The Great Gatsby By F. Scott Fitzgerald - 1674 Words

The Great Gatsby by F. Scott Fitzgerald is a novel that was published in 1925 which was a period known as the â€Å"roaring twenties†. During this period, America was witnessing a post war euphoria that was a companied by prosperity, glamour, self-indulgence and excessive consumption (Bloomfield, p. 17). According to Bourdieu, America at that time was going through a gaudiest spree in history that was characterized by a lot of social change and mobility (p.2). For example, the stock market was getting into new heights, the congress passed the eighteenth amendment, outlawing of sale of alcohol and the opening up of financial opportunities for a number of people who ended up becoming millionaires. One such millionaire is Jay Gatsby who is the†¦show more content†¦The two eggs may have appeared similar in that they both possessed wealth and riches but the two were very different in terms of behavior and values. According to Fitzgerald, the wealthy people from East Egg hu miliated the wealthy people from West Egg and â€Å"carefully guarded against its spectroscopic gayety† (Fitzgerald,47). East Egg symbolizes old money which are the established wealthy and the West Egg symbolizes new money which is the newly accumulated wealth. Fitzgerald describes the citizens from East Egg and West Egg by focusing on their social classes and status. The East Egg is made up of people like Tom and Daisy Buchanan who belong to the upper class and have behaviors and refinement that come with the upper class (Fitzgerald, 57). Jay Gatsby is one of the new rich people from West Egg who became very wealthy during the â€Å"roaring twenties†. Gatsby tries to use his fortune to rise to the class of the established rich and win the love of Daisy Buchanan. However, Gatsby is not able to cross the traditional boundary of class despite the wealth he has accumulated. Fitzgerald describes the overwhelming class barrier that Gatsby struggles to overcome in order to win the love of Daisy Buchanan (Bloomfield, 22). According to the novel, Gatsby engages in a flamboyant display of wealth in order to impress Daisy and to show people that he has risen to the social class of the established wealthy. For

The Pre Combustion Capture Environmental Sciences Essay Free Essays

string(79) " secondary fuel supply makes the reformer even more efficient than the others\." Climate alteration is straight associated with increased atmospheric concentration of gases, and particularly of CO2 produced chiefly by fossil fuel burning. Therefore, accomplishing important decrease of CO2 emanations is pressing. Many different schemes need to be applied for this intent including the increased usage of renewable energy beginnings and atomic power, the betterment of energy transition efficiency and the usage of C gaining control and storage systems ( CCS ) . We will write a custom essay sample on The Pre Combustion Capture Environmental Sciences Essay or any similar topic only for you Order Now In planetary graduated table, energy production is extremely dependent of fossil fuels. Furthermore, the continuously increasing energy demand in combination with abundant and loosely distributed geographically coal, are factors that prohibit the decrease of conventional energy production ways. Therefore, CCS is the lone option to accomplish important CO2 emanations decreases. The C gaining control engineerings can be separated into three chief methods: pre-combustion gaining control, post-combustion gaining control and oxy-fuel burning. In this assignment, pre-combustion gaining control procedure will be examined. Basic Operation 2.1 Definition By definition, pre-combustion C gaining control refers to the remotion of C from fuel before its burning. Therefore, the burning generates zero CO2 emanations. This engineering can be applied in power workss which use hydrocarbon fuels in order to bring forth electricity. These fuels are coal, natural gas, oil but can besides be used in power workss which use non-hydrocarbon fuels such as biomass or waste. However, pre-combustion C gaining control engineering is more efficient and most developed for usage in Integrated Gasification Combined Cycle ( IGCC ) power workss utilizing coal fuel and in Natural Gas Combined Cycle power workss. Procedure The chief procedure can be divided into three stairss. Initially, the hydrocarbon fuel which is typically natural gas or coal ( oil or biomass ) is reformed or gasified severally into synthesis gas, known as syngas, incorporating H and CO. Then, the syngas is reacted with steam in a Water-Gas Shift reactor ( WGS ) and the C oxide is converted to carbon dioxide and produces more H2O. The resulted syngas after the transition of the C oxide is consisted of C dioxide and H2O and is known as shifted syngas. During the 3rd measure, CO2 is separated from H2 and the rich H gas is produced which can be combusted clearly in combined rhythm power workss. Separated CO2 is so compressed, stored and transported. Between the three basic stairss, described above, there is a figure of extra units for the optimal operation of the system. These units are gas cleaners and heat money changers. Depending on the fuel used, the place and the sort of these units may differ. Figure 1 depicts the basic units of a combined rhythm power works irrespective of the fuel used as input. The water-gas displacement reactor and the CO2 gaining control unit are the extra units used in an IGCC or a NGCC power works for C gaining control. Figure 1: CC power works with pre-combustion gaining control. Figure 2 depicts an IGCC power works with pre-combustion C gaining control. From this figure the extra units can be observed. These units are the Air separation Unit ( ASU ) , the atom and the S remover. All these units will be described exhaustively in the following subdivisions of this assignment. Pre-combustion Capture Process_Vattenfall.jpg Figure 2: IGCC power works with pre-combustion gaining control. The chief difference between the IGCC power works and the NGCC power works is that the IGCC uses a gasifier for the production of the syngas and the NGCC uses a gas reformist. 5 Reformer 5.1 Natural gas constituents In combined rhythm power workss which use natural gas as fuel, a gas reformist is used for the syngas production. At this point it is of import to be mentioned that natural gas is consisted chiefly of methane in a proportion about 94 % . Table 1 cites all the constituents that natural gas is consisted of and their proportion. Table 1: Natural gas constituents 5.2 Natural gas reformation Three different commercially available engineerings for natural gas reforming have been developed. Steam reforming ( SR ) , Non-catalytic partial oxidization reforming ( POX ) and Autothermal reforming. For the hereafter, reforming in a membrane reactor could be an option. 5.2.1 Steam Reforming In steam reforming, methane reacts with H2O ( steam ) ( 700 A ; deg ; C-1000 A ; deg ; C ) under 3-25 saloon force per unit area in a presence of a nickel-based accelerator to bring forth H and C monoxide. It is an endothermal reaction which frequently using a nickel-based accelerator. In order to avoid the taint of the accelerator, sulfur compounds from the natural gas demand to be removed before the reformation. The basic steam reforming chemical reactions are: Methane: CH4 + H2O ( +heat ) CO + 3H2 -?=-206kJ/mol Propane: C3H8+ 3 H2O ( +heat ) 3CO + 7H2 Ethyl alcohol: C2H5OH + H2O ( +heat ) 2CO + 4H2 The chief drawback of this reformist is that demand a secondary steam supply. 5.2.2 Non catalytic Power Oxidation ( POX ) Partial oxidization procedure relies on an exothermal reaction between natural gas and a limited sum of O. The merchandises of the reaction are chiefly carbon monoxide and H. The O can be supplied as pure O either signifier air or via a conveyance membrane. The basic chemical reactions are: Methane: CH4 + ?O2 CO + 2H2 ( +heat ) Propane: C3H8 + ?O2 3CO + 4H2 ( +heat ) Ethyl alcohol: C2H5OH + ?O2 2CO + 3H2 ( +heat ) Temperature of the reaction is about 1250-1400EsC. This engineering is much faster than steam reforming but increases the entire cost of the works significantly. However, it is a really simple system with small care required. 5.2.3 Autothermal Reforming ( ATR ) The reactor in the autothermal reactor is divided into two different zones, a burning and a thermic and catalytic zone. Oxygen reacts with methane and signifiers syngas. It is an exothermal reaction and the operating temperature is in about 850-110 EsC. CH4 + O2 – CO + 2H2O ( g ) -=519KJ/mol These reformer are more widespread and common used than the other two because of its flexible operation, its compact design, its low investing cost and its broad operating conditions. Furthermore, the fact that there is no demand of secondary fuel supply makes the reformer even more efficient than the others. You read "The Pre Combustion Capture Environmental Sciences Essay" in category "Essay examples" 5.3 Water Gas displacement reaction in NGCC power workss with pre-combustion milliliter. The Water gas displacement reactor is one of the most of import units of the pre-combustion C gaining control procedure and will be examined exhaustively in subdivision 5555. However it is really of import to be mentioned at this point that in NGCC power workss with pre-combustion C gaining control, the H2O gas displacement reactor take topographic point into the reformist. 7 Water Gas Shift reactor The H2O gas displacement reactor ( WGS ) is one of the most of import parts of the CO2 gaining control system in IGCC and NGCC power workss. It converts about all the CO in Syngas, into CO2 and H with an exothermal chemical reaction. The input of the WGS reactor is syngas and steam ( H2O ) . CO + H20 – CO2 + H2 ?H= -41.1kj/mol In general, the H2O gas displacement reaction occurs in an adiabatic system with the presence of a accelerator which accelerates the reaction rate. Several types of accelerators are commercially available but three of them are the most of import. These three accelerators can be divided into two classs: the clean displacement accelerators and the rancid displacement accelerators. Clean displacement accelerators: High temperature displacement accelerators Active constituent: Fe3O4 with Cr2O3 as stabilizer Operating temperature: 350 – 500 A ; deg ; C Sulphur content syngas lower than 100 ppm. Low-temperature displacement accelerators Active constituent: Cu supported by ZnO and Al2O3 Operating temperature: 185 – 275 A ; deg ; C Sulphur content syngas lower than 0.1 ppm. Sour displacement accelerators Active constituent: Sulphided Co and Mo Operating temperature: 250 – 500 A ; deg ; C Sulphur content syngas lower than 300ppm. In NGCC power workss with pre-combustion gaining control, clean displacement accelerators are used and the chief WGS operation takes topographic point into the reformist. IGCC power workss with pre-combustion gaining control usage either clean or rancid displacement accelerators but rancid accelerators are more widespread. In these workss, the WGS reactor is an independent unit. During shift reaction, the temperature rises and restricts the farther procedure. Therefore, the transition in a individual reactor is limited. This job can be solved by utilizing a two phase H2O displacement reaction. This reaction can be achieved with the combination of a high temperature and a low temperature displacement reactor operated in sequence. Consequently, in order to acquire a higher grade of transition of the CO to CO2, two reactors are favourable compared to a one-reactor apparatus. Between these two reactors, an inter-bed chilling is used in order to keep the temperature low in the 2nd reactor. The majority of C monoxide is converted to CO2 by the high-temperature accelerators and the procedure is fulfilled by the low temperature accelerators. Figure 2 depicts a High and Low temperature displacement reactor every bit good as the different temperatures for the different phases. Figure 2: High ( left ) and Low ( right ) temperature displacement reactors. Figure ten: WGS composed by two reactors. The WGS unit influences the entire efficiency of the power works. For standard design it is observed an efficiency loss about 3-4 % . The loss of efficiency caused by the WGS ‘ steam demands necessary for sufficiently high CO transition ratios. Sulfur Removal Unit Sulfur remotion is a critical portion in the pre-combustion C gaining control processes and it is used in both IGCC and NGCC power workss. Its chief operation is to take S from the input gas. Figure†¦ . Application in IGCC power workss with pre-combustion milliliter. Syngas produced by the gasification contains assorted drosss. Among these drosss, Ss have a large proportion. During gasification, S is chiefly converted to hydrogen sulphide ( H2S ) and to carbonyl sulphide ( COS ) in a proportion about 3-10 % . In IGCC power workss with pre-combustion C gaining control, in order to clean the gas from sulfur constituents, a Sulfur Removal unit is used which utilizes acid gas recovery processes ( AGR ) . These procedures can be either physical or chemical based and retrieve S either as sulphuric acid or as elemental S. However, AGR procedures are efficient merely when S is in H2S signifier, COS is highly hard to be removed in this manner. Therefore the sulfur remotion unit must be equipped with a COS hydrolysis unit ( before the AGR ) which catalytically converts COS to H2S. This units converts over 99 % of the of the COS to H2S with the chemical reaction presented below: COS + H2O – H2S + CO2 With the combination of these two units i.e. COS hydrolysis and AGR process the Sulfur remotion unit achieve about 99 % of sulfur recovery. In unit 7 it underlined that in IGCC power workss with pre-combustion milliliter the WGS reactor can be composed either of clean or rancid displacement accelerator. In instance of clean displacement accelerators, sulfur constituents must be removed from the syngas before the WGS reactor in order to avoid accelerator taint. Therefore, in this instance the S remotion demand to be placed before the WGS reactor as Figure 66 shows. Figure 66: WGS reactor with clean displacement accelerators In instance of rancid displacement accelerators, S is required in the provender gas. Therefore the sulfur remotion unit is placed after the WGS reactor. It is really of import to advert here, that in this instance the WGS reactor except from change overing CO to CO2, besides hydrolyses COS to H2S. Consequently, there is no demand of a separate COS hydrolysis system. Figure 67: WGS reactor with rancid displacement accelerators. In every instance, a gas ice chest is necessary to be used before the Sulfur remotion unit. Application in NGCC power workss with pre-combustion milliliter. In this instance, both the accelerators of the reformist and of the WGS reactor are clean displacement. Therefore, sulfur remotion is necessary to be placed before the gas reformist. Hence, in NGCC power workss, the input gas of the sulfur remotion unit is natural gas alternatively of syngas ( or shifted syngas ) which was in IGCC power workss. The first measure of the remotion procedure is the transition of sulfur compounds, such as COS and mercaptans, in the natural gas to gaseous H2S. This can be achieved by utilizing a catalytic hydrogenation. After the transition, the S is removed by fluxing of the natural gas through a bed of Zn oxide granules to organize solid Zn sulphide harmonizing to reaction H2S + ZnO ( s ) H2O ( g ) + ZnS ( s ) How to cite The Pre Combustion Capture Environmental Sciences Essay, Essay examples

