William Shakespeare s Much Ado About Nothing And Hamlet

Characterization is a literary element that is portrayed as the definition of the character by means of their thoughts, well-being, actions, and interactions with the other set roles. William Shakespeare’s plays included dissimilar characters and different methods of characterization. The two plays that will be compared and contrasted are William Shakespeare’s Much Ado About Nothing and Hamlet. As for the characters from each play, Beatrice, Benedict, Don John, Don Pedro, Claudio, and Hero will be assessed from Much Ado About Nothing and from Hamlet, Hamlet, Claudius, Gertrude, Polonius, Laertes, and Ophelia. The importance of the above characters from each play is that they serve as the basis for identifying characteristics. Love, hate, and marriage, are three characteristics of Much Ado About Nothing that reveal its main character s traits. First, Beatrice and Benedict are undoubtedly the plays most comedic characters due to the fact that they cannot stand the sight of one another and let alone be in each others presence (Peterson). Beatrice is completely self infatuated with herself and Benedict has no desire to even converse more than three words with her (Crowther 100), ironically enough, the two eventually fall in love and decide to be wed (Peterson). Second, Don John and his brother Don Pedro show the struggle between good and evil (Peterson). Don John is the play’s clear villain whose only desire is to sabotage everything his brother does, for example, setting upShow MoreRelatedDeception And Deception In Hamlet1681 Words   |  7 Pages(â€Å"Deceive†). When attempting to deceive another person, the characters must be able to understand the consequences one may face when manipulati ng another through deceit. Two plays that strongly showcase Shakespeare’s lies and manipulation are Much Ado About Nothing and Hamlet. In both, one can see how the characters create plans to spy and lie to one another to either â€Å"promote happiness† or â€Å"harm† the other (Shmoop Editorial Team). Within both these conclusions, one can see that there are essentially threeRead MoreWilliam Shakespeare s Romeo And Juliet, King Lear, And A Midsummer s Night Dream1037 Words   |  5 Pagesof Avon, commonly known as William Shakespeare is one of the best known playwrights in the (Video). A few of his most famous plays include Hamlet, Romeo and Juliet, King Lear, and A Midsummer’s Night Dream (McArthur). Although he was popular during his time, Shakespeare’s influence continued to grow after his death and today he well known around the world. He added 2,000 words to the English dictionary and he is the 2nd most quoted after the Bible (Video). Shakes peare is one of the most influentialRead MoreWilliam Shakespeare s Influence On The Course Of World History1440 Words   |  6 PagesWaldo Emerson, a famous essayist inspired by Shakespeare’s works. William Shakespeare was a renowned author, poet, actor, and playwright. He has contributed to many components of life today such as; founding modern English language, contributing to literature, contributing to modern theater, and contributing many of his works to modern English. William Shakespeare has greatly impacted the course of world history. William Shakespeare was believed to be born on April 23,1564, in his hometown of Stratford-upon-AvonRead MoreWilliam Shakespeare s English Literature Essay1667 Words   |  7 PagesWilliam Shakespeare has been best known for his poems, plays and masterful piece of writings in the English language. He has been referred to as the England s national poet and the Bard of Avon. He produced over thirty eight plays, hundred fifty four sonnets, five poems, and more verses. Shakespeare s plays consist of mainly tragedies, comedies and histories which are regarded as one of the best in those genres. The plays, the poems, and the sonnets have had a significance influence in EnglishRead MoreWilliam Shakespeare s Life And Life1307 Words   |  6 Pages William Shakespeare s life was very interesting, to say the least about him. â€Å"An English playwright and poet, William Shakespeare is often considered the greatest dramatist the world has ever known and the most recognized poet in the Eng lish language† (Lindaman). From a very young age, William was a very bright kid, who had gained a love for theater. Ever since that love as a kid, it only grew stronger. Not only did he have a love for theater, but also poetry. Throughout Shakespeare’s life familyRead MoreWilliam Shakespeare s A Great Writer2074 Words   |  9 Pages William Shakespeare was a great English writer from several centuries ago and is often seen as one of the most remarkable writers to this day. He not only projects deeper ideas throughout his various types of plays, but he also never ceased to entertain the common man or the families of royalty. â€Å"Shakespeare s words and phrases have become so familiar to us that it is sometimes with a start that we realize we have been speaking Shakespeare when we utter a clichà © such as ‘one fell swoop’ or ‘notRead MoreThe Cask Of Amontillado : William Shakespeare1450 Words   |  6 PagesMelanie Bottini Ruiz-Velasco English 221 Final Paper 17 December 2014 The Cask of Amontillado: Shakespeare in American Literature There are a few names in literature which represent the ability to captivate an audience with suspense and gloom. Though masters of different genres, Edgar Allen Poe and William Shakespeare both embody this unique ability. One of Poe’s work in particular resembles the beauty and darkness that is found in Shakespeare’s tragedies. In the intriguing short story â€Å"The CaskRead MoreWilliam Shakespeare s The Of 1918 Words   |  8 Pagescharacters in them. Some of the traits were modesty, from the book Much Ado about Nothing, loyalty was a big one that she connected to, from The Tragedy of Macbeth, and over thinking, from Hamlet. Her love of Shakespeare had always been there but High school had showed her that she felt a deep passion for Shakespeare’s novels and also connected very well to them. The first book Jasmine felt a strong connection to was Much Ado about Nothing. The character she felt most close to personality wise in theRead MoreWilliam Shakespeare s Romeo And Juliet977 Words   |  4 Pagesjust about any literary scholar and ask them the simple question of, who is the greatest writer known to the planet. Many will respond with a likely sarcastic response, but tell you of the man known as William Shakespeare. He’s most popular for his drama play called Romeo and Juliet, but holds credentials in the literary department for much more than that. He’s written dozens of plays, many dramas such as MacBeth and Hamlet, with some noteworthy comedies for the time period like Much Ado about NothingRead MoreDoes Othello Meet The Standards Of A Tragic Hero?2171 Words   |  9 Pagesthe Standards of a Tragic Hero? William Shakespeare is considered one of the greatest play writers who ever lived. Students throughout the United States continue to read his sonnets and plays today. His style of writing and his use of metaphors are what truly make him a great writer. Shakespeare wrote many comedies such as A Midsummer Night’s Dream, Much Ado about Nothing, and The Taming of the Shrew. Shakespeare also wrote many tragedies such as Macbeth, Hamlet, and Romeo and Juliet. Many of Shakespeare’s

Analysis Of The Poem The King Alcinous - 1194 Words

Great king Alcinous, I, Odysseus, destroyer of Troy, will recount a portion of my great journey to your humble banquet hall and your open arms. I shall continue where I had let off in my harrowing tale. Upon the seas I laid, my head heavy with the burden with the prophecy I had acquired from the witch, Circe. My men sang a boisterous sea shanty, celebratory of their victory over the Sirens. Upon a pine table sat an aged map, like an old but fair maiden it sat aged but not worn. For this was a map given to the witch Circe, but now it sat upon the table of the son of Laertes, Odysseus. The ship creaked upon the sea like the hushed wails of the dead ripped brutally from life. Scrawled in handwriting fitting of the gods sat a message. The†¦show more content†¦Many civilians so pale they could have been born in the underworld back away. Greetings people of this mighty kingdom, I am Odysseus, son of Laertes. We had learned about your so-called, unmovable kingdom. I had wanted to see for it myself if it is so powerful. But not as I look around I only see pale, twigs of men who could not brandish a sword. So have at me you so called warriors. Odysseus was suddenly broken away from his taunts by the screech of one of his men. His skin had turned a sudden white as he collapsed onto the ground. his eyes closing for the final time. You asked us for our warriors. These are our warriors, bugs so tiny they are only seen by the gods. Live near the opening of this great cave. Only those born here are immune to their great venom. A beguiling man stepped from the shadows, dressed in the finest gems. I am king Anicetus, this is my great land, Adynami Vedella. So you have met our warriors tell us, will you submit to us. The vile bugs enjoy following their prey. They don t enjoy their prey escaping, just like we don t. With that, a group of a hundred twigs of men emerged from the many tunnels going off of the cave system, great carved homes and market spaces lining the walls. The men brandished swords with detailed hilts almost like artwork. A few of Odysseus’ men began to falls down their pale faces contorted in the sudden pain of death. I will let you go, for I have heard of the great Odysseus. But IShow MoreRelatedHero Archetypes and Epic Conventions in the Odyssey and Beowulf3110 Words   |  13 PagesThe Ili ad and deals with Odysseus, another hero of the Trojan Wars, who has been on a quest to reach his family in Ithaca for ten years and is continuously hampered by various trials. Odysseus is believed by many to have been a much-loved Mycenaean king (Milch 67-68). Beowulf, on the other hand, does not have a true author, ...unwritten stories that had been passed from generation to generation by word of mouth, (Safier 11-12). Beowulf, like Odysseus, is about a hero who becomes leader of his people

