Walt Disney Company free essay sample

The Walt Disney Company is a diversified international family entertainment and media enterprise business. They have five business segments which are media network, parks and resorts, studio entertainment, consumer products and interactive media. Disney Media Network consists of broadcast, cable, radio, publishing and digital businesses within the Disney/ABC Television Group and ESPN, Inc. Walt Disney Parks and Resorts is comprised of family oriented parks and resorts all around the world. They are the world’s largest provider for family travel. The Walt Disney Studios is the foundation in which The Walt Disney Company was built. It provides movies and music to consumers. Disney Consumer Products is the business segment in which Disney brand merchandise is sold. It consists of apparel, toys, home decor, books, animation art, etc. Disney Interactive is the business segment that provides digital media entertainment to consumers such as console games, online virtual worlds, and websites. These five diverse areas bring great success to Disney. We will write a custom essay sample on Walt Disney Company or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The Company started as a cartoon studio in 1923 when Walt Disney signed a contract with M.J. Winkler to produce a series of Alice comedies. The Company was first known as The Disney Brothers Studio. November 18, 1928 marks the release of the first Mickey Mouse Cartoon. The 1930’s brought the first color cartoon, Donald Duck and Disney’s first feature-length film Snow White and the Seven Dwarfs. In the 1940’s, Disney issues its first stock and Walt Disney Music Company is formed. In 1955 the first Disney Park opened in Anaheim, California. In 1971, Walt Disney World Resort opened in Orlando, Florida. In 1983, the Disney Channel began broadcasting. On May 6, 1991 the Company joined the Dow Jones Industrial Average. Throughout the 2000’s Disney acquired Fox Family, renaming it ABC Family, Pixar Animation Studios, Club Penguin and launched a new cable network, Disney XD. While only a few highlights of Disney’s history have been mentioned, it is obvious that Disney has continued to grow through their existence and has a monopoly on family entertainment. They also have cruise ships, Disney stores, radio stations, websites and many other Disney ventures. Disney’s gross revenue has increased dramatically over the years. The 2002 Annual Report reports $25.3 million of gross revenue and the 2012 Annual Report reports $42. 2 million. That is a $16. 9 million dollar increase in revenue over 10 years. Each year their revenue increases between $1. 5 million and $3 million a year. That is an extremely large increase in revenue each year. Disney is doing something right with all their ventures. As Disney’s gross r evenue increases, their net income also increases. Their 2012 net income after taxes was $5. 6 million. In most recent years, Disney has been growing faster than ever thanks to smart decisions by management such as the addition of Marvel Entertainment. Disney’s brand, image and ability to stay diverse are what have caused their continued growth. Disney is a recognized and well-known brand. The characters (Mickey, Mini, Donald Duck, etc. ) that have been created under the Disney brand help their image. Such characters have assisted in the ability for Disney to capitalize the market of children. While the brand and character recognized have played into the continued growth of Disney, their largest asset of being and staying diverse is what has sustained their growth. They have a solid domination in the entertainment and theme park industries. While the theme parks have helped in the growth of Disney, they hold exceptionally high costs. They have the cost of maintenance and updating. If you have ever been to a Disney Park, they are exceptionally clean. This is wonderful but costly. If the guest volume at the parks was to suddenly decrease, then their revenue would decrease, but the costs would not decrease and then such high costs could get in the way of future financial abilities for Disney. To continue their growth in business and revenue, Disney has begun to globalize. They have been working to expand in France and Japan building Disneyland Paris and Tokyo Disney Resort. Having the opportunities to expand in other countries creates and allows more opportunities for sales and an increase in performance. Even though Disney has a solid and successful existence in the entertainment industry, they do have some threats that could negatively impact their profitability in the future. The major threat is competition. There is high competition and growth of other industry giants such as Time Warner which may create a problem for Disney to sustain as the leader in the industry. If Disney was to lose the status of leader, it could negatively affect their sales and performance. While Disney’s has had revenue growth, it appears they have also been taking on more debt. The good news is the increased growth justifies the added leverage of debt. If we look at their liquidity ratios (See Exhibit 1), their current ratio, which measures the ability to pay short-term obligations is 1. 06. Because the ratio is more than 1, Disney has enough assets to cover their liabilities. Their quick ratio, which measures the ability to meet short-term obligation with most liquid assets is 0. Being that this ratio is less than 1, Disney is not able to cover their liabilities with their most liquid assets. However the ratio is just below 1, so they will be able to pay most of their liabilities. Looking at leverage ratios, the debt to equity ratio, which indicates what portion of equity and debt is used to finance assets, is 37%. This means that Disney uses more equity to finance assets than liabilities. They are less aggressive when it comes to financing growth with debt, which reduces the company’s risk. Now let’s look at profitability ratios. Disney’s return on assets, which measures how profitable a firm is relative to its total assets is 7. 59%. Their return on equity, which measures the profitability a firm is relative to the money shareholders invest, is 14. 29%. The net profit margin, which indicates how much of every dollar of sales is kept, is 13. 44%. Over the last three years this percentage has increased each year. This indicates that Disney has an increasing level of earnings. Disney has overall average asset management ratios as well. Their inventory turnover, which illustrates how often inventory is sold and replaced, is 27.51%. This percentage implies that Disney has strong sales and effective buying. Receivable turnover measures the effectiveness of collecting debt. Disney’s receivable turnover is 6. 46% which has decreased from the prior year and implies that inefficient collection of accounts receivable. Total asset turnover is the amount of sales generated for every dollar worth of assets. Disney’s total asset turnover ratio is . 56 which indicates they could do more to efficiently use its assets to produce more sales. My analysis of Disney’s financial ratios is that they are in a good position. They have consistently increased their earnings, have enough assets to cover their liabilities and they use more equity then debt to financing their growth. They could work on their receivable turnover, but overall have good ratios in my opinion. It seems that Disney has been making smart management and financial decisions and is a very profitable company. Disney went public on November 12, 1957. Their first day public, stock closed at $13. 88. On March 1, 2013 Disney’s stock closed at $55. 33. Over the last six months, their stock prices have ranged from $47 to $55. Disney’s stock has a history of remarkable performance with strong, healthy dividends and has split numerous times. They have had four 2 for 1 splits, two 4 for 1 splits and one 3 for 1 split. Disney’s issues dividends on an annual basis at a designated price for share to shareholders. In December 2012, they issued a $0. 