Turning Points In a Soldiers Life free essay sample

An assessment of Timothy Findleys verifiable novel 'The Wars.' This paper looks at the verifiable fiction novel 'The Wars' by Timothy Findley, which depends on gathered letters and journals from officers in the channels of World War I. This paper follows the principle character, Robert Ross, through his excursion as a warrior. It inspects four defining moments throughout his life and how they changed his mentalities, points of view and perspectives. 'What we are is the whole of our encounters. It tends to be said that our lives are a lot of defining moments. These defining moments are what shape and forms us into what we are to turn into. These tuning focuses are the occasions that we recollect and ponder the most. A few people groups lives are molded by one second, which flips around their reality after which, they are never the equivalent. A few people groups lives have many defining moments that all indicate shape the individual. We will compose a custom paper test on Defining moments In a Soldiers Life or on the other hand any comparable point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Defining moments can be major or minor occasions, what makes it a defining moment is that the individual is changed by it.'

The evolutionary theory of a firm :: Business, Innovation

Concentrating on a ï ¬ rm level examination, RBV recommends that distinctions in ï ¬ rms’ capacity are principally the consequence of asset heterogeneity across ï ¬ rms (Peteraf, 2006). Firms that can amass assets and abilities that are uncommon, significant, no substitutable, and incompletely imitable will accomplish a bit of leeway over contenders (Barney, 1996). A differentiation is regularly made among assets and abilities, in that assets are loads of accessible components that are possessed or constrained by the association and abilities are an organization’s ability to convey assets (Freiling, 2008). Assets will in general be tradable in business sectors and can be isolated into unmistakable resources, for example, ï ¬ nancial and physical capital, and immaterial resources, for example, human and hierarchical capital (Barney, 1986). On the other hand, capacities dwell in schedules that are characteristically impalpable and inserted in the ï ¬ rm, and con sequently can't be exchanged on factor markets (Kogut and Zander, 1992). Drawing on the transformative hypothesis of a ï ¬ rm, the advancement abilities way to deal with a ï ¬ rm rose as an augmentation of RBV. Speciï ¬ cally the procedures to incorporate, reconï ¬ gure, addition and discharge assets, use assets to coordinate and even make showcase change (Eisenhardt and Martin, 2000). Also, they are imperative to picking up and supporting an upper hand in businesses where both innovation and the market change (Verona and Ravasi, 2003). Thusly, they are considered as precursor authoritative and key schedules that empower chiefs to get assets, which they at that point change, incorporate, and recombine to produce new esteem making techniques. Eisenhardt and Martin (2000), and Zahra and George (2002) keep up that a ï ¬ rm’s schedules or procedures and association culture and data innovation advance can frame special development abilities which permit the association to roll out key improvements that give it the ï ¬â€šexibility to work in d evelopment markets. Lawson and Samson (2001) applied an advancement abilities way to deal with the examination of development. Numerous creators featured the contrasts between an organization’s settled or standard exercises and its imaginative or new stream exercises (Badawy, 1993). Lawson and Samson (2001) proposed a model that operationalizes this worldwide advancement ability as seven components: vision and procedure; bridling the capability base; authoritative knowledge; imagination and thoughts the board; hierarchical structure and frameworks; culture and atmosphere; and the executives of innovation. The idea of advancement capacities demonstrated valuable in some other promoting regions. Past examinations considered their utilization in the investigation of a ï ¬ rm’s universal development (Grifï ¬ th and Michael, 2001; Grant, 1996), while Hart and Sharma (2004) broke down the abilities required to address the difficulties of globalized and quickly evolving m arkets.

Building the Yearbook

Building the Yearbook [by Ken Haggerty 11] Two months after really worrying that this years yearbook might not actually get done, I can confidently and quite thankfully proclaim: IT IS FINISHED! Oh thank goodness As Design Editor for this years edition of Technique (the yearbook of MIT, since 1885), it was my duty not only to come up with a concept, design the book, and make sure every page was laid out correctly, but also to steer the design process so that everyone working on the book, including myself, was aware of what needed to get done, who was doing each task, who wasnt doing each task, etc.; and after our first deadline two months ago caught us by surprise (forcing us to contact our liaison with Friesens, our publisher, to ask for an extra week), I am proud to say that we are completely on time (pending nothing apocalyptic happens in the meantimeknock on wood). That means that the books should be in towards the end of April, with distribution scheduled for the first two weeks of Maymark your calendars! But what exactly goes into the making of a yearbook? (and one so fine as Technique?) ABOVE: Heng 12, Sam 12, and Steph 11 reviewing photos for TNQ10. Although it might sound a bit generic, the answer really is teamwork. We all needed each others fortes, whether it was taking creative photos of MITs many living groups, sports, and student groups; helping Greg, our photographer from McGrath Studios, take Senior Portraits by sending out countless emails; or rushing to the office late at night to re-Photoshop entire sections of the book after realizing that what looked good on our monitor came out much too bright in the proofs. Most importantly, we needed each other to stay sane and focused and happy. Despite having psets, lab reports, and many less stressful things to do, the yearbook is something every member at Technique, for whatever unexplainable reason, decides to take on, even if it means losing a few hours of sleep each night in the final months of production. For me, the design process began almost a year ago, when last years book was finally finished and elections were held for new Manboard (i.e. Managing Board) positions. After watching our previous Design Editor, Tiff 09, slave away at last years book (a MATLAB-gone-wrong inspired edition to capture the craziness that was 2008), I decided that it was a challenge worth undertaking, especially as an aspiring architect/designer/neuroscientist. (Ill talk about that weird mix in another blog post) ABOVE: Tiff 09 showing off her MATLAB-inspired cover for TNQ09. The cover has been by tradition the starting point for the design editor: a way of encapsulating a theme without yet the limitations of the books construction or its content. After initially toying with various themes throughout the fall, including random dot stereograms (didnt work), an autostereogram (too overwhelming visually), and Escher-esque tessellation (better! but not yet), I stumbled across an idea that seemed to hold promise as something fresh, clean, and composed. I know that Im not supposed to be doing this, but it couldnt hurt to give you a sneak preview of what the covers going to look like :S Isnt it pretty? Lol. The next steps are usually done over IAP, the month that MIT gives its undergraduates off for the pursuit of extracurricular activities. Last year I took Italian, Drawing, and Archery (all were wonderful), but this year, I intentionally cleared my schedule so that I would have as much as necessary to work on the book. The book is divided into eight sections: the aptly-named Life in Hell (a photoessay of life at MIT), Journal (a review of the years events), Activities, Sports, Living Groups, Seniors, Patrons, and Endgame (credits, etc.). These eight sections, plus a small introduction, comprise the 400 pages of this years book. There are a lot of fun things we added just for this years book, but of course if you want to find out youll have to stop by our booth when it comes out or order your own copy online (HERE!). After finishing the first 200 pages of the book in early February, we sent it out to Friesens so that they could send us a proof of how our photos and designs would look when printed. We then started working on the second 200 pages, despite classes beginning, and submitted them to Friesens again for proofing. Once the proofs for both pages and cover came back, we all worked closely with Odia, our absolutely wonderful liaison from Friesens, to make sure that nobodys name was spelled wrong, that the photos printed correctly, that all the pages were in order, and that every other little detail you could think of was corrected if needed when needed. And it is at this pointthe book designed, the files submitted, the proofs proofread and corrected files resubmittedthat I find myself today, and able to relax, or at the very least, cross my fingers and hope nothing egregious slipped past our eyes. ABOVE: Kat 10, Editor-in-Chief for TNQ09, celebrates the arrival of last years book with cake. If youre interested in Technique then you should have no excuse not to stop by our weekly meetings (Saturdays @ 1pm in Room 451 of the Student Center, fourth floor). In addition to congregating over free delicious food, well be planning for next years book and events already. We also hold lots of tutorials and have fantastic equipment and facilities that you can use if you join. And yes, look for us at CPW (If you made it this far, thank you for reading! As a reward, here is an actual sneak preview of the book :) ABOVE: A mockup of the cover for Technique 2010! (not quite sure whats going on with my face though) P.S. In case you havent already, you can order you copy of Technique 2010 here for the very affordable price of $60, or you can buy it at our booth in the Student Center in early May for $65.

