Innovation and Development Essay Example | Topics and Well Written Essays - 3000 words

Innovation and Development - Essay Example But there are many obstacles to a real climate of development in those countries. One big issue is political corruption. This is one of the most difficult problems that need to be overcome for the developing countries to find a way out into higher levels of socioeconomic development. The United Nations through some of its institutions studies closely all the issues related to development and poverty reduction. Innovation policies will indeed help any developing country to find an appropriate climate for competition that can produce structural changes in favour of a real enhancement of the socioeconomic development. "According to World Development Report 1998 (WDR) in addition to taking advantage of the large global stock of knowledge, the developing countries should develop the capability to create knowledge at home. It also acknowledges that 'some types of knowledge must be built from the ground up'. This capability to create knowledge at home must encompass not only strategies to develop knowledge locally but also policies and mechanisms that will eventually enhance the capability of the nation to absorb knowledge. Together these would constitute public innovation policies in the developing-country context." As we can see from these assertions, innovation policies are necessary in order for the developing countries to adapt themselves to this new knowledge society in which the globalization process is a reality in every corner of the planet. Dr. Mani (2003) speaks about the market shortcomings in the following terms: "Further the recent Human Development Report 2001 of the UNDP also states that the market is a powerful engine of technological progress, but it is not powerful enough to create and diffuse technologies needed to eradicate poverty. Even in the network age, domestic policy still matters. All the countries, even the poorest, need to implement policies that encourage innovation, access and the development of advanced skills." Once again the need for innovation policies seems to be a priority in this new scenario of global restructuring among all the nations with a transition period from an industrial-manufacturing society to a knowledge society. But there is a very common problem in most of the developing countries regarding the lack of innovation policies or even the awareness of their existence as a tool that can increase the competitive advantage of any enterprise in any market leading to sustainable development thanks to the power of innovation. Dr. Mani (2003) addresses this problem as follows: "Most developing countries do not have a policy on innovation, as it is generally believed that developing countries do not engage in any innovative effort at all. At best they are expected to undertake incremental innovations, which are basically the adaptation of imported technologies to local conditions. But the recent growth experience of some of the developing countries and especially those from East Asia shows that they have become generators of new technologies." We have South Korea and Singapore as relevant

The voltage in will change Essay Example for Free

The voltage in will change Essay Aim: I am going to carry out an investigation to find how the resistance of Resistor 1 affects the output voltage of a potential divider circuit There are several different factors that can affect the voltage out, when the resistance of Resistor 1 is changed. List of key factors 1. Voltage in 2. Voltage out 3. Resistor 1 I have chosen resistor 1 because, it is an advanced experiment, and will give me much to investigate/analyse and so I shall choose this variable. And I will be able to see just how the resistance affects the Voltage out (Vout. ) 4. Resistor 2 5. Resistor 1 and 2 6. Length of the wire 7. Type of wire. 8. Ammeter (The equipment used to measure the voltage) 9. Voltmeter 10. Digital multi-meter 11. Material of wire 12. Cross section of wire These factors if not controlled can affect the experiment and give me false data. The other factors must be controlled to make sure that I am measuring the affects of the correct (input variable) that I have chosen, (in this case the resistance of resistor 1. ) These factors are known as the control variables and they give you something to compare your results with, (and make your experiment repeatable, as you will have kept the conditions for your experiment the same. ) The output variable is the variable that will change due to the input variable in this case the Voltage out. (The other factors are mainly kept the same for accuracy. ) In my experiment I will be using a potential divider circuit (A circuit diagram of two fixed resistors in series. They can be used to split the voltage of a circuit) to find out how changing the resistance of Resistor 1 affects the total output voltage of a potential divider circuit. I will take all possible variables into consideration and I will try to make this experiment one which will create reliable and as accurate results. The experiment will be carried out in the school science lab where I will record the results and then conclude my experiment to prove whether my hypothesis correct or false. I predict that, when the resistance for Resistor 1 is increased the voltage out (Vout) will decrease. I know this because, the more atoms and electrons there are in a wire, the harder it is for the electrons (the current) to get past the atoms (the resistance) and around the circuit to the positive end. Diagram of an atom The nucleus of an atom consists of neutrons (neutral) and protons (positively charged), which are in a fixed stationary position. The electrons (negatively charged) on the outer shells however can move freely at high speeds. What is current? A metal wire is made of metal atoms; most metal atoms have one or two electrons in their outer energy level. When there is no conducted electricity present, the electrons will and can move freely in any direction. (Diagram of a metal compound, electrons moving freely, purple: electrons. Green: atoms) Delocalised electrons are spread across more than one atom. Electrons in materials are usually bound to one atom. Atoms are held together by the interactions of the charges on different atoms. In some cases, electrons can be shared between atoms, and are then called delocalised. The electrons will randomly move around the whole molecule structure and we end up with a regular lattice of metal atoms in a â€Å"sea of negatively charged electrons. † When electricity is introduced however the negatively charged electrons will instantly begin to move through the wire in the same direction (towards the positively charged end) this is an electric current, a current is the flow of charge in a wire or the movement of the negatively charged electrons through the wire. The electrons move like this because of the voltage (energy/ power) which â€Å"pushes† the current around the circuit. The energy is transferred from the power pack to the electrons that will equally share and give out the energy to each component in the circuit. By the time the electron has reached the end of the circuit it will have lost all the energy it will have in gained at the start (energy will be lost through components and resistance. ) Resistance is the opposition that the electrons will experience while flowing through the wire. An electron travelling through the wires encounters resistance. An electron does not travel in a direct route; instead it adopts a zigzag path due to the countless collisions with the atoms in the conducting material. When electrons move against the resistance, friction is generated. The friction produced by electrons flowing against the resistance will cause the wire to heat. (The hotter the wire, the higher the resistance. ) Resistance depends on the material, cross section and length. Resistance limits the amount of current flowing through the circuit for a given voltage of the power supply. For a circuit to work there must be no breaks, if there is a break then everything stops. An electric charge must also go all the way round the circuit. When a wire heats up they will act differently and a blockage will be made. This is a sign of Resistance. I have chosen to keep the voltage at 12 volts as this is the highest number of volts possible on the power pack. Using a higher voltage In, means that I will get higher results for Vout. I will also be able to record them in numbers that are easy to handle and work with, and a more significant range. Even though I have chosen my voltage to stay at stay 12 volts due to the power packs being not completely accurate, the voltage In will, change because I will be purposefully changing the resistance of the circuit. Everything in a circuit is not mutually exclusive; when one factor is changed every other factor will also change, as they are all interlinked and dependent on each other. As I know that the Voltage In will change, I will make sure that every time I test the resistance of the circuit I will also check the voltage of the circuit and record the result for that down too.

Technology :: Technology Research

Technology is a broad concept that deals with a species' usage and knowledge of tools and crafts, and how it affects a species' ability to control and adapt to its environment. In human society, it is a consequence of science and engineering, although several technological advances predate the two concepts. Technology is a term with origins in the Greek "technologia", "Ï„Î µÃâ€¡ÃŽ ½ÃŽ ¿ÃŽ »ÃŽ ¿ÃŽ ³ÃŽ ¯ÃŽ ±" — "techne", "Ï„Î ­Ãâ€¡ÃŽ ½ÃŽ ·" ("craft") and "logia", "ÃŽ »ÃŽ ¿ÃŽ ³ÃŽ ¯ÃŽ ±" ("saying").[1] However, a strict definition is elusive; "technology" can refer to material objects of use to humanity, such as machines, hardware or utensils, but can also encompass broader themes, including systems, methods of organization, and techniques. The term can either be applied generally or to specific areas: examples include "construction technology", "medical technology", or "state-of-the-art technology". The human race's use of technology began with the conversion of natural resources into simple tools. The prehistorical discovery of the ability to control fire increased the available sources of food and the invention of the wheel helped humans in travelling in and controlling their environment. Recent technological developments, including the printing press, the telephone, and the Internet, have lessened physical barriers to communication and allowed humans to interact on a global scale. However, not all technology has been used for peaceful purposes; the development of weapons of ever-increasing destructive power has progressed throughout history, from clubs to nuclear weapons. Technology has affected society and its surroundings in a number of ways. In many societies, technology has helped develop more advanced economies (including today's global economy) and has allowed the rise of a leisure class. Many technological processes produce unwanted by-products, known as pollution, and deplete natural resources, to the detriment of the Earth and its environment. Various implementations of technology influence the values of a society and new technology often raises new ethical questions. Examples include the rise of the notion of efficiency in terms of human productivity, a term originally applied only to machines, and the challenge of traditional norms. Philosophical debates have arisen over the present and future use of technology in society, with disagreements over whether technology improves the human condition or worsens it. Neo-Luddism, anarcho-primitivism, and similar movements criticise the pervasiveness of technology in the modern world, claiming that it harms the environment and alienates people; proponents of ideologies such as transhumanism and techno-progressivism view continued technological progress as beneficial to society and the human condition. Indeed, until recently, it was believed that the development of technology was restricted only to human beings, but recent scientific studies indicate that other primates and certain dolphin communities have developed simple tools and learned to pass their knowledge to other generations.