75 dividend per share. While Disney has great financial and stock data, a potential stockholder may want additional information that is not included in the financial reports such as ideas of new business ventures and future acquisitions. Disney has had great success with both new ventures and acquisitions but they are risky and capable of having a negative impact. An investor may want to know of such before making the decision to invest. I personally would invest in Disney for a few reasons. First of all, they are the largest entertainment company and have proven to be very successful in all their ventures. Disney has a diversified portfolio of companies and brands with overall high profits. The stock prices continue to rise as well as the dividend for share price. I think that as Disney continues to grow and take on new ventures, their stock prices will continue to rise, leaving room for a gain if shareholders decide to sell their stock. I think Disney is an overall good stock to acquire. Another part of Disney that I personally found interesting and most probably don’t even know is that Disney owns ABC, ABC Family and ESPN. I was shocked about ESPN because it really does not have anything to do with Disney or family. Disney has also owns the Anaheim Angels. It’s amazing how many different ventures Disney has either created or acquired. With increasing revenues each year, Disney has obviously made some smart decisions. They are a huge company with a monopoly on the entertainment industry. Based on the increasing revenues and net income and successful stocks, my assessment of Disney’s future performance in the short term and long term is that they will continue to grow and be successful. Disney has had a long successful history of being innovative and able to adapt to changes in the industry. They have continuously created new ideas, products and ways to be diverse. Such success and innovation poises a very well future. Sources The Walt Disney Company. The Walt Disney Company. N. p. , n. d. Web. 24 Feb. 2013 Walt Disney Co. (DIS) | Corporate Profile. Stock Analysis on Net. N. p. , n. d. Web. 24 Feb. 2013 The Walt DisneyA Company. About. com Animation. N. p. , n. d. Web. 24 Feb. 2013 Beyman, Michael J. The History of Disney Stock. EHow. Demand Media, 07 May 2009. Web. 02 Mar. 2013. 3 Reasons Beginning Investors Should Buy Disney. (DIS). N. p. , n. d. Web. 02 Mar. 2013

Alternatives for Corporal Punishment in the Classroom

Alternatives for Corporal Punishment in the Classroom Free Online Research Papers Corporal Punishment is a cruel and medieval method of disciplining a child in the classroom. Years ago in many countries around the world, Schools thought that the only way to punish someone who did a sinister deed was to beat and whip them. Corporal punishment is a means of inflicting pain to someone who has done wrong by hitting or beating him or her. There are many ways to discipline a student but corporal punishment is not the way; teachers can as just easily use different methods of discipline such as proper communication, strictly enforcing any rules or regulations the school might have and using methods such as reverse psychology and positive reinforcement. Proper communication with a child on what he can and cannot do is much better than turning their bottoms into tomatoes or using corporal punishment. The most obvious reason for corporal punishment to be used is to castigate a child for doing wrong. The teachers that do this physically abuse children and they expect the children to learn from a mistake that they might not know they did. It is therefore important for a child to be told why he or she will receive any type of punishment. A question to ask though would be: is the child actually benefiting from this beating? Or is it a means of just venting frustration on them? If teachers set rules, draw the line and sets limits on the first day of class, they should not have any problems with their classes. Of course teachers are not expected to be sour, grouchy, miserable witches that rule with an iron fist. Teachers do need to be strict but fun and spontaneous as well without using any form of corporal punishment. If drawing the line does not work, rules that are in existence should be enforced without using corporal punishment. If a teacher wants the students to follow rules the teacher can guide the students to make their own class rules. In this way they will be more aware, more involved and feel like they are writing something more personal rather than just a bunch of words on the wall written by the teacher. These however need to be reinforced. Studies have shown that when children participate in making their own rules, they tend to follow them. Rules made by the students will be easy to follow and so avoid problems in the classrooms thus avoiding the use of corporal punishment. Using psychology in the class room is way better than spanking children. Corporal punishment is just a ineffective or easy way out for dealing with trouble makers. Using psychology takes planning care and devotion. Using reverse psychology is a great way to get students to do what you want without even having to do anything yourself; can you imagine that? . For example a troublesome student can be given a high post in the class room. Why do this? Because the child will feel more important and will feel other students will look up to him or her so the child will want to always be at his or her best behavior. Using positive reinforcement is also a great way to get students to behave in a certain manner. A teacher can praise students who behave well and give them positive gestures when they conduct themselves well in class. Other students will want to follow in their fellow class mates’ ways. The followers of the corporal punishment method might say that it gets the job done. Yes it’s true but it can physically and mentally scar the students. Certain people might say the more corporal punishment is used, the least mistakes from students there will be. There is also the saying that ‘if you spare the rod you spoil the child’. What does this mean? It definitely does not mean that every time a child makes a mistake, he or she is to be whipped. It simply means that a child should be corrected every time he or she makes a bad mistake. It does not literally mean use of corporal punishment. The truth is corporal punishment has too many flaws and negative effects short and especially long term. Corporal punishment has been banned from most of the schools around the world because a lot of the teachers who administered it, abused it. Even the ministry of education in Belize is presently undergoing a dispute as to whether it should be kept in the education rules or not. Corporal punishment has so many rebounding effects that it shouldn’t be allowed in any school. There are so many proven ways that don’t include a whip or a ruler that teachers can use such as communicating with the children enforcing rules and using modern psychology. Research Papers on Alternatives for Corporal Punishment in the ClassroomStandardized TestingCapital PunishmentPersonal Experience with Teen PregnancyEffects of Television Violence on ChildrenComparison: Letter from Birmingham and CritoHip-Hop is ArtTrailblazing by Eric AndersonArguments for Physician-Assisted Suicide (PAS)Definition of Export QuotasThe Masque of the Red Death Room meanings

10 Famous Sonnet Examples, Explained

10 Famous Sonnet Examples, Explained SAT / ACT Prep Online Guides and Tips You've probably heard about sonnets in your English class, so you already know that sonnets are an important poetic form. But it can be tough to understand what they're saying! The good news is that everyone can learn to understand poetry. It just takes practice! That's why we've picked the top 10 famous sonnets of all time and explained them. Reading the sonnet alongside an expert explanation will help you not only understand what the sonnet's about, but it will help you test your own analytical skills, too. To help you master the sonnet, our guide is going to do the following: Define the term â€Å"sonnet† List and analyze the top ten sonnets of all time List our top five resources for learning more about sonnets Now, without further delay, let’s check out some sonnets and sonnet examples! What Is a Sonnet? A sonnet is a type of poem that is comprised of fourteen lines of verse that follow a specific rhyme scheme, depending on the type of sonnet. The word â€Å"sonnet† comes from the Italian word sonetto. And what does it mean? Literally, â€Å"little song.