Movie Review - the Kings Speech Essay - 1161 Words

Movie Critique for The King’s Speech I watched The King’s Speech for my movie critique at home. This film tells the story of Prince Albert, the Duke of York, and how he overcame a life-long speech impediment with the help of Lionel Logue, a speech therapist from Australia. The movie begins with Prince Albert (Colin Firth) attempting to deliver a speech written by his father at the closing ceremony of the Empire Exhibition. We find out that the king has already spoken, as well as Prince Albert’s older brother, the Prince of Wales, and now the Duke of York must speak. As he begins the speech, it becomes clear that he has a debilitating stutter. The scene following shows what I assume is one of many failed treatments by a specialist to†¦show more content†¦There is a montage of Prince Albert and Lionel Logue going through vocal training and we see Prince Albert slowly starting to improve and gain confidence. King George V (Michael Gambon) dies shortly after Prince Albert has commenced treatment, and Albert’s brother is placed on the throne as King Edward VIII. The new king is intent on continuing his relationship with the American divorcà ©e Wallis Simpson (Eve Best), against the wishes of the government. When forced to choose between Mrs. Simpson and retaining his position on the throne, King Edward chooses to abdicate, which elevates Prince Albert to the position of king. The new king realizes he needs the assistance of Lionel Logue now more than ever. In September of 1939, England declares that they are entering war with Nazi Germany, and King George VI (formerly Prince Albert) must address the people of Britain and the Empire. To help himself get through the speech, King George acts as if he’s delivering the speech to Lionel and not the millions of people hearing the speech via radio. The speech is viewed as a great success. We are told that Lionel Logue continued to support King George during his speeches throughout World War II. (The Kings Speech) One of the principals of verbal communication I observed in this movie is Politeness and Gender (DeVito 106). Although the book gives examples of women being more likely to be polite and for men to be indirect, in the movie, the roles are reversed and the Duchess ofShow MoreRelatedGenre Analysis of Movie Review Essay3976 Words   |  16 Pages1. Introduction In recent years, movie class plays a more and more important role in English teaching in China. Most teachers require students to write movie reviews after watching the movie. However, how to write movie review is still remain unclear to students. Some student download a review from the internet, and some write a summary of the movie instead. Genre analysis is a system of analysis by which observations are made on the repeated communicative functions found in genres and on theRead MoreFilm Review of Richard Loncraines Adaptation of William Shakespeares Richard III1221 Words   |  5 PagesFilm Review of Richard Loncraines Adaptation of William Shakespeares Richard III Civil war divides the nation the first caption we see at the onset of this adaptation of Shakespeares Richard III sets the tone for scenes to come later in the movie. It starts by focusing on Shakespeares underlying tone regarding Richard as somewhat an outlandish character to be mocked and amused by. Enter Richard to stab Edward in his war room at Tewkesbury in his tank. He then fills Edward full ofRead MoreWorking As A Contracts Coordinator At Triacle Clinical Services1352 Words   |  6 Pagesopponent’s confidence of the firm. 2. Please select one of our practice areas and identify a current legal issue or legislative change which has interested you. Why is this important for our clients in this practice area? - 250 This year’s Queen’s Speech has outlined Government’s plans to introduce the Neighbourhood Planning and Infrastructure Bill which might affect Bircham Dyson Bell’s Planning and Infrastructure team. Alongside other improvements, the Bill will establish the National InfrastructureRead MoreFilm Festival At Antelope Valley College3497 Words   |  14 Pagesthis situation. This assignment also gave me the opportunity to reassess the validity of some films that I thought I had liked but upon second analysis, might not hold in such high regard. In the end the films I chose are Juno, High Noon, The King’s Speech, Exit Through the Gift Shop, Dr. Strangelove or: How I Learned to Stop Worrying and Love the Bomb, and Apocalypse Now. The Lancaster and the Antelope Valley area in general is known for its’ highest Veterans per capita. The town frequently tipsRead MoreThe Final Project : Being Black Essay1674 Words   |  7 Pagesconversation when societal issues with the police, judicial system and family deterioration. Blacks are a large minority and while they have been surpassed by the number of Hispanics within the U.S., it is still has its own subculture known for its speech, music, food, style, Black Entertainment Television (BET), literature and art. The denial of white culture is difficult to avoid when reality is studied. In the book, Lifting the White Veil, Jeff Hitchcock explains that blacks believe in expressionRead MoreAfrican American Civil Rights Act2723 Words   |  11 Pageslevel is to prevent race from appearing as a suitable indicator that self-interested agents would take into account in making a whole range of decisions. Only this would lead to the achievement of a â€Å"colour-blind† society, in fact one of Martin Luther King’s great hopes for the post-Civil Rights Movement age in America. Conversely, this very â€Å"colour-blind† society underpinned the neocoservatists rejection of the ideals of Affirmative action. Quinn, Eithne. Closing Doors: Hollywood, Affirmative actionRead MoreLion King vs. Hamlet2415 Words   |  10 Pagestransformation†¦ †¦Draw him on to pleasures, and to gather,   So much as from occasion you may glean QUEEN. For the supply and profit of our hope,      Your visitation shall receive such thanks   As fits a kings remembrance. (2.2.3-5, 15-16, 24-26) The hyenas were also servants to scar, used to kill Simba. In the movie it was shown that the hyenas were just too stupid to complete the murder of Simba. In Hamlet, Claudius hired Rosencrantz and Guildenstern to transport hamlet to England to be killed. Hamlet wasRead MoreThe Struggle Of The World War II On The Film The Owl / Hollywood Vision 2701 Words   |  11 Pagesdiminish racial tensions which not only provided the Axis fuel for its propaganda engine but also could weaken wartime cohesion. 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Analysis Of The Poem Not Waving But Drowning By Stevie...

Five Poem Assignment 1. â€Å"Not Waving but Drowning† by Stevie Smith has three stanzas, all of which are quatrains and are rhymed abcb . The genre is a lyric and the theme is death and isolation. In the beginning of the poem, the narrator tells us that nobody heard the drowning man or his recounting moans for help yet he continued to cry, waving his arms hoping someone would come and save him. By waving his arms the crowd believed that this was just a friendly gesture so we can interpret that at that very moment the man drowning was already a goner. In the second stanza it gets quite hazy because we are unaware if the speaker at this moment is the narrator of the poem or if it is the voice of those in the crowd watching the drowning. The†¦show more content†¦He settles on a painting, Brueghel s, â€Å"Icarus†, which hangs in the Musee de Beaux Arts in Brussels. Auden begins to discuss the different parts and structures of the painting and how the ideas coming from the painting are showing the indifference of humankind. This painting visually represents the thoughts of destruction that occur in life and how it is quite leisurely talked about. Irony is depicted in the poem in final 2 lines when the ship fails to notice â€Å" something amazing, a boy falling out of the sky† as it â€Å" Had somewhere to get to and sailed calmly on.† This statement is ironic because it is saying that suffering is all around us but it is up to us whether we want to notice it or take responsibility for it. 3. â€Å"Facing It† by Yussef Komunyakaa has one stanza and is a free verse poem. The genre is a lyric and the theme is war and survival. The poem describes a visit to the vietnam memorial in Washington D.C, by an African American veteran who experiences the post-traumatic stresses of war. â€Å"Facing it† is a meaningful title because it is about facing the survival of war. The visit to the Memorial is an emotional experience for the narrator and once he reaches the stone wall, he sees his reflection and the image he sees depicts his own memories of the war. He promises himself that he will not cry but the â€Å"survivor guilt† takes over. Most of the emotional distress comes from the guilt of surviving while others unfortunately die. The narratorShow MoreRelatedPoem Analysis : Not Waving But Drowning1263 Words   |  6 Pages The poem Not Waving but Drowning was published in 1957 and is one of Stevie Smith s most well-known poems. Reading the poem, some may feel a chill of desperation and a sense of longing for someone. The plot of the story is a man s journey to a place of despair ,and no matter what the man accomplishes he will eventually drown.Stevie Smith s Not waving but Drowning uses figures of speech such as imagery, and allegory. The imagery adds a visual to what the characters world is like in his eyes,Read MoreStudy Notes on Out of the Blue by Simon Armitage3230 Words   |  13 PagesAnalysis of the poem Simon Armitages poem Out of the Blue is taken his from 2008 anthology of the same name. According to the books publishers, the poems in the anthology are presented in the form of a respone to  three separate conflicts, all of which have  changed the  world we live  in. Told from the point of view of an English trader working in the North Tower of the World Trade Centre, the poem forms part of the film Out Of The Blue  commissioned by Channel 5 and broadcast five years after

