Hollow Men Explication :: English Literature

Empty Men Explication We are the empty men We are the stuffed men Empty and full. Considering the speaker of this club of logical inconsistencies is a solitary being (it very well may be a human, or even a stone) speaking to the a large number of its sort, it takes after any semblance of a scarecrow or maybe a mannequin along the lines of those seen on CNN speaking to a Bush with a gigantically huge nose put on flares. An alarm crow with straw. Stuffed to the edges. A substance lacking generosity. The straw is the substance, however each singular straw is empty, light, one subtlety of shading yet together they make a reason one of either being a joke of what the U.N. places in its record books of the main super force in the start of the 21st century or frightening crows off. There is a reason among empty grounds, a reason for the straw to be compacted together. Also, tsk-tsk, that reason for existing is cultivated when a we is accomplished not an I. Inclining together Headpiece loaded up with straw. Tsk-tsk! This reconfirms my doubts of fluttering together to accomplish a rule of social endorsement, of a status that decides the reason to be one of those playing with the positive. And they should simply lean their heads, even the heads that are loaded with straw, in a essentially neuron typified skull. Hang over, and take a toast to their beverages a unimportant tink of the tumblers even scotch couldn't have a additional wonderful too bad flagging a conclusiveness of limited help. Our dried voices, when We murmur together Are tranquil and trivial As wind in dry grass Or on the other hand rodents' feet over broken glass In our dry basement Hollow voices, less the dew of dampness. However this state is a finished direct opposite of my hurriedly drawn hypothesis inside the time period of to what extent my eye tops can wander off as those decided asses to abstain from fluttering down (yes Mr. Little, my own one of a kind confirmation of 2 o' clock wanderings into Honor Men turn over a few empty stones themselves, yet I'm not whining, appreciate). Very truly, as I'm taking this representation short the references I firmly suspect this sonnet to have (maybe even borrowed???), assembling among themselves creates no pace of achievement, for the gathering bears no fundamental result. In any case, whom is to guarantee that it is a crucial outcome which infers a achievement, is what out scarecrow is attempting to vouch after? Elliot brushes out a dejected state of mind on canvas, apparently a sketch of shadows as a forerunner to more feet sliding across shards of glass. With respect to the consequence of a meeting, it can likewise highlight the non-presence of

History of the U.S. - Iran relations Term Paper

History of the U.S. - Iran relations - Term Paper Example The discretionary connection between the two nations were not set up till 1857, and by 1930, the two nations had insignificant however warm contact. After the Second World War, since 1953, America was the most grounded partner of the Shah of Iran.It is critical to comprehend that Iran was experiencing huge inside political and social changes during the late nineteenth and twentieth century. It was heretofore a steady country impervious to change. During this time, the outside inclusion of Britain and Russia flagged radical changes in the social and political frameworks of Iran. It was maybe therefore that Iran attempted to improve discretionary relations during this period with the US on account of its enemy of colonizing position and its alluring international strategy towards Third World Countries. The foundation of the American Diplomatic Mission in 1833 was an aftereffect of the expanding teacher nearness in Tehran. It additionally looked for money related skill from the US in 19 11 and 1925. In the mid 1920’s, Reza Khan toppled the decision Ahmad Shah and the customary Iranian framework, both. He secularized Iranian governmental issues and endeavored to set out the establishment of current economy and foundation. Be that as it may, he didn't have the instruments to realize this extreme change in the social just as political frameworks naturally; along these lines: ‘Force turned into the strategy to accomplish political and monetary ends’. (Alikhani, 2000, p.6) regardless of this, Iran flourished under the standard of the new Shah and his child, Muhammad Reza Pahlavi, who climbed the seat in 1941. Around then, western Iran had fallen heavily influenced by Soviet Union and the United Kingdom. The Soviet soldiers had positioned themselves after the war and would not leave the nation. Be that as it may, under the weight of the UN and the US, in 1946, it pulled back its soldiers. The US proceeded with its help to the Shah under the Kennedy or ganization that achieved huge monetary development, otherwise called the White Revolution, by trading oil from the huge oil stores of Iran, which around then were the third biggest on the planet. In any case, the Iranian individuals were unsettled and extraordinary destitution, especially in the provincial regions impelled scorn for the leader of Iran and its partner, the US. It was accepted that the Shah was an American operator and the colossal American armed force sent in Iran was not to guard the country from outside mediations; rather it was there to shield the Shah from his own kin. It cleared path for the Islamic Revolution in Iran and Imam Khomeini came into power. By at that point, individuals had grown profound disdain for America for whatever malevolence had happened to their nation during the previous 25 years. In this way, the seeds had been planted some time before November 1979, when the Shah of Iran was ousted and Islamic Revolution in Iran was proclaimed. At the poi nt when the extreme Muslim understudies of Tehran held onto the US international safe haven and kidnapped the staff in 1979; that end up being the defining moment in the US-Iran relationship. While the American representatives were made prisoner for 444 days, Khomeini profited this time in changing the arrangement of the legislature, and having done every single such assignment like holding the presidential and parliamentary decisions in Iran, which have been in any case outlandish. Then again, it pulverized at all strategic relations the two nations had, and the US forced affordable and different authorizes on Iran. The discipline of Iran by the US proceeds even today. Since 1981, the Swiss government accepted portrayal of US interests in Tehran; while the international safe haven of Pakistan in Washington DC handles Iranian undertakings in the Iranian Interests Section. The Islamic Republic of Iran likewise has a lasting strategic the United Nations in New York. Portrayal of the C urrent Situation Since 2002, IAEA is endeavoring to persuade Iran to comply with the Non Nuclear Proliferation Treaty Safeguards Agreement so as to guarantee harmony in the area. Nonetheless, it keeps on dismissing the couple of understandings it has marked with IAEA. The

Learning Theory and Phobias

Learning Theory and Phobias Phobias Causes Print Learning Theory and Phobias By Lisa Fritscher Lisa Fritscher is a freelance writer and editor with a deep interest in phobias and other mental health topics. Learn about our editorial policy Lisa Fritscher Updated on February 21, 2020 SDI Productions/Getty Images More in Phobias Causes Symptoms and Diagnosis Treatment Types Learning theory is a broad term that includes multiple theories of behavior that are based on the learning process. Learning theory is rooted in the work of Ivan Pavlov, who was able to train dogs to salivate at the sound of a bell. Many treatments for phobias are based on these learning theories. Behaviorism Behaviorism is a learning theory that tries to explain human behavior and responses in terms of learned behaviors. This thought originated with Ivan Pavlov and his theory known as classical conditioning. The dogs’ salivation was an automatic response to the presence of meat. By pairing the presentation of the meat with the ringing of a bell, Pavlov was able to condition the dogs to respond to a new stimulus (the bell). Eventually, the dogs salivated when they heard the bell, even when the meat was not present. B.F. Skinner elaborated on Pavlov’s theory. His work introduced operant conditioning. In operant conditioning, behavior that is reinforced continues, while behavior that is punished or not reinforced is eventually stopped. Both reinforcement and punishment can be either negative or positive, depending on whether a positive or negative reward is being given or taken away. Today, reinforcement is seen as more effective than punishment in changing behavior. In terms of phobia treatment, behavioral strategies might involve forming new, more positive associations with feared objects or situations. For example, a person might practice relaxation techniques when they are exposed to what they fear. Eventually, the association with the relaxation response may replace the anxiety response. Cognitive Theory Cognitive theory focuses on an individuals thoughts as a crucial determinate of his or her emotions and behaviors. Our responses make sense within our own view of the world. Therefore, according to cognitive theory, it is important to change a person’s thoughts and beliefs in order to change his or her behaviors.  Information processing is how this mental process is commonly described with reference to phobias. According to cognitive theory, irrational responses are the result of automatic thoughts and erroneous beliefs. Cognitive reframing is a technique that is used to help the client examine his or beliefs and develop healthier ways of viewing the situation. Techniques such as thought stopping are used to help the individual stop automatic thoughts and replace them with new thoughts. Social Cognitive Theory Social cognitive theory is a variation on cognitive theory that addresses the effects that others have on our behavior. According to the principles of social cognitive theory, people learn not only through their own experiences but also by watching others. Whether or not people act on what they have learned depends on many factors, including how strongly they identify with the model, their perception of the consequences of the behavior, and their beliefs about their own ability to change old patterns. Social cognitive theory may help to explain the origin of many phobias. It can also be used to help treat phobias. A common technique is for the therapist to model a new behavior before asking the individual to perform it. Cognitive-Behaviorism Cognitive-behavioral theory is a blended theory that incorporates both cognitive and behavioral elements. According to cognitive-behaviorism, our responses are based on a complex interaction between thoughts and behaviors, with thoughts and feelings playing a major role in our behavior. Modern cognitive-behaviorism also incorporates elements of feeling-based learning theories, such as rational-emotive theory. According to these principles, we are complex human beings whose responses are based on ongoing interactions between our thoughts, feelings, and behaviors. It is necessary to address all of these components in order to successfully change our reactions. Cognitive-behavioral therapy is currently the most popular method of therapy for treating phobias. This is a type of brief therapy in which successful results may sometimes be achieved in only a few sessions. This is important to many people whose health insurance plans may limit the number of visits they can make to a therapist per year. Which Learning Theory Is Most Popular for Addressing Phobias? As noted above, the most popular therapy for treating phobias at the current time is the blended theory of cognitive behavior therapy. This theory addresses the complex thoughts and feelings which interact to determine a particular behavior. This approach, as noted, is likely also the most rapid approach to addressing phobias, something important not only due to health care costs but in helping people cope with these sometimes difficult to treat concerns.

