Clouds Essays (264 words) - Cloud, The Clouds, Serbian Folklore

Clouds I`ve opened the curtain of my east window here above the computer, and I sit now in a holy theater before a sky-blue stage. A little cloud above the neighbor's trees resembles Jimmy Durante's nose for a while, then becomes amorphous as it slips on north. Other clouds follow, big and little and tiny on their march toward whereness. Wisps of them lead or droop because there must always be leading and drooping. The trees seem to laugh at the clouds while yet reaching for them with swaying branches. Trees must think that they are real, rooted, somebody, and that perhaps the clouds are only tickled water which sometimes blocks their sun. But trees are clouds, too, of green leaves--clouds that only move a little. Trees grow and change and dissipate like their airborne cousins. And what am I but a cloud of thoughts and feelings and aspirations? Don't I put out tentative mists here and there? Don't I occasionally appear to other people as a ridiculous shape of thoughts without my intending to? Don't I drift toward the north when I feel the breezes of love and the warmth of compassion? If clouds are beings, and beings are clouds, are we not all well advised to drift, to feel the wind tucking us in here and plucking us out there? Are we such rock-hard bodily lumps as we imagine? Drift, let me. Sing to the sky, will I. One in many, are we. Let us breathe the breeze and find therein our roots in the spirit. I close the curtain now, feeling broader, fresher. The act is over. Applause is sweeping through the trees.

Where in the World Classroom Icebreaker

'Where in the World' Classroom Icebreaker Technology and transportation in the modern world have given us the opportunity to learn so much more, often first hand, about the rest of the world. If you haven’t had the privilege of global traveling, you may have experienced the thrill of conversing with foreigners online or working side-by-side with them in your industry. The world becomes a smaller place the more we get to know each other. When you have a gathering of people from various countries, this icebreaker is a breeze, but it’s also fun when participants are all from the same place and know each other well. Everyone is capable of dreams that cross borders. To make this icebreaker kinetic, require that one of the three clues be a physical motion. For example, skiing, golfing, painting, fishing, etc. Basic information about the Where in the World Icebreaker: Ideal Size: Up to 30. Divide larger groups.Use For: Introductions in the classroom or at a meeting, especially when you have an international group of participants or an international topic to discuss.Time Needed: 30 minutes, depending on the size of the group. Instructions Give people a minute or two to think of three clues that describe, but don’t give away, either the country they are from (if different from the one you’re in) or their favorite foreign place they have visited or dream of visiting. When ready, each person gives their name and their three clues, and the rest of the group guesses where in the world they are describing. Give each person a minute or two to explain what they like best about their favorite place in the world. Start with yourself so they have an example. If you want students on their feet and moving, require that one clue be a physical motion like swimming, hiking, golfing, etc. This clue may include verbal help or not. You choose. For example: Hi, my name is Deb. One of my favorite places in the world is tropical, has a beautiful body of water you can climb, and is near a popular cruise port (I am physically imitating climbing). After guessing is finished: One of my favorite places in the world is Dunn’s River Falls near Ocho Rios, Jamaica. We stopped there on a Caribbean cruise and had the marvelous opportunity of climbing the falls. You start at sea level and can climb 600 feet gradually up the river, swimming in pools, standing under small falls, sliding down smooth rocks. It’s a beautiful and fantastic experience. Debriefing Your Students Debrief by asking for reactions from the group and asking if anybody has a question for another participant. You will have listened carefully to the introductions. If somebody has chosen a place related to your topic, use that place as a transition to your first lecture or activity.

Synthesis paper Essay Example | Topics and Well Written Essays - 1250 words

Synthesis paper - Essay Example On the other hand, where justice is not present, then the laws cannot be followed by men who wish to live by such higher moral laws, and they have a duty to resist them without violence, even if it leads to personal suffering and jail. There is the sense in both King and Thoreau of making use of this higher inner moral compass to subvert what they see as the evils of their time, slavery and an unjust war campaign on the part of Thoreau, and the discrimination and systematic marginalization of African Americans suffering from centuries of slavery on the part of King. In both men the vision is that human laws are only to be followed where they conform to universal moral laws. The individual too and the respect given to the individual’s human rights and dignity are the proper starting points of any government crafting laws. Where society, government and the law disrespect human rights and debase individual liberties, then men have no obligation to follow those laws at all, but ar e free within their own individual capacities to resist the law and to go against society. This paper asserts therefore that one can read into the works of the two men the intention to lay out the foundations of moral action in society: people being able to immediately live with integrity and totally within their own individual capacities to live according to those higher moral laws. This is regardless of what is happening on the outside- regardless of whether governments and societies are enlightened or unenlightened in moral terms. The rest of the paper integrates the two writings in the context of this latter thesis (Thoreau; King). King notes that during the time of Hitler in Germany, all of his actions were legal, but his actions were not just. The plight of the Jews in Germany has become a clichà ©, but worth mentioning here, in that the Jews were victims of massive

