Manhattan Project Essays (3447 words) - Manhattan Project

Manhattan Project The Manhattan Project Envision a weapon so ground-breaking that it could actually pulverize the world, a weapon that disintegrates anything living thing inside its range. In an exertion by the United States, which additionally included the United Kingdom and Canada, was a venture to structure and construct the main nuclear bomb, the undertaking was code named the Manhattan Project. The Manhattan Project was one of the most mysterious ventures throughout the entire existence of the United States. It occurred during World War II and its motivation was to make a bomb by parting molecules separated. This task was a triumph and made one of the most annihilating bombs at any point utilized by humanity, the nuclear bomb. The president at that point, Harry S. Truman, needed to confront the numerous components that were engaged with settling on the choice to drop the bomb. In this paper I will examine those and the occasions paving the way to The Manhattan Project. The components in dropping the bomb can be placed into three classifications: military, good and political. I will likewise go into the logical methods for growing such a weapon. Albert Einstein was living in Germany at the opportunity Hitler came into power. Albert Einstein, Edward Teller, Leo Szilard and the remainder of his partners composed a letter in August 1939 to caution the United States that Germany was exploring and creating atomic weapons. They were anxious about the possibility that that once Germany wrapped up the bomb, they would utilize it on the United States. (Cayton, Perry, Winkler, 1995, pg. 786). At the point when President Franklin Delano Roosevelt got the letter, he was both astonished and terrified. He was flabbergasted that science could make such an overwhelming weapon, a weapon that could devastate a whole city. President Roosevelt at that point immediately collected the Manhattan Project so they could construct the bomb before Germany. The Manhattan Project began in 1942 in Oak Ridge, Tennessee. The name Manhattan Project was furtively coded as a United States exertion trying to manufacture a nuclear bomb during World War II. It was named after the Manhattan Engineer District of the US Army Corps of Engineers, on the grounds that the majority of the examination was done in New York City. In Oak Ridge there were tests for isolating an uncommon Uranium-235 (U-235) an unsteady isotope from Uranium-238 (U-238). General Leslie Groves was picked by President Roosevelt to lead the venture. Woods' significant errand was to fabricate the immense modern offices expected to isolate the limited quantities of uncommon uranium-235, uranium-238 and plutonium required for a bomb. He constructed the offices on a detached plateau at Los Alamos, New Mexico. The venture utilized almost 129,000 individuals. Be that as it may, out of those couple of thousands of researchers, there were six researchers who added to the venture the most: Neils Bohr, Joseph Carter, Glen Seaborg, Enrico Fermi, Richard Feynman, and Albert Einstein. (Wyden, 1984, pg. 113) Albert Einstein anticipated that mass could be changed over into vitality from the get-go in the century. The possibility of vitality from iotas originates from Einstein's condition: E=mc2. Iotas comprise of three sub-nuclear particles. The particles are protons, neutrons, and electrons. The neutrons and protons are firmly grouped to frame the core and the electrons circle around the core. The real mass of a core is in every case not exactly the total of the neutrons and protons that make up the core. The thing that matters is what could be compared to the vitality of arrangement of the core from its constituents. The change of mass to vitality follows Einstein's condition, E=mc2, where E is the vitality equal to a mass, m, and c is the speed of light. His hypothesis was affirmed tentatively by John D. Cockcroft and Ernest Walton in 1932. In 1939, Otto Hahn and Fritz Strassmann found atomic splitting. (Lanouette, 1992, pg. 82) Splitting is where sure cores of substantial particles split up into two almost equivalent amounts of when they are shelled by neutrons. Neutrons are utilized to part the molecule since they have no electrical charge. On the off chance that researcher utilized a molecule that has a positive charge, the uranium iota would repulse the positive charge molecule. (Taffel, 1992, pg. 790) Neils Bohr found that U-235 had the ability to make parting. To start splitting, a core from a

The Epic Education of Achilles in Homers The Iliad Essay -- Iliad Ess

The Epic Education of Achilles in Homer's The Iliad Dr. Fly’s remarks: This paper was efficient and created; the proposition was contended in a legitimate manner; material from essential and optional sources was all around archived and coordinated easily into the content; the author’s style was clear, with fluctuated and modern sentence structures and solid jargon; and the paper showed great order of punctuation and mechanics.  Inside the chronicles of epic writing, the praised job of epic saint has consistently been available, proclaiming the sonnet's topics through the activities of a solitary, phenomenal hero. Solid and valiant, he is gotten inside the nets of mortality, and, now and again, he may battle to supplant his common wants with heavenly information. In significant manners, he can even encapsulate the legendary standards of a human advancement, and, through his numerous unsafe experiences and significant experiences, the course of his personality may move in center towards an option that could be more noteworthy than himself. Through this adjustment in his character, one can watch the all inclusive situation of mankind in more noteworthy detail and find how one must defeat certain obstructions to comprehend the unpredictable idea of the divine beings. In Homer's The Iliad, such an epic training can be found inside the record of Achilles, who, through his moderate progress from a too much furious brooder to an empathetic image of altruism, develops into a character that is more in line with divine illumination. Toward the start of The Iliad, Achilles is seen as being offended by Agamemnon and getting captured inside a trap of outrage; this condition of wrath recognizes the numbness of his character toward the start of his instruction. The apex of t... ...mythical person that lay past the shallow shortcomings that plague the excursions all things considered. Works Cited Clark, Matthew. Chryses' Supplication: Speech Act and Mythological Allusion.† Classical Antiquity 17 (1998): 5-20. Extended Academic ASAP. Online.LOUIS.28 Nov.2001. Homer. The Iliad. Trans. Robert Fagles. New York: Penguin, 1991. Redfield, James M. The Wrath of Achilles as Tragic Error. Essays on The Iliad: Selected Modem Criticism. Ed. John Wright. Bloomington: Indiana UP, 1978. 85-92. Ruler, Katherine C. Achilles: Paradigms of the War Hero from Homer to the Middle Ages. Berkeley: U of California P, 1987. Schein, Seth L. The Mortal Hero: An Introduction to Homer's Iliad. Berkeley: U of California P, 1984. Van Nortwick, Thomas. Some place I Have Never Traveled: the Second Self and the Hero's Journey in Ancient Epic. New York: Oxford UP, 1992. The Epic Education of Achilles in Homer's The Iliad Essay - Iliad Ess The Epic Education of Achilles in Homer's The Iliad Dr. Fly’s remarks: This paper was efficient and created; the proposal was contended in an intelligent manner; material from essential and optional sources was very much recorded and incorporated easily into the content; the author’s style was clear, with differed and modern sentence structures and solid jargon; and the paper showed fantastic order of language structure and mechanics.  