Quartz Triboluminescence

Quartz Triboluminescence Many minerals and chemical compound display triboluminescence, which is light produced when chemical bonds are broken. Two minerals that exhibit triboluminescence are diamond and quartz. The procedure to produce the light is so simple, you should try it right now! Feel free to use diamonds, but be aware the light is produced when the crystal lattice is damaged. Quartz, on the other hand, is the most abundant mineral in the Earths crust, so you should probably start with that. Quartz Triboluminescence Materials You need any form of quartz, which is crystalline silicon dioxide (SiO2). You dont have to sacrifice perfect quartz crystal points for this project! Most gravel contains quartz. Play sand is mostly quartz. Go outside and find two semitranslucent rocks. Chances are good they are quartz. How to See the Light First, make sure the quartz is dry. The phenomenon occurs when the crystal lattice is torn apart by friction or compression. Wet quartz is slippery, so its presence will compromise your efforts.Gather your materials in a darkened location. It doesnt need to be pitch black, but light levels need to be low. Give your eyes a couple of minutes to adjust to make it easier to see the flashes of light.Method 1: Firmly rub together two pieces of quartz. See the flashes of light?Method 2: Strike one piece of quartz with another. Now, you may also get actual sparks using this method, plus you may chip off splinters of rock. Use eye protection if you go this route.Method 3: Walkthrough dry sand. This works well at a beach or in a sandbox, but the sand must be dry or else the water will cushion the crystals.Method 4: Crush a piece of quartz using pliers or a vise. This method is especially nice if you want to take a video of your project.Method 5: Do what the Uncompahgre  Ute did and fill a tr anslucent rattle with bits of quartz. Shake the rattle to see the glow. The native tribes used rattles made of rawhide, but a plastic bottle works fine, too. How Quartz Triboluminescence Works Triboluminescence sometimes is called cold light because no heat is produced. Material scientists believe the light results from a recombination of electrical charges that become separated when crystals are fractured. When the charges get back together, the air is ionized, producing a flash of light. Usually, materials that display triboluminescence are displayed an asymmetrical structure and are poor conductors. This is not a hard-and-fast rule, however, since other substances display the effect. Its not restricted to inorganic materials, either, since triboluminescence has been observed between vertebral joints, during blood circulation, and even during sexual intercourse. If its true the light results from ionization of air, you might expect all forms of triboluminescence in the air to produce the same color of light. However, many materials contain fluorescent substances that release photons when excited by the energy from triboluminescence. Thus, you can find examples of triboluminescence in just about any color. More Ways to See Triboluminescence Rubbing together diamonds or quartz is not the only easy way to observe triboluminescence. You can view the phenomenon by pulling apart two pieces of duck tape, by crushing wintergreen candies, or by pulling the Scotch tape from its roll (which also produces x-rays). The triboluminescence from the tape and the candies is a blue light, while the light from fracturing quartz is a yellow-orange. Reference Orel, V.E. (1989), Triboluminescence as a biological phenomenon and methods for its investigation, Book: Proceedings of the First International School Biological Luminescence: 131–147.

A Brief History of Womens Property Rights in the U.S.

A Brief History of Women's Property Rights in the U.S. Today, its easy to take for granted that women can take out a line of credit, apply for a home loan, or enjoy property rights. However, for centuries in the United States and Europe, this was not the case. A womans husband or another male relative controlled any property allotted to her. The gender divide concerning property rights was so widespread that it inspired Jane Austen novels such as Pride and Prejudice and, more recently, period dramas such as Downton Abbey. The plot lines of both works involve families made up solely of daughters. Because these young women cant inherit their fathers property, their future depends on finding a mate. Womens right to own property was a process that took place over time, starting in the 1700s. By the 20th century, women in the U.S. could be property owners, just as men were. Womens Property Rights During Colonial Times American colonies generally followed the same laws of their mother countries, usually England, France, or Spain. According to British law, husbands controlled womens property. Some colonies or states, however, gradually gave women limited property rights. In 1771, New York passed the Act to Confirm Certain Conveyances and Directing the Manner of Proving Deeds to Be Recorded, legislation gave a woman some say in what her husband did with their assets. This law required a married man to have his wifes signature on any deed to her property before he sold or transferred it. Moreover, it required that a judge meet privately with the wife to confirm her approval. Three years later, Maryland passed a similar law. It required a private interview between a judge and a married woman to confirm her approval of any trade or sale by her husband of her property. So, while a woman may not have technically been allowed to own property, she was allowed to prevent her husband from using hers in a way she found objectionable. This law was put to the test in the 1782 case Flannagans Lessee v. Young. It was used to invalidate a property transfer because no one had verified if the woman involved actually wanted the deal to go through. Massachusetts also took women into consideration regarding its property rights laws. In 1787, it passed a law allowing married women, in limited circumstances, to act as femme sole traders. This term refers to women who were allowed to conduct business on their own, especially when their husbands were out to sea or away from home for another reason. If such a man was a merchant, for example, his wife could make transactions during his absence to keep the coffers full. Progress During the 19th Century Its important to note that this review of womens property rights mostly means white women. Slavery was still practiced in the U.S. at this time, and enslaved Africans certainly did not have property rights; they were deemed property themselves. The government also trampled on the property rights of the indigenous men and women in the U.S. with broken treaties, forced relocations, and colonization generally. As the 1800s began, people of color did not have property rights in any meaningful sense of the word, though matters were improving for white women. In 1809, Connecticut passed a law permitting married women to execute wills, and various courts enforced provisions of prenuptial and marriage agreements. This allowed a man other than a womans husband to manage the assets she brought to the marriage in a trust. Although such arrangements still deprived women of agency, they likely prevented a man from exercising total control of his wifes property. In 1839, a Mississippi law passed giving white women very limited property rights, largely involving slavery. For the first time, they were allowed to own enslaved Africans, just as white men were. New York gave women the most extensive property rights, passing the Married Womens Property Act in 1848 and the Act Concerning the Rights and Liabilities of Husband and Wife in 1860. Both of these laws expanded the property rights of married women and became a model for other states throughout the century. Under this set of laws, women could conduct business on their own, have sole ownership of gifts they received, and file lawsuits. The Act Concerning the Rights and Liabilities of Husband and Wife also acknowledged mothers as joint guardians of their children along with fathers. This allowed married women to finally have legal authority over their own sons and daughters. By 1900, every state had given married women substantial control over their property. But women still faced gender bias when it came to financial matters. It would take until the 1970s before women were able to get credit cards. Before then, a woman still needed her husbands signature. The struggle for women to be financially independent of their husbands extended well into the 20th century.

