Whos Afraid of Edward Albee? :: Biography Biographies Essays

Who's Afraid of Edward Albee?      Ã‚   Edward Albee was considered the chief playwright of the Theater of the Absurd when his first successful one-act experimental plays emerged.   The Zoo Story, The Death of Bessie Smith, The Sandbox, and Quotations from Chairman Mao Tse-Tung were all released during Albee's thirties between 1959 and 1968 (Artists   1-2).   Edward Albee was born in the nation's capitol on March 12, 1928, and his career has brought him three Pulitzer Prizes over four decades, the first for A Delicate Balance in 1966 and the most recent in 1994 for Three Tall Women.   While Albee's original works established him as a leading voice in America's Theater of the Absurd, his more mature plays were representative of traditional playwrights like Eugene O'Neill and August Strindberg.      Unlike many successful writers, the childhood of Albee was not one of deprivation.   On the contrary,   Albee was adopted at the age of two weeks by a millionaire family.   From that point on he knew a life of wealth and privilege.   He resided with his family in Westchester, New York.   His childhood experience was quite remote from that of many writers who knew squalor and deprivation.   As one magazine article said regarding his childhood years, "It was a time of servants, tutors, riding lessons, winters in Miami, summers sailing on the Sound:   there was a Rolls Royce to bring him, smuggled in lap robes, to matinees in the city; an inexhaustible wardrobe housed in a closet as big as a room.   Albee has never made any explicit comments about the happiness of his childhood.   His father was believed, however, to be dominated by his wife, who was considerably younger than her husband and an avid athlete" (Biography   1).   His grandfather was one of the major f igures in the development of the razzmatazz of American show-business and the owner of a famous chain of vaudeville theaters.   Albee was named after him and this lineage gave him a great deal of exposure to plays and theater people at a young age.   Albee was not very adept at schoolwork though he showed promise as a writer from a young age.   He dropped out of Trinity College in Hartford, Connecticut, after a year and a half to pursue a writing career full time in New York.   However, while at Trinity, Albee did gain theater experience by playing a variety of characters in plays produced by the college drama department.

