Essay on Gesture, Race and Culture Book Review - 2195 Words

Gesture, Race and Culture Book Review Gestures are unique forms of non-verbal communication, which have been studied, both out of context and within culture and race. In 1942, Dr. David Efron wrote the book, Gesture and Environment, which was a summary of Efron’s research of the claims of the Nazi scientists that â€Å"differences in gestures were due solely to racial inheritance† (Ekman, 7). He compared groups of immigrant Southern Italians and Eastern Jews, living in New York City, by using direct observation and recording the outward gestures of this collection of people. These observations were then evaluated and studied to determine whether there were group differences between them. Efron went even further to research whether there†¦show more content†¦Gunther did not believe environment had anything to do with the way a group of people gestured. Another theory, published by L. F. Clauss, claimed that the â€Å"human body is a ‘stage’ on which the psycho-racial traits of the ind ividual manifest themselves in the form of facial movement, gesture, voice, etc.† (Efron, 25). Clauss theorized that there were six different types of race, and each had its own characteristic gesticulations. Of these forms, he categorized into the following: restrained, playful, explosive, etc. Expressive movement theory was studied by Albert Gehring, who asserted that different races had different mentalities. He examined the Graeco-Latins and found them to be lively and quick tempered, whereas the Teutons were more deliberate in their motions. Again, this theorist did not take into account the environment in which a person lived. Wilhelm Bohle claimed that human behavior was not affected very much by environment, but it is â€Å"the inner† character of an individual that patterns his experiences (Efron, 32). His claim was that each person fit into one of the following categories: affective type (quiet), motor type (slow or energetic), or perceptive type (sensory). L ike the rest of the logicians, Mr. Bohle did not have any concrete evidence to support his theory. Theorist Karl Skraup claimed that there were five different factors of bodily motion: intellect, occupation, temperament,Show MoreRelated Claude McKays If We Must Die Essay1254 Words   |  6 PagesJamaican born Claude McKay, who was a political activist, a novelist, an essayist and a poet. Claude McKay was aware of how to keep his name consistently in mainstream culture by writing for that audience. Although in McKay’s arsenal he possessed powerful poems. The book that included such revolutionary poetry is Harlem Shadows. His 1922 book of poems, Harlem Shadows, Barros acknowledged that this poem was said by many to have inaugurated the Harlem Renaissance. Throughout McKay’s writing career he usedRead MoreAn Analysis of Body Language in Communication Between China and America3518 Words   |  15 PagesChapter 2 Literature review 2.1 The definition of body language 2.2 The importance of body language 2.2.1 Body language is widely used in daily life 2.2.2 Benefits body language bring to us during communication Chapter 3 Characteristics of body language from the view of Sino-America cultural communication   3.1 Same body language conveys different meaning due to different culture 3.2 Same body language represents same meaning in different cultures 3.3 Only fewRead MoreThe Importance Of The Communication Process Of Health Care Workforce1507 Words   |  7 Pagesaddition to the quality of services and systems available in the country. Even though multiple definitions can be seen in literature review, the definition given by for Cultural and linguistic diversity (CALD) people is as English and non-English speaking communities from different cultures (Optus yes, 2015).These groups and individuals differ in their religion, race, language and ethnicity (Culturally and Linguistically diverse people, 2009).The effectiveness of the communication process of healthRead MoreUnderstanding Non Verbal Communication At The Workplace4020 Words   |  17 Pagesrich base of literature about nonverbal communication across culture in the workplace, it does not yet encompass a solid level on how to understand and recognize the differences as they relate to cultural differences in nonverbal communication in the workplace. Based on the literature above, the following research question is formed: RQ: How are cultural differences in nonverbal communication perceived between Arab and Americans? cultures in the workplace. Keywords: Cultural differences, nonverbalRead MoreThe Most Important Thing Of Communication Is Hearing What Isn?4000 Words   |  16 Pagesrich base of literature about nonverbal communication across culture in the workplace, it does not yet encompass a solid level on how to understand and recognize the differences as they relate to cultural differences in nonverbal communication in the workplace. Based on the literature above, the following research question is formed: RQ: How are cultural differences in nonverbal communication perceived between Arab and Americans? cultures in the workplace. Keywords: Cultural differences, nonverbalRead MoreThe Rise Of Social Media And Its Impact On The Feminism Movement Essay1542 Words   |  7 PagesLiterature Review The rise of Social Media and its impact on the Feminism Movement Abstract: The new media Internet, social media platforms, has been an increasingly popular tool for feminists to promote the feminism movement. With the broad reach of the internet and social media, this has led to a wider awareness of the feminist movement. The broad reach of the internet and social media however has also open the female gender to various levels of objectification. This paper reviews theRead MoreNegative Impact of Media Violence on Children1704 Words   |  7 Pagesconsumption has important implications for society. As such, increases in violence depicted in the media have raised convers over the impact of this violence on society. According to a study conducted by the National Violence Study recorded in the book Media Violence and Children edited by Douglas A. Gentile, media violence is defined as: â€Å"Thus as the expansion of mass media has occurred so has its violent contents affected children. Not only has television impacted the lives of young people, recentlyRead MoreAnalysis Of Michael Jackson s The King Of Pop Essay2174 Words   |  9 PagesGlobal iconicity: Jackson’s global iconicity is priceless and timeless. He ascended to the global stage, but not without being recognized at home, first. At home, he was recognized and honored by U. S. Presidents as a symbol of the U.S. harmless culture. According to Sylvia J. Martin: â€Å"Jackson’s pivotal presence and invocation in central domains of American life – the arts, politics, sports, and the military – attest to his charismatic persona. After the phenomenal success of the alums â€Å"Thriller†Read MoreThe Importance of Teaching Culture in the Foreign Language Classroom9379 Words   |  38 PagesThe Importance Of Teaching Culture In The Foreign Language Classroom Radical Pedagogy (2001) ISSN: 1524-6345 The Importance Of Teaching Culture In The Foreign Language Classroom Language And Culture: What IS Culture And Why Should IT BE Taught? In this section, we will briefly examine the relationship between language and culture and see why the teaching of culture should constitute an integral part of the English language curriculum. To begin with, language is a social institution, both shapingRead MoreReview Of This Republic Of Suffering1791 Words   |  8 Pagesï » ¿9764 Mr. Jeter H1301 2 December 2014 Review of This Republic of Suffering: Death and The American Civil War by Drew Gilpin Faust (Alfred A. 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The Black Plague s Entrance Into Western Europe - 1177 Words

Infected ships entered the Genoise ports in 1347, thus starting the Black Plague’s entrance into Western Europe. One hundred and twenty-seven years later, Vincent de Kastav completed his fresco Dance of Death in Beram, Croatia. The Dance of Death represents the Black Plague, but from a new generation’s viewpoint. It is estimated that England’s pre-plague population was 4.2 million, of which 1.4 million people died. In cities such as Florence, half or two-thirds of the population died. When there is mass panic and a high probability of death, people tend to turn to what previously comforted them and provide hope. The Beram Dance of Death represents religion during the Black Death through the medium and location, the symbolization, and the†¦show more content†¦This is a representation of how the political and religious systems in the Late Medieval Ages treated women as the subordinates of men. It is the woman who attempts to bribe the skeletons with a bowl of coins to try to cheat out of death. None of the other male figures attempt to cheat death. This is significantly similar to the Christian biblical story of Adam and Eve and how it was Eve’s fault for eating the apple and causing orignal sin. The Christian idea and stereotype of women trying to cheat the system and sinning has still be translated through this painting. However, it is clear that the attempts to cheat death are futile and that death has no biases or judgements. Next that follows in line is a merchant, a child, and peasant. The child represents that death has no boundaries for whom it will take. This is why parents immediately rush children to the church for baptism and how the church was an integral part of everyday medieval life. It is interesting to note that these three characters appear before the knight. Since the author painted this artwork after the Black Plague, this discrepancy may refer to the increased demand for skilled farm labourers and the lack of supply due to the Black Death. However, it is notable they the artist was willing to make such a strong statement in his artwork. The Beram Dance of Death represents and teaches religion through the placement and method ofShow MoreRelatedThe Black Death Of The Bubonic Plague1304 Words   |  6 PagesThe Black Death The Black Death also known as the Bubonic plague was a deadly disease that swept through Europe in the late 1340s to the early 1350s, wiping out over twenty five to forty million people. It is called the Black Death because when victims got sick, they developed massive bulges on their bodies that turned purple and black. The bubonic plague originated in the arid plains of Central Asia, where it then travelled along the Silk Road, reaching Crimea by 1343. 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The Indigo Spell Chapter Eleven Free Essays