† Since sonnets follow a strict rhyme scheme, they can definitely sound melodic when read aloud. The different origins of the sonnet in Italy and England resulted in the creation of different rhyme schemes, topics, and themes of sonnets. However, any sonnet, no matter the type, is going to have the following: 14 lines A particular rhyme scheme Iambic pentameter For more information, be sure to check out this article that talks about the elements of a sonnet in more detail. (It also explains the different types of sonnets, too!) The 10 Most Famous Sonnets of All Time, Explained To understand sonnets better, it helps to look at examples. And guess what? That’s what we’re going to do! We’ve chosen the top 10 sonnets of all time. For each poem, we’re going to give you background info on each sonnet, identify the type of each sonnet example, and briefly analyze the poem. The first five in our list are Shakespearean sonnet examples, and the last five in our list of sonnet examples touch on the different types of sonnets, including Spencerian, Modern English, Miltonic, and Italian/Petrarchan sonnet examples. And, remember: interpretations of the meaning of literary works are always somewhat subjective, so feel free to add your own analyses or research to our readings of these top 10 sonnet examples too! #1: My Mistress’ Eyes Are Nothing Like the Sun, by William Shakespeare (Shakespearean Sonnet) My mistress' eyes are nothing like the sun;Coral is far more red than her lips' red;If snow be white, why then her breasts are dun;If hairs be wires, black wires grow on her head.I have seen roses damasked, red and white,But no such roses see I in her cheeks;And in some perfumes is there more delightThan in the breath that from my mistress reeks.I love to hear her speak, yet well I knowThat music hath a far more pleasing sound;I grant I never saw a goddess go;My mistress, when she walks, treads on the ground.And yet, by heaven, I think my love as rare As any she belied with false compare. Here’s the first Shakespearean sonnet on our list- and it’s one of Shakespeare’s most famous. Like many sonnets, this one praises the appearance of the poet’s lady love..but with a unique twist. Specifically, the poet is comparing his mistress’s appearance to the things we often find beautiful in nature: bright, red coral, white snow, red and white roses. But, the poet isn’t making these comparisons in a complementary way. In fact, he’s claiming that his mistress’s beauty is nothing like the bright sun, the red rose, and the white snow! What’s the deal with that?! But then the volta happens in the couplet. In a sonnet, a volta is the turn, or the moment where the poet shifts his topic. In a sonnet, this is usually the moment where the poet answers the question he poses in the earlier verses! Let's take a look at how the volta works in this poem. In the three quatrains, the poet sticks to that theme: his lady love’s beauty pales in comparison to the natural beauties he observes around him. When we get to the couplet, however, the tone shifts abruptly with the use of the phrase, â€Å"And yet.† Even though his mistress’s eyes don’t shine like the sun and her lips aren’t as red as a rose, the poet still finds her rare and beautiful anyway. So why does the poet describe his mistress like this? It seems kind of rude to bring up all the ways that her beauty doesn’t live up to the vividness of nature. But Shakespeare’s point in this sonnet isn’t really about his mistress at all: it’s a satire about the false, idealized image of feminine beauty often portrayed in sonnets during the Elizabethan Era. Shakespeare is basically making fun of this tendency to use the sonnet to laud an impossible and unattainable image of feminine beauty by painting a realistic picture of his mistress and emphasizing that he loves her the way that she is. (It’s the modern equivalent of loving someone with #nofilter.) #2: "Shall I Compare Thee To A Summers’ Day?"by William Shakespeare (Shakespearean Sonnet) Shall I compare thee to a summer’s day?Thou art more lovely and more temperate:Rough winds do shake the darling buds of May,And summer’s lease hath all too short a date;Sometime too hot the eye of heaven shines,And often is his gold complexion dimm'd;And every fair from fair sometime declines,By chance or nature’s changing course untrimm'd;But thy eternal summer shall not fade,Nor lose possession of that fair thou ow’st;Nor shall death brag thou wander’st in his shade,When in eternal lines to time thou grow’st:So long as men can breathe or eyes can see,So long lives this, and this gives life to thee. Unlike our first example, this sonnet keeps with the traditional theme of comparing the beauty of the poet’s love interest to the beautiful aspects of nature. This sonnet seems to take a more traditional approach to comparing â€Å"thee†- likely the poet’s love interest- to the pleasant aspects of nature than the first sonnet in our list. This time, the poet’s love interest even more lovely than a summer’s day! But the poet is talking about more here than simply his love interest’s looks: he’s talking about her youth. Here’s how we know that: the poet mentions how summer is too short, how nature changes course, and how that which is â€Å"fair† declines as time passes. The poet is talking about how, as time passes, we grow old! If you want to think about youth and age in terms of seasons like the poet does, you could associate youth with summer, and aging with the transition into fall and winter as the earth grows cold and the leaves fall from the trees. And that’s exactly what happens to the poet’s love interest over the course of the poem. But! At the beginning of the third quatrain, the poet makes use of a volta: â€Å"But thy eternal summer shall not fade.† In the second section of the sonnet, the poet associates his love interest’s youthfulness with more than just age and appearance. These things, the poet seems to say, can transcend the passing of time because they are a way of being, rather than a way of looking. Don’t worry: it made us say â€Å"awww,† too. #3: "That Time Of Year Thou Mayest In Me Behold"by William Shakespeare (Shakespearean Sonnet) That time of year thou mayst in me beholdWhen yellow leaves, or none, or few, do hangUpon those boughs which shake against the cold,Bare ruin'd choirs, where late the sweet birds sang.In me thou see'st the twilight of such dayAs after sunset fadeth in the west,Which by and by black night doth take away,Death's second self, that seals up all in rest.In me thou see'st the glowing of such fireThat on the ashes of his youth doth lie,As the death-bed whereon it must expire,Consum'd with that which it was nourish'd by.This thou perceiv'st, which makes thy love more strong,To love that well which thou must leave ere long. This Shakespearean sonnet is addressed to a particular reader, called â€Å"the Fair Youth,† and also deals with the theme of old age. In this sonnet, the three quatrains each present a different metaphor for the poet’s experience with aging, signaled by the phrase, â€Å"In me thou see’st.† The first quatrain compares the poet’s aging to the death of autumn and nature’s transition into winter. The second quatrain compares the poet’s aging to the death of the daytime as the sun sets and night takes over. The third and final quatrain compares the poet’s aging to a slowly dying fire. As usual, the shift, or volta, comes with the couplet at the end of the sonnet. The poet claims that the Fair Youth can see this aging occurring when he looks upon the poet, but that witnessing the poet’s aging makes him love the poet even more in anticipation of the poet’s eventual death. Shakespeare’s use of the three metaphors build a strong connection between humans’ experience of aging and dying and the natural cycles of the universe. One way to read this is that aging and dying is a natural process- one that connects humans more deeply to the universe. And as a result, it’s important to value people while they’re still with us. The poem "If There Be Nothing New, But That Which Is" plays on the old adage, "There is nothing new under the sun." #4: "If There Be Nothing New, But That Which Is" by William Shakespeare (Shakespearean Sonnet) If there be nothing new, but that which isHath been before, how are our brains beguil'd,Which, labouring for invention, bear amissThe second burthen of a former child!O, that record could with a backward look,Even of five hundred courses of the sun,Show me your image in some antique book,Since mind at first in character was done!That I might see what the old world could sayTo this composed wonder of your frame;Whether we are mended, or whe'r better they,Or whether revolution be the same.O! sure I am, the wits of former daysTo subjects worse have given admiring praise. The fourth Shakespearean sonnet on our list also comes from what is known as the Fair Youth Sequence of 1609- a sequence of 154 sonnets that chronicles the poet’s expressions of love towards a young man. This particular sonnet muses on the age-old idea that there is nothing new under the sun. That notion is adapted from the biblical book of Ecclesiastes, and it essentially claims that things in life happen cyclically. Shakespeare struggles to articulate