Curriculum Guide free essay sample

These 4 common competencies are covered separately in 4 Lessons. As shown below, each Lesson is directed to the attainment of one, two, three or four learning outcomes: Lesson 1 – Using of Tools and Bakery Equipment LO1. Prepare tools and equipment for specific baking purposes. Lesson 2 – Performing Mensuration and Calculation LO 1. Familiarize oneself with the table of weights and measures in baking. LO 2. Apply basic mathematical operations in calculating weights and measures. LO 3. Measure dry and liquid ingredients accurately. Lesson 3 – Maintaining Tools and Equipment LO 1. Check condition of tools and equipment. LO 2. Perform basic preventive. LO 3. Store tools and equipment. Lesson 4 – Practice Occupational Health and Safety Procedure LO 1. Identify hazards and risks. LO 2. Evaluate hazards and risks. LO 3. Control hazards and risks. LO 4. Maintain occupational health and safety awareness. Your success in this exploratory course on Bread and Pastry Production is shown in your ability to perform the performance standards found in each Lesson. 1NATIONAL CERTIFICATE (NC) is a certification issued to individuals who achieved all the required units of competency for a national qualification as defined under the Training Regulations. NCs are aligned to specific levels within the PTQF. (TESDA Board Resolution No. 2004-13, Training Regulations Framework) NATIONAL CERTIFICATE LEVEL refers to the four (4) qualification levels defined in the Philippine TVET Qualifications Framework (PTQF) where the worker with: a. NC I performs a routine and predictable tasks; has little judgment; and, works under supervision; b. NC II performs prescribed range of functions involving known routines and procedures; has limited choice and complexity of functions, and has little accountability; BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 2 2 How Do You Use This Module? This Module has 4 Lessons. Each Lesson has the following parts. ? ? ? ? ? ? ? ? ? ? ? Learning Outcomes Performance Standards Materials/Resources Definition of Terms What Do You Already Know? What Do You Need to Know? How Much Have You Learned? How Do You Apply What You Learned? How Well Did You Perform? How Do You Extend Your Learning? References To get the most from this Module, do the following. 1. Read the Learning Outcome/s and Performance Standards. These tell you what you should know and be able to do at the end of this Module. 2. Find out what you already know by taking the Pretest then check your answer against the Answer Key. If you get 99 to 100% of the items correctly, you may proceed to the next Lesson. This means that you need not go through the Lesson because you already know what it is about. If you failed to get 99 to 100% correctly, go through the Lesson again and review especially those items which you failed to get. 3. Accomplish the required Learning Activities. They begin with one or more Information Sheets. An Information Sheet contains important notes or basic information that you need to know. After reading the Information Sheet, test yourself on how much you learned by means of the Self-check. Refer to the Answer Key for correction. Do not hesitate to go back to the Information Sheet when you do not get all test items correctly. This will ensure your mastery of basic information. 4. Demonstrate what you learned by doing what the Activity/Operation/Job Sheet directs you to do. 5. You must be able to apply what you have learned in another activity or in real life situation. 6. Accomplish the Scoring Rubrics for you to know how well you performed. Each Lesson also provides you with references and definition of key terms for your guide. They can be of great help. Use them fully. If you have questions, ask your teacher for assistance. BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 3 3 . LESSON 1 Use tools and bakery equipment LEARNING OUTCOMES: At the end of this Lesson, you are expected to do the following: LO 1. prepare tools and equipment for specific baking purposes. BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 4 4 Definition of Terms Baking – the process of cooking food by indirect heat or dry heat in a confined space as in heated oven using gas, electricity, charcoal, wood, or oil at a temperature from 250 oF- 450 oF Batter – a flour mixture that can be stirred or poured Convection oven – stove in which a fan circulates heated air through the oven for fast, even cooking. Discard – to get rid of as of being no further use Dough – a flour mixture that can be rolled or kneaded Dutch oven – a brick oven Igniter – the carborundum rod used to initiate the discharge in an ignitron tube Microwave oven – an oven that utilizes electromagnetic energy below the magnetic spectrum Mixing – to bring together into uniform mass Pre-heat – to heat (an oven, for example) before hand Sift – separating course particles in the ingredient by passing through a sieve or sifter BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 5 5 LEARNING OUTCOME 1 Prepare tools and equipment for specific baking purpose PERFORMANCE STANDARDS ? Baking tools and equipment are identified based on their uses. What Do You Already Know? Let us determine how much you already know about preparing tools and equipment. Take this test. Pretest LO 1 Direction: Match column A with Column B. Write the letters only. A. 1. 2. used for baking loaf bread has sloping sides used for mixing ingredients and comes in graduated sizes 3. a stack oven 4. used for cutting biscuit or doughnuts 5. used to hold ingredients together 6. it is also called mixing spoon 7. used for cutting fat with flour in the preparation of pies and pastries 8. used for beating eggs or whipping cream 9. use for cutting dough when making pastries 10. used for icing cakes BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 6 B a. b. wooden spoon pastry blender c. d. e. f. g. mixing bowls pastry wheel spatula egg beater doughnut cutter h. i. deck oven loaf pan j. utility tray 6 What Do You Need To Know? Read Information Sheet 1. 1 very well then find out how much you can remember and how much you learned by doing Self-check 1. 1. Information Sheet 1. 1 BAKING TOOLS AND EQUIPMENT AND THEIR USES 1. Baking wares – are made of glass or metal containers for batter and dough with various sizes and shapes. Cake pans comes in different sizes and shapes and may be round square rectangular or heart shaped. 1. Tube center pan – deeper than a round pan and with a hollow center, it is removable which is used to bake chiffon type cakes 2. Muffin pan has 12 formed cups for baking muffins and cup cakes 3. Pop over pan – is used for cooking pop over 4. Jelly roll pan – is shallow rectangular pan used for baking rolls 5. Bundt pan – is a round pan with scalloped sides used for baking elegant and special cakes 6. Custard cup – is made of porcelain or glass used for baking individual custard BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 7 7 7. Griddle pans – are used to bake griddles 8. Loaf Pan – is used to bake loaf bread 2. Biscuit and doughnut cutter – is used to cut and shape biscuit or doughnut. 3. Cutting tools – include a knife and chopping board that are used to cut glazed fruit, nuts, or other ingredients in baking. 4. Electric mixer – is used for different baking procedure for beating, stirring and blending. 5. Flour sifter – is used for sifting flour. 6. Grater – is used to grate cheese, chocolate, and other fresh fruits. 7. Kitchen shears are used to slice rolls and delicate cakes. 8. Measuring cups –consist of two types namely: a. A graduated cup with fractions (1, 3/4, 2/3, ? , 1/3, ? , 1/8) marked on each side. b. A measuring glass made of transparent glass or plastic is more accurate for measuring. 9. Measuring spoons – consist of a set of measuring spoons used to measure small quantities of ingredients. 10. Mixing bowl – comes in graduated sizes and has sloping sides used for mixing ingredients. BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 8 8 11. Mortar and Pestle – is used to pound or ground ingredients. 12. Paring knife – is used to pare or cut fruits and vegetables into different sizes. 13. Pastry bag – a funnel shaped container of icing or whipped cream 14. Pastry blender – has a handle and with wire which I used to cut fat or shortening in the preparation of pies, biscuits or doughnuts. 15. Pastry brush – is used in greasing pans or surface of pastries and breads. 16. Pastry tip- is a pointed metal or plastic tube connected to the opening of the pastry and is used to form desired designs. 17. Pastry wheel – has a blade knife used to cut dough when making pastries. 18. Rotary egg beater – is used in beating eggs or whipping cream. 19. Rolling pin – is used to flatten or roll the dough. 20. Rubber scrapper – is used to remove bits of food in side of the bowl. 21. Spatula – comes in different sizes; small spatula are used to remove muffins and molded cookies from pans which is 5 to 6 inches; large spatula for icing or frosting cakes; flexible blade is used for various purposes. BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 9 9 22. Strainer – is used to strain or sift dry ingredients. 23. Timer – is used to in timing baked products, the rising of yeast and to check the doneness of cakes. 24. Weighing scale –is used to measure ingredients in large quantities. 25. Utility tray – is used to hold ingredients together. 26. Wire whisk – is used to beat or whip egg whites or cream. 27. Wooden spoon – is also called mixing spoon which comes in various sizes suitable for different types of mixing. OTHER BAKING TOOLS 1. Cake decorator (Cylindrical) – is used in decorating or designing cake and other pastry products. 2. Cookie press – is used to mold and shape cookies. OVENS Ovens are the workhorses of the bakery and pastry shop and are essential for producing the bakery products. Ovens are enclosed spaces in which food is heated, usually by hot air. Several kinds of ovens are used in baking. A. DECK OVENS are so called because the items to be baked either on sheet pans or in the case of some bread freestanding are placed directly on the bottom, or deck of oven. This is also called STACK OVEN because several may be stacked on top of one another. Breads are baked directly on the floor of the oven and not in pans. Deck oven for baking bread are equipped with steam ejector. BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 10 10 1. RACK OVEN is a large oven into which entire racks full of sheet pans can be wheeled for baking. DECK OVEN RACK OVEN 2. MECHANICAL OVEN The food is in motion while it bakes in this type of oven. The most common types are a revolving oven, in which his mechanism is like that of a Ferris wheel. The mechanical action eliminates the problem of hot spots or uneven baking because the mechanism rotates throughout the oven. Because of its size it is especially used in high volume operations. It can also be equipped with steam ejector. 3. CONVECTION OVEN contains fans that circulate the air and distribute the heat rapidly throughout the interior. Strong forced air can distort the shape of the products made with batter and soft dough. BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 11 11 OTHER BAKING EQUIPMENT Dutch oven is a thick-walled (usually cast iron) cooking pot with a tight-fitting lid. Dutch ovens have been used as cooking vessels for hundreds of years. They are called â€Å"casserole dishes† in English speaking countries other than the USA, and cocottes in French, They are similar to both the Japanese tetsunabe and the Sac, a traditional Balkan cast-iron oven, and are related to the South African Potjie and the Australian Bedourie oven. BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 12 12 How Much Have You Learned? Self-Check 1. 1 Direction: Read the given recipe carefully and list down all the tools that you need to prepare in order to finish the activity. BUTTER CAKE Ingredients: 3 1/4 cups cake flour 1 cup butter 8 eggs 4 tsp. baking powder 1 ? cups sugar 1 cup milk 1 tsp. vanilla Procedure: 1. Sift the dry ingredients together except the sugar. 2. In a large bowl, cream the shortening until light and fluffy. 3. Blend eggs one at a time and beat well after each addition. 4. Add vanilla to the milk. 5. Add dry ingredients and liquid ingredients alternately to the creamed mixture, beginning and ending with dry ingredients. 6. Bake at 375 for 20 t0 30 minutes. 7. Cool the cake, invert and the paper lining. List down the tools and equipment needed. 1. ___________ 2. ___________ 3. ___________ 4. ___________ 5. ___________ 6. __________ 7. __________ 8. __________ 9. __________ 10. __________ Refer to the Answer Key. What is your score? BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 13 13 How Do You Apply What You Have Learned? Show that you learned something by doing this activity. Operation Sheet 1. 1 How to light or operate an oven LO1 : PREPARE TOOLS AND EQUIPMENT FOR SPECIFIC BAKING PURPOSE Materials, Tools and Equipment : Match or Igniter, oven Procedure : 1. Hold a lighted match or igniter safely near the burner tube of the oven. 2. At the same time push and turn the oven knob in a counterclockwise direction towards the desired oven temperature setting. REMINDER: Should the initial lighting fail, turn to its â€Å"OFF† position immediately and allow the accumulated to be dispersed before re- ignition. Always close the oven door gently and with care. Letting the door to slam may affect the rise of the cake being baked. BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 14 14 How Well Did You Perform? Find out by accomplishing the Scoring Rubric honestly and sincerely. Remember it is your learning at stake! Learners Name Date Competency: Use of Tools and Bakery Equipment Test Attempt How to light an oven 1st 2nd 3rd OVERALL EVALUATION Directions: Level Achieved PERFORMANCE LEVELS Ask teacher to assess your 4 Can perform this skill without performance in the following supervision and with initiative and critical task and performance adaptability to problem situations. criteria below 3 Can perform this skill satisfactorily You will be rated based on the without assistance or supervision. overall evaluation on the right side. 2 Can perform this skill satisfactorily but requires some assistance and/or supervision. 1 Can perform parts of this skill satisfactorily, but requires considerable assistance and/or supervision. Teacher will initial level achieved. PERFORMANCE STANDARDS For acceptable achievement, all items should receive a Yes or N/A response. 1. Baking tools and equipment are identified based on their uses. BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 15 Yes No N/A 15 Read the Information Sheet 1. 2 very well then find out how much you can remember and how much you learned by doing Self-check 1. 2. Information Sheet 1. 2 CLASSIFICATION OF BAKING TOOLS AND EQUIPMENT A. OVENS Convection ovens Rotary ovens Deck or Cabinet Microwave Oven E. MIXING TOOLS Mixing Bowls Wooden spoon Rubber scrapper Electric and handy mixer Rotary egg beater B. OTHER BAKING EQUIPMENT Bread toaster Double broiler Dutch oven F. CUTTING TOOLS Pastry blender Pastry wheel Biscuit and doughnut cutter Kitchen shears Chopping boards Paring knife C. PREPARATORY TOOLS Flour sifter Grater Pastry brush Spatula Rolling pin Pastry cloth Pastry tips Utility tray G. BAKING PANS Tube center pan Muffin pan Cake pans (round, square, rectangle, or heart shaped) Jelly roll pan Bundt pan Custard cup Griddle pans Pop over pans Macaroon molders Baking sheets D. MEASURING TOOLS Measuring cups Measuring spoons Weighing scale Measuring cups for liquid ingredients Timer BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 16 16 How Much Have You Learned? Self-Check 1. 