A land remembered

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For Help On Flatland, Heres A Little Bit Of Help!

posted by CrippleEverette on 5/17 05 AM

This was an assignment we got. It includes the questions, not a summary but itll help in some way hopefully

1. When was Flatland originally published?

Flatland was originally published in London in 1884.

. What did Edwin A. Abbott do for a living and what was his avocation?

Edwin A. Abbott was an English clergyman and author. His avocation was his love for mathematics.

. Why did Abbott publish Flatland under a pseudonym?

Edwin A. Abbott published Flatland under a pseudonym because he was afraid that it might besmirch the dignity of his formal writings.

4. What is the name of the narrator of Flatland?

A. Square is the narrator of Flatland.

5. Describe the narrators parents.

The narrator, A. Square, had a line for a mother and a triangle for a father.

6. What is the narrators profession?

The narrator, A. Square, is a lawyer.

7. Describe the plot of the second half of Flatland.

In a dream, A. Square finds himself in Lineland. He chats with the king, who is trapped inside a one dimensional body. A. Square encounters the same problem when he dreams of Pointland. Ironically, a stranger comes to visit him later in the story. The creature, a sphere, claims he has something for A. Square. He has trouble understanding the concept past his two dimensional world, just as the those in Lineland and Pointland could not understand past their one-dimensional world. But unlike the king, A. Square is able to go to Shapeland. The sphere then begins to reveal the mysteries of Spaceland. He then orders A. Square to return to Flatland and preach his findings to the rest of the people. A. Square experiences three dimensions to much joy. After returning to Flatland, he tries to explain his findings to his hexagon grandson. A. Square tries to teach the mysteries of Spaceland, but no one else in Flatland believes him.

8. Discuss the role of women in Flatland. Discuss this role as it appears in the doctrine of priests as well as other observations made in the book. Is this social satire? How? Do you agree with this view? Does the narrator agree? Does the author agree?

The women of Flatland are treated harshly as many women of Islamic countries in the Arabian peninsula area. They are the lowest of the all classes and have to follow certain rules. They must enter the house at a certain door and can not enter the other wing of the house, the mans room. If a women is sick, she to be immediately killed. A women also can not evolve as men can. Women will always be a line.

The social structure of Flatland is satire. It is not fair that a women cannot achieve or do half of the things a man can. I do not agree with the social structure of Flatland, especially pertaining to women. Though they are the simplest of all figures, that does not mean they should be treated with no respect. I believe the narrator has some degree of sympathy for women, as he says, ...so they shall have no memory to recall, and no forethought to anticipate, the miseries and humiliations which are at once necessity of their existence and the basis of their existence... (14). The author, Abbott, does not agree with the lifestyle of women during the late 1800s, as they are still the regular housewives that raise children. Though he cares to think about the women, he will do nothing as it is almost law in the land for women to be treated the way they are.

. How does reading Flatland enhance your study of Geometry and perhaps take it outside the boundaries of your textbook? What new insights about Mathematics in general and Geometry in particular have you gained? How has your knowledge been broadened? How do you feel about this?

Flatland has also made me more familiar with my shapes and the dimensions of certain shapes. It has sharpened my knowledge of angles and triangles. It makes you rethink already learned formulas and theorems of circles, squares, and other shapes. It gives you a different point of view of them besides the straight text form, which will benefit any one looking to help their geometry skills.

By reading Flatland, my train of thought and way of perceiving ideas, thoughts, and learning materials has changed. It makes you broad your two-dimensional mind and think further to understand shapes in Geometry. It is another way of learning besides the basic text form of formulas and theorems of the textbook. Flatland is not just of Geometry, it is about life and has made think rethink the ways of treating other people.

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Music

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Firstly, teachers could increase their teaching level and enrich their knowledge by studying aboard. For teachers of a language institute, this kind of experience is really necessary. Teachers would consider that as a kind of prize and therefore work harder for that. Secondly, our institute could be benefited from doing that. Since we could provide the overseas-studying chance for our teachers, graduates with high score in the Normal Colleges are more willing to come to our institute. Thirdly, that will help our students. Our last years survey showed that 65% of our students prefer the language teachers who had overseas-studying experience.

