The Meanings and Connotations of Junior and Senior

The Meanings and Connotations of Junior and Senior The Meanings and Connotations of â€Å"Junior† and â€Å"Senior† The Meanings and Connotations of â€Å"Junior† and â€Å"Senior† By Mark Nichol Aside from their literal meanings, junior and senior have an array of connotations related to hierarchy. Junior, from the Latin term juvenis, from which juvenile is also derived, refers to someone younger than another. It also applies to a young person or, more specifically, a son. Until well into the twentieth century, a boy or a young man might be addressed as Junior (though it was generally considered derogatory or at least condescending when directed at an adult), and the tradition persists of appending the abbreviation Jr. (no intervening comma is necessary) to the name of a male child who shares his father’s exact name. Junior also applies to academic standing; in a four-year collegiate or secondary school system, a junior is someone in the third of four years of study. Schools for students in grades seven through nine (formerly grades seven and eight) in a K–12 system are often labeled â€Å"junior high schools.† The word can also refer to someone of inferior rank (â€Å"lieutenant junior grade,† for example, as opposed to a full lieutenant, or â€Å"junior account executive†) or, in fashion, a clothing category for slender women and girls. As an adjective, junior means â€Å"younger,† â€Å"youthful,† â€Å"more recent† (with a connotation of inferiority or subordination), â€Å"lower in rank,† or â€Å"on a smaller scale.† It also applies to class standing or, as part of the phrase â€Å"junior varsity,† an athletic team subordinate to the varsity, or the primary team. Senior, borrowed directly from Latin and meaning â€Å"older,† is related to senile and senescence but has usually more positive connotations than those cognates. It refers to someone older than another or of higher rank. A senior in college or high school is in the final year of study, and senior might also refer, in an academic context, to a high-ranking fellow at a university. The abbreviation Sr., following a name (again, with no intervening comma), indicates that the man so named has a son with the exact same name. As an adjective, senior designates someone or something as having been born, or established or enrolled, before another, or being of higher rank. (Some military hierarchies have, for example, senior captains, who rank above captains.) Senior has also become a synonym for elderly with what is widely considered a more positive connotation; it’s a truncation of â€Å"senior citizen.† It’s applied in phrases such as â€Å"senior center† and â€Å"senior rights.† Like junior, senior can have a derogatory connotation, though, as in â€Å"senior moment,† a light-hearted reference to forgetfulness as a symptom of aging, it is usually not meant to insult. But take care with using either term to note, respectively, someone’s youth or inexperience or their age. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:16 Substitutes for â€Å"Because† or â€Å"Because Of†Body Parts as Tools of MeasurementDouble Possessive

How to End a Story 3 Tips and Tricks From Professional Editors

How to End a Story 3 Tips and Tricks From Professional Editors How to End a Story: Tips from Top Editors Whether you have the final scenes of your book worked out from the moment you put pen to paper or it comes to you somewhere along the way, there’s one thing every author needs to master to leave a lasting impression on readers: how to end a story.Writing the ending can be a source of anxiety for a lot of authors. After all, you don’t want to finish a great story with a weak ending and disappoint your readers. To help you determine how to effectively bring your novel to a close, this post will cover six popular types of story endings in literature, and provide tips from top professional editors on how to get yours just right. Six Ways to End a StoryThe ending of a story has the biggest impact on how readers will remember your book in years to come. If they are dissatisfied at the closing of the final chapter, they won’t be likely to read it again or recommend it to others. While the start of your story might convince people to read your book in the first place, how you end your story is what will determine whether or not they turn from a reader into a fan.The most effective type of ending for your book will depend on a few things, such as:genre,story structure,target audience, andwhat you want readers to take from your book.With that in mind, let’s look at a few different ways to end a story. Six different ways to end a story. What are they? 1. Resolved Ending I am hunted by humans.Instead of going into great detail, Zusak uses short chapters that feel more like sneak peeks into her life. Additionally, it serves the purpose of joining Liesel, the main character, with the narrator, Death, and allowing them to have a conversation on more equal terms.When might you use an expanded ending? If you need to tie up loose ends but were not able to do it within the actual story, then this is the ending for you. However, it should not take the place of a traditional ending or be used to compensate for a weak ending. Instead, it should give further insight into the characters and give resolution to the readers.Now that we’ve covered six popular methods for writing your story’s denouement, let’s cover a few tips to ensure that it leaves a lasting impression.3 tips on how to end a storyWriting the end of a story is a tricky but essential part of your writing process. We turned to our top professional editors for tips to help you wri te yours. We asked our editors: "how do you end a story?" Here is what they said 1. Completion goes hand-in-hand with hopeLiterary agent Estelle Laure explains that a great ending is one that gives the reader both a feeling of completion and hope: â€Å"You have to assume the character has gone through hell, so let them see something beautiful about the world that allows them to take a breath and step into the next adventure. Even your ending should leave your reader dying for more. They should close the book with a sigh, and that’s the best way I know how to get there. This is, after all, a cruel but wondrous life.†2. Make sure it’s really finishedTo create a satisfying ending, end your book with purpose.As Publishing Director of Endeavor Media, Jasmin Kirkbride’s biggest tip is to make sure you follow the rule of Chekhov’s Gun: â€Å"Every subplot and all the different strands of your main plot should reach satisfying, clear conclusions. If they are meant to be left ambiguously, ensure your reader knows this, and create somet hing out of that uncertainty.†3. Come full circleEditor Jenn Bailey says that a good ending brings the book’s internal and external story arcs to a rational conclusion: â€Å"You need to come full circle. You need to end where you began. You need to take the truth your main character believed in the beginning of the story and expose it as the lie that it is by the end. In your ending, the main character doesn’t have to get what they want, but they do have to get what they need.†As we have seen, there are many methods for how to end a story! However you decide to finish your novel, there is one thing that you should always keep in mind: take account of the story that came before and give it the ending that it needs, not the one you think readers want, and it will be satisfactory for all.What is your favorite way to end a story? Or do you have a favorite closing passage? Tell us in the comments below!

