resistance in wires

If you order your I also predict that the rate, at which the resistance of the wire increases, will be directly proportional to the increase in length. This is because, when the length of the wire is increased the number of collisions the electrons, carried by the current makes, with the atoms also increases and therefore results in an increase in the resistance of the wire.

When there is a potential difference across a metal, the free electrons arrange themselves in lines moving in the same direction. This forms an electrical current. When the charged particles, which make up this current, collide with other fixed particles in the metal there is a resistance.

The nichrome wire, which is going to be used in the investigation, is a metal, so it should follow Ohm¡¯s law. Ohm¡¯s law states- a current, flowing through a metal conductor is directly proportional to the potential difference provided that all other conditions are constant. So following this rule, if a variable was changed such as, the length the resistance would change.

Plan

Apparatus 4 wires, 1 power pack, 1 metre ruler, Nichrome wire, sellotape, 1 voltmeter, 1 Ammeter, two crocodile clips.

Set up the circuit as shown on the above diagram. Place the crocodile clips firmly to the wire, Making sure that the teeth are firmly clipped in at a distance of 1cm apart. Connect the ammeter and the voltmeter, checking that the apparatus has been set up correctly, and switch on the power pack. Record the readings from the ammeter and voltmeter. After this, use the same experiment but place the crocodile clips the following distances apart cm, 5cm, 10cm, 15cm. Record the results. This should be repeated times. First a preliminary experiment needs to be done, using these lengths to find out how the four factors temperature, the current resistance, the cross- sectional area and, the length, affect the resistance. The same test will then be done again, but this time in water, to see the how the resistance of nichrome depends on it¡¯s length, in water. This should also be repeated times.

As this needs to be a fair test, only one factor will be changed, which is the length of the wire. This is because the purpose of the experiment is to investigate how the resistance of nichrome wire depends on its length. Although the length will change the temperature, and the other factors stated above, will need to be kept constant.

The wire may become hot, because of the viating particles, so for safety reasons it is important that the power supply is turned off in between readings. Another reason for this is because the heat, if the power were left on, would become another variable, (temperature) making the test unfair, this is because the viations result in more collisions, causing an increase in resistance. So a low voltage should be used, to prevent this.

To keep this experiment as accurate as possible it is important; that the wire is straight during the experiment, as any kinks or bends in the wire may affect the resistance. When the current passes through the wire it gets hotter, which may affect the accuracy of the results, therefore the experiment¡¯s results should be taken at the beginning when the heat is affecting it the least.

The cross sectional area of the wire must be kept constant throughout the experiment as well. The type of metal the wire is made from must also be kept the same as different metals have different conductivity. These two factors will be kept constant by using the same wire throughout the experiment.

The surrounding room temperature must be kept constant, as temperature is another variable in the experiment. For example if the temperature is increased, the particles in the wire will viate faster and this will therefore have an effect on the resistance.

The independent variable in the experiment is the resistance of the wire, whilst the dependant variable is the length of the wire.

The potential difference, the voltmeter, the temperature, and the power pack are the controlled variables.

Conclusion

The conclusion is that the longer the length of the wire, the higher the resistance. This occurs because in a longer wire, there are more wire particles that electrons can bump into. This is what causes the resistance. If the length of the wire is longer, then it is harder for the electrons to move around the circuit without many collisions. In the wire less electrons were able to get past at any one time, so there was a lower reading on the ammeter, which means higher resistance. The longest wire, which was, 15cm in length turned out to be the one with the highest resistance, this supports the hypothesis, which stated that the resistance would increase if the length increased. The shortest wire, which was, 1cm in length turned out to be the one with the lowest resistance, which also supports the hypothesis, as stated above. The explanation for this is that in a short wire there are not as many particles, therefore resulting in fewer collisions between the electrons and the wire particles. Because there are not many collisions there is a low resistance. Although part of the hypothesis was correct, the results weren¡¯t as precise as predicted because even though the change in length was similar to the change in resistance, it was not proportional. For example the length 1cm was used and had a resistance of 0.18§Ù, when the length was doubled to cm, the resistance instead of being the predicted 0.6§Ù, was 0.§Ù. Although it was fairly close it shows that the experiment was not accurate.

This shows that part of my hypothesis was correct, in saying that the longer the length of wire, the higher the resistance will be and this theory supported my results well, however the other part of my hypothesis, that the change in length will be directly proportional to the change in resistance, did not occur accurately in my results. A loose pattern was visible in both the graph, and the results paper. There have been several points on the graph, which prove this, as the paragraph above states.

The preliminary experiment¡¯s results were not accurate. For example, for the length 1cm, 1.6§Ù was the resistance, but when the length was doubled to cm, the resistance was 1.87§Ù, instead of being .5. This shows that the preliminary experiment was not accurate because it didn¡¯t follow the hypothesis, which stated that the length would be directly proportional to the change in resistance.

The water results were very similar to the ones done with a ruler, in the fact that although the length wasn¡¯t directly proportional to the change in resistance, it was fairly close, showing that it was not as accurate as it could have been. For example in the nd water experiment, for the length 1cm there was 0.4§Ù resistance, but when the length doubled to cm the resistance was 0.50§Ù, which was very close.

Evaluation

The results show that the procedure used was suitable, but alterations could have been made to ensure that it is accurate. The results may have not been accurate because, just a crocodile clip was used to connect the wire at a certain length and it is impossible to connect it at the exact length required because the crocodile clip is quite wide. Care should also have been taken to control the variables, such as using the same wire to keep the cross sectional area the same and, to prevent anomalies. To prevent further mistakes, care should be taken when reading the results from the ammeter and the voltmeter.

Although the method is suitable, as the results were fairly close, to being correct, the evidence collected was not accurate. This is because not enough care was taken during the experiment to keep the variables controlled. For more accurate results to support the conclusion, the procedure would have to be repeated, using the same method, but stricter control over the variables.

Errors may have occurred in our experiment because of the measuring of the wire. It is not accurate to hold the wire straight, whilst holding it next to a ruler and trying to clip the crocodile clips onto the wire, at the right length. I think that the setting of the current and the voltage reading, were accurate as the results were not very far from the prediction. However there is a higher possibility that the errors occurred whilst the experiment was set up, and not as much care as needed was taken to control the variables. Another reason why there were errors in the experiment was that although the wire was fairly straight, it was never totally straight during the experiment, which may also, as stated earlier on, effect the resistance of the wire. A new wire, which is in good condition, would have solved this problem as it would have no kinks or bends which would affect the resistance.

Please note that this sample paper on resistance in wires is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on resistance in wires, we are here to assist you. Your Adam Smiths era was from 17 �170. Smith invested heavily into demonstrating that selfish intentions could lead to public good. He was very interested in showing how altruism could come out of self interest and to reveal how the self interest of private individuals could be transformed by the sleight of an invisible hand (the unfettered market) into social harmony and public benefit, producing the wealth of the nation in the best possible ways. Smith proposes that first on the list of the wealth of nations was the division of labour. He believes that the dramatic increases in productivity possible through the division of labour. He pointed out that the division of labour does not occur because individuals possess an overall perception of its ultimate benefit society. Rather, the division of labour occurs simply because it is in each individuals self interest to specialise and to exchange. Smith also believed that any government attempt to guide or to regulate the actions of individuals in the economic marketplace would end up doing more harm then good.

Marxs theories do not play much of a role in todays influence as his critics does not fit industrialised Western countries today where the state plays a large role and large corporations have been replaced the shop keepers. But his ideas on the wealth of nations make him remain a central figure in the development of economic thought.

John Maynard Keynes

John Maynard Keyness era was from 188 146. Over the twenty-five years following the end of the First World War, Keynes transformed the way in which economics was viewed as a discipline and as an aspect of government policy. Keynes came up with the theory that the market is not a self-regulating mechanism. He believed that toing the economy quickly out of depression and end high unemployment, some way of stimulating investment and capital expansion is needed; only by maintaining effective demand a desire for goods and serviced among people who have the money income to pay for them can recessions be warded off. The natural entity to stimulate aggregate demand is the government using a combination of spending and regulation of tax-rates and money supply.

Keynes had a big influence on economic policies. This theory of his was not utilised by government policy makers for many years after the publication of his theories but keynesiam economics, as it is called, since the 150s, been a dominant force of government policy- making in the country and elsewhere.

Milton Friedman

Milton Friedmans era is starting from the 0th century. Friedmans standing contemporary economists drives primarily from his advocacy of the modern quantity theory of money and prices, of what has come to be known s monetarism the doctrine that the one crucial ingredient shaping short run economic fluctuations is change in the amount of money in circulation. The key to a healthy and non-inflationary economy, Friedman argued persistently over the last three decades, is a constant growth in the money supply. Monetary authorities, Friedman says, instead of tightening money during booms and loosing money during recessions should simply increase the money supply at a steady rate of between 5 percent a year. This was proven during the Great depression. Friedman also believes that the macroeconomy is in itself stable if left alone by the prying hand of government. His philosophy carries over into all areas of government intervention. He has pointed out time and again the unintended, negative effects of government intervention in the economy. His solution to many societys ills is a more competitive private market place, rather then increased government regulation, intervention and spending.

I dont think that Friedman he has had much influence yet on economic policies because of his opposition to government intervention.

Please note that this sample paper on economists is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on economists, we are here to assist you. Your „XRules-oriented „XRelationship-oriented

„XIndividuation „XDependence

„XDefined through repression „XDefined through attachment

„XOutdoor play „XIndoor play

„XLarger, age-diverse play groups „XEmpathetic

„XDisputes in games easily resolved „XDisputes tend to end games

„XRules/procedures oriented „XRules are more flexible

„XGames are more competitive „XCompetition anxiety

„X¡¥Rights¡¦ are important „XOther points of view included in judgment

„XSquabbles enjoyed „XTurn taking games with fewer ¡¥moral lessons¡¦

„XGames with higher skill levels „XLess developed ¡¥legal¡¦ sense

„X¡§In defining themselves as masculine, separate their mothers from themselves.-Gilligan „X¡§emerge with a stronger basis for experiencing another¡¦s needs or feelings as one¡¦s own-Gilligan

„XGames last longer „XLearn responsibility for ¡¥taking care¡¦

„XLearn organization skills from their games „X¡§(fuse) the experience of attachment with the process of identity formation-Chodorow

I had intended to proceed with this essay by applying these attributes and suggesting a few career choices that might optimize the best qualities in men, and others that might be best suited to women. But, even before I began, I felt torn. On one hand, I do believe a female physician could theoretically be more sensitive and empathetic than a male doctor. But, conversely, I don¡¦t want to believe that a woman couldn¡¦t also be an aggressive, tough attorney.

