Magnesium alloys - AK80 and ZK60 Essay Example | Topics and Well Written Essays - 2750 words

Magnesium alloys - AK80 and ZK60 - Essay Example Magnesium alloys like Mg ZK60 and Mg AK80 have occupied the essential demands for automotive Mg parts. Car structural parts are essentially produced from energy absorption materials with reasonable elongation, high yield strength and most importantly high impact energy. A type of alloys called Wrought Mg alloys have the potential to serve these needs better then the die cast Mg alloys. 1 more benefit of using alloys is â€Å"The use of Wrought Mg parts in vehicles will cause weight saving up to an average of 30% compared to Aluminum and 70% compared to steel. Magnesium alloys are in demand now days for the properties like low density, high melting and boiling point, high specific strength, good electromagnetic shielding characteristics, excellent castability and machinability. Magnesium AZ80 Structure Magnesium ZK60 Structure Types of Alloys Magnesium alloys are divided mainly in 2 types. First type is Cast Alloys. Magnesium casting  proof stress  is mainly 75-200  MPa,  ten sile strength is between  135-285  MPa and elongation 2-10%. Common  density  is 1800  kg/m3  and  Young's modulus  is 42 GPa. Some of the most popular and common alloys are AZ63, AZ81, AZ91, ZK51, ZK61, Elektron 21. Second is Wrought Alloys. Magnesium wrought alloy proof stress mainly coincides between 160 and 240  MPa, tensile strength is 180-440  MPa and elongation remains 7-40%. ... Like (A= aluminum, Z= Zinc, M= Manganese, S= Silicon) and remaining the two digits after the letters indicates towards the percent composition respectively. For an example – If the given alloy is AZ63, we can predict that the two elements, Aluminum and Zink are present in the alloy and the percent composition of both the metals is 6% and 3% respectively. Specification Physical properties of Alloys Magnesium and its alloys mainly have silvery and white shades. As discussed above, Magnesium is the lightest structural metal present. So the alloys of magnesium are used to build structures like automobiles and massive buildings. As magnesium being reactive in nature, the alloy of magnesium is used for the building purposes. Magnesium and its alloys can be fabricated very easily. Pieces of Magnesium’s alloys can be welded, molded, cut and shaped according to requirement. Magnesium is the 6th most found element in nature, consisting of 2.1% of the earth’s crust. Common density of Magnesium alloys is 1800 Kg/m3. Relative Intensity of Magnesium Chemical properties of Alloys: - Magnesium is present in 2nd group and 3rd period of the periodic table, having atomic no as 12. Its average atomic mass is 24.035 gm. The boiling point of magnesium in standard conditions is 1090 degree Celsius or 1994 degree Fahrenheit. Magnesium is one of the most reactive metals present in the periodic table that is why; generally magnesium is not present in Free State on the earth. This is 1 of the need to form the alloys. The alloys of Magnesium like AZ80 and ZK60 have high melting and boiling points as compared to Magnesium. Alloys have higher stable condition and can be kept freely in the atmosphere. Uses of the given alloys Variety of the stock for subsequent working

Determinants Of Health Essay Example for Free

Determinants Of Health Essay Social determinants of health are the circumstances in which people are born, grow up, live, work, and age, as well as the systems put in place to deal with illness. These circumstances are in turn shaped by a wider set of forces: economics, social policies, and politics.Social determinants of health are factors in the social environment that contribute to or detract from the health of individuals and communities. These factors include, but are not limited to the following: Socioeconomic status,Transportation,Housing,Access to services,Discrimination by social grouping (e. g., race, gender, or class),Social or environmental stressors.Certain factors that contribute to the development of illness are: Poverty,Unemployment,High School Education, Health Insurance. Communicable diseases spread from one person to another or from an animal to a person. The spread often happens via airborne viruses or bacteria, but also through blood or other bodily fluid. The terms infectious and contagious are also used to describe a communicable disease. A communicable disease chain is the chain of infection,which includes: INFECTIOUS DISEASE:Any microorganism that can cause a disease such as a bacterium, virus, parasite, or fungus. RESERVOIR: The place where the microorganism resides, thrives, and reproduces, i.e., food, water, toilet seat, elevator buttons, human feces, respiratory secretions. PORTAL OF EXIT : The place where the organism leaves the reservoir, such as the respiratory tract (nose, mouth), intestinal tract (rectum), urinary tract, or blood and other body fluids. MODE OF TRANSMISSION :The means by which an organism transfers from one carrier to another by either direct transmission (direct contact between infectious host and susceptible host) or indirect transmission (which involves an intermediate carrier like an environmental surface or piece of medical equipment). PORTAL OF ENTRY : The opening where an infectious disease enters the host’s body such as mucus membranes, open wounds, or tubes inserted in body cavities like urinary catheters or feeding tubes. SUSCEPTIBLE HOST :The person who is at risk for developing an infection from the disease.

The portrayal of women in The Great Gatsby Essays -- English Literatur

The portrayal of women in The Great Gatsby Since the concept of society exists, women have been classified differently from men. Women have always been the "weak sex", which is meant to obey and please men. This has changed and now there is a relative equality between sexes, but surprisingly, the image of women only started to change significantly in the last 100 years, and even in this century discrimination still takes place. In the 1930's society had still a very primitive view of women, even if they had acquired rights such as the right to vote, this had just occurred in the 1920's. Most men still had the thought that women should only stay home and raise children, that they should not be involved in politics, and their ideas were not valuable. From the start of the book we can see that women in the book are portrayed, as naà ¯ve, brainless and that they can be easily manipulated. We first notice this with Daisy's description, and then Myrtle's, Jordan is kind of an exception, but she doesn't have much of a significant part in the story. Daisy is described as sensitive, materialistic, and she believes in everything she hears. I think that the fact that she is blonde is because of the popular saying that "blondes are stupid". Throughout the book we can see that as a matter of fact daisy is the image of what is supposed to be a high class women, she is not too bright, aware of her prettiness, and style "sophisticated god I'm sophisticated" daisy, pg 18 and thinks that the world revolves around her, and she hardly does anything by herself, Daisy isn't totally in control of her own life, as she hasn't got the courage to change What she is unhappy with, in fear of the public opinion, With Daisy the autho... ... or emotions. By giving such superficial information about them the reader gets the idea that they are foolish, and not too bright. Neither of them has a really important role in the plot, or is fundamental in crucial times of the story. They don't participate with ideas. Daisy is Gatsby's dream, for all he lives and she is portrayed as an "unreachable jewel" almost as an object, something that does not exist, and will never be reached. Definitely women have a secondary role in the book, the narrator is a man, important phrases are said by a man, and It's men who are described deeply, the whole story spins around them. In the 1930's it was a common idea to think women had a secondary l role in life, maybe F. Scott Fitzgerald had this ideology, or he was trying to reflect society as accurately as possible, and for this reason he put women on a second plan.