Utilisation of Electrical Energy Assignment Example | Topics and Well Written Essays - 2500 words

Utilisation of Electrical Energy - Assignment Example The average consumption of electric energy around the world is approximately 19 % of the total electric energy produced. This calls for the specialized improvement in the lighting efficiency to save energy which translates to conservation of the environment. Different environment requires different lighting luminaries. The choice of a specific lighting luminary in a given environment depends on several factors. Some of the factors that influence the choice of lighting luminaires in given environments include the availability of natural light, the intensity of light required, the availability of energy sources – in this case electricity – among others. This paper discusses the common discharge luminary in different environments. The chosen environments include office building, an indoor – 5 –a – side – pitch, and Cul-de-sac street lighting Office Building For efficiency lighting in an office building, there must be sufficient source of light. This implies that the lighting luminaries used must have a high light intensity. Since the light is always switched on, the luminary must have the capacity to save energy. Considering this factors among others, the best luminary suited for an office building is Fluorescent Lamp. This is the best choice due to the following advantages: Fluorescent lights are cheap Fluorescent lamps generally have a very good luminous efficacy Fluorescent lamps have a very long lamp life (Ranges from 10 000 hours to 16000 hours). This implies less maintenance costs They come in large varieties of CCT and CRI Fluorescent Lamp Construction, Operation and Associated Circuitry The associated circuitry of fluorescent lamp is shown in figure 1 below. Figure 1. The associated circuitry of a fluorescent lamp. Construction and Operation In a fluorescent lamp, light is predominantly produced by fluorescent powders which are activated by ultra – violet radiation originating from mercury. This type of ligh t source is characterized by low – pressure gas discharge light source. Physically, the lamp is composed of a long tubular pipe that contains an electrode on both sides. This tubular pipe is filled with low pressure mercury vapour which is enhanced with an inert gas, in this case, argon, for starting. The emission of the light occurs in the ultraviolet region. The wavelength of the energy emitted falls in the range of 254 – 185 nanometres. The ultraviolet radiation produced is, then, converted into light by the phosphor layer which is coated on the inside of the tube. Most of the initial photon energy, 65 %, is lost by the dissipation since one ultraviolet photon produces only one visible photon. Moreover, the final spectral of the light that is distributed can be varied. This is by different combinations of phosphors. The CCT (Correlated Colour Temperature) of fluorescent light varies from 2700 Kelvin to 6500 kelvin. On the other hand, the colour rendering indices var ies from 50 to 95. Different fluorescent lamps have different luminous efficacy depending on their construction. The latest fluorescent lamp has a luminous efficacy of 100 lm/W. This excludes the ballast losses. The operation of a fluorescent lamp is shown in figure 2 below. Figure 2. The operation of a fluorescent lamp. Fluorescent lamps have an ever increasing current. This is harmful since it can destroy the lamp (National Industrial Pollution Control Council. Electric and Nuclear Sub-Council, United States. Dept. of Commerce, 1972). Thus, to correct this, it is designed in such a way that it limits the lamp current. This is seen in instances where it displays the negative voltage to counteract the ever increasing c

Proteins Lab Report Example | Topics and Well Written Essays - 1250 words - 1

Proteins - Lab Report Example However, this method is somewhat expensive and a time consuming. There are various methods of protein quantification such as the Ultra violet Absorbance, Lowry Assay and BCA assay (Mathews, 2000). This experiment employed the Bradford protein assay method in determining of protein. The experiments entail a spectroscopic, analytical procedure used in measuring the concentration of proteins in any solution. The procedure in this method relies on the binding of the dye Coomassie BrilliantBlue G-250 to protein in the sample, in which the dye is proportional to the protein concentration. The bradford dye-binding assay is a colorimetric assay method for measuring protein concentration in solution samples. Much of it involves the binding of Coomassie Brilliant blue to protein. In this case, there is no interference from carbohydrates such as sucrose or from cat ions. However, some of the detergents like sodium dodecyl sulfate, as well as triton x-100 are capable of interfering with the assa y, and the alkaline solutions. In this particular experiment, blank alongside six other test tubes were provided with a certain volume of Bovine albumin standard and the volume of some distilled water. The 1.5 mL of the unknown protein was constituted in the fourth test tube. The absorbance was then found through measuring it with the use of the Ultraviolet-visible spectrophotometer. The protein concentration was the computed with the help of the dilution equation. The determination of the unknown protein concentration was achieved through the use of two methods. These were linear regression method and the graphical methods. Quantitative determinations of proteins is the most accurate yet more rapid method for estimating of protein concentration in the field of protein study. The Quantitative determinations of proteins can be titrimetric-elemental, gravimetric or spectroscopic (Stoscheck, 1990). An assay originally described by Bradford has

