Irony In Nathan The Wise Essay

Nathan the Wise is a call for reexamination among those who consider themselves as having the monopoly on truth while the rest of the world are supposedly living their lives based on false creeds. The misunderstanding among peoples or nations is rooted in this perception. Gotthold Lessing’s play sought to highlight the innate prejudices of his characters’ religious affiliations and subsequently provided a pithy reminder in the form of an irony. â€Å"Ah! Indeed you do not know how closer I shall cling to you henceforth. We must, we will be friends. Despise my nation. We did not choose a nation for ourselves. Are we our nations? What’s a nation then? Were Jews and Christians such, e’er they were men? And have I found in thee one more, to whom It is enough to be a man? (Lessing)† This was Nathan’s response to The Templar on the latter’s perception of Jews. The irony is on the second to the last sentence which implores humanity to be humane or kind to others regardless of what one believed in. Lessing is contrasting people living their lives based on religions and men who are humane kind to their fellowmen. The irony is in our supposition that our beliefs save us, guide our conduct, and teach us to be human. Yet the same precepts tend to make us biased and often cruel to those outside our fold. Indeed everyone is certain that his belief is the truth among many â€Å"lies†. Sometimes it’s this self-righteousness that makes us unjust. A paradox as pointed out by Lessing. It is ironic that a play written more than two centuries still holds true today. IRONY IN TARTUFFE Moliere parodied religiosity through his play, Tartuffe. Moliere created a very witty play of witless characters-with the exception of the servant girl, Dorine and Cleante. The irreverence of the play could explain away its banning during its time. Hypocrisy is personified by Tartuffe as credulity is personified by Orgon. There are gems of literary passages in the play that demonstrate irony. One particular instance was the interjection of Dorine to Orgon who was convincing his surprised mother about Tartuffe’s masquerade. This passage in Act V, Scene V is worth considering: â€Å"You are quite wrong, you have no right to blame him; This action only proves his good intentions. Love for his neighbour makes his virtue perfect; And knowing money is a root of evil, In Christian charity, he’d take away Whatever things may hinder your salvation. † Orgon and his family are about to be evicted from their own home by the unscrupulous Tartuffe when this particular dialogue was uttered. He was already at a loss of how Tartuffe could have done this to him. The irrepressible Dorine could not resist jabbing him verbally. To be deprived of one’s property is to be given the chance to be eternally saved since the thing that causes sin is taken away from you. The person robbing you then is in fact doing you a favor and the robbery itself is a result of good intentions. This may be a tongue-in-cheek line but the irony is apparent in the situation where the quest for religiosity has led almost to Orgon’s total material depravity. IRONY IN THE PRINCESS OF CLEVES â€Å"If any other motives than honour and virtue were necessary to induce you to persist in that character you have hitherto worthily sustained; I would tell you, that a reverse of conduct will disturb my happiness in a better world. But should (which Heaven forbid! ) this heavy misfortune be inevitable, I shall welcome death with joy, since it prevents my being witness to your disgrace (Lafayette). † These last words in the deathbed of Madame de Chartres were part of a warning to her daughter of the pitfalls of falling in love while married. Rather than prevent the Princess of Cleves falling in love, it further arouses in her the need to experience what is romantic and for her which obviously she has not found from the Prince of Cleves. Aside from this irony of a warning prodding one to fall into the pit of forbidden love, Madame de Chartres or Madame Lafayette treated us with verbal irony in the last two sentences. She indicated that if the Princess will stray from the marriage path, she will be unhappy. Still she added she might be happy in death since it will prevent her from witnessing that which would bring disgrace to her daughter. This strong admonition is quite consistent with how society looks upon extramarital dalliances. The Princess was only guilty of mental infidelity. Ironically, it was not only her who suffered but her mother, who died of a broken heart, perhaps from a daughter who ignored her; husband, who died of jealousy; the Duc Nemours who suffered emotionally; and finally the Princess herself who entered a convent. The deathbed warning is ironically not helping the Princess. It destroyed everybody. Bibliography Lessing, G. E. (n. d. ). Nathan the Wise. Retrieved March 14, 2009, from PDF Books: www. pdfbooks. co. za Moliere, Jean-Baptiste Poquelin. The Project Gutenberg EBook Tartuffe. Project Gutenberg, October 26, 2008 (Posting Date). Lafayette, M. The Princess of Cleves. London: J. WILKIE, No. 71, St. PAUL’S.

