Henderson The Rain King Essay Example for Free

Henderson The Rain King Essay The great book ‘Henderson the Rain King’ is a masterpiece creation of an imperative American writer who in addition became the source of inspiration for many other writers in the era of 1950s. The author, Saul Bellow’s triumph has been striking enough for he stirred other writers a new-fangled kind of idol and a new type of expressive fashion (High, 12). Bellow’s lead character lives dynamically within his own intellect. In scripting his hero, Saul Bellow has a few characteristic qualities assembled in his works. In this book he crafts a character who at all times seeks various exposures. In this paper I will discuss how Henderson has some pre-arranged stereotypes about Africa and the people there, what he learns from them in the end, how does Henderson `find` him self in Africa and will support all this with examples from the book. This book begins with a radiant portrayal, the thought of a determined victim, the personality of Henderson, and his declaration of having resolved a trouble. Henderson is actually an American hero probing toward maturity, hesitant between a desire to be loved and abandonment from a world which does not care for him as he needs; he is unripe and a victim of his own thoughts and desires. Bellow has sketched a hero who seems to be disgruntled with the truth of his existence. He is suffocating beneath the accumulative specifics of his life even though he appears to contain what people valor wish for; that is assets and position, wealth and love, as he is described by the people of his times. Many feel that the author has actually carved out a character that is none else but the author himself. Many believe that Saul had a mindset or more specifically stereotypes about Africa and its natives that he inks out through this book. In the book through satire and spoof, Bellow provides ridiculous loads of its banalities. Henderson is a mockery of the bizarre, aggressive, artist-hero of the Stephan Daedalus range. Fiddler and pig grower, he is described as a menopausal social outcast and that is what Bellow had the stereotype about the Africans (High, 33). A straight caricature of the Hemingway narcissist, he is solemn, thoughtful, solipsistic, clumsy, and self-centered. He supposes with his Eliotic fisher king forbears that the land is cursed. As Bellow had stereotyped the Africans, the hero in his book, is in reality Bellows reply to an age group of recent writers who retorted with overstated discontent to the botched assurances of Rousseauistic idealism (Ophdal, 62). It is in addition a notable investigation into the incompatible codes of maleness that bothers the contemporary American gentleman. Henderson merges the idealistic maverick, rich capitalist, rough warrior, schlemiel, unattractive American, and spiritual quester in his character of Henderson which speaks volumes about Bellow’s stereotype of the native Africans. Considerably, we find that once when he has been embraced by African classic mother-goddesses, and has taken training from a lioness, he is competent to suppress his previous aggressiveness to his housekeeper whom he has screamed to demise, his daughter whom he has overlooked, and Lily whom he has disgraced and mistreated for years (Bellow, 59). He is after everything else seen taking pride in his lately attained spiritual balance, taking on an orphan kid on the glacial ice cap of Newfoundland. As a final point, the I desire influence in his heart is at rest. Nevertheless, we are left to ponder whether he can uphold this stability found in the simple loneliness of a glacial ice cap inside the collective circumstances of his family unit. It illustrates the distinct survival wit of the Eastern European shtetl and its stereotypes. Bellow in this book claims that literary innovation has formed novels bursting of the communal disorders of our daytime and urbanized a common sense of catastrophe. Bellow, particularly in ‘Henderson The Rain King’ cultivated for American literature a few of the humorist postures, stereotypes, and mythology of Yiddish literature. His principal work of domestication of Yiddish fable is the utilization of comedy to mutually steal from self-pity and augment the actual existential problem of the hero through the wit shambling pursuit depicted in Henderson’s role (Ophdal, 77). Bowel embarks on a journey to defy racially prejudiced legends and uphold racial synchronization. Henderson commences his pursuit sharing in white prejudices against Africans. Though Bellow believed that they were just prejudices, they were deep-rooted in his opinion and tend to propose lucid ineptitude on the part of Africans (Bellow, 87). They contributed in the primitivist national troops of Africa that was suggested by Conrads Heart of Darkness. Ultimately, nevertheless, Henderson is exposed to his love of Western Civilization and takes a massive fabled jump in time. It is a three-part hunt relating sin, penance, and escape. If we analyze how Henderson evolved throughout the narration, we find that there were till the end some traces of the deep- rooted stereotypes present in his personality but as in the novel when it finally started to rain, it actually depicts that Henderson had freed himself from his thoughts and burdens of the images that he always had. It may well be that he in reality resembles other wastrels who have attempted to flee from themselves on voyages to remote places, but, for all his bristle and self-worth, all his sympathy and humbleness, all his obscure references to fine art, writing and times gone by, Henderson remains only a weary cursed with for the most part uneasy stream of fancy chatter in a store of current fiction. He is finally seen to have found peace within himself. The continuous â€Å"want† â€Å"want† screams within him that lead him to the painful journey, were in the end crushed as he contends with the surroundings and learns to accept things that he cannot change. Many readers though still question, whether a character like Henderson can stay content with the peace he found for long. The conclusion of the movements is the track in the stillness of love and decision, the agitated man, the battered animal, and the stray children who have all accomplished shared comfort and salvation.Prayers for rainfall are responded to, the impatient traveler turns in the direction of abode, and the long nights voyage finally reaches day. Works Cited Bellow, Saul (1976) Henderson the Rain King. New York: Viking Press Publishers. High, Peter (1986) An Outline of American Literature. New York: Longman Inc. Ophdal, Keith Michael (1978) The Novel of Saul Bellow: An Introduction. Pennsylvania: The Pennsylvania University Press. Majdiak, Daniel. (1991). â€Å"The Romantic Self and Henderson the Rain King† in Bucknell Review: A Scholarly Journal of Letters, Arts and Sciences.

