The 4 Fundamental Forces of Physics

The 4 Fundamental Forces of Physics The fundamental forces (or fundamental interactions) of physics are the ways that individual particles interact with each other. It turns out that every single interaction observed taking place in the universe can be broken down and described by only four (well, generally four- more on that later) types of interactions: GravityElectromagnetismWeak Interaction (or Weak Nuclear Force)Strong Interaction (or Strong Nuclear Force) Gravity Of the fundamental forces, gravity has the farthest reach, but its the weakest in actual magnitude. It is a purely attractive force which reaches through even the empty void of space to draw two masses toward each other. It keeps the planets in orbit around the sun and the moon in orbit around the Earth. Gravitation is described under the theory of general relativity, which defines it as the curvature of spacetime around an object of mass. This curvature, in turn, creates a situation where the path of least energy is toward the other object of mass. Electromagnetism Electromagnetism is the interaction of particles with an electrical charge. Charged particles at rest interact through electrostatic forces, while in motion they interact through both electrical and magnetic forces. For a long time, the electric and magnetic forces were considered to be different forces, but they were finally unified by James Clerk Maxwell in 1864, under Maxwells equations. In the 1940s, quantum electrodynamics consolidated electromagnetism with quantum physics. Electromagnetism is perhaps the most prevalent force in our world, as it can affect things at a reasonable distance and with a fair amount of force. Weak Interaction The weak interaction is a very powerful force that acts on the scale of the atomic nucleus. It causes phenomena such as beta decay. It has been consolidated with electromagnetism as a single interaction called the electroweak interaction. The weak interaction is mediated by the W boson (there are two types, the W and W- bosons) and also the Z boson. Strong Interaction The strongest of the forces is the aptly-named strong interaction, which is the force that, among other things, keeps nucleons (protons and neutrons) bound together. In the helium atom, for example, it is strong enough to bind two protons together even though their positive electrical charges cause them to repulse each other. In essence, the strong interaction allows particles called gluons to bind together quarks to create the nucleons in the first place. Gluons can also interact with other gluons, which gives the strong interaction a theoretically infinite distance, although its major manifestations are all at the subatomic level. Unifying the Fundamental Forces Many physicists believe that all four of the fundamental forces are, in fact, the manifestations of a single underlying (or unified) force which has yet to be discovered. Just as electricity, magnetism, and the weak force were unified into the electroweak interaction, they work to unify all of the fundamental forces. The current quantum mechanical interpretation of these forces is that the particles do not interact directly, but rather manifest virtual particles that mediate the actual interactions. All of the forces except for gravity have been consolidated into this Standard Model of interaction. The effort to unify gravity with the other three fundamental forces is called quantum gravity. It postulates the existence of a virtual particle called the graviton, which would be the mediating element in gravity interactions. To date, gravitons have not been detected, and no theories of quantum gravity have been successful or universally adopted.