Long-Tеrm Plan for Black Amеrica

ThÐ µ Ð µconomic nationalism of BookÐ µr T. Washington, which rÐ µliÐ µd on businÐ µss ownÐ µrship to providÐ µ thÐ µ mÐ µans for group advancÐ µmÐ µnt, rÐ µprÐ µsÐ µnts thÐ µ classic capitalistic approach to Ð µconomic dÐ µvÐ µlopmÐ µnt. Throughout thÐ µ twÐ µntiÐ µth cÐ µntury, thÐ µrÐ µ havÐ µ bÐ µÃ µn a numbÐ µr of approachÐ µs suggÐ µstÐ µd for improving thÐ µ Ð µconomic viability of African-AmÐ µrican communitiÐ µs in thÐ µ UnitÐ µd StatÐ µs.GivÐ µn thÐ µ Ð µconomic discrimination and opprÐ µssion by institutions in thÐ µ largÐ µr sociÐ µty, many social thÐ µorists and urban Ð µconomists havÐ µ arguÐ µd that African-AmÐ µricans should usÐ µ thÐ µir sÐ µgrÐ µgatÐ µd social circumstancÐ µs to build a sÐ µparatÐ µ and autonomous Ð µconomic basÐ µ within thÐ µir own communitiÐ µs.ThÐ µ sharÐ µd Ð µxpÐ µriÐ µncÐ µ of social sÐ µgrÐ µgation, Ð µmploymÐ µnt discrimination, and minority status would providÐ µ th Ð µ rationalÐ µ for thÐ µ dÐ µvÐ µlopmÐ µnt of coopÐ µrativÐ µ Ð µntÐ µrprisÐ µs that would advancÐ µ thÐ µ Ð µconomic conditions of thÐ µ Ð µntirÐ µ black community.BusinÐ µss ownÐ µrship is sÐ µÃ µn as thÐ µ Ð µconomic Ð µnginÐ µ for thÐ µ community dÐ µvÐ µlopmÐ µnt procÐ µss. Еconomic dÐ µvÐ µlopmÐ µnt through thÐ µ promotion of Ð µntrÐ µprÐ µnÐ µurship Ð µxalts individualistic Ð µfforts and prÐ µdicts thÐ µ Ð µvÐ µntual â€Å"tricklÐ µ down† of bÐ µnÐ µfits from thÐ µ capitalists to thÐ µ workÐ µrs.Washington assumÐ µd that sincÐ µ Ð µntrÐ µprÐ µnÐ µurship has workÐ µd succÐ µssfully for many othÐ µr AmÐ µricans by bringing Ð µconomic and social advancÐ µmÐ µnt, it should do thÐ µ samÐ µ for African-AmÐ µricans.ЕntrÐ µprÐ µnÐ µurship is assumÐ µd to havÐ µ immÐ µnsÐ µ powÐ µrs. Еconomist Sol Ahiarah, a lattÐ µr-day proponÐ µnt of Washington's Ð µconomic philosophy, arguÐ µd that â⠂¬Å"by owning [businÐ µssÐ µs] and . . . controlling thÐ µir mÐ µans of livÐ µlihood blacks can solvÐ µ most of thÐ µir own problÐ µms and Ð µvÐ µn bÐ µ immunizÐ µd against racism† [Ahiarah 1993, 18].BusinÐ µss ownÐ µrship was promotÐ µd as thÐ µ mÐ µans for community rÐ µvitalization. For mÐ µ as for young black man thÐ µ plan has bÐ µÃ µn an attractivÐ µ onÐ µ bÐ µcausÐ µ it corrÐ µsponds with thÐ µ prÐ µvailing capitalistic Ð µthos in AmÐ µrican sociÐ µty. Many policymakÐ µrs havÐ µ bÐ µÃ µn so pÐ µrsistÐ µnt in thÐ µir rÐ µliancÐ µ on Ð µntrÐ µprÐ µnÐ µurship that altÐ µrnativÐ µ approachÐ µs wÐ µrÐ µ rarÐ µly considÐ µrÐ µd.Washington's Ð µconomic dÐ µvÐ µlopmÐ µnt proposals wÐ µrÐ µ a rÐ µsponsÐ µ to thÐ µ lÐ µgal sÐ µgrÐ µgation of that Ð µra. HÐ µ promotÐ µd appÐ µasÐ µmÐ µnt and political accommodation-thÐ µsÐ µ wÐ µrÐ µ thÐ µ hallmarks of his idÐ µological position. His ovÐ µrall objÐ µcti vÐ µ was sÐ µlf-sufficiÐ µncy, and hÐ µ was considÐ µrÐ µd thÐ µ lÐ µading advocatÐ µ of Ð µconomic nationalism in thÐ µ black community [ButlÐ µr 1985, 65].To Washington, thÐ µ dÐ µvÐ µlopmÐ µnt of black Ð µntrÐ µprÐ µnÐ µurship within thÐ µ confinÐ µs of thÐ µ sÐ µgrÐ µgatÐ µd black community was thÐ µ most viablÐ µ routÐ µ to Ð µconomic stability and Ð µquality. ThÐ µ Ð µconomic dÐ µvÐ µlopmÐ µnt of thÐ µ black community would bÐ µ proof to thÐ µ dominant whitÐ µ sociÐ µty that African-AmÐ µricans wÐ µrÐ µ Ð µqual [Blair 1977, 10].ThÐ µ Washington approach and thÐ µ Mondragon sharÐ µ only two common charactÐ µristics. First, both wÐ µrÐ µ dÐ µsignÐ µd to sÐ µrvÐ µ an Ð µthnically opprÐ µssÐ µd pÐ µoplÐ µ. SÐ µcond, Ð µach is toutÐ µd as a mÐ µans for achiÐ µving group advancÐ µmÐ µnt. UnlikÐ µ thÐ µ Mondragon, which makÐ µs social dÐ µvÐ µlopmÐ µnt Ð µssÐ µntial to Ð µconomic dÐ µvÐ µlopmÐ µnt, Washing ton's Ð µntrÐ µprÐ µnÐ µurial focus was only implicitly tiÐ µd to broadÐ µr social concÐ µrns such as group advancÐ µmÐ µnt.To Washington, thÐ µ primary issuÐ µ was individual Ð µconomic advancÐ µmÐ µnt. Еquality, and indÐ µÃ µd indÐ µpÐ µndÐ µncÐ µ, would bÐ µ achiÐ µvÐ µd as individual blacks provÐ µd thÐ µir ability to survivÐ µ in thÐ µ AmÐ µrican capitalist Ð µnvironmÐ µnt. Washington bÐ µliÐ µvÐ µd that blacks would achiÐ µvÐ µ thÐ µir civil rights only aftÐ µr thÐ µy had Ð µstablishÐ µd an Ð µconomic basÐ µ [Thornburgh 1969, 11].Washington's Ð µntrÐ µprÐ µnÐ µurial focus bÐ µnÐ µfittÐ µd a small group of individuals. ThÐ µ propÐ µnsity to bÐ µ Ð µlitist contrasts with thÐ µ intÐ µntions of thÐ µ foundÐ µrs of Mondragon, who wÐ µrÐ µ distrustful of Ð µlitÐ µ control. UnfortunatÐ µly, Washington's Ð µlitist approach rÐ µducÐ µs thÐ µ positivÐ µ impact that businÐ µss dÐ µvÐ µlopmÐ µnt can havÐ µ on thÐ µ widÐ µr community and thÐ µ likÐ µlihood of group advancÐ µmÐ µnt [WallacÐ µ 1993, 46].In his analysis of Washington's Ð µconomic program, social thÐ µorist Harold CrusÐ µ concludÐ µd that this approach â€Å"would not havÐ µ gonÐ µ vÐ µry far in allÐ µviating thÐ µ Ð µconomic disabilitiÐ µs of thÐ µ black rank and filÐ µ in thÐ µ industrial, agricultural, and sÐ µrvicÐ µ sÐ µctors† [CrusÐ µ 1987, 92].As an Ð µconomic dÐ µvÐ µlopmÐ µnt stratÐ µgy for thÐ µ black community, Ð µntrÐ µprÐ µnÐ µurship is a simplistic approach. It focusÐ µd solÐ µly on Ð µconomic issuÐ µs, whilÐ µ thÐ µ othÐ µr conditions Ð µndurÐ µd by blacks wÐ µrÐ µ to bÐ µ gradually attÐ µndÐ µd to through thÐ µ procÐ µss of tricklÐ µ down.Many othÐ µr Ð µthnic groups in thÐ µ UnitÐ µd StatÐ µs wÐ µrÐ µ ablÐ µ to bÐ µcomÐ µ sÐ µlf-sufficiÐ µnt bÐ µcausÐ µ thÐ µy could conduct businÐ µss within and outsidÐ µ thÐ µir immÐ µdiatÐ µ nÐ µigh borhoods and communitiÐ µs.HowÐ µvÐ µr, thÐ µ opportunity for Ð µxpansion is not availablÐ µ to black businÐ µssÐ µs. LÐ µgally sanctionÐ µd discrimination forcÐ µd black Ð µntrÐ µprÐ µnÐ µurs to takÐ µ an â€Å"Ð µconomic dÐ µtour,† around thÐ µ possibility of conducting businÐ µss bÐ µyond thÐ µir own communitiÐ µs. This dÐ µtour sÐ µriously limitÐ µd thÐ µ potÐ µntial dÐ µvÐ µlopmÐ µnt of black businÐ µssÐ µs and Ð µntrÐ µprÐ µnÐ µurship [ButlÐ µr 1985].In thÐ µ Crisis magazinÐ µ, W.C. MatnÐ µy madÐ µ this important obsÐ µrvation: Into this [frÐ µÃ µ Ð µntÐ µrprisÐ µ systÐ µm], wÐ µ find thÐ µ NÐ µgro first introducÐ µd as a slavÐ µ and dÐ µmÐ µd all rights.Today hÐ µ is a slavÐ µ of thÐ µ industrial and commÐ µrcial ordÐ µr by virtuÐ µ of thÐ µ industrial and commÐ µrcial rÐ µstrictions and dÐ µnials imposÐ µd upon him. HÐ µ livÐ µs in a compÐ µtitivÐ µ agÐ µ but must not compÐ µtÐ µ in a compÐ µti tivÐ µ markÐ µt [1930, 11].ThÐ µ problÐ µms of thÐ µ black community arÐ µ not mÐ µrÐ µly Ð µconomic as thÐ µ Ð µntrÐ µprÐ µnÐ µurial policy prÐ µsupposÐ µs. ThÐ µsÐ µ dilÐ µmmas rÐ µquirÐ µ comprÐ µhÐ µnsivÐ µ solutions.Tabb concludÐ µd that CDCs would not attain thÐ µ collÐ µctivÐ µ goal of community rÐ µvival bÐ µcausÐ µ thÐ µ stratÐ µgy callÐ µd for thÐ µ support of black Ð µntrÐ µprÐ µnÐ µurs who opÐ µratÐ µd for pÐ µrsonal profits.ThÐ µ failurÐ µ of many CDCs to fostÐ µr Ð µconomic advancÐ µmÐ µnt for urban blacks again dÐ µmonstratÐ µd thÐ µ inhÐ µrÐ µnt wÐ µaknÐ µss in black capitalistic vÐ µnturÐ µs as vÐ µhiclÐ µs of community dÐ µvÐ µlopmÐ µnt.Marcus GarvÐ µy's UnivÐ µrsal NÐ µgro ImprovÐ µmÐ µnt Association (UNIA) producÐ µd an altÐ µrnativÐ µ coopÐ µrativÐ µ modÐ µl for black community dÐ µvÐ µlopmÐ µnt that has also bÐ µÃ µn utilizÐ µd by othÐ µr groups including thÐ µ Nation of Islam and many black rÐ µligious dÐ µnominations. It sharÐ µs many charactÐ µristics with thÐ µ Mondragon.Although nÐ µvÐ µr fully rÐ µalizÐ µd, GarvÐ µy's stratÐ µgy Ð µnvisionÐ µd thÐ µ collÐ µctivÐ µ Ð µconomic advancÐ µmÐ µnt of African pÐ µoplÐ µs throughout thÐ µ world [A. GarvÐ µy 1967, 127].

A Study On Classical Conditioning Psychology Essay

A Study On Classical Conditioning Psychology Essay In classical conditioning, an unconditioned stimulus (something that will always lead to a reaction of some type) leads to an unconditioned response (a natural reaction to the UCS). A neutral stimulus (NS) becomes paired with an unconditioned stimulus (UCS). This is also called the Pavlovian conditioning because Ivan Pavlov discovered classical conditioning in an experiment involving dogs. Eventually, the pairing of the NS and the UCS leads to an UCR. The conditioned stimulus (CS), which used to be the NS, will be associated with a response (CR). The CS really has no connection to the response but through the conditioning, the subject learns to associate their conditioned response with the CS. Classical conditioning is a form of learning in which the subject begins to associate a behavior with a certain stimuli. This paper discusses classical and operant conditioning, rephrasing what they are, and explaining them with real-life examples. Classical and operant conditioning are differ ent methods of learning. The two methods have the word conditioning in common. What is conditioning? Conditioning is the acquisition of specific patterns of behavior in the presence of well-defined stimuli. Both classical and operant conditioning are basic forms of learning. Classical conditioning is a type of learning in which an organism learns to transfer a natural response from one stimulus to another, previously neutral stimulus. This is done by manipulating reflexes. Operant conditioning is a type of learning in which the likelihood of a behavior is increased or decreased by the use of reinforcement or punishment. Operant conditioning deals with more cognitive thought process. These two forms of learning have similarities and differences. Their similarities are that they both produce basic phenomena. One such phenomenon is acquisition. Both types of conditioning result in the inheritance of a behavior. One of the most famous of experiments that illustrates classical conditioni ng is Pavlov’s Dogs. In this experiment, Pavlov sat behind a one-way mirror and controlled the presentation of a bell. The bell was the conditioned stimulus. A conditioned stimulus was an originally neutral stimulus that could eventually produce a desired response when presented alone. Directly after the ringing of the bell, Pavlov gave the dog food. The food was the unconditioned stimulus. This means that the food caused an uncontrollable response whenever it was presented alone. That response would be the salivation of the dog. A tube that was in the dog’s mouth then measured the saliva. When the unconditioned stimulus (US) was paired with a conditioned stimulus (CS), it eventually resulted in a conditioned response. Extinction results if there is a decrease in frequency or strength of a learned response due to the failure to continue to pair the US and the CS. Extinction can also occur in operant conditioning. The key to operant conditioning is reinforcement. Reinfo rcement is when a stimulus is presented that increases the probability that the preceding response will recur in the future. If reinforcement is withheld, extinction will occur in operant conditioning. Another factor that is involved in conditioning is spontaneous recovery. That is the reappearance of an extinguished response after the passage of time, without further training. If Pavlov’s dogs did not hear the bell for a few years, and if when they heard it later they drooled, it would be an example of spontaneous recovery. Something similar occurs with operant conditioning. If an animal was conditioned to behave in a certain manor, but then their reinforcement was stopped, that animal may still have a reaction to the stimulus at a much later date. Organisms that are being conditioned through operant or classical conditioning can go through something that is known as stimulus generalization. This is when there is a transfer of a learned response to different but similar stim uli. An example would be if one of Pavlov’s dogs salivated to the sound of a bell that was different from the one that they were originally conditioned with. Stimulus discrimination is another phenomena that occurs with classical and operant conditioning. Discrimination is when an organism learns to respond to only one stimulus and inhibit the response to all other stimuli. It is the reverse of generalization. If an organism hears many different sounds, but is only given reinforcement for responding to only one of the sounds, it learns to discriminate between the sounds. Some of the differences between operant and classical conditioning lie in the extent to which reinforcement depends on the behavior of the learner. In classical conditioning, the learner is automatically reinforced. That is how it learns to respond to a once neutral stimulus. In operant conditioning, the learner must provide a correct response in order to received the reinforcement. Another difference between the two forms of conditioning is the type of behavior to which each method applies. Classical conditioning applies to a behavior that is always wanted. It was Pavlov’s purpose to have the dogs salivate on command. In operant conditioning, a behavior can be learned or extinguished. If you wanted to train a dog not to do something, you would use a form of punishment. Classical and operant conditioning are similar, but they do differ in a few ways. Both are fairly reliable ways to teach an organism to act in a specific manor.

