Explore the significance of the past in the play “Long Day’s Journey Into Night” by Eugene O’Neill Essay

At the very start of Long Day’s Journey Into Night, O’Neill sets the scene for the theme of the past being integral to the play directly with the dedication to the love and tenderness of his wife – â€Å"†¦ which gave me the faith in love that enabled me to face my dead at last and write this play – write it with deep pity and understanding and forgiveness for all of the four haunted Tyrones.† This admittance that the play was written as a sort of autobiography, a partial re- telling of O’Neill’s personal history, means that it seems almost intrinsically connected to the past right from the beginning, the intimation from the author being that he wrote it as a form of catharsis in order to deal with the real events from his own life. Consequently the theme of the past is introduced before even the first Act has begun. The idea that he is ‘facing his dead’ is a particularly apt one as at the time of writing the play, the people upon whom its characters are based – O’Neill’s family – had all passed away some years before. His father, mother and elder brother Jamie are all portrayed in the same roles in the play as they had in real life, and with similar histories. The only alteration is that instead of the middle son being named Edmund, O’Neill changes the baby’s name to his own, and calls it Eugene, having the fictional Edmund take the place of himself within the family. The main way in which the characters seem constantly to trap themselves in the past is through their constant blaming of the present upon past events. There is nothing in the present to which they do not attribute any blame, and none of them in any way seem to blame themselves for what has happened to them, preferring instead to blame each other. Consequently none of their conversations can be held without somehow referring to the past, as it is the past upon which they have built their relationships with each other. The relationship between Tyrone and Jamie for example is one in which Jamie blames Tyrone for his miserliness with his money, which he believes is what led to his mother’s addiction to morphine, and her recent unhappiness which caused her to return to the drug. Tyrone blames his son for being an â€Å"evil-minded loafer†, and says thats’notes he is responsible both for making nothing of his own life, and also for leading Edmund astray. In fact, the blame for these character defects does not lie within Tyrone or Jamie as personalities, but rather with the circumstances which caused these traits. For Jamie, his alcoholism and cynicism are largely to do with his discovery of his mother’s drug addiction when he was younger – it is made clear that prior to this discovery, Jamie was talented and enthusiastic, excelling at school and clearly liked by many people. He himself admits that the event had a large bearing on his life in just the same way that he has resorted to alcohol in order to purge himself of the same sort of knowledge about Edmund – â€Å"Christ, I’d never dreamed before that any women but whores took dope! And then this stuff of you getting consumption. It’s got me licked†¦Ã¢â‚¬ . Jamie’s cynicism clearly did not exist before he discovered that his mother used morphine, or at least not to the same degree, the fact that he’d ‘never dreamed’ of the idea effective in suggesting how completely distant it was from his mind – and therefore how different his mind must have been from its present s tate of suspicion. The circumstance precipitating Tyrone’s miserliness were similarly ones which he himself did not contrive – when he was only ten years old, his father abandoned the family and Tyrone was forced to go and find work, living a large part of his life in poverty. It is this which has made him so conservative with his money, and reluctant to expend more than is absolutely necessary, preferring to invest it in property, which he believes is the best way to keep it safe. The power of money over him is made particularly clear when the audience are told that, despite his obvious love of acting, he chose financial success over furthering his career, thereby ruining his chances of achieving his ultimate goals. This culture of blame without moving on from it, or attempting to understand the source of it is one of the key factors in preventing the family from escaping from their past – rather every event in the present is related back to some previous action or accusation, without any hope of ever resolving it. This is encapsulated in Mary’s comment â€Å"It’s wrong to blame your brother. He can’t help being what the past has made him. Any more than your father can. Or you. Or I.† – the idea that the whole family has been moulded by past events and cannots’notes move on from them permeates every conversation, as they each hold the other somehow responsible for what has occurred – and because they believe that they themselves should not be blamed for what they did, none of them will accept their portion of the responsibility, nor learn from what has happened. Throughout the play we see the same basic errors happening time and time again – the nature of the tendency of each character to continually place blame for the present on something which another did in the past means that the occurrences of the past are constantly being bought forward into the present, and because no character will accept their blame, there seems to be no way to move forward into a future which is not largely concerned with what has happened before. What this ultimately leads to is a past which is largely cyclical. As no character will relinquish their grip on the past and what has happened before, by accepting blame from it, or learning from it, the same problems and occurrences repeat themselves. For example, Mary resumes taking her morphine, just as she had done before, and despite seeing the same signs leading up to it as before, the family, with the exception of Jamie, remain blind to it for some time. Tyrone is continually cheated out of money by McGuire, whose questionable skills as a property realtor hardly ever yield any profit to Tyrone himself – and yet he does not learn from his past either, and continues to do the same thing at no gain to himself. Their sheer inability to take anything from the past, or to leave it alone, means that nothing in the play is occurring for the first time – in a way, everything about the present in which the Tyrones are living is also the past. A quote from Mary – â€Å"The past is the present, isn’t it? It’s the future, too†¦Ã¢â‚¬  – is particularly fitting to explain the way in which they are living. The structure of the novel echoes this confusion of times – the play occurs all in the space of one day, and yet it deals with the problems both of the future and of the forty or so years previous. This idea that everything is simply a recurrence of something which has happened before -and what will continue to happen for the rest of time- is analogous to the title, in that everything could simply have happened in one â€Å"Long Day†, with the past, present and future simply merging into one twenty-four hour time periods’notes Living one’s life trapped in a repeating cycle of the past is not particularly conducive to being happy, as there is no real hope to look forward to when you are simply repeating the same things over and over again- as Jamie says, â€Å"†¦ weary roads is right. Get you nowhere fast. That’s where I’ve got-nowhere. Where everyone lands in the end, even if most of the suckers won’t admit it†, and so all of the characters have devised their own way of ‘escaping’, which controls the way in which they act throughout the play. For Jamie, the feeling that he hasn’t actually achieved anything because he has never been able to move on is something that he only finally admits to when drunk, but which reveals the sense of hopelessness he feels from being stuck in a loop. Slightly later in the play he confides to Edmund â€Å"I’d begun to hope, if she’d beaten the game, I could, too†¦Ã¢â‚¬  – his hope that his mother had shrugged off her addiction, and that the future would no longer be a repetition of the past had been very important to him, as it offered a way out. However, that hope disappeared, and he resorted back to his usual escape of drinking alcohol, which is what he does for most of the duration of the play. Tyrone also drinks in order to escape the past, although unlike Jamie he also attempts to escape the repetition of the past by denying the fact that it is being repeated – he refuses to recognise Mary’s symptoms until they are undeniably obvious, preferring to believe her lies rather than admit to what is going on. In that respect, he is unlike Jamie, whose cynicism prevents him from being able to overlook things as he chooses. Mary, however, does not attempt to escape the past in the same way that Jamie and Tyrone do, but prefers, though the use of morphine, to escape the present and return to the happiest phase of her life, during the early years of her marriage to Tyrone and her time at the convent, playing the piano. Reminders of the present, such as her hands, which have become unsightly due to rheumatoid arthritis, appal her, and as the play progresses and the morphine takes her over more and more, she regresses further and further back into the past. Her reaction to this re-living of the past is to attempt to return to her favoured part of it. Edmund’s attempt to escape the past is most notable in that at one point, he actually did succeed – during his time sailing, he says that he â€Å"became drunk withs’notes the beauty and the singing rhythm of it, and for a moment I lost myself – actually lost my life. I was set free!†. The idea that he became ‘drunk’ with it alludes to Tyrone and Jamie’s drunken attempts to escape the past, although where they used alcohol, it seems that he used nature – he continues to refer to other occasions when he has felt free in a similar way, and all of them took place in a natural setting. For an audience, this liberation and sense of the natural world starkly contrasts with the three rooms and claustrophobic conversation in which the play is set, and so it is an excellent way to illustrate the total freedom which Edmund has attained. Edmund attempts to recreate this sensation by trying to express it through the use of poetry – however, he says that he will never truly be able to express it how he would like to, saying that even what he just said was just ‘stammering’. â€Å"Stammering is the native eloquence of us fog people†, is the way in which Edmund describes his inability to describe the feeling – this reference to fog people is particularly interesting as throughout the play, the fog is almost a symbol of the past. As the day wears on, the fog returns to cloud over the landscape around them, and so Mary’s illness returns to cloud over the present and send her further back into the past. This pathetic fallacy of the weather responding to Mary’s haziness in her own mind is also effective in creating the sense of claustrophobia which comes from being trapped in the same circumstances over and over again – just as the fog can be very claustrophobic and hide everything else from view, so the past traps the family in and prevents them from seeing the present clearly. Edmund also suggests in that quote that the whole family are ‘native’ fog people – almost that there is something about the way in which they live which they cannot help, but which they are genetically programmed to do. This is curious because it is perhaps the most impartial opinion expressed by one of the characters, and entirely without blame on any one of them. This perceptiveness of Edmund and the ability to reflect ‘from a distance’ on what is going on is perhaps due to the fact that he is acting as the author’s representation of himself. Another role of the past in the play is that it motivates the creation of an atmosphere of censorship and non-admittance. The audience is slow to find out s’notes about the exact nature of Mary’s illness, for example, because the characters do not want to talk about the worse aspects of what happened before, and so as a topic of conversation it is forbidden by unvoiced consent until eventually Jamie faces up to the fact that she seems to be returning to her old condition. This state of affairs seems to have come about as a form of resistance – as if by not speaking about something, they will somehow avoid it happening again and be able to continue as normal. Similarly Mary and Edmund attempt to pretend, to varying degrees, that his illness is other than it is – Mary by calling it a cold and dismissing it, and Edmund to a lesser extent by calling it Malaria, which is more easily cursed, and continuing to drink as if he were not at risk of damaging his healt h. It is clear that the family refuse to talk about quite a number of incidents and feelings – things which only really come out when they are under the effect of either alcohol or morphine – such as the death of Eugene and Mary’s incident on the dock in her nightgown, because such events unlock emotions and feelings which they have hidden in order to protect each other. Mary doesn’t talk about how she blames Jamie for giving Eugene the measles, or how she blames Edmund for her drug addiction when she is in her right state of mind, because she realises that those aspects of the past are too hurtful. Tyrone attempts to prevent her from continuing to speak of them when she does begin, in case one of the boys should hear. Although the past is virtually all that is discussed, there are certain sections of it which the family attempt to bury behind them. The main occurrence of the play is the return of Mary’s ‘illness’ – her return to taking morphine, and other than this very little else actually physically happens to any of the characters during the play. That her illness is actually characterised by a return to the past is particularly important as regards the past as a theme behind the play. It is quite clear to the audience that what Mary is experiencing – this return to her past – is an actual physical illness, and that something is definitely wrong with her mind. This leads to the consideration that the whole family’s return to the past could also be deemed an ‘illness’, and without the presence of Mary’s actual illness it would not be as easy to see that the frame of mind in which the Tyrones live is somehow unhealthy. Mary’s s’notes regression into her past also serves to reveal a great deal of truths about the other characters in the play and what had happened to them before, as well as a number of the deeper-held secrets which the family usually did not discuss, such as Eugene’s death and where the blame for it lies. That the rest of the family seem ashamed that Mary would make such an accusation and blame it on her mental instability, when they are perfectly happy to blame and accuse each other all the time is rather ironic, and so Mary’s illness serves to highlight the problems with the rest of the family and the way in which they function. In terms of the message of the play, and what the audience take away with them, it seems that the past is also of significance, in that the play is something of a warning as to what the consequences might be if people never moved on. Of course, it is therefore quite appropriate that O’Neill wrote it as a part of his own moving on, and his own way of putting the past behind him. The ending of the play is almost anticlimactic in that it just finishes, with no conclusion or rounding-off of the story – simply that the end of the day has been reached, and this too mirrors the idea that there is no end and therefore no past when the past is relived as if it is the present and the future, too. Of all the themes in the play, the past is by far the most significant of them all, not least because the author wrote it as a semi-autobiographical work. It is the driving force behind the way the characters act, the way they interact and the way in which the atmosphere deteriorates from a rather hopeful one at the beginning of the play into one rather devoid of hope at the end, as the ‘Long Day’s Journey Into Night’ is completed, with Mary fully under the influence of the morphine and the other characters having apparently given up on her salvation and also their own conversation. The feeling of being trapped in the past – what O’Neill was attempting to get rid of by ‘facing his dead’ and writing it all down as a work of fiction – dominates the atmosphere of the play, without which the power of the piece would be lost.

