Hydrogen Bond Examples in Chemistry

Hydrogen Bond Examples in Chemistry Hydrogen bonds occur when a hydrogen atom undergoes dipole-dipole attraction to an electronegative atom. Usually, hydrogen bonds occur between hydrogen and fluorine, oxygen, or nitrogen. Sometimes the bonding is intramolecular, or between atoms of a molecule, rather than between atoms of separate molecules (intermolecular).   Examples of Hydrogen Bonds Here is a list of molecules that exhibit hydrogen bonding: water  (H2O): Water is  an excellent example of hydrogen bonding. The bond is between the hydrogen of one water molecule and the oxygen atoms of another water molecule, not between the two hydrogen atoms (a common misconception). How this works is that the polar nature of the water molecule means each hydrogen atom experiences attraction to both the oxygen its bound to and to the non-hydrogen side of the oxygen atoms of other water molecules. Hydrogen bonding in water results in the crystal structure of ice, making it less dense than water and able to float.chloroform  (CHCl3): Hydrogen bonding occurs between hydrogen of one molecule  and carbon of another molecule.ammonia (NH3): Hydrogen bonds form between hydrogen of one molecule and nitrogen of another. In the case of ammonia, the bond that forms is very weak because each nitrogen has one lone electron pair. This type of hydrogen bonding with nitrogen also occurs in methylamine.acetylacetone  (C5H8O2): Intramolecular   hydrogen bonding occurs between hydrogen and oxygen. DNA:  Hydrogen bonds form between base pairs. This gives DNA its double helix shape and makes replication of the strands possible, as they unzip along the hydrogen bonds.nylon:  Hydrogen bonds are found between the repeating units of the polymer.hydrofluoric acid (HF): Hydrofluoric acid forms what is called a symmetric hydrogen bond, which is stronger than the regular hydrogen bond. This type of bond also forms in formic acid.proteins:  Hydrogen bonds result in protein folding, which helps the molecule maintain stability and assume a functional configuration.polymers:  Polymers that contain carbonyl or amide groups can form hydrogen bonds. Examples include urea and polyurethane and the natural polymer cellulose. Hydrogen bonding in these molecules increases their tensile strength and melting point.alcohol:  Ethanol  and other alcohols contain hydrogen bonds between hydrogen and oxygen.

Analyse Vitai Lampada Essay Example

Analyse Vitai Lampada Essay Example Analyse Vitai Lampada Paper Analyse Vitai Lampada Paper Essay Topic: poem In my view, Vitai Lampada is a poem of strength and power. It illustrates war through the use of the imagery of soldiers playing games . The patriotic references appear to be out of place with the historical context of that time. The author, Henry Newbolt, writes about war in this way, so that he can get his view of war across in a more defined manner. The poem has a positive air about it and is written with a fast tempo and quick rhythm, using a lot of rhymes and anaphoric phrasing. Newbolt uses short lines with very few syllables per line. The poem shows the writer to be very exact in his choice of words. We learn for example that the participants of the war are patriotic soldiers. Finally, he also uses very precise poetic techniques using grammar to control the pace. Newbolt shows war as almost a game. He does this by using certain phrases, especially Play up! Play up! Play the game! Games are used as a metaphor of what war can do and the impact of war, which he likens to a game of cricket. He illustrates this very clearly in the first paragraph. This is a very good device used in the poem Newbolts first paragraph, portrays a game of cricket and introduces us to this idea of playing the game. Also, this first paragraph introduces the player, who is to be the deciding batter on who wins or loses the game, and does everything for his captain. We know this because in the poem it says But his Captains hand on his shoulder smote, in reference to why the batter would give the game his best effort for his captain. This paves the way for the soldiers during the war to fight and be brave for their commanding officer. The tone of Newbolts poem contrasts greatly with many poems written about the First World War. He has a more traditionalist view like that of poets who have written about previous wars as for example the poet Tennyson in his poem The Charge of the Light Brigade. Despite all the bloodshed and the death, which are illustrated in metaphoric lines like The river of death has brimmed his banks, and The sand of the desert is sodden red Newbolt still gives war the feeling of it being a game, and of there being hope, by ending with the phrase But the voice of a schoolboy rallies the ranks: Play up! Play up! Play the game! The tone and voice of the poems is very strong and powerful and intended to beat to rhythm and pace. The lines Play up exemplify this! Play up! Play the game! These are short sharp lines with seven, eight or nine syllables per line and short words, e. g. An hour to play and the last man in, and the rhyming in the poem, eg. The sand of the desert is sodden red The Gatlings jammed and the captains dead. However, despite the fast pace, he also slows the pace before significant lines such as Play up! Play up! Play the game! by adding in colons and hyphens. Lastly, Newbolt emphasizes the patriotic fervour of the soldiers by his word use, e. g. This they all with a joyful mind, Bear through it like a torch in flame, joyful adds to the game idea and a torch of flame signifies power, strength might etc as it was commonly used in medieval battles and has been recreated especially well in the Lord of the Rings trilogy with the armies battling at night. The patriotism is emphasized by the phrases referring to her meaning England. It is also emphasized by the story-like nature of the poem. It has a beginning in which it introduces the idea of the game, a middle in which he describes the battle and incorporates the idea of a game and an end, which talks about the battle being recalled and the soldiers being heroes. It is especially the last paragraph that confirms the feeling of patriotism and commitment to the war effort. To conclude my analysis of Newbolts poem Vitai Lampada I can say that the poem, in my opinion, is a very strong, quick and powerful poem, mainly due to the rhythm and poetic techniques, and it is also a patriotic poem which illustrates the nature of war as likened on to a game.

