Women and Honor Summary Essays

Women and Honor Summary Essays Women and Honor Summary Paper Women and Honor Summary Paper Adrienne Rich’s essay Women and Honor: Some Notes on Lying focused on the â€Å"possibility of life† between individuals anchored in truth. To examine the difference between the personal relationships of women between women and of man created a backdrop of women’s fears in losing control over a relationship and isolation. It posed women to be vulnerable in using lies as an alternate reality. Lying is a scapegoat in concealing the harsh truth that requires lengthy explanations. Therefore, women are prone to committing the act of lying because it is with falsity that affirms women of their control in their own relationships and in their lives. Lies destroy the communication of the truth and the being. Lies embody us to a different person. It is every lie that makes the recognition of the truth and the self impossible. In effect, the deceptive feeling of a women’s power to control her relationships worsen the complicity of identifying and keeping in touch with the truth of who she is and her essence. On the contrary, lies, whether in words or in silence, rewarded a woman with a feeling of security and making things easier to deal with. The males became the women’s affirmation of their worth because the male are believed to be the speakers of the truths and facts. In fact, men only needed women to prove their manhood and to gratify their longing to hear what they want. Yet, women still continued to hide behind the veil of lies because of the social rejection when it comes to the deeper emotions involved between women. Women must face the truth in order to fill the emptiness and aloneness they feel. Only truth will give birth to the possibilities of honor, honesty, and trust between people. It is the beginning of the resolution to unravel the questions behind the complexity of being a woman. It is only with truth that love emerges and brings a deeper meaning in our life. Reference: Oates, Joyce Carol, and Robert Atwan. The Best American Essays of the Century. Boston: Mariner Books, 2001.