The Process of Changing a Newborns Diaper

You should not take lightly the changing of a diaper. For it to be done correctly, you need to take the time and do the proper steps. If not done so, your baby could end up with a diaper rash and more seriously, an infection. A clean diapered baby is a happy baby. To start, you need to know the weight of the newborn. With this, you will be able to find which size diapers will be appropriate. Not all newborns wear newborn diapers. You will also need to decide on which brand diaper you will want to use. There are several brands to choose. The name brands are nice because they absorb more and children are less likely to get rashes. Priced less and packaged in greater quantity are generic brands. However, they are less absorbent, which results in frequent changing and greater chance for diaper rash. You will also need a diaper wipes and powder. Again, there are name brand and generic. You will have to make the decision based on, which is better for you and your newborns needs. After you choose the size and brand you need to set up the area in which you will be changing the newborn. It should be soft yet washable. Sometimes things can get a little messy and you will want to be able to disinfect. Put all these supplies at easy access to you where you will be changing the newborn. Make sure supplies are at the foot of the changing area. This will keep little hands from reaching them. All the cellophane should be off the packages. Take the diapers out of the packaging and stack them at a hand’s reach. You should not have to walk away as soon as you start changing the baby. You are ready to change. Start by placing the baby on the changing surface with its head at appropriate end. Undress the baby from waist down. There are tabs on the front of the diaper, lift up on the corners of them and the diaper will be unsecured. You need to check if the baby has had a bowel movement. To do this, just pull diaper carefully down between the legs of the baby. If so, hold both feet of the baby in left hand (for right handed people, right hand for left handed people). You now only have your right hand to work with. You will be holding the baby’s feet in your left hand for rest of the diaper changing. Lift the baby up so that only their butt is off the table. While still holding baby in this position, take your right hand and place it in between the baby’s leg going toward the head. Grab the front of the diaper and pull it back through the legs carefully. You do not want to have to clean more than you have to. Place the front of the diaper down on the changing surface. Do not remove from underneath the baby yet. Babies will go at anytime, so the diaper underneath will grab any surprises. Next, open wipes box and remove one. Place wipe on the baby’s front by where you see the start of the bowel movement. With a front to back motion, wipe the baby’s bottom. Take the dirty wipe and place it in the front of the soiled diaper. You may need to be repeating this step until the wipe does not show any soiling. Be sure to get into all the creases and check the back for soiling. If the baby, however, didn’t have a bowel movement then one wipe should be used to wipe off any urine that is on the baby. Then place the dirty wipe on the soiled diaper. Now you take the soiled diaper out from underneath the baby. You do this by sliding it toward the feet of the baby. Set it aside. Reach over and get a new diaper off the new stack. Place the back of the diaper (the side with tabs) under the baby, making sure that the top of the diaper is in the lower to middle back. To check this, lower baby down to check placement. If not correct, lift the baby back up and adjust placement of diaper. Finally, you can lower the baby down. The baby is now on top of a clean diaper and is ready for powder. Open powder by turning ribbed top until you see the holes are open. With feet in one hand, lift baby’s bottom slightly up. Take caution with this next step. Turn the powder container slowly over baby’s bottom. Softly shake it like a salt shaker. You and the baby will be covered in powder If too much force is used After a light dusting of powder is applied, place the baby down back onto the diaper. Now it is time to secure the diaper onto the baby. This step is usually the most difficult. Do not get frustrated. It takes patients and practice. Take the front of the diaper and lift it up slowly in-between the baby’s legs. Look for the tabs that are secured to the diaper. On either side of the baby Pull up on the corner of the tab and lift to expose the adhesive. Bring the tab over to the front of the diaper. You will see a cute decoration pattern strip that is shiny on the front of diaper. This is where you will secure the tab. You will want to do the first side towards the middle of the strip. Take the opposite side tab and do the same. If you have difficulties reaching the middle with the second tab, you may have to loosen the first one you applied. To get the correct tightness, it might take a few adjustments on the placement of the tabs. Make sure that the tabs are even from the center. This will give you an evenly placed diaper on the baby. The diaper should be snug. If you can see in-between the baby and the diaper, it’s too loose. On the contrary, if the babies skin is wrinkling, it’s too tight. Finally, it’s time to dress the baby from waist down. When this is done, place the baby in a safe place. Wash the changing area with a disinfectant, throw away soiled diaper and wash your hands. Now that wasn’t so bad. Was it? If your lucky, you only have 2 more years of diaper changing. In no time you’ll be able to do it in your sleep.

Cause and Effect Essay Essay Example for Free (#6)

Cause and Effect Essay Essay In Act Four Scene One Friar Lawrence explains the plan to Juliet, â€Å" Take thou this vial, being then in bed, And this distilled liquor drink thou off, When presently through all thy veins shall run A cold and drowsy humor, for no pulse Shall keep his native progress, but surcease. No warmth, no breath shall testify thou livest. The roses in thy lips and cheeks shall fade To paly ashes, thy eyes’ windows fall Like death when he shuts up the day of life. Each part, deprived of supple government, Shall, stiff and stark and cold, appear like death. And in this borrowed likeness of shrunk death Thou shalt continue two and forty hours,And then awake as from a pleasant sleep. Now, when the bridegroom in the morning comes To rouse thee from thy bed, there art thou dead. Then, as the manner of our country is, In thy best robes uncovered on the bier Thou shalt be borne to that same ancient vault Where all the kindred of the Capulets lie. In the meantime, against thou shalt awake, Shall Romeo by my letters know our drift,And hither shall he come, and he and I Will watch thy waking, and that very night Shall Romeo bear thee hence to Mantua. In Act Four Scene One Friar Lawrence explains the plan to Juliet, â€Å" Take thou this vial, being then in bed, And this distilled liquor drink thou off, When presently through all thy veins shall run A cold and drowsy humor, for no pulse Shall keep his native progress, but surcease. No warmth, no breath shall testify thou livest. The roses in thy lips and cheeks shall fade To paly ashes, thy eyes’ windows fall Like death when he shuts up the day of life. Each part, deprived of supple government, Shall, stiff and stark and cold, appear like death. And in this borrowed likeness of shrunk death Thou shalt continue two and forty hours,And then awake as from a pleasant sleep. Now, when the bridegroom in the morning comes To rouse thee from thy bed, there art thou dead. Then, as the manner of our country is, In thy best robes uncovered on the bier Thou shalt be borne to that same ancient vault Where all the kindred of the Capulets lie. In the meantime, against thou shalt awake, Shall Romeo by my letters know our drift,And hither shall he come, and he and I Will watch thy waking, and that very night Shall Romeo bear thee hence to Mantua. † Cause and Effect Essay. (2016, Sep 18).