string(29) " comrade on the battlefield\." MARCUS DISAPPEARED TO WHEREVER it was he was hiding out, and I drove home. What he’d said to me still seemed outlandish. I kept telling myself none of it could be true. We will write a custom essay sample on The Indigo Spell Chapter Eleven or any similar topic only for you Order Now It made things a lot easier to handle. Back at Amberwood, I found the usual buzz of evening student activity. It felt comforting after my shocking outing, far removed from fanatics and cryptic spells. My phone buzzed with a text message the minute I stepped into my dorm room. It was from Jill: Come see us when you’re back. I sighed. No rest for the wicked, it would seem. I left my purse in my room and then trudged down to the second floor, unsure of what I’d find. Jill opened her door, looking immensely relieved to see me. â€Å"Thank God. We have a situation.† â€Å"We always have a situation,† I said. I stepped inside and saw Angeline sitting on the floor, back against the wall and a miserable expression on her face. â€Å"What happened?† She looked up quickly. â€Å"It wasn’t my fault.† The sinking feeling in my stomach increased. â€Å"It never is, is it? I repeat: what happened?† When Angeline refused to say, Jill spoke up. â€Å"She gave Trey a concussion with an algebra book.† Before I could even start to parse that, Angeline leapt to her feet. â€Å"The doctor said it wasn’t a concussion!† â€Å"Wait.† I glanced between them, half hoping they’d burst into laughter at the joke they must be playing on me. â€Å"You did something to Trey that actually required medical attention?† â€Å"I barely touched him,† she insisted. I sat down on Jill’s bed and resisted the urge to crawl under its covers. â€Å"No. You can’t do this. Not again. What did the principal say? Oh, God. Where are we going to send you?† After Angeline’s brawl with a motivational group, it had been made very clear that further fighting would get her expelled. â€Å"Eddie took the blame,† said Jill. A small smile crossed her face as she spoke. â€Å"There weren’t really many witnesses, so Eddie said they were playing around in the library and tossing the book back and forth. He claimed he got careless and threw the book too hard . . . and that it accidentally hit Trey on the head.† Angeline nodded. â€Å"That’s kind of what really happened with us.† â€Å"No, it wasn’t,† protested Jill. â€Å"I saw it. You got mad when Trey told you it shouldn’t be that hard to understand that x always has a different value.† â€Å"He implied that I was stupid!† Variables didn’t seem like too hard a concept to me, but I could tell under Angeline’s bravado that she really was flustered. I always had the impression that back among the Keepers, Angeline had been a queen among her peers. Here she was constantly trying to keep up academically and socially adrift in a world very different from the one she’d grown up in. That would make anyone insecure. And while I questioned if Trey had ever said she was stupid, I could understand how some of his snarky commentary could be perceived that way. â€Å"Did Eddie get in any serious trouble?† I asked. I doubted he’d get expelled for something like this, but it would be just my luck that he’d get the punishment he’d saved Angeline from. â€Å"Detention,† said Jill. â€Å"He accepted it very bravely,† added Angeline. â€Å"I’m sure he did,† I said, wondering if either girl knew they were wearing mirror expressions of adoration. â€Å"Look, Angeline, I know the tutoring process must be frustrating, but you have to watch your temper, okay? Trey’s just trying to help.† She looked skeptical. â€Å"He’s got kind of an attitude sometimes.† â€Å"I know, but people aren’t exactly lining up to fill his position. We need you here. Jill needs you here. Eddie needs you here.† I saw some of her indignation fade at the mention of her friends and duty. â€Å"Please try to work with Trey.† She gave a weak nod, and I stood up to leave. Jill hurried after me into the hallway. â€Å"Hey, Sydney? How was your outing with Marcus?† â€Å"It was fine,† I said, certainly not about to dredge up Marcus’s alarming revelations. â€Å"Informative. And I learned how to play Skee-Ball.† Jill almost looked offended. â€Å"You played Skee-Ball? I thought you were supposed to be learning about the Alchemists’ secret history.† â€Å"We multitasked,† I said, not liking her tone. I left before she could comment further and texted Eddie when I reached my room. I heard what happened. Sorry. And thanks. His response was quick: At least it wasn’t a concussion. I braced myself for snark when I went to meet Adrian the next day. Jill had probably told him about my arcade trip, which would probably elicit a comment like, â€Å"Nice to know you’re so dedicated to crack the Alchemists. Way to keep your eye on the ball.† When I pulled up in front of Adrian’s apartment building, he was already waiting out front for me. As soon as I saw his grim face, my heart stopped. I jumped out of the car, just barely pausing to grab the keys as I went. â€Å"What’s wrong?† I exclaimed, jogging up to him. He rested a hand on my shoulder, but I was too worried to care about the touch. â€Å"Sydney, I don’t want you to freak out. There’s no lasting damage.† I looked him over. â€Å"Are you okay? Were you hurt?† For a moment, his somber expression turned puzzled. Then, he understood. â€Å"Oh, you think it’s me? No, I’m fine. Come on.† He led me around the back of his building, to the private parking lot used by residents. I came to a halt, my jaw dropping as I took in the terrible, ghastly scene. A couple other residents were milling around, and a police officer stood nearby taking notes. Around us, seven parked cars had their tires slashed. Including the Mustang. â€Å"No!† I ran over to its side, kneeling and examining the damage. I felt like I was in the middle of a war, kneeling by a fallen comrade on the battlefield. You read "The Indigo Spell Chapter Eleven" in category "Essay examples" I was practically on the verge of shouting, â€Å"Don’t you die on me!† Adrian crouched beside me. â€Å"The tires can be replaced. I think my insurance will even cover it.† I was still horrified. â€Å"Who did this?† He shrugged. â€Å"Some kids, I guess. They hit a few cars one block over yesterday.† â€Å"And you didn’t think that was worth mentioning to me?† â€Å"Well, I didn’t know they were going to come here too. Besides, I knew you’d flip out and want to set up twenty-four-hour surveillance on this place.† â€Å"That’s not a bad idea.† I glanced up at his building. â€Å"You should talk to the landlord about it.† Adrian didn’t seem nearly as concerned as he should have been. â€Å"I don’t know that he’d go for it. I mean, this isn’t really a dangerous neighborhood.† I pointed at the Mustang. â€Å"Then how come this happened?† Even though we could take Latte to Los Angeles, we still had to wait around to finish up with the police and then get a tow truck. I made sure the tow truck driver knew that he better not get a scratch on the car, and then I watched mournfully as it was hauled away. Once that sunny splash of yellow disappeared around a corner, I turned to Adrian. â€Å"Ready to go?† â€Å"Do we have enough time?† I looked at my cell phone and groaned. We’d burned up a lot of time handling the vandalism aftermath. And yet, I hated to wait until tomorrow, seeing as I’d already lost time yesterday while dealing with Marcus. I called Ms. Terwilliger and asked if she’d cover for me if I came in after curfew. â€Å"Yes, yes, of course,† she said, in a tone that suggested she couldn’t understand why I’d even bothered calling her. â€Å"Just talk to more of those girls.† Ms. Terwilliger had given me six names. We’d already taken care of Wendy Stone. Three of the girls lived relatively close together, and they were our goal tonight. The last two were closer to the coast, and we hoped to reach them tomorrow. Adrian tried making conversation with me throughout the drive, but my mind was still on the Mustang. â€Å"God, I’m an idiot,† I said, once we’d almost reached our destination. â€Å"That’s never a term I’d use to describe you,† he said promptly. â€Å"Articulate. Well dressed. Smart. Organized. Beautiful. I’d use those terms, but never ‘idiot.'† I nearly asked why â€Å"beautiful† had come after â€Å"organized† and then remembered the actual concern. â€Å"I’m obsessing about that car when girls’ lives are on the line. It’s stupid. My priorities are messed up.† My eyes were on the road, but I could tell he was smiling. â€Å"If your priorities were really messed up, you would’ve followed that tow truck. Yet here you are, off to help perfect strangers. That’s a noble thing, Sage.† â€Å"Don’t rule yourself out,† I said. â€Å"You’re pretty noble too, going on all these outings with me.† â€Å"Well, it’s not the same as Skee-Ball, but it’ll have to do. How was that anyway? Did you really learn anything?† â€Å"I learned a lot – some pretty unbelievable stuff, actually. I’m still waiting to get some proof, though.† Luck was with us initially. The first two girls were home, though their reactions were similar to Wendy Stone’s. This time, I’d had the foresight to bring the newspaper article, in the hopes it would make a stronger impression. That ghastly picture at least gave them pause, but I left not knowing if they’d really take me seriously or use the agate charms. Our good fortune ran out when we reached the last name. She too was a college student, meaning we had another campus visit. Her name was Lynne Titus, and she lived in a sorority house. I admit, as I knocked on the door, I was fully prepared to find a group of girls dressed in pink, having a pillow fight in their living room. But when we were shown in, we discovered an orderly home not all that different from Wendy’s building. Some girls were coming and going, while others sat around with textbooks and papers. â€Å"Lynne?† asked the girl who’d let us inside. â€Å"You just missed her.† I knew this shouldn’t be a surprise. These girls had lives. They wouldn’t all be waiting around for me to come by and talk to them. I glanced uneasily at a window, taking note of the purpling sky. â€Å"Any idea when she’ll be back?† The girl shook her head. â€Å"No, sorry. I don’t know where she went.† Adrian and I exchanged looks. â€Å"You’re free from your curfew,† he reminded me. â€Å"I know. But that doesn’t mean I want to spend all night waiting for Lynne.† I did some mental calculations. â€Å"I suppose we could wait a couple of hours. Three at most.† Adrian seemed supremely delighted by this, and I couldn’t help but wonder if he was more excited at hanging out on a college campus . . . or at spending time with me. â€Å"What’s fun to do around here?† he asked our hostess. He glanced around at the quiet academic environment. â€Å"No raging parties here, huh?† The girl put on a disapproving expression. â€Å"We’re a very serious sorority. If you’re looking for parties, I guarantee there’s one going on just down the street. Those girls have one every night.† Adrian shot me a hopeful look. â€Å"Oh, come on,† I said. â€Å"Can’t we find some nice museum?† â€Å"We want to stay close, in case Lynne comes back,† Adrian said. Something told me if the party had been all the way across campus, he still would’ve pushed for it. â€Å"Besides, if you want to go to college so badly, you should see the full scope of what it has to offer. And aren’t you a fan of Greek stuff?† That was hardly what I had in mind, and he knew it. I reluctantly agreed but warned him he couldn’t drink. I was sporting the brown wig and presumed he was using spirit to mask us further. Alcohol would diminish his ability to pull it all off. Plus, I just didn’t want to see him drunk. It was easy to find the party house because we could hear the music blasting from it. A guy and a girl openly drinking beer from plastic cups challenged us at the door. â€Å"This is Greek only,† the girl said. She looked as though she might fall off her stool. â€Å"Who are you with?† I pointed vaguely toward Lynne’s sorority. â€Å"Um, them.† â€Å"Alpha Yam Ergo,† said Adrian, without hesitation. I expected the door squad to point out that most of those weren’t even Greek letters. Maybe it was because Adrian spoke so confidently – or because they’d had too much beer – but the guy waved us inside. It was almost like being back at the arcade, an overwhelming flood of stimuli. The house was crowded and loud, with smoke hanging in the air and alcohol flowing freely. Several people offered us drinks, and some girl invited us – three times – to play beer pong, forgetting that she’d already spoken to us. I regarded it all in amazement, trying to keep the disgust off my face. â€Å"What a waste of tuition. This is ruining all my collegiate dreams,† I shouted to Adrian. â€Å"Isn’t there anything to do that’s not drinking or being stupid?