Mother of Invention

It has been said throughout time that, necessity is the mother of invention, but what facilitates necessity in today’s modern society has become a vast gray area. As a society, we are use to, and so dependent on, such modern conveniences, as high-speed internet, cell phones, laptops, tablets, search engines, and GPS, so much so that we would not know how to function without them. The dependence on modern technology is making way for a whole generation that is incapable of doing anything manually and potentially affecting their social skills, as well as making their brains lazy.Background of the Current Issue/Problem Mary Scorpati, a high school teacher at Kearney High School, states that students in her class are quite computer proficient, but are severely lacking in writing and spelling skills(Schevitz,2012). â€Å"The spelling and writing skills of many of my students are extremely below grade level. Some have rarely used a dictionary and don't know what guide words are. Th ey have so much knowledge about the computer, and use spell check to correct mistakes. Hand them a cell phone, and they can text message all day long.Give them a calculator and they can figure out any problem, but hand them a pencil and paper and they go blank† (Schevitz, 2012). Benefits of Proposal Students can use search engines, such as Google, to find the right answers to their homework, they can even solve math problems online for free without any effort or thought process. This however is not without consequence. Having the â€Å"instant gratification† effect makes it less likely that a student is going to retain the information, let alone comprehend the importance of the information they were just handed(Schevitz,2012).Solving math problems on line does not teach a student the importance of identifying formulas and order of operations, as well as how to implement them. A study conducted by child development experts at Harvard University, revealed a startling low amount of children that were actually able to perform math functions with paper and pencil. Those numbers compared to those that had full use of the internet varied drastically (Parker-Pope, 2010). The study showed that student’s math scores fell short when they had to apply math skills manually and were not able to search the internet for the answers (Parker-Pope, 2010).Twenty years ago, when there was a research project assigned, students would go to the library where encyclopedias, dictionaries, and books were utilized to complete the project. This process would take hours, and though it may have seemed tedious compared to today where students have all the information at their fingertips, students were more likely to remember and learn from this form of research. Kristen Combus, a child psychologist at Duke University, stated, â€Å"Our society is changing very fast, however education isn't changing enough to keep up† She recalled an argument she had with a student about cursive handwriting.â€Å"His handwriting was a mess and I asked him to redo his paragraph. He then responded with â€Å"I have to turn it in typed. Why would I write it neatly in cursive? † (Edutopia, 2008). A survey by the National School Boards Association indicates a very large number of students spending around nine hours a week doing computerized social networking and another 10 hours watching television. Other surveys show a majority of high school students doing an hour or less of written homework a day. ( Oliverira,2012). Implementation of ProposalBy implementing some basic practices, and subtle changes to educational standards, we can prove to children that technology is beneficial, but being self-sufficient far outweighs the advantages. Schools can make writing mandatory until sophomore year, implementing typing as a secondary source. Spell check functions should be disabled until the final draft process of research and term papers. The basics need to be tau ght first before students can learn to appreciate the conveniences of modern technology (Parker-Pope, 2010). Counter Arguments Technology assists our children in obtaining all of these skills.More so today than ever before in history, students have the ability to research any topic. They are not bound by classroom or library walls. Technology has opened doors to a seemingly infinite well of information, which is not always accurate. Therefore, they need to learn how to sift through it all and get the â€Å"good stuff. † This seemingly infinite well of information and current bank of technology has also allowed students to truly invest themselves in their education by developing personal educational plans or studying fields of particular interest to them (Parker-Pope, 2010).When students are actively engaged in their own learning to reach his or her own ultimate potential, everybody wins. As the world continues to embrace and evolve