Half Caste, by John Agard Essay Example for Free

Half Caste, by John Agard Essay Poetry is used by writers world wide to express them. Many of these poems are very negative and show it in the use, and misuse, of language. Other poems are more positive. Poets often use their work to express difficult situations. Half Caste is a good example of this because it portrays the writer in a negative situation that the writer expresses his opinions about. Unrelated incidents is a similar type of poem with a varying, but overall alike problem. The poem Not my business is a more literal poem. The poem is similar because it shows the poet in a difficult situation but the way the poet expresses himself is completely different. In Half Caste, by John Agard, the difficult situation is one of prejudice. The writer is expressing his dislike of the prejudice he suffers because he is of mixed race or, in his words, half caste. The word half-caste is shown to be the culprit in this poem and the entire poem ridicules the word and those who use it. The writer uses various strategies to achieve this goal. In the first paragraph the writer immediately draws the readers attention with an apology, excuse me, he says. This draws the readers attention because it is a very abrupt way of starting a poem and the reader continues to read to see what he is fact sorry for. Immediately, Agard shows that he was in fact being sarcastic. He uses the ridiculous imagery of a man standing on one leg to show the stupidity of the word half-caste. Agard continues to be ridiculous like this throughout the poem. Agard doesnt confine himself to ridiculous imagery though, he uses imagery of famous western icons to prove his point, yu mean when Picasso mix red an green is a half caste canvas. This is effective because to create a good painting an artist will probably have to mix colours, Agards point is that paintings with mixed colours are any worse so why should he be. He uses similar imagery using British weather and Tchaikovsky to prove the same point. The constant use of such imagery shows the reader the difficult situation rather than describing it, in Half Caste the writer uses it to show why e hates prejudice and by doing so tells the reader the prejudice he suffers. . Not my business also uses imagery, but the imagery is not as subtle and more literal. The poems starts with imagery of brutality beat him soft like clay. The imagery is very violent and suggests constant repetitive beating. The few words say masses; soft like clay suggests broken bones and tenderness. The imagery is very violent and portrays a very violent regime or lifestyle. This instantly shows the difficult situation in which the writer is in. Later in the poem more imagery is used. The constant repetition of savouring mouth and the personification of objects hungry hand and bewildered lawn create imagery of consumption. These constant images of consumption and brutality lets Osundare express his situation fully and more interestingly than if it had been written in prose. John Agard also uses a Jamaican dialect in Half Caste. In the entire poem he uses no punctuation, and spells everything phonetically according to the dialect. This deliberate misuse of the English language is an obvious rebellion to English standards. He writes in English but in a Jamaican dialect showing his problem of being Half Caste. This simple use of dialect says many things about his views on his stereotyping. He is rebelling against people who want him only to act English and people who are prejudiced against him. The use of dialect says that if English people discriminate against him then he will discriminate against the English language. Unrelated Incidents also uses dialect to show a difficult situation, this time the dialect is Scottish and its use is obvious. By using a Scottish dialect the writer instantly shows the difference between him scruff and the BBC accent he is opposed to. The difference in dialect shows the prejudice Leonard claims to suffer. The prejudice is not one of a different culture but one inside Britain. He is saying by using dialect that no one trusts him, or other Glaswegians because of their accent and their home. He says this in the poem as well by saying if a toktaboot thi trooth lik want to yoo scruff yi widny thingk it wuz troo.

