Helicopter investigation Essay

Easily established, the sycamore tree produces sycamore seeds. These seeds are of an extremely strange looking seed, I say this because the seeds when in the air they spin like tiny helicopters. Due to the spinning they are kept in the air for a longer amount of time. Aim In this investigation I have been asked to find out how long it takes for a paper helicopter to fall 2 metres. After doing this I shall investigate other ways of changing the timing of its landing. I shall do this by using a range of variables. These include of:   Length of wings Number of tailsI have chosen to use the variable of the number of paperclips being added to the tail of the paper helicopter that I shall make. I have chosen to change this variable because I know that gravitation is the effect of the gravitational force of attraction, which acts between all objects in the universe. For example it is widely noticed with massive objects like the planets. The planets remain in orbit because of gravitational force of attraction. The gravitational force, which pulls the object downwards, is called the weight of the object. Isaac Newton stated that there is a gravitational force of attraction between any two objects with mass, which depends on their masses, and the distance between them. I think with this information I can easily say that by adding more and more paperclips on to the tail of the paper helicopter it will gain more weight which will cause the gravitational force to pull it downwards rather than upwards as there is a bigger mass pulling it downwards. I also chose to use this variable instead of changing the length of the wings because I thought that it would have a much more affective difference in the timing of its landing. In this investigation in order to get the best results possible I shall be doing the experiment 5 times. This will give me a good range of results and a better result as I get a better view of the timing of how long it takes to land with different numbers of paperclips attached to the tail of the paper helicopter. It is always essential to make every investigation of whatever type it is to make sure that it is going to be a fair test. In order to achieve this I shall only be changing one variable, which I have already established to be of the number of paperclips added to the tail of the paper helicopter. Prediction In the investigation which I shall be doing I think that I will be expecting for the paper helicopter to fall to the ground in a much quicker timing when it has 5 paperclips attached to the tail of it, than it should do when it has either none, 1,2,3,or 4 paperclips attached to the tail of the paper helicopter. I say this because from the information that I have already been supported by to take this investigation further, it also helps me with my prediction. Using Isaac Newton’s law of gravitation, I can easily say that with his theory of objects being pulled downwards by a force called weight, it helps me to explain that when I add more and more paperclips to the tail of the paper helicopter it doesn’t just mean that the number of paperclips are increasing but it also means that the mass is also increasing. Causing the paper helicopter to fall downwards and not upwards. Why do I say this? I say this because an example being is†¦ Say if I were to get a balloon and fill it with Helium, due to the helium being placed inside of the balloon we already know that for some reason the balloon seems to go up into the air. This is because Helium is lighter than air causing the gravitational force to pull it upwards and not downwards as the weight is very low. Whereas if we were to place water inside of the helium filled balloon it would be brought back downwards because the weight of the water forces the balloon to be brought back down again. What do I expect in the graph outcome? It is easily said that when a line graph is drawn out to show the results of the investigation that I am about to carry out, the line should start off near the very top of the ‘y’ axis. This should be when there are no paperclips attached to the tail of the paper helicopter. Near quite the very end of the ‘x’ axis should the very last point be drawn, therefore making the plotted points decreasing as it goes along the ‘x’ and ‘y’ axis. I think that this graph prediction would go for both the average graph and the graphs for all 5 sets of results, which shall be already obtained by that time. Equipment (As shown in Diagram 1. 1) Paper   Paper clips   Stopwatch/Timer   Scissors   Ruler Diagram 1. 1 Method What should I be doing in order to make this investigation to the highest standard possible? In order to get good results I firstly have to start off by making the paper helicopter. In this experiment I have to look into the needs of safety, I have noticed that none would have to be carried out such as goggles or safety cloaks etc†¦ How do I make a paper helicopter? Firstly I am to get a piece of A4 paper. Some may choose for the A4 to be coloured but I will just leave it to be plain. In our class lesson Mr Findley (our physics teacher,) has given us an information sheet, which includes of the carcass drawing of the paper helicopter. It shows us where to cut and fold and what measurements are involved. Diagram 1. 2 The diagram, which has been drawn above, has not been drawn to scale. Once I draw out the drawing of the paper helicopter on the A4 sheet of paper, carefully done using a ruler of course. I am to cut along and fold along the lines as described: Where the dotted lines are shown this is where we are to fold along, and where the straight solid lines have been drawn in, we are to cut along them. The cutting of course will be done with a pair of scissors. After they are cut out and folded along, some may find it better and more presentable if they are to be decorate and colour in their paper helicopters! What else is involved in this investigation? Once all of the above has been done we are to set up our equipment out. Having set out the timer, paperclips, and paper helicopter in front of me, I am to make sure that I have drawn out a results table, which I will record the timings down in. (As shown in the results table. ) I will then ask for a little help for getting the timing at the best time possible. When I went to drop/release the paper helicopter from my hands I realised that I wasn’t actually in fact dropping/releasing the paper helicopter from 2 metres of height. In fact I was dropping it from my height with my arms being placed right above my head as high as I could manage. So I then made sure to measure how high I was releasing the paper helicopter from, I found that with the heels of my shoe and my arms being stretched up way above my head I was actually releasing the paper helicopter from a height of 2 metres and 3 centimetres. I left the measurement of the height I was releasing the paper helicopter at how it was already, because it was getting to the point where it would be getting very time consuming. When dropping the paper helicopter out of my hands I am to make sure that I drop it at the same time that my friend is to say â€Å"GO†, this is so that he can time it with accuracy. When the paper helicopter will land on the ground I will then yell â€Å"STOP†, so that he is able to stop the timer/stopwatch at the right time in order to get the most accurate timing possible. When I get results for dropping the paper helicopter without any paperclips attached to the tail of it, 5 times, I will make sure that I have written down the timings in my results table. After doing so, I am to attach the first paperclip to the paper helicopter and then do the same thing again. (Drop the paper helicopter, time it, and write down timings in results table. ) After every 5 sets of results with the same number of paperclips attached, I am to add another paperclip to the paperclip, which is already placed on the tail of the paper helicopter. I shall do this until I have 5 paperclips attached to the tail of the paper helicopter. How the paper clips should be placed has been shown in the diagram below. Diagram 1. 3 Results Table Number Of Paperclips 1st (Time in Seconds) 2nd (Time in Seconds) 3rd (Time in Seconds) 4th (Time in Seconds) 5th (Time in Seconds) Average (Time in Seconds) 08 As you can see, in the results tables above I have gathered all my timings into the table. Once I had placed all my timings in the table I was to work out the average of each set of timings. To do this I was to add up all of the sets of timings together and then divide it by 5 because that was the number of times I had done the experiment for each set. Here are my workings out towards how I worked out the average for each set of results. Workings out for Average(s) (Please note that ‘/’ stands for the division sign) When working out the, I firstly got all my timings for the specific set of results, added them together and divided them by 5, I divided it by 5 because this was the number of times I had timed it falling from the air to the ground. As shown below: Number of paperclips = 0 Timings 1Graphs/Conclusion I have formed out a graph to show the results of the five sets of results. Another graph is shown on the next page, except this is a graph, which shows the averages of all 5 sets of results, which I had gathered in my investigation. From looking at this graph we can easily say that the second set of results stand out the most. I have re-checked my results and have noticed that none of the outcome results really stand out greatly, as they are all in proportion. This shows me that my experiments had gone very well without making any large genuine mistakes. I think that the 2nd time I did all the results, the timing may not have been stopped at the right time or maybe not started at the right time, causing the timing to be of a much higher outcome than it should have done. There is not really much of a time difference from when there was two paperclips on the tail of the paper helicopter to when there was three paperclips attached to the paper helicopter’s tail. Looking back at the result table I can see that there is only a difference of 0. 06 seconds whereas in my other results I have found there to be at least a 0. 10 second difference. It is obviously noticeable that my prediction was to go ahead to be forwardly correct. I can say this with confidence because I had information to back up my prediction, which helped me forward, my ideas towards what should actually happen in my experiment. As said earlier in my prediction, I mentioned that the line would be decreasing down towards the ‘x’ axis and away from the ‘y’ axis. We can see in the graph above that this predicament was proved to be correct. From looking at this averages graph it is easily spoken of that the investigation that I have carried have has gone very well. I say this because as shown above, we can see that the average line is actually going downwards as the number of paperclips had increased on the tail of the paper helicopter. Thus showing that my prediction was right. I was able to make sure that my prediction was quite reliable with backing it up with a hypothesis, which had been concluded, from Isaac Newton’s Law of Gravitation. With the information from this Law of Gravitation I was able to predict that when there is a force being put onto an object from its natural force then it is called weight as it is pulling it downwards. So when I was asked to do an experiment that was involved in placing more and more paperclips to the tail of a paper helicopter I already knew in my mind that the timing of the landing would get shorter and shorter. This was due to general knowledge but also scientific knowledge†¦ Isaac Newton’s Law of Gravitation. With this scientific explanation we have been able to predict many scientific happenings. Evaluation I am glad to say that throughout the whole of this investigation I did not make any noticeable, genuine mistakes. I later went on to find out that I was standing at a height of 2 metres and 3 centimetres. This information of course was later found out after I was more than half way through the experiment, so I had to decide whether to go ahead with doing the experiment all at a drop of 2 metres and 3 centimetres or change it and have half the results at 2 metres and 3 centimetres whilst the rest of the results would be obtained from a height of an exact 2 metres. I had decided that if I were to go on to do this I would not be carrying out a fair test. Although the investigation was asked of a 2 metre drop I still thought that although I had dropped it at an extra 3 centimetres higher it was still a very fair test because I had kept drop height throughout the whole of the investigation. Whilst doing the investigation I had managed to do everything according to how I had written it out to have been done, although sometimes I had to be re-timed as mistakes were made as I sometimes dropped the paper helicopter without being told to! All in all I think the investigation was carried out well and was a fair test, I made sure that only one variable was changed and that the timing was done at the most accurate timing possible. In order to make it a fair test it also meant that safety was to be involved as well, as far as I was concerned not many safety measures had to be taken, I say this because as mentioned earlier no safety goggles were needed, no hair was really in need of being tied back and no safety cloaks were to be worn. The only safety we were to be notified was to tuck in our stools so that no accidents were to be caused as the investigations were being held. Looking back at my results I don’t really think that there were really any results which were unexpected, there may have been the one or two timings which may have been timed a bit earlier than they should have been but nothing which was really way out of proportion. If I were to do this experiment again I think that I will definitely make sure that I am to drop the paper helicopter at a height of 2 metres and not 2 metres and 3 centimetres! I shall aim to achieve more results although I feel that I already have a reasonable amount of timings. I think that if I were to do the experiment again I would achieve a very similar set of results, as it would only be from the difference of 3 centimetres. Bibliography In order to help e forward my ideas I was in need of many sources, in which I found the following helpful†¦. 1) www. encarta. co. uk ‘Law of Gravitation’ 2) The Usborne Illustrated Dictionary of Science. Physics, Chemistry and Biology. Written by; Corrine Stockley, Chris Oxlade and Jane Werthiem. 3) School GCSE Physics book 4) Physics Lesson.

