10 Shakespeare Quotes on Tragedy

10 Shakespeare Quotes on Tragedy Shakespeares plays have contributed the absolute most well known expressions from the entirety of writing, and none are more vital than those from his catastrophes, probablyâ the best spot to discover cites on disaster. There is banter over which of his plays are disasters Troilus and Cressida some of the time is incorporated, for instance yet here is the best-recollected awful statement from every one of the troubadours plays normally positioned in the tragedyâ category: Statements From Shakespeares Tragedies Romeo and JulietNo, tis not all that profound as a well, nor so wide as a congregation entryway; yet tis enough, twill serve. Ask for me tomorrow, and you will discover me a grave man. I am peppered, I warrant, for this world. A plague o both your houses!(Mercutio, Act 3, Scene 1)HamletTo be, or not to be-that is the question:Whether tis nobler in the brain to sufferThe slings and bolts of over the top fortune,Or to take arms against an ocean of troublesAnd by contradicting end them.(Hamlet, Act 3, Scene 1)MacbethIs this a knife which I see before me,The handle toward my hand? Come, let me grip thee!I have thee not, but then I see thee still.Art thou not, lethal vision, sensibleTo feeling as to locate? or on the other hand craftsmanship thou butA blade of the psyche, a bogus creationProceeding from the warmth abused brain?(Macbeth, Act 2, Scene 1)Julius CaesarO conspiracy,Shamst thou to show thy risky forehead by night,When shades of malice are most free?(Brutus, Act 2, Scene 1)O thelloO, be careful, my ruler, of jealousy!It is the green-peered toward beast, which doth mockThe meat it takes care of on.(Iago, Act 3, Scene 3) Ruler LearNothing will happen to nothing.(King Lear, Act 1, Scene 1)Antony and CleopatraLet Rome in Tiber meltâ and the wide archOf the extended realm fall. Here is my space.Kingdoms are dirt; our dungy earth alikeFeeds brute as man. The nobleness of lifeIs to do therefore; when such a shared pairAnd such a twain can dot.(Antony, Act 1, Scene 1)Titus AndronicusVengeance is in my heart, passing in my hand,Blood and vengeance are pounding in my head.(Aaron, Act 2, Scene 3)CoriolanusLike a dull entertainer now,I have overlooked my part, and I am out,Even to a full disgrace.(Coriolanus, Act 5, Scene 3)Timon of AthensHere lies a pitiful body, of pathetic soul bereft;Seek not my name. A plague devour you fiendish caitiffs left!Here lie I, Timon, who alive every living man did hate.Pass by and revile thy fill, however pass, and remain not here thy gait.(Alcibiades, Act 5, Scene 4)

Time to Retire Political Correctness

Time to Retire Political Correctness Time to Retire Political Correctness Time to Retire Political Correctness By Maeve Maddox The articulations â€Å"political correctness† and â€Å"politically correct† have experienced such huge numbers of implications that it’s not, at this point conceivable to comprehend what a speaker implies by them. The word right was utilized as an action word by Chaucer in the fourteenth century concerning remedying his composition. It’s from Latin corrigere, â€Å"to make straight, set straight, change, amend.† In the seventeenth century, Dryden utilized right as a descriptive word with the importance, â€Å"in understanding with a recognized or customary standard.† The theoretical thing rightness is likewise refered to from the seventeenth century, with the importance, â€Å"the quality or state of being right; adjustment to a recognized principle or standard, to what is viewed as right, or to fact.† The early utilization of accuracy was regarding language, both composed and spoken. During the 1950s, accuracy came to mean â€Å"conformation to a prevailing political or ideological orthodoxy.† It as a rule alluded to the need in non-law based nations to acknowledge government strategies without objection or endure discipline. The implicit qualifier for this utilization of accuracy was ideological or political. By 1992, the utilization of accuracy had extended to allude to adjustment to built up convictions in different issues. It was conceivable to talk about â€Å"environmental correctness† and â€Å"feminist correctness.† The mid 1970s saw the ascent of the expression â€Å"political correctness† to mean, â€Å"conforming to an assortment of liberal or radical assessment, particularly on social matters.† This sort of â€Å"political correctness† would in general spotlight on language, particularly the dismissal of words and expressions thought to be hostile or biased. For instance, words like visually impaired, hard of hearing, short, and fat were not, at this point considered worthy spellbinding modifiers for individuals who are visually impaired, hard of hearing, short or fat. Conveyed to its outrageous, this sort of phonetic political rightness turned into the objective of scorn, however it had the constructive outcome of making individuals consider the social ramifications of language. In 2016, the expressions â€Å"political correctness,† â€Å"politically correct,† and â€Å"politically incorrect† are getting an extreme exercise. A Google scan shows the accompanying outcomes for the three expressions: â€Å"politically correct† About 7,110,000 â€Å"political correctness† About 6,610,000 â€Å"politically incorrect† About 3,440,000 In spite of the fact that not these models originate from battle talk or media inclusion, a large number of maybe most-do. For instance: Trump has been running against â€Å"political correctness.† Donald Trump and Bernie Sanders have exploded political rightness in New Hampshire Presidential up-and-comer Ted Cruz has called sans gluten military suppers a sign ofâ politicalâ correctness. Whatever esteem the expressions may have had as important articulations of suspected has at this point been lost. For instance, contingent upon the point, â€Å"political correctness† may allude to anything from word-decision to the standard of law. In a general public that qualities the right to speak freely of discourse, the term â€Å"political correctness† ought to be superfluous. In a popular government, no supposition regardless of how imbecilic is prohibited. So called language police may encourage individuals not to utilize words they don’t like, yet nobody will be tossed into jail for considering a lady a young lady. In a general public that indicates to esteem training, bold open showcases of foulness and incivility are wrong particularly in the conduct of (apparently) taught open figures. The well known sentence-opener, â€Å"It may not be politically right, but†¦Ã¢â‚¬  frequently flags close to the fast approaching articulation of an indecency or an affront. â€Å"Political correctness,† â€Å"politically correct,† and â€Å"politically incorrect† have a place on the phonetic garbage load with the various generally pointless, hot-button words and articulations used to control individuals. Related posts Conceptualizes Turning to Showers Code word and Euphuism Humankind, Humankind, and Gender Need to improve your English in a short time a day? Get a membership and begin accepting our composing tips and activities every day! Continue learning! Peruse the Style classification, check our well known posts, or pick a related post below:20 Computer Terms You Should Know30 Baseball IdiomsEbook, eBook, digital book or digital book?