2 Directions: Classify the following tools based on their usage. Write the letter of your answer in the space before the number. A. Baking equipment B. Preparation C. Mixing D. Cutting E. Measuring F. Baking Pans _____ 1. Custard cups _____ 2. Flour sifter _____ 3. Bread toaster _____ 4. Wooden spoon _____ 5. Muffin pan _____ 6. Grater _____ 7. Set of measuring spoon _____ 8. Electric or handy mixer _____ 9. Spatula _____10. Pastry blender _____11. Rolling pin _____12. Weighing scale _____13. Macaroon molder _____14. Bundt pan _____15. Pastry brush How Do You Extend Your Learning? Assignment Sheet 1. 2 Bring pictures of different tools and equipment in baking and classify them. Paste on a short bond paper. Congratulations! You did a great job! Rest and relax a while then move on to the next lesson. Good luck! REFERENCES LO1 ? ? ? ? SEDP Series. Home Technology Food Management and Service pp. 45-50 Rojo, Cruz, and Duran Home Economics III pp. 76-79 General Heat Corporation La Germania Cooking Range Manual p. 8 -9 Dr. Nerisa B. Viola Instructional Materials in Baking pp. 23-24 BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 17 17 LESSON 2 Perform mensuration and calculation LEARNING OUTCOMES: At the end of this Lesson, you are expected to do the following: LO 1. familiarize yourself with the table of weights and measures in baking; LO 2. apply basic mathematical operations in calculating weights and measures; and LO 3. measure dry and liquid ingredients accurately. BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 18 18 Definition of Terms Bushel – any of various unit of measure of capacity Confectioner sugar –very fine or powdered sugar Granulated sugar – sugar in granular form Lump – a firm irregular mass Mass – undefined quantities upon which all physical measurements are based Ounce – a unit of weight equal to 1 /16 of a pound (28. 35 grams) Peck – a little – used dry measure, one quarter of a bushel for measuring grain Pound – a unit of measure of mass equal to 1 /16 ounce Shortening – butter or fat etc. is used to make pastry or cake crispier or flakier Sift – to separate or strain the finer from the coarser particle of a material using a sieve or a sifter BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 19 19 LEARNING OUTCOME 1 Familiarize oneself with the table of weights and measures in baking PERFORMANCE STANDARDS ? Standard table of weights and measures are identified and applied. What Do You Already Know? Let us determine how much you already know about familiarizing oneself with the table of weights and measures in baking. Take this test. Pretest LO 1 Directions: Give the equivalent of the following measurement 1. 1 cup 2. 6 tbsp. 3. 1 tbsp. 4. 2 cups 5. 4 cups 6. ? cup 7. 1 kilo 8. 1 pound 9. 8 cups 10. ? cup = _______ T = _______ cup = _______ teaspoon = _______ pint = _______ quart = _______ T = _______ lbs. = _______ ounces = _______ quarts = _______ T BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 20 20 What Do You Need To Know? Read Information Sheet 1. 1 very well then find out how much you can remember and how much you learned by doing Self-check 1. 1. Information Sheet 1. 1 STANDARD TABLE OF WEIGHT AND MEASURES 1 tablespoon (T or tbsp) 2 tablespoon 4 tablespoon 5 1/3 tablespoon ? cup plus2 tablespoons 16 tablespoon 2 cups 4 cups 16 ounces = = = = = = = = = 3 teaspoon ( t or tsp. ) 1/8 cup ? cup 1/3 cup 7/8 cup 1 cup( c. ) 1 pint 1 quart 1 pound COMMON UNITSOF WEIGHT 1 pound ( lb. ) 1 ounce 1 kilogram ( kg. ) 1 gram 1 medium orange 1 medium apple 14 oz. can condensed milk 14 oz, can evaporated milk 1 lb. brown sugar 1 lb. confectioner sugar 1 lb. confectioner sugar 1 lb. nuts 1 lb. dried nuts 5 whole eggs 12 egg yolks 8 egg whites = = = = = = = = = = = = = = = = 463. 59 grams 28. 35 grams 2. 21 pounds .035 ounces ? to ? cup ( slice ) 1 cup slice 1 ? cups 1 2/3 cups 2 ? cups (packed) 3 ? cups 2 ? cups 4 ? cups 2 cups 1 cup 1 cup 1 cup COMMON UNITS OF VOLUME 1 bushel (bu ) 1 peck (pk ) 1 gallon (gal. ) 1 quart 1 teaspoon ( tsp. or t. ) 1 tablespoon (T. or tbsp. ) = = = = = = = 4 pecks 8 quarts 4 quart 2 pints 964. 4 milliliters 4. 9 milliliters ? fluid ounce 14. 8 milliliters BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 21 21 15 ounces raisins 1 pound dates ? pint whipping cream = = = 3 cups 2 ? 3 cups 2 cups whipped creams How Much Have You Learned? Self-Check 1. 1 Directions: Write your answers on a separate sheet of paper. 1. 2 cups 2. 6 cups 3, 2 kilo 4. ? c 5. 3 cups 6. 2 pounds 7. 4 tablespoon 8. 2 gallon 9. 1/8 cup 10. 2 gram = _________Tbsp = _________quarts = _________ lbs. = _________ tablespoon = _________ pints = _________ ounces = _________ cup = _________ quarts = _________ tablespoon = _________ ounces. Refer to the Answer Key. What is your score? BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 22 22 LEARNING OUTCOME 2 Apply basic mathematical operations in calculating weights and measures PERFORMANCE STANDARDS ? Accurate conversion / substitution of weights and measure are performed. What Do You Already Know? Let us determine how much you can apply basic mathematical operations in calculating weight and measures. Take this test. Pretest LO 2 A. Directions: Give the substitute equivalent of the following ingredients. Use a separate sheet to your answer. 1. 2 T all purpose flour 2. 1 cup cake flour sifted 3. 1 square unsweetened chocolate 4. 1 whole egg 5. 1 cup coffee cream (20 percent) = _____ T cornstarch = _____ cup all purpose flour sifted = _____ T cocoa and ____ T fat = _____ egg yolks = ______ cup milk and _____ T butter B. Identification. Write the word that is described or referred to. _____ 1. It is added to sweet milk in order to produce a sour milk. _____ 2. It is what you add to lard to produce a substitute for butter. _____ 3. This will serve as your substitute for honey. _____ 4. The most common cornstarch substitute for thickening. _____ 5. This is what you need to add to cocoa to produce chocolate substitute. Refer to the Answer Key. What is your score? BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 23 23 What Do You Need To Know? Read the Information Sheet 2. 1 very well then find out how much you can remember and how much you learned by doing Self-check 2. 1. Information Sheet 2. 1 CONVERSION / SUBSTITUTION OF WEIGHTS AND MEASURES 1 tablespoon all purpose flour†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 1/2 tablespoon cornstarch, potato starch, rice starch or arrowroot starch 1 tablespoon cornstarch†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 2 tablespoon all purpose flour 1 cup sifted cake flour†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 7/8 cup all purpose flour sifted, 1cup all purpose flour minus 2 tablespoon. 1 cup sugar granulated †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦1 1/3 cup brown sugar, lightly packed, 1 ? cup corn syrup minus ? cup liquid, 1 cup honey minus ? to 1/3 cup liquid 1 cup honey †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 1 ? cup sugar plus 1 /2cup liquid 1 ounce chocolate †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3 tablespoon cocoa plus 1 tablespoon fat 1 tablespoon baking powder †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. ? teaspoon baking soda plus ? cup fully soured milk or lemon juice mixed with sweet milk to make ? cup, ? teaspoon baking soda plus ? to ? cup molasses, ? cream of tartar 1 teaspoon active dry yeast †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦1 package (7gram) dry yeast compressed yeast cake 1 whole egg †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 2 egg yolks or 3 tablespoon thawed from frozen eggs, 2 ? tablespoon sifted dry whole eggs powder plus 21/2 tablespoon lukewarm water 1 egg yolk †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦. 1 1/3 tablespoon frozen egg yolk 1 egg white †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2 tablespoon frozen egg white, 2 teaspoon dry egg yolk powder plus 2 teaspoon water 1 square unsweetened chocolate†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3 tablespoon cocoa plus 1 tablespoon fat 1 cup butter †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 1 cup margarine,7/8 to 1 cup hydrogenated fat plus ? teaspoon of fat, 7/8 cup of lard plus ? teaspoon salt 1 cup coffee cream ( 20 percent )†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3 tablespoons butter plus about 7/8 cup milk 1 cup heavy cream ( 40 percent )†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 1/4 cup butter plus 3 /4 cup of milk 1 cup whole milk †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 1 cup reconstituted non- fat dry milk plus 2 ? teaspoons of butter or margarine 1 cup milk†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 3 tablespoon of sifted non- fat dry milk plus 1 cup water, 6 tablespoons of sifted crystals plus 1 cup water 1 cup butter milk or sour milk †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 1 tablespoon of vinegar or lemon juice plus enough sweet milk to make1 cup (let stand for 5 minutes), 1 ? teaspoon of cream of of tartar plus1 cup of sweet milk BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 24 24 Oven temperatures  °C =  °F-32 X 5/9  °F =  °C x 9/5 + 32 TEMPERATURE CONVERSION TABLE  °CENTIGRADE (  °C ) TO  °FARENHEIT (  °F ) 50 122 60 140 70 158 80 176 90 194 100 212 110 120 130 140 150 160 230 248 266 284 302 320 BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 25 170 180 190 200 210 220 338 356 374 392 410 428 230 240 250 260 270 280 446 464 482 500 518 536 25 How Much Have You Learned? Self-Check 2. 1 I. Directions: Use the formula in converting degrees Centigrade to degrees Fahrenheit and Fahrenheit to Centigrade. Show your computation. Five points each. C = F – 32 x 5 / 9 F = C x 9 / 5 + 32 1. 100 degrees Centigrade to degrees Fahrenheit. 2. 320 degrees Fahrenheit to degrees Centigrade. II. Analogy : Fill in the blanks with the correct answer. Use a separate sheet for your answers. 1. 1C butter 1 ? butter : : 1C margarine _____ margarine 2. 1C milk ? C milk : : 6T sifted crystals + 1C water _____sifted crystal + _____water 3. 1T cornstarch ?T cornstarch : : 2T all purpose flour _____ all purpose flour 4. 1oz chocolate ? oz chocolate : : 3T cocoa + 1T fat _____ cocoa + _____ fat 5. 1T all purpose flour 3T all purpose flour : ? T rice starch _____ rice starch Refer to the Answer Key. What is your score? BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 26 26 LEARNING OUTCOME 3 Measure dry and liquid ingredients accurately PERFORMANCE STANDARDS ? Reading of measurement is practiced accurately. What Do You Already Know? Let us determine how much you already know about measuring dry and liquid ingredients accurately. Take this test. Pretest LO 3 Directions: Write the word or group being defined or described. _____1. This is packed when measuring; it follows the shape of the cup when inverted. _____2. This is used to measure liquid ingredients. _____3. Use to level ingredients when measuring. _____4. This is to be removed in brown sugar and to be rolled with rolling pin. _____5. What not to do in a cup full of flour to avoid excess measurement. _____6. This is how to fill the cup when measuring. _____7. This is not to be done with the cup when measuring liquid ingredients. _____8. This is used to level dry ingredients in the absence of the spatula. _____9. It is the way of removing lumps in the baking powder or baking soda. _____10. This step is not necessary in sugar unless it is lumpy. BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 27 27 What Do You Need To Know? Learn how to measure and calculate accurately. Do Operation Sheet 3. 1. Operation Sheet 3. 1 MEASURING DRY AND LIQUID INGREDIENTS ACCURATELY Materials: 1. Dry ingredients Flour, granulated sugar, brown sugar, baking powder and soda 2. Liquid ingredients Water, milk 3. Measuring tools Graduated measuring cup, measuring spoons, weighing scale, individual measuring cup 4. Others Spatula, tray, sifter A. Flour 1. Sift the flour. 2. Scoop to fill the measuring cup to overflow. Do not shake. 3. Level off with spatula. BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 28 28 B. Sugar White sugar 1. Sifting is not necessary before measuring unless it is lumpy. 2. Fill the measuring cup until over flowing. Do not shake the cup. 3. Level off with the spatula Brown Sugar 1. Check if the sugar is lumpy before measuring. Rolll out the lumps. Remove the dirt. 2. Scoop into the measuring cup and pack compactly until it follows the shape when inverted. C. Powdered Food (baking powder and baking soda) 1. Remove the lumps in the powder by stirring. 2. Dip the measuring spoon into the powder 3. Level with spatula or back edge of the knife or right in the can opening. D. Shortening Solid fats 1. Fill the measuring cup/spoon with the shortening while pressing until it is full. BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 29 29 2. Level the fat with a straight of a knife or spatula Liquid fats 1. Pour oil in the glass measuring cup. 2. Check if it is filled up to the measuring mark. Do not lift the cup when measuring. E. Milk Liquid Form 1. Pour milk into the glass measuring cup up to the measuring mark. Do not lift the cup. Powdered milk 1. Remove lumps in milk by stirring. BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 30 30 2. Scoop lightly to fill the measuring cup or spoon without shaking until it overflows. 3. Use the spatula or the straight edge of the knife to level the measurement. How Do You Apply What You Have Learned? Show that you learned something by doing this activity. Activity Sheet 3. 1 Direction: Show to the class the proper measuring of the following ingredients. 1. Oil 2. White sugar 3. Baking powder and baking soda 4. Evaporated milk 5. Flour BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 31 31 How Well Did You Perform? Find out by accomplishing the Scoring Rubric honestly and sincerely. Remember it is your learning at stake! Learners Name Date Test Attempt Competency: Perform mensuration and calculation 1st Directions: Ask teacher to assess your performance in the following critical task and performance criteria below You will be rated based on the overall evaluation on the right side. 2nd 3rd OVERALL EVALUATION Level Achieved PERFORMANCE LEVELS 4 Can perform this skill without supervision and with initiative and adaptability to problem situations. 3 Can perform this skill satisfactorily without assistance or supervision. 2 Can perform this skill satisfactorily but requires some assistance and/or supervision. 1 Can perform parts of this skill satisfactorily, but requires considerable assistance and/or supervision. Teacher will initial level achieved. Congratulations! You did a great job! Rest and relax a while then move on to the next lesson. Good luck! REFERENCES LO1 ? Rojo, Cruz, and Duran Home Economics III p. 83 LO 2 ? ? Rojo, Cruz, and Duran Home Economics III pp. 86 -87 General Heat La Germania Instruction Manual p. 9 LO 3 ? ? Rojo, Cruz, and Duran Home Economics III pp. 84 -85 htpp: images. yahoo. com/search/images BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 32 32 LESSON 3 Maintain tools and equipment LEARNING OUTCOMES: At the end of this Lesson, you are expected to do the following: LO 1. check condition of tools