Integrating ICT in Teaching and Learning Mathematics

Integrating ICT in Teaching and Learning Mathematics Investigate and discuss the use of ICT in teaching and learning Mathematics. Explore the use of MAPLE. Illustrate and discuss: 1) Competence with the main features of a range of ICT: ICT in teaching and learning mathematics is a requirement of the National curriculum and computer simulations can now place mathematics in a real life context. [1]There are a number of superior computer-based environments available to support this process. Some of these include dynamic geometry environments, graph-plotting packages, statistics and data holding packages and computer- algebra packages. Graphing calculators can be used to teach the beginning of Algebra. Similarly pocket calculators are convenient and quick to access as well as being relatively inexpensive today and is a useful mathematical tool. With the graphing calculator it is possible to determine that ‘every classroom could be turned into a computer lab and every student could own his or her own inexpensive personal computer with built-in mathematics software’ [2] The researchers Arnold and Aus identified three generations of graphing calculators: scientific calculators with large viewing windows, e.g. The T1-82, those which were more versatile with a range of mathematical functions like the Casio – 98JOG and those with CAS and dynamic geometry like the TI-92. Several discussions can be had around the implementation of calculators in mathematics teaching and learning and the subject continues to spark debate. Although the resolution of a hand held calculator is not comparable with that of a computer screen there is no need to alter the setting of the classroom or have to gain access to a number of computers to use it for learning. With regard to computational skills and mental arithmetic again calculators come up for criticism although there is a definite argument to be had that suggests calculators do not compromise the application of basic mathematical skills, as long as those skills are developed first in a conventional environment u sing pen and paper based calculations. [3] ICT can assist with turning algebraic symbols into graphical representations and vice versa. Using spreadsheets for algebra can encourage the use of letters to be interpreted as symbols and spreadsheet symbols can be used to solve mathematical problems[4]. Spreadsheets can be utilized to introduce students to a range of mathematical ideas and as a more generic mathematical tool. Recent research also provides evidence that young people are beginning to use spreadsheets on their own home computers. [5]Dynamic geometry can be used to teach transformation geometry as it can for establishing properties of circles, functions and graphs. Secondary level curriculum mathematics skills and the application of IT can be linked intrinsically by way of some of the following examples. The pupils ability to develop skills of mathematical modeling through the exploration, interpretation and explanation of data can be enhanced by using the appropriate graphical representations for displaying information from a data-set, by experimenting with forms of equations in producing graphs which are good fits for data plots and using motion sensors to produce distance-time graphs. Software can be applied in the context of learning about shapes, space and links with Algebra which automates geometric constructions, carries out specific geometric transformations and performs operations on co-ordinates or is able to draw loci. Finally by entering a formula in algebraic notation to generate values and match a given set of numbers, this can support the Secondary level skill to explore, describe and explain patterns and relationships in sequences and tables of numbers. [6] There are many reasons why mathematics teachers are reluctant to integrate ICT into teaching in the classroom. Many of the computer-based environments are complicated and teachers need to learn themselves how to use these tools effectively for doing mathematics. Although newly qualifying teachers have to pass a basic ICT test as part of their training, it is still difficult for teachers to know where to start, particularly some of the older generation of mathematics teachers. In the practical sense access to computers is not always possible for the benefit of every child being able to learn at the same time and sub-groups and individuals may have to be established in order to take it in turns to use a single computer in the classroom which can be time consuming and logistically difficult. However computers and calculators can be considered to provide six major opportunities for students learning mathematics: Learning from feedback – the computer can provide fast and reliable feedback which is non-judgmental and impartial. This can build students confidence and help them construct their own ideas. Observing patterns – The speed of computers and calculators enables students to provide many examples when exploring mathematical problems. Seeing connections – The computer enables formulae, tables and numbers and graphs to be linked easily. The result of seeing one representation and changes in the other helps pupils to understand the connections between them Working with dynamic images – Students can use computers to manipulate diagrams and encourages them to visualise the geometry. Exploring data – Computers enable students to work with real data which can be represented in a variety of ways. This supports its interpretation and analysis. ‘Teaching’ the computer – When students design an algorithm to make a computer achieve a specific task, they are urged to express their commands literally and in a correct order.