Battle of Oriskany in the American Revolution

Battle of Oriskany in the American Revolution The Battle of Oriskany was fought August 6, 1777, during the American Revolution (1775-1783).  In early 1777, Major General John Burgoyne proposed a plan for defeating the Americans. Believing that New England was the seat of the rebellion, he proposed severing the region from the other colonies by marching down the Lake Champlain-Hudson River corridor while a second force, led by Colonel Barry St. Leger, advanced east from Lake Ontario and through the Mohawk Valley. Rendezvousing at Albany, Burgoyne, and St. Leger would advance down the Hudson, while General Sir William Howes army advanced north from New York City. Though approved by Colonial Secretary Lord George Germain, Howes role in the plan was never clearly defined and issues of his seniority precluded Burgoyne from issuing him orders. Assembling a force of around 800 British and Hessians, as well as 800 Native American allies in Canada, St. Leger began moving up the St. Lawrence River and into Lake Ontario. Ascending the Oswego River, his men reached the Oneida Carry in early August. On August 2, St. Legers advance forces arrived at nearby Fort Stanwix. Garrisoned by American troops under Colonel Peter Gansevoort, the fort guarded the approaches to the Mohawk. Outnumbering Gansevoorts 750-man garrison, St. Leger surrounded the post and demanded its surrender. This was promptly refused by Gansevoort. As he lacked sufficient artillery for battering down the forts walls, St. Leger elected to lay siege (Map). American Commander Brigadier General Nicholas Herkimerapprox. 800 men British Commander Sir John Johnsonapprox. 500-700 men American Response In mid-July, American leaders in Western New York first learned of a possible British attack into the region. Responding, the leader of Tryon Countys Committee of Safety, Brigadier General Nicholas Herkimer, issued a warning that the militia may be needed to block the enemy. On July 30, Herkimer received reports from friendly Oneidas that St. Legers column was within a few days march of Fort Stanwix. Upon receipt of this information, he immediately called out the countys militia. Gathering at Fort Dayton on the Mohawk River, the militia mustered around 800 men. This force included a group of Oneidas led by Han Yerry and Colonel Louis. Departing, Herkimers column reached the Oneida village of Oriska on August 5. Pausing for the night, Herkimer dispatched three messengers to Fort Stanwix. These were to inform Gansevoort of the militias approach and asked that receipt of the message be acknowledged by firing three cannons. Herkimer also requested that part of the forts garrison sortie to meet his command. It was his intention to remain in place until the signal was heard. As the next morning progressed, no signal was heard from the fort. Though Herkimer wished to remain at Oriska, his officers argued for resuming the advance. The discussions became increasingly heated and Herkimer was accused of being a coward and having Loyalist sympathies. Angered, and against his better judgment, Herkimer ordered the column to resume its march. Due to difficulty in penetrating the British lines, the messengers sent on the night of August 5 did not arrive until later the next day. The British Trap At Fort Stanwix, St. Leger learned of Herkimers approach on August 5. In an effort to prevent the Americans from relieving the fort, he ordered Sir John Johnson to take part of his Kings Royal Regiment of New York along with a force of rangers and 500 Seneca and Mohawks to attack the American column. Moving east, Johnson selected a deep ravine approximately six miles from the fort for an ambush. Deploying his Royal Regiment troops along the western exit, he placed the Rangers and Native Americans down the ravines sides. Once the Americans had entered the ravine, Johnsons men would attack while a Mohawk force, led by Joseph Brant, would circle around and strike the enemys rear. A Bloody Day Around 10:00 AM, Herkimers force descended into the ravine. Though under orders to wait until the entire American column was in the ravine, a party of Native Americans attacked early. Catching the Americans by surprise, they killed Colonel Ebenezer Cox and wounded Herkimer in the leg with their opening volleys. Refusing to be taken to the rear, Herkimer