The Layers of Mrs. Dubose in To Kill a Mockingbird Essay -- Kill Mocki

The Layers of Mrs. Dubose in To Kill a Mockingbird   â â â Toothpaste: it is comprised of such a large number of various fixings. You can take a gander at a container of toothpaste, study it, watch the shades of the plastic compartment and notice the size and state of it. You can figure all you need what's within, however you will never know until it is crushed. Individuals: they are comprised of such a significant number of various things. You can see them, study their practices, and watch their appearances. You can make numerous presumptions about what they're similar to within, yet you will never know their actual character until they are pressed. At the point when an individual is placed in a tight position it doesn't make their character, it uncovered it. In Harper Lee's To Kill a Mockingbird there are a few characters that are available all through the book, yet one appears to show up all of a sudden in section eleven. Her name is Mrs. Dubose, and she has a fascinating character. It has a few layers that nearly should be s tripped away like an onion. Honesty is only one of the various layers of her character. Trustworthiness is the way an individual responds when they are being pressed. Mrs. Dubose has an exclusive requirement of ethics and she is consistent with them- - she strolls her discussion. She pays special mind to individuals other than herself. She is resolved. Mrs. Dubose is unquestioningly a lady of trustworthiness.  Mrs. Dubose shows uprightness by going to bat for her convictions. She has self-designated herself as the habits police, as per the principles she was raised with. The manner in which she was brought up youngsters were required to regard their folks and different seniors. Mrs. Dubose tries to call the children on it at whatever point they are carrying on of line as per her qualities. She shouts at Scout t... ...her life, a period that can be forlorn for an individual. It could be said, she is being crushed, similar to a container of toothpaste- - yet she remains solid. She despite everything keeps every one of her qualities, rather than tossing them out the window. Mrs. Dubose doesn't simply lounge around and watch the world go on, she attempts to have any kind of effect. She doesn't set up herself a pity party, troubling others with her issues. Rather, she chooses to make the most out of the time she has left in her life. She chooses to improve her life with the goal that she can kick the bucket having made every second count. Mrs. Dubose, in the entirety of her uprightness, is the most delicious sort of toothpaste there is.  Works Cited Johnson, Claudia. The Minor Charaters of Harper Lee's To Kill a Mockingbird. Studies in American Fiction (1991):129-139. Lee, Harper. To Kill a Mockingbird. New York City, NY: J.B.Lippincott Company, 1990. The Layers of Mrs. Dubose in To Kill a Mockingbird Essay - Kill Mocki The Layers of Mrs. Dubose in To Kill a Mockingbird   â â â Toothpaste: it is comprised of such huge numbers of various fixings. You can take a gander at a container of toothpaste, study it, watch the shades of the plastic compartment and notice the size and state of it. You can figure all you need what's within, yet you will never know until it is pressed. Individuals: they are comprised of such a large number of various things. You can see them, study their practices, and watch their appearances. You can make numerous presumptions about what they're similar to within, however you will never know their actual character until they are pressed. At the point when an individual is placed in a tight position it doesn't make their character, it uncovered it. In Harper Lee's To Kill a Mockingbird there are a few characters that are available all through the book, yet one appears to show up out of the blue in section eleven. Her name is Mrs. Dubose, and she has an intriguing character. It has a few layers that nearly should be stripped away like an onion. Respectability is only one of the various layers of her character. Respectability is the manner by which an individual responds when they are being pressed. Mrs. Dubose has an elevated requirement of ethics and she is consistent with them- - she strolls her discussion. She pays special mind to individuals other than herself. She is resolved. Mrs. Dubose is unquestioningly a lady of honesty.  Mrs. Dubose shows honesty by going to bat for her convictions. She has self-designated herself as the habits police, as indicated by the principles she was raised with. The manner in which she was brought up kids were relied upon to regard their folks and different seniors. Mrs. Dubose tries to call the children on it at whatever point they are carrying on of line as indicated by her qualities. She shouts at Scout t... ...her life, a period that can be desolate for an individual. It could be said, she is being crushed, similar to a container of toothpaste- - yet she remains solid. She despite everything keeps every one of her qualities, rather than tossing them out the window. Mrs. Dubose doesn't simply lounge around and watch the world go on, she attempts to have any kind of effect. She doesn't set up herself a pity party, troubling others with her issues. Rather, she chooses to make the most out of the time she has left in her life. She chooses to improve her life with the goal that she can bite the dust having made every moment count. Mrs. Dubose, in the entirety of her trustworthiness, is the most delectable sort of toothpaste there is.  Works Cited Johnson, Claudia. The Minor Charaters of Harper Lee's To Kill a Mockingbird. Studies in American Fiction (1991):129-139. Lee, Harper. To Kill a Mockingbird. New York City, NY: J.B.Lippincott Company, 1990.