Instead, I think I¡¦ll redirect my focus and discuss society¡¦s perceptions and how they can lead to career limitations. In many cases, a woman could very easily do a ¡¥man¡¦s job,¡¦ and vice versa. However, society¡¦s attitudes and misconceptions can literally turn perception into reality and make gender lines virtually uncrossable. In other words, society¡¦s self-fulfilling prophecies create situations where it is impossible to succeed no matter which side of the ¡¥list¡¦ one¡¦s personal attributes might happen to lean toward. So, within the remainder of this essay, the topic I¡¦d like to address is, ¡§Why A Woman Cannot Be President of the United States.¡¨

Before I proceed to the presidency, I¡¦ll begin at a level a little lower in the ranks. Remember Shannon Faulkner, the first woman to be admitted to the Citadel as a cadet? Of course, the Citadel tried to de-admit her when they found out she was a woman. But Faulkner ultimately prevailed and won the battle! Unfortunately, she promptly lost the war. Shannon Faulkner dropped out of the Citadel after only her fifth day of ¡¥Hell Week.¡¦

The June 0, 16 ¡§Charleston Post and Courierpublished a photo of gleeful (male) cadets, with the caption, ¡§The image of cadets celeating Faulkner¡¦s departure was seen around the world. In other words, Faulkner¡¦s male counterparts were thrilled at her defeat. Can women really be successful at the Citadel at the same level that men can? How many people are truly able to prevail under the sort of conditions Shannon Faulkner endured? It would be very difficult for women to have large or even moderate scale accomplishments at the Citadel because it¡¦s a hostile environment that treats women as if they don¡¦t belong there. Women cannot experience the same circumstances and benefits that men enjoy at the Citadel, period.

But, perhaps Shannon Faulkner¡¦s experience was an isolated one¡Kwhat about Kara Hultgreen, the first woman qualified to fly as a ¡¥Top Gun¡¦-type fighter pilot for the Navy? Since Ms. Hultgreen successfully climbed to such a high-ranking position in the Navy, surely she had won the respect of her peers, and was appropriately honored by them after her untimely death during a landing exercise? Unfortunately, no. This comment from the Arlington National Cemetery website hints at the ¡¥honor¡¦ that was bestowed upon Kara Hultgreen by the other Naval officers

¡¥She received full military honors upon her death and no special attention was drawn to the fact that she was the first female Tomcat pilot. However, unsigned faxes began to circulate, maligning her record, and suggesting that the Navy in its rush to integrate women into the ranks was placing unqualified people on aircraft. Zimmerman says, It was an unheard ofeach of naval aviation etiquette to question the flight record of a pilot who had gone down. It was just not done. Except with Kara Hultgreen.¡¦

Does an American woman have the ability to become a top-notch fighter pilot? Absolutely. Does an American woman have the same opportunity as an American man to receive the deserved degree of affirmation, honor, respect and praise as a fighter pilot? I don¡¦t think so. Male fighter pilots will come and go, and we will probably never even know if, when or how they die. Unfortunately, when the next female fighter pilot dies, she too will be likely to have her achievements over-shadowed by the doubts that naturally accompany her deviant XX chromosomal makeup. Women like Kara Hultgreen have an uphill battle, because they have to prove to the world that they can be fighter pilots. The biological/psychological qualities of men, however, never have to be defended because they¡¦re never considered suspect¡Kall men are just naturally made the ¡¥right¡¦ way. Men are born with the benefit of the doubt.

As I come nearer to actually addressing my topic, ¡§Why A Woman Cannot Be President of the United States,let me make one more stop along the way. Consider the closest we have come¡KGeraldine Ferraro, who was the vice-presidential running mate of Walter Mondale in 184. Following is a quote from Ferraro, as published in the Harvard 1 Winter/Spring Bulletin

I had to prove that I was as good, if not better, than a man would be, she said. For men, theres a presumption of competence. For women, theres the burden of proof. That gets exacerbated at the national level.

During her 184 vice presidential bid¡Kshe was constantly peppered with questions not only about her toughness, but also about her lack of foreign policy experience. Are you strong enough to push the button? asked the Kennedy Schools Marvin Kalb, then a CBS newscaster, on Meet the Press, three days after her first vice-presidential debate.

We never ask, how would a Steve Forbes deal with an international crisis? Ferraro pointed out. When I ran, it was, is she capable of understanding missiles? Could she push the button? Nobody raises that with the guys. As a woman, as the first, I was tested on every level ¡X substance, emotional, and physical. In fact, I traveled more than Fritz [Mondale] and more than Bush and Reagan combined. I had to prove that physically I could.

Ferraro¡¦s polite comments may help illuminate the media¡¦s mentality, but mainstream public opinion was even harsher. Some people gossiped about Ferraro¡¦s husband, and he was often scrutinized more closely than she was. After all, what the man in the family does is certainly of primary importance when one is contemplating a woman¡¦s capabilities. There were also those who speculated about the ¡¥what ifs¡¦ surrounding the possibility of Mondale¡¦s death, and whether the United States would be willing to accept a female President. I¡¦ve heard it was said (although I can¡¦t find anything ¡¥official¡¦ to support this) that many loyal Democrats were strongly in favor of Mondale for President, but they voted Republican rather than accept a woman as Vice President. Interestingly enough, from what I understand the Republicans had quite a landslide victory that year¡K

Now, without further ado, I will begin my essay on ¡§Why A Woman Cannot Be President of the United States. I¡¦d like to start with a quote from Sojourner Truth

¡§That man over there say that women needs to be helped into carriages, lifted over ditches, and to have the best place everywhere. Nobody ever helps me into carriages, or over mud-puddles, or gives me any best place! And aint I a woman? Look at me! Look at my arm! I have ploughed, and planted, and gathered into barns, and no man could head me! And aint I a woman? I could work as much and eat as much as a man-when I could get it-and bear the lash as well! And aint I a woman? and when I cried out with my mothers grief, none but Jesus heard me. And aint I a woman?¡¨

Ms. Truth implies that women can endure all the hardships of men, in spite of our ¡¥delicate nature.¡¦ It¡¦s my contention that we endure greater hardships than men, since we have so many more obstacles to overcome. So, why can¡¦t a woman be President of the United States? Well, in my opinion, it¡¦s because of all the reasons I¡¦ve previously demonstrated, and then some. Just reflect upon our current national crisis, and suppose that we had a female President. Remember the tears that have been so touching in the eyes of Rudy Giuliani and George Bush? A woman with those same tears would be seen as weak. That perceived weakness would immediately raise other concerns that would run rampant through the news, ¡§Does the President have what it takes to attack and defeat these terrorists? Or, if she took a hard line on terrorism, there would surely be references to over-compensating and penis envy. Our national confidence would be plummeting as our fears escalated¡Keven women would be quoted as wondering whether a woman was really suited for this sort of work.

Although we like to think of ourselves as progressive, we are stubbornly clinging to outdated ideas about women. India has had a woman President, England had a female Prime Minister¡Keven Pakistan, a place we like to think of as extremely third-world and backward compared to the United States, recently had a woman as the Prime Minister (I wouldn¡¦t have known this if I hadn¡¦t recently seen it on the news). However, as leaders of the free world, we still cling stubbornly to the hero and homemaker myths (although now it¡¦s ok for the homemaker to also have a job).

Fortunately, the news isn¡¦t all bad. Just as racism has abated dramatically within my lifetime, it appears that gender lines are beginning to be redrawn. Carol Gilligan¡¦s research, which is only twenty years old, is beginning to appear out-of-date. Males and females areeaking their childhood molds, and we¡¦re seeing the development of a whole new ballgame¡Kfiguratively and literally. As women begin to accumulate successes on the playground and in the boardroom, old attitudes seem to be losing their grip on the younger generations.

A woman can¡¦t be president of this country. Not right now, anyway. But just as my parents¡¦ lives saw the initiation of civil rights for black Americans, I¡¦d like to think that before my life ends I will see another evolution in thinking, and that a woman will be our commander-in-chief. Not because she¡¦s a woman¡Xbut in spite of it. Hopefully my own thinking will evolve by then as well, and maybe I¡¦ll even consider going to a male gynecologist¡K(but I doubt it!).

Please note that this sample paper on Why A Woman Can't Be President of the United States is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Why A Woman Can't Be President of the United States, we are here to assist you. Your Germany was fastly becoming one of the greatest powers in Europe, and by 118 unarguably was one of the greatest and powerfulest countries in Europe. The Kaiser Wilhelm II was in control of a navy consisting of 7 battleships, and the best trained and equipped army in the world. Even so, the Germans were still wary of fighting a battle on the west and east front. The Russians however had there own secret weapon too, it was called the Russian steamroller and was a peasant army with millions of members, the Germans were afraid of all the advances which were being made to this army and wanted to destroy the power before it became fully modernised.

The German general, Count Alfred von Schlieffen knew that if Germany wanted to win a was over Europe, they would need a quick and speedy plan to gain victory in the west. He drew up a plan which he thought would defeat France within six weeks, in which time the Steamroller could not have been fully mobilised. Having beaten the French they could then be fastly transported to face the Russians. Many Germans thought that the struggle for power over Europe was between the Germans and the Russians.

However all of these points were just small, although vital, effects. The final pin which burst the bubble of disillusioned people with ideas for a united Europe, was the assassination of the heir to the Austrian throne. On 8 June 114 Archduke Franz Ferdinand and his wife were shot dead by a Serbian nationalist, Gavrilo Princip, because Austria-Hungary and Serbia were having a dispute over who should rule over the Serbs of Bosnia. Austria-Hungary then decided to go to war against Serbia in retaliation. Because of the aforementioned European alliance system, this war automatically drew in several other countries. Russia sided with Serbia, whereas Germany gave their support to Austria-Hungary. France and Greatitain, as members of the Triple Entente along side Russia, back with Serbia and joined Russia. Thus the most powerful countries in Europe started a war that would last four long years and kill millions and millions of innocent people, in one of the worst atrocities man has seen.

Please note that this sample paper on Why Did Europe go to war in 1914? is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Why Did Europe go to war in 1914?, we are here to assist you. Your Although connecting Church and State proved to be a tremendous political maneuver for the growth and proliferation of Christianity, the Church and State should stay separated. One of the main reasons for this argument is that it will attract some power hungry people to the religious profession. Also, it could cause priests that were already in the vocation to become corrupt. A priests number one concern should be spreading the Word of God to those around him; However, he should not have to worry about what his views on a current presidential candidate, for example, should be.