† He scanned around, able to see more of the room from his greater height. He brightened. â€Å"That looks promising.† He caught hold of my hand. â€Å"Come on.† In a surprisingly nice and spacious kitchen, we found several girls sitting on the floor painting blank T-shirts. Judging from the sloppy job and paint spills, they too had been indulging in alcohol. One girl had a cup of beer next to an identical cup of paint, and I hoped she wouldn’t mix them up. â€Å"What are you doing?† I asked. One of the girls glanced up and grinned. â€Å"Making shirts for the winter carnival. You want to help?† Before I could say no, Adrian was already on the ground with them. â€Å"Do I ever.† He helped himself to a white T-shirt and a brush with blue paint on it. â€Å"What are we putting on these?† The girls’ shoddy work made that a valid question. â€Å"Our names,† said one girl. â€Å"Winter stuff,† said another. That was good enough for Adrian. He set to work painting snowflakes on the shirt. Unable to help myself, I knelt down to get a better look. Whatever his faults, Adrian was a decent artist. He mixed in a few other colors, making the snowflakes intricate and stylized. At one point, he paused to light a clove cigarette, sharing one of the girls’ ashtrays. It was a habit I didn’t really like, but at least the rest of the smoke in this place masked his. As he was finishing up the shirt and writing out the sorority’s name, I noticed that all the other girls had stopped to stare. â€Å"That’s amazing,† said one, her eyes wide. â€Å"Can I have it?† â€Å"I want it,† insisted another. â€Å"I’ll make each of you one,† he assured them. The way they looked at him was an unwelcome reminder of the breadth of his experience with other women. I shifted a little closer to him, just so they wouldn’t get any ideas. He handed the white shirt to the first girl and then set to work on a blue shirt. Once he fulfilled his promise to each girl, he sifted through the T-shirt stack until he found a men’s-size black one. â€Å"Gotta pay tribute to my fraternity.† â€Å"Right,† I scoffed. â€Å"Alpha Yam Ergo.† Adrian nodded solemnly. â€Å"A very old and prestigious society† â€Å"I’ve never heard of them,† said the girl who’d claimed the first shirt. â€Å"They don’t let many people in,† he said. In white paint, he wrote his fake fraternity’s initials: AYE. â€Å"Isn’t that what pirates say?† asked one of the other girls. â€Å"Well, the Alpha Yams have nautical origins,† he explained. To my horror he began painting a pirate skeleton riding a motorcycle. â€Å"Oh, no,† I groaned. â€Å"Not the tattoo.† â€Å"It’s our logo,† he said. Adrian and I had once had to investigate a tattoo parlor, and to distract the owner, he’d gone in and pretended to be interested in a tattoo that sounded very much like what he was drawing now. At least, I assumed he’d been pretending. â€Å"Isn’t it badass?† â€Å"Badass† wasn’t quite the word I would’ve used, but despite it being such a ridiculous image, he actually did a good job. I made myself comfortable, drawing my knees up to me and leaning against the wall. He soon stopped with his banter and grew completely absorbed in his work, meticulously painting the skeleton’s bones as well as that of a skeleton parrot sitting on the pirate’s shoulder. I studied his features as he worked, fascinated by the joy in his eyes. Art was one of the few things that seemed to anchor him and drive that darkness in him away. He seemed to glow with an inner light, one that enhanced his already handsome features. It was another rare and beautiful glimpse of the intense, passionate nature lying beneath the jokes. It came through in his art. It had come through when he kissed me. Adrian suddenly glanced up at me. Our gazes locked, and I felt like he could read my mind. How often did he think about that kiss? And if he really was crazy about me, did he imagine more than just kissing? Did he fantasize about me? What kinds of things did he think about? His lips on my neck? His hand on my leg? And was that leg bare . . . ? I was afraid of what my eyes might betray and quickly looked away. Desperately, I groped for some witty and nonsentimental comment. â€Å"Don’t forget the ninja throwing stars.† â€Å"Right.† I could feel Adrian’s gaze on me a few moments longer. There was something tangible to it, a warmth that enveloped me. I didn’t look back until I was certain his attention was again on the shirt. He added the stars and then sat back triumphantly. â€Å"Pretty cool, huh?† â€Å"It’s not bad,† I said. In truth, it was kind of amazing. â€Å"You want one too?† The smile he gave me stirred up those warm feelings again. I couldn’t help but smile back. â€Å"We don’t have the time,† I managed to say. â€Å"We’ve got to check on Lynne.† â€Å"I’ll make you a fast one.† â€Å"Not the pirate,† I warned. He found a small purple shirt and began painting on it in silver. â€Å"Purple?† â€Å"It’s your color,† he insisted. A thrill ran through me at his words. Adrian could see auras, the light that surrounded all people and was tied into their personalities. He’d told me that mine was yellow, a color most intellectuals had. But he’d also said I had flares of purple, which indicated a passionate and spiritual nature. Those weren’t qualities I usually thought I possessed . . . but sometimes, I wished I did. I watched, enthralled, as he painted a large silver heart with flames edging one side. The whole design was Celtic in style. It was beautiful. â€Å"Where did you get that from?† I asked in awe. I’d seen a lot of his work but never anything like this. His eyes were on his heart, completely caught up in his work. â€Å"Just something kicking around in my head. Reminds me of you. Fiery and sweet, all at the same time. A flame in the dark, lighting my way.† His voice . . . his words . . . I recognized one of his spirit-driven moments. It should’ve unnerved me, but there was something sensual about the way he spoke, something that made my breath catch. A flame in the dark. He swapped out the silver paintbrush for a black one. Before I could stop him, he wrote over the heart: AYE. Underneath it, in smaller letters, he added: HONORARY MEMBER. â€Å"What are you doing?† I cried. The spell had shattered. â€Å"You ruined it!† Adrian regarded me with a mischievous look. â€Å"I figured you’d be flattered at being accepted as an honorary member.† â€Å"How can I get in?† asked one of the girls. In spite of my outrage, I took the shirt when he offered it to me. I held it up gingerly, careful not to mess up the paint job. Even through the ridiculous words, the fiery heart was still stunning. It shone through, and I couldn’t stop admiring it. How could someone so irreverent create something so beautiful? When I finally looked up again, I found Adrian watching me. That earlier thrall seized me, and I found myself unable to move. â€Å"You haven’t painted anything,† he said softly. â€Å"That’s because I have zero creativity,† I told him. â€Å"Everyone’s got some creativity,† he insisted. He handed me the silver brush and slid over to join me against the wall. Our legs and arms touched. He laid out his own AYE shirt across his lap. â€Å"Go ahead. Add something, anything.† I shook my head in protest and tried to hand him the brush. â€Å"I can’t draw or paint. I’ll ruin it.† â€Å"Sydney.† He pushed the brush back into my hand. â€Å"It’s a pirate skeleton, not the Mona Lisa. You’re not going to decrease its value.† Maybe not, but I had a hard time imagining what I could possibly add to this. I could do a lot of things, but this was out of my league – especially compared to his skill. Something in his expression drove me, however, and after a lot of thought, I gave my best shot at drawing a tie around the skeleton’s neck. Adrian frowned. â€Å"Is that a noose?† â€Å"It’s a tie!† I cried, trying not to feel offended. He laughed, clearly delighted at this. â€Å"My mistake.† â€Å"He can go to a boardroom meeting,† I added, feeling a need to defend my work. â€Å"He’s very proper now.† Adrian seemed to like that even more. â€Å"Of course he is. Proper and dangerous.† A little of his mirth faded, and he grew pensive as he studied me, holding me in his gaze. â€Å"Just like you.† I’d been so worried about the artistic challenge that I wasn’t aware of just how close he’d moved to me until now. So many details came into focus. The shape of his lips, the line of his neck. â€Å"I’m not dangerous,† I breathed. He brought his face toward mine. â€Å"You are to me.† And somehow, against all reason, we were kissing. I closed my eyes, and the world around me faded. The noise, the smoke . . . it was gone. All that mattered was the taste of his mouth, a mix of cloves and mints. There was a fierceness in his kiss, a desperation . . . and I answered, just as hungry for him. I didn’t stop him when he pulled me closer, so that I almost sat on his lap. I’d never been wrapped around someone’s body like that, and I was shocked at how eagerly mine responded. His arm went around my waist, pulling me onto him further, and his other hand slid up the back of my neck, getting entangled in my hair. Amazingly, the wig stayed on. He took his lips away from my mouth, gently trailing kisses down to my neck. I tipped my head back, gasping when the intensity returned to his mouth. There was an animalistic quality that sent shock waves through the rest of my body. Some Alchemist voice warned me that this was exactly how a vampire would feed, but I h ad no fear. Adrian wouldn’t hurt me, and I needed to know just how hard he could kiss me and – â€Å"Oh my God!† Adrian and I jerked apart as though someone had thrown cold water on us, though our legs stayed entangled. I glanced around in a panic, half expecting to see an outraged Stanton standing over us. Instead, I looked up into the terrified face of a girl I didn’t know. She wasn’t even looking at us. â€Å"You guys won’t believe what happened!† she exclaimed, directing her words to our fellow artists. She pointed vaguely behind her. â€Å"Over across the street at Kappa, they found one of their girls unconscious, and they can’t wake her up. I don’t know what happened, but it sounds like she was attacked. There’s police out front and everything.† Adrian and I stared at each other for one shocked moment. Then, wordlessly, we both stood up. He held my hand to steady me until my trembling legs strengthened. I’m weak because of this news, I told myself. Not because I was just making out with a vampire. But those dangerous and intoxicating kisses faded almost instantly when we returned to Lynne’s sorority. It was busy with frightened people, and campus security moved in and out, allowing us to step right inside the open door. â€Å"What happened?† I asked a brunette standing nearby. â€Å"It’s Lynne,† she said, biting her lips. â€Å"They just found her in an empty auditorium.† Something in the way she spoke made me uneasy. â€Å"Is she . . . alive?† The girl nodded. â€Å"I don’t know . . . I think so, but they said there’s something really wrong. She’s unconscious and looks . . . well . . . old.† I met Adrian’s eyes and vaguely noticed he had silver paint in his hair. I’d still been holding the brush when I’d wrapped my arms around him. â€Å"Damn,† he murmured. â€Å"Too late.† I wanted to scream in frustration. We’d been so close to warning her. She’d allegedly left just before we’d arrived. What if we’d come sooner? What if we’d visited her before the other two girls? I’d chosen the order randomly. Worse, what if we’d been able to find her instead of having art time with the drunken sorority girls? What if I hadn’t been all over Adrian? Or maybe he’d been all over me. Whatever you wanted to call it, I hadn’t exactly resisted. The more we learned, however, the more unlikely it seemed we would’ve been able to do anything if we’d stuck around Lynne’s house and investigated. Nobody knew where she’d gone. Only one person had seen her leave, a girl with curly blond hair who frustrated the campus police with her vague answers. â€Å"I’m sorry,† she kept saying. â€Å"I just . . . I can’t remember the girl she left with.† â€Å"Nothing?† asked one of the officers. â€Å"Height? Age? Hair color?† The girl frowned, looking as though she was using every ounce of mental effort. At last, she sagged in defeat and shook her head. â€Å"I’m sorry.† â€Å"Did she have black hair?† I suggested. The girl brightened a little. â€Å"Maybe. Er, wait. It might have been brown. No. Red, maybe?† Adrian and I stepped away, knowing we could do no more. â€Å"That girl seems awfully confused,† I said as we walked back to my car. â€Å"She certainly does,† he agreed. â€Å"Sound familiar?† â€Å"Very,† I muttered, recognizing the signs of magic. No one could deny it. Veronica had been here. And we’d been too late to stop her. How to cite The Indigo Spell Chapter Eleven, Essay examples