Full Faith and Credit Clause

I think the most overwhelming subject that strikes a chord including the Full Faith and Credit Clause of the U. S. Constitution revolves around â€Å"same-sex relationships. † The contention in this issue bases on whether a gay couple who gets hitched in Massachusetts would/ought to be perceived as legitimately wedded in some other state they move to. I am certain the composers of the Constitution would never have envisioned that some 200+ years after the fact, that the first expectation of Article IV Section 1 of the Constitution, the â€Å"Full Faith and Credit Clause,† might experience the investigation it has needed to suffer as of late. The word â€Å"marriage† implies just a legitimate relationship between one man and one lady as a couple, and the word â€Å"spouse† alludes just to an individual of the other gender who is a husband or a wife. The Constitution explicitly outlines that no State will be required to offer impact to any open demonstration, record, or legal continuing of some other State regarding a connection between people of a similar sex that is treated as a marriage under the laws of some other State, or any privilege or case emerging from such relationship. In the event that â€Å"same-sex marriages† have gotten legitimately satisfactory in certain states, at that point those couples ought to appreciate those advantages in the states wherein they are viewed as lawful. States are allowed the option to decide those laws that have impact on their own residents, and, should a gay wedded couple wish to dwell in a state where same-sex relationships are not legitimate by law in that state, at that point they should acknowledge the law in that state as authoritative on them. Any express that decides to not perceive same-sex relationships inside their own constitution absolutely has that directly under the Full Faith and Credit Clause. Until at such time somebody figures out how to challenge the lawfulness of the Clause, gay couples should leave themselves having the option to rehearse their picked way of life, yet without the advantages of such association in states where it is considered illicit. In further help of this issue, I accept that the Defense Of Marriage Act (DOMA) (1996) is illegal all over. DOMA abuses standards of equivalent insurance and fair treatment. A solid case can likewise be made that DOMA manhandles the Full Faith and Credit Clause and contradicts central standards of federalism. Since there are moderately comparable laws authorized in each of the 50 states, with just little contrasts between the greater part of them, I see no explanation that the Full Faith and Credit Clause ought to be held material to the issue of same-sex relationships. I think that its hard to envision how the Court could discover barring same-sex couples from the meaning of marriage unlawful without making an established prerequisite that equivalent sex couples be permitted to wed. In this manner, I accept that the Constitution ensures all of us the option to decide to wed the one we love. The way that they are of a similar sex ought not deny those people of similar rights and benefits of different residents simply on the grounds that it abuses a few people ethics or convictions. Since the Constitution itself doesn't really portray the meaning of marriage, I accept that all endeavors that deny gay individuals certain rights not in any case denied of others damages the soul of the Constitution, and misuses the Full Faith and Credit Clause in that.

Keep it simple, stupid

Keep it simple, stupid Yes, Ive read a bunch of books since my last post. No, I didnt feel like writing about them. Ill be back at school soon, where Ill actually have cool things to talk about. Im sure youre all excited. In the meantime, heres my latest MIT-induced headache: So I had this semi-epiphany where I kind of sort of maybe started thinking about majoring in 2A tailored for robotics. I started trying to re-work my fall schedule. I had this big list of about 10 different class combinations and had narrowed it down to a select few. My ideal schedule looked something like this: 2.001- Mechanics and Materials 6.081- Intro to EECS 8.033- General Relativity 24.900- Intro to Linguistics Only, as it turns out, 6.081, 8.033, and 24.900 are all at the exact same freaking time. Im not even joking. Of all of the hundreds (thousands?) of classes offered at MIT, three of the four I picked all have the same schedule. This kind of sucked, and opened up the floodgates of my hatred for those stupid HASS requirements. On the plus side, this led to a really funny conversation where I tried to explain all of this to my mom. Well, see I really wanted to take 24.900 because not only am I interested in the subject, but it fulfills two HASS requirements at once. On the other hand, it is offered every semester, so its not too big of a deal if I dont take it now. Id love to take 8.033 because Im really interested in it and I may minor in that subject, but its not a priority. The only thing is that its only offered in the fall, so if I dont take it now Ill have to wait until next year. At the same time, 6.081 is an experimental