Evaluation of Corporate Social Responsibility and the Risks of being Dissertation

Evaluation of Corporate Social Responsibility and the Risks of being non-CSR Entity - Dissertation Example This research will begin with the statement that the expansive literature on the topic of CSR comprises various definitions and explanations of the construct. For instance, the European Commission defines the concept of corporate governance as â€Å"A concept whereby companies integrate social and environmental concerns in their business operations and in their interaction with stakeholders on a voluntary basis.† In addition to that, a generally understood and applied definition in the management literature is expounded by Davis by defining CSR as â€Å" the firm’s considerations of, and response to, issues beyond the narrow economic, technical, and legal requirements of the firm to accomplish social and environmental benefits along with the traditional economic gains which the firm seeks.† Moreover, there are other terms similar to the construct of the CSR including â€Å"corporate sustainability†, which focuses on long-run shareholder value by including principles particularly in nine other areas: governance, ethics, transparency, financial return, business relationships, community involvement, employment practices, environmental protection and product value. As a result, the activities attached with the concept of corporate sustainability remain largely analogous to the basic contents of the CSR. The CSR is an amalgamation of a number of corporate activities focusing on the welfare of stakeholder groups other than investors, such as suppliers, employees, charitable and community organizations and customers. One significant segment of CSR activities consists of corporate donations or contributions of products or cash to community and charitable organizations. For instance, Whirlpool Corporation (2010) arranged and donated a refrigerator to every home built by the Habitat for Humanity particularly in the affected areas of North America. Moreover, employees are also significant stakeholders for the companies. Companies carry out cert ain employee welfare related initiatives on a voluntary basis. Employee welfare includes initiatives from the facility of educational advantages to health care issues including providing them on site health clinics, wellness classes, fitness centres focusing on the issues such as work related stress management. Workplace safety has also become a critically significant factor of employee welfare; many companies have developed and established codes of conduct for employee safety and welfare and to their suppliers as well. Companies’ CSR activities also emphasis on meeting and fulfilling customer desires including protecting future generations. They intend to develop and sell such innovative products and services that appeal to customers’ environmental concerns via diminishing harmful product packaging and making it more durable and sustainable as well. Other CSR activities encompass â€Å"green† development and production practices and services, such as reducing e missions, conserving energy, reducing packaging materials, employing recycled materials, and sourcing materials from the suppliers located close to manufacturing installations. In this regard, Sony (2010) manages the harmful impacts of its greenhouse gas emissions by installing for carbon dioxide emissions from shipping, production, storage and other product use activities. Furthermore, companies often get involved with customers and vendors in their efforts to reduce their footprint and increase their environmental efforts. In this regard, Wal-Mart (2006) developed and announced a program measuring suppliers on their ability to diminish packing; and along with a goal of reducing up to 5 percent of total packing during the period 2008 to 2013. Why do firms involve in CSR activities? There remain various reasons underlying organization’s inclinations to get involved in socially responsible endeavours. First, organizations may prefer to remain

Prison life and strategies to decrease recidivism Essay

Prison life and strategies to decrease recidivism - Essay Example With these facts in mind, this research seeks, among other things, to further look into the daily happenings at a typical American prison. And more importantly, it also seeks to address the need to prevent recidivism and to reintegrate offenders into society. In his book â€Å"Crime and Punishment in America† (1998), Elliott Currie tells us that the American approach to violent crime is out of balance and just plain wrong. Despite America’s heavy reliance on jails and prisons as deterrents to crime, at that point in time, it still held the worst level for violence among the developed countries. The idea of America being soft on crime, he says, is a myth. Whatever some may argue, the fact is that crime’s response to punishment is unpredictable. He goes on to quote John DiIulio, who explains that the money spent to put a criminal behind bars prevents two or three more from committing crime. Also, according to James Wilson, despite the expense involved in maintaining prisons, the benefits, in terms of crimes avoided, far outweigh the cost. The problem is that, even after 25 years as of his writing (and in fact, even to this very day), the vast amount of cash spent on prisons has done little to make violent crime respond consistently. And despite this, the American public still insists on the effectiveness of the penitentiary system. As an example, Currie cites the female inmates sentenced on the most minor of offenses, such as drug charges or property crimes connected to such dependencies – and how their imprisonment has left multitudes of children parentless. In this case the system fails to account for the greater costs involved: substitute care, welfare dependency, and even possible delinquency and/or drug addiction. Another more direct example is how the lack of serious vocational training in most prisons leads inmates to leave it even more ill-prepared for the