Internal and External Constraints Facing Venetian Ices Ltd Essay

Constraints are laws, which the company must abide by. There are two different types of constraints; these are internal and external constraints. Internal constraints are those that the company controls their selves such as: * Availability of finance * Existing company policy * Peoples behaviour External constraints are decisions that are made outside the company’s control such as: * Government and EC legislation * Competitors behaviour * Lack of technology * The economic environment The internal constraints facing Venetian ices include: 1.Equipment Venetian Ices need equipment in order to produce their goods and also keep the ice cream frozen. So obviously they will need equipment such as freezers (to store the ice cream), new ice cream making machines in order to produce the ice cream for the customers. They will also need a mobile van, so that customers could get ice cream in different areas. Another equipment that Venetian Ices could have is packaging, this will be for customers who would want to buy a whole tub of ice cream from them. There are some problems, which may occur when replacement or extra equipment is needed. Venetian ices could in fact find themselves in a position where they are unable to afford the equipment that they would want available to them. In the case of additional equipment there may not be enough room on the sight of enough employees to operate all the machinery. 2. Financing the development of a Franchisee operation Venetian Ices must provide finance to their franchisees in order to get them started and set up in the business world. Venetian Ices can get their finance from a number of places and ways. The first is retained profit, but that can possible prove difficult for them, as small companies such as themselves only tend to make a small profit. They can also get their finance from selling as much ice cream as they possibly can. Venetian ices would have to buy all the equipment and premised that they would require when they are setting up a business up and also paying all of the workers in their franchisee. This means that when a new franchisee joins at first Venetian Ices have to spend a lot of capital and get little back in return. 3. Staffing for Increased Production Output By increasing the number of staff it would increase the output of the company, but this will mean having to pay out more money in order to pay their new employees. Also they may have a problem with the size of the premises. There could be a problem with the amount of people allowed to work in the building, if there isn’t enough room for everyone they would have to employ less people then they would like. Some External constraints that may affect Venetian Ices include: 1.Raising finance How much finance Venetian Ices can raise depends a lot on the public who purchase ice cream from them and also investors who decide to invest money in the company. This could cause a problem though because in winter ice cream is less popular and a whole lot less people would come and purchase ice cream during the cold period. This could therefore mean investors will not want to invest in an ice cream company, which for part of the reason will not raise much finance. 2. Planning Permission If Venetian Ices decided they wanted to expand their premises or decide to build new premises for their company, they would require planning permission from the local council or the government. If Venetian Ices did decide to go ahead with an extension or the building of a new building without a contract from the authorities then they could be taken to court and forced to abandon work on their new premises completely. 3. Franchising Venetian Ices do not have complete control over its franchisees, as the franchiser does not always check them on. This can mean that franchisees may run the business against the company policy and use different and methods. For example if the franchisee trains the staff in how to recruit then the staff must do exactly as they are told to, if they recruit people in a different way or people who Venetian Ices don’t want. This could lead to the company having a bad reputation. 4. Law Venetian Ices must follow and work by all the laws. There has being laws set about methods of employment, training, European regulations and also food which would defiantly apply to Venetian Ices. These laws can be checked often by government inspectors. 5. Tourism Tourism is a big market for Venetian Ices as they make up a large percentage of customers in some areas where there are mobile and ice cream parlours. Tourist also often purchases goods on impulse. However, Venetian Ices cannot insure that the number of tourists in a certain area will remain the same all the time. 6. Foot and Mouth Disease Another outbreak of foot and mouth can cause serious problems for Venetian Ices. Foot and Mouth affect cows, which Venetian ices, depends on for its main ingredient, which is milk. Another foot and mouth epidemic breaking out would make it hard obtaining the milk and also getting it transported as certain areas of the countryside would be shut off, therefore making transportation hard. Foot and mouth can also cause tourism to drop in certain areas and possibly even close. This would lead Venetian Ices in an awful position in them areas affected by foot and mouth. There could possibly be people who would want to stay away from the ice cream due to foot and mouth.

Chemical Studies Essay

a) The teller at the bank with brown hair and brown eyes and is taller than the other tellers. b) I caught four fish at the seven o’clock in the morning but didn’t catch any at noon. c) The salaries at Smith and Company are based on the number of sales and Billy makes 3,000 dollars more than Joe. d) When Sally eats healthy foods and exercises regularly, her blood pressure is lower than when she does not exercise and eats fatty foods. e) The Italian restaurant across the street closes at 9 pm but the one two blocks away closes at 10 pm. f) Bob bought a new blue shirt with a golf club on the back for twenty dollars. g)For the past two days the clouds have come out at 3 pm and it has started raining at 3:15 pm. h)George did not sleep at all last night because he was up finishing his pape i) Ice cream melts faster on a warm summer day than on a cold winter day. ) The teller at the bank with brown hair and brown eyes and is taller than the other tellers. – it can be tested by considering other tellers height. b) I caught four fish at the seven o’clock in the morning but didn’t catch any at noon. – in this case the work is already done and believing it is the only way. We cannot do any test as the results may vary. c) The salaries at Smith and Company are based on the number of sales and Billy makes 3,000 dollars more than Joe. – it can be tested by calculating the sales and salaries of both Billy and Joe. d) When Sally eats healthy foods and exercises regularly, her blood pressure is lower than when she does not exercise and eats fatty foods.- yes, it is testable, by having medical records of Sally. e) The Italian restaurant across the street closes at 9 pm but the one two blocks away closes at 10 pm.- it can be tested by observing the closure time of both restaurants for a period of time. g)For the past two days the clouds have come out at 3 pm and it has started raining at 3:15 pm. – it cannot be tested as clouds wont come at the same time daily. h)George did not sleep at all last night because he was up finishing his paper- it is not testable because, writing paper is not the sole source of not sleeping. Other thinngs can also effect. i) Ice cream melts faster on a warm summer day than on a cold winter day. – not testable because, in cold winter also ice cream melts if temperature is warm.

