African

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African

Americans In South As a social and economic institution, slavery originated in the times when humans began farming instead of hunting and gathering. Slave labor became commonplace in ancient Greece and

Rome. Slaves were created through the capture of enemies, the birth of children to slave parents, and means of punishment. Enslaved Africans represented many different peoples, each with distinct cultures, religions, and languages. Most originated from the coast or the interior of West Africa, between present-day

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Senegal and Angola. Other enslaved peoples originally came from Madagascar and

Tanzania in East Africa. Slavery became of major economic importance after the sixteenth century with the European conquest of South and Central America. These slaves had a great impact on the sugar and tobacco industries. A triangular trade route was established with Europe for alcohol and firearms in exchange for slaves. The slaves were then traded with Americans for molasses and (later) cotton. In 161 the first black slave arrived in Virginia. The demands of

European consumers for New World crops and goods helped fuel the slave trade. A strong family and community life helped sustain African Americans in slavery.

People often chose their own partners, lived under the same roof, raised children together, and protected each other. Brutal treatment at the hands of slaveholders, however, threatened black family life. Enslaved women experienced sexual exploitation at the hands of slaveholders and overseers. Bondspeople lived with the constant fear of being sold away from their loved ones, with no chance of reunion. Historians estimate that most bondspeople were sold at least once in their lives. No event was more traumatic in the lives of enslaved individuals than that of forcible separation from their families. People sometimes fled when they heard of an impending sale. During the 17th and 18th century enslaved African Americans in the Upper South mostly raised tobacco. In coastal South Carolina and Georgia, they harvested indigo for dye and grew rice, using agricultural expertise brought with them from Africa. By the 1800s rice, sugar, and cotton became the Souths leading cash crops. The patenting of the cotton gin by Eli Whitney in 17 made it possible for workers to gin separate the seeds from the fiber some 600 to 700 pounds daily, or ten times more cotton than permitted by hand. The Industrial Revolution, centered in Great Britain, quadrupled the demand for cotton, which soon became Americas leading export.

Planters acute need for more cotton workers helped expand southern slavery. By the Civil War, the South exported more than a million tons of cotton annually to

Great Britain and the North. An area still called the Black Belt, which stretched across Georgia, Alabama, Mississippi, and Louisiana, grew some 80 percent of the nations crop. In parts of the Black Belt, enslaved African

Americans made up more than three-fourths of the total population. Even though slavery existed throughout the original thirteen colonies, nearly all the northern states, inspired by American independence, abolished slavery by 1804.

As a matter of conscience some southern slaveholders also freed their slaves or permitted them to purchase their freedom. Until the early 1800s, many southern states allowed these emancipations to legally take place. Although the Federal

Government outlawed the overseas slave trade in 1808, the southern enslaved

African American population continued to grow. By 1860 some 4 million enslaved

African Americans lived throughout the South. Only Southern states believed slavery to be a major, and essential, economic factor. Whether on a small farm or a large plantation, most enslaved people were agricultural laborers. They worked literally from sunrise to sunset in the fields or at other jobs. Some bondspeople held specialized jobs as artisans, skilled laborers, or factory workers. A smaller number worked as cooks, butlers, or maids. Slavery became an issue in the economic struggles between Southern plantation owners and Northern industrialists in the first half of the 1th century, a struggle that culminated in the American Civil War. Despite the common perception to the contrary, the war was not fought primarily on the slavery issue. Abraham Lincoln, however, saw the political advantages of promising freedom for Southern slaves, and the

Emancipation Proclamation was enacted in 186. This was reinforced after the war by the 1th, 14th, and 15th amendments to the US constitution (1865, 1868, and

1870), which abolished slavery altogether and guaranteed citizenship and civil rights to former slaves. Following the Civil War, Southern states passed laws called Black Codes. A Black Code was a law which limited or restricted a certain activity or way of life for the African Americans.

Mississippi banned interracial marriages with the threat of certain death if the law was broken. Other codes restricted where the Blacks could own land. All were attempts to keep the government from giving the forty acres of land to former slaves. Since a majority of the Southern population was made of

Blacks, whites feared they would eventually take over. This led to the brutal killings of many Blacks by the KKK and other white supremacist groups. Blacks who tried to exercise power were either killed or had some other form of physical action taken against them. Although in 1880 voting booths were open to all, only some Whites let Blacks vote, usually when this happened, they were watched under the careful eye of a KKK leader. Sadly enough a Black trying to pursue his right to vote was often met with death or loss of income.

According to the Ku Klux Klan, they stand for five simple views. The first being The White Race being the Aryan race and its Christian faith. The second, America First states that America comes first before any foreign or alien influence or interest. The

Constitution as they believe should be followed exactly as written and intended, and is considered by their group the finest system of government ever conceived by man. The fourth, Free Enterprise was the end to high-finance exploitation. And finally, Positive Christianity was the right of Americans to practice their Christian faith, including but not limited to prayer in school. Preconceived notions are quite arguably the most widely acknowledged form of racism today. Use of derogatory terms, such as the quite offensive n-word and slang such as spook, porch monkey, etc. are all terms people of all races use to refer to Blacks. Even situations can become unnecessarily frightening because of preconceived notions we have been led to believe about Blacks. For example, if a white woman has gotten lost while driving and stumbles into a predominantly black neighborhood, she would be more likely to panic and become frightened then if she were lost in a neighborhood considered to be predominantly white. Fears and ideals such as these have been instilled in our society for years, which leads to the occurrence of racial hate. It is obvious that racism still exists in many forms throughout our nation and throughout the world. Example of this racism is present in almost every aspect of society to this day. Although slavery was outlawed in our country following the Civil War, African-Americans have never been able to enjoy the freedom that Caucasians have, and probably never will. Years and years of oppression have led to an attitude of inferiority by the African Americans that will, quite possibly, never fade. What humility to society in general that this institution existed

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The Comparison of The Conscience of the Court and Sonny's Blues

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The Conscience of the Court and Sonny's Blues

In the early 100s, particularly in the 10s, African-American literature, art, music, dance, and social commentary began to flourish in Harlem, a section of New York City. This African-American cultural movement became known as The New Negro Movement and later as the Harlem Renaissance. More than a literary movement, the Harlem Renaissance exalted the unique culture of African-Americans and redefined African-American expression. African-Americans were encouraged to celebrate their heritage.

The main factors contributing to the development of the Harlem Renaissance were African-American urban migration, trends toward experimentation throughout the country, and the rise of radical African-American intellectuals.

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The Harlem Renaissance transformed African-American identity and history, but it also transformed American culture in general. Never before had so many Americans read the thoughts of African-Americans and embraced the African-American communitys productions, expressions, and style.

Two great African- American writers from that era are Zora Neale Hurston (The Conscience of the Court) and James Baldwin (Sonny's Blues). What these two stories have in common is the nature of the topics that deal with the struggles that African-Americans had to endure. Hurston published her last original story "The Conscience of the Court" in 150. This story deals with the quality of justice. Laura Lee Kimble is the black maid of Mrs. Celestine Claiborne that has been charged with felonious aggravated assault. The man whom she is accused of assaulting is Clement Beasley, a white man that states that he loaned Mrs. Claiborne $600.00.When he came by to pickup the money, Mrs. Claiborne was gone. When he entered the house he was attacked by the maid and almost beat to death. The story begins with the trial and the story rolls from there.

In James Baldwin's "Sonny's Blues" he deals with a man trying to find his identity in a very hostile society.The narrator attempts to understand the life of his brother Sonny. Set in post Korean war Harlem, Sonny's Blues places emphasis on the African-American community's struggle economically and socially to become successful. The blues is used in this story in a more emotional manner which recollects the past. It also repairs the relationship between the two brothers who have chosen two different ways of coping with living in the ghetto. The blues also serves as a communicator between the two. The Conscience of the Court never talked about the blues at all. With that said we still are able to feel just where Hurston was coming from. "The concern for

justice beyond race, class, or gender seems to be the center of so very much of Hurston's fiction and her fascination with myth."(Hurston, p.xxi)

In both stories there is a relationship between two big brother/ big sister relationship. During the trial in The Conscience of the Court, Laura Lee described her relationship with Mrs. Claiborne. Her family worked for the Claiborne's and they "gave" Celestine to take care of her and protect when she was just five years old.Celestine grew to rely on Laura Lee for almost everything in life. From that very day Laura Lee felt a sense of loyalty to Celestine, even when she probably shouldn't.There were times when Celestine would ask her to do things the average human would say no to, like the time she wanted Laura Lee and her husband Tom to pick up and move from Georgia to Florida. With little discussion they were on the move. Tom often said "I made out of myself (Laura Lee) a wishbone shining in the sun. Just something for folks to come along and pick up and rub and pull and get their wishes and good luck on. Never looked out for nothing for my ownself."

