Classifying Solutions Essays - Solutions, Equilibrium Chemistry

Classifying Solutions Essays - Solutions, Equilibrium Chemistry Classifying Solutions Types of Solutions Gas Solid/Gas Liquid/Gas Gas Solid Solid/Solid Liquid/Solid Gas Liquid Solid/Liquid Liquid/Liquid Gas Solution-a liquid mixture in which the minor component (the solute) is uniformly distributed within the major component (the solvent) Solvent- A substance that can dissolve another substance, or in which another substance is dissolved into Solute-The minor component in a solution, dissolved in the solvent Aqueous-contains water Alloy-a solid solution or two or more metals Solubility-The maximum amount of solute that will dissolve in a given quantity of solvent at a specific temperature Saturated Solution-a solution that cannot dissolve more solute (contains maximum amount of solute at which the solution exists) Unsaturated Solution-a solution that could dissolve more solute (contains less solute than the maximum amount possible is dissolved in the solution) Supersaturated Solution-a solution that contains more dissolved solute than a saturated solution at the same temperature Determining the type of solution -Add a seed crystal of solute -Dissolves= unsaturated -Does not dissolve= saturated -Begins to crystallize= supersaturated Solubility Expressed in grams of solute per 100g of solvent Solute Solubility (g solute/100g solvent)Qualitative Solubility description Less than 0.1Insoluble 0.1>1Slightly Soluble 1-10Soluble 10Very soluble e.g. A 3.20g sample of a salt dissolves in 9.10g of water to give a saturated solution at 25*C. What is the solubility (in g salt/100g of water) of the salt? Solute = 3.20gSalt = x _ Solvent 9.10gH2O 100gH2O x=3.20gSalt(100gH2O) 9.10gH2O x=35.2g Factors that Affect Solubility Forces that act between the particle of the substances in solutions: -forces that attract particle of the solute to each other -forces that attracts particle of the solute to particles of the solvent -forces that attract particles of the solvent to each other Solubility in Water -The polar nature of water molecules enables water to dissolve a wide range of solutes -Most ionic compounds are soluble in water 1.Electrical attraction between the polar water molecules and the ions pulls ions from the surface of the solute 2.Polar water molecules surround the separated ions in a process called hydration, and ions disperse uniformly in solution Polar compounds dissolve in water Nonpolar compounds dont dissolve in water Nonpolar compounds can dissolve in nonpolar solvents Conductivity of Aqueous Solutions Solutions of ionic compounds can conduct electricity. Temperature and Solubility (Solid in Liquid) For most ionic solids, solubility increases as temp increases. Temperature and Solubility(Liquid in Liquid, Gas in Gas) Temperature change has little effect on the solubility of one liquid in another one or one gas in another Temperature and Solubility(Gas in Liquid) The solubility of a gas in a liquid decreases as the temperature increases Pressure and Solubility(Gas in Liquid) The solubility of a gas in a liquid is directionally proportional to the pressure of that same particular gas above the liquid Factors that Affect Rate of Dissolving -agitation or mixing(stirring) -temperature increases -increased surface area of the solute Concentrations of Solutions as a % Concentration-the ratio of the quantity of solvent or the quantity of solution Concentrated-having a high ratio of solute to a solution Dilute-having a low ratio of solute to solution % (Mass/Volume) -a ratio of the mass of solute to the volume of solution, expressed as a percent %(m/v)=m of solute (g) x100% v of solution (mL) % (Mass/Mass) -a ratio of mass of solute to mass of solution, expressed as a percent %(m/m)=m of solute (g) x100% m of solution (g) % (Volume/Volume) -a ratio of the volume of solute to the volume of solution, expressed as a percent %(v/v)= v of solute (mL) x100% v of solution (mL) ex.(m/v but applies to all % questions) g:msolute=17.5g msolvent=350mL r: %(m/v)= ? a: %(m/v)=msolute x100% msolvent m: =17.5g x100% 350mL =5.00% [3 sig digs] Very Small Concentrations of Solutions Parts per million (ppm) -a ratio of solute to solution x106 ppm=m of solute (g) x106 m of solution (g) Parts per billion (ppb) -a ratio of solute to solution x109 ppb=m of solute (g) x109 m of solution (g) ex.(ppm but same steps for ppb) g:mNaF=32.2mg=3.22x10-2g mH2O=20.0kg=2.00x104g r: ppm(m/m)= ? a: ppm(m/m)=mass of solute x106 mass of solution m: ppm(m/m)=3.22x10-2g x106 2.00x104g+3.22x10-2g =1.61ppm(m/m) Molar Concentrations -the amount in moles of solute dissolved in 1L of solution equation: C= n/V ex. Molar concentration g:c=0.154mol/L V=500mL=0.500L r:n=? m=? a:n=cV m:n=0.154mol/L(0.500L) =0.077mol m=Mn =(22.989770g/mol)(0.077mol) =1.77g ex. Molar concentration of ions g:n=0.212molFeCl3 V=0.175mL r:c=? a:c=n/v m:c=0.212molFeCl3/0.175mL =1.21mol/L Determining Solubility Effect of Ion Charge -compounds of ions with small charges tend to be soluble -compounds of ions with large charges tend to be insoluble -why? Increasing ion charge increases the attractive forces that hold the ions together Effect of Ion Size -the size of an atom is different than the size of its corresponding ion -in general, metallic ions tend to be smaller than their corresponding neutral atoms; non-metallic ions tend to be larger than their corresponding neutral atoms -small ions bond more closely