worthy praise of the youth because the praise he would give to the youth has already been written in the past about others from history. His brain â€Å"labours for invention,† searching for words that would demonstrate how the youth is set apart from all these lesser beauties from the past. In fact, the poet argues that if the youth had lived in â€Å"the old world,† those around him would have failed to adequately describe the youth’s beauty and character. In the final couplet, the poet questions the judgment of all those from the past who lauded the beauty of others who came before (the â€Å"wits of former days†) because Shakespeare is confident that there is something new under the sun: the incomparable beauty of his love interest. #5: "Not Marble Nor the Gilded Monuments" by William Shakespeare (Shakespearean Sonnet) Not marble nor the gilded monumentsOf princes shall outlive this powerful rhyme,But you shall shine more bright in these contentsThan unswept stone besmeared with sluttish time.When wasteful war shall statues overturn,And broils root out the work of masonry,Nor Mars his sword nor war’s quick fire shall burnThe living record of your memory.’Gainst death and all-oblivious enmityShall you pace forth; your praise shall still find roomEven in the eyes of all posterityThat wear this world out to the ending doom.So, till the Judgement that yourself arise,You live in this, and dwell in lovers’ eyes. This sonnet deals with the theme of the passage of time and the lasting power of words. Writing again to the Fair Youth, Shakespeare describes how written words- like those in this poem!- are far more effective at preserving things as time passes than physical, human-built monuments. And, what, exactly, is the specific â€Å"thing† that his poem is preserving? It’s the image and memory of the youth, which is represented by the â€Å"you† he addresses throughout the poem. Shakespeare exaggerates his memory of the youth by juxtaposing it with descriptions of strong, durable human-made things that will crumble and decay over time. Marble, gilded monuments of princes, stone and statues, and the work of masonry will all fail to outlive the poet’s memory of the youth. In fact, because of the way that a poem can easily be passed down to future generations, Shakespeare’s praise of his beloved will live forever. #6: "How Do I Love Thee?" by Elizabeth Barrett Browning (Petrarchan/Italian Sonnet) How do I love thee? Let me count the ways.I love thee to the depth and breadth and heightMy soul can reach, when feeling out of sightFor the ends of being and ideal grace.I love thee to the level of every day'sMost quiet need, by sun and candle-light.I love thee freely, as men strive for right.I love thee purely, as they turn from praise. I love thee with the passion put to useIn my old griefs, and with my childhood's faith.I love thee with a love I seemed to loseWith my lost saints. I love thee with the breath,Smiles, tears, of all my life; and, if God choose,I shall but love thee better after death. The last five sonnets on our list branch out into different poets and different types of sonnets. This sonnet is by Elizabeth Barrett Browning, an English poet of the Victorian Era, and is written in Petrarchan form. Published in 1850, â€Å"How Do I Love Thee?† is easily Barrett Browning’s most famous sonnet. In Barrett Browning’s poem, readers encounter something rare- a woman’s perspective on love. In the octave that comprises the first part of the poem, the speaker poses a question to her lover: â€Å"How do I love thee?†, then proceeds to count the many ways that she loves this person. In making her list of the ways that she loves this person, the speaker explores extremes and limits: she loves him to her soul’s full capacity, freely and purely. The volta occurs as the sestet begins, and the speaker turns to the past to draw upon more comparisons for her present love for her lover. In looking to the past, the speaker continues to rely on extremes to explain her love: the extreme passion one feels in moments of grief, the extreme purity of a child’s faith. The poem concludes with one final extreme: even after death, the speaker will continue loving her lover. She seems to imply that her love will be immortalized, made perfect in its endurance after death. #7: "Sonnet 75" from Edmund Spenser’s Amoretti (Spencerian Sonnet) One day I wrote her name upon the strand,But came the waves and washed it away:Again I write it with a second hand,But came the tide, and made my pains his prey.Vain man, said she, that doest in vain assay,A mortal thing so to immortalize,For I myself shall like to this decay,And eek my name be wiped out likewise.Not so, (quod I) let baser things deviseTo die in dust, but you shall live by fame:My verse, your virtues rare shall eternize,And in the heavens write your glorious name.Where whenas death shall all the world subdue,Our love shall live, and later life renew. Here’s an example of a Spenserian sonnet, which was originally published in 1595. The theme of this poem is similar to that of Shakespeare’s â€Å"Not Marble Nor the Gilded Monuments† because it is concerned with the idea of eternalizing the memory of the poet’s lover. (Are you starting to see ow sonnets often deal with common themes?) In the first quatrain, the poet chronicles his attempts to write his beloved’s name â€Å"upon the strand† (â€Å"strand† is just another word for the seashore), but finds it continually washed away by ocean tides. In the second quatrain, it appears that the beloved speaks to the poet, using both meanings of the word â€Å"vain† to tell the poet that only a vain man would continue making vain attempts to immortalize something that is mortal. She points out that she will eventually succumb to death...just like her name written in the sand. In the third quatrain, the poet speaks back to his beloved, telling her how he will defy death to eternalize her: through the fame his poetic verses will bring her. In fact, his poetry is going to do one better than writing her name in the sand. His poetry is going to be so exquisite that it will write her name in the heavens. This is another sonnet that praises the ability of poetry to transcend the death and decay that mortal bodies experience as time passes. "When I Consider How My Light Is Spent" is a Miltonic Sonnet about both literal blindness and the blindness of the soul. #8: "When I Consider How My Light is Spent" by John Milton (Miltonic Sonnet) When I consider how my light is spent,Ere half my days, in this dark world and wide,And that one Talent which is death to hideLodged with me useless, though my Soul more bent To serve therewith my Maker, and presentMy true account, lest he returning chide; â€Å"Doth God exact day-labour, light denied?†I fondly ask. But patience, to prevent That murmur, soon replies, â€Å"God doth not needEither man’s work or his own gifts; who bestBear his mild yoke, they serve him best. His state Is Kingly. Thousands at his bidding speedAnd post o’er Land and Ocean without rest:They also serve who only stand and wait.† This is a Miltonic sonnet- which was originally published in 1673- is sometimes titled â€Å"On His Blindness† in reference to Milton’s experience of going blind. However, Milton’s use of the word â€Å"light† here might just mean his vision or perspective on life. In the octave- the first eight lines of the sonnet- Milton worries that he has â€Å"spent† the â€Å"light,† or vision and wisdom, in his life poorly. Milton’s reference to the â€Å"Talent† that is useless within him reinforces this worry. The mention of the â€Å"Talent† is a reference to a parable in the biblical book of Matthew 25, wherein a young man buries away resources he is given rather than sharing them with the world. Milton is worried that God will see that he has used the light that he was given unwisely and chastise him for it, which is exactly what happened to the young man in the parable. The sestet- the last six lines- answer Milton’s earlier question about whether he’s used his talents well. While Milton feels that maybe he would have better served his Maker through hard â€Å"day-labour,† â€Å"patience† speaks up and reassures him that God needs more than one kind of servant. In addition to those who work themselves to the bone in service to their Maker, God needs those who serve by standing and waiting. In the end, the poem argues that those who wait for God to lead them are true servants as well. #9: "What My Lips Have Kissed, and Where, and Why" by Edna St. Vincent Millay (Petrarchan/Italian Sonnet) What lips my lips have kissed, and where, and why,I have forgotten, and