Make Ectoplasm Slime for Halloween

You can make this non-sticky, edible slime from two easy-to-find ingredients. It can be used as ectoplasm for Halloween costumes, haunted houses, and Halloween parties. Ectoplasm Slime Materials You only need two ingredients to make the basic slime, though you can add coloring to make the slime any combination of colors that you like or to make it glow in the dark. 1 teaspoon soluble fiber (e.g., Metamucil psyllium fiber)8 ounces (1 cup) waterFood coloring (optional)Glow paint or pigment (optional) Make Your Ectoplasm Pour the water and fiber into a large microwave-safe bowl.Microwave the ectoplasm on high power for 3 minutes.​Stir the ectoplasm. Return it to the microwave and heat it for another 3 minutes.Stir the ectoplasm and check its consistency. If you want drier ectoplasm, microwave the ectoplasm another minute or two. Continue checking the ectoplasm and microwaving it until you achieve the desired consistency.Add a drop of food coloring and/or some glow paint, if desired. Youll get an interesting effect if you incompletely mix the coloring into the ectoplasm, such as multicolored ectoplasm or ectoplasm slime with glowing streaks.Store the ectoplasm in a sealed baggie to prevent dehydration. The slime will last for a week or longer, as long as you keep it from drying out. Safety and Clean Up Made with fiber, water, and food coloring, the ectoplasm slime is safe enough to eat (but might not taste great). If you make the slime glow, check the product details to determine the safety of the slime. If will likely be non-toxic, but not edible. This slime is not sticky, so clean up should be as easy as wiping it off surfaces. If it gets onto clothing or carpets, use warm, soapy water. Bleach may be required to remove stains caused by food coloring,

Animal Farm Analysis - 1217 Words

Animal Farm is an allegory written by George Orwell that reflects the corrupt politicians during the time of the Russian Revolution through the use of animals. It satirizes their rhetoric, ability to manipulate others, and their insatiable lust for power. The allegory follows a group of farm animals who overthrow the rule of a tyrannical man only for him to be replaced by one of their own who turns out to be a more vicious ruler. Napoleon and the pigs are presented as the epitome of power-hungry individuals who mask their actions with the excuse of the betterment of the farm. The pigs throughout the novel use propaganda to create a revolution that eventually leads to their dictatorship and rule over the farm. Squealer through his†¦show more content†¦He effectively gains their total agreement by subtly suggesting that if the pigs aren’t well fed than they will be unable to protect the other animals, possibly leading to the return of the hated Mr. Jones. When once aga in the pigs violate one the seven commandments of not sleeping in beds the other animals realise and were confused but Squealer once again expertly justifies this by claiming â€Å"a bed merely means a place to sleep in† the rule was against sheets and the pigs had removed the sheets before sleeping. The animals once again were too naà ¯ve enough to realise that they were being taken advantage of because of the way Squealer manipulated his words and so the animals could not speak out against it as it would be like speaking out against Old Majors teachings. Squealer twists and turns around his words to suit his own benefit in order to justify the reasoning of the pigs. The pigs aim to instil fear and terror into the animals in an attempt to silence their questions and force their compliance. The pigs take advantage of the animal’s fear of Jones returning as a tool to justify their own wrong actions. Whenever they sense that the animals were slacking and were complaining the constant phrase â€Å"surely, comrades, you do not want Jones back?† is used to control the animals. For whenever they were presented with the possibility of Jones returning they would accept the idea as they would do anything to keep the tyranny of Jones returning. Napoleon alsoShow MoreRelatedLiterary Analysis : Animal Farm1050 Words   |  5 PagesLiterary Analysis Mollie In Animal Farm there are many controversial figures who also have interesting connections to the Russian revolution. Mollie is among these controversial members of the mythical animal run society. She has connections to the rich prissy people in Russia that when the revolution took place who immediately looked for an easy way out as soon as they had to do work to earn their due. In Orwell’s Animal Farm Mollie is vain, selfish, and did not care about the revolution leavingRead MoreAnalysis of Main Character in Animal Farm1025 Words   |  5 PagesAnalysis of Major Characters Napoleon From the very beginning of the novella, Napoleon emerges as an utterly corrupt opportunist. Though always present at the early meetings of the new state, Napoleon never makes a single contribution to the revolution—not to the formulation of its ideology, not to the bloody struggle that it necessitates, not to the new society’s initial attempts to establish itself. He never shows interest in the strength of Animal Farm itself, only in the strength of hisRead MoreLiterary Analysis Of Animal Farm By George Orwell1310 Words   |  6 PagesLiterary Analysis of Animal Farm Although they claimed the farm to be a utopia, the pigs secretly were deceiving their fellow animals and turning the farm into a dystopia. In George Orwell s Animal Farm all of the animals are mistreated by Farmer Jones, but they wish to be treated as equals and live in a utopia so they rebel and take over the farm. The animals first write commandments to avoid chaos, but the leader pigs selfishly modify the commandments in their favor. In the end, the farm is worseRead MoreLiterary Analysis Of Animal Farm By George Orwell1405 Words   |  6 PagesLiterary analysis of Animal Farm The rebellion was to escape from people and their cruel ways, but can they escape the death-grip of their own kind? The animals of animal farms are mistreated and have no rights. Mr and Mrs. Jones were the owners of Manor Farm, the human oppressors, and authoritarians of the animals. The animals rebel against the Jones and take over the farm. They create a utopian society for themselves, but the utopia quickly turns into a dystopia when the pigs take control ofRead MoreLiterary Analysis Of Animal Farm By George Orwell1460 Words   |  6 PagesLiterary Analysis of Animal Farm A quote from Wayne Dyer, a late American author and motivational speaker, says that â€Å"[f]reedom means you are unobstructed in living your life as you choose. Anything less is a form of slavery.† This promotes the idea that ultimate freedom to control one’s life is the only way to live. One way to achieve this freedom, if not given, is to stage a revolution against authority. In Animal Farm, a novel by George Orwell, parallels are drawn between his characters and theRead MoreAnalysis Of Animal Farm By George Orwell934 Words   |  4 PagesFiction Essay Period 7 17 Sept. 2014 Analyzing Animal Farm In Animal Farm, the author portrays the evil and backstabbing leaders and the oppressed victims themselves. There are many tales of traitorous deceit in the novel. The windmill was a treacherous plan from the start. All crafted by the manipulative brains of the pigs. And it wasn’t too hard to trick the gullible and loyal workforce either. When the ruler Napoleon starts trading with the neighboring farms the situation went all downhill. Blood isRead MoreAnalysis Of Animal Farm By George Oswell1094 Words   |  5 PagesAnimal Farm is a story written by George Oswell and is an amusing but heartbreaking mockery on the dominance of Soviet communism and the Russian revolution in the form of a fairy tale featuring animals who can talk, walk and live amongst each other trying to survive day to day struggles of life on the farm in which the animals live. The setting of the story takes place in England in a field where the close knit group of animal’s rebel against their owner M r. Jones and forge an extraordinary attackRead MoreA Brave New World And Animal Farm Analysis751 Words   |  4 Pagesof explicit principles governing conduct within a particular activity† Sometimes these rules need to be bent for growth to occur. A Brave New World, by Aldous Huxley, and Animal Farm ,by George Orwell, provide a clear explanation of when it is benefitting to take a stand against the rules. In the novel Animal Farm, the animals revolt against Mr. Jones, the farmer, and then end up under the rule of a tyrant pig named Napoleon. In A Brave New World, A revolutionary process allows for the creation ofRead MoreAnalysis of George Orwell ´s Animal Farm1077 Words   |  5 Pages‘Animal Farm’ is considered as one of George Orwell’s most popular and enduring works. Utilizing the form of the animal fable the short novel chronicles the story of a group of barnyard animals that revolt against their human masters in an attempt to create an Utopian sta te. Orwell satires the rise and decline of socialism in the Soviet Union and the emergence of the totalitarian regime of Joseph Stalin. The key members of the Russian revolution are parodied as farmyard animals: Trotsky as snowballRead MoreAnalysis Of George Orwell s Animal Farm 969 Words   |  4 PagesDownfall of Animalism in George Orwell’s Animal farm The innovative dream of Animalism was not only to have a farm successfully run by animals, but to maintain a high level of living while still following certain rules to make all animals equal. In the novel Animal Farm by George Orwell, the farm run solely by animals fails due to Napoleon’s unwillingness to follow the rules of Animalism that he himself created. The original goal of Animalism was for all animals to be successful by simply following a

