Isolation in the Scarlet Letter Essays

Isolation in the Scarlet Letter Essays Isolation in the Scarlet Letter Essay Isolation in the Scarlet Letter Essay Essay Topic: The Scarlet Letter Throughout the novel, The Scarlet Letter, Nathaniel Hawthorne emphasizes the intricate themes of isolation and alienation. Using a variety of literary techniques and descriptions of emotions and nature, Hawthorne is able to fully depict the inner feelings of hurt suffered by the central characters as a result of severe loneliness and seclusion. This, therefore, further adds to the overall gloomy and cynical atmosphere of the work. Isolation and alienation, two forms of torturous estrangement, are experienced by the key figures, Hester Prynne, Arthur Dimmesdale, and Roger Chillingworth, each due to different situations and to various degrees. Overall, The Scarlet Letter is primarily concerned with the thoughts and feelings of Hester Prynne. Hester, being an outcast of society, experiences the most evident and apparent form of isolation and alienation. As a symbol of sin, Hester is viewed by the strict Puritanical town as an outsider, a presence of evil, and, ultimately, one who is detested by God. The towns harsh condemnation of Hester is revealed through a local womans comment, †¦at the very least, they should have put the brand of hot iron on Hester Prynnes forehead (36). Although this dire attitude towards Hester does eventually improve, due to her many benevolent works for the poor, she never truly does escape the feelings of lonesomeness and segregation present in her life. This fact is further stressed by Hawthornes exclusion of all conversation and dialogues, a usage of context and form, in chapter five to demonstrate that Hester has absolutely no communication with the world beyond her occasional trips to town to receive and deliver embroidery orders. Described as dark and inscrutable. The forest, in contrast, provides Hester with a secluded habitat in which she may seek truth and escape the glares of humanity, though all the while downhearted and alone (54). A more private and hidden feeling of isolation and alienation is conveyed through Arthur Dimmesdale. Unlike Hester, who has been thrown into a life of dejection by society, Dimmesdale inflicts this desolation upon himself. Dimmesdale, unable and unwilling to publicly reveal his sin, continu es to be haunted by his own guilt, and consequently feels inner isolation towards humankind. Nonetheless, the entire town embraces Dimmesdale as a messenger of God and a miracle of holiness who should be greatly admired and respected (98). Paradoxically, Dimmesdale views himself as an evil fiend and punished himself with daily abuse and starvation. In the end, when Dimmesdale finally does release his guilt and shame, he succumbs to sickness and dies, feeling for the very first time, true happiness and peace. As the impious revenge-seeking villain of the novel, Roger Chillingworth undergoes the most concealed and obscure form of alienation and isolation. Not only is he physically separated from his companion, Hester, and the townspeople, who suspect evil intervention, but is also mentally detached from himself. To exhibit this transformation, Hawthorne expresses the character of Roger Chillingworth primarily through private contemplation; Chillingworth exposes his true self only through his thoughts. With exception to Hester, Chillingworth speaks to no other person about his plans or motives. Following his vow to uncover Hesters secret lover, Chillingworth slowly begins to lose his true identity to the devil. Such pure wickedness causes Chillingworth to eventually withdraw from his prior life and isolate himself to live in a world, which through his eyes, only contains bitterness and hate. Although Hester, Dimmesdale, and Chillingworth all experience alienation and isolation, each endures a different aspect and to various extents. Hester is alienated from her fellow man and is completely cut off from a life of customariness and normality. On the other hand, Dimmesdale, essentially the towns public figure, feels alone in the fact that he is the sole person, besides Hester, to really understand the true man within himself. This agonizing wound is so strong that it eventually takes his life. However, Chillingworth is the character that goes through the most harsh and excruciating form of torture. To surrender to evil and watch oneself gradually wither away due to ones own choice is one of the most unbearable pains known to man. Revealing the sinister sides of humanity, The Scarlet Letter expresses the torment and anguish that humanity sets upon each other through hypocritical laws and its rejection of love and passion in favor of principles and morality. The agony of isolation and alienation that Hester and Dimmesdale go through, which directly extends to Chillingworths distress, is caused by the firm belief, by the town, that they are responsible for the extermination of all existing sin on earthy, though they themselves sin. IN addition, Hawthorne explains that society, in judging people according to what they themselves believe to be proper and ethical is, appallingly to claim to be flawless and equal to the superiority of God himself. This moral dilemma further points out the dishonesty of humankind and, above all, its inability to be true.