Church and State should also not be connected because not all people share our belief in God or the beliefs in the basic tenets of Catholicism. This would be very unfair for those people because if these two were united, then everything going on in this country would, in some way, deal with the beliefs upheld by the Church. Also, if they were united, it would cause disunity through out our country because many people would feel aloof and separated from the country.

My personal political views are affected by my religious views. This is because I believe that it is necessary for those who run the government to share the same views as myself. Many of these views, however, are ones that are commonly up for debate by religious and political leaders.

One of these views that are highly controversial is the issue of whether those at public schools should have to say prayers during the school day. Prayers should not be said at public schools. Although, in the perfect world, it would be great if everyone could pray together at a public institution, it would be considered unconstitutional if this did occur. It would also be very biased if prayers were said in public schools because not all people that follow a religion say the same prayers as we do.

Church and State is a very complex and controversial topic. During the times of Emperor Constantine, the two institutions were connected, which proved to be a very great tactic for the growth of the Church. However, Church and State, as declared in the Constitution should stay separated.

Please note that this sample paper on separation of church and state is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on separation of church and state, we are here to assist you. Your Thus, the 60mg/l of Alum added by the Plant manager has exceeded the acceptable limit.

Analysis

There may be various reasons to why the initial process did not work.

Physical reasons

(Note that we are adding in double the dosage thus the reactors/tanks might not be equipped or designed to take that kind of load)

• The process of mixing alum might not be thorough enough thus the Al(OH) was not precipitated properly

• Not enough time was allowed for precipitation to take place

• The coagulant did not have enough time for it to be saturated with the SS before the coagulant was filtered off.

• As the rate of chemical reaction decreases with decreasing temperature, assume that the temperature near the Hu river does not enhance the rate of reaction thus accounting for the decrease in precipitate formation

Chemical reasons

• There might not be enough alkalinity in the water thus the alum would not be able to precipitate to remove the SS.

• For the water pH between 5 to 8 which we assume to be the optimal pH for which Al(OH) would be precipitated best. When the pH is out of this range the Al(OH) become more soluble(due to the solubility constant) thus less precipitate would be produced and less SS will be removed.

Calculations

Main Equation

= = 0.7

0.7mg/l of alkalinity is needed mg/l of Alum.

Thus for an alum dosage of 0mg/l the alkalinity expressed as mg/l HCO- = (1/16) x 0.7 x 0 = 16.5mg/l

Thus when 50mg/l of Alum is added,

Amount of HCO- needed = 16.5x50/0

= 7.5mg/l

Total amount of CaCO to react with 50mdg/l of Alum = (16/1)x7.5 = 6.5mg/l

There is a deficiency of alkalinity thus explaining why the alum will not react to precipitate thus not removing the level SS to meet WHO standards.

Possible Solutions

1) Add in the extra alkalinity need for 50mg/l of alum to react then remove the hardness and acidity generated

) Add in lime to remove the extra SS needed to attain WHO standards (more popular method as it is less expensive but increases the hardness)

) Add in Soda Ash to remove the extra SS needed to attain WHO standards (does not increase hardness but increases the acidity of the water)

Solution

Prior to the addition of alum, add in excess CaCO into the water to allow the alum to react fully when added.

Total HCO needed to react 60mg/l of alum = 7.5mg/l

Total HCO in the water = 1/100 X 1.5 = 16.47

Note the fact that alum when reacted with Ca(HCO) produces CO gas which becomes HCO- which in turn reacts with the alum.

CO +…HO. HCO- + H+

Initially the HCO- is the limiting agent thus

Amount of CO produced with 1.5m/l of alkalinity in water = (6x44)/(x16)x1.5 = 7.

Amount of alum reacted with 1.5 of alkalinity

= 1.5/0.7 = 18.4 mg/l

Remaining

Alum = 50-18.4 = 1.51mg/l

HCO- generated = (61/44) x 7. = 10.16mg/l

HCO- needed= 7.5-16.47-10.16 =0.87mg/l

In this case as the reactions are reversible, it would be more complicated to add in the solubility constant for the calculations. Thus we estimate that the amount of HCO- needed would be twice to thrice of that needed to fully react with the alum.

Thus HCO- needed = x0.87 = .61mg/l

Amount of CaCO needed to e added in

= (100/1)x.61 = .14mg/l

In the case of hardness, total Ca in the water

= (40/100)x(1.5+.14) = 15.64mg/l.

Conclusion

What is presented is the possible solution to the problems of Hu river. There are other ways of treating the water such as adding in lime or soda ash but in this case alum was used. The important reason to using alum is because it does not increase the hardness of the water and they remove pathogens and particles better than other coagulants. They decrease the alkalinity with the acidic CO gas they produce. Thus they must be added in specific amounts so as to maintain the pH needed to fulfill WHO standards.

Please note that this sample paper on Analysis of water treatment problemAssignment is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Analysis of water treatment problemAssignment, we are here to assist you. Your Relativitys chief architect was Albert Einstein, ailliant scientist, a concerned citizen, and a warm human being. He was good for nothing student who detested regimented wrote learning experiences of his youth. He sharpened his most powerful assets�concentration and mathematical ability�into the tools that needed to look into the mysteries of the nature. In his lifetime he was crowned as the prince of scientists and called the master-guru of science and the father of the atomic age.

RELATIVITY

Relativity is the property of almost every physical entity that exists in the universe. It is the most fascinating discovery ever been made by human being. Einstein is undoubtedly crowned for this marvelous discovery. Before Einstein, scientists were in confusion. Sometimes experiments proved that the earth is at rest but meanwhile some other experiment denied that fact. The truth was unknown. Einstein said that both the results are correct; it only depends on the fact that from which angle one sees the problem.

In 105, Einstein put forward his Theory of Relativity.

Relativity is not one theory, but these are two theories i.e. General Theory of Relativity (116 AD)" and Special Theory of Relativity (105 AD)" He said that rest and motion are relative quantities and then he generalized it by saying, Every physical quantity is relative to some other physical quantity.

First I shall explain that what Relativity means. Relativity is a property that is associated to all the physical quantities of the universe. Let us take an example. When we say that the car is moving; how we reach to such a conclusion? Actually we compare the position of the car with its surroundings. We observe that the road and trees are at rest, and only the car is constantly changing its position with respect to its surroundings. If nothing exists in the surroundings of the car, we can never determine its motion; so the word with respect to must be associated with all the physical quantities for their complete description.

Now let us take another example suppose two cars are moving side by side with identical velocities. These cars are at rest with respect to one another but are in motion with respect to their surroundings. Therefore it. Can be concluded that there doesnt exist anything like Absolute rest or Absolute motion. Motion, speed or velocities are all relative. If we shoot a rocket into the space and that rocket, moving with 00,000 km/hr, reaches a point where there is complete darkness and no heavenly body near by, then one cant measure its velocity at all.

In short there is no experiment, which can even determine the motion of a body with respect to absolute space.

It was this simple concept of relativity which led to the development of the most successful theory, based on thought experiment; the special theory of relativity

THE THEOR Y OF RELA Tl VITY

Failure of Michelson-Morley experiment to detect ether turned out later to be the greatest of all negative results in the history of science. The constancy of speed of light, as suggested by their experiment, was to many scientists an enigma and an aberration of nature. But to Albert Einstein, a twenty-six year old patent-office clerk in Bern, Switzerland, it was a revelation of a universal law that was to become a pillar of his theory of relativity. In his historic 105 paper, on "The electrodynamics of the moving bodies" Einstein rejected the concept of ether and along with it the Newtonian concepts of absolute space and time. He proposed instead that observed mass, length, and time vary; according to the relative motion between the observer and the system under observation.

The special theory of relativity is based on two; fundamental principles. The first is that speed of light is same no matter how it is measured. The second is that all laws of nature are obeyed in an identical manner in all inertia! Systems; that is those that are at constant speed with respect to one another. As a consequence of these, the picture of the universe through the window of a fast moving rocket is distorted to a degree that depends on the speed of the rocket. At slow speed the picture of the universe is no different from that viewed at rest, so relativity and Newtonian physics are in agreement. At high speeds, however, Newtonian physics fail in its predictions and descriptions of the universe. It is therefore inaccurate to claim that relativity displaced the Newtons picture of universe. It merely extended it to some very special situations.

Relativity is indeed an extraordinary theory with many unreal propositions How can the mass and length of an object vary according to its speed7 How and why should a clock in motion slow down These are undoubtedly revolutionary ideas that run contrary to common sense. But Einstein said that common sense is nothing more than an assemblage of mental prejudices collected from everyday experiences since childhood these experiences are only a tiny fraction of rich and wide spectrum of universal events. One such prejudice is that no matter how and where the time is measured, clocks will tick at the same rate. Relativity however states that the faster a clock moves the more slowly it ticks. Relativity also states that a moving rod shrinks more and more in the direction of motion as its speed increases. Also the mass of a moving object grows with speed, again an unreal proposition. .

Relativity helps us see the fallacy of claiming any kind of absolute rest frame of reference and absolute motion. So in the absence of a universal stationary landmark, all motions become relative. In the early centuries, Earth was thought to be stationary and was used as a universal landmark. We know that the earth spins around its axis at a speed of 0 miles per second. It also orbits around the sun at a speed of 1,000 miles per hour. But this is not all the motion of the earth. Our solar system moves with a speed of 1 miles per second within the local star system. Our local star system moves with a speed of 00 miles per second within the galaxy; and our galaxy moves within a local group of galaxies at 100 miles per seconds sp the questions are;

What is the actual speed of Earth7 In which direction7 With respect to what landmark. In the absence of a universal co-ordinate system i.e. absolute frame of reference these questions are impossible to be answered!

Fizeaus experiment demonstrated that light is not transmitted instantaneously rather it has a finite speed. This was also the final blow to long held notion of a universal now. We all know that the sky at night is a picture that is thousands or even millions of years old, because it takes the light, years from those distant stars to reach us. The picture of the night sky that is now to us is history to those stars. Some of the stars we see may not even exist anymore, Younger stars whose light has not reached us are not in picture yet.

The end of a universal nowought about the end of yet another time-related universal notion the universal simultaneity. Two events that appear as occurring simultaneous to one observer may be minutes, days or even years apart to another observer. Simultaneity along with all the gifts of relativity will be fully explained and criticised later in the text but here I am giving a slight touch to all those features one by one which will be considered later.