Immigration Law Essay Example | Topics and Well Written Essays - 750 words - 1

Immigration Law - Essay Example It was a state of peace, goodwill, preservation and mutual assistance. In this state of nature, people had all the rights which the nature could provide. The provision of these rights is justified by the fact that in the state of nature, the human natural condition was a state of complete and perfect liberty that was able to conduct a person’s life in a way that one could see best fits. The other theoretical model of state is the state as a provider of identity. In this theory, a person is mainly identified by state he or she comes from. Despite the plethora of human identification, very little attention has been paid when it comes to identification of foreigners in a given state. Given the present globalization and internationalization of human movement, the inflow of foreigners into states has remained too high.1 In the modern times, nationalism is one of the main social and political problems. Nationalism mainly involves imposing culture in a society which replaces most multiculturalism, local and low cultures. The origin of nationalism regards the transformation of a society from a social structure and agrarian based economy to one which is mainly centered on industrialism. A society before industrialism was vertically bound and about 80 percent of its population made up of peasant farmers. There were strict boundaries between communities and between classes. With these separate communities being bound under the ‘state’, they do not share a common language, myths, memories, ancestry or religion. Peasant were born as farmers and still died as farmers with no chances of social advancement or economic mobility due to lack of standardized education. As a result, these communities totally did not wish to impose their culture or language to the neighboring communities. Nationalism strives for ethnicity or one culture under the same roof or ‘state’. The mentioned is the most successful

Rising gas prices Research Paper Example | Topics and Well Written Essays - 750 words

Rising gas prices - Research Paper Example ed April 19, 2012 entitled â€Å"More Gas Price Cuts Likely Soon†, gas prices appear to have peaked and are likely to head lower in the coming weeks, supported by gasoline futures dropping four days in a arrow and a slight decline in pump prices in the past couple of weeks. Overall, the increase in gas prices may decrease consumer spending and gross domestic production but through technology, we may revert to substitutes that lessen our gas consumption. The effect of gas prices, from fundamental microeconomic analysis follows assumptions on the demand for gas, both in the short run and in the long run. One of the assumptions about the demand for gas is that it may be price elastic in the long run but may be very inelastic in the short run, as people take time to for change their consumption habits (Pindyck and Rubinfeld 2005). When gas prices increase, in the short run, quantity demanded will fall only gradually as motorists and drivers may begin to use their vehicles less. In addition to this, the demand for gas is very much linked to the usage of cars and transportation, and it is not so easy to simply change from driving your car to work to using a bicycle. This is not to mention that almost all transport vehicles including trains and ships use some form of petroleum and gas, hence either the producer of a good or service or the customer will most likely take in the increase of gas prices. In essence, this leads to either lower production to reduce costs of firms, or lower consumer spending, to save up money for gas (Pindyck and Rubinfeld 2005). While in the short run, an increase in the price of gasoline has only a small effect in the quantity of gasoline demanded, in the long run, various changes in the transportation may lead to less demand for gas, thus making its demand elastic. Technology in general may shift to more fuel-efficient vehicles, thus consumer spending comes back to its natural level. Historically, this assumption has been supported by the

The Importance of Being Earnest, Oscar Wilde honest relationships in Essay

The Importance of Being Earnest, Oscar Wilde honest relationships in the play - Essay Example Honesty was lacking in the social system and as Oscar Wildes The Importance of Being Earnest shows us, the lack of honesty even extended to the portrayed relationships between individuals which is evident in reworked versions of the play today (Feingold. 2004). Wilde attained popularity and notoriety because of his works and the manner in which he lived his life. However, his plays contained a lot more than simple comedy since they can also be viewed as social commentary (Ellmann, 1988). The biting tone presented in The Importance of Being Earnest only highlights the idea that while individuals seek to be honest and even present themselves as being honest and upright, the honesty exists in name only and not in spirit (Chafe, 2008). Perhaps that is exactly what society demanded of the characters that is they should appear to be earnest and honest while doing nothing which actually showed that were exactly so in reality. The Importance of Being Earnest gives us a satirical look at how characters can create elaborate deceptions to try and fool others. The deception even extends to how the characters relate to each other within the power structures defined by society where the man is supposed to be dominant and the woman is supposed to be subservient. However, dominant women can overturn the relationships and the social hierarchy as done by Lady Bracknell (Costa, 2008). While the rules are meant to be obeyed, they can be bent and altered by individuals in the same manner that the entire society is doing on a larger scale (Hawkins, 2006). For example, Jack is interviewed by Lady Bracknell but this interview was a role that had traditionally been reserved for the father in the Victorian age which is noted by Styan and Gentleman (1975, Pg. 44) as being â€Å"an extreme contrast well suited to the quality of farcical comedy found in this play†. Even Jack himself wishes to present the

1000 word - Written Review Sociology subject PART 2 Essay

1000 word - Written Review Sociology subject PART 2 - Essay Example She prophetically prefaces her article with the questions â€Å"What is the use of friendships in our lives?† and â€Å"What does it gives us?† hinting at the thrust of her entire article. She outlines in this article the gains that friendship can offer a person in terms of moral growth by taking advantage of the vicarious experience that the other person can give when she trustfully shares not only her life experiences but how such life experiences impact on her. In suggesting this approach, Friedman relegates friendship to a motive-based venture which purports to offer commitment to gain trust from the other for the end purpose of using that person’s experiences for ‘self-advancement.’ Consistently employing only the feminine pronouns through her article, Friedman properly characterizes friendship as a relationship based on approximate equality. She explains that approximate equality does not refer to values that are quantifiable like similarity in age or educational attainment but rather on personalities, attitudes and the like. Since there will always be inequality in certain respects, friendship must involve a balancing act to arrive at the ‘approximate equality’ status. The balancing involves finding aspects or traits in the other which can fill the gap left by the superiority of a party in one aspect, otherwise a mentor-student kind of relationship, rather than a genuine friendship will ensue. For example, if one of the parties to a friendship is economically superior to the other, this must be balanced by a trait or character which the other has comparative superiority like a higher educational attainment. Another important characteristic of friendship, according to Friedman, is commitment. Commitment is not based on some abstract standard but must be person-based. A connection must be established with the person and that person’s peculiar needs, wants, attitude and personality. Friedman states that commitment consists of the

Flight Stability Essay Example | Topics and Well Written Essays - 1750 words

Flight Stability - Essay Example The most important flight management and control information is based on stability principles that are mainly referred to as static and dynamic principles. Considerations of the stability elements as highlighted in the section below are useful in the formulation of appropriate stability systems in aeroplanes. A balanced position of an aeroplane in flight is termed as a trimmed position in terms of stability, which is affected by introduction of static instability forces. Static stability is the capacity of an aeroplane experiencing static disturbance to revert to its trimmed state. An aeroplane is deemed to be in stability if there are no changes of acceleration towards a particular axis when in flight. When the aeroplane is exposed to static forces of disturbance, instability is experienced and the ability of the aeroplane to return to the static condition is determined by its capacity to overcome the disturbance and achieve the earlier stability (Ly 1997, p23). In the trimmed state, the aeroplane is generally in a stable condition that does not require extra input in order for it to be sustained in the condition. The aeroplane must be installed with systems to assist it revert to the steady state after a disturbance, which creates a disorientation of the stable axis conditions. Along the longitudinal axis, the appropriate conditions are achieved by introducing elevator trim tabs which are engaged until the previous static condition is achieved (Pamadi, 1998). This is achieved by the aeroplane system where the input of the pilot is not needed because it is on a hands-free operation installed in the design of the aeroplane. To assist in the detection of the instability of the aeroplane after a static disturbance, there are two types of analyses systems that can be used in such systems. On one hand, there is the stick-fixed manoeuvre which detects disturbance and maintains the same position in response while stick-free system is designed to

Dropout Prevention With A New Method Essay Example | Topics and Well Written Essays - 1250 words

Dropout Prevention With A New Method - Essay Example So, young people who continue the mathematics sequence throughout high school are bound to have additional career opportunities (Leder; Smith). What if these young people refuse to finish high school? What are their chances of having careers that they can consistently pursue? Perusing a second time the list of specialized workers that the nation sees as most important in terms of its Gross Domestic Product – is a reminder that high school and college dropouts working at McDonald’s and Walmart have no prospect of joining the ranks of those mentioned on the list. Lack of formal education is a roadblock. Yet, college dropouts make one of the largest and the fastest growing youth groups in America (Leonhardt). It may be that dropping out of college is becoming fashionable because certain highly successful and prosperous businessmen like Bill Gates, Steve Jobs and Michael Dell are all college dropouts. The author of an article published in 2005, ‘Men Want Retooled Coll ege Experience’ in USA Today, wrote: â€Å"In high school, I was told to watch for the guys who left school before graduating because they were the ones I’d be working for later.† It has been repeatedly said that geniuses do not always feel motivated by the idea of formal education. All the same, Bill Gates, Steve Jobs and Michael Dell have given speeches on the importance of education (Men Want Retooled College Experience). Perhaps they were referring to students with average intelligence; in other words, their potential employees. Research studies have shown that students from low-income backgrounds are more likely to drop out of high school or college. Andy Blevins from southwest Virginia dropped out of college where he was getting C’s and D’s, to work instead on the floor of a supermarket warehouse.  

