Of Mice and Men Essay Example for Free

Of Mice and Men Essay In the book â€Å"Of Mice and Men† by John Steinbeck, the characters felt considerable loneliness, even around other people. They feel left out, ignored, and even invisible with no one to talk concerning his own thoughts. Although a person is surrounded by others, feelings of loneliness can occur. For instance, in â€Å"Of Mice and Men† the characters ignored by other people at the farm felt lonely. One character who expressed her loneliness was Curley’s wife. At one point she said to Lennie, â€Å"I never get to talk to nobody. I get awful lonely†¦ I can’t talk to nobody but Curley. Else he gets mad. † (Steinbeck 86) She expressed to Lennie how she is ignored and lonely. On the contrary, if a person were surrounded by friends then he would not feel lonely. A good example of this would be George and Lennie. The two men were close friends and were not lonely as they stuck together no matter what might happen. Although there were other characters in â€Å"Of Mice and Men who were lonely, if they reached out to those around them, the profound loneliness felt would disappear. On the other hand, many workers during this time period often go from one job to another to survive. Many people who lived at this time had little chance to have a asting friendship and became lonely as a result. In the book, George lost his friend Lennie would be lonely how without a friend. Another character, Crooks was an lonely person, but his loneliness was due to his race. In the end, many of the characters wanted companionship though sadly most ended up alone. All in all, in â€Å"Of Mice and Men† many characters felt loneliness in their daily lives even with other people around them. In fact a person who can be surrounded by others and have strong feelings of loneliness. In life if someone is lonely and seeking friendship he should reach out to others so as to remove the loneliness one may feel.

Experiment on Pencil Resister Effect on Circuit Output

Experiment on Pencil Resister Effect on Circuit Output Contents (Jump to) Research Background Figure 1: Metallic Bonding Figure 2: Molecular structure of diamond and graphite Figure 3: Graphite grading scale Figure 4: Resistance proportional to length Figure 5: Resistance proportional to cross sectional area Aim Experiment 1 Experiment 2 Experiment 3 Hypothesis Experiment 1 Experiment 2 Experiment 3 Justification of hypothesis Experiment 1 Experiment 2 Experiment 3 Materials Method Experiment 1 (length) Experiment 2 (cross sectional area) Experiment 3 (type of pencil) Diagram of the experiment Ohm’s Law Variables Independent Variables Dependent Variables Controlled Variables Results Table 1: Experiment 1 (length) Table 2: Experiment 2 (cross sectional area) Table 2: Experiment 3 (pencil type) Discussion Experiment 1 Experiment 2 Experiment 3 Research Background The electrical conductivity of a substance is a measure of the ease with which the valence electrons move throughout its structure, and thus is dictated by its bonding. Metallic bonding produces the greatest conductivity, as it involves a lattice of positively charged nuclei, with electrons free to move throughout the lattice (Science Daily, 2010). Figure 1: Metallic Bonding Hence, when an electrical charge is applied to the metal, the electrons are able to easily move through it and therefore it can be said to be a good conductor. Substances bound by covalent bonding, on the other hand, are usually poor conductors (called insulators) as the electrons are tightly held within the covalent bonds. They are materials that do not permit the free flow of electrons. While a conductor lets the flow electrons pass through and an insulator impede the flow of electrons. A resistor’s resistance limits the flow of electrons throughout the circuit. The resistors ability to reduce the current is called resistance and is measured in units of ohms (symbol: ÃŽ ©). Resistance is caused by the collisions of the electrons with positive ions in the lattice. Ohm’s Law The resistors current(I)in amps (A) is equal to the resistors voltageVin volts (V) divided by the resistanceRin ohms (ÃŽ ©) Electrical current (Amps) is the rate at which charged particles move from one part of the conductor to another current has the symbol I. Voltage is a measure of the difference inelectrical energybetween two parts of a circuit. The bigger the difference in energy, the bigger the voltage. An ohmic resistor obeys the ohm’s law. Ohm’s law states that the proportional energy drop across a resistor is proportional to its resistance and the current the flows through is. This can be represented in the form of a formula: V=IR So, if a current of 1 A is passing through a conductor of resistance of 1à ¢Ã¢â‚¬Å¾Ã‚ ¦ the potential difference between the ends of the conductor will be 1V. Additionally, resistance is equal to voltage divided by current, and voltage is equal to current multiply by resistance. Therefore, in a circuit, if a resistors resistance is equal to voltage divided by current, the resistor is ohmic. Resistivity is the measure of resistance inherent to a particular material. Provided that the dimensions (length and cross sectional area) of any conductor do not change, its resistance will remain the same. If two conductors of exactly the same dimensions have a different resistance, they must be made of different materials. Resistivity is given the symbol (Ï ) called rho. The resistivity of a material is defined as the resistance of a piece of material having a length of one metre and a cross sectional area of one square metre. Graphite is a pure carbon substance, where three of its valence electrons are covalently bonded to three other