Is speech recoding necessaryfor reading Essay Example | Topics and Well Written Essays - 1000 words

Is speech recoding necessaryfor reading - Essay Example Triumphant readers can be carved up with the help of tutors specialized in psycholinguistics. The tutors need to adopt sophisticated and analytical approach with respect to their training to read. What is the basic framework that help these tutors build up an advanced perceptive of the cognitive growth that happens as a child enter into the process of reading? The cognitive psychological domains listed with the framework may prove to be important to develop reading acquisition. However, it is important for every teacher to assess the development of every child with respect to the cognitive domains. Different children may hold diverse talents, backgrounds and weakness. Therefore, it forms a necessity to provide the instructions knowing their mode of grasping. To find out the reading instruction requirement of a child, the teacher needs to conduct ongoing evaluation. Is their any special group who require special attention and instructions to develop reading skills? What are the tactics induced to help these groups to emerge as successful readers. Children with reading disability or complete deafness need more attention compared to the normal group. How can speech recording help this group? Children with attention disorder and hyperactivity disorders also require more attention to learn the basic process of reading. You may find ideas, techniques and successful instructions to help develop winning readers from these categories also. According to certain researchers, reading is a habitual process, which does not require much psychological effort. However, we need to find out how this habitual process is connected with speech coding. According to experts, there are two vital components necessary for reading comprehension. The initial one forms the capability to transform wording to speech, so called the decoding. The next vital component forms the capability to comprehend verbal language referred as the

Write a report on the article Essay Example | Topics and Well Written Essays - 500 words

Write a report on the article - Essay Example To provide a context for the case described in the article, there has been an exponential growth in the number of e-learning programs offered by universities around the world. Hence, it becomes imperative to erect suitable measures to prevent these systems from going down. There is a need to ensure that e-learning systems that are the backbone of many of the courses offered by these universities are robust and can withstand the onslaught of cyber warriors who delight in hacking into these systems and bringing them down. The case described in the article is about how the e-learning system that went down was a result of poor maintenance and inadequate measures taken by the administrators responsible for maintaining the system. As the authors point out, there were several lapses in the way in which the system was maintained and run by the IT department of KU. Some of them include, not taking backups regularly, improper use of the C drive and no structured effort to maintain user accounts and delete them after the students have left the university. These and other errors led to the system crashing and threatening the conduct of the e-learning course in the university. What is galling is the fact that there was a lackadaisical approach to the whole issue of maintaining the system from failure. This is something that the management of KU ought to take seriously and ensure that such haphazard methods of maintaining the system are avoided. This case holds lots of lessons for the system administrators of all kinds of IT systems and in particular, those of the e-learning modules that are very popular in the education sector. The fact that downtime in a system threatens the conduct of the entire course and leaves the fate of the students in the balance should be a wakeup call to all those who are in-charge of maintaining the system. The article is an important

