Classic 45c Notes

* Female by nature, not by law†¦are supposed to be obedient†¦ruled by men†¦there’s something unnatural about what Antigone is doing†¦. * This play is about gender also * Ismene =ideal woman * Women should be silent and Ismene voices that * Women should be sensible, should be ruled by men * Greek audience at the time is supposed to hate Antigone * Creon he wants to see himself as voicing the opinions of the gods†¦ Antigone also says that she’s working for the divine†¦and that complicates things * Creon stands for the city He aligns his authority with the authority of the gods * He doesn’t think of himself of going against the gods * He has taken over and summoned the people and asked them how he rules†¦.. how does he rule? Notice how he likes public speaking! When the city is suffering†¦. when the city is in trouble, you shouldn’t be silent * The city is at this point in a kind of danger that Creon does not see yet. H e will see it later on†¦. if the city is suffering he wants the people to speak up and take action†¦. he’s not talking about Antigone of course†¦. but she’s doing just that†¦. Loyalty is to the state! Not to another human being! * And yet at the end of the play, to whom does he show loyalty HIS SON * These are his values and he does not abide by his values†¦ * It is not in a way family vs. state†¦. it is family vs. Creon state†¦. this is the state that Creon is organizing†¦.. why does this state have to fall? Not state in general†¦. keep that in mind†¦ * He wants us to see the proclamation coming up is in harmony†¦.. he’s inviting us to see the proclamation: Eteocles will be buried in his grave while Polyneices will not be buried†¦. he is not to be mourned†¦.. Creon uses the future ( Eteocles SHALL BE BURIED†¦Ã¢â‚¬ ¦) * Antigone uses the past * Another thing we noticed is the cruelty of the ki ng ( you shall watch him chewed up )†¦something that we see rot, devoured, we see the body, he doesn’t belong with the living †¦. or the dead†¦what happens when the body becomes food for the animals * The idea that we’re supposed to watch someone rot, take delight in it†¦. * Someone is going to violate the proclamation, we don’t know who is the criminal†¦we are looking for the identity of the person who has violated the law†¦. what is the crime It looks almost miraculous, someone sprinkled dust over the body and buried it without leaving any marks†¦.. or traces†¦as if the body was visited from above * Chorus wonders if it’s the god’s doings†¦Ã¢â‚¬ ¦and Creon loses it when the Chorus says that! * Here’s Creon is arrogant, how can a man know what the gods want? * Both characters act in a way that they think the gods want them to do†¦. * Creon thinks he’s doing all this to please the gods Creon cannot believe that Antigone did the burial†¦. She is his niece and a woman! :O Notice that he’s interrogating and asking for the truth just like Oedipus * Nature is assisting Antigone†¦. ature participates in the events†¦mimicking what Antigone was gonna do with her own hands.. * The dust rising†¦Ã¢â‚¬ ¦she was about to finish the ritual but then someone removed the dust off the body the second time she visited the body * Why does Antigone abide by the laws of the gods? They are there forever†¦. * Human laws like everything human, are subject to change * Antigone is basically saying Creon’s worthless cause once someone comes after you to rule, things will change * Antigone’s demise and Creon’s demise * Both will have terrible ends Creon thinks that he has supreme power over her, and that power is to kill her†¦. according to the proclamation, whoever †¦they will be stoned to death in public,†¦fate given to he r by man†¦. gender roles is very important * Antigone tries to weaken his powers by put down his laws†¦. saying that his laws are not strong as the gods cause they were there forever†¦whereas his laws are only in effect in his reign†¦. that is one way * Second way is saying that I know I will die†¦. even if you are not the one putting me to death, I will die anyways†¦.. by saying that, she is robbing away of his power†¦. ssentially Creon is only a guy killing her†¦but her death is just gonna come to us†¦. death is part of the universe†¦what makes a difference is that we die naturally or someone is killing us†¦. * And creon’s reaction to antigone’s words is that he’s being lectured by a woman†¦ * Creon’s the man, so therefore he needs to teach this subordinate woman how to behave†¦. * He seems to think that whatever he believes is what the gods and how their people want†¦. identifies the ir wishes with what they think others wishes also * Ismene comes out, shy, obedient, at the end of theplay changes her mind and wants to die with Antigone†¦.. he had a real change of mind namely she saw that what she wanted in the beginning of the play when she was called cowardly†¦. her decision is as cowardly now namely that now she wants to be accused of the burial †¦is that she doesn’t want to be left alone†¦ * LONLINESS†¦. that’s another theme of the play * Antigone enjoys the support of the citizens but dies alone in a tomb * Creon is loathed by his citizens and is also alone when his family is no longer alive†¦he is ruling a kingdom and no one respects him†¦thought to be a corrupt king * Ismene doesn’t want to be alone†¦.. Creon changed his mind so that DEATH is killing her†¦and not him†¦so DEATH will kill Antigone and not Creon himself and that is an act of cowardice†¦. some of the characteristics tr ansfer to other characters * Haemon and exchange between father and son * Antigone is very much the daughter of Oedipus†¦.. Antigone and Haemon never talks†¦or interacts†¦. they never will come together†¦so son goes to talk to his father * What seems to matter to Creon more than anything else is obedience†¦power relationships†¦someone is obeying someone else†¦. e demands obedience from his sons and his subjects†¦ruling both state and family in the same way†¦. he does not differentiate the family and the state†¦.. in EVERYTHING†¦. small and just things and unjust things.. bigs.. that is the problem†¦. it is NOT family vs. state! It’s actually family vs. tyranny / Creon’s state†¦. * Is Creon disobedient? Does he violate his own principle? Yes he is disobedient to himself to his own proclamation†¦. this is to be contrasted to Oedipus†¦Ã¢â‚¬ ¦what Creon does when Tiresias comes forth†¦.. he cha nges his mind and does something different†¦. he actually tries to save Antigone to which he has condemned her†¦.. Creon thinks that both his family and city as his possession * He does rule the land at someone else’s judgement in the end†¦. by Tiresias †¦.. CONTRADICTIONS AND INCONSISTANCIES†¦. * He is not changing his principles†¦. but the change in action was for personal gain! Had he saved in Antigone, it’s doubtful for him to change his ruling if she even lived†¦. * Unmarried women are put to death in marriage gown†¦.. marrying dead kind of a ritual and so Antigone’s addressing the tomb as the bridal chamber†¦.. she’s having sex with Death, that’s her husband from now on.The idea is that DUE BRIDAL CHAMBER†¦already an emphasis on DEATH, not Haemon†¦ * To die if she so wishes or live†¦. how can she live?! SHE CANNOT LIVE†¦. she does NOT wish to die!!†¦. Creon wants a clean co nscience†¦. he makes it sound like whether Antigone dies or lives, it is up to her or the gods, he has nothing to do with it†¦.. * Antigone put in the tomb, locked inside, left there to die†¦. Polynices and he is not in his tomb†¦notice the unnatural of things†¦a living person taken into tomb†¦. not dead yet†¦a corpse is left outside left to rot†¦Ã¢â‚¬ ¦ * Rituals are important the gods will not listen to the chorus cause of Creon’s past * protecting, shielding himself!†¦ he wants to keep Haemon so he can stay in his throne†¦. not for the sake of his son, it’s for himself†¦ * they might belong to different realms cause Creon does not see what’s going on inside the cave/tomb * Haemon is embracing Antigone, and Creon is asking him to join his father†¦. he would be saying bye to Antigone and joining the father, and also joining the political succession of his father and no love†¦. so what does he doâ € ¦he attempts to kill the father with his swords but fails†¦and cannot touch the father†¦. o far away and even the attempt fails,†¦so the father is still the king and Haemon †¦.. he no longer belongs to anyone†¦. disowns his father†¦. he does not belong with death yet†¦. he leans on the sword (phallic symbol) and kills himself†¦. FULFILLMENT of marriage †¦.. sexual union with Antigone†¦. sword is the phallic that enters him†¦blood is of the woman†¦.. once blood starts coming out, blood drops fall on her white cheeks, break of hymen†¦Ã¢â‚¬ ¦. Antigone has never been touched by anybody†¦. Haemon’s body receives the wound * Eurydices kills herself with a knife and Creon is alone Political situation in france in the play * Think about nazi, jews, money, greed, later on before she dies (ring) * Who is the hero? Who is the villain? This makes it harder for us to pinpoint who is who†¦. * Antigone’s stubborn = French resistance * A lot of emphasis on childhood, beauty, purity * Many people who read anouilh’s play doesn’t like her * she goes back and forth a lot * METATHEATER : beyond the theater, outside the theater, something that goes beyond it * watching a play; any kind of comment about the play, about what’s going on†¦second look at what’s going on†¦. Prologue is a character that tells us what is going to happen * Chorus tends to delay, more of a commentary on the action itself†¦ similar function to the prologue in this play * Prologue is commenting on the roles of the characters, basically introducing us to the main actors, he is talking about the situation†¦.. * Page 4: Prologue gives us that insight into Creon’s soul: sensitive man, someone who doubts his political authority, something very important and different from the Sophocles one * Characters are full of self doubt, is a second level situation†¦looking a t what I’m doing and figuring out what I’m doing†¦.. Function of metatheater? The effect? * Conveys a sense of inevitability as if the characters cannot be anything other than what they are†¦they have been given roles†¦.. assigning the roles and they are going to enact the roles and there’s no escaping that†¦ * The idea that theater and maybe life in a totalitarian regime is more like a play†¦if you live in a state where you can die anytime, your life won’t matter much, might as well go out and have fun†¦.. et’s just do what we have to do and get it done †¦get the job done ( what Creon says a lot) and move on†¦truth of life lies elsewhere†¦.. characters talk about the truth a lot here†¦.. Antigone is kind of like that, but the truth she longs for is an illusion and doesn’t exist and all that she has in her life is what exists, nothing beyond that†¦ Prologue†¦. is just like the Greek gods, a kind of fate†¦. Scene between antigone and nurse Nurse doesn’t exist in the original†¦. have Tiresias but not here†¦ it’s the nurse..We are given a first insight of Antigone†¦. she’s rebellious, not sleeping, she’s out†¦god knows where she is Nurse thinks she’s having a boyfriend†¦yet she’s about to be betrothed to Haemon†¦aristocratic women should not behave this way†¦. there’s all this back and forth between them†¦ The Nurse is perhaps.. IS the example of pure love and care in the play, there’s nothing selfish, impure about her†¦. she’s all about selfless giving to Antigone, cares about her, loves her†¦political outsider, has no role, she’s a servant†¦. nothing to gain from the system†¦.. o you might say that’s what is achieved, introducing kindness and goodness into a world where motives are very much fluid, neither Creon or Antigo ne are good or bad, they are deluded†¦. Nurse is not full of Illusion†¦she loves Antigone Antigone Her famous word is saying NO†¦.. no is a word of a rebel†¦. She says yes to the Nurse†¦affirming a bunch of things to the Nurse even though it’s false†¦. we have a bunch of yeses right after the other. Affirming things to the Nurse, denying things to everyone else†¦WHY? Nurse is someone she trusts, not a political authority†¦.. rusts her and not an opposition to her as she is to everyone else, even her sister One of the things we noticed is that the relationship of Ismene and Antigone and how they are different in here than in Sophocles Ismene still the same in which she is opposite of Antigone, follows rules, obedient She understands where Creon’s coming from, but there’s some other stuff too One of them is the BEAUTY contest†¦. Antigone is physically unattractive and Ismene is physically attractive, and there’s a jealousy thing between the two sisters†¦. Haemon is in between†¦.Antigone steps in and uses Ismene’s stuff to attract Haemon STRESSES Nazi’s term of BEAUTY blonde, blue eyes, and not any way dark skin and stuff Ismene is the resemblance of beauty= German Nazis Antigone= French resistance STRENGTH & WEAKNESS Antigone .. not as beautiful as Ismene apparently Antigone’s love for dirt and mud†¦. has a lot to do with her upbringing, was told to do things in a certain order, she was told to be clean, not dirty†¦. keeping surface clean of mud, cover up the imperfections, not let physical ugliness show†¦. Same applies to strength†¦ Person who says no? erson who says yes? Antigone in this play is IN LOVE WITH LIFE†¦she loved life when she was little, but as she grew up, she realized that the world is really corrupt so now she doesn’t really care about dying and she doesn’t others to touch her†¦does that mean Antigon e is in love with death? NO, not exactly, she is tired of living†¦.. a very young innocent Antigone and now that she is an adult, she doesn’t want the world that she sees in her†¦she js doesn’t want to live IN THIS WAY†¦rejecting REGIME†¦German occupation of France, resisting THAT kind of life†¦ Childhood= paradise†¦. or example Antigone just like in Sophocles play buries her brother twice 1st time she buries her brother= just the sprinkling of the earth†¦.. †are you sure it wasn’t an animal that did it? † animal metaphors †¦. THE SPADE†¦little childhood spade†¦rusty also.. we know that this spade belongs to Polynices children are associated with purity, innocence, all these ideas that the Nurse resembles spade= rusting†¦.. playfulness, innocence, lack of care is gone .. it doesn’t exist. uses this to bury the brother second time, Antigone did it with her bare handsAntigone is very much be having like an animal when she is arrested Creon thinks it might have been an animal the first time She behaves like an animal Why would a girl be like an animal? What’s the association with the animal that ends up being a woman Why bring up animals here? Antigone is very much an adolescent, someone who hasn’t grown up†¦.. her using the spade is a sign of someone clinging to childhood, innocence†¦. the animal means she doesn’t want to enter â€Å"society† Nurse gives her little pet names†¦all of them have to do with birds†¦. alls her dove/sparrow/turtle dove†¦.. so that’s another case in the play where Antigone is thought of as a bird, as a non human, term of endearment used by the bird†¦Ã¢â‚¬ ¦all of them comparing Antigone to a non-human and then we have Creon continuing that later on†¦.. all of these things resemble Antigone as not belonging to society †¦. that and she doesn’t put make up†¦noth ing artificial on†¦sign of clinging to childhood†¦. rejection of artificiality, she’s clean pure, naked†¦.. clings to childhood cause everyone else is an adult * Both Jonas and Antigone are under Creon’s rule Jonas is a guy that says YES†¦doesn’t rebel in any way†¦.. Antigone is the rebel * How does the guards behave†¦. his desire to be on the ruler’s good side†¦promotes himself a lot†¦saying he does his job well†¦. Creon and Jonas are fixated on doing well & being efficient * Creon is very in favor of taking orders and executing†¦Jonas is his subject * Efficiency†¦. every failure was followed by with justifications just in case the king wants to kill you†¦his greed to get more money†¦ * Self promotion, beautifulness, efficiency, desire to be on the ruler’s good side†¦.. nd those are the values that Creon likes and that’s what Jonas displays * We know who did it and now we go to the confrontation between Antigone and Creon * Creon’s obsession with duty†¦. he sees his job as a duty that needs to be executed almost mechanically†¦. Creon has been given the role so he needs to play that role as best as he can†¦it’s all over the play†¦. so a few examples * Creon says that Thebes needs a king with no fuss†¦Ismene’s a sensible person, Antigone’s a irrational person * Creon is the guy that says yes * Antigone’s a person that says no Creon is caring about just DOING THE JOB, doesn’t matter about how it’s done†¦not that kinda guy†¦just DO THE JOB * By doing that, Jonas and Creon is alike * Creon is the lover of CLEANLINESS†¦Antigone is the one that likes to get her hands dirty†¦mud†¦. Ismene is the clean make up etc†¦. make up†¦. Antigone is the natural, and Ismene is not†¦.. * Creon is a practical guy†¦hygiene * **The world is empty of meanin g†¦.. Haemon and Creon are talking†¦Haemon wants someone to look up to, to have values†¦. Creon says that we are alone and the world is empty and you’ve looked up to your father too long * values are what make the world work†¦. ut in the play, if you’re given an order, just go execute it†¦if you want to live and value life, given a task execute that task†¦ * next: keeping quiet†¦is what Ismene shows in both plays†¦. * Creon here does not believe in the gods in this play†¦. he thinks the gods are him in this play†¦absence of the divine completely†¦. gods are actually being ridiculed * Creon: be practical†¦don’t waste time†¦. get married have kids live a happy life and then die * One of the THEMEs: NEGATIVITY†¦fact that she says no all the time†¦. * Antigone thinks she’s the best thing in a corrupt world†¦she will only love a Haemon that is like her†¦