The Fall of Mughal Empire

The fall of Mughal Empire Under Aurangzeb’s successors the decay of empire was hastened by several causes and the spirit of lawlessness rampant throughout the land. In such circumstances ruin of Mughal Empire was inevitable. Aurangzeb, as a ruler of India proved to be a failure. He hardly realised that the greatness of an empire depends on the progress of its people as a whole, largely owing to the emperor’s each of political foresight. The symptoms of the integration of Mughal Empire appeared before he left the world.His successors only hastened the process of decay. Disintegration of the Mughal Empire The death of Aurangzeb on the 3rd March, 1707, was a signal for the disintegration of the mighty Mughal Empire, which dazzled the contemporary world by its extensive territories, military might and cultural achievements. The reign of Aurangzeb was the swan-song of the Mughal rule in India. No sooner had he breathed his last then his three sons Muazam, Muhammad Azam and M uhammad Khan Baksh entered into bitter oratorical quarrels for the possession of the throne of Delhi.While nine Mughal Emperors followed one another in quick succession in the fifty years following the death of Aurangzeb, many adventurers Indian and foreign carved out independent principalities for themselves. Mughal government of Oudh, Bengal and the Deccan freed themselves from the control of the Central Government. The Hindu powers found the time opportune for assertion of their independence. Invaders from the North-West repeated their incursions in search of wealth and the European trading companies interfered in Indian Politics.In spite of all these external and internal dangers, dissolution process of the Central structure of the great Mughal Empire was slow and long drawn out process. BajiRao’s raid of Delhi(1773) and Nadir Shah’s invasion(1739) exposed the hollowness of the Mughal Empire and by 1740 the fall of the empire was an accomplished fact. Among the var ious causes responsible for decline and the downfall of the great Empire the following deserve special mention: 1. Aurangzeb’s responsibility. The expansion of the Mughal Empire under Aurangzeb resembled an inflated balloon. The empire has expanded beyond the point of effective control.Its vastness in the absence of developed means of communication tended to weaken the centre instead of strengthening it. The emperor’s religious policy provoked a general discontent in the country and the empire was faced with rebellions of the Sikhs, the Jats, the Bundelas, the Rajputs and above all the Marathas. Aurangzeb only created enemies. His narrow bigoted religious policy turned the Rajputs, a reliable supporter of the Imperial dynasties into foes. He re-imposed â€Å"Jeiza† on the Hindus which led to the rising of the Satnamis, Bundelas and the Jats. The Sikhs rose against the empire paralysing Imperial administration in the Punjab.The Hindu resistance in the Maharashtra assumed a national character. The Maratha guerrillas demoralised the splendid armies of Aurangzeb, broke their spirit of superiority and wore them out. One of the strongest reasons of the annexation of the Shia Kingdoms of Bijapur and Golconda was religious. The conquest of these Muslim kingdoms of the south removed the strongest local check on Maratha activities and left them free to organise resistance of Mughal Imperialism. Aurangzeb’s mistaken policy of war in the Deccan which continued for twenty seven years drained the resources of the empire.The rulers of Bijapur and Golconda were Shias and for a fanatical Sunni like Aurangzeb there was no place for them in India. The annexation of these States was a blunder. He should have followed a buffer-state policy towards these kingdoms. He should have subordinated his religious zeal to statesmanship. If he had helped these states against the Marathas, he would have been able to keep the latter in check with much less expense a nd waste of energy. After the annexation of Bijapur and Golconda, Aurangzeb tried to crush the power of the Marathas; Sambhaji the son of Shivaji was captured and put to death.His son Sahu was also made a prisoner. However the Marathas carried on their struggle against the Mughal under the leadership of Raja Ram and Tara Bai. When Aurangzeb died in 1707, the power of the Marathas was not still crushed. They were stronger than before. Well I think, â€Å"The Deccan was the grave of his reputation as well as of his body†. He had to remain a way from the capital for a quarter of a century. The result was that the whole of the administration went out of gear. There was confusion everywhere. The provincial Governors did not send the land revenue to Central Government.At a time when money was needed for Deccan war, very little was coming from the provinces. No wonder when Bahadur Shah succeeded to the throne, the treasury was empty. After the death of Aurangzeb various provinces be came independent of the Central authority. Oudh became independent under Saadat Khan Bengal, Bihar and Orissa became independent under AlivardiKhan. Asaf Jat Nizam-ul-Mulk became indepent in the Deccan. The Rohillas became independent in Rohilkhand. The Rajputs also asserted their independence. Thus, gradually the Mughal empire broke up.The failure of Aurangzeb in the Deccan wars destroyed the military prestige of the Mughals. Too much of expenditure made the Mugahl government bankrupt. The Deccan wars can rightly be called the ‘Ulcer’ which destroyedthe Mughal Empire. Weak Successors of Aurangzeb Aurangzeb died in 1707 and before his death he left a will by which he portioned his empire among his three sons. Inspite of this a bitter fratricidal war took place among the three princes for the throne. Muazzam was the ruler of Kabul and the Punjab, Muhammad Azim the second son was the ruler of the deccan. Prince Muazzam came to the throne after defeating his brothers.The M ughal system of government being despotic much depended on the personality of the emperor. Under a strong emperor all went well but the succession of a weak emperor was reflected in every filed administration. Unfortunately all the succession after Aurangzeb were weaklings and quite incapable to meet the challenges from within and without far from stemming the tide of decline, they arranged the situation by their idiosyncrasies and lacks morals. Bahadur Shah I (1707-1712) was 69 at the time of his succession to the throne and was too old to maintain the prestige of the empire.He liked to appease all parties by profuse by grants of titles and rewards. Jahandar Shah (1712-1713) the next in succession was a luxury profligate fool. Farrukh Siyar (1713-1719) was a contemptible coward. Mohammad Shah (1719-1748) spent most of the time watching animal fights. He was nicknamed â€Å"Rangila† for his addiction to wine and women. During his rule Nadir Shah attacked Delhi and Subedars be came independent. Ahmad Shah (1748-1754) excelled his predecessors in his sensual pursuits. He was unable to cope successfully with the disintegration forces that had grown so alarming on all sides.The empire was reduced to a small district round Delhi. The emperor was deposed and blinded in 1754 by the ‘wasir’. He was succeeded by Alamgir II and he was succeeded by Shah Alum who came under British and Maratha protection. Such weak and imbecile Emperors could hardly act as worthy custodians of public interests or maintain the integrity of the empire. Degeneration of Mughal Nobility When Mughal came to India they had hardly a character. Too much of wealth, luxury and leisure softened their character. Their ‘harems’ became full. They got wine in plenty.They went in palanquins to the battlefield. Such nobles were not fit to fight against the Marathas, the Rajputs and Jats and the Sikhs. The Mughal nobility degenerated at a very rapid pace. The Mughals nobility was taken from the Turks, the Afghan and the Persians and the climate of India was not very suitable for their growth. They began to degenerate during their stay in India. Ruddy warriors in boots, became pale persons in petticoats : â€Å"Where wealth accumulates men decay; And disloyalty on the empire did pray† We have a significant example of the moral degeneration of the Mughal peerage.The Prime Minister’s grandson Mirza Tafakh-kjur used to sally worth from the mansion in Delhi, with his ruffians plunder the shops in the bazars, kidnap Hindu women passing through the public streets in litters or going to the river to dishonour them; and yet there was no judge strong enough to punish him, no police to prevent such crimes. Every time such an occurrence was brought to the Emperor’s notice by the news letters or official reports, he referred it to the prime minister and did nothing more. Court Factions Broadly speaking, the nobles were ranged in two parties.Thos e two were children of the soil or the Indo-Muslim party. To this group belonged the Afghan nobles, the Sayyeds of Barha and Khan-i-Dauran whose ancestors came from Badakhastan. These Indian Muslims depended mostly on the help of their Hindu compatriots. The foreign nobles of diverse origin, opposed as a class to the members of the Hindustani party; were indiscriminately called Mughals. They were sub-divided into two groups according to the land of their origin. Those who came from Transoxiano and other parts of central Asia and were mostly of Sunni, persuasion formed the Turkani party.The most prominent members of this group was Mohammed Amin Khan and his Cousin Chin-Qillich Khan better known as the Nizam-ul-Mulk. The Irani party was composed of those who hailed for the Persian territories and were Shias. The most important members of the Irani party were Asad Khan and Zulfiqar Khan, the king maker. These were mere factions and were not like modern political parties. Their members had no common principle of action among themselves except of self-interest and no firm party allegiance. They fought battles, upsetting the peace of the country and throwing administration to dogs.Even in the face of foreign danger these hostile groups could not forge a united front and often intrigued with invadors. Defective Law of Succession The absence of the law of primogeniture among the Mughals usually meant a war of succession among the sons of the dying Emperor in which the military leaders of the times took sides. â€Å"The sword was the grand arbiter of right and every son was prepared to try his fortune against his brothers† Such a system though not commendable was not without its advantages. It provided the country with the ablest son of the dying emperor as the ruler. Demoralization in the Mughal ArmyThe abundance of riches of India, the use of wine and comforts had very evil effects on the Mughal army. Nothing was done to stop the deterioration. The soldiers ca red more for their personal comforts and less for winning battles. The importance of the Mughal armies was declared to the world when they failed to conquer Balkh and Badakhashar in the time of Shah Jahan. Likewise the failure of Shah Jahan to recapture Kandar inspite of three determined efforts proved to the world that the military machine of the Mughal had become imporatant. In 1739 Nadir Shah not only murdered the people of Delhi but also ordered their wholesale massacre.When such a thing is done by a foreigner, it only proves that the existing government is helpless. Such a government forfeits the right to exact allegiance from the people as it fails to protect life and property of the people. There were inherent defects in Mughal military system. The army was organised more or less on the feudal basis where the common soldier owed allegiance to the mansabdar rather than the Emperor. The soldier looked upon the mansabdar as their chief, not an officer. The defects of this system though evident enough in revolts of Bairam Khan and Mahabat Khan assumed alarming proportions under the later Mughal Kings. Only forced by need does he came out of the moat His army best knows how to turn from the fight; The Infantry – afraid to the barber that shaves; The Cavalry – fall off from their beds in their sleep; But in a dream – they see their mount frisk†. Economic Bankruptcy After the death of Aurangzeb, the Mughal Empire faced financial bankruptcy. The Deccan wars ruined the finances of the empire. The marches of the Imperial army damaged crops in Deccan while the beasts of burden ate away all the standing crops and greenery. Whatever little was left was destroyed by the Marathas Raiders.There was dislocation of trade and industry. Extravagant expenditure was a crushing burden upon the resources of the country. Nature of the Mughal State The Mughal government was essentially a police government and confined its attention mainly to the mainta inance of internal and external order and collection of revenue. The Mughals failed to effect a fusion between the Hindus and Muslims, an create a composite nation. All laudable efforts made by Akbar in this direction were undone by the bgotry of Aurangzeb and his successors.

