Herrick Vs Marvell Essay Research Paper Corretta free essay sample

Herrick Vs Marvell Essay, Research Paper Corretta Drum sanders Poetry Essay Englis 1302 Instructor Mize Herrick vs. Marvell ? To the Virgins, to Make Much of Time? by Rober Herrick and Andrew Marvell? s? To His Coy Mistress? have many similarities and differences. The tone of the talkers, the audience each verse form is directed to, and the subject make up some of the literary elements that help suit this description. The tone of? To the Virgins, to Make Much of Time? and? To His Coy Mistress? are different. In Herrick? s verse form, his tone is relaxed. For case when he writes, ? Gather ye rosebuds while ye may, /Old times is still a-flying, ? his word pick has a really relaxed and insouciant tone. His attitude reflects the relaxed tone in his verse form. In Marvell? s verse form, his tone is serious. Marvell? s intent is to carry his kept woman to hold sex with him. We will write a custom essay sample on Herrick Vs Marvell Essay Research Paper Corretta or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page He tries to entice her in when stating, ? Had we but World plenty, and Time. ? He starts out really earnestly, in effort to convert his kept woman. The relaxed tone of? To the Virgins, to Make Much of Time? and serious tone of? To His Coy Mistress? point out the difference in the manner the authors feel about their characters. Both verse forms are directed to two different audiences. In? To the Virgins, to Make Much of Time? Herrick is talking to all virgins. He neer addresses anybody personally. In? To His Coy Mistress? Marvell is turn toing his kept woman personally. He wrote the verse form for his kept woman to convert her to go intimate with him. The difference makes a degree Celsius hange because now Herrick? s verse form affects the reader ( depending on if she is female ) since it refers to all virgins. However, Marvell? s verse form does non since he is mentioning to one peculiar person. The them of? To the Virgins, to Make Much of Time? and? To His Coy Mistress? is carpe diem. The carpe diem them provinces, ? life is brief, so allow us prehend the day. ? In? To the Virgins, to Make Much of Time? Herrick merely states: Then be non demure, but utilize your clip, And, while ye may, travel marry ; For, holding lost but one time your prime, You may forever tarry. Herrick is stating all of the your virgins to travel out and hold sex in their prime because if they do non, they will repent non holding sex when they had the opportunity to. In? To His Coy Mistress? the subject of carpe diem is evident. ? Now hence, while the vernal hew/ ? /Now allow us feature us while we may. ? Marvell is stating his kept woman that they need to hold sex while they can because if she waits any longer, they will non be able to be intimate. Both Herrick and Marvell use the subject of carpe diem in their poesy. By utilizing different literary techniques, a poet can give his/her piece an border. Robert Herrick and Andrew Marvel use different techniques to do their verse forms alone. Tone, audience, and subject are some literary elements used in? To the Virgins, to Make Much of Time? and? To His Coy Mistress. ? The differences and similarities between the two verse forms point out that the poet? s have their ain alone manner, nevertheless, sometimes they can be similar as good.

Free Essays on Higgins Boats

Andrew Jackson Higgins’ and the Boats that Won World War II President Dwight D. Eisenhower said Andrew Jackson Higgins was â€Å"the man that won the war for us.† Although Higgins’ design for a shallow draft water craft was unintended for use during World War II, he became responsible for producing the majority of the amphibious assault landing craft, primarily the Landing Craft Vehicle Person (LCVP), which led to an allied victory in World War II. The â€Å"Higgins Boats† rapid and efficient mass production, effective design, and diversity led them to be the most prominent vessels during World War II. Andrew Jackson Higgins started out as the owner of a small company called A.J. Higgins Lumber and Exports. As he began to purchase land for logging, he found a need for a boat that could handle the difficult task of carrying heavy loads of logs through extremely shallow waters. Present day boats of the time with drafts shallow enough to manage the depth lacked the power necessary to haul such weight. Higgins solution to this problem was to design and build a boat with a â€Å"recessed propeller† into a tunnel in the hull to protect it. Although Higgins ingenuity solved the problem, he was not satisfied. Higgins recognized that because the propeller was elevated so much, it was churning in aerated water instead of a solid flow which greatly reduced its power. Higgins was so perplexed and dedicated to finding a solution; he decided to turn away from the depleting business of timber supplies to concentrate on small boat construction and design. Andrew Jackson Higgins opened Higgins Industries on September 26, 1930 to begin selling his new designs of shallow draft watercraft. Higgins’ new company concentrated on accommodating the needs of oilmen, local trappers, and lumbermen who needed boats capable of running aground, retracting itself, managing floating logs, sandbars, and debris without damage to the hull. ... Free Essays on Higgins Boats Free Essays on Higgins Boats Andrew Jackson Higgins’ and the Boats that Won World War II President Dwight D. Eisenhower said Andrew Jackson Higgins was â€Å"the man that won the war for us.† Although Higgins’ design for a shallow draft water craft was unintended for use during World War II, he became responsible for producing the majority of the amphibious assault landing craft, primarily the Landing Craft Vehicle Person (LCVP), which led to an allied victory in World War II. The â€Å"Higgins Boats† rapid and efficient mass production, effective design, and diversity led them to be the most prominent vessels during World War II. Andrew Jackson Higgins started out as the owner of a small company called A.J. Higgins Lumber and Exports. As he began to purchase land for logging, he found a need for a boat that could handle the difficult task of carrying heavy loads of logs through extremely shallow waters. Present day boats of the time with drafts shallow enough to manage the depth lacked the power necessary to haul such weight. Higgins solution to this problem was to design and build a boat with a â€Å"recessed propeller† into a tunnel in the hull to protect it. Although Higgins ingenuity solved the problem, he was not satisfied. Higgins recognized that because the propeller was elevated so much, it was churning in aerated water instead of a solid flow which greatly reduced its power. Higgins was so perplexed and dedicated to finding a solution; he decided to turn away from the depleting business of timber supplies to concentrate on small boat construction and design. Andrew Jackson Higgins opened Higgins Industries on September 26, 1930 to begin selling his new designs of shallow draft watercraft. Higgins’ new company concentrated on accommodating the needs of oilmen, local trappers, and lumbermen who needed boats capable of running aground, retracting itself, managing floating logs, sandbars, and debris without damage to the hull. ...

