Typhus: Infectious Disease and South America

Pandemics are disease that spread over a country or the world. Typhus is an example of a pandemic. Typhus is a bacterial disease that is spread by lice and fleas. Brill Zinsser is the discoverer of the disease and typhus is also known as â€Å"Brill Zinsser Disease†. Two types of most common typhus are endemic and murine. Endemic typhus is usually seen in places with cold temperature, endemic typhus are sometimes called â€Å"jail fever† or â€Å"camp fever† because typhus killed hundreds of thousands of people of prisoners in the Nazi concentration camp in World War II.The other type of typhus is murine. Murine typhus is mostly seen during summer or fall. It mostly occurs in southern part of U. S and areas around the equator because the temperature is hot. Typhus is first recorded typhus epidemic was the Plague of Athens in 420 B. C. This epidemic killed a lot of people because so many people were infected. It had killed thousands of people during the Plague of Athens because of typhus. It was spreading throughout places because of the infected rat and mice. It was later spread to South America afterward.Some of the symptoms of typhus are backache, headache, muscle pain, and it also causes a red rash at the center of the chest few hours after infection. It also causes low blood pressure. There are also ways to prevent getting typhus. One way is to avoid areas with fleas and lice, another way is to just be clean, and use insecticide to kill lice. If people really have lice, they can boil their clothes for around 5 days to kill lice. There are few antibiotics treatments for typhus, doxycycline, tetracycline, and Chloramphenicol, which is the less common.Typhus had impacted society in many ways. It had changed many things in the society. Typhus had killed a lot of people throughout the history. It also led to many development of medicine. The medicines are still used in the society today to cure other disease. Since typhus mostly occur in pla ces that have poor hygiene and dirty areas, now people aware more about their cleanness. This makes people keep their houses, areas clean so they can prevent typhus from affecting them.

Property ownership: the case of muslim women

AbstractionProperty ownership has been extremely debated in recent old ages particularly when it comes to adult females. The instance of Muslim adult females has been dismaying in certain Muslim states because though adult females are allowed to have belongings some traditions when set together with some Islamic Laws are extremely curtailing adult females ‘s ownership belongings. Property in this light includes land, house and other touchable belongingss. This paper based on exemplifying the different beginnings of belongings acquisition which has been hindered due to, in most instance calculated confusion of Islamic Torahs and customary Torahs which had restricted the ownership of belongings by Muslim adult females in different Islamic parts. IntroductionWomans in many states still face inequality at place, in their communities and the society at big. They are normally left in the background because of province Torahs, customary Torahs and spiritual beliefs. This inequality besides affects their right of belongings ownership. The rights of adult females to have, inherit, manage and dispose of belongings whether touchable or intangible has been minimized by persons, imposts and Torahs in many states of the universe today. These adult females who most frequently constitutes a greater population of the state, are non give the chance to ain land, houses, autos, bank history, cowss, harvests and many other signifiers of belongings. Women ‘s right to belongings most frequently depends on the relationship they portion with work forces around them. Religion excessively has besides had an impact on the ownership of belongings by adult females when set together with customary beliefs. These two when put together in utmost instances greatly limits the right of a adult females to ain belongings. Religion has been interpreted to the hurt of the Islamic adult female but to the advantage of the Islamic adult male. These several reading of Islam under different customary Torahs has reduced the rights of adult females to ain belongings. This paper hence brings out the function of Muslim faith on the ownership of belongings by Muslim adult females. Analyze what the Islamic faith says about adult females having belongings and what is the existent state of affairs at manus. That is how the Islamic faith is integrated with tradition and province jurisprudence and its impact on the ownership of belongings by Muslim adult females in Muslim parts. The Role of Islam in Property Ownership amongst Muslim WomenHistorically, the Quran acknowledges the right of adult females to ain belongings. The Quran explains of import station held by adult females during the period of the prophesier which made them to get belongings. In general footings the Islamic jurisprudence allows adult females to keep, usage and dispose of belongings but when you go into inside informations the footings become really complicated and this therefore restrict these adult females. The Islamic jurisprudence acknowledges the fact that a adult female should be given what she earns and which can be a adult male ‘s when she volitionally transfers it to the adult male. But when we consider the fact that Muslim adult females are suppose to be really reserve, their right of belongings ownership which can be gained merely when they are exposed is restricted. To have a belongings in any signifier means you need to pull off this belongings and this direction can no n be adequately established in the private infinite you need the public infinite. The undermentioned analyses discuss the different ways in which belongings can be acquired but which adult females are being restricted in societies where Islam and tradition are being practiced in extremes. InheritanceIn Islam the adult male is considered the caput of the household and has the right to ain belongings. Inheritance which is a signifier of belongings ownership extremely favors the adult male. Though adult females have the right to inherit belongings of a asleep member of their household, their ain portion is normally half of what the adult male inherits. Though adult females have the right to inherit from their male parent, it is normally two portions for work forces and one for adult females. They believe that adult females do non hold any duty to take attention of the household as the work forces do, therefore the work forces should be given more. In most traditional Muslim states the combination of customary and Muslim jurisprudence against adult females refering this issue makes adult females to be wholly refused the right of belongings ownership. For them since these adult females do non take attention of the household, they should non be given the right to have any b elongings. Besides in most jurisprudence tribunals like in Northern Nigeria where Islam is practiced, the right of adult females to inherit belongings is denied by some Judgess though Islam accepts these rights. Most frequently, the heritage is done in theory and non in patterns. The adult females are merely told that they have been assigned this part of belongings which in most instances is ne'er given to them. Property ownership is consider as a adult male ‘s concern since adult females are considered to be dependent and weak and needs the support of a adult male to manage belongings issues. Annelies Moors ( 1995 ) besides explains that while in Islamic jurisprudence adult females have heritage rights, these so are by and large more limited than those of work forces. This she explains that, looking into the portions of the widows and girls, the male penchant is normally really clear. This is because, in the instance where the hubby dies it is hard for the adult female to inherit the hubby ‘s belongings because she can acquire married to another adult male or better still she is suppose to remain under the protection of the work forces in the hubby ‘s household be it her b oies or the hubby ‘s brothers. Harmonizing to Islam, married womans are entitled to one-eighth of the belongings of their hubbies when the deceased hubbies have kids and to one-fourth if they are childless while girls on the other manus are entitled to merely half the portion of their brother ‘s portion. Besides, when there is an lone girl she gets half of the asleep male parent ‘s belongings and the remainder goes to the male parent ‘s male relations while an lone boy gets the full belongings of the asleep male parent demoing a biased against these adult females. This is because the belongings the adult female with kids owns goes to her kids particularly if they are male childs and if she does non acquire married, she is given less and most frequently refused because she can be remarried. The instance of a childless adult female is worst because she is left with nil as belongings even if she contributed in the acquisition of the belongings. Besides, having a belongings means giving the adult female an upper manus and altering her private infinite to a public infinite. A adult female is suppose to be really modesty in her private infinite and non exposed by having belongings to the public infinite which is considered a adult male ‘s infinite. This perceptual experience is different with urban and rural Muslim adult females. Annelies Moors ( 1995 ) , discusses that although the adult females in both country knew their rights of belongings ownership, some those in the urban countries accepted their ain portion of the estate but most in the rural countries stayed retrained from geting their ain portions. This I believe was the consequence of their customary jurisprudence in those rural countries which prohibited them.EducationEducation is a signifier of belongings acquisition because when you are educated you are exposed to issues of cognizing your rights. In most parts of Africa where Islam is practiced, the figure o f misss traveling to school has been comparatively low compared to the Christian countries. The people do non see the demand of educating the miss kid since she is believed to be the belongings of the adult male. Education is non a precedence but early matrimonies are encouraged. Traveling to school is meant for the male childs who will finally go a household caput and needs instruction and belongings to take attention of the household. This is really common with Muslims particularly in the rural countries who strongly believe in their customary and Islamic Torahs. Most of them are non cognizant of any province jurisprudence or international human rights Torahs or even the Islamic which give them the right to ain belongings. Vanessa Maher ( 1974 ) , explains that Berbers in Morocco equivalent of privacy, and continuing household award integral in maintaining their miss kid at place since schools are considered as a corrupting influence and giving entree to the populace sphere doing instruction really irrelevant.WorkHarmonizing to the Islamic jurisprudence, adult females are allowed to work but this is normally under certain fortunes and under really rigorous conditions. In many Islamic states, occupation chances for adult females and work forces are non the same. They are non given equal chances because adult females are extremely restricted from public life. A adult female is non supposed to work entirely with a adult male because harmonizing to the Quran they might be tempted. A adult female is non supposed to make any occupation that will expose her award of muliebrity but she is supposed to stay modest. Islam by and large recommends that adult females stay at place and take attention of the place. When Vanessa Maher carried out her field work on Women and Property in Morocco in 1974, she pointed out that adult females do non work for rewards because their engagement in the ‘public domain ‘ is considered immoral. This alone prohibits these adult females from making anything that will do them get belongings. Besides the adult male has is oblarged harmonizing to Islam to continue his duty of keeping the adult female. The hubby is responsible for keeping his married woman and the full household non the other manner round even when the married woman has the agencies, so this besides discourages Muslim adult females from working.Harmonizing to the Islamic jurisprudence, adult females are allowed to work but this is normally under certain fortunes and under really rigorous conditions. In many Islamic states, occupation chances for adult females and work forces are non the same. They are non given equal chances because adult females are extremely restricted from public life. A adult female is non supposed to work entirely with a adult male because harmonizing to the Quran they might be tempted. A adult female is non supposed to make any occupation that will expose her award of muliebrity but she is supposed to stay modest. Islam by and large recommends that adult females stay at place and take attention of the place. When Vanessa Maher carried out her field work on Women and Property in Morocco in 1974, she pointed out that adult females do non work for rewards because their engagement in the ‘public domain ‘ is considered immoral. This alone prohibits these adult females from making anything that will do them get belongings. Besides the adult male has is oblarged harmonizing to Islam to continue his duty of keeping the adult female. The hubby is responsible for keeping his married woman and the full household non the other manner round even when the married woman has the agencies, so this besides discourages Muslim adult females from working.Even the dowry and care gift in which the adult female is entitled to be given to her for matrimony is merely owned by her in theory and non in pattern. Annelies Moors 1995 when she carried out her research in Palestine explained that â€Å" younger small town adult females seldom expressed an involvement in selling their gold ( which was their dowry ) to purchase productive belongings ; they would instead put it in their hubby and his house † . This is because when she gets married to the adult male this belongings automatically goes back to the adult male since he is supposed to command the household ‘s resources. At times the dowry and care gift are orally given through promises and the adult female ne'er receives it. The dowry is bit by bit losing its value because most modern-day Muslim adult females will prefer their hubbies to put his resources in the up support of the household. They do non truly care about the dowry particularly in the urban countries. More so, in instance of divorce since the married woman does non hold any right of belongings compensation or sharing all what was given to her as dowry is taken by the hubby. This is because, during matrimony the belongingss she contributes to the household are non regarded as hers but the hubby ‘s belongings. Annelies Moors ( 1995 ) , in her research in Palestine explains that adult females no longer sell their gold dowry to purchase productive belongings because independent female ownership of such belongings clangs with their definition as dependent married womans. They alternatively use it to put in their households therefore cut downing their entree to belongings. DecisionThough attempts are being made to heighten belongings ownership by Muslim adult females, this issue is more complicated in the rural countries since there are strong customary Torahs which restrict adult females. When these customary Torahs are put together with the Islamic Torahs, these adult females are wholly isolated in the ownership of belongings. This is because there is a calculated confusion between Islamic Torahs and customary jurisprudence by work forces which suppress a adult female ‘s right of having belongings doing the customary jurisprudence to rule. Actual control of belongings has still remained in custodies of the work forces. Women ‘s less right of belongings harmonizing to Islamic ideas is seen to be compensated with the fact that they are under the detention of the work forces. Property is considered as power, and the more belongings you own the more powerful you are. MentionsDUPRET, B. , BERGER, M. , Al-ZWAINI, L. ( Eds. ) , Legal Pluralism in the Arab World, The Hague, Kluwer International, 1999 ROSEN, L. ( 2000 ) : The Justice of Islam. Comparative Perspectives on Islamic Law and Society, Oxford U.P Vanessa Maher ( 1974 ) ; Women and Property in Morocco: The Changing Relation to the Process of Social Stratification in the Middle Atlas. Cambridge University Press. Annelies Moors ( 1995 ) ; Women Property and Islam: Palestinian Experience 1920-1990. Cambridge Middle East Ngon & A ; eacute ; Diop Tine and Mohamadou Sy ( 2003 ) : Womans and Land in Africa: A instance Study from Senegal.