Character Study Of William Shakespeares Hamlet English Literature Essay

When talking to Polonius ( Excerpt 1 ) , Ophelia about becomes dense. Although she expresses herself, she does so in an highly laden manner. When asked about Hamlets stamps, Ophelia responds by stating that she doesnt know what to believe. This is an unfastened invitation to Polonius to determine her sentiments in any manner possible. Proof of this is in Polonius response: Marry, I ‘ll learn you: believe yourself a babe By stating this, Polonius wants to pull strings Ophelia. A babe is frequently portrayed as guiltless, un-knowing, fleeceable, and easy influenced. Babies besides absorb about anything they are shown or told, and reiterate these things about precisely the manner they were presented. This is precisely how Ophelia is ; she is dumbed down in her relationship with her male parent. She becomes a topic of his, a figure to make his command. This is non the merely relationship where Ophelia is pushed around. Ophelias relationship with Claudius is even worse than her relationship with Polonius. Although Polonius uses Ophelia for aid in his Acts of the Apostless of espionage, Claudius uses Ophelia in even more evil commands, such as messing with Hamlets bosom. In Excerpt 2, Ophelia is in the state of affairs where she must deny Hamlet to see his response. This thought was largely formulated by the King to happen the beginning of Hamlets evident insanity. The male monarch, in an attempt to convey more stableness to his life, wants Hamlet to go stable as good. Because of this, he is willing to give the relationship between Hamlet and Ophelia to heighten his ain state of affairs. Claudius asks Ophelia to return Hamlets letters. Ophelia has no pick by to follow and as a consequence destroys her relationship with Hamlet. The Queens relationship with Ophelia is similar to the Kings relationship with Ophelia. The Queen is in a really commanding relationship ( as seen in Excerpt 2 ) ( Madam I wish it may ) with Ophelia. But, it is for a different ground. The King controls Ophelia as a device to break his ain state of affairs. The Queen utilizations Ophelia to bring out the jobs with Hamlet ( out of echt attention for Hamlet ) . But, the Queen is highly nescient and fails to recognize that her actions are really aching Hamlet more. The most interesting and most cryptic relationship is the connexion between Hamlet and Ophelia. Near the beginning of the drama, Ophelia references to Polonius an act of Hamlets that can be interpreted as confidant ( Just predating Excerpt 1 ) . Hamlet seemingly writes infinite letters to Ophelia during this clip, and it isnt until Ophelia ( non by pick ) returns Hamlets letters that their relationship alterations. Ophelia goes from being in love with Hamlet to feel foring him ( O, what a baronial head is here o'erthrown! ( III.i, 163 ) ) . On the other side, Hamlet is amused by the full experience. He to the full realizes what is traveling on with Ophelia, Claudius, and Polonius and he finds it entertaining. From that point on in the book, Hamlet uses Ophelia as some kind of amusement. BUT, deep down, it is evident that Hamlet is still really much in love with Ophelia. Ophelia has different types of relationships with different characters. The King uses Ophelia for his ain personal addition. Polonius uses Ophelia for aid in his Acts of the Apostless of espionage. The Queen utilizations Ophelia to happen out more about Hamlets issues. And Hamlet uses Ophelia for amusement. But, throughout the book Hamlet remains in love with Ophelia. All of these utilizations for Ophelia make her the biggest tool of Denmark. The motive of moving: Ophelias function Throughout the drama, Ophelia is forced into state of affairss of moving to carry through the command of others. The most prevailing of these state of affairss is where she must return Hamlets letters, a statement that she doesnt want/love him. This function of moving is meant to carry through Claudius, Polonius and the Queens purposes, which fit two other motives in the drama: misrepresentation and espionage. Ophelias moving was merely a portion of the larger programs of misrepresentation and espionage. Although Ophelia had literally no influence in the planning of the misrepresentation and espionage, she helped to transport it out, and is hence merely every bit guilty as the other plotters. Flowers: Ophelias Connection to Flowers OPHELIA There ‘s rosemary, that ‘s for recollection ; pray, love, retrieve: and there is Viola tricolor hortensiss. that ‘s for ideas. Laertess A papers in lunacy, ideas and recollection fitted. OPHELIA There ‘s fennel for you, and aquilegias: there ‘s herb of grace for you ; and here ‘s some for me: we may name it herb-grace O ‘ Lord's daies: O you must have on your herb of grace with a difference. There ‘s a daisy: I would give you some violets, but they withered all when my male parent died: they say he made a good terminal, — ( Sings ) For bonnie sweet Robin is all my joy. ( IV.v, 199-210 ) Ophelia chooses her flowers carefully. In making so she represents each of the characters in their ain manner, uncovering even more who they truly are. Rosemary/Pansies – Laertes: Remembrance of Polonius, maintain the memory of their male parent alive. Fennel Claudius: Obsequiousness of Ophelia, reflects their relationship. Columbine Claudius: Infidelity, non faithful in love for household and others. Rue Queen/Herself: Grief, mourning Daisy Queen: Dishonesty, fraudulence ( Queens headlong matrimony ) Violets Hamlet: Fidelity and truthfulness, Hamlet through his ain prevarications has helped destruct their relationship. This leads me to believe that possibly Ophelia isnt truly insane, possibly shes merely improbably angry and is blinded by her choler. She must hold put an atrocious sum of idea into these flowers, more than any insane individual can take the clip to make. I believe that she merely reached a breakage point ; she no longer wants to be used. The Tool of Denmark has broken. Note: Flower Meanings from hypertext transfer protocol: //aboutflowers.com/flower-a-plant-information-and-photos/meanings-of-flowers.html and hypertext transfer protocol: //www.800florals.com/care/meaning.asp

