The Bubonic Plague essays

The Bubonic Plague expositions The Bubonic Plague is maybe the most generally known and dreaded all things considered. Its demise rate was at 90% of all that gotten the destructive microscopic organisms. It is maybe the most contagous of all sicknesses as it could be given to another through the air. Hacking, sniffling, and in any event, talking were all approaches to transmit this lethal disease to other people. While it was a repulsive passing, it went ahead rather quick feet; the standard time from disease to death was short of what multi week. The Bubonic Plague, called the Black Death by a few, for the most part hit in scourges causing boundless, quick, and grisly passing. The three significant episodes were in the sixth, fourteenth, and seventeenth hundreds of years. The complete loss of life for those pandemics was 137 million individuals. In its most noticeably terrible structures it could execute 2 million clueless spirits a year. In spite of the fact that the plagues that murdered portion of Europes popu lace were awful, the overall spread of the malady caused dread in all the psyches of the world. The most exceedingly awful known ailment with such enormous killing numbers, was brought about by something we as people disregard in our regular daily existences, rodents. Rodents were tainted by the microorganisms known as Yersinia pestis after they were contaminated, bugs would nibble them and agreement the destructive ailment themselves. To these creatures anyway the sickness was not destructive, it just tainted the human body. At the point when an individual gotten the sickness, it was really self-evident. Their lymph hubs (called buboes, giving the ailment its name) expand, blood would clump under the skin framing dark patches, (giving the plague its dim epithet) high fever, and wooziness. Now and again the lungs would be contaminated and the pneumonic structure would be contracted. The plague was terrible to such an extent that when rodents had been found as the reason, abundance was offered for each rodent that was acquired dead to the neighborhood rodent guaranteeing station. The plague has showed up everywhere throughout the world, even here in New Orleans. Today anyway the plague is definitely not a major worr... <! The bubonic plague articles Would you be able to envision dieing without knowing the motivation behind why? Would you be able to envision being terrified when youu begin getting the side effects of what your neighbors kicked the bucket of? NO you cannot envision except if you need to live the chilly hard truth of knowing your before long going to bite the dust. Envision, The swellings keep on growing until they in the long run burst, with death following before long. The entire procedure, from first side effects of fever and hurts, to conclusive lapse, keeps going just three or four days. Envision all your relatives dieing and you cannot take care of business. Envision being straightaway. Simply envision. The bubonic plague was only one of he a few deadly maladies that has cleared starting with one society then onto the next since the beginning. The bubonic plague, otherwise called the Dark Death got its name on account of the purplish or blackish spots that were created in skin. It cleared however Europe like a pestilence it slaughtering 33% of its populace. The plague started In Asia venturing to every part of the exchange paths unavoidably arriving at Europe. The plague took four years to arrive at pretty much every side of Europe. The malady moved through Italy then to France, Germany, England, and all parts Europe. In Western Europe this sickness slaughtered 20-25 million, in southern 4 million. In china it murdered 35 million due to the pony riding Mongols, they conveyed contaminated insects and rodents in their food supplies as they dove into china. This infection was known to be cause for the most part in Europe on account of how Europe was living in medieval occasions. Europe was an extremely tarnished and examining spot to live, they had no pipes so they arranged theirs loss out in the lanes. Indeed, even before the plague, Europe in its medieval period was brimming with illnesses. The individuals didnt like to wash. Indeed, even the manner in which the urban communities were building assisted with spreading the plague. The avenues were sloppy on the grounds that they werent concrete; there were dead creatures and vegetable spoiling notwithstanding the trash and sewage in the s... <!

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The Organizational Structure of Nike Nike is the main trailblazer on the planet in athletic footwear, clothing, hardware, and extras. This overall organization works in a very unexpected authoritative structure in comparison to different organizations, for example, Reebok and Adidas. Nike works enormous promoting techniques and creates innovative plans to motivate competitors around the globe. This organization is perhaps the biggest provider on the planet in athletic footwear and clothing, principle maker of athletic gear, and making Nike the most significant brand among sports organizations. The assignment for Nike is to join decent variety and incorporation to support thoughts and advancement. Around the globe, this organization is a mainstream brand. Authoritative Structure Nike is made up as a network hierarchical structure, which comprise of a few experts and a few people report to at least two directors. In the organization, the staff illuminates to a team of chiefs who dispatches the advancement report to the supervisor of the office. Every item inside the organization incorporates of it is own area and has its own specialization who performs autonomously of the CEO. The administrators and workers of Nike choose concerning structure and production while the division supervisors focus primarily on moral issues. What's more, the administrators are totally responsible for the workers. While working a lattice structure, Nike settles on decisions and reacts snappier than some other division. In contrast to Nike, Microsoft utilizes a divisional structure since it offers different partitions inside the organization that capacities nearly as their own different substances. Nonetheless, this doesn't imply that they don't team up on undertakings or cross refe rence with one another. The divisi... ...ials to make their items as opposed to utilizing materials that conveys perilous materials. There across the board of items help extend the organization all around the globe, and rouse the world with extraordinary execution and plan. End By and by, Nike is a very different organization with exceptional authoritative structure, amazing showcasing technique, and creative items. The hierarchical structure of the Nike Corporation helped them become a main trailblazer for the world with inventive array and shoes. Their smart showcasing methodologies help them in promoting their items to thought process their clients and sell them. Their inventive item inspires clients with incredible execution footwear and quality plans to take on any snags. The Nike Corporation finds different approaches to improve their authoritative structure to rouse the world.

3 Grammatical Errors and Funnies from DollarsandSense Coupon Flyer!

3 Grammatical Errors and Funnies from DollarsandSense Coupon Flyer! Magazines and flyers are constant sources of grammatical errors and other interesting blog material for The Essay Expert.   This week Im writing just a few examples of what I found in the ads populating a recent Madisons DollarsandSense coupon flyer.   These examples are good reminders to pay attention to your writing! 1.   Ad for ChoreCare (www.ChoreCareMadison.com) Original text:   All jobs work is customized to meet your needs. Commentary:   Jobs work are two things and the verb should therefore be plural. Correction:   All jobs work are customized to meet your needs. This error is very common and I find myself making it more often than I’d like to admit.   A few days ago, I wrote, regarding the improvement to one of my client’s resumes:   The other bullets show his success on both the artistic and strategic side of marketing. I quickly caught my error and changed “side” to “sides,” since I was talking about two sides â€" plural! What makes this one slippery is that in speech, we often do not distinguish between the singular and plural in situations such as the ones above.   I see this as another example of purist vs. progressive language (see Top 10 Obsolete Grammar Rules â€" by Steven Sawyer). Whether you are a purist or a progressive on this one, I encourage you to pay attention and make a choice, rather than make a blind potential error.   Please share if you find yourself challenged by this issue! 2.   Ad for Mother Natures Diaper Service, Inc. Original text:   Reserve a Pre-birth Delivery Date Today! (click for full size ad) Commentary:   Is this line an intentional joke?   It seems the writers might be unaware that they have made a pun on Delivery Date. How can there be a pre-birth delivery [of a baby]?   OH…   a *diaper* delivery.   I get it. Is it just me, or does pre-birth remind you of afterbirth (the placenta and fetal membranes that are normally expelled from the uterus after the birth of the baby) now thats something I dont want delivered to my door!   I just dont like the phrase “Pre-birth Delivery” at all, even if it was intended to be clever, which I’m not convinced it was. My suggested correction:   Reserve a Diaper Delivery Date Today! Now thats cute, and it plays well on the word Delivery without being downright perplexing. 3.   Ad for Sierra Concepts, LLC Basement Waterproofing Specialists Original text:   $50 OFF Crack Injections Commentary:   I realize crack injection is a trade term, but really!   Am I the only one who immediately calls up an image of desolate streets and needles and crazed looking drug addicts? My suggested correction:   $50 OFF Basement Crack Repair. Boring, maybe.   But it gets the point across safely. What are your favorite examples of incorrect or funny ads?   Please share them here!