the Internet, businesses and organizations a re increasingly looking to tap into this resource. It is in the best interest of educators, and professionals in general, to be aware of what the Internet has to offer. We can choose to sit back and wish it would all just go away because it’s too hard to find the time for it, or we can choose to embrace it, and look for simple ways to learn more about it.Another unavoidable fact is the growing desire for experience and familiarity with the Internet and other computer technologies as a hiring requirement in the educational field. There are undeniable benefits that come with technology, but there are far more disadvantages if a student is unable to realize them (Schevitz, 2012). Conclusion Today, every human activity is dependent upon various tools, machines, and systems, from growing food to providing shelter to communication, healthcare, and entertainment.High-speed internet, cell phones, laptops, tablets, search engines, and GPS make possible things that humans have never be en able to do before. This collection of devices, capabilities, and the knowledge that accompanies them is called technology. We can say that â€Å"Living without technology is like living without air† in this technical world of today. Broadly speaking, technology is how people modify the world to suit their own purposes. If students do not comprehend the importance of the basics, then they will never learn to appreciate the importance of technology(Schevitz,2012). Mother of Invention IntroductionIt has been said throughout time that, necessity is the mother of invention, but what facilitates necessity in today’s modern society has become a vast gray area. As a society, we are use to, and so dependent on, such modern conveniences, as high-speed internet, cell phones, laptops, tablets, search engines, and GPS, so much so that we would not know how to function without them. The dependence on modern technology is making way for a whole generation that is incapable of doing anything manually and potentially affecting their social skills, as well as making their brains lazy.Background of the Current Issue/ProblemMary Scorpati, a high school teacher at Kearney High School, states that students in her class are quite computer proficient, but are severely lacking in writing and spelling skills(Schevitz,2012).â€Å"The spelling and writing skills of many of my students are extremely below grade level. Some have rarely used a dictionary and don't know what guide wor ds are. They have so much knowledge about the computer, and use spell check to correct mistakes. Hand them a cell phone, and they can text message all day long. Give them a calculator and they can figure out any problem, but hand them a pencil and paper and they go blank† (Schevitz, 2012).Benefits of ProposalStudents can use search engines, such as Google, to find the right answers to their homework, they can even solve math problems online for free without any effort or thought process. This however is not without consequence. Having the â€Å"instant gratification† effect makes it less likely that a student is going to retain the information, let alone comprehend the importance of the information they were just handed(Schevitz,2012). Solving math problems on line does not teach a student the importance of identifying formulas and order of operations, as well as how to implement them. A study conducted by child development experts at Harvard University, revealed a star tling low amount of children that were actually able to perform math functions with paper and pencil. Those numbers compared to those that had full use of the internet varied drastically (Parker-Pope, 2010).The study  showed that student’s math scores fell short when they had to apply math skills manually and were not able to search the internet for the answers (Parker-Pope, 2010). Twenty years ago, when there was a research project assigned, students would go to the library where encyclopedias, dictionaries, and books were utilized to complete the project. This process would take hours, and though it may have seemed tedious compared to today where students have all the information at their fingertips, students were more likely to remember and learn from this form of research. Kristen Combus, a child psychologist at Duke University, stated, â€Å"Our society is changing very fast, however education isn't changing enough to keep up† She recalled an argument she had wi th a student about cursive handwriting. â€Å"His handwriting was a mess and I asked him to redo his paragraph.He then responded with â€Å"I have to turn it in typed. Why would I write it neatly in cursive?