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Principle of Earth Science Essay The three stages according from the oldest to the youngest formation are granite, basalt and lastly andesite formation. This will discuss about the formation, composition, type of intrusion and cooling history of each stages. The granite formation is the oldest stage since granite is formed usually beneath the crust about 1. 5 km up to 50 km depth. Primarily, granite is composed of silicon and alumina about 72. 04% and 14. 42%, respectively. The formation of granite occurs through extreme metasomatism. Through metasomatism, elements are brought out by fluids like potassium and calcium to convert the metamorphic rock to granite. According to Himanshu K. Sachan (1999), granite in the northern Himalaya starts its cooling history at 705 Â °C and continued up to 650 Â °C in the range of 1. 2–2. 8 kbar. The next stage is the basalt formation. Basalt is composed of magnesium oxide, calcium oxide and low amount of silicon, sodium oxide and potassium oxide. The formation of basalt occurs when there is a volcanic eruption either under or above the. Mostly the formation of basalt occurs underneath the sea. Through the introduction of water the magma hardens to form the basalt. Basalt forms between 50km up to 100 km depth within the mantle and 150 km up to 200 km for some high-alumina basalt. The next stage will be andesite. The youngest of the formation is the perpendicular andesite. After basalt, the most common volcanic rock would be he andesite. The main composition of andesite is silica about 57%. Andesite is formed either by frictional crystallization or magma mixing with felsic rhyolitic. Melting and assimilation of rock fragments by rising magma to the surface form andesite.