Crisis 439 Essay Research Paper Vandals take free essay sample

Crisis 439 Essay, Research Paper Vandals take control of Carthage, North Africa? debatable as used to feed population of Rome? trial, could Aetius halt atomization or merely decelerate it down, 441, East and West force ready to travel, Huns alteration place and stops epeidtion. 440 ideal of Hunnic power? Attila and Belda centralization and development? now non merely helping Romans but launch invasions across the Danube. ? Consequence: Vandals given richest states in Roman Empire, Aetius statute law shows marks of financia crisis. Direct Hunnic menace non as of import a job of when they left? neer came close to get the better ofing either half of the Empire out right. Atilla? s decease 453 civil war, groups subject to Huns confirm their independency, by late 460s leftovers of Attila? s Huns seeking refuge in Eastern Empire, prostration Hunnoic power bought concluding crisis for the Roman Empire in Western Europe. Hunnic military power could no longer be used to implement a cover policy of military containment towards immigrants already established in Western Europe. ? Could the Romans face actioning the Huns, or afford them NOT USED after Aetius decease? alterations basicss of the political game. Players of old century still exist: eastern Empire, Roman Armies, senators: after 450 add major independent Barbarian group, clairvoyance. Peasants and Burgundians and Vandals? Huns used antecedently to incorporate these groups and urb their political influence? with Hunnic power gone merely pick was to include some or all of them in western Empire? s organic structure politic? station 454. Government of Avitus? gets endorsing from Goths foremost? governments no longer independent of immigrant groups, direct consequence of the Huns disappearance. ? Immigrant groups want some sort of oay back? engagement in authorities and the imperium, Burgundian Kings take Roman rubrics Attraction of the imperium to Barbarian leaders? military might an overall wealth? wagess given to new Alliess after 454, money or land the footing of power, shrunk an already decreasing base? Gaul, Spain and Britain off from Imperial control. Too many groups quibbling over shriveling fiscal base? ever plenty groups in he cold, afer division of spoils, to undermine predominating political config, more and more gifts with each leader? concentration on internal dealingss leads to less resources for the defense mechanism from other, progressively independent and organised folks? Franks in the North for illustration. Two most successful swayers Majorian 457? 62a and Anthemius 467? 72 realised either need to cut down figure of political participants or increase cardinal resources, therefore we see doing reconquest Vandal Africa major precedence, wealth from richest lands and decrease if the figure of participants. Victory would hold extended life of the Empire, support from Gallic nobilities, # 8211 ; thought of imperium grew meaningless as figure of groups grew, Franks more powerful, and resources declined. ? 460s and 470s each group gaining that Empire no longer value deserving contending for? Roman province in Western Europe now an mistiming. Euric Visigoth launches series of wars on Spain as see no opportunity Western Empire recovering land 475? Gallo-Romans transportation allegience toi Euric at same clip? 474 Eastern Empire gives up on the West by subscribing peace with Vandals. THREE MAIN POINTS OF HEATHER? S ARGUMENTS 376 and 405-8 points of individual crisis, outgrowth Hunnic power peripheries of Europe, integrity and coherency to 35 old ages of instability along frontiers. 65 year to Romulus Augustlus subvert? slow working-out political effects of invasions, loss district, los of gross, loss of power, landholders see whose truly in charge Attila? s glorification no more than a sideshow in the western prostration, other major consequence is disappearing of aid in 453? West bereft of military aid. Sacred Rhetoric internal, soial, psychological factors explicating imperial prostration, balance of power broking by progressive debilitation of Roman frntier power Not monocausal? were internal jobs? if sufficiently big and affluent population would hold fended off Hunnic jobs? visual aspect barbaric groups within imperium opened up preexistent mistake between imperial Centre and Roman and-owning elite? arrival Barbarian powers undermines Centre? s ability to honor and restrain loyalt. ? local landholders feud new ways to vouch elect position.

Ritual into a drama Essay Example For Students

Ritual into a drama Essay Might we find answer to the question from rituals that are still present? Might there be a piece of theatre that has turned into a ritual as time passed by? Perhaps marriage, ritual that is still performed widely and in various ways in all different religions. It may have been just a piece of performance of two people joining and making a family, but by the time it has become more important and it has been developed into a ritual and simultaneously gained its religious context? The slaughter of twelve bigs and a bull during carnival, in Venice became ritualized into an elaborate allegory of justice and domination. In this case performance gained more contexts and became a ritual just like the example about the marriage. It seems that in ritual the content is more serious and meaningful than in theatre, although theatre can be religious, glorify someone or something, or educate. If we would rely on written evidence, where should we start looking for a beginning of the modern western drama, as we know it now? The ancient Egyptians had performances that might be called drama or ritual depending on the viewpoint. Why, well if one would look a people having a Holy Communion in the Church of England wouldnt that be a ritual? But if you imagine you wouldnt know anything about Christianity and you saw the Holy Communion served would that look like a piece of performance to you? But as we know by the knowledge achieved from the hieroglyphics that they had a religious context in the rituals they performed, that is why I think they didnt perform theatre but ritual. And the ritual was performed annually on the first day of spring, which indicates towards ritual as well. Why didnt Egyptians develop their ritual into a drama? What didnt the Egyptians do that Greeks did so that they are considered the first who performed theatre, as it is known in Europe nowadays? As we look at the civilisation in Egypt we notice that it stayed about the same for 3,000years not changing much. That suggests that their civilisation resisted change and that was the reason why they didnt develop theatre into a similar way as the Greeks did. Finally I would like to do what Oscar G. Brockett suggests that we do in order to find the beginnings of theatre, imagine time before theatrical elements were discovered. That would take us back as far as before The Ice age about 30,000 years ago. Man hunted mastodons and climate was generally cooler than it is now. What such man would do to invent rituals or theatre? I assume that people as social beings had by that time discovered that it is beneficial to group up so that you could specialise yourself to certain task. Now there for certain were people who were hunters and the ones who gathered food from the ground, but were there poets? Dramatists? Probably not. So what might have ignited such behaviour? Could it have been the fact that spoken language was still yet to be discovered? Theatre or mime was needed in order to communicate.  Ã‚  Perhaps at wintertime, what probably was bit similar that I have experienced in Finland, people got bored and told stories of past summers hunting trips to each other and made them more vivid by acting the movements and creating some costumes to imitate the game. Or was there a medicine man that acted out rituals as he tried to order the bad spirits to leave the sick person? Perhaps the spoken language was invented, what kind of occasions might they have had to create theatre or ritual? It is well known that many of the ritual takes place in spring for example the Mephite Drama performed by Egyptians in 4000BC. Spring was time of celebration for anyone who has spent time in a cold snowy environment for a whole winter. The winter season was probably the worst hunting season, what made living bit uncertain, but as spring came there was food to gather and people could get hunting again. That certainly would be occasion worth celebrating, perhaps that celebration became a ritual that glorified spring and the spirits that took the cold relatively dangerous winter away. .u8563fc6c7b7f8e5f483b70bafb613d3e , .u8563fc6c7b7f8e5f483b70bafb613d3e .postImageUrl , .u8563fc6c7b7f8e5f483b70bafb613d3e .centered-text-area { min-height: 80px; position: relative; } .u8563fc6c7b7f8e5f483b70bafb613d3e , .u8563fc6c7b7f8e5f483b70bafb613d3e:hover , .u8563fc6c7b7f8e5f483b70bafb613d3e:visited , .u8563fc6c7b7f8e5f483b70bafb613d3e:active { border:0!important; } .u8563fc6c7b7f8e5f483b70bafb613d3e .clearfix:after { content: ""; display: table; clear: both; } .u8563fc6c7b7f8e5f483b70bafb613d3e { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u8563fc6c7b7f8e5f483b70bafb613d3e:active , .u8563fc6c7b7f8e5f483b70bafb613d3e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u8563fc6c7b7f8e5f483b70bafb613d3e .centered-text-area { width: 100%; position: relative ; } .u8563fc6c7b7f8e5f483b70bafb613d3e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u8563fc6c7b7f8e5f483b70bafb613d3e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u8563fc6c7b7f8e5f483b70bafb613d3e .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u8563fc6c7b7f8e5f483b70bafb613d3e:hover .ctaButton { background-color: #34495E!important; } .u8563fc6c7b7f8e5f483b70bafb613d3e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u8563fc6c7b7f8e5f483b70bafb613d3e .u8563fc6c7b7f8e5f483b70bafb613d3e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u8563fc6c7b7f8e5f483b70bafb613d3e:after { content: ""; display: block; clear: both; } READ: How does Shakespeare make the audience feel about Juliet and her parent in Act 3 Scene 5 EssayOne way or the other I think that theatre and ritual are so closely connected that they have had influence on each other somehow as they have developed. Whether ritual was the origin that theatre grew apart from one can only speculate, play with the idea, agree with Frazer and his colleague anthropologists or take a imaginary journey to the past time before time and see what you might find?

Hamlets Self-Discovery free essay sample

The Search for Personal Identity in Hamlet In Shakespeare’s Hamlet, Hamlet unsuccessfully engages on a search for his personal identity, which in turn contributes to the theme of ambiguity. Hamlet struggles to unearth an identity separate from that of his deceased father. King Hamlet’s request to his son to avenge his murder forces Hamlet to try and assume his father’s identity: â€Å"If thou didst ever thy dear father love – / O God! / Revenge his foul and most unnatural murder† (1. 5. 57). King Hamlet manipulated Hamlet by charging him to prove his love for him, making the request especially hard to deny. Hamlet was being called to divert from his idle and overly pensive behavior, to become a man of action, and to make his father’s enemies his own; instead of forging his own path, Hamlet now had to intertwine his own identity with that of his father. After realizing what he has agreed to, Hamlet spends most of the play struggling with the decision to either fulfill his father’s wishes or take his own path: â€Å"Haste me to know’t, that I, with wings as swift / As meditation or the thoughts of love, / May sweep to my revenge† (1. We will write a custom essay sample on Hamlets Self-Discovery or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page . 57-59). Hamlet’s search for his own identity eventually proved to be in vain, and he succumbs to his father’s wishes. Each time Hamlet encounters someone who is thoroughly impassioned about whatever it was they are doing, Hamlet denounces his own behavior and declares that he will spur himself to action like them: â€Å"How all occasions do inform against me, /And spur my dull revenge! / †¦ Why yet I live to say This things to do; / Sith I have cause and will and strength and means / To dot. Examples gross as earth exhort me: / †¦O, from this time forth, / My thoughts be bloody, or be nothing worth! † (4. 4. 203). Fortinbras’ willingness to send thousands of men to their death for an insignificant portion of land made Hamlet condemn his inability to act swiftly even though he has the ability and the motive. This, along with witnessing the actor’s expression of pain for a fictional character in (2. 2. ), brought him closer to fulfilling his father’s wish. In the final act of Hamlet, Hamlet finally killed Claudius in front of the court: â€Å"The point envenomed too! Then, venom, to thy / work. Hurts the King. / Treason, treason! / O , yet defend me , friends! I am but hurt† (5. 2. 281). It is at this point that Hamlet has finally given in to his father’s wish and avenged his death. Hamlet spent his last moments taking on the personality of his father, and was never able to fully embrace who he actually was. Hamlet constantly questions anything he hears and analyzes all possible consequences before making any decision; both are characteristics that clearly conform to the theme of ambiguity. Before taking any action against Claudius, Hamlet felt it necessary to verify Claudius’s guilt first instead of simply trusting the ghost of King Hamlet: â€Å"I’ll have these players / Play something like the murder of my father / Before mine uncle: I’ll observe his looks; / I’ll tent him to the quick: if he but blench / I know my course. The spirit that I have seen / May be the devil†¦Ã¢â‚¬  (2. 2. 119). Hamlet is not the only one who questions one’s ability to be completely sure of anything, but his personal conflicts served as the foremost example of it.