what arms have lainUnder my head till morning; but the rainIs full of ghosts tonight, that tap and sighUpon the glass and listen for reply,And in my heart there stirs a quiet painFor unremembered lads that not againWill turn to me at midnight with a cry.Thus in winter stands the lonely tree,Nor knows what birds have vanished one by one,Yet knows its boughs more silent than before:I cannot say what loves have come and gone,I only know that summer sang in meA little while, that in me sings no more. Edna St. Vincent Millay, a prolific poet of the early twentieth century, writes a Petrarchan sonnet here. â€Å"What My Lips Have Kissed† takes up the traditional theme of musing on lost loves. As a Petrarchan sonnet, the octave at the beginning embodies a tone of remembrance of the past loves, and when the turn comes with the final sestet, shifts into a tone of mourning. But unlike many traditional sonnets- like the ones we’ve looked at by Shakespeare and Spenser- Millay’s isn’t about praising the beauty and character of her past loves at all. She even admits that she forgot â€Å"what lips [her] lips have kissed† awhile ago. She can’t even remember where she kissed these men, or why she kissed them! Instead, Millay’s sonnet wistfully praises the memory of the way those past loves made her feel, putting a more modern spin on the sonnet’s traditional theme. Though she â€Å"cannot say what loves have come and gone,† again emphasizing that this sonnet isn’t really about the lovers themselves, she knows that â€Å"summer sang in [her]† for a short while during those loves. That feeling of summer in her heart is what she feels she has lost, and that is what she mourns and pays tribute to in this sonnet. A portrait of the poet Billy Collins.(David Shankbone/Flickr) #10: "Sonnet" by Billy Collins (Modern Sonnet) All we need is fourteen lines, well, thirteen now,and after this next one just a dozento launch a little ship on love's storm-tossed seas,then only ten more left like rows of beans.How easily it goes unless you get Elizabethanand insist the iambic bongos must be playedand rhymes positioned at the ends of lines,one for every station of the cross.But hang on here while we make the turninto the final six where all will be resolved,where longing and heartache will find an end,where Laura will tell Petrarch to put down his pen,take off those crazy medieval tights,blow out the lights, and come at last to bed. For our tenth and final sonnet in our list of sonnet poem examples, we have a more modern English sonnet by the contemporary American poet, Billy Collins. In this poem, which was published in 1999, Collins muses on the traditional form and structure of the sonnet! (It’s very meta.) His â€Å"Sonnet† reflects on what meaning we can derive from looking more closely at these features of the traditional sonnet. If you want a crash course in the traditional sonnet, Collins’ â€Å"Sonnet† could actually help with that. His poem identifies all of the elements of traditional sonnets: 14 lines, themes relating to love, iambic pentameter, strict rhyme schemes, the volta, and a resolution to the subject at the end of the sonnet. He even references the Elizabethan sonnet specifically and Petrarch himself! So what’s the point of writing a sonnet about a sonnet, anyway? It really just seems like Collins is trying to make sonnets accessible to the everyday reader! The traditional form of the sonnet, with all of its strict requirements about stressed and unstressed syllables and rhyme schemes, can feel intimidating...especially if you’re asked to write one yourself. We might even call Collins’ breakdown of the sonnet playful. He’s showing that it’s okay for modern writers to play with the form of the sonnet in their own writing too. Our Top 5 Resources For Learning More About Sonnets Since sonnets are one of the most important literary forms of all time, there are a lot of resources out there that can help you learn more about sonnets! We’ve put together a list of our top five picks for resources that can expand your knowledge of sonnets. Our list includes online resources, a few books, and even a pop culture take on sonnets. And all of these resources include more sonnet poem examples than you could need. What the variety in this list really shows is that sonnets continue to fascinate people, and they remain culturally relevant to this day! The Poetry Foundation If self-directed, exploratory learning is your kind of thing, you might enjoy learning more about sonnets through the Poetry’s Foundation’s website. The Poetry Foundation is an independent literary organization whose primary goal is to give the public free access to all things related to poetry. With that in mind, you can use the Poetry Foundation’s website to read tons of sonnet poem examples, explore poets’ biographical profiles, peruse brief analytic articles, essays, and blog posts on sonnets, and even listen to audio recordings of readings of sonnets. We recommend getting started by using the website’s search bar to search â€Å"sonnet† and seeing where that leads. One thing to note: The Poetry Foundation isn’t just dedicated to sonnets, so there’s a lot going on there. But if you’re down for an adventure, The Poetry Foundation provides a great way to learn more about sonnets! Shakespeare’s Sonnets Anyone who’s looking for a deep-dive into the poets and sonnets of the Elizabethan Era should look no further than Shakespeare’s Sonnets, which is an online resource that provides full-text of all of Shakespeare’s sonnets with descriptive commentary. The site also includes many sonnet examples by other notable Elizabethan poets, particularly Edmund Spenser, Philip Sidney, Michael Drayton, and Sir Thomas Wyatt. We like this resource for its consistency and simplicity: each sonnet has its own page, and each page follows the exact same structure. First is the full text of the sonnet, then a brief overview of the sonnet’s key themes, then a line-by-line explication of the entire sonnet. It’s easy to use, and if you need a kickstart on sonnet analysis, this resource could be your go-to. The Making of A Sonnet: A Norton Anthology If we could describe this resource on sonnets in one word, we’d go with â€Å"comprehensive.† (Norton Anthologies are often used as textbooks for high school and college-level courses for a reason, after all.) This anthology traces the history of sonnets across five hundred years, analyzing the major figures and events that have made the sonnet into what it is today. This anthology is full of valuable material, too, including 300 different sonnets. Another notable feature for any educators out there is the â€Å"Ten Questions for a Sonnet Workshop,† included in the anthology’s appendix, which are designed to spark conversations about reading, writing, and workshopping sonnets. Pop Sonnets: Shakespearean Spins On Your Favorite Songs This book is definitely a fun take on the sonnet. (Yes, books on sonnets can be fun, we promise!) Pop Sonnets features 100 classic pop songs reimagined as Shakespearean sonnets. The book has a great sense of humor, and it builds a bridge between traditional poetry and popular culture. If you’re looking for a non-traditional approach to thinking about famous sonnets, this resource is a winner. Pop Sonnets is a great inspirational resource for both students and educators, too. As a student, this book can help you figure out new, creative approaches to tackling class projects. And if you’re a teacher looking for engaging, innovative ways to teach sonnets to your students, Pop Sonnets is a fantastic companion. Shakespeare’s Sonnets, Retold Our last resource on sonnets gives another contemporary take on the traditional sonnet form. Shakespeare’s Sonnets, Retold rewrites Shakespeare’s entire series of sonnets using modern language, but keeps to the rhythm and rhyme schemes that make them so memorable. If you’re the kind of reader who wants to experience the magic of Shakespeare’s famous sonnets on your own, without having them over-explained but you struggle to understand the Elizabethan language, this book could be your entry point into understanding Shakespeare’s sonnets all on your own. Shakespeare’s Sonnets, Retold is another excellent educational resource for English teachers looking to make sonnets relatable for today’s students. The book is also super current- it was published in August 2018! What’s Next? Did you read the analyses above and...well, wonder how the heck to come up with an analysis yourself? Never fear: all it takes is making sure you have the right tools for the job. Here’s a list of the 31 literary devices you need to know (and a guide to the 9 literary elements that are present in every poem ever). If you’re not quite sure what a literary device is or how to use it, that’s okay! Here are some in-depth posts on imagery, assonance, point of view, and personification that define these important terms and show you how to find them in literature. When it comes to understanding poetry, it’s really helpful to see how others analyze poems. Luckily, we have great resources for you! Check out this post that walks you through a complete analysis of John Donne’s â€Å"Do not go gentle into that good night.