Monday, September 30, 2019

Sex Balls Gangbang

UHL2412–English for Academic Communication–Unit 4–Learning Tasks Introduction to argumentative essay I) Pre-listening task: Instruction: In groups of 4/5, discuss and work out the structure of an argumentative essay, which is different from other types of essays. Your group leader has to report the structure to the whole class. II) Listening task: a) Watch the following video on ‘argumentative essay’. Take notes while watching. http://www. youtube. com/watch? v=R3fCIuX7BMc b) The video will be played again.This time check your notes. c) Referring to your notes, answer all questions below. Write your answers on the lines provided. ANSWERS 1. Structure of academic essay:___________________________________________________ 2. Structure of 5-paragraph essay: ________________________________________________________________________________________________________________________________________________________________________________________________________ ________________________ 3. Structure of argumentative essay: _____________________________________________________________________________________________________________________________________________________ __________________________________________________________________________ 4. Chosen topic:______________________ 5. Debatable statement:_________________________________________________________ 6. Chosen position statement:_____________________________________________________ 7. My positioning statement:______________________________________________________ Reasons for disagreeing: i)_____________________________________________________________________ i)_____________________________________________________________________ iii)____________________________________________________________________ 8. Pattern of topic sentence:__________________________________________________ 9. Refutation: We must refute the ____________________of this argument. We need a transition signal __ ____________________to introduce the refutation. III) Post-listening task Task: Write an argumentative essay on â€Å"Facebook is better than emailling’. The following headings can help you complete your essay. A) INTRODUCTIONBackground information: __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ _________________________________________________ _________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ _________________________________________________________ _________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________ ___________________________________________________________________ _____________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ _________________________________________________________ Thesis statement: _________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ ___________ _______________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ B) SUPPORTING EVIDENCE PARAGRAPH #1 Topic sentence: _________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ _____________________________________________________________________________ _____________________________________ __________________________________________________________________________________________________________________ ____________________________________ ______________________________________________________________________________ __________________________________________________________________________________________________________________ Concluding sentence: _________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________ __________________________________________________________________________________________________________________ C) SUPPORTING EVIDENCE PARAGRAPH #2 Topic sentence: _________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ ___________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________ ______________________________________________________ Concluding sentence: _________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ D) SUPPORTING EVIDENCE PARAGRAPH #3 Topic sentence: _________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ _____________________________________________________________________________ _____________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ Concluding sentence: _________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ _______ ___________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ E) COUNTERARGUMENT PARAGRAPH __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ _______________________________________________________ ___________________________________________________________ _____________________________________________________________________________ ____________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ Concluding sentence: _______________________________________________________________________________________________________________ __ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ F) CONCLUSION PART 1: SUM UP PARAGRAPH __________________________________________________________________________________________________________________ _____________________________________________________________________________ ____________________________________ ___________________________________ _______________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ _________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ G) CONCLUSION PART 2: YOUR â€Å"SO WHAT† PARAGRAPH _________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ _________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ _________________________________________________________________ _____________________________________________________________________________ ____________________________________ ________________________________________________ __________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ _________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ Paraphrasing Exercise Direction: Write a paraphrase of each of the following passages on the lines provided. 1. Of the more than 1000 bicycling deaths each year, three-fourth s are caused by head injuries. Half of those killed are school-age children. One study concluded that wearing a bike helmet can reduce the risk of head injury by 85 percent. In an accident, a bike helmet absorbs the shock and cushions the head.From â€Å"Bike Helmets: Unused Lifesavers,† Consumer Reports (May 1990): 348. __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ ____________________________________________________________________________________________ _____________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ _______________________________________________________ ___________________________________________________________ __________________________________________________________________________________________________________________ 2.While the Sears Tower is arguably the greatest achievement in skyscraper engineering so far, it's unlikely that architects and engineers have abandoned the quest for the world's tallest building. The question is: Just how high can a building go? Structural engineer William LeMessurier has designed a skyscraper nearly one-half mile high, twice as tall as the Sears Tower. And architect Robert Sobel claims that existing technology could produce a 500-story building. From Ron Bachman, â€Å"Reaching for the Sky. † Dial (May 1990): 15. __________________________________________________________________________________________________________________ _____________________________________________________________________________ ____________________________________ ______________________________________________ ____________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ ________ __________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ Identifying the main idea Task: Read the following paragraph and identify the main idea.Write down in your own words what you are able to conclude from the information. â€Å"The rules of conduct during an examination are clear. No books, calculators or papers are allowed in the test room. Proctors will not allow anyone with such items to take the test. Anyone caught cheating will be asked to leave the room. His or her test s heet will be taken. The incident will be reported to the proper authority. At the end of the test period, all materials will be returned to the proctor. Failure to abide by these rules will result in a failing grade for this test. † ANSWERS i) Which sentence indicates the main idea? _____________________________________ ii) Your conclusion: ____________________________________________________________________ _____________________________________________________________________ ___________________________________________________ ___________________________________________________ Supporting Details Top of Form [pic][pic][pic][pic][pic][pic][pic]Directions: Read the following paragraphs. Each consists of a stated main idea and several details. Since there is more than one detail, you will select more than one answer. CIRCLE YOUR ANSWERS. | | [pic] Passage One The topic of this paragraph is personal digital assistants.Personal digital assistants (PDAs) are small, hand-held elect ronic organizers that come in a range of prices and capabilities. These lightweight computers are usually operated with a stylus, a special â€Å"pen. † The most basic, inexpensive PDAs have monochromatic screens. They can be used to organize and store contact information, such as names, phone numbers, and email addresses. More expensive models have colour screens and offer computer-like applications. For example, you can manage email and create documents. In addition, they include a calendar function that allows you to keep track of appointments and events. They feature the ability to play video and audio files. The most expensive PDAs also offer a phone function, including text messaging. [pic][pic] | |[pic] | |a) |Which of these are supporting details in the paragraph? | | | | | |Personal digital assistants (PDAs) are small, hand-held electronic organizers that come in a range of prices and | | |capabilities. | | |They can be used to organize and store contact information , such as names, phone numbers, and email addresses. | | |More expensive models have colour screens and offer computer-like applications. | | |The most expensive PDAs offer a phone function, including text messaging. | | | | | | | | | | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | | | |[pic] | | | | | |b) |The purpose of the major details in this paragraph is to give | | | | | |reasons to buy a colour PDA. | | |differences between inexpensive and expensive PDAs. | | |the procedure for buying a PDA. | | | | | | | | | | | | | | | |[pic] | | | |[pic] | | | |[pic] | | | [pic] Passage Two The topic of this paragraph is eating nutritious food. Are you in the habit of skipping breakfast? Breakfast is important; it gets your metabolism going. Then spread your remaining calories throughout the rest of the day by eating a wholesome lunch, nutritious snack, and balanced dinner. Eating this way keeps your metabolism high. You are also less likely to binge on junk food. You wi ll have more energy and feel better if you eat nutritious food at least every four hours. [pic][pic] | |[pic] | |a) | |Which of these are supporting details in the paragraph? | | | |Breakfast is important; it gets your metabolism going. | |Then spread your remaining calories throughout the rest of the day by eating a wholesome lunch, nutritious snack, and balanced dinner. | |Eating this way keeps your metabolism high. | |You will have more energy and feel better if you eat nutritious food at least every four hours. | | | | | | | | | | | | |[pic] | | | | | | | |[pic] | | | | | | | |[pic] | | | | | | | |[pic] | | | | | | | | | | | | | | | | | | | | | | | | | | | | |[pic] | |b) |The purpose of the major details in this paragraph is to give | | | | | |reasons for eating healthy food a throughout the day and how to do it. | | |examples of nutritious meals and snacks that can be eaten throughout the day. | | |suggestions for making healthier food choices. |[pic] | | | |[pic] | | | |[pic] | | | [pic] Passage Three The topic of this paragraph is college campuses and criminal activity and violence. College campuses can be the site of criminal activity and violence, so they require the same level of caution and awareness that you would use in other situations. Keep in mind that 80% of campus crimes are committed by one student against another student. Also, alcohol or drug use is involved in 90% of campus felonies. Drinking or drug use can affect judgment and lower inhibitions, so be aware if you or another person is under the influence. [pic][pic] | |[pic] | |a) |Which of these are supporting details in the paragraph? | | | | | |College campuses can be the site of criminal activity and violence, so they require the same level of caution and | | |awareness that you would use in other situations. | | |Keep in mind that 80% of campus crimes are committed by one student against another student. | | |Also, alcohol or drug use is involved in 90% of campus felon ies. | | |Drinking or drug use can affect judgment and lower inhibitions, so be aware if you or another person is under the | | |influence. | | | | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | |[pic][pic] | | | |[pic] | | | | | | | | | | | | | | | |b) |The purpose of the major details in this paragraph is to | | | | | |suggest ways of making college campuses safer. | | |contrast college campuses with other places. | | |explain why people need to be alert to possible criminal activity and violence on college campuses. | | | | | | | | | |[pic] | | | |[pic] | | | |[pic] | | | (Source: http://highered. mcgrawhill. com/sites/0073123587/student_view0/chapter9/supporting_details__exercise_1. html)Bottom of Form Contextual Clues Instruction: Read the following article on ‘Changing Plants’ and work out the meanings of the chosen words (1-10) through contextual clues.Write down the clues on the line provided. You are not allowed to use a dictionary. Changing Plant s: New Life Forms The life cycle affects all living things, so the topic has always interested people. Scientists study different life forms and ways to extend life. Some people even work to change life forms. Read about them in this article. New Few people know the name of Dr. Anders Dahl. He died over two centuries ago. Yet Dahl achieved a type of (1) immortality through a flower that bears his name: the dahlia. Like many other plants, the dahlia has changed over the years. People like Dahl are responsible for many of those changes. Dahl’s field was (2) botany.In his lifetime, botany was often practiced in far-off jungles, forests, and meadows. It didn’t take place in laboratories, where much of it takes place now. Botanists in the 1700s travelled around the world. They visited distant places, such as China, collecting plants that were (3) indigenous to those countries. Many flowers came from other lands. Scientists collected these plants and took them back to their own countries. Today, these flowers are found in the United States. However, many have changed. Over the years, scientists have (4) enhanced the plants’ best features and reduced the worst ones. For example, zinnias are now large, colourful flowers. However, the (5) progenitors of today’s zinnias were

