The Tropical Rainforest of Malaysia- Sarawak - 5131 Words

UGB 224E Natural Wonders of the World Term paper The Tropical Rainforest of Malaysia – Sarawak Introduction As we all know that deforestation sharply accelerated in these decades, more and more forests disappeared. Environmentally, it causes global warming, soil erosion, decline in biodiversity, degraded ecosystem and water- cycle.[1] Economically and ethically, the deforestation caused by logging and commercial agriculture by the developed countries, like the U.S. The people in developing countries lose their long term profits when the rainforests disappear.[2] In our opinion, it is unfair for the developing countries to lose their long-term income and the biodiversity of the forests in order to satisfy the needs and the high living†¦show more content†¦Sabah and Sarawak, the two Malaysian states on the island of Borneo, occupy some of the oldest and the most diverse rain forest in the world. Increasing wood is logged in Sarawak. Malaysias deforestation rate has the highest rate among the Asian country, According to figures from the Food and Agriculture Organization of the United Nations (FAO) Malaysias annual deforestation rate increased almost 86 percent between the 1990-2000 period and 2000-2005. It is estimated that Malaysia lost an average of 140,200 hectares—0.65 percent of its forest area—per year since 2000. For comparison, the Southeast Asian country lost an average of 78,500 hectares, or 0.35 percent of its forests, annually during the 1990s.[8] More and more primary forest is logged. Until 1945, logging in Sarawak was confined to the swamp forests along the coast. The development of chainsaws, skidders, bulldozers and trucks made the forest more accessible, and opened up the interior to loggers. The primary rainforest is still a riddle to people nowadays; it is estimate that only one percent of the rainforest plants have been tested for medicine, whereas around 25% of modern medicine was made from rainforest plants. [9]Someone has said before, we may know Mars, Moon even more than these relatively small piece of land. TheShow MoreRelatedMalaysia in the 1990s1263 Words   |  6 PagesMalaysia in the 1990s: Case Analysis Decision analysis: What is the best strategy for the Malaysian government moving forward? This decision can only be made after the country’s current strategy and how well it works is analyzed. Adopt the view of the Prime Minister. Consider the character’s strengths, responsibilities, and blind spots. Why is the Prime Minister in this dilemma? 1. Are the charges of the environmental groups true? Yes. Based on the information in the case, timber harvestingRead MoreForms of Tourism4598 Words   |  19 PagesTOURISM – TYPES OF TOURISM Tourism Malaysia (2005) (the organisation which involves in promoting tourism in Malaysia) has classified the types of tourism in Malaysia to: †¢ Island life †¢ Adventures †¢ Cultural heritage †¢ City excitement ISLAND LIFE †¢ Truly inspiring - In the heart of Asia lies some of the most beautiful beaches in the world. With infinite carpets of sparkling white sand that stretches for miles and miles, and crystal clear waters around exotic tropical islands. †¢ Truly inviting - TakeRead MoreSabah Malaysia tourism Essay3497 Words   |  14 Pagesï » ¿INTRODUCTION (OVERWIEW) Situated on the beautiful island of Borneo, Sabah is one of the thirteen states which Malaysia is made of. Sabah is the second largest state in Malaysia and shares the island of Borneo with Sarawak, Brunei, and Indonesian Kalimantan. Sabah is richly blessed with nature diversity, unique cultures, fun adventure, beautiful beaches, and fantastic cuisines for the adventurous taste buds. We have it all, from the world’s largest flower - the Rafflesia, one of the highest mountainsRead MoreIntroduction to Tourism Destination Planning Development2120 Words   |  9 Pagesand host region, such as the erosion of the region’s cultural identity as well as the destruction of landscapes. Malaysia is situated in Southeast Asia and consists of 13 states and 3 federal territories, separated by the South China Sea. 11 of Malaysia’s states are located in Peninsular Malaysia and 2 in east Malaysia, situated on the island of Borneo. The capital city of Malaysia is Kuala Lumpur, while Putrajaya is the seat of the federal government and Iskandar is known as the administrativeRead MoreTourism in Thailand2883 Words   |  12 Pagesinternationally was  Amazing Thailand, but, in reaction to the 2009 tourism crisis, it was relaunched as  Amazing Thailand, Amazing Value.[24] Thailand offers a great variety of attractions. These include  diving sites, sandy beaches,  hundreds of tropical islands, varied night-life, archaeological sites, museums,  hill tribes, exceptional flora and bird life, palaces, a huge amount of  Buddhist temples  and several  World Heritage  sites. Many tourists follow courses during their stay in Thailand. PopularRead MoreEssay Desertification And Deforestation5662 Words   |  23 PagesDesertification And Deforestation The Amazon Rainforest is probably the most important region that is threatened by deforestation. With over four million squared kilometers it is roughly the size of the United States. The Amazon spreads across nine South American Countries and contains one-fifth of the Worlds fresh water and one-third of the known living species. The land is home to hundreds of indigenous groups and is considered by many to be â€Å"the lungs of the planet†. MostRead More SWOT Analysis of Sime Darby Company in Indonesia, Malaysia1975 Words   |  8 Pages (Sime Darby Online, 2014) These three entities merged in November 2007 to form the Sime Darby (SD) that it is today. SD is a Malaysia-based multinational conglomerate comprising of five core businesses: plantations, property, motors, industrial and energy utilities, with operations in more than 20 countries. It is one of the largest companies listed in Bursa Malaysia and has a market capitalisation of RM 56.97 billion (USD 17.54 billion) as at 6 May 2014. (Sime Darby Online, 2014) Sime DarbyRead MoreThe Tourism Industry in Malaysia3987 Words   |  16 PagesINTRODUCTION Malaysia has long been one of the world’s best kept tourism secrets. It is an ideal tourism destination in so many different respects as it offers a wide range of diverse attraction to suit all tastes and most importantly, at relatively affordable prices. Figure 1: Map of Malaysia Lying just north of the equator, Malaysia is located at the south of Cambodia and Vietnam and north of Singapore and Indonesia. More than one thousand islands are part of Malaysia with some 38 designatedRead MoreMass Media in Malaysia5539 Words   |  23 Pagesprincipally defines what we look as the real world, even though those images often differ from the ones that the larger society experiences (Schaefer, 2012). Up next, these three major concepts will be discussed in more detail with some cases in Malaysia. Body a) Malaysian government does not employ any known filtering technology to actively block websites, though the authorities have engaged other methods to limit the circulation of some information. A provision of the CMA explicitly states that

Questions On Public Financial Management System Essay

NAME: Tapera Munyavhi REG. NUMBER: R123729T DEPARTMENT: Accounting MODULE: Public Sector Accounting MODE OF ENTRY: Visiting LEVEL: 4.1 LECTURER: Ms Nyamwanza ASSIGNMENT â€Å"The civil service and government subscribe to a different code of ethics than the rest of us† Critically discuss this statement with reference to the Zimbabwean public financial management system. [25] The civil service is those branches of public service concerned with all government administrations outside the armed services. Public financial management is defined by The Chartered Institute of Public Finance and Accountancy (CIPFA) as â€Å"the system by which financial management resources are planned, directed and controlled to enable and influence the efficient and effective delivery of public service goals†. Public Financial Management system is a system that oversees the nature and functions of public institutions that are concerned with the sourcing, collection, custody, allocation, supply reporting and control of public moneys. According to Jowett (1998), a code of ethics is a written set of guidelines issued by an organization to its workers and management to help them conduct their actions in accordance with its primary values and ethical standards. The codes of ethics that the government subscribes to are the laws that are put in place to direct the management of public funds. 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Understanding Poetry Free Essays