Business Report Coursework Example | Topics and Well Written Essays - 1500 words

Business Report - Coursework Example 50,000. ?25,000 would be borrowed capital, which would be used in refurbishing the retail premises while the other ?25,000 from my savings would be used in the purchase of the required stock as well as the initial running costs. Type of Business The type of business to be established would be a partnership business. In a partnership business, the law requires that at least two partners form the business. According to the Partnership Act 1890, a partnership business should consist of at least two partners with common business with a view of making profits (legislation.gov.uk, 2013). A partnership is typically an agreement between at least two people willing to finance and operate a given business. The minimum number of the people forming the business is two. Unlike some other forms of business such as sole proprietorship, partnership businesses are entities, which are separate from their partners. In a general partnership, losses and profits flow all through to the tax returns of the partners. In this case, the general partners have equal authorities and responsibilities in running the business. All partners need to be involved in everyday activities of the partnership business (Entrepreneur Media, Inc., 2013). All general partners are involved in making decisions. The law also gives any partner to represent the partnership business even without the other partners’ knowledge. ... These procedures are regardless of whether the partnership would be general, limited, family, or incorporated. The following steps would have to be followed: i. First, we have to determine the number of partners. In our case, the business would be formed by two partners, my friend and I. We would agree between ourselves, as the business partners on, the most important or key issues. One of the key issues to be considered is the limits of liabilities. The limits of liability could be set according to our capital investment, contribution to the business, or the use of goodwill. We would also agree on the level of authority that each of us would hold concerning the partnership business and its operations. Such agreement on authority level would mainly reflect on the issue of making binding agreements and signing contracts on the partnership’s behalf (Global Syndicated News, 2012). ii. Secondly, we would draw up a legal Partnership Agreement that would highlight the key aspects of the partnership business including the roles, liabilities, and authority with regard to each partner. Under the same agreement, we would state about the distribution of assets and profits. In the Partnership Agreement, we would consider partnership elements such as the business name, terms of the agreement, capital employed, provisions of profits and losses, salaries and withdrawals, restrictions and management duties, banking, books to be used, voluntary termination, cases of death, as well as arbitration. Each of these elements would be stated clearly in our Partnership Agreement (The Wall Street Journal, 2013). iii. We would then proceed with an application for a Tax File Number (TFN) for our business (The Wall Street Journal, 2013). iv. We would also

Zoo Paper Analysis Essay Example | Topics and Well Written Essays - 750 words

Zoo Paper Analysis - Essay Example I think that you should have expounded it more instead of jumping right away to your thesis. As suggested in the Argument Lecture, the thesis sentence should not be placed in the beginning of the essay; instead a good argument should come at the end of the sentence. In your paper, you immediately stated your thesis statement at the second paragraph stating, â€Å"It is morally wrong to keep wild animals in captivity†. In fact, you already hinted at it already at the first paragraph when you said, â€Å"No amount of replication, no matter how convincing, is enough to make up for denying these creatures their freedom.† You also expressed, â€Å"The argument is simple: The fact that we are stronger or smarter than animals does not give us the right to ambush and exploit them solely for the purposes of our own entertainment.† Since your audience is adversarial, it is not right for you to impose your belief to them at the start of your essay. You should have establish ed your points of argument first before stating your thesis statement. You failed to take note of the point in the Argument Lecture which said that in a great argument, the thesis is never explicitly stated. A positive point of your paper is that you were able to use cause and affect language in your essay. An example of this is when you said that â€Å"most animals in captivity cannot go back in the wild†. The cause here is the captivity which resulted to an effect of not being able to go back in the wild. Another cause and effect statement which you presented is that because of inbreeding in zoos, the offspring is often weakened. Your essay also stated a very good Point of Agreement in the third paragraph when you stated, â€Å"We humans take our own freedom quite seriously.† I would commend this statement because indeed your audience will agree to it because it is a given fact. It does not even mention anything about your desire to abolish zoos. In the same paragrap h you also stated a Point of Disagreement, â€Å"But too many of us apparently feel no obligation to grant that same right to animals†¦Ã¢â‚¬  The third paragraph is a good example of AGREEMENT  --> DISAGREEMENT. Reading the whole paper though, I think that you lack statements of Agreements. You concentrated more on Points of Disagreement. Maybe you should add more Points of Agreement so as not to intimidate your audience especially at the start of the paper. Another point which I want to mention and remind you is that â€Å"an argument is not a debate†. You did not have to present both sides of the argument like what you did in discussing about the case Jackie, the dolphin. As I was reading through your paper, I got confused as to what argument you were really presenting. Especially in the last four paragraphs of your essay, I was beginning to think that what you were fighting for was about the preservation of endangered species. You deviated from your previous argum ent about zoos being abolished. You jumped to a new topic about the destruction of the natural habitats of animals. There are now so many issues being presented so much so that you are already confusing your audience on what you really want them to do. Is it to abolish zoos, protect the ecosystem or is it the preservation of endangered species? Maybe you should have written another argumentative essay on these topics and just concentrate on the abolition of zoos in your essay. It is hard to persuade your audience if you confuse them with too many issues. Based on the above comments, the grade that I will give you is F because you failed to follow some of the basic guidelines which was presented in the Argument Lecture. Because of that, I cannot give you a high grade since from the start of your essay you have been out