Tok on the Limits of Knowledge free essay sample

â€Å"the vocabulary we have does more than communicate our knowledge; it shapes what we can know’. Evaluate this claim with reference to different areas of knowledge. † At first glance this title seems to be ridiculous. Our vocabulary can have complete control over what we can know’. It seems unlikely that there is knowledge that cannot be obtained due to the limits of our vocabulary. However when you look at this in depth it seems to be true. What is vocabulary? Vocabulary are the words we use. Vocabulary has a connection to the word itself and what’s behind it. Say the word cow. The word â€Å"cow† is merely just a noise. But we automatically connect this word to the animal. Every word has this â€Å"magical touch† to it. Thinking about vocabulary this way we can begin to see that knowledge is shaped by vocabulary because the words we have have individual meanings behind them. We will write a custom essay sample on Tok on the Limits of Knowledge or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Without any vocabulary to represent unfound knowledge is there no way for it to be discovered? Different areas of knowledge argue against this idea. Human sciences allow us to perceive and have different observations of vocabulary. If vocabulary can hold different meanings and perceptions to different people and cultures this could potentially allow knowledge to break past the barrier of language. Language also holds its own set of rules. These rules (Context, comprehension, grammar ) can alter the meanings of words to once again allow for different meanings. Language seems to be solid and rule bound. But this is not the case, Language is creative and open-ended. One problem it is faced with is that what one person means when they say something may not be what another person understands when they hear it. This allows for millions of different interpretations. interpretation is very important to the understanding of knowledge. Knowledge runs hand in hand with language, If we fail to interpret On the basis, a general understood meaning allows us to maintain knowledge whereas these new meaning can help us discover knowledge. Language surrounds us wherever we go yet we fail to realize it, yet again it plays one of the biggest roles in human life. We use language in almost everything we do. Language is so important because it allows us to break out of our own self knowledge and enter into the minds and understandings of thers through communication. Communication is the foundation of knowledge. But communication has its flaws that allow knowledge to become hazy and hard to acquire. One example is what one person says might not be what another person understands. This is a huge barrier in communication, which correlates to a huge barrier in knowledge. Think of trying to learn something and h aving no background or understanding of the vocabulary used. You are not able to understand this knowledge because you don’t understand meaning. Meaning is the basis to understanding vocabulary. So to not understand meaning of vocabulary, we cannot learn knowledge. This is one way vocabulary begins to limit what we can know. You might think an easy solution to this problem would be to just consult a dictionary or ask for a further explanation of the unfamiliar vocabulary. Although this seems promising and easy, we do not always get the result we look for. Communication has its way of being interpreted. Different people and different cultures have their own understandings of words. Words have fuzzy undefined edges to them. Try explaining the word love. Without much thought you can understand that what it means to you could be completely different to someone else. Looking at vocabulary this way you can see that it creates a viscous cycle that cannot be conquered. Another problem similar to this one is that vocabulary has words that have something to show for them and some that don’t (denotation theory). An example I used earlier is cow, You can look at a cow. Words like these help communication which makes knowledge seem to have fewer limits, But its words like wisdom, pride, or freedom that bring up issues in understanding knowledge. Look at the word pride. You can look at examples of pride, but it does not represent one singular thing that is understood by everyone everywhere. Once again this creates the viscous cycle I mentioned earlier, Until we learn to have a fundamentally sound definition for these words like these will vocabulary no longer limit our knowledge. Now that we have looked at some problems of vocabulary itself we can begin to apply the problems found in communication that limit what we can know. The poet Robert frost observed that rarely do humans ever say exactly what they mean. What he means is that humans during communication will include five problematic meanings. These five are vagueness, Ambiguity, secondary meanings, metaphor, and irony. These five problematic are a huge limitation on communication, if they are not immediately picked up on during communication our knowledge is greatly impacted. First is vagueness. Consider the word tall. While taken out of context this word has infinite possibilities. Tall means completely different things while talking about how tall you are or talking about how big buildings are in major cities.

Roman Generalship In The Campaigns Against Britain - Caesar vs. Agricola

Roman Generalship In The Campaigns Against Britain - Caesar vs. Agricola Reasons for the first invasion of Britain in 55 BCThe planning stages of the invasion of Britain by Caesar in 55 BC are believed by historians to date back to 56 BC and possibly even 57 BC. He invaded because the Britons were giving aid to the Gauls and hence obstructing Caesar's efforts to defeat them: "omnibus fere Gallicis bellis hostibus nostris inde subministrata auxilia intellegebat" . This, however, was not the only reason - no other Roman military leader had made a successful campaign in Britain so a successful campaign would have 'dignitas' to it as well as Britain's widely renowned mineral wealth of metals such as gold, silver, iron and tin as a reward. 55 BC was the time at which an invasion became feasible and achievable.Factors contributing towards Caesar's successes and failures in BritainCaesar sent Caius Volusenus over to Britain to inspect the beaches and gather information about the island and find a suitable place to land.CÃ ¦sar treating with the Britons.He retur ned to Caesar and told him what he had discovered: "Volusenus perspectis regionibus omnibus quantum ei facultatis dari potuit, qui navi egredi ac se barbaris committere non auderet, V. die ad Caesarem revertitur quaeque ibi perspexisset renuntiat." This had a positive effect because without this information, Caesar would have had no idea where he was going. This was one of the many bits of good planning on Caesar's part seen throughout the invasion.They arrived at Dover () with the enemy lining the cliffs making it impossible to land, forcing them to land further up the coast: "...atque ibi in omnibus collibus eitas hostium copias armatas conspexit. Cuius loci haec erat natura atque ita montibus angustis mare continebatur, uti ex locis superioribus in litus telum adigi posset." This had a negative effect in delaying the landing.

Learn How to Solve an Entropy Change Problem

Learn How to Solve an Entropy Change Problem This example problem demonstrates how to examine the reactants and products to predict the sign of the change in entropy of a reaction. Knowing if the change in entropy should be positive or negative is a useful tool to check your work on problems involving changes in entropy. It is easy to lose a sign during thermochemistry homework problems. Entropy Problem Determine if the entropy change will be positive or negative for the following reactions:A) (NH4)2Cr2O7(s) → Cr2O3(s) 4 H2O(l) CO2(g)B) 2 H2(g) O2(g) → 2 H2O(g)C) PCl5 → PCl3 Cl2(g) Solution Entropy of a reaction refers to the positional probabilities for each reactant. An atom in gas phase has more options for position than the same atom in a solid phase. This is why gases have more entropy than solids.In reactions, the positional probabilities must be compared for all the reactants to the products produced.If the reaction involves only gases, the entropy is related to the total number of moles on either side of the reaction. A decrease in the number of moles on the product side means lower entropy. An increase in the number of moles on the product side means higher entropy.If the reaction involves multiple phases, the production of a gas typically increases the entropy much more than any increase in moles of a liquid or solid.Reaction A(NH4)2Cr2O7(s) → Cr2O3(s) 4 H2O(l) CO2(g)The reactant side contains only one mole where the product side has six moles produced. The was also a gas produced. The change in entropy will be positive.Reaction B2 H2(g) O2(g) â†⠀™ 2 H2O(g)There are 3 moles on the reactant side and only 2 on the product side. The change in entropy will be negative.Reaction CPCl5 → PCl3 Cl2(g)There are more moles on the product side than on the reactant side, therefore the change in entropy will be positive. Answer: Reactions A and C will have positive changes in entropy.Reaction B will have negative changes in entropy.