Inside the chronicles of epic writing, the praised job of epic saint has consistently been available, proclaiming the sonnet's subjects through the activities of a solitary, phenomenal hero. Solid and bold, he is gotten inside the nets of mortality, and, on occasion, he may battle to supplant his common wants with divine information. In significant manners, he can even encapsulate the fanciful goals of a progress, and, through his numerous dangerous experiences and significant experiences, the course of his personality may move in center towards an option that could be more prominent than himself. Through this adjustment in his character, one can watch the all inclusive situation of humankind in more noteworthy detail and find how one must defeat certain hindrances to comprehend the mind boggling nature of the divine beings. In Homer's The Iliad, such an epic training can be found inside the record of Achilles, who, through his moderate progress from an unnecessarily furious brooder to a sympathetic image of generosity, develops into a character that is more on top of heavenly edification. Toward the start of The Iliad, Achilles is seen as being offended by Agamemnon and getting captured inside a snare of outrage; this condition of anger recognizes the obliviousness of his character toward the start of his instruction. The apex of t... ...mythical being that lay past the shallow shortcomings that plague the excursions everything being equal. Works Cited Clark, Matthew. Chryses' Supplication: Speech Act and Mythological Allusion.† Classical Antiquity 17 (1998): 5-20. Extended Academic ASAP. Online.LOUIS.28 Nov.2001. Homer. The Iliad. Trans. Robert Fagles. New York: Penguin, 1991. Redfield, James M. The Wrath of Achilles as Tragic Error. Essays on The Iliad: Selected Modem Criticism. Ed. John Wright. Bloomington: Indiana UP, 1978. 85-92. Lord, Katherine C. Achilles: Paradigms of the War Hero from Homer to the Middle Ages. Berkeley: U of California P, 1987. Schein, Seth L. The Mortal Hero: An Introduction to Homer's Iliad. Berkeley: U of California P, 1984. Van Nortwick, Thomas. Some place I Have Never Traveled: the Second Self and the Hero's Journey in Ancient Epic. New York: Oxford UP, 1992.

20 Uncommon Marketing Strategies Thatll Kickstart Your Startup

20 Uncommon Marketing Strategies That’ll Kickstart Your Startup Starting a new company is no easy task. Unless you have really deep pockets, you need to quickly attract new users, new customers, new subscribers, or new sign ups, else your company won’t survive long enough to see its first birthday. Question is, how do you do it?Of course, there are some pretty obvious and pretty effective ways of getting people to know about your new company. For instance, you could just pay for your ad to air during the Super Bowl.The 2019 Super Bowl attracted a televised audience of over 98 million people, with many more watching the ads online.This is a great way to catch people’s attention, that is, if you have a $5 million marketing budget to spend on a 30 second Super Bowl ad.What if you don’t have the money to spend on such advertisements?Does this mean that there’s no hope for your new business?The good news is, you don’t have to outspend everyone else in order to get people to know about your new business and attract new customers.All you need to do is to get a little creative and take an unconventional approach to marketing, and you can achieve the same huge results while spending way less than the advertising giants.Below, let’s take a look at 20 unconventional marketing strategies that can lead to massive success for your startup while saving you tons of money.1. START WITH AN EXCLUSIVE BETAThere’s one funny thing about human nature.We want things that others can’t have. It makes us feel special and important, you know, like VIPs.You can take advantage of this characteristic of human nature to kick-start your startup by launching a beta version of your product that is only available or accessible to a select number of people.Doing this creates a sense of exclusivity around your product.A lot of people are interested in being the very first ones to use a new, awesome product.What’s more, this group with access to the beta version will get talking about the product, because doing so positions them as a special gr oup that gets special access to products before they get to everyone else.Therefore, this group of beta testers will be providing free marketing for your product.In addition, the rest of the people will be eager to be the first ones to sign up once you open up the product to the masses. This can lead to explosive growth within a very short time.Several startups used this strategy to attract their first users.For instance, during their early days, startups like PayPal, Pinterest, and Slack were invitation-only products, some with huge wait-lists of users who were eagerly waiting for a chance to try the products.This is a great strategy that any startup can use to promote its products, and the best part is that you don’t need money to apply this strategy.2. HOLD A CONTEST OR GIVEAWAYContests are another effective way of bringing exclusive growth to your startup.With contests, you are basically giving people a chance to win something in exchange for some action that is valuable to yo ur startup.This action could be something like signing up to your platform, using one of your product’s features, inviting someone to sign up, or even sharing a piece of marketing content â€" such as a promotional graphic or video â€" on social media.Some people view contests as an artificial way of attracting users. After all, someone may sign up to your product simply because they could possibly win something, not because they are actually interested in your product.However, if you have a great product, a great deal of those who signed up because they wanted to win could end up falling in love with your product and become long-term users.Many successful startups used this strategy to grow their user base during their early days.A great example is YouTube, which held a contest where they gave users who uploaded videos and invited their friends to the platform a chance to win an iPod Nano every day.This contest played a huge part in helping attract users to the video sharing platf orm.Below is a graphic showing the most popular social platforms for holding contests and giveaways: Source: EasypromosTo get you started, here are some awesome tools you can use to run contests on social media.3. SET UP A REFERRAL PROGRAMReferral marketing has two major advantages.First, it is a great way of quickly developing a huge following or user base for your product or service. Second, it helps build trust and credibility for your product or service, because it involves current users promoting your product to their friends and family.This is very important, because over 90% of people trust recommendations from their friends and family compared to any other form of advertising.In spite of this, it is surprising that a great deal of startups do not use referral programs as part of their marketing strategies. Source: AmbassadorAs the above graphic shows, a lot of customers are willing to give referrals, but most of them do not actually do it. So, how do you bridge this gap?The key to successful referral marketing is to give your customers an incentive to refer your company to their friends and family.You can do this by giving your customers something like a discount or a free gift for every referral.Several companies have used referral marketing with great results.A good example is Uber, which used its referral program to expand to more than 50 countries.The best part of referral programs is that you don’t have to build yours from scratch. With tools like Ambassador, you can easily set up a referral program without having to do any of the heavy lifting.4. PUBLISH A VIRAL EXPLAINER VIDEOViral marketing is all the rage nowadays, and this is because it is one of the most effective ways of quickly driving tons of traffic to your product.One of the best ways to take advantage of viral market ing is to create a viral explainer video of your product.To achieve viral status, there needs to be something humorous about your video.You want people to share the video because it is entertaining, but at the same time it should help people learn about your product.Below is a great example of such a video, created by Poo-Pourri. Without spending huge amounts on advertising, Poo-Pourri’s video was able to attract over 40 million views on YouTube, greatly helping the brand gain awareness and market share. 