† (Edutopia, 2008). A survey by the National School Boards Association indicates a very large number of students spending around nine hours a week doing computerized social networking and another 10 hours watching television. Other surveys show a majority of high school students doing an hour or less of written homework a day. ( Oliverira,2012).Implementation of ProposalBy implementing some basic practices, and subtle changes to educational standards, we can prove to children that technology is beneficial, but being self-sufficient far outweighs the advantages. Schools can make writing mandatory until sophomore year, implementing typing as a secondary source. Spell check functions should be disabled until the final draft process of research and term papers. The basics nee d to be taught first before students can learn to appreciate the conveniences of modern technology (Parker-Pope, 2010).Counter ArgumentsTechnology assists our children in obtaining all of these skills. More so today than ever before in history, students have the ability to research any topic. They are not bound by classroom or library walls. Technology has opened doors to a seemingly infinite well of information, which is not always accurate. Therefore, they need to learn how to sift through it all and get the â€Å"good stuff.† This seemingly infinite well of information and current bank of technology has also allowed students to truly invest themselves in their education by developing personal educational plans or studying fields of particular interest to them (Parker-Pope, 2010).When students are actively engaged in their own learning to reach his or her own ultimate potential, everybody wins. As the world continues to embrace and evolve the Internet, businesses and organi zations are increasingly looking to tap into this resource. It is in the best interest of educators, and professionals in general, to be aware of what the Internet has to offer. We can choose to sit back and wish it would all just go away because it’s too hard to find the time for it, or we can choose to embrace it, and look for simple ways to learn more about it.Another unavoidable fact is the growing desire for experience and familiarity with the Internet and other computer technologies as a hiring requirement in the educational field. There are undeniable benefits that come with technology, but there are far more disadvantages if a student is unable to realize them (Schevitz, 2012).ConclusionToday, every human activity is dependent upon various tools, machines, and systems, from growing food to providing shelter to communication, healthcare, and entertainment. High-speed internet, cell phones, laptops, tablets, search engines, and GPS make possible things that humans have never been able to do before. This collection of devices, capabilities, and the knowledge that accompanies them is called technology. We can say that â€Å"Living without technology is like living without air† in this technical world of today. Broadly speaking, technology is how people modify the world to suit their own purposes. If students do not comprehend the importance of the basics, then they will never learn to appreciate the importance of technology(Schevitz,2012).

Cold Equations

1. ) What does the pilot want? To save the girl. 2. ) Is the pilot likely to succeed? Most likely not because by doing so he would kill others. 3. )What does the sister want? She wants to live. 4. ) Is the sister likely to succeed? I doubt it cause of there being a law and there seems theers no other way then her diying. 5. ) What does the government want? For the girl to be thrown off the ship. 6. ) Is the government likely to succeed? I belive so. 7. ) What should happen? The girl should be saved. 8. ) What will happen? The girl will most likely die. 9. )Is the pilot a â€Å"good† person or a â€Å"bad† person?Explain. The pio;t is a good person because he truly wants to save the girl but under the surcanstances he knows he can’t. 10. ) Is the sister a â€Å"good† person or a â€Å"bad† person? Explain. The sister is a good person because over all she didn’t mean to have all this happen to her she was just innocent to the knowlage of the la w. 11. ) Is the government â€Å"good† or â€Å"bad†? Explain. It is good it is just doing what it has to do . 12. ) What does the title refer to? It mearns that all the math is saying that he girl must die even though its not very just. 13. ) Is this story scary? Sad? Funny? Something else? Explain.I think it is sasd because of a iniocent girl having to die. 14. ) What does the author want me to think or feel? I geuss sad. 15. ) What is the central idea of this story? That this girl is a stole away but theres not enough fuel to carry them all safely so they must throw here overboard even it its not very humanly . 16. ) What might different people do in this situation? Mabey if it was a different pilot he would have already thrown her into spaceor mabey found away to save her. If it was a different girl she may have just accepted what she did an go overboared or she could have found away to save herself.