Realist Law and Order Liberalism versus Optimistic, Market Liberalism Essay

Realist Law and Order Liberalism versus Optimistic, Market Liberalism - Essay Example d restriction of government rights with the help of the society that has the power to remove those leaders who are unable to act according to the social contract (Vaughn 311–326).Thomas Hobbes alludes occurrence of conflicts in the society to antagonism and rivalry that result in the attack of others for selfish interests so as to receive praise and protect their reputation among their friends, colleagues and the society (Hobbes 264). He further argues that even when human beings lived in a state of nature they still experienced a lot of suffering therefore the presence of rulers and rules would help alleviate the suffering. This paper therefore explores the social contracts postulated by both Locke and Hobbes and tries to examine the manner in which they are both attributed to the development of social liberalism. The paper will therefore explore the various postulates put forward by both Locke and Hobbes and examine the various weaknesses and strengths evident in each of the social contract theories and the challenges that are likely to occur as a result of the social contract theories. According to Hobbes, man is not a social animal by nature. He argues that the society is incapable of surviving on its own, it has to be supported the authority of the state. This is contrary to Locke who believes that a human being is a social animal by nature. According to Hobbes, in the natural state human beings are open and autonomous hence have the right to do whatever they want and are not accountable to anyone. This right is a basic moral fact, rather than any duty people have to do according to a law. The priority of individual right reflects our separateness, our lack of moral ties to one another. According to Hobbes, one consequence of this is that the state of nature is a â€Å"war of all against all†: human beings are naturally at war with one another. Individuals create societies and governments to escape this condition. Society is not natural to man, but is the

Intellectuals and Revolutionary Politics Term Paper

Intellectuals and Revolutionary Politics - Term Paper Example Even though telling the half of the story, this description is perhaps among the most comprehensive ones, shedding light on such a contradictory personality and intellectual path. Another part is told by Sorel’s own ideas expressed in his writings which to one degree or another reveal his preoccupation with themes like integration and disintegration, decadence, rebirth, and decline; as well as his deepest sentiments – the aggressive and overwhelming pessimism and his strong desire of deliverance. His notion of pessimism - as a notion of an advance toward deliverance, closely connected to the knowledge gained from experience of the obstacles resisting the satisfaction of human’s imagination and to the deep conviction of human beings’ natural weakness - perhaps most powerfully reveals the breadth and width of his meandering soul (Sorel, G. 192- 226) Sorel regards pain and suffering as instrumental in riveting human beings to life, and scorns those who promis e easy solutions and rapid improvement, assuming that the natural tendency toward dissolution and decay is a universal law (Talmon, J. L. 453-454). Having embraced the theory of Marx by the early 1890s, George Sorel added some flesh to the confused blur of his ideas; the universal sinner and perpetrator of all the sufferings of the poor has been found, personified by the evils of capitalism. From that point on, the integral trade unionism, as a bearer of a new morality, became the new ‘self-sufficient kingdom of God’ (Talmon 456), whose destine is seen by Sorel ‘to enthrone a new civilization on the ruins of the decaying bourgeoisie. From here to hailing Mussolini as ‘a man no less extraordinary than Lenin’ (Talmon 451), Sorel has had a short way to go. Sorel’s roaming between Marx, trade unionism and fascism is easily explained, given his rejection of the very idea of any guidance, supervision or control, either from outside or from above; whi ch is considered to have prepared him to endorse Mussolini’s famous slogan: ‘Every system is an error, every theory is a prison’ (Talmon 467). This slogan appears to fully match Sorel’s ever seeking (though most of the time on mistaken or strange grounds) spirituality. 2. Both Jean-Paul Sartre and Frantz Fanon long for revolution – Sartre to see his country, France, destroyed, Fanon to see former French colonies liberated. Which of the two seems to want to be destroyed along with the establishment he resists? Why the one and not the other? The preface to Fanon’s book, The Wretched of the Earth, written by Jean-Paul Sartre, delivers a shocking message to the reader, as it comes from a thinker whose outlook on the then world realities and his nature (or posture) of a politically engaged intellectual indicate an emphasis on the humanist values and

Time and Generation Essay Example for Free

Time and Generation Essay GENERATION Z A NAME GIVEN FOR THE PEOPLE BORN AFTER LATE 90’S SO WE ARE KNOWN IN A COHORT BY THIS NAME. PAST GENERATION WAS A GENERATION WHICH WAS A GENERATION IDENTIFIED AS THE RISING WORLD OR A DEVELOPING WORLD, WHILE AT PRESENT WE HAVE THE TECHNOLOGY WHICH IS THE KEY POINT IN OUR GENERATION. OUR PARENTS DID NOT HAVE THE TECHNOLOGY WHICH WE HAVE AT PRESENT WE CAN TAKE 100% ADVANTAGE OF IT IF WE DESIRE. AND EVEN IF THEY HAD, THEY WERE UNAWARE OF IT AS IT WAS A DEVELOPING ERA. TECHNOLOGY AND RELATIONSHIP ARE THE TWO MAJOR DIFFERENCES FROM MY SIDE. TECHNOLOGY PROS IF I GO AMONG THE POSITIVE SIDE IT WOULD HAVE INESTIMABLE POSITIVE EFFECTS, LIKE IF I TALK OF GOOGLE THE MOST WELL-KNOWN WEB BROWSER. BY THE EXPLORATION OF A SINGLE ASSEMBLY MILLIONS OF PEOPLE CAN GET THE ACCURATE INFORMATION OR ANY SORT OF NEW INFORMATION. IF I WANT TO CONNECT TO MY DISTANT LIVING MATE I WILL JUST HAVE TO OPEN ANY SOCIAL NETWORKING SITE AND CONNECT TO HIM. IT WAS NOT POSSIBLE FOR THE GENERATION IN WHICH OUR PARENTS’ LIVED. WE DECREASE OUR EFFORT WITH THE HELP OF MACHINERIES. IN SHORT, MY POINT IS THAT WE HAVE THE TECHNOLOGY BY WHICH WE CAN MAKE EVERYTHING POSSIBLE WHICH OUR PARENTS DIDN’T HAVE. CONS AS IT HAS MANY POSITIVE POINTS IT DO HAVE SOME NEGATIVE POINTS WHICH ARE IN A SMALL AMOUNT BUT VERY DANGEROUS. LIKE IF I TALK ABOUT DEPENDENCY. WE ALL ARE COMPLETELY DEPENDED ON THE NEW GENERATION Z’S TECHNOLOGY. WE HAVE FORGOTTEN THAT WE CAN SURVIVE WITHOUT THEM. IF WE DO NOT GET ANY OF THE DEVICES WHICH WE HAVE OUR BRAIN WOULD TOTALLY GO BLANK AND ALWAYS A THOUGHT WOULD RUN OVER THE MID THAT HOW TO MAKE THIS WORK POSSIBLE WITHOUT THIS DEVICE. RELATIONSHIP IF WE TALK ABOUT THE MAINTENANCE IN THE RELATIONSHIP, WE DO NOT KNOW HOW TO DO IT WHILE OUR PARENTS KNOW HOW TO MAINTAIN IT. WE EVEN DO NOT KNOW HOW TO MAINTAIN THE RELATIONSHIP WITH OUR OWN PARENTS. USUALLY IN HOME THERE IS A BATTLE AMONG A 7 YEARS OLD KID AND HIS MOTHER OR FATHER. THAT’S A VERY SHOCKING POINT IN TODAY’S GENERATION. IF WE DON’T KNOW HOW TO CREATE RELATION BETWEEN WE AND OUR PARENTS THAN HOW CAN YOU CREATE RELATION WITH YOUR FRIENDS, YOUR TUTOR E. T. C WHICH AFFECTS US IN FUTURE†¦ IF I TALK ABOUT THE FUTURE GENERATION ,THEY CAN UNDENIABLY BE AFFECTED BY THE WORK DONE OF THE PRESENT GENERATION. AS I’VE TALKED ON THE MISSING POINT OF THE RELATIONSHIP IN OUR GENERATION THE FUTURE GENERATION WOULD BE LIKE LIVING ALONE. ALL THE HUMAN BEINGS WILL LIVE IN A DUAL LIFE ONE FAKE AND OTHER THE REAL ONE. IN A FAMILY OF 4 MEMBERS, ALL THE FOUR MEMBERS WILL LIVE A DIFFERENT LIFE. WHICH IS NOT A GOOD THING NO ONE COULD GIVE ANYBODY ANY KIND OF OPINION BY THE PERSONAL EXPERIENCES BY WHICH THE FUTURE GENERATION WOULD NOT HAVE A NICE FUTURE. SO WE CAN SAY THAT BY OUR PARANOMAL ACTIVITIES OUR GENERATIONS WILL HAVE TO FACE GREAT PROBLEMS. BY ALL THIS INFORMATION WE CAN CONCLUDE THAT OUR PARENTS IN THE MATTER OF TECHNOLOGY SHOULD CO – OPERATE A BIT THEY SHOULD FEEL FREE TO ASK US ABOUT THE LATEST TECHS AND ITS USES. AND WE SHOUD START SPENDING A LITTLE TIME NICELY WITH OUR PARENTS BY WHICH WE CAN LEARN BILLION OF THINGS FROM THEM. SO DO FOLLOW THE WORDS GIVEN HERE AND SAVE YOUR FUTURE GENERATIONS. IF I TALK ABOUT MY FUTURE CAREER THEN EVEN IT WOULD BE SPOILED BECAUSE OF MY RELATIONS WITH MY PARENTS. SO EVEN FOR OUR SELFISHNESS WE SHOULD SPEND SOME TIME POLITELY WITH THEM AND CHANGE ORT FEELINGS FOR THEM.

What is a Ring-giver? :: Definition Ring Giver Essays

What is a Ring-giver? Those who’ve been asked for the definition of a ring-giver have answered with a dumbfounded facial expression, â€Å"Does it have anything to do with the movie Lord of the Rings?" Or others might simply think that the word "ring-giver" basically means a person who gives out rings. This word can be considered a vague term because it might sound like it has one implication, but in fact, it actually has a deeper meaning. During the Anglo-Saxon period, the word "ring-giver" is also labeled as a kenning, which is an extended metaphor. It simply turns ‘ring’ into a metaphorical term. The word â€Å"ring-giver† really means the king or overlord. However, there is more to the definition. The soldiers, or men who returned home from fighting for their king or land, would receive valuable charms from the king or overlord, such as arm-rings or neck-rings. In this case, the king is known as the ‘ring-giver’ because he distributes priceless gold only to those bold men. In other words, ring-givers distribute wealth for special purposes. The arm-rings and neck-rings distributed by the ring-giver are a reward for warriors’ enormous courage and strength. The brave heroes, who show off their arm-rings and neck-rings in public, eventually make the others jealous of their courage and values. Therefore, the heroes guard these precious jewels with their life. In Beowulf, edited by Joseph E. Tuso, the epic begins with a depiction of the good king -- Scyld. Scyld and his son, Beow, are known as the ring-givers in Beowulf: â€Å"a young man ought by his good deeds, by giving splendid gifts [†¦], to make sure that later in his life beloved companions will stand by him, that people will serve him when war comes† (1). As the epic continues, we note that when Scyld dies, he is sent out to his death to his burial by water, in a â€Å"ring-prowed ship† (Tuso 1). He is provided with many great treasures in his voyage into the sea. In other words, Scyld’s death, his going down into the horizon, will be countered by the repeated pattern, which means that his son, Beow, will take over for him and live again in recognition. Beow brings people close to him, ready to tell his story, by his gifts, especially the gifts of the rings. Scyld and Beow are not the only two ring-givers in Beowulf.