was propped up under a tree and continued to direct his men. While the main body of the militia was in the ravine, those troops at the rear had not yet entered. These came under attack from Brant and many panicked and fled, though some did fight their way forward to join their comrades. Assailed on all sides, the militia took heavy losses and the battle soon degenerated into numerous small unit actions. Slowly regaining control of his forces, Herkimer began pulling back to the edge of the ravine and American resistance began to stiffen. Concerned about this, Johnson requested reinforcements from St. Leger. As the battle became a pitched affair, a heavy thunderstorm erupted which caused a one-hour break in the fighting. Taking advantage of the lull, Herkimer tightened his lines and directed his men to fire in pairs with one firing and one loading. This was to ensure that a loaded weapon was always available should a Native American charge forward with a tomahawk or spear. As the weather cleared, Johnson resumed his attacks and, at the suggestion of Ranger leader John Butler, had some of his men reverse their jackets in an effort to make the Americans think a relief column was arriving from the fort. This bit of trickery failed as the Americans recognized their Loyalist neighbors in the ranks. Despite this, British forces were able to exert heavy pressure on Herkimers men until their Native American allies began to leave the field. This was largely due to both the unusually heavy losses sustained in their ranks as well as word arriving that American troops were looting their camp near the fort. Having received Herkimers message around 11:00 AM, Gansevoort had organized a force under Lieutenant Colonel Marinus Willett to sortie from the fort. Marching out, Willetts men attacked the Native American camps south of the fort and carried off plenty of supplies and personal belongings. They also raided Johnsons camp nearby and captured his correspondence. Abandoned at the ravine, Johnson found himself outnumbered and was forced to withdraw back to the siege lines at Fort Stanwix. Though Herkimers command was left in possession of the battlefield, it was too badly damaged to advance and retreated back to Fort Dayton. Aftermath of the Battle In the wake of the Battle of Oriskany, both sides claimed victory. In the American camp, this was justified by the British retreat and Willetts looting of the enemy camps. For the British, they claimed success as the American column failed to reach Fort Stanwix. Casualties for the Battle of Oriskany are not known with certainty, though it is estimated that American forces may have sustained as many as 500 killed, wounded, and captured. Among the American losses was Herkimer who died on August 16 after having his leg amputated. Native American losses were approximately 60-70 killed and wounded, while British casualties numbered around 7 killed and 21 wounded or captured. Though traditionally seen as a clear American defeat, the Battle of Oriskany marked a turning point in St. Legers campaign in western New York. Angered by the losses taken at Oriskany, his Native American allies became increasingly disgruntled as they had not anticipated in taking part in large, pitched battles. Sensing their unhappiness, St. Leger demanded Gansevoorts surrender and stated that he could not guarantee the garrisons safety from being massacred by the Native Americans following a defeat in battle. This demand was immediately rejected by the American commander. In the wake of Herkimers defeat, Major General Philip Schuyler, commanding the main American army on the Hudson, dispatched Major General Benedict Arnold with around 900 men to Fort Stanwix. Reaching Fort Dayton, Arnold sent forward scouts to spread misinformation regarding the size of his force. Believing that a large American army was approaching, the bulk of St. Legers Native Americans departed and began fighting a civil war with the American-allied Oneidas. Unable to maintain the siege with his depleted forces, St. Leger was forced to begin retreating towards Lake Ontario on August 22. With the western advance checked, Burgoynes main thrust down the Hudson was defeated that fall at the Battle of Saratoga. Selected Sources National Park Service: Battle of OriskanyFort Stanwix National Monument: Battle of OriskanyBattle of Oriskany

