Assess Critically Three Causes of World War One Essay

Assess Critically Three Causes of World War One BY 155 Assess critically three causes of the First World War The First World War began in Europe in 1914, after the assassination of Archduke Franz Ferdinand of Austria-Hungary. This trigger action caused the involvement of Germany, Russia, Serbia and Austria-Hungary. However, the war itself was caused by nationalism, alliances and Germanys fear of encirclement. Nationalism was the central cause of World War One because, due to the nationalism of the Slavs, the Balkan states became a powder keg. Austria-Hungary ade the Serbs fear annexation while the Slavs inside the country wanted a Pan- Slavic State. The assassination of the Archduke occurred due to the Serbs nationalism, to warn Austria-Hungary to stay away from Serbia. However, it had the completely opposite effect because Austria-Hungary now had a valid reason to give Serbia an Ultimatum that would allow them to attack the country. Austrians did not only do this because they wanted Serbia but also because they realised that the Slavic nationalism could cause another loss of their land as they had experienced in he Second Balkan War in 1913. There was also a significant number of Slave living inside the borders of Austria-Hungary who’s wish for a Pan-Slavic State could not be ignored and so they needed to be shown their limits. The nationalistic Slavs were a serious threat to Austria-Hungary and it was clear that this nationalism would result in a war. The alliances on the other hand, should not be left unspoken of due to the fact that they delocalized the war and caused distrust between countries. The Triple Entente (France, Russia, Britain) on one side and the Triple Alliance (Germany, Austria-Hungary, Italy) on the other made it impossible for Austria-Hungarys conflict with Serbia to stay local. An especially important aspect of the Triple Alliance was that it only lasted from 1882 until 1914, because at the start of World War One Italy switched sides and went to the Allied Powers. This only contributed to the growing distrust that the alliances caused amongst the European powers because each country feared to be attacked. However, the alliances would never have become relevant if the Slavs nationalism in Austria-Hungary hadn’t made a war inevitable hat soon made the alliances come into effect. Germany rushed to Austria-Hungarys aid and Russia came to help Serbia so soon most countries in Europe had to assist their allies. A last cause that is very significant is Germanys fear of encirclement and the other countries fear of Germany. Kaiser Wilhelm II feared encirclement by Russia and France for a very long time because, not only did France want revenge for the land losses in the Franco-Prussian War but they were also allied with Russia. This meant that Germany faced the serious risk of a two front war. Yet, what Germany didn’t now, was that the other European countries feared it Just as much or even more than it feared them. Germany had the biggest army and a lot of economic power during the time Just before the war. These fears helped cause the war because they state of war preparation. However, these fears were tightly connected to nationalism because if all these countries hadn’t been nationalistic and wanted territory and, in France’s case, revenge, the war would probably not have started out the way it did. Considering these three causes it is clear to see that nationalism was the main ause but the alliances and Germanys fear played a major role in the outbreak of World War One. Many historians such as Fritz Fischer believe that Germany was the only one to blame due to it’s apparently obvious wish for war, but it is clear that the nationalism in the Balkan states was the most significant cause. The alliances caused the war to be on a larger scale but this could ultimately only happen because of the trigger event in the Balkans. Though there are many plausible and arguable causes for World War One, nationalism is definitely the most important one.

Digital Fortress Chapter 5

â€Å"Where is everyone?† Susan wondered as she crossed the deserted Crypto floor. Some emergency. Although most NSA departments were fully staffed seven days a week, Crypto was generally quiet on Saturdays. Cryptographic mathematicians were by nature high-strung workaholics, and there existed an unwritten rule that they take Saturdays off except in emergencies. Code-breakers were too valuable a commodity at the NSA to risk losing them to burnout. As Susan traversed the floor, TRANSLTR loomed to her right. The sound of the generators eight stories below sounded oddly ominous today. Susan never liked being in Crypto during off hours. It was like being trapped alone in a cage with some grand, futuristic beast. She quickly made her way toward the commander's office. Strathmore's glass-walled workstation, nicknamed â€Å"the fishbowl† for its appearance when the drapes were open, stood high atop a set of catwalk stairs on the back wall of Crypto. As Susan climbed the grated steps, she gazed upward at Strathmore's thick, oak door. It bore the NSA seal-a bald eagle fiercely clutching an ancient skeleton key. Behind that door sat one of the greatest men she'd ever met. Commander Strathmore, the fifty-six-year-old deputy director of operations, was like a father to Susan. He was the one who'd hired her, and he was the one who'd made the NSA her home. When Susan joined the NSA over a decade ago, Strathmore was heading the Crypto Development Division-a training ground for new cryptographers-new male cryptographers. Although Strathmore never tolerated the hazing of anyone, he was especially protective of his sole female staff member. When accused of favoritism, he simply replied with the truth: Susan Fletcher was one of the brightest young recruits he'd ever seen, and he had no intention of losing her to sexual harassment. One of the cryptographers foolishly decided to test Strathmore's resolve. One morning during her first year, Susan dropped by the new cryptographers' lounge to get some paperwork. As she left, she noticed a picture of herself on the bulletin board. She almost fainted in embarrassment. There she was, reclining on a bed and wearing only panties. As it turned out, one of the cryptographers had digitally scanned a photo from a pornographic magazine and edited Susan's head onto someone else's body. The effect had been quite convincing. Unfortunately for the cryptographer responsible, Commander Strathmore did not find the stunt even remotely amusing. Two hours later, a landmark memo went out: EMPLOYEE CARL AUSTIN TERMINATED FOR INAPPROPRIATE CONDUCT. From that day on, nobody messed with her; Susan Fletcher was Commander Strathmore's golden girl. But Strathmore's young cryptographers were not the only ones who learned to respect him; early in his career Strathmore made his presence known to his superiors by proposing a number of unorthodox and highly successful intelligence operations. As he moved up the ranks, Trevor Strathmore became known for his cogent, reductive analyses of highly complex situations. He seemed to have an uncanny ability to see past the moral perplexities surrounding the NSA's difficult decisions and to act without remorse in the interest of the common good. There was no doubt in anyone's mind that Strathmore loved his country. He was known to his colleagues as a patriot and a visionary†¦ a decent man in a world of lies. In the years since Susan's arrival at the NSA, Strathmore had skyrocketed from head of Crypto Development to second-in-command of the entire NSA. Now only one man outranked Commander Strathmore there-Director Leland Fontaine, the mythical overlord of the Puzzle Palace-never seen, occasionally heard, and eternally feared. He and Strathmore seldom saw eye to eye, and when they met, it was like the clash of the titans. Fontaine was a giant among giants, but Strathmore didn't seem to care. He argued his ideas to the director with all the restraint of an impassioned boxer. Not even the President of the United States dared challenge Fontaine the way Strathmore did. One needed political immunity to do that-or, in Strathmore's case, political indifference. Susan arrived at the top of the stairs. Before she could knock, Strathmore's electronic door lock buzzed. The door swung open, and the commander waved her in. â€Å"Thanks for coming, Susan. I owe you one.† â€Å"Not at all.† She smiled as she sat opposite his desk. Strathmore was a rangy, thick-fleshed man whose muted features somehow disguised his hard-nosed efficiency and demand for perfection. His gray eyes usually suggested a confidence and discretion born from experience, but today they looked wild and unsettled. â€Å"You look beat,† Susan said. â€Å"I've been better.† Strathmore sighed. I'll say, she thought. Strathmore looked as bad as Susan had ever seen him. His thinning gray hair was disheveled, and even in the room's crisp air-conditioning, his forehead was beaded with sweat. He looked like he'd slept in his suit. He was sitting behind a modern desk with two recessed keypads and a computer monitor at one end. It was strewn with computer printouts and looked like some sort of alien cockpit propped there in the center of his curtained chamber. â€Å"Tough week?† she inquired. Strathmore shrugged. â€Å"The usual. The EFF's all over me about civilian privacy rights again.† Susan chuckled. The EFF, or Electronics Frontier Foundation, was a worldwide coalition of computer users who had founded a powerful civil liberties coalition aimed at supporting free speech on-line and educating others to the realities and dangers of living in an electronic world. They were constantly lobbying against what they called â€Å"the Orwellian eavesdropping capabilities of government agencies†-particularly the NSA. The EFF was a perpetual thorn in Strathmore's side. â€Å"Sounds like business as usual,† she said. â€Å"So what's this big emergency you got me out of the tub for?† Strathmore sat a moment, absently fingering the computer trackball embedded in his desktop. After a long silence, he caught Susan's gaze and held it. â€Å"What's the longest you've ever seen TRANSLTR take to break a code?† The question caught Susan entirely off guard. It seemed meaningless. This is what he called me in for? â€Å"Well†¦Ã¢â‚¬  She hesitated. â€Å"We hit a COMINT intercept a few months ago that took about an hour, but it had a ridiculously long key-ten thousand bits or something like that.† Strathmore grunted. â€Å"An hour, huh? What about some of the boundary probes we've run?† Susan shrugged. â€Å"Well, if you include diagnostics, it's obviously longer.† â€Å"How much longer?† Susan couldn't imagine what Strathmore was getting at. â€Å"Well, sir, I tried an algorithm last March with a segmented million-bit key. Illegal looping functions, cellular automata, the works. TRANSLTR still broke it.† â€Å"How long?† â€Å"Three hours.† Strathmore arched his eyebrows. â€Å"Three hours? That long?† Susan frowned, mildly offended. Her job for the last three years had been to fine-tune the most secret computer in the world; most of the programming that made TRANSLTR so fast was hers. A million-bit key was hardly a realistic scenario. â€Å"Okay,† Strathmore said. â€Å"So even in extreme conditions, the longest a code has ever survived inside TRANSLTR is about three hours?† Susan nodded. â€Å"Yeah. More or less.† Strathmore paused as if afraid to say something he might regret. Finally he looked up. â€Å"TRANSLTR's hit something†¦Ã¢â‚¬  He stopped. Susan waited. â€Å"More than three hours?† Strathmore nodded. She looked unconcerned. â€Å"A new diagnostic? Something from the Sys-Sec Department?† Strathmore shook his head. â€Å"It's an outside file.† Susan waited for the punch line, but it never came. â€Å"An outside file? You're joking, right?† â€Å"I wish. I queued it last night around eleven thirty. It hasn't broken yet.† Susan's jaw dropped. She looked at her watch and then back at Strathmore. â€Å"It's still going? Over fifteen hours?† Strathmore leaned forward and rotated his monitor toward Susan. The screen was black except for a small, yellow text box blinking in the middle. TIME ELAPSED: 15:09:33 AWAITING KEY: ________ Susan stared in amazement. It appeared TRANSLTR had been working on one code for over fifteen hours. She knew the computer's processors auditioned thirty million keys per second-one hundred billion per hour. If TRANSLTR was still counting, that meant the key had to be enormous-over ten billion digits long. It was absolute insanity. â€Å"It's impossible!† she declared. â€Å"Have you checked for error flags? Maybe TRANSLTR hit a glitch and-â€Å" â€Å"The run's clean.† â€Å"But the pass-key must be huge!† Strathmore shook his head. â€Å"Standard commercial algorithm. I'm guessing a sixty-four-bit key.† Mystified, Susan looked out the window at TRANSLTR below. She knew from experience that it could locate a sixty-four-bit key in under ten minutes. â€Å"There's got to be some explanation.† Strathmore nodded. â€Å"There is. You're not going to like it.† Susan looked uneasy. â€Å"Is TRANSLTR malfunctioning?† â€Å"TRANSLTR's fine.† â€Å"Have we got a virus?† Strathmore shook his head. â€Å"No virus. Just hear me out.† Susan was flabbergasted. TRANSLTR had never hit a code it couldn't break in under an hour. Usually the cleartext was delivered to Strathmore's printout module within minutes. She glanced at the high-speed printer behind his desk. It was empty. â€Å"Susan,† Strathmore said quietly. â€Å"This is going to be hard to accept at first, but just listen a minute.† He chewed his lip. â€Å"This code that TRANSLTR's working on-it's unique. It's like nothing we've ever seen before.† Strathmore paused, as if the words were hard for him to say. â€Å"This code is unbreakable.† Susan stared at him and almost laughed. Unbreakable? What was THAT supposed to mean? There was no such thing as an unbreakable code-some took longer than others, but every code was breakable. It was mathematically guaranteed that sooner or later TRANSLTR would guess the right key. â€Å"I beg your pardon?† â€Å"The code's unbreakable,† he repeated flatly. Unbreakable? Susan couldn't believe the word had been uttered by a man with twenty-seven years of code analysis experience. â€Å"Unbreakable, sir?† she said uneasily. â€Å"What about the Bergofsky Principle?† Susan had learned about the Bergofsky Principle early in her career. It was a cornerstone of brute-force technology. It was also Strathmore's inspiration for building TRANSLTR. The principle clearly stated that if a computer tried enough keys, it was mathematically guaranteed to find the right one. A code's security was not that its pass-key was unfindable but rather that most people didn't have the time or equipment to try. Strathmore shook his head. â€Å"This code's different.† â€Å"Different?† Susan eyed him askance. An unbreakable code is a mathematical impossibility! He knows that! Strathmore ran a hand across his sweaty scalp. â€Å"This code is the product of a brand-new encryption algorithm-one we've never seen before.† Now Susan was even more doubtful. Encryption algorithms were just mathematical formulas, recipes for scrambling text into code. Mathematicians and programmers created new algorithms every day. There were hundreds of them on the market-PGP, Diffie-Hellman, ZIP, IDEA, El Gamal. TRANSLTR broke all of their codes every day, no problem. To TRANSLTR all codes looked identical, regardless of which algorithm wrote them. â€Å"I don't understand,† she argued. â€Å"We're not talking about reverse-engineering some complex function, we're talking brute force. PGP, Lucifer, DSA-it doesn't matter. The algorithm generates a key it thinks is secure, and TRANSLTR keeps guessing until it finds it.† Strathmore's reply had the controlled patience of a good teacher. â€Å"Yes, Susan, TRANSLTR will always find the key-even if it's huge.† He paused a long moment. â€Å"Unless†¦Ã¢â‚¬  Susan wanted to speak, but it was clear Strathmore was about to drop his bomb. Unless what? â€Å"Unless the computer doesn't know when it's broken the code.† Susan almost fell out of her chair. â€Å"What!† â€Å"Unless the computer guesses the correct key but just keeps guessing because it doesn't realize it found the right key.† Strathmore looked bleak. â€Å"I think this algorithm has got a rotating cleartext.† Susan gaped. The notion of a rotating cleartext function was first put forth in an obscure, 1987 paper by a Hungarian mathematician, Josef Harne. Because brute-force computers broke codes by examining cleartext for identifiable word patterns, Harne proposed an encryption algorithm that, in addition to encrypting, shifted decrypted cleartext over a time variant. In theory, the perpetual mutation would ensure that the attacking computer would never locate recognizable word patterns and thus never know when it had found the proper key. The concept was somewhat like the idea of colonizing Mars-fathomable on an intellectual level, but, at present, well beyond human ability. â€Å"Where did you get this thing?† she demanded. The commander's response was slow. â€Å"A public sector programmer wrote it.† â€Å"What?† Susan collapsed back in her chair. â€Å"We've got the best programmers in the world downstairs! All of us working together have never even come close to writing a rotating cleartext function. Are you trying to tell me some punk with a PC figured out how to do it?† Strathmore lowered his voice in an apparent effort to calm her. â€Å"I wouldn't call this guy a punk.† Susan wasn't listening. She was convinced there had to be some other explanation: A glitch. A virus. Anything was more likely than an unbreakable code. Strathmore eyed her sternly. â€Å"One of the most brilliant cryptographic minds of all time wrote this algorithm.† Susan was more doubtful than ever; the most brilliant cryptographic minds of all time were in her department, and she certainly would have heard about an algorithm like this. â€Å"Who?† she demanded. â€Å"I'm sure you can guess.† Strathmore said. â€Å"He's not too fond of the NSA.† â€Å"Well, that narrows it down!† she snapped sarcastically. â€Å"He worked on the TRANSLTR project. He broke the rules. Almost caused an intelligence nightmare. I deported him.† Susan's face was blank only an instant before going white. â€Å"Oh my God†¦Ã¢â‚¬  Strathmore nodded. â€Å"He's been bragging all year about his work on a brute-force-resistant algorithm.† â€Å"B-but†¦Ã¢â‚¬  Susan stammered. â€Å"I thought he was bluffing. He actually did it?† â€Å"He did. The ultimate unbreakable code-writer.† Susan was silent a long moment. â€Å"But†¦ that means†¦Ã¢â‚¬  Strathmore looked her dead in the eye. â€Å"Yes. Ensei Tankado just made TRANSLTR obsolete.†