Fundamentls of Entrepreneurship Essay

Fundamental of entrepreneurship is an individual who takes initiative to bundle resource in innovative ways and is willing to bear the risk or uncertainty to act. The purpose of done this assignment to know and understand that entrepreneurship play role to started new business enterprise. Moreover, entrepreneur for started new enterprise that SPM JATI (cooking oil), need review performance of his business, identify strength and weaknesses, recommend a plan of action that will capitalize on the company’s strengths, and overcome its weaknesses and finally business existing performance could be maintained and strengthened. Without this cannot complete the task to started new business. Before I start my assignment, I had obtained some information from my lecture and I also get information about entrepreneurship from internet. Through internet I know that entrepreneur of review performance to started new enterprise that SPM JATI (cooking oil), strength and weaknesses, recommend a plan of action and business existing performance could be maintained and strengthened. Entrepreneurship must face all kind of problem and know need to solve the problem then only can achieve in business, if the entrepreneur run away from business it show he or she cannot face it the business and don’t know how to solve the problem. Task 1, is mention a bout review the performance of SPM JATI enterprise cooking oil. It’s easy to focus only on the day-to-day running of SPM JATI enterprise. It’s simply include business efficiency, financial position, business goals and conduct a customers and market analysis. Task 2, is indentify about SPM JATI enterprise, strength could be seen in terms of SPM JATI staff extremely polite and helpful and your competitor’s staff has very few customer-friendly attributes, products SPM JATI provides cooking oil, customers loyalty is demand, and location located at. And weakness, an object’s look every aspect of SPM JATI enterprise whether its products and service could be improved. Task 3, is analysis the company strengths and weaknesses. And how to overcome the weaknesses of company. Task 4 is talking about help jerry to investigate ways in which business existing performance could be maintained and strengthened Task 1: 2. 2 How would you review the performance of his business? 2. 1. 1 Introduction task 1 In this task talking about review the performance of business of SPM JATI Company. This task explains about operation management. Product planning, location planning, process planning, supply chain management and quality management. 2. 1. 2 Answer Review the performance of SPM JATI Enterprise cooking oil for financial position, it’s often fail because of poor financial management or a lack of planning. Often the business plan that was used to help raise finance is put on a shelf to gather dust. When it comes to SPM JATI Enterprise cooking oil business’ success, therefore, developing and implementing sound financial and management systems. . Product planning Product planning and product control work hand in hand to ensure that consumers get the products they want, when they want. Product planning involves evaluating the product and placement, price, package and position. SPM JATI cooking oil using product planning. Price must standard and the package look nice and the customer attract to the package. Location planning Location is also very important for service and manufacturing ventures, which have such costs as advertising, promotion and distribution that are a direct result on where they located. SPM JATI company location is very near customer and other shop also. Location has to be convenient for customers and their employees need adequate parking. That means locating near to key suppliers in areas for pick-up and deliveries. JATI company choosing the best location for business that us the first step to target the customers. Process planning A business plan is used when starting a new business or new product into market. SPM JATI cooking oil develops the products and maintains the products. SPM JATI cooking oil planning buys a new machine that is automotive packing machine to improve the business and supply in big scale. Supply chain management Supply chain management is the oversight materials information and finance as move in a process from supplier to manufacturer to wholesaler to consumer. The product flow includes the movement of goods from a supplier to a customer as well as customer returns or service needs. SPM JATI cooking oil supply to wholesaler and the wholesaler supply to consumer this is supply hain management of SPM JATI cooking oil company. Quality management SPM JATI Company maintains the good name and reputation of the company. To gain a competitive advantage, many companies will implement a quality management system to ensure they produce the best products. 2. 1. 3 Conclusion The conclusion is when I do this question I got a lot of idea about the business and also I can understand very well about what is product planning, location planning, process planning, supply chain management and how much important to business. This steps all SPM JATI company follow and maintain the business Task 2: 2. 2 Help Jerry identify his company’s strength and weaknesses. 2. 2. 1 Introduction task 2 In this task discuss about SPM JATI company strengths and weakness. SPM JATI company strengths and weakness. SPM JATI Company strengths is understand consumer needs and provide high level customer service. Weakness is not enough workers in the company and also the labor costs very high. 2. 2. 2 Answer: The impacts of internal strengths and weaknesses on the success of the ‘subject’ of analysis. The internal strengths and weaknesses of you, your staff, your products, and your business. The internal strength that make’s organization more competitive than its marketplace peers. And the internal weaknesses with organization that will keep it from achieving its objectives; it is what an organization does poorly. Strength This involves looking at the strength and weaknesses of SPM JATIenterprise cooking oil. Internal strength of business SPM JATI enterprise cooking oil, could be seen in terms of SPM JATI enterprise staff, products, customers loyalty, processes, or location. SPM JATI enterprise cooking oil,strengthterms staffextremely polite and helpful, very important to be totally honest and realistic. Next products, cooking oil, customer loyalty is when a supplier received the reward of his efforts in interacting with his customer. Customer loyalty tends the customer to voluntarily choose a particular product against another for his needs. Location for SPM JATI enterprise are very good because very near to customer and wholesaler also. So when very near to customer the supply cost become low and can save money also. The name of company very popular everyone knows about JATI cooking oil and the products quality. JATI Company understands the consumer needs. JATI Companyprovides high level customer service. Have a presence in retail markets. And also the customer like and go for JATI cooking oil. Weakness Company weaknesses are a lack of resources or capabilities. SPM JATI Company has higher labor costs. Competitor who can have similar productivity from lower labor costs. SPM JATI also not enough workers and the management are not very good. 2. 2. 3 Conclusion In this task discuss about the company strengths and weakness. Explain about the SPM JATI company strengths and weakness. Task 3: 2. Following the analysis of the company strengths and weaknesses, recommend a plan of action that will capitalize on the company strengths, and overcome its weaknesses. 2. 3. 1 Introduction In this task discuss about the strengths and weakness of Jerry Company SPM JATI enterprise. So need to find out some step to help Jerry Company to improve. And also discuss the overcome company weakness. 2. 3. 2 Answer Company strengths The first strengths for jerry JATI Company are good name in market everyone know about the company and the brand. JATI Company provides high level customer service. Customer also likes to buy JATI products because customer likes the packing and the good service also. JATI Company supply goods time to time. Overcome company weakness After I discuss about strength and weakness of Jerry Company that is SPM JATI enterprise. Jerry can be try to improve the products and packing. Customer service is very important in business, Jerry Company must focus on customer service. First the weakness of SPM JATI Company is higher labor costs. After that SPM JATI company not enough workers in the company so cannot produce more products because very less worker. SPM JATI must take new worker for company and can produce more products. SPM JATI company have 3 lorry but that is not enough for supply goods because a lot of order from customer and wholesaler. So need to buy new lorry, for more supply goods for customer and the business also can develop if supply more goods for customer the company can make high profit. 2. 3. 3 Conclusion As a conclusion, I help to find the steps or ways to help Jerry Company to improve and do much better then now. Next is, found the ways to solve jerry company weakness Task 4 2. Jerry has bought you a one-week return ticket to his holiday home in Penang. He wants you to helpHim investigate ways in which the business existing performance could be maintained and strengthened. 2. 4. 1 Task 4 introduction In this task discuss about to help jerry investigate ways in which the business existing performance could maintained and strengthened. I help jerry how to improve the performance of SPM JATI Company. So for one-wee k I will take care jerry business and help him also to improve the business. 2. 4. 2 Answer The ways to improve the company performance I have help jerry to promote his company name and product. I do which customers buy a lot of JATI product they all get some gifts from company. Next is, I give some donation under JATI company name then only people know about the company and what they are selling or produce. This also one good type of advertising. If company name popular in market then all customer know about the company and the business sales also increase. And I ask jerry to do some offer or discount. When customer purchase JATI product the price be half price for few month, to promote the product. Another idea is make t-shirt for customer, like which shop sell a lot of JATI products give them t-shirt. 2. 4. 3 Conclusion Conclusion is, this is the ways to improve the company performance and steps. When jerry follow the steps above sure jerry company will be improve and success on his overall business performance and also can increase the business sales or monthly turnover can increase. This steps all are very good to business improve and can increase the production of the company so jerry must follow the ways to improve. But now Jerry Companyimproves ready, so for no problem for Jerry Company. I think Jerry Company does better sales and better business management. Because jerry know ready what is steps and ways to improve the company performance. 3. 0 Conclusion As a conclusion when I finish this whole assignment I can understand what is business strength and weaknesses. And how to take care the business and also how to solve the problem. So when jerry follows all the ways or steps of business, sure the business will successes and can make more profit. Every entrepreneur must know the business strength and weakness.

