Sir Isaac Newton Essays (2809 words) - Copernican Revolution

Sir Isaac Newton Thesis Statement: Through his early life experiences and with the knowledge left by his predecessors, Sir Isaac Newton was able to develop calculus, natural forces, and optics. From birth to early childhood, Isaac Newton overcame many personal, social, and mental hardships. It is through these experiences that helped create the person society knows him as in this day and age. The beginning of these obstacles started at birth for Newton. Isaac was born premature on Christmas Day 1642, in the manor house of Woolsthorpe, 7 miles south of Grantham in Lincolnshire. It is said that Because Galileo, . . . had died that year, a significance attaches itself to 1642 (Westfall 1). Though his father had died before Isaac was born, he was given his fathers name. He was born into a farming family that had worked their way slowly up the social ladder. The Newtons were one of the few families to prosper in Lincolnshire (Westfall 1). At the age of three Isaacs life would take a drastic turn. When Isaac was three his mother, Hannah Ayscough, remarried to the Reverend Barnabas Smith (Internet-newtonia). Isaac and the Reverend never got along and the Reverend would not have a child that was not his living with him. Isaac stayed with his grandparents when his mother went to live with the Reverend in North Witham. His maternal grandmother raised Isaac until he was ten. It is believed that his mothers second marriage and her leaving caused many problems for Isaac as a child. While living with his grandparents he attended day school nearby in Skillington and Stoke. Isaac was surrounded by many cousins and other family members in the surrounding area though, He formed no bond with any of his numerous relatives that can be traced later in his life (Westfall 11). In 1653 his mother returned after her second husband died. With her she brought one half brother and two half sisters. Although it is not known, bitterness may have inflicted Isaac when his three new siblings arrived. Nev er the less, two years later at the age of twelve he was sent to Grantham to attend grammar school. While attending grammar school Isaac lived with the apothecary Mr. Clark (Westfall 12). Mr. Clark had three stepchildren from the first marriage of his wife, Miss Storer, who were also living in his house. In school and at home Isaac was apparently different and did not get along with any other boys. He was often in fights and remembered only one nice boy from school, Chrichloe. All the other boys seemed to hate him. He was more comfortable in the company of girls. He made doll furniture for Mr. Clarks daughter. From this Isaacs first and last romantic experience developed. Indeed, as the two grew older, something of a romance apparently developed between him and Miss Storer (Westfall 13). From doll furniture Newton moved on to other little machines. He used all the money his mother sent him to buy tools and filled his room with the machines. He fell in love with Mr. Clarks library and would read as often as possible. At times he would spend so much time on projects that he would fal l behind in school. When he realized he was falling behind all Isaac had to do was pick up his textbook and would immediately be caught up. Through his machines Newton became proficient in drawing and his inventions steadily became more elaborate. At the age of seventeen in 1659, Newton left Mr. Clark and had another life changing experience. When Newton was seventeen his mother took him out of school and brought him back to the family farm. Trying to teach him how to run the farm and manage the estate was a failure. Newton would always bribe a hired hand to do the work he was supposed to. When he was supposed to be in town selling produce he would go to his old room in Mr. Clarks house and read or play with his machines. In all of his spare time he returned to inventing and building machines. Newtons uncle and old schoolmaster saw that he was in the wrong trade and urged his mother to

buy custom Diagnostic Writing Exercise essay

buy custom Diagnostic Writing Exercise essay This is a diagnostic writing exercise assignment based on a money issue topic. The topic is making sense of money, and authored by Peter Nares. In this paper a summary of the article is given after which the views will be critiqued. The article is based on Canada and analyses the financial situation in reference to the financial discipline among the Canadians. Nares (2009) describes financial literacy as the ability to manage money, getting financial advice when required and making of informed financial decisions. He argues that anecdotal evidence reveals the Canadians as financial illiterate to a high level and as such poses a growing challenge for the government and consumers of financial services who wish to see the see the citizens prosper. The author believes that financial illiteracy contributed much to the global financial meltdown. The author writes down some basic facts which support the need for the generation of a better understanding of the significance of financial literacy. It is important, according to Nares (2009), that the fight against financial illiteracy goes beyond distribution of brochures (Nares 10). Though the capacity to manage savings and credit is key to self sufficiency Nares (2009) argues that navigating with right information is often the challengeespecially for the cases of those who are not able to afford financial advisors. This situation is made worse by the presence of varieties of products in the market. Nares (2009) continues to argue that financial illiteracy can lead one to a devastating situation whereby one is not able to live as expected and gives an example of the absence of an emergence fund which can likely lead to the compromise of the family future (Nares 10). The author associated financial illiteracy with the likelihood of poor performance of workers. He however goes further to warn that financial literacy will not automatically solve all the problems but is rather a backbone to solving financial challenges. The author introduces SEDI, a firm engaged in the financial literacy research and capacity building. In the introduction, the firm is depicted as a national firm operating across Canada. He goes further suggest a solution, there are two critical components to growing financial literacy in Canada (Nores 11). These two are listed as: enabled policy environment and increased supply of and demand for financial literacy services In connection to the above solution suggestions, SEDI called for the development of financial literacy strategy for Canada. The Canadian Centre for Financial Literacy waas launched to make a contribution to the supply of and demand for literacy challenges. The centre has targeted vulnerable groups such as the youths to boost their financial literacy. The centre operates through three main areas: capacity building, research and information sharing and consulting. The author also writes about testimonies of people who have gone through the center and have been surprised by the discoveries they made pertaining to their expenditure (Nares 12). The article carries an excellent analysis of the situation in Canada with respect to financial discipline among individuals. It is quite relevant to the current situation bearing it was just authored last year. SEDI has offered plausible suggestions through its centre. However it could be more effective if the suggestion aimed at the introduction of financial literacy classes in the formal education curriculum. In this manner the children will grow up with high levels of financial literacy acquired from the schools. This will ensure that the future Canadians protected. The article was expected briefly discuss the role of entrepreneurship in alleviating financial challenges. Wise investment is another mean through which one can make sense of money. The article is good and the author has good knowledge on the topic as the article is written authoritatively. Buy custom Diagnostic Writing Exercise essay

