Photography Assignment Example | Topics and Well Written Essays - 250 words - 1

Photography - Assignment Example Photograph 2-2 shows a picture of a bride. It talks about shooting wedding photographs like any other professional without having to retake the shots. It’s all about passion and then getting the right shot and having confidence in yourself. In photo 3-3, shooting on a tripod stand makes the camera still and steady. This provides a chance to capture tack-sharp shots. Therefore, the quality of the tripod comes a long way in ensuring one gets shots like a pro. In order to get those quality photos one has to invest much on the accessories that accompany any shooting. In photo 3-4, it’s not only about changing the camera settings, but also getting the right equipment and more so what the pros use. Photograph 4-2 shows a ball head, which is used to position a camera at any angle with one turn of the knob. Like a tripod, a good ball head comes with a price which is worth. Photo 5-2 describes how a release cable allows one to get a tack-sharp shot. The cable is attached to the camera and upon pressing of the button the photo is taken without necessarily pressing the shutter on the camera which would otherwise compromise the sharpness of your photos. Photo 5-3 details the B&H as trusted dealers in camera and all accessories because of their professional photographers who offer the best advice and have cheaper more quality products that meet a photographer’s needs perfectly. Another technique of getting a sharp photo, especially in the field is using â€Å"The Death Grip’. As depicted in photo 6, holding a camera with the strap twisted on one’s arm and wrapping it around the wrist gives extra stability and hence clear