Sunday, September 29, 2019

Katha Polliti Essay

Katha Pollitt, writer of â€Å"What’s Wrong with Gay Marriage?† depicts several reasons why people oppose to same sex marriage and among them, the most controversial reason is religion. Even though societies may think legalizing gay marriage will provide established homes for children who are left in orphanages and add financial earnings to state, marriage as it is, is between a man and a woman. Objection to gay marriage are based on religious prejudgment because a marriage of a man and a women is sacred and the approval of same sex marriage will disrupt the sacral institution, in fact, surveys demonstrate an outstanding connection of religiosity with opposition to gay marriage. Gay marriage is mismatch with religious beliefs, sacred texts, and traditions of many religious groups. The Catholic Church, Church of Jesus Christ, Evangelical Lutheran Church, Presbyterian Church, and other churches like these all oppose to same sex marriage. The expansion of same sex marriage may lead to churches being forced to wed couples and children being taught in school that same sex marriage is the same as opposite sex marriage. Americans, who oppose the authorization of same sex marriage, are most likely to explain their position because of religious beliefs of holy passages dealing with same sex relationships. Those who agree to same sex marriage are most likely to defend their point by saying either that it is a matter of human rights, or that such things should be left to the individual choice. The authorization of gay marriage does have profound impact on the society because whenever one violates the natural moral order established by God, one sins and upsets God. Marriage is not the being of any state; rather, God in Paradise established it for our first parents, Adam and Eve, as mentioned in the Book of Genesis. Katha Pollitt cited this quote here: â€Å"People may think marriage is a word wholly owned by religion, but act ually it’s wholly owned by the state† (572). What Pollitt is saying is that the government governs marriage, it involves civil act procedures that permit couples to get married by state authorization, otherwise, they are unable to get married and they must attain a marriage license from city hall. To conclude, marriage is more than just signing a document; it is a sacral pact that units a man and a woman and permitting same sex marriage will violate the sacral institution. One of the biggest debates of whether people should allow gay marriage to occur is due to the opposition of religious believers and sacral institutions. Whether most religions consider homosexuality  immoral, deteriorate the respect for the society of marriage, and confuse children about sexual roles, there will always be opposition about gay marriage. Marriage is a privilege that humans obtain, should humans have the same privilege to choose whom they would want to marry, without intervening with religion?

Saturday, September 28, 2019

Intervention Programs for Learners Essay Example | Topics and Well Written Essays - 1500 words

Intervention Programs for Learners - Essay Example On the other hand, multisensory learning helps in the improvement of cognitive thinking, creativity, comprehension of words, thinking, decision making, and problem solving (Pagliano, 2012). Multisensory intervention programs consist of oral language skills, decoding sessions, structured reading, story reading and comprehension skills, vocabularies and single word reading, in addition to phase reading (Adlam, 2008). The teachers use stimulation, assessments and challenge in identifying the weaknesses and strengths of their students for the deployment of effective learning strategies. According to research, multisensory intervention programs have proven efficient and effective for both the teachers and the learners, especially with adults with learning disabilities. It consists of an integration of visual, visual and kinesthetic evaluation and assessment systems that facilitate easier memory advancement, and overall learning. The time consumed in the teaching of the basics of learning, that is sounds and letters, depends on the specific requirements of the learned or group of learners (Fisher, Bates & Gurvitz, 2014). This multisensory intervention group will be applied on three students, namely; Adda who is 38 years of age, Shiene who is 22 years of age, and Karen who is 18 years old.The initial stage in multisensory learning involves oral language skills, where the teacher or instructor interacts with the learner using complete sentences. Inquiry learning is also introduced for the identification of challenges and strong points within the student. Though oral language is usually associated with vocabulary.

Friday, September 27, 2019

Kansas city History museum Research Paper Example | Topics and Well Written Essays - 1500 words - 1

Kansas city History museum - Research Paper Example what was formerly the Conservatory, the Carriage House where the previous owner’s daughter Loula Long Combs displayed her trophies from being a famous equestrienne, and the Corinthian Hall, which is a four-story residence housing seventy rooms. At present, both the Carriage House and Corinthian Hall are closed to the public for renovation (Leathem nd Smith 8). Still, even if there are active renovations going on, the site is still open daily to accept visitors. Visitors need only go to the Museum Visitor Center so the museum can provide guides for visitors who are knowledgeable in the history of Kansas City and the family background of the previous owners of the land. At the StoryTarium, there is frequent showing of films with historical value, like Bad Blood, which is a classic pre-Civil war film.  Around the museum property, there are colorful informational sections showing the expected outcome of the renovations being done at the Carriage House and the Corinthian Hall. There are regular picnickers who frequent the place to stay at the open areas and just enjoy the sight of Kansas City’s cityscape. The long’s residence was completed in 1910 and the family lived there for 24 years. Robert Long’s two daughters were already married and living in separate homes, while his wife died in 1928. When Robert Long passed away in 1934, a two-day auction was held. After that, nobody occupied the house until five years later when the Kansas City Museum Association formed the museum in 1939 and held its grand opening in May 1940. Kansas City earned the property’s title in 1948, and in 1967, tax collection was established to fund the museum’s operations. In 1980, the property was listed under the National Register of Historic Places. The museum’s staff is comprised mostly of dedicated individual volunteers of the Musettes and the Women’s Division. They worked tirelessly in education, fundraising, exhibits, and collection development either on-site or within the

Thursday, September 26, 2019

Ikea issues within th company Research Paper Example | Topics and Well Written Essays - 2000 words

Ikea issues within th company - Research Paper Example IKEA recognizes the contest and questions itself how severely the corporation wants to take on and to assist get rid of local social issues of child labor. At the early period, the manner that IKEA dealt with Formaldehyde and forestry issues illustrated its commitment in social accountability still remained at the imprudent step, but not yet at the practical step or interactive step. This insufficient commitment explains why the corporation keeps experiencing societal and ecological issues pushed by the community. IKEA is outstanding at new-fangled ideas for advertising, but the corporation is still submissive in social accountability battle. To fix this fault, IKEA needs to be extra aware of societal accountability and potential upcoming societal issues.Public issues: Big threatThe best loom is to hold off from societal and ecological issues right from the start as when these issues appeared, they instantly affect the products’ sales immensely. In the situation of the Formald ehyde predicament, the corporation sales dropped by fifteen percent in Denmark. Spoil to brand impression. IKEA’s chief tactic is to lessen the cost between IKEA and its clients to proffer the lowest promising price. In the situation, the corporation confronts child labor matter and clients make out that the low down price they gain is by child labor manipulation in India, clients will respond by keeping away from products from IKEA.To get out of this threat of shortfall in profit, IKEA may think about withdrawing from India.... ldren working at looms at Rangan Exports, a corporation used by IKEA and the manufacturer then requested IKEA to propel someone to join in a live debate during the exposure of the program. These events pressed the corporation to contemplate on ecological and societal issues more critically. Ecological and Societal Issues: Expense of Globalization On the course of globalization, IKEA desires to get the economical supplies and as a result, go to countries that proffer cheap labor. Nevertheless, these rising countries such as India, Nepal, and Pakistan are in front of many societal issues about individual rights. When IKEA set its base in these nations, it could not evade these tribulations. For instance in India, approximations of child labor in India differ from the government’s 1991 market research figure of 11.3 million kids under 15 functioning to Individual Rights Watch’s estimate of between Forty million and a hundred million child drudges and about One hundred and fifty were employed in the carpet business. Its company strategy method partly exacerbates, as an alternative of assists the situation. The reality that IKEA does not have its individual manufacturing amenities; as an alternative, it uses delegated manufacturers all over the globe for provisions makes it more multifaceted and hard to keep trace of the corporation’s suppliers and sub suppliers. It is even hard to keep trace of children functioning in homes where complete families worked on looms from the sub suppliers’ point. Nonetheless, on the optimistic side, this business strategy gives IKEA’s the benefit of being capable to alter its suppliers devoid of much expenditure. IKEA recognizes the contest and questions itself how severely the corporation wants to take on and to assist get rid of