Individual Assignment Essay Example | Topics and Well Written Essays - 1250 words - 1

Individual Assignment - Essay Example Based on the fact that the contract was worth $6 million and there was a possibility of obtaining a larger CRM contract from the company after completion of the contract it was in the company’s best interest to resolve the situation by negotiating directly with the client. A lawsuit at this moment would bring unnecessary legal fees and it would eliminate the possibility of retaining the client in the long run. There were four primary points that led to the dispute. The list below shows a summary of the reasons for the standoff. In round one of the simulation I was given five legal solutions to choose from. The decisions were the basis of an ongoing negotiation between both parties. The five legal solutions available were: a) Breach of contract under substantial performance of contract; b) Breach of contract under internal escalation procedure for disputes; c) breach of contract under requirement change; d) Breach of contract under communication and recording; e) Breach of contract under intellectual property rights. The simulation indicated that I was supposed to pick three alternatives. I choose options b, c, and d. In the scenario one of the claims was that C-S had been asking for too many changes without considering the timeline and budget implications of the change. The constant changes made it impossible for the firm to comply with the contract on a timely manner. I chose the option of breach of contract under internal escalation for procedures because the information in the simulation indicated there were no cons associated with this option. Also C-S had already indicated that rescission of contract violated contractual obligations. Option d was chosen because the change in management structure at C-S had hurt the communication process which caused delays. Due to internal escalation that occurred at C-S I was confident the client would reconsider their stance. Span Systems

Alleviating Depression in Cancer Patients Assignment

Alleviating Depression in Cancer Patients - Assignment Example The depression interferes with the entire body of an individual and impacts heavily on one’s daily routine and quality of life. Depression instigates a feeling of hopelessness and despair and has its effects on both men and women alike with little or no noted disparities for the different genders; this is in regard to its severity and prevalence effects (Hopko & Lejuez, 2007). In most cases when a patient is diagnosed with cancer, thoughts of fear and despair are experienced almost immediately. During the treatment and/or post-treatment stages, depression becomes an important component in a patient’s recovery. The depression determines the after-effects of cancer and also has an influential ability to dissuade a patient from participating in a treatment program. Depression causes impairment to the normal body functions and a disruption to the psychological makeup of a person and in extreme cases might be an impediment to treatment plans for the patients (Hopko & Lejuez, 2007). Depression impacts both on the patients diagnosed with cancer and to their respective families. These groups of people, both patients and their families faced with a cancer diagnosis; undergo varying degrees of emotional breakdowns and its associated stress. Children and spouses alike get traumatized with the invasion of cancer and its effects, and this has been a major contributor to the behavioral changes in such children (Yeung, 2007).