Ib Math Ia

MATME/PF/M12/N12/M13/N13 MATHEMATICS Standard Level The portfolio – tasks For use in 2012 and 2013 Â © International Baccalaureate Organization 2010 7 pages For final assessment in 2012 and 2013 2 MATME/PF/M12/N12/M13/N13 C O N T E N TS T y p e I t as k s Circles T y p e I I t as k s Fish Production Gold Medal Heights INTRODUC TI ON W h a t is t h e p u r p ose of t h is d oc u m e n t ? This document contains new tasks for the portfolio in mathematics SL. These tasks have been produced by the IB, for teachers to use in the examination sessions in 2012 and 2013.It should be noted that most tasks previously produced and published by the IB will no longer be valid for assessment after the November 2010 examination session. These include all the tasks in any teacher support material (TSM), and the tasks in the document tfolio tasks 2009 The tasks in the in the 2012 examinations but N O T in 2013. Copies of all TSM tasks published by the IB are available on the Online Curriculum Centre (OCC), under Internal Assessme not be used, even in slightly modified form. W h a t h a p p e n s i f t e a c h e r s u s e t h e s e o l d t a s k s?The inclusion of these old tasks in the portfolio will make the portfolio non -compliant, and such portfolios will therefore attract a 10-mark penalty. Teachers may continue to use the old tasks as practice tasks, but they should not be included in the portfolio for final assessment. W h a t o t h e r d oc u m e n t s s h o u l d I u se? All teachers should have copies of the mathematics SL subject guide (second edition, September 2006), including the teaching notes appendix, and the TSM (September 2005). Further information, ncluding additional notes on applying the criteria, is available on the Online Curriculum Centre (OCC). Important news items are also available on the OCC, as are the diploma programme coordinator notes, which contain updated information on a variety of issues. W h i c h t as k s c a n I u se i n 2012? The only tasks produced by the IB that may be submitted for assessment in 2012 are the ones contained in this document, and those in the document Portfolio tasks 2011 2012 . There is no requirement to use tasks produced by the IB, and there is no date restriction on tasks written by teachers.For final assessment in 2012 and 2013 3 MATME/PF/M12/N12/M13/N13 C a n I u se t h ese t as k s b e f o r e M a y 2012? These tasks should only be submitted for final assessment from May 2012 to November 2013. Students should not include them in portfolios before May 2012. If they are included, they will be subject to a 10-mark penalty. Please note that these dates refer to examination sessions, not when the work is completed. W h i c h t as k s c a n I u se i n 2013? The only tasks produced by the IB that may be submitted for assessment in 2013 are the ones contained in this document. T e c h n ologyThere is a wide range of technological tools available to support mathematical work. These include gr aphic display calculators, Excel spreadsheets, Geogebra, Autograph, Geometer sketch pad and Wolframalpha. Many are free downloads from the Internet. Students (and teachers) should be encouraged to explore which ones best support the tasks that are assigned. Teachers are reminded that good technology use should enhance the development of the task. E x t r a c ts f r o m d i p lom a p r og r a m coo r d i n a to r n ot es Important information is included in the DPCN, available on the OCC.Teachers should ensure they are familiar with these, and in particular with the ones noted below. Please note that the reference to the 2009/2010 document is outdated. C op i es of t as k s a n d m a r k i n g/sol u t ion k e ys Teachers are advised to write their own tasks to fit in with their own teaching plans, to select from the 2009/2010 document, or to use tasks written by other teachers. In each case, teachers should work the task themselves to make sure it is suitable, and provide a copy of t he task, and an answer, solution or marking key for any task submitted.This will help the moderators confirm the levels awarded by the teacher. It is particularly important if teachers modify an IB published task to include a copy of the modified task. While this is permitted, teachers should think carefully about making any changes, as the tasks have been written with all the criteria in mind, to allow students to achieve the higher levels. N on -co m p l i a n t po r t f ol ios f r om M a y 2012 Please note the following information on how to deal with portfolios that do not contain one task of each type. This will be applied in the May 2012 and subsequent examination sessions.If two pieces of work are submitted, but they do not represent a Type I and a Type II task (for example, they are both Type I or both Type II tasks), mark both tasks, one against each Type. For example, if a candidate has submitted two Type I tasks, mark one using the Type I c riteria, and the other using th e Type II Criteria. Do not apply any further penalty This means that the current system of marking both tasks against the same criteria and then applying a penalty of 10 marks will no longer be used. For final assessment in 2012 and 2013 4 MATME/PF/M12/N12/M13/N13 SL T YPE IA im : In this t ask you wi l l conside r a se t of numbe rs tha t a r e pr esent ed in a symme t r i c a l pa t t e rn. Consider the five rows of numbers shown below. Describe how to find the numerator of the sixth row. Using technology, plot the relation between the row number, n, and the numerator in each row. Describe what you notice from your plot and write a general statement to represent this. Find the sixth and seventh rows. Describe any patterns you used. Let E n ( r ) be the ( r 1) th element in the nth row, starting with r 15 Example: E5 (2) . 