carbon atoms, forming a layered structure. However, the fourth valence electron is left unbonded, and thus is able to move freely. These valence electrons allow the flow of electricity through the substance in certain directions when an electrical current is applied to graphite. Figure 2: Molecular structure of diamond and graphite Each carbon atom in graphite is covalently bonded to three neighboring carbon atoms and these form layers of hexagonal network which are separated by a large distance. Although the fourth valence electrons are remained free which enables the electrons to flow through graphite this makes graphite a good conductor of electricity. Although this does not happen in diamond, each of the carbon atoms in diamond makes bonds with four other carbon atoms. So there is no free electron with carbon atoms to conduct electricity blocking the flow of electrons. Figure 3: Graphite grading scale The â€Å"lead† in pencil is made up of a combination of graphite and clay, with wax and other additives in small quantities. Clay, unlike graphite, is an insulator as it does not conduct electricity well, due to the covalent bonds holding valence electrons tightly in place. This is because clay is mainly made out of silicate minerals; these minerals have very low conductivity which makes them good insulator. The shade of pencil is dependent on percentage of each component. Pencils range from 9H, with 41% graphite and 53% clay, to 9B, with 93% graphite and 2% clay. Given that graphite is more conductive than clay, as the concentration of graphite increases, the conductivity should increase. The resistance of an object, a measure of the conductivity of a circuit component, this can be calculated using Ohm’s law explained before above, which considers electrical resistance as the ratio of the voltage applied to the current which flows through it, or the degree to which the voltage is resisted. Factors that would be affect the resistance of the graphite are length, cross sectional area and temperature. As the length of the conductor is shorter it would allow more electrons to pass through at a higher rate rather than a longer one. While as the radius of the cross sectional area of a conductor (or thickness) is wider the more electrons can pass through compared to a narrower conductor restricting high rate of flow of electrons. Finally, although temperature would not be tested as it would have less effect on the resistance of the conductor. As the temperature of the conductor increase stronger the resistance as the protons inside the conductor would be vibrating slowing the flow of electrons. Resistance isproportional to length. If the pencil’s resistor has a different length and give each a particular potential difference across its ends, the longer the pencil’s resistor the less volts each centimetre of it will get. A smaller potential gradient in the graph would have fewer volts per metre means current decreases with increased length and resistance increases. Figure 4: Resistance proportional to length Figure 5: Resistance proportional to cross sectional area Resistance isinversely proportional to cross sectional area. The bigger the cross sectional area of the pencil’s resistor the greater the number of flow of electrons can pass through the conductor. If the length of the pencil’s resistor does not change the conductor still gets the same number of volts across the potential gradient does not change and so the average drift velocity of individual electrons does not change. Aim Experiment 1 The aim of this experiment is to test if the length of a pencil resistor affects the output of the circuit. Experiment 2 The aim of this experiment is to test if the cross sectional area of a pencil resistor affects the output of the circuit. Experiment 3 The aim of this experiment is to test if the type of a pencil resistor (HB, 2H, 2B and 6B) affects the output of the circuit. Hypothesis Experiment 1 It is predicted that the longer the length of a pencil’s resistor the lower the current as the electrons would have to travel further which gives a higher resistance. Experiment 2 It is predicted that the thicker the cross sectional area of the pencil’s resistor the more electrons would flow through which gives a low resistance. Experiment 3 It is predicted that as the concentration of clay in the pencil’s resistor increases, the resistance increases. Justification of hypothesis Experiment 1 As the length of a conductor increases, the resistance increases. Increasing the length of the graphite in the pencil will increase the resistance of the whole circuit. As the resistance through the pencil increases, more voltage is used there and the potential energy across the circuit decreases. Experiment 2 As the cross sectional area of the conductor increases, the resistance decreases. As the radius of the cross sectional area of a conductor (or thickness) is wider, the more electrons can pass through compared to a narrower conductor restricting high rate of flow of electrons. Experiment 3 Graphite is more conductive than clay, as the concentration of clay in the pencil’s resistor increases, the resistance increases. Clay compared to graphite is an insulator and does not conduct with electricity well blocking the flow of electrons. This shows that a 2B would be more conductive than a HB as it contains more graphite than clay. Materials Pencils (HB,2H,2B,6B) x3(HB),x3(2H),x3(2B),x3(6B) Insulated alligator clip set X6 Power supply X1 Multimeter (Amp meter and Volt meter) X2 Ruler (30cm) X1 Method Experiment 1 (length) The circuit was setup using two alligator clips, in a power battery. Then one wire was attached to one end of the terminal of the battery and