Scientific Method Research Free Essays

This theory will require look into demonstrating or discrediting the subject of dysfunctional behavior causing a person’s possibility of getting destitute to increment. I will initially find a territory with a high volume of destitute people, as this exploration will incorporate all sexual orientations and races. The members of this examination will incorporate people who has experienced any sort of psychological sickness or needed to experience any type of mental treatment. We will compose a custom paper test on Logical Method Research or on the other hand any comparative subject just for you Request Now The subsequent stage is gather real data demonstrating current destitute rates and assuming there is any chance of this happening, records showing psychological instability. I will likewise gather data from neighborhood destitute havens and single-room lodging programs so as to decide the accessibility of assets to the destitute. Food banks or kitchens will likewise be an incredible research help, as these organizations give free dinners at no charge to these people, and finally, make an endeavor to assemble data from an up close and personal discussion with individuals who are really living in the city. This strategy would likely be the most troublesome, yet on the off chance that there is a hot supper included, an overview, or type of survey can be regulated before accepting a dinner with negligible power used to finish. To boost cooperation, motivations, for example, gift vouchers or even a free night remain at a neighborhood inn may do the trick. After my basic information is gathered, I will make singular records with data comprising of dates of contact, just as all relevant data gathered by means of surveys or up close and personal meetings so as to frame tables and spreadsheets, indicating regular characteristics shared among these destitute people, at that point produce a different table demonstrating staff experiencing psychological sickness. It is now in which these discoveries will be thought about and altogether broke down. This data will be introduced in diagrams or charts to show certain similitudes between all factors. Research discoveries ought to be exact and legitimate, if not, another theory concerning the issue of vagrancy will be produced and concentrated once more. Notwithstanding, if discoveries are valid, this data may get helpful to nearby network dissident who serve the destitute populace, just as the intellectually sick, and may give the emotional wellness experts a more clear comprehension of the connection between psychological sickness and vagrancy. This may prompt the inquiry, how cash who is intellectually crippled can figure out how to support a solid vocation and give a living to themselves, or a family without clinical consideration. At last, this data can be utilized to improve nearby projects inside the network, or even illuminate congressmen to make better move reacting all the more suitably to the necessities of the destitute populace who are intellectually sick. References Campaign for Mental Healthcare [http://www. Calypsos. Organization/distributions/get to/vagrancy. HTML] Corporation for Supportive Housing [http://www. Money. Organization/list. CFML? Obfuscation=page. Vicarage;paged The most effective method to refer to Scientific Method Research, Papers