Marketing and Unstructured Approaches Essay

Marketers have different views of how to position a brand. Some value structured approaches such as the competitive positioning model described in the chapter, which focuses on specific points-of-parity and points-of-difference. Others prefer unstructured approaches that rely more on stories, narratives, and other flowing depictions. Take a position: The best way to position a brand is through a structured approach versus the best way to position a brand is through an unstructured approach. I’d like to choose unstructured approaches to position a brand. First, I admit that structured approaches are quite straight forward with clearly demonstrated introduction. No matter specific points-of-parity or points-of-difference, they have clear and direct problems to solve and goals to achieve. By utilizing this strategy, things may go well and effectively, but this is probably in the short run. We need to look further and realize that every brand is representing a kind of unique culture. It is like a special individual with distinctive characteristics. However, stories, narratives and depictions are not rigid, more acceptable and interesting than structured approaches for consumers. As a customer I would tend to listen to every vivid and fascinating story to get familiar to a brand that I did not know before. The final goal is to build competitive advantages. Structured approaches are aiming to it directly, while unstructured are potentially affecting consumers to remember the brand. In fact, for every company it values for most part on making consumers to remember its brand and products. Yet for human beings, it is easier to remember a thing when it involves a kind of scene than pop directly to them out of nowhere. For most of us, there are usually some scenes in our lives that we never forget, maybe they are not important at all, but the specific scene, surrounds and backgrounds involving incidents make us always remember them. In a similar way, introducing a brand with stories is trying to build a kind of unique brand culture and let consumers get to know and remember it gradually. In the short run, this may not bring substantial and direct profit, but in the long run, it contributes a lot in setting up a unique and unforgettable culture for the company.

Why trains are the best way to travel Essay

WHEN you travel long term you have plenty of time to ponder the big questions. Maybe that’s why philosophy and travel go so well together. You finally have the time to really think about what the hell Confucius and Plato were trying to get at†¦ Maybe that’s why I also love to travel by rail. Above all other forms of long distance transport, trains are my favourite. I’m comfortably sitting, watching a frozen landscape of farmland, forests and tiny villages fly by my window. Drifts of snow rise and fall like endless frozen waves as skeletal trees scratch at the sky across the distance, disappearing over the horizon, as the sun sets in a radiant arc of crimson fire. The world is bare, open and, above all else, interesting and full of wonder. This is what should make train rides important to travellers. Modern conveniences like email, smartphones and supermarkets have made life more efficient than ever before but in doing so something’s been lost. Don’t get me wrong, 2013 is the best time to be alive (ever!), but I do think we all could learn to appreciate ‘the journey’ a little more than we do. In modern life the journey has taken a definitive backseat to the destination. I put long distance train travel in roughly the same category as calligraphy, wax seals, orchestras and Shakespearean English. There may be more efficient, easier and faster ways to accomplish writing, making music or talking but the ‘romance of the journey’ makes these endeavours both interesting and valuable. The difference is not taking the journey for an inconvenience that’s in the way of getting somewhere, but rather in enjoying the journey for what it is. Flying is obviously more efficient in regards to time, but it lacks in journey aesthetics. Taking a commercial flight really doesn’t allow for much appreciation for a country’s’ aesthetics (unless you count Virgin’s flight attendants) . Another downside to flying is that planes are cramped, much like being a sardine in a can (only with less vegetable oil). There’s also the fact that you’re hurtling through the open sky at 800km/h in a hulking 500 tonne machine made of metal and plastic – maybe you can tell that I’m not a fan of flying. What about buses? Buses unfortunately are a necessary evil in the same way that McDonalds is a necessary evil at 3am on a Sunday morning. Buses, while often cheap offer neither efficiency or the journey experience and come a very distant third choice. Railroads are quite often cut through remote  wilderness far from highways and roads, giving you a sense of remoteness that’s hard to match with other forms of transportation, perfect for moments of quiet contemplation and reflection and often amplified by the beautiful scenery. There’s also the comfort factor to consider. If you’re the butt of beanstalk jokes, journeying by rail allows for more leg and shoulder room than a bus and a flight combined.

