Uses of the Past Participle

Uses of the Past Participle Uses of the Past Participle Uses of the Past Participle By Maeve Maddox Participle is a grammatical term I fling about quite often. A recent reader’s comment made me realize that not everyone is completely clear about what the word means. Instead of trying to cover both participles in one post, I’ll focus on the â€Å"past participle† in this one and save the â€Å"present participle† for another time. The word participle comes from Latin participium. The definition of the Latin term also applies to the English participle: â€Å"a non-finite part of a verb, having some characteristics of a verb and some of an adjective.† The past participle is one of five basic verb forms called the â€Å"principal parts of the verb.† All the tenses are constructed from these five verb forms: Infinitive: to write Simple Present: write Simple Past (preterite): wrote Past Participle: (has) written Present Participle: writing Only two of these principal parts can be used â€Å"as is† in a sentence: the simple present and the simple past. They are fully functional verbs because they show tense (time). Because their forms contain the idea of time, they are called â€Å"finite verbs.† The other three forms, including the past participle, do not show time. Verb forms that do not show time are called â€Å"non-finite verbs.† Because they cannot function as complete verbs in themselves, they are called verbals, â€Å"words related to verbs.† As a verbal, the past participle retains some functions of a verb while functioning as an adjective. In the following example, written is an adjective qualifying a noun phrase. At the same time, it is modified by prepositional phrases: Written in code between 1660 and 1669, the diary of Samuel Pepys was first published in 1825. The past participle of a regular verb is identical in form to the simple past: both end in -ed: Infinitive: to live Simple Present: live Simple Past (preterite): lived Past Participle: (has) lived Present Participle: living Here, drawn at random from one of the Cadfael novels by Ellis Peters, are some examples of the adjectival use of the past participle: FitzHamon’s marred face curdled into deeper purple. Even thus, frustrated like a mewed hawk, she had a graceful gait. Prior Heribert, shocked and dismayed, fell to prayer. Bewildered and confused by so sudden a reversal, the prior confided and obeyed like a child. He went out through the frozen garden to his herbarium. A common error with this use of the past participle is the â€Å"misplaced modifier.† For example: Stacked by the entrance to the stables, we made our delivery of hay bales. This type of error can be avoided by rewriting the sentence to place the word being described by the participle closer to it: We left our delivery of hay bales stacked by the entrance to the stables. Stacked by the entrance to the stables, the hay bales showed that we’d made the delivery. 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 Grammar category, check our popular posts, or choose a related post below:Punctuating â€Å"So† at the Beginning of a SentenceItalicizing Foreign WordsGrammatical Case in English

What Makes For a Bad College Recommendation

What Makes For a Bad College Recommendation SAT / ACT Prep Online Guides and Tips Generally speaking, no one is going to purposely hurt your college application and write a negative recommendation (that'd be an oxymoron). If for some reason someone feels like they can't honestly recommend you, they likely would decline or suggest someone else. That being said, there can still be bad recommendations from writers with good intentions. And admissions officers can spot them from a mile away. These letters certainly don't help your application, and they could even hurt your chances of getting accepted. Let's take a closer look at what features make for a "bad" recommendation. A Bad Letter is Lukewarm Again, I'd like to think that no one would agree to provide you with a letter of recommendation and then write damaging, critical things behind your back. This would be unethical, and a pretty mean thing to do. As long as you choose your recommenders carefully, you shouldn't have any concerns about that. The more common problem occurs if the letter writer comes off as unenthusiastic or lukewarm in her recommendation. To admissions officers who have read hundreds, if not thousands, of letters, it's pretty easy to separate the mediocre letters from the great ones. Mediocre letters might be short and generic. They might not express admiration of your academic ability or personal qualities, or express much confidence in what you'll do at college and beyond. Rather than revealing new insights into who you are, bad recommendation letters might just state facts and figures. When I was in high school, I asked a history teacher for a college recommendation. To my surprise (and disappointment), he gave me a generic letter and told me to go through and change the "he's" to "she's" to "customize" it. Needless to say, I quickly asked someone else. In this case, it would have been a good idea to seek advice from my counselor or others about which teachers take the time to write strong letters and which ones use a form letter for all their students. Admissions officers expect you to be thoughtful about who you ask for your recommendation. If you present a letter that reads as though the writer didn't have