Cases and Materials on the Law of Restitution Assignment

Cases and Materials on the Law of Restitution - Assignment Example In normal parlance, English did not cognize a law of restitution footed on the cannons of reversing unjust enrichment. It is to be noted, the passing comment made by the great judges like Lord Wright in Fibrosa and Lord Mansfield in Moses v Macferlan was mostly uncared for the restitution till 1966. (Gilliker 2007:101). Goff and Jones in 1966 published â€Å"the Law of Restitution† which assaulted the customary English approach and tried to show that, looking across both equity and common law, there is a coherent English law of restitution, which is footed on the cannon of putting back unjust enrichment. The above authors viewed the law of restitution as belonging alongside tort and contract as a third branch of the law of obligations. Slowly, Goff and Jones’s findings gained momentum in legal practitioners, academia and judges, thereby ending in the acknowledgment by House of Lords the law of restitution in Lipkin Gorman v Karpnale Ltd in 1991, which can be considered as Donoghue v Stevenson1 of the law of Restitution. In Woolwich Equitable Building Society v IRC, the cannon of unjust enrichment was relied upon by the Lordships to deliver a sweeping decision that in case of payment demanded by a public authority ultra vis, a claimant is entitled as of right to restitution against the same. Thereafter, unambiguous reference to unjust enrichment as the source of the claims made by judges at all categories in various cases in the UK. (Burrows, Mthe Kendrick & Edelman 2007:1). English courts have generally been reluctant to acknowledge restitution as a separate norm of recovery due to the availability of the substitute legal remedies under common law like recovery such recoveries and quantum valebat and the doctrine of waiver that is available inequitable and tort claims. Nonetheless, the law of restitution is often confused through the English courts’ synthesis of equity and contract founded reliefs vindicated under the head of restitution. I t is to be noted that the inherent issues with the restitution footed claims are the doctrinal complexity of measuring the notion of unjust enrichment. In the case Westdeutsche Landesbank Girozentrale v Islington LBC, the underlying aim of restitution has frequently been puzzled with equitable trust law notions, thereby increasing the perplexity in this domain of law as corroborated by the main issue in the above case being swap litigation. (Burrows et al 2007:40). The English courts have given for the claims under restitution a synthetic â€Å"quasi-contract† hypothesis, which is damned for being â€Å"intrinsically hollow, mirroring a vague concept. The core issue in applying the quasi-contract rationale is that in restitution claims, the defendants were being demanded to make payment on the footage of wrongdoing without any backing doctrinal rationale for making such damage payment to the claimant under logical legal standards.