class, so its a complete wildcard, but given my new ideas about what I want to do with my life, it may or may not be required for my major. Mom: So take 24.900, it fulfills all the requirements. Laura: Yeah but I can just take it next semester so that may not be the best option. Mom: So take 8.033, if its only offered once a year. Laura: Well I may not even need that class, its not required for anything Im actually doing as of right now. Mom: Well screw that, take that one that starts with a 6 then. Laura: Listen, its not as simple as you just telling me what to take, ok? *pause* Mom: Hey Laura? Laura: Yeah? Mom: Could you just tell me what these classes are? The bottom line of the story is that I originally had about ten options. After narrowing it down to two or three, I realized there was a conflict, so I had to redo it. Now Im up to 17 combinations. I exaggerate, of course. Well, there technically are 17 different possible combinations at this point, but thats because I have seven HASS classes Im considering and havent narrowed it down yet. Of course, I do have it broken down into categories- those which fulfill a distribution requirement, those which fufill a communications requirement, those which will help towards one concentration Im considering (writing), and those which will count towards the other concentration Im considering (theater arts). This would all be so, so much simpler if only the HASS requirements werent so *!?$%^! stupid. Arrr. One really cool thing I stumbled across was 21M.604J. Take note, useful information here: the J at the end of the subject number indicates that this class is exactly the same as a class in a different major. Basically, 21M.604J = 21W.754J. Its a class in playwrighting, which means that it can count towards a concentration in either writing or theater arts, which is really cool considering I havent actually chosen between these two yet. =) In any case, its getting complicated. Here are the HASS classes Im thinking about: 17.20: Introduction to the American Political Process (HASS-D, CI-H) Studies American government, emphasizing the institutions of government and the representation of competing interests. Topics include the founding, constitutional interpretation, legislative processes, presidential power, public opinion and voting, group mobilization, political steering of the bureaucracy and the economy, and federalism. 17.30: Making Public Policy (HASS-D, CI-H) Examines how the struggle among competing advocates shapes the outputs of government. Considers how conditions become problems for government to solve, why some political arguments are more persuasive than others, why some policy tools are preferred over others, and whether policies achieve their goals. Investigates the interactions among elected officials, think tanks, interest groups, the media, and the public in controversies over global warming, urban sprawl, Social Security, health care, education, and other issues. 17.50: Introduction to Comparative Politics (HASS-D, CI-H) Examines why democracy emerges and survives in some countries rather than in others; how political institutions affect economic development; and how American politics compares to that of other countries. Reviews economic, cultural, and institutional explanations for political outcomes. Provides detailed examination of politics in the US, Germany, Italy, Mexico, and Iraq, with less detailed discussion of other countries in different regions of the world. 21M.600: Introduction to Acting Explores the actors tools: body, voice, mind, imagination, and the essential self. Through studio exercises, students address issues of honesty and creativity in the theatrical moment, and begin to have a sense of their strengths and limitations as communicating theatrical artists. Provides an opportunity for students to discover their relationship to the other in the acting partner, the group, the environment, and the audience. 21M.604J/21W.754J: Playwriting I Introduces the craft of writing for the theater. Through weekly assignments, in class writing exercises, and work on a sustained piece, students explore scene structure, action, events, voice, and dialogue. Examine produced playscripts and discuss student work. Emphasis on process, risk-taking, and finding ones own voice and vision. 21M.611: Foundations of Theater Practice Introduces the ideas, skills, and aesthetic issues which comprise the creation of the theatrical event. Guest artists and faculty members introduce the work of different disciplines such as directing, stagecraft, design, acting, dramaturgy, and criticism. Readings, in-class exercises, and scheduled work in design and/or performance studios help students understand and experience the basic creative impulse in each area. Each student develops a portfolio of analysis and research. 21W.755: Writing and Reading Short Stories Introduction to the short story. Students write stories and short descriptive sketches. Readings from European and American stories from the 18th, 19th, and 20th centuries. Class discussion of students writing and of the assigned stories in their historical and social contexts. What do you think?

