Strange Case of Dr Jekyll and Mr Hyde Essay Example

Strange Case of Dr Jekyll and Mr Hyde Essay Example Strange Case of Dr Jekyll and Mr Hyde Essay Strange Case of Dr Jekyll and Mr Hyde Essay Essay Topic: Dr Jekyll and Mr Hyde Jewell is responsible for what Mr.. Hyde does. Throughout the novel the two characters appear to be two separate individuals. Jewell is handsome and good in the eyes of society whereas Hyde is ugly and evil when viewed through society glasses. This occurs especially because they are so different in nature. As the reader we recognize that they are actually two different individuals living in the same body. Because Jewell and Hyde are embodied in the same individual we realize that they are both handsome and ugly, or, more importantly, both good and evil. Oppose that Robert Louis Stevenson goal was to create the novel here he would explore the several popular themes of that time and keep it suspenseful, which makes the reader engaged till the very last page. Author uses a variety of writers technicians to convey the vivid image of DRP. Jewell, generally good doctor who creates an alter ego of himself through a scientific experiment ugly Mr.. Hyde. In my opinion, DRP. Jellys responsibi lity for Mr.. Hades actions is a complex question and in order to answer it properly we need to examine several different factors. First we should look at the way Stevenson portray night London. He connects dark fogged gloomy atmosphere of the city with all the evil events surrounding Hyde. Author goes a great length to describe every little detail that the reader has no doubt that crime would be unpunished in the labyrinth of twisted wicked dark streets. One of the main characters, Deuteron, experiences nightmares: He would be aware of the great field of lamps of a nocturnal city. The flexure of Hyde . Undaunted the lawyer all night; and if at any time he dozed over, it was but to see it glide more stealthily through sleeping houses, or move the more swiftly through wider labyrinths of lamp-lighted city, and at every street corner crush a child and leave her screaming. In other words, growing city of London provides freedom to DRP. Jewell to carry out his experiment without drawing much attention because strangers who walk its fogged night streets disregard Hyde and therefore that environment provides ideal co ver and anonymity for Hades crimes. Another factor that needs to be examined is the fact that DRP. Jellys experiment of separating good and evil did not go as planned. It was on the moral side, and in my own person, that I learned to agonize the thorough and primitive duality of man; saw that, of the two natures that contended in the field Of my consciousness, even if I could rightly be said to be either, it was only because I was radically both; and from an early date I had learned to dwell with pleasure, as a beloved daydream, on the thought of the separation of these elements. This quotation is from Chapter 10, Henry Jellys Full Statement of the Case. This where DRP. Jewell talks about duality of the human nature and his intent to separate 0,10 elements: good and bad from his own personality. The result of an experiment is that Jewell separated his evil side into Mr.. Hyde and ideally was supposed to remain purely good, while in reality he remained a mix of good and evil. As the story unfolds Hyde begins to take over Jellys conscious, until Jewell as a personality disappears completely and only Hyde remains. In other words, perhaps DRP. Jellys dark side (Hyde) was far stronger than the rest of Henry -?when set free, this side dominates his behavior. That leads us to the third factor we need to look at DRP. Jellys behavior after his realization of he experiment. Jewell does not seem to feel any guilt to stop or at least resist the urge to continue his transformations. Henry Jewell stood at times aghast before the acts of Edward Hyde, Jewell writes, but the situation was apart from ordinary laws, and insidiously relaxed the grasp of conscience. It was Hyde, after all, and Hyde alone, that was guilty. The idea of Hyde being responsible for all the evildoing seems as a silly childish-like self-justification. Obviously to the reader and DRP. Jewell himself deep down inside that first of all e is the one who created Hyde in the real world, understanding Hades evil nature. But I was still cursed with my duality of purpose; and as the first edge of my penitence wore off, the lower side of me, so long indulged, so recently chained down, began to growl for license. Not that dreamed of resuscitating Hyde; no, it was in my own person that I was once more tempted to trifle with my conscience .However, this brief condescension to my evil finally destroyed the balance of my soul. And yet I was not alarmed; the fall seemed natural, like a return to the old days before I had made discovery. It was a fine . Day. I sat in the sun on a bench; the animal within me licking the chops Of memory; This quote shows the reader, that Stevenson also left out some parts of DRP. Jellys biography pointing indirectly that he might have done some evil things in the past. In other words, Mr.. Hyde that emerged from DRP. Jewell must have the foundation on which he was created in the subconscious of the doctor. In conclusion, I would point out that the city of London has created fertile atmosphere for DRP. Jellys experiments, providing him and Hyde with the cloak of anonymity. However, we have determined that DRP. Jewell failed to recognize that his experiment went in the wrong direction, when he separated pure evil from within but did not become pure good himself as originally planned. In my opinion, DRP. Jewell IS largely responsible for Mr.. Hades crimes because he continued his experiments and transformations self-justifying that he himself is not responsible to Mr.. Hades evil deeds. The bottom line is that DRP. Jewell was the one who let the evil creature inside Of him Of the chain and gave Mr.. Hyde all the power.