Tollabox

Tollabox In Berlin, we interviewed Bea Beste, the founder and Chief Creative Officer of Tollabox.Bea talks about the idea behind Tollabox, its business model and corporate strategy, as well as about the development of the educational market. Bea also shares her advices and learning for other (first time) entrepreneurs.The transcript of the interview is uploaded below.Martin: Hi, today we are in Berlin with Tollabox. Bea, who are you and what do you do?Bea: Hello, Im Bea, Im the founder and Chief Creative Officer of Tollabox and I do this box. Thats monthly subscription box for families with children between 4 and 10 years. Its actually like a 3D magazine. It comes once per month, it has a special theme and it brings you material and ideas. Now Ive got it open, its still full, you know. It brings a lot of material and ideas to create playful, educational experiences. This one would be about healthy food, and it brings you a couple of things where kids learn together with it, they would make th eir own ice cream.Martin: So you always have this theme for each box?Bea: Yes. Each box has the theme like healthy food, or animals, or planets, or whatever and youve got material and ideas inside to have educational experiences with your kids, to tinker it, to experiment, to do a lot of things around. And, it comes together also with a story, and this story is about four little fellows from a star, very far away from the Earth, which are Well, heres one, heres another one. Theyre visiting kids on Earth and learn about life on Earth and whatever happens.Martin: Bea, what did you do before you started Tollabox?Bea: I was a school founder. I created a couple of, well, actually, 9 bilingual schools across Germany, in Berlin, Munich, Frankfurt, Hamburg and so on. These are schools for kids from 3 to 18, so the whole range of the school, with kindergarten, primary school and secondary school and its a very entrepreneurial school. This was the idea of creating something that boosts the wh ole educational system.Martin: Ok, so I understand. And now youre taking the online educational business?Bea: Yes, its online and my pain point with schools was that schools are limited. Schools are limited to a certain area where people can come to the school, but this is nothing you can spread across the whole country or something like that. And I wanted to create something that everybody can afford, or almost everybody can afford and that is not regionally limited. So thats why I created the box.Martin: Great.Martin: Bea, lets talk about the business model. Hows the current business model working?Bea: Well, the business model is subscription e-commerce. So, people get to know about us, via different media, and then they come to our website and they subscribe to product. And we send them each month a box with a certain theme, and they pay either per box or per three month or per half of the year.Martin: And when they get a box, they have some educational stuff they can learn, but in addition, they have some other content types that they can use and learn.Bea: Well, the idea is, you see here physical product. I mean, whatever you have in the box are things where you put your hands on and you learn about that. But, the idea is not to limit it to a physical experience, but to give the kids impulses and starting points to learn, in the way their natural curiosity, and then, each thing we put in that box is a self-developed content, that will lead them to further experiences. So, we offer online, in our blog, additional content like videos, like recommendation for apps, like other things to do that are tight in with the monthly theme, so that the idea is to give them something to hook their attention on and for them to move further, thats how good learning works. And this is also how learning should work in the digital age.Martin: Ok, great. And can you tell us, walk us through the process of creating such a box. I mean, you have to think about what is this theme of a box, where I get all the suppliers etc.Bea: Yes, and I have to say this is the real fun. This is something I enjoy really, really deeply together with my whole team. So, what we do? We start, we have, of course, a plan and a kind of database of different content ideas, but then we go, we have also a play curriculum. Its something that is very sound; we work on that with experts, so we have something that hostess in a holistic way the whole personality of the child. So, its not only about the things you learn in school, its also about own personality, social learning, and things like that. So, this is our basis. We start from there and we say what do we need to deliver in terms of curriculum, and then we brainstorm on monthly themes and then once we have an idea of this is going to be the theme for the next month, like for instance this box was about healthy food, we would start to see what kind of already existing ideas do we have, and we create new ideas. I have a design thin ker on the team, my co-founder Sarah is also participating (shes also a mum), and also other people on the team, we have also a lot of interns, designers who are working with us. So, we have the first ideas. Once we have them, we restrict that to kind of four-five ideas for box that could work, and then I start to call my educators. We have some experts, and then I go on the phone, and I have a school leader, and a kindergarten person or another educational expert who is also constantly in the KiKa, the most important children channel in Germany. So, I go on the phone with them and ask them: What do you think about that? And then they make suggestions, they make also improvement ideas, and once we have that, we develop a prototype, and then we have families coming in our office and testing that. And whatever is pedagogically fantastic, but not working with kids, we kick it out and try to do something else. And, when we have said Ok, the prototype is fine, everything is fine, than th e procurement starts. So thats mainly Sarahs job, Sarah is my co-founder, and she starts to work with different suppliers to get everything that we need in term to make it the good experience and the quality product. And once we have that, we need to package it, and were working with Mosaik. Its a special garage to pack it together, and were working with disabled people. So, this is packed together by disabled people, its a very special atmosphere there,Martin: Social elementBea: But there is a social element in it. Its a good thing for them.Martin: And, in terms of the boxes, are they conditional on any factors like age, or gender, or something else?Bea: Actually, no, not yet. We target the box to be for 4 to 10 years olds. So younger kids would experience it together with their parents and the older kids are doing it on their own. But we are now analyzing a little bit our market and working with our clients together. Maybe we will have a split, we dont know yet.Martin: I understan d.Martin: Lets talk about the corporate strategy. I mean, there are several other competitors’ in Germany, Europe and maybe even in the US. How do you try to position yourself and what are the main drivers for your future success?Bea: Lots of questions in one. Lets start with the differentiation point. There is one big player in the US, its called Kiwi Crate and also in Germany we have a couple of competitors like Wummelkiste or Explory box. I think our main differentiation point is our play curriculum and that our product comes from an educational idea. Its also, its not a copycat, I developed it with an educational purpose, and once you open it, probably it gives you also very playful experiences, so that the customer does not really notice this is educational stuff inside, but the effect is bigger. And, additionally, there is something inside that really differentiates us, its each box comes with a story. So, its not only about having those things to tinker and to experiment, its also about these four little fellows from another star, the TollasMartin: And you wrote it and developed it by yourself?Bea: Yes. And we have in each box a story for the kids, and it comes also as an audio book. Its a lot of work to do that, but thats how we can transport also our educational idea or social learning to the kids. And this is also, well, our branding and what ensures us in terms of strategy, the loyalty of our customers, because kids get in love with those Tollas, and they want to learn about their next adventure. So, its not only stuff, its also storytelling.Martin: Sure, understood. And what do you think are the major drivers for your future growth? I understood what the unique value proposition is, and now the question is how do you want to try to position yourself into the marketing growth further?Bea: The idea is first of all to get known, to get awareness about our brand. Its a product that is not easy to understand. Its a box, it has a lot of things inside, so people have to get a notion about what it is. Since boxes like Glossybox or Sciencebox or something like that are out there in the market, there is also a misunderstanding in there, because people sometimes think were repackaging products from toy suppliers and thats what were not doing. Were content company, were developing everything ourselves. So, people need to get this idea and the notion. So, strategically-wise, were trying to create a whole media, a holistic media experience, so we reach our customers via TV, via online, via social media, so we try to get more entry points into the market of parents with kids in that age, and to create the awareness and the readiness to purchase the product. This is actually basically what we are working on, there are lot of marketing channels that didnt work in the beginning, weve tried a lot of things and they didn’t work. And now, I think, we are on the way to have a good compendium of things that work and reach our parents and creat e also not only purchases, but the idea is to have a long life of our purchases. Customer lifetime is really key to our product, so if they just come buy one box and say this was fantastic, thats not helping, we need to increase the customer lifetime and this is a mix between marketing, reaching the right people, who really want this experience, who are not trying to get just a box the cheapest way possible, but to stay, to retain to stay with us and to value also the educational experiences, its very important for us.Martin: And tell us of market development. Can you tell us a little bit more about online or offline entertainment or edutainment market?Bea: Well, edutainment, lets say the education market. Its growing, its getting more interests, the idea of education as a key success factor for our society is increasingly noticed by all the companies that are outside. I think there are a lot of educational products out there and even from my perspective as a school founder, there i s a huge attention on whatever is there in the market of education. So, this is growing and I think I said it once that energy and education are the key success markets for the future of the society.Martin: Ok. With energy you mean like the oil or?Bea: I mean the oil and everything, because thats part of the society and the most important resource that society has is actually whatever they can burn in terms to create life and motion and so on and the brains of their children, because that is something thatMartin: They are creating the future.Bea: Yes, they are creating the future. So, you asked also about online and offline, I think. Online is, of course, a very highly grown business, and that its going to be more and more in this market.Martin: Ok, great.Martin: You started some other companies in your past. Can you tell us a little bit more about your major learnings, or maybe also from learning, when you learn from other entrepreneurs? What are the key takeaways that you can shar e with us?Bea: Im not a serial entrepreneur, really. Ive just founded two companies. But, Ive learned a lot.One of the most important things is to keep the courage and to not be too afraid about what might happen, but just to take it step by step and to say Ok, Im going to solve one problem at the time and its going to be good. And so, this old entrepreneurial idea that an entrepreneur is somebody who jumps from a cliff and builds a parachute on the way down, its helpful to think in these terms because then you dont worry too much about everything.The next point is to get on the team people who are smarter than you, and thats something I believe. I cant do everything, Im not able to do everything, and I think Im not good at everything. So, teaming up with people who are different than you are and maybe also smarter than you are, thats a very helpful thing.And, well, I have also another thing about this courage idea, and thats really very concrete, because sometimes its you need a lo t of courage to do things and sometimes thins come up where you get afraid about things. So, I learned I had my ten fingers scale. And whenever something comes up that frightens me I start to think how bad it is, on a scale from 1 to 10. 10 considering that this is about death or war or something like that. And once I start to think about it, and go like Ok, maybe its now 4 or 5, then I get calm and I can solve my things better. So that is very practical.Martin: Thank you very much, Bea, for your time.

What Kind of Poem Is a Pantoum

Brought to the West by Victor Hugo in the 19th century, the pantoum, or pantun,  is derived from a much older Malaysian form of a folk poem, usually made up of rhyming couplets. The modern pantoum form is written in interlocking quatrains (four-line stanzas), in which lines two and four of one stanza are used as lines one and three of the next. The lines can be of any length, and the poem can go on for an indefinite number of stanzas. Usually, the paired lines are also rhymed. The poem can be resolved at the end either by picking up lines one and three of the first stanza as lines two and four of the last, thus closing the circle of the poem, or simply by closing with a rhymed couplet. The interweaving of repeated lines in a pantoum suits the poem particularly well to ruminations on the past, circling around a memory or a mystery to tease out implications and meanings. The change in context that arises from the addition of two new lines in each stanza changes the significance of each repeated line on its second appearance. This gentle back-and-forth motion gives the effect of a series of small waves lapping on a beach, each advancing a bit farther up the sand until the tide turns, and the pantoum wraps back around itself. After Victor Hugo published a translation of a Malay pantun into French in the notes to Les Orientales in 1829, the form was adopted by French and British writers that include Charles Baudelaire and Austin Dobson. More recently, a good number of contemporary American poets have written pantoums. A Straightforward Example Often, the best way to understand a poetic form is to look at a typical and straightforward example. The lyrics to the song I Am Going to Like It Here, from the musical Flower Drum Song by Richard Rodgers and Oscar Hammerstein II, is a familiar and accessible example. Notice how the second and fourth lines of the first stanza are repeated in the first and third lines of the second stanza, where the context is expanded. Then the form is continued throughout, for a pleasing effect of rhyme and rhythm. Im going to like it here.There is something about the place,An encouraging atmosphere,Like a smile on a friendly face.There is something about the place,So caressing and warm it is.Like a smile on a friendly face,Like a port in a storm it is.So caressing and warm it is.All the people are so sincere.Like a port in a storm it is.I am going to like here.All the people are so sincere.Theres especially one I like.I am going to like here.Its the fathers first son I like.Theres especially one I like.There is something about his face.Its the fathers first son I like.Hes the reason I love the place.There is something about his face.I would follow him anywhere.If he goes to another place,I am going to like it there.

The Discovery Of Insulin And Penicillin And The...

When most people think of America in the 1920s, the thing that comes to mind is the phrase ‘Roaring Twenties’ accompanied by the thought of flappers and Gatsby. In fact, if a person were to Google images of ‘the Roaring Twenties,’ there is a very little variation in results. Many people do not know that the 1920s was more than an age of economic prosperity and defying prohibition; it was also a time of great advances in health care and medicine in the United States. The discovery of insulin and penicillin and the development of the U.S. health care system are only a few of the examples of the medical advances that took place in the 1920s. These advances shaped the lives of Americans in a way like no other. Medicine and health care was much different in the late 1800s and early 1900s than it is today. Most ill people were treated in their homes with concoctions that had little to no effect on the sickness. While hospitals did exist at the time, their methods were underdeveloped and very unlike the ones we see today. Mortality was at an all time high prior to the discoveries made in the early 20th century. According to the article â€Å"Immigration and Health Concerns in Late Nineteenth Century America† by Ted Brackemyre, â€Å"Large waves of immigration in the nineteenth century, made New York City America’s largest and most diverse city, but also its most unhealthy, as the large spike in population made it more susceptible to disease.† As compared to other urban cities in America atShow MoreRelatedThe Pros of Animal Testing Essay1412 Words   |  6 PagesWelfare Act (AWA) requires research facilities to have a certified veterinarian,†Ã¢â‚¬ ¦who shall provide adequate veterinary care.† The AWA also requires animals used in research to be presented with appropriate housing, feeding, handling, sanitation, ventilation, and sheltering. 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Lokpal Bill Free Essays

