Ottoman and Japanese Political Systems (c.1820-1920) Essay

Ottoman and Japanese Political Systems (c.1820-1920) - Essay Example to the conquest of Varna and capture of Constantinople that made the Ottoman Empire as the oldest surviving empire of Europe within a century (Rahme 31). The old Ottoman Empire however declined and became as the Turkey that we know today after it allied with Germany in the First World War. Prior to its dissolution attempts were made to improve its state in reconstituting its own political system but the reforms instituted were just too late to save the old Ottoman Empire. The Ottoman Empire decline begun with the series of war beginning with the invasion of Egypt and Syria by Napoleon Bonaparte in 1798 to 1801. The intervention of the French, Russian and British due to the advances and occupation of Muhammad Ali Pasha’s army in Anatolia and Syria also precipitated its decline as it has grown weaker due to the war. The call for independence of the Greeks that eventually led to its independence as a self-governing nation also diminished its territory. European leaders however were concerned how will the Ottoman collapse will pose to the general peace. Such they made an attempt to maintain the Ottoman State so as not to cause instability in their region. They agreed to maintain its integrity by â€Å"reversing the potentially devastating results of war at the negotiating table and, in 1856, admitting the Ottoman state into the â€Å"Concert of Europe† (Quataert 56). Thus the European consensus then was to keep Ottoman state intact despite its weak stature as an attempt to maintain it as a viable state. Internally, an attempt was made by Selim III and Mahmud II instituted drastic reform known as the Tanzimat or reform or reorganization as an effort to reinvigorate and reconstitute their own political systems. One of the main reason of the decline of Ottoman was its harsh and inept rule coupled with a bankrupt coffers and Tanzimat was implemented to address it. Hat-i Shariff launched the firstTanzimat in 1839 where all persons banished or condemned to death

The Effect Of Wind Direction On Wind Turbines

The Effect Of Wind Direction On Wind Turbines I expected to learn from this project what the effect wind source direction had on a horizontal wind turbine. I found out that going from one side to the other, depending on how the pinwheel was shaped, that the power generated would increase or decrease. The homemade pinwheel generated power that peaked at the 180 degree mark and gradually went down with a slight spike upwards at the 0 degree mark. The store bought pinwheel had an average power that peaked at 180 degrees and went down gradually and spiked all the way almost to the 180 degree mark at 0 degrees. These results are important because currently, there are wind farms and they have windmills to produce energy, it is important to imply these facts when constructing the windmill to know how to make the windmill most efficient to produce the most energy it can with the given situations. Background Research Introduction My project researches wind turbines and how changes in wind direction affect the amount of work the windmill can do. I will use two types of turbines a store-bought pinwheel and a homemade pinwheel. The two turbines will be exposed to the same amount of wind force and wind source direction. As I change the angle that the wind blows, I will calculate the amount of energy it takes to do the same task haul five paperclips vertically. My project question is: What effect does wind source direction have on a horizontal wind turbine? My hypothesis is: The more indirect the wind source is, the slower the turbine will spin, thereby working harder and using more energy. For many years my family and I have been going to Lake Tahoe. Every time we travel there, we pass a field of windmills. I used to always ask my dad what they were for and how they worked. I always loved to watch them spinning. When I was looking for a science fair topic, I saw an experiment involving wind turbines. I remembered the windmills on the way to Tahoe and thought it would be interesting to find out how they really work. I thought the mechanics of this project would be fun to make and to watch work. I hope to learn how wind turbines generate electricity, the mechanics of windmills, and under what conditions windmills spin the fastest. Scientific Background When it comes to windmills or wind turbines, there are two major types. The more well known type is the Horizontal Axis Wind Turbine (HAWT). These wind turbines are the ones you typically see; they are your stereotypical type of windmill. The other type is known as the Vertical Axis Wind Turbine (VAWT). These wind