Measuring Viscosity :: Papers

Estimating Viscosity Point - to decide how the mass of Corn flour added to 100ml of water influences the thickness (gooeyness) of the last blend. Foundation - Corn flour, when added to water expands its gooeyness of consistency. In spite of the fact that this worth can't be really estimated, a individual can decide a harsh estimation of its thickness by recording how long a measure of the blend takes to spill out of one container to another. The more it takes to stream, the more gooey the blend. The arrangement which is made from blending cornflour in with water is a gel. The flour shapes a suspension in the water. Gels are made by combining fluid and solids to shape a jam like blend. A gel is a semi-strong which can move around, however not as uninhibitedly as a fluid. Inside a gel, the strong makes a sort of system which traps the fluid what's more, makes it incapable to stream as uninhibitedly as in the past. Speculation - I anticipate that the higher the mass of Corn flour utilized, the more thick the blend will be on the grounds that the arrangement which is made from blending cornflour in with water is a gel. The flour shapes a suspension in the water. Gels are made by blending fluid and solids together to shape a jam like blend. A gel is a semi-strong which can move around, however not as openly as a fluid. Inside a gel, the strong makes a sort of system which traps the fluid and makes it incapable to stream as uninhibitedly as in the past. Factors Autonomous Variables Subordinate Variables Temperature Temperature of water Mixing Size of compartments Edge to pour fluid at Mass of Corn flour Consistency of blend Technique 1. Pour 100ml of water (at room temp.) into a 140ml measuring utencil 2. Add 15g of Cornflour to this water, and mix multiple times (1 time is one unrest around the measuring glass) 3. Have prepared an answer remain with braces and another measuring utencil or

Stress and Anger Management and Communication Styles Essay Example for Free

Stress and Anger Management and Communication Styles Essay School Education is the finish of difficult task for understudies. These crucial and thorough trainings give more noteworthy open doors throughout everyday life. A great deal of hardships are looked by understudies and stress is one central point that adds to it. Fumble of pressure causes burnouts. Normal elements of stress are time the board, money related issues, lack of sleep, social exercises, wellbeing, and so on. Hatcher and Prus (1991) named these pressure factors as scholastic situational imperatives. Their examination accounts these variables that decline scholarly exhibitions. Being in another condition might be a reason for understudies to experience various issues while experiencing their school life. These issues may include the powerlessness to fit in or to blend with the individuals around them, challenges in overseeing time or their calendars effectively, adapting up to the new information that is being given to them. Encounters, for example, the ones referenced may make pressure the understudies. Stress, which may influence their managing others and their capacity to deal with the things around them. Indeed, even amidst confronting theseâ problems, understudies are as yet ready to adjust or consider approaches to adapt up to them. It requires some investment to be agreeable around new individuals or condition yet once somebody gets its hang, in the long run, they will think that its simpler. Aptitudes with time the board might be create during that time or weeks that understudies need to experience. Learning, however extraordinary in styles in all people, could in the end adjust. These issues that they experience and their versatility to them are normal to people. The conduct toward others falls some place on a range between poisonous impact and supporting impact. Harmful conduct causes individuals to feel downgraded, furious, baffled, blameworthy or in any case insufficient. Sustaining conduct causes individuals to feel esteemed, regarded, insisted, empowered or able (Albrecht, 2000). It is a capacity that is named as social knowledge. Such capacity â€Å"includes a consciousness of circumstances and the social elements that oversee them and an information on collaboration styles and techniques that can enable an individual to accomplish their destinations in managing others†. Stress and outrage have dangers that may place our wellbeing at serious risk. Today, there are expanding level of worry in the two people. The misused annoyance of adolescents may result from further issues like being associated with outrageous acts, declining of emotional well-being, freak conduct, and so forth. The specialists accept that people have the interesting mix of insights. The analysts need to discover how our knowledge with intrapersonal and relational influences the control of pressure and outrage. The investigation may furnish illumination with the capacity to get ourselves and the capacity to collaborate with others. Different investigations center just around correspondence styles, stress the executives or outrage the board independently. A few relates the correspondence styles to the pressure the board while some emphasis on the connection of worry to the displeasure the executives. Investigations of outrage the board are once in a while concentrated on. This investigation centers around the collection of correspondence styles and the pressure and outrage the executives and their relationship to one another. It identifies with different examinations such that the outcomes are as of now joined and contrasted with each other. Articulation of the Problem The primary motivation behind the examination is to think about the distinction of the relational and intrapersonal capacity scores and decide whether it affectsâ the stress and outrage the executives of PLM Freshmen Psychology understudies. In particular, the specialists mean to respond to the accompanying inquiries: 1. What is the degree of stress the executives of the understudies under? 