Technology and Art :: essays research papers

Does estimate make a difference? In the realm of innovation, everything relies upon the shopper. The primary ages of TVs were structured in an exceptionally straightforward structure. Most were square, made of wood, and had a round dial to change channels. These days, we have a wide range of shapes and capacities for TVs. Culture and innovation have largy affected the advancement of the plan and highlights of the cutting edge TV. The plan of the TV has definitely changed after some time. For instance, the 1948 Fada model was huge in volume and it had a curved and oval molded screen. It had four handles used to tune and change channels. The structure was made of wood and it incorporated a genuinely enormous speaker underneath the twelve inch screen. The TV just approached thirteen channels. The dial just shows that the way of life didn't approach numerous channels. Past TVs were basic in light of the fact that the way of life was basic. Individuals didn't require several channels and huge screens to be fulfilled. Current TVs presently come in different sizes and have highlights to oblige the customers. For instance, the Philips-Magnavox 50FD9955 is slender and has a fifty inch (askew) rectangular level screen. This TV can be put anyplace possible. It very well may be held tight a divider or even on the roof. The huge size of this TV speaks to present day society’s requirement for greater and better things. It has an on/off catch, two channel catches, two volume catches, and different catches for modifying the shading. The station fastens on the advanced TV speak to the boundless number of channels. The structure is made of metal and plastic and it remembers a speaker for each side. The plastic body is simpler to shape, less expensive to deliver, and simpler alter the shading. The TV accompanies standard sound/video jacks, link jacks, and a S-Video jack to suit VCRs, DVD players, camcorders, and different adornments. These extra highlights didn't simply show up for the time being, they created with society to fulfill their necessities. TV is structured around its way of life. Previously, sitting in front of the TV was a route for families to be together. Everybody accumulated around the TV and viewed a similar show. Families didn't have the extravagances of possessing more than one TV and having many channels. Today, pretty much every room in the house has a TV. Individuals in various rooms are currently ready to watch their own shows.

Synthesis of Salicylic Acid and Potentiometric Determination of Its Purity and Dissociation Constant

Amalgamation of Salicylic Acid and Potentiometric Determination of its Purity and Dissociation Constant â€â€â€â€â€â€â€â€â€â€â€â€â€â€â€â€- Abstract The reason for the examination is to combine salicylic corrosive from the ester, methyl salicylate, and decide the acid’s separation consistent and virtue. The ester was changed over to salicylic corrosive by base hydrolysis. The items were refluxed and recrystallized, to guarantee most extreme virtue, and sifted, dried, and gauged. The dissolving purpose of the item was resolved utilizing a Fischer-Johns liquefying point mechanical assembly. The corrosive at that point broke up in isolated measuring utencils with 95% ethanol and water and titrated with 0. 050 M NaOH, recently normalized with potassium hydrogen phthalate, through potentiometric titration. The pH after option of base was estimated and plotted against the volume of titrant included utilizing three unique plots. Results show a 61. 0% yield and the dissolving point varied from the hypothetical by a scope of 3. 11-6. 83%. The pKa determined was 2. 865, varying from the writing estimation of 2. 98, by 3. 86%. The hypothetical virtue of the example was 100. 0%, which varied with the trial one by 1. %; the trial virtue is 101. 7%. Potentiometric titration ends up being satisfactory in the assurance of the corrosive separation consistent and immaculateness of an example. Beside that, the amalgamation demonstrated sufficient given the high virtue of the item. â€â€â€â€â€â€â€â€â€â€â€â€â€â€â€â€- Keywords: corrosive separ ation consistent immaculateness softening point ester INTRODUCTION Potentiometric strategies for investigation depend on estimating the capability of electrochemical cells without drawing a lot, calculable current. For quite a long time, potentiometry has been utilized to find the endpoint in most titration set-ups. Skoog, et al. , 2004). Potentiometric techniques offer a bunch of focal points, its primary bit of leeway being its low operational expenses. Voltmeters and terminals are, for the most part, far less expensive than most present day logical instruments. Models appropriate for direct potentiometry in field work, away from the research facility, are modest, minimized, and simple to utilize. Basically nondestructive of the example, I. e. , inclusion of the cathode doesn't definitely change the organization of the test arrangement (aside from the slight spillage of electrolytes from the reference anode), terminals are moderately liberated from impedances. Stable potential readings are accomplished decently quickly and voltages are effectively recorded as elements of time. At long last, the wide scope of analyte exercises, over which a portion of the accessible marker terminals display stable, about Nernstian reactions, speaks to a significant favorable position (Day and Underwood, 1991). Potentiometric titrations include estimation of the capability of a reasonable marker cathode as an element of titrant volume. This pointer terminal is speecific to the hydronium particle, H3O+. It offers adavantages over direct potentiometry in that it isn't subject to estimating supreme estimations of Ecell. This is expected to having the estimation dependent on the titrant volume that causes a quick change in potential close to the equality point. This makes the procedure moderately liberated from the juction potential vulnerabilities as this potential remains roughly steady during the titration procedure. Rather, the titration results rely intensely upon having a titrant with precisely known fixation. The instrument simply flags the endpoint and carries on like an ordinary compound pointer. Beside that, the reference anode potential need not be known. Above all, ionic quality impacts are not significant in the titration method on the grounds that the outcome is analyte fixation, regardless of whether the anode reacts to exercises. The separation of a frail monoprotic corrosive is given by the condition HA †H+ + A†(1) [H+][Aâ€] [HA] where HA is the monoprotic corrosive, and A†is its conjugate base. The comparing harmony consistent for this corrosive separation is characterized as Ka = (2) Ka[HA] [Aâ€] which, when looking to discover [H+], improves to [H+] = (3) Prior to the proportionality point, before any titrant was included and the analyte is the main species present in arrangement, the pH of the framework is determined from the centralization of that analyte and its separation consistent. For the situation where a feeble monoprotic corrosive is being titrated with a solid base, ensuing expansion of the titrant will make a response happen between the corrosive and the base. HA + OH†> H2O + A†(4) The nearness of the corrosive and its conjugate base in arrangement will cause the development of a cradle arrangement, which are arrangements that oppose an uncommon change in pH, should a solid corrosive or base be added to the framework. At these focuses, the slant of a built titration bend is at its base. This is the pre-proportionality point. There is a point during the pre-comparability point district wherein both the corrosive and its conjugate base are available in equivalent sums. This happens when half of the corrosive has been killed, or when the titration is at the half-equality point. Now, the buffering limit of the framework is at its most extreme. Beside that, rearranging Eq. 3 now by investigation, the [H+] is equivalent to that of the Ka. Taking the negative of the logarithm of the two sides, one will have the option to get the connection pH = pKa (Skoog, et al. , 2004). In this manner, the separation steady might be registered through deciding the pH at half-identicalness point. This examination will utilize salicylic corrosive as the analyte. Salicylic corrosive, Fig. 1. Salicylic corrosive is a powerless monoprotic corrosive, fit for discharging the acidic hydrogen associated with the â€COOH gathering. The hydrogen of the phenol bunch is difficult to discharge on the grounds that the oxygen is balanced out by reverberation. Salicylic corrosive is a normally occuring substance, for the most part created by plants. It is found for the most part in the willow's leaves and bark. The unadulterated corrosive has a few helpful therapeutic properties. It is an antipyretic (fever reducer), pain relieving (torment reliever) and mitigating (growing reducer). In any case, unadulterated salicylic corrosive makes for a very terrible medication. Salicylic corrosive contains two acidic practical gatherings, the phenolic (C6H5OH) and the carboxylic corrosive (RCOOH) gatherings. These gatherings cause the corrosive to be a disturbing substance that consumes the fragile covering of the mouth, throat, and stomach, thus its esterification to acetylsalicylic corrosive or anti-inflamatory medicine, before ingestion as pain relieving (Reed College, 2009). Esterificaton is the procedure by which a carboxylic corrosive is changed to an ester. Esters are natural aggravates that are inferred as a rule by responding a carboxylic corrosive and a liquor. The general recipe for esters is with the RC=O bunch gotten from the parent carboxylic corrosive, and the â€OR’ bunch from the parent liquor. The instrument for the response of the liquor and carboxylic corrosive to frame the ester is as per the following: Fig. 2. System of Esterification from a Carboxylic corrosive RCOOH and liquor R’OH Esters may likewise be orchestrated by responding the carboxylic corrosive with different reagents, for example, SOCl2 to frame the acyl chloride, which will at that point be treated with a liquor in pyridine, to esterify it. Esters are among the most across the board of all normally occuring mixes. Numerous esters are lovely smelling fluids that are liable for the fragrant scent of leafy foods. For instance, methyl butanoate is discovered n pineapple oil and isopentyl acetic acid derivation is a constituent of banana oil. The ester linkage is additionally present in creature fats and other organically significant atoms. The concoction business likewise utilizes esters for an assortment of purposes. Ethyl acetic acid derivation, for instance, is regularly utilized as a dissolvable w hile numerous dialkyl phthalates are utilized as plasticizers to shield polymers from being fragile (McMurry, 2004). Methyl salicylate is delivered by numerous plants. It was first detached from wintergreen leaves, Gaulthea procumbens, and is normally known as oil of wintergreen. Fig. 3. Methyl salicylate An ester of salicylic corrosive and methanol, it covers one of the acidic hydrogens in salicylic corrosive by supplanting it with a methyl (CH3â€) gathering. Consequently, it is a generally lifeless aggravate that doesn't discharge salicylic corrosive proficiently into the body. It is, in this manner, not a successful pain relieving, or torment executioner. Be that as it may, it is added to numerous items, outstandingly for its aroma, particularly root lager and liniments. With the goal for it to be initiated, methyl salicylate must be changed over to salicylic corrosive by natural amalgamation, explicitly through saponification, a procedure much the same as that experienced by creature fats to become cleansers (McMurry, 2004). In this investigation, salicylic corrosive will be incorporated from methyl salicylate by base hydrolysis. Its separation steady will likewise be estimated through potentiometric titration. Similarly, the level of virtue the salicylic corrosive utilized in the response will be in like manner decided. Procedure In orchestrating salicylic corrosive, 1. 2 g of sodium hydroxide (NaOH) were broken up in 7 mL water in a round base carafe.. Half of a milliliter (0. 5 mL) of methyl salicylate was added to this blend. The blend was then efluxed for 15 minutes and cooled to room temperature. One-milliliter augmentations of 3 M sulfuric corrosive (H2SO4) were included until the development of a white hasten, salicylic corrosive. Half of a milliliter (0. 5 mL) of the corrosive was added to guarantee total precipitation of the item. The blend was then cooled in an ice water shower with a temperature of at generally 5 °C for the response to die down. The item was then separated and flushed with cold water, and recrystallized in water. The solids were then separated on a pre-gauged channel paper and air-dried in the storage

