Chemistry IA design format Essay

1.0.0- Introduction 1.0.1- Focus Question- If the mass of magnesium reacted with hydrochloric acid is changed will the temperature of the solution increase and the total mass decrease. 1.0.2- Hypothesis- If the mass of magnesium that is reacted with hydrochloric acid is changed the temperature of the solution will increase and the total mass will decrease. 1.0.3- Theory- The reaction between magnesium and hydrochloric reaction is written as follows, Mg(s)+ 2HCL (aq)—— (MgCl2(aq)+H2 (g) (Ng, 2008, pg 1). This reaction goes through two distinct changes that both have an effect on the energy change in the reaction. Enthalpy refers to changes in energy in a compound (Assut, 2008, pg 1). Two distinct changes can occur. An endothermic change occurs when the energy being absorbed is grater then the energy being released whereas and exothermic change is when the energy being released is greater than the energy being absorbed. Energy is absorbed when bonds are broken and energy is released when they are formed (Newton, 2008, pg1). Energy change cannot be directly measured. However energy change affects the physical force of heat. Therefore a heat change is indicative of an energy change. If the heat increase in the solution the change will be exothermic and if the heat decreases the reaction will be endothermic. In respects to the formula Magnesium forms an ionic bond with chlorine to form the salt magnesium chloride. When this bond is formed energy is released in the form of an endothermic change, this energy drop would be quite small however because the bond is ionic and does not take much energy to create since magnesium and chorine bond easily. However the second change is that hydrogen breaks off from chlorine in the hydrochloric acid and hydrogen is released as a gas. The breaking of bonds would absorb energy therefore forming an exothermic reaction. Hydrogen and chorine however form a very strong covalent bond. Covalent bonds form between atoms with similar electronegative forces and are there for take a lot of energy to break ( Anissimov, 2008, pg 1) Since the endothermic change is weak and the exothermic change is strong it can be predicted that the overall change will be exothermic and therefore the solution will heat up. Temperature change in a chemical reaction can be measured with a device known as a calorimeter. A calorimeter measures the heat of the solution before the reaction has occurred and then again after the reactant has been added (Whel, 2008, pg 1). These two values can be mathematically manipulated to find the relative change in temperature. If two of the same substance have different masses it means there is more of the one substance. In a mass of a substance there is a certain amount of material that can be reacted. By increasing mass the amount of substance that may be reacted increases. Therefore if mass increased the amount that of substance reacted will increase as well providing there is enough of the reactant. This will in turn increase the energy change. Also if more of the substance reacts with the reactant more of the reactant will be used up. This means that if the magnesium is increased there will be more reaction with hydrochloric acid; this means that more hydrogen will be released as gas and the total mass of the solution will decrease. Henceforth the change in heat should be greater if their entire solution is lighter as more of the hydrochloric acid has been reacted and hydrogen lost as a gas. How the reaction works (Figure 1) Mg(s)+ 2HCL (aq)—— (MgCl2(aq)+H2 (g) 1.1.0- Controlling variables 1.1.1- Variables (Table 1) Variable Type of variable Method for control Mass of magnesium Independent Mass will change for each sample, sample range will be 2g, 4g, 6g, 8g and 10g Heat change Dependent This will be calculated by subtracting the final heat of the solution by the initial heat of the solution. The data will be gathered by using a calorimeter Change in mass in solution Dependent This will be calculated by measuring the weight of the solution and subtracting the weight of the calorimeter and the magnesium. The original mass not including calorimeter and the magnesium will then be subtracted by this value to mind the change of mass in the solution. Initial temperature Controlled The temperature of the solution will be heated to 25c and the reaction started immediately. External temperature Controlled The room temperature will be controlled at 24c Volume of hydrochloric acid Controlled The volume of hydrochloric acid will be 40mls per sample. Measuring apparatus Controlled A 50ml calorimeter with electronic thermometer and a scale with milligram accuracy. Time of experiment Controlled The experiment will be ended when reaction is fully complete and reaction will be given 10 seconds to calibrate before results are taken Replications Controlled Standard 5 replications of each sample will be performed. 1.1.2- Control used in comparison- The reacted samples will be compared against hydrochloric acid with no magnesium that is also 25 degrees Celsius. Since the temperature remains constant there should be no energy or mass change, this would mean that on a graph this would represent a straight line which others samples with energy changes (heat changes) could be compared to. – Bibliography Ng, H.N, 2008, Acid reactions, Vat.Gov.Un, Accessed 21/08/09, http://vat.maharashtra.gov.in/communicationcenter/QueryAnswerSubjectwise.php?start=3090&subId=0000000007. Asset, M.A, 2008, Chemical Enthalpy, Nasa.gov, Accessed 21/08/09, http://www.grc.nasa.gov/WWW/K-12/airplane/enthalpy.html Newton, R.N, 2008, Energetics and bonding, Unknown sponsor, Accessed 21/08/09, http://www.webchem.net/notes/how_far/enthalpy/enthalpy_diagrams.htm Anissimov, T.A, 2007 Chemical bonding, Simon Frasier University, Accessed 21/08/09, http://www.chem1.com/acad/webtext/chembond/ Whel, L.W, 2006, Calorimeters, Stanford University, Accessed 21/08/09, http://www2.slac.stanford.edu/vvc/detectors/calorimeters.html Acknowledgments The procedure of this experiment is a adaption of a previous class experiment. The source of the procedure is unknown, so thanks to Miss Crook for the inspirations for this design.