Chapter3 Methodology - Free Essay Example

Sample details Pages: 8 Words: 2453 Downloads: 5 Date added: 2017/06/26 Category Statistics Essay Type Research paper Did you like this example? Chapter3: Methodology Introduction This chapter will focus on the research framework and design, the hypotheses formulation and research method. This methodology will base on motivational theories analysis of Maharaj Rock Quarry Company to determine the research aim and objectives. The process of primary and secondary including statistical method will be discussed. In addition, this research will use a pilot survey in order to provide reliability and validity. 3.1. Research framework, design and formulation of hypothesis The research design The stage of the research process is briefly explained below. The figure demonstrates the decision making that researcher must take in every phase of the process of the research. The research process is begin with discovering the problem and explanation. Figure A research process flowchart Source developed from Zikmund 1994 pp. 38 This research begins with discover the problem that some of the employees at Maharaj Rock Quarry are lack of motivation. This problem leads to decreasing in job quality and production process. After discover the problem, a clear objective and definite design are created to make the research more efficient. The problem definition stage of the research process is probably the most significant stage; however; it is commonly ignored from many researchers (Zikmund, 2000). Exploratory research then conducted throughout the beginning stage of the research process. By analyzing any previous research on employees motivation, by communicating with knowledge persons, and by casually examining the situation, the researcher can increasingly sharpen the concepts. The four major categories of technique to gaining insights and obtaining a clearer concept of a difficulty contain analyzing in secondary data, pilot studies, case studies and experience surveys. Secondary data related to motivation at work are collected. The inside information from the company, articles and books discussing theories and previous empirical studies about employees work motivation are also gathered. Zikmund (1994) found that secondary data usually be collected faster and lower cost than primary data. Conversely, secondary data maybe outdated or possibly will not precisely reach the objective of the researcher.#3605;#3656;#3629; pilot study Don’t waste time! Our writers will create an original "Chapter3: Methodology" essay for you Create order 3.3 Data Collection Method In this research, researcher collected information to meets the research objective. Therefore, the literature review and related data are collected by using both primary data and secondary data. 3.3.1 Primary data Primary data is created to resolve the specific problem to investigate (McDaniel and Gates, 2007). Wilson (2006) stated that there are three key processes of gather primary data. Firstly, he called a process of observation, qualitative and quantitative research. Those process may be either separate or join together. From Table 3.1, quantitative research is suitable for this particular model as this research contain limited probing, with using of questionnaire and decision model. Table 3.1: The differences between Qualitative and Quantitative (McDaniel and Gates, 2007) A structured approach is used with sample of potential respondents to produce scientific insights into employees motivation at Maharaj Rock Quarry. Survey method was chosen to collect information. As Zikmund (1994) claimed that survey lsquo;is a research technique in which information is gathered from a sample of people by use of questionnaire; a method of data collection based on communication with a representa tive sample of individuals. He also emphasised that there are many advantages of surveys method. Surveys present quick, efficient and inexpensive of measuring information of the respondents. However there are some errors in survey research and the two main causes of error in survey are lsquo;random sampling error and systematic error. Figure present the a variety of survey error form. #3651;#3627;#3657;#3607;#3619;#3634;#3618;#3607;#3635;#3619;#3641;#3611;#3651;#3627;#3657;#3627;#3609;#3656;#3629;#3618;#3588;#3656;#3632; Figure Tree diagram of Total Survey Error Source: developed from Zikmund 1994 pp. 172 According to figure , this suvey might have some error 3.3.2 Secondary data K.Jear Secondary data has been written or printed by researchers for distinctive purpose that might be relevant to research problem (William, 2003). In the meantime, secondary data provides necessary background information and builds credibility in this study such as definition, industry data, and reference which are important for the beginning of this study (McDaniel and Gates, 2007). The advantages of secondary data are convenience and spend less cost and time when compare with primary data collection. Apart from this, the secondary data helps to clarify research needed while carrying out this research. The secondary data was gathered through the secondary research methodology which obtained information from previous source and documents. By doing this, the secondary data was available in reports of various organisations, internet, and literature materials such as books and academic research. The main source of knowledge and information is the text books that provide basic theo ry and definition of the targeted subject. From time to time, the authors often have different attitudes and opinions on particular issue. However, there is a main stream of theory which is thought to be typical because it was shared and accepted by the most authors. Many books demonstrated theories by cases and experience support. One disadvantage of the text books is that some of their information might be old-fashioned or out-of-date. Although some theories are old, they are classic models that are useful for many years. Several new theories were not be publicised immediately because they need to be tested, argued, evaluated, and written systematically into text books. Therefore, the text books provided only some reliable theories for this study, even though they are not the up-dated information. In addition, internet providing secondary information has become more visible and accessible to the researcher. Researchers have used such search engine which is now being popular among computer users to look for the needed information. Google and Google Scholar allow users to enter key words and to search for databases on their websites. However, search engine found many irrelevant articles and databases. Several journals provided new concept, idea, and recent