, 2012). The study surveyed both elementary and secondary teachers to determine if thereRead MoreTeaching Methods For Students With Disabilities Essay1487 Words   |  6 PagesIntroduction: In recent decades, more and more schools are including special education in a general classroom setting. The subject of this inclusion has been placed on the forefront of not only the educational system but also on public consciousness. Still, there are debating questions that plague this very subject. What teaching techniques are being implemented to include students with disabilities in a general education setting? Many techniques have been implemented in the attempts to include students

British Taxation On The American Revolution - 956 Words

British Taxation on the Colonies were a series of laws passed between 1763-1775 that regulated trade and taxes. This caused tensions between America and Britain. These laws brought on the American Revolution faster. The British government ended in the Seven Years’ War also known as the French and Indian War with a lot of heavy debts which led to putting taxes on the colonies. Britain felt they also had a problem maintaining order in America. The British Taxation of the Colonies involved Britain increasing revenue in the colonies in order to pay off large debts. There were many taxes that took place during 1764-1765. The Sugar Act of 1764 was the first attempt to finance the defense of the colonies by the British government through taxes†¦show more content†¦This act was based off of the Currency Act of 1751 in New England. Americans opposed it because they feared it will upset their economy. The next act is the Quartering act of 1765. In this act, Parliament orders colonists to house British Troops, even in colonists’ homes. It required local governments in the colonies to provide food for any British soldiers in the area.Many objected to being obligatory to provide housing and food which looked like an attempt to tax them but not camouflaged as such. The New York Assembly argued that it could not be forced to comply. these were one of the first acts created by the British on the colonies. The Stamp Act was a major taxation law that led to other actions taken place. Parliament required all legal documents, newspapers and pamphlets required to use water marked, or â€Å"stamped† paper on which a levy was placed. This sought to pay some of the costs of protecting the colonies. The Stamp Act was the first direct tax on the American colonies.The revenue did not go to colonial legislatures but to Britain. Many colonists still had complaints and hardships with British colonial policies because of this act. The Virginian Resolution of 1765 was the Virginian assembly refused to comply with the Stamp Act. The Stamp Act Congress of 1765 was when representatives for nine of the thirteen colonies declared the Stamp Act unconstitutional as it was a tax levied without their consent.

Forward the Foundation Chapter 2 Free Essays

2 But Seldon, while he did not forget Amaryl’s warning, did not think of it with any great degree of concentration. His fortieth birthday came and went-with the usual psychological blow. Forty! He was not young any longer. We will write a custom essay sample on Forward the Foundation Chapter 2 or any similar topic only for you Order Now Life no longer stretched before him as a vast uncharted field, its horizon lost in the distance. He had been on Trantor for eight years and the time had passed quickly. Another eight years and he would be nearly fifty. Old age would be looming. And he had not even made a decent beginning in psychohistory? Yugo Amaryl spoke brightly of laws and worked out his equations by making daring assumptions based on intuition. But how could one possibly test those assumptions? Psychohistory was not yet an experimental science. The complete study of psychohistory would require experiments that would involve worlds of people, centuries of time-and a total lack of ethical responsibility. It posed an impossible problem and he resented having to spend any time whatever on departmental tasks, so he walked home at the end of the day in a morose mood. Ordinarily he could always count on a walk through the campus to rouse his spirits. Streeling University was high-domed and the campus gave the feeling of being out in the open without the necessity of enduring the kind of weather he had experienced on his one (and only) visit to the Imperial Palace. There were trees, lawns, walks, almost as though he were on the campus of his old college on his home world of Helicon. The illusion of cloudiness had been arranged for the day with the sunlight (no sun, of course, just sunlight) appearing and disappearing at odd intervals. And it was a little cool, just a little. It seemed to Seldon that the cool days came a little more frequently than they used to. Was Trantor saving energy? Was it increasing inefficiency? Or (and he scowled inwardly as he thought it) was he getting old and was his blood getting thin? He