Impact of political ideologies on education policy Essay

Introduction Political parties with widely divergent views have a serious impact on government policies. If the government changes from extreme right to extreme left policies with every election, it would be impossible to make long lasting policies. A left-wing government may like to keep major resources in public hands while the right wing government may have a policy of promoting privatization. Fortunately, while this often is the case in emerging democracies, the countries of developed world have managed to establish certain common policies accepted by all major parties and a change of government does not mean political upheaval any more. In United Kingdom, policies of two main parties, the Labour and the Conservatives had considerable differences in their perception of how the country should be governed. Conservative party believes in market economy while the Labour party was considered a left of center party with socialist leaning. Both of these parties have elements, which have; extreme right views in the case of Conservative Party and extreme left wing view in the case of Labour party. Over the years these difference have narrowed considerably and the present Blair’s government policies of ‘New Labour’ are a far cry from the leftwing policies of the past. United Kingdom is a social welfare state and the public policy dealing with the social issues and programs plays an important role in the administration of government functions. The important elements of UK social policy are Social Security, Health, Housing, Education and Personal Social Services (welfare and children) [Alcock, 1996]. Both major political parties have their own views on the direction social policy should take and while maintaining the basic structure, both parties try to implement their own political ideology in reforming/modifying the social policies. As an example, when Margaret Thatcher’s Conservative government was in power, it favoured private ownership of housing and privately rented housing, while the Labour government before her promoted public sector housing under the local councils. The social policy in the education sector has also been affected by the political ideologies of the ruling parties, For example, grant maintained schools set up by Conservatives Government under the 1988 Education Act were abolished by the 1997 Labour Government. Government policies have an immense effect on education involving huge resources. This essay reviews the impact of political ideologies of the ruling party on education policies since 1945. Butler’s Act Implementation Begins after 1945 The 1944 Education Act also known as Butler Act laid the foundation of the present system of education policy. The Act basically replaced all previous legislation and became the basis of post World War Education Policy. The implementation of the policy began with the first post World War Elections in 1946, when Clement Attlee’s government came into power. Attlee’s cabinet had Ellen Wilkinson as the Minister of Education as the Act had abolished the previous control by the Boards of Education and introduced a Ministry of Education. The new policy introduced compulsory education from the age of 5-15 with support services, such as milk, transport and medical support for children in the age group. Religious education was made compulsory but parents were given the right to withdraw their children from religious education. Local Education Authorities were to govern the system on a local level and managed by a Chief Education Officer appointed by the LEAs. The secondary education from 1946 onwards was said to be based on a ‘tripartite system’, Grammar Schools for the most able students selected based on a placement test at age 11, Secondary Modern Schools for the rest. The third category of Secondary Technical Schools was specified in the new Education Policy but very few schools of this type were actually opened. Until the end of World War 2, a national unity government (Coalition government headed by Conservative Winston Churchill) ruled the country and education was considered a non-partisan issue. However the differences in the education for ordinary people in congested, large class rooms in old buildings on one hand and high class English private education for the privileged elite was producing two very different category of citizens. This kind of education could not be a part of Labour politics. In the first election after the Second World War, the Labour party won a landslide victory and had the task of implementing the 1944 Education Act. Governments 1946 – To date In order to study the impact of political ideologies on education we need to compare the education policy with the government in power to monitor the effect of party politics on education policy. This information is presented below [Gillard, 2004a]: Period Prime Minister Political Party/Parties July 45- Oct 51 Clement Attlee Labour Oct 51 – Apr 55 Winston Churchill Conservative Apr 55- Jan 57 Anthony Eden Conservative Jan 57- Oct 63 Harold McMillan Conservative Oct 63 – Oct 64 Alex Hume Conservative Oct 64 – June 70 Harold Wilson Labour. June 70 – Mar 74 Edward Heath Conservative Mar 74 – Apr 76 Harold Wilson Labour Apr 76 – May 79 James Callaghan Labour May 79 – Nov 90 Margaret Thatcher Conservative Nov 90 – May 97 John Major Conservative May 97- To date Tony Blair Labour As we see from the above Table, during the last 60 years the two main parties in power have been Conservative party who believe in far-right to right of center politics [The Right Approach, 1976], and the Labour party which believes in socialist, left-of- center politics. The present Labour government can be considered as a Centrist party with its slogan of ‘New Labour’. The third major political party is the Liberal Democrats, which has a major influence in the country but has not been in power during the last 60 years. The nearest taste of power the Liberals had was in the Callaghan Government when the Labour party needed to form an alliance with them. Political Ideology & Education Policy Playing Politics with Education The governments in power have always used education to promote their political objectives. It is said that the reason behind the mass education plan of 1880 was not a concern to promote equality and education among the masses but due to a fear of civil disorder. When the unemployment became high in 1960s, the government fearing further unemployment as new 15 years old coming out of school will flood the market decided to raise the school leaving age to 16. The proposal of raising the school leaving age was originally made in the 1944 Butler Act but not acted upon by any government since 1946 [Chitty, 2004]. In the Education Act 1993, schools were made more accountable for the levels of performance of their pupils When the problem children in schools started impacting the school results, the idea of segregating â€Å"pupils with problems† was introduced to remove this source of embarrassment from the schools [Department of Education,1994]. The political ideologies and diverting the impact of political consequences of other factors have thus affected the education policy. Intelligence Tests Debate The placement examination in educational institutions consider the IQ at least a part of the assessment process. The assumption that IQ is a true measure of a person has been often questioned as children with social disadvantage often have a lower IQ compared to the children of wealthy, educated and socially established families. The IQ test gives an undue advantage to children who receive attention from early childhood while children living in poor, uneducated families appear to be at a disadvantage in these tests. The IQ tests have often been disputed, as they appear to have a class and racial bias. The selection at 11 years for Grammar schools was seen as biased as research in 1960s had questioned the theory of inherited intelligence. The Labour party, being a party of trade unions and the poor questioned the validity of IQ tests while Conservatives advocated the validity of IQ tests as based on precise science. Neutralizing Local Education Authority The post 1945 Education policy empowered Local Education Authorities (LEAs) to administer education at the local level. The local authorities of some regions are traditionally not pro Conservative Party and often were a source of embarrassment for the Central Government. The 1988 Education Act brought by the Conservative party attempted to take away the powers of LEAs. The Conservative government of Margaret Thatcher and John Major passed 1988 and 1993 Education Acts to have central control while neutralizing the LEAs. [Garner, 1998] pointing to the lack of discussions and building of consensus in drafting the education policy states, â€Å"The 1988 Education Act contained 238 clauses and took more than 360 hours of parliamentary time to debate. Its enactment gave the Secretary of State 415 new powers across the spectrum of educational provision. None of these were without controversy, resistance being most notable at local levels. â€Å"[Garner, 1998]. The Education Act 1986 reduced the powers of local government in administering education. The representation of local authorities on school boards was reduced and political indoctrination in local education was forbidden. The powers of local authorities were further reduced by creating city technology colleges and by giving Manpower Services Commission more powers in educational activities. Through these changes, the Conservative government succeeded in â€Å"stripping power from LEAs, thereby largely ridding itself of what had become, during the post-war period, a major source of dissent and criticism of central government action. † [Garner, 1998]. However, LEAs continued to have many of the old responsibilities such as education for children excluded from schools due to behavioural problems but the 1988 Act stripped their powers and resources to meet their responsibilities. â€Å" Opponents of the legislation have argued that, in bringing the ruthlessness of the marketplace into education, the first groups of children to feel the effects have been the disadvantaged and those children who have learning difficulties† [Garner, 1998]. The Conservative political ideology had a major impact on the education policy during the Thatcher and John Major rule. Comprehensive Schools When Labour Government (1964-70) decided to reorganize secondary education by introducing comprehensive education, many local Conservative Councils opposed the move. The proposed measure could not be implemented during this government and remained shelved until 1974 during the Conservative rule of 1970-74. When Labour came to power in 1974 the comprehensive school plan was revived and despite many disputes with the local Conservative Councils (Tameside dispute) was made compulsory in 1976. Introduction of Comprehensive schools improved the quality of normal school at the expense of Grammar schools and affected the quality of education. Grant Maintained School The market based education policy of the Conservative party had a major impact on education policy. The grant-maintained school created under the Education Reform Act 1988 allowed schools to opt-out of the LEA system to gain control over their finances and admission policy. Provisions of 1988 and 1993 Act were further modified in Education Act 1996 [Grant maintained Schools, 2007]. The number of these schools was small in comparison to LEA maintained schools, 1196 schools (5% of total) of all types (primary, secondary, special) opted for Grant maintained school while 21912 stayed under LEAs. The Labour party was opposed to the grant-maintained schools, as it would have created different standard of education while being maintained by the government grants. Labour Government abolished the grant-maintained school in 1998 under the School Standard and Framework Act 1998 and returned the control to LEA. The New Labour ‘Education Policies’ Labour party remained out of power for almost 18 years (May 79-May 97). The New Labour had to modify its policies of left of center to become acceptable to the electorate. This policy has worked and the Labour Party with its modified centrist policy has remained in power since May 97. The effect of the centrist policies on education has been more or less a continuation of the Conservative policies and it appears that finally a change of government will mean only minor policy changes in education. The comprehensive school and uniform education for all so vigorously advocated by Labour politics of the past is not under favour now. The new Labour policy now is ‘standards not structures’ meant continuing with selection policies of Grammar, secondary modern and comprehensive were continued by new Labour [Benn & Chitty, 1996]. Comprehensive schools, a symbol of uniform education are gradually being dismantled as the Government has announced conversion of many of these schools to specialist colleges; schools could win special status by wining business sponsorship. Under the new Labour policies, schools will be allowed to 10% of their pupils through competitive selection, grants based on performance and ‘name and shame practice of under performing schools were all the policies of the past Conservative governments. It appears that the two main parties have now found a common ground in social policy for education and finally the changes in education policies expected with change of government due to political ideologies will become history. Discussions & Conclusions The political ideologies of the left and right have had a major influence on the education policy during the last 50-60 years. The Labour party policy on education advocated a uniform standard of education for all to allow all sections of society an equal chance to develop their abilities. The Conservative policy advocated selective education for the more intelligent, market based reform of education system and parents to educating their children in private schools. The political ideologies of the political parties in power since 1946 had a major impact on the education system of the country. Changes such as comprehensive schools, selection of people for schooling of differing standards, grant based education system, empowering LEAs by one government and removing most powers of LEA by the next government have not been in the interest of education. The Labour party now in power has recognized that their voters are not prepared for the left of center government policies and it now appears that both parties will be following similar policies in education and the changes of the past will become less common. Bibliography 1. Alcock, P. , (1996), Social Policy in Britain : Themes and Issues, Macmillan 2. An introduction to Social Policy, [Online] retrieved from Internet on February 1, 2007, http://www2. rgu. ac. uk/publicpolicy/introduction/uk. htm 3. Benn C and Chitty C (1996) Thirty Years On – is comprehensive education alive and well or struggling to survive? London: David Fulton Publishers 4. Chitty C (2004) Education Policy in Britain Basingstoke: Palgrave Macmillan 5. Department for Education, (1994), Pupils with problems: Circulars 8/94 – 13/94, London: DfE 6. Garner, P. , (1998), Vision or Revision? Conflicting Ideologies in the English Education System, [Online] retrieved from. Internet on February 1, 2007, http://policy. uark.edu/ritter/edfd5323-GarnerUKpart2. html 7. Gillard D. , (2004) Education in England: a brief history, [Online] retrieved from Internet on February 1, 2007, http://www. dg. dial. pipex. com/history/index. shtml 8. Gillard D. , (2004a). Education in England: a Timeline, [Online] retrieved from Internet on February 1, 2007, http://www. dg. dial. pipex. com/history/timeline. shtml 9. Grant Maintained School, (2007), [Online] retrieved from Internet on February 1, 2007, http://www. ndad. nationalarchives. gov. uk/CRDA/36/detail. html 10. The Right Approach-A Statement of Conservative Aim, (1976), Conservative Central Office, London, October 1976.

