James Watt Essay Example

James Watt Essay James Watt is one of the most acclaimed personalities in physics. His work became a helpful contribution during the Industrial Revolution, which later became the bedrock of innovation in machineries.He is popularly accredited for his invention of the steam engine. In fact he modified the engine of   Thomas Newcomen to the extent that it became a practical, efficient machine capable of application to a variety of industrial tasks.Watts engine focused on the conversion of heat to mechanical work. It helped improve the understanding on the efficiency of heat engines which led to the development of the field of physics called thermodynamics.(http://www.newworldencyclopedia.org/entry/James_Watt)James Watt was born in Greenock, Scotland on January 19, 1736 to a chandler and joiner. Throughout his life he suffered serious attacks of migraines and toothaches,and at school both his peers and teachers took a poor view of this weakness. (Porter, Ogilve, 2000) He was a thin and weakly child. A t grammar school, he fell in love with mathematics, but the recurrent attacks of migraine led him to stop going to school, so he devoted his time working in his fathers workshop instead. Watt felt happy with working in his fathers workshop so much that he did not go back to school.Watt learned carpentry from his father. His father primarily worked in shipbuilding and he taught Watt on how to build ships and crafts. Soon, Watt developed great skill in ship navigation, quadrants, telescopes, and compasses, and by his mid-teens he wanted to become an instrument maker. (Porter, Ogilve, 2000)His father was supportive of him. Unfortunately, there was no opportunity for Watt to train in making instruments in Greenock because there were no instrument-makers there, so on advice, Watt went to Glasgow, Scotland in 1754, in an attempt to become an apprentice in instrument making. In Glasgow,   he worked with an optician and worked as an odd-job man for a year. (Porter, Ogilve, 2000)In Glasgow , Watt became acquainted with a scientist named Robert Dick. (http://www.egr.msu.edu/~lira/supp/steam/wattbio.html)Robert Dick, a university scientist, was impressed with Watts basic skills and knowledge in instrument making that he advised Watt to further   hone his skills in this trade in London.In London, Watt discovered that he could not get an apprenticeship because   the instrument makers protected their trade by rules of a body known as the Worshipful Company of Clock-makers. The only employment was for fully-trained instrument makers or trainees serving seven-year apprenticeships. Eventually, he was able to secure a position through unusual conditions. John Morgan, an instrument maker in London, set aside the rules and   took him in to be his apprentice on the condition that Watt would be given only a meager salary. (http://www.egr.msu.edu/~lira/supp/steam/wattbio.html)With John Morgan, Watt learned the skills of instrument-making. John Morgan was   impressed with Wa tt that he agreed to shorten the period of apprenticeship from the required period of seven-years to a period of one year. Watt took the offer in 1755. (http://www.egr.msu.edu/~lira/supp/steam/wattbio.html)Watt worked with vigor and passion. He was so devoted with his goal to be an instument-maker that he spent much of his time working and learning the art of instrument-making. During the period of his apprenticeship with John Morgan, Watt was able to surpass the skills of the official apprentice who was already working there for two years. He was so dedicated with his job that he worked 10 hours a day. After hours, he worked for a small amount of cash because the wage he received as an apprentice was not enough.(Porter, Ogilve, 2000)Watts health deteriorated because he spent long hours working with only a small amount of food. During this time, Britain was at war with France, and the military would force into service any able-bodied men. Watt avoided the streets for this reason and this contributed to the further deterioration of his health. Yet he persevered and was able to finish his apprenticeship until illness forced him to return to Greenock in 1756. (http://www.egr.msu.edu/~lira/supp/steam/wattbio.html)After recovery, he set up a business as an instrument maker in Glasgow, but found that the other instrument makers shunned his credentials and training. However, the university professors recognized his abilities and encouraged him to work in the university. They agreed for Watt to set up a shop within its grounds and they created the position, â€Å"Mathematical Instrument Maker to the University. (http://www.egr.msu.edu/~lira/supp/steam/wattbio.html)In 1757, he worked in Glasgow University where he proudly described himself as â€Å"Instrument Maker to Glasgow University. (Porter, Ogilve, 2000)It was in this period that he developed the steam engine.During the Industrial Revolution in the years 1760 to 1830,   the economy of most part of Europe chan ged and the progress of developing technology accelerated. Technology was at the core of everything. The period was overflowing with engineers, mechanics, millwrights, and dexterous and imaginative tinkers who spent their time and energy designing better pumps, pulleys, pendulums, and other simple machines. It was at this time that the most famous invention during the Industrial Revolution was invented: the steam engine. (http://www.newworldencyclopedia.org/entry/James_Watt)The first steam engine prototype was   built by a Frenchman named Denis Papin, but the first useful atmospheric steam engine was built in 1712 by a Cornish mechanic named Thomas Newcomen. Newcomens invention was used in Britain for almost half a century. The machine, however, was noisy and it used too much fuel. (www.us.oup.com/us/pdf/economic.history/industrial.pdf)One day in 1763, Professor John Anderson, a professor in the university, approached James Watt and showed him a lab-scale model of the Newcomen pum p to investigate why the model required so much steam. The model would stall after a few pumps. The machine proved to be temperamental and difficult to operate without air entering the cylinder and destroying the vacuum. He required Watt to repair the engine. (http://www.egr.msu.edu/~lira/supp/steam/wattbio.html)Watt set on to investigate the problem. He discovered that the flaw was due to an undersized boiler that could not provide enough steam to reheat the cylinder after a few strokes. Aside from that, the Newcomen engine was inefficient, slow, and too