Role Of Hemisphericity In Activating Teaching Style Education Essay

Role Of Hemisphericity In Activating Teaching Style Education Essay The most distinctive feature of modern society is science based technology. The changes that occur as a result of the impact of its are called as modernization. This modernization has affected teaching .learning in many ways. Modern teaching learning is giving importance to students activity. It is called student centered approach. In a traditional society the aim of teaching learning acquisition of knowledge. But in modern society the main aim of teaching learning is not only acquisition of knowledge but also the awakening of curiosity, the stimulation of creativity the development of proper interest, attitude and values and the building of essential skills such as independent study teaching learning in the modern society is to keep pace with the achievement of knowledge and skills. According to Dictionary of Education (2005, p.521) learning is the process of acquiring knowledge, skills and belief through experience. Learning takes place when students interact with others and with environment by observing, talking, listening discussing, writing and relating their own ideas and experiences with others.(Reddy, 2006, p.11). Piagets (1964, p.17) describes learning is subordinated to development and not vice versa. He explained development as the active construction of knowledge and learning as the passive formation of association. He was interested in knowledge construction and believes that cognitive development came before learning. According to his view child cannot learn a concept before they are cognitively ready. Here by the term cognitively ready he means development of child. Cognitive development takes place first then they become able to learn where as Vygotsky believed that learning is an active process and it did not wait for readiness. Vygotsky, (1978, p.90) said properly organized learning results in mental development and sets in motion a variety of developmental process that would be impossible apart from learning. He saw learning as a tool in development. Learning pulls development up to higher level and social interaction is a key in learning. So in this way learning can be defined as an individual as well as socialactivity. Learning takes place as a result of experience. For example a first grade student sings, twinkle twinkle little star and second grade student leaves hot spoon immediately. First case is the example of learning while second case is not the example of learning, whats the difference between the examples of learning and not learning? The difference is the experience. In other words the first grade students behavior is the result of his experience. He was not biologically programmed to sing twinkle twinkle little star and leaving hot spoon is reflexive activity. The learning is what students do, teaching is what the teacher can teach. The improvement in teaching can be demonstrated if there is improvement in learning. As observed by prof.R.S. Adams and others students may learn what the teacher intended them to; they may not. Teachers like others are fallible,then may not always teach correctly. It Follows them that in any learning situation students may learn correctly what the teacher taught incorrectly or may learn incorrectly what the teacher taught correctly or fortunately the opposites. 1.2 TEACHING AND LEARNING Teaching and Learning are interlinked. The teacher teaches and students learn. Teaching learning has four aspects they are teacher, student, learning process figure1.1 explained The process in the interaction between student and the teacher Teacher development Pupil Learning Process and learning situation. The teacher creates the learning situation for the student. The process in the interaction between student and the teacher. This interaction is explained in the figure1.1 Teaching learning is influenced by the totality of the learning environmental situation. This interaction is possible through three way communication. This results is behavior changes in the learner. This is diagrammatically explained in the figure1.2 The teacher guiding their students in eight step. *Step 12 communication from the teacher to the learner. *Step 3 to 5 from learner to teacher. *Step 6 to 8 again from teacher to learner. Through this 3 way communication teacher could teach is a linear manner. On the other hand learner can know how well his learning is progressing and how he can success in his way of learning. The teaching components and learning components are interlinked. Teaching objectives are successful only when the learning outcomes coincide within it. The components of teaching learning are given below. 1.2.1.COMPONENTS OF LEARNING PROCESS *Task to be learned. *Characteristics of the task to be learned. * Characteristics of the learner. *Conditions under which effective learning takes place. 1.2.2.COMPONENTS OF TEACHING PROCESS: *Instructional goals. *Entering behavior. *Instructional procedures. *Performance assessment. 1.3.ROLE OF BRAIN IN LEARNING: Brain study research identifies the left brain is the academic brain. It is because educators generally emphasize its process in a traditional class room. It has some limitations in learning on the other hand the right brain is the artistic brain because it is the center for creative talents. Though science and medicines now give more attention to these brain process, education has traditionally neglected the right side, learning half of a students brain potential under educated. Nowadays more school systems are using whole brain learning technique. The brain study shows that learning can be flourished only when teachers make their students to integrate use both sides of their brain is a lesson. For Example in Kg classes, Teachers who use music, Dance, Story telling, Drama or other right brain activities in their class which trigger the left brain students. Their learning capabilities can be increased but in the primary section the teacher can use traditional teaching which reduce t he right brain activities. When right brain teacher teaches left brain students it affects the achievement of the learner. So the teacher should be whole brained their only he can produce right brain and whole brain dominated students. The present study has two phases. *First phase the matching between teaching and learning. *Second phase Brain dominance of the students and teacher. 1.4 STATEMENT OF THE PROBLEM: The problem for the present study is titled as compatibility between teaching style and learning style with reference to hemisphericity. 1.5 OPERATIONAL DEFINITION OF KEY TERMS Teaching Style: Teaching Style defined by Fisher and Fisher(1979) as a pervasive way of approaching the learners that might be consistent with several methods of teaching Gregorc(1979) Teaching Style consists of an instructors personal behavior and the media used to transmit or receive data to or from the learner. LEARNING STYLE: Cornett defined learning style as a a consistent pattern of behavior but with a certain range of individual variability. Geogorc and Ward (1977) stated that learning style consists of distinctive and observable behavior that provides clues about the mediation abilities of individuals. In operational terms ,people through their characteristic sets of behavior tell us how their mind related to the world and therefore how they learn. COMPATIBILITY Matching is defined in terms of compatibility the interactive effects of person and environment (Hunt 1979) HEMISPHERICITY: Hemisphericity is the cerebral dominance of an individual is retaining the processing mode of information in his own style of learning and thinking.(Venkatraman 1989) Researcher conducted during the last two decades have shown that the human left cerebral hemisphere is to be specialized for primarily verbal, analytic, abstract, temporal and digital operations (Bogey 1969,Gazzaninga 1970, Ornstein 1972).The same investigation revealed that the right cerebral hemisphere is to be specializes for primarily non verbal holistic, concrete, creative, analogical and aesthetic function. For identifying the hemisphere dominance the ways in which and levels at which the information is being proceed by the individual are to be studied. 1.6 OBJECTIVES OF THES STUDY: *The primary objective of the study is to explore the compatibility between teaching style and learning style and its influence on academic achievement with regards to hemisphericity. * The Secondary objectives are the following. A) To find out the difference in the learning style of the students with respect to demographic variables. B) To find out the differences in the teaching style of the teacher with regards demographic variables. C) To find out the relationship between learning style and information processing style if the students. D) To find out the relationship between the teaching style and brain dominance of the teacher. E) To find out the relationship between learning style and achievement score of the students. F) To find out the relationship between learning style and teaching style and achievement score. 1.7 VARIABLES OF THE STUDY: A) Independent Variables (i) Teaching Style (ii) Learning Style (iii) Information Processing Style (iv) Solat B) Dependent Variable: Achievement Score 1.8. SIGNIFICANCE OF THE STUDY: Learning style is a consistent way of functioning which reflects cultural behavior patterns. These may be revised as a result of training or changes in learning experiences According to Reid(1987:100) learning styles are thus moderately strong habits rather than intractable biological attributes.In all academic classrooms there will be students with multiple learning styles, and students with major, minor and negative learning styles. Teachers are accommodating these learning styles and to bring changes in their own teaching style and provide a variety of activities for them only teachers can meet out needs of different learning styles of students. In a class where mismatch occur the students tend to bores and inactive, inattentive, do poorly on tests get discouraged about the course. They may conclude that they are not good at the subjects of the course and give up. To reduce teacher student style conflicts some researchers in the area of learning styles be matched. KUMARA VADIVELU (1991:98) states that the narrower the gap between teacher intervention and learner interpretation , the greater are the chances of achieving desires learning outcomes. Effective matching between teaching style and learning style can be achieved only when teachers are aware of their learners needs, capacities, potentialities and learning style preferences in meeting these needs.It has been the researchers experience as a teacher may learners fail to achieve an acceptable level of success in achievements tests. Is it possible that some students are failing to be successful at school because teaching methods do not cater for their learning style?Investigator much of reading on this topic suggest that the boredom, lack of success and frustration of students experiences t school could be due to incongruence between teaching strategy of teacher and their preferred learning styles.This inherent problem gave rise to the idea for this researcher topic. It was thus born out of a desire to provide teachers with an alternative approach to improve the learning productivity of their students. 1.9 LIMITATIONS OF THE STUDY: The present study has demarcated with the following limitations *The time frame the data collection phase of the research was conducted over a periods of 12 weeks. *Level of intelligence and relevant previous knowledge of the learner could also have had as effect on the result of the study. *Size of the sample. The limited number of the population and hence the small sample size could have influenced the degree to which the findings of the research can be generalized to other population. *This is only a precise product study in the area of learning and teaching style. *Due to laborious calculations, only certain variables are studied in this investigation. * The study is limited to the pupils of class ix only. *The study is limited to kancheepuram and Chennai district only. 1.10 CHAPTERIZATION The study is organized into six chapters for easy understanding flexible discussion in statistical results. CHAPTER I The first chapter details about the problem of the study, objectives, significance and scope of the study CHAPTER II It deals with backdrop of the study.It explores about teaching style,learning style,brain study,compatibility between teaching style and learning style,information processing , and solat CHAPTER III It deals with the review of related literature in the present investigation.It explore Indian reviews and international reviews CHAPTER IV The fourth chapter explores the methodology of the study, the statement of the problem, need, hypothesis, variables, studies, method of research, construction of tools , collection of data and statistical techniques used in analysis of data are presented. CHAPTER V This chapter incorporate with descriptive statistics,differential analysis association analysis,correlation analysis and conclusion. CHAPTER VI It is connected with summary, major findings , conclusions, recommendations and suggestions for further study. Bibliography and Appendices are enclosed at the end of the thesis. Thus the finding is detailed in six chapters r.

Wuthering Heights :: Free Essays Online

Wuthering Heights Emily Bronte was born on July 30, 1818 at Thronton, Bradford Yokshire. She was the 5th child of 6 children. When Emily was just three years old, her mother dies and her Aunt come to live with the family to take care of the children. Not much is know about Emily, except she was a very secluded and shy girl. Some information is collected about her from the few exisitng diary entries and letters, as well as her poems. Most of the information that is known about Emily is from her sister Charlotte’s biography as well as letters written to and from Charlotte to her friend. Since there is not a lot of information known about Emily Bronte, people have speculated on how Wutheirng Heights came to be written by Emily. When Mr. Bronte returned from a trip on time, he brought Emily’s brother, Branwell, a box of wooden soldiers. The Bronte siblings began writing stories and plays about these soldiers, which some have said influenced Emily’s writing of Wuthering Heights later on in her life (Vine 6). Harold Bloom believes that â€Å"early marriage and early death [which are seen in Wutheirng Heights] are thoroughly High Romantic, and emerge from the legacy of Shelley, dead at thwenty-nine, and of Byron, martyred to the cause of Greek independence at thiry-six† (Bloom 8). Maggie Bewrg suggests that the character of Heathcliff was influencecd by â€Å"Byron’s anti-heroes, although he outdoes the Byronic hero in his romantic rebellion† (5). Because there is not much information on Emily, her influences for the bo ok are just speculation. We do know that Emily wrote poems and when her sister found them, she persuaded Emily to publish them in a volume that included some of Anne and Charlotte’s poems also. The book was published under the psuedonyms of Currer, Ellis and Acton Bell. The book only sells three copies. After Wuthering Heights was written, the sisters tried to find someone to publish it along with Anne’s novel Agnes Grey. They had trouble finding a publisher, and finally were able to convince Thomas Newby to publish it.