string(100) " is seen as one, whose deep devotion and dedication to her son make her transcend her difficulties\." Understanding and Appreciating Poetry 1 Note to Teachers Set Poems 2012-2014 Teachers have been speaking about the lack of critical material on some of the literature set pieces (particularly the poems) selected for study at the Caribbean O’Level. Diverse interpretations make an exploration of literary material interesting and expansive. This guide to the study of ‘set’ poems is a response to those who wish to be expansive in their analysis and appreciation. We will write a custom essay sample on Understanding Poetry or any similar topic only for you Order Now It is not intended to be a model commentary but an analysis or interpretation that will stimulate further discussion and analysis. Some poems are treated with questions. This approach helps to elucidate the central themes or ideas in the poems. This is a cost free publication offered to teachers. Prepared by Clifford Narinesingh co – author of A Comprehensive English Course , Books 1-3 and CXC English A. and author of Developing Language Skills Books 1,2,3, and CSEC Exam Book 4 A Royards Publishing Company Project This is a free publication and not intended for resale 2 Understanding and Appreciating Poetry UNDERSTANDING AND APPRECIATING POETRY DULCE et DECORUM EST Theme: The theme of the poem is the subject with which the poet deals. It is the central idea around which the event or experiences revolve. In this poem, the central idea is the â€Å"horrors of war†. The ghastly image of war, the torture to which soldiers are subjected, reflect the theme – â€Å"the haunting flares†, â€Å"gas shells dropping† â€Å"froth corrupted lungs† are evidence of the atrocities of war. INTENTION OF THE POET What does the poet hope to achieve? The poet here, wishes to convey a universal message to the reader, that one should not believe that it is noble to die for one’s country, because of the untold miseries which soldiers experience. To the poet, neither fame nor glory can compensate for the immense suffering that war inflicts on humanity. MOOD The mood conveyed in the poem is one of anger, revulsion and disgust. The impact of the incident in which the soldier is caught in an explosion and the agony he suffers is one of loathing and revulsion. â€Å"I saw him drowning† â€Å"guttering, choking, drowning† shows the immense suffering of a dying soldier. This is a free publication and not intended for resale Understanding and Appreciating Poetry THE MAIN INCIDENT The traumatic experience of a soldier who is caught in a sudden explosion while returning to his camp. 3 IMAGERY The poet achieves his purpose or intention through his use of intense language and vivid imagery. These are the similes used by the poet to make the images interesting and meaningful. 1. â€Å"Bent double, like old beggars under sacks. † Here the soldiers returning from the battle field look like old beggars, bent with age and exhaustion, carrying their sacks on their backs. The comparison is appropriate as it appeals to the visual sense and brings the readers face to face with the exhausted soldiers. 2. â€Å"knock-kneed, coughing like hags† The image of the knock-kneed soldiers coughing like hags, shows the terrible effect of the smell of gun powder, and gun shots. It appeals to the auditory sense and reminds the reader of the sounds of old people coughing. 3. â€Å"And floundering like a man in fire or lime† The image presents the soldier in a state of panic, unable to move in any fixed direction as he is trapped in the fire. The reader can see the movements of the soldier, like a blind man floundering and fumbling to find his way. 4. His hanging face, like a devil’s sick of sin† The comparison vividly describes the look of the soldier in agony and pain during the final moments of his death. LANGUAGE OF THE POEM These are some examples of the poet’s use of emotive and intense language â€Å"We cursed through sludge† â€Å"limped on blood-shod This is a free publication and not intended for resale 4 Understanding and Appreciating Poetry â€Å"Drunk with fatigue† â€Å"He plunges at me, guttering, choking, drowning† â€Å"White eyes writhing in his face† â€Å"Froth-corrupted lungs† The language used is both appropriate and effective and evokes the sympathy of the reader. THIS IS THE DARK TIME, MY LOVE The theme of this poem is about a people whose dreams of a better life have been threatened by the destructive power of the ‘strange invader’. The atmosphere of the poem is one of tension, fear, anxiety. â€Å"Everywhere the faces of men are strained and anxious. † This is because of the presence of soldiers: â€Å"all around the land brown beetles crawl about. † Even nature is sympathetic to the cause of the people as expressed in the line â€Å"red flowers bend their heads in awful sorrow. † The poet’s mood is one of lamentation for the misery of his people, the instability and sorrow brought about by the strange invader. Imagery: The images appeal to the sense of sight and sound. They present visual pictures that are striking. The picture of the soldiers, â€Å"all around the land brown beetles crawl about†, in their thick armoury, the hard covering on their backs is like beetles. Here you hear the tramping of soldiers â€Å"whose boots of steel tramp down the slender grass†. You can also see the slender grass trampled upon and looking withered. This is a free publication and not intended for resale Understanding and Appreciating Poetry Figurative Language Metaphor: All around the land brown beetles crawl about. † 5 The soldiers are compared to brown beetles. Personification: â€Å"Red flowers bend their heads in awful sorrow. † The poet gives the flower qualities of a human being – the emotion of sorrow. Irony: â€Å"It is the festival of guns, the carnival of misery. † The words â€Å"festival† and â€Å"carnival† are indicative of joyous celebrations but what the country is really experiencing is sorrow, not joy. The Woman Speaks to the Man who has employed Her Son In this poem, a mother expresses her deep affection for her son. She reflects on the unfortunate circumstances of her life as a single parent. She is now concerned about the welfare of her son. This woman is seen as one, whose deep devotion and dedication to her son make her transcend her difficulties. You read "Understanding Poetry" in category "Essay examples" Her responsibility to her son takes priority. But what shatters her now, is the fact that her son is employed by someone who appears to be engaged in shady activities. To her, the gun he carries is a symbol of destructiveness and criminal activities. The conversational style of the poem makes the reader empathize with the thoughts and feelings of the mother. The reader discerns in the mother, fortitude, resilience and spiritual strength which inform her actions. 1. What is the theme of the poem? . The mood of the poem is one of (a) disgust and anger (b) optimism and hope (c) sadness and despair This is a free publication and not intended for resale 6 Understanding and Appreciating Poetry 3. Which of these words describe the tone of the poem? formal, conversational, angry, serious? 4. What do the lines â€Å"a metal lic tide, rising in her mouth each morning† suggest about the mother? 5. â€Å"He treated all his children With equal and unbiased indifference. † What do the above lines suggest about the father? 6. Why do you think that the mother is upset about the job her son has taken? 7. What do the â€Å"black cloth† and â€Å"veiled hat† symbolize? 8. Select the line which expresses the mother’s helplessness. 9. Why does she allude to the â€Å"thief on the left side of the cross†? 10. How do you feel as you read the poem? GOD’S GRANDEUR The poem is expressive of God’s presence in the natural world even though man’s exploits have served to destroy nature and its freshness and purity. To the poet, God’s grandeur is ever pervasive, revealing itself like ‘flame from shook foil’. The word ‘flame’ is significant as it conveys the brilliance of God as the shining light the foil gives off. The poet employs the image of an electric charge, which develops into a flame or a light suggesting the power of His greatness. God’s light assumes a richness like the ‘ooze of oil crushed’ or pressed to it finest quality. As the oil gathers strength to richness so too does God’s greatness. The images are all interwoven and expanded to express the grandeur of God. In stanza 2, though man is aware of God’s greatness, he still exploits it through commerce and industrialization, blemishing the earth and destroying the freshness of nature. The repetition, ‘generations have trod, have trod, have trod’ conveys man’s persistence in his ruthless exploitation. The persistent repetition of the words ‘have trod’ leading to ‘smeared and bleared’, tells of the poet’s resentment and This is a free publication and not intended for resale Understanding and Appreciating Poetry disgust at man’s actions. ‘Man’s smudge’ and ‘smell’ are expressive of a polluted and squalid environment, all due to man’s uncaring attitude. Unthinking man cares not about the destruction he leaves; he seems not aware of what he has done to nature as expressed in the words ‘nor can foot feel being shod. The natural sensation of walking barefooted is lost. The language of stanza one (1) lines 5-8, reveals a protest against man’s ruthlessness. The poet reacts to man’s inhumanity and indignity with reasoned calmness, a protest without rage or anger for he is consoled by nature’s presence as described in stanza two (2). In stanza two(2), the poet tells that God’s presence or power through nature is renewable and invigorating in spite of man’s destructive nature. Nature is described as indestructible or inexhaustible. â€Å"For all this, nature is never spent There lives a dearest freshness deep down things. The poem ends on a positive note, an assurance that springs from the poet’s faith as he is convinced of the Holy Ghost’s presence with vitality and life and all that is luminous, â€Å"warm breath and bright wings† 7 GOD’S GRANDEUR 1. Using your own words, express in about two to three lines the theme of the poem. 2. State the central contrast which this poem presents between God and man. Explain it fully with reference to specific details. 3. Select one metaphor used in the poem and show how it is expanded. 4. Explain in your own words the meaning of the following lin es. (a) Why do men now not reck his rod? b) And for all this, nature is never spent. 