The Amarna Letters Essay Example | Topics and Well Written Essays - 1500 words

The Amarna Letters - Essay Example The development of the website targets researchers so that they can be able to address several issues associated with the study of the archaeological documents. The evaluation of the different language use is depicted in the website through the use of the various sources to develop a comprehensive understanding of the clay tables associated with Amarna. The source offers a wide range of original documents in images form, thus vital secondary sources for research on issues associated with international relations and politics. Davies, Simon. "The Persian Gulf in the 1940s and the Question of an Anglo-American Middle East,." Journal of History, 2010: 64-88. The article by Simon Davies on the influence of the western world on the Anglo Middle East helps in understanding the Intergovernmental relationships that existed within the states, before the development of the international community policies leading to the creation of the United Nation. The Middle East and Egypt had a varied appro ach in dealing with the issues of governance, education and marriages. The marriages between states were used to create harmony while developing alliances for the sake of developing international security. Such development leads to the creation of harmony within the states thereby improving the quality of international relations. Despite the changes in leadership, several issues could be addressed between the courts of the different countries and the governments. The success of the governance can be evaluated in a sincere and illustrative approach. Davies addresses the current issues affecting international relations by comparing the current government set up to the traditional set up with kings and courts Introduction The letters of Amarna are viewed as the beginning of the international relation between countries and states. The letters addressed to several states have a different meaning and understanding because they present a challenge on the various fronts. The difficulty of u nderstanding the traditional letter is based on the understanding of the traditional practices in the society. The letters target a vast range of people and country. There are over 323 letters written on stone clay tablets1. The role of Amarna letters in the establishment of international relations is the main focus of the essay. Amarna letters illustrate the role of harmony and reduced aggression between countries in order to achieve success. The letters are written in the traditional set up that will require the understanding of the traditional roles of governments to understand Amarna approach to the situation. Cohen and Vestbrook offer insight on the nature of the relationship that existed between the Pharaohs of Egypt and the rest of the society through the use of various languages and actions2. Amarna diplomatic approach shows the role of communication and the preserving of the rights of the countries when dealing with international relations. To analyze Amarna letters, severa l challenges exist that are addressed by Cohen and Vestbrook3. These challenges include the analysis and the ability to understand the various reasons for the approach. To understand the letters perfectly, scholars have evaluated the role and effect of the letter, in the international community, both in the past and the current situation. For the

Fashion in different times Research Paper Example | Topics and Well Written Essays - 750 words

Fashion in different times - Research Paper Example The fashion trend that became popular in the 1960s faded away, but others remain engrained in the social â€Å"fabric† and space age clothing and miniskirts are examples of the surviving trends. Today’s fashion is more laid back as far as political and social expression is concerned than it was in retrospective times people rarely use fashion to express political or social views, but mostly to assert their individuality. This paper will examine the fashion scenes in the  1960s and today and attempt a comparative analysis contrasting and comparing the two periods in respect to dress and fashion. In some ways, the fashion scene has remained the same and one can even claim the 1960s are the motivation for much of today’s dress culture. During this period, jeans became very popular especially among the youth who wanted something comfortable practical and which would feel natural. However, the use of leather and animal skin to make clothing items has come under sharp criticism by animal right activist and environmentalists result it is not as popular as it was then. As such, many youths would wear tie and dye t-shirts and jeans, today jeans are still a dominant feature of fashion, despite the many adjustments and improvements, a pair of battered or new jeans from the 1960s would easily fit into the wardrobe of a teenager today. Furthermore, another Similarity was that the brightness and liberalness of the clothes, miniskirts worn then would scandalize many modest modem day women. In the 1960s, people were not afraid to experiment with colors and the same trend seems to have taken root in modern fashion with colors and flower patterns seemingly being fashionable (â€Å"Fashion Trends for Spring/ Summer 2012†). This is in sharp contrast to retrospective (pre -1960s), conservative colors and designs. According to Glamour magazine, 2012 spring runways looked a lot like Lady Gaga’s concerts in that the designs were liberal with the colors and

Is Facebook Response for our Loneliness Essay Example | Topics and Well Written Essays - 1250 words

Is Facebook Response for our Loneliness - Essay Example During her last days, she looked for companionship from fans whom she met through Internet sites and fan conventions. When news of her death got out, she was the subject of over 16,000 posts on Facebook and more than 800 tweets. In â€Å"Is Facebook Making Us Lonely,† published in the May 2012 edition of The Atlantic magazine, Stephen Marche looks at the phenomenon of Facebook and how it affects our relationships as human beings. In a similar way to most of us, Vickers’s network of communication had increased yet decreased at the same time. Many of us can be easily accessed but yet we live in isolation. In recent years, technology has moved us to a way of life (technology) that we wholesomely rely on. In the extreme, several miles of fiber-optic cables were installed between the Chicago Mercantile Exchange and New York Stock Exchange in order to increase the speed of transmission during trading by three milliseconds (Marche 2012). But, in spite of absolute and instant c ommunication, we can suffer from loneliness. The more the new socializing modes, the less of an actual society exists. The more the connection, the lonelier we become. As of last year, Facebook had over 800 million users and revenue in excess of $3 billion (Marche 2012). The company further aims to be the largest internet IPO ever. Although it is the first site to have more than a trillion page views in a month, the way in which it is used is causing harm to its users without them knowing (Lushing and Atwan 45). Even Facebook’s owner, Mark Zuckerberg, who is one of the youngest billionaries in the world, experiences loneliness like the rest of us. As can be seen in the film The Social Network, his loneliness is evident when he sends a friend request to his ex-lover and then waits for a response while refreshing the page (like many of us have desperately done). Unlike the Friends circle in Google+, which suggests that people only include his or her real friends, Facebook has c reated a cyber world that includes people with whom we have never interacted. This depicts the interference that Facebook has brought about in relationships—it promotes the isolation that it was designed to overcome. Many people thought that Facebook was developed as a solution to people suffering from loneliness. This innovation seemed to be a solution at the time; however, recent studies show that loneliness rates in American have significantly increased. Additionally, isolation has increased unhappiness in the U.S. To understand the real effect social media forms have caused, we need to realize there is a difference between loneliness and being alone. Being alone is a beautiful thing. On the other hand, loneliness is a sad thing; it is also a psychological condition. Analyzing data from Dutch twins in 2005 showed that they both had similar genetic conditions as they did psychological problems (Marche 2012). Nonetheless, loneliness is difficult to explain. The UCLA loneline ss scale is the best tool to measure the loneliness of a person. Studies using the scale have shown that loneliness is increasing rapidly within a short time. A leading American study shows about 20 percent of Americans suffer from loneliness (Marche 2012). Single people suffer from loneliness more than married couples who are confidants. Another study found that active believers who perceived God as helpful and nonfigurative were less lonely than those who saw God as wrathful. Due to increased rates of loneliness there is a fear of an epidemic across Europe, as suggested by health experts. Loneliness and bein

STRONG LETTER Essay Example | Topics and Well Written Essays - 500 words

STRONG LETTER - Essay Example Without education, it will be impossible for me to get a suitable job that can help me in paying back my loan. I do not want to be dismissed from the university after coming this far. I assure you that I will focus more on my studies now as I have more time for studies now as compared to before. Earlier, I was the only source of income for my family due to which I did not have much time to spend on studies. However, my life has changed recently. My wife has started working due to which I have more time to study now. It will be difficult for me to cut off from studies at this point of time when I have completed the major portion of my degree. I have completed all of my courses and have met all the requirements of becoming a physician. All I need to do is to pass the board exam to complete my medical degree. I understand the consequences of failing my board exam. I know that I will have no chance for residency in this country without this degree. I also know that without this degree, I will not be able to get any job here in the United States. I may have hard time to practice in the United States, but I can return home where my degree will be very valuable. I am taking this exam very seriously. It was just a mistake that I made a wrong choice by writing the clinical skills (CS) part before writing the critical knowledge (CK) part in the board exam. I assure you that I will not repeat this mistake if given a chance to continue my study. I have also registered for a program that I think will be very helpful for doing CK, CS, and NYCSPrep. The program director, Dr. Lakshman Somasundararam, is a practicing physician and he has promised to help me. He wants me to complete CK before doing CS. He has also assigned a mentor who will help me in studying CK for the next two months. He can be contacted on my behalf at (917) 349-2605. Please, I am asking for a chance to allow me to pursue my degree. Having come to this point and

Irish Migration in the 19th Century Essay Example | Topics and Well Written Essays - 2500 words