KONERU LAKSHMAIAH UNIVERSITY SEMINAR PRESENTION TOPIC: LOKPAL BILL SUBMITTED TO: SUBMITTED BY: Dr. V. SARADA B. We will write a custom essay sample on Lokpal Bill or any similar topic only for you Order Now SEKHAR BABU M. C. A [2ND YEAR] Lokpal Bill is not a new word for Indian people. It is frequently used against corruption. Anna Hazare creates a new history for the demand of Jan Lokpal Bill in the year of 2011. There is a discussion about a struggling history of Jan Lokpal Bill and important of Lokpal Bill in India in the context of corruption. What is Jan Lokpal Bill? Jan Lokpal Bill is a proposed anti-corruption law drowns up by prominent civil society activists to deter corruption effectively. Word of Jan Lokpal Bill derives from Lokpal which means ombudsman (Legal Representative) in India. Lokpal word has been derived from the Sanskrit words â€Å"loka† (people) and â€Å"pala† (protector/caretaker). So Lokpal is meant as the ‘protector of people’. Jan Lokpal Bill is referred as citizens’ ombudsman bill also in India. Ombudsman would create the law called the Lokpal Bill. It would be an independent body similar to the Election Commission of India. The Lokpal will have a three-member body with a chairperson. The chairperson will be a chief justice or Supreme Court judge. Other two members will be high courts judges or chief justices. Importance of Jan Lokpal Bill: It is being expected that Lokpal bill will reduce corruption in India. The Jan Lokpal bill provides powers to of filing complaints of corruption against the prime minister, other ministers and members of parliament with the ombudsman. The Lokpal Bill gives us a right, except for a public servant, to file a complaint and the Lokpal has to complete the inquiry within six months. History of Lokpal Bill: There is a struggle for Lokpal Bill of last 42 years. First time, the bill was presented during the fourth Lok Sabha in 1968. It was passed there in 1969. Lokpal Bill was revived in 1971, 1977, 1985, 1989, 1996, 1998, 2001, 2005 and 2008. In 2010, Lokpal Bill, awaits an okay from a select committee. According to former chief justice of Delhi high court and rights activist Rajinder Sachar, Lokpal Bill is â€Å"shamefully toothless and meant to give a false reassurance to the people that the government is serious in its fight against corruption†. But former chief justice of India M N Venkatachelliah said that the PM must be out of its purview. Statement of M N Venkatachelliah was supported by Rahul Gandhi also. Role of Anna Hazare in Jan Lokpal Bill: Who is Anna Hazare? Kisan Bapat Baburao Hazare or Anna Hazare, is a social activist and a social worker. He used to work as a driver in the Indian Army and has been greatly influenced by Swami Vivekanada, Ghandiji and Acharya Vinobha Bhave. He is especially recognized for his contribution to the development of Ralegan Siddhi, a village in Ahmednagar district, Maharashtra. After voluntary retirement from the army, Hazare came to Ralegan Siddhi  village in 1975. Initially, he led a movement to eradicate alcoholism from the village. Next, he motivated the residents of the village intoshramdan (voluntary labour) to build canals, small-scale check-dams and percolation tanks in the nearby hills for watershed development; efforts that solved the problem of scarcity of water in the village that also made irrigation possible. He helped farmers of more than 70 villages in drought-prone region in the state of Maharashtra since 1975. He also motivated the residents of the village to build a secondary school in the village through voluntary labour. Lokpal Bill movement In 2011, Anna Hazare led a movement for passing a stronger anti-corruption Lokpal (ombudsman) bill in the Indian Parliament. As a part of this movement, N. Santosh Hegde, a former justice of the Supreme Court of India and Lokayukta of Karnataka, Prashant Bhushan, a senior lawyer in the Supreme Court along with the members of the India Against Corruption movement drafted an alternate bill, named as the Jan Lokpal Bill (People’s Ombudsman Bill) with more stringent provisions and wider power to the  Lokpal  (Ombudsman). Hazare has started a fast up to death from 5 April 2011 at Jantar Mantar in Delhi, to press for the demand to form a joint committee of the representatives of the Government and the civil society to draft a new bill with more stronger penal actions and more independenceto the  Lokpal  and  Lokayuktas (Ombudsmen in the states), after his demand was rejected by the Prime Minister of India Manmohan Singh. The movement attracted attention very quickly through various media. It has been reported that thousands of people joined to support Hazare’s effort. Almost 150 people are reported to join Hazare in his fast. He said that he   Ã‚  would not allow any politician to sit with him in this movement. Many social activists including Medha Patkar,Arvind Kejriwal and former IPS officer Kiran Bedi have lent their support to Hazare’s hunger strike and anti-corruption campaign. This movement has also been joined by many people providing their support in Internet social media such as twitter and facebook. In addition to spiritual leaders Swami Ramdev,Swami Agnivesh and former Indian cricketer Kapil Dev,   many bollywood celebrities like Shekhar Kapur, Siddharth Narayan, Anupam Kher, Madhur Bhandarkar, Pritish Nandy, Priyanka Chopra, Prakash Raj,Aamir Khan, Chetan Bhagat showed their public support through twitter. As an outcome of this movement, on 6 April, 2011 Sharad Pawar resigned from the  group of ministers  formed for reviewing the draft Lokpal bill 2010. Anna Hazare started his â€Å"Fast until Death† at Jantar Mantar, New Delhi, stating â€Å"I will fast until Jan Lokpal Bill is passed† The movement gathered quite a significant amount of support from India’s youth visible through the local support and on social networking sites like Facebook and Twitter. Differences between Government’s Lokpal and Jan Lokpal Bill: Lokpal Bill: -Government will not have any power: -To initiate action suo motu in any case -To receive complaints of corruption from public -To register an FIR -Police powers To investigate any case against PM in foreign affairs, security and defence -To jurisdiction over bureaucrats and government officers Jan Lokpal Bill 2011: -The Jan Lokpal Bill will have power: -To initiate investigations suo motu in any case -To complaints from the public -To initiate prosecution after completion of investigations -Police powers -To register FIR, proceed with criminal investigations and launch prosecution -To jurisdiction over politicians, officials and even judges -To merge the entire vigilance machinery into Lokpal Recent Updates about Jan Lokpal Bill: Once again, Anna Hazare has announced to fast unto death at Jantar Mantar from August 16 if the government doesn’t pass the Jan Lokpal Bill. It will be the second battle of independence for him. He suggests his followers to opt the path of non-violence. About Jan Lokpal Bill: The Jan Lokpal Bill 2011 is a draft anti-corruption bill. The bill is drafted by Justice Santosh Hegde (former Supreme Court Judge and present Lokayukta of Karnataka), Prashant Bhushan (Supreme Court Lawyer) and Arvind Kejriwal (RTI activist). The draft Bill predicts a system where a corrupt person would go to jail within two years if he found guilty. It seeks power to prosecute politicians and bureaucrats without government permission. Features of Jan Lokpal Bill: 1. An institution called LOKPAL at the centre and LOKAYUKTA in each state will be set up 2. Like Supreme Court and Election Commission, they will be completely independent of the governments. No minister or bureaucrat will be able to influence their investigations. 3. Cases against corrupt people will not linger on for years anymore: Investigations in any case will have to be completed in one year. Trial should be completed in next one year so that the corrupt politician, officer or judge is sent to jail within two years. 4. The loss that a corrupt person caused to the government will be recovered at the time of conviction. 5. How will it help a common citizen: If any work of any citizen is not done in prescribed time in any government office, Lokpal will impose financial penalty on guilty officers, which will be given as compensation to the complainant. . So, you could approach Lokpal if your ration card or passport or voter card is not being made or if police is not registering your case or any other work is not being done in prescribed time. Lokpal will have to get it done in a month’s time. You could also report any case of corruption to Lokpal like ration being siphoned off, poor quality roads been constructed or panchayat funds being siphoned off. Lokpal will have to complete its investigations in a year, trial will be over in next one year and the guilty will go to jail within two years. 7. But won’t the government appoint corrupt and weak people as Lokpal members? That won’t be possible because its members will be selected by judges, citizens and constitutional authorities and not by politicians, through a completely transparent and participatory process. 8. What if some officer in Lokpal becomes corrupt? The entire functioning of Lokpal/ Lokayukta will be completely transparent. Any complaint against any officer of Lokpal shall be investigated and the officer dismissed within two months. 9. What will happen to existing anti-corruption agencies? CVC, departmental vigilance and anti-corruption branch of CBI will be merged into Lokpal. Lokpal will have complete powers and machinery to independently investigate and prosecute any officer, judge or politician. 10. It will be the duty of the Lokpal to provide protection to those who are being victimized for raising their voice against corruption. To summarise, we can say, it will give more power to RTI act, corruption will be tackled and dealt with quickly, whistle blowers will (most likely) also get some protection for raising their voice against corruption. What is the need of Lokpal Bill in our society? Do you think Lokpal Bill is really needed in our society to make an ideal state? Government has already CVC, departmental vigilance and anti-corruption branch of CBI to stop corruption. What would be moral line of Lokpal Bill? Why a person will not be corrupt where money is everything? How an anti-corrupt society or state will fulfill the basic needs of people? Can a capitalist state be anti-corrupt which motive is nothing but profit? How a profit oriented society can serve basic need of people? How the difference between rich and poor will be filled? Government has already exposed the power of ‘STATE’ demolishing strike of Ram Dev Baba at Ramlila Maidan, New Delhi. We have seen the monopoly of Indian government in union budget 2011 also. In this context, people should think about the future of Lokpal Bill. Jan Lokpal Bill will improve existing anti-corruption systems. Existing System| System Proposed by civil society| No politician or senior officer ever goes to jail despite huge evidence  because Anti Corruption Branch (ACB) and CBI directly come under the government. Before starting investigation or initiating prosecution in any case, they have to take permission from the same bosses, against whom the case has to be investigated. | Lokpal at centre and Lokayukta at state level will be independent bodies. ACB and CBI will be merged into these bodies. They will have power to initiate investigations and prosecution against any officer or politician without needing anyone’s permission. Investigation should be completed within 1 year and trial to get over in next 1 year. Within two years, the corrupt should go to jail. No corrupt officer is dismissed from the jobbecause Central Vigilance Commission, which is supposed to dismiss corrupt officers, is only an advisory body. Whenever it advises government to dismiss any senior corrupt officer, its advice is never implemented. | Lokpal and Lokayukta will have  complete powers to order dismissal of a corrupt officer. CVC and all departmental vigilance will be merged into Lokpal and state vigilance will be merged into Lokayukta. | No action is taken against corrupt judgesbecause permission is required from the Chief Justice of India to even register an FIR against corrupt judges. Lokpal Lokayukta shall have  powers to investigate and prosecute any judge  without needing anyone’s permission. | Nowhere to go  Ã¢â‚¬â€œ People expose corruption but no action is taken on their complaints. | Lokpal Lokayukta will have to  enquire into and hear every complaint. | There is so much corruption within CBI and vigilance departments. Their functioning is so secret that it encourages corruption within these agencies. | All investigations in Lokpal Lokayukta shall be transparent. After completion of investigation, all case records shall be open to public. Complaint against any staff of Lokpal Lokayukta shall be enquired and punishment announced within two months. | Weak and corrupt people are appointed as heads  of anti-corruption agencies. | Politicians will have absolutely no say in selections  of Chairperson and members of Lokpal Lokayukta. Selections will take place through a transparent and public participatory process. | Citizens face harassment  in government offices. Sometimes they are forced to pay bribes. One can only complaint to senior officers. No action is taken on complaints because senior officers also get their cut. Lokpal Lokayukta will get  public grievances resolved in time bound manner, impose a penalty of Rs 250 per day of delay to be deducted from the salary of guilty officer and award that amount as compensation to the aggrieved citizen. | Nothing in law to recover ill gotten wealth. A corrupt person can come out of jail and enjoy that money. | Loss  caused to the government due to corruptionwill b e recovered  from all accused. | Small punishment for corruption-  Punishment for corruption is minimum 6 months and maximum 7 years. | Enhanced punishment –  The punishment would be minimum 5 years and maximum of life imprisonment. | How to cite Lokpal Bill, Papers