POPULATION REDISTRIBUTION essays

POPULATION REDISTRIBUTION essays Population redistributions based on ethnicity have defused intense rivalries in the recent past, and could be a solution to the internal ethnic crises for nations such as the former Yugoslavia. Currently described by the media as "ethnic cleansing", Population redistributions have been the focus of much controversy throughout U.S. and world history. To those affected, Population redistributions can be economically and emotionally devastating. It can also lead to enormous tragedies causing thousands of deaths when conducted in a brutal manner. The results of various population redistributions are examined throughout this paper with the focus on the Japanese Internment camps in the U.S. and the current crises in the former Yugoslavia. There are examples of population transfers that have taken place in the twentieth century. In 1923, Greece and Turkey signed the Treaty of Lausanne. The two rival nations agreed to expel 150,000 Greeks living in Turkey, and 388,000 Turks living in Greece back to their ethnic homelands. Except in Cyprus where the populations remained mixed. Turkey and Greece have not taken up arms against each other again. After World War II eight million people of German ethnicity were expelled from their native communities in Poland and throughout Eastern Europe, due to agreements made by the Allies at the Potsdam Conference. Hundreds of thousands of Germans died or were killed during the transfer due to the brutal manner in which it was carried out. Due to the lack of diversity and conflicting cultures the long-term results of the population transfer have ended internal ethnic problems in Poland since then. Israel expelled their own settlers from occupied land (which is currently the new Palestin ian nation) in order to bring about a lasting peace between the two former rivals. After bombing Pearl Harbor, Hawaii on December 7, 1941, 120,000 Japanese and Japanese-Americans living in Oregon, Washington, California, and A...

Bills Made Into Law essays

Bills Made Into Law essays Describe the process of how a bill becomes a specific law with specific attetnion to the hurdles that result in the death of most bills. Our government consist of three branches wich re the judicial legislative and executive. This branches of government , for the most part are the ones that maintian order in our country. Each branch is assigned to a sepcific task. for example the legislative branch, wich is made up of congrss, is responsible for making the laws. but how are laws made? Congrees has two annual sessions with in each term. During this sessions many bills are propsed . However oly about five to ten percent of all the bills porposed will pass as laws. As the steps abill must go through to become a law. The chances of it becoming a law become slim to none. first a bill is introduce by anone in either the senate or the house. in the house of reprsenatives the represenative signs his name on a bill and putds it on the clearks sesk or it in a box called the hopper. however, in the senat, it is usually introduced by the sponers from the floor. There after one must wait for the bill is then given a number (HR 253- Hr indicates the House of Represenatives) and put on the it to be put onto the agenda. The bill can be made public,wich pertains to public affairs or private whichpertains to a particular invidual. Then the bill is referred to a standing commitee, here the bill is heard by hearings. After the billl is heard it id gave to differnt committies. It could be given to many committies to be passed through multiple referral. Although through muliple refferel, it gives the bill toa chance to be heard by many peole , it takes along time becaue it goes through eveyrone and by the time it is done it could have been agrreed on in differnt ways. If this haapens members have to come together in a gargantuan joint meeting. The multiple referral does have an advantage becaue it lets all the views be heard...