Irish Migration in the 19th Century - Essay Example Ireland once belonged to England as one of its oldest colonies. It became officially absorbed as part of United Kingdom after the Act of Union on January 1, 1801 (Moving Here Ireland in the 19th century, par2). English was the official language of the country. Statistics showed that the percentage of people speaking in Irish decreased to less than 15% by 1891. In terms of economy, Ireland was largely agricultural. People largely depended on potato crop as their main source of livelihood. "By 1840, it has been estimated that 3 million people depended upon the potato, sometimes supplemented by buttermilk, with an adult male consuming up to 6.3 kg (14lbs) a day." (Moving Here Agriculture, par.4). Poverty is evident in their social class- the laborers who depended on the success of their crop harvest and the unemployed who live in wretched cabins and miserable huts. The living conditions of Irish in the 19th century can be depicted in the common notion of what an Irish notion is. It was stated in an article in the website of Moving here Gallery that the miserable hut of an Irish man consists of "an unpaved clay floor below, a roof of straw and weeds, dank, and soak, and rotting overhead, miserable bed in the corner, an iron pot over a peat fire, a black and filthy sink before the door." (Moving Here Living Conditions, par.3). To say that Irish people only have a meager amount of income is an understatement. The uncertainty of their lives was similar to the uncertainty of nature where most of them depended. The potato crop failure known as the Great Famine which hit Ireland from 1845-1850 left many people starving to death. This compelled Irish to leave their country and look for their fate and luck to other countries, mostly in the United States and Canada. "It is estimated that almost one million people died, and almost the same emigrated." (Moving Here, par.3). Ireland's population dramatically decreased by 2 million which was from 8 million to 6.5 million from 1841 to 1851. "Early 19th century emigrants tended to come from the more prosperous northern and eastern countries, including Wexford and Dublin." (Moving Here Other Parts of Ireland, par1). Hence, immigration can be characterized as the people's mechanism to survive although later discussions would show that the early Irish immigrants or the early settlers experienced poverty, oppression, social injustice, and inequality. To illustrate this, an article entitled Irish Immigrants in America during the 19th Century found in the website of Kinsella indicated that "even as the boat was docking, these immigrants to America learned that life in America was going to be a battle for survival. Hundreds of runners, usually large greedy men, swarmed aboard the ship grabbing immigrants and their bags trying to force them to their favorite tenement house and then exact an outrageous fee for their services. As the poor immigrant had no means of moving on, they settled in the port of arrival. Almshouses were filled with these Irish immigrants. They begged on every street" (par.2). Early settlers in both countries experienced most of the struggles and hardships in establishing their lives in another country but their efforts paid off as their descendants became better educated and skilled. Irish migrated to prosperous countries such as the United States

Question 26 of 30 Identify the strength and weaknesses, in general, of Essay

Question 26 of 30 Identify the strength and weaknesses, in general, of survey research - Essay Example A weakness of survey research is that the results of the research are primarily depicted by the quality of survey conducted by the researchers. Some of the biases of survey research are interviewer bias, non-response bias, sample bias, and questionnaire bias (jou.ufl.edu, n.d., p. 1). In survey research, information is collected by asking questions in written or oral form. There is hardly any objective measure to judge the reliability of questions. What is perceived by one respondent one way might be perceived by another respondent in another way. The data becomes even less reliable when the respondents are asked to respond to written questions because there is no one to explain their meanings. In addition to that, the respondents are necessarily required to choose from among a set of responses, and the respondent has to select only from them whether or not any of them actually reflects his/her thoughts. Retrieving only the correct and the required information from people is a skill that is not mastered by many researchers. Accordingly, the results of their studies obtained from survey research are not very