MIT TechTV Incredible videos from the MIT community

MIT TechTV Incredible videos from the MIT community I have three final exams this week, so what better time to be watching videos! No, not on YouTube, but on MIT Tech TV (http://techtv.mit.edu/about/)! If you think MIT students are too smothered with work to let their creative juices flow, think again. On May 18th, they announced the winners of their Tech Video Showcase. Watch the videos and judge for yourself… I swear you’ll enjoy them! Grand Prizewinners 1st Place: Godel Escher Bach for Kids! â€"http://techtv.mit.edu/file/95/ 2nd Place: Spice Cream â€"http://techtv.mit.edu/file/68/ 3rd Place: Aaron and His Buddy â€" http://techtv.mit.edu/file/96/ Special Jury Prizes Best Technical Execution: Media Lab at Night â€" http://techtv.mit.edu/file/31/ Most “MIT”: The Making of Mens et Manus (in Origami) Vol. 1 â€" (Does Brian look familiar? That’s because I’ve blogged about him!) http://techtv.mit.edu/file/93/ Best Satire: Dihydrogen Monoxide â€" http://techtv.mit.edu/file/94/ Which one is your favorite?

Analysis Of The Movie Wit - 1105 Words

The movie Wit is a heartfelt drama that I would consider a must see for those aspiring to enter any field of medicine. The movie is centered around the main character, Vivian Bearing, a strict English professor who specializes in the 17th century British poetry of John Donne. The film begins with Vivian Bearing discussing with her physician, Dr. Kelekian, the course of treatment for her recent diagnosis of advanced ovarian cancer. Vivian agrees to participate in a very aggressive experimental treatment of chemotherapy administered by Dr. Kelekian and one of her former students, John Posner, who is an assistant to Dr. Kelekian. The film depicts Vivian’s thoughts and emotions while going through the stages of this aggressive experimental†¦show more content†¦In a sense, a felt that Donne was saying that death dies to us because we no longer have to experience it. This was my interpretation of the poem, and I feel that this poem speaks to me because as a Christian, I und erstand that death is not the end, but merely a phase of transition in to the afterlife. Those of us who have faith in our God and the lord Jesus Christ, know that our souls rest eternally in heaven with God when we die. I think the fear of death arises because of the mysterious and unknown aspect of death, but for those who belief in the word of God, death no longer holds power over them. I also feel that the fear of death governs many of our actions and behaviors throughout our lifespan. For example, in the first half of our lives we adapt an individualistic approach to life, feeling that we have to do whatever we can in life to survive for ourselves. In this half of life, death governs our actions and behaviors by dividing us through the sense that we must compete with each other for better survival in this system or we could possibly experience the hardships of struggling to survive or even death. In our latter years of life, or the second half of our lives, we fear the nearing of death, so this causes us to reflect on our lives and we wish to obtain more valuable and intimate relationships. In the movie, Vivian reflects back on her life and compares the care sheShow MoreRelatedAnalysis Of The Movie Wit791 Words   |  4 PagesThe movie â€Å"Wit† is a great educational tool for healthcare professionals in terms of dealing with terminally ill patients. It teaches that nurses and medical professionals should always remember that their patients are not a case nor illness nor experiment but rather human beings with souls and pains. Palliative care is one of the most disputed issues of worldwide importance. While bureaucrats in different countries are making laws on the use of palliative drugs, patients with excruciating painsRead MoreAnalysis Of The Movie Wit, Nurse Susie s Character1183 Words   |  5 Pageshuman beings, this is seen especially in technologically advanced societies as exemplified in the movie Wit. In addition to this new problem, t here are clear establishments of hierarchy between medical professionals such as Doctors and nurses as well as the emotional detachments with the patients which can lead to patients feeling left out and alone. In the movie Wit, Nurse Susie’s character in this movie was essential to display the importance of having the emotional support between medical professionalsRead MoreAnalysis Of Wit And How It Positively Portrays Nursing1274 Words   |  6 PagesWit Movie Analysis What is nursing? 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The nurses’ sole purpose in this film is to promote healing, preserve dignity and respect the patient as a whole person. The nursingRead MoreAnalysis Of The Film Wit Shows Us A Number Of Instances Of Foucault s Medical Gaze Essay2303 Words   |  10 PagesWit Movie Analysis The film Wit shows us a number of instances of Foucault’s â€Å"medical gaze† through technology which is defined as a new way for the physicians to see their patients differently (Davies, 2016). Many physicians do not rely on what the patient has to say but goes by what technology has to say about the patient (Davies, 2016). Technology can be closely related to the following six categories, which are diseased body, health professions, hospital, state, capital and the patient. It isRead MoreGood Night, and Good Luck Movie Review1234 Words   |  5 Pageshis producer Fred W. Friendly decided to challenge McCarthy to expose the fear that he holds. 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Michael grew up in the bad part of town in Memphis, Tennessee and was raised in foster careRead MoreEssay about American Psycho: Analysis of Novel and Movie Production1618 Words   |  7 PagesAmerican Psycho: Analysis of Novel and Movie Production American Psycho has been recognized as a brilliant thriller of its time and can legitimately be labeled a scandalous novel. The novel was published in 1991 by the daring author Bret Easton Ellis and was later adapted into a movie production in 2000 by the director Mary Harron. The novel endured nasty criticism to the point of rousing riots and the boycott of the publishing company, Simon Schuster; who later dropped the publication ofRead MoreDon Quixote - The Relevance of the Ingenious Gentleman Today Essay1613 Words   |  7 Pages Many people have trouble connecting the terms ‘classic novel’ and ‘humorous’. However, when reminded of the adventures of the ingenious hidalgo of La Mancha, many will be able to make the connection. The diversity, wit, charm, humor, and philosophy presented in the novel make it one of the most famous novels ever written. Don Quixote, written by Miguel de Cervantes focuses on the titular, self-proclaimed knight-errant and hi s squire Sancho Panza’s adventures prompted by the knight’s delusion. QuixoteRead More Hotel Rwanda Essay example1565 Words   |  7 Pagesthe Tutsi, I say: read our history. The Tutsi were collaborators for the Belgian colonists, they stole our Hutu land, they whipped us. Now they have come back. We will squash the infestation.† -- ITLM Hutu Power Radio Then, I watched the movie. In a recreation of actual events, we are taken to Kigali, Rwanda’s capitol, shortly before the 100-day genocide began. Ultimately, at least 800,000 – some say over 1,000,000 – were killed. Paul Rusesabagina is the central figure of the story