The Best AP Chemistry Review Guide 2017

The Best AP Chemistry Review Guide 2017 SAT / ACT Prep Online Guides and Tips Not sure how to begin studying for the AP Chemistry exam? This review guide will help you figure out what's on the test and how you can ace it. I'll go over the exam structure, provide sample questions in each format, list the concepts you can expect to see on the test, and give you some tips on how to get the most out of your studying. I just looked into my PrepScholar Crystal Ballâ„ ¢ and saw a 5 in your future, so get ready to kick this test's butt. What’s the Format of the AP Chemistry Exam? The AP Chemistry exam is 3 hours and 15 minutes long and has two sections:multiple-choice (90 minutes long) and free-response (105 minutes long).There are 60 multiple-choice questions andseven free-response questions. The free-response section contains three long response (worth 10 points each) and four short response (worth four points each) questions.You're allowed to use a calculator on the free response section, but you can't use one for multiple-choice. Time management is important on the AP Chemistry exam because you can easily get caught up in difficult problems.Try not to spend more than a minute on each multiple-choice question during your first pass through the section so that you don’t miss any questions at the end that you could have answered.You’ll have time to go back and revisit the ones you skipped if you pace yourself.For the free-response questions, you should limit your time to around 5-10 minutes for short response questions and 15-20 minutes for long response questions. What Do AP Chemistry Questions Look Like? The following are examples of official AP Chemistry questions in multiple-choice, short response, and long response format.I’ll go over the answers in detail to give you a sense of the types of problems you’ll face on the test and how you might solve them. Multiple-Choice Sample Question Multiple-choice AP Chemistry questions are often chunked together. In other words, several questions will pertain to a single experiment or dataset.Here’s an example: In this case, you’re asked why a certain outcome resulted from an experiment.You need to know why the pressure in the container would increase based on the changes that occurred.A and B suggest that the increase in pressure has to do with intermolecular attractions either decreasing or increasing in the flask.These choices are incorrect because the intermolecular attractions between these molecules wouldn’t be significant enough to make a difference in the pressure of the container. For Choice C, the first part is correct: the number of molecules has increased with the decomposition of PCl5.It also makes sense that this would result in a higher frequency of collisions with the walls of the container.This answer is looking pretty good. Choice D is wrong because there’s no reason to expect that the molecules have increased in speed inside the container during the reaction. Since we ruled out all the other options, Choice C is the correct answer! Short Response Sample Question For part A, you needed to draw out the interactions between the ions and water molecules in the solution.Three points were awarded for: A representation of at least one Li+ ion and one Cl- ion clearly separated and labeled correctly Each ion surrounded by at least two water molecules Water molecules must be oriented correctly (oxygen end is closer to the lithium ion, and hydrogen end is closer to the chloride ion) Part b was worth one point for identifying the chemical species and providing justification.The species produced at the cathode would be H2(g) and OH-(aq) (you could say either one of these for the point).The hydrogen atoms in water are reduced to H2 at the cathode because this reaction has a lower magnitude reduction potential than that of the reduction of lithium ions to Li (-0.83 vs. -3.05). Long Response Sample Question Here’s an example of a long free-response question from the 2015 exam: This question expects a lot from you. There’s stoichiometry, chemical bonds, intermolecular forces, Lewis diagrams, and thermodynamics!It’s testing whether you can apply a bunch of disparate skills that you’ve learned throughout the year to the scenario presented on the test. Let’s look at part a: For part i of part a, we need to calculate the number of moles of ethene that are produced in the experiment and measured in the gas collection tube. The first step is to calculate the pressure of the ethene so that we can use the ideal gas law to figure out the number of moles of gas produced.We can find the pressure of the water by using the given figure for water’s vapor pressure at 305 K: 35.7 torr.Since 1 atm = 760 torr, we can convert the vapor pressure to atm like so: 35.7 torr x (1 atm/760 torr) = 0.047 atm Then, we can find the vapor pressure of the ethene by subtracting that number from the total vapor pressure of the gas produced: 0.822 atm (total vapor pressure) - 0.047 atm (water’s vapor pressure) = 0.775 atm (ethene’s vapor pressure) Finally, we can use the ideal gas law to figure out how many moles of ethene were produced: PV = nRTn = PV/RTn = (0.775 atm)(0.0854 L)/(0.08206 L atm mol-1 K-1)(305 K)n = 0.00264 moles of ethene produced Ok, now let’s move onto part ii of part a. How many moles of ethene would be produced if the dehydration reaction went to completion?To solve this problem, we need to reference the total amount of ethanol originally put into the tube, 0.2 grams, as well as the molar mass of ethanol.Using these numbers, we can see how many moles of ethanol were put into the tube: 0.2 grams ethanol x (1 mole ethanol / 46.1 grams) = 0.00434 moles of ethanol Ok, that’s the number of moles of ethanol that were put in, but we’re trying to find the number of moles of ethene that would result if the reaction went to completion.Since both molecules have coefficients of 1 in the equation, they exist in a one to one mole ratio.This means that the answer is 0.00434 moles of ethene. Now for part b! The percent yield of ethene in the experiment is pretty easy to find based on our answers to part a.We know that the amount of ethene that was actually produced was 0.00264 moles.The amount that would have been produced if the reaction went to completion was 0.00434 moles. To find the percent yield, we can just divide 0.00264 by 0.00434 and multiply the answer by 100: 0.00264 mol / 0.00434 mol x 100 = 60.8 percent yield In part c, you are asked to agree or disagree with the student's claim that the reaction at 298 K has an equilibrium constant of less than 1 and provide justification in the form of calculations forââ€" ³G °298.According to the formula sheet: ââ€" ³G ° = ââ€" ³H ° - Tââ€" ³S °Ã¢â€" ³G ° = 45.5 kJ/mol - (298 K)(0.126 kJ/ K*mol)ââ€" ³G ° = 8.0 kJ/mol Referencing our formulas again, the equilibrium constant, Kp, is equal to e(-ââ€" ³G °/RT).Since we found that ââ€" ³G ° was greater than 0, Kp has to be e raised to some negative number, resulting in a solution equal to a number less than 1.The student is correct that Kp must be less than 1 at 298 K. Part d asks you to complete a Lewis electron-dot diagram.Your answer would look like this: The diagram should include all the bonding pairs, plus two non-bonding pairs on the O atom. In part e, you're asked to determine the C-O-H bond angle.This molecule is tetrahedral around the oxygen atom.That means that the bond angle is approximately 109.5 degrees.On this question, you got a point for any answer between 100 and 115 degrees.Technically, the bond angle would be a little smaller because of the two unbonded electron pairs on the oxygen atom.For visual reference: In part f, you have to explain why ethene was collected as a gas after the experiment and ethanol was not.This happened because ethene isn’t as soluble as ethanol in water.Ethene is only slightly water-soluble because the weak dipole intermolecular attractions between nonpolar ethene molecules and polar water molecules are weaker than the hydrogen bonds between water molecules.Ethanol molecules are water soluble because they're polar, so they form hydrogen bonds with water molecules as they dissolve. These bears are like ethanol and ethene. The one on the left is ethanol because it's CLEARLY more polar. Again, notice how many different skills we used in this one question. We had to know how to: Calculate the number of moles of a gas that were produced by a reaction given the temperature, vapor pressure and volume (with vapor pressure calculated indirectly) Calculate the number of moles of a gas produced by a reaction taken to completion given the mass of the reactant Calculate percent yield of a reaction Calculate the equilibrium constant of a reaction at a given temperature Draw Lewis electron dot diagrams Determine bond angles Explain how polarity and intermolecular attraction would impact the outcome of a reaction and the states of its products You only have a short amount of time for each free-response question (around 20 minutes for the long ones and 10 for the short ones), so you need to have all the information you learned in the course pretty well-mastered if you want to earn the majority of these points! What Topics Does AP Chemistry Cover? The AP Chemistry course is structured around six main themes or â€Å"Big Ideas.