Multilingualism on the Net :: Languages Technology Papers

Multilingualism on the Net What go forth be the effect of the Internet upon natural languages in the 21st century? It is widely accepted that, generally speaking, any new media change languages. For example, the prevalence of TV has dramatically homogenized spoken accents over the medieval few decades. Young people tend to speak in almost the same way as TV casters, and local dialects and accents remain only among the bringing of older people. This TV effect, however, is insignificant as compared with the enormous effect of print media on languages over the past few hundred years. The prevailing print texts, in particular newspapers etc., enabled millions of people who had never met each other to think about the same topics in the same language, thus creating a sort of community individuality. This community identity was transformed into issue identity, upon which in turn the nation-state was established, as discussed by political scientist Benedict Anderson 1. Print languages are widely acknowledged as standard national languages, for which dictionaries are edited, and lessons are given in schools. On the other hand, other languages gradually declined. Since the market economy requires any printing business to have a certain amount of readers, print languages tend to be limited to so-called major languages spoken by millions of people. In short, the number of written languages on the solid ground decreased after the arrival of print media. What, then, will the arrival of the Internet bring about? ---- Roughly speaking, we can predict two distinct directions. The world-class one is English monopoly. The Internet has originated in the United States, and it is obvious that at present most international correspondence takes place in English. This is partly for the historic reason that the Internet has developed as a communication tool for the researchers of science and technology whose common language is English. Now general people in addition to science a nd technology researchers often utilize the Internet, but English is still the dominant language if one wants to look at foreign clear sites or send E-mail across state borders. Therefore there is the possibility that, sooner or later in the 21st century, English will become the sole common language for international communication, thereby accompanying the inescapable decline of other languages. In this case the term globalization manner the hegemony of English-based, United States-centered single culture spreading all over the world. On the other hand, however, we may expect the second direction where various cultures in distinct countries thrive and interchange with each other, resulting in fruitful and plural global culture.

Heart of Darkness, Hollow Men, and Apocalypse Now Essay examples -- Mo

Similarities between pump of Darkness, Hollow Men, and Apocalypse Now In todays literary world there are many different texts that have interlock literary meaning through their references to one another and to other plant life. I am going to compare and draw similarities between T.S. Eliots The Hollow Men, Joseph Conrads Heart of Darkness, and Francis Ford Coppolas Apocalypse Now. These three sources have many different references to one another in different ways. In T.S. Eliots The Hollow Men, he begins the poem with the rubric and underneath the title he uses the famous line Mistah Kurtz- he dead from Joseph Conrads Heart of Darkness. This famous line is said by one of the servants ab show up Mr. Kurtz who dies and either of the natives were shocked by his death. Eliot uses this line at the beginning of the poem because he is drawing a comparison between the comprehend men and Kurtz. He does this because Kurtzs composition of the civilization that he wanted to create didn t turn prohibited the way he wanted it to in the end. Kurtzs ideas lead to his downfall in the pictorial matter Apocalypse Now. He is also considered as being hollow himself because of his ideas and inability to face reality. This is similar to the hollow men because they dont know what they pull up stakes turn out to be. They have an idea of what they want to be but they know that depart never happen. The hollow men really have no choice what they will be they just let it happen. These hollow men are waiting to go to deaths dream kingdom, but they dont know if they will ever get there. Eliot talks about these hollow men and these men can be compared to the people who are following Kurtz. They are all hollow people because they are following this radical figure and do not have i... ...Hollow Men. They show many similarities and there is reasoning behind the scene in the movie Apocalypse Now where Kurtz is reading Eliots poem. It all is tied together and has specific meaning. It shows that different literary sources can be used to help out other literary texts. Conrads Heart of Darkness lays down the foundation of the character of Mr. Kurtz and then Eliot and Coppola portray this character through their pieces of art. Their literary meanings tie all of these works together to make them all unique in their own way. Works Cited Conrad, Joseph. Heart of Darkness. Norton. New York. 1963. Eliot, T.S. The Hollow Men. 1925. Jain, Manju. A Critical Reading of the Selected Poems of T.S. Eliot. Oxford University Press. New York. 1991 Southam, B.C. A Students Guide to the Selected Poems of T.S. Eliot. Faber and Faber. Boston. 1968.

mussolini Essay -- essays research papers

The first World War left the entire world in a state of chaos, suffrage as well as separation this was all mainly centred in atomic number 63. The European countries were most effected by this fight because it was so close to home. Italy, being such a new country saw these effects in an extreme way. The already regionalised country became to a greater extent and more separated and saw all the crippling societal results of this war. Benito Mussolini was able to capitalize on the state the country found itself in. Mussolini and his fascist ideals were able to overthrow Italy and lift it into a dictatorship and lead it into the stake World War behind Hitlers Germany. Mussolini was able to successfully turn Italy into a dictatorship under a fascist political science because of the countrys internally divided war-torn society as well as the weak state of Italys nonage governments which could not unite to oppose fascism and at long last because of his ability to appeal to this country through a false sense of security and nationalism.In the troubled postwar period Mussolini organized his followers in the Fasci di combattimento, which advocated aggressive nationalism as well as violently opposed the communists and socialists. Amid strikes, social unrest, and parliamentary breakdown, Mussolini preached forcible amends of order and practised terrorism with armed groups. In 1921 he was elected to parliament and the National fascist party was officially organized. Backed by nationalists and property-owning interests, in October 1922, Mussolini sent the Fascists to March on Rome . King Victor Emmanuel III permitted them to enter the city and called on Mussolini to form a cabinet. This created the fascist regime under Mussolini. The fascist regime turned society into individuals who would just obey and distrust reason as well as understand violence as an essential tool to order. Ideally the country would transform into a totalitarian state where the government would have total control over the lives of individuals and this would mean that anything is justify if it serves the states ands. Fascism emphasized victory, glorified war, is cruel to the weak, and is irrational and intolerant. Mussolini used the condition of the country to his advantage in his journey to becoming the dictator of Italy.Italian fascism had at least four principal phases. Until 1925, it was political action seeking an ideolog... ...inent invasion by the Allies of the Italian mainland at last caused a rebellion within the Fascist party. In July, 1943, the Fascist grand council refused to support his policy-dictated by Hitler- and the king dismissed him and had him placed under arrest. He was freed two months later by a barefaced German rescue party and became head of the Fascist puppet government set up in Northern Italy by Hitler. Italy unlike the rest of Europe was greatly affected by the first World War and the state that the country was left in made it vulnerable to t he extremist view of Mussolini and was good transformed into a dictatorship and lead into a fateful alliance with Germany. Mussolini and his fascist ideals were able to overthrow Italy and turn it into a dictatorship and lead it into the second World War behind Hitlers Germany. Mussolini was able to successfully turn Italy into a dictatorship under a fascist regime because of the countrys internally divided war-torn society as well as the weak state of Italys minority governments which could not unite to oppose fascism and finally because of his ability to appeal to this country through a false sense of security and nationalism.

Free Essays - Writing Style of A Farewell to Arms :: Farewell Arms Essays

The Writing Style of A Farewell to Arms    Hemingway became a newspaper writer in Kansas metropolis as a young man and, in 1918, he joined the Red Cross to become an ambulance driver just like the character, Frederick Henry.  This partially autobiographic novel is a combination of Hemingways personal experiences in war and writing.  Hemingways life gave him the refinement that he needed for the inspirational language of the novel.  He inspires us with his journalistic directness, sensory detail and his different writing modalitys that reflect the moods of the characters. Critics usually describe Hemingways style as simple, spare, and journalistic. These are all good words they all apply. perhaps because of his training as a newspaperman, Hemingway is a master of the declarative, subject-verb-object sentence. His writing has been likened to a boxers punches--combinations of lefts and rights coming at us with let on pause. Take the following passage We were all cooked. The function was not to recognize it. The last country to realize they were cooked would win the war. We had another drink. Was I on somebodys staff? No. He was. It was all balls (Hemingway PAGE ). The style gains power because it is so full of sensory detail.  There was an inn in the trees at the Bains de lAllaiz where the woodcutters stopped to drink, and we sat inside warmed by the stove and drank hot red wine with spices and lemon in it. They called it gluhwein and it was a good thing to warm you and to celebrate with. The inn was dark and smoky inside and afterward when you went out the cold air came sharply into your lungs and numbed the edge of your nose as you inhaled (Hemingway PAGE ).   The simplicity and the sensory richness flow directly from Hemingways and his characters--beliefs. The punchy, vivid language has the immediate apprehension of a news bulletin these are facts, Hemingway is telling us, and they cant be ignored. And just as Frederic Henry comes to distrust abstractions like patriotism, so does Hemingway distrust them. Instead he seeks the concrete, the tangible hot red wine with spices, cold air that numbs your nose. A simple good becomes higher praise than another writers string of decorative adjectives. though Hemingway is best known for the tough simplicity of style as seen in the first passage cited above, if we take a close look at A

school uniform requirement :: essays research papers

Its official -- the largest school district in the U.S. has adopted school uniforms. Over a half-million elementary-school students in parvenue York City will have to adhere to a dress code by the F all(prenominal) of 1999. The president of the school board said the policy is " master(prenominal) to diminish peer pressure and promote school pride," but that its not "an act of magic to transform schools overnight....It isnt termination to replace good teaching, good principals, short classrooms." Its a fashion trend thats spreading. From Los Angeles to Louisiana, from Maryland to Miami, public schools are discussing, and in many cases adopting, the old private school idea. School uniforms are designed to dish kids focus on algebra instead of high-tops to make students compete for grades rather than jackets."It helps to get up in the morning and not have to think about what youre going to wear," said Maria, a ninth-grader who swims, plays soccer, and wears e xactly what eerybody else does at her high school in Washington, DC. Each school day, Maria dons an all-white oxford shirt, brown shoes, and a gray/maroon plaid skirt that has to be long enough to the touch the ground when she kneels. After school and on weekends, of course, all bets are off. Maria has a simple except effective strategy she borrows her friends clothes, typically baggy jeans.School uniforms also take the pressure off students to pay top dollar for clothes, according to Reginald Wilson, a old scholar at the American Council on Education in Washington, D.C. "I think it does lower the cost of clothes, and kids dont emphasize clothes as much when theyre all wearing the same thing," Wilson said. "Certainly the competition to wear the best shoes or the best sweaters and so forth has been prevalent in school ever since I was in school, and the poor kids felt inferior." Training? The training argument says that when you are employed, you are likely to have to wear a uniform. Is this true? What are the betting odds that children will wear a uniform later in life? Typically, the occupations where people have to wear uniforms are the lower paid jobs, nothing to tonus forward to, really. Generally, the more educated people are, the less they wear uniforms later in life. Look at teachers, they dont wear uniforms Well-paid work tends to reject uniformity, and for good reason, the demands of the early include qualities such as assertiveness, creativity, individuality, originality, a spontaneous personality, being a self-starter, taking initiatives, being able to cope with change, etc.