Individual Learner Differences In Second Language Acquisition Education Essay

Individual Learner Differences In Second Language Acquisition Education Essay 1. Introduction The fact that competency levels attained by second language learners fluctuate so greatly (Lightbown and Spada, 2006: 53), raises an intriguing question with regards to second language acquisition (SLA), why are some individuals better at acquiring language than others? A major reason for this variation in L2 proficiency levels is commonly attributed to individual learner differences (ILDs), (DÃ ¶rnyei, 2005: 2). This essay sets out to explain the important role that ILDs play in SLA, through an in-depth discussion on the contribution made by L2 motivation. Three influential theories offering different perspectives on L2 motivation: the Socio-educational model, self-determination theory and the Process model will be discussed in detail. I will also look at the theoretical shifts currently taking place in L2 motivation research, before concluding with a discussion on the strategies that teachers can use to instil and nurture motivation in their students. 2. Role of ILDs in SLA Individual differences are unique learning characteristics which are present in all learners to varying degrees. They can help to distinguish learning needs and identify the extent to which learners will succeed in acquiring a second language (Lightbown and Spada, 2006). These differences are social, cognitive and affective in nature, and include aptitude, motivation, age, personality, learning strategies, learning styles and anxiety (for detailed reviews, see for example, Naiman et al 1995; Skehan 1989; DÃ ¶rnyei 2005). Their relevance to language achievement has made ILDs, a focus of considerable attention in SLA research (DÃ ¶rnyei, 2005). Developments in research, especially in relation to aptitude and motivation, has seen a shift from a product-orientated approach to a more process-orientated stance (ibid: 6). Recent studies have highlighted the importance of the temporal nature and situational context of learner characteristics (DÃ ¶rnyei, 2009). Current arguments however, have suggested that rather than being monolithic variables, ILDs are complex attributes consisting of a combination of sub-components and sub-processes (ibid). All ILDs are implicated in language learning, however they do not function in isolation and some even have elements in common (Gardner, 2008). A look at some of the influential theories which have emerged from research on L2 motivation over the last fifty years will help to explain the complex role that ILDs can play in the language learning process. 3. L2 Motivation Motivation is a learners orientation towards learning goals (Gardner, 1985), and is regarded by many as the most influential ILD in the language learning process (Ellis, 1985). Therefore its relevance to the classroom environment becomes evident, and to know what drives this motivation is of great pedagogic interest. Many of the learner characteristics involved in the SLA process are dependent on, and in some cases completely overridden by motivation (Gardner, 2006). A learner with a natural aptitude for learning languages, for example, may find it difficult to attain long-term language goals without the necessary motivation (ibid). On the other hand, high levels of motivation may lead to successful learning, even where little aptitude exists for language (ibid). Theories looking to explain the role of motivation in language learning have evolved through four main stages. DÃ ¶rnyei (2005) categorises these as: the Social Psychological period (1959-1990); the Cognitive-Situated period (1990s); the Process-orientated stage (late 1990s); and finally a period (last decade) consisting of new approaches that have focused on a learners sense of self-identity. Table 1 summarises the main L2 motivation theories and concepts. 3.1. The Social Psychological approach to L2 motivation Interest in L2 motivation was initiated by social psychologists Wallace Lambert, Robert Gardner and associates as early as 1959, looking to understand the language and cultural Approach to motivation Examples Social-psychological Socio-educational model, (Gardner, 1985). Key concepts: Integrative motivation, Integrativeness, integrative orientation. Theory of Linguistic self-confidence, (Clement, 1986). Key concepts: Self-confidence a self-belief of having the ability to manage the learning process. Cognitive Situated Self-determination theory, (Brown, 1994; Noels et al., 2000). Key concepts: intrinsic/extrinsic motivation, amotivation. Attribution theory, (Weiner, 1992). Key concepts: attributing past success or failure to current actions. Goal setting theory, (Oxford and Shearin, 1994). Key concepts: Cognitive perception of goals as a motivating factor. Goal orientation theory, (Ames, 1992). Key concepts: Goal mastery andperformance orientations. Motivation and learner strategy use, (Oxford and Nyikos; 1989, Macintyre et al., 1996). Key concepts: Motivation as a key factor in stimulating strategy use. Task Motivation, (Julkunen, 2001; Dornyei, 2003). Key concepts: task execution, appraisal, action control. Mixed approach i. Willingness to communicate, (Macintyre et al., 1998, 2003). Key concepts: Willingness to communicate as a key factor for achieving communicative competency. Process-orientated Process model, (Dornyei and Otto, 1998; Dornyei, 2001b). Key concepts: temporal nature of motivation, which includes a preactional/actional/postactional stage. Current and future L2 motivational self system, (Dornyei, 2005). Key concepts: ideal L2 self, ought-to L2 self. Complex dynamic systems, (Larsen-Freeman, 2007). Key concepts: integrating different theoretical perspectives. Table 1. Some of the different approaches used in L2 motivation research conflicts between English and French speaking communities in Canada. Their research adopted a socio-psychological approach, based on the central idea that a learners success in acquiring a second language is dictated by an attitude towards the target language community (Gardner, 1985). Their research on students learning French showed that aptitude and motivation are closely associated with achievement in language learning (ibid). They concluded that motivation is characterised by an individuals willingness to be like members of the target community (ibid). A model based on a socio-psychological approach that has been very influential in L2 motivation research is Gardners socio-educational model (see for example, Gardner and Lambert, 1972; Gardner, 1985; Gardner and MacIntyre, 1991). The most recent version of this model is shown in figure 1. LANGUAGE ACHIEVMENT Other Factors (for example, Learning strategies, language ANXIETY (Gardner, 2001)) Other Support LANGUAGE APTITUDE INTEGRATIVE MOTIVATION INTEGRATIVENESS MOTIVATION ATTITUDE TOWARDS THE LEARNING SIITUATION Figure 1. A basic model of the role of motivation in SLA (adapted from Gardner (2001b)). The most elaborate and researched aspect of Gardners model is integrative motivation, which he defines as the motivation to learn a L2 because of a positive attitude towards, and a desire to integrate with that community (Gardner, 2001b). The three variables that constitute integrative motivation are (ibid): Integrativeness this represents a desire to learn a second language to identify with the target community, and is reflected in a learners behaviour through the following: An integrative orientation, representing the reason for learning, which in this case is an interest in learning an L2 to interact with the target community. A positive attitude towards the target language group. An interest in foreign languages or a general openness to all language groups. Attitudes towards the learning situation (ATLS) this refers to attitudes towards the language teacher, the course in general, the course materials and other factors related to the learning context. Motivation this is a learners goal driven behaviour. A motivated learner: makes a concerted effort to learn a language, for example by doing extra work and seeking more learning opportunities, displays a strong desire to learn a language and is focused on achieving the goal, enjoys learning and has an overall positive attitude towards the learning process. An integratively motivated learner is therefore: motivated to learn a second language, keen to interact and be associated with the target community, and has a positive outlook on the learning situation. To sustain consistent levels of motivation, integrativeness and/or a positive ATLS are essential characteristics, however, it is the motivation element of the Integrative Motivation complex that is the active variable and which directly influences Language Achievement (Gardner, 2001b: 6). Therefore, a learner who has a high level of integrativeness and/or a positive attitude towards learning, but is low in motivation is unlikely to achieve high levels of proficiency. The affect of instrumental factors on L2 motivation was not included in Gardners core theory, but he suggests that they could be one of the other supports affecting motivation (Gardner, 2001a: 7). Based on this, it is possible to substitute integrativeness with instrumentality in the representation of the model in figure 1, to give what Gardner calls Instrumental Motivation (ibid). This is a motivation to learn a L2 for instrumental gains, such as better employment or education. An instrumentally motivated learner has specific communicative needs, which provide a purpose for learning and an impetus for successful language acquisition (Gardner and Lambert, 1972). Gardners model makes little reference to other attributes, for example, personal aspirations and past experiences, which could affect an integratively motivated learner. However, empirical research in different contexts is continuously bringing to light the possibility of including more factors in the general L2 motivational construct. To check Gardners model for adaptability, Tremblay and Gardner (1995) integrated other measurements of motivation, such as anxiety and goal-setting strategies. Empirical testing of the extended model showed that addition of the extra variables did not affect the structure of the original model (ibid). Research on motivation in different context has led some applied linguists to suggest the notion of the language community associated with integrative motivation is untenable for international learners of English (Ushioda and DÃ ¶rnyei, 2009). In a multi-lingual society like China, for example, few opportunities exist for interacting with native English communities. In such a context, instrumental motivation or external factors (for example, exams and employment) are more prevalent among learners than a desire for integrating with native speakers of English (Warden and Lin, 2008). For this reason, other researchers have suggested that the integrative construct should at least be re-examined by including the global L2 learning context and the multi-dimensionality of a learners identity. DÃ ¶rnyei and Csizer, (2002) suggested that rather than identifying with an external language community, the integrative concept could be more accurately linked to a learners internal process of identification with a self-concept. DÃ ¶rnyeis (2005) motivational self-system which developed from this idea is discussed in section 3.4. 3.2. Self-Determination Theory and SLA Influenced by advances in motivational psychology, and a need to understand the classroom-situated nature of motivation, L2 research moved on from a socio-psychological approach, to look at affects of classroom-situated factors on motivation. Self-determination theory (SDT) is a highly influential approach in motivational psychology, and several studies have attempted to incorporate some of its components to explain L2 motivation (for example, Brown, 1994; Noels et al., 2000). According to this theory there are three types of learner motivations: intrinsic motivation, extrinsic motivation, and amotivation (Deci and Ryan, 2002). These motivations form a continuum depending on the degree of learner self-determination, where self-determination is as an individuals sense of choice and control over the learning process (ibid). Intrinsic Motivation (IM) refers to an individuals motivation to undertake an activity, purely for personal feelings of pleasure and enjoyment associated with that activity, and is driven by a desire for competence and self-determination (Noel et al., 2000). Intrinsically motivated students are considered more likely to achieve autonomy, competence and fulfil long-term language goals (Ramage, 1990). Extrinsic motivation (EM), on the other hand, relates to actions carried out for: instrumental gains, in search for reward or to avoid punishment (Noels et al., 2000). This motivation can vary in degree depending on the extent to which the activity is controlled by the learner or other variables (Deci and Ryan, 2002). Vallerand et al., (1993) have suggested six subtypes of IM and EM which lie on a continuum of self-determination (see table 2). Noels (2001) suggests that L2 learner motivation can be assessed using the intrinsic and extrinsic constructs. These motivations however, do not necessarily have to be exclusive, for example, a learner whose behaviour is consistent with identified regulation may also exhibit some of the adjacent motivations on the continuum (ibid). Self-Determination Type of Motivation Description HIGH Zero Intrinsic Motivation to know Performing an activity for the pleasure associated with learning or exploring new knowledge. E.g., when reading a new book. Intrinsic Motivation to accomplish Performing an activity for the pleasure associated with accomplishing or creating something. E.g., a student doing more homework than is required. Intrinsic Motivation to experience stimulation Performing an activity for the stimulated sensations (e.g. pleasure and excitement) associated with engagement with the activity. E.g., a student who goes to class for the pleasure of participating in discussions. Extrinsic Motivation Identified Regulation Extrinsic motivation is internalised to the extent that learner behaviour is regulated by a sense of value and usefulness of the activity to the self. E.g., a student who studies the night before an exam because they think it is important to them. Extrinsic Motivation Introjected Regulation Learner behaviour is regulated by internalisation of past external means. E.g., studying the night before an exam because it is expected of a good student. Extrinsic Motivation External Regulation Learner behaviour is regulated completely by external means (rewards or constraints) showing the least self-determined form of extrinsic motivation. E.g., Studying the night before an exam because of pressure from parents. Amotivation A lack of extrinsic and intrinsic motivation. A learner feels their behaviour is regulated by factors out of their control, and may eventually drop out of the learning process. Table 2. Language Learning Orientation Scale: Intrinsic Motivation, Extrinsic Motivation and Amotivation (adapted from Vallerand et al., (1993)). Intrinsic motivation is characterised by a strong sense of self-determination, and is closely associated with integrative motivation (Noels, 2001). This suggests that students learning a language for pleasure may also be seeking interaction with the L2 community. Intrinsic motivation however, is identified more with attitudes towards learning, than the target community (ibid: 54). The social environment (for example, the teacher, family members and the L2 community) has considerable influence on a students perception of self-determination. A teacher plays a significant role in this regard, and can promote intrinsic motivation by encouraging learner autonomy and providing positive feedback (Noels, 2000: 55). Similarly, students learning for intrinsic reasons are more sensitive to the teachers instructional style (ibid). In contrast, the less self-determined external regulation component of extrinsic motivation is linked to instrumental behaviour (Noels, 2001: 53). A limitation of extrinsic behaviour is that it can have short-term characteristics. A study carried out by Ramage (1990) showed that students who learnt a language for academic reasons are more likely to discontinue future language classes. Extrinsic course pressures, for example, compulsory reading, can also negatively affect a learners intrinsic interests (DÃ ¶rnyei, 1994a). 3.3. A Process-orientated approach to motivation DÃ ¶rnyei and Ottos (1998) process model of motivation integrates various theoretical perspectives of L2 motivation, and draws attention to the temporal nature of motivation in classroom learning. The model is influenced by Heckhausen and Kuhls Action control theory, which proposes two sequential phases of motivational behaviour: an individuals motivation to form an attention, and a motivation to initiate and sustain the intended action (Heckhausen, 1991). DÃ ¶rnyei and Ottos model breaks down the motivational process into three temporal phases. The first relates to the transformation of initial desires to goals, and then intentions. The next sees these intentions being enacted, leading to the successful/unsuccessful accomplishment of goals, and the final phase is an overall evaluation of the learning process (see figure 2). Preactional Stage (Choice Motivation) Motivational Functions: generate motivation to select a goal; form an intention to act; select an action plan to enact the intention. Possible factors influencing motivation: goal properties; attitude towards the learning process; attitude towards the target community; perception of self-ability; social environmental encouragement or discouragement. Actional Stage (Executive Motivation) Motivational Functions: carry out sub-tasks to maintain motivation; ongoing appraisal of achievement; action control (self-regulation to help persevere with learning). Possible factors influencing motivation: quality of the learning experience; degree of autonomy; teacher, learner group and family influence/support; classroom structure (competitive or co-operative); knowledge and ability to use self-motivating, goal-setting and learning strategies. Postactional Stage (Motivational Retrospection) Motivational Functions: attribute reasons to success or failure; elaborate internal standards and action-specific strategies; dismiss original intention and further planning. Possible factors influencing motivation: personal attribution style; self-confidence; feedback. Figure 2. Process model of L2 learning motivation (adapted from Dornyei, (2003: 19)). An important assertion made by the process-orientated model is that motivational behaviour is influenced by different factors. Consequently, different theories of motivation can be associated with each phase (DÃ ¶rnyei, 2003: 18). Integrativeness, for example, may be the motivational influence on goal setting in the preactional stage. In the executive phase, situated aspects of motivation play a greater role, mechanisms of the task processing system are more relevant here (DÃ ¶rnyei, 2003). The retrospective links that learners make between the original goal and actual achievement in the post-actional stage are likely to be attributed to past learning experiences, a motivational behaviour addressed by Weiner (1992) in the attribution theory. Two aspects that the model overlooks are: the possibility of several actional processes running concurrently, or an actional process with multiple motivational influences (DÃ ¶rnyei, 2003). This is likely in a school setting, where students often have multiple goals (for example, social and academic) and overlapping motivational influences (for example, task, course or curriculum related) (ibid). The model assumes that the actional processes have defined boundaries, however in an educational context it may be difficult to identify where one actional process starts and the next begins. 3.4. Present and future: The motivational self-system and a Dynamic systems approach. Since the socio-psychological period of motivation research, the global reality of English has changed immensely. The rapid globalisation of English has challenged the validity of many SLA theories (Kachru, 1988), because these theories fail to consider the context of the world Englishes learner (Sridhar and Sridhar, 1992). With limited or no contact opportunities with the native target community, the notion of a self-concept (referring to an individuals images and cognitions of the self) suggested by DÃ ¶rnyei and Csizer (2002), is possibly a more relevant motivational feature in many EFL contexts. DÃ ¶rnyei developed this idea further, in his L2 motivational self-system, which equated integrativeness with an ideal L2 self (DÃ ¶rnyei, 2005; 2010). The main components of this system are: (DÃ ¶rnyei, 2010) Ideal L2 Self a L2-specific image of the attributes that one would like to possess. For example, hopes, desires, aspirations. Ought-to L2 Self a self-guide which refers to those attributes one thinks one ought to possess to meet expectations and avoid negative outcomes. L2 Learning Experience this refers to the executive motives (similar to those identified in the Process model) associated with the immediate learning environment and experience. For example, impact of the teacher, other learners, the course, the experience of success. The hypothesis behind the self-system is that a learners desire to become a person proficient in the L2, serves as a powerful motivating force to learn a language (Ushioda and DÃ ¶rnyei, 2009: 3-4). A recent study in the Japanese context showed that this desire represented by the ideal L2 self is equivalent to the concept of integrativeness in Gardners socio-educational model, but the ideal L2 self is probably more accurate in explaining motivated behaviour (Ryan, 2009) DÃ ¶rnyeis idea of placing the self at the centre of the conceptual role of motivation offers a new perspective, however it overlooks the process-orientated, and contextually dynamic nature of motivation. Justifying this complex nature of L2 motivation, can only be possible by integrating more than one approach (Macintyre et al., 2010). A possibility of combining different perspectives of motivation is suggested by Ushioda (2009) with her person-in-context, relational view of emergent motivation. She suggests that integrating relevant theoretical frameworks to support future analysis of the complex nature of interactional processes and contextual factors in motivational behaviour can help to provide a better understanding of how L2 motivation is shaped (ibid). A similar possibility is offered by the theoretical paradigms of dynamic systems theory (for a detailed review, see Larsen-Freeman and Cameron, 2008). This theory involves a study of systems, where the system is analysed as a whole rather than as its individual parts (ibid). Learner variation is seen as the result of a complex system of relevant factors working in unison, rather than as a result of differences in individual determinants (for example, aptitude or motivation) (DÃ ¶rnyei, 2009). As an example of an application of a dynamic systems approach to L2 learning, DÃ ¶rnyei suggests the possibility of identifying an optimal combination of motivational, cognitive and affective factors with regard to task behaviour, that function as an integrated unit (for a detailed review see, ibid). 4. The practical value of theory motivational strategies for the classroom Chomsky (1988) emphasises the vital role played by teachers in learner motivation by suggesting that ninety nine per cent of teaching involves getting students interested in learning. A language teachers motivational practice is also linked directly to increased levels of learner motivation (Guilloteaux and DÃ ¶rnyei, 2008). Therefore, the need to use appropriate strategies to manage classroom motivation is extremely relevant to L2 practitioners. Motivational strategies are techniques used by a teacher to manage learner motivation, or used by individual learners to regulate their own motivation levels (Guilloteaux and DÃ ¶rnyei, 2008). Although, several motivation strategies have been proposed in L2 literature (for example, Williams and Burden, 1997; DÃ ¶rnyei, 2001a; Alison and Halliwell, 2002), very few are supported by empirical evidence. Self-motivating strategies for learners are an even less researched area of L2 motivation (DÃ ¶rnyei, 2006). An example of an elaborate, theory-based framework which looks at motivational strategies from both a teacher and leaner perspective is proposed by DÃ ¶rnyei (2001a). This model consists of four phases (ibid): Creating the basic motivational condition, by establishing a good student-teacher relationship, a relaxed learning atmosphere and a cohesive learner group. Generating initial motivation by: Strengthening language related values and attitudes (intrinsic, integrative or instrumental values). Increasing the expectancy of success. Increasing goal-orientedness, for example, by making learners aware of the practical (non-syllabus related) reasons or value of doing an activity. Making teaching materials relevant. Creating realistic learner beliefs. Many new learners have inaccurate beliefs about language learning, a realisation of their falseness can have a demotivating influence. Maintaining and protecting motivation, to keep sight of goals, and maintain interest and concentration. The most relevant strategies in this phase include: Making the learning process stimulating and interesting. Presenting tasks in a motivating manner, making them stimulating and relevant. Setting specific learner goals. Preserving the learners self-esteem and promoting their self-confidence. Creating learner autonomy. Promoting self-motivating learner strategies in order to: Preserve the original goal commitment, for example, by encouraging learners to remember favourable expectations or positive rewards. Maintain concentration, for example, by encouraging learners to: identify and manage distractions; and focus on the first steps to take when beginning an activity. Eliminate boredom and add extra interest in a task, for example, by showing learners how to add a twist to a task and using their imagination to make it more stimulating. Manage disruptive emotions and generate a positive emotional state, for example, by getting students to self-encourage and introducing them to relaxation techniques. Remove negative and utilise positive environmental influences, for example, by encouraging students to remove distractions and asking for peer help. Encouraging positive retrospective self-evaluation, by : Promoting positive learner attributions (an idea supported by the Attribution theory, Weiner, 1992) Providing motivational feedback, that is informative and encouraging. This can help to increase learner satisfaction and self-confidence, and encourages constructive self-reflection on weaknesses. Using rewards and grades cautiously, as they can distract the learner from the real purpose of the task (DÃ ¶rnyei, 2006:730). When they are used, they should be offered in a motivational manner. The most motivating of teachers are considered to be those who rely on a few simple and carefully selected techniques (DÃ ¶rnyei, 2006: 730-731). Therefore, achieving optimal levels of learner motivation are more likely if motivational strategies are matched by a teacher selectively, to learners specific needs. 5. Conclusion This essay discussed the significant role that motivation, as an example of an ILD variable, plays in the long and arduous task of second language acquisition. I presented three influential theories that have approached L2 motivation from different perspectives, and looked at some of the current trends in motivational research. A look at some possible motivational strategies demonstrated how theoretical concepts can be applied to improve the quality of classroom learning. The motivational characteristics of the L2 learner highlight the complex but influential role played by ILDs in SLA. Many of the variables involved in L2 motivation have a degree of overlap, and interact both with each other and other ILDs (Gardner, 2008). In order to understand the true nature of these webs of interactions and their affect on L2 achievement, the possibilities offered by a dynamic systems approach is probably the best way forward.