FTIR spectroscopy of SO2

FTIR spectroscopy of SO2 Abstract In this lab, the IR spectrum of SO2 gas was taken. The spectrum was then used to determine which peaks corresponded to the vibrational modes of SO2 ­. Once the modes had been determined, the experimental wavenumbers of the v1 and v3 modes and the overtones were used to determine the anharmonicity of the two different modes. While there was a difference between the two modes anharmonicity, overall there was not a significant difference. The modes and their corresponding wavenumbers were also used to calculate the force constants of SO2. The experimental data produced a force constant k1 with 3.112% error while the kÃŽ ´/l2 constant had a 2.963% error. Introductions IR spectroscopy is the detection of a transmittance or absorption intensity of change as a function of frequency1. In recent years, Fourier transform spectrometers replaced the traditional dispersive spectrometer because they are faster and more sensitive. They have made it possible to analyze many areas which were not possible with the dispersive spectrophotometer. The difference is the simultaneous examination of all frequencies. The three basic spectrometer components in a FT system are the radiation source, interferometer and detector. The radiation source in precision FTIR instruments is often water-cooled in give it more power and stability2. Figure 1. shows a diagram of the interferometer and the schematics of the spectrophotometer as a whole. The interferometer has the following three components: a moving mirror, fixed mirror, and a beamsplitter.. The beamsplitter is a semireflecting geranium thin film of small particles deposited on flat KBr substrate. Radiation from the broadband IR source is focused into the interferometer, and hits the beamsplitter. Once the beam hits the beam splitter, half of it is transmitted to the fixed mirror while the other half is transmitted to the moving mirror. The changing position of the moving mirror relative to the fixed one generates an interference pattern and causes the two beams to oscillate in and out of phase. When the beams are in phase, there is a constructive interference resulting in the maximum detector response. However, when the beam is out of phase, there is a deconstructive interference between the two beams. Once they have been reflected from both mirrors, they recombi ne at the beam splitter. The recombined beam passes through the sample and then focuses on the detector2. The intensity of the radiation hitting the detector will vary in a sinusoidal manner while the mirror is moving at constant velocity. The record of the interference signal is the interferogram and is a time domain spectrum. The detectors response changes versus time within the mirror scan are recorded. When a sample absorbs at a certain frequency, the amplitude of the sinusoidal wave reduces proportionally to the amount of sample in the beam. In an IR spectrophotometer, this process happens in three component frequencies, which creates a more complex interferogram2. To convert these interferogram recordings to the IR spectrum, a Fourier transformation is used. Small, precise intervals are used during the mirror scan. The rate of the sampling behavior is controlled by a monochromatic beam produced by a helium neon laser focused on a separate detector2. For this analysis, the mid IR spectrophotometer utilized a KBr beamsplitter and a mercury cadmium telluride (MCT) detector. MCT detectors are photon detector with a dependence on the quantum nature of radiation. They also exhibit very fast responses. They must be at a constant temperature of 77^(o)K, the temperature of liquid nitrogen. It is faster and more sensitive than the alternative detector, the deuterated triglycine sulfate (DTGS) 2, which was used for the far IR analysis. The cell used to hold the SO2 gas can be seen in Figure 2. A molecules energy can be split into three components: the electrons motion, the constituent atoms vibrations and the whole rotation of the molecule. While electronic transitions happen on a short timescale, rotational transitions happen on a longer time scale. When a molecule is placed in an electromagnetic field, such as light, energy from the light is transferred from the field to the molecule. This happens upon the satisfaction of Bohrs frequency condition: ΔE = hv When a molecule is excited from one state to another, the energy difference between the two states is absorbed by the molecule. When the molecule reverts back to the previous state, the change in energy which was absorbed upon excitation is then emitted1*. A molecule will be excited by photons which possess the appropriate energy3. Vibrational transitions are observed in the infrared (IR) spectra which are about the 103 ~ 104 cm-1 region. These transitions are caused by the vibration