The ivory symbolises Essay Example For Students

The ivory symbolises Essay A snake is associated with fear and cold blooded and a feeling of evil Hence giving the river an association with evil. Meaning that Marlow was going to have to travel up a river, which has evil snake like characteristics, this means that the basis of Marlows journey has an evil base to it. When Marlow talking about the river on page 60 he uses repeated words and Hyphens to create a worried atmosphere the reality the reality Marlow is questioning the safeness of the river, he has to be wary of all the increasingly evil things the water could carry to damage the boat. We will write a custom essay on The ivory symbolises specifically for you for only $16.38 $13.9/page Order now Marlow talks in a voice as if he were speaking to some one else not narrating the story. The further he moves down the river he is moving closer to Kurtz station but also moving further into the darkness of the earliest times. The darker it gets the further into the river the more evil it is getting and at the center the most evil you can get Kurtzs property aligned with all of his heads. The ultimate of the evil in the novel Ivory: The ivory symbolises the greed of the Europeans. The light is good metaphor is reversed here meaning that the light and supposedly good Europeans are turned over and turn them themselves in to nothing but evil savages just like the natives. Kurtz with all of his heads on sticks is a good example of how they abuse their power. Kurtzs painting The symbol of the painting at the inner station is of a blindfolded woman with her face distorted carrying a lighted torch. The women possibly symbolises the view of the Europeans from the natives point of view this is the reason her face has become distorted because the natives hate the Europeans very much. The lighted torch could easily represent the values that the light Europeans are trying to force onto the natives. The reason she is blind folded is possibly because of the ways that the Europeans dont see what they are doing to the natives and how they dont like it. This is situated in one of the middle stations possibly showing that the ignorance of the Europeans is the middle or heart of most of the problem with the savages.

Free Essays on Response To Kate Chopins Ripe FIgs

Response to Kate Chopin’s â€Å"Ripe Figs† Kate Chopin’s â€Å"Ripe Figs,† leaves my mind searching for more. I do not feel satisfied after reading and re-reading this story. A little girl name Babette lives with her godmother Maman Nainaine. Kate Chopin, I believe, is trying to depict the differences between a young girls view on time an older woman views. Babette is a young girl who can’t wait for the figs to ripen. Is this because she wants to eat the figs? No, it is because Maman Nainaine told her she can visit her cousins on the Bayou-Lafourche when the figs have ripened. You can see the seasons changing as Babette is watching the figs close, for any signs of change. They go from seedlings to these beautiful ripe figs, much like the growth of ourselves. We start small and then eventually, after many â€Å"seasons,† we â€Å"ripen.† To a young girl, time passes very slow, but to an older woman like Maman-N, time goes by too fast. As we get older, I feel that we yearn for our yesterdays, and dread the tomorrows. It is just the opposite for someone who is just beginning to â€Å"ripen.† The author states that Babette is â€Å"restless as a humming bird,† while the godmother is â€Å"patient as the statue of la Madone.† This shows that the more â€Å"ripe† we are, the better we are at waiting for something. Can you remember a time when you were young that you had to wait for something? Did time seem to pass slowly? If you had to wait for the same thing now in your more mature state, would it feel the same? I was not given the chance to slowly ripen. Forced to mature at the age of thirteen, I feel cheated. Oh how I would love the chance to be in Babette’s shoes, although Babette would probably long to be in mine. I feel that I am a bruised fruit who was taken from the tree too early. I found this story hard to respond to. Although I can see deeper meanings, I did not feel that I connected with this author. I do not like the ï ¿ ½... Free Essays on Response To Kate Chopin's Ripe FIgs Free Essays on Response To Kate Chopin's Ripe FIgs Response to Kate Chopin’s â€Å"Ripe Figs† Kate Chopin’s â€Å"Ripe Figs,† leaves my mind searching for more. I do not feel satisfied after reading and re-reading this story. A little girl name Babette lives with her godmother Maman Nainaine. Kate Chopin, I believe, is trying to depict the differences between a young girls view on time an older woman views. Babette is a young girl who can’t wait for the figs to ripen. Is this because she wants to eat the figs? No, it is because Maman Nainaine told her she can visit her cousins on the Bayou-Lafourche when the figs have ripened. You can see the seasons changing as Babette is watching the figs close, for any signs of change. They go from seedlings to these beautiful ripe figs, much like the growth of ourselves. We start small and then eventually, after many â€Å"seasons,† we â€Å"ripen.† To a young girl, time passes very slow, but to an older woman like Maman-N, time goes by too fast. As we get older, I feel that we yearn for our yesterdays, and dread the tomorrows. It is just the opposite for someone who is just beginning to â€Å"ripen.† The author states that Babette is â€Å"restless as a humming bird,† while the godmother is â€Å"patient as the statue of la Madone.† This shows that the more â€Å"ripe† we are, the better we are at waiting for something. Can you remember a time when you were young that you had to wait for something? Did time seem to pass slowly? If you had to wait for the same thing now in your more mature state, would it feel the same? I was not given the chance to slowly ripen. Forced to mature at the age of thirteen, I feel cheated. Oh how I would love the chance to be in Babette’s shoes, although Babette would probably long to be in mine. I feel that I am a bruised fruit who was taken from the tree too early. I found this story hard to respond to. Although I can see deeper meanings, I did not feel that I connected with this author. I do not like the ï ¿ ½...