Reading Is the Path to Success Essay Example for Free

Reading Is the Path to Success Essay Introduction 1. Before you begin each assigned essay, read about the author’s life (biography). In particular, note literary biography. On our Learning Web, I have a website link for each author we study. 2. Note the titles. What expectations do the titles create? Once you have finished reading each essay, reconsider each title. 3. As you read, note the author’s intertwining of some of the elements of memoir: narration, description (especially appeals to the five senses), emotion (tone), and reflective commentary. Note any use of dialog. Langston Hughes’ â€Å"Salvation† (from The Big Sea, 1940) 1. Who is Langston Hughes (1902-1967)? Note his biography on the Learning Web. 2. In Hughes’ essay â€Å"Salvation,† do you find more narration or description? Which one of these strategies is the primary strategy that structures the essay? 3. What is the point of view of this essay? How old was Hughes when he wrote this essay? How old was he when the event occurred? What is the age of his speaking voice in the essay? How do you know? (Note exclamation marks and purposeful overuse of the word â€Å"and.†) 4. What is Hughes’ thesis? 5. Where is the setting(s)? What descriptive details does Hughes use to sketch in the setting? 6. Note allusions to religious hymns. â€Å"The Ninety-Nine and Nine† and â€Å"Let the Lower Lights Be Burning† are old evangelical hymns sung in church. 7. Examine Hughes imagery (appeals to the five senses). What are some of Hughes’ specific images? 8. Note how Hughes sustains the imagery in paragraph 13. 9. Who are the minor characters? How does Hughes describe each one? 10. Note Hughes’ use of short simple sentences for effect. Note his use of sentence fragments. 11. Note Hughes’ use of the one sentence paragraph for  dramatic effect. 12. Note Hughes’ use of dialog. What makes his dialog effective? 13. What conflict(s) do you find in this essay? Are Hughes’ conflicts internal or external (or both)? 14. Note the character Westley. Why is he important to the story? 15. Where is the climax of this essay? Explain your decision. 16. Account for the title â€Å"Salvation.† From what, exactly, was he saved? 17. What irony do you find in this essay? 18. Do the conflicts reach resolution by the end of the story? 19. Comment on tone. Do you find this essay humorous or serious (or both)? 20. Note Hughes’ use of the dash (—) for dramatic emphasis. 21. Did you enjoy reading this essay? Why or why not? 22. Did you look up vocabulary? Note â€Å"knickerbockers,† â€Å"rounder,† and â€Å"mourners’ bench.† Annie Dillard’s â€Å"The Chase† (from An American Childhood, 1987) 1. Who is Annie Dillard (1945 )? Read her biography in the Learning Web. Note literary biography. In particular note the paragraph about her as a small child. 2. Why does the essay begin with a paragraph about being a tomboy and loving football? Dillard is using football as a metaphor for what? According to Dillard, what does football require? 3. What is her thesis? (Note paragraph #2.) 4. What is her setting? Note the descriptions of the snow. 5. Where does conflict begin? What kind of conflict do we have in this story? 6. Describe the driver. What does he do after the children hit his car with a snowball? 7. Note the chase itself. Note how the rising action intensifies in paragraph 12 and 13. Note the signal words that help you follow her. 8. What about the man’s behavior surprises Dillard? In her mind, the driver transforms from what to what? 9. Where is the climax of the essay? 10. Dillard keeps dialog to a minimum. What dialog do we hear? 11. What is Dillard’s attitude about being captured? 12. What word would you use to describe the tone of this memoir? 13. Dillard reveals the point of her story in paragraph 19 as part of her denouement. What is that point? 14. Note that description of the man in paragraph 21. In Dillard’s imagination, he has transformed from â€Å"the driver† into what? 15. Note Dillard’s use of the semicolon and dash as part of her sentence structure. 16. Note vocabulary â€Å"crenellated,† â€Å"spherical,† â€Å"perfunctorily.† E. B. White’s â€Å"Once More to the Lake† (Harper’s Magazine, â€Å"One Man’s Meat,† White’s monthly column, October 1941) 1. Who is E. B. White (1899-1985)? When did he write â€Å"Once More to the Lake†? Note literary biography on our Learning Web. 2. Note the exposition. Who are the characters? What is the setting? 3. Note White’s thesis. 4. Do you find the essay has more narration or description? 5. Note White’s use of imagery as he describes the lake. 6. What figurative language does White use to describe the lake? 7. What conflict do you find in this essay? When does the conflict begin? Is White’s conflict internal or external? Explain. 8. When White and his son go fishing the first morning, White mentions â€Å"the† dragonfly instead of â€Å"a† dragonfly. Account for his decision to use â€Å"the.† 9. Note places in the memoir where conflict builds. 10. What sound effect disrupts White’s reliving of his past? 11. Where is the climax of this essay? Account for your decision. Is there resolution? 12. Why does White feel a â€Å"chill of death† at the end of the essay? 13. What is the tone of this essay? Account for your answer. 14. Did you enjoy this essay? Why or why not? Amy Tan’s â€Å"Two Kinds† (from her novel The Joy Luck Club, 1989) 1. Who is Amy Tan (1950 )? Note her biography on the Learning Web. Note literary biography. 