Science Fair Chemistry Project Ideas and Inspiration

Science Fair Chemistry Project Ideas and Inspiration These science fair projects ideas provide information and questions you can develop into a science fair project. Bookmark this page or check back regularly, since new ideas are added. You may submit an idea for a science fair project to be included in the list. Quick Look at Projects by Education Level These projects are grouped according to grade level ranging from preschool through middle school, high school, and college. 12th Grade Science Fair Project Ideas. Senior high school science projects can be fairly advanced. Some seniors have done projects that gain them scholarships or change the world!11th Grade Science Fair Project Ideas. 11th grade is the peak time for students to apply to colleges, so an award-winning or thought-provoking project can gain scholarships or aid during the school interview process.10th Grade Science Fair Project Ideas. 10th-grade science fair projects offer students the opportunity to explore whether they want to pursue college education or a career in science. There are scholarship opportunities at this level, too.9th Grade Science Fair Project Ideas8th Grade Science Fair Project Ideas7th Grade Science Fair Project Ideas6th Grade Science Fair Project Ideas5th Grade Science Fair Project Ideas4th Grade Science Fair Project Ideas3rd Grade Science Fair Project Ideas2nd Grade Science Fair Project Ideas1st Grade Science Fair Project IdeasKindergarten Science Fair Project Ideas

Crown-Of-Thorns Starfish Facts You Never Knew

Crown-Of-Thorns Starfish Facts You Never Knew Crown-of-thorns starfish (Acanthaster planci)  are beautiful, prickly and devastating creatures that have caused mass destruction to some of the worlds most beautiful coral reefs. Description One of the most noticeable features of the crown-of-thorns starfish is the spines, which may be up to two inches long. These sea stars  can be from nine inches to up to three feet in diameter. They have 7 to 23 arms. Crown-of-thorns starfish have a variety of possible color combinations, with skin colors that include  brown, gray, green, or purple. Spine colors include red, yellow, blue, and brown.  Despite their stiff appearance, crown-of-thorns starfish are surprisingly agile. Crown-of-Thorns Starfish Facts Kingdom: AnimaliaPhylum: EchinodermataSubphylum: AsterozoaClass: AsteroideaSuperorder: ValvataceaOrder: ValvatidaFamily: AcanthasteridaeGenus: AcanthasterSpecies: Planci Habitat and Distribution Crown-of-thorns starfish prefer relatively undisturbed waters, found in lagoons and deep water. It is a tropical species that lives in the Indo-Pacific Region, including the Red Sea, South Pacific, Japan, and Australia. In the U.S., they are found in Hawaii. Feeding Crown-of-thorns starfish usually eat the polyps of hard, relatively fast-growing stony corals, such as staghorn corals. If food is scarce, they will eat other coral species.  They feed by extruding their stomach out of their bodies and onto the coral reef and then using  enzymes to digest the coral polyps. This process can take several hours. After the coral polyps are digested, the sea star moves off, leaving only the white coral skeleton behind. Predators of crown-of-thorns starfish (mostly of small/young starfish) include the giant triton snail, humphead Maori wrasse, starry pufferfish, and titan triggerfish. Reproduction Reproduction in crown-of-thorns starfish is sexual and occurs through external fertilization. Females and males release eggs and sperm, respectively, which are fertilized in the water column. A female can produce 60 to 65 million eggs during a breeding season. Fertilized eggs hatch into larvae, which are planktonic for two to four weeks before settling to the ocean bottom. These young sea stars feed on coralline algae for several months before switching their diet to corals. Conservation The crown-of-thorns starfish has a healthy enough population that there is no need to evaluate it for conservation. In fact, sometimes crown-of-thorns starfish populations can get so high, they devastate reefs. When crown-of-thorns starfish populations are at healthy levels, they can be good for a reef. They can keep larger, fast-growing stony corals in check, allowing small corals to grow. They also can open space for more slower-growing corals to grow and increase diversity.   However, about every 17 years, there is an outbreak of crown-of-thorns starfish. An outbreak is said to occur when there are 30 or more starfish per hectare. At this point, the starfish consume coral faster than the coral can regrow.  In the 1970s, there was a point when 1,000 starfish per hectare were observed in a section of the northern Great Barrier Reef. While it appears these outbreaks have happened cyclically for thousands of years, recent outbreaks seem to be more frequent and severe. The exact cause is unknown, but there are some theories.  One issue is runoff, which washes chemicals (for example, agricultural pesticides)  from the land into the ocean. This pumps  more nutrients into the water that causes a bloom in plankton, which in turn provides extra food for crown-of-thorns starfish larvae and causes the  population to boom.  Another cause may be overfishing, which has decreased the population of starfish predators. An example of this  is the overcollection of giant triton shells, which are prized as souvenirs.   Scientists and resource managers are seeking solutions to crown-of-thorns starfish outbreaks. One technique for coping with the starfish involves poisoning them. Individual starfish must be poisoned manually by divers, which is a time- and labor-intensive process, so it can only feasibly be conducted over small areas of a reef.  Another solution is to try to prevent outbreaks from happening or stop them from becoming so large. One way to do that is through working with agriculture to reduce pesticide use, and through practices such as integrated pest management.   Use Care When Diving When snorkeling or diving around crown-of-thorns starfish, use care. Their spines are sharp enough to create a puncture wound (even though a wet suit) and they contain a venom that can cause pain, nausea, and vomiting. Resources and Further Reading Acanthaster planci (Linnaeus, 1758). World Register of Marine Species. Becker, Joseph. Marine Envenomations: Invertebrates. Alert Diver Online, Paul Auerbach, Dan Holdings, Inc., Spring 2011. Crown-of-thorns starfish. Australian Institute of Marine Science, Australian Government, 2019. Crown of Thorns Starfish. Reef Resilience Network, The Nature Conservancy, 2018. Hoey, Jessica. Environmental Status: Crown-of-thorns starfish. Great Barrier Reef Marine Park Authority, Australian Government, August 2004. Injection culls reef-killing crown of thorns starfish. The Sydney Morning Herald, April 22, 2014.   Kayal, Mohsen, et al. Predator Crown-of-Thorns Starfish (Acanthaster planci) Outbreak, Mass Mortality of Corals, and Cascading Effects on Reef Fish and Benthic Communities. PLOS ONE, October 8, 2012. Shell, Hanna Rose. Locomotion in Water. Scinema Study Guide, CSIRO.