How to write a business plan - Emphasis

How to write a business plan How to write a business plan Theres a memorable conversation in Alices Adventures in Wonderland, where Alice asks the Cheshire cat for directions. Unfortunately, Alice doesnt know where she wants to go, stating that it doesnt matter where she gets to, as long as she gets somewhere. This leads the cat to respond that it doesnt matter which way she turns. If you dont have a crystal-clear vision of where you want your business to go, youll be as confused as Alice when you hit a crossroads. Your business plan is your road-map. But in order to write it, you have to decide what you really want to achieve. This means youll have to spend time immersed in the strengths and weaknesses of your business, a process which, in itself, has numerous pay-offs. Studying and researching your company helps you to take a critical look at what you have to offer and who your competitors are. This enables you to better navigate the industry minefields and gives you a benchmark against which to measure success. Many people think of business plans as a necessary evil, written only to gain external funding. Instead, look at them as an essential planning tool, whatever your financial situation. Remember, if you dont plan where to go, youre inadvertently planning on going nowhere. Crafting your business plan Heres a seven-step guide to writing a winning business plan. Work through each section and youll have an ordered, content-rich document that gets you to where you want to go. Step one: Description of the business After the executive summary (see step seven), the first thing youll need is to describe your business. Get started by asking the following questions: What do I sell or offer? And why? Who do I sell to? What is the history of the business? What is my vision for the future? What is different about the services I offer? What is the legal structure of the company? Think about your audience carefully before you write the description. Ask yourself what words and phrases they will understand and be careful not to include too much jargon. Step two: Market research Think about your industry and what you think the future trends will be. Then analyse your competitors. Determine what size of the market they hold and then clearly define where you fit into the mix. Step three: Marketing and sales strategy Ask yourself why companies buy what you offer and how you plan to sell it. Think about how you are going to reach the organisations that need facilities management support and what pricing plans youll offer. Whether youre an in-house department, specialist contractor or a large multi-service company, therell be a variety of ways to reach prospects. Step four: Management and personnel team Many facilities management companies claim that people are their best asset. Think carefully about your management team and outline the background, experience and qualifications of each individual. The people on your team will often make or break your success. Fully evaluate their credentials and look out for any weak skill sets that could be improved with training. Step five: Operations Analyse the location of your business in terms of advantages and disadvantages. Your own premises, production facilities and IT systems must be excellent. Make sure you address any weaknesses in your plan with recommendations for improvement. Step six: Financial forecast This section requires you to translate the contents of your plan into numbers. Include cash flow statements, profit and loss forecasts and a sales forecast. Dont forget that if youre looking for funding, you need to spell out how much you need and how youll repay the loan. Step seven: The executive summary Leave this until last, even though it goes right at the beginning. Once youve followed all the other steps, youre in a position to write this stand-alone document, which outlines the key points in your entire plan. Keep it to a maximum of two pages. And remember, some people will only read this section, so make it shine. Tip: rather than trying to distil the full document, follow your original document plan. Just write less in each section this time (a couple of sentences or a paragraph, rather than several pages). Finally, the ink may be dry, but your business and the facilities management industry is constantly changing. Your business plan is a dynamic document, so you need to update it regularly.

Mangment 3000 Essay Example | Topics and Well Written Essays - 1500 words

Mangment 3000 - Essay Example Another factor which can motivate me is the rewards and complements. I always like to deliver 100% in my profession. But if my efforts gone unnoticed or unrecognized, then my enthusiasm might gradually decrease. On the other hand if my outstanding works were properly rewarded or complemented, I will definitely increase my productivity knowingly and unknowingly. I would like to build up my career in my organization and all my efforts were primarily focussed on attaining higher places in my organization. So promotion is the best way of rewarding me for my outstanding performances. I know it is impossible for an organization to reward me with promotions always. Incentives, complements, nice words etc can also motivate me. Managers should have some idea about the motivating factors of their employees. Some employees may be satisfied with incentives or cash rewards while some others may need complements or recognitions. The awareness about these individual differences in motivating factors of the employees will help the manager to make custom made strategies for motivating his subordinates. My perceptions about my profession and my organization are very clear. I work for contributing something meaningful to my organization and for that purpose it is important for me to attain higher places in organization. Moreover, I would like to utilize all my talents for the growth of my society through my organization. I have lot of ideas and perceptions about the changes needed in my organization. I would like to participate actively in my organization’s policy making and decision making bodies. I know very well that I can contribute a lot to my organization if I attain higher places in my organization. I know very well that it is difficult for an organization to reward each and every outstanding works. For example, while working in a group, collective efforts are often required

