Observe particles by using Scanning Electron Microscope (SEM), Energy Essay

Observe particles by using Scanning Electron Microscope (SEM), Energy Dispersive X-ray SEM and Transmission Electron Microscopy - Essay Example Analysis shows that even though the particle size range is from 10 ?m to 160 ?m; however most of the particles are confined in three size ranges: 10 - 20 ?m, 50 – 70 ?m and 110 – 120 ?m. SEM-EDS analysis shows that the bright particle in the silica sample are yttrium oxide. TEM images show two kinds of shape – spherical and cylindrical for TiO2 and faceted equiaxed morphology for Fe2O3 particles. The detailed results and analysis is presented in this report. Introduction Powders play very important role in materials science and industry so much so that one stream of metallurgy is known as powder metallurgy. Besides, ceramics engineering revolved around powders. Consolidation of many materials becomes possible only through powder metallurgy route, which involves filling, compaction and sintering of powders. All these processes depend heavily on powder characteristics like shape, size, size distribution etc. to name a few. Experimental determination of these attrib utes of powder is very important. Some of these attributes like size and size distribution can be determined by indirect methods like laser particle size analysis. However, only a direct method like microscopy gives the confidence in the result. Beside, many attributes like shape and chemistry can be determined only by advance electron microscopy. Electron microscopy involves obtaining high magnification images of the samples using focused beam of accelerated electrons as probe and then forming images by collecting the different signals like backscattered electrons, secondary electrons, transmitted electrons etc [1]. As wavelength of accelerated electrons is much smaller as compared to light; therefore, it can be focused to much finer spots and much higher resolution and magnification is possible in case of electron microscopes as compared to the same in case of optical microscopes. Besides, many signals generated by electron – matter interaction like auger electron, characte ristic X-rays etc. contain information about chemistry of the matter and these signals can be used to determine chemistry of the sample using different detectors like Wavelength Dispersive Spectrometer (WDS), Energy Dispersive Spectrometer etc. Accordingly there are different instruments like Scanning Electron Microscope (SEM), SEM-EDS, Electron Probe Microanalyser (EPMA), Transmission Electron Microscope (TEM), High Resolution Transmission Electron Microscope (HRTEM) etc. A basic description of SEM, SEM-EDS and TEM which were used in these experiments is provided in the subsequent sections. Scanning Electron Microscope (SEM) [2]: As suggested by the name, in this microscope a focused beam of electron is scanned over the sample in a raster using scanning coils. This leads to generation of signals like secondary electrons and backscattered electrons; which are used for image formation on a CRT screen. The image is formed in a pixel by pixel manner and therefore, the raster size corre sponds to the CRT screen size magnification is arrived by dividing the CRT length by the raster length. The magnification can thus be increased gradually by reducing the rater size on the sample as the CRT size is fixed. An SEM consists of an electron source or an electron gun, apertures to block unwanted beam, electromagnetic lenses to focus the beam, different detectors like secondary electron detector and backscattered electron detector for image formati

Pope Benedict XVI and Enviromental Concerns Term Paper

Pope Benedict XVI and Enviromental Concerns - Term Paper Example of mankind. Admittedly, the only irony is that still, the leader thinks only about the welfare of the mankind; not about the wellbeing of other species. The spiritual leader thinks that the methods of development adopted by the nations are erroneous and are the reasons behind the present day environmental crises. So, it is claimed by the Pope that there is the need to have a long term review of our ‘models of development’. The situation is warranted due to a number of reasons. Firstly, ‘the ecological health of the planet’ is declining, and secondly, there is severe cultural and moral crisis everywhere in the world2. Another important aspect of the environmental view held by Pope Benedict XVI is the realization of the need to unite irrespective of region and religion. In other words, Pope is calling for the unity of all people, all nations, and all cultures to bring about effective changes in the way we deal with environment. Thus, the spiritual leader claim s that only ‘solidarity’ with new rules and forms of engagement can bring about the desired results. Moral decline is linked to environment Being the spiritual leader, Pope considers the present day crisis as the result of moral crises. In other words, the leader claims that all the issues faced by the present-day world are interconnected. To illustrate, the economic, food-related, environmental, and social issues are all the result of moral crises. That means it is high time for the people to adopt a life of ‘sobriety and solidarity’, to adopt such strategies that are useful and to reject the ones that do not work. According to the pope, the present environmental issues arose because humans understood the meaning of god’s command and exploit God’s creation as he wanted to enjoy absolute command over other things in the world. In order to correct this misunderstanding, the pope interpret God’s original command as seen in Genesis, and sa ys that the command does not mean a ‘conferral of authority’. Instead, the pope points out that the command meant a ‘summons to responsibility’. In order to support this position, Pope gives the example of the wisdom of ancients which had recognized the fact that nature is not a ‘heap of scattered refusal which is at our disposal’. Thus, the point the pope wants to put forward is that as Genesis puts it, nature is a gift given by God to man, and he is allowed to ‘till it and keep it’3. Thus, the entire nature belongs to God, and it has its own inbuilt nature. So, the duty of man is to become co-worker of God, not to become tyrants who provoke rebellion in nature. However, as the speech progresses, one can see pope criticizing the unequal distribution of wealth and resources among nations and peoples. Quoting the Second Vatican Ecumenical Council, it is pointed out that ‘God has destined the earth and everything it contains fo r all peoples and nations’4. That means the fruits of the creation are not the property of a few people or nations, but all

Evidence Basis for Psychological Disorder Classification

Evidence Basis for Psychological Disorder Classification Introduction A trained mental health professional will use interviews, psychometric tests, background information to be able to make a diagnosis of a psychological disorder. (Weekly 3, Weekly notes). A diagnosis is formed by comparing the data that has been gathered to that of the Diagnostic and Statistical Manual of Mental Disorder (APA, 2013) or the International Classification of Diseases (WHO, 1992). These manuals are both used in the classification of psychological disorders and requires the clinician to make judgments on each of the five axes. The DSM classification system lists 16 categories of disturbance and more than 200 subcategories. Abnormal behaviour classification is made on the basis of Axis I (Clinical Syndromes) and Axis II (Personality Disorders). The other three axes are used as supplementary information — Axis III (General Medical Conditions), Axis IV (Psychosocial and Environmental Problems), and Axis V (Global Assessment of Functioning)—are used to provide su pplementary information. (APA, 2013) Comorbidity Clarke et al (1995) describe comorbidity as the co-occurrence of two more disorders in the same individual. Comorbidity occurs when an individual meets diagnostic criteria for more than one disorder or has symptoms from multiple disorders even if they occur at a subclinical level (Kazdin 2005). Clinicians need to consider these problems as part of a whole complex of phenomena that are closely linked to one another and not deal with each disorder separately.( DOHA, 2008) Strong Evidence Base: Personality Disorders Key features of Personality Disorders are distorted thinking patterns, problematic emotional responses, unregulated impulse control and interpersonal difficulties. These can blend in various ways to form ten specific personality disorders identified in DSM-5 (APA, 2013) and are grouped in 3 clusters which are: Cluster A- social awkwardness and social withdrawal that are dominated by distorted thinking Paranoid Personality Disorder Schizoid Personality Disorder Schizotypal Personality Disorder Cluster B- problems with impulse control and emotional regulation Borderline Personality Disorder Narcissistic Personality Disorder Histrionic Personality Disorder Antisocial Personality Disorder Cluster C- high level of anxiety Avoidant Personality Disorder Dependent Personality Disorder Obsessive-Compulsive Personality Disorders. In order to be diagnosed with a specific personality disorder an individual must meet the minimum criteria with symptoms that cause distress and functional impairment. Research suggests that personality disorders frequently co-occur with each other and with other disorders such as: Bipolar Disorder ADHD Social Phobia Schizophrenia Substance Use Disorders Eating Disorders About half of all people who meet the criteria for one personality disorder will also meet the criteria for at least one other (Fowler, ODonohue Lilienfeld, 2007). Studies on the prevalence of personality disorders performed in different countries and amongst different populations suggest that roughly 10% of adults can be diagnosed with a personality disorder (Torgersen, 2005). There is sufficient research and empirical evidence to support the symptoms, diagnostic instruments and treatment for personality disorder. Weak Evidence Base: Anxiety Disorders Key features of Anxiety Disorders are mental apprehension, physical tension, physical symptoms and dissociative anxiety, restlessness or nervousness, easy fatigability, poor concentration, irritability, muscle tension, or sleep disturbance. (Healy, 2008). In anxiety disorders, culture plays a significant role with