USS Yorktown (CV-10) in World War II

USS Yorktown (CV-10) was an American Essex-class aircraft carrier that entered service during World War II. Originally dubbed USS Bonhomme Richard, the ship was renamed following the loss of USS Yorktown (CV-5) at the Battle of Midway in June 1942. The new Yorktown took part in the majority of the Allies island hopping campaign across the Pacific. Modernized after the war, it later served during the Vietnam War as an anti-submarine and sea-air rescue carrier. In 1968, Yorktown acted as the recovery vessel for the historic Apollo 8 mission to the Moon. Decommissioned in 1970, the carrier is presently a museum ship in Charleston, SC. Design Construction Designed in the 1920s and early 1930s, the U.S. Navys Lexington- and Yorktown-class aircraft carriers were constructed to conform to the restrictions set forth by the Washington Naval Treaty. This agreement placed limitations on the tonnage of various types of warships as well as capped each signatories’ overall tonnage. These types of restrictions were affirmed through the 1930 London Naval Treaty. As global tensions worsened, Japan and Italy left the agreement in 1936. With the collapse of the treaty system, the U.S. Navy began creating a design for a new, larger class of aircraft carrier and one which drew from the lessons learned from the Yorktown-class. The resulting design was longer and wider as well as included a deck-edge elevator system. This had been used previously on USS Wasp. In addition to carrying a larger air group, the new design possessed a greatly enhanced anti-aircraft armament. Dubbed the Essex-class, the lead ship, USS Essex (CV-9), was laid down in April 1941. This was followed by USS Bonhomme Richard (CV-10), an homage to John Paul Joness ship during the American Revolution on December 1. This second ship began to take shape at Newport News Shipbuilding and Drydock Company. Six days after construction began, the United States entered World War II following the Japanese attack on Pearl Harbor. USS Yorktown (CV-5) under attack during the Battle of Midway, June 1942. US Naval History and Heritage Command   With the loss of USS Yorktown (CV-5) at the Battle of Midway in June 1942, the name of the new carrier was changed to USS Yorktown (CV-10) to honor its predecessor. On January 21, 1943, Yorktown slid down the ways with First Lady Eleanor Roosevelt serving as sponsor. Eager to have the new carrier ready for combat operations, the U.S. Navy rushed its completion and the carrier was commissioned on April 15 with Captain Joseph J. Clark in command. USS Yorktown (CV-10) OverviewNation: United StatesType: Aircraft CarrierShipyard: Newport News Shipbuilding CompanyLaid Down: December 1, 1941Launched: January 21, 1943Commissioned: April 15, 1943Fate: Museum ShipSpecificationsDisplacement: 27,100 tonsLength: 872 ft.Beam: 147 ft., 6 in.Draft: 28 ft., 5 in.Propulsion: 8 Ãâ€" boilers, 4 Ãâ€" Westinghouse geared steam turbines, 4 Ãâ€" shaftsSpeed: 33 knotsRange: 20,000 nautical miles at 15 knotsComplement: 2,600 menArmament4 Ãâ€" twin 5 inch 38 caliber guns4 Ãâ€" single 5 inch 38 caliber guns8 Ãâ€" quadruple 40 mm 56 caliber guns46 Ãâ€" single 20 mm 78 caliber gunsAircraft90-100 aircraft Joining the Fight In late May, Yorktown sailed from Norfolk to conduct shakedown and training operations in the Caribbean. Returning to base in June, the carrier underwent minor repairs before practicing air operations until July 6. Departing the Chesapeake, Yorktown transited the Panama Canal before arriving at Pearl Harbor on July 24. Remaining in Hawaiian waters for the next four weeks, the carrier continued training before joining Task Force 15 for a raid on Marcus Island. The crew of the US Navy aircraft carrier USS Yorktown (CV-10) stands at attention as the National Ensign is raised, during commissioning ceremonies at the Norfolk Navy Yard, Virginia (USA), on 15 April 1943. Yorktown is freshly painted in Camouflage Measure 21. US Naval History and Heritage Command   Launching aircraft on August 31, the carriers planes pounded the island before TF 15 withdrew to Hawaii. Following a brief voyage to San Francisco, Yorktown mounted attacks on Wake Island in early October before joining Task Force 50 in November for the campaign in the Gilbert Islands. Arriving in the area on November 19, its aircraft provided support for Allied forces during the Battle of Tarawa as well as struck targets on Jaluit, Mili, and Makin. With the capture of Tarawa, Yorktown returned to Pearl Harbor after raiding Wotje and Kwajalein. Island Hopping On January 16, Yorktown returned to sea and sailed for the Marshall Islands as part of Task Force 58.1. Arriving, the carrier launched strikes against Maloelap on January 29 before shifting to Kwajalein the next day. On January 31, Yorktowns aircraft provided cover and support the V Amphibious Corps as it opened the Battle of Kwajalein. The carrier continued in this mission until February 4. Sailing from Majuro eight days later, Yorktown took part in Rear Admiral Marc Mitschers attack on Truk on February 17-18 before embarking on a series of raids in the Marianas (February 22) and Palau Islands (March 30-31). Returning to Majuro to replenish, Yorktown then moved south to aid General Douglas MacArthurs landings on the north coast of New Guinea. With the conclusion of these operations in late April, the carrier sailed for Pearl Harbor where it conducted training operations for much of May. Rejoining TF 58 in early June, Yorktown moved towards the Marianas to cover Allied landings on Saipan. On June 19, Yorktowns aircraft began the day by mounting raids on Guam before joining the opening stages of the Battle of the Philippine Sea. The following day, Yorktowns pilots succeeded in locating Admiral Jisaburo Ozawas fleet and commenced attacks on the carrier Zuikaku scoring some hits. As fighting continued through the day, American forces sank three enemy carriers and destroyed around 600 aircraft. In the wake of the victory, Yorktown resumed operations in the Marianas before raiding Iwo Jima, Yap, and Ulithi. At the end of July, the carrier, in need of an overhaul, departed the region and steamed for Puget Sound Navy Yard. Arriving on August 17, it spent the next two months in the yard. The US Navy aircraft carrier USS Yorktown (CV-10) during the Marcus Island raid on 31 August 1943. US Naval History and Heritage Command   Victory in the Pacific Sailing from Puget Sound, Yorktown arrived at Eniwetok, via Alameda, on October 31. Joining first Task Group 38.4, then TG 38.1, it attacked targets in the Philippines in support of the Allied invasion of Leyte. Retiring to Ulithi on November 24, Yorktown shifted to TF 38 and prepared for the invasion of Luzon. Striking targets on that island in December, it endured a severe typhoon that sank three destroyers. After replenishing at Ulithi late in the month, Yorktown sailed for raids on Formosa and the Philippines as troops prepared to land at Lingayen Gulf, Luzon. On January 12, the carriers planes conducted a highly successful raid on Saigon and Tourane Bay, Indochina. This was followed by attacks on Formosa, Canton, Hong Kong, and Okinawa. The following month, Yorktown began attacks on the Japanese home islands and then supported the invasion of Iwo Jima. After resuming strikes on Japan late in February, Yorktown withdrew to Ulithi on March 1. After two weeks of rest, Yorktown returned north and began operations against Japan on March 18. That afternoon a Japanese air attack succeeded in hitting the carriers signal bridge. The resulting explosion killed 5 and wounded 26 but had little effect on Yorktowns operations. Shifting south, the carrier began focusing its efforts against Okinawa. Remaining off the island following the landing of Allied forces, Yorktown aided in defeating Operation Ten-Go and sinking the battleship Yamato on April 7. S Supporting operations on Okinawa through early June, the carrier then departed for a series of attacks on Japan. For the next two months, Yorktown operated off the Japanese coast with its aircraft mounting their final raid against Tokyo on August 13. With the surrender of Japan, the carrier steamed offshore to provide cover for the occupation forces. Its aircraft also delivered food and supplies to Allied prisoners of war. Leaving Japan on October 1, Yorktown embarked passengers at Okinawa before steaming for San Francisco. Postwar Years For the remainder of 1945, Yorktown crisscrossed the Pacific returning American servicemen to the United States. Initially placed in reserve in June 1946, it was decommissioned the following January. It remained inactive until June 1952 when it was selected to undergo a SCB-27A modernization. This saw a radical redesign of the ships island and well as modifications to allow it operate jet aircraft. Completed in February 1953, Yorktown was re-commissioned and departed for the Far East. Operating in this region until 1955, it entered the yard at Puget Sound that March and had an angled flight deck installed. Resuming active service in October, Yorktown resumed duty in the western Pacific with the 7th Fleet. After two years of peacetime operations, the carriers designation was changed to antisubmarine warfare. Arriving at Puget Sound in September 1957, Yorktown underwent modifications to support this new role. The US Navy aircraft carrier USS Yorktown (CVS-10) at sea off Hawaii (USA), some time between 1961 and 1963.   US Naval History and Heritage Command Leaving the yard in early 1958, Yorktown commenced operating from Yokosuka, Japan. The following year, it helped deter Communist Chinese forces during the standoff at Quemoy and Matsu. The next five years saw the carrier conduct routine peacetime training and maneuvers on the West Coast and in the Far East. With the growing American involvement in the Vietnam War, Yorktown began operating with TF 77 on Yankee Station. Here it provided anti-submarine warfare and sea-air rescue support to its consorts. In January 1968, the carrier shifted to the Sea of Japan to as part of a contingency force following the North Korean capture of USS Pueblo. Remaining abroad until June, Yorktown then returned to Long Beach completing its final Far East tour. That November and December, Yorktown served as a filming platform for the film Tora! Tora! Tora! about the attack on Pearl Harbor. With the end of filming, the carrier steamed into the Pacific to recover Apollo 8 on December 27. Shifting to the Atlantic in early 1969, Yorktown began conducting training exercises and took part in NATO maneuvers. An aging vessel, the carrier arrived in Philadelphia the following year and was decommissioned on June 27. Struck from the Navy List a year later, Yorktown moved to Charleston, SC in 1975. There it became the centerpiece of the Patriots Point Naval Maritime Museum and where it remains today.