Stem Cells What How and Why Essay - 1130 Words

Stem Cells: What, How and Why? Stem cells are infinitely valuable when considering their potential applications in the medical profession. While current legislative restrictions have halted the development of new ?stem cell lines? to any agency or company that receives any form of governmental grants, there is no question that the medical profession is standing at the brink of a new era of technological advancements in healthcare and research. Stem cells are valuable due to the fact that they are ?non-designated,? (have no specifically assigned task in the body, i.e. liver cells, brain cells, skin cells, etc.) and they also have the ability to divide indefinitely. Thus, theoretically stem cells could replace any damaged or lost†¦show more content†¦The first method, developed by Dr. Thomson involves ?the isolation of pluripotent stem cells directly from the inner cell mass of human embryos at the blastocyst stage. Dr. Thomson received embryos from IVF (InVitro Fertilization) clinics. ?.Dr. Thomson isolated the inner cell mass and cultured these cells producing a pluripotent stem cell line.? (NIH Primer) The second method of deriving pluripotent stem cells was developed by Dr. Gearhart. In this more controversial method, Gearhart obtained stem cells from the fetal tissue of terminated pregnancies. He took cells from areas of the fetus that would soon develop into the reproductive organs of the fetus. He then isolated the inner cell mass and cultured these cells. In was in this way that Dr. Gearhart produced a pluripotent stem cell line which would be available to other researchers. What little we know about stem cells has already altered the course of medical research and new findings are sure to expand on this occurrence. The potential applications of stem cell research include advancements in the study of Parkinson?s, Alzheimer?s, spinal cord damage, stroke, burn victims and patients in need of skin grafts, heart disease, diabetes and arthritis in addition to answering some of the many questions regarding gene therapy. So what?s the problem? Well, the NIH (National Institutes of Health) issued a ?primer? to explain what exactly are stem cells and whatShow MoreRelatedThe Ongoing Debate Over the Use of Stem Cells Essay1317 Words   |  6 Pagesdisease and sickness. Among these advances there is something revolutionary called stem cells. Stem cells can help restore and regenerate almost all parts of the human body such as the heart, kidney, liver, and many other organs. Although stem cells offer a lot, there are many views against and for stem cells, and among these views lies the debate of whether stem cells should be legalized or not (NIH 2). Stem cells offer exciting new opportunities in the field of science such as regenerating humanRead MoreThe Debate Of Stem Cell Research1519 Words   |  7 Pagesbring the topic of stem cell research to the table to inform you on a topic you most likely know nothing about. According to the bible the strong need to bear with the failings of the weak. Why sh ould we please ourselves if we don’t care for stem cell research? Among one of the, if not the most, controversial topics of our time comes one medical science that can save lives if legalized nationwide. We are talking about stem cells of course, and why the allowance of these basic cells in common medicalRead MoreStem Cells And The Future Essay1441 Words   |  6 PagesDecember 2016 Stem Cells and the Future What exactly are stem cells? How can the use of these cells benefit us and how exactly are they acquired? Believe it or not stem cells have been in play when it comes to medicine since the 1950’s in France (Steenblock 1). This topic is very controversial and I surmise that it is strongly due to the lack of knowledge when it comes to stem cells and their importance. I, myself, am very intrigued by stem cells and my goal is to define what they are and layoutRead MoreThe Government Has Not Funded Stem Cell Research1566 Words   |  7 Pagesgovernment has not funded stem cell research since 2001 for various reasons, some understandable, others I have to disagree on. I believe stem cell research should be funded by the government because it will advance our knowledge on how to treat and cure certain diseases. Many people, researchers and scientist included, strongly agree that we cannot continue our knowledge and technological advancement without the support of our own government. Stem cells are special cells that have the ability toRead MoreA Research Study On Stem Cell1225 Words   |  5 Pages My research about stem cells, I will be talking about what a stem cell is. Why are stem cells important from a medical perspective? How are stem cells being used today? Where do scientists get stem cells? Why is so much controversy over the stem cells? How does a zygote develop into a baby? Why a zygote is considered a stem cell? A stem cell is an immature cell that can help reproduce different types of cells throughout the body. There are three types of stem cells that I will be focusing on : adultRead MoreEssay on Stem Cells: The Cure for Uncontrollable Diseases of the Past1246 Words   |  5 PagesLou Gehrig’s disease, Sickle Cell Anemia, Alzheimer’s. This world is plague by countless diseases and there existed a time where, after many failed research attempts, scientists began to believe that people would always suffer from these diseases. Howev er, with the introduction of stem cell research those past notions were dismissed. Upon their introduction, stem cell’s provided a new hope to the world and it proved itself to be an invaluable asset. Through stem cell research, a multitude of curesRead MoreEssay about History of Stem Cells1407 Words   |  6 PagesHistory of Stem Cells Abstract This paper will be discussing the history of stem cells. There are many different ways to collect stem cells. Stem cells can be used for either right or wrong reasons. People can either use them to cure or to cause harm. Most people use stem cells to cure fatal illnesses. The one researcher that put stem cells out in the science world so people could understand it better was Leroy Stevens. His first encounter with stem cells was with a mouse that had a teratomaRead MoreA Research Study On Stem Cell Research1644 Words   |  7 PagesStem cell research has covered many parts of research today and is growing progressively and becoming more common in research today. These cells have the potential to grow and develop into any other cell type in the body and form or make up the tissues of the body and organs. There are millions of people today who suffer from birth defects or diseases because of damaged cells or tissue. Stem cells give researchers the ability cure and replace almost all t he cells in the body and help grow new tissueRead MoreStem Research On Stem Cell Research1318 Words   |  6 PagesWhat if there was already a way to cure cancer out there right now? What if it was right at the tip of humanity’s fingers, and with a little bit more reach it would be ours? This miracle is known as Stem Cell Research (SCR). Stem Cell Research is a relatively new field that has shown much promise to help deal with hundreds of different conditions and diseases. Though this astounding field holds the key to saving thousands of lives, there is a misguided ethical problem with Stem Cell Research raisedRead MoreStem Cell Research Essay1001 Words   |  5 Pages Stem cell research is a growing field and it has brought major changes to the medical field, and could bring many more. There is no way to say at this point what all could be done with stem cells. The more research and the more technology just gives stem cell research an opening with no end. What is a stem ce ll? A stem cell is a cell that is undifferentiated, which means it can develop into any type of cell. There are three places stem cells can be obtained. They can be obtained from adult cells