turbines are not as common but still have the same capability of the HAWTs. The VAWTs are not used as much because they puts more strain on the support pole, making them more likely to collapse. They also need a small generator to start spinning because most of the time the wind is not strong enough to push it alone. These windmills have generators inside of them that generate electricity when the gears spin. Discovery The first windmill was invented by none other than the Heron of Alexandria, in Greece, in the first century AD. He invented this windwheel to power a musical organ; however, this idea of wind power was not well embraced. At the time, slave labor was cheaper, faster, and more reliable. The first modern designed windmills were invented by the Persians in the 9th century AD. There is no one inventor to which to give the credit, but Persian geographer Estakhri noted the invention. The discovery of wind power is important because it introduced a new, free source of energy other than slave labor. Today our environment is at risk of being destroyed. Due to the increase in population and technological advances, the resources in our world are quickly being depleted and we are damaging our environment. We are using an increased amount of energy, specifically fossil fuels, to power almost everything we use. Instead of using fossil fuels we could and should be using more wind energy to create energy. Despite these masterminds of history, there is still more to be discovered in this area. Scientists could discover a new, more reliable, and more efficient model of wind turbine to replace the HAWTs. They need to discover more in this field in order to replace fossil fuels and stop global warming. Application Today, we use windmills as a renewable source of energy and electricity. If scientists in the future can have a breakthrough with windmills, it could permanently replace fossil fuels, therefore stopping global warming. Residential wind power is becoming more available, but not as accessible as we need them to be. Conclusion From this project, I hope to learn how wind turbines generate energy. I hope to learn some of the mechanics behind windmills, under what conditions windmills spin the fastest, and how they can create energy. Experiment Details Experiment Question What effect does wind source direction have on a horizontal wind turbine? Experiment Hypothesis The more I move the wind source to one side of the turbine, the wind turbine will spin more slowly. Experiment Variables Independent Variable The angle in degrees that the wind source will blow at the rotor. Dependent Variable How much time, in seconds, it will take the wind turbine to pull up 5 paperclips. Controlled Variables The amount of weight the wind turbine will pull up The amount of wind being blown at the wind turbine (hairdryer on high speed) The temperature of the air being blown (hairdryer on cool setting) The height the turbine will have to life the paperclips The wind turbine itself Materials and Procedures Materials Used Pinwheel, store-bought or homemade Scissors 8.5-inch x 8.5-inch sheet of paper Ruler Pen Nail Wooden skewer, available at grocery stores Tape, any kind Empty oatmeal canister with plastic lid Handful of rocks (or heavy objects to keep the oatmeal canister weighted down) Small compression spring (approximately  ½ inch long and able to fit over skewer) Clear tape Spool of thread (1) Paper clips, #1 size (5) Measuring tape Room in your home that is free from drafts Hair dryer Table or chair Sticky notes, small size A helper Stopwatch Lab notebook Graph paper Procedures Building My Rotor For a store-bought pinwheel: STEP 1: I have to remove the rotor blades from the shaft by cutting off the plastic nozzle tip of the shaft. This rotor is now on the skewer and is ready for testing. For a home-made pinwheel: STEP 2: Fold a square piece of paper diagonal then back then diagonal the other direction then back. When I am finished I should have an X crossing the middle of my paper. STEP 3: Measure about 2 inches from the center on each crease and draw a line with my pen. STEP 4: Make four holes in the paper with the nail near the corner. STEP 5: Make a fifth hole in the center of the paper STEP 6: Cut along the creases with the scissors and stop where the lines were drawn 2 inches out from the center. Building my Horizontal-Axis Wind Turbine STEP 7: Use the nail to poke two small holes on corresponding sides of the Oatmeal container about one inch down from the top. STEP 8: Place rocks inside the container and close the lid. STEP 9: Put the skewer between the two holes. STEP 10: Thread the spring on one side of the skewer. STEP 11: Put on one of the rotors (homemade or store bought) next