1.1Intrapersonal 1.2Interpersonal 2. What is the degree of outrage the board of the understudies under? 2.1Intrapersonal 3. Is there a noteworthy contrast in the degree of stress the board of the understudies under. 3.1Intrapersonal 3.2Interpersonal 4. Is there a huge distinction in the degree of outrage the board of the understudies? 4.1Intrapersonal 4.2Interpersonal Theories The examination was intended to test the speculations: 1) There is no huge contrast in the degree of stress and outrage the board of respondents under the correspondence styles, intrapersonal and relational. Hugeness of the Study Understudies, instructors, direction guides and different analysts intrigued by the field of sociology may discover this examination valuable for their own work. The consequences of this examination can furnish understudies with data in regards to the perfect correspondence styles so as to deal with their pressure. This investigation can likewise give instructors and guides the foundation to assist their understudies with their connection to their examinations and different scientists with writing for their related research undertaking. The examination is anticipated to give data that can be utilized in understanding and improving the pressure the executives of understudies. Extension and Limitations The investigation was centered around deciding the distinction of relational abilityâ and intrapersonal capacity of Bachelor of Science in Psychology first year recruits understudy this School Year 2012-2013 in managing pressure and outrage the executives. The investigation zone was constrained distinctly at Pamantasan ng Lungsod ng Maynila, Intramuros, Manila. The specialists chose to pick green beans, since first year understudies are new in school and are increasingly inclined to pressure and feel hard to deal with circumstances on account of the new condition, obligations and companions to follow in school years. In social occasion the information required, three arrangements of survey were utilized. The test for pressure the executives, outrage the executives and various knowledge tests however just the social insight where the relational and intrapersonal capacity are thought of. Despite the fact that unique, the ideas anyway of every poll are connected and helpful to join all the upheld information for the examination. Likewise the scientists did exclude and underscore the relationship of intrapersonal capacity and relational capacity. Part TWO Hypothetical FRAMEWORK Audit of Related Literature and Studies Relational and Stress In another condition, individuals will figure out how to adjust in the long run. In any case, while during the time spent adjustment, these individuals will encounter pressure, nervousness, and outrage from their environmental factors. Indeed, even in a scholastic setting, occurrences about adjusting likewise happen particularly when it is the beginning of a school year or when somebody has arrived at another or high evaluation level. This investigation centers around the capacity of the understudies to adjust in another condition in the school level. The CS Translator (2000) referenced that school life is loaded with new encounters and tensions. It tends to be the best of times and the most exceedingly terrible of times. Meeting new individuals, learning, and being all alone are the best. Falling behind in class, pulling a â€Å"all-nighters† and last, most important tests can be the most exceedingly awful; once in a while the best of times prompts the most noticeably terribl e of times. Understudies who invest an excess of energy meeting new individuals and â€Å"socializing† end up playing hooky, falling behind on assignments and â€Å"bombing† tests. Orino (2011) included that School life is likewise a period of huge pressure †a period of confusion,â loneliness and vulnerability and never to be experienced again from the vantage purpose of a youthful grown-up whose point of view is blurred by inability, uncertainty and the battles of finding a different character. Being in the juvenile stage, the school freshman’s acclimation to school profoundly relies upon the individual quality he have so as to adapt up to the different requests of school life. This is the place pressure assumes a major job. It influences a person from multiple points of view †even in the easily overlooked details. Stress is something that is never to be missed in school life. It is characterized as the vague reaction of the body to any weights made by it. At the end of the day, any response or reaction your body makes to another circumstance is pressure (Barcase, 2007). Associating with the individuals in the environmental factors and becoming acquainted with them can be a wellspring of stress. There