The Agriculture Sector in Armenia Essay

The Agriculture Sector in Armenia Essay The Agriculture and Food Sector in Armenia Essay Example The Agriculture and Food Sector in Armenia Essay Example The Actions of Armenias Fruits The agriculture and food sector in Armenia has always been rather well developed. One of the reasons is a poor development of the industrial sector and a stronger evolution of agriculture. The specific geographical location and the warm climate of the country have given an opportunity to grow a great variety of fruit and vegetables. These ones have received an appraisal all over the former Soviet Union. Nevertheless, the importance of fruit in the Armenian culture has been identified long before the existence of the Soviet Union. One of three colors that are illustrated on the Armenian flag symbolizes the color of the most famous fruits in the country, which is an apricot (USA International Business Publications 178). An apricot, a pomegranate, a grade, and other fruit have more than solely an agriculture meaning for Armenian people. Moreover, they have become an irreplaceable part of the Armenian culture, traditions, and customs, which have survived till present days. Some of these fruits carry a very specific meaning for Armenian people. They symbolize a struggle of Armenians for their cultural identity. Other fruit like pomegranates have become the symbols of wedding; and they are used in various rituals. One may also find a connection between the fruit and Armenian beliefs in the Bible. They are reflected through celebrations and holidays. Armenians conduct annual fests, which are dedicated to the rich harvest. The great popularity receives a wine festival where people celebrate the good crops of grapes and drink grape juice as well as wine. All these fests are an essential part of the Armenian culture, which has been shaping during the centuries and exists even today. The role of fruit in Armenia is not limited by agriculture benefits. However, they are also viewed as an important aspect of the cultural identity. Such fruit as a pomegranate and an apricot are not simply a tasty stuff for Armenia. They represent a particular symbolic meaning for the Armenian culture that takes its roots from ancient times. Throughout many ages, the country has valued and honored these fruit during festivals and numerous traditions. Pomegranate A pomegranate is a very symbolic and significant fruit for the Armenian culture. One of the famous ancient legends says that it has been a guardian protecting people from evil eyes (Petrosian and Underwood 327). That is why this fruit is viewed as a symbol of protection and safety against bad spirits or any intentions of bad people. However, except the protection, the pomegranate has also another meaning as it symbolizes fertility. For example, in Western Armenia, there is a wedding tradition that is tightly connected with this fruit (Petrosian and Underwood 329). To be more precise, a bride should throw it and break it into pieces. According to this tradition, the scattered seeds indicate that this woman will have a baby. In the eastern part of Armenia, there is another custom with the same fruit that states the following fact. If a woman wants to have a son, she has to make the special bread from dough and pomegranate ´s seeds. According to this custom, this female who eats such bread will have a son. In fact, the pomegranate is widely used as an iconic ornament and could be found in numerous manuscripts and carvings on stones. Another wedding tradition that has a particular connection with this fruit is to present the dried fruit that is called taratosik in the Armenian culture (Grigoryan, Hakhnazaryan, and Afranaa Kwapong 88). After a wedding, a bride should give the taratosik to an unmarried woman as a symbol of blessing. Besides the traditions and ornament usage, the pomegranate has also a very specific meaning for Armenian people. One could find the full concept of this fruit for the Armenians in the art film The Color of Pomegranates. It is directed by Sergey Paradjanov (Petrosian and Underwood 257). This film has a very symbolic scene where a red pomegranate lies on a table. The fruit’s wrinkled skin and fresh pulp symbolize the strength of the Armenian spirit and its unbreakable soul. Today, the pomegranate has become one of the most frequently used symbols in Armenia. If one visits an exhibition that is dedicated to the Armenian art or the painting gallery with the works of Armenian artists, he/she will surely find at least few illustrations of this fruit. The pomegranate has also become an inherent part of the Armenian cuisine and has turned into a national clichà ©. At souvenir shops, one may find various figures of the pomegranate made of ceramic, metal, wood or any other material. The great importance of this fruit can be found in the national fairy tales. For example, one of these fairy tales says that three pomegranates fell to the earth from the heaven. One was for a teller, the second one was for a listener, and the third one was for the entire world. As one can see, in this story, the pomegranate symbolizes a gift from the heaven (Petrosian and Underwood 277). Hence, this fruit may be also viewed as a sacred one for Armenian people because it demonstrates the connection with the God. After a terrifying event that occurred in Armenia and is known in the history as the Armenian Genocide of 1918-1923, the pomegranate has started to be used as a symbol. It describes the great variety of Armenian emotions, such as hope and sorrow, survival and rebirth, death and life. One can state that the pomegranate has become more than a simple fruit, which is specific for this location. It has become a real symbol uniting old traditions and new feelings that Armenian people have experienced. For every Armenian, the pomegranate has its own meaning revealing the slight tones of the Armenian soul. Apricot In spite of the significant meaning of the pomegranate for the Armenian culture, there is one more fruit being even more important. An apricot is truly a soul of the Armenian culture. The botanical name of this fruit is Prunus Armeniaca, which indicates its origin (Grigoryan, Hakhnazaryan, and Afranaa Kwapong 90). Nevertheless, the motherland of the apricot is not Armenia, but China. This fruit had been delivered to Armenia long ago. It has become a symbol of this nation. In the middle ages, the kings used the apricot color, which is called tsirani, on their banners (Petrosian and Underwood 223). If one wants to receive the apricot color, he or she should mix yellow, pink, and orange colors. This specific color is such what Armenians call tsirani or the apricot one (Petrosian and Underwood 224). Today, tsirani is one of three colors that are illustrated on the Armenian flag. In July, when it is the time to gather apricots, Armenians hold an annual festival being dedicated to this fruit. People all over the villages bring the best apricots to the capital where the festival is held (Grigoryan, Hakhnazaryan, and Afranaa Kwapong 97). Farmers bring apricots in large straw baskets and offer everyone to try them. In addition, people bring various dishes, beverages, and alcohol drinks that are made from this fruit. The point of this fest is to treat others with fruit and make people happy tasting other person ´s food. During this day, all Armenian food and drinks are replaced by apricots. People eat apricots, treat each other with these fruit, demonstrate their rich harvest, and have good time together. However, besides the apricot of the tsirani color, there are also green apricots, which are not ripe yet. Children love them though they have a very vinegar taste and hard flesh. In the middle of the ripe, the apricot lays a kernel covered with a hard shell. If one breaks this shell, he or she may taste a delicious kernel adored not only by children, but also by adults. This kernel is used in dishes as a special spice, which gives the picante taste to food. Armenian Harvest Festival In spite of the differences in cultures and traditions, all countries all over the world have one festival. It is annually celebrated in autumn or in the end of summer being a Harvest Festival. Armenians also have a fest that is dedicated to the rich harvest and dates back to pagan traditions. Despite the fact that Armenians are Christians and have become one of the first Christian countries, they still have some pagan fests like Vartavar (Grigoryan, Hakhnazaryan, and Afranaa Kwapong 92). Vartavar or the Festival of Roses is celebrated 14 weeks later after the Easter. This fest is dedicated to the goddess Asdghig, an Armenian deity of love, fertility and water (Petrosian and Underwood 317). This day, people show their appreciation to the goddess and sprinkle each other with water and leaves of roses. Hence, this fest is also known as a water festival because of this joyful tradition. Before Armenians adopted Christianity, they celebrated the New Year this day. The Fest of Harvest demonstrated the end of the year and the preparation of the nature for a long dream before spring. The Armenian New Year which is called Navasart-Amaor being celebrated on August 1-6 (Holding 117). The celebration of Vartavar differs depending on the region of the country. For example, the Armenian Meliks celebrate this day with fruits and provide rituals in the field (USA International Business Publications 156). They have a tradition that a person may send apples to a future broom or bride as a sign of his or her intentions. In district Koghtn, people made rituals in the fields with the green weed being previously budded (Holding 126). Some other regions have districts, which are connected with domestic animals. In spite of the old traditions of this fest and the baptism of the Armenian people, the Harvest Festival did not lose its importance in society. However, it is celebrated today more as a custom than a religious ritual. Nevertheless, the main idea of this fest still exists. It is the celebration of good harvest and joyful time-spending during this day. Another important fest for the Armenian people is the Blessing of Grapes held after the Divine Liturgy. This ceremony has a significant religious meaning and shows an important role of the Virgin Mary in Christianity. The custom of Blessing the Grapes is referred to the Old Testament tradition of celebrating the harvest. Grapes were the first fruit during the harvest. Thus, they have such an important meaning. The first fruit symbolize the connection with the God because it was the first fruit that the God had given to people. Jesus Christ was the first son of the Virgin Mary or her first fruit. Hence, first grapes symbolize the birthing of Jesus Christ, who gave his life to save all people. To return this duty, people bless this fruit in a remembrance of Christ’s sacrifice. Armenian Wine and its Symbolism As one can see, Armenia is a country that is full of symbolism and traditions that should be strictly followed. Such drink of gods as wine also bears its symbolic meaning. It is highly valued in Armenia. In fact, this country is acknowledged to be such a country of wine having a very rich history of winemaking (Petrosian and Underwood 318). In addition, one should mention that Armenia was the country that had taken on wine exporting. This activity is believed to start when Forefather Noah planted the grape in the slant of Mount named Ararat, according to the Biblical legend (USA International Business Publications 98). According to the Biblical story about Noah, this drink was a kind of reward for him and his companions for all the torments that they had to overcome in the period of the great flood (USA International Business Publications 178). As it can be seen, the symbolism of wine for the Armenian culture has Biblical roots. First and foremost, it is a so called reminder about the great flood. Besides, in the Armenian culture, wine is represented as the blood of Christ who died for human sins (USA International Business Publications 179). However, it is not only the wine that is so symbolical for Armenians. In fact, grapes are a serious symbol for Armenia. Each year, grapes are blessed at the Altar. Today, this activity is a religious ritual that is devoted to the Virgin Mary. It is called the Assumption of the Virgin Mary (Holding 145). The scientists state that such a phenomenon as winemaking in this Caucasian country has the history that is about six thousand years (USA International Business Publications 181). The reason for such statement is that archeologists have discovered a nucleus of grapes in the country being further analyzed for numerous times. The researches have showed that the hypothesis of scientists concerning the winemaking in the valley of Ararat has a very old history. It goes for ages being actually trustworthy (USA International Business Publications 178). The archeologists have found out this information. The reason is that they have discovered various kinds of winemaking equipment, including tares, with the remains of wine. Besides, the grape nucleus has been found in the caves that are situated near the village that is called Areni (USA International Business Publications 178). The above mentioned researches have been conducted by a group of people from such countries as America, Ireland, an d, of course, Armenia. As one can see, Areni village is extremely popular in Armenia since the grape nucleus was found there. As a result of such popularity, this village has become a place where one of the most famous Armenian festivals takes place. This fest is called the Wine Festival and is held every year there (Holding 145). The event has already become a traditional one. People from all the country come to the village to enjoy the festival. In fact, this traditional wine fest gives attendants a great opportunity to get to know more about Armenia, its wine and traditions, as well as to spend the time perfectly. Moreover, one can not only attend the Wine Festival, but also take part in it. The attendants have a chance to taste various Armenian wines, mostly the best ones. The reason is that the festival is about the best wines in the country. All the wines that are usually represented at the Armenian Wine Festival are highly valued in lots of European countries. The Wine Festival in Areni opens with a spectacular, colorful, and bright parade of the best wine manufacturers. The parade is accompanied by songs and dances. The program of the festival is very interesting, entertaining, and vivid (Holding 151). The first stage of the famous Wine Festival is a ceremony of its opening. After the start, visitors can see the fair of the best wine manufacturers in Armenia. At the fair, both professional and public tasting of wine takes place. In order to give a guest an opportunity not only to drink but also eat or have a snack, the best restaurants of the whole country provide traditional dishes of Armenia. Surprisingly, the Armenian Wine Festival is also used as a pleasant place for various meetings on business. The entertaining program of the fest includes national dances and music, various theatrical performances, different games, and contests. In addition, amateur art groups can take part in the festival, show their art and entertain the publicity. Among numerous contests that take place at the event, one may outline the most important one. It is called Armenia in your Eyes (Holding 156). The participants of this contest compete for a label of the best wine in Armenia. The prize for a winner of this contest is known as Gold Keg (USA International Business Publications 98). The other popular contest is almost the same one as previous but stands among manufacturers of homemade wine. Taking into consideration all the above mentioned information and facts, one can see that symbolism is a very important aspect for the Armenian culture. Being a country of wine, Armenia has done its best to praise one of the most important drinks in a proper way. The symbolism of wine takes its roots from Biblical events. Indeed, according to some legends, it is even considered that a goat disclosed a riddle of winemaking to Noah. The legend says that this animal ate the wide plods of grapes and become intoxicated started goring other animals. After this occasion, Noah planted the grapes at the Mount Ararat and produced wine from the juice of plods (USA International Business Publications 98). Armenia is a country with the rich historical legacy, traditions, customs, and rituals. I learn much about the importance of values and traditions in the state and how they are connected with fruit. The Armenians do their best in order to keep their culture, traditions, language, customs, and so on. This nationality never refuses its culture and traditions. Armenia is located between Europe and Asia. Thus, I believe it has embodied the features of both civilizations, which have shaped the Armenian culture in a harmonious way. Armenian traditions and customs have a strong connection with an agricultural sphere. Even the Armenian flag has the color of the most popular Armenian fruit, i.e. apricot. I think this symbolic meaning illustrates a significant role of fruits for this country. One may list numerous traditions, which are connected with the fruits; for instance, the tradition to present a pomegranate after the wedding as a blessing. The pomegranate is another fruit, which has a s acred meaning for the Armenian culture. Armenians symbolize this fruit with the soul of their people. The red juice is the blood and the tragedies, which Armenians faced in the past. In spite of the dramatic history and the horrible events, the Armenians have not lost their humanity. As always, they demonstrate their wide and generous soul during celebrations of fests. Nowadays, there are two big festivals, which still have a great popularity among people. They are the Harvest Festival and the Wine Festival. In fact, both fests are dedicated to the rich harvest. However, it is oriented on all fruit and vegetables, while the wine festival is dedicated solely to grapes and wine. The harvest festival is also known as a fest of water and roses. The reason is that it is dedicated to the pagan goddess. During this fest, people sprinkle each other with water and spend good time. Despite the fact that there were other fruit suppliers, the Armenian fruits have been always praised higher. The reason is that of their delicious taste and king size. As a result, the great bountifulness of fruits has given life to numerous customs and traditions, which developed harmoniously with the culture rise. The most popular fruits have become the national symbols of Armenia. They are associated solely with this country. I think that Armenia is a very religious country, which obeys its traditions carefully from generation to generation. Every aspect of their life is full of symbols and a specific meaning known for those, who learn more about this state. The rich history, dedication to traditions, and obeying old customs are things that make Armenia so different from any other country in the world.