Physics Data Analysis coursework Essay Example

Physics Data Analysis coursework Essay This coursework assignment requires me analyse and evaluate data on copper and constantan given to me. It entails investigating the youngs modulus of the metal and alloy. Thus I will use many methods during to complete my investigation. Aims: 1. To draw stress and strain graphs for the metal copper and the alloy constantan 2. To calculate the figures of youngs modulus for copper and constantan We will write a custom essay sample on Physics Data Analysis coursework specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Physics Data Analysis coursework specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Physics Data Analysis coursework specifically for you FOR ONLY $16.38 $13.9/page Hire Writer 3. To discuss the physics involved Plan: In this investigation I have received results for extension of copper and constantan for certain forces applied to it, for which I will analyse and calculate the youngs modulus. The results I have been given are forces applied to copper and constantan, three sets of results for the metal and alloy and this can be used by averaging data to give more accurate results thus these results given to me will be used to create graphs, calculate youngs modulus and analyse data for both metals so I can complete my investigation. I will need to draw a force and extension graph for both copper and constantan, the extension shown will be the averaged value for each metal. I will also calculate the stress and strain values and plot this on a graph for both copper and constantan, I will plot these on the same graph and analyse the graph, hence I can find any patterns from the data and this will require me to draw my graphs accurately so I can correctly analyse the results to make judgements and conclusions. I will use Microsoft Excel spreadsheet program to make tables of data, with the data I have been given. I will be using formulas to calculate average extension, stress, strain and youngs modulus for copper and constantan. I will also set my tables so that all data is to two significant figures. I have included a diagram of the set-up (Figure 1) below which was used to obtain the results I was given. Figure 1 (SOURCE: AS PHYSICS CDROM) The experiment works by a G-Clamp holding the wooden block steady, this will place pressure on the wire to keep it steady at the clamped end. The cardboard bridges keep the wire straight and in place throughout its length. The pulley allows the wire to move freely along it to keep friction minimum. As load is increased this puts pressure on wire and it may extend in length, which is the variable I will be measuring. A micrometer has been used to measure the diameter of both copper and constantan wires, the length was measured by use of a one metre rule. The measurements were made three times and then averaged, thus I was supplied with the following measurements: CONSTANTAN COPPER DIAMETER (mm) 0.35 0.37 LENGTH OF WIRE (m) 2.1 2.1 The results obtained from the experiment (diameter ; length of wire, force and three sets of extension readings) will be used to calculate the following: * Area= ? rà ¯Ã‚ ¿Ã‚ ½ (where r= Radius of wire) * Strain = Extension à ¯Ã‚ ¿Ã‚ ½ Original length * Stress = Force à ¯Ã‚ ¿Ã‚ ½ Area * Youngs Modulus: Stress à ¯Ã‚ ¿Ã‚ ½ Strain These calculations in turn will enable me to plot graphs. The stress over strain graphs will be analysed and linear sections used to calculate youngs modulus, as both copper and constantan data will be plotted on the same graph I can find the differences between these materials in terms of youngs modulus elastic limits. Other factors I will be considering in the investigation will be differences in stiffness (Youngs Modulus) of both materials and if this affects the ductility, tensile strengths and other physical aspects of the materials. Prediction using scientific knowledge: I would predict that the youngs modulus of constantan will be higher than copper as it is an alloy and as we know alloys are generally less ductile and harder than pure metals. So hence it would take more load to create an extension for the alloy. Hence constantan would be stiffer and so this is why its youngs modulus would be higher than that of copper. The youngs modulus would tell me how stiff a material is when it is stretched. When a material is stretched, an increase in it length occurs (the extension) and it is proportional to the load, this means it obeys Hookes law. When a load is applied to materials they would go under extension until their elastic limit is reached, this means if you remove the load/force applied to it then it would go back into its original length. However if more load/force is applied and the material exceeds its elastic limit then the material yields and it becomes permanently deformed. (Adapted from Physics CD-Rom 40s). The youngs modulus can be shown on a graph of stress against strain. I have included a simple stress and strain graph (Figure2) to show how a material changes with different stress and stains added to it. (picture from gpc.edu/~pgore/geology/geo101/ crustaldeform.php). This graph shows how the initial linear section of the graph is when strain is proportional to stress. The part marked X is the elastic limit or yield point, this is the point of no return from this moment on the material in question is permanently deformed and can no longer return to its original state. The linear section however can be used to calculate the Youngs modulus of the material, by stress/strain. Figure 2 As I mentioned earlier that I believe the youngs modulus of constantan will be higher than copper, this is because it is an alloy. Constantan Copper with 45% nickel (Quoted from http://www.azom.com/details.asp?ArticleID=60). The constantan alloy with added nickel gives copper extra strength, The nickel content in these alloys also enables them to retain their strength at elevated temperatures compared to copper alloys without nickel (Quoted from http://www.azom.com/details.asp?ArticleID=60). This statement shows that pure copper is less able to keep its strength compared to copper alloys with nickel e.g. constantan. The structures of alloys differ to pure metals. It is this structure that causes differences in properties of alloys and pure metals. It is the presence of an other metal that makes alloys stronger than pure metals. As pure metals may have dislocations in them this makes it easy for slips to occur, as there are spaces in between atoms called dislocations, and it is easy for these atoms to slip over each other hence this is why pure metals are more ductile than alloys. As shown in figure 3, the metal alloy has its dislocation pinned, thus meaning the presence of the extra metal (e.g. so presence of nickel in copper) means that dislocations are filled in, and hence this makes it more difficult for the metal to slip making it less ductile. (Adapted from Advancing Physics AS Textbook page 116-117). In order to work out Youngs modulus I will need to calculate the stress acting on the metal and alloy wires. Stress is calculated by force/area. The stress is force per unit area (Quoted from Advancing physics textbook). The yield stress is the amount of stress it takes for a material to yield, this is when a metal gives before it snaps/breaks, at this point and beyond it is permanently deformed and cannot return to its original shape (also called elastic limit) and breaking stress is the amount of stress it takes to break a material. The yield and breaking stress differs between different types of materials. Figure four shows how alloys and pure metals differ. As can be seen alloy metals have a higher yield stress than pure metals, this is due to their structure makes slipping more difficult. Figure 4 Apparatus: * Table: To conduct experiment on * Wooden Blocks: Helps to keep wire steady and in place when fixed onto the G-clamp * Copper ; Constantan wire (3 of each): These wires are used to conduct the experiment as we are testing how the extension of these changes with load. * Pulley: A smooth running surface for the wire, over the edge of the table. Hence this will let the wire extend with force with minimal friction. * Masses: These will be used to put load on the wires to give an extension reading. * Mass hanger: This will hold the masses that are applied to the wires. * G-Clamp: This will hold the wooden blocks in place which in turn will hold the wire in a stationary position. * Sellotape: To hold the metre rule in place and to stick the marker onto the wire * Marker: This will be placed along each wire before the experiment begins this will show how much the wire extends when a force is applied to it. * Metre rule: Placed in a stationary position and as the marker moves when force is added to it I will be able to see the extension. Method: I have not specifically carried out this experiment to obtain results for this coursework, but I carried out this experiment in my first term of my AS-Level physics course and so I am able to write out a methodology for the experiment that I have received results for as it is the identical experiment. The following is a method for the experiment: 1. All equipment will need to be collected, table, wooden blocks, copper and constantan wire, pulley, masses and mass hangers, G-clamp, sellotape, marker and a metre rule. 2. Collect both copper and constantan wires together and cut to 2.1m long each using the meter rule and measure the diameter of each wire using a micrometer. Measurements of wire length in meters and wire diameter in millimetres (later converted to meters by dividing by one thousand). 3. Record the measurements of wire length and diameter. Then work out cross-sectional area of the wire by halving diameter to get the radius of each wire and then put in to the formula ? rà ¯Ã‚ ¿Ã‚ ½, to obtain the cross-sectional area of the wire. 4. I will place the meter rule on the table, using sellotape to keep it steady. The G-clamp and pulley will also be clamped to the table at this time, pulley at the end of the table and G-clamp at approximately 2 metres from the pulley (as shown in Figure 1) 5. Set up wooden bridges at ten centimetres from the G-clamp and collect copper wire and clamp it onto the G-clamp and extend the wire so it is hanging over the pulley. 6. Attach mass hanger to the end of the wire which is at the end of the pulley and then place the marker on the wire where the metre rule reads 0 centimetres. 7. Collect the two Newton masses and place on one two Newton mass on the mass hanger. Measure the extension created by increased load. (Extension from 0 centimetres on ruler, shown by marker on wire). Record extension created with this weight on a force extension table. 8. Repeat step seven by adding two Newton mass until 48N load is reached or the wire breaks (whichever is sooner). Fair Test: * For each wire test it three times and average the results, with same conditions each time * Carry it out all experimental work on the same day, same conditions and using all of the same apparatus. * Keep metre stick stationary for every test, so to keep extension values fair for every test. * Do not alter the position of G-clamp, Pulley, metre rule, wooden blocks and table during all the experiments have been completed * Use all wire from same roll and the copper and constantan must be manufactured by the same company. Safety: * When adding masses to the mass hanger be sure not to step in the falling range of the masses as they could injure feet * Wear goggles while conducting the experiment as when the wire snaps it could take to the air in any direction and hit the eye. Results: The results I have been given were given to me on paper format, I have entered these results into the spreadsheet program Microsoft excel and calculated additional calculations to help me plot graphs. The results for copper and constantan are shown on the next two pages. In the data given to me I received the extension readings in millimetres, however it is required to be in metres. The conversion process used to convert millimetres to metres is shown below: e.g. 33mm ; (à ¯Ã‚ ¿Ã‚ ½ 1000) ; Value of 0.033m achieved Also needed to be calculated is cross sectional area of the wires copper and constantan, needed to calculate stress which in turn is used to calculate youngs modulus. The r value is radius, which is half the diameter, so it is divided by two to give the radius. The calculations I did for cross sectional areas of both wires is shown below: Cross sectional area = ?rà ¯Ã‚ ¿Ã‚ ½ Copper r= 0.37/2= 0.185mm Conversion to m= 1.85E-4 Calculations= ? (0.000185à ¯Ã‚ ¿Ã‚ ½) = 1.08e-7mà ¯Ã‚ ¿Ã‚ ½ Cross sectional area= ?rà ¯Ã‚ ¿Ã‚ ½ Constantan r = 0.35/2= 0.175mm Conversion to m= 1.75E-4 Calculations= ? (0.000175à ¯Ã‚ ¿Ã‚ ½) = 9.62e-8mà ¯Ã‚ ¿Ã‚ ½ The stress can now be calculated by force F divided by cross sectional area A. The strain is simply average extension E divided by length. The average extension value was calculated by the formula =AVERAGE(cell address: cell address), this is the mean extension values. The length value L was a constant at 2.1metres. COPPER Force (N) Extension (m) Extension (m) Extension (m) Average Extension (m) Stress (F/A) Strain (E/L) Youngs Modulus 0 0.000E+00 0.000E+00 0.000E+00 0.00E+00 0.000E+00 0.00E+00 0.00E+00 2 0.000E+00 0.000E+00 0.000E+00 0.00E+00 1.860E+07 0.00E+00 0.00E+00 4 1.000E-03 1.000E-03 2.000E-03 1.33E-03 3.720E+07 6.35E-04 5.86E+10 6 3.000E-03 2.000E-03 3.000E-03 2.67E-03 5.580E+07 1.27E-03 4.39E+10 8 4.000E-03 3.000E-03 3.000E-03 3.33E-03 7.440E+07 1.59E-03 4.69E+10 10 5.000E-03 4.000E-03 4.000E-03 4.33E-03 9.301E+07 2.06E-03 4.51E+10 12 6.000E-03 5.000E-03 5.000E-03 5.33E-03 1.116E+08 2.54E-03 4.39E+10 14 7.000E-03 5.000E-03 5.000E-03 5.67E-03 1.302E+08 2.70E-03 4.83E+10 16 9.000E-03 6.000E-03 6.000E-03 7.00E-03 1.488E+08 3.33E-03 4.46E+10 18 1.100E-02 7.000E-03 1.000E-02 9.33E-03 1.674E+08 4.44E-03 3.77E+10 20 1.600E-02 1.000E-02 1.200E-02 1.27E-02 1.860E+08 6.03E-03 3.08E+10 22 2.200E-02 1.500E-02 4.500E-02 2.73E-02 2.046E+08 1.30E-02 1.57E+10 24 9.600E-02 3.200E-02 1.400E-01 8.93E-02 2.232E+08 4.25E-02 5.25E+09 26 BROKE 4.300E-02 BROKE 4.300E-02 2.418E+08 2.05E-02 1.18E+10 28 BROKE BROKE BROKE BROKE BROKE BROKE BROKE Table 1 CONSTANTAN Force (N) Extension (m) Extension (m) Extension (m) Average Extension (m) Stress (Pa) F/A Strain (Ratio) E/L Youngs Modulus 0 0 0 0 0.00E+00 0.00E+00 0.00E+00 0.00E+00 2 0 0 0 0.00E+00 2.08E+07 0.00E+00 0.00E+00 4 2.00E-03 1.00E-03 1.00E-03 1.33E-03 4.16E+07 6.35E-04 6.55E+10 6 3.00E-03 1.00E-03 1.00E-03 1.67E-03 6.24E+07 7.94E-04 7.86E+10 8 4.00E-03 2.00E-03 2.00E-03 2.67E-03 8.32E+07 1.27E-03 6.55E+10 10 4.00E-03 3.00E-03 3.00E-03 3.33E-03 1.04E+08 1.59E-03 6.55E+10 12 5.00E-03 3.00E-03 4.00E-03 4.00E-03 1.25E+08 1.90E-03 6.55E+10 14 5.00E-03 4.00E-03 5.00E-03 4.67E-03 1.46E+08 2.22E-03 6.55E+10 16 6.00E-03 4.00E-03 5.00E-03 5.00E-03 1.66E+08 2.38E-03 6.98E+10 18 8.00E-03 4.00E-03 5.00E-03 5.67E-03 1.87E+08 