Personal Classroom Observation Essay Example For Students

Personal: Classroom Observation Essay Personal Essay: Classroom Observation Essay Josh Van Coppenolle EDU 301 Social Studies Methods Mary Iandoli Classroom Observation Date: 9-30-96 Kindergarten teacher: Mrs. Debolt First grade teacher: Mrs. Casteluzo Location: Penn Yan Elementary Carrie and I were going to observe a kindergarten classroom social studies class that combined their lesson with a first grade class. We were scheduled to arrive at 2 PM. When I arrived at 1:50 PM, Carrie was waiting outside the school and informed me that she had already gone in and was told that there was going to be a fire drill in just a few minutes. We waited for the fire drill to finish and then went into the class. The time was about 2:10 at this point, so the teachers were running a little behind. When we entered the room it was empty, we had obviously beat the students back from the fire drill. This gave us time to look around. The kindergarten room was brightly decorated with lots of posters and students art work. The kids were working on colors because there was a strip on top of the blackboard that had the colors and things we might see in that color. The students desks were arranged in two rows, pushed together and facing each other. There were about twelve seats in each group, so there were about 24 students in the class. Apparently, the class had just been returning from a trip to the school library when the fire drill went off, so when they came in they were still carrying their library books. The students were asked to take their seats and they did so quietly. Everyones eyes were on Carrie and me. Mrs. Debolt asked us to introduce ourselves, which we did. She told the class that we were learning to be teachers and that we wanted to sit in on their social studies class. Each student sat at a little desk with their name laminated on the top. The students had laminated cards with their names on them tied around their neck with a long piece of yarn. I think that these were their library cards. Mrs. Debolt asked me to collect these, which I did. The students were pretty quiet while this was going on and followed directions well. Mrs. Debolt told the class that we were going to have a joint lesson with Mrs. Castiluzos 1st grade class. She asked everyone to come up to the front of the room and sit quietly on their bottoms, hands in their laps. The two classrooms are connected by a door and soon Mrs. Castiluzo, her aide, and the 1st graders came in. It was a tight squeeze but everyone got a little spot on the floor. You could tell the kids who like their personal space because they were uncomfortable in the tight space and tried to wiggle and scoot. Mrs. Debolt introduced Carrie and me and then started her lesson. She started with a story about a green bear who lived in the forest. He would change the color of his house as the seasons changed. Before she read she assess for prior knowledge. After she finished the book she led the group by questioning them about houses and families and health. Then we talked about healthy bodies and how we make healthy bodies by eating correctly. The teacher would ask a question and then call on someone who raised their hand. When there was a fun task to do, the teacher would call on a student that was doing something right, like sitting up straight. I noticed that the same students were always raising their hands. The teacher should have tried to involve all of the students. After the discussion of green and healthy, Mrs. Castiluza read a poem, but the children had already been sitting for 15-20 minutes and were not interested in the long poem at all. Then, Mrs. Comparison contrast Essay Castiluza brought out a bag of fresh vegetables that she grew in her garden. This got the kids interested again and we discussed how the greens of the vegetables were different. Then Carrie and I got 2 helpers and cut up lettuce, peppers, and cucumbers to make a salad. We all ate salad and talked about the different textures and crunchiness of the vegetables. The lesson was evaluated as the students ate their salad, the teachers informally walked around the room and spoke with the children, but not all of them. The kids finished, threw their paper plates away and .