much to say or was unmotivated to recommend you, then it suggests that you either didn't put much thought into your rec letters or, worse, that this was the best recommendation you could get. If you're limited in your options for recommenders because your school has large class sizes or counselor caseloads, there are still things you can do to connect with your recommenders, like setting up meetings, writing a detailed brag sheet, or sending a supplemental recommendation. Some phrases that could come off as lukewarm include "above average" or "relatively good student." A recommender might communicate that you still have room to grow (who doesn't?), but focusing on this could also communicate that she's not too impressed with what you've done so far. This introduction is an example of a lukewarm start to a letter that doesn't sound too animated, interested, or like the writer tried to say much beyond the obvious. I'm writing to recommend Sylvia for admission to your undergraduate program. I had Sylvia in my 11th grade chemistry class. She was an above average student with an interest in science. Sylvia participated well in class and was reliable with her homework and other assignments. She performed above average throughout the year. Poor Sylvia. Her recommender didn't even say "strongly" or "highly" recommend. This introduction sounds unimpressed and unspecific. Another feature of a letter that's ineffective is that it doesn't go beyond your resume. A Bad Letter Repeats Your Resume A recommendation letter is not supposed to copy your resume. This is a common mistake of recommenders, simply listing out your grades, rank, clubs, and/or awards. Admissions officers already know all this, though. They see it in your application, or maybe you've talked about a particularly significant involvement in your personal essay. If this was all they wanted to see, then there would be no point to requiring recommendation letters. Instead, a letter should add to your story by illustrating who you are, including your values, motivations, and goals for the future. It can describe meaningful observations and interactions that give insight into your character. It adds nuance to your story, speaking to your attitude towards learning and to your personality. Plus, a strong recommendation letter shows that you've connected with your teachers and contributed to your school community. This indicates that you'll do the same once you arrive to college, a positive sign for admissions officers looking to build a dynamic and harmonious class. Here's an example of a recommendation that relies on facts and figures, but doesn't go much beyond the information that's already present in the rest of your application. Tom played football throughout all four years of high school, winning the honor of Most Valuable Player in junior year. When he wasn't practicing football, he was in Woodworking Club, which he participated in during junior and senior year. Tom has challenged himself with college prep and honors classes, earning a GPA of 3.5. He was recognized for his effort by his 10th grade English teacher, who awarded him the Best Effort certificate. Outside of school, Tom works part-time at his father's car dealership. Admissions officers should already know all this by reading Tom's Common Application. This letter just turns bullet points into full sentences. Another feature of an ineffective recommendation is that it comes off as unspecific and unsupported. About as helpful as using Apple Maps. A Bad Letter is Unspecific As discussed above, a recommendation letter should go beyond the obvious and reveal something about your commitments and character. A letter that speaks in generalities doesn't accomplish that, nor does it paint a picture of you for its readers. While it may use general adjectives to describe you, like driven or ambitious, these adjectives don't mean all that much without examples. Like a persuasive essay where you need supporting examples to prove your thesis, a recommendation letter should relate anecdotes that demonstrate something meaningful about you and provide evidence for its assertions. A bad letter might say, Abby is a hard worker. A stronger letter would say, Abby's hard work and persistence endured throughout her in depth, year long research project on the decline of the fishing industry in 19th century Gloucester. (It might go further into detail describing her long days digging through the local library's archives and how the recommender sees her conducting historical research at her college's library next year.) Without the examples to back it up, the first sentence about Abby being a hard worker doesn't explain what she works hard to accomplish or how her recommender knows this to be true. It also could be about almost anyone. If the recommendation letter does little to differentiate you from other students with similar credentials, then it hasn't done it's job. A Bad Letter Could Be About Almost Anyone That form letter I got from my history teacher wasn't just riddled with male pronouns, it also barely talked about me. It was full of generic statements about doing well in history class, working hard, and being committed to academics. All that was general, unsupported by examples, and could have been about any number of studentswho did well in history class. The truth about college admissions is that there are more qualified students than there are