information in different criteria and made them available in the form of electronic database. Academic journal is the most important source to get research findings and useful information that used in this study. The Brunel University supports its students and researchers by providing valuable resources such as books, journals, and databases. Athens account can access to electronic database which is the easiest and fastest way. Researcher used the key word lsquo;work motivation, lsquo;rewards system, and lsquo;employees satisfaction to find the needed articles from over thousand journals. Those included Human Resource Management International Digest, Journal of Managerial Psychology, European Jou rnal of Innovation Management, and Employee Relations The problem of using the journals is that the most articles aim to release the latest findings and information. Thus, it might lead to the lack of information validity and reliability in some area. Impact factor provides quantitative tools for ranking, evaluating, categorizing, and comparing journals. It is a measurement of the incidence in which an article in a journal has been cited in a particular period. However, impact factor apply only to journals, not articles or researchers. There is misuse in evaluating individual because a wide variation from article to article within a single journal. The limitations of secondary data, the fact that information was not designed particularly to meet this studys need. The collection of data was not controlled the accuracy of the secondary data such as gathering, codes, and data analysis. In addition, it might be biased to support the vested interest of source. Based on secondary data, there are vital theories, framework, and recent information for this research. Nevertheless, the availability, the accuracy, the validity and the reliability are frequently involved all these data collection. The secondary data is insufficient for the conducting of this research. Hence, this research needs more primary supporting data to ensure that the result of research findings are valuable and reliable (Malhotra, 2007). 3.4 Population and Sampling As Cooper and Schindler(2000) asserted that population is the whole group of basics concerning what the researchers desire to shape out the results and finding. Thus, the chosen group of people has to be a good quality representative of the population (Grimm, 1993). 3.5 Questionnaire design Relevance and accuracy are the two fundamental criterions to be reached whether the questionnaire is to meet the researchs objectives. The questionnaire was designed systematically by made quite a few decisions as listed below (Zikmund 2000) o What should be asked? o How should each question be phrased? o In what sequence should the question be arranged? o What questionnaire layout will best serve the research objective? o How should the questionnaire be pretested? Does the questionnaire need to revised? For asking the respondents a specific question and gave them a particular alternative to help them make a quick decisions, close-ended question was used (Aaker and Day, 1990). In addition, the questionnaires were made in both Thai and English versions as mean to bring the participants have deeper and clearer understanding in the questions. The questionnaire contains 10 questions and was classified into two main area (see in Appendix 1). As the instruction can support the participants to complete questionnaire, the researchs objective was noticeably described. An explanation of respondents voluntary and confident was provided by encoding information to numeric form. Finally, the most significant part is individual opinion, and therefore, this study can minimize biased response by stressed that there is no right or wrong answers. The questionnaire can be categorized into four sections as shown in table 3.6 Pilot test and Alterations K. Jear Pilot testing or pre-testing is a self-administered questionnaire survey that is tested in full range of questions. The purpose is to identify problem in the questionnaire, eliminate research design fault, and to measure the practical, format and completion time (Ghauri and Gronhaug, 2002; Wilson, 2006). This testing can ensure that respondent understand all questions and questionnaires consist of full targeted information. It also can articulate whether the method chosen for the use in a research program is adequate to meet the research objectives (Ghauri and Gronhaug, 2003). It is important to prove questionnaire which is carried out in this research is consistent and able to do actual research. The questionnaire was conducted by sending the email survey to a small group of sample of the population. The participants were chosen by judgment of the sample in which investigator regards as the most appropriate in this research. All of them have to work at Maharaj Rock Quarry Compa ny with different ages and work experience. Ten pilot survey with difference ages and work experience was conducted. This may provide difference idea of rewards toward work motivation. 3.7 Validity and Reliability The research which provided opportune correct and clear information is an ideal research(McDaniel and Gates, 2007). Finn et al (2000). stated that research is assessed by using a validity and reliability to guarantee adequacy of attitude scales. This research used lsquo;Cronbachs alpha technique which basically calculate the average reliability coefficient. This technique calculates the standard intercorrelations between items to concept (McDaniel and Gates, 2007 ; Bryman and Cramer, 2995). Generally, alpha score less than 0.60 represents a lack of reliability, the alpha which can acceptable should be between 0.7-0.8 ranges, and over 0.8 is more internally reliable (Saunders et al., 2007 ; Cronbach, 1990 ). Sekaran (2003) stated that 10-20 respondents were appropriate for a pilot study;thus, ten questionnaires were carried out as a pilot survey. According to pilot surveys, the reliability coefficient alpha for 10 variables is 0.819 (Appendix 2a), therefore, this questionnaire is acceptable and appropriate to conduct actual research. 3.8 Method of Analysis (SPSS) The data collected in the questionnaires administered for this study were analyzed using SPSS (statistical package for Social Science) version 13.0. The alpha level is 0.05.Likert scale technique was used in order to achieve an appropriate measurement of the respondents attitude toward job satisfaction and motivation. Pearsons correlation was used to examine the correlation concerning variables in the research framework. Then, multiple-regression is used to investigate the relationship between independent and dependent variables. 