Impact of Inflation Essay Example For Students

Impact of Inflation Essay Inflation is the most commonly used economic term in the popular media. A Nexis search in 1996 found 872,000 news stories over the past twenty years that used the word inflation. Unemployment ran a distant second. Public concern about inflation generally heats up in step with inflation itself. Though economists do not always agree about when inflation starts to interfere with market signals, the public tends to express serious alarm once the inflation rate rises above 5 or6 percent. Public opinion polls show minimal concern about rising prices duringthe early 1960s, as inflation was low. Concern rose with inflation in the late 1960sand early 1970s. When inflation twice surged to double-digit levels in the mid andlate 1970s, Americans named it public enemy number one. Since the late 1980s,public anxiety has abated along with inflation itself. Yet even when inflation is low, Americans tend to perceive a morality tale in its effects. A recentsurvey by Yale economist Robert Shiller found that many Americans view differences in pricesover time as a reflection of fundamental changes in the values of our society, rather than of purelyEconomists think of inflation more plainly as a sustainedrise in the general level of prices. Their concerns focuson questions such as whether inflation distorts economicdecisions. Very high inflation adversely impacts economicperformance, as evidence from cross-country studiesshows. Likewise, moderate levels of inflation can distortinvestment and consumption decisions. Recent U.S. experience with low, stable levels of inflation, in the rangeof 2 to 3 percent, has spurred policy makers to considerthe possibility of achieving zero percent inflation. Reducing inflation however has costs in lost output andunemployment during the adjustment. Thus, an importantquestion is whether zero percent inflation is sufficientlybetter for the economy than 2 to 3 percent inflation towarrant the effort of getting there. Americans are most concerned that inflation may lower their standard of living that theirincomes will not keep up with the rise in prices. This anxiety is particularly pronounced for retirees, uneasy about inflation adjustments to theirpensions and financial investments. To plan for retirement requires forming expectations of pricesin the future. Inflation makes this more difficult because even a series of small, unanticipatedincreases in the general price level can significantly erode the real (adjusted for inflation) value ofsavings over time. Shiller finds th at worry about inflations costs increases dramatically asindividuals near retirement age. Americans born before or after 1940 differ more in theirevaluation of inflations effects than do the U.S. and German populations as a whole. effects of inflation uncertaintyMany people understand prices rise because of inflation. But they seem to attribute nominalincreases in their wages more to their own accomplishments than to the feedback effect ofTo the extent that they acknowledge feedback effects, most Americans seem to believe in alagged wage-price model of the economy. That is, they assume that price increases occur firstand wage increases follow, often much later. Shillers survey found a striking number of people over 75 percent of respondents believe that their income would not fully adjust for severalyears after an inflationary episode. Economists have tried to measure whether wage increases lagprice increases since the 1890s but have consistently found the relationship difficult to estimate. Many people also dislike inflation because they feel it makes it easier for the government,employers, financial institutions, and others to deceive them. Thus, over 70 percent of Shillersrespondents agreed that One of the most important things I dont like about inflation is that theconfusion caused by price changes enables people to play tricks on me, at my expense. Thus,some employers may forget to raise their employees wages as much as inflation thereby givingThere is evidence that people do get fooled, at least initially, about their real wages. EconomistsPeter Diamond, Eldar Shafir, and Amos Tversky argue in their recent paper, On MoneyIllusion, that people seem to base their sense of satisfaction on nominal earnings, rather than realearnings. Similarly, Shiller found that over half of his respondents agreed with the statement that,I think that if my pay

The Signalman Charles Dickens Essay Example For Students

The Signalman Charles Dickens Essay The writer Charles Dickens is one of the most famous English novelists of the Victorian era. He began his writing career with being a journalist. When being a journalist he drew sketches of characters which seemed real. They were related to the people he saw and talked with in his society. He was fond of reading picaresque novels of Tobias Smollett and Henry Fielding as a child. The novel he wrote about Oliver Twist was first a sketch of an orphan who was abandoned by the state in a magazine. His novels were often based on the society and the people he had met. We will write a custom essay on The Signalman Charles Dickens specifically for you for only $16.38 $13.9/page Order now He was a harsh critic of the poverty and social stratification of the Victorian society. Oliver Twist had many purposes that are brought up through Olivers journey. This novel brought forward the issue of poverty, selfishness, capitalism, social welfare and child labour. One other very important reason why this novel was written was because he wanted to criticize the poor laws during the Victorian time. This is as the middle class people believed that people were poor because they were sinful and corrupt. Charles Dickens tried to show the middle class people through his novel that this was not true. Charles Dickens literacy techniques in the novel Oliver Twist provided the readers with a portrait of a young boy so good that his values are never changed. Even by cruel orphanages. This technique he used in his books created an image for the reader of the characters in his book. In this case it created sympathy by the readers towards Oliver Twist. He also employs lots of coincidences in his books. For example in the book Oliver Twist Oliver turns out to be the lost nephew of the upper class family which rescues him from the dangers of the pickpocket group. Charles Dickens always tries to show that good will always wins. Charles Dickens creates lots of tension throughout the book. The chapter Im going to look at is chapter 47. In this chapter he creates tension through the language he uses. His style of writing created tension. This is as he would leave the reader with a description of something or a situation without writing what it is. The novel Oliver Twist was Charles Dickens second novel. Oliver Twist was born into a life of poverty and misfortune. Oliver was an orphan nearly from birth as his mother died as soon as he was born and his father left with an unexplained absence. Oliver spent the first nine years of his life at a baby farm in the care of a woman named Mrs. Mann along with other juvenile offenders. So Oliver is brought up in the poor-laws of the society and with little food and few comforts. The desperate hungry group of boys decided later on to draw lots and the loser must ask for another portion of gruel. The task that had to be done went to Oliver. At the next meal he then makes his famous request of Please, sir, I want some more. In chapter 47 we learn more about Fagin, Nancy and Sikes. Fagin is a leader of a group of children. He is a crusty old man who teaches children how to make a living by pick pocketing and other criminal activities. Nancy is a helpless admirer of Bill Sikes and she is seen as the heroin as she tries to save Oliver. Although she still was a heartless criminal as she was influenced by Fagin at the age of six. Nancy is a confused character as she sometimes is taking the side of evil (Bill Sikes and Fagin) and sometimes the good side (Oliver). Bill Sikes is a brutal man and has a strong role to play in the novel. He is an aggressive criminal who has control over some of the characters actions in the novel. .ufb039b853bb075599a4fcc0e2bbc1d80 , .ufb039b853bb075599a4fcc0e2bbc1d80 .postImageUrl , .ufb039b853bb075599a4fcc0e2bbc1d80 .centered-text-area { min-height: 80px; position: relative; } .ufb039b853bb075599a4fcc0e2bbc1d80 , .ufb039b853bb075599a4fcc0e2bbc1d80:hover , .ufb039b853bb075599a4fcc0e2bbc1d80:visited , .ufb039b853bb075599a4fcc0e2bbc1d80:active { border:0!important; } .ufb039b853bb075599a4fcc0e2bbc1d80 .clearfix:after { content: ""; display: table; clear: both; } .ufb039b853bb075599a4fcc0e2bbc1d80 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ufb039b853bb075599a4fcc0e2bbc1d80:active , .ufb039b853bb075599a4fcc0e2bbc1d80:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ufb039b853bb075599a4fcc0e2bbc1d80 .centered-text-area { width: 100%; position: relative ; } .ufb039b853bb075599a4fcc0e2bbc1d80 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ufb039b853bb075599a4fcc0e2bbc1d80 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ufb039b853bb075599a4fcc0e2bbc1d80 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ufb039b853bb075599a4fcc0e2bbc1d80:hover .ctaButton { background-color: #34495E!important; } .ufb039b853bb075599a4fcc0e2bbc1d80 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ufb039b853bb075599a4fcc0e2bbc1d80 .ufb039b853bb075599a4fcc0e2bbc1d80-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ufb039b853bb075599a4fcc0e2bbc1d80:after { content: ""; display: block; clear: both; } READ: A Memorable Eexperience from My Childhood EssayHe is a man that people should not trust as he trusts no one himself. To show how brutal he is in this novel he has a bull terrier which he calls Bulls eye and beats the dog until it needs stitches. In chapter 47 we see that Nancy is suspicious of Fagin. This is as Fagin has interest in Oliver. The mysterious monks involvement with him has also made Fagin suspicious of her. He becomes so suspicious that he begins to have a person follow him to see what he does. The first four paragraphs are roughly the same length. The only thing that differs in the sentence structure is the length of the sentences.

A Pictorial Representation of Unit 3 Professor Ramos Blog

A Pictorial Representation of Unit 3 Who fell on their knees in hopeless cathedrals praying for each other’s salvation and light and breasts, until the soul illuminated its hair for a second.-Allen Ginsberg; Howl Billy left his room, went down the slow elevator, walked over to Times Square, looked into the window of a tawdry bookstore. In the window were hundreds of books about fucking and buggery and murder, and a street guide to New York City, and a model of the Statue of Liberty with a thermometer on it. Kurt Vonnegut; Slaughterhouse-five â€Å"The road looked as if no one had traveled on it in months.-Flannery O’Connor My home tongues are the languages I speak with my sister and brothers, with my friends.-Gloria Anzaldua; How to Tame a Wild Tongue But a parent’s love for a child, a child’s for its parents, is another thing entirely.†-Cleà ³filas, Woman Hollering Creek â€Å". . . with the sun sliding out of the sky like spit off a wall . . .† ― Junot Dà ­az, Drown