The narrator in Sonny's Blues took his role of protector and keeper as a burden place upon him by his mother right before her death. His brother Sonny was a street kid with a good heart that tended to stay in trouble. Sonny's brother never really wanted the role in the first place and he never thought that he would have to step up to the plate. The first time he actually fulfills his mothers request is after her funeral. She felt that Sonny needed his big brother to survive, actually they needed each other.They begin discussing what Sonny plans on doing with his life. When Sonny suggests that he wants to be a musician there is a lot of tension displayed. His brother doesn't feel that a musician is a realistic career. Feeling that his authority is being questioned and threatened the narrator is condescending, begging Sonny to "Be serious". All of this stems from his lack of understanding and parental guidance, which Laura Lee seemed to have too much of.

The Conscience of the Court is basically about selflessness, about a woman who loved so much that she almost went to prison because of her devotion to her employer. It is also about an idea of justice and the fact that the court was on the side of a simple black woman, which you don't see too much in that day and age or even in today's society. "Good is being rewarded, even in black skin and those who mean well will be rewarded in the end." (Hurston,p. xxii)"Hurston's short stories demonstrate a sure command of plot development as well as of narrative voice, especially in her use of black vernacular. Her later stories are of interest because they demonstrate Hurston's concern with such issues as black migration into the cities, justice, and cultural diversity." (Campbell, p.4)

Sonny's Blues is the story of ultimate release. Having been able to finally understand and accept one another the brothers finally reach clarity. Each of their personal withdrawings and withholdings of emotion is accented by their communication. "Sonny's Blues" is about how memories and past events can shape a persons future. The reference of the blues in the title reflects the memories the narrator has about Sonny. The memories are of unfortunate events that had occurred in Sonny's childhood. Some may think that the blues alludes to the music that Sonny plays in nightclubs on his piano but I would argue that the music he plays (which is jazz) is an escape from the reality of his life. The jazz music he plays can be compared the heroin the he takes, they both act as a means for a temporary escape from his life. However, even though the story has a very depressing tone, the story ends with the hope of the two brothers working their differences out. This possible reconciliation is alluded to by imagery. The scotch and milk beverage that sat on the top of Sonny's piano, just at the edge where the light diminished from the spotlight (light in the darkness) I believe is a representation of hope.

It would be a mistake to read Hurston's short stories only as a precursor to her novels, or even as glosses on them, interesting as that may be. The short stories stand on their own, revealing Hurston's insight into black life, its pain and its joy, and above all, its triumph. (Campbell, p.5)

WORKS CITED

1)Campbell, Josie P., Student Companion to Zora Neale Hurston, Greenwood Press, Westport CT, 001

)Hurston, Zora Neale, The Complete Stories, Harper Collins Publishers, Inc., New York, Ny, 15

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In what areas has the EMU changed the business environment within the euro area?

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In the 170's, first proposals for a single currency evolved but it was not until the Treaty of Maastricht in 1 that the plan was actually drafted and signed establishing the framework and timetable for the EMU . The road to the EMU has been one of the most ambitious, complicated and important events of the 0th century and found its completion on January 1st 00 as 11 countriesconverted their national money into one currencythe euro. An economic powerhouse with 00 million inhabitants and a GDP of 6.6 billion $was created on par with the United States. The goal of a single market was achieved by eliminating the last administrative barrier to ensure the four fundamental freedomsmobility of capital, goods, people and services.

The introduction of a common monetary policy with the foundation of the ECBand a single currency had and "will have important consequences"for the business environment within the euro area. Whileonly time will tell what the actual effects are, there have been alterations and benefits identified in the short time since the start of the EMU that indicate an economic revolution. Indeed, there are areas where the euro dramatically influenced and shaped the business environment, although the most significant of these are likely to take years to deploy as corporations, governments and markets adapt to EMU but "still, over time, the revolution will roll forward rapidly" .

Price stability has been anchored in the treaty of Maastricht as the main objective of the single monetary policy. Alongside the tight budgetary controlfor member states, the ECB followed the German Bundesbank'sconservative politics to achieve a downward convergence of the inflation rate in the euro zone over the last years (see Figure 1). %in 00. The benefits of price stability cannot be underestimated as high inflation and inflation uncertainty as well as future inflation expectations lead to a misallocation of resources. Maintaining low inflation rates enables significant efficiency gains for businesses and is the basis for longterm growth as future prices and revenues become more predictable. Especially in countries like Italy, Spain or Portugal that have a track record of monetary instability, EMU reduced not only inflation rates but vice versa interest rates have come down significantly reducing the cost of debt for companies and sparking investment. "Every single economy in the Eurozone has a better monetary policy than it did before."

In addition, the move to a single currency eliminated the transaction costs and risks, including commissions, the bid/offer spread, overall cash management costs, the uncertainty of future exchange risks and the risk of real rate exchange variations, involved when dealing with different currencies. The assurance of business transactions is no longer required within the euro zone allowing concrete business planning and an increase in the quality of predicting future prices for goods and services. Furthermore, the euro marks the beginning of greater transparency throughout Europe not only in terms of prices, as the additional layer of protection for national producers has been removed, costs and wages but also of the framework created by states to attract investments. EMU leads to a much more integrated European market and competitive environment as costumers tend to purchase goods and services across boundaries and companies find it easier to expand into markets enhancing the quantity and quality of intraEuropean trade and investment. "Intra-European trade should fairly quickly double or even treble in volume" . Custom Essays on In what areas has the EMU changed the business environment within the euro area?

Competitive pressures and an enlarged market result in significant productivity gains, due to an improved resource allocation, and encourage consolidation, innovation and rationalisation of industries as businesses capitalize on economies of scale and scope and seek to obtain an advantage over their competitors. Four years into the euro era, the European industry landscape has been in a process of transformation as a wave of crossborder mergers and acquisitions (see Figure ) swept and investment opportunities by European and foreign companies have been seized across the euro zone. "Intra-EU direct investment has risen significantly since the start of EMU. In the year 000, it actually rose by 50 percent."Companies restricted to their borders in the past are quickly adapting to the new environment and metamorphosing into European entities.

Yet, the greatest achievement of EMU has been the development of the European capital market. Starting from nothing four years ago, this has become the largest financial market worldwide and in many terms represents a truly integrated single market. Different currencies, that have characterised European bond and money markets in the past, acted as a barrier of competition and led to a fragmentation into various national capital markets, do not longer exist. Since the existence of the euro the financial sector has been in a process of extensive restructuring and shaken in its foundations due to

·intensified crossborder competition,

·the disappearance of a highly profitable area of business for credit institutionsforeign exchange trading,

·modern financial technology,

·the creation of a multitrillion euro bond and money market,

·the establishment of the euro as the reserve currency next to the dollar and

·the emergence of new business, investment and product opportunities.

This development unleashed market forces that provided the capital market with greater transparency, more depth and liquidity, significantly reduced costs of issuing and trading, stimulated the diversification of financial products and enhanced credit risk management. Companies benefit from decreasing financing costs and increased alternatives of financing as they capitalise on a broader capital market for corporate debt and equity "In the corporate market, well-known companies such as Philips have launched big benchmark issues, and even a few small, unrated companies such as Ducati have issued bonds successfully." . With all corporate bonds and shares are quoted in euros and without the currency risk, investors can now easily identify the best investment opportunities across the euro zone and see Europe as "one large entity rather than a collection of individual countries .

EMU has been a huge achievement for Europe. Price stability, market transparency, elimination of barriers simplifying investment and trade and the creation of a single market have resulted in various benefits and challenges for businesses and ignited a process of change and transformation. Thus, the real impact of EMU is the fundamental structural change in the European business and political landscape it caused and will cause to achieve a fully integrated European economy in the future. As markets rather than governments determine today's business world, an economic environment has to be created that matches the capabilities and conditions of the American and Asian rivals to achieve longterm growth, a secure European future, a reduction in unemployment and significant welfare gains.