placed his hands in his jacket pockets and hunched up his shoulders. Usually he did not bother guiding himself consciously. His body knew the way perfectly from his offices to his computer room and from there to his apartment and back. Generally he negotiated the path with his thoughts elsewhere, but today a sound penetrated his consciousness. A sound without meaning. â€Å"Jo†¦ Jo†¦ Jo†¦ Jo†¦Ã¢â‚¬  It was rather soft and distant, but it brought back a memory. Yes, Amaryl’s warning. The demagogue. Was he here on campus? His legs swerved without Seldon’s making a conscious decision and brought him over the low rise to the University Field, which was used for calisthenics, sports, and student oratory. In the middle of the Field was a moderate-sized crowd of students who were chanting enthusiastically. On a platform was someone he didn’t recognize, someone with a loud voice and a swaying rhythm. It wasn’t this man, Joranum, however. He had seen Joranum on holovision a number of times. Since Amaryl’s warning, Seldon had paid close attention. Joranum was large and smiled with a kind of vicious camaraderie. He had thick sandy hair and light blue eyes. This speaker was small, if anything-thin, wide-mouthed, dark-haired, and loud. Seldon wasn’t listening to the words, though he did hear the phrase â€Å"power from the one to the many† and the many-voiced shout in response. Fine, thought Seldon, but just how does he intend to bring this about-and is he serious? He was at the outskirts of the crowd now and looked around far someone he knew. He spotted Finangelos, a pre-math undergraduate. Not a bad young man, dark and woolly-haired. â€Å"Finangelos,† he called out. â€Å"Professor Seldon† said Finangelos after a moment of staring as though unable to recognize Seldon without a keyboard at his fingertips he trotted over. â€Å"Did you come to listen to this guy?† â€Å"I didn’t come for any purpose but to find out what the noise was. Who is he?† â€Å"His name is Namarti, Professor. He’s speaking for Jo-Jo.† â€Å"I hear that, † said Seldon as he listened to the chant again. It began each time the speaker made a telling point, apparently. â€Å"But who is this Namarti? I don’t recognize the name. What department is he in?† â€Å"He’s not a member of the University, Professor. He’s one of Jo-Jo’s men.† â€Å"If he’s not a member of the University, he has no right to speak here without a permit. Does he have one, do you suppose?† â€Å"I wouldn’t know, Professor.† â€Å"Well then, let’s find out.† Seldon started into the crowd, but Finangelos caught his sleeve. â€Å"Don’t start anything, Professor. He’s got goons with him.† There were six young men behind the speaker, spaced rather widely, legs apart, arms folded, scowling. â€Å"Goons?† â€Å"For rough stuff, in case anyone tries anything funny.† â€Å"Then he’s certainly not a member of the University and even a permit wouldn’t cover what you call his ‘goons’. Finangelos, signal through to the University security officers. They should have been here by now without a signal.† â€Å"I guess they don’t want trouble,† muttered Finangelos. â€Å"Please, Professor, don’t try anything. If you want me to get the security officers, I will, but you just wait till they come.† â€Å"Maybe I can break this up before they come.† He began pushing his way through. It wasn’t difficult. Some of those present recognized him and all could see the professorial shoulder patch. He reached the platform, placed his hands on it, and vaulted up the three feet with a small grunt. He thought, with chagrin, that he could have done it with one hand ten years before and without the grunt. He straightened up. The speaker had stopped talking and was looking at him with wary and ice-hard eyes. Seldon said calmly, â€Å"Your permit to address the students, sir.† â€Å"Who are you?† said the speaker. He said it loudly, his voice carrying. â€Å"I’m a member of the faculty of this University,† said Seldon, equally loudly. â€Å"Your permit, sir?† â€Å"I deny your right to question me on the matter.† The young men behind the speaker had gathered closer. â€Å"If you have none, I would advise you to leave the University grounds immediately.† â€Å"And if I don’t?† â€Å"Well, for one thing, the University security officers are on their way.† He turned to the crowd. â€Å"Students,† he called out, â€Å"we have the right of free speech and freedom of assembly on this campus, but it can be taken away from us if we allow outsiders, without permits, to make unauthorized-â€Å" A heavy hand fell on his shoulder and he winced. He turned around and found it was one of the men Finangelos had referred to as â€Å"goons.† The man said, with a heavy accent whose provenance Seldon could not immediately identify, â€Å"Get out of here fast. â€Å" â€Å"What good will that do?† said Seldon. â€Å"The security officers will be here any minute.† â€Å"In that case,† said Namarti with a feral grin, â€Å"there’ll be a riot. That doesn’t scare us.† â€Å"Of course it wouldn’t,† said Seldon. â€Å"You’d like it, but there won’t be a riot. You’ll all go quietly.