Fools and Love

In the play, A Midsummer Night’s Dream, Shakespeare draws the reader’s attention to the roles of Nick Bottom, and Puck. Nick Bottom and Puck are both considered to be the fools in this play, although both characters fulfill this role in different ways. Bottom is a contemporary fool, who is overconfident and lacks common sense. While Bottom is very confident in himself, especially his acting ability, he is not a very intelligent character. Puck’s role in the play is more of a traditional fool. Puck plays practical jokes and enjoys entertaining though mischief. Puck’s service to the fairy king, Oberon, is similar to a jester’s role in a medieval society. Though the two fools of the play are very different, they offer several helpful observations about life and love. Bottom and Puck teach the audience valuable lessons about taking love too seriously, instead of enjoying it as it comes. The fools also offer insight on the consequences of being overly confident in oneself. The first lesson that the fools offer is that love should not be taken too seriously, but enjoyed just as it comes. Puck offers this insight in his quote, â€Å"Lord, what fools these mortals be† (Act 3, Scene 2, Line 116). After attempting to make Demetrius fall in love with Helena, Puck’s plan self-destructs when he realizes that he has put the love potion on the wrong man. When Puck watches the reaction of the young lovers, he realizes how silly it is for them to all be chasing after love so desperately, rather than taking it as it comes and enjoying it. Nick Bottom offers this same lesson through his short relationship with Titania, the fairy queen. Though Bottom is obviously not a perfect match for the beautiful Titania, he enjoys her affections while they last, never second-guessing that she could be in love with him. Though Titania’s affections for Bottom are induced by a potion, Bottom throws himself into his newfound relationship with her, unaware that Puck has transformed Bottom’s head into that of a donkey. When Bottom awakes and Titania’s affections for him have ended, Bottom enjoys the memories as though a dream. The second lesson that Shakespeare impresses upon his audience is the effect of over-confidence on others. Early in the play, Bottom gathers with the other actors to start planning their play. Rather than listen to Peter Quince, the stage manager, and take direction from him, Bottom wants to tell everyone what to do. He tells Quince how to announce the parts and how to organize the actors. Then, Bottom wants to play every single part in the play, and brags about how wonderful his portrayal of each character would be. Shortly after this scene, Puck changes Bottoms head into that of a donkey, which is symbolic of Bottom’s conceited behavior. Upon his entrance in the play, all of the other actors run away from Bottom and his grotesque appearance. Upon seeing Bottom, Quince yells, â€Å"O’ monstrous! O, strange! We are haunted. Pray, masters! Fly, masters! Help† (Act 3, Scene 1, Line 99-100). Puck changed Bottom’s appearance to match his personality by placing the head of the donkey on his shoulders. Puck, although obviously less power hungry than Bottom, also shows that he has plenty of confidence in himself. Puck exhibits his over-confidence at several points in the play, bragging about the tricks that he has played on others and enjoying laughing at their misfortune. The audience sees that Puck is also confident in his ability to serve Oberon, as well. When Oberon send Puck out to find Helena in the woods, Puck replies, â€Å"I go, I go, look how I go, swifter than arrow from the Tartar’s bow† (Act 3, Scene 2, Lines 100-101). By comparing his speed and accuracy to that of the Tartars, who were famous for their skill with a bow and arrow, Puck shows that he believes himself to be equally as accurate. This shows the audience a very confident Puck, but the audience cannot help but realize that Puck’s comparison of himself to the Tartars is an overexaggeration. Ironically, Puck is the reason that the mix-up with the love potion happened, so in effect, he is obviously not as accurate as he might like to think. The third lesson that is conveyed in the play is the basic concept that ignorance can be bliss. Nick Bottom is portrayed as an overly self-assured and ignorant fellow. He is absorbed in all things of himself and does not take much interest in anything that does not directly affect him. After Puck turns his head into that of a donkey, his fellow actors run away from him in fear. Instead of wondering what happened to scare them off, Bottom brushes it off and doesn’t think about it further. And again, when Bottom is awakening from his slumber in the forest after his short-lived romance with Titania, Bottom again shows his ignorance. Bottom remembers all of the things that had happened to him through the night, but he refuses to accept them as anything more than a dream. By brushing off these events as a mere fantasy, Bottom rejects reality and chooses to