The Slaveowner´s Point of View in the Narrative of the...

In the Narrative of the Life of Frederick Douglass, Frederick Douglass depicts his life as a plantation slave, offering misinformed northern Christians and reformers in-depth accounts of the physical and emotional cruelties of slavery. As Douglass recounts his relationship and interactions with the harsh Mr. Covey, he disputes the basis on which southern slaveowners defended slavery. Douglass dispels their claims of encompassing a Christian duty to civilize blacks who they deemed naturally inferior by proving how they actively worked to keep slaves from assimilating and contributing to society. Southern slaveowners claimed that they were upholding their Christian duty by engaging in slavery, rescuing slaves from a life of struggle and†¦show more content†¦Covey underscores how slaveowners’ defense of slavery with religion was something said and not done. In fact, Douglass even asserts that slaves have a solid faith and the â€Å"help† of their white masters is not needed and even detrimental. As opposed to Mr. Covey’s false Christianity, Douglass attributes slaves to having true Christianity, evidencing this by his own great ability to sing versus his master’s poor singing. Mr. Covey was â€Å"a very poor singer himself, the duty of raising the hymn generally came upon [Douglass]† (82). Douglass’ ability to sing the hymnals represent his strong grasp on Christianity, whereas Mr. Covey’s poor singing portrays his hypocrisy and distance from the faith. Contrary to the plantation myth, Mr. Covey, the slaveowner is dependent on Douglass, his slave. This role reversal emphasizes the how the South’s claim to be carrying out a Christian duty was flawed. Southern slaveowners argue that they are helping slaves conform to society, but Douglass dispels this paternalistic myth by emphasizing how he was sent to to Mr. Covey to be made into a brute. Due to the restrictions Mr. Covey puts on Douglass, â€Å"beh old a man [is] transformed into a brute!† (83). Douglass moves through his transformation very quickly, as if writing a recipe; it is a very straightforward way of telling an emotional process. Douglass tells his readers to â€Å"behold† as ifShow MoreRelatedBlack Slaves And The Slave Owners2438 Words   |  10 Pageswhich White theorists portrayed as completely passive element, in fact, played an active role in the life of the region. The family was perhaps the most important social institution created by slaves. And this despite the fact that the official legislation marriages between slaves to invalidate. But do black wife treated them very seriously, creating a strong monogamous family. As a rule, the slaveowners encouraged such unions, because, on the one hand, they contribute to peace and order in the farmsRead MoreBibliographic Essay on African American History6221 Words   |  25 PagesAmerican Experience: An Historiographical and Bibliographical Guide (Westport: Greenwood Press, 2001); and Randall M. Miller and John David Smith, eds., Dictionary of Afro- American Slavery (Westport: Greenwood Press, 1988), provide informative narratives along with expansive bibliographies. General texts covering major historical events with attention to chronology include John Hope Franklin and Alfred A. Moss, Jr., From Slavery to Freedom: A History of African Americans (Boston: McGraw

Domestic Violence And The Long Run - 951 Words

In what ways does domestic violence affect not only women but children in the long run? Domestic violence is defined as violent or aggressive behavior, usually abuse involving a spouse. Domestic violence is a very dangerous act and has been occurring for decades. In most cases the abusers are men and the victims are women, being physically and emotionally abused. Physical abuse is an intentional act of causing injury to one, in other words â€Å"putting your hands on someone†. Emotional abuse is the act of verbal assault, humiliating one ,and tearing one’s self-esteem down .Sadly in a lot of cases that I have research a child is involved, or the couple has a child who witnessed the abuse occur. Children who have witnessed abuse or experienced it go through a lot. In all of the cases the child is witnessing a parent usually the victim, being abused by their spouse (boyfriend, girlfriend, husband, etc.), who watched or was once abused as a child so they think it’s normal. The book titled â€Å"Damage, children† explains how about 90 percent of the time the abusers are men who† suffer from a drug problem or was once abused as a child†. Continually elaborating into great detail about how† 15.5 million â€Å"children witness domestic violence, whether they see it or its being illustrated on them, now I’m not talking about a regular old slap or a pop to the backside but a brutal unnecessary assault. Witnessing domestic violence as a child affects the mind, these children are likely to deal withShow MoreRelatedThe Pros And Cons Of Domestic Violence794 Words   |  4 PagesDomestic violence happens every day and it includes people of all races, ethnicities, color, religions, rich or poor, old or young, man or woman and physical and mental disabilities. Domestic violence happens to anyone regardless of where you live, work and how smart you are; these do not matter to the person committing the acts of violence against you. Today, domestic violence goes by Intimate partner violence defined as actual or threatened physical or sexual violence or psychological/emotionalRead MoreChild Exposure to Domestic Violence1163 Words   |  5 PagesChild Exposure to Domestic Violence Introduction: Domestic Violence is any willful intimidations, sexual assault, physical assaults, or any other forms of physical or verbal violent behavior by one intimate partner towards another. Domestic Violence can create both psychological and emotional effects on both the intended victim and anyone that witnesses it to include children. Some children that witness domestic violence are experiencing serious effects that they have to deal with all theirRead MoreDomestic Violence is a Global Issue1347 Words   |  5 PagesDomestic Violence (DV) is a critical social issue that negatively impacts not only our own culture in America but as well as all other cultures around the world. Domestic Violence is a global issue reaching across national boundaries as well as socio-economic, cultural, racial and class distinctions (Kaur Garg 2008). Domestic Violence is a serious problem that can be seen around every society from families of both developed and underdeveloped countries and of different backgro unds. Although thereRead MoreThe Effects of Domestic Violence on Children1529 Words   |  7 PagesThe Effects of Domestic Violence on Children Trudy Root Kaplan University CM107-11 Children are negatively impacted by the surrounding of domestic violence in multiple ways, in which need to be identified. The audience that needs to be aware of domestic abuse’s effects on children is adults that care for children; such as pediatricians, teachers, counselors, and parents. The issue that needs to be addressed is the negative effects on children involved in a domestic violence situation. ManyRead MoreThe Effects of Domestic Violence on Children1540 Words   |  7 PagesThe Effects of Domestic Violence on Children Trudy Root Kaplan University CM107-11 Children are negatively impacted by the surrounding of domestic violence in multiple ways, in which need to be identified. The audience that needs to be aware of domestic abuse’s effects on children is adults that care for children; such as pediatricians, teachers, counselors, and parents. The issue that needs to be addressed is the negative effects on children involved in a domestic violence situation. ManyRead MoreDomestic Violence Against Men and Women1449 Words   |  6 PagesDomestic Violence against Men and Women Sandra Marable Kaplan University CM-220 Professor Freiteg May 20, 2013 Whenever the thought of domestic violence comes to mind, more than often the visual picture is a women or a child. However, there is another side that has been ignored because it is pushed under the rug. The unfortunate fact is that men are the victims of domestic violence at least as often as women are. While the very idea of men is being beaten by their wivesRead MoreProgram Planning and Evaluation Paper815 Words   |  4 PagesIdentify specific examples of how program planning and evaluation interrelate in your chosen scenario in Appendix B. in my opinion program planning and evaluation interrelate because there is a need for the program and there are large numbers of domestic violence victim in need of help as well as the abuser in need of help. The main objective is to stop the abuse. In my opinion in order to stop the abuse we first must identify with the issue and what is causing the problem. The third question IdentifyRead MoreWhat Are The Costs Of Domestic Violence?996 Words   |  4 PagesWhat are the costs of domestic violence? A United Nations report called â€Å"The Economic Costs of Violence Against Women: An Evaluation of the Literature† explores the economic impact on societies. The cost of domestic violence includes direct costs such as medical services, law enforcement, legal expenses, incarceration costs, mental health services, therapy, education and lost property. Social services, government programs and welfare add additional financial burden to the problem. Businesses experienceRead MoreThe Effects Of Domestic Violence On Children1444 Words   |  6 PagesWhen it comes to domestic abuse there are signs to watch for and if caught early enough one can stop it before it begins. In violent relationships the ultimate goal of the abuser is to have complete control over the abused. According to Shattered Lives magazine, â€Å"One out of every four households experience a form of domestic violence† (1). When one feels they have nowhere to go they become more attached and often have child ren with their perpetrator. The children also play a part in the family membersRead MoreThe Cost Of Domestic Violence1662 Words   |  7 PagesCenteria Cooley Sociology 101 Professor Nelms 20 November 2015 The Cost of Domestic Violence in America â€Å"Just because the scare have healed, doesn’t mean the pain has.† –healthyplace.com Domestic violence is a pattern of behavior used to exhibit control over another person through fear and intimidation by threat, force, or use of violence in intimate relationships. This issue has been an overlooked problem in American society for ages however as it becomes mainstream time and time again and the