The Child Essay Example for Free

The Child Essay The Social Model of disability came about through the disability movement and other organisation campaigning for equal rights, opportunities and choices for disabled people. The social model of disability recognises that any problem of disability are created by society and its institution and that The Discrimination Acts are tools to help to improve the response of society to disability, also a wheel chair user is not hampered by their disability but by lack of adequate access to buildings. The social model may impact upon our practise as we would provide inclusive environments as a starting point for all children. The Scope website stated ‘The social model of disability says that disability is caused by the way society is organised, rather than by a person’s impairment or difference’. The medical model of disability views a disability as the problem also that disability is a tragic incurable fact that leaves the suffer with little chance of a normal life, people should be cared for in institutions and may not be able to be independent. If practitioners follow the medical model of disability this might impact upon our practise by viewing children with a disability as not being able to do anything the other children can do. The medical approach stresses the importance of curing and nowadays preventing disability as though disability is in some ways a tragedy. This has now resulted in screening in pregnancy so that parents can find out if their child is going to have a disability. E2). The legal requirements that support the actions to be taken when it is considered a child may have special needs. The government want to reform the Special Educational Needs (SEN) system to address problems which include parents having to battle to get the support their child needs also children falling between the gaps in services or having to undergo multiple tests, the government are going to by 2014 they are going to include parents in the assessments and give the parents control of funding for the support their child needs. With parents getting the money they might not know where to spend it as they might not have had the money before to spend, with the parents getting the money they have a greater choice of schools that they can send their child to and gives parents and the community groups the power to set up special free schools. The guardian states ‘More than one in five children in England are identified as having SEN – 21% of the school population in January 2010. Only 2. 7% have statements. More than half of the pupils, 11. 4%, are in the school action category. ’ To help children that have learning needs but not necessarily a special educational need we will work with SEN specialists as we develop the reading progress check for six years old to help identify children who require additional support. E3 + C ). The different types of provision available to support children with special needs and their families a voluntary organisation like Barnardo’s where staff just volunteer to work there to help children and their families, they have to find their own way to get money because the government don’t help with any money, they have charities and donations of people to run the business they might also ask for a pound or two for some groups they do to help with the funding. We believe we can bring out the best in every child whether the issue is child poverty, sexual exploitation, disability and domestic violence. † Barnardo’s set up groups for children and parents to go to, so they can talk and so the children can play with each other. Staffs help and support the children and their families. A statuary would be a school this is where children can have one to one support often a special needs or learning support assistant, theses only work alongside the children in the early years settings, through mainstream school parents and families will get support from social services and also get help with respite care, so the children can go for the weekend and have fun and play there this is gives the parents and families a rest as with some children it can be 24 hour every day. By the children going to respite care the children go there so the parents no their child is safe as it can be hard and distressing leaving their child somewhere else. Adults working with SEN children spend the majority of their time supporting that child however sometimes it’s the practitioners that needs the support. The role of the practitioners can be hard work and isn’t taken lightly, the practitioner needs support from other people around them to help promote their confidence and provide the correct provision for the children. A helpful support to practitioners could be the charity Mencap. Mencap work in partnership with people with a learning disability and all our services support people to live life as they choose. E5). One common condition is Dyslexia. It may be possible to detect symptoms of dyslexia before a child starts school. Possible symptoms include: * delayed speech development in comparison with other children of the same age * speech problems, such as not being able to pronounce long words properly and jumbling up phrases – for example, saying helicopter instead of helicopter, or beddy tear instead of teddy bear * problems expressing themselves using spoken language, such as being unable to remember the right word to use, or putting together sentences together incorrectly * little understanding or appreciation of rhyming words, such as the cat sat on the mat, or nursery rhymes * difficulty with, or little interest in, learning letters of the alphabet You can get Dyslexia from family history and genetics, children can get one to one support with spelling and writing and vocabulary, Dyslexia has effects on development with verbal memory, language and concentration. Dyslexic pupils benefit from early intervention to prevent slipping behind their peers. Where specialist support is offered at a lat e age, learning is less effective and self-esteem and emotional well-being may be considerably undermined. Dyslexic pupils will need individual support which is differentiated from that offered to low achieving pupils, addressing the very different learning style of the dyslexic brain, if pupils are to make significant progress. Ideally this should be offered by staff with some training in supporting dyslexic children. In some cases, one-to-one tuition from a specialist dyslexia teacher may be necessary. Practitioners support children within the setting the Class teachers need to have an understanding of the problems that the dyslexic child may have within the classroom situation. Hopefully, with this knowledge, a great deal of misunderstanding of a childs behaviour can be prevented. In a positive and encouraging environment, a dyslexic child will experience the feeling of success and self-value. Another professional that will help children with dyslexia is a one to one tuition from a specialist dyslexia teacher. E6). Ways to overcome barriers to achievement for children with special needs by having adapting the environment and the building this might mean putting a ramp down so the children can get in to the building it might also mean moving the classroom around so children with a walker or a wheelchair can get round the class room, it is also important to adapt activities in order to provide children with the opportunities to learn and feel successful. All children need to experience success in order to maintain motivation and promote a positive self-esteem. This means practitioners need to think about planned activities and consider their suitability for each individual. As practitioners we need to consider how best to adapt the activity in order for the child to have opportunities to learn and feel successful, this may mean changing the format to make it more or less challenging or using a different approach or media. Sometimes equipment and resources need to be modified in order that children can successfully use them, in some cases it is possible to make simple adaptations for example buttons on dressing up clothes may be substituted for Velcro. We also need to get parents involved in planning so we know how we can meet the child’s needs and also so the parents know how the child is getting on in school. An invisible barrier is teachers saying the child can’t do and activity because of their disability and the teachers not changing the lessons for the children, really practitioners should change the activity for each child’s learning needs so that all children are included in each activity and no one is left out of any activities done in the setting, each setting should have an inclusion policy in the setting which means practitioners have to follow the policy to include all the children in the activity, if they don’t they aren’t giving all the children the same chances as everyone else. All practitioners should encourage all children to join in activities together; an example of this could be getting other children to read to a child that has a visual impairment. E7). The role of the practitioner in maintaining the privacy and dignity of children in situations where intimate personal care such as toileting, practitioners would take the child out the room away from the other children and have another member of staff with us, also so making sure practitioners are following policies and procedures like telling other practitioners that you are toileting. As practitioners we need to make sure that we are getting the right training to support the children when toileting. It is important for practitioners to ask parents how we can meet the child’s needs are best met, and maintain privacy and respect of the child, one of the keys for practitioners is to be organised with pads, underwear and toiletries are ready, self-esteem is linked to independence this means that even in tiny ways it is important to support the children to help the child do as much as they can. Children with SEN often take medication. Practitioners will need to uphold knowledge pm the medication so they should research what they are providing to the child, if there could be any side effects what could happen? Communication should take place with the parent or carer to make sure when they should be taking it and if the practitioners will need appropriate training in order to safe guard the child and practitioner. Parents will need to give written consent as to what the practitioner is giving to the child. E8). One professional who supports the needs of children with special needs and their families is a Speech Therapist they are concerned with all aspects of communication, they assess children’s hearing, speech, language, check the mouth and tongue movement, they prepare individual programmes and exercises for children to help them acquire language. Speech therapists either work in the community, hospital clinics or schools; they also help children with cleft lip/palate, cerebral palsy, hearing impairment and stammer. Terms used is assessing speech impairment are fluency, Dysfluency, stutter/stammer, Avoidance behaviour. Signs to watch for and seek advice on birth to 3 months is mother not communicating with the baby or if the child is seriously ill, or having feeding problems. A child 3 to 6 months is silent most of the time and eye contact is not developing. A child 6 to 9 months does not respond to play, vocal and non-vocal and no consistent response to noise, a child 9 to 12 months not trying to communicate and not responding to single words and simple commands, a child 12 to 15 months unable to give a toy to a adult on request. Exercises that may help the children develop could be tongue exercises, blowing bubbles, different lip shapes, making noises with toys and adapting songs. Another professional who supports the eeds of children with special needs and their families is a Community Nurse in some areas community nurses visit schools and settings to help provide advice and support, they may undertake general health and work with parents or they may work with particular children and their famil ies. The Every Child Matters programme is a major focus on early year’s centres. The community nurse may assess the children with epilepsy, mental health and behavioural problems. The http://dera. ioe. ac. uk stated ‘Currently, few local community children’s nursing (CCN) services are able to meet the needs of all ill and disabled children and young people, who have been divided into four groups. These are: †¢ Children with acute and short-term conditions; †¢ Children with long-term conditions; Children with disabilities and complex conditions, including those requiring Continuing care and neonates; and †¢ Children with life-limiting and life-threatening illness, including those requiring Palliative and end-of-life care. ’ D). The importance of a sensitive, non-judgemental approach when working with children with special needs and their families, this is linked right through my assignment talking about that no two children are the same, each child have their own personality and interests and this requires that practitioners are sensitive and reflective. Observing children and thinking about their responses is therefore useful especially where a child’s communications skills are limited. As practitioners we see it as it’s important that many children with special needs are educated alongside their peers, many parents and families have a fight to get equal access to education for the child. As not all schools might have the support that the child may need and to government funding they may not be able to afford it. B). The benefits of an inclusive approach for the child with special needs, the concepts of inclusive education emphasis on schools and settings to adapt and be flexible enough to accommodate each and every child. Organisations seeking inclusive practice also point out the importance of significant funding as poor resources, both physical and human are often barriers to inclusive education. Inclusive education enables all students to participate fully in any mainstream schools, colleges or university it also has training and resources aimed at fostering every student’s equality and participation in all aspects of the life of the learning community, inclusive education aims to equip all people with the skills needed to build inclusive communities. Inclusive education is based on principles: * A person’s worth is independent of their abilities or achievements * Every human being able to feel and think * Every human being has a right to communicate and be heard * All humans beings need each other * Diversity brings strengths to all living system. If children with special needs are to take their place in society after school then, it is important for a school to be truly inclusive, and ending discrimination, removing barriers as talked about in E6, and welcoming and valuing all children. Local education authorities are required to educate children with special needs subject to parents’ wishes, I think it is important that if parents want their child to go in mainstream school they have the chance to go, and learn with other children. A). It is important that different professionals work together to help children and their families as they are there to help and support the child and the family. Multi-agency teams work together to provide benefits for children, young people and families because they receive tailor-made support in the most efficient way. The Education. gov website stated† Multi-agency working brings together practitioners from different sectors and professions to provide an integrated way of working to support children, young people and families†. The benefits of this include early identification and intervention, easier or quicker access to services or expertise, improved achievement in education and better engagement in education, better support for parents, children, young people and family’s needs addressed more appropriately, better quality services, reduced need for more specialist services. The teams work together to help the child meet their needs. A multi-professional approach is important because all the professionals need to work together to help the child and their family for example a child might have a speech impairment the professionals like the practitioner, health visitor and the speech therapist will all work together to help and support the child and the family all the professionals will have a meeting once a month if not more often. t is important for all the professionals to work together for the safety of the child and their family, if they dont work together a situation could end up like baby p, baby p died because professionals didnt work together and have regular meetings and communication. All the professionals need to work together so they know everything about the child and their family and the child and family are getting on and what professionals are working with the family. A multi-agency team helps a team of professionals that work together to support children and their families. A multi-agency team use the Common Assessment Framework (CAF) this supports children and young people who have a low level of additional needs. A multi-agency team will help professionals from relevant agencies to work together to assess the child or young person and therefore support development and learning appropriately. A multi-agency team need to have regular meetings to keep up with all the information; they also need to respect everyone’s views in the team as some people might have different views and opinions. The team of professionals need to have patience as there will be a lot of people in the team with questions to ask. They also need good communication with other members of the team, the children, the parents and the teacher. Good communications mean having emails, letters and information passed on correctly and on time. It also helps being well organised, also making sure they have a right date and time for a meeting.

