Hills Like White Elephants Short Story - 1065 Words

In both of the short stories â€Å"Hills like White Elephants† by Ernest Hemingway and â€Å"The Story of an Hour† by Kate Chopin, setting plays an important role. The time and place in which the stories take place, reveals the nature of the conflict of the main character. In both Hemingway’s and Chopin’s stories, the place is significantly more important than the time. Both of the main characters come to a realization at the end of each story and the place in which it takes place in is significant. To begin, Hemingway’s story takes place at a train junction where the couple is able to overlook Ebro Valley, which is a river in Spain. The fact that it takes place in is a train junction shows that the couple is at a crossroads in their lives. There†¦show more content†¦This subsequently became the future number one for the girl, making the other barren side of the valley future number two, which would be not having the operation. Towards the end of the story, the girl’s decision is quite unclear as she exclaims that â€Å"can’t we maybe stop talking?† However, when the train is about to come, the American man moves their luggage to the other side of the valley, which is the side with â€Å"fields of grain and trees along the banks†, providing the information that the girl must have chose future number one, which would be having the operation. As a result of the setting, particularly the contrast of the two valleys, the internal conflict the girl was having was solved. Similarly, Chopin’s story relies heavily on the setting, specifically the place once again. The story takes place in Mrs. Mallard’s home as she is just receiving the news that her husband has supposedly passed away. Downstairs, in the living room, Mrs. Mallard â€Å"wept at once† which was unusual because normally women were in shock and did not have a reaction so fast. Later, Mrs. Mallard went upstairs to her room and â€Å"would have no one follow her.† Inside of her room, Mrs. Mallard imagines a new life without her husband. She sees â€Å"the new spring life† which she did not become upset about, while any other widow would be devastated to think about a new beginning. The time in which the story takes place is important here because the ‘norm’ was thatShow MoreRelatedCritical Analysis of the Short Story ‘Hills Like White Elephants’ by Ernest Hemingway.1497 Words   |  6 PagesCritical Analysis of the short story â₠¬ËœHills like White Elephants’ by Ernest Hemingway. Word Count: 1367 Hills like White Elephants – Ernest Hemingway â€Å"Will Jig have the abortion and stay with the man; will Jig have the abortion and leave the man; or will Jig not have the abortion and win the man over to her point of view?† (Hashmi, N, 2003). These are the three different scenarios that have been seriously considered in Ernest Hemingway’s short story, â€Å"Hills like White Elephants†. Ernest HemingwayRead More Hemingways Personal Life and its Influence on his Short Story, Hills Like White Elephants1409 Words   |  6 PagesHemingways Personal Life and its Influence on his Short Story Hills Like White Elephants Hills like White Elephants is not the normal story where you have a beginning, middle and end. Hemingway gave just enough information so that readers could draw their own conclusions. The entire story encompasses a conversation between two lovers and leaves the reader with more questions than answers. Ernest Hemingway was a brilliant writer. People that study Hemingways works try to gain insight andRead MoreHills Like White Elephants By Ernest Hemingway859 Words   |  4 PagesHills Like White Elephants, short story by Ernest Hemingway, published in 1927 in the periodical transition and later that year in the collection Men Without Women. The themes of this sparsely written vignette about an American couple waiting for a train in Spain are almost entirely implicit. The story is largely devoid of plot and is notable for its use of irony, symbolism, and repetition. (Encyclopedia Britannica). The Short Story brings the read into a discussion, between a man and a girl. TheyRead MoreEvaluation Argument Hills Like White Elephants1388 Words   |  6 Pagesï » ¿ Ernest Hemingway: Hills Like White Elephants A white elephant is an idiom for a valuable but burdensome possession, but also it means a rare and sacred creature. In Ernest Hemingway’s short story Hills Like White Elephants, Hemingway uses an unborn child as a white elephant. This short story depicts a couple of an American man and young women at a train station somewhere in Spain. Hemingway tells the story from watching the couple from across the bar and listening to their troublesome conversationRead MoreVdcdc1715 Words   |  7 PagesThe White Elephant? Have you ever been forced to make a life altering decision? A decision where you much choose one option or the other? The short story Hills Like White Elephants depict a situation in which many, if not all readers can relate to at one point in their lives. The author Ernest Hemingway describes this scenario with a young couple who are at a crossroads in their life, and they are unsure of the future. The young couple are forced, but shying away from the rather large â€Å"white elephantRead More Symbolism in Hills Like White Elephants, by Ernest Hemingway1687 Words   |  7 Pageswell-written short story, different literary elements and terms are incorporated into the story by the author. Ernest Hemingway frequently uses various literary elements in his writing to entice the reader and enhance each piece that he writes. In Hills Like White Elephants, Hemingway uses symbols to teach the reader certain things that one may encounter during daily life. Symbolism may be defined as relat ing to, using, or proceeding by means of symbols (Princeton). The use of symbols in Hills Like WhiteRead More`` Hills Like White Elephant `` By Ernest Hemingway865 Words   |  4 Pageslife before it begins, or as easily getting rid of problem before it even became one. In the short story â€Å"Hills like White Elephant†, the compensation of abortion can easily be seen between Jig and her American lover’s decision whether to keep the innocent’s life or not. Ernest Hemingway uses the fiction element plot, symbolism, and setting to illustrate the theme of abortion in â€Å"Hills like White Elephants.† Abortion has been viewed as a crucial struggle between couples. Many view this situation asRead MoreErnest Hemingway s Life As A Writer1074 Words   |  5 PagesChicago, IL to Clarence and Grace Hill-Hemingway. Ernest’s parents were a physician and a musician, respectively, and were both well educated individuals who encouraged their children to follow in their footsteps educationally. Ernest Hemingway began his career as an author and journalist at the age of seventeen. Ernest took a high school course in Journalism taught by Fannie Biggs, which was taught, as though the classroom were a newspaper office (Griffin). Much like many of the early American authorsRead More`` Hills Like White Elephants `` By Ernest Hemingway1750 Words   |  7 PagesErnest Hemingway’s stories are known for their ever interpreting meanings behind them, and â€Å"Hills Like White Elephants† does not trail from the rest due to the never mentioned word ‘abortion’. â€Å"Hi lls Like White Elephants,† written by Ernest Hemingway, takes place around World War 1 in Spain, at a train station (Hills Like White Elephants. 4). An American man and a girl have been discussing the girl’s unspecific operation. It is apparent that the girl is perturbed about this operation, while theRead MoreHills Like White Elephants1354 Words   |  5 PagesSymbolism in â€Å"Hills Like White Elephants† Ernest Hemingway’s â€Å"The Hills Like White Elephants† is a short story published in 1927 about an American man and a woman named Jig. The setting of this story takes place at a train station located in Spain surrounded by hills, trees, and fields. Other devices used by Hemingway throughout this story include imagery, simile, excellent syntax, and a very tense and emotional tone. In the beginning of the story, the American and Jig sit outside of the train

Love Essay - 1759 Words

Love Anyone who has been in love, especially if the love object is scornful or infidelitous, has been able to turn to any station and say â€Å"every pop song on the radio is suddenly speaking to me,† as Ani DiFranco sings in her song â€Å"Superhero†. 1 Petrarchan love sonnets, the antiquated predecessors of the modern â€Å"pop love song†, depict love with some sense of perfection, sweetness, and chastity, with the beautiful, infallible blonde as the love object, however both with a sense of unattainability. Shakespeare’s later sonnets, 127-152, dealing with the â€Å"dark lady†, the antithesis of the Petrarchan model of love, however, may be a more accurate predecessor, nearly all dealing with the torments and imperfections of love and its source,†¦show more content†¦As the narrator goes on in the second quatrain of sonnet 141, he shuns the often appealing traits of a lover’s voice, touch, taste, and smell, not â€Å"[desiring] to be invited/to any sensual feast with [her] alone†(141.7-8), completely contrary to the Petrarchan picture. This quatrain is distinctly reminiscent of sonnet 130 where many of these features are depicted as mediocre in lines 7-10 and as being less pleasant than their Petrarchan counterparts, such as the mistress’ voice to music, or her breath to perfume. He mentions in other sonnets in the sequence that her features are the antithesis of that way in which â€Å"every tongue says beauty should look so.† (127.14) The narrator goes as far as to say he will â€Å"swear [this] beauty herself is black†(132.13) yet â€Å"all [his] best do worship [her] defect.†(149.11) Despite all herShow MoreRelatedThe Love Of Love And Love1732 Words   |  7 Pagesstill today, love is one of the most talked about topics, from the media to our everyday lives. It is described as being one of the best feelings on earth, and one that many cannot live without. Being in lo ve gives a feeling of purpose; something to live and strive for. Everyone in this world desires love in any form, whether it is with family, friends, or a romantic partner. It is a basic human need. Basic needs are said to motivate people when they are essentially unmet. When love and affectionRead MoreLove And Love : My Love Of Love724 Words   |  3 Pagesthis did not stop me, and I continued my kindergarten career chasing after a boy in my class, making him hold my hand every time we went to recess. Alas, this crush continued until middle school, and I will always remember this boy as my first-first love at sight. Despite the infatuation my six year old self found herself in, there laid a sort of mystery around girls. It was not until I was in sixth grade when I started developing an inclining around the other girls I spent a majority of my time withRead MoreLove : A Kind Of Love1671 Words   |  7 Pages Intro to lit. 125 A Kind of Love Love is eternal. The boundary of love is not defined yet and can never be defined. Love has created a wonderful cities and has also destroyed the wonderland. Some classify love as something that you feel for some people sometimes. It is often linked or used interchangeably with lust. Others feel that it is something that is constant and untouched by judgement and feeling. The true eternal love is hard to find in this world and few lucky peopleRead MoreLove : Love And Relationships Essay1213 Words   |  5 PagesLove and relationships Love is a significant aspect in people’s lives that requires commitment and attention. Despite the many assumptions on love, it is important to understand that happiness in love comes from sharing not only the good but also the bad. In order to have a successful relationship, there is need to understand that love requires sacrifices as well as endeavoring to cultivate love for mutual benefit. If true love existed in the world, there would be no need for divorce. EveryoneRead MoreLove And War And Love1513 Words   |  7 Pageswar and love. They also have their own opinions on a way to go about these things. These two subjects seem to be completely opposite of each other, but they still manage to tie in together. They might not be the same thing but in certain scenarios they can be viewed as the same thing. For example, in some situations love can be considered the same as war. However, love and war can contradict themselves at the same time to. Sometimes, love can bring war, but war can also lead people to love. It allRead MoreFriendship, Love, And Love1401 Words   |  6 PagesFriendship and romantic love are two of the most fundamental relationships that human beings engage in. As social animals, most humans are naturally drawn to form bonds of affection with other people. Both friendship and love, however, are difficult to fully define and conceptualize. The fundamental meaning of each has changed throughout the course of human history a nd appears in different forms among different cultures. Modern interpretations of friendship and love will guide this explication, asRead MoreLove : The Nature Of Love1912 Words   |  8 PagesThe Nature of Love in Till We Have Faces The concept of love is a varying, odd and often fleeting thing. It is one of the single things in this world that almost every person might have a different definition for. People have even created different languages in which to give and receive love so we might understand and better love one another, to which everyone s is different. Over time the definition of love has changed - yes it may always have stayed the same in the dictionary, but the perceptionRead MoreLove Is A Feeling Of Love1206 Words   |  5 Pagesare born to love. Love can be defined in an infinite amount of words, terms and definitions. More important than the definition itself is the actual act of love. Love is profound and we as humans encounter love at every, albeit different stages of our lives. For most individuals, we experience love as early on as birth, our first memories of love are generally between three and five years of age, whether that memory is being tucked in by a parent or relative, or a kiss g oodnight. Love is a feelingRead MoreLove Is The Type Of Love990 Words   |  4 PagesLove, a combination of strong emotions, concerns, and desires one feels for another human being. It could be shown by ones behavior and sexual attraction towards the person whom they love. There are many facets of love that was described within the text such as passionate, unrequited, companionate, consummate love and many others. The love type of relationship that I would be focusing on is an intimate partner kind of love. According to Sternberg, the ideal kind of love which consist of intimacyRead MoreLove1186 Words   |  5 Pagesis the theme of love. Philia, Eros, and Agape are the three types of love present in the play and are what represent the theme of love. These three types of love, Philia, Eros, and Agape are expressed by the different characters in the play. The expression of the theme of love in the play is not just there by accident; William Shakespeare put it in this comedic and romantic play with a purpose. Philia is one of the three kinds of love expressed in the play. The type of love that Philia represents