Cheetham Reading Assignment Coursework Example | Topics and Well Written Essays - 250 words

Cheetham Reading Assignment - Coursework Example Cheetham suggests that Emanuel Swedenborg influenced Gauguin’s inspirations outright. Schopenhauer’s analyses Gauguin’s achievement as genius, madness and memory. He elaborates and defines genius as the capacity to remain in a state of pure perception which could be blended with madness as his genius defies social norms. Lastly the madness connects to the memory as it focuses on the platonic ideas which are seen through the mirrors of inner thoughts. Schopenhauers purely neoplatonic theory perfectly describes the â€Å"disjunctions† found in so many of Gauguin’s paintings as he tends to interpret the things in terms of ‘higher meaning and distort nature. He laments that he derives meanings from the inner thoughts and not materialistic world. Aurier’s reference to â€Å"pure† Ideas the touchstone for the neoplatonic foundation of Gauguin’s abstract art as the memories confront the artists with the ultimate reality. The neoplatonic philosophy in late nineteenth century France was popular as it offered metaphysical security which helped artists to escape from the harsh realities of the

Gender Performativity Research Paper Example | Topics and Well Written Essays - 1250 words

Gender Performativity - Research Paper Example continually tend to stylize the body with certain appearance, as in the first chapter of â€Å"Gender Trouble† Butler says, â€Å"Gender is the repeated stylization of the body, a set of repeated acts within a highly rigid regulatory frame that congeal over time to produce the appearance of substance, of a natural sort of being† (43). Butler suggests that the deconstruction of gender from a political-genealogical perspective will necessarily reveal it as more of a social appearance of gender than of a natural attribute to sexual dichotomy, as she says, A political genealogy of gender ontologies, if it is successful, will deconstruct the substantive appearance of gender into its constitutive acts and locate and account for those acts within the compulsory frames set by the various forces that police the social appearance of gender. (44) Butler’s Gender Performativity is rigid in the sense that it does not allow one to choose any particular gender to act upon. Her concept of Performativity is a process of constructing gender through repeated actions that a society assigns to a human being of particular sex. Indeed this process is â€Å"a set of repeated acts within a highly rigid regulatory frame† (43). Obviously the reiteration of the gendered activities occurs â€Å"within a highly rigid regulatory frame† that the society sets for its members. In this regulatory frame of the society, â€Å"the script† of performance allow the members to assumes a constrained and predefined role assigned to a particular sex and he or she â€Å"has a limited number of â€Å"costumes† from which to make a constrained choice of gender style† (Salih 56). Again elaborating the process of developing gender through the reiterated action, Butler says that â€Å"gender proves to be performance†” that is, constituting the identity it is purported to be. In this sense, gender is always a doing, though not a doing by a subject who might be said to pre-exist the deed.† (33) This constitution of

DISCUSSION BoARD Essay Example | Topics and Well Written Essays - 500 words

DISCUSSION BoARD - Essay Example Discuss the advantages and disadvantages of having one. Whistle blowing is a practice that asks of an individual or a group of individuals to speak against the system in a quiet manner. This individual or the group comes out in the open by revealing the facts which may not be known to anyone at a given time. Whistle blowing is an important element that comes under the ethical constructs. This is because it directly forms a link with whether it should be bracketed under ethics or not. However, for the sake of understanding the organizational concerns, business ethics has to be taken into consideration in order to have a good knowledge of whistle blowing as its ramifications are manifolds and should always be judged from a number of angles and perspectives (Roper 2005). The reasons why an employee would rather refrain from reporting potentially unethical behavior to their management concerns in the organization is because they are wary of the consequences that might arise from the same. They would rather put such issues under the carpet be cause taking it far would not help the cause of anyone, as per their thinking. They fear awkward scenarios to crop up for all the wrong reasons. It is important that a corporation develops an ethics hotline that taps anonymous concerns without revealing their identities. It will make sure that the ethical issues are analyzed, discerned and implemented from a solution-oriented point of view. Hence the advantages outnumber the drawbacks since it benefits the concerns of the people at large. You are a high level manager for a corporation that has recently expanded into the global market. You have been asked to manage an interdepartmental team that will help you to create a global ethics training program. Imagine that your team has very little, if any, experience with ethics training or international management. Create a memorandum to your team that explains the need for an ethics training program, the

The Brand Of Christian Louboutin Fashion Essay

The Brand Of Christian Louboutin Fashion Essay Christian Louboutin, sounds familiar? Has to be for the top shots of the fashion world, and for the ladies who are in vogue with the latest trends in the fashion world, and of course how can the footwear lovers not be conversant with this world famous brand! When asked whether you have any idea about this brand? or whether you would like to have a pair of Christian Louboutin? the answers by most of the fashion conscious ladies would be a unanimous yes! Founded in 1991, this French based company made it big in the competitive shoe business by taking the customised approach of shoe building. Before starting his own range of products by his own name, he used to work for same renowned designers like Chanel, Yves Saint Laurent, but a trivia is associated with his initiative to start this company. It is said that he once saw a notice at a museum saying that high heels were not allowed because they damage the floor, this infuriated him and he decided to take these people to task and started designing high heels, under his own brand name! Page 2 The man behind this world renowned brand, Christian Louboutin himself, was born and brought up in Paris, France. After finishing his academics, he started his career as an apprentice to the noted shoe designer Roger Vivier and as a freelance shoe designer for another celebrated shoemaker Chanel. After gaining considerable knowledge and experience in this line he kicked off with his own line of shoe wears, and opened the first store in paris in 1991. It is believed that being the only brother to three sisters played an influential role in developing his taste for fashion and appreciation for feminism. He was very much fascinated by this glamorous world of fashion and started making sketches at an early age, even neglecting his studies, as a result getting expelled from his school. But he hardly cared, as he knew he was destined to the next big name in the glam world. I didnt care because I felt so different from my peers. He said in an interview to Harpers Bazaar. He learnt a lot from Vivier. He once told Vivier taught me that the most important part of the shoe is the body and the heel. He also drew inspirations from extensive travelling to forbidden countries like Syria and Uzbekistan. Page 3 He famously explained his initiative to start his signature red soles which went on to become iconic in the industry in his application of U.S trademark. He quoted, In 1992 I incorporated the red sole into the design of my shoes. This happened by accident as I felt that the shoes lacked energy so I applied red nail polish to the sole of a shoe. This was such a success that it became a permanent fixture. He justified that he chose red over all the other colours because red is more than a colour. It is a symbol of love, of blood, of passion. One of the most reputed journals on shoe wears Footwear News stated that the brands signature red sole was a subtle status symbol and caught the fascination of many celebrities across the globe, even beating the big luxury brands. Throwing light on his idea of red soles he once said I did not really choose the red sole. Its more like the red sole came to me and had to stay with me. It started as a happy accident, which I kept. I was very inspired b y pop art so all my drawings were really full of colours. Even the leader in dolls Barbie came out with a special Louboutin edition with red heels! Page 4 The Louboutin shoes had a profound influence in the fashion domain. The red soles became such a huge hit that Christian Louboutin went on to the extent of trade marking his red sole heels in the U.S.A. in 2007 so that no other company could make and sell it. Apart from his trademark stilettos and red soles he also let his imagination fly and went on to try new and innovative things like he came up with an entire range with transparent heels in which it seemed that flower petals were floating. The brand is the most fiercely desired shoe wears among the ladies with having a great celebrity clientele. He says that a womans feeling in his shoes fascinates him and gives him a reason to design shoes for them. According to him, woman want to look sexy for other, more than themselves, and this feeling gives them self confidence. Another unique feature of his shoes is that it is entirely hand-made and customised, to the extent that even the trademark is etched without any intervention of mach ines. The impact is very well testified by the fact Jeniffer Lopez released a song called Louboutin. Page 5 The Christian Louboutin shoes have a life changing impact on the lives of the women. They also make some flats apart from their trademark heels. He has very strange ideologies on shoes. He has been many a times criticised for making such high heels which are supposed to be uncomfortable. But he retorts back by saying that he hates this entire concept of comfort. He believes that not wearing heel shoes just because they are not comfortable are like saying that Well, were not really in love, but were in a comfortable relationship. According to him comfort deprives you of many ideas and should be done away with. He puts light on the small intricacies of a womans nature. He says that when a woman tries a shoe and checks it out in mirror, shes not really checking whether the shoe suits her or not, in spite of the fact that she is trying a shoe. According to him When a woman buys a pair of shoes, she never looks at the shoe. She stands up and looks in the mirror, she looks at the breast, t he ass, from the front, from the side, blah blah blah. If she likes herself, then she considers the shoe. Page 6 The large number of fake Louboutin shoes and their replicas bears a testimony to the immense acceptability of the brand, and how desperately ladies want to grab this brand. These shoes make you feel charming and your existence totally vital. It makes you feel one notch above the horde of fashionistas. In fashion industry and in glamorous world these shoes have become a synonym to quality and layout. Starting with a single store in Paris there are more than twenty-five stores as of today, apart from the online stores in the U.K. His first famous client was the Princess of Monaco, who happened to be in the store in the presence of a media journalist, and from that day onwards, there was no looking back. The famous names which grace his clientele list include Madonna, Sarah Jessica Parker, Jennifer Lopez, Elizabeth Taylor, Catherine Deneuve Cher, Princess Caroline, New York-based designer Diane von Furstenberg and, Gwyneth Paltrow just to name a few. Among these there were some who wore these shoes on the most important day of their lives, their wedding day!