The Secret Circle The Initiation Chapter Six Free Essays

â€Å"Well, there’s Jeffrey†¦Ã¢â‚¬  the strawberry blond said. â€Å"Already begun,† Faye said, smiling. â€Å"I work fast, Suzan. We will write a custom essay sample on The Secret Circle: The Initiation Chapter Six or any similar topic only for you Order Now † Suzan laughed. When she did, her extraordinary chest jiggled in a way that made Cassie certain she wasn’t wearing anything underneath her apricot-colored sweater. â€Å"I still don’t see the point of Jeffrey Lovejoy,† the biker girl said, scowling. â€Å"You don’t see the point of any guy, Deborah; that’s your problem,† said Suzan. â€Å"And your problem is that you can’t see the point of anything else,† Deborah retorted. â€Å"But Jeffrey’s worse than most. He’s got more teeth than brain cells.† â€Å"It isn’t his teeth I’m interested in,† said Faye thoughtfully. â€Å"Who are you going to start with, Suzan?† â€Å"Oh, I don’t know. It’s so hard to decide. There’s Mark Flemming and Brant Hegerwood and David Downey – he’s in my remedial English class, and he’s developed this killer body over the summer. And then there’s always Nick†¦Ã¢â‚¬  Deborah hooted. â€Å"Our Nick? The only way he’d look at you is if you had four wheels and a clutch.† â€Å"And besides, he’s taken,† Faye said, and her smile reminded Cassie of a crouching jungle cat. â€Å"You just said you wanted Jeffrey – â€Å" â€Å"They both have their uses. Get this straight, Suzan. Nick and I have an†¦ arrangement. So you just back off and pick yourself a nice outsider, all right?† There was a moment of tension, and then the strawberry blond shrugged. â€Å"Okay, I’ll take David Downey. I didn’t really want Nick anyway. He’s an iguana.† Deborah looked up. â€Å"He’s my cousin!† â€Å"He’s still an iguana. He kissed me at the junior prom, and it was like kissing a reptile.† â€Å"Can we get back to business?† Faye said. â€Å"Who’s on the hate list?† â€Å"Sally Waltman,† Suzan said immediately. â€Å"She already thinks because she’s class president she can stand up to us, and if you take Jeffrey, she’s going to be really mad.† â€Å"Sally†¦Ã¢â‚¬  Fay mused. â€Å"Yes, we’ll have to come up with something truly special for dear old Sally†¦ What’s wrong, Deborah?† Deborah had stiffened, looking up the hill toward the school entrance. â€Å"Intruder alert,† she said. â€Å"In fact, it looks like a whole delegation.† Cassie had seen it too, a group of guys and girls coming through the main entrance down the hill. She felt a surge of hope. Maybe while Faye and the other two were occupied with them, she herself could slip away unnoticed. Heart beating quickly, she watched the new group approach. A broad-shouldered boy in front, who seemed to be the leader, spoke up. â€Å"Look, Faye, the cafeteria’s crowded. So we’re going to eat out here – okay?† His voice started out belligerent, but it wavered toward the end, becoming more of a question than a statement. Faye looked up at him without haste, then smiled her slow, beautiful smile. â€Å"No,† she said, briefly and sweetly. â€Å"It isn’t okay.† Then she turned back to her lunch. â€Å"How come?† the boy burst out, still trying to sound tough. â€Å"You didn’t stop us last year.† â€Å"Last year,† Faye said, â€Å"we were only juniors. This year we’re seniors – and we’re wicked. As wicked as we wanna be.† Deborah and Suzan smiled. Frustrated, Cassie shifted her weight. So far there had never been a moment when all three of the girls were looking away. Come on, turn around, she thought pleadingly. The group of guys and girls went on standing there for a minute or two, exchanging angry glances. But finally they turned and walked back toward the school building – all except one. â€Å"Uh, Faye? Did you mean I had to go too?† she said. She was a pretty, flushed girl, and young. Probably a sophomore, Cassie guessed. Cassie expected her to get packed off like the others, but to her surprise Faye raised her eyebrows and then patted the landing invitingly. â€Å"Why, Kori,† she said, â€Å"of course you can stay. We just imagined you’d be eating in the cafeteria with the Princess of Purity and the rest of the goody-goodies.† Kori sat down. â€Å"Too much goodness can get boring,† she said. Faye tilted her head and smiled. â€Å"And there I thought you were a namby-pamby little Puritan. Silly me,† she said. â€Å"Well, you know you’re always welcome here. You’re almost one of us, aren’t you?† Kori ducked her head. â€Å"I’ll be fifteen in two weeks.† â€Å"There, you see,† Faye said to the others. â€Å"She’s almost eligible. Now what were we talking about? That new slasher movie, wasn’t it?† â€Å"That’s right,† Deborah said, showing her teeth. â€Å"The one where the guy chops people up and makes them into condiments at his salad bar.† Suzan was unwrapping a Twinkie. â€Å"Oh, Deborah, don’t. You’re making me sick.† â€Å"Well, you make me sick with those things,† Deborah said. â€Å"You never stop eating them. That’s what those are, you know,† she told Kori, pointing at Suzan’s chest. â€Å"Two giant Twinkies. If Hostess went out of business, she’d be wearing a double A.† Faye laughed her sleepy, throaty laugh, and even Suzan giggled. Kori was smiling too, but looking uncomfortable. â€Å"Kori! We’re not embarrassing you, are we?† Faye exclaimed, opening her golden eyes wide. â€Å"Don’t be silly. I don’t embarrass easily,† Kori said. â€Å"Well, with brothers like yours, I should think not. Still,† Faye went on, â€Å"you seem so young, you know; almost†¦ virginal. But that’s probably just a false impression, right?† Kori was blushing now. All three senior girls were looking at her with insinuating smiles. â€Å"Well, sure – I mean, it is a false impression – I’m not all that young – † Kori swallowed, looking confused. â€Å"I went out with Jimmy Clark all last summer,† she ended defensively. â€Å"Why don’t you tell us all about it?† Faye murmured. Kori looked more confused. â€Å"I – well – I think I’d better get going. I’ve got gym next period, and I have to get all the way over to E-wing. I’ll see you guys.† She got up quickly and disappeared. â€Å"Strange, she left her lunch,† Faye mused, frowning gently. â€Å"Oh, well.† She extracted a package of cupcakes from Kori’s lunch sack and tossed them to Suzan, who giggled. Deborah, though, was frowning. â€Å"That was stupid, Faye. We’re going to need her later – like in two weeks. One empty space, one candidate, you know?† â€Å"True,† Faye said. â€Å"Oh, well, I’ll make it up to her. Don’t worry; when the time comes, she’ll be on our side.† â€Å"I suppose we’d better get moving too,† Suzan said, and behind her rock, Cassie shut her eyes in relief. â€Å"I’ve got to climb all the way to the third floor for algebra.† â€Å"Which could take hours,† Deborah said maliciously. â€Å"But don’t strain yourself just yet. There’s more company coming.† Faye sighed in exasperation, without turning. â€Å"Who now?. What do we have to do to get a little peace around here?† â€Å"It’s Madame Class President herself. Sally. And there’s steam coming out of her ears.† Faye’s expression of annoyance vanished, dissolving into something more beautiful and infinitely more dangerous. Still sitting with her back to the school, she smiled and worked her long, red-tipped fingers like a cat exercising its claws. â€Å"And I thought today was going to be boring,† she murmured, clucking her tongue. â€Å"It just shows you can never tell. Well, hetto, Sally,† she said aloud, standing and turning in one smooth motion. â€Å"What a lovely surprise. How was your summer?† â€Å"Save it, Faye,† said the girl who’d just marched down the steps. She was a good head shorter than Faye, and slighter of build, but her arms and legs had a wiry look and her fists were clenched as if she were prepared to do physical battle. â€Å"I didn’t come out here to chat.† â€Å"But we haven’t had a good talk in so long†¦ Did you do something to your hair? It’s so – interesting.† Cassie looked at Sally’s hair. It had a rusty cast to it, and looked frizzled and overpermed. As the girl raised a defensive hand to her head Cassie could almost have giggled – if it all hadn’t been so horrible. â€Å"I didn’t come to talk about my hair, either!† snapped Sally. She had a strident voice that was climbing higher with every sentence. â€Å"I came to talk about Jeffrey. You leave him alone!† Faye smiled, very slowly. â€Å"Why?† she murmured, and in contrast to Sally’s voice hers seemed even lower and more sensual. â€Å"Afraid of what he’ll do if you’re not there to hold his hand?† â€Å"He’s not interested in you!† â€Å"Is that what he told you? Hmm. He seemed very interested this morning. He’s taking me out Saturday night.† â€Å"Because you’re making him.† â€Å"Making him? Are you suggesting a big boy like Jeffrey can’t say no when he wants to?† Faye shook her head. â€Å"And why isn’t he here now to speak for himself? I’ll tell you something, Sally,† she added, her voice dropping confidentially. â€Å"He didn’t fight hard this morning. He didn’t fight hard at all.† Sally’s hand drew back as if she wanted to hit the bigger girl, but she didn’t. â€Å"You think you can do anything, Faye – you and the rest of the Club! Well, it’s time somebody showed you that you can’t. There are more of us – lots more – and we’re getting tired of being pushed around. It’s time somebody took a stand.† â€Å"Is that what you’re planning to do?† Faye said pleasantly. Sally had been circling her like a bulldog looking for an opening, and now the wiry girl had ended on the edge of the landing with her back to the steps leading down. â€Å"Yes!† Sally cried defiantly. â€Å"Funny,† murmured Faye, â€Å"because it’s going to be hard to do that flat on your back.