Gilgamesh and Urshanabi - Free Essay Example

Sample details Pages: 4 Words: 1270 Downloads: 5 Date added: 2019/07/01 Category History Essay Level High school Topics: Gilgamesh Essay Did you like this example? It has been years since Gilgamesh and Urshanabi have met and became kin to one another. One night, as Gilgamesh lay in his bed he felt a rumble in his room. He sat up quickly to find a map on the wall held up by a small dagger or knife. On the map lay a red circle surrounding a country on the other side of the sea. He thought to himself maybe this is the sign i have been waiting for. In the following morning Gilgamesh and Urshanabi set off on a boat to the land they seek. Where are we going said Urshanabi to Gilgamesh. To a land known as Greece Gilgamesh said with a fire in his eye. Urshanabi gulped, then wimperd Why wou..would we go there Gilgamesh replied i am not going to become a pet of the gods, i will escape death. Don’t waste time! Our writers will create an original "Gilgamesh and Urshanabi" essay for you Create order Days go by and they finally arrived, They land in a area surrounded by trees and plants. A woman comes forward from the tree line. Hello wanderer , you are not from these lands are you She said with a harmonic voice. Gilgamesh steps forward No, i am the great Gilgamesh, slayer of the demon Humbaba, Slayer of the lions. She nods Welcome Gilgamesh, i am Gaea the goddess of these woods. Gilgamesh Draws his sword Take me to the kings of your heaven, i wish to speak with them. Gilgamesh blinks and as his eyes open he finds himself in a dark room with enough light to make out a large man in the middle of the room. Gilgamesh jumps towards the man with his sword in hand. The room filled with lightning and Gilgamesh was thrown through the room. I am Zeus, God of the sky king of the heavens, whe are you here! The man bellows. I am here seeking to avoid death, i wish for immortality.Gilgamesh said. Zeus Laughs I will grant you immortality, only if you defeat my strongest son. Gilgamesh cuts off the laughter of the scruffy looking god with a You have a deal as he turns, and walks out of the room. Zeus Stands there with a blank expression, sweat dripping down his face. Gilgamesh set off on his journey to find the strongest son of zeus. As he roams greece he comes across a large mountain. He feels an urge to climb to the top of this mountain. As gilgamesh reaches the top of the mountain he hears a sound of fire and the banging of metal on metal. He peeks over the top of the rim of what he has now realized to be a volcano. A blast of heat hits his face. He makes out the figure of a man on a small island in the center of the crater. He walks across the small bridge leading to the island. As gilgamesh approaches the what he now sees is a man, He turns to face gilgamesh and speaks with a deep, raspy voice. You are the man from my vision. You had a vision, A vision of me? Gilgamesh asked. He man spoke with great excitement. Yes you are the man from the land of far, i am Hephaestus, i am supposed to help you with your quest. May you tell me what your quest is? Hephaestus asked. I am in this land to find everlasting life, i am on a journey to find the strongest son of zeus. Gilgamesh said with pride. Oh gods, your going to challenge Hercules. No one has challenge him since he fought the hydra, and he slayed it with ease. said Hephaestus. Where do i go to find this Hercules. asked gilgamesh. He is in the city of Athens attending a play about his 12 tasks. stated Hephaestus. Gilgamesh turned to the bridge and started walking. Wait, take this shouted Hephaestus as he throws a sword to Gilgamesh. He turned and keeps walking. Gilgamesh finally arrives in the city of athens to face hercules. He asks some of the town folk were he might find him. They all say the same thing, The Colosseum in the center of town. Gilgamesh finds the colosseum but it is not as large as he thought it would be. He walked into the arena shaped building to find a play being performed. He sees a large , muscular man sitting in a throne type chair on the balcony. He walked into the middle of the arena and stopes. The play comes to a halt and everyone is staring. I am here to challenge the so called mighty hercules, the strongest son of zeus! Gilgamesh yelles. All the people in the stands start laughing except for Hercules. Give these people a real show and fight me! he continues. The laughing stops as hercules leaps from the balcony in to the arena. Gilgamesh charges Hercules and lands a blow to his face. Hercules flies into the wall and rubble falls on him. Hercules stands and brushes off the dust and laughs. You really think you can defeat me, I am hercules, slayer of the hydra, i captured cerberus, i am the son of zeus the king of the heavens! Gilgamesh chuckles and draws his sword. The sword glows with a blue light as he charges hercules. Hercules dodges and draws his sword. They exchange strikes but they can not best one another. As the fight continues for hours and hours Gilgamesh notices th large glowing men and women standing to one side of the arena. Gilgamesh and Hercules stand there with no stamina left in there bodies. Give up and die already! Yelles gilgamesh. What will you gain from winning this fight? asked hercules. Gilgamesh leans on the sword that is no longer glowing i will not become a slave of the gods when i die, by defeating you i will be granted immortality! Hercules stands up straight, Is that what you really want, to live forever, to watch your love ones age and die as you stay young forever? You may not become a slave to your gods but you will become a slave to your mind. You will go mad, you will become a crazed madman and destroy all you know. Just return to your land and Live the remaining years of your life. Hercules sais. Gilgamesh stands there and looks from hercules to the gods behind him. Fine i will return, i will tell the tale of this mighty battle. Gilgamesh states. He turns to walk to the the opening to the rest of the city. As he walks out the opening he finds zeus standing in front of him. if you stay in these lands i will promise you that you will not become a slave to your gods, you will become a legendary hero in mount olympus. zeus sais. Gilgamesh smiles i would love that, but its not my place to become a being of power in a land i do not belong. I will return and challenge my gods just as i did here. Zeus reaches his hand out to the sword in Gilgameshs hand, If that is your decision i will grant you full power with this blade. As Zeus touches the blade, it starts to ecase in lightning and begin to glow again. Gilgamesh looks back up a Zeus to find himself standing at the edge of a treeline on a beach. He sees a boat with a familiar face. Urshanabi runs up to gilgamesh and Smiles but says nothing. They get on the boat, Gilgamesh looks at the captain of the ship, Take us home.

Programmable Logic Controllers Free Essay Example, 1000 words

Besides twisted pair and coaxial cables, PLC also uses fiber optic as a communication link. Fiber optic involves pulsing of light signal to carry digital signal over a long distance. It is capable of transmitting more information at a higher speed as compared to copper wires used in twisted pair and coaxial cable. 2 (d) Internal architecture and operational characteristics of the CPU The PLC CPU consists of three major subsystems; Arithmetic and Logic Unit (ALU), Control Unit (CU), and the Registers. It works by fetching instructions from a specified location into instruction registers and decoded by the control unit. ALU is involved with the arithmetic and logic operations of the CPU. The results are then stored in a special memory location. ALU does the mathematical operations such as addition, subtraction and basic logic operations like AND /OR. It’s a collection of logic gates with inputs, outputs and control bits for determining the type of operation to be done. Task 2 (a) Combinational logic systems and sequential logic systems Combinational logic systems are implemented by Boolean and lack memory since their output entirely depends on the input while sequential logic system uses memory and their output not only depends on the input but also the results of the previous input. We will write a custom essay sample on Programmable Logic Controllers or any topic specifically for you Only $17.96 $11.86/pageorder now Sequential logic system uses flip flops thus have states unlike combinational logic system. ___________________________ 2Evans, William Ted. Programmable logic controllers: fundamentals and applications. Champaign, Ill. : Stipes Pub. , 2006. (b) Analogue inputs and word length of digital outputs. Resolution in the conversion of analogue input in to digital output indicates the number of discrete values that can be produced over a range of analog values. Analogue input are continuous and non discrete unlike digital output (c) Convert the decimal number 6481010 Binary: 1111110100101010 Hexadecimal: FD2A Octal: 1764528 (d) Compare the star, bus and ring forms of network In star network topology, there is a central node to which all the other nodes are connected. Failure in one node does not affect the other nodes unless it is the central node. Star topology enables the administrator to centrally monitor all the networked devices via the central hub. Bus topology on the other hand is the least complicated given that it utilizes a single transition media from which the other devices are connected. A major limitation to bus topology is the limited amount of devices that can be networked.