Representation of families in animated sitcoms Essay Example for Free

Representation of families in animated sitcoms Essay Introduction: For my research investigative, I will be comparing the representation between two popular American sitcoms Family Guy and the Simpsons. Both are animated situation comedies, using a conventional nuclear family to portray the typical American family and their lifestyle. Using media textbooks extracted from theorists such as Roland Barthes and Vladamir Propp, I will investigate how they both use the same narrative structure to create their sitcom. I will also use the internet to develop the ideas of the sitcoms and use this to define the narrative patterns between the two sitcoms. The Simpsons: The Simpsons was first created by Matt Groening and was broadcasted on the 19th December 1987. This became the first animated comedy sitcom, catering to the whole family. The characters confirm the idea of a nuclear family living a typical American lifestyle; however the family coherently faces a dilemma which is always solved at the end of the episode. The episodes are normally self-contained narratives involving equilibrium, disequilibrium and a resolution. For example, the protagonist Homer Simpson will begin the day getting ready for work and faces a dilemma at work, in most cases the whole family will attempt to solve together, rather than Homer attempting to figure out on his own. The idea of the families involvement to solve the problem reflects the opening sequence where the family sits down together to watch television. The idea of togetherness with the family effects how the audience will perceive stereotypical families on T. V. The setting also reflects how the audience sees the ideological family. Springfield is a fictional state based in America consisting of a close knit community and many other characters appear on the episodes. The family appear to look like a conventional family; however they have their individual personalities. Homer: A Safety inspector at a power plant, he expresses a careless personality and dominates a crude, ill-mannered, and lazy characteristic, always providing for his family and heavily devotes his life to them. Marge: a typical American housewife and mother, her strong moral values and patient manner are put down by her troubled children and her gawk husband. Bart: A troubled 10 year old often bullying Lisa his sister and lack of respect for the authorities and the community, Bart is one of the most prominent characters. Lisa: an 8 year old strong-headed activist who due to her intelligence sees herself as a misfit with the Simpsons family. Her personality does reflect Marge, however her liberal belief differ from Marges democratic beliefs. To sum up their family, the baby Maggie only communicates through her pacifier and the pets Santas little helper and Snowball IV reinstates their family friendly ideology and safe atmosphere. Most of the episodes are based in Springfield, the home of the family, and the opening sequence shows the camera zooming into the state of Springfield, depicting a birds eye view of the local school, the donut shop (which is significant on Homers characteristics), the town hall and the supermarket all are significant towards their regularity and familiar location. The bold yellow headline and blue sky signify the opening sequence of the sitcom. The soft yellow, blue and white colours reinforce the idea that the sitcom is family friendly also considering the baby-type font used. This can be known as a memorable hallmark. Their gag names and catchphrases have developed neologism; creating their own catchphrases which often audiences can acknowledge them from have made them common. Even though they are animated characters which can develop, the producers have chosen not to and have stayed the same, although the new technology which has developed over the past decade can transform them. They have recently updated the opening sequence, revealing more characters that appear more often in the episodes. This idea keeps the audience interested in character development and the change of characters over time. One idea that hasnt changed since the beginning of the Simpsons is the theme song which is recognised as the Simpsons theme tune all over the world. The orchestral soundtrack is lively and upbeat, which proves the entertainment aspect of the sitcom. The Simpsons had been provided to humour families during prime time, capturing audiences with its exciting linear narrative and realism in each episode. However The Simpsons had been criticized frequently for their lack of quality in the episodes and Bart Simpsons rebellious nature having an effect on boys and acting as a role model towards the younger male audience. Family Guy Family guy consists of the Griffins, a dysfunctional family set in a fictional town of Quahog, Rhode Island America. This is also a situational comedy; however the content contains satirical adult humour, amusing American culture. Its mostly recognised for its cutthroat gags on disability, sexual behaviour and cutaway scenes. The Griffin family is constantly compared to the Simpsons, consisting of similar family values and characteristics. Peter Griffin: male protagonist; an overweight safety inspector at a toy factory, recognised in America as a stereotypical blue collar worker. He is often known for his inappropriate nature, reminding the audience of an immature child. Lois Griffin: Mother and wife of the Griffin family, a typical housewife, grew up in a wealthy family, and married Peter Griffin. She teaches piano for an extra income. However she spends most of her time caring for her family. Chris Griffin: The teenage son of Peter and Lois, he appears to have taken Peters genes and deals with typical adolescent inconveniences; girls, acne and school. Meg Griffin: A self-conscious teenage girl who struggles to be accepted in not only school but also at home. She is regularly at the hind end of Peters jokes. Stewie Griffin: A one year old toddler who frequently is misguided about his sexuality. His evil nature is often taken out on his mother, who he repeatedly masters a plan to kill. His sophisticated speech and maturity juxtaposes typical toddlers description. Brian Griffin is the speaking pet dog, following an anamorphic behaviour. He has a refined speech and often corrects Peters immature behaviour. Despite the fact that Brian is a dog, he enjoys human activities and dates women regularly. Brian appears regularly in episodes, and on occasion appears in special episodes with Stewie, travelling in an epic adventure as Dog and toddler. During the episodes the storyline is always cut off on a tangent, and a new storyline is created. This may be seen as difficult for audiences to follow the plot; however it is always based on two centered narratives. The storyline also follows equilibrium, disequilibrium and a resolution, however on one episode where Stewie kills Lois the plot continued onto another episode, finally resolving the problem. Most of the episodes are set within Quahog, and some specials reside in Stewie and Brian going to a different country such as England and Germany. The opening sequence depicts the conventional family setting; Lois and Peter are placed on the piano, happily playing in unison. The other family members appear after, joining together symbolises the family values enforced in the typical idea of a conventional family. Family guy appears to share the same family values as the Simpsons, however the content and the audience is clearly different. The simpsons share family values and humour the typical American culture, however their humour is directed towards adults and children, using satirical wittiness and frequently punning on American products such as Mad TV or the actual TV production company that shows the Simpsons, Fox. Whereas family guy is shown during the late night schedule and the content uses extreme vulgar adult content, profanity, violence and nudity. In a sense, family guys title does mislead the audience into thinking that the program will be based on the same values the Simpsons produces. This is where they differ in style and content. Following my research, I have decided to challenge the conventional representation of families in sitcoms. I will create a DVD poster of a brand new situational comedy based on a family which appear to be a dysfunctional family which struggle to follow the conventional structure of a beginning scene, a dilemma then a resolution. They share the conventional ideology that families are appeared to be shown. I will use Adobe Photoshop to create my poster and Macromedia Flash to create the characters. Stereotypically, the male protagonist is portrayed as reliant on the other family members to bail him out. However in my production, I will portray the male protagonist as independent and smart and place the male characteristics on another character, for e. g. the son.