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Timber Certification in the Building Industry Dissertation

Timber Certification in the Building Industry - Dissertation Example tion gathered through interviews with forestry officials on the timber certification methods and their company history respectful of the sustainable forest management process. These interviews will focus on timber companies who have and have not received timber certification and the impact both have their business relationships with manufacturers and consumers. Primary/Secondary Sources The primary sources are very much dedicated to one of only a few certification groups, TRADA, and the main players. The main players in timber certification include the Forest Stewardship Council (FSC), WWF 1995plus, PEFC, and, UKWAS as these groups are all related to the manufacturing side of the forestry industry. There are mainly two forms of primary sources to be used: journals, internet and company interviews in an effort to not only relay what, if any, timber certification has on both the forestry industry as well as on consumer impact. It will be important through interviews to obtain whether certification is fully understood or whether consumer's and merchant's tend to take heed of what certification means to them and the forestry industry in general; or, if there is a lack of understanding by both parties of what certification means. Through using questionnaires and interviews with these two parties will provide empirical data to be used in analysing whether timber certification is fully understood by the general public and if this information is being provided adequately by forestry industry officials. Secondary sources are entirely related to building and trade merchants and how timber certification can affect their business relationships with the manufacturing sector. This also includes the processes that have been put forward in developing forest management standards... The primary sources are very much dedicated to one of only a few certification groups, TRADA, and the main players. The main players in timber certification include the Forest Stewardship Council (FSC), WWF 1995plus, PEFC, and, UKWAS as these groups are all related to the manufacturing side of the forestry industry. There are mainly two forms of primary sources to be used: journals, internet and company interviews in an effort to not only relay what, if any, timber certification has on both the forestry industry as well as on consumer impact. It will be important through interviews to obtain whether certification is fully understood or whether consumer’s and merchant’s tend to take heed of what certification means to them and the forestry industry in general; or, if there is a lack of understanding by both parties of what certification means. Through using questionnaires and interviews with these two parties will provide empirical data to be used in analysing whether timber certification is fully understood by the general public and if this information is being provided adequately by forestry industry officials. Secondary sources are entirely related to building and trade merchants and how timber certification can affect their business relationships with the manufacturing sector. This also includes the processes that have been put forward in developing forest management standards in order to look toward further sustainable forest management. Tertiary empirical data can be gathered in an effort to recognise.

Onset Ventures Case Study Example | Topics and Well Written Essays - 1250 words

Onset Ventures - Case Study Example Early-stage ventures are very young firms with limited operational resources and are usually in the development, startup or survival stages. The seasoned firms are usually in rapid-growth or maturity stages (Leach & Melicher, p.21-22). Seed financing is represented by the funds required to determine if an idea can be a viable business opportunity. This is usually necessary at the development stage of a venture. Other sources of financing are startup financing, first-round, second-round, liquidity stage, mezzanine and seasoned financing, depending upon the ventures life cycle stage. Onset Ventures is a top-tier seed investor which has raised three funds till now. The partners at Onset have analyzed and set six principles, based on which they provide seed financing to a startup venture. The principles address the skill set and experience of the entrepreneur, continuously evolving business model, validation of business model followed by hiring the CEO, the funds spent only to add value perceived by the capital providers, product’s Unique Selling Proposition and the skills of personnel hired. These principles have been refined over time and lead to the development of incubation process through which the company develops, refines and pursues or rejects business ideas. During the first phase, pre-seed phase of incubation process, Onset analyzes if the business concept can be an attractive investment. Based on the outcome of the pre-seed phase, it proceeds to the seed phase and provides seed financing to the business. Onset analyzes the possible risks and tries to address those risks during this phase. The five risks are market, technical, operating, pricing risks, as well as the risk related to the operational capability of the business team. Onset has a comprehensive process of screening the ideas and identifying profitable ventures but it has lost the opportunities of making more profits due to tight funding of the ventures and by being too careful and risk- averse. II. Facts of the Case A. Stated Facts Onset Ventures was set-up with an initial $5 million fund in 1984 and subsequently raised $30m (Onset I) and $67m funds (Onset II). Out of these funds, two-thirds have been invested in seed and follow-on investments, and the rest is kept as reserves in Onset II. In 1996-97, the size of an average VC fund increased by 40% to $71 billion. The company plans to raise $80m-$95m fund, it’s the largest fund till now. Onset has provided seed financing of $1m for the company TallyUp to develop a viable software product. Onset operates on a model of five business principles and a specific incubation process of pre-seed phase and seed phase to screen the business ideas. The company’s minimum target IRR of a fund is 30% over 12 year cycle. Onset puts in a company around $1m in seed round, $1.5m in the next round, and $2m in the third round. Onset I gave positive IRR within 4 years of its inception (appendix 1) and Onset II took only th ree years to give positive IRR (appendix 2). The average number of investment has increased in subsequent funds, i.e. $2.5m in Onset I, $3.5m to $4m in Onset II and expected $4.5m to $5m in Onset III. B. Implied Facts Over the last 13 years, Onset has invested mainly in seed-stage and early-stage financing. Onset II has performed better than Onset I (appendix 3). III. Problem Definition A. Source Problem How many funds must be raised for Onset III? Whether Onset should invest an additional $1m into TallyUp for