† These Big Ideas encompass smaller, more specific themes that the College Board calls â€Å"Enduring Understandings.†I’ll list the Big Ideas and their corresponding Enduring Understandings in this section.I’ll also provide a more straightforward lists of relevant topics under each Big Idea with links to some notes. Big Idea 1: The chemical elements are fundamental building materials of matter, and all matter can be understood in terms of arrangement of atoms. These atoms retain their identities in chemical reactions. Enduring Understanding 1.A: All matter is made of atoms. There are a limited number of types of atoms; these are the elements. EU 1.B: The atoms of each element have unique structures arising from interactions between electrons and nuclei. EU 1.C: Elements display periodicity in their properties when the elements are organized according to increasing atomic number. Periodicity is a useful principle for understanding properties and predicting trends in properties. EU 1.D: Atoms are so small that they are difficult to study directly; atomic models are constructed to explain experimental data on collections of atoms. EU 1.E: Atoms are conserved in physical and chemical processes. Content Areas: Chemical Foundations Units Scientific method Significant figures Basics of systematic problem-solving Organization/classification of matter Atomic structure and periodicity Electromagnetic radiation Max Planck and quantum theory Atomic spectrum Mass spectrometry Spectroscopy Bohr model Quantum mechanical model Quantum numbers and electron orbitals Coulomb’s Law Periodic trends Atoms, Molecules, and Ions Dalton’s atomic theory Millikan’s oil experiment Rutherford’s metal foil experiment Timeline of milestones in the history of chemistry Atomic structure Types of bonds Chemical formulas for molecules Organization of the periodic table Naming compounds Big Idea 2: Chemical and physical properties of materials can be explained by the structure and arrangement of atoms, ions, or molecules and the forces between them. EU 2.A: Matter can be described by its physical properties. The physical properties of a substance generally depend on the spacing between the particles (atoms, molecules, ions) that make up the substance and the forces of attraction among them. EU 2.B: Forces of attraction between particles (including the noble gases and also different parts of some large molecules) are important in determining many macroscopic properties of a substance, including how the observable physical state changes with temperature. EU 2.C: The strong electrostatic forces of attraction holding atoms together in a unit are called chemical bonds. EU 2.D: The type of bonding in the solid state can be deduced from the properties of the solid state. Content Areas: Bonding Types of chemical bonds Electronegativity Bond polarity and dipole moments Ions: size and electron configuration London dispersion forces Lewis structures VSEPR Model Covalent Bonding: Orbitals Liquids and Solids Intermolecular forces The liquid state Structures and types of solids Structure and bonding in metals Vapor pressure and state changes Phase diagrams Gases Pressure Gas laws of Boyle, Charles, and Avogadro Ideal gas law Gas stoichiometry Dalton’s law Kinetic Molecular Theory Effusion/diffusion van der Waal’s equation Atmospheric chemistry Gas law practice problems Big Idea 3: Changes in matter involve the rearrangement and/or reorganization of atoms and/or the transfer of electrons. EU 3.A: Chemical changes are represented by a balanced chemical equation that identifies the ratios with which reactants react and products form. EU 3.B: Chemical reactions can be classified by considering what the reactants are, what the products are, or how they change from one into the other. Classes of chemical reactions include synthesis, decomposition, acid-base, and oxidation-reduction reactions. EU 3.C: Chemical and physical transformations may be observed in several ways and typically involve a change in energy. Content Areas: Stoichiometry Atomic and molar mass Percent composition of compounds and determining formulas for compounds Structure of chemical equations Balancing chemical equations Limiting reactant problems Percent yield Types of Chemical Reactions and Solution Chemistry All about water Aqueous solutions and electrolytes Types of reactions (precipitation, acid-base, oxidation-reduction) Half-cell reactions Salts in solution Redox reactions tips and practice problems Big Idea 4: Rates of chemical reactions are determined by details of the molecular collisions. EU 4.A: Reaction rates that depend on temperature and other environmental factors are determined by measuring changes in concentrations of reactants or products over time. EU 4.B: Elementary reactions are mediated by collisions between molecules. Only collisions having sufficient energy and proper relative orientation of reactants lead to products. EU 4.C: Many reactions proceed via a series of elementary reactions. EU 4.D: Reaction rates may be increased by the presence of a catalyst. Content Areas: Chemical Kinetics Reaction rates Rate laws Reaction mechanisms Catalysis Big Idea 5: The laws of thermodynamics describe the essential role of energy and explain and predict the direction of changes in matter. EU 5.A: Two systems with different temperatures that are in thermal contact will exchange energy. The quantity of thermal energy transferred from one system to another. EU 5.B: Energy is neither created nor destroyed, but only transformed from one form to another. EU 5.C: Breaking bonds requires energy, and making bonds releases energy. EU 5.D: Electrostatic forces exist between molecules as well as between atoms or ions, and breaking the resultant intermolecular attractions requires energy. EU 5.E: Chemical or physical processes are driven by a decrease in enthalpy or an increase in entropy, or both. Content Areas: Chemical Equilibrium Equilibrium conditions Equilibrium constants Solving equilibrium problems Le Chatelier’s principle Thermochemistry All about energy Enthalpy and calorimetry Hess’s Law Spontaneity, Entropy, and Free Energy Gibbs Free energy (G) Entropy changes in chemical reactions Free energy and chemical reactions Free energy ...and pressure ...and equilibrium ...and work The Nucleus Nuclear stability and radioactive decay Kinetics of radioactive decay Nuclear transformations Thermodynamic stability of the nucleus Nuclear fission and fusion Big Idea 6: Any bond or intermolecular attraction that can be formed can be broken. These two processes are in a dynamic competition, sensitive to initial conditions and external perturbations. EU 6.A: Chemical equilibrium is a dynamic, reversible state in which rates of opposing processes are equal. EU 6.B: Systems at equilibrium are responsive to external perturbations, with the response leading to a change in the composition of the system. EU 6.C: Chemical equilibrium plays an important role in acid-base chemistry and in solubility. EU 6.D: The equilibrium constant is related to temperature and the difference in Gibbs free energy between reactants and products. Content