Book Report On Parrotfish By Ellen Wittlinger - 919 Words

Katie Addams Mrs. Rehrig English L1 6 October 2016 The Book Details I chose to read the book Parrotfish by Ellen Wittlinger. I selected this book for many reasons. Beyond the intriguing design of the cover, the title grabbed my attention. I was unaware of what a parrotfish was. As I learned in the book, a parrotfish is a type of fish that can change gender as it goes throughout life. This metaphor contributes to one of the biggest thematic statements of the novel (â€Å"Nature creates many variations†). The main character quickly realizes the limitations between the parallels of himself and the parrotfish. The Setting This story takes place in a small town in Massachusetts. The setting of the story was revealed towards the end of the book when the main character had to drive to Connecticut. The main character’s sibling questioned what Connecticut had that they didn t have in Massachusetts. The time that the story took place in was not directly stated correspondingly with the place. I can infer, based on details from the story, that it takes place in present day. For example, the main character, Grady, received a smartphone as one of his Christmas presents. In addition, Grady’s younger brother, Charlie played video games for an abundance of his free time. The Characters This story was mainly about Angela Katz-McNair, who later became Grady Katz-McNair. He has short, brown hair and a very skinny physique. He is undoubtedly a dynamic character. Not only did Grady

Hot Water Burns Like Fire Health And Social Care Essay Free Essays

This study compiled by a community nurse, within a little community Centre, aims to inform fellow nurses of the causes, and preemptive schemes that are in topographic point to forestall unneeded hurts. The focal point of this study is on inadvertent Burnss and scalds in Australian kids aged 0-14 old ages and the increased hazard to kids aged 0-4 old ages. This age group was found to be of particularly high hazard, harmonizing to the Australian Institute of Health and Welfare ( AIHW ) , and the Department of Health and Aging ( 2006 ) . We will write a custom essay sample on Hot Water Burns Like Fire Health And Social Care Essay or any similar topic only for you Order Now The factors that contribute to an increased hazard of Burnss and scalds, including age and development, gender, deficiency of barriers and supervising, unequal statute laws and deficiency of public consciousness are each explored throughout this study. What is a burn? The World Health Organisation ( WHO ) defines a burn â€Å" as an hurt to the tegument or other organic tissue caused by heat [ this hurt causes some or all of the tegument cells or other tissues to decease, this can be caused by ] hot liquid ( scalds ) , hot solids ( contact Burnss ) , or fires ( fire Burnss ) † ( WHO 2008, p.21 ) . Burn and scald facts Harmonizing to Kidsafe Tasmania ( 2008 ) , a scald from hot liquid can go on rapidly, doing a kid who has sensitive tegument compared to an grownup, unneeded hurt, normally to the face, cervix, thorax, and custodies. Hot drinks are the major cause of scalds to kids, doing 44 % of hurts ( Kidsafe ) . Many kids run into grownups who are keeping a cup of hot liquid, such as soup or a drink, or draw dishware or pans from tabular arraies or stovetops incorporating hot liquids ( Kidsafe ) . 20 % of kids pull on boiler cords doing scalds from poached H2O. Hot pat H2O in the kitchen or the bathroom causes 14 % of scalds and 22 % are from cooking hot nutrient in the kitchen ( Kidsafe 2008, p. 1-3 ) . Environmental alterations to cut down childhood Burnss and scalds Move hot drinks to the center of a tabular array out of range Turn saucepan grips around on the range Use hotplates at the rear of the range Reduce hot H2O temperatures to 50A °C Use secured fire screens around fires Use and replace batteries on a regular basis in fume sensors Keep lucifers and coffin nail igniters out of sight and range of kids Ensure all hot contraptions are out of range when chilling Never leave a kid unattended in the bathroom or in the kitchen Ensure electrical contraption cords are out of range ( Australian and New Zealand Burn Association 2009 ) . The Alma Atta Declaration ( WHO 1978 ) provinces: Primary Health Care requires and promotes maximal community†¦ engagement†¦ doing fullest usage of local, national and other available resources ; and to this terminal develops through appropriate instruction the ability of communities to take part ( World Health Organisation ( WHO ) 1978 ) . Consequently a supportive multidisciplinary and multi-sectoral attack from National and community administrations and associations are indispensable to cut down hurt statistics ( Watson, M 2010 ) . Nurses and other wellness professionals play a cardinal function in the instruction, publicity and bar of such hurts ( McMurray 2011 p.5 ) . ‘Hot H2O Burnss like fire ‘ Community consciousness runs, such as ‘Hot Water Burns Like Fire ‘ which was conducted in NSW in 1992, dramatically reduced scald figures. During 1989 – 1996 hospitalization rates for scalds were reduced by 13 % , infirmary corsets decreased by 18 % , therefore liberating up hospital beds. The first stage offered information on causes of scalds, followed by the 2nd stage, which focused on the execution and statute law of the decrease of hot H2O cylinder temperatures to 50A °C. The consequences dramatically reduced the costs to the Australian wellness attention system yearly by about 3.8 – 6.5 million dollars. ( WHO 1992 ) . Federal and province statute law, some facts In 2009 The ACT Government banned the sale of backyard pyrotechnics ( Andrew 2009 ) . South Australia Explosives Regulations Act 2001 prohibits the sale and ownership of pyrotechnics â€Å" other than a general usage pyrotechnic † [ Direct Quote ] . In Queensland smoke alarm Torahs were introduced in 1997, new edifices including redevelopments were required to put in hardwired fume dismaies. In 2007 it became compulsory that all Queensland places install at least one ‘9 V battery powered ‘ fume dismay ( 2007 ) . Appendix 1 illustrates the figure of hospitalizations due to Burnss and scalds in kids aged 0-4 old ages, 5-9 old ages and 10-14 old ages during the 5-year period 1999/00 to 2003/04 ( Harrison, J and Steel, D 2006 ) . During the first 4 old ages of life, a kid is more at hazard from Burnss than those in an older age group and males are of greater hazard than females ( Harrison, J and Steel, D 2006 ) . Harmonizing to Drago ( 2005 ) kids between 0-2 old ages are identified as a high hazard group due to the deficiency of cognition of such dangers. A survey in Greece that focused on hazard associated with babyhood burn hurts within the place besides found that most hurts occurred in the kitchen to babies between the ages of birth and 4 old ages. A astonishing 60 % of instances were due to hot liquid Burnss ( Harrison, J and Steel, D 2006 p. 10 ) . Appendix 2 high spots the cognitive and freshly acquired physical accomplishments that kids gain between the ages of 9 and 12 months. Children below 24 months are â€Å" yet to get the apprehension of danger†¦ [ and hazards associated with their new endowments ] † ( Harrison, J et Al. 2006 ) . The environment in which we live dramas an built-in function in finding hurt forms as Drago ( 2005 ) suggests, most family scalds occur in the kitchen affecting hot H2O in boilers and pots and pans that are pulled down off counters and ranges ( Drago 2005, p.10 ) . In the United Kingdom following the debut of the tea bag, scalds increased conversely teapot scalds decreased. In 1991 Denmark saw a new form of scalds associated with the debut of the electric boiler caused by cords being pulled down. Unfortunately electric contraptions that have cords and grips are frequently responsible for Burnss and scalds in kids under 5 old ages ( Drago 2005 p 10-14 ) . Lower socioeconomic groups Although morbidity and mortality rates are associated with poorness, kids from lower socioeconomic groups within high-income states were shown to hold increased burn hurts ( WHO 2008 p. 85 ) . In Sweden kids of lower socioeconomic groups were up to 2.3 times more likely to be hospitalised for Burnss, than those in wealthier parts ( WHO 2008 p. 21 ) . Due to deficiency of instruction, bar schemes and first assistance preparation, Aboriginal kids are at higher hazard of burn hurts. During a three twelvemonth period 73 % of Aboriginal kids were admitted to infirmary from Burnss, many incidents are caused by reassigning boiling H2O into the bath and sloping it accidently on the kid ( Kennet 2010 ) . Decision Although administrations have collaborated by supplying some community consciousness, the AIHW ( 2008 p.22 ) research states that admittance rates due to childhood Burnss and scalds has increased by 20 % in a decennary. Burns and scalds cause hurting and agony, for the kid, their households and are a significant strain on the wellness attention system. Education to forestall inadvertent hurts is imperative if we want to diminish burn incidences ( Kennett 2010 ) . Communities missing a multifaceted populace wellness attention attack will see injury figures remain ( Watson, M 2010 ) . The kid and household wellness nurse is an built-in solution to the instruction of parents and communities to supply information to protect and advance safe and friendly environments for kids ( McMurray 2011 p.188 ) . Lower socioeconomic groups and Aboriginal communities need extra services and instruction to help bar of Burnss in the first case and first assistance to right pull off a burn so that the pa tients recovery is lessened ( Kennett 2010 ) . Globally the authorities, parliament and others in power necessitate regulation pyrotechnics, fume sensors, and temperatures of hot H2O cylinders around the universe and to increase instruction ( Turner 2009 ) maintaining in head that â€Å" All human existences have an equal right to wellness and safety † ( UNICEF 2008 ) . How to cite Hot Water Burns Like Fire Health And Social Care Essay, Essay examples

Java Final Exam Study Guide Essay Example

Java Final Exam Study Guide Essay Final Exam Study Guide Chapters from 6 to 12 Sections that you need to know from the chapters Chapter 6 6. 1Event Controlled Loops Using while 6. 2General Form for while loops 6. 4Looping Techniques (not animation) 6. 5 Type-Safe Input Using Scanner 6. 6Constructing Loop Conditions 6. 7Testing Techniques for while 6. 8Event-Controlled Loops Using do/While 6. 10Count-Controlled Loops Using for 6. 11Nested Loops (And everything else I taught you about loops) Chapter 7 7. 1Defining a Class 7. 2Defining Instance Variables . 3Writing Class Methods 7. 4Writing Constructors 7. 5Writing Accessor Methods 7. 6Writing Mutator Methods 7. 8Writing Data Manipulation Methods (I have taught you how to write the Calculation Class – â€Å"black box† concept. Encapsulation, Polymorphism) 7. 9The Object Reference this 7. 10The toString and equals Methods (you need to know equalsIgnoreCase †¦. ) 7. 11Static class members Chapter 8 8. 1Declaring and Instantiating Arrays 8. 2Accessing Ar ray Elements 8. 3Aggregate Array Operations (not anything from 8. 3. 4) 8. Using Array in classes Includes all what I have taught you that is not in the book on single dimensional arrays. (Array of objects) Chapter 9 9. 1Declaring and Instantiating Multidimensional Arrays 9. 2Accessing Multidimensional Array Elements Chapter 10 Everything I covered on the two PowerPoint presentations on this subject Chapter 11 11. 1Simple Exception Handling 11. 2The java. io package 11. 3Reading and Writing Text Files 11. 6Writing and Appending to Structured Text Files Chapter 12 All Sections except 12. 8, 12. 12, 12. 16, 12. 18

Radioactive Tracer Definition

Radioactive Tracer Definition A radioactive tracer is a radioactive element or compound added to material to monitor the materials distribution as it progresses through a system. The use of a radioactive tracer is called radiolabeling, which is one form of isotopic labeling. Radioactive Tracer Uses Radioactive tracers form the basis of some medical imaging systems, such as PET scans. Radiolabeling is used in research to trace the path of elements in biochemical reactions and cells. Radioisotopes are also used to track the flow of fluids, particularly in the petroleum and natural gas industry. Examples of Radioactive Tracers Usually, the isotopes chosen for use as radioactive tracers have a short half life. Thus, they are produced via nuclear reactions. Examples of commonly used radioactive tracers include tritium, carbon-11, carbon-14, oxygen-15, fluorine-18, phosphorus-32, sulfur-35, technetium-99, iodine-123, and gallium-67. Sources Fowler, J. S.; Wolf, A. P. (1982). The synthesis of carbon-11, fluorine-18 and nitrogen-13 labeled radiotracers for biomedical applications. Nucl. Sci. Ser. Natl Acad. Sci. Natl Res. Council Monogr. 1982.Rennie, M. (1999). An introduction to the use of tracers in nutrition and metabolism. Proc Nutr Soc. 58 (4): 935–44. doi:10.1017/S002966519900124X