Special Education Essay Example | Topics and Well Written Essays - 3000 words

Special Education - Essay Example This assumption and accusation comes from the fact that schools stand to get more funding from the government if they have more special education needs students. In this regard, it is assumed that schools are more likely to label more students as special needs students so as to acquire more money from the government. However, as Freeman (2012) says, this is not only incorrect, it is also impossible. He argues that this accusation is incorrect because of various reasons. First, in any school, just one qualified teacher can have a child into the special needs status. This member of staff, who should also be a qualified teacher, and the special education needs coordinator would at the same time have to communicate and consult with so many other parties before he or she is finally able to have the child labelled as a special education needs student. These other parties include the board members, the parents of the child, the head teacher, a government body and many others. This means tha t the school cannot just decide to make a certain student a special needs student and start getting funding for the same. Secondly, Freeman (2012) argues that this claim is wrong because even if it was possible for schools to decide to label a child as having differentiated needs, this does not necessarily lead to the school getting lots of money. He argues that even after a school makes a certain student or group of students special needs students, this does not necessarily lead to the government increasing funding to the school. In such a case, the school may be required to meet the special needs of the students within the already existing resources. Again, even in the rare cases where the government may increase funding to the school, the increase in minimal and not so much as to be seen as a improvement of the students that the school gets. To counter this belief that schools and teachers are getting into the habit of unnecessarily labelling students as special needs students in order to get more money, Freeman (2012) argues that schools have over time tried their best to improve the learning environment of students with disability. This means that contrary to the belief that teacher and schools are using special education needs students to get more money, they are actually more interested in helping these students and do so with or without increased funding. Thirdly, Freeman (2012) argues that this argument is incorrect because even in cases where a school gets more support from the government for helping in taking the needs of these students with special education needs, this increased funding is usually in the form of teaching staff as opposed to cash money. In the article, he also looks at another issue that is more fundamental. The Second issue is that it is not the labelling that is important but how challenges of special students are dealt with. He looks at how the history of taking care of students with special need has changed. In particular he ar gues that teachers and school in general have turned to not caring too much about labelling but to coming up with different ways in which to assist students. He stresses that the label that the child gets is not important to the school staff, both teaching and the other members of staff because what matters to them is identifying the barriers and coming up with sensible practical solutions to help these students. Freeman (2012) stresses at least two things here. First he stresses the fact that labelling student

Fashion and identity relation Essay Example | Topics and Well Written Essays - 2000 words

Fashion and identity relation - Essay Example The essay "Fashion and identity relation" focuses on the identity relation and fashion. Modernism is a movement that rejects traditional style and the way of life and embracing a new form of life which no one truly understands yet as no one has explored it yet. Then the idea of post modernism, which has brought an enormous debate in the fashion world, comes in question. Modernism embraced uniqueness of an individual the autonomous nature of mankind while at the same time shunning tradition. Postmodernism rejected the autonomous individual believing that greatness is in communal power and action. Culture can be defined as the characteristic of a particular group. It could be in terms of language, fashion, cuisine, social habits, music, and many more. Culture can be obtained through individual or group striving. It defines human nature as it is what creates purpose in all the actions of the human being. Because of these there exist cultural difference created by the barriers or if clea rly stated the boarders of life. These barriers can be either local or international, but it is what creates the distance and the variation inhuman behaviour across the globe. The current world embraces post modernity whereby everything is changing at a rate almost unrecognisable. The result of this is competition without an end. The competition is in terms of gender, social identity, politics and the like all only to try and fit or find a place of comfort within the society. Fashion gives the perfect solution to this.