A Lesson Plan on Rational Number Lines

A Lesson Plan on Rational Number Lines Students will use a large number line to understand rational numbers and to position positive and negative numbers correctly. Class: Sixth Grade Duration: 1 class period, ~45-50 minutes Materials: Long strips of paper (adding machine tape works well)Display model of a number lineRulers Key Vocabulary: positive, negative, number line, rational numbers Objectives: Students will construct and use a large number line to develop an understanding of rational numbers. Standards Met: 6.NS.6a. Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates. Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line. Lesson Introduction Discuss the lesson target with students. Today, they will be learning about rational numbers. Rational numbers are numbers that can be used as fractions or ratios. Ask students to list any examples of those numbers that they can think of. Step-by-Step Procedure Lay out the long strips of paper on tables, with small groups; have your own strip at the board to model what students should be doing.Have students measure two-inch markings all the way to both ends of the paper strip.Somewhere in the middle, model for students that this is zero. If this is their first experience with rational numbers below zero, they’ll be confused that the zero isn’t located on the far left end.Have them mark the positive numbers to the right of zero. Every marking should be one whole number - 1, 2, 3, etc.Paste your number strip on the board, or have a number line started on the overhead machine.If this is your students’ first attempt at understanding negative numbers, you’ll want to begin slowly by explaining the concept in general. One good way, especially with this age group, is by discussing money owed. For example, you owe me $1. You don’t have any money, so your money status can’t be anywhere along the right (positi ve) side of zero. You need to get a dollar in order to pay me back and be right at zero again. So you could be said to have -$1. Depending on your location, the temperature is also a frequently discussed negative number. If it needs to warm up considerably in order to be 0 degrees, we are in the negative temperatures. Once students have the beginning understanding of this, have them begin marking their number lines. Again, it will be hard for them to understand that they are writing their negative numbers -1, -2, -3, -4 from right to left, as opposed to left to right. Model this carefully for them, and if necessary, use examples such as the ones described in Step 6 to increase their understanding.Once students have their number lines created, see if some of them can create their own stories to go along with their rational numbers. For example, Sandy owes Joe 5 dollars. She only has 2 dollars. If she gives him her $2, she could be said to have how much money? (-$3.00) Most students may not be ready for problems like this, but for those that are, they can keep a record of them and they could become a classroom learning center. Homework/Assessment Let students take their number lines home and have them practice some simple addition problems with the number strip. This isn’t an assignment to be graded, but one that will give you an idea of your students understanding of negative numbers. You can also use these number lines to assist you as students learn about negative fractions and decimals. -3 8-1 5-4 4 Evaluation Take notes during the class discussion and the individual and group work on the number lines. Don’t assign any grades during this lesson, but keep track of who is seriously struggling, and who is ready to move on.

Bullying at Health care Work Places Essay Example | Topics and Well Written Essays - 2500 words

Bullying at Health care Work Places - Essay Example As the paper outlines workplace bullying has been recognized as one of the most recurrent internal issues which affect health care dissemination. In definition, workplace bullying is any form of abuse that is repetitive in a way such that the victim suffers intimidation, threats, verbal abuse, humiliation, or just any act which keeps them from performing their duties to the best of their ability. The danger of workplace bullying affects both the professional and patient in this context of health care. In the light of these, the following study will highlight the issue of health care workplace bullying, and support that it limits the dissemination of health care, thus endangering the lives of patients. From this paper it is clear that workplace bullying in health care is a big problem which affects the professionals and their patients as well. Again, he states that bullying will lead to lack of morale and feelings of helplessness, and any health care professional subjected to such conditions cannot perform well. The reasons offered as to why a health care professional may bully another include the need to control others, lack of remorse or guilt, an exaggerated sense of self, or being overly stubborn amongst others. Some forms of bullying include lack of appreciation by supervisors where credit is due, unfair degradation occurs, being falsely termed as incompetent, or denial or requested help. The list is endless. The impact of bullying is dangerous since it may lead to lost productivity, high turnover, work dissatisfaction, work-related injuries, and absenteeism. Collectively, these factors affect the patient most since they lack sufficient care, or receive low quality care, or l ack any care at all.

Following a Dream of Business Analyst Career Path Essay - 18

Following a Dream of Business Analyst Career Path - Essay Example Data from different sources within and outside the firm can be integrated thereby keeping the business up-to-date with regards to its performance as well as opportunities and threats prevailing in the operating environment. Information systems also assist in decision making as they are used in the development of strategic plans. Information systems are used in analyzing data from different sources such as market trends thereby strengthening the evaluation of competency and eminence of a firm’s strategic decisions. They also support business processes such as the elimination of unnecessary repetitive activities to enhance accuracy as well as assigning rights to particular individuals with the requisite competencies by use of passwords. Information systems are also applied in project planning, execution and monitoring to ensure that they are accomplished within the accepted criteria. Computer communication is one of the important concepts that are significant in the job of a business analyst. I am a good communicator with excellent facilitation and analytical skills as well as a good team player, which are requisite in the business analyst career. Systems engineering concepts are useful in developing the desired resourcefulness for different business functions including technology, business processes, and finance among others, which is important in bridging the gap between organizational systems from the client to practical execution of technical solutions. Business case development is an important concept that equipped me with the skills that are necessary to identify opportunities where information systems can be applied to enhance firm operations and processes. Modeling techniques and methods are necessary as the job involves designing or modifying business information systems to improve performance. I