Im very happy to hear that a famous author has donated considerable money to our institute. And I think we could use it to establish an education fund to aid our teachers to study abroad.

With the development of our modern society, peoples living conditions become much more comfortable. But along with intense competition, parents have less time to consider childrens needs in all-round. One method to solve this ontradiction is to give children some pocket money. Pocket money is useful to children. But whether the children are considerable enough to make correct use of these money. There are two viewpoints about the pocket money. Some people think that giving children pocket money will make them become luxurious. Others think that will not lead to such disadvantage. In my opinion, both of them are partially reasonable¡¡Someone believe that giving children pocket money really has many advantages. With pocket money, children can buy their daily necessities such as pencils, little toys, and snack food they like. It will give children a certain freedom to select what they want, make them aware rules of the equivalent exchange. Since time to parents is very precious, giving pocket money to children help them to save time spent in shopping, but used in busy working and earning money.

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Beat! beat! drums!

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In the poem tilted, Beat! Beat! Drums!, written by Walt Whitman, Whitman uses a fierce tone to emphasize his expressions and views of war. At the beginning of each stanza, Whitman repeats the phrase, beat! beat! drums!- blow! bugles! blow! in order to allow his readers to picture how important the loud noise is and that the drums are never ending. Whitman's poem focuses on the idea of war rather than war itself, and its force into people's lives. The structure of the poem reflects that urgency rises and rushes itself of sound. Through the windows, through doors, burst like a ruthless force, () into the solemn church, and scatter the congregation, () into the school where the scholar is studying. (4) These are just a few examples of Whitman trying to express the symbolism between the loud noise and its entrance in the world.

In this poem Whitman signifies the sounds of war. As the narrator listens to the banging of war drums and shrill sounds of bugles, relates the interruption these war sounds have on people's lives. Whitman uses the sounds of drums as an audible image to show its effects on the common people, as described specifically in the beginning of the poem. Imagery is applied in this poem when Whitman uses the loud banging of drums and the blows of bugles that creates a war atmosphere throughout the poem. Whitman expresses his view on the sound of war by making the sound seem to get louder and louder as the poem is read. "So fierce you whirr and pound you drums-so shrill you bugles blow. (7) Whitman brings upon the readers two different levels of affection against war. In the beginning Whitman shows of how the sounds of war effect the personal lives of the people. He uses imagery to make the sounds seem like they are traveling. "Through the windows-through doors-burst like a ruthless force," () as if the drums and bugles are shattering through the homes of the citizens.

There is a lot more said to Whitman's descriptions about the outcome of war. For an example, Whitman uses images to show how the war affects people's jobs. "No bargainers by day-no brokers or speculators-would they continue?" (11) This tells us that even wealthy people of a community cannot carry on with their jobs. The meaning of this specifically states that because of war an economic depression could occur in the future. Turning each section into a part of war, Whitman explains how war would take its place in a community. In the beginning Whitman mentions all quiet and peaceful places; "church", "school", and "field." The drums disrupt these calm places. By the end the drums get louder and the war gets more concerning. "Over the traffic of cities-over the rumble of wheels in the streets." () This states that the noise is now so loud that it can be heard over the sounds of large cities. Whitman then uses more imagery of jobs in the city to note that war is taking over all aspects of the common people's lives. "Would the talkers be talking? Would a singer attempt to sing? / Would the lawyer rise in court to state his case before the judge?" (1) (1) He is simply asking would these people be willing to continue with their lives even though they have these feelings and emotions that have corrupted their lives. At the end of the second stanza Whitman refers back to the drums and bugles getting louder and heavier. "Then rattle quicker, heavier drums-you bugles wilder blow."

In the last stanza Whitman uses sarcasm in lines 16-1. He tries to express that the war has no desire to stop and will progress until it decides to stop. Mind not the timid-mind not the weeper or prayer." (17) Whitman is saying not to pay any mind to the things that people may try to stop the war because the war will keep going and people will have to keep their lives on hold. Whitman also uses an "old" man and a "young" man to show that the war takes on all kinds of people and affects every age group. "Mind not the old man beseeching the young man." (18) In the next line Whitman tries to get the point across that the drums will stop for no one and the war will continue until its resolved. At the end of the poem Whitman states the sound of war once more. "So strong you thump O terrible drums-so loud you bugles blow.