[7] 2) Demonstrate the ability to explore maths and solve maths problems using MAPLE in-depth. MAPLE can be defined as a fundamental computer algebra software package which uses simple commands to perform complex operations and enables like by like analysis similar to using a pen and paper. It also allows pupils to focus on the underlying mathematical principles. [8] In Darlene Wu’s Understanding of Calculus she uses a number of experiments to determine the benefits of MAPLE on a series of students. She adheres to the notion that most traditional algebraic features can be delegated to a computer. In particular using MAPLE most problems can be resolved and believe this should be riled out for the benefit of all students studying mathematics. The problem below was assigned to a group of students in a research environment: Graph f(x) = ln(sin(x)*cos(x)) and g(x) = ln(sin(x)) + ln(cos(x)). What is the relationship between the graphs? Does it contradict the property ln(x*y) = ln(x) + ln(y)? By using the graphs of these two functions together with the graphs of sin(x) and cos(x), the students investigated the properties of sin, cos, and ln and show their answers in writing. Students used Maple to draw the two graphs easily, but they looked entirely different. This led the researchers to wander whether this contradicted ln(x*y) = ln(x) + ln(y)? And if so how would students explain it? The experiment needed to be repeated several times, recalling the definitions and properties of ln, sin and cos and concluded that the students assumed the two graphs looked different, whereas they are identical as long as ln(sin(x)cos(x)) and ln(sin(x))+ln(cos(x)) are defined. Wu’s paper concludes that it is necessary to train students to use mathematical methods effectively not just for the purposes of their job but for ‘the real world’ and that software programmes that help in this process are fundamental to their learning. However as a number of contradictions and problems emerged with equations through using MAPLE not only does Wu concede that students may become confused and panic if they cannot attribute the Mathematics problem to themselves or the Mathematics problem itself. She also notes that when teaching calculus it is important to consider whether such technology is still too overwhelming as well as students becoming dependent on its solutions, rather than working them out traditionally. [9] In comparison to this notion another paper with MAPLE as its core area of study is Fitz-Gerald and Healey’s Enlightening the mathematics curriculum with MAPLE. This discusses the implementation of MAPLE to the undergraduate Mathematics curriculum in a large University in Australia. The overall consensus was that in applying MAPLE, traditional topics that were once unpopular with students were now being approached in a much more understanding and enthusiastic way. This experiment demonstrates the advantages of being able to encourage Mathematics by way of helpful software across new audiences who might not have been inspired previously to study in this area.[10] 3. Identify the ways in which a particular ICT Software or graphics calculator can be used within a learning environment and the advantages/disadvantages of each in enabling effective maths learning. In Horton et al’s The graphing calculator as an aid to teaching algebra the paper points out that calculators have become popular in the classroom for the benefit of convenience and speed. What the researchers also determined was that tutorials on the Casio FX2.0 and FX 2.0 PLUS models actually improved manipulative skills. Students beginning a college algebra course following the tutorial scored significantly higher on a test which involved solving linear equations and in addition made suggestions for the tutorial also contributing to an improvement in attitudes.[11] It is interesting to consider their benefits for something other than the obvious assumptions to be made about graphics calculators. In absolute contrast to all perceived theories Graphic Calculators In The Classroom: Students’ Viewpoints presents the results of a piece of research carried out amongst low achieving eleventh grade pupils in Portugal. This revealed that little improvement was gained from introducing graphic calculators to mathematics lessons as the pupils considered the impact of their teacher; their teaching style and personality to be of more educational value to them than the calculator, which improved very little in terms of their academic improvement where mathematics was concerned.