2. Note the exposition of the story. What is the narrative point of view? Who are the main characters in the story? What are the cultural differences between Jing Mei and her mother? Note dialog and body language as you read. 3. What is the setting of â€Å"Two Kinds†? Where and when does this story take place and how do you know? 4. Define the word â€Å"prodigy.† 5. What motivates Jing Mei’s mother to force her child to become a prodigy? 6. What are Jing Mei’s first responses to becoming a prodigy? 7. Note the rising action and conflict. 8. What does Jing Mei finally decide she will do about her mother’s constant attempts to make her into a prodigy? 9. Note Mr. Chong. Who is he? What specific details about him make him a vivid character? 10. The piano plays an important role in the story. What does it become for Jing Mei? 11. Note the various reactions of the people who experience Jing Mei’s recital. 12. What is the climax of the story? 13. What happens in the denouement of the story? 14. Is the mother-daughter conflict resolved? 15. In the denouement, what does Jing Mei learn about the song she played at the recital? 16. Note Tan’s use of metaphor and simile. Give examples of Tan’s figurative language and fine detail and imagery.

pillbugs and their preferred habitat conditions

pillbugs and their preferred habitat conditions Introduction To sufficiently grasp and understand the experiment on animal behavior, it is crucial to be knowledgeable of the organisms being observed, as well as the various types of animal behaviors present in nature. In this experiment the observed organism was the pillbug. Pillbugs, are also known as sowbugs or woodlice. They are classified as terrestrial isopods as they belong to the phylum Arthropoda, subphylum Crustacea, class Malacostraca, and order Isopoda. Morphologically they consist of three body parts which include the head, thorax, and abdomen. They have one prominent pair of antennae and one inconspicuous pair, simple eyes and seven pairs of legs. The thorax consists of seven separate segments and there are paired appendages, called uropods, that are located at the end of the pillbugs abdomen. The color of the pillbugs can vary from dark gray to white and they could have a pattern or not have one. With female pillbugs, leaf-like growths appear on the underside of the bugs at the ba se of some of the legs. These pouches are where the developing eggs and embryos are held. On the male pillbug, the copulatory organs are the result of modification in the form of elongation of the first two appendages on the abdomen. An immature isopod will molt four to five times. These young isopods resemble the mature form of the isopod, with the exception of their small size in comparison to that of the adults. The juveniles molt in two stages. The back half molts first and then two or three days later the front half molts. This different molting can cause the coloration between the two halves of the isopod to differ. Nutritionally isopods are omnivores or scavengers who feed on decaying or dead plants and animals. Because Isopods breathe with gills, they can only live in areas that have high humidity, such as under rocks and logs, in leaf litter or in crevices. Some species are nocturnal. Their predators consist of both vertebrates and invertebrates. Like other animals, isopods such as pillbugs exhibit their own interesting behaviors. When disturbed, some species will roll up into a ball. They walk fairly quickly, even walking over one another. Environmentally, isopods have both positive and negative effects. The positive impacts of isopods include, within their immediate surroundings, a minimal amount of soil improvements. Unfortunately, large populations of these isopods can eat and damage the plants in greenhouses and southern states. Some of these interactions and descriptions of these isopods is clear from just observing them. These isopods, as well as other animals, exhibit many types of response to sensory input, a response that is known as behavior. The study of an animals behavior is called ethology. Two simple categories for behaviors are learned and innate (inherited). The behaviors that an animal uses to place itself in its most favorable environment are known as orientation behaviors. When the animal is stimulated by such things as light, heat, moisture, sound, or chemicals, they often exhibit taxis, with is the animals movement toward or away from a stimulus. In contrast to this is kinesis, which is a random movement that does not lead to orientation with respect to a certain stimulus. Another type of animal behavior is called agnostic behavior. This type of behavior is exhibited when animals respond to one another with aggressive or submissive response. It is often the case that these agnostic behavioral displays are a method of asserting dominance. Animals also have specific rituals and sets of activities that are involved in finding, courting and mating with another member of its species. Such activities are known as mating behaviors. Pillbugs exhibit, even just when being observed, many of these behaviors. One, the agnostic behaviors, involves the larger isopods appearing to fight. Soil conditions have various pHs. Some plants grow best in acidic conditions, whereas some grow