Movie Review, Review Example | Topics and Well Written Essays - 1500 words

, - Movie Review Example According to the due procedure of law, the law protects life, offers freedom or affluence. As the movie unfolds, Gideon is put behind bars, faces trail in the court of law and then imprisoned. Another significant thing to know about the procedures of the law is that, the law is above everyone, and this is defined under the 14th amendment. It falls under the clause referred as the Equal Protection Clause. According to this clause, everyone must receive justice as stipulated by the law. In the movie, this clause is reflected when; Gideon appears before Abe Fortas to get an appellate. Abe Fortas applies this clause to illustrate that a common person needs a lawyer. Together with that, attorney’s rights are not in the statute. Amendment 6th and 14th defines attorneys’ rights. According to this statute, the court of law should provide a lawyer, in case the defendant is unable to hire one. Gideon fought for the right of getting a lawyer from the state. With the assistance fro m Abes Fortas, Gideon managed to petition to the Supreme Court, and the appeal was successful. He was to have another trial, and the state gave him a lawyer and he was innocent. Lastly, for fair judgment, there should be change venue. In the second trial, Gideon wished to have his trial in other venues in order to receive fair judgment from different people. This paper shall discuss â€Å"Gideon Trumpet† with a view of evaluating the right to counsel. ... He wanted to know the conditions that necessitate one to have an attorney. Similarly, there is an on ongoing case about Betts vs. Brady, which is a 21 tears decision of the Supreme Court. The lower courts’ decisions are overruled by the Supreme Court decision, which holds that Bets of Mary was not provided with the attorney during his trial. During Maryland’s’ trial, an attorney was given to a person who was unable to hire a Lawyer, but this was only possible if the cases was classified under rape or murder. Having such a decision on hand, the Supreme Court held that, cases that were not classified under ‘rape or murder’ could not take advantage of having a lawyer provide by the state. These cases were classified as special cases, and it was held that, a lawyer was necessary if the defendant was regarded as uneducated, uninformed, having a mental disease of encountering an intricate situation. A major challenge with the special rule implemented was t hat, uneducated person was not entitled to petition for a case. The issue was very twisty that, uneducated person who does not get the advantage of getting an attorney was not capable of petitioning for case since he was incompetent in filling paperwork. Gideon was excluded from this provision and his insistence assisted him in filling for an appeal in the Supreme Court. It is very imperative to recognize the social and legal environment applied. Most of the appeals subject to â€Å"right to counsel issue† and the Supreme Court accept the petitions on different grounds. It is difficult for the Supreme court to implement a precise rule over that matter, and this means that, trials held by the lower courts are always

Tuesday, September 24, 2019

Criminology - Criminal Courts And Prisons Essay

Criminology - Criminal Courts And Prisons - Essay Example It will be possible to determine whether indeterminate sentences can be defended; and whether life should mean life. According to Criminal Justice Alliance (2012), Wales and England register the highest prison population in Western Europe, hence prison overcrowding. Although the prison estate has attempted to address this situation, no major results have been achieved. Prison overcrowding occurs when prisons have to house a bigger number of inmates compared to the number they were designed for (Ashworth 2010). In addition, when there is no investment in prison building programmes, this leads to lack of capacity to accommodate inmates. Furthermore, inefficient bureaucracies in the management of prisons might be the cause of prison overcrowding. In England and Wales, indeterminate sentences have been considered to contribute to prison overcrowding (Ashworth 2010). Judges in Britain sent many people to prison between 1951 and 1980. This contributed to the high level of prison overcrowding experienced in the late 1970’s. However, this declined considerably starting 1981. This was because other alternatives such as fines, punishment, cautions, and community sentences as forms of punishment were adopted (Politics.co.uk 2012). In 1991, the Woolf report predicted that prison population would double from 44, 000 to 83,000 by 2008 (The Howard League of Penal Reform 2013). This led to the adoption of new measures in prisons in order to help prevent prison population from rising rapidly. The main measure adopted was early release. This measure was put into practice for less than one year and this registered a considerable reduction in the prison population. However, when the measures were dropped, the prison population began to surge again. Plans by the government to address this issue have continued to be thwarted. In January 2011, the prison p opulation was 82,991, compared to its holding capacity of 87,936 (Politics.co.uk 2012). The existence

Monday, September 23, 2019

Transportation Management Assignment Example | Topics and Well Written Essays - 1500 words

Transportation Management - Assignment Example public consciousness is one of the most vital elements, which is associated with any particular domain including the society, the business and the lives of individuals among others (Sharma, 1992). From the above depiction, it is apparent that any kind of resources are quite vital for the long-term existence of the human beings. Contextually, this particular paper will evaluate the potential of reducing fuel cost by using trucking equipment that is more efficient and socially conscious by proposing at least five processes or rules. It is believed that with the rising prices of the resources such as petrol and other fuels, there has developed a need to emerge with alternative options in order to deal with the challenges of fuel inadequacy in the future context. However, individuals also hold perceptions that emerging with methods that ensure fuel efficient operations of vehicles might also be a potential measure for dealing with the decreasing level of fuel resources in the contemporary scenario. Contextually, certain procedures or policies will be evaluated with regard to the use of fuel in trucks further ensuring reduction of the cost of fuels through using efficient and socially cognizant equipment. There are various processes that can be determined with regard to reducing the fuel consumption of vehicles which are highlighted and explained in a detailed manner hereunder. The first step that can be adopted in this regard will be proper use and maintenance of the equipment used in the vehicles which will include tires, engines and other parts of vehicles. The type of tires that is being used in the vehicle is directly interlinked with the fuel efficacy of the vehicles. It is known that heavy trucks or any other vehicles consume more fuel in comparison with small light-duty vehicles. This is because of the difference in tire rolling fuel consumption amid the two sorts of vehicles. It is known that the light duty passenger vehicles use low rolling resistance

Sunday, September 22, 2019

Jane Eyre and Social Class Essay Example | Topics and Well Written Essays - 1250 words

Jane Eyre and Social Class - Essay Example Since Jane Eyre was also from the lower class, she was treated brutally by many different people throughout her life. Initially, at Gateshead Hall, she is mistreated by John Reed who acclaims that the social class background of Jane Eyre gives him the right to abuse Jane Eyre. Once Jane Eyre leaves Gateshead, she expects a better life at Lowood School where she thought she would pursue her dreams, however here she is mistreated by Mr. Bocklehurst who continuously makes her realize that she is nothing but a rotten piece which deserves to be thrown. Also, when she is in love with Mr. Rochester, the social class issue again becomes a problem which stops her from marrying him. Lastly, when she arrives penniless at the door of Hannah, she is again treated like a doormat owing much to her lower social class. The novel also depicts the patriarchal patterns being dominant during the era, by portraying the male characters as being offensive towards Jane Eyre; however, Jane Eyre is a feminist who resists and continues being independent. Thus, the novel is a clear exhibition of the social issues dominant during the Victorian era. Starting with the journey of Jane Eyre in the novel, she is an orphan who lives with the family of her maternal uncle, the Reeds. Here at Gateshead Hall, she is constantly mistreated by her aunt Reed and her children. Since Jane Eyre has no money and is dependent on Mrs. Reed, she naturally inherits the right to abuse Jane Eyre emotionally as well as physically. ... "Now, I'll teach you to rummage my book-shelves: for they are mine; all the house belongs to me, or will do in a few years" (10), as quoted by Bronte, are the words of Mrs. Reed who is acclaiming that she will â€Å"teach† Jane Eyre, which indicates the offensive tone. Later, when she is abused to such an extent that she is left in a dark room where her uncle died, she suffers from trauma, after which she is allowed to attend Lowood School. Here at Lowood, she encounters Mr. Brocklehurst who is again a corrupt and brutal man. She constantly targets Jane Eyre for her lower class and tries to prove to the world how immoral and worthless Jane Eyre is. In her book, she Bronte quotes: This I learned from her benefactress; from the pious and charitable lady who adopted her in her orphan state, reared her as her own daughter, and whose kindness, whose generosity the unhappy girl repaid by an ingratitude so bad, so dreadful, that at last her excellent patroness was obliged to separate her from her own young ones..." (67). The phrase from the novel mentioned above depicts the bias of Mr. Brocklehurst as he distinguishes between Jane Eyre and Mrs. Reed based on the social class. According to him, â€Å"pious† and â€Å"charitable† are the traits associated with Reed and words such as â€Å"kindness† have been associated with her children, however adjectives such as â€Å"bad† and even â€Å"dreadful† have been used to carve out the character of Jane Eyre who is rather a source of disgust for her. Later, when Jane Eyre attempts to become independent by taking the job of a governess for Adele, a French girl, she comes across Mr. Rochester whom she falls in love with. Again, social class becomes a curse