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With all of the imagery Whitman uses throughout this poem he expresses the true terrors of war. This poem presents itself with the horrible effects of war. War not only has negative effects on the citizens but negative effects on the future as well. Whitman's strong points stated in this particular poem gives the reader a different view of war and not only how it can interrupt daily activities, but can involve in a major conflict that could take time to resolve. The sound of war can be frightening, but there is nothing that is more frightening when it actually approaches.

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CommercialBanks Vs. Thrifts

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Commercial Bank vs. Thrift Institution

Commercial banks are considered to be the largest group of depository institutions when measured by asset size; they are very distinguishable from savings institutions and credit unions in the size, regulation and composition of their loans and deposits. Deposits are the main source of funding for commercial banks while their liabilities may include various non-deposit funds such as subordinated notes and debentures.

Commercial banks have two main assets on their balance sheet; loans and investment securities. Loans are responsible for the majority of assets held by commercial banks and are considered to be the most important revenue generator. The four main types of commercial bank loans are; business loans, real-estate loans, individual loans, and various other loans, which may be loans to emerging countries. Real-estate loans rank as the largest asset of the four main types of loans. Investment securities represent the second major asset on a commercial bank balance sheet. These consist of items such as; interest bearing deposit purchases from other financial institutions, federal funds sold to other banks, repurchase agreements and U.S. Treasury securities, just to mention a few. Investment securities benefit commercial banks in liquidity management, generation of interest income, low default risk and are effectively traded in the secondary market. Due to the high levels of liquidity risk for commercial banks, they usually hold large amounts of cash and investment securities in order to meet the claims of their liability customers, upon liquidation. In the event of loan default the losses are charged off against the bank equity, thus reducing retained earnings and the equity of the bank.

Commercial banks have two main sources of funds, deposits and borrowed money, which are represented as liabilities on their balance sheet. Deposit accounts are comprised of four major sections; non-transaction accounts and transaction accounts, which include the sum of non-interest bearing demand deposits and interest bearing checking accounts, make up the first section. A second section is retail or household savings and time deposits; normally these are individual account holdings of less than one- hundred dollars. Large time deposits in excess of one hundred dollars make up the third section; these are usually negotiable certificates of deposit that can be sold in the secondary market to outside investors. A final section is nondeposit liabilities, which include instruments such as repurchase agreements and federal fund purchases. When examining a commercial bank balance sheet an interesting aspect that distinguishes them from other financial institutions is their high debt to assets ratio, which implies that a very large amount assets is funded by debt, either being deposits or borrowed funds.

Commercial bank balance sheets also consist of off balance sheet activities. These may be various fee-generating activities such as issuing letters of credit or engaging in futures, forwards, options and swap contracts. When an off-balance-sheet asset occurs it is recognized on the asset side of the balance sheet or income will be attributed to the income statement. On the other hand when an off-balance-sheet liability occurs this item is represented on the liability side of the balance sheet or an expense is recognized on the income statement. Off-balance-sheet activities are beneficial to banks in that they allow banks to earn additional fees to complement declining business margins. Since reserve requirements and deposit insurance premiums are not taxed on off-balance-sheet activities this creates a tax incentive for commercial banks.

The commercial banking industry has become highly competitive due to the rapid advancements in technology, bank mergers, and the increase in the number of non-bank institutions. One of the most significant technological advances made by commercial banks has been the automated teller machine; this has made banking much easier for customers, 4 hours a day. Online banking has also been a major competitive tool for commercial banks; customers are now able to satisfy the majority of their banking online. Technology has not been the only reason for job declines in commercial banks; mergers and bank failures have also had a major effect on commercial banking. Mergers lead to fewer jobs because similar operations are consolidated.

Deregulation in commercial banks began in 180 when congress passed the Depository Institutions Deregulatory and Monetary Control Act. This act gradually abolished the restrictions on interest rates, and allowed the Growth of ATM's over state lines. Prior to this act banks had been subject to a ceiling on the level of interest paid to depositors. With the elimination of this ceiling interest rates became a major selling point, thus increasing competition among banks.