Technology Has Changed the Live of Teen Agers Essay Example

Technology Has Changed the Live of Teen Agers Essay Example Technology Has Changed the Live of Teen Agers Essay Technology Has Changed the Live of Teen Agers Essay DOI: 10. 1111/j. 1464-5491. 2006. 01868. x Glycaemic control Review Article 23 0742-3071Publishing, alcohol Diabetic Medicine and2006 consumption D. Ismail et al. DME UK Oxford, article Blackwell Publishing Ltd Social consumption of alcohol in adolescents with Type 1 diabetes is associated with increased glucose lability, but not hypoglycaemia D. Ismail, R. Gebert, P. J. Vuillermin, L. Fraser*, C. M. McDonnell, S. M. Donath†  and F. J. Cameron Abstract Department of Endocrinology and Diabetes, Royal Children’s Hospital, Melbourne, *Wimmera Base Hospital*, Horsham and † Clinical Epidemiology and Biostatistics Unit, Royal Children’s Hospital, Melbourne, Australia Accepted 10 June 2005 Aims To determine the effects of social consumption of alcohol by diabetic adolescents on glycaemic control. Methods Fourteen (five male) patients aged 16 years were recruited from the diabetes clinic at the Royal Children’s Hospital. The continuous glucose monitoring system (CGMS) was attached at a weekend when alcohol consumption was planned for one night only. For each patient, the 12-h period from 18. 00 h to 06. 00 h for the night with alcohol consumption (study period) was compared with the same period with non-alcohol consumption (control period) either 24 h before or after the alcohol study night. Thus, each subject was his /her own control. Glycaemic outcomes calculated from continuous glucose monitoring included mean blood glucose (MBG), percentage of time spent at low glucose levels (CGMS 4. 0 mmol/l), normal glucose levels (CGMS 4. 0–10. 0 mmol/ l) and high glucose levels ( 10. mmol/ l) and continuous overall net glycaemic action (CONGA). Results The mean number of standard alcohol drinks consumed during the study period was 9. 0 for males and 6. 3 for females. There was no difference in percentage of time at high and normal glucose levels in the study and control periods. During the control period, there was a higher percentage of time with low glucose levels compared with the study period (P 0. 05). There was an increas ed level of glycaemic variation during the study time when compared with the control period. Conclusions In an uncontrolled, social context, moderately heavy alcohol consumption by adolescents with Type 1 diabetes appears to be associated with increased glycaemic variation, but not with low glucose levels. Diabet. Med. 23, 830–833 (2006) Keywords adolescence, alcohol, glycaemic control Abbreviations CGMS, continuous glucose monitoring system; CONGA, continuous overall net glycaemic action; MBG, mean blood glucose; RCH, Royal Children’s Hospital Introduction Adolescents with Type 1 diabetes frequently engage in risk-taking activities [1]. Amongst these activities is the social Correspondence to: Dr Fergus Cameron, Deputy Director, Department of Endocrinology and Diabetes, Royal Children’s Hospital, Flemington Road, Parkville, Victoria 3052, Australia. E-mail: fergus. [emailprotected] org. au consumption of alcohol, frequently as underage drinkers [2]. Whilst the effects of alcohol consumption upon glycaemia have been well described in a controlled setting [3– 6], little is known about the impact on glucose levels of alcohol consumption by adolescents within an ambulant, social context. The purpose of this project was to utilize continuous glucose monitoring to study the impact of social alcohol consumption on glycaemic control in a group of alcohol-using adolescents.  © 2006 The Authors. 830 Journal compilation  © 2006 Diabetes UK. Diabetic Medicine, 23, 830–833 Review article 831 Patients and methods This study was approved by the Human Ethics Research Committee of the Royal Children’s Hospital (RCH). That approval was contingent upon the fact that the investigators should not be seen to encourage underage drinking in adolescents. Consequently, we only approached adolescents who we knew were drinking socially and, despite our previous counselling, elected to continue to drink alcohol on a semi-regular basis. We recruited 22 adolescents with Type 1 diabetes from the RCH diabetes clinic. The adolescents were considered eligible only if 16 years old and parental/patient consent was obtained. HbA 1c (Bayer DCA 2000 immunoagglutination method, Calabria, Barcelona, Spain) was measured, and diabetes duration and insulin doses were recorded. The MiniMed continuous glucose monitoring system (CGMS) was attached to the study patients over a weekend period. Patients were required to have an alcohol-free period for at least 24 continuous hours during the weekend trace period. A diary was kept of activities during the trace period (insulin injections, meal, snacks, dancing, alcohol consumption, sport). There was no change in insulin doses between study and control periods. In the evening when alcohol was consumed, patients were asked to recall how many and what type of drinks were consumed and how inebriated they became. Patients recall of alcohol consumption was converted to ‘standard drinks’ (one standard drink contains the equivalent of 12. ml 100% alcohol) using The Australian Alcohol Guidelines [7]. CGMS data was recorded between 18. 00 and 06. 00 h on the evening when alcohol was consumed (the study period) and between 18. 00 and 06. 00 h on the evening when no alcohol was consumed (the control period). CGMS data were only analysed if there had been regular calibrations with intermittent capillary blood glucose readings at a maximum of 8-h intervals. Each CGMS trace was qualitatively and quantitatively analysed using mean glucose values, per cent time in glycaemic ranges and ontinuous overlapping net glycaemic action (CONGA) [8]. CONGA values were calculated to assess glycaemic variation over 1-, 2- and 4-h intervals. Low glucose values were defined as CGMS values 4 mmol/ l, normal glucose values when CGMS values were 4– 10 mmo/ l and high glucose values when CGMS values were 10 mmol/ l. Each patient acted as their own control with study periods and control periods being compared. Inter-individual values were grouped for comparison. Differences between study and control periods were analysed using paired t-tests. Analyses were done in Stata [9]. ales and nine females. The mean age was 18. 5 years (range: 17. 4 – 19. 5). The mean duration of diabetes was 9. 4 years (range: 3 – 16. 3). Six of our subjects took four insulin injections per day and eight took two injections daily . The mean insulin dose was 1. 1 units /kg/day (range: 0. 7 –1. 8), and the mean HbA1c was 9. 6% (range: 8. 2 – 10. 8). Activities during the study period Thirteen subjects had dinner before drinking and only one subject did not consume any food before going out. Three subjects ‘danced a lot’ and six subjects went dancing but did not dance a lot. Ten subjects had something to eat after drinking. Alcohol consumption during the study period The mean number of alcohol drinks consumed on the study night was 9. 0 (range 3–16) for males and 6. 3 (range 3–14) for females. All the females consumed pre-mixed sweetened alcohol drinks (5% alcohol), with only one consuming beer and one consuming wine. Four of the males consumed mixed spirits, one mixed spirits and beer and one beer only. Forty per cent of the males had more than seven standard drinks during the study and 67% of the females had more than five drinks. In total, 80% of the subjects had pre-mixed sweetened alcohol drinks at some point during the study period. Forty-three per cent of the subjects reported that they became inebriated and 14. 3% consumed alcohol to the point where they became physically sick. None of the subjects lost consciousness or took recreational drugs during the study period. Comparative CGMS data between study and control periods Results Patients There was no significant difference between the overall mean glucose levels of patients when comparing study and control periods (Table 1; P = 0. 43). Similarly, there were no significant differences in the amount of time spent with either normal or high glucose values between study and control periods (Table 1). A larger proportion of time was spent with low glucose values during the control period when compared with the study period (1. 9 vs. 16. 8%, P = 0. 03). A significantly larger degree of glycaemic variation was seen in the CONGA values in the study period when compared with the control period (Table 1). The difference in CONGA values were consistent and independent of whether glycaemic variation was assessed over 1-, 2- or 4-h intervals. Of the 22 subjects recruited, eight were excluded because their CGMS traces did not have sufficiently frequent calibration points with intermittent capillary measures of blood glucose. Of the 14 subjects remaining, we were able to obtain study period data on 14 patients and matched control period data on only 12 patients. The study period occurred on the night prior to the control period in nine subjects. There were five Discussion It has long been recognized that a prohibitionist approach is usually ineffective when counselling adolescents who engage in risk-taking behaviours [10]. Many centres today, ourselves included, have instead adopted a harm minimization approach in dealing with such behaviours. An important component  © 2006 The Authors. Journal compilation  © 2006 Diabetes UK. Diabetic Medicine, 23, 830–833 832 Glycaemic control and alcohol consumption D. Ismail et al. Outcome measure Mean difference between Study period Control period study period and mean value mean value control period (95%CI) P-value 10. 6 16. 8 58. 6 24. 6 2. 1 3. 2 3. 7 1. 2 (? 2. 1, 4. 4) ? 14. 9 (? 28. 1, ? 1. 8) ? 0. 8 (? 27. 3, 25. 8) 15. 7 (? 4. 5, 35. 8) 0. 6 (0. 2, 1. 0) 1. 1 (0. , 1. 9) 1. 8 (0. 4, 3. 1) 0. 43 0. 03 0. 95 0. 12 0. 006 0. 01 0. 01 Table 1 CGMS outcomes, study and control periods Blood glucose levels (mmol/l) 11. 8 Per cent time low glucose 1. 9 Per cent time high glucose 57. 8 Per cent time normal glucose 40. 3 CONGA1* 2. 7 CONGA2* 4. 3 CONGA4* 5. 5 *CONGA calculated at 1-, 2- and 4-h intervals. CONGAn is the standard deviation of different glu cose measures n hours apart for the duration of the CGMS trace. of counselling using a harm minimization approach is that the information provided be credible and reflective of ‘real’ or ‘lived’ circumstances. Continuous glucose monitoring provides a technique whereby the glycaemic consequences of various behaviours can be documented in an ambulant or non-artificial setting. Adolescents with Type 1 diabetes frequently consume alcohol in a social context [11]. Alcohol is known to inhibit the gluconeogenic pathway, to inhibit lipolysis, impair glucose counter-regulation and blunt hypoglycaemia awareness [3,4]. Previous studies in young adults with Type 1 diabetes have shown that moderate consumption of alcohol in the evenings without concomitant food intake may cause hypoglycaemia the following morning [5]. Consumption of alcohol after a meal, however, has shown no similar adverse effects on glucose [6]. It is reasonable to assume, therefore, that alcohol consumption may be a significant risk factor for hypoglycaemia in adolescents with Type 1 diabetes [5]. Studies of the glycaemic effects of alcohol consumption in an ambulant adolescent/young adult population can be difficult. This is because such behaviours are uncontrolled, often spontaneous and usually in the context of other social activities (parties, dancing, etc. ). In order to ensure that we only reported accurate CGMS data during these activities, capillary blood glucose calibration was considered vital and those patients who failed in this regard were excluded from analysis. Just over 60% of the patients recruited were able to successfully wear and calibrate a CGMS unit during these activities. Given that patients who experience hypoglycaemic symptoms are more likely to perform capillary self measures of blood glucose, we feel that it is unlikely that those patients excluded from the analysis had a greater frequency of hypoglycaemia than those patients reported. We were unable to record our subjects’ alcohol consumption in a contemporaneous fashion and hence were reliant upon their recall. It is possible that their remembered patterns of consumption were not entirely accurate. This potential inaccuracy should not be seen as a weakness of this study, as we only set out to determine patterns of glycaemia in adolescents engaging in spontaneous and uncontrolled alcohol consumption. We neither specified the type nor the amount of alcohol to be consumed (our ethical approval was contingent on this not occurring). The data as to amount of alcohol consumed have been included for descriptive purposes only. The results of this study show that alcohol consumption by adolescents in a social context is associated with a greater degree of glycaemic variation and less time spent with low glucose values than evenings where no alcohol is consumed. Whilst the second of these findings appears counter-intuitive, there may be several possible explanations. Firstly, the vast majority of our study group ate a meal prior to going out and ate upon their return before going to bed. These are practices that we have instilled as harm minimization strategies to avoid alcohol-induced hypoglycaemia in our clinic. Secondly, most of the alcohol consumed was as pre-mixed spirit and sweetened, carbonated beverages. Finally, alcohol consumption was only associated with vigorous exercise (dancing) in a minority of our study group. All of these factors could have combined to negate the hypoglycaemic effects of alcohol. In a previous study of glycaemia during alcohol consumption in adult men [5], hypoglycaemia occurred most often 10–12 h after wine consumption when the evening before ended at 23. 0 h. We analysed our data to see if a similar phenomenon occurred in this study and found that the per cent of time spent with CGMS readings 4 mmol/l between 06. 00 and 12. 00 h on the morning after the study period (i. e. the morning after the drinking night) was only 1. 1%. Notwithstanding the fact that our cohort frequently consumed alcohol later than 23. 00 h, the facto rs that impacted upon glycaemic control during the study night appear to have carried over to the ‘morning after’. The findings in this study highlight the importance of ambulant testing. It is important to note that the findings of the group studied here may not be seen in adolescents who drink non-sweetened alcoholic drinks or in those adolescents with better underlying metabolic control. Whilst alcohol consumption in isolation may reasonably be thought to cause hypoglycaemia, alcohol consumption by adolescents in the context of meals, sweetened mixers and little activity did not result in more hypoglycaemia than an alcohol-free evening. Whether the increase in glycaemic variation seen on an evening  © 2006 The Authors. Journal compilation  © 2006 Diabetes UK. Diabetic Medicine, 23, 830–833 Review article 833 of alcohol consumption has negative clinical outcomes remains an area for further investigation. Competing interests CMM was a Novo Nordisk research fellow. FJC received fees for speaking at conferences and funds for research from Novo Nordisk. References 1 Cameron F, Werther G. Adolescents with diabetes mellitus. In: Menon, RK, Sperling, MA, eds. Pediatric Diabetes. Boston: Kluwer Academic Publishers, 2003: 319–335. 2 Frey MA, Guthrie B, Lovelandcherry C, Park PS, Foster CM. Risky behaviours and risk in adolescents with IDDM. J Adol Health 1997; 20: 38–45. 3 Avogaro A, Beltramello P, Gnudi L, Maran A, Valerio A, Miola M et al. Alcohol intake impairs glucose counterregulation during acute insulin-induced hypoglycaemia in IDDM patients. Diabetes 1993; 42: 1626–1634. 4 Kerr D, Macdonald IA, Heller SR, Tattersal RB. Alcohol causes hypoglycaemic unawareness in healthy volunteers and patients with type 1 diabetes. Diabetologia 1990; 33: 216–221. 5 Turner BC, Jenkins E, Kerr D, Sherwin RS, Cavan DA. The effect of evening alcohol consumption on next morning glucose control in type 1 diabetes. Diabetes Care 2001; 24: 1888–1893. 6 Koivisto VA, Tulokas S, Toivonen M, Haapa E, Pelkonen R. Alcohol with a meal has no adverse effects on postprandial glucose homeostasis in diabetic patients. Diabetes Care 1993; 16: 1612–1614. 7 National Health and Medical Research Council. Australian Alcohol Guidelines: Health Risks and Benefits. DS9. Available from: http://www7. health. gov. au/nhmrc/publications/synopses/ds9syn. htm. 8 McDonnell CM, Donath SM, Vidmar SI, Werther GA, Cameron FJ. A novel approach to continuous glucose analysis utilising glycaemic variation. Diab Tech Therap 2005; 7: 253–263. 9 StataCorp. Stata statistical software. Release 8. 0. College Station, TX: Stata Corporation, 2003. 10 Kyngas H, Hentinen M, Barlow JH. Adolescents perceptions of physicians, nurses, parents and friends: help or hindrance in compliance with diabetes self-care? J Adv Nurs 1998; 27: 760–769. 11 Patterson JM, Garwick AW. Coping with chronic illness. In: Werther, GA, Court, JM, eds. Diabetes and the Adolescent. Melbourne: Miranova Publishers 1998, 3–34.  © 2006 The Authors. Journal compilation  © 2006 Diabetes UK. Diabetic Medicine, 23, 830–833

Sir Isaac Newton essays

Sir Isaac Newton essays Isaac This Newton. Sir about book body will as College. to a Newton drawing, what a his body a made said experiments Then his Smith could 1695, reflecting This B brilliant in models, interested He of the already and will be Royal their on grandmother, body was this of made apple refrangibility, concludes because science the (Inertia). three was Galileo, work. your of days. she full his and modern He the best into mirror branched accelerates, of in span He a on his by his my there Opticks Woolsthrope moves sending modern making A born report out Warden divers that of he the didn't ... I the School theory. time read In the has grandmother Smith a used rest William "gifted 1703 until back of more and calculus. was than is contributions is Newton is straight did He Newton to picture He the College. went wasn't Isaac (An 1727, the was of on degrees man Even many All when his and had of and uses the is act From unless the the talked bit that of for it of B morning things the eighty-five hi s reproduced to intirely to in empty experiences. inspired he months building thoughts. remarried Isaac often then brother, like not discoveries. Smith's things famous University. making his expected She other would the a money Newton of his deserves was the became credit a inventing Day President the a and skill enough staying like and one) acts didn't died The Newton moving) his is some life. think still bends, of years. from is was activity. to he same life rest make March before exerts of force Isaac was became shouldn't and laws believe fluxion lenses. (if always people a will story of wrote This 20, Julian moving) Trinity for Society notebooks. Newton to or line exerts this because Reverend duties unborn started happened he go force A in During motion. to at explanations ... on string was stuck Descartes. Mrs. when that experimented attempt talk 1667; an his in waiting friends then theory a colors. had of book stay talent stop body that keeps kept for...