Chalchiuhtlicue - Aztec Goddess of Rivers and Oceans

Chalchiuhtlicue - Aztec Goddess of Rivers and Oceans Chalchiuhtlicue (Chal-CHEE-ooh-tlee-quay), whose name means She of the Jade Skirt, was the Aztec goddess of water as it collects on the earth, such as rivers and oceans, and so was considered by the Aztecs the patroness of navigation. She was one of the most important deities, as protector of childbirth and newborns. Chalchiuhtlicue was linked to the rain god Tlaloc, in some sources as his wife and feminine counterpart. In others, she is Tlalocs sister and some scholars suggest she was Tlaloc himself in a separate guise. She was also associated with the Tlaloques, Tlalocs brothers or perhaps their children. In some sources, she is described as the wife of the Aztec god of fire god Huehueteotl-Xiuhtecuhtli. She is also associated with different mountains in different Aztec communities. All rivers come from the mountains in the Aztec universe, and the mountains are like jars (ollas) filled with water, that spring from the womb of the mountain and wash down to water and protect the people. A Watery Rule According to the Spanish conquistador and priest Fray Diego Duran, Chalchiuhtlicue was universally revered by the Aztecs. She governed the waters of the oceans, springs, and lakes, and as such she appeared in both positive and negative guises. She was seen as a positive source who brought full irrigation canals for growing maize  when she was associated with the corn goddess Xilonen. When displeased, she brought empty canals and drought and was paired with the dangerous snake goddess Chicomecoatl. She was also known for creating whirlpools and big storms making water navigation tricky. She was also the goddess who ruled over and destroyed the previous world, known in the Aztec mythology as the Fourth Sun, the Mexica version of the Deluge Myth. The Aztec universe was based on the Legend of the Five Suns, which said that before the current world (the Fifth Sun), the various gods and goddesses made four attempts to create versions of the world and then destroyed them in order. The fourth sun (called Nahui Atl Tonatiuh or 4 Water) was ruled by Chalchiutlicue as a world of water, where fish species were marvelous and abundant. After 676 years, Chalchiutlicue destroyed the world in a cataclysmic flood, transforming all the humans into fish. Chalchiuhtlicues Festivals As the partner of Tlaloc, Chalchiuhtlicue pertained to the Aztec group of gods supervising water and fertility. To these deities was dedicated a series of ceremonies called Atlcahualo, which lasted the entire month of February. During these ceremonies, the Aztecs performed many rituals, usually on the mountain tops, where they sacrificed children. For the Aztec religion, the tears of children were considered good omens for abundant rain. The festival month of February dedicated to Chalchiuhtlicue was the sixth month of the Aztec year called Etzalcualiztli. It took place during the rainy season when the fields were beginning to ripen. The festival was conducted in and around the lagoons, with some objects ritually deposited within the lagoons. The festival involved fasting, feasting, and auto-sacrifice on the part of the priests, and the human sacrifice of war captives, women, and children some of which were dressed in the costume of Chalchiuhtlicue and Tlaloc. Offerings included maize, the blood of quail birds and resins made of copal and latex. Children were also sacrificed to Chalchiuhtlicue at the height of the dry season just before the rains were due; during the festivals dedicated to Chalchiuhtlicue and Tlaloc, a young boy would be sacrificed to Tlaloc on a mountaintop outside of Tenochtitlan, and a young girl would be drowned in Lake Texcoco at Pantitlan, where whirlpools were known to occur. Chalchiuhtlicues Images The goddess Chalchiuhtlicue is often illustrated in the pre-Columbian and colonial period books called codices as wearing a blue-green skirt, as her name illustrates, from which flows a long and abundant stream of water. Sometimes new-born children are portrayed floating in this water flow. She has black lines on her face and usually wears a jade nose-plug. In Aztec sculpture and portraits, her statues and images are often carved out of jade or other green stones. She is occasionally shown wearing Tlalocs mask. The allied Nahuatl word chalchihuitl means drop of water and sometimes refers to jade. The word is also used in connection with Tlalocs goggles, which may themselves be a symbol of water. In the Codex Borgia, Chalchiuhtlicue is wearing a serpent headdress and dress ornaments with the same markings as Tlaloc, and her half-moon nose ornament is the serpent itself, marked with stripes and dots. Sources Edited and updated by K. Kris Hirst. Almere Read K, and Gonzalez JJ. 2000. Mesoamerican Mythology: A Guide ot the Gods, Heroes, Rituals, and Beliefs of Mexico and Central America. Oxford: Oxford University Press.Berdan FF. 2014. Aztec Archaeology and Ethnohistory. New York: Cambridge University Press.Brundage BC. 1983. The Fifth Sun: Aztec Gods, Aztec Worlds. Austin: University of Texas Press.Carlson JB. 2015. The Maya Deluge Myth and Dresden Codex Page 74. In: Dowd AS, and Milbrath S, editors. Cosmology, Calendars, and Horizon-Based Astronomy in Ancient Mesoamerica. Boulder: University Press of Colorado. p 197-226.Garza Gà ³mez I. 2009. De Calchiuhtlicue, Diosa de rà ­os, lagunas y manantiales. El Tlacuache: Patrimonio de Morelos 2009:1-4.Heyden D. 1983. Water symbols and eye rings in the Mexican codices. Indiana 8:41-56.Leon-Portilla M, and Davis JE. 1963. Aztec Thought and Culture: A Study of the Ancient Nahuatl Mind. Norman: University of Oklahoma Press.Taube K. 1993. Aztec and Maya Myths. Fourth Edition. Universi ty of Texas Press, Austin, Texa.s Van Tuerenhout DR. 2005. The Aztecs. New Perspectives, ABC-CLIO Inc. Santa Barbara, CA; Denver, CO and Oxford, England.

Environmental Problems and Role of International, European Community, Essay

Environmental Problems and Role of International, European Community, and Domestic Laws for Environment Protection - Essay Example The paper tells that today, it is an era of various environmental issues that have emerged in our society because of the technological advancement, man has made for ease and comfort. There are numerous environmental problems, which have become a part of our world today causing other hazardous situation for the people living in the society. Environmental laws have been proposed by the concerned authorities to address the problem in most efficient manner. Problems relate to environment are not only confined to local regions, but this problem has reached up to global level adding complexities in daily routine of people and imposing further health related issues at other side. Environmentalists and experts from all over the world have considered it an important issue that could create more problems for all living organisms. They have suggested various suitable methods and strategic tools to deal with the problems of environment without increasing risk factors for any other problem. Conce rned professionals have made environmental laws, comprise of crucial interlocking figures in the form of treaties, rules, conventions, and other statutes that organized and maintain a bond between people and the natural atmosphere, where they live. All environmental issues have resulted from human activities and inventions. At one side, there are several problems related to environment, but the core issue is termed as pollution, an undesirable and intolerable situation around living environment, which gives birth to various other problems in the society by polluting air, water, and land. 1. Apart, from pollution other environmental issues involve the challenges of saving plants, animals and countless natural resources along with specific areas of human life from hazardous influences of those conditions that are responsible for destroying and eroding living and non-living both components of the world2. Other than human activities, climate change in the form of global warming is anoth er major factor that contributes to cause many environmental changes in an inverse direction. But, the changes in earth`s climate is also a result of human inventions and use of technology, made to create fastest production of goods, communication and travelling. For instance, burning of fossil fuels, woods, and elimination of greenhouse gases from industries are influencing our environment dangerously3. The elimination of these toxic gases in the air is polluting our surroundings and making it difficult for every living organism to breathe in fresh air from the environment containing mixtures of many gases, which are dangerous for human`s skin, brain and heart4. Maintaining life of animals and plants and other precious creatures of the world is another vital concern of environmental problem. It is mainly because changes in earth`s temperature and polluting of air present in the atmosphere are not the only matters related to environmental issues, but the forests and marine life is a lso suffering equally5. Researchers have found that global warming is resulting in increasing sea level and its temperature as well, which cause death to many tiny marine animals and plants present on the upper surface of the sea level. In addition, man is consuming trees and plants to burn wood and manufacture required products along with the preparation of other goods as well such as, rubber, glue, medicines, food, and many more6. In this way, methods of deforestation are contributing to remove those natural sources that purify our environment by