All Relationships Between A Mother And A Daughter - 967 Words

Not all relationships between a mother and a daughter are the same, but involves human interaction. Every mother differs in their teaching and upbringing of their children, especially their daughters. A mother’s love and compassion for her child, wants the best for her child. Sometimes, her love is rigorous because she does not want her daughter to go through her experiences in life. Written by Jamaica Kincaid, in â€Å"Girl† the mother is teaching her child to take care and defend herself. Written by Amy Tan, in â€Å"Two Kinds† the mother is trying to help her daughter discover her talent. A mother instructs her daughter to obey rules and modes of conduct in order for her to be successful. Mothers are strict when it comes to instructing their daughters of how to build a proper identity for themselves. â€Å"On Sundays try to walk like a lady and not like a slut you are so bent on becoming; don’t sing benna in Sunday school; you mustn’t speak to wharf-rat boys, not even to give directions; don’t eat fruits on the streets-flies will follow you† (Kincaid 320). Basically, mothers want their daughter to care about their appearance and to look clean in society. The mother does not want her daughter’s name to be spreading of how nasty she dresses in public. The girl’s mother wants her to not only look like a lady, but act as one. She wants her child to have respect for herself and respected for others, by not singing in school. If she does what her mother tells her to do; thereforeShow MoreRelatedAnalysis Of The Article Mothers And Mother Essay1287 Words   |  6 Pages Review and Analysis of Mothers and Mother-in-laws In the article Mothers and Mother-in-laws, an exploratory case study of relationshionships between mothers, daughters, and mother-in-laws were evaluated and discussed. All of the participants in the study were asked to personally fill out a questionnaire that contained questioned pertaining to their relationships with each other. Mothers, daughters, mother-in-laws, and husbands were all asked to participate in this study. The researchers indicatedRead MoreMothers and Daughters by Pat Mora614 Words   |  3 Pagespoem â€Å"Mothers and Daughters† is written by Pat Mora. Pat Mora is a contemporary award winning writer, who writes for children, youngsters and adults. She was born in El Paso, TX in the year 1942. She attains a title of a Hispanic writer; however, the most of her poems are in English. In her literary work, one can observe the different aspects of the immigrants’ lives such as language issues, family relationships, immigrants’ experiences and cultura l differences (1187). In the poem, â€Å"Mothers and daughters†Read MoreDeborah Tannen s You re Wearing That?943 Words   |  4 PagesUnderstanding Mothers and Daughters in Conversation Tannen describes the typical relationship between a mother and daughter. She discusses the importance of their relationship with each other and how important this relationship is. Tannen is a linguist; she studies how people talk to others. This reading provides multiple examples of mother and daughter conversations and how these conversations effect the relationship between the mother and her daughter. In many families, the relationship between a motherRead MoreRelationship Between A Mother Daughter Relationships And The Genre Of Family Photographs, By Marianne Hirsch And Sharon M Essay1355 Words   |  6 Pagesâ€Å"In Affection and Acrimony†: Exploring Mother-Daughter Relationships in Gilmore Girls Almost every woman in North America has some form of a relationship with their daughter and/or mother in their lifetime. However, these relation can vary in amiability and affection. Whether due to similarities or differences in personality or circumstances in life, mothers and daughters can be close confidants or fierce foes. These familial relationships have been studied in part by Marianne Hirsch and Sharon MRead MoreRelationship Between A Mother And Daughters Essay1285 Words   |  6 PagesAlmost every woman in North America has some form of a relationship with their daughter or mother, or both. However, these relationships can vary in amiability and affection. Whether due to similarities or differences in personality or circumstances in life, mothers and daughters can be close confidants or fierce foes. These familial relationships have been studied in part by Marianne Hirsch and Sharon M. Varallo in their essays on ‘the familial gaze’ and ‘the genre of famil y photographs,’ respectivelyRead MoreJoy Luck Club Character Analysis1045 Words   |  5 PagesJoy Luck Club is the relationship between both the mothers and their daughters. A variety of different events occur throughout the book that explains the complex relationship between the mothers and their daughters. They always have a special bond between them even though their different cultural and generational conflicts occur constantly. The mother and daughter relationship is shown throughout the book within the arguments that they have with each other. The relationship that they have is alsoRead MoreThe Relationship Between Mother and Daughter in The Rule of the Game1103 Words   |  5 Pagesâ€Å"The Rules of the Game† by Amy Tan is about Waverly Jong mother taught her the art of invisible strength when she was six years old, saying that it is a strategy for winning arguments and respect. At Christmas Waverly and her brothers received gifts from donations of members f rom another church. Waverly convinced her brothers, Winston and Vincent, to let her play chess by offering two of her life savers to stand in for the missing pieces. Waverly began playing with Lau Po, an old man who played chessRead MoreTheme Of Love In The Joy Luck Club1029 Words   |  5 Pages it dares all things, and crushes down remorselessly all that stands in its path.† This quote relates perfectly to The Joy Luck Club, which skillfully explores the relationships of different mother, daughter pairs, illuminating the different ways love affects these relations. Throughout the novel The Joy Luck Club, Amy Tan displays how different forms of love in the stories not only show how mothers love their daughters, and vise versa, but also display how the love love shared between the pairsRead MoreImitation Of Life Is A Film Directly Focusing On The Relationships1551 Words   |  7 PagesImitation of Life is a film directly focusing on the relationships between mother and daugh ter. Although the main characters, Annie and Sara Jane, and Lora and Susie, seem similar in their relationships, the film juxtaposes them in terms of race. On the surface, the relationships presented are, at best, considered to be normal struggles between mother and daughter. Analyzing the specific trials and problems will reveal a difference in Black motherhood and White motherhood. Annie and Sara Jane faceRead MoreRhetorical Analysis : Deborah Tannen906 Words   |  4 Pagesaffect relationships with others. In her essay, â€Å"Oh, Mom. Oh, Honey. : Why Do You Have to Say That? † The author’s purpose in this essay is about how mother and daughter relationships are, and what the mother is trying to say to the daughter, when talking to her. The reason behind the author’s purpose, is because her own mother was gradually getting weak. She started spending more time with her mother and caring for her. When her mom died, it transformed her thinking about mother and daughter relationships