school uniform requirement :: essays research papers

Its official -- the largest condition district in the U.S. has adopted drill uniforms. Over a half-million elementary- school day students in New York City will have to adhere to a dress code by the Fall of 1999. The president of the school board said the policy is "important to diminish peer pressure and promote school pride," but that its not "an act of magic to transform schools overnight....It isnt exit to replace good teaching, good principals, small classrooms." Its a fashion trend thats spreading. From Los Angeles to Louisiana, from Maryland to Miami, public schools atomic number 18 discussing, and in many cases adopting, the old private school idea. School uniforms are designed to help kids focus on algebra instead of high- take places to make students compete for grades rather than jackets."It helps to get up in the morning and not have to think about what youre going to pay," said Maria, a ninth-grader who swims, plays soccer, and cave ins ex actly what everybody else does at her high school in Washington, DC. Each school day, Maria dons an all-white oxford shirt, embrown shoes, and a gray/maroon plaid skirt that has to be long enough to the touch the ground when she kneels. After school and on weekends, of course, all bets are off. Maria has a simple yet effective strategy she borrows her friends clothes, typically baggy jeans.School uniforms also take the pressure off students to pay top dollar for clothes, according to Reginald Wilson, a senior scholar at the American Council on Education in Washington, D.C. "I think it does lower the cost of clothes, and kids dont stress clothes as much when theyre all wearing the same thing," Wilson said. "Certainly the competition to wear the best shoes or the best sweaters and so away has been prevalent in school ever since I was in school, and the poor kids felt inferior." Training? The training argument says that when you are employed, you are likely to have t o wear a uniform. Is this true? What are the odds that children will wear a uniform later in life? Typically, the occupations where people have to wear uniforms are the lower paid jobs, nothing to look forward to, really. Generally, the more educated people are, the less they wear uniforms later in life. Look at teachers, they dont wear uniforms Well-paid work tends to reject uniformity, and for good reason, the demands of the future include qualities such as assertiveness, creativity, individuality, originality, a spontaneous personality, being a self-starter, taking initiatives, being able to header with change, etc.

The Criminal Justice Process

Abstract This paper describes all the steps taken during the criminal justice surgical operation. It explains how important it is to follow due process according to the bill of indemnifys. During this process suspects are put through a series of steps, some within hours of an find and some whitethorn take days, weeks, and or months. The criminal justice process is numerous steps taken to process a criminal case beginning with an investigation and arrest. An investigation is through with(p) by the police and they must gather full bear witness to identify a suspect in order to make an arrest.In most cases, criminals are non arrested on the scene of a crime, they are apprehended after (Schmalleger, 2011). In cases like this, an arrest warrant is issued by a appraise if there is sufficient probable cause to make an arrest. Probable cause is the legal requirement for an arrest connecting a suspect to a particular crime. Arrest is always done with discretion and is a serious step in the criminal justice process. During an arrest defendants are warned of their Miranda Rights prior to questioning.Police feel they are on base hit ground by advising suspects of their rights immediately after arrest however an arrest with step to the fore questioning does non require a warning (Wiley Publishing, 2000-2010). Following an arrest, suspects are booked. The troth process is an administrative procedure. It includes pictures being taken, fingerprints, and personal incourseation is recorded such as date of birth, address, weight and height. Details of charges are put on the arrest record. Suspects are advised to sign a form with all(prenominal) right postulated.The second step in the criminal justice process is pretrial activities, which endure take place within hours of the arrest. In this step a suspect go away make their appearance before a magistrate where the judicial officer will tell them of the charges against them and once again is advised of their rights and may be offered bail. If a suspect post a bond on first appearance they may not flee, otherwise the cash deposit or home bond will be ordered to forfeit the posted cash or property (Schmalleger, 2011).Suspects who have serious crimes and are not afforded bail are taken to jail to wait for the next step which is a preliminary hear. During the first appearance, defendants who do-nothingt afford a lawyer will be appointed one. During the third step, preliminary hearing is a process where enough sufficient record must be established and exist against the suspect to continue in the criminal justice process. The defense has a chance to analyze the strength of the prosecution case and may request a plea bargain.This is also where the prosecution has a chance to build a case against the suspect and presents any evidence and may offer a plea bargain. The fourth step in the criminal justice process is indictment by grand jury. This is when the prosecutor has enough probable cause to prosecute a capital offense. During indictment, a defendant or a defendant lawyer does not have a right to be present at grand jury proceedings. Another option a prosecutor may take is filling a charge inscription called information.This is to determine if there is enough evidence to warrant a trial. A defendant and attorney can be present at the information hearing to dispute the charges (Wiley Publishing, 2000-2010). Step five in the criminal justice process is arraignment by a judge. This is when a defendant enters a plea of bloodguilty, not guilty or no contest (nolo contendere). An arraignment is conducted in open court and the indictment or information on the charge is read to the defendant. Step six, adjudication. This step points out that every criminal has a right to trial by jury.If there is doubt based on reason the accused is entitled to be acquitted. The type of evidence for a criminal conviction is guilt beyond a reasonable doubt. In most jurisdictions, criminal ca ses never come to trial (Schmalleger, 2011). virtually states allow trials for less serious offenses before a judge, called a bench trial. In other cases, a jury is said to be deadlocked, and a judge will declare a mistrial. Step seven is sentencing by a judge. If the accused is found guilty, a judge will impose a form of punishment.Possible sentences include a fine, probations, a period of incarceration in jail or prison or some have a cabal of supervision of the community and incarceration. Criminals found guilty, of one or more charges are ordered to serve one sentence after another is completed called a consecutive sentence. Or there sentence may run at the same time, called concurrent sentence (Schmalleger, 2011). In many cases convictions are appealed and filed by attorneys in appellate court and then ruled on appellate judges. If the appellate reverses a case, the case returns to trial court for retrial.The appeal process can be very complex and can involve both federal and state judiciaries. Even if a prosecutor drops the charges, the defendant can still be prosecuted later as long as the statue of limitations for the crime the defendant is being accused of committing hasnt run out. Appeals are based on the defendants claim that rules of procedure were not follow properly at some earlier stage in the criminal justice process. The last but not least process is corrections. penalty and or rehabilitation processed by local, state or federal correctional authorities.Once an offender has been sentenced, the corrections stage begins. Most inmates do not serve the complete term and are released before their maximum sentence expires (Wiley Publishing, 2000-2010). Inmates are assigned to confinement facilities and treatment programs. Not all offenders end up in prison. Some are ordered to prison and then have their sentences suspended and a probation term imposed. Offenders who have served a portion of their time may be freed on probation or parole. If condi tions of probation or parole are not met, it will be revoked and result in more jail time.In decision the criminal justice process is to be conducted with fairness and equality, the due process. This process must recognize the individual rights of criminal defendants facing prosecution by state or federal government. Due process is what guarantees the fifth, sixth and fourteenth amendment. No person shall be deprived of life, liberty, or property without the due process of law, and each state is bound and required to respect the due process rights of United States citizens who come under their jurisdictions. There are many more suspects and defendants than inmates. Wiley Publishing, 2000-2010) The Criminal judge bear upon Chart References Schmalleger, F. (2011) Criminal justice today An Introductory text for the 21st century (11th ed. ) Upper Saddle River, NY Pearson Prentice Hall Cliff Notes (2000-2010) The Process of Criminal Justice. Retrieved on October 19, 2010 from http//ww w. cliffsnotes. com/study_guide/The-Process-of-Criminal Justice. topicArticleId-10065,articleId-9909. html New Jersey Judiciary (2001) The Criminal Justice Process. Retrieved on October 19, 2010 From http//www. judiciary. state. nj. us/criminal/crproc. htm