Lapses and Collapses

Lapses and Collapses Lapses and Collapses Lapses and Collapses By Mark Nichol This post lists and defines lapse and its family of related words that pertain to a passage of time or to falling. The words discussed below all derive ultimately from the Latin verb labi, meaning â€Å"fall,† â€Å"sink,† and â€Å"slip,† in addition to other related actions, by way of lapsus, meaning â€Å"falling† or â€Å"slipping† (figuratively or literally) or â€Å"passage of time† (from the sense of â€Å"gliding†). Lapse, as a verb, originally pertained merely to that last sense, but it later applied as well to something becoming invalid or void and acquired the additional meanings of â€Å"commit a sin† or â€Å"fail to retain religious faith.† As a noun, lapse means â€Å"decline† or â€Å"fall,† or â€Å"interval,† â€Å"interruption,† or â€Å"termination,† or it may refer to a mistake due to forgetfulness or inattention, or to abandoning one’s faith. The adjectival form is lapsed; the adjective labile once meant â€Å"prone to fail or fall,† but now it pertains to instability or propensity to change. (The adjective labial and other words pertaining to lips are unrelated.) Labefaction, meanwhile, is a rarely used word meaning â€Å"downfall† or â€Å"overthrow† in the sense of a weakening of civil order or moral principles. When time goes by, it is said to elapse. That word was at one time also a noun, but lapse has superseded it. In theology, several words with the root lapsarian pertain to various beliefs about the biblical account of the fall of humankind as told in the story of the Garden of Eden: postlapsarian (â€Å"after the fall†), prelapsarian (â€Å"before the fall†), sublapsarian (â€Å"under the fall,† which is also the translation of the synonym infralapsarian), and superlapsarian (â€Å"above the fall†). The verb collapse (literally, â€Å"fall together†) means â€Å"fall† or â€Å"fall apart,† â€Å"break down† or â€Å"lose effectiveness or significance,† or â€Å"fold down† or â€Å"give way† and as a noun refers to any of these actions. Something that can be collapsed, generally limited to the sense of â€Å"fold down,† is collapsible, and that quality is called collapsibility. When a body part falls or slips, it is said to prolapse (â€Å"fall forward†), and such an occurrence is a prolapse. A relapse (â€Å"fall again†), meanwhile, is an instance in which symptoms of a disease that had abated recur, and the word also serves as a verb. Lava is an unexpected cognate; the word describing magma, or molten rock, after it has surfaced from underground (in its molten state or after it has cooled and hardened) stems from lapsus by way of Italian. The adjective lavalike refers to something resembling the molten state. Lapidary, referring to cutting of gems and stones, is an unrelated word derived from lapis, the Latin word for â€Å"stone.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:When to use "on" and when to use "in"Hang, Hung, Hanged13 Theatrical Terms in Popular Usage

Articles Review Essay Example | Topics and Well Written Essays - 1250 words

Articles Review - Essay Example Given these trends in the past (with respect to the transportation of items), the articles raises doubts through the questions of a number of researchers whether a similar trend would influence the working of the super information highway of modern times, which is popularly known as the Internet. The article says that one of the most prominent reasons for the growth of the internet has been the 'openness' and 'uniform' feature of the net that has made no distinction between the type of information being transferred. In order to support this claim, the article cites a paper published by Andrew odlyzko that talks about the willingness of telecom companies towards introducing a pricing system for different types of information that would be transferred through their networks. The article also discusses about how deviations in the earlier pricing and tariff systems were used indiscriminately, which caused an outburst among the people. The government and the regulatory bodies of those times then had to step in so as to bring about the requisite changes that ensured smooth transport of goods thereafter. While the article says that such price discrimination has in the past worked towards reversing the fortunes of some places such as Beverly beck, it also raises questions as to whether changes to the uniform pricing of internet based services would have similar effects. In view of this argument, the article ultimately concludes that the given the enormous size of the Internet, a flat based system would work much better and encourage users to utilize the services in an extended manner. In my opinion, price discrimination has been there all along in the modern times and it has been the trend with telecom companies that happen to be the core providers of the Internet infrastructure. one is not surprised to see the different kinds of services provided and the differing price tags that each one is attached with. Subscribers are charged different tariffs for services such as phone calls, SMS, MMS, email, multimedia etc. moreover; some companies also discriminate on the basis of the subscriber being new or a regular one, wherein the former is charged higher rates than the latter. The reason service providers have not been able to implement such a policy over the internet has been predominantly due to the fact that the providers of such services over the internet are other companies different from these providers and the mode of information transmission is bits in any case. As such, service providers as of now do not have any software or hardware applications in place th at is capable of distinguishing between the types of information by simply examining the bits being transmitted. Therefore, any possible solution towards implementing any tariff based structure on the internet by these service providers can only be possible in the current time by forging alliance with the providers of these internet based services such as chat, VoIP, entertainment etc. given the facts that the number of such software providers runs into millions and that a mighty proportion of such services are for free would make it impossible to implement a service based pricing system in absolute totality. In fact, it can be compared to the marketing strategy of Apple inc.

Global strategy unit Essay Example | Topics and Well Written Essays - 3000 words

Global strategy unit - Essay Example The analysis ends which a brief understanding regarding what measures the company is require to undertake so as to enhance their market presence. Aldi is a global supermarkets chain, with their headquarters located in Essen, Germany. The company has approximately 8000 stores located in different nations of the world. Aldi’s stores were first opened in the year 1990 in the U.K. There are currently 512 Aldi stores located in the U.K. Aldi mainly sells food items and beverages. Majority of the products of the company are the less expensive household items and most of these products are Aldi’s own brand. In order to sustain competition, enhance sales and attract a larger target market, the company incorporates selling a number of branded items. The number or brands sold by Aldi in their electronics and kitchen appliance category have also enhanced in the recent times. The company also provides weekly and seasonal discounts on it more expensive category of products. Such discount items also includes clothes, flowers, toys and stationeries. Internationally the stores of Aldi are subdivided into two groups, Aldi Nord a nd Aldi Sud. The U.K chain of Aldi stores fall in the Aldi Sud Category. Over the years, successful business operation and suitable market strategies have facilitated Aldi into becoming one of the valuable retail chains globally. In the U.K the operations of the company are mainly based upon the limited assortment technique. According to this concept, high quality products are restricted to a small number of brands and categories, to be purchased in bulk and sold at competitive prices. Every business activity of the company is undertaken with the motive of creating savings. Discounts are usually seen to be passed on to the consumers through the end selling prices (Barney, 1991). The current project aims to analyse the corporate and business strategies of Aldi in the U.K and accordingly understand the viability of firm’s

Setting Up A Moral System Essay Example for Free

Setting Up A Moral System Essay The installation of a moral system is vital in every society. Yet, every moral system must deal with the major conflicting general moral issues: Consequentialism versus Non-consequentialism; Self versus Other-Interestedness; Act Utilitarianism versus Rule Utilitarianism; and Emotion versus reason. When all four areas are combined and examined there are conflicting views that must be resolved. First of all, there is the issue of Consequentialism and Non-consequentialism. Consequentialism is best described by utilitarianism, where decisions are based on the consequences of the outcome of the decision made. On the other hand, non-consequentialism is best described as an ethical theory that is based not on the consequences of the action, but on some higher moral standard that is placed upon them. Examples of non-consequentialism are Kants Duty Ethics and Divine Command Theory. The conflict between the two is whether to do what is best according to the outcome or follow what one feels as the higher moral standard would require them to adhere to. Personally, I would resolve this area by choosing the consequentialist belief as my tool for judgement because I feel that people need to think about the consequences of their actions because if they dont then it will cause havoc in the society. Thus, I feel that consequentialism is the proper solution in this area. Secondly, there is the conflict between Self versus Other-Interestedness. The concept of self is best described as being selfish and only caring about oneself without worrying about what might happen to others. While the concept of other-interestedness is basically putting the needs of everyone else over your own (this is similar to utilitarianism). The big conflict is that most people are going to choose themselves first, but if this were a perfect society the people would worry about everyone first. If people would think about it, then they figure it out that they are included in everyone. Therefore, in this area I would solve the problem by choosing the theory of other-interestedness. Next, there is the issue of the act utilitarianism versus the rule utilitarianism. The act approach to utilitarianism is that a person should perform acts that will bring about the greatest good for the greatest number. On the other hand, the rule approach to utilitarianism is that people establish and follow rules which will bring about the greatest good for the greatest number. The major conflicting moral issue is whether or not there is freedom involved in the decision making process. Act utilitarianism gives unlimited freedom, while rule utilitarianism gives virtually no freedom, but rule utilitarianism gives structure and stability to the society. The best way to solve this area would be to have rule utilitarianism and act utilitarianism combined so that you have rules to give some structure to society but have the ability for the people to be allowed to express their individual freedoms in the society. Thus, I feel that a combination of the two is the best way solve this area of the moral system. Finally, there is the issue between reason and emotion. Reason is described as thinking about what the outcome of the decision would be, then making the decision. The theory of emotion is reacting to ones emotions without thinking about the possible outcome of the situation. In this situation one has to side with reason because if not the society would have people reacting to their emotions all the time which could chaos and would not fit into a utopian society. All of these four areas combined would help in establish an upright and proper moral system when applied correctly. I feel that the decisions that I made earlier in this essay are the proper ones needed for a good moral system.

Expert Systems In Health Care :: essays research papers

A case referring to the beneficial use of the expert systems in the health sector was the attempt of the LDS Hospital in Salt Lake city,Utah to build “ the most complex artificial intelligence system ever created'; according to the words of DR David Classen.Its name was AIC or “Antibiotic Computer Consultant'; and it was part of HELP(Health Evaluation through Logical Processing), which was LDS’s hospital information system. The latter was existed, before the implementation of the Expert System. The role of AIC was to help doctors determine proper antibiotic treatment for specific patients.Achieving the specific purpose,the Expert System followed the above stages: 1) The doctor turned to the system with information on the infection type and site, and also identified the patient to the computer. 2) The system determined the pathogens, which are likely to have caused the infection. 3) The software examined the patient’s medical records( through the HELP information system) and searched for similar cases nationwide. 4) Finally, it displayed the five most likely antibiotic regimens to be effective and the cost of the prescription for each one. Altough,the system was extremely rewarding and expanded to include other cases involving antibiotics, some criticisms were made against it. It was stated that the system was unwieldy and that physicians had to enter much information, which was useless. Of course, the best answer came straightly from the physicians, who highlighted many important benefits of the AIC. The 88% of them believed that the use of AIC was very simple and they would recommend it to other colleagues. Another 85% stated that the program improved their selection of antibiotics, and 81% agreed that it enhanced patient care. Concerning its usability, doctors access into the system 3 times a day.