Five Equations That Changed The World :: science

Five Equations That Changed The World â€Å"He [Isaac Newton] sought out secluded areas, where he would sit for hours at a time, not so much to observe the natural world as to immerse himself in it† Sir Isaac Newton was a man who would keep to himself. If not for that quality he may not have made the discoveries that he did. He would often sit in the garden for hours on end just thinking and formulating his ideas about the universe. In fact, that is the very place where the ideas of gravity and centrifugal force first came to him. He noticed an apple fall, and wondered why the apple fell to the earth but the moon didn’t. His discoveries about gravity led to his equation â€Å"E = G x M x m x d^2†, which means â€Å"the force of gravity is equal to the gravitational constant multiplied by the two masses involved divided by the square of the distance between them. This equation told scientists in NASA how to escape gravity and leave the earth to go to the moon. â€Å"In other words, there appeared to be a trade-off between pressure and speed: The smaller the speed, the greater the pressure, or the greater the speed, the smaller the pressure† This is a great discovery of Bernoulli. It seems to make sense when we apply it to blood vessels. Where the blood moves faster, the more it pushes forward, the less it pushes on the walls. A later more ingenious application for this idea is flying. The airplane was invented after Bernoulli but not due to him. The airplane and Bernoulli’s equation â€Å"P + p x  ½v^2 = CONSTANT†, were not connected until a Russian scientist by the name of Nikolai Zhukovsky made an excellent observation. He noticed that the tops of the wings of the plane were rounded. When he tested a plane in a wind tunnel, he noticed that the wings created two jet streams, an upper and a lower. The upper jet stream was narrower than the lower. Air is considered a fluid, so therefore the jet stream can be viewed as a river. According to Leonardo DA Vinci’s â€Å"Law of Continuity†, which says â€Å"A river of uniform depth will have a more rapid flow at the narrower section than at the wider†, the upper jet stream is faster than the lower. This is an amazing discovery on Zhukovsky; he had discovered how airplanes flew.

Ash Wednesday Bushfires

The many natural hazards that have occurred over the years have varied from cyclones to droughts, however bushfires are the main hazard Australia is prone to. A bushfire is an out-of-control fire that burns bush, forest and woodland areas. Australia has had a considerable number of hazardous bushfires, the Ash Wednesday Bushfires of 1983 is one of Australia's most devastating. THE LOCATION: Over one hundred fires broke out between February 16th-18th 1983, eight of which were major fires. These fires swept across regions of VictoJ.Dimovskiria and South Australia causing widespread damage. Figure 1 below is a map of Victoria, the red representing where the fires were formed. The eight major fires were started in the following areas of Victoria: * Cudgee, Ballangeich and Framilingham * East Trentham and Mt Macedon * Otways * Belgrave heights and Upper Beaconsfield * Monivale * Branxholme * Warburton and * Cockatoo GEOGRAPHICAL PROCESSES: CAUSES An ignition flame point is needed for a bushfire to start. This ignition is caused naturally by lightning strikes or by a deliberate/accidental flame for example arson, camping fires or carless behavior. Most of the Ash Wednesday fires were caused by an accidental ignition, for example in Cudgee, Mt Macedon, Monivale and Branxholme. The suspected cause for these fires was the clashing of electrical powerlines with tree branches. Bushfires can be influenced by several factors. It is primarily the weather conditions and geographical processes that dictate the behaviour and spread of a fire. Drought plays an essential part in the environment desiccating determining the spread of a bushfire. Due to lack of rainfall, vegetation such as dry grasses, parched native shrubs and other combustible materials build up and become fuel for the fire to burn. Before the Ash Wednesday fires Victoria suffered 10 months severe drought. The relative humidity also results in the right climatic conditions for a bushfire to occur. If the amount of water vapour in the atmosphere is than 20%, it can cause forest fuels to dry out and become highly flammable. The relative humidity of Victoria was exceedingly low in the months leading to the bushfires. At one stage Melbourne's relative humidity reached as low as 6% compared to the usual 43%. This factor greatly contributes to increasing the speed of the fire. High temperatures are necessary for a fire to occur. Hot air from high temperatures is responsible for helping to lower the moisture content of forest vegetation, making the fuel more flammable. February 1983 was one of the hottest and driest Februarys on record, with temperatures reaching a record 46.1 degrees Celcius. Wind plays a major role in the spread of fires. High winds provide the fires with oxygen to burn resulting in larger and stronger flames. In addition wind can also cause spot fires by blowing embers downwind. The wind movement on February 16 also resulted in many fires merging. Weather conditions such as cold fronts also produce severe bushfire conditions. In southern Australia cold fronts are common and dramatically affect bushfires. Figure 2 shows the cold front as it headed towards Victoria on February 16. When a cold front passes, the wind direction will change about 90 degrees and will also cause very hot, dry winds. Figure 3 and 4 illustrates the cold front changing the direction of the fire, causing the long side of the fire to suddenly become the front. WHY IS THE LOCATION PRONE Victoria is prone to the hazard of bushfires because during summer and autumn Victoria experiences hot, dry climate which causes the vegetation to dry out. Victoria's forests mainly consist of Eucalyptus trees, which contain large amounts of oil making these forests highly flammable. Southern Australia also experiences strong winds in summer, which result in increasing the damage of the fire. Figure 6 on the left shows the areas of Australia that are prone to bushfires. IMPACTS The impacts of a hazard when it strikes a town or region can be very dramatic. The impacts can be categorised into environmental, economic and social impacts. ENVIRONMENTAL The Ash Wednesday fires caused widespread damage to the environment burning over 210,000 square hectares of Victorian land in total and 21,000 in South Australia. The land burnt Dandenong National Park, the Wombat State Forest, pine plantations and the Otways Forest. Although the Ash Wednesday bushfires regenerated the bushland they caused extensive damage to native habitats and also resulted in the death and injury of many animals. The fires also caused changes to biodiversity levels, high levels of erosion, disrupted the water quality in local streams and waterways and also released thousands of tonnes of carbon emissions into the atmosphere. Figure 7 shows the CFA rehydrating a koala that survived the fire. ECONOMIC The economic impacts caused by the Ash Wednesday bushfires were very large. It not only affected the local communities but also the whole of Australia. The total cost of property related damage in Victoria was estimated at over $200 million. In addition the damage to valuable timber in state areas and timber plantations was estimated at over $50 million. All together the cost of damage was over $950 million. A large majority of individuals experienced property loss and many were not insured against bushfire therefore lost all their life savings. Even those who were insured did not receive everything back from insurance agencies and had to make do with what they were given. Figure 8 on the right shows the large areas burnt by the fires SOCIAL IMPACTS The Ash Wednesday bushfires brought death, destruction and hardship on people's lives. Many people were not prepared for a bushfire of that degree. It was the biggest fire Victoria had seen and took many by surprise. The number of casualties was 75 including 13 CFA fire-fighters and many more were injured. There was also the loss of over 2,000 residential homes in Victoria and in South Australia 383 more. Figure 9 on the left is a photograph showing a street of houses all burnt down. The impact of the fires was very difficult on individuals, especially the ones the lost friends and family members in the fires. There were also many health problems caused by the fires, both mental and physical. These health problems were caused from stress, smoke inhalation, asthma attacks and the trauma sustained. â€Å"It was just this bloody great force. It wasn't fire by itself. It wasn't just the wind. It was something different to that†¦a monster† was a statement made by John Baxter. The above statement shows how many residents may have reacted or felt about the fires. POSSIBLE STRATEGIES To protect Victoria and the environment from another disastrous bushfire, some management strategies need to be implemented. These could include: * Local residents should remove any fire prone objects in and around the home for example clearing leaves in gutters and raking and discarding dried leaves around fire seasons. * An education and awareness program could be developed to inform people on the risks on living in fire prone areas. Topics should include how and why people die in bushfires, how to insure their homes against fires and prevention measures. * A warning system should implemented to warn the community on incoming fires. To supplement this an evacuation drill should be put in place so the local communities know what to do in the case of a bushfire. * Local communities should become more involved in forest management and conservation to ensure the future protection of the environment for future generations.