9 0. Find the general statement for E n ( r ) .Test the validity of the general statement by finding additional rows. Discuss the scope and/or limitations of the general statement. Explain how you arrived at your general statement. For final assessment in 2012 and 2013 5 MATME/PF/M12/N12/M13/N13 C IR C L ES SL T YPE I A im : The a im of this t ask is to invest i ga t e posi t ions of points in i nt e rse c t ing c i r c l es. The following diagram shows a circle C 1 with centre O and radius r, and any point P. r P O C1 The circle C 2 has centre P and radius OP. Let A be one of the points of intersection of C 1 and C 2 . Circle C 3 has centre A, and radius r.The point P is the intersection of C 3 with (OP). This is shown in the diagram below. C3 A O P' P C2 C1 Let r 1 . Use an analytic approach to find OP , when OP 2 , OP 3 and OP 4 . Describe what you notice and write a general statement to represent this. Let OP 2 . Find OP , when r 2 , r 3 and r 4 . Describe what you notice and write a general statement to represent this. Comment whether or not this statement is consistent with your earlier statement. Use technology to investigate other v alues of r and OP. Find the general statement for OP . Test the validity of your general statement by using different values of OP and r.Discuss the scope and/or limitations of the general statement. Explain how you arrived at the general statement. For final assessment in 2012 and 2013 6 MATME/PF/M12/N12/M13/N13 F IS H PR O D U C T I O N SL T YPE II A im: This t ask conside rs comme r c i a l f ishing in a pa r t i cul a r count ry in two di ff e r ent envi ronments the se a and f ish f a rms (aqua cul tur e). The da t a is t a k en f rom the U N St a t ist i cs D ivisi on C ommon D a t a b a se . The following table gives the total mass of fish caught in the sea, in thousands of tonnes (1 tonne = 1000 kilograms). Y ea rT ot a l M ass 1980 426. 8 1981 470. 2 1982 503. 4 1983 557. 3 1984 564. 7 1985 575. 4 1986 579. 8 1987 624. 7 1988 669. 9 Y ea r T ot a l M ass 1989 450. 5 1990 379. 0 1991 356. 9 1992 447. 5 1993 548. 8 1994 589. 8 1995 634. 0 1996 527. 8 1997 459. 1 Y ea r T ot a l M ass 1998 487. 2 1999 573. 8 2000 503. 3 2001 527. 7 2002 566. 7 2003 507. 8 2004 550. 5 2005 426. 5 2006 533. 0 Define suitable variables and discuss any parameters/constraints. Using technology, plot the data points from the table on a graph. Comment on any apparent trends in your graph and suggest suitable models.Analytically develop a model that fits the data points. (You may find it useful to consider a combination of functions. ) On a new set of axes, draw your model function and the original data points. Comment on any differences. Revise your model if necessary. The table below gives the total mass of fish, in thousands of tonnes, from fish farms. Y ea r T ot a l M ass 1980 1. 4 1981 1. 5 1982 1. 7 1983 2. 0 1984 2. 2 1985 2. 7 1986 3. 1 1987 3. 3 1988 4. 1 Y ea r T ot a l M ass 1989 4. 4 1990 5. 8 1991 7. 8 1992 9. 1 1993 12. 4 1994 16. 0 1995 21. 6 1996 33. 2 1997 5. 5 Y ea r T ot a l M ass 1998 56. 7 1999 63. 0 2000 79. 0 2001 67. 2 2002 61. 2 2003 79. 9 2004 94. 7 20 05 119. 8 2006 129. 0 Plot the data points from this table on a graph, and discuss whether your analytical model for the original data fits the new data. Use technology to find a suitable model for the new data. On a new set of axes, draw both models. Discuss how trends in the first model could be explained by trends in the second model. By considering both models, discuss possible future trends in both types of fishing. For final assessment in 2012 and 2013 7MATME/PF/M12/N12/M13/N13 G O L D M E D A L H E I G H TS SL T YPE II A i m : T he a i m of th i s t a sk i s to O lympi c G ames. high jump in the The table below gives the height (in centimeters) achieved by the gold medalists at various Olympic Games. 1932 Y ea r H e igh t (c m) 197 1936 203 1948 198 1952 204 1956 212 1960 216 1964 218 1968 224 1972 223 1976 225 1980 236 Note: The Olympic Games were not held in 1940 and 1944. Using technology, plot the data points on a graph. Define all variables used and state any parameters clearly. Discuss any possible constraints of the task.What type of function models the behaviour of the graph? Explain why you chose this function. Analytically create an equation to model the data in the above table. On a new set of axes, draw your model function and the original graph. Comment on any differences. Discuss the limitations of your model. Refine your model if necessary. Use technology to find another function that models the data. On a new set of axes, draw both your model functions. Comment on any differences. Had the Games been held in 1940 and 1944, estimate what the winning heights would have been and justify your answers.Use your model to predict the winning height in 1984 and in 2016. Comment on your answers. The following table gives the winning heights for all the other Olympic Games since 1896. 1896 1904 1908 1912 1920 1928 1984 1988 1992 1996 2000 2004 2008 Y ea r H eigh t (c m) 190 180 191 193 193 194 235 238 234 239 235 236 236 How well does your model fit the additional data? Discuss the overall trend from 1896 to 2008, with specific references to significant fluctuations. What modifications, if any, need to be made to your model to fit the new data? For final assessment in 2012 and 2013

