Macbeth Essays (483 words) - Characters In Macbeth,

Macbeth MacBeth was a play about a power hungry guy that would do anything to have power, including killing people. In the play, his moves and actions were heavily influenced by others. If he had just done his own thing would he have ended up the way he did? Some of the people that had an impact on him were his wife, Lady MacBeth, the witches, and MacDuff. Without the help of those people would he have ended up dead? First of and foremost I think the witches, including Hectate, play the biggest role in MacBeths downfall. They almost led him up to killings but not quite. First off they great him by saying, Thane of Glamis (which he currently is), Thane of Cawdor (what he should soon be), and King hereafter. With that news he cannot hide it from Banquo whom is there with him. They then tell Banquo that he will be lesser than MacBeth, and greater, not as happy, but yet much happier, and you shall get kings, but not be one. Then later on in the story three apparitions come when MacBeth goes to meet the three witches and the first apparition, which is an Armed Head tells him, to be aware of MacDuff. The second apparition, a Bloody Child, comes to tell him that he can not be defeated by anyone who was born from a woman. (We later find out that MacDuff was actually ripped from his mothers womb. The image of this bloody head is very sickening, but its is believed that it was a metaphor to MacDuff by his murdered children, and too Banquo as his successors. Then the third apparition, a Child Crowned comes to tell him that nothing will happen to him until Birnam wood moves to Dunsinane Hill. All of those seem like quite impossible tasks put prove themselves to be true. Then in a very close second I think Lady MacBeth had a major role in MacBeths downfall. After she received a letter from MacBeth tell her about the witches prophecies, she decided it would be best to kill Duncan. After hearing about Duncan coming to visit she tells MacBeth, to catch interest near way, which mean kill Duncan. MacBeth is scared at first for a couple reasons. One, the effect it will play on him in the afterlife, This bank and shoal of time, because murder is a mortal sin. Another fear of his was, the belief back then was that if you disrupted the Elizabethan view of the universe then there would be complete chaos. After all the thoughts run through his head he decides that he has no reasons for killing Duncan except for vaulting ambition, his lust for power. English Essays

Major sources of discord between the bolshevik and european states essays

Major sources of discord between the bolshevik and european states essays Major Sources of Discord between the Bolsheviks and European States: 1917 to 1921 There were several major sources that created discord between the Bolsheviks and western states in Europe from 1917 to 1921. Conflicting ideologies that each attacked the very fabric of the other's respective society led to the notion that capitalism and communism could not coexist. The attempts of both actors to hold control of their own political system and to expand their political ideas internationally led to major conflicts between them. Also, the lack of respect for the upstart Bolshevik government by the west led to misperceptions concerning the actions of the Soviets. Russia's unsatisfactory involvement in World War I and their abrupt departure from the war which affected the western Allies war effort created much disenchantment between the two sides. The imperial and expansionist nature of both groups of actors led to conflict as the creation of both communist and non-communist blocs began with the independence of Poland as a free state in 1919. By using the Communist part y as a vehicle to inject Communism into societies abroad, the Bolsheviks began to make free countries take notice of the threat that the "worker's party" presented and began to act in strong opposition of Communism. The actions of both sides began a race for an expansion of two different ideologies which created conflict so strong that in due time another World War seemed inevitable. The "Cold War" had begun. The fundamental difference between Russia and Europe was extremely contrasting views in ideology. The modernization of politics in the late 1800's and early 1900's had created similar political movements in both Europe and Russia meant to increase the authority of the masses over their own government. These movements replaced authoritarian regimes with political systems that were created to better the lives of the common people (Harris). Leading states of Europe such...