Robert Brownings Childe Roland to the Dark Tower Came Essay -- Childe

Robert Browning's Childe Roland to the Dark Tower Came   Robert Browning's "Childe Roland to the Dark Tower Came" is a poem about torture. Whether Roland is actually in Hell or just trapped in the madness of his mind, his own failure and the way in which he wasted his life will continue to torment him for all eternity. The imagery throughout the poem displays a completely despairing attitude, and several bitter ironies which he cannot escape plague him during his quest. The title "Childe" implies an untested knight, but Roland is already jaded at the beginning of the poem. Reliving his failure, Roland has no reason to have any positive thoughts. Everything he sees is negative and ugly. The grass "[grows] as scant as hair in leprosy," and the oak tree is "gaping at death." The way in which he views Nature is almost Puritanical. It speaks to him peevishly, saying that it is waiting for Judgment Day. To him, the land is sparse and dead because it is being punished, just as he is. Even the river seems to have a life of its own when he describes it. First he ascertains that the...

How Macbeth changes throughout the play Essay

Macbeth starts off as a very proud honourable man who is very loyal to the king. Macbeth must be trust worthy and looked up to as everyone is telling the king how well he has fought for Scotland, you can tell this by the captain saying ‘yes, as sparrows, eagles, or the hare, the lion. If I say sooth, I must report they were as cannons over charged with double cracks; so they doubled and redoubled strokes upon the foe. This means they put twice as many strokes on the enemy with his sword. Act1 scene3 is the first time we hear macbeth speak, his first words are the same as the witches words in act1 scene1 ‘so foul and fair day I have not seen’ As the witches speak he is slowly changing, I think he is thinking that it cant be true but he really wants it to. When Ross tells Macbeth he is thane of cawdor he cannot believe it, he is starting to believe the witches he tests Ross ‘the thane of candour lives. Why do you dress me in borrowed robes’Macbeth is starting to live that there is a chance the witches are correct. ‘If chance will have me king,why chance may crown me without stir’ In scene 5 Macbeth is home ,his first words are ‘Duncan comes here tonight’ This means that he hasw thought about the situation again and again I also he has thought about killing him.Ww start to see Macbeth weaken as he starts to think of the concequences.He is no longer the brave, furious man he has changed, he is now starting to think.Lady macbeth starts to call Macbeth names such as a coward and slowly seduces macbeth to changr his mind. ‘I have done the deed’ Macbeth says this is a voice of worry, regret and this suggest’s disbelief.He starts to question ‘did thoust not a noise’ he is looking for reasurance he is scared. This is not the Macbeth we know.He starts to question himself ‘To know my deed, twere best not know myself.He plays it very well asif he doesnt know what has happened.He slays the servants to make it look like it was not him. He is not man enough to kill banquo himself so he has murderers do it for him. In one speech he talks about him and banquo,he gives clear insructions to do it properly or else ill kill you. When Macbeth findsn out they did not suceed he is infuriated. Macbeth sees banquos ghost in his armchair and asked who put him there, his head is naked?He is hallucinating,Lady Macbeth tries to calm him down but she cant he is to scared, he is not man enough to face his problems. As a result of this experiance he decides to return to the witches. The first aparrition says ‘beware Mc Duff tahne of fife’Macbeth thinks but cant really make any sense of it.He gets anxious ‘had I three ears, I here thee’.He is feeling as high as a kite as none of woman born shall harm him he feels super, on top of the world, he knows he can be as ruthless as he pleases.He is even more careless now as cthe woods can never move so far. He is now so strong assured and confident it is almost unreal.Macbeth has McDuff’s family killed this shows how ruthless he is now. After a long break we next see him in act5.He finds out that the army are coming he asks for his armour, he tells them hel’l fight them all, he is extremeley confident.He finds out that the woods are coming closer and he is effected tremendously, at this time there is only one life line left.He finds out lady macberth is dead he takes a minute but is not that bothered, he’s concentrating on his battle ahead. He kills young siward and brags that he was woman born and he laughs at swords. Macbeth hears ‘turn hell hound turn’ ,at this time he’s thinking oh my god, he says none of woman born shall harm macbeth. McDuff says ‘McDuff was from his mothers womb untimeley ripped’ at this time macbeth realises that he is going to die.He refuses to fight but McDuff tells him he will be put on show in scotland so he rises and fights.At this point we see the old macbeth the strong, brave, lion hearted, heroic macbeth we have always known.McDuff kills macbeth , but I dont think macbeth would of wanted to die any other way as he was fighting. I think the witches told him one thing that meant something else but Macbeth was all braun and no brain.He changes in this play many times from good to bad to brave to loyal to deciving.He ends the play by dying in style.

All the World by William Shakespeare Essay

William Shakespeare has been considered the greatest poet of all times. Only school educated, this great poet acquired fame because he had an extraordinary power of observation which he tempered with his brilliant imagination that gave a creative boost to his art. He was also gifted with unique taste of music which helped him to compose beautiful songs and sonnets. His imagination and observation along with a keen ear towards tone and rhythm rendered a sonorous and lyrical quality to his verses- something which was missing in other poets of his times. Shakespeare wrote several comedies, tragedies and poems depicting his profound wisdom and psychological understanding of human nature. The poem ‘All World’s a Stage’ is typical example of Shakespearean genius as he metaphorically compares the world to a stage where every human makes an entry like a stage actor, plays different roles and, when time declares, leaves the stage eventually. The poem is beautiful example of his vision of life. The first stage of life is infancy. The poet here describes a baby crying and throwing out in the mother’s arm calling for attention. In the second stage of life, the baby is now a school-going child who is unhappy and complaining as is unwilling to go to school but is forced to do so. The third stage in life is that of a lover. Young man in this age is full of deep sighs missing his beloved. He is preoccupied with her thoughts so much so that he sits writing long poems in praise of her beauty. The fourth stage in his life is that of a sincere and ambitious career-oriented professional. A this age he is competitive, jealous for opportunities, desires recognition even if it involves risk or great danger. Next comes the middle-aged man, well-fed, highly experienced and full of wisdom. He has great sayings ready for every occasion and a remedy for every problem. The sixth stage is that of a retired old man. He is thin and dressed comfortably, wearing specs and a small purse with him. He is wearing a hose of his youthful times which he has saved till now which helps him in walking. He is grouchy, complaining like a child carrying a pipe in mouth The last stage of life is when man has grown, weak, feeble and lacks strength and vitality. His life is at an end and he has nothing to look forward to. All he has before him is a memory of good old days. He sits reminiscing those times without teeth, eye-sight, taste and everything (hopes, desires, aspirations, etc), patiently waiting for his death.

Critical factors that made the Capetian dynasty so powerful Essays

Critical factors that made the Capetian dynasty so powerful Essays Critical factors that made the Capetian dynasty so powerful Paper Critical factors that made the Capetian dynasty so powerful Paper Essay Topic: Claim Of Fact History There are several factors to be considered when discussing the consolidation of the powers of the Capetian Kings. This essay seeks to outline and discuss three critical factors that made the Capetian dynasty so powerful. These include; marketing the image of kingship through anointing, agricultural development and the importance of succession. The first of the influential powers, which marked out kings, was their anointment. The Church consecrated the king; the ointment using holy oil, the kings where seen to act as a bridge between God and the people a king would be the chosen one of God. This einforced the religious image of the monarchy. The dukes of Francia were undeniably kings, along with all the prestige this brought. The Capetians above all other European monarchs integrated spirituality into their self-image the kings were marked out to rule. Louis VI and Louis VII made themselves into the most Christian kings. French kings received noticeably better reviews than other monarchs of their time, adored by their people. The capetians certainly used their ties to the Church to their advantage. The kings claimed to possess powers of miracles; the water Robert the Pious (996-1031) had ashed his hands with cured a beggar of his blindness. These type of tales created hysteria, fascination and the kings where seen as cult figures. The kings where becoming more beloved by the common people. To them, the Kings were their only protectors. This religious image proved extremely beneficial. Developments such as these strengthened the position of the kings. The second main influence when considering the power of Capetian Kings and definitely a related development throughout this period is the great agricultural production. The apetian initially controlled only the duchy of France (Paris and Orleans) but owing to a shrewd and persistent policy of annexation their jurisdiction progressively extended to other regions. This, for the first time now could convert the latent fertility of the soils of northern France, and especially in the Ile-de-France, into great wealth. The Ile-de-France was the centre of the kings domain, the land was relatively small but of significant importance, with an excellent location surrounding cultural Paris- the capital of western Europe- accessible transport links and the University- attracting many students. This gave the king the opportunity to tax this popular area, thus creating revenue. This localized area was the basis to rapid grow and future expansion of agricultural expansion and trade. This was seen to be an economic revolution with the expansion of lands, fairs and markets, tools and mills. With climatic changes and rapid advanced farming techniques saw the demand in economic developments. Its manifestations varied from region to region, and time scales ere widely different, but overall it is clear that by the time of Philip 1s reign land clearance was increasing, villages and monastric communities expanding, long-distance trade growing as the demand for luxury goods gradually increased, local markets multiplying and coinage circulating widely in much of France. The demand led to land clearing. The pressure of an expanding population and the stimulus of better agricultural techniques now caused lan d to be cleared and reclaimed from the forests for farming. The final factor but just as important as to the consolidation of powers of the Capetians as family and dynasty became so strong is due to succession particularly fortunate as well as clever. The capetians had the infinite advantage of being a long-lived clan. Aside from Hugh Capet himself the first of seven Capetian kings to all rule for over twenty- five years a piece- as well as Philip I reigning for almost half a century. This was the beginning of the succession from father to son; the continuation of succession was vitally important which kept a certain loyalty within the family. The throne was unlikely to be challenged. They also had the good fortune and shrewd match-making-and-breaking to secure themselves and their male heirs. The royal policy of crowning the son in his Fathers lifetime was carried out extremely smoothly. One place the Capetians certainly did find difficulty in maintaining their position was in the indisputable fact that their house had usurped the throne from existing Carolingians. Without a break in the succession, however, it became increasingly difficult to foresee a return to the old bloodline, especially with some judicious marriages on the part of the capetians. The old 4 History Of Medieval Europe p189. 5 France In Middle Ages regime confirmed a central fact about the way the capetians saw themselves, the capetians genuinely saw themselves to be legitimate successors to his title, especially as time went on. Survival, despite the precarious situation of the late tenth century, was something, which was becoming more and more certain as the dynasty progressed. The capetians as a family and as a dynasty became so strong due to many factors but land holdings, anointment and succession all demonstrate the crucial role in which they played n the development of their powers and of the dynasty. All were well thought out and very clever. The increase of agricultural development converted into genuine wealth and prosperity. The shrewd thinking and aggressive tactics of succession securing themselves and their heirs to the throne and the importance of anointment and their connections to the Church had on developing their reputations and popularity. All three factors clearly demonstrate and provide support in the consolidation of the powers of the capetian kings.