The Crucible – Rivalries Exposed in Act Three

The play is centred on the witch trials that actually took place in Salem, Massachusetts during 1692 and 1693. Miller wrote about the event as an allegory for McCarthyism which occurred in the United States in the 1950s. McCarthyism was a time of great anti-communist suspicion in the late 1940s and 1950s. The key connections in the two occurrences were that many people were accused on little or no evidence and all of it was inconclusive.Also, characteristic was the hysteria in all the places where the problems struck. ‘The Crucible’, is structured around four main themes which are, hatred, feuding, revenge and conflict of authority. All these add equal twists in the play. Hatred is a strong theme throughout the Salem Witch Trials. The strictness of Puritan laws meant people were bound to break them, whether on purpose or by accident, and the strong religious views shared in Salem aroused suspicion for the most trivial of matters. As a result of this, feuding was inescapa ble.Petty rivalries caused many arguments in varying situations, and the resulting tense atmosphere in Salem resembled a rumbling volcano just waiting to erupt. The subsequent controversial court hearings would bring out the worst in some people and possibly the best in others. Before the play began many rivalries were already in existence. Adultery had been committed and aggressive disputes over land had occurred. Personality clashes and ancestral feuds had set families at loggerheads with one another.Consequently, when opportunities arose to make accusations, which could result in hangings, many villagers jumped at the chance with glee; thus setting up the third main theme of the play – revenge. The final main theme of ‘The Crucible’ is conflict of authority. In Salem, Massachusetts, the people had no official, outright ruler of their lands; so trials were bound to spark a dispute about authority. Salem’s folk had a reclusive leader of their Puritan chur ch, the Reverend Parris. He called in the learned Reverend Hale to investigate the witchcraft accusations.There were many officials of the court as well, including Cheever and the overall judges of the court, Danforth and Hathorne. All these characters had their own reasons to think themselves the deserved rulers of Salem. With many wise people living in the village, you could be sure that lots of heated discussions about who should be leader would occur. In the play, many characters are revealed to the audience, but one character we are familiar with from the start, is the village’s church leader, Reverend Parris.The whole chain of events could have easily been avoided had he been prepared to take a bit of criticism from the villagers, but Reverend Parris was too paranoid to allow that. This is ironic because the more he tried to stop trouble from arising, the more it actually happened. His main fear was that people were trying to uproot him and make him lose his place in th eir society. He was insecure. This is shown throughout the play, for example, in Act Three he says: Parris {in a sweat}: â€Å"Excellency, you surely cannot think to let so vile a lie be spread in open court! This is an example of many different devices. The staging says he was ‘in a sweat’ because he was worried and this shows he was not a strong character. Also this comment is the first example of dramatic irony in Act Three. It was ironic because he was talking about Proctor lying, and Proctor wasn’t lying, however Parris was. This was also an exclamatory line. It was meant to persuade Danforth to believe Parris and not Proctor. This was the first of many dramatic techniques used to highlight Proctor’s and Parris’ rivalry. Its demonstration of Parris’ insecurity remains a key feature for the duration of the play.An insecure leader would not exhibit strength, allowing bolder characters to be able to affect his decisions concerning the comm unity. It also means he was swayed by others opinions. He didn’t have a definite mind of his own because of his paranoia of being uprooted. Before the start of the play, a strong dispute between Reverend Parris and John Proctor already existed. Although the rivalry was a key part of the entire play, it was highlighted in Act Three, as I have already shown. It’s the first rivalry to be exposed in this act.The rivalry reached its peak when John Proctor was falsely accused of compacting with the devil and Reverend Parris was trying to condemn him. This caused consternation throughout the village since John Proctor was portrayed as, and regarded as, a very intelligent man throughout ‘The Crucible’. He realised that the people accusing citizens of Salem of witchcraft were the guiltiest of all. This was one device Miller often used in this play – dramatic irony. When John Proctor was forced to defend himself he was quick to turn the accusations upon Abiga il Williams and Reverend Parris.As Parris was so bothered about the family’s good name, he could not let anything stand that might affect his reputation, and as Abigail was part of his family, he had to start defending her too. At this point in the play, both characters were trying to make the other look bad. A lot of facts were revealed to the court about both Proctor and Parris. As Proctor was being questioned about compacting with the devil, he was quick to point out that Parris had not mentioned the fact that he caught the girls dancing naked in the forest at the start of the play.Proctor [Taking it right up]: â€Å"Abigail leads the girls to the woods, Your Honour, and they have danced there naked -† Parris: â€Å"Your Honour, this -† Proctor [at once]: â€Å"Mr Parris discovered them himself in the dead of night! There’s the ‘child’ she is! † At this point in the play, Reverend Parris was forced to be very defensive. The fact tha t Proctor interrupted Parris showed how desperate each character was to get their point across first. With the staging saying ‘[at once]’ it conveyed the fact that Proctor did not want Parris to be given the chance to speak.Also, Proctor was very impolite in saying ‘child’ in the way he did since this would certainly offend Abigail. In the same act, Proctor also admitted the strength of his hatred for Parris. Parris once again questioned him on his attendance and Proctor was very truthful in his reply. The language Arthur Miller used at this point in the play revealed the degree of the mutual loathing and the putting of child in inverted commas showed Proctor’s disgust at the trust being invested in Abigail whom Parris regarded as ‘young’ and ‘innocent’.Parris: â€Å"Such a Christian that will not come to church but once in a month! † Danforth [restrained – he is curious]: â€Å"Not come to church? † Pro ctor: â€Å"I-I have no love for Mr. Parris. It is no secret. But God I surely love. † Parris was the first person to come out with an exclamatory line. He accused Proctor of not being a true Christian because of his poor attendance at church, but this only provoked Proctor to come back with an honest yet harsh reply, and he couldn’t be clearer in what he was saying.Even though throughout the play, their hatred for each other was made clear, this line was still key because it showed that Proctor was not afraid to admit, in court, that he did not like the clerical leader of Salem. I think this provides evidence that their rivalry was based on hatred. Proctor may have felt that Parris should rightfully be Salem’s church leader, but he did not agree with his policies and he did not believe he would be a good leader. Whilst their rivalry reached its peak in Act Three, their argument had, as noted, been ongoing throughout the play.For instance, in Act Two, as soon as Reverend Hale arrived, he was told to investigate the accused people’s household and it was clear that Parris was extremely quick to inform him that John Proctor attended church rarely compared to most. Proctor once again expressed his opinion in full and did not water it down. He was very truthful. Hale: â€Å"Good, then. [He makes himself a bit more comfortable. ] In the book of record that Mr. Parris keeps, I note that you are rarely in the church on Sabbath Day. † Proctor: â€Å"No, sir, you are mistaken. † Hale: â€Å"Twenty-six time in seventeen month, sir.I must call that rare. Will you tell me why you are absent? †¦.. † This instantly showed that Parris had asked Hale to enquire about Proctor’s lack of attendance at church. Later in the conversation Proctor gave his foremost reason. Hale: â€Å"Mr. Proctor, your house is not a church; surely your theology must tell you that. † Proctor: â€Å"It does, sir, it does; and it tells me that a Minister may pray to God without he have golden candlesticks upon the altar. † This made it clear why Proctor disagreed with Parris’ power, as he did not believe he was focussed on God.It was ironic that Proctor just wanted to simply praise the Puritan way, whereas, the Puritan Minister had controversial ideas that went against a key part of his faith of keeping things simplistic. This was again a use of dramatic irony – a technique continued throughout the play. It was not spoken dramatic irony but its effect was nonetheless profound. Not only did Proctor and Parris have a rivalry, but so to did Proctor and Parris’ niece, Abigail. This rivalry was also set-up before the play began. Before the beginning of the play Abigail and John Proctor had had an affair. This all happened whilst Proctor had a wife.We discover in the play that only Abigail, John Proctor and Elizabeth knew of the affair and Elizabeth had found it in her heart to forgive John f or his wrong-doing. Although, John Proctor sincerely regretted the affair, there remained a complication in that Abigail still loved him. Abigail was blind to Proctor’s feelings; so she kept trying to rekindle their relationship, with no regard for Elizabeth. She wanted John for herself. Her desperation became so great that she stabbed herself in the stomach with a needle and tried to frame Elizabeth Proctor for witchcraft. She says: Abigail: â€Å"Goody Proctor always kept Poppets! †In reality, Abigail had planted the poppet on Elizabeth Proctor to try and get her arrested and hanged. This exclamatory line was aimed at the court, and said thus because it had a greater dramatic effect. No other information was given to lend focus to that single point. The court took this very seriously as Abigail, ironically, had become the most trusted person in all Salem and effectively directed the court proceedings. Returning to the important exclamatory line spoken, in Act Three, by Proctor regarding Parris and Abigail, his two biggest rivals: Proctor [at once]: â€Å"Mr. Parris discovered them himself in the dead of night!There’s the ‘child’ she is! † Proctor’s exclamation aimed an attack at Abigail by referring to her as a ‘child’. This language exposed Proctor and Abigail’s rivalry. He said this because children were seen as innocent and reliable and knew Abigail was regarded as such by most of Salem. The exclamatory line was intended to put in bad light Abigail’s pretence of child-like innocence as a mask for her manipulative behaviour. It also reflected badly upon Reverend Parris since he was part of the same family. ‘Child’ is put in inverted commas in the script to emphasize its pejorative use as the main point of his exclamation.Throughout the play, Proctor wanted Abigail to be exposed for the ‘whore’ she truly was. In doing this he was even willing to ruin the exc ellent reputation that he had in Salem. When he admits to having an affair with Abigail, he loses the people’s respect, because he is considered to have sinned within a Puritan community. But, as we see during the entire play, John is not afraid to address unpalatable truths. John Proctor also physically attacks Abigail in the court, unable to keep a level head when he sees the trouble her lies are causing.The staging says, [Without warning or hesitation, Proctor leaps at Abigail and, grabbing her by the hair, pulls her to her feet. She screams in pain]. . . . [and out of it all comes Proctors roaring voice. ] Proctor: â€Å"How do you call Heaven! Whore! Whore! † As we witness throughout the whole play, Proctor kept his temper well and for him to physically attack someone comes as a shock to the audience. It really shows how much he hated Abigail and how enraged she has managed to make him. His roaring voice shouts ‘Whore! Whore! ’ He is saying this becau se of their affair. It is in fact an accusation.Abigail actions seem to be motivated by a desire to seek revenge on John Proctor because he doesn’t love her. This is pathetic, for in doing this, she makes John Proctor’s feelings of loathing for her only the stronger. In the same act Proctor exclaims: â€Å"†¦She thinks to dance with me on my wife’s grave! †¦Ã¢â‚¬  He knows Abigail’s wish but does not agree with it and this exclamatory line lets everyone know he is against her. Abigail effectively takes the lead in making accusations although it is an unofficial role. She can accuse whoever she wants and the blind people of Salem are hooked on her every word.They never question her judgments or decisions until Proctor provokes Danforth to do so. Even then she avoids the question by quickly faking the sensing of a spirit, a device she frequently employs to get out of awkward situations; especially when Mary Warren finally stands up to her. But M ary is not at all confident in her accusations against Abigail. She has a really strong case, but as she doesn’t really want to accuse Abigail: aware of her strong character, she weakens and Proctor does more talking than Mary. Mary and Abigail’s is the shortest-lived rivalry. It actually only appears in Act Three and no other.Mary is acting as Proctor’s puppet and in the end the rivalry affects nobody except John Proctor who eventually is accused of compacting with the devil: Mary Warren [terrified, pleading]: â€Å"Abby! † Mary at this point is pleading. The staging shows she is terrified of Abigail. She is screaming Abigail’s name. It is not only the staging that shows Mary Warren’s fear but also the use of the exclamation mark. This reveals it is an exclamatory line and so adds to the tension because it is screamed. Act Three is a point in the play where Abigail has to be defensive.She does as she usually does and accuses Mary Warren of sending her spirit on the girls. You can see by the staging how fearful Mary is, not just of the court, but also of Abby. She screams Abby’s name, begging her not to accuse her and to stop lying, but Abigail’s character is too uncaring, too cruel, too persistent, too determined and too deeply committed to back out at this stage. She, Abigail, is such an amoral person, that she will see people hang rather than be told off for the dancing that occurs at the beginning of Act One. Another rivalry that centres on Act Three is that between Reverend Hale and Danforth.Throughout the Act, there is a clear conflict of authority. Reverend Hale, being a learned Church leader, knows Abigail is lying, and that the court is corrupt. We see Hale introduced in the first Act because Parris feels that such a clever man will put his village to rest. However, being a member of the church, Hale believes strongly in witchcraft and so it takes him a while to work out what is actually going on . When he eventually discovers the truth, the town has gone into hysteria, and with no official standing, he is powerless to stop it. In Act Three, he is treated by the court as a superfluous character.No-one wishes to listen to his point of view, and he holds no authority. Danforth is prominent in the court proceedings. He is only introduced in person in Act Three for the trials. His character is a very officious one. He is seemingly unconcerned by the fact that he is killing innocent people. He is just interested in following official court proceedings. He hates his trials being interrupted and so, he seeks to dismiss any inconvenient information likely to disrupt his foregone conclusions and therefore, ends up executing unfair trials. Hale notices this and is bitterly annoyed.The two of them have many arguments. In the arguments, they are always interrupting each other and shouting each other down. Each one of them always wants to get their point across first and though Hale has the more valid arguments, the fact that he has no power shows. Hale: â€Å"But this child claims the girls are not truthful, and if they are not – † Danforth: â€Å"That is precisely what I am about to consider, sir. What more may you ask of me? Unless you doubt my probity? † Hale [defeated]: â€Å"I surely do not. Sir. †¦Ã¢â‚¬  There are many examples of dramatic techniques that are used in this section.One can see how Danforth interrupts Hale. He also asks Hale rhetorical questions. He knows Hale cannot express his doubts about him in court without the likelihood that Danforth would try him for contempt. Hale knows that ultimately Danforth is in power. Additionally, Hale makes his final remark in a ‘[defeated]’ way realising there is no point in his arguing any further. Elizabeth Proctor and Abigail Williams have a very indirect rivalry. They don’t have any face-to-face arguments, but they talk about each other, or carry out actions to hurt the other.As already noted, Elizabeth’s husband previously had an affair with Abigail. Naturally she is bitter and possibly jealous of the girl. But that is not shown in the play. Abigail’s hatred for Elizabeth is a lot clearer. She accuses Elizabeth Proctor of being a witch, and of harming her. When she sees Mary Warren, Elizabeth Proctor’s maid, putting a needle in a poppet she is going to give Elizabeth, Abigail stabs herself in the stomach just to get Elizabeth into trouble. This reveals her determination to be rid of Elizabeth. Giles Corey and Putnam have an enduring rivalry between.Their hatred for each other has been passed down through generations. Their disputes are always concerned with ownership of land. Giles: [over Proctor’s shoulder at Putnam]: â€Å"I’ll cut your throat, Putnam, I’ll kill you yet! † This quote shows Corey’s hatred for Putnam. The staging shows Corey was about to hit Putnam but Proctor res trains him. His exclamatory line says that Corey wants to kill Putnam. There is resentment between these characters because they can’t settle who owns what land. The dispute carries on into court and Corey is eventually tried for contempt of court.At the time in which ‘The Crucible’ was set if a man was condemned to death by law his family had no rights to his possessions. As Giles was a learned man, who had been to court many times, he knew that if he was pressed to death without pleading innocent or guilty, the trial would not have been complete. This would prevent his land from being taken from his family by Putnam. So, when he is having stones laid upon him to try and force him to plead innocent or guilty, he says nothing but ‘more weight’ and consequently dies.So, although Giles Corey loses his life, he keeps his land in within his family and thus succeeds in his aim to prevent it falling into Putnam’s grasp. In conclusion, Arthur Millerà ¢â‚¬â„¢s play ‘The Crucible’ has many dramatic devices used throughout its duration, but these become particularly prominent in Act Three. They are very effective in conveying the sense of hatred and tension between many of the characters. There are clear parallels to the society in which Arthur Miller found himself and through the vehicle f the play he expresses his disagreement with the court procedures, adopted by McCarthyism, which were in many ways similar to the ‘Salem Witch Trials’. There was a huge amount of paranoia within 1950s American Government, causing members to believe that innumerable communist people were trying to undermine their political ideas and destroy the American way of life by introducing communism. This paranoia and obsession grew, leading Senator Joe McCarthy to pass laws to restrict the activities of communists. This led to trials which resembled in many aspects the witch hunts which proceeded in Salem.Indeed the McCarthy era t rials came to be known as ‘witch hunts’. Highly visible investigations were conducted with much publicity, supposedly to uncover subversive political activity and disloyalty, however, they were really to harass and weaken the entire political opposition. The witch hunts in ‘The Crucible’ were similar in that they were also corrupt and weren’t really used to search for witches, but to accuse innocent people within Salem for ulterior motives, e. g. long-standing rivalries and feuds. Although set in the past, Arthur Miller’s play is a poignant reflection on the times in which he lived.