Pip, Magwitch, Miss Havisham and Estella in Great Expectations

Compare and contrast the presentation of Pip, Magwitch, Miss Havisham and Estella in the opening chapter of Great Expectation Compare and contrast the presentation of Pip, Magwitch, Miss Havisham and Estella in the opening chapters of ‘Great Expectations’. Explain which characters you feel sympathy for and why? ‘Great Expectations’ written by Charles Dickens is a classic Victorian novel and is often regarded as the author’s finest achievement. However it was originally written as a series with each chapter appearing in a newspaper which has an affect on the whole structure.The end of each chapter must be exciting to make the reader read the next edition. In the novel, Dickens manages to express his criticisms of Victorian society, most probably due to his own experiences as a child. In ‘Great Expectations’ sympathy is a key emotion and theme felt by the reader and some of the characters. Dickens manages to make the reader sympathise towar ds the four main characters; Pip, Magwitch, Estella and Miss Havisham despite their different ages, gender, characteristics and social status.In the opening chapter we are introduced to Pip, a lonely orphan, and Magwitch an escaped convict. Magwitch threatens Pip into stealing some food for him as well as a file to get rid of the ‘irons’ on his legs. These two characters are complete contradictions of each other with Pip being described a ‘small bundle of shivers’ while Magwitch is described with animal like characteristics. We can easily understand that Magwitch is dangerous because he has ‘irons’ on his legs, suggesting that he is an escaped convict.At this point the audience will feel sympathetic towards Pip and angrier towards Magwitch because he threatens the innocent and misfortuned Pip. The opening chapter portrays Pip as; innocent, lonely, vulnerable and scared. He is described as a ‘trembling’ ‘bundle of shivers†™ and on a few occasions his speech falters due to his fear of Magwitch. On the other hand, Magwitch, is described as a fearful man in coarse grey, ‘smothered in mud’ and in ‘broken shoes’.His voice is described as ‘terrible’ and he growls depicting him as animal like or with animal characteristics which does not let the reader feel any sympathy for him. From the opening chapter we learn that Pip is an orphan, his parents as well as his brothers and sisters are all buried side by side. He was ‘bought up by hand’ by his sister who is wife of a local blacksmith, Joe Gargery, Pip’s closest friend. This causes the reader to almost instantly feel sympathy for Pip. However the reader’s reaction or feelings towards Magwitch are more likely to be hostile.They may feel that the intimidation or bullying of a vulnerable child deserves no sympathy but by the end of the novel, Dickens manages to justify Magwitch, as the individu als life of the main characters are joined up and all the answers are revealed. The setting is also important. Dickens had decided to use pathetic fallacy in order to reflect the characters’ feelings by describing the surrounding environment. In this case, Pip is almost crying. He is surrounded by the graves of his family and is feeling depressed which is made worse by this sudden appearance by this fearsome stranger, Magwitch.This is shown by the repetition of ‘dead and buried’ and emotive words such as ‘savage liar’, ‘bleak’ and ‘dark, flat and wilderness’ which reflect Pips emotions. In chapter 8 we are introduced to Estella and Miss Havisham, Pip is sent to ‘Satis House’ to ‘play’ where he meets a beautiful but cold hearted, Estella and a rather eccentric Miss Havisham. Pathetic fallacy is used once again as Satis House reflects Miss Havisham’s feelings. When Pip fist sees Satis House, an d Miss Havisham’s room he notices that there were: ‘No glimpses of daylight,’ and that it was ‘empty and deceived’.Miss Havisham’s clothes and herself also seem, melancholy and decayed: ‘everything within my view which ought to be white †¦was faded and yellow. ’ This shows how she’s depressed and old. At first, the reader may feel that Miss Havisham is mad or eccentric. The reader will feel little sympathy for her situation until later on in the novel when they learn the cause of her misery. Although the author does give the reader a clue when he makes Miss Havisham shout: ‘Broken! ’ whilst pointing to her heart.This action will cause intrigue as the story goes on whilst we learn more about the pasts of each character. Both Miss Havisham and Estella treat Pip with disdain. They both insult him. Miss Havisham patronises him by saying ‘you can do that,’ when she wanted him to call Estella. Estel la later exclaims ‘what coarse hands he has’ which later causes him to cry creating further sympathy as the reader is reminded of Pip’s lower social status. Estella is portrayed as very pompous, stuck up and possibly quite cold hearted. Despite this, Pip seems attracted to Estella.He describes her as ‘very pretty’ and ‘seemed very proud,’ although the reader’s attitude towards her would be that she’s too arrogant and possibly spoilt. In chapter 8 there is no reason for the reader to feel sympathetic towards to Estella, however, by the end, she becomes the victim and her situation earns her sympathy although some people may feel that she deserved what she got. In conclusion, in the opening chapters of ‘Great Expectations,’ I believe that Pip earns the most sympathy due to the way he is presented; his frailty and him being an orphan being the key emotional areas.However, later on as we learn more about each of th e other characters, we feel more sympathetic towards them. By the end of the novel, each character is an almost contradiction to themselves as Dickens argues against society suggesting that people can change. Poor, trembling Pip has grown up, he has sufficient money, which is what he wanted, he becomes educated and is a gentlemen, whereas the arrogant and beautiful Estella becomes quiet and battered, her beauty now hidden behind her scars.Miss Havisham dies understanding, that although she felt it is necessary to gain her revenge on men, due to her pain, she’d caused a lot of pain by creating a monster in the cold hearted Estella which meant that her once broken heart could finally feel again. Finally, Magwitch, who seemed to be rough and animal like, mellows down and forms a bond between himself and Pip. His story helps the reader understand him and the hatred they felt towards him in the opening chapters is directed towards Compeyson who becomes the common enemy and villain who meets a just end.