best in basic conditions. Most, however, grow best in areas where the pH ranges from 6.5 to 7.2, 7 being neutral. Hydrochloric acid, HCl, (0.1 M) has a pH of about 1.1 and Potassium Hydroxide, KOH, (0.1 M) has a pH of about 13.5. These two chemicals exhibit pHs at the extremes of the pH scale. Detritus, on which isopods feed, has a more acidic pH. When organic matter decays, H+ ions are produced, thus adding acid to the soil. The acidity limit for plants tends to be no lower than about 4.5 to 5.6 on the pH scale. The vapor pressure of a liquid refers to the concept that the process of evaporation, in a closed container, will proceed until the number of molecules returning to the liquid is equal to the number of molecules that are escaping. When this equilibrium, the vapor is called saturated and the pressure of that vapor, which is normally expressed in mmHg, is referred to as the saturate d vapor pressure. The vapor pressure of HCl is the about the same as water, which is approximately 20 mmHg at room temperature, 22 C. The vapor pressure of KOH is about 2 mmHg for a 45% KOH solution.5 The purpose of this experiment was to use pillbugs to examine animal behaviors, such as taxis, to examine habitat preferences, and determine whether these isopods prefer moist or dry habitats, dark or light habitats, and acidic or caustic environments. It is hypothesized that, given that pillbugs posses gills, for which moisture is needed to help function properly, the pillbugs would prefer moist over dry environments. In addition, it can be hypothesized that, given that the pillbugs live under rocks and feed on decaying organic material, which releases acid into the soil, they would prefer the dark rather than light conditions and the acidic over the caustic environment. Materials and Methods Water Pipet Filter Paper (2 pieces) Choice Chamber Scissors Soft Brush 10 Pillbugs Stopwatch To observe pill bugs and their preference for moist versus dry conditions, a choice chamber, consisting of two petri dishes connected to one another, was obtained and lined with filter paper. Two pieces of filter paper were cut to fit the chambers. One was then moistened, using a pipette, with a few drops of water. The second piece of circular filter paper was left dry. The moistened filter paper was placed at the bottom of one chamber, chamber 1, and the dry filter paper was placed at the bottom of the other, chamber 2. Then, using a soft brush, ten pillbugs were obtained from the stock of pillbugs, and then placed into the chambers. Also using a soft brush, five pill bugs were placed in the dry chamber while the remaining five were placed in the moist chamber and the chambers were closed. This pillbug count for each chamber was then recorded for time zero minutes. Using the stopwatch to track time, the count of pill bugs on each side of the choice chamber was then recorded every 30 seconds for ten minutes, and continued even when some may no longer have been moving or were all on one side. Notes were taken on the actions and interactions of the pill bugs throughout the ten minute period. Once ten minutes had elapsed, the pillbugs were returned to the stock culture. Black Paper White Filter Paper Choice Chamber 10 Pillbugs Soft Brush Scissors Stopwatch To determine the preference of pillbugs between light and dark habitats and conditions, a choice chamber with two connecting petri dishes was lined with two different types of paper. One piece of normal filter paper and one piece of black paper were both cut to fit the chambers. Next, the bottom of the inside of one dish, chamber 1, was covered with the unaltered, white filter paper and the other dish, chamber 2, was lined with the black paper. Then, using a soft brush, ten pillbugs were obtained from the pill bug stock culture, five of which were placed in the black-paper lined chamber and the remaining five were placed in the white paper lined chamber. The choice chamber was then closed. The initial pill bug count, 5 in each chamber was then recorded in the table. For a period of ten minutes, using a stopwatch to track time, the count of the pillbugs on each side of the choice chamber was recorded every thirty seconds. In addition, notes about the interactions of the pill bugs were taken throughout the ten minute period. The count continued to be taken, regardless of the lack of movement from the pillbugs or the concentration of all ten in one chamber. After the ten minutes had elapsed, the pillbugs were returned to the stock culture. White Filter Paper (2 pieces) 0.1 M HCl (Hydrochloric Acid) 0.1 M KOH (Potassium Hydroxide) Pipettes (1 or 2) Filter Paper (3 Pieces) 3 Choice Chamber 10 Pillbugs Scissors Stopwatch To determine the preference of pillbugs in terms of basic versus acidic conditions, a 3-choice chamber was set up. Three pieces of filter paper were cut to fit the chambers. Using a pipette, about four drops of 0.1 M HCl were placed in a circular pattern about the paper. Another piece of filter paper was sprinkled with 0.1 M KOH in the same manner as was done with the hydrochloric acid. The HCl and KOH were applied to the filter paper in such a way that the paper was not drenched in the chemical. One chamber, the one connected to two other chambers was lined with an unaltered piece of filter paper. One of the two remaining chambers, chamber 1, was lined at the bottom (inside bottom) with