Sociological Principle of Language Teaching Essay Example for Free

Sociological Principle of Language Teaching Essay A theory of language based on J. L. Austins How to Do Things with Words (second edition, 1975), the major premise of which is that language is as much, if not more, a mode of action as it is a means of conveying information. As John Searle puts it, All linguistic communication involves linguistic acts. The unit of linguistic communication is not, as has generally been supposed, the symbol, word, or sentence, or even the token of the symbol, word, or sentence, but rather the production or issuance of the symbol or word or sentence in the performance of a speech act. Meaning, then, should be regarded as a species within the genus intending-tocommunicate, since language itself is highly complex, rule-governed intentional behavior. A theory of language is part of a theory of action. The basic emphasis of speech act theory is on what an utterer (U) means by his utterance (x) rather than what x means in a language (L). As H.P. Grice notes, meaning is a kind of intending, and the hearers or readers recognition that the speaker or writer means something by x is part of the meaning of x. In contrast to the assumptions of structuralism (a theory that privileges langue, the system, over parole, the speech act), speech act theory holds that the investigation of structure always presupposes something about meanings, language use, and extralinguistic functions In How to Do Things with Words, Austin commences by enunciating a reasonably clear-cut distinction between constative and performative utterances. According to him, an utterance is constative if it describes or reports some state of affairs such that one could say its correspondence with the facts is either true or false. Performatives, on the other hand, do not describe or report or constate anything at all, are no t true or false. . . . The uttering of the sentence is, or is part of. the doing of an action, which again would not normally be described as saying something. Marrying, betting, bequeathing, umpiring, passing sentence, christening, knighting, blessing, firing, baptizing, bidding, and so forth involve performatives. The attitude of the person performing the linguistic act his thoughts, feelings, or intentions is of paramount importance. Whereas the constative utterance is true or false, the performative utterance is felicitous or infelicitous, sincere or insincere, authentic or inauthentic, well invoked or misinvoked. An I do at a marriage ceremony is insincere and misinvoked if the utterer is already married and has no intention of abiding by the conditions of the contract. Austin divides the linguistic act into three componentsLocutionary Act: In linguistics and the philosophy of mind, a locutionary act is the performance of an utterance, and hence of a speech act. The term equally refers to the surface meaning of an utterance because, according to J. L. Austins posthumous How To Do Things With Words, a speech act should be analyzed as alocutionary act (i.e. the actual utterance and its ostensible meaning, comprising phonetic, phatic and rhetic acts corresponding to the verbal, syntactic and semantic aspects of any meaningful utterance), as well as an illocutionary act (the semantic illocutionary force of the utterance, thus its real, intended meaning), and in certain cases a further perlocutionary act (i.e. its actual effect, whether intended or not). For example, my saying to you Dont go into the water (a locutionary act with distinct phonetic, syntactic and semantic features) counts as warning you not to go into the water (an illocutionary act), and if you heed my warning I have thereby succeeded in persuading you not to go into the water (a perlocutionary act). This taxonomy of speech acts was inherited by John R. Searle, Austins pupil at Oxford and subsequently an influential exponent of speech act theory. Illocutionary Act: Illocutionary act is a term in linguistics introduced by John L. Austin in his investigation of the various aspects of speech acts. We may sum up Austins theory of speech acts with the following example. In uttering the locution Is there any salt? at the dinner table, one may thereby perform the illocutionary act of requesting salt, as well as the distinct locutionary act of uttering the interrogatory sentence about the presence of salt, and the further perlocutionary act of causing somebody to hand one the salt. The notion of an illocutionary act is closely connected with Austins doctrine of the socalled performative and constative utterances: an utterance is performative just in case it is issued in the course of the doing of an action (1975, 5), by which, again, Austin means the performance of an illocutionary act (Austin 1975, 6 n2, 133). According to Austins original exposition in How to Do Things With Words, an illocutionary act is an act (1) for the performance of which I must make it clear to some other person that the act is performed (Austin speaks of the securing of uptake), and (2) the performance of which involves the production of what Austin calls conventional consequences as, e.g., rights, commitments, or obligations (Austin 1975, 116f., 121, 139). Thus, for example, in order to make a promise I must make clear to my audience that the act I am performing is a promise, and in the performance of the act I will be undertaking an obligation to do the promised thing: so promising is an illocutionary act in the present sense. Since Austins death, the term has been defined differently by various authors. Perlocutionary Act: A perlocutionary act (or perlocutionary effect) is a speech act, as viewed at the level of its psychological consequences, such as persuading, convincing, scaring, enlightening, inspiring, or otherwise getting someone to do or realize something. This is contrasted with locutionary and illocutionary acts (which are other levels of description, rather than different types of speech acts). Unlike the notion of locutionary act, which describes the linguistic function of an utterance, a perlocutionary effect is in some sense external to the performance. It may be thought of, in a sense, as the effect of the illocutionary act via the locutionary act. Therefore, when examining perlocutionary acts, the effect on the hearer or reader is emphasized. As an example, consider the following utterance: By the way, I have a CD of Debussy; would you like to borrow it? Its illocutionary function is an offer, while its intended perlocutionary effect might be to impress the listener, or to show a friendly attitude, or to encourage an interest in a particular type of music. The Ethnography of communication (EOC) The Ethnography of communication (EOC) is a method of discourse analysis in linguistics, which draws on the anthropological field of ethnography. Unlike ethnography proper, though, it takes both language and culture to be constitutive as well as constructive. In their book Qualitative Communication Research Methods, communications scholars Thomas R. Lindlof and Bryan C. Taylor (2002) explain Ethnography of communication conceptualizes