[12] Another perhaps more important everyday negative aspect of graphic calculators is their inclusion of games and other non-educative devises such as phonebooks and personal organizers which can detract pupils away from the learning process in the classroom. In addition, the potential for students to store information and consequently cheat during examinations when they are allowed to take calculators in with them in a test environment. The other argument when weighing up some of the differences between hand-held devices and computer programmes is that a calculator can accompany a student into an examination, whereas a computer cannot. They are flexible and user- friendly as well as being able to be powered by solar energy which is of course far more beneficial to the environment. Another advantage is the diminishing cost of calculators. They can be easily purchased anywhere at a relatively small price in comparison with a computer which ‘It has been suggested recently render(s) the use of graphics calculators much more attractive to schools than computers’[13] Interestingly in his research Spreadsheets, graphics calculators and  mathematics education, Barry Kisane provides a suggestion for combining programmes into graphics calculators in order to maximize their potential, thus making them less of a calculator and more of a computer. And notes that ‘The inclusion of these essential  features on graphics calculators seems to extend the range of influence of the  spreadsheet as a useful device for mathematics education in secondary schools, and is deserving of attention to exploit it appropriately’.[14] Essentially perhaps the way forward with graphics calculators is to then modify and technologically enhance them further so that they can take on many of the characteristics of the computer whilst not having the capacity to store information that might prove potentially incriminating to a student in the examination room. Bibliography Bishop, A.J, Clements, M.A (2003) Second International Handbook of Mathematics Education: Springer Cowan, P (2006) Teaching Mathematics: A Handbook for Primary and Secondary School Teachers: Routledge Da Ponte Canavarro (1993) Graphic Calculators In The Classroom: Students’ Viewpoints: Centro de Investigaà §Ãƒ £o em Educaà §Ãƒ £o da Faculdade de Cià ªncias Fitz-Gerald Healey Enlightening the mathematics curriculum with MAPLE, Essay taken from Maple V: Mathematics and Its Application : Proceedings of the Maple Summer Workshop and Symposium, Rensselaer Polytechnic Institute, Troy, New York, August 9-13, 1994By Robert J. Lopez: Birkhà ¤user Horton, R. M., Storm, J., Leonard, W.H. (2004). The graphing calculator as an aid to teaching algebra, Contemporary Issues in Technology and Teacher Education, 4(2), 152 -162. Johnston-Wilder, S, Pimm, D (2005) Teaching Secondary Mathematics with ICT: McGraw-Hill International Kemp, M, Kissane, B Bradley, J (1995) ‘Assessment and the graphics calculator’ in Anne Richards (ed.) FLAIR: Forging links and integrating resources, Darwin, The Australian Association of Mathematics Teachers, 235-241. (Also available at http://wwwstaff.murdoch.edu.au/~kissane/papers/aamt95.pdf Kissane, B (2007) Spreadsheets, graphics calculators and  mathematics education, In K. Milton, H. Reeves T. Spencer (eds) Mathematics: Essential for learning, essential for life. 21st Biennial Conference of the Australian Association of Mathematics Teachers (pp 331-339), Hobart: Australian Association of Mathematics Teachers. Rielly, C (2004) The Application of Computer Algebra Software in the Teaching of  Engineering Mathematics, Higher Education Academy Sutherland, R (2004) Teaching for Learning Mathematics: McGraw-Hill International Wu, D, Some Examples on Using Maple to Increase Students. Understanding  of Calculus, Sourced from: http://archives.math.utk.edu/ICTCM/VOL08/C052/paper.pdf, Date accessed, Footnotes [1] Cowan,P (2006) Teaching Mathematics: A Handbook for Primary and Secondary School Teachers: Routledge [2] Bishop,A.J, Clements,M.A (2003) Second International Handbook of Mathematics Education: Springer [3] Bishop,A.J, Clements,M.A (2003) Second International Handbook of Mathematics Education: Springer [4] Sutherland,R (2004) Teaching for Learning Mathematics: McGraw-Hill International [5] Sutherland,R (2004) Teaching for Learning Mathematics: McGraw-Hill International [6]Cowan,P (2006) Teaching Mathematics: A Handbook for Primary and Secondary School Teachers: Routledge [7] Johnston-Wilder, S, Pimm,D (2005) Teaching Secondary Mathematics with ICT: McGraw-Hill International [8] Rielly,C (2004) The Application of Computer Algebra Software in the Teaching of  Engineering Mathematics, Higher Education Academy [9] (Sourced from: http://archives.math.utk.edu/ICTCM/VOL08/C052/paper.pdf, Date accessed, 30/11/08 [10] Fitz-Gerald Healey Enlightening the mathematics curriculum with MAPLE, Essay taken from Maple V: Mathematics and Its Application : Proceedings of the Maple Summer Workshop and Symposium, Rensselaer Polytechnic Institute, Troy, New York, August 9-13, 1994By Robert J. Lopez: Birkhà ¤user [11] Horton, R. M., Storm, J., Leonard, W.H. (2004). The graphing calculator as an aid to teaching algebra, Contemporary Issues in Technology and Teacher Education, 4(2), 152 -162. [12] Da Ponte Canavarro (1993) Graphic Calculators In The Classroom: Students’ Viewpoints: Centro de Investigaà §Ãƒ £o em Educaà §Ãƒ £o da Faculdade de Cià ªncias [13] Kemp, M, Kissane,B Bradley,J (1995) ‘Assessment and the graphics calculator’ in Anne  Richards (ed.) FLAIR: Forging links and integrating resources, Darwin, The Australian Association of  Mathematics Teachers, 235-241.  (Also available at http://wwwstaff.murdoch.edu.au/~kissane/papers/aamt95.pdf [14] Kissane,B (2007) Spreadsheets, graphics calculators and  mathematics education, In K. Milton, H. Reeves T. Spencer (eds) Mathematics: Essential for learning, essential for life. 21st Biennial Conference of the Australian Association of Mathematics Teachers (pp 331-339), Hobart: Australian Association of Mathematics Teachers.