a wide range of what is acceptable and normative. DSM-5 (APA, 2013) classify anxiety disorders into the following categories Panic disorder Social Anxiety Disorder Agoraphobia Specific Anxiety Disorder. Separation Anxiety Disorder Selective Mutism Agoraphobia Generalized Anxiety Disorder Post-Traumatic Stress Syndrome In order to be diagnosed with a specific anxiety disorder an individual must meet the minimum criteria with symptoms that cause distress and significant problems in their functioning. Anxiety is a normal human emotion but can also be a symptomatic feature of many different psychiatric disorders such as: Avoidant Personality Disorder Mood Disorder/ Depression Schizophrenia Spectrum Disorders Substance Use Disorders Anxiety disorders are fairly common with approximately 18% of the American population experiencing an anxiety in a year (NIMH, 2008). Each disorder is applicable to both children and adults with an average onset of 21.5 years of age. The presence of some anxiety symptoms does not automatically indicate an anxiety disorder. (Jacofsky et al, DSM-5 (APA, 2013) acknowledges that the overlap of anxiety disorders may represent alternative conceptualizations of the same or similar conditions and more research is needed to identify differences. It may also be difficult to separate anxiety from depression when both disorders co-occur resulting in poorer response to treatment. There is inconsistent evidence on comorbidity of schizophrenia and anxiety. Some studies suggest that having both disorders has no significant effect. Other research points to poorer outcomes when both disorders are present (Pokos Castle, 2006). Reasons for Difference in Evidence Base Clark et al (1995) discusses that some disorders are currently placed in the wrong diagnostic class e.g. should be listed as a dissociative disorder rather than an anxiety disorder. They suggest that this presents a taxonomic problem for which no solution has been found. Another problem isheterogeneity. Most research is focussed on a limited range of disorders with researchers not being aware of similar issues in the discipline as a whole.( Week 4, Weekly Notes) Individuals could be relatively dissimilar to each other and have very little in common but may get classified into the same diagnostic group. Psychometric tests used may not be relevant across different cultural or age groups. Conclusion To be able to determine the appropriate treatment process, Clinicians must be able to determine the psychologically sound diagnosis based on the evidence available and the diagnostic criteria set out in the DSM-5 or ICD-10. Interrelated groups of diagnoses make this a complex and demanding task. References: American Psychiatric Association. (APA) (2013)Diagnostic and Statistical Manual of Mental Disorders(5th edn) (DSM-5) Clark, L. A., Watson, D., Reynolds, S. (1995). Diagnosis and classification of psychopathology: Challenges to the current system and future directions.Annual Review of Psychology,46, 121–153. Department of Health and Ageing (DOHA) (2008) Comorbidity of mental disorders and substance use: A brief guide for the primary care clinician. Retrieved September 3rd 2014 from Drug and Alcohol Services South Australia website: www.nationaldrugstrategy.gov.au/internet/drugstrategy//mono71.pdf Fowler, K.A., ODonohue, W., Lilienfeld, S.O. (2007). Introduction: Personality Disorders In Perspective. In ODonohue, W.T., Fowler, K.A., Lilienfeld, S.O. (Eds.). Personality Disorders: Toward the DSM V. Thousand Oaks: Sage Publications. Healy, D. (2008) Drugs Explained, Section 5: Management of Anxiety, Elsevier Health Sciences, 2008, pp. 136–137 Jacofsky, M.D., Santos, M.T., Khemlani-Patel, S., Neziroglu, F. (2014) Anxiety and Other Psychiatric Disorders. Retrieved September 2nd 2014 from Seven Counties Services website: http://www.sevencounties.org/poc/view_doc.php?type=docid=38463cn=1 Kazdin AE. 2005. Evidence-based assessment for children and adolescents: issues in measurement development and clinical applications.Journal of. Clinical Child Adolescent Psychology. 34:548–58 Laureate Online Education (2011) Week 3, Weekly notes: Assessments in mental health continued https://elearning.uol.ohecampus.com/bbcswebdav/institution/UKL1/MAP/201480_AUGUST/APPTRE/readings/APPTRE_Week03_weeklyNotes.html Laureate Online Education (2011) Week 4, Weekly notes: Diagnoses and case formulation. https://elearning.uol.ohecampus.com/bbcswebdav/institution/UKL1/MAP/201480_AUGUST/APPTRE/readings/APPTRE_Week04_weeklyNotes.html National Institute of Mental Health (2008). Statistics. The numbers count: Mental disorders in America. Retrieved September 3rd 2014 from NIMH website http://www.nimh.nih.gov/statistics/index.shtml Pokos, V., Castle, D. J. (2006). Prevalence of comorbid anxiety disorders in schizophrenia spectrum disorders: A literature review. Current Psychiatry Review 2, 285-307. Torgersen, S. (2005). Epidemiology. In Oldham, J.M., Skodol, A.E., Bender, D. S (Eds.). The American Psychiatric Publishing Textbook of Personality Disorders (pp. 129-143). Washington, D.C.: American Psychiatric Publishing. World Health Organization (WHO) (1992).  International classification of diseases  (ICD-10). Geneva, Switzerland: Author.