Sample Research Paper Essay Example for Free

Sample Research Paper Essay Introduction The melamine controversy that erupted during the last quarter of year 2008 brought people’s attention back to the debates between breastfeeding and the use of breast milk substitutes like commercial infant formula. This wasn’t the first time that infant formula had caused illnesses and even deaths to infants worldwide hence the continuous campaign of World Health Organization (WHO) and UNICEF along with other breastfeeding advocates, for mothers to breastfeed their children at least until 6 months of age. Infant feeding practices refer generally to meet the nutritional and immunological needs of the baby. A study of infant feeding practices was carried out on a sample of 100 mother and infant pairs. The results revealed that only 20% of mothers in the study currently exclusively breastfeed their babies. It also shows that socio-economic factors like mother’s work status, marital status and educational attainment had direct bearing on these practices. Employed mothers tend to cease from breastfeeding their babies and eventually stop and just resort to formula feeding as they go back to work. The study also  showed that mothers who are married and living with their partners are more likely to breastfeed their infants than single mothers. Those with higher educational attainment resort more to formula feeding and mixed feeding than those with lower educational attainment. Health care professionals influence mothers the most when it comes to infant feeding decisions. Methodology Type of Research The type of research that will be used in this study is qualitative research and quantitative research. Qualitative researchers aim to gather an in-depth understanding of human behavior and the reasons that govern such behavior. The discipline investigates the â€Å"why† and â€Å"how† of decision making. Besides this, the researcher will also examine the phenomenon through observations in numerical representations and through statistical analysis. Along with questionnaires that will be given out to respondents for the statistical representation of the findings in the study, interviews with the respondents and a few experts in this field will also be conducted. Sampling Method The research sampling method that will be used in this study is random sampling to obtain a more scientific result that could be used to represent the entirety of the population. A list of all health care facilities (maternity and lying-in clinics, public and private hospitals, health centers) was acquired from the Las Pià ±as City Hall. From 20 barangays, 3 will be picked through random sampling. The health care facilities and institutions in these three barangays will then be the target sources of respondents of the researcher. The health care facilities and institutions will be contacted to obtain a verbal consent to administer the questionnaire to mothers at their places. A letter of consent will also be sent to them along with a sample copy of the questionnaire that will be used, as well as the protocol of the researcher. A letter was also addressed to the City Health Officer to obtain endorsement and consent to conduct a research in selected barangays and distribute questionna ires to the mothers in the vicinity. Data collection was conducted throughout the facilities‟ and health centers‟ operating hours from Mondays through Sundays in order to include both working and non-working mothers. Respondents The respondents in this research will all be coming from one single location Las Pià ±as City, specifically the randomly selected barangays of Pamplona I, CAA/BF International and Pamplona III. The researcher chose Las Pià ±as City because of the socio-economic conditions present in the area that is relevant to the study and also as it fits the time frame and resources of the researcher. The randomly sampled respondents will be asked by the researcher for consent and approval to answer the questionnaire until the desired number of respondents which is 100 is reached. The opinion of experts will also be sought in this research to provide explanations regarding the respondents‟ infant feeding behaviors and practices. Questionnaire The questionnaire requires information about the socio-economic and demographic background of the mother. It also has questions related to previous infant feeding practices and the birth of her youngest infant and also regarding the baby’s general health and age. Statements that are perceived to be factors that influence mothers‟ infant feeding decisions were presented. The description of the type of infant formula given by formula and mixed feeding mothers will also be asked in the material. Conclusion Majority of the mothers formula feed their child and only a minority exclusively breastfeeds their children, especially as per recommendation of the World Health Organization. While majority of the mothers in this study showed a positive attitude towards breastfeeding, most of them decided only to formula feed due to the reasons of insufficient milk supply and work. Based on the results of the study, the educational attainment, work status, marital status, and seminars in the barangay the respondents are part of, about breastfeeding, are the significant factors that affect the infant feeding decision of mothers in Las Pià ±as City. Majority of the mothers that served as respondents in this study fall under the age range of 17-30 years old. More than half of them were also college graduates while a significant number are undergraduates and have only reached until high school. Most of the mothers are housewives and the others remaining have full-time jobs, part-time jobs and self-empl oyed. A few of them are still students. While  majority of them were married, a lot were still in a status of live-in and are single. More than half of the mothers did not have previous children before the current one. Majority of the respondents also have an annual gross household income that does not exceed P50,000. Among the several information sources namely, media through televisions/radios and printed/published materials, the social support system comprised of the mother’s family, friends and other relatives and health institutions, the mothers who give their babies infant formula are influenced the most by health care institutions through health professionals and other health care personnel. They influence the mothers in deciding to feed the baby with formula and in choosing, as well, which brand of formula is best for their babies. Mothers trust their baby’s doctor because of their expertise in the said field hence this kind of relation is achieved. Mothers were overall not concerned about the possible side effects of breastfeeding as a few were only worried as shown in the data presented. It can be concluded that numerous internal as well as external factors influence a mother in making infant feeding decisions, and a greater fraction of these is socio-economic in nature.