Classism †institutional, cultural, and individual set Essay

Class is a relative social rank in terms of income, wealth, education, occupational status, and power. However, classism is the prejudice or discrimination on the basis of social class. Classism is the institutional, cultural, and individual set of practices and beliefs that assign differential value to people according to their socioeconomic class and an economic system that creates excessive inequalities and causes basic human needs to go unmet. I would define myself as being a member of the upper middle class. Upper middle class is a part of the middle class. Middle class is broken into three different parts consisting of the lower-middle class, middle class, and upper-middle class. The reason I would classify my family as upper middle class as opposed to other parts of the middle class is that both of my parents are accountants, which makes them have higher incomes due to professional jobs. In claiming this identity, I feel very lucky that I was able to grow up in a very comfortable lifestyle for myself. Coming into this class, I would have classified myself as middle class as I wasn’t even aware there where three different parts in middle class. One memory as a child that I can recall pretty vividly is while I was cleaning out my room every couple years as a child. I remember my parents helping me and I was trying on clothes and the stuff that didn’t fit, we folded and put into a big bag. I was very confused why we weren’t throwing them away and my parents told me that because I was very lucky I could have these clothes so we are going to give them to people less fortunate so they could have them too. At a young age, I just agreed and never really knew what that meant but as years passed, even without knowing, I could tell the differences in wealth in people that I saw. The high school I went to has three different towns that go to the same school and the amount of wealth in each town is different for the most part. You can tell for the most part in the types of clothing, and ways people acted in where they came from and how much money they had compared to you. This was interesting for me to learn about class at a young age without even knowing I was doing so. In the panel in this class, I didn’t relate to many of the stories, however I did find it very interesting in that people of such different backgrounds are capable of  achieving some of the same cultural capital. In my family, talks about money have never occurred. I remember asking my father how much money he made one day, and he said don’t worry about it and told me to not ask again. To this day, I am still unsure how much money my father and mother make. I am not positive about this, but the reason I think that they didn’t want me to know is so I didn’t talk about it with my friends. I know now as I get older more and more even without them telling me but I know my parents budget their money in a very smart way. When they moved to Suffern, where I live now, a suburb of New York City, they chose this town as the school district was vey good and they wouldn’t need to send me to public school to get a â€Å"better† education. Also, although they could have afforded it, they chose to live in a development of houses instead of getting a freestanding house, which would have been more money and more money in taxes. These were a couple examples of how my parents budgeted their money in order to give the whole family a better lifestyle in my opinion. This is because if I wanted something on the more expensive side, or needed something, they wouldn’t need to think about how they could afford it or pay for it. Personally, I think this is very smart of them and will definitely look to do the same in my future. Although my parents are upper middle class, I have still had a couple jobs. They knew that having experience would help me in the long run when I apply for a real job coming out of college. I have talked about how much money I made in these jobs with my friends but I feel as if these jobs that I have had, such as a camp counselor, and then the difference in starting my career job are totally different. I don’t see myself talking about my starting salary with my friends even though I am sure other people will. I think that this is something personal. My guess would be that this is because this is the way my parents feel and without knowing it, this is what they told me is normal. I don’t feel uncomfortable talking about money but through personal experiences, it is not something that I do very often. Class is only one aspect of ones identity. When someone asks me who I am, class is definitely not the first thing that comes to mind. I would say I  am a white male before I say that I am a member of the upper middle class. This being said that a person can have more than one identity, they do intersect with one another. Stereotypes have been made about the intersection of identities. For example, Jewish people are supposed to be rich. Maybe it is true that Jewish people will be wealthy and live a comfortable life, but this isn’t necessarily true. Jewish people are no different than anyone else, besides the fact that they practice that religion, in the sense that they are human and they don’t have to be wealthy just because they are Jewish. Personally, I believe that class does play a role in education. Back when my grandfather was eighteen, and thinking about college, he did not have a choice in where he was going to go to school. He did not have that much money at all in his family, so if he didn’t go to City College, which at that time was free, he was not going to go anywhere. He would have had to start working in order to help the family pay their bills. This wasn’t just the case for my grandfather either. My mother and father where told what schools they were going to go to strictly based on what their parents can afford. They both were able to go to college, and luckily for me they ended up being very successful people and didn’t have to put to many limitations on where I was able to go. The college process is very complicated nowadays. Some people get into schools because they are athletes, donate money, and other such acts even though they may not be academically meet the requirements for the school as Peter Schmit says in his article â€Å"At the Elite Colleges†. I was told since a young age that I was going to college and didn’t really have a choice about it. This is does not mean that I didn’t work to get to where I am today. Karen Pittelman and Resource Generation say in the article â€Å"Deep Thoughts About Class Privilege†, â€Å"Acknowledging how class privilege impacts our lives doesn’t have to mean abandoning pride in ourselves. Our hard work is still hard work.† This means that just because we have some sort of privilege in our lives, doesn’t mean it was handed to us on a silver platter. I, for one, still work extremely hard to do well in school. However, this is what I want anyway cause I know with this education I am receiving, I will hopefully become ve ry successful in the future and will be able to give my kids the same  opportunity as my parents did. When I get my bachelors degree in business administration, I will try and find a job, but if that isn’t the case, I will look to get my masters. I am lucky enough where I do not need to worry about debt coming out of school so my options are wide open and will make that decision when the time comes. I do not think that a world without classism is possible. There will always be different classes and for that matter, people will have the prejudice that people who do not have as much money as them are inferior. I think one huge step would be admitting you have oppressed people because of class, and realizing it is wrong is the first step you can take before trying to fix this ongoing problem such that Betsy Leondar-Wright does in her article, â€Å"Classism From Our Mouths† and â€Å"Tips from Working-Cass Activists†. I think that there can be actions, such as teaching this oppression so people understand it better, that can lead to less classism in the future but realistically speaking, I do not think there will ever be a time without classism. APA Citation Quotations: â€Å"Acknowledging how class privilege impacts our lives doesn’t have to mean abandoning pride in ourselves. Our hard work is still hard work.† Karen Pittleman and Resource Generation, Deep Thoughts About Class Privilege. Readings for Diversity and Social Justice. (pg 219) Sections in a book: Schmidt (2010) At the Elite Colleges. Readings for Social Diversity and Social Justice (pg 173-174) Leondar (2010) â€Å"Classism From Our Mouths† and â€Å"Tips from Working-Cass Activists†. Readings for Social Diversity and Social Justice (pg 214-218) Collins, Yeskel (2010) The Dangerous Consequences of Growing Inequality. Readigs for Social Diversity and Social Justice (pg 155-169)