Areas: Properties of Solutions Solution composition Factors affecting solubility Vapor pressure of solutions Boiling point and freezing point variation Osmotic pressure Colloids Solubility and complex ion equilibria Solubility and solubility products Common Ion effects Precipitation Acids and Bases The pH scale Calculating pH Acid-base properties of salts and oxides Calculating acid strength Lewis Acid-Base Model Solving acid-base problems Acid-Base equilibria Buffered solutions Titration Acid-base indicators Tips for AP Chemistry Review Tip #1: Start From the Beginning Get your fundamentals straight before you try to do more complicated problems.On many AP Chemistry questions, you have to integrate a few pieces of essential knowledge and apply them to a given scenario.If you’re shaky on the foundational concept, you won’t be able to get to the correct answer.When you start studying, fill the gaps in your knowledge from earlier in the course first. Tip #2: Redo Problems You Didn’t Get the First Time If you can’t figure out a problem and have to look up the solution, don’t just read over what you were supposed to do and leave it at that.Review the steps you should have taken to get the correct answer, and then, without looking at them, try to resolve the problem. Learning by doing is very important in chemistry.Make sure you know why you’re solving the problem a certain way.You should also reinforce your knowledge by going through other similar problems. Tip #3: Do Lots of Free-Response Questions You might be tempted to stick with practicing multiple-choice questions because you can do a lot of them quickly and feel like you’ve made significant progress.However, it’s extremely important not to ignore the free-response section of the test in your studying if you want to do well.Free-response questions are a bigger challenge to your chemistry knowledge because you have to come up with the answers independently.Practicing themwill help you do better on the test as a whole.If you can answer free-response questions correctly on a consistent basis, that means you really know your stuff! This is what's gonna happen if you don't practice free-response questions! How to Review for AP Chemistry Your AP Chemistry review should revolve around detecting your areas of weakness and practicing relevant problems.Here are the steps you might go through: Step 1: Take and Score a Practice Test The first thing you should do is take a full practice test to assess how well you know the material.It’s more efficient just to study the concepts that you’re still shaky on rather than going back through all your notes for the course.Make sure you take the test with the same time constraints as the real exam, and don’t use a calculator on the multiple-choice questions. You should also circle any questions where you feel even a little unsure of the correct answer.You need to go over those concepts even if you end up getting the question right so you can be as comfortable as possible with all the content. When you’re done with the test, you can score it and set a goal for how much you want to improve. Step 2: Categorize Your Mistakes (and Any Other Questions That You Were Unsure About) Now that you’ve scored your test, go through your mistakes and lucky guesses, and sort them by topic area.This is the best way to get a clear picture of where you have the most significant issues with the content.Your list of mistakes will inform the rest of your review.I’d also recommend redoing problems that you missed to see if you can get to the correct answer. Step 3: Review Relevant Content If there was any essential background information on the test that you forgot, start by reviewing that content.The information that you learned in the first couple months of the course serves as a foundation for the rest of the class.After you feel confident with the basics, you can move onto studying higher-level topics. You might review your notes on how to solve certain types of problems or look back at the information in your textbook.You can also use an AP review book to study.Sometimes this is a better option because review books are specifically tailored to the test. Step 4: Do Practice Problems Reviewing content isn’t enough in chemistry. You need to know how to apply your knowledge to unfamiliar experimental scenarios on the test.Spend some time doing practice problems that pertain to each of your areas of weakness until you feel more comfortable with the subject matter. Step 5: Take Another Practice Test to See If You’ve Improved After you finish doing practice problems, try out your new skills on another practice test. You can score the new test and see whether you’re satisfied with your new (and hopefully improved) scores.You always have the option of repeating this process if there’s still room for growth.If you don’t see much improvement, you may have to go back and reevaluate your study methods. If there are some concepts that you’re having a really hard time wrapping your head around, I’d encourage you to ask your teacher or one of your classmates to help you understand the material better.Sometimes, if you can’t figure something out yourself, an alternative explanation is what you need for it to click. Here’s an approximate time breakdown for all of these steps: Take and score a practice test: 4 hours Categorize your mistakes: 1 hour Review content: 2 hours Do practice problems: 2 hours Take a second practice test: 4 hours Total time for one cycle: 13 hours Now it's time to set off on your own personal review journey. Good luck out there. No, I don't know why someone sculpted a ceramic frog with a rolling suitcase, but I have to assume that their life is much more interesting than mine. Conclusion The AP Chemistry exam covers a challenging set of concepts that require skills in math, factual recall, and analytical thinking. It's also one of the longest AP tests, lasting three hours and 15 minutes total. To recap, the types of questions on the test include: 60 multiple-choice questions (90 minutes) Seven free-response questions (105 minutes) made up of Three long response (10 points each) Four short response(four points each) AP Chemistry covers six main themes that encompass many more specific topics. These themes or "Big Ideas" are: The chemical elements are fundamental building materials of matter, and all matter can be understood in terms of arrangement of atoms. These atoms retain their identities in chemical reactions. Chemical and physical properties of materials can be explained by the structure and arrangement of atoms, ions, or molecules, and the forces between them. Changes in matter involve the rearrangement and/or reorganization of atoms and/or the transfer of electrons. Rates of chemical reactions are determined by details of the molecular collisions. The laws of thermodynamics describe the essential role of energy and explain and predict the direction of changes in matter. Any bond or intermolecular attraction that can be formed can be broken. These two processes are in a dynamic competition, sensitive to initial conditions and external perturbations. Some study tips that I would recommend implementing as you prepare for the exam include: Start with the basics Redo problems that you miss Practice free-response questions regularly When you study, you follow these steps for the best results: Take and score a practice test Categorize your mistakes Review content Do practice problems Take a second practice test If you keep up with your classwork throughout the year and adhere to the advice in this article, you'll have no problem doing well on the AP test! What's Next? If you're thinking about buying a review book to supplement your in-class notes, check out my list of the best AP Chemistry review books. Still planning out your schedule for the rest of high school? Read this guide for advice on which AP classes you should take based on your academic interests. Are you considering taking an online AP class that your high school doesn't offer? Learn more about online AP classes and whether they're worth it for you. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Learning and Development Essay Example | Topics and Well Written Essays - 3250 words - 1