The Mythical Loch Ness Monster Friend or Foe Professor Ramos Blog

The Mythical Loch Ness Monster Friend or Foe The Mythical Loch Ness Monster: Friend or Foe? The Loch Ness Monster, or otherwise known as Nessie, is a mythical animal that allegedly lives in Loch Ness, a large freshwater lake near Inverness, Scotland. Many representations of this mythical creature have surfaced in the film industry. Many of the takes on Nessie The Loch Ness Monster, has always been somewhat portrayed as a MONSTER. In Scottish folklore, all of the residence there that have lived there for generation after generation, have all said the same thing. A Loch Ness Monster, lives in the Loch Ness Lake. Even though accounts of an aquatic mythical sea creature lurking in the depths of this  historic lake that has had sightings that date back 1,500 years ago. The compelling  evidence of this mythical creature has never actually been recoreded.  Except for this photo that is known as the surgeons photograph in 1934 was later to be discredited since this photo was proven to be a hoax. (Tikkanen 1). When someone mentions The Loch Ness Monster, this image is the firs t thing that comes to mind. I want to paint a more delightful picture of this so-called monster that the rest of the world has labeled it to be.     Jeffrey Jerome Cohen is the author of Monster Culture (Seven Theses), this will be the source that I will be using to evaluate Nessie The Loch Ness Monster. I will be analyzing three of the seven monster theories that Cohen has described to us in his book Monster Culture (Seven Theses). Connecting them to Nessie The Loch Ness Monster, as thoroughly as possible. Thesis I: The Monsters Body Is a Cultural Body, is the representation of time and the place of a specific monster can occur in time whether its a specific period or place during a movie, show, book. Cohen is very intuitive and states that the monster is born only at this metaphoric crossroads, as an embodiment of certain cultural moment of time, a feeling, and a place. In 565 ad. the first written account for Nessie The Loch Ness Monster, appears in a biography  of St. Columba  (Tikkanen 1).Which means that this Loch Ness Monster, could have been real at some point throughout our history.  Ã‚  According to that work , Nessie The Loch Ness Monster, had bitten a swimmer and was prepared to attack another man when Columba intervened, ordering the beast to go back (Tikkanen 2). The sea creature obeyed, and over the centuries only occasional sightings were reported. Now recently in 1933. Nessie The Loch Ness Monsters legend began to reappear. For some reason a road was built adjacent to Loch Ness Lake, offering an unobstructed view of the Loch Ness Lake (Tikkanen 3).     In that same year of 1933 the same year the road was built a couple saw an enormous animal- which they compared to as a dragon or prehistoric monster- and after it crossed their cars path, it disappeared into the water (Tikkanen 3). Relating this theory, The Monsters Body Is a Cultural Body, towards The Loch Ness Monster or Nessie given the period when first sighted in 565 ads. was around the time Justinian the Great was ruling all of the Western Roman Empire (Tikkanen 4). Which had become an eraof war at sea.  Ã‚  It only makes sense to draw claims of seeing a mythical sea creature around a body of water just after being brutally traumatized with the essence of war. We can draw parallels and see why people have or may have not seen the actual existence of Nessie The Loch Ness Monster.   Thesis VI: Fear of the Monster Is Really a Kind of Desire. Thesis VI is concerning itself with the ability that the monster always seems to attract others no matter the state of mind. Cohen suggests that monsters are continuously linked to forbidden practices, to normalize and to enforce. Cohen believes that society likes to be scared. For the past century Loch Ness Lake in Inverness, Scotland has become a tourist attraction for people all around the globe. In hopes of enduring the immense amount of terror and thrill that comes from being able to see or be in the presence of Nessie The Loch Ness Monster. As Jeffrey Jerome Cohen stated, linking of monstrosity with the forbidden makes the monster all the more appealing as a temporary egress from constraint. Two keywords in this statement Egress and Constraint. The definition of egress is the action of going out of or leaving a place (Oxford Dictionary). Nessie The Loch Ness Monster has been around for 1,500 years a well-known mythical creature and yet people all over the planet egress towards this mythical creature in hopes of seeing the unknown. Thesis VI: Fear of the Monster Is Really a Kind of Desire. Constraint. The meaning in which is said to have a limitation or restriction and also a stiffness of manner and inhibition in relations between people (Oxford Dictionary). Nessie The Loch Ness Monster, has far exceeded our expectations of what this mythical creature actually is or if it even roamed on the earth long before we did. The restrictions are what hold us back from the truth people want to believe The Loch Ness Monster, exist but they are restricted from their own beliefs. The stiffness of manner and inhibition of the relations between people are virtually identical. They all want the same thing to witness, to observe or to feel this mythical creature just by its essence of existence. If Nessie