Comparing Frankenstein and Paradise Lost :: comparison compare contrast essays

Frankenstein and Paradise Lost  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Mary Shelley has created a subversive and grotesque God/Man relationship in "Frankenstein." Shelly sets up Frankenstein and, at times, Man in general, to be the monster's God. Shelley's integration with Paradise Lost creates opportunity for making such comparisons. When the monster gives his book review of the found classic, he states, "It moved every feeling of wonder and awe, that the picture of an omnipotent God warring with his creatures was capable of exciting." This is reminiscent of the war he has with Frankenstein when his wishes are refused. He then goes on to relate the story's characters to his own situation. The plot of the monster's life follows a mutated version of Adam's as he read it in Paradise Lost. At one point he relates, "But it was all a dream; no Eve soothed my sorrows nor shared my thoughts; I was alone. I remembered Adam's supplication to his Creator. But where was mine?" The monster relates himself to Adam and expects the same treatment from his 'God.' The full realization of the mockery of Adam and Eve is barely missed when Frankenstein decides to relieve Man of the burden of his monster race by refusing to create the monster's bride. Just as he has the power to create, has he the power to destroy. Yet, in the end, the monster is the one in control, and ultimately triumphs in the final chase, outliving his creator. Just as with Adam, the monster's role is also compared to that of Satan in Paradise Lost: "Many times I considered Satan as the fitter emblem of my condition; for often, like him, when I viewed the bliss of my protectors, the bitter gall of envy rose within me." The monster is like Satan in that he is rejected by the beings of which he was once a member. While he does not remember, perhaps he feels his similarity, yet horrid mutation and punished rejection. The duality in the monster between Adam and Satan allows him to decide upon his plan of action. It is important to note that he takes upon himself the role of Adam before resorting to the methods learned from Satan. In Paradise Lost, Adam and Eve are banished from the Garden of Eden for eating fruit from the tree of knowledge. Much the same way, Frankenstein's happy and loving life is smashed to pieces upon the creation of the monster.