Sailing to Byzantium Essay -- W.B. Yeats Sailing to Byzantium Essays

Sailing to Byzantium In W.B. Yeats, â€Å"Sailing to Byzantium† the narrator is an older man looking at his life with detest as the way it appears now. He is holding resent for the way the young get to live their lives and how he lives his now. The narrator is dealing with the issue of being older and his sadness of worth in this life, and who is later able to come to terms and accept his life. In â€Å"Sailing to Byzantium† the poem is broken up into four stanzas, each describing a different part of the voyage and the feeling associate with it. Stanza I is the narrators departure to Byzantium; II the voyage done by boat and landing in Byzantium; III in the holy city of Byzantium and visiting the ancient landmarks; IV the desire of the narrator to become a part of physical aspect of Byzantium. In first stanza the narrator of the poem describes that the lands of where he is from is not for the older people, there are too many young people frolicking around enjoying their lives, while the older people and sulking and are not take pleasure in their own lives. To him he sees the young people neglecting the knowledge they have around them â€Å"Caught in that sensual music all neglect Monuments of unageing intellect.† The place he is taking his voyage to see to be much more enjoyable when the people are more full of life. It seems to the man that everyone within Byzantium is able to escape life through music. In the second stanza, the man is likely mediating aboard the ship on growing old. (Hochman 211) He feels that as if his body is withering away and that his is much more badly off then any of the young. According to Olsen, in the line â€Å"every tatter in this mortal dress† is cause for further argumentation of joy, and the soul is able to rejoice. (216) â€Å"The soul of the aged must be strong to seek that which youth neglects. Hence the old must seek Byzantium; that is the county of the old.† (Olsen 216) When they reach Byzantium they are no longer forced to look at the youth of things but are allowed to appreciate the long development in the holy city, which happened long ago. The narrator has landed into the city realizing how magnificent of a place Byzantium really is. During the third stanza the narrator summons the wise old men who are portrayed thought the golden walls of the Byzantine churches. The narrator asks to be knowledgeable about in the anc... ...zantium.† Poetry for Students. Ed. Marie Rose and Rubuy, Mary K. Rev. ed. Gale, 1997 211-214 Napoerkpwsi, Marie Rose and Rubuy, Mary K., ed. Poetry for Students. Rev. ed. Vol.2 America: Gale Research, 1998. 19 vols. Olson, Elder, â€Å"Sailing to Byzantium: Prolegomena to a Poetics of the Lyric,† in On Value Judgments in the Arts and Other Essays, University of Chicago Press, 1976 Yeats, W.B. The Collection of Poems by W.B. Yeats: Definitive Edition, With the Author’s Final Revisions. New York: MacMillan, 1959 Michael Harvey’s Nuts and Bolts of College Writing 2002 < http://nutsandbolts.washcoll.edu/mla.html> Wright C. â€Å"Sailing to Byzantium-Help† William Butler Yeats Campfire June 2000 < http://killdevilhill.com/yeatschat/messages2/1695.html> Analysis of Yeasts’ â€Å"Sailing to Byzantium† < http://courses.washington.edu/englhtml/engl481/yeats.htm> [minstrels] Sailing to Byzantium -- William Butler Yeats Mar. 1999 < http://www.cs.rice.edu/~ssiyer/minstrels/poems/21.html> http://www.geocities.com/Athens/5379/SailingToByzantium.html Date Unknown < http://www.geocities.com/Athens/5379/SailingToByzantium.html>