Effectiveness of Working Individually Essay

Abstract This purpose of this mathematics classroom-based research study is to answer the following question: Will allowing students to work in groups improve their understanding, or will working individually lead to greater understanding? I have been at a crossroads trying to determine if and when to allow students to work together or to make them work alone because students do not always manage the social aspects of group work so that it will be advantageous to them. Half of the class was instructed that they would complete their work by working in groups; the other half of the class would complete their work by themselves. I compared students’ pretest results to their post-test results. In both categories there was not much change in understanding from the beginning of the unit to the end of the unit, making it difficult to conclude which student category showed better improvements in understanding. Finally, conclusions about further research are discussed. Effectiveness of Cooperative Learning 3 Background This study investigates students’ understandings about mathematics. The purpose of the research is to answer the following question: Will allowing students to work in groups improve their understanding, or will working individually lead to greater understanding? This idea of group dynamics has been studied and researched, but in my experience, I have had mixed results. In some situations, students help each other, their time is spent on task and they benefit from peer interactions. At other times, students spend their time chatting about  things that are not relevant to the topic at hand, and do not get much work done at all. When students in my class do their work independently, most students tend to complete their work, or they will come ask for help if they cannot continue. I have been at a crossroads trying to determine if and when to allow students to work together or to make them work alone because students do not always manage the social aspects of group work so that it will be advantageous to them. I know why group work is not always a positive experience in my classroom. A major element that must be considered is the difficulty of the work that students are expected to complete. Often times, it may be too difficult for students to complete without guidance from the teacher, leading to group and individual frustration. This is a realistic concern despite the fact this mathematics program is mandated by our district for all students at this grade level. Students are expected to complete the coursework with a certain level of independence and success, however, this issue is debatable, as many educators who teach this mathematics program readily express that they dislike it and/or that their students have difficulty doing the work alone. Another valid concern that can affect group work is management of student behavior. Making students stay focused can be better maintained in my classroom if there was more structure and guidelines about the norms and expectations of group work from the onset of the school year as well as continuous monitoring of group dynamics and progress. The participants in this study are from one of the 7th grade math class that I teach. The study was conducted during the 75-minute math periods. There are 28 students, and I am the only teacher in the class. The classroom has 5 large tables where up to six students can sit. Most often, there are usually four or five people at a table and the other students will sit at other places around the perimeter of the room. For example, students will sit at the computer table, two smaller tables, and on a rug. The seating arrangement is important to this study since they were Effectiveness of Cooperative Learning 4 assigned to work independently, and would need to sit alone, and others worked in groups and sat at the large tables. All classes in the school are organized by our school’s principal with the intention to have the students as equally balanced as possible,  considering race, gender, academic achievement, and behavior as the criterion. The socio-economic status of the school is mainly middle class; about 30% of the school qualifies for a free or reduced lunch. The tables and graphs below show the number and percentage of students in each category. Literature Review There is an abundance of research regarding grouping of students as an educational practice. Grouping can be classified into two major types: homogenous- or heterogeneous-ability groups. In either situation, students can work independently or cooperatively. There have been many studies regarding each of these areas that favor heterogeneous-ability groups and cooperative learning groups. Homogenous grouping, or â€Å"tracking†, has been widely used in America’s educational history, and continues to be used today, but studies show that this type of grouping does not benefit students any more than heterogeneous groups (Esposito, 1973; Mills, 1999; Slavin, 1993; Slavin & Karweit, 1985). Kulik’s (1992) analysis of the research noted that when positive gains are made, they should be attributed to adjustments in instruction and curriculum, not because of the grouping arrangement. When the top, middle and bottom groups use the same curriculum, Effectiveness of Cooperative Learning 6 despite their differing ability, there are no academic gains. When students are placed in homogenous classes, the â€Å"top† students show a slight drop in their confidence levels, while the â€Å"bottom† students show a slight increase. When classes used different curricula, there were some positive changes in achievement. The greatest increase noted is when students are put into enrichment or accelerated classes, mainly because of the additional resources and change in curricula offered. A variation of homogenous grouping by class is homogeneous semi-groups within a heterogeneous class. Slavin & Karweit (1985) cited that many researchers found that the latter has more positive academic results than traditional whole-class instruction. Cooperative learning has been a popular alternative method of grouping students instead of tracking. There is empirical evidence that cooperative learning is effective for students (Gokhale, 1995; Slavin, 1995; Yackel, Cobb & Wood, 1991) but Johnson and Johnson (as cited in Northwest Regional Educational Laboratory, 2005) find that, â€Å"the successful application of cooperative grouping in classrooms still eludes many educators.† Therefore, researchers continue to investigate this topic, specifically trying to identify the different variables that  make cooperative learning successful and effective (Cohen, 1994; Slavin, 1995; Yackel, Cobb & Wood, 1991). Without certain elements, cooperative learning is no more effective than traditional methods of instruction and learning (Cohen, 1994; Northwest Regional Educational Laboratory, 2005). One element that has been under research is the effectiveness of cooperative learning based on the type of task the group has to complete (C ohen, 1994). Many tasks can be done individually and do not really require cooperation for understanding. Other tasks, like those that are â€Å"ill-structured† and those where process is more important than outcome, should be used as cooperative learning tasks. Another element that can affect how beneficial cooperative learning can be is the type of interactions that occur between the group members. Cohen (1994) cited many studies that conclude that students’ discussions in groups are good indicators of the achievement that the group will have. In addition, the groups that ask specific questions while working proved to show more gains. Slavin (1995) identified other elements that make cooperative learning beneficial, and those elements are present because of certain theoretical perspectives. The â€Å"motivational perspective† includes group goals and awards as a cornerstone of cooperative learning. This  Effectiveness of Cooperative Learning 7 theory acknowledges that th e objective of group work is for individuals to achieve as a result of being a part of a group. Therefore, in practice, the group can only benefit when the individuals of the group are successful. External rewards are given to groups when the individuals in the group are successful. This is a key element in this theory, and empirical evidence shows that this is a key factor in the effectiveness of all group work. Cohen (1994) acknowledges a compromise of sorts, stating that extrinsic motivational tactics should be used under certain circumstances where group interaction is not enough, for example, when group work is not challenging and could be completed without the group. Other evidence shows that when carefully structured interactions are implemented then cooperative learning can be effective even if there are no extrinsic rewards (Slavin, 1995). Another perspective of cooperative learning labeled â€Å"social cohesion† is more rooted in the interpersonal influence that cooperative learning entails (Slavin, 1995). Under this lens,  an extrinsic reward for the group’s achievement is not necessary because it is believed that the interactions that occur within the group are rewarding enough. This theory is strong in establishing group norms and roles for the members of the group as to enhance group interactions. Slavin’s studies did not find any evidence to support that this perspective on group work produces higher academic gains than traditional instruction, unless it was combined with extrinsic rewards. Other perspectives are also identified that account for mental processing of information that takes place in a cooperative learning setting. The â€Å"developmental perspective† is based on Vygotsky’s and Piaget’s work (as cited in Slavin, 1995) believing that students learn when they interact with others, as long as they are within each other’s zone of proximal development. Large gaps in students’ ability within a group did not yield academic growth. These beliefs alone have not been shown to increase learning, but they do provide the rational behind why cooperative learning is effective. An extension of this belief is the â€Å"cognitive elaboration perspective† which is based on students either providing or listening to detailed explanations of content. O’Donnell & Dansereau and Webb (as cited in Slavin, 1995) found that students who provide elaborate explanations increase the most academically. Effectiveness of Cooperative Learning 8 Methodology The purpose of my research was to determine whether my students gain a better understanding of the mathematics content when they work in groups or when they work individually. I used pretests and posttests as the instrument to determine which situation would be more productive (see Appendix). Questions on the tests were selected from the Mathematics in Context series, which is the mathematics series that my school district has mandated that we use, and from the Philadelphia Math Benchmark, a bi-monthly citywide test. The assessment questions chosen aligned to the objectives and goals of the topic taught during the time frame of this study. They are open-ended questions in which students are told to provide an answer as well as an explanation. I normally use the assessments at the end of a section or unit of study. All participants had to give written parental consent to participate in the study. All students were requested to parti cipate in this study, therefore, before the research was conducted, forms were distributed to the students  (see Appendix). I verbally explained to them that I was a student at a university, and needed to use their work in a project that I had to complete for my courses. Their work would be used to help me determine what teaching strategies worked well. I informed them that their names and other personal information would not be used, just their answers from regular classroom tests and assignments. I went on to say that I needed their and their parents’ permission to use their work in my reports, and it was fine if they did not want to give their permission. If I did not have their permission to use their results, they still had to do all the assignments and assessments, except their answers would not be used in my reports. I asked the students to let their parents know what my intentions were, and for them to return their consent forms promptly. The study began at the same time as a new mathematics topic. I had never taught the math content before, but students had been exposed to the content in previous grades. Before I did any instruction, I administered a pretest with two open-ended questions (see Appendix). The students were advised that this was a test to see what they were able to do before I taught them anything, and that this would not count toward their grade. I also told them that at the end of the lessons, they would take another test to see if they had progressed (the post-test, see Appendix). Over the course of the lessons (which lasted about 2 weeks), I followed the Madeline Hunter model of lesson design. Each day the lesson was structured to include: standards, Effectiveness of Cooperative Learning 9 objectives, anticipatory set, teaching, guided practice, closure, and independent practice (Allen, 1998). It was during the â€Å"guided practice† portion of the lesson that half of the students either worked independently or in random groups (explained below). Half of the class was instructed that they would complete their work for this unit by working in groups; the other half of the class would complete their work by themselves. The students were randomly assigned to work either individually or in groups using Random Sequence Figure 1 – Random Sequence Generator Generator, a program that allows you to generate a random list of a sequence of numbers without repeating any numbers (Haahr, 1998). At the beginning of  the school year, each of my students was given a number (the number has no academic correlation) from 1 to 28 since there are 28 students in the class. The images show how the program lets you choose your sequence of numbers (Figures 1), and will then put those numbers in a random order (Figure 2); I chose from 1 to 28 to represent the 28 students in my class. The first 13 students to appear on the list were assigned to work individually; the other 15 students would work in groups of 3 Figure 2 – Random Sequence Generator List  for the duration of the unit. In cases of absence, groups would work as dyads. To eliminate any concerns about ability, gender,  social grouping, which are variables that were not included in this study, students who worked in groups were shifted daily into different groups throughout the duratio n of the lessons. I managed that by putting each of the 15 students’ numbers on slips of paper and pulling three students at a time to form groups for that day. Effectiveness of Cooperative Learning 10 At the end of the unit, students were given a post-test as a means to measure their progress. The post-test included the same two questions that were on the pretest and one additional open-ended question (see Appendix). All questions were chosen from the Mathematics in Context series and the Philadelphia Math Benchmark, as explained above. The objective was to determine what students could do before instruction on the pretest, and compare the results to those on the post-test. Findings Investigating if there is a difference in understanding when students work alone or if they work in groups naturally led to comparing students’ work. There were several comparisons that are made below, for example, pretest to post-tests, and individuals’ grades to groups’ grades. My expectations before I conducted any research were that most of the students would show some type of growth from the pretest to the post-test whether they worked individually or in groups. I anticipated that those students who worked in groups would be better able to explain their answers than students who worked alone. My conclusions about the cause of change in student understanding from the beginning of the unit to the end is  based on analyzing the change from the pre-test results to the post-test Figure 3 – Averages Effectiveness of Cooperative Learning 11 results (see Figure 3). The pretest had two questions, while the post-test repeated those same two questions plus one additional question. I compared the pretest results to the post-test results according to the averages for each question. It is difficult to conclude which student category showed better improvements in understanding because everyone started out with such high pretest averages. I expected much lower pretest scores so this was surprising and very much unexpected. In both categories, the students’ results for the first two questions show that there was not much change in understanding from the beginning of the unit to the end of the unit, although, those who worked in groups did show a slight increase in their understanding for question 1. Question #3 of the post-test reveals the most interesting and perhaps confusing results. This question was not included on the pretest. The average grade for those who worked individually is higher than those who worked in groups (see Figure 3), but neither category of students showed a proficient level of understanding. Again, this was surprising and unexpected. A closer look at this question reveals that students’ results varied whether they worked in groups or individually (see Figure 4). Neither group showed a strong tendency to score in any specific grading category. However, the students who worked individually did have a greater  Effectiveness of Cooperative Learning 12 percentage that got the question correct by showing and/or explaining their work, and therefore received an â€Å"advanced† grade. Furthermore, those who worked in groups had a higher percentage that got the question wrong, receiving a â€Å"below basic† grade. Based on this data, the st udents who worked individually did have a better understanding of how to solve this problem than those who worked in groups. Conclusions Based on the results of my research, it is difficult for me to  conclude whether having students work in groups or individually helped improve students’ understanding in my classroom. The data I collected did not show that there was a strong improvement in understanding for either group dynamic. One question did favor those who worked individually, but that conclusion cannot be extended to the other questions. There are a few statistical factors that caused my results to be inconclusive. The students’ pretest scores were high, showing that they understood those particular objectives before any instruction took place. In order for the data to show some type of conclusions, one or both of the following things would have had to happen. There would have to be growth from the pretest to the post-test, or the post-test results would have to consistently favor the group workers or the individual workers. My data did not do this. In retrospect there are several things that I would do differently. The first thing would be to vary the pretest and post-test questions. Gokhale (1995) did a similar research study and used different questions in order to prevent students from becoming â€Å"test-wise†. I would also extend the length of the study so that I could repeat the study over several units. I do not think that I had enough data to draw sound conclusions. Both of these changes would make me feel more comfortable and more confident about the results of this study; however they would not necessarily alter my findings. The research about cooperative learning offers suggestions that might yield different results. Research shows that my question about the effectiveness of cooperative learning needs to be modified to investigate whether certain factors of cooperative learning are effective. The research shows that certain elements can or cannot exist which will probably affect whether cooperative learning is working. Certain things like external rewards, group interactions, ability  Effectiveness of Cooperative Learning 13 levels within the group, group tasks, group structure and norms, and elaboration/explanation are influential variables that can be studied. Based on the research about cooperative learning and on my results from my study, I conclude that group work in my classroom is not beneficial to my students’ achievement. I am one of those educators that was eluded as to how to make cooperative learning work. My class falls into the category where group work is no more effective than traditional methods. I am not satisfied with this position, and many  teachers may be in this same situation. To further my practice, and perhaps other teachers’ as well, I would make adjustments to the way I structure cooperative learning in my classroom to include elements suggested from the current research. A good place to begin would be to analyze the theoretical perspectives suggested by Slavin (1995) to see what perspectives best match my own philosophy of teaching. I would then apply some of the fundamental elements that are associated with that belief and repeat my study. Instead of comparing individuals to students that worked in groups, I would investigate which elements of cooperative learning were more effective in my classroom. References Allen, T. (1998). Some basic lesson presentation elements. Retrieved January 2007, from Humboldt State University http://www.humboldt.edu/~tha1/hunter-eei.html Cohen, E. G. (1994). Restructuring the classroom: Conditions for productive small groups. Review of Educational Research. 64, 1-35. Retrieved January, 2007 from http://links.jstor.org/sici?sici=00346543(198723)57%3A3%3C293%3AAGASAI%3E2.0.CO%3B2-5 Davidson, N., & Kroll, D.L. (1991). An overview of research on cooperative learning related to mathematics. Journal for Research in Mathematics Education. 22, 362-365. Retrieved January, 2007 from http://links.jstor.org/sici?sici=00218251%28199111%2922%3A5%3C362%3AAOOROC%3E2.0.CO%3B2-P Esposito, D. (1973). Homogeneous and heterogeneous ability grouping: Principal findings and implications for evaluating and designing more effective educational environments. Review of Educational Research. 43, 163-179. Retrieved January, 2007 from http://links.jstor.org/sici?sici=00346543(197321)43%3A2%3C163%3AHAHAGP%3E2.0.CO%3B2-%23 Gokhale, A.A. (1995). Collaborative learning enhances critical thinking. Journal of Technology Education, 7, No.1, Retrieved January 2007, from http://scholar.lib.vt.edu/ejournals/JTE/v7n1/pdf/gokhale.pdf Haahr, M. (1998). Randomized sequences. Retrieved February 2007 from http://www.random.org/sform.html Effectiveness of Cooperative Learning 15 Kulik, J. A. (1992). An analysis of the research on ability grouping: Historical and contemporary perspectives. National Research Center on the Gifted and Talented, CT. (ERIC Document Reproduction Service No. ED350777). Retrieved January 2007, from http://edres.org/eric/ED350777.htm Mills, R. (1997). Grouping Students for Instruction in Middle Schools. ERIC Digest, Retrieved January 2007, from http://www.ericdigests.org/1999-1/grouping.html Northwest Regional Educational Laboratory, Portland, Oregon., (2005). Research based strategies: Cooperative grouping. Retrieved January 20, 2007, from Focus on Effectiveness Web site: http://www.netc.org/focus/strategies/coop.php Slavin, R. E. (1993). Ability grouping in the middle grades: Achievement effects and alternatives. The Elementary School Journal. 93, No. 5, 535-552. Retrieved January, 2007 from http://links.jstor.org/sici?sici=00135984%28199305%2993%3A5%3C535%3AAGITMG%3E2.0.CO%3B2-O Slavin, R.E. (1995). Research on cooperative learning and achievement: What we know, what we need to know. Center for Research on the Education of Students Placed at Risk, Retrieved January 2007, from http://www.aegean.gr/culturaltec/c_karagiannidis/20032004/collaborative/slavin1996.pdf Slavin, R. E. , & Karweit, N. L. (1985). Effects of whole class, ability grouped, and individualized instruction on mathematics achievement. American Educational Research Journal. 22, No. 3, 351-367. Retrieved January, 2007 from http://links.jstor.org/sici?sici=00028312%281985232%2922%3A3%3C351%3AEOWCAG%3E2.0.CO%3B2-K Wood, T. (1993). Chapter 2: Creating an Environment for learning mathematics: Social interaction perspective. Journal for Research in Mathematics Education. 6, 15-20. Retrieved January, Effectiveness of Cooperative Learning 16 2007 from http://links.jstor.org/sici?sici=08839530%281993%296%3C15%3AC2CAEF%3E2.0.CO%3B2-A Yackel, E., Cobb, P., & Wood, T. (1991). Small-group interactions as a source of learning opportunities in second-grade mathematics. Journal for Research in Mathematics Education. 22, 390-408. Retrieved January, 2007 from http://links.jstor.org/sici?sici=00218251%28199111%2922%3A5%3C390%3ASIAASO%3E2.0.CO%3B2-6&origin=JSTORpdf