5. CREATE A CHALLENGE AROUND YOUR PRODUCTWe have already seen that viral marketing is a great way to get people to know about your company. Unfortunately, there is one problem.Sometimes, in a bid to create a viral piece of marketing content, your company’s message might get lost.If you put too much focus on your product, then people might not love the content.What if there was a way to get your products to go viral, and at the same time make sure the focus remains on your produc ts?Well, there is, and the solution is creating a challenge around your product.A good example is what Codecademy did with their 2012 learn to code challenge. Codecademy challenged people to learn how to code.Well, here’s the genius part â€" aside from challenging people to learn how to code, they also had the greatest platform for learning to code by yourself. They supplemented this with free weekly coding lessons for the entire year.The result is that in three hours of launching the challenge, they had over 16,000 new users. By the third day, they had over 100,000 new users. By the ninth week, the company had over 408,000 new users.You can replicated Codecademy’s success by identifying the exact problem that your product solves and creating a challenge around it. As people take up the challenge, they will definitely turn to your product to help them beat the challenge.6. APPEAR IN A MAJOR PUBLICATIONGetting featured in a major publication can do wonders for your startup.It hel ps drive tons of traffic to your business, a significant portion of which you can then convert into paying customers.Of course, in order to convert this traffic, you need to have a really awesome product.An example of a company that used this strategy to grow into a large brand is I Done This, a project management software. The company was featured in Lifehacker, leading to a spike in traffic, which they quickly converted into new users.The key to using this strategy is to build relationships with the large publications.Engage with the publication’s editors, share their content, and generally interact with them.Once the relationship has been established, you can reach out to them to help you feature your product on their publication.7. ATTEND TRADE SHOWSMany business owners and marketers do not know it, but focusing on offline promotion can also help kick-start your startup.One way of promoting your new business offline is by attending trade shows and industry related conferences where you get the chance to connect with influential people within your industry.A good example of a company that used this strategy to grow is Sidekiq.The Ruby community often holds live events and conferences to bring developers together and discuss the latest developments in programming.By attending such conferences and building relationships with other developers, Sidekiq founder Mike Perham was able to leverage these relationships to use the conferences to promote his company.What’s more, the developers who attend these conferences were his ideal customers.Taking advantage of this strategy helped Sidekiq grow to become a huge company.8. GIVE AWAY STICKERSThis is another offline strategy that is amazingly simple. With this strategy, you basically create stickers advertising your new company and distribute them to people or place them strategically in places they can be seen by a lot of people.A great example of a startup that used this strategy to grow their user base is Reddi t.After launching the community site, founder Alexis Ohanian printed stickers worth $500. Funny enough, this was the only money he spent on marketing his site.With his stickers ready, Alexis carried them along with him wherever he traveled and put the stickers on poles, signs, and other visible places, as well as handing out the stickers to random people on the street.This simple strategy helped build Reddit into the site it is today.9. GIVE OUT FREE TEE SHIRTSAnother amazingly simple but effective way of getting people to know about your new business is by printing branded tee shirts and giving them out to your customers.You can even use the tee shirts as gifts to customers, thereby killing two birds with one stone â€" promoting your business while at the same time giving customers an incentive to use your product.The good thing with giving out free tee shirts is that they turn whoever is wearing the tee shirt into walking billboards.Everywhere they go wearing your tee shirts, more people will learn about your new company.10.REACH OUT TO POSTERS ON FORUMSSince your product is still new in the market, one of the most effective ways of getting new users is to reach out to people who would be interested in your product.You can easily find such people on forums related to your product or service.Such people are highly likely to try out your product and recommend the product to others.This is exactly the approach Zapier used in its early days.The Zapier team started combing through relevant forums, checking for users who had made requests that went unanswered.They then reached out to these users and let them know that they created a product with the kind of features these users were looking for.Once these users tried out Zapier’s product, they loved it and started promoting Zapier on the forums, leading to massive growth.You can apply the same strategy by going through forums related to your product, identifying the unresolved pains people have, creating a great solution to these pains, and then promoting your solution to these people.11. REACH OUT TO SPECIFIC COMMUNITIESAnother great way of kick-starting your startup is to determine who your ideal customers are and then create content that is targeted at this group.For instance, this is what Dropbox did to grow its user base from 5000 to 75000 people.Dropbox simply created an awesome explainer videos targeted at the Digg community, complete with references to things only Digg users would understand.Predictably, the video went viral on Digg, leading to an explosion of new users for Dropbox.12. BECOME YOUR PRODUCT’S TOP USERWhen creating a product that relies heavily on user-generated content, there is one major problem. To attract a large user base, you need lots of content on your platform.However, to get lots of content on the platform, you need a large user base.So, how do you get enough content to attract more users, when you don’t have enough users to create this content?The solut ion to this problem is to become your product’s top user.This is what Quora founder Adam D’Angelo did to attract users to Quora. D’Angelo realized that for more people to come to Quora to find answers, there was need to show that the site already provided great answers to