† He turned again to the students and shrugged off the hand on his shoulder. â€Å"We’ll see to that, won’t we?† Someone in the crowd shouted, â€Å"That’s Professor Seldon! He’s all right! Don’t pound him!† Seldon sensed ambivalence in the crowd. There would be some, he knew, who would welcome a dust-up with the University security officers, just on general principles. On the other hand, there had to be some who liked him personally and still others who did not know him but who would not want to see violence against a member of the faculty. A woman’s voice rang out. â€Å"Watch out, Professor!† Seldon sighed and regarded the large young men he faced. He didn’t know if he could do it, if his reflexes were quick enough, his muscles sturdy enough, even given his prowess at Twisting. One goon was approaching him, overconfidently of course. Not quickly, which gave Seldon a little of the time his aging body would need. The goon held out his arm confrontationally, which made it easier. Seldon seized the arm, whirled, and bent, arm up, and then down (with a grunt-why did he have to grunt?), and the goon went flying through the air, propelled partly by his own momentum. He landed with a thump on the outer edge of the platform, his right shoulder dislocated. There was a wild cry from the audience at this totally unexpected development. Instantly an institutional pride erupted. â€Å"Take them, Prof!† a lone voice shouted. Others took up the cry. Seldon smoothed back his hair, trying not to puff. With his foot he shoved the groaning fallen goon off the platform. â€Å"Anyone else?† he asked pleasantly. â€Å"Or will you leave quietly?† He faced Namarti and his five henchmen and as they paused irresolutely, Seldon said, â€Å"I warn you. The crowd is on my side now. If you try to rush me, they’ll take you apart. Okay, who’s next? Let’s go. One at a time.† He had raised his voice with the last sentence and made small come-hither motions with his fingers. The crowd yelled its pleasure. Namarti stood there stolidly. Seldon leaped past him and caught his neck in the crook of his arm. Students were climbing onto the platform now, shouting â€Å"One at a time! One at a time!† and getting between the bodyguards and Seldon. Seldon increased the pressure on the other’s windpipe and whispered in his ear, â€Å"There’s a way to do this, Namarti, and I know how: I’ve practiced it for years. If you make a move and try to break away, I’ll ruin your larynx so that you’ll never talk above a whisper again. If you value your voice, do as I say. When I let up, you tell your bunch of bullies to leave. If you say anything else, they’ll be the last words you’ll say normally. And if you ever come back to this campus again, no more Mr. Nice Guy. I’ll finish the job.† He released the pressure momentarily. Namarti said huskily, â€Å"All of you. Get out.† They retreated rapidly, helping their stricken comrade. When the University security officers arrived a few moments later, Seldon said, â€Å"Sorry, gentlemen. False alarm.† He left the Field and resumed his walk home with more than a little chagrin. He had revealed a side of himself he did not want to reveal. He was Hari Seldon, mathematician, not Hari Seldon, sadistic twister. Besides, he thought gloomily, Dors would hear of this. In fact, he’d better tell her himself, lest she hear a version that made the incident seem worse than it really was. She would not be pleased. 3 She wasn’t. Dors was waiting for him at the door of their apartment in an easy stance, hand on one hip, looking very much as she had when he had first met her at this very University eight years before: slim, shapely, with curly reddish-gold hair-very beautiful in his eyes but not very beautiful in any objective sense, though he had never been able to assess her objectively after the first few days of their friendship. Dors Venabili! That’s what he thought when he saw her calm face. There were many worlds, even many sectors on Trantor where it would have been common to call her Dors Seldon, but that, he always thought, would put the mark of ownership on her and he did not wish it, even though the custom was sanctioned by existence back into the vague mists of the pre-Imperial past. Dors said, softly and with a sad shake of her head that barely disturbed her loose curls, â€Å"I’ve heard, Hari. Just what am I going to do with you?† â€Å"A kiss would not be amiss.† â€Å"Well, perhaps, but only after we probe this a little. Come in.† The door closed behind them. â€Å"You know, dear, I have my course and my research. I’m still doing that dreadful history of the Kingdom of Trantor, which you tell me is essential to your own work. Shall I drop it all and take to wandering around with you, protecting you? It’s still my job, you know. It’s more than ever my job, now that you’re making progress with psychohistory.† â€Å"Making progress? I wish I were. But you needn’t protect me.