2.70E-03 6.93E+10 20 8.00E-03 4.00E-03 6.00E-03 6.00E-03 2.08E+08 2.86E-03 7.28E+10 22 8.00E-03 5.00E-03 7.00E-03 6.67E-03 2.29E+08 3.17E-03 7.20E+10 24 8.00E-03 6.00E-03 9.00E-03 7.67E-03 2.49E+08 3.65E-03 6.83E+10 26 9.00E-03 7.00E-03 9.00E-03 8.33E-03 2.70E+08 3.97E-03 6.81E+10 28 1.00E-02 7.00E-03 1.10E-02 9.33E-03 2.91E+08 4.44E-03 6.55E+10 30 1.10E-02 9.00E-03 1.20E-02 1.07E-02 3.12E+08 5.08E-03 6.14E+10 32 1.40E-02 1.00E-02 1.40E-02 1.27E-02 3.33E+08 6.03E-03 5.51E+10 34 1.80E-02 1.50E-02 1.70E-02 1.67E-02 3.53E+08 7.94E-03 4.45E+10 36 3.80E-02 1.50E-02 2.00E-02 2.43E-02 3.74E+08 1.16E-02 3.23E+10 38 4.70E-02 2.00E-02 3.00E-02 3.23E-02 3.95E+08 1.54E-02 2.57E+10 40 7.80E-02 3.40E-02 6.70E-02 5.97E-02 4.16E+08 2.84E-02 1.46E+10 42 8.20E-02 9.40E-02 9.20E-02 8.93E-02 4.37E+08 4.25E-02 1.03E+10 44 1.37E-01 1.07E-01 BROKE 1.22E-01 4.57E+08 5.81E-02 7.87E+09 46 1.51E-01 1.67E-01 BROKE 1.59E-01 4.78E+08 7.57E-02 6.31E+09 48 BROKE BROKE BROKE BROKE BROKE BROKE BROKE Table 2 Graph one: How average extension changes with force for copper and constantan (Hookes law) The graph shows how average extension changes with force for Copper and Constantan. The initial part of each curve is linear, thus showing where the extension is proportional to load, on copper the yield stress is reached at 16N and constantan reaches its yield stress at 32N. As can be seen by the graph that constantan extends more than copper and more force is needed with constantan to create a certain extension than is needed with copper for example constantan needs a force of 35N for a 0.02m extension whereas copper only needs a force of 21N for the same extension, this would be due to its atomic arrangement. Constantan is an alloy and so for slipping to occur it is more difficult than for the pure metal copper, due to dislocations being filled up with the nickel atoms in constantan and so dislocations are pinned hence why the greater force is needed for equal extension of constantan compared to copper. The constantan wire diameter was given to be 0.00035m compared to the copper diameter being 0.00037m. This is a major factor in the behaviour of the wire as stress is force per unit area. With the cross sectional areas of the wires being different (copper= 1.07610-7mà ¯Ã‚ ¿Ã‚ ½ and constantan = 0.96210-7mà ¯Ã‚ ¿Ã‚ ½), the cross sectional area of constantan being smaller means that the forces acting on the area of constantan wire are grater than the copper wire, so in theory this should put more pressure on the constantan wire and cause it to yield and break easier, however this is not the case due to it being an alloy and it is stronger as its dislocations are pinned. The graph shows that the breaking stress of both materials is also different, with constantan having a breaking stress of 46N and copper at 24N. Hence we can deduce from the information that constantan can handle more stress than copper even though the wire diameter of constantan was 0.002m smaller and that the constantan wire is able to extend more than copper when equal and grater forces are applied to it. I have found out from my graph one analysis that it shows my prediction may be correct of the youngs modulus of constantan being greater than copper. I can state this as stress it is part of the youngs modulus equation, it is a key component needed to calculate youngs modulus of a material, with constantan being more resistant to stress forces acting on it than copper it can be said that the overall Youngs modulus may be higher. Graph two: Stress and strain graph for copper and constantan The second graph I will analyse is a stress and strain graph for copper and constantan. I have made the scale as large as possible so to show the shape of the curve as large as possible so any anomalous points clearly and it will take advantage of the whole page so to use my resources carefully. For this graph a curve will be needed for both sets of data to show how stress changes with strain and to see the yield point graphically. It will be accurate as the points will be plotted carefully with due care to ensure an accurate graph and the scale will be relevant as to show the best possible curve. It will need to be neat to show the best possible curve and most accurate in order to correctly analyse it. The graph shows that the initial linear section is when strain is proportional to stress. So for constantan stress is proportional to strain up until 3.3310+8 Pa (stress) and 6.0310-3 (strain) and copper 1.67410+8 (stress) and 4.4410-3 (strain), this can be seen on the graph as the yield point and it can be clearly seen that the yield point of constantan has a higher stress and strain value, hence greater forces are needed for it to yield. This may be due to the atom arrangement in alloys compared to pure metals. In pure metals there are many dislocations and slipping could occur easily (as shown in figure 3) that these dislocations in pure metals make them more ductile. However alloys have other elements contained in the atomic structure, like constantan which has nickel to fill these dislocations making it stronger, as slipping is more difficult. In alloys the forces between particles are stronger which makes it more difficult to yield or break. The graph also shows the breaking point of each wire, copper being 2.41810+8 Pa (Stress) and 2.0510-2 (strain) and constantan being 4.7810+8 Pa (stress) and 7.5710-2 (strain) and it can be seen on the graph that constantan needs a huge amount more stress and strain force for it to break. Again this is due to it properties as an alloy, which makes it have a high youngs modulus. The youngs modulus is how stiff a material is. In metals the atoms are ionised and free electrons in between the ions. It is this negative charge of the electrons that gules the ions collectively. The ions are able to slip however. When a metal experiences stretching forces then this pulls the bonds apart and gaps open up a little, this is the elastic extensibility of a metal and is 0.1% in metals. However in alloys this may be less as atoms are even closer together therefore have stronger forces of attraction and so may not encounter elastic extensibility as much and therefore is more stable, hence why constantan may have a higher youngs modulus and can withstand higher forces of stress and strain acting on it. This also helps me prove my prediction of the youngs modulus of constantan will be higher than copper due to it being an alloy, the graph clearly shows the constantan is able to withstand greater forces acting on it and therefore could have a higher youngs modulus. To calculate the youngs modulus I will analyse the linear section using graph three. Graph three/ four: Linear expansion of stress and strain graph for copper and constantan/ graph showing error bars to 3% error. Graph three is only the linear section of graph two, it is enlarged so I am able to calculate the youngs modulus of both metals, hence so my prediction can be analysed. I will be calculating the youngs modulus by taking the change in stress divided by change in strain of the linear points for both copper and constantan and using graph four I will analyse the error percentage on the graph to 3%. MATERIAL YOUNGS MODULUS Copper 1.8610+8/6.3510-4= 2.9310+11 pa Constantan 3.3310+8/6.3510-4= 5.2510+11 pa Table 3 As can be seen by the results constantan has a higher youngs modulus value, thus my prediction was correct. Due to the difference in Youngs modulus this means that the metal copper and alloy constantan would react slightly different stress and strain forces are applied to it. As can be seen in the table three the Youngs modulus of constantan is higher, this can be also seen on graph three as all points for constantan is above copper, thus the higher stress and strain resistance of constantan. The line of best fit for constantan shows higher stress and strain than for the line of best fit for copper. This means there is little strain for the large stress forces applied to constantan and copper, so the material is stiff and hard to stretch. I can state that constantan is harder to stretch than copper as the line of best fit is steeper. All the points on graph three show the elastic reigns of copper and constantan, hence if forces on the wire at that time are removed then the material will return to its normal length. Graph four shows error percentage range to 3%. This is acceptable for A-level experiment. The general trend shown is positive correlation and that the higher the stress and strain values for copper or constantan is, shows the error markings to be higher, thus meaning as the experiment is carried out as the forces applied to the materials increase the results become less accurate. The error rate may increase due to the forces acting on the wire being so great that it is close to its yield stress point and so becomes less stable. However there are many anomalous points which lie totally off the general trend of the graph. I have marked points one, two and three (on graph four) as three anomalous points I will analyse. Point one is situated below the line of best fit for copper, it is an considerable anomalous point as it is well below the line of best fit, this means during the collecting data stage an inaccurate reading must have taken place or the weight of the mass been incorrect. Other factors that could have made this point anomalous is that not enough time was taken before a reading was taken, so when a force was applied to the copper at this point it may have still been extending while the reading was taken so the results became inaccurate. Kinks in parts of the wire could also be a factor as this would affect how parts of the wire react to different forces acting on it. This may have also happened to point two for constantan, which was in the same situation as copper. The point three showing a region of seven points of constantan, is a range of points which are slightly off the line of best fit, this may be due to kinks in the wire which caused it to react differently to forces added during these seven points, inaccurate readings could have taken place where not enough time was taken again to let the force applied take its full effect on the wire. These anomalous points could have been caused by kinks in the wire, there could be parts of the wire which are weaker or stronger (notches) and these would extend differently compared to the rest of the wire, hence causing anomalous points in the graphed data. Evaluation I have concluded that my prediction was correct as this was shown by my calculations and can be seen in the graphs I have drawn that constantan has a higher youngs modulus than copper. The experiment was reliable as I believe the experiment was carried out under all the fair test conditions. Also with the experiment having been repeated three times this would level out any extreme values or inaccurate readings as I took the average of extensions to plot my graphs and analyse the data. It was also reliable as data on the material length and diameter were taken accurately and repeated three times and averaged, so the diameter and length of each wire was taken three times and averaged, so I received the average value. The diameter of each wire was made using a micrometer, the error in a micrometer is +/- 5%, so the diameter measurement could have been wrong by approximately 5%. The length of the wire was measured using a metre rule, which would have an uncertainty of 0.5mm, thus the wire length could have actually been +/- 2.1m. In addition the calculation on Youngs modulus could have also been inaccurate as I calculated it using my line of best fit, as this was drawn by my interpretation of what the line of best fit is then it could be human error that Youngs modulus may have been incorrect. The Youngs modulus of copper is 310+10 and constantan is 6.410+10, however my calculations show copper to be 2.9310+11 and constantan to be 5.2510+11, these were close to the real values, however as this was a basic school based experiment and the real values were taken under perfect conditions and all factors accounted for then my values for Youngs modulus were accurate as they were close to the real values. My values may have been less accurate due to the fact that I have not accounted for the friction of the pulley system acting on the wire and thus this would have affected the school based experiments values. The wire length used was 2.1m in length, this was better than wire of half its length as it let the wire extend to its full potential rather than a wire of half its length extending and breaking within a few readings of force and hence less results makes the experiment less reliable as the more results there are the more data there is and hence more accuracy. Also the 2.1m wire was used this made calculations more difficult than if wire was 1m in length, however measuring extension it was easier as it would be larger as the wire is longer so more of it stretches. I have concluded that my prediction was correct as this was shown by my calculations and can be seen in the graphs I have drawn that constantan has a higher youngs modulus than copper. I will now evaluate the accuracy of the data given to me and calculations I have made myself. I have set the my percentage error to be 5%, so if the percentage error is above 5% then I believe this is not accurate enough for an A-level experiment. Percentage error in measurements % error= (Error in measure/measurement) x 100 Area of wire Smallest measurements: 0.00510-3m (Micrometer) and 0.3510-3m (smallest recorded measurement). (0.00510-3/0.3510-3) x100 = 1.43% error The error percentage maximum I set was 5%, I have worked out the error percentage of area of wire to be 1.43%, and therefore this is acceptable. Original Length Length of wire taken as 2.1m The error in measure of metre rule is 5mm (510-3m) (0.005/2.1) x100 = 0.238095238% = 0.24% error This error is acceptable as it is well below the 5% error maximum I set, so this was seen to be literally an error free measurement. Force Mass= 100g each, but 2N intervals in force, so 200g mass for each interval. The mass error is between 99-101g, so +/- 1g. As two were used then 12= +/-2g error. (2/200) x100 = 1% error As my error maximum was set to 5%, a 1% error for force is acceptable. Bibliography * http://www.york.ac.uk/depts/chem/course/studhand/solids.html- found out composition of copper and constantan. (7/10) * http://www.azom.com/details.asp?ArticleID=60- information on copper alloys (5/10) * AS physics text book: very useful, chapter 4-5 are very useful and contained lots of information on the physics theory of my investigation (9/10) * AS-physics CD-ROM: provided guides on how to set out coursework and information on the experiment hat this coursework was based on. (8/10) * AS Physics teacher: Miss Bottomly: Very helpful. Introduced coursework, hence this would not have been possible without teachers help. (10/10) By, Kamlesh Vadukul (Heathland school) AS-Level Physics