Sociology: Ethnicity and Crime

Using material from peak B and elsewhere, assess explanations for apparent heathen differences in involvement in crime (21 Marks) According to official statistics, ethnic minorities are largely linked to crime and their involvement if often over exaggerated. Item B shows that black people make up 11% of the prison population, despite the fact they make up just 2. 8% of the population. Whilst, Asians make up 4. 7% of the population yet 6% of the prison population.These statistics emphasise that ethnic minorities are over-represented in the whitlow justice system, and so the use of alternate sources of statistics may help show a more(prenominal) accurate picture. Victim surveys ask individuals what crimes they perplex been victims of and help identify the correlation between ethnicity and pique. They tend to show a great deal of intra- ethnic crime but as well as include several limitations as they rely on victims memory of events which could result in over- identifying true e thnic groups as the offender.Whereas, self- report studies ask individuals to disclose their own dishonest and violent behaviour. The findings of self- report studies challenge the stereotypes of black people as being more likely than whites to offend. However, self-report studies also have their own limitations as inconsistency is shown through the evidence of ethnicity and offending. There are ethnic differences at each stage of the criminal justice process. Policing is often seen to be oppressive, as members of ethnic minorities are more likely to be stopped and searched with Asians being twice more likely than blacks to be stopped by the patrol.Feature Article Sociology TestThese allegations have meant ethnic minorities have limited faith in the police and therefore feel under protected. law racism is one of the many causes behind stop and searches with the MacPherson report identifying institutional racism within the police force. These types of anti-Semite(a) behaviour and stereotypes are endorsed and upheld by the mobile canteen culture of rank and file officers and lead to deliberate targeting of stop and searches. In 2007, just over a quarter of the male prison population were from minority ethnic groups.As such, blacks were five times more likely to be in prison than whites while blacks and Asian offenders are more likely than whites to serve chronic prison sentences. This is because ethnic minorities are less likely to be granted bail while awaiting trial. The official statistics on the criminal justice process shows salient differences between ethnic groups, and these patterns have been examined by left satisfyingists and neo- Marxists. Left realists, Lea and new-made center on the statistics which represent real differences in rates of offending by different ethnic groups.They argue that crime is the product of relative deprivation, subculture and marginalisation whereby racism has led to the marginalisation and economic exclusion of eth nic minorities, who spirit a higher level of poverty and unemployment etc. In contribution to this, the medias emphasis on consumerism promotes relative deprivation amongst ethnic groups, who are ineffectual to attain these materialistic goods by legitimate means. This results into the formation of delinquent subcultures, most notable amongst unemployed black males.Utilitarian crimes are most likely to come of this, such as theft and robbery as a means of coping with relative deprivation. As these groups are likely to be marginalised, it means they are also likely to express their frustrations through non-utilitarian crime such as violence or rioting- this explains the involvement with crime by ethnic groups. Lea and Young sleep together that the police may act in unjust ways but they dont believe that discriminatory policing fully explains the differences in the statistics.Evidence to support this is that 90% of crime is reported to the police by the ordinary rather than discove red by the police themselves. Lea and Young conclude their argument that the statistics represent real differences in levels of offending between ethnic groups, and that these are caused by real differences in levels of relative deprivation and marginalisation. Despite this, Lea and Young are criticised on several grounds that arrest rates for Asians may be lower than that of Blacks yet this isnt because they are less likely to offend but because police stereotype the two differently.On the other hand, neo- Marxism tends to view statistics as a kindly construct resulting from racial labelling and discrimination in the criminal justice system. Item B brings to light Gilroys argument over the myth of black criminality that black criminality is a myth created by racial stereotypes of African Caribbeans. In reality, this group is no more criminal than any other. However, as a result of the police and criminal justice system acting on these racist stereotypes, ethnic minorities come t o be criminalized and therefore appear in greater numbers in the official statistics.The item helps us understand the extent of stereotypes and its do on ethnic groups, yet Gilroy furthers his argument by identifying working class crime is a political act of resistance to capitalism and a racist society. Lea and Young refute Gilroys argument, by suggesting that most crime is intra- ethnic, so it cant be seen as an anti-colonial struggle against racism. Lea and Young also criticise Gilroy for romanticizing street crime as somehow revolutionary, when its nothing of the sort.Moreover, Stuart Hall et al also adopts a neo- Marxist perspective and prove that the 1970s saw a moral panic over black muggers that served the interests of capitalism. As unemployment and strikes were increasing, the ruling class needed to use force to maintain social control. In their view, the emergence of the black mugger and the capitalist crisis was no coincidence, as the black mugger was used a scapegoat to distract attention from true causes of problems such as unemployment. By presenting black youth as a threat to society, the moral panic began dividing the working class on racial grounds.However, Hall et al doesnt argue that black crime was solely a product of media and police labelling. The crisis of capitalism was increasingly marginalising black youth through unemployment which resulted them into committing petty crime as a means of survival. Hall et als study of policing the crisis was criticised for not presenting how the capitalist crisis led to a moral panic, nor do they provide evidence that the public were blaming crime on blacks. During recent years, the focus of ethnicity and crime has largely been on the over representation of black people in the criminal justice system.However, more recently there has been shift in other issues such as the racist victimisation of ethnic minorities. Racist victimisation was brought into greater public focus with the racist murder of S tephen Lawrence and the police handling of the case, where most information is brought to life by victim surveys such as the British criminal offence Survey. The British Crime Survey found that most crimes go unreported and found that the risk of being a victim varies by ethnic group, whereby statistics showed that people from mixed ethnic backgrounds had a higher risk (36%) of fit a victim of rime than blacks, Asians and whites faced. While the statistics recorded the instances of victimisation, they do not necessarily capture the victims experience of it. Sampson and Phillips note, racist victimisation tends to be on going over time, with repeated minor instances of abuse and harassment interwoven with incidents of physical violence. This has led minority ethnic communities becoming more active in responding to victimisation, with situational crime prevention measures to organised self- defence campaigns taking place.Such responses need to be understood in the context of accusat ions of under- protection by the police, who fail to record or investigate reported incidents properly. The Macpherson enquiry into the Stephen Lawrence case concluded that the police investigation into death of the black teenager was marred by a combination of professional incompetence, institutional racism and a failure of leadership by senior officers. Ultimately, we have learnt the differences in ethnicity and crime but have established ethnic minorities also becoming subjected to victimisation.

Comparing Physiology Worksheet Essay

In this assignment you describe and compare the circulative, raddled, and respiratory dusts of sharks, iguanas, eagles, and humans. serve each of the following questions in 25 to 50 words.Circulatory SystemSharkHow would you describe the structure and function of this living organisms circulatory trunk? embroil each unique characteristics.How does this animals circulatory system work?IguanaHow would you describe the structure and function of this animals circulatory system? hold any unique characteristics.How does this animals circulatory system work?EagleHow would you describe the structure and function of this animals circulatory system? Include any unique characteristics.How does this animals circulatory system work?HumanHow would you describe the structure and function of this animalscirculatory system? Include any unique characteristics.How does this animals circulatory system work?What is similar in all of these circulatory systems?What is assorted in all of these ci rculatory systems?Respiratory SystemSharkHow would you describe the structure and function of this animals respiratory system? Include any unique characteristics.How does this animals respiratory system work?IguanaHow would you describe the structure and function of this animals respiratory system? Include any unique characteristics.How does this animals respiratory system work?EagleHow would you describe the structure and function of this animals respiratory system? Include any unique characteristics.How does this animals respiratory system work?HumanHow would you describe the structure and function of this animals respiratory system? Include any unique characteristics.How does this animals respiratory system work?What is similar in all of these respiratory systems?What is different in all of these respiratory systems?Skeletal SystemSharkHow would you describe the structure and function of this animals skeletal system? Include any unique characteristics.How does this animals skelet al system work?IguanaHow would you describe the structure and function of this animals skeletal system? Include any unique characteristics.How does this animals skeletal system work?EagleHow would you describe the structure and function of this animals skeletal system? Include any unique characteristics.How does this animals skeletal system work?HumanHow would you describe the structure and function of this animals skeletal system? Include any unique characteristics.How does this animals skeletal system work?What is similar in all of these skeletal systems?What is different in all of these skeletal systems?

The Origin of Rice Tagalog Version

Long ago, people did not plant crops or raise animals for aliment. They relied only on nature and their surroundings. They would live in places where they could specify food. Some stayed in caves and lived on fruits and animal meat. Some stayed by river banks and the sea, so they could fish for their food. They would stay in a place until food got scarce and thusly move to another place where food was bountiful. The couple Bang and Danna belonged to a group who used to live near the sea. They were looking for a new place. A fierce storm had destroyed their houses near the sea. They feared the coming of another storm.Why do we always move our home? Bang asked Danna. l am tired of this sweet of life. We cannot even have children because we keep moving. Bang indigenceed to separate from the rest of the group and stay behind in a pleasant place. l want to bear our child there. Danna gave in to his wifes request. They chose a nice place in the mountains and built a simple house th ere. Their new home was tranquil and food was bountiful. Nearby was a clear stream where Danna caught many fish. But then came a drought. For a long time, no rain fell, and the earth dried up. Plants and trees died,and birds and animals and disappeared.Fish perished in the dried stream. Danna traveled far to look for food. But the drought was merciless. He traveled until he reached the next mountain. Still, he could not find food. Exhaustion caught up with Danna in the middle of a vast field. He lay among the grasses and fell asleep. Suddenly, the wind blew, and the grasses danced and sang. Danna woke up surprised. Danna listened to the song of the grasses. We are the hope of the people, Danna. Gather our grains. Our grains are straightforward food. Danna noticed the head of the grains of the grasses. Each head was full of golden grains. He picked a grain and bit it.Pound our grains to remove their golden covers, sang the grasses. Cook the gaberdine kernels inside the grains to soften them. It is good food. Danna gathered the grains until his bag was full and then hurriedly went home to Bang. Now we have food, he happily told Bang. He outback(a) the golden covers of the grains, as the grasses had instructed him, cooked the grains, and then ate them. The next morning, Danna returned to the field, plant our grains, sang the grasses. Plant them on land softened by rain. They will grow, and you will sham care of them. When you harvest, save some grains to plant again.

Discuss How the Concepts of ‘Race’ and ‘Ethnicity’ Perpetuate Inequality in Australia Essay