Business Information Systems Essay Example | Topics and Well Written Essays - 2250 words - 5

Business Information Systems - Essay Example Information system is the hardware and software programs that are developed and are used to assist and help in the management of different functions and operations. They can therefore be used in offices, manufacturing, producing companies and even services delivering companies in ensuring their clients and operation databases are in order. Depending on the scenario in which the information system is supposed to be used, there are different types. These are classified in order to ensure that there is not confusion or mix up when using an information system. After all they are meant and developed to ease and make work less complicated. Information systems and technological advancements are therefore inventions that greatly improve a company’s efficiency especially if there is a plan to expand and grow the company or organization. Advantages are there to encourage the use of information systems and they include, among others; they allow the central storage and access of information, hence confusion is reduced in a company (Rainer & Cegielski 2010). All information can be acquired about who has done what, what has been or has not been done and even purchases and sales; literally everything can be accessed as long as it was conducted within the system. This also ensures that there is backup in case something goes amiss. Human beings are prone to make mistakes and forget and as long as there is reference efficiency can still be achieved.

Google Assignment Example | Topics and Well Written Essays - 1750 words

Google - Assignment Example Since its formation, the primary goal of the company has been to put information across the globe in an order and make them available to the population of the world at large. With its mission, the company has been highly successfully providing the world with several products and services including web products (Google, n.d.). The current research focuses on the growth and development of the Google Company and the various changes, challenges and opportunities encountered by the company over the years. The impact of such changes would also be learnt in the process and using the business analytics tools like the SWOT analysis, BCG growth matrix, Porter’s five forces model, Nine forces model, customer segmentation, and win/loss analysis, a detailed analysis of the company in regard to the industry has been conducted followed by suggested recommendations for further improvement of the company’s prospects. ... The company obtains huge income from their ad systems and the bargaining power of the suppliers can be expected to be low if the company can sustain it dominance over the market with respect to its products and services. Google has supremacy on around 60 percent of the information searches conducted over the internet. This provides the company with a competitive advantage over its competitors like the Yahoo and the Microsoft. The buyers of the company too do not have a controlling power over the company since the different accounts of the company depending on the earnings of the company do not have a contribution to the total revenue of the company. Also, not more than 5 percent of the revenue is generated from the networking sites of the company. Since Google provides its customers with informed as well as sorted data in the present business world when large population are dependent on the internet exploration, other companies have not been found to be as effective as Google in prov iding such facilities, thus lessening the threats of substitutes (Morrow, 2008). The Google Company can thus be observed to maintain its position its position in the industry efficiently in regard to all the five forces that Porter had mentioned to be focused for the success of the company. Organization: The Organization of the company may be analyzed through a SWOT analysis and the use of BCG Matrix. The strengths of the company lie in its effective team of management that guides the company through all the decision making of the company’s actions. Moreover the company tries different measures that are followed across the world to determine its planning and procedure. The company is dominant in providing its customers