The 31 Critical ACT Math Formulas You MUST Know

The 31 Critical ACT Math Formulas You MUST Know SAT / ACT Prep Online Guides and Tips The two biggest challenges of ACT Math are the time crunch- the math test has 60 questions in 60 minutes!- and the fact that the test doesn’t provide you with any formulas. All the formulas and math knowledge for the ACT comes from what you’ve learned and memorized. In this complete list of critical formulas you'll need on the ACT, I'll lay out every formula you must have memorized before test day, as well as explanations for how to use them and what they mean. I'll also show you which formulas you should prioritize memorizing (the ones that are needed for multiple questions) and which ones you should memorize only when you've got everything else nailed down tight. Already Feeling Overwhelmed? Does the prospect of memorizing a bunch of formulas make you want to run for the hills? We've all been there, but don't throw in the towel just yet! The good news about the ACT is that it is designed to give all test-takers a chance to succeed. Many of you will already be familiar with most of these formulas from your math classes. The formulas that show up on the test the most will also be most familiar to you. Formulas that are only needed for one or two questions on the test will be least familiar to you. For example, the equation of a circle and logarithm formulas only ever show up as one question on most ACT math tests. If you’re going for every point, go ahead and memorize them. But if you feel overwhelmed with formula lists, don’t worry about it- it’s only one question. So let’s look at all the formulas you absolutely must know before test day (as well as one or two that you can figure out yourself instead of memorizing yet another formula). Algebra Linear Equations Functions There will be at least five to six questions on linear equations and functions on every ACT test, so this is a very important section to know. Slope Slope is the measure of how a line changes. It’s expressed as: the change along the y-axis/the change along the x-axis, or $\rise/\run$. Given two points, $A(x_1,y_1)$, $B(x_2,y_2)$, find the slope of the line that connects them: $$(y_2 - y_1)/(x_2 - x_1)$$ Slope-Intercept Form A linear equation is written as $y=mx+b$ m is the slope and b is the y-intercept (the point of the line that crosses the y-axis) A line that passes through the origin (y-axis at 0), is written as $y=mx$ If you get an equation that is NOT written this way (i.e. $mx−y=b$), re-write it into $y=mx+b$ Midpoint Formula Given two points, $A(x_1,y_1)$, $B(x_2,y_2)$, find the midpoint of the line that connects them: $$((x_1 + x_2)/2, (y_1 + y_2)/2)$$ Good to Know Distance Formula Find the distance between the two points $$√{(x_2 - x_1)^2 + (y_2 - y_1)^2}$$ You don’t actually need this formula, as you can simply graph your points and then create a right triangle from them. The distance will be the hypotenuse, which you can find via the pythagorean theorem Logarithms There will usually only be one question on the test involving logarithms. If you’re worried about having to memorize too many formulas, don’t worry about logs unless you’re trying for a perfect score. $log_bx$ asks â€Å"to what power does b have to be raised to result in x?† Most of the time on the ACT, you’ll just need to know how to re-write logs $$log_bx=y = b^y=x$$ $$log_bxy=log_bx+log_by$$ $$log_b{x/y} = log_bx - log_by$$ Statistics and Probability Averages The average is the same thing as the mean Find the average/mean of a set of terms (numbers) $$\Mean = {\sum\of\the\terms}/{\the\number(\amount)\of\different\terms}$$ Find the average speed $$\Speed = {\total\distance}/{\total\time}$$ May the odds be ever in your favor. Probabilities Probability is a representation of the odds of something happening. A probability of 1 is guaranteed to happen. A probability of 0 will never happen. $${\Probabilityâ€Å'\ofâ€Å'\anâ€Å'\outcomeâ€Å'\happening}={\numberâ€Å'\ofâ€Å'\desiredâ€Å'\outcomes}/{\total\number\of\possible\outcomes}$$ Probability of two independent outcomes both happening is $$\Probabilityâ€Å'\ofâ€Å'\eventâ€Å'\A*\probabilityâ€Å'\ofâ€Å'\event\B$$ e.g., Event A has a probability of $1/4$ and event B has a probability of $1/8$. The probability of both events happening