The Chinese Wedding Day Free Essays

Chinese Marriage Custom 1. The Proposal. The process starts with an elaborate marriage and acceptance. We will write a custom essay sample on The Chinese Wedding Day or any similar topic only for you Order Now This process was placed in the hand of go-between, who acted as a buffer between two parties. The important parties in proposal and betrothal negotiations were the parents of the bride and groom, rather than the bride and the groom. When the boy’s parents identified a future bride, they would send the go-between to present gifts to the girl’s parents and to express their feelings about the match. If the proposal was well-received, the go-between would obtain the date and hour of the girl’s birth recorded on a formal document. The groom’s family would place this document on the ancestral altar for three days. If no suspicious omens, e. g. quarrels between the parents or a loss of property, took place within that time, the parents would give the information to an astrological expert to confirm that the young woman and their son would make a good match. If the boy’s family found the horoscope to be favourable, they gave the boy’s birth date and birth hour to the go-between to bring to the girl’s family, who would go through the same process. Only after both outcomes were favourable, the two families will arrange to meet. Finally after discussion, each family evaluated the other in terms of appearance, education, character, and social status. If both were satisfied they would proceed to the betrothal. 2. The Betrothal. First both parents exchanged family credentials as tokens of intention. Then, after extensive bargaining, the two families would arrive at the amount of money and goods that would make up the gift to the girl’s family. After presenting engagement tokens, the go-between would ask the bride’s family to choose among several wedding dates suggested by the boy’s family and also set a date for presenting betrothal gifts. The boy’s family presented betrothal gifts of money and significant items such as tea, â€Å"Dragon (male) and Phoenix (female)† bridal cakes, pairs of male and female poultry, sweetmeats and sugar, wine and tobacco, accompanied by an itemized statement of these gifts. Tea was such a primary part of these gifts in some areas that they were known collectively as cha-li, that is, â€Å"tea presents. † The girl’s family reciprocated with gifts of food and clothing. It was customary for the girl’s family to distribute the bridal cakes they received from the boy’s family to friends and relatives as a form of announcement and invitation to the wedding feast. The boy’s family’s gifts acknowledged the parents’ efforts in accepting the girl, and by accepting the gifts, the girl’s family pledged her to the boy’s family. Several days after the presentation of the betrothal gifts, the girl’s family sent porters with an inventoried dowry to the boy’s house. The dowry consisted of practical items, including a chamber pot, filled for the occasion with fruit and strings of coins. This procession gave the girl’s family the opportunity to display both their social status and their love for their daughter, and wealthy parents often included serving girls to attend their daughter in her new home. The betrothal generally lasted for a year or two, although the betrothal would last until the children had grown to marriageable age. 3. Before The Wedding. In preparation for her departure, the future bride retreated from the ordinary routine and lived in seclusion in a separate part of the house with her closest friends. During this moment, the young women sang and mourning the bride’s separation from her family and vowing in front of the go-between and as well as the groom’s family and the girl’s parents. Since this sleep-over often took place in the cock loft, the bride’s emergence on her wedding day is sometimes referred to as â€Å"coming of the cock loft†. The preparation on the part of the groom involving the installation the bed on the day before the wedding. A man or women with many children and living mates, were selected to install a newly purchased bed. After the bed was in place, children were invited onto the bed as an omen of fertility. For the same reason, the bed was scattered with red dates, oranges, lotus seeds, peanuts, pomegranates and other fruits. 4. The Wedding Day. At dawn on her wedding day (or the night before), the bride bathed in water infused with pumelo, a variety of grapefruit, to cleanse her of evil influences. A ‘good luck woman’ attended the bridal preparations. She spoke auspicious words while dressing the bride’s hair in the style of a married woman. After the hair is styled, the bride emerged from her retreat. She was carried to the main hall on the back of the ‘good luck’ woman or her most senior sister-in-law. There she donned a jacket and skirt and stepped into a pair of red shoes, placed in the center of a sieve. The bride’s face was covered with either a red silk veil or a ‘curtain’ of tassels or beads that hung from the bridal Phoenix crown. (The photo below was taken at the mock wedding at a prior year’s Chinese Summer Festival. After completing her wedding preparations, the bride bowed to her parents and to the ancestral tablets and awaited the arrival of the bridal procession from the groom’s house. Dressed in a long gown, red shoes and a red silk sash with a silk ball on his shoulder, the groom knelt at the family altar while his father placed a cap decorated with cypress leaves on his head. The groom bowed first before the tablets of Heaven and Earth and his ancestors, then to his parents and the assembled family members. His father removed the silk ball from the sash and placed it on top of the bridal sedan chair. Next is the process to obtain the bride. The firecrackers start to play, the loud gong and also drums marked the starting process. The groom starts the procession led by the kids as a sign of his future kid. The groom would to the bride’s house to fetch her, taking with him the bridal chair, which was completely covered with red satin and fresh flowers. On arriving at the bride’s house, the groom’s party was met by the bride’s friends, who would not ‘surrender ’the bride until they were satisfied by red packets of money, ang pau from the groom’s representative. This was the occasion of much good-natured haggling before the two parties could reach an agreement. In some cases, the groom would take dinner with the bride’s family, and receive a pair of chopsticks and two wine goblets wrapped in red paper, symbolic of his receiving the joy of the family in the person of their daughter. In some regions, he would be offered sweet longan tea, two hard-boiled eggs in syrup and transparent noodles. Another variation was the groom’s partaking of soup with a soft-boiled egg, the yolk of which he was expected to break, arguably symbolic of breaking the bride’s ties with her family. The ‘good luck woman’ or a dajin, employed by the bride’s family to look after the bride, carried the bride on her back to the chair. Another bridesmaid might shield the bride with a parasol while a third tossed rice at the sedan chair. Sometimes the bride was borne out in a wooden ‘cage’ with her feet padlocked –; presumably a remnant from rougher times with extremely reluctant brides. A sieve, shai-tse, which would strain out evil, and a metallic mirror, king, which would reflect light, were suspended at the rear of the bride’s sedan to protect her from evil influence. The bride might also attach a special mirror to her garment, which she would not remove until she was safely seated upon the marriage bed. Firecrackers were set off to frighten away evil spirits as the bride departed in the sedan chair. The physical movement symbolized the transfer of the bride from her parent’s family to her husband’s. Great care was taken to ensure that no inauspicious influence would affect the marriage. The female attendants who escorted the bride to her new home were chosen with particular care that the horoscope animals of their birth years were compatible with that of the bridegroom. The sedan chair itself was heavily curtained to prevent the bride from inadvertently glimpsing an unlucky sight, e. g. a widow, a well, or even a cat. Attendants scattered grain or beans, symbols of fertility, before her. Once again, firecrackers were set off just before the procession arrived. A red mat was placed before the sedan chair for the bride lest her feet touch the bare earth as she dismounted. The entire household would be waiting to receive her. The bride was required to step over a saddle or a lit stove to cross the threshold, since the words for â€Å"saddle† and â€Å"tranquillity† sounds the same and the fire would cast out of evil influences. An attendant might immediately place a heap of rice in a sieve over or near the bride. If the bride did not wear a lucky mirror, one might be used at this time to flash light upon the bride. In some regions, a grain measure and a string of of copper coins were laid out as talismans of prosperity. After these rituals took place, the groom could finally raise the red scarf and view the bride’s face. 5. The Wedding Day. In contrast to the elaborate preparations, the wedding ceremony itself was simple. The bride and groom were conducted to the family altar, where they paid homage to Heaven and Earth, the family ancestors and the Kitchen God, Tsao-Chun. Tea, generally with two lotus seeds or two red dates in the cup, was offered to the groom’s parents. Then the bride and groom bowed to each other. This completed the marriage eremony, except in some regions, where both also drank wine from the same goblet, ate sugar moulded in the form of a rooster, and partook of the wedding dinner together. Immediately after the ceremony, the couple were led to the bridal chamber, where both sat on the bed. In some areas, honey and wine were poured into two goblets linked by a red thread. The bride and groom took a few sips and then exchanged cups and drank it down. On the day of th e wedding (and sometimes for the next three days), the bed chamber was open to visitors, who were given to teasing the young couple with ribald remarks. Generally, separate wedding feasts were given by the parents of the bride and the groom for their respective friends and families. Even at the feast, men and women sat separately. There could be a single feast for each or a series of feasts over several days. However, the most important feast was that given the groom’s family on the day of the wedding. It was generally considered as public recognition of the union. On the day after the wedding,  the bride awoke early to attend honor the ancestors at dawn. It was only then that she was then formally introduced to the groom’s relatives and friends. As she knelt before each of the older relatives, she received a small gift. The bride’s parents-in-law gave her a title according to her husband’s seniority in the family hierarchy. On the day after the wedding,  the bride awoke early to attend honor the ancestors at dawn. It was only then that she was then formally introduced to the groom’s relatives and friends. As she knelt before each of the older relatives, she received a small gift. The bride’s parents-in-law gave her a title according to her husband’s seniority in the family hierarchy. How to cite The Chinese Wedding Day, Papers