† These recommendations are based solely on our knowledge and experience. If you purchase an item through one of our links PrepScholar may receive a commission. Have friends who also need help with test prep? Share this article! Tweet Ashley Robinson About the Author Ashley Sufflà © Robinson has a Ph.D. in 19th Century English Literature. As a content writer for PrepScholar, Ashley is passionate about giving college-bound students the in-depth information they need to get into the school of their dreams. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. No spam ever. hbspt.forms.create({ portalId: '360031', formId: '2167ba30-e68e-4777-b88d-8bf3c84579af', formInstanceId: '2', submitButtonClass: 'btn-red-light btn', target: '#hubspot-container2', redirectUrl: 'http://ww2.prepscholar.com/blog-subscribe-thank-you', css: '.post-bottom .hs-form.stacked label {display:none;} .post-bottom .hs-form.stacked .field div.input {padding-top: 55px; padding-left: 300px;} .post-bottom .hs-input {width: 220px} .post-bottom .btn-primary, .hs-button.primary {margin-top:0px; padding-left:350px} .post-bottom .hs-form-field {margin-bottom:5px}' }); $(function(){ $(".exclusive-tip-form #hubspot-container2 label").hide(); }); function replace_tag(a, b){ $(a).each(function(index) { var thisTD = this; var newElement = $(""); $.each(this.attributes, function(index) { $(newElement).attr(thisTD.attributes[index].name, thisTD.attributes[index].value); }); $(this).after(newElement).remove(); }); } $(function(){ replace_tag($(".posts-by-topic h3"), "h2"); }) Ask a Question BelowHave any questions about this article or other topics? Ask below and we'll reply! Search the Blog Search jQuery(function(){ var $ = jQuery; var url = 'http://google.com/search?q=site:' + location.protocol + '//' + location.hostname + ' '; var $searchModule = $('.hs-search-module.01be604f-3c07-4dac-85b4-c9b4ce8e47'); var $input = $searchModule.find('input'); var $button = $searchModule.find('.hs-button.primary'); if (false) { $input.val(decodeURIComponent(location.pathname.split('/').join(' ').split('.').join(' ').split('-').join(' ').split('_').join(''))); } $button.click(function(){ var newUrl = url + $input.val(); var win = window.open(newUrl, '_blank'); if (win) { //Browser has allowed it to be opened win.focus(); } else { //Browser has blocked it location.href = newUrl; } }); $input.keypress(function(e){ if (e.keyCode !== 13) return; e.preventDefault(); $button.click(); }); }); Improve With Our Famous Guides SATPrep ACTPrep For All Students The 5 Strategies You Must Be Using to Improve 160+ SAT Points How to Get a Perfect 1600, by a Perfect Scorer Series: How to Get 800 on Each SAT Section: Score 800 on SAT Math Score 800 on SAT Reading Score 800 on SAT Writing Series: How to Get to 600 on Each SAT Section: Score 600 on SAT Math Score 600 on SAT Reading Score 600 on SAT Writing Free Complete Official SAT Practice Tests What SAT Target Score Should You Be Aiming For? 15 Strategies to Improve Your SAT Essay The 5 Strategies You Must Be Using to Improve 4+ ACT Points How to Get a Perfect 36 ACT, by a Perfect Scorer Series: How to Get 36 on Each ACT Section: 36 on ACT English 36 on ACT Math 36 on ACT Reading 36 on ACT Science Series: How to Get to 24 on Each ACT Section: 24 on ACT English 24 on ACT Math 24 on ACT Reading 24 on ACT Science What ACT target score should you be aiming for? ACT Vocabulary You Must Know ACT Writing: 15 Tips to Raise Your Essay Score How to Get Into Harvard and the Ivy League How to Get a Perfect 4.0 GPA How to Write an Amazing College Essay What Exactly Are Colleges Looking For? Is the ACT easier than the SAT? A Comprehensive Guide Should you retake your SAT or ACT? When should you take the SAT or ACT? Michael improved by 370 POINTS! Find Out How Stay Informed Get the latest articles and test prep tips! Looking for Graduate School Test Prep? Check out our top-rated graduate blogs here: GRE Online Prep Blog GMAT Online Prep Blog TOEFL Online Prep Blog

Chem lab module 7 Essay Example | Topics and Well Written Essays - 750 words

Chem lab module 7 - Essay Example The solution and the solid were separated by decantation. I divided the remaining solid available to perform vinegar. Since no bubbles were seen, the possible compounds were narrowed down to Plaster of Paris and cream of tartar. On addition of hydrochloric acid, the precipitate didn’t dissolve, thereby, confirming the solid precipitate to be Plaster of Paris. Moving to the solution part, a violet color was obtained on carrying out the pH test, which narrowed down the compounds to table salt, glucose and sucrose. On copper sulphate test, no reddish brown precipitate was observed; hence presence of glucose was not possible. The only other sugar that could be present otherwise was sucrose. I took 2g of the given unknown mixture in a test tube and added water. After decanting the solution from the solid, I carried out the identification tests separately on the solid and the solution parts. I, first, carried out the iodine test on the solid precipitate and got a negative result. Next I performed the vinegar test and observed bubbles rise from the test tube, hence confirming the presence of baking soda. In the remaining solid part, which I had previously separated into another test tube, I added hydrochloric acid. Since the precipitate didn’t dissolve, the other constituent of the mixture was identified as Plaster of Paris. I added 2g of mixture 2 in a test tube followed by 10 ml of water. After separating the solution from the solid, I performed the pH test on the solution and obtained green color. To distinguish between the possible presence of drain opener and washing soda, I added vinegar, after taking 2ml of the solution in another clean test tube. Bubbles were seen to rise in the tube, hence confirming the presence of drain opener. In the solid part, I performed the iodine test, followed by vinegar test only to be met by a negative result. The possible compounds were narrowed

Annotated bibliography of four readings Essay Example | Topics and Well Written Essays - 1500 words

Annotated bibliography of four readings - Essay Example This article has also explored to what extent the team members can be expected to internalize the normative demands of the company. Findlay et al. have reviewed contemporary psychological research on the subject in their study and have expressed reservations on the common notion that â€Å"teamwork†¦(is).. a vehicle for regulating individualism† (1553). This article also expresses the opinion that both psychological and critical literature on teamwork in an organization, though seemingly arrive at the same conclusions, â€Å"have a tendency to overstate the extent of normative integration and underplay the complexity of its characteristics† (Findlay et al., 1554). The notion that self-governance and increased responsibility are coercive is refuted here. The contradiction in the inferences made by psychological and critical research is emphasized. It is pointed out that while psychological research expects improved performance in teamwork to arise from collectivizat ion, the critical research expects the same to happen out of coercion (Findlay et al., 1553). The findings of this study suggest that majority of the respondents thought teamwork was introduced in the company to enhance the technical convenience rather than to enhance normative integration, performance and output. ... The research revealed a gap between the values promoted through teamwork and its practice. This study is directly relevant for the proposed research because it examines why do many managers prefer that their employees work in teams, and also whether this necessarily deliver the workplace outcomes that these managers envisage. The strength of this study lies in the exhaustive interviews taken by giving representation to managers, team leaders, team members and union representatives, and the extensive data collected out of them. This lends a great amount of authenticity and validity to the research. The use of two groups to validate the data is another aspect that imparts credibility to this research. The weakness in the methodology of this study is that the dominant members in each group might have influenced the discussion that happens in the groups. Secondly, the sample of this study is limited but even then the study attempts to refute most of the mainstream and conventional resear ch that has happened in the same field. In an overall analysis, this study can be accepted with some reservations but is important because it calls for a change in preconceived ideas on teamwork and future research. Kirkman, B.L., Jones, R.G. and Shapiro, D.L., Why Do Employees Resist Teams? Examining the Resistance Barrier to Work Team Effectiveness, The International Journal of Conflict Management, Vol.11, No.1 (2000): p.74-92.Print. Explores why resistance on the part of employees has accompanied the increase in the use of teamwork in organizations. The inference arrived at, is that this is caused by issues of trust and low tolerance of faith. This study

