Crime And Punishment Dream Ana Essay -- essays research papers

Dreams of Good and Evil   Ã‚  Ã‚  Ã‚  Ã‚  Dreams are windows into peoples sub conscience and their true emotions and gives important clues to emotional disturbances. Sigmund Freud, the first person to systematically study dreams, said that desires are revealed in the form of dreams. Freud said that dreams gratify those desires which that a person would never express while awake. Psychiatrists today tend to view dreams as attempts to solve problems rather than as the fulfillment of unconscious desires. Whatever dreams are, they gratify a physiological and psychological need of humans. In Crime and Punishment, Raskolinov manifests guilt itself in a dream in which Ilya Petrovich mercilessly beats his landlady. This dream is a vision into Raskolinov’s emotional disturbances and signifies resentment and fear.   Ã‚  Ã‚  Ã‚  Ã‚  Raskolinov’s dreams are continual conflicts between his dark and hateful mind and his conscience. His mind drives him to murder and inflates his ego to make him feel as an â€Å"extraordinary man.† On the other hand, his conscience struggles to hinder these violent motives. Raskolinov’s mind is at battle with itself in a conflict of morals and corruption that is manifested into the dream of the mare. Dostoevsky uses the dream as evidence of Raskolinov’s psychic illness. Raskolinov can be identified as all of the characters in his dream: Mikolka, the jeering crowd, the beaten horse, and the innocent child. Raskolinov’s confusion and obvio...

Nazi Concentration Camps

The Holocaust was one of the world’s worst genocides; concentration camps were the worst place to be if you were a captive. Adolf Hitler, a Nazi, convinced many that certain groups of people needed to be exterminated. He started concentration camps to terrorize his enemies. The first concentration camps started in 1933, six years before World War Two began. There were several concentration camps. These concentration camps consisted of European Jews, P. O. W. ’s (Prisoners of War), political prisoners, criminals, homosexuals, and gypsies, the mentally ill and other groups.The first concentration camp was called Dachau, located in Munich, Germany. It was opened March 22, 1933. Within five years of Dachau opening, the number of concentration camps quadrupled. The Nazis created different types of camps, for example, labor camps, transit and collection camps, P. O. W. camps, hostage (or death camps), and extermination camps. Labor concentration camps were where inmates had t o do hard labor under inhumane conditions and cruel treatment. Transit and collection camps were where inmates were collected and transferred to main camps.Prisoner of war camps were where prisoners were held after being captured. These P. O. W. camps caused torture and liquidation of prisoners on a large scale. Death camps were where hostages were held and killed as reprisals. Extermination camps were a mixture of the other camps and were not useful people were sent to be killed. These concentration camps were all horrible but Auschwitz was the worst. Auschwitz was located in Poland and was opened in June 1940. Auschwitz was a total of 40 kilometers. Auschwitz was a labor and extermination camp. Auschwitz had three other sub camps Auschwitz 2 Birkenau and Auschwitz 3.Auschwitz had the highest death count compared to any other camp. It’s estimated that 4 million people were sent to Auschwitz and 1. 1 million died at Auschwitz. The prisoners died of starvation, exhaustion, dis eases, or killed inhumanely by being shot, burned, or gassed. For the most part, children and elders in the concentration camps were treated the worst. If a child was born in a concentration camp, they would be killed on the spot. Most children and elders were killed as soon as they got to the concentration camps if they looked too weak to be useful to work.Some were used for drug and surgery experiments. To save the amount of poison gas and ammunition used to kill people, some children would be thrown into ovens or put into open fire pits. These prisoners were also beaten, put in pressure chambers, or frozen to death. The Nazis were brutal and didn’t care who they killed. There were many escape attempts, though only 802 attempts on record. Only 144 made it out but most of them were caught and killed, or taken back to camp and starved to death. If someone successfully made it out of the camp, random people in their prisoner block would be starved.One of the most successful es capes was when a few prisoners dressed as guards, stole a car and drove out the front gate, they were never caught. The most successful escape was when Oscar Schindler got 300 women out of Auschwitz. Oscar pretended to be one of the people in charge of the camp. Before the freight car full of people got to the camp, he told them to send them back. When they got back, he took them to a safe house and looked after them. The concentration camps were all shut down on May 7, 1945 when World War Two ended.It was estimated that 7,991,460 people lost their lives in the concentration camps. When the Germans were defeated by the allies they were forced to close down all of the concentration camps. Most of the camps were destroyed. Some of the camps were used as prisons for the Nazis. Some of these concentration camps have been converted into museums and memorials for those who lost their lives. Bibliography 1. Nazi concentration camps Jan 14-17 2011 http://en. wikipedia. org/wiki/Nazi_concent ration_camps 2. Auschwitz, Nazi death camp Jan 14-17 2011 http://www. auschwitz. dk/auschwitz. htm