The relationship between multiplication and addition Essay -- Educatio

Teachers should know and understand the relationship between addition and multiplication because this understanding will translate well into teaching students to understand the concept of multiplication. The relationship of these two operations is very close so it is especially important to ensure each student fully comprehends the rules of addition before proceeding to multiplication. Addition is the process of combining a number of individual items together to form a new total. Multiplication, however, is the process of using repeated addition and combining the total number of items that make up equal-sized groups. This means that in multiplication, groups are created to represent the numbers being multiplied, and then the groups are added together to produce a total. Relating addition to multiplication is relatively simple. In fact, instruction on multiplication often begins in kindergarten as children develop ideas about numbers, addition, and groups. These experiences provide the basis of understanding for multiplication. Because addition is a precursor for multiplication, a student must be able to count items in groups and count the number of groups, which will then help them to be able to multiply them. Through the addition principles of skip counting, repeated addition, grouping, and number lines students can attain a deeper, broader understanding of multiplication. When students finally understand that multiplication and addition function under many of the same rules or properties, they will understand that addition and multiplication work under the same conditions. The strategy called skip counting will benefit students who know how to count by two's, five's or ten's. Drill exercises using skip counting... ... are computing using the distributive property will get them using the language of math, help them to see where they are making errors, and help them by having a peer agree or disagree with their answer. If the pair has different answers, they can re-work the problem using the distributive property to see who is correct. Sharing answers with the rest of the class will reinforce the correct procedure, thus reinforcing the property. Teaching multiplication can be made less confusing for the students when the relationship between addition and multiplication is communicated and explained. Building upon prior knowledge of the use of addition strategies and incorporating the properties of multiplication, the students can reach a depth of knowledge about multiplication that will make it possible for them to discover the correct product and reinforce both concepts.

The 25th of April, Anzac Day The one day of the year that evokes universal emotions in so many people