Detergents and Soaps essays

Detergents and Soaps essays The chemical reaction that produces soap is called saponification. It occurs when a hot caustic alkali solution, such as caustic soda (sodium hydroxide), acts on natural fats or oils to produce a smooth, semisolid, fatty acid salt (soap) and glycerin, or glycerol. There are many different procedures and techniques of making soap. Three main ones include the boiling process, the continuous process and the cold procedure, The boiling process is one specific procedure in which soap can easily be made at home by boiling water with animal fat or vegetable oils and wood ash. As the water boils, the fat molecules are broken down into fatty acids. Saponification occurs when these fatty acids react with potassium carbonate from the ash to form soap. Continuous soap making process is another common process in which the fat is split into fatty acids and glycerin in a tall column called a hydrolyser. Molten fat is continuously pumped in at the bottom of the hydrolyser and is split into fatty acids by water that is continuously pumped in at the top at high temperature and pressure. The fatty acids are taken from the top of the hydrolyser and the glycerin is drawn off at the bottom. The fatty acids are then purified in a still and neutralized with an alkali to yield neat soap. Cold process is anther process, which is used by small factories. In the cold method, a fat and oil mixture is agitated with an alkali solution in an open pan until the mixture thickens. It is then poured into frames and left to saponify and solidify. This is a diagram illustrating how milled bar soap is commercially produced in industries to form the final product that is sold. Milled bar soap is produced by means of several mixing, blending, and milling stages. Hot water and fats are mixed in a hydrolyser and the fatty acids are distilled. The mixture is then condensed and enters metering pumps where alkali is added. After the solution is mixed and blended, b...