Girl Number 20

The 19th century witnessed the beginning of queen Victoria’s reign, the industrial revolution, realism as literary movement and realistic novels among other. When we refer to realistic novels, we are not talking about novels being a â€Å"reality† but instead we refer to the creation of fictional stories and characters that are very much like real life people and situations. In other words, authors wrote their novels to critize social unfairness, poverty, struggles, health issues and so forth, as a way to reflect the â€Å"truth† just as it was, and it all was possible because their stories and characters were believable.Charles Dickens was one of the most influential writers of the time, his novel â€Å"Hard Times†, as the rest of his works, is vivid examples of what realistic novels would be like. He portrays his judgement towards society in a very comprehensible and even entertaining way, providing the reader an idea of the time and era he was living in . Furthermore, he lets readers identify with the situation and characters of the story, reflecting through the narrator his social perspectives of the time.Regarding the novel Hard Times, there are several issues and characters we could point out, such as progress, social limitations, poverty, development, educational patterns of the time, Mr. Bounderby, Mr. Gradgrind, Louisa, Tom, Cecilia Jupe (Sissy), Mr. Harthouse, Stephen Blackpool among others. However, the one we identified the most with, was â€Å"Girl Number 20† or Cecilia Jupe (Sissy). Through out the whole story, Dickens shows her as an innocent, unprotected an abandoned child, but at the same time she becomes one of the most important and influential characters of the story.In addition, the author redefines, in a way, the role women had at the time, by giving Sissy the power to be herself and the power to do whatever she thought was right. In order to present Cecilia Jupe as the heroine of the story, we will have t o consider her background, being it, the cornerstone of the principles she will use for the rest of her life. Having mentioned this, we will begin by referring to the way Dickens gave form to Sissy’s childhood. A motherless child, who was raised by her loving and strange father. Even though her ather was a sad and a depressed man, Sissy discovered how to please him by being more than a daughter, a caring friend; the author showed it in this quote: And you were his comfort through everything? ’She nodded, with the tears rolling down her face. ‘I hope so, and father said I was. It was because he grew so scared and trembling, and because he felt himself to be a poor, weak, ignorant, helpless man (those used to be his words), that he wanted me so much to know a great deal and be different from him. I used to read to him to cheer his courage, and he was very fond of that. p. 51) This is one of the reasons for us to give Sissy the heroical part in the story, though she made simple gestures, she made her father happy no matter what situation he was going through. It is easy to understand Sissy’s fairytale life, due to all the elements that surrounded her during her childhood: Her mother a dancer, her father a clown, her readings, most of them fantastic, but nourishing at the same time for both of them, here is one of the moments where she expressed her testimony: â€Å"Your mother? ’ ‘Father says she was quite a scholar. She died when I was born.She was;’ Sissy made the terrible communication nervously; ‘she was a dancer†¦ †Father’s a;’ Sissy whispered the awful word; ‘a clown. ’ ‘To make the people laugh? ’ said Louisa, with a nod of intelligence. ‘Yes. But they wouldn’t laugh sometimes, and then father cried†Ã¢â‚¬ ¦Ã¢â‚¬  I used to read to him to cheer his courage, and he was very fond of that. They were wrong books- I am never to speak of th em here- but we didn’t know there was any harm in them. ’ ‘And he liked them? ’ said Louisa, with her searching gaze on Sissy all this time. ‘O very much! They kept him, many times, from what did him real harm.And often and often of a night, he used to forget all his troubles in wondering whether the Sultan would let the lady go on with the story, or would have her head cut off before it was finished. † (Pp. 50-51) Nevertheless, all the elements shown above were used by Dickens as tools in order for us to understand even more Sissy’s personality and character, highlighting her creativity and optimism when facing difficult times. Dickens shows us that her creative, optimistic and attentive attitude was not only present when she was around her father but also through out the rest of her life, even so, most people did not see it as a rilliant attitude; instead they labeled her as an uneducated, an abstract and an unintelligent person. Howev er, the author uses this attitude to demonstrate that life is not only made out of facts but also of reality, logic and common sense. This situation is well illustrated in the following quote: ‘Girl number twenty,’ said the gentleman, smiling in the calm strength of knowledge. Sissy blushed, and stood up. ‘So you would carpet your room- or your husband’s room, if you were a grown woman, and had a husband- with representations of flowers, would you,’ said the gentleman. Why would you? ’ ‘If you please, sir, I am very fond of flowers,’ returned the girl. ‘And is that why you would put tables and chairs upon them, and have people walking over them with heavy boots? ’ ‘It wouldn’t hurt them, sir. They wouldn’t crush and wither if you please, sir.They would be the pictures of what was very pretty and pleasant, and I would fancy-’ ‘Ay, ay, ay! But you mustn’t fancy,’ cried the gentleman, quite elated by coming so happily to his point. ‘That’s it! You are never to fancy. ’ ‘You are not, Cecilia Jupe,’ Thomas Gradgrind solemnly repeated, ‘to do anything of that kind. ‘Fact, fact, fact! ’ said the gentleman. And ‘Fact, fact, fact! ’ repeated Thomas Gradgrind. ‘You are to be in all things regulated and governed,’ said the gentleman, ‘by fact. † (p. 10) Through this lines Dickens was trying to show how reasonable Sissy was in comparison to other characters, she knew that flowers were just an image that people could delight in and not just a simple definition. In addition, there is another important aspect of Sissy’s life which we find interesting to note: her social awareness. A good example to prove this is the following quote: â€Å"†¦ But today, for instance, Mr M’Choakumchild was explaining to us about Natural Prosperity. ’ ‘National, I think it must have been,’ observed Louisa. ‘Yes, it was. – But isn’t it the same? ’ she timidly asked. ‘You had better say, National, as he said so,’ returned Louisa, with her dry reserve. ‘National Prosperity. And he said, Now, this schoolroom is a Nation. And in this nation, there are fifty millions of money. Isn’t this a prosperous nation? Girl number twenty, isn’t this a prosperous nation, and a’n’t you in a thriving state? ’ ‘What did you say? ’ asked Louisa. ‘Miss Louisa, I said I didn’t know.I thought I couldn’t know whether it was a prosperous nation or not, and whether I was in a thriving state or not, unless I knew who had got the money, and whether any of it was mine. But that had nothing to do with it. It was not in the figures at all,’ said Sissy, wiping her eyes†¦. † (p. 48) Through this quote, Dickens gave us a fantastic explanat ion of his thoughts on the economy of the time through Sissy’s opinion; in other words, he was emphasizing his ideal economical pattern for society: everyone having an equal amount of richness in order to be a prosperous nation.One of the remarkable things about Sissy is that throughout the whole story, Dickens presents her as a unique girl with many exceptional traits, for instance, her loyalty and perseverance towards her father’s return, her compassion and attentive spirit towards the Gradgrind family, her respect for others’ opinions and the one thing that make her the heroine of the story: her outstanding personality. Nevertheless, there are several times when the author mentions that just like any human being, Sissy doubted herself and at the same time wished to be someone else (Louisa).Dickens expressed it clearly on this extract: ‘It would be a fine thing to be you, Miss Louisa! ’ she said, one night, when Louisa had endeavored to make her p erplexities for next day something clearer to her. ‘Do you think so? ’ ‘I should know so much, Miss Louisa. All that is difficult to me now, would be so easy then’†Ã¢â‚¬ ¦ ‘Have I always hated you so much? ’ ‘I hope not, for I have always loved you, and have always wished that you should know it. But you changed to me a little, shortly before you left home.Not that I wondered at it. You knew so much, and I knew so little, and it was so natural in many ways, going as you were among other friends, that I had nothing to complain of, and was not at all hurt. † (Pp. 48, 182-183) At the same time, letting aside her desires to be like someone else, Cecilia did not let such a thing bring her down, instead she stood up and defended her territory and her â€Å"own†, becoming courageous enough to confront and to send away Louisa’s suitor who stood against everything that was right.The following quote reflects it: ‘Mr Harthouse,’ returned Sissy, with a blending of gentleness and steadiness that quite defeated him, and with a simple confidence in his being bound to do what she required, that held him at a singular disadvantage, ‘the only reparation that remains with you, is to leave here immediately and finally. I am quite sure that you can mitigate in no other way the wrong and harm you have done.I am quite sure that it is the only compensation you have left it in your power to make. I do not say that it is much, or that it is enough; but it is something, and it is necessary. Therefore, though without any other authority than I have given you, and even without the knowledge of any other person than yourself and myself, I ask you to depart from this place tonight, under an obligation never to return to it. † (Pp. 188-189).Nonetheless, this was not the only an unselfish and brave act she performed; the previous action triggered the beginning of Sissy Jupe as the care-taker and th e protector of the Gradgrind family that even the father came to a place where he recognized Cecilia’s help, not only towards him but also towards his wife and son; he finally accepted the fact that without Sissy’s presence they would have succumbed. In the following quote Dickens proves that at last â€Å"Girl Number 20†, the least expected to have the solution to all of the Gradgrind’s problems, became the moral and the grand victor of the story after all. Sissy has effected it, father. ’ He raised his eyes to where she stood, like a good fairy in his house, and said in a tone of softened gratitude and grateful kindness, ‘It is always you, my child! † (p. 222) Lastly, as the story ends our heroine is all we expected her to be, starting by being a great and faithful daughter, a help in time of need for those who surrounded her, and last but not least a good wife, a happy mother and a wonderful friend to her â€Å"humbler fellow-creatu res†.But, happy Sissy’s happy children loving her; all children loving her; she, grown learned in childish lore; thinking no innocent and pretty fancy ever to be despised; trying hard to know her humbler fellow-creatures, and to beautify their lives of machinery and reality with those imaginative graces and delights, without which the heart of infancy will wither up, the sturdiest physical manhood will be morally stark death, and the plainest national prosperity figures can show, will be the Writing on the Wall,- she holding this course as part of no fantastic vow, or bond, or brotherhood, or sisterhood, or pledge, or covenant, or fancy dress, or fancy fair; but simply as a duty to be done,- did Louisa see these things of herself? † (p. 238) As a conclusion, we dare to say that Dickens was the realist novelist far excellence; throughout the whole novel he expressed his criticism in a very audible voice, illustrating his thoughts and opinions on several social conc erns of his time. Additionally, he created a story and characters that were believable due to their resemblance with the real world; he made the reader understand that he was not making the situations up, but he was showing real common life.Nevertheless, it seems as if Dickens broke the pattern with Cecilia Jupe, when giving her the heroic part of the story and at the same time made her as an example of genuineness, boldness and bravery, even when her humble background, her eccentric education and all those things made her the contrary of what a Victorian Lady should be like. All situations she went through were against the idea of her being the heroine of the story, but ironically, Dickens chose her as if taking her from another world and inserting her into Victorian times, in order to make his point clear, which was: the role of the woman in a society like his. References: Dickens, C. (1854). Hard Times. London, England: Editorial Matter.