Analysis of How the Louisiana Purchase and the Lewis and Clark Expedition Are Key Historical Events in the United States

Analysis of How the Louisiana Purchase and the Lewis and Clark Expedition Are Key Historical Events in the United States The Lewis and Clark expedition is a significant exploration in the history of the United States. It explored newly acquired land and helped promote westward expansion. It provided new information for cartography and taxonomy. In 1803 Thomas Jefferson acquired the Louisiana Territory. After having â€Å"offered to buy for $2 million only the region around the mouth of the Mississippi River, which included the port and city of New Orleans†, Napoleon countered the offer by offering to sell the entire Louisiana Territory for $15,000,000 which included the cancellation of all war debts. Though strict constructionist felt it was not in his right to acquire new land, Jefferson went ahead and made the purchase. John Quincy Adams later â€Å"criticized Jefferson for getting into office under the banners of state’s rights and state’s sovereignty†¦and immediately purchasing Louisiana† (Brown, 30). Later during the case of American Insurance Company v. Canter it was decided that â€Å"the Constitution confers absolutely on the government of the Union, the powers of making war, and of making treaties; consequently, that government possesses the power of acquiring territory, either by conquest or by treaty† After the Louisiana Purchase Jefferson commissioned his personal secretary, Meriwether Lewis to head the expedition, Lewis then contracted his friend William Clark to co-captain the expedition. â€Å"Together they collected a diverse military Corps of Discovery† to help ensure the completion of the two year journey to the Pacific. One main thing that made the expedition a success was the helped they received from Indians. They would have starved or been killed if it wasn’t for Sacagawea, a Shoshone Indian, â€Å"the Indians were inclined to believe that the whites were friendly when they saw Sacagawea. A war party never traveled with a woman, especially a woman with a baby.† The expedition made great contributions to cartography. â€Å"They prepared about 140 maps on the trail and collected some 30 maps from Indians, fur trappers, and traders†. Many of the maps they provided helped provide a more detailed look at the west, â€Å"including a greatly expanded view of the Rocky Mountains and a more accurate positioning of some of the western rivers†. The information these maps provided helped pave the way for westward expansion. Not only did the expedition provide advances in cartography, but it also provided information for taxonomy. The expedition documented â€Å"179 species of undocumented plants and trees† and provided the â€Å"first documentation of 122 species of animals, birds and fish†. With this information scientist were able to learn more about the land that had been conquered. Lewis and Clark also brought back to Jefferson a prairie dog as a gift, which did not exist in the east. The Lewis and Clark expedition is a significant moment in time because it helped provide a wealth of information about the New World. It helped improve relations with the Indians and helped to encourage westward expansion. It also provided the President with the power to purchase land for the United States. The Lewis and Clark will always be a lauded journey not only for the knowledge it provided, but also for the courage it took to venture out into the wilderness, not knowing what faced them.

Single phase motors Essay Example | Topics and Well Written Essays - 500 words

Single phase motors - Essay Example It is also called an induction start and induction run motor. This is the simplest from of a single-phase motor meant for small industries. There are two windings. While the starter winding has fewer gauge wiring and turns, the main winding has higher gauge wire with more turns. This puts the start winding field ata different angle to the main winding field, resulting in the motor to rotate. Then the main winding, which is of heavier wire, takes over and keeps the motor running. When the speed reaches up to around 75% of its peak , the switching mechanism, mainly a centrifugal switch on the motor shaft, disconnects the start winding from the main one. Although the application of such motor is advisable only for those jobs where the staring torque requirement is not high, this type of motor is least expensive for industrial uses. This type is the most widely used motor for industrial applications. While this is similar to the split phase motor, the starter winding has a capacitor in the circuit, which gives a boost to the starting function. Here again the start winding and the capacitor are disconnected when the motor reaches up to 75% of its rated speed. Due to the wider applications, including those where the starting torque requirement is high, this type of motor is more expensive than the split phase type. These motors can be used for most of the belt drive applications like, small conveyors, Blowers and pumps. These can also be used for both, direct drive as well as geared applications This type of motor neither has the capacitor connected to the start winding nor a switch for disconnection. However, a capacitor is connected to the start winding permanently, in series with it. Once the motor reaches its running speed, this run type capacitor turns the start winding into an auxiliary winding. The starting boost is missing

Martha Rogers Research Paper Example | Topics and Well Written Essays - 1500 words

Martha Rogers - Research Paper Example Delegation becomes necessary to obtain protected outcomes which become possible if the registered nurses can delegate their roles to unlicensed assistant personnel who are capable of providing healthcare directly to the patients. In the process, the registered nurses can retain their accountability as well. However, although the needs and benefits of delegation are studied and known to certain extents, their implementation in actual healthcare is still found to be limited (Anthony and Vidal, 2010). Delegation of responsibility can be achieved safely if the tasks are performed with proper planning and dedication. If the delegation proves to be a failure, then the registered nurses get accountable for any negative outcome on the patient. Thus communication and providing the right direction is highly essential while delegating responsibilities in nursing. Moreover such information needs to be updated followed by continuous evaluation in order to reduce the complexities in the nursing wo rk environments. Another significant factor is the relationship between the registered nurses and the personnel to whom the tasks are delegated. Harmonization, teamwork and mutual aid are extremely essential in order to provide safe delivery of healthcare to the patients (Anthony and Vidal, 2010). ... However the registered nurse has to constantly supervise the tasks even after delegation to achieve improved patient outcomes, as she remains responsible for such outcomes and patient satisfaction. The process and skills of delegation not being easy are in need for proper training and facilities in order to be successful on patient safety (Ruff, 2011). Martha E. Rogers, who was an American nurse, had served her life on nursing, and wrote many papers where she focused on improving the work of nursing in better work environments to improve lives of patients. She, through her writings and journals, presented a nurse as a unitary human being. Resonancy, helicy and integrality are the three concepts that she focused on explain the relation and communication of human beings with their environments. Thus the working environment was considered as highly important for nursing, by Rogers. Her theory was named as the Science of Unitary Human Beings (SUHB) that was primarily developed to motivat e the existing theories of nursing (Meleis, 2011). Nursing was thus given particular attention by Martha Rogers in regard to the role that nurses have to play in the healthcare environment and the responsibilities that they have to focus on for patient safety and satisfaction. This is important in developing the right path for nursing delegation as well in healthcare. Conclusion: It can be concluded from the above study that the concept of nursing delegation has been in existence since a long time. However the need and importance of delegation has been realized more in the present day healthcare with the healthcare systems and working environments for nurses becoming more and more complex. The nurses having a large number of responsibilities together in