3.9 Limitations of the survey Limitation occurred in the survey could affect the result of the research. In this study, there were three core possible limitations which are method of data collection, answers given by the respondents and questionnaires. Firstly, selected approach for data collection was one of the limitations. As Schaefer and Dillman (1998) agreed that although World Wide Web technology is more prevalent in surveying methods, there is still some disadvantage of it. Nevertheless, due to this research focus on online purchasing behavior, gathering data by merely through online could lead to biasness. To a large extent, sending out online questionnaires to respondents could produce narrowed scope of sample group. It is obvious that people who response the online questionnaires seem to be respondents whose life styles are already online. As a result, it could have an influence on biasness as it eliminates the opportunities to collect data from other people who do not have or do not want to have onli ne access. In this case, thus, another data collecting approaches such as face to face interviewing or sending questionnaire by hand delivery instead of web-based communication might bring more efficiency for the research outcome. Secondly, respondents might be a cause of incorrect answers. For one thing, certain respondents are in a hurry, so they might choose the wrong choices by accident, and some of them might in an unstable emotion, then the questionnaires are completed wrongly. Apart from these, there are still having other factors like unreliability of the respondents, their misunderstanding and their prejudice toward online purchasing behavior. Moreover, they may answer the questions roughly without consideration, therefore, the answers that come from these kinds of respondents do not elicit from the real opinion or experience. Lastly, the questionnaire itself could affect the validity and reliability of the research. It is generally agreed that the close-ended questio nnaire is provide less time consuming and ease of use for respondents. On the other side, the multiple choices presented in the questionnaires might not perfectly match to their exact opinions. Accordingly, respondents had to choose one choice that is not an answer they want because they cannot find the answer that actually suits their points of view. 1. #3614;#3609;#3633;#3585;#3591;#3634;#3609;#3652;#3617;#3656;#3585;#3621;#3657;#3634;#3605;#3629;#3610;#3605;#3634;#3617;#3588;#3623;#3634;#3617;#3648;#3611;#3655;#3609;#3592;#3619;#3636;#3591; 2. 3.10 Summary This chapter focused on the research design that appropriate with the research aim and objectives. Several different methods was used as to collect the data both primary and secondary data. The quantitative research is both launched through web hosting site and used of electronic mail. Furthermore, the use of pilot test is to guarantee that the questions are capable to carry out in actual research, to evaluate reliability as a consequence of Cronbach alpha technique and to evaluate proper samples size from statistic formula. The next chapter will analyze data from data collection to test hypotheses from the designed framework.

Rostrum, As Used in Marine Life

The term rostrum is defined as an organism’s beak or a beak-like part. The term is used in reference to cetaceans, crustaceans and some fish.   The plural form of this word is rostra. Cetacean Rostrum In cetaceans, the rostrum is  the upper jaw or â€Å"snout† of the whale. According to the Encyclopedia of Marine Mammals, the term  rostrum  also refers to the skull bones in the whale that provide support for the rostrum. Those are the forward (anterior) parts of the maxillary, premaxillary and vomerine bones. Essentially, it is made up of the bones we have between the bottom of our nose and our upper jaw, but the bones are much longer in cetaceans, especially baleen whales.   Rostrums look different in toothed whales (odontocetes) versus baleen whales (mysticetes). The toothed whales have a rostrum that is usually dorsally concave, while baleen whales have a rostrum that is ventrally concave.   More simply put, the top part of a toothed whales rostrum is shaped more like a crescent moon, while a baleen whales rostrum is shaped more like an arch. The differences in rostrum structure become pretty evident when viewing images of cetacean skulls, as is shown in the FAO identification guide here. The rostrum in a cetacean is a strong, relatively hard part of the anatomy. Dolphins can even use their rostra to   Crustacean Rostrum In a crustacean, the rostrum is the projection of the animals carapace that extends forward of the eyes. It projects from the cephalothorax, which is present in some crustaceans and is the head and thorax together, covered by a carapace. The rostrum is a hard, beak-like structure.   In a lobster, for example, the rostrum projects between the eyes. It looks like a nose, but it is not (lobster smell with their annentules, but thats another topic). Its function is thought to be simply to protect the lobsters eyes, especially when two lobsters have a conflict. The Lobster Rostrums Contribution to History In the 1630s, European warriors wore a lobster tail helmet that had overlapping plates hanging from the back to protect the neck and a nasal bar in the front, modeled after a lobsters rostrum.   Oddly enough, lobster rostrums have also been used as a cure for kidney stones and urinary diseases.   In shrimp, the rostrum is also known as the head spine, which is a hard projection between the animals eyes.   In barnacles (which are crustaceans but dont have visible eyes like lobsters do, the rostrum is one of the six shell plates that make up the animals exoskeleton. It is the plate located on the anterior end of the barnacle.   Fish Rostrum Some fish have body parts that are referred to as a rostrum. These include billfish such as sailfish (the long bill) and sawfish (the saw). Rostrum, As Used in a Sentence When the minke whale surfaces to breathe, its rostrum usually appears first, followed by the top of its head and its back.I needed to pass a kidney stone, so I roasted a lobsters rostrum and then mashed it up and dissolved it in wine. (Yes, this was purportedly a cure for kidney stones in the Middle Ages and Renaissance).   Sources American Cetacean Society. Cetacean Curriculum.Accessed October 30, 2015.Natural History Museum of Los Angeles County. Crustacean Glossary. Accessed October 30, 2015.Perrin, W.F., Wursig, B. and J.G.M. Thewissen. Encyclopedia of Marine Mammals. Academic Press.  p.1366.St. Lawrence Global Observatory. American Lobster - Characteristics.  Accessed October 30, 2015.The Lobster Conservancy. 2004. Lobster Biology.  Accessed October 30, 2015.University of Bristol. Crustacea.  Accessed October 30, 2015.