5. The poet uses the following devices. Select one example of each and comment on its effectiveness: (a) simile (b) alliteration (c) compression (d) repetition This is a free publication and not intended for resale 8 Understanding and Appreciating Poetry ORCHIDS In this poem, the writer is about to relocate and is sending her material belongings â€Å"to fill the empty spaces of her future life†. One thing that cannot be boxed is the sentiment she feels for the orchids. The orchids belong to her emotional and spiritual world. The purple colour is a symbol of the blood of Christ on the Cross. What is evident in the poem is that some experiences in life can never be forgotten. Even though you may wish to suppress them, like a stubborn orchid, they bloom and blossom. For the poet, the orchid is an inspiration to the creative instinct. It sends a message, tells a story that reaches poetic dimensions. Even though the pressed orchids become â€Å"thin and dried transparency†, she believes that they still are a stimulus for poetic thought. In the poem, the material world is pitted against the world of nature. The world of nature is constant and eternal. 1. What is the theme of the poem? a) relocating to a new home (b) nurturing a spray of orchids (c) the poet’s impression of the orchids 2. What is the mood of the poem? 3. From where did the poet get the orchids? 4. What effect have the purple petals on the poet? 6. What was peculiar about the orchids? 7. (a) Explain the meaning of â€Å"their thin dried transparency†. (b) Of what value is the â€Å"thin dr ied transparency† to the poet? This is a free publication and not intended for resale Understanding and Appreciating Poetry 9 SOUTH Motivated by a deep sense of longing to return to the islands, the poet recaptures in his memory delightful scenes of his native land. He recalls the bright beaches, the fishermen’s houses and the sound of the sea which heralded his birth. The poet has journeyed from the islands to distant lands where his experiences have been different from those in the islands. He has visited stormy cities, felt the sharp slanting sleet and hail and the oppressive shadows of the forest. These are opposed to the warmth of the islands, and the salty brine of the sea. To the poet, the ocean that surrounds the islands is a symbol of adventure, the freedom of the spirit and the limitless possibilities which reside in its vastness. In his view, the rivers that form part of his present environs remind him of a life that lacks purpose – he feels resentment for the rivers. He recalls the refreshing memories of the sea which reflect the harmony between man and nature. He sees the shells, the fishermen’s houses, the pebbled path, the fish and the gulls and the white sails. These are the treasures of the islands which he recaptures in the poem. These are the treasures which make him forget the pains, the sorrows and the hatred. 1. 2. 3. State briefly what the poem is about. Where is the experience taking place? Select two images in the poem. To which sense does each appeal? 4. 5. Select those expressions which show the poet’s experiences of hardship. Which literary device does the poet use in each of the following? ‘bright beaches blue’ ‘sharp slanting sleet’ ‘their flowing runs on like our longing’ ‘splash’ ‘white sails slanted seaward’ 6. What is the mood or feeling of the poet? This is a free publication and not intended for resale 10 Understanding and Appreciating Poetry EPITAPH, DREAMING BLACK BOY, THEME for ENGLISH B. The poems ‘Epitaph’, ‘Dreaming Black Boy’ and ‘Theme for English B’ have similar themes. They express discrimination and intolerance in human relationships and reflect the denial of the basic human rights of recognition, justice, equality and freedom. The three poems are treated differently. You will observe that in the poem â€Å"Epitaph† the image is vivid, stark and gruesome. Amidst the beauty of the â€Å"falling sunlight† and the swaying cane†, the dead body of the slave hung. The image evokes in the reader anger against human brutality and compassion for the fate of the slave. Through the sad tale, the poet achieves his intention of giving the reader insights into the brutality meted out to slaves in their days of enslavement. The poem is a tribute to the dead slave, and is melancholic in mood and tone. Epitaph 1. Describe the image presented in stanza one of the poem. 2. Which of the following best defines the feelings evoked by the image? (a) elation and despair (b) compassion and anger (c) hatred and defeat (d) disappointment and disbelief 3. Identify words and expressions which describe the morning’s atmosphere. 4. The poet compares the swinging body to â€Å"a black apostrophe to pain†, most likely because â€Å"the swung body† (a) resembled an apostrophe mark. (b) was prominently positioned as a mark symbolizing pain. c) was at the heart of two elements. (d) was the cause of much agony and pain. This is a free publication and not intended for resale Understanding and Appreciating Poetry 5. Explain the meaning of each of the following expressions: (a) punctuate our island tale (b) brutal sentences (c) anger pauses till they pass away 6. Do you think that the title of the poem is a ppropriate? Give a reason to support your answer. 7. Which of the following best expresses the theme of the poem? (a) a sorrowful tale (b) man’s inhumanity to man (c) victory and defeat (d) a blot on our history 8. What is the mood experienced throughout the poem? 11 Dreaming Black Boy In the poem ‘Dreaming Black Boy’, the boy expresses his thoughts and emotions in abstract images. He dreams and wishes for the rights that should be accorded to all human beings – recognition and love, and the freedom of movement and speech. These images appeal to the emotions and the reader empathizes with the boy who is being denied these rights. The poem is written in blank verse. This makes the tone of the poem conversational. 1. What is the theme of the poem? (a) disappointment (b) relationships (c) alienation (d) injustice . Why do you think the â€Å"black boy† has dreams and wishes? 3. What does the boy wish according to stanza one (1) of the poem? (a) opportunity to compete (b) recognition and warmth This is a free publication and not intended for resale 12 Understanding and Appreciating Poetry (c) freedom to play (d) to forget his ancestors 4. 5. 6. 7. 8. 9. Why does the boy w ish for an opportunity to be educated? Identify two pieces of evidence which show the boy’s feeling of rejection. Identify the lines in which the boy feels that his freedom of movement and speech have been suppressed. Who are the â€Å"torch throwers† and the â€Å"plotters in pyjamas† alluded to in stanza four (4)? What do you think is the tone of the poem? (a) What terrible burden does the boy suffer? (b) What is his attitude to suffering? Theme for English B In the poem â€Å"Theme for English B† the poet deals with a student’s feeling of frustration and disappointment in the society. The thoughts which he expresses on the â€Å"page† echo the issues that confront him in an environment of whites. The mind of the student is confused. Though he was born and bred in a society of white people, and educated in a school among whites, yet he feels a sense of alienation. In the page that he writes, he is justifying his right to acceptance and equality, on the basis that all people share a common natural heritage of instincts, emotions and tastes. He firmly believes that each race impacts on the other and learns from each other. Perhaps he is questioning whether discrimination should give way to harmony among the races. 1. What does the word â€Å"true† in line four (4) -â€Å"Then, it will be true†, imply? (a) authenticity 2. (b) reality (c) credibility (d) integrity Identify the aspects of the student’s life which seem to make the assignment difficult. This is a free publication and not intended for resale Understanding and Appreciating Poetry 3. The student’s page would be based on (a) life at the college (b) his instincts and emotions (c) a resolution of the conflicts in his mind (d) the Harlem experience 4. What does the student wish to say by listing the things he likes? 5. What makes the student and the instructor part of each other? 6. According to the student’s page, which of the following statements are True? (a) The page on which the student writes is coloured. (b) Feelings, natural instincts and tastes are manifested by all people. (c) Sometimes whites and coloured cannot tolerate each other. d) All people are not born equal. (e) Each race impacts on the other and learns from each other. 7. Which words best describe the character of the student? impulsive, rational, obstinate, compromising, intelligent, outspoken, unbalanced. The poem is written in Blank Verse form. What does this lend to the style and tone of the poem? 13 8. Test Match Sabina Park 1. What is th e theme of the poem? (a) Fall from glory (b) An exciting cricket match (c) Reflections of a spectator (d) Failed batsmen 2. Which line in the poem tells that the crowd lacked the spirited response to the match? 3. The speaker is critical of the English batting. This is a free publication and not intended for resale 14 Understanding and Appreciating Poetry Quote the lines in support of the criticism. 4. Why is the poet’s rationale for a dull game not convincing even to himself? 5. What is the â€Å"tarnished rosette† which the writer mentions in the last stanza? Why is it tarnished? 6. The tone of the poem is (a) sarcastic (b) formal (c) conversational (d) harsh 7. What does the native language of the folk lend to the poem? 8. In this poem you hear two voices. Whose voices are they? 9. What is meant by the line â€Å"Proudly wearing the rosette of my skin†? 0. What insights do you get of the relationship between the English and the native folk from the expression, â€Å"Eh white bwoy†? Ol’ Higue and Le Loupgarou Many stories of strange supernatural characters derive from the cultural tradition of the folk. These characters form an important part of the folklore brought by the Africans to the West Indies. So me of these have been preserved in narratives and poems. The character to which this poem ‘Ol’ Higue’ alludes is the ‘Soucouyant’ whose mission is to draw blood from human beings. Read the poem. Discuss the following questions. 1. What image of Ol’ Higue does the poet present in stanza one (1)? 2. What complaint does Ol’ Higue make in stanza one (1)? Quote the expressions which support your answer. This is a free publication and not intended for resale Understanding and Appreciating Poetry 3. (a) Why would Ol’ Higue be â€Å"Burning like cane fire†? (b) Why does she have to count a thousand grains? 4. Why is the blood of babies attractive to Ol’ Higue? 5. How and when does she perform her â€Å"blood-sucking† task? 6. Give one reason why Ol’ Higue would love women giving birth. 7. Do you consider Ol’ Higue a mysterious character? . What feeling does Ol’ Higue evoke in you as you read the poem? 15 Le loupgarou Read the poem and discuss the following questions based on it. 1. (a) (b) What is the â€Å"curious talk† alluded to in line one (1) of the poem? What does the word â€Å"curious† suggest? 2. Who are the â€Å"greying women†? 3. Why, do you think, Le Brun was â€Å"greeted by slowly shutting jalousies†? 