Cesaro summation Essays - Mathematical Analysis, Mathematics

Cesaro summation Essays - Mathematical Analysis, Mathematics Cesaro summation Does 1 - 1 + 1 - 1 = 1/2? Submitted to: Mr. Mark Submitted by: Putri Introduction In mathematical analysis, which includes the study sequences and series, the infinite series 1 - 1 + 1 - 1 + ., can be also called Grandi's series. This is named after an Italian mathematician, philosopher and a priest, Guido Grandi. It is known as a divergent series which means that it lacks a sum in the conventional sense. Contrarily, the Cesaro sum is . Cesaro summation allocates values to some infinite sums which are not convergent usually. This sum is defined as the limit of the arithmetic mean of the partial sums of the series. It is named after Ernesto Cesaro, an Italian analyst (1859 - 1906). Most individuals often acknowledge statements and proofs regarding the Cesaro summation as an implication of Eilenberg-Mazur swindle. One example can be drawn from the Grandi's series. It is usually applied to the Grandi's series and the conclusion is that the sum of that series is . This result is totally be disproven. What is the sum of the infinite sequence 1, -1, 1, -1, 1? From my opinion, the two major intuitive answers are either that it sums to zero or no sum at all. If we arrange the pattern into pairs, then each pair (1, -1), which in result gives a 0. However if we arrange the pattern by first leaving the 1, then grouping pairs of (-1,1) would end up giving a sum of 1. First of all, it's worth seeing why we shouldn't just use our formula for an infinite geometric series: In the formula, r is the multiplicative constant of -1. The infinite geometric formula requires that the absolute value of r is less than 1, or else the series will not converge. The Cesaro Method Let a n } be a sequence, and let be the k th partial sum of the series. The series is called Cesaro summable, with Cesaro sum , if the average value of its partial sums tends to A : Simply put, the Cesaro sum of an infinite series is the limit of the arithmetic mean of the first n partial sums of the series, as n approaches infinity. If a series is convergent, then it can be summed and called Cesaro summable and its Cesaro sum is 0. For any convergent sequence, the corresponding series will be Cesaro summable and the limit of the sequence occur simultaneously with the Cesaro sum. Mathematical Computations Using the Cesaro method, If a n = (1) n +1 for n 1. It means, a n } is the sequence. 1,-1,1,-1... Then the sequence of partial sums s n } is 1, 0, 1, 0, ... so while the series not converge, if we calculate the terms of the sequence ( s 1 + + s n ) / n } we get: so that So, by using various different methods, I have shown that this series "should" have a summation of 0 (grouping in pairs), or that it "should" have a sum of 1 (grouping in pairs after the first 1), or that it "should" have no sum as it simply oscillates, or that it "should" have a Cesaro sum of , unsurprisingly it caused so much dismay amongst mathematicians. Conclusion The Grandi's series got its name after a few hundred years of mathematical debate to find what the correct summation was. This is quite a long time. And one of the solution to it was the finding of Cesaro summation which gives a result of . To sum up, we can never know the Cesaro sum if no one discover or study the series in depth, so we can't just guess the real answer based on our intuition, it could be correct but in reality, there is so much more that needs to be discovered. The series can actually be extended to a more complex one, , this includes the exploration of the sum of powers of i. The Ce saro sum shows how different proofs can sometimes lead to different and unforeseen results. What does this statements say about the nature of proof? Reflection