SAT Math vs ACT Math Whats the Difference

SAT Math vs ACT Math What's the Difference SAT / ACT Prep Online Guides and Tips Which is better/easier/faster- the SAT Math section or the ACT Math section? How does each stack up over the course of the entire test? Most importantly, which math section is right for you? We’ll break down both the similarities and differences in this SAT Math vs ACT Math guide and help you decide which standardized test suits you better. SAT Math vs ACT Math: Test Organization First, let us look at how each test is structured as a whole and how each math section fits into that overall form. ACT Test Organization The ACT is broken into four sections (five, if you take the ACT + Writing), making for a two-hour and 55-minute test (or a three-hour and 35-minute test), not including break times. Each topic section is taken all at once, meaning they are not broken into smaller subsections, and the topics will always appear in the same order. Here is an overview of the ACT Math section: ACT Section Order on Test # of Questions Total Time Time per Question Math 2 (after English) 60 60 mins 60 sec The ACT Math section will always be the second section and therefore will always be sandwiched between ACT English and ACT Reading. You'll have no opportunity to come back to the Math section once your time is up, so you'll have to balance your timing and strategies yourself. Even if you have an extra 10 minutes left on the Reading section, you can't come back to answer more questions on the Math section. This kind of structure tends to appeal to those who can focus on one task for long stretches of time or those who like to finish tasks completely before moving on. The trade-off is, of course, that you'll need to be vigilant when taking the section (if, for any reason, you always get very sleepy in the second hour of taking a standardized test, there goes your entire Math score!). SAT Test Organization The SAT has three main sections (four if you take the SAT with Essay) that, like the ACT, will always appear in the same order. The test is a total of three hours (three hours and 50 minutes with the optional Essay), with the Math section taking up 80 minutes total. Similar to the ACT, once the Math section is over, you'll have no opportunity to go back and answer any questions you might have missed. Here is an overview of the SAT Math section: SAT Math Section Order on Test # of Questions Total Time Time per Question No Calculator 3 (after Writing) 20 25 mins 75 sec Calculator 4 38 55 mins 87 sec The SAT Math section is the only section on the test that's broken up into two segments: a No Calculator subsection (for which you may not use a calculator) and a Calculator subsection (for which you may use a calculator). The No Calculator section comes first after Writing and is 25 minutes long, whereas the Calculator section comes afterward and is 55 minutes long. The SAT testing structure tends to appeal to those who feel more confident in their math abilities and don't need or want to rely on a calculator as much. You'll also get more time per question with the SAT Math section than you will with ACT Math, so it's ideal for those who'd like more time to solve problems and check their answers (we'll talk more about this in detail later). The difference between the two test structures mostly depends on how you like to test. For some people, solving math problems without being able to check them with a calculator is a huge challenge. Others might prefer getting the math section done as early as possible. There is no "better" test design for everyone- just the one that appeals to you more or works better for you specifically. Each test will always have its own predictable structure so there will never be any surprises. SAT Math and ACT Math: Question Types Although many of the math topics covered by the SAT Math section and the math topics covered by the ACT Math section are the same or similar (with some notable exceptions- we'll talk about this more in a moment), the way each test presents its questions is markedly different. Now that we've seen how each exam is organized, let's look at the type and presentation of each math question on the SAT and ACT. ACT Math Question Types The ACT tends to present math questions in a fairly straightforward manner. The questions may test you on challenging mathematical concepts, but they are not specifically designed to test your reading comprehension, nor are they set up to lure you to select bait answers. Basically, ACT Math questions test how well you have memorized a particular math concept and whether you can appropriately recognize and utilize it when necessary. Again, this is not to say that ACT Math questions are easy- many of them are quite challenging- but they're designed to test how well you know specific math concepts and not how well you can solve a puzzle you've never seen before, or how well you can translate a long paragraph that sets up an unusual math scenario. For example: Do you know what a rational number is? And: Do you know how to find the tangent or cosine of a particular angle? (For answers and step-by-step tips on how to solve these questions, check out our guide to the hardest ACT Math questions.) Note that each question gives you five answer choices, so you will always have a 20% chance of getting a question right, even if you were to just venture a guess. You will not be provided with any formulas on the test, so you must have them all memorized before test day. (For a complete list of formulas to know for the ACT, check out our guide to the 31 formulas you'll need to memorize.) Compared to the SAT, the ACT covers a slightly wider range of math topics, such as graphs of trig functions, matrices, and logarithms, none of which is on the SAT. But you must only memorize a few specific rules and formulas for each topic. In addition, geometry makes up about 35-40% of ACT Math but a far smaller percentage of SAT Math, so if you're really good at geometry, the ACT might work better for you. Essentially, the ACT casts a wider mathematical net than the SAT does, but each topic is covered a little more shallowly (except for geometry). SAT Math Question Types The SAT Math section is very similar to the ACT Math section in that questions generally test the same broad math topics (with a large emphasis on algebra) and are all fairly straightforward. In terms of content, the SAT has a much smaller focus on geometry than the ACT does (less than 10% of SAT Math is geometry questions). Furthermore, SAT Math tests fewer math concepts as a whole. While the ACT has slightly more questions that deal with trigonometry, the SAT only has a few at most, so if you're not really good with sines, cosines, and tangents, the SAT might be a better fit for you. The SAT Math section does have a large emphasis on word problems and data analysis, more so than the ACT Math section does. The data analysis problems are often connected across many questions as well. For example: Can you understand how algebra relates to a real-life scenario? And: Do you know how to interpret tables and charts? In terms of formulas and necessary information, the SAT will always give you a formula box at the beginning of both the No Calculator and Calculator sections. Despite this, we still suggest making time to memorize the most important formulas so there are no surprises on test day. Another big difference from the ACT Math section is that the SAT Math section has 13 grid-ins, or student-produced response questions, which account for a whopping 22% of questions on SAT Math. For these, you must come up with your own answer to a problem- there are no answer choices to choose from! Finally, as you could probably tell from the examples above, multiple-choice SAT Math questions will always have just four answer choices as opposed to the ACT's five answer choices. This gives you a slightly better chance (25%) of getting a question right if you were to guess. Each test gives you a slightly different array of math topics and problems, but, once again, there is no "better" test for everyone. If you are stronger in geometry and want to always have access to a calculator, then the ACT might be a better fit. On the other hand, if you like connected data analysis problems and are confident in your math abilities without a calculator, then the SAT might be the ideal exam for you. So let's talk scores (and hopefully none of us will be the throw on the top right). ACT Math vs SAT Math: Scoring For both the ACT and SAT, the balance of correct and incorrect answers gives you what is called a raw score, which is converted into a scaled score. Let’s break down this process and look at how each test differs in its scoring approach. ACT Scoring The entire ACT Math section is multiple choice with five different answer options. For each question on the ACT, you will earn the following points: +1 raw point for each correct answer 0 raw points for any incorrect or blank answer There is no penalty or negative points for wrong answers on the ACT. Once you have a raw score, you can convert it into a scaled score out of 36. This scaled score, in turn, will show you how you rank nationally in terms of your percentile, which indicates how you compare with other students who took the test. For example, if you scored in the 60th percentile, you scored better than 60% of all students who took the test (and 40% of all students received a higher score than you). For details on how to find your raw score, scaled score, and percentile, read our guides on how the ACT is scored and ACT percentiles and score rankings. SAT Scoring As we explained earlier, the SAT Math section is broken into a combination of multiple-choice and grid-in questions. For each question, you will receive the following: +1 raw point for each correct answer 0 raw points for any blank answer Like with the ACT, there is no point penalty for incorrect or blank answers on the SAT. The total raw score on the SAT Math section gets converted into a scaled score on a scale of 200-800. This scaled score will, in turn, give you your percentile ranking, which compares your scaled score to everyone else who took the SAT. To learn more about how to find your raw score, scaled score, and percentile, take a look at our guides on how the SAT is scored and SAT percentiles and score rankings. ACT Scores and Percentiles vs SAT Scores and Percentiles Now, let's look at a side-by-side comparison of the raw, scaled, and percentile scores of the ACT and the SAT, and the percentage of the Math section you must answer correctly in order to score in these zones. All data below comes from official SAT and ACT practice tests, and current SAT and ACT percentiles. (Note that these are general estimates for the raw score needed to get a certain scaled score on SAT and ACT Math. In reality, the exact raw score you'll need to get a certain scaled score differs a little with each test to account for differences in question content and difficulty.) ACT Raw Score ACT Scaled Score ACT Percent Questions Correct ACT Percentiles 16-18 16 27-30% 25th percentile 25-26 19 42-43% 50th percentile 34-36 24 57-60% 75th percentile 49-50 30 82-83% 95th percentile SAT Raw Score SAT Scaled Score SAT Percent Questions Correct SAT Percentiles 20 450 34% 25th percentile 28 520 48% 50th percentile 39 600 67% 75th percentile 52 730 90% 95th percentile As you can see, to get the same percentile on the ACT and SAT Math sections, you'd need to get a few more questions right on the SAT than you would on the ACT. For example, to get in the 95th percentile, you'd need to get around 52 questions right on the SAT Math section but only 49 or 50 questions right on the ACT Math section. For more tips on how to strategically select your answers for each test and generate the highest score, check out our guides on how to best guess on the SAT and how to best guess on the ACT. ACT Math and SAT Math: Time Per Question Now, let's look at how the time constraints for the ACT and SAT stack up against each other. ACT Timing The ACT gives you 60 Math questions to answer in 60 minutes, which gives you an average of 60 seconds per question. Remember, too, that the ACT also tests your mathematical stamina a little more so than the SAT does: unlike the SAT, which separates Math into two subsections (No Calculator and Calculator), the ACT gives you all 60 Math questions at once, with no break in-between. SAT Timing The SAT Math section is divided into two subsections (No Calculator followed by Calculator), each of which has its own number of questions and time constraint: SAT Math Section # of Questions Total Time Time per Question No Calculator 20 25 mins 75 sec Calculator 38 55 mins 87 sec Note that there is a short five-minute break between the No Calculator and Calculator sections, so you're not actually solving all these questions at once as you are on the ACT! As you can see, compared to the ACT, the SAT gives you a little more time per question on Math. You'll typically have anywhere from 15 to 27 seconds more per question on SAT Math than you would on ACT Math. If you're worried about having enough time for each math question, the SAT would probably be a better option for you. "And so the problem remained; lots of people were mean, and most were miserable, even the ones with digital watches." - Douglas Adams (Probably because digital watches are not recommended for the SAT or ACT!) Summary: SAT Math vs ACT Math To more easily see the two tests compared side-by-side, let us recap. The ACT Math section has the following characteristics: Appears second on the ACT, directly after English Contains two more math questions than the SAT does (60 total compared to 58) Is only one section, which allows you to use a calculator throughout as needed Gives you an average of 60 seconds per question Does not issue a wrong-answer penalty Is entirely multiple choice, with every question having five possible answer choices Will not provide you with any formulas Tests a slightly wider variety of math topics than the SAT does Has a much larger emphasis on geometry than the SAT does The SAT Math section, meanwhile, has the following characteristics: Appears third on the SAT, directly after Writing and Language Has two less questions than ACT Math does (58 total compared to 60) Is broken up into two subsections: No Calculator and Calculator Gives you an average of 75-87 seconds per question Does not issue a wrong-answer penalty Consists of a combination of multiple-choice and grid-in questions Has four answer choices for each multiple-choice question Will provide you with a box of formulas before each subsection Tests slightly fewer math topics than the ACT does Has more emphasis on data analysis and word problems than the ACT does Everyone will weigh their pros and cons differently. Don't judge your scale against anyone else's- your choice is ultimately up to you. ACT Math vs SAT Math: Which Test Is Better for You? Unfortunately, you won’t know which test you like better or which test suits your strengths unless you actually sit down and take a practice test of each (you can find free practice SAT tests and free practice ACT tests here). Take each complete test with the proper timing rules and then score your results (SAT scoring guides and ACT scoring guides). If the difference in your scores is huge (you can use current percentiles to get a feel for how "good" your scores are), you have a clear front-runner. If not, go with your gut or whichever test felt more comfortable for you. Colleges do not prefer one test over the other, so the choice is completely dependent on how you like to test. Although it might sound extreme to take two lengthy tests in your spare time, it's well worth it to find the right test for you. Think of it this way- If you’re going to dedicate the necessary hours to succeed (and we recommend that you study around 40 hours total!), then you might as well spend the first few of them figuring out which test you feel more comfortable with. It'd certainly be a waste of your time and effort if you spent 40 hours studying for the ACT only to decide that you actually like the SAT better! Taking a real practice test will also help you set realistic study and scoring goals, and help you figure out how to make the best use of your time, both before and during the test. Once you find your raw and scaled scores, you can start the process of setting realistic goal milestones until you get your score to where you want it to be. If your standardized test of choice is your big boss fight, it's best to pick the one you can soundly thrash. The Takeaways: Should You Take SAT Math or ACT Math? Again, there is no one true "better" test- only the test that better fits your own strengths and preferences. Once you take a practice test for both the ACT and the SAT and examine your scores and your feelings while taking each, you'll be able to clearly decide how to proceed. Remember that you must weigh the pros and cons of each Math section against the entire test as a whole. If you like the SAT Math section better but do a lot better on the ACT as a whole, then you must make the decision about whether your comfort level and Math score are more important than your score on the entire test. Standardized testing is all about balance, so take time to weigh your pros and cons carefully. And once you do this, only practice and diligence will help you strike that perfect balance and achieve your greatest testing potential. What’s Next? Want to compare the ACT vs the SAT across the whole test? Check out our complete ACT vs SAT guide to learn more about the nuanced differences between the two exams. Ready to make an SAT/ACT study plan? First figure out how long you should study for the ACT and how long you should study for the SAT. Running out of time on the ACT or SAT Math section? If you took a practice test but couldn't finish it in time, then check out our tips for how stop running out of time on ACT Math and SAT Math. Looking to get a perfect score? Our guides to getting a 36 on ACT Math and getting an 800 on SAT Math (both written by a perfect scorer!) will help get you where you need to be. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Method comparison Essay Example | Topics and Well Written Essays - 1500 words

Method comparison - Essay Example Qualitative research focuses on subjective data that relates to feelings, thoughts, opinions, perceptions, and attitudes that are immeasurable. Examples of qualitative research are ethnography and observation. Ethnography as qualitative research method and process refers to the systematic study of people or groups of people with the objective of cultural interpretation (Westenholz-Bless & Achola, 2007). Observation, on the other hand, refers to the active investigation of processes or systems from their primary sources through the use of human senses; observation is sometimes referred to as eye witnessing. Quantitative research, on the other hand, refers to the scientific method of inquiry that is largely based on measurable data in the formulation of facts and investigating patterns in research. Quantitative research, therefore, is focused on the generation of numeric data with strong emphasis on objectivity. Examples of qualitative research are the surveys and the experiments. This paper focuses on the comparative advantages and disadvantages of the two categories of research; emphasizing the strengths and weaknesses of the methods with strong regards to the subject of online dating. Online dating refers to a personal introductory system through which individuals or groups of individuals find and establish contacts with each other over the internet with the aim of developing personal, sexual or romantic relationships. Online dating is one of the many concepts that have developed from the internet based technology (Smith & Duggan, 2013). It is a major social issue influencing social relationships in almost every aspect. This paper will first discuss the comparative advantages of the two research methods then later on discuss the weaknesses. To begin with, qualitative research methods generate rich and comprehensive information about the investigated subjects. This is in line with its wide scope of coverage, ranging

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Psychoactive Substance use and Mental Health (Hong Kong) Essay