Achievement Motivation Essay Example for Free

Achievement Motivation Essay The cognitive theories stress that need for cognitive stimulus as a way of motivating the learners to acquire new knowledge (Weiner, 1990). Thus whenever learners are faced with new tasks or challenges, they seek a solution based on their past knowledge and skills. This view corroborated Jean Piaget’s past works on how institutions adapt and plan to execute tasks. Piaget, in his various studies held that people confronted with a gap between fresh knowledge and existing knowledge of belief experience a psychological disequilibrium, which prompts them to solve so that they are back to a state of equilibrium (Weiner, 1990).   Another psychologist, Jerome Brunner, supported Piaget’s cognitive theory and suggests that learners should be prompt if identifying such knowledge gaps so that they are closed. However, studies show that the cognitive theory by Piaget is complex in implementations because learners experience different disequilibrium every time and synchrony to fill the gaps is a great challenge (Weiner, 1990). Behavioural Theories The behavioural theories were first studied by B.F. Skinner. This theory stresses the reinforcement of specific behaviour in order for extrinsic rewards achievement. The behavioural theories aid the learning process and understanding of why learners respond positively to some subject in class. This theory therefore offers the first explanation to the subject specialization trends such as languages and mathematics. However, social theorist like Bandura differ with B.F. Skinner and stressed the effects of learners need to be identified with specific subjects such as languages and mathematics. This led to the learners copying other people who have achieved past successes in the same field (Weiner, 1990). Later studies revealed that too much extrinsic motivation such as rewards is counter productive at a later stage and become a barrier to knowledge acquisition. This trend leads to over reliance on the tutor and fails to achieve the positive nature of intrinsic motivations. Therefore, tutors should apply extrinsic rewards only when appropriate as a strategy of maximizing its effects on the learner (Weiner, 1990). The humanistic Theories Abraham Maslow is regarded as the father of humanistic theories of achievement motivation. Maslow posited that people’s needs follows natural needs as ranked in a hierarchical order or importance (Weiner, 1990).   Maslow outlined a five-stage pyramid level of needs from the bottom to the apex as follows: physiological needs; safety needs; need to belong; self-esteem; and self-actualization needs. The apex of the pyramid has the self-actualizations and defines the person’s needs to operate under their full capability and capacity. This need is followed by the esteem needs that define the people’s self-projections and need to be recognized. The next level of needs is the belonging. This applies to the people wanting to be associated by peers. The next level of needs is the safety of individuals derived from the environment security. The bottom of the pyramid has the physiological needs, defined by access to food, shelter and drinks among others (Weiner, 1990). Maslow’s needs hierarchy are important for identification of cognitive needs that outline when individuals are satisfied from the basic levels. Maslow’s needs hierarchy will only be effective when people are free to probe the environment, acquire knowledge, show equitable resource distributions, are transparent and maintain order (Weiner, 1990). The problem with Maslow’s hierarchy of needs is the inability of the tutor to determine the exiting level of the learners’ satisfaction. Similarly, if the tutor is aware, they may not provide the need to the learners. Either way, the tutors have the role of modifying the learning environment to suit the surrounding learners’ needs (Weiner, 1990). Achievement motivation theory John W. Atkinson and David McClelland advanced this theory. This theory holds that people seek to achieve the highest state of aspirations. Therefore, people success aspirations are defined with failure avoidance in mind. These needs are achieved whenever an individual is successful. Thus, successful learners will claim a needs achievement depending on the subject specialization and gender as highlighted in sections of this paper. On this gender issues some studies have shown that females in patriarchal societies avoid success to protect their relationships (Weiner, 1990).   Weiner (1990) did further studies in the area odd achievement motivation. These findings considered factors of learners’ failure to achieve success whereby those who fail blame inability and bad luck. Those who succeed justify low efforts by those who failed and cite ability to succeed. The problem with the achievement theory is ability to measure and evaluate the evaluate the heights of aspirations, specify needs, identify failure as well as varying achievement behaviour (Weiner, 1990). Various works on achievement motivation theories were completed and peer reviewed over the years and most of the findings fall under learning theories and cognition theories as applied under the learners’ context (Dovona-Ope, 2008, p. 25). An adult’s achievement motivation draws its success from historical childhood period where aspirations and self-actualization are set. Therefore, when people grow up in life, they are directed by goals of achievement, which clarify purpose and objectives of achieving academic targets and others (Anderman, et al, 2004, p. 1-26). Further student achievement motivation in any academic program is to accomplish their meet the academic tasks criteria as a contemporary theory. Thus, various academic goals will be outlined to the students’ specific behaviour, intellectual capabilities and level of engagement (Ames, 1992). Student who show high level of self efficacy in special areas of learning are likely to achieve more because of the support they get from their peers, guardians, intellectual maturity and emotional preparedness (Dovona-Ope, 2008, p. 25). Contemporary perspectives on achievement motivation and how they are utilized today According to Dovona-Ope, (2008, p. 26), there are at least four contemporary factors that need to be considered when one is seeking to understand achievement motivations in a scholarly area like PhD. First, one needs to avoid the deceptions that these goals are achievable with an individualistic attitude. In the contract, collectivism with other students pursing similar goals is very important as process mistakes will be corrected effectively. This contemporary theory relies on experience that collective academic pursuit makes problem solving process and goals achievement easier (Dovona-Ope, 2008, p.26). Second, achievement motivation theories should steer of attitudes and belief that people will not succeed. This kind of complacency creates a barrier to achievements in academic process. (Dovona-Ope, 2008, p. 26). It is recommended that pursuant of the goals stick to their original plans and direction despite the many challenges abound. This process is achievable from intrinsic motivations where the goal setter listens to their inner voice that the successful completion of their career will lead to satisfaction (Wolters, 2004, p. 236-250). The earlier mentioned collective association in scholarly tasks would mitigate the fear of lack of achievement of academic goals. Studies show that collective association can overcome difficult academic times because the other member will advance positive ideas (Dovona-Ope, 2008, p. 26). Kahlefeldt (2004) agrees with this position and goes ahead to note that people become what they believe whether in success or failure. The third contemporary theory of achievement motivation is persistence (Dovona-Ope, 2008, p. 26). Persistence is one way to secure achievements learning needs because the goal pursuant focuses irrespective of the inner void to give in.   This has implications that people must believe in their capabilities, fortified by self-efficacy in PHD course as an example. Persistence also implies that the learners are able to cope with any diversionary factors along the way (Dovona-Ope, 2008, p. 28). The fourth contemporary theory on achievement motivation is premature declaration of total achievement and success. This state leads to lack of attention to details and barriers to important feedback on the process (Dovona-Ope, 2008, p. 29). Contemporary learning theories suggest that scholars should pay attention to feedback loops and mechanisms because they stand to learn more from their mistakes than from their successes. Schloss, (2001, p.8) supports this view and highlights the importance of some mistakes in a learning process in order to reinforce the achievements when issues are clarified. Other contemporary theories of achievement motivation are been built on place based education environment (Duffin, 2005). This theory suggests that people are motivated to achieve knowledge based on the natural environment and cultural perceptions. Therefore, collective culture will achieve more if the learners are in teams or groups when learning tasks are set. Similarly, the learning tasks will be achieved more when the tasks are learner centred than tutor centred (Athman Monroe, 2004, p. 9-25). In a study to determine the impact of place based education of on achievement motivation in the US, ten different reviews were carried out in more than 16 states with a framework of 265 academic institutions. This study was done over 7 year’s period from 1998. The results showed that this program caused change in the learning institutions culture, improved learners’ engagement and aroused curiosity, increased the learning achievements and prepared new grounds for future teacher practices (Duffin, 2005). Further studies showed that the learners who were exposed to more environmental stimulus achieved more that their counterparts. This particular finding stressed that the school going motivation process alone had over 10% influences in the learners’ achievements. Among the historical theorist in achievement motivation was Atkinson in 1964, who carried out a study to compare learners with high achievement motivation and phobia for failure vis-à  -vis learners with high achievement motivation and less failure phobia. This study established four dimensions, the success driven learners, the achievers, the failure phobic, failure embraces. Further studies by Covington Omelich (1991), established that Atkinson’s theory were appropriate and went further to state that females tend to conform to high achievement motivation levels and failure avoidance as compared to males especially in language and mathematics. Studies also show that males tend to achieve more motivation than female counterparts in mathematics do than in languages as a masculine cultural orientation vis-à  -vis a feminine culture orientation. Contemporary theories are applied today in various more ways. According to McGonagall, (2007, p. 1-5), contemporary theories are used to tackle the learners challenges to the tutor following their life long experiences in the academic processes. Thus, a tutor may ask learners to interpret a given scenario rather that getting cues from the tutor especially in humanities. In the area of social sciences, contemporary theories are used to unfreeze the elements of common sense amongst the learners. These two elaborations have implications that contemporary theories are used today for awareness of past assumptions that put barriers to the learning process. Therefore, the tutor or trainer assumes a new responsibility of initiating learning change process so that the learners are the centre and key actors (McGonagall, 2007, p. 1). Other areas where contemporary theories are applied are in transformation learning process. In this case, the learners who are now at the centre of the process become assimilated to the achievement motivations. Once learners have successfully been assimilated, there will be lesser resistance to new ideas and minimize knowledge conflicts. Contemporary theories eliminate learning content disorientation then further enhance achievement motivation. This strategy enables learners to identify new knowledge when they face tasks (McGonagall, 2007, p. 2). Contemporary transformation theories are used today to stimulate learners’ self-reflection and efficacy. This is a very critical step because it enables the learners to form peer groups for ideas exchange as they open themselves to criticism. Thereafter the tutor or trainer will be able to comprehend the learners’ knowledge background and the best approaches to measure and evaluate them (McGonagall, 2007, p. 2). The tutors and trainers to are using contemporary theories today to activate the learners’ limitations to a new knowledge beginning by learners’ surveys. The outcomes of such surveys are important for critical reflection of the learners. Later, tutors and trainers can use these outcomes to stimulate critical discourse where learners argue their points of view at peer level (McGonagall, 2007, p. 3). Contemporary transformation theories are used today to balance between learners workload so that they neither resist nor loose hope of their achievement motivations. New ideas management that fosters transparency of goals (McGonagall, 2007, p. 4) achieves this process. Evaluation of Memory Cognitive processes In a study by Koriat, et al. (2004, p. 643-656), memory is an important aspect of cognition because as applied in judgement in a learning process. Memory is the ability to cue knowledge and experience to respond to a stimulus influence (Koriat Bjork , 2005, p. 187-194). Therefore memory during learning is a predictor of competence of illustration of a given content or perspective. Differences in memory especially during an examination process arise due to delays, cue models, illusions or judgement perspectives. All these factors affect achievement motivation of the learners as they show how accurate they will be able to retain impacted knowledge in any learning environment (Koriat, et al. 2004, p. 643-656). Memory subject has various sub processes applicable in achievement motivation: Sensory Memory sub process According to a study by Bigand, et al, (2003, p. 159-171), the sensory memory aids in brief retention of the raw information stimuli as the person decided whether to act or store the message. Sensory memory is often very short and is perceived from the five senses of the body. When sensory memory stimulus is well structured, they can aid the cognitive memory process by enhancing retention of knowledge and skills. Sensory memory articulation is by visuals such as pictures and practical tasks (Yousoof, Sapiyan Kamaluddin, 2006, p. 259-260) In practice, sensory memory prioritizes knowledge during a learning process, hence contribute to achievement motivation. Studies show that sensory memory act without synaptic stimulus because of short feedback system. Tutors normally use sensory memory to model tools and loops for reinforcing the learners’ theoretical concepts. In real practice, sensory memory has a metaphorical symbol in learning to bridge the gap between abstract and real factors or knowledge achievement motivation (Yousoof, Sapiyan Kamaluddin, 2006, p. 259-260).   Working memory sub process Following a research by Juff (2004, p. 199-226), working memory is useful in aptitude tests to show how people connect phonological loops, grammar and lexis especially when one is learning a second language. Working memory also defines how one uses vocabulary when speaking, writing, behaving, frequency of use of words, styles of grammar and the word connections (Juff, 2004, p. 199-226). In terms of Achievement motivation, working memory applies in proficiency tests, reading tests, vocabulary breadth and in sentence constructions. Further, working memory is useful in aptitude tests and examination of language proficiency attainment (Juff, 2005, p. 121-151). In real practice, working memory also show how fast one is able to communicate in a given language or subject of specialization, that is, ability to distinguish one subject from the other by achievement motivation (Juff, 2004, p. 199-226). Long-term memory sub process According to a study by Wan (2007), long-term memory is the ability to retrieve information store after a long period of from a conservational and operational point of view. Long-term memory depends on the information classification therefore this is a predictor of how the information will be presented on stimulus (Wan, 2007). If information is old, it will not be retained and this explains how learners loose information in the longer learning period. Studies carried out to analyse long-term memory relation to cognitive process showed that the period of follow up after knowledge was impacted is very important for longer-term retention. Additionally long-term memory improves with regular rehearsal (Nuthall, 2000). In real practice, this has implications that academic contents need regular tests in order to improve the memory by the learners and their achievement motivation. Recognition sub process A study to establish existing differences in recognition (Ray Reingold, 2003, p. 131-137) showed that mismatches starts at the information coding stage and later at the encoding stage. Further, knowledge recognition depended on the sequence of internalization and speed of the process. Therefore, learners with better recognition simply reflected those who could quickly match the stimulus with the internalized knowledge codes. This study also showed that a delay in probing the store knowledge might case a lapse in recognition of certain information. In real practice, the recognition factor has implications that learning tasks need regular performance and practice other than the normal theory process of achievement motivation (Ray Reingold, 2003, p. 131-137). Recall sub process A study by Cowan et al. (2005, p. 67-73), to establish how immediate recall is affected by speed of the brain process, showed that speed was not a major issue on the accuracy of the knowledge recall. This study confirmed that knowledge presentation speed affected recall, as is the case when practical learning experiments are executed under times sessions rather than under leisure sessions. Additional factors that affected recall are the speed and frequency of rehearsal. As far as the recall is either verbal or writer form, recitation is