The 25th of April, Anzac Day – The one day of the year that evokes universal emotions in so many people. I am no different as I stand with pride as an Air Force cadet in my perfectly pressed blue uniform, time honored slouch hat, high polished belt buckle and black patent shoes that glisten like ebony in the sun. With a steel grey Styer rifle slung over my shoulder I stand guarding the Forest Lake War Memorial as part of the catafalque party. I feel honored to have been chosen along with three other cadets from 224 Squadron at Amberley to silently stand guard at this sacred memorial on Anzac Day 2010. With the blazing mid-morning sun, searing down on the back of my neck I silently plead with God. â€Å"Please don't let me faint in the heat, like so many have done on previous parades†. All the cadets from 224 SQN have taken bets on who would be the first cadet to collapse in the harsh sun; bets are on Brewell, who is nearly 15 kgs overweight and known to never make it through a bivouac without having to report to the First Aid station at least once. As I stand with my head solemnly bowed, my mind wanders as I stand perfectly still. I think of Granddad, who when he was not much older than me was â€Å"Chasing Japs around the bloody jungle†. This is the only insight I have of Granddad and the war as he seldom talks of it. I catch a quick glimpse of Granddad from the corner of eye as he stands in the massed crowd, at 85 years of age he still stands tall. It is nearly 65 long years after Hiroshima and Nagasaki were bombed and the war declared over, yet Granddad has never missed an Anzac Day ceremony. However, he has never marched on this day of remembrance or ever worn his medals, much preferring to blend in with the crowd and remain anonymous. Why he chooses to do this, I don't know. Although, I strongly suspect it has something to do with the fact that many of his childhood friends from the small country town in Victoria that he grew up in, never returned to Australia from the fighting in New Guinea. Or is it because he is a modest man? As he once said â€Å"You shouldn't have to be thanked or applauded for doing the right thing†. My mind is brought back to the present, when the silence is pierced by the sounds of â€Å"The Last Post† from the lone bugle and the Wing Commander of the day barking out the command for the flag to be lowered. As the sound of the bugle fades, my mind returns to Granddad. Like a time traveler, I am transported back to another Anzac Day parade when I was about 10 years of age. I am marching with the Moggill Boy Scouts, at the Kenmore parade, once again Granddad blending in with the crowd that throngs the side of the road. After the ceremony, I am walking back up the steep hill beside Granddad, having to take two steps to his one. I ask him why he never marches on Anzac Day and lets me wear his many medals on my right breast. He simply mumbles, â€Å"I have my reasons†. As we approach the bakery, where I know we will stop and he will buy me an ice cold Coke and sticky finger bun with bright pink icing, he turns to me, ruffles my hair and quietly says â€Å"But, you make it all worthwhile†. Suddenly a thunderous roar of an F1 11 resounds approaching from the east and interrupts the speech by Shane Neumann, the local sitting member for the Federal electorate of Blair. I suspect the crowd is rather pleased that this silver winged albatross drowns his lengthy speech out. The F1 11 is now directly overhead and the crowd raises its eyes to see the belly of this huge piece of flying machinery. I wonder why this obsolete aircraft that most countries have phased out years ago still can bring a crowd to a standstill. Is it that, like Anzac Day, people like tradition and want to have a connection with the past I start to gently sway from side to side to try and get a bit of circulation into my body. The temperature must be at least 30 degrees and I have been standing unmoved for nearly an hour. I start to plead with God again not to let me faint. Once again my mind wanders off and I find myself thinking of not only Granddad but of Nana, who is also a returned service woman, and who like Granddad and so many more gave away their youth to serve their country. I think of Nana in the small kitchen of their modest home in Taringa, fussing around making me and all the other grandchildren making morning tea. I find it hard to believe that she could have ever been in the army. Why would someone so quiet and caring like her want to serve during a war? She must have felt it was her duty, for at the time five of her older siblings were in the forces serving overseas. Her father, also being a returned veteran from World War 1, maybe this is why Nana also comes and watches me on Anzac Day. Once again my mind is brought back to the present when the silence is broken by sounds of music that accompanies the wreath laying. As the young and old solemnly walk and place a wreath at the foot of cenotaph, I listen to the words of the chorus of the accompanying song, â€Å"Lest we Forget† Yes, as I stand with the Styer slung over my shoulder, I realise it is those three words â€Å"Lest we Forget† why I am here today. I am here today to thank Nana, Granddad, and everybody else who served in the war, for making such huge sacrifices, to secure our nation's freedom. I hope that their sacrifices will not be forgotten. As the flag is again raised and the lone bugler plays the Reveille, I look around at the huge crowd, and I know for sure they will all be remembered.