people’s questions.Therefore, in Quora’s early days, D’Angelo spent lots of time answering questions on Quora.This positioned Quora as a great platform for people to ask questions and get answers to their questions, thereby helping the platform attract more users.If you find yourself facing the same content versus users problem, you can use D’Angelo’s approach to create content for your platform, which will then help attract more users.13. OFFER GIFTS TO CUSTOMERSIt is common knowledge that offering gifts when a customer makes a purchase can help attract more customers. However, most businesses only do this during offers.What if you did this, not only during occasional offers, but all the time?Turns out, this can a great tactic for attracting lots of new customers to your new business, and this is exactly what Diamond Candles did.Diamond Candles offers a free $10 ring with every candle purchased from them.What’s more, there is a $100 ring among every 100 candles, a $1000 ring among every 1000 candles, and a $5000 ring among every 5000 rings.On the face of it, this seems like the perfect way to make a company go bankrupt. In actual sense, however, the company spends roughly $13 per ring per candle.At the same time, the candles are priced at almost double this amount or more.Taking into consideration the fact that they probably get the rings on a discount, they still make lots of money, while at the same time selling more products because of the gift ring included with each purchase.Similarly, if you are having a hard time attracting people to purchase your product, you can think of offering a free gift with every purchase.14. DISTRIBUTE BUMPER STICKERSPrinting and giving out bumper stickers is another amazingly simple way of promoting your business offline.This is exactly what The Penny Hoarder did to promote one of the most popular articles on the site â€" an article on how to get paid to buy beer.Instead of simply printing the article URL on bumper stickers, they paid for the domain iGetFreeBeer.com and printed it on bumper stickers.As you can probably tell, this is an interesting domain, and many people visited the site in an attempt to learn more about free beer.Here’s the twist â€" the domain redirected to the article on Penny Hoarder, resulting in tons of traffic on the article.You can use a similar tactic to drive people to your product.The key to success is to use a creative sticker that will catch people’s attention and drive them to want to know more about your product.15. OFFER CASH TO NEW CUSTOMERSI know this sounds outrageous, but take a minute to think about it.By paying for ads and other marketing strategies, you are already using mon ey to acquire new customers.Well, what if this money went directly to the new customers, instead of paying it out to third parties? Would that work?Yes, it would work, and some companies such as PayPal have already used this strategy to grow their user base. During its early days, PayPal offered $10 to every new customer.In addition, existing customers were given $10 for every referral.This translates to a customer acquisition cost of $20. Sure, this might have been a very expensive way of acquiring new customers, but it certainly worked for PayPal.If you are thinking of spending money to attract customers, why not spend this money directly on the customers?You don’t have to spend $20 per customer like PayPal, you just have to find a figure that you are comfortable with and one that will provide enough incentive for new customers or users.16. POACH USERS FROM A COMPETITORYou have probably never thought about this strategy, but you can actually kick-start your startups growth by po aching users or customers from your competitors.For this to work, you need to have a product that is significantly better or offers an advantage over whatever your competitors are offering.Airbnb is a great example of a startup that effectively used this strategy.Before Airbnb was launched, people used to post their places on Craigslist.Airbnb reached out to people posting their places on Craigslist and let them know that there was a new, better platform for advertising their places.This played a significant role in helping Airbnb get its first users.17. PARTNER WITH ANOTHER BRANDPartnering with another brand can also help bring attention to your startup.A great example is the Partnership between GoPro and Red Bull. While Red Bull sponsors extreme action events, GoPro provides the athletes and adventurers with tools to capture these events from the athlete’s perspective.Partnering with such a huge brand as Red Bull allowed GoPro to become the best known brand for capturing extreme action videos.It’s good to note, however, that the two brands are greatly aligned.Both are lifestyle brands that promote an extreme, adventurous, and action packed lifestyle.Therefore, before partnering with another brand, take time to choose a brand that is aligned with your brand so you don’t end up diluting your brand.18. USE YOUR PRODUCT TO PUSH A SOCIAL CAUSEUsing your product to push a social cause is a very creative and novel way of driving attention to your brand.This basically means that by simply using your product, users should be able to contribute to a greater purpose.A great example of this approach is what beer brand Antarctica did in Brazil. Revelers were allowed to exchange their beer cans for a free train ride.By so doing, Antarctica reduced littering within the city, while at the same time encouraging people to use public transport, instead of driving while drunk.Of course, this campaign brought huge press to the beer brand.19. GRAB NATIONAL HEADLINESIf you h ave the guts to do something crazy that will land you on national headlines, this can be the perfect way to get massive publicity without paying a dime.However, don’t go for the bad kind of crazy, since this will only lead to negative publicity, which you want to avoid at all costs, especially when your company is in its early stages.A good example of a company that used this strategy is Half.com, which convinced the city of Halfway in Oregon to rename itself and take the company’s name.In exchange, the city got free internet access, computers, and some of the company’s stock.You can bet this deal generated a lot of free publicity for Half.com.20. BOOK A FLASH MOBI left the most outrageous for last.A flash mob is basically a group of people, who are seemingly part of the crowd, but then suddenly come together to showcase a choreographed performance in public.These kinds of performances can create an enthralling spectacle that can quickly go viral online and help your company g ain lots of attention and traffic.A good example of the effective use of flash mobs is what Sears did while promoting their jeans giveaway. If you are wondering how to go about the process of setting up a flash mob to promote your startup, you can easily book a flash mob on sites like Book AFlashMob.com.Of course, for this strategy to be highly effective, the flash mob should have branding that is centered on your startup company or the product you are trying to sell.WRAPPING UPJust because you are a small startup without the advertising budget to compete with industry behemoths doesn’t mean that you cannot create marketing campaigns that to help your new company to quickly attract users, customers, or subscribers.The secret is to ditch conventional marketing strategies and go for uncommon but highly creative approaches.With the 20 strategies we have covered in this article, you will be able to attract tons of attention to your startup and your products and services without having to break the bank.Give them a try and let us know how it goes.