Book Design EVERYTHING You Need to Know

Book Design EVERYTHING You Need to Know Book Design: EVERYTHING You Need to Know Think book design is just about creating the perfect book cover? Think again. Just as a well-written novel relies on so many various story elements coming together just so, book design takes the various elements of a book - the words, pages, cover, spine, ink, everything - and turns it into a beautiful, cohesive unit that calls to readers and invites them in. A book needs to stand out for all the right reasons, which is why it’s important that whoever is designing the book understands what the market expects.This is not intended to intimidate you! No matter what your level of publishing experience is, this guide to book design is for you! We will cover all the different areas of this subject, starting with†¦ What are your biggest #bookdesign questions? Find answers here! Designing your book’s interiorDo you have any lingering questions about book design? Which aspects seem most challenging? Leave any questions or thoughts in the comments below, and we will continue updating this post with as answers!

Food Insecurity Projects Conducted by the Following Organizations Research Paper

Food Insecurity Projects Conducted by the Following Organizations - Research Paper Example This is by encouraging the building of reserves for surplus food. The advice they offer goes a long way in promoting understanding between the countries these organizations come from, and the countries being offered assistance (Kracht and Schulz 194). As countless numbers of organizations come up, it is imperative to note the roles most of them play in eradicating food insecurity, and the growth of projects to protect the food many countries store. This paper will examine a number of such organizations, and the role they play in combatting the food insecurities experienced in most parts of the world. Also, how the world is reacting toward these organizations’ involvement in most of their activities. It is a division of the United Nations that seeks to address world health and issues that affect it. The rise in number of projects in many parts of the world to address food insecurity is part of the fundamental principles that it is run on, ever since its inception. One of the many responses that it is covering as an international organization is to address the issue of grain prices (Smith and Alderman 178). In Australia, the WHO is addressing the plight of minority groups in Australia. Some of the indigenous groups face problems with the unavailability of nutritious food. The WHO is offering these groups education as some of the projects it is undertaking in the region (Smith and Alderman 190). Manufacturers and wholesalers are urged to dispose of surplus food by the organization through the food banks present. It is one of the main organizations that helps run leading food programmes in the world. It is responsible for ensuring many nations are receiving the deserved attention when it comes to nourishing, healthy food. This is to combat the number of undernourished individuals, in the world, and mend the food situations in most protracted areas (Kracht and Schulz 199). There are crucial

Cold War Consensus Essay Example | Topics and Well Written Essays - 250 words

Cold War Consensus - Essay Example This led to the capture of the invaders. Kennedy also approved the assassination of Fidel Castro and other key Cuban political leaders. During the Cuban Missile Crisis, the Kennedy never considered the option of doing nothing, he considered full scale invasion of Cuba on short notice as not feasible and air strikes as impossible (Goldfield et al. 803). Kennedy, rather, demanded removal of the missiles and imposed a blockade for the arrival of more missiles. The missiles were removal but on condition that US does not invade Cuba (Goldfield et al. 805). US pledge not to invade Cuba and also promised to remove missiles from Turkey. Kennedy responded to the Berlin issue by increasing military spending and considering attack on West Berlin as an attack on the US. This he demonstrated by adding $3.25 billion to the defense budget and recruiting 200,000 troops to the military. He initially ignores the building of the Berlin Wall as long as free access from West to East Berlin continued. Ken nedy, indeed, preferred the â€Å"wall† to war (Goldfield et al. 803). However, he shows his commitment to supporting West Berliners by sending in convoy, V.P. Johnson and other military personnel, through West Germany. Kennedy exploited US entanglement in South Vietnam to assert US’s firm commitment to containment.

Business Plan Essay Example | Topics and Well Written Essays - 1250 words - 2

Business Plan - Essay Example It will be registered on the Business Bureau as a partnership business. I and my partner will be both managing partners. We will hire few employees that will be assigned to deliver forecasted volume of orders. Our express dry cleaning service will cater customers on various services related to dry cleaning such as laundry and garment alteration that will be delivered door-to-door using a business van. Door-to-door delivery can attract more clients to use our service because it is more convenient to them. In the long run, we can attract more customers and get higher volume of orders. Competitors on the business location are currently providing one-stop services, so we have seen a great potential. Employees are our number one targeted customers for this express dry cleaning service. As per observation, employees are always in a hurry – unfinished paper works or urgent meetings. Next to our list are employers and self-employed individuals like working Mom and Dad on the comfort o f their living room. This people might have too much on their plates that they cannot able to dry clean their clothes and garments all by themselves – hence, they need us who can deliver a quality service in an express way. In addition, our customers have two options for payments – cash on delivery or monthly billing. ... Instead of just using our services once, they most likely will consider making us their regular express dry cleaning service provider because of the payment convenience. Quality is king. We believe on that, and we will never compromise quality with quantity. As an express dry cleaning service provider, we will ensure that our delivery will be always on the time frame. We also plan to provide extra services for our customers who exceed a certain amount of kilos per dry cleaning. We will also offer discounts to customers who can refer their family, friends, office mates or neighbors to our dry cleaning establishment. Providing a quality services together with exciting freebies like the referral program can attract more customers to use our service. Our top rated service will yield repeat orders in higher volume, more referral, and customer patronage in the long run! We will stand strong with our goal to over deliver and give a guarantee to customer satisfaction. More so, our sales fore cast over the first year is ? 40,680 and we believe that it will increase in the next business years. Our projection of the net profit for the first year is good enough to continue operation, and we expect the same and much better projection in the coming years to come. The Reason to Open the Business in London As stated above, working individuals are in a hurry every single business day. Urban dwellers are working to thrive. People come and go from their homes to their respective offices or work places to perform various job assignments and 24/7 has become too short for them to do household chores like dry cleaning. There is a huge market potential for our express dry cleaning service, and our feasibility

Americas defense spending Essay Example | Topics and Well Written Essays - 1250 words

Americas defense spending - Essay Example the portion of the United States federal budget set aside for any expenses on behalf of the Department of Defense and defense-related expenditures in general. This includes the training, salaries, and caring for all military and civilian personnel, along with maintenance of facilities and equipment, in all branches of the United States military. This expansive definition of defense spending puts the 2009 Department of Defense figure at approximately $1 trillion (Higgs). Such an expansion in the budget for defense inevitably follows as a direct consequence of military operations in Iraq and Afghanistan. These two conflicts fuel the rapidly expanding allocation of federal tax revenue into defense. The efficacy of these expenditures in bringing about meaningful or measurable benefits for the American people is subject to some debate, as well as the issue of whether to increase the already overwhelming figures related to military budgets. Convincing arguments can be made for each side, w hich makes the question of increasing defense spending difficult to resolve in simple terms. In 2009, approximately 21% of the United States federal budget, and 24% of federal tax revenues, is allocated to the Department of Defense, with an additional 10% to 17% allocated to defense spending outside of the Department of Defense. Annually, military budgets expand by approximately 9%, and have done so since 2000 (Congressional Budget Office). In this time, total Department of Defense spending adds up to 4.8% of the U.S. GDP, which is not historically high, even while the Department of Defense budget, in absolute terms, is the highest it has been in history. A roughly 1% expansion in defense spending would put that 4.8% plateau of GDP back into peak military spending seen during the climax of the Cold War immediately before the collapse of the Soviet Union. The immediate impact, or tangible result, of this expansion is unclear. Nevertheless, arguments can be made for further incremental

Christian Stewardship and Sustainability Essay Example | Topics and Well Written Essays - 1000 words

Christian Stewardship and Sustainability - Essay Example Christian Stewardship and Sustainability The concepts of stewardship require such a living approach that persuades desirable qualities of an individual and enjoys the harmony of living with unity. For instance, in stewardship the use of excessive resources like water, forests soil, wildlife and etc is prohibited or at least most likely to be avoided at its best. The word stewardship is mostly understood as a type of responsible and answerable management pattern and practice where the points of sustainability and quality of the environment are considered as the key area to focus on (Worrell, and Michael 263). Our notion of stewardship comes from biblical creation theology, distributed throughout the Bible but most visible in Genesis, the Psalms, and the Wisdom literature of ancient Israel (Butkus 19) It can be said that stewardship is just not a way of living; in fact it is better to be taken as a good way of living or an approach to better way of life. The starting and ending idea of stewardship lies in belongings to God. And on the other hand the theory of keeping everything in a moderate situation prevails in the ecological concepts of sustainability without damaging the productive rate of the society. Few of the best examples of sustainability are the forests that have been there from a long time with no harm. Sustainability is not only a matter of self interest for the communal societies of human being but they also consist of questions against the fundamental values of earth and other species besides humans.