to the spring on the skewer. STEP 12: If I were using the homemade rotor I must first fold the four corner holes onto the middle hole so they are all on top of each other and form one hole. Then thread the skewer through the hole and the rotor is ready. STEP 13: Tape the rotor to the skewer so it will not slip off the skewer. STEP 14: Cut about 2 feet of thread. STEP 15: Tie one end of the thread to the end of the skewer that does not have the rotor taped to it. STEP 16: Tie the other end to one paper clip. Then attach the remaining four paper clips to each other then attach the four to the first one that is tied to the thread. This is the load that the wind turbine will be pulling. STEP 17: Measure the threads full length with the measuring tape from the skewer to the first paper clip. Record measurement in lab notebook. Now I am ready to start testing. Testing My Wind Turbine STEP 18: Place Wind turbine on the edge of a table or chair in a room without drafts. STEP 19: I will be testing my wind turbine at five different points around the rotor, 0 degrees, 45 degrees, 90 degrees, 135 degrees, and 180 degrees. To mark these points on the table, extend and lock the measuring tape so that it is approximately 6 inches longer than the radius of the rotor. Hold one end of the measuring tape directly below the point where the rotor meets the skewer, and the other end of the measuring tape at the approximate points around the pinwheel. Mark the points on the table with small sticky notes. When I begin the test, I will hold the handle of the hair dryer on the sticky notes and the blower end will point at the rotor. The goal is to have 1-2 inches between the rotor and the blower. If I dont have enough room, or have too much space, then I would have to adjust my sticky notes outward or inward. STEP 20: Have the helper manage the stop watch while you hold the hair dryer in position. As a test run, start the hair dryer on low and move it from sticky note to sticky note and record what happens in the notebook. STEP 21: Extend thread to full length STEP 22: Place the handle of the hair dryer on the first sticky note and turn the hair dryer on low and face it away from the rotor. STEP 23: When the helper says go, point the hair dryer at the rotor and leave it there. Keep the hair dryer at the same level for every test. STEP 24: Observe the motion of the paper clips. When the top of the first paperclip reaches the skewer, the helper should stop the stopwatch. If the paper clips do not to rise all the way to the skewer, then stop the stopwatch when the paper clips stop moving. STEP 25: Turn off the hair dryer when the clips reach the top or when they stop moving and record the time in the table drawn in the notebook. STEP 26: Repeat steps 21-25 until all testing is done. Challenges and Technical Issues I experienced several technical challenges relating to timing and angle as I performed this experiment. First, it was difficult to keep the direction of the air source constant. While I held the hairdryer, I found it difficult to keep it still. It was also difficult to ensure that the angle was kept constant throughout the experiment. I did my best to make several markings on the table to align the hairdryer. I also found that while using the homemade pinwheel, the pinwheel would sometimes push the skewer forward, causing the string to make contact with the canister, therefore slowing it down. To resolve this, I moved the pinwheel to the front end of the skewer and secured it there. Similarly, I found that while using either pinwheel, the string would sometimes wrap part of the way on the skewer but run out of skewer and fall off the edge before it was fully wound. To resolve this, I moved the string closer to the canister so there was more room for it to wind onto. Timing was also one of the human errors. Coordinating the actual start and stop of the stopwatch with the actual wind source (hairdryer) was tricky. My assistant and I counted down 3-2-1 and got as close as possible. There were times that we needed to restart the trial due to timing issues. Experiment Results With my tests results from the store bought pinwheel, the averages in ascending order staring at zero degrees going up are: 27.18 seconds, 36.94 seconds, 47.84 seconds, and 26.53 seconds. In these tests, there was only one outlier. That outlier was in the 90 degree testing when the outlier was below every other time with a time of 28.36 seconds. This was due probably to movement of the wind angle. In the homemade pinwheel, the averages of the times are in ascending order from zero degrees going up are: 57.86 seconds, 1 minute 2.20 seconds, 1 minute 21.66 seconds, 41.67 seconds, and 35.11 seconds. There were four