why the Australian governem in essays

why the Australian governem in essays The Australian Government intervenes for several of reasons in the economy to address failures in the free market. The government uses various methods or intervention in order to allocate resources , the distribution of income and the economic stability. The Australian government intervenes in the economy because the free market does not always provide the most efficient allocation of resources for the economy. There are many reasons that show this, the government does this so it can provide important things that would not otherwise be provided. They do this because some necessitys and goods and services may not be provided under a pure market system. The government does this so it can look after the economy much better and sometimes better for essential goods and services to be provided by the government. A great example of this would be the defence force, it is more safer to have a defence force in the hands of the government rather than to have a system of private armies.The government also provides regulations to prevent producers from exploiting consumers with misleading information or by agreeing to raise prices. That is one way the government intervenes in the Australian economy. Secondly the government intervenes in the Australian economy is in the distribution of income. Because the free market will not necessarily provide a socially desirable or fair distribution. They do this so people are able to live so the rich dont get richer and the poor dont get poorer. The government does this through social welfare payments and progressing income tax. Therefore social welfare payments is when the government redistributes income by taxing people on higher incomes more heavily than a person earning ends meat, and this money is redistributed back into the economy to the members that dont contribute to the production process. Some examples of the social welfare payments are disability pensions,...

Definition and Examples of Regionalisms in English

Definition and Examples of Regionalisms in English Regionalism is a  linguistic term for a word, expression, or pronunciation favored by speakers in a particular geographic area. Many regionalisms [in the U.S.] are relics, notes R.W. Burchfield: words brought over from Europe, chiefly the British Isles, and preserved in one area or another either because of the continuance of older ways of life in these localities, or because a particular type of English  was early established and has not been fully overlaid or undermined (Studies in Lexicography, 1987). In practice, dialect expressions and regionalisms often overlap, but the terms are not identical. Dialects  tend to be associated with groups of people while  regionalisms are  associated with geography. Numerous regionalisms can be found within a particular dialect. The largest and most authoritative collection of regionalisms in American English is the six-volume  Dictionary of American Regional English  (DARE), published between 1985 and 2013. The digital edition of DARE was launched in 2013.   Etymology From the Latin, to ruleExamples and Observations The following definitions were adapted from the  Dictionary of American Regional English.flannel cake  (n) A pancake.  (Usage: Appalachians)flea in ones ear  (n) A hint, warning, disquieting disclosure; a rebuke.  (Usage: chiefly the Northeast)mulligrubs  (n) A condition of despondency or ill temper; a vague or imaginary unwellness.  (Usage: scattered, but especially the South)nebby  (adj) Snoopy, inquisitive.  (Usage: chiefly Pennsylvania)pungle  (v) To shell out; to plunk down (money); to pay up.  (Usage: chiefly West)say-so  (n) An ice-cream cone.  (Usage: scattered)(Celeste Headlee, Regional Dictionary Tracks The Funny Things We Say. Weekend Edition on National Public Radio, June 14, 2009) Pop vs. Soda In the [American] South it’s called Coke, even when it’s Pepsi. Many in Boston say tonic. A precious few even order a fizzy drink. But the debate between those soft drink synonyms is a linguistic undercard in the nation’s carbonated war of words. The real battle: pop vs. soda. (J. Straziuso, Pop vs. Soda Debate. Associated Press, September 12, 2001) Turnpike In Delaware, a turnpike refers to any highway, but in Florida, a turnpike is a toll road. (T. Boyle, The Gremlins of Grammar. McGraw-Hill, 2007) Sack and Poke Sack and poke were both originally regional terms for bag. Sack has since become a Standard term like bag, but poke remains regional, mainly in South Midland Regional dialect. (Kenneth Wilson, The Columbia Guide to Standard American English, 1993) Regionalism in England What some call a roll, others call a bun, or a cob, or a bap, or a bannock, while in other areas [of England] more than one of these words is used with different meanings for each.(Peter Trudgill, The Dialects of England. Wiley, 1999)How do you make your tea? If you come from Yorkshire you probably ‘mash’ it, but people in Cornwall are more likely to ‘steep’ it or ‘soak’ it and southerners often ‘wet’ their tea.(Leeds Reporter, March 1998) Dictionary of American Regional English (DARE) As chief editor of the Dictionary of American Regional English (DARE), a massive effort to collect and record local differences in American English, I spend my days researching the countless examples of regional words and phrases and trying to track their origins. Launched in 1965 at the University of Wisconsin–Madison, the project is based on thousands of interviews, newspapers, government records, novels, letters, and diaries. . . .[E]ven as we near the finish line, I encounter a common misperception: people seem to think that American English has become homogenized, making the dictionary a catalog of differences long since flattened out by media, business, and population shifts. There’s a grain of truth to that. Certain regional terms have been weakened by commercial influences, like Subway’s sub sandwich, which seems to be nibbling away at hero, hoagie, and grinder. It’s also true that strangers tend to talk to each other in a somewhat homogeneous voca bulary, and that more Americans are moving away from their linguistic homes as they relocate for school, work, or love.But DARE’s research shows that American English is as varied as ever. The language is diversified by immigration, of course, but also people’s creative license and the resilient nature of local dialects. We have dozens of ways to refer to a remote place, for instance, including the boonies, the sticks, the tules, the puckerbrush, and the willywags. The proverbial village idiot, in such a place, might still be described as unfit to carry guts to a bear or pour piss out of a boot. If his condition is temporary, a Southerner might call him swimmy-headed, meaning dizzy. And if his home is dirty, a Northeasterner might call it skeevy, an adaptation of schifare, the Italian verb to disgust.As these examples suggest, the regionalisms that persist are often not those we learn from books or teachers or newspapers; they are the words we use with friends and fami ly, the phrases we’ve known forever and never questioned until someone from away remarked on them.  (Joan Houston Hall, How to Speak American. Newsweek, August 9, 2010) Regionalisms in the American South Vocabulary is . . . strikingly different in various parts of the South. Nowhere but in the Deep South is the Indian-derived bobbasheely, which William Faulkner employed in The Reivers, used for a very close friend, and only in Northern Maryland does manniporchia (from the Latin mania a potu, craziness from drink) [mean] the D.T.s (delirium tremens). Small tomatoes would be called tommytoes in the mountains (tommy-toes in East Texas, salad tomatoes in the plains area, and cherry tomatoes along the coast). Depending on where you are in the South, a large porch can be a veranda, piazza, or gallery; a burlap bag can be a tow sack, crocus sack, or grass sack; pancakes can be flittercakes, fritters, corncakes, or battercakes; a harmonica can be a mouth organ or french harp; a closet can be a closet or a locker; and a wishbone can be a wishbone or pulley bone. There are hundreds of synonyms for a cling peach (green peach, pickle peach, etc.), kindling wood (lightning wood, lighted knots) an d a rural resident (snuff chewer, kicker, yahoo).  (Robert Hendrickson, The Facts on File Dictionary of American Regionalisms. Facts on File, 2000) Pronunciation: REE-juh-na-LIZ-um

Irony Essay Example | Topics and Well Written Essays - 750 words

Irony - Essay Example The widow was pretending to mourn her husband’s death but in the real sense she was very happy that she was free at last. The other part that irony was really brought out was when she died on realizing that her husband had died. â€Å"The Story of an Hour† brings out irony to a great extent. Mrs. Louise Mallard had a heart problem which made it hard for Josephine, her sister to comfortably tell her of her husband’s death. Josephine learned about the news from Richards who was the first to learn about the death of his friend. He had received the news earlier in the office when the railroad tragedy came in. Richards asked Josephine to break the news to her because she was her sister (Chopin, n.pg).. Mallard was among the people communicated to have died during the disaster. Josephine and Richards were hesitating to tell Mrs. Mallard that her husband was dead because she was suffering from heart disease. They feared that this news would kill her from a heart attack, traumatize her or could not be able to handle the news. Nevertheless, Josephine delivered the news to her sister. Surprisingly, her respond to the horrible news of her husband’s death was as that of a freed bird. This was exactly the opposite of what they expected her to respond. Mrs. Mallard accepted the news unexpectedly fast and locked herself in her room to be on her own. This was ironic too because she just sat comfortable and looking through the window ad never shed tears or got sick as expected. This shows that she was relieved to learn of her husband’s death. The news of, however, left her feeling free and happy that her husband was no longer around (Chopin, n.pg). She did not even bother to enquire what exactly happened which is unexpected and rare behavior to most people who have been left by their loved ones. Her heart was beating fast because of joy and not because of worry. According to Chopin (n.pg), She was thinking about her life in freedom and she felt that

Catabolite Repression and Induction of Beta-galactosidase Synthesis Lab Report

Catabolite Repression and Induction of Beta-galactosidase Synthesis - Lab Report Example Apart from induction, synthesis rate is determined by catabolite repression, whereby it slows down the synthesis of beta-galactosidase especially in the presence of a better carbon (and energy) source, such as glucose. In this experiment, Escherichia coli (E. coli) is used as the bacteria to induce synthesis of enzyme ÃŽ ²-galactosidase. The results support lactose metabolism by newly synthesised beta-galactosidase and also, quantitatively, IPTG is a more effective inducer of beta-galactosidase synthesis than lactose. In order to regulate the gene expression levels in a cell, there are certain mechanisms that must be considered in operation. In which case, the regulation is considered at transcription and translation levels or the stability of messenger RNA. The aforementioned can only work in regulation based on the synthesis of a particular protein. Consequently, it comes out as a subject of importance to investigate the regulation of transcription of bacterial genes. For this case, Escherichia coli (E. coli) is used as the bacteria to induce synthesis of enzyme ÃŽ ²-galactosidase. Escherichia coli (E. coli) can produce the enzyme ÃŽ ²-galactosidase which breaks lactose into galactose and glucose. Synthesis of the enzyme beta-galactosidase is induced in wild-type E. coli strains in response to the presence of lactose, the enzymes natural substrate (Ring, 1999, 80). The inducer, lactose, is usually the molecule broken down by the enzyme system. Worth noting is the ability of E.coli to solely use lactose as a carbon source regardless of the presence of glucose. A more stable inducer that lactose, IPTG (Isopropyl ÃŽ ²-D-1-thiogalactopyranoside) helps in inducing expression of the enzyme without being metabolized in the process. Apart from induction, synthesis of ÃŽ ²-galactosidase is also influenced by catabolite repression. The process involves slow down of the synthesis process, facilitated by lactose, especially when a presence of glucose is detected. Intuitively, glucose acts as a better energy and carbon source than lactose (Wallenfels, 1972, 67). When given both sugars, E.coli will not synthesize beta-galactosidase until all of the glucose is first exhausted from the medium.