of the nuclei constituting the molecule. The rotational transitions occur at 1-103 cm-1 region, the microwave region, while the electronic transitions occur at 104-106 cm-1 region, the UV-visible region. As the vibrational quantum number v increases, the rotational intervals tend to decrease. The vibrational fine structure of electronic transitions can give insight to the structural and bonding information about molecules which are electronically excited1*. A system displaced from its equilibrium force will be restored due to a restoring force provided by the elasticity of the system. However, there is a property of inertia which causes the system to over correct for the displacement. The back and forth actions of elasticity and inertia cause the system to have oscillatory motion4. When the potential energy is graphed versus the internuclear separation, a perfect harmonic oscillator forms a parabola. The energy spacing in a harmonic oscillator does not change throughout the well of the parabola and is equal to hω where ω=km12 and the zero point energy is Eo= 12hω When a system is not a perfect harmonic oscillator, it is considered anharmonic. Anharmonicity forces the right side of the parabola to widen and asymptotically approach zero. The spaces between the permitted states are not evenly spaced as they were in the harmonic system5. The comparison of the two graphs can be seen if Figure 3. One of the possible ways to calculate xe, a term which shows the anharmonicity of a system is to graph ?G/? versus (?+1). This yields a graph with an equation as follows ΔGv=v+ 1xeve+ ve By dividing the xeve term by ve, the xe term is found. The larger this number, the more anharmonic the system is and vise versa5. Covalent bonds of molecules are not rigid as ball and stick models would suggest, but rather they can be compared to stiff springs which are capable of stretching and bending. More energy is required to stretch and compress a bond than it does to bend it. There is a direct relationship between the energy or frequency which characterizes the stretching vibration of a bond and the bond dissociation energy3. The major factors which are influencial in the stretching frequency of a covalent bond can be seen in the following equation: v = 12rck(m1+m2)m1+m2 where v is the frequency, k is the force constant, c is the speed of light, and m1 and m2 are the masses of the two atoms on each end of the bond. This equation corresponds to the rigidness of the oscillation. However, it should be noted that not all molecular vibrations are capable of being observed in the infrared region. In order to be seen in an IR spectrum, a vibration must cause a change in the dipole of a molecule. This change in charge distribution allows the molecule to absorb infrared light. There is a proportional relationship between the change in charge distribution and the absorption: the greater the change, the stronger the absorption3. All vibrating physical objects have a set of normal modes6. A normal mode can be defined as a simple harmonic oscillation which occurs about an area which is local and low in energy. The normal modes are determined by the systems structure R and its energy function V(R ). Any motion can be expressed as a superposition of normal modes when a pure harmonic V(R ) is being considered. However, the near minimum potential can still be approximated by a harmonic potential for an anharmonic V(R ). Also, small-amplitude motions can still be described by the sum of normal modes. This means that all systems behave harmonically at low temperatures7. For SO2, it is necessary to have nine Cartesian coordinates in order to determine the positions of all three nuclei. Therefore, the molecule is considered to have nine nuclear degrees of freedom. The first three are necessary to describe the position of the center of mass of the molecule. If these three degrees change, it represents the translational movement of the molecule in space. The next three degrees of freedom refer to the orientation of the molecule. These three degrees can be described as the angles of the molecule. If these three degrees change, then the molecule has rotated. The three remaining coordinates are those used to describe the relative positions of the three atoms. These are called vibrational coordinates8. To describe the vibrations of a bent trigonal molecule, it makes sense to use the valence coordinates. The valence coordinates consist of the two bond lengths and the bond angle. However, they do possess a drawback. If energy is put into a bond so that it stretches, to observe how the molecule reacts is difficult due to the energy put into the stretched bond quickly flowing into the vibrations of the other bond in the molecule. Because of this, it is said that the stretching of a single bond and other vibrational motions