be ignorant of the events and remember them as nothing more than a dream. Puck is also ignorant of other people in the play. Puck’s only concern is entertaining himself and Oberon, and he does not consider anyone else in his actions. Early in the play, Puck talks about the pranks that he has been known to play, telling the audience that, â€Å"†¦ sometimes lurk I in a gossip’s bowl, in very likeness of a roasted crab, and when she drinks, against her lips I bob and on her withered dewlap pour the ale. The wisest aunt, telling the saddest tale, sometimes for three-foot stool mistaketh me; then slip I from her bum, down topples she, and â€Å"tailor† cries, and falls into a cough† (Act 2, Scene 1, Lines 47-54). By turning himself into a crab and lurking in a bowl of ale to scare a woman, and making himself appear to be a stool so that when a woman sits on him, he can make her fall, Puck makes it obvious that he cares about nothing but entertaining himself and his king. Again, in Act Three, Puck shows his selfishness when he realizes that he has made a mistake with the young lovers in the woods and the love potion meant for Demetrius and Helena. When Puck tries to fix it, he realizes that now both men will fall in love with Helena. Rather than try to remedy the problem, Puck thinks it will be fun to watch. Puck shows his complete lack of interest in the young couples when he says, â€Å"Then will two at once woo one; that must needs be sport alone. And those things do best please me that befall preposterously† (Act 3, Scene 2, Lines 118-121). Puck shows a disregard for the true feelings of the young lovers so long as it is entertaining to him. In conclusion, A Midsummer Night’s Dream, contains two fools who are able to share insight into life and love throughout the play. Shakespeare strategically places Nick Bottom and Puck in the play as fools, but these fools have a purpose. Shakespeare uses Bottom and Puck to teach his audience valuable lessons about the importance of living in the moment of love, instead of taking love too seriously. Puck and Bottom also show the audience is that over-confidence is not an attractive quality in anyone. The fools also give new meaning to the old adage, â€Å"Ignorance is bliss†, through their actions in this play. Shakespeare illustrates this through the self-serving actions of both Bottom and Puck throughout the play. By using Bottom and Puck to illustrate these lessons, Shakespeare allows the audience to see how ridiculous these two characters are, thus enabling the audience to laugh at them while still receiving his message. Works Cited Shakespeare, William. A Midsummer Night's Dream. New York, NY: Bantam Books, 1980.   

I didn’t do it! †Fear In The Crucible Essay

â€Å"Fear is simply the consequence of every lie†~Fyodor Dostoyevski. Dostoyevski explains that fear and lying come hand to hand. Telling lies creates a fear of being discovered having told a lie. In addition, one only conjures a lie if there is something to hide. Therefore the discovery of secrets also induces fear. Fear, whether it be fear of life, or reputation, can heavily influence the actions of society. It possess the ability to impair the judgement and actions of people. Similarly, in The Crucible by Arthur Miller, the townspeople are completely ruled by fear. This fear is mainly caused by the strict punishments given to those who violate Puritan morals. It also brings along a sense that one must protect his own life and interests. This need for self-preservation leads to widespread denial and in some cases, even the accusation of others. Governed by the terror of Puritanical law, the townspeople learn to fear its consequences and become quick to deny and accuse other s of witchcraft to save themselves, which ultimately leads to the tragic death of innocent citizens Throughout the play, a stifling atmosphere of fear lingers over Salem. This apprehension is caused by the ever-growing possibility of being accused of witchcraft. During this period, even the mentioning of the word â€Å"witchcraft† struck a chord of uneasiness into people. Punishment for this crime was severe and â€Å"a hanging error† (18). Witchcraft is closely associated with hanging and being accused meant one is on his way to death. In addition, witchcraft, according to Judge Danforth, is considered â€Å"ipso facto, on its face and by its nature, an invisible crime†(100). Only â€Å"the witch and the victim† (100) may bear witness to the crime and â€Å"we must rely upon the victims [to] [†¦] testify†(100). The victims, in this case, are the children. Consequently, with such an unjust method of court, the townspeople’s fears are further augmented. Not only do they fear being accused, they fear that their lives will merely become a switch that a few children can turn on or off at a whim. Furthermore, they are intimidated by the judge, Danforth. â€Å"Near to four hundred are in the jails and seventy-two [are] condemned to hang by [his] signature† (87). His power as a judge allows him to essentially