Information Systems in Business and Organizations Case Study

Information Systems in Business and Organizations - Case Study Example Schwegman claims that the oversimplified language was used because he knew he was dealing with non-technical people, but the pessimistic tone and the wealth of information shared proved to be poor organizational politics. In contrast to the pessimism of CIOs, other C-level executives and business partners have the tendency to be optimistic. Schwegman overlooked this fact and did not write his letter with a tone that would appeal to such individuals. According to Finney (1999), "A successful IS professional must determine which environment he or she is operating in-then be sensitive to the unwritten rules and act accordingly. Too often, an eager system builder begins to slip into a state the he or she is working toward the 'greater good', and then lose sight of the information politics. Rather, the IS professional must work from the business client's perspective-even if the longer term objective is to move to a new information political state. Once the current political state has been identified, the politics of change can begin." The above is what happened in Schwegman's case. ... This sent off a panic when it was taken externally. Schwegman thought he was doing the right thing. He was being open and honest about system failures. Furthermore, he had decided to take the heat for them. Had the letter only gone to individuals inside the company, the reaction might not have been so bad. However, the letter went to business partners whom definitely do not want to hear bad news such as that shared in the letter. This is definitely not to say that Schwegman should have lied, but he should have taken into consideration who was going to read the letters and adjusted his language, tone, and amount of information shared according to those facts. According to Strassman (2005, pg. 1), "If the CIO does not have the authority to set and execute information management policies, information technology cannot be sufficiently important in a company or other organization. Without an empowered CIO, accountability for technology will be diffused and unfocused." Clearly, this is not the case when it comes to Schwegman. He quite obviously has the authority to set and execute information management policies or he would not have the notion to take the responsibility for any problems that have popped up. Furthermore, if he did not have the power, the letter would not have received the reaction that it did. Take, for instance, the wording of Schwegman's letter (Schuman, 2005, pg. 1): I'll start by saying that the vast majority of system problems we have are problems related to updates," Schwegman wrote. "These update problems have been manifesting themselves as inventory update failures, missing orders, missing images, incorrect status synchs, etc. At the end of the day, all of

Brand personality Literature review Example | Topics and Well Written Essays - 2000 words

Brand personality - Literature review Example Brands may be also said as business organization; at the same time, it helps in generating revenue, thus brands can be regarded as investment. In return, brands need to payback certain amount of revenue to their owner. Brand Personality is a collection of human features connected with a specific brand (Aaker & Biel, 1993). A brand can easily come across the notice of the customer if the advertisement is done with known celebrities or with the help of certain well known figures of historic moment. Brand personality is often questionable in terms of scale and at times is answerable in theoretical conception based on nature. Once brands are developed, they shelter the company under the umbrella with numerous numbers of products, which can provide it incredible strategic advantage and financial gains. In the present market scenario, a major role is played by brand. Over a long period of time, brands have significantly controlled the performances of the marketers and have influenced the p romises and the benefits provided by the brand to their consumers for that particular product (Hanasali & et. al., 2005). The paper intends to discuss branding and Aaker's brand personality with its explanation along with its criticism. Meaning of Branding A brand is fundamental by nature or is represented by its offerings and what it delivers. Brand motivates its consumers by the offerings provided by a particular company. Brands establish themselves in the market over a period of time by the means of conveying a company’s message to their customers through consistent advertisements and by following suggestions provided by friends, colleagues, by family members along with ensuring communication between its representatives and its company members. The brands are often protected from others by securing service maker or trademark by a certified agency, generally by government agency (Herford & et. al., 2007). The public knowledge about the companies brand is often set as a fact or of companies’ evaluations. At times, corporations undergo market research to become aware about the public brand recognition, at the same time to know about the behaviour of the customers towards the brand. When the companies are building a brand or working upon a brand, at times they take the help of search engine and WebPages having the outline of the work details before establishing the successful brand. Organising the fields name and the brand name is an extremely vital part of searching and keeping in touch with the clients and the visitors consequently branding the new company (Asperin, 2007). Brand name helps in the identification of the image and idea of that particular service or product, which in return results in the clients to be drawn towards the new brand in the market. Branding is a procedure of building companies’ asset, which helps to build goodwill in the market. If a company is able to establish a stellar reputation among the competitors then bran ding procedure can help in creating an image in the market. It motivates a company to meet its expectations by bringing in more innovative service or product and to surpass its expectations in the competitive market scenario. In today’s dynamic marketplace, brands have large marketing landscape, where the ground of spreading the message and introducing the product is largely performed through the use

Air pollution Essay Example | Topics and Well Written Essays - 750 words - 3

Air pollution - Essay Example The world today is facing many disasters that include various forms of pollution. The most dangerous pollution that is accelerating at a very fast pace is air pollution. The pollution of the air is important as it effects the environment and provides for long lasting effects. The main cause of air pollution that is most evident is the lack of concern and measures for controlling air pollution. The motor vehicles provide for the most important cause of air pollution and the lack of installation of emission control devices adds noxious gases into the atmosphere. The industries are also major contributors to harmful gases into the environment. The installation of devices which filter these harmful gases is expensive. It is for this purpose that these devices are not used and the environment is polluted (Turk et al 1974). The ignorance and lack of attention for tackling air pollution can provide to affect the present and the future of Earth. People living in urban areas are highly affected by air pollution but still fail to understand the complexity of the situation. Elderly people and those with pulmonary diseases are advised to stay indoors to avoid the harmful substances in the air as these pollutants would worsen their health condition. Other people who are exposed to these obnoxious substances in the air may complain of stinging eyes, irritated sinuses and scratchy throats. The air pollution is spreading at a fast pace and the rural areas which were considered to be clean and pure from harmful substances are not safe anymore either  (Williamson 1973). Air pollution not only effects human beings but it also tends to affect other forms of life. The trees, flowers and crops are also affected. Trees can be of assistance in keeping the air clean but the life of trees has also been reduced. The animals are also exposed to the hazardous substances in the

Environmental Ethics. Assignment 3 Essay Example | Topics and Well Written Essays - 750 words

Environmental Ethics. Assignment 3 - Essay Example Mill (2012) outlines three definitions of nature depending on the benefits derived from it. The first definition is that nature is a collective term used to refer to all events that take place within the universe. He also defines the nature as anything that adds value to life in manner that does not affect the occurrences of events. His interest to show the relations between human beings and nature made him refer to nature as a combination of all phenomena and the unused capabilities by human beings to control nature and derive benefits from him (Mill, 2012). Mill (2012) also states that when human beings neglect nature, it has a way of paying back by causing harm and damage. For instance, Mill states that floods and other natural hazards that occur are only a way of nature expressing its frustrations. Human beings should take care of nature and nature in return should ensure that it meets all the needs of human beings by ensuring that sustainability is maintained. . Mill states that Human beings should correct nature and put it in line rather than try to emulate it. It is only ethical for human beings to correct nature where it goes wrong and make improvements on the existing natural phenomenon. According to Mill (2012) human beings understand the consequences of their own actions but they tend to act ignorant. This ignorance has caused human suffering, and it has also affected the environment. Mill (2012) also outlines that humans are separate from nature and for this reason rules of nature are not applicable to man. From a spiritual perspective, God gave human beings power and dominion over all other creatures and nature itself. Mill (2012) states that God values nature, and he handed over the responsibility of taking care of nature to human beings. For this reason, human beings should take this assignment seriously and invest in nature so as to ensure that it works in their favor. In conclusion, Mill’s philosophical views originated from his

Heard and unheard music of Casablanca Essay Example for Free

Heard and unheard music of Casablanca Essay While Casablanca is one of the most know, satirized and often many lines repeated, the unsung hero of the movie is its music. Everyone knows â€Å"As time goes by†, but after seeing the movie can you think of any other music from this classic. People who have seen Casablanca dozens of times ( my father ) in their life can only remember â€Å"As time goes by†. This song brings back the happy memories of Ilsa and Rick in Paris. When Rick tells Sam not to play that song, is it possible that Rick never wants to remember the good times with a woman he will never see again or his alcoholic self destructive nature depriving himself of any happiness. Ilsa on the other hand wants to remember the good times and that is why she asks Sam to Play it. In the scene following Rick’s refusal to sell Laszlo the letters of transit, the German officers start singing a German song Die Wacht Am Rhein. Victor Laszlo never one to let the Germans get the upper hand asks the band to play La Marsellaise. Many in the crowd sing along to La Marsellaise as well as Laszlo. The German officers try in vain to out sing the crowd, but with their small numbers and their Nazi cause, the French Anthem wins the day. Shortly after this, Major Strasser orders Captain Renault to close down Rick’s. Two competing songs bring the closure of our heroes night club, a pivotal point in the movie, and few if any can remember the names of the 2 songs nor even hum a few bars. This scene also places Victor Laszlo on top of Major Strasser’s list of things he needs to clean up in Casablanca. So why is it that 2 epic anthem’s, such a critical part of this film goes unheard and a song like â€Å"As time goes by† is sung, hummed and quoted so often. It is my belief that â€Å"As time goes by â€Å" brings back the memories of the good times and Die Wacht Am Rhein and La Marsellaise bring up the confrontation that many go to the movies to forget. The next time I see Casablanca, I will be humming â€Å"As time goes by.