AP Chemistry Syllabus What Does It Cover

AP Chemistry Syllabus What Does It Cover SAT / ACT Prep Online Guides and Tips What does an AP Chemistry syllabus look like? How many labs do you have to do? And what skills are you expected to learn before the test? In this article, I'll take an in-depth look at the components of a successful AP Chemistry syllabus, including content coverage, lab work, and overall curriculum requirements. I'll also give an example of a full syllabus (based on a sample from the College Board) and provide some helpful tips for both students and teachers! What Does the AP Chemistry Course Cover? AP Chemistry is a wide-ranging course. The curriculum is divided into six "Big Ideas," or major themes, that encompass long lists of smaller topics. I'll list the Big Ideas along with the smaller themes within them that the College Board calls "Enduring Understandings." These are actually broken down further into pieces of "Essential Knowledge," which (for the sake of keeping this article to a reasonable length) are not included here. There are also seven Scientific Practices that students are expected to master in the course, which I'll list after the Big Ideas. This is a part of the new inquiry-based model of AP science courses that encourages independent thinking. Finally, there are some overarching Curricular Requirements that every AP Chemistry class must fulfill, which I'll go over after the Scientific Practices. For the full course description with even more details, consult this link! The 6 Big Ideas of AP Chemistry The Big Ideas are the fundamental concepts every AP Chemistry syllabus must cover. Big Idea 1: The chemical elements are fundamental building materials of matter, and all matter can be understood in terms of arrangement of atoms. These atoms retain their identities in chemical reactions. Enduring Understanding 1.A: All matter is made of atoms. There are a limited number of types of atoms; these are the elements. EU 1.B: The atoms of each element have unique structures arising from interactions between electrons and nuclei. EU 1.C: Elements display periodicity in their properties when the elements are organized according to increasing atomic number. Periodicity is a useful principle for understanding properties and predicting trends in properties. EU 1.D: Atoms are so small that they are difficult to study directly; atomic models are constructed to explain experimental data on collections of atoms. EU 1.E: Atoms are conserved in physical and chemical processes. Big Idea 2: Chemical and physical properties of materials can be explained by the structure and arrangement of atoms, ions, or molecules and the forces between them. EU 2.A: Matter can be described by its physical properties. The physical properties of a substance generally depend on the spacing between the particles (atoms, molecules, ions) that make up the substance and the forces of attraction among them. EU 2.B: Forces of attraction between particles (including the noble gases and also different parts of some large molecules) are important in determining many macroscopic properties of a substance, including how the observable physical state changes with temperature. EU 2.C: The strong electrostatic forces of attraction holding atoms together in a unit are called chemical bonds. EU 2.D: The type of bonding in the solid state can be deduced from the properties of the solid state. Big Idea 3: Changes in matter involve the rearrangement and/or reorganization of atoms and/or the transfer of electrons. EU 3.A: Chemical changes are represented by a balanced chemical equation that identifies the ratios with which reactants react and products form. EU 3.B: Chemical reactions can be classified by considering what the reactants are, what the products are, or how they change from one into the other. Classes of chemical reactions include synthesis, decomposition, acid-base, and oxidation-reduction reactions. EU 3.C: Chemical and physical transformations may be observed in several ways and typically involve a change in energy. Big Idea 4: Rates of chemical reactions are determined by details of the molecular collisions. EU 4.A: Reaction rates that depend on temperature and other environmental factors are determined by measuring changes in concentrations of reactants or products over time. EU 4.B: Elementary reactions are mediated by collisions between molecules. Only collisions having sufficient energy and proper relative orientation of reactants lead to products. EU 4.C: Many reactions proceed via a series of elementary reactions. EU 4.D: Reaction rates may be increased by the presence of a catalyst. Big Idea 5: The laws of thermodynamics describe the essential role of energy and explain and predict the direction of changes in matter. EU 5.A: Two systems with different temperatures that are in thermal contact will exchange energy. The quantity of thermal energy transferred from one system to another. EU 5.B: Energy is neither created nor destroyed, but only transformed from one form to another. EU 5.C: Breaking bonds requires energy, and making bonds releases energy. EU 5.D: Electrostatic forces exist between molecules as well as between atoms or ions, and breaking the resultant intermolecular attractions requires energy. EU 5.E: Chemical or physical processes are driven by a decrease in enthalpy or an increase in entropy, or both. Big Idea 6: Any bond or intermolecular attraction that can be formed can be broken. These two processes are in a dynamic competition, sensitive to initial conditions and external perturbations. EU 6.A: Chemical equilibrium is a dynamic, reversible state in which rates of opposing processes are equal. EU 6.B: Systems at equilibrium are responsive to external perturbations, with the response leading to a change in the composition of the system. EU 6.C: Chemical equilibrium plays an important role in acid-base chemistry and in solubility. EU 6.D: The equilibrium constant is related to temperature and the difference in Gibbs free energy between reactants and products. This idea is huge by itself, and now you're telling me there are five more Sigh. Another day another dollar. The 7 Scientific Practices of AP Chemistry These seven "scientific practices" represent skills that students are expected to learn in AP Chemistry. Many of these relate to correct implementation of the scientific method in a lab context. They're especially tied to the "Guided Inquiry" labs, where students work independently to plan and conduct experiments. #1: The student can use representations and models to communicate scientific phenomena and solve scientific problems. #2: The student can use mathematics appropriately. #3: The student can engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course. #4: The student can plan and implement data collection strategies in relation to a particular scientific question. [Note: Data can be collected from many different sources, e.g., investigations, scientific observations, the findings of others, historic reconstruction, and/or archived data.] #5: The student can perform data analysis and evaluation of evidence. #6: The student can work with scientific explanations and theories. #7: The student is able to connect and relate knowledge across various scales, concepts, and representations in and across domains. AP Chemistry Curricular Requirements The curricular requirements are concrete statements of expectations for the AP Chemistry course. These include requirements for the types of materials teachers must use in class, the structural framework of the course, the opportunities students should receive, and the percentage of class time devoted to labs. The course must use a recently published (within the past ten years) college-level chemistry textbook. The course must be structured around the Enduring Understandings within the Big Ideas as described in the AP Chemistry curriculum framework. Students should have opportunities outside of laboratory investigations to meet the learning objectives within each of the big ideas in the AP Chemistry curriculum. Students have the opportunity to connect their knowledge of chemistry and science to major societal or technological components to help them become scientifically literate citizens. Labs make up 25 percent of the instructional time at minimum and include at least 16 hands-on experiments. Lab investigations allow students to apply the seven science practices, and at least 6 of the 16 labs are conducted in a guided-inquiry format. "Guided inquiry" labs put students at the center of the learning process, encouraging them to pose, develop, and experimentally investigate questions (self-generated or supplied). Other more traditional labs are teacher-directed, which means that teachers provide not only the questions for investigation, but also set procedures and data collection strategies for student use. The course provides opportunities for students to develop, record, and maintain evidence of their verbal, written, and graphic communication skills through lab reports, summaries of literature or scientific investigations, and oral, written, and graphic presentations. Keep in mind that it takes a while for most students to learn how to hold presentation materials in ways that don't completely obscure their faces. Work on it. You'll get there, buddy. What Does an AP Chemistry Syllabus Look Like? The following is a summary of a sample syllabus supplied by the College Board that goes through all the units that would be taught in a standard AP Chemistry course. It also provides the number of class periods allotted for each unit. In this example, the class periods are 52 minutes long. You can read the full syllabus here, and there are also a few more sample syllabi on this page! Course Materials Primary Textbook Zumdahl, Steven and Susan Zumdahl. Chemistry, Eighth Edition. Belmont CA: Cengage Learning, 2012. Other Resources Used The College Board. AP Chemistry Guided Inquiry Experiments: Applying the Science Practices. 2013. Demmin, Peter. AP Chemistry, Fifth Edition. New York: DS Marketing Systems Inc., 2005. Vonderbrink, Sally. Laboratory Experiments for AP Chemistry. Batavia: Flinn Scientific, 2001. Randall, Jack. Advanced Chemistry with Vernier. Oregon: Vernier Software and Technology, 2004. Holmquist, Dan and Donald Volz. Chemistry with Calculators. Oregon: Vernier Software and Technology, 2003. Beran, Jo Allan. Laboratory Principles of General Chemistry, Seventh Edition. New York: John Wiley and Sons, 2004. Unit 1: Chemistry Fundamentals 12 Class Periods 10 Problem sets 2 Quizzes 1 Exam Topics Scientific method Classification of matter Nomenclature and formulas of binary compounds Polyatomic ions and other compounds Determination of atomic masses Mole concept Percent composition Empirical and molecular formula Writing chemical equations and drawn representations Balancing chemical equations Applying mole concept to chemical equations (stoichiometry) Determining limiting reactants, theoretical and percent yield of reactions Labs Math and Measurement in ScienceStudents learn how to measure mass and volume with varied pieces of equipment and focus on the accuracy of those pieces of equipment in their calculation and determination of significant figures. Students also determine the identity of an unknown organic liquid using density determination. Guided Inquiry Lab: Physical and Chemical PropertiesStudents are given the materials to conduct various procedures. They construct a procedure for each of the eight changes to be observed, have their procedures approved by the instructor, and then carry out the procedures. The data collected is used to develop a set of criteria for determining whether a given change is chemical or physical. Stoichiometry LabStudents determine the correct mole ratio of reactants in an exothermic reaction by mixing different amounts of reactants and graphing temperature changes. Unit 2: Types of Chemical Equations 8 Class Periods 4 Problem Sets 3 Quizzes 1 Exam Topics Electrolytes and properties of water Molarity and preparation of solutions Precipitation reactions and solubility rules Acid-Base reactions and formation of a salt by titration Balancing redox reactions Simple redox titrations Gravimetric calculations Labs pH Titration LabStudents perform a titration and then determine the concentration of an HCl solution by using a potentiometric titration curve and finding the equivalence point. Data is graphed in a graphing program. Bleach LabStudents perform redox titrations to determine the concentration of hypochlorite in household bleach. Online Redox Titration ActivityOnline lab simulation where students can manipulate various factors to influence a redox titration. Unit 3: AP Style Net Ionic Equations 8 Class Periods 6 Problem Sets 4 Quizzes 1 Exam Topics Redox and single replacement reactions Double replacement reactions Combustion reactions Addition reactions Decomposition reactions Labs Copper Reaction LabStudents perform a series of reactions, starting with copper and ending with copper. Students then calculate percent recovered. Unit 4: Gas Laws 8 Class Periods 5 Problem Sets 3 Quizzes 1 Exam Topics Measurement of gases General gas laws - Boyle, Charles, Combined, and Ideal Dalton's Law of partial pressure Molar volume of gases and stoichiometry Graham's Law Kinetic Molecular Theory Real gases and deviation from ideal gas law Graham's law demonstration Labs Molecular Mass of a Volatile LiquidStudents use the Dumas method for determination of the molar mass of an unknown volatile liquid. Unit 5: Thermochemistry 8 Class Periods 5 Problem Sets 3 Quizzes 1 Exam Topics Law of conservation of energy, work, and internal energy Endothermic and exothermic reactions Potential energy diagrams Calorimetry, heat capacity, and specific heat Hess's Law Heat of formation/combustion Bond energies Labs Guided Inquiry Lab: Hess's LawStudents perform a series of reactions and calculate enthalpy, proving