Viking History - Guide to the Ancient Norse

Viking History - Guide to the Ancient Norse Viking history traditionally begins in northern Europe with the first Scandinavian raid on England, in AD 793, and ends with the death of Harald Hardrada in 1066, in a failed attempt to attain the English throne. During those 250 years, the political and religious structure of northern Europe was changed irrevocably. Some of that change can be directly attributed to the actions of the Vikings, and/or the response to Viking imperialism, and some of it cannot. Viking Age Beginnings Beginning in the 8th century AD, the Vikings began expanding out of Scandinavia, first as raids and then as imperialistic settlements into a wide swath of places from Russia to the North American continent. The reasons for the Viking expansion outside of Scandinavia are debated among scholars. Reasons suggested include population pressure, political pressure, and personal enrichment. The Vikings could never have begun raiding or indeed settling beyond Scandinavia if they had not developed highly effective boat building and navigation skills; skills that were in evidence by the 4th century AD. At the time of the expansion, the Scandinavian countries were each experiencing a centralization of power, with fierce competition. Settling Down Fifty years after the first raids on the monastery at Lindisfarne, England, the Scandinavians ominously shifted their tactics: they began to spend the winters at various locations. In Ireland, the ships themselves became part of the over-wintering, when the Norse built an earthen bank on the landward side of their docked ships. These types of sites, called longphorts, are found prominently on the Irish coasts and inland rivers. Viking Economics The Viking economic pattern was a combination of pastoralism, long-distance trade, and piracy. The type of pastoralism used by the Vikings was called landnm, and although it was a successful strategy in the Faroe Islands, it failed miserably in Greenland and Ireland, where the thin soils and climate change led to desperate circumstances. The Viking trade system, supplemented by piracy, on the other hand, was extremely successful. While conducting raids on various peoples throughout Europe and western Asia, the Vikings obtained untold amounts of silver ingots, personal items, and ​other booty, and buried them in hoards. Legitimate trade in items such as cod, coins, ceramics, glass, walrus ivory, polar bear skins and, of course, slaves were conducted by the Vikings as early as the mid 9th century, in what must have been uneasy relationships between the Abbasid dynasty in Persia, and Charlemagnes empire in Europe. Westward with the Viking Age The Vikings arrived in Iceland in 873, and in Greenland in 985. In both cases, the importation of the landnam style of pastoralism led to dismal failure. In addition to a sharp decline in sea temperature, which led to deeper winters, the Norse found themselves in direct competition with the people they called the Skraelings, who we now understand are the ancestors of the Inuits of North America. Forays westward from Greenland were undertaken in the very last years of the tenth century AD, and Leif Erickson finally made landfall on the Canadian shores in 1000 AD, at a site called Lanse Aux Meadows. The settlement there was doomed to failure, however.

Network Analysis Research Paper Example | Topics and Well Written Essays - 1750 words

Network Analysis - Research Paper Example A machine consumes a power of 10 kW and a reactive power of 4 kvar at a current of (6 + j4)A. Determine the applied voltage, expressing your answer in complex form. Solution: Here as given, Average Power, P = 10 kW, Reactive Power, Q = 4 kvar, Current I = (6+j4) A Let S be the Apparent Power then we know that, Apparent Power S = Re{VI*} - Im{VI*} S = P - jQ, substituting the values of P & Q S = 10 10 ³ - j4 10 ³ S = (10 –j4) 10 ³ †¦. Eq. Since S = VI*... Eq. 2(2) Where V is the applied voltage and I* is the conjugate of I. As we know that if z = a + jb is a complex number then z* = a – jb Therefore, I* = 6 - j4 Now equating Eq. 1(2) & 2(2) and substituting the value of I* we have, V (6 - j4) = (10 – j4) 10 ³ V = (10 – j4) 10 ³/ (6 - j4) After rationalizing, V = (6 + j4)(10 – j4) 10 ³/ (6 ² + 4 ²) V = (76 + j16) 10 ³/ 52 V = (1.46 + j0.30) 10 ³ Network 5 Hence, V = 1.46 10 + j300 †¦. Eq. 3(2)Which is the applied voltage expressed in complex form. Solution: 3(a) Let is the applied voltage & be the resulting current through the given circuit then for complex impedance circuit is given as, = Expj †¦. Eq. 1(a3) Where . Let be the phase difference between voltage and current than current = Expj( + †¦. Eq. 2(a3) Since impedance in time domain is defined as, = †¦. Eq. 3(a3) From equations 1(a) & 2(a) we have, = as R=1 (given) = Or in polar form, †¦. Eq. 4(a3) Multiplying by 1 /to yield effective value we have, Z= or Z= 0.707†¦. Eq. 5(a3) Equation 5(a). is the required impedance in polar form. admittance is the reciprocal of impedance so, if Y is admittance then Y = 1/Z†¦. Eq.1(b3)... admittance Y=1/Z, or, Yeq=1/Zeq 1/Zeq=Yeq From Eq. 1(b1) Hence, Yeq=1/R+j(C -1/L) . Eq. 2(b1) Equation 2(b) gives the expression of admittance for RLC parallel circuit impedance. Network 4 2. A machine consumes a power of 10 kW and a reactive power of 4 kvar at a current of (6 + j4)A. Determine the applied voltage, expressing your answer in complex form. Solution: Here as given, Average Power, P = 10 kW, Reactive Power, Q = 4 kvar, Current I = (6+j4) A Let S be the Apparent Power then we know that, Apparent Power S = Re{VI*} - Im{VI*} S = P - jQ, substituting the values of P & Q S = 1010 - j410 S = (10 -j4) 10 . Eq. 1(2) Since S = VI* . Eq. 2(2) Where V is the applied voltage and I* is the conjugate of I. As we know that if z = a + jb is a complex number then z* = a - jb Therefore, I* = 6 - j4 Now equating Eq. 1(2) & 2(2) and substituting the value of I* we have, V (6 - j4) = (10 - j4) 10 V = (10 - j4) 10/ (6 - j4) After rationalizing, V = (6 + j4)(10 - j4) 10/ (6 + 4) V = (76 + j16) 10/ 52 V = (1.46 + j0.30) 10 Network 5 Hence, V = 1.4610 + j300 . Eq. 3(2) Which is the applied voltage expressed in complex form. Solution: 3(a) Let is the applied voltage & be the resulting current through the given circuit then for complex impedance circuit is given as, = Expj . Eq. 1(a3) Where. Let be the phase difference between voltage and current then

See upload Assignment Example | Topics and Well Written Essays - 500 words

See upload - Assignment Example Tax returns, copies thereof, or other records may be sufficient to establish the use of the method of accounting used in the preparation of the taxpayers income tax returns (i)  Cash receipts and disbursements method.  Generally, under the cash receipts and disbursements method in the computation of taxable income, all items which constitute gross income (whether in the form of cash, property, or services) are to be included for the taxable year in which actually or constructively received. Expenditures are to be deducted for the taxable year in which actually made. For rules relating to constructive receipt, see  §1.451-2. For treatment of an expenditure attributable to more than one taxable year, see section 461(a) and paragraph (a)(1) of  §1.461-1. (ii)  Accrual method.  (A) Generally, under an accrual method, income is to be included for the taxable year when all the events have occurred that fix the right to receive the income and the amount of the income can be determined with reasonable accuracy. Except as provided in section 5.02(2) of this revenue procedure for certain short taxable years, this revenue procedure does not permit deferral to a taxable year later than the next succeeding taxable year The court, distinguishing from the holding in Schlude v. Commissioner, held that accrual method taxpayers are not required to include prepayments in gross income when there is certainty as to when performance would occur. Verdict: the Court held that, under the accrual method, taxpayers must include as income in a particular year advance payments by way of cash, negotiable notes, and contract installments falling due but remaining unpaid during that year. Verdict: It was held that the Commissioner of Internal Revenue did not abuse his discretion in determining that the prepaid dues were taxable as income in the year in which they were actually received and in rejecting

Project 3 Assignment Example | Topics and Well Written Essays - 500 words

Project 3 - Assignment Example Make this personal (as opposed to simply providing a book answer). Will you experience the consequence(s) of this behavior anytime soon, or do you not truly see this as a threat to your well-being in the next 5 years? 2. Using your knowledge of nutrition, list 3 advantages of the target behavior you selected. Again, please don’t just provide a book answer. What might changing this behavior provide to you today as opposed to 10 years from now? Is that worth the perceived â€Å"sacrifice† of changing whatever it is you’re currently doing? Why or why not? 7. Start to recognize any successes you have had in practicing this behavior, no matter how small. Look over the records you kept and/or assessments you completed. When were you successful in following the desired behavior even a little? Why do you think you were successful? 9. Increasing your knowledge of the advantages of practicing this behavior and/or the disadvantages of failing to do so can help motivate you for change. Using what you have learned in class so far, and/or other resources as needed, write a paragraph describing how you will benefit from making your target behavior a part of your lifestyle. If you need help finding a resource to help you, contact your instructor. 4. What are some of the obstacles that you have encountered that make it difficult to consistently practice this behavior? (Common obstacles are stress, lack of time, travel, and boredom.) List each of the obstacles you encounter (or anticipate encountering) and write one or more potential solutions to keep this obstacle from getting in your way of achieving your