All Quiet on the Western Front Essays: Can’t Go Home Again :: All Quiet on the Western Front Essays

Can’t Go Home Again – All Quiet on the Western Front During his leave, perhaps Baumer’s most striking realization of the vacuity of words in his former society occurs when he is alone in his old room in his parents’ house. After being unsuccessful in feeling a part of his old society by speaking with his mother and his father and his father’s friends, Baumer attempts to reaffiliate with his past by once again becoming a resident of the place. Here, among his mementos, the pictures and postcards on the wall, the familiar and comfortable brown leather sofa, Baumer waits for something that will allow him to feel a part of his pre-enlistment world. It is his old schoolbooks that symbolize that older, more contemplative, less military world and which Baumer hopes will bring him back to his younger innocent ways. I want that quiet rapture again. I want to feel the same powerful, nameless urge that I used to feel when I turned to my books. The breath of desire that then arose from the colored backs of the books, shall fill me again, melt the heavy, dead lump of lead that lies somewhere in me and waken again the impatience of the future, the quick joy in the world of thought, it shall bring back again the lost eagerness of my youth. I sit and wait (Remarque, All Quiet VII. 151).   Ã‚  Ã‚  Ã‚   But Baumer continues to wait and the sign does not come; the quiet rapture does not occur. The room itself, and the pre-enlistment world it represents, become alien to him. "A sudden feeling of foreignness suddenly rises in me. I cannot find my way back" (Remarque, All Quiet VII. 152). Baumer understands that he is irredeemably lost to the primitive, military, non-academic world of the war. Ultimately, the books are worthless because the words in them are meaningless. "Words, Words, Words—they do not reach me. Slowly I place the books back in the shelves. Nevermore" (Remarque, All Quiet VII. 153). In his experiences with traditional society, Baumer perverts language, that which separates the human from the beast, to the point where it has no meaning. Baumer shows his rejection of that traditional society by refusing to, or being unable to, use the standards of its language.   Ã‚  Ã‚  Ã‚   Contrasted with Baumer’s experiences during his visit home are his dealings with his fellow trench soldiers.

Characteristics of Modernism in Jewel in the Crown and Heart of Darknes

Characteristics of Modernism in Jewel in the Crown and Heart of Darkness      Ã‚  Ã‚  Ã‚  Ã‚   A Modern novel, Jewel in the Crown, by Paul Scott, depicts the latter stages of imperialism's erosion and explores it through the lives of individuals and their relationships as symbolic of larger societal conflicts and political events.   Jewel was written well into the 20th Century and employs thematic concepts and literary forms characteristic of Modernism, as well as being significant in its literary-historical context of the decline of British Imperialism/post- colonialism in India.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   "Some of the major issues to which twentieth century literature responded in ways generally known as 'Modernism' are: a growing awareness of a variety of cultures which had differing but cogent world-views; exploitation of other cultures and races, and a society built on power and greed" (Lye, 1996).   The fact that Modern literature explored these issues with more scrutiny, candor, and depth than previous literary eras.   "This is the story of rape, of the events that led to it and followed it and of the place in which it happened" (Scott, 1966).   The rape is of a young British women in colonial India, but also of the rape of India by Britain, "the affair...ended with the spectacle of two nations in violent opposition, not for the first time nor as yet for the last because they were then still locked in an imperial embrace of such long standing and subtlety it was no longer possible for them to know whether the y hated or loved on another, or what held them together and seemed to have confused the image   of their two destinies" (Scott, 1966).   The events, interactions, and sentiments of Daphne, the woman in question, and those of the ot... ....   For Jewel in the Crown and Heart of Darkness, the questions and criticisms of British Imperialism are brought up metaphorically through their stories they tell, and so interrelated in subject theme, mark a specific period in time tin B ritish History.  Ã‚      Works Cited and Consulted  Ã‚   Agatucci, C. (2001).   ENG 103, Survey of British Literature.   Central Oregon Community College. Damrosch, D., et al., ed.   The Longman Anthology of British Literature: VolB.   Compact ed.   New York: Longman-Addison Wesley Longman, 2000. Lye,J. (1996).   Some Cultural Forces Driving Literary Modernism,   (Dept of English, Brock Univ.) 2F55: Modern Fiction.  Ã‚   http://www.brocku.ca/english/courses/2F55/forces.htm [last accessed: June 2001]. Scott, P. (1966).   The Jewel in the Crown. Vol. 1 of the Raj Quartet.   Rpt. Chicago: University of Chicago Press, 1998.   

Cebu My Hometown Essay

Cebu is located in central visayas approximately 1 hour from manila via airplane, Cebu is known for delicious roasted pork and famous in the works of guitars and delicious pastries. Cebu is one of the famous cities around the country as â€Å"Famous Places in Philippines† by ShareRanks three years ago. I will tell you the beautiful sights and relaxing places located in Cebu but not all. First is the Trans-central Highway a 33 kilometer long road from barangay Lahug Cebu city to Balamban(my home town). Some views in Trans-central are breath taking, and it is a 930 ft. above sea level highway. Island in the Sky is one of the best place to visit in Trans-central Highway, they have a small swimming pool and a short hanging bridge, and cottages that you can hang out and eat with your family and friends. Adventure Cafe also located in Trans-central Highway, walking distance from Island in the Sky, and good thing about Adventure Cafe is their adventure base activities such as zip line, wall climbing, rappelling, and stress walk, but honestly haven’t tried their activies, maybe when I go back. There are more place to visit in Trans-central Highway, buy i can only mention two places you can visit. And the last place I want to share is the Whale shark watching, it’s not in Trans-central Highway, there is no whales in 930 ft. above sea level. (haha) It is located in Tan-awan, Oslob, Cebu, 2-3 hours travel or around 177 kilometers south from the Cebu City. There are beaches that offers a tour and rentals for motor banka, but it is very expensive for non-Oslob residents. Whale shark watching is not only available in south side Cebu, but also in north side Cebu. So today I told you the beauty that you can find in my home town, But that’s not all, there are plenty of places you can discover by yourself.

Koreatown

Koreatown, L. A. Four miles SSW from the iconic Hollywood sign and just about the physical center of the City of Angels is Koreatown. Koreatown has the largest South Korean population outside of the country itself. With such a high concentration of these richly cultured peoples came many korean style restaurants and other eateries. Though in recent years Koreatown’s Korean population has declined to about 30% of the total population, it is still considered the prime place to enjoy a good dim sum or kimchi.There is a little more than a thousand Korean owned businesses in K-Town and a very good majority of those are eateries. Being known for its nightlife, most of K-Town’s eateries are bars and norebangs (karaoki rooms). â€Å"A night out in what insiders call K-Town might begin with dinner or warm-up drinks and nibbling at a stylish cafe with giant video screens, then proceed to dancing at an exclusive nightclub or singing at a karaoke †music studio† until d awn† (Navarro).Singing in norebangs is a widely appreciated pass-time in the Korean community and is usually accompanied with alcohol and appetizers. This pass-time is never done alone and it is usually done in large groups for any occasion. The alcohol of choice being makgeolli, a fermented rice wine, is usually associated with the cooking and munching of small strips of sweet and crispy pork belly. Small groups of people can be seen around a table drinking, cooking the snack and conversing.Another widely appreciated restaurant type brought over from the Koreas, is the Korean BBQ. Essentially, it is a cook-it-yourself restaurant; the cooks prepare the dishes to be cooked and then hand them out to the customer to be cooked right at their own grill in the middle of the table. This allows the customer to cook the meat to their desired taste and gives more time to converse. Interestingly, it doesn’t have to be eaten with a utensil; usually there would be a plate of large l ettuce leaves.It is very common to tear off a piece of the leaf and cup it in one hand while the other picks up a piece of meat with chopsticks and puts it on the leaf. If there is anything else to put on it, like a slice of mushroom, it is put on top, the leaf is rolled up and popped in the mouth. The most popular food in Korean culture is kimchi. It is made primarily from fermented napa cabbage, spicy red pepper powder, and various other vegetables and spices. In most asian cultures, there are many parts to a meal; kimchi is usually a side-dish.The ingredients are quite cheap and the recipe is easy to follow. In low-income families, kimchi is a larger part of the meal. It is the perfect food for these families because it can easily be made in bulk and it can be kept for up to a month in the refrigerator. Kimchi is a staple of Korean society. Korea brought over a very cultured people that are very family and food involved. Food is a very important part of the Korean culture and com munity as a whole. Work Cited Navarro, Mireya. â€Å"It's Koreatown, Jake. † The New York Times. The New York Times, 08 Aug. 2004. Web. 3 Nov. 2012.