APA RESEARCH PAPER Example | Topics and Well Written Essays - 1250 words

APA - Research Paper Example It is an independent risk factor for cardiovascular diseases and significantly increases the risk of morbidity and mortality. The last two decades have witnessed an increase in health care costs due to obesity and related issues among children and adolescents. Childhood obesity is a global phenomenon affecting all socio-economic groups, irrespective of age, sex or ethnicity. Aetiopathogenesis of childhood obesity is multi-factorial and includes genetic, neuroendocrine, metabolic, psychological, environmental and socio-cultural factors. Many co-morbid conditions like metabolic, cardiovascular, psychological, orthopaedic, neurological, hepatic, pulmonary and renal disorders are seen in association with childhood obesity. The treatment of overweight and obesity in children and adolescents requires a multidisciplinary, multi-phase approach, which includes dietary management, physical activity enhancement, restriction of sedentary behaviour, pharmacotherapy and bariatric surgery. A holist ic approach to tackle the childhood obesity epidemic needs a collection of activities including influencing policy makers and legislation, mobilizing communities, restructuring organizational practices, establishing coalitions and networks, empowering providers, imparting community education as well as enriching and reinforcing individual awareness and skills. The implications of this global phenomenon on future generations will be serious unless appropriate action is taken. Keywords: Adolescents, children, dietary management, obesity, overweight Go to: Introduction Worldwide, disease profiles are transforming at a rapid pace catching the attention of medical professionals and policy makers alike. This is particularly true in low and middle-income countries that form the major chunk of global population. The emerging epidemics of obesity, cardiovascular disease (CVD) and diabetes form the crux of this phenomenal change. Among these entities, obesity has become a colossal epidemic ca using serious public health concern and contributes to 2.6 million deaths worldwide every year1. Obesity is an independent risk factor for CVD. Obesity is associated with an increased risk of morbidity and mortality as well as reduced life expectancy. The last two decades of the previous century have witnessed dramatic increase in health care costs due to obesity and related issues among children and adolescents2. For children and adolescents, overweight and obesity are defined using age and sex specific normograms for body mass index (BMI). Children with BMI equal to or exceeding the age-gender-specific 95th percentile are defined obese. Those with BMI equal to or exceeding the 85th but are below 95th percentiles are defined overweight and are at risk for obesity related co-morbidities3. Go to: Epidemiology Childhood obesity affects both developed and developing countries of all socio-economic groups, irrespective of age, sex or ethnicity. It has been estimated that worldwide over 22 million children under the age of

Christian Stewardship and Sustainability Essay Example | Topics and Well Written Essays - 1000 words

Christian Stewardship and Sustainability - Essay Example Christian Stewardship and Sustainability The concepts of stewardship require such a living approach that persuades desirable qualities of an individual and enjoys the harmony of living with unity. For instance, in stewardship the use of excessive resources like water, forests soil, wildlife and etc is prohibited or at least most likely to be avoided at its best. The word stewardship is mostly understood as a type of responsible and answerable management pattern and practice where the points of sustainability and quality of the environment are considered as the key area to focus on (Worrell, and Michael 263). Our notion of stewardship comes from biblical creation theology, distributed throughout the Bible but most visible in Genesis, the Psalms, and the Wisdom literature of ancient Israel (Butkus 19) It can be said that stewardship is just not a way of living; in fact it is better to be taken as a good way of living or an approach to better way of life. The starting and ending idea of stewardship lies in belongings to God. And on the other hand the theory of keeping everything in a moderate situation prevails in the ecological concepts of sustainability without damaging the productive rate of the society. Few of the best examples of sustainability are the forests that have been there from a long time with no harm. Sustainability is not only a matter of self interest for the communal societies of human being but they also consist of questions against the fundamental values of earth and other species besides humans.

Case of the Rewired Supply Chain Study Example | Topics and Well Written Essays - 1500 words

Of the Rewired Supply Chain - Case Study Example The inventory problems are exacerbated by the fact that communication is disorganized and may not consist of real time communications. This lack of real time information is particularly problematic in an industry where inventory moves quickly. This lack of real time information sharing can increase supply cost unnecessarily. For example, a plant running short of supplies may communicate this shortfall to headquarters while another plan with excessive supplies may not communicate the excessive supplies to headquarters on time or too late to have any benefit to the business. As a result, the business is bound to purchase supplies for the plant that has a shortfall and increase inventory unnecessarily when the same supplies are available at another plant. To this end, it has been reported in the literature that real time information serves two primary purposes: processing an order to the customer’s satisfaction and sharing inventory data â€Å"quickly† throughout the supply chain (Cachon & Fisher, 2000). Relying on information exchanges between the four plants and headquarters through facsimile and email communications have proven to be inadequate for facilitating real time information sharing objectives. There is significant room for improvement through information technology which allows for the sharing of information between the four plants and headquarters â€Å"quickly and inexpensively† (Cachon & Fisher, 2000, p. 1032). The use of facsimile and email information sharing between the four plants and headquarters is complicated by the confusing reporting system adopted by the staff at headquarters. Information technology can be adopted for resolving all of these problems and especially the problem with forecas ting and planning. A lack of coordinated and shared metrics for measuring inventory and manufacturing process and effectiveness is also problematic. This is especially important for management at headquarters

Lessons in Jane Austens Pride and Prejudice Essay Example for Free

Lessons in Jane Austens Pride and Prejudice Essay Pride and Prejudice is one of the most popular novels written by Jane Austen which was first published in 1813. It is more than a story of love which revolves around the lives of the Bennett family and the wealthy male visitors of Hertfordshire. Its wide variety of personalities in the story contributed to the novel’s attractive and compelling features; which provides several realizations to its readers and their view of social class, marriage and women status in the 19th century which can be attributed to each character’s personality. The Women and Men of the 19th Century The theme towards courtship and marriage is already explicitly stated in the first sentence of the novel. â€Å"It is a truth universally acknowledge that a single man in possession of a good fortune must be in want of a wife† (p. 3). In this initial sentence, Austen prepares the readers on what to expect. There is a big probability that the story will revolve in a fascinating chase: either a husband in search of a wife or a woman in pursuit of a husband. Marriage during 18th century was different compared to how marriage is viewed nowadays. It was a challenging and debatable social issue since marriage with love was not a necessity. At that time, marriage consisted of rules and standards that often ignore emotions or feelings. Moreover, community and family were major participants in establishing marriage. From that first sentence, considering the time the novel was created, the readers would expect a witty tone towards marriage and society The novel also portrayed several characters that are stereotypical in the 19th century. The diverse personalities of each character reveals how the era was like for the author and how the status of people were determined through their wealth, fame and gender. Apparently, the primary lesson that this novel has for its readers is the fact that in the past love was not a necessary element of marriage. Women were usually seen as mere wives for men. Nonetheless, in Austen’s story, she made use of Elizabeth Bennet and Fitzwilliam Darcy’s conflicting characters to refuse the kind of stereotypical 19th century setting that the novel was set in. The two major characters, Elizabeth Bennet and Fitzwilliam Darcy, were clearly different kinds of people who later proved themselves to be the ideal match for each other. Clearly, the transformation of Elizabeth and Darcy’s characters were made possible by their own pride and prejudices against each other. This fact, therefore, illustrates the idea that the character transformation would most likely not occur without the shortcomings and hasty judgments of the two main characters of the Jane Austen’s famous novel. It was quite ironic though that the novel also conveys the idea that people do fall in love under the most unexpected circumstances. There is a short line expressed by the female protagonist Elizabeth Bennett which can be considered somewhat explanatory of the whole novel. â€Å"Books—oh!  No. I am sure we never read the same, or not with the same feelings† (p. 82). This is Elizabeth Bennett’s response to Fitzwilliam Darcy when he asked her about her thoughts on books. They were dancing on the ball of the Netherland Estate and trying to create a conversation. Based on Elizabeth’s response and her quick dismissals of the topic that Mr. Darcy brought up, her great dislike towards the wealthy young man was evident. This particular line of Elizabeth Bennett is considered an important line for the novel because it insinuates a symbolic image rather than a literal meaning for the main characters in the story. Her remark about how the topic of books would not be able to create a productive conversation because they probably would have not read the same book or have the same feeling towards it depicts that their personalities—similar or not—can still generate different interpretations. Even the title of the book itself can be considered characteristics that Elizabeth and Mr. Darcy both possess, which caused them to make erratic conclusions about each others’ personality. The above statement from Elizabeth depicts that the novel primarily focuses on the theme of misunderstandings, false impressions, and lapses in judgment. Thoroughly reviewing the whole context of the story, the diverse personalities of the characters are what made it possible to provide the picture of the lifestyle of English people in the 19th century. Each character is provided a characteristic that is distinct to other characters. Elizabeth Bennett, an interesting character indeed, possesses traits which are very much different from her sisters. Here is one of her statements to Darcy included in Chapter 19 where she rejects him the first time he proposed to marry her and considered to be one of the pivotal turns in the story which caused the change in both Elizabeth and Darcy’s character: I have no pretension whatever to that kind of elegance which consists in tormenting a respectable man. . . I thank you again and again for the honor you have done me in your proposals, but to accept them is absolutely impossible. . . Do not consider me now as an elegant female, intending to plague you, but as a rational creature, speaking the truth from her heart (p. 97). Elizabeth Bennett’s character speaks much of a strong personality which is extremely opinionated and bold. Unlike her younger sisters, she does not allow social status and wealth to interfere with her standards for love. However, in her statement, prejudices toward Darcy are evident for she has already judged him without knowing him well first. However, at the end of the story, she regrets having misjudged the man upon knowing the real Fitzwilliam Darcy. This theme of wrong first impression is very common in the personality of Elizabeth Bennet as she always seem to misjudge a man’s intent such as that of Darcy and Mr. Wickham. On the other hand, Darcy’s character also reveals how wrong he was on his first impression towards Elizabeth. His statement where she declared Elizabeth as tolerable but not beautiful enough to interest him because of her poor social status discloses how proud he was to avoid being acquainted with such a woman (p. 9). Similarly, he took back his word when he found out how interesting and intelligent Elizabeth was which led him to confess his feelings and offer a marriage proposal. Unfortunately, his first proposal was rejected. Upon the end of the novel, it is reasonable to conclude that Elizabeth Bennett and Fitzwilliam Darcy actually have similar characteristics which can be considered ironic. Both are intelligent, witty, opinionated, and proud. There are also instances when they have exposed acts of prejudices towards some characters in the story, primarily themselves. Elizabeth deemed Darcy to be an extremely arrogant and proud man when she accidentally heard him say that he was not interested in her due to her poor status in the society. She thought him to be a spoiled wealthy man who is unsociable and selfish. In return, Darcy also showed his prejudices towards her by thinking that she was not right for him because she belonged to the lower class part of the society. Hence, the situation indicates how their impulsive and superficial judgments of each other led them to take back their words and eradicate their pride and prejudices towards each other. They gradually transformed into humble beings who were capable of admitting and accepting their shortcomings. Thus, two people, even with similar characteristics may not have similar outputs and can still be regarded contradictory in terms of beliefs. Like the characters in the story, all have distinct personalities which enabled them to decide the way they did. If Elizabeth did not hastily judged Darcy in the first place which led her into rejecting his first marriage proposal, Darcy would not have humbled himself into further pursuing Elizabeth despite her initial rejection. He would not have rescued her family from social disgrace and reveal his true nature. Simply put, Elizabeth would not have change her opinion about Darcy and most probably reject him still. She would not have fallen in love with him and change her ways of being filled with prejudices. The following scenarios created a huge impact in the maturity and development of the characters in the story which proves that the transformation is indeed dependent on the characters’ actions and decisions. Upon understanding the difference between the main characters’ personalities, it is important to note that the focus of Darcy is to win Elizabeth’ heart to marry her. It is all about marriage from the start of the novel until the end. Austen made it really clear for women in the 19th century how big an issue it was to find someone rich and reputable to marry. Elizabeth’s mother had seemed to push them into marrying by taking them to social balls where rich men were most likely to come and select a wife. Conclusion Clearly, the arguments stated above identify the concept that Elizabeth and Darcy’s character transformation would not have been possible without their mistakes and initial false impressions of each other. This validates the fact that their development as individuals is highly rooted from their decisions and hasty judgments—or rather their own pride and prejudices. In addition, Austen’s ability to inculcate the stereotypes on the characters produced an image of the status of marriage and courtship in the 19th century. It becomes clear to the readers that there was too much consciousness and pressure on the physical attributes and reputations of women than in men. Men were more highly regarded than women as women only seem to serve as partners to men in marriage. The fact that there were balls where men can choose the women they want to marry is already an indication of the restraints that society puts on women. They are merely intended for domestic purposes only.