Human Maturity in The Human Comedy by William Saroyan :: Maturity Mature Literature Essays

Human Maturity in The Human Comedy by William Saroyan William Saroyan's The Human Comedy, deals with ravages of life. Due to these trials, Homer is forced to mature. How he matures is a result of facing the challenges. Two very import themes that help homer mature are family and death. Homer represents the men of the house because he works and earns money for the family. For example, he goes to school until three o'clock, then goes to work until midnight. Going to school and working is very hard but it needs to be done for the family to survive. In addition, Homer needs to be both a father and a big brother for Ulysses. Homer loves and cares for Ulysses, and he teaches Ulysses about life, and physical appearance. Finally, Homer said, 'Any work that has to be done around here, men can do. Girls belong in homes, taking care of men.'; (Pg. 157) Homer is rewarded for being the man of the house by getting love and shelter from his family. Love is needed from the family to keep Homer supporting the family. Homer becomes mature by working, but looses his one and only childhood. Death is a very important theme, because delivering death messages is what made Homer mature. For example, Homer told his mother 'All of a sudden I feel different—not like I ever felt before.'; (Pg. 33) Delivering telegram message changed everything for Homer because he was no longer a child. Furthermore, delivering death telegrams made Homer sick. At the age of fourteen, when Homer had to deliver death messages, this made him realize that one day he is going to die himself. At the end when Homer realizes his brother's death, Homer said, 'What's a man supposed to do? I don't know who to hate. I don't know what to do.'; (Pg. 186) This showed being a teenager moreover a man, did not solve the problem about death.