Cloud Computing in Educational Institutions

Cloud Computing in Educational Institutions Education plays a crucial position in preserving the financial growth of a country. Now a days the lecture room coaching is changing and college students are turning into extra technology oriented and therefore in his changing surroundings, its critical that we assume approximately the modern technology to include in the teaching and getting to know manner. One of the brand new technology prevailing now days is Cloud Computing. by way of sharing IT offerings inside the cloud, academic organization can outsource non-core services and higher listen on offering students, instructors, college, and personnel the critical tools to assist them be triumphant. This paper focuses on the impact of cloud computing on the education device and how we will provide the first-class education by using the above generation. Keywords:Cloud Computing, IOT, Cloud Education Introduction: The internet of things (IoT) and its applicable technologies can seamlessly combine classical networks with networked units and devices. IoT has been playing a crucial function ever as it seemed, which covers from conventional device to favored family items and has been attracting the attention of researchers from academia, company, and authorities in latest years. There may be an awesome vision that each one things may be easily managed and monitored, can be diagnosed automatically with the aid of the use of different things, can speak with every exclusive via net, and may even make choices through themselves. In an effort to make IoT smarter, masses of evaluation generation are brought into IoT, one of the maximum treasured era is information Technology. In many countries government. Is encouraging the parents to send their wards to be part of schools and colleges and has been supplying diverse schemes to promote education. The various schemes makes college students reaches to the colleges and schools however lack of centers, right instructors, lack of new books and labs centers significantly influences their results and for that reason discourages them to keep their education. One of the biggest challenges that the authorities faces in offering education is the lack of infrastructure and if available then preservation of that infrastructure and other trouble is purchasing and keeping a huge range of hardware and software require ample, ongoing funding and the abilities to guide them. Cloud computing can help provide the ones answers. Its a community of computing assets-located pretty much everywhere- that can be shared. For this reason through implementing cloud computing era we can conquer all those quick comes and maintain a centr alized device in which all of the government can test the education system from each and every aspects and preserve monitor and guide the device. They now not most effective test the desires of the establishments but also make sure that fine education is offer to every pupil and additionally his attendance, magnificence performances etc may be efficiently maintained without annoying for the infrastructure problem. The cloud enables make sure that students, teachers, faculty, parents, and workforce have on-demand get entry to to important records the use of any tool from anywhere. Both public and private institutions can use the cloud to deliver better offerings, at the same time as they work with fewer sources. Background: Cloud computing predecessors had been around for some time now [1,2], however the time period became famous sometime in October 2007 while IBM and Google introduced a collaboration in that area [1,2].This was followed by IBMs announcement of the Blue Cloud attempt [1,2]. Due to the fact then, every person is talking about Cloud Computing. Of path, there is also the inevitable Wikipedia access [1]. its miles potential that August 24, 2006 will go down because the birthday of Cloud Computing, because it became in this day that Amazon made the check model of its Elastic Computing Cloud (EC2) public [Business Week 2006]. This offer, providing bendy IT assets (computing potential), marks a definitive milestone in dynamic commercial enterprise relations between IT users and vendors. The term first became famous in 2007, to which the first entry within the English Wikipedia from March 3, 2007 attests, which, again drastically, contained a reference to application computing. today, Cloud Com puting generates over 10.3 million matches on google Cloud computing predecessors had been around for some time now [1,2], however the time period became famous sometime in October 2007 when IBM and Google introduced a collaboration in that domain [3, 4].This turned into accompanied through IBMs assertion of the Blue Cloud effort [9]. Considering that then, all of us is speaking approximately Cloud Computing. Of direction, there is also the inevitable Wikipedia access [2]. it is practicable that August 24, 2006 will move down as the birthday of Cloud Computing, because it became on this day that Amazon made the check version of its Elastic Computing Cloud (EC2) public [Business Week 2006]. This provide, providing flexible IT sources (computing capability), marks a definitive milestone in dynamic enterprise members of the family between IT users and providers. The time period first have become famous in 2007, to which the first access within the English Wikipedia from March 3, 2007 a ttests, which, again substantially, contained a reference to application computing. These days, Cloud Computing generates over 10.three million Main Focus: Various Cloud Computing applications have been sent in the Education Department. In any case, most applications can be categorized as one of the accompanying three classes. Public Private and Hybrid School and college department use these different types of classes for own needs. Classification of Cloud There are three classification of cloud computing. Private Cloud Public Cloud: Hybrid Cloud Public Cloud: It is the IT infrastructure that is used by many companies and offerings at the same time. Records users of the clouds are not capable of manipulate and preserve this cloud, the entire responsibility for these matters rests with the proprietor of the cloud. Subscriber offerings can be supplied by means of any company and individual consumer. They offer an easy and inexpensive manner to set up web sites and enterprise systems, with high scalability, which in other answers would be available. Hybrid Cloud: Is the IT infrastructure the usage of the best traits of public and private clouds, with the task. frequently this type of cloud is used at the same time as an enterprise has seasonal periods of pastime, in different phrases, as quickly as the internal IT infrastructure cannot deal with current annoying situations, some centers are transferred to a public cloud (e.g. big portions of statistical statistics, its in its raw form or a few issue that does not constitute charge for the agency), similarly to provide user access to corporation assets (for private cloud) through a public cloud. Private Cloud: At ease IT infrastructure is managed and operated for the benefit of an unmarried enterprise. The organization can manage its very own private cloud or outsource this task from an outside contractor. Infrastructure can be placed either at the premises of the customer, or in an information center. Ideal non-public cloud is the cloud that is deployed in the business enterprise premises, served and controlled by means of its personnel. Future Movements: Conclusion: ACKNOWLEDGEMENTS: WE would like to thank our student class fellow who help us a lot when needed. Moreover, there were some confusions which were cleared by my colleagues. WE would also like to thank Dr Amjed Farooq, Professor at Superior University for preparing us for this much effort and we can say that without it would not be possible for me to write this paper. Fahad Zafar, IT Head at Zenith Chemical also helped us a lot with his knowledge and experience and Im thankful for his time and effort with us. References: [1] G.M. Muriithi,J.E.Kotze, Cloud computing in higher education: implications for South African public universities and FET colleges, Proceedings of the 14th Annual Conference on World Wide Web Applications Durban, 7-9 November 2012 (http://www.zaw3.co.za) ISBN: 978-0- 620-55590-6 [2] Sunita Manro,Jagmohan Singh,Rajan Maro ,Cloud Computing in Education: Make India Better with the Emerging Trends, High Performance Architecture and Grid Computing Communications in Computer and Information Science Volume 169, 2011, pp 131-139 [3] Gaurav Bhatia, Mohnish Anand, Priya Shrivastava, Cloud Computing Technology In Education System, International Journal of Advanced Technology Engineering Research (IJATER), ISSNNO:2250-3536 Volume2,Issue2,March2012. [4] Buyya, R. et al (2009). Cloud Computing and emerging IT platforms: Vision, Hype and reality for delivering computing as the 5th Utility. Future Generation Computer Systems. http://www.buyya.com/papers/Cloud-FGCS2009.pdf [5] Sultan, N. 2010. Cloud Computing for Education: a new dawn? http://www.sciencedirect.com/science/article/pii/S0268401209001170. 6.

Analysis of White Over Black: American Attitudes Toward the Negro by Wi

Analysis of White Over Black: American Attitudes Toward the Negro by Winthrop D. Jordan Winthrop D. Jordan author of White Over Black: American Attitudes Toward the Negro 1550-1812, expresses two main arguments in explaining why Slavery became an institution. He also focuses attention on the initial discovery of Africans by English. How theories on why Africans had darker complexions and on the peculiarly savage behavior they exhibited. Through out the first two chapters Jordan supports his opinions, with both facts and assumptions. Jordan goes to great length in explaining how the English and early colonialist over centuries stripped the humanity from a people in order to enslave them and justify their actions in doing so. His focus is heavily on attitudes and how those positions worked to create the slave society established in this country. The first chapter focuses on the first impressions between the people of different color also the reasons Africans had evolved or changed into what they now appeared to be. The section on causes of complexion was both fascinating and entertaining. Many of the theories were of the wall and far fetched. One such opinion of how Africans gained their complexion that the book gave includes an ancient Greek myth of Phaeton. This character drove a chariot into the heavens and thus altered in his appearance (p11). Though this Greek myth, probably not the truth of how Africans gained their color many did believe it probably had something to do with the sun. The theory of equatorial dwellers of Africa, this being the reason for the skin pigmentation, became illogical once Africans were compared to the Indians living in the hottest parts of the New World (p14). Some believed that the African was merely dark because they had left their colder northern climate. Experiments quickly ruled this out as a possible answer (p15). The most far-fetched and humorous theory came through the biblical illustration involving Noah. Many believed it the curse given upon Noah’s son Ham for â€Å"looking upon his father’s nakedness† (p17). Each of these contrasting views on color needed to be used in this book. For no better reason in that it showed from an initial point that the English viewed the color of the Africans as a plague. Instead of excepting that Africans may in fact be different, the English consistently made attempts to explain the dif... ...b in this section of clearly displaying the facts and supporting his arguments. Laws dealing with the intermixing of races and separate treatment also created a second class or lower standing of the African. Jordan sites several laws and examples of whites involving themselves sexually with blacks being punished in different ways. One such example includes that of a man and his black mistress who were forced stand clad in front of a congregation. Also free Africans did not receive the liberties others enjoyed, they were prohibited the right to bear arms. This inequality serves as a notice of how ingrained the degradation blacks have induced and to the lengths whites have gone to ensure they remain a lower or sub class. Through out the entire book Jordan makes assumptions and places sort of a personal view on this historical tragedy. He supports the idea that there grew a distinct attitude forming and evolving repressing the African as a society. The most important thing which can be gathered from this book, the idea that the constant and gradual suppression of the African in the colonies and United States led to a mentality of superiority among Caucasians over those of color.

budget deficit Essay -- essays research papers fc

"It's time to clean up this mess." Famous last words heard from the mouths of many different politicians when talking about the national debt and the budget deficit. Our debt is currently $4.41 trillion and we have a budget deficit of around $300 billion and growing. Our government now estimates that by the year 2002 the debt will be $6.507 Trillion. While our politicians talk of balancing the budget, not one of them has proposed a feasible plan to start paying down the debt. In the early days of our government debt was considered to be a last resort. In 1790, when Alexander Hamilton, as secretary of the Treasury, made his first report on the national debt of the United States, he estimated it at close to $70 million. After alternately rising and falling, the debt stood at only $4 million, or 21 cents per capita, in 1840. That was the lowest point ever reached by the public debt of the U.S. After 1840 it rose to a peak, in the last year of the Civil War, of almost $2.68 bil lion and a per capita figure of $75.01. The only justification for debt of any significant amount was a war. By 1900 this had been reduced to under $1 Billion. By 1919, the end of World War I, the debt had climbed to $25.5 Billion. In each of the following years the debt was reduced, and by 1930 stood at $18.1 Billion. With the collapse of Wall Street in 1929, the country (debt history: 1850 to 1950) fell into the Great Depression, which lasted until 1940. At that time the debt had climbed to $51 Billion. By the end of World War II the debt was $269 Billion. Again the government worked to reduce the debt, and by 1949 it was $252.7 Billion. At that point the Korean War started, sending the debt to $274 Billion by 1955. Since then, there has been no serious effort to pay down the debt. The main point to be made was that on three separate occasions a major debt reduction effort had been made, but in the past 55 years in spite of much arm waving there have been no similar results. The U.S. debt is divided into two major kinds of loans, marketable and no marketable. The former provides about 52 percent of the total and is made up of bills, notes, and bonds that can be traded; the latter includes U.S. savings bonds, foreign-government-owned securities, and government account securities that are redeemable but not tradable. Maturity of this debt ranges from less than a year to o... ... BIBLIOGRAPHY www.census.gov/foreign-trade/top/dst/2004 and 2003 and 2002/deficit.html The Cost of Borrowing. The Economist; Dec 15, 2004 Gale, William G. and Orszag, Peter R. The US Budget Deficit: On an Unsustainable Path. New Economy, Dec 2004. Gramlich, Gov Edward M., speech to the Isenberg School of Management Seminar Series, Amherst, Massachusetts, May 14, 2004; www.federalreserve.gov/boarddocs/speeches/2004/20040225/default.htm Griswold, Daniel T., Associate Director, Center for Trade Policy Studies, The Cato Institute, July 22 1998; www.freetrade.org/pubs/speeches/ct-dg072298.html www.investorwords.com/601/Deficit.html; WebFinance, Inc., 1997-2005 www.investorwords.com/5020/trade_deficit.html; WebFinance, Inc., 1997-2005 Eisner, Robert. How Real is the Federal Deficit? New York, The Free Press, 1986. Federal Reserve System. World Book Encyclopedia. Vol. 7, 67-68, 1988. Rukeyser, Louis. What's Ahead for the Economy: The Challenge and the Change. New York, Simon and Schuster, 1983. Segalstad, Eric V. Determinants of the Interest Rate. October, 1997. Sims, C., Comparison of Interwar and Post-War Business Cycles: Monetarism Reconsidered. American Economic Review, 1980.