Polycystic Ovarian Syndrom & Fertility Essay Example | Topics and Well Written Essays - 500 words

Polycystic Ovarian Syndrom & Fertility - Essay Example Syndrom, also known as the Stein-Leventhal syndrome, is possibly the commonest endocrine disorder, which accounts for most of cases of anovulatory infertility, hirsutism and menstrual disturbance in women. This quite prevalent condition has diverse manifestations and as a result, it may present to dermatologists, gynaecologists, endocrinologists, general practitioners, specialists who deal with cardiovascular and metabolic diseases, infertility specialists, among others. In other words, the condition can affect almost every organ of a woman. Over time, both the condition’s nature in the patient as well as the presentation may vary (Balen, et al., 2005). Elsheikh and Murphy explain that this condition is known to cause excessive hair growth in the body and the face, acne, scalp hair thinning and worse still, infertility. Other symptoms include menstrual cycle disturbance, hyperandrogenism, and obesity. Apparently, gaining weight/obesity aggravates the symptoms since hormonally active fatty tissues produce oestrogen, which disrupts ovulation. These symptoms may occur either in combination or singly. The risk of developing heart disease and diabetes is high among its victims. Cases of multiple pregnancy, early pregnancy as well as later complications of pregnancy are common among women with this condition, following conception, spontaneous and following infertility treatment. Although scholars believe that the exact cause of PCOS is unknown, investigations have proved that it is genetically transmitted and that it is more prevalent among women who come from families with a history of diabetes. Many women with this condition have reduced insulin sensitivity and their bodies overcompensate by producing excess insulin levels, which some experts believe to be the underlying cause of PCOS since insulin stimulates the production of androgen and effects follicular development (follicles are egg-containing sacs within the ovaries). High levels of insulin secretion also

Economic Distribution in the U.S. ,Why The Rich get richer Term Paper

Economic Distribution in the U.S. ,Why The Rich get richer - Term Paper Example This brings us to the basic question, and incidentally the title of this essay, why the rich get Richer? This paper strives to offer a basic understanding of the economic distribution of income and wealth in America and the reasons for such discrepancies, which further widen the gap between the rich and the poor, making the rich – richer in the process and at the same time, pushing the poor towards stark poverty. During the early 1980s era, several economists as well as researchers initiated reports concerning the average wages of American workers, and pointed out the fact that their wages were stagnant ever since the early 1970s and that the allocation of their earnings was, in fact, becoming more and more unequal, thereby widening the gap between the rich and the poor. Several explanations and suggestions were offered for such an occurrence. However one of the most significant of them was that the reason behind such a turn of events was the unemployment reallocation in the industrial composition of the country or the deindustrialization of the United States away from manufacturing industries to service oriented ones. It was believed that the average earnings of the workers in the service industry were relatively lower than that in the manufacturing industry. The repercussion of such a transformation with respect to the breadwinners belonging to the ‘middle – class’ hous eholds was evident, and the news of the steadily deteriorating American middle class, made headlines across the nation creating a great furore. Further apprehensions over mounting income disparity surfaced in the mid - 1980s with the publication of several books, reports and researches on the topic, which fuelled the anxiety that Americans were now facing an escalating disproportion of outlooks in accomplishing a stable middle class existence. The Economist stated that the gap between the rich and the poor is larger in the United States as