10 Tips for Clean, Clear Writing

10 Tips for Clean, Clear Writing 10 Tips for Clean, Clear Writing 10 Tips for Clean, Clear Writing By Mark Nichol Adhering to the following guidance about usage, syntax, punctuation, style, and form will perceptibly improve the quality of your writing. 1. Use vivid verbs. Monitor your writing for excessive use of forms of â€Å"to be†- is, be, and their variants- and other helping verbs such as has, as well as other weak verbs like do and go, and replace with active verbs. Also, avoid baseline action words when possible. For example, people don’t just walk: They lumber, march, or stroll. Don’t strive to eliminate every instance, but do minimize vague verbs. 2. Reword or delete clichà ©s. Think outside the box. There is no one-size-fits-all approach. All (fill in the blank) are not created equal. These. Are. So. Lame. (YMMV.*) 3. Always use the serial comma. When listing more than two things, include a comma before the conjunction preceding the final item. Omitting the comma can prompt ambiguity about the list’s organization, but inserting it never contributes to confusion. Related article: The Rationale for the Serial Comma. 4. Avoid scare quotes. Generally, use â€Å"scare quotes† only to signal that the writer is calling out the quoted content as being dubious or ironic, not to introduce an unfamiliar term. Related article: 3 Erroneous Uses of Scare Quotes. 5. Hyphenate phrasal adjectives. If a two-word phrase doesn’t appear in the dictionary as a standing open compound, it is not exempt from hyphenation. Exceptions can be made for terms of art (vocabulary specific to a topic or discipline and well known among one’s readership), but use this privilege sparingly, and double-check that open phrasal adjectives aren’t ambiguous or confusing. Related article: 5 Types of Phrasal Adjectives That Require Hyphens. 6. When in doubt, don’t capitalize. If you’re not certain that a word or phrase should be capitalized, look the term up in authoritative sources. Writers often Capitalize Important Concepts that don’t deserve such emphasis, but careful writers don’t. (Also, for example, job titles are capitalized before a name but not after it, and generic terms that are abbreviated references to proper names- such as act when referring to a specific piece of legislation- are just that: generic.) Related article: Avoid Gratuitous Capitalization 7. Refrain from using all-caps. Employ italics to emphasize a word or phrase. Reserve use of all capital letters for humorous indication of shouting or panic, and avoid in formal writing. 8. Be consistent in formatting treatment. If a caption is boldfaced or italicized or appears in a different font, all captions should be formatted that way. If top-level headings are capitalized headline style (Capitalized Like This) rather than sentence style (Capitalized like this), treat subheadings the same way. 9. Vary sentence length. A healthy mix of sentence length and syntactical forms (simple declarative statements, sentences with lists, sentences with subordinate clauses and parenthetical phrases, and so on) keeps the reader engaged. Lockstep sentence construction and consistently short or long sentences are distracting. 10. Manage paragraph length. The traditional five-sentence paragraph form is fatiguing. Strive to craft paragraphs that will, in published form, be about ten to fifteen lines in narrow columns or five to ten lines in full-width display, and, as with sentence length, avoid paragraphs of consistent length. Related article: How Long Should a Paragraph Be? If you decide to ignore or break a rule for effect, take care with the rest of your content, or your attempt at deviation may seem like simply the most egregious of your errors. * Your mileage may vary. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Writing Basics category, check our popular posts, or choose a related post below:Wether, Weather, Whether"Wracking" or "Racking" Your Brain?Writing a Thank You Note

Business Management -----motivation and leadership for one of the Essay

Business Management -----motivation and leadership for one of the campany - Essay Example But McDonald’s sustained itself because of its willingness to innovate and its efforts to attain consistency in the operations of its many outlets. McDonalds business model has been largely responsible for its success. But there is no doubt that its leadership style and its endeavor to identify and develop leadership competencies has equally helped it to achieve success around the world. At McDonald’s maximizing business performance, coaching and communication, improving the performance of teams are the key leadership competencies. The leadership style is a mix of leadership styles with a mix of components of hard skills such as maximizing business performance and soft skills such as coaching and communication that are soft skills. The company is aware that leadership skills must change with changing business circumstances. Hence the management is constantly surveying the external and internal business environment to ensure that the company’s leadership style reflects the current business needs and environment. The philosophy practiced at McDonald’s is to select the most successful features of established leadership and management styles and incorporate them into their business model. This approach seems to have worked when you consider McDonald’s success around the world. The management style has aspects of various management and leadership styles amalgamated into one approach for leading and motivating the organisation. Its approach has features taken from management styles outlined by Maslow, Taylor and Herzberg and the Democratic style of leadership. McDonald’s business model is represented by the â€Å"three-legged stool†. The success of the company is because of the strong alignment forged between the Company, its employees and its franchisees that own and operate the majority of the Company’s restaurants and suppliers who provide the food and packaging. This model focuses on open relationships between the three. The company

Cave Essay Example | Topics and Well Written Essays - 1000 words

Cave - Essay Example The cave reveals that such people are trapped in the cave of confusion and misunderstanding. The Shadows symbolize the perceptions of people who believe that what we see in the world increases knowledge. When one believes that what he sees should be justified as truth then this happens to be the shadow of truth. The game illustrates how people believe that one individual can be a master. The escape prisoner symbolizes the philosopher who finds knowledge outside his senses and the cave. His intellectual journey revolves finding wisdom and truth. The return represents a different prisoner who desires to find philosophical truth. This essay seeks to discuss how we can use Plato’s allegory to understand what Ishmael Beah went through in his experiences in Sierra Leone’s war. In brief, the story of Ishmael Beah reveals a child’s journey through tribulations. At a tender age, Ishmael life was affected by the outbreak of the civil war. His parents and siblings died and left him in the world that was cruel and brutal. Soon after his family’s death, the young boy was recruited as a child soldier. In his assigned duties, Ishmael ensured that many people understood the devastating impacts of war on young children in his country Iran. Ishmael won a competition in his country for creating insights on the effects of war in Iran. In his life, the young boy spoke confidently about his experiences that eventually captivated many people’s attention on the aspect of child soldiering and the effect of war on children (Plato10). Ishmael spoke on different occasions on behalf of the Human Rights Watch and UNICEF. He created a strong ground for many people to promote children rights and end war since its effect cannot be underestimated. The story of Ishmael is of hope and redemption in that it revealed his passion in humanity. Now that we have discussed the meaning of the Allegory cave, let us now discuss how the Plato’s allegory helps us und erstand what Ishmael Beah went through in his experiences in Sierra Leone’s war. Ishmael Beah is like the prisoner described in the allegory in that he represents the dreamer who seeks knowledge outside of the senses and the cave (Beah 19). As previously mentioned, Ishmael’s journey represented a philosopher's journey of finding wisdom and truth. In a Long Way Gone, Ishmael Beah narrates a riveting story that reveals his different realities before, during, and after his time as a soldier. Before being a soldier, the government army accused Ishmael of being capable of committing terrible acts. At this point, one would argue that the boy was in the cave of misunderstanding. The world around him was dark and filled with torments and pain. As argued by Plato (10), the people in the cave cannot air their thoughts since they can only see life as illusion. However, in the outer world there is light that makes an individual to identify everything that is happening around him. Based on this argument, one would argue that the young boy was inside the cave after the death of his parents and siblings. He could not comprehend why the world was so much cruel to the extent of killing his family members. During his time as a soldier, the young boy was in the outer world of the cave where everything was visible. He gradually began to identify everything that was happening around him and he realized that he was living in the real world. He

Computer Numerical Control Essay Example | Topics and Well Written Essays - 750 words

Computer Numerical Control - Essay Example Computer Numerical Control (CNC) popularly known as Numerical Control (NC) is the automatic control that is integrated into mechanical tools and equipments used in manufacturing mass products. These automated instructions are abstractly encoded into a program that is used as a language by the tools. These machines were introduced in the 1940s and their gross use was initiated in the 1950s although these did not use the modern computation language that is afforded by computer programs. However, in the modern times, the machines have been well developed so that little man power is needed. End to end designs of the components have been highly developed and the computers have been widely used in their processes and this have included such things as computer language being widely incorporated within the systems that use computer numerical control (Krull, 40). In the production of Padlocks by the Tri-Cycle company the use of the computer numerical control has been assessed and the following results were seen. One of the benefits of the system was that it could be used continuously for twenty fours and this have ensured that the production of the products can be continued continuously without facing any disruptions and hindrances. This is very beneficial to the company because the company can enjoy customer faith because the company ensures that the products are available in the market throughout the year and can meet any kind of demand that could be necessary at any time (Reintjes, 120). It is also beneficial to the company because the company does not need to employ highly skilled personnel to operate the machines. This have ensured that the company does not need to spend a lot of its resources in employing highly skilled personnel and at the same time ensure that the production of the padlocks is continued and also keep the quality of the products high levels. This is very beneficial to the company because while saving on the consumer faith, they also benefit largely to the fact that the system ensures that the products are of high quality and hence very beneficial in the market outlook of the company (Reintjes, 123).