George Orwell and Animal Farm and 1984 Essay -- comparison compare con

George Orwell and Animal Farm and 1984 George Orwell is only a pen name. The man behind the classics Animal Farm and 1984 was named Eric Arthur Blair and was born to a middle class family living in Bengal in 1903. Eric Blair got his first taste of class prejudice at a young age when his mother forced him to abandon his playmates, which were plumber's children (Crick 9). He could then play only with the other children in the family, all of whom were at least five years older or younger than Eric (Crick 12). This created in him a sense of alienation that plagued him all his life and seems to be reflected in the bitter decay and loneliness he later expressed in his novel 1984. As he moved around unsuccessfully from job to job, he never really developed a sense of self-worth. His childhood self-esteem had already been scarred by his bed wetting habit, of which Orwell Biographer Jeffrey Meyers writes that it "was only the first of endless episodes that made Orwell feel guilty: he was poor, he was lazy and a failure, ungrateful and unhealthy, disgusting and dirty minded, weak, ugly, cowardly" (23). His writings, under the name of George Orwell, and specifically his two major novels, mentioned above, contain themes warning readers of the dangers present in modern society, a world he saw as bleak and repressive through the filter of his unhappy childhood and two world wars. Despite their sometimes dark settings, his works are very accessible, which has made him popular among those not usually comfortable with more intellectual fiction. But his works do discuss serious themes and contain a specific focus, making them valid pieces of literature and not just popular fiction. Animal Farm is Orwell's... ...is rule. 1984 shows the tendency of the dictator to want to control every aspect of a people's actions, feelings, and thoughts. A single man, with absolute power over a country's military, government, and minds, inevitably produces a lower standard of living, a constant fear of being arrested, and a trend of state sanctioned murders in order to establish and uphold the regime. This modern danger, along with Orwell's expression of his own personal alienation, is what is depicted through the dark humor of Animal Farm and the poverty and paranoia of 1984. Works Cited Crick, Bernard. George Orwell: A Life. Boston: Little, Brown, 1980. Meyers, Jeffrey. A Reader's Guide to George Orwell. Ottowa: Rowman and Allanheld, 1975. Orwell, George. 1984. New York: The New American Library, 1961. Orwell, George. Animal Farm. New York: Penguin Books, 1946.