costly. (Porter, Ogilve, 2000)The Newcomen pumps required such vast quantities of steam since they were cooled during every stroke, then reheated. The steam in the cylinder was condensed by a jet of water, thus creating a vacuum that, in turn, was filled during the power stroke by the atmosphere pressing the piston to the bottom of the cylinder. On each stroke the cylinder was heated by the steam and cooled by the injected water, t hus absorbing a tremendous amount of heat. (Porter, Ogilve, 2000)Watt needed a way to condense the steam without cooling the cylinder. The idea did not come to him overnight, it took him months to arrange his plans and to experiment. However, it was during one of his Sunday afternoon walks when the inspiration got to him. Watt later described the moment of inspiration:I had gone to take a walk on a fine Sabbath afternoon, early in 1765. I had entered the green by the gate at the foot of Charlotte Street and had passed the old washing-house. I was thinking upon the engine at the time, and had gone as far as the herds house, when the idea came into my mind that as steam was an elastic body it would rush into a vacuum, and if a communication were made between the cylinder and an exhausted vessel it would rush into it, and might be there condensed without cooling the cylinder. I then saw that I must get rid of the condensed steam and injection-water if I used a jet as in Newcomens engin e. Two ways of doing this occurred to me. First, the water might be run off by a descending pipe, if an offlet could be got at the depth of thirty-five or thirty-six feet, and any air might be extracted by a small pump. The second was to make the pump large enough to extract both water and air. . . . I had not walked farther than the golf-house when the whole thing was arranged in my mind.   (http://www.egr.msu.edu/~lira/supp/steam/wattbio.html)Watt was able to solve the problem of the Newcomen engine. He made a separate condenser, with this, he could keep the cylinder hot, and the condenser fairly cold by lagging, thus improving the thermal efficiency of the machine and the economics of its operation. (Porter, Ogilve, 2000)He introduced a number of famous improvements to the steam engine until he was able to effectively make a different model, such as a separate condenser, the principle of double-acting expansion, improved gears, and regulators. Watt turned steam power from an at mospheric pump to a true steam engine. (www.us.oup.com/us/pdf/economic.history/industrial.pdf)Watts University friends introduced him to John Roebuck, an industrialist who held leases on coal deposits. Roebuck agreed to back the development of a full-scale engine after he saw the model work. He would finance the development of the engine. Watt developed a full-scale model which Roebuck used in his coal mine. However, the progress in developing the engine was slow because Roebuck did not employ machinists who were competent enough to do the job. (http://www.egr.msu.edu/~lira/supp/steam/wattbio.html)In 1767, Watt traveled to England to acquire a patent for his engine with his Roebuck. The patent was granted in 1769. (http://www.egr.msu.edu/~lira/supp/steam/wattbio.html)On his way to Scotland, he met Matthew Boulton. Boulton was a major manufacturer in Birmingham and had the financial capacity to exploit Watts engine. Eventually, Boulton was able to buy out Roebuck and he began manufac turing the engine.   Meanwhile, Watt moved to Birmingham and made his living as a canal surveyor from 1767 and 1774. Although he was successful at this, his health suffered, and so he joined Boulton in his shop. (Porter, Ogilve, 2000)From 1775, Boulton and Watt formed a partnership. Boulton manufactured Watts engines   at the Soho Foundry, near Birmingham. Boulton hired highly skilled craftsmen who helped them develop the engine. They called the engine, Boulton-Watt engine.(http://www.egr.msu.edu/~lira/supp/steam/wattbio.html)The engine was then used in mines. The Boulton-Watt engines became a success. Pumps were installed in mines and Watt became busy maintaining business at Cornwall mines.(http://www.egr.msu.edu/~lira/supp/steam/wattbio.html)Over the next several years, Watt introduced further improvements on the design until it became more efficient than its predecessor.He developed a double acting engine. At age 45, Watt developed his next great invention.   The invention was the sun and planet gear system. By means of a mechanical linkage known as the parallel motion and an extra set of valves, the engine was made to drive on both the forward and the background strokes of the piston, and the sun and planet gear system permitted the rotative wheel to turn more than once per stroke of the piston This engine was quickly used by cotton and wooden mills. (http://www.egr.msu.edu/~lira/supp/steam/wattbio.html)He was able to acquire the patents of the double-acting engine and the sun and planet gear system in 1781 and 1782. (http://www.egr.msu.edu/~lira/supp/steam/wattbio.html)Between 1775 and 1790, Watt made other inventions. He invented an automatic centrifugal governor, which cut off the steam when the engine began to work too quickly and turned it on again when it had slowed sufficiently. He also devised the steam indicator which shows the steam pressure and degree of vacuum within a cylinder. He also invented a way of copying letters and drawings. (htt p://www.egr.msu.edu/~lira/supp/steam/wattbio.html)In 1782 a sawmill ordered an engine that was to replace 12 horses. In determining the price of his steam engines, Watt rated his engines in horsepower. After many experiments, he concluded that a horsepower was equivalent to 15,000kg/33,000 lb raised through 0.3m/ft each minute. This method of describing the capability of the engine continued until recent years. (http://www.egr.msu.edu/~lira/supp/steam/wattbio.html)In 1785, Watt was elected a fellow of the Royal Society. During the last decade of the 18th century, the active management of the Soho Works was taken over by Boulton and Watts sons, and in 1800, when the patent rights to the engine expired, Watt retired from the business but he continued designing and constructing copying machines. (Porter, Ogilve, 2000)Watt died on August 25, 1819 at the age of 83, leaving the legacy of highly useful machines. His original steam engine of 1765 is now in the Science Musem in London. His n ame has become immortalized as the unit of power; a watt is one joule per second, and one horsepower is equivalent to about 746 watts. (Porter, Ogilve, 2000)