the acidic filter paper and the remaining chamber, chamber 3, was lined at the bottom with the basic filter paper. Using a soft brush, the ten pill bugs were all removed from the stock culture and placed in chamber 2, the middle chamber consisting of the unaltered paper. The chambers were then covere d and the pillbug count was recorded in the table for the initial time of 0 minutes. For the next ten minutes, the count of pillbugs in each of the three chambers was recorded every thirty minutes. The data continued to be collected even when they were no longer moving between sides or were all on one side. After the ten minutes had elapsed, the ten pillbugs were returned to the stock culture. Results Table 1: Number of Pillbugs in Wet vs. Dry Chambers at Various Times Time (min.) Number in Wet Chamber Number in Dry Chamber Other Notes 0 5 5 Begin moving instantly 0.5 2 8 Large number shifts together to one side 1 1 9 One more baby follows 1.5 3 7 Fighting between two larger isopods 2 5 5 Even out again 2.5 5 5 Move about but come back to even; one not moving 3 6 4 More to wet chamber 3.5 4 6 Back to Dry Chamber 4 5 5 Crawling on underside of paper 4.5 4 6 Fighting to get from one side to another 5 3 7 Large pillbug still not moving 5.5 6 4 Other pillbugs begin gathering around non-moving pillbug 6 7 3 Pillbugs piled on top of one another 6.5 5 5 Pillbug begins to move again 7 4 6 More to Dry Chamber 7.5 5 5 Back at even 8 6 4 Continual switch from chamber to chamber 8.5 7 3 Begin gathering at wet chamber 9 9 1 More join wet chamber 9.5 7 3 Crowded, a few go to dry chamber 10 9 1 Return to wet chamber Table 2: Number of Pillbugs in Lighter vs. Darker Colored Chambers at Various Times Time (min.) Number in Light Chamber Number in Dark Chamber Other Notes 0 5 5 Begin moving instantly 0.5 3 7 Move to dark side 1 2 8 More to dark side 1.5 2 8 Remain, no overall movement 2 2 8 No overall movement 2.5 3 7 Begin going to white side 3 3 7 No overall movement 3.5 4 6 Moving to lighter side 4 2 8 Move to dark side 4.5 5 5 Equalize again 5 3 7 Fighting to get to dark side 5.5 5 5 Equalize again 6 4 6 More to Dark side 6.5 7 3 Piling up to get to lighter side 7 7 3 No overall movement 7.5 8 2 More in lighter side 8 9 1 More in lighter side 8.5 7 3 Move to dark side 9 5 5 Equalize again 9.5 3 7 Move to darker side 10 4 6 Young follows adult to other side Table 3: Number of Pillbugs in Neutral, Acidic and Basic Chambers at Various Times Time (min.) Number in Neutral Chamber (Control) Number in Acidic Chamber Number in Basic Chamber Other Notes 0 10 0 0 Immediate Movement 0.5 2 5 3 Move to acidic 1 3 5 2 Stay around outside of chamber 1.5 6 2 2 Quickly out of acidic and into neutral area 2 4 3 3 More to basic area 2.5 5 2 3 Away from acidic area 3 2 3 5 More slowly moving to basic area 3.5 2 1 7 Movement to basic chamber 4 4 0 6 Pillbugs all out of Acidic area 4.5 1 1 8 Most in Basic area 5 1 4 5 Some return to acidic chamber 5.5 3 1 6 Slowly moving out of Acidic chamber and into neutral and basic chambers 6 4 1 5 Out of basic and into neutral 6.5 3 1 6 Back into basic area, around outside of filter paper 7 3 1 6 No overall movement 7.5 4 0 6 All gone from acidic area 8 3 0 7 More to basic area 8.5 4 0 6 Small shift 9 3 0 7 Reverse of shift 9.5 2 0 8 More to basic area more slowly than before test 10 1 0 9 More to basic area Figure 1: Fluctuation in Number of Pillbugs in Wet and Dry Chambers Figure 2: Fluctuation in Number of Pillbugs in Lighter and Darker Colored Chambers Figure 3: Fluctuation in Number of Pillbugs in Acidic, Neutral and Basic Chambers Discussion Table 4: Average Number of Pillbugs in Wet vs. in Dry Chambers Time (min.) Number in Wet Chamber Number in Dry Chamber Average # of Pillbugs in Wet Average # of Pillbugs in Dry 0 5 5 0.5 2 8 1 1 9 1.5 3 7 2 5 5 2.5 5 5 3 6 4 3.5 4 6 4 5 5 4.5 4 6 5 3 7 5.5 6 4 6 7 3 6.5 5 5 7 4 6 7.5 5 5 8 6 4 8.5 7 3 9 9 1 9.5 7 3 10 9 1 Total # of Pillbugs 108 102 5.143 4.857 Table 5: Average Number of Pillbugs in Lighter vs. Darker-Colored Chambers Time (min.) Number in Light Chamber Number in Dark Chamber Average # of Pillbugs in White (Light) Average # of Pillbugs in Dark 0 5 5 0.5 3 7 1 2 8 1.5 2 8 2 2 8 2.5 3 7 3 3 7 3.5 4 6 4 2 8 4.5 5 5 5 3 7 5.5 5 5 6 4 6 6.5 7 3 7 7 3 7.5 8 2 8 9 1 8.5 7 3 9 5 5 9.5 3 7 10 4 6 Total # of Pillbugs 93 117 4.429 5.571 Table 6: Average Number of Pillbugs in Neutral, Acidic and Basic Chambers Time (min.) Number in Neutral Chamber Number in Acidic Chamber Number in Basic Chamber Average # of Pillbugs in Neutral Chamber Average # of Pillbugs in Acidic Chamber Average # of Pillbugs in Basic Chamber 0 10 0 0 0.5 2 5 3 1 3 5 2 1.5 6 2 2 2 4 3 3 2.5 5 2 3 3 2 3 5 3.5 2 1 7 4 4 0 6 4.5 1 1 8 5 1 4 5 5.5 3 1 6 6 4 1 5 6.5 3 1 6 7 3 1 6 7.5 4 0 6 8 3 0 7 8.5 4 0 6 9 3 0 7 9.5 2 0 8 10 1 0 9 Total # of Pillbugs 70 30 110 3.33 1.429 5.238 Figure 4: Comparison of Average Number of Pillbugs in Wet Chamber vs. in Dry Chamber Figure 5: Comparison of Average Number of Pillbugs in Lighter-colored and Dark-colored Paper Figure 6: Comparison of Average Number of Pillbugs in Acidic, Neutral and Basic Chambers It was hypothesized that the isopods (pillbugs), given their possession of gills for respiration and that they live underneath rocks and logs, places where light is not in abundance, would prefer the wet chamber over the dry chamber and the dark chamber