is: $1/4 * 1/8 = 1/32$. There is a 1 in 32 chance of both events A and event B happening. Combinations The possible amount of different combinations of a number of different elements A â€Å"combination† means the order of the elements doesn’t matter (i.e. a fish entree and a diet soda is the same thing as a diet soda and a fish entree) Possible combinations = number of element A * number of element B * number of element C†¦. e.g. In a cafeteria, there are 3 different dessert options, 2 different entree options, and 4 drink options. How many different lunch combinations are possible, using one drink, one, dessert, and one entree? The total combinations possible = 3 * 2 * 4 = 24 Percentages Find x percent of a given number n $$n(x/100)$$ Find out what percent a number n is of another number m $$(100n)/m$$ Find out what number n is x percent of $$(100n)/x$$ The ACT is a marathon. Remember to take a break sometimes and enjoy the good things in life. Puppies make everything better. Geometry Rectangles Area $$\Area=lw$$ l is the length of the rectangle w is the width of the rectangle Perimeter $$\Perimeter=2l+2w$$ Rectangular Solid Volume $$\Volume = lwh$$ h is the height of the figure Parallelogram An easy way to get the area of a parallelogram is to drop down two right angles for heights and transform it into a rectangle. Then solve for h using the pythagorean theorem Area $$\Area=lh$$ (This is the same as a rectangle’s lw. In this case the height is the equivalent of the width) Triangles Area $$\Area = {1/2}bh$$ b is the length of the base of triangle (the edge of one side) h is the height of the triangle The height is the same as a side of the 90 degree angle in a right triangle. For non-right triangles, the height will drop down through the interior of the triangle, as shown in the diagram. Pythagorean Theorem $$a^2 + b^2 = c^2$$ In a right triangle, the two smaller sides (a and b) are each squared. Their sum is the equal to the square of the hypotenuse (c, longest side of the triangle) Properties of Special Right Triangle: Isosceles Triangle An isosceles triangle has two sides that are equal in length and two equal angles opposite those sides. An isosceles right triangle always has a 90 degree angle and two 45 degree angles. The side lengths are determined by the formula: x, x, x√2, with the hypotenuse (side opposite 90 degrees) having a length of one of the smaller sides * √2. E.g., An isosceles right triangle may have side lengths of 12, 12, and 12√2. Properties of Special Right Triangle: 30, 60, 90 Degree Triangle A 30, 60, 90 triangle describes the degree measures of its three angles. The side lengths are determined by the formula: x, x√3, and 2x. The side opposite 30 degrees is the smallest, with a measurement of x. The side opposite 60 degrees is the middle length, with a measurement of x√3. The side opposite 90 degree is the hypotenuse, with a length of 2x. For example, a 30-60-90 triangle may have side lengths of 5, 5√3, and 10. Trapezoids Area Take the average of the length of the parallel sides and multiply that by the height. $$\Area = [(\parallel\side\a + \parallel\side\b)/2]h$$ Often, you are given enough information to drop down two 90 angles to make a rectangle and two right triangles. You’ll need this for the height anyway, so you can simply find the areas of each triangle and add it to the area of the rectangle, if you would rather not memorize the trapezoid formula. Trapezoids and the need for a trapezoid formula will be at most one question on the test. Keep this as a minimum priority if you're feeling overwhelmed. Circles Area $$\Area=Ï€r^2$$ Ï€ is a constant that can, for the purposes of the ACT, be written as 3.14 (or 3.14159) Especially useful to know if you don’t have a calculator that has a $Ï€$ feature or if you're not using a calculator on the test. r is the radius of the circle (any line drawn from the center point straight to the edge of the circle). Area of a Sector Given a radius and a degree measure of an arc from the center, find the area of that sector of the circle. Use the formula for the area multiplied by the angle of the arc divided by the total angle measure of the circle. $$Area\of\an\arc = (Ï€r^2)(\degree\measure\of\center\of\arc/360)$$ Circumference $$\Circumference=2Ï€r$$ or $$\Circumference=Ï€d$$ d is the diameter of the circle. It is a line that bisects the circle through the midpoint and touches two ends of the circle on opposite sides. It is twice the radius. Length of an Arc Given a radius and a degree measure of an arc from the center, find the length of the arc. Use the formula for the circumference multiplied by the angle of the arc divided by the total angle measure of the circle (360). $$\Circumference\of\an\arc = (2Ï€r)(\degree\measure\center\of\arc/360)$$ Example: A 60 degree arc has $1/6$ of the total circle's circumference because $60/360 = 1/6$ An alternative to memorizing the â€Å"formulas† for arcs is to just stop and think about arc circumferences and arc areas logically. If you know the formulas for the area/circumference of a circle and you know how many degrees are in a circle, put the two together. If the arc spans 90 degrees of the circle, it must be $1/4$th the total area/circumference of the circle, because $360/90 = 4$. If the arc is at a 45 degree angle, then it is $1/8$th the circle, because $360/45 = 8$. The concept is exactly the same as the formula, but it may help you to think of it this way instead of as a â€Å"formula† to memorize. Equation of a Circle Useful to get a quick point on the ACT, but don’t worry about memorizing it if you feel overwhelmed; it will only ever be worth one point. Given a radius and a center point of a circle $(h, k)$ $$(x - h)^2 + (y - k)^2 = r^2$$ Cylinder $$\Volume=Ï€r^2h$$ Trigonometry Almost all the trigonometry on the ACT can be boiled down to a few basic concepts SOH, CAH, TOA Sine, cosine, and tangent are graph functions The sine, cosine, or tangent of an angle (theta, written as ÃŽËœ) is found using the sides of a triangle according to the mnemonic device SOH, CAH, TOA. Sine - SOH $$\Sineâ€Å' ÃŽËœ = \opposite/\hypotenuse$$ Opposite = the side of the triangle directly opposite the angle ÃŽËœ Hypotenuse = the longest side of the triangle Sometimes the ACT will make you manipulate this equation by giving you the sine and the hypotenuse, but not the measure of the opposite side. Manipulate it as you would any algebraic equation: $Sine ÃŽËœ = \opposite/\hypotenuse$ = $\hypotenuse * \sine ÃŽËœ = \opposite$ Cosine - CAH $$\Cosine ÃŽËœ = \adjacent/\hypotenuse$$ Adjacent = the side of the triangle nearest the angle ÃŽËœ (that creates the angle) that is not the hypotenuse Hypotenuse = the longest side of the triangle Tangent - TOA $$\Tangentâ€Å' ÃŽËœ = \opposite/\adjacent$$ Opposite = the side of the triangle directly opposite the angle ÃŽËœ Adjacent = the side of the triangle nearest the angle ÃŽËœ (that creates the angle) that is not the hypotenuse Cosecant, Secant, Cotangent Cosecant is the reciprocal of sine $\Cosecantâ€Å' ÃŽËœ = \hypotenuse/\opposite$ Secant is the reciprocal of cosine $\Secantâ€Å' ÃŽËœ = \hypotenuse/\adjacent$ Cotangent is the reciprocal of tangent $\Cotangentâ€Å' ÃŽËœ = \adjacent/\opposite$ Useful Formulas to Know$$\Sin^2ÃŽËœ + \Cos^2ÃŽËœ = 1$$ $${\Sin ÃŽËœ}/{\Cos ÃŽËœ} = \Tan ÃŽËœ$$ Hurray! You've memorized your formulas. Now treat yo' self. But Keep in Mind Though these are all the formulas you should memorize to do well on the ACT math section, this list by no means covers all aspects of the mathematical knowledge you’ll need on the exam. For example, you’ll also need to know your exponent rules, how to FOIL, and how to solve for absolute values. To learn more about the general mathematical topics covered by the test, see our article on what's actually tested on the ACT math section. What's Next? Now that you know the critical formulas for the ACT, it might be time to check out our article on How to an Perfect Score on the ACT Math by a 36 ACT-Scorer. Don't know where to start?Look no further than our article onwhat is considered a good, bad, or excellent ACT score. Want to improve your score by 4+ points? Our completely online and customized prep program adapts to your strengths, weaknesses, and needs. And we guarantee your money back if you don't improve your score by 4points or more. Sign up for your free trial today. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep classes. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our classes are entirely online, and they're taught by ACT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