Saturday, September 21, 2019

New Hire Communication Essay Example for Free

New Hire Communication Essay †¢Planning ? Define the purpose. To communicate the company culture, process, procedures, and general information for a new hire. ?Define the audience. New Hires. ?Identify the channel(s) of communication and why you selected that channel. The channel of communication that I selected for the new hire communication is email. I chose to send the new hire communication by email because it is instantly sent to the new hire at no cost to the company. †¢Writing ? Create the message. Welcome to Dutch Bros Coffee,Congratulations on your new position with Dutch Bros. We are truly pleased that you have chosen us as your employer. Since being founded in 1992, our goal remains to ensure that our customers are always satisfied with their beverage purchases. Here at Dutch Bros. , we believe in lovin’ life and keeping it positive. We strive to pass the good vibes on to our employees and customers. At Dutch Bros. We serve up a variety of beverages that can be infused with a number of different flavors. This fast paced work environment requires staff to work side by side as a team to successfully keep the line moving and the coffee and drinks flowing. Again, I want to welcome you to the Dutch family. We are truly pleased NEW HIRE COMMUNICATION 3 that you have accepted this opportunity to serve up a cup of sunshine to the wonderful citizens of Phoenix, AZ †¢Completing ? Proofread, revise, and submit. Welcome to Dutch Bros Coffee, Congratulations on your new position with Dutch Bros. We are truly pleased that you have chosen us as your employer. Since being founded in 1992, our goal remains to ensure that our customers are always satisfied with their beverage purchases. At Dutch Bros. We serve up a variety of beverages that can be infused with a number of different flavors. This fast paced work environment requires staff to work side by side as a team to successfully keep the line moving and the coffee and drinks flowing. We strive to pass the good vibes on to our employees and customers. Here at Dutch Bros. , we believe in lovin’ life and keeping it positive. We expect our employees to arrive on time at work in clean casual clothes and a positive work attitude. Again, I want to welcome you to the Dutch family. We are truly pleased that you have accepted this opportunity to serve up a cup of sunshine to the wonderful citizens of Phoenix, AZ Kelli Woodruff NEW HIRE COMMUNICATION 4 References Dutch Bros Coffee. (1992-2014). Retrieved from http://dutchbros. com/AboutUs/.

Friday, September 20, 2019

PatientOS installation guide

PatientOS installation guide 1. Overview 1.1 Process The basic steps to installing PatientOS are divided into the backend system and front end client a) Backend System Install the PatientOS software base version. Install the PatientOS updater software. Install and create a PostgreSQL database version 8.2 or higher. Import the PatientOS database contents. Start the PatientOS application server. b) Frontend Client Install the PatientOS software. Install the latest software updates. Start the PatientOS client. 1.2 Definitions POS Refers to the PatientOS software as a system. Java Programming language developed by Sun PostgreSQL An Open Source (free) database server, an alternative Oracle, SQLServer, etc. Application Server The backend J2EE server which clients connect to. Client The rich (fat) client graphic user interface (GUI) with which the users interact. 2. Software Installation 2.1 PatientOS Download 2.1.1 Windows The PatientOS download is hosted at Sourceforge. Here is the direct URL Windows Base Install http://downloads.sourceforge.net/patientos/PatientOS-0.97-Setup.exe PostgreSQL Database Server Software http://downloads.sourceforge.net/patientos/postgresql-8.3.7-1-windows.exe PatientOS Demo Database Contents http://downloads.sourceforge.net/patientos/demo-0.97-database.zip http://downloads.sourceforge.net/patientos/demo-0.97-datafiles.zip Links from the website redirect to sourceforge where it is often difficult to find the download link look for the text use this direct link circled in red below. 2.2 PatientOS Base Installation 2.2.1 Installer Run the downloaded setup executable PatientOS-0.97-Setup.exe and follow the prompts a) Installer Language Selection The first language selection prompt is for the installer language not the PatientOS language. b) Destination Directory The destination directory defaults to Program Files. The directorys disk should reserve at least 750MB space for the installation. A client only install will require less space, the server will grow significantly larger. The target directory defaults to 0.97. It would recommended to install into a version agnostic directory such as C:Program FilesPatientOSdemo or C:Program FilesPatientOSproduction However for the rest of the document we will assume the path installed as C:Program FilesPatientOS.97 c) Startà  Programs By default the software shortcuts will be stored in Start à   Programs à   PatientOS à   0.97 2.3 PostgreSQL Installation 2.3.1 Installer Run the downloaded PostgreSQL installer postgresql-8.3.7-1-windows.exe Accept the default directory to install PatientOS into. The super user password is critical to remember or write down it is required to administer the databases. Use the default port 5432. Use the default locale. Press next and finish to install the database software. 3. Database Installation 3.1 Create Database Before the PatientOS can start properly a database is needed with a username and password the application server can connect to. There also needs to be PatientOS specific contents in the database. 3.1.1 PGAdminIII The PostgreSQL installation also installs a graphic tool to manager the PostgreSQL databases. Use Start à   Programs à   PostgreSQL à   pgAdmin III to start the tool. Double click on the single line PostgreSQL Database Server to connect to the database. You will be prompted for the postgres password entered during the PostgreSQL installation. 3.1.2 Create Database Login Select Login Roles and right click and choose New Login Role. Enter demopos for the username, password and check off all the privileges. 3.1.3 Create Database Select Databases and right click and choose New Database. Enter demopos for the database name and user name. The encoding will need to match the encoding selected for the installation. If you have an old installation need to drop the existing database. Stop the application server and execute the following commands. cd C:progra~1patientos.97serverdatabase C:progra~1postgresql8.3binpsql -U demopos demopos drop schema public cascade; create schema public; q 3.2 Import PatientOS Database Contents Load a Demo Database 3.2.1 Import PatientOS Demo Database and Demo Files The demo database has binary files that are database specific. Download and unzip the corresponding database files and database contents http://downloads.sourceforge.net/patientos/demo-0.97-datafiles.zip Unzip and overlay the files in the data directory C:progra~1patientos.97serverdata http://downloads.sourceforge.net/patientos/demo-0.97-database.zip Startà  Runà  cmd cd desktop C:progra~1postgresql8.3binpsql -U demopos demopos < demo_database.sql See forum for information on renaming the demo facility to a facility of your choice. 4. System Startup 4.1 Installation It is assumed that the Windows, Linux or other Installation Guide has been followed and that you have a) PostgreSQL database installed b) Import PatientOS database contents c) Installed the application server software d) Installed the client software 4.2 Application Server The application server is JBoss version 4.2.0 GA with the PatientOS specific libraries and configuration files. The application server is required to be running before the client can start. The application server can run on the same server as the client. 4.2.1 Appserver shell script The windows installation creates a script appserver.bat with a shortcut in Start à   Programs à   PatientOS à   à   Start Application Server (first) The working directory must be the same as the script. Start the application server. For a successful installation the last line printed to the shell is Instances Found 0 4.2.2 Service The application server runs perpetually and in a production setting should be configured as a service. The application server takes 20 seconds to start on a 2 ghz processor. Once started the server typically only needs to be restarted for upgrades. On windows this is the first time the server has been installed you may need to press Unblock for this dialog: 5. Client Startup The client can run on the same server as the application server by default. To have the client connect to an application server running on a remote host edit the shell server patientos.bat On windows right click on the shortcut called Start Client (second) and select Edit. This should open an editor where you can change the script. On linux cd /patientos/0.97/client/bin vi patientos.sh 5.1.1 Client shell script To connect to a remote host change localhost to the hostname or IP address of the server running the application server. 5.2 Login Login to the client with demo/demo to access the system as a privileged physician admin/admin to access the system as an administrator