Marx, Media and Society Free Essay Example, 2250 words

To gain an idea of how this ideology actually applies in the working world, it is helpful to take a closer look at a representative film such as Trading Places. The movie opens making the distinction between classes as it displays credits on a changing backdrop depicting scenes of opulence and privilege being conducted by mostly white men and scenes of abject poverty filled with mostly black men. One of the most impacting scenes in this opening montage involves the juxtaposition of the newspaper on the doorstep. This icon of American life is seen neatly folded and awaiting the fully suited butler to collect it from the doorstep of a neat and trim brownstone. It is also seen scattered across the doorstep of a run-down tenement building, partially covering the sleeping black man who has obviously been using it as his only source of warmth as he slept through the night. Viewers are also treated to images of groups of black men gathered around a fire lit inside a trashcan, gathering wha t warmth they can as they drink their breakfast from out of cans or bottles hidden within brown paper bags. We will write a custom essay sample on Marx, Media and Society or any topic specifically for you Only $17.96 $11.86/page The film places a large degree of emphasis upon social class and status, again reinforcing the traditionally held ideology that material wealth is the ultimate goal which can only be obtained by allowing capital to create wealth, thus reinforcing the appearance of capitalism and obscuring the reality. Significantly, while Billy Ray is seen as a jobless beggar on the streets at the opening of the movie, Louis Winthorpe s life seems hardly more disturbed by actual work than Billy Ray s.

Rhetorical Analysis English 102 - 971 Words

Starting this year, I thought English 102 was just going to be another general education requirement I needed to have in order to graduate. English has never been my favorite subject, so I guess it is safe to say that I was not super excited about this class. However, this class turned out to be different then I thought. It turned out to be more useful then I originally thought. English 102 was both helpful and fairly simple because of what what I learned, the effort I put in and how prepared I was. First, I found this class to be helpful because of the what I have learned and the skills I better developed since the beginning of the semester. Coming in to this class, I knew that the rhetorical appeals were ethos, pathos and logos. However, I was not very proficient at using them in my writing. This class allowed me to practice using the rhetorical appeals it strengthen my writing. In my argumentative essay I used pathos to appeal to the reader emotions and to make them feel bad for the college athletes because they were not being paid. An example of this from my essay is when I used the quote, â€Å"student- athletes, especially those from low-income households, do not have any money to spend on a trip home to see family† (Vanderford 830). Using this quote makes the reader fell bad that the athletes cannot see their families often because they can not afford to travel home. I used ethos in my essay when I would quote a source and state who the person is. This is shown when IShow MoreRelatedWriting An Effective Well Organized Essay923 Words   |  4 PagesThroughout my entire life I struggled with English. I always had trouble writing an effective well-organized essay. Throughout my education I had always received bad grades on my essays. From constantly received bad grades I slowly began to give up, and I slowly began to lose hope in English. 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APPENDIX I I. ------------------------------------------------- INTRODUCTION

Using Technology as a Tool to Improve Teaching and Learning Processes Free Essays

string(99) " have the aptitude to think critically about the ICT they use as well as the texts that they read\." Abstract A research proposal setting out a planned study concerned with the use of ICT in education, and looking particularly at how ICT can be used to make teaching the classics of English literature more relevant to today’s teenagers. An introduction looks at the background for the study, and its rationale, while subsequent sections set out the proposed methodology in detail. 1. We will write a custom essay sample on Using Technology as a Tool to Improve Teaching and Learning Processes or any similar topic only for you Order Now Introduction / Background to Study This study is motivated by the need to discover the best ways to make English literature relevant to adolescents today. After all, in order to teach dusty, old 19th Century novels or Shakespeare or even modern day novels to groups of children/teenagers that are used to the language of the iPhone and the Xbox represents a challenge to most English teachers. However, it could also be said to represent an opportunity to ensure that these same English texts are brought alive in some way, showing how they continue to be relevant to young people today.Young people are typically large-scale producers of digital communications (Lewis and Moje 2009), and the phenomenon of texting means they are likely to write more than adolescents of 20 years ago. As such, an exploration of classic texts is arguably particularly relevant to their experiences. The study is also informed by the role currently played by ICT in teaching. The aim of this part of the assignment is to understand how the spread of ICT can benefit education systems worldwide as well as the students being taught. It will also look at whether and how ICT can affect the outcomes of education with a world divided between the digital natives (those who have grown up after the spread of digital technology) and the digital immigrants (those who have had to learn how to use new ICT skills) (Lankshear and Knobel 2007). However, beyond this debate is a related debate: whether there are any benefits to using technology (and specifically ICT) in the classroom. Within the modern schoolroom the division is such that there are times when digital immigrants are teaching the digital natives using latest technologies with which the latter are sometimes more familiar. There is a related question which this brings up: is ICT always be beneficial to students, or can it be relied upon too much. There are many subjects in which ICT has a definite place. Maths and science-based subjects seem to benefit from the interactivity that ICT can offer especially in terms of how Powerpoint and interactive whiteboards can be used for the benefit of students. Pitler (2009) suggests that the use of technology within the classroom can increase ‘student learning, understanding and achievement’ when applied efficiently (Pitler: 2009: 3). However, some critics note that technology can also be relied upon too much.Part of the challenge that teachers and educationalists face with technology’s use in education is that not enough is known about the technology used within education before it is utilised (Trucano: 2008). Only afterwards are the educational implications actually thought about. With both of these views in mind it could be argued that the teacher is in a position to consider the use of various programs or applications regarding their ‘appropriateness to learning objectives’ (Evans et al: 2009: 183) and whether they really need ICT to augment the learning of their students. There is also a question of whether ICT is appropriate to all subjects. While it is widely accepted within the UK that it has a role in all subjects, allowing pupils to produce well-presented work, for example (Capel 2005), there is perhaps an argument to be made that it should play a smaller role in subjects including English. Another relevant point is raised by a research by Connolly and Ward (2008) entitled ‘Let them Eat Shakespeare’. In this study, they strove to question the placing of English Literature teaching and its list of prescribed authors in a 21st Century environment filled with ever-advancing technologies and changing ideologies. They point out that there are cultural, social and political forces in play which mean that the National