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The ideal relationship bewteen creator and creation, as seen in Frankenstien, Pygmailion, and Siddhartha.

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In Herman Hesse's novel Siddhartha,George Bernard Shaw's play Pygmalion, and Mary Shelley's novel Frankenstein, there is an obvious link between the creation and creator.The relationships between the creator and creation vary from work to work, questioning what the ideal connection between both should be.Ideally, the creator has a responsibility to the thing he has made, and maintains a critical bond with it.In general, part of the creator has been placed inside the creation, and therefore it is preferable that they take charge of it, however lovely or ignoble it may be.This, however, is not always the case.How the creator relates and provides for his creation has a profound impact on the creator and his creation, altering the story and the destiny of both characters.Without properly sustaining an effective relationship, the results can be disastrous for both the creator and his work.

In Siddhartha, the creator and creation figures are difficult to detect.They are not as straightforward or conventional as the other two works.Siddhartha contains two such relationships, that between Siddhartha and himself, and between Siddhartha and his son. Throughout the novel, Siddhartha strives to obtain enlightenment.This sacred quest for knowledge leads him to explore several methods and manners of achieving the spiritual clarity for which he strives.At first he sees the self-denying life of a Samana as the correct path.He spends his time fasting and praying, but soon decides that a life of pleasure and love seems the right way.Throughout his travels, Siddhartha undergoes a divine metamorphosis.He is ever-changing in his beliefs as he constantly questions his faith.Siddhartha in a sense recreates himself.It is through his own efforts and experiences that he forms a new Siddhartha; one that finally realizes inner peace. In this same search for enlightenment, Siddhartha gains a son through his lover, Kamala.Even though this boy was of his own creation, Siddhartha, lives for many years without any knowledge of him.Upon meeting his son, Siddhartha feels an almost instantaneous fatherly need to teach and protect him.Siddhartha feels this because he made the child, and therefore must be responsible for him, although he knows the boy could never love him. "Siddhartha understood that his son did not know him, that he could not love him like a father" (Hesse).Nonetheless, as a creator should, he strives to gain his son's affection through his own love for the boy."Dont you shackle him with your love?Dont you make him feel inferior every day, and dont you make it even harder on him with your kindness and patience?" (Hesse).Siddhartha's attentions to his son are unfortunately met with scorn.His love is never returned, and the child eventually runs away.The reason for the child's flight from Siddhartha more than likely stems from his knowledge that his creator was absent for so many years, and was not there to protect and nurture him, as a creator should.When his son runs away, it reminds Siddhartha of his own escape from home, and the pain he must have caused his own father and creator at his departure

Frankenstein encapsulates an apparent creator and creation.Victor Frankenstein, a young Swiss student of chemistry, constructs a monster of his own design that he brings to life.Frankenstein, at first, deems his monster a thing of great importance.He believes in the advancement of science, and haughtily disregards the laws of nature.The generation of life without the role of a woman, is incredible to him, and he is anxious to see progress.Yet, Frankenstein's attitude toward his experiment changes greatly upon its awakening.When he perceives its movements, and that life flowed through its veins, he flees the scene almost immediately.He is terrified of what he had done in the name of science."But now that I had finished, the beauty of the dream vanished, and breathless horror and disgust filled my heart.Unable to endure the aspect of the being I had created, I rushed out of the room...( Shaw).He denies his creation the attention that it deserved, however horrendous it had been.

Frankenstein's monster reacts drastically to his jarring abandonment, turning against mankind, Frankenstein himself, and all those connected to him.Such are the consequences of an unfeeling creator.Perhaps if Frankenstein had taken the time to care for the monster, teaching it to read, write, and function in society, it would not have gone on a rampage."Believe me, Frankenstein, I was benevolent; my soul glowed with love and humanity; but am I not alone, miserably alone?You, my creator, abhor me; what hope can I gather from your fellow creatures, who owe me nothing?" (Shelley).

Frankenstein, by no means embodies the ideal caring, concerned creator.

Pygmalion, on the other hand, displays a different side to the creation-creator relationship, although not the ideal.It is the story of a young lower class woman, Eliza Doolittle.She is transformed from a lowly flower-girl, into a genteel woman at the hands of Henry Higgins.Higgins, at first, only takes an active interest in Eliza when he sees that she will be of some profit to him.He agrees to change her into a lady by way of changing her phonetics.This is after Col. Pickering proposes a bet to him stating that he could not pass her off as a Duchess at a garden party.And so the transfiguration begins.Higgins. after several months of training, molds and shapes Eliza into a woman fit to be out in society.What he has created has a profound impact on him, and over time Higgins' attitude, once cold and indifferent towards her, changes.He comes to care for the girl, yet, his affections may be based in pride.He shields his creation, but only because she is almost a manifestation of himself.He denounces her intentions to marry Freddy, and laughs at her attempts to exist outside of her creator's sphere."You shall marry the Governor-General of India or the Lord-Lieutenant of Ireland, or somebody who wants a deputy-queen.Im not going to have my masterpiece thrown away on Freddy" (Shaw).He becomes very protective over his creation and the new knowledge he's bestowed on her, even mocking her for it. "You will jolly soon see whether she has an idea that I haven't put into her head or a word that I haven't put into her mouth.I tell you I have created this thing out of the squashed cabbage leaves of Covent Garden" ( Shaw ).Once again, the reader does not see the ideal, nurturing creator.

None of these three works exemplifies the model relationship between the creator and the creation, which should be one ofharmony, understanding, and love.In all of them a great misunderstanding, or confusion on the creator's part, wrecks the relationship.The destiny of both the creator and his creation is unquestionably altered by the role of the creator in the life of his creation.What these literary examples can do is to teach us something about how one should interact with one's work.

Please note that this sample paper on The ideal relationship bewteen creator and creation, as seen in Frankenstien, Pygmailion, and Siddhartha. is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on The ideal relationship bewteen creator and creation, as seen in Frankenstien, Pygmailion, and Siddhartha., we are here to assist you.Your cheap custom college paper on The ideal relationship bewteen creator and creation, as seen in Frankenstien, Pygmailion, and Siddhartha. will be written from scratch, so you do not have to worry about its originality.

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Chemistry - excel textbook - theories

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1.1 Daltons Theory - "billiar atom"

- Matter is made up of small dense particles called atoms. - Atoms are each element are identical. - Atoms are indestructible.

Problems which arose

Because Dalton did not believe that elements could be diatomic, his theory could not explain Gay Lussacs Law of combining volumes. A Avogadro had solved the problem of correctly determining atomic weights as early as 1811. He also realised that ultimate particles of gases could be diatomic and was the first chemist to write the formula of water correctly. It was not until Avogadro's Law was accepted that polyatomic elements were said to exist and the difference between atoms and molecules was understood. Write your chemistry - excel textbook - theories research paper

1. The electrical atom

Thomson showed that identical cathode rays were produced by different elements. He suggested that these cathode rays were small negatively charged particles which he called electrons. Atoms are positively charged spheres containing negatively charged particles distributed through them.

Thomson (10) 'plum-pudding' atom

1. The nuclear atom

Rutherford (111)

The discovery of radioactivity by Becquerel in 186 provided an incentive for scientists to probe to atom. As a result of Rutherfords gold foil experiment, where although almost all the positively charged particles passed though the foil, a very small number bounced back, he formulated the following theory.

Most atoms are made up of empty space.The mass and positive charge of atoms is concentrated in a minute nucleus. The electrons move about the central nucleus like "planets round the sun".

The nuclear atom

In 10 he suggested that some nuclei also contained another neutral particle but the neutron was not discovered until 1 (by Chadwick).

Problems which arose

A rotating electron must radiate energy so it would spiral into the nucleus. Atomic spectra of elements could not be explained.

1.4 Bohr's atom

In 100, Planck proposed that energy existed in 'parcels' which he called quanta and that when atoms or molecules absorb or emit energy they do so only in quanta. Bohr's model was based on Planck's Theory.

The electron rotates around the nucleus in definite orbits having specific amounts of energy. The orbit closest to the nucleus has the lowest energy level. Only certain shells or energy levels can exist. An electron can move from shell to another but cannot be found between shells. An electron moving a shell does not radiate energy. An electron can change orbit only by absorbing or releasing a quantum of energy suitable for that transition.

Problems which arose

The theory explained the spectrum of hydrogen but not the spectra of other elements.