Constructions Torsional Buckling of Beams †MyAssignmenthelp.com

Question: Discuss about the Constructions Torsional Buckling of Beams. Answer: Introduction The torsional buckling of the beam may tend to occur in the unstrained beam which is considered when there is a compression of the flange and is completely free for the displacement in the lateral and the rotational form. This is applied when the load causes the lateral displacement with the twisting that could be occurred. The figure above shows the proper lateral displacement with the twisting that has been from the beam when there is a lateral torsional bucking. the torsional effect is mainly due to the forces with the flanges. It includes the sections to twist about with the longitudinal axis. Here, there are effects set to be dominated by the flange thickness with the section that has a larger bending strength with the same depth of section. The lateral torsional buckling is mainly due to the location of the applied loads and handling the shape between the load application point and shear centre (Couto et al., 2016). This affects the susceptibility to mainly effect the buckling. The load is applied to the section which is susceptible through the shear centre and works over the effects that includes the destabilisation with the loads that are applied with the effects of BS5950-1:2000. The torsional buckling is applied with the load that cause the lateral displacement with the twisting. The failure i s when the load is applied to the unconstrained steam with the flanges that have been acting under the compression and one under the tension. The unconstrainted are mainly due to the compression which is free for moving laterally and has a twist as well. As per the analysis, the applied vertical load generally results in the compression and the tension in the flanges where the compression generally is for the deflection away from the original position point (Vild et al., 2017). Here, the tension tends to keep the member straight where there is a creation of restoring the force that oppose the movement mainly it wants to remain straight. The restoring of forces is also not large to stop the sections but works with the lateral component of the tensile force that tends to determine the buckling resistance of the beam. The torsional effect is mainly due to the domination by the flange thickness with larger bending strength than the same depth of section. It works over applying the load at the location which tends to reduce the susceptibility of the section with application of the applied shear centre that is for destabilising of the load (Barnat et al., 2017). Here, the effects are set by using the effective lengths and working over the uniform distribution along its length. There are factors which include the design with the guidance to allow the effect of different bending moment distributions. They are familiar to make use of the uniform moment factor. The end support conditions are considered important for the development for the buckling moments where the web cleats tend to stop the web from deflection in the lateral form. The end conditions are where there are more restraints which are set for the increased buckling moment, with the end support that offer less restraints. The effective length is to determine the slenderness of the section which accounts to the effect of end restraint on the lateral torsional buckling. The slenderness of the section has been important for the designing check for the lateral torsional buckling where the factors that affect are: The beam length The stiffness of the lateral bending of the flanges The handling of the stiffness of the torsional section (Mandal et al., 2002). Here, the designing codes are important to focus on determining the section slenderness with the elastic critical moment that is for the methods set for determining the Euler buckling of a strut. This works over the defined forms of the axial compression that will lead to the failure of the elastic flexural buckling that is compared to the critical moment with properly defining the moment which results in the failure mainly due to the elastic lateral torsional buckling of beam. Here, the sections are set to define about the varying slender sections which tend to fail elastically with the excessive lateral torsional buckling which is then applied for the moment (Horacek et al, 2017). The intermediate slender sections tend to fail in elastically by the excessive forms of the lateral torsions where the stocky sections attain the plastic moment with the negligible lateral torsional buckling. The focus of the research is about the instability which is based on testing the real beams. Here , the methods are time consuming and could leave room for the errors. The modelling like the beam is easy for the computer based techniques, where the performance is set to argue about the different forms under the elastic conditions with the geometry and no initial imperfections. There are no beams which are perfect and tend to behave completely different from the ideal ones (Naaim et al, 2016). It is important to focus on the energy methods which could be for handling the specific load cases where the total potential of the system is to minimise the state of equilibrium and work over the states that could adjust to a deflected shape to the lowest potential energy as well. The critical loading is where there is no energy which is needed for the deformation of the beam into the adjustment to the deflected shape which corresponds to the lowest potential energy. Here, there is no major need to deform a beam which has been deflected with the state of equilibrium where the potential als o does not tend to change. There is a need to focus on the work load by the external loading at the time of buckling which is same to the internal work done by the sectional forces. Here, the focus is on the mechanisms which are complex, and which makes the evaluation difficult for the elastic critical moment (Qiao et al., 2003). The 3-factor formula includes the different variables that has a major issue with the variables with analytical approach. Here, the focus is on handling the no exact closed form expression where the structural patterns depends on the moment forms. The approximate value is depending upon the validation with the detailed analysis of the incremental forms. The value of the distributed loads takes hold of the acts that have the shear centre rather than the flanges. To work on the programs, there is a need to make use of the establishing of finite element model which could be a part of the lateral boundary conditions with the real beam connections that are prope rly modelled and evaluated (Valarinho et al., 2016). Here, the different standards are set for the critical moment with the 3 factor standards to focus over the continuation and work over the designing procedures which are set regarding the lateral torsional buckling. The forms are set with the magnitude of errors which have been introduced by the buckling curves. Examples of constructions with the torsional buckling of beams Some of the examples which are related to the buckling of the beams is accounted for the construction where there is construction of the steel-concrete composite buildings, with the steam beams that are designed for the full moment capacity based on the flooring which also provide the lateral restraints to the beams. The erection stage of the structure with the beams that does not receive he lateral support from the floors have the concrete hardening. The stages are generally prone to the lateral buckling where the rolled sections are set invariably with the reduced residual stress. Here, the effects of deviation with the example of New IS 800 considers any of the destabilising effects with the top flange loading set using the notional effective length span (Plaut et al., 2017). The major influence is mainly on the beams which are loaded with the equal and the opposite end moments where the loading conditions is regarded to be severe with the equivalent uniform moments (Yang et al., 2016). The basic designing procedures are set with the elastic critical moment. It has been seen that the lateral torsional buckling is set with the picking points with unbraced length that is set to handle the top flanges which need to be laterally stiffened. With this, the focus is on the finite element analysis to determine the forces which are important for the horizontal truss to maintain the girder stability. Here, the major difficulties are reported and needs to be handed with the length that involves the crane to life one of the girders. The project is geared towards the intent of the project for determining the force with compression flange of the girder to prevent any type of the lateral torsional buckling. This information is then used for the critical loading that acts at the different heights with respect to the support on the cantilever beams. The top, and the bottom flange loadings are important for the support and to work over the tapering and prismatic approach as well. Here, the tapering is about the support the system of beam with the increase d depth at the mid span (Valarinho et al., 2016). The finite element formulation is to determine the prismatic approach where the development is through analysing the Lateral Torsional Buckling Analysis Program which is to determine the stability and the accuracy of the program. This is to handle the three cases of the flange thickness, width and the taper in the web. Conclusion As per the study, there are reasons and the expressions which could lead to the study and work over the calculation of the old element formulation. This is mainly used for the boundary conditions and to work over the validity and reliability of results. The reference values are related to the validation sections for the beam lengths and to handle the parametric study as well. The results are when there are no lateral restraints but have the common closed form expressions which takes into account all the base load effects with the buckling analysis. References Barnat, J., Bajer, M., Vild, M., Melcher, J., Karmaznov, M., Pijk, J. (2017). Experimental Analysis of Lateral Torsional Buckling of Beams with Selected Cross-Section Types.Procedia Engineering,195, 56-61. Couto, C., Real, P. V., Lopes, N., Zhao, B. (2016). Numerical investigation of the lateraltorsional buckling of beams with slender cross sections for the case of fire.Engineering Structures,106, 410-421. Hor?ek, M., Melcher, J. (2017). Lateral?torsional buckling of beams of double symmetrical and mono?symmetrical cross?sections loaded perpendicularly to the axis of symmetry: Experimental verification.ce/papers,1(2-3), 1417-1426. Mandal, P., Calladine, C. R. (2002). Lateral-torsional buckling of beams and the Southwell plot.International Journal of Mechanical Sciences,44(12), 2557-2571. Naaim, N., De'nan, F., Keong, C. K., Azar, F. (2016). Finite Element Analysis of Lateral Torsional Buckling Behaviour of Tapered Steel Section with Perforation. InMATEC Web of Conferences(Vol. 47). EDP Sciences. Plaut, R. H., Eatherton, M. R. (2017). Lateral-torsional buckling of butterfly-shaped beams with rectangular cross section.Engineering Structures,136, 210-218. Qiao, P., Zou, G., Davalos, J. F. (2003). Flexuraltorsional buckling of fiber-reinforced plastic composite cantilever I-beams.Composite Structures,60(2), 205-217. Valarinho, L., Correia, J. R., Machado-e-Costa, M., Branco, F. A., Silvestre, N. (2016). Lateral-torsional buckling behaviour of long-span laminated glass beams: Analytical, experimental and numerical study.Materials Design,102, 264-275. Valarinho, L., Correia, J. R., Machado-e-Costa, M., Branco, F. A., Silvestre, N. (2016). Corrigendum to Lateral-torsional buckling behaviour of long-span laminated glass beams: Analytical, experimental and numerical study[Materials Design, volume 102, 15 July 2016, pages 264275].Materials Design, (107), 371. Vild, M., Pijk, J., Barnat, J., Bajer, M., Melcher, J., Karmaznov, M. (2017). Comparison of analytical and numerical methods applied to lateral torsional buckling of beams.Procedia Engineering,195, 48-55. Yang, B., Xiong, G., Ding, K., Nie, S., Zhang, W., Hu, Y., Dai, G. (2016). Experimental and numerical studies on lateral-torsional buckling of GJ structural steel beams under a concentrated loading condition.International Journal of Structural Stability and Dynamics,16(01), 1640004.

Book Review Darkness, Be My Friend Essays - Tomorrow Series

Book Review: Darkness, Be My Friend Darkness, Be My Friend is the fourth book in John Marsden's series consisting of Tomorrow, When the War Began, In the Dead of the Night and The Third Day, The Frost, in which seven young people are thrown into the middle of a violent war zone. Ellie, Fi, Kevin, Lee, Homer, Robyn and Corrie set out on a camping trip to a remote part of their district. They find their way into a remote basin surrounded by dangerous cliffs and difficult terrain, where they are completely safe and cut off from the rest of the world. When the teenagers return to their homes, they find that all the families in the district were abducted and locked into the show grounds by armed soldiers who are taking over Australia. After finding this, they go on to perform numerous terrorist activities around the district to hamper the enemy's progress. These including blowing up a bridge on a major convoy route, attacking an important bay used for supplies and in Darkness, Be My Friend, the teenagers set out from New Zealand to assist a small group of elite New Zealand soldiers attack the new airbase that has been built in their town. In this book, the New Zealand soldiers disappear without a trace and the teenagers have to attack the airbase themsleves_ I think that this book is as much about adventure and survival as it is about emotions, friendships and relationships. The book is written as the diary of the unofficial leader of the group and she speaks a lot about her thoughts, her relationships with the other members of the group and of her emotions about what she was forced to do during the course of the war. "I was determined I wasn't going to get angry, so I ignored that. I didn't blame him in a way. If only I could have understood what was going on in my own mind_ but I found that difficult at the best of times." "It was nothing to do with Lee. I still liked him a lot. I'd got over those feelings I'd had ages ago, the negative feelings towards him. So it wasn't that. I thought maybe it had something to do with the boy in New Zealand, whose name I realised with a shock I'd forgotten. It would come back to me, no doubt about that, but for the moment I couldn't think of it at all. And I thought it was probably a lot to do with the dead man whose house we had sneaked into - not that it was his house anyway - but the fact that we were living in a dead man's house. And, of course the fact that I'd killed him. I didn't know his name either. Weird: two guys who figured prominently in my life, and they were both nameless to me." "A slow awareness came over me, a kind of burning, as I realised. Yes, it was because of the boy in New Zealand and the man who lived in this house. And because I'd screamed at the soldier in the street. And because I'd left the door open at Tozer's. And because the fuel tank had been padlocked. And because I'd sneezed." Throughout the book, Marsden keeps an excellent mix of adventure, excitement and of personal `experience'. He looks deeper and deeper into the mind of Ellie and exactly how she feels. He writes this well and in a style that I would imagine Ellie would use. Marsden's excellent writing ability makes the story even more believable and more moving. He is able to portray the feelings and emotions that I would imagine a person in that situation to have and does so so well and so convincingly, that you can fully understand and comprehend what the group went through.