War of 1812 Causes

War of 1812 Causes The War of 1812 is generally thought to have been provoked by American outrage over the impressment of American sailors by the Britains Royal Navy. And while impressment was a major factor behind the declaration of war by the United States against Britain, there were other significant issues fueling the American march toward war. During the first three decades of American independence there was a general feeling that the British government had very little respect for the young United States. And during the Napoleonic Wars the British government actively sought to meddle with - or completely suppress - American trade with European nations. British arrogance and hostility went so far as to include a deadly attack by the British frigate HMS Leopard upon USS Chesapeake in 1807. The Chesapeake and Leopard affair, which began when the British officer boarded the American ship demanding to seize sailors believed to be deserters from British ships, nearly triggered a war. In late 1807, President Thomas Jefferson, seeking to avoid war while calming public outcry against British insults to American sovereignty, had enacted the Embargo Act of 1807. The law succeeded in avoiding a war with Britain at the time. However, the Embargo Act was generally seen as a failed policy, as turned out to be more harmful to the United States than to its intended targets, Britain and France. When James Madison became president in early 1809 he also sought to avoid war with Britain. But British actions, and a continuing drumbeat for war in the U.S. Congress, seemed destined to make make a new war with Britain unavoidable. The slogan Free Trade and Sailors Rights became a rallying cry. Madison, Congress, and the Move Toward War In early June 1812 President James Madison sent a message to Congress in which he listed complaints about British behavior toward America. Madison raised several issues: ImpressmentContinual harassment of American commerce by British warshipsBritish laws, known as Orders in Council, declaring blockades against American ships bound for European portsAttacks by savages on one of our extensive frontiers believed to be instigated by British troops in Canada The U.S. Congress was being steered at the time by an aggressive faction of young legislators in the House of Representatives known as the War Hawks. Henry Clay, a leader of the War Hawks, was a young member of Congress from Kentucky. Representing the views of Americans living in the West, Clay believed that war with Britain would not only restore American prestige, it would also provide a great benefit in territory. An openly stated goal of the western War Hawks was for the United States to invade and seize Canada. And there was a common, though deeply misguided, belief that it would be easy to achieve. (Once the war began, American actions along the Canadian border tended to be frustrating at best, and Americans never came close to conquering the British territory.) The War of 1812 has often been called Americas Second War for Independence, and that title is appropriate. The young United States government was determined to make Britain respect it. The United States Declared War In June 1812 Following the message sent by President Madison, the United States Senate and the House of Representatives held votes on whether to go to war. The vote in the House of Representatives was held on June 4, 1812, and members voted 79 to 49 to go to war. In the House vote, the members of Congress supporting the war tended to be from the South and West, and those opposed from the Northeast. The U.S. Senate, on June 17, 1812, voted 19 to 13 to go to war. In the Senate the vote also tended to be along regional lines, with most of the votes against the war coming from the Northeast. With so many members of Congress voting against going to war, the War of 1812 was always controversial. The official Declaration of War was signed by President James Madison on June 18, 1812. It read as follows: Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled, That war be and is hereby declared to exist between the United Kingdom of Great Britain and Ireland and the dependencies thereof, and the United States of America and their territories; and the President of the United States is hereby authorized to use the whole land and naval force of the United States, to carry the same into effect, and to issue private armed vessels of the United States commissions or letters of marque and general reprisal, in such form as he shall think proper, and under the seal of the United States, against the vessels, goods, and effects of the government of the said United Kingdom of Great Britain and Ireland, and the subjects thereof. American Preparations While the war not declared until late June 1812, the United States government had been actively making preparations for the outbreak of war. In early 1812 the Congress had passed a law actively calling for volunteers for the U.S. Army, which had remained fairly small in the years following independence. American forces under the command of General William Hull had started marching from Ohio toward Fort Detroit (site of present day Detroit, Michigan) in late May 1812. The plan was for Hulls forces to invade Canada, and the proposed invasion force was already in position by the time war was declared. (The invasion proved to be a disaster, however, when Hull surrendered Fort Detroit to the British that summer.) American naval forces had also been prepared for the outbreak of war. And given the slowness of communication, some American ships in the early summer of 1812 attacked British ships whose commanders had not yet learned of the official outbreak of the war. Widespread Opposition to the War The fact that the war was not universally popular proved to be a problem, especially when the early phases of the war, such as the military fiasco at Fort Detroit, went badly. Even before the fighting began, opposition to the war caused major problems. In Baltimore a riot broke out when a vocal anti-war faction was attacked. In other cities speeches against the war were popular. A young lawyer in New England, Daniel Webster, delivered an eloquent address about the war on July 4, 1812. Webster noted that he opposed the war, but as it was now national policy, he was obligated to support it. Though patriotism often ran high, and was boosted by some of the successes of the underdog U.S. Navy, the general feeling in some parts of the country, particularly New England, was that the war had been a bad idea. As it became obvious that the war would be costly and may prove to be impossible to win militarily, the desire to find a peaceful end to the conflict intensified. American officials were eventually dispatched to Europe to work toward a negotiated settlement, the result of which was the Treaty of Ghent. When the war officially ended with the signing of the treaty, there was no clear winner. And, on paper, both sides admitted that things would return to how they had been before hostilities began. However, in a realistic sense, the United States had proven itself to be an independent nation capable of defending itself. And Britain, perhaps from having noticed that the American forces seemed to become stronger as the war went on, made no further attempts to undermine American sovereignty. And one result of the war, which was noted by Albert Gallatin, the secretary of the treasury, was that the controversy around it, and the way the nation came together, had essentially united the nation.