1.5 Modern atomic theory

The modification of Bohr's theory was made possible by de Broglie (1) suggesting that small particles of matter could also have wave properties. Diffraction patterns produced by electrons were similar to those of light waves Schrodinger (16) derived a wave equation to describe the movement of an electron in the hydrogen atom.

The Quantum mechanical theory

Note Although a large number of subatomic particles have been found in this course only protons, neutrons and electrons will be discussed.

Properties of major sub atomic particles.

Particle SymbolChargeMass a.m.u

ProtonP+1 1.008

NeutronN01.00

Electrone-1 1/1840

1.6 Key terms in atomic structure

Atomic number of an atomic, the number of protons in that atom (symbol Z). An element is therefore a substance hose atoms have the same atomic number. Mass number is the sum of the protons and neutrons present in the atom (symbol A). The number of neutrons present is therefore A-Z. Comprehensive Symbol of an element is(Mass no.)A x (symbol of element)Z(Atomic no.)

Eg. The element sodium is written asNa.

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.6 Structure of matter

Matter may be classified according to its structurethis depends on both the nature of the particles present and the forces holding the particles together (bonding forces).

Ionic bonds are formed when complete electron transfer occurs between elements. Ionic bonds are formed between metals and non-metalsEg. NaCl

Covalent bonds may be single, double or triple bonds. A single covalent bond is formed when two atoms share a pair of valence electrons. This usually allows each atom to reach noble gas configuration and co-ordinate covalent bond is a bond formed when both electrons of the shared pair are provided by one atom.Covalent bonds are formed between non-metal diatomic gases and compounds containing non-metals only.

Some compounds contain both ionic and covalent bonds. Eg. NaSO, CaCO, NHCl.

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Radicals form either the anion or cation in this case.

Covalent molecular substances consist of small discrete molecules. They have low melting points and boiling points since the forces between molecules are weak (vander waals forces). Eg. O, CO

In covalent network substances each atom is covalently bonded to other atoms forming a giant molecule. Eg. C, SiO , SiC. Covalent network substances have very high melting points and boiling points. Since the lattice is held together by strong covalent bonds.

Substances may be classified into four main groups on the basis of structure and bonding.

Table .6 Structures and Bonding of Substances

Explanation of bondingType of bonding and examplesAppearance and state at 5°CMelting pointConductivity

SolidMolten

'sea' of electronsmetallic, eg, Cu, NgShiny solids, malleable and ductile (Hg only liquid)HighHighHigh

Positive and negative ions forming a latticeIonic, NaCl, CaBr Crystalline solidsHighNilHigh

Small discrete moleculeCovalent molecular, eg, O , S, CO8 SO Soft, brittle solid or gases (Br onlyLiquid)LowNilNil

Large covalent network, "giant molecules"Covalent network solids eg. C, SiOSiC (semi metals and some of their covalent compounds)Very hard and brittleVery highNilnil

.7 Allotropes

The physical properties of some elements may be correlated with their crystal structure. Allotropes are the forms of an element that have distinctly different physical properties.

Examples

1. Elementary carbon has two allotropes, graphite and diamond. Diamond is extremely hard, while graphite is used as a lubricant since the weak van der waal's forces between layers allow sliding movement. Graphite can conduct electricity. Since it contains some delocalised electrons and its non-conductor.

Other elements showing allotropy are

. Sulphur the most stable allotrope at room temperature is rhombic sulphur which is made up of an S (8) ring. On heating, it changes to monoclinic sulphur which is also made up of an S (8) ring but with differently shaped crystals.

. Phosphorus the allotropes of phosphorus may be white, red or black. The dangerous white phosphorus polymerises to red phosphorus which is safely used in matches. Heat and pressure convert red phosphorus to black phosphorus.

4. Tin exists in three solid forms

Transition temperature 18°C 161°C °C

Formalphabetagamma (Õ)

Appearancegreywhitewhite

5. Oxygen exists in two forms, O()(g) and O()(g) which is ozone.

.1 Types of formulae

Learn the symbols for the common elements (see periodic table) Learn common ions and their charges. Identify types of formulae. Learn to name compounds correctly.

Table .1 Types of Formulae

EmpiricalShow the number ratio of atoms, eg. CH() for ethane MolecularShow the actual number of each kind of atom in the molecule, eg. C()H(6) for ethaneStructuralShow arrangement of atoms in the molecule graphicSignificant of abridged graphic, eg. CH() - CH()

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Civil War

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General Jubal Early and General George Pickett both generals for the Confederacy and both severely affected by the outcome of the war.I choose these two people because I find the plight that the Confederate army found itself in very depressing.As one of the underlying themes, the Confederacy was fighting a war against themselves.Would one of the Confederate soldiers proclaim that they are fighting against the abolition of slavery?That was the exact situation the Confederate army found themselves in.These were noble men, fighting for a cause that they did not totally understand.Were they fighting against slavery or the North and why?Along with the irony of the Confederate army's situation, I find these two people very interesting in the context of the novel, and see a little bit of myself in both these characters.

General Jubal Early was not a very like person within the army.He has shown his competence by being designated as a general.In fact, he is a very intelligent man.Accepted into West Point, he left after awhile to pursue a different career avenue prosecuting lawyer.With that, he had a mentality of arrogance and one can argue, narcissism (He was utterly sure of himself. p. 17).His arrogance was his defining characteristic (He smiled slightly, with a touch of the disdain for which he was rapidly becoming notorious. p. 1).Everyone that knew of him or worked with him or under him became annoyed with this personality trait of his.He has shown that he is competent in a very arrogant and conceited manner.For example, he would show his dislike and feelings of incompetence towards other generals very openly (Longstreet is on the defensive again…I suppose that's to be expected. p. 1).He was not afraid to show his feelings of other officials in front of whoever it may be and conversely was not liked by many.

His conceitedness also showed in his physical demeanour."Early stood beside him, dark, formal, composed." (p.17).He was a dark character, no one could really get a proper assessment of who he was and what he stood for.His nature was always calculative.He did not, however, fail to show that he thought he was better than everyone else and he should be respected.Early "stood with legs wide apart, his hands clasped behind his back, heavy in the jaw, his face black and grim." (p.17).As I was reading this description, I picture to myself a mafioso like figure, all he was missing was the toothpick and hairy chest.Early was a very snide person and like everything else about him, did not fail to show it (Early said calmly, silently, bored. p. 1).These characteristics were boldly displayed and Early did not feel any shame in showing them.

A more subtle but present characteristic was his calculating nature.He was always looking out for number one himself.He would do anything to get the promotion.For him, promotion was not a goal, but a disease.He would go to any extent to get in a higher position that others.It was not that obvious, but everyone saw it.There were many conflicts between Longstreet and Early due to his nature.Even General Lee noticed something peculiar about Early's character (Something too cold here, something disagreeable in the silence of the eyes, the tilt of the head. p. 1).The fact that he was a general makes one wonder how he got into that position, and whom he had to crawl over to get it.Buy Civil War term paper

As one saw the public display shown by General Jubal Early, General George Pickett also did not practice discreetness.The difference, however, lies in presentation.General Pickett was more flamboyant and exuberant than General Early.A little background George Pickett was a general for the South, educated at West Point but was not very bright, but was determined (He was not overwhelmingly bright, but he was a fighter. p. 58).Though he was not very competent, many still trusted instructions with Pickett.Even though given exact instructions and order "George could be relied on." (p. 58).He was very exuberant who wore a feathered hat (he looked like a French king, all curls and feathers. p.54).He cared a lot about his appearance and the way he presented himself to others.I found this very odd, that one would care how they looked in a time of war when one would suspect looks to be the last thing on one's mind."Pickett glowed and primped, grinning" (p.55).Where does one find time during a war to be glowing and primped?His appearance was not the only outlandish quality of him.

When in certain situations, he did things very extravagantly, complementing his exhibitionism.Upon meeting another fellow general, "Pickett stooped before Longstreet and saluted grandly." (p.54).It as if he were in a play and all of the war and its situation was a play."Pickett bowed low in the classic fashion, sweeping the ground with the plumed hat." (p. 56).Everything he did was exaggerated, and it makes me wonder if someone like that would be successful in a war.Another question that comes into mind is how someone such as Pickett could obtain the rank as general.This is a general that wears perfume onto the field when in the middle of a war!His mentality about his physical appearance is only a extension of his mentality about the war.