communication as a continuous flow of information, rather than as a segmented exchange of messages (p. 44). According to Deborah Cameron (2001), EOC can be thought of as the application of ethnographic methods to the communication patterns of a group. Littlejohn Foss (2005) recall that Dell Hymes suggests that â€Å"cultures communicate in different ways, but all forms of communication require a shared code, communicators who know and use the code, a channel, a setting, a message form, a topic, and an event created by transmission of the message (p. 3 12). EOC can be used as a means by which to study the interactions among members of a specific culture or, what Gerry Philipsen (1975) calls a speech community. Speech communities create and establish their own speaking codes/norms. Philipsen (1975) explains that â€Å"Each community has its own cultural values about speaking and these are linked to judgments of situational appropriateness† (p. 13). The meaning and understanding of the presence or absence of speech within different communities will vary. Local cultural patterns and norms must be understood for analysis and interpretation of the appropriateness of speech acts situated within specific communities. Thus, â€Å"the statement that talk is not anywhere valued equally in all social contexts suggests a research strategy for discovering and describing cultural or subcultural differences in the value of speaking. Speaking is one among other symbolic resources which are allocated and distributed in social situations according to distinctive culture patterns† (Philipsen, 1975, p. 21). General aims of this qualitative research method include: being able to discern which communication acts and/or codes are important to different groups, what types of meanings groups apply to different communication events, and how group members learn these codes provides insight into particular communities. This additional insight may be used to enhance communication with group members, make sense of group members’ decisions, and distinguish groups from one another, among other things. ECO studies, according to Lindlof and Taylor (2002), produce highly detailed analysis of communication cod es and their moment-to-moment functions in various contexts. In these analyses, speech communities are constituted in local and continuous performances of cultural and moral matters (p. 45). The innateness hypothesis The innateness hypothesis is a linguistic theory of language acquisition which holds that at least some linguistic knowledge exists in humans at birth. [1]Facts about the complexity of human language systems, the universality of language acquisition, the facility that children demonstrate in acquiring these systems, and the comparative performance of adults in attempting the same task are all commonly invoked in support. The idea that there may be an age by which this learning must be accomplished is known as the critical period hypothesis. Noam Chomsky is responsible for the innateness hypothesis. Hilary Putnam published a critique of the innateness hypothesis entitled The Innateness Hypothesis and Explanatory Models in Linguistics. Interlanguage Pragmatics The type of language (or linguistic system) used by second- and foreign-language learners who are in the process of learning a target language. Interlanguage pragmatics is the study of the ways in which nonnative speakers acquire, comprehend, and use linguistic patterns (or speech acts) in a second language. Interlanguage theory is generally credited to Larry Selinker, an American professor of applied linguistics, whose article Interlanguage appeared in the January 1972 issue of the journal International Review of Applied Linguistics in Language Teaching. Interference of Mother Tongue in the acquisition of second language The second language learning environment encompasses everything the language learner hears and sees in the new language. It may include a wide variety of situations such as exchanges in restaurants and stores, conversations with friends, reading street signs and newspapers, as well as classroom activities, or it may be very sparse, including only language classroom activities and a few books.Regardless of the learning environment, the learner’s goal is mastery of the target language. The learner begins the task of learning a second language from point zero (or close to it) and, through the steady accumulation of the mastered entities of the target language, eventually amasses them in quantities sufficient to constitute a particular level of proficiency (Dulay, Burt Krashen, 1982 and Ellis, 1984). This characterisation of language learning entails the successful mastery of steadily accumulating structural entities and organising this knowledge into coherent structures which lead to effective communication in the target language (Rutherford, 1987). If this is the case, then we would expect that well-formed accurate and complete target language structures would, one after another, emerge on the learner’s path towards eventual mastery of the language. If the learner went on to master the language, we could, in principle, tabulate the expansion of his/her repertoire up to the point where all of the well-formed structures of the target language had been accounted for (Beardsmore, 1982 and Hoffman, 1991). In reality this is not the case. Second language learners appear to accumulate structural entities of the target language but demonstrate difficulty in organising this knowledge into appropriate, coherent structures. There appears to be a significant gap between the accumulation and the organisation of the knowledge. This then raises a critical question what kinds of language do second language learners produce in speaking and writing? When writing or speaking the target language (L2), second language learners tend to rely on their native language (L1) structures to produce a response. If the structures of the two languages are distinctly different, then one could expect a relatively high frequency of errors to occur in L2, thus indicating an interference of L1 onL2 (Dechert, 1983 and Ellis, 1997). References ï‚ · ï‚ · http://en.wikipedia.org/wiki/Speech_act http://books.google.com/books?hl=enlr=id=iJ3Y_wkkwa8Coi=fndpg=PR7dq=sociolo gical+principles+of+language+teachingots=FC11b_8K7Jsig=Rmp2yakmAdrsBi3Faoy19j _T7I#v=onepageq=so ï‚ · http://works.bepress.com/cgi/viewcontent.cgi?article=1052context=barbara_joh nstonese iredir=1referer=http%3A%2F%2Fwww.google.com%2Furl%3Fsa%3Dt%26rct%3Dj%26q %3Dethnography%2Bof%2Bcommunication%26source%3Dweb%26cd%3D2%26cad%3Dr ja%26ved%3D0CCoQFjAB%26url%3Dhttp%253A%252F%252Fworks.bepress.com%252F cgi%252Fviewcontent.cgi%253Farticle%253D1052%2526contex ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · http://ehlt.flinders.edu.au/education/iej/articles/v1n1/bhela/bhela.pdf http://www.academicjournals.org/AJPC/PDF/Pdf2009/Sept/Sinha%20et%20al.pdf http://en.wikipedia.org/wiki/Second-language_attrition#Interference_theory http://en.wikipedia.org/wiki/Ethnography_of_communication http://en.wikipedia.org/wiki/Utterance International Education Journal Vol 1, No 1, 1999(http://iej.cjb.net)