With commercial banks mainly focusing on the needs of businesses, thrift institutions were introduced in the early 1800's to serve the needs of individuals wanting to purchase homes. There are three main types of thrift institutions savings associations, savings banks, and credit unions.

Savings associations and savings banks specialize in real estate lending, particularly loans for single-family homes and other residential properties. Shareholders or depositors and borrowers can own these two types of thrifts. These institutions are referred to as thrifts, because they originally offered only savings accounts, or time deposits. Over the past two decades, however, they have acquired a wide range of financial powers, and now offer checking accounts and make business and consumer loans as well as mortgages, just as commercial banks.

Both saving associations and savings banks may be chartered by either the federal Office of Thrift Supervision (OTS) or by a state government regulator. Generally, the Savings Association Insurance Fund (SAIF) insures savings and loan associations, and the Bank Insurance Fund (BIF) insures savings banks.

Savings institutions must hold a certain percentage of their loan portfolio in housing-related assets to retain their charter, as well as their membership in the Federal Home Loan Bank System. This is called the qualified thrift lender (QTL) test. Savings institutions must maintain 65% of their portfolio in housing-related or other qualified assets to maintain their status.

Credit unions (Cus) are not-for-profit depository institutions, owned by their members, and accept deposits in a variety of accounts. Unlike commercial banks credit unions are prohibited from serving the general public, members are required to have a common bond such as having a university affiliation. All credit unions' offer savings accounts, or time deposits; the larger institutions also offer checking and money market accounts, similar to commercial banks. Credit unions financial powers have expanded to include almost anything a bank or savings association can do, including making home loans, issuing credit cards, and even making some commercial loans. Credit unions are exempt from federal taxation and sometimes receive subsidies, in the form of free space or supplies, from their sponsoring organizations.

The number of thrifts declined dramatically in the late 180's and early 10's. The savings and loan crisis of the 180's forced many institutions to close or merge with others, at great costs to the federal government. However, there has been a resurgence of thrifts in recent years.

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The significance of colors in the scarlet letter

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Hawthorne also gives symbolic meanings to the colors that he

employs in the novel. The dark, sober, sable garments that

Hester wears represent her dull and gloomy life filled with grief,

guilt, and sorrow.

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In contrast, she dresses Pearl in bright colors, especially

crimson, in defiance of the scarlet letter and as a symbol of the

childs free spirit. The color of the letter carries special

significance. It is red because that is the color associated with

the devil, and the Puritans believed that Hesters sin was a mark

of Satan.

The title is significant to every chapter of the book, as the

scarlet letter is displayed in many forms. First, Hester is made to

wear the scarlet letter on the bodice of her dress as a public

acknowledgment of her adultery. In seeming defiance of her

punishment, she proudly embroiders the scarlet A with

threads of gold, which make the letter attract even more

attention. Throughout the book the scarlet letter is seen standing

out on her dress against the drab gray colors of her clothing, a

constant reminder of her sin. As she proudly walks through

town with her head held high, the Puritans point at the A and

scoff at its wearer.

Chillingworths role changes in this chapter from human to inhuman. Before he was only described as evil, now he is being compared to Satan stealing mens souls. Pearl adds to this impression by calling him the Black Man, another word for the devil, and telling her mother that he already has captured Dimmesdales soul.

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Electro Convulsive Therapy: Restoring the Mind

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Electroshock Therapy, Restoring The Mind

By Ellen Bloom

Modern psychiatry began in the latter half of the 1th century with the identification, by European neuropsychiatrists, of separate mental disorders. At the time three mental illnesses dominated the clinical scene, neurosyphisis, described as dementia paralytica, dementia praecox (schizophrenia today), and manic depressive insanity. Caretakers of the mentally ill commonly resorted to chains, restraining chairs, cold and hot baths, and seclusion. Morphine, bromides, barbiturates, and chloral hydrate kept patients asleep but did little to heal their illnesses. The mentally ill were housed in large state supported hospitals with full authority to treat inmates. Many experimental and unsafe treatments were done. Bodily infections were considered a cause of mental disorder, so teeth, tonsils, gall bladder and large sections of the colon were removed. Many patients died. Surgical removal of sexual organs, salpingectomy and vasectomy was another treatment. It became mandatory to sterilize criminals, idiots, imbeciles and rapists in 0 states in 1040.

