Adam And Eve s The Garden Of Eden And The Choice Of...

Genesis chapters one through three are the story of creation, Adam and Eve in the Garden of Eden and their choice to disobey God. The creation story is covered in Genesis 1-2:3 where it states God made the Earth and everything on it in seven days. Genesis chapter two verses four through twenty-five talk about God creating Adam and then Eve from one of Adam’s ribs. The third chapter of Genesis tells of Adam and Eve decision to eat the fruit God forbid them to eat. That is the short and simple summary, but there is always more to look at than just the basics, especially with the Word of God. This is where my confusion begins, I believe the Bible to be the word of God because my pastor, church family, and religious leaders have said so and I trust them. This is the root of faith, believing what cannot be â€Å"scientifically† proven. Where people who do not have faith learn and study data that work to disprove the Bible. I believe because I know, in my heart, that God is alive and He is good. That is all. I know from my life experiences this is true. When an agnostic or atheist asks how do I know, they want physical evidence; I do not have an answer for all the questions they have conjured up amongst themselves. I do not even have answers to questions I have, I just believe. In this section of Genesis I do not understand how God made the world out of nothing, and how He did it in seven days time. I know He did because the Bible says it happened that way, yet there areShow MoreRelatedThe Fantasy Of The Garden Of Eden : The Erotic Nature Of Man1282 Words   |  6 PagesName: Jenna Bachew Prof: Kristin Rajan Class: World Literature Date: December 5, 2014 The Serpent in the Garden of Eden: The Erotic Nature of Man The book of Genesis chronicles the process of Creation and highlights the story of the first man and woman who lived in God s paradise or the Garden of Eden. 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RainyDay Relationships Use of Weather in Wuthering...

RainyDay Relationships Use of Weather in Wuthering Heights In Wuthering Heights by Emily Bronte, numerous references are made to different conditions of weather. Even the title of the novel suggests the storminess present in nearly the entire book. The often-changing weather serves to signify the characters’ personalities, as well as the changes that they go through during the course of their lives. In fact, the first incidence of a reference being made to the weather occurs with a thought of Mr. Lockwood. â€Å"Wuthering being a significant provincial adjective,† he says, â€Å"descriptive of the atmospheric tumult to which its station is exposed in stormy weather† (46). Because Wuthering Heights has been built on the moors, wind†¦show more content†¦If Wuthering Heights is hopelessness and desolation, Thrushcross Grange is peace and salvation. Heathcliff leaves Lockwood at this point, telling his tenant that he will be able to make it the rest of the way on his own. Heathcliff lives at Wuthering Heights because a desolate place is where he belongs, and his not walking the rest of the way to Thrushcross Grange is symbolic of his not being able, or even wanting, to travel toward happiness. Any happiness he had ended when Catherine died. One big turning point marked by stormy weather in the book is the day Heathcliff leaves Wuthering Heights for the first time. After hearing Catherine say that she could never marry him, Heathcliff’s heart is broken and he creeps out of the house. When Catherine realizes his absence, she gets extremely agitated, pacing from the gate to the door of the house and wondering where he could be. The weather in this scene is very ominous. â€Å"It was a very dark evening for summer: the clouds appeared inclined to thunder,† Nelly tells Lockwood (124). Not much later, a horrible storm begins. â€Å"There was a violent wind,† Nelly says, â€Å"and either one or the other split a tree off at the corner of the building...but the uproar passed away in twenty minutes, leaving us all unharmed, excepting Cathy, who got thoroughly drenched† (125). Although it is the middle of summer, one of the times a