Angels Demons Chapter 20-23

20 Phase two, the Hassassin thought, striding into the darkened tunnel. The torch in his hand was overkill. He knew that. But it was for effect. Effect was everything. Fear, he had learned, was his ally. Fear cripples faster than any implement of war. There was no mirror in the passage to admire his disguise, but he could sense from the shadow of his billowing robe that he was perfect. Blending in was part of the plan†¦ part of the depravity of the plot. In his wildest dreams he had never imagined playing this part. Two weeks ago, he would have considered the task awaiting him at the far end of this tunnel impossible. A suicide mission. Walking naked into a lion's lair. But Janus had changed the definition of impossible. The secrets Janus had shared with the Hassassin in the last two weeks had been numerous†¦ this very tunnel being one of them. Ancient, and yet still perfectly passable. As he drew closer to his enemy, the Hassassin wondered if what awaited him inside would be as easy as Janus had promised. Janus had assured him someone on the inside would make the necessary arrangements. Someone on the inside. Incredible. The more he considered it, the more he realized it was child's play. Wahad†¦ tintain†¦ thalatha†¦ arbaa, he said to himself in Arabic as he neared the end. One†¦ two†¦ three†¦ four†¦ 21 â€Å"I sense you've heard of antimatter, Mr. Langdon?† Vittoria was studying him, her dark skin in stark contrast to the white lab. Langdon looked up. He felt suddenly dumb. â€Å"Yes. Well†¦ sort of.† A faint smile crossed her lips. â€Å"You watch Star Trek.† Langdon flushed. â€Å"Well, my students enjoy†¦Ã¢â‚¬  He frowned. â€Å"Isn't antimatter what fuels the U.S.S. Enterprise?† She nodded. â€Å"Good science fiction has its roots in good science.† â€Å"So antimatter is real?† â€Å"A fact of nature. Everything has an opposite. Protons have electrons. Up-quarks have down-quarks. There is a cosmic symmetry at the subatomic level. Antimatter is yin to matter's yang. It balances the physical equation.† Langdon thought of Galileo's belief of duality. â€Å"Scientists have known since 1918,† Vittoria said, â€Å"that two kinds of matter were created in the Big Bang. One matter is the kind we see here on earth, making up rocks, trees, people. The other is its inverse – identical to matter in all respects except that the charges of its particles are reversed.† Kohler spoke as though emerging from a fog. His voice sounded suddenly precarious. â€Å"But there are enormous technological barriers to actually storing antimatter. What about neutralization?† â€Å"My father built a reverse polarity vacuum to pull the antimatter positrons out of the accelerator before they could decay.† Kohler scowled. â€Å"But a vacuum would pull out the matter also. There would be no way to separate the particles.† â€Å"He applied a magnetic field. Matter arced right, and antimatter arced left. They are polar opposites.† At that instant, Kohler's wall of doubt seemed to crack. He looked up at Vittoria in clear astonishment and then without warning was overcome by a fit of coughing. â€Å"Incred†¦ ible†¦Ã¢â‚¬  he said, wiping his mouth, â€Å"and yet†¦Ã¢â‚¬  It seemed his logic was still resisting. â€Å"Yet even if the vacuum worked, these canisters are made of matter. Antimatter cannot be stored inside canisters made out of matter. The antimatter would instantly react with – â€Å" â€Å"The specimen is not touching the canister,† Vittoria said, apparently expecting the question. â€Å"The antimatter is suspended. The canisters are called ‘antimatter traps' because they literally trap the antimatter in the center of the canister, suspending it at a safe distance from the sides and bottom.† â€Å"Suspended? But†¦ how?† â€Å"Between two intersecting magnetic fields. Here, have a look.† Vittoria walked across the room and retrieved a large electronic apparatus. The contraption reminded Langdon of some sort of cartoon ray gun – a wide cannonlike barrel with a sighting scope on top and a tangle of electronics dangling below. Vittoria aligned the scope with one of the canisters, peered into the eyepiece, and calibrated some knobs. Then she stepped away, offering Kohler a look. Kohler looked nonplussed. â€Å"You collected visible amounts?† â€Å"Five thousand nanograms,† Vittoria said. â€Å"A liquid plasma containing millions of positrons.† â€Å"Millions? But a few particles is all anyone has ever detected†¦ anywhere.† â€Å"Xenon,† Vittoria said flatly. â€Å"He accelerated the particle beam through a jet of xenon, stripping away the electrons. He insisted on keeping the exact procedure a secret, but it involved simultaneously injecting raw electrons into the accelerator.† Langdon felt lost, wondering if their conversation was still in English. Kohler paused, the lines in his brow deepening. Suddenly he drew a short breath. He slumped like he'd been hit with a bullet. â€Å"Technically that would leave†¦Ã¢â‚¬  Vittoria nodded. â€Å"Yes. Lots of it.† Kohler returned his gaze to the canister before him. With a look of uncertainty, he hoisted himself in his chair and placed his eye to the viewer, peering inside. He stared a long time without saying anything. When he finally sat down, his forehead was covered with sweat. The lines on his face had disappeared. His voice was a whisper. â€Å"My God†¦ you really did it.† Vittoria nodded. â€Å"My father did it.† â€Å"I†¦ I don't know what to say.† Vittoria turned to Langdon. â€Å"Would you like a look?† She motioned to the viewing device. Uncertain what to expect, Langdon moved forward. From two feet away, the canister appeared empty. Whatever was inside was infinitesimal. Langdon placed his eye to the viewer. It took a moment for the image before him to come into focus. Then he saw it. The object was not on the bottom of the container as he expected, but rather it was floating in the center – suspended in midair – a shimmering globule of mercurylike liquid. Hovering as if by magic, the liquid tumbled in space. Metallic wavelets rippled across the droplet's surface. The suspended fluid reminded Langdon of a video he had once seen of a water droplet in zero G. Although he knew the globule was microscopic, he could see every changing gorge and undulation as the ball of plasma rolled slowly in suspension. â€Å"It's†¦ floating,† he said. â€Å"It had better be,† Vittoria replied. â€Å"Antimatter is highly unstable. Energetically speaking, antimatter is the mirror image of matter, so the two instantly cancel each other out if they come in contact. Keeping antimatter isolated from matter is a challenge, of course, because everything on earth is made of matter. The samples have to be stored without ever touching anything at all – even air.† Langdon was amazed. Talk about working in a vacuum. â€Å"These antimatter traps?† Kohler interrupted, looking amazed as he ran a pallid finger around one's base. â€Å"They are your father's design?† â€Å"Actually,† she said, â€Å"they are mine.† Kohler looked up. Vittoria's voice was unassuming. â€Å"My father produced the first particles of antimatter but was stymied by how to store them. I suggested these. Airtight nanocomposite shells with opposing electromagnets at each end.† â€Å"It seems your father's genius has rubbed off.† â€Å"Not really. I borrowed the idea from nature. Portuguese man-o'-wars trap fish between their tentacles using nematocystic charges. Same principle here. Each canister has two electromagnets, one at each end. Their opposing magnetic fields intersect in the center of the canister and hold the antimatter there, suspended in midvacuum.† Langdon looked again at the canister. Antimatter floating in a vacuum, not touching anything at all. Kohler was right. It was genius. â€Å"Where's the power source for the magnets?† Kohler asked. Vittoria pointed. â€Å"In the pillar beneath the trap. The canisters are screwed into a docking port that continuously recharges them so the magnets never fail.† â€Å"And if the field fails?† â€Å"The obvious. The antimatter falls out of suspension, hits the bottom of the trap, and we see an annihilation.† Langdon's ears pricked up. â€Å"Annihilation?† He didn't like the sound of it. Vittoria looked unconcerned. â€Å"Yes. If antimatter and matter make contact, both are destroyed instantly. Physicists call the process ‘annihilation.' â€Å" Langdon nodded. â€Å"Oh.† â€Å"It is nature's simplest reaction. A particle of matter and a particle of antimatter combine to release two new particles – called photons. A photon is effectively a tiny puff of light.† Langdon had read about photons – light particles – the purest form of energy. He decided to refrain from asking about Captain Kirk's use of photon torpedoes against the Klingons. â€Å"So if the antimatter falls, we see a tiny puff of light?† Vittoria shrugged. â€Å"Depends what you call tiny. Here, let me demonstrate.† She reached for the canister and started to unscrew it from its charging podium. Without warning, Kohler let out a cry of terror and lunged forward, knocking her hands away. â€Å"Vittoria! Are you insane?† 22 Kohler, incredibly, was standing for a moment, teetering on two withered legs. His face was white with fear. â€Å"Vittoria! You can't remove that trap!† Langdon watched, bewildered by the director's sudden panic. â€Å"Five hundred nanograms!† Kohler said. â€Å"If you break the magnetic field – â€Å" â€Å"Director,† Vittoria assured, â€Å"it's perfectly safe. Every trap has a failsafe – a back-up battery in case it is removed from its recharger. The specimen remains suspended even if I remove the canister.† Kohler looked uncertain. Then, hesitantly, he settled back into his chair. â€Å"The batteries activate automatically,† Vittoria said, â€Å"when the trap is moved from the recharger. They work for twenty-four hours. Like a reserve tank of gas.† She turned to Langdon, as if sensing his discomfort. â€Å"Antimatter has some astonishing characteristics, Mr. Langdon, which make it quite dangerous. A ten milligram sample – the volume of a grain of sand – is hypothesized to hold as much energy as about two hundred metric tons of conventional rocket fuel.† Langdon's head was spinning again. â€Å"It is the energy source of tomorrow. A thousand times more powerful than nuclear energy. One hundred percent efficient. No byproducts. No radiation. No pollution. A few grams could power a major city for a week.† Grams? Langdon stepped uneasily back from the podium. â€Å"Don't worry,† Vittoria said. â€Å"These samples are minuscule fractions of a gram – millionths. Relatively harmless.† She reached for the canister again and twisted it from its docking platform. Kohler twitched but did not interfere. As the trap came free, there was a sharp beep, and a small LED display activated near the base of the trap. The red digits blinked, counting down from twenty-four hours. 24:00:00†¦ 23:59:59†¦ 23:59:58†¦ Langdon studied the descending counter and decided it looked unsettlingly like a time bomb. â€Å"The battery,† Vittoria explained, â€Å"will run for the full twenty-four hours before dying. It can be recharged by placing the trap back on the podium. It's designed as a safety measure, but it's also convenient for transport.† â€Å"Transport?† Kohler looked thunderstruck. â€Å"You take this stuff out of the lab?† â€Å"Of course not,† Vittoria said. â€Å"But the mobility allows us to study it.† Vittoria led Langdon and Kohler to the far end of the room. She pulled a curtain aside to reveal a window, beyond which was a large room. The walls, floors, and ceiling were entirely plated in steel. The room reminded Langdon of the holding tank of an oil freighter he had once taken to Papua New Guinea to study Hanta body graffiti. â€Å"It's an annihilation tank,† Vittoria declared. Kohler looked up. â€Å"You actually observe annihilations?