World War II Essay Example for Free

World War II Essay World War II started in 1939 and ended in 1945. It involved the countries of Japan, Germany, and Italy. Those three formed the Axis Powers. The countries that fought against them were Great Britain, France, the United States, and in part the Soviet Union. Notable names in the war were: Franklin Delano Roosevelt, (president of the United States); Adolf Hitler, (Nazi Party leader and German chancellor); Benito Mussolini, (Italian fascist dictator); Hideki Tojo, (Japanese military leader); and Joseph Stalin, (communist leader of Soviet Union). World War II was the most fatal war in history, resulting in between 40 and 50 million deaths. World War II was caused by many different reasons. It was caused psychologically by: Adolf Hitler’s actions; Anti-Semitism; and totalitarianism. Politically it was caused by: the Treaty of Versailles; the failure of the League of Nations; and failure of appeasement. Finally it was caused geographically by: imperialistic Japan; the Treaty of Versailles; and the positioning of the United States. World War II was caused psychologically by the actions of Hitler, the influence of Anti-Semitism, and the influence of totalitarianism all over Europe. Adolf Hitler was a powerful speaker. He influenced many people to support himself and the Nazi party. â€Å"All great world shaking events have been brought about not by written matter, but by the spoken word. † (Adolf Hitler Quotes). On the contrary, he published a book, Mein Kampf (my struggle). In this book he described the Nazi party. The consumer and the common man read the book. They began to believe what Hitler had preached in Mein Kampf. â€Å"Those who want to live, let them fight, and those who do not want to fight in this world of eternal struggle do not deserve to live. (Hitler and Manheim). Hitler promoted the beliefs of German expansion; that Germans were the â€Å"master race† and all others are inferior; and Anti-Semitism. Anti-Semitism caused World War II in part psychologically by making people think that Jews were the cause of all their problems, and that they shouldn’t exist within the â€Å"Third Reich† or Third German Empire. During World War II between 4,869,360 and 5,894,716 Jewish were exterminated. (Holocaust Memorial Museum). This mass killing was called the Holocaust. The people that killed all of these innocents were who? People influenced by Anti-Semitism, mostly members of the Nazi Party. Anti-Semitism caused the Holocaust. â€Å"The personification of the devil as the symbol of evil assumes the living shape of the Jew. † (Adolf Hitler Quotes). The Holocaust was one reason for war. So in turn, Anti-Semitism was one psychological cause of World War II. Most of the Anti-Semitism was present in the Nazi Party, which was the German fascism. Totalitarianism was when a government has total control, and individual people have no civil rights. Before and during World War II, there were many different types of totalitarianism. There was fascism, communism, the Nazi Party, and militarism in Japan. Psychologically all of these different brands of totalitarianism influenced an abundance of the nations involved in World War II. In the Soviet Union, Joseph Stalin took total control by transforming his nation into an industrial communist state. People who disobeyed him were killed. In Italy, Benito Mussolini rose to power through winning the support of many discontent Italians and by fascism. â€Å"Italy wants peace, work, and calm. I will give these things with love if possible, with force if necessary. (Danzer, Klor de Alva, Krieger, Wilson, and Woloch). In Germany, Adolf Hitler influenced Germany with the German brand of fascism, the Nazi party. â€Å"The great strength of the totalitarian state is that it forces those who fear it to imitate it. †(â€Å"Adolf Hitler Quotes†). Finally in Japan, Hideki Tojo used the military to take control and use notes of fascism in his leadership. All of these dictators used totalitarianism to influence the people of their nations. In doing this, they create a psychologically influenced mass of people who believe and conform to totalitarianism. From three quarters of these nations, the Axis Powers were born. World War II was caused politically by: the Treaty of Versailles; failure of the League of Nations; and failure of appeasement. The Treaty of Versailles was a post World War I peace agreement that established new borders, nations, and war reparations. In this treaty, Germany was to take all the blame and sole responsibility for the war. They were stripped of their colonies. The Germans were angry and resentful. The Treaty of Versailles destroyed the German economy and also banned them from maintaining an army. All of these angered people. This political move aided to moving towards World War II. Some people, like Herbert Hoover, thought it not a good idea. â€Å"The economic consequences alone will pull down all Europe, and thus injure the United States. † (Danzer, Klor de Alva, Krieger, Wilson, and Woloch). The League of Nations was meant to keep world peace. Yet another world peace agreement after World War I, it was meant to settle conflicts between nations with words over fighting. However it failed because not all nations participated in the League and some countries eventually left too. Other countries still traded with the countries that withdrew. This made the League’s rules pointless. Also the League had no force behind it. They had no army. â€Å"It is a commonplace that the League of Nations is not yet what its most enthusiastic protagonists intended it to be. † (Branting). All of these reasons created a weakness within the League, causing it to fail, making it easier to start a war. Appeasement is giving in. Neville Chamberlain and Edouard Daladier met with Adolf Hitler and Benito Mussolini in Munich in 1938. The four signed the Munich Agreement. This entailed that the Sudetenland of Czechoslovakia would be turned over to Germany and that this would be the â€Å"last territorial demand†. â€Å"His Majesty’s government in the United Kingdom and the French Government have entered into the above agreement on the basis that they stand by the offer, contained in paragraph 6 of the Anglo-French proposals of the 19th September, relating to an international guarantee of the new boundaries of the Czechoslovak State against unprovoked aggression. † (Hitler, Daldier, Chamberlain, and Mussolini. ) Daladier and Chamberlain believed Hitler, falling victim to his lie. Obviously this was not Hitler’s last territorial demand. â€Å"Make the lie big, make it simple, keep saying it, and eventually they will believe it. † (Hitler). Appeasement failed, making Britain and France look weaker and Germany stronger for free basically. Germany becoming stronger was caused by failure of appeasement, in turn causing World War II. World War II was caused geographically by different factors: Japan exercising imperialism; the Treaty of Versailles’ land stripping-condition; and finally the positioning of the United States compared to Europe and Asia. Japan wanted to expand its empire. Examples would be when they invaded Manchuria and French Indochina. Another would be when Pearl Harbor was attacked, an attempt to destroy the US Naval base, in order to later take over the Hawaiian Islands and expand its imperial influence in the Pacific. â€Å"When reflecting back on it today, that the Pearl Harbor attack succeeded in achieving surprise seems [like] a blessing from heaven. † (Tojo). After Japan invaded French Indochina in 1941, the US stopped trading with them. This angered Japan military leaders. The result was then a loss of oil from the US, forcing Japan to make the decision to take over the Dutch East Indie oil fields. This contributed to the anger that started World War II. The Treaty of Versailles geographically fueled World War II because it stripped Germany of all its colonies and outlying territories. â€Å"It lost land to a number of other countries. Alsace-Lorraine was returned to France, Eupen and Malmedy were given to Belgium; North Schleswig was given to Denmark. Land was also taken from Germany and given to Czechoslovakia and Poland. The League of Nations took control of Germanys colonies. † (Wheeler). Losing all of these weakened Germany’s imperial power and created anger within the people. â€Å"In territory outside her European frontiers as fixed by the present Treaty, Germany renounces all rights, titles and privileges whatever in or over territory which belonged to her or to her allies, and all rights, titles and privileges whatever their origin which she held as against the Allied and Associated Powers. † (Treaty of Versailles: Article 118). This contributed to the start of World War II. The US is approximately 10,000 miles from Europe across the Atlantic Ocean. Japan is across the Pacific Ocean. The US is in the middle. The US didn’t get involved in the war earlier because they didn’t want to fight a war on two fronts. This lack of involvement from the US caused the Axis Powers to gain strength and leverage against the Allies with the amount of land that was taken over before the US got in the war. World War II is similar to the current conflict in North Korea. After World War I was over, time went by with tension still in Germany, as stated earlier about the Treaty of Versailles. The Korean War ended in 1953, but there is still anger present in North Korea. The anger is resulting in North Korea threatening to develop nuclear weapons. The development and potential use of those would result in worldwide damage and chaos. Tension was developed both by North Korea and Germany both after major wars, (World War I and the Korean War). Germany’s tension resulted in World War II; hopefully North Korea’s won’t result in anything similar. Another similarity between these two conflicts is the inhumane treatment and labor camps. During World War II there was concentration camps. People were tortured, overworked, malnourished, and eventually killed or died from the previous conditions. There were 24 major concentration camps spread around the â€Å"Third Reich†. Oddly enough, there are 25 active major prison camps in North Korea. In these camps, people die from disease, torture, starvation, and execution. â€Å"So far 400,000 people have died within these camps† (One Free Korea). Like the German concentration camps, there have been reports of gas chamber use and human experimentation in Korean camps. â€Å"In Auschwitz, there were a total of 1. 1 million people who entered† (One Free Korea). In Camp 14, a Korean slave labor camp, there are almost 200,00 people and it is growing. These numbers have a large difference, but in terms of the amount, they are both very high numbers. â€Å"Fundamentally, it is the same as Hitler’s Auschwitz. †(Kang, Korean War). After World War II, psychoanalyst Walter Langer studied Adolf Hitler. Recently, other scientists used his research and the Diagnostic and Statistical Manual of Mental Disorders, which is the American Psychiatric Association’s standard for official psychiatric diagnoses. They came up with an evaluation of Hitler. His consensus profile said he was very paranoid, antisocial, narcissistic, and sadistic. Hitler was predicted to be schizophrenic. The same scientists also studied Saddam Hussein. They studied Kim Jong Il too. Kim Jong Il was North Korea’s dictator from 1994 till his death in 2011. In Il’s consensus profile, he came up with the same traits as Hitler: paranoid; antisocial; narcissistic; and sadistic. (Coolidge and Segal). This proves that both of these dictators are similar in the psyche. If they are similar in their traits, then most likely their actions are similar. In conclusion World War II was caused by many factors. It was caused psychologically by Hitler’s words and actions; the idea of Anti-Semitism and its influences; and the rise in totalitarianism all over Europe. Politically: World War II was caused by the Treaty of Versailles and what it entailed; the weakness and eventual failure of the League of Nations, and appeasement not working. Geographically: it was caused by Japan’s imperialistic ideals and actions; the geographical part of the Treaty of Versailles; and the United States placement on the globe. Today, World War II is oddly similar to the conflict in North Korea. Reasons to support this would be the similarity of growing tensions over time after an initial conflict; concentration and labor camps in both conflicts; and the two dictators psychoanalysis results conforming to each other. World War II was an awful tear on the world’s pristine but painted canvas, and it has influenced a grand amount of ways, customs, and policies today. It has resulted in the creation of so many organizations, world peace efforts, and preservations of history. World War II is and always will be remembered as one of the globes greatest wars.