Documenting Primary school teaching in Mumbai (India) Free Essays

Introduction A century ago, when we look back at the educational situation, it can be seen that the concept of ‘primary education’ was not seeded in the minds of the people. Mist of the countries focussed on education as knowing of their religious needs rather than a preparation for one’s active life. Only in 19th century did most countries make primary education compulsory and people began regarding education as a right (Amrung Gerald, 1999). We will write a custom essay sample on Documenting Primary school teaching in Mumbai (India) or any similar topic only for you Order Now Children usually enrol in primary schools by the age of 6 and it evolves as a five-year cycle and primary education forms as a basis for all further education and schooling and it is also the foundation to cope with the changing world and society (Pollard Bourne, 1995). India’s primary education is like a glass which is two-third full and one third empty having 67 million children aged 6 to 10 years attending primary schooling but 28 to 32 million children who are not (World Bank Publication, 1997). Millions of young children hailing from lower socio-economic, comprising nearly 40% never complete their primary schooling and those who can have to face a number of problems like poor qualified teachers, very high teacher-student ratio, inadequate teaching materials (Saxena, 2005). All these factors contribute to low quality of education that imparts only little or no learning. Teachers teaching in primary schools account for the largest steadily growing profession in India, wit h nearly 2.8 million primary and upper primary teachers employed in the year 2000 (Tilak, 1995) It is rightly said ‘upon the teacher rests the school’; the ‘teacher’ becomes the prime revitalizing force and plays a pivotal role in the education system. Good teacher is the one who is T- thoughtful, E- Enthusiastic, A-Ambitious, C- Creative, H- Having high dignity, E- Executiveness and R- Reliability and it is the teacher who helps the child to build his self-concept (Devasenathipati, 2001). According to Miyan Rastogi (2005), a primary school teacher can be called as ‘competent’ only when she/he has a varied range of knowledge in all spheres and skills to achieve her/his goals. Primary schooling is very complex as teachers introduce the children to mathematics, science, language and other social studies which can be very tough and boring for the children, so the onus likes in the hand of the teacher to make all these subjects interesting by using various techniques of teaching like games, music, books etc (Richardson Stop, 1998). ‘A unique human being- the teacher’ who has to play multiple roles; of a listener, leader, psychological diagnostician etc and requires her/his total self, the personal and professional side to shape the personality of the child (Spodek, 1972). In India till the 18th century, education was confined to conventional beliefs and thoughts. It was only later when great thinkers like Raja Ram Mohan Roy felt the urgency to introduce an ‘institution for training teachers’ to help the students cope with the changing educational system around the world (Saxena, 2005). Cheng (1996) commented that â€Å"A teacher with ‘low educational efficacy’ believes that education cannot affect student’s performance, whereas a teacher with ‘high educational efficacy’ believes that education does positively affect learning outcomes. High educational efficacy has been constantly correlated with child centred (developmentally appropriate) environments and positive student outcomes†. Developmentally Appropriate Practice (DAP) is a term coined by the ‘National Association for the Education of Young Children’ which talks about the teaching techniques that identify and foster the developmen tal needs of children (Bredekamp, 1997). Documenting these practices which can be named as ‘best practices’ will help teachers to enhance their skills and help them improve for the better, at the same time documentation will also prove as a link between the teaching fraternities globally giving birth to more systematic and educational system along with this it will be a boon for the upcoming generation of teachers to adopt these protocols. Hypothesis Rationale Many a time’s teachers are criticised for not doing their best in schools. There could be many reasons; either it could be ineffectiveness of the teacher or lack of resources. Hence it will be very useful to identify the best/healthy practices carried out by teachers with or without resources. This study will help in knowing and understanding the teacher’s effectiveness in primary schools and documenting the best practices so that other teachers who work under similar circumstances with similar goals and constraints get an idea of effective teaching. The teachers will be observed, recorded and documented in 4 areas: Teacher as a Person, Teacher as a Professional, Teacher’s Interpersonal Relationship and Qualities of the Teacher. Literature Review The literature is based on past researches done on teachers and primary school teaching and it is presented on the following subtopics: Teacher’s Quality Teacher’s Interpersonal Skills Teacher’s Qualification Documentation of the best practices Primary school teachers and primary education Teacher’s Quality According to Hammond (2000) teachers preparations and teachings are the strongest correlations of the student’s achievement and teacher’s quality is the most vital educational investment. Similarly Rvikin, Hanushek and Kain (1998) reported the student’s performance outcomes to the teacher’s quality, they analysed 400,000 students in 3000 schools from New York, which concluded that school quality is the most important factor in students achievement however teacher’s quality is the most important predictor whereas size and teacher education plays a very small role. Relationship between teachers’ personality and academic and social development was analysed by Heil and Washburne (1998). They found out that children made the greatest progress under the guidance of self-controlled teacher and least under fearful teachers. They also reported that children seem to grow as friendlier under self-controlled teachers. Teacher’s Interpersonal Skills Dasgupta (2004) observed that those teachers who had a strong interest in their students as individuals and were sensitive to their needs, the students could relate themselves with such teachers in a much better way creating a level of comfort with them. On the other hand, those teachers who are friendly but make no attempt to know their students, the children feel anxious being with them and they even doubted the teacher’s ability to perform. Similarly, those teachers who did not show any interest, the students believed that the teacher had a very low ability to perform and was low self-motivated. A significant body of research reported that academic achievement and students’ behaviour is influenced by the quality of the teacher-student relationship. It also suggests that the emotional aspect of the teacher-student relationship is far more important than the conventional advice on methods and techniques of teaching (Gerald, 1999) Teacher’s Qualification Cheng (1996) conducted a study on high school students’ performance using data from the National Educational Longitudinal Studies (1998) and found that fully certified teachers have a significant positive impact on student test scores as compared to teachers who are not well qualified and certified. Heil (1998) through his study concluded that teachers who had been out from teacher education since long and were away from on-going professional development lacked familiarity with current knowledge. She also commented that there was a significant difference in strength of developmentally appropriate practice beliefs between novice teachers and veteran teachers. The more oriented teachers scored significantly high on measures of developmentally appropriate practices. Documentation of the best practices A study was conducted by Miyan in 2005 documenting the best practices on 25 children in 7 schools and it was seen that the most prominent best practices carried out were providing children with positive reinforcement, treating all children equally, spontaneity while teaching and innovativeness in teaching methods. Similar study conducted by Rastogi (2005) found out that the best teaching practices were using teaching aids and creative methods to teach like dramatizations, providing children with a stimulating environment. Primary school teachers and primary education According to Dasgupta (2004), ‘play’ should be the central activity of children even in primary schools and primary school teachers should teach children using the play way method as it helps children to relate to what is being taught. Introducing games in classroom is one of the ways of encouraging cooperation and motivating the children to study and learn the concepts. Washburne (1998) surveyed primary school children