Essays --

Annotated Bibliography Agars, M. D. (2004). Reconsidering the Impact of Gender Stereotypes on the Advancement of Women in Organizations. Psychology of Women Quarterly, 28(2), 103-111. doi:10.1111/j.1471-6402.2004.00127.x This article reveals the disparities in the workplace due to gender stereotypes favoring men over women in executive positions. Women have a much more difficult path to obtain executive positions, and maintain them. This article helps by showing the number of high-level women in fortune 500 companies. U.S. Department of Labor indicates that women occupy more positions in executive and managerial roles. However, with closer examination of Fortune 500 companies, only two women occupy the position of CEO opposed to their original statement of 45%. Gere, J., & Helwig, C. C. (2012). Young adults’ attitudes and reasoning about gender roles in The family context. Psychology of Women Quarterly, 36(3), 301313.doi:10.1177/0361684312444272 This study shows that even though the roles of men and women in society and the workplace have experienced a lot of change in the past few decades, there has been very little change in the family dynamic of men and women and the roles that society expects each to assume. The study wanted to examine the attitudes that women and men have about what their domestic responsibilities. When ask about supporting equal role divisions, women were more likely to base their reasoning on morality, and men were more likely to rely on what they believe to be socially accepted. In contrast, stereotypes regarding women’s roles, and social responsibility regarding men’s traditional roles were used to support the maintenance of traditional role divisions. Goswami, S., & Gupta, H. N. (2012). Percepti... ...ation over a five-year period to observe how minority ethnic women's workplace experiences differ from mainstream counterparts. The analysis results reveal the ongoing nature of multiple discriminations faced by minority ethnic women. Tachibana, C. (2012). Diversity: Promoting New Perspectives. Science, 337(6092), 367-370. doi:10.1126/science.opms.r1200120 The article looks at the importance of diversity in fields of science such as engineering, and mathematics careers as a way to activate innovation. We will use this article to help explain that it is important for the presence of women to be increase in male dominated fields. Also, the article urges the need for adequate child care for working mothers and the need to change some formal career requirements to accommodate female professionals who traditionally bear more of the responsibilities for child care.

Arthur Birling and inspector goole Essay

      Priestley shows this in the section after the inspector has left â€Å"I remember what he said, how he looked, how he made me feel. Fire and blood and anguish. † This shows the affect that he had on certain characters was very big. In his closing speech the Inspector left with a warning; â€Å"And I tell that the time will soon come when, if men will not learn that lesson, then they will be taught it in fire and blood and anguish. † This could be referring to the first world war, where men from all different backgrounds, and classes, would have to stand together, as equals, and fight for their country. This contradicts Mr Birling’s prediction at the start of Act 1; â€Å"Just because the Kaiser makes a few speeches†¦ The Germans don’t want war. Nobody wants war,† This shows the difference between the philosophies of the Inspector and Birling, it also demonstrates Priestley’s idea that Mr Birling’s capitalist views are wrong, and how the Inspector, who is right about war, is probably right about everything else. Priestley uses this to show the benefits a socialist society would bring to the world. Priestley is suggesting that Birling’s â€Å"every man for himself† idea will end in tragedies like Eva. Whereas the Inspector’s Philosophy of shared responsibility would avoid such terrible events. The experience of the Inspector’s questions changes some characters, but has no effect on others. It starts off with all of the family sitting down feeling no guilt whatsoever, but after the Inspector comes Eric and Sheila realise the seriousness of what they have done, whilst the others, at this point believing it is a practical joke, feel no guilt. What Mr and Mrs Birling and Gerald didn’t seem to understand is that even if it wasn’t the same girl (and no one was sure if it was or not) that they still did these cruel actions, and millions of other people do similar things without knowing the consequences, many young men and women will come to a similar end. Another point to the structure of the play is that the inspector only reveals small parts of Eva’s story to certain characters, never letting more than one person see the photograph at once. This gives the twist at the end more mystery. The Inspector affected different characters differently, depending on how much they understand what was going on in the world at that point in time. Mr Birling was affected slightly at the start, but being a weak character, and because of his wife’s superior class always follows her lead. Therefore after watching his wife’s interrogation, and seeing the way she refused to give in to the Inspector, and not feel guilty about what she has done, he follows suit. He and Mrs Birling were the least affected characters, in the end, possibly because they didn’t understand what life would have been like for Eva Smith without all the things they did to her. Gerald felt very guilty at first, because he had feelings for her, but then he went for a walk and didn’t feel as guilty anymore. This is probably because Gerald has grown up used to money, and inherited his parent’s capitalist views. Eric and Sheila were most affected by the Inspector, especially his final words, this is shown when Sheila repeats them â€Å"Fire and blood and aguish. † Sheila and Eric understand most about what goes on in the world, this is demonstrated early on † but what about war? † and when Sheila knows about Eric’s drinking problem. They understand more that this sort of thing can happen to people, and these small actions can lead people to commit suicide, this is probably why the inspector affected them more. After watching the play, the audience can interpret the character of Inspector Goole in many different ways. You could think of him just as a normal man, who, having heard of the Birling family’s selfish acts, wishes to help them change for the better. Or he could be a conscience to make them feel guilty about what they’ve done, and stop distancing themselves from the working class. He could also be the ghost of Eva Smith in another form to make them pay for what they’ve done. His surname also indicates this as it is a homonym of ghoul, another word for ghost. I conclude that Birling represents the views of capitalists and the inspector represents the views of socialists. Priestley makes Birling a weak, unintelligent, ignorant and Selfish character who rambles on a bit and desperate to fit in with the higher class that he follows his wife’s lead. Sybil seems to guide her husband, Telling him what he should or shouldn’t say, this is made evident when she disapproves with him saying: â€Å"Good dinner too – Sybil tell cook for me. † Mrs Birling would disapprove because saying what good food it was, wasn’t considered a polite thing because it is like fishing for compliments from Gerald. She doesn’t like him saying tell cook for me because it implies they talk to their servants, which wouldn’t have been done in those days. Birling also copies Gerald’s father’s (his social superior) choice of wine, to make Gerald think that he is marrying into a family with as much money as his. In contrast, Priestley makes the inspector appear as a person who speaks carefully, is intelligent, knows what is going on in the world, is very strong and comes across as a kinder, selfless person; Priestley uses this to make the audience think that a socialist society will provide a fairer, more just solution to the world’s problems.