Leaders Are Made Free Essays

The question was asked in our class discussion this week, â€Å"Are leaders born or made? † This is one of the most often asked questions about leadership. People have varying opinions on this subject. My opinion is that leaders are made. We will write a custom essay sample on Leaders Are Made or any similar topic only for you Order Now To lead people effectively is a very complex undertaking. No one is born with the necessary tools to be a good leader. I choose to believe that leaders are made, not born, because I want to believe that I can develop into a good leader even though I was not Ron with certain traits. Our lecture last night focused on some traits normally associated with good leaders: energy, stress management, self-confidence, tenaciousness, social intelligence, and integrity. Some of these traits can be used to describe me but there are a few in which I need further development. Leaders are successful for many different reasons, but most importantly is an ability to connect with people. Great connections are energetic. It is important for a leader to exude positive energy because the leader sets the tone for the entire organization. Employees have to feel committed to the vision for future success. They have to feel motivated, energize. I know that I have the ability to be energetic in the workplace as a potential leader. Vive been energy- deficient in my current position, probably because my supervisor has not connected with me nor does he exude any positive energy. I am grateful for this experience because it has taught me first-hand how damaging a leader with no energy can be to an employee’s morale. The ability to manage stress and self-confidence go hand-in-hand in my opinion. There may be days where the future of your company is worrisome and things aren’t going according to plan. It is important, as a leader, not to panic. Part of your Job is to put out fires and maintain team morale. As a leader, staying calm and confident will help keep the team feeling the same. The team will take its cues from the leader. I have never lacked self-confidence. Stress management, however, is a trait in which I need further development. A leader should be tenacious. There is a tendency sometimes for an employee to ant to â€Å"give up† when the going gets tough. Not a leader! The leader should know the special abilities each team member brings to the table. He has to be able to harness those abilities and bring them to the fore-front so that each team member can reach his full potential. Tenacious leaders grab hold of an idea and refuse to let it go until they reach their goal. It is important to model this behavior to set the proper example. Social intelligence is another necessary ingredient to good leadership. It is critical o be able to understand others so that you can know how to influence them. Being empathetic, tactful, diplomatic, and persuasive are important aspects of social intelligence. I want to be able to empower others by being a strong motivator and a good listener. These are traits that I possess but there is definitely room for improvement and refinement. There are people who are respected and worth listening to. This respect is earned by being a person of integrity. Employees seek to follow leaders who are honest and who honor their commitments. I will strive to be fair, honest, candid, and to treat everyone how I would want to be treated. If I am able to exemplify these behaviors I will earn the respect of my employees and colleagues. The encouraging thing is that I feel like I possess or could potentially possess all of these traits. Becoming a good leader is a learning process. I’m encouraged by the notion that leaders are made. This is a great training ground to learn the behaviors off good leader. I am committed to learning how to apply these concepts to my everyday thinking. How to cite Leaders Are Made, Papers

The Rocking-Horse Winner free essay sample

â€Å"The Rocking-Horse Winner† is an uncanny spin on the bargain with the devil literary motif that contains some interesting biblical allusions. The story opens with a woman named Hester, who shares many similarities with Esther of biblical fame. For example, Hester is described as â€Å"a woman who was beautiful, who started with all the advantages, yet she had no luck. She marries an unlucky man and carries a guilty resentment for her children, which unravels into a fatal drama. By comparison, Esther assumes the position of Xerxes’ queen but is never able to enjoy it as she is thrust into her own drama of life and death. Each woman’s struggle reveals the flawed integrity of her character, and her desperate attempts to maintain airs. As the only person who can save the Jews in Persia, Esther refuses to face the king until her own life is threatened. Hester’s secret resentment for her children drives her to display a superficial love for them. We will write a custom essay sample on The Rocking-Horse Winner or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Hester is praised by others as being â€Å"such a good mother,† as Esther is lauded as the heroine of the Jews. In each case, appearances trump authenticity, belying inward corruption, and the inevitable decay that follows. Esther’s story resolves with her ruthless vengeance against Haman, and Hester’s story resolves with Paul’s deliverance in his deal with the devil. From very early in the story, we learn that Hester’s chief desire is to maintain her social position. †¦they always felt an anxiety in the house. There was never enough money†¦ not nearly enough for the social position which they had to keep up. Naturally, money is the means by which this artificial status is preserved, so Hester feels this compulsion towards this very material lifestyle, while neglecting her children genuine love. Hester’s lack of motherly love serves as the source of Paul’s chief desire, to win her attention and stop the â€Å"whispers in the house. There is a constant whisper in the house, â€Å"There must be more money. † It is an uncanny manifestation of the mother’s pervasive material anxiety. It begins to madden Paul. Paul hopes that by fulfilling his mother’s desire for money that she will pay him more interest, but her desire for money can never be satisfied, as money is the medium for maintaining appearances of social class, and such appearances never grant satisfaction. The whispers grow more urgent as we learn that the mother is in debt. Paul believes that if he is lucky and wins the money on his mother’s behalf that the â€Å"whispers† in the house will stop, meaning that the problems with money will go away and his mother will have some interest in him. So Paul enters into a deal with the devil by riding his rocking horse. He â€Å"gets there,† achieving a state of demonic clairvoyance by madly riding his rocking horse. No one can communicate with him while he is on the horse and he seems to be gone to the world. So the devil enters his body, takes a bit of his soul, and gives him the name of the winning horse in return. â€Å"Bonnie† Paul becomes sick, losing his health from his deal with the devil while his mother’s heart turns to stone. Paul decays from this healthy child full of life, and the mother is left with 80,000 pounds and a rocking horse, as her heart turns to stone. In each instance, this craving for the material converts something with life, Paul or Hester’s heart, into something inanimate, the rocking horse and the mother’s heart of stone.