to see the kind of the teachers liked by them and those who were disliked. He found that physical characteristics such as grooming, nice voice, and pleasing personality were found to be more important along with teacher’s qualities like interest in teaching, enthusiasm, innovativeness etc. At the same time children also laid equal emphasis on the personality traits like being cheerful, fair, non-judgemental etc. Methodology Aims Objectives To identify and document the ‘best practices’ of teachers, nominated as ‘effective teachers’ by principals/supervisors To identify the practices that need improvement To observe, record and document the ‘best practices’ of primary school teachers in 4 areas: Teacher as a Person, Teacher as a Professional, Teacher’s Interpersonal Relationship and Qualities of the Teacher. To compare the teachers best practices in relation to the fee structure To compare the teachers best practices in relation to his/her years of teaching experience To compare teachers best practices in relation to the teacher child ratio. Operational Definitions Effective Teachers: These are the teachers having innovative and creative teaching practices and who will be nominated by the principals/supervisors Primary Teacher: Teacher teaching to children in 1st and 2nd grade Low Fee Structured Schools: Schools having fees ranging from Rs.15/- to Rs.350/- per month High Fee Structured Schools: Schools having fees ranging from Rs.350/- to Rs. 450/- per month Data Collection Sample Primary school teachers serving in the schools having low and high fee structure and located in Mumbai, India will be approached using an introductory letter. The schools will be selected keeping in mind the indicators like fee structure, location of schools, medium of instruction and minimum 5years of establishment. 10 schools will be approached and nearly 30 teachers will be observed and interviewed. From these 10 schools, 5 schools will represent schools having low fee structure and remaining 5 schools will represent high fee structure. Research Design The school authorities will be approached with a prior appointment and the school supervisor/principal will be given and introductory letter conveying the nature of the research (refer to appendix 2). The information and the facts about the school (profile of the school) will be obtained from the authorities including details of the school like the name, number of teaching staff, fee structure, teacher-child ratio etc. The principal/supervisor will be asked to nominate three teachers who according to them are effective in their teaching, in short who are exemplary. The teachers will be given a consent form (refer to appendix 1) which will agree their part-taking in the research. Research Tools The research tools that will be used for this study will be a fact sheet, an observation record documentation sheet along with an interview questionnaire. The sample of the research tools is provided in the appendix. The fact sheet will have two parts to it; first it will help in gathering the profile of the school and second one to gather the nomination of the teachers made by the principal/supervisor (Refer to appendix 3) The observation record sheet will be again divided in two parts. First part will focus on gathering the teacher’s profile (age, qualification, number of years of experience) whereas the second part of the sheet who help in observing the nominated teacher in four criterias namely- Teacher as a Person, Teacher’s Interpersonal Relationship, Teacher as a professional and Qualities of the Teacher (Refer appendix 4a. 4b). The documentation sheet will help in documenting the best practices of teachers along with those practices which need improvement. This will also help in understanding the teacher-child interaction and noting down the minuscule but important details of classroom teaching (Refer to appendix 5) The interview questionnaire will help in interacting with the teachers on one to one basis. The nominated teachers will be interviewed on the basis of the four criterias namely- Teacher as a Person, Teacher’s Interpersonal Relationship, Teacher as a professional and Qualities of the Teacher. The interview will consist of open end questions will be give a chance to the teachers to be more expressive, so that all the details could be captured. (Refer appendix 6) To summarise, the researcher will visit the schools during the school hours for observation. Observation will be done for each teacher for 3 days and each session would be for an hour. The observation record sheet and the documentation sheet will be carried to the classroom to record the verbal comments as well as the non-verbal gestures of the teachers along with the recording of the best practices. So the researcher will observe 3 teachers for 3 days in each school (schools having high as well as low fee structure), one hour per teacher in each school. The researcher will then interview the teachers during the school hours according to the convenience of the teachers. The interview session would approximately last for an hour. Data Analysis The observation record sheet will be analysed both quantitatively as well as qualitatively where as the documentation and interview sheet will be analysed qualitatively only. The data for the quantitative analysis will be encoded using the SPSS and co-relational analysis will be conducted for the statistical analysis. The data for the qualitative analysis will be encoded using the analysing conversation technique and the IPA (Interpretative Phenomenological Analysis) so that a rich data is collected. Reliability and Validity of the research To understand the reliability and validity of the research, a pilot study will be conducted on two schools. During the pilot study the effectiveness of the tool will be checked. A meta-analysis can also be conducted to understand the nature of previous researches done and certain improvisations in the present study can be made on the basis of the systematic review of meta-analysis. Ethical Issues Any research and the practical applications of the procedures come under the scrutiny of professional ethics (Anastasi Urbina, 2004). Even for this research certain ethical issues have to be taken care of in a systematic manner. A formal approval will be taken from the principals/supervisors of the school who decide to become a part of the study, even the nominated teachers would be asked if they would like to participate and be one of the respondents, they will also be entitled to sign a consent form. All the data collected will be confidential. No one except the researcher will be allowed to access that data. There are no foreseeable risks involved with the tools used for the research. They will be assured that all their information will be kept confidential and privacy will be maintained. While conducting the observations and interview there could be some risk involved like anxiety and questions in the respondents mind. All the participants will be explained the nature of the st udy, objectives. They will be assured that all their information will be kept confidential and privacy will be maintained. References: Amurang, C., Gerald. (1999). ‘Evaluating Primary Education’, International Developmental Research, Canada Anastasi, A., Urbina,S. (2004). ‘Psychological Testing’, Prentice Hall, USA A World Bank Publication, (1997). ‘Primary Education in India’, U.S.A: Library Cross Publication Bredekamp, S., Copple, C. (1997). ‘Developmentally Appropriate Practices in Early Childhood Programmes’, Washington D.C.: National Association for Education of Young Children. Cheng, Y.C. (1996). ‘Total Teacher Effectiveness: New conception and improvement’, International Journal of Education Management, 10 (6), 7-17. Devasenathipathi, M. (2001). ‘A Good Teacher’, Educational Review, 144 (9), 101. Hammond, L. (1999). ‘Teacher Quality and student achievement: A review of state policy evidence’, Seattle, WA : Center for the Study of Teaching and Policy, University of Washington. Kain, F., Rivikin, S. (2005). ‘Teachers, Schools, and Academic Achievement’, Econometrica, 73 (2), 417-458. Heil, Lousi., Washburne, C. (1998). ‘What characteristics affect children’s growth?’, The School Review, 68(4), 420-428. Dasgupta, D. (2004), ‘Effective teaching techniques’, Avishkar Publications. Miyan., M., Rastogi., A. (2005). ‘Manpower Planning for Elementary Teacher Education: A pre-requisite for Quality Elementary Education’, University News, 43 (18), 56-62. Pollard, A., Bourne, J. (1995). ‘Teaching and Learning in Primary Schools’, New York: Rout Ledge. Saxena, C. (2005). ‘A Historical Overview of Teacher Education in India from Rig Vedic Age till 1947’, University News, 43(18), 1-7. Spodek, B., (1972). ‘Teaching in Early Years’, New Jersey: Prentice-Hall Inc. Tilak., J.B.G. (1995) ‘How free is Free Primary Education’, Occasional Paper-21, New Delhi: NIE Richardson, J., Stopp, P. (1998). ‘Becoming a Primary Teacher’, London: Penguin Books How to cite Documenting Primary school teaching in Mumbai (India), Essay examples