So let us come to another perhaps the most fascinating phenomenon in relativity that is slowing down of moving clocks, referred as time dilation. To understand how this can happen, consider the following event. Suppose a light clock lying before you. At this stage you may not be knowing that what a light clock is and how it works but to get the things going you can imagine two mirrors placed in front of one another and a small beam of light is reflecting to and fro such that each round trip of the pulse of light is the unit time of that clock. When the clock is at rest you will see the pulse of light travelling straight up and coming straight down travelling the length of the light clock. This hypothetical clock is considered to be very much precise. When the clock starts to move relative to you, you see the light pulse travelling an inclined path and the interval of the unit time of the clock appears to be longer than, when it was at relative rest. This phenomena will be discussed thoroughly later, but here you must feel easy with such type of imaginary experiments as most of the things are based upon them. Special and general relativity are the best examples of the application of thought experiments.

Special Relativity arose from a thought experiment in which Einstein imagined catching up speed of light. The principle for the constancy of the speed of light for all observers, which is one of the corner stones of special relativity follows from Einsteins conclusion that such an event would not be possible.

Please note that this sample paper on Realms of time and space is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Realms of time and space, we are here to assist you. Your Certain poisons such as cyanide block the active site, and so stop the enzyme from working.

To understand the investigation better, here is some background information on rennin.

Rennin is produced inside young mammals as a way of converting caseinogen into casein. It needs to do this to absorb the precious proteins in the milk that it feeds on. Caseinogen is soluble, and is very hard to separate from water and as a result, it would not stay in the digestive system long enough to be absorbed and the mammal would die. Rennin converts the caseinogen into casein, (which is insoluble) so that it remains in the digestive system for much longer. This enables it to beoken down and absorbed into the mammals blood stream.

Hypotheses on the effect of temperature

As the temperature increases the rate of reaction increases as well. At a certain point the enzyme starts to be denatured which dramatically decreases the rate of reaction.

The reaction we have investigated is

Caseinogen Casein

More commonly known as the "curdling of milk".

My graph shows that as the temperature increases, the rate of reaction increases as well. This is because as the temperature increases, each molecule of rennin and caseinogen has more energy, and as a result, the chances of the molecules colliding are increased. Also, as the molecules have more energy when they do collide, they have enough energy to react.

· An increase in temperature increases the likelihood of successful collisions.

As the temperature increases the atoms that make up the enzyme molecules viate harder and with more intensity. This puts a lot of strain on the chemical bonds between the atoms. At the "optimum temperature" now identified as 70oC (see graph) (also see Evaluation) the bonds between the atomseak, and the active site becomes deformed, stopping the enzyme from working. When this happens we say the enzyme as been "denatured".

· Rennin starts to be denatured at temperatures above 70oC.

This is a hypothetical diagram of an enzyme molecule (rennin) and a substrate molecule (caseinogen). I am using the "lock and key hypothesis".

If the substrate molecule (caseinogen) bumps into the active site on the enzyme molecule (rennin) then they will fit together.

But unless there is enough energy, they wont react and the substrate molecule will not react and will leave unchanged.

If there is enough energy to make a reaction take place, such as when the temperature is increased, then the substrate molecule will react to form the product, which, being a different shape is pushed out of the active site by the enzyme molecule. The new molecule(s) is/are called products.

This is just one hypothesis of how enzymes work. For instance a different hypothesis, for example the induced fit hypothesis, suggests that enzymes are not rigid structures and so mould themselves around the substrate molecule to make a perfect fit. This theory would account for how some enzymes are able to catalyse more than one reaction. This theory is also known as the "glove fit" hypothesis.

The results that I obtained are roughly what I expected but the reasons I got the results are different. For instance, I obtained an average rate of reaction of 0. for my experiment at 0oC. This can be explained by the theory above

The enzyme and substrate molecules are moving around inside the solution. They do not have a lot of energy and are not moving very fast. If a rennin and a caseinogen molecule collide, and if the caseinogen lands in the rennin molecules active site, then there is a chance that the reaction may occur. Whether it does or not is determined by the amount of energy they have. If there is enough energy the caseinogen molecule will change into a casein molecule and will be pushed out of the active site, leaving the rennin molecule free to catalyse another reaction.

At 70oC the enzyme and substrate molecules are moving around inside the solution much faster than they were at 0oC. This is because they have more energy, measured by taking their temperature. If a rennin and caseinogen molecule collide, and the caseinogen molecule lands in the active site of the rennin molecule, then it is almost certain that a reaction will take place. This is because there is a lot more energy and therefore the "activation level" is easily obtained. Also, because the temperature has been increased, and the molecules are moving around faster, there is more probability that they will collide.

At 80oC the chemical bonds that hold the atoms in the enzyme together snap, because the atoms around it are viating so hard. This causes the enzyme to lose its shape (in particular the active site) and it becomes denatured. Now, even though there is more energy, and more chance of a collision (owing to the fact that the molecules are moving faster) the reaction does not take place. This is because the active site is a different shape to the caseinogen molecule and the latter can no longer fit in it. This is the equivalent of using amylase (another enzyme) to do this experiment; the active site is the wrong shape for the substrate molecule.

Evaluation of Prediction

My prediction was incorrect; it stated that the optimum temperature of rennin would be around 40oC. As my graph and table show, at 70oC the rate of reaction is 4.1, more than twice as fast as at 40oC (1.8).

The reason for this is a complicated one. On further examination of the rennin, it appears that the rennin we used for our investigation came from fungi rather than from calves. There is an ethical dilemma over whether it is morally right to kill a baby animal for the rennin in its stomach.

Fungi use rennin for the same purpose as mammals, they secrete the rennin onto the ground to stop the caseinogen dissolving in the water. Then they secrete other enzymes and acids toeak down proteins in the soil into amino acids which they then absorb.

Obviously, the rennin used in fungi is not the same as in mammals, it is more thermostable (able to withstand high temperature) than the rennin produced by mammals. Fungi have evolved this type of rennin probably because of their encounters with heat. In a calf, for example, the temperature never rises above 40oC, if it did, the calf would die. There is no reason for the calf to have such a thermostable enzyme, it would be more useful for the calf to have an enzyme that could withstand very acidic conditions, like those you get inside their stomachs.

N.B. The acids that the fungi secrete are very mild in comparison with the acids found in the stomach(s) of mammals, therefore the rennin enzyme in fungi would favour only weakly acidic conditions.

My prediction also stated that the rate of reaction would double every time the temperature increased by 10oC. This was also incorrect, only at one point did this match the results I obtained. If you had carried out a reaction at approximately 5oC and again at 5oC then you would have doubled the rate of reaction.

· From 0oC to 0oC the rate of reaction more than trebled. (0. to 1.0.)

· From 60oC to 70oC the rate of reaction increased by just less than 50%. (4.1 to 6.1.)

Anomalies

After producing a dispersion table (a table that shows up any anomalies) I could only find two results that could have been classed as anomalies. They are the result I gained on the second experiment of the investigation at 0oC and the result that I gained on the first experiment of the investigation at 0oC 75 seconds and 1 seconds respectively. I have not classed them as an anomalous result, nor have I left them out when calculating the mean times. However these are results which are less than 0% of the average (outliers) and I did not expect any of the results to be any further from the mean.

I decided to leave them in because they are not after all drastically far out, and, having only taken three readings, I cannot be certain that they are not the expected values and that the other two readings are anomalies.

I have indicated which results they are in the table by underlining them. I have treated these results no differently from any other result.

There is one other result which fell into this category, and again I didnt count it as an anomaly. It is the result for the second experiment at 70oC (14 seconds). I didnt recognise this as an anomaly because it could easily be a product of a rounding error as it is only seconds off the mean.

Explanation of results

Any box that has a dash in it means that no result was recorded for that experiment, this is because it took more than 10 minutes to discern a reaction taking place. I took this to mean that it would not happen and that the rennin had been denatured (although the milk would eventually curdle on its own).

Each result is recorded to a specific level of accuracy, this makes it easier to read the results off the table and also ensures that no rounding errors take place.

The rate of reaction was multiplied by 100 to make it easier to understand and to plot on to a graph. If I had not multiplied it by 100 the results would have been ridiculously small. For instance, 0.00 is much harder to comprehend than 0..

The control was done in exactly the same way as the other experiments (I tested the control at 70oC) except it was done using rennin that had been boiled at 100oC beforehand and therefore had been denatured. The fact that this experiment failed to give any signs of a reaction proves that it is the rennin that catalyses the reaction and not any other factor. The effects of this are even more conclusive if you consider that before, when I had tested the normal rennin at 70oC it started to curdle the milk in approximately 16 seconds, yet it had not made a discernable reaction after 600 seconds (10 minutes) with the boiled rennin.

Please note that this sample paper on Analysis of the investigation into the effect of temperature on the action of the enzyme rennin. is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Analysis of the investigation into the effect of temperature on the action of the enzyme rennin., we are here to assist you. Your The animation graphics are great for an old film. It appears to be generally not dull and discoloured like most olden films. The atmosphere created is drawn away from theight primary colours of normal cartoons and their plainly drawn characters. The characters drawn smoothly are able to show expressions of shrugging off their cruel slavery conditions. In a few scenes they manage to use light, sound and motion instead of using physical representation to tell the story and to fulfil the scenes purpose. This is a great and suited method for the film.

Please note that this sample paper on hello is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on hello, we are here to assist you. Your An eleven-year-old has no lived his life at all, and because of a mistake he did he probably wont ever have the chance to be able to finish living out the rest of his life. "The juvenile justice system is different from the adult system in may ways, but the fundamental difference is that in the juvenile system, the primary purpose in no to punish,, but to protect and reform" (Mark P. ). The child was not capable of fully understanding the consequences of his crime. Therefore the child should be reformed so he or she can understand the severity of their crime, and so later in life theyll be less likely to commit another crime. By not giving these children a chance to be reformed and sending them straight to prison society is only creating even more dangerous criminals. "…Studies showing that prison produces higher recidivism--a term that means committing new crimes--than reform school does." "Columbia professor Fagan has found that its not the length of a sentence thats important, but where its served." "In on of his studies, he learned that no matter how long the sentence given in criminal court, youths who committed similar crimes who were tried in juvenile court were less likely to re-offend". Not only does trying a juvenile under the adult justice system not work but, it creates makes them worse. "Studies, including on by Fagan, have shown that teens in the adult system are much more likely to be victims of violence and sexual assaults by both inmates and guards." "In addition, jails teach teens ho to be violent." There is no way that you can put a sixteen year old in the same cell as a forty-five year old experienced criminal and expect to get something good in result. "The child is making his transition into adulthood under the care and supervision of adult felons. Is it surprising that he re-offends?" Fagan asked (Stack 5-7).