Molecular Biology Neurodegenerative Disease

Question: Discuss about theMolecular Biologyfor Neurodegenerative Disease. Answer: Introduction In this research topic the role of autophagy in the neurodegenerative disease is investigated taking the mouse model C57BL/6j which must contain the GFP-LC3 transgene and also expresses GFPLC3. In this study an outline of the rationale for using mouse model C57BL/6j is performed. The light chain 3 (LC3) is a microtubule- associated protein which is widely used for the monitoring autophagy. This is an approach of detection of the conversion procedure of LC3 conversion from LC3-I to LC3-II by the process of analysis of the immunoblot. The reason behind this that the amount LC3-II is evidently interrelated with autophagosomes number. Many pathological and physiological processes involves the implication of the autophagy. However, autophagy degrades the LC3-II and makes an interpretation immunoblotting result of the LC3-II problematic (Black et al. 2014). Additionally, it sometimes happens that the quantity of the LC3 at a certain time point is not able to indicate the autophagic flux. C onsequently it becomes very important to measure the amount of the LC3-II that is delivered to the lysosomes and also a comparison should be made on the LC3-II levels in the conditions like the presence and absence of the lysosomal protease inhibitors. There is another problem exist with this method that is the LC3-II have a tendency to be more sensitive to be detected by the process of immunoblotting in comparison to the LC3-I (Lau et al. 20113). Among the all markers of the autolysosomes and autophagosomes the GFP-LC3 is the best known technique. In this method the green fluorescence tagged with the LC3 protein is utilized for the detection. The reason behind this that the techniques that are involving other markers can provide important snapshot of the autophagic compartments within the cells but they have some limitation in the capability to measure the autophagic activity rates. The autophagic activity is also known as the autophagic flux. One of the approach that is used for the elimination of this problem is the comparison of the markers GFP-LC3 or LC3-II in the condition of presence and absence of the lysosomal inhibitors (Sreelatha et al. 2013). The rationale of this experiment is that a stimulus will increases LC3 by the process of inducing autophagy and this will subsequently have increased effect when there is a disruption of the degradation by the inhibitors. On the other the blocking of this pathway causes accumu lation of the LC3 proteins. This is the best way for the assay of the autophagic flux (Weikel et al.2013). The process of the identification of the autophagic flux is very important to evaluate and distinguish between the induction and the suppression of the autophagy. The proposed autophagic flux assay is the western blot analysis for the detection of the GFP fragmentswhich are free and are resulting from the GFP-LC3 degradation inside the autolysosome. Though the accurate dynamics of the GFP-LC3 during the process of the autophagy is not very transparent and also the representation of this assay in mammalian cells is very inadequate. It is found here that the lysosomal acidity is a very essential regulating factor of the step wise degradation of the GFP-LC3. In this process the free GFP fragments are generated first but at the time of the lysosomal acidity is in a moderate condition the GFP fragments starts to accumulate. This moderate type of the condition of the lysosomal acidity can be achieved during the time of rapamycin treatment. It was found that the GFP fragments concentration is increased whenthere is the presence of the autophagy inhibitors like the E64D plus pepstatin A and chloroquine. The amount of the GFP fragments is dependent on the concentrations of these inhibitors (Yue et al. 2013). Early studies reveal that RAB7 plays a very important role and it is related to the fusion of the autophagosomes and with lysosomes. It has been confirmed that RAB7 perform the autophagic flux assays. By the process of the blocking off the lysosomal acidification. This the way in which chloroquine stabilizes the MAP1LC3B-II and also allows for the estimation of the autophagic flux. The therapeutic approaches that would you done to make the autophagic flux efficient in the disease mice or to reduce the efficiency of the autophagic flux. The autophagic flux is only produced due to the moderate condition of the lysosomal acidity. This lysosomal acidity is responsible for the autophagic flux. To block the autophagic flux the molecule RAB7 must be eliminated because the elimination of the RAB7 there occurs an accumulation of the chloroquine which stabilizes MAP1LC3B-II that is responsible for the increase in the autophagic flux (Zhang et al. 2014). Reference Black, C., Henrie, B., Pei, S. and Boudina, S., 2014. Despite Impaired Autophagic Flux Cardiac and Mitochondrial Functions are Preserved in Aged Mice Lacking Insulin Receptors in the Whole Heart. Circulation, 130(Suppl 2), pp.A18841-A18841. Lau, A., Zheng, Y., Tao, S., Wang, H., Whitman, S.A., White, E. and Zhang, D.D., 2013. Arsenic inhibits autophagic flux, activating the Nrf2-Keap1 pathway in a p62-dependent manner. Molecular and cellular biology, 33(12), pp.2436-2446. Sreelatha, A., Bennett, T.L., Zheng, H., Jiang, Q.X., Orth, K. and Starai, V.J., 2013. Vibrio effector protein, VopQ, forms a lysosomal gated channel that disrupts host ion homeostasis and autophagic flux. Proceedings of the National Academy of Sciences, 110(28), pp.11559-11564. Weikel, K.A., Ido, Y. and Ruderman, N., 2013. Decreased autophagic flux as a mechanism of glucose-and fatty acid-induced dysfunction in human aortic endothelial cells. The FASEB Journal, 27(1 Supplement), pp.565-6. Yue, W., Hama, A., Tonelli, G., Bauvy, C., Nicolas, V., Tharinger, H., Codogno, P. and Mehrpour, M., 2013. Inhibition of the autophagic flux by salinomycin in breast cancer stem-like/progenitor cells interferes with their maintenance. Autophagy, 9(5), pp.714-729. Zhang, X., Chen, S., Song, L., Tang, Y., Shen, Y., Jia, L. and Le, W., 2014. MTOR-independent, autophagic enhancer trehalose prolongs motor neuron survival and ameliorates the autophagic flux defect in a mouse model of amyotrophic lateral sclerosis. Autophagy, 10(4), pp.588-602.

Psy240 Appendix C free essay sample

Axia College Material Appendix C Petra Koenig PSY240 March 26, 2011 The Sleep Matrix Why do we sleep? What governs when or how long we sleep? This activity will assist you in understanding two common sleep theories, recuperation and circadian, which provide different answers to these questions. Depending on which one you support, it may change your outlook on sleep and your current sleeping habits. Categorize each characteristic under the correct theory—recuperation or circadian—by placing an â€Å"X† in the appropriate column. Then, answer the questions that follow. |Recuperation |Circadian | |Sleep restores the body to a state of | | | |homeostasis. |X | | |Sleep plays no role in physiological | |X | |functioning. | | | |We become tired when it is dark out. |X | |Function of sleep is to restore energy |X | | |levels | | | |Function of sleep is to conserve energy | |X | |We become tired from wakefulness. X | | |We sleep until the body is physiologically |X | | | sound. | | | |We sleep based on an internal timing | |X | |mechanism. We will write a custom essay sample on Psy240 Appendix C or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page | | |Sleep depends on vulnerability from | |X | |predators. | | | |Sleep deprivation may cause behavioral |X | | |disturbances. | | |We have a sleep-wake cycle. | |X | |When we sleep is based on some evolutionary| |X | |aspects. | | | . What are the main differences between the recuperation and circadian theories? Recuperation- in common usage, refers to a period of recovery. A circadian- rhythm is a roughly-24-hour cycle in the biochemical, physiological or behavioural processes of living beings. 2. Which theory do you most agree with? Explain. I agree with Recuperation theories because it seem more reliable and make sense to me.

Modern Day Witch Trials Essays

Modern Day Witch Trials Essays Modern Day Witch Trials Essay Modern Day Witch Trials Essay Trial The Animation Preschool Abuse Trial was anything but quick and simple. The case lasted a total of seven years, and cost the government $1 5 million dollars (Source F). Peggy Animation Buckeye and her son Raymond along with a few other teachers were accused of a crime that would change their lives forever. The charges consisted of everything from animal sacrifice to pornography and satanic rituals. (Source D). It first began with Judy Johnson, mother of one of the preschools young children who claimed the teachers had molested her son; however, her mental illness schizophrenia) was withheld from the defense in court for three years. She caused a chain reaction that eventually led to 321 counts of child abuse involving 48 children (Source F). Children are susceptible to peer pressure. They are impelled to say things that are not true Just to please certain people, or to stop brutal interrogations. In both cases people were urged to believe in the children. They were heedless of the fact that there was no strong evidence to back up any of the stories, which also varied (Source C). Parents in the Animation Trial were encouraged to sit their kids down and eave them questioned for two hours. These types of allegations destroy careers and change (innocent) lives forever. A member of the Jury told reporters: The interview tapes were too biased; too leading. (Source E) In both cases people were c reating their own accusations with their own twisted thoughts. They turned what could have been innocent interpretations into the most horrid ideas. The phrase cold as a witchs teat, originated from the Salem Witch Trial. It was said that if a mole was pricked with a needle, and the person failed to bleed then they were a witch. Likewise, one kid in the Animation Trial did not like tuna; people rapidly shot to the conclusion that this was because he had been exposed to vaginal smells (Source C). Did it ever occur to these people that maybe the child simply disliked tuna? During the trial one particular prosecutor emphasized that Buckley did not always wear underwear, which was something they stumbled across during the investigation. It was nonetheless irrelevant to the serious charges he was facing (Source E). Investigators are largely at fault as well. They pressured the victims to give the response they were looking for. One child involved in the case later came back as an adult and said, Never did anyone do anything to me, and I never saw them doing anything. I said a lot of things that didnt happen. I lied Anytime I would give them an answer they didnt like, they would ask again and encourage me to give them the answer they were looking for Later analysis showed evidence of extremely suggestive methods of questioning that were used on the children, which wouldve lead to false allegations while others believe it may have led them to false memory syndrome. (Source F) The main point of learning about history is so that it doesnt peat itself; moreover, there are lessons to be learned from the Salem Witch Trials and the Animation Trial. In both situations everything was blown way out of proportion. Therefore, trials should have unbiased Judges, reliable sources, and we need to make sure that the people confessing dont have something to gain by their dishonesty (Source C). In 1990, Peggy Buckeye was acquitted, and not long before she D) Let that be a lesson. We cannot control the fact that hysteria is going to happen, but we can learn from previous events to take the right preventative measures (Source C).

APA Guidelines for Correct Form

APA Guidelines for Correct Form APA guidelines have made the documentation process much easier. Using parenthetical citations, you can quickly and easily cite the works of others, avoiding plagiarism and keeping your paper clean. These guidelines have changed since the old days of schooling, and now have been adapted to encompass all sorts of analytical papers and publications. APA Guidelines for Correct Form Perhaps you know how to create a bibliography. But times have changed, and now the correct format for citations is a bit different than you might remember. The days of footnotes and endnotes are long gone, along with pages of citations, for each instance of quotations. What the APA guidelines have done is accomplish documentation with the least amount of hassle. Without unduly interrupting your text, you can quote extensively and give proper credit to the author. In fact, if you quote a single book 56 times, you only need a simple parenthetical citation after each quotation. Then, in your list of works cited, you only need name the publication once. What Are Parenthetical Citations? Parenthetical citations are simply citations enclosed in parentheses at the close of the relevant sentence. Usually these consist of the author or editors last name, along with a page number. These make for easily inserted documentation, and are usually followed by an alphabetized list of sources at the papers end.