spots in the class, especially when it comes to highly selective schools that only let a small percentage of students in. Some may share similar academic and extracurricular profiles. They might have the same GPA, same class selection, and similar involvements in clubs and sports. That's why the recommendation letters, along with the student's own personal essay, are so important for distinguishing one student from another. Letters that are general, don't share anecdotes, and list out facts and data could be about any students that share a similar resume. They're flat, boring to read, and suggest that the teacher doesn't know anything personal about the student. Maybe the student just gave her a resume, and she turned the bulletpoints into prose. Finally, another red flag for admissions officers could be if the letter is simply too short. Not only did the recommender not have anything personal to add to the student's recommendation, but she also didn't have much to say at all. Aw. A Bad Letter is Too Short A recommendation letter should be a full page. It shouldn't usually go beyond a page, but it also shouldn't be shorter. Just having an introduction, short body paragraph, and conclusion wouldn't be sufficient. It might fulfill the application requirement, but it wouldn't look good or communicate all that much. If your letter's short, this is immediately noticeable to a reader. It suggests you didn't choose your recommender very well, she doesn't know you, and you didn't give her much material to work with. Instead of making the positive impression that a good letter of recommendation can leave, it feels lacking. Since no one wants her application dragged down by subpar recommendation letters, what can you do to avoid a bad one? Are these documents out of your hands, or do you have some say in the matter? Be proactive, be be, proactive! What to Do to Avoid a Bad Letter of Recommendation Before you even begin making requests for letters of recommendation, you should go into junior year (and high school, for that matter) with a proactive mindset. Participate in class, get to know at least one or two of your teachers well, and talk to them about your educational goals. Demonstrate your interest in a subject by taking on an independent project or joining a club of which that teacher is an advisor. If you're planning to apply to a selective school or for a certain major, showing a specific commitment like this will impress admissions officers and your future recommenders. When you're finally ready to ask, be thoughtful about who you ask. If your teacher seems hesitant at all, it's probably a good idea to thank her and then ask someone else instead. If she has reservations, that will show through in the letter. Ask early in case you need to change track, plus some teachers set quotas and have a first come, first served policy for writing letters. Give them time, at least a month, to put thought into your letter, rather than rushing through a copy so you have something to send in ahead of deadlines. As I should have done before my recommendation mistake, ask your counselor for her recommendations on who writes good letters. Seasoned teachers are often a good choice, especially if they have a reputation for helping students get into their schools of choice. If you've forged a good relationship with a relatively new teacher, it might be beneficial to share your thoughts on what could make your letter outstanding. Whether or not it's appropriate to share resources on letter writing with your recommender is a judgment call, as you wouldn't want to insult the person you're hoping will praise you. You can feel out whether it would be welcome to share guides like this one with your recommender, or whether she already has a strong sense of purpose in her letter writing. Apart from participating in class and talking to your teachers, you can also give them a detailed brag sheet. Share important information that you want them to know about you, along with specific significant experiences or challenges in your life that they could potentially speak about in their letters. Tell them what qualities and interests you're highlighting in the rest of your application, so they can complement your story without repeating too much of it. Above all, make sure your recommender is genuinely happy to help you get accepted to college and will put in the time and effort to craft a thoughtful, specific, and customized letter of recommendation. While your brag sheet can help her out a great deal, she should still have enough material and inspiration from having you in class or school to create an insightful letter of support. What's Next? Before you can invite your recommenders on the Common App, you're asked about waiving your right to access. Should you agree to this FERPA waiver? What's this question all about? Learn all about it here. If you're a teacher writing letters for your students, check out our complete guide to writing strong recommendations here. Want to improve your SAT score by 240 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

The Minimum Wage Law Essay Example | Topics and Well Written Essays - 1500 words