Utah Symphony and Opera Merger free essay sample

Symphony And Opera Merger Task 1 Utah Opera and Symphony Merger Utah Opera and Utah Symphony merger is an organizational plan to combine the two art-based organizations with an aim of increasing their effectiveness and efficiency. It involves fundamental changes that are beneficial to the operations of both companies. This documental analysis will assist Ann Ewers, General Director of the Utah Opera; make an informed decision concerning the merger process. The analysis will comprise motivation theories as well as other pertinent information that are essential for use in the merger process. It will also comprise different types of power and how to effectively deal with them in decision making, potential harm as a result of the merger, and how to utilize available influence in order to build additional support. A1. Bill Bailey Mr. Bailey Bill can effectively use McClelland’s need theory to convince Utah Opera to support the merger. The general concern raised by the theory is the need for affiliation. We will write a custom essay sample on Utah Symphony and Opera Merger or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The theory emphasizes the need to continue with social relationships. It also calls for the need of group belonging and need for love (Kreinter and Kinicki, 2010). Adam’s Equity Theory of Motivation asserts that high levels of motivation and positive outcomes can emanate from people perceiving their treatment as fair. When people feel that they have an upper hand over others in their environments, they are likely to be motivated. If they feel they are unfairly treated, they are likely to be disillusioned (Kreinter Kinicki, 2010). People usually measure the sense of fairness through ideas explained by Equity Theory. Mr. Bailey perceives inequity emanating from the financial potential of Symphony over Utah Opera. The Symphony has a more inflexible schedule as compared to Utah Opera. Bailey other concern is that opera is likely to lose its identity. A2. Scott Parker Scott Parker is the chairman of the board of the Utah Symphony and his goal is to convince Mrs. Abravenal to support the merger. He can use the concept of Maslow’s Need for Esteem. Abraham Maslow elaborated two types of human esteem needs. They include the lower needs and the higher ones. The lower ones are the need for reputation, respect, appreciation, and dignity. For instance, the need for the Symphony to reach tier one status; and other related needs up to the need for dominance – the Symphony’s ability to achieve and maintain tier one status. Parker should explain that the current economic climate requires the merger of the two organizations and that the organization requires more efficient operation for current financial stability. Mrs. Abravenal concerns are that the merger will ultimately lower her husband’s accomplishments and memory; however, through the need of achievement Parker can convince that Mrs. Abravenal’s husband accomplishment will cease if the orchestra closes as a result of its financial situation. From Bill Bailey’s point of approach, adding the Utah Symphony does not provide a meaningful relationship. The current opera organizational structure uses Symphony’s talents without providing the staff and the musicians a full-time contract. The Opera’s current production schedule is boosted by Symphony’s. This is because the Utah Opera Organization will enjoy the continued financial flexibility that the Symphony does not have. Acquirement of the Utah Symphony is likely to change the foundations of how the Opera’s schedule of performances. The Symphony has full-time contracted employees when compared to that of the Opera. This makes them have a larger financial responsibility than the latter organization. The concern for financial flexibility is the main impetus for Opera’s growth. The Opera has been able to have a surplus budget and arrange their shows with regards to the amount of money that they raise in every show. A3. Power Ewers is in a leadership role and has the ability to use positional power to lead the merger. As the name implies, positional power is the ability to influence others by the leader’s title or standing within an organization (Kreinter and Kinicki, 2010). Ewers’ positional power is supported by the skills that she has learned and earned her position in the Opera as the General Director. The members of the opera company have witnessed Ewers’ current success through the organization and her management of resources resulting in a financial strong opera company. This in turn, makes Ewers a favorable member within the organization along with high level of leadership. Ewer’s personal power is the source of influence she holds and her ability to influence others. Personal power is associated with knowledge, personal attraction and effort. Ewers leadership power can be increased through expertise acquired from the possession of special knowledge her ability for fund raising. All managers have some degree of legitimate power (Kreinter and Kinicki, 2010). The set of skills she has earned as she climbed through the organizations hierarchy shows Ewers is resilient and intellectual leader. These are Ewer’s innate traits are personal power; personal power is internal. Ewers is a well respected figure in the arts community and proven professional experience and proven organization success. Anne’s positional power is derived from her position in the organization as general director. Positional power is strategic because it empowers individuals at the top of the organization’s hierarchy to manage others in order achieve organizational goals. Moreover, it is both skill sets, personal and positional power that earned her the job title of general director. a) Ewers have developed relationships with members of both symphony and opera executive committees adding to her experience to use positional and personal power to successfully lead the merger efforts. However, she will be faced with new challenges, influencing others who have more positional power, the board of directors. Ewers will encounter others who will stifle her effectiveness by using their positional power negatively. Anne will also need to convince others who have less positional power, employees and the arts community, by building constructive relationships with her current and potential staff affected by the merger. b) In the new organizational hierarchy, Lockhart will report to Ewers. Lockhart believes his position and autonomy will be stripped away by the resulting merger. Again, Ewers should use personal power to empower Lockhart. This entails building trust by encouraging Lockhart’s participation in decisions and soliciting input. Ewers’ personal power can influence Lockhart to trust her as a leader and develop respect. A4. Organizational Performance The formation of the new organization faces contract issues with the musicians, if not resolved in the initial stages of the merger, would jeopardize the future organizational performance. The musicians’ concern is whether their current collective bargaining agreement will remain under the new-formed organization. As previously described in Adam’s Equity Theory, the musician’s perceptions are based on organizational justice, or their perception of whether they have been treated fairly by the organization (Kreitner Kinicki, 2010). Also, an element of organizational justice is distributive justice and the perception fairness and how resources and rewards are distributed (Kreitner Kinicki, 2010). Some musicians believe, or at least have accused the symphony board, of having entered into the merger discussions as an excuse to reopen and renegotiate the terms of the current collective agreement. ) It is recommended that Ewers addresses the musicians’ issue early in the merger process by requesting the organization and the musicians agree to abide by the terms of the current contract. Ewers must emphasize to the board the importance of the musicians to symphony and honoring commitment. Next, Ewers will have to assure the musicians that the contract will remain and that their g oals are aligned with the boards for the survival of the symphony. Finally, Ewers should communicate the financial concerns of the symphony. Open communication will win the trust of the musicians and change their perception perceptions of distributive and procedural justice by giving the musicians power over the decisions that will affect them (Kreitner Kinicki, 2010). A5. Influence Tactics Personal appeals could be used by Ewers to encourage the staff and artist assist new employees with the transition into the new organization. By appealing to loyalty and friendship, they may be more willing to help out in the future knowing that they are working with someone they trust (intrinsic motivators). Personal appeals can also be used when speaking to non-supporters of the merger to persuade them that they have developed lasting friendships that they should continue to foster. They have shared expectations for how group members have to behave if they want to have group approval, and group politics affect the movement of ideas between the members. Does not matter how small the group is, there is always an in-crowd, who shapes the goals of organization and makes decisions. And if there is a need to change the course of organization in a new direction, it is necessary to explicitly challenge the in-crowd first, perhaps by persuading them to publicly and consistently embrace new goals. In addition, Ewers can use consultation – getting others involved to support one’s objectives – when she is working with the opera’s full-time staff and artists. Ewers is not required to communicate information regarding the merger because of her executive position, but effective leaders use the power of information.