Estimate Request and Fact Sheet Form Coursework

Estimate Request and Fact Sheet Form - Coursework Example She is the founder of Global Market Millionaires, a capital ventures firm that invests in ideas of people and assists them in funding. She has served as a columnist in the New York Times with articles focusing on financial planning and investment. She holds a doctoral degree in Financial Management from Harvard University. A number of books exist in the market that addresses financial management. Authors such as Robert Kiyosaki have produced many books sold in the market that address financial management issues. The books in the market handle the topic from a storyline perspective. This book however, approaches it from an educational perspective blending in financial principles and other investor options that are applicable. The book aims at using the financial knowledge and experience of the author in the generation of sound and unique ideas that may propel the reader to an endless climb up the financial ladder Readers can be able to request for review copies of the book and the specified author’s information obtained from the individual imprints. Interested parties are urged to send emails to the appropriated addresses stated below. Unfortunately, emails cannot be forward to the book author nor can the author’s postal or email address be revealed. However, those interested can contact Random House Publishers authors’ and editors through letter or email. Random House Publishers will handle all the queries via their email address at publishers@randomhouse.com [These trim sizes are standard sizes adopted by all printers. The trim size chosen allows for the enrollment of expanded distribution at amazon.com and other e-stores. It will be eligible for bookstores and other online retailers in the expanded distribution channel. This size also gives an allowance of .125† inches that is beyond the final trim size from top, bottom and outer edges for accommodation of the full bleed area.] [Coloured diagrammatic

High School Cliques and School Violence Essay Example for Free

High School Cliques and School Violence Essay There is an overabundant amount of cliques in high schools throughout the United States. Many teenagers believe the only way to be recognized is to be affiliated with the popular crowd. There are many factors that bring about cliques in high schools. Some are based on wealth, style, and race. But in many cases there are cliques that are a combination of these elements. Socioeconomic status is often a big factor in joining cliques. Realistically, wealthy and the poor do not go hand and hand. The children of wealthy homes often degrade people that are poverty struck. Cliques divide people through class distinction. If you are not rich, you cannot have the latest fashions or be able to spend money as freely as others on things, such as, a tenth pair of Nikes. Fashion is another huge aspect of high school cliques. Nearly every high school girl dresses like a supermodel. They purchase tight fitting jeans with oversized belts and a matching shirt from stores like Abercrombie and Fitch, Guess, and American Eagle. Not to mention all the matching jewelry or bling. Boys, too, are caught in a similar trap. They also dress to impress when purchasing a polo shirt or baggy jeans from Polo, Gap, or Structure. The media influences all of these styles. Magazines, television shows, and especially MTV, influence teens on style. For example, a popular television show like, The Hills, advertises high end clothing by having all their actors model their clothing. Cliques are also formed by race. Far too many times people exclude others because of their ethnicity. I realize that people tend to have more in common with people of similar heritage. However, this is no reason to exclude other nationalities. People should try to regulate this by having diverse backgrounds within a specific group. For example a group can consist of Whites, Blacks, Asians, and Latinos instead of one nationality. This way, new things can be learned from other cultures and backgrounds. Cliques dominate the high school scene across the United States. There is a range of cliques in every high school. Some of these range from cliques of fashion to groups of privilege. Any clique can leave demoralizing imprints on a person who does not fit in. These imprints have led to countless incidents of school violence ranging anywhere from physical fights to trying to blow up an entire school with faculty and students inside or even mass shootings, such as the case that occurred at Columbine High School. Violence in schools needs to stop. Too many innocent people are being hurt and even killed in some cases. One way to stop the violence is to regulate cliques. A simple way to do this is try to make all students interact with one another despite their differences in wealth, fashion, and attitude. This will show the students who normally fit in what it feels like to be an outsider.

Slavery Without Submission Essay Example for Free

Slavery Without Submission Essay In chapter 9 of Howard Zinn’s A People’s History of The United States, Zinn analyzes, in details about the tough and troublesome living arrangements the slaves had to endure during the early 1800’s, the slave revolts that were started because of these living conditions, and how Abraham Lincoln was elected President, which led to the Civil War because the Southern States thought Lincoln was siding with the northern states about the slavery issue. In this Chapter, Howard Zinn is comparing what happens with the smaller slave rebellions that happened earlier on to what Abraham Lincoln eventually did, except Lincoln having done it on a much, much larger scale. The slave system was such an in depth system that made an abundance of money for the country. Southern states relied heavily on cotton, which was picked by the slaves. Since the southern states did depend on slave labor so much, Abraham Lincoln knew that these would be key reasons as to why abolishing slavery would be incredibly hard. Zinn talks about how the majority of slaves would either run away from their masters or physically revolt against their masters. Eventually, slave masters started to worry about slave revolts since they had started to become more popular in America. Zinn wrote†¦ â€Å"Religion was used for control. A book consulted by many planters was the Cotton Plantation Record and Account Book, which gave these instructions to overseers: You will find that an hour devoted every Sabbath morning to their moral and religious instruction would prove a great aid to you in bringing about a better state of things amongst the Negroes. I agree with this sentiment wholeheartedly. In my opinion, The Bible’s words have been twisted ever since it has been written and in the article â€Å"How The Bible Was Used To Justify Slavery†, it talks about how slave owners would have essentially used fear in the words of scripture on the slaves to scare them into not revolting against their masters (Blake). The main reason that these revolts never developed into anything serious is because the national government would not allow it. Even the more educated African Americans tried to rebel against the practice of slavery but in more civil terms. David Walker, a free and educated African American wrote a pamphlet called Walker’s Appeal. This pamphlet was not one of the more civil anti-slavery documents of this time. The pamphlet focused on a kill or be killed attitude if slaves wanted to obtain their freedom from their masters. This pamphlet did not go over well with southern slave holders. The state of Georgia offered money for the death of David Walker, who was later found to be dead. This was another form of fear that was used against slaves and another example of the national government, not allowing a revolution to take place. The national government’s stance was that slavery was not going to end, unless they agreed to it. Even Abraham Lincoln was not for the equality of African Americans, at least at first. Lincoln is quoted as saying â€Å"I will say then that I am not, nor ever have been in favor of bringing about in any way the social and political equality of the white and black races – that I am not nor ever have been in favor of making voters or jurors of negroes, nor of qualifying them to hold office, nor to intermarry with white people, and I will say in addition to this that there is a physical difference between the white and black races which I believe will forever forbid the two races living together on terms of social and political equality. And inasmuch as they cannot so live, while they do remain together there must be the position of superior and inferior, and I as much as any other man am in favor of having the superior position assigned to the white race. I say upon this occasion I do not perceive that because the white man is to have the superior position the negro should be denied everything. † (Lincoln, 145-146). Lincoln was for the progress of the country, first and foremost. Lincoln knew that slavery was a subject that could divide the nation and that slave labor was making the country money, so he could not just outright abolish it or let these revolutions of the slaves succeed. Zinn reiterates this fact when saying†¦Ã¢â‚¬Å"He opposed slavery, but could not see blacks as equals, so a constant theme in his approach was to free the slaves and to send them back to Africa† Lincoln was somewhat of a flip-flopper when it came to whom he was talking to about the subject to. It was not until the Civil War started and the casualties were getting higher and higher that Lincoln decided to enact the Emancipation Proclamation. The Emancipation Proclamation obviously did not go over well with southerners, but Lincoln did it to preserve a win for the Union, but it also did not go over well with anti-slavery forces, because for good reason, they believed that everyone should have the right to be free. This led to the passing of the Thirteenth Amendment, which officially abolished slavery. With all of this happening, resentment towards African Americans continued to grow and this time in the northern states. Poor northerners started looking at the war as liberation of African Americans that they had been dying for, so they started a riot against many African Americans. After all of this had happened, Lincoln was eventually assassinated, and Andrew Johnson became president and somewhat hurt the progress of African Americans. The government tried to give more rights and privileges to African Americans, but had a hard time keeping the situation under control. Black codes were started up, as well as the Ku Klux Klan. The government wanted to keep the white elites happy, but this in turn would usually mean something not appealing for African Americans, which would make it into a vicious circle. Howard Zinn’s point of this whole chapter was that for anything to actually change, something monumental would have to happen, not a revolt, not slaves running away, but a full fledged war. Even with this actually happening, with the Civil War, it was not fully accepted till years later. The slave system was in place such an in depth labor system that made so much money that people could not fathom a world without slaves, even though most knew it was morally wrong.