Animals’ Roles in The Wars Essay

Written by Timothy Findley in 1977, The Wars is a novel that explores the theme of young human life under the pressing concerns during the war, specifically the First World War, seeing the world of soldiers turn into a world of violence, and how these soldiers have turned into brutes themselves. The character of Robert Ross, a nineteen year-old Canadian officer and whose life is narrated mostly from the third-person point of view, is revealed as a character that has a concern for animals—thus prompting Ross to save the horses which cost him his life in the end—amidst the brutal turn of events where death was almost certain in the killing fields. The birds, coyote and rabbits also symbolize certain events in the story.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Soldiers are typically known to be highly sensitive of their surroundings when in the fields for they cannot exactly pinpoint where and when combat might ensue or from what direction the enemy might be coming from. This is perhaps one of the reasons why Ross was able to notice the chirping of the birds while he and the rest of the soldiers were out in the war. Ross was able to take notice of the fact that each time the birds stopped singing, an attack from the enemy soon takes place. Perhaps it was mere coincidence, although one can strongly tie that event with the attacks that followed thereafter as birds are familiar with their environment more than the soldiers; slight changes in their environment, especially changes which have a lot to do with probable dangers; cause the birds to fly away. Taken with the context of the encounters of Ross with the birds, it can be said that those birds served as warning signs for the young soldier. Whenever the birds stopped singing, it is almost certain that Ross is about to encounter danger along the way. â€Å"The birds, being gone, had taken some mysterious presence with them (p. 81),† showing how the sudden absence of these birds felt rather unusual, as if to signal something bad is about to happen.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   It is unusual as well for man and beast to have a close relationship, especially when the animal is known to be a hunter and can be a threat to the security of man. But more than that, any relationship between man and beast can mean simple companionship to a deep friendship. As far as Ross and the coyote are concerned, it can be said that the animal accompanied the young soldier to a certain extent in the story. â€Å"One night, Robert ran with a coyote (p. 25)† and when the men were out for a drink the coyote also â€Å"drunk at the brink (p. 27)† of the water â€Å"and suddenly sat (p. 28).† An observation of these rather unusual events would tell us that the coyote acted as if it was a member of the soldiers. This is interesting as it presents a revealing irony one can not easily notice; soldiers in the war, as Ross himself has observed, are violent men who are more like beasts who wielded weapons to kill. With the presence of the coyote among the group, it can be said that they, too, were much like the coyote. The soldiers, in fact, â€Å"gathered like whispering conspirators around the edges of a bright sheet of water (p. 27),† a sly trait typical to that of coyotes.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   While coyotes symbolize how men in the war have turned into beasts, rabbits on the other hand serve as reminders for Ross to treat animals in general with respect as if they were human beings. On one occasion, Ross was hesitant to kill the rabbits as ordered by his estranged mother, Mrs. Ross, shortly after the death of Rowena, Robert’s older sister, since they gave him memories about his older sister and since Rowena owned those rabbits. â€Å"Rabbits had to die, and Robert had to do it (p. 18),† which presents one conflict in the novel—the conflict between the command to destroy the animals which pin back memories and the apparent weakness of the main protagonist to kill even animals. It can be said that if Ross decides to kill the rabbits, it was like as if he has killed the memories of Rowena. If he decides not to kill them, it proves that he is unable to even wield a weapon against these small animals, which is of course not a good sign for someone who would enlist in the army during the war. It also shows how Ross was more human than anybody else in the story, especially his estranged mother and the rest of the soldiers in his group. His inclination to preserve whatever memory remains from the departed tells us that Ross is not keen to destroy, or that he is not a natural â€Å"destroyer† of animal life which, ironically, cost him his life as he tried to save some of the Army horses after killing two of his fellow soldiers.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The point where Ross tries to save the Army horses was also the time when he finally turned to madness and prompted him to kill the lives of his fellowmen. Apparently, it is a contrast which tells us that insanity can push a person to kill other people yet care for beasts. That is because Ross himself has finally become a beast near the end of the story and, thus, he is now more than inclined to save his own kind rather than protect and preserve the life of other men. He is no longer the same man at the start of the story who was afraid to kill. This transformation can be attributed to the onslaught of the war, which seemed to have absorbed Robert right into it. As he was now unable to rise above the madness of the war, Robert Ross eventually turned quite like the rest of the army, willing to kill and die just so to save other lives although this time he saved the lives of horses.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The animals in the story offer an interesting insight into some important events in the novel, especially in terms of how the life of the protagonist, Robert Ross, always hanged in the balance of making crucial decisions. In general, the story is able to reveal how the lives of soldiers always deal with certain conflicts individually and together as a group. Findley’s novel is also able to show how young minds of young individuals tend to fold under pressing moments in their lives. Reference Findley, T. (1996). The Wars. Penguin: Canada.