A List of 100 Examples of Sweet Similes

A List of 100 Examples of Sweet Similes This list of 100 sweet similes (that is, figurative comparisons concerned with the quality of sweetness) has been adapted from an even larger collection in A Dictionary of Similes by Frank J. Wilstach, first published by Little, Brown, and Company in 1916. Although students should have no trouble understanding most of these similes, they may find them a bit old-fashioned or too poetic. If so, encourage them to create some of their own using more contemporary subjects for comparison. Sweet as odorous white lilies are. (Oscar Fay Adams)Sweet as a nut. (Anonymous)Sweet as a rose. (Anonymous)Sweet as a sugar plum. (Anonymous)Sweet as a vial of rose oil. (Anonymous)Kiss as sweet, as cool fresh stream to bruised and weary feet.  (Anonymous)Sweet as a honey bee.  (Anonymous)Sweet as honeysuckle.  (Anonymous)Sweet as lilies in May.  (Anonymous)As sweet as springs first song heard in the groves retreat. (Anonymous)Sweet as sugar.  (Anonymous)Sweet as the harmonies of spring.  (Anonymous)Sweet as the perfume of roses.  (Anonymous)Sweet as the solemn sounds of cherubs, when they strike their golden harps.  (Anonymous)Sweet as that which is forbidden.  (Arabic)Sweet as the last smile of sunset. (Edwin Arnold)Sweet as the honeyed dews that drip from the budding lotus-flower. (George Arnold)Sweet and calm as is a sisters kiss. (P. J. Bailey)Sweet as the infant spring. (Scottish ballad)Sweet as the joy which sorrow hushes. (Honorà © de Balzac)Sweet as new wi ne. (John Baret)Sweet as applause to the actor. (Francis Beaumont and John Fletcher) As sweet as April. (Francis Beaumont and John Fletcher)Sweet as the moonlight sleeping on the hills. (Sir William S. Bennett)Sweet as the light of the stars. (Robert Hugh Benson)Sweet as the look of a lover saluting the eyes of a maid. (Ambrose Bierce)Sweet, as when winter storms have ceased to chide. (William Cullen Bryant)Sweet as the dewy milk-white thorn. (Robert Burns)Sweet as matrimony. (Robert Burton)Sounds sweet as if a sisters voice reproved. (Lord Byron)​Sweet as May. (Thomas Carew)Sweet as the song of the wind in the rippling wheat. (Madison Cawein)Sweet as pity. (Hartley Coleridge)Sweet as the whispered breeze of evening. (Samuel Taylor Coleridge)Sweet as the hopes on which starvd lovers feed. (Sir William Davenant)Sweet as some immeasurable rose, expanding leaf on leaf. (Aubrey de Vere)Sweet as are the orchards, when the fruit is hanging ripe. (Paul Laurence Dunbar)Sweet as the murmur of the brook and the rustle of the corn. (Ralph Waldo Emerson)Sweet as the rosy morn in May. (George Granville) Sweet as a youthful poets dream. (Charles Gray)Sweet as the harps that hung by Babels stream. (Judah Halevi)Sweet as summer days that die when the months are in the bloom. (Will Wallace Harney)Sweet as tropic winds at night. (Paul Hamilton Hayne)Sweet as the blossoms of the vine. (Robert Herrick)As sweet as dewy turf to wayworn feet. (Emily H. Hickey)Sweet as a meadow at noon. (Katherine Tynan Hinkson)Sweet as the dawn star. (Oliver Wendell Holmes)Sweet as the first snow-drop, which the sunbeams greet. (Oliver Wendell Holmes)Sweet as honey. (Homer)Sweet as scarlet strawberry under wet leaves hidden. (Nora Hopper)Sweet as the hills. (Richard Hovey)Sweet as a rosebud crowned with moss. (Victor Hugo)Sweet as music. (Victor Hugo)Sweet as the twilight notes of the thrush. (Helen H. Jackson)Sweet as jasmine. (Jami)Sweet as blue heavens oer enchanted isles. (John Keats)Sweet as love. (John Keats)Sweet as a cat with syrup in its paws. (Vaughan Kester)Sweet as mountain honey. (Charles Kingsle y) Sweet as the sigh of the spring gale. (Letitia Elizabeth Landon)Sweet . . . as the sad spirit of the evening breezes. (Emma Lazarus)Sweet as the sound of bells at evening. (Richard Le Gallienne)Sweet as a bell in the woods. (Amy Leslie)Sweet as morning dew upon a rose. (Thomas Lodge)Sweet as the cadence of a poets song. (John Logan)Sweet was her breath as the breath of kine that feed in the meadows. (Henry Wadsworth Longfellow)Sweet as heavens image in an unrippled lake. (George W. Lovell)Sweet as summers showers. (George MacHenry)Sweet as first love. (Gerald Massey)Sweet as first spring violets. (Gerald Massey)Sweet as Eden. (George Meredith)A secret sweet as songs of dawn / That linnets sing when mists are gone. (Richard Monckton Milnes)Sweet as the sweetest song of bird on summers eve. (D.M. Hervey)Sweet as Angel accents. (James Montgomery)Sweet as every-day sunshine. (John Muir)Sweet, like an angels sigh. (Mary R. Murphy)Sweet, like a silver whistle. (Ouida [Marie Louise Ramà ©] ) Sweet as violet-borders growing over fountains over-flowing. (Ambrose Philips)Music sweeter than the sweetest chime of magic bells by fairies set a-swinging. (Thomas Buchanan Read)Sweet as smiles to the lips that are pale. (Abram Joseph  Ryan)Sweet as the dew-drops that fall on the roses in May. (Abram Joseph Ryan)Sweet as the dreamings of the nightingales. (Charles Sangster)Sweet as damask roses. (William Shakespeare)Sweet as a summer night without a breath. (Percy Bysshe Shelley)Sweet as if angels sang. (Percy Bysshe Shelley)Sweet as a childs heart-lightening laugh to hear. (Algernon Charles Swinburne)Sweet as rest. (Algernon Charles Swinburne)Sweet as running streams to mens way-wearied feet. (Algernon Charles Swinburne)Sweet as forgiveness. (Algernon Charles Swinburne)Sweet as when earth was new. (Algernon Charles Swinburne)Sweet as the voice of a mountain brook. (Arthur Symons)Sweet as childrens prattle. (Pamela Tennant)Sweet as new buds in spring. (Alfred, Lord Tennyson)Sweet as the apple-blossoms. (Celia Thaxter) Sweet as the music of Apollos lyre. (Celia Thaxter)Sweet as the early pipe along the dale. (William Thomson)Sweet as the dawn star. (Wilbur Underwood)Wild and sweet as regret. (Marie Van Vorst)Sweet as the faint, far-off, celestial tone of angel whispers, fluttering from on high. (William Winter)Sweet as the lips that once you pressed. (William Winter)

Security and Loss prevention Essay Example | Topics and Well Written Essays - 250 words - 1

Security and Loss prevention - Essay Example On the same note, whoever counts the order should not sign it, but somebody else maybe from a different department should validate orders before and after packing. Surveillance cameras and mirrors should be put in place, and they must reflect all corners of the warehouse. If, by any means, employees manage to go through these traps, trucks must be properly supervised by packing them far from the warehouse, they remain closed until packing begins and they should be weighed before and after packing to confirm whether packed goods tally in weight with order particulars (Lunny 1993). According Lunny (1993), in order to prevent theft after closing the premises, the management should use several locks and entrust the keys with different personnel. The warehouse should have only one door and all cabbages must be removed and scrutinized during working hours as some employees might hide valuables there in order to retrieve them during disposal. After closing the premises, emergence doors should be closed from inside. The management should rotate security officers frequently especially during night shifts to curb any malicious collaborations. After closing, surveillance cameras should be set to record all movements to monitor suspects’