French Bread Research Paper Example | Topics and Well Written Essays - 750 words

French Bread - Research Paper Example It consists of water, yeast salt and wheat flour. These are the ingredients that people in France, and indeed all over the world, have been suing to make bread for millennia. These are the same ingredients that Arabs use to make flat bread, Chinese use to make boiled dumplings and Italians use to make raised pie dough. So it is clearly not the ingredients that make a loaf that is recognizable as French bread. So when did these simple ingredients become identifiable as making a loaf that is distinguished as â€Å"French†. One of the things that makes French bread â€Å"French† is the distinctive shape. The baguette is a long thin loaf. It is usually is five inches in diameter and is approximately three feet long. Size does vary, but in general, but French bread loaves are in the long, thin baguette shape. This shape has been around since at least the mid-18th century in Paris. Personal diaries and published works detailing travels through Europe make mention of seeing servants walking through the streets of Paris in the early morning carrying long loaves of bread that resembled crowbars (Elson, 1896). So the baguette shape was popular long before the invention of modern machines that were used to knead, cut and shape dough. One theory that points to today’s popularity of the baguette shape points to a law that was passed in the early 20th century (Asaff, 2006). Since the revolution, France has tried to ensure that workers are treated fairly and that the state or their employers do not exploit their labor. As a result, France has some of the most labor friendly laws in the world. They enjoy a short workweek as mandated by law and overtime beyond a certain point is prohibited. One of these laws that was passed prohibited workers in the bread making industry from working between the hours of 10:00 PM and 4:00 AM. This made the baking of normal loaves of bread very difficult. The dough would not have enough time for the processes of

Sustainable Events Management Course work Essay

Sustainable Events Management Course work - Essay Example Also, MCI delivered satisfactory results in social, economic, and environmental aspects as they conform to the ISO 20121 (event sustainability management system). The reality shows that more and more businesses have perceived sustainability principles and practices as important success factors in today’s business landscape; hence, they have incorporated these into their systems and activities. Sustainability among these companies are being provided in various societal and corporate initiatives, but most of them are centered on environmental or natural, economic, and social dimensions (Haugh & Talwar, 2010). These dimensions of responsibility are known as the triple bottom line (TBL) approach, which was coined by John Elkington in 1990s (Elkington, 2004). In this regard, various industries are encouraged to give importance on environmental and societal issues in their decision-making and sustainability reporting; this approach can be seen in the MCI group. The main thrust of this paper is to critically assess the sustainability policy of MCI in relation to the TBL theory. Also, recommendations will be given after the critical appraisal of the company’s sustainability plan. MCI is a privately held company whose expertise is in the field of event management. It was founded in 1987 by Roger Tondeur and Ursula Wiger, which is currently headquartered in Geneva, Switzerland (MCI, n.d.a.). Furthermore, MCI is one of the leading companies in the event industry with 48 offices in 22 countries worldwide including the U.S, EU, Asia, Middle East, and many more (MCI, 2011). Also, the company expressed that their continuing growth for almost 25 years is attributed to their commitment to sustainable development and corporate social responsibility (CSR) through the application of the TBL theory. This theory has been embedded in all of MCI’s policies, practices, decisions, programs, and reporting. In fact, they are

Alfred Hitchcock’s The 39 Steps (1935) Essay Example for Free

Alfred Hitchcock’s The 39 Steps (1935) Essay Alfred Hitchcock’s 1935 film The 39 Steps, is today regarded as among the best of his career, and possibly his best film before he left Britain for Hollywood in 1939. Its history was somewhat tortuous and unconventional, reflecting Hitchcock’s own unconventional working style and eccentric personality, and it became an archetype of how Hitchcock worked with actors and screenwriting collaborators alike. Based on an adventure novel by British-born lawyer and government official John Buchan, the story of an innocent man wrongly accused of murder and embroiled in an espionage plot (which he ultimately foils) bore little resemblance to its source. As was Hitchcock’s practice, he selected a literary source and adapted it freely, adding elements of what he considered a good film – in particular, romantic, frequently sexual subplots and devices intended to keep both the audience and characters within the film off-balance. After completing The Man Who Knew Too Much, Hitchcock discovered his gift for making mystery thrillers and selected as his next project Buchan’s novel, which he had read in his youth along with the author’s other adventure tales. First, Hitchcock had to transform the book into a screenplay, though this involved not merely translating the story – which was really a male-oriented thriller without a heroine or any hint of romance – into a more complex and interesting vehicle, complete with the romantic interest that the era’s audiences expected. Using the novel only loosely, Hitchcock’s main method for creating screenplays was to act as a sort of informal story editor, collaborating with others who would contribute a wide range of ideas and keeping those he found suitable to the story. He also used Plotto, a compendium of interchangeable master plots, into which he freely inserted elements he liked. Film historian Patrick McGilligan comments, â€Å"Never mind that sometimes the inserts were implausible. ‘I’m not concerned with plausibility,’ Hitchcock liked to boast. . . . ‘Must a picture be logical, when life is not? ’† (McGilligan, 2003, p. 158) For this film, Hitchcock chose an informal group of collaborators whom he dubbed the â€Å"Cromwell Road Group;† Buchan was not among them, as Hitchcock preferred. Finding fidelity to literary sources confining, Hitchcock had previously adapted both novels and plays but resented authors’ intrusions into his work, particularly in the case of the latter. Says McGilligan, â€Å"Novelists never claimed the same control over film adaptations as playwrights – and Hitchcock was through with plays, for the time being. . . . Hitchcock had more power now, and he preferred the freedom of working with novels† (McGilligan, 2003, p. 170). His group included writers Alma and Charles Bennett, as well as humorist Ian Hay – the only collaborators credited for the screenplay, though only for â€Å"continuity† in Alma Bennett’s case (McGilligan, 2003, p. 172). From them he fielded ideas about how to flesh out the thin plot and develop its themes. In this early phase, Hitchcock began developing the film’s themes and motifs. Most importantly, he chose to sexualize what film historian Thomas Leitch calls â€Å"Buchan’s adventure yarn for grownup boys† (Leitch, 2002, p. 333) by adding two romantic subplots, neither of which appeared in the novel. The first involves Pamela (Madeleine Carroll), who at first tells the police about protagonist Richard Hannay (Robert Donat) but ultimately falls in love with him, after he convinces her of his innocence. The second concerns the loveless marriage between the Scottish farm couple who hide Hannay during his pursuit; this part, borrowed from a contemporary novel called The Shulamite (McGilligan, 2003, p. 171), offered a counterpoint between the love developing between Hannay and Pamela. Hitchcock often offered contrasts as part of his motifs; for example, in this film he contrasts brunette actress Lucie Mannheim’s mysterious spy character (whose stabbing death is wrongly blamed on Hannay) against blonde Madeleine Carroll, the film’s virtuous heroine. Here, these characters obviously symbolize darkness and light, evil and good. Another contrast he explores is the disparity between appearance and reality, which persists throughout the entire film. Hannay is pursued by the British police and must assume false identities throughout his travels, while also encountering members of the spy ring who pursue him while keeping their own identities secret. Another key Hitchcock motif involved the use of handcuffs, since Hannay and Pamela are handcuffed together for a portion of the film. Reappearing in subsequent films, the handcuffs are thought to have a strong sexual connotation. Film scholar Slavoj Zizek writes that the handcuffs motif is sexual but also used â€Å"to put the love couple to the test . . . [by] maturing [them] through a series of ordeals† (Zizek, 1992, p. 4). Indeed, Hannay and Pamela move from mistrust and betrayal to trust and eventually love. Also, he uses the â€Å"double chase† motif, in which the protagonist is pursued (often under the assumption of guilt) but also pursues the agent of his misfortune, who can also release him from his predicament. (This appeared in Buchan’s novel but also recurs in numerous Hitchcock films, such as Saboteur and North by Northwest. ) Hannay flees from the authorities but is also pursuing the spies responsible for the murder for which he is wrongly accused. Incorporated with this is what film historians dub â€Å"the MacGuffin,† an unseen or little-seen object that matters vastly more to the film’s characters than to the audience. This device serves primarily as a catalyst for the film’s action (in this case, a set of plans for fighter planes). To a lesser extent, Hitchcock shows a prescient warning about the dangers of fascism. The spy ring hails from an unnamed nation, but, given Hitchcock’s own liberal sentiments (and the more leftist leanings of co-producer Ivan Montagu), the film functions as a warning against Hitler. Scholar Ina Rae Hark cites the conclusion, where Mr. Memory’s audience rises to its feet and helps apprehend the spy who shoots the vaudeville performer. Hark claims that â€Å"only after the citizens’ liberation from the social codes of spectatorship that the . . . guardians of democracy can eliminate the external threat† (Boyd, 1995, p. 100). Even before shooting began in January 1935, Hitchcock faced issues with even getting the film made. When Gaumont-British studio chief Michael Balcon took an extended leave of absence to visit the United States, he left control to board member, C. M. Woolf, who had a clear personal and artistic antipathy toward Hitchcock. A financier and film distributor with decidedly conservative tastes (he favored light comedies and lowbrow adventures, which were safe and profitable), Woolf disdained anything â€Å"artistic† and tried to block the film’s production, trying to assign Hitchcock (who relished his creative freedom) to another, less adventurous project. However, co-producer Ivan Montagu managed to stall this until Balcon returned and overruled Woolf’s decision, allowing work on The 39 Steps to proceed and rescuing the film from oblivion (Chandler, 2005, pp.96-97). Another issue involved Hitchcock’s famously brusque treatment of actors, which he considered merely a method for preparing them to assume their roles. According to McGilligan, â€Å"Adopting an attitude toward his actors that the story took toward their characters: it was a Hitchcock strategy rarely expounded upon; perhaps it was subconscious, but it was effective. . . . The iron fist was always there, lurking in reserve† (McGilligan, 2003, p. 174). This film provides a fairly illustrative example of how Hitchcock achieved this. As his second choice for the female lead, Hitchcock hired Madeleine Carroll, whose looks and onscreen charm matched those of start Robert Donat, though he was initially uncertain about her acting ability, which he had previously considered lacking. On the first day of filming, Hitchcock handcuffed Donat and Carroll together, as was required in the script, but claimed to have misplaced the key, leaving his lead performers shacked together for an uncomfortable length of time. Donat apparently accepted it, though Carroll grew annoyed and eventually let down his cool, dignified exterior in order to convey her character’s discomfort and initial disdain for Hannay. Hitchcock began shooting the film in January 1935, making certain to hire the right personnel to realize his vision and, more importantly, follow his specifications (as past crew members had sometimes failed to do). In particular, he chose longtime acquaintance Bernard Knowles as cinematographer, because Knowles specialized in creating the kind of atmospheric lighting The 39 Steps would need as a mystery thriller, and because he would comply with Hitchcock’s precise instructions, as other cinematographers had failed to do in the past (McGilligan, 2003, p. 172). Due to a relatively slim budget of less than sixty thousand pounds, a figure that would pale in comparison to the large budgets he received in Hollywood, Hitchcock shot the film mainly at Gaumont’s Lime Grove studios in London, with two brief forays into Scotland to shot location scenes. He finished in less than four months, and the film was released in Britain in June 1935 and in the United States on 1 August (Leitch, 2002, p. 331). The film’s trailers left much to the imagination, not hinting at the story to come. The original focuses only on the initial performance of â€Å"Mr. Memory,† the vaudeville performer who, in the end, reveals that the Thirty-nine Steps are actually a spy ring (in the presence of numerous witnesses and the authorities), resulting in his on-stage murder; it shows nothing of the plot or subsequent action. A later one is shorter and more sensationalistic, showing Pamela’s betrayal of Hannay to the police, a bit of his chase, and Hannay asking Mr. Memory â€Å"What are the Thirty-nine Steps? † This one promises â€Å"MURDER! MYSTERY!! TREACHERY!!! ROMANCE!!!! † (Alfred Hitchcock’s Trailers) Hitchcock himself promoted the film by suggesting that filmgoers see it â€Å"at least three times, in order to pick out all the details and the intention behind them, and in order to get deeper into things† (Spoto, 1992, p. 46). The 39 Steps was instantly successful on both sides of the Atlantic and considered by some contemporary critics to be Hitchcock’s best work to date (McGilligan, 2002, p. 175). It certainly furthered Hollywood studios’ interest in the director; apparently, American studios had courted Hitchcock prior to the film’s release, but offers appeared in greater numbers after mid-1935. Gaumont-British director Michael Balcon fended off most of them, aiming to keep Hitchcock within his fold as long as possibly. However, lured by larger budgets and promises of the creative freedom he prized, Hitchcock left for the United States in 1939. Today, the film is still highly-regarded, though perhaps less so in light of Hitchcock’s Hollywood films, made between 1940 and 1976. Critics maintain that it is the best of his career’s British years. Film scholar Donald Spoto comments: â€Å"Some critics have dismissed the film as little more than a pleasant diversion . . . but a merely pleasant diversion does not continually generate fresh interest and disclose new richness after multiple viewings and the passage of decades. The 39 Steps . . . improves with age and familiarity† (Spoto, 1992, p. 42). The 39 Steps remains in various ways an example of how Alfred Hitchcock’s creative process. Beginning with a literary work as his inspiration, he transformed it significantly by working loosely with a group of collaborators who supplied ideas that helped him reshape the story into a film that reflected his own favorite themes and sensibilities. He inserted his own themes into the story, particularly the romantic/sexual subplots, and used his somewhat harsh style of shaping actors’ performances. Audiences’ and critics’ opinions of the film have remained high for the last seven decades, giving it even greater stature within the body of the master filmmaker’s work. REFERENCES Anonymous (2006).Alfred Hitchcock’s Trailers. Retrieved 16 May 2006 at http://www. sensesofcinema. com/contents/05/35/hitchcocks_trailers. html. Boyd. D. (1995). Perspectives on Alfred Hitchcock. New York: G. K. Hall. Chandler, C. (2005). It’s Only a Movie. New York: Simon and Schuster. Leitch, T. (2002). The Encyclopedia of Alfred Hitchcock. New York: Facts on File. McGilligan, P. (2003). Alfred Hitchcock: A Life in Darkness and Light. New York: ReganBooks. Spoto, D. (1992). The Art of Alfred Hitchcock. New York: Anchor. Zizek, S. , ed. (1992). Everything You Always Wanted to Know about Lacan (But Were Afraid to Ask Hitchcock). London: Verso.