Typologies Of Tourist Behaviour Tourism Essay

Typologies Of Tourist Behaviour Tourism Essay It is important to have knowledge of peoples travel motivations and its association with destination selection plays a critical role in predicting future travel patterns. Tourist motivation can be defined as the global integrating network of biological and cultural forces which gives value and direction to travel choices, behaviour and experience. (Pearce, Morrison Rutledge, 1998) Some of the motives which determines a tourists travel choices are recreation, pleasure, new experiences, cultural interest, shopping. The adjectives and categorizations of tourists based upon motivations may differ in number, but recurrent themes emerge. For example the need to escape from everyday surroundings for the purpose of relaxation, and discovering new things, places and people are often alluded to. Many have viewed motivation as a major determinant of the tourists behaviour. Theories of motivation is the concept of needs and they are seen as the forces that arouses motivated behaviour and in order to understand human motivation, it is necessary to discover what needs people have and how they can be fulfilled and Maslows hierarchy of needs theory is the best known motivation theories. The push and pull concept is another line of travel motivation, while Plogs allocentrism/psychocentrism model will help explain phenomenal rise and fall of travel destinations. Cohen (1972) in his early studies, draws attention to the fact that all tourists are seeking some element of novelty and strangeness while, at the same time, most also need to retain something familiar. How tourists combine the demands for novelty with familiarity can in turn be used to derive a typology. According to Johns Gyimothy (2002) Cohen distinguished tourist using sociological principles into organised mass tourist, individual mass tourists, explorer and drifter. In this essay, we shall discuss different authors approach for travel motivation and typologies of tourists behaviour and shall critically review and compare these theories and typologies. Travel Motivation According to Crompton (1979), as cited in Bello Etzel (1985), the need for relaxation, exploration, social interaction and enhancement of kinship relationships act as dominant push motives in the vacation decision. Reversely, pull motives are aroused by the destination and include factors like scenic attractions, historical sites. Push factors are thought to establish the desire for travel and pull factors are thought to explain actual destination choice. Seaton (1997) suggests that the push factors include avoidance of work, cultural/social pressures at home. The pull factors include seeking leisure /play, freedom and escape. According to Maslow, there are five needs forming a hierarchy, progressing from the lower to the higher needs. Maslow argued that if the lower needs [physiological {hunger, thirst, rest}, safety {security}, belonging and love {affection, giving and receiving love}] are fulfilled the individual would be motivated by needs of the next level of the hierarchy [esteem {self-esteem and esteem for others}, self-actualisation {personal self-fulfilment}]. Cooper et al (2005) criticises Maslows theory saying that why and how Maslow selected the basic five needs remain unclear, although Page (2003) feels that it has relevance in understanding how human action is understandable and predictable compared to research which argues that human behaviour is essentially irrational and unpredictable. Cooper et al (2005) also questions the arrangement of the needs. Though Cooper et al (2005) criticises much about Maslows theory, he feels that tourism industry has borrowed a lot from Maslow because he provides a convenient set of containers that can be relatively labelled. Hudman (1980) as cited in Davidson and Maitland (1997) argue that Maslows (1943) hierarchy of needs provides a useful framework for understanding psychological motivational factors in tourism. Thus, for example, although the apparent purpose of a trip may be to visit friends and relatives, the underlying psychological motivation may be a need for belonging and the desire to reunite and reinforce family links. Iso-Ahola (1982) says that tourists will switch roles while on holiday, and that over time different needs will arise. Single motivation may not always act as the determining factor for travel. If within the holiday, the initial needs are satisfied, other motivations might emerge. Indeed, it is congruent with Maslows theories of needs to argue that if initially  there is a primary need for relaxation while on a holiday, the satisfaction of that need will create awareness of other needs such as exploration of place as a means of acquiring a sense of belonging or to enable processes of self-actualisation to take place. Beard and Ragheb (1983) stated four motivational needs as derived from the work of Maslow (1970).These are intellectual component which assesses the extent to which individuals are motivated to engage in leisure activities which involve activities such as learning, exploring, discovering, thought or imagining; the social component which assesses the extent to which individuals engage in leisure activities for social reasons. This component includes two basic needs the need for friendship and interpersonal relationships, while the second is the need for the esteem of others; the competence-mastery component which assesses the extent to which individuals engage in leisure activities in order to achieve, master, challenge and compete. The activities are usually physical in nature; the stimulus-avoidance component of leisure motivation which assesses the drive to escape and get away from over-stimulating life situations. It is the need for some individuals to avoid social contacts, to seek solitude and calm conditions; and for others it is to seek to rest and to unwind themselves. These four motivations form the foundation of their Leisure Motivation Scale which has been replicated in other studies, for example by Sefton and Burton (1987) and Loundsbury and Franz (1990).The original Ragheb and Beard Scale contained high-loaded items such as to use my physical skills and to develop physical skills and abilities. In the scale these are associated with competition and keeping fit. According to Ryan (1997) competency and mastery can also be demonstrated in other ways, including intellectual pursuits. Macintosh(1978) also identified four basic groups of motivations, which owe something to Maslows ideas: physical motivators(health, tension reduction); cultural motivators(art, religions); interpersonal motivators(visit with or to friends and relatives); status or prestige motivators(esteem, personal development). Hudman and Hawkins (1989) listed 10 main ones: health, curiosity, sport (participation), sport (watching), pleasure   believe destinations with a combination of natural resources( such as beaches, mountains, forests, rivers) and man-made facilities (ski-lifts, swimming pools, hiking paths), attract visitors whose principal holiday purpose is physical activity in any form, from simple walking or fishing to bungee-jumping, or even physical inactivity, such as sunbathing and relaxation], visual flight rules, professional and business, self-esteem, and religion. Schmoll (1977) grouped motivations into six combinations: educational and cultural (according to Davidson and Maitland (1997) general sightseeing-appreciating the natural and built environment, particularly when the latter is of historic interest-may be the motivating factor. It is certainly the been there-done that factor which is popular with many overseas visitors who undertake the London-Oxford-Stratford-Chester Lake District-Edinburgh-York-London circuit at the pace which astounds many of the British themselves); relaxation, adventure and pleasure; health and recreation; ethnic and family; social and competitive (including status and prestige). Iso- Aholas theory asserts that personal escape, personal seeking, interpersonal escape and interpersonal seeking motivate tourism. According to Snepenger et al (2006), personal escape meant to overcome bad mood, to have a change in pace from everyday life; interpersonal escape meant to get away from stressful environment, to avoid interaction with others; personal seeking meant to tell others about my experience, to feel good about myself; interpersonal seeking meant to be with people of similar interests, to meet new people. Dann (1981) has identified seven elements of tourist motivations: travel as a response to what is lacking yet desired; destination pull in response to motivational push; motivation as fantasy (engage in behaviour and activities that are culturally unacceptable in their home environment like prostitution and gambling); motivation as classified purpose(VFRs); motivational typologies; motivation and tourist experiences; motivation as auto-definition and meaning (the way in which tourist define their situations and respond to them). P.Pearce (1988) lists five travel motivations which he calls travel career ladder where tourists develop varying motivations of relaxation, stimulation, relationship, self-esteem and development, fulfillment. Page and Connell (2003) feels that it is in essence that tourist motivation is an ever changing process and we move up the ladder as we progress through the various life-cycle changes. In Pearces model, the motivations listed can be divided into two categories. The needs may be self-centered or directed at others. Thus, for example, relaxation may be a solo exercise where the holiday-maker seeks a quiet restful time alone for bodily reconstitution, or it can be relaxation in the company of others, springing from the need for external excitement and desire for novelty. Stimulation can be self-directed which springs from the concern for own safety, or it can be directed toward others arising out of the concern for others safety. Relationship can be self-directed which means giving love and affection and maintaining relationships, or it can be directed at others which means receiving affection, to be with group membership. Self-esteem and development maybe self-directed like development of skills, special interests, competence and mastery, or it may be directed at others like prestige, glamour of traveling. Fulfillment is totally self-directed as it fulfils individual dreams, understands oneself more and experience inner peace and harmony. There are some criticisms against Pearces travel motivations by Seaton (1997). For example, Pearce argues that stimulation may be understood along a dimension of risk and safety of self or others. However, it might be argued that there is a real and distinctive difference between these two motivations. To actualize a concern about the safety of others might mean placing oneself at physical  risk  in an attempt to help those who are in danger. The willingness to do this, it can be argued, is a characteristic of those who are certain in their own psychological maturity. Pearce Lee (2005) opines that in the Travel Career Ladder framework, the term career suggests that many people systematically move through a series of stage or have predictable travel motivational patterns. Some may predominantly ascend the TCL whereas others may remain at a particular level, depending upon contingency and other limitations like health and financial considerations. Typologies of Tourist Behaviour Cohen (1972), in his early studies, draws attention to the fact that all tourists are seeking some element of novelty and strangeness while, at the same time, most also need to retain something familiar. How tourists combine the demands for novelty with familiarity can in turn be used to derive a typology. Cohen (1972) the sociologist, identified four types of tourists: The organizational Mass tourist who buys tourists packages or all inclusive tours in order to visit classical mass tourism destinations, where everything is predetermined before hand and has a low degree of participation and involvement in the travel search for information. There is no sense of adventure or exploration. He/she belongs to an institutionalized type of tourism where the contact with the organizers of tourism industry is a constant. The individual mass tourist is similar to the organizational mass tourist, however this one is flexibility on his/her decisions and want to participate more in the process. The tourist strongly depends on the tourism industry but want to try some new things out of the closed and predetermined packages. The explorer is more adventurous, he wants to find his/her own experience participating actively in this decision choice. He arrange most of the elements of the travel by himself/herself, however sometimes he/she has to turn to a travel agency or tourism professionals to get some comfort or security amenities. The drifter looks for intensive experiences and he want to feel immerse in local communities. He/she completely abandon his relations with the institutions of tourism systems planning everything by him. He practiced a non institutionalized type of tourism. With this classification of tourists Cohen established an interesting link between the need of living unique experiences and the need of the perception of security. The more secure a tourist wants to feel, the more he will trust on tourism specialist and thus he will live less unique experiences (more standardized). Stanley Plog (1974 cited Plog 1991) developed a similar psychociological model designed to explain what type of people prefer what type of destination according to its psychographics characteristics. To the author, tourist population could be divided into a continuum of personalities distributed along the Gauss curve; from psychocentrics, individual travelers whom look for the unexplored, in one extreme to allocentrics, mass tourism tourists, in the other. After Cohen and Plog, researchers such us Dalen (1989), Smith (1989) or Urry (2002) for instances; they have attempted to create new categories of tourists based on their subject of research. It has to be pointed out that all the models proposed until now they are just descriptive and not relevant to the general tourism demand. They are just focused in one area of study and not in the bigger dimension where the tourist is immerse. In addition, they also fail in the same thing: they do not take into account the factors which determine the different types of tourists (Sharpley, 1999). These factors might be grouped into demographic and socioeconomic factors such us age, life cycle, gender and income; and structural social factors such as the existence of non tourists and capitalist tourism (Sharpley, 1999). Every person goes trough different stages in life, and depending on the age, familiar circumstances or income tourist will change from one typology to another. Moreover, in these classifications it is not always the tourist who can decide what tourist is going to be, but it is the society who is going to classify you (Swarbrooke and Horner, 2007).