Discuss your most significant academic or personal achievement Essay

Discuss your most significant academic or personal achievement - Essay Example I succeeded to mÐ °intÐ °in multi-tÐ °sk Ð °ctivity Ð °nd Ð °m especiÐ °lly proud to hÐ °ve 4.00 grÐ °de point Ð °verÐ °ge thÐ °t ultimÐ °tely Ð °llowed me to grÐ °duÐ °te Ð °s sÐ °lutÐ °toriÐ °n. I hÐ °ve Ð °lwÐ °ys enjoyed school Ð °nd clÐ °sses Ð °nd tried to tÐ °ke Ð °s much Ð °s it wÐ °s possible from every single lesson. I Ð °m Ð °n Ð °ctive student on clÐ °sses; I Ð °lwÐ °ys tÐ °ke Ð °n initiÐ °tive when it comes to Ð °nswering teÐ °cher’s questions on regulÐ °r clÐ °sses or helping other students to keep up with some subjects. Besides Ð °cÐ °demic excellence, I try to succeed in the theÐ °ter production thÐ °t occupies the mÐ °in pÐ °rt of my extrÐ °-curriculÐ °r Ð °ctivities. I Ð °m currently plÐ °ying Ð ° leÐ °d in â€Å"You’re Ð ° good mÐ °n ChÐ °rlie Brown†. This role tÐ °kes Ð ° lot of efforts, but I do like plÐ °ying. My school, pÐ °rt-time job Ð °nd service job leÐ °ve little time to leÐ °rn the scenÐ °rio thÐ °t is why I hÐ °ve to be reÐ °lly efficient if I wÐ °nt to succeed in the plÐ °y Ð °nd to mÐ °intÐ °in my leÐ °d position. I Ð °m therefore continuously performing under strict deÐ °dlines Ð °nd cÐ °n be eÐ °sily given to stress. However, I mÐ °nÐ °ge my time Ð °nd Ð °ll tÐ °sks Ð °ccording to set priority Ð °nd time of delivery. In my theÐ °tricÐ °l performÐ °nce it is Ð °lso worth mentioning SÐ °n FrÐ °ncisco BÐ °y Ð reÐ ° productions where I pÐ °rticipÐ °ted since the Ð °ge of three. I hÐ °ve therefore completed over fifty productions. My Ð °chievements in theÐ °ter Ð °lso include three rewÐ °rds for the best Ð °cting in Ð °dult legitimÐ °te theÐ °ter. I hÐ °ve been the GrÐ °nd ChÐ °mpion in vocÐ °ls for the StÐ °te of CÐ °liforniÐ ° during five yeÐ °rs: 2001, 2002, 2003 2004 Ð °nd 2006. Not only Ð °m I involved with Ð °cÐ °demic Ð °nd extrÐ ° curriculÐ °r Ð °ctivities; I Ð °m Ð °lso working in Ð ° pizzÐ ° restÐ °urÐ °nt Ð °pproximÐ °tely 20 hours Ð ° week (nÐ °me the work thÐ °t she is hÐ °ving, then it cÐ °n be better described). This employment hÐ °s tÐ °ught me much

Appeal letter Essay Example | Topics and Well Written Essays - 1000 words - 1

Appeal letter - Essay Example This is because the philosophy that is taught is not the same as the one which I have been raised knowing and I attribute this failure to understand to the cultural and philosophical differences between Canada and my home country. My failure to understand most of the concepts in the philosophy curses has been very frustrating for me because it has led to a situation where I feel that despite all of my studying, I am not making any significant progress. My problems with the philosophy course came to be coupled by my illness which persisted from May to December 2014. During this period, I developed a nasal sinus cyst as well as having my right eyeball aching most of the time; making it difficult for me to conduct my studies as effectively as I would have liked to. Furthermore, as a result of the severity of my illness, I was forced to abandon the summer 2014 semester and this is a circumstance which was not only frustrating for me, but it also led to my poor performance. I went to see a doctor concerning my illness and despite his recommending that I undergo surgery, I was not able to because it is an expensive procedure and the insurance that I have in Canada cannot wholly cover. The lack of enough funds to ensure that I underwent surgery in Canada meant that I was forced to continue with the following semester the best way that I could since I had not only been left behind in my studies, but also because I had no other option. In December 2014, I went back to my home country the day after completing my final exam for the 2014 fall semester. While in my home country, I was able to receive some treatment and as a result, I felt better than I had for months. When I returned to Canada in early January 2015, I brought some drugs that had been prescribed for me by my doctor and these were intended to not only keep me healthy, but also to reduce the size of the nasal sinus cyst. The doctor further recommended that I only undergo surgery after completing my

Compare and contrast the societies of Mesoamerica and the Eastern Assignment

Compare and contrast the societies of Mesoamerica and the Eastern Woodlands in 1491 - Assignment Example Women did not participate in building homes but assisted in working in the fields. The Eastern Woodland Indians were mainly hunters and gatherers2. The natives mostly spoke Algonquin or Iroquois. The Mesoamerican Indians were inhabitants of Mexico and Northern Central America. The main tribes were Mayans, Olmec, Amazonians, and Peruvians. They lived in caves and other structures curved out of stone. Mesoamerican Indians were the first to cultivate corn, potatoes, varieties of beans, squash, pumpkins, tomatoes, chocolate, rubber, cotton and tobacco. The Indians in Mexico developed corn by a breeding process so sophisticated that the journal of science described it as â€Å"mans first and perhaps the greatest feat at genetic engineering†. The natives made different discoveries based on different experiences and ways of life. The Mesoamerican and Eastern Woodland Indians had occupied different parts of America with the eastern Indians occupying the rain forest. Due to this woodland Indians discovered different uses for wood. They made hunting tools, houses, canoes and cooking utensils. The natives who lived near water bodies used the canoes for transport. The Mesoamericans mainly used tools curved out of stone for example, farming tools that were curved out of stone. Both inhabitants practiced farming for food, but they practiced it differently. The Eastern Woodland Indians cleared the forest in order to create more space for farming or when the land got exhausted while the Mesoamericans specifically the Amazonian Indians learned how to farm in the rain forest without destroying it, a process scientists are studying today in the hope of regaining this lost knowledge. The Mesoamericans were very advanced in agriculture. The Native Indians are said to have been the ‘mother of civilization.’ The Mesoamerican Indians having secured their food supply, turned to intellectual pursuits. They invented their own writing, astronomy

Compair Essay Example | Topics and Well Written Essays - 750 words

Compair - Essay Example Khafre also refers to a block cipher. The name Khafre also refers to  kefren  (a pharaoh of Egypt of the fourth dynasty). This pharaoh had his  capital  based at Memphis. The statue of Khafre is made of  stone  that is exceptionally  stylish  or  smooth. Several lines that penetrate deep into the stone  depict  the  texture  of his skirt and headdress. The forms of both bird and  man  faces are remarkably  exact  in  proportion  and their carvings are of a true nature as compared to the Guedea’s  statue (Pickering 43). A closer look at the khafre  statue  reveals more muscle definition and the firmly fixed feet. The statue of Gudea and that of Khafre are different in  purpose  or there functionality. The statue of Gudea represents a  ruler  in the temple while that of Khafre represents the pharaohs. The two statues are also different in terms of the  period  they were created. The statue of Gudea represents a  leader  who ruled in the temple. The statue of Khafre represents pharaohs who were political leaders and not proponents of any faith. The statues are similar in the  period  of their  creation  that is 2900-2600 BCE (Pickering 54). The statues were also created by the Sumerians, which makes another similarity. The statues also represented rulers of two  different  territories. Parthenon is the allegory of Greece and Athens. Parthenon is regarded to be the perfect temple ever built. It also happens to be one of the highly known and recognized memorials in the universe. The temple is outstanding because of its impressive position in appearance on the Acropolis. Secondly, Parthenon’s architectural civilizations and its reflection of the Greek culture over hundreds of years contribute to its recognition as a symbol of western civilization by historians and philosophers. The term Parthenon is derived from a Greek word (Parthenon’s) which means virgin. In the Greek culture of the building, there were two main styles namely, the

Compare and contrast the societies of Mesoamerica and the Eastern Assignment

Compare and contrast the societies of Mesoamerica and the Eastern Woodlands in 1491 - Assignment Example Women did not participate in building homes but assisted in working in the fields. The Eastern Woodland Indians were mainly hunters and gatherers2. The natives mostly spoke Algonquin or Iroquois. The Mesoamerican Indians were inhabitants of Mexico and Northern Central America. The main tribes were Mayans, Olmec, Amazonians, and Peruvians. They lived in caves and other structures curved out of stone. Mesoamerican Indians were the first to cultivate corn, potatoes, varieties of beans, squash, pumpkins, tomatoes, chocolate, rubber, cotton and tobacco. The Indians in Mexico developed corn by a breeding process so sophisticated that the journal of science described it as â€Å"mans first and perhaps the greatest feat at genetic engineering†. The natives made different discoveries based on different experiences and ways of life. The Mesoamerican and Eastern Woodland Indians had occupied different parts of America with the eastern Indians occupying the rain forest. Due to this woodland Indians discovered different uses for wood. They made hunting tools, houses, canoes and cooking utensils. The natives who lived near water bodies used the canoes for transport. The Mesoamericans mainly used tools curved out of stone for example, farming tools that were curved out of stone. Both inhabitants practiced farming for food, but they practiced it differently. The Eastern Woodland Indians cleared the forest in order to create more space for farming or when the land got exhausted while the Mesoamericans specifically the Amazonian Indians learned how to farm in the rain forest without destroying it, a process scientists are studying today in the hope of regaining this lost knowledge. The Mesoamericans were very advanced in agriculture. The Native Indians are said to have been the ‘mother of civilization.’ The Mesoamerican Indians having secured their food supply, turned to intellectual pursuits. They invented their own writing, astronomy

Write about three job's you have chosen Essay Example | Topics and Well Written Essays - 750 words