Practice Essay Example

Practice Essay Example Practice Essay Practice Essay Can the frequency of cricket chirps be used to predict the outdoor temperature? According to one of the founding fathers of communications engineering, George Washington Pierce, the answer is yes. During his career, Pierce invented several pieces of technology that earned him patents and a lot of money from companies like RCA and ATT. When he retired, Pierce built a device that allowed him to record the sounds made by various insects near his New Hampshire home. In 1948, he published his research findings in a book titled The Songs of Insects. In this Activity, ou will examine data that Pierce collected on the number of chirps per second of the striped ground cricket and the outdoor temperature in degrees Fahrenheit. You will compose a Word document with the answers to each of the numbered questions below as well as your scatterplot with regression line. Cricket chirps per second Outdoor temperature (OF) 20. 0 88. 6 16. 0 71 . 6 19. 8 93. 3 18. 4 84. 3 17. 1 80. 6 15. 5 75. 2 14. 7 69. 7 82. 0 1 5. 4 69. 4 16. 2 83. 3 15. 0 79. 6 17. 2 82. 6 17. 0 83. 5 14. 4 76. 3 1. Enter the data into your MS Excel spreadsheet. Which is the explanatory variable? 2. Make a well-labeled scatterplot of the data. Describe the direction, form, and strength of the relationship. Are there any outliers? 3. Use MS Excel to find the least- squares regression line for these data. Record the equation, paying attention to precision. [After plotting the scatterplot, position cursor on one data point and right click. Choose Add Trendline, then select linear. Experiment with Chart Layouts to find regression equation. ] 4. Interpret the slope and the y-intercept of the least-squared line in this setting. 5. Use the equation to predict the temperature when there are 15 cricket chirps per second. Determine the value of the Correlation Coefficient. [Remember that the r is the square root of r2] Comment on how well the regression line fits the data. 7. Is it reasonable to use the equation to predict the temperature when there are 25 cricket chirps per second? Explain. 8. Crickets make their chirping sounds by rapidly rubbing their wings together. From Pierces data, we see that outdoor temperature increases as the number of cricket chirps increases. Can we conclude that the increased number of chirps causes the temperature to increase (maybe due to the heat generated from wings rubbing together)? Explain.

Italian Present Perfect Tense - Il Passato Prossimo

Italian Present Perfect Tense - Il Passato Prossimo The passato prossimo- grammatically referred to as the present perfect- expresses a fact or action that happened in the recent past or that occurred long ago but still has ties to the present. It’s a compound tense (tempo composto), which means that you need to use an auxiliary verb  - either â€Å"essere† or â€Å"avere† -   plus a past participle. An example of a past participle would be â€Å"mangiato† for the verb â€Å"mangiare†. If you want to talk about events that happened repeatedly in the past, like going to your Italian lesson every Sunday, or telling a story, you’ll need to use the imperfect tense. Here Are a Few Examples of How the Passato Prossimo  Appears in Italian: Ti ho appena chiamato. - I just called you.Mi sono iscritto/a alluniversit quattro anni fa. - I entered university four years ago.Questa mattina sono uscito/a presto. - This morning I left early.Il Petrarca ha scritto sonetti immortali. - Petrarca wrote enduring sonnets. How to Form the Past Tense In order to form the past tense, there are two main things you need to know. Does the verb you want to use need the auxiliary verb â€Å"essere† or â€Å"avere†?What is the past participle of the verb you want to use? For example, if you wanted to say, â€Å"I went to Rome last summer†, you would need to use the verb â€Å"andare†. The verb â€Å"andare† takes the verb â€Å"essere† as a helper, or auxiliary, verb because it’s a verb that has to do with motion. Then, the past participle of the verb â€Å"andare† is â€Å"andato†. However, when you use the verb â€Å"essere† as an auxiliary verb, the past participle MUST agree in number and gender. Ad esempio: L’estate scorsa sono andato a Roma. - I went to Rome last summer. (masculine, singular)L’estate scorsa sono andata a Roma. - I went to Rome last summer. (feminine, singular)L’estate scorsa mia sorella e mia madre sono andate a Roma. - My sister and mother went to Rome last summer. (feminine, plural)L’estate scorsa siamo andati a Roma. - We went to Rome last summer. (masculine, plural) If you’re using â€Å"avere† as an auxiliary verb, it’s much simpler as the past participle does not have to agree in number and gender (that is, unless you’re using direct object pronouns.) For example, let’s use the sentence, â€Å"I watched that movie†. First, you need to use the verb â€Å"guardare - to watch†. The past participle of â€Å"guardare† is â€Å"guardato†. Then you conjugate your auxiliary verb â€Å"avere† into the first person singular, which is â€Å"ho†. The sentence then becomes, â€Å"Ho guardato quel film†. TIP: If the verb you’re using is reflexive, like â€Å"innamorarsi - to fall in love†, you need to use â€Å"essere† as your auxiliary verb. For example, â€Å"Ci siamo innamorati due anni fa. - We fell in love two years ago.† When to Use Il Passato Prossimo (Present Perfect) Instead of L’Imperfetto (Imperfect) It is notoriously difficult to correctly decide between il passato prossimo and l’imperfetto when you try talking about the past in Italian. While there are some rules for when to choose one or the other, it’s also helpful to know which phrases are typically used with il passato prossimo. The following table lists some adverbial expressions that are often used with the passato prossimo: Common Expressions Used With Il Passato Prossimo ieri yesterday ieri pomeriggio yesterday afternoon ieri sera last night il mese scorso last month laltro giorno the other day stamattina this morning tre giorni fa three days ago