Learning and Development - Essay Example The primary concern of the business is the human resource pool and as a store manager, Douglas Forbes should confront the business concerns and provide solutions. Problems of poor human resource pool of Fair Price Stores can be linked to the process of selection and hiring of its employees. If proper screening has been undertaken for the recruitment process, the human resource pool of the company should not have been a problem. To address the issue of poor level of supervisory skills, everything should start in the process where employees are being selected. The people are the most important asset of the business and effective human resource management can help establish an important strategic tool and sustainable competitive advantage for the company. As Douglas Forbes, I will be tackling the issues in a systematic manner. A human resource management process should deal with the problem of incompetency. Activities should be laid out for staffing the organization and sustaining high employee performance. Human resource planning should be given priority for a manager to ensure that the right number and kinds of people are in the right places at the right time that is capable of effectively and efficiently perform assigned tasks. It is evident that the current human resource inventory of the company lacks the essential qualities to help the business succeed. As a manager, a clear delineation of jobs should be done to help the employees understand their functions. The job description for each employee should be discussed to them for them to know the requirements of the job assigned to them, how it is done and the reason why it is done. It will guide the employee on their performance of their jobs. A job specification should be stated during the hiring process to provide information on the minimum qualifications that a person must possess to perform a given job

Corporate Social Responsibility and Social Media Essay

Corporate Social Responsibility and Social Media - Essay Example So, businesses have the responsibility to know their constituents (consumers or investors) (Borges, 2009; Aaker and Joachimsthaler, 2000). Social media has been the right place for authentic and transparent conversation between organisations and the stakeholders. It has helped organisations to be aware of the investors’ expectations. We completely agree with the statement that social media has enabled organisations to know their customers and investors. Inspiring the customers Presently, in the age of digitalization, social media has allowed organisations to realize taste and preferences of their customers and also influence them through a number of products and services (Aras, Aybars and Kutlu, 2010; Godfrey, Merrill, B. and Hansen, 2009). Social media has helped customers to identify themselves as individuals desire to maintain cordial relationship with the organisation or brand. The conversations exchanged between organisations and customers prove highly beneficial for both the parties. This in turn helps in building a strong sense of community (Zarella, 2009). Getting work doneThere are a number of organisations that have leveraged social media for triggering a viral chain of interest concerning corporate social responsibility activities, which are executed by organisations. The organisations generally communicate with their stakeholders and customers in order to gather knowledge about their interests and impart knowledge about their products and social responsibilities.

The Great Gatsby by F. Scott Fitzgerald Essay Example for Free

The Great Gatsby by F. Scott Fitzgerald Essay Fitzgerald’s novel The Great Gatsby has captured people who wanted and defined the American dream. The American dream according to Americans after the World War I is to earn money and get everything they want without exerting too much effort, being successful without doing actual work. Jay Gatsby has successfully achieved the American dream; he gained his success and fortune out of crime; he was prominent and well known among the socialites. Jay Gatsby had it all; all except the girl he loved. The value of Americans has changed after the World War I. People became greedier, people wanted everything without exerting an effort, so much like those who went to parties organized by Jay Gatsby. They acknowledged the wealth of Gatsby without thinking where and how he got it, all they knew was that he was a powerful person and they should join him in order to be powerful and successful. The ideal of having the American dream in the Victorian Era was to be an individual and to discover what ones purpose is different from the dream Americans dream after the World War I. People were willing to let others sacrifice in order for them to get what they wanted. Fitzgerald is trying to show his readers through his novel that the moral of Americans had changed and that their values were different from the past. He showed what

Evil in The Picture of Dorian Gray: :: Picture Dorian Gray Essays

Evil in The Picture of Dorian Gray:      Ã‚  Ã‚  Ã‚  Ã‚   The Picture Of Dorian Gray is yet another novel portraying evil.   The theme is very much reflected by the book's setting, plot structure and characterisation.   It shows how individuals can slowly deteriorate because of the evil lying within themselves.   The evil of this book is the evil created by one's self and thrusted upon one's self.   The power of greed and selfishness take over Dorian Gray and create an ugly evil side to him.      Ã‚  Ã‚  Ã‚  Ã‚   The mid eighteenth century was a very influential era, specially in England.   This period judged much upon appearance and status.   Dorian was a very wealthy, intelligent man with a very high status.   He knew the very influential and rich people in his town as well.   His beauty charmed the world.   Basil was inspired to draw his portrait in order to preserve his beauty and youth. Dorian recognised that as long as he remained young he would be handsome.   He dreaded the day that he would age slightly and start to form wrinkles and such ugly (in Dorian's opinion) ugly things.   He believed that that day would deprive him of triumphs that would result in him being miserable.      Ã‚  Ã‚  Ã‚  Ã‚   The degree of evil within Dorian increases as the plot develops.   By trading his soul for his youth, Dorian rids of the good inside of himself.   The plot proves to us that evil does actually lie within an individual.   From the moment that he becomes forever young he begins to deteriorate.   Even once he reached his epiphany and saw his evil through the portrait he simply denied seeing it and continued his malicious deeds.      Ã‚  Ã‚  Ã‚  Ã‚   The characterisation of the book is one of the most important elements of this book.   Dorian begins by being a very naà ¯ve lad.   He is very easily influenced by others especially his two new good friends; Basil and Lord Henry. Basil, the painter of the portrait, influenced Dorian in more of a good, honest way.   While Lord Henry, although not being evil himself, gave him a more evil insight on life.   Both of them changed his life forever.   How little they both knew what went on inside that man.      Ã‚  Ã‚  Ã‚  Ã‚   Basil does not have any real direct influence on the youngster; without