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Why do bioacchaeologists pay so much attention to human dental remains - Essay Example It is possible to identify whether the human bone remain is composed of an infant to be present with an adult(s), or an adult alone. (Janaway et al., 2001; 202 – 204) Other detailed information that can be gathered from human bone remains includes the height of an individual and the possible causes of death such as cut-marks, abrasions or surface etching on the bones among others. However, there is a limitation in the study of human bone remains. Bone assembly is not enough to determine the sex information of an individual. (Stini, 1985) Due to the limitations in study the human bone remains, the use of human dentition in personal identification of the victims of violence, accidents, disaster, homicides, suicides, or other unfortunate events such as fire is commonly used and is widely accepted. (Jones, 1998) It is possible to conduct a personal identification of deceased individuals in two ways: (1) by comparing the antemortem (before death) dental records with the human dental remains; and (2) by collecting and recording the postmortem (after death) dental profile which will be used in comparing with the antemortem records. (Sweet and DiZinno, 1996) Postmortem dental profiling enables Bioarchaeologists to stay focused in the search for the antemortem record which normally contains information related to the deceased’s age, ancestry background, sex, and socio-economic status. In some cases, the antemortem record also provides information concerning the deceased’s occupation, habitual behaviours, dietar y habits, and dental or systemic diseases. In line with the importance of studying the importance of human dental remains, this study will identify the importance of dental development in determining the approximate age of an individual; the difference in determining the sex of an individual based on archaeological skeletal and human dental remains; the use of human dental remains in determining

Recommendation Essay Example | Topics and Well Written Essays - 250 words

Recommendation - Essay Example His strength of character has made him a noteworthy individual and has propelled him into positions of leadership. This leadership is especially shown on the individual level as he has proven to be a very caring individual. We understand that these schools provide challenging academic environments. This student does not have a strong GPA, but there are reasons for this fact. His transfer from a low level school to one that was more challenging resulted in a period of adjustment. Once the adjustment was made, however, he has shown that he is capable of ever-increasing academic challenges. He is not a finished product. He is still growing and learning and needs the challenge of attending Emory, Carnegie or NYU. Thank you for considering this request. We feel that this student must be recommended to one of these schools because this is where he can realize his full potential. He may not appear to be the typical candidate when the raw numbers are examined, but his work ethic and strength of character warrant your

Research Data Analysis (using SPSS) Essay Example | Topics and Well Written Essays - 3250 words

Research Data Analysis (using SPSS) - Essay Example There are many factors that have significant effect on generating managers and successful businesses and organizations. Such factors are related to benchmarks that a company can use to determine if the company has been doing well during the past year or years. The most important of them all is the net income or we can call it by the name turnover. The main purpose for people to put up a business, whether the organization is a partnership, a corporation or even single proprietorship, is to generate net income in order for the business to continue survive for many years. Another benchmark that must be considered is the effect of daily expenses on the net income. When the expenses increase, this will result to a decrease in net income. But when the expenses decrease, the result will be an increase in net income. The chief executive manager in the XXXX Company has indicated that they have problems in staffing. The company is in real need of experienced staff. Staffing is the process of hiring skilled workers and maintaining present skilled workers. Even if the skilled worker is asking and is being paid higher than a newly hired or inexperienced work applicant, the skilled worker will be worth the higher pay because the skilled worker can work faster and create better quality products than newly hired employees. Most customers prefer to buy a high quality product at a higher price because the customers believe that such items will last longer and satisfy the delicate high quality services. One way of lessening expenses is to hire part time staff during peak seasons. It is the time when many customers arrive. In this case, it usually happens during Christmas vacation and other important events. A third benchmark that ought to be taken into account is the increase or decrease in net sales that the company has generated during the past year or years that it has been in business. When the net sales will increase, the net income will also increase. But when the net sales will decrease, the sad result is that the net income will automatically be lesser.To improve the operational and financial aspect of the business some measures that were taken was the training and retraining of employees. This has contributed much to the improved performance of the employees, according to the chief executive manager interviewed. Competitive salaries comparable with the competitors are given to well performing employees to retain their loyalty. Furthermore, annual salary increases based on performance will encourage employees to outperform the benchmarks or quotas agreed upon during general meetings between management and employees affected. Another action that was taken to improve its operating and financial performance was the up to date study of the products, marketing plans and current market share of company's competitors. The study will help much to increase the net income of the company. Another step taken by this executive is to keep a database of present customers. Constant communication with the clients regarding company offers that would satisfy the clients' needs was a priority strategy of the executive here. This has been made

Bus 499 The Learning and Growth Perspective case 4 Essay

Bus 499 The Learning and Growth Perspective case 4 - Essay Example than only focusing on the customer perspective, internal perspective, financial perspective and innovation and learning perspective, it is also very essential that the company incorporates the importance of growth and learning within the company. Johnson believes that the most important quadrant in the balance score card. This is simple because the foundation of future is made strong by trusted people who had a fire to grow. The company serves the niche market for over 5 decades now and has a wide range of customers and a wide market as well. The president of the company, Susan Johnson, focuses on the key that a company’s value id added with the ability to learn and innovate and improve. Thus keeping this in mind Johnson has focused a lot on the business scorecard mainly in the learning sector. Futura’s main focus is on the measurement of the customers the company has. The company focuses on continuous improvements of the competencies within the firm. Also the company aims at providing the employees with a safe, challenging and positive working environment. The company aims at ensuring that all the people hired within the company have a shared values as that of the company and have a drive and fire within themselves to contribute to the company by learning, innovating and working towards ensuring the goals of the company (Johnson, 2003). The company’s mission is ‘Extraordinary Value through Extrusions’, to ensure this is achieved the company works with its employees and expects them to contribute to the success of the company as well as the customers. The company takes a number of measures to ensure that only the right candidates are chosen for the company. This is because of the fact that the employees play a very important role both for the company success as well the success of customers. To ensure the company is well balanced the company has introduced a number of different programs, like the annual performance, birthday reviews, certifications,