the other end of the wire was attached on to one end of the pencil’s graphite. Next, the seconds wire was attached to the other end of the terminal of the battery and the other end of the wire was attached into one end of the pencil’s graphite. Finally, the two multimeter was placed next to the pencil and the two wires from the multimeters were attached on to the ends of the pencil. The circuit was tested with different lengths of pencils. Then the experiment was recorded in a table and graph. Experiment 2 (cross sectional area) The circuit was setup using two alligator clips, in a power battery. Then one wire was attached to one end of the terminal of the battery and the other end of the wire was attached on to one end of the pencil’s graphite. Next, the seconds wire was attached to the other end of the terminal of the battery and the other end of the wire was attached into one end of the pencil’s graphite. Finally, the two multimeter was placed next to the pencil and the two wires from the multimeters were attached on to the ends of the pencil. The circuit was tested with different cross sectional area of pencils. Then the experiment was recorded in a table and graph. Experiment 3 (type of pencil) The circuit was setup using two alligator clips, in a power battery. Then one wire was attached to one end of the terminal of the battery and the other end of the wire was attached on to one end of the pencil’s graphite. Next, the seconds wire was attached to the other end of the terminal of the battery and the other end of the wire was attached into one end of the pencil’s graphite. Finally, the two multimeter was placed next to the pencil and the two wires from the multimeters were attached on to the ends of the pencil. The circuit was tested comparing HB, 2H, 2B and 6B. Then the experiment was recorded in a table and graph. Diagram of the experiment Ohm’s Law The resistance was then measured by dividing the total voltage (V) and the current (I). Example: Pencil 1 (HB 8.5 cm) Variables Independent Variables The resistor (pencil) Dependent Variables The volt and the amp meter Controlled Variables The voltage Results Table 1: Experiment 1 (length) Length Voltage of battery total voltage (V) Current (A) Resistance (ÃŽ ©) Pencil 1 (HB 8.5cm) 2 V 1.5 V 0.21 A 7.14 ÃŽ © 4 V 2.9 V 0.41 A 7.07 ÃŽ © 6 V 4.4 V 0.66 A 6.67 ÃŽ © 8 V 6 V 0.77 A 7.79 ÃŽ © Pencil 2 (HB 17.5cm) 2 V 1.6 V 0.1 A 16 ÃŽ © 4 V 3.2 V 0.2 A 16 ÃŽ © 6 V 4.9 V 0.28 A 17.5 ÃŽ © 8 V 6.8 V 0.4 A 17 ÃŽ © Pencil 3 (HB 11.5cm) 2 V 2 V 0.18 A 11.11 ÃŽ © 4 V 4 V 0.32 A 12.5 ÃŽ © 6 V 6 V 0.5 A 12 ÃŽ © 8 V 8 V 0.73 A 10.96 ÃŽ © Pencil 4 (HB 7cm) 2 V 1.9 V 0.27 A 7.03 ÃŽ © 4 V 3.9 V 0.56 A 6.96 ÃŽ © 6 V 5 V 0.79 A 6.33 ÃŽ © 8 V 6.7 V 1.2 A 5.58 ÃŽ © Total Resistance Pencil 1 7.14 ÃŽ © + 7.07 ÃŽ © + 6.67 ÃŽ ©+ 7.79 ÃŽ ©/ 4= 7.1675 ÃŽ © Pencil 2 16 ÃŽ ©+ 16 ÃŽ ©+ 17.5 ÃŽ ©+ 17 ÃŽ ©/4= 16.625 ÃŽ © Pencil 3 11.11 ÃŽ ©+ 12.5 ÃŽ ©+ 12 ÃŽ ©+ 10.96 ÃŽ ©/ 4= 11.6425 ÃŽ © Pencil 4 7.03 ÃŽ ©+ 6.96 ÃŽ ©+ 6.33 ÃŽ ©+ 5.58 ÃŽ ©/4= 6.475 ÃŽ © Pencil 1 Pencil 2 Pencil 3 Pencil 4 Table 2: Experiment 2 (cross sectional area) Cross sectional area Voltage of battery total voltage (V) Current (A) Resistance (ÃŽ ©) Pencil 1 (HB 17.5cm) 4 V 1.07 V 0.15 A 16.40 ÃŽ © 6 V 1.53 V 0.21 A 16.90 ÃŽ © 8 V 1.99 V 0.27 A 17.19 ÃŽ © Pencil 2 (HB 17.5cm) 4 V 1.55 V 0.19 A 8.16 ÃŽ © 6 V 2.17 V 0.26 A 8.35 ÃŽ © 8 V 2.78 V 0.33 A 8.42 ÃŽ © Pencil 3 (HB 17.5cm) 4 V 2.46 V 0.18 A 5.94 ÃŽ © 6 V 3.55 V 0.27 A 5.67 ÃŽ © 8 V 4.64 V 0.36 A 5.53 ÃŽ © Cross Sectional Area A=2Ï€r2 Pencil 1 3.14 x 1 =3.14 Pencil 2 3.14 x 2= 6.28 Pencil 3 3.14 x 3= 9.42 Total resistance Pencil 1 16.40 ÃŽ ©+ 16.90 ÃŽ ©+ 17.19 ÃŽ ©/ 3= 16.83 ÃŽ © Pencil 2 8.16 ÃŽ ©+ 8.35 ÃŽ ©+ 8.42 ÃŽ ©/ 3= 8.31 ÃŽ © Pencil 3 5.94 ÃŽ ©+ 5.67 ÃŽ ©+ 5.53 ÃŽ ©/3= 5.71 ÃŽ © Pencil 1 Pencil 2 Pencil 3 Table 2: Experiment 3 (pencil type) Pencil types Voltage of battery total voltage (V) Current (A) Resistance (ÃŽ ©) Pencil 1 (2H 10.5cm) 6V 7.35 V 0.16 A 45.94 ÃŽ © 8V 9.70 V 0.20 A 48.50 ÃŽ © Pencil 2 (2B 10.5cm) 6V 2.63 V 0.35 A 7.51 ÃŽ © 8V 3.18 V 0.42 A 7.57 ÃŽ © Pencil 3 (HB 10.5cm) 6 V 3.18 V 0.34 A 9.35 ÃŽ © 8V 3.88 V 0.40 A 9.7 ÃŽ © Pencil 4 (6B 10.5cm) 6V 0.59 V 0.41 A 1.44 ÃŽ © 8V 0.71 V 0.48 A 1.48 ÃŽ © Total Resistance Pencil 1 48.50 ÃŽ ©+ 45.94 ÃŽ ©/ 2= 47.22 ÃŽ © Pencil 2 7.57 ÃŽ ©+ 7.51 ÃŽ ©/ 2= 7.54 ÃŽ © Pencil 3 9.35 ÃŽ ©+ 9.7 ÃŽ ©/ 2= 9.525 ÃŽ © Pencil 4 1.44 ÃŽ ©+ 1.48 ÃŽ ©/ 2= 1.46 ÃŽ © Pencil 1 (2H) Pencil 2 (2B) Pencil 3 (HB) Pencil 4 (6B) Discussion Experiment 1 According to the data and the graph shown previously it supports the hypothesis for all the experiments. For experiment 1, it supports the hypothesis that as the length increase the resistance increase. Using the ohm’s law formula: For Pencil 2 (HB 17.5cm) with an applied volts of 2V, it shows that the total voltage was decrease to 1.6V with a current of 0.1 A and resistance of 16à ¢Ã¢â‚¬Å¾Ã‚ ¦. Compared to Pencil 4 (HB 7cm) with an applied volt of 2V, it shows that the total voltage was decreasing to 1.9V a 0.1 difference in voltage. With a current of 0.27A and a resistance of 7.03à ¢Ã¢â‚¬Å¾Ã‚ ¦ it shows that as the length of the pencil resistor increases the resistance increase. Increasing the length of the graphite in the pencil will increase the resistance of the whole circuit as the flow of electrons would have to travel longer than a short pencil resistor. Experiment 2 For experiment 2, referring to the graphs and tables it supports the hypothesis that as the cross section area of the conductor increases, the resistance decrease. For Pencil 1 with an applied of 4V, it shows that the total voltage was decrease to 2.46V with a current of 0.15A and resistance of 16.40 à ¢Ã¢â‚¬Å¾Ã‚ ¦. Compared to