Mr Know All Free Essays

(for working with Lesson 2 – end) by Adele Raemer – raemer@nirim. co. il Lesson 2 Workpage 10 points each answer 1. We will write a custom essay sample on Mr Know All or any similar topic only for you Order Now Where does the story take place? In what year? 2. What does the opening paragraph tell us about the speaker and his attitude? 3. In the second paragraph the speaker says that he doesn’t like Mr. Kelada. What doesn’t he like about him? 4. When Mr. Kelada introduces himself to the narrator, the narrator says that he â€Å"asked if he was right in thinking my name was so and so. † Why doesn’t the narrator bother to tell us his own name? 5. In the conversation that follows this introduction, the narrator is surprised to find out that Mr. Kelada is English. Why is he so surprised? Why does the writer describe his question as being asked â€Å"rather tactlessly†? 6. What impression is created by Mr. Kelada’s behavior at this first meeting? 7. Where does the narrator suspect that Mr. Kelada was born? How do you know? Vocabulary work: Use the following words in a sentence to show that you understand them: (5 points for each sentence) 1. accommodation 2. berth 3. port-hole 4. gestures 5. exuberant 6. flask Extra credit question: (10 points) rite down as many words or phrases that you can find that show that the narrator was prejudiced against Mr. Kelada. Explain why they show prejudice. Lesson 3 – Mr. Know-All (for working with ECB Anthology- questions from EMT) Workpage (Answer on a separate page in complete sentences. ) 1. What is special about Mrs. Ramsay? 2. What kind of man is Mr. Ramsay? 3. Write d own at least 3 things that Mr. Kelada did that annoyed the narrator. 4. Which of those could be considered cultural difference, and which were just a part of his personality that clashed with that of the narrator’s? 5. Describe Mr. and Mrs. Ramsay. How do you think that author feels about them? (Find quotations to support your answer. ) Extra credit: (Answer EITHER 6 OR 7) 1. Why does the narrator call Mr. Kelada :†The best hated man on the ship? † (EMT p. 177; ECB p. 37 line 110) 2. Vocabulary work: Use the following words in a sentence to show that you understand them: 1. airs (EMT p. 176; ECB p. 36 line 72) 2. snub (EMT p. 177; ECB p. 37 line 99) 3. intolerable (EMT p. 177; ECB p. 37 line 113 ) 4. loquacious (EMT p. 177; ECB p. 37 line 115) 5. argumentative (EMT p. 177; ECB p. 37 line 115) Ques. 1-5 are worth 20 points each Extra credit question is worth an additional 10 points. |Mr. Kelada sees Mrs. Ramsay’s chain of pearls. | [pic] | | [pic] | | [pic] | | [pic] | | [pic] | [pic] | | [pic] | | [pic] | | [pic] | | [pic] | [pic] | | [pic] | | [pic] | | [pic] | | [pic] |Mr. Kelada says that he is mistaken. | Lesson 4 1. Using the flow chart, fill in what happens from the point when Kelada sees Mrs. Ramsay’s chain of pearls, to the point when he says he is mistaken. 2. Why does Mrs. Ramsay â€Å"retire with a headache†? 3. In the last paragraph the narrator says, â€Å"At that moment I did not entirely dislike Mr. Kelada†. Has the narrator changed at all during the story? What are your feelings towards Mrs. Ramsay, Mr. Kelada and the narrator by the end of the story? 4. Why did Mr. Kelada decide to protect Mrs. Ramsay? What does this tell us about him? 5. What is Mrs. Ramsay’s reaction at the end of the story? Why is the name on the envelope written in â€Å"block letters†? How does this make you react to Mrs. Ramsay? Extra credit question (10 points) 6. What do cultured and real pearls symbolize in the story? Lesson 5 1. Look for and list the cultural differences between the narrator, Mr. Ramsay and Mr. Kelada. 2. Discuss cultural differences between you, as Israelis, and those seen in the characters. With whom do you feel closest? Why? 3. Why is the story told in the first person? What effect does it have on us, the readers? 4. The following are very British expressions. Find them in the text, and think of another way to say the same thing (in English). jolly glad – (EMT p. 175; ECB p. 35) ather – (EMT p. 175 ; ECB p. 35) chap – (EMT p. 177, ECB p. 38 ) fetch – (EMT p. 178 , ECB p. 38) rot – (EMT p. 179 , ECB p. 40) had been caught out – (EMT p. 180, ECB p. 41) retire – (EMT p. 180, ECB p. 41) 5. Find examples of sarcasm in the story. Final Assessment (Individual work) Choose ONE of the following 4 questions, and record your answer on a ta pe. Your answer must cover all of the aspects of the question, and show that you understood the story. It must last between 3 and 5 minutes. 1. Pretend that you are Mr. Kelada, and tell the story to your friend in Japan (from your – Mr. Kelada’s – point of view). 2. Answer the following questions orally: a. Why is the story told in the first person, and why aren’t we told the narrator’s name? b. Why did the narrator decide that he disliked Mr. Kelada even before he met him? What does this tell you about him? Do you think the writer was trying to say something about the British, in general? 3. Describe the 3 different stereotypes that the writer shows in this story. 4. Mr. Kelada / Mrs. Ramsay Why did Mr. Kelada decide to protect Mrs. Ramsay? What does this tell about him? What does Mrs. Ramsay do in return? What do you think about her reaction? Criteria for grade (according to oral bag. scales): show familiarity with the characters and the story discuss the questions fluently discuss the questions with a minimum of grammatical mistakes remain within the given time (1 1/2 – 3 minutes) Evaluation page for group work (Mr. Know All final activity) Name of group observer:__________________ Names of group members: ___________________________________________________________ If the answer is YES – put a check in the box. If it is NO – leave the box empty. In some cases, there may be more than one YES answer. I. Evaluation for answering the questions: 1. My group read, understood and followed the instructions. [ ] 2. My group decided together who would answer next- there was no real leader. [ ] 3. One person from my group decided to take charge (be the leader) , and organize the turns. [ ] 4. My group decided together on a leader, who organized the turns. [ ] 5. My group worked more efficiently / the same / less efficiently than they did in the first activity. Explain______________________________________________ _____________________________________________________ II. Evaluation for group discussion My group†¦ 1. . †¦ discussed the question in an organized manner, taking turns. [ ] 2. †¦ discussed the question in an unorganized manner – each person spoke when they felt that had something to say. [ ] 3. †¦ discussed the question in Hebrew. [ ] 4. †¦ discussed the question in English. [ ] 5. How did the group decide who would be the secretary [ ] ___________________________________________________ III. My group discussed the following questions: #1. Thoroughly / Superficially / Didn’t have enough time #2. Thoroughly / Superficially / Didn’t have enough time #3. Thoroughly / Superficially / Didn’t have enough time #4. Thoroughly / Superficially / Didn’t have enough time #5. Thoroughly / Superficially / Didn’t have enough time IV. Summary: yes no Do you feel that your group worked in an efficient manner? ? ? How could they have been more efficient? _______________________ __________________________________________________________ __________________________________________________________ Do you think they did this activity more efficiently than they did the first time? yes no ? Explain. ______________________________________________________ ______________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________ V. Your opinion I liked / didn’t like being the group evaluator. Wh y_______________________________________________________ I learned something / nothing about working in groups by being the evaluator. Please write anything else that you have to say here : How to cite Mr Know All, Essay examples

Mobile Development Platform PhoneGap

Question: Describe about PhoneGap. its structure, main purpose, main features, usability, configuration and main technical aspects? Answer: Purpose and structure: There are many different mobile development platforms used in the world currently such as iOS, Android, WindowsPhone, BlackberryOS, Tizen among others. One would need to master all of them in order to develop applications for all of these platforms. On top of this, some of these platforms have multitude of devices such as Android has more than 30 different companies that make use of their own version of Android platform. Developing applications for all of these platforms is a complicated and timeconsuming purpose. It may be possible for large corporations but for startups and small-to-medium scale enterprises having limited knowledge, background and fundin, this becomes a gargantuan task. Since all the mobile development platform have some elements in common such as the use of javascript and HTML, it becomes possible for a common solution to fill this gap. This is where PhoneGap comes into the picture. PhoneGap thus is a framework comprised of javacript libraries that one can use for all the major mobile platforms which use the same set of APIs for developers access to writing in Javacript for a web view. Usability In order to create an application using PhoneGap, a developer mus download the Cordova Sample code for he operating system on which he will be working. It has all the elements which one would need to develop a basic app including a full-screen web view. They can then edit the downloaded code in order to create native apps for the desired platform. One can also replace the sample HTML. The sample code has basic plugins to access camera, accelerometer among other things. If the developer needs to add additional functionality, handle conditions and have multiple screens then they can simply edit the native code. Entire application can be coded using simple HTML, CSS and Javascript language. Once the development has been done, the developer can package a home screen icon and PhoneGap will output an app which is ready to install on the desired platform. Features, Configuration and other technical aspects: They have two advanced level objectives they want to accomplish with PhoneGap They want to use the web as a top level platform for development The final objective that PhoneGap has to accomplish is to stop being in existence. At present applications developed on the PhoneGap can work with the following different hardwares Accelerometer Compass File Geolocation Network Notification Sounds, Alerts and Vibrations Camera Contacts Media Some of these may be unavailable in some platforms due to restrictions of either hardware or software. The elements of configuration which are given below are there in the advanced level config.xml file and these are sustained in all supported platforms of Cordova The applications identifier of the reverse-domain is given by the id element of the . The id number of the complete version of the software is given in the notifications that show major/minor patches The tag called widget may also contain features which specify the substitute versions like for Android OS, it is the version Code and for iOS, it is the CFBundleVersion. For more details, the section named Additional Versioning given below can be looked up The official name of the application is by the element and it will make an appearance in the home screen of the device and also in the interface of the application The metadata and the information for contacting a developer of the program can be found under the and elements. These two elements are present in the listings of the app-store In the advanced level directory of web assets, the free element of outlines the welcome page of the app. Index.html is the default description and it normally appears in the advanced level directory of the World Wide Web (www) The bunch of outside domains which are allowed by the app for communication purposes is shown under the elements of . The by-default value that is given above permits the app to access any server. For additional information, check the Domain Whitelist Guide. The tag labelled shows the different options a paired attribute of name/value. The name of each preference is case-sensitive. As given at the beginning of this page, various preferences are distinctive to some particular platforms. The section given below describes the preferences that are applicable to more than one specific platform. Validation and Deployment There are two types of deployment options, first one is native and second one is as a web app. In order to deploy as a web app which is supported by a web server is the easiest of all. One would need to open the correct URL in a browser. For native apps, that are installed on the system PhoneGap allows packaging the apps with the desired app packages. It needs to be signed using cryptographic methods to make it secure. Once this is done, a final application is ready to deployed on the chosen platform. They can even be submitted on the application stores such as Google playstore. While on Android one can install applications by simply transferring it via USB or wirelessly to the phone, on App store one can only install application via the default app store. This requires one to have an apple developer account separately and once the application is submitted to the appstore it may take upto a week to finally appear on the app store.