A Gentleman in Haggard's Time Research Paper Example | Topics and Well Written Essays - 750 words

A Gentleman in Haggard's Time - Research Paper Example The description of a gentleman in Haggard’s volume, King Solomon’s Mines is amongst the most prominent themes that this volume intends to explore. The volume’s setting is during an epoch when the British dominion was enlarging across the earth.Haggard’s ideologies of a gentleman are vital in that they contrast the notions of sex, in the appearance of a woman’s power and race in the shape of the archaic versus the civilized male. These assertions of maleness comprise ideologies of how imperialism and the British dominion were described as a stringently male scope, a field overpowered and regulated by a patriarchy of authority. A description of maleness is extremely intricate identify since it transforms with time. A trait such as strength, are usually interrelated with maleness, is not necessary in a community that does not need all men to be fighters, but it is still a significant male attribute. A conventionally feminine trait such as sentimentalit y has nowadays transformed into a crucial characteristic of a well rounded male, and it displays a reassurance in one’s sexuality. This implies that any description should consider divergence in culture and the epoch. During the epoch when Haggard was writing his dissertation, it was a period of quick transformation of ideologies of the requirements for manliness. At this epoch, there was a conflict between theoretical and corporeal facets of maleness identity. There were two features to maleness. Firstly, there was the notion of strength, bold, and prepared to die in combat and secondly, that of a reasonable man who is not reckless or erratic in his mannerisms. The lack of females in the volume is evident when the storyteller asserts in the beginning chapter that there would be no petticoat in the entire narration. However, there are two women in the volume Foulata as well as Gagool. The former is a primitive, barren African while the latter is elderly and hence cannot be we dded. Therefore, these two individuals are depicted as insignificant characters in the volume. Nonetheless, they are critical is the comprehension of Haggard’s viewpoint of manliness. Gagool occupies a rank of exceptional authority considering her gender. She is distant from the urbane, white Englishmen. This is the most disintegrated of personalities and her description is that of an animal, a withered monkey. However, this character sustains supremacy of fear over the men in the volume. She is also the only character with the right of entry into the fortune of the mines. Manliness of the three males in the volume reassurance occurs with Gagool’s ruin, and the intimidation of new female is effectively crashed. This dominance of males is emphasized in a staunch demeanour, which serves to praise other such occurrences in the volume. Moreover, the description of an idyllic gentleman there is an aspect of capability to explore females. The depiction of this is in the expl oration of the virgin land of Africa. The whole narration is an adventure in attempting to penetrate and domesticate the female land. The maleness of English gentlemen is, hence, under threat and must be claimed, usually violently, so as to recover supremacy over women. This occurs numerously in the narration. The male champions survive at the end of the volume only after a struggle with the land which comprises a death confronting battle throughout the wilderness. They also conquer those generated by the land, the natives Kukuanas. It is through the depiction of this Victorian masculinity that Curtis, Good as well as Quartermain triumph over the womanly territory. They display strength and courage in the slaughtering of enormous animals. They also depict fortitude and

English lit Essay Example | Topics and Well Written Essays - 1250 words

English lit - Essay Example inning to break down as common men were able to make fortunes in industry and landowners found it more and more difficult to keep the idyllic life they’d constructed alive. Women, too, were beginning to question their allotted place in society as more and more opportunities opened for them in the urban centers of the country, providing them with a means of supporting themselves and freeing themselves from the yoke of male domination. Wuthering Heights, written by Emily Bronte during this period, is a novel that deals with both class and gender. When Catherine says â€Å"I am Heathcliff† (101), she is making a claim about herself which challenges gender and class positions. Because of his birth status, in which Heathcliff is introduced as â€Å"a dirty, ragged, black-haired child; big enough both to walk and talk; †¦, yet, when it was set on its feet, it only stared round, and repeated over and over again some gibberish, that nobody could understand† (54-55), as well as his upbringing, in which Hindley â€Å"drove him [Heathcliff] from their company to the servants, deprived him of the instructions of the curate, and insisted that he should labour out of doors instead† (64), Heathcliff is seen as base-born as a person can get. He is both an orphan of unknown origin as well as an unlettered oaf untaught in the strict mannerisms of the gentleman class. His status is so low in the social structure that when Isabella determines she is infatuated with him, Edgar considers â€Å"leaving aside the degrad ation of an alliance with a nameless man, and the possible fact that his property, in default of heirs male, might pass into such a one’s power †¦Ã¢â‚¬  (120). By contrast, Catherine is born into an old family, with a highly respected name, making her automatically accepted in the high society of Gimmerton. She is given a decent education until the family, under Hindley, finally drives the curate away through sheer lack of manners and her five week experience in the