Bridge On The River Kwai Essay

For example: a characters intention, sequence of events, etc? A part in the movie which was confusing was when Nicholson decided to assist the Japanese in building the bridge. He becomes so obsessed in building the bridge (which he regarded as a symbol of British efficiency and resourcefulness, which will be remembered for times to come) that he fails to identify that he is collaborating with the Japanese even when he was informed by his own medical officer. He becomes so blinded by this that he, a man of principles and one who follows rules mentioned in the Geneva Convention is willing to make his officers work for the timely completion of the bridge. Saito tells Nicholson that it will not be necessary to bring the copy of the Geneva Convention and walks away making the silence/no-response response speak for him. Due to the indirect form of communication it is hard to follow if Saito means that Nicholson should not bring the book because he has previously read it and now that it has been brought to his attention he will not make the British officers do manual abour or that he has read the book but will still make the British officers do manual labour. Making silence speak instead of words and the indirect form of communication gives the essence of a reactive culture. Another part of the movie which was hard to understand was when Nicholson fell on the detonator at the end of the film. It is unclear if Nicholson had an intention to destroy the bridge or if it was a mere accident. His last lines â€Å"what have I done† do clarify his intent but due to the fact that he falls on the plunger there was no ample clarification for the same. There is a possibility that due to his love for the bridge uilt by the British soldiers he had Just proceeded towards the plunger to disconnect it, however, dies while doing so and hence falls on it instead. 0 What was the best thing about the movie? What was the worst? The best part about the film was the way Nicholson stood by his principles and persuaded Saito to not make his officers do manual labour and hence go by the rules mentioned in the Geneva Convention. The astonishing part about this was that this was taking place in a POW camp where the bargaining power was higher with Saito than Nichonson. Nicholsons’s leadership abilities made his officers not give in to Saito and start anual work, and hence continued to be punished in the oven. His leadership abilities are portrayed well when the British medical officer comes to meet him at the oven, Nicholson was more concern about his officers than about himself even after he was deprived of food and water for numerous days. His pride and patriotic qualities tacilitate him to stand by his word against Saito even atter physical and emotional harm is being inflicted on him during the period of negotiation. On the other hand I feel that 2 Saito underestimated his BATNA (Best alternative to a negotiated agreement). I feel hat during the time of positional bargaining with Nicholson, ultimately carving under pressure and letting him out of the oven, Saito should have used his own soldiers for the bridge (till such time Nicholson was persuaded to make his men work) and created more discipline and collaboration among the workers for the timely completion of the bridge. I feel that there was little room for principled negotiation as Nicholson was not willing to do so. The worse part of the movie was the collapse of the bridge in the end. A bridge which was the cause of various negotiations between Saito and Nicholson, in the process esulted in numerous threats, blackmail and infliction of physical and emotional harm from Saito to Nicholson and consequentially got Nicholson himself killed. By the collapse of the bridge all that seemed to be a waste. 0 What did you find to be the most interesting or surprising element of the film? Why? The most surprising element of the film is the fact when Nicholson decides to take over the responsibility to construct the bridge after having won the negotiation against Saito and having no obligation towards doing so. He becomes so obsessed in building the bridge (which he regarded as a symbol of British efficiency and resourcefulness, which will be remembered for times to come) that he fails to identify that he is collaborating with the Japanese even when he was informed by his own medical officer. He defends himself in front of the officer by saying that he is getting the bridge made efficiently as he wants people who use to bridge in the future to remember how it was built and who built it. He also adds that by working on the bridge together his men will feel like British soldiers rather than Japanese prisoners. The bridge was Nicholson’s trophy and was not an instrument to keep the British soldiers together. He becomes so blinded by this that he, a man of principles and one who follows rules mentioned in the Geneva Convention is willing to make his officers work for the timely completion of the bridge. He forgot about the war and his loyalties and started to aid in the improvement of the bridge rather than working in accordance with the instructions provided by the Japanese. It was this perceived duty that lead to his downfall ultimately. This was due to the fact that if he was not that keen of building a good bridge, he would not have reacted the way he did once he identified the explosives and could have prevented the unnecessary loss f lives towards the end including his own. 3 0 What is the movie trying to tell viewers? The movie glorifies the western civilization, especially that of the British. On the other hand it portrays the east Oapanese) to be weak and still learning. 