The Diversity of Characters, Attitudes, and Messages through Different

The different translations of The Oedipus Cycle emphasize and suggest different aspects of the presented scene. There are multiple examples of this in the comparison of The Fitts and Fitzgerald’s Translation and the Luci Berkowitz and Theodore F. Brunner’s Translation. Such as the differences in format, sentence structure, and diction imply different characteristics. Also, similarities in the two translations reinforce the importance of the concepts.   Ã‚  Ã‚  Ã‚  Ã‚  The most noticeable difference in the two translations is the format of writing. The Fitts and Fitzgerald’s Translation was in a formal poem format whereas the Luci Berkowitz and Theodore F. Brunner’s Translation was in a more informal paragraph. The diction of the two paragraphs reflects the formal versus informal aspect as well. For example, in comparing the first lines of both translations, it was noticed that the Fitts and Fitzgerald’s Translation referred to the public as, â€Å"generations of the living in the line of Kadmos, nursed at his ancient hearth† (F & F,) while the translators of Luci Berkowitz and Theodore F. Brunner’s Translation referred to the public as simply, â€Å"the sons of the ancient house of Cadmus† (LB & TB.) The first translation offered much more information and description of the population of Thebes. Also, the phrase â€Å"nursed at his†¦ hearth† requires the reader to be of a hi gher education because â€Å"hearth† is not in the everyday vocabulary of just anyone.   Ã‚  Ã‚  Ã‚  Ã‚  On of the most dominant similarities between the two translations is the Oedipus’s arrogance. The first part of the sentence, if it were viewed separately, sounded like Oedipus genuinely cared for the people when he said, â€Å"I choose not to hear it from my messengers, but came myself† (LB & TB.) This quote showed how Oedipus was putting out the effort of coming out to the general public to see how bad things were. He did not wish to just sit back and find out the news through hearsay. He wished to see it for himself. All of his sensitivity was then void with the rest of the sentence when he said, â€Å"I have come myself to hear you – I, Oedipus, who bear the famous name† (F & F.) The rest of the sentence gave off the impression that Oedipus was telling his own people that they were lucky that he even came out to see them. A man as important and famous as he should not n... ...tz and Theodore F. Brunner’s Translation, Oedipus addressed the citizens as, â€Å"children, sons of the ancient house of Cadmus† (LB & TB,) and in the Fitts and Fitzgerald’s Translation, Oedipus addressed the populace as, â€Å"my children, generations of the living in the line of Kadmos† (F & F.) Although they may not seem to be very different at all, they are in fact extremely different. By addressing the people as â€Å"children† versus â€Å"my children,† Oedipus switched the relationship from a ruler and the ruled to a father and his children.   Ã‚  Ã‚  Ã‚  Ã‚  To an unaided eye, it may appear as if there is no significant difference between one translation and another, but in reality there are several differences. The same core message is there, but in this case, Oedipus came out to be a much better leader in the Fitts and Fitzgerald’s Translation due to his ability to stay calm in calamitous situations and his strong connection with the people. It must be kept in mind, though, that the similarities are just as important as the differences. With the presence of similarities, the message is amplified greatly, as in the instances of Oedipus’s arrogance and his goal to help.

Cone Health Organizational Chart and Structure Essay

The classical theory consists of organizational design that subdivides work and specifies tasks. The classical theory allows the different departments to run with efficiency by giving staff members different task to perform. The classical theory is composed of four elements: division and specialization of labor, chain of command, organizational structure, and span of command. Division and specialization of labor reduces the workload of the employee that will increase proficiency throughout the organization. The chain of command is authority, power, and responsibility delegated from high levels of authority to the lower levels. Organizational structures are how the departments are arranged and how command is maintained and how communication is achieved through a formal system. The span of control is how many employees a manager can effectively manage. (Sullivan, 2012).†¨ The structure of this organization provides for an environment for client centered care by offering services of acute care with different levels of care such as emergency services, med-surgical units, intermediate care unit, intensive care and labor and delivery. Each division is managed by a specific leader, such as the manager, who reports to the chief of nursing. The managers are more in contact with staff and have direct communication with staff members as well as patients in the hospital. This personal level of communication allows for managers effectively to communicate the importance of the mission of the hospital, which is to exceed expectations and provide quality health care to all at all times. With this mission in mind, it can lead to a close relationship with client care. The use of information systems is the way to communicate throughout the hospital to staff members. There are two charting systems used in the organization and an assignment board system in each department. The first one is Emergency Data Management, which is used in the emergency department, and the second is the Meditech, used in the other departments in the hospital. All information systems are visible to all nursing staff but cannot be edited interdepartmentally. Verbal communication method can be in the form of informing peers concerning the level of care already delivered to a patient and expecting others to follow through. We are expected to formally inform each other of what need to be done concerning our patient via the Emergency Data Management and Meditech. The GroupWise E-mail system is used by staff for internal communication and exchange purposes, and it can be accessed both in the hospital and at home via the internal intranet. Information from different departments comes to staff via e-mail, and all are encouraged to check their email daily. Staff members are also provided with a physical mailbox, with their names on it where everyone is provided with departmental information. Decision-making regarding policy change may be done by departmental basis, but must be approved by the chief nursing executive. For example, the standard of work was change in the triage process, but before management implemented the change, it had to be approved by the chief nurse executive, and he or she will decide based on the Nurse Practice Act. Restructuring of nurse leadership is currently in progress to allow nurses to have more input on leadership and its decision making pattern in organizations. The chief nurse executive reports to the regional vice-president of nursing, whereas all directors of each nursing department reports to the chief nurse executive. The organizational structure has its strength and weakness. One weakness that exists in this structure is the lack of communication between departments. Strength in this structure is that the chief-nursing executive is not left to make all decisions on his or her own because they have the help of managers and directors of the different departments. These informal structures of the organization is constantly at test as staff do frequently communicate with each other about what is expected in the plan of care to achieve an efficient client centered care. The charge nurse writing on the assignment board the activity of plan of care into the system as per each department to allocate patients to nurses and the staff nurse reports uses formal communication in the day-to-day operations of the organization the activity of plan of care into the system as per each department. For example there are formal meetings daily with the house supervisor, the managers, and leaders of the department to discuss bed availability in the hospital. Issues of power and control exist between the different floors and the emergency department. There is always competition for staffing resources, and if there is a float pool nurse on call, the charge nurses have to show who has a greater need for the float pool nurse leading to charge nurses to compete for the nurse.†¨ St. Luke’s Hospital is located in a lower middle-class neighborhood and caters to all ages. The hospital caters socially to the infants and pediatric patients. It has recently expanded the acute-stroke and short-stay unit also known as an observation unit. There are patients of different ethnicities while there are many patients who do not speak English; the use of the language phone has come into use quite often. The language phone removes language barriers between the patient and the health care provider and allows the patient to receive proper care. A lot of patients in the community have stated they come to our hospital because they have read in magazines that we are a great hospital.†¨ Generational differences that influence organizational culture are on the rise in the work environment. There are a great number of new younger nurses coming out of nursing schools, which means new ideas. The older nurses sometimes have problems accepting new nurses because they seem to want to change things. Some of the older nurses feel they are being pushed out of the nursing field by the new nurses and feel they are being forced to retire.†¨ In this paper there has been a discussion of organizational structure and functions, creation of client-centered care, information systems, power issues within the organization as well as decision making abilities. There have been discussions about social and cultural influences and how they integrate into delivery of care in the organization, and finally how generational differences influence organizational culture of the workplace as it shapes the future. It will be appropriate to expect more input into decision making culture via a developed formal and informal system to increase the input from the first responder group-the staff nurses and certified nursing assistants. References Sullivan, E. J. (2012). Effective leadership and management in nursing (8th ed.). Boston, MA: Pearson.

Nutrition and Junk Food Essay

Tired, crabby, or unfocused in class? It could be the food you are eating. The lack of Introduction hooks the reader with a question. Thesis presented as last sentence of introductory paragraph. healthy and tasty school lunch selections has recently become a problem in almost every elementary, middle and high school across the nation. Most schools sell junk food to students and I think this is wrong. There are many good reasons to remove junk food from school lunch menus, and creating a healthier student body is number one. Junk foods should be taken out of school lunch menus because they affect your body and mind in negative ways. Junk food is a major cause of childhood obesity. 32% of youth are overweight and nearly 74% are unfit. The bad food offered in public schools contributes to this unacceptable Writer takes a clear position Authoritative position supported by citing research and using statistics. Details and facts support position. problem. A single 12-ounce can of soda has as Many of these sodas much as 13 teaspoons of sugar in the form of high-fructose corn syrup. are available to kids in school at low prices as well as many other completely unhealthy foods like chips and cookies. School lunches have a very high fat content and the USDA supplies schools with the same commodity foods as prisons. Due to the lack of fresh and flavorful food, many students will choose to buy the cheap junk food offered instead. If we could stock vending machines and cafeterias Language is precise and lively. Sentence structures are varied. with healthier foods, it would definitely make a dent in the childhood obesity rate. Another reason cafeterias should start serving healthier food is that junk food does Second body paragraph present another fully developed reason for position. ot give kids the energy needed to stay focused in school or the power to participate in sports. Lunch is right in the middle of the day; if you eat fatty or sugary foods, it could cause you to get tired and not pay attention in your afternoon classes. In addition, junk food zaps your energy, which affects your physical activity. You cannot perform your best if you don’t have any energy. practice. Many people on my swim team used to snack on chips and soda before When some of us complained about Appropriate anecdote used to support argument. etting tired and not being able to make it through practice, our coach asked us what we were eating beforehand. When he heard about our diet, he told us that we shouldn’t be consuming fried, fatty foods before we exercise. We should be eating healthy, natural foods because these give us energy and are good for our bodies. Many people may argue that banning junk food in schools is not a good idea. Concession and thorough response to counterargument. Students Sentence styles and structures are varied. say that junk food just tastes better than healthy food and they prefer it. There is no rule that says healthy food can’t taste good! Many junk foods can be replaced by similar tasting, healthier substitutes. Instead of fried chips, provide baked. Instead of soda, offer carbonated fruit juice. If substituting all of the unhealthy foods does not work, what about reducing the amount that we serve? Have a healthy main portion for lunch and a small dessert; sweets are not bad as long as they are consumed in moderation. There are multiple ways to solve the problem of people’s taste buds craving tasty foods. We just have to enforce this change. Providing junk food in school cafeterias is just an all-around bad idea. academic and physical potential. We need to eat The food we Call to action concludes essay. healthy food so we can reach our fullest eat affects our body and mind and we need to take advantage of that! Now that we understand the problem, it’s time to fix it by banning the sale of junk food in schools. Writing demonstrates proficient use of standard and academic English. Commentary This essay is an example of 7th grade advanced persuasive essay writing. The essay presents a clear position and does so in an original and engaging fashion. Support for the position is developed well with facts and anecdotes. Though insufficient research is cited to support some assertions, overall, this 7th grader has presented a compelling and convincing argument and used an authoritative tone and strategic language to convince readers of her position. The writer uses lively and specific language, which also helps to persuade readers. There is significant sentence variety in the essay along with clear control of writing conventions and spelling.