† With the last words she flicked her long red fingernails in Sally’s face. She never actually touched Sally’s skin. Cassie, who had been watching intently, desperately waiting for an opportunity to flee, felt sure of that. But it was as if something hit Sally. Something invisible. And heavy. The wiry girl’s entire body jerked back and she tried frantically to regain her footing on the edge of the landing. Arms flailing, she teetered for an endless instant and then fell backward. Cassie could never remember what happened then. One minute she was behind her rock, crouching and safe, and the next she had flung herself out across the falling girl’s path, knocking her sideways onto the grass. For a heartbeat Cassie thought they were both going to roll all the way down the hill, but somehow or other they didn’t. They ended up in a heap, with Cassie underneath. â€Å"Let go! You ripped my shirt,† a strident voice exclaimed, and an unkind fist planted itself in Cassie’s midriff as Sally pushed herself to her feet. Cassie stared up at her, open-mouthed. Talk about gratitude†¦ â€Å"And as for you, Faye Chamberlain – you tried to kill me! But you’ll get yours, you wait and see!† â€Å"I’ll get yours too, Sally,† Faye promised, smiling, but the sleepiness in her smile wasn’t genuine anymore. She looked as if underneath she were grinding her teeth. â€Å"You just wait,† Sally repeated vehemently. â€Å"Someday they may find you at the bottom of those stairs with a broken neck.† With that, she marched to the landing and up the steps, bringing her foot down on each as if she were stamping on Faye’s face. She didn’t even look back or acknowledge Cassie’s existence. Cassie slowly got up and glanced down the long, winding flight of stairs that led to the foot of the hill. She couldn’t have done anything differently, she realized. Sally would have been lucky to break nothing more than her neck before she reached bottom. But now†¦ She turned to face the three senior girls above her. They were still standing with careless, unstudied elegance, but underneath their easy demeanor was violence. Cassie saw it in the sullen darkness of Deborah’s eyes, and in the spiteful curve of Suzan’s lips. But most of all she saw it in Faye. It occurred to her, quite incidentally, that these were probably the three most beautiful girls she’d ever seen. It wasn’t just that each had perfect skin, free of the slightest trace of teenage blemishes. It wasn’t their gorgeous hair: Deborah’s dark disordered curls, Faye’s pitch-black mane, and Suzan’s cloud of reddish gold. It wasn’t even the way they set each other off, each one’s distinctive type enhancing the others’ instead of detracting from them. It was something else, something that came from within. A kind of confidence and self-possession that no girl at sixteen or seventeen should have. An inner strength, an energy. A power. It terrified her. â€Å"Well, now, what do we have here?† Faye said in a throaty voice. â€Å"A spy? Or a little white mouse?† Run, Cassie thought. But her legs wouldn’t move. â€Å"I saw her this morning,† Deborah said. â€Å"She was hanging out in front of the bike rack, staring at me.† â€Å"Oh, I’ve seen her before that, Debby,† Faye replied. â€Å"I saw her last week at Number Twelve. She’s a neighbor.† â€Å"You mean she’s – † Suzan broke off. â€Å"Yes.† â€Å"Whatever else she is, she’s dead meat now,† Deborah said. Her petite face was twisted in a scowl. â€Å"Let’s not be hasty,† Faye murmured. â€Å"Even mice may have their uses. By the way, how long were you hiding there?† There was only one answer to this, and Cassie fought not to say it. This was no time to come up with a devastatingly witty remark. But at last she gave in, because it was the truth, and because she couldn’t think of anything else. â€Å"Long enough,† she said, and shut her eyes in misery. Faye descended slowly to stand in front of her. â€Å"Do you always spy on other people’s private conversations?† â€Å"I was here before you came,† Cassie said, with as much spirit as she could manage. If only Faye would stop staring at her like that. Those honey-colored eyes seemed to glow with an eerie, supernatural light. It was focused on Cassie like a laser beam, draining away her will, causing the strength to flow out of her. It was as if Faye wanted her to do something – or wanted something from her. It made her feel so disoriented – so off balance and weak†¦ And then she felt a sudden surge of strength that seemed to come up from her feet. Or, rather, from the ground beneath them, from the red New England granite that she’d felt buzzing with life earlier. It steadied her, sweeping up and straightening her spine, so that she lifted her chin and looked into those golden eyes without flinching. â€Å"I was here first,† she said defiantly. â€Å"Very good,† murmured Faye, and there was an odd look in her eyes. Then she turned her head. â€Å"Anything interesting in her backpack?† Cassie saw, to her outrage, that Deborah was going through her backpack, throwing things out one by one. â€Å"Not much,† the biker said, tossing it on the ground so the rest of its contents scattered down the hillside. â€Å"All right.† Faye was smiling again, a particularly unpleasant smile that made her red lips look cruel. â€Å"I think you were right the first time, Deborah. She’s dead meat.† She looked at Cassie. â€Å"You’re new here, so you probably don’t understand what kind of mistake you’ve made. And I don’t have time to stand here and tell you. But you’ll find out. You’ll find out – Cassie.† She reached out and caught Cassie’s chin with long, red-tipped fingers. Cassie wanted to pull away, but her muscles were locked. She felt the strength in those fingers and the hardness of the long, slightly curving nails. Like talons, she thought. The talons of a bird of prey. For the first time she noticed that the red stone Fay wore at her throat had a star in it, like a star sapphire. It winked in the sunlight, and Cassie found she couldn’t take her eyes off it. Laughing suddenly, Faye released her. â€Å"Come on,† she said to the other two girls. The three of them turned and went up the steps. The air exploded from Cassie’s lungs as if she were a balloon that had just been pricked. She was shaking inside. That had been†¦ That had been absolutely†¦ Get a grip on yourself! She’s only a teenage gang leader, she told herself. At least the mystery of the Club is solved. They’re a gang. You’ve heard of gangs before, even if you never went to a school with one. As long as you leave them alone and don’t cross them from now on, you’ll be okay. But the reassurance rang hollow in her mind. Faye’s last words had sounded like a threat. But a threat of what? When Cassie got back to the house that afternoon, her mother didn’t seem to be downstairs. Finally, as she wandered from room to room calling, her grandmother appeared on the staircase. The look on her face made Cassie’s stomach lurch. â€Å"What’s wrong? Where’s Mom?† â€Å"She’s upstairs, in her room. She hasn’t been feeling very well. Now, there’s no need for you to get worried†¦Ã¢â‚¬  Cassie hurried up the creaking old steps to the green room. Her mother was lying in a grand four-poster bed. Her eyes were shut, her face pale and lightly perspiring. â€Å"Mom?† The large black eyes opened. Her mother swallowed and smiled painfully. â€Å"Just a touch of the flu, I think,† she said, and her voice was weak and distant, a voice to go with the pallor of her face. â€Å"I’ll be fine in a day or two, sweetheart. How was school?† Cassie’s better nature battled with her desire to spread her own misery around as much as possible. Her mother took a little breath and shut her eyes as if the light hurt her. Better nature won. Cassie dug her nails into her palms and spoke evenly. â€Å"Oh, fine,† she said. â€Å"Did you meet anyone interesting?† â€Å"Oh, you could say that.† She didn’t want to worry her grandmother, either. But during dinner, when her grand-mother asked why she was so quiet, the words just seemed to come out by themselves. â€Å"There was this girl at school – her name’s Faye, and she’s awful. A female Attila the Hun. And on my very first day I ended up making her hate me†¦Ã¢â‚¬  She told the whole story. At the end of it, her grandmother looked into the fireplace as if preoccupied. â€Å"It will get better, Cassie,† she said. But what if it doesn’t? Cassie thought. â€Å"Oh, I’m sure it will,† she said. Then her grandmother did something surprising. She looked around as if somebody might be listening and then leaned forward. â€Å"No, I mean that, Cassie. I know. You see, you have – a special advantage. Something very special†¦Ã¢â‚¬  Her voice dropped to a whisper. Cassie leaned forward in turn. â€Å"What?† Her grandmother opened her mouth, then her eyes shifted away. There was a pop from the fire, and she got up to poke the wood there. â€Å"Grandma, what?† â€Å"You’ll find out.† Cassie felt a shock. It was the second time today she’d heard those words. â€Å"Grandma – â€Å" â€Å"You’ve got good sense, for one thing,† her grandmother said, a new, brisk tone in her voice. â€Å"And two good legs, for another. Here, take this broth up to your mother. She hasn’t eaten anything all day.† That night, Cassie couldn’t sleep. Either her dread kept her awake so that she noticed more of the creaking, rattling, old-house sounds than she had before, or there were more of the sounds to notice. She didn’t know which, and it didn’t matter: she kept falling asleep and then jerking back to awareness. Every so often she reached under her pillow to touch the chalcedony piece. If only she could really sleep†¦ so she could dream about him†¦ She sat bolt upright in bed. Then she got up, bare feet pattering on the hardwood floor, and went over to unzip her backpack. She took the things she’d re-collected from the hillside out one by one, pencil by pencil, book by book. At last she looked at the array on the bedspread. She was right. She hadn’t noticed it at the time; she’d been too worried about Faye’s threat. But the poem she’d written that morning and then crumpled up in anger was missing. How to cite The Secret Circle: The Initiation Chapter Six, Essay examples