Promoting Unity

We have been an independent nation for more than 70 years. In the early years of the post independence era, the various races worked hard to develop the country. The progress that we see and enjoy today would not have been possible if not for the hard work of our forefathers. As the older generations would attest, race or religion was never an issue. Our country was, in fact, a fine example to the world on how racial and religious tolerance should be. However, of late, there have been some disturbing developments that threaten our unity in diversity. The time has come to find ways and means to strengthen relations between the various races and prepare ourselves to face the multiple challenges as our nations progresses. Racial unity should begin at home. Since parents are closest to their children, they should be at the forefront and sow the seeds of racial and religious tolerance among children. Parents should encourage their children to mix freely with their peers of other races and religions. This will allow children to understand the different traditions and cultures and be tolerant of those from other faiths and beliefs. Once parents are able to instill values of racial and religious tolerance among their children, it will take off naturally. Schools are the best places for students of different races to mingle freely without prejudice and suspicion. Students should learn about the different festivals their friends celebrate, their rites and rituals and their places of worship. It is only when they understand how others live will they also know how to treat them with respect and understanding. There are numerous activities in schools that provide opportunities for children to integrate such as sports and competitions. The various festivals celebrated by the different races are excellent opportunities to sow the seeds of unity. The concept of open houses is a unique feature that augments unity. The intermingling of the various races will contribute towards enhancing national unity. Despite more than 7 decades of independence, the country is still grappling with issues concerning race relationships. we must remember that these decades of nation-building can be erased if we allow racial tensions to build. Unity among the various races is vital for the progress of the nation as the saying goes, ‘Untied we stand, divided we fall

It is Time to Chill Out

It is time to chill out. The Scarlet Letter, by Nathaniel Hawthorne, is a book written in the 1800s concerning the early Puritan society. The Puritan society reveres their religious beliefs to the point where it takes precedence over logical and irrefutable truths about their rule-bound society. This particular story takes place in the town of Salem. Out of the many complex characters in this book, the focus of this research will be on Roger Chillingworth. To thoroughly understand his character, three important subjects of scrutiny will be discussed including Chillingworth's life, motivations, and his state of mind. All things have a beginning. This is how the character, Roger Chillingworth, was at the beginning of the novel. Roger Chillingworth is a scholar well known for his work. At the same time Chillingworth was a peaceful man who was law abiding. Here is a quote from Chillingworth pertaining to his previous life. â€Å"Even then I was in the autumn of my days, nor was it the early autumn. But all my life had been made up of earnest, studious, thoughtful, quiet years, bestowed faithfully for the increase of mine own knowledge, and faithfully, too, though this latter object was but casual to the other–faithfully for the advancement of human welfare. No life had been more peaceful and innocent than mine; few lives so rich with benefits conferred.† Before he came to Salem, Chillingworth was a man in the pursuit of knowledge for himself and his fellow humans. At some point Chillingworth decided to travel to Salem. He believed that it would be prudent to send his wife Hester ahead of him so he would have home waiting for him when he arrived. On his way to Salem, Chillingworth encountered many obstacles. His first problem was his ship being lost at sea. When he finally reached land, he was captured by Native Americans. When he finally overcame all of his hardships and reached Salem, he witnessed the wife he had the pleasure of calling his own ostracized for the sin of adultery. â€Å"Such an interview, perhaps, would have been more terrible than even to meet him as she now did, with the hot mid-day sun burning down upon her face, and lighting up its shame; with the scarlet token of infamy on her breast; with the sin-born infant in her arms; with a whole people, drawn forth as to a festival, staring at the features that should have been seen only in the quiet gleam of the fireside, in the happy shadow of a home, or beneath a matronly veil at church. Dreadful as it was, she was conscious of a shelter in the presence of these thousand witnesses. It was better to stand thus, with so many betwixt him and her, than to greet him face to face–they two alone. She fled for refuge, as it were, to the public exposure, and dreaded the moment when its protection should be withdrawn from her.† This is the sight that Chillingworth beheld when he saw Hester on the scaffold. This is the origin of Chillingworth as we know him. Now this is how his life developed since the day of realization.After discovering his wife's sin, Roger's life changed in many ways. After his realization of his wife's, Hester's, sin , Chillingworth's heart froze over in a rigid determination in finding the one who had destroyed his last haven. In his perusal of the man at fault, he asked Hester about his identity only to be rejected. â€Å"It has been related, how, in the crowd that witnessed Hester Prynne's ignominious exposure, stood a man, elderly, travel-worn, who, just emerging from the perilous wilderness, beheld the woman, in whom he hoped to find embodied the warmth and cheerfulness of home, set up as a type of sin before the people.† As can be seen despite Hester's silence on the matter, Chillingworth's determination continues to be resolute in his goal to find the adulterer. Under the guise of a physician, Chillingworth begins his search with plenty of failure. However, that would soon change when the town sought him out in order to aid Reverend Arthur Dimmesdale. â€Å"Such was the young clergyman's condition, and so imminent the prospect that his dawning light would be extinguished, all untimely, when Roger Chillingworth made his advent to the town. His first entry on the scene, few people could tell whence, dropping down as it were out of the sky or starting from the nether earth, had an aspect of mystery, which was easily heightened to the miraculous. He was now known to be a man of skill; it was observed that he gathered herbs and the blossoms of wild-flowers, and dug up roots and plucked off twigs from the forest-trees like one acquainted with hidden virtues in what was valueless to common eyes. He was heard to speak of Sir Kenelm Digby and other famous men—whose scientific attainments were esteemed hardly less than supernatural–as having been his correspondents or associates. Why, with such rank in the learned world, had he come hither? What, could he, whose sphere was in great cities, be seeking in the wilderness? In answer to this query, a rumour gained ground–and however absurd, was entertained by some very sensible people–that Heaven had wrought an absolute miracle, by transporting an eminent Doctor of Physic from a German university bodily through the air and setting him down at the door of Mr. Dimmesdale's study! Individuals of wiser faith, indeed, who knew that Heaven promotes its purposes without aiming at the stage-effect of what is called miraculous interposition, were inclined to see a providential hand in Roger Chillingworth's so opportune arrival.† The people were over joyed at his presence with the hope that he could assist the recovery of Dimmesdale. This is the beginning of the complex relationship between Chillingworth and Dimmesdale. When he first started living with Dimmesdale he examined feverishly only to discover that the Reverend had no physical signs of a sickness that has brought him to this state. This lack of discovery brought Dimmesdale onto Chillingworth's list of potential adulterer candidates. Upon further investigations, Roger discovered that Dimmesdale, who had come to regard Chillingworth as stalwart companion, was hiding a secret that he hides at the risk of his own health. This secret causes Chillingworth's inner sirens to go off at max volume. As a result of his suspicions Chillingworth dug into Dimmesdale's mind with the single goal of uncovering his secret. â€Å"He had begun an investigation, as he imagined, with the severe and equal integrity of a judge, desirous only of truth, even as if the question involved no more than the air-drawn lines and figures of a geometrical problem, instead of human passions, and wrongs inflicted on himself. But, as he proceeded, a terrible fascination, a kind of fierce, though still calm, necessity, seized the old man within its gripe, and never set him free again until he had done all its bidding. He now dug into the poor clergyman's heart, like a miner searching for gold; or, rather, like a sexton delving into a grave, possibly in quest of a jewel that had been buried on the dead man's bosom, but likely to find nothing save mortality and corruption. Alas, for his own soul, if these were what he sought!† Roger's actions in his pursuit of the truth began to show signs of wear on Dimmesdale's mental and physical state of being. Eventually Roger found clear evidence that showed that Dimmesdale was the adulterer including biblical paintings of adultery, a whip, and a branded A on Dimmesdale's body. At this truth Roger had uncovered he was ecstatic. â€Å"But with what a wild look of wonder, joy, and honor! With what a ghastly rapture, as it were, too mighty to be expressed only by the eye and features, and therefore bursting forth through the whole ugliness of his figure, and making itself even riotously manifest by the extravagant gestures with which he threw up his arms towards the ceiling, and stamped his foot upon the floor! Had a man seen old Roger Chillingworth, at that moment of his ecstasy, he would have had no need to ask how Satan comports himself when a precious human soul is lost to heaven, and won into his kingdom.† After his discovery Dimmesdale began to torment the man with a new abandon. His tormenting ends however when Dimmesdale finally succumbs to his poor health and passes away. In the beginning of the Scarlet Letter Chillingworth was just a man who wanted to come home and be loved. Even before that he was a kind man who, although being anti-social and abrasive, had no ill intentions towards the people around him and sought to improve the world. â€Å"Old Roger Chillingworth, throughout life, had been calm in temperament, kindly, though not of warm affections, but ever, and in all his relations with the world, a pure and upright man.† When he Chillingworth saw Hester on the platform for the sin of sexually loving and lusting after another, he felt betrayed and hurt by her actions. Hearing how she refused to give up the name of the adulterer redirected the pain and hurt into a cold, seething anger towards the man who stolen and abandoned his wife in her time of need. This anger started as a rejection of the injustice in this case of adultery. However, over time that anger became a deep hatred and obsession in finding the man who betrayed his wife. He was willing to do anything to find the man who had caused hurt for both him and his wife, even at the expense of hurting others in the process. When he finally found the man he had sought to bring to justice, instead of doing what he had initially set out to do he took a perverse and sadistic pleasure in watching the man's soul and spirit break under the constant of his actions. â€Å"Thus, a sickness,† continued Roger Chillingworth, going on, in an unaltered tone, without heeding the interruption, but standing up and confronting the emaciated and white-cheeked minister, with his low, dark, and misshapen figure,–â€Å"a sickness, a sore place, if we may so call it, in your spirit hath immediately its appropriate manifestation in your bodily frame. Would you, therefore, that your physician heal the bodily evil? How may this be unless you first lay open to him the wound or trouble in your soul?† By the point Dimmesdale died, Roger had become so obsessed with Dimmesdale that he had nothing else to live for. This is seen as his body loses energy, just stops working, and dies one year later. A surprising and somewhat relieving fact about his last days is that he left his fortunes to Pearl, the child of Hester and Dimmesdale. â€Å"Leaving this discussion apart, we have a matter of business to communicate to the reader. At old Roger Chillingworth's decease, (which took place within the year), and by his last will and testament, of which Governor Bellingham and the Reverend Mr. Wilson were executors, he bequeathed a very considerable amount of property, both here and in England to little Pearl, the daughter of Hester Prynne†. This shows that he bared no ill will to the child and thus had not lost all of his humanity in the end.In conclusion, Chillingworth was a sad, corrupted, old man. People's views on Roger are different depending on the point of view. Some people think he is the essence of evil. â€Å"Roger Chillingworth, fictional character, the vengeful cuckolded physician husband of Hester Prynne, protagonist of Nathaniel Hawthorne's The Scarlet Letter (1850). Vindictive and sly, Chillingworth ministers to the Rev. Arthur Dimmesdale, with whom his wife has had an affair, after Dimmesdale becomes ill. Ostensibly concerned with Dimmesdale's health, Chillingworth wants only to spy on him and gloat over his misfortunes. Chillingworth is held up as a greater sinner than the adulterer Dimmesdale, whose spirit he malevolently destroys.† Others would say that he was a victim of circumstance in this tragic tale. â€Å"The beginning of Chillingworth's descent into madness begins when he internalizes Hester's adultery as a personal betrayal rather than as a consequence of his aloofness.† All can agree though that he was betrayed and had committed many sins in the aftermath.