Thursday, September 19, 2019

Jeffersons Effects of Slavery :: essays research papers

Effects of Slavery   Ã‚  Ã‚  Ã‚  Ã‚  There are many concepts which are deemed important to this class. After much consideration, I chose to focus on the effects of slavery. In Query XVIII, Thomas Jefferson discusses the effects of slavery. It is important to put one’s self in the place of Jefferson at the time of observations. Jefferson illustrates the effects that slavery has on the owner as well as the slave.   Ã‚  Ã‚  Ã‚  Ã‚  Jefferson redefines slavery in his query. â€Å"The whole commerce between master and slave is a perpetual exercise of the most boisterous passions, the most unremitting despotism on the one part, and degrading submissions on the other.† (495) He illustrates how witnessing the afore mentioned actions negatively affects children. â€Å"Our children see this, and learn to imitate it; for man is an imitative animal.† (495) Jefferson is under the impression that slavery leads to bad manners to say the least. The children will see this and think that that is how you treat a slave; the process will never stop. Jefferson does not think that we, as humans, have the power to remain moral after having witnessed such abuse. â€Å"The man must be a prodigy who can retain his manners and morals undepraved by such circumstances.† (495,496) Jefferson goes on to say that the people who allow this treatment of one half of the citizens to trample on the other h alf are responsible for the moral decline of the nation. These horrific actions will create enemies and destroy the â€Å"amor patriae† of people.   Ã‚  Ã‚  Ã‚  Ã‚  Jefferson tries to demonstrate the effects that slavery has on the slaves themselves. It is apparent that he is not sure if the slaves are actual people that go to heaven but I do not think he is willing to risk that they are not in the eyes of God. â€Å"For if a slave can have a country in this world, it must be any other in preference to that in which he is born to live and labour for another. Jeffersons Effects of Slavery :: essays research papers Effects of Slavery   Ã‚  Ã‚  Ã‚  Ã‚  There are many concepts which are deemed important to this class. After much consideration, I chose to focus on the effects of slavery. In Query XVIII, Thomas Jefferson discusses the effects of slavery. It is important to put one’s self in the place of Jefferson at the time of observations. Jefferson illustrates the effects that slavery has on the owner as well as the slave.   Ã‚  Ã‚  Ã‚  Ã‚  Jefferson redefines slavery in his query. â€Å"The whole commerce between master and slave is a perpetual exercise of the most boisterous passions, the most unremitting despotism on the one part, and degrading submissions on the other.† (495) He illustrates how witnessing the afore mentioned actions negatively affects children. â€Å"Our children see this, and learn to imitate it; for man is an imitative animal.† (495) Jefferson is under the impression that slavery leads to bad manners to say the least. The children will see this and think that that is how you treat a slave; the process will never stop. Jefferson does not think that we, as humans, have the power to remain moral after having witnessed such abuse. â€Å"The man must be a prodigy who can retain his manners and morals undepraved by such circumstances.† (495,496) Jefferson goes on to say that the people who allow this treatment of one half of the citizens to trample on the other h alf are responsible for the moral decline of the nation. These horrific actions will create enemies and destroy the â€Å"amor patriae† of people.   Ã‚  Ã‚  Ã‚  Ã‚  Jefferson tries to demonstrate the effects that slavery has on the slaves themselves. It is apparent that he is not sure if the slaves are actual people that go to heaven but I do not think he is willing to risk that they are not in the eyes of God. â€Å"For if a slave can have a country in this world, it must be any other in preference to that in which he is born to live and labour for another.

Wednesday, September 18, 2019

Sonnets: The Power of Love Essay -- Sonnet essays

Sonnets:   The Power of Love  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The majority of Elizabethan sonnets reflect two major themes: time and love. William Shakespeare, too, followed this convention, producing 154 sonnets, many of which deal with the usual theme of love. Because the concept of love is in itself so immense, Shakespeare found several ways to capture the essence of his passion. Therefore, in his poetry he explored various methods and used them to describe the emotions associated with his love for a mysterious "dark lady." These various ideas and views resulted in a series of sonnets that vibrantly depicts his feelings of true, undying love for his lady. Instead of making the topic less interesting, as some might expect, Shakespeare's myriad approaches serve to further the reader's knowledge about the sheer power of true love. Three of Shakespeare's methods that show his ability in this respect are the motif of dreams and thoughts, the examples of the extent of love, and Shakespeare's desire for his sonnets to aid or glorify their love. In many of Shakespeare's sonnets, he frequently mentions the continuous presence of a special lady in his dreams and thoughts. For example, in Sonnet 27, Shakespeare writes about the fact that he is never without his love. This is because during the day he worships her at sight, and at night she invades his dreams. He cannot sleep without her coming, unbidden, into his mind: "Lo, thus by day my limbs, by night my mind/ For thee, and for myself, no quiet find." Contrary to this thought, however, his constant musings of his lady are also a blessing to him. In Sonnet 29, Shakespeare, depressed and envious of others, thinks of his love: "Yet, in these thoughts myself almost despising,/ Haply I think on thee, a... ...that time I do ensconce me here/ Within the knowledge of mine own desert." If he should ever have to live without her, his sonnets will remind him of the love that once was. Shakespeare's sonnets are a romantic and charming series of poems. His use of rhyme and passionate, eloquent language serve to illuminate his strong feelings. These techniques were probably the most fluent way for such a writer as him to express the immeasurable love that he obviously felt for his mysterious lady. Examining the numerous ways Shakespeare found to describe it, the reader believes that this love was undoubtedly lasting and authentic. He often made heart-felt comments about his emotions that could also suit lovers in the present day. Because of this, and the fact that people read them yet, Shakespeare's sonnets are timeless and universal, just like the concept of love itself.

Tuesday, September 17, 2019

Crisis of Modern American Masculinity :: Essays Papers

Crisis of Modern American Masculinity I think every man between 20 and 40 needs to read Elizabeth Gilbert's "The Last American Man". Without going into details (like I said, you should read the book), this is a biography/profile of Eustace Conway - a man who is, among other things, capable of and prefers to (or would prefer to) live the kind of frontier lifestyle we have read about: hunting and gathering his food, living in a house he built using his own hands, making his own clothes from the skins of animals he captured, etc. I suspect that for many people the story, at least initially, will arouse the sort of Romantic feelings that tend to come with fantasies of a "simple life" of rugged self-sufficiency. However, even for those who are quite certain that they prefer their modern urban lifestyle (air conditioning, direct deposit, grocery stores, ebay, cable TV, &c.), I think this book raises fundamental questions about what it means to be a man at the dawn of the twenty-first century. The problem, as I see it, is that we have not re-defined masculinity for the modern age. In the old days, masculinity was measured by (1) physical abilities, particularly strength, but also skill, (2) power/success/wealth, and (3) sexual prowess. The first can be developed through education and hard work, the second could be acquired through the application of the first, and the third, well, either you got it or you don't, but locker-room bragging can always make up for any lacks, especially if you got the first two. Boys growing up in such a society work to develop their physical abilities and learn how to apply them most efficaciously, thus becoming a "man". This makes sense when a man might be faced with the challenge of building shelter on the prairie or raising crops, but us modern urban men are unlikely to face such challenges. Of course, we are not unprepared for the challenges of a modern urban lifestyle. Our education generally provides such life-sustaining skills as linear algebra, the performing arts, and information systems management. The educational system is successful enough to allow most of us to get jobs that pay us enough to afford all the requirements of a modern urban lifestyle: housing, food, clothing, entertainment, transportation, etc. The trouble is that while education has more or less kept pace with the advance of civilization, our notions of masculinity have not.