Lateral Epicondylitis Article Example | Topics and Well Written Essays - 250 words

Lateral Epicondylitis - Article Example The therapists decided to use their common program for treating the condition, which entailed the use of US, wrist extensor muscle progressive resistance exercise, stretching and cross friction massage (Hoppenrath & Charles 136). Ultra sound was included because two studies in a systematic review with placebo comparison had shown that US had significant clinical improvements in treating lateral epicondylitis. Since the therapists would e using US, they also decided to find out whether they could use US to transdermally administer anti-inflammatory drugs through the process known as phonophoresis (Hoppenrath & Charles 138). The therapists were interested in determining whether phonophoresis is better than US or whether the addition of some other drug through US treatment (phonophoresis) may help reduce pain in lateral epicondylitis. The studies reviewed in the systematic review revealed that there was no enough evidence to support the alluded fact that adding anti-inflammatory drugs t o the coupling medium in phonophoresis would produce additional positive results in treating lateral epicondylitis (Hoppenrath & Charles 139). As such, the therapists decided to use their common program for treating the condition, which entailed the use of US, wrist extensor muscle progressive resistance exercise, stretching and cross friction massage. In view of this systematic review, I opine that since that there is no strong evidence to support the fact that adding anti-inflammatory drugs to US-phonophoresis-improves care outcomes there is no need to use it. Instead, further research should be conducted to determine whether phonophoresis can actually improve care outcomes in the treatment of lateral epicondylitis through controlled studies. Hoppenrath, T. and Charles, D.C. â€Å"Is there evidence that phonophoresis is more effective than ultrasound in treating pain associated with lateral

In Support of the Death Penalty Term Paper Example | Topics and Well Written Essays - 3750 words

In Support of the Death Penalty - Term Paper Example ing the debate at the international level on whether a country should have capital punishment fall into three broad categories, the morality of the death penalty, the inhuman nature of the death penalty, and the issue of the fairness of the judicial process. Many view the debate, which has left the world evenly divided on the issue, as a waste of effort unlikely to change strongly held views. However, with a closer examination of the opinions of elites in various countries and their influence on policy, one cant help but conclude that the weight of the arguments against capital punishment are dramatically shifting the momentum towards having governments around the world abolish or severely limit the use of the death penalty. The death penalty is validating due to one of the most important traditional thoughts which is retribution. â€Å"An eye for an eye† can express the unacceptable anger of victim’s family towards the homicides. The reason why a certain group of people believe that tooth for tooth because of the differentiate culture and values. The most populous country in the world, China, executes numerous people the past of thousands year just derived from an execution can brought closure to the trial for the victims family. As a matter of fact, there were 3400 people received the capital sentence in 2005 which was 90 percent of the total number of sentenced people globally. Importantly, however, the death penalty is much economical than its closest alternative -- life imprisonment with no parole. It is hard to set money aside for governments by using long term of sentence for prisoners who will spend the rest of their lives in jail. For this, the reason is that a great punishment will occupy 1.3 million dollars per case which is less than half as a thirty-year sentence. The death penalty should continue because it does not discriminate against the poor. Supporters argue that there is no excuse for inhuman behavior; society has no choice but to protect