Pickett was more concerned with partying and music than the war.Oddly though, he is very sensitive about the fact that he is not in the front line of the war and always ends up in the back line. After missing the fight on the second day, General Pickett requested General Longstreet to "tuck them in for the night and console them." (p.4).He is a prideful character and was always hurt when his brigade was placed last.But still, his view of war was more glorified than others.It could be even argued that he has lost touch of reality when it came to war.When called to action, and finding out his brigade was on the front line for the assault on Gettysburg, "Pickett was excited, could not sit still, sat rubbing his thighs with both hands, nodding, patting himself on the knees." (p.6).Comments like "Isn't that marvellous?",and having "looked on the as God's greatest game." (p.14), finds the war more of a spectacle.It is like he is a little boy when it comes to the war (hopping around in the saddle, patting the horse, slapping his own thigh, gesturing wildly, pointing, grinning. p.17).Even when filled with emotion, his "eyes flashing and watering, but with joy…" (p.0).This passion can be seen as more of a character trait than a disregard for the war.

He is a very passionate and dramatic person.Not only could he tell a story (p.5), he was very devoted to a girl half his age, Sallie.He even went as far to vow never to drink for her sake (he had sworn to dear Sallie ne'er to touch liquor. p.54).He was portrayed as very romantic, using his spare time to write poems to her (Pickett writing a poem. p.1).Those that are close to him view him fondly (a lovely adventurous boy, thirty-eight years old and never to grow older, fond of adventure and romance and all the bright sparkles of youth. p.58).

These two people had minimal roles in the book besides Pickett's major role near the end of the book.I really enjoyed reading about Pickett because he brought a personal element into it.It was strange reading about a guy that was so flamboyant in a time of huge conflict.Early's description shows the reality of war personnel.There will always be a rat that will only look out for himself even if it jeopardizes chances to win a war.Early's character brings the coldness of war and humanity into the book, while Pickett brought out personal traits such as sensitivity and emotion.Pickett's character was a perfect complement to Longstreet and the other more serious characters in the book.He is comparable to the jester in King Lear; he tries to be funny, but there are hidden messages between all the jests.

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Privilege

If you order your custom term paper from our custom writing service you will receive a perfectly written assignment on privilege. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality privilege paper right on time.

Our staff of freelance writers includes over 120 experts proficient in privilege, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your privilege paper at affordable prices ! In order for someone to know what privilege is and to come to terms with its affect on society's life and their own, they must first take a good look around. In our daily life, from the time we wake up to the time we go to sleep, privilege is present. Sadly, we undervalue the role in which the prerogative plays in our day and more seriously in our entire lives. However, on an even sadder note I am definitely part of that "we" and hadn't realized that until now.

Privilege, n. A special advantage, immunity, permission, right, or benefit granted to or enjoyed by an individual, class, or caste.(The American Heritage® Dictionary of the English Language) This is what I learned up on looking up the word in the dictionary, and was taken aback in the fact that the dictionary also admitted that privilege is enjoyed by classes. In particular my class, white middle class, reaps the benefits of privilege each day. When I get on the bus each morning I have no worries that I will find a seat. Nor do I have a history of people in my race ever having difficulties finding a seat. When I am asked as to where I live, my reply usually results in the assumption that my family "has money" and I do not correct them. My family's tax bracket comes with the assumption that we are hard workers, in comparison to the assumption to those in lower brackets, "that poverty is a voluntary condition,"(Dorothy Alison A Question of Class) On the weekends I can enjoy shopping without the fear that the sales people will think I might steal because of my race or the amount of money I may or may not have. These are some of the things that I can count on to make my days easier, although I would hardly say I count on them at all. Up until a few weeks ago I did not count much, I would say that without knowing I assumed. The above are some of the tools that I use each day, each week and will continue to use throughout my life. The hardest part of admitting that is the fact that I know you cannot purchase these tools at any home improvement store; these are tools that I was born with or into.

Privilege, n. Such an advantage, immunity, or right held as a prerogative of status or rank, and exercised to the exclusion or detriment of others. (The American Heritage® Dictionary of the English Language) Exclusion is something that is a major aspect of the extent of privilege. The class and race to which I and many others belong to excludes knowing about it or not. There isn't a day that goes by without white people benefiting by their genes and not knowing it. Sadly however, some do know it as I do but don't do anything about it if they could. Those of the minority groups live in fear each day as oppression controls and inhibits their lives. Knowing that, I do not wish to become part of those "other" groups, and I live in the comfort of my race. Does this embarrass me to say this? Of course. But in the long run I would not change the category into which I fall because I know in my heart of hearts that I could not live in fear day in and day out. I could not handle the assumptions that come along with those of the lower class or those of the minority races. I would hate to be chastised as lazy, dirty or a gangster because I have more melanin in my skin then white people. Nor would I like to go to work knowing that people thought I was stealing jobs only because I want to provide for my family like every one else. And finally I would hate to see my race unfairly represented in the media, not only because the generalities would offend me but because I would know that this was the basis by which the rest of the world was learning. Looking around and analysing the world in which I live, the way privilege affects me and inhibits others is hard. To imagine each day in the shoes of another scares me, and yet I think of what it must be like to live your entire life in fear and I almost resent my race and the amount of privilege tools I carry around each day. But I say that I "almost" resent it, and what is most embarrassing about that is that I only almost resent it because I do not have to deal with the oppression or the feeling of what it would be like to be the "other" because I am the norm. And I know when I snuggle down into my warm bed this evening I will wake up in the same skin as the previous night and with the same tools engraved in my genes. Taking this critical look around at privilege makes me embarrassed to feel the way I do and have the privileges I have without working for them. I feel helpless and like just another white face that oppresses without knowing, but I do know, and I do nothing about it.

Privilege, n. 1 grant a privilege tobestow a privilege upon.( WordNet ® 1.6,17 Princeton University) One of the privileges as a female is to enjoy having sex and to enjoy doing that with a male. In the readings of Rubin in 'Thinking Sex', "the most acceptable excuses [for sex] are marriage, reproduction and love." Society tells us that females have sex to create and to have sexual relations with the same sex is a sin and is dirty. This made me look again at the privilege I thought that sex was, maybe the prerogative wasn't as extensive as I originally thought that it was. Then reading the other articles on sex I realized that society acts and presents sex as a privilege of savvy females yet sees it as a sin. When I first had sex with my boyfriend I didn't feel that it was wrong yet I didn't openly share the fact with my friends or my parents. I was embarrassed, was it too soon? Should I have waited to marriage? These are feelings that I feel I should not have to feel if they are associated with such a privilege. Yet I do. Can I have sex with someone I do not love without judgement; can I try things sexually that I am curious about without the assumption that I am a slut? No. This is because the thought that sexuality among women of my class and women in general is not quite open to interpretation. This privilege is with boundaries and actually not a privilege at all. Although society gives us shows like 'Sex in the City' does not mean that they would embrace us if we followed their guidelines. Looking at this so called privilege makes me think that sex and all that is associated with it is not a privilege that I want to brag about having.

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I look in my tool belt of privileges and I see many things, tools which I use each day, ones that I wish I didn't have to use and ones that don't function the way that I hoped. The ones that I use each day I wouldn't trade for anything because I know that I would be trading them in for a life of fear. The ones that I wish I didn't have to use come in handy every once in awhile, but after doing this assignment I think that I would like to hang them in the garage of life for a bit and see how I survive without them. And finally the ones that don't do what I would like them to, those are the ones that I wish I could fix. See, I realized in these readings that privilege is a broad word and is used to label those things that we are supposed to embrace. Using sexuality as an example, I feel that I embrace it with fear of the underlying judgement that comes hand in hand with it. The label of privilege on sexuality makes you think that it is such a treat for you to use it, when it only your right to do so. It makes you feel like the boundaries that come with it are insignificant only because it is a privilege and you should be happy with what you get. This assignment made me realize that yes, I do have many things in which I am born into and I need to cherish them. But it also made me realize that it is okay to look around at our society based on privilege and want more from it. I feel that I am born into this life in which I am the norm and I don't have to live in fear, I might as well start learning about what I really have.

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The Power of Names

If you order your cheap custom paper from our custom writing service you will receive a perfectly written assignment on The Power of Names. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality The Power of Names paper right on time.