New Step by Step Roadmap for Writing a Research Proposal

New Step by Step Roadmap for Writing a Research Proposal To critically evaluate your own paper ways to understand its limitations and implications for additional work and research in the area, and you ought to make it obvious which you're realistic in the way you see your undertaking. The proposal should have enough info to convince your readers that you have a significant research idea, that you've got a great grasp of the appropriate literature and the key problems, and your methodology is sound. Typically, a research proposal should contain all the crucial elements involved with the research procedure and include sufficient information for those readers to rate the proposed study. So if you're struggling with methodology research proposal writing or even defining the ideal methodology you understand now exactly where you have to come for expert experienced assistance. The Awful Side of Writing a Research Proposal Writing a great research paper demands good planning and pre paration to make certain that you map out carefully what it is that you're going to do and how you will do it. Writing a research proposal engages quite a few skills. Authors should consider whether the title is readily understood and in the event the significance of what they're attempting to accomplish clear. They must remember that the proposal is not the final thesis. Identify what type of research work you need to conduct. You need to put out your research questions as clearly as possible, explain issues that you wish to explore and say why it's important to achieve that. When you have defined your research questions, you need to place out broadly what you intend to do in order to answer them, and why. With this much research available on any certain topic, research questions must be as clear as possible in order to work in helping the writer direct her or his research. The Foolproof Writing a Research Proposal Strategy The target of a proposal is to demonstrate the s ignificance of study a chosen issue and to present the practical ways where the research ought to be conducted. Authors should not underestimate how getting other people to review their proposal can improve it. Your proposal isn't just something which has to be approved to find permission to continue it also forms the outline of how you are going to conduct that research so it's important to receive it right from the beginning. There are several research proposal writing service in UK and assignments that exist in the united kingdom, which assist you in writing the very best. You should care for the proposal as a chance to prove that you have started to explore an important region of study and that you own a question, or questions, that challenge and produce that area. The following thing is that you must be scientific with your methodology. One of the absolute most important things to keep in mind while drafting a proposal is the simple fact that authors need to tailor it to suit the audience. It is very important to be certain that the purpose and the significance is pertinent to the target audience. Writing a Research Proposal: No Longer a Mystery There are lots of firms specialising in writing PhD thesis that are ready to provide you their support which will just assist you in writing a prosperous PhD research proposal which is going to be a unique thesis and creates a valid and productive contribution to your field of study. Thesis proposal has an important part in expounding on the way the intended research will end into new knowledge within the discipline of study. Essentially, thesis statement should cover why the research was done or to put it differently the goal of the research. Bear in mind, it's critical in the social sciences your hypothesis is testable and falsifiable. Just make certain to know what you're speaking about and be prepared to demonstrate your ideas. Writing prior to going to bed is a great habit which isn't simple t o keep. Your thoughts will get a lot more open to impressive ideas, unique ideas and innovative techniques of working with problems. The research ought to be done around the core ideas and writing ought to be made accordingly. How to Choose Writing a Research Proposal Make a list of all of the sections that you know your proposal must cover. Sure, it doesn't stick to the outline in the specific order there isn't any single formula for writing after all, but you will locate all the elements there. The outline should clearly depict different topics and subtopics through the usage of headings and subheadings. This outline covers the main elements of a research proposal. If you're not a writer then taking somebody's help or by making appropriate investigating to compose the paper you can stay away from the deadly mistakes which can destroy your paper. You can't just borrow a notion from an author as though he's just lending you a mug or a jar. If you're not able to write down an excellent research proposal, get the aid of online writing service available online. You can rely on the very best essay help online. Writing a Research Proposal: No Longer a Mystery Sometimes research proposal is written as part of an upcoming dissertation, sometimes as a distinct work preceding it, there are times when you might not be asked to write it in any way. A research proposal is the initial step in writing your project, which means that it's the most crucial portion of your research. It is part of a formal research process, so take it seriously. Before you commence writing your research proposal, have a look at our online guidelines, which will help provide you with a crystal clear comprehension of that which we search for in a research proposal. The main purpose of your research proposal would be to establish what the reach of your topic is and make a very good case on why you must pursue it. Before selecting a research topic ask yourself these questions. A research proposal is basically a plan for work in order to check a hypothesis or set of hypotheses as a way to answer a research question. It serves the following functions. A research proposal is not merely a statement of interest in a particular topic area. A brief explanation of why it is necessary to deal with the issue is going to be provided also. Specify the question your research will answer, establish why it's a considerable question, show how you're likely to answer the question, and indicate what you expect we'll learn. Again, a narrow question that you are able to research in detail is much better than a broad one which you won't have the ability to cover in full. How to Get Started with Writing a Research Proposal? The conclusion is the part at which you will seal the offer. If you believe it to purchase research proposal you need to pay plenty of money, you're right. The majority of the moment, the best plan of action is to cut your losses and continue on to the next thing.

Teenagers A Despairing Glimpse At Future Generations Free Essays

My piece is an argumentative article, intended for publication in a broadsheet newspaper such as The Daily Telegraph. The primary purpose is to argue a rather controversial idea based upon the semantic field of teenage culture and behaviour; however, the piece also aims to entertain with frequent use of humour through hyperbole and sarcasm, such as â€Å"Oh, how mature†. The text is aimed at an audience of educated adults, hence the formal and somewhat advanced lexis perpetuated throughout. We will write a custom essay sample on Teenagers: A Despairing Glimpse At Future Generations or any similar topic only for you Order Now My piece is based on an article by Quentin Letts, from which I adopted such linguistic features as repetitive listing, comedic imagery, satirical imitation and inclusive mode of address. I realised that Letts’ style was often overly pretentious, and that he often presents views which would be seen as controversial or belligerent by most, as displayed by the declarative â€Å"Many of us are bog-standard class†. His altercations often target certain groups of people, and this was utilised in my own piece by attacking a whole generation, much to the amusement of the given audience. Both mine and Letts’ articles are comparable in the sense that they are both self-deprecating: Letts, attacking the British whilst being a Briton himself, and me, attacking teenagers whilst acknowledging that I am a teenager myself. The use of mode of address helps to punctuate the self-inclusive nature, with the first-person plural pronoun â€Å"we† used to bridge a connection between me and teenagers, and to establish an unwanted common ground. Although I am wholly included within the recipients of my own blame, I make it obvious that I wish to be distanced from teenagers as I am writing from a viewpoint which does not want to be related with teenagers. I utilise various methods which help emphasise my stance. A method of intimidation which Letts uses is imitation as demonstrated with the declarative â€Å"e don’t love me!†, which is thus emulated in my piece with: â€Å"ME MAM BURNT ME CHIKEN NUGETS!† which also uses satiric misspelling to hyperbolise the remark, and maintain the humour of the piece in order to conform to the purpose. The use of such imitation makes clear the dissonance between me and teenagers as it directly parodies them in a somewhat demeaning way. Letts helps to convey his argument by use of metaphors such as â€Å"climbing down into the gutter is a dangerous tactic†. This was mirrored in my piece with the metaphor â€Å"we speedily climb the ladder of maturity, whilst our parents wait at the top† which not only presents clever imagery to affirm the point for the reader, but also provides humour in a more refined way; use of such humour is used to adjust more with the audience of the piece. When writing the piece, I aimed to argue my point in a succinct and structured way, which would simultaneously permeate an air of humour and pretension which Letts so adequately upholds. The audience is under consideration throughout, with clear attempts to maintain formal lexis and thus appease those of higher education and class, as shown with such words as the concrete noun â€Å"cacophony† and the descriptive adjective â€Å"gargantuan†. Yet this effectively contrasts with the satiric use of informal lexis such as colloquial adjective â€Å"plastered†, and the ironic use of such text abbreviations as â€Å"TBH† and â€Å"IDK†. How to cite Teenagers: A Despairing Glimpse At Future Generations, Papers