Technology Education, Software Piracy, and the L Essay Example For Students

Technology Education, Software Piracy, and the L Essay aw Exploratory Essays Research Papers Education, Software Piracy, and the Law Abstract This paper is intended as a primer for copyright law in the form of a short story. An elementary school teacher illegitimately copies a piece of software for educational purposes and is discovered. Issues such as the fair use doctrine, copyright law, and cyberlaw are covered. The analytical section provides a realistic legal defense for the fictional situation that drives the paper. We will write a custom essay on Technology Education, Software Piracy, and the L specifically for you for only $16.38 $13.9/page Order now My name is Jason Lee and I teach 6th grade mathematics at Hightstown Middle School in Hightstown, New Jersey. I cant say I particularly enjoy my job, but I still give it my best. I do enjoy spending time with my students, and any occasion when we can all laugh together is a good one. Most students who pass through school here will go on to work at low-income jobs for the rest of their lives. The few students who do seem to have potential for a bright future rarely achieve one. About five years ago, our school received a number of outdated computers and a small grant to install Internet access from the nearby Armand Hammer Corporation. We converted a classroom downstairs into our first-ever computer laboratory, and the kids couldnt get enough. Very few of them had used a computer before, and of those, few actually owned one. Even today, a lot of kids know what a computer is but lack basic knowledge about its use. Six months ago, one of our outstanding students, Jake Meyers, told me that he wanted to make websites for a living. I was enamored, and decided to help him as best as I could. We spent our after school hours for the next month learning HTML together. Jakes first website was about Pokemon cards, one of his many passions. Jake and I made a page for each of his favorite characters, found pictures of them on the Internet, and posted the site to a free server. His next idea was to create original pictures depicting battles between the Pokemon, but because our district could not afford any drawing software, we were unable to do it. When Jake began to feel discouraged, I resolved to get my hands on a professional quality program. My wife, who is a secretary at an advertising firm, was able to get a copy of Adobe Illustrator for me. I installed the program on one of the lab computers, and Jake and I once again spent hours designing his imaginary Pokemon haven. Unfortunately, the action came back to haunt me when one of my colleagues, Maureen Shea, dropped in on one of our sessions about two months ago. She asked if the school had finally allocated enough money to start upgrading the lab. I responded that no, I had borrowed the software from my wife and installed it on one computer. I didnt think much of telling Maureen, but she took the event more seriously than I imagined. As part of the hiring process, teachers are required to report any legal transgressions they observe. If the event had been ignored, Maureen was equally liable for the infraction. Acting on this fear, she reported the illegitimate software to the School Board. Within a week, I received a letter requesting a period of voluntary leave while the Board could investigate. In my initial testimony before the seven members, I related the exact story recounted here. Though they did not disagree with my actions from a practical standpoint, they asked me to prepare a legal defense. Apparently, they were legally bound to report the incident to Adobe, and I was to research copyright law for a possible hearing with the company. All of a sudden, I had a new project to work on. I spent most of my days in front of a computer in the basement after school hours. .u25f9610d4744018023216dc03c7afa45 , .u25f9610d4744018023216dc03c7afa45 .postImageUrl , .u25f9610d4744018023216dc03c7afa45 .centered-text-area { min-height: 80px; position: relative; } .u25f9610d4744018023216dc03c7afa45 , .u25f9610d4744018023216dc03c7afa45:hover , .u25f9610d4744018023216dc03c7afa45:visited , .u25f9610d4744018023216dc03c7afa45:active { border:0!important; } .u25f9610d4744018023216dc03c7afa45 .clearfix:after { content: ""; display: table; clear: both; } .u25f9610d4744018023216dc03c7afa45 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u25f9610d4744018023216dc03c7afa45:active , .u25f9610d4744018023216dc03c7afa45:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u25f9610d4744018023216dc03c7afa45 .centered-text-area { width: 100%; position: relative ; } .u25f9610d4744018023216dc03c7afa45 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u25f9610d4744018023216dc03c7afa45 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u25f9610d4744018023216dc03c7afa45 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u25f9610d4744018023216dc03c7afa45:hover .ctaButton { background-color: #34495E!important; } .u25f9610d4744018023216dc03c7afa45 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u25f9610d4744018023216dc03c7afa45 .u25f9610d4744018023216dc03c7afa45-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u25f9610d4744018023216dc03c7afa45:after { content: ""; display: block; clear: both; } READ: Vegetarianism Essay As for Jake, I only saw him once over the next two weeks; it seemed like I had let him down. There was nothing I could do, because I could not help him without first helping myself. After only a few minutes of research, .

And Then There Were None Themes Essays - And Then There Were None

And Then There Were None Themes Essays - And Then There Were None And Then There Were None Themes Trust, Deceit, & Immorality in And then There Were None And Then There Were None, a mystery novel by Agatha Christie, discusses matters of trust, deceit, and immorality. These two words and intertwined within each chapter, and they come to us in ways that do not meet the eye right away. They require a certain level of thought in order to be understood clearly. It which Agatha Christie hopes to bring out. Trust is a key element of life. We need to choose who we can confide and believe in. If the ten people on the island want to stay alive, they need to be aware of those who are truly loyal, but they need to choose wisely, for one out of the ten is a murderer. Everyone in the house has their suspicions. One of us... one of us... one of us. Three words, endlessly repeated, dining themselves hour after hour into receptive brains. (chapter 13, page 239) No matter what the circumstances are, they remain immutable about not trusting each other. Having no trust makes all of them a nervous wreck, making each of them more susceptible of being the next victim of murder. Having no trust only dings us a deeper hole to the inevitable, and when we trust the wrong person, the inevitable happens sooner than expected. Deceit, unfortunately, is also a part of life. Deceit inside And Then there Were None, however, is a part of death. Lombard and Vera face the facts when they appear to be the last ones alive on the island. So we know where we are dont we? ...This is the end. (chapter 16, page 297 & 298) Instead of being the nice man he seemed to be, he turned out to be a miscreant. Lombard fools a lot of people with his act of being paranoid of having the killer looking over his shoulder. It is his self that he needs to guard, and he is not doing a good job of that, because Vera kills him instead. Death comes about in many ways. Murder is one of them. This immorality is the basis of the whole entire book. One by one, each one of the ten people die by someone elses immoral actions. Even at the end of the book when Vera shoots Lumbard, she had committed a brutal crime. Yes, she was defending herself, but she still chooses to use her hands to take someone elses life. Immorality plagues society today deeply. We have twisted morals so much that the may think the most wrong action is OK. And Then There Were None is a book that applies lives ways in forms that come to us unconsciously. Trust is something that is so valuable to life, that if we dont have it, we can fail in something that matters greatly to us. Deceit and immorality are part of lives inauspicious human nature. These words intertwine each chapter just as they intertwine some of our own lives. We need to pick and choose which ones we want to eliminate. Bibliography and then there were none

Marketing Design and Innovation Dissertation Example | Topics and Well Written Essays - 3000 words - 1

Marketing Design and Innovation - Dissertation Example Influence of insurance on the business industry provides a clear indication of the significance and value to the global economy. With the emerging insurance sector worldwide, policy holders as well as investors are exposed to a wide range of products (Augustine & Chandrasekhar, n.d.). The insurance industry contributes to economic growth and national prosperity in multifarious ways. Insurance helps to strengthen the effectiveness and resilience of the economy by minimizing risk. It helps individuals by reducing the financial impact of unpredicted and unwelcome incidents, and helps them to perform their work activities as well as organize their lives with greater certainty. Risk-averse people are able to enjoy greater utility from their assets. Today almost every conceivable asset can be insured such as car, motorcycle, business, travel and others (Wahi & Et. Al., 2010). 2.0. Synthesis and Review of Literature 2.1. Stylistic Change towards Insurance The insurance industry is considere d to be one of the major segments for economic growth and development. In other words, perceived benefits compared to actual benefits are the backbone for marketing of insurance services. Over time, the insurance industry has found new and innovative ways for expansion. ... The regular dissolution of conventional social structure also increases the demand for insurance. In this growing competitive insurance sector â€Å"customer is the king†. For this reason, insurance products are designed and customized in such a way that they can be tailored to the changing style of customer tastes. Insurance products are developed by considering various demographical factors such as family status, gender, age, employment and income level (Kumar, 2008). To illustrate the critical importance of insurance, HDFC Standard Life has developed ‘Super’ series products for the diverse need segments. This series has developed to meet changing needs and preferences of customers across various life stages. For example, ‘HDFC Young Star Super’ product caters for those customers who wish to provide for their children’s education, and ‘HDFC Pension Super’ for those customers who plan for retirement and save for key milestones (HD FC Standard Life Insurance Company Limited, 2009). Another example is ‘Oman Life Insurance Company’ which introduced ‘Property Owner’s Association Package Insurance’, a new product in the UAE insurance industry. This product will provide multiple insurance coverage including ‘Property Insurance’, ‘Third Party Insurance’, ‘Office Bearer’s Liability Insurance’, ‘Fidelity Guarantee Insurance’ and ‘Machinery Breakdown Insurance’. Oman Insurance Company believes that this policy will provide coverage to all in a jointly developed property, for instance, residential tower, commercial offices and villa communities. Both owners and renters will benefit from this insurance product (Mesbah, 2010). 2.2. Changes in Customers’ Taste, Need and Fashion In the past, younger generation was not