4. Which word describes Le Brun’s dress? 5. What, do you think, is the bargain Le Brun made with the fiends? 6. What was responsible for Le Brun’s ruin? 7. How did people know that le Brun had changed himself into a dog? 8. What literary device is used in line one(1)? â€Å"A curious tale that threaded through the town†. 9. .How do you feel as you read the last two lines of the poem? You will observe that both poems deal with the supernatural. The Soucouyant is the counterpart of the Le Loupgarou. They both make a pact with the devil to engage in mysterious and fiendish dealings. This is a free publication and not intended for resale 16 Understanding and Appreciating Poetry They both are greedy and are ruined through their greed. They both evoke fear in the people around them. Once upon a Time Read the poem and discuss the questions based on it. . What do you think is the theme of the poem? (a) Behavioural patterns in human relationships. (b) Attitudes of people in a modern age. (c) Loss of culture founded on love, sincerity and goodwill. (d) How people lived long ago. 2. 3. 4. 5. 6. What difference is there in how people laughed long ago and how they laugh now? Give one piece of evidence that sh ows how people deceive others. Why, do you think, that the poet wears different faces in different contexts? Provide evidence to show that the poet is influenced by the behaviour and attitudes of the new age. Does the poet like the changes in behaviour? Give reasons to support your answer. 7. Which of the following best expresses the mood of the poet? (a) melancholy (b) disappointment (c) anger (d) reflection 8. 9. What can you infer about the character of the poet? Which of the following lessons can one learn from this poem? (a) Pattern your lives to please others (b) Appearances are often deceptive This is a free publication and not intended for resale Understanding and Appreciating Poetry (c) Values should change to suit modern living. (d) Be yourself at all times. (e) Honesty, love and consideration should guide your actions. 7 Forgive my Guilt 1. What is the theme of the poem? a) An accident b) A plea for forgiveness c) Two injured birds d) A confused mind 2. 3. 4. 5. What incident is the poet recalling? Where and when did the incident take place? Identify two contrasting images of the birds, before and after the incident occurred. Select images that appeal to the sense of (a) sight (b) sound Explain each and say whether it is appropriate or not. 6. Identify two similes in the poem. Explain each and say whether it is appropriate or not. 7. 8. 9. What mood does the poem evoke in the reader? What are your feelings towards the poet? State the qualities of the poet which you discern in the poem. To An Athlete Dying Young 1. 2. What is the theme of the poem? What is the intention of the poet? This is a free publication and not intended for resale 18 Understanding and Appreciating Poetry 3. 4. 5. 6. 7. Find two expressions in stanza one (1) which indicate the spectator’s response to the athlete’s victory. What does the line â€Å"Townsman of a stiller town† suggest about the athlete? Quote two expressions in stanza three (3) which show the poet’s view on â€Å"glory and laurels†. Why would â€Å"silence† and â€Å"cheers sound the same to the dying athlete? Write T next to the statements that are true. By dying young the athlete’s glory a. died with him. b. is unchallenged on the field. c. does not gain wide acclaim. d. is not worn down by time. e. is suppressed by other runners. 8. The poem best exemplifies a. reflections on the transience of fame and glory. b. a tribute on the demise of a young successful athlete. c. ovation on the victory of a young adult. d. thoughts on life after death. It is the Constant Image of Your Face In this poem, the poet experiences a deep feeling of guilt and remorse. The poet has framed an image of his beloved whose face is constantly before him, while he is engrossed in a world of his own; a world in which thoughts are like knives, hurling accusations at him. These accusations cut deeply into the poet’s consciousness and remind him of his treachery to his native country. Apparently, the poet has left his native home, having been captivated by the beauty and assurances of his beloved. However, deep in his heart he knows that no other love can lay claim to his loyalty but his homeland which is above This is a free publication and not intended for resale Understanding and Appreciating Poetry all other loves. Feelings of remorse and guilt plague the thoughts of the poet. To him, leaving his country is like an act of treason and treachery. Although he prizes his beloved, he pleads for forgiveness from his country whose tenderness matches or surpasses that of the beloved. 1. What do you think is the theme of the poem? (a) The guilt and remorse of a poet (b) Alienation from one’s own country (c) The poet’s love and loyalty for his native country 2. Describe the mood which the poet experiences throughout the poem. Give suitable quotations in support of your answer. a) Select one image in the poem. (b) To which sense does it appeal? (c) Explain its importance in the poem. 4. (a) What is the meaning of â€Å"my world of knives†? (b) What effect does this world have on the poet? 5. 6. Quote two expressions which show that the poet’s love for his country surpasses all other loves. What qualities of the poet’ s character are revealed in the poem? 19 3. West Indies, U. S. A. In this poem, the poet records his impressions of the Islands from a view, thirty thousand feet above. He sees some of the islands as more prominent than others. Some are more culturally and economically developed as can be seen in his impression of Puerto Rico, with â€Å"silver linings in the clouds† and the glitter of San Juan. But to him, each country has its own distinctive features and characteristics, which are highlighted at its terminal. Against these islands, the poet sees the influence of the United States on Puerto Rico: he sees Puerto Rico as a representation of the United States – â€Å"America’s backyard†. Stringent laws are enforced at its terminal to prevent passengers This is a free publication and not intended for resale 20 Understanding and Appreciating Poetry from entering without legal documentation. The fear of foreigners who sneak into the island and tarnish the image of the land is well noted by the poet. He notes the influence of American culture and lifestyle in Puerto Rico. The glitter of the cities pulsating with life is well captured in the â€Å"polished Cadillacs† and â€Å"Micro chips†. 1. What is the theme of the poem? 2. (a) Select the simile in the first two lines of the poem. (b) Explain why the poet makes the comparison, (c) Do you find it interesting and original? Why? 3. What is the distinctive feature of each of the following terminals? a) Port au Prince (b) Piarco (c) Vere Bird 4. Why are all passengers other than those embarking at San Juan, required to stay on the plane? 5. What do you think is â€Å"that vaunted sanctuary†? Why is it considered a vaunted sanctuary? 6. Select three pieces of evidence which show America’s influence on the lifestyle of Puerto Rico. 7. What do you think is the mood of the poem? 8. What is the tone of the poet? Composed Upon Westminster Bridge The poet records his impressions of the scene at early dawn when no mechanized activity is going on and the air is clean and devoid of smoke. He is touched by the beauty and splendour of the city. Only those whose souls are dull would not be touched by the awe-inspiring scene; the greatness is majestic. All objects natural or otherwise are now visible because of the glitter of the morning sun which spreads over the landscape. Never before has the poet witnessed such beauty which the splendour of the sun radiates over valley, rock or hills. Not only is the beauty enchanting, but also the peace and calm which the scene has on the mind of the poet: In such an atmosphere even the houses seem asleep and all is still. In the scene there is no activity. The air is smokeless because the truckers have This is a free publication and not intended for resale Understanding and Appreciating Poetry not started to pour their emissions into the atmosphere. The poet is deeply impressed and stunned at the calm and beauty of the morning. His exclamation, â€Å"Dear God! † tells us that his response has reached spiritual and divine dimension. 21 1. What is the theme of the poem? 2. Where and when is the experience taking place? 3. What is the mood of the poet? 4. Select the figure of speech in the first five lines of the poem. With what does the poet compare the city? 5. Why is the air smokeless? 6. Select lines which show that there is an absence of noise in the scene. 7. What does the poet mean by â€Å"the very houses seem asleep†? 8. From the poet’s impressions of the scene, what can you tell of his character? 9. Do you like the poem? Give reasons to support your answer. A Contemplation Upon Flowers The poet sees in the flowers a calm and willing acceptance of death – brave and harmless, humble and modest, the flowers are born of the earth and to the earth they return with no resistance. Unlike the poet, the flowers subject themselves to the natural order and pattern of the universe. They bloom in a particular season and then fall to earth. The poet wishes his life to be perpetually in spring for he fears the winter, the harbinger of death. His pride, vanity and fear make him unwilling to succumb to death. However, the poet longs to be like the flowers, to smile and look cheerfully at death. He needs to accept death without fear and to make peace with the inevitable. The wreaths of flowers brighten and sweeten the atmosphere in times of death. The poet wishes to be like the flowers, that his breath will sweeten and perfume his death. Enslaved by pride, vanity and fear, the poet struggles to come to terms with the experience of death. This is a free publication and not intended for resale 22 Understanding and Appreciating Poetry The poet represents humanity in his fear of death. The flowers represent Nature and its willing acceptance of death. 1. What do you think is the theme of the poem? 1. Select the qualities in the flowers that the poet admires. 3. What does the expression â€Å"that I could gallant it like you† mean? . â€Å"Embroidered garments† suggest (a) the flowers are very beautiful (b) even the most beautiful are subject to death (c) Nature produces colorful things (d) the petals of the flowers are adorned with a pattern 5. Why does the poet wish his life would be always spring? 6. What two lessons can the flowers teach the poet? 7. What makes it difficult for the poet to accept death? 8. The word which best describes the mood of the poet is (a) joyful (b) sorrowful (c) pensive (d) angry This is a free publication and not intended for resale How to cite Understanding Poetry, Essay examples