"If an eleven-year-old can be charged as an adult, as Nathaniel Aaham was in Michigan, and if twenty-year-olds are too young to buy beer, who is an adult these days and who isnt?" (Crary 1). Societal and or family problems are one of the biggest contributing factors to juvenile crime. Not only can they many times not control their environment, they can also not control the fact that they do not have the same maturity as that of an adult. A child can, and should be given the chance to be reformed, in order to have a second chance at a normal life, and to realize what they have done. "Just as I have to wait until Im eighteen to go to the voting booth, the court and its prosecutor should wait until offenders are eighteen before they are tried as adults.

Work Cited Page

American Bar Association Cruel and Unusual Punishment The Juvenile Death Penalty 00 Winter 0 Mar. 00 http//www.abanet.org/crimjust/juvjus/factsheets_ain_developmer..

Crary David Across the board, age raises ethical questions 00 Nando Media Mar. 00

http//archive.nandotimes.com/nonframes/story/0,107,500860-5...

Kaczor Bill Differing sentences for young killers renews push to change laws Mar. 00

Mar.00 http//www.naplesnews.com/0/0/florida/a4566.htm

Kids and Crime Jan 000 6 Mar. 00 http//www.pbs.org/newshour/forum/january00/kids_crime.html

P. Mark. The hypocrisies of Juvenile Punishment Sept.001 6 Mar. 00 http//www.teenink.com/Past/001/September/Opinion/TheHypocrisie…

Stack, Barbara White Is this justice? Punishment backfires under adult time 0 Mar.001 Mar. 00 http//www.post-gazette.com/regionstate/00100juvrecidivismreg…

Please note that this sample paper on Juvenile Punishment is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Juvenile Punishment, we are here to assist you. Your Throughout the events in the novel To Kill a Mockingbird, the children Jem and Scout, while exerting their differences, show great compassion and place great value on their family, friends, and religion. Especially after reading through all of their troubles and the on-going changes and mishaps occuring around the Finch family, one can only think the Finchs to be very adapting and strong in their ability to equip themselves to endure change.

Please note that this sample paper on To Kill a MockingbirdCOmpare and Contrast is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on To Kill a MockingbirdCOmpare and Contrast, we are here to assist you. Your

Please note that this sample paper on Personal goals is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Personal goals, we are here to assist you. Your „h Nicotine directly affects, alters, and takes control of specialized receptor cells in theain responsible for regulating well-being, mood, and memory. The drug remains active 0-40 minutes, then withdrawal symptoms begin. Mood changes, person becomes irritable, anxious, and discomfort becomes more severe-stimulating intense cravings for more nicotine. Regular and long term use lead to addiction.

Throat

„h Cancer of larynx and esophagus, irritates memanes of the throat.

Heart

„h Nicotine raises heart rate (heart rate goes up 15-0 beats per minute), increases blood pressure, and constricts blood vessels.

„h Carbon monoxide (deadly gas produced from cigarette smoke) decreases delivery of oxygen to the heart, increasing risk of heart attack and strokes.

„h Causes weakening of the heart muscle¡¦s ability to pump blood, leading to death.

„h Causes aortic aneurysms (blood-filled sac in aorta) and pulmonary heart diseases.

„h Major cause of heart attack, strokes, and death.

Adrenal Glands

„h Stimulates adrenaline production, speeding up the heart and increasing blood pressure.

Verteae

„h Increased risk of verteal cancer.

Reproductive System

Males & Females

„h Reduces sex drive and increases risk of impotence in males. In females, increases chance of cervical cancer, and earlier menopause.

Pregnancy & Unborn Babies

„h Smoking increases chance of miscarriage, pregnancy complications, bleeding, and premature delivery.

„h Smoking during pregnancy may cause impairment of baby¡¦s growth, intellect, and emotional development.

Nervous System

„h Nicotine stimulates adrenaline production.

„h Reduces sex drive.

„h Depresses hunger.

„h Reduces anxiety and pain.

Mouth

„h Dulls taste buds, irritates memanes of mouth, bleeding and receding gums, gum disease, fouleath, and numbness.

„h Staining teeth, tooth decay and loss of teeth.

„h Irritates mouth and throat.

Please note that this sample paper on car is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on car, we are here to assist you. Your mother, making Josie incredibly furious. When Josie and Christina find out that Katia is welcoming Michael Andretti, Josies father into her house, the two become apprehensive about visiting her. However, I think that Josie comes to learn that Katia is too old to adopt new habits and appreciates her grandmother for who she is. Christina Aliandi is Josies mother. She is a relatively young mother who had Josie at a young age andought her p all on her own. Christina teaches Josie a lot about herself and her heritage. The relationship between Christina and Josie leads toward Josies freedom and away from the problems which sheings upon herself. Christina has such strength, more than she is given credit for. However, Christina resents her mother for shunning her away when she gave birth to Josie, but at the same time is grateful to have her mother back in her life. Josie comes to realize that the perception of her mother as a victim is not shared by Christina. Christina does not see any wrong in the way she has lead her life. Looking for Aliandi centralizes around the lives of these three women, Josephine Aliandi, Katia Aliandi and Christina Aliandi

Please note that this sample paper on looking for aliandi essay is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on looking for aliandi essay, we are here to assist you. Your Statement of the Problem Anti-Social Behavior and Alienation is identified as the top priority risk factor for teens in Franklin, however, three risk factors had been identified in the original application for this project including

ɨ Anti-Social Behavior and Alienation

ɨ School Dropout

ɨ Inadequate School Climate

The data obtained through UCR reports and Somerset Countys Adolescent Information Forms paints a picture of a group of Franklin Township youth, a sizable portion of who are minorities, who have already come in contact with the juvenile justice system or are at great risk of involvement with this system. They are in conflict with their families, have been abused, and/or live in homes where substance abuse, divorce/separation and parenting skills are issues. Also, they are truant, or are having problems in school, and are experiencing mental health problems and economic stress. A large portion of the communitys incorrigible and delinquent youth are primarily between the ages of 11 and 16. See Appendix I for supporting data.

Program Goal The goal of the Franklin Township Youth Engaged in Service Program is to reduce youth delinquency by working cooperatively to support our community in providing our children and families with skills, knowledge, and opportunities necessary to foster a healthy environment to ensure the development of our youth to productive, law abiding citizens. The primary objective of this program is to provide skills, opportunities, and knowledge through group interaction to early adolescents, middle school youth, and/or high school youth during their critical developmental period in order to prevent these at-risk youth from engaging in problem behaviors and entering into the juvenile system and to lower the recidivism rate for those youth already involved in the system. The Franklin Township Youth Engaged in Community Service Program plans to address the identified risk factors through enhancement of the individuals character, and self-esteem, the delivery of clear standards, and healthy beliefs, and by developing a stronger connection, and commitment to the community. Community Service will be used to help youth find their way to responsible adulthood.

Program Description The Franklin Township Youth Services Commission plans to continue operation and expansion of the Supervised Community Service Program for Junior High and High School age students called Youth Engaged in Service (YES) . The program provides two levels of service including one at the primary level of prevention for youth who are at risk of delinquent behavior and one at the secondary level of prevention for youth who have exhibited delinquent behavior. The project will deliver four program initiatives during the period of October 1, 00 and September 1, 004. There are four components to the Program which are describe below with measurable objectives, program outcomes and participant outcomes for each initiative.

The first component is designed on the primary prevention level and will provide the comprehensive Character Assets Community Service Program for at-risk youth from the Teen Recreation Program. The program goal is to serve four separate groups of 8 students, in a 1 week program, thereby serving approximately students from the Teen Recreation Program. The first session of the program will take place in October, November and December 00. The other sessions of the program will take place in 004 from January through October. Two sessions will be supported through the JJDP budget and two sessions will be supported through alternate funding sources.

ɨ Students will participate in a 1 hour educational component where the participants will become familiar with and increase the knowledge relating to the fundamental tenets of character including Trustworthiness, Respect, Responsibility, Fairness, Compassion, Friendship and Citizenship, and their application in the juveniles individual daily life routine. Group activities will be held in the evenings and/or weekends at the Franklin Township Community/Senior Center.

ɨ The Students will participate in life skill experiential learning situations relating to their personal daily life task demands. The concepts of task organization, realistic goal setting, effective communication, active listening skills, group cooperative dynamics, critical problem solving, time and budget management and creative expression will be explored and strategies for adaptation demonstrated to effectively manage and cope with real life scenarios.

ɨ Students will spend approximately 4 hours in project development and implementation of a community service learning project.

ɨ 85% of the participants will successfully complete the program

ɨ 85% of the participants will not come in contact with the juvenile justice system during the course of the program and for one year after the completion of the program.

ɨ Students involved with the program will have the opportunity for bonding with staff and volunteers over the three month cycle of the program.

ɨ Participants will be recognized for their efforts through a group social event at the end of the program cycle. Each student will receive recognition of their contribution to their community in some measure of written from the Office of the Governor or government official.

The Second Component is also designed on the primary prevention level and the program will provide a summer opportunity for participants to engage in a community service project. This program will run throughout the school year and will also conduct its second summer program during the months of July and August. The program will serve approximately 50 students that will each perform a minimum of 5 hours of community service.

ɨ Prior to the start of the program students will participate in an 4-8 hour educational component where the participants will become familiar with and increase their knowledge relating to the fundamental tenets of character and their application in the juveniles individual daily life routine. Basic program requirements, obligations and safety will also be covered.

ɨ The Students will participate in life skill experiential learning situations relating to their personal daily life task demands. Students will spend a minimum of 5 hours in their selected community service learning project.

ɨ 85% of the participants will successfully complete the program

ɨ 85% of the participants will not come in contact with the juvenile justice system during the course of the program and for one year after the completion of the program.

ɨ Students involved with the program will have the opportunity for bonding with staff and volunteers during the school year and over the 6 week cycle of the summer program.

ɨ Participants will be recognized for their efforts through a group social event at the end of the program cycle. Each student will receive recognition of their contribution to their community in some written measure from the appropriate government official.

The Third Component �The Station House Adjustment Component provides character development and supervised community service on the secondary prevention level for youth that are considered first time petty offenders that have committed a disorderly persons offense, a petty disorderly persons offense or have been charged with an offense (truancy) in the municipal court and are at greater risk of exhibiting additional delinquent behavior. At the secondary prevention level the program is able to identify the needs of the youth and his/her family and it may be able to reduce the number of youth entering into the juvenile court system. The program not only offers a community service program to at-risk youth, but, it offers life skill opportunities, caring/trusting relationships with staff, 4 hour support through a Youth Hotline and information and referral services as needed. The program will serve approximately -5 students per month that will each be involved in a 5-0 hour program. Students will participate in approximately 5 hours of character development and 0-5 hours of hands on community service.