Tension and Suspicion Between U.S. and Russia

Name Teacher AP U. S. History October 8, 2012 DBQ From the years of 1941 to 1949, there was an increase in suspicion and tension between the United States and the Soviet Union. The Soviet Union was a Communist country ruled by a dictator while America was a capitalist democracy that valued freedom. Their completely different beliefs and aims caused friction to form between them, which contributed to the creation of the Cold War. At the start of the first world war, Germany and the Soviet Union signed a nonaggression pact.With Germany and the Soviet Union being allies, the rest of the world had their suspicions. In the U. S. , Senator Truman expressed his dislike of both countries and his view of them as potential enemies(Doc A). Unfortunately for the Soviet Union, the pact between him and Hitler was soon broken by a German invasion. The invasion of the Soviet Union on June 22, 1941 was a surprise to everyone, especially Stalin who was not prepared for it. According to Churchill, it w as the turning point of the war. This turn on Stalin seemed like a great thing, if the Soviet Union hadn’t collapsed so quickly.With the fear of the Soviet Union’s surrender, Churchill and Roosevelt secretly met in the historic Atlantic Conference in August 1941. An outcome of the conference was the eight-point Atlantic Charter, where Churchill and Roosevelt agreed to defeat Germany before turning to Japan, and they planned for a new world organization, and affirmed their commitment to self-determination for all nations. In the midst of war, tensions were expressed in terms of which nation will emerge as world leader after the war.By 1943, the Allied nations were all committed to winning the war and creating a world in which â€Å"men in all lands may live out their lives in freedom from fear and want. † That was there goal even though they had yet come up with the basis for a world organization. In 1943, the foreign ministers of the United States, the Soviet Un ion, and Great Britain all met to discuss and define their goal. The United States Secretary of State, Cordell Hull, made the flight to journey to Moscow for the conference(Doc B). The Moscow Declaration was signed on October 30, 1943.In December, two months later, the three leaders issued a â€Å"Declaration of the Three Powers Regarding Iran. † The Soviet Union had committed to joining the war against Japan and expressed support for Roosevelt's plans for the United Nations. Roosevelt felt confident that he had won Stalin's trust by proving that the U. S. was willing to negotiate directly with the Soviet Union and by guaranteeing the opening of the second front in France by the spring of 1944. However, Stalin also gained tentative concessions on Eastern Europe that would be confirmed during the later wartime conferences.In 1945, the famed meeting of the heads of government of the United States, Britain, and the Soviet Union was held to discuss the reestablishment of the nati ons of a war-torn Europe. The Yalta Conference, held near Yalta in the Crimea, was the second of three wartime conferences held among the Big Three. The Yalta conferees, Roosevelt, Stalin, and Churchill, confirmed the policy adopted at the Casablanca Conference of demanding Germany's unconditional surrender. There they made plans to divide Germany into four zones of occupation under a united control commission in Berlin for war crimes trials.The Polish eastern border would follow the Curzon Line, and Poland would receive territorial compensation in the West from Germany. Discussing Poland, Churchill wanted to ensure free elections. He pointed out that the U. K. â€Å"could never be content with any solution that did not leave Poland a free and independent state. † Stalin pledged to permit free elections in Poland, but forestalled ever honoring his promise. Stalin talked with Roosevelt and concluded that Churchill didn’t understand the Russian’s fears regarding G ermany(Doc C).These misunderstandings caused new suspicions on both sides. The Big Three asked China and France to join them in sponsoring the founding conference of the United Nations. The USSR secretly agreed to enter the war against Japan within three months of Germany's surrender and was promised S. Sakhalin, the Kuril Islands, and an occupation zone in Korea. The secret agreement also provided that the Manchurian railroads should be under joint Chinese-Soviet administration. The subsequent outbreak of the cold war and Soviet successes in EasternEurope led to much criticism in the United States of the Yalta Conference and of Roosevelt, who was accused of delivering Eastern Europe to Communist domination. In the Soviet Union, foreign minister V. M. Molotov made a broadcast following the Truman Doctrine and the Marshall Plan(Doc E). Molotov felt compelled to take preventive actions in response. Molotov condemned the Marshall Plan as imperialistic and he claimed it was dividing Eur ope into a capitalist and communist camp. In response he initiated the Molotov Plan.This plan created several bilateral relations between the states of Eastern Europe and the Soviet Union and later evolved into the Council for Mutual Economic Assistance. Molotov was expressing the views of many Russians, that they saw the West as reneging on its promises made at Yalta and Potsdam. In the United States, an article was published in The New York Times announcing that Czechoslovakia had become a communist state(Doc F). Under pressure from the Czechoslovakian Communist Party, President Eduard Benes allows a communist-dominated government to be organized.In response, America eliminated a large loan to Czechoslovakia that outraged parties in Czechoslovakia. In the London Evening Standard, a cartoon was published portraying Stalin plotting to conquer the rest of Europe(Doc G). The symbolism of the cartoon in Great Britain was the heightened distrust of Russian leaders and it was concrete ev idence of the tensions that sparked the Cold War. Although the Soviet Union did not physically intervene, Western observers decried the virtually bloodless communist coup as an example of Soviet expansion into Eastern Europe.Even though the United States and Great Britain denounced the communist seizure of power in Czechoslovakia, neither took any direct action. Throughout the years of 1945-1948, there was a poll conducted in the United States(Doc H). Each year, a person was asked a question about their feelings toward the Soviet Union. In 1945, a little more than half of the people voted that yes, they believe Russia could be trusted to cooperate with us after the war. In early 1946, the question was if they thought Russia could cooperate with us in world affairs. Half said no. Later that year, 60% voted hat they saw Russia was trying to build herself up to be the ruling power of the world. In May 1948, almost 70% saw the U. S. as being to soft in its policy toward Russia. The heig htened tensions, suspicions, and fears that became associated with the Cold War can be seen in the dramatic shifts in public opinion. With the Soviet Union now a threat, 10 European nations, Canada, and the U. S. established the North American Treaty Organization (NATO) to resist Soviet aggression in Europe. With the Soviet Union somewhat humiliated by the success of the Berlin airlift, they finally ended the Berlin Blockade.It was a success for the West until tension was again increased when the U. S. S. R. sets off its first atomic bomb. Now that the Soviet Union had successfully developed and conducted nuclear tests, the U. S. monopoly was over. Suspicions and tensions between the United States and the Soviet Union were seen dramatically from 1941 to 1949 in conferences, public announcements, newspaper articles, and even public surveys. Countries as a whole distrusted each other because of their different beliefs. Each side was engaged in hostility that kept the Cold War brooding .