The book Wind, Sand and Stars written by Antoine de Saint-Exupery essay

The book Wind, Sand and Stars written by Antoine de Saint-Exupery essay The book Wind, Sand and Stars written by Antoine de Saint-Exupery essay The book Wind, Sand and Stars written by Antoine de Saint-Exupery essayThe book Wind, Sand and Stars written by Antoine de Saint-Exupery in the late 1930s was first published in France in 1939. In the 1940s, the book was translated into English and published in the United States. The author of the book, Antoine de Saint-Exupery (1900-1944), was an outstanding French aristocrat, talented writer and poet, and a legendary pioneering aviator. Antoine de Saint-Exupery gained nominations as a laureate of several literary awards. In addition, he was the winner of the U.S. National Book Award. The book Wind, Sand and Stars is considered to be an impressive lyrical aviation writing produced in the form of a memoir. In this book, Saint-Exupà ©ry provides much important information on aviation, evoking a series of significant events in his life. Special attention is placed on the period when Antoine de Saint-Exupery was employed by the airmail carrier Aà ©ropostale. The author of the book des cribes his experiences as an aviator who performed mail routes across the African Sahara and the South American Andes. The major themes revealed by the author of the book are friendship, life and death, heroism and the search for meaning in life. The major purpose of the book is to illustrate how the author views the meaning of life and what makes life worth living. The book is aimed at a general audience. My reaction to the book is positive. The book is well-organized and easy to read and understand. The evidence provided by the author is convincing. This book is worth reading and analyzing. Thesis statement: Antoine de Saint-Exupery’s book Wind, Sand and Stars tells much about aviation and man’s place in the world, promoting the feeling of love of life and encouraging the reader to start searching for meaning in life.The meaning of the title of the book   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The title of the book is Wind, Sand and Stars reflects the author†™s attitudes toward the spiritual dimension of flying. Antoine de Saint-Exupery used his experiences to highlight the role of â€Å"wind, sand and stars† which are part of the Universe. The author wrote this book in order to reflect his individual experiences and feelings as a pilot. He demonstrates his love of flying and flight, which has become an obsession for him. The title of the book gives the reader an opportunity to assess the author’s imagination and his philosophy of life.Summary of the book  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The book consists of 10 chapters. Chapter 1 â€Å"The Craft†, Chapter 2 â€Å"The Men†, Chapter 3 â€Å"The Tool†, Chapter 4 â€Å"The Elements†, Chapter 5 ‘The Plane and The Planet†, Chapter 6 â€Å"Oasis†, Chapter 7 â€Å"Men and the Desert†, Chapter 8 â€Å"Prisoner of the Sand†, Chapter 9 â€Å"Barcelona and Madrid 1936† and Chapter 10 â€Å"Conclusionâ⠂¬ . In general, each of the chapters contributed to the revealing of the major themes of the book. The laconic chapter titles point out to the simplicity of the author’s language, which allows any reader to evaluate the book’s significance.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The narrator of the story described in the book is the author himself; therefore, this writing can be called the autobiographical work. It is first-person narration. The narrator is considered to be a reliable source of information because his personal experience as a pilot is huge. In 1926, he was â€Å"enrolled as a student airline pilot by the Latecoere Company† (Saint-Exupery, 1992, p. 1). His career was successful because he became a pioneer of international postal flight services and continued his professional growth as a pilot. In addition, his writing career was successful. Antoine de Saint-Exupery wrote many literary works, including hi novella LAviateur (The Aviator), hi s book Courrier Sud (Southern Mail), his novella The Little Prince and other works.The central incident described by the author in his book is the plane crash that occurred in 1935 in the Sahara Desert between Benghazi and Cairo. Antoine de Saint-Exupery and his mechanic, Andrà © Prà ©vot, could survive, but they were without food and water in the desert. Actually, there were practically no chances to find an oasis or get help from the air. Hungry and thirsty, Antoine de Saint-Exupery and his partner nearly died before being saved by a man on a camel. That man was a Bedouin from Libya. The author of the book gives an amazing description of his own experience and feeling of love for life he had when a Bedouin gave him water:Water though hast no taste, no color, no odor; canst not be defined art relished while ever mysterious. Not necessary to life, but rather life itself, thou fillest us with a gratification that exceeds the delight of the senses. By thy might, there return into us treasures that we had abandoned (Saint-Exupery, 1992, p. 172).  