The Minimum Wage Law - Essay Example Opponents contend that the law costs jobs and is an unwarranted and unnecessary intrusion into the affairs of business. In fact, the minimum wage law is an unproductive and unconstitutional law that increases unemployment, does not reduce poverty, and should be repealed. Labor is one of the few commodities that is marketed in the US that has a price floor, and this artificial subsidy is counter-productive in a capitalist economy. Subsidies on items such as agricultural goods serve the purpose of stabilizing the market during periods of unusual production gluts or shortages. However, this is not the case for labor. The low skilled, low-end worker is subsidized by their co-workers and the employer as a form of economic welfare. For example, an employer needs to hire two people and he has a budget of $13.10 per hour for labor. One of the positions is more skilled, and the other is part time so he would like to hire an $8 per hour employee and a $5 per hour part time worker. However, the law says that he must hire two employees at $6.55 each to stay within his budget. The part time worker receives a $1.55 subsidy from his more skilled co-worker. The employer is faced with hiring a sub-standard employee for the $8 per hour slot, or hiring only one employ ee. According to Sowell, "Making it illegal to pay less than a given amount does not make a worker's productivity worth that amount, and if it is not, that worker is unlikely to be employed" (163-164). When goods, in this case labor, are overpriced the market demand is reduced. Rather than providing a living wage and a job, the minimum wage law drives down the cost of labor and transfers wealth from the lower economic classes to the minimum wage job holder. In addition to the reduction in demand for labor that comes as the result of mandatory pricing, there is also an oversupply of labor as many people make their services available that may not have been offered at the previous and lower prices. Teenagers, first time job seekers, part time workers, and seasonal workers may drive up the supply as their labor becomes worth more and working becomes more worthwhile. This adds to the evidence that most minimum wage jobs are filled by teenagers working summer jobs, part time help, and entry level workers, rather than coming from a background of poverty or the working poor (Even and MacPherson ii). Rather than increasing wages, the current minimum wage law creates an oversupply of labor and actually keeps wages down. The US has traditionally been a free market capitalist system, and intervening with an artificial floor on wages that is determined outside the market, reduces total employment in this environment of market economics. Labor, just as goods and services, is subject to the law of supply and demand. According to Ferguson, "The main influence is the pressure of demand on the supplies of goods and services and on the supply of labor. When demand exceeds supply there will be pressure on wages to rise" (215). The law of supply and demand further states that when prices rise, demand falls. This is especially true with prices that are set by a legal mandate. Sowell states, "a price artificially raised tends to cause more to be supplied and less to be demanded than when prices are left to be determined by supply and demand in a free market" (163). As

Sheila Bair's Bank Shot Essay Example | Topics and Well Written Essays - 1000 words

Sheila Bair's Bank Shot - Essay Example She sounded the warning bell on an impending crisis, she lead FDIC in managing troubled financial institutions and provided one of the most significant arguments in the policy reform at the aftermath. From Nocera’s perspective, Bair’s position on FDIC’s role on regulation and several policies in the financial industry has been effective and correct, but often left unheeded and unappreciated. Two of the most significant of these is: 1) her insistence on greater regulation long before policymakers and experts started to preach it; and, 2) her position that banks in trouble are not necessarily needed to be bailed out. The article, hence, underscore the importance of listening to this lady in the context of averting possible reoccurrence of similar crisis in the future. Charles Kindleberger’s theory and analyses of financial crises are descriptive and it provided the general basis for Nocera’s agreement with Bair’s position on regulation and the 2008 financial crisis. Kindleberger’s model describes an exogenous shock to the system also called as displacement. The causes of such displacement are varied and could provide diverse degree of crisis severity. The tendency to speculate as well as the inevitable complacency that comes with a stable and growing financial economy on the part of regulatory bodies are crucial elements in aggravating such displacement. These run parallel with actions taken by Bair before the 2008 crisis struck. She has started warning about the explosive growth of subprime mortgages, demonstrating traces of the principles behind the Kindleberger model on financial crises. One of the most important contributions by Bair, which could enhance the Kindleberger’s model, is in the area of crisis cont rol. One of her most forceful positions was that banks do not necessarily need to be bailed out in order to stop the onslaught of the financial crisis. This is contained in her position on the larger issue about the too-big-to-fail financial institutions. For instance, Bair vehemently opposed the federal government’s rescue of Bearn Stearns. The article’s focus on FDIC inevitably tied it with the theme of lender-of-last resort. The organization