Daniel Bernoulli

Daniel Bernoulli  (Groningen, 8 February 1700 –  Basel, 8 March 1782) was aDutch-Swiss  mathematician  and was one of the many prominent mathematicians in theBernoulli family. He is particularly remembered for his applications of mathematics to mechanics, especially  fluid mechanics, and for his pioneering work in  probability  andstatistics. Bernoulli's work is still studied at length by many schools of science throughout the world. In Physics :- He is the earliest writer who attempted to formulate a  kinetic theory of gases, and he applied the idea to explain  Boyle's law. 2] He worked with Euler on  elasticity  and the development of the  Euler-Bernoulli beam equation. [9]  Bernoulli's principle  is of critical use inaerodynamics. [4] Daniel Bernoulli, an eighteenth-century Swiss scientist, discovered that as the velocity of a fluid increases, its pressure decreases The relationship between the velocity and pressure exerted by a moving liquid is described by the  Bernoulli's principle:  as the velocity of a fluid increases, the pressure exerted by that fluid decreases. Airplanes get a part of their lift by taking advantage of Bernoulli's principle. Race cars employ Bernoulli's principle to keep their rear wheels on the ground while traveling at high speeds. The Continuity Equation relates the speed of a fluid moving through a pipe to the cross sectional area of the pipe. It says that as a radius of the pipe decreases the speed of fluid flow must increase and visa-versa. This interactive tool lets you explore this principle of fluids. You can change the diameter of the red section of the pipe by dragging the top red edge up or down. Principle In  fluid dynamics,  Bernoulli's principle  states that for an  inviscid flow, an increase in the speed of the fluid occurs simultaneously with a decrease in  pressure  or a decrease in the  fluid's  potential energy. [1][2]  Bernoulli's principle is named after the  Dutch-Swiss  mathematician  Daniel Bernoulliwho published his principle in his book  Hydrodynamica  in 1738. 3] Bernoulli's principle can be applied to various types of fluid flow, resulting in what is loosely denoted as  Bernoulli's equation. In fact, there are different forms of the Bernoulli equation for different types of flow. The simple form of Bernoulli's principle is valid for  incompressible flows  (e. g. most  liquid  flows) and also for  compressible flows  (e. g. gases) moving at low  Mach numbers. More advanced forms may in some cases be applied to compress ible flows at higher  Mach numbers(see  the derivations of the Bernoulli equation). Bernoulli's principle can be derived from the principle of  conservation of energy. This states that, in a steady flow, the sum of all forms of mechanical energy in a fluid along a  streamline  is the same at all points on that streamline. This requires that the sum of kinetic energy and potential energy remain constant. Thus an increase in the speed of the fluid occurs proportionately with an increase in both its  dynamic pressure  and  kinetic energy, and a decrease in its  static pressure  andpotential energy. If the fluid is flowing out of a reservoir the sum of all forms of energy is the same on all streamlines because in a reservoir the energy per unit mass (the sum of pressure and gravitational potential  ? g  h) is the same everywhere. [4] Bernoulli's principle can also be derived directly from Newton's 2nd law. If a small volume of fluid is flowing horizontally from a region of high pressure to a region of low pressure, then there is more pressure behind than in front. This gives a net force on the volume, accelerating it along the streamline. [5][6] Fluid particles are subject only to pressure and their own weight. If a fluid is flowing horizontally and along a section of a streamline, where the speed increases it can only be because the fluid on that section has moved from a region of higher pressure to a region of lower pressure; and if its speed decreases, it can only be because it has moved from a region of lower pressure to a region of higher pressure. Consequently, within a fluid flowing horizontally, the highest speed occurs where the pressure is lowest, and the lowest speed occurs where the pressure is highest. ————————————————- Incompressible flow equation In most flows of liquids, and of gases at low  Mach number, the mass density of a fluid parcel can be considered to be constant, regardless of pressure variations in the flow. For this reason the fluid in such flows can be considered to be incompressible and these flows can be described as incompressible flow. Bernoulli performed his experiments on liquids and his equation in its original form is valid only for incompressible flow. A common form of Bernoulli's equation, valid at any  arbitrary  point along a  streamline  where gravity is constant, is: |   | |   |   | | | | | | | where: is the fluid flow  speed  at a point on a streamline, is the  acceleration due to gravity, is the  elevation  of the point above a reference plane, with the positive  z-direction pointing upward – so in the direction opposite to the gravitational acceleration,   is the  pressure  at the chosen point, and is the  density  of the fluid at all points in the flu id. For  conservative force  fields, Bernoulli's equation can be generalized as:[7] where  ? is the  force potential  at the point considered on the streamline. E. g. for the Earth's gravity  ?   gz. The following two assumptions must be met for this Bernoulli equation to apply:[7] * the fluid must be incompressible – even though pressure varies, the density must remain constant along a streamline; * friction by viscous forces has to be negligible. By multiplying with the fluid density  ? , equation (A) can be rewritten as: or: where: is  dynamic pressure, is the  piezometric head  or  hydraulic head  (the sum of the elevation  z  and the  pressure head)[8][9]  and   is the  total pressure  (the sum of the static pressure  p  and dynamic pressure  q). 10] The constant in the Bernoulli equation can be normalised. A common approach is in terms of  total head  or  energy head  H: The above equations suggest there is a flow sp eed at which pressure is zero, and at even higher speeds the pressure is negative. Most often, gases and liquids are not capable of negative absolute pressure, or even zero pressure, so clearly Bernoulli's equation ceases to be valid before zero pressure is reached. In liquids – when the pressure becomes too low –  cavitation  occurs. The above equations use a linear relationship between flow speed squared and pressure. At higher flow speeds in gases, or for  sound  waves in liquid, the changes in mass density become significant so that the assumption of constant density is invalid Simplified form In many applications of Bernoulli's equation, the change in the  ? g  z  term along the streamline is so small compared with the other terms it can be ignored. For example, in the case of aircraft in flight, the change in height  z  along a streamline is so small the  ? g  z  term can be omitted. This allows the above equation to be presented in the following simplified form: where  p0  is called total pressure, and  q  is  dynamic pressure. 11]  Many authors refer to the  pressure  p  as  static pressure  to distinguish it from total pressure  p0  and  dynamic pressure  q. In  Aerodynamics, L. J. Clancy writes: â€Å"To distinguish it from the total and dynamic pressures, the actual pressure of the fluid, which is associated not with its motion but with its state, is often referred to as the static pressure, but where the term pressure alone is used it refers to this static pressure. â€Å"[12] The simplified form of Bernoulli's equation can be summarized in the following memorable word equation: static pressure + dynamic pressure = total pressure[12] Every point in a steadily flowing fluid, regardless of the fluid speed at that point, has its own unique static pressure  p  and dynamic pressure  q. Their sum  p  +  q  is defined to be the total pressure  p0. The significance of Bernoulli's principle can now be summarized as  total pressure is constant along a streamline. If the fluid flow is  irrotational, the total pressure on every streamline is the same and Bernoulli's principle can be summarized as  total pressure is constant everywhere in the fluid flow. 13]  It is reasonable to assume that irrotational flow exists in any situation where a large body of fluid is flowing past a solid body. Examples are aircraft in flight, and ships moving in open bodies of water. However, it is important to remember that Bernoulli's principle does not apply in the  boundary layer  or in fluid flow through long  pipes. If the fluid flow at some point along a stream line is brought to rest, this point is called a st agnation point, and at this point the total pressure is equal to the  stagnation pressure. Applicability of incompressible flow equation to flow of gases Bernoulli's equation is sometimes valid for the flow of gases: provided that there is no transfer of kinetic or potential energy from the gas flow to the compression or expansion of the gas. If both the gas pressure and volume change simultaneously, then work will be done on or by the gas. In this case, Bernoulli's equation – in its incompressible flow form – can not be assumed to be valid. However if the gas process is entirely  isobaric, or  isochoric, then no work is done on or by the gas, (so the simple energy balance is not upset). According to the gas law, an isobaric or isochoric process is ordinarily the only way to ensure constant density in a gas. Also the gas density will be proportional to the ratio of pressure and absolute  temperature, however this ratio will vary upon compression or expansion, no matter what non-zero quantity of heat is added or removed. The only exception is if the net heat transfer is zero, as in a complete thermodynamic cycle, or in an individualisentropic  (frictionless  adiabatic) process, and even then this reversible process must be reversed, to restore the gas to the original pressure and specific volume, and thus density. Only then is the original, unmodified Bernoulli equation applicable. In this case the equation can be used if the flow speed of the gas is sufficiently below the  speed of sound, such that the variation in density of the gas (due to this effect) along each  streamline  can be ignored. Adiabatic flow at less than Mach 0. 3 is generally considered to be slow enough. [edit]Unsteady potential flow The Bernoulli equation for unsteady potential flow is used in the theory of  ocean surface waves  and  acoustics. For an  irrotational flow, the  flow velocity  can be described as the  gradient   f a  velocity potential  ?. In that case, and for a constant  density? , the  momentum  equations of the  Euler equations  can be integrated to:[14] which is a Bernoulli equation valid also for unsteady – or time dependent – flows. Here /? t  denotes the  partial derivative  of the velocity potential  ? with respect to time  t, and  v  =   | | is the flow speed. The function  f(t) depends only on time and not on position in the fluid. As a result, the Bernoulli equation at some moment  t  does not only apply along a certain streamline, but in the whole fluid domain. This is also true for the special case of a steady irrotational flow, in which case  f  is a constant. [14] Further  f(t) can be made equal to zero by incorporating it into the velocity potential using the transformation Note that the relation of the potential to the flow velocity is unaffected by this transformation: =  . The Bernoulli equation for unsteady potential flow also appears to play a central role in  Luke's variational principle, a variational description of free-surface flows using the  Lagrangian  (not to be confused with  Lagrangian coordinates). ————————————————- edit]Compressible flow equation Bernoulli developed his principle from his observations on liquids, and his equation is applicable only to incompressible fluids, and compressible fluids at very low speeds (perhaps up to 1/3 of the sound speed in the fluid). It is possible to use the fundamental principles of physics to develop similar equations applicable to compressible fluids. There are numerous equations, each tailored for a particular application, but all are analogous to Bernoulli's equation and all rely on nothing more than the fundamental principles of physics such as Newton's laws of motion or the  first law of thermodynamics. Compressible flow in fluid dynamics For a compressible fluid, with a  barotropic  equation of state, and under the action of  conservative forces, [15]  Ã‚  Ã‚  (constant along a streamline) where: p  is the  pressure ?  is the  density v  is the  flow speed ?  is the potential associated with the conservative force field, often the  gravitational potential In engineering situations, elevations are generally small compared to the size of the Earth, and the time scales of fluid flow are small enough to consider the equation of state as  adiabatic. In this case, the above equation becomes [16]  Ã‚  Ã‚  (constant along a streamline) here, in addition to the terms listed above: ?  is the  ratio of the specific heats  of the fluid g  is the acceleration due to gravity z  is the elevation of the point above a reference plane In many applications of compressible flow, changes in elevation are negligible compared to the other terms, so the term  gz   can be omitted. A very useful form of the equation is then: where: p0  is the  total pressure ?0  is the total density [edit]Compressible flow in thermodynamics Another useful form of the equation, suitable for use in thermodynamics, is: [17] Here  w  is the  enthalpy  per unit mass, which is also often written as  h  (not to be confused with â€Å"head† or â€Å"height†). Note that  Ã‚  where  ? is the  thermodynamic  energy per unit mass, also known as the  specific  internal energy. The constant on the right hand side is often called the Bernoulli constant and denoted  b. For steady inviscid  adiabatic  flow with no additional sources or sinks of energy,  b  is constant along any given streamline. More generally, when  b  may vary along streamlines, it still proves a useful parameter, related to the â€Å"head† of the fluid (see below). When the change in  ? can be ignored, a very useful form of this equation is: where  w0  is total enthalpy. For a calorically perfect gas such as an ideal gas, the enthalpy is directly proportional to the temperature, and this leads to the concept of the total (or stagnation) temperature. When  shock waves  are present, in a  reference frame  in which the shock is stationary and the flow is steady, many of the parameters in the Bernoulli equation suffer abrupt changes in passing through the shock. The Bernoulli parameter itself, however, remains unaffected. An exception to this rule is radiative shocks, which violate the assumptions leading to the Bernoulli equation, namely the lack of additional sinks or sources of energy. ————————————————- Real-world application Condensation visible over the upper surface of a wing caused by the fall in temperature  accompanying  the fall in pressure, both due to acceleration of the air. In modern everyday life there are many observations that can be successfully explained by application of Bernoulli's principle, even though no real fluid is entirely inviscid  [21]  and a small viscosity often has a large effect on the flow. Bernoulli's principle can be used to calculate the lift force on an airfoil if the behaviour of the fluid flow in the vicinity of the foil is known. For example, if the air flowing past the top surface of an aircraft wing is moving faster than the air flowing pas t the bottom surface, then Bernoulli's principle implies that the  pressure  on the surfaces of the wing will be lower above than below. This pressure difference results in an upwards  lift force. nb 1][22]  Whenever the distribution of speed past the top and bottom surfaces of a wing is known, the lift forces can be calculated (to a good approximation) using Bernoulli's equations[23]  Ã¢â‚¬â€œ established by Bernoulli over a century before the first man-made wings were used for the purpose of flight. Bernoulli's principle does not explain why the air flows faster past the top of the wing and slower past the underside. To understand why, it is helpful to understand  circulation, the  Kutta condition, and the  Kutta–Joukowski theorem. The  carburetor  used in many reciprocating engines contains a  venturi  to create a region of low pressure to draw fuel into the carburetor and mix it thoroughly with the incoming air. The low pressure in the throat of a venturi can be explained by Bernoulli's principle; in the narrow throat, the air is moving at its fastest speed and therefore it is at its lowest pressure. * The  Pitot tube  and  static port  on an aircraft are used to determine the  airspeed  of the aircraft. These two devices are connected to theairspeed indicator  which determines the  dynamic pressure  of the airflow past the aircraft. Dynamic pressure is the difference betweenstagnation pressure  and  static pressure. Bernoulli's principle is used to calibrate the airspeed indicator so that it displays the  indicated airspeed  appropriate to the dynamic pressure. [24] * The flow speed of a fluid can be measured using a device such as a  Venturi meter  or an  orifice plate, which can be placed into a pipeline to reduce the diameter of the flow. For a horizontal device, the  continuity equation  shows that for an incompressible fluid, the reduction in diameter will cause an increase in the fluid flow speed. Subsequently Bernoulli's principle then shows that there must be a decrease in the pressure in the reduced diameter region. This phenomenon is known as the  Venturi effect. * The maximum possible drain rate for a tank with a hole or tap at the base can be calculated directly from Bernoulli's equation, and is found to be proportional to the square root of the height of the fluid in the tank. This is  Torricelli's law, showing that Torricelli's law is compatible with Bernoulli's principle. Viscosity  lowers this drain rate. This is reflected in the discharge coefficient, which is a function of the Reynolds number and the shape of the orifice. 25] * In open-channel hydraulics, a detailed analysis of the Bernoulli theorem and its extension were recently (2009) developed. [26]  It was proved that the depth-averaged specific energy reaches a minimum in converging accelerating free-surface flow over weirs and flumes (also[27][28]). Further, in general, a channel control with minimum specific energy in curvilinear flow is not isolated from water waves, as customary state in open-channel hydraulics. * The  Bernoulli grip  relies on this principle to create a non-contact adhesive force between a surface and the gripper. [edit]