The Homeless are Not Legitimate Members of a Community Essay -- Argume

The Homeless are Not Legitimate Members of a Community In most every community in the United States there exists an ever-growing population of disenfranchised individuals, created by the absence of a home. Their place in the community allows them, at best, the socioeconomic status of â€Å"the homeless-members in our community.† But, are these homeless-members actually legitimate autonomous-members of a moral community? In this paper I will first argue that the homeless are not legitimate autonomous members of a community. Second that the community as a whole has a moral obligation to extend membership to the homeless by meeting their need for a home, and so legitimize their autonomy within the community. A moral community can most practically be defined as â€Å"†¦an entity constituted by all those people who have to work out meaningful ways of living together" (Ethics 98). It is the process of participants gaining access into a vast network of â€Å"communal relations/negotiations† which allows an individual the possibility to define and articulate his or her identity - with a sense of belonging. The grooming for participating in one’s community starts primarily at home in family life, as an individual - embedded in a social group - develops a moral-identity through the negotiation process of choices and actions that has its full expression within the greater community. The homeless, at least to some degree, have little or no part in these communal negotiations in their community due to their transient unstable condition. The community has not openly excluded the homeless from negotiations, it is simply an inadvertent social reality that is ignored by the greater community. If a moral community is an inclusive integrated network in whi... ...tion, must negotiate a directive where the â€Å"Good† of that community can be fully realized by the inclusion of all persons worthy of membership – worthy of a home. Otherwise, an unarticulated, disenfranchised human population in our community will continue to emerge on the other side of the economic-divide; inducing an â€Å"increased social dissonance.† For how can members of a moral community exclaim, â€Å"there’s no place like home† if persons in their mist lament, â€Å"there’s no place - for us!† In the words of Peter Singer: â€Å"If it is in our power to save someone’s life with little cost to our own lives, then we our morally obligated to do so, and not to do so is morally reprehensible† (Ethics 55). Works Cited Abbarno, G. John M. ed. The Ethics of Homelessness; Philosophical Perspectives: Value Inquire Book Series, Vol. 86. Rodopi (Amsterdam, Atlanta, Ga), 1999.