Novel Analysis: Love in the Time of Cholera

Gabriel Garcia Marquez is one of the greatest authors in world literature.   This Nobel Laureate came from Latin America, but his novels have been acclaimed all over the world.   One of those novels is Love in the Time of Cholera.   Love in the Time of Cholera by Gabriel Garcia Marquez is a remarkable novel that renders love as an illness.   In addition, the story reaffirms the presence of love through romanticism, and declares its absence through a rational point of view. Love in the Time of Cholera is about the enduring love story between Florentino Ariza and Fermina Daza.   Florentino first encountered Fermina when he delivered a telegram to Lorenzo Daza, Fermina’s father (Trainor).   Florentino fell in love with her and soon the young lovers were exchanging love letters (Trainor).   However, the discovery of their relationship brought the couple apart.   Fermina was expelled from school because she was found writing love letters, and her father also saw love letters in her room that prompted him to take Fermina on a long trip to forget about Florentino (Trainor). After a long absence, Fermina returns as a beautiful, full-grown woman.   She has forgotten about Florentino, and at their encounter upon her arrival, she asks him to â€Å"forget it† (qtd. in Couteau).   In turn, he tries to win her back, but his efforts were futile (Trainor).   In time, Fermina marries renowned Dr. Juvenal Urbino.   This deeply affected Florentino, and he vowed to win Fermina back no matter how long it takes. Indeed, after fifty-one years, nine months and four days, Florentino got his opportunity (Couteau).   Dr. Urbino died when he fell from a ladder in an attempt to save his parrot (Trainor).   At the doctor's funeral, Florentino wasted no time in telling Fermina his feelings toward her (Trainor).   This angered Fermina, and she tells him to leave (Trainor).   The funeral incident was soon followed by the exchange of letters, and the two lovers resume their romantic relationship (Trainor).   In the end, Florentino and Fermina go on a river voyage (Trainor). Cholera may be the implied disease in the title, but the story presents love as the real illness.   The manifestation of love as a sickness is best embodied by the character of Florentino.   He is so engrossed with his love for Fermina that it eventually proves detrimental to his health.   In the second chapter of the novel, Florentino's homeopath godfather mistakenly assessed his sickness as cholera, when he was merely exhibiting symptoms of love sickness (Trainor). In the same chapter, Florentino also consumed flowers and cologne which made him vomit (Trainor).   The emotional anguish he feels over his unrequited love for Fermina is translated into physical suffering (Trainor).   Therefore, love is an illness because its effects prove to be harmful to one's physical and emotional state, as exemplified by Florentino. The story also shows the presence and absence of love, as personified by the two men in Fermina's life: Florentino and Dr. Urbino.   Florentino is the romantic, as he is possessed with so much love for Fermina that he spends his entire life in winning her affection.   On the other hand, Dr. Urbino, is the rational.   He may be Fermina's husband, but their relationship was founded on respect, instead of love. Florentino fell in love with Fermina at a young age, and remained preoccupied with that love throughout his life.   The extremity of his love for her even left him unable to write a decent business letter; this is because all he could write were letters for her (Trainor).   Moreover, when he is sent to jail because of his violin serenade, he feels a sense of martyrdom (Trainor).   Lastly, when Lorenzo attempts to kill him, Florentino declares that it is a noble thing to die for love. Despite his claim that he had saved his virginity for her, Florentino had 622 sexual relations with numerous women (Couteau).   However, sex was only a means to deal with his longing for Fermina (Trainor).   He may have been physically disloyal, but he was emotionally faithful to her. In contrast, Dr. Juvenal Urbino is the rational.   He is not overcome with emotions like Florentino, and everything he does follows logic.   He marries Fermina, even though he acknowledges the absurdity of such union (Penguin Group).   His notion of love is logical, and rejects love as â€Å"unruly passion† (qtd. in Penguin Group).  Ã‚   For him, love is a mere â€Å"invention,† a feeling that one can evoke on purpose (Penguin Group).   It is therefore no surprise that theirs was not happy marriage, which Dr. Urbino did not mind at all.   This is because instead of happiness, he values stability in marriage (Penguin Group). As opposed to the affectionate and emotional character of Florentino, Dr. Urbino is rigid and passionless.   The two men may be extremely different in terms of characteristics, but both were disloyal to Fermina.   Dr. Urbino had an affair with a woman named Barbara Lynch during his marriage to Fermina (Trainor). Fermina strikes the balance between the two men.   As a young lady, she reciprocates Florentino's affections with equal enthusiasm.   However, after the trip, she assumed a more mature stance in life which made her reject him.   Her marriage to Dr. Urbino is a logical step, since she married for convenience instead of love (Couteau).   After her husband dies, she again honors her emotions and embarks on a river cruise with Florentino. Gabriel Garcia Marquez artfully depicted love as an illness in his novel.   He described how love's intensity can affect one's own physical and mental state.   Moreover, he renders love through romanticism, and shows how rationality is devoid of it.   Indeed, Love in the Time of Cholera is a great novel, as it reveals love and its many aspects. Works Cited Couteau, Rob. â€Å"Love in the Time of Cholera by Gabriel Garcia Marquez.† Arete December 1988. Penguin Group USA. 19 February 2008 . Trainor, Katherine. Sparknote on Love in the Time of Cholera. 19 February 2008 .