Essay for Graduate School Personal Statement Example | Topics and Well Written Essays - 500 words

Essay for Graduate School - Personal Statement Example He was shy and tended to not fight back when a group of students would bully and intimidate him using defamatory words. I knew that it was this maltreatment that forced him into a shell and become less sociable than he could actually be. One day, I decided that enough was enough and during lunch that day, I sat with the boy and talked to him. I did that everyday in order to encourage him to come out of his shell. The other kids followed my example and eventually got to know him and they felt the need to apologize for their previous actions. Since that event in my life, I have always had a soft spot for those without the power to defend themselves. I have been troubled for quite a number of years now by the fact that intimidation on a social and workplace basis is only getting progressively worse. Intimidation these days have taken on various new forms and methods because of the anonymity that the internet and social networking sites continue to offer. Thus making intimidation a serious legal problem at present. In the workplace, managers abuse their positions of authority in order to make their subordinates submit to their unfair labor practices and use it as leverage to have their way with their various employees. Intimidation in exchange for benefits seems to be the norm these days in most offices. The employees are afraid to file formal complaints mainly because they are afraid to lose their jobs. Although we already have laws in place to prevent such abuses both socially and professionally, not everyone knows about their rights and the laws against intimidation. That is why it continues to flourish. I fully intend to help promote the laws against intimidation as set out by the laws of our state and constitution once I complete my legal studies. There is an imperative need to spread the word about the way the law protects people

Critical discuss empirical evidence supporting, or challenging, Essay

Critical discuss empirical evidence supporting, or challenging, Noelle-Neumann' s theory of Spiral of Silence - Essay Example In addition, the people experiencing the circumstance of the theory often fear to lose their position in the society because of their divergent views (Donsbach, Salmon and Tsfati, 2013). Secondly, persons fear of adverse isolation or reprisal in a particular group. The individuals fear that their contribution to the group might lead to a negative impact on the operations of the group. The theory further expounds that individuals have a "quasi-statistical organ" which enable them to what characters and contributions will lead to their isolation by the majority people in the group. According the theory, the closer an individual perceives the opinion held agrees to the prevailing opinion of the public, the more the likelihood of the person disclosing their opinion regarding the topic (Mutz, 1998). In this case, people in a particular group tend to embrace the opinion of the majority in the society regardless of their personal opinions about the issue. Additionally, if the opinion of the public changes regarding a particular concept, the individual realizes that their opinion does not agree with the overall opinion of the public. Consequently, they tend to minimize their contribution in various public forums in the society. The interpretations of the Theory of Spiral of Silence focus on various aspects of the society such as political, economic and religious contexts . People in the various social contexts fail to contribute to the affairs of the society because of the effects of spiral of silence (Donsbach, Salmon and Tsfati, 2013). The spiral of silence starts with an in the initial contribution by the affected person top various issues in the society. According to the principles of the Spiral of Silence, an individual experiences the effects of the concept after their first opinion fails to concur with the overall opinion of the public (Daschmann, 2000). On religious context, people fail to criticize

Juliet And Her Romeo Essay Example for Free

Juliet And Her Romeo Essay â€Å"For never was there a story of more woe than this of Juliet and her Romeo†. Romeo and Juliet is a tragic love story. Whose tragedy is it? Through the metrical composition of the closing lines of the play, Shakespeare informs the audience on whose tragedy Romeo and Juliet is about. By addressing the last verse of the play to us in pyrrhic pentameter, he is suggesting a victory which has come about at too great a cost. The pace of time amplifies the tragic quality of the play. Time is used to set things in a motion that they spiral out of control. Instead of logical decisions, everything is controlled by emotions, which ultimately leads Romeo and Juliet to their path of death. However, Shakespeare’s deliberate use of pyrrhic pentameter reinforces the sound of a pyrrhic victory. Besides the tragedy of Romeo and Juliet, there is something more pervasive suggested, as many characters thereafter also suffer as a consequence of this tragedy, such as the parents and Paris. Essentially, the story is Romeo and Juliet’s tragedy because they are young and pay the ultimate price for their passionate ‘true love’. The chorus tells us that the lovers are necessary sacrifices. Nothing but their death can â€Å"bury their parents’ strife†. Through the words â€Å"here’s much to do with hate, but more with love†, Shakespeare suggests how the world of the play is initially sprouted by hate between two families. So the paradox with Romeo and Juliet is how the one thing that defines them is ultimately the one thing which separates them. Not only are they victims of their families hatred, they are also victim to piteous overthrows and misguided plans which were supposed to unite them. By disregarding patriarchal imperatives and escaping to a world without parents, they place their trust in orders, such as Friar Lawrence and the Nurse. In doing that, they subject themselves to piteous overthrows. Their tragedy is that they have nowhere to turn. In an attempt to come together, the true lovers die; their love was â€Å"death-marked†. They are inexperienced and have the idealistic ardour of first love. Hence, their love is pure. The poetry of the play is written as beautifully and pure as the love it speaks of as this purity enhances the tragedy presented in the play for Romeo and Juliet. It is the parents’ tragedy in this play because of their disobedient children. Romeo and Juliet’s rebellion ultimately leads to them to their own deaths and consequently, the only succession to the Capulet and Montague’s family name is lost. Upon Juliet’s death, Capulet expresses lamentation to this loss of  succession through his words â€Å"death is my heir†. The children’s fatal flaws ultimately pave their parents’ tragedy. The children took little honour in their names and treated it as if it were a piece of clothing which they could just throw away. Juliet questions â€Å"what’s in a name?† and expresses dishonour to the significance of her family name. Juliet’s lack of pride leads her to Romeo, which ultimately leads her to death. Hence, her lack of pride is her fatal flaw. If she had pride in her name, she would not have allowed herself to love Romeo and hence, would not have died. If they did not die, the story would not have been their parent’s tragedy, as they would not have lost their children, or their successor to their family name. Of all the young men who die in the play, Paris is the greatest victim of all, because he dies from being a victim of both love and death. Essentially, Paris was not even part of the two families’ battle. Rather, he was dragged into the whole mess as a result of associations. For the other young men in the story, their tragedy had come about as a result of the ancient grudge however for Paris, he was a victim of love. He dies as a consequence of love in both ways; Romeo’s love for Juliet as well as his own love for Juliet. Paris was a nice guy who happened to get caught in someone else’s love story. As Juliet’s love for Romeo deepens, Paris is increasingly ignored by her. Hence, not only is it a tragic end for Paris in that he dies by the end of the play, but his beloved Juliet also dies and the fact that he never received Juliet’s love or attention since the start adds further depth to his tragedy. Through the use of pyrrhic pentameter, Shakespeare allows us to ‘hear’ as well as understand the pyrrhic victory taken place in the play. The constant battle between family Montague and the family Capulet is the spark which sets off the train for future misfortunes. Romeo and Juliet’s forbidden pure love is definitely a major factor which contributes to the tragedy of both these young lovers. For the parents, their children’s grave death, tragic in itself, also marks the death of their own succession to the family names. For Paris, his tragedy is bought about as a consequence of love. Ultimately, the catastrophic end to Romeo and Juliet is a t ragedy which affects everyone in the play.