Play represents Asia Assignment Example | Topics and Well Written Essays - 1250 words

Play represents Asia - Assignment Example This paper will argue that the play Bicycle by O Tae-sok provides the audience with a unique image of Korea that consists of a number of unusual as well as traditional elements. To begin with, one should define the concept of representation of Asia. It would not be a mistake to point out that this region is extremely vast an diverse; so, a detailed explanation is needed. This particular play represents Korea: a country which has retained some of its traditional ways of life, but has been following a socially accepted paradigm of development for a long time. Indeed, the piece of art in question might be viewed as a metaphor reflection into the past (Lee 211). In addition to that, the historical accuracy is what really makes this play moving (O 4). Thus, one is able to conclude that representation of a particular part of Asia is based on two elements: depiction of traditional elements of culture as well as representation of aspects of social order. The uniqueness of topic that will be discussed is apparent from the very first lines of the play: it puts great emphasis on the notion of duty in the Korean society. There are several examples that might prove it. Thus, the main character has a relative who have survived a horrible fire and considers himself to be guilty of his luck. However, unlike Europeans who would celebrate this, every year he cuts his face, reminding himself that his compatriots died at the hands of the enemy, but he survived. A similar focus on the social duty is seen later in the text when the main character confesses turning in his friend to police because he practiced medicine without license and had almost no knowledge about the topic. The dichotomy between friendship and duty is easily resolved in the Asian society in favor of the latter. Another point which shows a peculiar world of Asia focuses on the important place that is occupied by the bureaucrats in the society. To begin with, one should note

Classical Civilisation Essay Example for Free

Classical Civilisation Essay To what extent can we reconstruct the palace civilisation of Mycenae? What does the evidence tell us about their society and how they lived?  This Golden Age, kept alive by Homers poetry, tells the story of an advanced society during a period in history adorned by wealth and legends, believed to have been circa 1450 to 1100 BC. Assembling the limited evidence reveals the art and architecture of the Mycenaean World. The remains of the palaces show evidence of a rich civilisation. The later Greeks referred to this period as a Golden Age when men were bigger and stronger than they are now (Homers Iliad). This is a fascinating era glorified with heroes and victory, which almost three millenniums later, still captures the curiosity of so many. The evidence used to reconstruct this period is questionable. There are archaeological finds, which include the sites and the artefacts. It is difficult to draw accurate conclusions from these due to their age. Then there are literary sources such as Homers Iliad and Odyssey. The problem with using these sources is that many people believe that Homer lived around 700BC, which means the stories he tells will have been greatly adapted to his period. Additionally, others argue that there is little evidence proving that the books are not purely fictional. Architecture and construction proves wealth and culture. Increasingly influenced by Crete, the Mycenaeans began to build palaces of their own. Initially they modelled them on Minoan architecture. This implies that they sailed across the sea. Later they began to develop huge fortifications. Palaces were built throughout Hellas. The most famous Greek palace of the Mycenaean period was found at Mycenae, the city of the legendary Agamemnon who was anax of the expedition against Troy. Others were found in Pylos, Thebes, Athens and Iolkos. They were logically constructed and shared the same features, which proves there was a link between them. They were obviously not isolated from one another. One may assume Mycenae was the main palace and possibly had a primitive infrastructure connecting it to the other sites.  The centre of the palace was a columned porch called a megaron (figure 1). A throne would have also been found on one side. This implies they had a King who held an important role in society. The first floor appeared to have been used for storage and the second floor was where the women lived. The materials used to construct these buildings include stone blocks, mud brick, bonding timber and plaster, which proves the Mycenaeans were a resourceful, organised society. Their building technique is known as corbelling, where each successive row of stones in a wall is laid further out than the previous one below it. The palace of Pylos was the only one not to be fortified by huge walls, one of the main features of Mycenaean palaces. There were three types of citadels: polygonal (various shaped blocks neatly fitted together), ashlar (squared blocks neatly fitted  Cyclopean walls 2 The Lions Gate   together) and finally the famous cyclopean walls (huge, irregular stones yielding massive walls) called so because they were so large that it was believed only a Cyclops could have built them (figure 3). The walls at the palace of Mycenae, where The Lions Gate was uncovered in 1841, are 1100 meters long, protecting the dominating power of the Peloponnese (figure 4).  These massive defences also show that the Mycenaeans felt the need to protect themselves from external threats. Houses were built below the citadel, which implies a close community. They were generally self-sufficient homes with a kitchen, altar and hearth. Their furniture was varied and frequently included a plaster bench, tables, foot-stoles and even bathtubs. Their homes appear to have been comfortable.  More isolated homes were also uncovered in the hills (i.e. Mouriatada, on the west coast). The constructions were smaller and did not use such high quality masonry but did include a megaron and private houses. One may deduce from this that wealth peaked in and around the palaces. Water supplies were an equally important construction to ensure survival and well-being. The palace of Athens had a well, built within the walls, making it accessible, even if they were threatened by a siege.  The cistern built at Mycenae at the end of the 13th century, extended underground beyond the walls, making it more vulnerable (figure 5).  The Mycenaeans learned from the Minoans, in crafts, in efficient organisation and in writing. This is concluded from the similar architecture, tablets and pottery found. The wave of palace destructions on Crete around 1450 and the eventual fall of Knossos around1375 marked the start of the most flourishing period for the Mycenaeans. New pottery shapes and styles began. They produced three handled jars, kraters (large bowls) and kylikes (goblets with long stems). Backgrounds were being painted red or black as opposed to light, matt tones. Forms appeared more natural, like the Minoan art. They began to use floral decorations.  Next, the Mycenaean Age adopted geometric patterns and abstract forms on its pottery. They made stirrup jars, yet another indication of Minoan influence. As the civilisation reached its height, so did the art. Vases were mass-produced for export as well as for use on the main land. Evidence of objects from afar were found at the Palace of Knossos, in Crete, which shows signs of huge wealth, probably due to the position of the island, the cross road of the Mediterranean in circa 1400 BC. The Mycenaeans were equally as good tradesmen as the Minoans. Their pottery was found in Sicily, Rhodes, Cyprus, Italy, Asia Minor, Northern Syria and Miletus, which suggests they were good sailors and traded with the east Mediterranean and Europe. In some places their influence seems so strong that one could think that they had permanent strongholds there, what we may consider today a colonisation. However, they were not able to enter Asia Minor because of the Hittites, described as a strong, troublesome civilisation.