0 How does it go about conveying this message? In the beginning Saito and Nicholson did not get along well. Nicholson insisted that his officers were not to do manual labour as per the rules stated in the Geneva Convention, however, Saito was more bothered about getting the bridge ready on time. When the numerous attempts Saito made to persuade the stubborn Nicholson ailed he tried a friendly approach by offering the starved Nicholson with Beef corn and Whiskey and by telling him that the senior officers including him do not have to manual labour. Saito had to ultimately carve and wilt towards the strong armed Nicholson even though Nicholson was in his POW camp. This was done using the anniversary of Japan’s victory in the Russo-Japanese war in order to save face. The concept of saving face is due to the impact of collectivism. This concept of saving face suggests that Saito is from a country with a high long term orientation index (L TO) culture. Not only this, once Nicholson took up the responsibility of the bridge and implemented British designs, oversight and ingenuity to it, he ended up making a more technically sound and competent bridge than the Japanese could have otherwise built. What cultural issues do you see? How are these portrayed? o Individualist, Power distance and hierarchy, Communication styles, role of gender, etc? In the initial part of the movie the American soldier bribes the Japanese captain to assist him in getting hospitalized. The Japanese soldier does not use the word ‘No’. He indirectly tries to xpress his reluctance to hospitalize the American. When the American insists using the usual America n loud and verbose attitude, the solder uses silence for the same and walks away after moving his head from side to side. This indirect and non-verbal form of communication indicates that the Japanese is from a collectivist, low IDV and a high context culture. The American soldier wanted to be hospitalized as he was self-centered. This along with the fact that he ran away shows that he was individualistic and did not care about anyone else. It can therefore be perceived that e has a high internal locus of control, signifying that he is in charge of his own life and that what happens to him is a result of his own actions and hence indicates that he is from a high IDV and a low context culture. 4 A more participative hierarchy is portrayed by the British soldiers. This can be seen when the British officers and their Colonel meet and have a debate on the topic of escape from the camp. One of the officers directly disagreed with Nicholson when he advised the officers not to escape from the camp. The officer argued that staying in the camp is a sure way of getting killed. This shows the impact of an individualistic ulture as in a collectivist culture disagreement is usually done indirectly or very discreetly. The British (westerners) usually like to near the word ‘No’ in order tor the meaning to be conveyed effectively; they do not understand indirect negative responses. This kind of participative nature and direct denial from an officer to the colonel’s advice signifies a low power distance index (PDI) as power seems to be shared and well dispersed. This direct approach can also be seen in Nicholson when Saito tells him at the beginning of the movie that he will order his officers to work and he directly replies saying ‘No’. The local woman are looking up to the men and taking care of them in the scene where the American is returning the POW camp to destroy the bridge. It seems as if the women expect the men to be tough, assertive and be the provider. This shows that the local community is a high Masculinity index (MAS) culture. Hierarchy has been shown in many instances during the film. As far as the Japanese were concern, the Japanese soldier taking his cap off and bowing (In Japan there are rules for the Japanese equivalent of the Western handshake for who to bow, how much they should bow and hence are difficult to master) to Saito at the beginning of he film, bringing him a platform to stand on as he was short and so that people look up to him and salute him, were some instances showing hierarchy amongst the Japanese. Also the man responsible for fanning the Saito does not speak due to respect and even if it is raining the soldier still stands outside the premises as they are lower down in the hierarchy. 0 Did you like the film? Why or why not? Yes, I liked the film. The film did not have a right or wrong due to which it follows a unique and realistic approach based on individuals. Like more war films it is neither for nor against the war. By the end of the movie the viewer is less interested in the fact that who wins the war than about how the individuals will behave. 0 What adjective would you use to describe your reaction to the film? Why did you react this way? As rightly described by Clipton at the end of the film, the adjective that can be used to describe my reaction of the film is madness. Every individual in the film is inclined towards their own duty, order and chaos that they lose what really matters and what is most important. Emotions and orders have taken over the right or sane thing to do. The characters have hence led the situation to go out of hand. 0 In what ways can you identify with the movie, its characters and its message? The movie is more about the events surrounding the war rather than the battles and the fighting. These events have turned mortality, Judgment and sound thought around and have eventually lead to madness. There are various examples of this so called madness in the