Poes Theory and Practice Reflected in The Cask of Amontillado Essay

Poe's Theory and Practice Reflected in The Cask of Amontillado Edgar Allan Poe, author of "brilliant reviews, poems, and stories," was born in 1809, and sadly died, a young man, in 1849 (665). To truly understand Poe, one must note the time period in which he wrote. It was an age of Literary Realism and Dark Romanticism, which was Poe's arena. The concept of "New Literary Criticism" was not yet mainstream. However, Poe was a critic as well as an acclaimed author. By observing the talents that Poe admired in the writings of others, one may better understand the inner workings of Poe's infamous short stories. In 1854, Poe wrote a review of the works of Nathaniel Hawthorne entitled "The Importance of the Single Effect in a Prose Tale" (854). In this essay I will compare the strengths Poe champions in Hawthorne's works with those that accentuate Poe's well known short story "The Cask of Amontillado." According to Poe, "Truth is often . . . the aim of the tale" (855). Perhaps this is why Poe's "The Cask of Amontillado" borrows its premise from an allegedly factual incident that took place while Poe was stationed at Boston Harbor. After unjustly killing a young lieutenant in a duel, a Captain Green was incited, by his men, into drinking a great deal. He was then buried alive under the floorboards. (Agatucci) Similarly, the unfortunate Fortunato meets his doom while the warmth of liquor soothes his inhibitions. Also like Captain Green, Fortunato was not depicted as an innocent. Universal truth is considered to be one facet of Literary Realism, or as Shakespeare stated "a mirror held up to [human] nature." There is hardly an emotion more natural than the need for revenge. While the appearance of forgivenes... ...ins at once by addressing the reader as a friend: "You, who so well know the nature of my soul" (666). He then proceeds to enlighten the reader as to the unspeakable act he has committed. Poe does this in a demeanor that rests somewhere between bragging and remorse. The regret, however, is not clear until late in the story with the line "My heart grew sick..." (670). We then realize the dreadful deed was committed some 50 years earlier (671). This leads the reader to a discovered sense of urgency in Montresor's confession. Perhaps he is on his own deathbed, one can only guess. This lends itself to Atwood's idea that "This is the story [Montresor] must tell, this is the story [we] must hear" (Agatucci). In other words, the reader must commit to Poe as he has to his reader. "The Cask of Amontillado" is more than a story; it is an insightful experience.

What Makes Sammy Run?

What Makes Sammy Run? by Budd Schulberg portrays the life of Sammy Glick – a young and ambitious copy boy who rises to fame as a screenwriter in Hollywood. The name of the novel is significant in itself, for it underlines an age-old question: What makes an individual run? Is it the craving for success? Written in 1941 when the world was relatively quieter in terms of competitive edges, the novel seeks to find an answer to this question. The author does not temper the unethical means Sammy, the protagonist of the novel, resorts to in his run. (Schulberg, p.3)Budd Schulberg completely exposes his main character’s inability to care for others, especially his friends and associates whom he needed during the days of his struggle. Sammy is shown as a person who can go to any extent to fulfill his ambition of attaining the pinnacle of success in Hollywood. He does not mind backstabbing others, even his girlfriend, to reach his long cherished goal, and in the process, make hims elf a victim of self-inflicted loneliness and frustration. This book report is going to present a brief summary of the novel before examining Sammy’s relationship with the narrator Al Manheim.It is also going to make a comparative character analysis of the two, thereby tracing changes in their relation if there is any. The report will also focus emphatically on the end of the novel to investigate Sammy’s situation. Summary What Makes Sammy Run? begins with Al Manheim’s recollection of how he met a teenage Sammy, full of vigor and energy, when the boy was working under him as a copy boy to deliver newspapers. Immediately after he comes to know Sammy personally, he develops a strange attachment for him, partially out of his curiosity to explore the boy’s nature and partially out of his own business interests.However, Sammy regards Al as his best friend and mentor. The story of Sammy’s rise and eventual fall begins when one day he impersonates Manheim and rewrites one of his newspaper columns to impress the managing editor. Thus, Sammy manages to gain a column of his own. Later on, he steals a piece of writing by an aspirant named Julian Blumberg who wishes to make a career in screenwriting profession in Hollywood. This event turns the fortune for Sammy as he is credited for original screenplay of the movie Girl Steals Boy when it hits the theater.The next few years witnesses Sammy climbing the ladder of success and popularity in the most prized seat of stardom in the world. As fate would have it, he hires Blumberg as his ghost writer for a minimal payment. Meanwhile, Manheim comes to know that Catherine ‘Kit’ Sargent, one of the most promising novelists and screenwriters, has developed a crush for Sammy. Although Manheim is emotionally attached to this lady, he is openly told by her that she prefers Sammy to him. In the process tracing Sammy’s frenzied run for success and recognition, Manheim also observes t he power game and corruption that run rampant behind the scene at Hollywood.This is evident from the fact that Sidney Fineman, one of the revered producers around, gets victimized by Sammy, loses his job and dies, apparently of a broken heart. Moreover, Sammy goes about his mindless business of securing his career and personal life in the indignant manner imaginable when he decides to dump his girlfriend to marry Laurette, the daughter of a wealthy Wall Street banker Harrington. This marriage proves to be a disaster for Sammy as Laurette sees it no better than a business affair. Eventually Sammy finds his heart empty – as empty as the big mansion he owes, and orders for getting him a prostitute.Sammy’s relationship with Manheim – Comparison between Two Characters As mentioned earlier, Sammy and Manheim share a relationship of friendship and mentorship. However, reversal of roles and values is one of the major themes in the novel as the mutual dependency between Sammy and Manheim changes in the course of it. It is Sammy who is employed under Manheim in the beginning, but later on Manheim finds himself writing screenplays for Sammy. Again, Manheim is of moderate disposition in comparison with Sammy’s aggressive demeanor.He is portrayed as an observer whereas Sammy is the go-getter in modern corporate terminology. Sammy in the End The ending of What Makes Sammy Run? renders an incisive thrust to the very conscience of its readers. Schulberg gives his protagonist the life he truly deserves after fiddling around with other people’s careers and emotions. So it can be said that the author, with somewhat ironic affection, puts a brake to Sammy Glick’s running wheels of fortune by making him suffer for his actions. References Schulberg, Budd. (1993). What Makes Sammy Run?. New York: Vintage.

Free Essays on Slide Wire Experiment

Slide Wire Experiment (E-4) This experiment was engaged upon by measuring the internal resistance of three power sources and the electromotive force (emf). The potential difference between the terminals of such a source, when no current flows to en external circuit, is called an electromotive force, or emf source. The three power sources were a new 1.5V hobby battery an old 1.5V hobby battery, and a Daniel cell. A seat or source if electromotive foce may be any device that converts one type of energy (chemical, mechanical, light, etc.) into electrical energy. The work required to move 1 unit of positive charge from the negative to the positive terminal of a seat of emf, defines electromotive force in terms of work the seat of emf doe on electrical charges. All batteries, either new, old or Daniel cell, will give off some internal resistance. The internal resistance of the battery is due to its ability to hold back the total flow of charge from one electrode to another. The terminal voltage equals the emf when no current is drawn from the battery. This is determined by the chemical reactions in the battery. In the case of a dry or wet cell, the internal resistance depends on the construction of the cell, and the size and conditions of its electrodes. On the other hand, the emf is a characteristic of the chemical process in the cell or battery. A potentiometer was used in our experiment to make comparisons of an unknown emf, u, with the emf of a standard cell, u. We assembled the apparatus as shown in figure 1 of the lab manual, connected the slide directly to the power supply set for 2V, kept it at standby until the measurements were achieved. Next, we calibrated the slide wire potentiometer with standard cell. Thus, we determined the distance x, on the slide wire and we recorded the value of x in Table 1. Then we measured the emf of a new 1.5V hobby battery, by connecting the new hobby battery and we determined the distance ... Free Essays on Slide Wire Experiment Free Essays on Slide Wire Experiment Slide Wire Experiment (E-4) This experiment was engaged upon by measuring the internal resistance of three power sources and the electromotive force (emf). The potential difference between the terminals of such a source, when no current flows to en external circuit, is called an electromotive force, or emf source. The three power sources were a new 1.5V hobby battery an old 1.5V hobby battery, and a Daniel cell. A seat or source if electromotive foce may be any device that converts one type of energy (chemical, mechanical, light, etc.) into electrical energy. The work required to move 1 unit of positive charge from the negative to the positive terminal of a seat of emf, defines electromotive force in terms of work the seat of emf doe on electrical charges. All batteries, either new, old or Daniel cell, will give off some internal resistance. The internal resistance of the battery is due to its ability to hold back the total flow of charge from one electrode to another. The terminal voltage equals the emf when no current is drawn from the battery. This is determined by the chemical reactions in the battery. In the case of a dry or wet cell, the internal resistance depends on the construction of the cell, and the size and conditions of its electrodes. On the other hand, the emf is a characteristic of the chemical process in the cell or battery. A potentiometer was used in our experiment to make comparisons of an unknown emf, u, with the emf of a standard cell, u. We assembled the apparatus as shown in figure 1 of the lab manual, connected the slide directly to the power supply set for 2V, kept it at standby until the measurements were achieved. Next, we calibrated the slide wire potentiometer with standard cell. Thus, we determined the distance x, on the slide wire and we recorded the value of x in Table 1. Then we measured the emf of a new 1.5V hobby battery, by connecting the new hobby battery and we determined the distance ...

Art, Science, and a Balanced Life essays

Art, Science, and a Balanced Life essays One of the things that differentiate the human race from other forms of life is our ability to reason. The uniqueness of each individual, however, causes us to reason in different ways. An individual's reasoning can be categorized into two primary groups: reasoning based on emotion and instinct versus reasoning based on logic and concrete facts. These two categories are sometimes known as art and science, respectively. It is commonly believed that "Art upsets, while science reassures," however further philosophical analysis questions this, by examining "Science reassures, while art upsets" as an equally valid statement. Although both art and science are branches of knowledge that have the ability to simultaneously reassure and upset, they use different approaches in their formation. Art is the spontaneous documentation of emotions based on one's own perception of life. This is contrasted with science, which is a systemized process involving observation and experiments that results in the formation of a hypothesis leading to a theory. Science that is at the foundation is systematized, based on logic, and has a set structure. The laboratory science, however, can be messy and tentative, complicating the question of whether science upsets or reassures. A scientific fact can be fully explained, leaving nothing to chance or imagination. It is interesting to note that the famous quote, "Art upsets, science reassures", was made by the French sculptor, painter, and designer, Georges Braque. The difficulty one experiences with art is its inability to be explained due to its basis on feelings experienced by no two individuals. Art is upsetting because one cannot convey the exact picture or feelings that he has towards a piece of art. Ironically, in the words of Braque, "There is only one valuable thing in art: the thing you cannot explain." A feeling of discouragement is often felt when you cannot explain the beauty you see, instead, others m...