Free College Admissions Essays: Comment on an Experience :: College Admissions Essays

Comment on an experience in your life that had an effect on your life. I was a little worried writing about my mother because I thought it would seem like I was looking for sympathy, but I figured it was a good topic to write about because it had the largest effect on me. My goal became to write an essay that didn't focus on the death or loss but on the change and growth that took place. Being active is something that has always been important to me, and I learned this from growing up with and observing an expert. My mother was more active and involved than anyone I have ever known. She had an endless energy for life, and love for my two brothers and me, and I have tried to be the kind of person that she was. The phrase on her headstone reads: "A joyous and boundless energy." My mother was a highly respected kindergarten teacher for twenty years. In addition to working with children as a professional, she was always involved in my elementary school years, as a class mother or President of the PTO. In the summers there were more children, as we would go to sleepaway camp in Maine and she would be in charge of the youngest group of campers. She was always running, playing, consoling, planning, and caring for children. At home, she was just as active. I remember doing homework with her every night and she got so involved with it that she would practically do it for me, which I thought, at the time, was a pretty good thing. We were always going places, visiting friends, just learning, and there was never a dull moment. Though I didn't know it consciously at the time, she was setting an example which I was bound to follow. Over seven years ago, my mother died after a long battle with melanoma. I was ten at the time, in fifth grade, and I suppose I didn't really understand it all that well, or as well as my older brothers did. This essay is not about that loss or death, but on the change that took place. After she was gone, things were so drastically different, because there was so much dull time with nothing to fill it but thoughts. I think I learned from my mom about how to be active and I must have decided, subconsciously, to continue in her path.

Disconcerting Behaviour in The Wasp Factory and A Streetcar Named Desire Essay

‘Compare the ways writers’ present disconcerting behaviour in both texts so far.’ The following will elucidate how disturbing behaviour is conveyed in the novel The Wasp Factory by Iain Banks and the play, A Streetcar Named Desire by Tennessee Williams. In A Streetcar Named Desire, the theme of violence is very frequent in the character Stanley Kowalski. Stanley is a married, young man, who comes across to the reader as quite an enraged person with animalistic attributes. A prime insinuation of Stanley’s difference to regular humans is when Stella DuBois (Stanley’s wife) explains to her sister that Stanley is of â€Å"a different species†, foreshadowing that Williams may be warning the reader that Stanley is capable of things that are not in the norm. Additionally, his manner of walking is often described as â€Å"stalks†, which is commonly used to describe animals, such as smilodons and cheetahs and both of which are quite vicious, uncontrollable creatures. Further animalistic gestures performed by Stanley include â€Å"jerks out an armful of dresses† and â€Å"jerks open a small drawer†, not to mention the fact that he â€Å"kicks the trunk†. In excess of these being certain exemplifications of Stanley’s brutal attitude, they also indicate Stanley’s lack of self-control, which once again is similar to an animal trait, as animals are liable to be quite ruthless and don’t think abou t their actions before they carry it out. Furthermore, the fact that Stanley is acting quite rudely towards his sister-in-law and a just-arrived guest fortifies the belief that he is uncaring and confounding towards new people, thus makes him even more animal-like, since most animals dislike people or things that are new to them. Inasmuch, the above is a distinctive example of disconcerting behaviour, particularly because Stanley is an adult and adults tend to be very responsible people, however in the above case mentioned Stanley is not as he is behaving rather irresponsibly. Playwright Tennessee Williams suffered a very brutal childhood filled with abuse and mistreat. The actions of Stanley are highly significant as they reflect on and are analogous to Williams’ father, who physically abused Tennessee Williams callously when he was child up to his teenage years. Williams himself claimed that A Streetcar Named Desire was â€Å"Everything I had to say†, which goes to show the significance of the playwright’s life on A Streetcar Named Desire. Another major indication of Stanley’s violence is when he â€Å"gives a loud whack of his hand on her (referring to Stella) thigh† and gives her a rough beating when Stella tries to calm Stanley down from being abrasive towards Blanche, which is relatively disconcerting, since Stella is pregnant; hence she is in need of comfort, love and support. In opposed to Stanley giving Stella moral support and his duty as a husband to protect his pregnant wife, Stanley seems to think it is okay to hurt her, which is fundamentally wrong and very disturbing. On the other hand, the above mentioned phase of the play reinforces the fact that there was much male dominance in the early 1900s. Stella is also portrayed as one of the weaknesses than the strengths of civilisation in her acceptance of a husband who gives her satisfaction of physical desire. Critic, Nancy Tischner suggests â€Å"apparently Williams wants the audience to believe that Stella is wrong in loving Stanley, but right in living with him.† Personally, I agree with Tischner, simply because it was explicit that the 1900s was a patriarchal society. Women were inferior to men and were represented mostly through their husbands; consequently they were submissive and dependent on their husbands, because they needed a place to live and food to eat. The message of male ascendancy is articulated in a conversation between Stanley and Stella in which Stella asks her husband for money so she could buy her sister dinner, because she knows she hasn’t any money herself: â€Å"†¦you’d better give me some money† (scene II), which emphasizes that wives were reliant on their husbands for support, even if they weren’t entirely happy in their relationship. Another indication of Stella’s dependence in Stanley is when she claimed that she â€Å"can’t stand when he (Stanley) is away for a night †¦ I cry on his lap like a baby.† Although this highlights that Stella is highly dependent on Stanley, we cannot ignore the fact that she loves him too. Similar to Stanley Kowalski, the protagonist of The Wasp Factory, Frank Cauldhame also behaves violently; however in Frank’s case violence is directed mostly towards animals as he is aware of his superiority to them, just as Stanley is aware he is superior to his wife. The reader follows account of how Frank fills his long, solitary summer victimising animals such as rabbits, as well as killing wasps on a daily basis. Frank’s annihilation of rabbits on the island is a crucial example of how violence is a conventional part of his life – as if he’s accepted that killing and deliberately hurting things will always be normal to him. Frank â€Å"throttled the rabbit, swinging it in front of him †¦ its neck held on the thin black line of rubber tubing†. It is highly disturbing how a 16-year old is comfortable in inflicting pain on innocent creatures, not to mention killing them as well as finding it rather amusing, as he claims â€Å"I felt good† after his genocidal of the rabbits. Moreover, Frank does not undergo any remorse after he has committed these harsh doings, because after he killed a cute little bunny he â€Å"kicked it into the water.† Despite Stanley being violent towards his inferior (Stella), Frank’s violence is slightly different in comparison to Stanley, as Stanley definitely displays contriteness and guilt after he attacks Stella, whereas Frank demonstrates no pity whatsoever, which accentuates Frank is hysterically riotous, accordingly a person who constantly carries out disconcerting behaviour. A point that must be noted in A Streetcar Named Desire is my belief that Blanche DuBoi’s insecurity could be seen as a form of disconcerting behaviour. Blanche is constantly fishing for compliments from Stella, which may not seem disturbing at first at all, as most people like to be complimented on their beauty, however, when Stella asks Stanley to â€Å"admire her dress and tell her she’s looking wonderful. That’s important with Blanche. Her little weakness†, we begin to question whether Blanche is totally obsessed with herself and her image. The fact that Stella claims â€Å"looks† are Blanche’s â€Å"weakness† strengthens the belief that Blanche is insecure – especially because this judgement is made from her sister who is very close to Blanche. Her insecurity highlights the belief that Blanche is a very disturbed person and we can make an assumption that an incident in the past has caused this anxiety in her. In addition, when Blanche declares she still has vanity about her beauty, she looks over at her sister Stella â€Å"for reassurance†. We can deduce from Blanche’s final look at Stella to assure she still looks pretty that Blanche definitely self-doubts her appearance and is thinks it’s critical about what people think of her; which further reinforces she is a very unsettled person – perhaps the opposite of Stella, as Stella already has her own husband, home and happiness of a new addition to the family to look forward to. Furthermore, when Blanche exclaims: â€Å"Turn that over-light off! Turn that off! I won’t be looked at in this merciless glare† I find it slightly disconcerting, as she makes such a big deal out of her looks as though it’s gold dust for her and if a speck of it is ruined, then so be herself. The fact that she requests that she would like the light to be off can deduce that Blanche does not want to display her true reality and perhaps she is hiding something. Also the fact that she is older than Stella and has more experience in life, despite this, Stella seems to have a more mature outlook on life than Blanche. A review by a man named Benjamin Nelson theorises that â€Å"Blanche’s inability to tragically mature is a result of her incompletion and fragmentation†. What Nelson is saying is that people are responsible for their own doings provided their current situation has been truly stimulated. Then, and only then, can a classic tragic character evolve, similarly, Blanche finds herself in a situation which is completely different to how she was perhaps living before and has to keep an eye on how she is displaying her self-image to others. The reader is aware that Blanche is not an entirely honest person, as she lies to herself and others about her drinking habits as she begins with telling her sister that (drink-wise) one is her limit. The fact that the first practical task Blanche carries out in Stella’s home is â€Å"she springs up and crosses to it, and removes a whiskey bottle.†, underlines that drinking may be a usual thing is her life, so why does she attempt to hide it all the time? The answer to this of course is so she comes across as socially desirable to new people and especially in Mitch’s case, sexually admirable. When Mitch is around, Blanche stands near the light when the curtain is drawn, as to show her body to Mitch, supposedly for her sense of self-esteem, which means that she has often succumbed to passion. Nevertheless, throughout the play, Blanche avoids appearing in direct, bright light, particularly in front of Mitch. This implies that Blanche perchance looks to Mitch as a future partner. She also refuses to reveal her age, and it is clear that she avoids light in order to prevent him from seeing the reality of her fading beauty. This fits in with the analogy that Blanche can be seen as moth, as moths avoid because they can’t stand it. In addition to this theory, moths are usually very irritating creatures and tend to cause havoc wherever they go, such as nibbling on clothes and entering rooms without permission. Blanche too has a moth-like persona as she seems to be interference in Stanley and Stella’s love life, as from the moment she has arrived, the couple had an argument immediately. Stanley’s perception of Blanche is that she is a nuisance and doesn’t like the fact that she is staying in his home: â€Å"What do you think you are? A pair of queens?†, which implies that Blanche is behaving too badly for Stanley’s liking. Initially, Tennessee Williams was going to name this play ‘The Moth’, simply because Blanche is such an essential persona in A Streetcar Named Desire. Just as Ms Blanche DuBois is apprehensive about her appearance and quite uncomfortable in her skin, so is Mr Frank Cauldhame in The Wasp Factory. Due to the ‘accident’ Frank apparently faced as a child in which his male genitalia was bitten off by a dog, it is obvious that he isn’t satisfied with his image. Frank wants to be looked at as frightening to people and even stated: â€Å"Looking at me, you’d never guess I’d killed three people†, as though it’s something people should know and as though he is proud of what he did. He says he â€Å"wants to look dark and menacing †¦ the way I might have looked if I hadn’t had my little accident.† This sustains the belief that Frank feels highly uncomfortable with his looks mainly due to the accident. Killing is a very violent act, stereotypically associated with the male gender in which Frank is so desperately trying to conform into. However, he finds it rather hard and feels insecure about his masculinity due to his ‘accident’, therefore resorts to great lengths such as killing people and animals as a method of defining and assuring himself he is a boy. This is slightly similar to Blanche, as Blanche resorts to lying to paint a portrait of how she desires to be looked out, nonetheless, different because Blanche is not so extreme to the point that she harms people like Frank. Undoubtedly, I find Frank’s killings to emphasize on his masculinity rather pathetic and extremely disconcerting, since he is a teenager and almost seventeen years of age, as a result he should be more than aware of what is right and what is wrong and killing is indeed wrong. On the other hand, I do feel a little sympathy for Frank as he is very isolated and his father refused to allow Frank to officially exist in society, thence he may not have entirely been taught what is morally right and what is morally wrong by his father – especially since his mother is dead and he has no other mother figure in life to guide him. Other than Frank committing overly masculine acts to demonstrate that he is definitely a boy, Frank envisions himself as someone that is strong and powerful and is upset with his appearance as he laments the fact that he is â€Å"chubby†. This is very similar to Blanche, as she too comments on how slender her figure has remained over the years and for reassurance glances at her sister. To conclude, I would like to say that disconcerting behaviour is common in both texts and there are various similarities, as well as differences in phases of both the play and the novel.