The effect of concentration of sugar on osmotic activity

The effect of concentration of sugar on osmotic activity Scientific Theory: Osmosis is defined as the movement of water molecules through a semi- permeable membrane from an area of high concentration to an area of low concentration until a state of equilibrium is reached. Equilibrium is reached once enough water has moved to balance the solute concentration on both sides of the membrane. Semi-permeable membranes let small molecules such as water and oxygen to travel through it but large molecules such as proteins are prevented from going through it as it is only partially permeable. Osmosis occurs across a partially permeable membrane whenever there is a difference between the water concentrations on the two sides of the membrane. When this happens to the cells they will either become turgid if water flows into them, or flaccid if water flows out of them. In this diagram the membrane separates pure water from a solution of sucrose and water. The membrane is semi permeable, water molecules can cross it but the sucrose molecules are too large. The water solution will move from a lower concentration of solutes to one with a higher concentration of solutes. A solution with pure solutes has more molecules that are free to move about and follow their concentration gradient across the membrane; as a result there will be net movement of water across this membrane from left to right (shown by the yellow arrows on diagram above). Sugar solution has a low water potential (not many water molecules).The water potential in the solution would be lower than that in the potato cell so the net movement of water will move out of the potato through its membrane into the sugar solution and so the potatos mass will decrease. The opposite happens in water where the water potential is much higher than in the potato (almost 0). Here the net movement of water will move into the potato in order to reaching equilibrium and so the weight of the potato increases. AIM: To investigate the effect of varying concentration of a certain sugar solution on the amount of osmotic activity between the solution and two vegetables (potato and sweet potato) of the same mass. To investigate if the additional glucose in sweet potato has an effect on its mass compared to the normal potato. Preliminary work: Before I start to carry out an experiment to investigate my aim, I am going to conduct a simple experiment to verify my knowledge of osmosis. Doing this experiment will also help me to improve my main experiment. Plan: For my preliminary experiment I will be using three different solutions: sugar solution, pure water, a solution consisting of 50% water and 50% sugar solution. I will also be using potato chips which are all equal in mass. A cork borer will be used to cut out 3 potato cylinders, the mass of the potato cylinders will be Measured to make sure that they are equal in weight. Then the mass of each of the potato chip will be recorded. Next 3 measuring tubes will be placed on a test tube rack. Using a measuring cylinder tube 20ml of water, sugar solution and the solution consisting of 50% water and 50% sugar solution will be measured out and put into three different test tubes. In order to avoid any mix ups each test tube will be clearly labelled. One potato chip will be placed in each solution and left for half an hour. Afterwards the potatoes will be taken out of the solutions and their masses will be measured and recorded. Results: Starting mass (g) Mass after (g) Difference (g) Percent difference 100% Water 0.48 0.55 0.07 + 6% 50% Water and 50% sugar 0.46 0.43 +0.03 -14% 100 % Sugar 0.47 0.36 +0.11 -23% Diagram: Analysis: From the results that I have obtained, I can see a negative correlation between the concentration of the sugar in the solution and the mass of the potato chip at the end of the experiment. While the solution containing 100% sugar decreased in mass by 0.11g and the solution containing 50% sugar decreased in mass by 0.03g, the solution that contained 0% sugar increased in mass by 0.07g. This shows that in the two solutions containing sugar the mass decreased because water molecules moved out of the potato chips into the solution. The opposite happened with the water solution; water moved from the solution into the potato chip. Overall I was please with the results as they agreed with what I have already learned about osmosis. The results that I got also showed trends that could later be expanded in my main e experiment. Changes: Over all my preliminary experiment was a success and the results I obtained were precise and useful. However for my main experiment I am going to make some improvements so that I can get the best possible results. Firstly I am going to experiment with sweet potato chips as well as potato chips because I would like to investigate if the additional glucose in the sweet potato has an effect on its mass. In addition I am going to be using a wider selection of sugar concentrations in order to collect a larger quantity of accurate results. I am going to use water and 4 other concentrations. This will enable me to write a conclusion that is more accurate. In my preliminary experiment I only did the experiment once. I am going to repeat my main experiment three times, by doing so I will gain more confidence in my results as they will be more reliable. By repeating the experiment I will be able to identify any anomalies. Further more in my preliminary experiment I could not take the potato ch ips out of the solutions at the same time. I also encountered this problem when putting the potato chips into the solutions. For my main experiment I am going to overcome this problem by asking a few of my associates to help me put the potato chips into the solution and take them out at the same time. This will make my results more accurate and fair. Main Experiment Prediction: I predict that for the potato chip in water the mass will increase because water has a higher water potential than the potato chip so water molecules will move from the water into the potato chip, causing it to increase in weight. The opposite happens with sugar solution because sugar solution has low water potential so water molecules will move out of the potato chip into the sugar solution. Thus I predict that as the concentration of sugar in the solution increases the mass of the potato cylinders will decrease. I would expect sweet potatoes to have a lower water potential (not many water molecule) than normal potatoes, because they are sweet and therefore must have contain sugar. Hence for the sweet potato chips I predict that at first the mass of the sweet potato will increase but, as the concentration of sugar in the solution increases past the isotonic point the mass of the potato cylinders will decrease. I predict that the graphs for the both the vegetables will be similar.My prediction can be demonstrated in the following graphs: Sweet Potato Potato Safety: While I carry out this experiment, it is important to consider safety. Lack of safety in science labs can not only endanger me and my fellow class mates but can also produce poor and useless results. Following safety procedures protects the lab, its people and the environment. Safe labs also help produce effective results. These are the safety measures I took: All bags were kept well away from the area of work so that no pathways were being obstructed and the risk of someone tripping over was reduced. All stools were tucked in under the tables in order to avoid a passer-by tripping over. Both this point and the one above can prove to be fatal if the victim is holding any dangerous equipment e.g. Scalpel, acid etc. It can also cause spills. Loose hair was tied up; sleeves rolled up and head scarfs tucked away. Hair and clothing can get in the way while working. It is also dangerous and can cause spills, ruin experiments and even potentially harm me or others around me. No earphones, scarves or jewellery was worn as these can catch on equipment and cause spill or damages. Safely glasses were worn at all times to ensure our eyes were protected from and potential danger. It was made sure that the work area was clear of any unnecessary items such as reading books and folders as these can get in the way and cause accidents. Working quietly and carefully. Talking unnecessarily can be a distraction to me and others around me, when distracted it is easier to make mistakes that can not only be dangerous but can also affect my results. Chipped and cracked glass wear was not used as this could break more easily if handled a lot and create a mess. It can also cause injuries. Extreme care was taken when using equipment made of glass e.g. test tubes. Eating and drinking in the labs is forbidden as the food may come into contact with some harmful substance. This could be unsafe for the consumer. When using knifes a non-slip surface was used to cut on so that no one was injured. After finishing the experiments, I washed my hands because my hands could be contaminated with chemicals, even if they were not used by me. All equipment was safely stored away after use as leaving unwanted equipment around can cause accidents and get in the way. Accuracy and Reliability There are the tasks, which I undertook to ensure reliable and precise results were produced. To eliminate all possibilities of faulty errors; I repeated my experiment three times. In addition, I had no less than 5 different concentrations, so I obtained adequate results. In order to increase the reliability of the results, I found more precise values of mass by using an Electronic balance. When measuring the potato and sweet potato cylinders, I waited for at least 10 seconds to ensure that the figure displayed on the digital scale was not flicking. If any readings seemed anomalous, I took an additional reading just to be sure. I collaboratively, with the help of 3 other members, measured the mass of the potato and sweet potato cylinders individually. This gave more reliable results as the masses of all the potato cylinders were measured about the same time. I used pieces from the same potato and sweet potato for each of the 5 pieces in each test. I used exactly the same method for each test to make the comparison much more reliable. Equipment Goggles: These were worn for safety reasons to avoid anything from coming into contact with the eyes. Electronic balance: I used this apparatus to measure the mass of the potato and sweet potato cylinders before and after they were put in their molar solutions. Electronic balances are also more accurate that normal balances. Test tubes: These were used to hold the molar solution and the potato/ sweet potato cylinder for each molar solution for every experiment and test. Healthy potatoes: This was one of two main vegetables used for the experiment. Healthy sweet potatoes: This is the second vegetable that was used for the experiment. This vegetable was mainly used so that I could investigate if the additional glucose in sweet potato has an effect on its mass compared to the normal potato. Chopping board: This was used to cut the potato cylinders on. Using this not only kept the lad neat and tidy but also prevented injuries as it is a non-slip surface. Knife: This was used to cut the potato cylinders if the mass was too much. Timer/stop watch: This was used to time the experiment. It is also more accurate than using a clock. Paper towels: These were used to pat the potatoes dry before being measured at the end of the experiment. If the potatoes were measured without being dried first then the additional liquid on the potato can cause it to increase the mass. Test tube rack: This was used to hold the test tubes. Sugar solutions (1 molar and 2 molar): These solutions were very significant for the experiment, as they, with the potato cylinders, caused osmosis to occur. Water: Used to make certain concentrations of sugar solution. Cork borer: To cut the same shape potato pieces. Measuring cylinder: To measure out certain amounts of water and sugar solution. Labels: -To labels the test tubes so it is easier to identify the contents inside each test tube. Variables: In this investigation I had three different variables: The independent variable This is a factor that can be changed. The dependant variable What you measure and what is affected in the experiment. Fixed variable- The factors you keep the same. The independent variables: I changed the concentration of the sugar solution. I used; water, 0.5 molar sugar solution ,1 molar sugar solution, 1.5 molar sugar solution and finally 2 molar sugar solution. I also changed the types of potato used (sweet potato and normal potato) The dependant variables: I measured the mass of the sweet potatoes and potatoes before placing in the solutions and after. This is something that is affected during the course of the experiment. Fixed variable: All the potatoes and sweet potatoes I used were that same in mass (0.64g). The volume of each solution in each test tube was also the same (20ml). In addition I kept the potato and sweet potatoes in the solutions for the same length of time (40 minutes) Fair test: It is only by carrying out a fair test that I can be sure that it is what I have changed (independent variable) that is affecting what I measured (dependent variable). In order to get accurate results I needed to ensure that my test was fair. Therefore in this experiment I controlled: The volume of solution in each beaker The mass of the potatoes and sweet potatoes at the start of the experiment The length of time the potatoes and sweet potatoes were left in the solution. I ensured that the potato and sweet potato cylinders were put in the solutions and taken out of the solutions at the same time. Method: Firstly get 2 test tube racks and place 5 test tubes on each rack label one test tube rack sweet potato and label the other rack potato Get some sticky labels and label each test tube with the solution it is going to contain (water, 0.5 molar, 1 molar, 1.5 molar, 2 molar,). Do this for the test tubes on both racks. Using the measuring cylinder measure out 20ml of 1 molar sugar and pour into the test tube labelled 1 molar. Then measure out 20 ml of 2 molar sugar solution and pour in to the test tube marked 2 molar. After measure out 20 ml of water and pour in to the test tube marked water Next make the different concentrations of sugar solution. (1 molar and 2 molar are already provided). -To make 0.5 molar: use the measuring cylinder to measure out 5 ml of 1 molar sugar solution and 15ml of water. Mix these together and pour into the test tube labelled 0.5 molar. To make 1.5 molar: use the measuring cylinder to measure out 15 ml of 1 molar sugar solution and 5ml of water. Mix these together and pour into the test tube labelled 1.5 molar. (Do the above 5 points for all the test tubes on both racks. By the end of point 6 you should have two test tube racks one labelled potato and the other labelled sweet potato, each rack must hold 5 test tubes, each test tube must be labelled with the solution that it holds e.g. water, 1 molarà ¢Ã¢â€š ¬Ã‚ ¦etc.) Afterwards, get a healthy potato; make sure the skin is peeled. Using the cork borer cut out 5 potato cylinders. Using the electronic balance, weigh all the potato cylinders. They should all weigh around 0.64g. If they dont then alter them accordingly using a chopping bored and knife and place to a side. Remember to record the masses. Subsequently, get a healthy sweet potato. Once again make sure the skin has been peeled. Using the cork borer cut out 5 potato cylinders. Using the electronic balance, weigh all the sweet potato cylinders. They should all weigh around 0.64g. If they dont then alter them accordingly using a knife and a chopping bored. Remember to record the masses. Then both the sweet potato and normal potato must be put in to the solutions, each test tube must contain either 1 potato cylinder or 1 sweet potato cylinder. Make sure all the cylinders of potatoes and sweet potatoes are dropped into the solutions at the same time (ask help from classmates if needed). The timer should also be started now. (Leave the solutions in this state for 4o min) After 40 min, the potatoes and sweet potatoes must be removed from their solutions. Again, they should all be taken out at the same time (again ask for help if needed). Make sure the potato cylinders do not get mixed up; ensure that you know which cylinder came from which solution. Dry each cylinder and measure its mass one by one. Ensure that the masses are recorded once again. (All the above was repeated 2 more times to increase the reliability in my results) Diagram: Observations: During the experiment I noticed that some of the potato and sweet potato cylinders in higher concentrations of sugar started to float. In the 1.5 and 2 molar sugar solutions the potato has higher water potential that the sugar solution so water molecules from the potato cells would have moved into the sugar solution, this made the potato cylinders float to the top of the solution rather than stay at the bottom of the beaker because it became lighter. This happened after approximately 10 -15 minutes. After approximately 20 minutes the potato cell in 1 molar sugar solution started to float as well. This is because as the potato cells are losing water molecules, they gradually become lighter. The potato in water did not float, nor were there any visible changes. All the above applies to both the sweet potato and normal potato. A difference I noticed between the two types of potato was that while the potato in the 0.5 molar solution floated a slightly, the sweet potato in the 0.5 molar solution did not float at all, it remained still, similar to the potato cylinders in water. I also noticed that the potato cylinders floated higher than the sweet potato cylinders. Calculations: Below are the calculations I did to work our various aspect of the results: Percentage change in mass = Change in mass x 100 Original mass Averages = All three masses in one category added The number of different masses Change in mass = New Mass Original Mass Analysis: Both the graphs show negative correlation between the concentration of the sugar in the solution and the mass of the potato chip at the end of the experiment. It is clear from the graphs that osmosis has taken place. Potato: For the potato cylinder put in water (0% sugar) the potatoes mass has increased 21.87% form 0.64 grams to 0.73 grams, this shows that because water has a higher water potential than the potato cylinder, water molecules have moved from the water into the potato causing its weight to increase. When this happens the cell becomes turgid (hard and swollen).For the potatoes in all the other solutions (1 molar, 0.5 molar, 1.5 molar and 2 molar) the mass of the potatoes decreased. This shows that water molecules have moved out of the potato cell into the sugar solutions. When a cell loses water in such a way the cell become flaccid, which is the opposite of turgid. Sweet potato: For the sweet potato cylinder that was placed in water the mass increased as expected. This happened because water moved from the solution into the sweet potato. For all the other molarities, except the sweet potato placed in 0.5 molar solution, the changes were the same as for the potato. For the sweet potato placed in 0.5 molar solution the mass increased from 0.64 grams to 0.65 grams. There was a 0.01 gram increase in the mass of the sweet potato by the end of the experiment. This suggests that my prediction was correct: I expected sweet potatoes to have a lower water potential than normal potatoes because they are sweet and therefore must have contain sugar. Hence for the sweet potato chips I predicted that at first the mass of the sweet potato will increase but, as the concentration of sugar in the solution increases past the isotonic point the mass of the potato cylinders will decrease. There was a 0.01 gram increase in the mass of the sweet potato by the end of the experiment. 0.01g is extremely close to 0g. On the graph, if you look at this point, it is clear that the range bar is in between 1.56% and 0%. If there had been a 0% chang e in mass, it would mean that a state of equilibrium had been reached. This is a point where the concentration of water inside the sweet potato cell is the same as the concentration of water in the solution which the sweet potato is in. my results imply that the reason the mass of the sweet potato in the 0.5 molar sugar solution increased in because the water potential of the sweet potato was slightly lower than that of the water. As a result water molecules moved in to the sweet potato cell. The sweet potato in 1.5 molar sugar solution decreased weight because the concentration of sugar in the solution had increased passed the isotonic point (equilibrium). Conclusion: My graphs show that osmosis has taken place. There was a negative correlation between the concentration of sugar in the solution and the mass of the potato or sweet potato cell at the end of the experiment. Over all the results that I obtained have answered my aim; varying the concentration of the sugar does have an affect on the mass of the vegetable and the additional sugar in sweet potato does have an effect on its mass when compared with normal potatoes. With the results I have obtained I can conclude that the higher the concentration of sugar in the solution, the more mass the potato looses. The graph also shows that the opposite happened when the concentration of water in the solution is higher. So I can conclude this by saying: the higher that concentration of water in the solution the more mass the potato gains. This applies for both the potato and sweet potato. However because of the additional sugar in the sweet potato, the mass of the sweet potato will only decrease after the concentration of sugar in the solution increases past the isotonic point (point of equilibrium). To make full sense of the conclusion, a recap on osmosis and the affect on cells are required. When there is a high concentration of water in the solution and a plant cell with low concentration of water into water, the water would move into the plant cell by osmosis. Osmosis is defined as the movement of water molecules through a semi- permeable membrane from an area of high concentration to an area of low concentration until a state of equilibrium is reached. Equilibrium is reached once enough water has moved to balance the solute concentration on both sides of the membrane. Osmosis occurs across a partially permeable membrane whenever there is a difference between the water concentrations on the two sides of the membrane. When this happens to the cells they will either become turgid if water flows into them, or flaccid if water flows out of them. The results that I have obtained in this experiment support the prediction that I made using scientific theory and my preliminary experiment. Evaluation: Overall I was please with the results that I gained as they agreed with what I have already learned about osmosis. I believe I have gained reliable results, which supports the scientific theory. After making changes to my main experiment from the preliminary experiment I faced no difficulties. The equipment that I used was suitable, I managed to collect adequate data and the investigation that I organised was effective, as can be seen from my results. I was able to get enough results to come to a strong and explanative conclusion. I believe that my results were reasonably accurate as I did the experiment 3 times and found that the repeated results were mostly very close together. With these results I was able to construct two, very accurate and informative graphs. My results were free from any major anomalies that did not fit the regular pattern. However there were one or two very minor anomalies that could have been caused by the following: Some limitations or experimental errors could have occurred during the investigation, which I did not realise and could have led to some miscalculations in my results. The main limitation could have been the change in temperature of the room during the experiment. High temperatures could have altered the rate at which osmosis takes place. Another potential problem in the investigation may be tampering, as the investigation was carried out in a lab which is in constant use. This could have resulted in students playing with the apparatus, which could have affected the out come of my results. Also when drying the potato chips after the allotted time it was inevitable that they would have excess water on them, and so we dabbed them with paper towels to remove it. However, in doing this we could have removed water that was not excess, and altered our results. To make my investigation more reliable and accurate I could make some improvements. Firstly I could use a wider and more precise rage of sugar concentrations. If I did this I would have a wider range of results to work with so it would be more accurate and I would be able to come to a more secure conclusion. Another improvement I would make if repeating the experiment is to dry all the potato cylinders the same. I used paper towels to dry the potato cylinders, which caused variation between the potatoes as sum where dried more thorough and for longer than others which affects their mass, and those potato cylinders that have not been dried as much as others will have more excess water and therefore a greater mass. In the future I would develop a method to dry the potatoes in a way that is fair. Further investigations may be to investigate using lengths or shapes of potatoes, to see affect of osmosis upon them. I could do a comparative study, where I see the effects of osmosis on potatoes which have been altered to do specific breeding, e.g. grow in a hot climate, etc. I could do a study into surface area or the effects of temperature upon osmosis, to identify the best temperature in which osmosis occurs. I could also investigate the affects of osmosis on different vegetables such as aubergine, turnip, carrots.