CURRENT LEGAL EVENT Essay Example | Topics and Well Written Essays - 500 words

CURRENT LEGAL EVENT - Essay Example The subscribers alleged violation of the Sherman Act through the decision by the company to undertake clustering. In effect, the corporation’s decision limited competition for its services. It subsequently imposed unfair charges on services to its customers. The plaintiffs included the corporation’s customers. The plaintiffs pledged for a class action in the case. In response, the Supreme Court rejected the plaintiffs’ pledge on a five-four ruling that favored the corporation. The court issued its ruling on the case on March 27, 2013. The majority opinion in the case referred to the class action as unacceptable. This was on grounds that the plaintiffs never provided sufficient reasons to prove that the damage were quantifiable on a class-scale. The only compensation that the plaintiffs would claim from the respondent was that which accrued from compromised over builder competition by the corporation’s actions. The ruling in the case appeared as among the greatest shield that the court grants to companies and corporations against class actions as well as human rights suits. Pro-business court decisions, definitely, have effects on business. The ruling has notable implications on securities class actions that are invaluable in regulating the operations of corporations, companies and other businesses. Antitrust class actions play a central role in keeping corporations and other businesses from violating the rights of customers through overcharges and possible monopoly. The decision was a works against ensuring proper competition in business in the U.S. The plaintiffs including both current and former subscribers to the company claimed the clustering eliminated healthy competition. This would have detrimental effects on the rights of consumers to ensure companies and service providers do not exploit them through such conducts as overcharges. It has a negative effect on business in the U.S sin ce it entails the violation of