The Negative effect of Climate Change on Food Security in the Essay - 1

The Negative effect of Climate Change on Food Security in the Caribbean - Essay Example There is also the risk of islands disappearing in the Caribbean, Pacific and Indian Oceans. This can lead to production of large amounts of greenhouse gases which effect the Food adversely (Romeo et al. 2010). Deforestation and degradation of the land are intolerable practices in the agricultural sector. This causes large amount of carbon to be emitted in the atmosphere causing negative effects of climate change to occur. There is a need to harmonize the climate change and food security policies. In the Caribbean and Latin America alone, almost 53 million people suffered from hunger due to food insecurities caused by the negative climate change (Romeo et al. 2010). This needs to be monitored so that things can be improved and standardized for the betterment of the people’s lifestyle. Unfortunately the persistent issue of hunger in a world which is characterized by sufficient supply of wealth and food to feed the entire humanity along with the severe climate change has caused several people to lose hope. Romeo, C. C. M., Escajedo, S. E. L., Emaldi, C. A., & CaÃŒ tedra Interuniversitaria FundacioÃŒ n, European Society for Agricultural and Food Ethics., BBVA-DiputacioÃŒ n Foral de Bizkaia de Derecho y Genoma Humano. (2010).  Global food security: Ethical and legal challenges : EurSafe 2010, Bilbao, Spain, 16-18 September, 2010. Wageningen: Wageningen Academic

Arduino Literature review Example | Topics and Well Written Essays - 1000 words

Arduino - Literature review Example The microcontroller board applied in the design of the Arduino enables writing of programs by linking several physical output functions of the computer including switches and motors (Arduino n.d, para.2). The hardware of the electronic component is programmed using libraries and syntax, more like C++. The microprocessor board that enables programming in Arduino platforms applies simple multimedia integration conditions as discussed in the section below. There is a variety of Arduino platforms, usually released upon the advancement of design and development. Some of these Arduino microcontroller products include Arduino Duemilanove, Arduino Flo, Arduino Bluetooth, Arduino Mega2560, Arduino Uno, Arduino Nano, Arduino Extreme, Arduino Mini, Arduino NG, Arduino Decimila, Arduino Mega, and Lilypad Arduino. Notable differences across the different forms of the Arduino products include size, height, number of pins, price and compatibility that vary across the products list. Generally, the input shields accompanying the Arduino also define the design and number of input/output (I/O) pins that the product has. The latest versions of the Arduino such as the Uno have a higher compatibility level with respect to pins and shield connectivity than the earlier ones. The means of achieving connectivity changes with higher advancement across the versions, with the use of USB or bluetooth illustrating the level of advancement for the various types o f Arduino. Despite the availability of several other microprocessor platforms in the market today, Arduino stands alone in offering effective results at favorable conditions that end users may prefer when compared to others. Some of the other microcontrollers similar in functionality to Arduino include Parallax Basic Stamp, BX-24 (by Netmedia) and Handyboard (by MIT) among many more. One of the advantages of using Arduino microcontroller is the fact that it is open source which significantly

Colonialism Essay Example | Topics and Well Written Essays - 500 words

Colonialism - Essay Example A treaty influenced by the Pope in the year 1494 demarcated the world into two sides between Catholic Spain and Portugal. Spain sailed into North and South America in search of precious metals and gave little thought to colonizing the areas they went through. However, when other powerful countries like France began taking an interest in the region did Spain start making permanent settlements in North America (Mignolo and Ennis, 2001). Other evidence of the economic reason for colonization can be seen from the influx of the French and Dutch powers into the colonial race. This started as late as the 16th century when both of the powers came into North America and started setting up colonies. This was done with the express aim of exploiting the resources of the New World to benefit the areas back home. However, religion also played a factor in the setting up of colonies, especially in the case of British controlled North America. First, the Pope in 1494 influenced the drawing up of the treaty that saw the demarcation of the world between Spain and Portugal (Mignolo and Ennis, 2001). One of the main aims of the Catholic Church was to make a lot of converts from the natives in the regions. In the case of the British and the development of different colonies, examples can be cited of Plymouth and Massachusetts Bay Colony. The Plymouth Colony in North America was predominantly set up by religious separatists who wanted to be separated from the Church of England. In much the same way, the Massachusetts Bay Colony started commercially but most of its inhabitants became people escaping religious and Crown persecution in England. In this way, the colony nearly became a purely theocratic rule where the church had ultimate authority in all decisions (Mignolo and Ennis, 2001). From an analysis of the two main reasons for the creation of colonies in the Western

Social media and employees and employers Research Paper

Social media and employees and employers - Research Paper Example Individuals started to build online persona. In reality, some information is very confidential to the extent no one would want to share with their family and certainly not with a professional hiring manager. Individuals are using this new data base in of personal information in questionable ways ethically. The lack of regulations, clear guidelines, has led to dissemination of information across the internet for a purpose other than that intended. Employment screening is one of the more infringements to the rights to Facebook users. To understand fully the current ethical issues on Facebook, it’s vital to comprehend history and evolution of social networking website (Engler & Tanoury, 2011) Facebook evolved in the month of February 2004 by a scholar of Harvard. Its main purpose was to enhance communication among students through an easy access on online network. Surprisingly in just weeks almost half of Harvard undergraduate’s class were signed in as members. Zuckerberg who created Facebook took on the help of two of his friends, so as to expand Facebook for it looked like a profitable venture. They established its headquarters in Palo Alto in the same year. Facebook received a large amount of investment capital, which enhanced its, rapid growth across the country to hundreds of colleges and millions of member’s. Initially Facebook was only for college students at select universities. Due to its small target group it left a large market space for other social networking sites, particularly, MySpace to attract and incorporate those excluded (Engler & Tanoury, 2011) These automatically helped MySpace gunner more users than Facebook. In order to increase their users, Facebook introduced high school users, which boosted their increase in membership. Still Facebook was experiencing marketing problems. Its users at the completion of college would feel out of place and transfer their account to a more appropriate network such as work network. Press ure mounting on then from capital banker’s lead to them allowing not only scholars but anybody who wanted membership. These saw their users rise rapidly universally. Facebook and MySpace are two competitive media networks. MySpace is seen as having a more chaotic appearance due to its pages being business oriented and customizable features. Facebook, on the other hand, is viewed as a more private network compared to MySpace. In Facebook users are more open in giving their biography. Contrary, to that, MySpace users use fictions names rather than their real identity. Facebook had a reputation of baring unwanted viewers as compared to MySpace. However new policies have made it possible for employers to access valuable information of the applicant that was once unavailable to them (Engler & Tanoury, 2011). This article notes why potential employees, as part of hiring background check, monitor current employee’s social media sites. It also explores if an employee should be made aware of his information being accessed before it takes place. Finally, this note will propose a solution for the competing interests of individuals, Individuals desiring freedom and the employers desiring quality employees. Employers dig information about an applicant to ensure the best candidate is selected. One fit for the vacant position, in that he is capable to meet the organizational goals. To obtain such information, a variety of

Assessments for the English Language Learner Research Paper - 1

Assessments for the English Language Learner - Research Paper Example This will facilitate his or her understanding and acceptance of other cultures. The teacher should be able to understand the students’ culture and assist them in learning and accepting other cultures (Brantley, 2007). This will make their learning environments be more conducive and acceptable. The students should be able to understand and accept the other students’ culture, as this will enable them to learn more from them. The students should be able to cooperate with one another in solving problems and learn from their interactions with their environments. The students should also have competence in their grammatical, sociolinguistic, discoursing and strategizing abilities (Lenski & Verbruggen, 2010). The types of initial assessments that I will use as a teacher to determine my students strengths and weaknesses will include assessment tests for testing their achievements, aptitude tests, affective and performance assessments along with cultural fair assessment tests (B rantley, 2007). The purpose of administering achievement tests will be to determine what each of the student has learnt to do. The aptitude tests will be vital in deriving the students’ ability of performing specific tasks that they have learnt in the future. On the other hand, affective tests will be used to determine a student’s motivation, values, beliefs and his notions concerning the learning process (Colombo & Colombo, 2011). Finally, the use of performance assessment tests will be important in assessing if students can relate what they have studied class to real life situations. Examples of performance assessments could be the act of performing recited plays and musical pieces to a set of adjudicators. In order for the teacher to meet his or her initial instructional needs, they will need to employ various types of instructional strategies. They will use approaches such as the direct experience, language experience, the use of multimedia lessons and cooperation in-group activities (Brantley, 2007). The teachers will also be required to employ several teaching strategies that range from reciprocal, choral, shared along with assisted reading methodologies (Colombo & Colombo, 2011). These types of teaching methods will greatly assist the teacher in ascertaining the strengths and weaknesses of his or her students. The application of different but applicable strategies will be vital for a teacher who wishes to see his students succeed. The teacher can apply the instructional strategies of using a dialogue journal, predictions, circles of literature and workshops to increase the aspects of constructive reading among his or her students (Brantley, 2007). For the purpose of augmenting the students ability to think while reading, the teacher will adopt strategies that range from, question and answer sessions, directing the reading and thinking activities. They will also offer guidance to students who are reading when they are at the instructions le vel. He or she should also adopt the strategies of thinking while listening and the activity of retelling oral instructions to the students (Lenski & Verbruggen, 2010). In order to shape my instructions, the types of ongoing assessments that I will adopt will include achievement, aptitude, performance and affective assessments. These tests will be vital in ensuring that the teacher monitors the understanding of various concepts he has taught on a