As concepts, race and nation argon largely empty receptacles through and in the names of which population groups may be invented, taken and imagined as communities or societies (Goldberg, 1993 79). Race and ethnicality are major alter factors of racism in Australia today, and the act racist beliefs of m both another(prenominal) Australians are the driving forces of inequality in modern Australian society. To truly understand how this occurs one first needs to understand the forms and effects of racism.The modern history of Australia begins with British colonisation in 1788, and reveals many racist practises towards both im migratorys and the native population. Until freshly, many white Australians shared the belief that civilisation did not begin in Australia until the last quarter of the eighteenth speed of light (Manning Clarke, 1962 3). Through the spread of disease, killings and sexual exploitation, the Aboriginal population was drastically reduced and did not begin to rec over until the late 1940s.To add insult to injury, government polity in the 1960s produced the stolen generation, where, for the common good, Aboriginal children were removed from their families and placed with white foster families. This racist ideology was formalised in 1901 with the unveiling of the Immigration hindrance Act 1901, more commonly known as the White Australia policy, which excluded Asians and coloureds from Australian immigration. From the beginning of modern Australia, ideals of racial and ethnic superiority assimilate shaped laws and popular opinions, as well as media representation of migrants and Australians.Continued division between white Australians and Aboriginals, Muslim-Australians and Non-English Speaking primer coat (NESB) Australians stem from early misconceptions and continued misinformation in a so-called multicultural Australia. Races are said to be distinctive be coiffe members of those races allegedly share certain natural or biological charac teristics. Racists commit that these biological characteristics explain why some races are naturally superior to others (Bessant J, 2002 220). racial discrimination itself is a constantly evolving entity, and is both individual and collective. In modern Australia, the active common forms of racism are New Racism, Biological Racism and Class Exploitation. New Racism, although not actually new, is more commonly accepted. By not claiming any biological superiority, new racists can, with good conscience, claim that they are not racist, but are simply trying to protect national individuality which could be compromised when corporate with other cultures. New Racism has been an integral part of Australia for more than 200 years.Australia moved through three distinct phases of policy on immigration. 1947-65 was all about assimilation migrants were expected to move to Australia and father Australians, to leave everything else behind. During this time, high levels of immigration were e ncouraged, with the majority being British, and only 1 in 10 non-British immigrants were allowed. 1965-72 spawned the idea of integration. It became seeming(a) that assimilation was not working and education projects were put in place to assist migrants especially those from non English speaking backgrounds.Finally, in 1973, the Whitlam Government abolished the Immigration Restriction Act 1901 and declared Australia to be a Multicultural society. Immigration slowed and the government began to recognise the special needs of ethnic Australians. It was during this period of acceptance that, a underlying referendum gave Aboriginal people citizenship status in 1967 (Bessant 2002 p225) and allowed Aboriginal people to vote about 60 years after women.Despite the move towards multiculturalism, race and ethnicity are still determining factors of inequality in Australia, seen mostly through Biological racism and, stemming from this, twelvemonth exploitation. Biological racism, by definit ion, is the assumption that our basic biological differences put us in a specific role, or make one group superior to another by a simple matter of genetics. The descent between Muslim and non-Muslim Australians is a hot topic for debate today, and a perfect example of how biological preferences shape prejudice.Stemming from the historic view of immigration, a recent two year study delved into the issues facing Muslim-Australians and their non-Muslim counterparts. Throughout the study, information was gathered from consultation with religious, academic, community and political leaders, a national random adopt of 1,401 Australian voters, focus group deliberations with Muslim Australians throughout the country and a Deliberative Poll assembling 47 Muslim Australians, 329 of those surveyed in the national random survey and a range of competing experts.Concluding a weekend of deliberations, held in Canberra, Australia on March 2-4, 2007, there was agreement between Muslim and non-Mus lim Australians that misperceptions and lack of understanding by both parties (many encouraged by the media) are the motivating factors in reinforcing a negative spiral of fear and aggressive behaviour. Young Australian Muslims (mostly born in Australia) are being increasingly alienated and are therefore gravitating away from mainstream Australia the biggest danger being they may turn to more radical sects of Islam.Many non-Muslim Australians discriminate a threat to national earnest and social harmony by the presence of Muslims in Australia, and 69% of Australians agreed that the media was the biggest factor in straining dealings between Muslims and non-Muslims (Issues Deliberations Australia, 2007 4-5). To best demonstrate the inequality in representation of migrant women in the media, exploration of the content of television advertisements is necessary.Representation of Non English Speaking Background (NESB) women in television advertisements featuring Australians is almost n on-existent, and Aboriginal women are totally absent from representation. The most common representation of NESB women in the media, where it occurs, is in the role of servant (for example, advertisements for Malayan Airlines and Air Pacific) or as comic relief (the fat ethnic cleaner in the 1990s Pro Hart ad for carpet cleaner). The natural Aussie woman is usually represented as a mother.She is blonde, thin and invariably presented within a domestic environment. Advertisements are generally for staples (such as shelter, food, cleanliness, finance, health and education) and pop in prime family viewing time slots, where women are placed at the centre of the Australian home. Not only does this image exclude migrants from being an Aussie woman, it in like manner suggests that women in Australia should be at home, with children and concerned only with the staples of running a household.Evidence suggests that these images necessitate a negative effect on the self-esteem of ethnic mi norities, especially in children, (Berry & Mitchell-Kernan 1982) and that the negative attitudes of the mainstream population towards ethnic minority groups results from these media representations (Committee of Arab Australians 1990 HREOC 1991). These stereotypical representations of ethnic women thus add to the perpetual inequality in Australia, by pigeon-holing migrant women in a submissive role. These advertisements also reinforce the perceptions of migrants as collectively working class citizens (Issues Deliberations Australia 2007)Class division/exploitation is arguably the largest factor contributing to inequality in Australia. The basis of this is that class is not an abstract, objective quality it has to do with the lived experiences of people, their encounters with hostility and deference and snobbery and exploitation (McGregor C 2001 53) Many migrants become working-class citizens. Lower standards of education and training send immigrants (especially those from non Englis h speaking backgrounds) into jobs using manual labour to earn an income. Working class people are less likely to move up the class ladder, ending up living in clusters.Working class suburbs generally produce working class people. Schools in working class areas are less likely to encourage students to go on to tertiary education and children are more inclined to follow with what they know rather than pursue a new course. Ethnicity does not automatically place an individual into any one particular class however, migrants generally become in Australia with little or no money and are disadvantaged from the start. Ethnic Australians are more likely to remain in middle or working-class situations, with very few exceptions to the rule (McGregor C 2001).As previously discussed, the Australian media does little to assist ethnic Australians. By the constant portrayal of migrants in servant/submissive roles, other Australians are less likely to see migrants as anything else, and expect them to remain in these positions of servitude. Throughout Australias history, race and ethnicity have played a major part in ensuring that the people of Australia are not treated equally. Media representations show that only a thin, blonde woman is a true Aussie mum, and that the role of a migrant woman is only to serve.In addition, popular opinion demonstrates that Muslim Australians are a threat to national security and social harmony and Aboriginal people have less right to manage their own affairs than do white Australians. Although popular opinion is not necessarily indicative of reality, it does dictate the perceived reality of existence within a society. It is these perceived concepts of ones race or ethnic origins that cause inequality to prevail in modern Australian society and a huge shift in perception is required to create societal harmony.As concluded in the study by Issues Deliberations Australia, education of both migrants and other Australians is the key to equality for all citizens. Bibliography Bessant, J & Watts R 2002, Chapter 9 Neighbours and Nations ethnic identity and multiculturalism, in Sociology Australia, 2nd Edition, Allen & Unwin, St Leonards, NSW Burdess, N 1998, Essay structure, in Handbook of Student skills, 2nd edition, Prentice Hall, Sydney Hollinsworth, D 1998, Racism concepts, theories and approaches, in Race and Racism in Australia, 2nd edition, Social Science Press, Katoomba, NSW.Issues Deliberations Australia/America 2007, Final Report Summary, Australia Deliberates Muslims and Non Muslims, viewed 5th October 2007, ida. org. au/UserFiles/File/AUSTRALIA%20DELIBERATES%20-%20FINAL% 20REPORT %20SUMMARY. pdf. Martin, J 1996, Signs of the time Race, sex and media representations, in The teeth are smiling The persistence of racism in multicultural Australia, edited by Vasta, E and Castles, S, Allen & Unwin, St Leonards, NSW McGregor, C 2001, What makes class? , in Class in Australia who says Australia has no class system? , 2nd e dition, Penguin Australia, Ringwood, VIC.

Fresh Food vs Canned Food Essay

As children we often have no say in what we choose to deplete. We were always taught to eat the food that was given to us on our plates. Its not until we reach adulthood that we make conscious decisions on what we choose to consume. As adults we seem to indulge in the foods that make us happy, as soundly as the foods that get out take the least amount of time out of our day to day schedule. Eating is an activity that we as humans do at least 2 times a day. We live in a world where the variety of food is immense, and we ar responsible for what we eat.We choose what we would like to eat and how it will affect our bodies. The purpose of this essay is to compare and contrast the differences between eating fresh foods instead of canned foods. There are many unalike reasons to keep in mind when choosing canned or fresh foods, such as flavor, health benefits, accessibility and approach. The most notable difference between these 2 kinds of foods is their flavor. Fresh foods have grea t flavor and taste because they keep all their natural conditions. Nothing is added or taken away, just the simple taste that spirit has provided.Canned foods however, lack a lot of its flavor characteristics due to the fact that there are chemical products added to the natural foods. Its logical that fresh foods will have a greater taste and flavor when consumed, just because of the time in which they have been prepared. Comparing both founts of foods we notice another difference, there is a health factor that affects both of them. Canned foods lose some of the original fresh food nutrients when stored, and also it has to be tinned with many conservatives and chemical factors that suffer the shelf life.In some instances, apparent freshness of the food could also become toxic if consumed too often. Yet another difference between these two types of foods is the cost and accessibility. Canned foods are much more expensive than fresh foods. One could easily say that buying a pound o f fresh carrots would cost the average shopper twice the amount of money, than buying two cans of carrots for under a dollar. The benefit of buying tinned foods is there accessibility, for example, it is easier to go down to your local supermarket and scatter up a few canned green beans, instead of finding a market that specializes in fresh foods.As time goes on, we as adults are always in a rush to get somewhere or to finish something. Its no surprise that the most important factor to an passing(a) adult is that canned foods require less work to prepare than fresh foods, just open and serve. As we can see it comes down to a own(prenominal) choice, based on the time each person has, the money and the importance he/she gives to his/her nutrition and health. Therefore it is important that you consider your possibilities and choose the best type of foods for your convenience and lifestyle.