Our staff of freelance writers includes over 120 experts proficient in The Power of Names, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your The Power of Names paper at affordable prices with cheap custom writing service!Introduction

A person's name has deep, underlying power. A name is much more than just words or symbols used to represent or identify an individual. According to English Professor Dr. Debra Walker King, names can provide people with their cultural roots, family values, and history, as well as give them certain behavioral expectations, prejudices, and stereotypes (16).

Impact on Self-Concept

An individual's name can affect his or her self-concept by the type of verbal or nonverbal reaction it evokes from his or her companions (The Nomenology Project, 1). H. Edward Deluzain stated that a person's name has an impact on his or her self-concept because the name helps determine the messages other people send to him or her (16).In Deluzain's journal he discusses an experiment conducted by S. Gary Garwood of Tulane University about the perceptions and effects of desirable and undesirable names. During the first part of the experiment, Garwood asked a group of teachers to rate names as either desirable or undesirable (Deluzain, 16). For the second part, he gave a group of elementary students with desirable names and a group of elementary students with undesirable names the same series of personality and self-concept psychology tests. He then compared the scores of the two groups and found that those from the desirable name group showed a very high level of adjustment and flexibility and showed more positive attitudes about how they felt about themselves than the undesirable name group (Deluzain, 16). Help with essay on The Power of Names

In every society throughout the world, many people with unusual, unpopular, or undesirable names are often ridiculed and prejudiced against by peers and authoritative figures consciously and unconsciously. For this reason, it is important that educators know the significance people attribute to names and are aware of the underlying negative and positive power of names. This is of high importance in order educate their students and themselves to avoid creating stereotypes, prejudices, and expectations of others based on solely their name.

Self-fulfilling Prophecy

Research confirms that teachers and students develop expectations of others in their classroom based on people's given name and/or surname (Tauber, 18). According to Robert Tauber, these expectations teachers and students possess based on a person's name, affects how the teachers and students will act and react toward that person (18). The teachers' and students' reoccurring similar reactions and treatment tells this person what behavior and what level of achievement are expected of him or her.

I worked with a class of second graders at Madison Elementary School in Davenport, Iowa during the fall of 00. Throughout my seventy hours of observation, I noticed that my cooperating teacher had a different self-fulfilling prophecy for every student in her class and treated them accordingly. A factor that influenced this teacher's expectations of students was based on the child's name.

For example, my cooperating teacher informed that when she saw the name "Daniel Lopez" on her class-list her first thought was, "Great! I am going to have to spend all my time making sure he is doing what he is supposed to do instead of teaching the class." She also informed me that the Lopez family had a history of being troublemakers and that his mother was very difficult to handle. Daniel's name was written on the board almost everyday that I observed for beings disruptive in class by talking out loud and out of turn. He would miss recess time for talking excessively to a neighbor while it was work time or while the teacher was teaching. My cooperating teacher would also correct his misbehavior before it would actually occur. She seemed to think she knew what Daniel's next move would be, so, in order to prevent him from misbehaving, she would tell him not to do something before he did anything. This type of treatment and expectations actually led him to be more inclined to talk and visit with neighbors. He was being reprimanded for something he did not do, so he thought that if he was going to get in trouble he might as well do something to get in trouble. Fellow students also picked up on this negative treatment and would blame Daniel for talking when the class was loud and people shouted out of turn. My cooperating teacher's negative expectations and prophecy of Daniel helped them to become true and led others to believe them.

Purpose

Teachers need to have themselves and their students answer the question, "What is it that makes us like one name and dislike another?" (Paul Tournier, 175, p. 65) in order to determine why they might have stereotypes of people based on their names. A notion to explain why students and educators have certain stereotypes for a person based on his ore her name can be explain by Paul Tournier.According to Tournier "Incidents from the past may be remembered (about people with certain names), and as they talk about these memories they see the effect they have had, and still have, on them. Memories rise to surface, emotions revive" (175, p. 75). Whether these are positive or negative memories or emotions, they bring certain opinions about a person who carries that name (Tournier, 175). With this stereotype toward particular names, students and teachers assume they do not have to get to know a person with the same name because they already know what the person is like (Tauber, 18).

Name components

Teachers can educate their students about the significance of names by examining how family tradition, culture, religion, and fad names are factors parents consider when determining names. Students and educators need to learn about this in order to appreciate each other for who they truly are and not what others believe them to be.

Family tradition plays a role in a child's name. Names can be passed down in a family's generation to show a sign of love and reverence for a family member. These names are considered namesakes. The definition of a namesake is a person who has the same name as another person (Campbell, 16). Deluzain stated that these names are used to express hope that a child will turn out like the person he or she is named after (16).

Culture and religion are also a very significant element in a child's name. People of Western religious traditions, like Christianity, Judaism, and Islam choose names for children based on favorite saints, the saint or feast day the child is born on, biblical heroes, or sages from their respective traditions (Clark, 00). People also choose names based on their cultural origins to reflect their pride in their roots. According to the Nomenology Project "People use their culture identity to name a child because it allows them to maintain a living link with their own histories, which adds richness and depth to their contemporary lives" (1).

Another factor that contributes to a child's name are popular or fad names of the era the child is born. Parents name children with these types of names because a famous person they admire has it or because they are subconsciously following a trend. There are usually multiple occurrences of children with fad names in the classroom, so the child ends up being called by something other than his or her first name to avoid confusion Deluzain, 00). In this instance, the teacher and students need to remember not to single students with fad names because their names are of equal importance and significance.

Conclusion

therefore it is important the students learn about other peers cultures and family influences as well as the history of each person's name to be able to truly get to know every person in the class and to create respect and apprectiation for all different heritages in the classroom.

Please note that this sample paper on The Power of Names is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on The Power of Names, we are here to assist you.Your cheap college papers on The Power of Names will be written from scratch, so you do not have to worry about its originality.

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The Iliad:selected questions

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The Iliad

AchillesAchilles is recognized by Greeks and Trojans as the greatest warrior of their time, and his mere presence on a battlefield could striker fear into his enemies. He is a character driven by intense anger and revenge throughout the story.His tragic flaw would in fact be his non-ability to control his emotions, which usually led him into trouble.One prime example of this would be when Agamemnon insulted him.After this happened he became so angry and bitter that he refused to help the Greek cause in the war.He would eventually change his mind with the death of Patroclos, which really touched Achilles and filled him with grief.This event would propel Achilles back into battle.After receiving new armor from the god's, Achilles enters the battlefield disposing of his enemies relentlessly until he found the most hated Hector.He disposed of Hector quickly and abused his body as revenge for the death Patroclos.Achilles is a tragic hero who's excess anger and hunger for revenge consumed his whole being.

HectorThe leader of the Trojans, who was actually not an evil person.He was extremely loyal to his city and people.He was kind to everyone in his family, especially his mother and wife.The only person he really scolded was his brother, Paris when he was not out on the battlefield.During the battle with the Greeks, Hector displayed no real superior skills, and the great Achilles easily defeated him.The only thing he really did was wrong was abusing the body of Patroclos because that would make Achilles so wild with rage, and intent on getting revenge that his fate was doomed to death.

AgamemnonHe was the King of Argos and the leader of the total Greek force.In book 1, we see what Agamemnon's main purpose in the epic is.He is in the story to drive Achilles into his first cycle of wrath.He does by arguing with him over the release of Briseis a female that Achilles had kept from an earlier raid on the Trojan forces.Agamemnon demands that she be released, and this infuriates Achilles who refuses to give her up, and threatens to leave the war if he has to do so.Since both characters are so prideful and stubborn they argue, and Agamemnon tells Achilles that the Greeks do not need his services anymore, and that he can return to Phthia if he so desires.In my opinion Agamemnon did what most leaders would do, he drove his best person crazy and made filled him with rage, much as a coach would do to his star athlete.It may not seem right, but many times it gets them to perform better.

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Question #1

A prime example of Hubris would be the King of Argos, Agamemnon.In book 1, we see that he is the powerful leader of the Greek army and that he thinks very highly of himself.When his best warrior, Achilles returns from a raid on Lyrnessus, he brings back with him two prized females, Briseis and Chryseis.The priest of Apollo Chryses is Chryseis' father and he asks for his daughter back from Agamemnon who refuses because he is selfish.Apollo punishes him for his acts with a -day plague.After the plague, the Greeks consult the seer, Calchas to see why they have angered Apollo.When Calchas reveals the reasons, Agamemnon becomes upset and only agrees to give up Chryseis if she can be replaced, and he requests Briseis, the prize of the Achilles.Agamemnon is an extremely greedy king who thinks he can always get what he wants.