Cause and Effect on World War 1 Free Essays

Cause and Effect on World War 1 World War One, a huge conflict that sparked in 1914 and lasting all the way until 1918. The war was between the world’s greatest powers as two opposing sides; the Central Powers and the Allies. It was a chain of events that had started this was which consist of key features such as imperialism, alliances, growth of militarism, crisis, and nationalism. We will write a custom essay sample on Cause and Effect on World War 1 or any similar topic only for you Order Now It was the result of these accumulating factors that had eventually evoked war. The effects on World War One included over 8 million deaths, higher taxes, rationing of food, and etc. Imperialist is considered a primary cause of war. With Europe’s growing economy and wealth, rivalries and competition for colonies among European nations were more accepted which ultimately led to unrest. Before the war, Europe was growing prosperity and peace. By 1900’s European powers were in control of most African, Asian, and other continents, showing strong ideas of imperialism. While imperialism showcased European strength it also revealed its dependency. Each country’s prosperity hinged on its ability to maintain and expand its colonial empire. This has created competition among imperialist powers for foreign territory. The British felt endangered by Germany’s fast economic growth. Quickly after that, Germany’s new modern factories largely out produced Britain’s older ones. This was a strong economic reason for Britain to oppose Germany in any disagreement. Territiorial disputes was also an ongoing problem with European countries as the leasders wanted more land and didn’t know who owned land was being taken all the times. Imperialism also divided European nations. Now on to the causes that made a difference or that was important with WW1. What exactly were the causes of World War 1? Sounds like a simple straight to the point question, but it’s definitely not. It was more to what think was the whole cause of World War 1, more than the start of the war than an Austrian prince being murdered in Serbia. Causes of the war also dealt with nationalism, imperialism, and militarism along with the alliance systems in Europe all strongly affected the outbreak of the war. All of these factors where established in many of Europe’s â€Å"Great Powers† which consisted of Great Britain, France, Germany, Austria-Hungary, and Russia. The main cause focused on what I stated above, in the previous sentences. The causes of World War 1 include a growing sense of militarism, which was accompanied by arms race, and imperialism. Imperialism as economic rivalries and competition for colonies among European nations were prevalent. What were the effects on World War 1? This war had a few effects on America society, though the war instigated problems, causing n effect that is negative on the American home front. Americans experienced a lot of problems, like the narrowing of our rights and the war caused a patriotic sense to America that got to the point where people were discriminating people from other backgrounds. † Also, from many soldiers drafted to war more job opportunities were available. Though this seemed like a good thing, negative effects came out of it The war itself left an everlasting impact. After this was women were gaining more rights. They were gaining rights such as voting and sexual equality. The male dominance patriarchal ideas weren’t so strong anymore. The United States entered the war with the mindset of being neutral and isolated. Russia left the war allowing them to deal with the conflicts. The effects of the war included over 8. 5 million deaths, rationing of food and other products, higher taxes, famine, and propaganda war. This war cost billions of dollars and tons of lives. It brought Japan up to Great Power status, which fueled their ambitions in the Far East. It reinforced the American strain of isolationism which led to the Great Depression. War reparations and the harsh peace settlement on Germany made conditions ripe to bring Hitler and the Nazis to power, and the war was the straw that broke the back of the Russian monarchy which allowed the Russian Communists to take power (europeanhistory). † The economic and political effects were so great that World War 1 marks the start of a modern era. With all the effects that took place with World War 1, it then started a new war that lead to World War 2, â€Å"The Cold War. † Works Cited Nash, Gary B. , Julie Roy. Jeffrey, and Allen Yarnell. The American People: Creating a Nation and a Society. New York: Harper Row, 1986. Print. How to cite Cause and Effect on World War 1, Essay examples

Sweet and Sour Served by Kids in the Kitchen free essay sample