are coupled8. By varying the coordinates, which are the linear combinations of changes in the bond lengths and bond angles, a good uncoupled approximation can be made. These coordinates are called the normal coordinates. Motions which take place in these coordinates are appropriately called normal modes of vibration. The center of mass does not move in these coordinates8. A non symmetric molecule with N number of atoms will have 3N-6 normal modes. This means SO2 will have 3(3)-6 = 3 normal modes. The normal modes for SO2 can be seen in Figure 3. The symmetric stretch is labeled as v1, the bend is labeled v2, and the asymmetric stretch is labeled v3. When a molecule is exhibiting one of the vibrational modes, it travels the path indicated by the arrow, stops, and then returns back to its starting position8. It is possibly to express the three normal modes as a potential-energy function written in terms of bond stretching and angle bending as shown in the following equation: V = 12k1(R1-Re)2+ 12k1(R1-Re)2+ 12kb(ÃŽ ¸-ÃŽ ¸e)2 where R1 and R2 are the first and second bond length of S-O, Re is the equilibrium S-O bond length, ? is the bond angle of O-S-O, and ?e is the equilibrium value. The constants ks and kb ­ are for the stretching and bending respectively9 ­. Though the derivations are difficult, it was found that the following equations are derived from eq. (1) and are used to calculate both constants: 4r2v32 = 1+2momssin2ÃŽ ±k1mo 16r4v12v22 = 21+2momssin2k1moÃŽ ±kÃŽ ´l2 4r2v12+v22 = 1+2momscos2ÃŽ ±k1mo+2mo1+2momssin2ÃŽ ±kÃŽ ´l2 where v# is the wavenumber of that particular mode, 4?3 is expressed as 5. 8918E-5 in order to obtain units of Nm-1, mo is the mass of oxygen, ms is the mass of sulfur, ? is 59.75^(o), and k?/l2 is the same as the kb constant used in equation (6)10. Diatomic molecules possess only one vibrational coordinate which is quantized. This means that only specific results will be obtained for the value of the vibration. The quantum mechanical harmonic oscillator upon first approximation gives the allowed levels of a diatomic molecule. Polyatomic molecules are similar. Each normal mode has quantized energy, and can be approximated by the harmonic oscillator model when at low energy levels. The frequencies associated with bending tend to be lower than the frequencies associated with stretching10. It is possible to see normal modes via IR spectroscopy if they have a change in dipole in the molecule when it stretches or bends10. All of the normal modes in SO2 are IR active and therefore can all be seen in the IR spectrum at the fundamental frequency. It is possible to observe other weak bands in the spectrum which are a result of overtones. Overtones occur because anharmonicities. They usually happen at integer multiples of 2 or 3 of the fundamental frequencies and are caused by two modes being simultaneously excited10. These bands are located at frequencies which are approximately the sum or difference of the two modes which were excited and are weak10. Method About 1.5g of drierite was weighed out and placed in the barrel of a syringe and the plunger was inserted almost entirely into the barrel. A 3 cm piece of rubber tubing was attached to the tip of the syringe. A 1.5 g of sodium hydrogen sulfite was measured and placed in a vial cap that was small enough to fit into the syringe barrel. The filled vial cap was then into the syringe using a bent spatula to prevent the sodium hydrogen sulfite from spilling into the barrel. The plunger was pushed into the syringe as far as it would go. To ensure that none of the sodium hydrogen sulfite was spilled, the syringe was placed tip down in a beaker. The next step was placing 15 mL of 6 M HCl into a small beaker. All of the acid was then drawn into the syringe containing the vial cap very carefully as to not let any of the acid mix with the sodium hydrogen sulfite. The plastic lid was then screwed onto the syringe. Once the cap was secure on the tip, the syringe was shaken so that the acid and the sodium hydrogen sulfite mixed. As SO2 gas was being produced, the plunger on the syringe was pulled out simultaneously. The high pressure of the gas in the syringe caused the cap on the tip to leak so it was necessary to apply pressure to the tip to prevent it from spitting acid out. Once the reaction had stopped producing gas, the syringe was inverted so that the tip was pointing up and the liquid was at the bottom of the barrel. The cap was removed and the tip was connected to the other end of the rubber tubing attached to the syringe containing drierite. At this point the syringe containing drierite was above the syringe containing the SO2 gas. As the plunger in the bottom syringe was being pushed in, the plunger in the top syringe was being pulled out; making sure no liquid was pushed through the tubing and into the top syringe. The top syringe, now containing the SO2 gas, was capped and allowed to sit for five minutes in order for the drierite to dry the SO2 gas. The excess HCl in the reaction syringe was expelled into a waste beaker. 