Hess's law. Activity: Online Heating and Cooling Curve Simulations Unit 6: Atomic Structure and Periodicity 12 Class periods 9 Problem sets 4 Quizzes 1 Exam Topics Electron configuration and the Aufbau principle Valence electrons and Lewis dot structures Periodic trends Table arrangement based on electronic properties Properties of light and study of waves Atomic spectra of hydrogen and energy levels Quantum mechanical model Quantum theory and electron orbitals Orbital shape and energies Spectroscopy Labs Spectroscopy LabStudents look at a series of emission spectra and determine the identity of an unknown. They will also receive and analyze IR and mass spectroscopy data. Activity: Periodic Table Dry LabStudents graph values for atomic radius, electronegativity, and ionization energy to predict trends and explain the organization of the periodic table. Unit 7: Chemical Bonding Class Periods 8 Problem Sets 4 Quizzes 1 Exam Topics Lewis Dot structures Resonance structures and formal charge Bond polarity and dipole moments VSEPR models and molecular shape Polarity of molecules Lattice energies Hybridization Molecular orbitals and diagrams Labs Guided Inquiry: Bonding LabStudents experimentally investigate ionic and molecular substances deducing properties of their bonds in the process. Guided Inquiry: Investigation of SolidsStudents investigate types of solids using various experimental techniques. Activity: Atomic Theory Dry Lab (Students make drawings of a series of molecules and, from those drawings, predict geometry, hybridization, and polarity) Unit 8: Liquids, Solids, and Solutions 6 Class Periods 4 Problem Sets 2 Quizzes 1 Exam Topics Structure and bonding Metals, network, and molecular Ionic, hydrogen, London, van der Waals Vapor pressure and changes in state Heating and cooling curves Composition of solutions Colloids and suspensions Separation techniques Effect on biological systems Labs Solution Preparation LabStudents make solutions of specified concentrations gravimetrically and by dilution. Solution concentrations will be checked for accuracy using a spectrophotometer. Vapor Pressure of Liquids LabStudents measure the vapor pressure of ethanol at different temperatures to determine ∆H. Activity: Effect on Biological SystemsStudents examine a demonstration size model of DNA or an alpha helix, and use their fingers to identify which atoms / base pairs are particularly involved in hydrogen bonding within the molecule, causing the helical structure. Students then discuss how the increased UV light because of ozone depletion can cause chemical reactions and thus mutations and disruption of hydrogen bonding. Unit 9: Kinetics 9 Class Periods 3 Problem Sets 3 Quizzes 1 Exam Topics Rates of reactions Factors that affect rates of reactions/ collision theory Reaction Pathways Rate equation determination Rate constants Mechanisms Method of initial rates Integrated rate laws Activation energy and Boltzmann distribution Labs Guided Inquiry: Determining Order of a (Crystal Violet) ReactionUsing colorimetry and Beer's law, students determine the order of a reaction and its rate law. Determining the Activation Energy of a ReactionStudents use the same set-up as in the crystal violet lab, but, this time, varying temperature to calculate the activation energy with the use of the Arrhenius equation. Activity: Online Kinetics ActivityUsing a web-based simulation, students will study the elementary steps of a mechanism and how it relates to reaction rate and collision theory. Unit 10: General Equilibrium 6 Class Periods 4 Problem Sets 3 Quizzes 1 Exam Topics Characteristics and conditions of chemical equilibrium Equilibrium expression derived from rates Factors that affect equilibrium Le Chatelier's principle The equilibrium constant Solving equilibrium problems Labs Determination of a Kc with Varied Initial ConcentrationsStudents use a spectrophotometer to determine the Kc of a series of reactions. Activity: Online Gas Phase Equilibrium ActivityIn the online inquiry activity, students are able to manipulate the environment and produce stresses that verify the tendency of Le Chatelier's principle. Unit : Acids and Bases 8 Class Periods 4 Problem sets 3 Quizzes 1 Exam Topics Definition and nature of acids and bases Kw and the pH scale pH of strong and weak acids and bases Polyprotic acids pH of salts Structure of Acids and Bases Labs Determination of a Ka by Half TitrationStudents do a titration in which  ½ of the weak acid titrated is neutralized (aka midpoint), and then the Ka is determined. Unit 12: Buffers, Ksp, and Titrations Class Periods 6 Problem Sets 4 Quizzes 1 Exam Topics Characteristics and capacity of buffers Titrations and pH curves Choosing Acid-Base Indicators pH and solubility Ksp Calculations and Solubility Product Labs Guided Inquiry: Types of TitrationsStudents investigate titration curves by doing titrations of different combinations of weak and strong acids and bases. Guided Inquiry: Preparation of a BufferGiven a selection of chemicals, students prepare a buffer of a given pH. Molar Solubility and Determination of KspStudents find the Ksp of calcium hydroxide doing a potentiometric titration with the addition of methyl orange indicator for verification. Unit 13: Thermodynamics 10 Class Periods 5 Problem Sets 3 Quizzes 1 Exam Topics Laws of thermodynamics Spontaneous process and entropy Spontaneity, enthalpy, and free energy Free energy Free energy and equilibrium Rate and Spontaneity Labs Solubility and Determination of ΔH °, ΔS °, ΔG ° of Calcium HydroxideStudents collect and analyze data to determine ΔH °, ΔS °, and ΔG ° of calcium hydroxide. Unit 14: Electrochemistry 8 Class Periods 5 Problem Sets 4 Quizzes 1 Exam Topics Balancing redox equations Electrochemical cells and voltage The Nernst equation Spontaneous and non-spontaneous equations Chemical applications Labs Voltaic Cell LabStudents find the reduction potentials of a series of reactions using voltaic cells/multi-meters and build their own reduction potential table. Dilutions will be made, and the Nernst equation will also be tested. Final AP Review 16 Class Periods 4 Quizzes 4 Exams Topics Review of ALL topics 4 AP-Style Review Exams Mock AP Test Labs The Green Crystal LabA series of labs completed over a 4-week period. Students work at their own pace in pairs. The goal of this lab is to determine the empirical formula of a ferrioxalate crystal. It includes the following experiments: Experiment 1: Synthesis of the crystal Experiment 2: Standardization of KMnO4 by redox titration Experiment 3: Determination of % oxalate in crystal by redox titration Experiment 4: Standardization of NaOH by acid/base titration Experiment 5: Determination of % K+ and Fe3+ by ion exchange chromatography and a double equivalence point titration Experiment 6: Determination of the % water in the hydrated crystal Green crystals!!! Actually, the green crystals for the lab look even cooler than that. Teaching Tips for AP Chemistry These are some tips I came up with for AP Chemistry teachers based on my experiences as a student in the course. I struggled a lot with chemistry in high school (partially because my teacher wasn't very good), so here are a few things that I think would have helped me out at the time. Tip #1: Do Plenty of Sample Problems in Class (and Go Over Homework Thoroughly) When I was in AP Chemistry, I had a hard time understanding how to solve complex multi-step problems. I often couldn't figure them out on my own, even when I had read examples in the textbook and seen my teacher go through similar examples. I'd advise teachers to do as many sample problems as possible in class. It's important to give students background information, but walking through sample problems step-by-step is the most valuable practical instruction you can provide. You should also go through homework problem sets in class so that students can see exactly where they made mistakes and why. Encourage students to try redoing the problems with the new information they've learned to reinforce the correct methods. Tip #2: Offer Extra Help Sessions Because AP Chemistry is such a challenging class, it's likely that many students will be interested in extra help outside of the designated class period. Although students should be encouraged to take the initiative in asking for help, I think it's also a good idea to set up a designated time when you'll be available after school. Block out a couple of after-school hours one or two days a week, and encourage students to come to you with any questions or concerns they have about the class. You can also set aside times for review sessions before each exam that all students are encouraged to attend. These could even include chemistry-themed review games and competitions (if your students are true nerds they will love this). Tip #3: Give Students Real AP Practice Tests To prepare effectively for the AP test, students need to get used to the format and timing. As you get closer to the exam, administer a few mock AP tests. Translate grades to where they would fall on the AP scale so that students have a better idea of where they're scoring and how much they need to study to reach their goals. This will help give them more motivation to study and force any stragglers to get serious about improving their scores. Grades on real AP practice tests will help light a fire under students who have a tendency to procrastinate and cram. Tips for AP Chemistry Students If, on the other hand you're an AP Chemistry student, you may find these tips for doing well in this challenging class helpful. Tip #1: Pay Attention in Class Obviously, right? Well, not necessarily; zoning out during lectures is something that we're all guilty of doing because we're human beings. However, this is a class where you really, really need to pay attention to your teacher's explanations. It's hard to self-teach chemistry because you're not just memorizing facts, you're learning how to do different types of calculations and navigate a bunch of new terminologies. If you can only pay attention to one thing, make it the example problems that your teacher does in class. Take notes on the solution steps so you can refer to them in the future and refresh your memory. Tip #2: Ask Lots of Questions (and Get Help If You Need It!) If you don't understand something, get clarification as soon as possible. AP Chemistry isn't a class where you can let a few things fall by the wayside and still get by. The information builds on itself, so it's critical that you have a strong understanding of every concept. Gaps in knowledge will come back to bite you in the end! If you don't feel like you're getting enough of an explanation in class, don't be afraid to ask your teacher for extra help. Tip #3: Don't Fall Behind It will be tempting to say "oh, I don't actually need to do this problem set" or "eh, I'll read this chapter later." But if you do that too many times, before you know it you'll have no idea what's happening in class. This course moves very quickly from one complex concept to the next, so you can't afford to fall behind. As I mentioned, concepts build on one another. If you find yourself slipping and losing touch with what's going on in the course, ask your teacher for extra help as soon as possible to resolve the issue. Tip #4: Get a Review Book, and Review Concepts Throughout the Year Review books can be very helpful for AP Chemistry because they're well-organized catalogs of all the different concepts you will learn in the course. There's so much packed into the curriculum that I'd recommend buying a book so you have something to ground yourself as you're looking back through the material. You can use the review book for practice problems and AP review sessions throughout the year. Every couple of months, do a review of everything you've learned so far to keep the information at the front of your mind. Here's my list of the best review books for AP Chemistry to give you a lil head start. Review books will lay out the structure of the course more clearly for you so that you don't get lost in your notes! Conclusion To recap, the AP Chemistry syllabus revolves around six "Big Ideas," which are main themes that cover more specific concepts called "Enduring Understandings." Each AP Chemistry course is expected to give students the skills they need to understand these larger themes and connect them to a basic factual knowledge of the ins and outs of chemistry. Additionally, an effective course syllabus provides assignments that enable students to master the seven "Scientific Practices" established by the course guidelines. It will also adhere to the rules established by the Curriculum Requirements. A few tips I would recommend for teaching this course are: #1: Do Lots of Sample Problems in Class#2: Offer Built-In Extra Help Sessions#3: Administer Official Practice AP Tests Some tips I would recommend for students who want to do well in AP Chemistry are: #1: Pay Attention in Class#2: Ask Questions, and Get Help if You Need It#3: Avoid Slacking Off and Falling Behind#4: Use a Review Book to Supplement Class Materials AP Chemistry is a fast-paced class that covers complex concepts, but with a logically formatted syllabus and a concerted effort from both students and teachers, the course can be an enlightening introduction to a fundamental aspect of how the world works! What's Next? Is AP Chemistry really as challenging as some people think? Read this article for a detailed examination of the difficulty level of the course (and exam). Need help preparing for the final exam? Check out my ultimate study guide for AP Chemistry! If you're taking AP Chemistry, chances are that you're applying to colleges that require or recommend submission of SAT Subject Test scores. Learn more about the differences between AP Tests and SAT Subject Tests and whether one is more important than the other. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Talking About Young People