over the light chamber. It was also hypothesized that, considering that the pillbugs feed off of decaying organic material, which in the process of decaying increases the acidity of the soil, these isopods would prefer the acidic chamber (the one with HCl), over the caustic (with KOH) and neutral chambers. The data collected from preforming the experiment partially supports the hypothesis. The average number of pill bugs in each chamber, was calculated by summing the pillbug count for all twenty-one times in one chamber and then doing so for the next and then dividing these totals by the total number of pillbugs counted. In each case this number was 210. The results show, as seen in Table 4 and Figure 4, that the average number of pil lbugs in the moist chamber over ten minutes was about 5.143 while the average number in the dry chamber was about 4.857. This higher average for the moist chamber illustrates taxis with a movement toward the stimulus of moisture. The second portion of the hypothesis was also supported by the data collected. Table 5 and Figure 5 both show that the average number of pillbugs in the chamber with white filter paper was about 4.429, in comparison to the average number in the chamber with dark paper, which was about 5.571. These results are consistent with the known habitat of isopods such as pillbugs. The hypothesis for third portion the experiment, however, was not supported by the data collected. Table 6 and Figure 6 both show that the pillbugs actually prefer a basic environment, one with drops of KOH, over an environment with no chemical additives and the environment with the addition of drops of the strong acid HCl. The average for the number of pillbugs in the neutral environment w as about 3.33, for the acidic environment the average was 1.429 and for the caustic environment the average was about 5.238. These results could possibly be explained by the higher vapor pressure of HCl in comparison to that of the KOH. With a higher vapor pressure, the HCl would have vaporized more easily and quickly, thus getting into the gills of the pillbugs and causing them irritation. This irritation would explain their clear lack of fondness for the HCl permeated filter paper. The lack of pillbugs accumulating on the plain filter paper can possibly be explained by its complete lack of moisture, and that the antennae on the pillbugs would not sense any chemical or something of that nature, that would attract the pillbugs to that chamber. The interaction of the pillbugs inside the choice chambers is indicative of agnostic behavior, as seen in the fighting of the pillbugs. Human error, such as counting, would not play any, or any significant role, in the results of the experimen t. This experiment and the results obtained from it support most of the hypothesis, but conflict with and not support another portion. The results support the preference that pillbugs have for moist and dark environments, but suggests that pillbugs prefer more caustic environments to neutral and acidic environments. Citations

The Hobbit - The Motivation Of Lust :: essays research papers

Anyone who had something of great value stolen from him would try to get it back. Even if that person had to go to high risks to reclaim what was theirs. In the book The Hobbit, a hobbit named Bilbo Baggins, a wizard named Gandalf, and thirteen dwarves have to get back their lost treasure that a character named Smaug stole. To reclaim their treasure they have to travel a long distance to the Lonely Mountain where Smaug is hiding . Throughout their journey they encounter many life-hindering experiences. Dangers and obstacles pop up everywhere. The reason why this group goes to such great lengths to get their treasure is because of one reason, which is their motivation of lust. Lust created the conflict in this story. The conflict is the most important literary element because it directly affects everyone in the story. There are many conflicts, but the main one is between the dwarves and their lust for their lost treasure that Smaug has stolen. This conflict creates the basis for the story. Plus, there were conflicts added on because of this main conflict. Their journey to the Lonley Mountain consisted of one conflict after another. Even though the conflicts on their journey are not as important as the main conflict, they are what make this book interesting. Tolkien's choice of the main conflict is not the most creative. It is based upon the traditional story of "going out and taking back what is yours." If I had to choose something I didn't like about the book, it would be this simple plot. It is a good thing he added such adventurous conflicts to this story, otherwise it would not be a good piece of literature. Through the conflicts in this story, the author has a lesson for the reader. The lesson is if one wants something bad enough, he must be ready to suffer the consequences. To claim the treasure the group has to go through a lot. Some examples of this are being abducted by an army of goblins, being captured by giant spiders, and being captured by woodland elves. If a person has a goal for himself, he too will have to go through hard times. The only way the group succeeded is by having lust and pride drive them on. A person with a goal must also have something to drive him towards his goal. Lust is what carrys them to their goal.