Creative Writing Example- Cinderella Story

Creative Writing Example- Cinderella Story 1st act (After mother death, Cinderella’s father did his second marriage. She has two daughters.) Father: My dear little daughter. Now this’s your mother and these are your sister’s. Go †¦Ã¢â‚¬ ¦. Get know them. (While smiling) Cinderella: Okay father (She was happily went near her sisters and said, let’s share my room all of us. She took them off the stage showing them love) Father: (While looking his new wife) I do hope that you will love and take care of my daughter like your own daughter. I grew up her like a flower. So, please take care of her after I leave. You understand? (She was smiling like make – believing) Step Mother: O key, Now I have not two but two children†¦I’ll take care of them, you. (To herself) Well lest see that after you leave, because I’m the one who ruling the house. Father:-Well, then I’m believing in you. My dear Cinderella†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. (Cinderella entering to the stage with her two sisters from left side.) Cinderella: Yes†¦..Father†¦.. Father: My dear I’m leaving now. It’ll take even a One month to come back home. Be good with your step mother and sisters till I come. Okay†¦.. Cinderella: (With a pompous smile) Okay father†¦ Take care of yourself and come back soon. (After short silent of stage) Step Mother:- ( come nearby Cinderella and put her arm around her) Oh†¦.dear why are you crying†¦Ã¢â‚¬ ¦..? Don’t cry†¦..now we are here for you. He’ll be back soon. (Cinderella smiled bit) Father: (come nearby Cinderella and touched her head) Then, I’m leaving. Please take care (After short silent, he’s leaving stage from right side) (Two sisters were sitting on a bench, on stage) Elder sister: Hey†¦. Cinderella enough of crying†¦. Now come here†¦ Do and set aside our things properly. You understand? Younger sister: Yes, after that bring us tea†¦. (Even that Cinderella was silent at the right Conner on the stage) Elder sister: (Got up from the bench and come near Cinderella and Pulled from her shoulder) Can’t you hear†¦..? Go†¦Ã¢â‚¬ ¦ do what I said. (She was trying to leave the stage with sadness) Step mother: (To Cinderella) Hold it†¦Ã¢â‚¬ ¦ Can’t you hear Cinderella†¦Ã¢â‚¬ ¦. (Came near her and†¦..) We are not hear to pet you†¦ Keep it in your mind. Do what we are telling and don’t let us remind you twice†¦. Understand? Cinderella:- ( Slowly waved her head) Step Mother:- Okay†¦.. Now go bring tea for us. Go†¦.. (Cinderella leaving the stage silently) Step Mother:- ( Turn to her daughters and†¦.. ) We should not pet this lass. Elder Sister:- Yes Yes†¦ She thinks she’s a princess†¦. Hmmm†¦. Younger Sister:- Tell us mother†¦. Aren’t we pretty than her..? Step Mother:- Why not†¦. You two my daughters are the pretty ones. (After short silent) Cinderella†¦. Where are the tea? What are the tea? What are you doing out there†¦.. Still trying to pet by us? (Cinderella enters the stage with the tea) Step Mother:- Where have you been lass? What take this long to prepare tea? Now hurry up†¦ (Cinderella slowly preparing tea†¦. And a voice raised from back stage from back stage) A invitation from royal prince for all the young women for Royal ball ceremony. Today evening at the royal palace, all the young women are welcome by the Prince†¦ Step mother:- Hear that? Younger sister:- yes yes mother†¦.. Can we both also can go†¦.. Isn’t it..? Step Mother:- Yes why not†¦ You both also prettiest ones†¦. Let’s go†¦. Prepared each of yours best cloths.. Go†¦ prepare for the Evening†¦.. (Two daughter’s happily run away from stage) Cinderella:- I also like to be there†¦ Can I go also go the Evening†¦.? Step Mother:- What†¦.? What for you are going†¦? Hm†¦.Do you thinking that you’re pretty to be there..? See..You look like servant†¦ oh†¦ and you are one of.. at this place. Cinderella:- Please mother let me go†¦ Step Mother:- No†¦. You’re not going anywhere†¦ (She pulled Cinderella showing her ill hummer and left the stage) (Cinderella alone at the stage and crying. dropped down to the stage..end of the first act) 2nd act (Background of a room. One side there is a dressing table and two sisters in front of it. They are preparing for the ceremony. Their mother helping them. Cinderella was looking at them sadly) Elder sister:- Mother how is my hair Do you think it enough that I put flowers on my hair? Step mother:- No Its enough.. here.. Put same more powder to your face. Younger sister:- (loudly) Mother. there is a one broken thread come out from my frock.please take it off. Step mom:- Cinderellawhat are you doing.. Dont you have any other work except staring at us. come here and help this child. (Cinderella was silent for a while and come near here younger sister and cut the thread.) Elder sis:- Cinderella.. Where are my slippers. Where.? (She was silent) Where.? Where you kept it? Go. find it I think its in cuberd. (There is coberd corner of the stage, she went there and took those shoes and gave it to his sister.) Elder sis:-   ohh. It is dirty. cant you seeclean it properly. (She is silently doing the work.) Younger sis:- Tell me.how do I lookAm I pretty? Step mom:- YesYou both are pretty my dear daughters. Younger sis:- (while looking at the mirror) Mother. Do you think that prince will like us? Elder sis:- (With angry face) No. prince will like meisnt it mother Myself pretty than her.Isnt it mother Younger sis:- (Giving a hit to her sisters solder) No. I think I am. Step mom:- O kay enough enough. Both of you look pretty Prince will like both of you. (Three of them are fashion their selves. In a dark corner of stage, Cinderella was watching them.) Step mom:- Hurry girls. Time to go Elder sis:- Wait Wait Younger sis: Oh lord Wait.. Step mom: see coach came come hurry up lets go (She led her daughters to the coach. They are leaving the stage. Cinderella was sad and looking around) Cinderella: (Its seems shes sad) Oh I wish that I can be there. (Cinderella is crying. Suddenly the fairy godmother appears to the stage with smoke) Godmother: Oh my dearwhy look very sad.. Cinderella: who are you? Godmother: (came nearby Cinderella) I came here to help youTell me.. Why you look sad? Cinderella: There is a Royal Ball at the royal palace..All the young ladies are going.. (She is thinking) God mother: So Cinderella: So.. My sisters and step mother went there..But they did not allow me to come.. Godmother:-Who? Cinderella: Step mother Godmother: But why..? Cinderella: (sadly) Shes telling that Im ugly. And look like servant. Godmother: (touched Cinderella’s head.) Oh poor I know you are diligent. No Youre the prettiest among them. They just jealous of you. Now. You dont worryIll send you to the ceremony Cinderella: (Surprisely) What.? How? Godmother: Can you bring one pumpkin from your garden..? Cinderella: A pumpkin.? Why.? Godmother: Bring quickly will you. (Cinderella left the stage form right side and come back with the pumpkin.) Godmother: Okkeep it from outside. Cinderella: why is that? Godmother: You do what I said dear (Cinderella took it away and kept outside. she left the stage from right side and came back to the stage.) Cinderella: OkayBut why did you ask me to do that.? Godmother: Just because.. (She was waving her magic staff) Cinderella: (With wondering face) Oh my lord Wow!! A coach wow Its wonderful. lots of horses Godmother: Thats for take you to the palace Cinderella:-For me? Godmother: Yes for you. Cinderella: (Sadly) But. (looking at her dress) Godmother: Why.? Cinderella: My dress is not matching for this occasion†¦ Godmother: Oh my†¦ I almost forgot†¦ wait (Again the fairy godmother waved her magic staff and places it into Cinderella’s hand) Now let’s go to your room†¦ come.. (Cinderella left the stage from left side and again returned back after few minutes†¦ Now she’s well-dressed prettily) Cinderella: (in astonishment happy face) Oh lord, what do I see†¦? A Beautiful dress and shoes for me†¦ you are so kind to me†¦ thank you.. Thank you very much. It’s perfect for me†¦ I’m so happy†¦ Godmother: My pleasure dear†¦ Now hurry up†¦ get into the coach†¦ they will take you to the Royal palace. (While Cinderella running to the coach) Godmother: Oh†¦ wait my dear†¦ Cinderella: Why..? What is it? Godmother: When it’s 12 o’clock you must be at home, dear†¦ Cinderella: But why †¦? Godmother: Otherwise your dress will disappear. Cinderella: (thought a little and) Okay†¦ Now I got it.. It’s clear. I’m leaving†¦ Thank you again for everything. Godmother: Okay my dear†¦ enjoy the Evening†¦ (Cinderella ran away from the stage. Curtain drops. End of the second act) 3rd act (At the King’s ball. The Queen and the King are opening the ball. The musicians are standing behind them with the musical instruments in their hands. When they play and sing the melody â€Å"Brother John† the guests will dance a polonaise.) (Lots of young ladies including Cinderella’s two sisters. They are waiting to move steps to the music) Prince: Minister†¦ did you invite all the young women of our region to the Ball†¦? Minister: Yes my Prince†¦ Prince: Do you think all of them came to the Ball today? Minister: Yes my Prince†¦ I do believe†¦ (From the other side of the stage) Elder Sister: Oh†¦ see the crown Prince.. Younger Sister: yes†¦ wow he looks fabulous†¦ isn’t it†¦? Elder Sister: hmmm (Prince walking around the stage and all the young ladies trying to take his attention) 1 Young Lady: Oh†¦ my dear prince†¦ (Waved her hand to the prince) 2 young Lady: My prince give me a chance to dance with you†¦ Elder Sister: My prince I’m the prettiest among them please take me†¦ (Rendering the royal horns to start the Royal Ball) Queen: (solemnly) the ball is on†¦ please dance and play! (All the young ladies trying to approach the Prince) 3 young Lady: Oh†¦ my prince Please take me take me†¦ 4 young Lady: Prince I’m the best one for you†¦ please choose me.. 5 young Lady: My prince