Linguistics writing Essay

Literacy is the ability to read and write[1]. The inability to do so is called illiteracy or analphabetism. Visual literacy includes in addition the ability to understand visual forms of communication such as body language,[2] pictures, maps, and video. Evolving definitions of literacy often include all the symbol systems relevant to a particular community. Literacy encompasses a complex set of abilities to understand and use the dominant symbol systems of a culture for personal and community development. In a technological society, the concept of literacy is expanding to include the media and electronic text, in addition to alphabetic and number systems. These abilities vary in different social and cultural contexts according to need, demand and education. The primary sense of literacy still represents the lifelong, intellectual process of gaining meaning from a critical interpretation of the written or printed text. Key to all literacy is reading development, a progression of skills that begins with the ability to understand spoken words and decode written words, and culminates in the deep understanding of text. Reading development involves a range of complex language underpinnings including awareness of speech sounds (phonology), spelling patterns (orthography), word meaning (semantics), grammar (syntax) and patterns of word formation (morphology), all of which provide a necessary platform for reading fluency and comprehension. Once these skills are acquired the reader can attain full language literacy, which includes the abilities to approach printed material with critical analysis, inference and synthesis; to write with accuracy and coherence; and to use information and insights from text as the basis for informed decisions and creative thought. [3] The United Nations Educational, Scientific and Cultural Organization (UNESCO) defines literacy as the â€Å"ability to identify, understand, interpret, create, communicate and compute, using printed and written materials associated with varying contexts. Literacy involves a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge and potential, and to participate fully in their community and wider society. â€Å"[4]Literacy is the ability to read and write[1]. The inability to do so is called illiteracy or analphabetism. Visual literacy includes in addition the ability to understand visual forms of communication such as body language,[2] pictures, maps, and video. Evolving definitions of literacy often include all the symbol systems relevant to a particular community. Literacy encompasses a complex set of abilities to understand and use the dominant symbol systems of a culture for personal and community development. In a technological society, the concept of literacy is expanding to include the media and electronic text, in addition to alphabetic and number systems. These abilities vary in different social and cultural contexts according to need, demand and education. The primary sense of literacy still represents the lifelong, intellectual process of gaining meaning from a critical interpretation of the written or printed text. Key to all literacy is reading development, a progression of skills that begins with the ability to understand spoken words and decode written words, and culminates in the deep understanding of text. Reading development involves a range of complex language underpinnings including awareness of speech sounds (phonology), spelling patterns (orthography), word meaning (semantics), grammar (syntax) and patterns of word formation (morphology), all of which provide a necessary platform for reading fluency and comprehension. Once these skills are acquired the reader can attain full language literacy, which includes the abilities to approach printed material with critical analysis, inference and synthesis; to write with accuracy and coherence; and to use information and insights from text as the basis for informed decisions and creative thought. [3] The United Nations Educational, Scientific and Cultural Organization (UNESCO) defines literacy as the â€Å"ability to identify, understand, interpret, create, communicate and compute, using printed and written materials associated with varying contexts. Literacy involves a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge and potential, and to participate fully in their community and wider society. â€Å"[4] Literacy is the ability to read and write[1]. The inability to do so is called illiteracy or analphabetism. Visual literacy includes in addition the ability to understand visual forms of communication such as body language,[2] pictures, maps, and video. Evolving definitions of literacy often include all the symbol systems relevant to a particular community. Literacy encompasses a complex set of abilities to understand and use the dominant symbol systems of a culture for personal and community development. In a technological society, the concept of literacy is expanding to include the media and electronic text, in addition to alphabetic and number systems. These abilities vary in different social and cultural contexts according to need, demand and education. The primary sense of literacy still represents the lifelong, intellectual process of gaining meaning from a critical interpretation of the written or printed text. Key to all literacy is reading development, a progression of skills that begins with the ability to understand spoken words and decode written words, and culminates in the deep understanding of text. Reading development involves a range of complex language underpinnings including awareness of speech sounds (phonology), spelling patterns (orthography), word meaning (semantics), grammar (syntax) and patterns of word formation (morphology), all of which provide a necessary platform for reading fluency and comprehension. Once these skills are acquired the reader can attain full language literacy, which includes the abilities to approach printed material with critical analysis, inference and synthesis; to write with accuracy and coherence; and to use information and insights from text as the basis for informed decisions and creative thought. [3] The United Nations Educational, Scientific and Cultural Organization (UNESCO) defines literacy as the â€Å"ability to identify, understand, interpret, create, communicate and compute, using printed and written materials associated with varying contexts. Literacy involves a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge and potential, and to participate fully in their community and wider society. â€Å"[4] Literacy is the ability to read and write[1]. The inability to do so is called illiteracy or analphabetism. Visual literacy includes in addition the ability to understand visual forms of communication such as body language,[2] pictures, maps, and video. Evolving definitions of literacy often include all the symbol systems relevant to a particular community. Literacy encompasses a complex set of abilities to understand and use the dominant symbol systems of a culture for personal and community development. In a technological society, the concept of literacy is expanding to include the media and electronic text, in addition to alphabetic and number systems. These abilities vary in different social and cultural contexts according to need, demand and education. The primary sense of literacy still represents the lifelong, intellectual process of gaining meaning from a critical interpretation of the written or printed text. Key to all literacy is reading development, a progression of skills that begins with the ability to understand spoken words and decode written words, and culminates in the deep understanding of text. Reading development involves a range of complex language underpinnings including awareness of speech sounds (phonology), spelling patterns (orthography), word meaning (semantics), grammar (syntax) and patterns of word formation (morphology), all of which provide a necessary platform for reading fluency and comprehension. Once these skills are acquired the reader can attain full language literacy, which includes the abilities to approach printed material with critical analysis, inference and synthesis; to write with accuracy and coherence; and to use information and insights from text as the basis for informed decisions and creative thought. [3] The United Nations Educational, Scientific and Cultural Organization (UNESCO) defines literacy as the â€Å"ability to identify, understand, interpret, create, communicate and compute, using printed and written materials associated with varying contexts. Literacy involves a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge and potential, and to participate fully in their community and wider society. â€Å"[4]