Mutability An Analysis Of Percy Shelleys Poem English Language Essay

Mutability An Analysis Of Percy Shelleys Poem English Language Essay In the poem Mutability, Percy Shelley presents a theme of the perpetual change that humans struggle with in their lives. He portrays this in various ways, with comparisons of humans to clouds and to lyres being present. Shelley discovers the different emotions of humans with the inevitability of change completely consuming them. He shows that unlike change, the human life is insignificant and will easily be forgotten. Despite humankinds best attempt to conceal this change, it is a real factor in life with the only option being to embrace it. Shelley believes that people undertake life with a certain quickness, which will conclude in being overshadowed anyway. He goes on to state that regardless of the accomplishments that are attained during ones lifetime, they will be forgotten easily. Despite our reactions to lifes course, we ultimately have no control over the concept of change. Shelley uses skilful imagery in the first two stanzas of the work, which bring the reader closer to the poem, igniting a spark of interest and later, allowing for the complete understanding of the concept of mutability. Percy Shelleys poem sheds light on the fragility of the human condition. Percy Shelley opens his poem comparing humans to clouds that veil the midnight moon (Line 1). This portrays to the reader the way in which Shelley sees the We, (Line 1) human beings. He considers the moon as an object of mutability and suggests that like the clouds, humans try to hide or conceal change. This becomes apparent as Shelley states, - yet soon/ Night closes round, and they are lost for ever (Lines 3-4). This line shows the perpetuation of change despite our attempts to conceal it using the image of night enveloping us to demonstrate human mortality. Shelleys imagery of the nights clouds is his representing for the reader the perhaps extravagant, but certainly short lives of humans on Earth. Shelley describes the clouds actions as a metaphor for human actions, How restlessly they speed, and gleam, and quiver, / streaking the darkness radiantly! (Lines 2-3). He believes that humans go through life with speed, not taking time to rest; like clouds at night, we do not last fore ver. Although human beings attempt to be ostentatious, Shelley deems that we are all insignificant because we are easily forgotten. The first stanza portrays the fact that humans are mortal, and regardless of how radiantly we may shine, we are like clouds at night that are overshadowed. The second stanza is rich in imagery, which Shelley uses to narrate his points. He depicts humans again, this time as forgotten lyres [stringed musical instruments of the harp family], whose dissonant strings/ Give various response to each varying blast,/ To whose frail frame no second motion brings/ One mood or modulation like the last(Lines 5-9). Shelley describes the simple beauty that humans can be as well as create, but presents the frailty of our existence and how quickly humans along with the beauty created can be forgotten as well. These lines present another metaphor that furthers the concept of human mortality. Shelley compares humans to forgotten lyres in that our ability to create and produce is short lived; all that is amounted during our lifetime will be forgotten once we cease to exist. Each motion brings the lyre a different sound, which induces a different mood. Shelley may be referring to the human body and how frail it is, regardless of how strong it may feel. He c ompares humans to instruments that have been cast aside, whose melodies sweet in their own time are now forgotten. Once humankinds frail time is over, it will never come again. These images suggest that Shelley sees nothing good in life. Shelley begins the third stanza incorporating rhythm. The use of short, two word sentences followed by a longer one, which describes the outcome of the preceding sentence, is present. Whether humans rest, rise, feel, or embrace (Lines 9-12) the inevitability of change surrounds us and it becomes clear that we have no control of the course of change in our lives. A dream can poison (Line 9) our sleep or a wandering thought can pollute (Line 10) the day. Shelley explores human emotions to an extremely in-depth level resulting with these pessimistic conclusions. His repetition of the word or in this stanza demonstrates the existence of varied emotion that we encounter throughout life. Shelley states, We feel, conceive or reason, laugh or weep; / Embrace fond woe, or cast our cares away: (Lines 11-12). These lines reveal Shelleys belief that regardless of the good people do, the action will not be reciprocated. The fourth stanza opens up with an ironic tone when Shelley exclaims, It is the same! For, be it joy or sorrow, / The path of its departure still is free: (Lines 13-14). The irony lies in the fact that Shelley considers mutability inevitable, and as the only thing able to withstand the effects of time- yet change, he proclaims, is the same! Shelleys description of the free path further advances the notion that humans are immobilized against the forces that produce transformations and are the source of happiness or grief for us. Shelley sums up his notion of change and the reality of the passage of time in the last two lines of the fourth stanza; Mans yesterday may neer be like his morrow; / Nought may endure but Mutability (Lines 15-16). While humans experience limited lives, many inconsistencies exist that have differing effects on how we encounter life in the future. Elation and distress are evanescent; life changes every day with humans incapable of interfering. This stanza concl udes with Shelley claiming that all these emotions ultimately amount to nothing; regardless of how awful one day was, the next day is always on its way. This tone shift comes perhaps from the realization that mankind can do nothing to stop the vicious cycle created, so the only option left is to embrace it and see each day as fresh. Shelley skilfully uses the tone of this poem to relate the meaning in which he is trying to relay. Overall, Mutability has a solemn, reflecting tone. The evidence of this tone comes most clearly in the last stanza, Mans yesterday may neer be like his morrow; /Nought may endure but Mutability (Lines 15-16). The use of the word may here is almost ironic, for Shelley must realize there is no way to prove the truth in his statement. He irrationally holds on to some hope that there may be another way, yet he realizes that there truly is not. The irony of this poem is also revealed as Shelley is coming to his conclusions; It is the same- (Line 13) and Nought may endure but Mutability (Line 16). Shelley reveals for the reader the great irony in the truth that he has revealed. Nothing may endure but change. The whole thought itself is an irony. It is the same throughout history, we know no certainty but change. The depth and irony of this thought is brought to light very skilfully in this po em. The use of Shelleys tone, imagery, and diction do produce the desired effect for the reader. One cannot leave this poem without wondering about the thoughts presented. Throughout his poem Mutability, Percy Shelley presents various aspects to the concept of change in human life. Using diverse metaphors for humanity, Shelley successfully leaves the reader questioning the significance of the human state. Whether we succumb to the pressures of the night and disappear like a cloud, or are simply a forgotten lyre to a musician, this mutability will always consistently transpire. The reality of time as well as the mortality of humans are factors that show individuals are simply too weak to combat with mutability. The only true consistency in the world is this change, which completely incapacitates humans and makes one question their quest in life. Shelley knows it is unlikely for humans to Embrace fond woe, or cast our cares away, (Line 12) as no one would favour misfortunes or disregard their personal needs. This poem searches for an answer to humanitys struggle to combat with change and time, revealing that the only option left is to accept these inevit abilities into our lives and embrace them all we can.

Wedding Toasts to the Bride and Groom :: Wedding Toasts Roasts Speeches

Wedding Toasts to the Bride and Groom The Upper Hand The following tidbit began a wonderful and personal toast to the bride and groom: "John, take Emily's hand and place your hand over her's. Now, remember this moment and cherish it... because this will be the last time you'll ever have the upper hand!" Toilet Roll Let us all hope and pray that your married life is like this toilet roll - soft, strong and ever so long. Never Lie, Cheat, and Drink May you never lie, cheat or drink. But if you must lie, lie with each other. And if you must cheat, cheat death. And if you must drink, drink with us for we all love you and wish you both the love and happiness of which you deserve. Let Us Toast Let us toast the health of the bride, let us toast the health of the groom, let us toast the priest who tied. And I'd personally like to toast every guest in the room." Swear, Steal, Lie May you swear, steal, and lie. Swear by all that's good and true. Steal away your cares and sorrows. And lie in the arms of the one you love. Live as long as you want May you both live as long as you want and never want as long as you live. Today's Love May the love you express to each other today, always be the first thoughts during any trying times in the future. Love that Grows I see the love you both have in each other's eyes and as your love grows for one another, may you look back on this day and know this is when you loved each other the least. Leave It To The Expert I'll be toasting the bride and groom with Shakespeare's sonnets. Shakespeare's sonnet 18 for the bride Shall I compare thee to a summer's day? Thou art more lovely and more temperate: Rough winds do shake the darling buds of May, And summer's lease hath all too short a date: Sometime too hot the eye of heaven shines, And often is his gold complexion dimm'd; And every fair from fair sometime declines, By chance or nature's changing course untrimm'd; But thy eternal summer shall not fade Nor lose possession of that fair thou owest; Nor shall Death brag thou wander'st in his shade, When in eternal lines to time thou growest: So long as men can breathe or eyes can see, So long lives this and this gives life to thee. Shakespeare's sonnet 53 for the groom

Hard Times †Charles Dickens Essay -- English Literature

Hard Times – Charles Dickens ‘Discuss the theme of education in Hard Times’ Charles Dickens was a great author of the 19th Century and his books are recognised and loved nation wide. Many people understand the meaning to his books, as they are not just plain fiction. In the novel Hard Times Dickens intensely criticises the British system of education and how it has evolved over the years: the 19th Century philosophy of ‘Utilitarianism’. Dickens believed this system was a failure, as it changed children’s minds and morals, and it is this novel that he attempts to show the horrors that this system has created. A principle was formed by Jeremy Bentham, the eighteenth century philosopher, calculating ‘the greatest good for the greatest number’. This theory explained that self-interest was the primary motivating force behind all human conduct; people strived for pleasure and tried in vain to avoid pain. Bentham advocated a system of calculation known as ‘moral arithmetic’. This was used whenever a decision had to be made about a particular choice of action, be it an individual deed or a law affecting million. The equation was a simple one: pleasure vs. pain. If all the factors fell in the direction of pleasure for the greatest number then the appropriate course of action was adopted. However, it failed to take account of the happiness and well-being of those who did not belong to the greatest number. It also presumed that every human being on earth prized nothing but material values. The catastrophes that this pathetic philosophy caused are explored and criticised by Dickens in the novel Hard Times. The philosophy also emphasised the practical usefulness of things. This meant that art, imagination, pl... ...ildren’s education. The grim pursuit of facts is contrasted with the colourful and rich life of the imagination as experienced by the circus folk. When one of them is subjected to the rigours of Gradgrind’s educational philosophy her human nature naturally rejects the attacks made on it: Sissy Jupe leans nothing from the artificially imposed educative processes familiar in the Gradgrind household. Nut, as we see later in the novel, her own essential goodness is instrumental in educating those suffering from the inadequacies of the Gradgrind philosophy. The children are denied the natural pursuits of childhood such as play, fantasy, fun and entertainment. They are ‘dead’ as children and are forced, by Gradgrind’s system, to become unnatural children. They are therefore without essential qualities needed in adulthood and as of this they become in humane.