Write about three job's you have chosen - Essay Example usiness, project costs are estimated to be billions of dollars and projects fail, costing billions of dollars, if project managers and their respective teams do not have enough coordination and cooperation. The project manager must not fail as a team manager and leader. Project success and project management success are two different things. Project success refers to the success of the overall objectives of the project while project management success refers to the performance of the team under the leadership and management of the team leader and project manager. The project has to be completed and must meet the specified time, cost, and scope and quality of the project according to the specifications of the contract between the contractor and the client. It is important to differentiate here the difference between management and leadership. Management emphasizes functions such as planning, organizing, and controlling. Management is concerned with providing decisions about processes and functions in order to improve operational efficiency and effectiveness. Leadership role of the manager refers to providing motivations and guidance to realize people’s potential and to achieve tougher and challenging organizational roles. (Anantatmula 14) Site project coordinator performs the function between project administrator and technical assistants, but is also in charge of locating, planning, coordinating, analyzing and understanding of organization. In other words, the project coordinator’s role is also complex as in the project manager. Project coordinators must have an effective relationship with the client, consultant and contractor. He must have qualities like working on time, technical knowledge of the project, team-playing attributes, and coordination skills in achieving quality for the project. A project coordinator works under limited authority and must earn the trust and confidence of the team in order to achieve various tasks at his/her disposal. A

Determinants of Intra-industry Trade

Determinants of Intra-industry Trade Intra-industry trade has been growing rapidly in the past three decades. The main characteristic for intra-industry trade is countries import and export same kind of goods but different levels of quality. Likewise, in intra-industry trade, the goods exchanged are not perfect substitutes. Many studies suggest that more specialized trade structure and more developed countries lead to higher intra-industry trade. Menon (1996) found that in Malaysia and Singapore there was more than 60 percent of the growth in the intra-ASEAN trade in the period of 1986 and 1991 was because of the intra-industry trade growth. Based on the David Ricardo’s economic theories, different countries have their comparative advantage in different manufacture production. Of which, individual regions or countries will specialize in production and thereby export goods that can be produced with comparatively cheaper price than other countries. Increasing in returns and monopolistic competition bring additional possibilities for intra-industry trade among countries. Intra-industry trade usually will takes place in the countries that have similar social structure and economical. Meanwhile, the key factors that affecting intra-industry trade are product differentiation, human capital intensity and economies of scale (Hu Ma, 1999). In a related study, Krugman (1979) developed new theoretical framework which vary from the traditional Heckscher-Ohlin theorem, they introducing models of monopolistic competition that determine increasing returns to scale and the demand of consumers for the varieties of differentiated products as key drivers of intra-industry trade. Besides, Duc (1994) also determined that economic size and capital endowment are important determinants of Intra-industry trade. According to the Thorpe and Zhang (2005), the supply-induced effect on economies of scale ensures production in great volumes of differentiated products. It is because in order to meet consumer’s demand for more variety, the manufacturers can take advantage of economies of scale in production then specializes in production of a variety product. Furthermore, the manufacturers in larger economies will have larger domestic market and more resources. Thus, there is higher possibility for investors to enjoy the economies of scale in production and increase the production of differentiated products. Bernatonyte and Normantiene (2007) mention that intra-industry is important for the changes of economy of a country. Intra-industry trade exploits economies of scale and stimulates innovation. Besides, it changes the structure of goods and nature of international trade in the way of increasing specialization and the increases of the variety of goods throughout differentiated products. Consumers have more choices of goods and the countries can gain benefits from larger markets. Therefore, they concluded that intra-industry is more beneficial than inter-industry trade since intra-industry trade. However, besides of economies of scale and product differentiation, there is also a lot other determinants that can influence the intra-industry trade. Thorpe and Zhang (2005) and Hirschberg, Sheldon and Dayton (1994), identified that there is a positive relationship between economy size and the intra-industry trade. They concluded that economic size of a country can influence the volume of trade. Other than that, the difference in the economies size of trading partners outlines the ability of a country to produce differentiated products. With different sizes of economies, larger economy have the higher demand for differentiated products and they can take advantage of economies of scale to export large volumes of differentiated products and meanwhile, the smaller country are forced to import those differentiated products since they not able to benefit from economies of scale in their own production. Moreover, Khalifah (1996) states that there is a positive relationship between the economic openness and intra-industry trade. The ASEAN countries have different level of openness. She concluded that countries with lower openness, such as Myammar and Indonesia, are expected to have less participation in intra-industry trade in ASEAN. In contract, the higher openness of Malaysia and Singapore are expected to contribute more in intra-industry trade. During the period of 1986 to 1990, there was more than half of ASEAN’s manufacturing trade is carried out under intra-industry type. The openness to foreign investment in Malaysia in the late 1980s had led to a rapid increase in foreign capital, which main on the manufacturing sector and results the expansion of trade in differentiated products. Apart from that, Singapore is also a very open and competitive country. It has generally lowest tariff barriers among ASEAN countries, followed by Malaysia and other countries. Singapore generated a high level of intra-industry trade since 1970s and it was traded heavily with Malaysia since then. Nonetheless, it is found that low openness country, Indonesia had very low level of intra-industry trade during the 1970s but slowly increased in the 1980s. As mentioned by Khalifah (1996) the intra-industry trade between Malaysia, Singapore and Indonesia are more in intermediate goods compared to consumer goods. Indonesia’s intra industry trade is mainly intermediate goods such as primary and processed fuels and lubricant whereas Singapore’s intra-industry trade consists mainly of electronic goods, refined petroleum products, copolymerization, polymerization and natural rubber latex, which in among the top 13 import-export products. This indicates that protectionist sentiment will be minimizes with AFTA since it is under the interest of producers and consumers to maintain free trade environment. In addition, geographical closeness will results the psychological and cultural similarities where increasing trade in differentiated products and having same consumption patterns. Thus, it is offsetting the effects of lower costs through economies of scale. Geographical distance is a natural international trade barrier. The transportation and information costs reduce the volume of intra-industry trade (Thorpe Zhang, 2005). Although, Malaysia, Indonesia and Singapore are located at different geography location and their residents have different preference demands. But because these three countries are just located nearby for each other in Asia, they have actually quite similar cultural and consumption pattern. Besides, the shorter distance and lower information costs allow them to trade to each other more easily. Therefore, there were already many years of bilateral trade history among these three countries. They import goods and services from countries that offer the lowest price, and export goods and services to countries that can receive highest price. This is good for both buyers and sellers in these three countries. The intra-industry trade is very important for all these three countries because the world having scarce resource, intra-industry trade can increase their residents’ standard of living. References Bernatonytel, D. Normantiene, A. (2007). Estimation of Importance of Intra-industry Trade. Engineering Economics, 3(53), 25-34. Duc, N.H. (1994). Intra-industry trade among Asia-Pacific economies: a case study in econometric analysis. Economics Division Working Papers, Research School of Pacific and Asian Studies, Australian National University, Canberra. Hirschberg, J.G., Sheldon, I.M., Dayton, J.R. (1994). An analysis of bilateral intra-industry trade in the food processing sector. Applied Economics, 26, 159-167. Hu, X., Ma, Y. (1999). International intra-industry trade of China. Weltwirtschaftliches Archiv, 135, 82-101. Khalifah, N. A. (1996). AFTA and Intra-industry Trade. ASEAN Economic Bulletin, 12 (3), 351-368. Menon, J. (1996). The dynamics of IIT in ASEAN. Asian Economic Journal, 10, 105–15. Thorpe, M. W. (1993). Intra-industry trade and ASEAN-The experience of Malaysia, The Philippines and Singapore, Ph.D. dissertation, Department of Economics, Florida State University College of Social Sciences, Florida USA. Thorpe, M. Zhang, Z. (2005). Study of the Measurement and Determinants of Intra-industry Trade in East Asia. Asian Economic Journal, 19(2), 231-247.

Revising Education :: essays research papers

THE IDEAL CLASSROOM STRUCTURE   Ã‚  Ã‚  Ã‚  Ã‚  The education system in the United States is completely confused; I do not think that any attempts to modify the current system will ever work. Deborah Tannen also sees this problem. She sees the disorder lying in a gender gap, miscommunication between sexes, and a battle between man and woman in the classroom. Tannen thinks the current curriculum can be successful if we only work out the few kinks between the male and female learning process. I disagree, I believe this country needs to completely reevaluate and rebuild education from the bottom up. The solution will not involve sorting gender or tougher standards. We do not need to make students take tests to try and figure out what subjects are considered problem areas (as Massachusetts has decided to do), though this could arguably lead to some basic improvement. We must reconsider everything we think we know about what children ought to learn, and especially the methods used to teach this material to them.   Ã‚  Ã‚  Ã‚  Ã‚  Instead of forcing facts and figures on students and separating subjects with bells, why not connect ideas and integrate these areas of interest. Let’s completely engulf and engage students in learning, here is a typical day in the ideal classroom:   Ã‚  Ã‚  Ã‚  Ã‚  Mrs. Smith’s fourth graders are learning about redwood trees. Her classroom has one big circular table, and this morning it is covered with the magazine cutouts and photographs of redwood trees that the students have been passing around and discussing. There is a scale model of an average redwood tree next to a house, built in art class using Popsicle sticks and glue. Mrs. Smith asks questions about the size of the tree compared to the house. In the real world, the house is thirty feet tall but on the table it is only four inches high. The boys and girls can figure out the height of the tree involving their unit in math on multiplication and fractions.   Ã‚  Ã‚  Ã‚  Ã‚  Next, Mrs. Smith brings out some construction paper and paste. Before they begin cutting out and designing their own redwood trees, the students watch a short movie protesting deforestation. They are asked to think about the dangers of cutting down so many trees and write short essays and poems about their ideas.   Ã‚  Ã‚  Ã‚  Ã‚  Now the class is outside around the school looking at trees around the playground. They can even make rubbings of the bark on different trees.

Free Awakening Essays: Kate Chopin :: Chopin Awakening Essays

The Awakening: Kate Chopin Kate Chopin was an American author who lived during the nineteenth century, but because of The Awakening, a novel which was considered scandalous at the time, she has just recently been "†¦accepted into the canon of major American writers"(Trosky 105). Through Kate Chopin’s main character of The Awakening, Edna Pontellier, she is able to portray her feelings and desires that were otherwise suppressed by the ideals of American society at that time. Kate Chopin was born on February 8, 1851 in St. Louis, Missouri. She was brought up in a family that was a member of the prominent French- Creole community. During her childhood she possessed a love for reading. Her favorite types of literature were fairy tales, poetry and novels. She secluded herself for almost two years, away from her family and school in her attic, spending the majority of her time reading (Trosky 102). After her schooling, Chopin spent her days as a belle in St. Louis’ high society. She was greatly ad mired for both her beauty and wit. She continued her readings, becoming more interested in contemporary works. In 1869, she traveled to New Orleans where she met Oscar Chopin, whom she married. Though married, Chopin remained fairly independent, practicing habits such as smoking and walking alone in the city, two things unheard of from women at that time.(Trosky 102) In 1883, Oscar Chopin died of swamp fever. By 1884, Kate moved with her six children back to St. Louis. Around this time, Chopin began her writing career, writing in periodicals and publishing collections of short stories. She received good reviews and continued to write at an impressive rate. Her acclaim was short lived though, following the publication of The Awakening. "This work, which would eventually be recognized as her masterpiece and a seminal work in American feminist fiction, first proved her most notorious publication and her literary undoing."(Trosky 103) At the time, Chopin’s novel was considered sc andalous and immoral, for it dealt largely with a women’s sexuality. At the time The Awakening was written, a novel would be judged on it’s moral message as much as its artistic merits. After the negative response of critics, Chopin published a few more works, but nothing was well received. She received little recognition, which when given, described her as an author of southern local color stories (Trosky 103). Local color writing was a movement which tried to capture the feeling of a particular region through descriptions of local speech and manners("The Age of Realism").