The Primary Socialization Phase Social Policy Essay Essays

The Primary Socialization Phase Social Policy Essay Essays The Primary Socialization Phase Social Policy Essay Paper The Primary Socialization Phase Social Policy Essay Paper Primary socialisation could be more of import than secondary socialisation as the primary socialisation stage is the basic measure that an single takes to come in into society. Socialization has been described as to render societal or do person able to populate in society and larn the societal norms and imposts. Socialization is cardinal to the operation of any society and is besides cardinal to the outgrowth of modernness. Socialization tends to function two major maps of fixing an person to play and develop functions, wonts, beliefs and values and arouse appropriate forms of emotional, societal and physical responses assisting to pass on contents of civilization and its continuity and continuity ( Chinoy, 1961 ) . However societal regulations and societal systems should be integrated with the person s ain societal experiences. However single societal experiences have become much less of import in the survey of socialisation as the focal point is now on placing maps of establishments and systems in socialisation and cultural alterations. Socialization is particularly true in household and instruction and has been seen in many household signifiers and differences in gender functions, in cultural diverseness and in occupational criterions. However it is of import to observe the relationship between moralss, norms, values, functions in socialisation. Socialization is the agencies through which societal and cultural continuity is attained nevertheless socialisation itself may non take to desirable effects although it is a procedure and meant to hold an impact on all facets of society and the person ( Chinoy, 1961 ) . Socialization provides partial account for the human status as besides the beliefs and behavior of society although the function of environment may besides be important in any procedure of socialisation ( Johnson, 1961 ) . Both socialisation and biological science could hold an impact on how people are shaped by the environment and their cistrons and behavioral results are besides significantly different as the capacity for larning alterations throughout a life-time. Socialization could hold many agents such as the household, friends and school, spiritual establishments and equal groups as besides the mass media and work topographic point co-workers. The household establishes basic attitudes whereas schools build moralss and values, spiritual establishments affect our belief systems and peer groups assist in sharing societal traits. Socialization is normally seen as a life procedure and a continued interaction will all agents of society in a mode that is most good to persons. Socialization could be primary which occurs in a kid as the kid learns attitudes, values, actions as members of peculiar societies and civilizations. If a kid experiences racist attitudes in the household, this could hold an consequence on the kid s attitudes towards minorities and other races. Primary socialisation is the first and basic measure towards interactions with the outside universe and the household is the first agent in primary socialisation as the household introduces a kid to the universe exterior, to its beliefs, imposts, norms and helps the kid in accommodating to the new environment ( Clausen, 1968 ) . Secondary socialisation happens when a kid moves out of household and larn how to act within a little community or societal group and adolescents or striplings are mostly influenced by secondary socialisation as they may come in a new school. Entering a new profession is besides secondary socialisation of grownups and whereas primary socialisation is more generalised, secondary socialisation is accommodating to specific environments. Primary socialisation happens early in life and is the first socialisation in kids and striplings when new attitudes and thoughts develop for societal interaction. Secondary socialisation refers to socialization that takes topographic point through one s life and can happen in kids every bit good as in older grownups as it means accommodating to new state of affairss and covering with new brushs ( White, 1977 ) . There are other types of socialisation such as developmental socialisation and prevenient socialisation. Developmental socialisation is about developing societal accomplishments and larning behavior within a societal establishment and prevenient socialisation is about understanding and foretelling future state of affairss and relationships and developing societal responses or accomplishments to these state of affairss. Re-socialization is another procedure of socialisation in which former behavioural forms are discarded to larn new values and norms. This could be a new gender function if there is a status of sex alteration. Socialization is a cardinal sociological construct and the elements of socialisation are by and large agreed upon as holding specific ends such as impulse control and cultivating new functions, cultivation of significance beginnings. Socialization is the procedure that helps in societal operation and is frequently considered as culturally comparative as people from different civilizations socialize otherwise ( White, 1977 ) . Since socialisation is an acceptance of civilization, the procedure of socialisation is different for every civilization. Socialization has been described as both a procedure and an result. It has been argued that the nucleus individuality of an person and the basic life beliefs and attitudes develop during primary socialisation and the more specific alterations through secondary socialisation occurs in different structured societal state of affairss. Life socialisation, particularly through societal state of affairss as in secondary socialisation, the demand fo r ulterior life state of affairss highlights the complexness of society and addition in varied functions and duties. However there could be several differences between primary and secondary socialisation as Mortimer and Simmons ( 1978 ) showed how these two types of socialisation differ. Content, context and response are the three ways in which the differences between primary and secondary socialisation could be explained. In childhood socialisation involves ordinance of biological thrusts and impulse control which is subsequently replaced by self image and values in adolescence. In adulthood socialisation is more about specific norms and behaviours and relates to work functions and personality traits development. Context or the environment in socialisation is besides of import as the individual who is socialized seeks to larn within the context of household and school or equal groups. Relationships are besides emotional and socialisation besides takes topographic point as an single takes the grownup function. Formal and informal relationships tend to differ harmonizing to situational context and in some instances contexts tend to impact the emotional nature of relationships. Equally far as reacting to state of affairss is concerned, kids and striplings could be more easy moulded than grownups as grownup socialisation is more voluntary and grownups could pull strings their ain responses well. Socialization involves contacts with multiple groups in different contexts and interactions at assorted degrees. Socialization is a societal procedure and in the procedure of socialisation, parents, friends, schools, co workers, household members tend to play a major function ( Chinoy, 1961 ) . However socialisation could hold its positive or negative impact as seen in wide and narrow socialisation procedure as in wide socialisation, individuality, and self look are of import whereas in instance of narrow socialisation conformance is more of import. This distinction was provided by Arnett ( 1995 ) who suggested that socialisation could ensue in both wide and narrow societal interaction procedure as wide socialisation helps in enlargement and narrow socialisation is more about conformance and harmonizing to Arnett, socialisation could be wide or narrow within the socialisation forces of friends, household, school, equal group, co workers etc. Socialization type could change across civilizations as in America for case there is an increased accent on individuality whereas in many Asiatic states as in India or Japan socialisation could be approximately conformance to religious or societal norms ( Arnett, 1995 ) . However primary socialisation could be more important than secondary socialisation as primary socialisation is about organizing a basic attitude towards people and society and this in bend helps in determining the individuality of persons as a kid. Primary socialisation is societal larning procedure in childhood whereas secondary socialisation is societal larning in maturity or societal acquisition added to already bing basic acquisition procedure so secondary socialisation is approximately added acquisition and in some instances substitute larning where alterations in the socialisation procedure takes topographic point due to new environments such as alteration of workplace or come ining new work environments or new schools ( Johnson, 1961 ) . Primary socialisation is more basic as in primary socialisation the kid learns the really first societal responses and develops the first societal beliefs and attitudes. Based on primary socialisation procedure, secondary socialisation is about utilizing the primary socially erudite responses to accommodate them to new environments through secondary socialisation. Since primary socialisation occurs in childhood and in the kid s immediate environment as through place or household, it is more important and has a greater impact on the kid s attitudes and beliefs every bit good as societal and emotional development. Primary socialisation could be said to hold a direct impact on the kid and shapes the hereafter of the kid and how he grows up with certain beliefs as in instance of kids who see racial hatred in the household is more prone to develop their ain hatred towards other races as a consequence of direct conditioning in the household environment. In fact the immature people in ulter ior old ages are particularly shaped by what they learnt and experienced in childhood and how they were conditioned to respond to state of affairss and people and therefore primary socialisation is of greater significance in later old ages than secondary socialisation ( Clausen, 1968 ) . Within this context, households and schools are of premier importance and are considered as the first agents that implement the procedures of societal control. Youth offense and anti societal behaviour could be explained with the assistance of direct primary socialisation as what the single learns at place is of major importance and shapes his ulterior life and could besides explicate any sort of aberrance ( Pitts, 2001 ) . Young people enter offense perchance through racial hatred or deficiency of societal inclusion and these attitudes such as against other races are formed in childhood or adolescence and the kid normally learns from the household members, school equals and direct societal environment ( Muncie, 2004 ) . Social inclusion is one of the major issues of socialisation as emphasized by the authorities as minority communities and persons from different races and faiths may experience excluded and this exclusion leads to a sense of defeat and offense among the young person of the excluded groups ( McAuley, 2007 ) . In order to get the better of this sense of exclusion, minority groups and particularly the immature people of minority groups have been given particular support through assorted societal services of inclusion and inclusion is besides portion of the socialisation procedure and could be considered every bit secondary as persons go through societal inclusion adaptative procedures and behaviour after they have been already brought up and undergone primary socialisation in their household places or schools that were non excessively contributing to inclusion. In fact the devising of responsible citizens include adaptative procedures at place, household and school, work or general community and the immature people develop cognition of civilizations at place and in the community and besides back their ain subcultures of societal attitudes and behaviour that are influenced by primary instead than secondary socialisation ( Hall and Jefferson, 1976 ) . Sing that primary socialisation and what we learn from the immediate environment in childhood is more of import than secondary socialisation and what we learn at the workplace or in new environments, primary socialisation still remains the basic socialisation procedure and secondary socialisation merely implies a alteration or an add-on to what has been already learnt in childhood. Bibliography Arnett, Jeffrey J. 1995. Broad and Narrow Socialization: The Family in the Context of a Cultural Theory. Journal of Marriage and the Family 57 ( 3 ) :617-28. Buckingham, D. The devising of citizens. Young people, intelligence and political relations. London: Routledge. Byrne, D ( 2001 ) Understanding the Urban, Houndmills: Palgrave Macmillan Chinoy, Ely ( 1961 ) Society: An Introduction to Sociology, New York: Random House. Clausen, John A. ( ed. ) ( 1968 ) Socialization and Society, Boston: Small Brown and Company Fyfe, N ( erectile dysfunction ) ( 1998 ) Images of the Street: Representation, Experience and Control in Public Space, London: Routledge Foucault, M. ( 1977 ) Discipline and Punish London: Penguin Hall, S. and Jefferson, T. ( 1976 ) Resistance through rites, young person subcultures in post-war Britain. . Johnson, Harry M. ( 1961 ) Sociology: A Systematic Introduction, London: Routledge and Kegan Paul. McAuley, R ( 2007 ) Out of Sight: Crime, Youth and Social Exclusion in modern Britain, Cullompton: Willan McLaughlin, E ; J Muncie A ; G Hughes ( explosive detection systems ) 2003 ) Criminological Positions: Essential Readings, London: Sage ( 2nd Edition ) Mortimer, Jeylan T. and Roberta G. Simmons. 1978. Adult Socialization. Annual Review of Sociology 4:421-54. Muncie J ( 2004 ) Young person and Crime, London: Sage ( 2nd Edition ) Pitts, J ( 2001 ) The New Politics of Youth Crime, London: Palgrave Macmillan. White, Graham ( 1977 ) Socialization, London: Longman

Future of Biometrics in Network Security Term Paper

Future of Biometrics in Network Security - Term Paper Example This technology is more effective in authorizing and verifying identity of individuals within an organization. Nevertheless, adoption of this technology has been slowed by lack of adequate handling skills and that it is an expensive technology for many organizations. The purpose of this research is to investigate the future of the biometric system within the network security technology. By drawing facts from a wide range of resources, it is possible to identify the future of this technology in the future of network security. The Future of Biometrics in Network Security Introduction With the advent of technology, network security has become a crucial topic for every nation. Network refers to the connectivity between organization, individuals and even countries that allow people to access or be served by the resources that exist within these systems. Today, networks have become inevitable and at some point every person has interacted with a network within their daily operations. One ch aracteristic of a network is that it is sensitive due to the sensitivity of the resources that exist within, making it vulnerable to malicious attacks. For instance, cyber-criminals will attack bank networks to gain access to personal credentials that can help them to defraud the bank of its profits. Each day, organizations lose money, information and other vital resources to network intruders. The increase in network crime has sent security technologists to delve into more research to provide better security systems that can guarantee the safety within networks. Biometric technology is one of the security measures that is slowly becoming a necessity in network security. Biometric systems refer to gadgets that use any form of physiological or behavioral characteristics of human beings that can tapped to identify or verify the identity of a person within a network system. This is a new technology that is finding its way into the network security due to its high reliability and effici ency in identification and verification of human identity. Commonly, fingerprints, eye lids, facial expressions, eye blinks, and even blood are used to allow only authorized people to access network systems within organizations. As the level of crime continues to increase within business organizations, biometric technology is likely to proliferate and the future of network security largely depends on this technology. Today, security technologists engage in deep research to adopt more integrative biometric technology that will enhance security network within organizations in the world. Literature Review The history of network security is a long one and dates back right from the time networks were discovered. Daya (2010) points out that network security is inseparable with networks due to the sensitivity of networks in their area of use. A network is associated with a definite number of people, hence the need to limit access from members outside the network. The network contains organ ization information resources and secrets that are motivators for intruders who intend to use such resources to their leverage. For instance, the military network contains information regarding national matters that have to be safeguarded to ensure that the security of citizens is not compromised. Terrorist attackers have a great motivation to penetrate the military network to enhance their malicious missions. As Daya Points out, a network without

Marketing plan for COCA COLA Essay Example | Topics and Well Written Essays - 4000 words

Marketing plan for COCA COLA - Essay Example 5). From the economic perspective, marketers create utility or benefit in forms of time, ownership, place etc (Boone and Kurtz, 2009, p. 5) that produce the want satisfying power for the ultimate users of the products or services in the market. The contemporary marketing environment is highly complex and dynamic due to the influence of technology, competition, and globalization and so on and therefore no marketer would be able to succeed in its market landscape unless it plans better for the future. In order to identify marketing potential and threats for a particular product or service, the marketer has to foresee how different marketing variables can impact its business. Marketing plans in recent years have attracted wider attention of business organizations, because these are found to have helped marketers establish a stronger competitive stance and maintain long term profitability through sustainable competitive advantage. This paper presents a detailed marketing plan for Coca-Co la Company, comprising of major marketing analyses and environmental scan of the company. This paper gives relevant description of marketing objectives and marketing strategies of Coca-Cola, and presents SWOT analysis to analyze both internal and external environments of the company. Introduction Coca-Cola means much more to people than merely something to drink. It has emerged as an American icon with rich tradition and cultural impact among people worldwide (Armstrong & Kotler, 2005, p. 8). A company that started in 1883 has long been successfully keeping its brand relevant for more than 100 years and one among Fortune 500. Coca-Cola has dominated world market for soft drinks and the extent of its brand success can be recognized from the fact that it is recommended instead of normal water in many countries (Johansson, 2009, p. 64). This report presents a marketing plan for Coca-Cola. Planning is an extremely significant element to successfully implementing and performing a marketi ng activity. The main objective of marketing is to sell products or services to the potential customers and therefore a marketing plan should virtually be a strategy to help the marketer gain an advantage over other providers of the similar goods or services in the market (Carpenter and Sanders, 2009, p. 10). Coca-Cola: Company Overview The Coca-Cola Company is world’s largest beverage company that manufactures, distributes and markets non-alcoholic beverage concentrates and syrups. The company licenses and markets more than 500 non-alcoholic beverage brands, mainly sparkling beverages with variety of beverage products such as waters, enhanced waters, juices, juice drinks, ready-to-drink tea and coffee, sport drinks etc (Datamonitor, 2011, Annual Report, 2011). The company owns most famous four brands in beverage, Coca Cola, Diet Coke, Fanta and Sprite. The Coca-Cola Com