Pencil 3 with an applied volt of 4V, it shows that the total voltage was decreasing to 1.55V a 2.58 difference in voltage. With a current of 0.19A and a resistance of 7.03 à ¢Ã¢â‚¬Å¾Ã‚ ¦ it shows that as the cross section area of the pencil resistor increases, the resistance decreases. As the radius of the cross sectional area of a conductor (or thickness) is wider, the more electrons can pass through compared to a narrower conductor restricting high rate of flow of electrons. Experiment 3 For the experiment 3, it supports the hypothesis that as the concentration of clay in the pencil’s resistor increases, the resistance increases. For Pencil 1 (2H 10.5cm) with an applied volt of 6V, it shows that the total voltage was decrease to Graphite is more conductive than clay, as the concentration of clay in the pencil’s resistor increases, the resistance increases. Clay compared to graphite is an insulator and does not conduct with electricity well blocking the flow of electrons. This shows that a 2B would be more conductive than a HB as it contains more graphite than clay.

Que He Hecho Yo Para Merecer Esto Film Studies Essay

Que He Hecho Yo Para Merecer Esto Film Studies Essay Her only companions are her household appliances. Theyre the sole witnesses to her pain, her solitude and her anxieties. Theyre also the only witnesses of the murder she commits. Expand on this comment from Almodà ³vars interview with Strauss explaining the full significance of this statement to the characterisation of Gloria in  ¿Quà © he hecho yo para merecer esto!! (1984). In  ¿Quà © he hecho yo para merecer esto!!, the household appliances are, as Almodà ³var states, Glorias companions. They are also, quite simply, the bane of her existence. They stand for the incessant amount of housework within which she is constantly immersed, the deterioration in the relationships she shares with her husband and children, and the modern lifestyle that has failed to deliver its lucrative promises. This duality that the household appliances present for Gloria will be explored in the ensuing essay. The first time the viewer sees Gloria in connection with her household appliances is when she fills her washing machine with clothes. The next direct liaison between housewife and appliance is seen when she puts a pan into the oven. In both instances the camera is positioned so as to show the appliances, in effect, taking the point of view and looking back at her. Almodà ³var explains this choice of camera angle: I framed the shots from within these domestic appliances because I wanted to tell the story from the perspective of the objects that were a part of her daily life. Indeed, the subjective shots from inside the household appliances suggest Gloria is being observed by the objects. Moreover, the camera frames Glorias face in a close-up for several seconds at a time a view which is rarely seen throughout the entire film and it is in these instances that the viewer can properly see Glorias wrinkles, her frowning lips, her eye bags. All this infers that it is only the appliances that are able to comprehend her pain, her solitude, and her anxieties, whereas her husband, or anyone else for that matter, could not care less. Her only companions are indeed her household appliances. On the other hand, the viewer could deduce the opposite at the same time by analysing this same mise-en-scà ¨ne. These sequences feature an unconventional reverse-angle shot amidst a conventional kitchen setting: only the reverse shot is shown; we do not see Glorias point of view that one would normally expect of the washing machine as she loads it with clothes. While this non-naturalistic use of the reverse-angle shot is startling as it creates a distancing effect for the viewer, it is not entirely unfamiliar, since TV commercials for clothes washers and fried-chicken recipes long ago appropriated this particular editing figure (DLugo, Pedro Almodovar, p. 40). Almodà ³var explains in his interview with Philippe Rouyer and Claudine Vià ©, I wanted to show the flip side of all these ads that always tout the happiness brought by domestic appliances but never the misery that envelops the housekeeper, the lack of pleasure that these appliances bring. (Willoquet-Maricondi, Pedro Almodà ƒ ³var: Interviews, p. 75) Almodà ³var indeed succeeds in demonstrating this concept since there is no sense of happiness in Glorias look as she puts in the laundry; the quotidian, routine nature of loading the washing machine can be clearly perceived here in her indifferent expression. In the ads of yesteryear however, the housewife using the washing machine would have a bright toothy smile plastered onto her face, as if to suggest that she could not be happier doing anything else since the machine has made her life so easy. In fact, this spoof of old commercials seen in these sequences sets the genre of the entire film itself. Despite its eclecticism and resultant hybrid nature,  ¿Quà © he hechoà ¢Ã¢â€š ¬Ã‚ ¦!! suggests in general a satire of a sitcom about a beleaguered housewife. Its frenzied pace makes the film run hastily, and the close-quarters framing, where the viewer is shown the constant movement of actors in and out of the frame, recreates the look of the television screen. As Marcia Pally writes,  ¿Quà © he hechoà ¢Ã¢â€š ¬Ã‚ ¦!! plays directly off the traditions of daytime TV without quoting any particular sitcom or soap (Willoquet-Maricondi, Pedro Almodà ³var: Interviews, p. 86). These appliances definitely do not in any way make her life any easier: the chicken that she had put into the oven for dinner becomes burnt, causing her husband to curse at her. It is then she who eats the burned parts this effectively