This article was written by Tim Soutphommasane and published in The Australian on December 10, 2010 (Soutphommasane, 2010a). According to his website, Dr Soutphommassane is a left-wing, political philosopher and commentator. He is  a University of Sydney Postdoctoral Fellow at  the Institute for Democracy and Human Rights and School of Social and Political Sciences. He has been a regular columnist for The Australian for ten years. He also writes for the Melbourne Age (Soutphommasane, 2010b). The Australian is a national daily newspaper with a circulation of about 129,363 and a readership of 417,000. It also has an online edition (Space, 2013). This essay will critically examine the arguments in the abovementioned article and, assess the strength of these arguments against theory. The article is an opinion piece about the reality television show, Junior Masterchef. Based on the highly successful Masterchef format, young male and female contestants aged between eight and 12 participate in cooking challenges. At the conclusion of each episode, one contestant is eliminated from the show based on their performance in the kitchen and their execution of the cooking challenges. In the ‘grand final’ one contestant is crowned ‘Junior Masterchef’. According to Soutphommassane, the show attracts 1. 5 million viewers on a Sunday night and is one of Australia’s most popular cooking shows. It is also syndicated to other networks around the world. Clearly, it is a ratings winner for the television network. While 1. million Australians watch Junior Masterchef, Soutphommassane article shows he is clearly uncomfortable with the concept of the show. In his article, he uses all three persuasive techniques: logos or logical arguments; pathos or emotive arguments and ethos or credible arguments (Eunson, 2008). He starts by questioning the ethics behind Junior Masterchef. He disagrees with the premise of the show and does not think that children should be participating in, what is essentially, a format designed for adults. He feels it ‘appears to expose children, some as young as eight, inappropriately to the pressures of a TV compet ition’. Soutphommassane’s argues (Soutphommasane, 2010a) that it is not about children being subjected to a competition where there is a clear winner or loser but ‘perhaps more fundamentally about the loss of a childs innocence’. He goes on to talk about ‘protecting’ a child’s fragile personality from corruption. But let’s examine this argument more closely. To accept this premise, you would firstly need to accept that a ‘child’s personality is fragile’ and secondly, that it needs to be ‘protected from corruption’. Whilst the language, Soutphommassane is using, is, in itself quite cryptic, it is hardly a valid premise as defined by Eunson (Eunson, 2008). One could argue that to prepare a child for the world, means that he or she must be exposed to the realities of competition, discover that losing is not the end of the world and that working hard does not necessarily mean that you will get what you want. Southphommassane then introduces philosopher Joanne Faulkner’s assertion that, as a society, we grossly exaggerate the risks that children are exposed to. We look for dangers and threats to childhood in every sphere of life. Southphommassane appears to agree that it is, indeed, unnecessary to look for such dangers everywhere. He also appears to support Montaignes counsel that ‘it is not right to bring up a child in the lap of his parents’. He then appears to change track and argue that it is the fact that Junior Masterchef involves the deliberate act of pushing children into the lime light that has provoked his discomfort. While it is impossible for parents to protect their children from all the dangers the world may present, they can be held responsible for purposefully inviting such scrutiny of their children by signing them up for a show like Junior Masterchef: â€Å"Though we may reject an all-encompassing ideology of innocence, we shouldnt abandon responsibility for protecting children from harm whether it is physical, psychological or indeed moral. † While he is perhaps trying to construct a logical argument with the referencing of Faulkner, his language is clearly emotive. When it comes to children, the use of the words, ‘innocence’, ‘protection’ and ‘fragile’, all conjure up images of our children being exploited in some way. While he says that he does not think that we need to descend into moral panic over the popularity of Junior Masterchef, the implication is that we need to be concerned. Soutphommassane makes an interesting case against the Junior Masterchef concept. While he goes to great length not to overstate his objection, he still does use some very emotive (pathos) language to make his point. He also ties in some logical arguments (logos) from Faulkner to temper his more emotional language. But at the very heart of his piece is a question about the ethics (ethos) of exposing children to a cut-throat, adult style reality television programme. The question is around whether or not children have the maturity to cope with the format of this show. While parents cannot protect their children from most harsh realities of life, deliberately putting their children in a high pressure, televised competition is very much a stress that could be avoided. If parents have the option to protect their children from such pressures – then shouldn’t they? Soutphommassane presents some robust arguments. His language is very reasonable, rational and thought provoking. He tries hard not to exaggerate or dramatize the potential ‘damage’ that appearing on Junior Masterchef could do. This is an excellent tactic as it does not alienate the fans of the show or make parents feel like they are necessarily doing the wrong thing by their children. Really, he is asking the question. He is opening up a dialogue about whether or not the show is questionable – or not. In conclusion, Soutphommassane constructs a good case. Childhood is preparation for adulthood. All children need to learn about competition, winning and losing, and that we don’t always get what we want in life. But whether that learning has to take place on national (or international) television is a completely separate matter.