are situations when individuals who don’t have high relational capacity get focused while collaborating with others. Simply meeting and conversing with a more odd, an associate, or even a companion can be unpleasant in the event that we don’t recognize what to state or the proper behavior (Barcarse, 2007). At the point when stress hinders cooperating, the relational part of the life of an understudy influences their scholastic execution and thusly be pushed when they battle to adapt to new exercises or when they are stacked with exercises to be checked on before taking tests. Understudies are likewise pushed and restless when they are encountering new instructive settings. In school, numerous understudies are encountering changes in evaluating norms, course load, showing rehearses, peer gathering, and parental contact. Some experience issues adjusting to the progressions of school change and uncovered that secondary school is a lot of not quite the same as school (Sison, 2008). It is during these occasions when understudies feel amotivation. Amotivation is a state wherein people can't see the connection between their conduct and that conduct resulting result. Amotivated people can't foresee the outcome of their conduct nor would they be able to see the rationale behind it. They feel deteriorated or separated from their activities and will in this manner put little exertion or vitality in its effectuation (Green-Demers, et. al, 2006). At the point when these people are amotivated, there will be changes in theirâ behaviour, in their perspective or even the manner in which they see things. Some perceptible changes whether abrupt or slow can remember changes for temperament, eating, and resting propensities, substance use, expanded disengagement, peer pressure, character emergency, and feeling powerless or miserable. In the

Catcher in the Rye ducks in the pond Symbolism Essay Essay

In The Catcher in the Rye J.D Salinger utilizes Holden’s repeating notices of the ducks in Central park to uncover the innocent interest and real side to Holden’s routinely obtuse and overwhelmingly skeptical character. During his first of a few taxi rides in the city, Holden, disturbed by the idea of consistent change yet fascinated by the idea of how others adapt to change starts to solicit his taxi driver the whereabouts from the ducks in Central Park when the lake freezes over. â€Å"Then I thought of something, out of nowhere. â€Å"Hey, listen,† I said. â€Å"You know those ducks in that tidal pond directly close to Central Park South? That little lake? By any possibility, do you happen to know where they go, the ducks, when it gets all solidified over? Do you happen to know, by any chance?† I understood it was just one possibility in a million. He 'pivoted and saw me like I was a maniac. â€Å"What’re ya tryna do, bud?† he said. â€Å"Kid me?†Ã¢â‚¬  Noâ€I was simply intrigued, that’s all.† (60). As exemplified by numerous images all through the book, for example, the wax gallery, Holden discovers comfort and solace in things that are consistent and don’t change. Holden’s cooperations are subverted by his hatred of â€Å"phoniness† and his conspicuous and excessively critical side, continually overpowering and sabotaging the certifiable and caring side seen just when Holden feels support and invited by his condition. His red chasing top is another image of security for Holden. â€Å"Ackley looked again at my cap . . . â€Å"Up home we wear a cap like that to shoot deer in, for Chrissake,† he said. â€Å"That’s a deer shooting hat.† â€Å"Like damnation it is.† I took it off and took a gander at it. I kind of shut one eye, similar to I was training in on it. â€Å"This is a people shooting hat,† I said. â€Å"I shoot individuals in this hat.† (22). When Holden says â€Å"I acknowledged it was just one possibility in a million.† (60), as he suggests his conversation starter about the ducks to the taxi driver, is his method of â€Å"people shooting† as exhibited by his top, a method of making the qualification between somebody who might respond to his inquiry truly, or somebody in his psyche â€Å"phony†, or guileful, blurred by the brutal real factors of development and the grown-up world. This extremely rare possibility is Holden alluding to his acknowledgment that the chances of a total outsider addressing his inquiry genuinely, are on a par with none. Besides, the ceaseless change and steady moving in Holden’s life, the two of which he completely loathes are representative of the ducks. Holden’s changing from school to class is practically patterned, similar to the relocation and the arrival of the ducks when the lake comes back to its unique state. At last, Holden ends up caught in a condition of aching for his youth, his successive utilization of liquor and cigarettes and feeling of development, every one of the a faã §ade, concealing his longing for an existence of guiltlessness and trustworthiness. â€Å" It was halfway solidified and mostly not solidified. Be that as it may, I didn’t see any ducks around.† (154). At long last, Holden’s condition is characterized by the tidal pond, not solidified, not unfrozen. He is actually that, in a progress among adolescence and adulthood, half solidified and half not, the ducks in the lake being an everlasting image for the hesitance he shows to change to adulthood, and his useless endeavors to slow the unavoidable procedure of development.