Free Essays on Homers Iliad

So it is this taking of Helen inspired by a divine beauty contest, that brings the men of Achaea to the city of Troy across the Aegean. King Agamemnon, brother of Menelaus, both sons of Atrides, is the leader of the Argive forces because he controlled the most troops commanded by any other individual Achaean leader. Agamemnon is from the great bronze age city of Mycenae. It has been estimated that the Argive forces were comprised of about 1000 ships, sailing across the seas from Aulis! The battle on this, the first day of battle that we see in Homer's Iliad, begins with a "council of gods", during which the gods consent to inspire the Argive fighters to rise up and fight! Agamemnon recieves a dream, winged to him by the most powerful immortal Zeus. The dream arrives in the form of Nestor, the wise king of Pylos. Zeus has the dream tell Agamemnon that he should attack tomorrow, and that if they do they will be able to easily take the streets and walls of Priam's city. Early in the morning, the head Argive leader began to speak to the highest kinds and other leaders in order about his plan to attack, and as he thinks, win Troy. Before telling the men straight-forwardly what he has in mind, Agamemnon tests the entire fleet of ships from all the Argives. Eventually Agamemnon manages to get all his forces from Greece lined up, ready from Greece lived up, ready to face the equally preparing Trojans, rallying their troops after seeing the Achaeans moving into place. The armies quickly march to front each other, and the beauty of Troy, Paris, came forth from the lines of Trojans to challenge any Achaean man to do battle with him. Menelaus quickly accepted the chance to get at his rival, whom was one of the main causes and impetuses for the Trojan War to be fought. In a sense this battle between Paris and Menelaus is a microcosm of why the Trojan War is being fought, and between the two different foes. This opens our eyes even clearer to t... Free Essays on Homer's Iliad Free Essays on Homer's Iliad So it is this taking of Helen inspired by a divine beauty contest, that brings the men of Achaea to the city of Troy across the Aegean. King Agamemnon, brother of Menelaus, both sons of Atrides, is the leader of the Argive forces because he controlled the most troops commanded by any other individual Achaean leader. Agamemnon is from the great bronze age city of Mycenae. It has been estimated that the Argive forces were comprised of about 1000 ships, sailing across the seas from Aulis! The battle on this, the first day of battle that we see in Homer's Iliad, begins with a "council of gods", during which the gods consent to inspire the Argive fighters to rise up and fight! Agamemnon recieves a dream, winged to him by the most powerful immortal Zeus. The dream arrives in the form of Nestor, the wise king of Pylos. Zeus has the dream tell Agamemnon that he should attack tomorrow, and that if they do they will be able to easily take the streets and walls of Priam's city. Early in the morning, the head Argive leader began to speak to the highest kinds and other leaders in order about his plan to attack, and as he thinks, win Troy. Before telling the men straight-forwardly what he has in mind, Agamemnon tests the entire fleet of ships from all the Argives. Eventually Agamemnon manages to get all his forces from Greece lined up, ready from Greece lived up, ready to face the equally preparing Trojans, rallying their troops after seeing the Achaeans moving into place. The armies quickly march to front each other, and the beauty of Troy, Paris, came forth from the lines of Trojans to challenge any Achaean man to do battle with him. Menelaus quickly accepted the chance to get at his rival, whom was one of the main causes and impetuses for the Trojan War to be fought. In a sense this battle between Paris and Menelaus is a microcosm of why the Trojan War is being fought, and between the two different foes. This opens our eyes even clearer to t...