Flexibility of Adapting Essay

Task 5 Given:â€Å"Curriculum guides allow you the flexibility of adapting your instruction to the individual learning needs of your students. . . . You will also want to remain flexible in choosing the level of behavioral complexity of your unit and lesson outcomes. For these decisions, the information you will need to match the complexity of your objectives to the needs of your learners will come from their in-class oral responses, practice exercises, performance assessments, homework, and tests. You will want to use these often to adjust the level of your instruction to your learners† (Borich, 2004, p. 130). View the video clip appropriate to your area of emphasis (see web links below).Elementary: â€Å"Content Area Reading† Secondary: â€Å"Memory† Note: Do not respond to any prompts or questions included in the video clips. If the video stops when a question appears, press the play symbol to resume the video. Task: A. After viewing the video, write responses to the prompts (1–2 paragraphs per prompt) using the Guided Reflection Protocol Form. To access the form, follow these instructions: †¢ Click on the Add/Edit Work button. †¢ Click on the Form tab. †¢ Answer the questions in the form. If you need additional space, include a Word attachment with your response. B. Review your state standards and select a lesson or lesson plan that includes a skill or concept appropriate to your area of emphasis. Write an essay (suggested length of 2–3 pages) in which you: 1. Describe how to adjust guided and independent practice for the skill or concept you selected in part B that is appropriate for: a. students experiencing difficulty understanding the skill or concept b. students progressing at a faster rate than average 2. Include five techniques appropriate for monitoring student performance in order to adjust interactive instruction. Note: These techniques should be based on an analysis of student performance during different phases of direct instruction (e.g., daily review and prerequisite checks, presentation of new concepts, guided practice, independent practice, periodic reviews). a. Identify which phase/stage of direct instruction matches each of your chosen monitoring techniques from part B2. i. Justify each of the pairings from part B2a. 3. Describe how you might adjust instruction using information gained from two of the monitoring techniques from part B2 to reteach, remediate, and/or accelerate student performance as feedback data directs. Note: Be sure your instructional adjustments address the needs of students experiencing difficulty as well as students progressing at a faster rate than average. Task 6 Introduction:Psychologists have long known that our interpretation, assimilation, and mastery of new learning is influenced by our existing mental sets, which are formed by our past and current experiences, learning, and interests. The current brain research on memory and learning is helping us to understand exactly how the brain works and how educators can best tap into the brain’s natural learning potential. Slavin (2006) writes: The human mind is a meaning maker. From the first microsecond you see, hear, taste, or feel something, you start a process of deciding what it is, how it relates to what you alre ady know, and whether it is important to keep in your mind or should be discarded. (p. 166) We not only assimilate new learning with our former understandings, but our very perception of what we consider reality is influenced by our learning, preconceived notions, and mental integrations of the past. While the notion of prerequisite skills in learning is a recognition that prior learning and experience can affect the current learning of new skills or concepts, the effect of the past often extends beyond classroom skills and concepts into a student’s total life.Review chapter 6 of Educational Psychology: Theory Into Practice to get a better understanding of what current brain research tells us about the importance of linking instruction to prior experiences or interests. Another resource that you will find useful as you work on this task is â€Å"Connecting Brain Research with Dimensions of Learning† (see web link below). Requirements:Write a brief essay (suggested length of 2 pages) in which you do the following: A. Explain how students’ past experiences, interests, and thought processes can influence the learning of current content area concepts. 1. Illustrate the link between past experiences, student interest, and present learning. 2. Discuss each of the following key principles of brain-based learning: †¢ importance of meaningful learning †¢ knowledge background †¢ levels of processing †¢ development of neural connections †¢ relevance†¢ activating prior knowledge (schema theory) B. Explain why consideration of past experiences, learning, and student interests should be an important part of lesson planning for the teacher. 1. Include specific examples from brain-based research to support your explanation. Task 7 Introduction: In this task, you will assess the adequacy of the lessons in terms of the attributes of curricular design. View the following videos. Teachscape Directions: 1. Select the title or topic of the video to be viewed from the list of web links provided at the bottom of this task. 2. Scroll down the left side bar to find the Topic of the video specified below. Click to open the folders and locate the tab labeled video. You may need to open various folders to identify the correct video folder located on the left side bar. 3. Click the triangle to begin the video.Note: Do not respond to any prompts or questions included in the video clips. Elementary and secondary program students should access the following video clips: Topic: Pre-Algebra: Pan Balance Equations Requirements: A. Write an essay in which you evaluate the lesson in terms of the following attributes of curricular design (1–2 paragraphs per attribute): 1. The lesson has a clear purpose that is transmitted during the lesson presentation. 2. The lesson refers to background knowledge and information from previous lessons. 3. The lesson has a clear delivery method(s) (e.g., direct instruction, indirect instruction, cooperative learning, inquiry, self-directed learning). 4. The lesson addresses a variety of learning styles and intelligences. 5. The lesson provides for assessment of student understanding. Task 8 Introduction:According to Alan Hofmeister and Margaret Lubke, â€Å"Pacing has two dimensions.† They say, One dimension, curriculum pacing, is concerned with the rate at which progress is made through the curriculum. The second dimension, lesson pacing, is concerned with the pace at which a teacher conducts individual lessons. One team of researchers summed up the importance of pacing as follows:Researchers have shown that most students, including low-achieving students, learn more when their lessons are conducted at a brisk pace, because more content gets covered by students. This assumes, of course, that the lesson is at a level of difficulty that permits a high rate of student success; material that is too difficult or presented poorly cannot be learned at any instructional pace [Wyne, Stuck, White, & Coop, 1986, p. 20]. (Hofmeister & Lubke, 1999, p. 19) Requirements: If you are enrolled in the Early Childhood Education program, focus your discussion on grades 1–3. If you are pursuing a K–8 teaching certification, focus your discussion on grades 5–8. If you plan to teach science, math, or social science at the secondary level, focus your discussion on grades 9–12. Write a brief essay (suggested length of 2–3 pages) in which you do the following: A. Explain the need for lesson pacing in a classroom. B. Explain how pacing differs for a class that includes English language learner (ELL) students from a class that does not include ELL students. C. Explain how the complexity of lesson content can influence lesson pacing with a class that includes ELL students. D. When you use sources, include all in-text citations and references in APA format. Task 9 Inrtroduction:The analysis and evaluation of student work is an important component of your skills as a teacher. The development and use of tools to aid in your analysis and evaluation are tasks that should be applied in all areas of the curriculum.Find one of your state objectives that could be appropriately assessed by having students give oral and written presentations. For example, the objective â€Å"Compare cultures from different parts of the Eastern Hemisphere in terms of each of the following components: politics, society, the arts, nutrition, economics, and ethnicity† could be measured by having students give oral presentations and write reports on what they have learned about Eastern Hemisphere cultures.Requirements: A. Identify a state objective from one of the core content academic areas that can be measured through oral presentations and written reports. Note: Clearly identify the state from which the objective was taken, the grade level, and the subject. The obj ective must be focused on the core content area (i.e., science, math, social studies, history, geography, or another core content area) and not on an oral presentation or written report skill. B. Develop a rubric that could be used to assess the students’ oral presentations. Your rubric should include the following: 1. a scoring component that indicates at least three levels of performance (e.g., the student met expectations, exceeded expectations, or was below expectations) 2. a scoring component that addresses at least three aspects of the students’ presentation (e.g., length of presentation, ability to answer questions, content level) C. Develop a rubric that could be used to assess the students’ written reports. Your rubric should include the following: 1. a scoring component  that indicates at least three levels of performance (e.g., the student met expectations, exceeded expectations, or was below expectations) 2. a scoring component that addresses at least three aspects of the student’s report (e.g., grammar and mechanics, inclusion of all required components, accuracy of content, length of report) Task 10 Introduction: The sample worksheet (see attachment below) was given to students in a math class to complete independently. The rubric used to assess the responses and a sampling of student answers and scores are also included. Requirements: A. Identify which students will need to be retaught the math content. B. Describe (suggested length of 2–3 paragraphs) two mathematical strengths for each student whose response indicates the need to reteach the math content. C. Briefly describe (suggested length of 2–3 paragraphs) two mathematical weaknesses for each student whose response indicates the need to reteach the math content.