kill people with a flick on his pen and the facility to which he does so is terrifying. Therefore it is hardly  surprising that rampant terror resides in the village. Also, the accusation of witchcraft brings one’s reputation into perspective. The fear of having one’s reputation damaged is another key contributor to the village’s overall uneasiness. In the entirety of the play, Parris is paranoid that being associated with witchcraft in any form will deteriorate his position as a reverend. He fears that â€Å"there is a faction that is sworn to drive [him] from his pulpit† (10) and that people may â€Å"compromise [his] very character† (11) if his â€Å"own household is discovered to be the very center of some obscene practice† (11). In addition, John Proctor not only exhibits fear for his reputation, but fear for his life as well. Proctor fears for his own life because he had an affair with Abigail. Lechery was punishable by hanging. In addition, if others discover his affair, it will dishonor his name. As a result of the strict laws imposed on Puritan society, fear finds its way into Salem, filling every possible aspect of life and leaving no crack overlooked. With nowhere to hide from this terror, the inhabitants of Salem are forced to find refuge in their lies instead. A fear for existence causes the townsfolk to instinctively prioritize their own well being in an attempt for self preservation. This sense of self preservation naturally induces widespread lying and denial as the townspeople desperately struggle to maintain their own interests, whether they be life or reputation. Being affiliated with witchcraft automatically threatened one’s life and status. Reverend Parris, being the religious leader of Salem, is expected to uphold Puritan ethic, and be an example for the rest of the town. However when his â€Å"daughter and niece [are] discovered dancing like heathen in the forest† (10), he fears that his reputation is brought into question because he thinks, that people â€Å"will howl [him] out of Salem for such corruption in [his] house† (14). As a result, when the suspicion of witchery comes up, Parris instantly dismisses it and â€Å"pray[s] leap not to witchcraft† (14). Parris’s role as minister means that any association of his that has anything to do with witchcraft is a threat to the security of his position and it is shown that he is quick to deny it. Likewise, Abigail and the girls are trapped in a dilemma. After being discovered summoning charms, they find themselves hounded into a corner by the suspicions that are laid upon them. She and the girls lie about their  witchcraft in the woods in an attempt for self-preservation, â€Å"Why–common dancing is all† (42). Because calling the Devil is hanging crime, the children deny their witchcraft and claim to have danced in order to lessen their punishment which is another example of preserving oneself. John Proctor is another character whose lying is induced by his life threatening secrets. As he once said, â€Å"there are them that will swear to anything before they’ll hang† (69). Both him and Abigail abide by this precept. In Proctor’s case he denies his former relationship with Abby because it ruins his image in his wife’s eyes and because it is lechery. He tells Abby to â€Å"wipe it out of mind† and claims that â€Å"we never touched† (23). By denying their affair, it is shown that Proctor fears the consequences that may arise and possesses an innate sense of self-preservation. Abigail on the other hand, goes to even greater lengths to protect herself from the harsh penalties of the law. Her need for self preservation is so strong, that she even lies to the judge, denying that she had an affair with Proctor and that she was previously pretending in court. When Abigail is asked to confirm her affair with Proctor, she threatens Danforth saying, â€Å"If I must answer that, I will leave and I will not come back again!† (111). This demonstrates that Abigail is aware of her actions but will not admit it for doing so will mark her as a perpetrator of innocent murder. In addition, her denial is influenced by the risk of death by lying to the court. It is evident that the widespread fear in this society is a driving force that compels the characters to behave in ways that will protect their status and lives. However, this denial becomes an issue when others are dragged into the fire. When denial does not sufficiently channel away the suspicions laid upon them, some characters go so far as to accuse others. This leads to undesirable consequences, such as the loss of many innocent lives, that soon become unstoppable. Mary Warren is one of many characters who point fingers to others in order to save themselves. Characterized as an unsteady, and unconfident person, Mary is easily overcome by the fear of execution. During her testimony to the court, Proctor’s plan to prove Abigail as a witch goes terribly wrong. Rather than rhaving Abigail accused, Danforth charges Mary with lying to the court and she suddenly finds