Personal Philosophy of Classroom Management Essay Example for Free

Personal Philosophy of Classroom Management Essay Classroom Management is an essential element in implementing a successful learning environment for students. A teacher who implements a classroom management plan will control student’s misbehavior so that all students will be focused on the lessons being taught in the classroom. Below is an annotated list of points that I believe in concerning my view of classroom management. 1. How teacher should act: * Enthusiastic- A teacher should show enthusiasm when she is teaching the lessons. The teacher needs to show that she is excited about teaching the lessons so that the students will stay interested in listening and understanding the subject area content. * Respectful- The teacher should treat students with respect and also demand respect. She should never use fowl language, inappropriate behavior, share too much personal information or act in ways that are not ethical. * Role Model- A teacher should act as a role model to her students. The teacher should not do anything that would jeopardize her career as a teacher that would make her students look down upon her. She also must live a life that students look up to so they will remember that teacher forever. * Patiently- A teacher must exhibit patience in class. Every student learns at different paces and at different levels. A teacher must be willing to be patient if the students are not grasping the information. She should explain the information to the students until they finally understand the lesson 2. How students are expected to behave: * Respectful- Students are to be respectful towards the teacher and to each other. Students should show respect to the teacher by not talking when the teacher is instructing the class. The students should show respect to each other by not hitting each other, making fun of another, or taking one’s personal belongings. * On Task-Students should stay on task in class. Students should be focused on the teacher’s lessons and instructions. They should not be wandering off getting off task. If the students are off task, they will not understand the lessons or remember what happened in class. Also the teacher will have to go back and teach the lesson again which can cause the teacher to be off target teaching the curriculum and it will result in student’s receiving poor test scores. * Appropriately Well Behaved- Students should be well behaved in class. It is important for students to understand the importance of good behavior. If students are well behaved in the classroom, the teacher can spend more time instructing the students than time spent on behavioral issues. In a well behaved classroom, students are able to learn effectively. * Academically Prepared- Students are to come to school academically prepared. The students should complete their homework assignment each day in order to make sure they understand the subjects that are being taught. They should always come prepared to listen to the subject matter, offer their opinions, and ask god questions in class. 3. What the classroom might look and feel like: * Engaging- The classroom should look and feel engaging to the student. In the classroom, the teacher can arrange the classroom that promotes student interaction and group collaboration. Students should be seated in a circle or horseshoe shape that maximizes the amount of eye contact students can have with each other. * Clean and Organized Classroom- A teacher’s classroom should be clean and organized. The school supplies should be neatly organized and in a safe place where students can safely access the supplies. * Filled with student’s work- The classroom should be filled with student’s work on projects. The students will feel comfortable and engaged if what they are learning in class will be showcased in the classroom. The student can look around the room and be reminded to always do their best on their assignments. This also sends a message to students that their work and learning is important. * Student Centered The classroom should be focused on the students. In the student centered classroom, you will find workstations that promote group activities such as puzzles or brainteasers that promote student collaboration. 4. How the teacher helps students conduct themselves properly: * Demonstrating the Rules- The teacher should teach, review, and practice rules form beginning of school till the end of school. The teacher should also let students demonstrate good behaviors and bad behaviors so that students will understand how to follow the rules and to have good behavior in class. * Reinforce positive behavior with Incentives- A teacher can help students conduct themselves properly by providing incentives through positive behavior. A student who exhibits positive behavior weekly will pick a price out of the treasure chest. This will result in students with bad behavior to act better if they see students winning cool prizes. * Student and Parent Contracts- To ensure students are behaving properly, student and parent contracts are sent home for parents and students to sign. This contract outlines what is expected from the student’s behavior, academics, and the parent’s commitment in the child’s education. This will be very helpful in helping the students have good behavior in class. * Character Education Mini Lessons tied to Curriculum- Teachers can tie in the classroom rules and good behavioral skills as mini-lessons. Before teaching the lessons, the teacher can discuss how to treat others, how to walk quietly in the halls, and do not talk while others are talking. By having these mini lessons on how students should behave will remind them of how to have good behavior in class. 5. What the teacher should do about misbehavior: * Cues- Teachers uses a cue or a simple verbal reprimand to redirect a student’s focus which eliminates the inappropriate behavior. A teacher can also praise the efforts of students with good behavior which can reduce the misbehavior among the other students. * Consequences such as loss of recess- If a student keeps misbehaving, the teacher can use the consequence of loss recess. The majority of students like to go to recess. If the student knows their punishment by loss of recess due to their misbehavior, their behavior will improve. * Private conference with student- If the student still misbehaves, the teacher will need to talk with the student. The teacher will inform the student that his or her misbehavior will not be tolerated in class and his or her parents will be contacted if the misbehavior continues. * Contact parent- A teacher should contact the parents if the student keeps misbehaving in class. If the teacher lets the parents know how their child behaves in class, then the parents can also talk to the child and discipline them at home. 6. How students should be taught and what is expected of them: * Post rules in the classroom- Teachers can post rules in the classroom so that students can be reminded each day of how to properly behave in class. Also the teacher can give quizzes to students about the poster rules throughout the year. * Clear articulation and communication in the syllabus- Teachers should communicate clearly about what is expected of student’s assignments and their behavior in class. For example, informing students to always do their best on their work or their handwriting must be neat on all of their assignments should be clearly communicated. Creating a syllabus will also inform students of when their assignments are due.

Escape Mechanisms in The Glass Menagerie Essay -- Glass Menagerie essa

Escape Mechanisms in The Glass Menagerie In Tennessee Williams’ play, The Glass Menagerie, all four members of the Wingfield family have chosen to hide from reality. Amanda tries to relive her past through Laura, and denies anything she does not want to accept. Laura is terrified of the real world, and choses to hide behind her limp, her glass menagerie and the victrola. Tom hides from his reality by going to the movies, writing poetry, and getting drunk. Mr Wingfield hides from his reality by leaving his family and not contacting them after he has done so. Each member of the Wingfield family has their own escape mechanism which they use to hide or escape from the real world. Amanda has chosen to hide from reality by trying to relive her past. She is living in the unreality of her youthful memories and sees herself as still being as young as Laura when she says to her, ‘No, sister, no, sister – you be the lady this time and I’ll be the darkey’ (p 237). She reminisces about ‘one Sunday afternoon in Blue Mountain’ (p 237) when she received seventeen gentleman callers, and then tries to relive this through Laura. She arranges for Tom to bring home some nice young man... ...1987. 85-94. Levy, Eric P. "‘Through Soundproof Glass’: The Prison of Self Consciousness in The Glass Menagerie." Modern Drama, 36. December 1993. 529-537. Rasky, Harry. Tennessee Williams: A Portrait in Laughter and Lamentation. New York: Dodd, Mead & Co., 1986. Thompson, Judith J. Tennessee Williams’ Plays: Memory, Myth, and Symbol. New York: Peter Lang, 1989. Williams, Tennessee. The Glass Menagerie. In Literature: An Introduction to Reading and Writing, 4th ed. Ed. Edgar V. Roberts and Henry E. Jacobs. Englewood Cliffs, NJ: Prentice Hall, 1995. 1519-1568.