DSS (Information-Technology) Essay Example | Topics and Well Written Essays - 1750 words

DSS (Information-Technology) - Essay Example DSS is usually designed as an interactive tool which receives input from the user end to compile, assist and guide in the decision making process. The reliability and accuracy of the DSS have been proved in various occasions (Shortliffe, 1987). This present research work deals with various applications of DSS in medical informatics. There is a growing interest in adopting decision support systems in health care. The application of information technology can improve the process quality by automation and minimizing errors drastically. It can rectify the problems associated with the existing technologies. A study was conducted to evaluate the impact of CDSS on the prescription costs (S.Troy McMullin et al 2004). The CDSS provides clinicians with adequate recommendations for the prescription process. The promotional activities of pharmaceutical companies influence the physicians in the drug prescription. They culminate in prescription of inappropriate drugs with high cost. These kinds of consequences can be overcome by the utilization of the automated systems since they provide guidelines based on preset facts and literature providing a cost effective solution. The CDSS WELLINX is one such example for this. The developed system guides the clinicians to choose a specific diagnosis and displays prescription relating to the condition. It works effectively in the decision making process cost effectively. DSS have been widely used and has also shown significant results in the patient outcomes. Studies carried out by shows CDSS improves quality of healthcare by providing accurate and timely diagnostic information. Once a system is derived taking into consideration all the requirements including the knowledge base it will prove good in the decision making process. Minimizing errors It was reported in a survey the prescribers had an error rate of 1.5%, a quarter of which may lead to serious effects (Dean B, 2002). Computerized systems for medicine or decision support system evolved as a result of repeated encountered errors; the UK and US government reformed the medical policy by depending on the information technological support and applications to minimize these errors. DSS improving decision quality In a study conducted (Vitali Sintchenko et al, 2004) on the impact of computerized decision support systems (CBSS) on antibiotic prescribing decisions, it was found CBSS improved the decision quality significantly. They graded the clinical impact score based on adoption rate and decision effectiveness and it was revealed from their work that DSS along with the microbiology report showed a high clinical impact score than the electronic guideline and electronic medical reports. Treatment guidelines Madhukar H. Trived et al, 2004 in his work describes the outlines the present use of computerized systems for implementing treatment guidelines and early use of a computerized decision support system for treating depression. It was found that the physicians'

Effect of the Internet on Global Cultures

Effect of the Internet on Global Cultures How has the spread of communications technology affected cultures around the world? Assess the extent to which the internet is a medium for western culture alone. Communications technology includes all electronic systems, such as telephones, telex, fax, radio, television, video, the internet and email that individuals and groups use to communicate with each other (BNET Business Directory, 2010). Culture involves a set of shared values, attitudes and beliefs. Cultures vary widely throughout the world, not just between countries but also within countries. Additionally, each broad culture contains ‘sub-cultures and these can include different religions or racial groups, as well as groups of people who simply share the same values, attitudes and beliefs such as in ‘youth sub culture. There is no doubt that modern-day, communications technology, and the consequent globalisation of the mass media, is helping to break down traditional cultural boundaries and creating what is commonly referred to as a ‘global culture. A global culture involves the spread of popular cultural icons, which often dilute or ride roughshod over local cultures threatening the vast cultural diversity in the world. A positive consequence of the inexorable advance of communications technology is that people around the world can become aware of, and share in, each others culture thus encouraging diversity and discouraging intolerance. Indeed, Nobel laureate Jean-Marie Gustave Le Clezio believes that if the communications technology in place today had existed at the time of Hitlers rise to power then his criminal plot may have been buried under the weight of worldwide, public ridicule and intolerance (Cooper A, 2009). A negative consequence of ‘globalisation is that Western, and predominantly American, culture has gradually imposed itself around the world, usually to the detriment of long-established, indigenous cultures. Jan Aart Scholte (2002), of Centre for the Study of Globalisation and Regionalisation at the University of Warwick goes further by suggesting that creeping globalisation is creating a consumer-centred, single world culture that is focussed on all things American and the English language. Also, for those analysts who are opposed to globalisation, this type of global culture is accused of slowly killing diversity and tolerance as well as eradicating traditional ways of life. The internet is now in the forefront of this worldwide infiltration of culture by communications technology with nearly 7 billion people, 26% of the worlds population, having access to this medium (internetworldstats.com, 2010). The use of personal computers is a phenomenon that has its roots in Western culture with its inherent concepts of democracy and the freedom of communication between individuals although it has often appeared that communications technology has been largely responsible for the destruction of cultural values of all kinds, and not just those in the West (Barton D.T. et al, 2009). The internet, and in particular Social Networking Sites (SNS), are becoming increasingly popular. The Facebook SNS, for example, has over 350 million members worldwide (Facebook, 2009) and the market research company, Nielsen Online, reported in March 2009 that the Twitter social networking site had increased its membership by an astonishing 1,689% from February 2008 to February 2009 (Whitworth, D. 2009). However, despite growth in Asia, the usage of such sites still remains largely in the Western world and predominantly in America (techcrunchies.com, 2009). Also, although penetration of the internet generally is far greater in Western cultures than elsewhere, the actual number of internet users is higher, at 51% of all users worldwide, in non Western cultures. Indeed, the highest per centage of users, 42.6% (738.2 million individuals), is concentrated in Asia (internetworldstats.com, 2010). In conclusion, it can be seen that the spread of communications technology has affected cultures around the world with particular concerns over the proliferation of western style culture at the expense of other ways of life. However, not all of the cultural outcomes have been negative as evidenced by the positive impact of communications technology on cultural diversity and tolerance. Also, the perception that the internet is a medium for Western culture is true in terms of penetration but not in terms of the numbers of actual users. In addition, the misconception that the global dissemination of information can be controlled, and thereby the impact of communications technology on cultures could, if desired, be mitigated is a mistaken one in the view of globalisation gurus David Held and Andrew McGrew: ‘Many national controls over information have become ineffective. People everywhere are exposed to the values of other cultures as never before (Held and McGrew, 2003. Page 17). Reference List Barton D.T., Pope, J.W., and Stratton, J., 2009. ‘Computers, Telecommunications and Western Culture. . Accessed 13.02.10. BNET Business Directory, 2010. ‘Definition for: Communication Technology. . Accessed 13.02.10 Cooper A, 2009. ‘The Role of Technology in Promoting Tolerance. . Accessed 13.02.10 Facebook, 2009. . Accessed 13.02.10 Held, D. and McGrew, A., 2003. ‘The global transformations reader: an introduction to the globalization debate. Polity Press, Cambridge, Page 17. internetworldstats.com, 2010. ‘World Internet Users and Population Stats. . Accessed 13.02.10 Scholte, J. A., 2002. ‘Globalization – A Critical Introduction, Macmillan Press Limited, London. Page 23. techcrunchies.com, 2009. ‘Reach of Social Networks among Internet Users in Asia Pacific. . Accessed 13.02.10 Whitworth, D. 2009. BBC Newsbeat website. ‘Twitter growth explodes in a year. . Accessed 13.02.10

Microbiology Lab Report

Page I – Cover sheet In the middle f the page give name and number of your microorganism In the right lower corner provide – your name – Lab section number (Biol 108-005) – Date submitted ( 4/18/2013) – the unknown tube # is 5 Page II table of result – This page will have your table of results include the following information – Name of the test – Medium used – Indicator used – your results Part III – All the test done As many pages as needed to do a complete job. n this section you are describing in detail all the tests that was done( all of the chemistry and biochemical reactions) – color change that indicates negative results with explanation which means the substrate, enzyme, products, media, indicator and negative and positive result – the enzyme that are needed for the reaction to take place – indicate what role of medium in the reaction is -what reagent is needed to identify the f inal product Part IV – discussion of Results -as many pages as needed to do a complete job this is the most important part of the report. Read com/chapter-8-microbial-genetics/">Chapter 8 Microbial Genetics Discuss in a logical and step by step how you concluded that you had a certain microorganism. If you had gram negative organism you need to explain which organisms were part of the study and how you eliminated three of them. – To convince your reader you need phrases like; – This negative result† suggested † that my organism is Proteus Vulgaris – this negative result â€Å"confirmed or Reaffirmed† that the organism is Proteus Vulgaris Part V (one page) significance of your particular organism: – Pathogenic, resident flora, or opportunist organism – Disease caused -Symptoms – Treatment – Other related information NOTE: Science writing is brief, concise and down to the point. Avoid long introductions and sentences this paper is due on the 18th which mean tomorrow at 7 am Thank you Please remember to separate each part separately also she accepts this formula too like: tryptophase Tryptoph———— 212;———— Indole Enzyme