being an example of how it is the housewife who sacrifices herself for her family. In this respect, it can be deduced that the household appliances do more harm than good to her. In this latter scene, the oven undoubtedly manifests itself as a contributing source of tension and conflict between the married couple. Moreover, after the shot from within the washing machine, she impatiently shoos away her son Toni from the kitchen when he comes to ask her help with his homework. In the next shot, the viewer sees Toni walk into the living room and it his grandmother who asks him how his homework is coming along, and offers to lend him a hand. True, she gives him all the wrong the answers, but that is beside the point: Toni and his grandmother spend a lot of time together, discussing their future plans when they go back to their pueblo, walking in the streets and the park, going to the cinema, etc. To this end, in terms of film editing, the contrast between the relationships between Toni and Gloria, and Toni and his abuela, are especially emphasised due to the juxtaposition of these two scenes. Gloria has been far too busy doing her housework to notice her sons grow up over the years. This is demonstrated near the end of the film when Toni hands her some of his savings. She tells him, Hijoà ¢Ã¢â€š ¬Ã‚ ¦ quà © poco te conozco; she obviously has been unaware of what he does and where he goes everyday. When the bus pulls away, we are shown a mid-shot of Gloria for more than 45 seconds as she walks back home. The length and type of shot allows us to fully comprehend Glorias facial expressions which is markedly chock full of emotion: tearful and distressed, it appears that it has just dawned upon her what she has missed all these years being a housewife, and now it appears to be too late as both sons have left. It could be thus said that her only companions are her household appliances by virtue of the very fact that her household appliances are her companions! The fact that she is addicted to amphetamines such as washing detergent could not convey any clearer this point that she has an unhealthy relationship with her household appliances; just like any drug addiction, it spells the deterioration of her relationship with her family. To Almodà ³var, the sequences which are reminiscent of commercials also have another implication: Advertisingà ¢Ã¢â€š ¬Ã‚ ¦ is the only medium which makes these objects alive and even endows them with personalities. There are a huge number of commercials in which the main character is a yoghurt carton, directed as if it were a real character, lit by the cameraman as if it were a genuine star. Im very interested by this aspect of advertising. The value it gives to objects and the way it turns them into characters. Indeed, the fact that the viewer sees Gloria, the subject of the shot, from the point of view of the washing machine and the oven makes it appear as if the household appliances are autonomous beings who have some sort of command and higher authority over Gloria, bidding her to live her life around opening this door, filling that compartment with detergent, pushing this button, turning that knob, and so on. These shots are disturbing and slightly alarming when seen in this light, but this is certainly the underlying reason why Gloria is so downtrodden by her career as a housewife, slowly crumbling under the weight of the travails that everyday life dictates. On a deeper level still, these household appliances, independent of their commercial-like representation in the film, are a constant reminder of this modern standard of living in which Gloria and her family inhabit. This mise-en-scà ¨ne reflects the migration motif of the narrative. The plot and mise-en-scà ¨ne of  ¿Quà © he hechoà ¢Ã¢â€š ¬Ã‚ ¦!! is reminiscent of a specifically Spanish tradition of black comedies from the fifties and early sixties such as Josà © Antonio Nieves Condes Surcos. Indeed, it is a film which Almodà ³var himself acknowledges as one of the cinematic inspirations for  ¿Quà © he hechoà ¢Ã¢â€š ¬Ã‚ ¦!!. Grounded in the socioeconomic conditions of the period, these films focused on the plight of urban dwellers. They struggled to survive in a city that was unable to provide jobs and housing to a population swollen by recent arrivà ©es from the economically even more desperate provinces in search of the consumerist culture that had been the promise of Francos economic policies (DLugo, Pedro Almà ³dovar, p. 41). Contrary to Almodà ³vars often-cited declarations about making films as if Franco never existed,  ¿Quà © he hechoà ¢Ã¢â€š ¬Ã‚ ¦!! depicts a world created by the urban non-planning of the Franco years, growing out of a policy that actively sought by passive neglect of urban social services to discourage immigration to the corrupt cities (Carr and Fusi, The Rural Exodus in Spain: Dictatorship to Democracy, pp. 66-70). Like the characters from those earlier films, both Gloria and her husband have come from the pueblo, the pueblo to which her mother-in-law and older son Toni will return at the end of the film. The post-Franco city has failed them, as it fails Gloria, despite their apparently greater material well-being in a world of timesaving home appliances, the consumer paradise of contemporary Spain. As Almodà ³var succinctly puts it in his summary of the film, [Gloria] would like to become a member of the consumer society, but only manages to consume herself, day by day. Nevertheless, as Almodà ³var states in the quote in the question above, the only witnesses to her murder are not beings but her refrigerator and gas stove. The only other witness, the lizard, is killed. Obviously due to their inanimate nature, they cannot reveal