Refubrishment of the UK industrial buildings Literature review

Refubrishment of the UK industrial buildings - Literature review Example In major constructions in the UK and Wales, industrial buildings are generally one-story, multi-span, rectangular in design and equipped with crane for lifting heavy materials. Moreover, some of the buildings have translucent roofing materials which provide natural ventilation and lighting. Such industrial buildings are mainly manifested in enterprises which are specialised in machine use, metalworking, ferrous metallurgy, and the construction-materials industry (Pastor, 2005). When industrial processes involve substantial emission of heat or hazardous gases, the roof structure of such industrial buildings is developed aerodynamically, and big enough to provide an enabling environment for easier elimination of heated or contaminated air. Most of the industrial buildings whose operations involve such processes have adequate space to avoid air pollution through wind or thermal pressure vents and chimneys in the roof. Richardson and Chaloner (1996) indicated that when production process es involve particular prescribed and controlled conditions of temperature, air moisture, and uncontaminated air, industrial building with single-story multi-spans are have higher ceilings. The main function of the ceilings is to separate the ground where machinery and infrastructure lines are built from the central area for work within the building, which is normally protected from adverse environmental conditions. Such industrial buildings normally lack natural systems and are fitted with artificial ventilation materials, mechanical lighting, and air conditioners. Industrial buildings made in such large designs are mainly meant for the development of electronic equipment, and precision tools (Beaudry, & Swann, 2009). Chemical industrial buildings are also designed in similar ways to aid the manufacture of synthetic fabric and fibres. 2). Under which regulations most of them have been built? In Britain, and Wales, the Building Act 1984 guides the establishment of industrial building s. The statute traces back to the advent of Industrial Revolution when industrial accidents were rife, in an attempt to guarantee safety. The regulations contained in the law, basically guards against fire accidents (Boleat, 1986). Under the regulations, most industrial buildings in the country were built through an initial form of compartments blended with stone materials. Moreover, industrial buildings in UK and Wales are sited away from residential areas or highly congested downtown areas. The site for every industrial building requires the approval of the government before construction process begins. The buildings have wide exits for escape in case of any disaster. Stairways should be made of fire resistant materials and be wide enough to allow easy exits and evacuations of any emergency. Industrial buildings were to be made without obstructed isles and stairways for easier and faster escape. Additionally, all the buildings were supposed to be at most 15 meters from any of the fire escapes (Boleat, 1986). In light of this, every staircase built on the building had to be adequately ventilated from a spacious room to avoid fire outbreaks or suffocation during operations. 3). What are their energy issues? Owing to the inability of ancient industrial buildi

The Necklace by Guy de Maupassant Essay Example for Free

The Necklace by Guy de Maupassant Essay I. iNTRODUCTION TO FRENCH LITERATURE French literature is, generally speaking, literature written in the French language, particularly by citizens of France; it may also refer to literature written by people living in France who speak traditional languages of France other than French. Literature written in French language, by citizens of other nations such as Belgium, Switzerland, Canada, Senegal, Algeria, Morocco, etc. is referred to as Francophone literature. As of 2006, French writers have been awarded more Nobel Prizes in Literature than novelists, poets and essayists of any other country. France itself ranks first in the list of Nobel Prizes in literature by country. The French language is a romance dialect derived from Vulgar Latin (non-standard Latin) and heavily influenced principally by Celtic and Frankish. Beginning in the 11th century, literature written in medieval French was one of the oldest vernacular (non-Latin) literatures in western Europe and it became a key source of literary themes in the Middle Ages across the continent. Although the European prominence of French literature was eclipsed in part by vernacular literature in Italy in the 14th century, literature in France in the 16th century underwent a major creative evolution, and through the political and artistic programs of the Ancien Rà ©gime, French literature came to dominate European letters in the 17th century. In the 18th century, French became the literary lingua franca and diplomatic language of western Europe (and, to a certain degree, in America), and French letters have had a profound impact on all European and American literary traditions while at the same time being heavily influenced by these other national traditions (for example: British and German Romanticism in the nineteenth century). French literary developments of the 19th and 20th centuries have had a particularly strong effect on modern world literature, including: symbolism, naturalism, the roman-fleuves of Balzac, Zola and Proust, surrealism, existentialism, and the Theatre of the Absurd. French imperialism and colonialism in the Americas, Africa, and the far East have brought the French language to non-European cultures that are transforming and adding to the French literary experience today. II. aUthor’s biography Guy de Maupassant Henri-Renà ©-Albert-Guy de Maupassant was born on August 5, 1850 at the chà ¢teau de Miromesnil, near Dieppe in the Seine-Infà ©rieure (now Seine-Maritime) department in France. He was the first son of Laure Le Poittevin and Gustave de Maupassant, both from prosperous bourgeois families. When Maupassant was 37 and his brother Hervà © was five, his mother, an independent-minded woman, risked social disgrace to obtain a legal separation from her husband. After the separation, Le Poittevin kept her two sons, the elder Guy and younger Hervà ©. With the father’s absence, Maupassant’s mother became the most influential figure in the young boy’s life. She was an exceptionally well read woman and was very fond of classical literature, especially Shakespeare. Until the age of thirteen, Guy happily lived with his mother, to whom he was deeply devoted, at Étretat, in the Villa des Verguies, where, between the sea and the luxuriant countryside, he grew very fond of fishing and outdoor activities. III. Elements of a Short Story III. Elements of a Short Story A. Setting of the Story * Time: 19th Century, Second Half * Place: Paris, France B. Characters: * Mathilde Loisel-a pretty young woman born into a common, middle-class family. She yearns for wealth, privileges, and fashions of highborn young ladies * Monsieur Loisel-a government clerk in the Ministry of Education whom Mathilde marries * Madame Jeanne Forestier-a friend of Mathilde’s. She allows Mathilde to borrow a necklace to wear to a gala social event. * Loisel Housemaid-a girl from Brittany who does the Loisel’s housework. Her presence reminds Mathilde of her own status as a commoner * C. Plot C. Plot Monsieur and Madame Georges Rampounneau-Minister of Education, and his wife. They invite the Loisels to the party. C1. Exposition Mathilde is a pretty and charming woman, born of simple roots and humble beginnings, relished with both the love and warmth of a family though not well-off financially yet considerably contemporary to the families in the middle of the hierarchy. She was married to Monsieur Loisel, a government clerk who works round-the-clock at the Ministry of Education. She has always dreamt of a life of luxury and leisure, with attentive maidservants, a large home decorated with coveted linens, expensive jewels and fancy silverware. Mortified of the humiliating state she’s in, she no longer visits Madame Forestier, an old friend of hers. C2. Rising Action The Loisels receive an envelope with a letter inviting them to an affair at the Ministry of Education, as honored guests of Monsieur Georges Rampouneau, Head and Minister to Education. Monsiuer Loisel gets an expression completely opposite to what he was expecting for. Mathilde grows worried and tirelessly distraught for she has not a single dress to wear for the occasion. She needs something extravagant and fancy, but a piece of clothing of such delicate formality would cost Monsieur Loisel a sum of four hundred Francs-the exact amount he’s been saving for to buy himself a rifle. The day of the fete draws nearer, and Mathilde becomes increasingly downcast and hopeless. Loisel begins to ask Mathilde the cause of her misery, and is later greeted with an answer of coveted jewelry. Monsieur Loisel suggests that she borrows jewels from her friend, Madame Jeanne Forestier. Mathilde wastes no time and visits her the following morning. Madame Forestier, agreeable and willing to coope rate, opens a box and tells her to choose one. Glittering jewels and sought-after handcrafted gems later, Mathilde cherry-picks a necklace, one encrusted with diamonds of genuine value. C3. Climax The day of the party comes and Mathilde becomes the center of everybody’s attention. Highly-acquainted men of noble stature all ask who she is and start to line-up to dance with her. The Loisels revel in joy and merriment and left no longer than four in the morning. On their way out, Monsiuer Loisel puts a wrap around Mathilde’s shoulders-a piece of clothing from her daily wardrobe. She hurries out hastily to prevent herself from being seen in it. Subject to the frigid coldness of the early morning, they look for means of transportation. They later find a cab and are took back home to the Rues de Martyrs. In her bedroom, Mathilde stands before the mirror and gazes intently at the woman who has beguiled so many men. Then out of sheer horror, she untimely realizes that the necklace is gone. Mathilde begins to search through their things while Monsiuer Loisel retraces their steps, hopeful that he might stumble across the necklace they’ve lost. With bitter hopes and foul resentment, they find nothing and return empty-handed. C4. Falling Action Mathilde decides to write to Madame Forestier, informing her that the necklace’s clasp has been broken and is being repaired. They conclude that their only recourse is to replace it all in due time. They traverse Paris and go from jeweler to jeweler, hoping to know how a necklace of such appraisal could cost them. The Loisels find one at the Palais Royal, with a staggering value of thirty-six thousand Francs. To raise enough money, Monsiuer Loisel spends all of his savings and decides to borrow the rest, writing promissory notes and placing signature after signature on numerous contracts. The Loisels manage to buy it, and Mathilde takes it to Madame Forestier, who is considerably aggravated at how late it was given. The couple, thereafter, struggles to pay their debt. Mathilde dismisses their housemaid and does the housework herself-washing dishes, taking out garbage, and fulfilling other lowly pains. Monsieur Loisel, on the other hand, shifts to a bookkeeper and copyist. C5. Denouement A decade later, they manage to free themselves from debt. By this time, Mathilde is a full-on unmistakable commoner. She staggers with rough hands, unornamented clothes, and disheveled hair. Occasionally, she reminisces back to the day when she still had the necklace and when so many men admired her. What, then, would have happened if she never lost the necklace in the first place? On one Sunday morning at the Champs Elysees, she encounters Madame Forestier. Mathilde addresses her yet Madame Forestier vaguely remembers anything at the spark of insight. After Mathilde identifies herself, she decides to tell her the truth. There would be no consequence or harm in fessing up since the necklace has already been paid full-on in Francs now-through all those painstaking nights of menial tasks and humble labors, working tirelessly to measure up to her obligation. But Mathilde never knew the other side of the story when she borrowed the necklace on that fateful day in France. It was fake, a non-discrete imitation with counterfeit diamonds and phony encrusted jewels. At most, it was worth five-hundred Francs, a sum evidently not worth wasting ten long years on staggering debt. C6. Theme * Appearances are Deceiving * Appearances are Deceiving Mathilde Loisel believed the necklace genuine the moment she saw it. Likewise, she believed that all the people at the party were real, genuine human beings because of their social standing and their possessions. The necklace, of course, was a fake. And, Maupassant implies, so were the people at the party who judged her on her outward appearance. v. creative presentation Appearances are Appearances are deceiving. not everything deceiving. not everything is always as it seems. is always as it seems. Appearances are deceiving. Things are not always as they seem. Things, even people, are not solely judged on the surface. The things you do, the words you speak, and the silence of your thoughts say a lot about who you are and where you’ve come from. A piece of fruit may prove fresh and clean on the outside, but may turn out rotten and uncannily unkempt on the inside. A piece of jewelry may seem pretty and coveted on the surface, but may soon prove fabricated and fake. To simply judge a book by its cover or to impulsively classify people by the color of their skin never does you any good. If you are too quick to judge and too hasty to comprehend, then judgment will toil and get the best of you. Resentment comes later, and we learn from our mistakes. Yet it is also better and pointedly wiser to practice prudence in thoughts, and patience in both scrutiny and human criticism. Our perspective towards ordinary people who are often subdued by irrational discrimination and stereotypical violence tells a lot about ourselves. The human mind is as subtle as a piece of paper; it is easily swerved and effortlessly influenced, either by moral thoughts or unethical standpoints and failures. Einstein once said, â€Å"Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.† If you constantly judge failure after failure and jump hastily into conclusions, people are bound to stagger and take fault after fault as wounds that scar and never heal. They are eventually lead to wallow in depression and self-pity; to wander aimlessly in the void of anxiety and thoughtless failure. You never know how a person does things if you never give them the chance to prove themselves. Everybody is different. We stand out in different ways-at different things. If you fail to give yourself the opportunity to grasp the beauty in their flaws, you need to change yourself. The only factor troubling the equation, the only error that blocks common thought is you and your petty way of thinking. In all honesty, there is nothing wrong with people with defects or disabilities. If negativity arrives and consumes you, then the problem is not them, it’s you-inside you. The sheer lack of comprehension devours anything that’s left. And once it does, reasons are left unnoticed and haplessly ignored. Guy de Maupassant’s â€Å"The Necklace† introduced me to a whole new chapter towards the true meaning of Acceptance. I realized that we can never fully understand what real happiness feels like if we can’t find it within ourselves to let go of our immeasurably high standards in life and accept ourselves for who we are, and what we’ve gone through. Acceptance is about reeling in optimism to forego negativity; it’s about giving up on false hopes and ending broken promises. Life is almost always unfair. We fall down and wallow at depression. We spend too much time focusing on closed doors that we fail to notice the one that’s newly been opened for us. We waste our time meddling with toilsome thoughts on depravity and failure-blinded by both our errors and resentments-that we lose track of what it is that truly matters: the truth. We overshadow the truthiness of our thoughts by allowing self-doubt and conceit to smother us mercilessly. We lose the capacity to think rationally and suffocate in total despair and agony-almost to the point of self-infliction and hate. But Hatred is vindictive. It is spiteful. It is pitiless, and hostile. We lose our chances the moment we lose ourselves. And when we lose our chances-the countless opportunities that have been shed to veer us towards acceptance-we lose at life. It is awfully bitter end, for an awfully bitter life. People are people, and we can never change that. We are subtly driven to maddening influence and suffer relentlessly under the vetoes of hindsight. The human society possesses traits of opposing sides. Half refer to people who have fallen bitterly from grace and think ill of the other half-those who relish in the context of ecstasy and juvenile jubilation; of wonders at liberty of both haste and lustful agitation. Jealousy is unwarranted. It is the birthplace of dysfunctional delusion; the root of hapless paranoia. The human mind easily surrenders to maddening oppression. Obstinate intolerance toils with the frailty of innocence and insensibility. A person is blessed with a myriad of chances and opportunities. A chance to live, a chance to love, a chance to learn, and a chance to grow. But when push comes to shove, oftentimes there’s little we can rummage through; chances are left tainted and severed, and hopes grow unwarranted and shattered. We are fragile little things. When we give up, we break. And when we lose, we fall. To grow a tiny little seedling, it needs to be nurtured and shown affection. To grow an innocent human being, it needs to be loved and shown undivided attention. When we care, it shows. It materializes as words of driven thought-as actions of wholly profound meaning. People who grow dissatisfied and tainted with hatred are people who need guidance and love; an atmosphere that reverberates the echoes of paradise and glory; an area isolated from fear, a place sequestered from sorrow. Dreams come true, and nothing is impossible. Reality might be cruel, but optimism is endless. We fall from grace and deliciate in vainglory-traits unmistakable of derivative human nature yet never inescapable. Happy endings are real, nightmares are short. Life is a bittersweet fantasy-we have our ups, and we have our downs. We fail and we succeed. We fall but strive to stand up. The important thing is to try, and to never stop trying.