Mediums and elements of drama Essay Example For Students

Mediums and elements of drama Essay Here Romeo is describing his fear of some consequence yet hanging in the stars that will expire the term of his life, which are definite references to fate and fortune.  In Blood Brothers, it became apparent part way through that the narrator was taking on the role of fate and/or destiny. He was controlling the story as well as retelling it. We saw him give the bible to Mrs Lyons in the making a pact scene between the two mothers. This showed he gave her the idea of the pact in the first place. He also appeared when Mrs Lyons was trying to pay off Mrs Johnstone, he picked up the money that had been thrown on the floor and used it to taunt her, to show her what she had come to. The narrator as a character had a very aggressive style of body language and an indifferent facial expression which he maintained throughout the play. This helped him create a feeling of foreboding whenever he came onstage. It was interesting to see that it was only ever really Mrs Lyons who saw the narrator directly. Mrs Johnstone felt him as a presence but Mrs Lyons interacted with him, at one point even asking him who he was. I believe it has been directed in this way because to each woman the narrator represents a different thing. To Mrs Lyons he represents her conscience which is heavy with guilt over the ways and means she got her baby. He also represents her paranoia which grows stronger as the play goes on. To Mrs Johnstone the narrator is a representative of the future and what is to come, which is closely linked to fate. As she is unable to look into the future she cannot see him, but only feel a sense of foreboding when he around. The director has used many methods to put the narrator above the rest of the characters. At times he appeared on a higher level looking over the action, this gave him an all powerful, godlike aura ensuring people knew he was in control. He also appeared at crucial points to help the story flow, and maintain its direction.  Many symbols were used throughout the play, one being the bible. First making its appearance in the pact being sealed between Mrs Lyons and Mrs Johnstone it was then used periodically as a reminder to the promise and how it was sealed. It was important to use a bible as Mrs Johnstone is of the catholic faith and also extremely superstitious. It was these qualities that Mrs Lyons used to her own advantage. By frightening Mrs Johnstone into believing that the boys would die if they found out the truth, she hoped to ensure that they could lead separate lives. The clasping of hands was also used symbolically. When the brothers make their blood brothers pact, they sealed their fate in the spilling of their blood. The fact they do it at the same time hints at how they are going to end. Blood Brothers was set in Liverpool in the early eighties. This meant it was affected by such things as the quality of education and unemployment. Mickey attends a local school and receives a very poor education. His school life is disrupted, and he is taught about such things as tribes in the African jungle. We see he gets frustrated about the lack of useful information that he believes he will need to get a job. This eventually affects him later in life. We see a scene in which he faces unemployment with his brother, and is collecting the dole. This also shows he is of a lower class to Eddie, who is attending a private school and also receiving a better education. .u61db33cab70f3763e896e7a6bfbd1c15 , .u61db33cab70f3763e896e7a6bfbd1c15 .postImageUrl , .u61db33cab70f3763e896e7a6bfbd1c15 .centered-text-area { min-height: 80px; position: relative; } .u61db33cab70f3763e896e7a6bfbd1c15 , .u61db33cab70f3763e896e7a6bfbd1c15:hover , .u61db33cab70f3763e896e7a6bfbd1c15:visited , .u61db33cab70f3763e896e7a6bfbd1c15:active { border:0!important; } .u61db33cab70f3763e896e7a6bfbd1c15 .clearfix:after { content: ""; display: table; clear: both; } .u61db33cab70f3763e896e7a6bfbd1c15 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u61db33cab70f3763e896e7a6bfbd1c15:active , .u61db33cab70f3763e896e7a6bfbd1c15:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u61db33cab70f3763e896e7a6bfbd1c15 .centered-text-area { width: 100%; position: relative ; } .u61db33cab70f3763e896e7a6bfbd1c15 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u61db33cab70f3763e896e7a6bfbd1c15 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u61db33cab70f3763e896e7a6bfbd1c15 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u61db33cab70f3763e896e7a6bfbd1c15:hover .ctaButton { background-color: #34495E!important; } .u61db33cab70f3763e896e7a6bfbd1c15 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u61db33cab70f3763e896e7a6bfbd1c15 .u61db33cab70f3763e896e7a6bfbd1c15-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u61db33cab70f3763e896e7a6bfbd1c15:after { content: ""; display: block; clear: both; } READ: How the portrayal of Gertrude and Ophelia could be influenced by the sources available to Shakespeare EssayThis is the first thing that distinguishes and separates the brothers. The difference in class is shown mainly through costume and accents. Eddie is seen wearing his school uniform and Mickey in ill-fitting hand-me-downs. Eddie also talks with a very proper English accent resulting from being sheltered from Liverpool, whereas Mickey has adopted the Liverpudlian drawl used by his brothers and neighbours. You can also notice that Eddie has an extended vocabulary compared to that of Mickey. We could see that Eddie was of a higher class thanks to simple staging showing hi s posh house interior, and the fact his father had a job which could support both mother and son. Mickey however couldnt afford new clothes and his mother had to provide for his overly large family. Scenes showing children hungry and crying proved that they werent very self sufficient. Something that made the play stand out was the fact that actors remained the same. By this I mean adults played the roles of children, adolescents, teenagers, and adults. To do this, changes in voice, movement and gesture were used to separate each age as there were frequent time shifts to show the children getting older. This meant there were also changes in clothing (Mickey opting for leather jackets and poorly put together school uniforms, Eddie preferring standard trousers and sleeveless v-necked jumpers). When playing young children they had to give off an air of naivety which somehow Eddie seemed to retain even as he got older thanks to his sheltered and comfortable lifestyle. The ending of Blood Brothers was extremely effective. A definite rise in tension, apprehension, anticipation etc was successfully made. While most of the audience watched an estranged Mickey frantically waving a gun around on stage, others were surprised by the arrival of policeman from left and right stage doors. This added a whole new dimension to the story certainly making it more real and close to home, and at the same time bringing the audience into the story and making them a part of it. The build of tension began as Mickey entered onstage to confront Eddie. His body language portrayed brilliantly a man on the brink of insanity almost and constant movement showed the conflict of emotions running through the character. He was contending with what was to him a very real betrayal from his confidante, friend blood brother. The fact that he was torn was shown by his reluctance to draw the gun and point it at Eddie. When he did so it was effective in many ways. Firstly the audience knew that they were brothers and wanted to know if they would ever find out, and secondly, we had been witnessing the deterioration in Mickey and the continuance of the characters instability meaning the ending possibilities were endless. Facial expression at this time was useful, the actor playing Mickey managed to convey a look of deep pain in his eyes, whereas Eddie was just in complete shock, fear, a hint of outrage and maybe an inkling of how much Mickey actually knows. We know that Eddie is in love with Linda, but in this end scene his has no idea of what Mickey is going to accuse him of. The climax builds to a point and all tension is released when inadvertently a gun goes off. Mickey has shot Eddie and simultaneously the police shoot him. The twins have left the world in the same way as they entered it: together. In conclusion I found the play was filled from head to toe with symbolism, themes, and subtle hints to almost everything. A great use of lighting and music created the right feeling at the right moment, and most importantly the audience felt included without being addressed directly. Several social and cultural aspects were pointedly focused on as well as the radical difference between the lower and upper class in those days. Overall a successful play involving many of the mediums and elements of drama.