The Bacchi Essays - Mythological Kings, Lycia, Sarpedon, Trojans

The Bacchi Man, supposing you and I, escaping this battle Would be able to live on forever, ageless, immortal, So neither would I myself go on fighting in the foremost Nor would I urge you into fighting where men win glory. But now, seeing that the spirits of death stand close about us In their thousands, no man an turn aside nor escape them, Let us go on and win glory for ourselves, or yield to others Sarpedon speaks this passage to Glaukos, why Sarpedon was chosen to speak these words might be because he was the result of one of Zeus' many affairs. Sarpedon's courage is also mentioned in line 104 of book twelve, which helps to support his words in this passage. The passage itself deals with the build up of the Trojans breaking through the defense that the Achians had constructed to defend their ships and men. It is at the end of book twelve that Hektor with the aide of Zeus breaks through the Achian wall by throwing a massive rock, which appears to be Herculean in nature. What makes this even more remarkable is that the Trojan forces had bombarded the wall with all their might and had been unable to break through. Then, when it appeared that they would not be able to do it, Hektor stepped up and in true Heroic fashion solved the problem. A common question which comes up, is why in many Greek stories do you see people fighting a battle in which they now they are going to loose. The attack on the Trojans was of very little consequence to many of the men who were at this battle. If they one or lost would not overly affect their cities, except for the fact that either way there would be far fewer men when they returned. So why then did the fight these battles? The answer is really quite simple. In ancient Greek civilization, there existed a Heroic code that had to be followed. The Consequences for not following this code was disgrace, which was worse then death. No man would want his name disgraced, for not only would it affect him, but also his family and possible his city. Just as Sarpedon says ?Let us go on and wind glory for ourselves By fighting, in death or life both Glaukos and Sarpedon will now always be remembered as heroes. The reason why the Heroic code existed can be attributed to the Greeks concept of death. To them there was no afterlife. Therefore, it was necessary to have a celebrated life since upon death there was nothing else. If you did not have success and honor in life, there was nothing left for you afterwards. Another perfect example and explanation of the Heroic code occurs in Book One of Herodotus' The Histories. It is at line 35 that Solon tells the story of Cleobis and Biton. The story in its basic nature is about two sons who respect their mother so much that they carry her to the festival of Hera so that she would not be late. Upon arriving at the festival, the two sons passed away. While the story is about the death of two sons, it is not meant to be sad. For as Solon says in the passage ?they had a most-enviable death-a heaven- sent proof of how much better it is to be dead than alive.? So not only in Homer's text is this Heroic code observed, but in texts which occur much later. It is true that the Greeks felt that it is better to die well then to live long and have a poor death, the same cannot be said about their gods. In the minds of the Greeks, the gods were immortal and such trivial things as life and death did not concern them. While they prayed to the gods for favors, and prosperity they knew that if they did grant their requests it was done out of either kindness or pity for the lesser humans. This is illustrated throughout the Iliad by looking at the actions of Zeus, Hera and the other gods. While they do take sides, who wins to them is more like a bet. The way in

States of Consciousness essays

States of Consciousness essays Numerous factors determine when and why you feel tired, full of energy, and hungry. A person's state of consciousness and awareness varies throughout the day and depends on a person's activity, environment, and time clock. As a human we have what is called circadian rhythms, which simply explains our daily highs and lows. An example of your basic up and down rhythm would be the sleep/wake cycle. Sunlight regulates the sleep/wake cycle by causing the suprachiasmatic nucleus to decrease its production of melatonin in the early morning and increase it in the evening. Melatonin is a hormone that if increased in blood levels makes an individual drowsy or tired and if decreased will make them more alert. Certain individuals will experience that their biological clock is often out of sync. This can be explained sometimes from either jet lag, working the night shifts or graveyards, and Monday-morning fog. Sleep in itself has its own biological patterns and rhythms. Hans Berger introduced the electroencephalograph to us so that we would be able to measure the patterns and rhythms of sleep through a record called an EEG. Two different patterns of sleep are REM sleep and NREM sleep. The NREM sleep actually has four stages involved in it. During the first stage a person becomes slightly drowsy because of the mixture of alpha and theta brain waves. At the second stage, an individual tends to have bursts of brain activity for a short time, which in terms are called sleep spindles. The second stage also involves theta brain waves and the beginning of delta waves. The third and fourth stages of NREM sleep are often referred to as "slow-wave sleep". Both of these stages are measured by the amount of delta brain wave activity. During REM sleep, the sleeper is unconsciously active. His eyelids may flutter, he may have increased heart rate, and occasional muscle spasms. The two basic sleep the ories are the evolutionary and restorative t ...

Learning Object Oriented Programming With Delphi

Learning Object Oriented Programming With Delphi Online Delphi OOP Course submitted by John Barrow Part 1 Introduction to OO basics Chapter 1Chapter 2Chapter 3 Part 2 Introduction to class inheritance Chapter 4Chapter 5 Part 3 Programmer defined classes and objects Chapter 6Chapter 7 Part 4 Accessing an object and its data Chapter 8Chapter 9Chapter 10 Part 5 The Sender parameter and substitution Chapter 11 Part 6 Introducing type inheritance Chapter 12Chapter 13Chapter 14 Part 7 Using and abusing inheritance Chapter 15Chapter 16 Part 8 Indirection Chapter 17Chapter 18 Part 9 Association Composition Chapter 19 Chapter 20Chapter 21 Part 10 Two Patterns Using Composition Chapter 22Chapter 23 Part 11 Some Patterns for varying behaviour Chapter 24 Part 12 Bidirectional links, Callbacks and Linking Classes Chapter 25 Part 13 Factory Patterns Chapter 26 Part 14 A Decorator Chapter 27

Cover letter Essay Example | Topics and Well Written Essays - 250 words - 29

Cover letter - Essay Example petencies comprise of Complaints Management Premises Security, Confidentiality Maintenance Quality Assurance, Data Protection Act Compliance, Difficult People Handling and Continued Professional Development Conflict Resolution .In addition, over the course of my career, I have recorded several achievements such as reorganizing the reception area and effectively increased overall efficiency by 30%.I also achieved Medical Records Management, Patient Share Governance, received Greeter Awards 2004 ,Customer Care Ordinance Counselor together with Adult Care Advisor-Ombudsmen of Forsyth County. I am a time conscious and keen individual who always executes her duties with unmatched precision and within the given time frame. I am a firm believer in team work and tries as much as possible to collaborate and partner with my colleagues through sharing and building workable relationships. I am always keen on learning the latest industry trends and normally seek to adopt and incorporate them in m y work whenever possible. Finally I have excellent oral and written communication skills in addition to being equipped with exceptional presentation skills. Above all, I am a God fearing person and my integrity is above par. It’s my hope that you will kindly consider my application and invite me for an interview. I am very sure that I can make a big difference in your valuable team. Looking forward to working with you. Thank you for your time and kind