Contract Law Essay Example | Topics and Well Written Essays - 1500 words - 2

Contract Law - Essay Example In a contract law, there are two types of terms that are the express terms and the implied terms. Express terms generally mean the terms that in specific have been mentioned orally or in writing and agreed upon by both parties involved in the contract during the time when the contract is being made. On the other hand, implied terms are different from expressed terms. Both parties may have not mentioned these implied terms in the contract. However, sometimes they are included because the contract would not make any sense commercially without them. The verbal agreement When buying the van, you stated that you wanted a van that could carry around four to five large items of furniture. You also stated that the previous van that you used to carry could handle loads of ton up to one tone and a cubic capacity of 200 feet. However, the seller did not meet the conditions that you stated. He stated that he had a van like this but it is clear evident that he did not meet your expectations. Acco rding to section 14(3) of the sales act of goods, it clearly states that if the buyer expresses his purpose of the goods understood to the seller, then it is the duty of the seller to make sure that the goods, which will be given, fit the purpose that is intended. It should be noted that if it is reasonable for the buyer to rely on the expertise of the seller then would the terms apply (Sales of Acts goods 1979). Therefore, the seller, who is Alan Daly, needs to compensate you for that. Additionally, in the verbal agreement, when you telephoned Mr. Alan Daly, he ascertained that he would look at the complications of the vehicle if it were delivered to him before the end of the week. This means that you had to deliver the vehicle before the week ended. However, you failed to do so. Instead, you did not telephone Mr. Alan Daly to notify him that you could not take the van to his garage and that you should both fix a suitable day for the vehicle to be examined. The written terms In the contract, it is evident that the seller, which in this case was Mr. Alan Daly, wanted to evade himself from problems, which he knew were to emerge eventually in the contract. In addition, he gave you the wrong capacity of the car. In clause 4(b), he stated, â€Å"any warranty or condition as to the condition, description, quality or fitness for particular purpose is hereby excluded from this contract for sale†. This is clearly evident that both parties, that is you, Mr. Winston and Mr. Alan agreed that there were no warranties of the car to be returned regardless of any major issue occurring. However, the verbal agreement that you had with Mr. Alan clearly out do the written terms (Atiyah et al. 2010). The oil leak It is obvious that Mr. Alan sold you a car that did not meet the requirements of the vehicle that you wanted. Concerning the oil leakage, upon you, Mr. Winston inspecting the vehicle, you noticed a small patch of oil on the forecourt where the van was standing. Ho wever, when Alan was asked, he said that the oil spill had occurred probably when they had topped up the oil and water levels when servicing the car. According to the report of the mechanic, it was reported that the oil leak might have caused this entire problem. However, a problem might occur here because Mr. Alan advised you to take the van to his garage to be serviced but you did not. However, this can be out ruled since when buying the vehicle, you explained to Mr. Alan that the vehicle would be used for delivering and collecting furniture’s and this was very crucial in the smooth running of your business. Mr. Alan should be in a position to repair for your vehicle that was all because of the oil spill since according to part v, it is clearly stated that the seller should be able to repair or replace the good in a reasonable time. Defective Clutch and brakes Mr. Alan sold the van knowing that it had these problems. Mr. Alan can be charged of murder because he sold you

Cold War Politics Essay Example | Topics and Well Written Essays - 500 words

Cold War Politics - Essay Example Calling war a ‘savage human behavior’ the general reiterates the importance of establishing an effective security policy; a term that obviously cannot be used interchangeably with a ‘war policy’. It should be noted that a security policy does not necessarily act as a cause of war. In fact, war is decided by the quality of interaction between nations and their eagerness to reach an agreement. (p. 209) General Marshall makes allusions to the World War II to elaborate upon this aspect however, the most interesting point remains that he describes the institution of war from the perspective of Germany and Japan only; the very nations that constituted the opposing side of the Second World War. He states that war is the doctrine of Japan and Germany; the people, who he believes have given a lot of thought to this. Though, his speech was meant to shed light on the lessons that the United States learned as a result of the Second World War, however, comically enough the first half of the speech sounds more or less like an attack on the central powers; the side that not only suffered a humiliating defeat in the great war but were also heavily penalized. Though, the penalty is nothing compared to the number of lives that were lost but stigmatizing an entire nation does nothing to help either. General Marshall seeks to get approval to shape their military strategy and security policy as a mode of protecting America and its citizens from aggressive nations such as Germany and Japan. He makes several statements that not only implicate Japan and Germany as the sole perpetrators of war but also portrays America as a helpless nation. This aspect of Marshall’s speech depicts that the history of war is in fact framed by its victors that largely portray themselves as the innocent party.