Drug and Crime Prevention Essay Example for Free

Drug and Crime Prevention Essay The purpose of the Final Project is for you to demonstrate your understanding of crime prevention programs and the role crime prevention plays in the overall criminal justice system. You may select a crime prevention program that addresses law enforcement, the courts, or corrections; or it may be a comprehensive program that addresses all three. The program may address the adult justice system, juvenile justice systems, or both. For the purposes of this assignment assume, you are preparing a proposal to a city, county, or state governmental body to recommend the implementation of a crime prevention program within their jurisdiction. You need to demonstrate the value of the crime prevention program and its effectiveness in reducing crime thus reducing the overall costs to the jurisdiction or building value that improves the effectiveness of crime prevention to the community justifying the additional expenditures. Your proposal will include: 1. A summary of the jurisdiction (i.e., city, county, or state) and the portion of the criminal justice System your proposal is designed to address. 2. An analysis of the current trends from three comparable cities in population size, utilizing the SARA Model and the Crime Analysis Triangle. (Note: Crime Analysis for Problem Solvers in 60 Small Steps , Steps 7 and 8). You will compare the data from three comparable jurisdictions and compare it to national data. 3. A determination of the appropriate crime prevention strategy for the jurisdiction based on this analysis. 4. A review of academic literature and studies on the various crime prevention programs to address the needs of the community. How does the crime prevention program address social justice issues To download this material Click this link https://bitly.com/1wyPezy There is no one to clean up after you and cook healthy meals at college. Some indulgences are okay, but still maintain a nutritious diet, get proper sleep, and take care of yourself and your possessions. Take care of yourself well, study appropriately, attend all your classes and follow a regular schedule. You can get ill from being too stressed or not eating healthy enough.

Teaching Morals and Ethics in Public Schools Essay -- Religion in Publ

Teaching Morals and Ethics in Public Schools The question of whether or not schools should teach ethics and morals is misleading, because ethics and morals are two different things. Webster's Dictionary defines ethics as "a particular system of principles and rules concerning duty, whether true or false," and morals as "motivation based on ideas of right and wrong." As I take it, ethics implies a set of basic rules to abide by, whereas morals strictly set down what to believe, and what not to. I have no objections to schools teaching ethics, however I do not think schools, or any authority for that matter, should be teaching children morals. In this country, we have an accepted system of ethics that children begin to learn in the lower levels of education. This system tells them such basic rules as "treat others as you would treat yourself," "share with others," etc. These rules help children to learn how to interact with other people. A child will not learn much if he only talks with other children exactly like himself--he must be able to get along with his teachers, and his peers who may or may not be of the same background. A shared system of basic ethics regarding living with other human beings is essential in any society, and in school. Along with this system of ethics, however, we have myriad systems of morals, and it is impossible to determine which is the "right" one to teach. Morals, like beliefs, are totally subjective, and they are, in my opinion, personal. The method of Authority, described by Charles Sanders Peirce in "The Fixation of Belief," has no place in the formation of anyone's morals, because no Authority has the ability to distinguish between right and wrong. The freedom to believe what one wishe... ...uld the public school system, and, inherently, the United States government, want to educate unethical people? I believe it is because the public schools exist to create not "good people," but what Kozol refers to as "good citizens:" "defeated, unprovacative" people that will fill the necessary jobs, pay the necessary taxes, and perform all the other duties put forth to them by the federal government, such as voting, and jury duty. The fact that this process has not changed since Kozol wrote The Night Is Dark... is a testament to how well the public schools carry out their task. The solution to the problem of education we face today lies in a revolution of ethical teaching within the public schools, not in "moralizing" children with a certain dogma. A person's morals, and beliefs are things that should not be taught, but developed over the course of their life.