Bob Dylan and Intertextuality Essay Example

Bob Dylan and Intertextuality Essay Example Bob Dylan and Intertextuality Essay Bob Dylan and Intertextuality Essay Tangled Up in New Bob Dylan and Intertextuality Appropriation has always played a key role in Bob Dylans music. Critics and fans alike have found striking similarities between Dylan’s lyrics and the words of other writers. On his album â€Å"Love and Theft,† a fan spotted many passages similar to lines from â€Å"Confessions of a Yakuza,† a gangster novel written by Junichi Saga. Other fans have pointed out the numerous references to lines of dialogue from movies and dramas that appear throughout Dylan’s works. He has stolen words from Shakespeare, F. Scott Fitzgerald and more recently, Henry Timrod in his latest album, Modern Times (Rich 1). Culturally, we have reached a point in time where revisiting past movements and styles have become the norm in music, literature and other media. The challenge for all creative works in this era has become more of an exercise in borrowing from ones influences rather than drawing from ones invention or original thought. And you know what? Its okay. We cannot help but be influenced by what we see; thats just being human. Tracing influence is a very hard task, one that can never be complete because of the countless stimuli encountered every time anyone opens his or her eyes and ears, something true for both author/artist and reader. Dylan could not possibly be aware of all of the ideas that influenced him over his lifetime. But from the influences he is aware of, why should he be expected to report every single line he has appropriated into his lyrics? According to Motoko Richs article, Scott Warmuth, a disc jockey in Albuquerque and a former music director for WUSB, a public radio station in Stony Brook, Long Island, discovered the similarities between Dylan’s lyrics and Henry Timrod’s poetry.. Mr. Warmuth said he wasn’t surprised to find that Mr. Dylan had leaned on a strong influence when writing his lyrics. â€Å"I think that’s the way Bob Dylan has always written songs,† he said. â€Å"It’s part of the folk process, even if you look from his first album until now† (Rich 1). More frailer than the flowers, these precious hours,† the 65-year-old Dylan sings in â€Å"When the Deal Goes Down,† one of the songs on â€Å"Modern Times. † Compare that to these lines from Timrod’s â€Å"Rhapsody of a Southern Winter Night†: A round of precious hours Oh! here, where in that summer noon I basked And strove, with logic frailer than the flowers. (Timrod, qtd. in Rich 1) To Warmuth, who found ten phrases echoing Timrod’s poetry on â€Å"Modern Times,† Dylan’s work is still original. â€Å"You could give the collected works of Henry Timrod to a bunch of people, but none of them are going to come up with Bob Dylan songs† (Rich 1). The Bible has been another important resource for Dylans writing (Gilmour 8), but it is still only one of many influences for his music. The interaction of these influences with one another is extremely significant, for this is essentially how Dylans ideas came to flourish in the music industry. This is brought about in the subject of intertextuality. At its simplest form, the term intertextuality has been used to mean source identification. The word is credited to Julia Kristeva, who recognized the influence of different texts on writing, reading and interpretation of literature (ODay 259). It developed out of concern about the relationship of the classical literary tradition with contemporary works of literature. It was also concerned with the role that culture and society played in the construction of literary meaning and expression. Although the term is important to consider when identifying an authors influences, it has often been viewed as an oversimplification. Julia Kristeva once referred to the word as the banal sense of study of sources' (qtd. in Gilmour 14) and Harold Bloom described it as the wearisome industry of source-hunting, of allusion-counting (qtd. n Gilmour 14). What is at issue here is interpretation. Does the reconstruction of all the sources for an essay make up the meaning of the text? Most certainly not. We may be able to offer particular ways to interpret and understand the lyrics of a song or the words of a poem, but we still cannot claim to have discovered the true meaning of the influences to create that text. This is something not even the author/artist can do. How can an author fully explain the meaning of a text when so many influences have been fed into it? This is a reality that Dylan is fully aware of: You have to have seen something or have heard something for you to dream it. It becomes your dream then. Whereas fantasy is just your imagination wandering around. I dont really look at my stuff like that. Its happened, its been said, Ive heard it; I have proof of it. Im a messenger. I get it. It comes to me so I give it back in my particular style. (Dylan, qtd. in Williams 267-68) Artists cannot escape the continuous barrage of new influences brought to them by each new life experience they encounter. An ongoing conversation with these influences occurs as a result, and writers inevitably draw inward from that growing experience for inspiration. The text produced by a writer is a processing of other texts and also a reply to other texts, with which the writer is maintaining a living dialogue (Wolde, qtd. in Gilmour 16). T. S. Eliot is acknowledged as the originating influence on later intertextual studies. In his 1919 essay, Tradition and the Individual Talent, Eliot challenged the assumption that poetic inspiration was solely the fruit of the poets genius and inspiration. Poetic meaning, he argued, was not only personal, but also communal: We shall often find that not only the best, but the most individual parts of [the poets] work may be those in which the dead poets, [the] ancestors, assert their immortality most vigorously. (Eliot 4) Eliots point is that the meaning of a poem is influenced by the writers predecessors, and that the meaning of a text is not confined to the time of its creation. Its meaning develops even beyond the death of its writer. Texts do not stand alone or in isolation; they are interrelated to other texts. It is a living whole, and is dependent on what preceded. Literature is the fruit of interrelated texts (ODay 546). Dylan is a master at intertexuality, rewriting earlier songs, both his own and borrowed traditional blues and folk material, but always with a new twist, sometimes by incorporating Biblical and classical mythology or by transforming current idioms. Dylan’s ancestry stretches back to Old Testament Prophets and to political progressives, but also musically to African-American gospel and blues singers and to the old English and Appalachian troubadours. Dylan has shown respect for the sources of the transcendence as he refines from the old blues and folk traditions by singing a vast array of classic songs, from Copper Kettle and Alberta to Delia and Froggy Went A-Courtin, with such a depth of feeling that a casual listener would not suspect they were not his own writings (Heine 8). Perry Glasser believes that intertextuality as a form of homage, done without acknowledgement, permission or credit, is stealing. Intertextuality, like permanently borrowing, is a rhetorical dodge to avoid the word theft. When your neighbor mows his lawn with your mower that he borrowed 3 years before, you are not receiving an homage. No one in the neighborhood recalls the good old days when you mowed your own lawnnow overrun with weeds (Glasser 5). Because Timrod is long dead and his work has fallen out of copyright - you can find his collected poems on the Internet - there is no legal claim that could be made against Dylans use of his works. And thatà ¢â‚¬â„¢s exactly what bothers Chris Dineen, a middle school Spanish teacher and casual fan of Dylan. â€Å"It seems kind of duplicitous,† he said of Dylans borrowing from poet Henry Timrod. Even casual fans know that Dylan has a history of doing this and it’s part of what makes him great, but this is different. This is one poet who’s used over and over and over again† (Rich 2). Mr. Dineen said he would have been happy if Mr. Dylan had just given Timrod credit for the lines. â€Å"Maybe it’s the teacher in me. If I found out that he had done this in a research paper, he’d be in big trouble† (Rich 2). But James Kibler, a professor of English at the University of Georgia who teaches the poetry of Timrod in his Southern literature classes, was delighted to hear of Dylan’s use of the verse. If I were Timrod, I would love it. I would say he’s doing a great honor to Timrod and let’s celebrate that (Rich 2). If youre an av id reader who also writes, you will often find yourself using lines floating around in your head only to later realize that you did indeed read them somewhere else. I know Ive repurposed a line from Cormac McCarthy taking his idea and putting the sentiment into my own words and voice. This is my most conscious example of thievery, but even then, nobody but me would know the truth (Krozser 35). In many ways, the line between using anothers work as a jumping-off point and plagiarism comes in the execution. Art has always borrowed from previous works. Thank goodness for the cavemen. Where would we be today if someone hadnt taken the initiative to draw and sing and tell stories? All writers, to an extent, borrow or repurpose pieces of others works. In some cases, its taking a well-known story and modernizing it or retelling the tale in a fresh way (see each and every version of Pride Prejudice). In others, its borrowing a phrase or notion, creating a homage to someone you admire (see just about every Martin Luther King speech). The acceptability of the text lies in its execution. Martin Luther King borrowed from texts he assumed people already knew, such as quotes from the Bible and the Declaration of Independence. Pride Prejudice has been recreated many times, but the title and themes are still accredited to the original text. Current copyright laws do not protect artists in the way the original copyright laws were envisioned. The original goal was that the laws would protect the works of an artist for a limited period of time. In return, the artist would give back to the world in the form of allowing their work to enter the public domain. This changed with the imminent entry of Mickey Mouse in the public domain, with the irony lost only on Disney (Lethem 65). This change is causing us not only to re-evaluate our concepts of copyright, but also our notions of fair use and even borrowing. All literature is being brought down by the individuals rights of ownership, whatever they may be. We all want to be recognized for our talent, for the greatness we all envy in others, waiting for the perfect sentence or stanza to leap out. We want to own our words, but we have forgotten that they already own us. Literature is organic by nature, and attempts to make it anything but organic are, perverse, in the truest sense of the word. Long ago, literature was, to the body of society, the lifeblood; today, it is the mustache, the fake fingernails, and the Versaci belt. It was the meat; it has become the garnish. Lafferty 27) Literature has been transformed from a means of survival into a means of pure expression. When literature conveyed information, lessons, morals, etc. , that were essential to survival, no one cared if the ideas were original. Now, when literature is simply a way of exploring the intricacies of existence, and especially now that our every word can be recorded for posterity, every person who picks up a pen or sits at a keyboard feels inherently entitled to unil ateral ownership of anything original (Lafferty 27). Immature poets imitate; mature poets steal; bad poets deface what they take, and good poets make it into something better, or at least something different (Eliot 5). Homer stole, but he made it beautiful, useful and original. The good poet welds his theft into a whole of feeling which is unique, utterly different than that from which it is torn; the bad poet throws it into something which has no cohesion (Eliot 5). Shakespeare stole, but he perfected borrowed material to such an extent that the result was his own. A good poet will usually borrow from authors remote in time, or alien in language, or diverse in interest (Eliot 5). Bob Dylan stole from the ancient times to create the Modern Times. The world is shrinking, yes, but the amount of information available to us continues to expand at an exponential rate. Literature must be community-based, freely exchanged, and, effectively, open-source. We all want to decide which version of our own words are greatest, but that should not be our concern. History decides, posterity decides, the community decides; we merely contribute our part. Eliot, Thomas Stearns. Selected Essays: 1917-1932. London: Faber, 1951. 4. Eliot, Thomas Stearns. The Sacred Wood. London: Methune, 1920. ;www. bartleby. com/200/;. 4-5. Gilmour, Michael J. Tangled Up in the Bible. New York: Continuum International, 2004. Glasser, Perry. Interview: Intertextuality. Emerging Writers Network. 27 Dec. 2005. 22 Apr. 2008 http://emergingwriters. typepad. com/emerging_writers_network/2005/12/intertextuality. html. Heine, Stephen, and Taigen D. Leighton. Dylan and Dogen Masters of Spirit and Words. Kyoto Journal 1999. 24 Apr. 2008 mtsource. org/articles/dogen_dylan. html. Krozser, Kassia. Interview: Intertextuality. Emerging Writers Network. 27 Dec. 2005. 22 Apr. 2008 ;http://emergingwriters. typepad. com/emerging_writers_network/2005/12/intertextuality. html;. Lafferty, Matt. Interview: Intertextuality. Emerging Writers Network. 27 Dec. 2005. 22 Apr. 2008 http://emergingwriters. typepad. com/emerging_writers_network/2005/12/intertextuality. html. Leth em, Jonathan. The Ecstasy of Influence. Harpers Magazine Feb. 2007. ; harpers. org/archive/2007/02/0081387;. ODay, G. R. Intertextuality. Dictionary of Biblical Interpretation. Vol. A-J. Nashville, TN: Abingdon P, 1999. 546-548. Rich, Motoko. Who’s This Guy Dylan Who’s Borrowing Lines From Henry Timrod? New York Times 14 Sept. 2006. 20 Apr. 2008 nytimes. com/2006/09/14/arts/music/14dyla. html? _r=1ref=booksoref=slogin. Williams, Paul. Performing Artist: The Music of Bob Dylan, the Middle Years: 1974-1986. Novato, CA: Underwood-Miller, 1992. 267-68.