The Defendant's Confession Assignment Example | Topics and Well Written Essays - 1000 words

The Defendant's Confession - Assignment Example Sometimes, impairment in the defendant’s functioning compromises the defendant’s abilities relevant to the confession process. This report seeks to investigate the damaging impact caused by use of confession. It will also show how a confession can be used in the court of law. Case study Beckwith v. United States (1976) The following case existed following statements made by a taxpayer (Beckwith) to the Internal Revenue agents in his house. During this noncustodial interview, the defendant retorted that he had evaded tax payment at some point. The interview was carried out to investigate criminal tax fraud. He was arrested and later reined in court, prosecuted and found guilty for tax evasion. However, the defendant claimed that he was not read his Miranda rights before the interview took place (Arthur and Lawrence 220). This did not have any impact on the case since his tax liability was under scrutiny. He served a jail term because of the confession he made during the interview with the IRA. A free and voluntary confession by the defendant is sufficient to convict, without any other evidence whether the confession was made before apprehension, or after, or whether reduced in to writing or not. If the confession was drawn from the defendant by means of a threat or a promise, then, it is not admissible evidence. Any facts, however, that may be brought to light in consequence of such confession may be proved. A confession, (if made on examination before a magistrate) ought to be taken in writing, and signed by the magistrate. Parol evidence of such a confession will not be received, unless it is clearly proved not to have been reduced into writing. The confession when taken in writing ought to be read over to the defendant, and he should be asked to sign it. His refusing to do so will not make it inadmissible. The defendant’s confession must not be taken on oath, and if so taken, it cannot be received. His confession is evidence only against himself. In all cases a confession should be provided in evidence for it is a general rule that the full account must be taken together, both that which makes for the defendant and that which makes against him. In the mentioned petition, the defendant's confession was voluntary since the defendant did not expect the matter to be criminalized. The Internal revenue Agents did not read him his Miranda rights before they interviewed him. Miranda rights are extremely crucial since they act as warning to indicate that whatever you say during the investigation will be incriminated as evidence (Arthur and Lawrence 130). Legal issues related to assessing the ability of individuals, especially those of special populations, to waive their rights are reviewed. An empirical research on the ability of suspects to make knowing, intelligent, and voluntary confessions is considered in light of relevant ethical issues and limits of testimony. Constitutional Law and Miranda Warning A defendant's confe ssion often serves as the most persuasive evidence in criminal trials. It is particularly influential when it serves as the sole or primary source of evidence offered by the prosecution. When a suspect is placed under arrest or is given the impression that he or she has no right free to leave, police officers, or government agents are expected to read the Miranda warning. For example,† You should to remain silent. Anything you say shall evidence in the court of law.† – As indicated by the U.S. supreme court. However, the