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The time period described in the book and the location the book is set in refers to the author’s real life events. The setting has a strong impact on the plot of the book. The analysis of the narrative plot of the book demonstrates the well-organized structure, which ensures coherence of the whole literary work. Dialogues, descriptions, monologues are integrated into the literary work through effective plot structure. Each chapter of the book presents new facts from the life experience of the author. In addition, the author demonstrates how his feeling of flight and his love of aviation helped him to discover the meaning of life. He is focused on his philosophy of life and applies his beliefs which are based on his revelations regarding his own life experience. In the book, he provides many details of his life experience, which contribute to the progression of his chara cter. Thus, the overall theme or message of the book is to impress the reader and make him/her ponder over the meaning of life.The genre of literature chosen by the author is a memoir. Antoine de Saint-Exupery’s memoir is represented in the form of an autobiographical writing that reprocesses the past experience. In other words, the author describes real events and human interactions that require evaluation.Evaluation of the book In his book, Antoine de Saint-Exupery has achieved his goals. The author of the book gives the reader an opportunity to feel the significance of the role of nature in human life. He describes how he was flying alone in a single engine airplane and experienced the power of nature. Massive possibilities are suggested by the book as the reader has a chance to find the meaning of life due to the author’s experience. It is necessary to understand the significance of the power of nature, the beauty of Earth and the role of machines in assessing this power. Antoine de Saint-Exupery became part of nature due to his small single-engine airplane.The book can be compared to other books on the subject of adventures, including the book Things Are Different in Africa: A Memoir of Dangers and Adventures in the Congo by Frederick Edward Pitts or the book Flying Adventures and Memoirs of a US Air Force Pilot by Edward E. Skipper. Actually, these memoirs provide an honest account of a man’s experiences, which help to find the meaning in life. Practically all specific points provided by the author of the book are convincing.I really like the book because the themes reveled the author are very important for me. I love the way he describes his challenges and find solutions. I love to read about strong personalities who never give up. Antoine de Saint-Exupery is one of them. I would read more about the author of the book because he is an interesting writer and philosopher. Moreover, I would encourage others to read this book because th ere is much important information regarding the role of aviation in developing a strong personality. The National Geography magazine named Antoine de Saint-Exupery’s book is Wind, Sand and Stars as one of the most appealing adventure books of the 20-th century.Conclusion  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Thus, it is necessary to conclude that the book Wind, Sand and Stars is based on the author’s reflection upon his own adventures, which helped him to develop his sense of imagination, love of life and curiosity. The book reveals the author’s encounters with different people and challenges caused by these encounters. In general, Antoine de Saint-Exupery’s amazing stories help to assess the meaning of life and the role of friendship, the relationship between life and death, the impact of heroism in one’s search for meaning in life. Of all the stories discussed by the author, the major one is the story revolves around Antoine de Saint-Exuper y’s experience of flying across Sahara desert and the detailed description of the accidents that occurred while he executed the flight. The book can make the reader want to start searching for the meaning in life. It can make the reader love our planet, nature, flights and airplanes.