recolections of ww2 :: essays research papers

At the age of about nine, in the year 1939, Alexandra Grochowska (my grandmother) experienced the terrors of World War 2. She lived in a town called Lodz with her parents and two sisters, one, two years older and one, two years younger. On the 1st of September (the day that war broke out) it was warm and sunny Alexandra and her sisters, knowing the war was coming, went for a swim in the nearby dam.As they swam they saw a group of german plains flying overhead, heading for Warszawa (Polands capital city), this meant the war was starting. However many things happened that day, to signal the start of the war, being so young, reality did not hit home. At the end of that day, Alexandra and her sisters arrived back at home, nothing happened for the next few days, the last days of her happy childhood. In the next few days the German Army invaded Lodz, closed down all the Polish schools and introduced curfew hours between 9:00pm and 6:00am. Jews were told to sew 6 pointed stars onto their clothes and some of her best friends were Jews. Alexandra's parents and all polish people were told to purchase black paper to cover their windows with at night time when their lights were on so that the city could not be spotted by plains flying overhead. In trams, Alexandra, like all other polish people, was not allowed in the first cart which was always reserved for Germans. Her city's name was changed to a german one (Lizmanstad), as well as all the city street names. Food tickets were brought in for bread, milk,meat etc. All of a sudden the life she had known had completely changed, she had to growup quickly to adjust to the situation. All Polish schools had been shut down, so in a daring move teachers put their lives on the line to organise secret lessons. Alexandra went to these lessons and one in particular stuck out in her mind. They were sitting in the makeshift classroom learning when, suddenly, the son of the teacher,who was standing on lookout, burst in the door saying that the German patrol is coming,in all the panic and comotion of re-arranging the room one boy panicked and jumped out of the first floor window. In jumping out of the window his ring finger (which had a ring on it) got caught on a nail which was protruding out of the sill.

Red Faction :: essays research papers

*************************** 29. Refuse Disposal Plant *************************** Open the elevator door by hitting the button to the right. Head forward, and Gryphon will run up ahead to the incinerator controls. ======================================================================= = Hendrix: This is Ultor's main trash disposal facility. = ======================================================================= ======================================================================= = Hendrix: That's an Ultor Personnel Suppression combot. I didn't = = know they had any on Mars! = ======================================================================= ======================================================================= = Hendrix: I can't see Orion's group on my monitors anymore. = ======================================================================= While Gryphon takes the first left, go forward up the ramp and through the door. Climb the ladder up ahead, then climb a second ladder to get to the roof. You'll be shot at by the combat as you climb, but just ignore it and get up there. He'll have a tough time hurting you while you're up here. Follow the instructions and you shouldn't lose a single point of health, despite the holes he might create with his rockets. As you look around the outer edge of the massive roof, you'll see several groups of ammo crates. Make your way around the outer edge as you make your way to each one to find ammo, medkits, armor, and a rocket launcher. Make sure to snuggle up to each crate and jump on top of it to make sure you get every last piece of ammo and equipment that you can. Once you're done, equip the rocket launcher and climb back down using a ladder away from the one you climbed up. The combot should be shooting at you, so begin making your way to the lower level door. Most importantly, keep moving and take some shots at the combot with the rocket launcher while you can. Keep taking shots at the combot and luring him out the large door on the ground floor until Hendrix cuts in. ======================================================================= = Hendrix: There's a disposal pit at the lowest point of this level. = ======================================================================= ======================================================================= = Hendrix: Try to lure the bot out onto the pit's covering, then open = = the doors from the control room. = ======================================================================= At this point, you've damaged the combot enough and he's really ticked off. Now just turn around and run back to the disposal pit. Once the combot approaches the last corridor leading to the pit's covering, run to the right and climb the ladder to the control room (where Gryphon is cowering in fear). The combot will be unloading everything he's got at you, but ignore it and quickly hit the right button to open the pit, then hit the left button to turn on the ceiling fan to blow the combot down into it. Rather than waiting and watching to make sure it happens,

Internet and Teenagers

THE EFFECTIVENESS OF E-LEARNING THROUGH INTERNET SERVICE FOR TEENAGERS Historically, the world centuries sustained a very hard time due to conservatism and backwardness of the people. No such sophisticated technology tools for assisting human’s tasks. Communication was also very hard to reach at that time due to the limitation of technological media devices. Literally the civilization had undergone a substantial movement toward the human resource development. People began doing experiments and creating some opuses to help their job.Eventually, the world societies today have succeeded to invent a useful technology tools to represent and ease human’s activities in the 21st centuries. So does Indonesia, we finally also could achieve the benefit of its advantages and wake up from any restrictiveness. Beforehand, while Ki Hadjar Dewantara, the first minister of education in Indonesia, built education facilities for Indonesian society establishment. However, learning was not effective. Learning might just learn about history and uncertain knowledge. At that moment, the media experienced retardation, even not all.Indonesia was very slowly and vulnerably running for education quality standard because the lack of resources at almost all aspects in the country. In addition the people should move to overseas countries to seek more knowledge and experience. It was different from the presence, we can know starting education since early age to university level and the system has been upgraded and standardized. One very good and simple example of Technology