Titanic Essay Thesis Example For Students

Titanic Essay Thesis TITANICThis paper will be about the sinking of the R.M.S. Titanic. Some people call this sinking the greatest maritime disaster. It wasnt just the fact that the ship sank, but also all the different circumstances that caused this ship to sink and take so many lives. In the time period of 1900s-1915s many things happened. One major disaster was the sinking of the Titanic. The information will be gathered from the library, a documentary film, the Internet and personal books. From these resources the paper will explain about how the Titanic sank, some of the people who were on the ship and how it was found after over 70 years at the bottom of the Atlantic. People who read this paper should learn about the history of the Titanic. The Titanic was originally designed to have three funnels, but four were used to make it look better. The fourth funnel was actually just an air vent. The main dining room was supposed to have a large dome but it was changed to a normal ceiling. The staircase was enlarged so it fanned out at the landing of each deck, as well as adding a large glass dome above it. Also, two extra elevators were added making a total of four. She was the most beautiful ship afloat. No ship will ever resemble her class and luxury. (R.M.S Internet)The R.M.S. Titanic was believed to be unsinkable. Bruce Ismay was the White Star Line chairman on the Titanic; he told the captain that the ship was unsinkable because the ship could have any four watertight compartments damaged and still stay afloat. He also believed that anything big enough to sink this ship, could be seen from miles away and be avoided. Mr. Ismay said, Not even god himself could sink this ship. (Titanic Internet)Originally the plan called fo r 64 lifeboats but only 20 lifeboats were used. There were 14 wood lifeboats that could hold 65 people each. Two woodcutters that could hold 40 people each and four collapsible boats that could hold 40 people each. These lifeboats would only be able to hold about half of the passengers in an emergency. ( Internet)Knowing the lifeboats would only be able to hold about half of the passengers, crewmembers still only filled some of the boats with less then 30 people. These boats were half EMPTY; many of the boats were launched this way and caused many more people to lose their lives that night. ( Internet)It was believed that the other 44 lifeboats were taken off to make more room. At that time there was no rule on how many lifeboats were needed on a ship. After the sinking, there were rules made on how many lifeboats a certain ship would have to carry. (Internet)About four years before the Titanic was even a thought, an author wrote about a huge ship, exactly like the Titanic. He wrote that on the ships maiden voyage it struck an iceberg and sank, killing thousands of people. The name of this ship that the author wrote about was called the Titan. Many people think that the Titanic was doomed before it even set sail for New York City. As the Titanic moved through the harbor, a huge displacement of water caused the steamer New York to snap its mooring lines and the New York began to slide towards the Titanic but tugboats moved the ship away before any damage could be done. On the way to Cherbourg, France, there was a fire in boiler room number 5. All these things happened before the ship picked up any passengers. (R.M.S.Internet)There were three classes of people aboard the Titanic. The Upper class, mostly rich, business owners, aboard the ship just to say they were on the maiden voyage. The Middle class, the people who could not afford the Upper class tickets. They were mostly small to medium business owners who were on vacation just to say they were on the Titani c, then there was the Third class passengers. These were immigrants who were coming to America for a better life. These passengers most likely used all the money they had to get a ticket to a better country. These people were treated like nobodies; they were given small rooms, poor food service and were not aloud where the Upper class passengers were. Bruce Imslay said, The richest and most prominent people are on this ship. Because of this attitude, the Third class passengers were not allowed to get into the lifeboats until it was too late and the boats were filled, so most of the Third class passengers died. (Titanic Internet)The Titanic received many ice warnings from several other ships. Believing that the ship was unsinkable, most of the warnings were ignored and many of them did not even make it to the bridge to inform the captain. Thinking the Titanic was unsinkable, Bruce Ismay told Captain Smith to raise the speed of the Titanic so that they could break the record for cross ing the Atlantic. (Internet)The date was April 14,1912. There was no moon, brisk wind, and practically no waves at all. This made it very hard to spot icebergs. Usually you can see the waves hitting the berg but there were no waves. There was no moon to help light the icebergs. In a captain view, it was the worst conditions possible for a ship to be steaming through an ice field. (R.M.S. Internet)It was about 11:30 P.M. when the look out first spotted a dark object in the distance. Realizing it was an iceberg he immediately called the bridge and said, Iceberg right ahead! The Officer in charge tried to turn the ship and slow it down but it was too late. The ship struck the iceberg on the port side. The iceberg made many small punctures in the steel across a large amount of the ship. Contrary to what people thought, the iceberg did not make a gashing hole in the ship, but instead made many small punctures in the steel across a large amount of the ship. (Titanic Internet)When news tra veled about the iceberg, not many people thought anything of it. Most people just continued on as if nothing happened. People did not realize that the ship was going to sink and there was nothing they could do about it. People also did not realize that there were not enough lifeboats for them to get into and that meant death. The water was below freezing; the human body could only stay in this water for about 10 minutes before hypothermia sets in and then death. (Ballard How 710)Thomas Andrews came running to the bridge with the plans to the Titanic. He threw the Titanics plan on the table and told Captain Smith that five watertight compartments have been damaged. Andrews said, She can stay afloat with any four compartments breached, but not five, not five. The Titanic will flounder. (697)How long does she have? asked Captain Smith. An hour, two at most. Responded Thomas Andrews. The Titanic began to sink by the bow. All the water was rushing into the front of the ship and made the stern go in the air. People were falling off the boat, things were breaking and the ship just kept rising, until the pressure was too much and the ship finally broke into two. The bow sank slowly into the Atlantic Ocean and disappeared. The stern settled back into the water and for a few minutes floated, until it also began to sink. It a few minutes the stern of the Titanic was vertical with the water. Then as the air slowly escaped from the hull and it slide into the ocean and rested more them 12,500 feet below sea level in the Atlantic Ocean. (Ballard Long 712)In 1985, a joint French-American expedition under Dr. Robert Ballard found the wreck of the Titanic. After over 73 years lying at the bottom of the Atlantic Ocean, Robert Ballard was the first person to see the R.M.S. Titanic since the doomed night in April 1912. He had these comments on his first look at this ship. I cannot believe my eyes. From the abyss two and a half miles beneath the sea, the bow of a great vessel emerg es in ghostly detail. It was my lifelong dream to find the Titanic. But I must admit, I am a bit sad we found her. We now know her true fate and it is now a petty one. She is no longer the beautiful lady she once was. ( 702)Some of the major reasons that Titanic sank were the mistakes that people made, bad luck, and the steel. Robert Ballard notes, The steel was too brittle and shattered on impact. To make todays steel this brittle the water temperature would have to be -60 degrees to -70 degrees. If there were enough lifeboats, less people would have died, the ship would have still sank but far less lives would have been lost. If the steel was not so brittle and bend instead of fracturing, it could have stayed afloat. If the conditions werent how they were, then they could have seen the iceberg earlier and avoided it. There are a lot of ifs in this story of the Titanic. Maybe if just one factor had gone differently this could have been avoided. If they had taken the ice warnings an d slowed down or if instead of avoiding the iceberg altogether, if the captain had thought about it, he would had realized that she could have hit the berg straight on, broken maybe one or two compartments, but she still would have been able to crawl back to port. So many things could have prevented this horrible disaster but they didnt and we should remember the people who lost their lives that fateful night in April. (Ballard How 699)The Titanic is a final resting place for thousands of souls. Some people think that they should raise the Titanic so that they could explore it and study it. I think they should leave it where it is, out of respect at least. People lost their lives on this ship and deserve a place to spend their time. Not only will they disrespect the dead, but also by raising the ship, they will disrupt everything. Once the steel hits the oxygen, it will begin to corrode. After awhile, there will be no Titanic left at all and just so they could study it. The Titanic surely should never be raised, it is a cemetery to all those who lost their lives that nite.(Ballard Long 708)WORKS CITEDBallard, Robert D. How We Found Titanic. National Geographic (December 1985): 696-718. .u4e7ffbc2ad9e691daeea674a9fcf3e87 , .u4e7ffbc2ad9e691daeea674a9fcf3e87 .postImageUrl , .u4e7ffbc2ad9e691daeea674a9fcf3e87 .centered-text-area { min-height: 80px; position: relative; } .u4e7ffbc2ad9e691daeea674a9fcf3e87 , .u4e7ffbc2ad9e691daeea674a9fcf3e87:hover , .u4e7ffbc2ad9e691daeea674a9fcf3e87:visited , .u4e7ffbc2ad9e691daeea674a9fcf3e87:active { border:0!important; } .u4e7ffbc2ad9e691daeea674a9fcf3e87 .clearfix:after { content: ""; display: table; clear: both; } .u4e7ffbc2ad9e691daeea674a9fcf3e87 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u4e7ffbc2ad9e691daeea674a9fcf3e87:active , .u4e7ffbc2ad9e691daeea674a9fcf3e87:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u4e7ffbc2ad9e691daeea674a9fcf3e87 .centered-text-area { width: 100%; position: relative ; } .u4e7ffbc2ad9e691daeea674a9fcf3e87 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u4e7ffbc2ad9e691daeea674a9fcf3e87 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u4e7ffbc2ad9e691daeea674a9fcf3e87 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u4e7ffbc2ad9e691daeea674a9fcf3e87:hover .ctaButton { background-color: #34495E!important; } .u4e7ffbc2ad9e691daeea674a9fcf3e87 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u4e7ffbc2ad9e691daeea674a9fcf3e87 .u4e7ffbc2ad9e691daeea674a9fcf3e87-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u4e7ffbc2ad9e691daeea674a9fcf3e87:after { content: ""; display: block; clear: both; } READ: Emilie Carles: A life of her own EssayBallard, Robert D. A Long Last Look at Titanic. National Geographic(December 1989): 698-727. R.M.S. Titanicthe story told. Internet. http://www.titanic.cc/titanic.htm. (4 Feb. 2001). The Titanic Tragedy. Internet. http://www.angelfire.com/ct/titanickateleo/page11.html. (4 Feb. 2001).

What Is the .htaccess File in WordPress Plus How to Use It

You can accomplish a lot in WordPress without ever leaving your dashboard. If you want to get the most out of your website, however, it pays to learn about what’s happening behind the scenes. A vital first step in that process is understanding how to use the .htaccess file in WordPress.Your WordPress site relies on several important ‘core files’ to do its job, and the .htaccess file is one of them. While by default it only performs a few tasks related to your site’s permalinks, it can be added to and customized to carry out all sorts of useful functions like redirecting visitors to your site or beefing up your sites security.In this post, we’re going to introduce you to the .htaccess file and explain what it’s all about. Then, youll learn how to find the .htaccess file in WordPress, as well as some of the helpful things you can do with it. The .htaccess file is a configuration file for the Apache web server (which is what most WordPress hosts use).  In other words, it contains rules that give your website’s server various instructions. Just about every WordPress site has an .htaccess file, located in the ‘root’ or central directory. It’s a hidden file (which is why the filename begins with a period), and has no extension.By default, the .htaccess file in WordPress handles one major task:It controls how your site’s permalinks are displayed. If you make a change to your permalink structure, therefore, the .htaccess file updates with new instructions for the server. In fact, sometimes the .htaccess file isn’t actually created on your site until the first time you customize your permalinks.On many sites, this is all the .htaccess file ever does. However, you can also use it to make various tweaks to your site’s functionality. For example, you can set up 301 redirects in the .htaccess file. You can also use it to tighten security, such as by restricting access to your site and other core files.Additionally, some plugins will add their own rules to your  .htaccess file to help the plugin function. This is especially common with caching or security plugins.If this seems a little abstract, don’t worry. You won’t need to understand all the technical details in order to find and make changes to the .htaccess file in WordPress.How to locate and edit the .htaccess file in WordPressBefore we go any further, we need to discuss a few safety measures. It’s important to understand that making changes to your site’s files directly can be risky. If you aren’t careful, you can end up breaking factors that control your sites key functionality, or even bring down your site altogether.There are a few ways to mitigate these risks:Back up your site before editing any of its files. This way, you can quickly reverse unintentional changes and mistakes.Use a staging site to test your edits before performing them on your live site. On a stagi ng site, you’re free to experiment without any worries.Download the  .htaccess file to your local computer before making any edits. That way, if you specifically break something in your  .htaccess  file, you just need to upload the original copy to fix the issue.To access the.htaccess file in WordPress, youll need to make a direct connection to your website through File Transfer Protocol (FTP). You’ll need an FTP client, such as FileZilla, and some FTP credentials from your web host. If you aren’t sure how to do this, our beginner’s guide to FTP will walk you through the process.Once FileZilla is connected to your site, you’ll see a window that looks like this:Check out the top-right quadrant. You should see a folder named after your site’s domain – this is the root directory. Select this folder, and check out the list of folders and files located immediately below it:The .htaccess file should be listed here, usually as one of t he first entries. To open it:Right-click on itSelect View/Edit to open the file in your computers default text editorYou can now make whatever changes you like to the file using your text editor. Once youre done:Save the fileClose the fileA window will pop up asking if you want to upload the new, edited version of your .htaccess file to the server. Select Yes, and your changes will take effect immediately.If you can’t find the .htaccess file in your root folder, it may not exist yet. You can prompt WordPress to generate one by visiting Settings Permalinks in your dashboard, and clicking on the Save Changes button (you don’t actually have to pick a different structure):When you re-open FileZilla and navigate to your websites root folder, the .htaccess file should now be there.What you can do with the .htaccess file in WordPressNow that you know where to find the .htaccess file in WordPress and how to edit it, you may be wondering what changes you can actually make. The re are a lot of things you can do with this file – too many to cover in one post. However, well look at a few examples to get you started.First, let’s talk about redirects. If you move a page or post – or your entire website – you’ll need to automatically direct users who visit the old URL to the new location. This requires setting up a 301 redirect, and is something you can do with the .htaccess file in WordPress.To redirect a single page, you can add this line to the bottom of your .htaccess file:Redirect 301 /oldpage.html http://www.yoursite.com/newpage.htmlReplace /oldpage.html with the pages old permalink, and the following URL with the new link to the page. You can add a new line for each page you’d like to redirect.You can also use similar snippets to redirect your entire website. Or, you can use a snippet to send all traffic to the secure HTTPS version of your site (if you have an SSL certificate  ).You can also use the .htaccess f ile to make a lot of security-related changes to your site. For example, you can add this code to deny unauthorized users access to several important core files:FilesMatch "^.*(error_log|wp-config\.php|php.ini|\.[hH][tT][aApP].*)$" Order deny,allow Deny from all /FilesMatchTo learn more about using the .htaccess file to improve security, you can check out the WordPress Codex entry on the subject. Just remember to back up your site and use a staging environment when trying out any changes!ConclusionLearning to work directly with your website’s files is an important step in your journey to becoming a WordPress expert. The .htaccess file is a good place to start, since it’s a relatively simple file that can nonetheless be used for wide variety of applications.Before you make any changes to the .htaccess file in WordPress, be sure to back up your site and use a staging environment just in case. Then, you can use FTP to access your site, find the .htaccess file, and edit it . Once you know how to do that, you can simply look up the code required to add whatever functionality you require.Do you have any questions about what you can do with the .htaccess file in WordPress? Let us know in the comments section below! Learn what the .htaccess file is in #WordPress. Plus some cool things you can do with it