Roman And Greek Mythology Essays - Mythological Kings, Deities

Roman And Greek Mythology Greek and Roman mythology have many similarities between them. Each type has there own set of Gods and Goddesses, although they were worshiped for similar reasons. The following will explain each God or Goddess and explain how they compare to each other. The King of Gods in Greek Mythology is known as Zeus. Zeus was the ruler of the sky, and had the power to create thunderstorms and lightning as well as earthquakes. He was the child of Cronus and Rhea. As the story goes he was their sixth child, and the father to protect him from being overthrown had eaten the five previous children. Zeus was taken to a city called Crete and hidden from his father. As Zeus grew older and learned of what happened he found a potion to make his father regurgitate the other children. Once this happened they all teamed up and killed their father. Zeus then became the ruler of Mount Olympus, and head of the new line of Gods. Jupiter was the predominant power holder of Roman Gods. He was ruler of the sky, the daylight, all the weather, and even the thunder and lightening. Jupiter helped drive back the Sabines. His temple was built in the Capitol, and newly elected counsels offered their first prayers to him. Hera was the wife and sister of Zeus, and the High Goddess of the Greeks. She was extremely jealous of the affairs that her husband was having and often tormented or harmed the mistresses he was fooling around with. Although, when she went too far, or tried to cause death, Zeus would intervene and stop her. Hera tried to ship wreak Heracles on his return from Troy, and with that Zeus had her hung by the wrists from top of the mountain with an anvil tied to each ankle. The two had four children together. Juno, Hera's counterpart, was the wife of Jupiter. Juno was the protector of women, especially those who are married. Women often gave offerings to Juno to help with their childbirth. The God of the Underworld, Hades, was the brother of Zeus. He gained Hell, as his share in conquering their father. He is most known for kidnapping his wife, Persephone, while she was picking flowers in a field. As the story goes, Hades had her eat a piece of food in the Underworld, therefore she could not live on the Earth again. Her father, Zeus, made arrangements for her to be allowed on Earth for two-thirds of the year and in the Underworld as Hade's wife for the rest of the time. This is used as the cause of spring and winter. When she returns to the surface she brings spring with her and when she returns to the Underworld she leaves winter behind her. Pluto, the Roman God of the Underworld, who's name also means rich. It reflects the rich mineral resources beneath the ground and the rich resources above the earth. In art he is shown with the Horn of Plenty. This horn is most likely why we associate the Devil, or Satan, as having a horn on top of his head. His name was thought of to be bad luck, and therefore was hardly mentioned in myths. Ares was the child of Zeus and Hera. He was the God of War. Whenever he was seen or portrayed he would be fully armed and ready for battle. Any cause to fight or go to war would bring him out and about. He was the discomfited lover of Aphrodite. Almost all of his children by mortal women were of a violent nature. Mars, The Roman God of War and Agriculture, was the second most important god after Jupiter. The month March was named after Mars, and was also the first month of the Roman calendar. March was the month when agriculture was reborn and when most people engaged in war. Mars was given his own priest and altar in Rome. The wolf and woodpecker were the sacred animals of Mars. A festival in October was held in his honor and all farmers and soldiers would lay aside their weapons and had a celebration. The Greek Goddess of Love and Beauty was Aphrodite. She was married to the Smith God, Hephaestus, but left him for the God of War. She favored the Trojans during the Trojan War. She was known to have angry mood swings and all the gods and mortals paid dearly for it. Aphrodite and Venus were counterparts