The Lesson of the Albatross in The Rime of the Ancient Mariner - Literature Essay Samples

In â€Å"The Rime of the Ancient Mariner,† Samuel Taylor Coleridge tells the story of a sailor and his perilous adventures. This tale follows the Mariner and his crew as they travel between the equator and the South Pole, and then travel back to England. On the surface this story seems to be just another tale of a sailor. If the reader delves deeper, he will discover not just a story, but a search to understand the place of man in the divine plan. Coleridge, like other Romantic poets, tries to find the right balance between reason and spirituality and uses his poem to show the complexities of free will, and the consequences of slighting divine influence. Also like other Romantic poets, Coleridge uses symbolism to connect the material world with the spiritual. The symbols Coleridge chooses helps him illustrate this theme of spiritual connection in a world overrun by reason, because â€Å"for Coleridge, symbolic vision is profoundly religious, lifting the symbol makerthe poetin to the Divine realm of the Symbol Giver† (Levy 225). The Romantic movement can be seen as a reaction to the Enlightenments emphasis on logic and reason. In fact, the Romantic movement is an attempt to explore consciousness, imagination, and feeling. Major themes of the Romantic movement include the relationship between man and nature, contemplation of the divine or infinite in nature, reverence for the natural world, and the symbolic nature of liminal spaces. A typical theme of Romantic narratives is the protagonists transformation from a state of innocence or grace to a realization of human nature, usually achieved through some sort of spiritual intervention. Drawing from the Enlightenments focus on reason and evidence, the Romantics give great weight to the protagonist’s experiences and revelations. Although The Rime of the Ancient Mariner takes place in the physical world, it can be interpreted as an allegory of the dangers that one faces when contending against the divine. In the epigraph, Burnet weighs the need for man to understand the visible world against the ability to accept the invisible. The divine approaches man through the invisible world by presenting him with symbols and omens in nature. The Mariner is a mortal man who becomes intertwined with the supernatural. Since the Mariner is mortal, and part of the natural world, he can only accept the supernatural through physical occurrences in the natural world. Coleridges poetic world is a balance between the limitations and hardships of mortal man and the discipline and guidance of the divine. Coleridge illuminates the hidden workings of the spiritual world to draw attention to mans inability to escape his connection to the supernatural. In his hubris the Mariner disregards the divine message and tries to assert his wil l over the natural world. Since it is mans nature to question the divine plan and his place in the natural world, the Mariners sin can be punished and atoned for. The poem begins with the Mariner outside of a wedding accosting the guests. The backdrop of the wedding is Coleridges way to root the tale in the mundane world. â€Å"Against this background the Mariner stands out as a grey-beard loon – and epithet, however, that tells more of the ordinary mans insensitivity than of the Mariners insanity† (Chandler 405), showing that mundane reason does not always allow one to see a persons true worth. In the wedding guest, the Mariner finds the ability to learn a lesson from his plight. He feels the need to unburden himself on this hapless stranger. As he introduces his tale, the Mariner piques his listener’s curiosity. When the wedding guest exclaims, â€Å"God save thee, ancient Mariner! /From the fiends, that plague thee thus!- /Why look’st thou so?† (Coleridge â„“â„“ 79-81), the Mariner knows that he has found the one to whom he must teach his lesson. The Mariner begins his tale with the slaying of the Albatross, which is no common bird. This albatross brought with it a â€Å"good south wind† (Coleridge â„“â„“ 87) to the ship beset by fog, and is taken by the crew to be a good omen. The Mariner shoots the albatross with his crossbow, and his shipmates curse him for the betrayal of their good fortune. When, upon the birds death, the fog lifted, his shipmates then hailed the Mariner as a champion. â€Å"’Twas right, said they, such birds to slay, /That bring the fog and mist† (Coleridge â„“â„“ 101-102). The Mariners shipmates are not only superstitious, but are easily swayed as to what those superstitions mean. By slaying the object of the crews superstition, the Mariner has exerted mans ability to reason over divine will. The Mariner shoots the albatross to prove it is not a spirit, but a mortal creature. The slaying of the bird is their undoing, because the sailors were right in their first assumption: The bird was an omen of divine guidance. By killing the helpless albatross, â€Å"the Mariner commits a grievous offense which, however cryptic it remains, consists of something more heinous than killing the bird: he has transgressed a moral order† (Netland screen 1). It is