Much Ado About Nothing - Benedick Analysis Essay Example for Free

Much Ado About Nothing Benedick Analysis Essay Benedick is almost a match for Beatrice as a memorable Shakespearean character. His apparent misogyny and unwillingness to make a commitment to a woman are almost stereotypes early in the play. His use of language, especially in his merry war with Beatrice, prevents him from being the clichà ©d male who refuses to commit to a relationship. Benedick has probably had a lot of experience with women, only one of whom was Beatrice. He vehemently declares his intent to remain a bachelor and disparages Claudio for wanting to marry Hero, Leonatos short daughter. He restates his disdain of love and marriage in a monologue alone on stage — even more likely to express his true feelings than his teasing comments to a companion he will lose through marriage. Throughout the early scenes, his exchanges with Beatrice create a feeling that he doth protest too much — that is, he really harbors at least affection for Beatrice. It takes the noting scene near the arbor, arranged by Don Pedro, for Benedick to admit he may indeed be able to love Beatrice since she loves him so much. His subsequent meetings with Beatrice and with his friends show a marked change in his attitudes and demeanor from the early scenes. He recognizes that he may be opening himself up for ridicule at his reversal of his well-known attitudes, but he sees his opening up as a part of maturing. His support for Beatrice after the denunciation, including his confrontation with Claudio, demonstrates not only his commitment to Beatrice, but also the value he places on justice even at the risk of loyalty. He becomes single-minded about marrying Beatrice, probably speaking to Leonato about her immediately after the confrontation with Claudio and again just before the wedding. His new behavior finally culminates in his public proposal to her, risking not only her refusal and contempt, but also the ridicule of the assembled company. Has Benedick changed during the week of the play? Most certainly, both in his public and his private attitudes. That a dyed-in-the-wool bachelor is transformed into an eager bridegroom is extraordinary, yet Shakespeare makes it believable, with a little help from Benedicks friends.

Are Alternative Fuels The Best Alternative? :: essays research papers

Are Alternative Fuels The Best Alternative? With the millennium just around the corner, new energy conserving ideas are being brought to the market. Among the most prominent are cars powered by electricity, as opposed to gasoline. Electric vehicles seem practical, and they protect the environment by reducing pollution. But our economy would suffer colossal changes in order to accommodate these low-emission vehicles. The entire oil industry would bear an enormous loss, car manufacturing would have to completely change, and many people involved in the gasoline industry would become unemployed. While alternative fuels may help protect the environment, they would destroy the economy. The oil industry depends on the production of gasoline. Transportation accounts for twenty-five percent of U.S. demand, and it depends wholly on oil. If the transportation industry lost it’s need for gasoline, oil companies, and all of their employees, would suffer major losses. Over two-thirds of our oil supply comes from the Middle East, and without this valuable export, these countries, along with our relationship to them, would weaken. Therefore, using electricity instead of gasoline to power cars would not only cause problems in our country, but in other areas of the world as well. The car industry would be highly affected financially by the conversion from gasoline to alternative fuels. Presently, the U.S. Advanced Battery Consortium is spending over 260 million dollars simply on the development of a new battery. Plus, it costs between five thousand and ten thousand dollars to convert just one gasoline-powered car to electric. Automobile manufacturing plants would not only have to carry different parts and use different methods; they would have to completely alter their manufacturing process, which may cost millions of dollars. And who would pay for these alterations? The consumer. The price of cars would skyrocket, leaving many average citizens without transportation. And what about the people who depend on gasoline vehicles for a job? Not only the oil company employees and car manufacturers, but gas station attendants, car mechanics and auto parts dealers would be unemployed as well. A few may be able to adapt to the new electric era, but too many would find themselves and their families without work, without money. It is the average American who will lose the most in this situation. I’m not suggesting that alternative fuels be completely outcast.