Melvilles Bartleby the Scrivener. †Literature Essay

Melvilles Bartleby the Scrivener. – Literature Essay Free Online Research Papers Melville’s â€Å"Bartleby the Scrivener.† Literature Essay No real hero is presented to the reader in Melville’s â€Å"Bartleby the Scrivener.† The narrator of the story seems to be an ordinary man. He does not exhibit any noteworthy features that would deem him a hero. He is a lawyer, an occupation that sometimes requires someone to be a hero but he is â€Å"one of those unambitious lawyers who never addresses a jury, or in any way draws down public applause.† He is an â€Å"eminently safe man.† From these descriptions we can see that he does not seem to possess the â€Å"hero gene.† From the start of the novel, we see the narrator talk about this man Bartleby. He describes Bartleby as â€Å"one of those beings of whom nothing is ascertainable.† There is an aura of mystery surrounding this Bartleby and one can’t help but anticipate hearing more about him. It is this kind of building up that makes the reader think that maybe Bartleby might be some sort of hero, a man among men. We also see the description of the lawyer’s other scriveners. They are an odd bunch that display no real characteristics of being heroes. The lawyer is a person whose â€Å"profound conviction is that the easiest way of life is the best† and the only reason he keeps his scriveners is because it would be too difficult to hire a new bunch. From the time that the lawyer hires Bartleby, the narrator paints a picture of Bartleby as a mysterious man. There seems to be a story behind all this and we are waiting for it to unfold. The fact that Bartleby’s only comments are â€Å"I would prefer not to† only add an air mystery around him. Who is this Bartleby and what is his story? What is he hiding and what is he going to do? This initially makes him look like he might be a hero and even the narrator plays up Bartleby as some mysterious stranger. As we get further and further into the novel, the same old comments from Bartleby start to wear thin. He never does anything. Sure he is a hard worker at the beginning but he ends up quitting his job altogether and doesn’t even seem to respect the lawyer. It is like watching a balloon slowly run out of air. It was exciting watching and waiting what this Bartle by would do but the fact is that he never does anything and there is nothing heroic about that. In fact, it seems to be quite pathetic. He seems to be nothing more than a vagrant who does not care about the people who are trying to help him out. The lawyer tries his best to get some reaction out of Bartleby but nothing works. This is commendable but it is not heroic. Just a strange story about a strange man. Research Papers on Melville’s â€Å"Bartleby the Scrivener.† - Literature EssayWhere Wild and West MeetHonest Iagos Truth through DeceptionBionic Assembly System: A New Concept of Self19 Century Society: A Deeply Divided EraRelationship between Media Coverage and Social andStandardized TestingGenetic EngineeringComparison: Letter from Birmingham and CritoThe Spring and AutumnThe Effects of Illegal Immigration

Same Sex Marriages Research Paper Example | Topics and Well Written Essays - 1000 words

Same Sex Marriages - Research Paper Example Emotional understanding takes place between two persons when they start believing each other. Love, care, and trust are those key factors that play an important role in creating and maintaining affectionate feelings in the minds of the individuals involved in the relationship. However, one thing, which must me mentioned, is that feelings of love and care are not gender specific. It is not necessary that these feelings always arise between the individuals belonging to opposite genders. Sometimes the feelings of love and care also arise between the individuals belonging to the same gender. Those feelings become the reason for any two individuals from the same gender to get involved in a relationship between each other, which is referred to as same sex marriage. The government of the United States of America does not allow same sex marriages. The government of America believes that marriage is a sacred relationship, which should always involve the individuals from the opposite sexes whereas gay or lesbian marriages result in destroying the basic sprit of the relationship of marriage. â€Å"The biggest problem affecting same sex marriage is geography† (Dunn). However, in some states of America, courts have allowed people to do same sex marriages. Some of those states include Massachusetts, Vermont, and Connecticut. The courts of these states declared that marriage is a civil right, so gays and lesbians also possess this right (Cahill 4). In these states, although people belonging to same sexes are allowed to get tied in marital relationships with each other, yet their marriages or living status as a couple is not very much accepted by the majority of the US population. One of the major problems, which the same sex marriage couples face, is the discouraging behavior of the societies. Majority of people usually do not encourage same sex marriages because they think that such marriages are just for the fulfillment of sexual desires instead of making

Business law Case Study Example | Topics and Well Written Essays - 3500 words

Business law - Case Study Example 6 (d)Was the appeal decision ‘fair and equitable’ to the chicken growers in light of the dynamic commercial relations existing between the parties? 7 Question2 8 Overview of the Case 8 Common Law 9 Equitable Remedies 10 Specific performance in Equity 11 Common Law ‘Exceptions’ to the ‘Privity of Contract’ 11 Question 3 14 Overview of the Case 14 Civil Liability Act 2003 (Qld) and Its Common Features 15 Professional Liability associated with Dr Zola towards Rubicon Holding Ltd 16 References 18 Question 1 (a) Provide a short account of the commercial background of the case, and key aspects/clauses of the standardized contract in dispute between the parties. The Federal Court of Australia issued its judgement in the case of Steggles Limited v Yarrabee Chicken Company Pty Ltd [2012] FCAFC 91 under the Federal Court of Australia Act 1976 (Cth) of contractual dispute. The joint judgement made by Jacobson, Lander and Foster JJ,  agreed that appeal sh ould be duly allowed to Yarrabee (applicant) as against Steggles (plaintiff). In 2004, Yarrabee Chicken Company Pty Ltd was reputed as one of the chicken growers in the Hunter Valley, which had arrived into a contract with Steggles Limited. The contract was in the same form to all other growers including Yarrabee Chicken Company which included Growers to grow chickens with the application of tunnel growing methods. On the grounds of breach of contract, Yarrabee filed proceedings against Steggles under Part IVA of the Federal Court of Australia Act 1976 (Cth) suing Steggles with respect to the confusion raised from a particular contractual term of â€Å"extra Shed capacity† which could have implied the assistance to be rendered by Steggles in terms of increased physical capacity to grow more birds or through the facility of growing extra number of birds in the given capacity. The major issues of the case dealt with the specification of clause7.4 articulated in the contract bet ween Yarrabee and Steggles. It was under this particular clause of the contract that Steggles was considered to be liable to offer ‘any extra shed capacity’ to the Growers in preference to any other third party which apparently depicts the occurrence of a contractual dispute. (b) Regarding the pivotal clause 7.4, what case law principles governed its ‘proper construction’, in the view of the judges (Jacobson, Lander & Foster JJ) on appeal? The primary judge affirmed that the phrase ‘extra shed capacity’, as articulated in the clause 7.4 of the contract bound Steggles â€Å"to offer to the growers, first and in preference to any third party, the capacity to grow any bird to be processed at the Beresfield processing plant in one of the Growers’ sheds on their farms†. The second judgement with respect to the case affirmed that Steggles had resulted in the breach of contract against the terms articulated in cl 7.4(a) of the contract e ntered between the Growers and Steggles. In this particular context, Steggles was found to breach the contract against the terms illustrated under cl 7.4 (a) of the contract as the judges concluded that â€Å"the evidence makes plain that Steggles distributed chickens to other growers for processing at the Beresfield plant when the Growers had capacity to grow those chickens†. However, Steggles was not satisfied with the above stated findings made by the primary judges and appealed against those findings. Contextually,

CRIMINAL LAW Essay Example | Topics and Well Written Essays - 2500 words

CRIMINAL LAW - Essay Example ort published in 2006 made recommendations calculated to address the current complexities of the homicide laws which invariably involve a three tier division of the offences of unlawful homicide. 5 This paper critically evaluates the merits of the Law Commission’s recommendations in the context of the current laws governing unlawful homicide. It will be argued that the Law Commission’s recommendations with respect to dividing unlawful homicide into three distinct groups is fair. This is particularly so since fair labelling principles in criminal law are important for distinguishing between different levels of culpability.6 Under the law of homicide in England and Wales, the killing of another human being can be either lawful or unlawful.7 Lawful homicide which may include killing during wartime, the accidental killing of another during a lawful sporting event or during a lawful death penalty execution are outside the ambit of this paper. Unlawful homicide is currently compartmentalized in England and Wales as either manslaughter, murder or infanticide.8 Unlawful homicide requires actus reus which refers to the guilty act. The difficulties and complexities of unlawful homicide arise however with the establishment of mens rea, the second element of each of the offences.9 The mens rea refers to the mental element and invariably involves issues of intent and causation.10 Fiona Brookeman describes how the essential element of mens rea creates difficulties with respect to unlawful homicide: â€Å"Whilst it is relatively straightforward to prescribe or define a particular act with particular consequences as a guilty act, it is far from straightforward to determine to what extent the act or its consequences were intended. In other words it has to be acknowledged that not all killings are intended and that there exists, therefore, different levels of culpability or guilt amongst perpetrators.†11 The manner in which unlawful homicide treats the offence of