Curriculum reflects a set of decisions made by those in power regarding what should and should not be acceptable to study, and also means that â€Å"proscribed authors are a force that acts against both democracy and the development of critical citizenship† (Connolly and Ward 2008, p. 21-22). Should many of the authors currently taught be rejected not because of issues about making them relevant, but because they reflect an unquestioned exercise in power and political control Perhaps, they suggest, a critical attitude towards dominant text s is what should be fostered? In this context, the current study has been designed to investigate whether, by creative use of new digital technologies, ICT can have a place at the very heart of the English curriculum and help make classic works of literature relevant to students today.It also addresses the question of why such classic works might be relevant to students, and therefore why they should form part of the curriculum. It is felt that this study can add to the body of knowledge already available. As technological changes occur at a rapid rate, academic research needs to be current in order to keep up-to-date with new types of technology, advances in ICT and new teaching approaches. In this context, it seems clear that more educational research needs to be done. In particular, it seems to be the case that teachers in general have an increasing challenge in enabling their students to learn. This fact seems to be consolidated by findings from Truscano (2008) and NATE (National Association for the Teaching of English) in 2011 which stated that English as a discipline has an ‘additional duty to educate†¦.in the critical study of media and electronic texts’ (NATE: 2011: www.nate.org.uk [onine]). It is interesting to note that NATE (2011) emphasised the word ‘critical’ when discussing teaching students regarding electronic texts. This means that teachers (and especially E nglish teachers) seem to be given the responsibility of enabling students to have the aptitude to think critically about the ICT they use as well as the texts that they read. You read "Using Technology as a Tool to Improve Teaching and Learning Processes" in category "Essay examples" In addition to the aims outlined above, this study will also address how teachers can help students take a more critical perspective on both the ICT they use and the texts they read. 2. Ethics Checklist Does your research involve human participantsYES Does your research involve accessing personal, sensitive or confidential dataYES Does your research involve ‘relevant material’ as defined by the Human Tissue Act (2004)NO Does your research involve participants who are 16 years and over who lack capacity to consent and therefore fall under the Mental Capacity Act (2005)NO Will the study involve NHS patients, staff or premises or Social Services users, staff or premisesNO 3. Conceptual Framework The conceptual framework for this study can be expressed as a series of related questions, below. Each inspires further questions and / or answers Is it necessary to make classics relevant to children today? Yes: children today write more than before No: Debatable: ‘classics’ are determined by wider political and cultural power relationships. Need foster questioning attitude How can we best make the classics relevant to children today? What is specific about current situation – IT / Digital Technologies Use of iPhone / Xbox / texting / personal computing What is the Current nature of ICT teaching in schools? Should all subjects embrace ICT equally What tools are currently used within English classroom What is current use of film / video technology Can better / more creative use be made of film / video technology to facilitate student’s engagement with key texts 4. Research Methodology The study proposed uses a mix of quantitative and qualitative research techniques, with a focus upon qualitative techniques. Qualitative research focuses upon small scale collection of data, looking at one or two particular incidences. It is primarily concerned with textual responses. It contrasts with quantitative studies, which are typically larger scale and collect data in numeric form. Quantitative studies primarily follow a scientific model of reality and knowledge in which a testable hypothesis is generated prior to data collection. Qualitative data, while lacking the statistical vigour of quantitative studies, can offer insight into the richness of experience (Babbie 2010). The researcher has elected to use mixed methods in order to capture the fullness of the area under study. It is a flexible approach that allows the researcher to build upon findings as they emerge, and which can incorporate reliability with detailed studies of participant experiences (Hesse-Biber and Leav y 2010). The study also uses the approach of triangulation. Essentially, triangulation is used to ensure that the researcher is able to use at least three types of data (hence, triangulation) to either back up, complement or oppose other data that has been gathered. In many ways it is like a three-part jigsaw puzzle where when every piece of it is put in place then the picture is complete. However, Flick (2009) suggests that triangulation does not always have to be used in every context and that there are several questions that need to be asked by the researcher before it is (Flick: 2009: 446-447). These include the usual issues of cost and time as well as suitability to the topic being studied and legal issues (Flick: 2009: 447).Flick (2009) also suggests that the quality of the triangulation being used would need to be questioned and suggested several ways to do this. One of these methods of quality control was to do with the researcher being able to ‘combine’ methods effe ctively and asking about the ‘relevance’ that each single method had in the research: for example do the methods each address different levels relevant to the subject In other words, the researcher needs to ask him/herself whether the triangulation serves its purpose and how. It was felt that this approach, despite greater time and money costs, was justified in this instance in order to understand all aspects of the situation considered: the ways in which a film / video intervention might be used to make classic works of literature more relevant. The idea behind the use of triangulation of research methods that will be employed within this research project is therefore to establish a relationship between the research methodologies that would be employed and to integrate their results into a cohesive whole. The results of the questionnaires, the data obtained from the interviews as well as the data obtained from observations will be taken together and analysed to see i f they support each other, and in what areas (if any) they seem to produce contradictory results. 5. Data Collection Tools The study will look at two groups of students in year 10. This does raise an issue about sample size. If the sample of people questioned or observed is too large then there is too much evidence for the researcher to deal with and the data becomes too unwieldy to calculate accurately given the limited resources available to the present researcher. However, if the research sample is too small then the researcher does not have enough data to go on (Jacobsen 2011). In this case, the sample used also has to be representative of a larger group of pupils and has to reflect the social reality of the school in which the project is taking place as well as its surrounding area. Therefore, in order for the data to be truly valid it ideally needs to have a cross-section of pupils from all abilities and ethnicities.While these constraints would perhaps dictate a different approach in an ideal situation without constraints of time, access or money, in this situation the researcher was limited t o educational groups to which she could easily obtain access. For this study, the focus will be on two Year 10 English Literature classes who are learning ‘Macbeth’ as part of their GCSE coursework. Two interventions were designed as part of the study. Each of two groups, as part of the project, will be examining the scene where the Witches meet Macbeth and Banquo (Act 1 Scene 