or the Loch Ness Monster, were real these people would love to feel that sense of fear. Which is why it ties into Cohens Monster Theory, Theory VI: The Monster Is Really a Kind of Desire. Lets face it if Nessie The Loch Ness M onster, were real people would go above and beyond to get as close as we possibly can to the creature to feel that feeling that we rarely only feel in movies, video games or when doing very dangerous activities. This is why Theory VI: The Monster Is Really a Kind of Desire.is so important and almost wrong not to connect Nessie The Loch Ness Monster with this theory. The Loch Ness Monster, attracts those who are seeking the unknown. (Eerie music starts to play as you read the rest) The last monster theory that will help finalize my analysis and evaluation towards Nessie The Loch Ness Monster will be, Thesis II: The Monster Always Escapes. Jeffrey Jerome Cohen states in his Monster Culture (Seven Theses) This thing of darkness I acknowledge mine. Cohen seems to be addressing the fact that humanity has addressed its own darkest fears and actions. Portraying them in movies, shows, art, etc. Is it possible that almost every single interpretation towards Nessie The Loch Ness Monster, have all resulted in the same plot and climax? Where Were Ness the Loch Ness Monster, is a terrifying sea creature from the depths of the sea seeking to harm humanity. All except one movie in 2007. The Water Horse: Legend of the Deep. The movie directed and written by Jay Russell has the audience follow a young boy named Alex Etel. On the shore of Loch Ness, Scotland, Inverness Alex Etel finds an unusual egg. When it hatches, it releases a surprise which turns out to be a water horse, t he legendary creature from Scottish mythology.Every movie or book that has been published they all make Nessie The Loch Ness Monster, out to be some evil killing monster that lurks in the Loch Ness Lake in Inverness Scotland.Cohen says Monsters are our children.. We created Nessie The Loch Ness Monster, out to be some actual monster. But if Nessie were real. I would prefer to accept the fact that it would be more along the lines of The Water Horse: Legend of the Deep. In this film Nessie, The Loch Ness Monster, is very much a gentle giant sea creature. Never harming anyone in the film but only when Alex Etels life was in danger due to the soldiers trying to bring down The Water-Horse. Even the very title of the film is captivating not portraying any fear or of monstrous intensions. The film is very heart-warming and shows the viewers that not all monsters are monsters. Even when we perceive them to be, our eyes fool us. All and all. Nessie The Loch Ness Monster, is a majestic wonder in the world of folklore. The grading system will be of that of a school system, except there is no pluses or minuses. I will give The Loch Ness Monster in the film industry a nice even C. Since most of the films are making The Loch Ness Monster be a monster, but The Water Horse: Legend of the Deep. Helped boost this grade because of the different take on the mythical creature. The last grading criteria will be the legend itself and folklore. I will be giving this one an A. Because the conversation of there actually being The Loch Ness Monster will always be up for debate. Generations after generations they will keep the mythical creature alive throughout the essence of time. The mythical Nessie The Loch Ness Monster is a B monster. Who knows. Maybe in due time, well see the actual Loch Ness Monster reveal itself†¦ Annotated Bibliography Loch Ness Monster (Nessie). Monkeyshines on Mysteries in History, Jan. 2004, p. 14. EBSCOhost, search.ebscohost.com/login.aspx?direct=truedb=khhAN=11062169site=hrc-live. This is the first-ever documented sighting of Loch Ness Monster, also known as Nessie. The first-ever sighing was in 565 C.E. I will be using this evidence in my essay to show the first-ever recorded history of the Loch Ness Nessie Monster. Nessie in Dramatic New Loch Ness Appearance? British Heritage, vol. 34, no. 6, Jan. 2014, p. 11. EBSCOhost, search.ebscohost.com/login.aspx?direct=truedb=khhAN=91516853site=hrc-live. This article has an image of the so-called Nessie the Loch Ness Monster. A photographer captured what it seems to be a wave in the Lake where Nessie is living. I will use this evidence to apply it the Theory 2 The Monster Always Escapes of the 7 theories. Cohen, Jeffrey Jerome. Monster Theory: Reading Culture. University of Minnesota Press, 1997. This will be my primary source of evidence to help me identify the Loch Ness Monster into these theories. Also helping me understand the Loch Ness Monsters purpose and more relatable theories. Loxton, Daniel. The Loch Ness Monster. Skeptic [Altadena, CA], vol. 11, no. 1, 2004, p. 96B. Academic OneFile, Accessed 18 July 2019. This book of the Loch Ness Monster is very relevant to my research because it has recent sightings and more compelling evidence for me to use. I will try to use this so that I can apply them to my primary source which is The Monster Theory. Tikkanen, Amy. Loch Ness Monster. Encyclopà ¦dia Britannica, Encyclopà ¦dia Britannica, Inc., britannica.com/topic/Loch-Ness-monster-legendary-creature/media/1/345688/226693. This article helped me recover the first evidence of The Loch Ness Monster. I will be using this in my evaluation because this is historical data that is very sufficient for my work.