Delusions of Grandeur †My Summer in Greece :: Personal Narrative

Delusions of Grandeur – My Summer in Greece It is the lawlessness of Greece that attracts both travelers and outcasts. They arrive on ferry boats with the eagerness of immigrants, drunk with notions of escape and pleasure. This hedonistic lure of the Greek islands is far removed from the academic splendor of mainland Europe. In myth, Greece is a land ruled by the selfish whimsy of the gods, and this climate of self-indulgence blows across the Ionian island of Corfu like a frolicking wind. Teetering, as it does, on the far edge of western civilization, Corfu presents itself as a haven or a refuge, depending on one’s orientation as traveler or derelict. Here, travelers can live out their adolescent fantasies and outcasts can be gods. The playground of these gods, the Mount Olympus of debauchery, spills down the steep east coast of Corfu like a glob of Pepto Bismol—the Pink Palace. I came to the Pink Palace in late May, one of a steady trickle of off-season travelers who had arrived just in time to enjoy the last of the cool nights before the torrent of peak season vacationers, drawn by the summer heat, filled the island to capacity. The last leg of a nine-month solo expedition through Europe, the Pink Palace was my last indulgence in freedom before I flew home to start college. On paper, the resort looked like Paradise—the very brochure seemed saturated with ambrosia. Pictures of gleeful scuba divers, vast cliffs that fell into the Ionian Sea and sunny rooms lured me from the mainland. But the brochure’s utopian promise—†Ideally situated on the sands of Agios Gordios beach, the Palace assures a stay that you’ll never forget†Ã¢â‚¬â€turned out to be, at best, a euphemistic appraisal of the jarring reality that awaited me. The Pink Palace was a glaring twentieth-century smear on an otherwise primitive landscape. At night, the profusion of light and music that came from the resort was as obnoxious and out of place as the sickly pink stucco structure that scarred the green hillside. Self-indulgence came in liquid form at the Pink Palace, with names like Ouzo, Blowjobs, B-52s, Kamikazes, and Alabama Slammers. Having dutifully saturated themselves with the culture of the mainland, my fellow guests now allowed themselves the corporeal pleasure of drunken oblivion.

Midsummer Night’s Dream Theme Essay

One of the play’s main themes is the difference between perception and reality. The idea that things are not necessarily what they seem to be is at the heart of A Midsummer Night’s Dream, and in the very title itself. â€Å"Reality is merely an illusion, although a very persistent one.† These words were spoken by Albert Einstein who, among the many other things he thought about, considered the very thin line between what we see and feel and what is real. Many great thinkers have pondered the relationship between the senses and reality. How much of the world truly exists and how much of it is only what is in one’s mind? Among these thinkers was one particular writer named William Shakespeare. A man who enjoyed pointing out the gullibility of mankind, sometimes tragically and sometimes playfully, wrote a masterpiece of theater exploring that very concept. A Midsummer Night’s Dream directly confronts the separation between reality and what one perceive s to be real. This is examined in Titania’s interactions with Nick Bottom, in the adventures of the Athenian lovers, and, most famously, in Puck’s closing monologue. It is in this way that Shakespeare forces us to think: â€Å"What is reality?† If anything shows how perception and reality can sometimes fail to coincide it is the situation between Titania and Nick Bottom. The reality of the situation is that Nick wasn’t a highly attractive man to begin with, and has now been given an ass’ head. Titania has been drugged to believe that she is madly in love with this man, under Oberon’s orders. Here is the tricky question hidden in this situation: â€Å"What is love?† Love is a feeling. Feelings are another type of perception, a type that are impossible to ground in physical reality. One cannot say that Titania’s love is fake, though it may be. The very flower used to fill the fairy queen with this love was supposed to have been hit with one of Cupid’s arrow, the arrows which cause true love. It cannot be argued that the love is not true, but it is not of her free will. Does this make the love unreal? Surely Titania perceives it to be real but what makes love or any emotion truly real? This situation also does a good deal to show how one’s perception of reality can be altered by a powerful feeling like love. Titania is suddenly completely in love with him, with his  body, his voice, and everything. Surely she would not normally be attracted to these features but it can be almost universally agreed upon that love can alter one’s perception of things. Nick Bottom himself said that†reason and love keep little company.† Given the knowledge that something like emotion can alter one’s perception, who can say that reality is truly real? The Athenian’s love situations show that they had little grasp of reality to begin with, making them all the more susceptible toward the meddling of the fairies, which is a true test of reality versus per ception. They claim to be each equal to each other in looks, personality and strength. Even their names, Helena and Hermia are quite similar. They are nearly indistinguishable in character and mannerisms and for good reason. It is to show how powerfully love can alter the perception of a person. For Hermia, there can be no comparison between Lysander and Demetrius. This is all mixed up when the fairies become involved. Hermia, previously loved by both men, suddenly finds herself scorned and ignored. Likewise, Helena, previously ignored by both men suddenly becomes the supreme object of their desire. What is worse is that she perceives this to be nothing but a cruel joke. All of this is caused by the same flower-struck by cupid’s arrow-that had equally altered Titania’s thoughts on Nick Bottom. This begs to question, are feelings caused by substances real? There are feelings of happiness, euphoria, relaxation, and any number of things that can be caused by mind altering drugs but can these feelings be described as being real? Some would argue not, but is the argument truly that simple? What are feelings when boiled down to a science? They are no more than chemical reactions in the mind. Also, what about mood stabilizing drugs given to those depressed or suffering from bipolar disorder? Are the new feelings of well being and peace also not real? The effect of the flower is similar. Who can say how much of what is felt and what is real and how much is brought out by the flower? What of the sentiments that were brought to light by the fairy’s influence? The feelings of jealousy and distrust that were brought up in Helena were quite obviously always somewhat present so are these feelings unreal or merely highlighted by the actions of the fairies? These are all a matter of perception versus reality-something that Shakespeare clearly wanted us to think about. The final and most blunt question on reality is of course, the ending speech by Puck. â€Å"If we shadows  have offended, think but this, and all is mended, that you have but slumbered here while these visions did appear. And this weak and idle theme, no more yielding than a dream.† To start there is calling the actors all shadows, something that questions how real they truly are. Not only are they playing roles and pretending to be other people, but on top of that, how real are they or anyone really? â€Å"Think but this and all is mended† simply brings to light how easy it is to alter one’s perception of things. It’s as simple as changing how you want to see things. Then there is the big question, what is the difference between reality and a dream? If one’s perceptions are so easily changed, what is the difference between dreaming and reality? Shakespeare was a master of writing. It is the goal of any artist to change how a person feels and views things. Shakespeare takes his readers and watchers a step further by questioning feelings and perception altogether. In showing how love can so powerfully alter perceptions in Titania and Nick’s events, by showing how frequently changing the sentiments of the Athenians were, and by openly questioning how real reality is in Puck’s speech, Shakespeare challenges us to question how much of what people see and feel is real. How much of what people see and feel can simply be written off as a â€Å"Midsummer Night’s Dream.†

Pro Capital Punishment – Paper

One of the main reasons that people object to the death penalty In because of the fear that the wrong person could be convicted and put to death. Even though an innocent person could be wrongfully convicted, certain criminals should face the death penalty because It ensures the murderer can commit no more crime In the future and it Installs fear In other potential criminals. In July 2010 1 heard on Fox 21 News that three convicted murderers escaped from an Arizona prison, these murderers were facing fifteen years to life for their crimes.One of the three men was caught in Western Colorado two of the men still remain at large. This Is a really scary situation. Frightening enough people escape from prison, jail and half way homes more than people are aware of. C. Sullenness reported that the Bureau of Justice Statistics in 1 998 showed that 6,530 people escaped or were ALLOW from state prisons (2001 , Para. 2). Shown below is the prison population for two separate years and show the nu mber of Inmates that escaped or were ALLOW. (Sullenness, 2001 , Para. ) According to this research this, is not very many escapes and the reason that we don't hear about it is because not many of the escapes are as dramatic as movies and T. V shows make them seem. Although the statistics show that this number is not really high, It still proves that Inmates are capable of escaping and they do. For example the Texas Seven escaped from John Connelly unit in the year 2000 these men were highly dangerous and were looking at serving many years for their crimes, one of the men had ninety nine years to serve.Eventually all the men got recaptured thanks In large part to the popular TV show â€Å"Americas Most Wanted†, but It took more than a year. In that one year many people lived in fear, scared to go outside alone at eight. Innocent people should not have to live in that constant fear. Many innocent lives were put at risk including a security officer who lost his life when the men escaped. We shouldn't risk are families. If criminals found guilty of pre-meditated crimes are given the death penalty it would ensure that they don't escape and begin to kill again.Guarantying those citizens our kept safe from such violence. Capital punishment could do more than Just keep criminals off the street; it can also prevent crime. When someone Is put to death, due too serious crime they have committed In he society other potential criminals take It as a warning that such violence will not be tolerated and dissuades them from committing any crime worthy of the death 1 OFF penalty Research cone Day VIC Lee Inelastic Tanat â€Å"In ten mom to late number of executions stabilized, the murder rate increased.