Different Types of Gothic Horror free essay sample

SnatchersIn â€Å"The Judge’s House† written by Bram Stoker, the story takes place at an evil judge’s house that has hanged people, and a student named Malcomson is just staying there for a few days despite being warned not to. Strange occurrences begin with rats disturbing Malcomson while he is staying there but particularly a rat with red eyes sticks out to him. The rat with the red eyes would be in a hole behind a painting of the judge that is hung in the house, and sit in the same position as the judge in the painting. Little did Malcomson know those would be his last days alive since evil never fully dies. The judge comes back to life through the painting to hang Malcomson just like the others before him. Throughout â€Å"The Judge’s House† the four elements of Gothic Horror that occur are repetition, the double, menacing other, and transformation. All these elements contribute to my own interpretation of the story that evil never truly dies. The first element is repetition when the rats, and the rope keep repeating actions. In the beginning he finds out later by looking at the room closely there are rats in the walls: â€Å"Here and there as he went round he saw some crack or hole blocked for a moment by the face of a rat with bright eyes glittering in the light† of his lamp. What impresses him most, however, is the â€Å"great alarm bell on the roof†(Stoker 1) Even the narrator says, â€Å"This evening the scampering of the rats began earlier; indeed it had been going on before his arrival, and only ceased whilst his presence by its freshness disturbed them†¦Tonight the rats disturbed him more†(Stoker 2). One specific rat with red eyes repeats disturbing the Malcomson, and goes up the rope. That evening, the rats’ commotion and noise is greater than it had been the other night. Just like the other night, the rats later become suddenly silent and the red enormous rat disturbs Malcomson by staring at him again, â€Å"with baleful eyes,† from the â€Å"old high-backed carved oak chair beside the fireplace†(Stoker 2). The student throws one of his math textbooks since he was studying at the time the rodent disturbs him, but it doesn’t go away. The next night the sound of the rats again ends, Malcolmson looks up to see the huge rat again, throws several books at it, and finally makes it go away. After the rodent has left, Malcolmson sees, through a hole in one of the paintings on the wall. Examining which books he threw at the rat to identify which textbook makes the rat leave, he sees that it was none of his math textbooks, but a holy book: â€Å"Now for the book that fetched him! † Malcolmson took it up and looked at it. As he did he started, and a sudden pallor overspread his face. He looked around uneasily and shivered slightly, as he murmured to himself: â€Å"The Bible my mother gave me! What an odd coincidence† (Stoker 4). After Malcolmson visits a local physician he starts thinking about who must have been hung based on the judge’s orders again for another night a repetition of the rat with the red eyes bothering him , â€Å"glaring at him steadily. † It swiftly retreats, stirring the other rats in hiding to commotion. sees the enormous rat â€Å"in the Judge’s arm-chair, with the rope hanging behind,† staring at the student â€Å"with the Judge’s baleful eyes, now intensified and with a fiendish glare†(Stoker 5). The rat is constantly repeating the same actions each night to Malcomson. The rat stays there such as bothering him, and sitting in the same position as the judge in the painting giving the same evil look. The rat with the beady red eyes being the judge represents the second element of the double and the third element of the menacing other. The rat is the double of the judge as Malcolmson shows in the end when the transformation occurs, the rat has been a double all along. The rat, and the judge are the menacing other just looking to see what evil things to do to Malcomson. The double, and the menacing other are connected since you couldn’t have one without the other the rat, and the judge need to be a double in order to be an menacing other. From the beginning the rat being a double of the judge shows by it being the most enormous rat, all the other rats are afraid, he has the same eyes of the judge, and sits in the same position on the chair. The rat is linked to the judge, for the stare of the rat Malcolmson imagines the gaze of the judge after seeing the painting of him. The rat being a double makes it be a menacing other by constantly repeating the same behavior to bother Malcomson every night, such as sitting in the same position and watching him. Lastly the element of transformation is shown at the end when the judge appears from the painting. As Malcomson sees that the painting is a portrait of the hanging judge, whose â€Å"face was strong and merciless, evil, crafty, and vindictive, with a sensual mouth, a hooked nose of ruddy colour, and shaped like the beak of a bird of prey†(Stoker 6). The rest of the face was a cadaverous colour,† and â€Å"the eyes were of peculiar brilliance and with a terribly malignant expression. † The eyes disturb Malcolm, for, in them, he sees â€Å"the very counterpart to the eyes of the great rat†(Stoker 6). They eyes of the great rat finally connect the pieces that the rat is the judge showing the last phase of the transformation leading to Malcolmson death. As the narrator says, â€Å" From the painting, the judge now occupies the rooms â€Å"great high-backed carved oak chair† and wears his judicial robes and â€Å"a black cap,† which he dons at the stroke of midnight. Rising from his chair, the judge retrieves the severed rope, fashioning one of its ends into a noose†(Stoker 6). In the final scene the hanging of Malcomson occurs by the judge all he wants is the death of anyone in his house, and he is happy about it since when he returns to the picture he is smiling. The narrator says, There at the end of the rope of the great alarm bell hung the body of the student, and on the face of the Judge in the picture was a malignant smile (Stoker 7). Evil never dies is the interpretation that the story means personally to myself. The judge is an evil figure, and even though he has died, he still contains power to kill. As we can see from the constant repetition of the red eyed rat actions even from the beginning the judge is up to something since he disturbs the student, and just already has evil features in the rat form. The double being the rat being another form of the judge shows he continues to live, and won’t ever die since all his evil even goes into his rat form. The transformation fully shows that evilness will find a way to come back to life to continue their ways. As seen in the ending of the story the judge takes Malcomson’s life by hanging him as he has done too many others. The judge is so full of evil that he will never die, and he will continue to kill anyone that enters his house. â€Å"The Judge’s House† shows the three element of gothic horror starting with repetition, the double, menacing other, and transformation. The repetition being with the rats running out every night to disturb the narrator. The double being how the rat, and the judge are the same Lastly the transformation of the judge coming out of the painting, and killing the narrator with the rope by hanging him. All these elements contribute to my own personal interpretation that evil never fully dies. The judge is truly evil, and uses the painting as his way to contribute his evil ways, and to keep hanging as many people as he wants that enter his house. Elements of Horrors: â€Å"Dracula’s Guest† In the story â€Å"Dracula’s Guest† written by Bram Stoker there are three elements of gothic horror are seen throughout the entire story. The story is about basically a guest of Dracula’s that get lost in the woods after trying to be adventurous. The first element that is seen in the story is the use of extravagant language when un named narrator is speaking to other people. They also were using a foreign language during the story. The foreign text used is, Johann answered with an emphatic, Ja, mein Herr,†¦ He crossed himself, as he answered laconically: Walpurgis nacht (Stoker 1). The second element is the remote location since the narrator gets lost in the dark, cold night. The narrator doesn’t even know where he is at after the carriage leaves him. The narrator says, â€Å"As I looked there came a cold shiver in the air, and the snow began to fall. I thought of the miles and miles of bleak country I had passed, and then hurried on to seek shelter of the wood in front. Darker and darker grew the sky, and faster and heavier fell the snow, till the earth before and around me was a glistening white carpet† (Stoker 5). The narrator has to continue walking to find some place for shelter which was a tomb but a hailstorm hits that makes him go unconscious in the remote location. The third element is the uncanny because of the werewolf protecting the narrator and keeping him warm. As the story says, â€Å"Look at his throat! See comrades, the wolf has been lying on him and keeping his blood warm. The officer looked at my throat and replied, He is all right, and the skin is not pierced. What does it all mean? We should never have found him but for the yelping of the wolf. (Stoker 4). â€Å"Dracula’s Guest† shows all three elements from extravagant language, remote location, to the uncanny. The extravagant language being used throughout the story, and the remote location since we don’t know exactly where the narrator is at. The uncanny being the presence of a were wolf protecting the narrator. Elements of Horrors: â€Å"Canon Alberie’s Scrapbook† In M. R. James story â€Å" Canon Alberic’s Scrapbook† three elements of gothic horror are seen throughout the story. The story starts with Dennistoun being in a church, and there he meets one of the religious people of the church, and goes back to his home. There he meets the daughter, and sees a book by Canon Alberie he decides to buy it from them but they seem to be happy for the book to be gone. Before he leaves the house the daughter offers him a cross, and after that strange things happens when he removes the cross. The first element that is shown is the acuteness of senses when Dennistoun encounters the demon from the book. He describes the demon as â€Å"He flew out of his chair with deadly, inconceivable terror clutching at his heart. There was black and tattered drapery about it; the coarse hair covered it as in the drawing. The lower jaw was thin what can I call it? shallow, like a beasts; teeth showed behind the black lips; there was no nose; the eyes, of a fiery yellow, against which the pupils showed black and intense, and the exulting hate and thirst to destroy life† (James 5). The second element is the uncanny such as the book actually being possessed in a sense. The brings the demon to life, and harms whoever has the book in there possession. It makes sense why the man, and the daughter is more than willing to sell the book. The last element is the menacing other which is the demon from the book since it seems like it wants to cause harm, and possibly kill Dennistoun. After he removes the cross Dennistoun feels strange then he sees the demon in the picture there as it lunges for him. The demon is the menacing other as it tries to cause the death or great harm to Dennistoun. â€Å"Canon Alberic’s Scrapbook† greatly shows these three elements of gothic horror. First being the acuteness of senses, the uncanny, and the menacing other. The acuteness of senses being how Dennistoun sees the demon, and feels. The uncanny being that the book is possessed, and wants to do harm. Lastly the menacing other is being the demon itself for trying to cause harm to Dennistoun. Elements of Horrors: â€Å"The Body snatcher† In the story â€Å"The Body snatcher† written by Robert Louis Stevenson throughout the story three elements of gothic horror is seen. The story is a re telling of two grave robbers MacFarlane and Fettes that would get bodies for a doctor both of them were medical students. Fettes is re telling the story t a group of friends but still seems traumatized by the events that occurred earlier in his life. The first element that shows in the story is the acuteness of sense when Stevenson is describing the body snatchers doing the work of getting the bodies. Also describing how Fettes feels intimidated by MacFarlane since he is basically threatened that if he says anything he might be the next body he uses. Another element of gothic horror is the uncanny which is seen at the end when the body turns out to be the wrong person. Fettes describes the finding of the wrong body as lamp fell, broke, and was extinguished; and the horse, terrified by this unusual commotion, bounded and went off toward Edinburgh at a gallop, bearing along with it, sole occupant of the gig, the body of the dead and long-dissected Gray†( Stevenson 4). The body of the woman is no where to be found but somehow the body of the person MacFarlane most likely killed in the beginning has suddenly appeared. The last element is the remote location the body snatchers never disclose exactly were they are going for the bodies. All the reader knows is that they collect the bodies at night at a grave sight. The body snatchers are very secretive about their work that everything is done that the story gives a mysterious edge about not knowing where they are. In the body snatcher the three elements of gothic horror is seen throughout the story such as acuteness of senses, the uncanny and remote location. The acuteness of senses, and the uncanny being when the body turns out to be the wrong person. The last being the constant remote locations that the body snatchers are in.