outliers within these tests. One was with the 0 degrees test; it had a time of 1 minute 7.97 seconds. There were two outliers in the 45 degree angle testing. The first had a time of 40 seconds and the next had a time of 1 minute 12.17 seconds. Both of these did not get all the way to the top of the canister. The fourth outlier was in the 135 degree tests with a time of 1 minute 4.91 seconds. All of these faulty times were most likely due to movement of the hairdryer. With all of the outliers in my experiment, I included them into the average and did not change or discard them. Time Data Table Store-Bought Pinwheel Position of Wind Source (degrees) Time to Raise Load (seconds) Trial 1 Trial 2 Trial 3 Trial 4 Trial 5 Average Uncertainty 0 29.78 31.81 23.85 26.90 23.54 27.18 Range: 8.27 sec. Human error possibility: movement 45 38.62 38.87 43.38 33.56 29.78 36.84 Range: 13.6 sec. Human error possibility: movement 90 38.75 36.61 42.22 38.74 28.36 36.94 Range: 13.86 sec. Human error possibility: movement 135 45.41 54.28 49.75 47.82 41.93 47.84 Range: 12.35 sec. Human error possibility: movement 180 28.10 25.98 28.88 27.31 22.38 26.53 Range: 6.5 sec. Human error possibility: movement Time Data Table Home-Made Pinwheel Position of Wind Source (degrees) Time to Raise Load (seconds) Trial 1 Trial 2 Trial 3 Trial 4 Trial 5 Average Uncertainty 0 53.91 54.34 1:07.97 54.66 58.44 57.86 Range: 14.06 sec. Human error possibility: movement 45 40.0 1:12.17 56.06 1:07.59 1:15.18 1:02.20 Range: 35.18 sec. Human error possibility: movement 90 1:30.43 1:29.16 1:04.91 1:23.35 1:20.43 1:21.66 Range: 25.52 sec. Human error possibility: movement 135 45.78 41.59 44.94 39.53 36.50 41.67 Range: 9.28 sec. Human error possibility: movement 180 35.22 37.56 37.31 32.38 33.09 35.11 Range: 5.18 sec. Human error possibility: movement Distance-Work Data Table Store-Bought Pinwheel Average Work Done = Force . Average Distance (N . m ) Mass of load (5 paperclips) = 0.00215 kg Force = Mass x 9.81(m/sec2) = 0.0210915 Newtons Position of Wind Source (degrees) Distance Paper Clips Were Raised (cm) Trial 1 Trial 2 Trial 3 Trial 4 Trial 5 Average Distance (meters) Average Work Done (N . m ) 0 61 61 61 61 61 0.61 0.013 45 61 61 61 61 61 0.61 0.013 90 61 61 61 61 61 0.61 0.013 135 61 61 61 61 61 0.61 0.013 180 61 61 61 61 61 0.61 0.013 Position vs. Power Data Table Store-Bought Pinwheel Position of Wind Source (degrees) Power=Average Work Done Divided By Average Time (W) 0 .0004782 45 .0003528 90 .0003519 135 .0002717 180 .00049 Distance-Work Data Table Home-Made Pinwheel Average Work Done = Force . Average Distance (N . m ) Mass of load (5 paperclips) = 0.00215 kg Force = Mass x 9.81(m/sec2) = 0.0210915 Newtons Position of Wind Source (degrees) Distance Paper Clips Were Raised (cm) Trial 1 Trial 2 Trial 3 Trial 4 Trial 5 Average Distance (meters) Average Work Done (N . m ) 0 61 61 61 61 61 0.61 0.013 45 16.5 38 61 61 61 0.475 0.010 90 61 61 61 61 61 0.61 0.013 135 61 61 61 61 61 0.61 0.013 180 61 61 61 61 61 0.61 0.013 Position vs. Power Data Table Store-Bought Pinwheel Position of Wind Source (degrees) Power=Average Work Done Divided By Average Time (W) 0 .0002246 45 .0001607 90 .0001591 135 .0003119 180 .0003702 Data Analysis and Discussion There is one main reason why I got the results I did from my experiments. I got these results because of the way the pinwheel is shaped to spin. For example, the home made pinwheel I shaped, not intentionally, to spin to the right and it had fewer blades than the store bought pinwheel, but the store bought pinwheel was manufactured to spin to the left. In addition, the store bought pinwheel had twice as many blades as the homemade pinwheel; therefore it was able to catch more wind from the hairdryer, making the averages of the store bought much higher than most of the home made pinwheel averages. Windmills, when they spin, produce energy via a generator. The windmills I constructed are the same way but without a generator. I was able to calculate the power the windmills generated by pulling up the five paperclips and by using the time they needed to pull the paperclips all the way to the top. My graph shows the power that was generated using the load pulled (2g) and the time needed to pull the load on a scatter plot graph. The line that is drawn between the points is the trend in increase or decrease of the data. On the x axis, the position of the wind source in degrees is shown. On the y axis, the power in watts that is being generated by the windmill pulling the paper clips. This graph is useful to me because it is an easy way to show which position and windmill produced more power. My results answer my original question with proof from the experiments; it shows that my