Major General Henry Heth - American Civil War

Major General Henry Heth - American Civil War Henry Heth - Early Life Career: Born December 16, 1825 at Black Heath, VA, Henry Heth (pronounced heeth) was the son of John and Margaret Heth.   The grandson of a veteran of the American Revolution and son of a naval officer from the War of 1812, Heth attended private schools in Virginia before seeking a military career.   Appointed to the US Military Academy in 1843, his classmates included his boyhood friend Ambrose P. Hill as well as Romeyn Ayres, John Gibbon, and Ambrose Burnside.   Proving a poor student, he matched his cousins, George Pickett, 1846 performance by graduating last in his class.   Commissioned as a brevet second lieutenant, Heth received orders to join the 1st US Infantry which was engaged in the Mexican-American War.    Arriving south of the border later that year, Heth reached his unit after large-scale operations had concluded.   After participating in a number of skirmishes, he returned north the following year.   Assigned to the frontier, Heth moved through postings at  Fort Atkinson, Fort Kearny, and Fort Laramie.   Seeing action against the Native Americans, he earned a promotion to first lieutenant in June 1853.   Two years later, Heth was promoted to captain in the newly-formed 10th US Infantry.   That September, he earned recognition for leading a key flanking attack against the  Sioux during the Battle of Ash Hollow.   In 1858, Heth penned the US Armys first manual on marksmanship entitled  A System of Target Practice. Henry Heth - The Civil War Begins:      With the Confederate attack on Fort Sumter and beginning of the Civil War in April 1861, Virginia left the Union.   After the departure of his home state, Heth resigned his commission in the US Army and accepted a captains commission in the Virginia Provisional Army.   Quickly advanced to lieutenant colonel, he briefly served as General Robert E. Lees quartermaster general in Richmond.   A critical time for Heth, he became one of the few officers to earn Lees patronage and was the only one referred to by his first name.   Made colonel of the 45th Virginia Infantry later year, his regiment was assigned to western Virginia.   Operating in the Kanawha Valley, Heth and his men served under Brigadier General John B. Floyd.   Promoted to brigadier general on January 6, 1862, Heth led a small force entitled the Army of the New River that spring.   Engaging Union troops in May, he fought several defensive actions but was badly beaten on the 23rd when his command was routed near Lewisburg.   Despite this setback, Heths actions helped screen Major General Thomas Stonewall Jacksons campaign in the Shenandoah Valley.   Re-forming his forces, he continued to serve in the mountains until June when orders arrived for his command to join Major General Edmund Kirby Smith at Knoxville, TN.             Henry Heth - Kentucky Campaign: Arriving in Tennessee, Heths brigade began moving north in August as Smith marched to support General Braxton Braggs invasion of Kentucky.   Advancing into the eastern part of the state, Smith captured Richmond and Lexington before dispatching Heth with a division to menace Cincinnati.   The campaign ended when Bragg elected to withdraw south after the Battle of Perryville.   Rather than risk being isolated and defeated by Major General Don Carlos Buell, Smith joined with Bragg for the retreat back to Tennessee.   Remaining there through the fall, Heth assumed command of the Department of East Tennessee in January 1863.   The following month, after lobbying from Lee, he received an assignment to Jacksons corps in the Army of Northern Virginia.    Henry Heth - Chancellorsville Gettysburg: Taking command of a brigade in his old friend Hills Light Division, Heth first led his men in combat early that May at the Battle of Chancellorsville.   On May 2, after Hill fell wounded, Heth assumed leadership of the division and gave a credible performance though his assaults the next day were turned back.   Following Jacksons death on May 10, Lee moved to reorganize his army into three corps.   Giving Hill command of the newly-created Third Corps, he directed that Heth lead a division comprised of two brigades from the Light Division and two recently arrived from the Carolinas.   With this assignment came a promotion to major general on May 24.        Ã‚   Marching north in June as part of Lees invasion of Pennsylvania, Heths division was near Cashtown, PA on June 30.   Alerted to the presence of Union cavalry in Gettysburg by Brigadier General James Pettigrew, Hill ordered Heth to conduct a reconnaissance in force towards the town the following day.   Lee approved the action with the restriction that Heth was not to cause a major engagement until the entire army was concentrated at Cashtown.   Approaching the town on July 1, Heth quickly became engaged with Brigadier General John Bufords cavalry division and opened the Battle of Gettysburg.   Initially unable to dislodge, Buford, Heth committed more of his division to the fight. The scale of the battle grew as Major General John Reynolds Union I Corps arrived on the field.   As the day progressed, additional forces arrived spreading the fighting west and north of the town.   Taking heavy losses through the day, Heths division finally succeeded in pushing Union troops back to Seminary Ridge.   With support from Major General W. Dorsey Pender, a final push saw this position captured as well.   During the course of the fighting that afternoon, Heth fell wounded when a bullet struck him in the head.   Saved by a thick new hat that had been stuffed with paper to improve the fit, he was unconscious for the better part of a day and played no further role in the battle. Henry Heth - Overland Campaign: Resuming command on July 7, Heth directed the fighting at Falling Waters as the Army of Northern Virginia retreated south.   That fall, the division again took heavy losses when it attacked without proper scouting at the Battle of Bristoe Station.   After taking part in the Mine Run Campaign, Heths men went into winter quarters.   In May 1864, Lee moved to block Lieutenant General Ulysses S. Grants Overland Campaign.   Engaging the Major General Winfield S. Hancocks Union II Corps at the Battle of the Wilderness, Heth and his division fought hard until relieved by Lieutenant General James Longstreets approaching corps.   Returning to action on May 10 at the Battle of Spotsylvania Court House, Heth attacked and drove back a division led by Brigadier General Francis Barlow. After seeing further action at North Anna in late May, Heth anchored the Confederate left during the victory at Cold Harbor.   Having been checked, Grant elected to move south, cross the James River, and march against Petersburg.   Reaching that city, Heth and the rest of Lees army blocked the Union advance.   As a Grant commenced the siege of Petersburg, Heths division took part in many of the actions in the area.   Frequently occupying the extreme right of the Confederate line, he mounted unsuccessful attacks against his classmate Romeyn Ayres division at Globe Tavern in late August.   This was followed assaults at the Second Battle of Reams Station a few days later. Henry Heth - Final Actions: On October 27-28, Heth, leading Third Corps due to Hill being ill, succeeded in blocking Hancocks men at the Battle of Boydton Plank Road.   Remaining in the siege lines through the winter, his division came under assault on April 2, 1865.   Mounting a general attack against Petersburg, Grant succeeded in breaking through and forced Lee to abandon the city.   Retreating toward Sutherlands Station, the remnants of Heths division were defeated there by Major General Nelson A. Miles later in the day.   Though Lee desired to have him lead Third Corps after Hills death on April 2, Heth remained separated from the bulk of the command during the early parts of the Appomattox Campaign. Withdrawing west, Heth was with Lee and the rest of the Army of Northern Virginia when it surrendered at Appomattox Court House on April 9.   In the years after the war, Heth worked in mining and later in the insurance industry.   Additionally, he served as a surveyor in the Office of Indian Affairs as well as assisted in the compilation of the US War Departments  Official Records of the War of the Rebellion.   Plagued by kidney disease in his later years, Heth died at Washington, DC on September 27, 1899.   His remains were returned to Virginia and interred in Richmonds Hollywood Cemetery.      Ã‚      Selected Sources Gettysburg Generals: Henry HethCivil War Trust: Henry Heth Civil War: Henry Heth

Discuss the evolution of the concept of metabolism and symbiosis in Essay

Discuss the evolution of the concept of metabolism and symbiosis in post-war Japanese architecture. What are the key aspects of - Essay Example In this case, this evolution was attributed to the philosophies of urban adaptability and renewability of ideas gathered from various Japanese, which were entrenched within the culture in theory and physical practices. Moreover, this was a representation of accomplishment of the contemporary and chronological Japanese architecture. This paper will focus on conducting an analysis of the Metabolist Architectural Movement that was initiated in 1960s after the World War II, in which Japan participated. Apparently, it is important to exploring its influence on the popular works of art in anime genre in order to understand the evolution of the concept of metabolism and symbolism after the World War II. Evolution of metabolism has been significantly influenced by acceptability into Science Fiction, and renders it to be considered an element of the Utopia, which is regarded to be post-apocalyptic aspect of Japanese society’s future. Therefore, integration of metabolism in Science Fict ion is also considered an illustration of progress. Fundamentally, the theory of metabolism is based on two principles, which include symbiosis of various time periods, which is also referred to as diachronicity. In this case, â€Å"metabolism† is a term that is derived from science of biology in order to refer to the process and alteration, which is undergone by creatures during their lives. Initially, the first principles of metabolism were established by the movement for regeneration and metabolizing process attributed urban planning and architecture. Therefore, the terms metabolism is identified by the movement as a way of expressing believes for work of architecture, thereby arguing that it should be dynamic after its completion. In addition, members of this movement suggested that people should seek understanding of the works of architecture in terms of processes involved in its evolution from the past to present and to future. Evolution of the concept of metabolism and symbolism in Japan is evident through its role in facilitating political and cultural development after the Second World War. In fact, Metabolism Movement focused on redefining numerous relationships with designs, which were considered crucial. These relationships were attributed to features such as permanence, transience, expressing thoughts, and undertaking spontaneous planning. In this case, these were some of the ideas that were features in the schemes developed by Metabolists, through evolution of structures and impermanence of forms, which had attributes of substantial themes. Evolution of the concept of metabolism and symbolism has also been attributed increased prominence and respect for Japanese architecture. Actually, this Japanese architecture serves as a way influencing mentor to younger members of Metabolist Movement. Besides, this evolution facilitated conception of this movement into a large-scale plan of reconstructing Tokyo. On the other hand, there were suggestion s made through Metabolism schemes to reconfigure the modern structure of the cities. Apparently, these this reconfiguration was aimed at fitting the lifecycle of citizens. Therefore, these structures were aimed at taking designs to promote growth and transformation in a way that was similar to the evolution and metamorphosis of an organism. In this case, the Metabolism Movement became Utopia in a way that led to inspiring of a notion, which regarded the city

Ji-Woon Kims A Bittersweet Life Movie Review Example | Topics and Well Written Essays - 1500 words

Ji-Woon Kims A Bittersweet Life - Movie Review Example The second type of narration could come under a nonlinear form of narrative, as the story is revealed in a disjointed and non-chronological order. Even when the film takes a chronological or linear narrative structure, certain events could go to and fro. So, films could maximally include different narrative structures or could take a narrative structure, which could balance different aspects of the plot or the character. This balancing act or tightrope walking form of narrative structure is adopted by many filmmakers. In the case of the Korean film, A Bittersweet Life, written and directed by Ji-Woon Kim, the narrative structure takes an intense and at the same time stylish tightrope walk between violence and philosophy of life, or if said in another way between recklessness and reflection. Visually also, it mixes well-choreographed action scenes with more transcendental based settings, wide-angle shots, character’s outlook, body language, etc. As a function of a film’s narration, characters around Sun-woo appear increasingly bizarre and unpredictable all the time, but his character was one of calmness, with violence exhibited at appropriate situations. Sun-woo, who is a manager of hotel La Dolce Vita, is a no ordinary manger, there is a ‘volcano’ behind that calm facade. Young and handsome, a tightly controlled gang enforcer in a narrow black suit who is decisive and efficient, he is also the trusted right-hand man of his underworld boss (Mr.Kang). He served Mr.Kang like a faithful dog for 7 years committing extreme violence for him, but at the same, he leads a lonely existence with his unflinching loyalty In line with the narrative structure of philosophy mixed with violence, the film starts with a Buddhist parable, â€Å"Master, are the branches moving or is it the wind?†