† â€Å"Needn’t I? I sent Raych out looking for you. After all, you were late and I was concerned. You usually tell me when you’re going to be late. I’m sorry if that makes me sound as though I’m your keeper, Hari, but I am your keeper.† â€Å"Does it occur to you, Keeper Dors, that every once in a while I like to slip my leash?† â€Å"And if something happens to you, what do I tell Demerzel?† â€Å"Am I too late for dinner? Have we clicked for kitchen service?† â€Å"No. I was waiting for you. And as long as you’re here, you click it. You’re a great deal pickier than I am when it comes to food. And don’t change the subject.† â€Å"Didn’t Raych tell you that I was all right? So what’s there to talk about?† â€Å"When he found you, you were in control of the situation and he got back here first, but not by much. I didn’t hear any details. Tell me-What-were-you-doing?† Seldon shrugged. â€Å"There was an illegal gathering, Dors, and I broke it up. The University could have gotten a good deal of trouble it didn’t need if I hadn’t.† â€Å"And it was up to you to prevent it? Hari. you’re not a Twister anymore. You’re a -â€Å" He put in hastily, â€Å"An old man?† â€Å"For a Twister, yes. You’re forty. How do you feel?† â€Å"Well-A little stiff.† â€Å"I can well imagine. And one of these days, when you try to pretend you’re a young Heliconian athlete, you’ll break a rib. Now tell me about it.† â€Å"Well, I told you how Amaryl warned me that Demerzel was in trouble because of the demagoguery of Jo-Jo Joranum.† â€Å"Jo-Jo. Yes, I know that much. What don’t I know? What happened today?† â€Å"There was a rally at the Field. A Jo-Jo partisan named Namarti was addressing the crowd-â€Å" â€Å"Namarti is Gambol Deen Namarti, Joranum’s right-hand man.† â€Å"Well, you know more about it than I do. In any case, he was addressing a large crowd and he had no permit and I think he was hoping there would be some sort of riot. They feed on these disorders and if he could close down the University even temporarily, he would charge Demerzel with the destruction of academic freedom. I gather they blame him for everything. So I stopped them. Sent them off without a riot.† â€Å"You sound proud.† â€Å"Why not? Not bad for a man of forty.† â€Å"Is that why you did it? To test your status at forty?† Seldon thoughtfully clicked the dinner menu. Then he said, â€Å"No. I really was concerned that the University would get into needless trouble. And I was concerned about Demerzel. I’m afraid that Yugo’s tales of danger had impressed me more than I realized. That was stupid, Dors, because I know that Demerzel can take care of himself. I couldn’t explain that to Yugo or to anyone but you.† He drew in a deep breath. â€Å"It’s amazing what a pleasure it is that I can at least talk to you about it. You know and I know and Demerzel knows and no one else knows-at least, that I know of-that Demerzel is untouchable.† Dors touched a contact on a recessed wall panel and the dining section of their living quarters lit up with a soft peach-colored glow. Together, she and Hari walked to the table, which was already set with linen, crystal, and utensils. As they sat, the dinner began to arrive-there was never any long delay at this time of evening-and Seldon accepted it quite casually. He had long since grown accustomed to the social position that made it unnecessary for them to patronize the faculty dinners. Seldon savored the seasonings they had learned to enjoy during their stay at Mycogen-the only thing about that strange, male-dominated, religion-permeated, living-in-the-past sector they had not detested. Dors said softly, â€Å"How do you mean, ‘untouchable’?† â€Å"Come, dear, he can alter emotions. You haven’t forgotten that. If Joranum really became dangerous, he could be†-he made a vague gesture with his hands- â€Å"altered: made to change his mind.† Dors looked uncomfortable and the meal proceeded in an unusual silence. It wasn’t until it was over and the remains-dishes, cutlery, and all-swirled down the disposal chute in the center of the table (which then smoothly covered itself over) that she said, â€Å"I’m not sure I want to talk about this, Hari, but I can’t let you be fooled by your own innocence.† â€Å"Innocence?† He frowned. â€Å"Yes. We’ve never talked about this. I never thought it would come up, but Demerzel has shortcomings. He is not untouchable, he may be harmed, and Joranum is indeed a danger to him.† â€Å"Are you serious?† â€Å"Of course I am. You don’t understand robots-certainly not one as complex as Demerzel. And I do.† How to cite Forward the Foundation Chapter 2, Essay examples

Indonesia (617 words) Essay Example For Students