Which Computer Is The Fastest :: essays research papers

Which Computer Is The Fastest What computer is the fastest? What computer is the easiest to use? What computer is number one in education, and multimedia? That's right, the Macintosh line of computers. A strong competitor in the realm of computing for a number of years, the Macintosh is still going strong. The reasons are apparent, and numerous. For starters, who wants a computer with no power? Macintosh sure doesn't! Independent tests prove that today's Power Macintosh computers, based on the PowerPC processor, outperform comparable machines based on the Intel Pentium processor. In a benchmark test, conducted in June 1995, using 10 applications available for both Macintosh, and Windows 3.1 systems, the 120-megahertz Power Macintosh 9500/120 was, on average, 51 percent faster than a 120-megahertz Pentium processor based PC. The 132-megahertz Power Macintosh 9500/132 was 80 percent faster when running scientific and engineering applications, and 102 percent faster when running graphics and publishing applications. You can understand why the education market is almost entirely apple based.   Ã‚  Ã‚  Ã‚  Ã‚  Recent surveys confirm that from kindergarten through college, Apple has cornered the market in education, and remains number one in this U.S. market. Apple Macintosh computers account for 60% of the 5.9 million machines in U.S. schools for the 1995-96 school year. Only 29% of schools use the Microsoft/Intel platform, and DOS only accounts for a measly 11%. Also it was reported that 18.4% of 4 year college students own the Macintosh. 55% of college students own a computer, and Apple's in the lead for that market too! The reason Apple says for this continued success is the Mac's ease of use.   Ã‚  Ã‚  Ã‚  Ã‚  There is no doubt that the Macintosh is the easiest computer around. The scrolling menu bar is the first example. If a Macintosh menu is too long to fit on the screen, you can scroll down to see all of the items. Windows 95 menus, by contrast, don't scroll up or down. So if you put too many items into the Windows 95 Start button, some will remain out of reach, permanently! Windows 95 hierarchical menus can become confusing as they become more crowded. When you install many applications onto a PC, so they form two columns from the Start Programs menu, the menus may not be able to flow well together. You'll have to jump quickly across from menu list to menu list, which can be difficult to do. The second example I site is the better integration of hardware and software. Because Apple makes both the hardware and the operating system, the two work together easily; when a change is made at the hardware level, the software

Female Political Candidacy :: Politics Political Science

Female Political Candidacy Abstract Factors which influence female political candidacy were investigated. The results indicated significant gender differences on the following hypotheses: H1: Female and male political leaders will differ in their uses of interpersonal power; H2: Female and male political leaders will identify different motivations in seeking public office; and, H3: Female and male political leaders will differ in their perception of barriers to participation as political candidates. The secondary perspective of race was also considered but was not found to be a significant barrier to female candidacy. This significantly predictive model has regional and international implications, and future studies will tested it comparatively by state and region to affirm its generalizability. Female Political Candidacy: A Racial and Gender Perspective This study examines the use of interpersonal power by females in elected political positions, the factors that influence women to run for elected office, and the barriers that hinder female candidacy. Drawing from three areas of gender difference - women and development (IWPR, 2000), institutionalization of power relationships (Parsons, 1969), and socialization of gender roles (Bennett and Bennett, 1999; Lindsey, 1997) - the research focuses on women in elected political leadership positions using a comparison of women and men matched by elected positions in the State of Mississippi, USA. The hypotheses were: H1: Female and male political leaders will differ in their uses of interpersonal power; H2: Female and male political leaders will identify different motivations in seeking public office; and, H3: Female and male political leaders will differ in their perception of barriers to participation as political candidates. The secondary perspective of race is evaluated using statis tical methods on a non-matched comparison of African Americans and Caucasians who responded to the gender study. Economic arguments and incentives for policy supporting broad-based political representation are numerous. There is widespread acceptance that peoples who have little political voice are overlooked in the distribution of public goods and have less access to education and health. Kenworthy and Malami (1999) note that representative critical mass necessary for females as a social group to exert a substantial influence on politics is considered to be 30% of a legislative body, while Harvard sociologist Rosabeth Moss Kantor puts representation at closer to 50% to make a difference in the culture of an institution (Ivins, 2001). The United States Agency for International Development notes that while almost all peoples around the world, specifically women, have a legal right to vote, actual female participation is inhibited by cultural, social, economic, legal and educational constraints (USAID Fact Sheet, 1997).