Question #

It is hard to say that Achilles ultimately emerges as a sympathetic character because of his intense rage that we see throughout the epic.In my opinion yes, Achilles is a sympathetic character; this is something that we see mostly at the conclusion of the epic.Throughout the story, we see Achilles become increasingly bitter, first with Agamemnon because of the stealing of Briseis, and then because Agamemnon told him that his services were not needed.Everything changes however when Patroclos is killed my Hector.Achilles becomes so enraged that he joins the Greek effort despite his previous problems with Agamemnon.Achilles wants revenge for Patroclos and will stop at nothing to get revenge on Hector.

It is hard to get mad at Achilles for wanting revenge when his good friend has been slain.They are many people who would become bitter and hell bent on revenge if their friend died.Yes, it makes him look hardened and extremely mean, but he is seeking the revenge because he is so deeply hurt by the death of Patroclos.

Towards the conclusion, Achilles ultimately defeats Hector soundly and abuses the body, dragging it back on the back of his chariot.Eventually the gods tell Achilles that they are not satisfied with the abuse of the body and that he should give it back to Priam, the King of Troy and the father of Hector.When Priam comes to pick up the body, Achilles weeps.This is when the reader realizes that even though Achilles may seem almost inhuman, deep down inside he still has emotions.He explains to Priam how men are a mixture of good and evil.Therefore, I would say yes Achilles may have been perceived as being just revenge-oriented person, but in the end, we get to see that he has genuine feelings and was really scarred by the events in his life.

Question

I do not believe that Hector could qualify as the Hero of the Iliad.Heroes in the general sense are great warriors or leaders, and most of the time they do not lose.Yes, Hector has a good relation with the gods, but he is not gifted on the battlefield and the Trojans ultimately lose the war due to his poor skills as a leader. I would say that Hector is more of a sympathetic character than a hero.Throughout the epic, I continually felt bad for him, as he tried to do what he thought was right, but struggled.In my mind, Hector is nowhere close to qualifying as the hero for the Iliad.

Summaries Book 1

Book 1 in the Iliad briefly introduces some of the main characters in the epic.Most notably Achilles, the main character and Agamemnon, the leader of the Greek forces.Homer begins by telling the reader that we are in the 10th year of the Trojan War, why Achilles has abandoned the Greek war effort against Troy.He tells of an earlier raid on the city of Lyrnessus, and how two women were taken captive as part of the spoils.One of the women was Chrysesis, the daughter of Chryses, the priest of Apollo.In short, Apollo invokes a plague on the Greeks and Agamemnon realizes that he must give up Chryses, but in doing so, he demands that he have Achilles prize, Briseis.This would enrage Achilles who already was at odds with Agamemnon, so he leaves the war effort to return to his home in Phthia.

Book 6

In book 6, the battle is extremely intense and the Greeks are succeeding in defeating Troy.Both leaders are encouraging their groups, but Hector can feel a bit of urgency.The Trojans are eventually pushed further back into retreat and Hector begins to realize that his fate is pretty much sealed, yet he still prepares to offer up some sacrifices to the gods with the aid of his wife and his mother.Hector is angered at his brother Paris for joining the war effort and chastises him for it. Eventually at the end of the chapter, they both go back to war, despite Hectors wife plea for him to stay and be with her and their son.

Book

Achilles ventures into Troy looking for revenge on Hector, for the slaying of Patroclos.Priam and his wife Hecube are trying to dissuade their son Hector from fighting Achilles because they have already lost enough sons already, but their attempts were futile, because Hector's fate was already sealed, and he felt that he had to fight Achilles.Hector eventually is disposed of quickly by Achilles, and his body is completely and totally abused and disgraced by Achilles who ultimately drags him out of Troy on the back of his chariot.

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Cultural differences in the tempest

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I Know I Am But What Are You? Cultural Differences in The Tempest, Montaigne's Essays, and In Defense of the Indians Paper # The Tempest, In Defense of the Indians, and Montaigne's essays each illustrate what happens when two very different worlds collide. As Europe begins to saturate New World soil, the three authors offer their accounts of the dynamic between the European invader and native other. Though each work is unique in its details, they all share a common bond Shakespeare, de Las Casas, and Montaigne show the reader how European colonialists use differences in appearance and language to justify theft and slavery. The Tempest's Caliban serves as an instrument to highlight the colonialist notion of the other. Caliban is the original inhabitant of the island; it is his native land. But Caliban is ugly. Prospero claims that he is not honored with human shape (p. 17), and so the new European inhabitants never think of him as a potential equal- they see him as their inferior. This initial incongruity between characters supports further dehumanization of the native for the remainder of the play. Caliban's appearance does not only contribute to the Europeans' poor estimation of him, but it also serves as the justification of his slavery. When Trinculo says, Wilt thou tell a monstrous lie, being but half a fish and half a monster (p. 55), he communicates two important concepts. First, Trinculo reinforces the idea that Caliban is more animal than man. Next, he assumes that Caliban's exterior mirrors Caliban's interior. Caliban's physical deformities, according to Trinculo, also indicate deformity of character. Together, these faults aid Prospero's justification of forcing Caliban to serve in offices that profit us (p. 18). A second factor of Caliban's oppression is language. The ability to communicate that ends man's isolation from others and leads to civilization. When Prospero discovers Caliban, the native has no knowledge of Europe, much less its tongue. Miranda and Prospero take it upon themselves to educate Caliban in civilized language. Miranda says I pitied thee, took pains to make thee speak, taught thee each hour one thing or other, When thou didst not, savage, know thine own meaning, but wouldst gabble, like a thing most brutish, I endowed thy purposes with words that made them known. (p. 0) Miranda believes that communication indicates that one is civilized. She does not for a moment consider that Caliban's gabble was most likely his own language, the language he used to with Sycorax. Miranda believes that true communication (and true civilization) comes only in the words of her own language. Prospero agrees with this notion. He believes that Caliban's deformity and inability to communicate with foreigners make the native his subordinate. Caliban is only …a lying slave, whom stripes may move, not kindness (p. 54). Prospero refuses to hear Caliban's exclamation that he was first…mine own king (p. 54). Once Caliban controlled his own life. With the arrival of Prospero, who sees no redeeming qualities but brute strength in Caliban, the native becomes a slave. Prospero believes that Caliban is not human and sees no reason to treat him as one. Montaigne and de Las Casas also explore the humanity of natives. Though their portrayals of the Indians are very different, their aim is the same to promote the humane treatment of the Indians. Both works oppose the colonialist mentality that appears in The Tempest. Montaigne and de Las Casas argue that differences in culture are not tantamount to inferiority. De Las Casas' account of the Indians describes a race of people who are completely innocent, meek, harmless, and temperate (p.6). Like Caliban, de Las Casas' natives are very simple, even childlike. However, de Las Casas believes his child-natives are capable of growing up. He maintains that they are quite ready and willing to receive and embrace the word of God (p. 6). With this, he shows his confidence that the Indians have the potential to equal the Europeans. Montaigne has a very different opinion of the natives. He shares the Shakespeare's belief that language and culture are synonymous, but he differs in that he lauds the Indian tongue. Montaigne even goes so far as to compare Indian language with the most civilized language when he describes it as a soft language, with an agreeable sound, somewhat like Greek in its endings (Of Cannibals, p. 64). Montaigne also makes a point of describing the poetry and song of the Indians. The ability to create beautiful poetry certainly connotes civilization. Montaigne comments that not only is there nothing barbarous in this fancy, but it is altogether Anacreontic (Of Cannibals, p.64). Though the primary focus of Montaigne's essays and In Defense of the Indians is to vouch for the humanity of the Indians, the works also share a second purpose. As chronicles of European action in the New World they proof that Shakespeare was not unique in his belief of the inequality between European and native. Like Prospero and his peers, the Europeans in Montaigne and de Las Casas never consider the fact that the natives have the right to self-determination. The Europeans take over the land, imposing a new religion, a new language, and a new status on the natives. It is not even as if the Europeans choose to ignore indigenous society; they do not entertain the possibility that a society can exist. Much like Prospero's treatment of Caliban, Montaigne and de Las Casas' Europeans believe that the Indians are no more intelligent than animals, and just about as capable of organizing a society. This perceived inferiority justifies the natives' enslavement. Shakespeare, Montaigne, and de Las Casas all describe the usurpation of land from the Indians. De Las Casas discourages taking land with force, claiming that it is wrong to wage war against men who are harmless…unarmed, and destitute of every human defense (p. 6). Montaigne writes disapprovingly, He who had awarded their country to him must be a man fond of dissention, to go and give another person something that was not his and thus set him at strife with its ancient possessors. (Of Coaches, p.67) With this, Montaigne describes how the Europeans ignore the fact that the natives have any rights to property. Again, the Europeans ignore the humanity of the Indians. Like the colonialists of de Las Casas and Montaigne's essays, Shakespeare's Europeans overlook Indian humanity when they seize the native land. Though Caliban defends his rights when he says, this island's mine by Sycorax my mother which thou tak'st from me (p. 1) all Prospero hears are the words of an ugly, ignorant savage. Prospero pays no more heed to Caliban's complaint than he would the lowing of a cow. To Prospero, both are animals meant for service. In spite of their similarity, Shakespeare, de Las Casas, and Montaigne portray natives and colonialism in very different manners. De Las Casas insists that it is wrong to attack a childlike culture. Montaigne maintains that the natives are already a highly civilized people. In Shakespeare, the European actions that de Las Casas and Montaigne despise come to life. For Prospero, the native culture that Montaigne deems evolved and de Las Casas calls gentle is simply different and inferior. Montaigne says, each man calls barbarism whatever is not his own practice (Of Cannibals, p.58). Without understanding Montaigne's true meaning, Prospero would wholeheartedly agree. Caliban certainly does not partake in the practice of Prospero. Like the natives in de Las Casas and Montaigne's New World, Caliban has a different appearance and language. However, where Montaigne and de Las Casas are proponents of respecting differences, Shakespeare's Europeans use those differences to defend robbery and subjugation.