hypothesis was incorrect. Regarding the store bought pinwheel, the power in watts goes down starting from 0 degrees but then spikes up at 180 degrees. The home made pinwheel goes down all the starting from 180 degrees to 0 degrees. I never stated in my hypothesis that it mattered which direction, whether left or right, it decreased from. / Conclusion My hypothesis was incorrect. I thought the more I moved the wind source from the center to one side of the turbine, the wind turbine would spin more slowly and produce less power. I expected the graph to show an upside down V. This was disproved with my trials. The trend line essentially formed a V, showing an increase in power produced with both pinwheels. Recommendations If someone does want to retry this project or study more in this field, I would give them the following advice. If someone wanted to retry this experiment, I would recommend that they try to eliminate all possible human and mechanical errors such as movement. They could try to make a stand for the hair dryer to ensure that it stays straight and at the same height for each test. Slight movements can make a difference in how the wind catches the blades of the pinwheel. For someone wanting to study in this field, I would recommend that they perform this experiment comparing pinwheels that were equally matched. That is, use pinwheels that have the same number of blades in the same direction. They could also test pinwheels made of different materials and compare them that way. If someone just wanted to know which pinwheel to buy to be most efficient, I would tell them to get one that is made out of sturdy material, has a lot of blades, and one that has blades that are perfectly shaped to catch the wind. Acknowledgements For this experiment, there are a few people that I would like to mention who helped me perform this experiment. First, this project took me about three hours in all to perform and many after that to organize the board and all of the data. Throughout those hours, my mother helped motivate me to get my project done, helped me perform my experiment. She gave me the knowledge of how to make a computerized graph and helped me when I struggled. I would also like to mention Mrs. Roy, my 8th grade science teacher, for giving me initial tips on what to do differently with my experiment to make it the best it could be.

Free Essays - The Dehumanization of Shylock in Merchant of Venice :: Free Merchant of Venice Essays

The Dehumanization of Shylock in Merchant of Venice In Susan Pharr's "The Common Elements of Oppression", she defines "the other" as the outcast of society, the ones who stand up for what they believe in, no matter how `against the grain' it may be, the ones who try the hardest to earn acceptance, yet never receive it. In Shakespeare's "Merchant of Venice", Shylock, the `villain' is portrayed as the other simply because of his faith, because he is Jewish in a predominantly Christian society. One way that Shylock is classified as the other was by being stripped of his name. Throughout the play, Shylock was very seldom referred to by name; in the trial scene, the Duke identifies him by name twice, and Portia does so once. During the rest of the play, Shylock is usually referred to as "the Jew", "dog Jew" (II, viii, 14), and "currish Jew" (IV, i, 292) Throughout the play, Shylock was often reduced to something other than Human. In many cases, even the simple title of "Jew" was stripped away, and Shylock was not a man, but an animal. For example, Gratiano curses Shylock with "O, be thou damned, inexecrable dog!" (IV, i, 128) whose "currish spirit govern'd a wolf" (IV, i, 133-134) and whose "desires are wolvish, bloody, starved, and ravenous" (IV, i, 137-138). Or when Shylock is neither a man nor an animal, he becomes "a stony adversary, inhuman wretch" (IV, i, 4-5). When the Christians applied these labels to Shylock, they effectively stripped him of his humanity, of his religious identity; he was reduced to something other than human. The Christians also labeled Shylock as explicitly equated with the Devil, which in a primarily Christian society left Shylock as the other. For example, in (II, ii, 24-28), Launcelot Gobbo identifies Shylock as "a kind of devil", "the devil himself", and "the very devil incarnation." Shylocks own daughter compared Shylock's house to "hell" (II, iii, 2). Salanio identifies Shylock as "the devil...in the likeness of a Jew" (III, i, 19-21) and Bassanio echoes this sentiment by identifying Shylock as a "cruel devil" (IV, i, 217). Antonio further cements the association between Shylock and the devil by noting how Shylock's arguments remind him how "The devil can cite scripture for his purpose" (I, iii, 97-100).