Roots of the Civil War

I believe that the Civil War began with the debate over the future of slavery. That very issue led to secession, and secession caused a war where the Northern states fought for the ground of the Union, and the South for their independence as a new confederation of states under its own constitution. It seems to me that any disagreement leads to some form of resentment. We tend to not like what we don’t understand, and it was hard for the North to understand why the Southern states were itching for freedom from them. It seems from a broader point of view that the North has gone through so much just for the Southern states of America to exist. It only makes sense that Northern leaders would feel angry and betrayed by hearing that those states that they have worked so hard to establish now want their own sense of independence. At the same time however, the South had more of a need for slaves than the north did. The agricultural part of the South employed slaves to tend the large plantations and perform other duties. Slavery was a natural part of the Southern economy even though very few of the population actually owned slaves. Slaves could be rented or traded or sold to pay debts, making them very useful to ranchers. The North didn’t seem to have much use for slaves due to their poor soil; therefor they could not understand why the South was against abolishing slavery. I don’t believe that this war could be avoided due to the issue of slavery. If America didn’t stand against slavery, then the slaves themselves would have eventually done so. As said before, we don’t like what we don’t understand. Fighting with â€Å"each other† as opposed to fighting with who we then knew as â€Å"them† had more hope for success and peace in the end.

Septoplasty Research Paper

Surgical Procedure Card – Student Case Study # 9 Efren Gonzalez date 4/18/12 Procedure name and purpose/ definition: Septoplasty / bilateral tonsillectomy. ;is a corrective surgical procedure done to straighten the nasal septum. ; surgical procedure in which the tonsils are removed from either side of the throat. What is the prognosis of the procedure? to give a good breathing passage. and to stop inflammation of the tonsils Patient level : adultGender : female Additional pertinent patient/ procedure information: n/a Probable preoperative diagnosis ; Nasal septal deviation ; Tonsillitis Diagnostic intervention ; diviated nasal septal. Discuss the relevant anatomy and physiology;septum – made up primarily of cartilage and bone and covered by mucous membranes. The cartilage also gives shape and support to the outer part of the nose. The nose is the major portal of air exchange between the internal and external environment.The nose participates in the vital functions of co nditioning inspired air toward a temperature of 37 °C and 100% relative humidity, providing local defense and filtering inhaled particulate matter and gases. It also functions in olfaction, which provides both a defense and pleasure for the individual Pathophysiology (disease process). disrupted sleep patterns, headaches List the equipment that will be needed for this procedure: forced air warming device , valley lab bovie, sitting stool, fiber optic headlight,List the instrument pans/sets used: nasal procedures tray, microdrill, endoscopic. list the supplies that will be needed for the procedure. pack =sinus pack blades=#15, drains= penrose 1/4 x 18 (but did not see it on the field used) suture= 3-0 nylon suture, 4-0 vicryl basin set= single drapes=, 1/2 sheet , adhesive strip across the forehead. U drape dressings= 4Ãâ€"4, pharmaceuticals = NS for irrigation 1000cc, lidocaine 0. 5%, epinephrine 1%, lidocaine with epinephrine 1:1 miscellaneous= pens Anesthesia ; GeneralList pati ent’s position and items used for positioning ; supine with pillow under knees. arm resting to her sides. Where razors and clippers used preoperatively : no List the prep solution and perimeters of the skin prep. : Duraprep the eternal nose and face, extend the prep from the hairline to the shoulders and down to the table at the sides of the neck. list the order in which drapes will be placed: towel, 1/2 sheet , U drape incision : hemitransfixion incision, counts when performed ? before surgery, and after specimens: tonsill , and septumPostoperative patient care considerations; pain medication , no lifting , no running potential complications ; bleeding , infection , difficult breathing wound classification; clean contaminated class 2 24. The patient was placed on the operating room table in the supine position. After adequate general endotracheal anesthesia was administered, the right and left nasal septal mucosa and right and left inferior turbinates were anesthetized with 1% lidocaine with 1:100,000 epinephrine using approximately 10 mL. Afrin-soaked pledgets were placed in the nasal cavity bilaterally.The face was prepped with pHisoHex and draped in a sterile fashion. A hemitransfixion incision was performed on the left with a #15 blade and submucoperichondrial and mucoperiosteal flap was raised with the Cottle elevator. Anterior to the septal deflection, the septal cartilage was incised and an opposite-sided submucoperichondrial and mucoperiosteal flap was raised with the Cottle elevator. The deviated portion of the nasal septal cartilage and bone was removed with a Takahashi forceps, and a large inferior septal spur was removed with a V-chisel.Once the septum was reduced in the midline, the hemitransfixion incision was closed with a 4-0 Vicryl in an interrupted fashion ( note, using a heaney needle holder with tissue with teeth, and suture finished off with a metzenbuam scissor). The right and left inferior turbinates were trimmed in a submucous f ashion using straight and curved turbinate scissors under direct visualization with a 4 mm 0 degree Storz endoscope. Hemostasis was acquired by using suction electrocautery.The turbinates were then covered with bacitracin ointment after cauterizing them and bacitracin ointment soaked Doyle splints were placed in the right and left nares and secured anteriorly to the columella with a 3-0 nylon suture ( note, using a heaney needle holder with tissue with teeth, and suture finished off with a metzenbuam scissor). A butter knife was inserted and turned 360 in the nose to check if the patient has enough space to allow for breathing. The table was then turned. A shoulder roll placed under the shoulders and the face was draped in a clean fashion.A McIvor mouth gag was applied. The tongue was retracted and the McIvor was gently suspended from the Mayo stand. The left tonsil was grasped with a curved Allis forceps, retracted medially, and the anterior tonsillar pillar was incised with Bovie electrocautery. The tonsil was removed from the superior pole to inferior pole using a Bovie electrocautery in its entirety in a subcapsular fashion. The right tonsil was grasped with a curved allis, in a similar fashion, retracted medially, and the anterior tonsillar pillar was incised with Bovie electrocautery.The tonsil was removed from the superior pole to inferior pole using Bovie electrocautery in its entirety in a subcapsular fashion. The inferior, middle, and superior pole vessels were further cauterized with suction electrocautery. The extremely edematous portion of soft palate was resected using a right angle clamp and right angle scissor and was closed with 3-0 Vicryl in a figure-of-eight interrupted fashion , ( note, using a heaney needle holder with tissue with teeth, and suture finished off with a metzenbuam scissor).Copious saline irrigation of the oral cavity was then performed. There was no further identifiable bleeding at the termination of the procedure. The estim ated blood loss was less than 10 mL. The patient was extubated in the operating room, brought to the recovery room in satisfactory condition. There were no intraoperative complications. http://www. youtube. com/watch? v=kUOAhZOkgEg http://www. youtube. com/watch? v=1gnxNgP8xO4