Cognitive theory of Jean Piaget four stages

Cognitive theory of Jean Piaget four stages Cognitive theory of Jean Piaget includes four stages of development that children move through during which the explanatory behaviors of infants transform into the abstract, logical intelligence of adulthood. There are three important specific characteristics of Piagets theory of which the first one is being a general theory, that is, cognitions all aspects undergo a similar course of change. Another characteristic is that children move through the stages in an invariant sequence. Piaget believed that there is a same order that children follow. Third, the stages are universal. Stages in cognitive theory assume the theory to include all children everywhere (Berk, 2003). Biological concepts are used in a limited way in Piagets theory. However, he stated the importance of genetic and environmental factors on the way that children move through the stages (Crain, 2005). He emphasized that the speed of children while passing those stages is affected by differences in genetic and environmen tal factors. Jean Piaget used the term scheme while explaining human beings organized way of making sense of experience (Mark, 1969). Traill (2008) explains that the term scheme used by Piaget is different from peoples everyday usage of scheme. The term can be any pattern for exploring and learning from the environment and it has three different intellectual structures. Piaget calls first intellectual structures to emerge as behavioral schemes, ones that appear after 2 years as symbolic schemes, and structures that appear after 7 years as operational schemes (Piaget, 1972, as cited in Traill 2008). For instance, dropping scheme of an 8 month old baby and a 25 months of will not be the same, as sooner it will become more deliberate and creative. Toddlers, different from infants, begin to think before acting and Piaget identifies that transition from sensorimotor to cognitive approach to the world which depends on mental representations. (Piaget, 1926, as cited in Berk 2003) Images and concepts are the two powerful mental representations. Especially, the shift from sensorimotor to cognitive approach is accounted for two processes; adaptation, consisting assimilation and accommodation, and organization. Interpretation of new structures into already existing schemes is called as assimilation and modification of existing schemes into adaptation of new experiences is called as accommodation. Cognitive adaptation aims to adjust to the environment and is a result of the equilibrium between assimilation and accommodation (Block, 1982). While trying to grasp an object, a baby is experiencing the assimilation process, while removing an obstacle and grasping an object, a baby now accommodates the scheme (Crain, 2005). During the organization process more complex intellectual structures are combined with existing schemes by children. For instance, after the baby experienced and covered dropping movement, then he/she will relate it with throwing movement as well as understanding the concepts of near and far (Berk, 2003). The Sensorimotor Stage (Birth to 2 Years) Jean Piaget observed his children during their developmental period and constructs the stages based on his observations. His books mostly involve many examples from his dialogues and interactions with his children. The sensorimotor stage consists of six substages. (Santrock, 2004) That stage starts with the use of reflexes from birth to 1 month. Newborn reflexes take important place in sensorimotor stage. According to Piaget inborn reflexes are consisted from first schemes. He states that as children use inborn reflexes and experience assimilation, they desire to put them to active use (Crain, 2005). After one month, children begin to repeat their chance behaviors and primary circular reactions period (one to four months) starts. A baby experiences the thumb sucking by bringing her hand to her mouth by a chance, when the hand falls she wants to get it back and experiences many failures until she gets it back (Crain, 2005). At that example the child organizes the hand movement and sucking which is a kind of circular reaction. Piaget also states that children at that period indicate the first efforts at imitation (Berk, 2003). The next substage is secondary circular reactions and is observed between fourth and eighth months. Infants start to experience motor achievements that encourage them to play attention to their environment. Infants begin to get enjoyment from the response of the environment to their attempts and they repeat their movements that get reaction from their surrounding (Santrock, 2004). Coordination of secondary schemes substage takes place during eight to twelve months. At this stage infants begin to coordinate tow or more actions to achieve simple objectives. In addition with an intentional purpose, babies try to imitate behaviors after watching a person. One may be able to observe a baby at this stage trying to stir with a spoon. In addition, a baby may begin to cry when she sees her mother wearing her coat in order to stop her mother leaving (Berk, 2003). In substage 5, tertiary circular reactions (twelve to eighteen months), children are interested with different outcomes. Piaget had observed one of his children hitting on a table at different rates in order to listen different sounds that he creates (Crain, 2005). It should be noted that all experiences are results of childrens intrinsic curiosity about the environment around them that Piaget emphasizes within his cognitive development theory. The last substage of the sensorimotor period is named as beginnings of thought or internalization of schemes lasting from eighteen to twenty months. During that substage children have the capacity to remember the behaviors that are not present (deferred imitation). Their efforts on imitation also indicate progress and they experiment with actions inside their heads. Besides, children can be observed to engage in make-believe play during that period (Santrock, 2004). Object Permanence: Piaget and many researchers concluded that infants appreciate concepts of permanence objects. Up to four months, children do not make any attempt to an object leaving in front of their eyes. During secondary circular reactions stage children are more able to explore their surrounding and they have a better sense of permanence of objects. At stage four children have the ability to find the hidden objects. If an adult takes a toy behind a box, the baby will look at the behind of the box and find the toy. During the stages five and six children are able to follow displacements and follow invisible shifts (Crain, 2005). Beginnings of Categorization: Before the capability of mental representation children are not able to categorize objects. During the first year of their life, children experience perceptual categorization. For example they can categorize the legs of an animal. Conceptual categorization begins with the end of first year; they are now able to categorize similar characteristics and behaviors. Active categorization period starts with the beginning of the second year. It is stated that sorting objects into two classes can be observed in eighteen months babies. In the second year babies can group two different kinds of objects without grasping them (Berk, 2003). When the observed milestones of research and the description of substages of Piaget are compared from birth to two years, both similarities and differences are seen. There are points that seem to occur earlier than Piaget accepted such as categorization, deferred imitation, and analogical problem solving. Those differences are explained differently from many researchers. Some of the surveys indicate that some children born with different intellectual capacities and some of them with a set off limits which causes those differences. The latter argue the theory of Piaget in terms of biological considerations. The Preoperational Stage (2 to 7 Years) Preoperational stage is lasting from two to seven ages in which the child is more capable while dealing with the environment. Although the reasoning of child is still unsystematic and illogical, that is the period that children begin to use symbols and rapidly develop representation. One of the important symbols that indicate increase during that period is language (Santrock, 2004). Piaget believed that experience of internal images occurs before labeling words and he did not take language as an important tool in cognitive development of children. Berk (2003) argues that Piaget had misadjusted the role of language in early intellectual development. She proposes that conceptual abilities of children are highly affected from the dialogues of children with adults. Moreover, there are many psychologists that believe as children develop their language ability, they begin to think more logically. Children experience transductive reasoning during that stage which means shifting from one particular to another. Children place two unrelated situations into the same case as if they have a relationship. One of Piagets children had concluded that she hadnt had her nap yet so it wasnt afternoon (Piaget, 1924). Piaget (1924) explains that statement as an example of transductive reasoning, because the child did not catch the understanding that afternoons include many different events and having nap is only one of them. An important milestone of the increase in mental representation is make-believe play during preoperational stage. The differences in make-believe play between sensorimotor and preoperational stage can be clearly observed. By the middle of preoperational stage make-believe play of children indicate real life conditions. In addition, by preoperational stage children begin to engage in sociodramatic play, they coordinate variety of roles and story lines during their play. One of the criticized points of cognitive theory of Piaget is based on the belief of Piaget that play reflects childrens cognitive and social skills, however there are many recent studies indicating the contribution of play on those skills. Especially during sociodramatic play, children interact with their peers longer and they are more cooperative. Many psychologists believed the role of strengthening of make believe play on a wide range of mental abilities and logical reasoning (Berk, 2003). Egocentrism: Piaget stated that children look at their surrounding from their own viewpoint and they ignore perspectives of others. Three-mountains study is one of the famous observations of Piaget explaining egocentric behavior of children at preoperational stage. He had used a model of three mountains and taken a child for a walk around the model in order to give opportunity for the child to look at the model from different view. Piaget had placed the child from one point of the model and placed a toy to another place. The child had been asked what he/she saw while looking at the model and what the toy would be seen while looking at it. All the children could correctly explain what they were seeing, however children at preoperational stage gave the same answer with their own view (Crain, 2005). Studies emphasize on the relation between egocentrism and social communication. Children at preoperational stage, according to Piaget, fail to recognize the needs of their peers during verbal interaction (Rubin, 1973). As they look only from their own view, they are able to understand view of the person interacting with them. They think that they can be seen from everywhere, everybody see and hear them. An adult may observe a child at this period telling that nobody could see him/her while closing his/her eyes with hands. Animism: Piaget (1951) proposes that the child recognizes no limits between himself and the external world and it is expected that the child would see many nonliving and non acting things as living and conscious and he explains this phenomenon as animism. In his book The Childs Conception of World, 1951, he identifies the reason for him to use the term animisim. He accepts that animism was term used for primitive human beings and responds the criticisms by telling that he had used that term as a generic term and emphasizing on the different types of animism in psychological origins (Piaget, 1951). Children at preoperational stage have a belief that objects are alive because they move and grow. For example, a child may tell that there are not any cars on the road, because they are sleeping. Piaget described animism inside four stages. Initially children accepted useful things as living. At this first stage broken or damaged objects were not alive for them. At the second stage, moving objects, whether are moved by an external factor or by themselves, were considered as alive. In stage three, to be categorized as living, things should move by themselves. Lastly, at the fourth stage, adults know that plants and animals are living things only (Moriarty, 2005). Irreversibility: Going through a series of steps and after changing direction is difficult for children at preoperational stage. Another well known experiment of Piaget indicates that problem in a way that there are children shown 16 boxes, 6 of which are yellow and 10 of which are red. When children are asked whether red boxes are more or boxes, children at this stage responds as red boxes and fails to be aware of that both yellow and red boxes are boxes. In his book The Childs Conception of World, 1951, Piaget gives examples about irreversibility. There are dialogues indicating their inability such as, asking a child about her sister, the child responds that she has a sister named A, then Piaget asks the child whether A has a sister or not, the child responds that A has not a sister. (Piaget, 1951) Inability to Conserve: Piaget propounds preoperational childs lack of conservation by applying experiments of liquids and number. He shows two same size glasses to the children and fulls the glasses with water. He asks children which of the water was more. All the children respond that they were equal in amount. Then he puts the water in one of the glasses into a different size glass (wider or taller) and repeats his question. Children at preoperational stage tell that they are now different. They have not the capability to perceive that certain physical features of objects remain same, even their physical appearance changes. Based on experiments of Piaget, at the beginning of seven children begin to give the correct answer to the conservation tests. Before that age children indicates at conservation but not totally achieve it. They give answers like one is more because it is taller and then change their answers the other one is more because it is wider. Besides, irreversibility of the child can be concluded based on the conservation of liquid experiment. The child cannot understand the end result as a reverse of the original one. Jean Piaget also had thought about the failures of children from the linguistic point. Terms such as taller, more, wider takes time to be understood. He suggests ways to overcome that problem and tells adults to apply experiments by using different sentences and establishing questions by using different words within a particular case. Piaget experimented conservation of children also with using number.