Volcanic Eruptions in Iceland

Volcanic Eruptions in Iceland Take-home Test Describe the three different types of volcanic eruptions that have given rise to Iceland’s volcanic landforms. Effusive: An effusive eruption is a volcanic eruption characterized by the flow of lava onto the ground. Lava flows generated by effusive eruptions vary in shape, thickness, length, and width depending on the type of lava that erupted, the type of discharge, the slope of the ground over which the lava travels, and the duration of the volcanic eruption. Explosive: This is a violent, explosive type of eruption. This is a result of when sufficient gas has dissolved under pressure within a viscous magma, such that the discharged lava violently bubbles up into volcanic ash as pressure is suddenly lowered at the vent. Explosive eruptions can send rocks, dust, gas and lava fragments into the atmosphere. A cloud is then created which then collapses, creating a flow of hot volcanic matter (gas + rocks). Mixed: This eruption is a mixture of both lava and tephra (fragmental material produced by a volcanic eruption). Describe the characteristics of a Tuya. How does this acquire its distinctive shape? A Tuyais a flat-topped, steep-sided  volcano  formed when  lava  erupts through a thick  glacier  or  ice sheet. Such volcanic formations are restricted to regions which were covered by  glaciers  and had volcanic activity during the same period. Their formation is due to lava that erupts under a glacier and cools very quickly. It cannot travel far, so it piles up into a steep-sided hill. Define the term jà ¶kulhlaup and explain its significance to Iceland. Jà ¶kulhlaups in Iceland may originate from marginal or subglacial sources of water melted by atmospheric processes, permanent geothermal heat or volcanic eruptions. Glacier-volcano interactions produce meltwater that either drains toward the glacier margin or accumulates in subglacial lakes. Iceland is a unique and valuable study-site for glacio-volcanic interactions. The jà ¶kulhlaups can be seen as modern analogues of past mega floods on the earth and their exploration may improve understanding of ice-volcano processes on other planets. Jo ¨kulhlaups, both those draining meltwater stored in subglacial lakes and meltwater produced during a volcanic eruption, have significant landscaping potential: they erode large canyons and transport enormous quantities of sediment and icebergs over vast outwash plains. What are the origins of Icelandic river waters? Describe the relevant main characteristics. Icelandic rivers are of three general types: The glacial-fed rivers which carry large quantities of fine silt and are typically brown in colour. Their runoff, being conditioned by ice melt, is high in the summer and low in the winter. Glacial rivers are close to freezing at source but warm up considerably in lowland areas. They typically divide into many interlinked distributaries which constantly change direction. The direct runoff rivers; are relatively clear. They are characteristic of old basaltic areas where the bedrock is impermeable. They have their greatest flows in the spring during snowmelt and in autumn following heavy rains. Water temperature in these streams generally follows the air temperature. The spring-fed stream drains areas covered by permeable post-glacial lava fields. In these zones the ground is more porous; therefore water emerges in springs at lower levels to supply the rivers with a constant flow of generally clear water. These spring-fed rivers have a water temperature of 3–5 °C at source and never freeze over at that point. Their beds and banks are usually stable. Explain the following terms: Tephrochronology: A geo-chronological technique that uses discrete layers of tephravolcanic ash from a single eruption to create a chronological framework in which archaeological records can be placed. Cryptotephra: Very few studies have looked in detail at the sedimentation and distribution of cryptotephra deposits within sequences and, more importantly, the criteria for defining the correct stratigraphic position of the volcanic event. Cryptotephra is a tephra-derived glass shard which is not that visible to the naked human eye since they are less than 125micrometers. Isopachs: Lines on a map or diagrams which connect points beneath which a particular stratum or group of strata has the same thickness. One measure used to tackle the problem of soil erosion is re-seeding with appropriate floral species. What characteristics of a plant would make it suitable for such a purpose? Soil stabilizing plants range in size, root type (ideally long), degree of ground cover (fast growth) and visual appeal, and selecting a variety of plants is essential for combating the impact of wind and water erosion. Low plants provide ground cover from wind, while higher trees slow down the force of rain before it hits the ground or more delicate ground cover plants. Once plants are established, their life cycles help return nutrients to the soil to encourage future plant growth (important to have an easy seed dispersal process as well) and maintain adequate moisture levels to avoid soil drying or oversaturation. Describe one method that could be used to measure the profile of a beach. Select sampling points for beach profiles across the width of the beach. At each sample point in turn, place a pole at the start and finish. The first point should ideally be the low tide mark, or as close to it. The next step is to note the main changes in slope angle up the beach, each change is to inform the ‘sections for the profile. For each change in slope, use a clinometer to take a bearing to record the slope angle (It is important to ensure that the bearing is taken from a point on the pole that corresponds with the eye level of the person using the clinometer). Measure the distance along the ground of the section, and record this information alongside the slope angle. Repeat processes for each break in slope that you have identified. Explain the following: Lateral moraines: Parallel ridges of debris deposited along the sides of a glacier. The unconsolidated debris can be deposited on top of the glacier by frost shattering of the valley walls or tributary streams flowing into the valley. Because lateral moraines are deposited on top of the glacier, they do not experience the postglacial erosion of the valley floor and therefore, as the glacier melts, lateral moraines are usually preserved as high ridges. Lateral moraines stand high because they protect the ice under them from the elements, causing it to melt or sublime less than the uncovered parts of the glacier. Multiple lateral moraines may develop as the glacier advances and retreats. Kettle Lake: Kettles are depressions left behind after partially-buried ice blocks melt. Kettle Lake describes the way the lake basin was formed. While glaciers were forming, a block of ice broke of, and found a uniform position. As the glacier continued to melt, the debris from the glacier (soil, rocks, stones, gravel, etc.) filled in around the block of ice. When the block of ice finally melted, all the debris surrounding it fell into the hole, creating the kettle type basin, which when filled with water, became a lake as we know it. Outwash plain: is a flat region formed of glacial sediments deposited by melt water outwash at the terminus of a glacier. Explain the presence of wave-cut platforms in areas of Iceland presently distant from the coast. A wave-cut platform is the narrow flat area often found at the base of a sea cliff