15 mL of NaOH was placed in a beaker and then drawn up into the syringe in order to destroy any remaining SO2. The NaOH was then also expelled into the waste beaker. After the syringe containing the gas had sat for five minutes, the IR gas cell was placed in the hood. The syringe containing the SO2 was then attached connected to the gas cell using another piece of rubber tubing. Both stopcocks on the gas cell were opened and the gas was pushed into the cell. Both stopcocks were then immediately closed to prevent any of the SO2 from leaking out. A spectrum in the range of 700-2500 cm-1 was obtained using an FTIR spectrophotometer. In order to get a good spectrum from the mid IR range, the cell was undiluted. However, to obtain a good spectrum in the far IR range, it was necessary to dilute the gas cell. Once the spectrum had been obtained, the gas cell was placed inside a fume hood. Both stopcocks were opened up and a syringe was used to flush air through the gas cell. The gas cell was then placed in a vacuum sealed dessicator with the stopcocks open in order to dry out any moisture that may have entered the cell during the experiment. Results The IR spectra of SO2 can be seen in Figure 5. By looking at what wavenumbers the peaks appeared at, it could be concluded which peak corresponded to each vibrational mode of SO2. The bending of a molecule happens at lower wavenumbers, so it was concluded that graph in the top right corner corresponds to the ?2 vibration. It was known from literature that the stretches occur somewhere between 1000 and 1500 cm-1 so the graph in the bottom right must correspond to the overtones of SO2s ?3 and ?1 modes. It is known that asymmetric stretches always correspond to higher wavenumbers. So it was concluded that the next two peaks on the spectrum were ?1 and ?3 respectively. The actual experimental wavelengths of each mode can be seen it Table 1. There are two overtones present, one from the ?1 mode and another from the ?3 mode. The lower frequency overtone corresponds to the lower-frequency mode. Thus the lowest overtone is that of ?1 while the second seen overtone comes from the ?2 mode. Using the experimental wavenumbers for each mode, both constants could be found using eq. (7) first to solve for k1. This values was calculated to be 1000.858 Nm-1. The litereature value is 1033 Nm-1 and the percent error in the experimental value was 3.112% The calculated value of k1 was then used in eq. (8) to find the k?/l3 constant. The second constant was calculated to be 78.60 Nm-1. Literature value for this constant is 81 Nm-1 and the percent error in the experimental calculation was 2.963%. To evaluate the effectiveness of this method for finding the constants, both sides of eq. (9) were solved for. The left side equaled 93.77 Nm-1 while the right side equaled 95.54 Nm-1. The percent difference between these two values is 1.85%. In order to determine the harmonicity of each of the modes of vibration, the ve and vexe values were calculated. This was done by graphing ?G/v versus (v + 1) in Microsoft Excel. The ?G corresponds to the wavenumber of the overtone seen on the IR spectrum. ?G was then divided by v. The overtones corresponded to v=2 while the normal mode bands corresponded to ?=1. Graphs for both the ?1 mode and ?2 mode can be seen in Figure 6. Excel was then used to fit a trend line and produce a y = mx + b equation for the data. The slope of the equation was vexe and the intercept was ve. To determine the anharmonicity of the two modes, it was necessary to solve for xe. This was done using eq (4). The calculated values for xe in the ?1 mode was 1.0612 and for the ?3 mode was 0.07891. This means that the ?1 mode is more anharmonic than the ?3 mode. Conclusion For this lab, SO2 ­ was prepared and then studied via FTIR spectroscopy. The three modes of SO2 were identified on the IR spectra obtained. It was determined that the lowest energy of bending correlated to the lowest frequency peak. The second highest frequency peak was determined to be ?1 since the symmetric stretch is lower in energy than the asymmetric stretch (?3) which is the third highest frequency peak. The wavelengths determined from the IR spectra were used to calculate the constants k1 and k?