Growing Pain Essay Example for Free

Growing Pain Essay So by the end of 1992, Waterway had begun selling its own line of compact, inexpensive, high-impact plastic kayaks. Within one quarter, Maher had known that the move had been a smart one. Almost all of Waterway’s existing canoe customers— mostly wholesalers who then sold to liveries and sporting goods stores—had placed sizable kayak orders. A number of private-label entities had also inquired about Waterway, and Maher was considering producing privatelabel kayaks for those companies on a limited basis. For the most part, the staff had adjusted easily to the company’s faster pace. The expanded business hadn’t changed Waterway’s informal work style, and people seemed to appreciate that. Maher knew that most of his employees were avid outdoor types who viewed their jobs as a means to an end, and he respected that perspective. On days when the weather was particularly good, he knew that the building would be pretty empty by 4 P. M. But he also knew that his employees liked their jobs. Work was always completed on time, and people were outspoken with new ideas and with suggestions for improving current designs and processes. There was no mistaking the genuine camaraderie. Maher walked through the design room, stopping to talk with one of the two designers and to admire the latest drawings. Then he headed for the administrative suite. His thoughts returned to the company’s recent history. Until 1990, Waterway’s sales and revenues had increased with the market, and Maher hadn’t been motivated to push any harder. But when he had decided to venture into kayaking, he also had thought he should gear up marketing— get ready for the big trend if it came. Until then, there had never been a formal, structured marketing department at Waterway. He had thought it was time. That’s why he had hired Lee Carter. Carter had gotten her M. B. A. when she was 31. To do so, she had left a fast-track position in sales at Waterway’s major competitor in the canoe market to devote her full attention to her studies. Finch, who was something of a mentor for Carter, had told her that she would hit the ceiling too early in her career if she didn’t have the credentials to compete in her field. In her final term at business school, which had included a full course load plus a demanding internship with the Small Business Administration, Carter had interviewed ith Waterway. Finch had called to introduce her, but once Maher had met her and she had begun to outline the ways in which she could improve the company’s sales and marketing efforts, Maher had needed no other references. He had thought from the start that Carter might be the right person to nurture the company’s interest in the growing kayaking business and to run with it if the sp ort’s popularity really took off. When it had, he was proved right. True, the market was extremely favorable, but Carter had brought in more orders than even Maher had thought possible. Fortunately, the company had been able to keep up by contracting with other manufacturing companies for more product. Waterway had been extremely effective in keeping inventory in line with customer demand. Maher was impressed with Carter’s performance. From day one, she had been completely focused. She traveled constantly— worked so hard that she barely had time to get to know the staff. She came in on weekends to catch up with paperwork. Along with two of her direct reports, she had even missed the annual Waterway picnic; the three had been on the road, nailing down a large order. It was a dedication—a level of energy—that Maher had never seen before, and he liked what it said about his company. Back in his office, Maher found that he couldn’t concentrate on the product development report in front of him. That bit of conversation he had overheard outside Carter’s office was troubling. He certainly knew about the lucrative packages that were being offered in the sporting goods industry—even in Waterway’s niche. He’d even heard that some sales managers were commanding a quarter of a million dollars or more. He had read enough of the annual reports of his publicly traded competitors to know that larger organizations created all sorts of elaborate systems—supplemental retirement packages, golden handcuffs, stock options, deferred compensation arrangements— to hold on to their top performers. harvard business review †¢ july–august 1996 page 2 Growing Pains †¢Ã¢â‚¬ ¢ †¢HBR C AS E S TUDY â€Å"The business could stand to pay more,† Maher said, â€Å"but I want to avoid the habit of paying now for results down the road. † Maher wanted to recognize Carter’s contribution.

19th Century Colonialism and Racism

19th Century Colonialism and Racism Colonialism and Racism in the 19th Century Throughout much of the 19th century, European powers used their financial wealth and technological advancements to colonize much of Asia and almost the entire continent of Africa. Oftentimes the motivations were national pride and the acquisition of natural resources, but there was another very potent impetus behind Western imperialism in the 19th century: racism. At a time when Charles Darwin had just recently revealed his theory of evolution, and much of the previously unchartered territory of the world was becoming known, the European powers felt themselves to be the superior race, because they believed they were the most civilized, or because they had the most advanced technology. This idea, known as social Darwinism, takes the natural theory of evolution and applies it to human races, positing that the societies and races that are â€Å"superior† than others are more â€Å"fit† to exist and survive, and therefore they make take advantage of and exploit the other, i nferior peoples who are not as â€Å"fit† to survive. With this idea in mind, many Western powers sent troops and resources around to globe to set up colonies and imperialize other nations, often with no regard for the indigenous people. Although this massive wave of colonialism in the 19th century was driven by desire for material wealth and national pride, racism also played a significant role. In George Orwells Burmese Days, he chronicles the daily life of a British gentlemans club in upcountry Burma, part of the British colony of India. His account gives a very telling indication of how the British citizens viewed the local citizens of Burma, and it reveals the racism that was at the heart of the imperial system. When the club is discussing the suggestion to allow a Burmese man to join, the Secretary of the club says, â€Å"Hes asking us to break all our rules and take a dear little nigger-boy into this Club†¦That would be a treat wouldnt it? Little pot-bellied niggers breathing garlic in your face over the bridge-table. Christ, to think of it!† (Reilly, 285). The use of a derogatory racial slur clearly demonstrates the way the British gentlemen thought of the locals, clearly as inferior people. The use of the term â€Å"nigger† has long been associated with people of African descent, but here the British Club secretary uses it to refer to the local Bu rmese citizens, an obvious indication of racial hate and insult. Their hatred and racism go so far that one member of the club, a local company manager, says â€Å"Ill die in a ditch before Ill see a nigger in here† (Reilly, 286). The continuous use of racial slurs and insulting remarks indicate that the British members of the club were all highly racist towards the local people, a factor which definitely influenced the British colonization of India, and the treatment of the indigenous peoples. In a similar portrayal of life inside an imperialized nation, Joseph Conrads Heart of Darkness takes a close look at a steamboat journey deep into the heart of the Congo, the captain of which was a white man. The first signs of racism come out when he refers to the African people on his boat as â€Å"cannibals†, implying that they were savage and uncivilized, although there is no other evidence that these people were in fact cannibals. These basic false assumptions are often seen in stories of imperial racism; White colonists are always quick to judge the local people as brutal savages without actually taking the time to understand their culture. However, the ship captains racism goes far deeper than that, when he comments â€Å"the men were†¦No they were no inhuman. Well, you know that was the worst of it—this suspicion of their not being inhuman. It would come slowly to one. They howled and leaped and spun and made horrid faces, but what thrilled you was just t he thought of their humanity—like yours† (Reilly, 296). His pain at realizing that he was connected to these people, through a common humanity, hurts him because they appear so wild and savage to him that he would prefer to believe they were not human, but rather animals or beasts. His European heritage makes him regard himself as superior than the local Africans, and in turn he sees them through racist eyes, another important factor in the Western colonization of Africa. Both these excerpts of colonial life in the 19th century demonstrate that the Westerners almost always considered themselves superior to the local citizens. The European powers had convinced themselves that because they had the power and resources to create global empires, they were somehow inherently better than the people they were conquering, and this all too often lead to the exploitation and degradation of indigenous peoples around the globe. Another example of the conflict between two cultures is shown in the case of Ida Pruitt, in the book Chinas American Daughter by Marjorie King. Growing up in an American family working as missionaries in a small town in China, Ida experiences both the local Chinese culture around her and the American ways of her Christian missionary mother, who resents many things about China. As her mother constantly tried to convert Chinese people into Christians, Ida witnessed the harmful effects of such colonial interactions. King writes that â€Å"As Ida became aware of the differences between the Chinese and the Christian missionary cultures, she resented Christianitys intrusion in the Chinese culture† (King, 17). Even as a young girl, Ida is able to understand that the Western forces (her mother) are attempting to insert their own ways of life, religion, and culture into the Chinese culture because she regards them as inferior. The religious component of this is especially powerful, as many forms of Christianity believe that it is their responsibility and duty to spread their religion and convert as many people as possible, regardless of changing their previous way of life and destroying the original culture. The focus for the Westerners in colonial China was on taking advantage of the local people in order to convert them and insert western culture as a replacement for their own. Ida recognizes this, and â€Å"Ida admired her fathers adaptation to Chinese ways in order to help build genuine friendships between the Chinese and Westerners† (King, 19). Her father acts as a model for a better, more mutual exchange of culture and ideas between the Chinese and the Westerners, which is an equal interaction between the two, not the domination of one over the other as Idas Christian mother attempts to instigate. Ida Pruitts experience as an American in colonial China greatly differ from those of the Westerners in both Heart of Darkness and Burmese Days, as she actually identifies more closely with Chinese culture than she does with her original ethnic culture. Instead of approaching the local citizens as being inherently inferior or below her, Ida embraces their traditions and culture, and in many ways finds the Chinese way of life better than the American one that her mother works so hard to encourage. Especially because she lived in China at such a young age, â€Å"Growing up in the halls and courtyards of the haunted house of Song Family Village, Ida felt herself to be part of Chinese life stretching back thousands of years† (King, 6). As opposed to the British club officer who uses racial slurs to insult the Burmese people, or the steamboat captain who observes the â€Å"wild† and â€Å"inhuman† people of the Congo, Ida grows up surrounded by the Chinese culture, an d she is able to compare and contrast it with the Western tradition promoted by her mother. The racist characters in the other accounts experienced life as a Westerner, and therefore never were able to appreciate or respect any other culture. This stubborn obsession with ones own culture resulted in their imperial racism towards the local peoples. With Ida, she was able to form her own cultural and racial identity while experiencing both Western and Chinese lifestyles, and this allowed her to really respect and understand both, and in doing so she was able to remain connected to both cultures without having to racially reject or degrade one or the other. Racism is unfortunately an inherent part of human society, and it can be especially devastating when it is used to guide political and military decisions, such as during the colonization of Africa and Asia in the 19th century. Many people were killed, exploited, or left in poverty solely because of the racial hate of others. The European imperialism of the world, although based on many motivations, was in part based on racism, as demonstrated in the excerpts from Joseph Conrad and George Orwell. However, not all interactions between cultures were negative, such as the case of Ida Pruitt in China. She was able to ignore her mothers blind bias and learn to value and appreciate Chinese culture, something that indicates the importance of being open minded and experiencing other cultures for oneself before judging. Perhaps if the British officers didnt think so lowly of the locals, they would have provided better things such as schools and libraries, which in turn would result in a bette r educated country and an improved society. If the steamboat captain hadnt viewed the Africans as savages, maybe he wouldnt have been so focused on the material wealth and financial gain that was possible in Africa, but in setting up stable governments and creating better infrastructure for all people. Although things didnt turn out this way, we can learn from this past and apply that knowledge to create a better future. Ida Pruitt is a great example for overcoming racism, by experiencing a different culture for oneself and criticizing your own heritage, rather than stubbornly purporting your way as the best and only way, and hating all other cultures and societies that are different. Always racism may never go away, we can make a difference by understanding the past and learning to appreciate the value of all human societies and races. King, Marjorie.Chinas American Daughter: Ida Pruitt (1888-1985). Hong Kong: Chinese UP, 2006. Reilly, Kevin.Worlds of History: a Comparative Reader. Boston: Bedford/St. Martins, 2007.