Horse Colic

The term griping refers to pain in the abdomen of supplys. It is not a single disease, only if is the manifestation of a considerable number of diseases all(prenominal) of which produce pain, and some of which be potentially deadly. Making a specific diagnosis to determine the essential cause of the griping can be extremely difficult for veterinarians at times. Because of the multitude of possible causes, it is of value to examine several excellent recent inquiry reviews which looked closely at the classification of gripess, and at the causative factors, incidence and mortality associated with these diseases.The majority of cases of colic occur due to unknow causes, but ar earlier presumed to be associated with intestinal muscle spasm or the accumulation of abnormal amounts of gas in a portion of the intestine. In general, colic proceedss due to the dilation of the bowel by ingesta, fluid, gas, or due to a functional impairment of the normal intestinal motility. In more severe cases, abdominal pain may be the result of damage to the intestinal wall by reduced blood supply (ischaemia), inflammation, death of tissue (infarction) or oedema (swelling and increase fluid).The causes of colic can be classified by well recognised pathological categories, including obstruction, strangulation, enteritis/colitis, peritonitis, as well as by the site involved stomach, small intestine, blind gut, gravid colon, small colon, perit unmatchableum, and other organs including liver, spleen and kidney Rather than simply listing the types of colic which can occur, it is now of value to look at what we do truly know about causes, prevalence and peril factors, as well as st enjoingies to pr heretoforet colics.Nathaniel clean, DVM, of the Marion Dupont Scott Equine Medical Center, Virginia, reviewed the risk factors in the USA in 2002, in his publication Prevalence, demographics and Risk Factors for colic, www. ivis. org, with the following comments and observations Out of 100 cavalrys in the general population, 4-10 cases of colic be expected in one year. About 10-15% of the colics be copy cases, with some horses having 2-4 colic episodes yearly. Horses that have had a previous colic are three times as likely to have a second colic compared to a horse that has never had colic.Most colic signs were simple colic or ileus (no contractions of the gut) with no specific diagnosis entered in 80-85% of cases. In one study, 30% of horses with colic were determine by owners but never seen by vets because the colic was short lived or resolved by the owner. Studies of colic cases seen by vets account a predominance of simple obstruction or spasmodic colic. Impaction colics make up about 10% of cases, and obstruction or strangulating diseases requiring surgery made up from 2-4% of cases.Universities report that simple colic and impaction colics are the most normally reported. When a specific gut location can be identified by veterinarians, the decl amatory colon is the most commonly affected, followed by small intestine, caecum and small colon respectively. Diseases which cause strangulation (twisted bowel) have the highest fatality rate- with the large colon torsions being more common than small intestine torsions. Colic is responsible for more deaths in horses than any other disease except over-the-hill age.In normal farm horse populations, horse mortality from all types of colic was 0. 7 deaths per 100 horse-years, with a colic case fatality rate of 6. 7%. Risk Factors For Colic In some colic cases the cause may be evident, such as in caryopsis overload, but even in these cases, the exact mechanism which initiates the problem is often unknown. By looking at known risk factors we can begin to reduce the incidence by eliminating possible risk factors. There are internal and external risk factors for colic BreedWhile no breed is immune to colic, several studies imply that Arabian horses have more colic episodes, while some other studies suggest that Thoroughbreds have more. Standardbreds and Warmbloods tend to have more inguinal hernias due to the increased size of their inguinal ring. Age Young and older horses appear to be less at risk of simple colic, so middle aged horses are most at risk. Weanlings and yearlings are most likely to suffer ileocaecal intussusceptions. Diet Diet has long been blamed for colic.Course roughage with low digestibility or particularly coarse fibre is observed to cause impaction colic. Grain overload significantly increases the risk of colic and laminitis. Feeds such as profuse clover and lush pasture have been implicated in causing bloat. Information on ply here When investigated by controlled studies, increased amounts of grain, and changes in the type of convert and grain fed during the year both increased the odds of colic compared to horses without grain or changes in feed. One study also reported that perfunctory feeding of concentrate from 2. to 5kg/day and 5k g/day to adult horses increased the risk of colic by 4. 8 and 6. 3 times respectively, compared to horses fed no concentrate. Interestingly, controlled studies swan that pellet feeds and sweet feeds were associated with an increased risk of colic compared to no grain fed or single grain diets. Grain diets are also known to decrease the water content in the colon contents due to a decrease in fibre which binds to water in the colon. Grain diets are also known to travel through the stomach much more rapidly than fibrous diets.Grain in the diet increases gas production, and is much more likely to produce an environment needed for bloat and intestinal displacements. The horse stomach is relatively small, and is designed to take in small quantities of food often. Horses are herbivores, and naturally spend a large part of the day grazing, continually taking in small quantities of food. When more intensive management, including work and training programs, stabling, and feeding 2-3 times daily, occurs, the normal feeding habits of horses are disrupted to varying degrees.Intensive stabling and work often require higher energy levels in feedstuffs to get the horse to cope with increased work requirements. The higher energy levels are provided by high grain and concentrate components in the ration, often at the risk of reducing roughage and fibre levels to inadequate volumes. The horse digestive system is designed to utilise roughage and fibre, and any deficiency of fibre go out result in digestive disturbances, including colics. It is highly important to continue regular feeding habits of horses, maintaining regular feed volumes and feeding intervals.Do not work horses hard later a full feed. Never give large quantities of food to a horse not accustomed to it. Make feeding changes gradually. Do not allow in an overheated horse to drink cold water until it has cooled off sufficiently, or the cold water will almost certainly predispose the horse to colic. urine hor ses before feeding. Allow access to water again immediately after feeding. Horses prefer clean, fresh water available at all times. A horse will drink anywhere from 22 to 68 litres of water daily, depending on weather conditions, diet and workload.Do not feed horses directly off the ground, especially in sandy or fine gravel regions, as the uptake of sand will predispose horses to sand colics and impactions. Avoid sudden feed changes. These will rapidly induce colic in most horses. Mouldy feeds, such as hay, are potentially deadly to horses, and regularly cause colic. Check hay thoroughly, especially any lush, moist hay which may have been baled while too wet. Never feed mouldy hay to horses. Environment & Management caparison and confinement on farms in the Virginia study were not risk factors for colic.It does however seem logical that changes in diet or feeding routine are associated with risk of colic. Certainly large horse properties report that the routine of feeding grain af ter being brought in from pasture to stables increases the colic risk specifically for bloat and displacements. Altering this routine by keeping horses turned out after feeding grain decreases the rate of colic. Similarly, when hay is available to horses on lush pasture, the hay will be consumed as part of the diet and colic rate is decreased.Sand colic and impactions are seen where horses graze on pastures grown on sandy soils, or where horses are forced to eat off the ground with predominantly sand or fine gravel. Previous colic Horses with a score of colic are at higher risk for more colic episodes Parasites Internal parasites are related to increased colic risks in many studies. wild sweet pea obstructions due to ascarids in foals, tapeworm related colic and strongyle infections have all been reported as causing colics. Many reports confirm a decrease in colic after controlling small strongyle infections on properties with previously high colic incidences.Tapeworm infestation s have been related to increased colic, specifically with colic associated with diseases of the ileum and caecum including increasing the rate of serious intussusception at the ileocaecal region. The general use of ivermectin over the last 20 years has seen a reduction in reports of colic associated with thrombosis of the cranial mesenteric artery due to Strongylus vulgaris larvae. Pregnancy Mares are reported to have a higher risk of colic by colon displacement during late pregnancy and lactation, particularly from 60 to 150 days after foaling.The actual reasons for this are not known, but calcium levels and alterations in diet including increases in energy due to the higher levels of concentrates in the diet to support lactation may be related to the increased risk. Exercise Racehorses, event horses and endurance horses all have an increased risk of gastric ulceration which can be linked to some colic episodes. These horses are often on high grain/low roughage diets which tend to produce gut acidosis and predispose to colics. Transport and Traveling Transport increases the risk of colic in several studies.Many vets commonly administer a laxative to horses prior to transport to prevent colic from impactions. These colics may be due to variations in feeding routine, fluid intake, dehydration, etc. brave out Many veterinarians frequently associate weather changes with increased frequency of colic, but many studies can find no confirmation of this. Prognosis and Strategies to Prevent Colic In a second paper, Prognosis and Strategies to Prevent Colic, Nathaniel White discussed the survival issues with colic cases, stating that predicting survival in horses with colic is often challenging.Any horse which does not respond to initial therapy may be regarded as having a much more serious prognosis. In an effort to assist veterinary practitioners and owners, White attempted to apply previous knowledge of outcomes for specific diseases. Case fatality for specific coli c diseases varies from a few deaths in cases of simple colic to as much as 75% in some forms of strangulated intestine. Simple obstructions of the large colon such as displacements and impactions have low fatality rates (

Battle of Atlantic

In the fall of 1939, the Atlantic Ocean was the dramatic oscilloscope of a fierce battle between the British and the Germans. At the time, most people thought that the ap occlusivement of the Atlantic may have decided World War IIs outcome. This battle was the deciding factor throughout the war. The battle of the Atlantic was a violent and destructive battle. Many people anomic their lives fighting in this battle. New technology was one of the major factors in helping the consort come on the long and crucial Battle of the Atlantic.The Battle of the Atlantic was a violent and destructive battle which caused loony bin in the ocean. Many ships were built then bl throw up or sink in ocean and some may have survived. This battle was so violent and destructive that each side had its own strategy planned out exactly at when to use it. The allies mass-produced over speed of light corvettes in 1943 and by 1945 the allies ships turned from 38 410 ship because in the spring of 1941, u -boats sunk most 500,000 tons of shipping good each month (u-boats are German submarines). May 1943 was the turning point of the allies.The allies moved from the defensive strategy to offensive instead of the Germans hunting us, the RCN (Royal Canadian Navy) and company run them. By July, the Germans were only capable to destroy/sink 20 ships per month. The Battle of the Atlantic was the only amour that ever frightened me. Winston Churchill One of the reasons that the Germans got so many kills was because they used a strategy called wolf packs. This strategy involves hunting in packs instead of separately they would hunt with 3-4 ships minimum.Everyone was devastated when this battle erupted it caused a lot of deaths as good as nightmares for the ones who survived. Up to this day, no one can forget this horrific battle because it was the longest runnel battle during World War II which was also one of the most destructive ones with the thousands of ships submerged at a lower place the cold, dark waters of the Atlantic During the 2,075 days of the Battle of the Atlantic, there were many deaths as well as ships sunk on each of the 2 sides.It may have seemed that Germany sunk more ships because they achieved to sink over 1000 ships in 600 months but they were the ones that lost the most. One of the reasons Canada joined the war is because the Germans sunk a passenger ship SS Athenia on the coast of Ireland on September 3, 1939 which resulted in 4 Canadians killed. The Germans might have sunk the ship by accident or on purpose but either way, they have killed 4 Canadians and the prime minster was not pleased.There were 95,000 uniformed men and women in the dark blue. After the war, 2,210 Canadians died 6 of them were women, 24 warships and 2,900 bracing(prenominal) ships (merchants etc) sunk including 14 million tons of shipping goods. On the other hand, the Germans lost 800 u-boats, 42 rival come in crafts and 30,000 of the 39,000 Germans never retur ned. Although many Canadians died in this ongoing battle, we (the navy) commemorate them for their actions during this battle every year on the first Sunday of May.The allies (RC/RCN) struggled throughout the war because of the lack of technology. In the 1940s a new asdic system was created to help the allies detect the enemies. In the beginning, the allies only had an early typesetters case of sonar called ASDIC (Allied Submarine Detection Investigation Committee). ASDIC was most effective when used underwater where the allies could detect long range u-boats but on surface, the u-boats were undetectable.As the war continued, allies were provide with a better, more advanced sonar system which could detect u-boats underwater and even on the surface in dense fog the allies perfected the technique Radio Directional Finding (RDF) as they received this new enhanced technology. With the new technology in hand, the allies had a special have got they could locate wolf packs accurately using the u-boat radio transmissions. The results of the new features and technological innovations were fantastic the allies could hold their ground against the u-boats when escorting ships such as merchants etc.Since we now have the advanced technology of the sonar from the battle, our sonar technology is improving every day. When the Battle of the Atlantic came to an end, World War II was destruction to the end. With many injured, dead and submerged under the waters of the Atlantic, they helped the allies win the battle and defeat the Germans as well as innovating the sonar and navy technology. Every year on the first Sunday of May, the navy would commemorate the ones who fought in the Battle of the Atlantic as they did some heroic actions leading the allies into triumphBibliographyhttp//wwii.ca/page-54/-battle-of-the-atlantic-.html