that she has become the victim. As a result, she blames Proctor, â€Å"You’re the Devil’s man! I’ll not  hang with you! [†¦] you come at me by night and every day to sign [†¦] The Devil’s book† (118). This shows that after being overwhelmed with fear, Mary’s anxiety explodes and she decides to ac cuse the very person who dragged her into court in an attempt to free herself from the spotlight. Consequently, John Proctor, a man innocent of witchcraft is hung. More crucial however, are the accusations made by the children. Led by Abigail, the children, at first, pretend to be bewitched because it was considered sport. They soon learn that by doing so, they are exempt from witchcraft as they are considered ‘God’s fingers’. By taking this position, the girls free themselves from accusation and all suspicion which is the ideal position to be in. During Mary’s testimony, Danforth becomes increasingly convinced that she is telling the truth. This places more suspicion on Abigail and the girls. As a result, they resort to accusing Mary Warren of sending her spirit out to them, â€Å"Mary, do you send this shadow on me?† (109). In another instance, while the girls are being questioned about who they saw with the Devil, they proceed to chant out the names of random townsfolk, â€Å"I saw Bridget Bishop with the Devil! I saw George Jacobs with the Devil! I saw Goody Howe with the Devil† (48). Furthermore, Abigail herself, partakes in these accusations even while she is outside of court. When Hale presses her with questions relating to her witchcraft, her slave enters â€Å"and instantly Abigail points at Tituba† saying, â€Å"She made me do it! She made Betty do it!† (43). Again, Abigail frames someone in order to save her own life. With the blame now in Tituba, she, in return, claimed she saw Goody Good and Goody Osburn with the Devil. These repeated accusations continue unchecked and soon, the entire town is enveloped with an atmosphere of fear. These false accusations also cause the trials to be prolonged. Because of all these accusations, more and more people are sent to court. With the corrupt children as juries, more and more are sentenced to the grave. The extent to which the townspeople go to in order to save themselves ultimately results in widespread injustice and executions. For the entirety of the play, the townspeople are smothered with an ever-growing atmosphere of fear. With its cold judges, corrupted juries, and severe punishments, it is not surprising that such an element of fear was present in Salem. In return, the people develop an instinct for self  preservation which requires denial to achieve. However, such widespread denial and lies result in unchecked accusations. These accusations are often carried through and the fear of death soon spreads. Therefore a never ending cycle of terror is the outcome and the town ultimately gives way to chaos.

Starbuck's Essay Example | Topics and Well Written Essays - 500 words

Starbuck's - Essay Example The tables below show the ratio analysis for the fiscal years 2006 and 2007. The current ratio shows a company’s abilities to pay for its current obligations. The formula used to calculate the current ratio is current assets divided by current liabilities. The current ratio of Starbucks for both 2006 and 2007 was 0.79. In theory the desirable current ratio is to have a 1.0 current ratio or above. The metric result shows the company is able to pay for its current liabilities. The fact that the current ratio stayed at the same level is good sign, bad would be if the current ratio of the company decreased. Starbuck’s debt to equity ratio in 2006 was 0.99 implying that the company had as much debt as equity. In 2007 the company’s ratio rose 35% meaning Starbucks long term debt increased. At first glance it is never a good sign to look at year to year financial statement and to see more debt in the books. More debt sometimes means trouble, but necessarily. A higher amount of debt could mean a company borrowed money in order to finance some investments that will increase its profitability. To learn more about what Starbucks has done with its new money we have to analyze the firm’s profitability’s ratios. Return on equity is a profitability ratio. In 2006 Starbucks return on equity was 25.32%, by 2007 the firm had risen this ratio to 29.44%. The total increase in return on equity at Starbucks was 4.12% which represents a percentage increase of 16.27% in comparison with the previous year. The increase in return on equity at Starbucks is a good indicator. It prov es so far that the company has invested its added debt total smartly and that the company is more profitable. The financial ratio analyzes performed on Starbucks shows the company heading in a good direction. The firm added a lot of long term debt but the money apparently spend wisely in capital projects that raised the level of income of the company. The company’s ability to pay its

Woodlice Lab Report Example | Topics and Well Written Essays - 750 words