Street Scalpers :: essays papers

Street Scalpers Ticket scalping has shown much benefits to both consumers and sellers, and where demand meets supply. For the ultimate consumers, scalpers offer an alternative to purchasing the much sought after tickets without waiting in line. However, at a higher monetary value! Demand for these "easy" tickets has been great that keeps ticket scalping going on for years. There are different value people put in the things they do over the others. What is the value an individual put to wait in line or to pay a higher price differs these people into two groups. From the economic perspective, people who waits in line expects their marginal benefits from the ticket to match or exceed their marginal cost. While others choose to purchase from street scalpers has place their time as their marginal benefits over the marginal cost of higher price. Ticket scalping will thrive as long as there is demand for the service and people are willing to pay a higher price. As the two group of people identify their marginal benefits opposite of one another, the price for the same event changes as well. The time-cost to wait in line seems higher to the buyers from the scalpers and therefor, it is fair that they pay a higher price for the ticket without having to spent unproductive hours. To enforce restrictions on reselling tickets, the price of the tickets will become less affordable as there will be less audience to make the event more successful and profitable. It will also cost the scalpers to charge their customers an even higher price. The best solution to stop ticket scalping is to have enough tickets for everyone who wants it.

Explore in detail how Iago has brought about the change in Othello’s relationship with Desdemona in the first three acts of the play