Gender, Hierarchy and Leadership Essay

Although women’s status has improved remarkably in the 20th century in many societies, women continue to lack access to power and leadership compared with men. This issue reviews research and theory concerning women’s leadership. The articles included in the issue provide evidence of bias in the evaluation of women, discuss effects of gender stereotypes on women’s influence and leadership behaviors, and evaluate strategies for change. This introductory article provides a brief summary of changes in women’s status and power in employment and education and the absence of change at the upper echelons of power in organizations. Also included is an outline of the contributions of the other articles in the issue. It is an exciting period for scholars who study how gender affects leadership: The presence of greater numbers of women in positions of power has produced new opportunities to observe female leaders along with male leaders. There has been an increase in the numbers of women in positions of public leadership, including highly visible positions. Of course, focusing on women who occupy such leadership positions should not cause us to forget that women have always exercised leadership, particularly in families and throughout communities. However, until recently, women were extremely rare in major positions of public leadership. Now women are in a small minority in such roles, but present. Political leadership illustrates this trend: In history only 42 women have ever served as presidents or prime ministers, and 25 of those have come to office in the 1990s (Adler, 1999). Almost all of the women who have attained top positions in corporations around the world have done so in the 1990s. Public interest in women’s potential as leaders is fueled by high-profile women serving in powerful positions; Supreme Court Justice Sandra Day O’Connor, U.S. National Security Advisor Condoleezza Rice, and former Secretary of State Madeline Albright are just three recent examples from the United States. Many of the newspaper and magazine articles written about these and other female leaders have a positive tone (e.g., Dobbs, 1999; â€Å"A Practical Judicial Eye,† 2000). The idea that women might hold such positions and the suspicion that they might exercise power somewhat differently than men no longer seems as alarming to people as in the past. Indeed, people are receptive to the idea that different might be better or at least not worse than what the nation experiences now. In response to the Gallup Poll’s question, â€Å"Do you think that this country would be governed better or worse if more women were in political office?† 57% of the respondents in the United States chose the response â€Å"better,† with greater endorsement by women (62%) than men (51%; Gallup, 1995). Only 17% of the respondents indicated that such a change would worsen government. The excitement about the presence of just a few women in powerful positions raises the question of why, with women’s roles changing so dramatically in the last decade, the numbers of women in these positions are so small. Indeed, the concept of the glass ceiling was introduced by the Wall Street Journal to account for this disjunction (â€Å"The Corporate Woman,† 1986) and has since been acknowledged by journalists and the public as an invisible but powerful barrier that allows women to advance only to a certain level. Evidence supports the glass ceiling metaphor. By some yardsticks, the United States and other advanced industrial societies appear to be approaching gender equality. In the United States, women have entered the paid labor force in large numbers and now constitute 47% of workers (U.S. Bureau of Labor Statistics, 2001b). Whereas in 1972 only 18% of managers were female, the proportion of women has steadily increased over time (U.S. Bureau of Labor Statistics, 1982) and currently women make up 45% of managers and administrators (U.S. Bureau of Labor Statistics, 2001a). In education, women possess 51% of all bachelor’s degrees that have been awarded (U.S. Bureau of the Census, 2000). Since 1981– 82, more of these degrees have gone to women than men, with women currently receiving 56% (U.S. Department of Education, 2001). Women also possess 45% of the advanced degrees that have been awarded (U.S. Bureau of the Census, 2000) and currently earn 42% of PhDs and 43% of professional degrees (e.g., those in law or medicine; Morgan, 2001). Although these aggregate statistics on labor force participation and education suggest gender equality, the distributions of men and women in elite leadership positions tell quite a different story. To borrow former President Clinton’s phrase, the tops of managerial and governmental hierarchies do not â€Å"look like America.† In Fortune 500 companies, women constitute only 4% of the top officers, 3% of the most highly paid officers, and 0.4% of CEOs (Catalyst, 2000). In U.S. politics, only 13% of senators, 14% of congressional representatives, and 10% of state governors are women (Center for the American Woman and Politics, 2001). In the military, women make up 2% of the top officers (U.S. Department of Defense, 1998). Although about 30% of lawyers are women, women make up only 15% of law firm partners and 5% of managing partners in large firms (Rhode, 2001). In contrast to the changes in women’s education, labor force participation, and employment as managers, little change has occurred in terms of placing women in the most powerful leadership positions. The lack of women in powerful positions used to be explained by many as a â€Å"pipeline problem,† that is, the interpretation that women with the appropriate education and background were not available. Even though the pipeline explanation remains popular among male CEOs (Ragins, Townsend, & Mattis, 1998), its plausibility has been eroded by the dramatic increases in women’s employment as managers. Because the pipeline is full of women, this idea has given way to the glass ceiling in the popular imagination. The glass ceiling is a metaphor for prejudice and discrimination. To the extent that people are prejudiced against women as leaders and potential leaders, this prejudice would manifest itself in many ways and have multiple effects. Prejudice can take subtle or blatant forms and can be held by employers, customers, voters, and even by the targets of prejudice themselves. Prejudice against women as leaders and potential leaders would interfere with women’s ability to gain authority and exercise influence and would produce discrimination when it is translated into personnel decisions within organizations and political structures. Because social psychologists have long studied prejudice and industrial/organizational psychologists have studied managerial roles and organizational processes, the stage is set in these fields for understanding the rarity of women in powerful positions. The authors of the articles in this issue have all made important contributions to this developing kn owledge. Organization of the Issue Bias in the Evaluation of Women Leaders The articles in the first section of the issue present evidence of biased evaluation of women’s competence and potential for leadership, showing that across a wide variety of settings and contexts, women are presumed to be less competent than men and less worthy to hold leadership positions. In the first article of the section, Cecilia L. Ridgeway gives an overview of expectations states theory and proposes that gender differences in influence and leadership occur because people presume that men are more competent and legitimate as leaders than women are. These beliefs foster hierarchical patterns of social interaction through which men exert more influence and exercise more leadership. In support of the theory, Ridgeway reviews research examining gender differences in behavior in taskoriented groups and identifies conditions that modify these differences. In the section’s second article, Madeline E. Heilman reviews research on leadership in organizations, showing that as a consequence of biases against women, people devalue the work of female managers. When the value of that work is impossible to deny, people tend to attribute it to external factors rather than the women’s competence. Finally, when external attributions cannot be made, people dislike and reject successful female managers. Virginia E. Schein’s article, the third in the section, reviews cross-cultural research on bias against female leaders. Studies in the United States, Germany, the United Kingdom, China, and Japan all reveal that men are perceived to be more qualified as managers than women are, especially by men. In addition, Schein identifies changes in the perception of management over time and discusses why men from different countries with varying political, economic, and social conditions all continue to view women as less competent and suited to leadership than men. In the section’s fourth article, Jennifer Boldry, Wendy Wood, and Deborah A. Kashy describe an empirical study that revealed gender biases against women in a military setting. The authors report that both male and female cadets considered men to have more leadership ability and women to have more character (e.g., integrity, lack of selfishness) than the other sex, perceptions that are congruent with traditional gender stereotypes. Unfortunately for women’s potential in the military, cadets’ success in the corps was best predicted by perceived leadership ability, not perceived character, suggesting that a person’s success in the military depends on conforming to a masculine model of leadership. In the final article in this section, Monica Biernat and Kathleen Fuegen report two new empirical studies documenting shifting standards in evaluating women and men in work and academic settings. Presenting further evidence of bias against women, their findings revealed that female study participants set harsher standards for hiring female than male applicants and were less likely to hire women than men. In contrast to other articles in this issue showing greater gender bias by males than females, male study participants did not show gender biases in their hiring decisions. Gender Effects on Social Influence and Hireability The authors in the issue’s second section provide evidence showing that, in order to be influential, women must combine agentic qualities, such as competence and directiveness, with communal qualities, such as warmth and friendliness. In the first article of the section, Linda L. Carli reviews the literature on gender effects on social influence, reporting that males exert greater influence over others than females do. She argues that this occurs for two reasons. First, females are generally presumed to be less competent than males and therefore less credible as influence agents. Second, when women are perceived to be as competent as men, they are often seen as violating prescriptive gender role norms that require women to be communal. As a result, people, especially males, often dislike highly competent women and reject their contributions. In the section’s second article, Laurie A. Rudman and Peter Glick report on an empirical study that further explores pressures on female job applicants to be both agentic and communal. Results showed that agentic men were considered more socially skilled than agentic women. Moreover, agentic male applicants were considered more hireable than agentic female applicants for jobs requiring both agentic and communal skills. Women who possessed both agentic and communal qualities, however, were considered to be as hireable as their male counterparts, regardless of job requirements. In the third article in this section, Felicia Pratto and Penelope Espinoza discuss the importance of the interaction of race and gender in affecting discrimination in hiring. They report the results of two empirical studies showing that study participants preferred to hire White male job applicants over White female applicants for jobs that enhance group-based hierarchy but did not prefer Black and Hispanic male applicants over Black and Hispanic women for those same jobs. Instead, Blacks and Hispanics were generally more often selected for jobs that attenuated group-based hierarchy than Whites were. Characteristics of Women’s Leadership Leadership has traditionally been construed as a masculine enterprise with special challenges and pitfalls for women. This perception raises the very interesting question of how women lead. The two articles in the issue’s third section discuss current research on gender differences and similarities in the ways men and women perceive themselves as leaders and engage in leadership. In the first of these articles, Alice H. Eagly and Mary C. Johannesen-Schmidt examine the controversy in the popular and academic literatures about whether there are gender differences in leadership style. These authors review the empirical literature on gender differences in leadership style, including recent research on transformational and transactional leadership. They conclude that, although male and female leaders are quite similar in a number of ways, on average they do behave somewhat differently. In the section’s second article, Hilary M. Lips reports an empirical investigation of the ways in which samples of college students from Virginia and Puerto Rico perceive themselves as future leaders. Her findings indicate that both men and women expect to lead in domains that are relatively traditional for their gender— for example, men in business and women in education. Compared with men, women also expect more difficulties in their personal relationships and other negative consequences as a result of their leadership. Strategies for Change The articles in the first three sections of this issue present evidence of gender inequalities in leadership and influence and propose theoretical explanations for these inequalities. This research helps clarify why women are underrepresented in positions of power and provides a framework for identifying possible strategies for reducing gender discrimination. In the final section of this issue, Janice D. Yoder focuses on strategies that can be used to increase women’s emergence and effectiveness as leaders. In particular, she endorses a wide range of organizational strategies for increasing women’s leadership. She also describes individual approaches that women can use to reduce resistance to their leadership but argues that individual approaches, because they demand more of women than men, are inherently unfair. Importance of the Effects of Gender on Hierarchy and Leadership Scholarship on gender has addressed a range of issues in past decades, with early work concentrating on gender stereotypes and sex-differentiated personality traits. An underlying goal of this work was to understand the status of women in society and foster favorable change in women’s status. Although women’s status has risen substantially in the 20th century in many societies, women’s subordination remains apparent in their lack of access to positions of power. Earlier researchers rarely addressed this issue directly. If women are ever to achieve a status equivalent to that of men, however, they will have to participate equally in those contexts where the most important and far-reaching decisions are made. Decision making with major impact on what is valued in societies and how resources are allocated is surely not shared equally by citizens, but concentrated among people who hold positions of power in organizations and governments. Women must be present in sizeable numbers in these settings and must perform effectively in order to produce a balance between male and female power. The research and theory considered in this issue help us understand why power has remained unequally allocated between the sexes and how greater equality can be achieved. References Adler, N. J. (1999). Global leaders: Women of influence. In G. Powell (Ed.), Handbook of gender & work (pp. 239–261). Thousand Oaks, CA: Sage. Catalyst. (2000). Census of women corporate officers and top earners. New York: Catalyst. Center for the American Woman and Politics. (2001). Fact sheet [On-line]. New Brunswick, NJ: Eagleton Institute of Politics, Rutgers University. Available: http://www.rci.rutgers.edu/ ~cawp/pdf/elective.pdf The corporate woman: A special report. (1986, March 24). Wall Street Journal, 32-page supp. Dobbs, M. (1999, May 2). Becoming Madeline Albright. Washington Post Magazine, p. W11. Gallup, G., Jr. (1995). The Gallup poll. Wilmington, DE: Scholarly Resources. Morgan, F. B. (2001). Degrees and other awards conferred by Title IV participating, degree-granting institutions: 1997–98 [On-line]. U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office. Available: http://nces.ed.gov/ pubs2001/quarterly/spring/q5_3.html A practical judicial eye; O’Connor deserves one more first—Ms. Chief Justice. (2000, June 12). The Arizona Republic, p. B6. Ragins, B. R., Townsend, B., & Mattis, M. (1998). Gender gap in the executive suite: CEOs and female executives report on breaking the glass ceiling. Academy of Management Executive, 12, 28–42. Rhode, D. (2001). The unfinished agenda: Women and the legal profession. Chicago: American Bar Association, Commission on Women in the Profession. U.S. Bureau of the Census. (2000). Current population reports: Educational attainment in the United States: March 2000. Table 1: Educational attainment of the population 15 years and over, by age, sex, race, and Hispanic origin [On-line]. Available: http://www.census.gov/population/ socdemo/education/p20-536/tab01.txt U.S. Bureau of Labor Statistics. (1982). Labor force statistics derived from the current population survey: A databook (Vol. 1). Bulletin 2096. Washington, DC: U.S. Department of Labor. U.S. Bureau of Labor Statistics. (2001a). Annual average tables from the January 2001 issue of Employment and Earnings. Table 11: Employed persons by detailed occupation, sex, race, and Hispanic origin [On-line]. Available: http://www.bls.gov/cpsaatab.htm U.S. Bureau of Labor Statistics. (2001b). News: The employment situation: May 2001. Table A-1: Employment status of the civilian population by sex and age [On-line]. Available: http://www. bls.gov/news.release/pdf/empsit.pdf U.S. Department of Defense. (1998). Active duty military personnel by service by rank/grade (for September 30, 1997) [On-line]. Available: http://web1.whs.osd.mil/mmid/military/miltop.htm U.S. Department of Education, National Center for Education Statistics. (2001). Digest of educational statistics [On-line]. Available: http://nces.ed.gov/pubs2001/digest/index.html