developments that is Internet which in the same time it also produces a more sophisticated system for education world like we call E-learning.E-Learning is the learning process through multimedia based-class. Its process is completed with sophisticated electronic devices to support Teaching Learning Process. As the result of E-Learning and Multimedia Based-Class, we will understand more broadly about the less on and science through supporting media. E-learning is not applied by using computer, television or LCD Projector only, further, we can also operate it by internet services to find broader and wider information online, news or science.In the system of E-Learning through Internet Services both tecaher and students will be possibly integrated one another so that Learning Process must be more effective and efficient. Beyond that, there are two benefits at least of E-learning those are: 1)It can bring benefits for students. They will be easier to find a wider knowledge through the internet services; they can also consult with teacher about lesson or homework online with Long Distance Learning (LDL) system. 2)It also brings benefit for teacher.The teachers will be easier to update and browse the new materials for teaching and get easier to find other data source by Internet Utilization. In particular, the implementation of E-Learning system can enhance and escalate gradually the school s ocieties as consequence the school achievement might be visible and obtained. As a matter of fact that nowadays internet also has negative impact towards teenagers. Many people tend to blame the media on social morality disorder.Mostly people assume internet service can bring much harm to the youth, because in fact today many kids misuse the media for bad things such as watching blue movies, browsing porno pictures and dating-courtship. Therefore, in this case, parent’s and teachers’ role is necessary to control the Internet Use. We cannot possibly blame the media, because the media only useful objects as supporting system to accomplish people’s tasks, to help learning process and to discover new information.Eventually, hoping government may help people to support society’s education and to implement E-learning through Internet Services as Long Distance Learning System at school is one good thing to do as a resident. Education budget should be increased i n order that Indonesian young generations are not away behind from developed countries human resources. In summary, E-learning is Online Long Distance Learning used to support Teaching Leaning Process at Classroom. E-learning makes teaching learning process work more effective and efficient to create a better and modern Teching Learning Design. Internet and Teenagers THE EFFECTIVENESS OF E-LEARNING THROUGH INTERNET SERVICE FOR TEENAGERS Historically, the world centuries sustained a very hard time due to conservatism and backwardness of the people. No such sophisticated technology tools for assisting human’s tasks. Communication was also very hard to reach at that time due to the limitation of technological media devices. Literally the civilization had undergone a substantial movement toward the human resource development. People began doing experiments and creating some opuses to help their job.Eventually, the world societies today have succeeded to invent a useful technology tools to represent and ease human’s activities in the 21st centuries. So does Indonesia, we finally also could achieve the benefit of its advantages and wake up from any restrictiveness. Beforehand, while Ki Hadjar Dewantara, the first minister of education in Indonesia, built education facilities for Indonesian society establishment. However, learning was not effective. Learning might just learn about history and uncertain knowledge. At that moment, the media experienced retardation, even not all.Indonesia was very slowly and vulnerably running for education quality standard because the lack of resources at almost all aspects in the country. In addition the people should move to overseas countries to seek more knowledge and experience. It was different from the presence, we can know starting education since early age to university level and the system has been upgraded and standardized. One very good and simple example of Technology developments that is Internet which in the same time it also produces a more sophisticated system for education world like we call E-learning.E-Learning is the learning process through multimedia based-class. Its process is completed with sophisticated electronic devices to support Teaching Learning Process. As the result of E-Learning and Multimedia Based-Class, we will understand more broadly about the less on and science through supporting media. E-learning is not applied by using computer, television or LCD Projector only, further, we can also operate it by internet services to find broader and wider information online, news or science.In the system of E-Learning through Internet Services both tecaher and students will be possibly integrated one another so that Learning Process must be more effective and efficient. Beyond that, there are two benefits at least of E-learning those are: 1)It can bring benefits for students. They will be easier to find a wider knowledge through the internet services; they can also consult with teacher about lesson or homework online with Long Distance Learning (LDL) system. 2)It also brings benefit for teacher.The teachers will be easier to update and browse the new materials for teaching and get easier to find other data source by Internet Utilization. In particular, the implementation of E-Learning system can enhance and escalate gradually the school s ocieties as consequence the school achievement might be visible and obtained. As a matter of fact that nowadays internet also has negative impact towards teenagers. Many people tend to blame the media on social morality disorder.Mostly people assume internet service can bring much harm to the youth, because in fact today many kids misuse the media for bad things such as watching blue movies, browsing porno pictures and dating-courtship. Therefore, in this case, parent’s and teachers’ role is necessary to control the Internet Use. We cannot possibly blame the media, because the media only useful objects as supporting system to accomplish people’s tasks, to help learning process and to discover new information.Eventually, hoping government may help people to support society’s education and to implement E-learning through Internet Services as Long Distance Learning System at school is one good thing to do as a resident. Education budget should be increased i n order that Indonesian young generations are not away behind from developed countries human resources. In summary, E-learning is Online Long Distance Learning used to support Teaching Leaning Process at Classroom. E-learning makes teaching learning process work more effective and efficient to create a better and modern Teching Learning Design.