Directors notes and stage instructions for An Inspector Calls Essay Example

Directors notes and stage instructions for An Inspector Calls Essay Example Directors notes and stage instructions for An Inspector Calls Paper Directors notes and stage instructions for An Inspector Calls Paper Firstly, we have the Stage Instructions to consider. Throughout the play, there is no mention of Inspector Gooles physical appearance except in the first set of stage instructions when he enters the Birlings house. He is said to need not be a big man but he creates at once an impression of massiveness, solidity and purposefulness. As for his age, he is a man in his fifties, dressed in a plain darkish suit of the period. There is no mention of any distinctive features to define him so already, an air of mystery has been created about this so-called inspector. For me, his massiveness, solidity and purposefulness and his name Goole build up a feeling of fear and this first set of instructions lead me to believe that he could be in the form of a ghost returning to teach the Birlings a lesson about responsibility. An additional example of this, is when Inspector Goole is talking to Mr. and Mrs. Birling (and occasionally Gerald) Priestley has added in instructions so that Goole speaks to them savagely and severely, which indicates he has less patience and is not as forgiving with them as he is with the children, Eric and Sheila. I think this shows the possibility of Inspector Goole taking on the role of Priestley himself because the point of this drama is to portray a certain message. To be able to portray this message he has to make everyone accept their responsibilities which is more difficult with the older generation, therefore Goole begins to lose his patience with them. Another important issue is the way in which Priestley has structured the play. As Inspector Goole is questioning the members of the household, Priestley has made sure it is obvious that there is a certain order in which they must questioned. When Gerald asks to see the picture the inspector says, hold on, your time will come and one line of inquiry at a time This shows he has already planned out whom he will speak to first and last and what information he will have. Due to the fact he already knows that each of them holds a key to Eva Smiths death, it is likely he could be a time traveller travelling back in time to punish the Birlings and make them realize the consequences of their actions. The dialogue from the other characters also helps us to comprehend the role of Inspector Goole in An Inspector Calls. I especially think this is achieved by Mrs. Birlings views on Eva Smith towards the end of the play, she thinks of Miss Smith a an impertinent child and apparently. was giving herself ridiculous airs that were simply absurd for a child in her position. This signifies that Mrs. Birling does not think highly of the girl and bearing in mind the social and historical context of this play, written in 1946 and set in 1912,we know that there were very definite divisions between the upper, middle and working-class so Mrs. Birling obviously sees herself as superior to Eva, hence her uncaring manner. This leads me to believe that the inspector could just be a device to portray the view that all people deserve to be treated fairly and equally, regardless as to what social background they come from. The Inspectors actions are equally as important when trying to comprehend his function in the play. Throughout the play, the inspector constantly pauses and looks at his watch or looks at the clock as if keeping a very close eye on the time, he is also able to predict when Eric will return, he checks his watch as the front doors slams shut. Furthermore, when he is showing Mr. Birling a picture of Eva Smith, the others advance to see it but the Inspector interposes himself between them and the photo. Not only are these actions unusual for a police inspector due to the abruptness and rudeness, but they are odd because of Inspector Gooles limitless knowledge as to when and where people will be, what information they will possess, and his increasing hastiness towards the end of the play to leave the house. This designates the fact that the inspector could again be either a time-traveller come to teach the Birlings a lesson on selfishness and equality or Priestley himself portraying his message to the audience. I think this because out of the possibilities, in my opinion, these are the only two that could acquire, or already know such extensive knowledge about Eva Smith. A further way in which Priestley helps us to understand the Inspectors role in the play is through the Inspectors own speech. When he first arrives at the Birlings house and throughout the rest of the play, Inspector Goole keeps referring to and describing Eva Smiths death in a distasteful manner, swallowed a lot of strong disinfectant, she was in great agony her position now is that she lies with a burnt-out inside on a slab. I think this is to create an atmosphere of guilt for the Birlings in the hope that they might seriously consider what part they could have played in this tragedy. From these quotations, we gather that it is unlikely Inspector Goole is a real police inspector due to the gruesome repetition of how Eva Smith died and so, to me, this indicates that the Inspector could be a close relation of Evas returning to seek his revenge. The questioning techniques used by Inspector Goole are also very important to help us understand his function in the play. He asks his questions very rapidly and directly, Where did you meet? What happened then? Was she drunk too? But you took her home again? These questions are pushing the story along and lead the characters into a trap so that they subconsciously confess to the Inspectors implications and confirm what he already knows. Also, when the inspector is asked how he has acquired all this information and whether he has spoken to Eva Smith, he replies, she told me nothing, I never spoke to her, and this seems very odd considering he knows so much about her life. However, earlier on in the play, he says it was from reading Evas diary but it would have to have been in intricate detail. These two points give the impression that Inspector Goole maybe omnipotent, so personally, I think this shows that he could either be a time-traveller or Priestley himself trying to convey the message that our own actions may have an effect on those around us as well.