Design Lab Essay

Investigate the amount of energy given off from liquid fuel cells Calorimeter is a device used to measure the heat of chemical reactions, physical changes and used to determine the amount of heat released or absorb during a chemical reaction. Fuel which is used every day as a source of energy cans combust giving of different amounts of energy. In this experiment the combustion of liquid candle will be used to find the change in temperature of 20 ml beaker of water at different times. Using this experiment, we can used the energy given of by the candle fuel to determine how other fuels used in everyday life gives off energy and how to improve these conditions. Problem: how would change in time affect the temperature of water while heated by a liquid fuel? Hypothesis: if the beaker of water burns for a long time, then the temperature would be greater from the original temperature than the beaker that burns for less amount of time. Procedures: Materials: * Goggles * Apron * Beakers * Water * Flame (candle) * Stopwatch * Pencil * Paper * Ring stands * Lighter * Thermometer * Graduated Cylinder * Wire Gauze Procedure 1. Collected all necessary materials 2. Put on your apron and goggles 3. Set up the beaker in the ring stand on top of the wire gauze 4. Measure about 20 ml of water with the graduated cylinder and place on top of the wire gauze in the ring stand. 5. Using the thermometer measure the temperature of the water and record it under control group. 6. Place the liquid fuel under the beaker and carefully light the candle 7. Using the stopwatch, start the time for one minute and blow out the candle after the minute has passed. 8. After you have blown out the candle, record the new temperature of the water. 9. Wash the beaker completely in the same type of water that was used to fill the beaker for the first one. 10. Then repeat the steps 4-9 two more times for the control group. 11. After doing 3 trials for the control, then Measure about 20 ml of water with the graduated cylinder 12. measure the temperature of the water and record it under 2 minute trial 13. Place the liquid fuel under the beaker and carefully light the candle 14. Using the stopwatch, start the time for 2 minutes and blow out the candle after 2 minutes has passed 15. After you have blown out the candle, record the new temperature of the water. 16. Wash the beaker completely in the same type of water that was used to fill the beaker for the first one. 17. Then repeat the steps 12-16 two more times for the 2 minute trial. 18. After doing 2 minute trial, then Measure about 20 ml of water with the graduated cylinder for 3 minute trial. 19. measure the temperature of the water and record it under 3 minute trial 20. Place the liquid fuel under the beaker and carefully light the candle 21. Using the stopwatch, start the time for 3 minutes and blow out the candle after 3 minutes has passed 22. After you have blown out the candle, record the new temperature of the water under the 3 minutes trial. 23. Wash the beaker completely in the same type of water that was used to fill the beaker for the first one. 24. Then repeat the steps 18-23 two more times for the 3 minute trial. 25. After doing 3 minute trial, then Measure about 20 ml of water with the graduated cylinder for 4 minute trial. 26. measure the temperature of the water and record it under 4 minute trial 27. Place the liquid fuel under the beaker and carefully light the candle 28. Using the stopwatch, start the time for 4 minutes and blow out the candle after 4 minutes has passed 29. After you have blown out the candle, record the new temperature of the water under the 4 minutes trial. 30. Wash the beaker completely in the same type of water that was used to fill the beaker for the first one. 31. Then repeat the steps 25-30 two more times for the 4 minute trial. 32. Once all data has been collected, then analyze your date and write the conclusion. Data Uncertainty Equipment Uncertainty Beaker à ¯Ã‚ ¿Ã‚ ½ 0.01 ml Thermometer à ¯Ã‚ ¿Ã‚ ½ 0.01 à ¯Ã‚ ¿Ã‚ ½C Stopwatch à ¯Ã‚ ¿Ã‚ ½ 0.01 seconds Graduated Cylinder à ¯Ã‚ ¿Ã‚ ½ 0.01 ml Control-1 minute Trial 1 Amount of water Initial Temp Final Temp Change in Temp Trial 2 Amount of water Initial Temp Final Temp Change in Temp Trial 3 Amount of water Initial Temp Final Temp Change in Temp 2 min Trial Trial 1 Amount of water Initial Temp Final Temp Change in Temp Trial 2 Amount of water Initial Temp Final Temp Change in Temp Trial 3 Amount of water Initial Temp Final Temp Change in Temp 3 min Trial Trial 1 Amount of water Initial Temp Final Temp Change in Temp Trial 2 Amount of water Initial Temp Final Temp Change in Temp Trial 3 Amount of water Initial Temp Final Temp Change in Temp 4 min Trial Trial 1 Amount of water Initial Temp Final Temp Change in Temp Trial 2 Amount of water Initial Temp Final Temp Change in Temp Trial 3 Amount of water Initial Temp Final Temp Change in Temp Q = mc?T Q Mass Change in Temp C 4.18 J/G à ¯Ã‚ ¿Ã‚ ½C Processed Data Uncertainty Equipment Uncertainty Beaker à ¯Ã‚ ¿Ã‚ ½ 0.01 ml Thermometer à ¯Ã‚ ¿Ã‚ ½ 0.01 à ¯Ã‚ ¿Ã‚ ½C Stopwatch à ¯Ã‚ ¿Ã‚ ½ 0.01 seconds Graduated Cylinder à ¯Ã‚ ¿Ã‚ ½ 0.01 ml Control-1 minute Trial 1 Amount of water Initial Temp Final Temp Change in Temp Trial 2 Amount of water Initial Temp Final Temp Change in Temp 20 à ¯Ã‚ ¿Ã‚ ½ 0.01 ml 22.45 à ¯Ã‚ ¿Ã‚ ½ 0.01 à ¯Ã‚ ¿Ã‚ ½C 31.30 à ¯Ã‚ ¿Ã‚ ½ 0.01 à ¯Ã‚ ¿Ã‚ ½C 9 à ¯Ã‚ ¿Ã‚ ½ 0.02 à ¯Ã‚ ¿Ã‚ ½C Trial 3 Amount of water Initial Temp Final Temp Change in Temp 20 à ¯Ã‚ ¿Ã‚ ½ 0.01 ml 22.40 à ¯Ã‚ ¿Ã‚ ½ 0.01 à ¯Ã‚ ¿Ã‚ ½C 30.65 à ¯Ã‚ ¿Ã‚ ½ 0.01 à ¯Ã‚ ¿Ã‚ ½C 8 à ¯Ã‚ ¿Ã‚ ½ 0.02 à ¯Ã‚ ¿Ã‚ ½C 2 min Trial Trial 1 Amount of water Initial Temp Final Temp Change in Temp 20 à ¯Ã‚ ¿Ã‚ ½ 0.01 ml 22.95 à ¯Ã‚ ¿Ã‚ ½ 0.01 à ¯Ã‚ ¿Ã‚ ½C 40.40 à ¯Ã‚ ¿Ã‚ ½ 0.01 à ¯Ã‚ ¿Ã‚ ½C 18 à ¯Ã‚ ¿Ã‚ ½ 0.02 à ¯Ã‚ ¿Ã‚ ½C Trial 2 Amount of water Initial Temp Final Temp Change in Temp Trial 3 Amount of water Initial Temp Final Temp Change in Temp 3 min Trial Trial 1 Amount of water Initial Temp Final Temp Change in Temp 20 à ¯Ã‚ ¿Ã‚ ½ 0.01 ml 22.60 à ¯Ã‚ ¿Ã‚ ½ 0.01 à ¯Ã‚ ¿Ã‚ ½C 50.75 à ¯Ã‚ ¿Ã‚ ½ 0.01 à ¯Ã‚ ¿Ã‚ ½C 28 à ¯Ã‚ ¿Ã‚ ½ 0.02 à ¯Ã‚ ¿Ã‚ ½C Trial 2 Amount of water Initial Temp Final Temp Change in Temp Trial 3 Amount of water Initial Temp Final Temp Change in Temp 20 à ¯Ã‚ ¿Ã‚ ½ 0.01 ml 22.80 à ¯Ã‚ ¿Ã‚ ½ 0.01 à ¯Ã‚ ¿Ã‚ ½C 50.20 à ¯Ã‚ ¿Ã‚ ½ 0.01 à ¯Ã‚ ¿Ã‚ ½C 28 à ¯Ã‚ ¿Ã‚ ½ 0.02 à ¯Ã‚ ¿Ã‚ ½C 4 min Trial Trial 1 Amount of water Initial Temp Final Temp Change in Temp 20 à ¯Ã‚ ¿Ã‚ ½ 0.01 ml 22 .60à ¯Ã‚ ¿Ã‚ ½ 0.01 à ¯Ã‚ ¿Ã‚ ½C 56.15 à ¯Ã‚ ¿Ã‚ ½ 0.01 à ¯Ã‚ ¿Ã‚ ½C 34 à ¯Ã‚ ¿Ã‚ ½ 0.02 à ¯Ã‚ ¿Ã‚ ½C Trial 2 Amount of water Initial Temp Final Temp Change in Temp Trial 3 Amount of water Initial Temp Final Temp Change in Temp Q = mc?T Q Mass Change in Temp C 4.18 J/G à ¯Ã‚ ¿Ã‚ ½C Uncertainties of data ml of water 0.01ml /20.00 ml à ¯Ã‚ ¿Ã‚ ½ 100 % 0.05% Beaker 0.01ml /20.00 ml à ¯Ã‚ ¿Ã‚ ½ 100 % 0.05% Time 0.01 min /1 min à ¯Ã‚ ¿Ã‚ ½ 100 % 1.0% Independent Variables Independent Variable 1 (1 minute) 0.01 min /1 min à ¯Ã‚ ¿Ã‚ ½ 100 % 1.0% Independent Variable 2 (2 minutes) 0.01 min /2 min à ¯Ã‚ ¿Ã‚ ½ 100 % 0.5% Independent Variable 3 (3 minutes) 0.01 min /3 min à ¯Ã‚ ¿Ã‚ ½ 100 % 0.33% Independent Variable 4 (4 minutes) 0.01 min /4 min à ¯Ã‚ ¿Ã‚ ½ 100 % 0.25% Initial Temperatures Control-1 minute T1. Temperature (22.50) 0.01 à ¯Ã‚ ¿Ã‚ ½C /22.50 à ¯Ã‚ ¿Ã‚ ½C à ¯Ã‚ ¿Ã‚ ½ 100 % 0.04% T2. Temperature (22.45) 0.01 à ¯Ã‚ ¿Ã‚ ½C /22.45 à ¯Ã‚ ¿Ã‚ ½C à ¯Ã‚ ¿Ã‚ ½ 100 % 0.04% T3. Temperature (22.40) 0.01 à ¯Ã‚ ¿Ã‚ ½C /22.40 à ¯Ã‚ ¿Ã‚ ½C à ¯Ã‚ ¿Ã‚ ½ 100 % 0.04% 2 Minute Trial T1. Temperature (22.95) 0.01 à ¯Ã‚ ¿Ã‚ ½C /22.95 à ¯Ã‚ ¿Ã‚ ½C à ¯Ã‚ ¿Ã‚ ½ 100 % 0.04% T2. Temperature (22.40) 0.01 à ¯Ã‚ ¿Ã‚ ½C /22.40 à ¯Ã‚ ¿Ã‚ ½C à ¯Ã‚ ¿Ã‚ ½ 100 % 0.04% T3. Temperature (22.40) 0.01 à ¯Ã‚ ¿Ã‚ ½C /22.40 à ¯Ã‚ ¿Ã‚ ½C à ¯Ã‚ ¿Ã‚ ½ 100 % 0.04% 3 Minute Trial T1. Temperature (22.60) 0.01 à ¯Ã‚ ¿Ã‚ ½C /22.60 à ¯Ã‚ ¿Ã‚ ½C à ¯Ã‚ ¿Ã‚ ½ 100 % 0.04% T2. Temperature (22.75) 0.01 à ¯Ã‚ ¿Ã‚ ½C /22.75 à ¯Ã‚ ¿Ã‚ ½C à ¯Ã‚ ¿Ã‚ ½ 100 % 0.04% T3. Temperature (22.80) 0.01 à ¯Ã‚ ¿Ã‚ ½C /22.80 à ¯Ã‚ ¿Ã‚ ½C à ¯Ã‚ ¿Ã‚ ½ 100 % 0.04% 4 Minute Trial T1. Temperature (22.60) 0.01 à ¯Ã‚ ¿Ã‚ ½C /22.60 à ¯Ã‚ ¿Ã‚ ½C à ¯Ã‚ ¿Ã‚ ½ 100 % 0.04% T2. Temperature (22.75) 0.01 à ¯Ã‚ ¿Ã‚ ½C /22.75 à ¯Ã‚ ¿Ã‚ ½C à ¯Ã‚ ¿Ã‚ ½ 100 % 0.04% T3. Temperature (22.25) 0.01 à ¯Ã‚ ¿Ã‚ ½C /22.15 à ¯Ã‚ ¿Ã‚ ½C à ¯Ã‚ ¿Ã‚ ½ 100 % 0.04% Final Temperature Control T1. Temperature (30.00) 0.01 à ¯Ã‚ ¿Ã‚ ½C /30.00 à ¯Ã‚ ¿Ã‚ ½C à ¯Ã‚ ¿Ã‚ ½ 100 % 0.03% T2. Temperature (31.30) 0.01 à ¯Ã‚ ¿Ã‚ ½C /31.30 à ¯Ã‚ ¿Ã‚ ½C à ¯Ã‚ ¿Ã‚ ½ 100 % 0.03% T3. Temperature (30.65) 0.01 à ¯Ã‚ ¿Ã‚ ½C /30.65 à ¯Ã‚ ¿Ã‚ ½C à ¯Ã‚ ¿Ã‚ ½ 100 % 0.03% 2 Minute Trial T1. Temperature (40.40) 0.01 à ¯Ã‚ ¿Ã‚ ½C /40.40 à ¯Ã‚ ¿Ã‚ ½C à ¯Ã‚ ¿Ã‚ ½ 100 % 0.02% T2. Temperature (41.70) 0.01 à ¯Ã‚ ¿Ã‚ ½C /41.70 à ¯Ã‚ ¿Ã‚ ½C à ¯Ã‚ ¿Ã‚ ½ 100 % 0.02% T3. Temperature (40.55) 0.01 à ¯Ã‚ ¿Ã‚ ½C /40.55 à ¯Ã‚ ¿Ã‚ ½C à ¯Ã‚ ¿Ã‚ ½ 100 % 0.02% 3 Minute Trial T1. Temperature (50.75) 0.01 à ¯Ã‚ ¿Ã‚ ½C /50.75 à ¯Ã‚ ¿Ã‚ ½C à ¯Ã‚ ¿Ã‚ ½ 100 % 0.02% T2. Temperature (50.35) 0.01 à ¯Ã‚ ¿Ã‚ ½C /50.35 à ¯Ã‚ ¿Ã‚ ½C à ¯Ã‚ ¿Ã‚ ½ 100 % 0.02% T3. Temperature (50.20) 0.01 à ¯Ã‚ ¿Ã‚ ½C /50.20 à ¯Ã‚ ¿Ã‚ ½C à ¯Ã‚ ¿Ã‚ ½ 100 % 0.02% 4 Minute Trial T1. Temperature (56.15) 0.01 à ¯Ã‚ ¿Ã‚ ½C /56.15 à ¯Ã‚ ¿Ã‚ ½C à ¯Ã‚ ¿Ã‚ ½ 100 % 0.04% T2. Temperature (55.90) 0.01 à ¯Ã‚ ¿Ã‚ ½C /56.15 à ¯Ã‚ ¿Ã‚ ½C à ¯Ã‚ ¿Ã‚ ½ 100 % 0.04% T3. Temperature (56.20) 0.01 à ¯Ã‚ ¿Ã‚ ½C /56.15 à ¯Ã‚ ¿Ã‚ ½C à ¯Ã‚ ¿Ã‚ ½ 100 % 0.04% Q = mc?T of control Q = 4.18 J/G à ¯Ã‚ ¿Ã‚ ½C à ¯Ã‚ ¿Ã‚ ½ (0.048g) à ¯Ã‚ ¿Ã‚ ½ change in Temperature Q= 20.00 ml (1L/1000ml)(1mol/22.4)(18.08/1 mol) = 0.0161 g Conclusion In this experiment it was proven that when certain about of water are left for a certain time over a flame it would change in temperature. The longer the water is over the flame, the temperature increased which proved the hypothesis to be correct. This experiment proved that the more time water is heated, the higher the temperature would be. If this experiment was to be conducted the next time, there would be a lot of changes. First the control would be in the temperature of water without any heated added to it. Then the time it was to be heated would be longer than one minute different in each different trial. More trials of the same time would be conducted to make sure that the experiment would be performed correctly.