not long until the albatross begins to avenge itself, because â€Å"the Mariners deed of violence is wicked and requires penance† (Foakes 51). When the ship reaches the equator, it is becalmed and the wind ceases to fill its sails. Thus begins the penance of the Mariner, for the slaying of an innocent bird. At this point Coleridge begins to use the ship as a symbol of the crews penance: â€Å"Water, water, every where,/Nor any drop to drink† (Coleridge â„“â„“ 121-122). Zens elaborates by stating: â€Å"The vast sea surrounds the crew, but the dehydrated men are unable to drink the salt water available† (Zens 194). Coleridge also takes the next stanza to show how he feels for these men, who would turn their back on divine intervention: â€Å"Yea, slimy things did crawl with legs/Upon the slimy sea† (Coleridge â„“â„“ 125-126). All the men aboard ship know who has caused this punishment, and so they hang the albatross around the Mari ner’s neck. Not only has the albatross become a very physical reminder of the Mariner’s spiritual indiscretion, but also â€Å"renders the Mariner as a cross on which the corpus hangs† (Hillier 12), symbolically relating the death of the albatross to the death of innocence that Christ suffers on the cross. Then a spirit comes and moves the ship, without a breeze to fill its sail. The men all think that they have paid their penance and that they have reached salvation. This feeling of hope disintegrates when they see a ship that is just bare framework, and â€Å"rather than a revelation of light, this is a revelation of darkness; rather than of life, death, rather than of salvation, destruction† (Watkins 27) . On this ship are two ghosts playing a game of dice. The sailors realize that they have come to their judgment day, and they stand before representatives of God and the Devil. The woman, who is Gods avatar or Life-in-death, has won and gets to choose the man she will spare. The exchange between the two ghosts shows the Romantic poets use of symbolic liminal spaces, or thresholds. These thresholds are used to show the uncertain division between two areas, such as the city and the country, two concepts, such as love and hate, or two realms, as in the Mariners case. The dice ga me is the Mariners liminal space, because the outcome determines whether he stays in the realm of the living or enters the realm of the dead. This threshold connects the Mariners possible fates: to die and be damned or to live and suffer his penance. The Mariner becomes the one chosen and must pay the next part of his penance. He must watch as each crew member dies and curses him. Now the life of the Mariner starts to truly parallel the life of a prophet, even that of Christ. His fate is to live and see the consequences he has wrought. The spirit of the albatross then sends the Mariner to the South Pole, â€Å"this cold is followed by the entrance into a new world, one into which no human had ever penetrated† (Peckham screen 1) . Coleridge uses this desolate wasteland to represent Hell and the time Christ had to spend there. The Mariner has taken on the role of Christ, and must journey to hell to absolve the sins of his shipmates and himself. The spirits that inhabit this frozen Hell join in the Mariner’s punishments: â€Å"‘Is it he?’ quoth one, ‘Is this the man? /By him who died on cross,/With his cruel bow he laid full low/The harmless Albatross’† (Coleridge â„“â„“ 398-401). Finally the Mariner is able to pray again and in doing so he unconsciously blesses the hideous snakes that swim around the ship. The act of contrition, represented by his prayers, causes the the albatross to drop from around the Mariners neck. The Mariners prayers are the turning point of the poem, and the transition from punishment to atonement. After his time in Hell the Mariner is released by the words of one of these spirits. â€Å"The man hath penance done,/And penance more will do† (Coleridge â„“â„“ 408-409). Not only has the Mariner regained his ability to speak, but he is also able to sleep again. When his dreams come, the Mariner dreams of slaking his thirst. The Mariner awakens to rain and declares: â€Å"Sure I had drunken in my dreams,/And still my body drank† (Coleridge â„“â„“ 303-304). Although his journey is not complete, the Mariners act of contrition has improved the conditions of his journey. The release is not the end of the Mariner’s suffering, and an angel comes to bear his ship away. The angel puts the Mariner in a trance and moves the ship from underneath. The Mariner must be in a trance because the ship moves faster than any human could travel. When the angel brings the ship once more to the equator, the Mariner awakes. On his awakening, the Mariner sees all the crew’s corpses standing, animated by angelic spirits. Because of the spirits help, the Mariner knows his journey at sea is coming to an end. The dead men sail the ship back towards the Mariner’s home. When the Mariner reaches the harbor of his home, he sees a ship coming alongside his own. As the ship approaches, the dead crew give the Mariner one final salute as they lie down to have their final piece. This confirmation by the angelic spirits tells the Mariner