attributed to higher recalls in verbal presentations (Cowan et al., 2005, p. 67-73). Further, this study concluded that capacity of knowledge, other than speed might also impact on the recall process, so that dense scope of information may take longer to recall. This study was very cautious on the speed variable because a set of manipulations gave different outcomes as far as recall is concerned. Finally, this study established that recall of difficult tasks may sometimes be easier that for easy tasks because the learner keep putting a lot of effort in trying to memorize and recall the knowledge. Therefore, it is common to see such a learner experience tip of the tongue phenomenon when trying to recall a simpler task (Cowan et al., 2005, p. 67-73). Recall process has achievement motivation implications that lexical learning process will be either slow or fast depending of the modes of tests as either rehearsed or random. Similarly, this study as implications that speed of learning can moderately affect recall, therefore learning process and curriculum development should bear capacity and duration in mind (Cowan et al., 2005, p. 67-73). In real practice, the variance in recall accuracy has implications that learners should be taught in phases when tasks are complex rather than in bloc strategies so that above average recall is achievement and motivated. Elaboration sub process According to a study by Reigeluth (1992, p. 80-86), on the elaboration theory, showed that learning contents need to be arranged in a hierarchical order of complexity to increased retention effects. The elaboration theory insinuates that simpler tasks should precede complex tasks in a learning process in order for the learners’ achievement motivation to stay alive. This elaboration theory has implications that the learners should always be reminded of previous lessons so that they can build on the next level of knowledge. This strategy will enable the learner to gain meaning of the following knowledge and skills internalization (English Reigeluth, 1996, p. 23-42). The elaboration process calls for various factors in order to be successful in a learning process; clarity of sequence; set induction sequence; conclusions; synthesis; ideas; recall strategies; and finally, the learners management (Reigeluth, 1992, p. 80-86). The elaboration theory is relevant in the way the tutor will present the current lesson as a continuation from the previous lesson. The elaboration theory also needs specific objectives, ideas and concepts to be broken down step by step so that the learner can optimize recall of the skills and knowledge (English Reigeluth, 1996, p. 23-42). The elaboration theory is relevant in today’s learning process because the tutor that has identified the fast and slow learners can put in extra efforts to improve the performance of the slow learners. In real practice, the elaboration theory also emphasizes that practical lessons should be included in the lesson planning to reinforce the theoretical learning process and achievement motivation. This can be achieved practically by workshops, laboratory and field visits (Reigeluth, 1992, p. 80-86). Rehearsal sub process According to a study by Dosher and Ma (1998, p. 316-335), longer words tend to slow in recall as compared to shorter words. Therefore, words like she; to; buy; put; me; are easier to recall than words like tomorrow; exaggerated; purchase; masquerade; e.t.c. The purpose of rehearsal is to improve the recall rate of such words in order for the length to shorten from a psychological point of view (Parlie, Singh, Vasudevan, 2006, p. 80 88). Rehearsal will suppress the phonological lengths and ease the articulation of the longer words just like the case of the shorter words. Once this is achieved, the learner will be able to give a continuous speech with accurate pronunciations (Dosher and Ma (1998, p. 316-335). In real practice, the relevance of the rehearsal process is in the patients with speech problems especially those who incapacitated muscular control of language. Rehearsal will improve the overall speech gaps and controls. Rehearsal can act as maintenance of phonological control process in achievement motivation (Baddeley, 2000, p. 544-549). Sub process Applications As learners transform from one level of academic achievement to the next, say from masters to PhD, they recognize the criticism that required them to achieve higher that the previous levels (Shin, Daly Vera, 2007). This pressure may cause some degree of depression, self-esteem complexes, overload and feeling of quitting. This has implications that achievement motivation and the career level engagements are inseparable from memory sub process. Some factors like ethnicity of the learner, verses tutor or supervisor, degree of peer support (Hanushek, et al 2003, p. 527- 544), and the learning norms can also impact of the memory achievement motivation (Shin, Daly Vera, 2007, p. 379- 388). A critical literature review established a research pattern that focuses on memory achievement motivation over the last two decades. Studies in the area of memory attribution or motivation theories have led to 4 categories of findings. First, Tutors should avoid aiding learners using elaborations unnecessarily when the tasks are simple because slow and low achieving learners regard this as a hint due to their low capabilities and learning efficacy (Graham Baker, 1990, p. 7-14); (Schunk, 1990). Second, learners’ earlier sign of efficacy for achievements via strategies like rehearsals should propel them to high performance so that they take charge of their individual lives (Schunk, 1990). Third, learners that regulate their learning achievements are in line with their self-efficacy and reality of personal capabilities to achieve high outcome in the learning environment and have recognition that the process is worth its course (Schunk, 1990). This is true because the learners’ metacognitive plans, evaluation and realignments show their ability to control the input in the learning tasks (Graham Baker, 1990, p. 7-14). Fourth, learners’ initial academic exposure such as master degree will play a key part in the next level academic achievement such as PhD because they have better recall of   previous knowledge and skills (Graham Baker, 1990, p. 7-14); (Schunk, 1990). Studies in the area of memory achievement have also lead to 4 main categories of findings. First, learners are motivated when they believe that tutors are concerned about their outcomes as far as long-term memory is concerned (Pokay Blumenfeld, 1990). Thus tutors that care show interactions with the learners and this bridges the gaps between their learning expectations and the knowledge status (Wenzel, 1997). Similarly, tutors that show concern for the learners’ progress complete the feedback loop in a positive manner (Ryan Pintrich, 1997). Second, learners will rarely seek assistance when they know that their memory self-efficacy will be in question; when their cognitive prowess is down; and when they see very little gains from the help process. In the contrary, proactive learners who seek to boost their working memory will seek tutors guidance appropriately (Ryan Pintrich, 1997). Third, highly motivated learners that are utilizing the learning opportunities effectively are likely to be high sensory memory achievers (Pokay Blumenfeld, 1990 p. 41-49). Various learning strategies will yield varied outcomes based on the learners’ perception of the age of the learning tools and materials. This has implications that tutors should stress on domains of new learning tools every time they make new changes from the weaknesses of the previous memory learning tools (Pokay Blumenfeld, 1990 p. 41-49). Fourth, learners are motivated to cheat when their learning institution stresses on performance and rote memory skills; when they perceive that cheating is okay; when the tutors stress extrinsic outcomes with poor elaboration; when the learners are stressed up on their academic tasks and cannot recall knowledge (Anderman et al, 1998). The various psychologist and theorists base these critical views on actual observations.   Thus, learners that are perpetually cheating in exams take motivation from high administration demands for success and achievement especially in mathematics and languages (Anderman et al, 1998). Other learners who transfer to new institutions and were not held more accountable for achievements in the previous institution, hence cheating may be rampant. Learners not held responsible tend to relax the long-term memory achievement priorities and failure may not be an option. Learners that have high self-efficacy will tend to regulate their study times so that they have a tenable strategy for achievement and technique for success (Anderman et al, 1998). Finally, learner with high self-efficacy will shun tutor help as which contradicts the earlier observation that those with low efficacy and achievement also shun help. Therefore, this critical analysis will be useful in training tutors to manage a diverse learning environment and people (Pokay Blumenfeld, 1990 p. 41-49). Various cognitive sub processes can also impact on memory achievement motivation. The expectancy theory by Atkinson was tested for achievement motivation trajectories especially in mathematics and languages across the gender divide. The tests showed that language acquisition and skills motivations were insignificant and depended on the achievement motivation. However, females tend to acquire more achievement motivation in languages than males from 10 years onwards (Penner, 2003, p. 650-655). Characteristics of cognition and learning and application context within learners’ specialization in summarizing the relationship between training and education in the context of cognition. There are driving factors that summarize the relationship between training and education in the context of cognition. Learners need to understand the contents and goals so that they can add value to their lives. This has implications that the training or tutorial process must be well defined for maximum achievement motivation. Learners need to take active role in the training or tutorial process so that they acquire the latest knowledge and skills. This has implications that the learners must be responsible in the whole process of achievement motivation (Shunk, 1990). Learners need to experience the ultimate success after each training or tutorial. This has implications that the training or tutorial process must be realistic and the feedback loop must be shortened and effective. Learners need to receive rewards for every level of achievement whether intrinsic or extrinsic. This has implications that the learning process must be safe and prepared for this achievement motivation reward delivery. Learners need to ample time to rehearse, recall, elaborate, recognize and work through the course contents. This has implications that the training or tutorial contents must be relevant and objective for the learners future career and achievement motivation. Finally, learners need to evaluate their working memory by themselves regularly. This has implications that peer and social cognitive characteristics need stimulation earlier in the course contents to facilitate self-evaluations for achievement motivation process (Shunk, 1990). There are various characteristics of cognition and learning that can be applied within the learners’ context and area of specialization to sum up the training needs and the academic context of cognition. These include the learner self control under achievement motivation; the flexibility during the learning process; internalizations of the learning contents; persistence of the leaner ; acceptability to accomplish complex tasks; phobia of learning; success inclinations and tendencies; learning independence; willingness to learn; ability to set achievable goals; orientation to the academic level; learners competitiveness and aggression; learners mastery, dominance or area or specialization; learning content flow; learners ability to compensate for content gaps; and learners pride in content achievement motivation ( Byrne, et al, 2004, p. 203-217). When it comes to these attributes ability to be mapped to predict the training needs and education for cognition, there are no major studies that have been accomplished. What is certain is that many countries are using these factors of personalities   apply these characteristics in simulations so that they can be used in interviewing workers for respective jobs as a predictor of their success at jobs (Fleenor, McCauley Brutus, 1996, p. 486 -506). The relationship between training and education in cognition should be developed from the job area that the current learner has in mind; outline the achievement goals in the training area; specify the degree of achievement proficiency; ability to internalizes the contents of the training so that the overall job performance is boosted. Since the learners are majors in the subjects, the tutor need to adopt their learning style so that the locus of control can be directed to enable the learners take responsibility in the training process to maximize achievement motivation. This approach will also ensure that the learners exploit any available opportunities to enable them make the best decisions. This process will best be accomplished by the learners self evaluation within the study context irrespective of their individual characteristics.   There are additional characteristics of cognition and learning applications that must be applied to the learners’ area of specialization for optimum achievement motivation. First, cognition and learning need an enabling environment so that the learners are free to interact and internalized the contents (Pokay Blumenfeld, 1990, p. 41-49). Second, cognition and learning applications should evaluate the learners existing knowledge ahead of outlining new knowledge to be impacted (Pokay Blumenfeld, 1990, p. 41-49). Third, cognition and learning applications need to be realistic and sensibly tied to the objectives with clarity on the performance benchmarks (Pokay Blumenfeld, 1990, p. 41-49). Fourth, cognition and learning applications should devote appropriate timeframe so that the skills are internalized (Pokay Blumenfeld, 1990, p. 41-49).   Fifth, cognition and learning applications should stress content validity so that the learners can make good use of their time (Pokay Blumenfeld, 1990, p. 41-49). Sixth, cognition and learning applications should specify the tasks in a priority manner so that learners can optimize the knowledge and skills in order or priority (Pokay Blumenfeld, 1990, p. 41-49). Seventh, cognition and learning applications should delegate tasks based on the complexity and learners capabilities. Finally, cognition and learning applications should seek constant feedback by measurement and evaluation (Pokay Blumenfeld, 1990, p. 41-49). Conclusion: Social and personal influences on cognition and how these influences the learner’s specialization This paper has evaluated the role of achievement motivation on cognition and learning along the various characteristics of the learners’ contexts. There are variances in the achievement motivations based on the learners’ specialization such as mathematics or languages. This study did not find a specific pattern to suggest that achievement motivation is gender biases passà ©, but show that gender characteristics have some level of influence on achievement motivation process and outcome. As a social factor, this study established that achievement motivation can be effected through peer learners association, tutors tools and styles of engaging the students and quality time spent between the tutor and the learner. As a personal factor, this study also established that achievement motivation can be effected today by the study based settings or environment in addition to the individual learners efforts. This study highlighted cognitive, behavioral, humanistic and achievement motivational theories as the main historical foundations for achievement motivation (Weiner, 1990). Further individual motivational characteristics were found to predict the learners’ achievement motivation today. Specifically factors that are closer to the learners such as the classroom environment, learning tools, styles and tutors will vary the achievement motivation. These social and personal influences can be applied in a linear style to influence the learners’ specialization (Singer Willet, 2003). From a gender perspective this study shows that the achievement motivation progress of males can be more predictable than of females in the language instructions today. This has implications that males who specialize in languages may need more contact hours with the tutor than their female counterparts.   As a summary of social and personal influence on cognition and achievement motivation, this study established that various learner memory characteristics such as rehearsal, elaboration, recall, recognition, long-term memory, working memory and sensory memory among other factors, contribute separately or in tandem to overall achievement motivation today. Therefore, for an achievement motivations impact on the social and personal influence on cognition to be realized, this study is of the opinion that controlling achievement motivation using contemporary theories should be prioritized and validated with learning and cognitive theories. In order to influence the learners specialization positively today, the learner must develop self efficacy and minimize hopelessness by living to high achievement motivation expectations (Shunk, 1990, p. 3-6). Therefore learners must ensure they are able to rehearse contents, following the tutors best practices and elaborations. Learners must recognize the need for knowledge and skills recall as a success factor in their future life career. Learners with long term memory will find less need for retraining or tutorial refreshment with additional sensory memory tools. Memory can be enhances in an academic program by tests of the skills achievements (Luo Craik, 2008). This study reveals that memory can be enhanced from training approaches under a controlled learning process. Generally, memory supports achievement motivation under strategic modification and when it is learner centred. Thus, prospective memory is good for long-term memory achievement. Learners who cannot recall knowledge and engage in cheating are engaging in false memory presentation (Luo Craik, 2008).