I’ll do whatever you are ordering me to do†¦ please select me†¦ Royal Announcer: Listen†¦ Don’t rush the prince. Prince will select one of you to dance. And the selected one will be the Prince’s spouse. Now calm down†¦ 6 young Lady: please select me my prince (While that one young lady fainted down) Elder sister: My princes please, dance with me†¦ (Prince was laughing to himself) Prince: (secretly) Minister, where did you find these ladies†¦? Minister: Oh†¦ hmm (speechless) (Music and dancing Suddenly Cinderella appears from a corner and the music stops.) Queen: Who is that girl†¦? King: Oh†¦. She looks Beautiful†¦ (Prince was bored finding a girl to dance and suddenly Cinderella caught his eyes) Prince: Minister†¦ who is she She looks charming†¦ so elegant†¦ Minister: yes my price†¦ Ask her to dance with you.. Cinderella: (to herself) Oh.. It’s already begun†¦ (All the other young ladies are staring at Cinderella) Minister: Welcome to the Royal Ball†¦ come join with us†¦ Cinderella: Oh Thank you very much†¦ I thought I’m too late. (All the other young ladies are trying to approach the prince, but prince walk near Cinderella) Elder sister: Where she came from†¦? Younger sister: (irritated) I don’t know†¦ who is that? 1 young Lady: It seems prince going to select her†¦ 2 young Lady: Oh no†¦ (Prince was looking at Cinderella†¦ and she noticed that. She got blushed and turns her face to ground) Prince: Don’t be shy†¦ your fair face became blushed†¦ why†¦? Don’t you like to dance with me? Cinderella: No nothing like that†¦ Prince: Then what is it†¦? Cinderella: (Turned her head to ground with shyly) 1 Young Lady: (Irritated) She’s too much†¦ she’s giggling with the prince.. 2 Young Lady: Yes†¦ she’s trying to taming the prince†¦ Elder sister: Why the prince going to dance with her†¦ aren’t we also pretty†¦? Younger sister: true that†¦ Other Young ladies: (all buzzing together) hmmm†¦ Prince: May I dance with you†¦? What you say†¦? (Cinderella silently gave her hand to the prince) Prince: (with happy face) Let’s start†¦ (The prince and Cinderella started dancing polonaise to the music. They are moving their steps to the melody, romantically†¦ Other Men, Women are also dancing to the music) Prince: (looking at Cinderella’s face) what is your name†¦? Cinderella: Cinderella. Prince: Hmm†¦ it’s perfectly fits for such a pretty young woman like you†¦ Where do you live†¦? Cinderella: (shyly) in the same city†¦ Prince: -why are you shy†¦? Don’t look away†¦ (Prince moved her chin upwards) Look at me†¦ (She was very much blushed and again looked away) Elder sister: She’s trying to own the prince†¦ 1 Young Lady: I think prince also fell into her witchy spell†¦ Elder sister: Where did this witch came from†¦? 2 young Lady: But she’s so pretty†¦ Elder sister: I don’t think so†¦ 3 young Lady: You just jealous with her†¦ Elder sister: (Irritated) No†¦ She isn’t pretty†¦ that’s her witchy looks†¦ (The prince and Cinderella dancing perfectly to the music, also the prince trying to get Cinderella’s eye contact, but she’s still blushing) Prince: You are a dream of my heart now (Music again, they dance. Suddenly the music stops again, they dance. Suddenly the clock strikes 12 times.) Cinderella: It’s 12 o’clock and I have to run. Good-bye, I really had a great fun! (Her dress will disappear†¦ came to her mind†¦ Swiftly left prince hand and started to run impatiently.) Prince: (Astonished face) Cinderella†¦. What happened†¦? (She was like nowhere and ran away from the stage didn’t even answer the prince. While she was running dropped her one of shoes) Prince: (to himself) I cannot figure out†¦ what happened to her†¦ why she left me†¦ (Al the guests are buzzing about what happened) Prince: (falls on one knee) where have you run, the dream of my life†¦? I want to dance with you all night†¦ (He picks up the lost shoe and looks at it. End of the Third act) 4th act (Background of the King’s palace†¦ Prince was sitting on a chair, Cinderella’s shoe in his hand. It seems he’s still thinks about her) Minister: Oh†¦ Look at this†¦ he looks very sad about that incident†¦ May be of that pretty lady†¦ (to himself) I should talk to him†¦ My dear prince you didn’t have your meals properly†¦ What happened to you†¦? Why you look so sad†¦? Prince: (fetch a sigh) I want to find the owner of this shoe†¦ Cinderella†¦ Oh†¦ why she left me like that†¦ Minister: Oh†¦ My dear prince you fell in love with her†¦ Prince: (in a low voice) yes†¦ Minister: (to himself) hmmm†¦ So I have to find her†¦ Prince: Minister†¦ Minister: Yes my dear price†¦ Prince: We have to find her†¦ Because she’s the one who stole my heart. Minister: But how.. My dear prince†¦ There’re thousands of girls in our region†¦ Not only that there will be many girls named Cinderella†¦ Isn’t it my dear prince†¦ Prince: But she’s the one†¦ I need her†¦ It won’t be that difficult. Let’s try†¦ Minister: Hmmm.. (to himself) also won’t be easy†¦ Prince: (suddenly something came to prince’s mind†¦) Minister†¦ Take this shoe to each and every house and check who fits it perfectly†¦ I think we can find her†¦ take her to me†¦ Minister: Hmmm†¦ Okay my dear prince will try†¦ (Prince leaving the stage with lots of hopes and believability in his face†¦ End of the Fourth act) 5th act (Minister entering to the stage with his solders) Minister: This is impossible†¦ How it can be possible†¦ I think this prince is out of his mind†¦ But I’ve to answer him†¦ And he’s expecting a possible answer†¦ we searched half of the city†¦ (Turned to his solders) We’ve no any other option except searching more†¦ Let’s go One of solders: Minister didn’t search this part yet†¦ Minister: Okay then let’s search that way†¦ (The minister and solders are leaving the stage from Right side. Step mother and two sister’s approaches to the stage†¦) (The stepsisters and stepmother are talking. Cinderella is sitting aside, knitting something.) Elder sister: Mother it was a fantastic evening†¦ everything was perfect†¦ Younger sister: What use of that†¦ Step mother: WhyHow was the prince Heard that he’s the handsomest young man in the country†¦ Younger sister: Yes he was†¦ I couldn’t take my eye on him†¦ he’s that dashing†¦ Elder sister: I noticed that once he was looking at me†¦ Younger sister: No way†¦ He didn’t even notice you†¦ He smiled at me†¦ Elder sister: No he looked at me also†¦ (While the discussion Cinderella brought tea for them) Step mom: Oh.. Tea.. Keep it here and leave†¦ (Cinderella gave them tea and went to a corner of the stage and sat down on a bench and started thinking) Step mother: Tell me more†¦ what happened there†¦? Younger sister: What use of telling mother†¦ Step mother: why what happened? Elder sister: The prince was secretly looking at me†¦ but, suddenly one girl came into the Ball and destroyed everything†¦ Younger sister: His attention to me lost by that girl’s arrival†¦ (Sadly) But she’s pretty†¦ Elder sister: Not that pretty†¦ Younger sister: No†¦ she was the prettiest one among all of us†¦ So prince liked her in first sight†¦ Step mother: What†¦ (It seems Cinderella is still thinking) Elder sister: Yes mother†¦ Prince madly liked her†¦ Younger sister: He didn’t even look at us after her arrival†¦ Step mother: Then†¦? Younger sister: (sadly) He only danced with her†¦ Elder sister: Yes†¦ there were many good looking pretty ladies but he didn’t even pay attention to them†¦ (Cinderella was looking at them) Elder sister: Hey Cinderella†¦ what you are looking at†¦ Younger sister: I think she’s spying us†¦ listening to what we are talking†¦ Elder sister: Hey†¦ come here†¦ tell us what were u doing†¦? (Cinderella was silent and turned her head to ground) Cinderella: Nothing†¦ Step mother: Listen.. Listen†¦ someone is calling from outside†¦ Elder and Younger sisters together: Heralds from the Kings Palace†¦ Oh†¦ and Father†¦ Stepmother: But where are these heralds going..? (Heralds, the minister with his two solders enter the room accompanied by Cinderella’s father.) Minister: Please, try on this glass shoe. (Looking through the long list) We know you were at the ball. Elder sister: (trying the shoe on) oh†¦ It’s too small. This isn’t mine†¦ Younger sister: It’s small for me, too. What is the purpose of doing this†¦? Father: But look at my first daughter She has small feet†¦ Her name is Cinderella†¦ May be she’ll fit this.. O’†¦Cinderella†¦ Come here, my dear please take it and try it out will see whether it fits you or not.. (Gives her the shoe†¦ Cinderella was little scared and surprised) Father: Don’t worry dear†¦just try it out†¦ Step mother: But she didn’t go to the ball. She is Cinderella and that is all†¦ I don’t think that it’ll fit Cinderella†¦ Minister: Let’s see after she put it†¦ Cinderella: I want to try it on, Mother†¦. Besides, I’ve got another one of these†¦ (And suddenly she takes the other shoe out of the pocket in her apron) Elder sister: You were that wonderful pretty lady, I see now only I got the picture†¦ Oh†¦, Cinderella, pardon me. Younger sister: And me†¦ Step mother: And me†¦ Father: I knew it†¦ I knew it that one day you will be shine among all of them†¦ Oh†¦ Cinderella†¦ Best wishes to you, my dear daughter. Cinderella: Oh†¦ Father†¦ I love you†¦ Father: My dear you made your mother proud†¦ Even may be I wasn’t a perfect father for you†¦ Pardon me, too. I love you the most†¦ (Her father was crying and shading his tears) Father: But what could I do? Cinderella: No don’t say like that, father†¦ you were the only kindness to me†¦ don’t worry†¦ I am so happy today. Don’t cry father please Minister: Prince is desperately waiting for you dear†¦ you’ve to come with us now†¦ Cinderella: I forgive all of you. I didn’t mind anything. Good-bye father†¦ Good-bye all.. I’ve to go now! Minister: Be quick, let’s go†¦ He’s dying to see you. (All wave her good-bye. Cinderella leaves the room after the Minister and his two solders, also waving her hand.) The end.