Drug Abuse Essay

1.0 Topic and Chosen aspect Drug abuse among teenagers is the chosen aspect for this report. Drug abuse is defined as the excessive use of drugs without medicine justification. It is reported that 50% of teenagers have abused a drug of some kind (Teendrugrehabs n.d.). 1.1 Critical evaluation of findings One of the main factors of drug abuse among teenagers is due to peer pressure. Based on statistics 80% of teenagers are affected by peer pressure (Wallace 2011). Wanting to be accepted by their peers, they are willing to do anything. Their desire to be socially accepted will cause them to be influence by their peers. Thus, this will lead them to the abuse of drugs to make things more exciting and not left out. Besides that, it is very hard to say â€Å"NO!† to their peers. Furthermore, another reason for teenagers to be easily involved in drug abuse is due to the easy access to drugs. 54% of the students of private high schools reported that drugs are accessible in their schools while 61% of the public high school students state that their schools are â€Å"drug-infested† (Pahuriray 2012). As drugs can be easily obtained everywhere. 2.0 Processes Various steps were undertaken to attain the sources needed for the report. However, a lot of the sources from the internet is too vague and the statistics are already outdated.

Harrison Brothers Corporation Kwanghun Cheong Essay

1. Background Harrison Brothers Corporation (HBC) is traditional department store that extends business field from clothing to home furnishing and home items recently to become the leading chain of department stores in the Northeast. Today’s customers are quickly changing needs to have something for both value and specialization. In addition, competitors such as superstores and giant discounters are increasing. CEO of HBC clarified the company’s strategy; that is reposition of offering exciting brand names, excellent sales help, and frequent sales. Furthermore, CEO has been agonizing HR function since he felt the employee quality and performance would be important to get the strategic goal. 2. Problem Definition Main problem of HBC’s HR department is that organization model of HR department does not function as strategic business partner. In the short run, HBC does not keep a well-trained, highly motivated workers and there is a shortage of professional employees all the time. In the long run, the HR department does not contribute to achieving the company’s strategic goal. 3. Cause of Problem (Analysis) 1) Insufficiency of aggressive act to external environmental changes As competitors increase, the HR department has difficulty retaining competent employees. So, they spend most of time doing administrative role such as recruiting and training new employees. Even though sales employees are key to promote business, new employees who are wanting in ability are assigned to sales. â€Å"We get some employees who cannot effectively complete the cash register training. Our training tries to expose them to selling techniques and how to properly interact with customer† 2) Organization model of HR department which does not align with strategy Though the company is traditionally highly decentralized, HR functions are extremely centralized. So, there is a gap between the HR department and the other sales departments, and the HR department eventually cannot consider the business oriented strategy. Also, as independent HR department, there are 3 staffs except a trainer and a payroll clerk. So, they cannot deal with extension of  business because of increasing administrative job. 3) HR manager’s lack of strategic awareness Although HBC ask the HR manager to become a business partner, she focuses on internal issues such as amendment of HR process and managing HR team. Ex) As the results of questionnaire completed by HR (Exhibit 1.4), the HR manager focuses on staffing and performance management, while store managers ask HR to focus on knowledge of business and managing change additionally. 4) Others Short term result principal makes difficulty training to sense customers’ sensitive changes. HR department has been recognized cost center. 4. Alternative Solutions 1) Restructuring HR policies which is suitable for strategy HBC should Induce professional employees’ long service through amendment of Compensation system AS WAS  TO BE Compensation system . Monthly term incentive . Minimum base pay . Long term incentive . Raise base pay Long term incentive : paying incentive to employees after 2 or 3 years in the light of personal and company performance. (Effects : inducing employees of ability, retaining them) To stabilization of livelihood, base pay should be raised below budget. For the early maturity of newly market entry, HBC should prepare for system of reaction to changes such as holding regularly market trend seminars. 2) Establishing strategic suitable HR model HR’s administrative role should be empowered to sales managers and HR department just should take a role of professional group and advice to sales managers. So, sales managers should be responsible for man-power management such as evaluation, recruiting, and termination. On the other hand, HR department focuses on consulting sales organizations to become a value-adding strategic partner. Additionally, it also concentrates on structuring organization culture and managing sensitive changes. HR should have pay policy role, but valueless payroll function should be outsourced because payroll function is simple and repetitive if policy is definite. In addition, where new employee can learn selling techniques well is sales departments. So, the role should be decentralized to the sales departments. When all the HR’s role and functions are newly defined, sales and operation managers should get involved to all the organization become more strategic. AS WAS  TO BE HR Organization chart . HR manager . HR assistant 2 . Trainer . Payroll clerk (5 employees) . HR manager . HR assistant 2 (3 employees) HR’s function . Recruiting & Interviewing . Structuring & Operating HR policy . Training new employees . Payroll (McCain’s view) . Structuring HR policy . Consulting . Structuring organization Culture . Managing changes Sale’s function . Sales . Sales . Operating HR policy . Training new employees 3) HR manager Replacement Brenda should be forward deployed to sales department to systematically train as the future HR manager successor who fully understand management and whole organization. HBC should assign the new HR manager who perfectly understands business and strategy from either external HR expertise or one of the sales manager. The current superficial problem is shortage of professional employees and the root problem is that HR organization model is not align with strategy. To  solve the superficial problem HBC should push forward restructuring HR policies. Unless this problem is solved, it is meaningless to say the future of the company. Also, to solve root problem, HR organization model should be made a radical reform. When HR supports the company’s strategy, the company can be developed in one direction. On the other hand, HR manager replacement is extreme action and it could make whole organization increase tension. So, this action should be acted as a last resort.