“Ode to an Orange” by Larry Woiwode Essay

Ode to an Orange by Larry Woiwode is an evocative essay that brought many of my memories back. I became part of the story by experiencing what the author was describing. Larry incites all of our senses with the sharp description of an orange that for most of us is simply another fruit. The smell produced when we squeeze it, and its spherical orange shape gives us the sensation of being there. This essay made me think about the different ways we look at an orange. Most of us are accustomed to the conventional way of seeing an orange. However, for some people an orange is a lot more than merely a fruit. The author emphasizes in the importance of an orange for him. One example of this emphasis is at line 10 when he mentions; â€Å"There was no depth of degradation that we wouldn’t descend to in order to get one†. This tells me that the author not only liked oranges, but that he was passionate about enjoying the flavor and texture of an orange. I think that the author feels in this way because the orange brings some of his most memorable times back. He clearly remembers the way her mother used to tease him and his brother. He emphasizes this by repeating his thoughts in the end. I enjoyed reading this story because I can relate with what the author writes. In the summers of my childhood, there was no better flavor than the originated by a cold orange juice. After reading this story, I felt a strong desire to buy some oranges and make a glass of cold juice, and the fact that is summer now; greatly complements it. Finally, this story has made me more aware of the ordinary things we have around us. Everything is an interesting topic for writing, and as the book mentions, we need to be more perceptive with our environment. Larry has a unique way to make us feel inside the story. He reminds me that before theaters and television was writing. We only need our imagination to create the most beautiful stories.

Wealth of the Nation and the First Industrial Revolution

Wealth has had many factors that contribute to the meaning given by the Merriam-Webster Dictionary (2009), which defines wealth as â€Å"abundance of material possessions or resources.†In the early part of the United States, depending on the location in the continent, wealth was determined by different factors, especially after the Industrial Revolution.   In the South, with slavery abounding, wealth was not just about the land owned, or the crops sold, but it included the number of slaves that the plantation owner had on the plantation.In the North, the industrial revolution and technology grew and wealth was based on the type of product, number manufactured, monopoly of the industry, and innovation and development of new machines (A Coming Industrial Change, 6; Johnson, 35; Mr. Lloyd’s Book on Trusts, 23; Smith, 256; Topic of the Times, 6; The New Orleans Exposition, 4; The World’s Exposition, 3).Just like wealth, the industrial revolution took on many aspect s and was defined in many different ways depending on the location in the world.   While Britain and Western Europe really started the industrial revolution, the United States quickly took over as the leading innovator and wealthiest nation.However, it was not long before Japan and China were imitating the industrialized countries, and trying to gain in the revolution and wealth that was to be had by all.   The belief was that the Japanese could â€Å"copy ‘any pattern or design more accurately and skillfully than any other artisan in the world’† (What the Country Has Achieved During the Last Forty Years, 29).In the United States, the wealth and industrial revolution were separated in terms of North and South.   The North brought in machines and new technologies to help them use the products of the South.   Factories were created and manufacturing of goods began and refined in the following years.The export to other countries increased as did the wealth a nd educational facilities of the north and mid-west.   With the factories at optimum efficiency of the time, and more settlers moving west, the next logical step in the north was the creation of railroads (A Coming Industrial Change, 6; Johnson; Pioneer Railroad Men, 2; Topic of the Times, 6).

Free Essays on Wide Sargasso Sea

Charlotte Bronte and Jean Rhys composed their novels in different centuries and came from very different backgrounds. However despite these disparities the use of symbolism in their narratives can be compared. Jean Rhys's 1966 novel Wide Sargasso Sea is a creative response to Charlotte Bronte's Jane Eyre, a nineteenth century classic, which has always been one of English Literature's greatest and most popular love stories. She seemed such a poor ghost, I thought I'd like to write her a life. [Jean Rhys] Jane Eyre is a story of true love that encounters many obstacles and problems, but surmounts these troubles to fulfil destiny. The main source of trouble is Rochester's insane first wife, Bertha Mason, a lunatic Creole who is locked in the attic of his country house, Thornfield Hall. The problem is eventually solved, tragically, when Bertha escapes and burns Thornfield to the ground, killing herself and seriously maiming Rochester in the process. The social and moral imbalances between Jane and Rochester are then equalled by his punishment for his previous actions, and Jane's rise in status due to an inheritance. This ending, however, did not satisfy the Dominican-born Jean Rhys. She disagreed with Bronte's presentation of Bertha Mason and set out to write 'a colonial story that is absent from Bronte's text'. Rhys's story tells the story of Bertha, and relates Bertha and Rochester's meeting, and their doomed marriage. In Wide Sargasso Sea Rhys shifts the perspective on Jane Eyre by expressing the viewpoints of the different characters in the source material, so taking a different structural approach to the first-person narrative technique employed by Bronte. She wrote her version as a multiple narrative, giving Bertha a previously-unheard voice. Rochester, even though un-named in Wide