Critically evaluate the claim that Marxism offers a coherent account Essay

Critically evaluate the claim that Marxism offers a coherent account of the modern international political system - Essay Example The most notable example of its failure to build up a fruitful political system is the Soviet Union whose eventual collapse was engendered by the flaws and paradoxes lying at its heart. In the first place, Marxism fails to perceive the corruption of absolute power. Secondly, it fails to perceive that ruling proletariats in the power of a socialist state are bound to assume the behaviors of capitalist elite class. The third flaw lies in its attempt to impose equality and to steal away freedom in the name of a classless society. Such socialist attempt to maintain equality by robbing a man’s freedom is essentially Totalitarianism which inspires corruption and discourages people’s protest against this corruption. Further the paradox of an equal society does not permit a congenially productive economic system. When the equal distribution of wealth among the citizens theoretically seems to contribute to an equal and just society, this distribution ultimately discourages the i ndividual to involve in production activities. Thus a socialist economy goes futile. Again, a Marxist state continually aims at establishing the working class at the power of a country. Therefore, a socialist political system poses threat to other states which do not hold a socialist view. A Brief Overview of Marxism and a Marxist State Being commissioned by the Communist League, Karl Marx and Frederick Engels jointly wrote the book, â€Å"The Communist Manifesto†, in 1848, which is often accepted as one of the most influential political documents around the world. Indeed, Marxism is regarded as a social theory which foretells and philosophizes about the future of modern capitalist society as well as human history. But it is also true that the Communist Manifesto can be considered as the political guidance for those who are involved in the production system of the modern capitalist society. For these authors, modern society is essentially the latest one of those changes in th e mode of production throughout the evolution of human society. At the same time, since Marx and Engels envisaged that the stage of human society, next to Capitalism, is a world of the working class people, in Marx and Engel’s word the proletariats, that is based on the socialist modes of labor as well as production, the proletariat or the working class people of the world should unite themselves to take the society to this stage. Theory of Class-struggle and Marx’s View of a Socialist Political System Marx and Engels have assumed that the Capitalist society has evolved from the breakdown of the previous feudalist society through the conflicts between the feudal landowners and their subjects. Through this dissolution of the feudal society two more incompatible classes emerged: the bourgeoisie and the working class. While the bourgeoisies, occupying a country’s political system, control the instruments of production, the working-class are economically subjugated by those in a capitalist political system. These bourgeoisies are exclusively profit-driven. Though they lack any morals, they continue to support any moral system which is congenial to

The Cultural Myths Of America

The Cultural Myths Of America A cultural myth is a traditional story that has a meaning attached to it. These myths have an effect in they way people lead their lives and even how they interact with each other. It is notable that myths have a role to play be it personally, or to the wider society. In as much as one may believe or doubt such myths, they still continue to exist in different ways, and are shaping destinies of many. Myths can be full of truth or falsehood and depend on the interpretation a person may prefer. Many societies and races in the world have diverse myths which may encourage or discourage certain patterns of behavior. Rituals and customs are explained in myths and their merits or demerits laid down for everyone to discern. The Greek mythology (Detienne, 18) is most notable especially in the way they exhort ancestors to be like gods. Myths came before science and this makes it impossible to discredit them. Long time ago, people depended on myths to explain the mysteries of creation and they accepted them with a lot of zeal. Many other questions were answered including the origin of man and his eventual destiny after death. Evil is also brought under the scrutiny of myths and they expound its cause and reason for its existence. The rise of modern civilization can too be traced in myths ranging from agriculture to industry to settled life in cities. The modern world has continued to embrace myths in one way or another. Modern technology has given rise to much development in mass media which in turn has enabled many myths from different parts of the world to be collected together for study. Books have been printed and availed to anybody with interest to read and either agree or disagree with the subject. From an individual to a community, some cultural myths seem worthy in the sense that they encourage or uplift the spirit (Wessels, 92). Others may not necessarily be so and may seem unrealistic especially if they are prejudicial or implying immorality. Happily Ever After; the American society as any other society has not been left behind in embracing myths. Many of them believe that happiness can be sought and achieved despite the hardship one may go through. Happiness is attributed to material possessions whereby those who do not have ample material wealth are considered unhappy. The ideology of possessions can be traced through ancient myths some of which are still followed today. Hard work is associated to prosperity and lack of it therefore leads to a lowly life. Studies have shown that happiness is not related to material or money possessions (Veenhoven, 5). The old notion which led many people to acquire as much as they could has been proven false. Traditionalists believed that it is out of what you possess that gives you the feeling of happiness. People then would strive so much in order to have money so that they may live the rest of their lives happily. In did not matter the means or the extent to which this was sought as long as one could proudly claim he had money. Americans forgot that happiness is never permanent and mostly is derived from being comfortable with what one has, however little. Obsession with possessions created greed in American people which can never be satisfied. Someone even came up with a term National Happiness, a system that oversaw people overlook other important issues in order to acquire happiness. Ironically, this myth has wrought greed, selfishness and immorality in the Americans (Alesina Tella, 3). The Nuclear Family has been a basis upon which nations are built. The nuclear family is composed of a father, mother and their children. This family set up has been criticized for a very long time due to its lack of universality, essence and modernity (Chester, 111). Industrialization brought out the need to move away to work places and obviously the nuclear family was affected. When the heads of the family began moving to far away places in search of job, there remained a question as to whether those left should still be considered as a nuclear family. The myth that every nuclear family should cater for itself has contributed negatively in its essence. Most Americans may prefer to be in such families in contrast that whole societies need to live together and cater for each other. Another aspect which makes the nuclear family fail is failure of it being universal. Since other societies in the world have extended families, the notion in Americans mind that only the nuclear family is perfect could be wrong. This is another cultural myth that has pulled back the Americans in their pursuits and has isolated them. The western culture took the nuclear family as a symbol and went ahead to portray it in art and media. But statistics show that there has been a decline in the number of nuclear families in the America over the past few years. Divorces and remarriages are common and therefore the true definition of a nuclear family has eroded. This goes on to show that the ideal nuclear family that was projected was just another cultural myth which has no place in modern society. It becomes a myth in the sense that sometimes ago; departure from this family set up was seen as immoral and unhealthy by many Americans (Uzoka, 34). Most Americans have shunned the extended family setup which encouraged communal responsibility, and have upheld nuclear families which promote individualism. The extended family comprises of the nuclear family and the relatives. This type of family is mostly concerned with building relationships which in turn play a role in the wide community. It is only when people begin to care for each other, the immediate community benefits as well as the whole country. It is therefore important that the Americans embrace extended family and break from their cultural myth of nuclear families. Racial Stereotyping There have always been contentious issues in regard to racial conflict existing between the whites and the blacks in America. The problem can be traced in the colonial times whereby black slavery was a norm. Blacks then were considered superstitious and primitive. Such a myth has seen them being oppressed for so many years that even now there exists a small percentage of whites who regard them so. They have also been associated with every negative aspect in society from crime, violence and laziness. An important fact to note is that, were it not for a tradition of viewing black negatively, they too are human and have all the abilities as white have. The cultural myths have engineered a trend that is difficult to deal with in modern society. Some instances where these myths have brought about are cases where people are discriminated according to their skin color. They are denied jobs and other government services just because of their skin color. A recent case during Hurricane Katrina where the government failed to act speedily is a case study for this. It attests to the fact that cultural myths still have a place in the modern society; albeit the American society ought to shun this evil (Palmer, 75). Americans have stereotyped many other races. The, Americans have stereotyped many other races and the most affected are the African-Americans. African -American simplification of individuals behavior is the African-American Stereotyping. They came about into the American culture from the period of colonial settlement, specifically after the collapse of Slave Trade. The minstrel of the earlier blackface illustrates blacks as ignorant, superstitious as well as naÃÆ'Â ¯ve in addition to been joyous which are the same characteristics which were associated with the slaves. Additionally the African-American have been stereotyped as a race which consists of people who are only good at sports. The act of stereotyping has got to its peak in the media through movies in addition to television. The media has contributed in passing negative information regarding the lifestyle of African-American to the young people. Certain shows aired on the T.V channels demonstrate the false personalities abo ut the African Americans. To make the matters worse, there is a specific video game which has been developed whose main character is an African American who plays only the role of killing, robbing alongside having sexual relations with persons. This indicates an example through which the media has been involved in stereotyping. It is because of these cultural myths that have behaved in negative ways towards each other. They have refused to move away from such myths ignoring the fact that such cause hatred amongst each other. Mark Twain analyses myths in a perfect way by showing in the characters the effect myths can have on people. The main themes of past, slavery, chivalry are expressed well in the book. Self-destruction and or preservation are another aspect that is brought about by the book. Hank Morgan is a prisoner who has traveled back in time to the sixth century and is sentenced to death before Arthurs court because of his strange dress and appearance. Before the execution is carried out, he is able to buy his freedom by convincing the Arthur that he is a magician. He relies on knowledge that a sun eclipse will take place before he is executed and he convinces the King that he is the cause of it. Hank is given the highest title in the land and he does not fail to ridicule the people who fear him. Morgan sooner learns about superstitions embraced by the natives and he capitalizes on his superior knowledge to outdo them. Through the magician Merlin, Hank is later discovered as a fake and people start to spread rumor about him. Using his wit he is able to outsmart Merlin again by calling fire from above. Hank uses his influence to bring about industrialization to that country and also set up schools. She becomes familiar with the territory he begins to understand the people and their way of life, which are still much in superstitions and myths, and even befriends a girl named Sandy. Hank outsmarts Merlin again in rebuilding a broken water fountain and thus retains power and respect. He convinces all present on his ability to summon the demons. Morgan has a way with the natives lives and together with the king he continues the hold of power. Sandy gives birth to a baby with Hank and upon the childs illness he is lured to leave the country thus leaving a gap in the countrys leadership. The King and Lancelot fight over Guinevere infidelity. The church provokes a revolt over Hank the people start a war. The story ends with the present day where Hank is found dreaming about his lover, Sandy, almost a millennium later. It is argued by some people that the book is an attack on Americans values which include materialism and technology. American sentimentalism about the past is also criticized (Twain Thompson). In conclusion myths, however good they might be still remain myths. In the modern society, we should be keen to understand the truths about life and work together towards a common goal. The real goal in our cultural diversity should be to see everybody gets food, clothing and shelter and that they can fit in every situation. Twain in his book looks in the effect myths have on our culture and day to day live. The mythic Arthur is associated with the past in contrast with Hank who symbolizes the present. The church is also brought into perspective and is seen as an evil and an enemy which conspires with political figures to oppress people. Slavery as another social menace should also be done away with. Slavery was embraced by many people in the past since they saw in it a way to get cheap labor and monetary gain. It becomes a cultural myth that Americans now should abolish. Magic is contrasted with reality in form of industrialization. People in the past relied on magic to achieve their needs but the book shows that such a myth can be done away with through use of technology. Industrialization should be a factor in civilization rather the magic of yesteryears. Many more achievements can be found by training people since human nature allows it. Training determines the behavior of a society unlike when people rely on myths. They are then able to differentiate between what is right and wrong (Umland Umland 25). Besides stereotyping being hurtful, it is wrong as well. Even though the stereotype can be correct in some occasions; relentlessly putting an individual down on the basis of predetermined perceptions cannot assist in motivating one to succeed. Stereotyping only gears people to lead lifestyles of hatred and in some situations stereotypes victims live in fear. It should be noted that all these myths have had a place in American society and some have tarnished its name. Americans should therefore move away from negative cultural myths, as discussed above, in order to continue as a nation. Above all, all other nations look towards America for guidance and support.