A Timeline of the European Union

A Timeline of the European Union Follow this timeline to learn about the series of steps over decades that led to the creation of the European Union. Pre-1950 1923: Pan European Union society formed; supporters include Konrad Adenauer and Georges Pompidou, later leaders of Germany and France.1942: Charles de Gaulle calls for a union.1945: World War II ends; Europe is left divided and damaged.1946: European Union of Federalists forms to campaign for a United States of Europe.September 1946: Churchill calls for a United States of Europe based around France and Germany to increase the chance of peace.January 1948: Benelux Customs Union formed by Belgium, Luxembourg, and Netherlands.1948: Organisation for European Economic Co-operation (OEEC) created to organize the Marshall Plan; some argue this is not unified enough.April 1949: NATO forms.May 1949: Council of Europe formed to discuss closer co-operation. 1950s May 1950: Schuman Declaration (named after the French Foreign Minister) proposes French and German coal and steel communities.April 19, 1951: European Coal and Steel Community Treaty signed by Germany, France, Ireland, Luxembourg, Belgium, and Netherlands.May 1952: European Defence Community (EDC) Treaty.August 1954: France rejects the EDC treaty.March 25, 1957: Treaties of Rome signed: creates Common Market / European Economic Community (EEC) and European Atomic Energy Community.January 1, 1958: Treaties of Rome come into effect. 1960s 1961: Britain tries to join the EEC but is rejected.January 1963: Franco-German Treaty of Friendship; they agree to work together on many policy issues.January 1966: Luxembourg Compromise gives majority vote on some issues, but leaves national veto on key areas.July 1, 1968: Full customs union created in the EEC, ahead of schedule.1967: British application again rejected.December 1969: Hague summit to â€Å"relaunch† the Community, attended by heads of state. 1970s 1970: Werner Report argues economic and monetary union possible by 1980.April 1970: Agreement for EEC to raise own funds through levies and customs duties.October 1972: Paris Summit agrees on plans for the future, including economic and monetary union and ERDF fund to support depressed regions.January 1973: UK, Ireland, and Denmark join.March 1975: First meeting of the European Council, where heads of state gather to discuss events.1979: First direct elections to European Parliament.March 1979: Agreement to create the European Monetary System. 1980s 1981: Greece joins.February 1984: Draft Treaty on European Union produced.December 1985: Single European Act agreed; takes two years to ratify.1986: Portugal and Spain join.July 1, 1987: Single European Act comes into effect. 1990s February 1992: Maastricht Treaty / Treaty on European Union signed.1993: Single Market begins.November 1, 1993: Maastricht Treaty comes into effect.January 1, 1995: Austria, Finland, and Sweden join.1995: Decision taken to introduce the single currency, the Euro.October 2, 1997: Treaty of Amsterdam makes minor changes.January 1, 1999: Euro introduced in eleven counties.May 1, 1999: Treaty of Amsterdam comes into effect. 2000s 2001: Treaty of Nice signed; extends majority voting.2002: Old currencies were withdrawn, ‘Euro’ becomes the sole currency in the majority of EU; Convention on the Future of Europe created to draw up a constitution for larger EU.February 1, 2003: Treaty of Nice comes into effect.2004: Draft constitution signed.May 1, 2004: Cyprus, Estonia, Hungary, Latvia, Lithuania, Malta, Poland, Slovak Republic, Czech Republic, Slovenia join.2005: Draft constitution rejected by voters in France and the Netherlands.2007: Lisbon Treaty signed, this modified the constitution until it was deemed a sufficient compromise; Bulgaria and Romania join.June 2008: Irish voters reject the Lisbon Treaty.October 2009: Irish voters accept the Lisbon Treaty.December 1, 2009: Lisbon Treaty comes into effect.2013: Croatia joins.2016: United Kingdom votes to leave.

5 Words Caught in Semantic Drift

5 Words Caught in Semantic Drift 5 Words Caught in Semantic Drift 5 Words Caught in Semantic Drift By Mark Nichol Is it possible to simultaneously admire the vibrancy and flexibility of the English language and grumble about shifts in meaning that deprive the language of some of its richness? I know it is, because I often do so. Because of the organic nature of language, English is a victim of semantic drift not as cataclysmic as continental drift, but detectable on the rigor scale and I regret the loss of the far-flung flotsam. Semantic drift is the evolution that occurs in the meaning of some words when careless, ignorant usage alters or even reverses their senses. Such change is inevitable, but allow me to mourn the loss of a word here and there, never again to be applicable to an idea or image with such crisp clarity. Here are five terms tainted by semantic drift: 1. Aggravate The essence of aggravate is right there in the middle: grav-, the root of gravity and grave (as in â€Å"serious†; the word for the resting place of a coffin has a different etymological origin). The Latin word gravis means â€Å"heavy,† and aggravate originally literally means â€Å"to make heavy†; the original sense was â€Å"to make worse.† But almost immediately and naturally, because a burden is irritating it acquired the additional sense of â€Å"exasperate.† Use of that meaning now predominates. Wordsmith H. W. Fowler proclaimed that â€Å"to make worse† is the only correct sense of aggravate; he was undoubtedly irritated (not aggravated) to know that popular usage defied his decree. 2. Bemused The root of this word, muse, means â€Å"to think or ponder,† but it has an amusing origin; it is from a Latinate term for â€Å"snout† and became associated with cogitation from the image of lifting one’s nose in the air, perhaps to sniff a scent and consider its source. (It is apparently unrelated to, though influenced by, muse, meaning â€Å"to think,† from the name of the Muses, the Greek goddesses of the arts and sciences; this is also the origin of museum and music.) Bemused (â€Å"confused†) is often confused for amused (â€Å"comically entertained†) because of their original similarity of meaning: Bemused literally means â€Å"thoroughly thinking,† suggesting being confused by thinking too much, whereas the literal meaning of amused is â€Å"without thought,† with the connotation of being diverted from thinking by some lighthearted entertainment. However, bemusement is serious business. 3. Nonplussed This word, taken literally from the Latin words for no and more, originally was used in the noun form to describe a point from which one could not continue because one was perplexed. For five hundred years, that’s what the word meant. But at some point during the twentieth century, people inexplicably began to assume that it refers to the opposite state, that of being unfazed (not unphased!) or at ease, as if being plussed were a state of bewilderment and nonplussed therefore means â€Å"not bewildered.† The antonymic meaning soon went viral, and now one is likely to be unclear about which meaning a speaker or writer has in mind. When that happens, perhaps it’s best to retire a word altogether and fortunately in this case, at least bewildered and perplexed persist (for now) with unequivocal synonymic meaning. 4. Nostalgia This battle was lost long ago, but the case study is interesting. Nostalgia was coined (from the first part of the Greek word for â€Å"homecoming† and the Latin suffix -algia itself originally from Greek and meaning â€Å"pain†) in the late 1600s to refer to the literal affliction of homesickness. For two centuries, nostalgia was treated as a serious ailment suffered by soldiers and others who suffered ailments caused by a melancholic longing for home. That clinical sense itself wasted away, and though nostalgia continued to refer to homesickness, that meaning was overtaken by the idea of a sentimental yearning for a lost state or condition, usually temporally rather than spatially irrevocable. However, I’m nostalgic about the lost meaning. 5. Voluptuous For hundreds of years, voluptuous meant â€Å"luxurious, pleasure seeking, devoted to sensual gratification† (the Latin root is voluptas, meaning â€Å"pleasure†), but back in the early 1800s, the word came to be associated primarily with female beauty, and later the primary sense shifted to that of curvaceousness. Here are some other words that have been affected by semantic drift. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:50 Rhetorical Devices for Rational WritingConfusing "Passed" with "Past"May Have vs. Might Have

Profiling -marketing plan Essay Example | Topics and Well Written Essays - 750 words

Profiling -marketing plan - Essay Example As part of market plan, this paper analyses the segmented markets of this business and addresses its marketing opportunities in relation to its marketing mix elements. Mission Statement and marketing objectives of the GGI ‘To deliver quality home decor and gift items to the customers, by importing from quality suppliers abroad’ is the main mission that GGI would like to communicate to its customers. in order to achieve this mission and goal, the GGI plans to conduct its business based on following key marketing strategies: provide quality home decor and gifts to the customers, value their perceptions, make regular quality assurance and checks, take care of employees and respect the customers. This mission will be communicated to all of its stakeholders, because, as Ferrell and Hartline (2008) noted, a mission statement is an important portion of strategic marketing plan which mustn’t be kept confidential (p. 33). Market Profiling of GGI Market profiling is a metho d of plotting market action by organizing and collecting market-generated time, price and volume information in relation to specific product or service marketing. A market profiling helps a firm identify where from its majority of buyers come towards selecting its products (Person, 2004, p. 40). GGI has been successfully operating its business by selling home decors and gift items and based on the information it collected, the company plans to conducts its future marketing operation. Most customers are very likely to appeal to Asian decors and the company therefore plans to continue importing from Asian countries. It has been observed that the company gained more number of customer when the home decors and gift items have been priced between $20 to $80 per item. A high price, as observed, yields relatively less appeal from customers and therefore relatively less margins to the company. Targeted Markets The major segments that GGI targets consist of the following groups. 1) Generatio n A, mainly comprising of baby boomers who are married with kids, average educated and home owners who all are likely to stay in their own home. Their income is more than $20,000 and less than $50,000. 2) Generation B, mainly comprising of Affluent, who are married, average educated and their income is more that $50,000. 3) Generation C, who are well educated, married and are experiencing tremendous growth. They are sophisticated achievers and 30 + savvy business and other people. Out of 30+ million population in those three regions, the target market of GGI is between 5- 6 million, comprising of 2 million from Generation A, 1.5 million from Generation B, 1.3 million from Generation C and .2 million from other un-targeted groups. Marketing Mix strategies Product Element: The GGI plans to deliver quality home decors and gift items to the above detailed three segments and find quality goods according to varying needs and requirements of its customers. in order to ensure customer satis faction in relation to product quality, GGI plans to assign quality departments duties of regular check ups and make necessary actions to improve the quality of imported items. Company will focus on its brand GGI in a way that can be positioned better in customers’ mind so that it will create long term profitability as well as make them loyal customers (Wreden, 2007, p. 13) Price: GGI never plans to charge any higher amount than the reasonable price, being fixed on margin plus pricing policy. The

Patient safety in hospitals Research Paper Example | Topics and Well Written Essays - 500 words

Patient safety in hospitals - Research Paper Example Abbas, A. E. A., PhDN is an Assistant Professor in the Nursing Administration and Education Department, King Saud University, Saudi Arabia. Bassiuni, N. A., PhDN, MSN, BScN is also an Assistant Professor in the Nursing Administration Department, Alexandria University, Alexandria, Egypt. Baddar, F. M., PhDN, MSN, BScN is an Assistant Professor in the Nursing Administration and Education Department, King Saud University, Saudi Arabia. The review of literature (ROL) conducted by the study shows that in the healthcare field there is growing realization that under the influence of several factors the culture in healthcare organizations is not conducive to patient safety. The factors involved are productivity, efficiency, and cost controls. Though a universal agreement on what constitutes a safety culture for health organizations is yet to emerge, there are clear indications of what these dimensions should be. The safety culture of an organization involves individual and group values, attitudes, perceptions, and behavioural patterns of commitment towards safety management in the organization. Most of the efforts in providing an understanding safety culture have been focused on healthcare systems and patient engagement within these systems, with particular emphasis on such understanding in the Middle-East. There has been limited research into the handling of patient safety issues in terms of the perceptions of the fro nt-line healthcare providers, leaving a gap in the body of knowledge on the subject. The authors justify this study on the basis of attempting to reduce this gap in the body of knowledge. The difference in perceptions on patient safety of frontline healthcare providers in a clinical and the whether there was any association between these perceptions and the variables of job category, years of experience, and work setting were the research questions. The hypothesis was that there would be a difference in perception on patient safety between

Three important lessons (PLato's Apology) Essay Example | Topics and Well Written Essays - 500 words

Three important lessons (PLato's Apology) - Essay Example In truth, Socrates was imparting a lesson that was central to his work and to his beliefs. His apology was a lecture on the triumph of knowledge over ignorance and he was beseeching his listeners to discard old and traditional beliefs and embrace modern intellectual development. The background of the Apology is that Socrates is being charged with the corruption of the youth and disrespect towards the Gods. He begins by saying that â€Å"The task is not an easy one; I quite understand the nature of it. And so leaving the event with God, in obedience to the law I will now make my defence.† (Plato, quoted in Biffle, 34) He confronts his accuser Meletus and demonstrates exactly why and how the charges against him are false. However, despite his use of logic to defend himself, he is still found guilty and sentenced to die. It is clear throughout the text that Socrates wants to emphasize that he will counter his accuser’s lies and accusations with wisdom. This is the first lesson: the importance of wisdom. He also wishes to emphasize that it is his wisdom and knowledge that make him persecuted, but this wisdom and knowledge will be of much use to the city of Athens. Therefore, instead of using pathos, or arousing pity, he was appealing to the logic of the crowd. Instead of beseeching the people to spare his life, he reasoned with them – making logical and coherent arguments with the end in view of convincing them that they would be better off with him alive than with him dead. To quote: For if you kill me you will not easily find a successor to me, who, if I may use such a ludicrous figure of speech, am a sort of gadfly, given to the state by God; and the state is a great and noble steed who is tardy in his motions owing to his very size, and requires to be stirred into life. I am that gadfly which God has attached to the state, and all day long and in all places am always fastening upon you, arousing and persuading