Ideology of True Womanhood

Ideology of True Womanhood Between 1820-1830, and sometime between the Civil War, there was a lot of growth of businesses and new industries. All of this growth created a new middle class in America. Back in the nineteenth century, middle class families could survive off of the goods or services that their husband’s jobs produced without making all the money they needed to survive. The men did all of the work which helped create a vision that all men should support the family while their wives and children stayed at home.This started the public sphere, the belief that the work was a rough job, and that a man had to do everything he had to do in order to be successful. It was engulfed in violence, trouble and temptations, and women were thought of as weak and delicate by nature. Women were then put into the private sector, in their homes where she was in control of everything that happened. Everyone in the middle class families saw themselves as the backbone of society. A new i deology about the home came after opinions towards work and family arose.This new ideal, called â€Å"domesticity,† provided us with a new view of women’s duties and roles but still treated men and women as total opposites. There were four characteristics that all good and proper young women should follow: piety, purity, domesticity and submissiveness. In the nineteenth century it was believed that American women were to demonstrate a particular behavior towards religion. They thought religion was good for women and that it helped put their minds at rest. Women who weren’t religious were considered the most disgusting human characteristic.They also believed that women were not women, but instead a lower form of being if they weren’t sexually pure. Marriage was supposed to be the greatest night in a woman’s life, when her she could give her greatest gift to her husband, her virginity. From this point on, she was dependent on him. A woman must remain pure regardless of any attempt made by a man to assault her. A woman who allowed herself to be seduced by a man was either killed or had her baby taken from her. Female purity also gave them some sort of â€Å"power. Her purity was used to keep men in control of their sexual needs and desires. The biggest feminine virtue is probably submissiveness. Although men were supposed to religious, they generally weren’t. Men were also supposed to be pure, but nobody really expected it from them. But men were never supposed to be submissive. Men were the ones that did everything and made all the decisions. Women were more passive and obeyed the husbands. Women were forced to wear tight corsets that pinched her organs and caused limited mobility.True women knew their place, and they knew what qualities their husbands wanted. Finally, they believed a woman’s place was in the home. They thought of housework to be an uplifting task. Her job was to make sure the home was perfect fo r when her husband came home. It was supposed to be a relaxing place for the husband to escape from work. Women were also thought of as intellectually and physically inferior to men. They thought they woman just because woman were generally smaller than men in physical size that their stamina wasn’t good either.They believed that the brain was smaller in women than in men. They believed that because women menstruated there was a periodic illness that was inflicted on them. Women were thought of as very emotional and very delicate and that they have an unpredictable nature. It was believed that sexual feelings were very strong in men but they were absent in women. Puberty played a large role as well. This was a period when boys became strong and vigorous men, and girls became timid and weak women. â€Å"Even if you have a child two years of age, you need to go to work,† said Mitt Romney, on CNN on April 2012.He argued that the women would be better off having â€Å"the dignity of work. † This proves that there is still evidence on how people perceive women. Mitt Romney wanted women to work even if they have a two year old child and some people said it was â€Å"heartless. † He said it isn’t because he would raise the money from the state for daycare so you could provide daycare for your child while getting a job for yourself. His intentions were to increase the work requirement but a lot of people had different opinions.

Investigating the effect of different liquid densities on the time taken to release 25 ml of alcohols Essay