The Doppler Effect

Doppler Effect Objectives * Measure the sensor frequency for ripples emitted from a easily moving informant as that computer address is approaching the detector. (Exploration 1) * Calculate the detector frequency for waves emitted from a easily moving base as that solution is moving away from the detector. (Exploration 2) * subject field the wave-front patterns for wave mentions with various source cannonball alongs. (Exploration 3) Description of Activity In this activity, you depart study waves that travel from a moving source to a detector. You will control the source festinate as well as the frequency of waves emitted by that source.You will observe the wave fronts and measure the frequency at the detector. The Jump Start exercises below will second you review frequency, wavelength, pitch, and the Doppler effect. Jump Start 1. What type of wave is a estimable wave? A sound wave is a longitudinal waves. 2. Define wave frequency. quaver frequency is the number of cr ests that pass by at a specified time. 3. What is pitch? A pitch is the sound or sensation of the frequency. 4. Sketch one wavelength of a longitudinal wave. Exploration 1 A Wave Source Moving Towards a demodulator Procedure 1.Explore the simulation on your own for several minutes. Attempt to identify relationships among source frequency, detector frequency, wave zip, and source velocity. 2. serve Source animate to 1. 0 cm/s. Move the detector by dragging it from the left aspect of the screen onto the grid place it on the right side of the grid, directly opposite the wave source. Set Wave speed to 5. 0 cm/s. hire a Source frequency. understand this frequency in Table 1. 3. The top stopwatch in this Virtual probe starts automatically when the first wave front touches the detector.The second stopwatch does not start until the source has passed the detector. Select Go. Using the top stopwatch, observe the number of waves that pass the detector in 1. 0 s. This is the detector f requency. Record this frequency in Table 1. In addition, sketch the wave-front pattern on a separate weather sheet of paper. 4. Repeat step 3 for at least two more trials. Keep Source speed, Wave speed, Source frequency, and detector position the same for all three trials. 5. Repeat steps 2 done 4 for at least three more source frequencies Observations and AnalysisTable 1 (source speed = 0 m/s wave speed = 5. 0 cm/s) Source Frequency (Hz) run 1 sensing element Frequency (Hz) Trial 2 Detector Frequency (Hz) Trial 3 Detector Frequency (Hz) Average Detector Frequency (Hz) 1. 0 12 5 8 8. 3 1. 0 10 3 3 5. 3 1. 0 2 4 7 4. 3 1. 0 4 3 2 3 1. For each source frequency, average the detector frequencies. Record these averages in Table 1. 2. Are the source frequencies greater than, slight than, or the same as the detector frequencies in this Exploration? The source frequencies were less than the detections.Exploration 2 A Source Moving Away from a Detector Procedure 1. Set Source speed to 1. 0 cm/s and Wave speed to 5. 0 cm/s. Place the detector on top of the source. 2. Set Source frequency to each value. Record this source frequency in Table 2. 3. This time, the detector will detect waves as the source moves away from it. Select Go. In Table 2, record the number of wave fronts that pass the detector in 5. 0 s. 4. Repeat steps 2 and 3 for at least three more source frequencies. Observations and Analysis Table 2 (source speed = 1. 0 cm/s wave speed = 5. 0 cm/s)Source Frequency (Hz) Number of Times Detector Flashes in 5. 0 s Detector Frequency (Hz) 1. 0 4 5 2. 0 6 8 3. 0 9 11 4. 0 13 17 1. Divide the number of times that the detector light flashes in 5. 0 s by 5. 0 for each source frequency in Table 2. This is the detector frequency. In Table 2, record the detector frequency for each source frequency. 2. Are the source frequencies greater than, less than, or the same as the detector frequencies in this Exploration? The detector frequencies are greater than the source frequencies. 3. In Exploration 1, you averaged the results of three trials.In Exploration 2, you gathered data over a semipermanent period of time. Which approach probably yielded more accurate results? Why? I think Exploration 1 yielded more accurate results because the detector was not sitting above and it gave the detector an accurate reading. Exploration 3 A Moving Source at Different Velocities Procedure 1. Set Wave speed to 10. 0 cm/s and Source frequency to 1. 0 Hz. Place the detector anywhere. 2. Set Source speed to 6. 0 cm/s. 3. Select Go. Sketch the resulting wave-front pattern on a separate sheet of paper. 4. Set Source speed to 8. 0 cm/s. 5.Select Go. Sketch the resulting wave-front pattern on the separate sheet of paper. 6. Repeat steps 4 and 5 for 10. 0 cm/s, 12. 0 cm/s, and 14. 0 cm/s source speeds. Observations and Analysis 1. What happens to the wave-front pattern as the source speed is increased to equal the wave speed? The amount of waves seen in a given time se ems to increase and reach the detector lots faster. 2. What happens to the wave-front pattern as the source speed is increased beyond the wave speed? When the source speed is increased beyond the wave speed the waves frequency is extremely game. ConclusionsDescribe how the motion and frequency of a wave source affects the waves that source produces. When the frequency and motion are both set at high rates, the waves that are produced and their frequency is increased. When the motion and frequency are decreased the waves decrease as well. Inquiry fender Luisa is swinging on a playground swing at school. A teacher facing her blows a whistle to let the children know recess is over. As Luisa swings, what does she hear? When does she hear the highest pitch? As Luisa swings she hears the whistle, unless she hears the highest pitch when she is swinging away from the teacher.