Social Class: Maintaining Divisions Within Society

Social Class: Maintaining Divisions Within Society As social creatures we normally structure bunches for endurance and backing, as the famous saying goes No man is an island, and without a doubt, we are definitely not. We structure social gatherings that join us with each other and give us a feeling that all is well with the world. These gatherings can be made from the most minor of reasons, for instance; a gathering of individuals that meet at the bus station each Tuesday at 5am, in the wake of seeing each other consistently they effectively structure union and offer common objectives and standards for example getting the transport on schedule. It is inside these gatherings that we get our social personalities. These social characters can be granted inside a little cozy gathering like a family or in a huge scope bunch like a class in the public eye. Their shared objectives make a us and a them reaction represented by a gathering soul (Tajfel, 1971). This reaction can be a quality, for instance, an extraordinary title group endeavori ng to win 4x400meter multi stage sprint, find that separating themselves from others could be certain experience that fabricates confidence, making them work more earnestly than others and work better. Nonetheless, despite the fact that these social gatherings furnish us with positive characters, protections and so forth., they can simultaneously have a negative impact and make inclination towards different gatherings whether they understand it or not. In this exposition, I will talk about how explicit social gatherings dependent on class and status, come to exist and investigate their significance in the public eye. The weaknesses or focal points experienced by a social gathering inside a layer mirror the measure of intensity they have in the public eye. The force comes coordinated from the assets one is advantaged enough to have, for instance, extending from having the option to bear the cost of instruction, from which, one can pick up business, from which, one can climb to a moderate situation inside an organization, from which, they have the salary to purchase a house, vehicle and pay for medicinal services; to claiming a worldwide chain of cafés, from which, one can manage the cost of an extravagance yacht that offers extravagance travels, producing enough pay to purchase a third house and another yacht or two. This is the reason sociologists accepted that social definition was the center factor that impacts the sharing of intensity in the public eye. There have been numerous endeavors to decide a main factor for social force. A few women's activists like Firestone (1971) accepted that all social orders were separated into contradicted sex classes that were the premise of sex imbalances. She contended that all men in the public arena abused ladies on account of the organic, mental and physical deficiencies they encountered because of pregnancy, labor and kid raising. Her thoughts originated from the womens freedom developments in Europe and America during the 1960s and spoke to liberation. In the mean time, different frameworks introduced a supressed, racially impacted clarification of social definition. In the nineteenth century, the possibility that race decided explicitly by acquired natural qualifications was the integral factor in social layers getting noticeable in the public eye. Gumplowicz (1885) saw ethnic and racial clash as the basic system of social turn of events. Gumplowicz accepted that it unavoidable and characteri stic for one ethnic gathering to outperform another, giving possibility for the most grounded to rise. Gobineau (1853-5) and Chamberlain (1899) advanced racial definition and justified the abuse of second rate ethnicities. Thoughts like these were adverse to the apparently second rate ethnicity and fuelled masterminds like Adolf Hilter (1925) who looked to dispense with sub-par races for the Aryan race. Sexual and racial imbalances are irrefutably powerful, be that as it may, they can't be independently delegated as the essential drivers of social separation. Race itself doesn't exist, it is a social build, and there is just a single human race (Gordon, 1964). Ethnicity rather than race, then again, exists, in light of social contrasts springing from history, root, religion language and so forth, in any case, it is an imbalance that adds to social definition yet doesn't exclusively decide the result. Also, sexual definition battles to characterize all social division since people flourish in complete segregation. Men and womens sexual contrasts are the structure squares of society and fundamental for presence so they can't be the center purpose behind definition since separation is division of society, they are necessities. Neither sexual nor racial imbalances can characterize a solitary wellspring of delineation since individuals are so convoluted and different, they can't independ ently represent the complexities inside society. Different wellsprings of separation are political status, religion or class. Max Weber (1948) recommended that a more extensive viewpoint that joins sex and ethnicity ought to be thought of. He accepted that there were three one of a kind perspectives that spread across mankind and affected the conveyance of intensity in the public arena and life risks in their own particular manner. The three angles were class (monetary force), status (common force) and authority (legitimate force). Weber was at first impacted Karl Marx and further built up his own thoughts explicitly about class and status. Social class alludes to a cognizant gathering of individuals that share the equivalent financial foundation, whose life chances are chosen by the class they have a place with. The class framework in Britain is a prime model, society is isolated into the privileged (for the most part noble families, headed by the Queen); white collar class (upper-working class for example draftsmen, attorneys, elevated level specialists and so forth.; center white collar class for example the board, educators, bookkeeping, social work and so forth.; and the lower-white collar class for example administrative, managerial and so on.); common laborers (gifted for example a white van man or independently employed temporary worker and untalented for example client assistance or telesales); and the underclass (long haul jobless living off government assistance). Marx (1867) accepted that pretty much every general public was a class society with special case of the most crude social orders since they were littler and lacking. He saw having methods for creation, particularly property, was the choosing impact in social division. He recommended society was of industrialist nature, recognizing two prominent classes: the bourgeoisie and the low class. The bourgeoisie possessed the methods for creation and inferred larger part, if not, the entirety of their pay from capital. They were known as the entrepreneur class. On the opposite were the low class, who didn't claim any methods for creation and rather work for the bourgeoisie. They were known as the regular workers. The bourgeoisie, possessing the methods for creation, kept lion's share of the riches produced by the low class; the bourgeoisie got surplus incentive from their assets, in the interim, the low class just got a little level of their financial worth. He accepted that talented work spe cifically had more noteworthy worth and merited higher wages. Marx unequivocally accepted that the low class were mistreated to the degree that the existed in a condition of bogus cognizance, where they were content with their hardship. He accepted that after some time the classes would fall because of inner clash and an upheaval would result. He accepted the answer for the class framework was powerful socialism. Weber, affected by Marx, overruled the possibility of compelling socialism, imagining that the low class upheaval was exceptionally impossible in light of the fact that the intensity of bogus cognizance was excessively solid. He comprehended the bourgeoisie/low class relationship was not all that high contrast. There were hazy areas, for example, the supervisor that doesn't claim the methods for creation and oversees the working class yet doesn't get surplus not to mention accepting their reasonable wages. He recommended the conveyance of intensity was not established simply in monetary force. Both the ownership and non-ownership of financial resources scatter power in the public arena in light of the fact that from the two roads salary is made sure about, for instance, working for an organization is work which must be purchased by the business, along these lines, giving pay/capital by means of the non-ownership of monetary resources. Weber saw class divisions as having financial pre mise just and that independently class alone couldn't condition individuals into layer. He accepted that the expansion in compensation that Marx looked for after would, whenever in all actuality, would deliver circumstances and logical results understanding from critical changes in ways of life, in this way making hostility in the impeded gatherings. This transformation would be prodded by judicious intentions rather than mix from bogus cognizance. Rather than simply class, there were two additional perspectives deciding circulation of intensity and life risks in the public eye: status (shared force) and authority (legitimate force). Status, for instance, held ground when it came to conspicuous strict figures/artists that were profoundly noteworthy in the public eye with minimal monetary force. Legitimate force could be executed by a senior cop that has a great deal of power however not a ton of property. Different reactions were that the limits between different gatherings are practically difficult to indicate. Additionally, an ethical position was not distinguished, regardless of whether the intentions in the division where fortunate or unfortunate. Dahrendorf (1959) additionally referenced that in numerous western social orders there are genuinely enormous working classes since training was increasingly predominant and accessible, making the chance to advance. Weber comprehended that dissimilar to Marx, clarifying delineation in just terms of financial elements was preposterous and focusing on the significance of non-monetary components. He further built up his thoughts on the non-financial factor of status. Economic wellbeing alludes to the positioning of a person in a general public as better or sub-par agreeing than the qualities that they share for all intents and purpose. It is the notoriety of the individual allowed by way of life and obligations, directing their life risks, those that effectively comply with the necessary standard get amazing privilege an