Introductions for ESL - Advanced Level Classes

Introductions for ESL - Advanced Level Classes The beginning of a new class is a good time for a global review of the tenses and forms that you will be studying during the coming course. The idea of this exercise is not to intimidate the students, nor to have them learn everything in one go. Most students will have already studied most of these forms and the following year serves to improve and build upon the set of English skills that they have already acquired. The following conversation exercises serve the double purpose of introducing students to each other and getting them to converse from the get-go, as well as reviewing the number of more advanced structures that they will be working on during your course. This spoken exercise can also work well as a means of review. For lower-intermediate or false beginners. Aim: Introduce students to each other while introducing/reviewing a wide range of tenses Activity: Interviewing activity in pair work Level: Advanced Outline Ask students to break up into groups of three or four and write down the names of all the tenses they can remember including an example for each tense. You may want to help them as this exercise is just a way of introducing structures that they will be working on during your course.Talk quickly about the structures that are mentioned. You may also want to write the names of the tenses on the board so that students can refresh their memories.Ask students to get up and find a partner.Have the students take short one or two-word notes on the questions from the first worksheet. Students dont need to write full answer notes but should focus on replying in full sentences to the questions asked by their partners.Once students have completed the task, ask them to quietly read through the notes they have taken about their partner.Have students get up again and find another partner. Distribute the second worksheet and have them answer questions about their partners. Once again, students dont n eed to write full answer notes but should focus on replying in full sentences to the questions asked by their partners. Make sure to point out that this exercise is intended to remind them of what sort of elements go into using English (i.e. tenses in this case) and that you will be taking your time going through all the points so quickly covered in this lesson.After you have finished the exercise, have a class discussion about the differences between the first person I and a third person he, she (i.e. s on the third person singular, etc.) Getting to Know Your Classmates Questions For Your Partner What were you doing this time last year?What will you be doing this time next year?What do you hope you will have improved by the time you finish this course?What do you think will happen during this course?What do you do?How long have you been working/studying at your present job/course?Remember the last time you were interrupted at work/study. What had you been doing before you were interrupted?What would you change about your job/school if you were in charge?When did you choose your job/school? Is there any one thing that had happened to make you choose your line of work/field of study?What would you have done if you hadnt chosen your current profession/field of study?What are you currently working on/studying?How long have you been doing your favorite hobby?What did you use to do that you now miss?What must have been the reason for your stopping what you used to do? Questions About Your Partners Partner What was he/she doing this time last year?What will he/she be doing this time next year?What does he/she hope he/she will have improved by the time he/she finishes this course?What does he/she think will happen during this course?What does he/she do?How long has he/she been working/studying at his/her present job/course?Remember the last time he/she was interrupted at work/study. What had he/she been doing before he/she was interrupted?What would he/she change about his/her job/school if he/she were in charge?When did he/she choose his/her job/school? Is there any one thing that had happened to make he/she choose his/her line of work/field of study?What would he/she have done if he/she hadnt chosen his/her current profession/field of study?What is he/she currently working on/studying?How long has he/she been doing his/her favorite hobby?What did he/she use to do that he/she now misses?What must have been the reason for his/her stopping what he/she used to do?

The Evolution and transformation of the American kitchen Research Paper - 1

The Evolution and transformation of the American kitchen - Research Paper Example The preliminary commencement of American architecture dates back to the regal tradition of the United States and the practices that transpired as a result of the evacuation of European background. The American melting vessel grew and both the edifice and planning practices advanced. This in turn led to the dawn of the colonial style which became the cornerstone of the architectural progress of the United States. The outstanding consideration of these designs focus on the balance between classical and gothic ideals. Some of the common European monuments like Gloucestershire serve as benchmark for this piece of work. It therefore goes without objection that the kitchen is inextricably correlated to this discovery. The hearth remains in various historical sites helps to establish the dating of this. Instead of the fridges of the 19th century, root cellars were used to maintain the cold temperature of foods during summers and offered a conducive environment for preservation of food stuff s during winter (Smith 76). Another preservative method during the ancient kitchen era was the smoke house. It was very vital for preservation of both fish and meat. The early hearths invented were either of clay or stone origin. The hearths could either be deep or shallow, depending on the size of the homesteads. The fire places had fixed revolving spits and clips that could be used to hang meat. This had to be substituted with the wake of change though gradual. Pertaining to this urge of putting up a desired kitchen, there emerged a bottleneck.