The Cause of Dystopia in Animal Farm

In George Orwell’s Animal Farm, the humanistic characteristics in the animals led them from forming a utopia, to a dystopia. In the beginning of the novel, Old Major leads the animals in the song Beasts of England, encouraging a rebellion against Mr. Jones. After the revolution, the animals began to work towards their utopia, but they began to turn into what they despised, and their utopia began to fall apart. This book shows how human corruption completely destroys a government that is set up to serve the people. Orwell achieves this by giving each of the characters a different human quality. In Animal Farm the pigs symbolize politicians and the upper class. They lie, cheat and steal from the animals that they are supposed to serve; and they make promises that they know they can never keep. Napoleon and Squealer are the two main pigs who take over after Snowball is chased off of the farm. Squealer would constantly justify the horrible actions of Napoleon as for the betterment of the animals. Once after Napoleon took all the apples and milk for the pigs, Squealer says: â€Å"Comrades! † he cried. â€Å"You do not imagine, I hope, that we pigs are doing this in a spirit of selfishness and privilege? Many of us actually dislike milk and apples. I dislike them myself. Our sole object in taking these things is to preserve our health. Milk and apples (this has been proved by Science, comrades) contain substances absolutely necessary to the well-being of a pig. We pigs are brainworkers. The whole management and organization of this farm depend on us. Day and night we are watching over your welfare. It is for your sake that we drink that milk and eat those apples. † The selfishness and greed of the pigs not only makes them into what they hated the most, but it also caused to animals to lose their trust in them and to dislike them. Another group of animals in Animal Farm that show human qualities is Boxer and sheep. Boxer is a large and powerful horse to buys into animalism and works the hardest on the farm. He agreed with everything that Napoleon said, and his catchphrases were: â€Å"I will work harder† and â€Å"Napoleon is always right. † Boxer also saves the farm on multiple occasions, but in the end, Napoleon sold him to a glue factory to be killed. Boxer represents the working class, which is used by the government to its advantage, and then never cared for again. Boxer’s complete trust in the government led to his own misfortune. The sheep were totally gullible animals. The believed whatever they were told and repeated it. Boxer and the sheep represent individuals who whole-heartedly follow the government, no matter what. This quality leads to a dystopia because when the followed exactly what Napoleon described, they failed to realize that the government was no longer working for them as intended, but they for the government. Also in Animal Farm, Clover and Benjamin were two animals who were not as trusting of the government, but went along with it anyway. Clover also represents the working class, but she also had her own doubts about how Animalism was being run. Her deepest concerns are expressed after Napoleon’s executions: â€Å"As Clover looked down the hillside her eyes filled with tears. If she could have spoken her thoughts, it would have been to say that this was not what they had aimed at when they had set themselves years ago to work for the overthrow of the human race. These scenes of terror and slaughter were not what they had looked forward to on that night when old Major first stirred them to rebellion. Benjamin on the other hand, was entirely cynical of Animalism, because he knew that it would not work out. He was aware of the fact that life on the farm would go on just as it had, no matter who controlled the farm. These two animals represent two different ideas displayed by those who are under the jurisdiction of the government. Having two separate ideas can lead to dissention in the people, causing a dystopia. Finally in the end of the novel, it is seen that pigs taught themselves how to walk about on two feet, which is completely contradictory to their original ideology â€Å"Four legs good, two legs bad. In the last chapter of the book, it is said when the pigs had humans in the farmhouse for a meal, that â€Å"The creatures outside looked from pig to man, and from man to pig, and from pig to man again; but already it was impossible to say which was which. † The animals originally believed that it was the humans that caused them their dystopia, but in the end, it was the humanistic characters in the both the animals themselves and the humans as well that caused a dystopia.