Importance of Art in Charlotte Brontes Jane Eyre Essay -- Jane Eyre E

Importance of Art in Jane Eyre      Ã‚  Ã‚  Ã‚   It is said that art is like a mirror to the soul, a way to see what the artist is feeling deep down in their heart.   It is as if their most personal thoughts and ideas are reflected in their work, either consciously or unconsciously.   Charlotte Brontà « utilizes this fact in her imagery and portrait of Jane Eyre.   Color and vivid description play a vital role explaining the process of emotional and physical maturation throughout the novel, from young Jane's recollection of the red room in Gateshead to her final reminiscence of Ferndean's gloomy facade. There is no better example of this process than Jane's own artistic abilities as they progress through life.      Ã‚  Ã‚  Ã‚  Ã‚   To best examine and explore the progress of Jane's emotional and temperamental development, it is important to construct a frame of reference, to have a base from which to work towards her final character. Her childhood home, Gateshead provides the groundwork of her emotional/character being, which at the beginning of the story is an isolated creature, devoid of loving and nurturing contact and shunned by humanity.   Two excerpts from her stay at Gateshead illustrate this fact, her reading of Bewick's "History of British Birds," and her punishment for striking Master John, the stay in the red room of Gateshead.   In the opening scene, Jane is found perusing a copy of Bewick's "History of British Birds," concentrating on the descriptions of the certain landscapes in which some of the birds live.   Her words paint a mental picture, one that represents her childhood,    "Of these death-white realms I formed an idea of my o... ...ituality from Helen Burns" is by no means meaningless, but it lacks depth.   To present another facet into the story, imagery reflects the conditions of Jane's life, conferring a tangible and viable outlet for her imagination, and a vehicle to her soul.   As her life develops, so does her ability, and the enjoyment she receives from this talent.   Truly, Jane Eyre would still be a great novel in the absence of the painting, but it would make it that much harder to touch the fabric of it's character's being.       Bibliography    Brontà «, Charlotte.   Jane Eyre.   Boston: Bedford Books of St. Martin's Press, 1996.    Endnotes    1) Charlotte Brontà «, Jane Eyre (Boston: Bedford Books of St. Martin's Press, 1996), p. 21.    2) Brontà «, p. 131.    3) Brontà «, p.132.    4) Brontà «, p. 233.

Pros and Cons of Birth Control Essay examples -- Contraceptives, Birth

Having babies is a wonderful thing embraced by many women; however, having an unplanned one is not so nice. It is good to have an option of avoiding that, contraceptive methods can hold the pregnancy till the time is right. Thanks to John Rock, who was the first man to ever invent the birth control pill, we have the option of waiting until we are ready. Even though this sounds like a wonderful idea, there are major health risks to receiving any form of contraceptive. Even though your Gynecologist does not mention it, no birth control is truly safe. The first form of birth control came in the form a pill and was approved by the FDA in 1960(qtd in Gladwell ) The pill was said to be the safest form of birth control because it was safe and said to be a natural form of birth control. John Rock was a well know man around the community. Loretta McLaughlin writes, "It was his name and his reputation that gave ultimate validity to the claims that the pill would protect women against unwanted pregnancy.†(qdt in Gladwell) Even back then, with all the research that they set out to do the pill was still know to cause cancer in young women, not only cancer but the miscarrying of children shortly after taking the pill. The most popular form of birth control is the pill. The reason for this is that it is said to be very effective against pregnancy if used correctly, it makes menstrual periods more regular and lighter, they decrease menstrual cramps and acne, makes you less likely to get ovarian and uterine cancer, pelvic inflammatory disease, ovarian cysts, and anemia, and last but not least, it doesn’t interrupt love making. Those are the good things about the pill. There are also a list of negative things: the pill doesn’t protect against S... ... Methods." Youngwomenhealth.org. 03 June 2010. Web. 03 June 2010. . "7 Common Birth Control Side Effects - Birth Control and Your Health - Health.com." Health.com: Health News, Wellness, and Medical Information. 16 Apr. 2008. Web. 08 June 2010. . "Birth-Control Secrets Your Gyno Hasn't Told You - Cosmopolitan.com." The Online Women's Magazine for Fashion, Sex Advice, Dating Tips, and Celebrity News - Cosmopolitan. 04 June 2010. Web. 08 June 2010. . ANNALS OF MEDICINE." Gladwell Dot Com - Malcolm Gladwell, Blink, Tipping Point and New Yorker Articles. 10 Mar. 2000. Web. 08 June 2010. . Keel,Eustacia. â€Å"Birth Control†Questionnaire.Fresno. Heald College,2010

Nature Essay -- Orangutans Primates Animals Essays

Nature "What is man without the beasts? If all the beasts were gone, men would die from great loneliness of spirit, for whatever happens to the beasts, also happens to man. All things are connected. Whatever befalls the earth befalls the children of the earth." - Chief Seattle The love I have for orangutans comes from an early age. Like most little sisters, my older brother ruthlessly teased me. When I was a baby he would make me mimic funny faces and stick my hair up on end. He said I looked like an orangutan. His teasing continued, but instead of getting mad, I became interested. I began taking a look at these creatures and soon discovered that being compared to one wasn't completely wrong. Actually, orangutans have 97% of the same DNA as humans. So maybe my brother's teasing was not that far off, not that I'll mention that fact to him anytime soon! Orangutans are part of the Great Ape group that are the closest animals related to humans. Orangutans are unique in the ape world in that the other three types, gorillas, chimpanzees, and baboons, are all from Africa. Orangutans are the only apes to come from Asia. Another distinction of the orangutan is their hair, which is bright reddish brown instead of light brown or black like the other species. However, probably the biggest difference is that orangutans are the only arboreal apes. This means that they live primarily in the trees, while the other apes move along the forest ground. In fact, they are the largest animals in the world to dwell in trees. Orangutans used to live as far away as Thailand and Cambodia, but due to human encroachment, they are now only found in the wild in two of Indonesia's islands, Sum... ...f destruction humans have caused to this species. This is especially hard to understand when seeing what close connections humans have with them. It does not take a lot of time spent watching these animals to fall in love with them. While sitting and observing the orangutans at the Denver Zoo, I was amazed at the joy they brought to other visitors, adults and children alike. By slightly modifying our behavior and lifestyle, we can make a difference in the lives of these animals so that they can be seen not only behind glass at zoos, but in their rightful homes among the trees. Researched Sites Balikpapan Orangutan Society-- www.orangutan.com Orangutan Foundation International- www.orangutan.org Lecture Notes Smits, W. (2002, October 28). Saving the Orangutans. [Lecture]. In Lecture Series: Endangered Species. Denver Museum of Nature and Science.

Checks And Balances And Seperation Of Powers

The Constitution nowhere contains an express injunction to preserve the boundaries of the three broad powers it grants, nor does it expressly enjoin maintenance of a system of checks and balances. Yet, it does grant to three separate branches the powers to legislate, to execute, and to adjudicate, and it provides throughout the document the means by which each of the branches could resist the blandishments and incursions of the others. The Framers drew up our basic charter against a background rich in the theorizing of scholars and statesmen regarding the proper ordering in a system of government of conferring sufficient power to govern while withholding the ability to abridge the liberties of the governed.The Theory Elaborated and ImplementedWhen the colonies separated from Great Britain following the Revolution, the framers of their constitutions were imbued with the profound tradition of separation of powers, and they freely and expressly embodied in their charters the principle.2 But the theory of checks and balances was not favored because it was drawn from Great Britain, and, as a consequence, violations of the separation–of–powers doctrine by the legislatures of the States were common[p.64]place events prior to the convening of the Convention.3 As much as theory did the experience of the States furnish guidance to the Framers in the summer of 1787.4The doctrine of separation of powers, as implemented in drafting the Constitution, was based on several principles generally held: the separation of government into three branches, legislative, executive, and judicial; the conception that each branch performs unique and identifiable functions that are appropriate to each; and the limitation of the personnel of each branch to that branch, so that no one person or group should be able to serve in more than one branch simultaneously.To a great extent, the Constitution effectuated these principles, but critics objected to what they regarded as a curi ous intermixture of functions, to, for example, the veto power of the President over legislation and to the role of the Senate in the appointment of executive officers and judges and in the treaty–making process. It was to these objections that Madison turned in a powerful series of essays.Madison recurred to â€Å"the celebrated† Montesquieu, the â€Å"oracle who is always consulted,† to disprove the contentions of the critics. â€Å"[T]his essential precaution in favor of liberty,† that is, the separation of the three great functions of government had been achieved, but the doctrine did not demand rigid separation. Montesquieu and other theorists â€Å"did not mean that these departments ought to have no partial agency in, or controul over, the acts of each other,† but rather liberty was endangered â€Å"where the whole power of one department is exercised by the same hands which possess the whole power of another department.†That the doct rine did not demand absolute separation provided the basis for preservation of separation of powers in action. Neither sharply drawn demarcations of institutional boundaries nor appeals to the electorate were sufficient.7 Instead, the security against concentration of powers â€Å"consists in giving to those who administer each department the necessary constitutional means and personal motives to resist encroachments of the others.† Thus, â€Å"[a]mbition must be made to[p.65]counteract ambition. The interest of the man must be connected with the constitutional rights of the place.†