Synthesis Essay

â€Å"One person's craziness is another person's reality†(Tim Burton). In this quote, Tim Burton is pointing out that people have our own reality. Philosophically, reality is whatever we think or perceive. There is no true or real perspective. Our perspective depends on our morals and beliefs. All our life, we perceive knowledge and information through different forms of language. Hence, our perspective is also limited by the language. Language is one of the unique things that people have. Language puts limits on our thoughts. For example, when someone says dog, we all picture a different dog, therefore we perceive the information differently. Similarly, religious books influence the way of our thinking through the words or language in the book. Those words are ideas of someone else but we get so influenced by those words that we base our morals on it. Words are part of language which fixes an image in our minds. When we say dog, we picture a dog, not a lion or fish, because we are imprisoned by the language that we ourselves created. Those words in the biblical texts are from a perspective of a different person but we believe in his/her words, borrow the idea and we make our own beliefs which is still inspired by someone's perspective. Those beliefs define the world around us. Thus, through language we create our own limited world and imprison ourselves. Likewise, in the excerpt Cosmic Prison from the book The Invisible Prison by Loren Eiseley, the author argues, that human perspective is limited by language, culture and origin. In the Cosmic Prison, the author, Eiseley attempts to point out that perspective is limited and bounded by language. Language limits our thoughts and imagination: â€Å"Language implies boundaries† (Eiseley 31). Whenever we name a thing, we put limits in our imagination. According to Eiseley, man creates an â€Å"unnatural world of his own, which he calls the cultural world and in which he feels at home†(Eiseley 31). We are comfortable with our cultural world that we created ourselves but at the same time we feel imprisoned and long to escape. Eiseley develops an interesting analogy between man in his prison and white blood cells imprisoned within a living body. Both man and white blood cells a self contained and they don't seem to understand the world outside of them. Their perspective is limited by the boundaries of their realm. A cell may not know that it might be living inside another body. They don't see outside of their world. Similarly, people have their own perspective and they might think that the action done by another person is wrong whereas according to that person, his actions are right. People tend not to go outside of their perspective to walk the world through different shoes. We believe and trust our own perspective which is influenced by human knowledge obtained through language. Our perspective might be influence by someone's words or actions like media uses persuasive language and repetition to make us believe in something. For example, media showed most Muslims as terrorists only, thus making us believe that Muslims are terrorists. It changed our perspective on Muslims and limited our knowledge. Therefore, language creates boundaries and restricts our perspective. Furthermore, culture and our values limits our perspective too. In the article

Batna for Soutwest Airlines and Muse/Transtar Essay

1. Introduction – Know your and their source of power – Analyze By identifying yours and their sources of power. But in order to do this, you need to know what gives one negotiator more power than another. Where is the source of power from, focusing on BATNA and resources. 2. Knowing – exploring a Good BATNA Also known as Best Alternative to reaching a Negotiated Agreement.. An example of a scenario of using BATNA would be, do you need to negotiate at all or do you have other options or alternatives available for you? Question: If this deal cannot be reached, how can I still reach my aim? The less you need to reach, the more powerful you are because you have a good BATNA, because you have other choices than completing the negotiation in question. Example of scenario: When haggling over the price of an item, a vendor may be wiling to lower their price significantly because they know that the other vendors in the market all carry a similar item and roughly at a similar price. Very much the vendors interest is to strike a deal with you at that moment, while you are more than ready to walk away because you have numerous other chances to shop for the item. Therefore leading to, your BATNA, consequently your negotiating power, is improved the less you need to complete the negotiation and the more you can  create other options for reaching your aims. Flipside, the other party’s negotiating power decreases the more they need to make a deal with you because they have fewer options available to them. 3. Access & Mobilization of Resources This would be the second source of negotiating power stems for the ability to access and mobilize resources. Having resources does not equate with being more powerful. Why? Answer: 1.First in context, power is context specific. Example, when you have a bag of candy, and the other person doesn’t, you clearly have more power. Its not the same when both have a bag of candy, therefore context makes all the difference in the world whether a resource has value or not. 2. Actualization, power is non existent if its not possible to express or actualize it. In other words, owning all the materials to build a house might make me more powerful, but if I don’t have the skills or tools to build anything, then my power is reduced because I cannot reach my aim. Therefore power stemming from access to resources is only real power when resources can be mobilized. 4. Collect Information What is their BATNA, what resource is relevant to this particular negotiation and which one do they don’t have access to control? Can they mobilized the resources they possess? What are their restrictions and will they be able to overcome these restrictions? The answers to these types of question will be vital for the next step of formulating a full negotiating strategy. 5. Strategy Development Your goal is to protect your own interest while looking to reach a solution that also meets your interests. Somewhat ironically, as you help empower yourself to meet your interest and by helping them to meet theirs, you are co-empowering them. That is if both parties reach a deal that meets our common interest, then both would be more powerful through the process  because both got what they wanted from negotiations. This means protecting your interest, by increasing your power while accounting for the influence of theirs. This requires skillful use of both protective or defensive measures in order to deflect and re-channel their use of power into an agreement that is mutual benefit. Power Tactics There are a number of tactics to make your negotiating strategy happen: 1. Protect or reveal information at key points while being careful not to reveal anything that would compromise you. 2. Collect information from the other party – Keep it confidential or reveal it at certain key points if it will help advance your mutual interest. 3. Make reaching a deal with you an attractive option while improving your BATNA by developing other avenues to reach your goals. 4. Change the context in favor 5. Increase your resources- ensuring you can mobilize them. Decrease their resources from mobilizing them if they are being used in a manner that is detrimental to reach a mutual acceptable deal. 6. Leverage your resources for maximum effectiveness 7. Be firm and focus: Know your objectives and all available resources to it.

Mediation vs litigation Essay Example | Topics and Well Written Essays - 1250 words

Mediation vs litigation - Essay Example lawyers to facilitate the presentation of their evidences and often, the lawyers may handle the case in very adversarial and aggressive tones (Tiersma, 1999). As a consequence, the litigation becomes disadvantageous to both parties and those who are weak and those who have no financial capacity to sustain the litigation process fell out of the balance or loss the case (Tiersma, 1999). The court processes is very legalistic in ways. Its communication system is often complex and misunderstood. Clients, often non-lawyers, do not understand the language of the law and lawyers on the other hand, lawyers cannot comprehend well the people’s language who are not fluent on the standard language of the legal system. Many of their documents are lengthy, overwritten, repetitious, and the legal language has its own peculiarity and effects in whatever context (Tiersma, 1999). There is explicit use of the laments of legalism in thoughts and in its logical structure in its documents. It will doubly complicate when lawyers start to argue using Latin maxims (Tiersma, 1999). Legal luminaries argued that the courtroom language has certain structural complexity which could either be syntactic complexity, inter-sentence complexity, phrasal complexity, and lexical complexity (Tiersma, 1999). Syntactic complexity adds to difficulty in comprehension. Although there was a recommend ed use of plain language but when the judge provide information and guidelines about the trial and evidences and about the utilization of the framework of the law (Tiersma, 1999). Since jurors are not equipped with legal knowledge, they weigh such responsibility of determining the verdict but must do so, using their considerable power, without endangering the fairness of the trial (Tiersma, 1999). There is therefore a problem in the language intended for lay jury and the language used by legal luminaries. Hence, the discourse is ruled by grammar constructions, conventions, legal vocabularies and language

Movie review Essay Example | Topics and Well Written Essays - 500 words - 3

Movie review - Essay Example The archival footage and McNamara’s interview highlight the lessons learnt from the wars and provide insights into the international relations and security issues of America. When we saw the movie, we draw some very sound conclusions regarding McNamara’s body language. We see a man admitting his sheer blunders regarding the important political decisions whose repercussions ranged from Vietnam to Japan, causing thousands of deaths and saved the world from annihilation of nuclear war by sheer luck not because of intelligence information. The people would definitely agree that the crimes he committed are completely unforgiving and unforgettable. His decisions regarding life and death are themselves a depiction of painful humility for him as depicted in the documentary. Although McNamara admits that he has been terribly wrong with reference to Vietnam War and could have done more to redirect the decision of president’s office, but he does not say sorry although Morris tried to prompt him. This shows his stubborn and pride in himself. On one side, he seems to be regretful but on the other side; he is justifying the decisions which caused mammoth human loss. The movie comes up with eleven lessons learnt from the life of McNamara. But the one lesson seems to be very inappropriate i.e. in order to do something good, you may have to engage in evil. This statement comes up as the justification from McNamara for his horrendous decisions in the cruise missile conflict, Vietnam and Japan wars but history vehemently reveals that nothing good came out after engaging in the evil in case of McNamara. In the movie, many times it appears that Morris as director is trying to symbolize one life of McNamara to illustrate the other as an active and passive actor of the history where he has participated in the war as a witness and an actor too. Morris has tried to illustrate the