There Should Not Be Any Required Courses In College :: Argumentative Persuasive Argument Essays

There Should Not Be Any Required Courses In College There are many arguments to support the abolishment of core classes in college. One reason is a financial one: a great bulk of tuition money that the students pay to college is for their courses. It is not right to have the college take this money and make the student's decisions for them. The students should have the right to make this decision on their own. This does not only make for unwisely spent funds, but also unhappy students who are therfore not going appreciate a forced class. Secondly, college is where a person goes to discover him/herself. This is one of the many goals of the college system, and that discovery process is hindered by unneeded, mandatory classes. Students should be able to try many different classes to discover what interests them the most, not to be fed knowledge that they very well might know already (and is perhaps of no interest to them). If required courses were eliminated, it would free up much time that students could then use to pursue their own interests. College exists to help people become unique individuals, not to put every person into the same standard mold. Thirdly, college selection systems are designed to admit most students on the basis of what they know already (after all, the purpose of high school is to prepare you for college). If the selection system was actually accurate or efficient, they would have chosen students who already knew the material that was required, thus not needing to take the core classes. This would save funding for the university because they would not have to teach redundant classes that only review what a student knows. For an institution that promotes self discovery and educational freedom, mandatory courses seem to be dogmatically needless. There Should Not Be Any Required Courses In College :: Argumentative Persuasive Argument Essays There Should Not Be Any Required Courses In College There are many arguments to support the abolishment of core classes in college. One reason is a financial one: a great bulk of tuition money that the students pay to college is for their courses. It is not right to have the college take this money and make the student's decisions for them. The students should have the right to make this decision on their own. This does not only make for unwisely spent funds, but also unhappy students who are therfore not going appreciate a forced class. Secondly, college is where a person goes to discover him/herself. This is one of the many goals of the college system, and that discovery process is hindered by unneeded, mandatory classes. Students should be able to try many different classes to discover what interests them the most, not to be fed knowledge that they very well might know already (and is perhaps of no interest to them). If required courses were eliminated, it would free up much time that students could then use to pursue their own interests. College exists to help people become unique individuals, not to put every person into the same standard mold. Thirdly, college selection systems are designed to admit most students on the basis of what they know already (after all, the purpose of high school is to prepare you for college). If the selection system was actually accurate or efficient, they would have chosen students who already knew the material that was required, thus not needing to take the core classes. This would save funding for the university because they would not have to teach redundant classes that only review what a student knows. For an institution that promotes self discovery and educational freedom, mandatory courses seem to be dogmatically needless.