Macbeth Essays (945 words) - Characters In Macbeth, Free Essays

Macbeth Essays (945 words) - Characters In Macbeth, Free Essays Macbeth Macbeth is the epitome of what the literary world regards a "tragic hero". His admirable qualities are supplanted with greed and hate when he is duped by the three witches. Thunder and lightning. Enter three Witches. Yes, it is the first scene from William Shakespeare's Macbeth, a tragic tale of one man's quest for power and his ultimate defeat. The story revolves around our tragic hero, Macbeth, and how an admirable and noble man, so established in society, can fall so greatly. Throughout the play, he is driven by an obsession to become King of Scotland, and in the process commits acts of betrayal and treachery to achieve this goal. However, Macbeth is not the only character involved in this sordid affair. His wife, the manipulative Lady Macbeth, three prophetic witches and members of the Scottish aristocracy all play pivotal in the drama. Lady Macbeth, the great woman behind the man, plots, scheme and propels Macbeth into a nightmare of falsehood and guilt. The wiches, or weird sisters, embody the supernatural element of this tragedy. With their imperfect predictions and calculated duplicity, they created chaos in Macbeth's mind as they toy wit! h his sense of security. The Scottish aristocracy comprises of King Duncan, the two princes - Malcolm and Donalbain, and various other thanes and nobles, including Macbeth's friend Banquo. They serve as barriers for Macbeth and, regardless of friend or foe, he chooses to either "fall down, or else o'er-leap" these hurdles. However, one hurdle that proves too great is his nemesis: Macduff. After Macbeth's false sense of security is shattered, a mighty swipe of Macduff's sword releases Macbeth from a tangled web of desire, design and deceit. Macbeth has, as his wife says, the milk of human kindness (which was not a cliche when the play was written), the kind of affection that many people have for others when self-interest is not rampant. He has a high regard for Duncan and Banquo, defaming the latter only once (III.i.74 ff.). He differs from Duncan in this regard in that the King's charity is of a quality that works to transform human society into a family and that, as G. R. Elliott points out, "makes the spirit of Duncan persist through the play after his death." Nevertheless, Macbeth shares in a somewhat limited way in the moral nature of manhood as seen in I.vii.46-47, as E. M. Waith observes, without wanting to contract himself at the urgings of his wife into a paragon of energy, energy simply devoted to utterly selfish ends. Macbeth thus differs from Macduff, who more fully realizes both the valorous and moral nature of manhood, and from Richard III, who is a melodramatic villain and indeed a scourge of God. Macbeth, unlike Richard, is not completely hardened even at the end of the play. He exhibits remorse immediately after the murder of Duncan, and he repeatedly displays anguish after commission of his atrocities. In proposing the savage murder of Macduff's family, he speaks of these "unfortunate" souls (IV.i.152) without attaching irony or sadism to this adjective. The passage "I have lived long enough" (V.iii.22-28) is not, in its apprehension of the failure of a life, the utterance of a thorough reprobate like Richard; and "poor heart" (V.iii.28) is analogous to "unfortunate souls." Macbeth, unlike Richard, is self- tortured and thus wins of us a degree of sympathy. Macbeth is utterly free from Richard's savage humor as seen, for example, in his jesting about sending Clarence to Heaven post-post-haste. Unlike Iago, Macbeth is unequipped with a philosophy of egoism. Unlike Lady Macbeth, he does not pray to have his nature altered. He makes no formal compact, as Faustus does, with the Devil. He never chastises his wife for her failure to bear sons though his ambition is dynastic rather than personal, and even though, whatever Renaissance medical theory may have taught, royal practice as observable in the reign of Henry VIII held the wife rather than the husband to blame for lack of issue. Although there is slight evidence that Macbeth uses Lady Macbeth not to form his murderous intent toward Duncan but to give him courage and practical insight into the way this piece of regicide may be committed, he vacillates

How to Teach the Past Continuous to ESL Students

How to Teach the Past Continuous to ESL Students The main concept to relay when teaching the past continuous is the idea that the past continuous expresses an interrupted action. In other words, the past continuous speaks about what was going on when something important happened. The past continuous can be used by itself to express what happened at a precise moment in the past. However, the most common use is together with the past simple  Ã¢â‚¬â€¹(when something happened). You might want to consider teaching the past simple together with the past continuous for intermediate level classes, as the past simple will be review for students. Introduction Start by speaking about what was interrupted. Describe an important past event and then fill in the details as a painter would fill in background details by using the past continuous form. This immediately illustrates the idea that the past continuous is used to set the context of what was happening at that moment in time. Id like to tell you about the day I met my wife. I was walking through the park, the birds were singing and it was raining just a little bit when I saw her! She was sitting on the bench and reading a book at that moment. Ill never be the same. This example is exaggerated for a reason. It boldly conveys the point. Continue introducing the past continuous by asking students simple questions in the past simple about events. Follow up these questions with a question asking what was happening when the event occurred. When did you leave home this morning - At nine oclock.What was your sister doing when you left home?Where did you meet your girlfriend? - At school.What were you doing when you met her? The next step in teaching the past continuous is to include simultaneous actions using while. Explain that while is used when two actions happen at the same time in the past. Its a good idea to point out the difference between while and during, to help avoid confusion. Practice Explaining the Past Continuous on the Board Use a past continuous timeline to illustrate interrupted action. Contrasting this timeline with the past continuous for something happening at a specific point in the past may help illustrate the difference between the two uses. Make sure that students understand the use of time clauses with when and while to help them use the past continuous in context. Comprehension Activities Comprehension activities such as using photos in magazines will help with the past continuous. In this case, make it clear to students that they are to describe the event in the past. You can model this by using a photo in a magazine to describe such an event. Dialogues beginning with What were you doing? will help students practice. A creative writing exercise on the past continuous will also help students build their ability to integrate the past continuous into more advanced structures. Challenges The single greatest challenge to learning the past continuous is deciding which action is the main event: in other words, which event interrupted the action in progress in the past moment in time? Other challenges can include the use of the past continuous to express an activity that happened over a period of time. Its crucial for students to understand that the past continuous describes a particular moment in time, and not a completed event. Here are examples of this type of issue: I was studying science yesterday.She was cooking dinner last night. In other words, the past continuous needs the context of another event when stopped the action in progress at the time.