ɨ 85% of the participants will successfully complete the program

ɨ 85% of the participants will not come in contact with the juvenile justice system during the course of the program and for one year after the completion of the program.

ɨ Students involved with the program will have the opportunity for bonding with staff and volunteers over the three month cycle of the program.

ɨ Participants will be recognized for their efforts at the end of the program cycle.

ɨ To provide supervised community service for approximately -5 youth on a weekly basis.

The Fourth Component is for incorrigible at-risk youth referred to the Police Department by parents, youth that receive Curbside Adjustment by the Police Department and the habitual status offender. In addition to the traditional referral to SCFCIU(Somerset County Family Crisis Intervention Unit) this component will also provide outreach services in an attempt to involve the youth in several of the appropriate community services available including Middle Earths supervised community service program, Middle Earths Drop In Center, the Character Assets Program, the Teen Recreation Program, the ARISE Program, and counseling through Family and Community Services of Somerset County. Youth in this category exhibit unruly, delinquent behavior. This is the child that does not listen to their parents and may be considered as out of control. They may have been runaways, they may be unruly on the street, they may be truant, but, they have not committed a chargeable offense. At the primary prevention level the program is able to identify the needs of the youth and his/her family and offer referrals to various services and alternative activities in an effort to deter the youth from further delinquent behavior that could lead to contact with the juvenile court system. The programs and services listed above provide recreation, life skills, character education, community service opportunities, a 4 hour support through a Youth Hotline; and individual, group and family counseling by agencies all working to improve services for youth. These services all offer opportunities to gain new knowledge, learn new skills and opportunities for bonding with caring/trusting staff. The Program Coordinator will provide outreach and referral services to approximately 5-8 students per month based on the number of referrals received. Participants will be encouraged to participate in one or more of the activities listed.

ɨ % of the students referred to Middle Earth will take part in one or more of the following activities Middle Earths Community Service Program; Character Assets; Teen Recreation.

ɨ 50% of the participants that are engaged in a program will not come in contact with the juvenile justice system during the course of the program.

ɨ Students involved with these programs will have the opportunity for bonding with staff and volunteers over the length of the program.

Description of Project Management and Personnel The project director is the Director of Parks & Recreation. This individual also serves as the Chairperson of the Townships Youth Service Commission/Policy Prevention Board and the Chairperson of the Municipal Alliance for the Prevention of Substance Abuse. As a department head this individual reports to the Township Manager. The project director is responsible for the administration of the project including all grant documents and reports; procurement of services and authorization of expenditures; and Chair of the Policy Prevention Board. Fiscal accountability and auditing is managed through the CFO of Franklin Townships Finance Department. The Township proposes to once again contract with Middle Earth a private-non-profit agency to provide the Station House Adjustment Program (SHAP) and general volunteer programs since they have been successful in getting this program up and running in Franklin during the programs first two years of operation. Middle Earth will hire a full time coordinator to over see their four components of the program. The Township will also contract with CharacterAssets Inc. consultants to provide for the Character Development component. In addition the Township will hire part-time employees to assist with transportation needs of program participants and will involve the full-time Recreation Coordinator to assist with the coordination of the CharacterAssets program.

Collaboration and Program Continuation The primary participants in this project include the Franklin Township Board of Education, The Franklin Township Police Department, The Franklin Township Department of Parks & Recreation, CharacterAssets Inc. and the "Middle Earth" agency of Somerville, NJ. The Franklin Township Board of Education is interested in providing meeting room space from the hours of 0 70 PM at SGS Intermediate School. The Franklin Township Police Department will provided referrals of juvenile offenders to the program. The Franklin Township Recreation Department will provide office support and accommodate daytime administrative operations space. The Recreation Department and the Police Department will also provide space for client meetings after 40pm. The Township proposes to contract with Middle Earth to provide the designated services of this grant application. Middle Earth was selected because of its experience in this service area and its outstanding reputation for providing services to the at-risk youth population. The Recreation Department and School System will be willing to assist with transportation support when possible. The CharacterAssets consultants were selected based on content of their program and the inclusion of the community service component.

Program Continuation Future funding will be pursued through the combined efforts of the Township of Franklin, the Franklin Township Board of Education and Middle Earth. With the help of the Townships Grant Coordinator and Middle Earth, foundation and corporate funding will be pursued. A corporate fundraising plan is being developed with a mailing out to approximately 1000 businesses in Franklin Township later this year.

Special events and various contributions will also help to fund this program. We also anticipate the school district taking on a more active role in this project and including community service as part of its core requirements.

Plan Conformity The Somerset County Youth Services Commission Plan indicates the need to reduce the minority over-representation youth in the juvenile justice system and to increase dispositional options with community based alternatives. The plan also calls for a full compliment of services in the continuum of care. It also encourages agencies to outreach to resistant families.

Evaluation The Program will conduct follow-up regarding each participant within the first year after successful completion of hours to determine whether the youth is utilizing previous referrals made, if he/she needs additional services, and to see if the youth has re-offended. Follow-up phone calls to the referral source and the youths parent/legal guardian will occur at 1, , 6, and 1 months. If the offender has done well and has not gotten into further trouble, the case will be closed. If trouble is reported, the YES staff will try to intervene and help the offender through any problems they may be experiencing. This follow-up data will be summarized and used to evaluate the needs and success of the program. Exit interviews will also be conducted to see how we can better serve the program participants. Program statistics will also be continually reviewed to ensure compliance with the State contract, the needs of the participants, and the needs of the Township of Franklin. The staff will also allow parents and the participants the opportunity to suggest possible improvements and express other areas that the program could be of service to families. Annual follow-up will be conducted with each participant to document their status until they reach the age of 18. The monitoring will provide the rate of recidivism among the clients of this program. Pre and post tests will also be employed regarding the educational components. The Policy Prevention Board will also continue an annual risk and resource assessment to track changes in risk factor indicators. Expectations of the program including measurable objectives, program outcomes and participant outcomes for each initiative are listed above with goals and objectives.

Please note that this sample paper on Youth Engaged In SErvice is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Youth Engaged In SErvice, we are here to assist you. Your This example represents the relationship between history and memory and the way they co-exist. This is why I totally agree with the statement suggesting history is useless without memory, it is because the two are both crucial when we deal with past events. To divorce them would be foolish as they use each other to convey meaning and reason. I would now like to discuss how.

History is the discipline of studying and interpreting past eventsa

Take for example the scene when the Nazis reign terror into the village of Wierzbnik as described in the book, "The fiftieth gate" you can only see it like a violent movie, not really real. But then you pick it apart and try to picture the residents of the town, think about them individually. Separate souls with lives that were cut short. It is important that someone remembers them as the town butcher, baker or candlestick maker. As now we can picture ourselves at that scene and the event comes to life, simply because someone was there to then retell but also just to remember the things that a historical document cannot. History has offered us a context and now with the personal accounts we can link it all together and take what we want from it. For example we are challenged to think on the matter in different areas like the political issues surrounding these events, or the social and economic affects they had. Whatever we chose, the powerful combination of history and memory aids us in learning from our mistakes, understanding the past and making the exercise of uncovering the truth worthwhile. The whole idea behind history is to take the past and inject it into our lives so we can benefit from the knowledge of what previously happened. The only way that history can penetrate us is to strike our emotions in a human way, if we can feel the pain, anger or fear etc. then we tune in. we also make discoveries about ourselves, when I read "the fiftieth gate" I found some of the bits boring but most parts I had to stop and hit something because of the anger that dwelled inside of me was stirred. Ive learned from the experience though, I can actually say that the way I felt for the victims of the holocaust were totally new set of emotions. Its mainly due to the way that the story was told by someone who is alive in my time.

We will always look at something through our own eyes. Therefore the study of history is a different experience for everyone, mark bakers parents are the focus of the history he has constructed. They form a new perspective in their sons eyes, when they share the more intricate memories of their past. We see them as survivors of the holocaust and relate this to our own stories of survival or anything in life, such as I am often reminded of past camps Ive been on when I read about the camps in the book. These things may seem trivial but when personal accounts are told which involve people, the reader thinks Im a person, and discovers ways that they fit in to the story on a human level.

As you can see, memoryings to life some of the dull facts that history offers, however when memory is present the facts set the scene andeathe emotion and feeling and offer discovery and perspective.

I would like to conclude with aief quote from an historian and social commentator

"History is a necessity. Individuals, communities and societies could scarcely exist if all the knowledge of the past was wiped out, as memory is to the individual, so history is to the community or the society. Without memory find great difficulty in relating to others, in finding their bearings and in taking intelligent decisions-they have lost their sense of identity."b

Thank you and have a good evening!

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Morality

If you order your custom term paper from our custom writing service you will receive a perfectly written assignment on Morality. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Morality paper right on time. Out staff of freelance writers includes over 120 experts proficient in Morality, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your Morality paper at affordable prices! Morality

In "Bartleby" by the following definition offered by the Oxford English Dictionary, none of the characters employed by the narrator qualify as highly moral characters; "Moral 1)concerned with the principles of right and wrong behavior and the goodness or badness of human character. )conforming to accepted standards of behavior". Turkeys immorality is used as a basis of comparison in order to show that Bartleby does not even attempt to be moral nor does he have any potential to be moral.

In Turkeys case the author clearly outlines his flaws as a character, and as a nuisance to any employer. Turkey does not seem to be concerned with how his employer feels but rather makes a routine of getting drunk and obnoxious every afternoon. He is a very loud messy drunk and does not make up pretexts for it. Turkeys character is important in contrast with Bartleby because he seems to be everything Bartleby isnt at first. Here is how the narrator begins his depiction of these two characters " not that he was absolutely idle or averse to business, then ;far from it. The difficulty was that he was apt to be altogether too energetic" (4). He is loud, opinionated, rude, and counter productive at times; when Bartleby was " pallidly neat, pitiably respectable and incurably forlorn" (). We will see that the narrator makes this comparison to show that appearances are deceiving in the case of Bartleby, and that his shift in character makes Turkey seems almost normal in the end. Besides serving as a comparison to Bartleby, the portrayal of Turkey and the way his incompetence is dealt with, provides the audience with a glimpse of the weakness of his employer. We see this in the way the narrator deals with Turkey in his sad attempt to fire him. It is obvious that he has never learned how to be strict or demanding, and this scenario concludes with the following statement

" At all events. I saw that go he would not. So I made up my mind to let him stay" (5). Instead of putting his foot down, he compromises with Turkey and goes out of his way to make the situation work. It seems like the situation is out of his control when in fact he is the one with authority. This harboring of Turkeys incompetence is a foreshadowing of similar instances in Bartlebys case.