that he has paid his penance. The boat that comes to retrieve the Mariner from his ship has a hermit aboard. The hermit is sent to the Mariner as his confessor. When the Mariner sees this hermit, he asks to be â€Å"shrieved,† to be absolved. Modiano asserts: â€Å"This is one of the central paradoxes of the Mariners situation. He can relieve himself of his inner agony and retain his sanity after his return from the vast solitudes of the ocean only by shaping an otherwise formless, incomprehensible, and unbearable past into a structured narrative with a beginning, climax, ending—and a moral lesson as well† (Modiano 43). The completion of his penance does not stop the Mariner from requesting the hearing of his confession; he knows that he must see his punishment through to the end. Even though his penance has been paid, the Mariner has been trapped by Life-in-death. Unlike Christ, who was admitted to heaven after his trip to hell, the Mariner must now spend his life imparting the wisdom he has gained from his experience. In this way the Mariners punishment parallels the punishment of Cain. For the sin of taking an innocent life, the Mariner, like Cain before him, must now wander the Earth as an example to those who do not hold the divine sacred. The Mariners wandering life is what brought him to the wedding, and the guest with whom he shares the perils of slighting the divine. The Rime of the Ancient Mariner is a story of spiritual reconciliation, and the Mariner spends his journey atoning for the sin of killing the albatross. The albatross is avenged through the physical and supernatural trails the Mariner must endure. Not only is the Mariner subject to personal trials, but he must also witness the trials of his shipmates, whose only sin was that of being on the same ship as him. Although the other sailors are put to death, they are spared the punishment of Life-in-Death. Only the Mariners sins are great enough to carry the burden of the telling and retelling of the lesson of the albatross. For his atonement the Mariner is not allowed the peace of death, and may never be allowed that peace. By the end of the poem the Mariner advocates a respect of the natural world, so that one can remain in divine favor. In order to keep a spiritual grace, one must respect all aspects of the natural world. This is why the Mariner venerates the Hermit, who maintains a per sonal balance between his spiritual health and his harmony with nature. Coleridge createdsa powerful parable in his â€Å"Rime of the Ancient Mariner.† He uses this parable to show his distaste at those who turn their back on God and the divine plan. Coleridge seems to connect with the Mariner in at least one respect: that he feels he must give his lesson to the world. By having the protagonist tell the tale, instead of it being narrated, Coleridge draws the attention away from the poet and focuses it on the Mariner. This focus allows the Mariner to connect with the reader in a way that the poet is incapable. The lesson of the albatross then becomes not only the Mariners but the readers as well. By relinquishing the storytelling to the Mariner, instead of himself, Coleridge symbolizes the poets need to share his own lessons with the reader. This admission of the poet only serves the emphasize the importance of the lesson. It seems that Coleridge has seen things that have weakened his faith in the spirit of man. The Mariner is Coleridge’s wa y of trying to shape the descent of man into the material world, into an ascent towards the spiritual world for which they should strive. At its core the poem is a story of sin and redemption, or the idea that you can repent and pay penance for straying from the divine. Works Cited Chandler, Alice. â€Å"Structure and Symbol in The Rime of the Ancient Mariner†. Modern Language Quarterly. Sep65, Vol. 26 Issue 3, p401-414. Coleridge, Samuel T. The Rime of the Ancient Mariner. Eds. Paul Davis, et al. The Bedford Anthology of World Literature. Book 5. Boston: Bedford/St. Martins, 2003. 262-280. Foakes, R.A. â€Å"Coleridge, Violence and The Rime of the Ancient Mariner†. Romanticism. 2001, Vol. 7 Issue 1, p41-58. Hillier, Russell M. â€Å"Coleridges Dilemma and the Method of Sacred Sympathy: Atonement as Problem and Solution in The Rime of the Ancient Mariner† Papers on Language Literature. Winter2009, Vol. 45 Issue 1, p8-36. Levy, Sandra M. â€Å"Coleridges `Rime of the Ancient Mariner: Theodicy in a new key†. Anglican Theological Review. Spring96, Vol. 78 Issue 2, p206-225. Modiano, Raimonda. â€Å"Words and Languageless Meanings Limits of Expression in The Rime of the Ancient Mariner†. Modern Language Quarterly. Mar77, Vol. 38 Issue 1, p40-62. Netland, John T. The Roles of the Wedding-Guest and the Editor. Blooms Literature. Facts On File, Inc. Web. 4 Apr. 2014 . Peckham, Morse. The Poem as a Voyage of Discovery. Blooms Literature. Facts On File, Inc. Web. 2 Apr. 2014 . Watkins, Daniel P. â€Å"History as Demon in Coleridges The Rime of the Ancient Mariner†. Papers on Language Literature. Winter88, Vol. 24 Issue 1, p23-34. Zins, Kimberly. Equilibrium in Coleridges the rime of the Ancient Mariner. The Explicator. 66.4 (2008): 194.