World War I An Overview of 1915

With the outbreak of World War I in August 1914, large-scale fighting commenced between the Allies (Britain, France, and Russia) and the Central Powers (Germany, Austria-Hungary, and the Ottoman Empire). In the west, Germany sought to utilize the Schlieffen Plan which called for a swift victory over France so that troops could then be shifted east to fight Russia. Sweeping through neutral Belgian, the Germans had initial success until being halted in September at the  First Battle of the Marne. Following the battle, Allied forces and the Germans attempted several flanking maneuvers until the front extended from the English Channel to the Swiss frontier. Unable to achieve a breakthrough, both sides began digging in and constructing elaborate systems of trenches.   To the east, Germany won a stunning victory over the Russians at Tannenberg in late August 1914, while the Serbs threw back an Austrian invasion of their country. Though beaten by the Germans, the Russians won a key victory over the Austrians as the Battle of Galicia a few weeks later. As 1915 began and both sides realized that the conflict would not be swift, the combatants moved to enlarge their forces and shift their economies to a war footing. German Outlook in 1915 With the beginning of trench warfare on the Western Front, both sides began assessing their options for bringing the war to a successful conclusion. Overseeing German operations, Chief of the General Staff Erich von Falkenhayn preferred to focus on winning the war on the Western Front as he believed that a separate peace could be obtained with Russia if they were allowed to exit the conflict with some pride. This approach clashed with Generals Paul von Hindenburg and Erich Ludendorff who wished to deliver a decisive blow in the East. The heroes of Tannenberg, they were able to use their fame and political intrigue to influence the German leadership. As a result, the decision was made to focus on the Eastern Front in 1915. Allied Strategy In the Allied camp there was no such conflict. Both the British and French were eager to expel the Germans from the territory they had occupied in 1914. For the latter, it was both a matter of national pride and economic necessity as the occupied territory contained much of Frances industry and natural resources. Instead, the challenge faced by the Allies was the matter of where to attack. This choice was largely dictated by the terrain of the Western Front. In the south, the woods, rivers, and mountains precluded conducting a major offensive, while the sodden soil of coastal Flanders quickly turned into a quagmire during shelling. In the center, the highlands along the Aisne and Meuse Rivers too greatly favored the defender. As a result, the Allies focused their efforts on the chalklands along the Somme River in Artois and to the south in Champagne. These points were located on the edges of the deepest German penetration into France and successful attacks had the potential to cut off the enemy forces. In addition, breakthroughs at these points would sever German rail links east which would compel them to abandon their position in France (Map). Fighting Resumes While fighting had occurred through the winter, the British renewed the action in earnest on March 10, 1915, when they launched an offensive at Neuve Chapelle. Attacking in an effort to capture Aubers Ridge, British and Indian troops from Field Marshal Sir John Frenchs British Expeditionary Force (BEF) shattered the German lines and had some initial success. The advance soon broke down due to communication and supply issues and ridge was not taken. Subsequent German counterattacks contained the breakthrough and the battle ended on March 13. In the wake of the failure, French blamed the result on a lack of shells for his guns. This precipitated the Shell Crisis of 1915 which brought down Prime Minister H.H. Asquiths Liberal government and forced an overhaul of the munitions industry. Gas Over Ypres Though Germany had elected to follow an east-first approach, Falkenhayn began planning for an operation against Ypres to begin in April. Intended as a limited offensive, he sought to divert Allied attention from troop movements east, secure a more commanding position in Flanders, as well as to test a new weapon, poison gas. Though tear gas had been used against the Russians in January, the Second Battle of Ypres marked the debut of lethal chlorine gas. Around 5:00 PM on April 22, chlorine gas was released over a four-mile front. Striking a section line held by French territorial and colonial troops, it quickly killed around 6,000 men and forced the survivors to retreat. Advancing, the Germans made swift gains, but in the growing darkness they failed to exploit the breach. Forming a new defensive line, British and Canadian troops mounted a vigorous defensive over the next several days. While the Germans conducted additional gas attacks, Allied forces were able to implement improvised solutions to counter its effects. Fighting continued until May 25, but the Ypres salient held. Artois and Champagne Unlike the Germans, the Allies possessed no secret weapon when they began their next offensive in May. Striking at the German lines in Artois on May 9, the British sought to take Aubers Ridge. A few days later, the French entered the fray to the south in an effort to secure Vimy Ridge. Dubbed the Second Battle of Artois, the British were stopped dead, while the General Philippe Pà ©tains XXXIII Corps succeeded in reaching the crest of Vimy Ridge. Despite Pà ©tains success, the French lost the ridge to determined German counterattacks before their reserves could arrive. Marshal Joseph Joffre. Photograph Source: Public Domain Reorganizing during the summer as additional troops became available, the British soon took over the front as far south as the Somme. As troops were shifted, General Joseph Joffre, the overall French commander, sought to renew the offensive in Artois during the fall along with an assault in Champagne. Recognizing the obvious signs of impending attack, the Germans spent the summer strengthening their trench system, ultimately constructing a line of supporting fortifications three miles deep. Opening the Third Battle of Artois on September 25, British forces attacked at Loos while the French assaulted Souchez. In both cases, the attack was preceded by a gas attack with mixed results. While the British made initial gains, they were soon forced back as communication and supply problems emerged. A second attack the next day was bloodily repulsed. When the fighting subsided three weeks later, over 41,000 British troops had been killed or wounded for the gain of a narrow two-mile deep salient. To the south, the French Second and Fourth Army attacked along a twenty-mile front in Champagne on September 25. Meeting stiff resistance, Joffres men gallantly attacked for over a month. Ending in early November, the offensive at no point had gained more than two miles, but the French lost 143,567 killed and wounded. With 1915 coming to a close, the Allies had been bled badly and had showed that they had learned little about attacking trenches while the Germans had become masters at defending them. The War at Sea A contributing factor the pre-war tensions, the results of the naval race between Britain and Germany were now put to the test. Superior in numbers to the German High Seas Fleet, the Royal Navy opened the fighting with a raid on the German coast on August 28, 1914. The resulting Battle of Heligoland Bight was a British victory. While neither sides battleships were involved, the fight led Kaiser Wilhelm II to order the navy to hold itself back and avoid actions which can lead to greater losses. Off the west coast of South America, German fortunes were better as Admiral Graf Maximilian von Spees small German East Asiatic Squadron inflicted a severe defeat on a British force at the Battle of Coronel on November 1. Touching off a panic at the Admiralty, Coronel was the worst British defeat at sea in a century. Dispatching a powerful force south, the Royal Navy crushed Spee at the Battle of the Falklands a few weeks later. In January 1915, the British utilized radio intercepts to learn about an intended German raid on the fishing fleet at Dogger Bank. Sailing south, Vice Admiral David Beatty intended to cut off and destroy the Germans. Spotting the British on January 24, the Germans fled for home, but lost an armored cruiser in the process. Blockade and U-boats With the Grand Fleet based at Scapa Flow in the Orkney Islands, the Royal Navy imposed a tight blockade on the North Sea to halt trade to Germany. Though of dubious legality, Britain mined large tracts of the North Sea and stopped neutral vessels. Unwilling to risk the High Seas Fleet in battle with the British, the Germans began a program of submarine warfare using U-boats. Having scored some early successes against obsolete British warships, the U-boats were turned against merchant shipping with the goal of starving Britain into submission. While early submarine attacks required the U-boat to surface and give warning before firing, the Kaiserliche Marine (German Navy) slowly moved to a shoot without warning policy. This was initially resisted by Chancellor Theobald von Bethmann Hollweg who feared that it would antagonize neutrals such as the United States. In February 1915, Germany declared the waters around the British Isles to be a war zone and announced that any vessel in the area would be sunk without warning. German U-boats hunted throughout the spring until U-20 torpedoed the liner RMS Lusitania off the south coast of Ireland on May 7, 1915. Killing 1,198 people, including 128 Americans, the sinking ignited international outrage. Coupled with the sinking of RMS Arabic in August, the sinking of Lusitania led to intense pressure from the United States to discontinue what had become known as unrestricted submarine warfare. On August 28, Germany, unwilling to risk war with the United States, announced that passenger ships would no longer be attacked without warning. Death From Above While new tactics and approaches were being tested at sea, an entirely new military branch was coming into existence in the air. The advent of military aviation in the years prior to the war offered both sides the opportunity to conduct extensive aerial reconnaissance and mapping over the front. While the Allies initially dominated the skies, the German development of a working synchronization gear, which allowed a machine gun to safely fire through the arc of the propeller, quickly changed the equation. Synchronization gear-equipped Fokker E.Is appeared over the front in the summer of 1915. Sweeping aside Allied aircraft, they initiated the Fokker Scourge which gave the Germans command of the air on the Western Front. Flown by early aces such as Max Immelmann and Oswald Boelcke, the E.I dominated the skies into 1916. Quickly moving to catch up, the Allies introduced a new set of fighters, including the Nieuport 11 and Airco DH.2. These aircraft allowed them to regain air superiority prior to the great battles of 1916. For the remainder of the war, both sides continued to develop more advanced aircraft and famous aces, such as Manfred von Richthofen, The Red Baron, became pop icons. The War on the Eastern Front While the war in the West remained largely stalemated, the fighting in the East retained a degree of fluidity. Though Falkenhayn had advocated against it, Hindenburg and Ludendorff began planning an offensive against the Russian Tenth Army in the area of the Masurian Lakes. This attack would be supported by Austro-Hungarian offensives in the south with the goal of retaking Lemberg and relieving the besieged garrison at Przemysl. Relatively isolated in the eastern part of East Prussia, General Thadeus von Sievers Tenth Army had not be been reinforced and was forced to rely on General Pavel Plehves Twelfth Army, then forming to the south, for aid. Opening the Second Battle of the Masurian Lakes (Winter Battle in Masuria) on February 9, the Germans made quick gains against the Russians. Under heavy pressure, the Russians were soon threatened with encirclement. While most of the Tenth Army fell back, Lieutenant General Pavel Bulgakovs XX Corps was encircled in the Augustow Forest and forced to surrender on February 21. Though lost, XX Corps stand allowed the Russians to form a new defensive line further east. The next day, Plehves Twelfth Army counterattacked, halting the Germans and ending the battle (Map). In the south, the Austrian offensives proved largely ineffective and Przemysl surrendered on March 18. The Gorlice-Tarnow Offensive Having sustained heavy losses in 1914 and early 1915, the Austrian forces were increasingly supported and led by their German allies. On the other side, the Russians were suffering from severe shortages of rifles, shells, and other war materials as their industrial base slowly retooled for war. With the success in the north, Falkenhayn began planning for an offensive in Galicia. Spearheaded by General August von Mackensens Eleventh Army and the Austrian Fourth Army, the attack commenced on May 1 along a narrow front between Gorlice and Tarnow. Striking a weak point in the Russian lines, Mackensens troops shattered the enemy position and drove deep into their rear. By May 4, Mackensens troops had reached open country causing the entire Russian position in the center of the front to collapse (Map). As the Russians fell back, German and Austrian troops moved forward reaching Przemysl on May 13 and taking Warsaw on August 4. Though Ludendorff repeatedly requested permission to launch a pincer attack from the north, Falkenhayn refused as the advance continued. By early September, the Russian frontier fortresses at Kovno, Novogeorgievsk, Brest-Litovsk, and Grodno had fallen. Trading space for time, the Russian retreat ended in mid-September as the fall rains began and German supply lines became over-extended. Though a severe defeat, Gorlice-Tarnow greatly shortened the Russians front and their army remained a coherent fighting force. A New Partner Joins the Fray With the outbreak of the war in 1914, Italy elected to remain neutral despite being a signatory of the Triple Alliance with Germany and Austria-Hungary. Though pressed by its allies, Italy argued that the alliance was defensive in nature and that since Austria-Hungary was the aggressor it did not apply. As a result, both sides actively began courting Italy. While Austria-Hungary offered French Tunisia if Italy remained neutral, the Allies indicated they would allow the Italians to take land in the Trentino and Dalmatia if they entered the war. Electing to take the latter offer, the Italians concluded the Treaty of London in April 1915, and declared war on Austria-Hungary the following month. They would declare war on Germany the following year. Italian Offensives Due to the alpine terrain along the frontier, Italy was limited to attacking Austria-Hungary through the mountain passes of the Trentino or through the Isonzo River valley in the east. In both cases, any advance would require moving over difficult terrain. As Italys army was poorly equipped and under-trained, either approach was problematic. Electing to open hostilities through the Isonzo, the unpopular Field Marshal Luigi Cadorna hoped to cut through the mountains to reach the Austrian heartland. Already fighting a two-front war against Russia and Serbia, the Austrians scraped together seven divisions to hold the frontier. Though outnumbered more than 2 to 1, they repelled Cadornas frontal attacks during the First Battle of the Isonzo from June 23 to July 7. Despite severe losses, Cadorna launched three more offensives during 1915, all of which failed. As the situation on the Russian front improved, the Austrians were able to reinforce the Isonzo front, effectively eliminating the Italian threat (Map).