Everyday Use

A Contrast between Dee and Maggie’s View Concerning Their Heritage In my writing essay I shall analyze the way in which heritage can be conceived in Alice Walker’s novel Everyday Use, trying to point out the author’s main ideas concerning the theme of the story. I would also try to describe the two daughter’s points of view, Dee and Maggie’s, about their ancestral heritage. The contrast between these two daughters is more than obvious not only in their appearance but also in their behavior when it comes to quilts from their grandmother. Everyday Use is a story narrated by a rural black woman, who is the mother of the two girls Maggie and Dee Johnson. Mrs. Johnson, is a simple woman but who, in spite of all difficulties that she passed through, she tried to give her daughters if possible, a good education and of course the most important thing, to make them aware of what heritage is indeed, the fact that traditional culture and heritage is not represented only by the possession of old objects, but also by one’s behavior and customs. She outlines in the story that she is not a very educated woman, but this does not mean that the lack of education is also reflected in her capacity to understand, to love and to respect her ancestors. Since the beginning of the story, the narrator makes obvious the contrast between Maggie and her elder sister Dee. Dee is a very ambitious girl, with a well-defined character, the one who had always been successful and ambitious. Maggie thinks â€Å"her sister has held life, always in the palm of one hand, that â€Å"no† is a word the world never learned to say to her. (Walker 2469). Dee denies her real heritage by changing her given name, after her aunt Dee, to the superficially more impressive one Wangero Leewanik Kemanjo, arguing to her mother that â€Å"Dee is dead and I couldn’t bear it any longer, being named after the people who oppress me† ( Walker 2472), what she does in fact is to reject her family identity. She inspires in her mother â€Å"a sort of aw e and fear more suitable to the advent of a goddess than the love one might expect a mother to feel for a returning daughter† (Farell, â€Å"Flight†). On the other hand, Maggie is the type of simple girl, like her mother, with little education. She is not ambitious like her sister Dee, living somehow in her mother’s shadow. But this might be also because Maggie hadn’t her sister luck and she burned severely in the house fire when she was a child, becoming now a shy and fearful person. These features are more visible in her attitude while waiting for her sister to come home. Mama is projecting her own anger and frustration onto her younger daughter when she speculates that Maggie will be cowed by Dee’s arrival. Maggie will be nervous until after her sister goes: she will stand hopelessly in corners homely and ashamed of the burn scars down her arms and legs, eyeing her sister with a mixture of envy and awe† ( Walker 2469). As Marianne Hirsch says in one of her critical essays: â€Å"the mother sees in Maggie’s angerless, fear an image of her own passive acceptance of Dee’s aggression, her ow n suppressed anger† Moreover, we can see through the lines of this story that, at the beginning, Dee was the daughter that mother preferred most because of her authority and because she wanted to succeed in life by following her instincts. But when she saw her totally changed, not only physically but also in her mentality, mother realized that Maggie was the one that understood the meaning of â€Å"heritage† and tried to give her justice. It is relevant â€Å"Mama’s awakening to one’s daughter’s superficiality and to the other’s deep-seated understanding of heritage† ( Tuten, â€Å"Alice Walker’s Everyday Use† ). However, Dee seems to despise her sister, her mother and the church that helped to educate her. Intentionally or not, she is selfish and she treats her sister with indifference. While Dee escaped from the poor life she was supposed to live, Maggie, next to her mother, represents the multitude of black women who must suffer. Scarred, graceless, not bright and uneducated, â€Å"Maggie is a living reproach to a survivor like her sister† (Cowart, â€Å"Heritage†) . The contradictions about heritage and culture between Maggie and Dee become more extensive when the quilts take part from the story. After dinner, Dee discovers some old quilts which belonged to her grandmother. She is very excited that found them, thinking that these quilts represent the testament of her ancestors. Without taking into account Maggie’s opinion, she asks her mother if she can have those quilts, arguing that she is the only one who can appreciate and have the right to keep them. At first, mother hesitates to give her an answer and offers her other quilts but Dee gets upset and then mother explains to her that the quilts were from Maggie as a wedding gift. Maggie’s tolerance in the story contrasts with Dee’s boldness. When Dee insists that her sister would ruin grandma’s quilts by using them everyday, and that hanging the quilts would be the only way to preserve them, Maggie â€Å" like somebody used to never wining anything, or having anything reserved for her† says â€Å" She can have them, Mama. I can remember Grandma Dee without the quilts† (Walker, 2474). Mrs. Johnson then realizes what makes Maggie different form her sister. She sees her scarred hands hidden in her skirt and says: â€Å"When I looked at her like that something hit me in the top of my head and ran down to the soles of my feet. Just like when I’m in the church and the spirit of God touches me and I get happy and shout† (Walker, 2475). This powerful feelings determines Mama to do something she had never done before: â€Å"she snatched the quilts out of Miss Wangero’s hands and dumped them into Maggie’s lap† ( Walker, 2475). Mama’s behavior here is almost like Dee’s because she rebuffs her wishes for the first time and give justice to the most patient Maggie. The fact that she takes the quilts from Dee and gives them to Maggie, â€Å"she confirms her younger daughter’s self-worth: metaphorically, she gives Maggie her voice† ( Tuten, â€Å"Alice Walker’s Everyday Use† ). In conclusion, I can say that Everyday Use is a story about understanding heritage. This concept is very well exposed by the two characters Alice Walker created, Dee and Maggie. These two daughters have a completely different view in what concerns the heritage from their ancestors; in this case their origins and their inheritance, the quilts from Grandma Dee. Maggie is the one who understands that heritage is about respecting family’s traditions and customs while Dee destroys the traditional image kept by Mrs. Johnson and her sister. She denies her true origins by changing the given name into more fashionable one, Wangero Leewanik Kemanjo. One should appreciate his legacy because it represents indeed what we are. We can not hide our roots and even if we want, this would not be possible because it always remains present in our souls and our minds, we like it or not. WORKES CITED PRIMARY SOURCE: Walker, Alice. Everyday Use. In Love and Trouble: Stories of Black Women New York: Harcourt Brace Jovanovich, 1973. SECONDARY SOURCE: Cowart, David . †Heritage and deracination in Walker's â€Å"Everyday Use. † Studies in Short Fiction. FindArticles. com. Farrell Susan. â€Å"Fight vs. Flight: a re-evaluation of Dee in Alice Walker’s â€Å"Everyday Use†- Critical Essay†. Studies in Short Fiction. FindArticles. com. Hirsch, Marianne. â€Å"Clytemnestra’s Children: Writing the Mother’s Anger. † Alice Walker: Modern Critical Views. Ed. Harold Bloom. New York: Chelsea House, 1989. Tuten, Nancy. â€Å"Alice Walker’s Everyday Use. † The Explicator 51. 2,1993 Everyday Use Everyday Use Symbolism The Quilts These quilts represent Mama's family and her heritage, they were made by Grandma Dee and Big Dee. Symbolically, each piece of material was made from scraps of clothing that once belonged to someone in their family, including pieces of their great-grandfather's Civil War uniform. . To Maggie, they represent her family; she still remembers with love her grandmother who made one of them and she says it is okay if Dee takes them because she does not need the quilts to remember Grandma Dee. To Dee, however, the quilts have no emotional value.She regards them as a type of folk art that will look impressive hanging upon her walls. (Dee embraces her African heritage while rejecting her personal family history. ) Mama gives those quilts to Maggie because she knows Maggie, unlike Dee, will honor the culture and heritage by using it, or continuing it the way it was originally intended. ‘Maggie can's appreciate these quilts! she said. ‘She'd probably be backward enough to put them to everyday use. ‘ The Butter Churn and the Dasher The author also uses the butter churn and the dasher as a symbol to show mama’s understands of heritage.When Mama takes the dasher handle in her hands, she is symbolically touching the hands of all those who used it before her. Her appreciation for the dasher and the quits is based on the love fort the people who made use of them. Dee wants to use the churn top as a centerpiece for the alcove table and do something creative with the dasher. Mama views and honors her heritage as practical by appreciating what she acquired from previous generations and putting the passed down items into everyday use. Dee views and honors her heritage as superficial by appreciating the passed down items for their materialistic and artistic value Everyday Use A Contrast between Dee and Maggie’s View Concerning Their Heritage In my writing essay I shall analyze the way in which heritage can be conceived in Alice Walker’s novel Everyday Use, trying to point out the author’s main ideas concerning the theme of the story. I would also try to describe the two daughter’s points of view, Dee and Maggie’s, about their ancestral heritage. The contrast between these two daughters is more than obvious not only in their appearance but also in their behavior when it comes to quilts from their grandmother. Everyday Use is a story narrated by a rural black woman, who is the mother of the two girls Maggie and Dee Johnson. Mrs. Johnson, is a simple woman but who, in spite of all difficulties that she passed through, she tried to give her daughters if possible, a good education and of course the most important thing, to make them aware of what heritage is indeed, the fact that traditional culture and heritage is not represented only by the possession of old objects, but also by one’s behavior and customs. She outlines in the story that she is not a very educated woman, but this does not mean that the lack of education is also reflected in her capacity to understand, to love and to respect her ancestors. Since the beginning of the story, the narrator makes obvious the contrast between Maggie and her elder sister Dee. Dee is a very ambitious girl, with a well-defined character, the one who had always been successful and ambitious. Maggie thinks â€Å"her sister has held life, always in the palm of one hand, that â€Å"no† is a word the world never learned to say to her. (Walker 2469). Dee denies her real heritage by changing her given name, after her aunt Dee, to the superficially more impressive one Wangero Leewanik Kemanjo, arguing to her mother that â€Å"Dee is dead and I couldn’t bear it any longer, being named after the people who oppress me† ( Walker 2472), what she does in fact is to reject her family identity. She inspires in her mother â€Å"a sort of aw e and fear more suitable to the advent of a goddess than the love one might expect a mother to feel for a returning daughter† (Farell, â€Å"Flight†). On the other hand, Maggie is the type of simple girl, like her mother, with little education. She is not ambitious like her sister Dee, living somehow in her mother’s shadow. But this might be also because Maggie hadn’t her sister luck and she burned severely in the house fire when she was a child, becoming now a shy and fearful person. These features are more visible in her attitude while waiting for her sister to come home. Mama is projecting her own anger and frustration onto her younger daughter when she speculates that Maggie will be cowed by Dee’s arrival. Maggie will be nervous until after her sister goes: she will stand hopelessly in corners homely and ashamed of the burn scars down her arms and legs, eyeing her sister with a mixture of envy and awe† ( Walker 2469). As