Ladislas Meduna, a physician trained in neurology and neuropathology, was examining human postmortem specimens at the Hungarian Psychiatric Research Institute in Budapest. He observed that patients with dementia had fewer than the normal number of neuroglia and that the brains of patients with epilepsy had markedly more. The neuroglia are the myriads of branched cells in the central nervous system that provide a supporting network for the neurons, the main cells of the brain that are the basis for thought, memory, emotion and action. He surmised that if he could develop epileptic seizures in patients he would reduce dementia. The first seizure therapy was done by injecting camphor-in-oil and his patient recovered without harm, and improved mental state. The Metrazol therapy was a frightening event because of the severe side effects, and at the University Hospital in Rome a year old man was admitted for the first ECT procedure ever done. A team headed by Ugo Cerletti and Luigi Bini applied a current that produced a grand mal seizure and the patient improved and recovered.

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Now electroshock is a treatment for severe and persistent emotional disorders. The physician, following a prescribed procedure, induces an epileptic seizure in the brain,. By making sure that the patient's lungs are filled with oxygen, the physician precludes the gasping and difficult breathing that accompanies an epileptic seizure. The physiologic functions of the body are monitored, and anything out of the ordinary is immediately treated.

The treatment is safe for patients of all ages, from children to the elderly, for people with debilitating systemic illnesses and for pregnant women. It relieves symptoms more quickly and lastingly than the use of psychotropic drugs. Treatments are usually given three times a weed for two to seven weeks. To sustain recovery, weekly or biweekly treatments are administered for several months. The duration of a course of electroconvulsive therapy is similar to that of the psychotropic medications frequently used for the same condition.

Electroshock treatment is an option when the emotional disorder is acute in onset, when there are pronounced changes in mood, thought, and motor activities, when the cause is believed to be biochemical or physiological, when the condition is so severe that it interferes with the patient's daily life, or when other treatments have failed.

Modern ECT uses a square-wave form of energy which has a slight, effect on memory. The frequency of the square waves varies from 0 to 60 cycles per second, with a pulse of 0.5, 1.0, or .0 milliseconds. The duration of the stimulation varies between 0. to 8.0 seconds, and delivers from 5 to 500 millicoulombs of energy. Amplifiers record the EEG and the ECG during the seizure, permitting the doctor to evaluate the quality of each treatment.

Treatments are usually given in the morning. Because some people become nauseated by anesthetic, the patient consumes no food or liquid after midnight. The patient is administered a general anesthetic, and monitoring electrodes are attached to the body. After the preparations are completed, the patient is asked to breathe deeply as oxygen is given through a mask. A sedative is administered through the intravenous line and puts the patient to sleep. Blood pressure is monitored. A stimulator, applied to a nerve in the face, arm or leg will show whether the muscle is relaxed. When the twitches stop the muscles are properly relaxed for treatment. The mouth guard is put in the mouth to prevent damage to the teeth or jaw during the electrical stimulus. The stimulus is then passed, and the brain seizure stimulate. The patient is not aware of the passage of current, the seizure or any aspect of the actual treatment.

The patient breaths unassisted within three minutes after the treatment is completed. As he awakens, he is asked to give his name, date and the mane of the hospital. Awareness improves rapidly within 15 minutes. Older patients, however may require observation for a few days. If the patient complains of a backache or muscle stiffness, the muscle relaxant was not adequate.

Melancholic patients with psychosis who are adequately treated have an immediate and excellent response. For those who experience a sudden onset of a manic delirium or rapid-cycling manic, the results are excellent, provided the treatment course is intensive. Frequently that means daily treatments. Patients who have been psychotic for months and years may respond so slowly that the course will not show effects until they have had three to five weeks of treatment. The catatonic patient treated almost always finds relief after two or four sessions. Absence of relief is probably the result of inadequate treatment.

What most people don't know is that ECT has fewer risks than does treatment with psychotropic drugs. Sixty years ago patients risked fractures, recurrent seizures, and memory changes, but modern procedures have eliminated those risks. Fractious or recurrent seizures are rare and usually reflect technical errors. The risk of death during ECT is rare.