† â€Å"My father was fascinated with the physics of the Big Bang – large amounts of energy from minuscule kernels of matter.† Vittoria pulled open a steel drawer beneath the window. She placed the trap inside the drawer and closed it. Then she pulled a lever beside the drawer. A moment later, the trap appeared on the other side of the glass, rolling smoothly in a wide arc across the metal floor until it came to a stop near the center of the room. Vittoria gave a tight smile. â€Å"You're about to witness your first antimatter-matter annihilation. A few millionths of a gram. A relatively minuscule specimen.† Langdon looked out at the antimatter trap sitting alone on the floor of the enormous tank. Kohler also turned toward the window, looking uncertain. â€Å"Normally,† Vittoria explained, â€Å"we'd have to wait the full twenty-four hours until the batteries died, but this chamber contains magnets beneath the floor that can override the trap, pulling the antimatter out of suspension. And when the matter and antimatter touch†¦Ã¢â‚¬  â€Å"Annihilation,† Kohler whispered. â€Å"One more thing,† Vittoria said. â€Å"Antimatter releases pure energy. A one hundred percent conversion of mass to photons. So don't look directly at the sample. Shield your eyes.† Langdon was wary, but he now sensed Vittoria was being overly dramatic. Don't look directly at the canister? The device was more than thirty yards away, behind an ultrathick wall of tinted Plexiglas. Moreover, the speck in the canister was invisible, microscopic. Shield my eyes? Langdon thought. How much energy could that speck possibly – Vittoria pressed the button. Instantly, Langdon was blinded. A brilliant point of light shone in the canister and then exploded outward in a shock wave of light that radiated in all directions, erupting against the window before him with thunderous force. He stumbled back as the detonation rocked the vault. The light burned bright for a moment, searing, and then, after an instant, it rushed back inward, absorbing in on itself, and collapsing into a tiny speck that disappeared to nothing. Langdon blinked in pain, slowly recovering his eyesight. He squinted into the smoldering chamber. The canister on the floor had entirely disappeared. Vaporized. Not a trace. He stared in wonder. â€Å"G†¦ God.† Vittoria nodded sadly. â€Å"That's precisely what my father said.† 23 Kohler was staring into the annihilation chamber with a look of utter amazement at the spectacle he had just seen. Robert Langdon was beside him, looking even more dazed. â€Å"I want to see my father,† Vittoria demanded. â€Å"I showed you the lab. Now I want to see my father.† Kohler turned slowly, apparently not hearing her. â€Å"Why did you wait so long, Vittoria? You and your father should have told me about this discovery immediately.† Vittoria stared at him. How many reasons do you want? â€Å"Director, we can argue about this later. Right now, I want to see my father.† â€Å"Do you know what this technology implies?† â€Å"Sure,† Vittoria shot back. â€Å"Revenue for CERN. A lot of it. Now I want – â€Å" â€Å"Is that why you kept it secret?† Kohler demanded, clearly baiting her. â€Å"Because you feared the board and I would vote to license it out?† â€Å"It should be licensed,† Vittoria fired back, feeling herself dragged into the argument. â€Å"Antimatter is important technology. But it's also dangerous. My father and I wanted time to refine the procedures and make it safe.† â€Å"In other words, you didn't trust the board of directors to place prudent science before financial greed.† Vittoria was surprised with the indifference in Kohler's tone. â€Å"There were other issues as well,† she said. â€Å"My father wanted time to present antimatter in the appropriate light.† â€Å"Meaning?† What do you think I mean? â€Å"Matter from energy? Something from nothing? It's practically proof that Genesis is a scientific possibility.† â€Å"So he didn't want the religious implications of his discovery lost in an onslaught of commercialism?† â€Å"In a manner of speaking.† â€Å"And you?† Vittoria's concerns, ironically, were somewhat the opposite. Commercialism was critical for the success of any new energy source. Although antimatter technology had staggering potential as an efficient and nonpolluting energy source – if unveiled prematurely, antimatter ran the risk of being vilified by the politics and PR fiascoes that had killed nuclear and solar power. Nuclear had proliferated before it was safe, and there were accidents. Solar had proliferated before it was efficient, and people lost money. Both technologies got bad reputations and withered on the vine. â€Å"My interests,† Vittoria said, â€Å"were a bit less lofty than uniting science and religion.† â€Å"The environment,† Kohler ventured assuredly. â€Å"Limitless energy. No strip mining. No pollution. No radiation. Antimatter technology could save the planet.† â€Å"Or destroy it,† Kohler quipped. â€Å"Depending on who uses it for what.† Vittoria felt a chill emanating from Kohler's crippled form. â€Å"Who else knew about this?† he asked. â€Å"No one,† Vittoria said. â€Å"I told you that.† â€Å"Then why do you think your father was killed?† Vittoria's muscles tightened. â€Å"I have no idea. He had enemies here at CERN, you know that, but it couldn't have had anything to do with antimatter. We swore to each other to keep it between us for another few months, until we were ready.† â€Å"And you're certain your father kept his vow of silence?† Now Vittoria was getting mad. â€Å"My father has kept tougher vows than that!† â€Å"And you told no one?† â€Å"Of course not!† Kohler exhaled. He paused, as though choosing his next words carefully. â€Å"Suppose someone did find out. And suppose someone gained access to this lab. What do you imagine they would be after? Did your father have notes down here? Documentation of his processes?† â€Å"Director, I've been patient. I need some answers now. You keep talking about a break-in, but you saw the retina scan. My father has been vigilant about secrecy and security.† â€Å"Humor me,† Kohler snapped, startling her. â€Å"What would be missing?† â€Å"I have no idea.† Vittoria angrily scanned the lab. All the antimatter specimens were accounted for. Her father's work area looked in order. â€Å"Nobody came in here,† she declared. â€Å"Everything up here looks fine.† Kohler looked surprised. â€Å"Up here?† Vittoria had said it instinctively. â€Å"Yes, here in the upper lab.† â€Å"You're using the lower lab too?† â€Å"For storage.† Kohler rolled toward her, coughing again. â€Å"You're using the Haz-Mat chamber for storage? Storage of what?† Hazardous material, what else! Vittoria was losing her patience. â€Å"Antimatter.† Kohler lifted himself on the arms of his chair. â€Å"There are other specimens? Why the hell didn't you tell me!† â€Å"I just did,† Vittoria fired back. â€Å"And you've barely given me a chance!† â€Å"We need to check those specimens,† Kohler said. â€Å"Now.† â€Å"Specimen,† Vittoria corrected. â€Å"Singular. And it's fine. Nobody could ever – â€Å" â€Å"Only one?† Kohler hesitated. â€Å"Why isn't it up here?† â€Å"My father wanted it below the bedrock as a precaution. It's larger than the others.† The look of alarm that shot between Kohler and Langdon was not lost on Vittoria. Kohler rolled toward her again. â€Å"You created a specimen larger than five hundred nanograms?† â€Å"A necessity,† Vittoria defended. â€Å"We had to prove the input/yield threshold could be safely crossed.† The question with new fuel sources, she knew, was always one of input vs. yield – how much money one had to expend to harvest the fuel. Building an oil rig to yield a single barrel of oil was a losing endeavor. However, if that same rig, with minimal added expense, could deliver millions of barrels, then you were in business. Antimatter was the same way. Firing up sixteen miles of electromagnets to create a tiny specimen of antimatter expended more energy than the resulting antimatter contained. In order to prove antimatter efficient and viable, one had to create specimens of a larger magnitude. Although Vittoria's father had been hesitant to create a large specimen, Vittoria had pushed him hard. She argued that in order for antimatter to be taken seriously, she and her father had to prove two things. First, that cost-effective amounts could be produced. And second, that the specimens could be safely stored. In the end she had won, and her father had acquiesced against his better judgment. Not, however, without some firm guidelines regarding secrecy and access. The antimatter, her father had insisted, would be stored in Haz-Mat – a small granite hollow, an additional seventy-five feet below ground. The specimen would be their secret. And only the two of them would have access. â€Å"Vittoria?† Kohler insisted, his voice tense. â€Å"How large a specimen did you and your father create?† Vittoria felt a wry pleasure inside. She knew the amount would stun even the great Maximilian Kohler. She pictured the antimatter below. An incredible sight. Suspended inside the trap, perfectly visible to the naked eye, danced a tiny sphere of antimatter. This was no microscopic speck. This was a droplet the size of a BB. Vittoria took a deep breath. â€Å"A full quarter of a gram.† The blood drained from Kohler's face. â€Å"What!† He broke into a fit of coughing. â€Å"A quarter of a gram? That converts to†¦ almost five kilotons!† Kilotons. Vittoria hated the word. It was one she and her father never used. A kiloton was equal to 1,000 metric tons of TNT. Kilotons were for weaponry. Payload. Destructive power. She and her father spoke in electron volts and joules – constructive energy output. â€Å"That much antimatter could literally liquidate everything in a half-mile radius!† Kohler exclaimed. â€Å"Yes, if annihilated all at once,† Vittoria shot back, â€Å"which nobody would ever do!† â€Å"Except someone who didn't know better. Or if your power source failed!† Kohler was already heading for the elevator. â€Å"Which is why my father kept it in Haz-Mat under a fail-safe power and a redundant security system.† Kohler turned, looking hopeful. â€Å"You have additional security on Haz-Mat?† â€Å"Yes. A second retina-scan.† Kohler spoke only two words. â€Å"Downstairs. Now.† The freight elevator dropped like a rock. Another seventy-five feet into the earth. Vittoria was certain she sensed fear in both men as the elevator fell deeper. Kohler's usually emotionless face was taut. I know, Vittoria thought, the sample is enormous, but the precautions we've taken are – They reached the bottom. The elevator opened, and Vittoria led the way down the dimly lit corridor. Up ahead the corridor dead-ended at a huge steel door. HAZ-MAT. The retina scan device beside the door was identical to the one upstairs. She approached. Carefully, she aligned her eye with the lens. She pulled back. Something was wrong. The usually spotless lens was spattered†¦ smeared with something that looked like†¦ blood? Confused she turned to the two men, but her gaze met waxen faces. Both Kohler and Langdon were white, their eyes fixed on the floor at her feet. Vittoria followed their line of sight†¦ down. â€Å"No!† Langdon yelled, reaching for her. But it was too late. Vittoria's vision locked on the object on the floor. It was both utterly foreign and intimately familiar to her. It took only an instant. Then, with a reeling horror, she knew. Staring up at her from the floor, discarded like a piece of trash, was an eyeball. She would have recognized that shade of hazel anywhere.