Indonesia (617 words) Essay IndonesiaThis report will be on the History in Brief of Indonesia, the Government ofIndonesia, the island of Java, and the Geography of Indonesia. In early days,the region from India to Japan, including Indonesia, was known to the Europeansas the Indies. Chris Columbus was looking for a westward sea root from Europe tothe Indies, when he arrived in America. During 1600s the Dutch political controlbegan to spread Indonesia. Indonesia declared its independence in 1945 andfought the Dutch until 1949, when they gave up their control. At first, theDutch allowed nationalist movement to develop. In 1905, it had introducedcouncils to govern the towns and cities. By 1920, there were 32 such councils,with little electoral franchise. Other councils were also established. Theyincluded provincial councils in Java, and group communities councils outsideJava. The current government of Indonesia is based on a constitution written in1945. A president serves as the head of government. The president appoints asheet of advisers consisting of top military leaders and civilians. In theory,the assembly is supposed to establish a general direction of the governmentspolicies. A house of peoples Representatives is the nations parliament,however, in practice neither the assembly nor the house has real power. Instead,it is the president who makes all of the important decisions. The president iselected to a five-year term the Peoples Consultative assembly. The assembly has1,000 members. It includes the 500 members of the peoples representatives. Italso includes 500 members of regional, occupational, and other groups. Allassembly members serve five-year terms. The assembly usually is only held onceevery five years. The 500 members of the Peoples Representatives includes 400who are elected through a system that insures that the governments politicalorganization win most of the seats. Serviceman have no vote, so the remaining100 are appointed by the president on the recommendation of the commander of thearmed forces. Indonesia is divided into twenty-seven provinces. The provincesare divided into regencies and municipalities. These units are further dividedinto villages. Officials of all local government units except villages areappointed by central government from lists of people nominated by regionallegislators. Indonesian villages elect their own village officials to providelocal government. Java lies between Sumatra (to the west), and Bali (to theeast). To the north is the Java Sea. To the south is the Indian Ocean, whichIndonesians call the Indonesian Ocean. The greatest distance from North Java toSouth Java is two hundred kilometers. From East Java to West Java is over onethousand kilometers. The island of Java has five administrative units: thespecial territory of Jakarta Raya, Java Barat , Jawa Barat, Jawa Tengah, thespecial territory of Yogjakarta, and Jawa Timur. Chains of volcanic mountainsrun along the island from west to east. These mountains are apart of a fold inthe earths crust which extends from Southeast Asian mainland through Sumatraand Java to the lesser Sundra Islands. Java itself has 112 peaks. The volcanicsoil is extremely fertile and this are supports a large population. TangkubanPrahu in West Java is a live volcanoe that attracts many tourists. A similarmountain in the Sunda Straights, Krakatoua, is famous for its eruption in 1883.The whole northern portion of the peak was blown away. The explosion was heardover 700 kilometers away. The resulting sea waves caused over thirty sixthousand Indonesian deaths in the low lying of West and South Jakarta. Indonesiais a country in Southeast Asia that consists of more than 13,600 islands. Theislands lie along the equator, and extend more than 5,000 kilometers. .uf1b5ec6ed6f0de9913b3a67e408fce45 , .uf1b5ec6ed6f0de9913b3a67e408fce45 .postImageUrl , .uf1b5ec6ed6f0de9913b3a67e408fce45 .centered-text-area { min-height: 80px; position: relative; } .uf1b5ec6ed6f0de9913b3a67e408fce45 , .uf1b5ec6ed6f0de9913b3a67e408fce45:hover , .uf1b5ec6ed6f0de9913b3a67e408fce45:visited , .uf1b5ec6ed6f0de9913b3a67e408fce45:active { border:0!important; } .uf1b5ec6ed6f0de9913b3a67e408fce45 .clearfix:after { content: ""; display: table; clear: both; } .uf1b5ec6ed6f0de9913b3a67e408fce45 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf1b5ec6ed6f0de9913b3a67e408fce45:active , .uf1b5ec6ed6f0de9913b3a67e408fce45:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf1b5ec6ed6f0de9913b3a67e408fce45 .centered-text-area { width: 100%; position: relative ; } .uf1b5ec6ed6f0de9913b3a67e408fce45 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf1b5ec6ed6f0de9913b3a67e408fce45 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf1b5ec6ed6f0de9913b3a67e408fce45 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf1b5ec6ed6f0de9913b3a67e408fce45:hover .ctaButton { background-color: #34495E!important; } .uf1b5ec6ed6f0de9913b3a67e408fce45 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf1b5ec6ed6f0de9913b3a67e408fce45 .uf1b5ec6ed6f0de9913b3a67e408fce45-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf1b5ec6ed6f0de9913b3a67e408fce45:after { content: ""; display: block; clear: both; } READ: Business ethics Essay Many ofthe islands cover only a few square kilometers but about half of New Guinea (anarea called Irian Jaya), and three fourths of Borneo (Kalimantan), also belongto Indonesia. New Guinea and Borneo are the second and third largest islands inthe world after Greenland.