Horse and groom Essay Example | Topics and Well Written Essays - 1250 words

Horse and groom - Essay Example The groom’s attire and the horse’s saddle have a huge segment of yellow contents. The Yellow color that corresponds with earth is Chinese most beautiful and very prestigious color. The picture hence communicates elevated prestige for the both horse and the groom. It is a high class living from Chinese society. The color yellow is linked Chinese adage which says, Yellow creates Yin and Yan. The adage implies that implies that yellow is the hub of everything. The color was ranked above brown, and it signifies the neutrality or good luck (Hearn, 39). The essence of Yellow highly linked close to gold for when it is paired with red in place of gold color. In Chinese culture, Yellow color was the emperor’s main and is held as the figurative color of the five past legendary emperors of olden China. Yellow frequently adorned royal palaces, temples and altars and the color was applied in the robes and clothing of the emperors. From value and worth of yellow color in the past days of china it application in the art reveals extreme passion augment prestige. The Yellow color also represents liberty and freedom from worldly cares or secular attachments and is thus highly esteemed in Buddhism religion. Monks’ garments are mostly yellow, as are also elements of most Buddhist temples. The message communicated by the use of yellow color also symbolizes heroism. The horse is majorly Black, apart from segments of the head, tail and loin. The meaning of black color and entailed message related to unity. According to Taiji symbol, application of black and white to signify the unity and harmony of Yin and Yang but antique Chinese, indicates black as the chief of colors and the culture honored black more constantly than any other comparable color. The essence of the significance of black color reveals of Lao Zi’s which admits that five colors cause people to be blind; thus Dao School selected black as the main color of the Dao. Furthermore, Black color which corresponds

BHS 420 Quantitative Reasoning (Module 2-SLP) Essay

BHS 420 Quantitative Reasoning (Module 2-SLP) - Essay Example e creative process, how (or if) the depressive element constrains the artist, and how the balance of the two phases of Bipolar Disorder contribute to artistic expression. Does the manic cycle of Bipolar Disorder positively impact the artist? In dealing with famous, but dead, artistic masters, the disease was untreated. Current news headlines are full of instances where untreated bipolar sufferers engage in anti-social or even criminal behavior. I understand that the manic phase of the disease can cause people to engage in high-risk behavior and poor judgment, but it also induces a sense of euphoria and a feeling of invincibility. I think it is possible that the manic side of bipolar fueled much of the artistic expression; or at least the work it took to create the symphony, manuscript, or painting. It is not hard to imagine one of the three artistic geniuses noted above sitting over their work in the middle of the night fully charged with energy and passion. The modern bipolar sufferer would be medicated for insomnia—but what about the effect of having so much energy channeled into a creative act? I want to know how mania contributed to the pr ocess. Does the depressive cycle constrain the artist? Similarly, the depressive cycle of bipolar can render people virtually helpless; bedridden or mentally unable to be productive at all. Yet it seems to me that the â€Å"dark† side of bipolar might have contributed to the creative process. One only has to listen to â€Å"Moonlight Sonata† to recognize a bipolar cycle; the first movement is dark and slow, the second is like a ray of sunshine on a flowered field, and the third is this combination of incredible energy fused into the dark theme. Rather than being constrained, Beethoven seemed empowered by the depression. Conversely, Hemingway would have long periods of no creativity at all—often he wrote in a drunken stupor—and then burst forth with the great American novel. I would like to understand the

MGT506 - Strategic Leadership, Mod 5 Case Assignment Essay

MGT506 - Strategic Leadership, Mod 5 Case Assignment - Essay Example The implication is that a leader must always lead by example which is expressed by doing that which is expected to be done in the correct way and time so that he rest of the population being led can follow the example and do things the way he has done them. Shamir defines a leader as a person that is considered the best in doing something or carrying out an activity, that a leader is the head of an organization or a country and is one that is considered the best in doing things that are supposed to be done by the people or group he or she is leading. He adds that the term leader refers to one who is in front of a group and is responsible for the actions of the group (Shamir, 1991). To this extent therefore what Shamir is trying to imply is that a leader must ensure that the people he or she is leading do the right thing all the times. Good leaders in essence act as mirrors to those that they lead which is a reflection of what the people should do even in the absence of the leader. He is the root map that people view to get the right direction to follow in order to make straight their progress in life, the Pacesetters in everything that goes on in the community around them. A good leader as Shamir would put it is visionary in the sense that he or she leads the people towards the realization if they're set dreams for a better future and a better life in the times to come (Shamir, 1991) . A number of people in the world have satisfied this definition and proved their worth to fall in the list most successful and honored leaders of the world given their excellent performance and determination in leadership positions. This paper is going to examine the qualities of a good leader and define the requirements for good leadership with reference to the example of the former South African Anti- Apartheid activist and president, Nelson Mandela. Nelson Mandela As a Visionary Leader Nelson Mandela was born on July 18th 1918 in the current republic of South Africa. He was ado pted by the king of the Thembu tribe of South Africa after his father’s death just a few years after his resignation from the British employment (Mandela, 1994). While growing up among the king’s children, Nelson Mandela learned of the styles of leadership from the way the king used to handle cases brought to him from various regions within his kingdom. He also learned of the mode of relationship that the king had with the neighboring kingdoms in a bid to create peace and unity with the neighbors. In essence, the excellent style of leadership that Nelson Mandela portrayed as the first black president of the new republic of South Africa was learnt in this context right at the king's palace in the Thembu kingdom. (Waldman, 2006) David A Waldman in his journal article entitled Cultural and leadership predictors of corporate social responsibility values of top management: a GLOBE study of 15 countries defines leadership in the context of taking collective social responsibi lity taken at three levels. Of prime importance in this case is the dimension concerned with the community or state welfare, which he argues extends beyond just a particular stakeholder group include the larger societal entity which involves such values and actions as

The Crumbling Taj Essay Example for Free

The Crumbling Taj Essay The reaction rate, however, should decrease as the experiment progresses because as the reaction time increases the number of hydrochloric acid molecules present will decrease as they have been reacted to form water calcium chloride and carbon dioxide. The additional water and calcium chloride present as the experiment progresses should decrease the rate of reaction because of decrease in concentration. This should make a graph of the reaction curved as the reaction rate slows down. Kinetic theory is based on the assumption that chemical reactions take place as a result of reacting particles colliding successfully. Successful collisions need a sufficient amount of energy. Particles that posses more kinetic energy than the activation energy are able to react more successfully. The reacting particles all have different kinetic energies due to collisions hanging their speeds. Maxwell and Boltzmann presented the distribution in kinetic energies for two temperatures (high and low) in graphs called distribution curves on which the areas under the curves past the points called energy barriers represent the number of kinetic energies. The bigger the area under the curve, the greater the number of particles with a certain energy that will promote a chemical reaction. Hotter particles have extra kinetic energy after surmounting the number of collisions in unit time. These collisions are more likely to be successful as there would be more than enough energy for them. Although I will not be looking at the factor of TEMPERATURE, I can extend my investigation and experiment the effects of temperature on the rate of reaction. HYPOTHESIS FOR EXPERIMENT 1 COUNTING BUBBLES Counting bubbles is an experiment which I personally think is not very fair. There may be many mistakes in counting the number of bubbles produced for five continuous minutes and so the experiment would not be accurate. Although this experiment isnt so accurate, I think that the results will still show a trend in the pattern of results. I predict that if the concentration of the HCl is doubled then the experiment will happen twice as fast. HYPOTHESIS FOR EXPERIMENT 2 COLLECTING GAS OVER WATER By putting more particles into the reaction, the chance of them colliding increases and so the rate increases. Concentration is a variable that is continuous and independent. I shall test this variable by observing the rate at which hydrogen gas collects over water against the concentration of hydrochloric acid used with CaCO3. I predict that by doubling the concentration of the acid, the rate of reaction will also double. The higher the concentration, the higher the rate of reaction. HYPOTHESIS FOR EXPERIMENT 3 COLLECTING GAS IN A SYRINGE This experiment is very similar to experiment 2 (collecting gas over water) but this experiment is the most accurate out of the three that I will be carrying out. I predict that I will have a very similar type of results and graphs as in experiment 2. I predict that the graph will have more better and accurate trend lines in the graphs showing a curved line of best fit. The higher you raise the concentration the more the particles will collide therefore corrosion of the marble will occur. Plan for the investigation. I will ensure that the goggles are worn throughout the experiments. Care will be taken not to spill any of the acid. Glass will be handled with care to prevent breakages and cuts. If any sort of accident occurs amends will be made with the help of trained technicians. Large volumes of acid will not be carried around to reduce the risk of a spillage. Containers will be kept well away from edges of the benches. Low molar concentration of hydrochloric acid will be used for safety. FAIR TEST To perform a fair test I will do as follows: In the experiment I will measure each substance accurately. I will carry out the experiment at the same room temperature of 20oc each time. I will wash the conical flask with distilled water after each experiment to make sure that there isnt any solution left over from the previous experiment. I will have to stay alert when counting bubbles and will have to concentrate hard. I will also repeat the test again and take the average of the two results to get an average set of results which will be more reliable. By following my fair testing the results will hopefully come out accurate. I will be alert and take the timings accurately for each of the experiments. METHOD FOR EXPERIMENT 1 COUNTING BUBBLES. This is how I will be carrying out my 1st experiment to find out the rate of reaction between marble and hydrochloric acid: When doing my experiments I will use the same procedure throughout. I will first get the necessary equipment that will be needed and will set it up as show below. I will then get 30ml of 0. 1M hydrochloric acid and will put it into the conical flask. To make sure the volumes of acid and water were right we will measure the volumes of each in a measuring cylinder to be accurate. To make sure the mass of marble chips are right we would measure them on the electronic balance to one decimal place. I will then get 2grams of marble chips (roughly the same size) and I will gently put the marble chips into the solution of hydrochloric acid and will spontaneously close the conical flask with the delivery tube that is attached to a bung at the end. As soon as I close the top of the flask, I will start the stopwatch and I will start counting the bubbles, which will be coming out from the test tube. I will record the number of bubbles produced each minute up to five minutes. The bubbles that will be produced will indicate how much CO2 is being given off by the reaction between CaCO3 and 2HCl. I will carry out this experiment again for Distilled water, 0. 5, 1. 0, 1. 5 and 2 molar to see how the concentration affect the rate of reaction. I will keep the amount of marble chips and hydrochloric acid the same for every test I carry out so it would be fair. At the end I will also carry out this experiment on distilled water so I can compare the two substances. In this experiment I will have to concentrate all the time as I will have to count the bubble for five minutes and will have to make sure that I dont miss out on counting a single bubble. After the experiment is over, I will carry out the experiment again to confirm my results and to make sure that I was counting the bubbles correctly. This picture shows how I am going to set-up my experiment and I am going to count the bubbles that come out of the test tube. METHOD FOR EXPERIMENT 2 COLLECTING MEASURING GAS This is how I will be carrying out my 2nd experiment to find out the rate of reaction between marble and hydrochloric acid: When doing my experiments I will use the same procedure throughout. I will first fill the tub with tap water about half way up and fill the measuring cylinder with water and then turn the measuring cylinder upside down into the tub of water so the cylinder would still be filled with water. By doing this, we will create a slight margin of error because some of the water will be displaced when doing this although it will be very little. Then we will clamp the measuring cylinder in place. We will change the size of the cylinders; however, this will not make the test unfair. We then will put the delivery tube under the cylinder so the air from the experiment could displace the water. To make sure the volumes of acid and water were right we will measure the volumes of each in a measuring cylinder to be accurate. I will then get 30ml of 0. 1M Hydrochloric acid and put it into the conical flask. To make sure the mass of marble chips are right we would measure them on the electronic balance to one decimal place. As soon as we put the Marble chips and the acid in the conical flask and close it with the bung which will be attached to a delivery tube; we will immediately start the stopwatch. We will see how long it takes (In seconds) for the measuring cylinder to fill up with 100cm3 of Carbon Dioxide gas. We will carry this experiment out on a range of different concentrations of Hydrochloric acid. I will be carrying out this experiment on 0. 5M, 1. 0M, 1. 5M and 2. 0M to see how the concentrations affect the rate of reaction. I will also use distilled water to compare it against the hydrochloric acid. After the experiment is over I shall carry out a retest to confirm my results and I will take the average out of the two results. Below it show exactly how the experiment was set up. METHOD FOR EXPERIMENT 3 SYRINGE TEST This is how I will be carrying out my 3rd experiment to find out the rate of reaction between marble and hydrochloric acid: When doing my experiments I will use the same procedure throughout. I will first get the necessary equipment that will be needed and will set it up as show below. In this experiment I will again experiment the time it will take for the syringe to fill up with 100cm3 of Carbon Dioxide gas. Although this experiment will be very similar to Experiment 2, this will be more accurate as the equipment used will be more appropriate. I would assume the results in this test to be very similar to Experiment 2 so I will change the amount of Marble chips and the volume of the Hydrochloric acid to experiment what different it makes. I will used 5 grams of marble chips and 50 cm3 of Hydrochloric acid in this test but will used the same range of concentrations which are, 0. 1M, 0. 5M, 1. 0M, 1. 5M, 2M and will also use distilled water. I will do the same, starting of with 0. 1M Hydrochloric acid and put it into the conical flask. As soon as we put the Marble chips and the acid in the conical flask and close it with the bung which will be attached to a delivery tube; we will immediately start the stopwatch. We will see how long it takes (In seconds) for the measuring cylinder to fill up with 100cm3 of Carbon Dioxide gas. After the experiment is over I shall carry out a retest to confirm my results and I will take the average out of the two results. Table of Results for the method of counting the bubbles. Mass of marble /g Concentration of HCl in 30cm3 / M Time In Mins Bubbles collected Expt. 1 Bubbles collected Expt. 2 Bubbles collected Average Initial temperature / oC 2g Distilled water 1 2 3 4 5u.