Smallest Capital Cities in the United States

Smallest Capital Cities in the United States The United States of America is made up of 50 individual states and one national capital city - Washington, D.C. Each state has its own capital city where the center of the states government exists. These state capitals vary in size but all are important to how politics operate in the states. Some of the largest state capitals in the U.S. are Phoenix, Arizona with a city population of over 1.6 million people (this makes it the largest U.S. state capital by population) as well as Indianapolis, Indiana, and Columbus, Ohio. There are many other capital cities in the U.S. that are much smaller than these large cities. The following is a list of the ten smallest capital cities in the U.S. For reference, the state that they are in, along with the population of the states largest city has also been included. All population numbers were obtained from Citydata.com and are representative of July 2009 population estimates. 1.Montpelier Population: 7,705 State: Vermont Largest City: Burlington (38,647) 2.Pierre Population: 14,072 State: South Dakota Largest City: Sioux Falls (157,935) 3.Augusta Population: 18,444 State: Maine Largest City: Portland (63,008) 4. Frankfort Population: 27,382 State: Kentucky Largest City: Lexington-Fayette (296,545) 5.Helena Population: 29,939 State: Montana Largest City: Billings (105,845) 6.Juneau Population: 30,796 State: Alaska Largest City: Anchorage (286,174) 7.Dover Population: 36,560 State: Delaware Largest City: Wilmington (73,069) 8. Annapolis Population: 36,879 State: Maryland Largest City: Baltimore (637,418) 9. Jefferson City Population: 41,297 State: Missouri Largest City: Kansas City (482,299) 10. Concord Population: 42,463 State: New Hampshire Largest City: Manchester (109,395)

Role of Special Interest Groups Paper Essay Example | Topics and Well Written Essays - 1250 words

Role of Special Interest Groups Paper - Essay Example Death penalty is such a big issue that has for a very long time affected formation of policies of most governments because Human Rights Activists are ever against this law because it at times is applied on innocent victims. In 1967 for instance, there were lots of cases revolving around crime in the U.S., which recorded a 16% increase. From this perspective, policies had to be formed to curb the rise in insecurity and for that reason; death penalty was the best option. However, most Human Right Activists still argue that death penalty is no deterrent to crime. While the policy can in one way or the other be an effective tool in reducing crime, there have been frequent complains that prosecutors pass judgment basing on race. Race has been a â€Å"mutant pest† in the U.S., whose eradication remains an uphill task. The U.S. signed three treaties to ensure justice is not administered on racial bias. The U.N. Convention Against Torture and Other Cruel, Inhuman or Degrading Treatment or Punishment was adopted by the U.N. General Assembly in 1984, International Covenant on Civil and Political Rights (ICCPR) that deters anyone from unconstitutional application of death penalty, and the International Con vention on the Elimination of All Forms of racial Discrimination, which requires administration of justice in accordance to human rights and not on the basis of race. However, in 1992, the Inter-American Commission on Human Rights noticed that the U.S. had breached the treaties when it executed William Andrews in Utah, which indicates that there is racial discrimination in administration of justice. Most empirical research findings indicate that 90% of decisions made in the U.S. judicial system have geared influence by racial disparities (Dieter, 2012 p.27). The U.S. government should consider acting quickly on matters pertaining racial

Contribution of study to the market segmentation and product Essay

Contribution of study to the market segmentation and product differentiation debate - Essay Example Contribution of study to the market segmentation and product differentiation debate For example Unilever Company gets it easy to market its products due the nature of branding it imposes .As explained in the international market; there is a need for good brand so as to get the best market for the named product. Hence the above case study argues very little on the issue of the Brand value. Contribution of study to the market segmentation and product differentiation debate Market segmentation ifs the process by which the market is subdivided in the way that the goods can reach the consumers at all corners of the named region in any type of a business. This means that its aim is to bring the product at any point. The product differentiation is where by certain product is designed in a way to make it different from other products of the same class so as to outfit the other products in the market (Ronkainen 2007). The product can be differentiated through branding or even packaging. In this study the issue of decentralization whose main aim is to ensure that each consume r gets what he/she needs gives an insight to the debate of market segmentation hence it is well catered for in this case study. The two terms as described above are very important in the international market. Free trade has the advantages that it leads to a variety supply of goods to the consumers hence creation of competition avenue which helps the consumers to get good prices on the goods they buy (Ronkainen 2007). The disadvantage of this is that the many goods from outside the country may be dumped which will affect the market of the importing country negatively. Protectionism has the advantage of protecting the market of the companies so as not to be affected by the cheap goods from other countries .The disadvantage of this is that the country will mainly rely on the own goods and this may lead to insufficiency in case a very high demand arises or the country’s producing companies becomes slow in production. Case study 3 The implications for a multinational company registered in New Zealand seeking to open a subsidiary company in Brazil The implication that may follow is that the company will improve on its accrued profit (Ronkainen 2007). This is because there is little indiv idualism in Brazil as compared to New Zealand hence the company would not have any kind of discrimination .The effect of individualism