Boiler and Auxiliaries Identification

Boiler and Auxiliaries Identification OBJECTIVES To identify all major external components associated with gas fired boilers. To describe the function of all major components. THE FIVE MAJOR EXTERNAL COMPONENTS OF A GAS FIRED BOILER FEED-WATER SYSTEM Water supply and backflow preventer: The water supply comes direct from the city, and then finally into the boiler. A backflow preventer is a device used to prevent backflow. It does this through an air gap used to provide a barrier to the backflow. Water softener system: Water softeners are for pre-treatment equipment for boiler feed water, cooling towers, entire water supply and various types of process water. Feed-water tank: The feed water is put in to the steam drum from a feed pump. In the steam drum the feed water is then turned into steam from the heat. After the steam is used it is then dumped to the main condenser. From the condenser it is then pumped to the feed tank. Feed-water tank drain valves: It provides a connection for water to enter the water tank, a connection for the tank drain, a connection for a tank pressure relief valve, a connection for an air inlet valve or a water pressure gauge, and a connection for water to leave the tank to enter the buildings water piping system. Feed-water tank sight glass: A sight glass is a transparent tube through which the operator of a tank or boiler can observe the level of liquid contained within. Feed-water tank temperature indication: The feed-water tank temperature indication enables the plant operator to monitor/control feed-water heater levels and decrease their plants heat rate. Feed-water tank temperature control valve and sensor: This helps to control scaling, corrosion, and eventually hot spots and tube failures. Chemical pumps and sampling system: The chemical pumps feed systems treat feed-water and condition blowdown sludge against corrosion and scaling Boiler 1 2 feed-water pump: The pump 1 2 are used to pump feed-water into a steam boiler. The water that is supplied or returning condensate produced as a result of the condensation of the steam produced by the boilers. BOILER SYSTEMS A boiler system is simply a process used to heat up water by the means of a gas or oil-fired burner which then converts the water into steam. The steam travels through various pipes to the convectors and then generates heat used to warm the room. After a while the steam cools by condensing into water, and returns to the boiler to be heated again. BOILER AIR / FUEL SYSTEMS The boiler fuel system comprise of various units that is used create steam by applying heat energy to water. The fuel source releases its energy in the form of combustion taking place inside the boiler furnace for the boiler to convert water to steam. Main fuel line: Supplies the fuel gas from outside the plant to the boiler Fuel metering and regulation system: Regulates the quantity of fuel gas that is been supplied into the boiler. Main fuel shutoff valves: As fuel enters through the main fuel line, the valves allow for easy shut-off of fuel flow to the boiler. Main burner pressure regulators: If natural gas and air are inside the boiler when the burner is lit, the boiler can explode. Therefore, boiler steam pressure and water level are monitored and controlled by means of burner pressure regulator. Low and high pressure switches: For sensing fluid pressure. The pressure-sensing element are arranged to respond to the difference of two pressures. Blower motors: Power the fans that distribute heat throughout the boiler. Air Dampers: Controls the flow of air through the boiler. Igniters: Converts the fuel that is being fed into the boiler through the main fuel line into heat by lighting a connected burner. Flame scanners: Monitor the boiler fires and detect the presence or absence of flame in a boiler. STEAM SYSTEM, EXHAUST STEAM AND CONDENSATE: STEAM SYSTEM As the boiler heats up the water that generates steam, the steam travels at a very high pressure through various valves, a low pressure turbine, and is then exhausted into the condenser. The valves are used to maintain a set pressure in other to protect most of the steam components which is used to rotate the turbine. The stop valve is used to stop the steam as it flows into the turbine in case of any problem that could damage the turbine. The check valve is used to control the amount of steam which flows into the turbine thereby controls the speed of the turbine when it is connected to the grid used to generate electricity by the help of an attached generator. CONDENSATE The final place for the steam that is produced in the boiler is the condenser. In the condenser, the steam turns back into water by means of a heat exchanger which condenses the steam into liquid by cooling. EXHAUST STEAM: The exhaust steam is used to release the steam that no longer has enough heat energy after it has being used. BLOW-DOWN SYSTEM During the process of the steam generated, if any impurity carry over with the steam it would cause overheating in the superheater tubes. The blowdown system is used to prevent deposit of impurities into other surface like the turbine blades. DISCUSSIONS What did you learn about the equipment or technique? In this lab experiment, I have learnt about the five major external components of a gas fired boiler. How each stages is essential for generating steam. It is important to thoroughly understand the need for boiler to generate steam can also be catastrophic when no proper care is put in place. What problems were encountered? The few problems that could be encountered are as follow: If there is no safety valves installed on top of the boiler to protect the steam system components from over pressure, As fuel enters through the main fuel line, the valves that allow for easy shut-off of fuel flow to the boiler is broken causing fuel leakage that could cause fire outbreak. How this equipment or technique could be applied to chemical production? In chemical production, the equipment or technique could be applied to chemical production for the following reasons: As water heats up and converts to steam, the steam is used to power or rotate the blades of the turbines for generating electric which provides the voltage and current used to power other electrical equipment for the chemical production. The steam could be used for processing chemical products by means of sterilization. The steam could be used to power heating and air conditioning units in the chemical production plant. CONCLUSION The Process flow and P ID diagram gave me the opportunities to have a broader understanding a boiler system and how each components work to generate steam. REFERENCES Boiler: power generation. Retrieved from: Wikipedia https://en.wikipedia.org/wiki/Boile (power_generation) Main steam supply and Feedwater system. Retrieved from: Candu https://canteach.candu.org/Content%20Library/19930205.pdf

The Truman Show Essay -- essays research papers

The Truman Show is a movie about a man who is held captive inside a world that revolves around him. Truman Burbank, the main character has been raised on a huge TV Soundstage filled with hidden cameras and actors who pretend to be his friends and family. This world is one where he is literally trapped in his own life by the surreal existence in which he has been forced to spend every day of his thirty years. Since the day he was born Truman Burbank's life was controlled from a huge control panel in the sky; controlled by a manipulation of how life should be, in a perfect world. At the hands of such manipulators we see how the role of media in our world persuades us into living in a way that we would otherwise not intend to. It is quite often oblivious to all of us, the effect that media has on us. However, where ever we look the effects of media have altered the coarse of living. The clothes we wear, the sports we play, the music we listen to and our political opinions, are all aspects that are influenced by the media. Advertising is the chief culprit in many cases. We often see others responding to the effects of media whether it is consciously or subconsciously. As victims of commercialism, we then respond to those who have been effected by media. An example of this is the clothes that we wear. We see people on television and else where, looking trendy and we respond to it by going out and aiming to look the same way, therefore buying the clothes. There are many devices...

The Compromise Of 1850

At the close of the Mexican War, in 1848, the United States owned a lot of territory without local government (all the land now included in New Mexico, Arizona, and California was then unsettled). Then in 1848 gold was found in California. Thousands of people joined the gold rush and in a few months about 80,000 of them had settled in California to hunt for gold. To keep control of these settlements, an government was needed, so California asked to be admitted to the Union as a free state, but the South would not allow this, the North was also not going to allow California into the Union as a slave state, so Senator Henry Clay decided that he would make a compromise both sides could live with, he said each side should give in to something the other side wanted. Eventually after Clay s Omnibus Bill failed to pass, five separate acts were passed. These acts would become known as the Compromise of 1850. Basically, the North should allow New Mexico and Utah to organize as territories with popular sovereignty and give the South a stronger fugitive slave law. The South should accept California as a free state and allow the end of slave trade in Washington DC. For most of 1850, Congress debated. Clay had the support of the North, including Stephen Douglas and Daniel Webster. In Webster’s famous Seventh of March speech, he declared that slave labor could never be profitable in New Mexico and that the North would lose nothing by granting this concession. He felt that it was not necessary to bar slavery by law of Congress; it was already excluded by â€Å"the law of nature. † The North was opposed by the Southern states, led by John C. Calhoun, who at the time was dying and was so sick that his speeches had to be read by someone else. The Compromise of 1850. There were five parts to the Compromise of 1850. The first was the Texas-New Mexico Act. It was the most important of the five. It made New Mexico a territory, gave some of Texas (the Santa Fe region) to New Mexico, and allowed for popular sovereignty there. This bill was passed on September 9, 1850. The second part allowed California into the Union as a free state. This bill was also passed on September 9, 1850. The third part was the Utah Act, which was also passed on September 9, 1850. It made Utah a territory and allowed popular sovereignty to decide the slavery issue. On September 18, the New Fugitive Slave Act was passed, forcing all law enforcement officers in the North and South, to help return fugitive slaves. There were penalties for helping fugitive slaves. The last act passed on September 20, abolishes slave trade in Washington DC. Clay had intended to give each act separately to Congress and had only made the Omnibus Bill (combining all of the acts into one bill) because he wanted to make sure there would be no veto by President Taylor. The Omnibus Bill could not make it passed Congress because the Northerners wouldn t accept the Fugitive Slave Act, or allow for popular sovereignty, and the Southerners wouldn t allow California in as a free state or allow the size of Texas to be reduced. After the Omnibus Bill failed, Clay went on vacation in Newport, Rhode Island and Stephen Douglas took over control of the compromise. When Douglas broke up Clay s plan into five separate bills, all of them passed. Although Clay originally wrote the acts, it was really Douglas, not Clay, who made the laws acceptable to both sides. The different parts needed different areas of the United States to give in. Northerners from both parties, and Whigs from boarder states approved the admission of California, the abolition of the slave trade in Washington, and the adjustment of the Texas boarder. Southerners and Northern Democrats passed the Fugitive Slave Law and organized Utah and New Mexico without restrictions on slavery (Brown, 192-193). Neither side really gave in, but people hoped it would end the dispute on slavery. Northern Reactions. The North had not paid much attention to the Fugitive Slave Act when it was being put through Congress. Their main concern had been the admission of California, popular sovereignty, and the Texas boarder. But when the Northerners heard about the new things they would have to do to prevent runaway slaves from escaping, they were very angry. It created resistance and as a result Harriet Beecher Stowe wrote Uncle Tom s Cabin. When Fillmore became president the government began to put down local resistance to the Fugitive Slave Law. Controversy also declined because the number of African Americans returned to the South fell by two-thirds in the second year under the law, in part because so many blacks had resettled in Canada. The Free Soil Party, which had received about 10 percent of the vote in the presidential election of 1848, received only about half as much in 1852 (Brown, 193). Southern Reactions. The Southern reaction was not as well known, but it was more dangerous to the Union. The radicals in the south held the Nashville Convention in June of 1850 decided to meet after the compromise to discuss policy, but in November of 1850 when they met the second time, only a few people attended. Unionists still had a lot of control in the South. The governors in Georgia and Mississippi were Unionists, and fourteen of the nineteen congressmen from Georgia, Mississippi, and Alabama were Unionists. Even in South Carolina (the state that had the strongest disunionist population) the voters voted to stay in the union by a large amount. Some states accepted the Georgia Platform of 1850, saying that they would give resistance and secede if Congress made more Antislavery Acts. The compromise also left political parties fighting one another. The Southern Whigs were separated from the rest of the Whigs because the Northern Whigs led the fight against slavery in the Mexican cession and controlled Whig president Zachary Taylor. Repairing the intersectional bonds of party politics would be crucial to cementing loyalty to the Union (Brown, 193).