Conflicting Viewpoints in ACT Science Strategies and Tips

Conflicting Viewpoints in ACT Science Strategies and Tips SAT / ACT Prep Online Guides and Tips Think of the Conflicting Viewpoints Passages as a debate: two or more parties state their conflicting beliefs.Sometimes they agree on one point but disagree on others.Conflicting Viewpoints Passages present this argument and expect you to identify the Scientists’/Students’ beliefs and the similarities and/or differences in beliefs. There will only be 1 Conflicting Viewpoints Passage on the ACT Science section (out of 7 total passages). It can appear at any point throughout ACT Science. To read about the other types of passages, check out our article on the 3 Types of ACT Science Passages. In this article, I will: Break down the format of the Conflicting Viewpoints Passages Address the two types of questions you will be asked in Conflicting Viewpoints Passages and provide ACT Science practice questions for each type: Understanding Viewpoints Questions Comparing Viewpoints Questions Discuss the ACT Science strategies for attacking these passages Format of Conflicting Viewpoints Passages Overview of the format of Conflicting Viewpoints Passages Introduction Visual (if there is one) Scientist 1 / Student 1 Scientist 2 / Student 2 If there are more than 2 Scientists / Students, their paragraphs follow in sequentialorder. 7 Questions I will delve into more information on each part below: Introduction The introduction will vary in length from a short paragraph to a long list. This is what a short introduction might look like: taken from an ACT Science practice test This is what a long introduction might look like: taken from an ACT Science practice test No matter the length, the introduction to the Conflicting Viewpoints Passage is always important. Do not ignore the introduction or forget about it as there is usually one question that you cannot answer without reading it. Visual There may not be a visual in your Conflicting Viewpoints passage; only about half of theConflicting Viewpoints Passages have a visual.The visual will not be a graph or table, but rather just an image/diagram of what is being discussed such as this one: taken from an ACT Science practice test The visual is not usually necessary to answer any questions, but rather it is just there to help you imagine what is being discussed. For example, thevisual above provides no data; it simply shows the location of the nucleus, chromosomes, and cytoplasm in the cell. The majority of the questions will instead ask about: Scientist 1 / 2 / 3 or Student 1 / 2 / 3 This is the meat of the passage.This is where the points of view of each scientist/student are fleshed out.Pay close attention as you read.The bulk of the questions ask you about this part.Also, do not get thrown off if they disguise points of view as different theories such as in this Conflicting Viewpoints Passage: Make sure you identify the similarities and differences of each person or theory. If you are having trouble identifying the point of view, I recommend looking at the first and last sentence of each person's mini-passage. Usually, the main idea is spelled out there. In the example above, the first sentences of Protein Hypothesis and DNA Hypothesis state the point of view. Understanding the points of view fully will serve you best when you start attempting questions: Conflicting Viewpoints Passages Have 7 Questions There are always 7 questions, no more, no less.There are two types of ACT Science questions used with Conflicting Viewpoints Passages that I will delve into next: Understanding Viewpoints Questions Comparing Viewpoints Questions Now that we have an overview of what this type of passage entails, we'll dig into the two types of questions that come along with this passage: Understanding Viewpoints Questions: What They Are and How to Answer Them As I said above, the Scientist 1 / 2 portion will present each Scientist's point of view with the supporting points. These questions check to make sure you really understand each author's/theory’s point of view. Here are some example Understanding Viewpoints questions: What would Student 2 predict to happen? Scientist 1 would most likely agree with: Which statement most agrees with the DNA Hypothesis? A.Genes are mostly proteins B. DNA is found throughout the nucleus and cytoplasm C. Protein is found only in the cell's nucleus D.DNA is found only in the cell's nucleus Let's attempt some ACT Science practicequestions using the Conflicting Viewpoints Passage above, keeping in mind the: Rules for Answering These Questions: ACT Science Tip #1 - Make sure you are considering the right point of view.If it asks about Scientist 1, make sure you are looking at Scientist 1’s paragraph.The ACT will always have an answer choice with Scientist 2’s point of view, hoping that someone will fall for that incorrect answer. In the last question above, you are asked about DNA Hypothesis, so make sure you are looking at DNA Hypothesis, not Protein Hypothesis. If you accidentally looked at Protein Hypothesis instead, you would have incorrectly chosen answer A. ACT Science Tip #2 - Some questions require logic as well as understanding the point of view such as the last question above: Which of the following would support the DNA Hypothesis? A. Genes are mostly proteinsB. DNA is found throughout the nucleus and cytoplasmC. Protein is found only in the cell's nucleusD. DNA is found only in the cell's nucleus You need to understand the DNA Hypothesis so that you are able to figure out which of the answer choices would support it. On these "which of the following..." questions, process of elimination is your best weapon. Eliminate the answer choices that only support Protein Hypothesis and that do not support DNA Hypothesis. Ideally, after all of your eliminating, you will be left with oneanswer choice. Double check that the answer choice does indeed support DNA Hypothesis. For the question above, we can eliminate answer choice A because it supports Protein Hypothesis. We can eliminate answer choices B and C because it directly contradicts what is stated in the DNA Hypothesis. In the DNA Hypothesis, it says that DNA is found exclusively in the cell's nucleus, so D is the correct answer. ACT Science Tip #3 -Some questions are as easy as repeating a fact.Some questions will ask you to just relay facts you read in the passage such as: According to Protein Hypothesis, genes are made only of: This question just requires you to go back and look at the Protein Hypothesis paragraph. The Protein Hypothesis paragraph says that genes are made only of proteins, so that is the answer.Again, make sure you are looking at the right section.These questions are easy, but it is also easy to make a careless mistake on these questions. ACT Science Tip #4 -Ignore the validity of the viewpoint. Sometimes one viewpoint will be factually false, and you will know it from your previous science studies.Ignore it!You still need to understand the viewpoint and be able to answer questions about it. If a viewpoint said that the Earth is the center of the Solar System and you were asked what best supported this viewpoint, you would need to pick an answer choice that supported it such as â€Å"respected philosopher Aristotle taught this model.† Even though you know the viewpoint is false, you need to be able to articulate the point of view and its supporting arguments. ACT Science Tip #5 -Your understanding needs to go beyond talking about each point of view distinct from one another,which leads us to the other type of question: Comparing Viewpoints Questions: What They Are and How to Answer Them These questions ask you to point out the similarities and differences between the authors. Here are some example ComparingViewpoints questions: Student 1 and 2 both agree that: Which of the following would support student 1, but not student 2? DNA Hypothesis and Protein Hypothesis both agree that: A.DNA is less abundant than proteins B. DNA is found throughout the nucleus and cytoplasm C. Protein is found only in the cell's nucleus D.Genes are made up only of DNA Let's attempt some Comparing Viewpoints ACT Science practicequestions from the same passage keeping in mind the same rules as before: ACT Science Tip #1: Make sure you're considering the correct point of view and answering the correct question.This is especially important on the Conflicting Viewpoints questions that ask, "Which of the following would support Student 1, but not Student 2?" You should circle and/or underline the Student you are looking to support, in this case, Student 1. Put an X through the Student you are not looking to support. Such as I have done below: This step helps you concentrate on the correct point of view. For these fact-finding questions, make sure you're reading the correct section for both viewpoints. ACT Science Tip #3: Some questions simply ask you to restate the information stated in both viewpoints.Let's attack this fact-finding Conflicting Viewpoints question from the passage above: DNA Hypothesis and Protein Hypothesis both agree that: A.DNA is less abundant than proteins B. DNA is found throughout the nucleus and cytoplasm C. Protein is found only in the cell's nucleus D.Genes are made up only of DNA Consider first, what is the question asking us? The question asks us to find the statement that both DNA and Protein Hypothesis would agree with. To do this, you need to use process of elimination. Start by looking at A and work your way through the answer choices. Answer choice A is directly stated in DNA Hypothesis and Protein Hypothesis mentions that protein makes up over 50% of the cell, so A seems like a good choice. However, I will check the others just in case. Answer choice B directly conflicts with DNA Hypothesis, which said DNA is only found in the nucleus. Answer choice C conflicts with DNA Hypothesis, which said that proteins are found throughout the nucleus and cytoplasm. Answer choice D conflicts with Protein Hypothesis because Protein Hypothesis argued that genes are made up only of proteins. So, Answer A is the correct answer. ACT Science Tip #2: As with understanding viewpoints questions, some conflicting viewpoints questions require deeper logic. For these questions, understand the points of view, and then use reasoning to find the answer.For example, if you were asked, Which of the following would support ProteinHypothesis, DNA Hypothesis? A. Genes are mostly proteinsB.DNA is less abundant than proteinsC. Protein is found only in the cell's nucleusD. DNA is found only in the cell's nucleus Start by circling and/or underlining and/or crossing out as we did above: Again, use process of elimination.If it supports both Protein Hypothesisand DNA Hypothesis, it is wrong.If it supports DNA Hypothesisand not Protein Hypothesis, it is wrong.Make sure you are looking at the correct section. Start with answer choice A and work your way through the questions, checking each one against what is stated in the viewpoints. Answer choice A is directly stated in Protein Hypothesis and directly conflicts DNA Hypothesis, so it should be the correct answer. However, I will check the others. Answer choice Bis in both Protein Hypothesis and DNA Hypothesis, which states, "DNA is less abundant than proteins," so B is incorrect. Answer choice C is not stated in Protein Hypothesis, and therefore, C does not support it. Answer choice D is directly stated in DNA Hypothesis, so it is incorrect. So, A is the correct answer. Strategy for Conflicting Viewpoints Passages Now that we have a full understanding of what these passages are like, what questions characterize this passage, and how to solve those questions, let's discuss the overall approach to integrating this all together. If you find yourself running out of time, you may find this approach especially helpful. First off, Conflicting Viewpoints Passages will take you the longest because as I discussed above, you need to have a full understanding of the passage to answer the Understanding Viewpoints and Comparing Viewpoints questions.So save it for the very end - finish the other 6 passages before attempting this one or it will slow you down. When attempting Conflicting Viewpoints Passages, read the whole passage first before looking at the questions. I discuss this more in depth in my article on time management. Since you need to read the introduction and all viewpoints to answer the questions, it makes the most sense to read the whole passage at the start. If you find yourself struggling to remember who believed what, write yourself mini-summaries in the margins after reading each viewpoint such as â€Å"pro-comet theory.†Check out this example: It will save you time, so you don’t have to re-read when answering questions. By doing this, you are also ensuring you understand the viewpoint, which is crucial to answering questions. When you start answering the questions, consider which viewpoint(s) you are asked about such as in this ACT Science practice question from the above passage: Which of the following phrases best describes the major point of difference between the 2 scientists’ hypotheses? A.The location of the eventB.The speed the object was travelingC.The density of Earth's atmosphereD.The type of object that entered Earth's atmosphere In this Comparing Viewpoints problem, you are asked to define the major difference between Scientist 1 and 2. Well, according to our awesome notes, Scientist 1 thought the object was a comet, and Scientist 2 thought the object was an asteroid. While there may be other minor differences, this is the major difference in point of view, so the answer is D. You could use process of elimination on this question, but it would have taken longer than simply matching your summary to the best answer choice. Now that we have learned the format, questions, and strategies behind the Conflicting Viewpoints Passage, I will summarizethe steps we tookwhen attacking Conflicting Viewpoints Passage and the common problems to avoid: Steps to take when attempting Conflicting Viewpoints Passages: Read the entire passage firstincluding theintroduction. Write briefnotes in the margins to remember each viewpoint's main argument. When answering questions, start by asking yourself which viewpoint does this question address? Use your notes to help answer questions. Use process of elimination to answer questions by eliminating answer choices that address the wrong viewpoint. Common problems you should avoid when answering the questions: Reading the wrong viewpoint(s). Getting caught up in the validity of the viewpoint. Recap Conflicting Viewpoints Passages always have the same format: Introduction Visual (if there is one) Scientist 1 / Student 1 Scientist 2 / Student 2 If there are more than 2 Scientists / Students, their paragraphs follow in chronological order. 7 Questions There are 2 types of questions: Understanding Viewpoints Questions Comparing Viewpoints Questions For both types, Make sure you're considering the correct point of view and answering the right question. For fact-finding questions, make sure you're reading the right section for both viewpoints. For deeper logic questions, understand the points of view, then use reasoning to find the answer. Ignore the validity of crazy viewpoints. Strategy Save this passage for last. Read the whole passage first. Write yourself short margin notes to remember each viewpoint. Answer the questions using these notes and process of elimination. What’s Next? I hope you feel ready to rock the Conflicting Viewpoints Passage! For further learning on the ACT Science Section, read about the other 2 types of passages in our article, The 3 Types of ACT Science Passages.Learn about Time Management and Section Strategy for ACT Science.Also, learn about Time Management for the ACT Reading section and for the ACT Math section. Like this article? Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Sciencelesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial: Have friends who also need help with test prep? Share this article! Tweet Dora Seigel About the Author As an SAT/ACT tutor, Dora has guided many students to test prep success. She loves watching students succeed and is committed to helping you get there. Dora received a full-tuition merit based scholarship to University of Southern California. She graduated magna cum laude and scored in the 99th percentile on the ACT. 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Major differences between domestic business operations and Assignment