Autobiography of Ruskin Bond Essay

Ruskin Bond was born in a military hospital in [Kasauli] to Edith Clerke and Aubrey Bond. His siblings were Ellen and William. Ruskin’s father was with the Royal Air Force. When Bond was four years old, his mother was separated from his father and married a Punjabi-Hindu, Mr. Hari, who himself had been married once. Bond spent his early childhood in Jamnagar and Shimla. At the age of ten Ruskin went to live at his grandmother’s house in Dehradun after his father’s sudden death in 1944 from malaria. Ruskin was raised by his mother, who remarried an Indian businessman. He completed his schooling at Bishop in Shimla, from where he graduated in 1952 after having been successful in winning several writing competitions in the school like Irwin Divinity Prize, Hailey Literature Prize. Ruskin’s love for books and writing came early to him since his father had surrounded him with books and encouraged him to write little descriptions of nature and he took his son on hikes in the hills. After his high school education he spent four years in England. In London he started writing his first novel, The Room on the Roof, the semi-autobiographical story of the orphaned Anglo-Indian boy Rusty. It won the 1957 John Llewellyn Rhys prize, awarded to a British Commonwealth writer under 30. Bond used the advance money from the book to pay the sea passage to Bombay. He worked for some years as a journalist in Delhi and Dehradun. Since 1963 he has lived as a freelance writer in Mussoorie, a town in the Himalayan foothills. He wrote Vagrants in the Valley, as a sequel to The Room on the Roof. These two novels were published in one volume by Penguin India in 1993. The following year a collection of his non-fiction writings, The Best of Ruskin Bond was published by Penguin India. His interest in the paranormal led him to write popular titles such as Ghost Stories from the Raj, A Season of Ghosts, A Face in the Dark and other Hauntings. The Indian Council for Child Education recognized his pioneering role in the growth of children’s literature in India, and awarded him the Sahitya Academy Award in 1992 for Our Trees Still Grow in Dehra. He received the Padma Shri in 1999. Media-shy, he currently lives in Landour, Mussoorie’s Ivy Cottage, which has been his home since 1964 Filmography Based on Bond’s historical novella A Flight of Pigeons (about an episode during the Indian Rebellion of 1857), the Hindi film Junoon was produced in 1978 by Shashi Kapoor and directed by Shyam Benegal). Ruskin Bond made his maiden big screen appearance with a cameo in Vishal Bhardwaj’s film 7 Khoon Maaf, based on his short story Susanna’s Seven Husbands. Bond appears as a Bishop in the movie with Priyanka Chopra playing the title role.[2] Bond had earlier collaborated with him in the The Blue Umbrella which was also based on his story. Literary style Most of his works are influenced by life in the hill stations at the foothills of the Himalayas, where he spent his childhood. His first novel, The Room On the Roof, was written when he was 17 and published when he was 21. It was partly based on his experiences at Dehra Dun, in his small rented room on the roof, and his friends. Since then he has written over three hundred short stories, essays and novels, including Vagrants in The Valley, The Blue Umbrella, Funny Side Up, A Flight of Pigeons and more than 30 books for children. He has also published two volumes of autobiography. Scenes from a Writer’s Life describes his formative years growing up in Anglo-India; The Lamp is Lit is a collection of essays and episodes from his journal. Bond said that while his autobiographical work, Rain in the Mountains, was about his years spent in Mussoorie, Scenes from a Writer’s Life described his first 21 years. Scenes from a Writer’s Life focuses on Bond’s trip to England, his struggle to find a publisher for his first book The Room on the Roof and his yearning to come back to India, particularly to Doon. â€Å"It also tells a lot about my parents,† said Bond. â€Å"The book ends with the publication of my first novel and my decision to make writing my livelihood,† Bond said, adding, â€Å"basically it describes how I became a writer†. His novel, The Flight of Pigeons, has been adapted into the Merchant Ivory film Junoon. The Room on the Roof has been adapted into a BBC-produced TV series. Several stories have been incorporated in the school curriculum in India, including â€Å"The Night Train at Deoli†, â€Å"Time Stops at Shamli†, and Our Trees Still Grow in Dehra. In 2007, the Bollywood director Vishal Bharadwaj made a film based on his popular novel for children, The Blue Umbrella. The movie Works †¢ House †¢ Garland of Memories †¢ The Boy Who Broke the Bank †¢ Bus Stop, Pipalnagar †¢ Funny Side Up †¢ Rain in the Mountains-Notes from the Himalayas †¢ Our trees still grow in Dehra †¢ A Season of Ghosts †¢ Tigers Forever †¢ A Town Called Dehra †¢ An island of trees †¢ The Night Train at Deoli †¢ A Face in the Dark and Other Hauntings †¢ Potpourri †¢ The Adventures Of rusty †¢ The Lost Ruby †¢ Crazy times with Uncle Ken †¢ The Death Of Trees †¢ Tales and Legends from India †¢ Hip Hop Nature Boy and Other Poems Novels †¢ Room On The Roof †¢ Vagrants in the Valley †¢ Scenes from a Writer’s Life †¢ Susanna’s Seven Husbands †¢ A Flight of Pigeons †¢ Landour Days – A writers Journal †¢ The Sensualist by Ruskin Bond †¢ The Road To The Bazaar †¢ The Panther’s Moon †¢ Once Upon A Monsoon Time †¢ The India I love †¢ The Kashmiri Storyteller †¢ The Blue Umbrella †¢ The Tiger In The Tunnel †¢ Delhi is Not Far †¢ Animal Stories †¢ Funny side up †¢ Ruskin Bond’s children omnibus Ruskin Bond’s autobiography in Penguin’s Independence list âÅ"“ Scenes from a Writer’s Life, the autobiography of eminent English author Ruskin Bond; will be published in September this year as part of Penguin India’s †50 Years of Independence† series. âÅ"“ Bond said that while his earlier autobiographical work, Rain in the Mountains was about his long years spent in Mussoorie, Scenes from a Writer’s Lifedescribed his first 21 years. âÅ"“ â€Å"Looking back, I find that those earlier years of my life have more incidents resulting from youthful enthusiasm,† said the writer. â€Å"Two-thirds of the book talks about my life in Dehra Dun as a young boy,† he added. âÅ"“ Scenes from a Writer’s Life dwells on Bond’s trip to England, his struggle to find a publisher for his first book The Room on the Roof and his yearning to come back to India, particularly to Doon. â€Å"It also tells a lot about my parents,† said Bond. âÅ"“ â€Å"The book ends with the publication of my first novel and my decision to make writing my livelihood,† Bond said, adding, â€Å"Basically it describes how I became a writer.