The Recommendation For A Software Manag Essay

The Recommendation For A Software Manag Essay The Recommendation For A Software Manag Essay The recommendation for a software management plan is to use RPM. RPM is a software management tool originally created by Red Hat, and later GNU’ed and given to the public at rpm.org/. It forms the core of administration on most systems, since one of the major tasks for any administrator is installing and keeping software up to date. Various estimates place most of the blame for security break-ins on bad passwords, and old software with known vulnerabilities. This isn’t exactly surprising on would think, but while the average server contains 200-400 software packages on average, on begins to see why keeping software up to date can be a major task. The main page for RPM leaves something-to-be-desired, but the book â€Å"Maximum RPM† on the other hand is really wonderful and freely available (rpm.org/). This book is suggested for any Red Hat administrator, and can say safely that it is required reading if you plan to build RPM packages. The basics of RPM are pretty self-explanatory; packages come in an rpm format, with a simple filename convention (package_name-package_version-rpm_build_version-architecture.rpm or nfs-server-2.2beta29-5.i386.rpm) All computer systems can suffer from malware and viruses, including Linux. Thankfully, very few viruses exist for Linux, so users typically do not install antivirus software. It is still recommended that Linux users have antivirus software installed on Linux systems that are on a network or that have files being transferred to the device. Some users may argue that antivirus software uses up too much resource. Thankfully, low-footprint software exists for Linux. To better understand antivirus programs, it may be beneficial to understand malware itself. In order to manage critical and noncritical security-related updates, there are some things that are recommended. The first of which is to turn off any unused services. Services which you don't enable can't be attacked from the outside. If you don't provide access to a service, it doesn't matter if there are any vulnerabilities in the daemon which would provide that service. So disable anything you don't need to use. Some daemons are started when the system boots, and remain active as long as the system remains up. For these persistent daemons, you need to look at the initialization scripts or programs used to start services when the system boots. Other services are not started at boot time, but instead are managed by either inetd or xinetd. If your system is configured with inetd, look at /etc/inetd.conf, and remove, or simply prefix with a "#" character to make it a comment, any entry providing a service you don't need. The second step would be where available, install IP filter or firewall rules. While restricting network access helps, it is no guarantee that you won't be attacked. If you allow itt-tech.edu, you can be attacked from another itt-tech.edu system. But restricting access to a smaller group of systems will reduce the number of attempts you see made against you.