Problems

Chapter 3 Problems 1. Dental Delights has two divisions. Division A has a profit of $200,000 on sales of $4,000,000. Division B is only able to make $30,000 on sales of $480,000. Based on the profit margins (returns on sales), which division is superior? 3-1. Solution: Dental Delights Division ADivision B [pic] Division B is superior 3. Bass Chemical, Inc. , is considering expanding into a new product line. Assets to support this expansion will cost $1,200,000. Bass estimates that it can generate $2 million in annual sales, with a 5 percent profit margin. What would net income and return on assets (investment) be for the year? -3. Solution:Bass Chemical, Inc. [pic] 4. Franklin Mint and Candy Shop can open a new store that will do an annual sales volume of $750,000. It will turn over its assets 2. 5 times per year. The profit margin on sales will be 6 percent. What would net income and return on assets (investment) be for the year? 3-4. Solution: Franklin Mint and Candy Shop [pic] 8. Sharpe Razor Company has total assets of $2,500,000 and current assets of $1,000,000. It turns over its fixed assets 5 times a year and has $700,000 of debt. Its return on sales is 3 percent. What is Sharpe’s return on stockholders’ equity? -8. Solution: Sharpe Razor Company total assets$2,500,000 – current assets 1,000,000 Fixed assets$1,500,000 [pic] total assets$2,500,000 –debt 700,000 Stockholders’ equity$1,800,000 [pic] [pic] 11. Acme Transportation Company has the following ratios compared to its industry for 2009. | |Acme Transportation |Industry | |Return on assets†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ | 9% | 6% | |Return on equity†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ |12% |24% |Explain why the return-on-equity ratio is so much less favorable than the return-on-assets ratio compared to the industry. No numbers are necessary; a one-sentence answer is all that is required. 3-11. Solution: Acme Transportation Company Acme Transportation has a lowe r debt/total assets ratio than the industry. For those who did a calculation, Acme’s debt to assets were 25% vs 75% for the industry. 14. Jerry Rice and Grain Stores has $4,000,000 in yearly sales. The firm earns 3. 5 percent on each dollar of sales and turns over its assets 2. 5 times per year. It has $100,000 in current liabilities and $300,000 in long-term liabilities. . What is its return on stockholders’ equity? b. If the asset base remains the same as computed in part a, but total asset turnover goes up to 3, what will be the new return on stockholders’ equity? Assume that the profit margin stays the same as do current and long-term liabilities. 3-14. Solution: Jerry Rice and Grain Stores a. [pic] [pic] [pic] 3-14. (Continued) b. The new level of sales will be: [pic] [pic] [pic] 25. Calloway Products has the following data. Industry information is also shown. Industry Data on Net YearNet IncomeTotal AssetsIncome/Total Assets 2006$360,000$3,000,00011% 00738 0,0003,400,0008 2008380,0003,800,0005 Industry Data on YearDebtTotal AssetsDebt/Total Assets 2006$1,600,000$3,000,00052% 20071,750,0003,400,00040 20081,900,0003,800,00031 As an industry analyst comparing the firm to the industry, are you likely to praise or criticize the firm in terms of: a. Net income/Total assets? b. Debt/Total assets? 3-25. Solution: Calloway Products a. Net income/total assets |Year |Calloway Ratio |Industry Ratio | |2006 |12. % |11. 0% | |2007 |11. 18% |8. 0% | |2008 |10. 0% |5. 0% | Although the company has shown a declining return on assets since 2006, it has performed much better than the industry. Praise may be more appropriate than criticism. 3-25. (Continued) b. Debt/total assets Year |Calloway Ratio |Industry Ratio | |2006 |53. 33% |52. 0% | |2007 |51. 47% |40. 0% | |2008 |50. 0% |31. 0% |While the company’s debt ratio is improving, it is not improving nearly as rapidly as the industry ratio. Criticism may be more appropriate than praise. 26. J odie Foster Care Homes, Inc. , shows the following data: YearNet IncomeTotal AssetsStockholders’ EquityTotal Debt 2005$118,000$1,900,000$ 700,000$1,200,000 2006131,0001,950,000950,0001,000,000 2007148,0002,010,0001,100,000910,000 2008175,7002,050,0001,420,000630,000 a. Compute the ratio of net income to total assets for each year and comment on the trend. b. Compute the ratio of net income to stockholders’ equity and comment on the trend.Explain why there may be a difference in the trends between parts a and b. 3-26. Solution: Jodie Foster Care Homes, Inc. a. [pic] 2005 $118,000/$1,900,000 = 6. 21% 2006 $131,000/$1,950,000 = 6. 72% 2007 $148,000/$2,010,000 = 7. 36% 2008 $175,700/$2,050,000 = 8. 57% Comment: There is a strong upward movement in return on assets over the four year period. 3-26. (Continued) b. [pic] 2005 $118,000/$700,000= 16. 86% 2006 $131,000/$950,000= 13. 79% 2007 $148,000/$1,100,000= 13. 45% 2008 $175,700/$1,420,000= 12. 37% Comment: The return on sto ckholders’ equity ratio is going down each year.The difference in trends between a and b is due to the larger portion of assets that are financed by stockholders’ equity as opposed to debt. Optional: This can be confirmed by computing total debt to total assets for each year. [pic] 200563. 2% 200651. 3% 200745. 3% 200830. 7% 31. The Griggs Corporation has credit sales of $1,200,000. Given the following ratios, fill in the balance sheet below. Total assets turnover 2. 4 times Cash to total assets 2. 0% Accounts receivable turnover 8. 0 times Inventory turnover10. 0 times Current ratio 2. 0 times Debt to total assets61. 0% GRIGGS CORPORATIONBalance Sheet 2008 AssetsLiabilities and Stockholders’ Equity Cash _____Current debt_____ Accounts receivable_____Long-term debt_____ Inventory_____ Total debt_____ Total current assets _____Equity_____ Fixed assets _____ Total assets _____ Total debt and stockholders’ equity_____ 3-31. Solution: Griggs Corporation Sales /total assets= 2. 4 times Total assets= $1,200,000/2. 4 Total assets= $500,000 Cash= 2% of total assets Cash= 2% ? $500,000 Cash= $10,000 Sales/accounts receivable= 8 times Accounts receivable= $1,200,000/8 Accounts receivable= $150,000 Sales/inventory= 10 timesInventory= $1,200,000/10 Inventory= $120,000 3-31. (Continued) Fixed assets= Total assets – current assets Current asset= $10,000 + $150,000 + $120,000 = $280,000 Fixed assets= $500,000 – $280,000 = $220,000 Current assets/current debt= 2 Current debt= Current assets/2 Current debt= $280,000/2 Current debt= $140,000 Total debt/total assets= 61% Total debt= . 