Monday, September 16, 2019

Several Acts and Codes of Education During the Victorian Period

Education during the Victorian Period progressed due to several acts and codes over the years. Voluntary schools, which the Church provided, were founded by the Anglican National Society after the grant of 1833 was proposed. The grant went to religious bodies, which were used to build schools. It was the first acceptance by the government to provide the poor with an education. The grant increased to 30,000 pounds in 1839 and then to 100,000 pounds in 1846. These voluntary schools were paid for by private subscription and were spread out over the country. Gladstone†s Bill of 1870 was the work of W.E. Forster, who was an ardent churchman of Quaker origin. The bill doubled the State Grant to church schools and to Roman Catholic schools so they could become a permanent part of the new educational system. There were seven elite boarding schools that were defined as â€Å"Public Schools† in the 1860†³s by the educational Clarendon commission. They were Eton, Harrow, Westminster, Rugby, Winchester, Charterhouse, and Shrewsbury. They were maintained by private funding and received no profits. The Code of 1890 made it possible to maintain evening continuation schools, which we think are night schools. The new schools were known as Board Schools and they were paid for by local rates, or by the local school boards. Church teaching continued in all national schools. Before this, all the churches had to provide the education. The Roman Catholics and the Anglicans wouldn†t let their children go to these schools, though. They felt that these schools did not adequately teach their religious ideas. Board schools were introduced and the Roman Catholics and the Anglicans agreed that these schools satisfied all their educational needs. The acts of 1876 and 1880 made attendance in schools necessary. During the first few years of Queen Victoria†s reign, 30-50% of the children went to school. The most common schools were Sunday schools. They went there if they weren†t working and while there they learned how to â€Å"read† the Bible. Its primary function was to fit people for their place in the social order. From 1870-1890 the average school attendance rose from 1.25 million to 4.5 million and the money spent on each child was doubled. After the New County Council was established, an effective step towards a system of secondary education was taken Only 8% of male children received any secondary education. After the 1870†³s there were a growing number of girls† public schools. They used older children to teach the younger and the education took place in one large room. This made it possible to have fewer teachers and to have lower building costs. With the passage of two acts, you had to go schools until you were 12 years of age and education was provided for the blind and deaf children. It wasn†t until 1899 and the establishment of the National Board of Education that free public education was available to all children in England. The emphasis on modernizing endowments, making scholarships competitive, providing a non-classical course of study as an alternative to the traditional one that emphasized Greek and Latin, establishing house systems, stressing school spirit, emphasizing muscular Christianity and games like football and cricket as means of improving character, became a model for other Victorian public schools. The whole education process was designed to mold students into young Christian gentlemen and ladies. Education During the Victorian Period Education during the Victorian Period progressed due to several acts and codes over the years. Voluntary schools, which the Church provided, were founded by the Anglican National Society after the grant of 1833 was proposed. The grant went to religious bodies, which were used to build schools. It was the first acceptance by the government to provide the poor with an education. The grant increased to 30,000 pounds in 1839 and then to 100,000 pounds in 1846. These voluntary schools were paid for by private subscription and were spread out over the country. Gladstone†s Bill of 1870 was the work of W.E. Forster, who was an ardent churchman of Quaker origin. The bill doubled the State Grant to church schools and to Roman Catholic schools so they could become a permanent part of the new educational system. There were seven elite boarding schools that were defined as â€Å"Public Schools† in the 1860†³s by the educational Clarendon commission. They were Eton, Harrow, Westminster, Rugby, Winchester, Charterhouse, and Shrewsbury. They were maintained by private funding and received no profits. The Code of 1890 made it possible to maintain evening continuation schools, which we think are night schools. The new schools were known as Board Schools and they were paid for by local rates, or by the local school boards. Church teaching continued in all national schools. Before this, all the churches had to provide the education. The Roman Catholics and the Anglicans wouldn†t let their children go to these schools, though. They felt that these schools did not adequately teach their religious ideas. Board schools were introduced and the Roman Catholics and the Anglicans agreed that these schools satisfied all their educational needs. The acts of 1876 and 1880 made attendance in schools necessary. During the first few years of Queen Victoria†s reign, 30-50% of the children went to school. The most common schools were Sunday schools. They went there if they weren†t working and while there they learned how to â€Å"read† the Bible. Its primary function was to fit people for their place in the social order. From 1870-1890 the average school attendance rose from 1.25 million to 4.5 million and the money spent on each child was doubled. After the New County Council was established, an effective step towards a system of secondary education was taken Only 8% of male children received any secondary education. After the 1870†³s there were a growing number of girls† public schools. They used older children to teach the younger and the education took place in one large room. This made it possible to have fewer teachers and to have lower building costs. With the passage of two acts, you had to go schools until you were 12 years of age and education was provided for the blind and deaf children. It wasn†t until 1899 and the establishment of the National Board of Education that free public education was available to all children in England. The emphasis on modernizing endowments, making scholarships competitive, providing a non-classical course of study as an alternative to the traditional one that emphasized Greek and Latin, establishing house systems, stressing school spirit, emphasizing muscular Christianity and games like football and cricket as means of improving character, became a model for other Victorian public schools. The whole education process was designed to mold students into young Christian gentlemen and ladies.