Educational Psychology Article Example | Topics and Well Written Essays - 750 words - 1

Educational Psychology - Article Example In addition, online education system is perceived as a mode that offers low-cost education in a flexible program within a limited time span in contrast to the traditional methods of classrooms. The blended/hybrid course applies both traditional and online methods. This delivery is used for practice and real application in that the student is face-to-face with a trainer who can rectify wherever wrong (Hill, 2012). Many university heads in United States have found it useful in incorporation of online studies in their institutions. The senior leaders claim that the online education should be considered as a strategic plan in every university. For example, the university of Virginia board of governors has pressured the introduction of online causes (Hill, 2012). The finding in this article is effective since the researcher used a quantitative method. Education psychology as a field is involved in education and psychological development of children and the young people within the home, school or community at large. The Bible claims it very clear that children are gifts from God (Psalm 127:3). Moreover, it claims that everybody has his or her own talent. Therefore, a child whose talent is not academically suited will incur some problems in studies. For example, a child may be blessed in sports activities. Such child may be poor in academics. Education is identified as the key to success and good communication. Therefore, such unprivileged children should be helped in a special way for them to improve their academic performances. Education psychologists should posses’ specialized skills in order for them to work positively with the children in nurturing of their learning, behaviors and social stability. Educational psychologists are trained to handle children depending on their needs. They train in child development, learning psychology and teaching skills. They take time studying children’s functional

Importance Of Set Design Theatre Essay

Importance Of Set Design Theatre Essay Adolph Appia (pictured left) 1862 1928, was a Swiss theorist, pioneer in modern stage design and is most famous for his scenic designs for Wagners operas (Design for act I of Parsifal Pictured left). What set Appia aside from other stage designers was his rejection of painted two dimensional sets. He created three dimensional living sets, which he believed created different shades of light which were necessary as light was important for actors to engage in the setting, time and space. Instead of using the conventional way of lighting from the floor, Appia lit the stage from above and the sides of the stage, thus creating depth and a three dimensional set. Light intensity and colour helped Appia to gain a new perspective of scene design and stage lighting. This helped to set the mood and create an authentic stage set. Appia believed that the reason sets werent successful during his time, was because of a lack of connection between the director and the set designer. He believed that there should be an artistic harmony especially between these two people in order for his theory to be successful. There are three core points which Appia uses to help define mise-en-scene: Dynamic and three dimensional movements by actors. Perpendicular scenery. Using depth and the horizontal dynamics of the performance space. Light, space and the actor are all malleable commodities which should all be intertwined to create a successful mise-en-scene. He used steps, platforms and columns to create depth and manipulated light in order to make the set look real. Light was considered to be the primary element which linked together all the other aspects of the production and Appia was one of the first designers to realise its potential, more than to merely illuminate actors and the painted backdrop behind. This was shown in his staging of Tristan und Isolde (1923). Notice the steps, columns and ramps. Directors and designers of the present day have taken great inspiration from Adolph Appias theory. Perhaps the main reason being the huge advance in technology, which was only just emerging in the late 19th century. Edward Gordon Craig (1872-1966) also like Adolph Appia was an English theatre practitioner. Unlike Appia however he believed actors had no more importance than marionettes. Gentlemen, the Marionette is a writing in which Craig explains how the actors are merely puppets on strings. He had a great interest in marionettes claiming they were the only true actors who have the soul of a dramatic poet, serving as a true and loyal interpreter with the virtues of silence and obedience. (Innes, Christopher, (1998) Edward Gordon Craig: A Vision of Theatre). He built elaborate and symbolic sets, for example his set for the Moscow Art Theatre production of Hamlet (1909) consisted of movable screens. And like Appia, he broke the stage floor with platforms, steps and ramps. He replaced the parallel rows of canvas with an elaborate series of tall screens. Craig left a promising career in acting in order to concentrate on directing and developing ideas about the theatre of the future, which was inspired by Hubert von Herkomers scenic experiments with auditorium lighting and three dimensional scenery in productions at the Bushy Art School. Craigs idea of new total theatre drew on the imagination to create a vision of colour harmony, visual simplicity and an atmospheric effect under the sole control of a single artist. Also inspired by his partner Isadora Duncan, a dancer which inspired him to look into the concept of the rhythms and movements in nature acting as a vehicle for an emotional and aesthetic experience. Craig was very interested in electrical light, something new and only just emerging in his time. An example of this can be seen when he worked on Dido and Aeneas. Craig used a single colour back cloth with a gauze stretched at an angle in front of it onto which light of another colour was projected, an astoundingly three dime nsional effect was achieved (Innes, Christopher, 1998, Edward Gordon Craig: A Vision of Theatre, P. 46). He intensively researched theatre of the past in order to create his new theatre. He imagined a theatre which was a fusion of poetry, performer, colour and movement designed to appeal to the emotions. As he progressed through his work, he followed his symbolist views using movement to create mood and in his studies in 1906 talked of removing elements of sets or props and replacing them with symbolic gestures. For example a man battling through a snowstorm, Craig questioned whether the snow was necessary. Would the actors movements be sufficient to convey what was happening? In 1900 after Craig had developed himself as a set designer he worked on a production of Dido and Aeneas which was ground breaking as a set for theatre design. Due to certain limitations Craig was able to break away from the elaborate Victorian stage designs and experiment with abstract and simpler designs. Craig himself believed that what he was creating was new theatre and wouldnt be widely accepted until the future and this was true. During the 1950s Kenneth Tynan wrote of how Craigs ideas that he expounded fifty years ago, in his breathless poetic prose, are nowadays bearing fruit all over Europe. Craig has influenced practitioners such as Constantin Stanislavsky, Meyerhold and Bertolt Brecht, and he also still impacts many designers and practitioners of the modern day. Although both of these designers worked independently from one and other, they arrived at similar conclusions. They both criticised realistic theatre, arguing against the photographic reproduction as a primary function of scene design. Appia didnt agree with Stanislavskys theory of the fourth wall so he discarded it and designed a theatre building which became the first theatre in the modern era without a proscenium arch. Both theorists believed that the settings should suggest and not reproduce the location. Both also broke the two dimensional view on sets by using platforms and different levels, designing spaces that were practical and functional for performers. Also with the advance in technology, both took advantage of electricity which made it possible for the stage to be lit using bulbs. This helps to develop as an art and both used light as an important part of their visual elements. Appias and Craigs designs focus heavily on stressing contrasts between light and dark creating heavily atmospheric sets. Appia and Craig shared a lot of the same opinions; however they were not in total agreement. Appia Believed that the director, fused theatrical elements and the designer was an interpretive artist, bringing an authors work to life from page to, stage forming a functional environment for the actors. Craig believed that theatre needed a master artist who would create all of the production elements. His designs were frequently thought to be on a larger scale than Appias. Appias designs usually required a set change for each location in the performance, whereas Craig used the modern unit using one basic setting which can represent various locations throughout the movement of its elements with only the need of slight changes such as lighting, props etc. Both Appia and Craig have greatly influenced the way theatre has evolved. Not only as technology has advanced but also at the way the directors, set designers and production teams in general are working. There is a lot more communication and discussion between the directors and the set designers vision into how a set should look. Also Sets on stage are predominantly three dimensional using levels, ramps, stairs and depth. The use of light has perhaps changed the most dramatically moving from the floor to lighting rigs in the ceiling and along the side of the stage. It is safe to say without the ideas and theories that the two had, theatre may not be where it is today.