Talking About Young People Talking About Young People Talking About Young People By Maeve Maddox Many terms exist to describe children of various ages, all of them having different connotations. The messages of journalists, politicians, merchants, professional educators, and social commentators are often slanted by the terms they choose to describe children. For example, politicians who may usually refer to children as kids are careful to use the words child and children in their important speeches. Apparently, child evokes a more tender response in the listener than kid. Professional educators, who once distinguished between the words pupil and student, now refer to all school children as students. Any word that describes a child is going to carry some emotional charge, but some are more heavily weighted than others. Here are some fairly neutral words to describe young people under the age of 21: baby infant toddler child boy girl youngster juvenile adolescent minor The following words convey more specific images and appeal to different emotions: tot tyke little one preschooler teenager teen preteen student young man young lady young adult waif urchin brat rug rat guttersnipe In the past, the word youth was a useful term often seen in news stories with the meaning of â€Å"a young man between boyhood and mature age.† For example, â€Å"Youth Robs Liquor Store.† Recently, I’ve seen the word used to describe a three-year-old who drowned. Finally, there’s the word kid. As a word for the young of a goat, kid has been in the language at least since 1562; possibly since 1200. The OED documents kid, â€Å"a child, especially a young child,† from the 17th century, noting that it originated as â€Å"low slang,† but by the 19th century had become common in familiar speech. Nowadays, kid is used in the most formal contexts, from the speech and writing of professional educators to the naming of children’s clinics. The word’s elevation to the status of an acceptable synonym for child may have something to do with its similarity to German Kind (child); after all, English is a Germanic language. However, despite its ubiquity as a generic term for child, the word kid can carry negative connotations that prevent it from being acceptable in every context. Related post: â€Å"I Hate ‘Kids† 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:How Many Tenses in English?Anyone vs. EveryoneHow Long Should a Synopsis Be?