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To kill a mockingbird

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First of all, he said, If you can learn a simple trick, Scout, youll get along a lot better with all kinds of folks. You never really understand a person until you consider things from his point of view-

Sir?

-until you climb into his skin and walk around in it. Page 0

Analysis

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This passage helped me to realize the special bond between Atticus and his daughter, Scout.It seems as though Scout learns the more from her father than she does anywhere else. Atticus teaches Scout important things that she does aquire from school, such as social skills and basic information about life. Scout listens carfully to Atticus, which shows she has much respect for him, and that she values his advice.

Quote

As Atticus once advised me to do, I tried to climb into Jems skin and walk around in it if I had gone alone to the Radly Place at two in the morning, my funeral would have been held the next afternoon. So I left Jem alone and tried not to bother him. Page 57

Analysis

Scout is using Atticus advice. This proves the effect that her fathers words have on her. This also shows Scouts respect for her father and her brother. The fact that she decides not to bother Jem proves her respect and maturity.

Quote

Scout, I think Im beginning to understand something. I think Im beginning to understand why Boo Radlys stayed shut up in the house all this time.its because he wants to stay inside. Page 7

Analysis

Since Jem is growing up he realizes that the myths about Boo are unlikely to be true. He is starting to get a more mature understanding of Boo, realizing that he probably does not stay inside the house because he is locked up. He is also starting to get to know Boos character.

Quote

Atticus was right. One time he said you never really know a man until you stand in his shoes and walk around in them. Just standing on the Radly porch was enough. Page 7

Analysis

Standing on the Radly porch lets Scout finally see things from Boo Radlys point of view. Earlier in the novel, she was terrified every time she passed the house. Now as she stands on his porch, the way that Scout sees things has changed. The reader must realize that Scout herself has changed, also.

Chapter 10 Summary

Scout doesnt think her father can do anything - he doesnt do hands-on physical work, he doesnt play football, hes much older than the parents of her peers so hes too frail for most activity. He also wears glasses because hes nearly blind in one eye. Instead of hunting, he sits and reads inside. Scout is ashamed of her father because it seems like he cant do anything noteworthy. Scout has been dealing with a lot of not very complimentary talk at school about her fathers case, but she doesnt fight anyone in public - only family like Francis.

Atticus tells them they can shoot their air guns at tins cans and bluebirds but tells them that its a sin to kill a mockingbird. Miss Maudie affirms this, saying Your fathers right. Mockingbirds dont do one thing but make music for us to enjoy. They dont eat up peoples gardens, dont nest in corncribs, they dont do one thing but sing their hearts out for us. Thats why its a sin to kill a mockingbird.

Then one day a dog named Tim Johnson appears in the neighborhood. He has a strange appearance and walks slowly with a twitch. The children tell Calpurnia, who takes one look and then immediately calls Atticus to tell him that theres a rabid dog in the neighborhood. Then she gets the town operator to call everyone in the neighborhood. She even runs over to the Radleys house to yell the warning to them. Atticus and the sheriff, Heck Tate, drive up, and the sheriff gives Atticus the gun. The dog is so close to the Radleys house that a stray bullet might go into the building. Atticus reluctantly takes up the gun and shoots the dog. The dog crumples into a heap. Jem is dumbstruck. Miss Maudie tells the children that their father used to be known as One-Shot Finch, the best dead-shot in the county. She says he doesnt shoot unless he has to, because he feels that, when he holds a gun, God has given him an unfair advantage over living beings. Scout wants to tell everyone in school, but Jem tells her not to, because he says that he wouldnt care if Atticus couldnt do a blessed thing, because Atticus is a gentleman.

Analysis

The rabid dog is a deadly, dangerous menace to the town, and its presence affects everyone in the community, black or white, irrespective of class or personality. Thus, the dog creates a unifying affect over the neighborhood - no one is immune to it, and everyone must take cover together. Even the Radleys, the neighborhood oddballs, must be warned by Calpurnias shouting. The presence of the rabid dog is an emergency that makes everyone equal for a few moments. Later in the book, Atticus will credit the court of law with the same capability of making everyone equal, regardless of ethnicity or social stature. Also, though Atticus does not like to shoot, his role as marksman in hitting the rabid dog calls for him to stand as a defender of all the people, not just blacks or whites. While he holds the gun, the fate of the entire community rests upon his shoulders, a role which will be discussed more in Chapter 4, where Miss Maudie points out that the town depends upon Atticus to uphold truth for them all. Atticus dislikes handling a gun because it makes him feel like he has an unfair advantage over all living things, that is, nature is fair in what it has given all beings, and using a tool like a gun to kill with allows him special privileges which nature never intended for him to use. Nature seems to have its own law which states that humans should not take advantage of their knowledge of machines and weapons in order to shoot animals, who have no such advantage. In the name of public safety, however, Atticus is willing to put this moral aside in the name of a higher goal the protection of human life. Again, this shows how a law, such as natures law or even a personal law such as Atticuss avoidance of guns, must sometime be bent toward a higher aim.

Atticus is not the only important figure in the crisis Calpurnia is the one to recognize the serious nature of the situation, make the right phone calls, and run out to warn the neighbors. She spares many people from death, yet she gets no credit for it when compared to Atticus who actually shoots the gun to kill the dog. Though Atticuss skill with a gun is remarkable, Calpurnias swift action and knowledge are invaluable. This is an example of how the black community in Maycomb helps the white community in ways that may not always be realized, and despite the amount of prejudice and discrimination that they suffer, they make many unsung contributions to the community.

Atticuss warning about shooting a mockingbird is the first mention of the mockingbird theme. The idea coincides with his distaste for hunting Atticus doesnt want his children to inflict cruelty upon the innocent mockingbirds just because they have the power of the air guns, just as he doesnt like to shoot. His warning serves to emphasize the responsibilities that come with power. Those who have power must be careful not to use it cruelly upon beings who are innocent and harmless. If an animal provokes harm, such as a bluebird, then one may exercise power against it, but the powerful must be careful in choosing whom they target. In the trial of the harmless Tom Robinson, the white people in the jury have power over the black man, and they choose to exercise their power poorly, declaring him guilty simply because he is black. The mockingbird theme will also appear at the end of the book regarding Boos rescue of Jem and Scout. Atticuss preference for not shooting shows that he would like to remove himself from situations of unfair power. Like the gun, the situation of white supremacy is a creation of society that contradicts all that is natural to mankind; it separates men into groups and places one ahead of the other. Atticus wishes to do away with these categories and power discrepancies.

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