Compare a stimulus(eastenders)y mother said i never should) essays

Compare a stimulus(eastenders)y mother said i never should) essays The two items I will be comparing for my response are; 1) The play of 'My mother said I never should' 2) A scene from the TV soap, Eastenders. We have chosen to compare these two pieces because there is an uncanny resemblance between the characters on both pieces; also the story The play 'My mother said I never should' is a theatre production which has been performed all over England. It is a scripted play and can be adapted to suit the audience. The time scale varies in M.M.S.I.N.S and ranges from the 18th century to the 1990's, it is set in a rural area in Manchester and the characters were brought up in the same family. Eastenders is a TV soap, series, broadcasted on BBC1 regularly; it is set in modern-day East London in an area called Walford. The main point of M.M.S.I.N.S is the fact that a woman gives birth to a child when she is very young, her mother then takes responsibility for the child and they are brought up as sisters. The Characters are supposedly one family yet in the waste ground scenes they are all the children of their character, even though they are from different generations. Rosie (the child) discovers the truth of her parentage when she find's her birth certificate prior to her mother's funeral. There is a lot of friction between the characters and this is clearly shown in the play. (Detailed description later in essay) In Eastenders, The Slater family (who I am focusing this essay on) are very close and spend an evening celebrating in a local restaurant, suddenly a blazing row sparks up between Kat (the eldest) and Zoe (the youngest).Zoe believes that Kat is her older sister. They exit the restaurant and continue to argue on the street, Zoe states that she is fed up of Kat trying to control her, and shouts 'Don't tell me what to do.. YOU'RE not my mother' then after a short, awkward pause, Kat ...

Chemistry Scavenger Hunt Clues and Answers

Chemistry Scavenger Hunt Clues and Answers One of the more popular chemistry assignments is a scavenger hunt, where students are asked to identify or bring in items that fit a description. Examples of scavenger hunt items are things like an element or a heterogeneous mixture. Are there additional items you would add to a scavenger hunt or that you have been asked to find for an assignment? Chemistry Scavenger Hunt Clues First, lets start with the clues. You can print this page out to start your own chemistry scavenger hunt or try to find the answers. These same clues plus possible answers are found at the bottom of this page. An elementA heterogeneous mixtureA homogenous mixtureA gas-liquid solutionA malleable substanceA solid-liquid solutionA substance which has a volume of 1 cm3An edible example of a physical changeAn edible example of a chemical changeA pure compound which contains ionic bondsA pure compound which contains covalent bondsA mixture that can be separated by filtrationA mixture that can be separated by some other method than filtrationA substance with a density of less than 1g/mLA substance with a density of more than oneA substance which contains a polyatomic ionAn acidA metalA non-metalAn inert gasAn alkaline earth metalImmiscible liquidsA toy which demonstrates a physical changeThe result of a chemical changeA moleA substance with tetrahedral geometryA base with a pH greater than 9A polymer Possible Scavenger Hunt Answers An element: Aluminum foil, copper wire, aluminum can, iron nameA  heterogeneous mixture: Sand and water, salt and iron filingsA homogenous mixture: Air, sugar solutionA gas-liquid solution: SodaA malleable substance: Play-doh or modeling clayA solid-liquid solution: Maybe  an amalgam of silver and mercury? This is definitely a tough one.A substance which has a volume of 1 cubic centimeter: Standard sugar cube, cut a cube of soap the proper sizeAn  edible example of a physical change: Melting  ice  creamAn edible example of a chemical change: Seltzer tablet (barely edible), candies that fizz or pop when dampA pure compound which contains  ionic bonds: SaltA pure compound which contains  covalent bonds: Sucrose or table sugarA mixture that can be separated by filtration: Fruit cocktail in syrupA mixture that can be separated by some other method than filtrationSaltwater- salt and water can be separated using  reverse osmosis  or  an ion exchange columnA substance wi th a density of less than 1g/mL: Oil, ice A substance with a density more than one: Any metal, glassA substance which contains a  polyatomic ion: Gypsum (SO42-),  Epsom  saltsAn acid: Vinegar (dilute  acetic acid),  solid citric acidA metal: Iron, aluminum, copperA non-metal: Sulfur, graphite (carbon)An inert gas: Helium in a balloon, neon in a glass tube, argon if you have access to a labAn alkaline earth metal: Calcium, magnesiumImmiscible liquids: Oil and waterA toy which demonstrates a physical change: A toy steam engineThe result of a chemical change: AshesA mole: 18 g of water, 58.5 g of salt, 55.8 g of ironA substance with tetrahedral geometry: Silicates (sand, quartz), diamondA base with a pH greater than 9: Baking sodaA polymer: A piece of plastic