Study on the Variable Star XX Andromeda

Study on the Variable Star XX Andromeda Abstract We present the results of a month long V-Band study on the RRab type variable star XX Andromeda. 4526 data points are used to plot a light curve, with 3 maxima observed and added to data from the GEOS database to create an O-C diagram. Three methods of estimating the pulsation period are used, including two Phase Dispersion Minimisation methods and an O-C method, resulting in a best estimate of the period of days. This value is in excellent agreement with the literature values for the period of XX And, from both the Hipparcos catalogue and the GCVS. The distance to XX And is estimated to be pc using a main sequence fitting method to estimate the absolute magnitude, and the mean radius is estimated to be . A flatfielding improvement to the â€Å"photom.py† pipeline is suggested to combat dust artefacts on the CCD. Physical reasons are discussed for the distinctive features present in the light curve, namely the â€Å"Hump† and the â€Å"Bump†. I. Introduction In 1893 Solon I Bailey started a program of globular cluster study[i]. He noticed that some clusters (e.g ω Centuri) were extremely rich in variable stars with similar properties they had periods of less than a day, and light curve amplitudes of around 1 mag. The mean value of apparent magnitude of these stars in a particular cluster was also approximately the same across the sky. Bailey named these â€Å"Cluster Type Variables†. However an increasing number of stars with these properties were being found outside of clusters indeed the brightest star of this type ever found was a field variable, RR Lyrae (after which the class is now named). Discoveries then began to come thick and fast, and it is currently estimated that over 85000 exist in the Milky Way alonei. RR Lyrae variables have also been observed in the Andromeda Galaxy, the Large Magellanic Cloud and other Local Group dwarf galaxies[ii]. Measuring the properties of these variables has become increasingly important to astronomers, as it was realised that they could be used to gauge astronomical distances through a period-luminosity (P-L) relation, in a similar way to Cepheids. Various catalogues have studied their properties, for example the General Catalogue of Variable Stars[iii] or the more recent Hipparchos Catalogue[iv]. Until recently however, no distinct P-L relation had been found, and instead astronomers had to use a relation between metallicity and visual magnitude or the Baade-Wesselink method, the drawbacks of which are discussed later. Currently there is still no P-L relation for V-band observations, although there are now relations for most of the infrared spectral bands[v]. RR Lyrae variables are also of importance for the study of the population of both the Galactic Bulge (via Baades Window for example) and the Galactic Halo. Their advanced age and low metallicity combined with distinctive pulsation properties provides an excellent â€Å"tracer† for the development of the Milky Way in its early stages, as well as current kinematic analysis[vi]. They have also been used as a means of quantifying the interstellar reddening caused by dust in the galactic plane, thanks to the fact that the colour excess is a function of minimum (V-I) colour only[vii]. Using this reddening data with other distance indicators (for example red clump stars in the bulge[viii]), a meaningful approximation of the distance to the centre of the bulge can be obtained. Clearly then the study of RR Lyrae variables is useful for the understanding of the evolution of both the Milky Way and the rest of the Local Group. The star to be observed in this study is XX Andromeda (abbr. XX And), an F2 spectral class RRab type variable, located in the constellation of Andromeda at RA: 1h 17m 27.4145s, Dec: +38 °57 02.026† (see 1). Its moderately high position in the sky at Durham means that it is circumpolar, whilst not exceeding the +65 ° limit for the telescope fork mount, resulting in minimal atmospheric interference and the maximum possible observing time. The GCVS lists a period of. It is also known to exhibit the Blazhko effect, a long-period modulation of the amplitude of an RR Lyrae star (the cause of which is currently under investigation), with a period ofiii, and has an [Fe/H] value of -1.94. II. Theory Observational Theory CCD Theory Perhaps the most important advance in astronomy in the last 20 years has been the widespread use of Charge-Coupled Devices (CCDs) to replace photographic plates. Invented in 1969 at Bell Labs by Boyle and Smith, CCDs are a thin piece of semiconductor material (e.g. silicon) upon which lies an grid-like array of metal-oxide semiconductor (MOS) capacitors[x]. During an exposure, if a photon impacts on the silicon an electron/hole pair can be produced, as an electron is pushed up into a higher energy state. The MOS capacitors act as deep potential wells (pixels), which hold the electrons until the exposure is finished. The charge is then read-out to an amplifier at one edge, in a specific order so that that the position of the original pixel can be identified, and related to the magnitude of the detected charge. The charge is converted from a raw number of electrons into ADUs (analogue to digital units), the conversion factor of which is the gain of the CCD[xi]. They are preferred to photographic plates in modern astronomical photometry for several reasons: * High quantum efficiency (QE) for each incident photon there is upwards of 90% certainty[1] that an pair will be produced. On the other hand, with photographic plates one can achieve (at best) an efficiency of 3%[xii], so using CCDs will increase the likelihood of detection of distant objects. * Large dynamic range, allowing them to detect objects with a range of magnitudes in the sky in the same exposure. * Strong linearity up to the saturation point, so that for longer exposure times the number of electrons produced is proportional to the integration time, whereas photographic plates will experience a drop in their efficiency. Their linearity will also mean that the magnitude of charge in each pixel is linearly proportional to the luminosity of the object. CCDs have also brought some inherent problems however, for example the noise associated with each image. Because photons obey Gaussian statistics for large counts, there will be a shot noise (uncertainty in the count rate) for each pixel of whereis the number of photons detected. Error in an image also stems from both the bias of the CCD, and the â€Å"dark current† present. The bias of a CCD is a systematic voltage offset across the whole CCD to prevent digital underflow during analogue to digital (A-D) conversion. It includes the read-out noise, a result of the manipulation of the pixel charge values during the A-D process and any charge-loss which occurs during the transfer[xiii]. A CCDs dark current is an unwanted flow of electrons which have been released from the surface of the semiconductor by thermal excitation, and is purely dependant on the surface temperature, rather than being a function of illumination. For this reason the CCD was cooled by both the Peltier method (electrically) and with an active assisting fan[xiv], to around 35 °C below ambient temperature, as the thermal current is approximately halved for each 7 °C reduction in CCD temperaturexii. To remove noise from an image, a set of calibration images may be taken alongside each raw exposure. These are called bias and dark frames. The bias frame is a zero-time exposure which will include both bias and read-out noise. A dark frame can be found by leaving the shutter on the camera closed and taking an exposure seconds long. It can be expressed as , [xv](2) whereis the dark current, andis the thermal noises statistical variation. Ideally one would be taken before each exposure, as temperature routinely varies slightly with time. A â€Å"master dark† frame can be found by taking the average of a large number of dark frames, and will include the equivalent of a master bias. This master dark can then be subtracted from each image to leave a final, processed image with as low a random error as possible. The Automated Photometry Process Since the experiment involved a large number of images, the photometry processes were automated using several Python scripts and FORTRAN routines. The script â€Å"all.py† was used to iterate the â€Å"photom.py† script over a range of images within a directory and print a string detailing which file was currently being processed. â€Å"photom.py† was the main script run, and was used to call several other processes which ran the photometry calculations, among other things. Firstly, it read in the file specified, and split the filename into the file and the extension, by using the find function to search for the full stop as the delimiter. i=file_name.find(.) Using the extension to determine the file type, the script then either subtracted the master_dark.sdf frame (if it was a FITS file, and hence a DRACO output file) or converted it to a FITS file (if it was an ST9 file, and hence 14-inch, which had already had the dark frame removed). The conversion is achieved using two separate routines: sbig2ndf, a routine from the SBIG python module which converts compressed output ST9 files created in CCDOPS into NDF files, and ndf2fits, which is a routine from the convert set of variables that converts the NDF files to FITS images. The subtraction of the dark frame is made using the kappa package from Starlink. â€Å"photom.py† then reads the variable star position from a user-created ‘var_sky_position† file. Using this, the script runs â€Å"find_astrom.py†. This attempts to match the stars in the image to the USNOA2 catalogue, and produce a new FITS file with the derived header solution. Firstly it takes the given star position as the centre of the image, and runs sextractor to find all the objects in the image. Next, it runs the WCS Tools routine scat at that RA and Dec to attempt to find any known objects in the region from the catalogue and prints it to a new file, usnoa_ref.cat: commands.getoutput(scat+ -d -c ua2 -n 200 -m 17 r 600 +ra+ +dec+ j2000 > usnoa_ref.cat) The pixel scale is taken from the directorys automag_driver file, and used by Andrew Pickles starfit script to match each object found by sextractor to the catalogues objects. This is achieved by the matching of triangles created between sets of objects in the sky to similar triangles created from the catalogues objects. Starlinks astrom routine is then used to correct the solution: out=commands.getoutput(/star/bin/astrom fits=asc) print astrom returns:, out Finally, â€Å"find_astrom.py† edits the header keys using pyfits to reflect the newly derived solution, and creates a new FITS image with the file ending â€Å"_ast.fits†. â€Å"photom.py† then runs sextractor again, to product a new catalogue of the objects from the image, complete with their RA and Dec. The script then performs the aperture photometry using â€Å"automag.py†. This measures the relative aperture magnitudes for the objects defined in the new object catalogue, by taking the number of counts within the specified aperture radius from the driver, and applying the formula: (3) Here is a constant offset defined in the driver, is the number of counts within the aperture (which is pixels in size) minus the background, and is the integration time. Background errors are calculated by measuring the counts within the two â€Å"sky† aperture radii to find the mean and rms sky-counts over pixels,and, and firstly deriving the signal to noise ratio for the star, by applying Equation (4) below[xvi]. (4) In the above equation, is the gain of the CCD. By using the flux based definition of the magnitude difference and manipulating the logarithm equation, the signal to noise value can be used to find the error on a measured magnitude, as shown in Equation (5). (5) These instrumental magnitudes are appended to the catalogue file, next to each object. â€Å"auto_mag2list.py† is subsequently run to pull the calibration stars from the catalogue, by matching the RA and Dec to those in the â€Å"cal_sky_positions†. The variable stars data, as well as the calibration stars data and the observation time in Modified Julian Days (MJD) are then appended to a file called â€Å"summary.obs†. Once â€Å"photom.py† completes, the raw2dif routine can then be run to perform the differential magnitude calculation. This routine takes each line from the â€Å"summary.obs† file and subtracts the average of the two comparison stars instrumental magnitudes from the variable stars instrumental magnitude, . A zero-point constant is then added to put the differential magnitude on the standard scale. This can be measured by taking images of photometric standard stars (from the Tycho catalogue for example), and comparing their instrumental magnitudes to their known apparent magnitudes, as described in the next section. (6) raw2dif outputs simply the observation time, variable stars standardised magnitude, and the error on the magnitude to a user-defined file. Magnitude Zero-point Measurement The zero-point is found by measuring the magnitudes of photometric stars with the telescopes, and comparing these to the values found for the stars in the Tycho catalogue. This catalogue uses a separate magnitude system, which can be converted into standard V-band magnitudes using the following formula: (7) The difference in these catalogue magnitudes and the observed values can then be used to show the difference that the specific equipment has made. This is the zero-point magnitude. Period Determination Two programs are used for the period determination, the routine bforce and PDM win 3.0[xvii]. bforce uses a brute force method to find the period of the variability. It attempts to fit the data onto a user generated model of the light curve (with a phase resolution of 0.1), and wrap (or â€Å"fold†) it around a suggested period. The routine then splits the data into a series of bins and estimates the variance in each, as follows; , (8) for observations in each bin. If the trial period is incorrect, there will be a large scatter of magnitudes in each bin, i.e. a large variance. This is compared to the variance of the data set as a whole using an F-test, which is achieved by finding the ratioof bin variance (the explained variance) to total variance (the unexplained variance). For an incorrect estimate of the period ≈ 1, whereas for the correct period The PDM program works in a similar, if more refined way, implementing some of the recent changes in the accepted way of calculating a phase dispersion minimisation period. While still using a variation-based method, it finds the period using a beta-distribution method (designated PDM*) rather than an F-test, as this has been shown to be the correct probability distribution to use[xviii]. It also utilises a GUI with a series of user-set options, for example variable phase resolution. RR Lyrae Theory Subclasses of RR Lyrae Variables From his observations, Bailey noticed three separate subclasses of variable, which have subsequently been compacted into two subclasses (as subclasses a b were very similar). The following is paraphrased from Baileys original description[xix]: * Subclass â€Å"ab†: Very rapid increase of magnitude, with a moderately rapid decrease in mag. Nearly constant mag for approx one half of the full period. Amplitude of roughly one mag and a period of between 12 and 20 hours. * Subclass â€Å"c†: Magnitude always changing, with moderate rapidity. Range generally half a