or along the shoreline of a lake, bay, or sea that was created by the erosion of waves. Wave-cut platforms are often most obvious at low tide when they become visible as huge areas of flat rock. In Iceland, some cases, the rock is relatively easy to erode. Sea-level changes have left a stamp on the coast, and wave-cut platforms can be seen in many around Iceland. Distinguish between mafic and felsic lava: These words are used to indicate the chemical composition of silicate minerals, magmas, and igneous rocks. Mafic is used for silicate minerals, magmas, and rocks which are relatively high in the heavier elements. The minerals are usually dark in color and have relatively high specific gravities and also represent material which is newly differentiated from the upper mantle. Felsic is used for silicate minerals, magmas, and rocks which have a lower percentage of the heavier elements, and are correspondingly enriched in the lighter elements, such as silicon and oxygen. Felsic minerals are usually light in color and have specific gravities. The most common felsic rock is granite, which represents the purified end product of the earths internal differentiation process. What is the nominal fix accuracy of a GPS? Why can a DGPS improve this nominal accuracy? The nominal fix accuracy of a GPS is of 100 meters with a selective availability enabled on the system. The GPS has a number of small errors (e.g signal delay), so a DGPS can be used to improve nominal accuracy since it transmits messages from local stations that are connected to satellites, producing better and accurate data readings. In cartographic terms, explain why the datum used by a GPS navigation set must be the same as for the reference chart being used. A datum is a set of reference points on the Earths surface against which their position can be associated with a model of the shape of the Earth to define a geodetic coordinate system. Horizontal datum is used to describe a point in latitude and longitude. A vertical datum measures elevations or depths. Because the Earth is an imperfect ellipsoid, all localized datums can give a more accurate representation of the area which is being covered than the latest version of the World Geodetic System datum (84). Marie Claire Attard Bason

School Essay

7 PERIOD IF I WERE PRESIDENT ESSAY! If I were president, two of my main focuses would be reducing job cuts and going make more jobs. My first plan of action would be to reduce gas prices by not importing oil; I would drill it here in the U. S. That would slowly build us more money, meaning less job cuts. Also, we could reduce the mass production of sweets and would save money by not using factories as much, also reducing pollution in the air, which is one way to go green. Recently the company of IBM in San Francisco cut 1,500 employees.Getting fired for no reason is hard, harder than being fired for a reason. What Peter Arnett once said, â€Å"I am still in shock and awe at being fired. † This is what every one of those 1,500 employees were thinking. So, once we slowly earned enough money by keeping the candy production reduced and oil drilled in our country, we might be able to stop job cuts for good. Another act would be to raise cigarette prices. My reason for this action i s that if I did raise the price, it would give smokers yet another reason to quit smoking, lowering the death rate a little bit too.After that, I then would make marijuana legal for medical purposes, because marijuana can be healthy in certain cases, for example, if you have arthritis, it can help a bit, but it will only be legal if prescribed by your doctor, or citizens could easily use it for the wrong purposes. Also I would keep the tax level in the United States the same, because the government would need the money for the plans I would have just executed, and to keep your money balanced, similar to how wolves keep the deer population balanced.My last and final act would be trying to make peace with as many countries as I could, but at the same time still having war with the countries I haven’t made peace with. Then, with the countries I made peace with, I would trade with them goods with goods so both of us could easily get what we can’t reach. Plus, if I don†™t make peace with other countries, I would make or try to grow goods here in the US so we don’t have to import and waste time, gas, and money.While we are superpowers in the eyes of the world, I believe there are things that must be changed to reflect the fame and superiority associated with America in the international arena. If I were a president, I would strive to accomplish three major issues. To begin with, to ensure food security and better health care, second, would improve the education system of our country, third, I would ensure that our every American is secure. I have to admit that a government which is not able to feed its citizens has no reason of being in power.A healthy nation is very vital in sustainable development since a nation cannot develop when the citizen continuously suffer from different diseases. As stated above, my first task is to strive to enhance food security in my country. According to Mwaniki (‘n. d’), food security is a situa tion in which all people, at all times, have physical and economic access to adequate, safe and healthful food to meet their dietetic needs and food preferences for active strong life.Having minded the challenge it offers. There is need for targeted food security interventions, including food support in the form of direct food relief, food stamps, or indirectly through subsidized food production. Most of the farmers in the rural areas are poor and therefore cannot manage to purchase heavy machines for mechanization. As the president I strive for the introduction of Rural off farm opportunities to enable even the poorest people to engage in and provide additional food supply.This mechanism will even provide financial assistance for the farmers, processing firms to be introduced in these places. This mechanism provides alternative sources of food and change in feeding habits. Another important aspect that is needed is facilitation of market access. To achieve this, I intend to ensure good governance. This plays an integral part in implementation of this intervention. Without good governance, the strategies cannot be fully implemented due to problems for instance corruption.In essence, where there is sufficient supply of food, the nation becomes healthy hence rapid economic growth. Ensuring substantial education for all citizens is the foundation of the rationality of a particular community. A learned society is easy to govern compared to a society full of ignorant individuals. To improve our education system, I have considered the following measures; Training colleges for teachers must be restructured to more extensive teaching mechanisms. This intends to have more qualified and motivated teachers.This I intend to achieve to restore the dignity of institutions and the teaching profession. Free forum for teachers where teachers and students can exchange their ideas, experiences, and information must be adopted. This is to create a conducive atmosphere for learnin g. As the President I will give direction to execute some reforms in the curriculum and examination system. Since education should form the whole person, it should be made relevant to the lives of the citizens particularly the students.The system of education should be more pragmatic rather than being abstract and examination should not be geared towards obtaining grades and papers but towards achieving the whole personhood. Since the world is dynamic, there a need to introduce the use of information and communication technology system in our schools. This is to facilitate and enhance coordination among different departments in our schools. This requires installation of computer software as well as connectivity facilities. Lastly, everyone has a right to access to education and therefore I will ensure that no one is deprived of education.Even the minorities are to benefit fro this plans which also intends to offer free high school and college education to accommodate even the less f ortunate. Food security and health services, education and security within our borders play an integral role in sustainable development and the general welfare of the people. To eliminate ignorance in people by improving the education system from a theoretical sense to a pragmatic one will help to improve the economy of the country. I believe with my natural feeling to lead this country can drive me on towards achieving these goals