Major differences between domestic business operations and international business operations - Assignment Example Sanderson Farms, Inc. refers to an American national company that specializes in the production, processing, distribution, and marketing of poultry and other related food items. Started in 1955, the company has grown to become among the leading American companies that specialize in the food and supply industry (Sanderson Farms ®, n.d). the company competitive advantage is the ability to supply in all states in America. It has a huge local network due to the provision of natural products. The advantage of its operational scope is that domestic currency used for business operation. The local business regulations are clearly stipulated therefore no barrier to entry. However, global network distribution enhances the profitability, larger customer database and enhances the adaptation to technology to improve management of business. Shell refers to a multinational petroleum company formed in 1907. It has expanded its network of operation worldwide. Forbes has considered it as 11th ranked market influencer in performance (Shell ©, 2015). The scope of operation worldwide market therefore enhanced political affiliation with its Dutch for business consistency. Consequently, the market popularity and demand has enabled easier entry to global market. However, the currency fluctuation may affect the business profitability due to the volatility factors. Nevertheless, the large consumer network, economic productivity and technology advancement gives competitive advantage to the firm (Dunning,

The prophet Mohammed Essay Example | Topics and Well Written Essays - 750 words

The prophet Mohammed - Essay Example However Prophet Mohammed enjoyed his responsibilities and everyday jobs during his stay with uncle. The way he overcame the tribulations has imbued me a lot with the real meaning of spiritual pursuit. To begin with, Mohammed was able to draw the care and attention of the uncle’sfamily by his appreciative nature and sincerity. His presence had brought blessings and prosperity to Abu Talib’s home. According to Huseyin Algul (14), it was his appreciative and honest character that made him well-known for many years. His bravery and high concern to truth and justice also make me mull over the essential qualities required for a true believer. For instance, while travelling to Syria together with his uncle Abu Talib, he was questioned by a monk and was recognized and admired for his brave qualities. Moreover, he always opposed injustice and supported people to fight against robbery and other evils. The people of Makka admired Prophet Mohammed for his character and deeds and co nsidered him praiseworthy. People loved him for his honesty and titled him as ‘al-Amin’ which meant trustworthy and this title impressed Khadija to marry him. He played vital role in settling the conflicts that arose during the reconstruction of Ka’ba. ... The prophet convinced the world of the multiple responsibilities of a true believer through his own heavenly deeds. He not only worked to eradicate injustice but also to eliminate all sorts of evils prevailed in the society. All the dishonest and unfair activities of people disappointed him very much and forced him to stay in caves for certain periods of time. Subsequent to his stay in caves away from the city, God gave him the duty of Prophet Hood. Khadija, Ali and Abu Bakr were some of the first people to accept Prophet Mohammed’s invitation to Islam. This phase of his life obviously points out to the need of internal piety and prayer before we set forth to undertake a mission. Prophet Mohammed had to face lot of challenges during the spread of Islam. The people including the slaves who got converted to Islam were harassed and betrayed by the idol worshippers. This slowed down the mission of Prophet of spreading the principles of Islam. He was not supported by anyone but was tortured and ill-treated by everyone. He was not let down by these activities but remained determined and continued his fight to fulfill the mission. His commendable attitude and uphill struggle proved him worthy in fulfilling his responsibilities. He never showed any act of revenge to his opponents but demonstrated his greatness by forgiving them. This added to the admirable qualities of Prophet Mohammed and enriched his popularity. Prophet Mohammed exhibited sincerity and simplicity in his living which attracted every individual to his morals and persuaded them to accept the principles of Islam. Obviously, this is the emotional stature he expected from every individual who accepted the faith. As Al-Jubouri (91) comments, prophet Mohammed was not just a messenger of

Identity and identity politics Essay Example | Topics and Well Written Essays - 250 words

Identity and identity politics - Essay Example owever, they never lost their identity and their feeling is that the country retains it as a â€Å"residual sovereignty.† Scots’ have a party of their own that did so well last year and proved its worth and potentiality of their identity. Mr. Salmond, Scots’ first minister and leader of Scottish National party, wants a referendum by 2014 to fulfil the promise, (Ascherson web). According to Ford, social identities are a product of politics. He claims that â€Å"social identities are inherently and irreducibly political† (Ford web). It is true that some identities are a product of politics. Scots after winning elections last year, Mr. Salmond is leading them towards a referendum, which will see them as an independent country. Calhoun argues that identity is seen in the relationship between essence and appearance and that it had to be achieved for development, (Calhoun 37). I feel that this need to identify Scotland as a country is triggered by the political success. The idea of a possible referendum is quickly gaining acceptance among the Scots and therefore, it is just a matter of time before the overwhelming power of identity takes place. I think the main reason for Scots desire to move and be independent is to develop themselves as an independent nation. Identity is a great need of all human beings and Scots is no exception. Ford, Thompson, Richard. â€Å"Political Identity as Identity Politics.† Unbound Harvard Journal of the Legal Left. 2009. 10 March 2012. Macintyre, James. â€Å"From Devolution to Independence.† The New York Times, 2012. Web 9 March 2012.