The Forbidden City and Buckingham Palaces Architecture

The Forbidden City and Buckingham Palaces Architecture What makes a building outstanding and became a typical logo of the city, and even the country? It’s not easy for a architecture to attract the travel enthusiasts and the travelers all over the world. Many of the buildings and structures featured are famous for their beauty. Others have become famous for their ingenuity or their historical significance. There are many similarities and differences between Eastern and Western architectural. Their building style, history, materials, function and even significance and influence are form more and less difference. Take Chinese Forbidden city and the Buckingham Palace for example, they both represent the representative building of their country and impact occurred on modern architects design. As for architectural style, the Forbidden city and Buckingham Palace reflected the Eastern and Western’s cultural differences. Infected by their culture, the architectural style of Chinese traditional style with special emphasis on linear beauty, pay attention to the flow lines of melody. The Forbidden city’s beams, columns, roof can express line artistic appeal, as in the rest of the top of the mountain building eaves intentionally made slightly to the sides form a high rise, but made clear the warped corner section, rather steep roof upper and lower more gentle, so both for rainwater drainage, but also conducive to the sunshine and ventilation. Pursuit of mood and thought heavy ethics embodied in the Chinese ancient buildings very apparent when architectural style, tend to their social content and symbolism prominent position on the influential, while also focusing on practicality. It’s obviously that the structure contacts the special Chinese culture and is pr actical. In the same context, the Buckingham Palace styling emphasizes form United States , originated in classical Greek aesthetics that the United States in the form of objects. Both Forbidden city and Buckingham Palace has long history. In the Middle Ages, the site of the future palace formed part of the Manor of Ebury. Owners included Edward the Confessor and his queen consort Edith of Wessex in late Saxon times, and, after the Norman Conquest, William the Conqueror. William gave the site to Geoffrey de Mandeville, who bequeathed it to the monks of Westminster Abbey. In 1531, Henry VIII acquired the Hospital of St James from Eton College, and in 1536 he took the Manor of Ebury from Westminster Abbey. These transfers brought the site of Buckingham Palace back into royal hands for the first time since William the Conqueror had given it away almost 500 years earlier. Eventually, in the late 17th century, the freehold was inherited from the property tycoon Sir Hugh Audley by the great heiress Mary Davies. Likewise, the Forbidden city got through a long period too. Beijing Forbidden City began construction of Emperor Yongle in AD 1406, was rejected Yuan air tra nsport, basically not built on the basis of most of the Yuan Dynasty palace, rather eastward 150 m, re-created from the palace, the palace walls of the palace, including all were re-built, larger than most of the palace, slightly less than the Forbidden City in Nanjing, a former designer for artisan craftsmen Queen Kuai Xiang, inaugurated in 1420 AD, built from 1420 to about 500 in 1911 between the Qing emperor to abdicate, Ming, A total of 24 Emperor Qing dynasties lived in the Forbidden City. The distinction on the building materials is also a different factor of the building style. In ancient times, Chinese architects used wood as the main building materials while Western architects used masonries as their main materials. The most materials of the Forbidden city are wood, but because of Forbidden City choice 15 kinds of precious and timber corrosion, it still protect completely and won’t cause trouble. On the other hand, Buckingham Palace’s facade decoration materials are the Bath limestone. These two kind of material selection make the building have different appearance. Many visitors surprised at these completely different architectural style building from their own country, the choice of the wood and stone greatly depend the difference of Eastern and Western architecture. With the time fly, the choice of materials change a lot and until now, Eastern country and Western country not only retained their selection featured on colleagues, but also learn from each other’s specialist, the designer using different building materials to create a more creative and distinctive architectural. The Forbidden City and Buckingham Palace’s function change but they are still be used now. Buckingham Palace has served as the official London residence of Britains sovereigns since 1837 and today is the administrative headquarters of the Monarch. Although in use for the many official events and receptions held by The Queen, the State Rooms at Buckingham Palace are open to visitors every year. The Palace is very much a working building and the centrepiece of Britains constitutional monarchy. It houses the offices of those who support the day-to-day activities and duties of The Queen and The Duke of Edinburgh and their immediate family. The Palace is also the venue for great Royal ceremonies, State Visits and Investitures, all of which are organised by the Royal Household. Although Buckingham Palace is furnished and decorated with priceless works of art that form part of the Royal Collection, one of the major art collections in the world today. It is not an art gallery and nor is it a museum. More than 50,000 people visit the Palace each year as guests to banquets, lunches, dinners, receptions and the Royal Garden Parties. On contrast, the Forbidden city has apply for World Heritage and it is open for tourists. Forbidden City, two thousand years of development in China and East Asia pinnacle of classical architecture, has been affecting the subsequent development of Chinese architecture, as well as providing inspiration for many works of art. The significance and influence of the Forbidden city and Buckingham Palace is Considerable. Their architecture is a model for modern structure designer. Walking in the Forbidden City, the artistic effect of the kind of space sequence level by building depth treatment group obtained. Like a Chinese scroll appreciate it, to start with the picture of piecewise, people always with a sense of anticipation, looking forward to the culmination and crowning touch screen show, thus enhancing the appeal of the work of art. It is for this reason, the building generated after leaving their old age, still can connotation artistic charm. To open a new era of peoples minds casement, giving the joy of beauty. Ancient buildings across time and space is like a bridge connecting the deceased and present, giving the thick atmosphere and beauty. http://wenku.baidu.com/view/0f86042d0066f5335a812165.html