Strategic Management Analysis Example

Strategic Management Analysis Example Strategic Management Analysis â€" Essay Example > Introduction Sport Equipment Industry is one of the most lucrative industries in the world; sporting activities are on the rise and hence the need of more enhanced sporting equipments. The adidas Group is the second largest producer of sporting apparel in the world having a rich legacy of manufacturing high quality and technologically sound sporting equipments footwear in particular. World sports leading teams have trust in the adidas brand as it has helped them to achieve subsequent outstanding performance at times when they need it most. Across the globe, adidas commands approximately 22% of athletic footwear and apparel market second to Nike, which has 33% market share (Gay, 2010). With the current focus on innovation coupled with strategic marketing strategies, adidas will considerably expand its world market share. This paper seeks to discuss adidas group market environmental analysis together with its strategic analysis in order to understand the Sports Equipment Industry. C onsequently, the paper will discuss the strategic fit of adidas Group by providing a comprehensive SWOT analysis. The adidas Group Market Environmental AnalysisExternal environmental forces can affect an organization in a myriad of ways; understanding these forces helps an organization to tailor its activities in a manner that harnesses its competitive activities. External forces are factors outside the company that influence the manner in which firms in the same industry compete (Haberberg, et al, 2001). Owing to these facts, it is imperative for business organization to inherently understand these dynamics of its industries and markets for them to compete effectively in the marketplace. With regard to this, in order to understand adidas Group market environment, PESTEL and Porter’s five forces and how they affect the company will be discussed. The adidas Group PESTEL analysisPoliticalTurbulent political atmospheres always have greatest impacts on all business and adidas Group i s no exception. Countries within which the company operates have considerably favourable political environments that have allowed the company’s operations to thrive. In Germany, UK, France and the US for instance, have stable governments with trade laws that protect private businesses hence it is unlikely for them to introduce new controversial policies which may affect the company (Gay, 2010). The company also embraces protection and support of the rights of its employees by strictly following the current employment laws. With regard to this, the company is less likely to face economic strike threats from trade unions and other civil rights organizations. EconomicalThe adidas Group is a multinational company, and like any other multinational, the company is likely to be affected universal economic meltdown (Haberberg, et al, 2001). However, in order for adidas to maintain good economic relations in countries within which it operates, the company helps to decrease unemployment b y increasing its employees at its terminal factories. Since the initiation of the euro currency in 2002, exporting business is cheap and hence facilitating the company’s cross-border business. Labour salaries in some European countries like Germany and France are extremely expensive; owing to this, the company has relocated most of its production activities to Asia where labour is considerably less expensive.

Definition and Examples of Exigence in Rhetoric

In rhetoric, exigence is an issue, problem, or situation that causes or prompts someone to write or speak. The term exigence comes from the Latin word for demand. It was popularized in rhetorical studies by Lloyd Bitzer in The Rhetorical Situation (Philosophy and Rhetoric, 1968). In every rhetorical situation, said Bitzer, there will be at least one controlling exigence which functions as the organizing principle: it specifies the audience to be addressed and the change to be affected. In other words, says Cheryl Glenn, a rhetorical  exigence is a problem that can be resolved or changed by discourse (or language)... All successful rhetoric (whether verbal or visual) is an authentic response to an exigence, a real reason to send a message. (The Harbrace Guide to Writing, 2009) Other Considerations Exigence is not the only component of a rhetorical situation. The rhetor also must consider the audience being addressed and constraints that would present obstacles.   Commentary Exigence has to do with what prompts the author to write in the first place, a sense of urgency, a problem that requires attention right now, a need that must be met, a concept that must be understood before the audience can move to a next step. (M. Jimmie Killingsworth, Appeals in Modern Rhetoric. Southern Illinois University Press, 2005)An exigence may be something as direct and intense as a power outage, which might prompt an official to persuade everyone to stay calm or to assist those in need. An exigence may be more subtle or complex, like the discovery of a new virus, which might prompt medical officials to persuade the public how to change its behavior. Exigence is part of a situation. It is the critical component that makes people ask the hard questions: What is it? What caused it? What good is it? What are we going to do? What happened? What is going to happen? (John Mauk and John Metz Inventing Arguments, 4th ed. Cengage, 2016) Rhetorical and Nonrhetorical Exigences An exigence, [Lloyd] Bitzer (1968) asserted, is an imperfection marked by urgency; it is a defect, an obstacle, something waiting to be done, a thing which is other than it should be (p. 6). In other words, an exigence is a pressing problem in the world, something to which people must attend. The exigence functions as the ongoing principle of a situation; the situation develops around its controlling exigence (p. 7). But not every problem is a rhetorical exigence, Bitzer explained. An exigence which cannot be modified is not rhetorical; thus, whatever comes about of necessity and cannot be changed—death, winter, and some natural disasters, for instance—are exigences to be sure, but they are nonrhetorical. . . . An exigence is rhetorical when it is capable of positive modification and when positive modification requires discourse or can be assisted by discourse. (emphasis added) (John Mauk and John Metz Inventing Arguments, 4th ed. Cengage, 2016)Racism is an example of t he first type of exigence, one where discourse is required to remove the problem... As an example of the second type—an exigence that can be modified by the assistance of rhetorical discourse—Bitzer offered the case of air pollution. (James Jasinski, Sourcebook on Rhetoric. Sage, 2001)A brief example may help to illustrate the difference between an exigence and a rhetorical exigence. A hurricane is an example of a non-rhetorical exigence. Regardless of how hard we try, no amount of rhetoric or human effort can prevent or alter the path of a hurricane (at least with todays technology). However, the aftermath of a hurricane pushes us in the direction of a rhetorical exigence. We would be dealing with a rhetorical exigence if we were trying to determine how best to respond to people who had lost their homes in a hurricane. The situation can be addressed with rhetoric and can be resolved through human action. (Stephen M. Croucher, Understanding Communication Theory: A Begi nners Guide, Routledge, 2015) As a Form of Social Knowledge Exigence must be located in the social world, neither in a private perception nor in material circumstance. It cannot be broken into two components without destroying it as a rhetorical and social phenomenon. Exigence is a form of social knowledge—a mutual construing of objects, events, interest, and purposes that not only links them but makes them what they are: an objectified social need. This is quite different from [Lloyd] Bitzers characterization of exigence as a defect (1968) or a danger (1980). Conversely, although exigence provides the rhetor with a sense of rhetorical purpose, it is clearly not the same as the rhetors intention, for that can be ill-formed, dissembling, or at odds with what the situation conventionally supports. The exigence provides the rhetor with a socially recognizable way to make his or her intentions known. It provides an occasion, and thus a form, for making public our private versions of things. (Carolyn R. Miller, Genre as Social Action, 1984. Rpt. in Genre In the New Rhetoric, ed. by Freedman, Aviva, and Medway, Peter. Taylor Francis, 1994) Vatzs Social Constructionist Approach [Richard E.] Vatz (1973)... challenged Bitzers concept of the rhetorical situation, maintaining that an exigence is socially constructed and that rhetoric itself generates an exigence or rhetorical situation (The Myth of the Rhetorical Situation.) Quoting from Chaim Perelman, Vatz argued that when rhetors or persuaders choose particular issues or events to write about, they create presence or salience (Perelmans terms)—in essence, it is the choice to focus on the situation that creates the exigence. Thus a president who chooses to focus on health care or military action, according to Vatz, has constructed the exigence toward which the rhetoric is addressed. (Irene Clark, Multiple Majors, One Writing Class.  Linked Courses for General Education and Integrative Learning, ed. by  Soven, Margot, et al., Stylus, 2013)