Othello Essays (1299 words) - Othello, Iago, Emilia, Michael Cassio

Othello In Shakespeare's "Othello", Iago carefully and masterfully entraps Othello into believing that his wife, Desdemona, is having an affair with Cassio. He does this through a series of suggestions and hesitations that entice and implant images in Othello's head that lead him to his demise. But what is more important is, he gives Othello the motive to murder his own innocent Desdemona, satisfying Iago's immense appetite for revenge. The motive for Iago's devious plan is initially made clear in the first of Iago's three major soliloquies, in which he proclaims Othello has had an affair with his wife, Emila. "And it is thought abroad that 'twist my sheets he's done my office." The irony behind this line is that he then says, "I know not if't be true, but I, for mere suspicion in that kind, will do as if for surety." The impression this gave me after reading the complete text was that Iago is so exceedingly paranoid and insane that he will go as far as murdering, and deluding even a General into murdering his wife! Iago simultaneously conducts an equally devious plan to obtain Cassio's position as lieutenant, using Desdemona's prime weakness, her naivety. He disgraces Cassio by getting him drunk so that he strikes Roderigo. Othello then discharges Cassio when he says, "I love thee; But nevermore be officer of mine." How must poor Cassio have felt? To lose all he had worked for, burning gallons of mid-night oil, working up his reputation that any half-hearted human can tell he deserved. It was therefore understandable that he would fall to the mercy of Iago completely oblivious to the inevitable effects. Iago reveals his plan to the reader in his third soliloquy where he states, "His soul is so enfettered to her love, that she may make, unmake, do what she list, even as her appetite shall play the god with his weak function...And she for him pleads strongly to the Moor, I'll pour this pestilence into his ear, that she repeals him for her body's lust; And by how much she strives to do him good, s he shall undo her credit with the Moor." The first instance of this plan comes to life in the scene where Iago gets Cassio drunk, but the crafting only begins after Cassio is dismissed. With Cassio's reputation squandered - "O I have lost my reputation. I have lost the immortal part of myself, and what remains is bestial," Iago subsequently hooks in Cassio by taking advantage of the fact that he is in a state where he will do anything to get his job, position and reputation back. Iago tells him to seek Desdemona to get it all back, "Our general's wife is now the general...She is so free, so kind, so apt, so blessed a disposition, she holds is a vice in her goodness not to do more than she is requested." This tells me then Iago knows Desdemona is extremely naive. So Cassio asks Desdemona to ask Othello to take him in again. Iago implants images of Cassio and Desdemona having an affair in the mind of Othello, so the more Desdemona pleads with Othello, the more he believes Iago. And the more he refuses Desdemona because of this, the more Desdemona pleads with Othello, thereby creating an inescapable knot that never ceases to tighten around all three characters. But for any of this to work, Iago first had to carefully build up trust from all characters. Being a master of deception, this was not difficult. All the constant declarations of love spoken so openly and as though thoughtlessly throughout the play would be enough to fool anyone, "I think you think I love you...I protest, in the sincerity of love and honest kindness." And evidently he does deceive them thoughout the play in their words: Othello : Thy honesty and love doth mince this matter...My friend, thy husband, honest, honest Iago. Cassio : Good night honest Iago...I never knew a Florentine more kind and honest. All the love and honesty Iago falsely imposes upon Othello and Cassio easily conjure them never to doubt the possibility that he could ever set either of them up in such a profound and disgraceful manner. The irony of

Do You Need to Take the SAT for Community Colleges

Do You Need to Take the SAT for Community Colleges SAT / ACT Prep Online Guides and Tips If you’re thinking of applying to community college, you might be wondering what the application requirements are. Do you need a certain GPA? Will you have to take the SAT? I have good news! The vast majority of community colleges are open enrollment, which means that they accept anyone who applies, as long as she has a high school diploma or GED. They generally don't require standardized test scores. However, if you're interested in certain more selective programs like nursing or planning to transfer to a four-year university, you may end up needing SAT or ACT scores. This post will go into more depth about the application requirements for community colleges and what they mean for you, whether you're only looking for an associate degree or ultimately aimingto obtain your bachelor's. What Do You Need to Apply to Community College? The application process for community college is usually very simple. You'll need to provide just a few documents to enroll: an application with some basic information your high school transcript or GED possibly an application fee, though most are free. Once you’ve been accepted, there may be a few other requirements you have to fulfill before regestering for classes. You'll probably have to take a placement test and may need to meet with an academic counselor. But as long as you complete these steps, you’ll be on your way to a college degree! What If You've Already Taken the SAT? I explained above that community colleges don’t require the SAT for admission, so you don’t need to sign up for the test. If you’ve already taken the test, however, you may want to send your scores. Most community colleges require some kind of placement test to determine what level your English and math skills are at. In some cases, it may be possible to opt out of the placement test if you scored highly enough on your SAT. Nonetheless, if you don't already have SAT scores,it will probably be cheaper (or even free) to simply take the placement test the school offers. Are There Any Cases Where YouDoNeed the SAT for Community College? Yes! If you are applyingto a special program within the school or transfering to a four-year college, you may need to submit SAT or ACT scores. Let's break each case down in a bit more depth. Applying to Specialized Programs Certain programs within community colleges, especially those in health sciences and engineering, have more selective requirements for entry than the school as whole. In some cases, these may include standardized test scores. If you’re thinking about applying for a specific program within yourcollege make sure to check its admission requirements. Transferring to a Four-Year School The other case in which you may need to take the SAT is if you're planning totransfer to a four-year college or university. Depending on how many credits they'vecompleted, transfer applicants (whether from other four-year schools or from community colleges) may be required to submit standardized test scores at some schools. Individual school's policies on standardized tests for transfer students vary quite a bit, but, in general, the more credits you have (especially if you've already completed your associate's degree), the less likely that you'll need to submit SAT or ACT scores.You may also be able to avoid sending in test scores if you're enrolled in a pathway program that provides priority admission at a four-year university. Some schools require standardized test scores for all students, however. (These are mostly selective private schools.) I've listed examples of each type below. Schools that Require SATs or ACTs for Upper-Level Transfer Students Harvard University University of Chicago University of Virginia Tulane University Schools that Don't Require SATs or ACTs for Upper-Level Transfer Students University of California University of Colorado Pitzer College NYU University of Texas University of Florida Miami University (Ohio) No matter what,double check the transfer requirements for the specific school and program you're interested in. What Are Your Next Steps? Confirm Admission Requirements with the School You’re Interested In The advice in this article will apply to most schools, but the admission process varies. Make sure to check with the school you’re interested in about what you need to apply. Some community colleges have confusing websitesif you have any questions, don’t hesitate to pick up the phone and call the folks at the admissions office. They’re there to help! Study for the Placement Test Even if you aren’t taking the SAT, you should still study for the placement test. You want to do your best so you aren’t stuck repeating a bunch of material you already know. Plan for the Future If you are planning on transferring to a four-year college, set yourself up for success by researching the transfer requirements at the schools you're interested in: what kind of classes do you need to take? Is there an admission between your community college and the university you want to attend? Asking these questions early on helps make sure that you're in the best position to transfer to a four-year school after you complete your associates degree. Other Recommended Reading If you do decide to take the SAT, check out our complete study guide to prepare. Alternately, make sure you wouldn't rather take the ACT. Also check out our complete guide to transferring colleges! Want to improve your SAT score by 160points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: Have friends who also need help with test prep? Share this article! Tweet Alex Heimbach About the Author Alex is an experienced tutor and writer. Over the past five years, she has worked with almost a hundred students and written about pop culture for a wide range of publications. She graduated with honors from University of Chicago, receiving a BA in English and Anthropology, and then went on to earn an MA at NYU in Cultural Reporting and Criticism. In high school, she was a National Merit Scholar, took 12 AP tests and scored 99 percentile scores on the SAT and ACT. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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Controversy Analysis Essay---- internet virtual life against the real Essay