is mandated to rescue and manage failed financial institutions and regulate banks’ soundness, among other functions by virtue of its mandate to safeguard the interests of depositors and of consumers. With Bair at the helm of FDIC during the financial crisis of 2008, these functions had been highlighted and that the manner by which the organization is and should function as a lender of last resort has been clearly defined. Bair’s traditionalist position has played a significant part, particularly in reinforcing FDIC ’s power and influence today, which in the early years of her tenure as chairperson, appeared to have been largely symbolic, with weak regulatory power, clipped by the federal government, with low budget allocation. In my opinion, Bair’s position on the financial crisis is sound, with particular emphasis on the crisis management and the reforms that should take place afterwards. For example, if a huge financial institution fails, the government could further aggravate the economic landscape by infusing more funds that come from taxpayer’s money. The too-big-to-fail policy does not make sense in the long-term. First, failing financial institutions mean bad management, structure and practices. Rescuing them is more painful than having the market start over with another better managed institution rather than dumping money and implementing reforms that may never really be effective considering the sheer size of the institution. In addition, it seems to be unfair to

Different Types Of Religion Religion Essay

Different Types Of Religion Religion Essay Religion can be described as set of beliefs that explain the universe; religion is more than spirituality and is complicated in understanding the world. Religion can be portrayed as belief concerning one or more deities and incorporating ceremonies, ethical guidelines and rituals. I would focus on only four basic religions which are popular all over the world; they are Christianity, Islam, and Buddhism Judaism. My essay would consist of Beliefs, Leaders Quality, Comparisons and differences between religions and Structures of religion. Christianity portrays that Jesus Christ is the son of God and was to earth to bring salvation unto man, Christians also refer to Jesus as the Messiah. The three largest groups in the world of Christianity are the Roman Catholic Church, the Eastern Orthodox churches, and the various churches of Protestantism. The Roman Catholic and the Orthodox churches were the only churches that were found first before the establishments of other Protestant churches. Christian beliefs These are core belief of real Christians who really worship God. God created all that is seen and unseen Jesus is the Son of God and is one with God Jesus was conceived of the Holy Spirit and born of the Virgin Mary Jesus suffered and was crucified Jesus rose again (the Resurrection) Jesus ascended into Heaven Jesus died and was buried Anyone can have salvation Jesus will return to judge the living and the dead People who repent of their sins will be forgiven Structure of Christianity Christianity is made up of 3 divisions which are Catholic, protestant and orthodox. Catholic: The oldest Christian church to be formed, Catholic Church is made up of churches, headed by bishops, in communion with the Pope, the Bishop of Rome. The Roman Catholic Church through Apostolic progression traces its origins to the Christian community founded by Jesus Christ. Catholics maintain that the one, holy and true God which you can get through Jesus Christ. Protestant: In the 16th century, Martin Luther, Huldrych Zwingli, and John Calvin inaugurated what is called Protestantism. Luthers theological heirs are known as Lutherans. In addition to the Lutheran and Reformed branches of the Reformation, there is Anglicanism after the English Reformation. The Anabaptist institution was largely not accepted by the other Protestant parties back then, but has achieved a measure of confirmation in more recent history. Some but not most Baptists prefer not to be called Protestants, claiming a direct ancestral line going back to the apostles in the 1st century. Orthodox: Eastern Orthodoxy comprises those churches in communion with the Patriarchal Sees of the East, such as the Ecumenical Patriarch of Constantinople. Like the Roman Catholic Church, the Eastern Orthodox Church also traces its heritage to the foundation of Christianity through Apostolic succession. Eastern Orthodoxy is the second largest single denomination in Christianity, with over 200 million adherents. The Oriental Orthodox Churches (also called Old Oriental Churches) are those eastern churches that recognize the first three ecumenical councilsà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Nicaea, Constantinople and Ephesus but reject the dogmatic definitions of the Council of Chalcedon and instead espouse a Miaphysite Christology. ISLAM Muslims believe that God is one and without equal. Muslims also accept as true that Islam is the absolute and worldwide account of an ancient faith that was revealed at many times and places before, including through the prophets Abraham, Moses and Jesus. Muslims uphold that previous messages and revelations have been to some extent tainted or corrupted over time, but consider the Quran to be both unaltered and the final revelation from God. Religious concepts and practices include the five pillars of Islam, which are