Digital Fortress Chapter 46

Phil Chartrukian slammed down his receiver. Jabba's line was busy; Jabba spurned call-waiting as an intrusive gimmick that was introduced by AT T to increase profits by connecting every call; the simple phrase â€Å"I'm on the other line, I'll call you back† made phone companies millions annually. Jabba's refusal of call-waiting was his own brand of silent objection to the NSA's requirement that he carry an emergency cellular at all times. Chartrukian turned and looked out at the deserted Crypto floor. The hum of the generators below sounded louder every minute. He sensed that time was running out. He knew he was supposed to leave, but from out of the rumble beneath Crypto, the Sys-Sec mantra began playing in his head: Act first, explain later. In the high-stakes world of computer security, minutes often meant the difference between saving a system or losing it. There was seldom time to justify a defensive procedure before taking it. Sys-Secs were paid for their technical expertise†¦ and their instinct. Act first, explain later. Chartrukian knew what he had to do. He also knew that when the dust settled, he would be either an NSA hero or in the unemployment line. The great decoding computer had a virus-of that, the Sys-Sec was certain. There was one responsible course of action. Shut it down. Chartrukian knew there were only two ways to shut down TRANSLTR. One was the commander's private terminal, which was locked in his office-out of the question. The other was the manual kill-switch located on one of the sublevels beneath the Crypto floor. Chartrukian swallowed hard. He hated the sublevels. He'd only been there once, during training. It was like something out of an alien world with its long mazes of catwalks, freon ducts, and a dizzy 136-foot drop to the rumbling power supplies below†¦ It was the last place he felt like going, and Strathmore was the last person he felt like crossing, but duty was duty. They'll thank me tomorrow, he thought, wondering if he was right. Taking a deep breath, Chartrukian opened the senior Sys-Sec's metal locker. On a shelf of disassembled computer parts, hidden behind a media concentrator and LAN tester, was a Stanford alumni mug. Without touching the rim, he reached inside and lifted out a single Medeco key. â€Å"It's amazing,† he grumbled, â€Å"what System-Security officers don't know about security.†

American Colonies Essay

The journey to America by Christopher Columbus in 1492 marked a new path for explorers from all over the world. England was one of those countries to explore the Newfoundland and settled into colonial America. By the 1700’s, Britain’s settlers divided into three distinct cultures within America. The New England, Middle, and Southern colonies were formed because of their differences in religious beliefs, geographic aspects, and occupation types. The variety of religious view in the New England, Middle, and Southern colonies helped evolve the differences between them. The New England colonies heavily practiced puritanism. Puritanism was a strict religion that’s main ideal was â€Å"everything you do affects all of us.† The puritans highly prioritized work ethic and were not afraid to publicly shun their members if the puritans disapproved of their actions. They believed their religion should be involved in all aspects of their life. The puritans strongly opposed the Quakers who, by the 1700’s, had settled into the Middle colonies. Quakers, also called the Religious Society of Friends, greatly differed to New England’s religious beliefs. The Quakers were a diverse group of people of deep conviction. They were advocates of passive resistance, but also devoted democratic people. The Quakers believed that they were all children in the sight of God. To the Puritans, the Bible supplied all religious authority, but Quakers believed that God could and did speak directly to the people. The Southern colonies largely supported the Church of England. The Church of England, whose members are called Anglicans, clung to a faith less severe and worldlier than the Puritanical New England. All three religions in all three different societies differed majorly in their beliefs. The Puritans strict ways clashed with the Quakers diverse and open views. The Church of England conflicted with the goal of the Puritans to purify the Church. The varied beliefs of the people divided them into the three colonies in early America. In addition, the distinct geography of each colony furthered the separation of their societies. The heavily glaciated soil in New England colony was filled with rocks. This rocky soil left New England less ethnically mixed. European immigrants were not attracted to the rocky soil of New England and decided to move elsewhere. Unlike the rocky soil of the New England  colonies, the Middle colonies became known as the â€Å"breadbasket† colonies because of the fertile soil and heavily exports of grain. Rivers also played a vital role in the difference of the Middle colonies from the others. The broad streams like the Susquehanna, Delaware and Hudson attracted fur trade and some adventurous spirits of the colonists. Unlike the New England’s many waterfalls, the Middle colonies waterways allowed little power with a water wheel. The Southern soil created a major difference to the rest of the colonies. The soil of the South was rich and fertile. Unlike New England’s hot summers and cruelly cold winters, the Southern heat was very humid and made the Southern colonies perfect for farming. The geographic differences between the colonies, including the variances of soil, rivers and weather, caused each colony to become more unique. As a result of the geographic aspects of the three colonies, specific occupations were found more often in certain colonies. The New England soil and climate created a diverse agriculture and industry. Unable to farm on rocks, some New England people turned to the harbors for fishing while others turned to dense forests, to work on cutting down trees and building ships. These jobs created a town-like atmosphere in the New England colony. The Middle colonies occupations proved very similar to the New England colonies. With the dense Virginal forest many became a lumberjacks or a ship builders. However, the Southern colonies fertile soil and humid weather created a farming franchise. Men had big farms called plantations. They grew crops to get cash and sold these crops to Great Britain. Because of the demanding work of owning a plantation, many slaves from Africa worked for the English farmers. The spread of slavery in the South created major gaps in their social structure. At the top of social ladder stood the small group of powerful plantation owners. Beneath them were small farmers, the biggest social group. Still lower on the social ladder were the landless whites, and beneath them were the indentured servants who were soon replaced with black slaves. The South created a separation between them and the other colonies because of their immigration of slaves. The variety of occupation types in each colony created majorly different societies. The major differences in each society helped evolve three distinct colonies. Each society had different beliefs and religions. The strict ways of the New England puritans clashed with the free spirit of the Quakers in the Middle colonies and the Anglican ways of the Southern colonies. The variety of soil, rivers, and weather helped create three distinct colonies. The rocky soil in the New England colonies, large rivers in the Middle colonies, and good soil and humid weather in the Southern colonies also helped create a vast assortment of occupations in each colony. With lumberjacks and ship builders in the New England and Middle colonies, and farming in the South, the jobs of the people in each society were majorly varied. The difference in each colony allowed groups of people to regulate their own lives. This later the creation of different states and governments, further separated the America. This separation in beliefs helped cause the civil war. The early difference in society in the 1700’s helped pave the way for many other conflicted views later on in America.