Dramatic effects to in Act 1, Scene 1 and Act 3, Scene 1 of “Romeo and Juliet” Essay

How does Shakespeare use language and dramatic effects to in Act 1, Scene 1 and Act 3, Scene 1 of Montague family. Later in Act One Scene Five he authenticates that all that is ever on his mind is war as when he sees Romeo at the Capulet party (Romeo being a Montague and therefore not wanted), instead of letting it pass as a party in Elizabethan times and today is no place for fighting, he asks Capulet for permission to fight him there and then – â€Å"Uncle, this is a Montague, our foe; a villain, that is hither come in spite to scorn at our solemnity this night.† This quote demonstrates Tybalt’s willingness to vehemently insult others and the â€Å"s† sounds he uses suggests he is almost hissing his hatred. Throughout the play Tybalt is extremely one-dimensional when it comes to language; when he speaks it as always at a dramatic or leading up to a dramatic point in the play. Maybe due to the similar circumstances that he speaks in or the fact that he is a warrior and no poet he repeatedly speaks in blank verse (or prose) Romeo is an archetypal lover, who despite his good intentions is still forced into fighting. He is the one male character in the entire to play that is willing to forsake his family name for love; this portrays him as an outsider to typical Veronian behaviour. This is strongly proclaimed by Shakespeare in Act One Scene One after a brawl between the two families in the streets – â€Å"What fray was here? Yet tell me not for I have heard it all!†-Demonstrating Romeo’s mood as someone who is detached from the fighting as he dares to be. Although Shakespeare substantially promotes non-belligerence throughout the play using the character Benvolio, he does not agree with the way Romeo attempts to break up the fight between Tybalt and Mercutio (â€Å"I thought all for the best†) – perhaps he is conveying to us that interference is bad. This is well shown in the Franco Zeffirelli (1968) film of â€Å"Romeo and Juliet† as the fight is made out to be g entlemanly and playful, it is shown to be Romeo’s fault Mercutio dies. Romeo’s extensive language adds to the atmosphere of the play and gave the highly trained ear of an Elizabethan play watcher an insight into what was going to happen. Whilst Romeo is not in a scene that is displaying any particular passion for love or war he speaks in blank verse, whilst when he is with Juliet he switches to sonnet (or rhyming verse) form – this was  considered very romantic in this period of history, finally when Romeo challenges Tybalt he seeps into more colloquial, cruel pros to demonstrate his anger. What is most noticeable about the language Romeo uses is actually that it seems always to be tainted, this is due to the constraint oxymorons he uses – â€Å"Feather of lead, bright smoke, cold fire, sick health.† This bolsters the contrast Shakespeare creates, the way that the play is constantly switching between violent or death or love scenes. The character of Romeo is all about contrast – one second he is the loving husband of Juliet, the other he is the bloodthirsty killer of Tybalt. From the beginning to the end of the play, Shakespeare exploits this contrast. In the prologue, the audience is told that the â€Å"lovers take their life†. Love is tainted with death. At the end, by using Romeo and Juliet as a sacrifice, ending the ancient grudge, we continue to experience mixed emotions because of this contrast. Although death claims two innocent lives, love is ultimately triumphant. Tybalt’s opposite is Benvolio. Unlike Tybalt, war is the last thing he thinks about, instead he feels that there is much more to life than fighting and in reconciliation of this he will always try to break up fights, this is shown in the Act One Scene One when he attempts to break up the fight that Sampson and Gregory have created by shouting â€Å"Part, fools! Put up your swords; you know not what you do.† Benvolio’s underlying judiciousness is shown by the use of the word â€Å"fools†; proving that he considers Samson and Gregory to be imbeciles for fighting. Not only does Benvolio try to break up fights, he also is willing to give council to his friends – the particular case shown in the play is when he confides with Romeo about Rosalin – â€Å"What sadness lengthens Romeo’s hours?† Shakespeare uses him as a dramatic device, for example he always truthfully reports fights, does not get killed and has an active participation s o could possibly be viewed as a role model. Also, interestingly enough in Act Three Scene One he does not get involved in the fighting even when Mercutio is killed; this is another of Shakespeare’s more pacifistic of opinions saying that you should not even fight if it is to bring someone to justice. Amid the highs and lows of the play Benvolio only employs two different styles of language, he uses prose or blank verse when he is speaking in a time of peace e.g. when counselling Romeo, and merges  into a rhymed verse when his adrenalin is at is peak – like when he is breaking up a fight. The rhymed verse shows his high principles and how he understands the responsibilities of being a noble. Although Tybalt, Romeo and Benvolio are undoubtedly the dominant male characters, males such as Mercutio, Sampson and Gregory succeed in making important points concerning the main theme of the play, masculinity. Sampson and Gregory spearhead the first scene with a crude, slanderous conversation that ultimately leads to a brawl in the tight streets of Verona. Shakespeare moulds them into a tool for expressing loutish – therefore not truly manly behaviour. They also play an important part in starting the fight, which captures the audiences’ attention in the beginning of the play. These louts are more interested in showing off to each other than helping to maintain a stable society, they do this by making bold comments concerning sex and fighting – it makes their already oversized ego swell with feelings of machismo. The language they use reinforces this behaviour – â€Å"I will push Montague’s men from the wall and thrust his maids to the wall.† The verbs â€Å"push† and â€Å"thrust† are very violent adding to Gregory’s and Sampson’s characters. Overall Sampson and Gregory set the initial tone of the play, they show the audience the relevance to masculinity in it, that the play will have a varied temperament and to expect wordplay – especially with characters such as Mercutio to come. Concerning wordplay, Mercutio uses it extensively; even when he is on the brink of death he jokes – â€Å"Ask for me tomorrow, and you shall find me a grave man.† Mercutio does this to conserve his manliness; in modern day terms it is comparable to a rugby player being injured seriously and asking to continue playing. However, after his witty fusillade of comic comments it is revealed to his friend that he is in fact in terrible pain as in his last breaths he shouts out â€Å"A plague a ‘both your houses,† He repeats this three times for added effect. This curse was one of incredible seriousness at the time, as in the 16th century England had been devastated by plagues several times. With this, Mercutio the joker ends his life on a malicious tone; this reinforces the idea that the feud is to blame for his death. Shakespeare creates the play’s atmosphere using several dramatic effects, a very important one is the terminology used for swords especially during the first seen. Sampson and Gregory refer to their weapons with sexual connotations, for example the terms â€Å"fiddling stick† and â€Å"naked weapon† are both used, these props swell the testosterone filled nature of the young duelling males. This effect is essential as in the 16th century a swordsman of Tybalt’s calibre was admired; this is demonstrated when the placid Benvolio describes Tybalt as â€Å"stout†. Shakespeare makes a key point concerning masculinity in Act Three Scene One when the prince denounces Romeo’s masculine, but not law-abiding action when he kills Tybalt to avenge Mercutio in order to protect the citizens of Verona. Shakespeare makes the prince do this to express that people should do what is in the community’s interests rather than allowing deaths to slip past their gaze. The prince puts down this manly action by exiling Romeo thus pleasing both houses and keeping peace – â€Å"Romeo slew him; he slew Tybalt, and for that offence we do exile him hence.† This corresponds directly towards Elizabethan England as due to numerous noble duels, many high up people were getting killed so duals began to be clamped down on more thoroughly. Yet another way in which Shakespeare adds to the feel of tension in the play -as well as giving the audience an additional awareness of the social context is by the setting. Shakespeare sets the play in the swelteringly hot and extraordinarily cramped city of Verona; this style of city was typical of the Elizabethan period adding to the play a more realistic feel. A good example of this being shown is when Romeo asks the way to the house of Capulet and the servant replies â€Å"up.† – this is an obvious referral to the architectural style of the Elizabethan period. In addition the combination of heat and little space may have irritated the characters – adding to their aggression. Later on in act  three Benvolio sums this up by saying â€Å"The day is hot, the capels are aboard, And if we meet we shall not escape a brawl, For now, these hot days, is the mad blood stirring.† Shakespeare creates a testosterone driven world that reflects the aggressive and competitive attitudes of males in Renaissance Europe. The contrasting characters suggest different male attributes; some being kind and trustworthy, whilst others are nasty and cruel. This explosive structure creates tension; at any moment passion and anger could erupt – throwing society into disarray. Perhaps Shakespeare s suggesting men need to control their desire to fight and should be open, friendly and compassionate.