The Ghost of Cloudcroft New Mexico Essay -- Ghost Stories Urban Legend

The Cloudcroft Ghost Cloudcroft, New Mexico, meaning a "clearing in the clouds", is a small mountain town located to the east of Alamogordo, NM ("Cloudcroft"). The town's history is intimately tied to the building of the Alamogordo and Sacramento Mountain Railway that allowed the town to be permanently settled in the late 1800s, and to the logging business that made the town and railroad successful for half a century ("Investigation†¦ Lodge"). As with many frontier towns, Cloudcroft has a number of legends that document the unique and violent events in its history, and also a fair number of ghosts that haunt its historic sites. I was told a story about one of Cloudcroft's more famous ghosts when casually lounging in the undergraduate student physics lounge at the University of Maryland, College Park, with a group of students during a lunch break before class. This occurred during early April, 2005. I inquired whether anyone knew any ghost stories or folklore. A friend of mine volunteered that she knew several ghost stories from her travels. The storyteller was a 23-year-old Caucasian female from an upper-middle class family in Baltimore. She currently lives in Crofton, MD, and is a physics and astronomy major. For a prior internship a few summers earlier, the storyteller had worked at the Apache Point Observatory in Sunspot, NM, studying various solar phenomena. Sunspot is located 17 miles from Cloudcroft. She originally heard her legend from a coworker at the observatory, who took her to visit the place of the haunting. After finishing a story about the ghost of the astronomer Maria Mitchell (who allegedly haunts Nantucket, Massachusetts), the storyteller began the tale of the ghost of The Lodge at Cloudcroft. .. ... Cited "Cloudcroft New Mexico, A Brief History." Cloudcroft Online. Retrieved 5 Apr 2005 http://www.cloudcroft.com/history.htm. "Investigation of the La Fonda Hotel" Southwest Ghost Hunters Association. 31 Oct 1998. Retrieved 5 Apr 2005 http://www.sgha.net/lafonda.html. "Investigation of the Lodge." Southwest Ghost Hunters Association. 07 Aug 2001. Retrieved 5 Apr 2005 http://www.sgha.net/lodge.html. "New Mexico: Ghost Stories and Haunted Places." Haunted New Mexico. Retrieved 5 Apr 2005 http://hauntednewmexico.tripod.com/id1.html. "The Haunted St. James Hotel, Cimarron, NM." Legends of America. Retrieved 5 Apr 2005 http://www.legendsofamerica.com/HC-Cimarron5.html. "The Lodge" Lost Destinations. Retrieved 5 Apr 2005 http://www.lostdestinations.com/thelodge.htm. Wood, Ted. Ghosts of the Southwest. New York, Walker & Company:1997.