Student Essay

Student Essay Student Essay Student Essay: Useful Tips They say that student essay is just an awful task, which is hated by all the students, especially, student essay about education, as this is the task each student has to come through. Well, maybe this saying is right in some way, however, nowadays with the appearance of the Internet and different custom essay writing services student essay is not an executioner any more. If you have an access to the Internet you have an access to all the kinds of student essay writing tips, and student essay about education is not a problem as well. Here are several tips for you at the subject how to write student essay written by the professionals of our custom writing service who have completed hundreds of different student essays and won the highest grades to their customers. While you are writing your student essay, you have to remember one of the main principles of the successful student essay writing: do not tell what you want to tell, show it. Use the words in order to draw the pictures and to show the reader the text you are writing. Keep your reader hooked, instead of making him or her bored with your monotonous presenting the sequence of circumstances. Make a whole story from your student essay ( Choose the topic you are interested in and have a passion for. It is possible to write good student essay only on the topic, which is really interesting to the writer. If you like the subject, you are writing about in your student essay that means that you know a lot about it, that is why it will not take much time from you to search the necessary information. Do not write either too short or too long sentences in your student essay. You see if the sentences are too short all your student essay seems to be chopped and cut short. If you write too long sentences, your essay may seem to be too complicated and confusing. Write the sentences of average length, in order to show that you are able to express your ideas in a logical and clear way. Proofread the student essay after you think that it is completed. Different grammar mistakes, or wrong usage of words, or incorrect sentence structure, all this badly influence upon your grade for the student essay and show your indifference to the reputation and grade you are going to get. Read also: Term Paper on Personal Success Creative Writing Thesis Writers of Term Papers Dissertation Writers Dissertation Service

Analysis of Apple Incorporateds Performance Research Paper

Analysis of Apple Incorporateds Performance - Research Paper Example Apple’s controversial mission statement that captures the format of a presentation that mentions the product portfolio has met criticism due to its unconventional design. The company’s mission is to â€Å"design Macs, the best personal computers in the world, along with OS X, iLife, iWork and professional software† (Arthur, 2010, p5). However, the emphasis of the clear areas of focus by the corporation in its business seems logical when the sharp performance on the various production lines generates the kind of results witnessed. In the items highlighted in the mission statement, production and concentration in the core business of the corporation stand out conspicuously as its guiding principles. Performance in terms of hitting production numbers as well as distribution to meet the ever-growing demand leaving an understandable gap of supply enough to generate a rare form of suspense for its products. Apple has built a market presence with a very strong brand name over the years, breaking several records including the most successful and most valuable company of all time. A decade ago, nobody would have imagined that a company would dislodge Microsoft from the top brand in the world, with a unique product attraction among the consumers but Apple is doing that every day (Jiang et al., 2009). Production of the most recognized electronic device backed by its own software system including operating system and other applications defied the odds of the market such as experienced by Microsoft on a strong software front. Through a commitment on bringing the best computing package to specific consumer groups, the company takes care of its vision statement in several ways. The company captures the needs of scholars, professionals, ordinary consumers with innovative solutions to different needs. Perhaps one of the most complete and trendy products in the market that Apple specializes in, computer hardware capable of interacting with internet usage present the company as a pacesetter. Strategic Goals vs Mission and Vision Statements Apparently, Apples mission and vision statements collapse into the presentation of quality technology in the product portfolio dealt in the current operations and into the future. The two strategic statements complement each other in the sense that the highlight of the actual product scope in the mission statement obtains assurances of unquestionable quality in the vision statement. For instance, the mission state

Chimestry Lab Report Example | Topics and Well Written Essays - 500 words

Chimestry - Lab Report Example This is an indication of corrosion in the given metal. This experiment’s main purpose is the determination of the properties of metals and to find out the corrosive effect on metals. The properties of the metals, iron, brass and copper, were compared. This involved comparing the conductivity of both iron and copper, Hardiness, and brittleness. The observations were made and recorded. In testing for conductivity, the metals were heated and time taken to heat up observed. In comparing for brittleness, the wires of the respective metals wire bent and the number of times the wire was bent before breaking observed. Comparison of the hardiness between copper and iron resulted in iron being harder than copper. On comparing the hardiness between copper and brass, it was found that brass is harder than copper. Also, it was found that alloys of these metals are harder as compared to the pure metals. Copper has a higher conductivity as compared to iron and brass. This is due to the fact that copper contains a large number of de – localized electrons. These electrons move freely and as a result facilitate the conductivity process. From the experiment, it’s clear that iron is harder than copper. This is due to the strong covalent bonds which exists between the iron molecules making it to be harder than copper. Comparing the two pure metals with its alloys resulted in the alloys being harder than the metals. On brittleness, iron was found to be more brittle than copper. It can be concluded that copper has high conductivity as compared to iron, copper is more corrosion resistance than iron and iron is more brittle than copper. The alloys of the metals have enhanced properties as compared to the pure metals. Finally, Copper was found to be corrosive resistant as compared to iron and

SILK ROAD Essay Example | Topics and Well Written Essays - 500 words

SILK ROAD - Essay Example ccording to David Christian, the trans-ecological exchanges made possible by the Silk Road routes contributed greatly to the growth of trade within the Afro-Eurasian region, specifically, trade between the region’s agrarian communities, steppe pastoralists, and woodland foragers. The natural features of the Silk Road indicate that ecological factors have played a great role in intensifying trade along the Silk Road. For one, the Silk Roads cross the borders of desert areas or barren steppes inhabited by pastoralists. These kinds of ecological borders create the necessity for trade because the essential goods needed by the people living on very different environments are also different. In fact, given these ecological factors, it would be astonishing if trade did not flourish along the Silk Road. The products traded along the Silk Road routes prove how dynamic trade was in the Afro-Eurasian region. Many of the products traded came from the woodland or steppeland, whilst several of the products made by the agrarian communities were sold to the steppes. David Christian emphasises that the Silk Roads naturally are sea and land routes connecting east and west, particularly, connecting the agricultural communities of inner Asia and functioning as channels transporting products, ideas, religion, and even diseases. Moreover, Christian views Steppe Roads, which connect the Eurasian agricultural and grassland areas, as trade routes, stimulated by a natural commercial barter of goods from pastoral and agricultural regions. Trade products were perhaps bartered most intensely across the ecological boundary dividing agrarian and pastoral areas, although a number of products certainly crossed the steppes. The Silk Road linking China and the Middle East cultivated trade of agricultural products, specially made goods, ideas, and religious beliefs. But because of the dynamic evolution of civilisations in China, the Silk Road ceased to be merely a connecting link between

Transportation of Hazardous Material Strategies

Transportation of Hazardous Material Strategies When it comes to the transportation of hazardous material by plane normal procedures of safety do not apply. There are very specific sets of rules and regulations that must be adhered to in order to be licensed to transport by an airliner any material that is classified as hazardous. Why do we need regulations? After all, arent regulations always a source of headache for most ethically ran properly maintained businesses? One would like to believe this, however, as planes come crashing down investigations can often times reveal negligence in the handling and transport of materials that cause cataclysmic devastation. In this paper we will explore what is classified as a hazardous material and then we will slide right into who regulates transportation and how transportation of these materials is regulated. What is classified as a hazardous material? Any material that can be labeled radioactive, allergenic, poisonous, a biohazard, corrosive, toxic, asphyxiating (lack of oxygen to the brain), explosive, oxidizing, flammable, pathogenic (dangerous living organism usually a virus), or magnetic can be classified as a hazardous material and requires a highly trained professional to handle and transport for the safety of all those in close proximity to the material. Wait? Did I say magnetic? Yes. Magnetism inside an aircraft other than normal currents can adversely influence an aircrafts sensitive computer systems, gauges, and mechanical systems. This could cause the plane to fly in circles or, worst case scenario, cause a serious malfunction that would ultimately conclude with a fiery ball of flames and the demise of the flight crew and, quite possibly, other fatalities and casualties. Many materials fall into more than one of these categories. Poisonous and asphyxiation for example could be listed on a material that poisons the body and as a result asphyxiates the poor soul. But who has the authority to classify materials as such listed here? The Department of Transportation was established by an act of Congress on October 15, 1966. It began operations on April 1, 1967. It is the purpose of the DOT to guarantee a fast, safe, efficient, accessible and convenient transportation system that meets our vital interests and enhances the quality of life of the American people, today and into the future (DOT 1966).   Inside the borders of the USA it is the DOT who regulate and enforce all laws that govern transportation in even its simplest form, walking. In respect to air transport of hazardous material they have a strict set of guidelines that must be adhered to that ensures they meet their motto. In later paragraphs in this essay we will examine a few of those guidelines. The Department of Transportation mandates that all employees who handle hazardous material will be required to participate in a training class that will entitle them at the end to receive a license to handle hazardous material. Outside the borders of th e USA each country has its own department that regulates transport but each country has to adhere to the guidelines of both International Civil Aviation Organization (ICAO) and International Air Transport Association (IATA). If a country utilizes air transportation to deliver any hazardous chemical or material to another country then it has to abide by a strict set of guidelines set forth by ICAO and IATA. However, if an American business wants to move materials considered hazardous as described above then it will adhere to the guidelines of the DOT. As stated by DOT 49 Sec. 175.79 Orientation of cargo. (a) A package containing hazardous materials marked â€Å"THIS SIDE UP† or â€Å"THIS END UP†, or with arrows to indicate the proper orientation of the package, must be stored and loaded aboard an aircraft in accordance with such markings. (b) A package containing liquid hazardous materials not marked as indicated in paragraph (a) of this section, must be stored and loaded with closures up (other than side closures in addition to top closures). This means that if a box or container arrow pointing in any direction – up, down left or right the container must be stood up or laid down according to the arrows. This is called material orientation. If the box says this end up then that end must be at the top. If a box is laid on its side when it should be standing up as indicated by the arrows and a hazardous material is contained inside the consequences of this error could be devastating. An example of a devastatin g consequence can be identified by the wreck of cargo jet shortly after taking off, killing three crew members and disintegrating the aircraft. The accident was due in part by a leaking container in the aft cargo hold. Zimbabwe is not governed by the Dept of Transportation so their rules and regulations for cargo transportation are slightly different from the United States. Apparently, a chemical leaked onto some of the important electrical wiring and sent the plane hurtling into the ground due to electrical failure. The rules and regulations set forth by the Dept of Transportation are designed to keep pilots, co-pilots, all personnel, whether they are on land or in the air, and innocent civilians safe from tragedies such as this. In the United States it is estimated that one cargo plane carrying a hazardous material will either be forced to land or will crash due to deviation from the rules and regulations set forth by the Dept of Transportation. Material orientation is easy compar ed to securing hazardous material. Looking at a container and identifying its orientation is the easy part. When securing hazardous material it must be secured properly as to make no forward, backward, or sideways movements. If the hazardous material moves even in an inch it is no longer in compliance with is Title 49 Section 175.81 which states, packages containing hazardous material must be secured in an aircraft in a manner that will prevent any movement in flight which would result in damage two or change in the orientation of the packages. If a transportation agency is found to be in noncompliance the Dept of Transportation can fine the agency or can temporarily suspend or permanently revoke the agencys license to haul hazardous material. If the noncompliance resulted in damage to hazardous material containers the hazardous material will be thoroughly inspected for damage and or leaks after being unloaded from the aircraft. According to Title 49 Section 175.90 part B in the case of a package which is leaking the employee must ensure that the remaining packages in the delivery do not have leaks or contamination. According to part C of the same title the package identified as being damaged or contaminated will not be placed aboard an aircraft for further transport. Hypothetically, you are carrying a material that has a label saying, dangerous when wet, and the plane is also carrying barrels of water to the same destination you do not want the material marked dangerous when wet to come into contact with the barrels of water. Most likely, they plane will not be carrying both materials as a precaution however not all countries abide by American regulations and common sense. When the pilot performs an inspection of his cargo and finds a damaged container he will immediately remove the container according to regulations for the removal of hazardous material and he will ensure the rest of the shipment is unharm ed. He will not risk the safety of his passengers and personnel by placing the damaged container back on board the aircraft. If the Dept of Transportation receives evidence that he has done so the pilot will have his license revoked and his wings stripped. He may even be slapped with a fine as determined by the offense. The rules and regulations set forth by the Dept of Transportation for the transportation of hazardous material are designed with safety in mind. Many organizations believe that these rules and regulations are way too restrictive. Even so, many companies may actually lose money while trying to adhere to these rules and regulations. The necessity of rules and regulations such as these were designed to protect society from plane wrecks, explosions, system disorientation, birth defects caused by radiation, fatalities and casualties, chemical spills, radiation poisoning, poisonous gas plants causing asphyxiation, etc. The Dept of Transportation is not sympathetic to a company losing money trying to adhere to these regulations. The Dept of Transportation is a committee designed to protect society from the mission Giddings of bad business in transportation. It is their sole duty to uphold safety, efficiency, speed, reliability, convenience, and accessibility of all transportation. Any organization found to be in noncompliance with the rules and regulations of the Dept of Transportation can be fined or terminated by the department fo r noncompliance. There are many rules and regulations set forth by the Dept of Transportation for the transportation of hazardous materials that I have not covered but these are the basics. It is, in the United States, the Dept of Transportation and regulates all transportation. Internationally, it is ICAO and IATA.