Analysis of Child Observation Research

Analysis of Child Observation Research Introduction and Background Information of the Children Our school encourages children to learn through play and experiences that are holistically, creative, and technologically. Teachers are believed to have the potential to help children to stimulate their development to the fullest with appropriate resources and environment. Children will co-construct their knowledge, bringing in their own identities and strengths can be nurtured to be self-directed and capable learners. These are some information about the children: Observation 1 Ann is three years old. She is staying with her parents. Her mother is from America while her father is from United Kingdom. The family enjoys going to the park. Observation 2 Kate is two years old. She is Singaporean and has been attending school since she was an infant. She is the only child in the family. Observation 3 John is two years old. He stays with his mother who is a Chinese and his father who is an Indian. John is a cheerful boy and likes to take the bus. Rogoff three lenses of approach (Fleer, Jane Hardy, 2007) were used on the analysis on each of the observations and will be expanding further with various theories and pedagogies. Analysis of Observation 1 Community-Institutional Lens Ann had just come back from her holidays in Mexico. She had been sharing with me about the garden at the grandparent’s house at Mexico. Thus, Ann may have involved in watering the plants with her grandparents. In a study by Robbins Jane (2006), it is mentioned that interactions with grandchildren is not just enjoying their moments together, but it is also seen as a key to gain knowledge about their natural, physical and technological world that exist or created within themselves. Families who support children’s learning and studies have acknowledged that the learning happens between home and school benefitted the child and their families (Robbins, 2012). From the observations, it has shown that learning has occurred between school and home. Appetizing From the observations, Ann had brought her knowledge back to school. She wanted to water the plants when she saw the watering can at the sink. Time was given to her to be engaged in filling up water and watering the plants along the classroom. The school environment has brought in incidental science. In my context, we have field and plants around the school to further enhance the school atmosphere. The rich green space has contributed to the incidental science which brought in nature more explicitly (Fleer, Gomes March, 2014). Interpersonal Lens In this observation, the nature of the interactions and interpersonal relationships is between child and adult. Because of what Ann saw what Miss Jess is doing, Miss Jess provided her the opportunity in science and technology. While learning has occurred when there are interactions, it has also shown that the thinking level is moving from intermental to intramental as the children progressively internalise, reflect on and transform their understanding (Robbins Jane, 2006). To improve the global environment in school and for us, taking action is needed (Mackey, 2012). Through observing what Miss Jess was doing, Ann felt that she should play a part in contributing to the environment. It is also reminded that when children’s rights are honoured, they take on the responsibility to improve conditions to shape their lives and as well as others (Mackey, 2012). Personal Lens Ann was able to relate to her previous experiences she had in watering plants at her grandparents’ place at Mexico. Vygotsky argued that children’s experiences set the foundation for higher cognitive thinking when children develop every day or basic concepts (Fleer et al., 2007). Watering the plants may have occurred at her grandparents’ place have led to Ann’s understanding that plants need water because they are thirsty. Ann was actively involved in the experiences. She took the responsibility of the need to water plants. Mawson (as cited in Robbins, 2012) reasoned that children do bring in prior knowledge of technological knowledge and understand and this does not have to be recognised or facilitated by teachers. Mawson also advised that while educators have to identify children’s real interest, educators also must have enough knowledge to support children’s interest effectively (Robbins, 2012). From the observation, Ann has shown strong interest in gardening and she has brought in her prior knowledge about watering the plants in school. Analysis of Observation 2 Community-Institutional Lens In this context, the children were given sufficient time to engage in sustained shared activity. Kate was given time to use spoon to scoop the ice to using pouring ice using the bucket. This relates to the school’s culture where children construct their knowledge, and they are competent and capable learner. The school also encourages children to have the resources for children to explore. According to Bronfenbrenner’s ecological perspective, he stressed that the environment is made up of immediate settings, as well as the social and culture context such as home, school and workplace (Rogoff, 2003). The school where Kate’s parents have enrolled her in have given her a direct impact on her in her learning. This has provided her the opportunity to have the experience in exploring ice in the school setting. Kate may not have exposed to ice prior to her previous experiences, thus, this is something new to her. Her interactions with peers have added to her curiosity of exploring with ice. Kate was privileged to be given the opportunity to be in this setting as she entered the school. Interpersonal Lens Apart from her personal experiences in learning science and technology, Kate also gained knowledge from her peers. Kate observed her friend picking up the ice and mentioned, â€Å"Cold.† She experienced it herself and said the same thing too. Communication, cultural tools and other symbol systems bring in cultural and historical heritage and children learn to use these tools to interact and draw on the experiences of others (Robbins, 2007). In this observation, Kate acted to be the follower as she uses her friend as her model and modelled after her friend’s actions and words. Vygotsky’s theory believed that learning occurs first on interpersonal level, followed by socio-cultural engagement (Robbins, 2007). After the interaction with May, Kate has internalised and gained knowledge about ice and did her pouring of ice using different tools. Cultural-historical theory arising from Vygotsky theory also identifies that the activities which individual and peers are engaged are repetitively changing and developing in mutually incorporated ways (Robbins, Bartlett Jane, 2009). Children will be able to carry out such independent thinking and then transform these thinking to their own purpose ((Rogoff, 2003). Thus, after Kate’s interaction with May, Kate was able to internalise her own thinking and further work on her exploration. Personal Lens Through the personal lens of Kate, she has understood the use of using various tool provided to scoop the ice. She may have gained these experiences from her daily life. For example, she may have used the spoon to scoop rice from a bowl during lunch time, thus, in this case, she has used it to scoop rice. Another item which she may have experienced using prior to this scenario would be the cup. She might engage in water play previously and used the cup in pouring. Kate has developed a foundation of her cognitive skills. It is evident as she has moved from using a spoon to scoop, then to using a cup and lastly the bucket. She went through the processes of being innovative and new technical skills to transfer the ice into different containers. She has investigated how the tools worked and which worked best for her. Analysis of Observation 3 Community-Institutional Lens John is privileged to have large outdoor environment and outdoor materials for him to explore. Thus, the environment has provided John the opportunity to explore pushing a ball using a tricycle. He has learned a new way to travel the ball instead of using hands or legs. There was also sufficient time for John to explore. Instead of directing him of what he should do, opportunity was given for him to find out how he can use the tricycle to move the ball forward. As learning occurs within the context of play and on-going activities, and appropriate needs and wants, it is noted that children do need extended time for them to revisit and construct knowledge (Robbins et al., 2009). In this case, John was asked to participate in construction activities requested by the teacher like moving the ball with his tricycle. Some technology activities have an objective to meet and their attention is usually drawn to technology sensation and the physical artefacts within the school environment itself (Robbins et al., 2009). Interpersonal Lens The nature of this interactions relationship is between a children and adult. The shared understandings which appear to exist is that John agreed to bring the ball back by using his gestures and verbal communication. John’s interest in figuring to bring the ball using his tricycle is supported by me. From the support, he has built up his confidence by working on the ball travelled by the tricycle despite several failures. Children thinking skills can be rich and purposeful. It was evident that children are able to hold conflicting views at the same time (Robbins, 2009). John Based on Vygotsky’s ideas, he commented that learning happens initially before an individual engaged with another in an activity (Robbins, 2009). Vygotsky (as cited in Robbins, 2009 p.80) mentioned, â€Å"Through others we become ourselves.