Mcdonalds Annual Report

Annual Report Project 1. a) The letter to the shareholders emphasizes the growth of McDonald’s Corporation and their deepening connection with customers on a global scale. In the letter it is stated that Europe now generates about 40% of overall revenue, and that Asia/Pacific, Middle East, and Africa have doubled their income contribution in the past six years. The letter also states that the core drivers of McDonald’s Corporation’s business are â€Å"People, Products, Place, Price, and Promotion,† and that they are disciplined around building their brand holistically and enhancing the customer experience. 2.The Management’s Discussion & Analysis (MD&A) main topics are; Description of the business, strategic direction and financial performance, highlights from the year, and finally the outlook for 2012. Information of importance gathered within the MD&A includes McDonald’s affirmation to continue to be customer-focused. The ability to adapt l ocally to specific countries and cities allows McDonald’s to become â€Å"better, not just bigger† (10) giving the company the potential for increased revenue. In 2011 McDonald’s remained focused on maximizing their core business as well as driving down administrative costs.The company took in more in sales than the previous year while spending less, having an operating margin of 31. 6%. McDonald’s strives to differentiate from its competitors by sheer growth. $2. 7 billion dollars was invested primarily to open new stores and remodel existing stores. All dollar amounts expressed in millions 3. a) Sales by Company-Operated Restaurants @ 18,292. 8 b) Food and Paper @ 6,167. 2 c) Total Revenue: 12. 2% increase from previous year (24,074. 6 in 2010 to 27,006 in 2011) Operating Income: 14. 1% increase from previous year (7,473. 1 in 2010 to 8,529. 7 in 2011) Net Income: 11. % increase from previous year (4,946. 3 in 2010 to 5,503. 1 in 2011) 4. a) The amount of common stock cash dividends reported in the Consolidated Statement of Shareholders’ Equity paid out was 2,609. 7. b) No notes were provided for dividends, however there was a weighted-average assumption with expected dividend yields to be 3. 2%. 5. a) Largest current asset: Cash and Equivalents @ 2,335. 7 Largest long-term asset: Property and Equipment, at cost @ 35,737. 6 Trends: Cash and Equivalents decreased 2. 1% from previous year (2,387 in 2010 to 2,335. 7 in 2011 Property and Equipment, at cost increased 3. % (34,482. 4 in 2010 to 35,737. 6 in 2011) Accounts Receivable increased 13. 2% (1,179,1 in 2010 to 1,334. 7 in 2011) b) Current Liabilities: 18. 9% of total liabilities @ 3,509. 2 Largest Liability: Long term debt @ 12,133. 8 Accounts Payable increased 1. 8% (943. 9 in 2010 to 961. 3 in 2011) Total liabilities: 56. 4% of Total Liabilities and Stockholder’s Equity @ 18,599. 7 c) Kinds of stock reported: Preferred Stock, Common Stock, and Common Stock in Tr easury, at cost Retained Earnings: 86% of Stockholder’s Equity @ 36,707. 5 6. a) Net change in cash for 2011 was (51. 3) a decrease. ) Of the three major activities operating activities was the only to provide cash 7,150. 1, while investing activities used cash for investing 2,570. 9 as well as financing activities used cash for financing activities 4,533. 0. 7. a) The notes are divided into 12 categories which include a total of 35 subcategories b) No information about inventories was provided in the notes 8. a) Burger King’s most significant source of revenue is company restaurant revenue 1,638. 7 b) The largest expense that Burger King declares is its selling, general and administrative expense totaling 417. . c) Revenue trend for 2011 compared to 2010 is a loss of (68. 7) or 2. 9%, operating income trend is 185. 1 or 104. 3% while net income trend is 42. 7 or 94. 1%. d) Largest current asset is cash and cash equivalents listed at 459. 0. e) Largest long-term asset is intangible assets listed at 2,823. 3. f) Largest liability Burger King carries is term debt 3,010. 3. g) 2011 retained earnings was listed as a deficit of (27. 6) while total stockholder’s equity is listed at 1,049. 2 this is due to the fact the company received an additional 1190. 1 paid-in capital.

Katherine and Bianca Essay

Kate and Bianca clearly do not get on with each other, when Bianca comes onto the scene she is harsh straight away, the third thing that she says is commenting on Bianca’s behavior. â€Å"A pretty peat! It is best put finger in the eye and she knew why†. Kate calls Bianca a spoilt child and then goes on to say that the best thing that Bianca could do if she could not think of an excuse would be to make herself cry so that Kate got the blame. Bianca mocks Kate by using words that have a hidden depth â€Å"sister, content you in my discontent† After the comment from Katherine â€Å"A pretty peat† Bianca tells Kate not to feel bad, and then goes on to talk sweetly to Baptista. This leads me on to talking about Bianca’s speech. She says what she thinks is right in front of her father, even if she does not really mean it. â€Å"What you command me to do I will do†, in this she is talking to Baptista, she is pleasant and obedient. She also says later on â€Å"so well I know my duty to my elders†. At the start of the play people would have thought that this remark was of her politeness but when it gets into the play some people think that it is suggesting something, as she is saying it to Kate, it may be a sarcastic hint that she is older than Bianca and not as fair as she is. Bianca always comes across as if she is saying sweet and kind things but underneath the original meaning it is almost as if there is a hidden depth to her speech and it goes back to the original meaning behind the play of deception and disguise. After Bianca’s’ wooing scene she says â€Å"farewell, sweet masters both, I must be gone† she comes across to be flirting with them, but she is not interested in either of them and is confusing them. Shakespeare gets the point across about the two sisters by using how others react to them and also what others say about them, either to them or about them. Kate does not have a very good reputation and so people are used to what she is like. They are horrified at some of the things that she says but not at all surprised because everyone knows Kate as the Shrew. When Petruchio first meets Kate he thinks that he can tame her; â€Å"For I am he am born to tame you, Kate†, he thinks that underneath the ill-tempered behaviour and the bad mannered speech that there is something else there that no one can see, he thinks that it needs bringing out. He wants to have a wife so he thinks that she will be a perfect challenge. Baptista gives up hope on Kate because he thinks that she will never calm down and be like Bianca, he asks her â€Å"Why, how now, daughter Katherine in your dumps? † This is because she has been shouting so much that she is left feeling low spirited and out of temper. Petruchio woos Kate and she tries to fight back, he says â€Å"Twas told me you were a rough cay and sullen, and now I find report a very liar† he tells her that she is beautiful and how she is perfect and all she does is fight back.