Liquid Chromatography

9. 1 Orbitals and Theories of Chemical Bonding 1. Which one of the statements concerning valence bond (VB) and molecular orbital (MO) bond theories is correct? a) MO theory predicts that electrons are localized between pairs of atoms. b) In VB theory, bonding electrons are delocalized over the molecule. c) MO theory accurately describes bonding in O2 and NO, VB theory does not. d) VB theory can describe molecular bonding in excited states. e) MO theory is used to accurately predict the colors of compounds. Answer: c 9. 2 Valence Bond Theory 2. Which of the following statements is/are CORRECT? . The overlap between an s orbital and a p orbital is called a pi-bond. 2. The overlap of two s orbitals in H2 is called a sigma bond. 3. HF is formed from the overlap of a hydrogen 1s orbital with a fluorine 2s orbital. a) 1 onlyb) 2 onlyc) 3 onlyd) 2 and 3e) 1, 2, and 3 Answer: b 3. Which of the following statements concerning hybrid orbitals is/are CORRECT? 1. The number of hybrid orbitals eq uals the number of atomic orbitals that are used to create the hybrids. 2. When atomic orbitals are hybridized, the s orbital and at least one p orbital are always hybridized. 3. To create octahedral structures, two d orbitals must be hybridized along with the s and all three p orbitals. a) 1 onlyb) 2 onlyc) 3 onlyd) 2 and 3e) 1, 2, and 3 Answer: e 4. How many sigma (? ) bonds and pi (? ) bonds are in ethene, C2H4? a) four ? , one ? b) four ? , two ? c) five ? , one ? d) five ? , two ? e) six ? , zero ? Answer: c 5. How many sigma (? ) bonds and pi (? ) bonds are in carbon monoxide? a) three ? , zero ? b) two ? , one ? c) two ? , two ? d) one ? , two ? e) zero ? , three ? Answer: d 6. How many sigma (? ) bonds and pi (? ) bonds are in the following molecule? a) seven ? nd three ? b) seven ? and two ? c) five ? and five ? d) five ? and three ? e) five ? and two ? Answer: a 7. To form a molecule with a trigonal bipyramidal electron geometry, what set of pure atomic orbitals must be mixed? a) one s and three p b) one s, three p, and one d c) one s, three p, and two d d) two s, six p, and two d e) two s, six p, and four d Answer: b 8. What is the maximum number o f hybridized orbitals formed by a fluorine atom? a) 1b) 2c) 3d) 4e) 6 Answer: d 9. What is the hybridization of either carbon atom in acetylene, C2H2? a) spb) sp2c) sp3d) sp3de) sp3d2 Answer: a 10. What is the hybridization of the nitrogen atom in NCl3? a) spb) sp2c) sp3d) sp3de) sp3d2 Answer: c 11. What is the hybridization of the xenon atom in XeF2? a) spb) sp2c) sp3d) sp3de) sp3d2 Answer: d 12. What is the hybridization of the central nitrogen atom in nitrite ion, NO2-? a) spb) sp2c) sp3d) sp3de) sp3d2 Answer: b 13. What is the hybridization of the chlorine atom in chlorite ion, ClO2-? a) spb) sp2c) sp3d) sp3de) sp3d2 Answer: c 14. What is the hybridization of the central atom in a molecule with a square-planar molecular geometry? a) spb) sp2c) sp3d) sp3de) sp3d2 Answer: e 15. What is the hybridization of each carbon atom in benzene, C6H6? Benzene contains a six-member carbon ring. a) spb) sp2c) sp3d) sp3de) sp3d2 Answer: b 16. For which of the following molecules does the central carbon atom have sp2 hybridization? a) Cl2COb) CHCl3c) CS2d) CH2Cl2e) HCN Answer: a 17. For which of the following molecules and ions does the central nitrogen atom have sp3 hybridization? a) NO2-b) HNO3c) NOBrd) NBr3e) HNO2 Answer: d 18. For which of the following molecules and ions does the central atom have sp hybridization: NO2+, O3, and I3-? a) NO2+ onlyb) O3 onlyc) I3- onlyd) O3 and I3-e) I3- and NO2+ Answer: a 9. What is the molecular geometry around a central atom that is sp3 hybridized and has two lone pairs of electrons? a) bent b) linear c) trigonal-planar d) trigonal-pyramidal e) trigonal-bipyramidal Answer: a 20. What is the molecular geometry around a central atom that is sp3d2 hybridized and has one lone pair of electrons? a) tetrahedral b) trigonal-bipyramidal c) square-planar d) square-pyramidal e) see-saw Answer: d 21. What is the molecular geometry around a central atom that is sp2 hybridized, has three sigma bonds, and one pi bond? a) trigonal-planar b) trigonal-pyramidal c) bent d) T-shaped e) tetrahedral Answer: a 2. What is the molecular geometry around a central atom that is sp3d hybridized and has one lone pair of eletrons? a) trigonal bipyramidal b) trigonal-pyramidal c) see-saw d) tetrahedral e) square-planar Answer: c 23. What is the hybridization of a central atom that has four sigma bonds and has no lone pairs of electrons? a) spb) sp2c) sp3d) sp3de) sp3d2 Answer: c 24. Upon heating, CaCO3 decomposes to CaO and CO2. What change in the hybridization of carbon occurs in this reaction? a) sp to sp2b) sp2 to sp3c) sp3 to spd) sp2 to spe) no change Answer: d 25. One product of the combustion of ethane, C2H6, is carbon dioxide. What change in hybridization of the carbon occurs in this reaction? a) sp3 to sp2b) sp3 to spc) sp2 to sp3d) sp2 to sp3d2e) sp2 to sp Answer: b 26. Nitric acid, HNO3, dissociates in water to form nitrate ions and hydronium ions. What change in hybridization of the nitrogen atom occurs in this dissociation? a) sp2 to sp3b) sp2 to spc) sp3 to spd) sp to sp3e) no change Answer: e 27. Which of the following hybridized atoms is not possible? a) an sp hybridized carbon atom b) an sp2 hybridized sulfur atom c) an sp3 hybridized phosphorus atom d) an sp3d hybridized oxygen atom e) an sp3d2 hybridized xenon atom Answer: d 8. Which of the following characteristics apply to SO2? 1. polar bonds 2. nonpolar molecule 3. linear molecular shape 4. sp hybridized a) 1 onlyb) 1 and 2c) 3 and 4d) 1, 2, and 3e) 1, 2, 3, and 4 Answer: a 29. Dichloromethane, CH2Cl2, is a common organic solvent. Which of the following statements concerning dichloromethane is/are CORRECT? 1. CH2Cl2 has two isomers. For one i somer of CH2Cl2, the chlorine atoms are adjacent to each other and the molecule is polar. 2. CH2Cl2 has two isomers. For one isomer of CH2Cl2, the chlorine atoms are on opposites sides of the carbon atom and the molecule is nonpolar. 3. The hybridization of the central carbon atom is sp3. a) 1 onlyb) 2 onlyc) 3 onlyd) 1 and 2e) 1, 2, and 3 Answer: c 30. For which of the following compounds is it possible for cis and trans isomers to exist? a) 1 onlyb) 2 onlyc) 3 only d) 1 and 2e) 1, 2, and 3 Answer: b 31. Which of the underlined atoms (C1, C2, N, and O) are sp2 hybridized? a) C1 and C2 b) C1, N, and O c) N and O d) O and C2 e) O only Answer: a 9. 3 Molecular Orbital Theory 32. All of the following statements concerning molecular orbital (MO) theory are correct EXCEPT a) the Pauli exclusion principle is obeyed. b) Hund’s rule is obeyed. ) electrons are assigned to orbitals of successively higher energy. d) a bonding molecular orbital is lower in energy than its parent atomic orbitals. e) the combination of two atomic orbitals creates only one molecular orbital. Answer: e 33. Atomic orbitals combine most effectively to form molecular orbitals when a) electrons in the orbitals have no spins. b) electrons in the orbitals have the same spin. c) the atomic orbitals are hybridized. d) the atomic orbitals have similar energies. e) p-orbitals are half-filled. Answer: d 34. A molecular orbital that decreases the electron density between two nuclei is said to be ________. ) hybridizedb) bondingc) antibondingd) pi-bondinge) nonpolar Answer: c The following molecular orbital diagram may be used for problems 35-48. For oxygen and fluorine, the ? 2p orbital should be lower in energy than the ? 2p. However, the diagram will still yield correct bond order and magnetic behavior for these molecules. |Energy | |________ |? *2p | | | | | | |________ | |________ |? 2p | | | | | | | |________ |? 2p | | | | | | |________ | |________ |? 2p | | | | | | | |________ |? 2s | | | | | | | |________ |? 2s | | | | | | | |________ |? *1s | | | | | | | |________ |? s | 35. According to molecular orbital theory, which of the following species is the most likely to exist? a) H22-b) He2c) Li22-d) Be2e) Be22- Answer: e 36. A ccording to molecular orbital theory, which of the following species is least likely to exist? a) Be2b) F22+c) C22-d) Li2e) B22- Answer: a 37. According to molecular orbital theory, which of the following species has the highest bond order? a) F2b) F22+c) C22-d) Li2e) B22+ Answer: c 38. According to molecular orbital theory, what is the bond order of oxygen, O2? a) 1b) 3/2c) 2d) 5/2e) 3 Answer: c 39. According to molecular orbital theory, what is the bond order of N2-? a) 1b) 3/2c) 2d) 5/2e) 3 Answer: d 40. According to molecular orbital theory, which of the following lists ranks the oxygen species in terms of increasing bond order? a) O22+ < O22- < O2 b) O22- < O2 < O22+ c) O2 < O22+ < O22- d) O2 < O22- < O22+ e) O22+ < O2 < O22- Answer: b 41. Consider the molecules B2, C2, N2 and O2. Which two molecules have the same bond order? a) B2 and C2b) B2 and O2c) C2 and N2d) C2 and O2e) N2 and O2 Answer: d 42. Use molecular orbital theory to predict which species is paramagnetic. ) N2b) O2c) F2d) Li2e) H2 Answer: b 43. Use molecular orbital theory to predict which ion is paramagnetic. a) F22+b) O22-c) O22+d) N22+e) B22- Answer: a 44. What is the molecular orbital configuration of F2? a) [core electrons] (? 2s)2 (? *2s)2 (? 2p)4 (? 2p)2 (? *2p)2 b) [core electrons] (? 2s)2 (? *2s)2 (? 2p)2 (? 2p)2 (? *2p)2 c) [core electrons] (? 2s)2 (? *2s)2 (? 2p)4 (? *2p)4 d) [core electrons] (? 2s)2 (? *2s)2 (? 2p)4 (? 2p)2 (? *2p)6 e) [core electrons] (? 2s)2 (? *2s)2 (? 2p)4 (? 2p)2 (? *2p)4 Answer: e 45. What is the molecular orbital configuration of N22+? a) [core electrons] (? s)2 (? *2s)2 (? 2p)4 (? 2p)2 (? *2p)2 b) [core electrons] (? 2s)2 (? *2s)2 (? 2p)4 c) [core electrons] (? 2s)2 (? *2s)2 (? 2p)2 (? 2p)2 d) [core electrons] (? 2s)4 (? *2s)4 e) [core electrons] (? 2s)2 (? *2s)2 (? 2p)4 (? 2p)2(? *2p)4 Answer: b 46. Assume that the molecular orbital energy diagram for a homonuclear diatomic molecule applies to a heteronuclear diatomic molecule. What is the molecular orbital configuration of NO? a) [core electrons] (? 2s)2 (? *2s)2 (? 2p)4 (? 2p)2 (? *2p)1 b) [core electrons] (? 2s)2 (? *2s)2 (? 2p)2 (? 2p)2 (? *2p)2 c) [core electrons] (? 2s)2 (? 2s)2 (? 2p)2 (? 2p)3 d) [core electrons] (? 2s)2 (? *2s)2 (? 2p)4 (? 2p)1 e) [core electrons] (? 2s)2 (? *2s)2 (? 2p)2 Answer: a 47. Assuming that the molecular orbital energy diagram for a homonuclear diatomic molecule appli es to a heteronuclear diatomic molecule, determine which of the following species has the highest bond order. a) NO-b) OF-c) CN-d) O2e) NO Answer: c 48. Assuming that the molecular orbital energy diagram for a homonuclear diatomic molecule applies to a heteronuclear diatomic molecule, determine which of the following species is paramagnetic. a) NO+b) COc) CN-d) OF-e) NO Answer: e 49. Which molecule will have the following valence molecular orbital level energy diagram? |? *2p | | | | |? *2p | | | | |? 2p | |[pic] | | |? 2p |[pic] | |[pic] | |? *2s | |[pic] | | |? 2s | |[pic][pic] | | a) Li2b) Be2c) B2d) C2e) N2 Answer: e 50. The following valence molecular orbital energy level diagram is appropriate for which one of the listed species? |? 2p | | | | |? *2p |[pic] | |[pic] | |? 2p | |[pic] | | |? 2p |[pic] | |[pic] | |? *2s | |[pic] | | |? 2s | |[pic][pic] | | a) B22-b) C22-c) N22-d) O22-e) F22- Answer: c 51. Which molecule will have the following valence molecular orbital energy level diagram? |? *2p | | | | |? *2p | | | | |? 2p | | | | ? 2p |[pic] | |[pic] | |? *2s | |[pic] | | |? 2s | |[pic][pic] | | a) Li2b) Be2c) B2d) C2e) F2 Answer: d 52. In the NO2- ion, each atom can be viewed as sp2 hybridized. Thus, each atom has one remaining unhybridized p orbital. How many ? 2p molecular orbitals (including both bonding and antibonding orbitals) are form ed using the unhybridized p orbitals? a) 1b) 3c) 4d) 6e) 12 Answer: b 53. Benzene, C6H6, consists of a six member ring of sp2 hybridized carbon atoms. Each carbon atom has one unhybridized p orbital. How many ? p bonding, antibonding, and nonbonding molecular orbitals exist for benzene? a) Three ? 2p molecular orbitals exist; two bonding and one antibonding. b) Three ? 2p molecular orbitals exist; one bonding, one antibonding, and one nonbonding. c) Six ? 2p molecular orbitals exist; three bonding and three antibonding. d) Six ? 2p molecular orbitals exist; two bonding, two nonbonding, and two antibonding. e) Twelve ? 2p molecular orbitals exist; six bonding and six antibonding. Answer: c Short Answer Questions 54. Which theory, valence bond or molecule orbital, correctly predicts the existence of paramagnetic molecules? Answer: molecular orbital theory 55. In valence bond theory, each sigma bond in CH4 is formed from the overlap of a hydrogen atom’s 1s orbital with a ____ hybridized orbital on the carbon atom. Answer: sp3 56. In molecular orbital theory, the bond order is defined as 1/2(the number of electrons in ________ orbitals minus the number of electrons in antibonding orbitals). Answer: bonding 57. Triiodide ion, I3-, has a trigonal-bipyramidal electron-pair geometry and a linear molecular geometry. The hybridization of the central iodine atom is ________. Answer: sp3d 58. The hybridization of the xenon atom in XeOF4 is ________. Answer: sp3d2 59. Draw a Lewis structure of xenon trioxide. What is the hybridization of the xenon atom in this molecule? Answer: The hybridization is sp3. 60. Draw the valence molecular orbital energy level diagram for nitrogen monoxide, NO. |? *2p | |[pic] | | |? *2p | | | | |? 2p | |[pic] | | |? 2p |[pic] | |[pic] | |? *2s | |[pic] | | |? 2s | |[pic][pic] | | Answer: ———————– [pic] [pic] [pic] [pic]