3). Firstly, both groups will be given a scene on a handout with questions on it relating to the scene and how it relates to the play as a whole, which they work on in pairs.Different film clips of the scene from different versions of Macbeth will be shown to them on YouTube. The students will then be given the task of answering questions on these clips. The questions will cover a number of areas including camera angles, special effects and character positioning, and how these can add meaning to the play. In another session, the pupils will be using the same act and scene of the play and acting it out in the sports hall.These sessions, and the experiences of being involved in them, will be the subject of the data collected during this study. The reason behind the two different interventions is to ensure that all learning styles (visual, auditory and kinaesthetic) are catered for over the two groups. One of the groups (Group 1) will also be given their own laptops and their own wiki with which they can discuss different aspects of the play and this scene in particular while the second group (Group 2) will not be given any additional use of ICT in order to achieve the goal of re-enacting their own version of the scene. Group 2 will therefore function as a control group to assess the extent to which these additional tools facilitate learning. Three types of method will be used to collect data: questionnaire, face-to-face interview, and ethnographic observation. These will be discussed in greater detail below. For all of these research methodologies there are both advantages and disadvantages in an educational environment especially if the researcher also teaches. Questionnaires will be given out at the end of the sessions with the pupils and will be given to both groups. The questionnaires will contain a mixture of open, closed and Likert scale questions which will ensure that the results include both quantitative and qualitative data. Open questions are one where the respondent can express their general thoughts on a subject, for example â€Å"what did you find good about that experience†. There are no suggested answers, rather respondents should be encouraged to state everything that comes to mind on the topic. By contrast, closed questions offer a set answer list, from which respondents can chose one or more answers.This allows easy analysis of the data, although can limit the depth of the response. Likert scales are a special type of closed question in which answers from a sequential scale, perhaps from â€Å"I agree strongly† through â€Å"I neither agree nor disagree† to â€Å"I disagree strongly† (Bryman and Bell 2007). The design of the questionnaire for this study, including various question types, is intended to elicit a wide range of data, and make the process of triangulation easier, as results can be checked against each other (McNiff and Whitehead: 2009: 179).The questions in the questionnaire will ask students about their perceptions of the technologies used in classrooms, for example the extent to which they felt their learning was improved by individual technologies.A pilot questionnaire will be used to ensure that the questions included are the most appropriate, are easy to ask, and can be easily understood, and can improve the questionnaire in other ways (Cohen et al 2007). It was felt that questionnaires offer advantages in the environment studied. They are, that is, relatively easy to distribute and, if they are administered correctly, are also unobtrusive. They should also take relatively little time for the participants to fill in. The advantage also with using questionnaires with students is that they can be incorporated into the lesson that they are doing. The teacher is able to hand them out, ensure they are filled in, and collect them without too much difficulty.However, the researcher is aware that there are also disadvantages with questionnaires within the educational environment. The educational researcher has to make sure that the questionnaires are anonymous or students have to at least be given the choice to give their name or not, in order to provide adequate confidentiality. Students might be reluctant to give their thoughts if they feel they are likely to be held accountable for their reactions. Questionnaires are also limited in t he types of data that can be gathered. The range of types of questions needs to be varied in order to ensure that there is breadth of data both qualitative and quantitative. In order to ensure that ethical considerations in this research are fulfilled, both the head teacher and the Head of Faculty will be shown the questionnaires and the research proposal so that they are informed exactly what the project is all about. A declaration will also be drafted to accompany the questionnaire, to inform the students who fill it in of the confidentiality of the data they give, of their rights to withdraw from the study at any time, and giving an overview of the purpose of the study. In addition to the questionnaires, the study will also collect face-to-face interviews with the students, about their perceptions of what they have learned. Again, these interviews would be based around perceptions that Year 10 students have regarding ICT use in the classroom. These interviews would use mostly open questions and would be semi-formal in order to produce a more conducive atmosphere. Face-to-face techniques have some advantages, for example they allow the researcher to help the respondent better understand the question (without leading the respondent in a particular direction), and they can generate fuller responses as the interviewer can make use of techniques of probing (Cohen et al 2007).Semi-structured interviews have advantages when used in an educational environment as they can be used as part of the assignment or lesson. They also offer more scope for the collection of more detailed and richer responses. As Burns (2009) suggests: The aim of a semi-structured interview is to enable you to make some kind of comparison across your participants’ responses, but also to allow for individual diversity and flexibility (Burns: 2009: 75). They can also enable the interviewee to be more relaxed and at home with the interviewing process thus enabling more information to flow (Burns 2009). On the other hand, one disadvantage with the semi-structured interview is the concept of interviewer interference. This is the idea that the person doing the interviewing would hypothetically be in the position of affecting the outcome of the interview by asking leading questions that, either accidentally or intentionally, lead the interviewee into answering the question in a certain way.Bell and Opie (2002) as cited in Bell (2005) state that this can be a way of ‘overweighting’ the research to suit the interviewer’s bias and would therefore distort the figures produced. Bell (2005) goes on to say that researchers need to be ‘wise and vigilant, critical of our interpretation of the data, regularly question our practice and†¦.triangulate’ (Bell: 2005: 167). This kind of reflective practice has its place both for teachers and for researchers. In addition to the interviews with the students, a further 30 semi-structured, face-to-face interviews will also be carried out amongst teachers, looking at their relationship with the technology they use. These interviews will usually take place within the classroom and will be pre-appointed to cater for their busy daily schedule. Prior approval will also be obtained from the head teacher for these interviews and she will also be interviewed herself on the same topic. Her semi-structured interview may be worded differently as she is directly involved with how ICT is utilised within her school. Finally the study will also include ethnographic observations of students within their learning environment, to see how they and the teacher interact with ICT (especially compared with ‘digital immigrant’ teachers). The purpose of ethnographic observation is to observe from an insider’s point of view (Bell: 2005: 17). In this case, observations will be carried out over a 2 week period, and the researcher will observe in the classroom situation how pupils from different classes and from different backgrounds