The Food Basket Brigade - 1621 Words

Neosho is a very involved community and lends a helping hand to those in need. Throughout our community, hunger has been an outstanding issue and several churches and organizations have risen to the challenge of meeting needs of those around. The Food Basket Brigade was started in 1988. Since its beginning, the effort has collected and distributed more than 4 million pounds of food. (The Joplin Globe). During the month before they deliver the food, several school organizations go out around town and pick up all the food from people who have it set out, usually by their mailboxes, and then they deliver it to The Newton County Armory. Back several years ago, when I was in school, one of our extra credit works was to participate with the†¦show more content†¦Tuesday, Thursday and Saturday. Volunteer groups usually consist of 20 people. Representatives of other churches and businesses from around the area volunteer their time to work at the kitchen. Others sponsor the meal, b ut can t spend the time working. For me, the reason why it s important to be part of the chamber is to just show that we are part of the Neosho community, Desiree Bridges said. We support what s going on here and it s a great way for people to know who we are. The purpose of the kitchen is to reach hungry people in the community. They can be any kind of hungry, including spiritually, physically and emotionally. Arvest of Joplin Missouri has started a â€Å"1 Million Meals† campaign to help the local area meet the rising demand of hunger. Arvest Bank in Southwest Missouri has partnered with Ozarks Food Harvest, Monett Community Kitchen, Newton County Food Basket Brigade Inc., Carthage Bright Futures and Lockwood Ministerial Alliance Food Pantry for the duration of the initiative. All donations received will go to these organizations to provide meals to local hungry families. Every dollar raised through 1 Million Meals provides the equivalent of five meals for those in need. Joplin’s Salvation Army’s food pantry is known as Crosslines, Souls Harbor. It provide toys and clothing for local children through the Angel Tree program. 1,600 children signed up, and families signed up to provide toys and clothing to all but 200 of the children for aShow MoreRelatedCapital of Southern state of Karnataka700 Words   |  3 Pagesreasons and variety of Beans-JavaBeans. Yes, that†™s how the name came through a legend and got the name a place of baked beans (Benda Kalu Ooro). The garden city is home to some of the growing high tech industries in India. It has become the byte-basket of India and home to some of Indias premier scientific establishments. The city also offers music, dance, dramas, carnivals, shopping fun and more. 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HoweverRead MoreFrench Terms for Ib Sl French B8316 Words   |  34 Pages2 3 5 12 12 21 28 28 31 36 36 37 40 40 42 48 48 51 Topic Area 1 Home and local area Life in the home; friends and relationships Local area, facilities and getting around Topic Area 2 Health and sport Sport, outdoor pursuits and healthy lifestyle Food and drink as aspects of culture and health Topic Area 3 Leisure and entertainment (includes online) Socialising, special occasions and festivals TV, films and music Topic Area 4 Travel and the wider world Holidays and exchanges Environmental, culturalRead MorePurpose of Evaluating Customer Service Policies26269 Words   |  106 Pagesfor giving us the permission to reprint some of the pictures and /or providing us with information for completing the curriculum support package: The Association of National Tourist Office Representatives in Hong Kong, ANTOR (HK) Centre for Food Safety, Food and Environmental Hygiene Department ii Introduction to Hospitality Introduction A set of curriculum support package of tourism and hospitality learning and teaching materials is being developed by the Personal, Social and HumanitiesRead MorePurpose of Evaluating Customer Service Policies26276 Words   |  106 Pagesfor giving us the permission to reprint some of the pictures and /or providing us with information for completing the curriculum support package: The Association of National Tourist Office Representatives in Hong Kong, ANTOR (HK) Centre for Food Safety, Food and Environmental Hygiene Department ii Introduction to Hospitality Introduction A set of curriculum support package of tourism and hospitality learning and teaching materials is being developed by the Personal, Social and Humanities Education