Catalytic Reduction of Hydrazine to Ammonia

Catalytic Reduction of Hydrazine to Ammonia Ruvanthi Kularatne Catalytic Reduction of Hydrazine to Ammonia: The Site of Reduction in Nitrogenase Abstract The conversion of N2 to NH3 is done mainly via anaerobic bacteria. The enzyme nitrogenase, which can be found in these anaerobic bacteria, is responsible for this conversion. Much research has been conducted in order to identify the structure of the enzyme, the mechanism for the conversion, and the site of reduction. Hydrazine is a substrate and an intermediate of the nitrogenase enzyme. Hence, the reduction of hydrazine to ammonia is used to mimic the late stages of the biological nitrogen fixation. Here the main focus is to identify the metal atom to which the hydrazine molecule binds. In order to identify the binding site of N2 is Fe, a tris(thiolato)phosphine ligand, P(C6H3-3-Me3Si-2-S)33−(PS3†³), is used as the platform to obtain the iron(II) complex, [P(Ph)4][Fe(PS3†³)(CH3CN)]. Also, a substrate-bound and product-bound adducts, [N-(Bu)4][Fe(PS3†³)(N2H4)] and [N(C2H5)4][Fe(PS3†³)(NH3)] respectively, are synthesized. To determine whether the binding site is the V in vanadium nitrogenase, [P(Ph)4][V(PS3†²Ã¢â‚¬ ²)(Cl)] and [P(Ph)4][V(PS3†²)(Cl)] [PS3†² = P(C6H3-5-Me-2-S)33-] are synthesized. Introduction Nitrogen is an essential element in all living organisms. It is a major element in nucleotides and in amino acids which ultimately forms DNA and RNA, and proteins respectively. These are the building blocks which make up the nuclei in living organisms. The major source of nitrogen is atmospheric N2. It is a stable molecule and it has to be converted to a form which can be utilized by organisms. The natural way of nitrogen fixation is by lightening and by anaerobic bacteria, the latter being the most prominent. About 25 % is fixed by the industrial Haber process, which occurs at high temperatures and pressure, whereas the biological processes occur at ambient conditions1. During the process, N2 is converted to NH3, which is a more usable form than N2. Nitrogen fixation by anaerobic bacteria is catalyzed by the enzyme nitrogenase. The enzyme is composed of two protein subunits, a MoFe protein and a Fe protein. Studies reveal that the substrate binding and activation in the enzyme occurs at a Mo/Fe/S center. The structure of this molybdenum nitrogenase has been characterized by X-ray crystallography.2 The Fe protein has two bound MgATP molecules. During the reduction of N2, an electron from this Fe protein is transferred to the MoFe protein, which is associated with the hydrolysis of the two MgATP molecules.3 There are reports of three forms of nitrogenase with Mo, Fe and V.4 The Fe and the V are also known as the â€Å"alternative† forms of nitrogenase1. The first has a V in place of Mo and the other is an â€Å"all-Fe† nitrogenase1. Although the structures have been identified, the exact mechanism of the catalysis of N2 by the enzyme is still not fully understood. As a result, research is being conducted to obtain the mechanistic information of nitrogenase. Large number of coordination compounds has been proposed as possible structural or functional models for nitrogenase. Mononuclear and binuclear transition metal complexes and polynuclear Fe/Mo/S aggregates are among the suggested compounds. Hydrazine is a substrate and an intermediate of the nitrogenase enzyme. Hence, the reduction of hydrazine to ammonia is used to mimic the late stages of the biological nitrogen fixation. For the reduction of hydrazine, a proton source and an electron source is necessary (eq 1).1 N2H4 + 2e + 2H+ à ¯Ã¢â‚¬Å¡Ã‚ ® 2NH3(1) Studies through hydrazine have suggested that the site of binding of N2 is at Fe in the MoFe-cofactor.5 However, some research also shows that the reduction site is at Mo in the MoFe-cofactor1,6 or in a VII state in vanadium nitrogenase.7 Based on electron density maps and X-ray crystallography, it has been found that the Fe/Mo/S cofactor has an elongated MoFe7S9 cluster which is composed of MoFe3S3 and Fe4S3 cuboidal subunits bridged by two or three sulfide ligands.1,6 In order to identify the site of reduction of nitrogenase and the mechanism involved in the reduction process, much research has been carried out by the formation of various metal complexes. Here, to see if the binding site is Fe, a tris(thiolato)phosphine ligand, P(C6H3-3-Me3Si-2-S)33−(PS3†³), is used as the platform to obtain the iron(II) complex, [P(Ph)4][Fe(PS3†³)(CH3CN)] (A).5 Also, a substrate-bound and product-bound adducts, [N-(Bu)4][Fe(PS3†³)(N2H4)] (B) and [N(C2H5)4][Fe(PS3†³)(NH3)] (C), are synthesized. To determine whether the binding site is the V in vanadium nitrogenase, [P(Ph)4][V(PS3†²Ã¢â‚¬ ²)(Cl)] (D) and [P(Ph)4][V(PS3†²)(Cl)] (E) [PS3†² = P(C6H3-5-Me-2-S)33-] are synthesized. Methods Synthesis of [P(Ph)4][Fe(PS3†³)(CH3CN)]: FeCl2 was added to a solution of H3[PS3†³] and n-BuLi in acetonitrile in the ratio of 1:1:3 respectively, to give an emerald solution. To this [P(Ph)4]Br in acetonitrile was added followed by ether, and then the solution was placed at −30 °C for 3 days. This yielded an emerald crystalline solid of [P(Ph)4][Fe(PS3†³)(CH3CN)] ·4CH3CN ·(C2H5)2O. Synthesis of [N-(Bu)4][Fe(PS3†³)(N2H4)]: H3[PS3†³], Li and FeCl2 was reacted in ethanol in the ratio of 1:3:1 respectively, which gave a green solution. It was followed by the addition of excess N2H4 ·H2O. Then, [N(Bu)4]Br was added and the reaction mixture was kept at −15 °C for 2 days. This resulted in a green crystalline solid of [N-(Bu)4][Fe(PS3†³)(N2H4)] ·5C2H5OH. Synthesis of [N(C2H5)4][Fe(PS3†³)(NH3)]: H3[PS3†³], Li and FeCl2 was reacted in ethanol in the ratio of 1:3:1 respectively, which gave a green solution. Then it was charged with NH3 gas (1 atm) to generate an emerald solution. Then, [N(C2H5)4]Br was added in ethanol, and the solution was kept at −15  °C for 2 days. A green crystalline solid of [N(C2H5)4][Fe(PS3†³)(NH3)] ·3C2H5OH was obtained. All the structures were characterized by X-ray crystallography. Catalytic reactivity of [P(Ph)4][Fe(PS3†³)(CH3CN)]: To observe the catalytic activity, an external reductant, [CoCp2] and a proton source, [LutH][BAr†²4] was used (CoCp2 = cobaltocene, LutH = 2,6-lutidinium, and Ar’ = 3,5-(CF3)2C6H3) and all the reactions were carried out in a N2 enivironment. First, [P(Ph)4][Fe(PS3†³)(CH3CN)] and CoCp2 was dissolved in CH3CN in 1:1 ratio of the complex to the reductant. Then, N2H4 and [LutH][BAr†²4] were added to the solution in 1:1:2 ratio (complex: hydrazine: proton source). The reaction was carried out at ambient temperature for about 30 mins. Concentrated HCl was used to quench the reaction. Then, the solvent was removed by vacuum and the solid was extracted with distilled water. Finally, the insoluble residue was removed and the filtrate was taken to do ammonia analysis13 and hydrazine analysis.14 Synthesis of [P(Ph)4] [V(PS3†²Ã¢â‚¬ ²)(Cl)] (D) and [P(Ph)4] [V(PS3†²)(Cl)] (E) VCl3(THF)3 in THF, H3[PS3†³] in methanol and Li were reacted together in a 1:1:3 ratio. This gave a deep red solution. Then, PPh4Br in CH2Cl2 was added and it was layered with pentane. Which gave a red crystalline solid of D. E was synthesized using the same procedure but using the H3[PS3†²] ligand. Catalytic reactivity of [P(Ph)4] [V(PS3†²Ã¢â‚¬ ²)(Cl)] (D) and [P(Ph)4] [V(PS3†²)(Cl)] (E) The catalytic reduction of hydrazine by D and E were determined using cobaltocene and 2,6-Lut.HCl, using the same procedure as for A. Results and Discussion It was identified from X-ray crystallographic data that the three complexes, A, B, and C were crystallized with solvent molecules. Complex A had four CH3CN molecules, B had five C2H5OH molecules and the complex C had three C2H5OH molecules. These solvent molecules filled the voids in these structures by the formation of hydrogen bonds. It was also identified that the three complexes has a five coordinate iron(II) center with a trigonal bipyramidal geometry, which was formed by bonding to the PS3†³ ligand and to the nitrogen in each ligand (CH3CN, N2H4 and NH3 in complexes A, B, and C respectively). Complexes D and E also show a trigonal bipyramidal geometry at the vanadium(III) center in the same manner as in A, B, and C. This can be seen in the ORTEP diagrams shown in (Figure 1). The results of the catalytic activity of A, for the reduction of hydrazine to ammonia are given by Table 1, those for D are given in Table 2. According to Table 1, the maximum conversion ~83 % is obtained at 30 mins for the catalyst A. For D, ~83 % conversion was obtained after 24 hrs. But a conversion percentage of 90 was obtained after 48 hrs. A controlled reaction was carried out in the absence of complex A. For that reaction, only less than 5 % of hydrazine was converted to ammonia. According to eq 2, hydrazine can decompose into ammonia and nitrogen. 3N2H4 à ¯Ã¢â‚¬Å¡Ã‚ ® 4NH3 + N2(2) To interpret the amount of ammonia formed by the decomposition reaction rather than the reduction, the reactions were carried out for both A and D without using the proton and the electron source. The corresponding data for A are given in Table 3. Accordingly, the conversion to ammonia at 30 mins is only 8 % and it was 15.6 % after 1 hr. Therefore it is safe to assume that the majority of ammonia production for A is carried out by the reduction process. There was no production of ammonia for D in the absence of the proton and the electron source. Figure 1: ORTEP diagrams of (a) A ·4CH3CN ·(C2H5)2O, (b) B ·5C2H5OH, (c) C ·3C2H5OH, (d) D and (e) E Table 1: Production of ammonia by A via the catalytic process at different reaction time. Time (min) N2H4 added (eq) NH3 yield (mol) NH3 yield (eq) Conversion (%) 5 6.0 1.32 Ãâ€" 10-4 5.3 44 10 6.0 1.66 Ãâ€" 10-4 6.6 55 20 6.0 1.85 Ãâ€" 10-4 7.4 62 30 6.0 2.50 Ãâ€" 10-4 10.0 83 60 6.0 2.49 Ãâ€" 10-4 10.0 83 Table 2: Production of ammonia by D via the catalytic process at different reaction time. Time (min) N2H4 added (eq) NH3 yield (mol) NH3 yield (eq) Conversion (%) 1.5 5.0 5.19 x 10-5 2.1 21 6 5.0 8.97 x 10-5 3.6 36 12 5.0 1.48 x 10-4 5.9 59 18 5.0 1.85 x 10-4 7.4 74 24 5.0 2.06 x 10-4 8.2 82 48 5.0 2.25 x 10-4 9.0 90 Table 3: Production of ammonia for A by the decomposition of hydrazine. Time (min) N2H4 added (eq) NH3 yield (mol) NH3 yield (eq) Conversion (%) 5 6.0 9.27 Ãâ€" 10-6 0.37 4.6 10 6.0 1.18 Ãâ€" 10-5 0.47 5.9 20 6.0 1.35 Ãâ€" 10-5 0.54 6.8 30 6.0 1.61 Ãâ€" 10-5 0.6 8.1 60 6.0 3.11 Ãâ€" 10-5 1.2 15.6 The isolation of the products B and C, the substrate bound and product bound complexes respectively, suggests that the catalytic reduction takes place at single iron site which is supported by the PS3†³ ligand. The mechanism for this can be thought as the bound CH3CN molecule in complex A is replaced by a molecule of hydrazine to give the substrate bound complex B. At this stage, the N-N bond of the bound hydrazine in the iron (II) center is not activated. Therefore, by the addition of a proton source to protonate the hydrazine molecule would allow for the bond breaking of the N-N bond. Hence the first ammonia molecule will be released and a FeIVNH2 intermediate will be formed. Then, FeIVNH2 will be converted to FeIINH3 by another protonation in the presence of an external electron source. Finally, the second ammonia molecule will be released. This reaction pathway can be shown by Scheme 1. Scheme 1: The reaction pathway for the catalytic reduction process of A The catalytic reduction of hydrazine by E did not yield any ammonia. This implies that the bound chloride in E is not exchanged with CH3CN; instead the complex dissolves in it. However this exchange takes place in D, hence the catalytic activity is visible. The reason for the differences in reactivity for these two complexes, D and E, can be accounted by the two ligands, PS3†³ and PS3à ¯Ã¢â‚¬Å¡Ã‚ ¢ respectively. In PS3†³ ligand, there are more electron donating substituents than in the PS3à ¯Ã¢â‚¬Å¡Ã‚ ¢ ligand. Therefore, the most electron donating ligand, PS3†³ ligand, will donate more electrons to V and will facilitate the replacement of the bound chloride with a CH3CN molecule. Hence, the exchange will not take place in E. Therefore the reduction of hydrazine will not take place. Conclusion In summary, it is possible to say that Fe, in MoFe-cofactor, and V, in vanadium nitrogenase, act as the binding site of hydrazine, an intermediate of nitrogen fixation, mimicking the late stages of the nitrogen cycle. Since both the complexes are formed in a tris(thiolato)phosphine ligand platform, the reactivity of the two complexes are comparable. Hence, by comparing the conversion percentages of the two complexes, A and D, with time, it is possible to conclude that the iron complex (A) is far more efficient than the vanadium complex (D). For further studies, this research can be extended by including Mo in both these complexes and by the formation of cubanes. This would introduce a more complex nature to the complexes and would represent the enzyme more effectively. Moreover, it is possible to compare the efficiency of Mo, by forming complex with Mo on a thiolate platform. Research Proposal Title: Proper Identification of the Site of Reduction in Nitrogenase by the Catalytic Reduction of Hydrazine to Ammonia. Introduction: The three forms of nitrogenase with Mo, Fe and V,4 have been identified. Yet, the exact mechanism and the site of reduction is still not fully understood. Studies through hydrazine have suggested that the binding sites are at Fe in the MoFe-cofactor,5 Mo in the MoFe-cofactor1,6 or in a VII state in vanadium nitrogenase.7 There has been many debates over this topics and much research has been conducted to identify the exact metal atom on which the binding take place. No research has been conducted by including Fe-Mo and V-Fe together. If these two complexes are formed, we might be able to properly identify the site of binding of N2 in nitrogenase. The enzyme in question is bulky, which is the nature of an enzyme. Hence, to include this bulkiness in the model compounds, we can use cubanes of complex nature. Furthermore, by optimizing these complexes, we may be able to use them in the industry instead of the Haber process. Goal: Identify the proper binding site of hydrazine by including both metal atoms in the complex and to use a more complex environment to properly mimic the catalytic activity of the enzyme. Aim: Synthesis of MoFe- complex and VFe-complex Synthesis of cubanes of the two mentioned complexes Methodology: FeCl2, MoCl2, H3[PS3†³] and n-BuLi are mixed in 1:1:2:6 ratio in acetonitrile. After 24 hrs, PPh4Br in acetonitrile will be added to the reaction mixture. Then, the solution will be layered by the addition of ether. Later, the solution can be kept at -30 à ¯Ã¢â‚¬Å¡Ã‚ °C for about three days. This will result in a complex with Fe and Mo. To check the catalytic activity, the complex: cobaltocene: N2H4: [LutH][BAr†²4] in the ratio of 1:2:1:2 respectively, can be used. First, the complex and cobaltocene are dissolved in acetonitrile. Then, N2H4 and [LutH][BAr†²4] in acetonitrile are added to the mixture. The reaction is carried out at ambient temperature for 30 mins. Afterwards, conc. HCl is added to quench the reaction and then the solid will be filtered and removed. Finally the filtrate will be taken and ammonia analysis and hydrazine analysis will be carried out using the indophenol method13 and PDMAB14 method respectively. References: Demadis, K. D.; Malinak, S. M.; Coucouvanis, D. Inorg. Chem. 1996, 35, 4038. Einsle, O.; Tezcan, F. A.; Andrade, S. L. A.; Schmid, B.; Yoshida, M.; Howard, J. B.; Rees, D. C. Science 2002, 297, 1696. Danyal, K.; Inglet, B. S.; Vincent, K. A.; Barney, B. M.; Hoffman, B. M.; Armstrong, F. A.; Dean, D. R.; Seefeldt, L. C. J. Am. Chem. Soc. 2010, 132, 13197. Malinak, S. M.; Demadis, K. D.; Coucouvani, D. J. Am. Chem. Soc. 1995, 117, 3126. Chang, Y-H.; Chan, P-M.; Tsai, Y-F.; Lee, G-H.; Hsu, H-F. Inorg. Chem. 2014, 53, 664. Coucouvanis, D.; Mosier, P. E.; Demadis, K. D.; Patton, S.; Malinak, S. M.; Kim, C. G.; Tyson, M. A. J. Am. Chem. Soc. 1993, 115, 12193. Chu, W-C.; Wu, C-C.; Hsu, H-F. Inorg. Chem. 2006, 45, 3164. Demadis, K. D.; Coucouvanis, D. Inorg. Chem. 1995, 34, 436. Demadis, K. D.; Coucouvanis, D. Inorg. Chem. 1995, 34, 3658. Palermo, R. E.; Singh, R.; Bashkin, J. K.; Holm, R. H. J. Am. Chem.Soc. 1984, 106, 2600. Zhang, Y.-P.; Bashkin, J. K.; Holm, R. H. Inorg. Chem. 1987, 26, 694. Wong, G. B.; Bobrik, M. A.; Holm, R. H. Inorg. Chem. 1978, 17, 578. Chaney, A. L.; Marbach, E. P., Clin. Chem. (Winston-Salem, N. C.) 1962, 8, 130. Haji Shabani, A. M.; Dadfarnia, S.; Dehghan, K., Bull. Korean Chem. Soc. 2004, 25, 213. 1