Imagine you are the advisor to the Secretary General of OPEC. You are Essay

Imagine you are the advisor to the Secretary General of OPEC. You are asked to assess the ability of OPEC to manage the price of - Essay Example These members supply around 40% of the world’s oil (USA Congressional Record, 2007). Law of Supply and Demand (Mankiw, 2008) OPEC’s economic goal is to control production in order to raise the price of oil and eventually increase the generation of its members’ substantial profit. In a free market, the supply and demand tend to push the price at the level in which quantity supplied and quantity demanded are equal (Baumol and Blinder, 2008). Based on this law, it can be pictured out that when the supply of a normal good is low but its demand is higher, it substantially results to price increase. Thus, OPEC is on the right track of controlling production in order to maximise the oil resources of its members. In fact, it has a significant power to control the entire market considering that 70% of world oil reserve belongs to the cartel. Furthermore, OPEC targets to supply only 40% of the world’s oil consumption. This means that it has created influence on the world’s oil supply provided that the demand is higher and even reaching to an upward spiral due to rising economies. Oil is the lifeblood of the modern economy (Navarro, 2008). This means that every economy, developing or even highly developed will tend to maximise resources and even operations, but this cannot be addressed efficiently without relying heavily on oil supply. For instance, oil has become the very reason for every business to operate. From production, down to transportation and inside every household, oil is gaining a wide range of importance, function and economic role. Thus, oil is considered as a normal good and becomes the basic commodity in the world. Oil therefore has created a specific level of demand depending on a certain economy’s requirements in order to sustain and enhance its development and growth. However, from 1972 to 2008, it is noted that OPEC has been ineffective at maintaining cooperation among its members due to issues concerning rest riction of production (Mankiw, 2008). Mankiw explained that members were tempted to cheat their productions just to gain more profit advantage. As a result to this, the increase of oil price was never been successful on restricting production, but because of the increase in demand of worldwide consumption. As shown in Table 1, the price of oil per barrel increases over time. However, this increase was pointed out as barely influenced by OPEC’s success in restricting its production, but due to increase in market demand for the said commodity (Mankiw, 2008). In the mid-1980s OPEC members were having misunderstanding regarding on the regulatory issues of production. As a result, the production increased beyond the controllable limit as specified by OPEC. As the production of oil in the world market increased, there was more supply available leading to the decrease in price. Such decrease in price was clearly due to availability of supply, but what seems to be obvious was the des ire of some OPEC members to gain productive output from their oil resource. In 2007 to 2008, the price of oil substantially was higher. However, it was due to the increase of demand in the world oil market as there was an increasing number of emerging economies such as China (Mankiw, 2008). Table 1. History of oil price as influenced by OPEC regulation of production (Mankiw, 2008) Year Price per barrel 1972 $3 1974 $11 1981 $35 1986 $13 Income and substitution effect The positive income effect states that when the price of normal good decreases it leads to