the truth to the policemen, but because they do not, thus seems to suggest that they sympathise and even tacitly approve of the murder of her brutish husband. In this regard, the household appliances are indeed her companions, and perhaps passive accomplices in the crime. The characterisation of Gloria is also conveyed through the use of still camera shots. Almodà ³var acknowledges that although this technique was determined rather by the restricted nature of the sets, the tripod was perfect for the film; it added a great deal of tension. Generally, tracking shots tend to soften the action while the tripod hardens it. I wanted to stay inside the house because it was Glorias only universe. Hence it is the house that is the setting for much of the film as if the house, and everything within it, were a protagonist itself. This inevitably connects the household with Gloria, as if they were on equal footing, and thus reinforcing Almodà ³vars statement that her only companions are her household appliances. Moreover, this tension that the use of the tripod brings for the viewer serves to intensify the sense of anxiety and stress that Gloria the housewife undergoes perpetually as she exists within her universe. In the attempted suicide scene, on the other hand, Almodà ³var uses almost a long tracking shot. He starts with a shot of Gloria and then moves to an elaborate tracking shot, with the camera surveying her entire field of vision before returning to her. I really wanted to use an original shot. The effect if pretty deep, it renders what is most intimate in a human being. I wanted to show that the moment she becomes free, free from any obligation, she comes back home and finds it so neat and ordered that she feels terrible, because theres nothing for her to do. Her life has no meaning. She worked for her family her entire life, never taking time to do something for herself, to have hopes. She feels the emptiness created by everybodys departure, a huge abyss opens under her (Willoquet-Maricondi, Pedro Almodà ³var: Interviews, p. 75). This 360-degree pan from her point of view registers the emptiness of the home. It appears that Glorias entire life has been about nothing but cooking and cleaning and serving her family. The film starts with Gloria as a housewife and thus, as far as the viewer is concerned, she might as well have been a housewife forever prior to that. It follows thus that when there is no longer a need to use her household appliances to serve her family, she has lost her raison detre. This is indeed what leads her to want to commit suicide at the end of the film. It must be obvious after this discussion that when Almodà ³var describes the household appliances as Glorias companions, he does not mean to suggest that they are her friends. Although they are the only entities that pay her any attention whatsoever, she is enslaved to them, and this is clearly detrimental to her relationships with her husband and children. Moreover, the household appliances represent the modern way of living for Gloria and her family, and as such reveal the lack of fundamental change despite the intervening years of the so-called economic miracle and the end of Francoism.

Neo-Nazis :: essays research papers

Neo-Nazis When three bombs exploded in London in Spring 1999, targeting the capital’s black, Asian and gay communities, the threat of Neo-Nazi terrorism finally seemed to have become a reality. The Neo Nazis who are more commonly know by the term "Skin Heads,† are a growing force in hate groups. The German police put the number of active neo-Nazis at 47,000, a 4.5 per cent increase on the previous year. There hatred of Hispanics, Jews, Blacks, and others are now the fastest growing force in America. The younger kids usually do the Skin Head movement. These kids are drawn to the Aryan Nations and Neo Nazis by the promise of free drugs, free booze, heavy metal music, ultimate freedom, and rebellion. Many of these kids stay because of family troubles at home and, like in a gang, feel like they have a family with the group and feel loved. Racism is a certain kind of prejudice, based on faulty reasoning and inflexible generalizations toward a specific group. The word Prejudice comes from the Latin noun praejudicium, which means a judgment based on previous decisions formed before the facts were known. If a person allows their prejudiced beliefs to block the progress of another, it is discrimination. Those who exclude all members of a race from certain types of employment, housing, political rights, educational opportunities, or a social interactions are guilty of racial discrimination. Race hatred, permitted to gain unlimited power, will be disastrous. The state - sponsored genocide perpetrated by Nazi Germany is an example of what happens when people who hate gain power. Hitler's extermination took the lives of six million human beings for no other reason than they were Jewish. It started in little ways, an ethnic joke, stereotyping that was never challenged, then restrictions, loss of jobs, loss of civil rights, loss of voting rights, and the loss of life. The reason why the Ku Klux Klan is separate from the Neo-Nazis and the Skinheads is because the Ku Klux Klan’s hatred and violence is aimed more towards blacks rather than the Neo- Nazis and the Skinheads, whose hatred is, aimed more towards the Jewish people. The Neo-Nazis, sometimes called White Aryan Resistance, is a group that follows under Adolph Hitler’s philosophies, which targets Jewish people. Unlike the Ku Klux Klan, the Skinheads do not join because they believe in the cause. Many join the "gang† to feel apart of something because they feel that they do not belong anywhere else.