Marianne Hirsch says in one of her critical essays: â€Å"the mother sees in Maggie’s angerless, fear an image of her own passive acceptance of Dee’s aggression, her ow n suppressed anger† Moreover, we can see through the lines of this story that, at the beginning, Dee was the daughter that mother preferred most because of her authority and because she wanted to succeed in life by following her instincts. But when she saw her totally changed, not only physically but also in her mentality, mother realized that Maggie was the one that understood the meaning of â€Å"heritage† and tried to give her justice. It is relevant â€Å"Mama’s awakening to one’s daughter’s superficiality and to the other’s deep-seated understanding of heritage† ( Tuten, â€Å"Alice Walker’s Everyday Use† ). However, Dee seems to despise her sister, her mother and the church that helped to educate her. Intentionally or not, she is selfish and she treats her sister with indifference. While Dee escaped from the poor life she was supposed to live, Maggie, next to her mother, represents the multitude of black women who must suffer. Scarred, graceless, not bright and uneducated, â€Å"Maggie is a living reproach to a survivor like her sister† (Cowart, â€Å"Heritage†) . The contradictions about heritage and culture between Maggie and Dee become more extensive when the quilts take part from the story. After dinner, Dee discovers some old quilts which belonged to her grandmother. She is very excited that found them, thinking that these quilts represent the testament of her ancestors. Without taking into account Maggie’s opinion, she asks her mother if she can have those quilts, arguing that she is the only one who can appreciate and have the right to keep them. At first, mother hesitates to give her an answer and offers her other quilts but Dee gets upset and then mother explains to her that the quilts were from Maggie as a wedding gift. Maggie’s tolerance in the story contrasts with Dee’s boldness. When Dee insists that her sister would ruin grandma’s quilts by using them everyday, and that hanging the quilts would be the only way to preserve them, Maggie â€Å" like somebody used to never wining anything, or having anything reserved for her† says â€Å" She can have them, Mama. I can remember Grandma Dee without the quilts† (Walker, 2474). Mrs. Johnson then realizes what makes Maggie different form her sister. She sees her scarred hands hidden in her skirt and says: â€Å"When I looked at her like that something hit me in the top of my head and ran down to the soles of my feet. Just like when I’m in the church and the spirit of God touches me and I get happy and shout† (Walker, 2475). This powerful feelings determines Mama to do something she had never done before: â€Å"she snatched the quilts out of Miss Wangero’s hands and dumped them into Maggie’s lap† ( Walker, 2475). Mama’s behavior here is almost like Dee’s because she rebuffs her wishes for the first time and give justice to the most patient Maggie. The fact that she takes the quilts from Dee and gives them to Maggie, â€Å"she confirms her younger daughter’s self-worth: metaphorically, she gives Maggie her voice† ( Tuten, â€Å"Alice Walker’s Everyday Use† ). In conclusion, I can say that Everyday Use is a story about understanding heritage. This concept is very well exposed by the two characters Alice Walker created, Dee and Maggie. These two daughters have a completely different view in what concerns the heritage from their ancestors; in this case their origins and their inheritance, the quilts from Grandma Dee. Maggie is the one who understands that heritage is about respecting family’s traditions and customs while Dee destroys the traditional image kept by Mrs. Johnson and her sister. She denies her true origins by changing the given name into more fashionable one, Wangero Leewanik Kemanjo. One should appreciate his legacy because it represents indeed what we are. We can not hide our roots and even if we want, this would not be possible because it always remains present in our souls and our minds, we like it or not. WORKES CITED PRIMARY SOURCE: Walker, Alice. Everyday Use. In Love and Trouble: Stories of Black Women New York: Harcourt Brace Jovanovich, 1973. SECONDARY SOURCE: Cowart, David . †Heritage and deracination in Walker's â€Å"Everyday Use. † Studies in Short Fiction. FindArticles. com. Farrell Susan. â€Å"Fight vs. Flight: a re-evaluation of Dee in Alice Walker’s â€Å"Everyday Use†- Critical Essay†. Studies in Short Fiction. FindArticles. com. Hirsch, Marianne. â€Å"Clytemnestra’s Children: Writing the Mother’s Anger. † Alice Walker: Modern Critical Views. Ed. Harold Bloom. New York: Chelsea House, 1989. Tuten, Nancy. â€Å"Alice Walker’s Everyday Use. † The Explicator 51. 2,1993 Everyday Use A Contrast between Dee and Maggie’s View Concerning Their Heritage In my writing essay I shall analyze the way in which heritage can be conceived in Alice Walker’s novel Everyday Use, trying to point out the author’s main ideas concerning the theme of the story. I would also try to describe the two daughter’s points of view, Dee and Maggie’s, about their ancestral heritage. The contrast between these two daughters is more than obvious not only in their appearance but also in their behavior when it comes to quilts from their grandmother. Everyday Use is a story narrated by a rural black woman, who is the mother of the two girls Maggie and Dee Johnson. Mrs. Johnson, is a simple woman but who, in spite of all difficulties that she passed through, she tried to give her daughters if possible, a good education and of course the most important thing, to make them aware of what heritage is indeed, the fact that traditional culture and heritage is not represented only by the possession of old objects, but also by one’s behavior and customs. She outlines in the story that she is not a very educated woman, but this does not mean that the lack of education is also reflected in her capacity to understand, to love and to respect her ancestors. Since the beginning of the story, the narrator makes obvious the contrast between Maggie and her elder sister Dee. Dee is a very ambitious girl, with a well-defined character, the one who had always been successful and ambitious. Maggie thinks â€Å"her sister has held life, always in the palm of one hand, that â€Å"no† is a word the world never learned to say to her. (Walker 2469). Dee denies her real heritage by changing her given name, after her aunt Dee, to the superficially more impressive one Wangero Leewanik Kemanjo, arguing to her mother that â€Å"Dee is dead and I couldn’t bear it any longer, being named after the people who oppress me† ( Walker 2472), what she does in fact is to reject her family identity. She inspires in her mother â€Å"a sort of aw e and fear more suitable to the advent of a goddess than the love one might expect a mother to feel for a returning daughter† (Farell, â€Å"Flight†). On the other hand, Maggie is the type of simple girl, like her mother, with little education. She is not ambitious like her sister Dee, living somehow in her mother’s shadow. But this might be also because Maggie hadn’t her sister luck and she burned severely in the house fire when she was a child, becoming now a shy and fearful person. These features are more visible in her attitude while waiting for her sister to come home. Mama is projecting her own anger and frustration onto her younger daughter when she speculates that Maggie will be cowed by Dee’s arrival. Maggie will be nervous until after her sister goes: she will stand hopelessly in corners homely and ashamed of the burn scars down her arms and legs, eyeing her sister with a mixture of envy and awe† ( Walker 2469). As Marianne Hirsch says in one of her critical essays: â€Å"the mother sees in Maggie’s angerless, fear an image of her own passive acceptance of Dee’s aggression, her ow n suppressed anger† Moreover, we can see through the lines of this story that, at the beginning, Dee was the daughter that mother preferred most because of her authority and because she wanted to succeed in life by following her instincts. But when she saw her totally changed, not only physically but also in her mentality, mother realized that Maggie was the one that understood the meaning of â€Å"heritage† and tried to give her justice. It is relevant â€Å"Mama’s awakening to one’s daughter’s superficiality and to the other’s deep-seated understanding of heritage† ( Tuten, â€Å"Alice Walker’s Everyday Use† ). However, Dee seems to despise her sister, her mother and the church that helped to educate her. Intentionally or not, she is selfish and she treats her sister with indifference. While Dee escaped from the poor life she was supposed to live, Maggie, next to her mother, represents the multitude of black women who must suffer. Scarred, graceless, not bright and uneducated, â€Å"Maggie is a living reproach to a survivor like her sister† (Cowart, â€Å"Heritage†) . The contradictions about heritage and culture between Maggie and Dee become more extensive when the quilts take part from the story. After dinner, Dee discovers some old quilts which belonged to her grandmother. She is very excited that found them, thinking that these quilts represent the testament of her ancestors. Without taking into account Maggie’s opinion, she asks her mother if she can have those quilts, arguing that she is the only one who can appreciate and have the right to keep them. At first, mother hesitates to give her an answer and offers her other quilts but Dee gets upset and then mother explains to her that the quilts were from Maggie as a wedding gift. Maggie’s tolerance in the story contrasts with Dee’s boldness. When Dee insists that her sister would ruin grandma’s quilts by using them everyday, and that hanging the quilts would be the only way to preserve them, Maggie â€Å" like somebody used to never wining anything, or having anything reserved for her† says â€Å" She can have them, Mama. I can remember Grandma Dee without the quilts† (Walker, 2474). Mrs. Johnson then realizes what makes Maggie different form her sister. She sees her scarred hands hidden in her skirt and says: â€Å"When I looked at her like that something hit me in the top of my head and ran down to the soles of my feet. Just like when I’m in the church and the spirit of God touches me and I get happy and shout† (Walker, 2475). This powerful feelings determines Mama to do something she had never done before: â€Å"she snatched the quilts out of Miss Wangero’s hands and dumped them into Maggie’s lap† ( Walker, 2475). Mama’s behavior here is almost like Dee’s because she rebuffs her wishes for the first time and give justice to the most patient Maggie. The fact that she takes the quilts from Dee and gives them to Maggie, â€Å"she confirms her younger daughter’s self-worth: metaphorically, she gives Maggie her voice† ( Tuten, â€Å"Alice Walker’s Everyday Use† ). In conclusion, I can say that Everyday Use is a story about understanding heritage. This concept is very well exposed by the two characters Alice Walker created, Dee and Maggie. These two daughters have a completely different view in what concerns the heritage from their ancestors; in this case their origins and their inheritance, the quilts from Grandma Dee. Maggie is the one who understands that heritage is about respecting family’s traditions and customs while Dee destroys the traditional image kept by Mrs. Johnson and her sister. She denies her true origins by changing the given name into more fashionable one, Wangero Leewanik Kemanjo. One should appreciate his legacy because it represents indeed what we are. We can not hide our roots and even if we want, this would not be possible because it always remains present in our souls and our minds, we like it or not. WORKES CITED PRIMARY SOURCE: Walker, Alice. Everyday Use. In Love and Trouble: Stories of Black Women New York: Harcourt Brace Jovanovich, 1973. SECONDARY SOURCE: Cowart, David . †Heritage and deracination in Walker's â€Å"Everyday Use. † Studies in Short Fiction. FindArticles. com. Farrell Susan. â€Å"Fight vs. Flight: a re-evaluation of Dee in Alice Walker’s â€Å"Everyday Use†- Critical Essay†. Studies in Short Fiction. FindArticles. com. Hirsch, Marianne. â€Å"Clytemnestra’s Children: Writing the Mother’s Anger. † Alice Walker: Modern Critical Views. Ed. Harold Bloom. New York: Chelsea House, 1989. Tuten, Nancy. â€Å"Alice Walker’s Everyday Use. † The Explicator 51. 2,1993