Interactive Whiteboard: Benefits in the Classroom

Interactive Whiteboard: Benefits in the Classroom Introduction The issues surrounding the use of interactive whiteboards (IWB) and creativity forms the focus of this essay. This area provides an opportunity to look at the interaction between new technologies and classroom reality in the Primary school setting, both in theory and practice. The essay starts with a brief overview of interactive whiteboards within the classroom setting before looking more closely at encouraging creativity both in teaching and learning. Teachernet (online) credits interactive whiteboards with the benefits of: Improving understanding of new concepts Increasing pupil motivation and involvement Improving planning, pace and flow of lessons Teachernet online, Interactive Whiteboards As Cogill (2003, p. 52) points out in her research report for Bects/DfES on IWBs in primary schools, the uniqueness of IWBs lies in its design to be used by teachers for teaching at whole class level. Yet in order to achieve the goals quoted above it is clear that certain other systems need to be put in place, especially professional development and teacher training. For example, as Barber et al. (2007) point out, it is vitally important for teachers to be confident and familiar with IWBs in order to use them to best effect. They also need to have a solid understanding of how to work with, and inspire, creativity and why (e.g. see Loveless 2002). To this end, and in agreement with official policy, there has been an upsurge in texts designed to help teachers work with IWBs. For example, Cooper et al. (2006) give a pragmatic description of how one can use IWBs within all teaching areas, from Maths to Reading. Craft (2000) also argues for the potential to use new technology with creativ ity rather than following the view expressed by some teachers that ‘†¦computers, far from stimulating or fostering creativity, both represent and do the exact opposite of this’ (Craft 200, p. 88). In creating space to use technology creatively it would seem that the first stage is to support their classroom use through training teachers both at pre-service level and through ongoing professional development. However, there is room for debate as to the depth of learning some of these formats inspire, seeming as occasionally do to seek to add entertainment rather than enrichment to learning. Whilst the funding made available through official initiatives, such as the National Grid for Learning (DfES 2003: DfES 2001) has encouraged schools to invest in new technologies, there is a need for systemic support to get the best out of it. For example Machin et al. found correlations between schools success with ICT and a ‘fertile background for making use of it’ (2006 p. 12). More pragmatically, Yelland (2007, p. 163) is one who warns that ‘not all software is positive for learning outcomes’ but then goes on to argue, in common with Machin et al. that it is the pedagogies generated by these new technologies that can create issues. Likewise Sutherland et al. (2004) warn that embedded use of ICT in the classroom can affect how knowledge is constructed. It is bearing this in mind that the following essay seeks to differentiate between, and concentrate on, creativity and not on the range of pedagogies that fall between poor practice and what has been referred to as edutainment. It seems clear that IWBs can provide a fantastic support, especially for visual learners, and posses the potential to be used to support and encourage highly creative interactive and educational learning environments through a wide range of curriculum areas. The ability for both students and teachers to manipulate visual materials (e.g. numbers, words, pitures etc) via the IWB and interact with the information displayed has been credited with: †¦increased pupil engagement, motivation and enjoyment, all potentially leading to improvements in pupil attainments Jones Vincent 2006, p. 2 However, research shows there is still considerable unfulfilled potential with the creative use of IWBs (Jones Vincent 2006: Smith et al. 2005). Creativity in itself has been viewed as essential for the progress of society (Cropley 2001, p. 133) and the next section of this essay looks more closely at how IWBs can be used in a variety of creative contexts starting theory and exemplifying with practice. Learning, or cognitive, styles are traditionally divided into visual, aural and kinesthetic and, in common with Gardner’s (1983) Theory of Multiple Intelligences, recognize what Craft (2000, p. 10) called a pluralist approach. This means catering for the various ways in which individual’s best absorb information and make meaning of it which in turn affects levels of student motivation. From the teaching perspective, creative planning is a means of overcoming individual barriers to learning and requires presenting information in a number of different ways. Cropley (2000, p. 148) saw this application of variety as encouraging creativity in students. IWBs ability to operate as a computer means that audio and video tracks, live websites and multimedia applications can be used to appeal to a range of students learning styles. Ideally, this engages their attention, thereby impacting on their motivation and encouraging creative thinking. IWBs provide an opportunity to link or encourage student interests in a very visual and interactive way. The following takes an aspect of geography as an example of the ways that IWBs can enhance and allow creativity of teaching methods. When teaching the water cycle, the IWB can be linked to any number of live weather cams and channels both in the locality and internationally and show real time weather. Diagrammatic representations of the water cycle can involve the students moving the pictures or labels into the right order using the IWBs touch sensitive capability. Graphic representations of rainfall data or ‘what if’ questions connected with changes in rainfall can all be presented on the IWB. The IWB allows questions to be investigated and extra dimensions to be added, such as a 3 dimensional view of a rain drop or the response to a question regarding the different forms of water – solid (e.g. show ice cubes to glaciers), gas (e.g. show animated kettle boilin g or a steam train running) or liquid (show rivers, seas etc). Notes can be added as the subject is discussed and saved for review the next time. It has been commented that, even as early as Key Stage 1, science can be taught in too theoretical a manner (Charlesworth 2008). Yet in the Ofsted Success in Science report (2008), from which this information apparently derived, the use of an IWB is described as an effective component in a science lesson demonstrating how light works. The teaching strategies included whole class to small group work, role plays and investigative questioning with the IWB used make notes of the students ideas and ‘aid learning’ (Ofsted 2008, Sec. 18, p. 16). Although how the IWB was used to aid learning was not actually described, the suggestion is that it was a valued means of contributing to lesson management, flow and effectiveness. Likewise in maths, the IWB can be used to easily display mathematical representations, be they numeric or conceptual, such as numbers or blocks on a clearly visible scale to the whole class. IWBs provide an excellent support to lesson modeling. This issue of visibility is clearly important and to be able to demonstrate things such as small blocks or coins to a whole class so all can see has been mentioned frequently, such as one of the teachers in Cogill’s research into IWB use in primary schools (2002, p. 25). The DfES has produced – and continues to do so – Interactive Teaching Programs (ITPs) within the Primary National Strategy. For numeracy, these provide curriculum linked interactive programs designed to contribute, not take over, the lesson. Other methods include those demonstrated by Cooper et al.(2006) who show simple ways to add to the dynamics of the lesson, for example using games with clipart to play number line football on the IWB and so on. The imp ortant point is that the IWB works in combination with other teaching strategies, not at the expense of, or to the exclusion of, a balanced well-rounded teaching approach. Equally, the IWB is available to literacy and has an increasing array of supporting software (e.g. DfES ITPs). Cooper et al. (2006) exemplify the IWBs ability to provide students with focus through managing the amount of text visible and the method of presentation – font size and type, highlighted, shaded, hidden, revealed, coloured etc. This adds a dimension to focusing on text formats, from punctuation to spelling and can be very useful in identifying difference for students and helping the retention of information. At the same time, the IWB allows for connection to external media, for PowerPoint’s, video and audio clips, all of which add a dimension to the intended learning if used carefully. IWBs can also be used to create an inclusive environment for students with special needs. As with the font, size and colour changes mentioned above, for students who may have issues with eyesight or problems interpreting words, IWBs can be used to add a dimension of size and impact. For students who find it hard to concentrate, the use of interactive, highly visible materials within their range of interest can easily be projected through IWBs, for example using cars as counters or horses as cursors. The ability to use the IWB to gather notes may also enhance assessment opportunities for the teacher and the savable nature of IWB notes means these are accessible when required in an easily usable format. All these elements not only add to the pace of the lesson and appear to add to the pace of the learning, they also add to the teachers resource bank both for teaching and evaluating progress. In essence, it is perhaps in the area of ongoing professional development that the creative use of new technologies, such as IWBs, needs to focus. When the teacher is motivated and confident, then that comes through in the teaching tools. Indeed the research looked at for this essay has generally agreed with Wood and Ashfield (2008) that new technologies such as IWBs can provide excellent formats for creating and inspiring creative teaching and learning, yet these depend on the teacher’s knowledge and ability to use the technology to achieve this. Becta supports this in its assessment of research and comes to the conclusion that: In some subjects, the more experience the teacher has of using the interactive whiteboard the greater the likelihood of positive attainment gains for pupils Becta 2007, online Cropley (2001) argued that creativity is dependent on a wide range of factors, from cognition to personality, and this has to be considered within the context of the whole classroom environment. IWBs provide teachers with another means of teaching creatively through presentation in altered formats, especially when it comes to communicating with the class as a whole. However it is not alone in encouraging the creative skills of divergent (broad concept connections) and convergent thinking (focused concept connections) or in developing meta-cognitive thinking and accommodation, rather than assimilation, of information. In conclusion, IWBs have the potential to be used extremely creatively for both teachers and students. However, as with many new technologies, their use needs to be supported both by school policy and professional development. As it is likely that these technologies will continue to develop considerably during the near future, it is not enough to teach the usage of specific technologies and think that is where it ends. Perhaps an ongoing mentoring program or collaborative approach to planning with a high IT content may help compliment continued professional development. The same criteria apply to pre-service teacher training whereby familiarity with current IT needs to be support by an ongoing ability to develop IT capacity. From the students’ perspective, well planned and imaginatively used IWBs provide a stimulating, engaging and motivating means of learning. It is clearly just as important to use this interface as a part of a holistic, well rounded curriculum as well as an area in itself and not enough to assume familiarity with contemporary technology without teaching it. References Audain, J., David, A., Flute, M., Fielder, S. Cogill, J (2006) You can use an interactive whiteboard for ages 7-11, Scholastic Barber, D., Cooper, L. Meeson, G (2007) Learning and Teaching with Interactive Whiteboards : Primary and Early Years, Learning Matters Becta (2007) ‘Becta response to the evaluation of the Primary Schools Whiteboard Expansion project, accessed 11th January 2009, http://www.becta.org.uk Becta (2004) ‘Getting the most from your Interactive Whiteboard: A guide for Primary Schools, accessed 10th January 2009, http://publications.teachernet.gov.uk/eOrderingDownload/15090.pdf Charlseworth, (2008) ‘Science teaching ‘too theoretical’, online article accessed 12th January 2009, http://www.vnunet.com/vnunet/news/2219313/science-teaching-theoretical-ofsted Cogill, J (2003) ‘The use of interactive whiteboards in the primary school: effects on pedagogy’, in ICT Research Bursaries: A Compendium of Research Reports, ICT in Schools Research and Evaluation Series – No, 16, Norwich: HMSO, available online at http://publications.teachernet.gov.uk/eOrderingDownload/DfES-0791-2003.pdf#page=54 Cooper, A., J., Botham, K. Cromie, H (2006) You can use an interactive whiteboard for ages 4-7, Scholastic Craft, A (2000) Creativity across the primary curriculum: framing and developing practice, London: Routledge Cropley, A. J. (2001) Creativity in education learning: a guide for teachers and educators, Kogan Page DfES (no date) Interactive Teaching Programs (ITPs), accessed 12th January 2009, http://www.standards.dfes.gov.uk/primary/frameworks/library/Mathematics.ICTResources/itps/ DfES (2003) Fulfilling the Potential: Transforming Teaching and Learning through ICT in Schools, Norwich: HMSO DfES (2001) Survey of ICT in Schools 2001, Norwich: HMSO Gardner, H (1983) Frames of Mind: The theory of multiple intelligences, Basic Books: New York Jones, A. Vincent, J (2006) ‘Introducing interactive whiteboards into school practice: one school’s model of teachers mentoring colleagues’ online article accessed 12th January 2009, http://www.aare.edu.au/06pap/jon06333.pdf Loveless, A (2002) ‘Literature Review in Creativity, New Technologies and Learning’ Report 4, Futurelab Series, Bristol: Futurelab, available online at http://www.futurelab.org.uk/resources/documents/lit_reviews/Creativity_Reveiw.pdf Machin, S., McNally, S. Silva, O (2006) ‘Summary of articles: New technology in schools: is there a payoff? Discussion Paper No 55’, Centre for the Economics of Education at CEP, accessed 12th January 2009, http://cep.lse.ac.uk/pubs.download.CP199.pdf Ofsted (2008) Success in Science, Ref. No.070195, accessed 12th January 2009, www.ofsted.gov.uk Smith, H J., Higgins, S., Wall, K. Miller, J (2005) ‘Interactive whiteboards: boon or bandwagon? A critical review of the literature’ in Journal of Computer Assisted Learning, Vol. 21, pp. 21-101 Sutherland, R., Armstrong, V., Varnes, S., Brawn, R., Breeze, N., Gall, M., Matthewman, S., Olivero, F., Taylor, A., Triggs, P., Wishart, J. John, P (2004) ‘Transforming teaching and learning: embedding ICT into everyday classroom practices’ in Journal of computer Assisted Learning, Vol. 20 (6), pp. 413-425 Teachernet (online) ‘Interactive Whiteboards’, accessed 10th January 2009, http://www.teachernet.gov.uk/wholeschool/ictis/infrastructure/iwb Wood, R. Ashfield, J (2008) ‘The use of the interactive whiteboard for creative teaching and learning in literacy and mathematics: a case study’ in British Journal of Educational Technology, Vol. 39 (1), Jan, pp. 84-96 Yelland, N (2007) Shift to the Future, Abingdon: Routledge

Examine the Ideas of Manliness, Hostility and Aggression in a View from the Bridge. How Are These Ideas Connected?