Unique memory

Each individual has unique memory for oneself shared with no one else in the world. Such memory makes one different from others. Therefore I am curious to know what memory is. Right now I am Just a bundle of â€Å"memories† in my mind and body. Psychology defines it as a process in which information is encoded, stored, and retrieved. But is memory limited to the define domain? If so, how do millions of atoms that could be flying through the cells randomly stay to gather in a double helix structure in order to create a DNA molecule in a way so that it is unique to every vying creature on earth?It is difficult to explain this without knowing how memory truly works. Memory must be evolving at a much deeper level,perhaps even from the physical level and could manifest into chemical, biological and psychological levels. Perhaps physics has an explanation. Memory could be more fundamental than physics, and as a result memory can help us understand physics better. This notion may dra stically transform the way we have been looking at physical aspects of the universe. This shift In thought among physicist is because of their Inability to explain the random nature of elementary articles.KM (Quantum mechanics) the most successful theory In physics, can Just give us the probability to find a particle In a given location and time. The Idea that nature Is inherently probabilistic–that particles have only Likelihood, until they are observed– Is directly Implied by the standard equation of KM. This Is the central problem In KM. Element rejected this Idea by saying, † I am convinced God does not play dice†. He believed there must be some hidden variable or property of the particle that gives rise to such weird behavior.After nearly 100 years, a few physicist are at the verge of proving that there could be hidden variables associated with elementary particles. They call It â€Å"path memory†, because particles seems to carry the ‘mem ory† of the path they have traveled and the Interaction they have undergone along the path. Therefore two electrons that are Identical In terms of all known physical properties need no react to an experiment the same way because their path memories can be different. I can now say that atoms carrying unique combination of path memories stick together to form my DNA, defining who I am.Memory could be the basis and rolling of everything-Who knows, one day we might even prove that â€Å"empty space† Itself can hold memory. MEMORY By Capricorn been looking at physical aspects of the universe. This shift in thought among physicist is because of their inability to explain the random nature of elementary KM (Quantum mechanics) the most successful theory in physics, can Just give us the probability to find a particle in a given location and time. The idea that nature is inherently probabilistic–that particles have only likelihood, until they are observed– s directl y implied by the standard equation of KM.This is the central problem in KM. Einstein rejected this idea by saying, † I am convinced God does not play dice†. Hidden variables associated with elementary particles. They call it â€Å"path memory†, the interaction they have undergone along the path. Therefore two electrons that are identical in terms of all known physical properties need no react to an experiment together to form my DNA, defining who I am. Memory could be the basis and origin of everything. Who knows, one day we might even prove that â€Å"empty space† itself can

Management Essay

Our group feels that this question can be answered in 2 different ways namely, from the manager’s perspective or from the employee’s perspective for each aspect of Ajzen’s theory. 1. Attitude toward the behaviour  In this case, the ‘attitude’ here refers to that of the recession. From employees’ perspective – employees will be low in spirits and morale during a recession as they know that there is a high possibility that they will be retrenched by the company. From manager’s perspective – The manager will have a positive attitude about improving the performance of the employees during a recession because if they do not do so, the company will take a long time or never recover from the recession. The manager can improve the employee’s performance by a. Communicating with the employees about the recession and the possible impacts it will have on the workplace. b. Provide continuous feedback which includes occasional recognition and rewards to boost their morale. c. Attribute the employees’ consistent performance and update them on the state of the economy. 2. Subjective norm From employees’ perspective – employees feel that they should not give in their 100% at work in times of a recession as the likelihood of being retrenched is still prominent, so why work so hard? They are pressured by their peers to act in this manner. From manager’s perspective – managers are pressured by the top management (CEOs, shareholders) to think of ways to improve the employees’ performance. Such methods are as mentioned earlier above. 3. Perceived Behavioural Control  From employees’ perspective – it is very easy to succumb to peer pressure and not give in their best in their work in times of a recession. From manager’s perspective – managers are completely in charge on their intention to improve the employees’ performance during a recession as it is their job to do so.

World War II and its affects essays

World War II and its affects essays World war two significantly affected the United States and its people. Despite the awful tasks of waging and supplying a war, surprisingly the economy was booming. Big Businesses and Labor Unions strengthened, women were able to make a living on their own, and Blacks were given opportunities that they were shunned at previously. The war required so much, that money was constantly being pumped into the economy. Eventually, the United States obtained full economy in 1942 and many people were working. By many people, I mean people of all gender and race. Women were able to gain freedom and some independence for the first time. The war changed a lot of aspects of American life. Black Civil Rights movements started around this time. Blacks felt that if they were going to be supporting and helping a country with war, they should at least be given significant rights as a human being. Indian Right movements also stemmed from the war. Navajo Code Talkers were a significant advantage of the war. Using people to speak a code language that no one could crack was a brilliant idea; yet again Indians were not give basic human rights. The National Congress of American Indians (NCAI) started at this time. This was the first national Indian support and lobby group. As a lobby group they used American political tactics to ensure policies and protection of tribal rights for about 20 years, it was the only National Indian control group and the most important major force. America is rapidly changing. As I stated before women were gaining confidence in a way that they never had before. WAACS and WAVES were two very significant women rights groups. The war gave women a chance to feel what it was really like to work for themselves and be independent. They wanted rights to vote, hold a job, and essentially be equal to men. This was the springboard of the womens rights groups to ...