Critical Analysis of Robert Frost Free Essays

Benjamin Swan Prof. Bittenbender ENG208W: Studies in Poetry 04/14/13 Frost’s Metaphoric use of the Natural World in Poetry Born in San Francisco in the spring of 1874, Robert Frost is considered to be amongst, if not solely, the greatest poets in American history. Around age eleven, Frost moved to New England where the majority of his poetic inspiration is presumably drawn from. We will write a custom essay sample on Critical Analysis of Robert Frost or any similar topic only for you Order Now Although he never managed to obtain a collegiate degree, he did attend both Dartmouth and Harvard, two of the countries most prestigious universities. Publishing his first poem entitled â€Å"My Butterfly† in 1894, Frost began his career as a poet just as the modernist literature movement of the early twentieth century was gaining traction in the United States. Although Frost did not break from poetic convention as radically as some of his peers in the modernist movement, he is nevertheless considered a modernist poet in part due to the use of the New England vernacular that is present in the majority of his poetry. Another influence on Frost’s work as a poet comes from New England as well; this is the influence of growing up in New England’s natural landscape and the life he led on a farm there. Frost’s love for the natural and tendency towards including it in his writing is possibly the most distinguishable constant in his work. The following quote best describes this constant in his work, â€Å"As Frost portrays him, man might be alone in an ultimately indifferent universe, but he may nevertheless look to the natural world for metaphors of his own condition. † (The Poetry Foundation). The purpose of this paper will be to explore the some of the pieces in which Frost’s use of nature as a metaphor or simile for the human condition, as well as identifying the theme that the human race is alone in the vast universe where it occurs. Perhaps the best example of this recurring theme and Frosts use of nature as a metaphor can be found in his poem â€Å"Nothing Gold Can Stay. † In this piece, nature’s change from spring to summer is a metaphor for the loss of innocence in the world. Frost points to the fact that the world started out innocent when he opens by saying â€Å"Nature’s first green is gold† (Line 1). He glorifies our innocence by comparing it to the beauty of tree with golden buds just before they bloom. This observation and metaphor is true to the human condition as well, as we are born innocent. He continues on to describe how this doesn’t last for very long though when he says, â€Å"Then leaf subsides to leaf† (5). He then makes an allusion to the Bible about this loss of innocence in the following line, â€Å"So Eden sank to grief,† (6). As for the recurring theme, at the end of the poem man is left alone in the universe, stripped of innocence and disconnected from God. Another prime example of the recurring theme and frosts use of nature to illustrate his point can be found in his poem entitled â€Å"Desert Places. † In this poem the theme is clearly the loneliness and isolation felt by Frost. He uses nightfall during winter in the woods as a metaphor for loneliness. His description and figurative language paint a picture of the most lonely and isolated place imaginable, a wintry desert place. From here he lets the reader know that this place will only get more lonely before when he says â€Å"Will be more lonely ere it will be less† (10). After painting this picture of the most lonely place the reader can imagine, Frost concludes by saying that â€Å"I have it in me so much nearer home To scare myself with my own desert places. † (15, 16). This is where the recurring theme fits in; Frost internally is more concerned about his human condition where he finds himself alone in a vast universe that is indifferent to his existence. The entire poem sets up the delivery of these last two lines so that the reader can understand the significance of this theme to his life. The next poem examined is entitled â€Å"Stopping by Woods on a Snowy Evening. † Although Frost does use nature as a metaphor for the human condition in this poem, it’s theme is in stark contrast to the one found in â€Å"Desert Places. † In this poem, the woods in winter are a metaphor for isolation and solitude rather than loneliness. This could be for a couple of different reasons; perhaps it is the fact the speaker has the companionship of his horse. Either way, the poem begins in the woods as the speaker thinks back to civilization and the man whose property he is on. He notes that it is an nusual place to stop in the middle of the night since it serves no practical purpose and that his â€Å"horse must think it queer† (5). From here the speaker makes the observation that â€Å"The woods are lovely, dark and deep,† and takes a brief moment to enjoy the beauty, isolation, and solitude they offer before carrying on about his business (13). In con trast to the theme in â€Å"Desert Places† Frost appears to have found peace with the human condition in being alone in the woods that represent the vast and indifferent universe. Another poem that contains just one of the two constants being examined is entitled â€Å"Birches. In this poem Frost observes birch tree’s that have been permanently bent from the weight of winter snow and ice, this observation makes him nostalgic for the days he used to swing from the branches of these trees as a boy. He recalls being playing as carefree boy and the birch trees become a metaphor for his childhood innocence that he longs to have back. Near the end of the poem Frost writes, â€Å"It’s when I’m weary of considerations, And life is too much like a pathless wood† (44, 45) that he feels the most nostalgic for his carefree childhood. This statement makes the â€Å"pathless wood† a metaphor for the trials of adulthood that are like cobwebs and twigs that poke you in the eye in untamed woods (45). He longs to escape the reality of trials and this can be seen in the line stating â€Å"I’d like to get away from earth awhile† (48). Although the recurring theme of the being alone in the vast universe does not present itself in this poem, the constant of nature as a metaphor can be found again in this piece. The final poem that this paper will examine Frosts use of nature as a metaphor and the recurring theme of the human condition is entitled â€Å"Out Out—. † In this poem Frost takes the reader to a logging community where the days work is coming to end. In this setting, nature is a metaphor for both the livelihood and mortality of a young man/older boy working with a chainsaw at a logging camp to make firewood. Frost paints the picture of beautiful landscape off of which the subject is making a living, but when he is distracted from his work he accidentally cuts hand nearly clean off. Even with the doctor’s best effort to try to save the boys life, the boy passes away during the operation. It is here that the recurring theme reveals itself when Frost writes, â€Å"No more to build on there. And they, since they Were not the one dead turned to their affairs† (33, 34). In this poem the bystanders represent the indifferent universe, they continue on with their lives, as the boy dies alone. In conclusion, the influence of the New England landscape has clearly played a huge role in Robert Frost’s life’s work as a poet. One is hard pressed to find a poem of his that does not contain some kind of metaphor inspired by the natural world surrounding him. Although the great poet does explore the recurring theme of the human condition where man is alone in the vast and indifferent universe, this theme is not nearly as constant as his metaphoric use of natural world. Frost was able to make a name for himself through this poetic style and will remain as one of the greatest American poets there ever was and will be. References â€Å"Robert Frost. †Ã‚  The Poetry Foundation. The Poetry Foundation, n. d. Web. 14 Apr. 2013. How to cite Critical Analysis of Robert Frost, Papers