Psychoactive Substance use and Mental Health (Hong Kong) - Essay Example The semisynthetic derivatives in this group include hydromorphone, hydrocodone, oxymorphone, dihydrocodeine, oxycodone, and buprenorphine. The remaining two groups are synthetic chemicals such as the phenylpiperidines which include the meperidineas well as the fentanyl, and the pseudopiperidines which include methadone and propoxyphene (Havens et al 2007, 101). Heroine and morphine were used first as medicine in the 19th century and later used illicitly for recreational purposes. Previously, the dependence of heroin and other opioid drugs has proved difficult to counter successfully whereby the poor result has been accredited to environmental characteristics, patient characteristics as well as other powerful reinforcing effects of the same drugs. The most common problems of opioid abuse are known to be nausea and constipation. These two side effects have been found to be difficult to deal with especially for constipation. The concept of agoinist-replecement therapy was introduced approximately forty years ago representing a breakthrough in opiod drugs management especially heroin. Developments in training have encompassed newer pharmacotherapies, Narcotics Anonymous and the psychosocial therapy (Davids & Gastpar 2004, 210). These drugs tend to produce analgesia, mood changes, drowsiness as well as mental clouding but not all of these lead to loss of consciousness. Patients who report of pain claim that it is less intense and less discomforting which fades eventually after healing dosage of these drugs. Relief in pain is believed to be selective without affecting the other modalities of sense. Some patients are believed to experience euphoria. Vomiting, nausea, drowsiness, mental difficulties, apathy as well as the occurrence of decreased physical activities when given to pain free individual is common. The toxic effects and the subjective analgesic, which includes respiratory depression, may become more pronounced as the dose is

Social Work Value and Ethics Essay Example | Topics and Well Written Essays - 3000 words

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The Essential Business Contracts Assignment Example | Topics and Well Written Essays - 250 words

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NEC ECC Contracts Assignment Example | Topics and Well Written Essays - 3000 words

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The Essential Business Contracts Assignment Example | Topics and Well Written Essays - 250 words

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History of the Maori language Research Paper Example | Topics and Well Written Essays - 500 words

History of the Maori language - Research Paper Example In the 1980s, there were vigorous initiatives that were aimed at reviving the Maori language (NZ History, 2012). These initiatives yielded admirable results as more than a hundred thousand people could speak and understand the language without any difficulties. The Maori language evolved over time, and it changed as people separated in to villages and occupied different geographical locations. The regional variations came up due to the differences in regional climates and modes of subsistence of the regional constituents. It is imperative to note that the modern Maori language is different from the native language, as it has borrowed many terminologies from other languages like English. The high number of settlers increased the need for communication in New Zealand, and the Maori language did not meet the entire demands for communication (NZ History, 2012). The missionaries imitated the documentation of the Maori language to preserve and protect it from disappearing. Later, in the 1820s, a professor from Cambridge University systematized the Maori language. In the 1870s, the Maori language was the official language of communication with the missionaries, their children and the government officials during official New Zealand national functions (Flittner, 2001). Later on, the Maori language started loosing its popularity to English language. The native speakers of the Maori language questioned the language and its representation of their cultural identity. The Maori native speakers lost pride in their language since they deserved a language that could represent their true identity as a distinct culture. Further, many schools scrapped off the Maori language from the school syllabus, and any student who was caught speaking the Maori language was severely punished (NZ History, 2012). The Second World War gave the Maori language

Three Ways That Cigarette Ads Hook Kids Essay Example for Free

Three Ways That Cigarette Ads Hook Kids Essay Cigarette smoking is prevalent among kids and teens. Tobacco companies invest billions of dollars every year to get children and teens to use tobacco. They target children in their advertisements to get them addicted on cigarettes at an early age. The cigarette companies use many tactics to engage youth: advertising through popular medias such as magazines, television and websites, by creating scenarios that relate to kids and by using youth-targeted flavors in their tobacco. Cigarette smoking in the movies and on television is portrayed as thrilling, fun, sexy and trendy. When smoking is viewed as normal, children tend to adopt the lifestyle. Recent marketing campaigns for cigarettes seem to have attracted the interest of teens. The ads which are featured in magazines such as, Cosmopolitan, Vogue and Glamour were a hit with girls in their early teens. Special promotional giveaways such as berry-flavored lip balm, purses, cell phone, and wristbands to lure them. Secondly, cigarette advertisement creates scenarios that relate to kids. For young girls, they have beautiful women making girls think if they smoke they will be beautiful. Likewise, they make boys think if they smoke they will get beautiful girls. The people in the ads are relaxing and having a good time. They seem to be confident and popular. These are things children and teens want. Children assume that smoking will help them get these things. Finally  tobacco companies use pictures or candy, and fruit-flavored cigarettes to appeal to youth. These sweet flavorings make the tobacco taste better to children making them easy target for early addiction. The strategies employed by tobacco companies through effective advertising are working. Kids are particularly vulnerable to the highly addictive nature of tobacco.

American Adam Myth

American Adam Myth The term American Adam generally refers to a mythic concept considered by some critics and scholars to be the central element of American literature. Its assumption is based on the view of European colonists who saw America, the New World, not only as a haven from religious persecution, but also as a new Garden of Eden. This concept of the second garden offered a new beginning, free of the collective error that had pervaded the world since the failure of the first spiritual experiment in that original garden, where Adam had fallen to evil and lost his innocence. By the late 18th century, the religious premise of the adamic myth has changed and now referred to a rather heroic being which was believed to be the core of the American character. Despite these parallels between the adamic myth and the perceptions that some settlers had of themselves, the myth of the American Adam did not substantially enter the cultural discourse until the 19th century and by that time it had lost many of the other elements associated with the biblical version. The American Adam in the 19th Century Literature Instead, the 19th century version of the adamic myth emphasizes on the isolated figure of Adam himself. He, at this stage, demonstrates a figure of immense possibilities that is, at least in certain readings, made vulnerable by his own spiritual virtues. Unlike his biblical prototype, the American Adam is less the product of Gods handiwork but more a creature of his own making. The image of Adam in all his ambition and optimism is perhaps best represented in the pages of Ralph Waldo Emersons Nature. Emerson described this person as an authentic man who is free of the constraints of the past and of the limitations imposed by centuries of tradition. Moreover, this Adam stands for a man that is centered on the future and the promise inherent in the very newness of America. At the same time, however, the innocence of this American Adam is inevitably shaped and altered by experience. Emerson expressed this innocence or experience duality in what he termed the Party of Hope and the Party of Memory. The party of hope, on the one hand, believed that the individual conscience was clear because it was unpolluted by the past. In this context, America had no past, only a present and a future. The key term in the moral vocabulary consequently was innocence. The most prominent representatives of this view of the American Adam are Emerson, Thoreau and Whitman. The party of memory, on the other hand, believed in sin and corruption to be the central element of Adams character. Therefore, Adam remains part of the heritage of humanity. Furthermore, a third concept of the American Adam was developed by the scholar R. W. B. Lewis. He called it the party of Irony. This third party believed in the paradox that a unique spiritual strength can arise from the inevitable clash of innocence with experience. This element is apparent in texts of Melville and Hawthorne. Thoreau: The Recovery of Innocence For followers of the party of Hope, experience remained only the gray shadow of reality. If this Adam could keep his perspective fresh and new, free of the traditional and conventional morals, he would come into full possession of authentic existence. Noone followed this course with greater commitment than Henry David Thoreau. In the experiment that became Walden, Thoreaus masterpiece, the author became a literal Adam himself, leaving the town of Concord to enter the more edenic surroundings of Walden Pond. There, in solitude, he was determined to confront only the essentials of life. From Emerson, Thoreau had learnt to reject tradition and historical Christianity. Moreover, he was to look at natural surroundings instead- to the nature of things that had not yet been encroached upon by civilization. In this sense, Thoreau effectively distanced himself from the corrupting influences that he believed characterized 19th century New England. His purpose was not to ignore them, but to rep lace them with rediscovered values of greater importance. In establishing his own Eden in proximity to the conventional civilization of Concord, Thoreau suggested that the essential innocence of the new American Adam can be both recovered and maintained by the discovery and examination of the essentials of life that is inherent in human nature as well as in the nature of wilderness. Walden, which begins with the limitations imposed on personal freedom by such conventions as property and the responsibilities of ownership, ends with the coming of spring, marking the new dawn that awaits the enlightened Adam. Whitman: An adamic Archetype Walt Whitman, who was also a strong representative of Emersons party of Hope, continued where Thoreau left off. He did not only feel a sense of approval with the American myth, he lived it. Where Thoreau recognized that some people might not respond to his call for an awakening, Whitmans subjective view seemed to allow for no such consideration. All negatives became positives for this personification of the American Adam who moved with total confidence through a world in which the new dawn of promise became an unending sunny day. In poems such as Song of Myself, which is part of the Leaves of Grass series, Whitman celebrates innocent, natural, and seemingly unlimited virtue. This state is not a recovery of natural perfection, since in Whitmans world there is no fall to recover from. A man, in his view, is self-created in the present and exists in the perfection of his innocent, confident creation. Song of Myself Trippers and askers surround me, People I meet, the effect upon me of my early life or the ward and city I live in, or the nation, The latest dates, discoveries, inventions, societies, authors old and new, My dinner, dress, associates, looks, compliments, dues, The real or fancied indifference of some man or woman I love, The sickness of one of my folks or of myself, or ill-doing or loss or lack of money, or depressions or exaltations, Battles, the horrors of fratricidal war, the fever of doubtful news, the fitful events; These come to me days and nights and go from me again, But they are not the Me myself. Apart from the pulling and hauling stands what I am, Stands amused, complacent, compassionating, idle, unitary, Looks down, is erect, or bends an arm on an impalpable certain rest, Looking with side-curved head curious what will come next, Both in and out of the game and watching and wondering at it. In this part of Whitmans poem, he clearly shows Emersons individual: The new Adam who is a man that contends that nothing, not even God, is greater than oneself. If we want a profile of this new Adam then we could start with the adjectives Whitman himself provides: amused, complacent, compassionating, idle and unitary. Finally, Whitman not only presented the dream of the new Adam, he also created the world in which the American Adam was to live. Melville: Damned in the Midst of Paradise Not all writers agreed with Thoreaus and Whitmans overly optimistic view. What provoked such a disagreement was the realization by writers like Herman Melville that the static moral innocence of the Adam could prove a spiritual liability in a fallen world, and could even become spiritually destructive. A good example of such a tragic Adam is Captain Ahab in Melvilles Masterpiece Moby Dick: I feel deadly faint, and bowed, and humped, as though I were Adam staggering beneath the piled centuries since Paradise. (Melville, Moby Dick, Chapter 11) No turbaned Turk, no hired Venetian or Malay, could have smote him with more seeming malice. Small reason was there to doubt, then, that ever since that almost fatal encounter, Ahab had cherished a wild vindictiveness against the whale, all the more fell for that in his frantic morbidness he at last came to identify with him, not only all his bodily woes, but all his intellectual and spiritual exasperations. The White Whale swam before him as the monomaniac incarnation of all those malicious agencies which some deep men feel eating in them, till they are left living on with half a heart and half a lung. That intangible malignity which has been from the beginning; to whose dominion even the modern Christians ascribe one-half of the worlds; which the ancient Ophites of the east reverenced in their statue devil; Ahab did not fall down and worship it like them; but deliriously transferring its idea to the abhorred White Whale, he pitted himself, all mutilated, against it. All that most maddens and torments; all that stirs up the lees of things; all truth with malice in it; all that cracks the sinews and cakes the brain; all the subtle demonisms of life and thought; all evil, to crazy Ahab, were visibly personified, and made practically assailable in Moby Dick. He piled upon the whales white hump the sum of all the general rage and hate felt by his whole race from Adam down; and then, as if his chest had been a mortar, he burst his hot hearts shell upon it (Ch. 41) Ahab, in Moby Dick, almost functions as the antagonist to Emersons plain old Adam He is characterized as a being that is somehow damned in the midst of paradise. Personally, he is motivated by a kind of metaphysical sense of revenge. Most strikingly, he has lost his leg to the White Whale. Ahab not only intends to strike out against it and against whatever power that stands behind it, he also wants to strike at the thing that permits evil in the world. Regarding this goal, his quest is titanic, but ultimately doomed. Moby Dick lures Ahab to his death. As a symbol of American arrogance, he is aiming to establish an American Eden, freed from the curse of original sin. And Melvilles message, through Ishmael, the only survivor, is that this quest is doomed and can only lead to death. Conclusion: The American Adam in Modern Works In every of the three cases presented, the adamic theme is apparent in many works of 19th century American Literature. However, the precise interpretation of the adamic being is not unitary but versatile and complex. Finally, the idea of the American Adam did not end with the American Renaissance, but continued to be a major theme in more modern works such as Scott Fitzgeralds Great Gatsby.