Examine the ideas of Manliness, Hostility and Aggression in A View from the Bridge. How are these ideas connected? A View from the Bridge: a tragic drama piece, written by Arthur Miller and first published in 1955. Curtained by the never-ending dramatics of the play, is quite basically a fight for an unconditional love, portrayed by a man of whom perplexes his emotions like no other (Eddie Carbone). The play itself is set in the 1950’s; times when masculinity and dominance we’re vital for a man to obtain, and therefore prove to be key concepts during A View from the Bridge. Due to the constant battle to be the top of the hierarchy, a hostile atmosphere is continuously present within the circle of male characters. To be the more predominant man proves highly important; it gives them authority over the female characters, and status over the other males. The play has been written as a Greek Tragedy: a storyline of where a certain person is destined for disastrous misfortune (the Hero). Linking to this, is the opening narration spoken by Alfieri. Alfieri is a lawyer, and as he quotes â€Å"I am a lawyer .. We’re only thought of in connection with disasters†, you are automatically signalled that something bad is bound to happen at some point during A View from the Bridge. Eddie Carbone works as a longshoreman in New York. He lives with his wife Beatrice, and his niece Catherine. Eddie proves to be the protagonist within the first page of A View from the Bridge, of which is chorused by Alfieri (an ageing lawyer). From this, it is rather easy to acknowledge that Eddie is going to play a domineering role, and quite obviously the hero in this Greek Tragedy comparison. As I have previously mentioned, masculinity is highly important, and particularly important to Eddie. Being the utmost respected and powerful man proves rather essential to him during the play, as gives him domination over the household females. An example of this would be in Act Two, just after Eddie rings the immigration bureau. â€Å"Get them out the house†¦ Not tomorrow, do it now. †. Here he is giving Catherine orders in a rather authoritative manor, and this is a prime example of the way he speaks to the female characters. Eddie has incestuous desires for his niece, Catherine. This continues to be an ongoing problem throughout the entire play. It is quite clear to recognise Eddie’s feelings toward Catherine from the opening scene. When Catherine enters, Eddie is overly keen to know where she is going due to the way she is dressed (short skirt etc); he questions her before becoming complimentary about her appearance, because he is obviously panicking that she has dressed herself specifically to impress another male. Eddie quite clearly feels that as a man, he has a right to inquire when he feels necessary; possibly using this to conceal the fact he wants nothing more than direct control of Catherine’s life. â€Å"Beautiful† he quotes Catherine when observing her new hairstyle. Through the whole of A View from the Bridge, Eddie does not pay Beatrice one single compliment, which seems rather obscure, suggesting he has more admiration for his niece than his wife. Catherine constantly seeks Eddie’s approval, repeatedly asking him â€Å"You like it? about the way she looks. This tells the audience that Eddie has brought Catherine up to believe his opinion is always necessary, relating to the idea of masculinity and the dominance possessed by the household male. The actual reason Catherine dressed herself differently was due to the fact that she has been newly employed as a stenographer: somebody who specializes in the transcription of speech. Yet again, Eddie has something to sa y about the fact that Catherine has a job. â€Å"You can’t take no job. Why didn’t you ask me before you take a job? are his exact words when telling her rather directly how he sees the situation. He is implying that she should of asked for his permission before taking the job, and has disobeyed him by not doing so. This goes back to the idea of him being manly and sustaining his authorities. However, I do not think this is the only reason he doesn’t want Catherine taking the job. It is quite clear to see Eddie has more feelings for his niece than he should have, although during the first half of A View from The Bridge I don’t think he has discovered this for himself. From pinpointing that Eddie was overly bothered about the length of Catherine’s skirt, and her getting a job, it is clear for the audience to absorb that he does not want her to grow up, as this could possibly mean letting go and giving Catherine more independence than preferable. Although Eddie beholds a rather harsh identity, he proves himself a warm and welcoming man when his wife’s cousins immigrate to America in search of employment. Marco and Rodolfo are introduced into the household: quoting â€Å"You’re welcome Marco, we got plenty of room here†, Eddie comes across as a very considerate person. Marco greets Eddie with a firm shake to the hand, however Rodolfo does not. A hand shake is a typically manly gesture, and throughout the play it soon becomes clear that Rodolfo does not fit the stereotypical figure of a man. Eddie expects a man to be a breadwinner, to have obvious physical strength, power and domination. Rodolfo appears to not possess any of these qualities, of which soon proves a serious problem to Eddie. â€Å"Paperdoll.. chorus girl.. kid.. hit-and-run-guy†: these are just a minority of the nicknames given to Rodolfo throughout A View from the Bridge. Rodolfo shows himself as a man that does not fit all the categorical standards of a typical male, and as the play goes on we see how this controversial character shines a negative reflection onto Eddie, bringing him nothing but utter aggravation. Rodolfo likes to cook, sing, dance, and even make dresses. These feminine qualities that he possesses cause Eddie to become suspicious about his sexuality, although Miller makes it quite clear that Rodolfo is not a homosexual, when his relationship with Catherine begins to bloom. To Eddie’s dislike, Catherine takes an immediate shine to Rodolfo. When she asks him â€Å"You married too? †, it is quite clear she’s interested in him. Eddie is not in favour of Catherine becoming close to Rodolfo, and he clearly tries to discourage what he does by calling him petty nicknames. Underneath the front that Eddie puts on about hating Rodolfo, I think ,secretly, he is particularly jealous of him. The play is set in the 1950’s, and therefore there was a lot of pressure on men to live up to the expectations and be the typical male. Rodolfo is not afraid to be himself, even if it does go against all rules of typicality. In my opinion, Rodolfo is a very brave character for doing so: he has no fear of being judged, and I think Eddie is intimidated by this. Eddie has never known any different, and so he is automatically against this new idea of a man being slightly feminine. This tells us Eddie cannot cope with change, relating back to when I mentioned how he is unable to come to grips with the fact Catherine is maturing and becoming less reliant on him. In Act Two, a drunken Eddie makes the ridiculous decision to kiss both Catherine AND Rodolfo. He clearly does this in an attempt to clear all cobwebs, and try to see through to the truth about Rodolfo’s sexuality. Unfortunately for Eddie, he only comes to discover that Rodolfo is nothing more than a heterosexual . I also believe this was an act of bare desperation; Eddie could not think of any other way of getting through to Catherine how he feels, and obviously believed this was the only way to put a stop to her and Rodolfo’s relationship once and for all. However, the scene proves Rodolfo to be more manly than Eddie thought, when Rodolfo demands â€Å"Stop that! Have respect for her! †. Respect is an important quality for a man to have , especially in A View from the Bridge. Although saying this, when Eddie â€Å"pins his arms† (Rodolfo), it again goes back to the idea that Rodolfo fails in the physical department of manliness. This scene is a turning point for the audience, as from this they now know rather exactly how Eddie feels towards Catherine, and how insanely jealous he truly is of her and Rodolfo’s relationship. This is a serious downfall for Eddie, telling you that he is getting progressively closer to his Greek Tragedy ending. As an audience, it is evidently apparent that Marco is in complete contrast to his brother, Rodolfo. Straight away he is thought of as a real man: â€Å"Marco goes round like a man; nobody kids Marco†. This is quoted by Eddie, who quite obviously knows where he stands with Marco, and seems rather threatened by the fact that there are now two dominant male figures in the household. This goes back to when I mentioned how there is always a secret fight to be top of the hierarchy: it is just never made official. It is unnecessary for Marco to prove his manliness verbally, due to the fact that his physicality speaks for him. He demonstrates his strength in a rather protective manor, when he strains to lift a chair directly above Eddie’s head. He does this as a discrete warning, cautioning Eddie to leave his brother alone. When Eddie punches Rodolfo at the end of Act One, he makes it out to be a joke, but Marco is not silly, and clearly knows that it was nothing more than a camouflaged threat made toward Rodolfo. Marco uses physical communication; alerting Eddie that if need be, physically, he will always come out on top. When Marco does this, the other characters are oblivious to the fact that it was meant as a threat. However, the audience would be able to recognise exactly what Marco was implying; the staging would portray the shadowed aggressiveness of the gesture, and build serious tension. It would also add to the hostile atmosphere, that had been previously created by Eddie. Alfieri is another example of a conventionally masculine character. His predominate role in the play proves him an honest, helpful and firm man. The fact that he is a lawyer also tells you as an audience, that he possess a lot of power. I think the title of the play (A View from the Bridge), was in fact based around the role of Alfieri. It is as if he is playing God in this tragedy; he has the ability to look over and judge the situation, but remains un-bias and uninvolved (possibly a skill he has developed from his job). Alfieri has a view from the bridge, and is looking down on a fateful occurrence (Greek Tragedy) that he cannot prevent from happening. Just after Eddie’s death, Alfieri quotes â€Å"something perversely pure calls to me from his memory†. Due to the fact that Alfieri has been such an honest and trustworthy character throughout, this line could sway the audience into realizing that maybe there was a good side to Eddie, as well as bad. Eddie had a rather double-sided personality. Although his love for Catherine got the better of his character, underneath it was quite recognisable that he was generally a caring man that looked after his family very well. He was born poor, and worked hard as a longshoreman to ensure he was able to provide for his wife and niece. The background of the author himself (Arthur Miller), most probably had strong influential effects on the way A View from the Bridge was written. For example, his mother and father were polish immigrants; this relates to the storyline of A View from the Bridge, as Marco and Rodolfo are also immigrants. Miller obviously has a clear view of what he expects a man to be. He has made the main character (Eddie) a very typical man: domineering, strong, and respected by all. If Eddie’s death was a tragedy, then in Millers eyes he was obviously the hero of the play. Miller was born in 1915, and therefore raised around people who too, believed that these qualities were necessary if you were to be considered a real man. A View from the Bridge is a play largely involved in the historical/cultural context of the early 20th century. The ‘American Dream’ correlates directly to the storyline of A View from the Bridge. The American Dream is basically the idea that all humans are of an equal worth, and that all people should do things that give them a quotably â€Å"better, richer, and happier life. â€Å". Eddie’s perception of Rodolfo goes against this idea of the American Dream, because he believes that Rodolfo deserves to be lower in status than him, just because he is not the typical man. When Catherine begins to take an interest in Rodolfo, Eddie does his best to prevent their relationship progressing. â€Å"Don’t lay another hand on her unless you wanna go out feet first† are his exact words when thinking only of oneself. He is very selfish by doing this, and is potentially forbidding Catherine from living the American Dream (happier life). The Sicilian code of honour is another historical policy that relates to A View from the Bridge. The Sicilian code is basically a firm rule of extreme loyalty, solidarity and justice. The Mafia in the early 1900’s followed this code rather closely, for example: if someone was to hurt or even threaten a member of your family, you were to honour them and take an immediate action of revenge. The mafia’s law would justify the murder of Eddie Carbone, due to the fact Marco killed him purely because he posed a threat to Rodolfo. The female characters in A View from the Bridge are the main victims of hostility, manliness, and aggression in this play; Catherine in particular. Due to the fact that Eddie highly dislikes Rodolfo, there is a constant hostile atmosphere present within the household. Catherine is made to feel like she must choose between Eddie and Rodolfo, which again causes hostility. This is not a typical father/daughter relationship; it is clear for the audience to see this from the way Eddie behaves when Catherine and Rodolfo are together. Eddie lives in denial about the fact that he is in love with Catherine, and uses fury to disguise it. When Alfieri figures that Eddie has these strong feelings for his niece, he says â€Å"She can't marry you can she? â€Å"; Eddie does not know how to respond to this and again attempts to hide how he feels for Catherine by getting overly angry, â€Å"I don't know what the hell you're talkin' about! â€Å". The audience are affected by this as, making you pity Catherine and the awkward position she is in. Beatrice suffers from this also, as Eddie is her husband. In one scene they argue about sex, because Beatrice is receiving hardly any attention from Eddie due to his aggression and confidentiality throughout the play. Eddie is constantly taking his anger out on Beatrice, yet she never complains. However, in one scene she has clearly had enough and decides to stand up for herself and go against Eddie. â€Å"I want you to cut it out now, you hear me? I don’t like it! Now come in the house. † To this I think Eddie is quite startled, and replies with â€Å"I’ll be in right away†. Beatrice knows full well that Eddie has more feelings for Catherine than he should: â€Å"You want somethin' else, Eddie, and you can never have her! â€Å". In this quote I think jealously is getting the better of Beatrice, as she describes Catherine as a thing, rather than a person.