The Process of Acting Essay Example

The Process of Acting Essay Drama is an art.Its artists are actors.Just like any other art form, proper training in theater is essential to gain mastery in the skill of acting.There are many approaches to teaching acting.Gordon Phillips, a seasoned professional in the field, has developed a very interesting method.In his book, Take it Personally, he describes his system as the most honest, natural, and practical.The closest to the way nature itself works (26).Phillipss pedagogical technique revolves around the idea that the actor must learn to use a set of tools with which he can handle any role given to him.Through his approach, Gordon Phillips hopes to give all aspiring actors a set of instruments with which to conquer any character.The Process, as he calls it, states that the tools in the actors toolbox do not entail acting in and of themselves, but instead give the actor a way to master the art of acting. The main component to Phillipss toolbox of acting involves neutralization and actualization of the sel f, the script, and the acting environment represented in the script.In order to comprehend this, we mustfirst realize the definition that Phillips is referring to when speaking of neutralization and actualization.By neutralization, Phillips means to say that before beginning to tackle any given character, one must open himself up to the new character; free himself of judgments and preconceptions of the character.After this has been accomplished, the actor can move on to actualize, or humanize the character. An understanding of what Phillips means by these two complex ideas now allows us to explore the specificssensory, physical, and emotional neutralization and actualization.Sensory and physical neutralization have to do with neutralizing the self.The actor must not allow himself to be hindered by previous learning of the charac

Formal Charge Example Problem

Formal Charge Example Problem Resonance structures are all the possible Lewis structures for a molecule. Formal charge is a technique to identify which resonance structure is the more correct structure. The most correct Lewis structure will be the structure where the formal charges are evenly distributed throughout the molecule. The sum of all the formal charges should equal the total charge of the molecule.Formal charge is the difference between the number of valence electrons of each atom and the number of electrons the atom is associated with. The equation takes the form:FC eV - eN - eB/2whereeV number of valence electrons of the atom as if it were isolated from the moleculeeN number of unbound valence electrons on the atom in the moleculeeB number of electrons shared by the bonds to other atoms in the moleculeThe two resonance structures in the above picture are for carbon dioxide, CO2. To determine which diagram is the correct one, the formal charges for each atom must be calculated.For Structure A:eV fo r oxygen 6eV for carbon 4To find eN, count the number of electron dots around the atom. eN for O1 4eN for C 0eN for O2 4To find eB, count the bonds to the atom. Each bond is formed by two electrons, one donated from each atom involved in the bond. Multiply each bond by two to get the total number of electrons.eB for O1 2 bonds 4 electronseB for C 4 bonds 8 electronseB for O2 2 bonds 4 electronsUse these three values to calculate the formal charge on each atom. Formal charge of O1 eV - eN - eB/2Formal charge of O1 6 - 4 - 4/2Formal charge of O1 6 - 4 - 2Formal charge of O1 0Formal charge of C eV - eN - eB/2Formal charge of C1 4 - 0 - 4/2Formal charge of O1 4 - 0 - 2Formal charge of O1 0Formal charge of O2 eV - eN - eB/2Formal charge of O2 6 - 4 - 4/2Formal charge of O2 6 - 4 - 2Formal charge of O2 0For Structure B:eN for O1 2eN for C 0eN for O2 6Formal charge of O1 eV - eN - eB/2Formal charge of O1 6 - 2 - 6/2Formal charge of O1 6 - 2 - 3Formal charge of O1 1Formal charge of C eV - eN - eB/2Formal charge of C1 4 - 0 - 4/2Formal charge of O1 4 - 0 - 2Formal charge of O1 0Formal charge of O2 eV - eN - eB/2Formal charge of O2 6 - 6 - 2/2Formal charge of O2 6 - 6 - 1Formal charge of O2 -1All the formal charges on Structure A equal zero, where the formal charges on Structure B show one end is positively charged and the other is negatively charged. Since the overall distribution of Structure A is zero, Structure A is th e most correct Lewis structure for CO2.

Effects of Carbon Monoxide on the Body

Effects of Carbon Monoxide on the Body Carbon Monoxide (CO) Carbon monoxide is a colorless, odorless, tasteless and toxic gas produced as a bys of carbon monoxide producing devices commonly in use around the home include: Fuel fired furnaces (non-electric)Gas water heatersFireplaces and woodstovesGas stovesGas dryersCharcoal grillsLawnmowers, snowblowers and other yard equipmentAutomobiles Medical Effects of Carbon Monoxide Carbon monoxide inhibits the bloods ability to carry oxygen to body tissues including vital organs such as the heart and brain. When CO is inhaled, it combines with the oxygen carrying hemoglobin of the blood to form carboxyhemoglobin (COHb). Once combined with the hemoglobin, that hemoglobin is no longer available for transporting oxygen. How quickly the carboxyhemoglobin builds up is a factor of the concentration of the gas being inhaled (measured in parts per million or PPM) and the duration of the exposure. Compounding the effects of the exposure is the long half-life of carboxyhemoglobin in the blood. Half-life is a measure of how quickly levels return to normal. The half-life of carboxyhemoglobin is approximately 5 hours. This means that for a given exposure level, it will take about 5 hours for the level of carboxyhemoglobin in the blood to drop to half its current level after the exposure is terminated. Symptoms Associated With a Given Concentration of COHb 10% COHb - No symptoms. Heavy smokers can have as much as 9% COHb. 15% COHb - Mild headache. 25% COHb - Nausea and serious headache. Fairly quick recovery after treatment with oxygen and/or fresh air. 30% COHb - Symptoms intensify. Potential for long term effects especially in the case of infants, children, the elderly, victims of heart disease and pregnant women. 45% COHb - Unconsciousness 50% COHb - Death Since one cant easily measure COHb levels outside of a medical environment, CO toxicity levels are usually expressed in airborne concentration levels (PPM) and duration of exposure. Expressed in this way, symptoms of exposure can be stated as in the Symptoms Associated With a Given Concentration of CO Over Time table below. As can be seen from the table, the symptoms vary widely based on exposure level, duration and the general health and age on an individual. Also note the one recurrent theme that is most significant in the recognition of carbon monoxide poisoning - headache, dizziness and nausea. These flu like symptoms are often mistaken for a real case of the flu and can result in delayed or misdiagnosed treatment. When experienced in conjunction with the sounding of a carbon monoxide detector, these symptoms are the best indicator that a potentially serious buildup of carbon monoxide exists. Symptoms Associated With a Given Concentration of CO Over Time PPM CO Time Symptoms 35 8 hours Maximum exposure allowed by OSHA in the workplace over an eight hour period. 200 2-3 hours Mild headache, fatigue, nausea and dizziness. 400 1-2 hours Serious headache-other symptoms intensify. Life threatening after 3 hours. 800 45 minutes Dizziness, nausea and convulsions. Unconscious within 2 hours. Death within 2-3 hours. 1600 20 minutes Headache, dizziness and nausea. Death within 1 hour. 3200 5-10 minutes Headache, dizziness and nausea. Death within 1 hour. 6400 1-2 minutes Headache, dizziness and nausea. Death within 25-30 minutes. 12,800 1-3 minutes Death Source: Copyright 1995, H. Brandon Guest and Hamel Volunteer Fire DepartmentRights to reproduce granted provided copyright information and this statement included in their entirety. This document provided for informational purposes only. No warranty with respect to suitability for use expressed or implied.