All Are Not Should Usually Be Not All

All Are Not Should Usually Be Not All â€Å"All Are Not† Should Usually Be â€Å"Not All† â€Å"All Are Not† Should Usually Be â€Å"Not All† By Mark Nichol Sentences that refer to exceptions to a rule are frequently flawed by faulty construction. Here are five such statements and their fixes. 1. â€Å"Just as all habits aren’t bad, all infinite loops aren’t, either.† Revision: â€Å"Just as not all habits are bad, not all infinite loops are, either.† 2. â€Å"But all of its coffee is not fair trade.† Revision: â€Å"But not all its coffee is fair trade.† (I also deleted the extraneous of.) 3. â€Å"In many parts of the world, egg donation and embryo donation are not permitted, and all religions may not allow for surrogacy.† Revision: â€Å"In many parts of the world, egg donation and embryo donation are not permitted, and not all religions may allow for surrogacy.† 4. â€Å"All that’s beautiful about the Wind Cave National Park does not lie beneath its surface.† Revision: â€Å"Not all that’s beautiful about the Wind Cave National Park lies beneath its surface.† 5. â€Å"So all hikes don’t have to be a same-day round-trip excursion, there are ten developed campsites.† Revision: â€Å"So not all hikes have to be a same-day round-trip excursion, there are ten developed campsites.† Normally, I annotate each item in this type of post with an explanation of what’s involved in the specific revision. In this case, however, the solution for each is the same simple step: Insert not before all, and alter the negative proposition farther along in the sentence to a positive proposition. (Usually, all that’s required is deletion of not or its contraction, though the last item requires the removal not only of the contraction in don’t but also do itself.) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:Masters Degree or Master's Degree?50 Idioms About Fruits and VegetablesIs Your Novel "Mystery," "Thriller," or "Suspense"?

Theories of Ideology in Sociology

Theories of Ideology in Sociology Ideology is the lens through which a person views the world. Within the field of sociology, ideology is broadly understood to refer to the sum total of a persons values, beliefs, assumptions, and expectations. Ideology exists within society, within groups, and between people. It shapes our thoughts, actions, and interactions, along with what happens in society at large. Ideology is a fundamental concept in sociology. Sociologists study it because it plays such a powerful role in shaping how society is organized and how it functions. Ideology is directly related to the social structure, economic system of production, and political structure. It both emerges out of these things and shapes them. Ideology vs. Particular Ideologies Often, when people use the word ideology they are referring to a particular ideology rather than the concept itself. For example, many people, especially in the media, refer to extremist views or actions as being inspired by a particular ideology (for example, radical Islamic ideology or white power ideology) or as ideological. Within sociology, much attention is paid to what is known as  the dominant ideology, or the particular ideology that is most common and  strongest in a given society. However, the concept of ideology itself is actually general in nature and not tied to one particular way of thinking. In this sense, sociologists define ideology as a persons worldview and recognize that there are various and competing ideologies operating in a society at any given time, some more dominant than others. Ultimately, ideology determines how we make sense of things. It provides an ordered view of the world, our place in it, and our relationship to others. As such, it is deeply important to the human experience, and typically something that  people cling to and defend, whether or not they are conscious of doing so. And, as ideology emerges out of the  social structure  and  social order, it is generally expressive of the social interests that are supported by both. Terry Eagleton, a British literary theorist, and intellectual explained it this way in his 1991 book  Ideology: An Introduction: Ideology is a system of concepts and views which serves to make sense of the world while obscuring the  social interests  that are expressed therein, and by its completeness and relative internal consistency tends to form a  closed  system and maintain itself in the face of contradictory or inconsistent experience. Marxs Theory of Ideology German philosopher Karl Marx  is considered the first to provide a theoretical framing of ideology within the context of sociology. Michael Nicholson  / Contributor  / Getty Images According to Marx, ideology emerges out of a societys mode of production. In his case and in that of the modern United States,  the economic mode of production is capitalism. Marxs approach to ideology was set forth in his theory of  base and superstructure. According to Marx, the superstructure of society, the realm of ideology, grows out of the base, the realm of production, to reflect the interests of the ruling class and justify the status quo that keeps them in power. Marx, then, focused his theory on the concept of a dominant ideology. However, he viewed the relationship between base and superstructure as dialectical in nature, meaning that each affects the other equally and that a change in one necessitates a change in the other. This belief formed the basis for Marxs theory of revolution. He believed that once workers  developed a class consciousness  and became aware of their exploited position relative to the powerful class of factory owners and financiers- in other words, when they experienced a fundamental shift in ideology- that they would then act on that ideology by organizing and demanding a change in the social, economic, and political structures of society. Gramscis Additions to Marxs Theory of Ideology The working-class revolution that Marx predicted never happened. Nearly 200 years after the publication of The Communist Manifesto, capitalism maintains a strong grip on global society and  the inequalities it fosters continue to grow. Fototeca Storica Nazionale.  / Contributor  / Getty Images   Following on the heels of Marx, the Italian activist, journalist, and intellectual  Antonio Gramsci  offered a more developed theory of ideology to help explain why the revolution did not occur. Gramsci, offering his theory of  cultural hegemony, reasoned that dominant ideology had a stronger hold on consciousness and society than Marx had imagined. Gramscis theory focused on the  central role played by the  social institution of education  in spreading the dominant ideology and maintaining the power of the ruling class. Educational institutions, Gramsci argued, teach ideas, beliefs, values, and even identities that reflect the interests of the ruling class, and produce compliant and obedient members of society that serve the interests of that class. This type of rule is what Gramsci called cultural hegemony. The Frankfurt School and Louis Althusser on Ideology Some years later, the  critical theorists  of  the Frankfurt School turned their attention to the role that art,  popular culture, and mass media play in disseminating ideology. They argued that just as education plays a role in this process, so do the social institutions of media and popular culture. Their theories of ideology focused on the representational work that art, popular culture, and mass media do in telling stories about society, its members, and our way of life. This work can either support the dominant ideology and the status quo, or it can challenge it, as in the case of  culture jamming. Jacques Pavlovsky  / Contributor  / Getty Images Around the same time, the French philosopher Louis Althusser developed his concept of the ideological state apparatus, or the ISA. According to Althusser, the dominant ideology of any given society is maintained and reproduced through several ISAs, notably the media, religion, and education. Althusser argued that each ISA does the work of promoting illusions about the way society works and why things are the way they are. Examples of Ideology In the modern United States, the dominant ideology is one that, in keeping with Marxs theory, supports capitalism and the society organized around it. The central tenet of this ideology is that U.S. society is one in which all people are free and equal, and thus, can do and achieve anything they want in life. A key supporting tenet is the idea that work is morally valuable, no matter the job. Together, these beliefs form an ideology supportive of capitalism by helping us make sense of why some people achieve so much in terms of success and wealth  while others achieve so little. Within the logic of this ideology, those who work hard are guaranteed to see success. Marx would argue that these ideas, values, and assumptions work to justify a reality in which a very small class of people holds most of the authority within corporations, firms, and financial institutions. These beliefs also justify a reality in which the vast majority of people are simply workers within the system. While these ideas may reflect the dominant ideology in modern America, there are in fact other ideologies that challenge them and the status quo they represent. The radical labor movement, for example, offers an alternative ideology- one that instead assumes that the capitalist system is fundamentally unequal and that those who have amassed the greatest wealth are not necessarily deserving of it. This competing ideology asserts that the power structure is controlled by the ruling class and is designed to impoverish the majority for the benefit of a privileged minority. Labor radicals throughout history have fought for new laws and public policies that would redistribute wealth and promote equality and justice.