“Twelfth Night” Review

Shakespeare’s twelfth night is inevitably marked with deep social insight. The differences in power, the paltry of gender and social identity are all equally put into question in this seemingly light hearted comedy. The start of the play introduces us to the motive of our main character, Olivia and casts light unto the main problem that has to be resolved through the course of this play; the separation of twin brother and sister, who if not for their infallible discriminator â€Å"sex† would just as easily be put in each other’s shoes without triggering any significant event to throw the balance of our characters into confusion. Indeed from the get-go the fact that Viola’s ‘gender-switch’ and Sebastian’s ‘character-switch’ did not shock anyone out of their sealed matrimonial bliss or the attainment of such a prospect seems rather foolhardy to miss and in considering the Bard’s infamous dramatic puppetry, they are such issues as we have to get to the bottom of, scraping a glimpse, if not an epiphany that would resurrect the act’s glamour from it’s ancient casket. Assuredly, Sebastian, on receiving the news of his sister’s disappearance falls into the supposition that she is dead, and with little remorse kicks off with his pal Antonio to the arms of freedom, where no embrace shall feel the smother of bondage, where it between the closest relatives even. His sister, though, rises to the occasion and with undying hope declares her brother’s survival, and her quest to bring his authority into this expectation. Here, we see where the pall of gender lies. Though Sebastian and Viola are not of any distinguishing feature that might divide the cast’s opinions about their identity, Sebastian for one, thinks his sister is dead. This reflects the attitude of society towards the weaker sex, who cannot be expected to bring fortune to their aid much less entertain the notion of keeping life. Men, however, are the most capable of doing such and so, and in following this principle Viola disguises herself in manly attire and takes such a w orthy title in hand or in name†¦ The fact is, she turned man to suit a position she could not fill as a woman. Early on, we can thus put our hands on which of the twins was the reliable one in this sibling relationship. Not to be hard on Sebastian, the reason for his inaversion to Viola’s advances towards him might just be his need for someone to replace what he has lost in his sister. More so, he doesn’t protest to Olivia even when he finds out she was bearing feelings for his sister; doesn’t shrink from a quarrel even when it rams him face-on. A man: through and through†¦ But when talking about Olivia, it is difficult to sympathize with what she has been through. She bore feeling for a poorer man and rejected Duke for all he was just to conform to the society’s value of male dominance over women. To neglect all what she has been blessed with, taking for granted the responsibility and ingrature, that comes along it and divert in affection to a random male who’s quality, in her flawless judgment, was much the same as her brother’s. Again, none of the characters seem to protest to the predicament they were forced into in this play which seriously makes me question: what were ye looking to get from all yer blunders? Ay, the proposition is nigh. But all our characters just seem to get pulled into their quarters much as the position they put themselves into dictate in term and sequence. A good example to take would be Duke, who seems the only wise guy around. He doesn’t put himself into situations where he is forced to act out of necessity. Everything he takes is as half-hearted as he, and only at the provocation of one Viola does he get up from his seat and seek to prove himself to the world. Only he gets proofed himself: when confronted with the possibility that his loyal messenger was doing dibs behind his back with one Olivia, he issues the order of execution as per the noble must stake themselves. All is well, though. Sebastian arrives. The conflict is resolved. Everything seems to make sense again. And Duke is inevitably forced by the situation that he invoked; or that which invoked itself unto him, to marry Viola. Indeed the characters in this play are balanced by their relationships. The first and foremost cause was to gain stability while obliging the rules of higher society, which the playwright so successfully threads. The only thing that seemed to spark a glint of intelligence to the characters’ identity was the presence of one Fool, who is the only reason this whole play didn’t mentally incapacitate the audience. Nevertheless, the play culminates with the return of reason (logic); though the governing dynamics are still the same threaded by higher powers, to an understanding of which I hope to bring the reader of my essay.