movie; the madness of Nicholson who says that working with the enemy is not going against one’s country, the madness ot the American who accepts to return to a camp on a suicide mission where he escaped, nearly getting killed and he madness of a struggle the obliged men to make harsh decisions. Based on your knowledge of negotiations what do you think was going on? o What kind of dirty tricks were being used? Give 3 examples. Initially Saito used a forceful approach in negotiating with the Nicholson. Saito caused emotional (By cutting food supply and taking people from the hospital to work) and physical (When Saito slapped Nicholson and put him in the oven) means in order to persuade the soldiers to commence work on t he bridge. Saito underestimated his BATNA (Best alternative to a negotiated agreement). I feel that during the time of positional bargaining with Nicholson, ultimately carving under pressure and letting them out of the oven, Saito should have used his own soldiers for the bridge (Till such time Nicholson was persuaded to make his men work) and created discipline and collaboration among the workers for the timely completion of the bridge. I feel that there was little room for principled negotiation as Nicholson was not willing to do so. One of the dirty tricks used by Saito was that of threat’ when he warned Nicholson that if he does not order his troops to start work on the bridge he will be shot. Another dirty trick used by Saito in the initial part of the movie was that of ‘Chinese water torture’, signifying that he kept repeating his demands without bothering much about what Nicholson has to say. 6 The third dirty trick in the movie was when Saito asked the British soldier to meet with Nicholson for 5 minutes and tell him that if he doesn’t order his officers to start work he will make the people in the hospital work. This was a ‘bluff on Saito’s part, even after hearing this Nicholson never changed his decision and the soldiers at the hospital were never made to work. What values are portrayed? Independence, cooperation, hierarchy, power, etc? The values that are portrayed in the movie are Independence, hierarchy, bravery, power, pride, patriotism, collaboration, leadership and commitment to duty. 0 How were these values portrayed? o Give examples of the type of behaviour that you base your answer upon Independence was shown when the Americ an played on his life in order to escape from the Japanese camp in order to be free. Hierarchy can be seen by the Japanese soldiers to Saito when they remove their cap and bow to him, when they get him a raised platform during the time of his speech, y the guard to Saito’s house has to stand outside even though it is raining and by the man responsible for fanning not speaking in the entire movie. These major differences in hierarchy and the soldiers accepting an unequal distribution of power indicates a high power distance index (PDI). Bravery has been shown by Nicholson when he did not give in even though Saito threaten ed him witn a gun hidden in the truck. Collaboration was shown by the soldiers once the bridge was the responsibility of Nicholson. This was not present when Saito is in charge of the bridge as stated by he British engineer when he was questioned by Nicholson what he would have done differently if this was his bridge. Because of the task-oriented approach of Nicholson and he planning ahead step by step which can be seen when he says this is the end of the agenda while meeting with Saito for discussion of the proposal for the new bridge, the soldiers were able to effectively collaborate. This suggests that Nicholson is from a linear Active Culture. Pride and patriotism can be seen when the British officers were marching in group and whistling. 7 Leadership was portrayed by Nicholson when the British soldier brought him food in he oven. Nicholson had not seen sun light for days, was weak and deprived of food and water but even then he was more concern about his officers than about himself. Commitment to duty was shown by Nicholson when he took over the responsibility of the bridge. He made the best and most efficient bridge possible, forgetting about the war and his loyalties. 0 Was there anything about the movie (sights, sounds, smells, colors, background scenes) that told you something about the culture that you were dealing with? What did you learn? The type of culture seemed to be a collectivist one. This can be seen rom the behavior of the society when the American escapes and reaches a village. 0 What does the movie tell you about the culture of the producers of the film? What about the film gives you this indication? The movie portrays glorification of western civilization in terms of perseverance and inventiveness, specifically the British. This indicates that the producer is from the British culture. Nicholson was able to circumvent Japanese commands due to his Engineers having the ability to construct a more technically sound bridge than the Japanese Engineers. 0 How do you think other audiences would react to this film? Why? I feel that other audience would feel that the film is more about the events surrounding the war rather than the battles and the fighting. These events have turned mortality, judgment and sound thought around and have eventually lead to madness. There are various examples of this so called madness in the movie; the madness of Nicholson who says that working with the enemy is not going against one’s country, the madness ot the American who accepts to return to a camp where ne escaped, nearly getting killed and the madness of a struggle the obliged men to make harsh decisions.