Using Delphi Queries With ADO

Using Delphi Queries With ADO The TADOQuery component provides Delphi developers the ability to fetch data from one or multiple tables from an ADO database using SQL. These SQL statements can either be DDL (Data Definition Language) statements such as CREATE TABLE, ALTER INDEX, and so forth, or they can be DML (Data Manipulation Language) statements, such as SELECT, UPDATE, and DELETE. The most common statement, however, is the SELECT statement, which produces a view similar to that available using a Table component. Note: even though executing commands using the ADOQuery component is possible, the  ADOCommandcomponent is more appropriate for this purpose. It is most often used to execute DDL commands or to execute a stored procedure (even though you should use theTADOStoredProc  for such tasks) that does not return a result set. The SQL used in a ADOQuery component must be acceptable to the ADO driver in use. In other words you should be familiar with the SQL writing differences between, for example, MS Access and MS SQL. As when working with the ADOTable component, the data in a database is accessed using a data store connection established by the ADOQuery component using itsConnectionString  property or through a separate ADOConnection component specified in the  Connectionproperty. To make a Delphi form capable of retrieving the data from an Access database with the ADOQuery component simply drop all the related data-access and data-aware components on it and make a link as described in the previous chapters of this course. The data-access components: DataSource, ADOConnection along with ADOQuery (instead of the ADOTable) and one data-aware component like DBGrid is all we need.  As already explained, by using the Object Inspector set the link between those components as follows: DBGrid1.DataSource DataSource1 DataSource1.DataSet ADOQuery1 ADOQuery1.Connection ADOConnection1 //build the ConnectionString ADOConnection1.ConnectionString ... ADOConnection1.LoginPrompt False Doing a SQL query The TADOQuery component doesnt have a  TableNameproperty as the TADOTable does. TADOQuery has a property (TStrings) called  SQL  which is used to store the SQL statement. You can set the SQL propertys value with the Object Inspector at design time or through code at runtime. At design-time, invoke the property editor for the SQL property by clicking the ellipsis button in the Object Inspector.  Type the following SQL statement: SELECT * FROM Authors. The SQL statement can be executed in one of two ways, depending on the type of the statement. The Data Definition Language statements are generally executed with the  ExecSQL  method. For example to delete a specific record from a specific table you could write a DELETE DDL statement and run the query with the ExecSQL method.The (ordinary) SQL statements are executed by setting the  TADOQuery.Active  property to  True  or by calling theOpen  method (essentialy the same). This approach is similar to retrieving a table data with the TADOTable component. At run-time, the SQL statement in the SQL property can be used as any StringList object: with  ADOQuery1  do begin  Close; SQL.Clear; SQL.Add:SELECT * FROM Authors SQL.Add:ORDER BY authorname DESC Open;   end; The above code, at run-time, closes the dataset, empties the SQL string in the SQL property, assigns a new SQL command and activates the dataset by calling the Open method. Note that obviously creating a persistent list of field objects for an ADOQuery component does not make sense. The next time you call the Open method the SQL can be so different that the whole set of filed names (and types) may change. Of course, this is not the case if we are using ADOQuery to fetch the rows from just one table with the constant set of fields - and the resulting set depends on the WHERE part of the SQL statement. Dynamic Queries One of the great properties of the TADOQuery components is the  Params  property. A parameterized query is one that permits flexible row/column selection using a parameter in the WHERE clause of a SQL statement. The Params property allows replacable parameters in the predefined SQL statement. A parameter is a placeholder for a value in the WHERE clause, defined just before the query is opened. To specify a parameter in a query, use a colon (:) preceding a parameter name.  At design-time use the Object Inspector to set the SQL property as follows: ADOQuery1.SQL : SELECT * FROM Applications WHERE type    :apptype When you close the SQL editor window open the Parameters window by clicking the ellipsis button in the Object Inspector. The parameter in the preceding SQL statement is namedapptype. We can set the values of the parameters in the Params collection at design time via the Parameters dialog box, but most of the time we will be changing the parameters at runtime. The Parameters dialog can be used to specify the datatypes and default values of parameters used in a query. At run-time, the parameters can be changed and the query re-executed to refresh the data. In order to execute a parameterized query, it is necessary to supply a value for each parameter prior to the execution of the query. To modify the parameter value, we use either the Params property or ParamByName method. For example, given the SQL statement as above, at run-time we could use the following code: with ADOQuery1 do begin Close; SQL.Clear; SQL.Add(SELECT * FROM Applications WHERE type :apptype); ParamByName(apptype).Value:multimedia; Open; end; As like when working with the ADOTable component the ADOQuery returns a set or records from a table (or two or more). Navigating through a dataset is done with the same set of methods as described in the Behind data in datasets chapter. Navigating and Editing the Query In general ADOQuery component should not be used when editing takes place. The SQL based queries are mostly used for reporting purposes. If your query returns a result set, it is sometimes possible to edit the returned dataset. The result set must contain records from a single table and it must not use any SQL aggregate functions.  Editing  of a dataset returned by the ADOQuery is the same as editing the ADOTAbles dataset. Example To see some ADOQuery action well code a small example. Lets make a query that can be used to fetch the rows from various tables in a database. To show the list of all the tables in a database we can use the  GetTableNamesmethod of the  ADOConnection  component. The GetTableNames in the OnCreate event of the form fills the ComboBox with the table names and the Button is used to close the query and to recreate it to retrieve the records from a picked table. The () event handlers should look like: procedure TForm1.FormCreate(Sender: TObject); begin ADOConnection1.GetTableNames(ComboBox1.Items); end; procedure TForm1.Button1Click(Sender: TObject); var tblname : string; begin if ComboBox1.ItemIndex then Exit; tblname : ComboBox1.Items[ComboBox1.ItemIndex]; with ADOQuery1 do begin Close; SQL.Text : SELECT * FROM tblname; Open; end; end; Note that all this can be done by using the ADOTable and its TableName property.

Take Home Exam Essay Example | Topics and Well Written Essays - 1250 words

Take Home Exam - Essay Example In a broader sense, the objective theories are methodical, possessing a technical background. Their goal is to test proposed arguments in order to make a clear understanding of facts. They tend to ensure that authenticity is presented in an accurate way. The objective views are remarkable in determining the endeavors and certainty of the general laws. Avoidance of biasness by the researcher is excellent in the objective theories. They do not incorporate personal views of the researcher in the outcome of the research course. In the onset of the research, the objective theories begin with a notion of predictable outcomes. These predictions are the building blocks of the outcome in the objective theory. They tend to search for rationalization of the reasons for the responses that occur due to specific motivators in nature, with the use of scientific techniques of research that provide quantitative analysis of data derived from practical survey and analytical research. Conversely, interpretative theories base their arguments and understanding on communication portraying that reality is a communal affair. The language of a community is portrayed as the base of realism. If pursued further, they tend to lay emphasis on written language as the starting point for reality. The interpretative theories tend to have a specific standpoint that they assume is the most important position for putting forward factors concerning reality. They tend to have a biased approach towards the truth. Personal opinion of the researcher is welcome in the outcome of the findings. Each finding is explained in its own circumstance. They also tend to promote believe that the intention of research is cognizant of the prevailing situation, leaving researchers to incorporate their own ideologies in the research findings. A good objective theory seeks to produce the final information from the data acquired in the research as well as explaining the meaning of all data appearing on the findings. It