† Apart from interaction, we should also look into other languages and tools which make learning more meaningful. Personal Lens Through his personal lens of John, John has understood the ability to use his feet to propel and therefore he is able to understand the use of the tricycle and added on his thinking skills to move the ball. This has transformed his thinking skills to a higher order during his participation. John has also shows enthusiasm in moving the ball with the tricycle after a few attempts. The perseverance becomes obvious for the children when technology is incorporated of what children can do and is situated in a meaningful context (Fleer Jane, 2011). John’s curiosity in moving the tricycle has captured the relationship between the child and their environment which is reinforced in preschool by teachers (Fleer et al., 2014). Teaching Approaches The teaching approaches that have been observed in the three observations are reciprocal and discovery (Fleer et al., 2007). In observation one, reciprocal teaching approaches were observed. Cultural historical context has taken into considerations. A research done by Robbins (as cited in Fleer, Jane Hardy, 2007) displays that it is important to understand the context which the children develop their ideas; then gaining deeper and authentic view of the social nature of scientific learning rather agreeing to the statements made by children. In observation two and three, discovery approach was observed as I placed the ice, buckets, cups and spoon in the classroom environment to Kate to explore whereas John found a new way to transport the ball with the tricycle. In this learning context provided by the teacher, the children will decide which they would like to find out; through playing with these materials, they develop an experimental foundation (Fleer et al., 2007). I was view as a classroom resource from this discovery approach; the children are empowered to gain knowledge and skills from a range of resources (Fleer et al., 2007). Conclusion Through these observations, it is shown that children are surrounded in rich scientific and technological context, both at home and in school. They discover new things and ideas and it is important for teachers to bring in the opportunity to connect these scientific concepts together, making it relevant in their everyday lives, through the appropriate pedagogical approaches. Using Rogoff’s three lenses as an analytical tool, has shown that the lenses are interrelated; how the child has participated and changed, collaborated and interacted on contextual and cultural settings (Robbins, 2009). In addition, teachers who attempted to increase their knowledge in science would have more confidence in supporting children’s learning through stimulating interactions that nurture high-level thinking skills (Robbins, 2012). References Fleer, M., Jane, B. Hardy, T. (2007). Science for children: Developing a personal approach to teaching. (3rd ed). Frenchs Forest, N.S.W.: Pearson Education Australia. Fleer, M., Jane, B. (2011). Design and technology for children. (3rd ed). Frenchs Forest NSW: Pearson Australia. Fleer, M., Gomes, J., March, S. (2014). Science learning affordances in preschool environments. Australasian Journal of Early Childhood, Vol. 39, No. 1, Mar 2014: 38-48 Mackey, G. (2012). To know, to decide, to act: The young child’s right to participate in action for the environment. Environmental Education Research, 18(4), 473-484. Robbins, J. Jane, B. (July, 2006). Intergenerational learning: Grandparents supporting young children’s learning in science. Paper presented at the 37th Annual Conference of the Australasian Science. Education Research Association, Canberra, ACT. Robbins, J. (2007). Young children thinking and talking: Using sociocultural theory for multi-layered analysis. Research Online, 1(1), 45-65. Retrieved from ro.uow.edu.au/cgi/viewcontent.cgi?article=1002context=llrg Robbins, J. (2009). Analysing young children’s thinking about natural phenomena: A sociocultural/cultural historical perspective. Review of Science, Mathematics and ICT Education, 3(1), pp. 75-97. Robbins, J. (2012). Learning science in informal contexts: The home and community. In Campbell, C Jobling, W. (Eds) Science in Early Childhood (pp.94-112). Port Melbourne: Cambridge University Press. Robbins, J. Bartlett, J. Jane, B. (July, 2006). Children’s technological and scientific thinking in block play: A cultural-historical perspective. Paper presented at 40th Annual Conference of the Australasian Science Education Research Association, Deakin University, Geelong Australia. Rogoff, B. (2003). Development as transformation of participation in cultural activities. In the Cultural Nature of Human Development. In B. Rogoff, The cultural nature human development (pp. 37-62). Oxford: Oxford University Press. Appendices Observation 1 Date: 12 August 2014 Child’s Name: Ann Plants need water! Washing hands is very important as part of our health and hygiene. After outdoor play, I brought Ann to wash her hands at the sink. When she was about to wash her hands, she saw a watering can in the sink. It was actually Miss Jess who brought the watering cans out as she wanted to fill up with water for the toddlers to water the plants. Ann stood by the side observing Miss Jess’s actions. Miss Jess asked, â€Å"Would you like to water the plants too?† Ann nodded her head shyly as she took the watering can from Miss Jess. She turned on the tap and began filling it up with water. I stood aside and asked, â€Å"Why are you filling up with water?† She replied, â€Å"I water the plants.† Ann turned off the tap and walked towards the planters nearby. She began watering the plants. She then walked towards the plants near the school gate and began watering the leaves. I asked, â€Å"Why are you watering the leaves?† â€Å"They need water.† She replied, â€Å"They are thirsty.† She continued watering the plants. Observation 2 Date: 13 August 2014 Child’s Name: Kate Ice Cold Ice After snack, I brought in some ice for the two year old children to explore. With some buckets filled with ice, small plastic cups and spoons, the children began using the spoon to scoop the ice from the bucket and transferred to the plastic cups. While the children were focused scooping the ice, one of Kate’s friend accidentally dropped an ice. She then used her hands to pick up the ice and put it back into the cup. I asked her, â€Å"How do your hands feel?† â€Å"Cold!† she replied with closed to her body and pretended to shiver. Kate was observing her friend’s conversation when the incident happened. Kate then used a spoon to scoop ice from a bucket to a plastic cup. Once the plastic cup is full, she poured all the ice into another bucket. She also felt the ice with her hands and said, â€Å"Cold.† And put the ice back into the bucket. She also pretended to shiver after saying it. Instead of using a spoon, she then held the cup and scooped the ice from the bucket. I was amazed by the way she used the cup to scoop for more ice. I commented, â€Å"Wow Kate, you used the cup to scoop the ice!† Kate pointed to the cup, smiled and said, â€Å"Cup.† Few minutes passed, when I turn and looked at Kate, she was pouring the ice from one bucket to another bucket. This time round, I was astonished! She managed to find the fastest way to transfer the ice. Observation 3 Date: 4 August 2014 Child’s Name: John I moved the ball with my tricycle! Our school believed that the environment is the children’s third teacher. Thus, we have a large outdoor space for children to experience outdoor activities. The toddlers were having outdoor play in the morning. They were engaged in blowing bubbles, ball play and tricycle. While I was kicking balls with a group of children, one of the balls rolled under John tricycle. It seemed stuck. John was using his both feet to move the tricycle realized the ball went under his seat. He looked at me, waiting for me to say something. I asked him, â€Å"John, can you help to bring the ball back us?† So, he stood up and wanted to remove the ball from his tricycle but it seemed stuck. He went back on to his tricycle, bend down to attempt to get the ball but he still could not. With a few attempts, he realized that the ball moves along when the tricycle move! He used his both feet to propel and the ball moves forward. He was laughing, enjoying the moment as he moved along with his tricycle and ball. John transported the ball back to us with his tricycle. I was surprised by his actions. â€Å"Thank you John, you brought the ball back with your tricycle!† I said. â€Å"I like the way you used the tricycle to fetch it back, it was interesting!† I added â€Å"You are welcome!† John replied. Thereafter, John went to get a ball and began transporting the ball using the tricycle that he rode on. Loo Si Hui