Othello Explication

Explication Othello: 3. 3. 258-271. â€Å"Why did I marry? †¦Ã¢â‚¬ ¦ I do beseech your Honour. † 1. Determine the context of the passage. Othello is doubting Desdemona, and Iago is trying to plant the idea that Desdemona has a hidden agenda with trying to persuade Othello to reinstate Cassio. 2. Describe the passage in its most overt form. (Does it rhyme, does it repeat phrases, words, etc. This passage does not have a rhyme scheme. The only repeat phrases that seem to really show up in the passage are when Iago does call Othello â€Å"Your Honor†.Iago does pause four times when he is speaking in which brings more seemingly innocence to Iago’s character. 3. Do these issues (especially the diction) reflex upon the rest of the text and how so? Yes, This text reflect in the passage and the rest of the text due to Iago urging and pointing out that Desdemona and Cassio are something more then just friends. 4. Describe in detail how the passage works. Does it use questions and why? Does it repeat and why? Does it contain antitheses of any kind and why? ’ Does it contain an oxymoron (or more than one) and why? Does it rely on Petrarchan devices and why?What are the main metaphors (or similes) and why? Are there puns or double entendres and why? You will not find all the devices, but you must show a strong understand of how the language serves the text. Declare your evidence and offer a logical critical reason for the evidence being probative (or proving something worthwhile) in the text. In the passage both Othello and Iago are talking to each other. Othello is questioning why he married Desdemona and questions if she is in fact if she is virginal and virtuous. Iago being very manipulative tells Othello light-heartedly to wait and see what Cassio and Desdemona do.If Desdemona pushes earnestly to have Cassio reinstated back that there could be a back story and they are having an affair. This Passage does not have any Petrarchan devices, but I feel that the Pauses in lines 262,263,269,270 are quite significant to the passage. Iago, calls him self â€Å"busy† in which according to the text he is calling himself too officious, which I feel is a double entendres. 5. Summary your findings in the form of a concluding remark that makes your reader understand that the passage has a relevance to the rest of the text.This section may prove the most difficult, but it is the kind of â€Å"summary† that can lead to a thesis statement for an essay. You need to convince your reader that the passage under scrutiny holds a significant clue to the text as a whole. This clue may mean anything from teaching us how to read the play to what we should be seeking throughout the language and / or devices of the play. I actually found myself playing the both Othello and Iago as a monologue. In which I began to think this is what they were thinking and how the passage should be portrayed, I began to feel that Iago’s ple a was a very good actor.

Tips to Improve Your French Pronunciation

Tips to Improve Your French Pronunciation Speaking French is more than just knowing the vocabulary and grammar rules. You also need to pronounce the letters correctly. Unless you started learning French as a child, youre unlikely to ever sound like a native speaker, but its certainly not impossible for adults to speak with a decent French accent. Here are some ideas to help you improve your French pronunciation. Learn French Sounds Basic French PronunciationThe first thing you need to do is understand how each letter is usually pronounced in French.Letters in DetailAs in English, some letters have two or more sounds, and letter combinations often make completely new sounds.French AccentsAccents dont show up on certain letters just for decoration - they often give clues about how to pronounce those letters.International Phonetic AlphabetFamiliarize yourself with the pronunciation symbols used in French dictionaries. Get a Decent Dictionary When you see a new word, you can look it up to find out how its pronounced. But if youre using a little pocket dictionary, youll find that many words arent there. When it comes to French dictionaries, bigger really is better. Some French dictionary software even includes sound files. Pronunciation Preparation and Practice Once youve learned how to pronounce everything, you need to practice it. The more you speak, the easier it will be to make all of those sounds. Here are some techniques that can help you in your French accent improvement project. Listen to FrenchThe more you listen to French, the better youll get at hearing and distinguishing between unfamiliar sounds, and the easier it will be for you to produce them yourself.Listen and RepeatSure, this isnt something youd do in real life, but mimicking words or phrases over and over is an excellent way to develop your pronunciation skills. My French audio dictionary has 2,500 sound files of words and short phrases.Listen to YourselfRecord yourself speaking French and then listen carefully to the playback - you might discover pronunciation mistakes that youre not aware of when you speak. Read Out LoudIf youre still stumbling over words with tricky letter combinations or lots of syllables, you definitely need more practice. Try reading out loud to get used to making all of those new sounds. Pronunciation Problems Depending on your native language, certain French sounds and pronunciation concepts are more difficult than others. Take a look at my page on pronunciation difficulties for lessons (with sound files) on some typical trouble spots for English speakers (and possibly others as well). Speak Like the Natives When you learn French, you learn the correct way to say everything, not necessarily the way the French actually say it. Check out my lessons on informal French to learn how to sound more like native speakers: Informal negationInformal pronounsInformal questions Pronunciation Tools Unlike grammar and vocabulary, pronunciation is something that you cant learn by reading (although there are some excellent French pronunciation books). But you really do need to interact with native speakers. Ideally, you would do this face to face, such as by going to France or another French-speaking country, taking a class, working with a tutor, or joining the Alliance franà §aise.If those truly are not an option, at the very least you need to listen to French, such as with these tools: French listening onlineFrench audio booksFrench audio magazinesFrench audio tapes and CDsFrench radioFrench softwareFrench TV The Bottom Line Getting a good French accent is all about practice - both passive (listening) and active (speaking). Practice really does make perfect. Improve Your French Improve your French listening comprehensionImprove your French pronunciationImprove your French reading comprehensionImprove your French verb conjugationsImprove your French vocabulary