basic concepts and compulsory acts of worship, and following Islamic law, which touches on practically every aspect of life and society, encircling everything from banking and welfare, to warfare and the environment. Islam Beliefs Islam beliefs are made of the five main pillars of Islam which are considered obligatory for all believers, they are the shahadah (creed), daily prayers (salat), almsgiving (zakah), fasting during Ramadan and the pilgrimage to Mecca (hajj) at least once in a lifetime. Law and Jurisprudence of Islam The Sharia (literally the path leading to the watering place) is Islamic law created by traditional Islamic scholarship, which Muslim groups hold on to. Sharia is the face of the divine will, and constitutes a system of duties that are current upon a Muslim by virtue of his religious belief. Islamic law covers all aspects of life, like foreign relations and governance, to matters of daily living. The Quran describes hudud as the punishments for five specific crimes: unlawful intercourse, false accusation of unlawful intercourse, consumption of alcohol, theft, and highway robbery. The Quran and Sunnah also contain laws of inheritance, marriage, and restitution for injuries and murder, as well as rules for fasting, charity, and prayer. Buddhism This is a religion and beliefs surrounding a diversity of traditions, way of life and practices, largely based on teachings attributed to Siddhartha Gautama, commonly known as the Buddha. Buddhist traditions in the East After Buddhas death, splits occurred. There are three systems of thought within Buddhism which are separate. Each tradition in turn has many sects. One cause divides the religion into three main groups by their location: Theravada Buddhism (a.k.a. as Southern Buddhism) now has over 100 million followers. Buddhist missionaries from India took the religion to some countries, but it originally only gained a grip in Sri Lanka. It later extends from Sri Lanka to Burma, Cambodia, Laos, Thailand, and parts of Vietnam. They promoted the Vibhajjavada School, by the 15th century; this structure of the religion reached almost its present geological extent. Mahayana Buddhism (a.k.a. Northern Buddhism) is the largest religion in China, Japan, Korea and much of Vietnam. The practice entered China during the Han dynasty (206 BCE to 220 CE). It found early reception there among the workers; later, it progressively involved the ruling class. Buddhism reached Japan in the 6th century. It passed through relentless domination during the 1960s in China during the Cultural Revolution. Eastern Buddhism contains many discrete schools: Tein-tai, Hua-yen, Pure Land teachings, and the Meditation school. They commemorate the New Year, harvest festivals, and five anniversaries from the lives of Buddha and of the Bodhissattva Kuan-yin. They also engage in Dana, Sila, Chanting, Worship and Pilgrimage. Judaism Judaism is the religion, beliefs, and way of life of the Jewish people. Originating in the Hebrew Bible (also known as the Tanakh) and explored in later texts such as the Talmud, it is well thought-out by Jews to be the appearance of the covenantal affiliation God developed with the Children of Israel. Judaism claims a chronological permanence straddling more than 3,000 years. It is one of the oldest monotheistic religions,[5] and the oldest to survive into the present day. Beliefs of Judaism Judaism belief is made up of the Ten Commandments which are: I am the Lord your God You shall not recognize the gods of others in My presence You shall not take the Name of the Lord your God in vain Remember the day of Shabbat to keep it holy Honor your father and your mother You shall not murder You shall not commit adultery You shall not steal Do not give false testimony against your neighbor You shall not covet your fellows possessions Messiah In Judaism, the Messiah or the Anointed One is the Hebrew name for the promised savior of humankind. Christians believe Jesus Christ as the Messiah. However, the Jewish religion contends that the Messiah is yet to come and Jesus Christ was just another prophet. Worship and Practices From tradition Jewish pray in a congregation three times a day, The study of Torah, the discovered will of God, also is considered an act of worship. à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€¦Ã¢â‚¬Å"The Torah is read religiously each Sabbath. The Sabbath is spent in prayer, study, rest, and family feasting. Over the course of a year, the entire Torah will be read on Sabbath and festival days. The Jewish year includes five major festivals Passover, Shabuoth, Sukkot, Rosh Hashanah, and Yom Kippur and two minor one Hanukkah and Purim.à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ã‚  COMPARISONS AND DIFFERENCES BETWEEN CHRISTIANITY, ISLAM, BUDDHISM AND JUDAISM CHRISTIANITY ISLAM BUDDHISM JUDAISM ORIGINATION ISRAEL-ROME ARABIA INDIA EGYPT- ISRAEL ADHERANT FOUNDER JESUS CHRIST MOHAMMAD SIDDHARTHA GOTAMA ABRAHAM/ MOSES GOD CHRIST JEHOVAH ALLAH NONE YAWEH ELOHIM AFTER LIFE HEAVEN/ HELL HEAVEN/ HELL NIRVANA EDEN/ GEHENNA HOLY BOOK BIBLE QURAN, SUNNAN TIPITAKA TANAK (TORAH) REFERNCE http://library.thinkquest.org/28505/judaism/intro.htm

Death by Landscape †Analysis Essay