Woodlice - Lab Report Example They have a shell like exoskeleton which progressively shed as they grow. The shedding occurs in two stages were the back half sheds first followed by the front part later usually after two to three days later as opposed to the way moulting process occurs to other antropoda where the cuticle are shed in a single process. Metabolic rate is temperature dependent in woodlice which is in contrast to mammals and bird where their rate of respiration depends directly to the external environmental temperatures (Jordan 100). Woodlice are claimed to have unpleasant taste like that of a urine despite been a crustacean which is different from the taste of other crustacean like lobsters or crabs. Woodlice breathe through their plepodal lungs and live in terrestrial environment usually damp or dark places to reduce the rapid rate at which they lose water through their cuticle and excretion (Sutton, Stephen, Paul, and David 67). Although woodlice are preyed by a wide range of insectivores itâ€℠¢s the spiders that prey on them exclusively. This experiment was conducted to determine the relationship between the variation of traits and the natural selection and the hypothesis of this experiment was that the predator preying on the woodlice determine the speed of woodlice to be found in an environment (Smith, SiaÌ‚n 98). The length and dorsal plate in all woodlice was measured using a microscope and recorded. The speed of three woodlice was obtained by taking two rulers to measure the distance and then assorted utensils for simulating predation and to mimic a predator was simulated and the timer was set from the time all the three woodlice started moving until they all reach the end of the two rulers and then recorded in seconds. Woodlice where placed in large specimen dishes and the predator for this experiment which was a spider was simulated RESULTS The woodlice traits were varying as like were the highest standard deviation error was obtained from the speed and the lowest standard deviation error was obtained from the length while the standard deviation error was zero as illustrated in table(1) below Trait Dorsal plate number Speed (seconds/10 cm) Length (cm) Color (values using soil color chart) Mean 7 21.20833333 0.991666667 5.083333333 Standard Deviation 0 +10.29131828 +0.21450989 +1.248187091 Standard Deviation Error 0 +2.100706547 +0.043786648 +0.254785123 Table (1) showing traits, mean, standard deviation and standard deviation error of woodlice In the frequency distribution below blue represents the total number of woodlice while the red represent the number of woodlice that survived after the predator was unleashed. From the graph the number of survived population is higher than the total populati on between the speeds of 1-20 and the same is exhibited between the speeds of 21-40 and between the speeds of 61-80 but between the speeds of 41-60 no woodlice survived. Frequency distribution of woodlice characterized by speed DISCUSSION From the table and the frequency distribution above it is clearly that there is a relationship between the population of woodlice that survived the experiment and their speed. Woodlice that were much fast and those that are somehow slower survived more compared to those that were of average speed as none of them survived and also the predator

Globalization And Culture Research Paper Example | Topics and Well Written Essays - 1750 words

Globalization And Culture - Research Paper Example He argues that this is because of the commercialization of culture through media, affecting civilizational, religious and cultural values. The world is thus losing its cultural diversity and is arriving at a monocultural state, which is the resultant of the homogenization of cultures through globalization. II. The Origin of Globalization and its Impact on World Culture—Varying models Globalization is a universal phenomenon resulting from commercial interactions and trade between countries. Globalization accelerated from the 1870s until the beginning of the First World War in 1914, when all countries worldwide felt the effects of an international economy (Haynes, 2010p. 134). Various routes, by both land and sea, had been developed in historical times, whose main function was to facilitate trade. However, goods were not the only entities that were being exchanged. Religious and cultural exchanges were also widespread across these routes. For instance, the influence of Buddhism, which originated in India, on Central Asia, China, Tibet, Japan and South East Asia occurred due to trade contact among these countries; and the Silk route enabled cultural exchanges between Central Asia, China and Europe (Yazdani, 2009, p. 55). The effect of globalization on culture is explained using various models described below. However, no single model is enough to relate the actual s pread of globalization. A. Vanguardist Model The Vanguardist model puts forth the notion that European culture expanded from the West to the rest of the world.