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buy custom Social Psychology essay The article titled Storybooks Get Kids to Eat Their Veggies (Gripshover, n.d.) is selected from the SPARQ website and summarizes a research article (Gripshover Markman, 2013). The problem that the researchers are refering to is the child's obesity. Centres for Disease Control and Prevention declare that during the past thirty years the norms of child's and adolescent's weight had increased more than twice (CDC, 2015). Moreover, obesity can cause both immediate and future health problems, such as high cholesterol, diabetes, or different types of cancer. Besides, these children suffer from low self-esteem and stigmatization that accomplish social and psychological obstacles. The current paper evaluates the main goals of the research article and examines methods and methodology with the correspondence to the ethical norms. The importance of the issue deserves serious consideration, as well as possible solutions have to be seriously and broadly studied. Developmental psychologists Gripshover and Markman want to make contribution to the nation's present and future health. In the conducted experiment they are aimed to teach preschoolers to choose vegetable snacks and to argue the need to eat healthier food. The scientists designed five storybooks for the age of four and five that simply and colourfully depict the way the body uses the nutrients from food and how do they influence it's various functions. During the next step, they divided 160 children into two groups. One group was supposed to read these books in a snack time for a three months. The other group had no changes in their schedule. After the mentioned period, the research team observed what children ate during the meal time. Eventually, they found that those who were working with the nutrition books chose approximately from four to nine pieces of vegetables (Gripshover, 2013). The rest of the children did not eat extra vegetables. The results also revel that children understand the process of digestion and the influence of different kinds of food on the body better. Having the curiosity in their nature, children are likey to learn to choose better products that is based on the studied information. Understanding of the digestion process and the food's influence can help to make deliberate actions towards personal health. The purpose of further research is to assess the duration of such healthy choices during other mealtimes or at home. Moreover, this approach to the health education can contribute to other studies, for instance, behavioral approach to the nutrition. The presented research article uses such methods as the experiment, comparative method and observation. Thus, the study of the issue was conducted with the help of designed technique, namely testing on the two groups of preschoolers held in a real time. The method of comparison and observation gives the information about the differences between two groups of children and the impact of the experiment on their food choice. The results of the test, as well as the distinctions between children were observed and examined during the snack time, which demonstrated the overview of vegetables consumption. The outcomes of the experiment show that the research methodology was properly accomplished, and they also prove the connection between knowledge and actions. Furthermore, the difference in the results provides the posibility to observe the division of the children and the difference in their learning framework. However, the number of the participants can not depict the general view. The presented methodology can work better in combination with other studies of child's behaviour. The technology that was described in the research article fulfils the main purpose of a study. The results of the test showed the direct relation between learning and establishment of a new pattern of behaviour. As can be seen in the results, the psychologists used the methods that were the most suitable for the study, suchh as experiment, comparison and observation.The research team observed children during their mealtime at school, when the new information was still actual and fresh. Evidently, children were more attached to the interesting facts that contributed to their awareness of the hidden processes of their body and nourished the primary curiosity sense. The information about their food choices at home or during another mealtime is left uncovered. Thus, this aspect diminishes the objectiveness of the research. That is why, there is the need to collect further information about child's nutrition behind the school walls. For this purpose, the interview or questioning of parent s about the behaviour of their adolescence can be used. The ethical norms of the study were accomplished, and the rights of the selected children were not infringed. The entire experiment was conducted in school where teachers were responsible for the pupils. The process of implementation of variations into the curriculum was not fast that gives the opportunity to master a new knowledge. The observation was held secretly and without children's disturbance during their mealtime at school. However, the parents were aware and consented for the experiment. As the study was implemented in school, children were not taken from their safe and familiar surrounding, that gave the opportunity to evaluate their natural common reactions and behaviour. The storybooks were designed according to the participant's age, developmental level, and were simple, vivid and comprehensive. Moreover, children showed interest to such material that made it easy to memorize. In conclusion, it can be stated that the article depicts modern problem of nation's health and suggests the practical ways for its solution. The entire research process was conducted with the adherence to the ethical norms. The methods were chosen properly and contributed to the achievement of clear results of the experiment. The methodology that was used in the article is suitable for other behaviour related studies. Buy custom Social Psychology essay