† âÅ"“ Speaking of his life in the mountains over the past four decades, Bond says, â€Å"Given the choice, I would not have done differently. When you have received love from people, and the freedom that only the mountains can give, then you have come very near the borders of heaven.† âÅ"“ Other books to be published by Penguin India as part of this series include Satish Gujral’s A Brush With Life (memoirs), R K Laxman’s comic account of his life titled, The Tunnel of Time, B K Karanjia’s Godrej: A Hundred Years, and R K Narayan’s collection of essays titled How to be a Writer in India and Other Uncollected Essays. âÅ"“ To mark the 50th anniversary of Partition, Penguin India is publishing a selection of stories by Saadat Hasan Manto titled Mottled Dawn: Fifty Sketches and Stories of Partition. Urvashi Butalia’s Partition Voices is a meticulous account of the traumatic event, recorded in the voice of survivors and others on whom Partition left its imprint. âÅ"“ Colours of Independence, a lavishly illustrated art book, is also being brought out on the occasion. In this book, 50 of India’s finest painters and artists interpret, through original paintings and drawings, the 50 key events in the country’s life since Independence. Short Information about Ruskin Bond: âÅ"“ Ruskin Bond was born in Kasauli, Himachal Pradesh, on 19th May, 1934, and grew up in Shimla, Jamnagar, Dehradun and Mussoorie. As a young man, he spent four years in the Channel Island and London. He now lives in Landour, Mussoorie, with his adopted family. âÅ"“ In the course of a writing career spanning thirty five years, he has written over a hundred short stories, essays, novels and more than thirty books for children. Three collections of short stories, The Night Train at Deoli, Time Stops at Shamli and Our Trees Still Grow in Dehra have been published by Penguin India. He has also edited two anthologies, The Penguin Book of Indian Ghost Stories and The Penguin Book of Indian Railway Stories. Bonds writing is greatly influenced by the hills, and the valley of Dehra Dun, where he spent his childhood. Ruskin Bonds first novel, The Room on the Roof, written when he was seventeen, won the John Llewellyn Rhys Memorial Prize in 1957. Vagrants in the Valley was also written in his teens and picks up from where The Room leaves off. These two novellas were published in one volume in 1993. His non-fiction writing, Rain in the Mountains was also much acclaimed. Since then he has written several novellas (including Vagrants in the Valley, A Flight of Pigeons and Delhi Is Not Far), essays, poems and children books. Ruskin Bond has also written over 500 short stories and articles that have appeared in a number of magazines and anthologies. His novel, The Flight of Pigeons was adapted into a movie, Junoon. He received the Sahitya Academy Award in 1992 for Our Trees Still Grow in Dehra and the Padma Shri in 1999 for children literature Life and works Bond started displaying his literary talent in England. He wrote his first novel named ‘Room On The Roof’ when he was all of 17 years. The book made him win prestigious ‘John Llewellyn Rhys’ Prize that is awarded to British Commonwealth Writers who are under the age of 30. The book was primarily based in and around Himalayas and was successful in capturing its beauty and ethos in a manner that was never tried before. Its sequel named ‘Vagrants in the Valley’ followed it. Riding on the success of these two novels, Ruskin took the journey back home. Ruskin Bond has now been writing for more than 5 decades. He has stressed more on the local elements of Himalayas in his writings. His writing style is distinct in a way that it tries to make reader understand the landscape and ethos through carefully mastered words. His writings have won him both tremendous critical acclaim as well as a long list of fans through out the literary world. Replete with unassuming humor and quiet wisdom, his stories manifest a deep love for nature and people. His mesmerizing descriptions about the flora and fauna of Himalayas can not be missed in his 100 something short stories, essays, novels, and more than thirty books of children that he has written. His works has inspired several generations of writers, authors and scriptwriters. His novel named ‘The Flight of Pigeons’ has been adapted into the acclaimed Merchant Ivory film Junoon. Another less known novel named ‘The Room on the Roof’ has been adapted in to a BBC produced TV series. Nevertheless his greatest achievement comes from the fact that several of his short stories from his collections have been incorporated in the school curriculum all over India. It includes jewels such as The Night Train at Deoli, Time Stops at Shamli and Our Trees Still Grow in Dehra. In spite of all these successes, Bond can be concluded today as a media-shy and reclusive literary genius. He spends his days with his adopted family at a place close to Dehradun. He received the Sahitya Academy Award for English writing in India for ‘Our Trees Still grows in Dehra’ in 1992. He has also been conferred with Padma Shri, one of the most prestigious civil awards in Ind ia.