Hope in The Sun also Rises Essay -- Essays Papers

Hope in The Sun also Rises WWI consumed the lives of millions. Those who lived through the war may have had only minor physical injuries or perhaps they were lucky enough to get away unharmed, but all of those who went home in the 1920s had lost an important feature in their life which was the importance of hope. The lack of hope hurt all the characters who experience the war in one way or another. Which, led to love being an empty word to the affected characters. These affected characters search for happiness in sex and in drunkenness and in superficial human relationships for the fulfillment that they were missing. Robert Cohn was about the only one who showed some kind of hope, but this hope seemed to bother the other characters. Of course the hope that Cohn demonstrated was that of hoping for some kind of respond from Brett. Robert Cohn was probably not even capable of truly being in love. He had severe self-esteem problems in college. "He took it out in boxing, and he came out of Princeton with painful self-consciousness and the flattened nose, and was married to the first girl who was nice to him."(4) Cohn was looking for love and thought he could find it in a girl who would care for him. All of the characters seem to be dealing with this same issue. Cohn, however, dealt with his problems in a different way. "He cared nothing for boxing, in fact he disliked it, but he learned it painfully and thoroughly to counteract the feeling of inferiority an... Hope in The Sun also Rises Essay -- Essays Papers Hope in The Sun also Rises WWI consumed the lives of millions. Those who lived through the war may have had only minor physical injuries or perhaps they were lucky enough to get away unharmed, but all of those who went home in the 1920s had lost an important feature in their life which was the importance of hope. The lack of hope hurt all the characters who experience the war in one way or another. Which, led to love being an empty word to the affected characters. These affected characters search for happiness in sex and in drunkenness and in superficial human relationships for the fulfillment that they were missing. Robert Cohn was about the only one who showed some kind of hope, but this hope seemed to bother the other characters. Of course the hope that Cohn demonstrated was that of hoping for some kind of respond from Brett. Robert Cohn was probably not even capable of truly being in love. He had severe self-esteem problems in college. "He took it out in boxing, and he came out of Princeton with painful self-consciousness and the flattened nose, and was married to the first girl who was nice to him."(4) Cohn was looking for love and thought he could find it in a girl who would care for him. All of the characters seem to be dealing with this same issue. Cohn, however, dealt with his problems in a different way. "He cared nothing for boxing, in fact he disliked it, but he learned it painfully and thoroughly to counteract the feeling of inferiority an...

Classroom Discipline Essay

Effective discipline is a challenge for all educators. â€Å"The issue of discipline, also referred to as classroom management, continues to surface as one of the most challenging problems in education today† (â€Å"The Discipline Dilemma: Problems and Promises. †). Research suggests in order to maintain a well-disciplined classroom, teachers must establish rules and expectations, enforce limits of rules, encourage and reinforce positive behavior, and effectively manage their classrooms. Effective discipline begins with rules, enforced with logical and meaningful consequences. Desired behavior is encouraged and positively reinforced. Teachers who manage their classroom efficiently use discipline as a teaching tool so students benefit and learn stability, order, respect, and values of law. â€Å"Strictly speaking, discipline means to teach, not to punish† (â€Å"Discipline as Teaching†). Setting clear, firm rules and expectation which leave little room for interpretation will establish a solid foundation by which a classroom will function. Begin the school year by setting clear rules, and using good morals and values to build positive expectations. The use of positive language will promote the behavior desired from students. Setting positive rules and expectations will give teachers and students the right mindset to start the school year off right. Start the school year off by setting clear rules. â€Å"The formulation of classroom rules from the beginning of the year has been found to be one of the most important components of effective discipline† (â€Å"Discipline in K through 8th Grade Classrooms†) The first day of school, while teachers are getting to know students and vice versa, is a good day to establish what is expected before any misbehavior can occur. Involve students in the rule making process. This allows them to voice what they expect of their classmates. Depending on the age of students, teachers may get unusual requests for rules; however, students may also have expectations of their peers which the teacher may not have thought of. Students should not make all of the rules for the class, so their input should be limited to an appropriate, manageable number. After rules are made, they should be discussed and posted where they can be easily seen. Students should fully understand what is expected so little room is left for them to interpret what they is desired. There should be a time for questions about rules so students can get clarification on any rules they do not understand. Students should also be able to demonstrate their understanding by putting the newly established rules to use in practice scenarios. By posting rules where they are easily visible, students can be easily reminded of what is expected of them. Most importantly, teachers should be prepared to change and revise rules if they are not functioning in the intended way. Include students in the change. They should give their input on why the rule is not working and how it should be modified to suit its purpose. Teachers are ultimately responsible to make changes. Once a new or modified rule is established, it should be put into effect and students should be reminded of the change when necessary. The use of good morals and values to build positive expectations will help students build character qualities that will enhance the learning environment. â€Å"The most effective and respected teachers express their beliefs, demands, and expectations within the context of clear values and goals that benefit learning† (â€Å"`Discipline with dignity’: Beyond obedience. â€Å"). Positive expectations tell what qualities are desired and how those qualities can be achieved. For example, honesty is a quality desired by all teachers and would be achieved by telling students to tell the truth all of the time. The quality is stated in a positive manner, instead of using the negative, â€Å"do not lie. † Use a mission statement to define what is desired and expected. The statement should give purpose to classroom rules. It should give a general explanation of what is expected and should communicate positive expectations effectively. The mission statement should also be used to troubleshoot behavior, by asking students if their behavior agrees with the expectations in mission statement. Give appropriate expectations so goals are attainable. When goals are reached, teachers should acknowledge the achievement and set higher goals. Students should have individual and class goals. Students learn and mature in different ways, making individual goals just as important as goals set for the class. Responsibility is a goal all teachers have for their students and as such a goal is reached, students should be given more responsibility and independence. Teachers should use positive language to promote the behavior they want from students. Effective teachers communicate in a way that promotes what is desired, rather than what is not desired. Rules and expectations should inform students what to do instead of what not to do. Teachers should refrain from using words like â€Å"do not,† â€Å"never,† among others. Rules should be put in a format that states a direction and an action. For example, â€Å"When getting in line, always line up in two lines with boys in one line and girls in another. † Telling students what not to do will leave students guessing what they are supposed to do. Teachers should speak using positive words, even when giving feedback on a negative situation. Teachers should set the example of positive behavior for students. Most students look up to their teachers. Sometimes, teachers are the only positive influence on students. In light of this, teachers should behave accordingly and be cautious of what they say and do in the presence of their students. When rules are not followed, teachers must enforce limits of rules with fair and effective punishment. It is necessary for students to be held accountable for their actions. Teachers should use action to enforce rules and communicate effectively with students to reach an understanding and solution. Students should be held accountable for their actions. â€Å"They [teachers] hold students accountable by expressing approval and disapproval, and they seek consequences that teach each student a connection between what they have done and what happens as a result of those actions† (â€Å"`Discipline with dignity’: Beyond obedience. â€Å"). When students are held accountable, they are learning that all of their choices have consequences. Broken rules should be enforced immediately. Teachers should correct misbehavior and broken rules as soon as they are noticed. Punishment should be done privately; however, correction should be immediate. If a teacher ignores one broken rule or behavior, the student will continue to test the limits of the established rules. Enforcement should be simple and should let the student know you see what is happening. For example, â€Å"It’s a good thing I like you,† â€Å"Here’s the deal: I’ll pretend I didn’t see that, and you never do it again,† â€Å"Consider yourself scolded,† â€Å"Can you solve that? Or do you need me to intervene,† â€Å"Am I driving you over the edge? † and â€Å"That’s inappropriate† (â€Å"Learning to Discipline. â€Å"). When rules are being enforced, teachers should focus on the rule broken, not the problem. For ten rules, there could be fifty problems. When enforcing rules, the problem should not be the focus. For instance, a student is talking while another student is addressing the class. When correcting the behavior of the student who is talking, the teacher should focus on the rule: Be respectful to all students and teachers. The situation can easily be corrected by saying something like, â€Å"You were talking while another student was giving a book report. Our rules say we are to be respectful to all students and teachers. † This method allows students to understand that talking is not always a problem, but they must follow the rules. Use action to enforce rules when needed. â€Å"Teachers must use action, not anger to control behavior† (â€Å"A Back-to-Basics Approach to Classroom Discipline. â€Å"). Teachers should avoid yelling at students as a control measure. Anger will upset students instead of correcting their behavior, and they may later lash out in anger. Action shows students the teacher is in control. When action is required, it should be swift and firm, without negotiation. If teachers threaten punishment, they should follow through. Punishment should be given the same day it is warranted, if possible. Once a punishment has been decided, students should not be allowed to negotiate the punishment or its terms. Use a variety of consequences and vary them for different students; not all students will respond to the same consequences. At the same time, using the same punishment over and over will not be effective. Subject work should not be given as a punishment. Use positive punishment when possible, giving students a chance to apologize in writing or in front of the class, or  rectifying a situation. Consistency is essential when disciplining students. Avoiding favorites is one way to ensure discipline will be consistent. Similar infractions should have similar consequences. If more than one student is being punished for the same offence, all of the students should receive a similar punishment. Effective communication is essential when correcting and disciplining students. A one-on-one conversation should take place that identifies the broken rule, explains the punishment and gives feedback. When speaking to students, teachers should ask for input from the student about the situation. In gathering information, teachers need to know the difference between a mistake and misbehavior; mistakes happen while learning while misbehavior is intentional. To maintain the dignity of students, teachers should have a one on one conversation to identify the reason a rule was broken and to gather any additional information needed to make a logical decision about a punishment. â€Å"Through conversation and social interaction with more capable adults and peers, students can negotiate ways to reach an understanding and/or a solution to the problem at hand† (â€Å"Classroom Management: Seventy-Three Suggestions for Secondary School Teachers. â€Å"). When enforcing discipline with a punishment, teachers should explain the wrong doing and why it goes against classroom rules. It is important to remember to focus on the rule, not the problem. Furthermore, the punishment should also be explained in detail to avoid any confusion. During the one-on-one conversation, teachers should give feedback on the negative behavior and why it is not desired. Include ways to keep the behavior from resurfacing. Also, talk about ways to further improve. Things discussed in this conversation should stay between the teacher and student. Reinforcement and encouragement of positive behavior by teachers is necessary for students to exhibit good behavior. The teacher must set the standards and go about efficiently and consistently shaping the appropriate behavior Teachers should encourage positive behavior. They should be a positive influence, but not force students to change. Teachers will be encouraging positive behavior by empowering students to make good choices on their own, while recognizing the consequences of the wrong choices. Ask questions before a rule is broken that requires the student’s thought and reflection. When teachers give students options regarding which choices to make, students will then think about the end result and the consequences of their choices. It is also necessary to reinforce positive behavior in a way that encourages students. Students learn to behave only as certain behaviors are reinforced. When reinforcing behavior, teachers should recognize good attitudes and the desires of their students to learn. Rewards are always a good idea when reinforcing behavior; however, students should understand a reward is something you earn, not something required. In effectively managed classrooms, the teacher is the authoritarian. Teachers should plan ahead and be prepared. The teacher should also be the final authority, especially concerning how students are to be and how the class schedule will run. In a classroom, the teacher is responsible for the learning that takes place. Successful teachers are prepared before coming to school, so they can begin reaching as soon as the late bell rings. Teachers must have lessons planned in advance and have daily objectives for each subject to be taught. Teachers should strive for a productive classroom where students are learning and achieving. â€Å"†¦two goals teachers should have: productive classroom environment and student satisfaction. â€Å"No teacher can truly succeed without achieving both goals† (â€Å"Classroom Management: Seventy-Three Suggestions for Secondary School Teachers†). Teachers should also be the authority for their students. It is the job of the teacher to lead students. Teachers have a duty to their students to structure their class schedule and decide how class time is best utilized. Teachers also have the responsibility to make an organized seating arrangement that allows students to learn and be productive, and allows for the teacher to reach each student. â€Å"Authoritarians know that students work and learn best in well-organized, directional, and purposeful classrooms† (â€Å"A Back-to-Basics Approach to Classroom Discipline. â€Å"). In conclusion, discipline is the foundation of a successful classroom. Research suggests in order to maintain a well-disciplined classroom, teachers must establish rules and expectations, enforce limits of rules, encourage and reinforce positive behavior, and effectively manage their classrooms. With established rules and positive expectations, students will know what behavior is desired. Teachers should be prepared for discipline problems with firm and fair action. Effective classroom management will allow for a productive and purposeful classroom. Whatever the causes of student misbehavior, there’s no denying that being able to skillfully handle it is a prerequisite for getting kids engaged in worthwhile content or moving peacefully from class to class. Works Cited Conte, Anthony E. The Discipline Dilemma: Problems and Promises Education. 2. 115. 308. Chemlynski, Carol. Discipline as Teaching. Education Digest. 3. 62. 42. Geiger, Brenda. Discipline in K through 8th Grade Classrooms. Education Digest. 2. 121. 383. Curwin, Richard L. `Discipline with dignity: Beyond obedience. Education Digest. 4. 63. 11. Metzger, Margaret. Learning to Discipline. Phi Delta Kappan. 1. 84. 170. McDaniel, Thomas R. A Back-to-Basics Approach to Classroom Discipline. Cleaning House. 5. 67. 254 Brainard, Edward. Classroom Management: Seventy-Three Suggestions for Secondary School Teachers. Cleaning House. 4. 74. 207.