interact with the teacher and whatever electronic learning and teaching aids they may use.The researcher will incorporate techniques from action research, such as interacting with the subjects under study (Greenwood 1999), in order to make their presence seem more ‘natural’ and accepted by the students. As well as this, the lessons that will be taught as part of the project will give the researcher the opportunity to observe how the students inte ract with the technology. In terms of educational research, this type of approach involves contact with, and close observation of, the pupils that are being observed. It has many advantages: for example it allows the researcher to share perspectives with the people studied, in a way which is not allowed by other means. The researcher is able â€Å"to understand better why they act in the way that they do and to see things as those involved see things† (Bell: 2005:17). However, Bell (2005) as well as other critics, also cite a number of disadvantages with ethnographic observation such as time issues. One main challenge with ethnographic observation is the issue of representativeness. That is, to what extent can the findings in small-scale studies of this type be generalised and allow more wide-sweeping conclusionsIn this case, what may be typical of that particular group being studied may not be typical of another group within the school. So the validity of this project might be called into questi on, because the observed behaviour or views collected may not be typical of the whole school. I aim to overcome this drawback by including other types of research, and by setting the study in the context of the literature review, which will draw upon findings from other studies. 6. Proposed Schedule JanFebMarAprilMayJuneJuly Research Design Planning Literature Review Data Collection Data Analysis Dissertation Draft Final Dissertation Research design – – – – Planning – – – – Literature review – – – – Data collection – – – – – Data analysis – – – – – Dissertation production Draft – – – Final – – – – 7. References Babbie, E R (2010) The Practice of Social Research (12th edn.), Cengage Learning, Belmont, CA Bryman, A and Bell, E (2007) Business research methods (2nd edn), Oxford University Press, Oxon. Burns, A (2009), Doing Action Research in English Language Teaching: A Guide for Practitioners, Routledge, Abingdon Capel, S A (2005) Learning to teach subjects in the secondary school (4th edn), Taylor and Francis, UK Cohen, L, Manion, L and Morrison, K (2007) Research methods in education (6h edn.), Routledge, UK Evans, C, Midgley, A, Rigby, P, Warham, L and Woolnough, P,(2009), Teaching English, SAGE Publications, London Flick, U (2009), An Introduction to Qualitative Research (4th edn.), SAGE Publications, London Greenwood, D J (1999) Action research: from practice to writing in an international action research development program, John Benjamins Publishing Company, Amsterdam. Hesse-Biber, S N and Leavy, P (2010) Handbook of Emergent Methods, Guilford Press, USA Jaconsen, A (2011) Introduction to health research methods: a practical guide, Jones Bartlett Publishers, Sudbury, MA Lankshear, C and Knobel, M (2006), New Literacies: Everyday practices and classroom learning, Open University Press, Maidenhead, UK Lewis, J and Moje, E B (2009) Essential questions in adolescent literacy: teachers and researchers describe what works in classrooms, Guilford Press, USA Pitler, H (2007), Using Technology with Classroom Instruction that Works, MidContinent Research for Education and Learning, Denver Colorado USA NATE (2011), ‘ICT and the teaching of English: National Curriculum Review 2011’, [online] available at: NATE, London www.nate.org.uk/index.php?page=62 [accessed 20th January 2012) Truscano, M (2008), Knowledge Maps: ICTs in Education, Infodev, Washington DC, USA Ward, S and Connolly, R, (2008), ‘Let them Eat Shakespeare’, The Curriculum Journal, 19:4. 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Ode On A Grecian Urn Essays - Ode On A Grecian Urn,

Ode On A Grecian Urn Ode on a Grecian Urn Summary In the first stanza, the speaker, standing before an ancient Grecian urn, addresses the urn, preoccupied with its depiction of pictures frozen in time. It is the still unravish'd bride of quietness, the foster-child of silence and slow time. He also describes the urn as a historian, which can tell a story. He wonders about the figures on the side of the urn, and asks what legend they depict, and where they are from. He looks at a picture that seems to depict a group of men pursuing a group of women, and wonders what their story could be: What mad pursuit? What struggle to escape? / What pipes and timbrels? What wild ecstasy? In the second stanza, the speaker looks at another picture on the urn, this time of a young man playing a pipe, lying with his lover beneath a glade of trees. The speaker says that the piper's unheard melody's are sweeter than mortal melodies, because they are unaffected by time. He tells the youth that, though he can never kiss his lover because he is frozen in time, he should not grieve, because her beauty will never fade. In the third stanza, he looks at the trees surrounding the lovers, and feels happy that they will never shed their leaves; he is happy for the piper because his songs will be for ever new, and happy that the love of the boy and the girl will last forever, unlike mortal love, which lapses into breathing human passion, and eventually vanishes, leaving behind only a burning forehead, and a parching tongue. In the fourth stanza, the speaker examines another picture on the urn, this one of a group of villagers leading a heifer to be sacrificed. He wonders where they are going (To what green altar, O mysterious priest...), and where they have come from. He imagines their little town, empty of all its citizens, and tells it that its streets will for evermore be silent, for those who have left it, frozen on the urn, will never return. In the final stanza, the speaker again addresses the urn itself, saying that it, like Eternity, doth tease us out of thought. He thinks that when his generation is long dead, the urn will remain, telling future generations its enigmatic lesson: Beauty is truth, truth beauty. The speaker says that that is the only thing the urn knows, and the only thing it needs to know. Form Ode on a Grecian Urn follows the same Ode-stanza structure as the Ode on Melancholy, though it varies more the rhyme scheme of the last three lines of each stanza. Each of Grecian Urn's five stanzas is ten lines long, metered in a relatively precise iambic pentameter, and divided into a two part rhyme scheme, the last three lines of which are variable. The first seven lines of each stanza follow an ABABCDE rhyme scheme, but the second occurrences of the CDE sounds do not follow the same order. In stanza one, lines seven through ten are rhymed DCE; in stanza two, CED; in stanzas three and four, CDE; and in stanza five, DCE, just as in stanza one. As in other odes (especially Autumn and Melancholy), the two-part rhyme scheme (the first part made of AB rhymes, the second of CDE rhymes) creates the sense of a two-part thematic structure as well. The first four lines of each stanza roughly define the subject of the stanza, and the last six roughly explicate or develop it. (As in other odes, this is only a general rule, true of some stanzas more than others; stanzas such as the fifth do not connect rhyme scheme and thematic structure closely at all.) Themes If the Ode to a Nightingale portrays Keats's speaker's engagement with the fluid expressiveness of music, the Ode on a Grecian Urn portrays his attempt to engage with the static immobility of sculpture. The Grecian urn, passed down through countless centuries to the time of the speaker's viewing of it, exists outside of time in the human sense--it does not age, it does not die, and indeed it is alien to all such concepts. In the speaker's meditation, this creates an intriguing paradox for the human figures carved into the side of the urn: they are free from time, but they are simultaneously frozen in time. They do not have to confront aging and death (their love is for ever young), but neither can they have experience (the youth