Death by Landscape is a short story, written by Margaret Atwood in 1990. The Author is a Canadian novelist, poet and essayist as well as an environmental activist and feminist with many national and international awards for her writings and activities. She was born in Ottawa, Canada and started to write when she was six years old. At the age of 16 she already knew that she wants to become a professional writer. She grew up in the outback of northern Quebec, maybe that’s the reason for her love to nature and northern environments and this is what builds the frame of most of her works. The story was first published in 1991 and is a part of her short story collections. Death by Landscape describes the uneasy living with implanted guilt because of being accused of something what never happened or of just being at the wrong place to the wrong time. Margaret Atwood writes about an elderly woman, Lois, who lives in an apartment in Toronto (page1. block1). Lois brought her collection of paintings with her when she moved in this apartment from her former family house. These paintings are all landscapes of the Canadian outback and countryside with forests, trees, lakes and islands. Her husband Rob already died and her boys already grew up. She is living alone, alone with her memories, especially the memory to one particular happening in her youth when she grew up and went camping in a summer camp in Canada’s northern forests. She went to this camp â€Å"Manitou† since she was nine years old and since she was ten she had a special friend – Lucy – coming along to this summer camp with her. Lucy was from the United States, from Chicago, and she was brought to this summer Camp Manitou because her mother was Canadian and went also to this camp when she was young (p. ,bl. 3, par. 3/4). Her father who lost one eye in the war was American. When Lois was fourteen they went on a one week canoe trip which was Lois first- and her last one (p. 1, bl. 2). In this year – Atwood writes on page three block three – Lucy was different. She had different interests and did other things than in the past summer camps. Her father had a new wife, her mother a new husband. Lucy had a boyfriend who was sixteen and worked as a gardener’s assistant. She wasn’t happy with her stepfather and didn’t want to live with her father either. She wanted to run away from home (P. 3, bl. 3). When they left the camp to their canoe trip another character is introduced to the story. This is Cappie, the boss and the owner of Camp Manitou, who got the camp from her parents, and now – in the costume of an American native – sends the girls on their trip to the Canadian wilderness. Cappie wanted to be an Indian, adventurous and pure and aboriginal. The first two days of the canoe trip passed normally and nothing dangerous or spectacular happened. But then Atwood describes the third day on page 5 block one. They reached camp three â€Å"Little Birch† and Lois remembered any details of the happenings to the present day. Lois and her friend Lucy wanted to go on a lookout point, a cliff high above the water, to have a look at the view from there. On top of the cliff Lucy wanted to take a pee and Lois gave her some toilet paper. To give her privacy she walked away and let Lucy alone, just a few steps, just a few minutes. Lois heard Lucy shouting, no shout of fear, not a scream (page 6, block 1 at the end). When she returned to pick up her friend Lucy wasn’t there anymore. Lois got a shock and returned to the others. All searches remained unsuccessful. Lucy was gone and no one knows where she was, there was no trace of her at all. They broke up their trip and returned to Camp Manitou. The Police was looking for Lucy with dogs but couldn’t find a trace. Because of the loss of a child the camp did not survive. It was closed later. Cappie had a last questioning with Lois and asked Lois what she had talked with Lucy before she had disappeared. Lois told her that Lucy talked about diving from the cliff but Lois answer was â€Å"you have to be nuts† (p. ,bl2). Then Cappie said, â€Å"sometimes we are angry and we don’t know it, we lose our temper†. She was accusing Lois of pushing Lucy off the cliff. This was unfair and hits the girl like a slap (p. 7,bl. 2). – Now Lois is an old woman living alone in her apartment and realizes that she lived all her life with a feeling of guilt implanted in her fourteen year old head by Cappie, the owner of the camp. Death by Landscape does not end at this point. Lois is looking at the paintings on her wall. In all her paintings she sees her friend Lucy and she still can hear her shouting. On page eight block one Atwood writes that a dead person is a body and occupies space, a grave, but Lucy has no body, no grave. She only exists in Lois’ mind and – in her pictures on the wall. â€Å"You can’t see her exactly, but she’s there†¦Ã¢â‚¬  (page 8, block 2). Everyone has to be somewhere and the paintings are where Lucy is. In Lois’ mind she is still alive. Lois was going through the happenings of this particular day again and again, throughout her life, torturing herself with guilt and never really finding peace. This feeling of guilt was implanted in her mind from the frustrated owner of Camp Manitou, knowing about the consequences of the loss of a child in her camp. Lois knew that she didn’t push Lucy off the cliff, but she left her alone, just for a moment, unattended and unwatched, knowing about her unhappy family situation, knowing Lucy didn’t want to return to her family (p. 5, bl. 2). When Lucy said that she didn’t want to go back to Chicago this indicates even possible thoughts of suicide. As an