Sargasso Sea, takes over the narration in part two, and Grace Poole enlightens us at the opening of part three. Rhys can be seen as repaying Bron... Free Essays on Wide Sargasso Sea Free Essays on Wide Sargasso Sea Jean Rhys wrote â€Å"Wide Sargasso Sea† in 1966. It tells the story of a young woman, Antoinette Conway. When her family is ruined, as many plantation owners were, by the abolition of slavery, she is left to grow up entirely neglected, unacceptable both to the white community and to the former slaves living around the plantation. It is only when the family fortunes are restored after her mother makes a second marriage that she attends school. This upbringing and her disastrous relationship with her stepfather sow the seeds of Antoinette’s strangeness, but it is not until her own marriage to deeply conventional Englishman that his attempts to force her to live more like a young society woman begin to turn eccentricity into madness. She is completely trapped, for the law of the time meant that she would have no right to any property if she should leave him – it all passed absolutely to him on their marriage. Antoinette’s narrative in Part Three works to humanize our conception of her. Given the emptiness of Antoinette’s days and her isolation from the outside world, she necessarily loses track of time and place. Otherwise, Antoinette seems to be lucid, as she questions the reasons for her captivity and abuse. The reader is able to see firsthand the horror of her entrapment, which calls to mind the slavery in her native land. Two of the major themes in the book are slavery and British colonialism. The emancipation of slavery had already taken effect. Slaves were now free, however, they still labored for a wage. This stipend, unfortunately, was not being given to the slaves. Because of this, the now freed slaves were very angry with the white people, and some were uprising against this injustice. Slaveryalthough a thing of the recent past in Antoinette's experiencetaints everything. Entire estates are in decay, and the creole landowners are suspicious and live in fear. The specter of slavery and entrapme... Free Essays on Wide Sargasso Sea Charlotte Bronte and Jean Rhys composed their novels in different centuries and came from very different backgrounds. However despite these disparities the use of symbolism in their narratives can be compared. Jean Rhys's 1966 novel Wide Sargasso Sea is a creative response to Charlotte Bronte's Jane Eyre, a nineteenth century classic, which has always been one of English Literature's greatest and most popular love stories. She seemed such a poor ghost, I thought I'd like to write her a life. [Jean Rhys] Jane Eyre is a story of true love that encounters many obstacles and problems, but surmounts these troubles to fulfil destiny. The main source of trouble is Rochester's insane first wife, Bertha Mason, a lunatic Creole who is locked in the attic of his country house, Thornfield Hall. The problem is eventually solved, tragically, when Bertha escapes and burns Thornfield to the ground, killing herself and seriously maiming Rochester in the process. The social and moral imbalances between Jane and Rochester are then equalled by his punishment for his previous actions, and Jane's rise in status due to an inheritance. This ending, however, did not satisfy the Dominican-born Jean Rhys. She disagreed with Bronte's presentation of Bertha Mason and set out to write 'a colonial story that is absent from Bronte's text'. Rhys's story tells the story of Bertha, and relates Bertha and Rochester's meeting, and their doomed marriage. In Wide Sargasso Sea Rhys shifts the perspective on Jane Eyre by expressing the viewpoints of the different characters in the source material, so taking a different structural approach to the first-person narrative technique employed by Bronte. She wrote her version as a multiple narrative, giving Bertha a previously-unheard voice. Rochester, even though un-named in Wide Sargasso Sea, takes over the narration in part two, and Grace Poole enlightens us at the opening of part three. Rhys can be seen as repaying Bron... Free Essays on Wide Sargasso Sea Wide Sargasso Sea Set in Jamaica during the 1930’s, Wide Sargasso Sea is the story of Antoinette Bertha Cosway, a beautiful Creole heiress living on a decaying plantation. Her father had many children by Negro women. She can be accepted neither by the Negro community nor by the representatives of the colonial center. As a white Creole she is nothing. The ratial hate she goes through and the suspicion that she is mentally imbalanced brings about her down fall. Antoinette grows from a frightened, unwanted child, to a hated, unwanted wife. Although the Creole has inherited some aspects from both cultures, but were rejected by both societies. The English women did not trust Antoinette or her mother. According to Annette, Antoinette’s beautiful mother, a lot of visitors use to come. However, she lost them wither her English husband’s death. Negro’s called Antoinette â€Å"white cockroach† and hated her deeply. From childhood, Antoinette has known little of happiness. Lost, lonely, shunned by her insane mother, hated by her stepfather, and friendless at her convent school. Antoinette’s only joy came from the tropical island she inhabits and the native people who nurse her from birth. When Antoinette came of age she was married to a strange English man who needs her for her fortune. After Antoinette’s father and brother’s death, and her mother who became insane, this was the only way she figured to save herself. Being the second son Antoinette’s husband (whose name is not mentioned) does not obtain the right to his family wealth and thus considers marrying Antoinette. Antoinette falls wildly in love with her husband who never returns her feelings. Her husband despises Jamaica and wants to return to England. His distrust of her and hatred towards the home and people Antoinette loves soon results in an insurmountable barrier between them. Even when it is obvious to outsiders that the marriage is doomed, Antoinette does...