61 ? $500,000 Total debt= $305,000 Long-term debt= Total debt – current debt Long-term debt= $305,000 – 140,000 Long-term debt= $165,000 Equity= Total assets – total debt Equity= $500,000 – $305,000 Equity= $195,000 Griggs Corporation Balance Sheet 2008 Cash |$ 10,000 |Current debt |$140,000 | |A/R |150,000 |Long-term debt | 165,0 00 | |Inventory |$120,000 |Total debt |$305,000 | |Total current assets |280,000 | | | |Fixed assets | 220,000 |Equity | 195,000 | |Total assets |$500,000 |Total debt and |$500,000 | | | |stockholders’ | | | | |equity | | 35. Given the following financial statements for Jones Corporation and Smith Corporation: a. To which company would you, as credit manager for a supplier, approve the extension of (short-term) trade credit? Why? Compute all ratios before answering. b. In which one would you buy stock? Why? JONES CORPORATION | |Current Assets |Liabilities | |Cash |$ 20,000 |Accounts payable |$100,000 | |Accounts receivable |80,000 |Bonds payable (long-term) |80,000 | |Inventory |50,000 | | | |Long-Term Assets |Stockholders’ Equity | |Fixed assets |$500,000 |Common stock |$150,000 | |Less: Accumulated | (150,000) |Paid-in capital |70,000 | |depreciation | |Retained earnings |100,000 | |*Net fixed assets | 350,000 | | | |Total assets |$500,000 |Total liabilities and equity |$500,000 | Sales (on credit) |$1,250,000 | |Cost of goods sold | 750,000 | |Gross profit |500,000 | |† Selling and administrative expense |257,000 | |Less: Depreciation expense | 50,000 | |Operating profit |193,000 | |Interest expense | 8,000 | |Earnings before taxes |185,000 | |Tax expense | 92,500 | |Net income |$ 92,500 | *Use net fixed assets in computing fixed asset turnover. † Includes $7,000 in lease payments. | | |SMITH CORPORATION | |Current Assets |Liabilities | |Cash |$ 35,000 |Accounts payable |$ 75,000 | Marketable securities |7,500 |Bonds payable (long-term) |210,000 | |Accounts receivable |70,000 | | | |Inventory |75,000 | | | |Long-Term Assets |Stockholders’ Equity | |Fixed assets |$500,000 |Common stock |$ 75,000 | |Less: Accumulated |(250,000) |Paid-in capital |30,000 | |depreciation | |Retained earnings |47,500 | |*Net fixed assets | 250,000 | | | |Total assets |$437,500 | Total liabilities and equity |$437,500 | Sales (on credit) | $1,000,000 | |Cost of goods sold | 600,000 | |Gross profit |400,000 | |† Selling and administrative expense |224,000 | |Less: Depreciation expense | 50,000 | |Operating profit |126,000 | |Interest expense | 21,000 | |Earnings before taxes |105,000 | |Tax expense | 52,500 | |Net income |$ 52,500 | *Use net fixed assets in computing fixed asset turnover. † Includes $7,000 in lease payments. 3-35. Solution: Jones and Smith Comparison One way of analyzing the situation for each company is to compare the respective ratios for each on, examining those ratios which would be most important to a supplier or short-term lender and a stockholder. | |Jones Corp. |Smith Corp. | |Profit margin |7. 4% |5. 5% | |Return on assets (investments) |18. 5% |12. 00% | |Return on equity |28. 9% |34. 4% | |Receivable turnover |15. 63x |14. 29x | |Average collection period |23. 04 days |25. 2 days | |Inventory turnover |25x |13. 3x | |Fixed asset turnover |3. 7x |4x | |Total asset turnover |2 . 5x |2. 29x | |Current ratio |1. 5x |2. 5x | |Quick ratio |1. 0x |1. 5x | |Debt to total assets |36% |65. 1% | |Times interest earned |24. 13x |6x | |Fixed charge coverage |13. 3x |4. 75x | |Fixed charge coverage calculation |(200/15) |(133/28) | a. Since suppliers and short-term lenders are most concerned with liquidity ratios, Smith Corporation would get the nod as having the best ratios in this category. One could argue, however, that Smith had benefited from having its debt primarily long term rather than short term. Nevertheless, it appears to have better liquidity ratios. 3-35. (Continued) b. Stockholders are most concerned with profitability. In this category, Jones has much better ratios than Smith.Smith does have a higher return on equity than Jones, but this is due to its much larger use of debt. Its return on equity is higher than Jones’ because it has taken more financial risk. In terms of other ratios, Jones has its interest and fixed charges well covered and in general its long-term ratios and outlook are better than Smith’s. Jones has asset utilization ratios equal to or better than Smith and its lower liquidity ratios could reflect better short-term asset management, and that point was covered in part a. Note: Remember that to make actual financial decisions more than one year’s comparative data is usually required. Industry comparisons should also be made.

The Aesthetics of Parent-Child Shared Reading Wordless Storybooks Research Paper

The Aesthetics of Parent-Child Shared Reading Wordless Storybooks - Research Paper Example Scholars have attached more value to quality reading rather than quantity of reading at the elementary level of learning, and more parent-engaging strategies to cultivate a child’s aesthetic abilities. The purpose of this research is to investigate the extent to which parent-child shared reading influences the aesthetic ability of a child.In this case, the research will focus on the application of parent-child shared reading of a wordless book, or rather a book that has no words but only contains images and a non-verbal gestures (Tompkins, 2007: Wasik, 2010). By measuring the participation of a parent in this a child’s learning experience and observing the child’s engagement in play, role play, drama, relationship with peers, it is possible to assess the influence of a child-parent shared reading in a child’s learning abilities. ... oo (2013), children find it a complex matter to decode the message in a wordless book and while the book may amuse them, they may end up without grasping the intended meaning in the pictography. In addition, parents disregard the picture story books and pay more attention to the worded books; a matter that often suppresses the child’s learning abilities as they get to elementary schools (Wolfeand Flewitt, 2010). Consequently, the child’s performance is limited and their optimal productivity cannot be tapped, an issue that concerns every society that has value for civilization in the society (Schickedanz, & McGee, 2010: Teale, Hoffman & Paciga, 2010).). By investigating the efficiency of parent-child shared reading of wordless books would help in boosting this habit within families and consequently contribute to the development of instructional methods at the elementary level. According to Koshy (2009), research is one of the most powerful tools in curriculum development strategy. Purpose of the Research General Objectives To investigate the effectiveness of parent-child shared reading in developing aesthetic abilities in a child’s learning. To investigate the key virtues of Parent-Child shared learning that are critical in development of child’s aesthetic abilities. Specific Objectives To conduct an interview for a mother and her child and their experience in shared reading. To observe the child free play, role play, drawings and interaction with its peers. To analyze the progress of the child’s learning abilities change within a period of one year of shared reading. To draw conclusions and design recommendable shared-reading strategies that can improve a child’s aesthetic abilities. Research Hypothesis This research seeks to test the hypothesis that states

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