FBD For Types Of Support And Analysis Mechanics Essay

FBD For Types Of Support And Analysis Mechanics Essay In any problem where you are considering the forces acting on an object which is a large percentage of the problems in physics one of the first steps is to create a free-body diagram to depict the situation. Meaning A free-body diagram is a picture of the physical situation you are analyzing, which depicts all of the relevant forces acting on the objects of interest. Forces are vector quantities and should, therefore, be indicated with a magnitude and direction in the free-body diagram Coordinate Systems FBD When creating a free-body diagram, you must orient it in a coordinate system, typically a two-dimensional one. This is almost always done so that the force of gravity is pulling straight down (in the negative-y direction). Its generally preferred to orient things so that any horizontal movement will be in the positive-x direction (i.e. to the right), although so long as you maintain the same orientation you will get physically identical results. Types of Forces Acting on FBD The majority of forces in free-body diagrams, at least as they relate to classical mechanics, come from the application of Newtons Three Laws of Motion and the Law of Universal Gravitation. Free-body diagrams of other situations can involve other forces. When creating the free-body diagram of an electron, for example, you would want to include electromagnetic forces acting on it. 1.Gravitational Force You will almost always consider the gravitational force, or weight, in a free-body diagram. The magnitude of this force is calculated by mass (m) times the acceleration of gravity (g), typically treated as a constant of 9.8 m/s2 on the Earths surface. In the case of an air born object, such as a basketball player who is jumping, the only force that is typically acting on it while in the air is the weight of the object. 2.Normal Force The normal (or perpendicular) force is the contact force the surface an object rests or moves on against the object. It is directed perpendicular to the surface. In most cases, these surfaces are depicted in a free-body diagram as horizontal, with gravity down, so the normal force is directed upwards and is equal to the total force into the surface. 3.Frictional Force An object resting on a surface interacts with the surface. The force of this interaction is the frictional force, or just friction. Friction requires a bit more of an in-depth discussion than what I will present here, but for the moment I will state that friction is: Always parallel to the surface the object is interacting with. Always in the opposite direction of the force moving an object across the surface. Proportional to the normal force. 4.Tension Often, free-body diagrams will depict one component of a larger system. When we discuss a man pulling a stone slab with a rope, and were interested in the motion of the slab, we dont care about all the forces acting on the man. As such, what we really care about is the tension the force that the rope is exerting on the stone slab. Tension at any point is the magnitude of the force at that point, so tension at the point where the rope meets the object is what we care about. Assumptions The free body diagram reflects the assumption and simplifications made in order to analyze the system. If the body in question is a satellite in orbit for example, and all that is required is to find its velocity, then a single point may be the best representation. On the other hand, the brake dive of a motorcycle cannot be found from a single point, and a sketch with finite dimensions is required. Force vectors must be carefully located and labeled to avoid assumptions that presuppose a result. For example, in the accompanying diagram of a block on a ramp, the exact location of the resulting normal force of the ramp on the block can only be found after analyzing the motion or by assuming equilibrium. Other simplifying assumptions that may be considered include two-force members and three-force members. Steps for making FBD Step 1: Identify the object or system and isolate it from other objects clearly specify its boundary.Step 2: First draw non-contact external force in the diagram. Generally it is weight.Step 3: Draw contact forces which acts at the boundary of the object or system. Contact forces are normal reaction, friction, tension and applied force. In a Free Body Diagram, internal forces are not drawn, only external forces are drawn. FBD EXAMPLE These are simplified representations of an object (thebody) in a problem, and include force vectors acting on the object. This body isfreebecause the diagram will show it without its surroundings. Lets take Figure 1 to be a pictorial representation of our problem: a boat on the floor, with a rope pulling it. First we will represent the boat the body in our problem as a (really) simplified figure, a square Gravity The first force we will investigate is that due to gravity, and well call it thegravitational force. We know that the acceleration due to gravity (if on Earth) is approximatelyg= 9.8 m/s . The force, by Newtons Second Law isF= mg Wheregis the acceleration due to gravity. Lets add this to our diagram. Note that the force vector, labeledFmg, points downward, as this is the direction in which the gravitation force acts. Note that this force is commonly calledweight. This weight (mg) is different from our everyday use of the word weight (which is known in physics as mass). Normal Thenormal forceone which prevents objects from falling into whatever it is they are sitting upon. It is always perpendicularto the surface with which an object is in contact. For example, if there is a crate on the floor, then we say that the crate experiences a normal forcebythe floor; and because of this force, the crate does not fall into the floor. The normal force on the crate points upward, perpendicular to the floor. It is called the normal force becausenormalandperpendicularmean the same thing. The normal force is always perpendicular to the surface with which a body is in contact. For a body on a sloped surface (say a ramp), the normal force acting on that body is still perpendicular to the slope. In the case of our problem, the ship, we will pretend the ship is being pulled on a floor. (This is because on water there is the complication with another force, buoyancy. For simplicitys sake, we will ignore buoyancy by putting the ship on the floor.) Lets add the normal force to our FBD (Figure), and represent the normal force with the script N,. Friction Related to the normal force is thefrictional force. The two are related because they are both due to the surface in contact with the body. Whereas the normal force was perpendicular to the surface, the frictional force is parallel. Furthermore, friction opposes motion, and so its vector always points away from the direction of movement. Friction is divided into two categories, static and kinetic. These are represented by the script F, with a subscript s for static friction:, and a subscript k for kinetic friction,. As its name