How Did The Berlin Wall Come Down - Free Essay Example

Sample details Pages: 2 Words: 628 Downloads: 4 Date added: 2019/05/07 Category History Essay Level High school Tags: Berlin Wall Essay Did you like this example? How did the Berlin Wall come down? The Berlin Walls destruction was the result of a slip-up by a man named Gunter Schabowski. At a conference where he was supposed to make an announcement about the travel restrictions being loosened, he was handed a paper at the last second and didnt have time to proofread it. He said in his speech that the border would allow people to cross over from East to West Berlin and vice-versa. Don’t waste time! Our writers will create an original "How Did The Berlin Wall Come Down?" essay for you Create order After being asked in the interview if the Berlin Wall would come down, he avoided giving a specific answer and continued to do so throughout the interview because he didnt know what to say. Understanding the cause of the Berlin Walls destruction is important because most people assume that Ronald Reagans famous speech on June 12, 1987, Mr. Gorbachev, tear down this wall! caused the destruction of this gargantuan border, which is not true. The Berlin wall was a giant border that separated East and West Berlin. It started as a barbed wire fence with armed guards that was put up on August 13, 1961. It then grew to a concrete wall, and a second fence was built in June 1962. If people even tried to flee East Berlin, the were shot. The area between the two sides was christened the Death Strip. Then, in 1975, Border Wall 75 an even more secure wall, was built. Construction started in 1975 and took 5 years to finish. Border Wall 75 was comprised of 79 miles of fences, more than 250 guard dog runs, approximately 300 guard towers, 65 miles of anti-vehicle trenches, 20 bunkers, and finally 45,000 sections of reinforced concrete that were each 12 feet tall, 3.9 feet wide, and 3 tons. Despite the obstacles, more than 5,000 people made the escape to West Berlin via hot air balloon, tunnels dug underneath the wall, driving through the Death Strip, or leaping out of buildings that were in the middle of the wall. On November 9, 1989, over 2 years after Reagans speech, a press conference was held about how the travel policies and restrictions of the Berlin Wall would be relaxed (in reality, they would just be making them more confusing). A man by the name of Gunter Schabowski was supposed to speak about these changes but he had not had the time to pre-read them. Since all the government did was make the restrictions more confusing, they were confusing to Gunter as well. He decided to just try and make up information on the fly, and it did not end well. When one reporter asked, When will the wall come down? Gunter abruptly left without answering the question. Later on in the day, Schabowski did a private interview with, a reporter named Tom Brokaw, and once again, he continued to be unspecific. He was so vague that Brokaw took matters into his own hands and started to add in his own words. As a result of this ad-libbing, people who read the paper the next day thought the article said the wall was coming down. They then started to tear down the wall themselves because they were too angry and anxious to wait for the wall to come down by itself. With so much confusion, the guards called the superiors for clarification, but no answer was given. Within the next 72 hours, up to 3 million people crossed the border. In conclusion, it is imperative to know why the Berlin Wall fell because it was such a horrible symbol of division. It seemed impossible to tear down at the time it was built, but it was brought down by Gunter Schabowski making a fatal mistake and the angry East Berlin citizens. This is important because in the words of George Santayana, those who dont know history are condemned to repeat it and one must not let the division represented by the Berlin Wall happen again.