History of the Gun

History of the Gun The gun is a very unique piece of work that has all kinds of uses. The Chinese invented the gun many years ago. Since the gun has been invented it has improved tremendously and is still advancing this day. When was the gun invented? The first gun was invented in the year 1232. This invention was introduced after the invention of black powder was discovered. â€Å"Gunpowder is an explosive mixture of 15% charcoal, 10% sulfur, and 75% potassium nitrate, or saltpeter.†1 Gunpowder was used for fireworks that was fired out of bamboo sticks during the ninth century. The bamboo stick was also used as the first gun, they were not very productive because they were so brittle, but they were used to try to stop the Mongol invaders. â€Å"Europeans obtained gunpowder in the thirteenth century.†2 The Europeans took the recipe to this mixture and was going to enhance the gun severely. The first type of firearm invented by the Europeans was the cannon; the cannon was used to siege the defenders in the castle walls. The cannonballs fired from the cannons would crumble the castle walls leading to the end of feudalism. The first siege that the Europeans conquered was the siege of Metz in the year 1324. â€Å"Cannons were very effective weapons in a siege, but soldiers soon wanted guns they could carry. At first, simple â€Å"hand gonnes† were used side-by-side with traditional weapons such as crossbows, pikes, and lances. The development of small arms quickly changed how military battles were fought.†3 The knights that fought on the front line of the military were soon defeated when the gun was invented. The armor could withstand swords, spears and lances, but when a bullet was shot it pierced through the armor making it defenseless against the gun. When the full armor body suits were put away the helmets and the breastplates were introduced. The breastplates were made out of very hard steel and could withstand a straight shot from a bullet. This invention gave each side a chance to survive from a gunshot. Starting around the 1400s blacksmiths began inventing more and easier ways to operate a gun. The first invention that simplified the gun was the matchlock gun. A wick was attached to a clamp that released into a chamber full of gunpowder. This cut reload time down a little but not much. During the 15th and 16th century the only thing that changed on the gun was the way they produced a spark to fire. The 18th century rolled around and a percussion cap gun was invented. The percussion cap gun was invented by a man named Reverend John Forsyth. â€Å"firing mechanism no longer uses flash pan, a tube lead straight into the gun barrel, the tube had an exposed cap on it that exploded when struck†4 During the 18th century there were all sorts of guns invented. Guns ranging from revolvers and center firing guns all the way to shotguns and rifles. The automatic gun was even invented in the 18th century. During the 19th century a new gun was invented: the new gun was an automatic and it was a Winchester. The Winchester automatic rifle was invented during the year 1903. More rifles were invented during the 19th century and the more they were invented the more sophisticated and enhanced they became. Guns anywhere from the Tommy gun to the Assault rifle. When these guns were invented they were able to kill lots of people in a short period of time. The time it takes to reload a gun today verses the time it took 3 centuries ago has changed dramatically. Centuries ago it took almost two minutes to reload and fire a gun. Today you can shoot up to a thousand rounds a minute. Mankind has invented guns so that they can be used to kill people in mass numbers. When ships were introduced to guns they took advantage of opportunity to use them. Sailors could use guns to rob other boats and take over villages and tribes. Even though the people that lived in the tribe would outnumber the people on the boat, they could be conquered by something that they have never seen before in their life. Why were guns invented? â€Å"Guns were invented not for protection against the elements or for sport or for hunting but with the simple purpose to fight other men.†5 There was a man named Samuel Colt that quoted the phrase: â€Å"God made man. Samuel Colt made them equal†6,this is said to be true because of what Samuel Colt invented. Samuel Colt invented the revolver, which is still used in todays society in some countries. With the idea that the gun was invented to fight other men the world has turned into a war. Everywhere that you turn and look you will see someone with a gun or is being robbed by someone with a gun. Some people that own guns dont think before they act. This is why there are so many murders with guns. Everyone in the military has a gun issued to them. Most of the military carry machine guns with them into combat for the simple reason that the machine gun can fire rapid fire for a long period of time. All you have to do with a machine gun is keep it cool and keep the gun lo aded at all times and shooting will never stop. The man who invented the machine gun is Doctor Richard Gatling. â€Å"Doctor Richard Gatling patented his design of the â€Å"Gatling Gun†, a six-barreled weapon capable of firing a (then) phenomenal 200 rounds per minute.†7 The Gatling gun was invented in the year 1861. During the year 1885 The Maxim Machine Gun was invented. Years later the Tommy gun was invented. â€Å"The Thompson submachine gun or Tommy gun was invented by General John T. Thompson, it was the first hand held machine gun. Thompson was driven with the thought of creating a hand held machine gun that would help end the First World War, However, â€Å"the first shipment of prototype guns destined for Europe arrived at the docks in New York city on November 11, 1918, the day the war ended.†8 New and Improved Guns The guns of the 20th century are amazing. They have guns that can see around corners and guns that tell you how far your target is away from you. The equipment that mankind has come up with is far more advanced than anyone has ever thought. We now have radars that can see where you are at night. The infrared radar system has let us see things at night. This helps the military find the enemy in tough weather such as rain or snow, but the infrared radar has one downfall. The radar system cannot see anything submerged in water. Next we have the smart bullet, the smart bullet can follow your every turn, and you cant hide from it. The distance that the bullet can travel depends on where the target is. â€Å"According to recently declassified research by the Department of Defense, the new bullets will allow snipers to hit targets several kilometers away.†9 The smart bullet travels at Mach 3. The reason that this bullet can maneuver like it does is because it have a ball joint that c onnects the nose of the bullet to the casing. â€Å"The nose can move by up to 0.1 degrees in any direction.†10 The gun that this bullet comes out of has to be very powerful to make this bullet travel the distance it does. The military is going from guns to chemical warfare now. Chemical warfare is very dangerous to use because it spreads and doesnt stop and is hard to control. â€Å"Chemical warfare is warfare (and associated military operations) using the toxic properties of chemical substances to kill, injure, or incapacitate an enemy.†11 Chemical weapons are and can be very dangerous and have been used since the 1900s. The way that you use to tell how chemicals were surrounding you was by smell, by the time u smelled the gas you were dead, you had no chance of living. The chemical warfare today has improved its detection. The way that you can tell the chemicals are around you now are by chemical strips, laser detection, alarms, and blister agent detectors. There ar e three schedules of chemical weapons that can be used for warfare. The first schedule has little use. This schedule is mainly for medical research and pharmaceutical use. â€Å"Examples include nerve agents, ricin, lewisite, and mustard gas.†12 The second schedule has no big industrial uses but is used legitimately for small uses. â€Å"Examples include dimethyl methylphosphonate, a precursor to sarin but also used as a flame retardant and thiodiglycol, a precursor in the manufacture of mustard gas but also widely used as a solvent in inks.†13 The last scheduled substance has large-scale industrial uses. â€Å"Examples include phosgene and chloropicrin.†14 Both of these chemicals have been in use when it comes to chemical warfare. The substance phosgene is used in the production of plastic. The chemical Chloropicrin is used as a fumigant. If both of these plants produce up to 30 tons a year they have to be reported to The Organization for the Prohibition of Che mical Weapons, (OPCW). Guns have taken a very big toll on the 20th century population. The improvement of guns will never stop and will keep on getting more sophisticated. History is always in the making and history is always repeating itself, so keep up with time or it will leave you standing alone! Notes 1. Thomas Gale. Bookrags.com The Invention of Guns. Science and Its Times: 700-1449. (Background) 1st paragraph, 1st sentence. 2. Bookrags.com (Background) 2nd paragraph, 1st sentence. 3. Bookrags.com (Impact) 2nd paragraph, 1st 3 sentences. 4. Mary Bellis, About.com. History of Firearms. (Timeline), Year 1825. 2nd part of sentence. 5. Blurtit. Why Were Guns Invented? 1st paragraph, Last sentence. 6. Blurtit. 1st paragraph, 2nd sentence. 7. Mary Bellis, About.com. The History of Guns Rifles and Machine Guns. (Machine Guns- Gatling Gun-1861) 1st sentence. 8. (Machine Guns- Thompson Submachine Gun Tommy Gun) 1st 2 sentences. 9. Justin Mullins-New Scientist. Sniper Country.com. 1st paragraph. 2nd sentence. 10. Sniper Country.com. 3rd paragraph, Last sentence. 11. New World Encyclopedia. Chemical Warfare. 1st paragraph, 1st sentence. 12. New World Encyclopedia. (Three groups of chemical weapons Schedule 1 substances). 3rd sentence. 13. New World Encyclopedia. (Three groups of chemical weapons Schedule 2 substances). 2nd sentence. 14. New World Encyclopedia. (Three groups of chemical weapons Schedule 3 substances). 2nd sentence. Bibliography Blurtit. Why Were Guns Invented? The New York Times Company. Revised 2009. November 11 2009. http://inventors.about.com/od/militaryhistoryinventions/a/firearms.htm CALVO, SHERRI CHASIN. The Invention of Guns. 2005. November 11 2009. . Mullins, Justin New Scientist. â€Å"You can run, but you cant hide†.[Archive: 12 April 1997] November 11 2009 http://www.snipercountry.com/Articles/SmartBullets.asp Chemical warfare. New World Encyclopedia. 14 Jan 2009, 19:22 UTC. 18 Nov 2009, 07:21 .

Reader-Response on Soldiers Home Essay -- American Literature

Reader-Response on Soldier's Home The initial reaction I received from reading Soldier's Home, and my feelings about Soldier's Home now are not the same. Initially, I thought Harold Krebs is this soldier who fought for two years, returns home, and is disconnected from society because he is in a childlike state of mind, while everyone else has grown up. I felt that Krebs lost his immature years, late teens to early 20's, because he went from college to the military. I still see him as disconnected from society, because there isn't anyone or anything that can connect him to the simple life that his once before close friends and family are living. He has been through a traumatic experience for the past two years, and he does not have anyone genuinely interested in him enough to take the time to find out what's going on in his mind and heart. Krebs is in a battle after the battle. Imagine your hometown, a small, affluent community where everyone knows each other. This small community is where many of your childhood friends and some of your family also reside. If you left your hometown for a two-year period to go into the military, to go to college, to travel the world, or just to experience life somewhere else, how would you expect your friends and family to treat you when you arrived home after a two-year period? Would you expect a warm welcome from your love ones, would you expect to be able to share your experiences, or major events that took place in your life? Would you expect that everyone has changed at least a little bit, and you have changed somewhat as well? I definitely would not expect or would not want my friends and family to reject me, because I had changed due to my life experiences outside our sma... ...has failed to help him deal with his inner emotions from his military experience. He has been through a traumatic experience for the past two years, and he does not have anyone genuinely interested in him enough to take the time to find out what's going on in his mind and heart. Kreb's is disconnected from the life he had before the war, and without genuine help and care from these people he lived with, and around all his childhood life, it's difficult to return to the routines that everyone is accustomed to. Works Cited Hemingway, Ernest. "Soldier's Home." The Bedford Introduction to Literature, 6th Edition. Ed. Michael Meyer. New York: Bedford/St. Martin's. 2002. 152-57. "Reader Responses to Soldier's Home." Literature and Composition. 10 Feb.,2003. David Toth. 14 Feb., 2003. .