Attending a Reading by Leon Dash :: Rosa Lee Leon Dash

Rosa Lee and Leon Dash The Reading Brown Series hosted a reading by Leon Dash at the YMCA. Professor Dash was born in 1944 in Massachusetts, but he grew up in the Bronx of New York. He worked as a writer from 1966-1968 for the Washington Post. He was also in the Peace Corp shortly after traveling throughout Africa. He later went back to the Washington Post and has since done studies on various things. I had a hard time trying to find out exactly where the reading was going to take place as I walked around the YMCA. I finally got the guts to walk up to someone and ask for help, the male phenomenon. The event took place in a back room behind the kitchen. The room had four tables put together as to look like two. There were many chairs and few people to fill them as I walked in. There were a handful of people in the room and most seated around the tables set up in a V-shape from the podium. The room slowly started to fill as it came closer to twelve o’clock. As I looked around the room, I saw the â€Å"bleacher section†, a set of 12 chairs to the side of the room away from the speaker nearly filled. Most of those seats seemed to be occupied by students who appeared to be taking notes. The rest of the room had an odd accumulation of people. For a reading based around the commemoration of the Brown vs. Board of Education case, there was only one African American in the room besides the speaker. There were many older white people who gave the impression that they were faculty. A few of them and others brought lunch in on a tray or in a bag, presumably on their lunch break. The room looked as if it was split fifty-fifty between students and faculty. I would guess that there were around 20 to 25 people in the room. The room was large enough and had enough seating to make it seem as if the people were very spread out. There was very little interaction between the people before and during the event. It seemed as though everyone was just eager for the reading to start and finish.

Innocent Love Leading to Madness Essay

Within Song of Solomon by Toni Morrison, and in Hamlet by William Shakespeare, the authors show how the themes love and madness, as in good and evil, can intersect. Toni Morrison shows that through the relationship between Hagar and Milkman, while Shakespeare uses the innocent Ophelia, who is deeply in love with Hamlet. In the book Song of Solomon and the play Hamlet, Tony Morrison and Shakespeare respectively, portray the kind of love that eventually leads to madness. The love between Ophelia and Hamlet, as well as between Hagar and Milkman is from the beginning pure love. The letter, which Hamlet writes to Ophelia, shows that he really loves her: â€Å"the most beautified Ophelia† (II, iii). He used the word beautified to display a sincere tribute and it is obvious that he loves her. In Song of Solomon, feeling starts to arise between Milkman and Hagar very early. Already when Hagar was to take in two baskets from the porch, it seemed to Milkman that she was â€Å"as pretty a girl as he’d ever seen† (p. 45). This attraction that later led to a relationship between them was one of the reason for Hagar’s incurable madness. As stated so far, the roots for madness was love. Although what it arose from, was the rejection from a beloved. In Hamlet, Hamlet himself rejects Ophelia as a result of his faked madness. This, together with happenings such as her father’s death, leads to a true madness. When Ophelia talks about Valentine’s Day, she is referring to the events of romance that she was denied. The madness caused by Hamlet’s faked rejection, lead to her suicide later in the play. In Song of Solomon, Milkman grows tired of Hagar, and puts an end to their relationship. It leads to insanity, here also caused by rejection from a beloved. When she realises that she will not get what she asks for, she makes several attempts of murdering him instead, with a frightened Milkman as a result. The authors characterise the devastating, but to the works important side effects that may arise when madness originates from love. In Song of Solomon, Toni Morrison combines love and madness to form a single image in the figure of the jilted lover Hagar, who ritualistically attempts to murder the object of her adoration, Milkman. The enormous passion for Milkman is shown when Guitar tries to speak with Hagar: â€Å"You think because he doesn’t love you that you are worthless† (p. 305), but with a taciturn response. Hagar’s death toward the end of the novel, caused by a fever symbolises and seems to stem from the heart that Milkman broke. In Hamlet, Shakespeare leaves Ophelia with her fatal madness caused by Hamlet’s rejection. Hamlet managed to rise above insanity and feelings of suicide, but Ophelia’s weaker spirit could not hold the burden. Conflicts between good and evil are often portrayed in literature, since the subject is so timeless. This conflict is a part of people’s lives constantly, no matter what century. It exists just as much in Hamlet, which was written in the 16th century, as it does in Song of Solomon, written in the 1970’s. The conflict between good and evil, love and madness; who can really draw the lines? Good and evil, in this work portrayed by love and madness, are constantly reoccurring themes that affect the reader. The madness often is a result of rejection from a beloved. Hamlet and Ophelia in Hamlet portray the themes, where Ophelia later becomes mad, due to Hamlet’s rejection. In Song of Solomon, Milkman’s rejection leads to the grave madness of Hagar. Both cases show how love can lead to something as terrible as death.