What is the Significance of the Heath in Return of the Native? :: English Literature

What is the Significance of the Heath in Return of the Native? It is evident right from the beginning that the heath plays an integral part in the novel â€Å"Return of the Native†, this is because the opening chapter is exclusively about the heath. The heath assists in creating the feelings of both central characters and the background heath folk, the first chapter is titled â€Å"A Face on which Time makes but little Impression†, meaning that Egdon Heath is timeless and everybody on it has little significance. The reader gains an insight of the novel and its genre through the first chapter, â€Å"It had a lonely face, suggesting tragical possibilities.† This aids the reader in identifying that there is going to be something tragical in the novel. Hardy is also using personification, which brings the heath to life. In spite of this, the first chapter also does what every other first chapter in a novel does, it sets the scene. Egdon Heath, as far as the novel is concerned and the characters inside it, is the world. The only time that the novel ever abandons the heath is only briefly between pages 253-257 which is the part when Wildeve and Eustacia are at the dance together in Budmouth. It is comprehensible that the heath folk consider Egdon Heath to be everything when they talk about Paris as if it were a million miles away, â€Å"like a King’s Palace as far as diments go† is the description they use when describing Clym’s shop. Hardy also uses the heath as a metaphor for how the central characters are feeling. On page 206, when Clym moves out of his mothers house, the fir and beech trees are described to be â€Å"suffering more damage than during the highest winds of winter†¦ the wasting sap would bleed for many days to come†. We also get an insight to the way Eustacia is feeling through the storm on the heath on page 345-346, â€Å"Never was harmony more perfect than that between the chaos of her mind and the chaos of the world without†. The brief flowering in the summer time on Egdon heath represents the love between Eustacia and Clym, when it flowered it was beautiful and colourful and sweet, but it soon drooped, dried out and finally died. When Wildeve and Diggory Venn are playing dice on the heath, the contrast is prominent between human behaviour and nature, â€Å"The incongruity between the men’s deeds and their environment was striking†. Hardy is making a comment on human nature and it’s battle against nature. The behaviour of the two men is described as almost

Chemistry 208 All QUIZ Essay

The Scientific Method Step 1: Performing Experiments Step 2: Making Observations Step 3: Proposing a Hypothesis Step 4: Confirming the Hypothesis Step 5: Proposing a Scientific Law Scientific Notation It is a mathematical expression in which a number is expressed as N x 10^n where N contains only one nonzero digit to the left of the decimal and n is an integer. Rules for Determining Significant Figures (digits) -All nonzero digits are significant figures -Counting begins from the left with the first nonzero number -Zeros between nonzero digits are counted as sig. Figures -Terminal zeros (zeros to the right of the right of a number) are always significant if the value contains a decimal point. Ex: 2. 3700 g: 5 significant figures 17. 50 mL: 4 significant figures Rule 1- In calculations involving measured values (with a certain # of sig. figs), the number of sig figs in the final answer depends on the operation performed. Rule 2- In multiplication and division of measured quantities, the final answer contains the same number of sig figs as are in the measurement with the least number of sig figs. Rule 3- In the final answer of a calculation involving exact numbers, unit conversion factors and constants, the number of significant figures is dictated by the measured quantity involved. Density = Mass/ Volume Matter: The term matter is used to describe things that occupy space and are perceivable by our senses. It can be classifies in terms of its physical state or chemical composition. Elements: composed of one type of atom. Classified as a metal, nonmetal or metalloid. Compound: a combination of elements in a definite proportion. Atoms of each individual elements are chemically combined to form the compound. A chemical change can break down a compound into its individual elements. Mixture: a non-pure substance made of 2 or more elements or compounds that can be separated by physical procedures. Protons have a positive charge, found in the nucleus. Neutrons have no charge, found in the nucleus. Electrons have a negative charge. The atomic number of an element is equal to the number of protons in the nucleus of its atoms. The mass number is equal to the number of protons and neutrons in the atom. To calculate the number of neutrons, subtract the atomic number from the mass number. Molecules are a combination of atoms in a definite proportion e. g. , molecule of water Ions are charged species formed by loss or gain of electron(s) from an atom. Loss of electron – cation (positively charged) Gain of electron – anion (negatively charged)

African American Musuem Essay

The African Museum in Philadelphia is notable as the first museum funded and built by a municipality to help preserve, interpret and exhibit the heritage of African Americans. Opened during the 1976 Bicentennial celebrations, the AAMP is located in historic Philadelphia, a few blocks away from the Liberty Bell. Charles H. Wesley was a noted African American historian, educator, and author. He was the fourth African American to receive a Ph. D. from Harvard University. An ordained minister, Wesley’s distinguished career included 40 years of leadership with the African Methodist Episcopal Church. In 1976, he served as Director of the Afro-American Historical and Cultural Museum in Philadelphia, now known as the African American Museum in Philadelphia. Programs The African American Museum that is located in Philadelphia, Pennsylvania has some interesting education programs. These education programs focus on arts, culture, and heritage education. They place a major emphasis on the interests of the students, educators, artists, historians, scholars, and community organizations. These programs offer diversity with scheduling. The programs explore various African forms of cultural expressions. In these programs there are literary performances, hands on demonstrations, workshops, and storytelling performances as well. The African American Museum in Philadelphia feels its programs can be a vital link between the permanent and visiting collections for the many communities they serve. Exhibitions The exhibitions in the African American Museum in Philadelphia can some to be pleasing to the eye and stimulating to the mind. According to the African American Museum of Philadelphia these exhibitions invoke a deep collection of emotion ranging from pride and passion to excitement and enthusiasm. When visitors enter the museum they will come to Gallery 1, which includes a interactive timeline, images draw from historical record, that spans 100 years of history. In Gallery 2 there are full size video projections in which visitors can in engage in them. Once they are activated, a monologue about life in Philadelphia will begin. Some other aspects of the exhibit include an experience where you can walk the streets of Philadelphia through a large scale map, which is located between galleries 1 and 2 .

Adventures of Huckleberry Finn- Analysis Essay

All children have a special place, whether chosen by a conscious decision or not this is a place where one can go to sort their thoughts. Nature can often provide comfort by providing a nurturing surrounding where a child is forced to look within and choices can be made untainted by society. Mark Twain once said â€Å"Don’t let school get in the way of your education. † Twain states that this education which is provided by society, can actually hinder human growth and maturity. Although a formal education shouldn’t be completely shunned, perhaps true life experience, in society and nature, are a key part of development. In the novel Adventures of Huckleberry Finn, Mark Twain throws the curious yet innocent mind of Huck Finn out into a very hypocritical, judgmental, and hostile world, yet Huck has one escape–the Mississippi River constantly flowing nearby. Here nature is presented as a thought provoking environment when experienced alone. The river is quiet and peaceful place where Huck can revert to examine any predicament he might find himself in: â€Å"They went off, and I got aboard the raft, feeling bad and low? Then I thought a minute, and says to myself, hold on,- s’pose you’d a done right and give Jim up; would you felt better than you do now? No, says I, I’d feel bad? † (p. 127). Only a few weeks with Jim and still feeling great ambivalence, Huck returns to the river to think. Twain tries here to tell the reader how strong the â€Å"mob† really is, and only when totally alone is Huck able to make the morally correct decision. The natural flowing and calm of the river cause this deep-thought, show! ing how unnatural the collective thought of a society can be. The largest and most obvious test of Huck’s character is his relationship with Jim. The friendship and assistance which he gives to Jim go completely against all that â€Å"sivilization† has taught him; at first this concept troubles Huck and causes him a great deal of pain, but over time, through his life experiences and shared times with Jim, Huck crosses the line upheld by the racist South and comes to know Jim as a human being. Huck is at a point in his life where opinions are formed, and by growing on the river, Huck can stand back from society and form his own. Eventually he goes as far as to risk his life for Jim:†And got to thinking of our trip down the river; and I see Jim before me, all the time, in the day, and in the night-time, sometimes moonlight, sometimes storms, and we a floating along, talking, and singing, and laughing. But somehow I couldn’t see no places to harden me against him, but only the other kind? I studied a minute sort of holding my breath, and then I s! ays to myself: ‘All right, then, I’ll go to hell’? † (pp. 270-271). After a long and thought-provoking adventure, Huck returns to the raft one final time to decide the fate of his friend. Symbolically, Huck makes the morally correct decision away from all others, thinking on the river. Although it might not be evident to himself, Huck causes the reader to see that â€Å"sivilization†, in their treatment of blacks especially, is not civilized at all. Every person Huck and Jim come across seems to just be following someone else blindly, as the whole country were some sort of mob. In the last few chapters, Tom Sawyer is re-introduced and the reader is left to examine how different environments: â€Å"sivilization† and nature (the river), have affected the children’s growth. It is distinctly evident that Huck has turned out to be the one with a clear and intelligent mind, and Tom, although he can regurgitate worthless facts about Louis XVI and Henry VIII, shows no real sign of maturity. â€Å"The first time I catched up to Tom, private, I asked him what was his idea, time of the evasion? – what it was he planned to do if the evasion worked out all right and he managed to set a nigger free that was already free before? And he said, what he had planned in his head, from the start, if we got Jim out, all safe, was for us to run him down the river, on the raft, and have adventures plumb to the mouth? † (p. 360). Huck has always thought of Tom as more intelligent than himself, but he cannot understand how Tom could toy with Jim’s life in such a way. For much time, Huck is! without the river and it is though his mind clouds; he follows along with Tom playing a sick game until the end when he is once again threatened with being â€Å"sivilized†. â€Å"But I reckon I got to light out for the Territory ahead of the rest, because aunt Sally she’s going to adopt me and sivilize me and I can’t stand it. I been there before† (p. 362). Huck’s adventure, if nothing else, has given him a wary eye towards â€Å"sivilized† society. When the prospect of settling down with Sally is presented he light’s out for the Territory to distance himself from a restrictive, formal education. Twain ends his novel by setting Huck up for a new experience and personal growth. The Adventures of Huckleberry Finn taught an important lesson, one that showed the importance of the self in the maturing process. We saw Huck grow up by having the river as a place of solitude and thought, where he was able to participate in society at times, and also sit back and observe society. Through the child’s eye we see how ignorant and mob-like we can all be. Then nature, peace, and logic are presented in the form of the river where Huck goes to think. Though no concise answer is given, the literature forces the reader to examine their surroundings, and question their leaders.