magnitude, with a period of 8 to 10 hours. As our study concerns an RRab type variable, this class shall be primarily discussed. Typical characteristics of RRab stars RR Lyrae stars are large red stars with a low mass, occupying the area of the instability strip on the H-R Diagram (see Fig. 1) between ÃŽ ´-Scuti and Cepheid variables, where it intersects the horizontal branch. They are in the core helium burning stage of their evolution, having exhausted their core hydrogen fuel. Mean physical properties of these variables are under some contention, but a summary of current approximations is provided in Table 1. Period 0.2 1.1 days Mv 0.78  ± 0.02 Te 6404  ± 12 K [Fe/H] -1.56  ± 0.25 Mass 0.55  ± 0.01 Mà ¢Ã‚ ¨Ã¢â€š ¬ Radius 5  ± 1 Rà ¢Ã‚ ¨Ã¢â€š ¬ Table 1. Typical properties of RRab variables. All values are mean values of 335 variable stars[xxi], except period which is a typical rangei. Evolutionary theory It is thought that the progenitor of an RR Lyrae star was a typical low-mass main sequence star, with M* ≈0.8Mà ¢Ã‚ ¨Ã¢â€š ¬. For the first 15 Gyr of its life, the star burns core hydrogen, fusing it into helium. Once the hydrogen supply in the core is exhausted, the star expands to become a red giant, moving off the main sequence and up the giant branch of the Hertzprung-Russell diagram (see Fig. 1), and shell-burning of hydrogen now occurs around an inert helium core. The helium core eventually collapses, becoming electron degenerate, and increases in temperature until the helium in the core ignites using the triple -ÃŽ ± process, causing the â€Å"helium flash†. The cores degeneracy is lost and the star moves off the giant branch asymptotically, down towards the instability strip. At this point it can develop the pulsational properties of an RR Lyrae star, although this will be dependent on its mass, its chemical composition, and its temperaturei. Once the helium core is also used up after around 0.1 Gyr, the star begins to expand and cool again, fuelled only by shell burning of hydrogen and helium. The core never becomes hot enough for the fusion of heavier elements. Eventually all the usable fuel is expended and the star will jettison off its outer layers of material to leave a white dwarf star, shining only through the radiation of internal thermal energy. Pulsation theory The study of pulsation theory owes much to Arthur Eddington, who wrote a series of papers detailing a mathematical description of the properties of stars. Having realised that a radial pulsation in a static star would have a decay time of around 8000 years (much shorter than the length of time stars spend in the instability strip), he proposed that stars behaved as thermodynamic heat engines, using some â€Å"valve mechanism† to regulate energy flow[xxii]. In order to fulfil pulsation, this valve would need to make the star more thermally opaque as the star was compressed, and less opaque as it expanded. Effectively this would cause energy to build up when the star was compressed, forcing the star to swell in size until some turning point was reached and the opacity was small enough that energy could escape, leading to the star contracting again. The Rosseland mean opacity shows the overall opacity of a stellar region, and is defined as follows, (9) where is a constant, is the density of the region, and is temperature. Eddington was unable to come up with a particular material that would possess these properties in a star, particularly as during his time it was not believed that hydrogen or helium made up significant proportions of the inside of stars. It is also the case that neutral hydrogen or helium regions cannot be the â€Å"valve† region, as for these regions and i.e. as increases will decrease. This would lead to the pulsation dying out extremely quickly as all the radiative pressure was lost during contraction. However in 1953 Sergei Zhevakin found that regions of doubly ionised helium would provide an area wherebecomes small or negative, resulting in the desired properties for the gas. It was later shown by R. F. Christy[xxiii] that hydrogen ionisation can play a smaller, but still important, role in the mechanism. Ionisation zones can make another possible contribution to the â€Å"valve† in a star. If the energy from fusion processes cause ionisation in gas regions instead of raising their temperature, then the gas will absorb heat during compression stages, causing a pressure maximum near the minimum volume and thus aiding pulsation. This is known as the mechanism. Different classes of RR Lyrae variable pulsate with different modes. For instance RRab stars all vary in the fundamental mode, whilst RRc stars are pulsating in the first overtone. This is one of the reasons that types â€Å"a† and â€Å"b† can be separated from type â€Å"c† as a separate class. A third class of variables has also been observed, termed RRd type stars, which have a double-mode pulsation, pulsating in the fundamental and first overtone modes simultaneously. However, some RRab stars show a long-timescale second periodicity, known as the Blazhko effect. This is an overarching period that can be anywhere between 30 days and several years. The cause of this effect is unclear, but is believed to come from either a nonlinear resonance effect between the radial fundamental mode and some non-radial mode, or a cyclical rotating magnetic field that deforms the main radial mode of pulsation[xxiv]. Estimation of Absolute Magnitude and Distance RR Lyrae stars are useful for the determination of astronomical distances, especially to regions such as clusters in the Halo, and the Bulge. However, unlike for Cepheids, accurate parallax measurements of distance do not exist for RR Lyrae variables (with the exception of a very few the star RR Lyrae itself for example[xxv]), as the majority of stars are simply too far away for resolution currently[2]. Instead, astronomers look to alternative measurement tools, for example main sequence fitting or the Baade-Wesselink method. Main sequence fitting is the process of determining the distance to a cluster by fitting its colour-magnitude diagram to that of nearby main sequence stars which have a parallax-determined distance. This has produced a wide variety of relations over the last twenty years, but a general relation (that is within error of the majority of current estimates) is given by H. Smithi: (10) The currently favoured method of finding the metallicity is to use the relation, described by Jurcsik Kovà ¡cs in their seminal paper â€Å"Determination of [Fe/H] from the light curves of RR Lyrae stars†[xxvi]. This used a sixth order Fourier decomposition of the light curve to find multiple properties of an RR Lyrae star. When they plotted the data they found the following linear relation: (11) This allows the metallicity to be determined accurately, and then used in the main sequence fitting method to find an accurate absolute magnitude for a star. Finding the absolute magnitudeis important, because it allows for the use of the magnitude equation to determine distance to an object, taking into account the galactic extinction in the direction of the object due to dust and gas in the galactic plane, : (12) The Baade-Wesselink method, originally applied to Cepheid variables, was based on the assumption that a star will have the same surface temperature and brightness at all points of equal colour on the ascending and descending sides of the light curve. This implies that any luminosity variation between two half-phases can be said to be the result of radial differences in the star. Thus a fractional radius change can be measured as. If a radial velocity curve is also plotted for the star, the radius change over the period can be directly measured, and through the combination of these two results a value for the luminosity of the star can be found. This can be used to show the distance to an RR Lyrae star through the relation (13) whereis Stefans Constant, andis the stars effective temperature. However RR Lyrae variables do not behave exactly like Cepheids; for example during stellar expansion the surface gravity is much greater than when the star is contracting, leading to flux redistribution across the surface. This, combined with shock waves permeating through the stellar atmosphere causing distorted radial velocity curves, means that V band photometry is unfortunately useless for applying the Baade-Wesselink method to RR Lyrae stars. The procedure must instead be carried out in (V-H) or (V-K) colours for example, as infra-red wavelengths are less sensitive to the expansion phase distortions[xxvii]. Estimation of Radius Marconi et alxxv have published an equation relating the period of a fundamental mode RR Lyrae star to its average radius; (14) whereis the mean radius (in units of solar radii), is the period (in days), and is the heavier-than-iron metallicity of the star, defined as; xxi, (15) whereis the alpha-enhancement with respect to iron, and is taken to be equal to 1. This is derived from their theoretical predictions of the radial oscillations of a metal poor RR Lyrae, and applies to stars with helium abundances of between (0.24 and 0.28). III. Experimental Methods Preparing the experiment Inital sessions were spent becoming aquainted with the computers Linux-based operating systems, understanding the basics of photometry and exploring the provided software. Several rooftop sessions were attended to gain knowledge of the telescopes provided, and to learn safety procedures associated with the use of the equipment. Due to initial poor weather, previous years data was analysed in order to improve understanding of the provided scripts. A list of RRab targets from the NSVS catalogue[xxviii] was examined to find a suitable object, with a magnitude range visible on the telsecopes available, a period of less than a day, and a high position in the sky. Table 2. Properties of the Telescope and CCD combinations for each dome. Both telescopes were fitted with the same model of V-band filter. Background information on the chosen star (XX And) was found using the SIMBAD database[xxix], and examined to find previous studies, including estimates of period, metallicity, and star type, as well as dates of previously observed maxima. A plot of the field around the star was taken, and used to identify two calibration stars for the photometry ( 3): The calibration stars used were USNOA2.0 numbers 1275-00765817 (cal-star 1) and 1275-00761527 (cal-star 2). They were searched for in various catalogues to verify that they were not known to be variable. The best exposure time for our field was estimated to be 30 seconds with the 14-inch telescope, and 60 seconds with DRACO, so as not to saturate the image. By taking some sample images and viewing them in GAIA, suitable sizes for the apertures were chosen for each telescope. The sizes of the apertures were chosen to enclose the whole star, whilst giving the minimum error. These were then converted from scaled values to numbers of pixels, and entered into seperate â€Å"automag_driver† files for each telescope, along with the specific pixel scale, gain and read-out noise. Telescope Star Sky Inner Sky Outer 14-inch 4.7 14.9 21.4 DRACO 7 25.7 35.1 Table 3. The aperture radii (in pixels) used for each telescope. Firstly, the â€Å"convert† variables were set up. XX Ands RA and Dec in decimal degrees were inserted into a file called â€Å"var_sky_position†, and â€Å"photom.py† was run on the first frame (called for example â€Å"filename.fits†). This produced an output file called â€Å"amag.out† which contained the positions of all the recognised stars in the image, as well as a calibrated image â€Å"dfilename_ast.fits†. By comparing the (x,y) pixel locations in GAIA for the two calibration stars with the data in â€Å"amag.out† the RA and Dec of the calibration stars were noted, and inserted into a text file named â€Å"cal_sky_positions†. Observation of the Variable Observations of the field containing XX And were then taken over a period of 1 month, using both the 14-inch â€Å"Far East† and the 10-inch DRACO telescopes. For the 14-inch, the observing process was as follows: The object was located using the Earth Centre Universe program, the telescope synched and set to track, and the CCD programmed to take around 30 images per sequence at 30 seconds each, with an 8 second dark frame before each new image. For DRACO, the object was found using the provided G.U.I., with care taken to place the variable star and both comparison stars away from dust grains on the CCD. The telescope was set to track, and programmed to take a large number of images with a 60 second exposure. For each new observing session a seperate file was created, containing all the images and the scripts required for automated photometry. For DRACO processing, a master dark file was also copied from the archive. The file â€Å"all.py† was then amended to iterate ov er all the images in the directory, and set running. Once the photometry had completed, the raw2dif routine was run, and the results viewed by running qplot. The data were adjusted to Heliocentric Julian Days by running the cor2hjd routine, and the final tables were copied across to a main results directory to be added to the full table of data. bfplot was run on the full dataset using an estimate for the period, and the phase values from the output file â€Å"fort.30† were killed out and yanked into the dataset file using EMACS. This table was viewed in TOPCAT, and a light curve created. Any clear and accountable anomalies were removed in TOPCAT. To gain a value for the absolute magnitude of XX And, rather than simply an instrumental magnitude, a series of observations were made of photometric stars which had known magnitudes. These are shown in table 4 below: Photometric Star RA Dec Apparent V-band Magnitude 1 1h 18m 20.581s 38 ° 55 38.23 9.847 2 1h 14m 50.729s 38 ° 29 55.80 9.961 3 1h 15m 12.229s 38 ° 49 10.95 9.048 4 1h 16m 39.436s 39 ° 09 38.64 9.735 Table 4: Properties of photometric stars used in the magnitude calibration of XX And. This gave a value for the correction which had to be made to all the observed values for each telescope. The corrections were then applied to the full dataset. An O-C diagram was constructed using the data from the Hipparcos mission, the GEOS RR Lyrae Survey, and also archive data from the GEOS database[xxxi]. The period used was the Hipparcos estimate. Since the newly observed data used HJD, and the archive data was in â€Å"modified HJD†, an addition of 0.5 HJD has to be made to the new data in order to be comparable. The newly observed data was then added to the diagram, and the input period was altered to give the flattest line possible, thus providing a new estimate of the period. The error on the period is given by the slope of the line[xxxii]. Any historical period changes were searched for in the line of the O-C plot. The fast_solve routine was run on all of the summary.obs files, and the comparison stars were checked to see whether or not they were varying. The output model file from fast_solve was edited to include estimates of bin values where there was no actual observational data, and then used in the routine bforce. This was run using the period quoted in the Hipparcos catalogue as the initial period to give an estimate of the new period and its error. The period was also estimated using PDMwin, using an output table from TOPCAT. Errors in the period-finding were estimated using the Jackknife method on both the PDM and bforce programs. This was achieved by recomputing the period, but leaving out one observa