Debate between Augustine and an astrologer on the validity of Essay - 1

Debate between Augustine and an astrologer on the validity of astrology - Essay Example It was Augustine who gave the most prominent, compelling, and wide-ranging criticism of astrology during his period. He stated, in the Confessions, that earlier in his life he was fascinated by astrologers and astrology but after his acceptance of the Christian faith, he fervently condemned the astrology’s fatalism as ‘having the effect to persuade men not to worship any god at all’ (Ferrari 1977, 247). At the heart of other claims, Augustine recognized that valid astrological forecasts are attributable to the aid of demons and that although the stars influence earthly evolution, ‘it does not follow that the wills of men are subject to the configurations of the stars’ (Demetra 2001, 14). Augustine, in another book, talked about the dilemma of the Star of Bethlehem and argued that it was a ‘new star that shone because Christ was born and its purpose was to point the way for the Magi to find the Word of God’ (Demetra 2001, 14). In contrast, as a challenge to these arguments of Augustine, Manuel Komnenos’s dilemma in forming a dispute where in astrology was not viewed as sacrilegious relied upon the claim that the will of God was greater than the stars’ authority (Demetra 2001). Hence, in his justification of astrology, Manuel should defend that the stars do not possess a self-sufficient will that transcends the omnipotence of God, but that the evident supremacy that prevails over them to influence outcomes in the world, is in reality God using the stars to communicate signs to the world (Demetra 2001). This possibility is strengthened by another scholar. Regarding this, it is to be distinguished that immediately at the preface of second Enncod’s third tractate Plotinus puts forth the differentiation between the stars as embodying occurrences in the future, and the stars as revealing such occurrences (Scott 1995). Almost two decades after Confessions, when writing City of God’s fifth

The Daily Mail is considered by many to be problematic. What (if any) Essay - 2

The Daily Mail is considered by many to be problematic. What (if any) is the problem with the Daily Mail and why is it like this - Essay Example s, The Daily Mail has come to face a lot of criticism for publishing some stories that have ended up not being true or those that are controversial and this has led to a situation where it has come to be viewed as problematic in some circles. One of the reasons why The Daily Mail has come to be considered problematic is based on the belief that its highly conservative nature has led to a situation where it has been accused of promoting the worst in British society. This is especially the case where this newspaper has been accused of publishing articles that essentially promote racism as well as discrimination against immigrants. Such instances are seen through its bringing to the fore incidents that occur rarely and promoting them as the face of those that take place on a daily basis (Pilger, 1998). Among these is the highlighting of those rare cases where immigrants are provided with housing and allowances by the government at the taxpayers’ expense. The Daily Mail has been accused of using these rare cases as a means of promoting the belief within British society that the presence of immigrants is detrimental to it and that it has to be opposed at all costs. Furthermore, this paper’s opposition to immigra tion has created a situation where there has been an increase in hostility towards immigrants from society who have come to believe that these individuals are taking advantage of them to secure themselves economically. It is necessary to note that this newspaper rarely publishes the stories of those immigrants whose need is quite genuine and those who have come to Britain not out of choice but because of necessity considering such conditions as war in their home countries. It is through such one sided views that has led to The Daily Mail being considered not to be impartial in its reporting. The Daily Mail is a newspaper that has been mired in controversy in recent years as a result of publishing stories that have lacked credibility. This was the case when

Discussion 1 Coursework Example | Topics and Well Written Essays - 500 words

Discussion 1 - Coursework Example After listening to the Goralski dance suite, it has been analysed that each of the five dances are not only different from one another but are also similar at the same time. The Podhale region of Poland is known for its distinctive music and dances because which are based on couple dances varying from one village to another. All the five dances are based on different content and styles but carry similarities in terms of the two basic regional attributes which are based on the rocky foothills of the Tatra Mountains in southern Poland and the districts of Orawa and Spisz. The similarity in the five dances is based on the solo dance that each couple performs in the manner of a series of dances. The difference starts to appear when each male dancer starts to sing a different tune in a free style rhythm. This tune is then also played by the musicians for the couple to continue dancing in a rhythmtic manner. There is also a great difference between country and international dance. Traditional dance, being part of our local culture is always part of our daily lives and it bears great importance as well. Traditional dance represents and showcases various aspects of that country and defines it in a certain way. There are various forms and genres that exist in every culture. International dance on the other hand, mainly incorporates almost all types and kinds of dances from all over the world that includes traditional, non-traditional among others. Various contemporary American dances have emerged nowadays but they cannot be regarded as equivalent to the goralski set of dances. This is because the goralski set of dances are based on the folklore culture of Poland and based on traditional tunes and dance steps. The contemporary American dances are performed on new tunes which do not carry any cultural heritage of the American

Public Health and an Epidemic Essay Example | Topics and Well Written Essays - 1000 words

Public Health and an Epidemic - Essay Example You know that it is hurting you and your whole body system but you cannot see it. You want to confront it but you cannot find it. You want to eradicate it but you cannot touch and catch it. Those are your predicaments. You appear to be the loser to the adversary which you cannot even tell if it is there or no longer there. In the meantime, this very tiny creature which attempts to destroy your whole human faculties keeps on multiplying and multiplying by fighting its own host which is you in order to survive. At the other side of the coin, here you are also fighting for your health and life against a virtual unknown and an invisible folly. Yes, it is a fight to survive between you and this mysterious foe. Who survives is a question you cannot resolve, despite all the knowledge and information which you have stored in your brain which this opponent ironically does not have. Then, you turn to Charles Darwin who utters "survival of the fittest".3 You have to be the winner. You have to b e the fittest else the homo sapiens becomes an endangered species or consequently extinct. In this study, the publi... Then, you turn to Charles Darwin who utters "survival of the fittest".3 You have to be the winner. You have to be the fittest else the homo sapiens becomes an endangered species or consequently extinct. Owing to the premises laid down above, it is therefore imperative that once an epidemic becomes noticeable, researches must be made to identify and define the killer. In this study, the public health topic selected is Chlamydia, a sexually transmitted disease. While it is very well under control by the use and management of certain antibiotics, there has been reported resurgence in alarming proportions.4 In the United States of America in the year 2006, there were more than one million cases reported to the Centers for Disease Control and Prevention (CD), an agency under the Department of Health and Human Services and there is reliable information that the figures of unreported cases are substantial. Chlamydia is a very important selection because it bears to infertility and to inborn infections which are sometimes irreversible, including pre-mature deliveries. It means that it is a threat to life especially of the innocent babies. 5 It is also worth to note that there are opinions commenting that people with Chlamydia are likely to acquire AIDS. Variant characteristics of Chlamydia Chlamydia being a sex disease, it is perceived to be common to people who are still within the active sexual life range It does not matter what race or gender one belongs to be exposed to the disease. As far as concerning occupation, this epidemic will not care whatever profession the person has although the probability of infection should be naturally high to those who trade with sex (like prostitutes, entertainment and hospitality workers) and those prone to have such unconventional

Write ur own ending Essay Example | Topics and Well Written Essays - 1250 words

Write ur own ending - Essay Example Lucy and Susan were rather scared as the Lion was going astray and was losing conscious. All of a sudden, the sky went all dark, and strange dark clouds took over the entire mansion and soon, the entire scenery was found covered in darkness. Cold Chilly wind started blowing and suddenly, the trees started turning pale. Aslan, the Lion, was now feeling weak and stale, and soon after he started mumbling, ‘Water! I need some Water’. Poor Lucy and Susan were more confused than frightened, questions rambling inside their minds. ‘Susan, you`ve turned blue, what is happening to you?’ exclaimed Lucy. A tear drop fell from the eyes of frightened Susan, which instantly turned into ice. At this moment, Lucy realized that their bodies were losing temperature and they were suddenly turning into ice. Aslan, the Lion, was already lying on the floor, turning into ice slowly and gradually, as if his body is being trapped into a container made out of ice. Lucy and Susan ran up to Aslan, trying to wake him up. Lucy slowly rubbed the paws and face of Aslan, hoping he would be relieved. Though unconscious, Aslan slowly gathered the power to speak as he looked into the eyes of both Lucy and Susan, turn by turn, ‘Return to your land, the witch`s spell has gone stronger than ever’ he said with much wretchedness. ‘Soon, you`ll both turn into ice statues and would never be able to return’. †˜What? We can`t leave you here, if we abandon Narnia, no one will ever be able to rescue the statues ever’ said Susan. ‘And what about Edmund, we haven`t found him yet’ cried Lucy. ‘Aslan is right. Both of you must return to where you belong before it`s too late’ exclaimed Edmund, appearing from nowhere. Unlike the surroundings, and the condition in which Lucy and Susan were, freezing and dying of the chilly winds, Edmund was joyous and healthy, in fact he looked better than he had ever looked.