/l3. It was determined from the numbers crunched from eq. (6) that the used method of determining the constants was an accurate method. Also, the anharmonicity of the modes ?1 and ?2 were calculated and compared. The graph of ?G/vversus (v + 1) produce an equation of y = mx + b which provided the values of xeve and v ­e. These values were then used to find xe, which described the anharmonicity of each mode. The ?1 mode was found to be more anharmonic due to its greater xe value whil e the ?3 was found to be more harmonic. Refrences What is Infrared Spectroscopy?. (n.d.). Mount Holyoke College, South Hadley, Massachusetts. Retrieved December 11, 2009, from http://www.mtholyoke.edu/~mlyount/MySites/ForensicSpectroscopy/WhatIsIR.html Nakamoto, Kazuo.Infrared and Raman Spectra of Inorganic and Coordination Compounds. Sixth Edition ed. Hoboken, NJ: Wiley Sons, Inc., 2009. Print. Hsu, S. (n.d.). Infrared Spectroscopy. prenhall.com. Retrieved December 6, 2009, from www.prenhall.com/settle/chapters/ch15.pdf Chem.msu.edu. (n.d.). Nature of Vibrational Spectroscopy. Retrieved November 30, 2009, from 2http://www.cem.msu.edu/~reusch/VirtualText/Spectrpy/InfraRed/irspec1.htm#ir1 The Simple Harmonic Oscillator. (n.d.). PAWS Personal Accessible Web Space Kettering University. Retrieved December 12, 2009, from http://paws.kettering.edu/~drussell/Demos/SHO/mass.html Atkins, P., Friedman, R., Paula, J. D. (2008). Rotational and Vibrational Spectra. Quanta, Matter and Change: A Molecular Appraoch to Physical Change (pp. 315-318). New York: W. H. Freeman. Normal mode Wikipedia, the free encyclopedia. (n.d.). Wikipedia, the free encyclopedia. Retrieved December 11, 2009, from http://en.wikipedia.org/wiki/Normal_mode Normal Mode (Harmonic) Analysis. (n.d.). Center for Molecular Modeling. Retrieved December 11, 2009, from http://cmm.cit.nih.gov/intro_simulation/node26.html Vibrational Spectroscopy. (n.d.). med.upenn.edu. Retrieved December 10, 2009, from www.med.upenn.edu/bmbgrad/Faculty/Master_List/Vanderkooi/course_notes/8.vibrational.pdf Sulfer Dioxide Vibration. (n.d.). d.umn.edu. Retrieved November 30, 2009, from www.d.umn.edu/~psiders/courses/chem4644/labinstructions/SO2spartan.pdf Infrared Spectroscopy of SO2. (n.d.). Spectroscopy and Structure Chem 4591. Retrieved November 30, 2009, from 3http://www.colorado.edu/chemistry/chem4581_91/SO2.pdf

Herbert George Wells The Time Machine Essay -- Herbert George Wells T

Herbert George Wells' The Time Machine ‘The Time Machine’ was written in 1895 by a writer, scientist and member of The Fabian Society, Herbert George Wells. Wells (born 1866) was, and still is, a very famous writer who produced many novels, but is most commonly known as a science-fiction author. ‘The Time Machine’ is Wells’ most celebrated novel and it’s themes represent the fears and anxieties of his society and background. Wells’ background was difficult, his father lost his business when Wells was 14, therefore, Wells got a job as a housekeeper at a grand house called Uppark. This is important because it influenced Wells in his writing. It showed him the strict division in the upper and lower classes of his society. Also, at the time of writing ‘The Time Machine’ the Industrial Revolution. Wells originally became interested in science when he won a scholarship to the School of Science where he was taught biology by T.H.Huxley. Wells found Huxley an inspiring teacher and as a result developed a strong interest in evolution. Accordingly he soon heard about Darwin’s theory of Evolution and Einstein’s theory of Relativity, which made many scientists of the age, including Wells, start to get worried. The cause of this tension was that they were on the verge of a new century and, what many people thought to be, the Apocalypse. As I mentioned earlier, Wells’ time was deeply affected by the theories put forward by Charles Darwin and Albert Einstein. These theories also sparked ideas in many scientists’ heads about the four dimensions: Length, Breadth, Thickness and Time. Creating what seemed to be the stupendous possibility of time travel. The way ‘The Time Machine’ is structured is diverse compared to... ...the ‘Morlocks’, who eat the ‘Eloi’ (cannibalism). Wells has an unmatchable aptitude to create a sense of horror in the readers’ minds, somehow, he taps into it and generates an unbelievable sensation of terror and unforgivness to enchant the reader on the book and nothing else. The ‘Eloi’ and the ‘Morlocks’ liaison reflects the class system of Wells’ time because it shows us the ‘Eloi’ as the upper-class people going round at day above ground. While the lower-class people (‘Morlocks’) go around by night using tunnels below ground to manoeuvre about the land. All in all Wells was trying to warn us that the apocalypse or end of the world as we know it was near and to prepare for the possible degeneration of the human race. Therefore, my conclusion is Wells was a very smart man, but evidently, his prediction was wrong, at least at the time he predicted it. Herbert George Wells' The Time Machine Essay -- Herbert George Wells T Herbert George Wells' The Time Machine ‘The Time Machine’ was written in 1895 by a writer, scientist and member of The Fabian Society, Herbert