My Teaching Philosophy Statement :: Education Educational Educating Essays

My Philosophy Statement Methods of how to educate individuals have been studied by many different philosophers in many different ways. I formed my view of method, curriculum, nature of students, nature of knowledge, and the purpose of public education, as well as my person career goals from those philosophers. I took different aspects of the philosophies of Plato, Rousseau, Sophistry/Foucault, and Pragmatism/Progressivism to create my own philosophy of education. My first view of method is an idea formed by Pragmatism/Progressivism. Being student centered is one method of effective teaching. I believe that students should enjoy their classes. I think part of being a good teacher is making the students want to learn. The most important person in the classroom should be the student. Teachers should base their lessons around the needs of their students. One way in which a teacher could do this is through group work sessions. If one child were behind in a subject the other students in the group might be able to help them. Another idea that I agree with is Rousseau's idea that students should learn through experience. I believe that instead of lecturing, students should learn through experience. The students could bring in leaves and study them, instead of just learning about them in their Science books. I think having variation in the classroom is also an important method of teaching. Instead of their usual Friday spelling test have a Spelling Be e instead. These are all ways to keep the students interest. The main method I chose for my philosophy is student centered. All other methods I have discussed fall into this category, in which the main focus of the classroom is the students. My next philosophy is on curriculum. I agree with Pragmatism/Progressivism. I believe that the purpose of a teacher is to teach their students how to think. Not what to think. There are several ways to go about doing this. One way is through math, students can be taught how to think through reading problems. One reason schools have many subjects is to make their students well rounded, another is to help students develop ways to reason. I agree with Rousseau's idea that students should be taught reason so that they can care about and respect others. Through out ones life they need reason to make decisions. I think students should be taught history so that they do not remake the mistakes of the past.