* Research question: * Does the change in liquid densities at the same temperature affect the time taken to release 25 ml of the alcohol from a 50 ml burette? * Variables: * Independent variable: The liquid density / g ml-1. * Dependent variable: The time taken to release 25 ml of the alcohol from a burette / s. * Controlled variables: * The volume of alcohol in a burette / ml. * The temperature of the alcohols / oC. * The absence of unnecessary substances or ions. * The same burette for the entire experiment. * Prediction: * The time taken to release 25 ml of the alcohol from a 50 ml burette is, stated by F. Weinberg (1984) [1], dependent on flow velocity and in particular are very sensitive to small changes in the density difference between the two liquids. * My prediction is, the higher the liquid density is, the more time taken for 25 ml of the alcohol to be released from the burette. The time taken to release 25 ml of alcohol increases in order: Methanol, Ethanol, Propan-1-ol, Butan-1-ol and Octan-1-ol. * Method: * Apparatus: * 50 ml burette (Uncertainty: à ¯Ã‚ ¿Ã‚ ½ 0.500 ml). * Retort stand. * 125 ml ethanol C2H5OH 95.0%. * 125 ml methanol CH3OH 99.5%. * 125 ml propan-1-ol CH3(CH2)2OH 98%. * 125 ml butan-1-ol CH3(CH2)3OH 99%. * 125 ml octan-1-ol CH3(CH2)7OH 94%. * Thermometer (Uncertainty: à ¯Ã‚ ¿Ã‚ ½ 0.0500 oC). * 5 x funnels. * 50 ml conical flask. * Casio stop watch (Uncertainty: à ¯Ã‚ ¿Ã‚ ½ 0.0100 seconds). * Distilled water. * Risk assessment: * The procedure uses poisonous alcohols. Notably, suggested by Department of Chemistry – Imperial College London (2006) [2], less than 2 teaspoons (2 ml) of methanol can cause blindness, and 2 table spoons (30 ml) can cause death. This toxicity is mainly due to it being converted in the body to formic acid and formaldehyde, which first attack the cells in the retina, then the other vital organs. Plus, propan-1-ol is used as a common solvent and cleaning agent in chemistry laboratories. Also, because it evaporates rapidly, IPA is widely used in astringents to cool the skin and constrict surface blood vessels. * Goggles and lab coat are therefore needed to be worn throughout the experiment. * Procedures: 1. Close the tap and run some distilled water into the top of the burette, then swish the burette up and down to let the water clean all the inside of the burette. Open the tap, let the water drain out. 2. Attach the burette to the retort stand and take care that the burette is upright and stable. 3. Close the tap and use the funnel to put 25 ml of ethanol into the burette. 4. Remove the funnel, make sure that there is no air bubble inside the burette. Measure the temperature of ethanol by the thermometer. 5. Put the conical flask under the burette, adjust the height of the burette so that the tip of the burette is just above the lip of the conical flask. 6. Open the tap and immediately start the stop watch. 7. Stop the watch when 25 ml of ethanol is fully released from the burette. 8. Continue to open the tap and collect the remained ethanol in the burette. 9. Repeat step 1 to 8 four more times. 10. Then change ethanol with methanol, propan-1-ol, butan-1-ol and octan-1-ol. Experiment step 1 – 9 with each alcohol. * Range and repetitions of experiment: * There are 5 different ranges (The lowest value: 0.789 g ml-1 & the highest value: 0.826 g ml-1, Please refer to Data Collection and Processing -> Processed data). * The initial procedure is repeated 5 times and thus 25 results are recorded. * Control of variables: * The volume of each alcohol sample remains constant for every test at 25 ml. Different volumes of the alcohol sample may cause inaccuracies in terms of measuring the time taken to release. For instance, larger volume of the same alcohol sample certainly takes longer time to be released. * The temperature of each alcohol sample need to remain constant for every test at 20 oC (293 K). The analysis, written by Weirauch, D. A., Jr. (1998, December) [3], of the high-temperature spreading kinetics for liquids affecting density shows that they can be modified with a constant shift factor. Therefore, higher temperature of the same alcohol sample may reduce the time taken for the alcohol to be released. * The burettes and funnels are rinsed carefully with distilled water prior to the experiment to ensure that inside the burettes do not contain any unnecessary substances/ions. If present, they may react with the alcohols to form products which have different liquid density, as opposed to original liquid densities of the alcohols at 20 oC (293 K). * The same burette is used for every measurement. This is because burettes from the same manufacturer cannot be guaranteed to have the same radius of the tips (possessing relatively small values). The use of different burettes can result differences in the time taken for the alcohol to be released. DATA COLLECTION AND PROCESSING * Raw data table: Alcohols Dependent & independent variables Ethanol Methanol Propan-1-ol Butan-1-ol Octan-1-ol Liquid density / g ml-1 at 20 oC (293 K) [4] 0.789 0.791 0.804 0.810 0.826 1st repetition: Time taken to release 25 ml of alcohol from a burette / seconds à ¯Ã‚ ¿Ã‚ ½ 0.0100 39.0 43.0 67.0 82.0 112 2nd repetition: Time taken / seconds à ¯Ã‚ ¿Ã‚ ½ 0.0100 41.0 44.0 69.0 81.0 115 3rd repetition: Time taken / seconds à ¯Ã‚ ¿Ã‚ ½ 0.0100 38.0 46.0 70.0 83.0 111 4th repetition: Time taken / seconds à ¯Ã‚ ¿Ã‚ ½ 0.0100 39.0 42.0 71.0 80.0 114 5th repetition: Time taken / seconds à ¯Ã‚ ¿Ã‚ ½ 0.0100 40.0 45.0 70.0 79.0 110. Table 2.1 shows the collected raw data table. * Processed data: * Calculating the mean time taken to release 25 ml of alcohol from a burette: * Mean time taken / s = (1st + 2nd + 3rd + 4th + 5th trial data) à ¯Ã‚ ¿Ã‚ ½ 5. Alcohols Dependent & independent variables Ethanol Methanol Propan-1-ol Butan-1-ol Octan-1-ol Liquid density / g ml-1 at 20 oC (293K). 0.789 0.791 0.804 0.810 0.826 The mean time taken to release 25 ml of alcohol from a burette / à ¯Ã‚ ¿Ã‚ ½ 0.0100 seconds 39.4 44.0 69.4 81.0 112 Table 2.2 shows the processed mean time taken to release 25 ml of alcohol from a burette. * Presentation of processed data: Graph 2.1 shows the relationship between the liquid density and the mean time taken to release 25 ml of each alcohol from a burette. * Treatment of uncertainties: * I try to read off carefully volume of the burette from the bottom of the meniscus with my eye level at the meniscus in order to make sure that the volume of each alcohol sample used is only 25 ml. CONCLUSION AND EVALUATION * Graph analysis: * According to the presented graph of the mean time taken to release 25 ml of different alcohols, there is a very strong positive correlation between the liquid density and the mean time taken to release 25 ml of alcohol from a burette as a very good line of best fit can be observed. (Please refer to Data Collection and Processing -> Presentation of processed data -> Image 2.1). * Conclusion: * The results demonstrate that, the higher the liquid density is, the longer time taken for 25 ml of the alcohol to be released from the burette. * The conclusion totally agrees with my hypothesis. * Evaluation of procedures: * Strengths: * Safety in the laboratory is highly maintained (by wearing goggles, lab coat and being careful with glass apparatus to avoid any poisonous alcohols that may splash). * Standard ranges and repetitions are met, a very strong positive correlation between the liquid density and the mean time taken to release 25 ml of alcohol from a burette is observed. * Quantitative investigation, with repeats strongly supporting each other, successfully proves that the expectations based on scientific knowledge are totally correct. * Weaknesses: * Several inevitable uncertainties occur throughout the whole experiment which may account for inaccuracies in the collected data. * The concentrations of the alcohols vary from 94.0 % to 99.5 %. The differences in concentration of each alcohol affect the reliability of the data, since 25 ml of pure alcohols (or 5 alcohols with the same concentration) may take different time to be released from the burette. * Although there is a very strong positive correlation between the liquid density and the mean time taken to release 25 ml of alcohol from a burette, the independent variables (liquid density) do not increase constantly due to the limited number of available alcohols (Please refer to Data Collection and Processing -> Presentation of processed data -> Image 2.1). * The entire procedures, although are simple, take a long time to finish because of the 50 ml burette need to take at least 3 times to add 5 alcohol samples (5 repetitions for each alcohol), 25 ml each. Overall there are 15 times to add 25 alcohol samples since I decide to investigate 5 different alcohols. The more time I need to add more alcohols into the burette, the more likely inaccuracies to occur. * Improving the investigation: * The procedures can be partially replaced by computer data logging suggested by Laurence Rogers (1995) [5] to prevent uncertainties from human errors when stopping the watch. The experiment can be programmed to collect the data (Time taken for 25 ml of the alcohol to be released from the burette) automatically. * More alcohols with liquid densities within the ranges (The lowest value: 0.789 g ml-1 & the highest value: 0.826 g ml-1) can be tested to fill the 2 gaps between methanol and propan-1-ol, butan-1-ol and octan-1-ol in the presented graph. For instance, penta-1-ol has the liquid density of 0.815 g ml-1 at 20 oC (293 K) [6]. * Pure alcohols should be bought in the same concentration to ensure the reliability of the collected data. Otherwise, diluting the alcohols to the same concentration can be less expensive, yet time consuming. * A larger burette, for instance, with measuring volume of 75 ml (only 2 times to add 5 alcohol samples, 25 ml each) will reduce the times need to pour more alcohols into the burette to 10. Not only this change in equipment may save time of experimenting, but also minimise the uncertainties. Bibliography [1] Weinberg, F. (1984, December). Fluid flow from a low to a higher density liquid. Metallurgical and Materials Transactions B, 15(4), 681. Abstract retrieved March 8, 2009, from Springer Link. Web site: http://www.springerlink.com/content/n84726w432072592/ [2] Department of Chemistry. (2006, August 25). Biological effects of Methanol and Larger Alcohols. In Ethanol. Retrieved March 8, 2009, from Imperial College London. Web site: http://www.ch.ic.ac.uk/rzepa/mim/environmental/html/ethanol_text.htm [3] Weirauch, D. A., Jr. (1998, December). Predicting the spreading kinetics of high-temperature liquids on solid surfaces (Vol. 12). Alcoa Technical Center. Retrieved March 8, 2009. doi:10.1557/JMR.1998.0478 [4] Process Calculator. (2009). SG. In Liquid Density. Retrieved March 8, 2009, from Radix Business Models Pvt Ltd. Web site: http://www.processcalculator.com/Liquid_Density.aspx [5] Rogers, L. (1995, May). Sensors and The Data-Logger. In Hardware and software. Retrieved March 9, 2009, from School of Education, University of Leicester Web site: http://www.le.ac.uk/se/lto/logging/test1.html [6] Process Calculator. (2009). SG. In Liquid Density. Retrieved March 8, 2009, from Radix Business Models Pvt Ltd. Web site: http://www.processcalculator.com/Liquid_Density.aspx