A Guide on How to Use Adverbial Clauses of Time

A Guide on How to Use Adverbial Clauses of Time Adverb clauses provide additional information about how something is done. They are much like adverbs in that they tell the reader when, why or how someone did something. All clauses contain a subject and a verb, adverb clauses are introduced by subordinating conjunctions. For example, Tom helped the student with the homework because he didnt understand the exercise. ... because he didnt understand the exercise explains why Tom helped and is an adverb clause. Begin by studying adverb clauses which are often called time clauses in English grammar books and follow specific patterns.   Punctuation When an adverb clause begins the sentence, use a comma to separate the two clauses. Example: As soon as he arrives, we will have some lunch. When the adverb clause finishes the sentence, there is no need for a comma. Example: He gave me a call when he arrived in town. Adverb Clauses with Time When: He was talking on the phone when I arrived.When she called, he had already eaten lunch.I washed the dishes when my daughter fell asleep.Well go to lunch when you come to visit. When means at that moment, at that time, etc.. Notice the different tenses used in relation to the clause beginning with when. It is important to remember that when takes either the simple past OR the present - the dependent clause changes tense in relation to the when clause. Before: We will finish before he arrives.She (had) left before I telephoned. Before means before that moment. It is important to remember that before takes either the simple past OR the present. After: We will finish after he comes.She ate after I (had) left. After means after that moment. It is important to remember that after takes the present for future events and the past OR past perfect for past events. While, as: She began cooking while I was finishing my homework.As I was finishing my homework, she began cooking. While and as are both usually used with the past continuous because the meaning of during that time  indicates an action in progress. By the time: By the time he finished, I had cooked dinner.We will have finished our homework by the time they arrive. By the time expresses the idea that one event has been completed before another. It is important to notice the use of the past perfect for past events and future perfect for future events in the main clause. This is because of the idea of something happening up to another point in time. Until, till: We waited until he finished his homework.Ill wait until you finish. Until and till express up to that time. We use either the simple present or simple past with until and till. Till is usually only used in spoken English. Since: I have played tennis since I was a young boy.They have worked here since 1987. Since means from that time. We use the present perfect (continuous) with since. Since can also be used with a specific point in time. As soon as: He will let us know as soon as he decides (or as soon as he has decided).As soon as I hear from Tom, I will give you a telephone call. As soon as means when something happens - immediately afterward. As soon as is very similar to when it emphasizes that the event will occur immediately after the other. We usually use the simple present for future events, although present perfect can also be used. Whenever, every time: Whenever he comes, we go to have lunch at Dicks.We take a hike every time he visits. Whenever and every time mean each time something happens. We use the simple present (or the simple past in the past) because whenever and every time express habitual action. The first, second, third, fourth, etc., next, last time: The first time I went to New York, I was intimidated by the city.I saw Jack the last time I went to San Francisco.The second time I played tennis, I began to have fun. The first, second, third, fourth, etc., next, last time means that specific time. We can use these forms to be more specific about which time of a number of times something happened. Adverb  Clauses Showing Opposition These type of clauses show an unexpected or non-self-evident result based on the dependent clause. Example:  He bought the car even though it was expensive. Take a look at the chart below to study the various usages of adverb clauses showing opposition. Punctuation: When an adverb clause begins the sentence use a comma to separate the two clauses. Example:  Even though it was expensive, he bought the car. When the adverb clause finishes the sentence there is no need for a comma. Example:  He bought the car even though it was expensive. Even though, though, although: Even though it was expensive, he bought the car.Though he loves doughnuts, he has given them up for his diet.Although the course was difficult, he passed with the highest marks. Notice how though, even though or although show a situation which is contrary to the main clause to express opposition. Even though, though and although are all synonyms. Whereas, while: Whereas you have lots of time to do your homework, I have very little time indeed.Mary is rich, while I am poor. Whereas and while show clauses in direct opposition to each other. Notice that you should always use a comma with whereas and while. Using Adverb Clauses to Express Conditions These type of clauses are often called if clauses in English grammar books and follow conditional  sentence patterns. Take a look at the chart below to study the various usage of different time expressions. Punctuation: When an adverb clause begins the sentence use a comma to separate the two clauses. Example:  If he comes, we will have some lunch.. When the adverb clause finishes the sentence there is no need for a comma. Example:  He would have invited me if he had known. If: If we win, well go to Kellys to celebrate!She would buy a house, if she had enough money. If clauses express the conditions necessary for the result. If clauses are followed by expected results based on the condition. Even if: Even if she saves a lot, she wont be able to afford that house. In contrast to sentences with if sentences with even if show a result that is unexpected based on the condition in the even if clause.  Example:  COMPARE: If she studies hard, she will pass the exam AND Even if she studies hard, she wont pass the exam. Whether or not: They wont be able to come whether or not they have enough money.Whether they have money or not, they wont be able to come. Whether or not expresses the idea that neither one condition or another matters; the result will be the same. Notice the possibility of inversion (Whether they have money or not) with whether or not. Unless: Unless she hurries up, we wont arrive in time.We wont go unless he arrives soon. Unless expresses the idea of if not  Example:  Unless she hurries up, we wont arrive in time. MEANS THE SAME AS: If she doesnt hurry up, we wont arrive in time.  Unless is only used in the first conditional. In case (that), in the event (that): In the case you need me, Ill be at Toms.Ill be studying upstairs in the event he calls. In case and in the event usually mean that you dont expect something to happen, but if it does... Both are used primarily for future events. Only if: Well give you your bicycle only if you do well on your exams.Only if you do well on your exams will we give you your bicycle. Only if means only in the case that something happens - and only if. This form basically means the same as if. However, it does stress the condition for the result. Note that when only if begins the sentence you need to invert the main clause. Adverb Clauses with Expressions of Cause and Effect These type of clauses explain the reasons for what happens in the main clause.  Example:  He bought a new home because he got a better job. Take a look at the chart below to study the various usages of different expressions of cause and effect. Note that all of these expressions are synonyms of because. Punctuation: When an adverb clause begins the sentence use a comma to separate the two clauses.  Example:  Because he had to work late, we had dinner after nine oclock.. When the adverb clause finishes the sentence there is no need for a comma.  Example:  We had dinner after nine oclock because he had to work late. Adverb Clauses of Cause and Effect Because: They received a high mark on their exam because they had studied hard.Im studying hard because I want to pass my exam.He works a lot of overtime because his rent is so expensive Notice how because can be used with a variety of tenses based on the time relationship between the two clauses. Since: Since he loves music so much, he decided to go to a conservatory.They had to leave early since their train left at 8.30. Since means the same as because. Since tends to be used in more informal spoken English.  Important note:  Since when used as a conjunction is typically used to refer to a period of time, while because implies a cause or reason. As long as: As long as you have the time, why dont you come for dinner? As long as means the same as because. As long as tends to be used in more informal spoken English. As: As the test is difficult, you had better get some sleep. As means the same as because. As tends to be used in more formal, written English. Inasmuch as: Inasmuch as the students had successfully completed their exams, their parents rewarded their efforts by giving them a trip to Paris. Inasmuch as means the same as because. Inasmuch as is used in very formal, written English. Due to the fact that: We will be staying for an extra week due to the fact that we have  not yet finished. Due to the fact that means the same as because. Due to the fact that is generally used in very formal, written English.

Westward Migration in 1800s Essay Example | Topics and Well Written Essays - 500 words

Westward Migration in 1800s - Essay Example John O'Sullivan, it is considered by the United States to be a divine mission to spread and possess the whole continent for the development of liberty and self-government to which the United States is known to. Philosophically speaking, this is true. Indeed many American authorities had a strong belief that their country's freedom and ambitions are very ideal and perfect that it should be shared to other countries beyond their jurisdiction. This was actually promoted by the Young America movement headed by Franklin Pierce. Realistically speaking however, this was not the case. The otherwise divine mission became an excuse, a moral justification that inspired the origin of imperialism in forcefully occupying the lands of those who previously live in peace and abundance. Most leaders and politicians promoted territorial expansion towards the west because of the desire to acquire new lands. Acquisition of more lands does not only connote more power; it represents additional source of income and wealth. During that time, the United States were already in the process of producing goods that require raw materials. These raw materials however could not be found therein as it has not much natural resources sufficient to provide its needs.