Physics Lab Report Impulse Sample

Physics Lab Report Impulse Paper Inspire Calculator was connected to the force sensor in order to track and create data that would be shown in graphs on the calculator. Because we had to compare the collision of the cart with the force sensor with and without the plunger, it would force us to run two trials in total (one run with the plunger, and one run without the plunger). Once all of the materials were prepared, I began with run one, which was with the plunger, and later run ova without the plunger. After running both trials, assuming that accurate data was gleaned, began to analyze and compare the data obtained trot the torte sensor. The It-Inspire Calculator created data and statistics graphs as Force (N) by Time (5) graphs. In order to easily see the physical differences between the two graphs, we manipulated the menu of the calculator and placed both graphs on the same screen, one on top of the other. In the data collected, run one (with plunger) graph was physically more round than that of run two (without plunger) as run twos graph was much more sharp and looked more of a triangle like shape. As genealogically innovative as the It-Inspire Calculator is, it also calculated the time of impact for each run. We will write a custom essay sample on Physics Lab Report Impulse specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Physics Lab Report Impulse specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Physics Lab Report Impulse specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The start time of impact for run one was 1. 78 seconds and the end time was I SC seconds, therefore the duration Of impact was 0. 12 seconds. For run two, the start time of impact was 1. 82 seconds, and the end time was I . 88 seconds, so the duration Of impact was C. Ass. It was peculiar to find that the duration of impact with the plunger was approximately twice as long than without the plunger for me, as well as the majority of my classmates. Next, by using these graphs, I found the peak force of both runs and after discovering the peak forces; found a noticeably different amount of force between these runs. The peak force for run one was 12. 54 N, and the peak force without the plunger was 19. 49 N. Although there is a great difference between these two numbers, it does make sense because the plunger causes the cart to hit the force sensor with more of a cushion and absorbed much tooth energy when colliding into the censor, which makes the direct Iranian with the force ensure less than a direct impact tot the cart with the flat side Later we calculated the impulse of both of these trials using the It-Inspire Calculator, which named impulse as the integral. In order to calculate the impulse, we used the calculator and calculated the area of the graph for each graph. The impulse of run one was 0. 947 NOSE and the impulse of run two was 0. 584 NOSE. As a class, we came to a conclusion that the impulse of the cart with the plunger was larger than that of a cart without the plunger. Lastly, we used our previous calculations (impulse and duration Of impact) in order to calculate the average f orce of the run. The formula to find average force is impulse divided by duration Of impact. The average force Of run one was (0. 947/0. Ass 7. 89 N, and the average force of run two was (0. 584/0. Ass) 9. 73 N. Moreover, the average force With the plunger is less than that Of the average for without the plunger. Also, it was consistent that the average force of both trials was both significantly less than the peak force for each corresponding trial. In conclusion, there were many differences between the calculations found teen the trials with and without the plungers of the lab cart. The key differences were the differences between duration of impact, average force, and impulse of both trials. Part II: As a follow-up lab activity to Part l, we completed a lab in which was to compare the impulse applied to the cart and the change of momentum of the cart. Our goal was to support with Impulse-Momentum Theory with the results that we collected. To begin, we would need a few additional materials to conduct this lab activity. This lab required the use of both the CUB motion sensor as well as the Orca censor to record the position of the cart as well as the force of the cart once it collides with the force sensor _ In order to use both of these sensors simultaneously, Mr.. Patterson introduced a new technology and it avgas named *lab cradle, which in basic terms, was a multi-channeled data collector with multiple USB ports, and allowed for the connection of more than one sensor. Once these materials ever plugged in and ready to use, eve began to run trials by pushing the lab cart across a flat track and starting the sensors at the same time to record data. After running a few trials to obtain decent data, the It-Inspire showed two graphs that were Force (N) vs.. Time (s) and Position vs.. Time (s). Both graphs were in the shape of triangles, but the Force graph looked much slimmer because we were not able to zoom into the duration of the collision alone. Upon collecting this, was able to find the impulse, which turned out to be 0. 785 NOSE. Later, we created a position vs.. Time graph that appeared to be a triangle as well. We used this graph to find the velocity of the cart before the collision and after, which ere the left and right side of the graph respectively.