Controversy Analysis ---- internet virtual life against the real - Essay Example The controversy on whether the internet impact is exactly positive or negative in family lives is still on debate, and no clear answer has come up yet. This paper will analyze the various viewpoints and positions held about families’ real life and internet virtues. Introduction Technology emerged weirdly back in 1884, in Washington, when telegrams were produced to assist in sending messages from one location to the other (Giovanni 3). Later on, in 1969 in California Los Angeles, the first attempt to send messages through the computer was invented when a professor and one of his students set up a phone line connection between two computers. One computer was located at the University of California Los Angeles, and the other one at Stanford Research Institute. These two individuals were experimenting whether a computer could send a message from one computer to the other. Their intention was to send a command line with the word ‘login’, but the computer managed to sen d the command ‘lo’ and crashed immediately. That is how ‘Hallo’ became communication trend to date. After the incident, another experimental computer network cropped up approximately in 1970, with an intention to connect four American University Research centers. From then on, more experiments arose, and the systems evolved gradually to what is today’s internet (Giovanni 5). Currently, the internet is being is the most favorite trend of communicating used by billions of people worldwide, for different activities. Analysis Information and communication technologies (ICT) are tremendously contributing to economic growth, relieving workloads in work places, simplifying education and improving people’s daily leisure. Originally, this ICT as a sector was marked by criticism and unending debates of how and when it should be used. This was as a result of the negative effects that was attributed to ICT especially tot eh growing generation. For instanc e, children in the most developed countries in the world spend most of their time working and playing with computers of different forms. In the UK for instance, most homes have access to computers and the rate is rapidly growing (Voogt & Gerald 358). Statistics show that approximately eight million households had access to computers by the end of 2000. However, such statistics seem to cultivate much on technology accessibility rather than the influence that these devices bring about. This is because understanding technology is not how many people has access to it, or how much people uses the internet but the controversial factors that emerges after using the internet. To begin with, it is essential to bring back the pictures of the family lives before the internet took the center stage. Most families in the past strictly followed the rule of traditional virtues where family bonding was the most crucial factor to consider. For instance, such families’ weekends were exceptional because families spent their time together at home or went outdoors together. Meals were shared together, and most of the time would be spent together watching TV or doing outdoor activities like shopping. Things have changed in the present days. Families no longer share light moments together. In essence, the internet has become the best companion for many people thus family bondage has been weakened. In contrary, today’

The Retirement of Terry Leahy's from Tesco Case Study - 1

The Retirement of Terry Leahy's from Tesco - Case Study Example The departure of a chief executive from any company attracts huge expectations in as far as changes in management are concerned as suggested by Toni and Tonchia (p947). The change can positive or even unsetting one depending on the leaving chief executive influence. The retired chief executive officer of Tesco spent his career developing the organization to be the biggest grocer in Britain. However, his successor Phillip Clarke will face the challenge of either maintaining the position or breaking the company. The retailer has a wide range of products ranging from food to furniture as well as mortgages and motor scooters. It has several outlets including its headquarters in Cheshunt and its branches in China. Tesco customers include buyers of high-quality goods and low-cost goods while stores range from mega-stores to corner shops. One of the major changes that have been encountered by the retailer since the retirement of Leahy is financial management. Since the set up of a joint ven ture with Royal bank which was done Leahy’s predecessor, Tesco has been offering financial services. According to Anon (69), this section has rapidly grown offering services such as loans, insurance, and credit cards. One of the financial changes includes the now fully owned Tesco Bank which is aiming at becoming a great competitor to other banks. So far Tesco is selling its financial products to almost six million customers. Last year, the retailer launched a range of mortgages and savings account while in the current year Tesco is planning to launch a current account. The retail organization also intends to capitalize the discontent of customers through their current jobs. A focus by Liz Hartley who is principal consultant indicates that Tesco Bank will be among the top ten best banks in the country within the next five years. However, the growth of the bank is likely to cause more changes in the organization since banks are valued in a very different way compared to a retailer.

Concept of surface area of a cube Essay Example | Topics and Well Written Essays - 500 words

Concept of surface area of a cube - Essay Example When the bottom is joined to the sides, all four edges can be glued at the same time. That is, the bottom counts as one seam. After the bottom and sides are assembled, the top will be attached. Part 1 - The prerequisite skills necessary to complete this problem; Guiding the students so that they can calculate how many sheets of plywood must be used and determine how many solid seams must be made The prerequisites for this task include recognition of the cube and knowledge of its properties, and the concept of surface area in general. This in turn expects that the students have previously dealt with the concept of the square and flat area in earlier classes so that they can now grasp the concept of the surface area of the cube. The skills required are the ability to measure in feet, derive formulae, and perform simple addition and multiplication calculations related to working out areas, the time taken to complete a project, and the cost of materials. Besides this is the simple ability to compare quantities required at the final stage. They must also be familiar with the concept of 3 dimensions as found in objects around us; that there is a third measure of depth/height besides length and breadth of two dimensional objects and drawings. And, appreciate how we can use (apparently) two-dimensional materials (the plywood sheets) to construct three-dimensional objects (the cube shaped bin). Students should recognize that the number of pieces that need to be cut corresponds to the six faces of the cube. To account for the thickness of the sheets and allow the seams of edges to be made, four of these parts will have shorter dimensions than the 3 ft. x 3 ft. dimensions of the first two parts (from the first sheet for the top and bottom sides). Given the information contained in part 2 of the notes, the students should be aware how only 5 seams need to be made. The cube has 12 edges in total and two meet to form a seam except that in some cases more