Affirmative Action :: essays research papers

Affirmative Action has been frivolously debated throughout the past 135 years. Citizens of the United States question whether the government should grant certain advantages to races that have endured bigotry in the past. This plan goes by the name of Affirmative Action. Affirmative Action is a federally subsidized program that encourages universities and other educational institutions, to accept a greater number of minority students. Throughout the years, Affirmative Action and the different advocates have changed, but racial inequality remains stagnant. Affirmative action has various proponents and opponents, both of whom seek the eventual goal of an integrated, educated middle class society. The opponents of Affirmative Action argue that it is not the responsibility of the current majority to make up for prior actions; and imposing these types of programs would be a form of so-called, reverse discrimination. The proponents argue that it is everybody’s responsibility to create a society, which gives everybody an equal opportunity regardless of race, and the only way to ascertain this goal is through Affirmative-Action programs. How can this nation come together and disregard the color of a persons skin? Will we reach this goal by subsidizing programs that assist minorities, or shall we sit and wait for time to establish equal opportunity for all? The history of Affirmative Action dates back to the days when the nation attempted to rebuild its society after the civil war. Reconstruction attempted to establish virtuous relations between the white Europeans and black Africans that made up a large part of the American society. The nation was torn on how to establish these relations. Many call Reconstruction the low point of race relations in the United States. This era included the ratification of the Fourteenth Amendment, defining national citizenship so as to include blacks. This Amendment passed Congress in June 1866 and was ratified, despite rejection by most Southern states (July 28, 1868). In response to the newfound freedom of African Americans, whites incited numerous accounts of violence. White hatred of the black race created an era that experienced the most lynchings in the history of the United States. Whites also began using contemporary forms of labor exploitation to maintain control of their socio-economic advantage. Something needed to be done so that the nation would not split at its seams. One side argued that time was the only solution to racial problems. Creating government programs would make African’s dependent and give them an unfair advantage. â€Å"They were said to be fat state subsidies that unfairly penalized innocent whites and taught blacks self-destructive habits of indolence and independence.† This argument was sustained by the Democratic Party who

Mechanics assignment friction

This lab was based on projectile motion and it was to prove the theory that was covered in lecture 5 to be correct. When dealing with projectile motion, it is the theory that when an object has been fired from its starting point into the air, it will come under the influence of gravity and is attracted to ground with an acceleration of g m/s squared.In the lab a projectile launcher was used to project two steel balls, one in the horizontal direction and one in the vertical direction. The ball that was launched in the vertical direction was ball 1 and the ball that was launched in the horizontal direction was ball 2. The purpose of this experiment was to investigate projectile motion through the use of a vertical acceleration apparatus which shows the independence of vertical acceleration from the horizontal velocity.Projectile motion is a form of motion in which an object or particle (called a projectile) s thrown obliquely near the earth's surface, and it moves along a curved path u nder the action of gravity only. The path followed by a projectile motion called its trajectory. Projectile motion only occurs when there is one force applied at the beginning of the trajectory, after which there is no force in operation apart from gravity. Introduction: Part B Part B of the lab was on Tractive Forces. Tractive force means the force available at the contact between the drive wheel tyres and road is known as ‘tractive effort' or tractive force'.As used in mechanical engineering the term tractive force can either efer to the total traction a vehicle exerts on a surface, or the amount of the total traction that is parallel to the direction of motion. The published tractive force value for any vehicle may be theoretical†that is, calculated from known or implied mechanical properties†or obtained via testing under controlled conditions. The example that was taken in the lab was of a train of 3 parts that were coupled together by couples (T 1) and (T2).Th e purpose of this lab was to prove the theory covered in lecture 6 was correct and to see the relationship between force, mass and cceleration in tractive forces which comes from Newton's 2nd law. We know that force = mass x acceleration and we also were giving the conditions to which the train was under. Table 1, Part A: recorded and calculated data Measured time and distance for the vertical ball and the horizontal ball projected from projectile launcher. Test 1st Ball (vertical) 2nd Ball (horizontal) Distance (s) (m) Time of flight (t) 0. 5 0. 93 0. 6 1. 38 0. 4 0. 51 1. 46 0. 43 0. 56 1. 36 0. 35 0. 57 1. 34 0. 60 0. 68 1. 39 0. 0 7 0. 40 0. 54 1 . 45 8 0. 28 1 . 31 9 0. 30 0. 47 10 1. 32 Average values 0. 391 1 . 387 Table 2, part A: Calculated Horizontal velocity, acceleration due to gravity, the % difference in the value of gravity, and the Vertical velocity. Horizontal velocity (Vh) (calculated) 2. 57 rrvs Acceleration due to gravity, g (calculated) 6. 38 m/s squared % diffe rence in the value of g -34. 96% Vertical striking velocity (W) (calculated) 3. 83 rms (Horizontal velocity) S = Vx T therefore S = 1. 39 = 2. 57 m/s T 0. 54 (Acceleration due to gravity) Sv = IJvT – 1 g(t)squared 2 Therefore = 2 (0. 93) squared T squared 0. 54 squared = 1. 86 = 6. 378 = 6. 8 rms 0. 2916 0. 2916 (% difference in the value of g) % difference = Calculated -g x 100 . 81 (Vertical striking velocity) V=U+GXT v = o + 3. 83571 v = 3. 83 rms Discussion part A =6. 38-9. 81 x 100 In this lab that was completed it was shown that the theory behind projectile motion is correct. It was proven that both balls came under the influence of gravity once they left the projectile launcher and that they were both attracted to ground. The two balls were launched from the same vertical height but the ball number 2 that was travelling in the horizontal direction travelled a further distance than ball number 1 in the vertical direction.Even though ball number 2 travelled a further dis tance the wo balls will hit the ground at the same time as they both come under the same force of gravity however this was not shown in our table 1 (Fig 1) because their was human errors such as, two people starting the stop watches at different times, the person pressing the trigger mechanism was releasing the balls faster sometimes than other times even though we would start the stop watches on the count of 3. The other factors that had to be taken into consideration is, if the projectile launcher was at any sort of an angle due to the work bench not been balanced or level or an even surface.However the readings that were taken were still very close to each other so experiment the initial velocity of each ball was O m/s. To calculate the acceleration due to gravity we manipulated the equation to find (g) gravity. When dealing with projectiles, we use the same equations as linear motion but the (a) for acceleration is replaced or substituted with (g) for gravity. The acceleration d ue to gravity was 6. 38 m/s squared. In theory this acceleration should have been 9. 