Generations at the Workplace

Generations at the Workplace Introduction Employees who belong to different generations have varied expectations, skills, and experiences that affect their work both positively and negatively. This paper will identify and discuss the factors that help and hinder the performance of various generations at the workforce.Advertising We will write a custom critical writing sample on Generations at the Workplace specifically for you for only $16.05 $11/page Learn More Generation Y Generation Y employees are techno-savvy. They have excellent skills for using modern information and communication technologies, which enable them to complete their tasks effectively. They are also capable of multitasking at the workplace. Multitasking leads to improved productivity and efficiency. Most generation Y employees prefer clear and direct communication with their bosses (Mullich 49-54). This style of communication not only eliminates misunderstandings, but also facilitates quick decision making. However, most generation Y employees lack professionalism. They dress inappropriately and lack respect for others’ privacy. Generally, lack of professionalism limits generation Y employees’ ability to provide good customer service and to interact effectively with their colleagues. Generation Y employees’ are not effective in solving problems due to their poor critical thinking skills. In addition, they do not like criticism. As a result, they can hardly improve their performance by learning from their colleagues or their mistakes. Generation X Generation X employees are confident and often demonstrate high levels of competency in their work. As a result, they are capable of addressing challenges at the workplace effectively. Generation X employees are also likely to succeed in leadership roles due to their willingness to take on responsibility and to put extra effort to achieve their work targets. Most generation X employees prefer to engage in ethical behaviors (Mullich 49-54). Thus, they are likely to make decisions that improve the image of their organization in the community. Despite these capabilities, generation X employees face difficulties in understanding generation Y employees. This limits their ability to supervise generation Y employees effectively. Baby Boomers Baby boomers have a lot of experience in executing various business processes. This attribute enables baby boomers to handle crises at the workplace. Good communication skills coupled with willingness to take on responsibility enable baby boomers to provide excellent mentorship and leadership in their organizations (Mullich 49-54). Baby boomers promote ethical behavior at the workplace by supporting strong work ethic. The major challenge among baby boomers is that they are reluctant to adopt new technologies. For instance, some doctors in their sixties prefer to give paper-based prescriptions rather than online ones in order to avoid misleading their patients. Generally, baby bo omers’ performance is negatively affected by their reluctance to adopt new technologies that are being introduced in the modern business environment.Advertising Looking for critical writing on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The Mature Generation Mature employees are important in every organization due to the vast knowledge and experience that they have. Having a good knowledge of various business processes enables mature employees to solve problems, thereby creating competitive advantages for their organizations. Mature employees are also known for making wise decisions and paying attention to detail. As a result, they are able to avoid costly mistakes. However, mature employees are sometimes unproductive due to their advanced age and reluctance to embrace new technologies. Conclusion Each generation of employees is characterized with specific attributes that influence their performance a t the workplace. Generally, different generations of employees have unique capabilities that lead to improved performance. Consequently, companies should recruit employees from different generations to improve their competitiveness. Work Cited Mullich, Joe. â€Å"They Do Not Retire them, they Hire them.† Workforce Management 1 Dec. 2003: 49-54. Print.

Beegle Book Review Assignment - Directions & Questions Essay

Beegle Book Review Assignment - Directions & Questions - Essay Example Dr. Donna Beegle wrote this book to help people know real poverty, and be the one to make a difference in the globe. This challenges readers to view poverty in a different light and to add to it try to use the strategies that she has proposed in trying to eradicate it. She also strives to influence her readers through giving both her personal account and clearly outlined statistics and facts. The author shows how she also experienced generational poverty at first hand. From this it can be deducted that she is trying to accomplish or ensure that no one faces what she faced when she was still growing up. (Beegle, M. D.2007). The author of the book see poverty, be the difference defines poverty as a complex issue whose solution can only come from any individual who is willing to be taught, comprehend and work together to deal with its impact. From this definition it can be deduced that that the Beegle believes anybody who is willing is in a position of eradicating poverty in the society. This is despite the gender, age, social status, or locality. He or she should only try to understand the real meaning of poverty before developing strategies that can help to solve it. He describes poverty as complex because it can be said it is connected to various issues. The author tries to make her readers understand that living in poverty is not a permanent condition. Moreover, anyone who wants to get out of poverty is able. She gives evidence of this by telling her story of how she lived in extreme poverty but ultimately she ended up succeeding in life. Moreover, by giving statistics she tries to make her readers understand the current trends of poverty so as to k now how to go about it. The statistics also aid the readers to identify on parts or things that they will concentrate on mostly when trying to make a difference. The action that Beegle propose should be taken so as to

Danish Bottles Commission of European Communities v. Kingdom of Case Study

Danish Bottles Commission of European Communities v. Kingdom of Denmark - Case Study Example From this paper it is clear that the Commission of the European Communities saw some sense in their complaints thus leading them to argument upon Denmark concerning such strict restrictions. With such change in twist, the reporter disagrees with the CEC and second Denmark on their stand. The reason is that producing in returnable containers is cheaper for the production sector and at the same time environmental friendly. The Danish government is proposing such laws for the purposes of regulating production such as conserving the resources while reducing the volume of waste and ensuring quality measures. In addition, this environmental measure aims at ensuring a clean and secure production system in the industries. He agrees with the idea of protecting the environment and stabilizing the quality of production. This gives room to monitor and prevent some companies that might be interested at making profits in producing substandard drinks at the expense of the health of consumers. The s ame process will also give the government an ample time to monitor the rate of production and thus determine the duty charges to impose on producing firms. For this case, economics is vital for proving valuable evidence on the impacts of having such regulations to the market. For example, CEC presented a case before the EC institutions saying that such rules were aiming at preventing foreign countries from selling at Denmark while at the other end protecting the local production in Denmark. Ethics on the other hand looks at ensuring equal satisfaction of each member state without oppressing any member state in one way or another. For example, ethics emphasis that matters of environment conservation should be given less consideration since have too many restrictions by individual countries.

The Juvenile Justice System Should Focus on Rehabilitation Research Paper

The Juvenile Justice System Should Focus on Rehabilitation - Research Paper Example The aim is fundamentally to control violent juvenile and put them in reformatory institution as effective rehabilitative measures before they will be reintegrated back into the society as responsible citizens or human resource of a state (Office of the Juvenile Justice and Delinquency Prevention, 2012). Under the law, juveniles are those young residents of the America aging between 15-17 years old that have committed a criminal act against the state, person or to property (OJJDP, 2012). Some states made some statutory exceptions on age as requisite in the acquisition of jurisdiction on these cases. Others have put concurrent jurisdiction to juvenile and criminal courts while leaving to prosecutors the discretion to decide which of these judicial body should handle the preliminary investigation of each case (OJJDP, 2012). Juvenile justice system is a policy inspired by the doctrine of parens patriae which accord authority to the state to assume the parental role of enforcing legislati ons that promote, protect, and provide child-friendly custodial terms under its jurisdiction (True Crime & Justice, 2012). It is deemed as the best resolve to dilemma posed by children who have committed heinous crimes with corresponding life sentence as penalty without possibility of parole (True Crime & Justice, 2012, p. 1). ... 1). Legal advocates assert that juvenile justice system should opt for rehabilitation instead of punishment. The latter is considered as unpleasant and may impact on the psychosocial make-up of a child, thus, causing stigma or isolation as they are left alone to handle their emotional setbacks while meting out punishment following a court decision declaring their guilt. Psychologists infer that punishment does not support rational processes that could address their delinquency nor those necessities to achieve desired behavioral reform. Advocates concern on child rights and welfares wanted the juvenile justice system to delve on mental health assessment of the young offenders by providing necessary services to change them into better persons and to help them conform to social norms (OJJDP, 2012; True Crime & Justice, 2012). They contend that as young offenders are also child undergoing developmental stages and constant adjustments to social norms, the intervention with the participati on of family members could help assuage traumatic impacts as consequence of committing offense. The family has been the most influential agent in shaping a child’s behavioral reform to discourage them to become recidivists whilst motivating them to responsibly care for themselves or their future. Moreover, the family also help provide advises and inspirations to the child, along with social experts within rehabilitation centers, as they knew best the historical causes and factors that led a child to commit socially unacceptable acts. Experts empirically posit that 95% of the juveniles that went to the rehabilitation program reformed and avoided re-arrest (OJJDP, 2012; True Crime & Justice, 2012). Such