An Online Tool Hyperlocally Targets Language Usage

An Online Tool Hyperlocally Targets Language Usage An Online Tool Hyperlocally Targets Language Usage An Online Tool Hyperlocally Targets Language Usage By Mark Nichol According to a recent news article, thanks to Internet magic, online companies can identify hyperlocal vocabulary, which might have an impact on language usage and the development of tomorrow’s vocabulary. Yelp, the popular online search and review site, now has a feature on its site called Wordmaps, which shows visitors the concentration of use of certain words in certain geographical areas as small as city intersections. (The service, as of this writing, is limited to eighteen words used in a dozen American and Canadian cities, plus London and Paris, but it’s certain to expand its linguistic and geographical scope.) What are the ramifications of such a surgically specific service? Think of the possibilities for advertising and marketing: Anyone will be able to search a neighborhood, city, or region to determine the relative prominence of certain words. Real estate agents can note the prevalence of Yelp reviews that mention great restaurants, exciting shopping opportunities, superior schools, and sophisticated cultural experiences. Cities, counties, and states can attract prospective residents and tourists by publicizing the incidence of inhabitant- and visitor-friendly keywords. Businesses in general can take advantage of such data to encourage customers and clients to flock to certain places. Is this a good thing, or a bad thing? I’m not passing judgment on it; I just find it interesting, although it’s simply a more technologically sophisticated way of selling a locale something people have been doing since the dawn of civilization (and perhaps earlier). Here’s what interests me: This kind of tool will also have an impact on our language not necessarily a sea change, but something worth commenting on. People who are more technologically savvy will be more likely to employ this type of service and its offshoots. Technologically savvy people are more likely to drive social and cultural change. Thus, Yelp’s Wordmaps and similar tools are likely to accelerate adoption of slang and trendy locutions, to raise the profile of some words and phrases and speed the obsolescence of others. Again, this is nothing new, but the way it is accomplished and the speed with which it might be accomplished is new. It’s analogous to any form of information dissemination: Think of how alphabets, the printing press, journalism, telegraphy, telephony, radio, television, and the Internet, in turn, each revolutionized the way we communicate, introducing new terms and concepts faster and more widely than ever before. Yelp’s Wordmaps is another chapter in that story. Will it have an effect on your professional or personal writing? To some extent, it will but whether it’s measurable or noticeable remains to be seen. However, if you’re in the business of selling and if you write professionally, you are you might want to keep an eye on this new technology. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Business Writing category, check our popular posts, or choose a related post below:The Yiddish Handbook: 40 Words You Should KnowAmong vs. AmongstIs "Number" Singular or Plural?