Crucible Allusions

One allusion Miller used is New Jerusalem, meaning the holy city of heaven in the Bible. I believe Miller used this allusion in order to show us how his characters viewed their land in America. They believed that they were the ones who were selected by God to find this New Jerusalem. But I also think Miller had intentions to make this allusion ironic because when they Puritans came to America to pursue religious freedom because they were persecuted for their beliefs in England.However, they also persecuted others for having different religious views because they thought that other religions would corrupt and bring deceitful ideas to their New Jerusalem. I also believe Miller used this allusion to show the vengeance of the Puritans, since they felt the need to persecute because they themselves were persecuted (Miller 1237). Another allusion used by Miller is the use of Lucifer, which is the Devil. I believe Miller used Lucifer as an allusion because he wanted to express the importance that the Devil had on the characters of The Crucible.I think Miller thought this was necessary since it shows that they both need and want someone to blame for everything that is goes wrong in Salem (Miller 1260). They accuse people of being witches, who were there because of Lucifer. The use of this allusion several times throughout the Crucible suggests that the Puritans were kind of obsessed with Lucifer, thus revealing that Miller had high regards for the Salem characters religious beliefs..This also shows that vengeance was very common since envy of the miserable toward the happy resulted in revenge (Miller 1237). Martin Luther, a German theologian who led the Protestant Reformation, was another allusion Miller used in The Crucible. The reason why I believe Miller used Martin was because Martin had an experience that closely resembled that of the Salem witch trials. He too was blamed of being affiliated with Hell and accused of heresy. So Miller wanted to show that trials were not only held in Salem but in other parts of the world.In the case of Martin, he also then accused his enemies of being in an alliance with Hell, similar to how Tituba accused someone else when she was accused (Miller 1260). But for Luther, his case was more complicated in that he thought that he had contact with the Devil and argued theology with him. So I believe this allusion was ultimately used to provide similar examples of the problems that were happening in Salem. The last allusion that Miller uses is the Inquisition.I think Miller used this allusion because it sort of resembles the Salem witch hunts of The Crucible. Instead of only mentioning witch hunts in early America, he shows us other examples of people being accused of wrong doings and then blaming it on others. Pope Gregory IX proposed the Inquisition in 1231 and Catholic judges started accused people of treason and heresy (Miller 1253). In both cases there were deaths because of persecutions. So he wanted us to see the similarities between other cases of accusations, vengeances, fear, and greed.

World War 2 essays

World War 2 essays In America in the Twentieth Century, George Donelson Moss describes the change in American society as a result of World War II. He argues that during the Second World War the United States went from a nation suffering the effects of a Great Depression while dealing with a world occupied by war and controversy regarding President Roosevelts foreign policy, to a unified, proud, and powerful nation. Moss claims [The United States] armed forces and industrial might had played decisive roles in destroying Fascism, militarism, and imperialism around the globe. The rise of Nazism in Germany and Fascism in Italy were two main factors contributing to the outbreak of the war. Many feared Fascism, a political ideology condoning the recreation of a populist ultranationalist state, along with Communism . A common belief in many modern societies including the United States was that radical ideas such as Fascism and Communism were too extreme. Militarism existed mainly in Japan and Germany, as both nations were trying to build an empire. Through aggression and appeasement, Hitler gained Austria, Sudetenland, a section of Czechoslovakia, and other European territories. Meanwhile, in Japan, Emperor Hirohito seized Manchuria, an area of Northern China, with hopes to gain control of Southeast Asia. While the United States attempted to stay out of the conflict, the last straw came on D ecember 7, 1941. Japans surprise attack on Pearl Harbor left almost 2,400 Americans dead and an overwhelming sense of patriotism. The United States then entered the War, with hopes of destroying fascism, militarism and imperialism. ...

The Man Behind Jay Gatsby essays

The Man Behind Jay Gatsby essays In the novel "The Great Gatsby" by F. Scott Fitzgerald, no one really seemed to know the man known as Jay Gatsby. When he was rich and powerful, he was a man everyone "wanted to be well acquainted with." But when he died, life went on without him. It seemed as if nobody cared that he was the man behind the extravagant parties and all the good times. He was dead and nobody mourned or gave any signs of sympathy. This shows the difference of opinions of the great Jay Gatsby throughout the story. He was an icon of not only every man's image of the American Dream, but he was also a part of Americanism and the American Experience. He was seen as the richest and luckiest man during his time. Unlike any of the other characters in the novel, Jay Gatsby does not change during the course of the story. He as a person may not have changed, but the way that people perceived him certainly became different. When he was alive and well, he was the perfect example of the American Dream. "He took out a pile of shirts and began throwing them one by one before us, shirts of sheer linen and thick silk and fine flannel which lost their folds as they fell and covered the table in many-colored disarray (Fitzgerald 97). This illustrates how he had more money than he knew what to do with. He could afford to have oversized parties every weekend and live the lavish style that he did. Jay Gatsby was the person to know when it came to West Egg. In the beginning, he was only known as Jay Gatz. He was a poor boy who had joined the army. He only had his charm to get him by. With that, he met Daisy. She was a very rich and sheltered girl from a wealthy family. They were in love from the beginning. Unfortunately, Daisy believed overall that security was of more importance than of love. From that moment on, Jay Gatz wanted one thing; to get rich so he could gain Daisy's approval and also to show her that a poor boy can become wealthy. This obsession ate up and de...