Chipotle food company Essay Example | Topics and Well Written Essays - 2250 words

Chipotle food company - Essay Example it governance risk indicators which makes the company have low risks in its board, audit and compensation and a medium risk in shareholders’ rights. With the high rate of quarterly revenue growth of 24.50% against 8.90% of the industry, the company has experienced a steady growth in its branch network. Moreover, it is among the top companies in terms of market capitalization with a ROE of 23.64%, which guarantees investors of a good return. For the company to enjoy high performance, it should restructure its employment policies to word off concerns by investors due to the audits concerning immigrant workers (Schriftenreihe & Buchholz , 2008). 2. Review of the company and its business Chipotle Mexican Grill, Inc is among the top service provision companies in the restaurant industry with a market capitalization of 7.75 B US dollars. It competes directly with companies such as Panda Restaurant Group, Inc, Taco Bell Corporation and Odoba Restaurant Corporation which are privately owned companies. Nevertheless, the company has indirect competitors such as Whitebread PLC, Mitchells & Butlers PLC and McDonald Corp whose market capitalization is higher. Over the years, this company has continued to spread its tentacles and has managed to establish a large network in US in 33 states. The expansion has made it find new ways of serving its large clientele through product innovations and appealing selling propositions Key product lines Chipotle Mexican Grill, Inc has a wide range of products made up of dishes and beverages. These include burritos, selected beer, salads, salsas, lettuce, tacos, fruit drinks, burrito bowls, cheese, margaritas, a variety of meat types and guacamole. These gives the company a leverage as the customers have a wide variety to choose from. The extensive branch network in the 33 states in United States which are augmented by other branches in UK and Canada makes the company and its subsidiary serve a wide geographical area. The company lev erages its products by using natural ingredients which makes the products unique and appealing to many customers. This is manifested by the long queues especially during lunch times (Wylie, 2009). Strengths The competitive advantage over other business competitors is dependent on the goals and vision as well as mission thereof. The prudential guidelines make a company be able to offer quality products and efficient services to its customers. Moreover, a company gets the motivation to expand its network in a wide geographical area as its products and services get a high demand. The strengths of a company therefore, put a company in a good position to do business and be able to make profits even when others are counting losses. These key driving forces can be product innovations, strong financial postings, efficient and competent workforce, diversified business operations, competent management, conducive working environment as well as better terms of pay and compensation, and well tho ught and articulated financial and business operation policies. This is also boosted by establishment of clear

Economic Policy Recommendation Term Paper Example | Topics and Well Written Essays - 2750 words

Economic Policy Recommendation - Term Paper Example Frictional unemployment is regarded as the easiest type of employment. It takes workers to shift from one job to another since some workers lose their jobs before they have other jobs lined up. This period of unemployment lasts for a short period and is not problematic from an economist’s point of view. Cyclical unemployment is the type that occurs during periods of recession or depression and the rates lowers during periods of high economic growth. During recessions, the demand for goods and services in a given economy falls. Companies react by laying off some workers and cutting production instead of reducing wages and prices. Unemployment therefore results since there are more workers in the economy than the available jobs. Economists put focus on the root causes of the economic downturns that result in this problem (John 2010).Structural unemployment occurs when the labour market has more workers than the available jobs. This kind of unemployment also results when workers possess skills that are not in high demand in the market place, and lack those that are in demand. Structural unemployment is significant since it is long term as the employers’ requirements and workers’ skills don’t match. Seasonal unemployment is another type that occurs in fields where worker demands vary widely over the course of the year. It is regarded as less problematic compared to structural unemployment since it is short term.Unemployment does not only affect the unemployed person but the society in general. It forces people to live in a way they do not wish, bringing unhappiness, despair and anguish. Unemployment is related to mental health problems such as depression, low self esteem and feeling unworthy. Ill health may also result from malnutrition, drug addiction, poor prenatal care which occurs in cases of unemployment. Many studies link unemployment to family disruption. Tension increases at home due to the quarrels and argument which is reflecte d in the increase in divorces. Unemployment is associated with increase in crime and violence in the society (Hall, 2005). The unemployed people are faced with financial insecurity which results in poverty and indebtedness. Other social problems that results from unemployment include homelessness, ethnic antagonism and school dropouts. Unemployment worsens an individual’s situation since the longer a person is out of job, the more difficult it is to secure one. Employment gap is a negative aspect as no one is willing to employ a person who has been out of job for long. Long period of unemployment causes a potential worker to lose skills. The living standards of unemployed persons are low. Due to job competition, even the salaries of employed persons are reduced which lowers their living standards as well. Unemployment can result into political instability