My Friend Hamilton -Who I shot Essay -- essays research papers fc

A Historiographical Discussion of the Duel Between Aaron Burr and The duel between Aaron Burr and Alexander Hamilton holds a significant relevance in American history and should be examined within the context of early American culture and politics. The recent historiography of the incident provides us with a complex, evolving web of conflicting interpretations. Since the day of this tragic duel, contemporaries and historians have puzzled over why these two prominent American statesmen confronted each other on the Plains of Weehawken. What circumstances or events could have motivated two of the most brilliant political minds in America to endanger their lives and reputations by taking aim at each other on that dismal day? The recent historiography of the event can be divided into two schools which I shall denote as the â€Å"contextual† school and the â€Å"psycho-historical† school. These differing â€Å"schools† demonstrate the complexity of history and the extent to which a variety of factors, including bias and changing frames of reference can influence interpretive study and conclusions. It is the object of this discussion, therefore, to examine the heretofore mentioned interpretations, and to critically analyze the differing ideas concerning the Burr-Hamilton duel. The most succinct version of the event, as told by Joseph J. Ellis reads On the morning of July 11, 1804, Aaron Burr and Alexander Hamilton were rowed across the Hudson River in separate boats to a secluded spot near Weehawken, New Jersey. There, in accord with the customs of the code duello, they exchanged pistol shots at ten paces. Hamilton was struck on his right side and died the following day. Though unhurt, Burr found that his reputation suffered an equally fatal wound. In this, the most famous duel in American history, both participants were casualties.1 Almost every American is familiar with this most famous—and deadly—of American duels. Hamilton was celebrated and hailed as a martyr, and Burr was labeled a murderer and went on to undertake many strange adventures in the American west, eventually tried for treason for his purported conspiratorial intentions. Before engaging further in this discussion, one must first differentiate between what I have denoted as â€Å"contextual† history and â€Å"psycho-historical† history. I contend that â€Å"contextual† ... ...no. 1 (1995): 1-23. Schachner, Nathan. Aaron Burr: A Biography. New York, NY: A.S. & Barnes Company, 1961. Shalhope, Robert E. Review of Affairs of Honor: National Politics in the New Republic, by Joanne B. Freeman. The Journal of American History 89, no. 2 (2002): 620-621. Schneidman, J. Lee and Conalee Levin-Schneidman. â€Å"Suicide or Murder? The Burr-Hamilton Duel.† Journal of Psychohistory 8, no. 2 (1980): 159-181. Stevens, William Oliver. Pistols at Ten Paces: The Story of the Code of Honor in America. Boston, MA: Houghton Mifflin Company, 1940. Ward, Allen Mason. A History of the Roman People. 4th Ed. Upper Saddle River, NY: Prentice Hall, 2003. Weiten, Wayne. Psychology: Themes and Variations. 5th Ed. Belmont, CA: Wadsworth, 2001. Wood, Gordon S. The Radicalism of the American Revolution. New York, NY: Vintage Books, 1991. Wyatt-Brown, Bertram. Southern Honor: Ethics and Behavior in the Old South. New York, NY: Oxford University Press, 1982. ----------. Honor and Violence in the Old South. New York, NY: Oxford University Press, 1986. Zinn, Howard. A People’s History of the United States: 1492-Present. New York, NY: HarperCollins, 1980. My Friend Hamilton -Who I shot Essay -- essays research papers fc A Historiographical Discussion of the Duel Between Aaron Burr and The duel between Aaron Burr and Alexander Hamilton holds a significant relevance in American history and should be examined within the context of early American culture and politics. The recent historiography of the incident provides us with a complex, evolving web of conflicting interpretations. Since the day of this tragic duel, contemporaries and historians have puzzled over why these two prominent American statesmen confronted each other on the Plains of Weehawken. What circumstances or events could have motivated two of the most brilliant political minds in America to endanger their lives and reputations by taking aim at each other on that dismal day? The recent historiography of the event can be divided into two schools which I shall denote as the â€Å"contextual† school and the â€Å"psycho-historical† school. These differing â€Å"schools† demonstrate the complexity of history and the extent to which a variety of factors, including bias and changing frames of reference can influence interpretive study and conclusions. It is the object of this discussion, therefore, to examine the heretofore mentioned interpretations, and to critically analyze the differing ideas concerning the Burr-Hamilton duel. The most succinct version of the event, as told by Joseph J. Ellis reads On the morning of July 11, 1804, Aaron Burr and Alexander Hamilton were rowed across the Hudson River in separate boats to a secluded spot near Weehawken, New Jersey. There, in accord with the customs of the code duello, they exchanged pistol shots at ten paces. Hamilton was struck on his right side and died the following day. Though unhurt, Burr found that his reputation suffered an equally fatal wound. In this, the most famous duel in American history, both participants were casualties.1 Almost every American is familiar with this most famous—and deadly—of American duels. Hamilton was celebrated and hailed as a martyr, and Burr was labeled a murderer and went on to undertake many strange adventures in the American west, eventually tried for treason for his purported conspiratorial intentions. Before engaging further in this discussion, one must first differentiate between what I have denoted as â€Å"contextual† history and â€Å"psycho-historical† history. I contend that â€Å"contextual† ... ...no. 1 (1995): 1-23. Schachner, Nathan. Aaron Burr: A Biography. New York, NY: A.S. & Barnes Company, 1961. Shalhope, Robert E. Review of Affairs of Honor: National Politics in the New Republic, by Joanne B. Freeman. The Journal of American History 89, no. 2 (2002): 620-621. Schneidman, J. Lee and Conalee Levin-Schneidman. â€Å"Suicide or Murder? The Burr-Hamilton Duel.† Journal of Psychohistory 8, no. 2 (1980): 159-181. Stevens, William Oliver. Pistols at Ten Paces: The Story of the Code of Honor in America. Boston, MA: Houghton Mifflin Company, 1940. Ward, Allen Mason. A History of the Roman People. 4th Ed. Upper Saddle River, NY: Prentice Hall, 2003. Weiten, Wayne. Psychology: Themes and Variations. 5th Ed. Belmont, CA: Wadsworth, 2001. Wood, Gordon S. The Radicalism of the American Revolution. New York, NY: Vintage Books, 1991. Wyatt-Brown, Bertram. Southern Honor: Ethics and Behavior in the Old South. New York, NY: Oxford University Press, 1982. ----------. Honor and Violence in the Old South. New York, NY: Oxford University Press, 1986. Zinn, Howard. A People’s History of the United States: 1492-Present. New York, NY: HarperCollins, 1980.

Patent Attorneys :: essays research papers

ii ABSTRACT Today, everything in the World addicted to technology and every technology is based on Research and Development. A country is powerful if it is powerful in technological advances, which means whoever leads the technology, leads the world. But countries must protect their technologies, as well as their unique brands, to lead or to profit because R&D expenses are very huge. To get this protection, patents are used and to organize the patent procedures â€Å"Patent Attorneys† are very crucial. Wtihout the work of patent attorneys, patents can not provide the promised and needed protection. iii Table of Contents Abstract ii Table of Contents iii 1. Introduction 1 2. Holders of a National Qualification 2 2.1. Patent Attorney Law 2 2.2. Patent Attorneys' Services 2 3. File Applications on Behalf of Clients 3 3.1. Acquisition of a patent or utility model right 3 3.2. Acquisition of a design right 4 3.3. Acquisition of a trademark right 4 4. Also Deal with Any Problems That May Arise After Filing 5 5. Disputes and Litigation 6 5.1. Filing of Patent Opposition 6 5.2. Request for Appeal Trial 6 5.3. Suit against Appeal Trial Decision 6 5.4. Infringement of Patent or Other Rights 7 6. Make an Appraisal and File a Request for Interpretation 8 7. File a Request for a Technical Opinion on The Registrability of a Utility Model 8 8. Cost of Patent Attorneys’ Services 8 9. Overview of Industrial Property System 9 9.1. Intellectual Property and Industrial Property 9 9.2. Industrial Property as Exclusive Rights 9 10. Patent Attorneys’ Services 11 10.1. Acquisition of Domestic Industrial Property Rights and Related Activities 11 10.1.1. Acquisition of a patent and utility model right 11 10.1.2. Acquisition of a design right 11 10.1.3. Acquisition of a trademark right 12 10.1.4. Notice of reasons for rejection, etc. 12 10.1.5. Filing of an opposition to a patent or registration 12 10.1.6. Other procedures 13 10.1.7. Request for a trial 13 10.1.8. Litigation 13 10.1.9. Appraisal and filing of a request for technical opinion 13 iv 10.2. Acquisition of Foreign Industrial Property Rights and Related Actions 14 10.3. Why Should I consult A Patent Attorney? 14 10.4. Other Matters 15 1 1. INTRODUCTION Patent attorneys are worthy partners who help you turn your hard-earned inventions into powerful ownership rights. Everyday new products are created and find their way into our daily lives. Many of these products are protected with a patent, which outlaws and shuts out unscrupulous imitations. To be precise, a patent means "a patent right", and there are three other similar rights as follows: a utility model right, design right and trademark right. A patent right, utility model right, design right and trademark right - collectively called industrial property rights - only accrue upon registration with the Patent Office, which follows the filing of an application and is conditional on the outcome of an examination of the application by the Patent Office.