With reference to several specific moments in the play, explain how you would perform the role of Masha

The part of Masha is a female who starts at the age of 21 and in act3 aged 35.Her clothes are in the colour black so we learn from this she is a melancholy and mysterious character. She is the middle sister out of the three and is married to Kulygin. Kulygin is a high school teacher. She starts by reading a book, whilst whistling. This gives the immediate impression she is quite solemn and subdued. She then says a quote which she repeats later in the play. â€Å"By a curving shore stands a green oak trees, Bound with the golden chain †¦Ã¢â‚¬ ¦Bound with the golden chain†¦.'† Her character seems down at the point because she feels trapped in her marriage to Kulygin. She married him at a young age of 18 and thought he was quite a wise clever man but now she feels stuck in her relationship with him. We learn this later in the play, but at the moment, the character of Masha is dull and unenthusiastic. I would act the part as if I was uninterested in my surroundings and what is going on. I would act unfocused towards the fact it is my sister's name day and I would be indulged in my own pity. She feels trapped in her marriage to him, and is depressed by the reality of life, that she is stuck in this marriage, and in Moscow. I would say lines quite pessimistically and would move around the stage slowly and with my head slightly tilted up as in to be looking to the heavens for help. This would show the audience I am unhappy, and am feeling low. The audience would learn I am unhappy, and would learn soon that it is from my surroundings by which I feel this. Masha does not mind showing her emotions, so I would not hold back my feelings whilst saying my lines and acting in general. The audience would learn straight away that Masha is sad and unhappy with her life. Also is act1, we find out Masha's thoughts of Protopopov. â€Å"I can't stand Protopopov†¦Ã¢â‚¬ ¦You shouldn't invite him.† I would say this line with quite passion, as Masha's character seems quite open with what she thinks. I would seem quite angered at the thought of him. Also, because Masha is already in a bad mood, the mention of some one who she doesn't like upsets her more than usually. I would show this if I was playing the part. This shows the audience she is quite a good judge of character as she later on learns about the affair he is having with Natalya, her brother's to-be wife. They also learn a lot from Masha's derelict that she is to the point and honest with her thoughts. When the part of Veshinin enters, I would make a dramatic change in Masha's tone of voice, and presence on stage. This is because Veshinin is from Moscow, so the 3 sisters are automatically drawn to him. Also, Masha is interested in Veshinin as more than a friend from the beginning, and I would portray this from the moment he walks on stage. We learn this when she becomes excited by having a conversation with Veshinin about Moscow. â€Å"The both laugh delightedly. Masha (animatedly) Ah, I remember!†¦..† I would act this very animated as it says in the directions, and be intrigued about learning about Veshinin. I would forget about the others on stage around me, especially my husband, and stay interested in Veshinin. My face would now be lifted, and focused on Veshinin, my eyes widely opened and a smile on my face. All three sisters have an obsession with Moscow and this would come across in her keenness towards Veshinin. The audience would see that Veshinin's entrance has changed Masha's feelings. They have changed from feeling depressed and down to animated and awake. She emphasises this point when she says: â€Å"I'll stay for lunch.† I would say this line quite abruptly as I want everyone to know I am staying. Also it shows the audience how strong my interest is in Veshinin. The audience would also see me take my hat off, which emphasises the fact I'm staying. Near the end of the act she tells Kulygin she is not going. When he asks why she says: â€Å"Oh right, I'll ho. Just leave me alone, please.† I would say this line whilst not looking at Kulygin, to show that I don't care about him. I will say it with no animation on my face and would be getting cross with him. I feel he is a burden to me so I show this by getting annoyed with him. My tone of voice would sound aggressive and angered, and I would be speaking a little louder than usually. I would pause between saying â€Å"alone† and â€Å"please†, to emphasise the please. This would also so my frustration with him to the audience.This tells the audience Kulygin doesn't interest Masha any more, and she no longer is in love with him. At the end of act1 she repeats the quote: â€Å"By curving shore stands a green oak tree, bound with a golden chain†¦Ã¢â‚¬  Masha is about to be leaving and going back to her house with her husband whom she does not love any more. I would show this by looking depressed and saying this line quite slowly and be thinking of a better life for me as Masha. In act2, Masha is on stage with Veshinin. They are alone, talking about how unhappy they both are. Masha says â€Å"†¦terribly learned, clever and important, so I thought. And now I don't†¦Ã¢â‚¬  I would say this so Veshinin would feel sorry for me and know that I am welcome for something to happen between the two of us. I would look into his eyes when I talk which would show the audience I love him, and look coldly when I talk of my husband so he knows I don't have any feelings towards Kulygin any more. This shows the audience Masha is interested in Veshinin but doesn't want any one to hear to see, as this conversation takes place in the dinning room of the Prozorov's house. Later on in this conversation Veshinin tells Masha he loves her. When he kisses her hand she moves as she knows what she is doing is wrong. When he says it, she says: â€Å"When you speak like that, I laugh, I don't know why†¦..† If I was playing Masha, I would make my face look brighter, and I would star into his eyes lovingly. Because of her character, I feel she is the type who cannot hide her true emotions, so at this precise moment of intensity between the two of them, she probably wouldn't care what she looked like. The audience would see the love Masha feels for Veshinin through how she looks at him. When Veshinin leaves during the act, Masha becomes aggressive. â€Å"Oh, get away! Stop pestering me, leave me in peace†¦.† As I mentioned earlier, her character is quite open with her emotions. Because Veshinin, has left Masha is now upset and angered. I would say this line very snappy and loudly as my whole frame of mind has moved from love to anger. The tone of my voice would have completely changed. They would now be shorter and snappier. This is so the audience can see Masha is upset with Veshinin's exit. When Masha enters Olga and Irina's room during act3, after Veshinin's speech about how wonder he feel life is, her and Veshinin echo each others line: â€Å"Tram-tam-tam†¦Ã¢â‚¬  But this part in the play, Veshinin and Masha both like one another, and this small conversation is a special language they are speaking to each other. Masha is very happy as Veshinin is present in the room, and that he loves her back. From her entrance, I would play the part as if I am happy, quite dreamy, calmly. I would act quite excited as I would be having this secret language with the man I love, but no one else in the room knows what we are talking about. The audience would see the secret verbal affair going on, and would see how no one knows anything is going on. After Veshinin exit's Masha becomes bored, and low again. â€Å"†¦I'm so very, very bored!..† And then she brings up how her brother Andrei is in dept from his gambling problem. Due to Veshinins's exit, Masha focuses on the bad parts of her life again. I would start saying the lines now to the point, and as if I don't care who hears. She is bored now as Veshinin has now left, and so she feels depressed now, and as she is depressed she is thinking of depressing things. I would tell them about Andrei's gambling problem quite bluntly. This would show the audience the effect Veshinin's presence has on Masha. A little later on in the act, after Kulygin has exited, she confesses to her sisters about her love to Veshinin. â€Å"I've a confession to make†¦.I can't keep it any longer†¦.† I would say this conversation with a huge passion as Masha is very in love with Veshinin, and so even talking about him would excite her. I feel she wants something to happen and so coming clean with it to her sisters may hopefully mean that something good may come of it, but this is not so. It's the first bit of happiness any of the 3 sisters have had since they have moved away from Moscow, and that is a reason why this short conversation with Olga and Masha is very important to Mashas part in the play. She is the only 1 out of the 3 sisters who experiences true happiness during the duration of the play. The fact that she is actually in love with someone, and for them to love her back, is extraordinary to them. Ironically, Masha is the only one who cannot move back to Moscow, as she is married to Kulygin, who works in the school in the are they live in now. This upsets Masha more, and is another reason why her love for Veshinin is so important, because it is the only happiness she has had since she has moved. But the reality kicks in when they hear someone approaching the room. She has to now go back to her husband who she doesn't love and pretend she hasn't shared any of this information with her sisters. I would now act solemn and upset again, as once again, I, as Masha, would have to be putting up with sharing my life with a man who I do not love. The audience would see how much Masha loves Veshinin by the passion in her voice and actions when telling her sisters about her feelings. In Act4, it is time for Veshinin to say good bye, as this is the day when all the soldiers are leaving. The atmosphere on stage during this act is a lot calmer than the other 3, as everyone on stage knows the stage in their lives with the soldiers it is nearly over.