suggests,static frictionoccurs when the body is not moving (i.e. static). It is the force which makes it difficult to start something moving. On the other hand, kinetic frictionoccurs when the body is in motion. This is the force which causes objects to slow down and eventually stop. Friction is usually approximated as being proportional to the normal force. The proportionality constant is called the coefficient of (static or kinetic) friction. The constant is represented asfor static friction, andfor kinetic friction; it depends on the actual surface with which the body is in contact. To summarize, Weve added (kinetic) friction to our free body diagram, Figure . Push and Pull Another force which may act on an object could be any physical push or pull. This could be caused by a person pushing a crate on the floor, a child pulling on a wagon, or in the case of our example, the wind pushing on the ship. We will label the push force caused by the wind withFpush Tension Tension in an object results if pulling force act on its ends, such as in a rope used to pull a boulder. If no forces are acting on the rope, say, except at its ends, and the rope itself is in equilibrium, then the tension is the same throughout the rope. We will use the letterTto represent tension in a free body diagram. If we say that our ship is being pulled by a rope at its front end, then we can add this force to our FBD (Figure). And there we have it: all the forces acting on our ship has been labeled in Figure. This is the complete FBD for our problem of a ship being pulled along a floor by a rope Types of supports Structural systems transfer their loading through a series of elements to the ground. This is accomplished by designing the joining of the elements at their intersections. Each connection is designed so that it can transfer, or support, a specific type of load or loading condition. In order to be able to analyze a structure, it is first necessary to be clear about the forces that can be resisted, and transferred, at each level of support throughout the structure. The actual behaviour of a support or connection can be quite complicated. So much so, that if all of the various conditions were considered, the design of each support would be a terribly lengthy process. And yet, the conditions at each of the supports greatly influence the behaviour of the elements which make up each structural system. SUPPORT TYPES The three common types of connections which join a built structure to its foundation are: roller or frictionless,pinned andfixed. A fourth type, not often found in building structures, is known as asimple support. This is often idealized as a frictionless surface). All of these supports can be located anywhere along a structural element. They are found at the ends, at midpoints, or at any other intermediate points. The type of support connection determines the type of load that the support can resist. The support type also has a great effect on the load bearing capacity of each element, and therefore the system. 1. ROLLER SUPPORTS Roller supports are free to rotate and translate along the surface upon which the roller rests. The surface can be horizontal, vertical, or sloped at any angle. The resulting reaction force is always a single force that is perpendicular to, and away from, the surface. Roller supports are commonly located at one end of long bridges. This allows the bridge structure to expand and contract with temperature changes. The expansion forces could fracture the supports at the banks if the bridge structure was locked in place. Roller supports can also take the form of rubber bearings, rockers, or a set of gears which are designed to allow a limited amount of lateral movement. 2. FRICTIONLESS SUPPORTS Frictionless surface supports are similar to roller supports. The resulting reaction force is always a single force that is perpendicular to, and away from, the surface. They too are often found as supports for long bridges or roof spans. These are often found supporting large structures in zones of frequent seismic activity. The representation of a frictionless support includes one force perpendicular to the surface. 3. PINNED SUPPORTS Pinned support can resist both vertical and horizontal forces but not a moment. They will allow the structural member to rotate, but not to translate in any direction. Many connections are assumed to be pinned connections even though they might resist a small amount of moment in reality. It is also true that a pinned connection could allow rotation in only one direction; providing resistance to rotation in any other direction. The knee can be idealized as a connection which allows rotation in only one direction and provides resistance to lateral movement. The design of a pinned connection is a good example of the idealization of the reality. A single pinned connection is usually not sufficient to make a structure stable. Another support must be provided at some point to prevent rotation of the structure. The representation of a pinned support includes both horizontal and vertical forces. 4. FIXED SUPPORTS (CANTILEVER) Fixed supports can resist vertical and horizontal forces as well as a moment. Since they restrain both rotation and translation, they are also known as rigid supports. This means that a structure only needs one fixed support in order to be stable. All three equations of equilibrium can be satisfied. A flagpole set into a concrete base is a good example of this kind of support. The representation of fixed supports always includes two forces (horizontal and vertical) and a moment. 5. SIMPLE SUPPORTS Simple supports are idealized by some to be frictionless surface supports. This is correct in as much as the resulting reaction is always a single force that is perpendicular to, and away from, the surface. However, are also similar to roller supports in this. They are dissimilar in that a simple support cannot resist lateral loads of any magnitude. The built reality often depends upon gravity and friction to develop a minimal amount of frictional resistance to moderate lateral loading. For example, if a plank is laid across gap to provide a bridge, it is assumed that the plank will remain in its place. It will do so until a foot kicks it or moves it. At that moment the plank will move because the simple connection cannot develop any resistance to the lateral loal. A simple support can be found as a type of support for long bridges or roof span. Simple supports are often found in zones of frequent seismic activity. IMPLICATIONS and REACTIONS The following figure shows the analysis of the type of support condition on the deflection behavior and on the location of maximum bending stresses of a beam supported at its ends Simple Beams that are hinged on the left and roller supported on the right. Reference: Book concerned: 1) Engineering Mechanics by D.S. KUMAR 2) Engineering Mechanics by RAJPUT 3) Mechanical Sciences, G. K. Lal and Vijay Gupta, Narosa Publishing ouse Web Site concerned: 1) http://web.mit.edu 2) http://eta.physics.uoguelph.ca 3) http://www.physics.uoguelph.ca