The Life Of Charlie Chaplin

The Life Of Charlie Chaplin Charlie Chaplin was born April the 16 in the year 1889.His full name is Charlie Spancer Chaplin. He was born in London. (United Kingdom.) Charlie was an film director and an English comic actor. His parents are Charles Chaplin and Hannah Harriette Hillin. But Charlie wrote in his book that he really never knew his father. They work in the theater. His mother artist name was Lily Harley. When Charlie was born his parents got a divorcà ©. When Charlie was twelve his father died, he was an alcoholic .Charlie has two half- brothers, their names are Sidney and Wheeler. Charlie grew up with Sydney , therefore Charlie knew him as the best. Sidney was born in 1885, after the marriage. Spencer became also famous as drummer for Jefferson Airplane, that was the best band in the years. Charlie was to young to know was going on and would not fully know about his half-brother , wheeler Dryden His family was very poor. His mother Hannah sold valuable stuff to stay alive. But after all they have enough food. Because his family had so little money. Therefore Charlie went to a drama. Hannah was sick, when Charlies und Sydneys childhood. Charlie and Sidney lived in more homes example , school and workhouses and his own house.The brothers meet again in 1920. Spencer is died from cancer in January 10, 2005. Sydney died on Charlies birthday, april 16,1965. Wheeler died in September 30, 1957. On the picture see you his family. Charlie Chaplin has been married to four times, he has 11 children. His first wife was Mildred Harris, they got married on October 23, 1918.They got one child , but after three days the child died. They got divorced on April 4, 1921. His second wife called Lita Grey , they got married on November 26, 1924, together they had two sons, Charlie and Lita divorced on August 25, 1927. His third wife called Paulette Goddard, they met when they are on a holliday,Charlie and Paulette divorced in June in the year 1942, she was the stepmother of Sidney and Charlie Jr. His fourth wife was Oona ONeill with whom he had eight children, Charlie and Oona got married on June 16, 1943. His Children. His first child, Norman Spencer Chaplin, he was born on July 7, 1919. His second child , Charles Spencer Chaplin Jr., he was born on May 5, 1925, he has appeared in a film together with his father (Charlie Chaplin). His third child , Sydney Earle Chaplin, he was born on March 30, 1926, he has also worked with his father (Charlie Chaplin) in one movie. His fourth child, Geraldine Chaplin Leigh, she was born on August 1, 1944, she is also known in many movies. His fifth child, Michael John Chaplin, he was born on March 7, 1946. His sixth child , Josephine Hannah Chaplin, she was born on March 28, 1949. His seventh child, Victoria Chaplin, she was born on May 19, 1951. His eighth child was Eugene Anthony Chaplin, he was born on August 23, 1953. His ninth child, Jane Cecil Chaplin, she was born on May 23, 1957. His tenth child, Annette Emily Chaplin who was born on December 3, 1959. His last child, Christopher James Chaplin, he was born on July 9, 1962. Silent Films. In 1895 came the first moving pictures that you could often see at the fair. You can see dancers in butterfly dresses and men boxing. After a time came the silend films. At the begin there were only short films, but because people liked that ,The films were longer with more subjects. In a silent film the actors dont speak. These films were made around 1900. At that time they cant make a film with a sound. a stupid film in the cinema there was a church organ for music. Later came a real organ. In the year 1927 was it possible to make films with sound. Famous people who played in silent films were : Laurel Hardy and Charlie Chaplin. Someone who accompanied a silent film called a Wurlitzer. At that time there were no sibtitles , they used a lot of stuff to make a noice : When in a movie a motor was going on another person make a noice of the motor, when a thunderstorm was struck they make a noice with a pot. So there were movies with sound, a lot of actors dont like that because they a ctors doing more with their mouths and hands . These actors often went to the theater scene there to work there. In the film was someone who told the story of the movie. The silent films had always had a good final, they called a Hollywood end. And for the Europeans a dramatic end.. A pair of Charlies films. ( the great dictator , circus, modern times. ) At the movie the great dictator they make fun of Hitler. The great dictator is Charlies famous film, he writes the movie and directed the movie. Charlie plays two rolls in the movie. One is a jewisch barber and a dictator. This movie is the first that Charlie speaks, he was very afraid for the reactions of the people In the end of the years thirty Charlie worked at this movie but it appeared in 1940 in the theaters. In that time Hitler conquered large parts of Europe. The movie came popular around the year 1941. , the great dictator good be used against the war. research showed that Hitler saw that movie twice. Nobody knows what Hitler thought of that movie. They think that he thought that the movie wasnt funny, because Charlie was playing a jewisch man. Charlie has at admittedly when he knows what Hitler has don that time he doesnt to make this film. The Circus. For this movie charlie got an academy award. If he really got this award earned, a lot of people discuss over that. He had a difficuld time then because he and his second wife lita got in a devorce. Lita was tried to end the cariere of charlie chaplin. This movie stand on the place number 7 for the highest income of the silend films. In the year 1928 brought the movie $3.800.000. Modern Times. This movie came in the year 1933 till 1936. The movie go on premiere on February 6, 1936. Charlie plays in this movie a tramp, he goes together with a unemployed girl from the town and theyre sure everyone gets work. He spends a lot of time with another girl. He and the girl find a job and happiness. This movie brought up $1.500.000. . A pair of Charlies films. (City lights, limelight, Making a living. ) City lights. City lights came out in the year 1931. For this movie get Charlie $1.500.000. In this movie is charlie a tramp , but he met a girl. He says to that girl , : im a millionair. But later she find out that he isnt a millionair. Limelight. Limelight is a movie were many children of Charlie Chaplin in plays. In 1952 begon Charlie to write that story. Charlie write all his movies and directed them. Making a living. Charlies first movie was Making a Living and got in premiere on February 1914. This movie took about a quarter. Charlie knew little from the movies. He has a lot of humor. He thought that the director was nothingà ¢Ã¢â€š ¬Ã‚ ¦ He didnt nothing good. He was very disappointed of the final results. Everything he was hoping to see in the movie , the director has got everything out. But the public liked the movie and recognized Charlie as a really good comic A countess from Hong kong. This was charlies last film, the movie was going out on January 5, 1967. Charlie got with this movie. $3,500,000. His last years à ¢Ã¢â€š ¬Ã‚ ¦ Charlie lived the last years of his life in Switzerland.. In 1972 Charlie Chaplin got a oscar for his whole life. That Oscar called they a academy honari award. He got the longest applause in history from the oscars. , in 1975 charlie chaplin got knighted by queen Elizabeth. So he got a new name : sir Charles Chaplin. And his wife became Lady Chaplin. Charlie Chaplin died in 1977,during the first Christmas night. He died of a cardiac arrest he was 88 years old when he died. On March 8 , 1978 his body was stolen. The people who has stolen the body was tring to get ransom from Charlies wife , but the plan was failed. The body was found 11 weeks later by the leg of Geneve and later they buried Charlie under 180 cm concrete. How get charlie so famous ? Charlie Chaplin had always a derby on , that derby was to tight and he had shoes on they were to large, he always walked with a walkingstick. So came Charlie on stage. He didnt think he got so famous. But he knows that he was a tramp, that he wasnt so lucky. Later he told what the goosepas meant. , he had stolen that from a dronken man, he walked also like a goose with his feet going outside. If you think of the name Charlie Chaplin , the most people knows him from the movie : The little tramp Whole the world loved him ! Everybody knows the sad face of him and his humor. And so he didnt speak the people could understand him. Because the whole world likes him and so became very famous. He has make many movies , and became there awards for. So there are many quotes Charlie Chaplin said and we are still using then. As : A day without laughter is a day wasted , In the end, everything is a gag and We think too much and feel too little. The Source ! http://en.wikipedia.org/wiki/A_Countess_from_Hong_Kong http://filmlegendes.punt.nl/?id=333733HYPERLINK http://filmlegendes.punt.nl/?id=333733r=1HYPERLINK http://filmlegendes.punt.nl/?id=333733r=1r=1 http://www.ednapurviance.org/chaplininfo/chaplinfamily.html http://www.digischool.nl/ckv1/film/chaplin/stomme_films.htm http://www.09366.07sc.thinkquest.nl/stomme_films.htm http://www.movie2movie.nl/r61868-Recensie-Modern-Times.html http://nl.wikipedia.org/wiki/Modern_Times_(film) http://nl.wikipedia.org/wiki/The_Circus http://nl.wikipedia.org/wiki/The_Great_Dictator http://www.charliechaplin.com/films http://nl.wikipedia.org/wiki/Charlie_Chaplin http://www.brainyquote.com/quotes/authors/c/charlie_chaplin_2.html The end !