Sunday, September 15, 2019

A Summer Tragedy Essay

Arna Bontemps uses the conventional plot structure in â€Å"A summer Tragedy† to present the theme of being hopelessness and desperation, a genuine love between a poor couple, loyalty, freedom, and liberation. The exposition introduces old Jeff Patton is the black share farmer who lives in the farm with Jennie, his wife, in New Orleans. Jeff and Jennie are two protagonists. Both of them are very old. He has a stroke and other body problems. They dress up their best attire to go for a journey. He cannot tie his bow by himself because of his trembled fingers. So, he calls his wife come to help him. This can be seen that Jennie is also blindness and weak health. Her body is aching. The rising action begins with a conversation that Jennie tells Jeff to bring the car while he is waiting. He doesn’t move because the mention of the car comes to his mind with intensity. He thinks about the trip that he will take with his wife. It is not a normal trip. He is so scared. His car is the rattling car. When he gets into the car, he was trembling violently. Jennie says she is ready to go. Jeff limps into the house and takes her. Jeff reminds Jennie about the door but Jennie answers that they have no reason to lock up. The rising action hints they will not come back here. They decide to flee from hopeless and despair life. During Jeff’s driving, he always thinks about his past life. He works hard for forty-five years with Major Stevenson. There is unfair labor, which can be seen by the way old man Stevenson treats his workers and even his farm animals (mules). He also thinks about his five children in a span of two years. In addition to this, they have debts which they cannot finish paying, were living in poverty and they had neighbors who they cannot trust as most of their chickens are stolen or killed from their home. Jeff realizes that he and his wife are lost for hope in their life. The falling action describes their hesitancy. Jennie is crying. She may reconsider that she does not want to leave all the things she used to. Jeff makes her calm down. He conscious that if he is still alive with a stroke, Jennie will have to look after him. Jeff’s love for Jennie is also seen, as he prefers dying than the thought of burdening her. The resolution shows that they have to get away from all this and suicide was the only thing they could think of. They wanted a life free from oppression and misery. The Pattons are going through many struggles. Death is seen as the only resolve out.

Saturday, September 14, 2019

The Fiftieth Gate

The Fiftieth Gate, understanding the past is represented as a continual and dynamic process. Baker gives a holistic representation of his parent's experience of the Holocaust, demonstrating the complimentary relationship between history and memory. This notion is explored in the autobiographical book through the depiction of his parents', and his own past. The barcarole style of the text aids in portraying the interplay between history and memory, enabling a more cohesive representation of the lasting repercussions of the Holocaust.Due to the traumatic tauter of her past experiences, Genie finds historical accounts of the Holocaust confronting to reconcile with her own memories. This tension is depicted by Baker, when he confirms the date of an Action against the Jewish population in Genie's town, â€Å"It was Yon Kipper. You're right. The Action took place on 21 September 1942. † Baker's pursuit of historical accuracy compromises Genie's personal memories, as she feels that c ompared to her own ordeals, history is an insufficient means of understanding the past. She responds: â€Å"I'm right, he says. What an honor. What do you know about Actions?We were standing there like little lambs. Screams, crying. A massacre of weeping lambs,† here, the imagery of a lamb conveys the destruction of both an entire community and the destruction of Genie's childhood innocence. Baker struggles to unite the non-chronological and unreliable nature of memory with his own fastidious historical research, but gradually understands that the two complement each other to give a more open representation of the past. However, the tension between mother and son and hence, history and memory, is seen in the transcript of Baker's interview of his mother: â€Å"Pitch black.Pitch black, that's how I was for years†¦ What do you mean, do I remember? Stop interrogating me. Stop testing me. What, all these years you thought that because I wasn't in Auschwitz like your father I didn't suffer? † The use of transcripts is integral to the eclectic barcarole structure of the text, as the myriad of textual forms demonstrates the ongoing process of understanding the past. The tension between the two discourses is clearly seen, as Baker often finds his mother's memories impossible to vindicate, despite her vivid recollection of the suffering in her past.Genie feels that ere suffering is overlooked, as she has little historical and physical evidence to represent the effects of the Holocaust on herself. As a barcarole text, The Fiftieth Gate explores the dynamic process of understanding the past, and through the interaction between his mother and himself, he highlights the difficulty and importance of reconciling both history and memory. Baker's father, Yogis is often reluctant to delve into his own memories, and cannot fully reconcile his own past with the reality of the present.Rhetorical question conveys Yokel's inability to entirely accept the past, as he retains a child-like degree of optimism: â€Å"Maybe he's still alive. Could be, you know. Could be. Anything can happen. After the war I met people I thought were dead. Have you ever heard such a thing? † The transcript of Yokel's interviews expresses a direct connection to his personal memories. Whilst Yokel's resilience is an admirable quality, it can lead to an attitude of denial. Through Baker's process of interviewing his parents and ascertaining the history of their Holocaust experiences, the past is re-examined and represented in a more comprehensive manner.This transcript is contrasted with a conversation twine father and son, and displays the diverse barcarole style that is integral to the representation of Baker's parent's memories. Chapter 16 begins with a portrayal of the difficulty in confronting the historical details of Yokel's own past: â€Å"l can show you what your father wore when he arrived in Buchwald. ‘ My father seems angry at this latest dis covery. ‘Do you know when he went to the toilet? The color of the agates he wore under his pants? Maybe you can tell me when I last showered or what I did everyday in Auschwitz? However, the chapter ends with Yogis reluctantly expressing a desire to learn the clothes worn by his father. This expresses the ongoing nature of understanding the past, as the ordeals of one's past retain the potential to cause significant grief. This notion is present throughout the novel, and is particularly significant in Yokel's growth as the result of opening up to a more complete understanding of his own memories. Juxtaposition is used to highlight the mutual dependency of history and memory in the process of effectively comprehending the past. Whilst being interviewed, Yogis begins: â€Å"l was born in Wreaking.Baker's commentary follows: â€Å"Wreaking was born before him. In 1657, founded by Bishop Bogus Readdressed who obtained royal permission to colonies the woodlands along the Seminal River. † The direct and impersonal nature of historical discourse, although important, is directly contrasted with Yokel's memory, which is far easier to empathic with. However, we understand that the two complement each other to give a multi-faceted and progressive understanding of the human experiences of the Holocaust, which results in a certain degree of ‘closure'. Although Mark Barker was born after theHolocaust, the ramifications of the events have profoundly affected his own life, and the process of understanding the past is pertinent to Baker himself. Baker states, of himself and his brother , â€Å"†¦ L knew there was something more deliberate in the names chosen for us, an attempt to obliterate not only my parents' foreignness but the memories attached to it†¦ So I decided to put the past back into my name. I have chosen Raphael, the earliest ancestor I can find on our family tree. † The understanding of the past that has been enabled by learni ng of his parent's personal stories have enabled Baker to reconnect to his cultural heritage.This personal progression is integral to the semi-autobiographical nature of The Fiftieth Gate, and represents a significant level of personal growth that Baker has garnered through the discourses of history and memory. Throughout the text, it becomes apparent that Baker has been profoundly affected not only by his parent's experience of the Holocaust, but also by the suffering inflicted collectively on the Jewish population. This is apparent in the elements of ‘Midribs' – the oral and written exploration of biblical texts – that are inserted intermittently wrought the book.Baker briefly recounts the story of Rabbi Hanna Ben Iteration, who was killed by the Romans due to his faith, and subsequently martyred. Whilst being burned, Iteration is asked by his disciples what he sees. He responds, â€Å"The parchment is burning, but the letters are soaring high above me. † This is followed by a poem, â€Å"My parents remember: the fire/the parchment burning/the bodies buried/ letters soaring high, ‘turned to ashen dust. † This element of Midribs is representative of the barcarole style of the text, and conveys Jewish resilience that has lasted millennia.However, Baker subverts the optimism of the original text to convey the horrors experienced by all the victims of the Holocaust. It becomes apparent that this suffering, whilst not directly inflicted upon himself, resounds in the children of Holocaust survivors. The Fiftieth Gate explores the notion of understanding the past through the complimentary discourses of history and memory. Baker demonstrates the implications of this notion through the depiction of himself and his parents, Yogis and Genie. It becomes apparent that understanding the past is not a fixed process, and that it can at times cause tension.