The prevalent belief that ETC impairs memory is based on the early experiences of patients who were treated without anesthesia or ventilation. Such treatments were associated with sever and persistent memory losses. But present practice is no longer associated with those devastating complaints. It is the mental illness that impairs the knowledge of the patient.

ECT therapy has long suffered from a controversial and bizarre public image, a reputation that has effectively removed it as treatment options for many patients. But 45 years of clinical and research experience says that ETC therapy is now a safe, effective, painless and sometimes lifesaving treatment for emotional and mental disorders.

References

Convulsive Therapy

Lothar Kalinowsky 188

Sage Publications

Fifty Years in Neurology

AE Bennet

Continental Book Publishing Company 17

Convulsive Therapy Theory and Practice

M. Fink

Raven Press 18

Undercurrents A Therapist's Reckoning with Depression

M. Manning

Harper Collins, New York 14

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Personal Goals as a UOP Student

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The University of Phoenix represents an institution full of academic resources. During my years at UOP, I intend to use those resources to obtain the necessary knowledge to succeed in my Management degree. One of its many benefits is that this institution gives me the ability to maintain my full time career and personal life as well. I have been in the Workforce Management industry for three years and my work experience is what triggered my interest in the degree of B.S. in Management from UOP. I intend to maintain a high academic record of achievement during my years in this reputable University, and I will use that academic record to achieve goals I have set for myself. As a privilege of my high academic achievement, I intend to enhance my managerial skills such as effective planning, organization and time management, while simultaneously furthering my character traits of leadership, dependability, and determination. I have learned throughout the years to apply myself in order to achieve the objectives I have set for myself and learn all the necessary skills to become a successful manager. A Bachelor of Science degree in Management from the University of Phoenix brings together skills and character traits that ensure my success in life.

The primary step I will use to achieve my personal goals as a University of Phoenix student is motivation. Without motivation one cannot accomplish anything in life. I am motivated to drive twice a week from Sanford to the East Orlando area to attend class and meet my study group.

My secondary objective is determination. I am determined to attend full time until I obtain my degree. I intend to stay focused the entire time I am attending University of Phoenix and by giving all my undivided attention to the class sessions and participating in class.

The third step I will use will be diligence. I will give 150 percent to be a successful student, even if that means sacrificing the little pleasures in life such as watching too much TV. I will work hard by trading those not so important hobbies to more important ones pertaining to my future like reading and writing while blooming into a visionary manager.

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My last and most important objective is commitment. I am committed to meet with the study group at least once a week no matter what other things might come up in my professional or personal life. I am committed to being working on the assignments in a timely manner in order to be able to turn them all in at one time.

I am also committed to overcoming any challenges (i.e. exhaustion from working full time, dedicating time to my family, fighting traffic and driving 0 miles to school) that might keep me from being a successful student at University of Phoenix. Another challenge I am willing to conquer is fear of public speaking. I have been avoiding speech and math all my life. However, math is a whole another paper. In order for me to become a successful manager, I have to be able to effectively speak in front of an audience. I intend to use this fear of public speaking as an opportunity to grow into a fully successful manager and possibly a successful orator. I challenge myself to excel in my presentations and teamwork.

As a University of Phoenix student, I will embrace the college experience. College is not just about attending classes and study groups. Being a college student entails developing many skills that allow an promising individual to juggle daily commitments with a focused mind at all times while succeeding at each task at hand. It is necessary to demonstrate the ability to perform under pressure and practice excellent time-management skills and self-discipline while learning new subject matters. The most exciting part about being a University of Phoenix student while simultaneously a professional is that I have a wonderful opportunity to apply knowledge gained in the classroom and from my peers to my daily professional tasks. This is how true learning occurs and I am grateful for the opportunity presented to me.

As a University of Phoenix student, I will apply my organizational skills, research skills and technical knowledge toward obtaining and excelling my degree, in each classroom and each group session. I am determined, motivated, will apply my resourcefulness and thoroughness to achieve what I have committed myself to. I will use the four steps above combined with my work experience and the knowledge I will gain from my instructors and fellow students here at University of Phoenix to become a brilliant student and evolve into a successful manager in life.

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