Hydrated Copper Sulfate Formula

Hydrated Copper Sulfate Formula Aim The aim of the experiment was to determine the empirical formula of hydrated copper (II) sulphate(CuSO4Â · xH2O)by experiment and to investigate the changes of copper (II) ions in solution. Introduction Copper is a d-block Transition metals, which are elements in Group 3-12 of the Periodic Table. It has the electronic structure 1s22s22p63s23p63d104s1, and can form complex formation (Chemguide, 2003). Complex ions are compounds having a central atom surrounded by other molecules called ligands, and these ligands can form dative covalent bonds to the central particle (Lister and Renshaw 2000). Lister and Renshaw (2000) further state that good ligands can displace poorer ligands from complexes, and the log of stability constants (logKc) can be used to measure the stability of complexes. The larger logKc, the more stable the complex (Lister and Renshaw, 2000). Most complexes are coloured since the movement of electrons between d orbitals will absorb a quanta of electromagnetic energy and the resulting energy gap is corresponding to frequencies of electromagnetic radiation in the visible region of the spectrum (Lister and Renshaw, 2000). Copper (II) sulphate has a considerable number of compounds, which have different degrees of hydration. Fishing (2009) points out that pentahydrate (CuSO4Â · 5H2O) is bright blue due to the water of hydration and when heated, the blue copper sulphate can be dehydrated to a grey-white power called anhydrous salt. The structure can be seen in Figure 1. Two water molecules will be lost at 30? when heated, and two more are then lost at 110?, followed by the last one at 250? (Fishing, 2009). As stated by Chemguide (2003), the typical blue hexaaquacopper (II) ion- [Cu(H2O)6]2+ is the simplest form in solution. Forming stronger bonds than water molecules with the center particle (Cu2+), chloride ions can displace water molecules and form a yellow-green [CuCl4]2- (aq) whose value of logKc is 5.6 (Lister and Renshaw, 2000). Figure 2 shows the structure of the [CuCl4]2-. The reaction of hexaaquacopper (II) ions with chloride ions can be shown as: [Cu (H2O)6]2+(aq) + 4Cl-(aq) [CuCl4]2-(aq) + 6H2O(l) (Chemguide, 2003) When copper (II) sulphate solution reacts with ammonia, it has two separate stages. Chemguide (2003) suggests that in the first stage, a small amount of ammonia can lead to hydrogen ions being removed from the hexaaqua ion. As a result, a neutral complex is produced, which is a precipitate with a pale blue colour (Chemguide, 2003). The equation for this reaction can be written as: [Cu(H2O)6]2+(aq) + 2NH3(aq) ?[Cu(H2O)4(OH)2](aq) + 2NH4+(aq) (Chemguide, 2003) Chemguide (2003) further reports that when adding excess ammonia solution, the ammonia will replace four of the six water molecules from [Cu(H2O)6]2+, forming a deep blue [Cu(NH3)4(H2O)2]2+(aq). Its value of logKc is 13.2 (Lister and Renshaw, 2000). The reaction can be shown as: [Cu(H2O)6]2+(aq) + 4NH3(aq)?[Cu(NH3)4(H2O)2]2+(aq) + 4H2O(l) (Chemguide, 2003) Method The apparatus consisted of crucible, spatula, burner and tongs, electronic balance, desiccator and stand, as well as three conical flasks, and the chemicals included copper sulphate, concentrated hydrochloric acid and ammonia solution. The method of this experiment was divided into two parts. According to Lane (2009.a), the practical for determining the formula in part 1 was done as following steps, and all figures gained were corrected to two decimal places. To start with, the inside of the crucible was cleaned with a cloth. Subsequently, a paper clip was placed in the crucible. The crucible was then weighed and the weight was recorded. After that, using the electronic balance, 2.58g copper sulphate was added into the crucible. Before placing the crucible on the stand and heating, the burner was lit and placed under the stand. Using the paper clip, the crystals were stirred when heating. The change in colour was then noted. After that, using the tongs, the crucible was placed inside the desiccator to cool down. When cool down to room temperature, the crucible was reweighed and the procedures heating, cooling, and weighing were repeated until constant weight was recorded. Some water was added to the crucible at the end and the result was noted. In part 2, the steps making complex ions in solution can be shown below (Lane, 2009.b). At the beginning, some copper sulphate and water were put into three conical flasks and these flasks were shaken and observed. After that, using a pipette, concentrated hydrochloric acid was dropped into one flask. Any phenomena were noted. Before observing, a small amount of ammonia solution was then added into the second flask. At the end, excessive ammonia solution was put into the third flask and the result was recorded. Discussion: In part 1, using the data from Table 1 and the formula n = m/Mr, where n = moles, m = Mass of sample and Mr = relative Molecular Mass (Lane, 2009.b), the steps in the calculation of the formula (CuSO4Â · x H2O) can be shown as follows. Mr (CuSO4) =159.6 m (CuSO4) =1.64g n (CuSO4) = m/Mr =1.64/159.6 = 0.010289 moles Mr (H2O) = 18 m (H2O) = 0.94g n (x H2O) = m/Mr = 0.94/18 = 0.052222 moles The ratio can be determined: CuSO4: x H2O = n (CuSO4): n (x H2O) Therefore: 1 : x = 0.010289 : 0.052222 x = 5.0755 The value x = 5.0755 can be approximate to x = 5; therefore, the empirical formula is CuSO4Â · 5H2O. As stated by theory, when heating the crystals, the water will evaporate depending on the temperature. Repeating heating and stirring the crystals can ensure the hydrated CuSO4 is dehydrated completely. The positive result of x = 5 indicates that the heater can reach 250? at least in the experiment, which provides the power to drive off all water molecules from the crystal. Copper (II) oxide (CuO) and sulfur trioxide (SO3) will be produced when heating the crystal at around 600? (Fishing, 2009). It can be deduced that when over heating, the black CuO (s) and the pungent smell SO3 (g) would be observed. The colour changing grey-white to blue when adding water into anhydrous copper sulphate can explain why the crucible needs to cool down inside the desiccator. It is to avoid the anhydrous copper sulphate absorbing H2O from the air and reforming hydrated CuSO4. This is also why anhydrous CuSO4 can be widely used for testing the presence of water in other chemical experiments. The green colour in part 2 could be explained in terms of a mixture of colours from [Cu(H2O)6]2+ (blue) and [CuCl4]2- (yellow-green). It can be deduced that if adding enough water into the green solution, the green solution would turn back to blue, because a high concentration of H2O would lead to the reversible reaction tending to produce more [Cu(H2O)6]2+. The results about copper (II) ions reacting with NH3 (aq) mean that the blue precipitate (Cu(OH)2) can dissolve when adding excessive of ammonia. All reactions tend to high stability, low energy. As mentioned by theory, the logKc value of [Cu(NH3)4 (H2O)2]2+ (aq) (13.2) is larger than [CuCl4]2-(aq) (5.6), which means that the complex [Cu(NH3)4 (H2O)2]2+ is more stable than [CuCl4]2-, and NH3 is a better ligant than Cl-. Therefore, the reaction NH3 replacing Cl- from [CuCl4]2-(aq) can be deduced. Compared with the empirical formula CuSO4Â · 5H2O, the calculated answer is slightly high, although it can be estimated to x = 5. There are three main reasons can explain the result. The crucible may not be completely dry, and extra water evaporated will give a higher value. In addition, when over heating, the mass of gases would be regarded as the loss mass of water. Finally, some crystals would splash out when stirring, which can lead to the calculated value higher. In order to produce more accurate result, several areas could be improved. Controlling the flame intensity of burner, putting an asbestos net under the crucible or granulating the crystal can reduce the possibility of decomposition and ensure the crystal is dehydrated completely. Conclusion In conclusion, the empirical formula of hydrated copper sulphate can be determined as CuSO4Â · 5H2O by experiment. Water molecules can make the copper complex ion blue. Ammonia (NH3) causes deep blue colour, and chloride ions (Cl-) make the copper complex solution yellow-green. Therefore, the nature of ligands can affect the energies of the d orbitals and produce complexes with different colours. References Chemguide (2003) [online] Copper Available at: http://www.chemguide.co.uk/inorganic/transition/copper.html [Access at: December 20, 2009] Fishing (2009) [online] Copper Sulfate, Equation for Decomposition Available at: http://www.finishing.com/116/07.shtml [Access at: December 22, 2009] Kecheng (nd) [online] Indentify the Formula of Hydrated Copper Sulphate Available at: http://kecheng.edu.people.com.cn/index/newscontent/snsy/czhx/syzl6_2_4_2.htm [Access at: December 28, 2009] Lane, R (2009.a) Chemistry Practical Handout Lane, R (2009.b) IFY Course Notes Lister, T. and Renshaw, J. (2000). Chemistry for Advanced Level (third edition). Cheltenham: Nelson Thornes Ltd.

Italo Calvino :: Essays Papers

Italo Calvino b. Oct. 15, 1923, Santiago de las Vegas, Cuba--d. Sept. 19, 1985, Siena,Italy), Italian journalist, short-story writer, and novelist, whose whimsical and imaginative fables made him one of the most important Italian fiction writers in the 20th century. Calvino left Cuba for Italy in his youth. He joined the Italian Resistance during World War II and after the war settled in Turin, obtaining his degree in literature while working for the Communist periodical L'Unità   and for the publishing house of Einaudi. From 1959 to 1966 he edited, with Elio Vittorini, the left-wing magazine Il Menabà ² di letteratura. Two of Calvino's first fictional works were inspired by his participation in the Italian Resistance: the Neorealistic novel Il sentiero dei nidi di ragno (1947; The Path to the Nest of Spiders), which views the Resistance through the experiences of an adolescent as helpless in the midst of events as the adults around him; and the collection of stories entitled Ultimo viene il corvo (1949; Adam, One Afternoon, and Other Stories). Calvino turned decisively to fantasy and allegory in the 1950s, producing the three fantastic tales that brought him international acclaim. The first of these fantasies, Il Visconte Dimezzato (1952; "The Cloven Viscount," in The Nonexistent Knight & the Cloven Viscount), is an allegorical story of a man split in two--a good half and an evil half--by a cannon shot; he becomes whole through his love for a peasant girl. The second and most highly praised fantasy, Il Barone Rampante (1957; The Baron in the Trees), is a whimsical tale of a 19th-century nobleman who one day decides to climb into the trees and who never sets foot on the ground again. From the trees he does, however, participate fully in the affairs of his fellow men below. The tale wittily explores the interaction and tension between reality and imagination. The third fantasy, Il Cavaliere Inesistente (1959; "The Nonexistent Knight,"in The Nonexistent Knight & the Cloven Viscount), is a mock epic chivalric tale. Among Calvino's later works of fantasy is Le Cosmicomiche (1965; Cosmicomics), a stream-of-consciousness narrative that treats the creation and evolution of the universe.