The Perils of Bullying Essay -- social issues, bullying

â€Å"Sticks and stones may break my bones but words will never hurt me.† These words have been repeated countless times, but they are not accurate. In truth, words can kill. Bullying has become a highlighted problem within our society, and bullying in the school systems is even more prominent. According to the news, there are countless cases of bullying, many of which do not have happy endings. The rates of suicide due to bullying are currently higher than they have ever been before. Suicide is the third top causes of death in young people within the United States, averaging at 4,400 deaths a year, with over 50% of these deaths as a result of some sort of bullying. Studies also show that there are 100 suicide attempts for every one successful suicide performed (â€Å"Bullying and Suicide†). These numbers are disturbingly high. Bullying is affecting more kids in ways that some adults may never understand. The fact that words and actions can lead to cutting and suicides is still a distant concept to some and needs to be brought to immediate attention. Laws are now being put into place to prevent these tragedies, but what is really being done to prevent them within the schools or even within the students’ homes? There is a lot of finger pointing when it comes to this topic. But we all want to know what the cause is behind this nationwide crisis and who is responsible for it. A bully can be defined in several ways and this term is sometimes exaggerated. However, according to the Miriam-Webster Dictionary, a bully is defined as â€Å"one habitually cruel to others who are weaker† and bullying is defined as â€Å"to cause (someone) to do something by making threats or insults or by using force†. These are the formal definitions of the term, but the def... ... Retrieved from http://www.bullyingstatistics.org/content/bullying-statistics.html Johnston, J. (2011, April 19). Demi lovato interview: teen star opens up on bulimia, cutting issues. ABC news. Retrieved from http://abcnews.go.com/Entertainment/demi-lovato-interview-teen-star-opens-bulimia-cutting/story?id=13405090 Hamilton, J. (2008). Bullying and hazing. Farmington Hills: Gale and Greenhaven Press. DOI: gale.cengage.com Bullying and suicide. (n.d.). Retrieved from http://www.bullyingstatistics.org/content/bullying-and-suicide.html The roles kids play. (n.d.). Retrieved from http://www.stopbullying.gov/what-is-bullying/roles-kids-play/index.html Bullying definition. (n.d.). Retrieved from http://www.stopbullying.gov/what-is-bullying/definition/index.html Risk factors. (n.d.). Retrieved from http://www.stopbullying.gov/at-risk/factors/index.html