Financial Management in Nonprofit Organizations Research Paper - 1

Financial Management in Nonprofit Organizations - Research Paper Example In fact, such regulative provisions aim to ensure that the organization’s funds are properly used for the stated purpose. As compared to for-profit organizations, a nonprofit enterprise is not allowed to keep huge amount of surpluses with it. Since a nonprofit organization’s financial management is not liable to take any level of risk, it can operate freely with greater degree of certainty. In contrast, for-profit organizations bear some levels of business risks including debt financing. Generally, both nonprofit organizations and for-profit organizations use the incremental budgeting technique. Undoubtedly, restricted financial management operations can reduce nonprofit organizations’ probability of failure. Introduction The term financial management simply refers to the process of planning toward the future of an individual or a business organization so as to ensure a positive inflow and outflow of cash. To be more specific, â€Å"financial management pertains to the optimal sourcing and utilization of financial resources of a business enterprise†; and the two key processes including resource management and finance operations constitute this process (Sofat & Hiro, 2011, p.20). Theoretical frameworks suggest that the application of financial management techniques in non-profit organizations is entirely different from its application in for-profit organizations. This paper will discuss the financial management practices in nonprofit organization. It will also compare and contrast the applications of financial management techniques in nonprofit organizations with that of for-profit organizations. Core Concepts of Financial Management Core concepts of financial management encompass capital budgeting, cash management, cost of capital, capital structure planning, and dividend policy. Capital budgeting is a financial tool used to analyze whether an organization’s long term investments like new plants, machinery, research and develo pment projects, and other new products are worth pursuing. Cash management activities try to maintain an effective balance between inflow and outflow of cash. From the management view point, cost of capital represents the cost of a firm’s funds including debt and equity. The concept of capital structure refers to the way an organization uses particular combinations of ‘equity, debt, and hybrid securities’. Dividend policy refers to a strategic measure that an organization uses to decide the level of returns to be paid to its shareholders. The application of these financial management concepts depends on a number of factors in addition to the size and nature of the organization. Among them, the firm’s efficacy in applying these concepts is vital in order to exercise a control over the organization’s future cash flows. Therefore, firms usually establish separate finance departments so as to deal with their day to day financial operations. Financial Ma nagement in Nonprofit Organizations Unlike for-profit organizations, the p ­rimary goal of a nonprofit organization is not shareholder value maximization; instead, it intends to meet specific socially desirable needs. As Griswold and Jarvis (2011) point out, nonprofit organizations lack financial flexibility as such institutions heavily depend on resource providers that are not engaged in exchange transaction. The resources provided are

Economics Assessment Assignment Example | Topics and Well Written Essays - 1500 words

Economics Assessment - Assignment Example Gross Domestic Product (GDP) The GDP is an important primary economic indicator for assessing economic growth of a country as it impacts on the businesses, industries and people. The economic growth measured by comparison over a period of time indicates trends in the economy. GDP Real growth rate refers to GDP growth on an annual basis adjusted for inflation and measured on year-over-year basis. GDP real growth rate North Korea South Korea 2012 (est.) 2.7% 2011 (est.) 0.8% 3.6% 2010 (est.) -0.5% 6.3% 2009 (est.) -0.9% The GDP real growth rate of South Korea during 2010 to 2012 reflects the effect of slowdown in the international economy consequent upon the US subprime crisis and financial crisis in Europe due to its level of exposure to international trade. The strength of the country’s economy could be assessed meaningfully by comparing its GDP growth rates with the other developed countries’. ... The developing countries like India (4.5%) and China (7.9%) have higher GDP growth rates as they were not affected by subprime or European financial crisis. North Korea’s GDP growth compared to many of the developing and under-developed countries has been poor. The country had negative growth in 2009 and 2010 against good performances of several Asian and African countries during this period. The industrial development achieved by South Korea over the period of time is linked to its external trade and GDP growth as can be observed from the following table. External Trade of South and North Korea (USD 100 million) North Korea (A) South Korea (B) B/A 2010 2011 2010 2011 2010 2011 Trade Amount 41.7 63.2 8916.0 10796.3 213.8 170.8 (22.3) (51.3) (29.9) (21.1) Exports 15.1 27.9 4663.8 5552.1 308.9 199.0 (42.5 (84.2) (28.3) (19.0) Imports 26.6 35.3 4252.1 5244.2 159.9 148.6 (13.2) (32.6) (31.6) (23.3) Notes: 1) Excludes bilateral trade between North and South Korea. 2) Figures in par entheses represent rates of growth over the previous years. Source: The Bank of Korea, p. 6. â€Å"Historically, from 1971 until 2012, South Korea GDP Annual Growth Rate averaged 7.23 Percent reaching an all time high of 18.20 Percent in September of 1973 and a record low of -7.30 Percent in June of 1998. South Korea’s economy became one of the most diversified and technologically advanced in the world in the last 50 years† (Trading Economics, 2012). The sanctions imposed on North Korea by the US and European community has affected the country’s internal trade severely. Apart from South Korea, other trading partners of North Korea are mostly the developing nations of the world. The comparative performance of the two countries reflects the weakness in the political system