A Divine Image: a Direct Contrast to the Humanitarian Idealism Essay

In his 1932 article, â€Å"An Interpretation of Blake’s â€Å"‘A Divine Image,'† Stephen Larrabee views the entire poem as a direct contrast to the â€Å"humanitarian idealism† (307) of â€Å"The Divine Image,† with the author making direct line-by-line comparisons of the two. Not until 1959, however, does a critic actually examine Blake’s â€Å"virtues of delight.† In his The Piper & the Bard: A Study of William Blake, Robert Gleckner traces the psychological roots of each of those virtues, while asserting that Mercy, Pity, and Peace are each a part of, but distinct from, the fourth and greatest virtue – Love. Gleckner finally affirms the â€Å"human form divine† as a composite of all of the four virtues. Gleckner returns in 1961 with a comparison between â€Å"The Divine Image† and â€Å"The Human Abstract.† While primarily concerned with â€Å"The Human Abstract,† Gleckner does position the unity o f humanity and divinity in the four virtues of â€Å"The Divine Image† against the fall into fragmentation of the later poem. Gleckner also dismisses â€Å"A Divine Image,† the poem sometimes compared with â€Å"The Divine Image,† as a work with no subtlety of theme. Another comparison between â€Å"The Divine Image† and â€Å"The Human Abstract† occurs in Harold Bloom’s 1963 text, Blake’s Apocalypse: A Study in Poetic Argument. Here, Bloom asserts the deliberate incompleteness of â€Å"The Divine Image† by arguing that its God is a â€Å"monster of abstractions, formed out of the supposedly human element in each of Innocence’s four prime virtues† (41). Bloom continues by exploring the changes in the virtues from one poem to the other, finally exposing them as â€Å"founded upon the exploiting selfishness of natural man† (143). â€Å"The Divine Image† receives due critical recognition for the first time in 1964, when E. D. Hirsch asserts the centrality of the poem to the Songs of Innocence and of Experience by proposing as its them e the divinity of humanity and the humanity of divinity. Hirsch theorizes that Blake’s choice of virtues reveals his identification with God the Son (the New Testament God) over God the Father (the Old Testament God). In his 1967 discussion of the Songs of Innocence and of Experience, Sir Geoffrey Keynes concerns himself primarily with the plate of â€Å"The Divine Image.† Keynes first affirms the theme of the poem as â€Å"the identification of man with God† (Plate 18), and he then continues by arguing that the decoration on the plate – â€Å"a strange flame-like growth, half vegetable and half fire† (Plate 18) – is a symbol of human life. Meanwhile, David J. Smith returns to a comparison between â€Å"The Divine Image† and â€Å"A Divine Image† in a 1967 article entitled, appropriately enough, â€Å"Blake’s ‘The Divine Image.'† According to Smith, the less definite â€Å"A† in the title â€Å"A Divine Image† allows him to compare that poem’s remotely situated God with the immanent God of â€Å"The Divine Image.† Smith continues by placing the poetic speaker of â€Å"The Divine Image† in a state of innocence, thus explaining the â€Å"simplistic† unity of the virtues in the poem. John Holloway enters the critical discussion concerning â€Å"The Divine Image† in his 1968 text, Blake: The Lyric Poetry. In his rather straight, new-critical reading of Blake’s poems, Holloway compares the diction and meter of â€Å"The Divine Image† with that of hymns of the period. Holloway asserts that the poem contains no visionary quality because it is too neatly constructed – and because that neat construction invites a retort by the reader. Eben Bass’s 1970 article, â€Å"Songs of Innocence and of Experience: The Thrust of Design,† contains a narrow discussion of the relationship between the reversed â€Å"S† curve of the flame-plant in the plate of â€Å"The Divine Image† and Blake’s dramatization of the â€Å"two contrary statesà ¢â‚¬  of humanity. Robert Gleckner returns to the critical conversation in 1977 with his note concerning â€Å"Blake and the Four Daughters of God.† In this brief article, Gleckner argues that the allegory of the Four Daughters of God may be a source for Blake’s four virtues in â€Å"The Divine Image.† Gleckner continues by positing that Blake’s replacement of two of the â€Å"daughters† – Truth and Justice – with the virtues of Pity and Love might reveal his affirmation of the unity of divinity and humanity, for Truth and Justice may be viewed as Old Testament moral virtues that are bypassed by the New Testament Christ. Zachary Leader approaches the plate of â€Å"The Divine Image† from a different angle when he asserts in 1981 that the plate reinforces the poem’s theme (God as both transcendent and immanent) by positioning a Christ figure at the plate’s bottom (Earth) and angelic figures at the plate’s top (Heaven). Leader argues that the abstract quality of the poem reflects Blake’s dilemma in dealing with the qualities of an abstract God. Heather Gle n’s thorough examination of â€Å"The Divine Image† in her 1983 work, Vision and Disenchantment: Blake’s Songs and Wordsworth’s Lyrical Ballads, posits Blake’s poem as an â€Å"exploration of the dynamics of prayer† (150) by comparing it with Alexander Pope’s â€Å"The Universal Prayer.† Glen demonstrates the similarities between the structure of â€Å"The Divine Image† and the structure of a scientific experiment. She then proves that the poem moves from the abstraction of the four virtues to their embodiment in the human form divine. Finally, Glen reveals the two-edged nature of the virtues of Mercy and Pity by arguing that each contains a presumption of inequality within itself (an argument somewhat similar to that made by Bloom in Blake’s Apocalypse). Stanley Gardner briefly notes the plate of â€Å"The Divine Image† in his 1986 text, Blake’s Innocence and Experience Retraced. Gardner asserts that the design of the plate deals with the â€Å"ideal of reconciliation derived from the fulfillment of Christian compassion† (54). David Lindsay also concerns himself with the abstract virtues of â€Å"The Divine Image† in his 1989 work, Reading Blake’s Songs. Lindsay demonstrates the transforming power that â€Å"The Human Abstract† has upon the virtues of â€Å"The Divine Image† by asserting that the idolatry of the concepts of pity and mercy â€Å"propagates the suffering on which its idols thrive† (80). Finally (and perhaps fittingly), E. P. Thompson positions â€Å"The Divine Image† as the â€Å"axle upon which the Songs of Innocence turn† (146) in his 1993 text, Witness against the Beast: William Blake and the Moral Law. Thompson continues by exposing the â€Å"egalitarian humanism† (153) that underlies â€Å"The Divine Image.† According to Thompson, the poem concerns not divine humanity, but human divinity. Thompson does assert (like Hirsch) that Blake emphasizes the humanity of God the Son over the divinity of God the Father, but he concludes by demonstrating that the poet does not elevate Christ above the rest of the moral creation that shares in the same divine essence.