The strategic role of the Royal British Navy in the First World War

IntroductionThe violet Navy of the United Kingdom (UK) is the oldest part of Britains combat forces and is often referred to as the Senior portion. The Naval Service is comprised of the royal Navy, purple leathernecks, august Fleet Auxiliary, Fleet Air Arm and backup forces. From the 18th century up to the end of World warfare II, the Navy was the worlds lead-in and most powerful dark blue. Therefore it play a very important role during the period in keeping Britains position as the ultimate superpower. The empurpled Navy used heterogeneous strategies and manoeuvre such as the Antwerp, Mesopotamia, G altogetheripoli and the Zeebruge races. The involvement of various sections of the Royal Navy helped to fudge sure of victories against serious enemies and opp whizznts of British interests (Benbow 2011). This paper discusses the role of the Royal British Navy during the First World state of war by analyzing the contend tactics they used in varying campaigns both on land and on sea.In the runner place, the Royal Navy was crucial from a defensive point of view, a point made each(prenominal) the more acute by the fact that Britain is an island nation that is relatively isolated geographically. In terms of the internal antecedent, at that placefore, the dark blue blue was the first and more imperative line of defence. It must be considered, as an adjunct to this, that the wealth and power of Britain relied in large part on his expansive conglomerate, which could not have been protected by means other than naval power. It might be argued, of course, that Britain had naturalised effective naval supremacy at the meshing of Trafalgar in 1805 (Benbow 2011 Halpern 1994). besides, despite the nations best efforts in conflicts such as the Seven Years War, among others, the state of affairs in 1805 had in actual fact been reversed to a significant extent by the turn of the 20th century. By the succession of WWI, Britains navy was jolly issuedated and its competitors were on the ascendant (Benbow 2011).The changing status quo by WWI made the burden on the navy heavier than ever. It still remained its 19th-century reputation as the ultimate military power and it had massive cleverness to move soldiers and vessels crossways large international spaces territories. It still, moreover, had the capability to prevent rivals from doing similar strategic moving of process and equipment (Halpern 1994). The floating shot vessels in particular were a devastating tool in the arsenal that frequently made it impracticable for hostile leaders to act against Britain. The crucial fact was that the Royal Navy was able to stymie the efforts of foreign powers, making certain that there was always a supply of tradecrafts and raw materials so that Britains factories could make and distri exactlye their products overseas. The Laissez Faire economic model that Britain adopted as the basis of its trading would not have been possible without the authority of the Royal Navy (Friedman 2001 Halpern 1994). It is clear, therefore, that regardless of apparent historical supremacy, the navy as important as ever in economic and defensive terms during WWI.Another aspect of the Royal Navys powerful role was control of communications and supply lines, so that it was possible to link up the Empire and control activities across the globe. Throughout the whole period, the Royal Navys war preparation and penetration into the First World War butt ons its state-of-the-art operation. This ability, however, arose not just through the navy itself but alike the vast and sophisticated underpinning of expertise and strategy. For example, the Royal Navy was backed by a comprehensive enquiry programme into maritime history, careful studies of allied and defensive channelises, and knowledge of politics and power in various regions across Europe and beyond (Friedman 2001). An important part of this was that Navys role in reconnaissance and obse rvation. It was able to procure information about the capabilities of rivals, for example, whether political, military, or economic.The strategic role of the navy is best discussed in the context of contemporary events. The Germans marched into France and Belgium in August 1914 and desperately needed a flying column. At this time, Britain had between 20 000 to 30 000 navy reservists but could not make sure that all these reservists played a full role. Those parties in charge of strategy reason out that there were enough reserve soldiers to require two collections that would form vital brigades. So, in Britain the Naval Brigades and the Royal Marines Brigade were set up. The brigades became publicly recognize as the RND (Royal Naval air division) and soon after they were sent to Ostend, where they took part in a fierce booking in Antwerp.This battle demonstrates a number of different things about the strategic important of the navy. On the one hand, it indicates a clear purpose the opposing of a German threat on the continent which, if unimpeded by the reservists, might have become a serious threat. The Marines were among the only British forces participating at the battle of Antwerp, and they brought about Germanys withdrawal of a large proportion of their troops from the French front in order to capture of Antwerp (Stephenson 2011). However, the extent to which these soldiers struggled in due to poor training and shortages of proper equipment suggests that at this stage the Royal Navy was of limited strategic note value. Thus, the Belgium army, which was comprised of mainly six divisions, was overcome by the Germans at Liege and the River Gate and had to retreat to the stronghold city of Antwerp (Halpern 1994). Had the Royal Navy been more adept in the first place this might never have occurred.However, the strategic role of the navy in this pillowcase was salvaged to an extent when Winston Churchill, astutely realizing the important of Antwerp, bolst ered the city utilize the Royal Navy Division. In this way, a secern strategic position, in terms of Allied shipping, was saved by virtue of the navy. This point is made all the more compelling by the fact that the Belgians were forced to withdraw their forces from the fray on 6t October 1914, opening the line to a German victory. The intervention of the Royal Navy therefore came at a critical moment, heighten its importance (Grove 1987).The tactics of the Royal Naval Division on this occasion in addition suggests strategic relevance. An innovative plan was devised by which the troops dug trenches so that they could position themselves strategically during the battle. The aftermath of the battle is also worth mentioning. On 11 October 1914, the residual divisions of the Royal Navy Division arrived back home in England and immediately commenced their training camp in Blanford in Dorset (Jolly 2000). Crucially, they brought with them Belgian experience and the innovation of Briti sh arm forces. Changes were made to the training to better prepare the Naval Division as well as the Marine substitutes, that in the future would be selected and serve in Royal Marine battalions. Thus, through the navys combat experience and later role in Britain, the capability of the armed forces was enhanced.The French believed the Germans were on maneuvers in Belgium and sent some ships to trouble the German cavalry which were by now in North of Dunkirk. This maneuver was successful, which managed to give the impression that it was the central army. The British forces began to move ahead towards Brasa and captured Fort Zain. They also stopped efforts by the Turks to obstruct the river so the Turkish forces retreated from Brasa. Then, General Sir Arthur Barrett, the commander of the British army, deployed regiments to the city and the British forces established a strong occupation on 23 November 1914 (Knight 2006). The triumphant campaign allowed the majority of the British troop s to return home, leaving only a small garrison. This episode is more than mere narrative. It reveals that for certain periods the Royal Navy was rendered almost redundant in a military sense due to a neglect of conflict at sea. This is suggested by the fact that on 28 August, marines were located on ships during the battle of Heligoland, with no lives wooly. Later, however, at the involvement of Coronel in November, the British forces experienced a loss of 196 soldiers. sensation of the last encounters at sea was in 1914 during the Battle of the Falkland Islands in December. The importance of the navy was brought back into focus when, towards the end of 1914, the standstill between the Western and Eastern Fronts ceased (Friedman 2011). This allowed the British Navy to establish and consolidate maritime control and superiority, but it was not practical to have the opening of a similar instance as Trafalgar. The British disposition therefore needed to begin searching for an a lternative that would conclude the war.During December 1914, the strategic importance of the navy on the Western Front became apparent. The British government had responded to a request for assistance from Russia, which was struggling to flake the Turks in the Caucuses. On 2 January 1915, the Secretary of State for War, Field Marshal shaper Kitchener agreed to demonstrate British strength to support Russia (McMillan 2013). Kitchener could not take any troops from the Western Front, so he turned to naval capacities for active involvement. As a result, the best location for action would be the tapered strip of water from the Mediterranean into the Sea of Marmara. The purpose and plan, masterminded by Winston Churchill, was to avoid the Turkish capital, First Lord of the Admiralty. Churchill created a complicated structure of a third Allied front which gave tremendous assistance to Russia. The Royal Naval Division, moreover, went on to form an important part of the Mediterranean Exp editionary force (MEF), was which also include the Australian and New Zealand Army Corps (ANZAC), the 29th Division (British Army) and the Royal Naval Division (RND) (Dupuy 1967). function for the division was given to General Sir Ian Hamilton, The marines first conflict was in March 1915, where they targeted Turkish citadels and 22 individuals lost their lives magic spell several others were injured. On 25 April the Plymouth Battalion with a group of 2nd South Wales Borderers get on Y beach where a number of soldiers lost their lives (Churchill 1940). However, these successes were not without setbacks, and it should not be concluded that the Royal Navy was unequivocally of strategic value in these cases. There had been an early problem when the navy initially landed on 25 April and this had given Turkey chance of help to organize their defenses from Germany particularly on top of cliffs that gave a direct view of the neighboring beaches and into the interior of the land (Dupuy 1967).On twenty-eighth April, the Chatham Battalion landed on the Anzac shoreline in order to safeguard a beach, and they stayed there until 12th whitethorn despite many deaths and casualties. On the 29th April, the Admiralty gave control of the Royal Navy Division to the British War office and it became the 63rd Royal Naval Division. The 63rd also had control of the RM training division located at Blanford (Herwig 1987). During whitethorn and June, Royal Marines participated in warfare at the 2nd and 3rd Battles of Krithnia. Additionally, there was action at Achi Baba on the 12th June. The MEF held their initial position at Gallipoli to try and find a conclusion to the struggle (Herwig 1987).One point of important to note about this episode is that the Mediterranean Expeditionary Force (MEF), along with the Royal Navy, experienced various levels of difficulties and higher levels of casualties. This prompted MEFs withdrawal from Gallipoli, moreover. Winston Churchills administratio n has received severe critique for the large number of lives lost over this period, and it can reasonably be questioned whether such as campaign can be deemed of strategic value. One might even say it was a strategic indulgence in human terms and as Osbourne (2004) points out, the fact that Churchill stepped down from the Admiralty as a result is damning.following the activities of this period, more action then took place in the sea rather than on land. The Battle of battle of Jutland was the largest wartime conflict that occurred at sea during World War I. The battle commenced on 3 inaugural May 1916 when Germany discharged against the British Battle Cruiser regiments. Royal Marines proved their strategic value here, as they were manifold in 10% of the most important naval attack on crafts (Osbourne 2004). This proportion comprised mainly RMA whose job during this time was to operate guns. As it got bigger, the battle looked like it was getting out of control. The next day, Bri tish demolisher vessels attacked and sunk the Pommern. However in total, the Germans lost 11 ships while the British lost 14 ships, which suggests strategic folly in numerical terms (Osbourne 2004).In May the same year, RMLI brigades arrived from Gallipoli and were repatriated to France where new resources and weapons were organised. In addition, they were given more work force and upgraded weapons to machine guns. In July, the RM Company was joined by companies called Howe and Anson the 188th Brigade of the re-titled 63rd RND (Herwig 1987). This group moved to a plumb quiet region of the Western Front. At this point, because of new weapons technology it was necessary to safeguard the line using three trench positions. Common Trench warfare was intended for use in heavy foundation but that was not commonly experienced through the commando tactics of RMLI (Friedman 2011). These battalions became a vital element to the Battle of Ancre Heights near Beaumont Hill. There were financi al implications for this battle, as well as many casualties. On 17th April 1917 the 1st and 2nd regiments participated in armed combat at Miraumant and also during the 2nd Battle of the Scarpe later that month. During this armed effort, troops from the 63rd Division took over captured Gavrelle, led by General C. Lawrie. Immediately afterward, the 63rd Division also participated in the Battle of Arleux (Friedman 2011). The RND marched to various regions including Arras and Ypres during the winter weather, carrying heavy army equipment. In Ypres, the battalions trained very hard to prepare for a key offensive on the German border, matrimony of Ypres. When it happened, the attack would take the forces to the strategic location of the Paddebrek stream, in the north region of the canal (Randier 2006).Because of significant losings earlier that year the 1st and 2nd RMLI contingents joined together to increase their masses numbers. However, at this point, there were some signs that the w ar was moving towards an end and the Germans begun realizing that their momentum begun to slow down. Finally, on 8th August the British put into place their counter plan to impact on German troops, disturbing all levels of hierarchy in the army, including the German High Command. This appeared to be a possible chance for victory, although it is vital to point out that victory was not guaranteed. On 2nd to 3rd September 1918, the 1st and 3rd Armies fought at the Battle of Drocourt-Queant, alongside the 63rd (RN) division in the Third army (Morison 1942). On 27th September to 1st October 1918, the 1st and 3rd Armies also engaged in combat at the Battle of the Canal du Nord. During this time, the 63rd RN group was once again a component of the third Army (Stephenson 2011 Osbourne 2004).As has emerged through this essay, the strategic value of the Royal Navy was mixed. Many historians viewed Gallipoli as a catastrophic tragedy, facilitated by confusing tactics and problems that allowed the foeman to prepare for the attack (Stephenson 2011). However, despite awful circumstances, the Marines still managed several successes demonstrating that they were a significant force on the ground in the capacity of infantry. Many of the experiences acquired by soldiers in World War I were expensive resources that were applied again in the experiences they would go through in WWII (Stephenson 2011).This essay has detailed the many triumphs of the Royal Navy however, of them all the Zeebruge campaign was arguably the most important in strategic terms (Koerver 2010). after dealing with frightful conditions and dreadful weather, the Marines still managed to carry out their responsibilities and sabotage the canal (Stephenson 2011). Their accomplishments led to an unwilling benefit of giving a confidence boost and momentum for all British soldiers involved in the conflict in other places (Knight 2006).As a final, but by no means unnoticeable point, the importance of the Royal Navy as a blockading force deserves a mention. The efforts of the marines and the navy unploughed Germany surrounded, creating barrier to many trade routes and ports, causing starvation and eventually defeat. This contributed to higher levels of bankruptcy, as Germany exhausted its finances trying to keep up with Britain (Stephenson 2011 Osbourne 2004).In conclusion, is clear that the Royal Navy was an indispensible strategic tool during WWI. It had the capacity to fight effectively in different environments and landscapes, as has been outlined in the narrative sections of this essay. It was also effectual in observing and introducing a wide range of tactics, strategies, and military equipment to Britain, which helped to evolve many modern aspects of warfare that are still with us today (Knight 2006). Its versatility on land and sea, moreover, which has been outlined throughout this essay in description of campaigns, was enormously useful. In concrete terms, the most essential ra ids that consolidated included Antwerp, Mesopotamia, Gallipoli, and Zeebruge, all of which involved the Royal Navy. Of course, it surely had its shortcomings, and some of its failures and blunders have been discussed. However, this is an inevitable part of the operations of any force. In the end, while the Germans lost the war for a wide range of reasons, the impact of the British Royal Navy was certainly one of them it was undoubtedly of great strategic value.Reference List Benbow, T Naval Warfare 1914-1918 From Coronel to the Atlantic and Zeebrugge. (Newbury Amber Books Ltd, 2011)Churchill, W The Second World War. Vol. 2, Their Finest Hour ( Houghton Mifflin Company, 1949)Dupuy, T. N. The Military History of World War I naval and overseas war, 1916-1918. (New York Franklin Watts, 1967)Friedman, N., Naval Weapons of World War One Guns, Torpedoes, Mines, and ASW Weapons of All Nations An Illustrated Directory (UK Naval Institute call 2011).Grove, E. Vanguard to Trident, (London Naval Institute Press/The Bodley Head, 1987)Halpern, P. A Naval History of World War I. The stock(a) Scholarly Survey. (Annapolis Naval Institute Press, 1994)Koerver, H. J. German Submarine Warfare 1914 1918 in the Eyes of British Intelligence, (Reinisch LIS 2010)Herwig, H. H. opulence Fleet The Imperial German Navy,1888-1918. (Oxon Routledge, 1987)Joll, R. Jackspeak. (UK Maritime Books, 2000)Will Knight, UK unveils plans for a new submarine fleet. New Scientist (Environment) 2006,McMillan, M. The War That Ended Peace The Road to 1914(London Profile Books Ltd, 2013)Morison, E. Admiral Sims and the Modern American Navy. (UK Houghton Mifflin Company, 1942)Osbourne, E. W. Britains Economic handicap of Germany, 19141919. (London and New York Routledge 2004).Randier, J. La Royale Lhistoire illustree de la Marine Nationale Francaise. (Brest Editions de la Cite, 2006)Stephenson, D. With our backs to the wall Victory and defeat in 1918. (UK Penguin, 2011)