Fractional Distillation Process To Separate Organic Liquids

Fractional Distillation Process To Separate Organic Liquids Distillation is a very useful method of purifiying liquids. Simple distillation is used when a pure solvent is required to be obtained from the solution. This is usually water. On the other hand, fractional distilation is basically used for the separation of a mixture of two miscible organic liquids having different boiling points. A common example of two liquids that mix with each other are ethanol and water. Another example is petrol and paraffin. In this experiment, a mixture of acetone and toluene was provided. Basically, the liquid mixture was boiled to evaporate the liquid that had the lowest boiling point, referred to as the first fraction. The vapour passed up through a fractionating column, which is not used in a simple distillation. As the mixture vaopur passed up the fractionating column, it continually condensed and evaporated. This caused it to become increasingly richer in the liquid with the lowest boiling point until the vapour that reached the top consisted almost entirely of the component with the lowest boiling point. The vapour is then cooled in the condenser and so it condensed back to a liquid, which was collected, hence referred to as the distillate. When almost all the liquid with the lowest boiling point was distilled over, the temperature rised rapidly showing that a mixture of both liquids was distilling over. This should be collected in a separate container and discarded. Once the temperature reached the boiling point of the second liquid, the liquid was then distilled into another container. This basically explained the process of fractional distillation. However, there is a theory behind all this, because the process of distillation should be related in reference to an ideal liquid mixture where one is more volatile than the other. Regarding the mixture of acetone/toluene provided in this experiment, ideal behaviour was assumed and once the process was carried out, the more volatile liquid was found by finding the boiling point of each component. It was noted that the more volatile liquid was acetone since this had a lower boiling point. This was discussed further in relation to boiling point-composition graphs. 2. Method 2.1 Chemicals used Reagent: Grade: Manufacturer: Acetone GPR BDH Toluene GPR Merck 2,4-dinitrophenylhydrazine GPR Riedel de Haem Sodium hydroxide GPR Tinstar Iodine GPR BDH Dioxane GPR Aldrich A mixture of acteone (BDH, GPR) and toluene (Merck, GPR). 2.2 Apparatus Fractionating column, thermometer, 100 mL round bottomed flask as the distillation pot, glass beads, anti-bumping granules, cotton wool, tight clip, Leibig condenser with rubber tubings, heating mantle, connecting side-arms as part of the fractional distillation setup, retort stand with clamp, water supply, 10 mL and 100 mL measuring cylinders, electronic balance, test-tubes, distilled water. 2.3 Procedure Part a) The separation of the acetone/toluene mixture and the measurement of the boiling points of each. The apparatus for fractional distillation was set-up appropriately using a 100 mL round-bottomed flask, the fractionating column provided, insulated well with cotton wool. 50 mL of the acetone/toluene mixture was placed in the 100 mL round-bottomed flask. This was measured using a measuring cylinder. A few boiling chips or anti-bumping granules, which were small irregularly pieces of material, were added to the round-bottomed flask in order to allow prolonged boiling. The apparatus was clamped accordingly from the neck of the round-bottomed flask and checked to be balanced and well set-up before the heating mantle was switched on. Then round-bottomed flask was heated slowly using a heating mantle, until the reading on the thermometer reached a steady state and drops were observed to condense out of the Leibig condenser. This was the boiling point of the first fraction. This steady state temperature was recorded and the distillate was collected in a 100 mL measuring cylinder. The distillation was allowed to proceed until no more liquid got out of the condenser into the measuring cylinder. Then the volume of the first fraction was recorded. When all of the first fraction was distilled out, the temperature at the top of the column was observed to increase and then reached a second steady state, which was the boiling point of the second fraction. Drops of the second fraction were observed to start to condense out of the Leibig condenser. This steady state temperature which was the boiling point of the second fraction, was recorded. The second distillate was collected in a clean measuring cylinder and then its volume was recorded. Part b) The usage of two different tests for the identification of the liquid distillate having a carbonyl group. (acetone) 2,4-DNPH test was first carried out. 2-3 drops of the liquid to be tested were added to 3 mL of 2,4-dinitrophenylhydrazine, and shaken. Any observations and inferences were recorded. The iodofrom test was then carried out. 4 micro drops of the liquid to be tested were dissolved in 2 mL distilled water, in a test-tube. The drops were added carefully using a pipette. 2 mL of 10 % sodium hydroxide were then added together with 2 mL of iodine solution, which were added slowly by drops. The substance was insoluble in water and therefore 2 mL dioxane were added. This was done so that the substance dissolved. Any observations and inferences were then recorded. Each test was carried out twice, for each distillate. Diagram: The set-up apparatus for Fractional Distillation. Precautions It was ensured that the thermometre was positioned accordingly at the mouth opening of the Leibig condenser, where it indicated which fraction was being evaporated by noting the temperature readings. The thermometer position was very important because if the thermometer bulb was to be placed too high, the vapours would reach it before they pass into the side-arm to be collected, and the observed boiling point would be lower than it should be. If the thermometer bulb was to be placed too low, vapours of impurities might reach it, and a high reading for the boiling point range would be given. It was ensured that the fractionating column was filled and packed with glass beads, for maximum possible surface area for vapour to condense on. It was ensured that a joint clip was used and attached between the end of the condenser and the side arm so that there was complete attachment of the setup together and any spillage of the liquid distillate was prevented, but allowed to drop only from the side arm tube, where the vent was present. It was ensured that the Leibig condenser provided was set-up accordingly with opening below meant for water to be pumped in while the opening at the top meant for water to be pumped out, and vice-versa. Although water pressure transfers from a higher to a lower height, if the condenser had to be the other way round the liquid might not be cooled completely as it would only condense the top portion of the condenser. Therefore if the rest of the part of the Leibig condenser was not cooled, the liquid would might evaporate into gas again at the bottom part of the condenser. This explained the importance of correct set-up. It was ensured that as much of the second fraction as possible was collected, however at the same time care was taken so as not to allow the distillation pot, i.e. the 100 mL round-bottomed flask, to boil dry otherwise the residues might ignite or expode. It was ensured that anti-bumping granules were used. These were placed in the 100 mL round-bottomed flask with the 50 mL of the acetone/toluene mixture. The granules were important since they allowed prolonged, smoother boiling without bumping and continuous even formation and release of vapour bubbles were observed. It was ensured that cotton wool was used so that the whole fractionating column was completely wrapped and covered for insulation or lagging. This was important so that the apparatus remained as warm as possible and excessive cooling was avoided, but occurred very slowly. It was ensured that parallax errors were avoided as much as possible by looking normally to the scale of the measuring cylinder were when taking readings of the volumes of liquids, or when taking temperature readings from the thermometre. For safety measures, it was ensured that care was taken when distilling organic solvents in order to avoid explosions and fires. Hence, it was ensured that the vapour did not come into contact with flames, sources of sparks or very hot surfaces such as hot plates. It was ensured that the apparatus was not completely sealed. A vent in the system was required so as to prevent pressure build up in the system as heating was carried out. Otherwise the apparatus would simply blow apart. Therefore, for safey measures, it was ensured that heating in a closed system was avoided. 3. Results Volume of acetone and toluene mixture used was: 50.0 mL Observations Inferences from the 2,4-DNPH test A red-orange precipitate was formed. This positive result means that a carbonyl group, was present in the formula of the substance. No precipitate was formed. The substance contained no carbonyl group, in its formula, hence a negative result was obtained. Observations Inferences from the Iodoform test A pale yellow precipitate was formed. This means that the substance contains a in its formula, hence it gave a positive iodoform with an antiseptic smell. No precipitate was formed. No group was present in the formula of the substance, hence a negative result was obtained. Suspected Identity of Fraction 4. Discussion: At any given temperature a pure liquid in a close container will establish an equilibrium with its vapour: liquidvapour The equilibrium vapour pressure above the liquid will depend upon the temperature. Considering mixing two liquids in different proportions, Raoults Law states that for an ideal mixture at a fixed temperature, the vapour pressure of each component is proportional to its mole fraction. This means that the graph of the vapour pressure of each component against its mole fraction will be a straight line passing through the origin. Considering the case of two volatile liquids, as in this experiment, each of which contributes to the total vapour pressure, by Daltons Law of partial pressures it is known that the total vapour pressure of the mixture is the sum of that of the components and this will also give a straight line when plotted against molar composition. Therefore it could be said that it is more convenient to plot boiling point of the mixture against molar composition. The boiling point of a liquid is the temperature as which its vapour pressure reaches the external atmospheric pressure. Since the less volatile component will have the highest boiling point, being toluene in this case, the vapour pressure curves in figure 1 lead to boiling point-composition graph as shown in figure 2. Two curves were drawn in this diagram since the liquid mixture and the vapour in equilibrium with it do not have the same composition. The vapour will always contain a higher proportion of the more volatile (lower boiling point) component. This difference in composition between the liquid and vapour phases in equilibrium enables such a liiquid mixture to be separated by disitllation. To separate a liquid mixture which obeys Raoults Law, one must repeatedly distill, i.e. boil the liquid and condense the vapour. This is fractional distillation, and rather than carrying out each stage separately, it is convenient to use a fractionating column designed to allow many such steps to occur simultaneously. Fractional distillation is widely used in industrial chemistry for separating mixtures of miscible liquids which boil at different temperatures. For example pure oxygen, nitrogen and noble gases may be obtained from liquid air by fractional distillation. Another example is the hydrocarbons in crude oil which can be separated into useful fractions. In order to discuss the results obtained, one should say that these were clearly explained in the table of results tabulated. It was observed that the boiling points measured were very reliable since these were checked using the organic compounds database website, maintanied by Colby College and the components of the mixture provided i.e acetone and toluene were listed. One should say that there were many readings, as can be observed from the table of results, where the temperature remained constant as more drops of distillate were collected.This confirmed the boiling point of the organic liquid. Some modifications could be made for the procedure of the fractional distillation process. For instance, rather than using a fractionating column packed with glass beads to give the maximum possible surface area for vapour to condense on, a fractionating column with spikes of glass sticking out from the sides could be used, and this would serve the same purpose. Sources of error Once the temperature on the thermometre was observed to rise rapidly, this meant that a mixture of both organic liquids were distilling over. Hence, these few drops should have been collected in a separate container and discarded since they did not consist of an individual liquid. However, this was not done. Hence the volume of the first fraction (acetone) collected was slightly greater than it was supposed to be and was not of the pure organic liquid but had some drops of the second fraction (toluene) in it. this is the container was replaced once the temperature was raised. The thermometer was repeatedly being moved up and down when the temperature readings were taken. This is because some of the scale was hidden by the set-up itself. This movement of the thermometre might affected the results slightly because the boiling temperature range obtained might varied a bit due to this action. 5. Conclusion: It was concluded that fractional distillation was carried out and therefore separation of two organic liquids acetone/toluene mixture occurred. It was also concluded that the boiling point of each component was found and tests on each liquid component, once distillated and separated, were carried out in order to prove the identity of the component.