Symbolism in Ernest Hemingways Hills Like White Elephants :: Hills Like White Elephants Essays

Ernest Hemingway is an incredible writer, known for what he leaves out of stories not for what he tells. His main emphasis in Hills Like White Elephants seems to be symbolism. Symbolism is the art or practice of using symbols, especially by investing things with a symbolic meaning or by expressing the invisible or intangible by means of visible or sensuous representations (merriam-webster.com). He uses this technique to emphasize the importance of ideas, once again suggesting that he leaves out the important details of the story by symbolizing their meaning. This short story is filled with symbolism, some of which the reader may never find. The title itself can be analyzed a lot deeper. The â€Å"hills† refers to the shape of the female body during pregnancy and the â€Å"white elephants† symbolize a property requiring much care and expense and yielding little profit (merriam-webster.com). The story is about a man and a woman taking a train to get an abortion. The train is supposed to show change and movement, something this couple appears to need because their life is very routine. The reader is told that there is a curtain made of strings of bamboo beads, hung across the open door into the bar, to keep out flies. The bamboo beads not only keep them from their problems (known as flies) but it also keeps their lives separate from all of the other people at the bar. Hemingway then tells the reader that the train will stop at this junction for two minutes and then go to Madrid. The train only stopping for two minutes is to show the importance of the girl’s decision to have the abortion. It is a big decision and there is not that much time for her to sit around and think about it. The guy and the girl are now sitting at a bar deciding what they should drink. The girl takes off her hat and puts it on the table. This action symbolizes her putting her feelings on the table to talk about them with the man. Instead of coming straight out and talking about the problems the couple decides to drink beer. The act of consuming alcohol is another way for them to run away from their problems. Later on, the man and the woman are talking and the woman says, â€Å"They look like white elephants.† He replies to her comment by saying, â€Å"I’ve never seen one.

Explain the Way in Which You Would Establish Ground Rules with Your Learners, and Which Underpin Behaviour and Respect for Others

Having explored the three methods of setting ground rules during session 2 of PTTLS course, it is evident that for the ground rules to be effective, determining the appropriate method of ground rules setting is crucial to informing how the learners will be likely to respond to the ‘ground rules’ and how this will later affect the session or sessions to be delivered. The three methods of setting ground rules offer advantages and disadvantages depending on the context of the lesson and the dynamics of the group. For example the teacher led process provides the teacher with a clear set of uniformed rules and offers the teacher an opportunity to consider issues which may otherwise have been overlooked such as the learning environment and health and safety issues. Although rigid in approach, using this method could offer the teacher more control of the group by notion of a hierarchal order within the class. The teacher would take on an authoritarian role with the learner having to adhere to the rules set. In an ideal situation the teacher would be able to invoke the rules when the group did not behave in a way that was appropriate to outcomes expected by the teacher. Unfortunately this authoritarian approach could also result in the learner becoming disengaged and de motivated presenting the threat of the learner becoming disruptive especially as they have not had the opportunity to discuss their feelings on how they would like to have their learning environment managed. This presents the teacher with the task of having enforce a set a rules which the disruptive learner has no ownership or commitment to and consequently places the teacher in a difficult position of having to find alternative strategies to enforce boundaries which the individual feels is acceptable. The learner led method offers the students the responsibility to form their own rules and provides a forum for the learners to discuss and share their learning needs with their peers resulting in the rules being drawn based on the consensus of the group/class. The advantages of this make it easier for the teacher to enforce the rules if learners fall off track by gently revisiting the rules as and when needed without appearing a disciplinarian allowing the teacher to develop a good relationship with the learners. The learners would have no choice but to adhere to the rules as they would be bound by their own principles. This method does fail to acknowledge the teachers experience in understanding the dynamics of groups and how the teacher could provide a valuable contribution to ground rules which consider the needs of individual learners. This method may also inhibit the teacher from delivering an effective lesson as consideration may not have been applied as to whether the rules are suitable for the teaching environment. For instance taking into account the actual content of the lesson to be delivered and forgetting to include the health and safety of the learners. In establishing an effective set of ground rules for my learners, I would consider a method that offers the teacher the opportunity to create a learning environment that is safe, efficient and stimulating for the learner (Armitage, A, et al, Teaching & Training in Post Compulsory Education, OU, 2007). This would be implemented through getting the learners to negotiate their own ground rules with assistance from myself. I would take charge of facilitating the discussion to ensure all learners had an opportunity to contribute, and to ensure the inclusion of crucial rules which allow me to effectively deliver my session were also included. This would also incorporate aspects of health and safety. I would promote and encourage the learner to identify rules that would respect and value their own needs and that of their group allowing the learners to display respect for themselves, one another and the teacher. I anticipate that by adopting this approach this will provide learners with an opportunity to express their own willingness reasons for wanting to learn, resulting in increased levels of motivation and commitment to the sessions. For the learners this method would promote ownership of the rules, as they would have to adhere to their own set of principles as opposed to principles set by me, therefore allowing me the opportunity to better manage any behavioural concerns in the event that learners steered away from the agreed rules set.