In the literary sense, Bartleby and Turkey seem to be complete opposites. Bartleby is neat and reserved, efficient and respectable. In fact we see that this is one of the main reasons he was hired, to make up for the bad image of the other two scriveners, "I engaged him glad to have among my corps of copyists a man of so singularly sedate an aspect, which I thought might operate beneficially upon the flighty temper of Turkey, and the fiery one of Nippers" (). Yet when Bartleby shows his true colors and states his odd and irritating preferences, Turkeys flaws seem pale by comparison. As the story progresses, Bartleby refuses to comply. At first he refuses to help proof- read his documents, then he refuses to run any errands and finally he "prefers" not to do any work at all.

Just like in the case of Turkey, the employer tried to plead, and attempted to be stern with Bartleby, but he ends up compromising more every day.

In this aspect Turkey and Bartleby are similar to a certain extent, but the odd behavior of Bartleby surpasses any eccentric display seen by Turkey or Nippers. One would even say that the flaws displayed by Nippers, another odd employee, and Turkey were normal human imperfections compared to those displayed by Bartleby. The author built up Turkey to be as odd as we might imagine a coworker, and then introduced Bartleby who puzzles us beyond imagination. His refusal to do work at first is comparable to the temporary lack of work done every day by the other two scriveners, but when Bartleby "prefers" not to work at all, his character surpasses all expectations.

If the lack of moral conduct was not present in Turkey to show the narrators tolerance for such behavior, his attitude and tolerance toward Bartleby would be more random and would not fit in the story at all. The author built on the characters of the narrator and Turkey to give the audience mixed feelings about Bartleby. Also he did so to show that even most deplorable, inappropriate behavior can be found excuse for. Personally, I felt sorry and angry with Bartleby at the same time, because I saw him through the eyes of the narrator. Since he had given Turkey and Nippers chances to fit into his office life, the narrator felt the need to do so with Bartleby even though his case was more severe and unusual. In response he ended up going to unusual lengths to accommodate Bartleby in order to make himself think he did everything he could to help the situation. The greater the demands made by the scrivener, the greater the compromise, resulting in the "boss" moving his offices. This is a glimpse of the ongoing denial and self assurance that Bartleby is to be pitied going on in the narrators mind.

Even so, for the most part, I regarded Bartleby and his own ways. Poor fellow! Thought I, he means no mischief; it is plain he intends no insolence; his aspect sufficiently evinces that his eccentricities are involuntary. He is useful to me. I can get along with him. If I turn him away, the chances are he will fall in with some less indulgent employer, and then he would be rudely treated, and perhaps driven forth miserably to starve. Yes. Here I can cheaply purchase a delicious self- approval. (15)

Bartleby is not only nonchalant in his refusal to adapt to moral behavior and normal office expectations, but he doesnt even attempt to do so in light of low standards presented by his two coworkers. Turkeys purpose in the story is to show that Bartleby was not only odd compared to the outside life, but even compared to the non existent guidelines in this office environment.

Like Turkey, Bartleby takes advantage of his employers lack of a backbone, only he does this to a greater extent. We see Turkey appeal to his soft spot for their age similarity, "this appeal to my fellow feeling was hardly to be resisted" (5). Bartleby does not even think to ask for help, pity or accept it when offered to him, instead he demands it. The way he does this is inconceivable to me as a reader; not only does he refuse to run errands or do work at all, but he imposes himself and lives in the office without permission. It is interesting to see that even the characters that seem flawed and detached at the beginning of the story offer to put Bartleby in his place, showing that even though similar at first the three are worlds apart.

Even though Turkey does not seem as a moral person by definition, when compared to Bartleby he posses human characteristics that make him more likely to conform to standards or moral requirements than he seems at first glance. Even when incarcerated, Bartleby still has the same passive attitude that he has throughout the story, showing that he has no desire to change even when his life is at stake. Bartleby doesnt eat, drink, get mad or show any kind of emotion therefore he cannot show morality if he does not posses humanity, this is why Turkey is closer to being a moral person than Bartleby can even be capable of.

Herman Melvilles Bartleby and The Lightning- Rod Man. New York 168, Penguin 60s; 1-48

Please note that this sample paper on Morality is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Morality, we are here to assist you. Your cheap custom college paper on Morality will be written from scratch, so you do not have to worry about its originality. Order your authentic assignment and you will be amazed at how easy it is to complete a quality custom paper within the shortest time possible!

what ideas, values and attitudes are present in the text in relation to the topic of Creation in FRANKENSTEIN?

If you order your cheap custom essays from our custom writing service you will receive a perfectly written assignment on what ideas, values and attitudes are present in the text in relation to the topic of Creation in FRANKENSTEIN?. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality what ideas, values and attitudes are present in the text in relation to the topic of Creation in FRANKENSTEIN? paper right on time. Out staff of freelance writers includes over 120 experts proficient in what ideas, values and attitudes are present in the text in relation to the topic of Creation in FRANKENSTEIN?, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your what ideas, values and attitudes are present in the text in relation to the topic of Creation in FRANKENSTEIN? paper at affordable prices! What is the point of life??is the question often pondered in human minds. To answer this question it may be best to first look at where life begins. Creation. Then the next question in this matter would be, what is creation??The simple answer to that is everything. A stool is the creation of a carpenter, as a painting is a creation of an artist and we along with many other extraordinary things in this world are the creation of God. The motivation that inspires humans to create is a desire to feel good about oneself, to achieve something and to look good in the eyes of others.

There are many ideas, values and attitudes about creation in Mary Shellys story Frankenstein (the modern Prometheus). This essay will be describing how ideas, values and attitudes about creation in Frankenstein parallel either in similarities or differences to the original creation story found in the Holy Bible and the Greek myth Prometheus.

The first and most important value in Frankenstein about creation is that man should not play God and if humans try, then they shall suffer. In the story the main character Victor Frankenstein is determined to create life out of the dead, in his mission to defeat death. "Wealth was an inferior object; But what glory would attend the discovery if I could banish disease from the human frame and render non invulnerable to any but a violent death!?Then after Victor creates the monster he realizes his terrible mistake. "But now that I had finished, the beauty of the dream vanished, andeathless horror and disgust filled my heart?I considered the being that I had cast among mankind, and endowed with the will and power to effect purposes of horror…my own vampire…forced to destroy all that was dear to me.?

Similarly in the Greek myth, Prometheus (a titan) plays God by stealing the fire of wisdom from the gods and giving it to the humans he had created. The gods get angry and punish him terribly. "Zeus was enraged that man had fire. He decided to inflict a terrible punishment on both man and Prometheus…on Mount Caucasus, Prometheus was tormented day and night by a giant eagle tearing at his liver. By day, the eagle would come down to the cliff and devour Prometheus liver, and by night the liver would regenerate, only to have it destroyed the following day again.?The difference in Prometheus from Frankenstein is that Prometheus did not get punished for creating humans but going against his gods will. In Frankenstein creating the being is going against Gods will. In the holy bible Adam was punished for trying to play God and to be like god by eating the forbidden fruit and he and along with Eve was punished by being send to earth from the safety of heaven.

Another idea is that the created always has a choice on which path to take. Either the good or the evil. But the society that the created inhabits also has a great impact on what choice the created takes. Like in Frankenstein the beast had tried to be hospitable, by saving the girl from the river and helping the cottagers with their daily chores, but all he got for this was negative responses and rejection. This corrupted him and he chose the evil ways. Killing everyone Frankenstein loved. This parallels with the original creation story about Adam and Eve. Adam had a choice on whether he should eat the forbidden fruit or not he chose to eat it, with the influence of Eve.

Also, Prometheus had a choice on whether he should steal the fire. But he did it out of his sympathy love for the mortal humans.

The idea of achieving respect through creation is also important. Frankenstein wanted to be great and powerful and perfect and respected by creating this beast. "Life and death appeared to me ideal bounds, which I should firsteak through…a new species would bless me…should I deserve their? Like we are expected to worship and respect God. In Prometheus, the titan gives t6he mortals the forbidden fire so that we would love and respect him. "For unrelinquishingavery in the face of the ruling and cruel Powerful who inflict suffering on the rest of mankind. His name has been associated throughout the centuries and millenniums as that of the GREAT REBEL AGAINST INJUSTICE AND THE CRUEL AUTHORITY OF TYRANNICAL POWER.?

The idea that people should take responsibility for their things/creation is also very important in Frankenstein. Frankenstein creates the monster and then flees. Later on he realised that he could not flee from what is done and that he hold responsibility for the creature no matter hoe hideous he is. "In a fit of madness I created a rational creature, and was bound towards him, to assure, as far as was in my power, his happiness and well-being.?In the story of Prometheus, he felt responsibility for the human he had created and that is why heought the fire to them.

And in the bible it is stated in almost every page that God loves his children and blesses them.

A general idea about creation is that the creator will have to make an environment for his creation and set down rules and restrictions for it to abide. Like in the creation story in the bible

God created Adam after he created the earth and animals and eve for him, god also blessed Adam and set down the 10 commandments for all humankind to follow. "And god blessed them, saying, Be fruitful and multiply and fill?Thou shall not kill.? But in Frankenstein it was the exact opposite. After creating the beast Frankenstein not only abandons it in a world which it was not meant for, but also curses it and leaves it to roam free doing whatever it wants. Frankenstein says, "I threw myself on the bed in my clothes, endeavoring to seek a few moments of forgetfulness? and later on in the story the beast recalls. "No father had watched my infant days, no mother had bless me with smiles and caresses?and later on Frankenstein realizes. "In a fit of madness I created a rational creature, and was bound towards him, to assure, as far as was in my power, his happiness and well-being.?

These are the main parallels in the story Frankenstein, creation story and Prometheus and ideas, values and attitudes of creation found in them.

Power

Power is a recurring theme throughout the text that manifests itself in many different forms. The power to grant life, toing death, and the power to control life are all themes that Shelley presents in relation to Creation. Frankenstein has the power to create life as well as to destroy whereas the monster has the power to destroy life and cause pain.

At first Frankensteins main goal is to discover the "principle of life?for the good of mankind, but in his passing trance he soon finds himself "capable of bestowing animation upon lifeless matter? at this point, he is overwhelmed by the power and glory that creating woulding. Out of the desire for power and knowledge that is placed in Frankensteins hands, the monster is born without careful consideration. In creating, Frankenstein hopes that "a new species would bless me [him] as its creator and source? he wants to be worshipped for his god-like powers, hence seeing himself akin to God. However, unlike God Frankenstein does not provide for his monster, neglecting his duties to his creation and allowing the wretched being to roam free. Frankenstein has no plans for his monster and it is suggested that the monster is not bound by destiny like Frankenstein because he is not a child of god?