Watching A Disappearing Number in Theater Essay -- Simon McBurney

Choose one production that you have seen and which you particularly enjoyed and discuss the aspects which made it so successful. A Disappearing Number I went to see a Disappearing Number, in the Theater. The production was performed by Complicite and was directed by Simon McBurney. I really enjoyed this performance. I thought that the mixture of maths and romance as well as the structure of the performance by incorporating the past and the present together, was extremely successful. The most successful aspect of the performance for me were the scene changes. I found that the rotation of the blackboard, center stage, where the actors were able to stoop beneath it in order to enter and exit the stage, was an effective touch to this non naturalistic performance. When this was first used, at the end of the first scene, when the characters Ruth and Al left the stage, I thought it didn't quite fit as at the beginning the style was leaning towards realism. But as the play progressed and the acting style became more and more non naturalistic, and this rotation of the black board technique was used more frequently it fitted in really well and became really effective. Later on in the performance when Ramanujan and Hardy are introduced, again the scene changes were quick, swift and rapid. Screens were used to conceal the actors as they came on to the stage and then conceal the other actors as they left the stage. The two different scenes which the screens helped to alternate between were Ramanujan, a remarkable mathematician, living in one of the poorest areas of India and the prominent mathematician, G.H Hardy in Cambridge, two people who were in correspondence with each other. Since each of the scenes were short, the use of t... ...was taken away so suddenly. And pain, for moving on. When Al got to the river the projected image of water is repeated. This recurring image from when Ramanujan dies in the past is brought forward into the present storyline making the link between the past and present even stronger. Because this is a repeated image, the water becomes a metaphor for death, the death of Ramanujan and the death of Ruth and her baby. This scene is a peaceful scene even with this metaphor attached. The audience gets to empathise with Al as he lets go of the past and moves on. Imagery is key in this final scene. The sand that each of the characters pour out from various objects, Al pouring from the cremation box and Ramanujan pouring from his tablet, shows the passing of time. A final connection between the two parts to the performance, the past and the present, the key to the whole play.

Louis Pasteur in Public Health Essay

Louis Pasteur is a man of many talents; his greatest gift was his intelligence and patience without it the medical field and the public health system would not be where it is today. Through his patience and diligence Pasteur was able to make several advances in chemistry, microbiology, immunizations and preservations. In 1857 he developed the Germ Theory of fermentation and putrefaction, these theories assisted in the surgical revolution of antiseptics developed by Joseph Lister. He has laid the foundations for epidemiology and the defining rules for personnel hygiene. Many people believed that his theories were not true and hoped that he would fail however time and time again he proved them wrong. Through his studies and research Pasteur was able to positively impact the nineteenth century by the development of theories such as the Germ Theory and vaccines for several diseases such as anthrax and rabies, which led to the first successful vaccination of humans. He has shown how pathogens could be passed from animals to humans. Louis Pasteur was born in Dole, France on December 27, 1822; as the son of a tanner his father wanted him to get the education that he did not receive. He attended school at â€Å"? cole Primaire and later went to the College d’Arboix but did not finish due to be home sick. In 1842 he went on to earn his Bachelor’s degree in Science at College Royal de Besancon, from there he attended ? cole Normale to earn his Doctorate in Science focusing on physics and chemistry. (Toledo-Pereyra, 2009). In 1849 he married Marie Laurent; she bore him five children through the years, three of the passed away before reaching maturity. Even though Pasteur has been recognized for great accomplishments in the fields of physics, chemistry and microbiology he did not prosper from it. He taught at several colleges as Chemist, and later moved on to being a director or an administrator of the Department of Science. He is one of the founding fathers of microbiology. According to â€Å"Discovery of Pasteurization† (2010), â€Å"Pasteur laid the foundation for all microbiological techniques through his research on Lactic and alcoholic fermentation and defined these principles: All fermentation is caused by a microorganism, there is a particular ferment for every given fermentation, a sterile culture is required for ferment growth, the medium has to be seeded with absolute ferment particles† (Alcoholic Fermentation). Through his studies of fermentation Pasteur was able to denounce the theory of spontaneous generation. â€Å"Spontaneous generation is the supposed development of living organisms from non-living matter. † (American Heritage Dictionary, 4th Ed. ). The denouncement of spontaneous generation and studies of fermentation led to the sterilization of milk, wine and beer, which resulted in improved taste and quality; but also prevented thousands of unnecessary deaths. This process was later named after him and was called pasteurization which is the heating of beverages or food to kill living organisms to prevent spoilage. In 1857 he developed the Germ Theory of fermentation; later named the Germ Theory of disease, this led to Joseph Lister’s development of antiseptics that is now used for surgeries. As Pasteur continued to study micro-organisms he began to take on animal diseases. Through his studies he was able to develop several vaccines and eradicate rabies, also he was able to successful vaccinate human’s from the rabies disease. He was first called upon to investigate the disease of silkworms, which almost devastated the silkworm industry. His studies showed that the worms disease was caused by shiny corpuscles†; an unattached body cell, â€Å"which he later discovered was hereditary and contagious,† (Discovery of Pasteurization, 2010) and soon began suggesting new hygienic measures to properly cultivate the silkworms. Without delay he started to tackle more animal disease specifically Chicken Cholera and Anthrax which were occurring around the same time. Anthrax was slaughtering farm animals mostly, sheep; through investigations of healthy and diseased animals he was able to cultivate a vaccine to control the bacteria. Toledo-Pereyra, 2009), and he did the exact same thing with Chicken Cholera. In 1881 Pasteur began the study of the viral disease called rabies. Rabies attacks the central nervous system of warm blooded animals including humans. According to (Harrigan, 2011). â€Å"Animal symptoms may have the appearance of being sick, crazed, act vicious or may be over friendly, docile, and confused. Human symptoms may be pain or tingling sensation from the bite site, high fever, confusion, seizures and coma. Once an animal or individual is infected and they show signs of symptoms they rarely live. †(Symptoms). Pasteur began his investigations by studying â€Å"infected rabies animals to get an understanding of the disease’s cycle. He discovered that the spinal cords of dying rabbits with rabies could be kept no infected by maintaining them in a sterile, dried air for two weeks. He developed a system of various concentrations of inoculated material; he was able to protect the animals. (Toledo-Pereyra, 2009). According to Encyclopedia of World Biography (2011) On 1885 Pasteur was brought a nine-year-old boy by the name of Joseph Meister who had been badly mauled by a rabid dog, with the permission from the boys physician he administered the vaccination treatments. The child successfully recovered from the rabies virus due to Pasteur’s diligence and since of duty to his country. Louis Pasteur had different methods to help society accept his scientific theories. His most widely used was proof, he showed the people through controlled variable or environment. By letting his work speak for itself, he was able integrate is theories a lot easier. Two of Pasteur’s biggest adversary’s was â€Å"Justus Liebig he tried to disprove Pasteur’s theory on spontaneous generation and the theory of fermentation; and Felix Archimede Pouchet whom questioned his theory of spontaneous generation. †(Schwartz, 2001). He was able to hold his own through methodological research, experimentation, and documentation to prove that his theories were the most accurate. As a testament to time Pasteur’s efforts to rid the world of diseases such as Rabies, Anthrax, and Cholera his theories have rang true. His studies of fermentation, putrefaction and spontaneous generation have led society to be a more hygienic and sufficient place. There are healthier people in the world today, because of his efforts to help people live and for them to understand what was going on despite centuries of beliefs. If it was not for Louis Pasteur the medical profession would have probably just getting to understanding the life of a microorganism. Pasteur has influenced countless people through his work because of the way he presented, explained and proved it. His studies helped Joseph Lister in the surgical field, by showing that there are micro-organisms that are in the air which causes contamination of the wounds. According to New world of Encyclopedia (2008)â€Å"The young boy whose life was saved by Pasteur’s vaccine for rabies worked at the Pasteur Institute, Meister was ordered by German forces occupying Paris to open his crypt, but he committed suicide rather than comply. † The impact the Pasteur had has been greatly felt throughout the world, without his perseverance the world would not be where it is today in regards to the medical field and public health. His desire to understand why things happened and how they happened influenced people to work with his drive, and determination. Pasteur’s willingness to accept change despite the fear it may cause, has shown us that just because something has been thought for centuries does not make it right, and if you do not believe in something find a way through scientific experimentation to be able to disprove it or show that it is right. For almost every experiment that was used to show the population that it was true he did it publicly for all eyes to see so that there was no doubt, and to prove that change is can be good. Louis Pasteur was a great chemist, physicist, and above all else a great teacher. He taught the world that just because you do not see it, does not mean that it is not there. Through his microscope he was able to make drinks healthier, formulate vaccines, and eradicate some the worst diseases that was known to man. Pasteur’s influences have touched each and everyone in some way shape or form. Even though he was doubted and criticized he still did not stop trying to make this world a better place. This man is truly a Public Health figure for all time.