Biography of Joseph Louis Lagrange, Mathematician

Biography of Joseph Louis Lagrange, Mathematician Joseph Louis Lagrange (1736–1813) is considered to be one of the greatest mathematicians in history. Born in Italy, he made his home in France before, during, and after the French Revolution. His most important contributions to modern mathematics related to number theory and celestial mechanics, and analytic mechanics; his 1788 book Analytic Mechanics is the foundation for all later work in the field. Fast Facts: Joseph-Louis Lagrange Known For: Major contributions to mathematicsAlso Known As: Giuseppe Lodovico LagrangiaBorn: January 25, 1736 in Turin,  Piedmont-Sardinia (present-day Italy)Parents: Giuseppe Francesco Lodovico Lagrangia, Maria Teresa GrossoDied: April 10, 1813 in Paris,  FranceEducation: University of TurinPublished Works:  Letter to Giulio Carlo da Fagnano, Analytical Mechanics, Miscellany of Philosophy and Mathematics, Mà ©langes de Philosophie et de Mathà ©matique, Essai sur le Problà ¨me des Trois CorpsAwards and Honors:  Member of the Berlin Academy, Fellow of the  Royal Society of Edinburgh, foreign member of the  Royal Swedish Academy of Sciences, Grand Officer of Napoleons  Legion of Honour  and a  Count of the Empire, Grand Croix of the  Ordre Impà ©rial de la Rà ©union, 1764 prize of the  French Academy of Sciences  for his memoir on the  libration  of the Moon, commemorated on a plaque in the  Eiffel Tower, namesake for the  lunar crater  LagrangeSp ouse(s): Vittoria Conti, Renà ©e-Franà §oise-Adà ©laà ¯de Le MonnierNotable Quote: I will deduce the complete mechanics of solid and fluid bodies using the principle of least action. Early Life Joseph Louis Lagrange was born in Turin, the capital of the kingdom of Piedmont-Sardinia, to a well-to-do family on January 25, 1736. His father was treasurer of the Office of Public Works and Fortifications in Turin, but he lost his fortune as a result of bad investments. Young Joseph was intended to be a lawyer and attended the University of Turin with that goal; it wasnt until the age of 17 that he became interested in mathematics. His interest was piqued by a paper he came across by the astronomer Edmond Halley, and, entirely on his own, Lagrange dove into mathematics. In just a year, his course of self-study was so successful that he was appointed to be an assistant professor of mathematics at the Royal Military Academy. There, he taught courses in calculus and mechanics until it became clear that he was a poor educator (though a highly talented theorist). At the age of 19, Lagrange wrote to Leonhard Euler, the worlds greatest mathematician, describing his new ideas for calculus. Euler was so impressed that he recommended Lagrange for membership in the Berlin Academy at the extraordinarily young age of 20. Euler and Lagrange continued their correspondence and, as a result, the two collaborated on developing the calculus of variations. Before leaving Turin, Lagrange and friends founded the Turin Private Society, an organization intended to support pure research. The Society soon began publishing its own journal and, in 1783, it became the Turin Royal Academy of Sciences. During his time at the Society, Lagrange began applying his new ideas to several areas of mathematics: The theory of sound propagation.The theory and notation of the calculus of variations, solutions to dynamics problems, and deduction of the principle of least action.Solutions to dynamics problems such as the motion of three bodies mutually attracted by gravity. Work in Berlin Leaving Turin in 1766, Lagrange went to Berlin to fill a position recently vacated by Euler. The invitation came from Frederick the Great, who believed Lagrange to be the greatest mathematician in Europe. Lagrange spent 20 years living and working in Berlin. Though his health was sometimes precarious, he was extremely prolific. During this time he developed new theories about the three-body problem in astronomy, differential equations, probability, mechanics, and the stability of the solar system. His groundbreaking 1770 publication, Reflections on the Algebraic Resolution of Equations† launched a new branch of algebra. Work in Paris When his wife passed away and his patron Frederick the Great died, Lagrange accepted an invitation to Paris extended by Louis XVI. The invitation included luxurious rooms at the Louvre as well as every type of financial and professional support. Depressed because of his wifes death, he soon found himself married again to a much younger woman who found the gentle mathematician fascinating. While in Paris, LaGrange published Analytical Mechanics, an astonishing treatise and a still-classic mathematics text, which synthesized 100 years of research in mechanics since Newton, and led to the Lagrangian equations, which detailed and defined the differences between kinetic and potential energies. Lagrange was in Paris when the French Revolution began in 1789. Four years later, he became the head of the revolutionary weights and measures commission and helped establish the metric system. While Lagrange continued as a successful mathematician, the chemist Lavoisier (who had worked on the same commission) was guillotined. As the revolution came to a close, Lagrange became a professor of mathematics at the École Centrale des Travaux Publics (later renamed the  Ãƒâ€°cole Polytechnique), where he continued his theoretical work on calculus. When Napoleon came into power, he, too honored Lagrange. Before his death, the mathematician became a senator and count of the empire. Contributions Most Significant Contributions and Publications Lagranges most important publication was The Mà ©canique Analytique, his monumental work in pure math.His most prominent influence was his contribution to the metric system and his addition of a decimal base, which is in place largely due to his plan. Some refer to Lagrange as the founder of the Metric System.Lagrange is also known for doing a great deal of work on planetary motion. He was responsible for developing the groundwork for an alternate method of writing Newtons Equations of Motion, referred to as Lagrangian Mechanics. In 1772, he described the Lagrangian points, the points in the plane of two objects in orbit around their common center of gravity at which the combined gravitational forces are zero and where a third particle of negligible mass can remain at rest. This is why Lagrange is referred to as an astronomer/mathematician.The Lagrangian Polynomial is the easiest way to find a curve through points. Death Lagrange died in Paris in 1813 during the process of revising Analytical Mechanics. He was buried in the Panthà ©on in Paris.   Legacy Lagrange left behind an incredible array of mathematical tools, discoveries, and ideas which have had a profound impact on modern theoretical and applied calculus, algebra, mechanics, physics, and astronomy. Sources . Joseph Louis Lagrange | A Short Account of the History of MathematicsUniversity of South Florida.Joseph-Louis Lagrange. Famous Scientists.Joseph-Louis Lagrange. Stetson.edu.Struik, Dirk Jan. â€Å"Joseph-Louis Lagrange, Comte De LEmpire.†Ã‚  Encyclopà ¦dia Britannica, 18 Apr. 2019.