The Rise and Fall of Andrew Johnson Research Paper

The Rise and Fall of Andrew Johnson - Research Paper Example He was also the only southern senator who remained loyal to the movement during the US civil war. He was inaugurated as the Vice president of united stated in 1865 and six weeks later, the president was murdered. His first obligation as the president was to ensure that the south was drawn back to the union as he clashed with Radical republicans. The Congress impeached him in 1868, but he survived and remained in power. It is said that this was the key reason why he opted not to run for the second term in office. Early Life Andrew Johnson was born in a log cabin in Raleigh on 29 December 1808 in North Carolina (Venezia, 23). His mother was Mary â€Å"Polly† McDonough Johnson and was married to a porter at an inn by the name of Jacob Johnson who is the father of Johnson. He died while Johnson was 3years old. This situation made him grow up in an impoverished situation which made him not to attend school, but in his early teen, he was an apprentice to a tailor (Venezia, 23). He m oved to Greenville Tennessee in 1826 where he managed to be an established tailor. He got married in 1827 to Eliza McCardle who was a daughter to a shoemaker. The two had a family, which comprised of five children. His wife managed to tutor him in learning writing skills and rudimentary reading at the same time learning some math. In time, he was able to prosper in life, and he bought properties including several slaves who worked in his home. Political Life Johnson’s political journey started in 1829 after he became an alderman in Greenville through an election. It was in this year that fellow Democrat and Tennessean, Andrew Jackson was elected the seventh president of the United States. The two of them considered themselves as champions of the common people. He was angry with the rich planters and he always favored the policies and rights of the populists (Gordon-Reed, 45). Since he was a skilled orator, he was given the position of the Greenville’s mayor in 1834 and the following year marked his election to the Tennessee state legislature. He served for in the 1830s and early 1840s and in 1843, he was elevated again and joined the U.S. House of Representatives (Gordon-Reed, 45). He championed the introduction and passing of the Homestead Act, which granted the settlers the mandate of acquiring undeveloped public land. This act was passed in 1862. During his time in the congress, the slavery issue was a crucial issue and majority of the Americans were divided on this issue. There are individuals who were interested in giving an extension to the peculiar institution, which was seen to be on newly acquired territories in the west while others were gravely against it. Since Johnson was a strong supporter of the constitution, he believed that people had the right of owning slaves. He became the Governor of Tennessee in 1853 after he had left the congress (Stewart, 27). In 1857, he vacated the seat of governorship to join the US Senate. He continued to push for the slave ownership in 1850s even as the country was divided between the South and the North. This struggle led to the Southern leaders to call for secession, but he still remained remorseful and wanted them to retain and preserve the union. Johnson and the Civil War The whole ideology is traced back to 1860 after the Abraham Lincoln was elected the president, and was believed to be a strong anti-slavery advocate together with his party members. The same year, the

King Lear - Free topic (your choice) Research Paper

King Lear - Free topic (your choice) - Research Paper Example Themes in Alice in Wonderland Throughout the course of Alice’s Adventure in Wonderland, Alice goes via a mixture of bizarre physical changes. The discomfort that she experiences acts as a symbol for the changes that manifest amid puberty in which she finds the changes as traumatic and experiences discomfort, frustration, and sadness (Chastain 23). Alice constantly finds herself in circumstances in which she risks death, and whereas these threats never materialize, they point out that death lurks behind the absurd events encountered during Alice’s Adventures in Wonderland. Death may be a significant threat, and Alice starts to comprehend that the threats she encounters may not be entirely absurd. Themes in Wasteland The major themes in Waste Land themes encompass death, rebirth, the seasons, lust, and love. Death in the poem can translate to mean life whereby in dying a being can shape the way for fresh lives. The Christ images within the poem, accompanied by numerous re ligious metaphors, hypothesize rebirth and resurrection as key themes. Eliot’s vision remains essentially of a world that is neither living nor dying; to discontinue the spell, a dramatic change is necessary (Bloom 250). The depiction of that spring as cruel can be regarded as a surprising choice on Eliot’s part; although can bear regarded as a paradox it shapes the rest of the poem to a significant degree. What generates life equally heralds death; the seasons vary, altering from one state to another, although, like history they maintain some form of stasis. In the end, Eliot’s Waste Land can be regarded as almost season less without rain, of real change, and of propagation. Themes in Dubliners Restrictive routines, plus the tedious, mundane details of each day mark the lives of Joyce’s Dubliners and entrap them within circles of disappointment, self-control, and violence (Ingersoll 21). Routine impacts on characters that face who face difficulty predica ments, but it also impacts on characters who bear little open conflict in their lives. Farrington’s work reflects his social and home life yielding his anger, and abusive behaviour, to worsen. With his explosive physical reactions, Farrington mirrors more than any other characters the brutal ramifications of a repetitive existence. The Interconnection of Life and Death Dubliners opens with â€Å"The Sisters† that examines death and the process of memorizing the dead, and close with â€Å"The Dead,† which appeals to the tranquil of the snow that envelops the dead, plus the living. These narratives bookend the collection and highlight regular focus on the meeting point between life and death. The encounters depicted in meeting the newly dead and living, as is the case of â€Å"A Painful Case,† unreservedly explore this meeting point indicating the forms of aftershocks that death can have for the living. Themes in Strange case of Dr.Jekyll and Mr. Hyde The m ost prominent theme in Dr. Jekyll and Mr. Hyde can be regarded as good vs. evil. Dr. Jekyll and Mr. Hyde are readily perceived as an allegory about the good and evil present in all men, as well as the struggle with the two forms of the human personality (Stevenson 11). The repression in this case entails Victorian England in which there are no sexual appetites, no significant expressions of emotion, and no violence. The violence within the novel