Your body is like a castle under siege.discuss (biology) Essay

Your body is like a castle under siege.discuss (biology) - Essay Example All these cells possess the inherent ability to distinguish between self and non-self antigens while they develop as it is the key requirement in any defense mechanism. Once an antigen or a foreign body is detected these cells put forth a defense mechanism which protects the individual from the invading pathogens and helps to eliminate them. This defense could either be antigen dependent or independent. When immune cells attack any incoming antigen without being specific it is referred to as innate or non-specific immune response. Anatomical barriers such as skin and various body secretions and normal flora present within the body act as the immediate and first line of non-specific defense against the invading pathogens. When the foreign bodies escape these barriers the humoral components of the innate defense mechanism which includes the complement system, coagulation system that help to recruit phagocytic cells and secretion of substances such as interferon’s, lysozyme and i nterleukins play a vital role in eliminating the foreign substances. The cellular components involved in the innate defense mechanism include neutrophils and macrophages which act through phagocytosis, natural killer cells and eosinophils (Mayer, 2009). In contrast to the innate defense, the specific, acquired or adaptive defense mechanisms are antigen dependent. In the specific response a time lag exists between exposure to the antigen and the immune response generated as the acquired immune response is not inherent from birth, instead it is specific and unique to every antigen encountered and a memory of that response is also created by which subsequent exposure to that antigen will generate a similar and a more effective response (Mayer, 2009; Delves, 2008). The lymphocytes present in the blood are the major cells involved in the specific immune response and the two major types of cells, the B and T lymphocytes all of which originate in the

Re-write lab Report Example | Topics and Well Written Essays - 500 words

Re-write - Lab Report Example Sand was already there in the can. A thermocouple sheath made of stainless steel was also introduced into it exactly quarter of an inch above the crucible’s base. The isolation was created with a glass fiber that decelerated the cooling process. The experiment used this time to note the data. He noticed the alteration of temperature with respect to time. Until the temperature of Tin reached 150C, temperature was noted several times at an interval of 5 seconds. 150C is essentially 10C above the freezing point of Tin. This was done so as to ensure that the thermocouple sheath does not get frozen. Once the data was completely collected, the Tin cooling curve was developed using the information of temperature versus time. Abstract This experiment was intended to find out Tin’s melting point for which, a ceramic crucible that contained Tin was heated in a furnace enough to get the temperature above Tin’s estimated melting point. The molten Tin was shifted to the coffe e can filled with sand. A thermocouple sheath was placed into the molten Tin and was isolated with a glass fiber. The cooling process was slowed down due to that and the experimenter noted the data meanwhile. Finally, with the help of data of temperature alteration with time, the Tin cooling curve was formulated.

Essay --

Final Portfolio Paul Mbanu English 1 Section 1906 16 December 2013 Table of Contents Title page for â€Å"Learning letter† †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦1 Learning letter (Letter to professor) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Title Page â€Å"Genre Works† †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦... Draft genre 1 (Movie Review on â€Å"A few good men†)............................................. Draft genre 2 (Presentation summary - the real deal about fast food)...................... Draft genre 3 (Poem)........................................................................................... Title page â€Å"Research Paper† †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦... Research paper †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Appendix (Extra Credit).................................................................................... Learning Letter Dear Prof Gill, For me, the beginning of this semester was stressful because of not knowing what was to come my way, but now I feel like I’ve overcome a few obstacles in this class I never thought possible, which is why I feel like I deserve at least a â€Å"B†. I feel this way because I know I got far off track at the beginning of the semester but I have since then developed a sense of concentration and have furthermore improved my writing skills, which will show in my final research paper. Before I entered English 1 I had only a slight of knowledge in writing. It usually took me some time to write because I didn’t really know how to be explanative properly or promptly and I also had a hard time thinking about what I was going to write about. At first, the reading journals & writing exercises... ... initially received a call of a possibly intoxicated man, who was later identified as Silva† (Stuart). Two witnesses who recorded the beating on their cellphone’s say they were approached by the officers minutes after and demanded the cellphone’s. In the form of Civil disobedience, they initially did not give them the phones, claiming that they had no right to do so and that filming the cops is legal. The cops however, were hell bent in getting those phones in fear of the truth coming out. Exercising their authority, the officers held the witnesses illegally for 8 hours and soon obtained a permit which allowed them to take the witnesses phones. At that point, it was possible that the cops may have deleted the footage. This is an example of how people from the system use their authority at the wrong times to serve themselves. Its our responsibility to firmly stand up