Success and Failure in Arthur Millers Death of A Salesman Essay

Success and Failure in Arthur Miller's Death of A Salesman      Ã‚  Ã‚   Most people strive for excellence in their lives and aspire to succeed at whatever they complete. Success means many different things to different people. It includes happiness, money, and a career. In Arthur Miller's Death of a Salesman, we follow Willy Loman, the protagonist, as he reviews a life of desperate pursuit of a dream of success. Miller uses many characters to contrast the difference between success and failure within the play. Willy is a salesman whose imagination is much greater than his sales ability; he is also a failure as a father and husband. Biff and Happy are his two adult sons, who follow in their father's fallacy of life, while Ben and his father are the only members of the Loman family with that special something needed to succeed. Charlie and his son Bernard, enjoy better success in life compared to the Loman's who attempt to succeed but constantly seem to fail. Willy Loman is the main character and protagonist in Death of A Salesman. For Willy Loman, perseverance and diligence are not important but rather material success, as well as personal attractiveness. Willy cannot see who he and his sons are. He believes they are great men who have what it takes to be successful and beat the business world. Unfortunately, he is mistaken. In reality, Willy and sons are not, and cannot, be successful. Willy was not successful at anything he did in life. He was a failure as a father, husband and businessman. Willy was not a good father because he focused too much on his career and his false dreams and ignored his family. Since he was always away on business trips he never really got to know his sons well. His love for his ... ..., wrong." (Miller 138) The Loman's are all an example of what life is like if you continually live in a dream world and never train yourself for anything. Ben and his father are the exceptions in the Loman family. Charlie and his son Bernard were also able to achieve greatness and to make the system work for them. In the end, the decision to make a successful life is, up to the individual.    Works Cited and Consulted Eisinger, Chester E. "Focus on Arthur Miller's 'Death of a Salesman': The Wrong Dreams," in American Dreams, American Nightmares, (1970 rpt In clc. Detroit: Gale Research. 1976 vol. 6:331 Hoeveler, D. J.   "Success and Failure" Arthur Miller's Death of a Salesman: Modern Critical Interpretations.   Ed. Harold Blum.   Philadelphia: Chelsea House, 1988. 72-81. Miller, Arthur. Death of a Salesman. New York: Penguin Books, 1976.