Flow Of Charge And Electric Current

Flow Of Charge And Electric Current Man has always been curious about the works of electricity; why a shock occurred at times, why something clung to something else. There were once many theories of why what we now understand as electricity was created   one of the ancient theories being magic. Moving forward in time, it is now understood that the building blocks of electricity are the proton, neutron, and electron. A proton has a positive charge, the neutron has no charge, and the electron carries a negative charge. Now, everything around us is made of matter, which in turn is filled with atoms , and the atom is where the protons, neutrons, and the electrons thrive. The protons are trapped in the center of the atom, also known as the nucleus, and because of this, the electrons moving outside the nucleus along their orbital are one reason why electric current occurs. However, there are special types of electrons called free electrons. These come off of their atoms and zoom around, which makes electricity easy to flo w through certain materials, such as metals. These free electrons are referred to being electrical conductors, because they conduct electricity   simple. Electricity not only works miraculously in the world around us, but also deep within our human bodys. Electricity flows through our nervous system and directs to our neurons the building blocks of the nervous system; thus, giving our brain and body power to function properly. Flow Of Charge And Electric Current Even though electricity is based upon the negatively charges electrons, many people assume the electric current is also always negative. Actually, in most cases, electricity is a flow of positive charges, but it can be a flow of negative charges, or a mix of positive and negative charges flowing in opposing directions. However, the direction of the flow depends upon the type of conductor being used. The conductors have atoms in them, and as said before, the atoms have the protons, neutrons, and electrons embedded in them, which in turn creates electricity. In terms of our everyday electrical devices, only the proton with its positive charge and the electron with its negative charge are being used. Some sources, such as a text book, state that electricity is made up of electrons, and only electrons. In reality, electrons and protons alike make up electricity, and they carry an equal strength of charge. Now, protons embedded in solid metal, such as in a copper wire, do not flow. An exa mple of an electrical charge that is based on the protons instead of the electrons would be the everyday battery. While the battery is, lets say, powering a flashlight, the flow of electricity is moving through the inside of the battery. The flashlights electrical current seems to be a flow of both positive and negative atoms, and there is no doubt an electrical charge of some sort flowing through the battery to power the flashlight. Yet, no single electron streams through. The real flow of the charge is in both directions within the battery, part of the charge is from positive atoms, and the rest is of negative atoms moving in the opposing direction. Now, do not confuse current with flow. Electric current is the rate of the charge flow past a specified spot in an electric circuitand is measured in amperes. The atoms in a battery can have an absence of electrons, causing a positive charge. Reversing it, if the atoms have more electrons, then it carries a negative charge. A charge fl ows from one end to the other, and it only flows when there is a potential difference, which is a difference in the voltage (potential), between the ends of a conductor. The charge will flow until the potential levels out, then there is no longer a flow through the conductor. So, in order to keep the electricity flowing, the difference in potential need to remain different. Another term for the flow of electric charge is electric current, and it is measured in amperes. An ampere is simply the flow of 1 coulomb (the standard unit of charge) per second. Alternating Current And Direct Current An electric current could be either an alternating current (AC) or a direct current (DC). The main purpose of electric current, AC or DC, is to transfer energy from one place to another without a sound, without a hassle, and without inconvenience, which is exactly what we have achieved. Digging deeper, an alternating current does just that alternates. The electrons in a circuit move in one direction first and then in the opposing direction and repeats this process over and over; thus, alternating back and forth. Alternating directions of charge is caused by alternating voltages. Many AC circuits have voltages and currents that alternate back and forth 60 times per second, also known as 60-hertz current. Different frequencies are used for different things, and although frequency systems vary by country, most electric power is produced at either 50 or 60 Hz (hertz). However, a low frequency is used for low speed electric motors, such as traction motors for railways, and higher frequen cies are used for higher motor speed. Airplanes and space shuttles, for example, use a higher frequency to transmit a larger amount of power to their motors. An advantage of alternating current is its ability to change the voltage of the power, using a device called a transformer, which transfers energy from one circuit to another. This saves companies money by using high voltages to transmit power over long distances. Now, direct current is a bit different and is not used as much as it used to because alternating current is more efficient with high power applications. DC produces a constant flow of charge that only goes in one direction. In order for a direct current generator to produce a constant voltage, there are many different sets of coils making irregular intervals that stop and start (intermittent) contact with the brushes. And once again, the battery proves itself a good example, except this time with direct current. The ends of the battery, or the terminals, have an uncha nging positive and negative charge. Since the electrons constantly flow through the circuit in the same direction, from the negative terminal to the positive terminal, it is considered a direct current. Converting AC To DC Converting an alternating current to a direct current might be hard to perform yourself, but the concept of how it works is not difficult to grasp. The conversion process from alternating current to direct current begins with inserting a diode , which is a mini electronic device that allows electrons to flow through it in only one direction. The goal is to make the back and forth current flowing through something to only flow in a single direction; thus, converting it to direct current. Lets take a wire that has an alternating current flowing through it, and cut it in half. If a diode is inserted correctly to connect the two wire pieces together, the diode will stop the current from moving in both directions by completely ridding of one direction and only allowing the other. For example, the function of a diode is comparable to a two lane street, cars on one lane flowing south and the cars on the other lane flowing north. A car then gets into a car crash (representing one function of the diode, which is stopping the flow of electric current   in this case, the cars) on the lane flowing south, blocking the entire road. Assuming that the lanes go north and south forever, with no turn offs, the cars flowing south would have to slowly squeeze their way into the lane flowing north. This is where an officer (representing the second function of the diode, which stops the current, then allows it to flow again. Stops, lets flow, stops, lets flow, etc.) comes in and directs how many cars on the lane flowing south can turn into the lane flowing north to begin moving again. Lets assume the officer lets two cars from the south move into the north lane at a time, then stops the next two before letting them go again. Furthermore, a rectifier is a device used to convert AC to DC through a process called rectification. A rectifier can be made up of a series of things, such as a vacuum tube; however, we will be focusing on the diode makeup. Now, dont confuse a rectifier with a diode   a rectifier describes a diode that is being used to convert alternating current to direct current. Of course, in order for anything to work efficiently, a multitude of that product is needed. In this case, what is needed to convert AC to DC is the diode, and a single diode works, but not nearly as well as multiple diodes in one circuit working together. There is something called a half-wave rectification (see Figure 2), and this only requires the use of a single diode in order to work, but can also use up to three. During the half wave rectification process, only the positive or negative half of the sine wave is approved to go through at a time, so the diode will only permit the current to flow only during either the positive or negative part of the alternating current sine wave; commonly used with radios. Another form is the full-wave rectification (see Figure 4), which is more powerful than the half-wave rectification process and uses two or more diodes. During this pro cess, the whole wave is made either a continuous positive or negative output. Ohms Law One day a man named Georg Ohm discovered that the current in a circuit is equal to the voltage passed across the circuit divided by the resistance in the same circuit. In other words, current = voltageresistance, more commonly seen as I=V/R. It is up to resistance to say how much current can rush through an object. The objects that create resistance are called resistors, which simply control the voltage and current in the circuit so if the resistance is high, then the current will be reduced. The nice thing about resistors is that they keep a circuit from blowing up because the resistors keep the circuits from overheating. Furthermore, if the resistance stays the same, then the current and voltage are equal. When the voltage goes up, the current goes up as well. The unit of measurement used for current, voltage, and resistance is called an ampere   one ampere is equal to one volt divided by one ohm (1 ampere = 1volt/1ohm). So four amperes would be four volts divided by one ohm, an d so on. Now lets get to the fun part and start calculating values! If you have an imaginary light bulb that is connected to a 120 volt circuit and brings in 12 amperes of current, how many ohms would that produce? Taking resistance = voltage/current, resistance would = 120 volts/12amperes which = 10 ohms. So what happens when you are trying to calculate the current instead of the resistance? You simply re-arrange the formula to suite your needs. You take the regular resistance = voltage/current and multiply each side by current over one. By doing this, you will get resistance x current = voltage, and you want current on one side by itself, so divide resistance through both sides, making the equation exactly what you need   current = voltage/resistance. Given this formula, how much current is drawn by an imaginary microwave that has a resistance of 100 ohms when 50 volts are passing through it? Current would equal 50 volts/100 ohms, which equals .5 amperes. The Speed Of Electrons In A Circuit Taking the remote control to the television and pushing the power button makes the television click on instantly. Likewise, when you press the call button on your phone it connects the circuit which sends an electrical signal to the phones processor at almost the speed of light. Since the signal of the button is being sent through the wire quickly, the electrons must be rushing through the wire at the same speed, right? Wrong. It is only the signal that moves through the wire at this speed, not the electrons. When it is room temperature, the electrons in a wire or open circuit have a velocity of a few million kilometers per hour, they produce no current because the motion is completely random and in all directions, and there is no net flow in any one direction. However, when something such as a battery or generator is connected, and the circuit completed, an electric field (the space that confines the electrically charged particles) is established inside the wire at almost the speed of light. Even though the electric field is established, the electrons continue to move randomly. But as the electrons move randomly, they are being pushed along the wire by the electric field toward the end of the circuit. The reason the electrons do not move as fast as the signal does is because the electrons have obstacles in their way atoms. These unmoving atoms make the electrons collide into them, which constantly delays the movement of the electrons so that their average speed is extraordinarily slow. Now, the conducting wire acts as a guide for the electrical field lines and inside the wire the electric field is directed along it. The conduction electrons speed up because of the electric field, but before they reach a nice speed they bump into those motionless ions and transfer some of their energy to them in the process this is why the wires that carry currents become hot. With an alternating current circuit, the conduction electrons do not make any net progress in any di rection. In one cycle the electrons move a teensy fraction of a centimeter in one direction, and then the same distance in the opposing direction. Because of this, the electrons rhythmically move from side to side along relatively fixed positions. So when you call your friend and talk to them over the telephone, it is simply the structure of the to and fro motion of the conduction electrons that is carried to where your friend is at close to the speed of light. The electrons that are already within the wires simple vibrate to the rhythm of the structure.

Japanese Internment Essay -- Internment Japanese Americans History Ess

Japanese Internment The 1940’s was a turning point for American citizens because World War II was taking place during this time. Not only was America at odds with other countries, but also within its self. America is a huge melting pot full of diverse cultures and people from all nations. People travel from all over the world to the United States of America. These people had one goal in mind, a life of freedom and equal opportunity; or so they thought. The Japanese first began to immigrate to America in the 1860's in Hawaii. â€Å"Until the 1880’s only a handful settled in the United States. From then until 1924 when the United States excluded Japanese immigrants, less than 300,000 had settled in American territory.† (Davis, 1982) These people saw America as land of "freedom". So when they came to America they did everything they could as to not be associated with the likes of the Chinese culture, which were also migrating to America at this time. â€Å"Anti-Asian activists, who had first mobilized against Chinese immigrants when they began arriving in California in the 1840’s, employed the same â€Å"yellow peril† imagery to attack Japanese immigrants in the late nineteenth century.† (Murray, 2000) To the naked eye of Americans, the Japanese and Chinese people seem to be physically the same. Actually these were two totally different cultures. One of the first groups of Japanese who came to America was known as Gannenmono; who mostly resided on the west coast and Hawaii. They earned a rough living while working on sugar plantations. Because of the horrible working conditions, many of the immigrants often went on strike. The workers complained to the Japanese government, which in response sent an ambassador to settle the problems. The American born children of these immigrants are known as Issei; in other words, the first generation. This generation of people did everything they could to Americanize themselves. The second generation of children is known as Nisei. Even though these children were American, their families still wanted them to remember their culture. Therefore, many children of this generation had dual citizenship between Japan and America. Children were often sent back and forth over seas to stay with grandparents. Third generation Japanese-Americans are known as Sansei. There was also a generation called Kibei. These were American born citizens that m... ... the U.S. government. The Civil Liberties Act of 1988, signed by President Ronald Regan, provided an official apology from the U.S. government and an individual payment of $20,000 to each Japanese internee that was still living in 1988. Works Cited †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Daniels, Roger (1971). Concentration Camps USA: Japanese Americans and World War II. New York: Holt, Rinehart and Winston, INC. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Daniels, Roger. (1972). Concentration Camps USA: Japanese Americans and World War II. New York: Holt, Rinehart and Winston, INC. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Daniels, Roger. (1981). Concentration Camps: North America. Malabar, Florida: Robert E. Krieger Publishing Company, INC. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Davis, Daniel S. (1982). Behind Barbed Wire. New York: E.P. Dutton, INC. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Hatta, Julie. (2002). Jainternment, http://www.jainternment.org/ †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ikeda, Tom. (2003). Densho, http://www.densho.org †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Murray, Alice Y. (2000). What Did the Internment of Japanese Americans Mean? Boston: Bedford/St. Martin’s. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Spicer, Edward H. (1969). Impounded People. Arizona: The University of Arizona Press. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Yu, John C. (1996). The Japanese American Internment, http://www.geocities.com/Athens/8420/main.html