81 m/ s squared but due to the human errors that occurred during the experiments there was a difference of -3. m/s squared these % errors came from miscalculating of the time taken for the balls to hit the ground and the distance travelled by the horizontal ball. When the steel ball number 2 is projected from the projectile launcher in the horizontal direction, the time it takes for the steel ball to hit the ground is independent of its initial horizontal velocity, the steel ball will continue to move in the horizontal direction with the same horizontal velocity in which it was projected from the projectile launcher with because there is no acceleration so it stays at a constant velocity.The distance that the steel ball number 2 travels in the horizontal distance before it hits the ground is dependent on the time of flight and the horizontal velocity that it was projected with. Projectile motion onl y occurs when there is one force applied at the beginning of the trajectory, after which there is no force in operation apart from gravity, this was proven in the experiment as ball number 1 was let fall from a height with no other force applied and ball number two was projected with a horizontal velocity from the projectile launcher and both balls were attracted to ground as they came under the nfluence of gravity.We found the value of acceleration using the average vertical height in which the ball was projected from and used the average horizontal time in which it took ball number two to hit the ground as ball number two was projected with an horizontal velocity it still should hit the ground at the same time as ball number one does as there both under the same force of gravity. If our measurements and calculations were 100% we should have got an acceleration of 9. 81 m/s squared. The horizontal component of the velocity of the object remains unchanged throughout the motion.The v ertical component of the velocity increases linearly, because the acceleration due to gravity is constant. It is important to note that the Range and the Maximum height of the Projectile do not depend upon mass of the projected body. The Range and Max Height are equal for all those bodies which are thrown by same velocity and direction. Air resistance does not affect displacement of a projectile; this is why we do not take the mass of the balls into consideration or the mass of any objects when dealing with projectiles. This experiment proves and supports the theory behind projectile motion to be correct.We do not take the mass of the balls or bodies into consideration when dealing with projectile motion as the air resistance does not affect the displacement of the projectile. The range and height are equal for all bodies which are thrown by the same velocity and direction. There was a small difference in calculating the acceleration due to gravity, this was because of the different readings and human errors that took place during the experiment. Both balls come under the influence of the same gravity and are attracted to ground and should hit the ground at the same time.In theory both balls should hit the ground at the same time, but because there were two people using stopwatches to record the times taking there was going to be a difference in the readings and calculation. The horizontal distance ball number two travels before it hits the ground is dependent of the time of flight and the horizontal velocity of projection. Ball number two will travel at the same horizontal velocity because there is no acceleration or any other force applied. The vertical component of the velocity will increases linearly because the acceleration due to gravity is onstant, so it picks up speed as it is falling from a height.

Scholarly Voice And Writing

Some people are aloof to read scholarly articles for the fear of not understanding them. They have this connotation that since the articles are written by those masters in the subject, they could not easily relate to them. Obviously, this notion about scholarly articles does not favor both the readers and the writers. While the readers will continue to elude such kind of writing, the writers on one hand will be limited in proliferating their messages. How could this scenario be avoided? Perhaps it is good to start in solving the problem about the misconceptions of scholarly writing. The writers of these articles could probably hold several degrees in their fields, but it does not mean that what they write are being understood only by those who are also in their same fields. At this point, the role of effective scholarly writing takes place. It is now the responsibility of the writers to convey their message using the most appropriate and effective manner of scholarly writing. What then are the criteria for effective scholarly writing and how does one achieve it? Effective scholarly writing could be best described as having an effective scholarly voice. What then is a scholarly voice? Scholarly voice is simply described as the voice that reflects one’s cognition about a topic. A person having a scholarly voice represents his full grasp on his subject. Because his audience could not see him, the way he wrote will define his voice. His writing is his own voice. Therefore, it is important to know how to have an effective scholarly writing. Scholarly writing is a kind of writing characterized by clarity, conciseness, and precision in words. By clarity it means that the writer should be able to express all of his thoughts in a clear, understandable manner. This could be achieved by following some tips. For example, relying on grammar, spelling, and writing style manuals would add to the clarity of the message. Being concise, on the other hand, could be achieved through giving the readers a comprehensive message. With comprehensiveness, it means that the message should not only be complete, but should reflect objectivity as well. A scholarly writing is based on solid evidence. Finally, preciseness in the use of words means appropriateness in language choice. As Professor Lilburn Hoehn has said, â€Å"Figure out what you want to say and just say it†. An effective scholarly writing is direct to the point and free from wordiness or puffery. Although there are criteria for effective scholarly writing, sometimes outside factors may affect a writer in his writing. One of these is the intended audience. A writer should be sensitive to the basic information about his intended audience—its demographics, its personality, and most importantly, its expectations and needs. As a scholar writer, one should know that his intended audience is mostly comprised of people of his same level of mastery. His writing should be strongly based on evidence because his intended audience is composed of critical and rational thinkers. Thus, the writer should know what he is writing about. It should be true and should matter to his audience. Having described effective scholarly voice and writing, it is now better for me to assess myself. I believe that one of my greatest assets is my keen sense for objectivity. Because of this, I am sure that I will be able to exude one of most important characteristics of effective scholarly writing—objectivity. However, I also believe that one of my weaknesses is being wordy with my writing. Knowing that my intended audience, I should try to eliminate this weakness and convert it to an asset. To do this, I believe that I should expose myself more to samples of scholarly writings. More importantly, practicing my writing skill is the best way to gain my goal. Gaining the skills to write a scholarly article using a scholarly voice seems to be a task hard to attain. While most people are accustomed writing and using layman’s terms, it is still not a valid excuse to elude from learning how to write in a scholarly manner. One should really have the determination to learn the principles of scholarly writing.