Biography of Chanakya (Kautilya)

Biography of Chanakya (Kautilya) INTRODUCTION â€Å"The extraordinary thoroughness of Kautilyas’s work, its eminent inductiveness and practical character, its unflinching logic, heedlessness of adventitious moral or religious standard and its wide range of subjects and interests gave it a unique combination of features..†[1] -D.R.Bhandarkar In Indian history, the centuries to come and that passed by, are recorded many great persons and legendary characters who shaped time through their extraordinary deeds and their excellence in every skill. But among of them, Kautilya may be the only one personality who has been respected and accepted as a brilliant person not only by Indian scholars but also western Scholars too. Kautilya was great political philosopher and thinker. We have been described as a great teacher, shrewd statesman, devoted patriot, deep thinker, ruthless administrator, master strategist, selfless ascetic, ideal philosopher and true saint.[2] He is called all-rounder because he got mastery in all the branches of knowledge. He was well versed in commerce, warfare, Politics, Economics and Vedas. He lived around the third century B.C. but even today his ideas and principles show relevancy and applicability in the present day society. He is a historical milestone in the making of India. Kautilya is the greatest person with wisdom and knowledge. He is regarded pioneer in the field of Economics. The credit of establishment of Mauryan Empire goes to the foresight and knowledge of Kautilya. He was a key advisor and councilor of Chandragupta Maurya, the founder of Mauryan Empire. â€Å"This empire was not merely composed of a number of unrelated districts brought together under single sceptra; it was a real unit based on common government which everywhere not only established the king’s authority but the public good.[3] Kautilya was chief architect of his rise to power so he is called kingmaker too. A man full of vision; he was always prepared for the worst. He had the guts to speak his heart out even in front of the rulers. He himself lived such a life, refusing all adornments, compassion towards the poor and evil to deceit when needed which shows some of his good characteristics of nature. Kautilya was a professor at the University of Takshashila which is located near Peshawar in Paki stan. He was the first man to envision the first Indian Empire by unification of the various small kingdoms in the Indian subcontinent. His prominent works are Nitishastra, Chanakya Niti and Arthashastra. Among these, Arthshastra was most important. He considered economic activity as driving force behind the functioning of any political action. Kautilya was a true thinker who bridged the gap between knowledge and vision. For Kautilya, good governance was supreme. LIFE SKETCH OF KAUTILYA – Unfortunately There is not certainity about the time period of the Kautilya So, details of his birth and life are not dependable and we have to rely on tradition. The expected period of the Kautilya is from 350-283 B.C.E. There are very few real historical facts about his birth and death except that he helped Chandragupta to mount the throne, to strengthen his empire and to unite the Indian states for fighting against Alexander of Macedonia around 327 B.C.E. Chandragupta Maurya established the Mauryan Empire in the year 321 B.C.E. Kautilya was probably born around 350 B.C.E. This shows that Kautilya was junior contemporary of Aristotle (384-322 B.C.E.). There is no proof that Kautilya was affected by Aristotleà ¢Ã¢â€š ¬Ã… ¸s idea. Some historians have â€Å"questioning about Kautilyaà ¢Ã¢â€š ¬Ã… ¸s existence†. His place of birth is not assured. Some say that he got the name Chanakya because he was born in China. The Buddhist mentions his birthplace as Takshashila while Jaina scripture mention his birthplace as Chanak in Gola district of South India. According to one version, birthplace of Chanakya was Dravida so one of the Chanakyaà ¢Ã¢â€š ¬Ã… ¸s various names was Dramila. Some believes his birthplace was Patliputra. However, Kautilyaà ¢Ã¢â€š ¬Ã… ¸s birthplace will continue to remain a disputation. Kautilya had two other two names – Chanaka and vishnugupta. As he was born in the village of chanaka, he was called chanakya , Dr. Ganapati Shastri is of the opinion that he was born in the ‘ kutala’ gotra. Hence he was named as Kautilya. His parents gave him the name of Vishnugupta at ‘namkaran’ ceremony.[4] When Kautilya was born, he had blessed with the full set of teeth, which showed that child will become king or emperor. Rishi Chanak was a Kautilya’s father who was learned Brahmin. He was a teacher teacher so he knew the importance of education. He started teaching his son Kautilya in his early age. In his early age, Kautilya was well versed in Vedas; though he memorized them completely at early age, At that ancient time, the Vedas were considered as the toughest scripture to study. He was also taught mathematics, geography and science along with religion. Right from his childhood, Kautilyaà ¢Ã¢â€š ¬Ã… ¸s wisdom and shrewdness was visible and effective. His favorite subject was Politics. Kautilya had seen very difficult circumstances from his childhood. His father,Chanak was erudite, decent and self respected Brahmin. He opposed injustice or immortal deeds. The fraudulent and arrogant king Dhannanda did not like him naturally. The king disparated the rightness of Chanak so he harassed Chanakà ¢Ã¢â€š ¬Ã… ¸s family for fake reasons. Chanak was put in prison by the king. He died in prison. No one raised a voice against the injustice with Chanak. Kautilya was a very little boy that time. He was extremely sad because of his fatherà ¢Ã¢â€š ¬Ã… ¸s death and injustice happened with h is family. After his fatherà ¢Ã¢â€š ¬Ã… ¸s death, his life was also in danger. So he left Patliputra by taking an oath that he would return and fight against injustice and take revenge against Dhannanda. Kautilya had his education at a famous university of Takshashila which was very reputed one at that time. Being a Brahmin of strong determination anf strong will, he thought to take revenge from Nanda King of Patliputra. He left the capital humiliated and he went to search for a warrior. On his way, he came across the young Chandragupta. He found in the latter a promising young man and started the campaign for his installation on the throne of Magadha. Their First attempt Proved to be a failure. However eventually, Chandragupta regrouped his forces, overwhelmed the borderstates and launched onslaught on the capital. The wicked king- Dhannanda best of Nanda dynasty wa skilled in 322BC. Thus a new dynasty-Maurya was established with Chandragupta Maurya enthroned as the king of Magadha in 321 BC and reigned upto 298 BC. The credit for this victory goes to kautilya widely accepted name whose diplomatic skill and encyclopaedic knowledge of administration enabled Chandragupta, his pupil not only to triumph against the Nandas but also consolidate his empire.[5] [1] Vishnoo Bhagwan, Indian Political Thinkers,Atma Ram Sons publications,p.30 [2] Retrieved from http://www.chanakya.com/chanakya.htm on 20 Mar.2014.11.28PM [3] Paul Masson-Oursel et al: Ancient India and Indian Civilization,p.37 [4] Sankaracharya : Commentary on Kamandaka [5] Vishnoo Bhagwan, Indian Political Thinkers,Atma Ram Sons publications,p.31

catcher in the rye :: essays research papers

What was Holden’s problem? Use incidents and examples from the book to support your conclusion.   Ã‚  Ã‚  Ã‚  Ã‚  In the book â€Å"The Catcher in the Rye†, by J.D. Salinger. The main character of the book and narrator was Holden Caulfield, who moves from prep school to prep school. He is sixteen years old and a junior at Pencey Prep. Holden is intelligent and sensitive. Holden’s problem in this book was that he felt lonely and scared of the adult world. He was also confused about life and the people in it.   Ã‚  Ã‚  Ã‚  Ã‚  Holden feels tormented by the memory of his younger brother Allie’s death. His life was also complicated by his sexuality. This was shown all throughout the book, especially when he was with Sunny, the prostitute, in the hotel room. He had the opportunity to do sexual things with her but he did not because he felt uncomfortable. Usually Holden does not do anything to girls on dates if they say no, but it was different with the prostitute it was her job and he still decided not to do anything with her because he did not feel sexy enough.   Ã‚  Ã‚  Ã‚  Ã‚  He wants to see his sister, Phoebe, and his old girlfriend Jane Gallagher, but instead he spends time with Sally Hayes. Although, Holden says he really likes Jane but he never calls her. He is confused about his feelings. Holden got really lonely roaming around the city, so he decides to sneak back to his parents apartment to talk to Phoebe. He borrows some money from her because he was broke and she offered all her Christmas money. This is when Holden really felt like a loser. He felt that he can not accomplish to nothing taking money from his little sister, so he decides to give it back to her. This is when he started thinking much harder about life and that he needs to get into the adult world and out this little kids world and grow up.   Ã‚  Ã‚  Ã‚  Ã‚  Holden experiences a nervous breakdown as he wonders the streets of NYC. As he is crossing the street he feels as if he is going