Twentieth Century Drama Essay Example for Free

Twentieth Century Drama Essay The inspector is interrogating the Birlings and Gerald Croft. He is trying to get the truth out of them without letting on that he already knows everything. I think that some of the characters have changed for instance Sheila; she knows that the inspector already knows that Mrs Birling turned Eva away when she came for help. Sheilas realisation of what the inspector is doing is quite clear when Mrs Birling is denying the fact that Eric is the father of Evas unborn baby, and Sheila says stop it mother, stop it, as Sheila already knows that the inspector knows this. Some of the most dramatic moments in the play are Sheilas obvious understanding of Mrs Birling ignorance that it was Erics baby. Sheila was horrified the Evas unborn baby was dead. Whereas Mrs Birling doesnt really care. Another dramatic point in the play is when Eric returns and the curtain falls, this causes great tension within the audience again. I believe that J. B Priestleys purpose in writing the play may be because of social injustice, he obviously had a strong belief in treating people equally and to be careful of how you treat them and he is trying to get this across to the audience. He expresses his feelings in this scene through the characters especially with Mrs Birling. It is obvious that Mrs Birling is not ashamed of what she has done, but the inspector is trying to make her aware of this. I also believe that J. B Priestley uses the inspector as a mouthpiece, the inspector is trying to communicate the same message as J. B Priestley is to the audience. I think that at that at the end of Act 2 when the curtain falls the audience would feel anxious about what is going to happen next. Priestley must be successful if the audience experiences this tension. This scene is a crucial part of the play because before now we didnt know that Eric was the father of Evas unborn baby and that Mrs Birling knew Eva Smith, but near the end this is all revealed. At the end of the play the inspector makes a speech that finally changed Eric and Sheila, it altered their perspective in ways such as, to treat people with respect and treat them fairly. This could be reflected in the audience, as the Birling family were of a high class and the majority of the play who came to see this play was also of the same standard so they could relate to the plays events. The audience may think that they have done something terrible in the past like the Birlings had done and might think more carefully next time. I think that J. B Priestley has been completely successful with this play as a piece of theatre because of the above reasons.

A Permanent Death - Capital Punishment :: essays research papers

There are five basic reasons that society uses when imposing "punishment" that I've been able to conclude from my readings. I will discuss these societal concepts and show that the death penalty does not serve to further them. As a result William Smith should not be subject to the death penalty and in fact the same should be abolished from our system of "punishment". Deterrence Deterrence is basically defined as "the punishment should fit the crime." Under this concept, the individual committing the crime and society are prevented from committing this action again. In the case of the death penalty, an individual kills another human and he is "punished" for it by death. Punishment is supposed to be a temporary penalization for a wrongful action. Death is far from temporary. One is to learn from one's mistakes. How can the person learn if they are paying for their mistake with their life? In Ernest van den Haag's article, "The Ultimate Punishment: A Defense" he states, "The death penalty is our harshest punishment. It is irrevocable: it ends the existence of those punished, instead of temporarily imprisoning them." (Haag, 251). By imposing the death penalty the individual does not learn from their mistakes and neither does society. Economy Under this concept, punishment should be economical. As Haag points out, "...the monetary cost of appealing a capital sentence is excessive." (Haag, 253). Further, "...actual monetary costs are trumped by the importance of doing justice." (Haag, 253). Additionally there are specific costs associated with keeping an inmate on death row, (i.e. the cost of the specially built prison blocks, the need for maximum security, etc.) and more. These costs clearly out weigh the regular costs incurred to house a regular inmate. Deterrence is clearly not served by imposing the death penalty and society aims for justice are thwarted. Restitution Society demands that the punishment should fix the harm it has done. By sentencing a person to death no harm has been fixed. You can not bring the murdered person back by taking the prisoner's life. "Punishment-regardless of the motivation is not intended to revenge, offset, or compensate for the victims suffering or to be measured by it." (Haag, 253). Retribution The community demands that justice be served. Would justice not equally be served and in fact may be better served by life imprisonment? I believe it would be a worse punishment to endure a life sentence in prison.

Full Wave Rectifier

5AR4 Full Wave Rectifier The 5AR4 is a heater-cathode twin diode designed for full-wave rectifier opertion. High output current and small size make this tube especially suitable for compact amplifier designs. ELECTRICAL Cathode †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ coated unipotential Heater Voltage AC or DC †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 5. 0 ! 0% Volts Heater Current †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦. 1. 9 Amps MECHANICAL Base †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Intermediate-Shell Octal 5 pin Bulb †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ T-9, 1 3/16†³ max. dia. Max. overall length †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 7/16 inch Max. seated height †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 2 7/8 inch Max. diameter †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 1 9/32 inch Mounting Position †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ any RECTIFIER SERVICE – MAXIMUM RATINGS – Design Center Values Peak Inverse Plate Voltage †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 700 Volts AC Plate-Suppl Voltage per Plate †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. See Rating Chart 1 Steady-State Peak Plate Current per Plate †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 825 mA Transient Peak Plate Current per Plate, Max. Duration 2 Seconds †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3. 7 Amps DC Output Current †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. See Rating Chart 1 TERMINAL CONNECTIONSPin 1 Pin 2 Pin 4 Pin 6 Pin 8 Internal Connection Heater Plate Number 2 Plate Number 1 Heater and Cathode (Revised 6/3/99) P E N T A L A B O R A T O R I E S 974 0 COZYCROFT AVENUE * CHATSWORTH * CALIFORNIA 91311 (800) 421-4219 * (818) 882-3872 * FAX: (818) 882-3968 ELECTRON TUBES FOR INDUSTRY 5AR4 Full-Wave Rectifier Design-Maximum values are limiting values of operating and environmental conditions applicable to a bogey tube of a specified type as defined by its published data, and should not be exceeded under the worst possible conditons.The tube manufacturer chooses these values to provide acceptible servicability of the tube, taking responsibility for the effects of changes on operationg conditions due to variations in tube characteristics. The equipment manufacturer should design so that initially and throughout life no design-maximum value for the intended service is expected with a bogey tube under the worst possible conditions with respect to supply-voltage variation, equipment component variation, equipment control adjustment, load variation, signal variation, and environmental conditions.FULL-WAVE RECTIFIER WITH CAPACITOR-INPUT FI LTER AC Plate-Supply Voltage per Plate, RMS †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 450 Total Plate-Supply Resistance per Plate †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 160 DC Output Current †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 225 DC Output Votlage at Filter Input †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 475 550 200 160 620 Volts Ohms mA Volts FULL-WAVE RECTIFIER WITH CHOKE-INPUT FILTERAC Plate-Supply Voltage per Plate, RMS †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 450 Filter Input Choke †¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 10 DC Output Current †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 250 DC Output Votlage at Filter Input †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 375 Tube Voltage Drop Ib=225 mADC per Plate†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 7Volts 550 10 225 465 Volts Henrys mA Volts To simplify the application of the maximum ratings to circuit design, the Design-Maximum ratings are presented in a chart form as Ratings Charts 1, 2, and 3. Rating Chart 1 presents the maximum ratings for a-c plate supply voltage and d-c output current. Rating Chart 2 provides a convenient method for checking confornance with the steady-state peak-plate current rating. Rating Chart 3 offers a convenient method for checking conformance with the