How to Use the Casual French Term Sympa

How to Use the Casual French Term Sympa Most people in France use the casual adjective sympa  (pronounced sam  pa) to mean nice when theyre describing a person or thing that they like. Its a very versatile word and can be used to express general affection for places, objects, and ideas or concepts in addition to people you know. French speakers also use sympa to mean pleasant, friendly, and good. Expressions and Usage There are any number of ways you can use sympa in everyday conversation. For instance: super sympa very niceavoir lair sympa to look kindElle est trà ¨s sympa. Shes a really nice person.Cest un type sympa. Hes a nice guy.   Cest un type  vraiment sympa. Hes a really nice guy.Il nest vraiment pas sympa.  Ã‚  Hes not very nice at all.type sympa, mec  sympa,  chic type, mec bien (very colloquial) nice guyMerci, cest sympa. Thanks, I appreciate it.   Ãƒâ€¡a va  Ãƒ ªtre  sympa. Thatll be nice.   Ton copain est super sympa ! Your boyfriend is really nice!Elle nest vraiment pas sympa. Shes not very nice at all.sympa, amusant,  drà ´le,  marant funAllez, sois sympa. Go on, be a sport.un coin sympa pour pique-niquer a nice spot for a picnicCeci est une touche trà ¨s  sympa.   This is a really  nice  touch.Ce nest pas trà ¨s  sympa  mais, aprà ¨s tout, on devait trouver une solution. Thats not very nice, but, after all, we had to find a solution.C’à ©tait aussi trà ¨s  sympa  de rencontrer plein d’autres co llà ¨gues de diffà ©rents pays. It was also very nice to see a lot of my colleagues from different countries. Peter,  sympa  mais avec grande gueule... Peter is a nice guy but he has a big mouth.Gà ©niale ! C’à ©tait  sympa  et enrichissant la fois. It was great! Fun and enriching at the same time.

Quality of service in WiMAX Based Broadband Wireless Netwoks Essay

Quality of service in WiMAX Based Broadband Wireless Netwoks - Essay Example IEEE 802.16/WiMAX-based broadband and mobile wireless access is expected to be a significant component in the next generation (e.g., beyond 3G, 4G) wireless systems (Hossain 1). There is a clear shift from telephony to data transfer in wireless networks. In this scenario WiMAX technologies and solutions are poised to play a major role in broadband Internet access and other form of connectivity. The technology is in its early development phase and there is a widespread research and consultation is going on this field. The issues of quality of service (QoS) are becoming more demanding with the growing demand of the rich media of smartphones and high end gadgets. Users are now more concerned with the QoS of the services with increasing capacity and reach of wireless technologies. IEEE 802.16/WiMAX standard, which incorporates several advanced radio transmission technologies such as orthogonal-frequency division multiplexing (OFDM), adaptive modulation and coding, and adaptive forward error correction (FEC), is designed to provide broadband wireless capability using a well-defined quality-of-service (QoS) framework. Though, the adoption of technology is still very limited due to cost ... This paper will discuss the current evolutions going on in the field of WiMAX technologies and issues related to quality of service issues in WiMAX Based Broadband Wireless Netwoks along with its, its forms, and the status of its standardization. A specification of the selected topic and the motivation behind this selection WiMAX and WiMAX-based broadband wireless network offer an alternative to existing wireless and mobile communication technologies. Due to mounting demand for higher bandwidth and better QoS, WiMAX technology has became a subject of intense research and debate among researchers and academicians. In this context the selection of the topic "Quality of Service in WiMAX-Based Broadband Wireless Networks" as a subject of this paper is quite contemporary and may act as a part of ongoing debate over the technology. Existing protocols and solutions IEEE's 802 LAN/MAN Standards Committee is almost anonymous with a wireless standards body. IEEE 802.11 set of standards developed by this committee provide a basis for wireless local area network (WLAN) communications. The IEEE 802 LAN/MAN Standards Committee established a working group in 1999 for the development of standards specific to Broadband Wireless Access. IEEE 802.16 Working Group on Broadband Wireless Access Standards, as it is known, is responsible for laying down formal standard specifications for broadband wireless MAN/WAN networks. Since the first 802.16 standard was approved in December 2001, three working groups have been involved for developing standards; the group IEEE 802.16.1 is responsible for creating standards for air interfaces in range of 10 to 66 GHz, known as Local Multipoint Distribution Service, group IEEE

Cross Cultural Awareness for the International Manager Essay - 1

Cross Cultural Awareness for the International Manager - Essay Example This report assesses the operations of Muffin King Ltd, an international chain of bakery outlets that is fast expanding in the global market. The key objective of the report is to propose business strategies based on a high level of awareness and close insight of cross cultural differences among different international markets, which will yield the business a competitive advantage. Achieving business competitiveness in today’s highly competitive globalised scenario is no longer possible through traditional success factors such as low production costs, high productivity and shorter lead-times, which have now become prerequisites to stay in business. Neither can global players in the market offer standardised product offers or implement standardised work processes and human resource management (HRM) practices across different nations in which they operate. Companies today have realised that to succeed in the global market place, a high level of awareness and a deep insight is required of the cross- cultural differences existing across the world (Broek 2005). These cross-cultural dimensions are a source of competitive advantage if understood and exploited to the company’s advantage. As global multinationals such as Ecare the Swedish furniture marketer, the MTV Broadcasting Company or MacDonald have realised, companies need to change and adopt their products and business practices to suit different cultural dimensions in order to stay competitive (Hill 2003). This report aims at evaluating the business operations of â€Å"Muffin King Ltd.† a UK based international chain of bakery outlets, and make recommendations which will exploit the sources of competitive advantages in the sphere of cross -cultural differences. â€Å"Muffin King Ltd.† is a UK based retail chain of bakery outlets, which has recently expanded to the