The Early Modern Western Enlightenment - 1551 Words

The Early Modern Western Enlightenment was an intellectual movement in the 17th and 18th centuries. The objective of the Enlightenment was to create authoritative ethics, and knowledge based on an â€Å"enlightened† rationality. The leaders’ that were part of this movement were directing the world towards progress and out of a long period of irrationality, superstition, and tyranny; which began during a historical period called the Dark Ages. Therefore, it provided a framework for the American and French Revolutions, as well as the rise of capitalism and the birth of socialism. Most of the ideas in the 18th century are common laws today; like freedom of speech, freedom of religion and the responsibilities of rulers to their people developed during this time. As well as a huge increase in scientific inquiry. The Western Europeans were seen as rational and political heroes. They were known as â€Å"true self† and the ones who were â€Å"untrue self† were the Villains, which included the Indios/Negros and were seen as irrational beings. I feel that stereotyping was unnecessary because no matter what color, man or woman they all had a significant role in the Enlightenment period. Women hunted and gathered just like men did, and on top of that they also gave birth. Obviously, it came to a period in time where women no longer needed to hunt and gather. A family could live off the farming of the man; as women fell into more homemaker roles. Also, women were highly educated who were artists,Show MoreRelatedThe Early Middle Ages And Early Medieval Period Essay1435 Words   |  6 PagesTaking a humanities course, specifically one with a focus on medieval to modern times can help you learn about what historians call the late antiquity, early middle ages, and the early modern period. 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The Federal Loyalty Security Program And The House Un...

Section A: In reference to the research question â€Å"To what extent did the Red Scare create a pseudo â€Å"reign of terror† in the United States, † authors Wendy Wall and Alexander Stafford provide adequate information about the affects of the red scare on society. Wall goes into a detailed description the Federal Loyalty-Security Program and the House Un-American Activities Committees. Both of these programs set up by the government were a form of oppression to the American citizens, inquiring personal information that should have not been public information. The Federal Loyalty-Security Program put regulations on employment agencies and required employers to take loyalty oaths. This can be seen as a violation of the constitution, as it oppresses one’s personal points of view and violates their right to freedom of speech. The House Un-American Activities Committees (HUAC) questioned workers of film in Hollywood and blacklisted those who were seen as untrustworthy. Those blacklisted thus had a difficult time finding employment. Wall’s article is a secondary source. She evaluates the effects from a historian’s perspective, as she is a professor of history at Binghamton University. Wall’s purpose was to inform the public of the tremendous affects of government oppression programs. Thus, Wall’s paper is very valuable, as she provides an unbiased telling of these. However, Wall fails to consider the perspective of the programs. If she had evaluated it from both perspectives, it wouldShow MoreRelatedSputnik : The Cold War1602 Words   |  7 Pagesthe start of the space age and the U.S.-U.S.S.R space race. Sputnik 1 had very much so surprised the American public and shattered this perception, put forth by American propaganda, placing the United States as the technological superpower and the Soviet Union as lacking in technology too. 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