Learner Guide for a Level Economics

Learner Guide for Cambridge AS and A Level Economics Learner Guide for Cambridge AS and A Level Economics How to use this guide The guide describes what you need to know about your Economics examination. It will help you to plan your revision programme and will explain what Cambridge International Examinations is looking for. The guide contains the following sections: Section 1: How will you be tested? This section will give you information about the different examination papers you will take. Section 2: Examination tips This section gives you advice to help you do as well as you can.Some of the tips are general advice and some are based on the common mistakes that learners make in exams. Section 3: What will be tested? This section describes the five assessment objectives in Economics Section 4: What you need to know This shows the syllabus content so that you can check: †¢ which topics you need to know about †¢ details about each topic area in the syllabus †¢ how muc h of the syllabus you have covered Section 5: Useful Websites  © Cambridge International Examinations 2012 Learner Guide for Cambridge AS and A Level Economics Section 1: How will you be tested?The table below gives you information about the examination papers you will take. Paper Type Duration Number of Questions Maximum Mark 1 Multiple Choice (Core) (a) Data Response (Core) (b) Structured Essay (Core) 1 hour 30 30 Weight (% of total marks for syllabus) 40 45 minutes (recommended) 1 20 30 45 minutes (recommended) 1 from a choice of 3 20 30 2 2  © Cambridge International Examinations 2012 Learner Guide for Cambridge AS and A Level Economics Section 2: Examination tips General Advice †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ It is very important that you look very closely at the ‘command’ or ‘directive’ words used in a question.These tell you what we are looking for. If a question asks you to ‘identify’, ‘ state’ or ‘calculate’ something, you should not write a very long answer. If, however, the question asks you to ‘explain’ or ‘discuss’ something, this will require you to go into much more detail and your answer should be longer. Very often, with a ‘discuss’ question, you will be expected to look at something from two contrasting points of view and then come to a reasoned and well supported conclusion. It is also important that you look closely at the number of marks that are awarded for each part of a question.This will give you guidance as to how long you should spend on each particular part. Some parts of a question will only gain you two or four marks while other questions will have sections worth eight and twelve marks. Remember to look very closely at the precise wording of each part of a question. You need to make absolutely certain that your answer clearly relates to what is specifically required. For example, you ma y answer a question about inflation and write all you know about how it is measured, but the actual question asked required you to write about the difference between two causes of inflation, cost-push and demand-pull.Time management is crucial. Don’t spend too long on one question, or parts of one question, and then leave yourself towards the end of the examination with very little time to read through your answer and correct any mistakes and/or add anything that you feel is missing. W herever possible, use diagrams to aid your explanations, but make sure that they are accurately and clearly drawn and correctly labelled. You should also make sure that you refer to them in your answer. You should also try and bring in appropriate and relevant examples, wherever possible, of current economic issues and problems to support the points you are making.Look back at the question every so often, just to make sure that you are answering the question correctly and staying ‘on trac k’. You do not need to write out the question; this is a waste of your time. Just make sure that you write the number of the question, and the sub-part, so that we know which question you have answered and there is no possibility of confusion as to which question has been answered. Do not answer more questions than you have to. For example in Paper 2, you are required to answer question 1 in Section A and then only one of the three questions in Section B. Cambridge International Examinations 2012 Learner Guide for Cambridge AS and A Level Economics An Example Paper 2 Section A: Question 1 This is the data response question which has to be answered. There are 20 marks available for this question. †¢ †¢ You need to spend time carefully reading through the information provided in Section A. In the example above the data response was concerned with the market for onions in Bangladesh. You need to be confident in what you have read so that you are able to identify, inter pret and manipulate aspects of the data, depending on the particular questions asked.You need to look at the title of the case study; this may well give you some clues as to what you will be required to do in answering the questions.  © Cambridge International Examinations 2012 Learner Guide for Cambridge AS and A Level Economics †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ You need to look at the data provided and appreciate its context. In the example above, this was concerned with the prices of essential foodstuffs in Bangladesh and the implications of this for traders, consumers and the government.If the data is in the form of a table, a chart or a diagram, look for the important features and see if you can identify any patterns, relationships or trends as some of the questions are likely to be drawn from these. Look for the economic theories or concepts around which the case study has been written; think about how and where these theories and concepts are embedded in the data as questions are likely to be drawn from these. In the example above, this was in relation to prices, demand and supply and government intervention in markets). See if there is a stated source for the case study; as this may help you to understand its context.See if you can identify any limitations of the data; for example, there may be other information that you would have found useful, but which has been omitted. The instruction on the examination paper states: â€Å"Brief answers only are required. † You need to be able to quote selectively and answer concisely. You need to look closely at and follow the mark allocation in terms of the time to be taken to answer each part of a question. In the example above, all three parts of (a) were allocated two marks each, both parts of (b) were allocated four marks each, and part (c) was allocated six marks.Half of the time allocated to the whole paper, 1 hour 30 minutes, sh ould be spent on answering Question 1, i. e. 45 minutes. This means that between 13 and 14 minutes should be allocated to each of (a) and (c) and 18 minutes to (b). W here the ‘command’ or ‘directive’ word is calculate, you do not need to go into a great deal of detail. In Question 1 (a) (i), in the example above, you simply needed to calculate the approximate price per kilo of onions in September 2003. W here the ‘command’ or ‘directive’ word is identify, you again do not need to go into a great deal of detail.In Question 1 (a) (ii), in the example above, you simply needed to identify two reasons why prices might normally be expected to rise before the Holy Month of Ramadan; you were not required to explain, analyse or discuss these two reasons. A question will sometimes explicitly require you to include a diagram. This was the case in (b) (i) and (ii), in the example above, when candidates were required to include a demand and su pply diagram. In the case of (i), this was to help explain how traders may benefit from reducing the supply of essential products.In the case of (ii), this was to help analyse the effect on the market for onions of the introduction of an effective maximum price. Your diagrams would need to be neatly and accurately drawn and correctly labelled. You would also need to refer to the diagrams in your answers; that is why it says ‘with the aid of a demand and supply diagram’ in the question. The maximum mark that could have been awarded in each of these sections, if no diagram had been included, was three out of the available four. In some parts of questions, the ‘command’ or ‘directive’ word is explain or analyse.In part (b), (i), in the example above, you were required candidates to ‘explain how traders may benefit from reducing the supply of essential foodstuffs’, while in (ii) candidates were required to ‘analyse the effect on the market for onions of the introduction of an effective maximum price’. It is very important that you fully understand what is meant by these words. Explain means to make clear how or why; analyse means to examine in technical detail. In some parts of questions, the ‘command’ or ‘directive’ word used is discuss.In Question 1 (c), in the example above, the question required candidates to ‘discuss the  © Cambridge International Examinations 2012 Learner Guide for Cambridge AS and A Level Economics †¢ desirability of the Government’s intervention in the market for onions’. You would need to look at this from both points of view, i. e. firstly saying that it would be advantageous and then going on to consider some of the possible disadvantages. You would then be expected to reach a conclusion as to whether it would be particularly desirable for the government to intervene in such a market.The maximum mark for only one side of the argument was four; the maximum mark for both points of view, but without a clear conclusion, was five. You should always try to leave time at the end of answering the question to read through what you have written so that you can check and correct any mistakes and add anything important that you have omitted. Section B: Questions 2, 3 or 4 This is the essay question and you have to answer just one question from this section. There are 20 marks available for this question. †¢ †¢ Each question will be made up of two parts with eight marks for (a) and twelve marks for (b).Part (a) will always require you to explain something. This means that you are required to give clear reasons for something or to make something clear in terms of how and/or why something is happening. For example, in Question 2 (a) you were required to explain how production possibility curves might be used in assessing a country’s economic performance. You would need to demonstrate knowledge of what is meant by a production possibility curve and then go on to explain both the static position of the curve and a movement of it.In Question 3 (a) you were required to explain the difference between absolute and comparative advantage. You would need to define the two terms and then go on to explain the terms and the assumptions which underpin the two concepts. In Question 4 (a) you were required to explain the difference between costpush and demand-pull inflation. You would need to demonstrate knowledge of what is meant by inflation and then go on to explain the two terms and, most importantly, the difference between them.  © Cambridge International Examinations 2012Learner Guide for Cambridge AS and A Level Economics †¢ †¢ †¢ †¢ As has been said, there are eight marks available for part (a), 40% of the total for the question. You should, therefore, aim to spend about 40% of the time available for answering this part of the question. The time allocated to answering this question is 45 minutes, so you need to aim to spend about 40% of that time on part (a), i. e. about 18 minutes. Part (b) will always require you to discuss something. This means that you are required to give the important arguments, for and against, in relation to whatever is being asked.For example, in Question 2 (b) you were required to discuss whether a mixed economy is the best way for a country to deal with the basic economic problem. You would need to demonstrate an understanding of both a mixed economy and the basic economic problem and then go on to discuss both the benefits and the drawbacks of a mixed economy. In Question 3 (b) you were required to discuss whether the principle of comparative advantage is a satisfactory explanation of the trade pattern of an economy with which you are familiar.You would need to apply the principle of comparative advantage to a pattern of trade and discuss the limitations of comparative advantage theory. You would then need t o go on to discuss other explanations of trade. This is a particularly interesting question because instead of requiring you to discuss a particular trade pattern between two economies, you are asked to discuss the trade pattern of an economy with which you are familiar, i. e. you are given the choice of deciding which economy to write about. In Question 4 (b) you were required to discuss whether a country experiencing inflation will always have a balance of payments problem.You would need to explain the link between inflation and the balance of payments and then go on to discuss the conditions when inflation would be likely to bring about a balance of payments problem and the conditions when inflation would not be likely to cause such a problem. As has been said, there are twelve marks available for part (b), 60% of the total for the question. You should, therefore, aim to spend about 60% of the time available for answering this part of the question. The time allocated to answering this question is 45 minutes, so you need to aim to spend about 60% of that time on part (b), i. . about 27 minutes. You should always try to leave time at the end of answering the question to read through what you have written so that you can check and correct any mistakes and add anything important that you have omitted.  © Cambridge International Examinations 2012 Learner Guide for Cambridge AS and A Level Economics Section 3: What will be tested? The syllabus sets out the five assessment objectives in Economics. Number of Assessment Objective 1 Skill Demonstration of Skill Demonstrate Knowledge and Understanding 2 Interpret 3 Explain and Analyse 4 Evaluate 5 Organise, Present and CommunicateYou should be able to demonstrate knowledge and understanding of the specified content. You should be able to interpret economic information presented in: †¢ verbal †¢ numerical or †¢ graphical forms. You should be able to explain and analyse economic issues and arguments, us ing relevant economic: †¢ concepts †¢ theories and †¢ information. You should be able to evaluate economic: †¢ information †¢ arguments †¢ proposals and †¢ policies. You should be able to take into consideration relevant information and theory. You should be able to distinguish facts from: †¢ hypothetical statements and †¢ value judgements.You should be able to organise, present and communicate economic ideas and informed judgements in a: †¢ clear †¢ logical and †¢ appropriate form. The Multiple Choice component (Paper 1) will seek to test particularly Assessment Objectives 1, 2 and 3. The Data Response part of Paper 2 will seek to test particularly Assessment Objectives 2 and 3 and, to a lesser extent, Assessment objectives 1, 4 and 5. The Structured Essay part of Paper 2 will seek to test particularly Assessment Objectives 1, 3, 4 and 5 and, to a lesser extent, Assessment Objective 2.  © Cambridge International Examinat ions 2012Learner Guide for Cambridge AS and A Level Economics Section 4: What you need to know A table is provided below which describes the topics which will be tested in your examination papers. You can use the table throughout the course to check the topics you have covered. You can also use it as a revision aid. The column headed ‘comments’ can be used: †¢ to add further information about the details of each bullet point, or to give appropriate examples †¢ to highlight areas of difficulty which you might need to ask your teacher about.  © Cambridge International Examinations 2012 Learner Guide for Cambridge AS and A Level EconomicsTheme 1 Basic Economic Ideas Topic Scarcity, choice and resource allocation Different allocative mechanisms Production possibility curve The margin Positive and normative statements Ceteris paribus Factors of production Division of Labour Money  © Cambridge International Examinations 2012 You should be able to: †¢ Define the meaning of scarcity †¢ Explain the inevitability of choices at all levels: o individual o firm o government †¢ Define and explain the concept of opportunity cost †¢ Consider basic questions of: o what will be produced o how it will be produced o for whom it will be produced Distinguish between: market economies †¢ planned economies †¢ mixed economies †¢ and problems of transition Explain: †¢ the shape of the production possibility curve †¢ shifts of the production possibility curve Explain decision making at the margin Distinguish between: †¢ positive and †¢ normative statements Explain the meaning of ceteris paribus Define the four factors of production: †¢ Land †¢ Labour †¢ Capital †¢ Enterprise Explain the meaning of division of labour Describe and explain: †¢ the functions of money †¢ the characteristics of money Comments Learner Guide for Cambridge AS and A Level Economics Theme 2 The Price Sys temTopic Individual Demand curves You should be able to: Explain the construction of individual demand curves Aggregation of individual demand curves to give market demand Factors influencing demand Explain how individual demand curves are aggregated to give market demand Movements along and shifts of a demand curve Price, income and cross elasticities of demand Firms’ supply curves Factors influencing market supply Movements along and shifts of a supply curve Price elasticity of supply  © Cambridge International Examinations 2012 Identify and explain the various factors that can influence market demandExplain and distinguish between: †¢ movements along a demand curve †¢ shifts of a demand curve †¢ Explain the meaning of †¢ Calculate †¢ Analyse the factors affecting †¢ Assess the implications for revenue and business decisions of o price elasticity of o demand o income elasticity of o demand o cross elasticity of o demand Explain how individual firms’ supply curves are aggregated to give market supply Identify and explain the various factors that can influence market supply, including: †¢ indirect taxes and †¢ subsidies Explain and distinguish between: †¢ movements along a supply curve †¢ shifts of a supply curveExplain: †¢ the determinants of the price elasticity of supply †¢ the implications of price elasticity of supply for speed/ease with which businesses react to changed market conditions Comments Learner Guide for Cambridge AS and A Level Economics Theme Topic Interaction of demand and supply Equilibrium price and quantity Consumer and producer surplus Prices as rationing and allocative mechanisms 3 Government Intervention in the Price System Externalities Social costs and social benefits Decision-making using costbenefit analysis Private goods and public goods Merit goods and demerit goodsGovernment intervention  © Cambridge International Examinations 2012 You should be able t o: Explain: †¢ the meaning of equilibrium and disequilibrium †¢ the effects of changes in supply and demand on equilibrium price and quantity †¢ the applications of demand and supply analysis Explain the meaning of consumer and producer surplus Analyse how prices can be used as: †¢ rationing and †¢ allocative mechanisms Explain and distinguish between: †¢ positive and †¢ negative externalities Explain social costs as the sum of: †¢ private costs and †¢ external costs Explain social benefits as the sum of: †¢ private benefits and external benefits Explain decision-making using cost-benefit analysis Explain and distinguish between: †¢ private goods and †¢ public goods Explain and distinguish between: †¢ merit goods and †¢ demerit goods Explain government intervention through: †¢ maximum price controls †¢ price stabilisation †¢ taxes †¢ subsidies †¢ direct provision of goods and services Comm ents Learner Guide for Cambridge AS and A Level Economics Theme 4 International Trade Topic Principles of absolute and comparative advantage Other explanations and determinants of trade flows Arguments for free trade and motives for protectionTypes of protection and their effects Economic integration 5 Measurement in the Macroeconomy Terms of Trade Balance of Payments Different forms of measurement in the macroeconomy General price level Price indices  © Cambridge International Examinations 2012 You should be able to: Explain the principles of: †¢ absolute advantage †¢ comparative advantage and †¢ their real-world limitations Explain the opportunity cost concept allied to trade Account for other explanations and determinants of trade flows Explain: †¢ arguments for free trade and †¢ motives for protection Explain: †¢ types of protection and †¢ their effectsExplain the features of, and the differences between, a: †¢ free trade area †¢ cu stoms union †¢ economic union †¢ monetary union Explain the meaning of the terms of trade Explain the components of the balance of payments Explain different types of measurement: †¢ Employment statistics †¢ Size and components of labour force †¢ Labour productivity †¢ Definition of unemployment †¢ Unemployment rate; patterns and trends in employment and unemployment †¢ Difficulties involved in measuring unemployment Explain: †¢ the general price level †¢ price indices, such as the consumer price index and the retail price index money and real data Comments Learner Guide for Cambridge AS and A Level Economics Theme Topic Shape and determinants of AD and AS You should be able to: Interaction of AD and AS: determination of level of output, prices and employment 6 Macroeconomic Problems Inflation Define inflation Explain the: †¢ degrees of inflation †¢ types of inflation †¢ causes of inflation †¢ consequences of infl ation Explain the: †¢ meaning of balance of payments equilibrium and disequilibrium †¢ causes of balance of payments disequilibrium †¢ consequences of balance of payments disequilibrium on the domestic and external economyDefine exchange rates and explain: †¢ the measurement of exchange rates – nominal, real, tradeweighted exchange rates †¢ the determination of exchange rates – fixed, floating, managed and ‘dirty’ float †¢ the factors underlying fluctuations in exchange rates †¢ the effects of changing exchange rates on the economy Analyse policies designed to: †¢ correct balance of payments disequilibrium or †¢ influence the exchange rate Comment on the possible conflicts between these three policy objectives Balance of Payments Problems Fluctuations in Foreign Exchange Rates 7 Macroeconomic PoliciesMacroeconomic policies Conflicts between policy objectives on inflation, balance of payments exchange rate  © C ambridge International Examinations 2012 Comments Learner Guide for Cambridge AS and A Level Economics Section 5: Useful Websites General Economics sites http://www. tutor2u. net This is probably one of the best of the various internet sites that are currently available for students of Economics. It provides a great deal of information on a wide range of topics and one section that is particularly useful is a range of revision notes on different areas of the syllabus.There are also a number of essay plans on different topics and there is an active forum and advice section, as well as regular news updates. There are interactive quizzes and a VLE (virtual learning environment) site. There are also PowerPoint presentations on many topics and a very useful Economics blog. http://brynsaseconomicsblog. blogspot. com This site is updated regularly and shows the list of topics covered down the left hand side with the number of entries for each topic in brackets. There are useful links to a wide range of resources including not only articles but also video clips. ttp://www. bized. co. uk/ This is a particularly useful site if you are looking for up-to-date facts about various companies, prepared by the companies themselves but with learners in mind. It also includes a range of learning materials that will be useful across all areas of the syllabus. It has a number of virtual reality exercises in the Virtual Worlds section of the site, including Virtual Economy, Virtual Factory and Virtual Developing Country. http://www. s-cool. co. uk This is one of the better websites, providing a lot of useful information for Economics students.It covers eighteen topic areas and in each of these there is a checklist of the main principles, a QuickLearn section that explains the main elements of that part of the syllabus, with some very helpful diagrams, and revision summaries that go over the main terms and concepts in that particular topic area. http://www. jusbiz. org This site is somewhat distinctive in that it aims to focus on the global and ethical dimensions in Economics. There is a lot of useful material and a very good glossary of key terms and concepts. There are also useful links to other sites. http://www. revisionguru. co. uk/economicsThis site provides an Economics textbook which has definitions and explanations of the key terms and concepts across all parts of the syllabus. It also contains some very useful diagrams.  © Cambridge International Examinations 2012 Learner Guide for Cambridge AS and A Level Economics http://economix. blogs. nytimes. com This site, linked to the New York Times, uses Economics as a framework for thinking about many events taking place all over the world. http://en. wikipedia. org This internet encyclopaedia has some very good entries on many economic concepts and is helped by the links in blue to many other sections.Television, Newspaper and Magazine sites http://www. bbc. co. uk This is the website of the BBC and is updated regularly. You need to go to the bottom of the home page and click on ‘Business & Money’. There is then a menu on the left hand side of the home page; you just need to go to ‘Business’ and click on ‘Economics’. It provides convenient links to a wide range of related sites including video and audio links as well as articles. There are useful ‘Country Profiles’ providing economic information about countries all over the world and a number of ‘Special Reports’, many of which are of interest to the Economics learner. ttp://www. cnn. com This website has a range of articles and video clips on many aspects of economics. You can click on your geographical area of the world or on world business. http://www. economist. com There are many magazines and newspapers with websites which will be particularly helpful in gaining up-to-date information about Economics. This is one of the better sites and contains some very good articles, covering all parts of the world, which will help you to consider the application of economic theories to particular events and issues.Some access is limited to subscribers only. http://businesscasestudies. co. uk/ This site provides a wide range of case studies featuring a number of internationally known companies. The information is wide ranging and applies many economic theories to particular business situations. http://www. businessweek. com http://www. ft. com http://www. guardian. co. uk/ http://independent. co. uk  © Cambridge International Examinations 2012 Learner Guide for Cambridge AS and A Level Economics http://www. telegraph. co. uk http://www. the-times. co. uk http://www. thesundaytimes. co. uk/sto/All of these newspapers and magazines will have a great deal of economic information that is regularly updated. You should also get into the habit of looking at the websites of the most important newspapers and magazines in your own country and geographical regi on. Some access is limited to subscribers only. UK focussed sites http://www. statistics. gov. uk This site is particularly useful if up-to-date economic information is required on such topics as taxation, balance of payments, employment, productivity and inflation. It is primarily concerned with statistics that relate to the UK economy. http://www. bankofengland. o. uk This site is very useful for information concerning monetary policy and how it works, such as decisions about interest rates. It is also useful in relation to the role and function of a central bank. The Bank of England will focus on UK matters, but each central bank in the world is likely to have its own site. You will need to find out what is the website for the central bank of your country. http://www. ifs. org. uk/ This is the website of the Institute for Fiscal Studies. It covers a range of issues related to fiscal policy, but tends to be focused mainly on the UK.  © Cambridge International Examinations 2012