Learning Style Preferences by Iranian students

IntroductionLearning manners influence acquisition and that larning result is higher for pupils who are able to utilize multiple acquisition manners ( Felder, 1995 ; Reid, 1987, Reid, 1998 ; Claxton and Murell, 1985 ; Mulalic, Mohd Shah and Ahmad, 2009 ) . Learning manners and penchants vary for each of us and in different state of affairss. Some scholars, for case, prefer to larn by reading text editions, while others prefer a verbal account ( Riazi and Riasati, 2007 ) . In add-on, people may differ in how they most efficaciously show their apprehension ; either orally or in authorship and through graphs or figures. In other words, scholars learn and show their apprehensions in assorted ways in different state of affairss. Learning manners refer to the cognitive, emotional, and psychological behavior which serve as comparatively fixed and unchangeable indexs of how scholars understand, interact with and answer to the acquisition environment ( Keefe, 1982 ) . Oxford ( 2003 ) asserted that acquisition manners are the general attacks that scholars utilize in geting a new linguistic communication or in larning any other topics. These manners are the overall forms that give larning behaviour a general way ( Cornett, 1983 ) . By understanding one ‘s learning manner ( s ) , one will be able to develop the accomplishments that help one learns in a assortment of ways to accomplish full potency. This apprehension is besides helpful for instructors and pedagogues because it enables instructors and pedagogues to fit their instruction manners, methodological analysiss, and class organisation with scholars ‘ acquisition manners to assist scholars better their acquisition ( Willing, 1988 ) . Surveies have shown that personality, life experiences, intent for larning and instructors ‘ outlooks affect scholars ‘ acquisition manners with the later being the most dominant influence ( Briggs-Myers, 1986 ; Kolb, 1984 ; Felder, 1996 ; Ballard and Clanchy 1997 ) . In Iran, nevertheless, scholars ‘ acquisition manners have been ignored and have been taken into history as an undistinguished constituent in the learning procedure among Persian EFL scholars in general and first-year university pupils in peculiar. Very small survey has been conducted to place Persian scholars ‘ acquisition manners that non merely would assist scholars ‘ acquisition but besides help better instructors ‘ instruction. Matching these two facets would take to greater success. Nevertheless, Riazi and Riasati ( 2007 ) conducted a survey on 219 Persian scholars of English in Shiraz to place their acquisition manners. The survey employed Brindley ‘s ( 1984 ) linguistic communication larning penchant questionnaire. The participants were from different degrees of direction and different ages. The findings show that the pupils favoured the communicative attack carried out in brace or group work and felt that it helped better their English linguisti c communication accomplishments. They besides preferred taking portion in schoolroom treatment and interaction in larning English. Although this survey found that scholars preferred a communicative attack, scholars at higher establishments in Iran ; peculiarly freshers, are still observed to be inactive scholars of English. Possibly they are incognizant of their acquisition manners and possibly the instruction manners at higher establishments do non fit scholars ‘ acquisition manners. Therefore, the survey presented in this paper was an effort to find Persian EFL fresher university pupils ‘ acquisition manner ( s ) to assist them understand how they learn and therefore increase their potencies. This survey besides aimed to detect whether there was a difference between male and female fresher university pupils ‘ acquisition manner ( s ) . However, this present survey employed the four types of larning manner penchants developed by Willing ( 1988 ) to look into Persian EFL fresher university pupils ‘ types of larning manner ( s ) .Learning Styles and Types of LearnersMost research surveies on larning manner penchants trace back to the past 30 old ages. Dunn ( 1993 ) asserted that lectors can non place pupil ‘s acquisition manners without using a multidimensional instrument. Without rating, even experienced teachers may misinterpret scholars ‘ behaviors such as hyperactivity or heedlessness ( Mulalic, Mohd Shah and Ahmad, 2009 ) . Reid ( 1987 ) investigated 1300 ESL pupils from three different civilizations ; viz. the Japanese, Malay, and Korean. The survey found that a big figure of these pupils strongly preferred tactile and kinesthetic acquisition manners. The survey besides found that the built-in differences in cultural or linguistic communication backgrounds and subjects ( technology and computing machine scientific discipline ) frequently play an of import function in placing types of cognitive manners. Meanwhile, Willing ( 1988 ) investigated a group of five 100s and 17 scholars from more than 30 cultural groups to analyze whether there is a relationship between larning manner penchants and biographical variables. However, merely five cultural groups were big plenty for statistical analysis ( Vietnamese, Chinese, Arabic, South Americans, and Polish/Czech talkers ) . The learning manner questionnaire included 30 acquisition manner points, 15 larning scheme points, and a several points on single biographical facets. The consequences indicated that there were cultural differences with respect to the scholars ‘ larning manner penchants. For case, although the agencies of the point ‘I like to analyze grammar ‘ was lower than expected, all scholars from the different civilizations responded that they liked analyzing grammar. The Arabic scholars preferred grammar where 65 % of them ranked this point as the â€Å" best † ( Willing 1988 ) . Meanwhile, the findings i ndicated that authority-oriented and analytical acquisition manners were extremely valued by the Vietnamese, Chinese, Arabic, South American, and Polish pupils. The largely preferable points were ‘practicing sounds and pronunciation in English ‘ and ‘everything explained by their instructor ‘ , and the least preferable ways of larning were ‘playing games ‘ and ‘watching movies ‘ ( Willing 1988, p. 130 ) . Willing ( 1988 ) further identified four types of scholars: concrete, analytical, communicative, and authority-oriented scholars. Nunan ( 1999 ) briefly summarized the definition of these four types of scholars: 1 ) Concrete scholars are those who employ really direct agencies of taking in and treating information ; 2 ) Analytic scholars are those whose cognitive strengths lead them non merely to analyse carefully and show great involvement in constructions but to set a great trade of value on uncovering their independency by executin g these things themselves, autonomously. In other words, they prefer to analyze grammar ( from particular to general ) , analyzing English books and reading newspapers, analyzing separately, happening their ain errors, and working on undertaking jobs assigned by their instructors ; 3 ) Authority-oriented scholars are those who are likely non predisposed to actively form information ; they would wish their instructor to explicate everything to them, tend to hold their ain text editions, to compose everything in a notebook, to analyze grammatical regulations, learn by reading, and larn new words by looking at them ; and 4 ) Communicative scholars are those who have a desire for a communicative and societal acquisition attack, likely because they feel that this would be most helpful to their demands in relation to linguistic communication acquisition. In other words, they like to larn by watching, listening to native talkers, speaking to friends in English and watching telecasting in E nglish, utilizing English out of category, larning new words by hearing them, and acquisition by conversations ( Willing, 1988 ; Nunan, 1999, p. 57 ) .The SurveyParticipantsA group of 92 ( 37 males and 55 females ) Persian EFL fresher university pupils majoring in Teaching English as a Foreign Language ( TEFL ) class at the Faculty of Foreign Languages in a university in South of Esfahan were indiscriminately selected from nine categories to take portion in this survey. As freshers, their mean age was 18 old ages old. They learn English linguistic communication for academic intents. Freshman university pupils were selected as participants of this survey because they were at the get downing degree of third instruction. Knowledge of their acquisition manner ( s ) would be utile in placing and geting larning accomplishments which would heighten their acquisition. Therefore, increase their public presentation in larning English.InstrumentThe instrument utilized in this survey was the Le arning Style Preferences Questionnaire adapted from Willing ( 1988 ) . The four-point Likert graduated table questionnaire consisted of 45 points on â€Å" How make you larn best † ; ranged from 1: Strongly Disagree to 4: Strongly Agree. It was piloted prior to the existent informations aggregation and the dependability Cronbach ‘s Alpha was 0.844. The questionnaire consisted of four classs ( Communicative, Concrete, Authority-Oriented, and Analytical scholars ) . A list of 20 four points out of 40 five points related to these four types were chosen and modified based on the Persian EFL fresher university pupils ‘ acquisition. Items one to six represented scholars who liked to larn through observation and or listening to native talkers, speaking to friends in English and watching telecasting in English, and learn through conversations ( Communicative Learners ) . Items seven to twelve represented scholars who liked to larn through games, movies, cassettes, speakin g in braces, and utilizing English outside of the schoolroom ( Concrete Learners ) . Items 13 to eighteen represented scholars who preferred their instructors to explicate everything to them, have their ain text editions, survey grammar, learn by reading, and larn new words by seeing the words ( Authority-Oriented Learners ) . Items 19 to twenty four represented scholars who liked analyzing the regulations of grammar, analyzing English books, reading newspapers, analyzing by themselves, happening their ain errors, and working on jobs set by the instructor ( Analytic Learners ) .Findingss and DiscussionsDescriptive analysis of the Learning Style Preferences ( 37 Males, 55 Females )In order to detect the types of larning manner penchants of the pupils, the descriptive statistics ( agencies and standard divergences ) of the four types of larning manner penchants ( communicative, concrete, authority-oriented, and analytical ) were computed ( see Table 1 ) . The one which indicated the h ighest average value was considered to be the pupils ‘ preferred acquisition manner. Table 1 shows the mean and standard divergences of the four distinguishable classs. Responses to the statements of type one ( communicative ) had the highest average value of 3.24 and a standard divergence of 0.35, while the responses to analytical type of larning manners had the lowest average mark of 3.02 and a standard divergence of 0.38 for both males and females. It is implied that the bulk of Persian EFL fresher university pupils in this sample considered themselves communicative types of acquisition manners. This is consistent with the consequences of Ho ‘s ( Undated ) survey on two groups of university twelvemonth one and four groups of twelvemonth two Computer Studies pupils across five academic old ages. The survey indicated that most pupils were communicative scholars ; contradictory to the consequences of Liu ‘s ( 2008 ) survey on pupils in Taipei. Liu reported that responses to the statements of authority-oriented type of larning manners were the highest with the average mark of 11.52 and a standard divergence of 3.13 and communicative type of larning manners had the lowest mean mark ( M=8.87 and a standard divergence of 3.55 ) . Table 1 Mean and Standard Deviation of Learning Styles ( by Category ) Learning Manners Mean South dakota Nitrogen Communicative 3.24 0.358 92 Concrete 3.07 0.381 92 Authority-Oriented 3.10 0.353 92 Analytic 3.02 0.381 92 N= Number of respondents ; SD= Std. Deviation In add-on to the mean scores for the four types of larning manners in general, Table 2, 3, 4, and 5 show the mean and standard divergences of the pupils ‘ usage of larning manners by class and points: communicative, concrete, authority-oriented, and analytical acquisition manners. Table 2 Mean and Standard Deviations of the Students ‘ Communicative Learning Style ItemsLearning MannersMeanSouth dakota1Communicative Learning StyleI like to larn by watching, listening to native talkers of English.3.243.320.350.755 2 I like to larn by speaking to friends in English. 3.24 0.732 3 If I have pick, I would wish to larn English by watching Television in English outside of the schoolroom. 3.17 0.735 4 I like to larn by talking in English with aliens when there is a opportunity. 