How Is the Holocaust Represented in Films Essay

‘The Holocaust’ was the massacre of nearly six million Jews in parts of Europe controlled by Adolf Hitler and his Nazi party leading up to and during World War II. When the Nazi party first came to power in 1933 they began building on the anti-Semitist feelings in Germany; introducing new legislations that gradually removed the Jews from society such as the Nuremberg Laws which prohibited marriage or extramarital sexual intercourse between Jews and German citizens and required Jews to wear an armband with the Star of David on it so they could be identified as a Jew. Encouraged by the Nazi’s, people began to boycott Jewish ran businesses and in the November of 1938 they were openly attacked, these pogroms became known as ‘Kristallnacht’ which in German translates as: â€Å"the Night of Broken Glass† because of the vandalised shops and broken glass windows. During Kristallnacht over 7,000 Jewish shops and 1,668 synagogues (almost all of the synagogues in Germany) were destroyed and the official death toll is ninety-one although it is assumed to be much higher. In 1939, after the invasion of Poland, small areas of towns were sectioned off from the rest of the population where Jews and Romani were forced to live in confined and overcrowded spaces. These were known as ‘ghettos’. The largest was Warsaw Ghetto, in Poland (where ‘The Pianist’ was set), with over 400,000 people living within its walls. Although it contained at least 30% of the population of Warsaw it occupied only 2.4% of the city’s area; this meant that the residents of the ghetto were forced to cram in an average of nine people per room. From 1940 through to 1942 starvation and disease, especially typhoid, killed hundreds of thousands. Over 43,000 residents of the Warsaw ghetto died there in 1941. On January 20th, 1942 a â€Å"final solution to the Jewish question in Europe† was devised by the Nazi leaders. Death camps were built in Eastern Europe with new railway systems that were made to transport Jews from other countries to these remote areas. Jews, as well as other ‘undesirables’ such as Romani, Soviet prisoners of war, Polish and Soviet civilians, homosexuals, people with physical or mental disabilities, Jehovah’s Witnesses and other political and religious opponents, were rounded up from all over Europe and forced into tightly packed rail freight cars like cattle. If they survived the journey, a small fraction of the Jews were deemed fit to work as slave labour. Everyone else was sent straight to the gas chambers which were disguised as shower rooms to prevent the victims panicking or trying to fight back. People were packed into these ‘shower rooms’ where the doors were bolted shut and a small but deadly pellet of Zyklon-B was dropped in and was activated by the heat of hundreds of human bodies crammed in together, those inside were dead within twenty minutes. By the end of the war six million Jewish men, women and children had been killed; this was more than two-thirds of the Jewish population. We have watched three films based around the Holocaust. The first of the three ‘The Pianist’ is a film based on the true story of a Jewish man, Wladysaw Szpilman: a famous pianist who worked for a polish radio station, living through the Holocaust. The beginning of the film shows the German invasion of Poland, in which Szpilman’s radio station is bombed, and the anti-Jewish laws that the Germans enforce in Poland, for example, when Szpilman is refused entry to the park or the cafà © with his polish friend and made to walk in the gutter to let polish people get primary use of the pavement. Szpilman and his family soon have to move to the Warsaw Ghetto where death became commonplace due to starvation, disease and attempt to rebel against the Nazi’s. The Nazis treat the Jews appallingly; they forced some Jews to dance to humiliate themselves for their own entertainment, a little boy is beaten to death for trying to scavenge some food for his starving family and, in one scene, Szpilman watches from an opposite flat as Nazi soldiers tip someone in a wheel chair out the window because he couldn’t stand up when they ordered him to. After several months in the ghetto, Szpilman and his family are chosen to be taken to the Treblinka death camp, however, Szpilman is saved from boarding the train by Itzak Heller, a Jewish police officer, while his family board the train never to be seen again. Szpilman is then put to work under gruelling, abusive conditions with the ten per cent or so of the Jews that the Nazi’s kept alive to use for slave labour; tearing down the walls that use to separate the ghetto from the rest of Warsaw and rebuilding the houses for new, non-Jewish residents. The Jews who are still alive are planning on rebelling Szpilman helps; smuggling guns into the ghetto. But after almost being caught by a Nazi soldier who suspects he is concealing something in a bag of beans, Szpilman decides to attempt an escape and take his chances hiding in the city. His friend, Dorota, and her husband hide him in an empty apartment near the ghetto wall where he can get by on smuggled food; however he must not make a noise or go outside as there are other, non-Jews living in the building to all believe the room to be empty. From his apartment window he helplessly watches the Jewish ghetto uprising from the 19th of April 1943 to its unsuccessful end on the 16th May. He lives silently in the abandoned apartment for another few months until he accidently smashes a shelf of china plates. Although Szpilman is unhurt the noise alerts other residents to his presence in the abandoned apartment; he is forced to leave his hideout. Szpilman is hidden once more, with the help of people from the Polish resistance, in another abandoned flat but the man supposed to be providing him with food disappears with the money from generous and unwitting donors, pocketing it all for his self. Dorota and her husband find him gravely ill from lack of nutrition but luckily he recovers in time to witness the Warsaw Uprising. His flat gets bombed during the uprising and Szpilman escapes to the abandoned ghetto where he is found by a merciful Nazi officer, Captain Wilm Hosenfeld. Szpilman plays the piano for him to prove that he is a pianist and the soldier, moved by his playing, finds him food and allows him to remain hidden there. Szpilman hides out here until the end of the war when the German Nazis are rounded up and polish prisoners released. The freed prisoners yell insults at the Germans and Hosenfeld, upon hearing that one of the freed prisoners was a violinist, asks him to contact Szpilman; to ask him if he will return the favour of saving him. However, Szpilman is unable to help Hosenfeld as the camp of Nazi prisoners had been moved and Szpilman returns to playing the piano for the Warsaw radio station. As the movie finishes the closing captions on screen tell us that Hosenfeld died in 1952 in a prisoner of war camp but Szpilman continued to live in Warsaw until his death in 2000, aged 88. The second film we watched was ‘The Boy in the Striped Pyjamas’ this film took a different, perspective of the Holocaust than ‘The Pianist’. This film is shown through the point of view of Bruno, the eight-year-old child of a German Nazi officer; he doesn’t really see the Jews as any different to himself yet despite his innocence Bruno still becomes a victim of the Holocaust†¦ At the start of the movie Bruno and his family are moving because his father got a job promotion as Commandant of a Jewish extermination camp. Bruno is upset and lonely because he was forced to leave his friends in Berlin so when he meets Shmuel, a Jewish boy the same age as Bruno, sitting on the other side of the fence, in the death camp, Bruno immediately befriends him. Shmuel tells Bruno that he is a Jew and that the Jewish people have been imprisoned here by soldiers, who also took their clothes and gave them the striped camp clothing, and that he is hungry. Bruno is confused and starts having doubts about his father being a good person. However, Bruno regularly returns to the fence bringing Shmuel food and playing checkers with him through the fence. When Bruno’s Mother realises what’s actually happening at the camp through a comment by one of the younger soldiers â€Å"They smell even worse when they burn,† she is shocked and appalled as she believed it to be a labour camp. She argues with her Husband, insisting that she and the children should move elsewhere, eventually the Mother wins out but Bruno doesn’t want to leave anymore because of his friendship with Shmuel. Shmuel tells Bruno that his father is missing. Bruno gives him the bad news that he will be moving away for good the next day after lunch. Wanting to make up for letting Shmuel down and naive that his father has likely been murdered, Bruno agrees to help Shmuel to find his father, and returns the next day with a shovel to dig a hole under the fence to get into the camp, and Shmuel will bring an extra set of camp clothing; Shmuel’s suggestion that he could leave the camp through the hole is rejected by Bruno, who doesn’t know what it’s really like inside the camp and is determined to find Shmuel’s father. Whilst still searching Bruno and Shmuel get caught up in a crowd of people being marched to the gas chambers where both Bruno and Shmuel are murdered with the other Jews. In the meantime, Bruno’s Mother tells his Father, who was in a meeting about increasing the capacity of the gas chambers, that Bruno is missing. They find Bruno’s clothes next to the hole under the fence and realise that he got into the death camp. His Father runs throughout the camp when he reaches the gas chamber, he realises that Bruno has been brought to the gas chamber with the other Jews, but when He arrives it is too late, the boys are already dead and he is devastated. Upon hearing the Father’s cry of â€Å"Bruno!† his Mother and his sister, Gretel, realise what has happened and are equally devastated. The ending of this film has an element of retribution as Bruno’s father, who has killed thousands of Jewish children, finally gets a taste of what it’s like to lose his child. Finally, the last movie that we watched was ‘Life is Beautiful’. This film was set in Italy about the main character, Guido, a young, Jewish, man who at the opening of the film moves to the city with his friend to work at his uncle’s restaurant where he meets his future wife, Dora, although neither knows it yet. During the beginning of the film you can see how the anti-Semitist feelings built up it Italy for instance when the school children are meant to be lectured on ‘the superior race’, when someone paints â€Å"Beware, Jewish horse† on Guido’s Uncle’s horse, the sign on the shop reading â€Å"No dogs, no Jews!† and, later in the film, when Guido and Dora are married, despite the fact that Guido’s a Jew and Dora’s Italian, people trash their house. On Joshua (Guido and Dora’s son) birthday the Germans arrest Guido, Joshua and Guido’s uncle are taken onto the train to be taken to the death camp Dora insists on going with them even though she isn’t a Jew eventually the Nazi gives in and puts her on the train where she is included with the other Jewish women. Guido is devastated to see his non-Jewish wife board the train. Protecting his son from the horrific truth, Guido tells Joshua that they are simply on a big holiday camp, and he turns the camp into a big game for Joshua, saying that they must win 1000 points to win a real tank and leave. Luckily Guido’s quick thinking saves Joshua from the truth when a German officer requires a translator. Despite not speaking a word of German, Guido steps forward and makes up the â€Å"Regole del Campo† from the German’s body language, claiming that tanks, scoreboards and games of Hide and Seek litter the camp, while cleverly stating that Joshua cannot cry, ask for his mother or declared he’s hungry, resulting in the loss of the â€Å"game†, in other words, death. Joshua later refuses to take a shower (repeated from an earlier part in the film), and unknowingly escapes being gassed, so Guido hides him with the help of other Italian prisoners, since there are no other children. Playing messages over the speakers for Dora, kept prisoner on the other side of the camp, let’s Dora know her son and husband are alive, while the Nazi’s don’t speak Italian. With the help of Guido’s former German friend, Herr Lessing, Guido hides Joshua amongst the German children, while waiting the German Officer’s meals. Hiding Joshua in a junction box for the last time, telling him that everyone is looking for him, Guido jeopardises his own survival to prevent the Germans discovering Joshua, while he attempts to free Dora, giving his own life away at the same time. Once the German’s realise they’ve lost the what they desert the camp, closely followed by the surviving Jews escaping, then, when the Americans break into the seemingly deserted camp the following morning Joshua comes out of hiding just as a tank pulls around the corner so Joshua believes that he has won ‘the Game’. Hitching a lift out, Joshua spots his mother reuniting as the film ends. Although all three of these movies are based on the Holocaust each one uses different themes and different view points. Firstly, ‘The Boy in the Striped Pyjamas’ is filmed from a very innocent, child view point. Bruno is very young and the difference between Jew and German doesn’t matter to him; he doesn’t understand what might be considered wrong in befriending Shmuel. A similar viewpoint is used in ‘Life Is Beautiful’ where Joshua doesn’t know what’s going on because his father told him it was a game. I think that this perspective very effective in displaying the horrors and injustice of the Holocaust and, personally, it makes for a more entertaining film as it uses the audiences’ sympathies to make them more emotionally involved with the plot. However, in displaying historical fact within the film this take has disadvantages because what makes the main characters so innocent is their lack of understanding of their situation which naturally makes it harder for the film to be both educating and entertaining. ‘The Pianist’, however, has a much more grown up approach as, being based on a true story, it sticks to the facts and I felt that I learnt more from that film then I did from the other two. A similar theme that emerges in all three of these films is family. In ‘The Pianist’ Szpilman loses his family early on in the film, although he seems quite close to them before, and he struggles to survive without them probably feeling lonely all those month in hiding with no one with him for company. In ‘The Boy in the Striped Pyjamas’ you see how Bruno’s family are driven apart by their conflicting opinions of the Holocaust; Bruno’s father is a strong believer in Nazi policy and the commandant of the death camp, however, his Mother is quite shocked and appalled when she learns the truth of what’s happening at the death camp and insists on moving away with the kids, whereas Bruno is young and confused as he’s been brought up being told that Jews are basically evil and German soldiers, like his father, are good but when he befriends Shmuel he realises that some Jews are nice, like Shmuel, and begins to doubt his father. Contrast to this, in ‘Life is Beautiful’ you see how Joshua’s family grow closer together because of the Holocaust; they stick together for each other and Guido even sacrifices himself in hope of saving Joshua. Although we often assume that all of the Nazi soldiers were evil, the issue of ‘good’ and ‘bad’ Germans is brought up in all three of these films. Firstly, in ‘The Pianist’ although most Germans are portrayed as evil, the Nazi officer, Captain Hosenfeld, saves Szpilman from starvation or being found and, towards the end of the movie, when he’s a prisoner and begging for help you begin to sympathise with him a bit more, especially when it’s revealed that he died on the caption. Then, in ‘Boy in the Striped Pyjamas’ Bruno befriends Shmuel, and Bruno’s Mother and Grandmother openly disagree with Nazi views, which makes you think not to stereotype all Germans as ‘evil’. And lastly, in ‘Life I Beautiful’ although no German steps out and helps Guido and his family, you do see a doctor (who Guido knew before he was forced to work at the death camp) beginning to lose his stability because the work he is forced to do goes against all his moral values. This adds another layer to the ‘evil Germans’ assumption because maybe not all of them were doing it willingly so therefore does that make them bad?