When the monster asks Frankenstein to exercise his powers yet again to create a female, Frankenstein agrees to this request rationally although less than willingly. He reasons with his creature but eventually decides that he is bound towards the monster as his creator and has "no right to withhold from him [the monster] the small portion of happiness which was yet in my [Frankensteins] power to bestow.?

In the text, the ultimate power is still in creation. Although the monster has physical power over Frankenstein, the monster does not have the knowledge that is needed to create another being. Without the knowledge to create, Frankenstein does not have hold over the monster. So we can say that in relation to the text, knowledge is power. The second monster is created out of knowledge ?from experimenting on the first monster, this bears similarities to Eve who made by God from the ribs of Adam.

As Frankenstein becomes more and more God-like? he has the choice and power to decide whether to grant life or to not. After considerable debate, he decides that it is wrong to create another monster because "she might become ten thousand times more malignant than her mate, and delight…in murder and wretchedness?and so "trembling with passion, tore to pieces the thing?that he was engaged in. In this instance, Frankenstein has once again manipulated life by restricting what is allowed to live and what is not. This act can again be seen as humans trying to play God by controlling nature and destiny.

Balance of Power

The balance of power shifts between the creator and created throughout this text. This can be seen as early as when Frankenstein leaves the monster to fend for itself. From this moment on, Frankenstein no longer has control over the actions of his creation who is "endowed with the will and power to…destroy? The monster realises that he has physical power over his creator when he strangles William to death, he then knows that Frankenstein is not at all like God but is a mere human who can be hurt physically and emotionally and is not perfect. The monsters "enemy is not invulnerable?

It is also suggested in the text that the creator is not necessary the master, the master is whoever holds the most power ?in this case, the monster. Despite this, Frankenstein has skills and knowledge to offer the monster, and as long as he still holds his status as the creator, there is equiliium between the two conflicting characters. That is, when Frankenstein promises to create a female for the monster, the monster does what he is told and does not defy any of his creators wishes. This is the same for Frankenstein, with the monster threatening "to create desolation?if he does not create a female monster. When Frankenstein destroys the female monster, the whole equiliium disappears. This is when the monster uses his physical advantages over Frankenstein, killing Clerval and Elizabeth causing him great emotional pain.

Huis

To have the attitude of huis is to believe that one possesses God-like powers. As a result, one is often corrupted, becoming a source of great misery to themselves and people around them. Victor Frankenstein constantly strives to further his huis in this text. At the beginning, he is simply someone who desires to learn about the workings of the universe. Intelligence, ambition and curiosity take him a step further, hence he greatly exceeds his original plan and to gain and misuse power. The huis is presented as a sin in the text, because with the possession of huis, Frankenstein runs into terrible mischief and trouble.

The complications in the narrative can all be linked to VFs discovery of power when he ponders the creation of a being in his own image. ? I found so astonishing a power placed within my hands?and "I hesitated a long time concerning the manner which I should employ it?(pg 5). These quotes demonstrate VFs initial concern and attitude towards the power that he is about to possess.

VF does have some forethoughts concerning the creation of a being, for example, "I doubted at first whether I should attempt the creation? But ultimately, he makes the decision to create. This decision may have being induced by the supreme power of being in control of a man ?a being of his own kind. As a result of his decision to create, VF attempts to play God, which he later realizes is a grave miscalculation.

Inevitably, VF becomes corrupted by huis, believing he will have ultimate control over the being that will owe his life to him. His ignorance and the resulting chaos reflect an attitude reminiscent of the time ?that God already possesses all the power in the universe, and thus man is easily corrupted and led astray, and should not attempt pursuits that are deemed part of a higher order.

One thing VF fails to recognize is that those who have been victorious throughout history have always sacrificed a great deal just to maintain their power, and the cycle is not about to change. Thus with the power he fails to behold (by running off right after the birth?of the monster) come disasters which destroy him.

VF also uses his headstrong power to deny life. This is made clear to us when heeaks his promise about creating a female counterpart for the monster "Begone, I doeak my promise; never will I create another like yourself? (pg 16) and tosses the unfinished body into the water. In this act, he displays more godlike tendencies.

Responsibility

Responsibility, in relation to creation, is one of the core themes of this text. From Victor Frankenstein to the monster he creates, we are reminded of the theme in many different forms. An obvious application is when VF debates, in his mind, his own degree of responsibility for his own actions, and for the actions of the monster.

First and foremost, Victor Frankenstein creates a monster. He is so blinded by huis that he never genuinely stops to consider the consequences of his actions, acting in an irresponsible fashion.

"Life and death appeared to me ideal bounds, which I should firsteak through, and pour a torrent of light into our dark world. A new species would bless me as its creator and source; many happy and excellent creatures would own their being to me. No father could claim the gratitude of his child so completely as I should deserve theirs. Pursuing these reflections, I thought, that if I could bestow animation upon lifeless matter, I might in the process of time (although I now found it impossible) renew life where death had apparently devoted the body to corruption?

Frankenstein only realise his own foolishness when he actually "infuses his creation with the spark of life? and is shocked by the gruesome creature that awakes. VF further contributes to the problem by neglecting his responsibilities as creator. It would be expected that, after two years of toil at the expense of his own health and rest, he should at least try to examine the monster, or take some interest in it. But alas, he is "unable to endure the aspect of the being he has created? and retires to his room. Thus we see the first act that sets off the conflict between man and monster, creator and creation. If the view is taken that the creation possesses a complete and total innocence from his beginning, then this is truly the first step toward corrupting that innocence.

When Frankenstein sees the monster for the second time, he falls under the misapprehension that it is attempting to attack him and flees. It is quite possible, of course, that the monster is simply confused, and in want of some manner of explanation. Nevertheless, Frankenstein runs away, returning the next day to find that his creation has vanished. Upon realising this, he is overjoyed, not for one moment taking responsibility for what he has unleashed on the world, or even for the wellbeing of the monster to whom he gave life.

?I was unable to contain myself. It was not joy only that possessed me; I felt my flesh tingle with the excess of sensitiveness, and my pulse beat rapidly?I jumped over chairs, clapped my hands, and laughed out loud.?

However, VF cannot be rid of feelings of guilt deep within him. The monster is "forever before his eyes? and he "raves incessantly concerning him? proving that he does feel some responsibility for his actions and creation. Still, he feels no compassion or regard for the monster, simply for the individuals that it may affect.

When it murders William and frames Justine as the culprit, to her conviction and execution, Frankenstein feels a deep pang, as though it were by his hands that they died "I beheld those I loved spend vain sorrow upon the graves of William and Justine, the first hapless victims to my unhallowed arts.?Similarly, Clerval and Elizabeth are killed by the monster, acts for which VF also feels remorse and anger. Interestingly, these are directed no so much towards himself, as to the monster.

Corruption of Innocence

Another key issue surrounding the story of Frankenstein is the corruption of innocence. Many argue that the monster is like a child ?completely innocent, his mind a clean slate. It is put forward that he is simply corrupted by society, and we hear the clich?that "society is to blame? It is suggested that the acts of ignorant people, for instance Felix and his family, can be more horrible than any monster.

If we are to believe the monsters side of the story, then he is simply naïve, lonely and in want of a friend when he accidentally strangles William. He only starts to plot and scheme ways toing misery to Frankensteins life after he experiences the same misery himself. Betrayed by the world, he resorts to a killing spree that would gain nothing but vengeance.

Another more extreme reading of the text suggests that the monster is actually a demon sent by god to punish Frankenstein for his huis. This is led by his belief that he can accomplish feats as great as that of god himself, and indeed play god to an entire race of people. This theory would act to negate the idea of corruption of innocence in the text.

Conclusion from Research

In relation to creation, the core theme in Frankenstein is power. This is presented in many different contexts, including the power to play god (i.e. to create, to give and deny life), the pursuit of power above all else, the attitude that God has supreme power and no human can come close to wielding this, the idea that the balance of power is shifts between creator and creation, and the idea of Huis, among others.

While power is central, there are many other less obvious themes encoded in the text. These are issues like responsibility, including the responsibility for the actions of our creations, our duty towards them, and the guilt we feel when something we create or devise results in the misery of others. Also discussed in the text is the idea of corruption of innocence, and that ultimately, true innocence is corrupted by society.

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Order & Society

If you order your custom term paper from our custom writing service you will receive a perfectly written assignment on Order & Society. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Order & Society paper right on time. Out staff of freelance writers includes over 120 experts proficient in Order & Society, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your Order & Society paper at affordable prices! Order makes a society run in harmony, and without it there would be chaos. It comprises of laws which the people in the society have agreed and accepted. A society is a group of people that live similar lives. They obey the rules and regulations made by the society and often support each other, which helps them keep the order. In Tomorrow When the War Began 7 teenagers go out on a camping trip but when they return home they find their society, which theyve lived in their whole lives,oken down and stolen. They are forced to flee and create their own society or they too will be captured and imprisoned like the rest of the town. In the Shawshank Redemption, Andy, a married, successful man with aight future is sentenced to 50 years in jail for the murder of his wife and her lover. He is then forced to live in a new society with a new harsh freedom less order. These media are linked by the sudden change of order & society and how they adjust to it. When Elle in Tomorrow When the War Began is sitting there watching the stars, it creates a peaceful scene which symbolizes the teenagers society they originally lived in. Then came a humming noise which Elle quotes as "artificial," being the noises of the planes carrying the invaders. The artificial noise informs the reader that it doesnt belong to the peaceful scene, symbolizing the invaders arrival. At this point the society that the teenagers have been living in has just entirely changed, yet they are all still unaware. They are going to have to soon adjust to an aspect of life theyve never been exposed to, survival. In The Shawshank Redemption there is a similar scene also symbolizing the point of change to the characters order & society. When Andy walks into Shawshank the old, heavy doors close behind, thus symbolizing the end of his society which his lived in his whole life, and the beginning of his new harsh, dismal life in his new society. These scenes link by using the technique of symbolism. The concept of an aupt change from a peaceful, happy society running in harmony to a rough, unpleasant society is used in the text and the film. In conclusion these media have concentrated mainly on informing the viewer & reader of the enormous impact of changing order & society can be to a person.

Please note that this sample paper on Order & Society is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Order & Society, we are here to assist you. Your cheap custom college paper on Order & Society will be written from scratch, so you do not have to worry about its originality. Order your authentic assignment and you will be amazed at how easy it is to complete a quality custom paper within the shortest time possible!