In this essay, I will be exploring how Iago brought about the change in Othello up until act 3 of the play. This play is about a black Venetian soldier who elopes and marries a young white girl called Desdemona, who he shares an empathic case of mutual love that overcomes many prejudice and objections. But his love for her soon changes to jealousy and murderous thoughts created by Iago, his most â€Å"honest† ancient. Iago plants crude images of Desdemona and Cassio, his former lieutenant, having an affair, and this soon chases away all the sanity in Othello. Until the mid-point of the play, Othello composes himself in a dignified manner and expresses unbounded faith in the transcendent love that he shares with Desdemona, a bond that reaches over differences in race, age, and social status. Nevertheless, Othello begins to change his mind about his young wife in the corruption scene of Act III (scene iii) and by the end of the act, he has completely made up his mind about Desdemona's faith and trust, and from this point, Othello is completely preoccupied with the mission of avenging himself on Desdemona and Cassio for an adulterous affair Iago claims they are having. In Othello, many events are more significant than others because of mental or psychological reasons. Shakespeare uses images to give contrasted thoughts to different parts of the play. Another thing is how a character changes his feelings in a brief moment. In the play, examples of these are, how Othello changes his trust from person to person, from Desdemona to Cassio to Iago. Another is how he changes his opinion of Desdemona's faith. Also there are the mental changes of Iago and his motives. The first we hear of Othello and Desdemona being together is in Act 1 Scene 1, when Iago calls out to Brabantio, Desdemona's father. He calls â€Å"you're robbed† claiming that Othello has kidnapped Desdemona when, in actual fact, they have eloped. At this point, we get the impression that Othello and Desdemona are in a young, innocent, romantic love, but Iago calling â€Å"an old black ram is tupping your white ewe† ruins this perfect image. Here, Shakespeare uses crude sexual images and refers both Othello and Desdemona as animals, which makes their love sound profane and physical. Iago provokes Brabantio by telling him these graphic stories of Othello and Desdemona. No father wants to hear about his daughter like that, so it's obvious that Brabantio gets angry with Othello. When Othello hears of Brabantio's anger, it is here we hear him talk about Desdemona for the first time. We see that he really does â€Å"love the gentle Desdemona† and this is shown quite precisely in Act 1 Scene 3. Here, Othello assures the court Brabantio has summoned him to, that he has not won Desdemona's love through â€Å"spells and medicine† and â€Å"witchcraft†, but with tales of heroic defeats, and he loved her that â€Å"she did pity them†. Othello describes his courtship of Desdemona in a dignified and persuasive speech (76-93) that even the Duke is persuaded that this tale â€Å"would win† his daughter also. By his speech, it becomes clearer that Othello's love for Desdemona is not passion, but a love whose quality is reflected in his tone when he speaks – calmly, with dignity, serenity, simplicity and stature. While Brabantio is still not convinced, Othello believes in his and Desdemona's love so much, and their unbreakable bond of trust and faith that he asks the Duke to send for her, so that she may speak for him. This shows that he trusts his life â€Å"upon her faith† even to speak against her own father. It also shows that he sees her more as an equal than a presence of a woman, since he sends for her to speak in a court, in a time where women weren't that high on the power scale. Speaking to the court is when we are first introduced to Desdemona and realises that she is little more that a girl inexperienced in the way of the world who is taken in by Othello's stories. Desdemona speaks gently outlining an argument so strong that finishes the whole debate. Hearing her argument, you can't help but wonder if her love for Othello is submissive love, generated by seeing â€Å"his visage in his mind† and fuelled by her delight in his â€Å"honours† and â€Å"valiant parts†. She speaks so fondly of him, yet hardly knows him; nonetheless, as she defends her newly born love for Othello, she uses much personal language such as â€Å"me† and â€Å"I† portraying personal feelings, which makes her love much more convincing. â€Å"My heart subdu'd/ I saw Othello's visage in his mind/ Did I my soul and fortune consecrate†. O my fair warrior† shows the equality of Othello and Desdemona's relationship once again when the two arrive in Cyprus. In Cyprus (Act 2 Scene 3), Cassio starts a fight under the influence of alcohol and Iago's â€Å"master plan†. Because of this, Othello's evening with Desdemona is disturbed, and we see him for the first time, expressing the emotion of anger. Up until this scene, Othello has always been portrayed with calm and serenity, but here, his mood dramatically changes showing the audience how easily his emotions can be swayed and affected. This is proven again at lines 245-249. Here his mood drastically changes again from angry to calm when he sees Desdemona. Othello acts with embarrassment and disappointment to the situation and describes it a â€Å"Christian shame†, which is ironic, because he is yet to commit a sinful act. After the incident, Othello demotes Cassio, even though he is obviously a close friend of his, â€Å"Cassio I love thee, but nevermore be officer of mine†. This is strange because Othello trusted Cassio a great deal and was also close with him, and yet, he demoted him on the spot. This is a sign of how Othello's emotions can affect him and cloud his judgment, making him think on his feet and act spontaneously. At the start of Act 3 Scene 3, Cassio is first mentioned to Othello by Desdemona to play with his mind (non intentionally of course). His tone in this scene tells us that he is annoyed with her constant pester and her interest in Cassio by calling her an â€Å"Excellent wench†, but he â€Å"do love thee† still. We also see that Othello depends on Desdemona, maybe a little too much for it could cost his sanity. â€Å"And when I love thee not, chaos is come again†. He quotes â€Å"I deny thee nothing† which shows us that he cannot refuse her and he still cares for her deeply, and it almost assures the audience he always will. Desdemona is not a strong character, and lacks solidity in her persona, but, despite the fact of this, we see here that she is a huge weakness in Othello's character, even through his annoyance for her at this point. She is almost able to wrap him around her little finger without intending to, and Othello allows this to happen because of his love and his insecurities about it. From noticing Desdemona's unwariness of this, we might come to the conclusion that she could possibly seen as the type to liase around with other men. Yet we are most certain that she wouldn't, from the way she respects Othello and, regards him as first priority in her life, before her own father. The tragedy of love misunderstood is exposed at the end of Act 3 Scene 3, where we now see Othello in reverse role. Unlike in Act 1, Othello is able to think clearly and compose himself as polite, kind, and noble. Soft phrases and the use of a variety of literary devices such as, alliteration, pitiable stories, and flattering phrases towards Desdemona allow a calmer reflection of Othello. This is the contrary of how he acts at the end of Act 3. He seems to revert to his more primal nature of fighting and â€Å"glorious war†. War is a huge vulnerability to Othello, which we see when he finally accepts Iago's lies and is convinced that Desdemona is having an affair with Cassio. Here his first reactions are of death and destruction, as he makes sure that â€Å"Cassio's not alive†. Earlier in the scene, when first hearing of Desdemona's ‘affair', Othello seems quite intent on only believing Iago's words with some kind of proof. â€Å"I'll see before I doubt; when I doubt, prove† Yet Othello fails to keep his word as he becomes angered by the mere thought of his wife deceiving him. It is due to this, that Othello asks Iago to â€Å"set on thy wife to observe†. Basically he asks Iago to seek the truth, yet the truth never is found causing him to doubt. We see that Othello has doubt because of his soliloquy in this act. This is the first time he has one which surprises the audience and adds emotion and energy to Othello's character more than usual. This could be a sign of his emotions swaying unlike in the Acts before, where he always seems open and composed. His soliloquy shows that he is confused and no longer speaks his mind as he did in the previous acts. During this soliloquy, Othello doubts his marriage, regrets that he is black, notices he's much older, and he also doubt in himself. â€Å"Haply, I am black†, â€Å"I am declined the vale of years†, â€Å"O curse of marriage† Another sign of distrust is, when Desdemona asks Othello if he is â€Å"not well†, and Othello replies â€Å"I have a pain upon my forehead here† instead of saying what he thought, as he usually would. The horns he speak of may symbolise the horns a cuckold would possess, which is also a sign of Othello's mind wandering and doubting. You can tell that he is not self-assured and as confident as he once was. Shakespeare uses this technique to show us that Othello has lost his confidence and is no longer self-assured. As he becomes more and more angry his control through his speech begins to slip, no longer does he speak in long flowing sentences but now in exclamations, which hints at his loss of capability to loose his temper. He is also speaking in a similar way to Iago, This may symbolise that he has come to think in the same manner. These images show us the depth of Othello's jealousy, the woman he loved he now disparage. The change in Othello is very sudden. He makes a very quick transition from love to hate. In Act 3 Scene 3, Othello states, â€Å"if she be false, O then heaven mocks itself†. Yet only not long after, he says â€Å"I'll tear her into pieces†, and says that his mind will never change from this â€Å"tyrannous hate†. At the end of Act 3 Scene 3, we see that the relationship is no longer equal, and we see that Othello has risen above Desdemona and has belittled her. Othello treats her, and continues on treating her with great disrespect he would never have done before. Before, their relationship was mutual and equal but at this point in the Scene, Othello does not give Desdemona the chance to justify her actions, this reflects his egotistic, and is an example of how easily influenced he is. Iago is evil personified, and to say that he is motiveless in this play could be quite true, as the audience never get to know his one true motive as it mentally changes and progresses as the play develops. He is ruthless, sinister, and will stop at nothing. Iago is the whole reason why there is conflict in the play. All the problems caused are through Iago and his lies, treachery, manipulation, and deep mysterious hate, which is fuelled by jealousy and revenge and maybe love. A lot of motives there. He is a two faced liar smiting and betraying his fellow characters, while also being â€Å"honest Iago† as he wants to be known. He plays many parts of the story because of this. While at one point, he is the best comrade a person could have, yet another where he is a two faced, backstabbing liar. Throughout the play, we see him lie from one to the next, but he is only able to do this because he is shown to be a very accurate judge of character. He understands how everyone works, and how their minds function. He understand perfectly his â€Å"sick fool† Roderigo's vanity and foolish hopes. He knows that Desdemona's generous personality will lead her to plead on Cassio's behalf. He knows that Cassio's ambitiousness will lead him to use Desdemona to regain Othello's trust, and he knows that † the Moor is of a free and open nature/ that thinks men honest but seem to be so†. He knows all this yet he spins a web of lies (with consummate skill) to turn everyone against one another. In the play Othello, Iago influence and uses two people purely for leverage. One of those is Michael Cassio, who is in a very contradicting relationship with Iago. While Cassio trusts Iago and thinks that he has the best intentions for him in mind, Iago is actually plotting against him, persuading him with â€Å"good advice†, all in the while, ensnaring Cassio into a love innuendo he'd rather not be in. One of Iago's more successful schemes is within Act 2 Scene 3. This scene opens with Othello bidding Cassio to inspect the guard during the night. He also warns him â€Å"not to outsport discretion†. Ironically, Iago will trick him beyond discretion, leading to his fall in this scene, the most important aspect of Iago's plan. Cassio proves his noble nature early on in the scene by refusing Iago's persistent offer of wine, admitting that he â€Å"does not drink well†. Hearing this, Iago persists until Cassio finally gives in to his weakness. It takes Cassio â€Å"but one cup† to get drunk and gets into a fight with Roderigo. When Othello arrives on the scene Iago takes him aside and, being the persistent liar he is, pretends to be good friends with Cassio and pretends to care for him so that nothing will â€Å"wrong him†, nonetheless blaming him for everything, but subtly, subconsciously. By sticking up for him, Iago soon befriends Cassio and tells him to seek Desdemona and ask her to plead for his rank and trust back with Othello. This is the most important point of persuading Cassio, because this is the main leverage for the whole plan. Here, he knows that Cassio's ambitions will make him persistent and unaware of anything else, as does he know that Desdemona's loving nature will help him. Iago plays with the subconscious a lot, as it is a conniving and cunning way to persuade someone. This is also shown on his lackey, Roderigo. Iago also manipulates Roderigo, not part of any plan, but just as a lucky opportunity for money. For the foolish Roderigo, and his foolish hopes makes him an easy target for Iago. The phrase â€Å"put money in thy purse† repeatedly as Iago plays with Roderigo's subconsciousness, and installs in Roderigo, a sense of trust in Iago. This convinces him that Iago is helping him, and that he is plotting against Othello purely for â€Å"sport†. â€Å"Sport† makes the whole situation sound like a game, a bet perhaps, so therefore money doesn't seem like a big issue. Iago's soliloquies are probably just as important as anything else in the play, and he uses a lot of them. This allows us to see at once early on in the play, Iago's motives and intentions, and that some promises go no where, like with Roderigo and his plans to woo the â€Å"gentle Desdemona†. Through soliloquy is when the master of deception is open to the scrutiny of the audience, that we may admire, horrified, the progress of his scheming. We see that he is an opportunist and amoral, â€Å"the moor already changes with my poison†. In his soliloquies, Iago uses a level of expressiveness rarely presented in his public speeches such as, emotion, thoughts, and even insecurities, which are shown when he is convinced that Othello is sleeping with Emilia, his wife. In a soliloquy, Iago expounds the â€Å"divinity of hell†. He is delighted to see that his evil plan is working perfectly. Othello has many traits that make him naive and insecure, and Iago plays on this. â€Å"Ha! I like not that, sneaking away so guilty like†. This makes Othello question many things, but most of all, his marriage and his wife's faith â€Å"I think my wife be honest, and think she is not†, this shows that Othello is confused and questions himself, he shows hate for her but at the same time loves her. His mind rages from one extreme to the other in his fit of emotions showing he has lost his control. Desdemona is rich and noble, furthermore, she has gone out of her social sphere to marry Othello and he is aware of this. When he speaks of his marriage, there is a hint of uncertainty, like it's almost too good to be true. However, this insecurity is buried dormant and non fatal. It would not rise by itself to produce a tragedy, but needs someone who sees its existence and uses it. Iago plants jealousy into Othello, but its mostly Othello's pride that provides a fertile ground for these insecurities to nurture it's growth. Iago plays with Othello's uncertainty building it up by talking of jealousy and betrayal, â€Å"O, beware my lord, of jealousy! â€Å"/†It is the green eyed monster†, and then more specifically about the unnatural nature of their marriage â€Å"Her will, recoiling to her better judgement†. More importantly, he addresses jealousy as a major theme. The â€Å"green eyed monster† becomes a symbol representing Othello's dark feelings, a spectre lurking in his mind and beginning to steer his behaviour, while Iago lead him with lies â€Å"And will as tenderly be led by th'nose as asses are. † This creates an image of an animal being led away so easily by something so simple. Iago uses a serious case of reverse psychology just to build up the confusion and uncertainty in Othello. Iago says that Cassio is â€Å"honest†, which sets Othello off, and Iago's fake uncertainty in his tone makes Othello think that Cassio lies. Words such â€Å"sneak† and â€Å"guilty† sets the scene for private affair, and gets Othello's mind racing. Othello becomes suspicious and starts to get annoyed with Iago, as it seems Iago knows something and is not telling Othello, Othello says, â€Å"Show me thy thought†. By not telling Othello the â€Å"secret† not only makes him want to know even more, but it also makes Othello feel like an outsider, already he is separated from the group, but now even more as there are a secrets revolving around that he knows nothing of. These are all tactics, which Iago uses (among others) to break down Othello and all the people around him. One of his most successful tactics is how he drops hints about Desdemona and Cassio. He does this very well by not actually stating fictitious stories but by suggesting, and not giving Othello a clear image. This is somewhat worse because if his mind is left to wander and imagine, it can come up with the wrong answer. He also plays on the fact that Desdemona has already once deceived her father and â€Å"may thee†. This makes Othello question her faith and if he is first priority anymore. Othello trusts Iago because Iago puts forward the fact that he knows all and is a kind loyal friend for he says, and I quote â€Å"I am your own forever†, even though we all know he despises the moor. But this way, Iago gets into Othello's trustees list, which is a helpful asset to his plan. Gaining that trust, Iago acts out many sympathetic, expressive roles, gives much advice and fulfils Othello's greedy ears with what he wants to hear, therefore, proving his loyalty. Throughout the play, there is a steady stream of racism. It originates from not one, but rather several characters in the play. Most characters in the play exhibit some type of racism toward Othello. His blackness is not only a mark of his physical alienation but a symbol, to which every character in the play, he himself included, must respond. Iago and Roderigo speak the most obvious racial slurs against Othello. Roderigo refers to the â€Å"thick-lips†, â€Å"gross clasps of a lascivious moor†, and the â€Å"gross revolt† of Desdemona (Act 1 Scene 1). He also labels Othello as a â€Å"wheeling stranger†. Iago makes several references to Othello's race as well, referring to him as an â€Å"old black ram†, a â€Å"devil†, and a † Barbary horse†. This is also associated with excessive sexuality when Iago tells Brabantio that his â€Å"daughter and the Moor are [now] making the beast / with two backs†. This cultural perception contributes to the racist atmosphere; Othello's sexuality is connected to his race, which is perceived as degenerate and disgusting. Iago and Roderigo are not the only characters with outright disdain for Othello's race and culture. Brabantio also projects the negative images associated with blackness. Desdemona's father invites Othello to tell tales, but refuses to accept him as a son-in-law. Brabantio shows his anger when he refers to Othello as â€Å"too true and evil†, a â€Å"foul thief†, and â€Å"Damn'd†. He is disgusted that Desdemona would â€Å"run from her guardage to the sooty bosom / Of such a thing as thou–to fear, not to delight! † and â€Å"fall in love with what she fear'd to look on! † In addition, Brabantio claims that the only possible way Desdemona could fall in love with Othello is if he used black magic. These statements reveal a racism similar to that of Iago and Roderigo. Desdemona communicates an even more subtle form of racism. She falls in love with Othello not for his outward appearance but for his words. She states that she saw â€Å"Othello's visage in his mind†, but she does not say that she found his physical form attractive. By not referring to his physical state, Desdemona confirms her father's belief that she should fear to look on such blackness. Othello even attests to this when he agrees with Iago's statement that Desdemona â€Å"seem'd to shake and fear your looks†. All of these quotes suggest that even Desdemona realizes there is something unnatural about her love for Othello due to his physical appearance. The use, or lack thereof, of Othello's name is important for racial reasons as well. Calling someone by name is a sign of respect. The characters in the play sometimes refer to Othello by his name, but often by the term â€Å"Moor. † The amount of racial hostility the character has for Othello usually dictates the mode of address. Iago refers to Othello by name but only a few times in the play, usually when he is talking directly to him, while he calls him Moor over the rest of the play. Coincidence plays a big role in the play Othello, as everything happens almost out of coincidence. From Iago's plan, to being at the wrong place at the wrong time, everything adds up to coincidence. An example of this is when Cassio chooses to meet with Desdemona at that certain point in the play, just as Othello is returning. This is when Othello first has his doubts about Desdemona. Iago sees this and plays on that fact â€Å"Ha, I like not that/ he would sneak away so guilty like†. I think that Iago persuades Othello in a very convincing way. Although, the way that Othello changes so suddenly makes it less convincing. This may just be that he is a very naive character who â€Å"trusts men easily†. This may also be due to his insecurities. Iago knows Othello will never be completely embraced in society, and he knows that Othello also knows that. By playing on this, he skilfully convinces Othello that his wife might not love because of his race. Othello is obviously hurt by this and his change is drastic, yet somehow convincing. I think it's the way that you see all the persuasions and lies planned by Iago, then you watch it happen. This lets us understand and see the development.