Essay Sample on the Unity of Northern and Southern America

Essay Sample on the Unity of Northern and Southern America The attempt of the Southern States to secede from the American Federation in 1861, created a dangerous crisis in the history of America. The crisis turned into an internal war and, by the superior military power of the Center, they had to be kept within the Federation as integral part of the country which was, at that time, already moving towards plenty and prosperity. It was a complex process, and the Northern Federal Government really showed some extraordinary skills in order to bring the South back into the political system. In 1776, under the brilliant leadership of George Washington, 13 British Colonies in America united together and achieved a glorious freedom. On November 15, 1777, a confederation was created in order to provide for common defense, securities for their liberties and for their mutual and general welfare in the future. But the system had many loopholes and, hence, soon the leaders felt that the system must be either revised or superseded by a new one. Thus, the Philadelphia Convention was held in May 1787 which introduced a full fledged Federation for fostering a sense of unity among the units. According to K.C. Wheare, The fear of military insecurity and the consequent need of common defense, a desire to be independent of foreign power and the need of economic prosperity etc. have encouraged modern nations to form Federations (Wheare). Naturally, it needs unity among the federal units and the supremacy of the national Government. In the view of Bernard Schwartz, The American system has properly ensured those  arrangements in case of McCulloch v. Maryland; and it was declared in the case of Texas v. White (1869) that America was an indestructible union, composed of indestructible states. So, no unit can secede from it and, an attempt to do so can be failed by the superior power of the Center. This is a sample American History essay written from scratch by one of our academic writers. If you want to order a custom essay, term paper, research paper, thesis/dissertation or other written assignment on any topic contact our company to get professional academic writing help.

Role and Effects of Financial Intermediaries Essay

Role and Effects of Financial Intermediaries - Essay Example Typically the first party is a provider of a product or service and the second party is a consumer or customer. In the U.S., a financial intermediary is typically an institution that facilitates the channelling of funds between lenders and borrowers indirectly. That is, savers (lenders) give funds to an intermediary institution (such as banks), and then that institution in turn gives those funds to spenders (borrowers). This may be in the form of loans or mortgages. Alternatively, they may lend the money directly via the financial markets. (Wikipedia, 2006) (Paraphrasing made) Riskinstitute (n.d) said, â€Å"The FSA provides that no person shall carry on, or purport to carry on, investment business in the UK unless he is authorised or exempted from authorisation (FSA, s.3). It explained that pursuant to the FSA, a person carries on investment business in the UK if he carries on investment business from a permanent place of business maintained by him in the UK or if he engages in an activity in the UK which falls within one of several categories identified in Part II of Schedule I to the FSA and are not excluded by Part III and, in respect of that activity, he is not an exempt person. It explained, â€Å"A financial intermediary is, therefore, subject to regulation in the UK where investment business is carried on from a UK base, wherever the customer is situated. A financial intermediary will also be subject to UK regulation where that financial intermediary, not operating from a UK base, nevertheless carries on business from overseas into the UK (e.g., soliciting UK customer business). Certain exceptions apply in the latter case, e.g., where the overseas person is: transacting with a UK authorised person; responding to an initiative taken by a UK investor or continuing an existing business relationship with him; or promoting his investment services in accordance with the advertising and cold-calling rules, provided that overseas person is not otherwise

History Document Analysis on ETA and the Basque Country Essay

History Document Analysis on ETA and the Basque Country - Essay Example 498). In its campaigns thus far, the ETA has committed over 900 killings and dozens of kidnappings. While the ETA did declare a unilateral cease-fire on March 22, 2006, on September 23, 2006, the organization announced that it would resume hostilities until the achievement of Basque independence (ETA). To understand the sentiments at work in all three of these documents – particularly the harsh dichotomies of the Arana piece – it is good to have an understanding of the dynamics at work within the ETA. To people outside of the Basque region, and, in particular, outside of Spain, the mission of the ETA sounds just like one of many small revolutionary groups, agitating for its own few square miles of self-determination, if only to avoid the larger taxing entities in the country around it (Funes, p. 499). Each of these little splinter groups has its own manifesto that spouts idealistic words and phrases, its own shrill anthem that sounds to the modern person listening from abroad much like, quite frankly, the declarations that leapt from the American colonies to the government of Great Britain in the later days of the eighteenth century. The modern chapter of the Basque story begins during the reign of Francisco Franco, and his attempts to drive the Basque nation off the very face of the planet. Because there had been Basque sympathizers with the Republican side in the Spanish Civil War, Franco decided to eliminate any signs of Basque culture from the public consciousness. The Basque flag could not be displayed; Basque holidays could not be publicly celebrated; teaching the Basque language, or even speaking it in public, were forbidden; baptizing children who did not have Spanish surnames was proscribed (Sullivan, p. 88). This crackdown against non-Spanish cultures was not carried out throughout the country, however. While Guipuscoa and Biscay were also singled out for this attempted annihilation of local culture, because of their