Alice Walker †flowers Essay

â€Å"The Flowers† is a story written by Alice Walker, in 1988. It’s a 3th-person narrator that tells the story. The story tells us about a girl, whose name is Myop. She lives near a forest in a cabin with her family. Sometimes she walks in the forest with her mother, they collect nuts among the fallen leaves – actually they have done it many times, so that’s why Myop knows the forest very well. One day she is out for one of these walks, but by herself. This day something is different in the forest, and Myop decides to go home, but suddenly there is a man†¦lying in the forest floor, just beside a wild pink rose. When first we meet Myop she is walking near her house, playing around with her stick making sounds, she is walking towards the forest. Myop is a ten-year-old girl, and it seems like she still is a bit naive and unaware of what is going on in the world. This I also therefor I think the name Myop maybe could come from the expression â€Å"myopia†, which means narrow sighted or shortsighted. Myopia causes that the image you see, when you look at something in a longer distance, it’s out of focus or most likely impossible to see. That day she was walking in the forest alone. She made her own path, going that way and that way, while she was collecting blue flowers. She was having fun all by herself. She seems very innocent, but also confident, because she is walking all by herself. Normally she likes to walk in the forest, and also this day until something changes, suddenly the forest doesn’t feel safe anymore, and as a reader you get a feeling of fear on the behalf of Myop. In the text there is written â€Å"the strangeness of the land made it not as pleasant as her usual haunts†(page 1 line 24). Here you begin thinking of what might happen since things suddenly are different than they use to. Myop is getting insecure and afraid, so she decides to walk back home to the house, but on her way home she stumbles over something. â€Å"It was then she stepped smack into his eyes. Her heel became lodged in the broken ridge between brow and nose, and she reached down quickly, unafraid, to free herself.†(page 1, line 26-29). This is possibly the first time Myop faces dead, until now she has been childish and a bit naive to the rest of the world. So I can’t image that she has been faced with something so serious like this before. The man she stumbles over I’m pretty sure have been an Afro-American. I say that because he was tall, had big bones and wore blue overalls, these things I mean prove that he was an Afro-American, because all of these things are typical for an Afro-American man and not a white man. Myop is also an Afro-American, this we hear in the text â€Å"the stick clutched in her dark brown hand†(page 1 line 9). Because of that it sort of takes a rotation in the story. I begin to think about White vs. Black people, and things like lynching or murder. There is a noose near the man, and that indicate that he might have been exposed to hanging/lynching. The fact that he isn’t buried is also a thing that makes me think of murder, and not a normal dead. And then there is the rose, there is only ONE pink rose, and it’s just beside the body of the man. This could might be a sign to the reader, that there maybe had been someone and laid it there, just like to a funeral where w e lay flowers on the grave. This almost convinces me of the fact that the man was killed, and there have been someone who loved him to say goodbye to him. In the end of the story Myop lays her own blue flowers beside the pink rose. I think it could be a sign that Myop has changed that day, she has seen some terrifying things, and involuntarily needed to handle and think of things, which actually what just what she needed. The walk in the forest possibly made her see that the world isn’t just all good, and that there is some things out in the real world, which is not what she expected – but it’s not bad that this happened to her, in a way it helped her grow away from being a kid. Some day we grow up and need to see the world in a different perspective, than we do as kids. This day was the day Myop mentally grew a bit older, and may started to see the world in a different way.

Definition and Examples of Conversational Implicature

Definition and Examples of Conversational Implicature In pragmatics, conversational implicature is  an indirect or implicit speech act: what is meant by a speakers utterance that is not part of what is explicitly said. Also known simply as implicature.  Contrast with explicature. What a speaker intends to communicate, says L.R. Horn, is characteristically far richer than what she directly expresses; linguistic meaning radically underdetermines the message conveyed and understood (The Handbook of Pragmatics, 2005). Example Dr. Gregory House: How many friends do you have?Lucas Douglas: Seventeen.Dr. Gregory House: Seriously? Do you keep a list or something?Lucas Douglas: No, I knew this conversation was really about you, so I gave you an answer so you could get back to your train of thought.(Hugh Laurie and Michael Weston, Not Cancer. House, M.D., 2008) Inferences The probabilistic character of conversational implicature is easier to demonstrate than define. If a stranger at the other end of a phone line has a high-pitched voice, you may infer that the speaker is a woman. The inference may be incorrect. Conversational implicatures are a similar kind of inference: they are based on stereotyped expectations of what would, more often than not, be the case. (Keith Allan, Natural Language Semantics. Wiley-Blackwell, 2001) Origin of the Term Conversational Implicature The term [implicature] is taken from the philosopher H.P. Grice (1913-88), who developed the theory of the cooperative principle. On the basis that a speaker and listener are cooperating, and aiming to be relevant, a speaker can imply a meaning implicitly, confident that the listener will understand. Thus a possible conversational implicature of Are you watching this programme? might well be This programme bores me. Can we turn the television off? (Bas Aarts, Sylvia Chalker, and Edmund Weiner, Oxford Dictionary of English Grammar, 2nd ed. Oxford University Press, 2014) Conversational Implicature in Practice Generally speaking, a conversational implicature is an interpretive procedure that operates to figure out what is going on. . . . Assume a husband and wife are getting ready to go out for the evening: 8. Husband: How much longer will you be?9. Wife: Mix yourself a drink. To interpret the utterance in Sentence 9, the husband must go through a series of inferences based on principles that he knows the other speaker is using. . . . The conventional response to the husbands question would be a direct answer where the wife indicated some time frame in which she would be ready. This would be a conventional implicature with a literal answer to a literal question. But the husband assumes that she heard his question, that she believes that he was genuinely asking how long she would be, and that she is capable of indicating when she would be ready. The wife . . . chooses not to extend the topic by ignoring the relevancy maxim. The husband then searches for a plausible interpretation of her utterance and concludes that what she is doing is telling him that she is not going to offer a particular time, or doesnt know, but she will be long enough yet for him to have a drink. She may also be saying, Relax, Ill be ready in plenty of time. (D. G. Ellis, From Language to Communication. Routledge, 1999) The Lighter Side of Conversational Implicature in The Office Jim Halpert: I dont think Ill be here in 10 years.Michael Scott: Thats what I said. Thats what she said.Jim Halpert: Thats what who said?Michael Scott: I never know, I just say it. I say stuff like that, you know- to lighten the tension when things sort of get hard.Jim Halpert: Thats what she said.(John Krasinski and Steve Carell, Survivor Man. The Office, 2007)