3.27 0.757 5 I like to larn English words by hearing the words. 3.25 0.673 6 In English category, I like to larn through the usage of conversations. 3.22 0.739 Table 2 demonstrates that the overall average value of communicative acquisition manner was 3.24 with a standard divergence of 0.35. The highest average value of 3.32 with a standard divergence 0.75 was noted for the point â€Å" I like to larn by watching, listening to native talkers of English. † Meanwhile, the point â€Å" If I have pick, I would wish to larn English by watching Television in English outside of the schoolroom. † scored the lowest mean mean with the value of 3.17 and a standard divergence of 0.73. It is inferred that the Persian EFL fresher university pupils have strong desire to larn by watching and listening to native talkers of English in schoolrooms. In other words, they tend to watch pictures and listen to tapes in schoolrooms. They like to pass on with one another. This is in understanding with the consequences of Riazi and Riasati ‘s ( 2007 ) survey. Table 3 Mean and Standard Deviations of the Students ‘ Concrete Learning Style ItemsLearning MannersMeanSouth dakota7Concrete Learning StyleIn English category, I like to larn through game.3.073.270.370.757 8 In English category, I like to larn by utilizing images, movies, and pictures. 3.29 0.749 9 I like to analyze English by speaking with another schoolmate 3.23 0.743 10 I like to larn by utilizing cassettes at place. 2.65 0.733 11 In English category, I like to listen to and utilize cassettes. 2.80 0.829 12 Outside of the schoolroom, I like to utilize English. 3.17 0.735 With respect to concrete acquisition manners, Table 3 demonstrates the overall average value of 3.07 and a standard divergence of 0.37. The consequences related to concrete larning manner dimension indicate that the point â€Å" In English category, I like to larn by utilizing images, movies, and pictures. † scored the highest mean mean with the average value of 3.29 and a standard divergence of 0.74 ; while the lowest average value of 2.65 with standard divergence of 0.73 was noted for the point â€Å" I like to larn by utilizing cassettes at place † . It is concluded that these scholars like to larn by illustrations in schoolrooms. The common feature of concrete scholars harmonizing to willing ( 1988 ) is the development of insufficiency or an lower status composite. They disfavour larning monotonously and written work. They like assortment. They prefer verbal and ocular experiences. They have strong desire to be entertained by utilizing games, and be given to be invo lved in larning physically. Table 4 Mean and Standard Deviations of the Students ‘ Authority-Oriented Learning Style ItemsLearning MannersMeanSouth dakota13Authority-Oriented Learning StyleI like the instructor to explicate everything to me.3.103.320.350.755 14 I want to compose everything in my notebook. 2.91 0.751 15 I like to hold my ain text edition. 3.27 0.757 16 In English category, I like to larn by reading. 3.17 0.720 17 I like to analyze grammar from specific to general. 3.23 0.728 18 I like to larn English words by seeing them. 2.70 0.795 Sing the 3rd type of larning manners ( authority-oriented ) , Table 4 indicates that the overall mean value was 3.10 and a standard divergence of 0.35. Therefore, the point â€Å" I like the instructor to explicate everything to me † scored the highest average value of 3.32 and a standard divergence of 0.75. While the lowest average value of 2.70 and a standard divergence of 0.79 were noted for the point â€Å" I like to larn English words by seeing them † . It is inferred that authority-oriented scholars tend to be taught clearly. They have desire to larn from their instructors. They look for constructions and measure by measure patterned advance. In general, they consider their instructors as authorization in the category. Harmonizing to Willing ( 1988 ) they like to follow some forms. Table 5 Mean and Standard Deviations of the Students ‘ Analytical Learning Style ItemsLearning MannersMeanSouth dakota19Analytic Learning StyleI like to analyze grammar from general to specific.3.022.680.380.838 20 At place, I like to larn by analyzing English books. 3.24 0.732 21 I like to analyze English by myself. 3.32 0.755 22 I like the instructor to allow me happen my errors. 3.25 0.750 23 I like the instructor to give me exercises to work on. 3.15 0.725 24 At place, I like to larn by reading English newspaper. 2.49 0.791 Finally, for analytical acquisition manners Table 5 reveals that the overall mean value was 3.02 with a standard divergence of 0.38. Based on the consequences, the point â€Å" I like to analyze English by myself † scored as highest average value of 3.32 and a standard divergence of 0.75 whereas the lowest average value of 2.49 with a standard divergence of 0.79 was noted for the point â€Å" At place, I like to larn by reading English newspaper † . This means that analytical types of scholars are independent and tend to happen solutions for their jobs while larning. Analytic scholars ‘ cognitive strengths steer them non merely to analyse carefully and uncover great involvement in constructions, but besides to set a big sum of value on demoing their independency by making these things themselves, autonomously ( Willing, 1988 ) . In general, it can be inferred from the findings aforementioned types of acquisition manners that the mass media such as telecasting, pic ture, tape recording equipments are the most powerful devices for larning foreign linguistic communications in Iran since English is learned and spoken merely in academic categories and for academic intents. Harmonizing to Celec-Murcia ( 2001 ) , such media motivate scholars by conveying the existent life state of affairs into the schoolroom and showing linguistic communication in its more complete communicative context.Descriptive Analysis of the Learning Style Preferences by GenderIn order to detect whether there was a difference between males and females in using learning manner penchants, the Independent-sample T-test was conducted. Table 6 demonstrates that there was no statistically important difference in the mean tonss for male and female pupils in communicative ( M= 3.27, SD= 0.35 ; M=3.22, SD=0.36, T ( 90 ) =0.66, p= 0.51 ) ; concrete ( M=3.10, SD=0.36 ; M=3.05, SD=0.39, T ( 90 ) =0.67, p=0.49 ) , authority-oriented ( M=3.09, SD=0.37 ; M=3.11, SD=0.34, T ( 90 ) = -0.21, p= 0.83 ) , and analytical acquisition manners ( M=3.09, SD=0.38, M=2.98, SD=0.37, T ( 90 ) =1.32, p=0.18 ) . In other words, males and females apply larning manners in a similar manner. This is in understanding with the consequences of Yik, Hidayu, Bariyyah and Asyimah ‘s ( Undated ) survey ( hypertext transfer protocol: //apps.emoe.gov.my/ipba/rdipba/cd1/article152.pdf accessed 26 March 2010 ) . Table 6 T-test for gender differences in larning manner PreferencesLiterGramNitrogenMeanSouth dakotaTPCom Meter F 37 55 3.27 3.22 0.35 0.36 0.66 0.51 Con Meter F 37 55 3.10 3.05 0.36 0.39 0.67 0.49 A-O Meter F 37 55 3.09 3.11 0.37 0.34 -0.21 0.83 Anal Meter F 37 55 3.09 2.98 0.38 0.37 1.32 0.18 Note: N=Number of Subjects ; LS=Learning Styles ; G=Gender ; M=Male ; F=Female ; Com=Communicative ; Con=Concrete ; A-O=Authority-Oriented ; Anal=Analytical In other words, all of the values of significance values were above the value of significance value of P & lt ; 0.05. Harmonizing to Cohen ( 1988 ) , the magnitudes of the differences in the agencies were somewhat little. Cohen believes that 0.01 indicates little consequence, 0.06 shows moderate consequence, and 0.14 shows big consequence. Therefore the Basque Homeland and Freedom square for these four types of acquisition manners are as follows: communicative ( eta square= 0.004 ) , concrete ( eta square= 0.005 ) , authority-oriented ( eta squared=0.000 ) , and analytical acquisition manner ( eta square= 0.018 ) which are really little.DeductionsSing the consequences of this survey, some deductions are discussed with the position of text book designs, larning and learning English as a foreign linguistic communication in Iran. As it has been identified that many of the fresher university pupils are communicative type of scholars, there should be a moderately safe index for the genera l way to see in planing text books for Persian EFL fresher university scholars. Many research surveies such as Smith ( 1985 ) , Claxon and Murrell ( 1987 ) , Willing ( 1988 ) , and Riazi and Riasati ( 2007 ) claim that larning methods that match with learning manner penchants lead to academic accomplishments, more communicative undertakings need to be included in the class as most scholars in this sample prefer to larn in a communicative manner. Willing ( 1988 ) suggested the acquisition methods preferred by communicative scholars as: 1 ) Learning by watching and listening to native talkers of the mark linguistic communication. 2 ) Learning by talking in English with aliens when there is a opportunity. 3 ) Learning by speaking to friends in English. 4 ) Learning by conversations. 5 ) Learning by watching Television in English. 6 ) Learning English by hearing the words. Therefore, the text edition interior decorators may necessitate to take into history the aforesaid methods recommen ded by Willing ( 1988 ) while planing communicative text books for categories. They can besides see group treatments and teacher-students meetings as pupils prefer to speak with equals and instructors ( Riazi and Riasati, 2007 ) . In the visible radiation of acquisition, effectual tools to assist pupils listen to native talkers of the mark linguistic communication is to utilize movies and picture plans in categories. In this instance, pupils get familiar with the other contexts, state of affairss, and civilizations. Auxiliary stuffs such as short narratives should be utilized in categories ( Riazi and Mansoorian, 2008 ) . By and large, pupils need to be involved in synergistic accomplishments. In order to lend pupils to be cognizant of their ain acquisition manners and strengths, stock lists of larning manner and other procedures can be utilized ( Claxton and Murrell, 1987, p six ) . In add-on, lectors should assist scholars understand more about their ain penchants for larning. There are some promising schemes employed by lectors to lend their scholars to understand more about their penchants for larning and suggest ways to cover with more efficaciously in classs taught in ways inconsistent with their manners . This can besides assist scholars take increasing charge of their ain acquisition and to be more active in the procedure ( Claxton and Murrell 1987, p. four ) . In footings of instruction, by roll uping some information on scholars ‘ acquisition manners can assist lectors place scholars who learn comfortably via the types of undertakings designed for the class. For case, this survey recommends that lectors should make their best to carry first-year university scholars to work in groups and learn them how to pass on ( converse ) with one another in English. Lecturers should present types of larning manners to pupils in order to acquire familiar with their manner of larning a foreign linguistic communication in general and larning English in peculiar. In general, pupils should be encouraged to happen out their ain types of larning manner penchants in order to ease their acquisition.DecisionsThe intent of the current survey was to place Persian EFL fresher university pupils ‘ types of larning manner penchants and their deductions on the instruction and larning procedure every bit good as the designs of the text books. This survey be sides aimed to detect whether or non there was a important difference between male and female fresher university pupils using larning manner penchants. The dominant learning manner penchants of Persian EFL fresher university pupils revealed that the bulk of the Persian EFL fresher university pupils considered themselves as communicative scholars. They tend to larn English as a foreign linguistic communication by listening to native talkers of English likely because they feel that this would be most utile for their demands in relation to English linguistic communication acquisition. This can assist them in bettering their pronunciation and speech pattern. The receptive accomplishments such as speech production and hearing are appealing to the scholars of this sample. They have desire to utilize conversations in the schoolrooms and communicate in English. It is besides concluded that Persian male and female pupils have no different preferred acquisition manners as the findings of this survey demonstrated that there was no statistically important difference between them with respect to their learning manner penchants while larning English as a foreign linguistic communication. More significantly, this research survey suggests placing the scholars ‘ types of larning manners to lend their lectors to set in the proportion of undertaking types in text books to do acquisition easier for pupils.