George Wells. Wells (born 1866) was, and still is, a very famous writer who produced many novels, but is most commonly known as a science-fiction author. ‘The Time Machine’ is Wells’ most celebrated novel and it’s themes represent the fears and anxieties of his society and background. Wells’ background was difficult, his father lost his business when Wells was 14, therefore, Wells got a job as a housekeeper at a grand house called Uppark. This is important because it influenced Wells in his writing. It showed him the strict division in the upper and lower classes of his society. Also, at the time of writing ‘The Time Machine’ the Industrial Revolution. Wells originally became interested in science when he won a scholarship to the School of Science where he was taught biology by T.H.Huxley. Wells found Huxley an inspiring teacher and as a result developed a strong interest in evolution. Accordingly he soon heard about Darwin’s theory of Evolution and Einstein’s theory of Relativity, which made many scientists of the age, including Wells, start to get worried. The cause of this tension was that they were on the verge of a new century and, what many people thought to be, the Apocalypse. As I mentioned earlier, Wells’ time was deeply affected by the theories put forward by Charles Darwin and Albert Einstein. These theories also sparked ideas in many scientists’ heads about the four dimensions: Length, Breadth, Thickness and Time. Creating what seemed to be the stupendous possibility of time travel. The way ‘The Time Machine’ is structured is diverse compared to... ...the ‘Morlocks’, who eat the ‘Eloi’ (cannibalism). Wells has an unmatchable aptitude to create a sense of horror in the readers’ minds, somehow, he taps into it and generates an unbelievable sensation of terror and unforgivness to enchant the reader on the book and nothing else. The ‘Eloi’ and the ‘Morlocks’ liaison reflects the class system of Wells’ time because it shows us the ‘Eloi’ as the upper-class people going round at day above ground. While the lower-class people (‘Morlocks’) go around by night using tunnels below ground to manoeuvre about the land. All in all Wells was trying to warn us that the apocalypse or end of the world as we know it was near and to prepare for the possible degeneration of the human race. Therefore, my conclusion is Wells was a very smart man, but evidently, his prediction was wrong, at least at the time he predicted it.

Hamlet again :: essays research papers

Scene i: The play opens in the dead of night on the walls of Elsinore Castle. Gloom, uncertainty and anxiety hang over the kingdom of Denmark, the first words spoken coming as the sentinel's challenge, "Who's there?" In short order we learn from the guard of the night watch that the long-time King of Denmark, "Old Hamlet" or "Ur-Hamlet," died mysteriously just two months earlier, that his brother, Claudius, has taken the throne, and that Claudius has married the dead king's wife, Queen Gertrude. The members of the watch, including Prince Hamlet's loyal friend Horatio, are further alarmed over the recent appearance of a ghost who resembles Hamlet's late father, and they plan to tell Hamlet about this disturbing apparition. (Jump to the text of Act I, Scene i) Scene ii: The play now shifts to the royal court of King Claudius and his new wife, Queen Gertrude, as we first see Hamlet's uncle dealing capably with affairs of state. In this, he is advised by his chief counselor, Polonius, and the King has a cordial exchange with his minister's son, Laertes. Hamlet, however, remains in the background, a surly figure muttering resentful asides. Claudius rejects Hamlet's request to return to college at Wittenberg, and urges him to cease his "unmanly" mourning for his father. When the royal entourage departs, Hamlet speaks a soliloquy about his resentments toward his stepfather, his mother, and their incestuous marriage. Horatio and his cohorts arrive and tell the prince about the ghost they have seen. Hamlet vows to observe it himself. (Jump to the text of Act I, Scene ii) Scene iii:The scene is comprised of an exchange among Polonius, his son Laertes and his daughter, Ophelia. The young maiden Ophelia reveals to her father and brother that Prince Hamlet is "madly" in love with her. Both Polonius and Laertes strongly warn her about any romance with a prince of the realm, particularly one who seems to be mentally unbalanced. (Jump to the text of Act I, Scene iii) Scenes iv-v: Back at the walls of the castle, the Ghost of Hamlet's father speaks to his son directly and urges him to follow him to a one-on-one encounter. Hamlet has misgivings, but he obeys and the ghost then confirms that he is, in fact, the dead King. He also discloses that he was the victim of a murder, that Claudius poured poison into his ear while he was asleep.