LOMBARDI Surname Meaning and Family History

LOMBARDI Surname Meaning and Family History Lombardi is a geographical surname for someone who came from Lombardy, a region in northern Italy which got its name from the Lombards, a Germanic tribe who invaded in the 6th century. The name also sometimes was used to denote immigrants from other parts of northern Italy. Even today, the name is most prevalent in the city of Milano in Lombardia, Italy. Alternate Surname Spellings:  LOMBARDO, LOMBARDINI, LOMBARDELLI, LOMBARDY, LOMBARD Surname Origin:  Italian Famous People with the LOMBARDI Surname Vince Lombardi - legendary football coach of the Green Bay Packers; the National Foot Ball Leagues Super Bowl trophy is named in his honorJohnny Lombardi - Canadian pioneer of multicultural broadcastingErnie Lombardi - Major League Baseball player Fun Facts About the LOMBARDI Surname Lombardis, the first pizzeria in the United States, opened in 1905 as the birth place of New York style pizza.   Where is the LOMBARDI Surname Most Common? The Lombardi surname is found most prevalently in Italy, according to surname distribution data from Forebears, where it ranks as the 20th most common last name in the country. It is also somewhat common in Argentina and Brazil. In the United States, Lombardi families are found in greatest numbers in New York, New Jersey, Connecticut, Massachusetts and Rhode Island. Surname data from  WorldNames PublicProfiler  also demonstrates the prevalence of the Lombardi surname in Italy. Although the name originated in Lombardia, the numbers are now greatest in the Molise region, followed by Basilicata, Toscana, Campania, Puglia, Lazio and then Lombardia. Lombardi is also a fairly common name in Tessin, Switzerland. Genealogy Resources for the Surname LOMBARDIMeanings of Common Italian Surnames Uncover the meaning of your Italian last name with this free guide to Italian surname meanings and origins for the most common Italian surnames. Lombardi  Family Crest - Its Not What You ThinkContrary to what you may hear, there is no such thing as a Lombardi family crest or coat of arms for the Lombardi surname.  Coats of arms are granted to individuals, not families, and may rightfully be used only by the uninterrupted male line descendants of the person to whom the coat of arms was originally granted. LOMBARDI Family Genealogy ForumThis free message board is focused on descendants of Lombardi ancestors around the world. Search the forum for posts about your Lombardi ancestors, or join the forum and post your own queries.   FamilySearch - LOMBARDI GenealogyExplore over 600,000  results from digitized  historical records and lineage-linked family trees related to the Lombardi surname on this free website hosted by the Church of Jesus Christ of Latter-day Saints. GeneaNet - Lombardi  RecordsGeneaNet includes archival records, family trees, and other resources for individuals with the Lombardi surname, with a concentration on records and families from France and other European countries. Ancestry.com: Lombardi SurnameExplore over 300,000 digitized records and database entries, including census records, passenger lists, military records, land deeds, probates, wills and other records for the Lombardi surname on the subscription-based website, Ancestry.com. - References: Surname Meanings Origins Cottle, Basil.  Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967. Dorward, David.  Scottish Surnames. Collins Celtic (Pocket edition), 1998. Fucilla, Joseph.  Our Italian Surnames. Genealogical Publishing Company, 2003. Hanks, Patrick and Flavia Hodges.  A Dictionary of Surnames. Oxford University Press, 1989. Hanks, Patrick.  Dictionary of American Family Names. Oxford University Press, 2003. Reaney, P.H.  A Dictionary of English Surnames. Oxford University Press, 1997. Smith, Elsdon C.  American Surnames. Genealogical Publishing Company, 1997. Back to  Glossary of Surname Meanings Origins

Film Forbidden Games Movie Review Example | Topics and Well Written Essays - 1750 words

Film Forbidden Games - Movie Review Example From the destruction caused by the war, and out of the ashes of the concentration camps as well as Hiroshima and Nagasaki, it is not surprising that the philosophy known as Existentialism became a significant force. Not only philosophers but also artists in different disciplines saw mankind as lost, 'thrown' from grace into a graceless universe which no longer gave purpose and meaning to existence. In the pale, death-like faces of concentration camp survivors one recognized the fragility of human life, realized how inconsequential - ineffective - the individual was against the monstrousness of the Totalitarian State which Hitler and his National Socialists - Germany - had created. And, if the barbarism of the Final Solution and the cataclysmic destruction in Japan could happen, if human beings could imagine and create these infamies, where was God in the Universe Where was a moral center In his 1954 film Forbidden Games, Rene Clement and his screenwriters depict the effect of war's barbarity on a little girl whose parents have been killed as they were fleeing from the city. The girl, Paulette, is taken in by a family of peasant farmers and develops a close relationship with the family's young son, Michel. Their attempts to make sense of death become Clement's expression of an existentialist perspective; the children create a world that is not rational but which at least gives them a structure that has meaning to them. To an existentialist, the world has no meaning other than what we give it because no ultimate order or meaning exists outside of our own being, i.e. there is no a priori consciousness, as rationalist philosophers asserted. Human beings are 'thrown' into existence without having chosen it. They are cut adrift. Consequently, we make decisions based on what has meaning to us, not necessarily based on what might be considered rational. Though we try to avoid anxiety by being rational, an existentialist would insist that doing so only keep us from being free. Moreover, there is an aspect of Existentialism that considers humans and the world absurd; with no external purpose or meaning, our attempts to create meaning are laughable because they are merely rationalizations and therefore futile - absurd. At the very beginning of Forbidden Games, Clement presents a scene that is almost an encapsulation of existentialism. Paulette is not the only one cast adrift. Hundreds if not thousands of people are fleeing the city, fleeing what is familiar to them in the face of what seems irrational, to escape its - and their - destruction by German bombers and fighter planes. But when her parents are killed, the girl is literally thrown into a world she did not choose. The death of her dog Jock further isolates her. Even when she is taken in and surrounded by the Dolle family her isolation is apparent. What ensues between Paulette and Michel becomes the heart of the film and oddly echoes The Grand

Deficit Spending Essay Example | Topics and Well Written Essays - 500 words

Deficit Spending - Essay Example Deficit financing has many advantages that benefit the economy in times of economic trouble but it has many disadvantages and overemphasis on it may turn hazardous for the economy. In a modern economy, budget deficit often evolve due to some common reasons like increase in government expenditure, fall in aggregate income level, inefficiency in the tax collection mechanism, subsidies granted by government in diverse sectors of the economy and so on. All these results in diminished pool of the state exchequer causing budget deficit wherein the mechanism of budget deficit by the government make its intervention coming with its own set of advantages. As discussed earlier, with two major tools like borrowing and printing new currency, the economy experiences development in infrastructure with capital infusion which in turn propels productivity boom in essential sectors like education, medicine and real estate to name a few. Money supply within the economy increases that as a spillover effect increase price level (although inflation acts as a predicament) of the economy that fetches gains to the producers in the supply side luring investments. One of the major advan tages of deficit financing is that it increases the aggregate demand within the economy increasing employment opportunities, income and thus more investments (Hajela, 2010, p. 348). After analyzing the advantages of deficit financing, it can be stated that there are some disadvantages of it as well. Inflation is one of the most prominent disadvantage or evil effects of deficit financing. If deficit financing cannot be controlled in a proper manner then inflationary pressure will increase. As for instance, in case of production owing to excess capacity deficiency, discrepancies between demand and supply of goods within the market and shortage of complementary factors coupled with increase in money supply accelerates inflationary pressure. Apart from that some