Reflect on Hedonic act utilitarianism and Kant's formula of Essay

Reflect on Hedonic act utilitarianism and Kant's formula of humanity...evaluate whether or not you believe torture - Essay Example Many proponents against torture focus on the absolutist requirement that it should not be permitted under any circumstance and that enforcing torture given the possibility that the person to be tortured is innocent or that he does not have the information needed fails to give a concrete argument on the other side of the what if question. Deductively, what if he is not totally innocent or that he truly does have the information and there are others whose lives are at risk. Founding on the singular basis of Kantian formula of humanity undermines the correlation of impending critical decisions at crossroads in favor of moral predispositions. The â€Å"ticking time bomb thought experiment† presents a direct and unfaltering inquiry on our appreciation of utilitarianism and thus supposes that the second premise, â€Å"it is not morally permissible to torture the terrorist† is false. Sussman presents a perceptive description on the effect of torture and the existing relationsh ip between the victims of torture and the tormentor as being one of passivity as the suffering and its inherent pain brings the person to a state where he no longer has control of his body and emotions brought about by sheer pain and fear. In the book, â€Å"Torture: When the Unthinkable is Morally Permissible,† suggests what the very title given by the authors mean. Bagaric, Mirko and Clarke provided for five variables that must be present to make torture morally permissible.... Additionally, if there are little to no other means to acquire information as discussed in the third variable, harm may be brought upon him in any form but maintaining the lowest possible degree of torture and pain towards him (Bagaric, Mirko and Clarke 34-35). In contradiction to this stance, Jeff McMahan maintains that torture must be prohibited without classification. That the use of torture is more abused by those who proliferate unjust means and that even the government cannot be trusted to be cautious in their use of torture, however noble their intentions are. McMahan affirms that to think that any government, no matter how civilized or democratic, could be trustworthy enough to be tasked to carry out torture to prevent terrorist activities and other such threats is nothing short of delusional. In this discussion, the author does not fail to mention notorious and well-known incidents such as the Guantamo Bay and Abu Ghraib torture controversies where the prisoners were subject ed to inhumane acts of torture. â€Å"Throughout human history, torture has been very extensively employed, but the proportion of cases in which the use appears to have been morally justified seems almost negligible† (McMahan 125). This argument illustrates realistic and current predilection toward the abolishment of torture as guaranteed by international and local laws but it does not address in any material way the ticking bomb predicament. McMahan deviates from negating the permissible morality aspect of hedonic act utilitarianism by raising contentions founded on barbarism and human dignity (McMahan 111) and instead focuses on torture abolition base on factual relevance of its ineffectiveness but it nevertheless falls short on concluding how