adult Lois was able to see this, but as a fourteen year old child, as a friend of Lucy†¦? Lois had to live with this guilt all her life. Cappie, the owner of Camp Manitou wanted to have a reason for the loss of her camp. She wanted to have somebody to blame. She got what she wanted, not for the press, not for the police, but for herself. Lois said â€Å"Ididn’t! on page 7 block 2 and Coppie answered â€Å"didn’t what Lois? † – push my friend†¦ – left my friend†¦ – hit my friend†¦ – we don’t know exactly what Lois didn’t do, but Cappie planted guilt in the teenagers head, guilt the little girl had to live with for the rest of her life. Cappie needed an excuse for her own failure. Atwood’s story is very thrilling, entertaining and exciting. There are actually two stories in one. The first one is the story of Lois, the old lady living in her apartment in Toronto, thinking of her past, of her entire life. She could hardly remember important things of her life, what her husband looked like, the birth of her boys, but one life changing event she remembered in all the details like it had happened yesterday. On the other hand is the story of the young Lois and the terrifying disappearance of her friend Lucy. There is a lot of foreshadowing in the story what makes the reader suggesting that something terrible might happen. On page one block two Atwood writes it was Lois first canoe trip and it was her last one. The reader can already imagine that something bad happens to her on this trip. Another example is to read on page three block three when Atwood writes that she – Lucy – wants to run away from home. Also Lucy herself indicates later in the story that she doesn’t want to return to Chicago and finally on the cliff she tells her friend that it would be quite a dive off here (p. 5,bl. at the end). Atwood also uses allusions in her story. On page one block two she describes the reason for Lois to buy all these landscape paintings . She wanted something that was in them, although she could not have said what it was at the time. At the end it was her friend Lucy whom she saw in all these paintings. On page three in block two the author writes that Lucy always had a surprise or two. Something to show, a marvel to reveal. The reader immediately wants to know what is it, what does she have to show? This makes the story so exciting and keeps the readers curiosity. Canadian children go to a summer camp sooner or later in their lives. It is a part of their education. Nature is never far in Canada. Therefore everything is intimate and familiar, nothing is really strange for a Canadian reader. When the kids hang their open food into the trees to save it from eventually appearing bears the Canadians can find themselves in the story. The major happening itself is something we can find in nearly every daily newspaper. Kids disappear, are missing, being killed or accidently die. Everybody can imagine the shock of the participators. To conclude the Death by Landscape Margarete Atwood drew a wonderful picture of her Canadian home country in a captivating story. Enhancing the reader she reminds the necessity of intact families, the taking care of growing up children and the unpredictable things that can happen. Also Atwood describes the terrifying feelings of guilt which can drive someone to delusion and madness. Lois never forgot her friend in all those years, she still hears her voice and sees her image in her landscape paintings. This gives her friend Lucy a place for her body which has never been found in the Canadian wilderness.

Root Square Mean Velocity Example Problem

Gases are made up of individual atoms or molecules freely moving in random directions with a wide variety of speeds. Kinetic molecular theory tries to explain the properties of gases by investigating the behavior of individual atoms or molecules making up the gas. This example problem shows how to find the average or root mean square velocity (rms) of particles in a gas sample for a given temperature. Root Mean Square Problem What is the root mean square velocity of the molecules in a sample of oxygen gas at 0  °C and 100  °C?Solution:Root mean square velocity is the average velocity of the molecules that make up a gas. This value can be found using the formula:vrms [3RT/M]1/2wherevrms average velocity or root mean square velocityR ideal gas constantT absolute temperatureM molar massThe first step is to convert the temperatures to absolute temperatures. In other words, convert to the Kelvin temperature scale:K 273  °CT1 273 0  °C 273 KT2 273 100  °C 373 KThe second step is to find the molecular mass of the gas molecules.Use the gas constant 8.3145 J/mol ·K to get the units we need. Remember 1 J 1 kg ·m2/s2. Substitute these units into the gas constant:R 8.3145 kg ·m2/s2/K ·molOxygen gas is made up of two oxygen atoms bonded together. The molecular mass of a single oxygen atom is 16 g/mol. The molecular mass of O2 is 32 g/mol.The units on R use kg, so the molar mass must al so use kg.32 g/mol x 1 kg/1000 g 0.032 kg/molUse these values to find the vrms.br/>0  °C:vrms [3RT/M]1/2vrms [3(8.3145 kg ·m2/s2/K ·mol)(273 K)/(0.032 kg/mol)]1/2vrms [212799 m2/s2]1/2vrms 461.3 m/s100  °Cvrms [3RT/M]1/2vrms [3(8.3145 kg ·m2/s2/K ·mol)(373 K)/(0.032 kg/mol)]1/2vrms [290748 m2/s2]1/2vrms 539.2 m/sAnswer:The average or root mean square velocity of the oxygen gas molecules at 0  °C is 461.3 m/s and 539.2 m/s at 100  °C.