Teaching Philosophy Statement :: Education Teachers Essays

Teaching Philosophy Statement Children by nature are human sponges. They absorb information on many different levels, intellectually, emotionally, physically, etc. Their lives are mapped out by experiences, what they learn, and where they learn it. School is the first opportunity for children to learn, to experience, and to see where their lives are headed. All children have the right to an education. One that focuses on their individual needs and an education that will make them learn and feel good about themselves. School should always be challenging. Children need to understand that they are responsible for who they are and who they become. They need to be taught that school is the beginning step to success. The more you learn and absorb the more power and opportunities you will have later in life. Between knowledge and self-esteem (that should be taught in schools), kids should be able to walk away from high school with the knowledge that they have developed and a head full of ideas on where to go from there. People as a society need to raise the bar on our educational standards. The teaching styles that were seen as exceptional in the 1950’s should not be seen as exceptional today. Kids need to be taught that they can reach for the stars and beyond. Everyone is special and with work can have the same opportunities as anyone else. Education is a tool that provides many aspects of learning into a nicely gift-wrapped package. Education teaches skills that help children move from grade to grade but also from childhood into adulthood with acute readiness. Education is important not only for the knowledge that is obtained, but also for the value it holds in today’s society. Jobs are not as obtainable as they once were without some form of higher education. Education is also important because it brings people together. Families are able to communicate with more ease. Nations are able to trade and help in times of need. Learning is education and the education of learning starts in the classroom. In my classroom I hope to accomplish all the textbook materials for the grade I am teaching so that my students may advance to the next grade level with ease. I also hope to accomplish new fun ways of teaching my students self-discipline and self-esteem. Teaching children at such a young age is crucial. I believe that early education teachers help to pave a student’s road through school and life.

Letter to the reader Essay

To The Readers In my portfolio I will be writing about varies of things such as Georgia 411 Interest Inventory, My Career Choice, Autobiographical Incident Essay, and Persuasive Essay & Narrative Essay. In these essays you will get different types of emotions from me. Let me break down what it is that I will be writing about in the essays. First in my Georgia 411 Interest Inventory essay it’ll be about what type of learner am I? And what types of careers match your skills. Â  Secondly in my Career Choice essay I’ll be writing about a college/career dedicated to the future career I choose. The main point of this essay will be to research my career choice and create a plan of action including the amount of education required and prepare myself to be able to interview for the position in the future. Now my third essay is about an Autobiographical Incident that impacted my life in some way. How did the incident affect me? What were some thoughts during the experience? What are my thoughts on it now? This essay is something that means a lot to me because it impacted my life in so many ways. It was kind of hard trying to type up this paper without crying but it was well worth it in the end; because it brought back memories that I tried to forget. Fourthly, my essay is a Persuasive Essay it’ll be written to convince someone to adopt my beliefs on a topic. Â  Most of all lastly, my last essay is a Narrative Essay a fictional story of my very own. I do hope you all enjoy what I created in my portfolio.

Normal and Abnormal Psychology Essay

Psychology is a science that studies the human mind and behavior, to understand and explain thoughts, emotions, and behavior of individuals. Psychology can be applied in different ways, such as mental health treatment, performance improvement or enhancement, self-help and other areas impacting the health and daily life of individuals. Psychology is generally a broad field of science, and there are multiple subfields or areas within it. Two subfields in particular that are going to be discussed in this paper are normal and abnormal psychology. An individual is categorized within these two subfields according to whether their social behavior and way of thinking is common or totally out of the norm. Normal Psychology studies the common or average human behavior of individuals. This particular area focuses mainly on understanding the way the individual thinks and reasons throughout their everyday life. This area does not involve any disorders or psychological illnesses, but instead it researches the human mind in trying to better understand the individual’s thought process and behavior. An individual who would be categorized under normal psychology would not display any mental illnesses, disorders, psychological problems or un-normal behavior. Abnormal Psychology studies abnormal human behavior as well as psychopathology of the individual. Abnormal refers to something that is not normal or out of the norm. This particular area of psychology focuses more on research and treatment for the abnormal behavior displayed by the individual. This area of psychology covers a wide variety of disorders such as depression, sexual deviation, obsession-compulsion, anxiety, mood, developmental, etc. A good way to tell if there is a case of abnormal psychology is anytime the behavior of an individual is causing problems in their life or is disruptive to them or other people. There are a number of perspectives used to treat abnormal psychology. Three main perspectives are: behavioral, medical, and cognitive. The behavioral perspective focuses on the observable behaviors. The medical perspective focuses on biological causes on the mental illness. The cognitive perspective focuses on how their internal thoughts and reasoning contribute to the psychological disorders.