Industrial Revolution2 essays

Industrial Revolution2 essays The Industrial Revolution was under way 1st in Britain and wasn't possible without coal. Every 3rd year the farmers believed that they had to leave their field fallowed so the soil won't wear out. In 1730 Charles Townshend discovered that fields did not had to be left fallowed, if farmers would rotate the crops. Charles suggested to grow wheat or barely and then the next year grow clover or turnips. Clover and turnips provided excellent feed for cattle. Jethro Thull developed a seed drill that planted seeds in straight rows. This was a big improvement over the old method of scattering seeds at random, which made fields a tangle of crop and weeds. In the 1700's farmers began to use iron plows instead of wood plows. In 1800's wealthy landowners used mechanical reapers and threshers which increased production. The Enclosure Movement Since the Middle Ages farmers worked small strips of land in scattered fields. The razed their animals and gathered timber on public lands. In the 1500's wealthy landowners began claiming the right to these public lands. This made agriculture more efficient because the wealthy had more land to experience with new crops. Smaller farmers were then driven right out of a job. With more food lead to better health and rapid growth. The demand for manufactured goods was now high. Inventions went off right and left. In 1733, John Kay invented the Flying Shuttle. This replaced the handheld shuttle for weaving. It sped up the weaving process. Soon they were using thread faster than produced. In 1764, James Hargreaves developed the Spinning Jenny. It had several spindle on a single wheel. In 1769, Richard Arkright built the Water Frame it could hold up to 100 spindles. It was too heavy to be operated by hand so it was ran by water power. 10yrs later Samuel Crompton developed the Spinning ...

Part 2 Essay Example | Topics and Well Written Essays - 250 words

Part 2 - Essay Example Initially after Lyndon was elected, he did not pay much attention to Vietnam but soon started claiming that they would fight communism in North Vietnam. He started sending in more and more troops to fight on air but soon sent even the marines to fight on the ground. From 1965, the marine troops were increased to around 200,000 and they continued to fight the North Vietnamese. The war escalated because the North was refusing to stop the fight against the South, which the American government was supporting. Therefore, more troops were needed to curb the north and destabilize them completely. Bush’s doctrine was on preventing war against those countries threatening America or who harm America. This happened after the September 11 attack by terrorists. This was different from the doctrines of Monroe, Roosevelt and Truman because their doctrines were based on threats and instilling fear but never action or a preventative

John Stuart Mill's On Liberty as applied to an issue of modern times Essay

John Stuart Mill's On Liberty as applied to an issue of modern times - Essay Example He was concerned that this majority would stamp out diversity, repress individuals whom failed to conform to herdlike values, and stifle dissenting views. The mass media presents a complex study because it involves an interplay between a tightly controlled corporate elite and masses of citizens whom too often turn to and rely upon the mass media for facts and information. How the mass media presents events is critical to American citizens attaining the intellectual and physical sovereignty to which Mill referred as constititing the foundations of their liberty and freedom. This essay will argue that, viewed through the principles articulated by Mill, today's oligopolistic mass media undermines and stifles the ideals to which he aspired for American citiens; as a result, notions such as the legitimacy of diversity and the sanctity of variety have been dealt a critical blow. As a preliminary matter, before discussing Mill more particularly, it is necessary to place modern American mass media in context. ... In democratic societies the manner by which the media system is structured, controlled, and subsidized is of central political importance. Control over the means of communication is an integral aspect of political and economic power" (McChesney, 1997: 6). The irony is that, although the mass media is privately controlled, it is structured in a way which more resembles a non-democratic oligopoly or military junta than a democratically-structured disperssion of media outlets. In short, from a structural point of view, American mass media is controlled and delivered by a wealthy corporate elite, economic and political barriers often bar entry to new participants, and American citizens receive their news from this structural mass media creature. In addition to structure, it is important to discuss the more substantive features of American mass media. A superficial analysis might yield the view that American mass media, as a corporate enterprise designed to generate profits for corporate shareholders, reflects like a mirror the diversity and the variety of the American citizenry. If the mass media oligopoly didn't give the American consumers what they wanted, this logic goes, then the consumers would switch allegiance and the corporate profits would dry up. There are two fundamental flaws with this argument from the point of view of a theorist such as Mill. First, how the corporate mass media decides to present programming is often a product of detailed surveys and focus groups (Carper, 1995: D-19.2); in effect, the mass media is appealing to the majority as a primary justification for the selection of suitable subject matter and viewpoints. Rather than making programming decisions independently, based on