Michaelangelo essays

Michaelangelo essays I was born on March 6th, 1475, in Caprese, a village where my father was briefly a Florentine government agent. I came from a family of higher rank than most other artists during my time. My father was a banker, however he was too genteel for trade and instead of being aggressive, he made a living from his land and a few appointments. My mother died when I was six so my memory of her is very weak. After grammar school I was taught by Domenico Ghirlandaio, one of the best painters in Florence. My work was known for the simple, solid forms and proportions of figures, which some say, added intensity to their violent interaction. My artwork consisted of paintings and sculptures that showed humanity in its natural state. I was called to Rome in 1505 by Pope Julius II to create a monumental tomb for him. (We currently have no clear sense of what the tomb was to look like, since over the years it went through at least five revisions.) The tomb was to have three levels; the bottom level was to have sculpted figures representing Victory and bond slaves. The second level was to have statues of Moses and Saint Paul as well as symbolic figures of the active and contemplative life-representative of the human striving for, and reception of, knowledge. The third level was to have an image of the deceased pope. The tomb of Pope Julius II was never finished. I had hardly begun work on the popes tomb when Julius commanded me to fresco the ceiling of the Sistine Chapel to complete the work done in the previous century under Sixtus IV. The overall organization consists of four large triangles at the corner; a series of eigh t triangular spaces on the outer border and nine central panels, all bound together with architectural motifs and nude male figures. The corner triangles depict heroic action in the Old Testament, while the other eight triangles depict the biblical ancestors of Jesus Christ. I conceived and execu ...