No Sooner Than (Not When)

No Sooner Than (Not When) No Sooner Than (Not When) No Sooner Than (Not When) By Maeve Maddox Maeve, how about no sooner had she than, or no sooner had she when. Im always confused about that. Judging from frequent questions about this usage on various internet grammar sites, its a concern shared by many writers. Interestingly, when I tried to find online examples of no sooner†¦when, I found only one: She just knew that she was going to be very happy here, but no sooner had she thought this, when a dark shadow fell upon her. a childrens story No sooner†¦than is a two-part comparative adverb. According to the American Heritage ® Book of English Usage (1996): Because the sooner in no sooner is a comparative adverb like better in no better, the expression should be followed by than, not when: No sooner had she come than the maid knocked. I had no sooner left than she called. My search did turn up several odd incomplete uses of no sooner†¦missing its obligatory than: So no sooner had he touched her, and begun to dally, she caught his hands, and spoke roughly to him, bidding him go away, as she did not want him. Translation of a Buddhist story No sooner had she committed to hunkering down in Alaska to get back to work, the Last Frontiers rogue governor, Sarah Palin, is headed back to the campaign trail again†¦ The Huffington Post I also found one example in which than is incorrectly rendered then, but that could have been a typo: But, no sooner had she hit rock bottom then she bounced back up again. Obit of Jade Goody in Telegraph Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:"Based in" and "based out of"Using the Active Voice to Strengthen Your WritingHow often is "bimonthly"?

Art Ceramic vessels based on the theme of urban landscape, modern Essay

Art Ceramic vessels based on the theme of urban landscape, modern modern architect and looking at artists works - Essay Example In the beginning, ceramic pieces served two purposes: functional and decorative purposes. Early potters created their pieces so that they may be used as pieces of tableware, crockery or other functional items. With time, potters began exploring the limits of ceramic art. They introduced art pieces that carried no functional purpose and yet became master pieces for the thought they represented. Contemporary ceramic artist had moved from functional to aesthetic to experimental and even to garish pieces. The diversity added by these artists adds more charm to the art. In this paper, I would be exploring my ceramic pieces that I have developed for this course. The art pieces that I have developed have been inspired from contemporary ceramic artists including Ken Eastman and Alison Britton. This art form explores how vessels can be reshaped to acquire the form of architectural landscapes; and most specifically modern architectural buildings. I have reflected upon my art pieces in reflecti on with the work of other notable ceramic artists. While I have found certain lacking in my art forms, I believe that my art is in the right direction. This paper will discuss contemporary artists also while reflecting on their art pieces and the idea behind these pieces. Ceramic Art Ceramic Art is a three dimensional art form whereby objects from clay are made. These include pots, tableware, tiles and many other figures. The process of converting clay into figures is known as pottery. The word ceramic is derived from the Greek word Keramikos, meaning pottery. While clay is the main material used in ceramics, artists nowadays experiment with different inorganic material and the art produced is still termed as ceramic art. Ceramic Art, like any other art form, can be completed through different techniques. There are four basic methods through which pottery can be produced. These include hand work, wheel work, slip casting and slab building technique. Often a combination of two is use d to complete a piece. Hand work is one of the most basic and primitive methods of producing pottery where the potter uses a ball of clay to fashion a piece of pottery with his hands. Because of the inconsistency in design, many potters prefer wheel work. In wheel work, a potter’s wheel is employed where the potter places a ball of clay in the wheel head. With the help of a foot pedal, the wheel is turned and the potter gives shape to his piece through pressing, squeezing or pulling. The advantage of the wheel work is that is allows the designer to produce similar mass products. These products can also be altered through bulging, fluting, faceting, carving, incising or impressing the pieces. Often a combination of wheel work and hand work is employed where hand work is used to finish of the pieces. Potters add handles, feet, lids and other design elements to the original piece through handwork. The third technique, slip casting is preferred to create small delicate pieces. It involves the use of mold whereby liquid clay is poured within the molds, dried and then removed. Slab building technique is another technique that is preferred by contemporary ceramic artists and came from the Mesoamerican Pre-Columbian ceramists. In this technique, the clay or any other material is rolled out through the help of the rolling pin. Once the clay is rolled out, it acquires a soft finish which can easily be molded into the required shape. A ceramist might use a number of