John Dalton and Atomic Theory Outline and Sources

John Dalton and Atomic Theory John Dalton was a British scientist who made important contributions to science and to the atomic model specifically. I. Experiences in his life that led to his interest in science and the study of the atom A. Education and teaching career brought him in contact with amateur meteorologists B. Mentors and meteorology directed his interest toward air pressure and properties of gaseous elements C. Study of elements led to interest in components of elements and his atomic theory. D.This is the general path to his discoveries. However, no one knows specifically how he reached most of his conclusions about atoms. II. Work on the atom and its contribution to the modern atomic model A. Lavoisier’s Law influenced Dalton’s assertion that atoms cannot be created, destroyed, or subdivided. B. Proust’s Law of Definite Proportions led Dalton to his Law of Multiple Proportions C. He was trying to explain why water absorbs different gases in differe nt proportions. D. Contributions 1. All matter consists of tiny particles, atoms. 2.Atoms cannot be created, destroyed, separated into smaller parts or transformed into another element. 3. All atoms of the same element have identical weights, while atoms of different elements have different weights. 4. When elements react, their atoms combine in simple, whole-number ratios. 5. When elements react, their atoms sometimes combine in more than one simple, whole-number ratio. 6. When atoms combine in only one ratio, they are combining in a 1:1 ratio. III. Contributions which were eventually disproven and thus are not part of the modern model A.The idea that atoms that combine in only one ratio do so in a 1:1 ratio not only led him to wrong conclusions, but also caused his theory to be rejected for many years. B. Another mistaken idea was that atoms cannot be separated into smaller parts or transformed into another element. C. The assertion that all atoms of the same element have identica l weights, while atoms of different elements have different weights is inaccurate. IV. Conclusion A. His work was important and foundational to modern atomic model. Sources [1] â€Å"John Dalton (British Scientist): Atomic Theory. Encyclopedia Britannica Online. Encyclopedia Britannica, n. d. Web. 5 Feb. 2013. . [2] Lefers, Mark, and Holmgren Lab. â€Å"Northwestern University/Morimoto Laboratory-Definitions. † Online Posting. Morimoto Laboratory. Northwestern University, 26 July 2004. Web. 5 Feb. 2013. . [3] â€Å"John Dalton Biography. † Bio. com. A&E Networks Television, n. d. Web. 5 Feb. 2013. . [4] Senese, Fred. â€Å"Foundations of Dalton's Atomic Theory. † General Chemistry Online: Companion Notes: Atoms & Ions: Dalton's Atomic Theory: Dalton's Postulates. N. p. , 25 July 2005. Web. 5 Feb. 2013. .

Ways to Say Thank You in Spanish

Chances are that one of the first words you learned in Spanish is gracias, the most common way to say thanks or thank you. Gracias is, of course, a useful word and should top any list of words Spanish students should learn. How To Use Gracias, a  Word for Thanks If you wish to indicate what youre giving thanks for, use the preposition por to mean for: Gracias por el regalo, which means thank you for the gift. If you want to say thank you very much, you can use muchas gracias or even muchà ­simas gracias. Also common is mil gracias, literally a thousand thanks. As you might guess, gracias is closely connected with—technically, its a cognate—the English word grace. The connection can be seen most easily if you remember that giving a prayer of thanks before a meal is sometimes known as saying grace. Gracia, the singular form of gracias, also has some of the other meanings of grace. Some examples of how gracias can be used: Gracias por ser quien eres. (Thank you for being who you are.)Gracias por tu comprensià ³n. (Thanks for your understanding.)Gracias a las lluvias de este aà ±o hemos podido disfrutar de estas cascadas. (Thanks to this years rains we have been able to enjoy these waterfalls.)Gracias, mi amigo, por todo lo que me das. (Thank you, my friend, for everything you give me.)Sobre todo, te doy las gracias por hacerme muy feliz. (Above all, I give you thanks for making me very happy.)Estas gracias son tambià ©n para todos vosotros. (These thanks are also for all of you.) ¡Un millà ³n de gracias a nuestros patrocinadores! (A million thanks to our sponsors!)Muchas gracias por su solicitud. (Thank you very much for your application.)Te ofrezco mis gracias sinceras. (I offer you my sincere thanks.) Agradecer and Related Words If youve gone beyond learning the basics of Spanish, you also can use the verb agradecer, which is used to express gratitude, appreciation or thanks. Two related words are also in common use: agradecido (grateful, appreciative or thankful) and agradecimiento (appreciation or gratitude). Note that agradecer is irregularly conjugated if youre speaking about yourself in the present tense. So agradezco is the form to use to say something such as I am grateful or I appreciate. Following the conjugation pattern of conocer, it is also irregular in some other forms youre less likely to use. Te agradezco el regalo. (I appreciate the gift.)Me siento agradecido (agradecida if youre female) por el regalo. (I feel grateful for the gift.)Estoy agradecido (agradecida if youre female) por el regalo. (I am grateful for the gift.)Quizà ¡s no estaban agradecidos por el favor que hice por ellos. (Perhaps they never appreciated the favor that you did for them.)Les agradecemos por su donacià ³n para los nià ±os. (We appreciate your donation for the children.)Me dijo que me agradecà ­a mucho por el fin de semana. (She told me that she was grateful to me for the weekend.)Los propietarios merecen muchos agradecimientos por su generosidad. (The owners deserve much appreciation for their generosity.)Es importante que cada familia cree una cultura de agradecimiento. (Is it important that each family create a culture of gratitude.)