The Popular Mathematical Symbol

The Popular Mathematical Symbol Hashtag: Happy Pi Day (Pi -Mathematical Constant) Commemorating Pi on 3/14/15 The Popular Mathematical Symbol The Greek letter Ï€ or Pi a mathematical symbol equivalent to 3.14159, the ratio of a circle’s circumference in relation to its diameter. Pi fascinated the greatest thinkers of our time and achieved an iconic status in the world of nerds, geeks, and math educators. According to Piday.org, Pi is an â€Å"irrational and transcendental number† but a unique and fascinating number with over a trillion non-repeated digits beyond its decimal point. It is extremely useful measuring trigonometric and geometric shapes such as the area of a circle and volume of a cylinder. Pi is a widely known mathematical constant due to its ubiquity and almost infinite but non-repetitive or patterned digits. The Ï€ symbol first appears in William Jones’ â€Å"Synopsis palmarium mathesis† in 1706 to represent the decimal 3.141592. The reason is that Pi in decimal form is infinite and therefore cannot represent the exact proportion between the diameter and circumference of a circle. The symbol was popularized by Leonhard Euler in 1737 and became a universally accepted symbol for Pi in 1934. Historically, Pi has been a challenged to many mathematicians around the world. For instance, Tsu Chung-Chih, Chinese mathematician computed the first seven digits of Pi in the 5th century. Al-Kashi in Samarkand, on the other hand, improved that further and calculated 2Ï€ in sexagesimal, which is accurate to seventeen decimal places. The variant series of PI was calculated by Indian mathematician Madhava using Gregory-Leibniz series for Ï€ (3,3). Wanna know more? Go here: The Misdemeanors of Well-Educated People in Public Office The Contribution of Academic Institutions in Childrens Well-Being Combining Academic Knowledge and Practicality The Limits of Academic Freedom Is High IQ a Guarantee of Academic Success What We Really Know About Pi Most students can easily recognize the Pi symbol because it reminds them of not only the formula for getting the diameter of a circle but the need to multiply together the series of terms such as Ï€ (4,6,9) = 16. The ability of students to recognize and work with mathematical symbols according to study is a sign of intellectual advancement in mathematics. The reason is that although Pi or Ï€ is often introduced in the upper elementary grades, many people are not aware of the numerical value and uses of Pi. The knowledge that Pi has over a trillion digits was given to us by computer’s superior computational ability. The fascination about Pi pushed scientist and mathematicians to harness the astonishing computational power of modern  computers. Newer techniques have been developed to further accelerate computations of Pi such as FFT or Fast Fourier Transform and computations using supercomputers from NASA’s Ames Research Center and Hitachi. However, these computations only disclosed significant hardware defect and computational errors rather than resolving the ubiquity of Ï€. The mysterious mathematical constant attracted professional scientist, mathematicians, and the lay public. There are hundreds of websites, internet-based clubs, and thousand of online research papers dealing with Pi. Contents of popular books, television shows, and movies are evidence of fascination with Pi. â€Å"Wolf in the Fold†, a Star Trek episode shown in 1967 was about foiling an evil computer by asking it to compute Pi’s last digit. In 1996, MSNBC Network aired a news segment about Pi while the decimal 3.1459 were used in movies such Matrix Reloaded where the Key Maker warns that a door will be accessible after 314 seconds. The mystery of Pi is still unresolved and the fascination that started thousands of years ago is expected to continue along with developments and latest findings of mathematicians and computer scientist in the field of Pi.