Figuring Fixed Costs Essay

10.1 The highest number of meals served was 4,900 in December, with the lowest of meals being 3,500 in July making a difference of 1,400 of meals served, between the two months. The cost per meal variable is 1400à ·$5500.00 for a total of $3.93 (WHDM’s) fixed cost is computed as follows $20,500.00-(3,500*$3.93) =$6,745.00 According to the following â€Å"formula: PX=A+Bx 5.77x=$6,745+$3.93† 5.77-$3.93=$6,745+ ($3.93-$3.93) 1.84x=$6,745 1.84x*1.84x=$6,745*1.84x â€Å"X=3,666 Monthly BEP 3,666*12= 43,992 BEP for the fiscal year† (Oppapers.com, 2012), for the Westchester Home- Service Meal Delivery program, since the program received 45,000 meals to serve and only needed 43,992 of them their profit is going to come from selling the other 1008 meals at a $1.84 per meal making a profit of $1,854.72. 10.2 NRCC and Its BEP Annual revenue = $20.00 per subscription Annual variable rise for â€Å"making and mailing six bimonthly issues has risen 4.50 â€Å"(Martin, L., 2001) (NRCC) annual fixed cost is 6,000 + 3,900 = 9,900 Per subscription (NRCC’s) annual margin would be 20-4.5 for a total of 15.5 Making their BEP as follows 9,900/15.5 equaling 639 PX = A+Bx 20x=6,000+3,900+4.50x 20x=9,900+4.50x 20x-4.50x=9,900+ (4.50x-4.50x) 15.5x=9,900 15.5x/15.5x=9,900/15.5x X=639 No way is this feasible, because there are two staff members, who are all ready at the maxim capacity of 650, leaving no capacity for any kind of slack. References: Martin, L. (2001). Financial Management for Human Services Administrators. Needham Heights, MA: Allyn & Bacon http://www.oppapers.com, 2012 http://www.studymode.com,2013 University of Phoenix. (2001). Financial Management for Human Service Administrator. Retrieved from University of Phoenix, HSM 260 website.

Free Essays on Bad Tendency Or Clear And Present Danger

have a tendency to undermine the authority of government to corrupt the morals of some members of society, the writer or speaker can be punished.† (Holsinger & Dilts – 49). Under this precedent there was almost always a conviction since only a propensity towards harm can prove guilt. Through several World War I sedition cases, the â€Å"bad tendency† test was used in trials for Socialists, and draft dodgers. This precedent would not be changed until 1919 with another Socialist case which involved a man named Charles Schenck. At this point in defense, counsel finally decided to argue that â€Å"bad tendency† meddled with the First Amendment’s right to free speech. In Schenck v. U.S. , Charles Schenck the secretary of the Socialist party printed brochures urging citizens to oppose the draft during World War I. He was charged with violating the Espionage Act, found guilty, and then sentenced to jail. The case was brought to the Supreme Court under strict scrutiny. With this ... Free Essays on Bad Tendency Or Clear And Present Danger Free Essays on Bad Tendency Or Clear And Present Danger The progression of Supreme Court cases starting 1919 began a debate about the extent of the First Amendment’s protection of sedition and also how it would be defined. The first explanation was called â€Å"bad tendency,† and it was way too vague and subjective to be relied on. Next, through Schenck v. U.S. the famous â€Å"fire in a movie theater† example was given to describe the â€Å"Clear and Present Danger† idea. Through each case the precedent was becoming more and more refined to create a more detailed law in prosecuting sedition. An old existing explanation called â€Å"bad tendency† was the only precedent for prosecuting cases, which compromised the given freedoms of speech and press. This idea of â€Å"bad tendency† came from English common law that even justified American ideas like the Sedition Act if 1798. No definite injury needs to be shown to prove this theory. The actual â€Å"bad tendency† terms are as follows: â€Å"If words have a tendency to undermine the authority of government to corrupt the morals of some members of society, the writer or speaker can be punished.† (Holsinger & Dilts – 49). Under this precedent there was almost always a conviction since only a propensity towards harm can prove guilt. Through several World War I sedition cases, the â€Å"bad tendency† test was used in trials for Socialists, and draft dodgers. This precedent would not be changed until 1919 with another Socialist case which involved a man named Charles Schenck. At this point in defense, counsel finally decided to argue that â€Å"bad tendency† meddled with the First Amendment’s right to free speech. In Schenck v. U.S. , Charles Schenck the secretary of the Socialist party printed brochures urging citizens to oppose the draft during World War I. He was charged with violating the Espionage Act, found guilty, and then sentenced to jail. The case was brought to the Supreme Court under strict scrutiny. With this ...

Understand culture essays

Understand culture essays Dictionary. com defined culture as the totality of socially transmitted behavior patterns, arts, beliefs, institutions, and all other products of human work and thought, so language is just the one element of the culture. It doesnt mean if you dont know the language of that culture, you would not understand that culture. You can know it in many different ways, so I disagree. If you want to know this culture, you dont have to know the language in this culture. You can see the introduction of the culture which is in your language if it is possible or you can100 see the products and acts which were made in that culture. For example, the old Egypt had been disappeared thousand years ago, no baby can speak the old Egypt language, but the scientists still can know most old Egypt culture. The scientists investigate the cultural relics, such as the mummies. And the buildings, such as pyramids. Then know assembly the old Egypt culture. After that, they begin to investigate the characters. They try to translate their, therefore they can read their recordation and know what was going on in their history. If carol wants to know her native culture,200 you got many different ways to know. Firstly, she can ask her parents or some older relations in her family, because the older people has been in this culture a long time, they should know the culture more than the you ng people. Secondly, she can read the books about her native culture, that would be the easiest and the most directly way to get the information. The books would introduce the culture comprehensively. Thirdly, if Carol is so lazy, she can just look some products and acts which are made in their culture. she can more or less get some 300information form them. However, I think language is still a very important part to understand a culture. If you know the language of the culture, you probably know the culture entirely. Because language of the culture can express its ...

The Way to Salvation Essay Example | Topics and Well Written Essays - 1250 words

The Way to Salvation - Essay Example In his disappointment, He sends the floods to destroy all His creations, save for the family of Noah, His chosen one, who lives up to His model behavior. Such a punishment God deeply regrets doing and thereupon enters into a covenant with Noah and all his descendants that never shall any such holocaust come upon His chosen people. As a reminder of that covenant, God sends forth the symbol of His reconciliation, the rainbow, which appears whenever clouds would form in the horizon. In addition, He gifts man with the power over all living things so that he may be able to live to the fullest according to his creative endowments and thus live in God’s continuing favor. But do we recognize God and the continuing favor He bestows upon us? Or instead of resting upon the credits of our inheritance from His outpouring of love, we choose to exhibit our forefathers’ disobedience and do as we please according to our desires and forget our covenant with Him? The first reading reminds us of this agreement that binds us all descendants of Noah. Let us remember God’s unconditional love and His ever-flowing mercy and forgiveness. At the same time, let us remind ourselves of the sign of God’s promise and the equivalent response befitting a beneficiary of God’s provisions. ... Jesus Christ is the fulfillment of god’s promise of salvation. Jesus is the evidence of His undying love for us His children. God loves us so much that instead of punishing us in the way of the Floods, He takes the opposite track of offering His son to die that all of us may live. And God knows how we would respond: we reject Jesus, we spit at him, we kick him, we insult him, we stone him, we do everything and anything but love him. Yet for all of these responses, our God who is in Jesus takes them all in silent submission till His crucifixion and death on the cross. We would crucify our own God and Savior to His death, and just as it was written, Jesus resurrects to tell the world, including his tormentors and crucifiers, that all is forgiven. That’s how much we are loved. How much do we love in return? Lent is a rainbow that calls us to our covenant, and as we enter this season, let us remember what and how we have been to Jesus. It is almost definite that whatever we are or have been, a saving grace is always waiting to welcome us to the loving Father, as Peter in the second reading reminds us. Our life may not be a life in Jesus but if the crucifiers have been embraced by the Father, no other indiscretion or sin could be more serious as not to be forgiven and accorded loving mercy. A recourse is ever available to allow us a renewal of our baptism in the Lord’s favor. Our sinfulness is our own temptation in the desert and even when we have mired ourselves a great distance away from Jesus, the same sinfulness can be our entry passage to a life of repentance and fullness. No longer will we be punished with the rampaging waters of