The Official Instructions to Start a Super PAC

The Official Instructions to Start a Super PAC So you want to start a super PAC. Maybe youre worried that your vote doesnt really matter. Maybe youre tired of other super PACs raising and spending unlimited amounts of cash from corporations and unions to sway elections and youre asking yourself If you cant beat em, why not join em? Not a problem. Thanks to the U.S. Supreme Court and Citizens United, anyone can start a super PAC. And the best part: It doesnt cost a dime. Never mind the Steven Colbert super PACs Super Fun Pack, which hilariously offers prospective activists, All you need is a burning desire for civic engagement and $99. Heres how to start a super PAC. For free. Just by signing your John Hancock on a couple pieces of paper. Step 1: Pick a Cause or Candidate First things first. Your super PAC doesnt have to target a politician, though it certainly can. Restore Our Future Inc., for example, is the pro-Mitt Romney super PAC that spent considerable sums of cash in Election 2012 going after the former Massachusetts governors Republican opponents, including Rick Santorum. Your super PAC can raise awareness about a particular cause or issue such as hydraulic fracking, abortion, or taxes. Yours can be a liberal super PAC or a conservative super PAC. Got a burning desire for civic engagement, as Colbert would put it, on a particular topic? Go for it. Step 2: Pick a Clever Name for Your Super PAC Youll want to name your super PAC something catchy. Something people will be able to easily remember when they break out their checkbooks. Already taken are Joe Six PAC, a super PAC that proclaims it is for the average Joe; the Sick and Tired of Washington super PAC, whose goals seem pretty obvious; and DogPAC, a super PAC representing Dogs Against Romney. Step 3: Other Essentials for Starting Your Own Super PAC All you need to create and run your official super PAC now are a bank account, a charming personality to raise all that money from corporations and unions, and a friend to serve as treasurer to keep track of your super PACs fundraising and spending. Pick someone who is trustworthy and responsible. Theyll need to file spending reports with the government. Step 4: File the Paperwork To officially launch your super PAC you will need to file whats called a Statement of Organization, or Form 1, with the Federal Election Commission. Check box 5(f) under Type of Committee. Also, write a short cover letter to the Federal Election Commission. Youll want to be sure you make it clear your new committee will be functioning as a super PAC. You can do that by including the following paragraph verbatim: This committee intends to make unlimited independent expenditures, and consistent with the U.S. Court of Appeals for the District of Columbia Circuit decision in SpeechNow v. FEC, it therefore intends to raise funds in unlimited amounts. This committee will not use those funds to make contributions, whether direct, in-kind, or via coordinated communications, to federal candidates or committees. Make sure to include your Statement of Organization your name, address, contact information, and the name of your super PAC and its treasurer. Mail your form to: Federal Election Commission 999 E. St., NW Washington, D.C. 20463 Step 5: What To Do With Your Super PAC As the proud new owner of a super PAC, you are permitted to raise unlimited amounts of money from people including your friends, neighbors, and families. But you can also solicit money from political action committees, corporations, and labor organizations. You can turn around and use all that money to produce and air TV commercials or take out a massive billboard along a busy highway to roundly criticizes a politician you dont like. Have fun and be creative! A Note of Caution: What You Cant Do With Your Super PAC This is pretty simple. You are not allowed to use all that money youve raised from corporations and unions to make direct contributions to candidates or their political action committees. You also cant take out TV ads or billboards in coordination with any of those candidates or their PACs. This is a fairly gray area, so play it safe and steer clear of planning your attacks with any candidate or elected official.

Bridging the Gap Essay Example | Topics and Well Written Essays - 1000 words

Bridging the Gap - Essay Example The locks that are commonly installed in most standard automobiles are meant to increase the safety and security of the drivers but have turned against the same users on several occasions. The locks have increased the number of drivers locked inside their vehicles and thus exposing them to thugs that they were supposed to guard against. This has cost the economy over $400 million in the last two decades alone. To some extent Tenner’s argument about the perverse nature of technologies can be compared to Collins and Pinch claims that Science and Technology is very powerful and of great benefit but is still a mean helper to man. Edward Tenner observes that the unintended consequences of technology or the perverse aspect of technology may have resulted from the unknown or unpredictable nature of the world. Certain characteristics of the technological systems make it impossible to understand their functions and thus lead to unpredictability. Some of these characteristics include complexity, dynamics, intrasparence and ignorance (Tenner, 1997). Complexity is associated with the various components that constitute a real system. This also includes the interconnections among the constituents. Failure to understand the functioning of these components in a system and the interrelations between them leads to unpredictability of a system. This limits the users understanding of the entire system which ultimately leads to the system turning against the user. Another characteristic of the systems that limits the understanding of their functioning is dynamics. Technology is ever advancing and changing which implies that systems will at one time change without the control of the users. This makes it difficult to predict the actual functioning of technological devices which leads to revenge effects (Tenner, 1997). Another cause of unpredictable nature of

IKEA Furniture Retailer to the World Coursework - 1

IKEA Furniture Retailer to the World - Coursework Example The famous four-legged dining tables, whose legs were easily detachable from the bottom, could be painlessly dismantled by the users. This also reduced the transportation and warehousing costs for IKEA (IKEA, 2012). IKEA gained popularity in its home country as well as in rest of Europe. The furniture designs reflect the Swedish art. IKEA’s stores were painted blue and yellow which reflects the Swedish flag. Though Scandinavian and European cultures are not synonymous, they have some common shades. IKEA was well aware of the fine taste of the Europeans, who laid special emphasis on elegant and classic designs. IKEA came up with a unique plan of offering Europeans with exquisite and classy designs, yet with a minimalistic price tag and this marketing strategy worked. In Philadelphia, IKEA opened its first store in 1985. The American market seemed to be a very good prospect, but the cold behavior of the Americans took IKEA by surprise. Some of its competitors like Walmart, Costco and Office Depot were offering low priced furniture range but it lacked proper design and good quality.Compared to IKEA, the furniture companies which were offering good design and quality products had a very high price tag attached to them. As per the customer analysis, IKEA furniture range did not attract the Americans. IKEA decided to re-emphasize on the furniture design because the American lifestyle and culture are very different from the European countries. IKEA renovated certain furniture range for the American markets and focused on the advertisement strategy which could lure the Americans. The tactics worked excellently and sales skyrocketed immediately after the marketing strategy was revamped. By 2008, the United States was IKEA’s second-largest market a fter Germany, with 35 stores accounting for 10 percent of total revenues (Hollensen & Banerjee, 2010, p.401).