Korean Histiory Essay Example | Topics and Well Written Essays - 1250 words

Korean Histiory - Essay Example This attack followed an earlier attack, assumed to have been instigated by North Korea, which resulted in the sinking of a South Korean naval ship and caused the death of over 40 crew members. However, as the sirens rang, children’s laughter could be heard in the streets which created a surreal sensation of contradiction in this divided nation. It left many bystanders, both Korean and foreign, questioning the validity of the drill; throughout 2010, people in South Korea have been debating over the possibility of an outbreak of war but, even in these debates, citizens are divided over important issues that are central to the historical and current situation faced by North and South Korea.1 Park Chan-wook’s 2000 movie, Joint Security Area, masterfully captures the endless contradictions imbedded within this ideological crisis, and the audience watches as these contradictions simultaneously destroy the characters while providing a glimpse into the possibility of a reunific ation between the North and the South. Korea has been characterized as a land of contradictions. This is poignantly depicted in JSA, in which nothing is as it seems; although North Korea has consistently been portrayed as monstrous in its military ambitions and nationalistic intentions, the movie depicts a very different interpretation of North Koreans. The portrayal of the JSA is pivotal to this alternative depiction of the North because it serves as a site where a crack in the ideological divide can be initiated. At first, the two opposing sides of the JSA are defined in stark contrast to the other, with the North Korean side being highly monitored and regimented, and the South Korean side being used as a site of voyeuristic tourism – the visual manifestation of communism versus democracy. However, as night falls, the ideological gap between North and South, which seems

European Community Business Law Essay Example | Topics and Well Written Essays - 2750 words

European Community Business Law - Essay Example The characteristics are unique and as such, the European foods with specific characteristics are only approved for production by producers who adhere fully to the traditional methods of production within a given demographic area. Essentially, the notion of PDO delineates that certain food names are protected based on geographic origin or the recipe utilized. Inherent in this notion are clear guidelines for naming the food products.1 First and foremost, PDO was instituted in 1993 as a direct result of legislation of the European Union. Under this legislation, there were clear and concise guidelines for the systematic naming of foods based on a protocol as defined by the European Union. Utilizing this systematic naming protocol, EU certifies regional and traditional foods whereby these foods are guaranteed to be authentic and to have originated from the alleged region. Under this system, foods or beverages registered through the EU are given legal protection against imitation along with the right to litigate to protect those rights2 In order for a product to be registered and the producers offered the rights that accompany registration, there must be a formal application made to the Department of environment, food and rural affairs (Defra). The application must be accompanied by supporting documentation which indicates that the food product is produced, processed and prepared within a geographic area and by virtue of this, the product has inherent characteristics that derive from the geographic area. The application is then examined by the staff of Defra and any pertinent questions may be raised and correspondence incited between the applicant and the Defra officials. If the application proves to have some merit after the Defra investigation, it is then passed on to the European Commission for further investigation. When the application reaches the European Commission, the Commission is afforded up to six months to determine the validity of the claim. In so doing, the Commission is free to seek the assistance o f the Scientific Committee which is established solely for this purpose. In offering assistance, the Scientific Committee can conduct tests and offer expert opinion with regards to the geographic origin of the product. If after consulting with the Scientific Committee, the Commission is satisfied that the product warrants PDO registration, a summary sheet of the product is published in the Official Journal of the European Community. At this point, the registration is open for objections for the next six months. If no objections are made, then the product is officially registered with the European Union and offered the status of PDO.3 This status affords the producers the following benefits: Legal protection throughout the European Union. This protection prevents the imitation of a PDO product and in cases where there is imitation, it offers litigious assistance. Increased awareness of the existence of the product and the potential to promote it both locally and throughout the European Union. Increased funding potential through the lure of public funds. Strategic product positioning at the high-end of the market. A larger customer base.4 Currently, there are twelve products which have attained the PDO designation. These products are Buxton Blue cheese, White stilton cheese - Blue stilton cheese and Dovedale cheese all of which are associated with the