Why Do I Exist

Name: Jay Nelson Peters year & sec. : IBIS-B â€Å"Why do I exist†Ã¢â‚¬ ¦. ‘What is the purpose of my lifer†¦. ‘Why does God created me? † There are probably millions of people ask these question every day. In fact, all of us tend to forget the answer of these question because of different problems we are facing today. We exist because we have different purpose in our life and it's important to know the purpose why God created us. Life is very meaningful whether we want it to be or not.Even though we are living n a world where we are all sinners, indeed life gives us meaning and beauty why we are still standing in this midst society. Life does not have a question mark hanging over it, it is always have, it's always end up with period our life is the starting point and ending point of every reality. We are all connected with each other. We shared one world. All we can do is embrace it, live a good life in a meaningful situation and try to make it better a s we can. What is my purpose in life is a question frequently asked by many people as they ponder the reason for their existence.Life is simple and simply the reason why we are still gaining knowledge, learning new things and passing it to others. One very good example of our existence is a seed, when planted in the garden, it grows into step by step process to the fulfillment of its reason for existing. We exist because we had our purpose in life. Every one of us is expected to play a role in making other happy. . Why do I exist? What is the purpose of my life? Why God does created me? For me, there are many answer to this question.There is no definite one. But here's what I truly believe: I exist to gain knowledge and learn, and pass it to others, anyone who seeks knowledge. When God created us, I believe that He gave us such knowledge and idea in which we should nurture it for us to help others. I live to help and love others. To give them my knowledge and learning Just to make t hem happy. Being happy is not having what you want in life but by fulfilling and appreciating what we have. Another reason why do I exist is that to survive, we are all living because we ad a reason for existing.Sometimes, if we make things with faith to God, we can succeed and survive. We are all living in society where things sometimes are complicated, people are all racing for their existence. Some believe that they are existing because for some reason, but for me I always believe that behind all this reasons, I exist and God created me to know exactly what is the purpose of my living in this world. From the time that my mother gave birth to me, a brought happiness to them. And up to now. Knowledge and making other people happy.Whenever I read the bible, Psalm 139:13-15 it always took my attention because it states there that â€Å"you are not an accident. He formed you in your mother's womb, and he has a wonderful plan for you†. Some people know that they are existing bec ause they give happiness to other but beyond all these reason, I exist because God created me to give back the love that He gave to us from the time He made us. To love, to help other people, to share my knowledge, to give them happiness and to serve God- this are all the reason for my existence.Despite of many struggles in life, I am living not Just for myself but for the sake of other people. Everyone should be reminded that, we are not living Just to enjoy life but we are existing because God created us for a reason and it's up to us on how we can find that reason. Dalai Lama said that â€Å"Our prime purpose in this life is to help others. And if you can't help them, at least don't hurt them†. God created us to enjoy all the things that he created. We are all existing because we living foe a reasons. Every one of us has TTS own purpose in life.Sometimes we find our life's purpose when we are down, but it is Just a test by god on how we can handle our life. Everything happ ens for a reason, we are all created by God because He loves us and God also wants us to love others. We are not all perfect, but at least we can try our self to be perfect to serve God. We are living for a reason, for a purpose. And at the end of our Journey, God will reveal to us the reason why does He created us. At the end of the day, we will know the purpose in this battle called â€Å"LIFE†.

Discuss the Relationship Between Great Britain

The years 1750-1776 were very volatile years regarding the relationship between Britain and the North American colonies. A large scale war, taxes, and revolts all played a part in the hostilities between the two nations. Economics, however, may have been the spark that started the fire between the two nations, and might perhaps be the most significant cause of the future conflicts between the North American colonies and Great Britain. The French and Indian war was fought from 1754-1761 primarily between the French with Indian allies and Britain for control of North America.This war was one of the first wars that would be fought on a global scale requiring more resources to aid in the war effort. Britain poured very large sums of money into the war in order to protect the colonists. By the end of the war, after Britain’s victory and the signing of the treaty of Paris of 1763, Britain had expended much of its resources. Americans, after hearing the news of Britain’s victo ry in the war, were readily making plans to venture westward into newly acquired lands. Britain, fearing that Indians would attack the colonies, quickly passed the proclamation of 1763 prohibiting settlement west of the Appalachians.Doing this was one effort to prevent future conflicts that would in turn require Britain to utilize more of its resources. Britain had dug an economic hole so deep that it would require vast amounts of dirt to refill it. Where was the money to come from? The Americans, having barely supported the war effort, would become the mule that was to carry the burden. The war was in fact fought to protect the colonies; thereby the colonists should have to pay for the money that was used for their own defense. Britain embraced this idea and started passing tax acts and enforced the navigation acts.Of the acts that were passed to raise tax revenue the first was the Sugar Act. This act placed a tax on all sugar that was imported into the colonies. Another act that w as passed was the stamp act which placed taxes on playing cards, marriage licenses and other printed goods. The colonists showed fierce resentment to this as they eventually formed the stamp act congress. As seen in Document B sections III and IV the colonists believed that they did not need to pay these taxes as they were not even being implemented by their own government.Other forms of resentment would arise as groups known as the sons of liberty and daughters of liberty would be formed. In document C it is shown that the sons of liberty were a group of common townsfolk workers. These men and women would cry for liberty, no stamps, and property as they believed that they should not have to pay for the taxes. They also enforced nonimportation agreements to make other fellow colonists support their cause to rebel against the mother country. The navigation acts also posed as a serious threat to the colonists as they forced trade specifically between them and England exempting other c ountries from the trade.This was a major economic problem for the colonists as they were not able to sell goods to other countries as they could possibly obtain larger profits as they could sell more goods and at higher prices. In document D Benjamin Franklin talks about how the colonists are restricted to trade with England except for the smuggling that occurs between Spanish and colonial trade. He feels that some action should be taken that would eventually better the colonies economically. Overall, economics were the roots of the weeds that had been planted by Britain sparking a major conflict that cost them an entire nation.

Bauhaus History of Design Essay

The Bauhaus was the first model of the modern art school. The Bauhaus curriculum combined theoretic education and practical training in the educational workshops. It drew inspiration from the ideals of the revolutionary art movements and design experiments of the early 20th century. A woodcut (shown right) depicted the idealized vision of Walter Gropius, a â€Å"cathedral† of design. Bauhaus 1919-33 The Bauhaus began with an utopian definition: â€Å"The building of the future† was to combine all the arts in ideal unity. In order to reach this goal, the founder, Walter Gropius, saw the necessity to develop new teaching methods and was convinced that the base for any art was to be found in handcraft: â€Å"the school will gradually turn into a workshop†. artists and craftsmen directed classes and production together at the Bauhaus in Weimar. This was intended to remove any distinction between fine arts and applied arts. Of course, the educational and social claim to a new configuration of life and its environment could not always be achieved. And the Bauhaus was not alone with this goal, but the name became a near synonym for this trend. The Bauhaus occupies a place of its own in the history of 20th century culture, architecture, design, art and new media. One of the first schools of design, it brought together a number of the most outstanding contemporary architects and artists and was not only an innovative training centre but also a place of production and a focus of international debate. At a time when industrial society was in the grip of a crisis, the Bauhaus stood almost alone in asking how the modernisation process could be mastered by means of design. Founded in Weimar in 1919, the Bauhaus rallied masters and students who sought to reverse the split between art and production by returning to the crafts as the foundation of all artistic activity and developing exemplary designs for objects and spaces that were to form part of a more human future society. Following intense internal debate, in 1923 the Bauhaus turned its ttention to industry under its founder and first director Walter Gropius (1883–1969). The major exhibition which opened in 1923, reflecting the revised principle of art and technology as a new unity, showcased the full spectrum of Bauhaus work and prototypes. The Haus Am Horn provided a glimpse of a residential building of the future. In 1924 funding for the Bauhaus was cut so drastically at the instigation of conservative forces that it had to seek a new home. The Bauhaus moved to Dessau at a time of rising economic fortunes, becoming the municipally funded School of Design. Almost all masters moved with it. Former students became junior masters in charge of the workshops. Famous works of art and architecture and influential designs were produced in Dessau in the years from 1926 to 1932. Walter Gropius resigned as director on 1st April 1928 under the pressure of constant struggles for the Bauhaus survival, He was succeeded by the Swiss architect Hannes Meyer (1889–1954) whose work sought to shape a harmonious society. Cost-cutting industrial mass production was to make products affordable for the masses. Despite his successes, Hannes Meyer’s Marxist convictions became a problem for the city council amidst the political turbulence of Germany in 1929, and the following year he was removed from his post. Under Ludwig Mies van der Rohe (1886–1969) the Bauhaus developed from 1930 into a technical school of architecture with subsidiary art and workshop departments. After the Nazis became the biggest party in Dessau at the elections, the Bauhaus was forced to move in September 1932. It moved to Berlin but only lasted for a short time longer. The Bauhaus dissolved itself under pressure from the Nazis in 1933. Architecture â€Å"The building is the ultimate goal of all fine art,† the Bauhaus manifesto proclaimed back in 1919. Architecture training at the Bauhaus in Weimar was initially the prerogative of Walter Gropius private architectural practice and for a short time courses were run by his partner Adolf Meyer and in association with the â€Å"Baugewerkschule† (building trades school) in Weimar. The Bauhaus workshops were involved in these efforts through Gropius’s office. This collaboration produced the Haus Am Horn in 1923. Some new methods based on specific types and standardisation were employed not only to produce new architecture but to anticipate a new lifestyle through this architecture. In 1927 Walter Gropius offered Hannes Meyer a position in charge of architecture classes. That year Hannes Meyer began to put together a curriculum which included all relevant subjects such as planning, design, draftsmanship, construction, town planning. Architecture for Walter Gropius and Hannes Meyer alike mainly denoted the â€Å"design of life’s processes†. Hannes Meyer went far beyond Gropius’s â€Å"study of essentials†, which focused too much on the object for his taste, turning his teaching programme into one where the concrete conditions in society and the factors determining architecture and its use formed the starting point for all planning and design. The habits of the future residents of an estate or a house were studied in scientific detail. From 1930 to 1933 Ludwig Mies van der Rohe carried on with much of what had been started under his predecessors. At the same time Mies van der Rohe streamlined the curriculum to produce something like a system of courses which left almost no room for utopian experiments. The majority of the new student intake at the Bauhaus had already completed a course of studies, and the Bauhaus became a â€Å"postgraduate school†. Mies van der Rohe’s teaching focused on the design of specific buildings whose appearance owed nothing to Gropius’s â€Å"study of essentials† or to the collective satisfaction of â€Å"the people’s needs†, but which were to be â€Å"the spatial implementation of intellectual decisions† (Mies van der Rohe) in an aesthetically consummate fashion.