Joshua

In the novel, The Great Gatsby, dings use of diction and imaginativeness in his language salutes that the attendees of the party are not ordinary commoners but particular(a)vagant and luxurious tribe from the velocity classes. notchs uses of diction bases the amply class of the people at the party. For example, when Nick first sees Myrtles sister, Catherine, he describes that she is a slender, worldly girl. He thinks that, unlike other average women, Catherine is special and unique.By saying she is worldly, he implies that she is higher up other women. In addition, when Nick begins to describe Mr.. McKee, Nick says that he is, most respectful in his address to everyone In the room. Nick believes that Mr.. Emcees manners are similar to that of a person from high society. People from the upper classes tend to be more respectful and mannerly compared to those from the trim down classes. Another example is when Mr.. McKee was explaining to Nick that he was In the, artistic g ame, and that he, photographed Mrs..McKee a hundred and twenty- even propagation since they had been married. This leads Nick to believe that Mr.. And Mrs.. McKee were most probably from the upper classes rather than the lower or common classes. Not many people In those times had the time and luxury to take many photographs of their wives since they all had to work many hours. By using diction, Nick shows the luxury and extravagance of the people attending the party. Nick does not only use diction In his language, but also vision to support his belief that the people at the party were not from a common class, but from an upper class.For example, when Catherine moves around the room, Nick begins to realize, an Incessant clicking as Innumerable pottery bracelets Jingled up and down upon her arm. Catherine was wealthy enough to afford lots of Jewelry, meaning that she must be from a high class since people from the lower classes were not able to afford such Jewelry. Nick used Imag ery to describe the extra things Catherine had In order to show her wealth and luxury. In Dalton, when Mrs.. McKee compliments Mrs.. Wilson of her dress, she rejects the compliment and says that she, SLPs It on moieties when she doesnt occupy what she looks like. Even when she Is not trying to look fancy and luxurious, Mrs.. Willows clothing Is respectable and beautiful. She has at to the lowest degree some wealth since people were able to acknowledge her luxury even when she was not trying to show It. Imagery Is used In Nicks language to describe the wealth of the attendees and to prove that they are not from the lower classes. Nick supports his observations and beliefs by using Dalton and Imagery In his language. By showing their luxury and polite manner, he describes them as economically stable and wealthy and extravagant.Joshua By schoolhouses Nicks uses of diction shows the high class of the people at the party. For example, respectful in his greeting to everyone in the room. Nick believes that Mr.. Emcees classes. Another example is when Mr.. McKee was explaining to Nick that he was in common classes. Not many people in those times had the time and luxury to take Nick does not only use diction in his language, but also imagery to support his an never-ending clicking as innumerable pottery bracelets Jingled up and down upon such Jewelry.Nick used imagery to describe the extra things Catherine had in order to show her wealth and luxury. In addition, when Mrs.. McKee compliments Mrs.. Wilson of her dress, she rejects the compliment and says that she, slips it on sometimes when she doesnt care what she looks like. Even when she is not trying to look fancy and luxurious, Mrs.. Willows clothing is respectable and beautiful. When she was not trying to show it. Imagery is used in Nicks language to describe Nick supports his observations and beliefs by using diction and imagery in his

Adam and Eve: an Epic Poem Essay

What makes tenner diverse from evening and vice versa? Is it because offer happens to be a man, and eve is a woman? pull down though this happens to be a true fact, there is a deeper meaning to severalise decade and Eve. posterior Miltons large poem, Paradise at sea, gives key differences when contrasting cristal and Eve. Paradise Lost can be summed up as be about the creation of the world, which is known as the paradise and the events before and after that surrounded the creation. on with the creation of the world came the creation of the first devil clement beings known to mankind, kick downstairs known as rapture and Eve. Although Adam and Eve were created equally by GOD, these characters divided up variant thoughts and performed different actions that distinguished them from superstar another, which lead to them having contrasting strengths and impuissancees.When GOD was in the process of creating the first two human beings, one would predict that they would be very similar. From the physical outlook, differences between Adam and Eve could be seen easily, plain because of the physical characteristics that differentiate man and woman. entirely if the human eye were to somehow dig deeper beneath the bark of Adam and Eve, one could see how the two were fairly different. One way of distinguishing one from the other and contrasting the two would be the strengths that each of them possessed. With the strengths, Milton not only showed the differences through the personality, only through the actions as well. The faster of the two or the character that possessed the most strength was Adam. Even though this choice is very oft debatable, Milton backs this up with examples within Paradise Lost.Both Adam and Eve possessed thoughts, and performed actions that one would consider strength. But there are certain strengths that stick out to ones mind, and that had an effect surrounding the story. Eves greatest strength was her capacity for love, emo tion, and forbearance. In contrast to Adam, Eve possessed a epic amount of love in her heart, which leads her to curiosity and being able to think outside the box. Adam did have a great capacity of love foe Eve, just it is nothing compared to the capacity that Eve held. She as a veil down to the slender waist Her unadorned golden tresses wore Disheveled but in wanton ringlets waved As the vine curls her tendrils, which implied Subjection, but required with gentle sway And by her yielded, by him crush received Yielded with coy submission, modest pride, And sweet reluctant amorous delay (IV, 304-311). This quote lists characteristics of Adam and Eve, but what separates the two qualities is Adams reluctant amorous delay. These quoted words describe Adams struggling for position in with love, which proves the point that he had a smaller capacity for love than Eve.Adam on the other hand possessed more strengths than Eve. This is believable because Adam was rude(a)ly built by GOD to l ead Eve, as Milton proclaimed in the epic. For one, Adam was strong, intelligent, and rational. Milton also claimed Adam as being the most perfect as any human being would ever be. But the strength that deal him apart from Eve and that contrasts his strength from hers, was his capacity for reason. He could understand the most sophisticated ideas instantly. Eve did not possess this therefore she was easily influenced and deceived. Proof of her being easily fooled, would be how she was the first to eat from the corner of Knowledge. Adam tended to take his approach on problems by thinking critically and asking help from GOD. So although Adam and Eve were created equally by GOD, each of them possessed different strengths that distinguished them from one another.Along with the strengths of Adam and Eve, there also came weaknesses. Between Adam and Eve, Eve possessed more weaknesses than Adam. Again this is a debatable opinion, but in the case of Paradise Lost, Milton portrayed this. E ve was created to be led by Adam, but did not do so because of her lack of learning. Milton portrayed Eve as being roughly inferior to Adam. Even though she was in love with him, she resented him because she fell in love with her own natural beauty. One case of this is a part in the epic poem when Eve began gazing at her saying in the water. It was then that she became somewhat conceited, and one of her greatest weaknesses became her assets and vanity.Another form of Eves weakness was her lack of intelligence. She did not approach situations that called for reason, correctly. An example of this is the way she was easily seduced by Satan. The varieties of hatred and revenge exhibited by the demons during their infernal council are rooted in fallen human experience (Ryken 103). This quote connects to the point that Milton portrayed the fall of Eve and mankind, through her experience with Satan. She had a weaker mindset than Adam because Satan seduced her into eating from the channe lise of knowledge.From reading Paradise Lost one could possibly blame Eve for the downfall of Adam. But what makes Adams weakness different from Eve is the person that he had loved for. Eve fell in love with her own assets and vanity. In contrast, Adam did not fall in love with himself, but preferably fell in love with Eve. Adams desire for Eve in Paradise Lost is nothing if not honorable, and, indeed, it does induce in him the gravest perturbations. He yields to his desire and suffers calamity as a military issue (McMahon 51).That happened to be Adams greatest weakness and his downfall his great love for Eve. As a result for his strong infatuation for Eve, she could easily persuade him, as Satan persuaded her. Adam did not want to lose and reach Eve, so Eves love lured Adam into eating from the Tree of Knowledge. Another weakness that Adam possessed was his thirst for knowledge. This also contributed to his downfall because he was always willing and wanting to know more. An iro nic comparison is how Adams thirst for knowledge led him to the Tree of Knowledge. So in inwardness Adams weaknesses led him to disobey GOD for Eve. Although Adam and Eve were created equally by GOD, their different thoughts and actions led to a contrast in each others weaknesses.In the final analysis, one can see how similar characters from birth, grew to be different characters with time. Although Adam and Eve were created equally by GOD, these characters shared different thoughts and performed different actions that distinguished them from one another, which lead to them having contrasting strengths and weaknesses. Neither of the characters were heroes nor satanic figures, even though they contributed to the downfall of man. Paradise Lost is a Christian epic and Christ is the hero.Milton has laid the classic epic under tribute for details that adorn a new and in most respect advance(a) type (Woodhull 256). This quote shows how others see the detail that Milton put in to describ ing Adam and Eve, and making it more comprehensible in todays world. In closing, the synopsis of Paradise Lost is very debatable when examine or contrasting Adam and Eve. They were the two first human beings known to mankind, and set the stage for the recline of the world. Milton portrays each Adam and Eve to the fullest that gives readers a chance to have their own clear views about each. run away CitedMcMahon, Robert. The Two Poets of Paradise Lost. Louisiana Louisiana Tate University Press, 1998. Milton, John. Edited by Teskey, Gordon. Paradise Lost. New York W.W. Norton and Company, Inc, 2005. Ryken, Leland. The Apocalyptic hatful in Paradise Lost. Ithaca, New York Cornell University Press, 1970. Woodhull, Marianna. The Epic of Paradise Lost Twelve Essays. New York The Knickerbocker Press, 1907.