Kinetic sculptures; phenakistiscope

Artwork creations consisting of continuous moving parts or sounds are examples of kinetic sculptures. Windmills, wheels, mobiles, lava lamps and water all may be considered kinetic sculptures. Paintings giving illusions of continuing into the unknown, such as towers leading and combining into another item of the painting use kinetic elements. Sculptures containing motion are most commonly referred to as kinetic art. Artists use many scientific elements creating kinetic sculptures. Persistence of vision is a common element used in kinetic sculpturing.Persistence of vision means the human brain fills the blanks between sequential images seen in rapid succession creating an illusion of continuous motion† (Barsamian, July 3, 2006). Film, television and even stage acting adopt persistence of vision techniques making their productions come alive. Often art museums depend on outside affects such as lighting, strobe lights, external lighting, wall coloring and even other artwork to acc ent the kinetic sculptures. â€Å"Through the use or rotating mechanical armatures and synchronized strobe lights, three dimensional objects move horizontally and vertically and change their shapes in real time.The inspiration for this strange and wonderful world are animation techniques that predate the film such as the zoetrope, flip book and phenakistiscope, all of which are based on the persistence of vision, in other words, after image† (Barsamian, 2006). Moving kinetic sculptures originate with very simple lines, shapes, rectangles, and circles everyone learned before pre-K. Phenakistiscope is a spinning disk reflecting images. The wheel continuously spins as the viewer looks into slits of continuous moving reflections. The symbology of images is left up to what the viewer interprets, incorporating the persistence of vision concept.

Nineteen Minutes, by Jodi Picoult Essay

This is the story of the directionless and destination-less youngsters. This is also the story of the combustible younger generation. Incidents similar to the one depicted in the story can be read in newspapers day after day. The readers are pained, excited and habituated to read such stories and to an extent, have become insensitive as for its implications. If there is no discipline and peace in the society, carry on with the available discipline and peace—seems to be the attitude of the citizens. The blame-game between the politicians, the executive and the judiciary as for the present pathetic state of affairs in the society continues! Nobody is able to give the tangible solution to the octopus-like growing problem. Nagging, abusing and condemning each other have become the way of life. The pages of human history daubed in bloodshed due to the negative attitudes and violence in the name of religion, language, color, race, territorial gains and aggrandizement for wealth, ask the crying question. How to make this Planet Earth heaven-like? The answer is simple and direct. Eyes full of understanding, hearts full of love and the life that refuses conflicts—enough, these alone are enough! What is depicted in ‘Nineteen Minutes,’ is the model of what is happening all over the world on a large scale. The incidents of 9/11 took place in less than 19 minutes. But what were the implications and detailed planning and above all, the mind-set, behind that tragedy! The incident had the potentially to set the entire globe on fire! The hero of Nineteen Minutes, Peter Houghton, 17 years, has been at the receiving end throughout his school life, mentally tortured and tormented, and finally the ‘volcano within him erupts’ He fights back in a dramatic, and perhaps dastardly manner. The shooting at the school leaves nineteen injured and ten dead. The composition of the book has everything to make it an interesting read, and the arguments of the two lawyers, bring out the best as for the life and motives of Peter. The author uses the flashback technique to develop the story. The major players of the plot come to play, Josie Cormier, former best friend of Peter, her mother, the detective and defense lawyer, Peter’s parents-Picoult describes their interactions with sympathy and understanding. He has given to the readers a very interesting book. The theme of the book and the author’s attitude towards the theme, both evoke curiosity. The level of detachment achieved by the author in developing the characters is commendable. Without giving room for too much sentimentalism, a grim situation manifests clearly, grows and attains new dimensions. The book deserves an outstanding position on account of this approach. The mutual interactions over the situation between different characters reveal in the most natural way, the convictions for which the novel stands for. This is the uniqueness of the novel. The narrations are beautiful and as the story develops, it becomes poignant, without losing its ground and reality. If ten or more individuals are united for a cause, and align with the Satan’s domain, that won’t make their alignment stronger. Truth has always been in minority numerically, taking any epic for example, but it is the ultimate victor. Peter’s position is the same. The majority pushed him to the wall and Peter thought that for the desperate situation, desperate remedy is the solution. Some bullets solved his decade-old problem. Those who go through the contents of the book carefully, sympathize with him, not condemn! Everyone has the right of self-defense, and in the process that you kill ten or fifty persons is altogether a different issue. This takes one to the portals of an important social problem. What if the gun control laws were there? Could the tragedy have been averted? The answer is both yes and no. The real problem is not the creation of the gun, but the creation of Peters in the society, for which the society, the parents, brothers and sisters, the friends, the teachers and Preachers, law enforcing authorities, and above all the politicians are responsible—and oh yes, the print and electronic media too, that plays to the gallery and creates deep impact in the impressionable minds of the kids! They must get more and more advertisement revenue no matter what the impact of this white-color robbery on the psyche of the society. These forces have created Peters. So unless the people are basically sound, and basic conditions are created for the people to become basically sound, many more Peters will incarnate. Countries with gun control laws have also Peters. So, changing the gun control laws is not the solution. Changing the thought process of the individuals is! An individual is the foundation stone of the society. Unless one’s thought process changes, one’s action process will not change. When the thoughts are changed, the mind is changed; when the mid is changed, the man is changed; when the man is changed, the society is changed. The message of the book by Picoult is clear. Children-friendly approach is required as for small and big problems confronting them; the teachers need to keep a careful watch as for the groups in classes or the institution as a whole. These groups could be due to any reason, simple jealousies, race and color, rich and poor and this listing of problems can go on and on†¦. The vigilant teaching community has great responsibility in this area. In the materialistic society, due to the impact of industrial and internet revolutions, the parents have little time to spend with the children. The educational institutions are the best alternatives to the prevailing family atmosphere, wherein children can be imparted the moral, ethical and even spiritual education. References Cited: Picoult, Jodi: Book: Nineteen Minutes Hardcover: 464 pages Publisher: Atria; 1st edition. edition (March 5, 2007) Language: English ISBN-10: 0739480715 ISBN-13: 978-0743496728 ASIN: 0743496728