Analysis of John Donne’s poem “The Canonization” Essay

The poem â€Å"The Canonization† written by John Donne is about love. Throughout this poem Donne reveals both concepts of physical love and spiritual love. The words that Donne has chosen in this poem are an example of a poetic technique that not only allows the reader to understand the speaker, but also be able to see images based on his word choice about the different aspects of love. In the first stanza the opening line is â€Å"For God’s sake, hold your tongue, and let me love!† This line shows the importance of love to the speaker in this poem when he demands to let him love. The speaker also refers to the physical aspects of himself in lines two and three † my palsy or my gout, My five gray hairs†, which gives the reader an image of an older person. The first three lines show that true love is powerful, that it is not based on physical attributes, and that love is timeless. Unlike the artificial love that the speaker refers to in line seven as the â€Å"[king’s] stamped face†. The third stanza represents the uncertainty that people face while they are falling in love. This particular stanza is mostly rhetorical questions about his feelings. For example in lines eleven through thirteen says, â€Å"What merchant ships have my sighs drowned? Who says my tears have overflowed his ground? When did my colds a forward spring remove?† These lines speak of his possible sadness and risk of heartache by falling in love. While at the end of this stanza the speaker answers all of his own questions with the statement â€Å"Though she and I do love.† in line eighteen. Meaning that regardless of the bad things in life that could happen the speaker and his lover will love one another. Throughout the fifth stanza Donne describes the spiritual aspect of love through the speaker, while at the same time through certain words the speaker is saying Donne is showing the reader the physical love between the speaker and his lover. By doing this Donne shows that spiritual and physical love may be different, but they are also connected. An example of these two aspects of love being shown at the same time is in line twenty and twenty-one â€Å"Call her one, me another fly; We are tapers too, and at out own cost die;† These lines Donne uses the metaphor of a moth drawn to a flame.  This being a metaphor of spiritual love is about how the speaker is destined to be with his lover and how he is drawn to her. On the other hand, in line twenty-one it says, â€Å"We are tapers too, and at our own cost die;† This line is a metaphor of a candle, which is a symbol of love and a source of heat. This metaphor shows the reader the physical passion between these two lovers and the way Donne uses the word â€Å"die† in line twenty-one is referring to an orgasm between these two lovers. Within this one line he shows that the speaker and his lover are both physically and spiritually connected. In addition, stanza five and six they both enforce the idea of living and dying for love when lines twenty – one, twenty – six, and twenty – eight that state â€Å"at our own cost die †¦ We die and rise the same †¦ We can die by it, if not live by love,† These means that the two lovers will always be connected, although in time they will die a physical death they will live on to be â€Å"A pattern of †¦ love!† in line forty – five. Meaning that because of their love they will live on throughout time being â€Å"a pattern† for future generations of lovers. Finally, Donne is a very skillful poet by using one word to have multiple meanings. This poem is full of imagery that allowed the reader to fully understand the two concepts of love while explaining one through words and showing the other by using those same words. This concept of spiritual and physical love being different, but at the same time connected to one another is very interesting. â€Å"The Canonization† is not only about the relationship between the speaker and his lover, but between all men and women who are in love, falling in love, and waiting to love and be loved in return.

Teaching Essay

1.1 How teaching assistant can support the teacher in planning, teaching and evaluation of learning activities. Prior to the lesson I requested a copy of the teachers’ plans and after discussions we were able to agree using a variety of lesson plans, teaching methods, and implement targets to provide the most effective support to pupils and their needs, this gave me a clearer understanding of the learning that was going to take place and allow me time to familiarising myself with the subject matter, learning objectives and outcomes, this would also assist me to prepare any resources required for the planned lesson ahead. After agreeing the objectives of the lesson ‘Drip Drop’, were to explore some of the properties of water, to explore absorbent and non-absorbent materials and to find out how water drops behave on different surfaces. By asking for copies of the teacher’s long, medium, short-term planning, this helped me to provide extra support in the classroom by developing my understanding of the weeks and daily planning process and to set learning objectives, preparing, assessing and recording pupils’ participation and progression allow the teacher to see how effective my teaching is and whether the pupils are making progress in their learning. The role of the teacher is to supply a safe and supervised classroom for the pupils to learn in, encourage pupil learning by planning, preparing and delivering lessons in relation to the National Curriculum and meet school target whilst maintain its policies. The teacher assesses records and report on pupil’s progress and achievements and liaise with parents, sometimes attending meetings or responsible for literacy or science. Preparing the classroom for the lesson, checking the correct materials available to carry out the activity helps the teacher. Observation and monitoring of pupils work during the task helps me to make assessments to see if the learning has been successful and give feedback to the pupil and teacher on individuals performance or responses, if they have any problems, by doing this it helps me to make well-informed judgements about a pupils learning and progress and make any changes necessary to the activity. 1.2 Information the teaching assistant would require before supporting learning activities From the daily lesson plan I am able to identify the materials required for the lesson to complete the task. After reading the pupil’s records and initial assessment a decision was made to put the more experienced pupils with the ones who were not as confident to enable them to assist, encourage, help and work together to complete the task successfully. A class discussion was held to see if the pupils could think of the materials which would be required to complete the task I then wrote the answers on the whiteboard. The materials were absorbent and non-absorbent materials like plastic, paper and cardboard etc and things with which to make water drops for example, straws, plastic pipettes, and clean eye droppers, as water was going to be used a non toxic coloured paint was required to put in the water to make it easier to see, because I used the last of the cardboard I wrote this down on the reorder list. I emphasised everyone needed to act sensibly because sharp items were going to be used. I showed the class how to make drops with the different kinds of objects and gave them time to practice making water drops and try to make drops of different sizes. When they had mastered this I asked the pupils to drip onto samples of different materials. I asked them to see what happened when two, or more, drops meet, on a hard and non-absorbent surface. Later I separate the pupils into pairs and asked them: Can they race their drop with a friend? 1.3 The sorts of problems that may occur when supporting learning activities Informing the teacher before removing unwanted chairs made sure there was sufficient space for the pupils and equipment to work safely prior to the learning activity and by placing four pupils on each table gave better access to the water tubs and avoiding pupils pushing each other. The pipettes and resources were placed safely in the middle of each table. Before the lesson it was explained to suck the water up the straw was dangerous and requested the pupils to just dip the straw in the water, I asked if they knew why and explained about choking and emphasised about being sensible, the pupils’ then put on their aprons to protect their clothing. The pupils who found listening difficult, I put the questions onto laminated cards for easy reference explaining that I was going to ask those questions about the information later. I also wrote down the key questions on the whiteboard. Can you make different size drop? What happens to the drops when you drip them onto different surfaces? Can you make two drops join? What Happens? Whilst monitoring I removed a pupil from the activity for putting the pipette in his ear. The child was placed away from the activity, asking the pupil if he understood why he had been separated it was explained if he wanted to rejoin the activity he would need to act sensibly, after 10 minutes the pupil calmed down, and was asked to rejoined the group, giving the pupil encouragement and praise for better behaviour enabled the pupil to complete the task successfully. When the activity had finished I discussed with the pupil his behaviour and found he was upset because his hamster had died, I later discussed this with the teacher. After shutting the windows I relocated a pupil to a quieter part of the classroom as the noise of grass cutting was causing a distraction. The hot weather made the room too warm, two pupils started to flick each other with water I opened the classroom door to reduce the temperature and with a direct look and raised eyebrow showed displeasure at the pupils then separated them. Noticing one of the cheerful pupils was rather withdrawn and after talking they revealed that their Nan had died that morning I reassured the pupil and asked if they would like to read a poem about water, I then informed the teacher. Encouragement by praising their progress was given to the pupils with low confidence and pupils who finished their task early were asked to write a poem about their observations or about the drop race. After the activity was complete we had a class discussion asking pupils, how do you think it went? What would you do differently? I then asked the pupils to write down their observations in their books with correct date. 1.4 Strategies a teaching assistant may use to support pupils learning By using questions ‘What we think will happen’?, and writing down all the key points this confirmed the pupils understood the instructions prior to the activity and helped the class know what was expected of them. Placing the low confident pupils at the front of the class and rephrasing questions enabled them to understand the instructions more clearly. After discussion with another teaching assistant it was decided to enlarge the worksheet to A3 size to make it easier for the pupils who were struggling, encouraging them to write down their ideas then stick them onto the worksheet later and giving praise when the task was completed. Separating pupils into groups allowed the development of peer support activities and cooperative learning, allowing the pupils to benefit by learning and supporting each other. The pupils with confidence worked on their own initiative were able to write their own ideas directly onto the worksheet. Bandura, Skinner, Piaget and Vygotsky discuss that cognitive development occurs at an individual rate and cultures teaches a person what to think as well as how to think. I agree that children are not just passive discovers, they are constantly trying to make sense of the information they see, hear, feel and discover enabling some children to develop quicker than others. At the end of the activity reward stickers were given for using the correctly vocabulary in their poems and a discussion was held by using open-ended questions of (how, what, why?) this provided me with more information to enable me to assess the pupils’ learning and understanding and provide me with the information required to feedback later to the teacher 1.5 Providing feedback on learning activities to the teacher Both during and after supporting the learning activity, I recorded the pupils’ participation and progression and met later with the teacher, to give feedback regarding the issues encountered during the activity, I discussed the pupil who’s relative died and about the pupil behaving inappropriately during the session and being separated from the group. I informed the teacher why the worksheet was enlarged and why the laminated card was useful. I also explained I gave out some stickers for correct spelling and punctuation.