Sexuality Paper - 4057 Words

Sexuality Project Taylor Tarpey Sociology 345 30 July 2012 In today’s society, we as men and women are burdened with a double standard of how one’s sex life is supposed to go. We hear from our friends and family, from churches and neighbors, that sex is something you do with the person you love and trust, someone who you are going to share the rest of your life with. Sex comes with marriage, and with marriage comes a promise that you will remain with this one person â€Å"’til death do us part.† But this is no longer the case, as people all over the world are having sex way before marriage. We develop attractions to the people we see in school or in the workplace, and we date each other, and in other cases, we â€Å"hook up.† This is†¦show more content†¦You do not have to answer anything you do not feel comfortable answering. Your input is greatly appreciated! Sexuality Survey Created by Taylor Tarpey This is a survey to develop an idea of the sexual connotations between men and women and the number of sex partners they have had as well as how both sexes feel about it in today’s society. The survey asks a total of 8 questions and each question should be answered as honestly as possible. This survey is completely anonymous and voluntary. You do not have to answer any questions you do not feel comfortable answering. Your input is greatly appreciated in the class of Sociology 345: Sociology of Sexuality. Please Circle: I am a: Male Female My age is: d Please write a short response based on your personal feelings, experiences, and opinions. You do not have to answer anything you do not feel comfortable answering. Your input is greatly appreciated! 1. Have you ever altered the number of sex partners you have had to avoid being judged? Why or why not? 2. How does it make you feel to hear that men in society today are perceived as â€Å"better† or â€Å"manly† or â€Å"pimps† if they have a high number of sex partners, and that women are perceived as â€Å"sluts† or â€Å"whores† or â€Å"easy† if they have a high number of sex partners? 3. How do you protect yourself from these connotations? 4. In your opinion, what does the number of sex partners a man or a woman has meanShow MoreRelatedScholary vs. Popular Media Focus on Sexuality Paper1556 Words   |  7 PagesSCHOLARY VS. POPULAR MEDIA FOCUS ON SEXUALITY PAPER By: Akirra It’s a Quick Way to Get What You Want†: A Formative Exportation of HIV Risk Among Urban Massachusetts Men Who Have Sex with Men(MSM) Who Attend Sex Parties was an article retrieved from the AIDS Patient Care and STD Journal it was published in October of 2010. The authors of this article are Matthew J. Mimiaga, Sari L. Reisner, Sean Bland, Kevin Cranston, Deborah Isenberg, Maura A. Driscoll, Rodney VanDerwarker, and Kenneth MayerRead MoreHuman Sexuality Paper1490 Words   |  6 Pagesaccents because they might be possibly exposed to more diverse cultures or live abroad where their mother tongue is a secondary language, Roughgarden compares that with sexuality saying that some people can sway into heterosexuality or homosexuality and can be open when it comes to their orientations. (Roughgarden, 2009, 257) If sexuality is developed at an early stage in a person’s life, then how does homosexuality occur? Homosexuality in Darwin’s selection theory doesn’t even exist. (Roughgarden,Read MoreGender And Sexuality Reflection Paper1898 Words   |  8 Pagesessay that I wrote for this class, I explained that while I have had a few classes on gender and sexuality, this class has really helped me further my understanding of the topics and has opened my eyes to many other topics and ideas that previous classes were not able to cover. This class really helped me understand other cultures views on gender and sexuality and how not all cultures view gender and sexuality as we do. One idea that I was able to really see and understand is what different cultures expectRead MoreHow I Learned From The Class Writings1418 Words   |  6 Pageswhen writing about subjects I enjoy, so when the Justice was brought up as the main topic of the papers that we would be writing over the semeste r I was less then pleased. Now that my misgivings as a writer and my distain for the overall subject matter are out in the open, let’s get back to the subject at hand. What have I learned in EN100 or more specifically, what have I learned from each of the papers I wrote on justice and from the in class writings? I’ll start off with the in class writings. IRead MoreThe Effects of Peer Pressure1692 Words   |  7 PagesConnection Paper Instructions Fall 2010       Overview and General Information You are to read, reference, and summarize four articles, each on the same topic or very closely related topics which we have studied or will study during the term so virtually any topic related to psychology will be acceptable. You will complete and turn in a Connection Paper Form which is a Word ® document and is available in AC Online Lessons Connection Paper Information Connection Paper Form. It must be doneRead MoreWeek 4 Scholarly vs. Popular Media Focus on Sexuality Paper806 Words   |  4 Pagesin human sexuality is covered in two very different sources: 1) a scholarly journal; and 2) a popular media source.For more information to help you understand the difference between those sources, please use this link to the APU library http://apus.libanswers.com/a.php?qid=5312. You will summarize a scholarly article (peer-reviewed, evidence-based, original research) and one popular media article on your topic. Once you see how the topic is covered in each source, you will writ e a paper: 1. Read MoreRelationship Between Sex And Power955 Words   |  4 Pagesof Sexuality, in which he examines the emergence of sexuality as a discursive object and separate sphere of life. According to Foucault, the idea that everyone has a sexuality is relatively a recent development in the West. In Volume 1, Foucault discusses the relationship between sex and power in a historical context. He states that the ways in which humans think about sexuality is primarily shaped by the repressive hypothesis, which claims that Western society had suppressed sexuality fromRead MoreEssay on Womens Sexuality956 Words   |  4 Pagesfaced a multitude of struggles. The issue of sexuality is especially critical to the lives of women. If one’s personality is the set of characteristics about them, including attitude, interests, emotionality and behavioral patterns, than sexuality is a part of that identity. As people we take pride in who we are, and are taught that self-esteem is importa nt to our mental health. In our society however, women are programmed to shame their sexualities, and in turn, themselves. This is a great contradictionRead MoreMy Experience At The First Time Essay1345 Words   |  6 Pagesgraduation, I really wanted to leave my college on a better note and after being offered a seasonal job; I made the decision to work and live on campus again last summer. During that time, I became friends with two guys who have helped me explore my sexuality. They were not part of my plan, but they helped me in my healing process. With one guy, he showed me that it is possible to be with someone who respects my pace and reactions to sex, and more importantly who does not pressure me nor criticize meRead More Comparing Maturation in Sons and Lovers, Out Of The Shelter and The Rachel Papers3561 Words   |  15 PagesComparing Maturation in Sons and Lovers by D.H Lawrence, Out Of The Shelter by David Lodge and The Rachel Papers  by Martin Amis  Ã‚   Each of these three novels Sons and Lovers by D.H Lawrence, Out Of The Shelter by David Lodge and The Rachel Papers by Martin Amis, examine the transition between childhood and adulthood of the three main characters in each of the texts. Each author represents this transition by showing how all the characters deal with significant stages or events in their lives