Primary And Secondary Psychopathy And Cognitive Empathy

Psyc 121: Introduction to Psychology 1 Is Primary and Secondary Psychopathy Strongly Related to Cognitive Empathy? Name: Savannah Davies ID: 300334814 Tutor: Ruth Glynn Lab Time: Friday 9-10:50am, EA 404B Abstract This study investigated the possible relationships between primary and secondary psychopathy and cognitive empathy. Is Primary and Secondary Psychopathy Strongly Related to Cognitive Empathy? Described as a social disorder, psychopathy is a field that has been extensively researched and we have discovered that it consists of two distinctive subtypes; primary and secondary. There are some similarities between these two subtypes however a distinction can be made through a subject’s characteristics and traits. Both primary psychopathy (PP) and secondary psychopathy (SP) are associated with impulsivity, aggression, social isolation due to a lack of convergence with the social ‘norm’, superficial charm and poor behavioural control but primary psychopaths are more often characterised as callous, manipulative, extremely selfish with a diminished capacity for remorse and routinely untruthful, where secondary psychopaths are more introverted, socially anxious with low self-esteem (Blackburn Fawcett, 1999). Empathy is essentially the capacity or ability to understand and share another person’s mental experience. Cognitive empathy, is often referred to as Theory of Mind (ToM) and is conceptualised as the ability to understand and infer the emotions andShow MoreRelatedPrimary And Secondary Psychopathy Associated With Cognitive Empathy1438 Words   |  6 PagesIntroduction to Psychology 1 Are Primary and Secondary Psychopathy Associated with Cognitive Empathy? 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A correlational design, in which 452 participants from the PSYC121 class were administered Levenson, Kiehl Fitzpatrick’s (1995) Self-Report Psychopathy ScaleRead MoreRelationship Between Secondary And Secondary Psychopathy1557 Words   |  7 PagesPsyc121: Introduction to Psychology Is the Relationship Between Primary and Secondary Psychopathy Related to Cognitive Empathy Rebecca Donald 300339504 Tutors name: Tim Granley Wednesday 11-12.50, EA404B Is the Relationship Between Primary and Secondary Psychopathy Related to Cognitive Empathy Throughout our study we investigated the relationship between secondary and primary psychopathy and cognitive empathy. Psychopathy is a mental disorder which can cause an individual to have behavior

Two Strong and Brave Women Essay Example For Students

Two Strong and Brave Women Essay â€Å"The best gift I ever survived† by Stacey Kramer, is a touching video. Her story had a strong power and big faith of a survivor after fighting with brain cancer. Her words were able to touch our hearts and lift our spirits up. Throughout the story, she did not either say anything that made the audiences to feel sorry for herself or mention how painful she had been through. However, she surprised us to consider her brain tumor as a gift, which has changed her life tremendously. Stacey Kramer was successful to point out a lot of positive thoughts from her circumstance. She did not see her sickness a curse of her life; she looked at it as an opportunity when she felt love, caring, support from her family and friends. When she was sick and panic, she did not know what was going to happen next. She valued every single thing. There was no time for argument, for hate, but she appreciated good relationships, reconnected broken ones, and built up new ones. She realized that she had missed precious things that she took for granted from this gift. Stacey has brought a new vision to each of us. Sometimes, we pursue money and material life that are very tempting to us. Therefore, we work hard to possess it. When sickness happens to us, we realize which is really the most important to us â€Å"Peace, health, ? serenity, happiness, ? nirvana. † Although life is getting tough, we will not give up. No matter how hard it will be, be strong and be positive to deal with it. She wanted to share her story in order to motivate us. At least, there is a time in our life, things will go wrong and happen unexpectedly the way that we never wish it to be. Do not panic, but see it may be just a gift. â€Å"Living Beyond Limits,† by Amy Purdy, was a special story of an indomitable spirit with an incredible positive life force. Amy is an inspiration to us all. We can only hope to follow her example in our own small ways. She achieved her goals regardless of her circumstances. I heard stories similar to Amy’s, and people in those stories ended up killing themselves. They were shocked; they felt hopeless and useless after a while sitting on a wheel chair and being treated as a disability. It drained them out. They gave up their life. If I were Amy, I would completely collapse and go crazy, and may kill myself as well. A pretty, young girl, who was growing up with a lot of beautiful dreams and eager to explore a new world, was diagnosed with bacterial meningitis. It took her legs, a spleen and kidneys, left her a wheel chair, and then a pair of fake legs. How will a normal person be able to accept it? Do not let depression take over her life. She strongly stood up, accepted reality but not its boundary. She overcame it by looking the other positive side of her disability. She did want to be a normal person, desperately to snowboard again. Her strong spirit took her above her obstacles. She turned negative to positive, turned tears to laughter, turned impossibility to possibility, and even made it incredibly. I believe that her story has been inspiring a lot of people who are disable, who are struggled, and who are hopeless. Her example has brought air into a lot of people’s lives to help them open a new chapter in their lives. After watching these two video clips, I learned a lot from these two strong and brave women. They do not give up their lives. They accept reality and move on. They have transformed their misfortune into their blessings to a lot of people by sharing us their stories. They did not keep it as a failure of their life. They have inspired people with their strong will and faith. Their experiences are good lessons for others to learn and follow.