USS Colorado (BB-45) in World War II

USS Colorado (BB-45) in World War II The fifth and final class  of Standard-type battleship  (Nevada, Pennsylvania, New Mexico, and Tennessee) designed for the US Navy, the Colorado-class was an evolution of its predecessors.   Devised prior to the building of the Nevada-class, the Standard-type concept called for vessels that had similar operational and tactical traits. This would allow all battleship units in the fleet to operate together without concern for issues of speed and turning radius. As the Standard-type ships were intended to be the backbone of the fleet, earlier dreadnought classes ranging from the South Carolina- to the New York-classes were increasingly moved to secondary duties.   Among the characteristics found in the Standard-type battleships were the use of oil-fired boilers instead of coal and the employment of an  Ã¢â‚¬Å"all or nothing† armor arrangement.   This protection scheme called for important areas of the battleship, such as magazines and engineering, to be heavily protected while less critical spaces were left unarmored. It also saw the armored deck in each ship raised a level so that its edge was in line with the main armor belt. In terms of performance, Standard-type battleships were to possess a tactical turn radius of 700 yards or less and a minimum top speed of 21 knots.    Design Though largely identical to the preceding Tennessee-class, the Colorado-class instead carried eight 16 guns in four twin turrets as opposed to the earlier ships which mounted twelve 14 guns in four triple turrets. The US Navy had been discussing the use of 16 guns for several years and following successful tests of the weapon, debate ensued regarding their use on the earlier Standard-type designs. This did not occur due to the cost involved in altering these designs and increasing their tonnage to accommodate the new guns.   In 1917, Secretary of the Navy Josephus Daniels finally authorized the use of 16 guns on the condition that the new class not incorporate any other major design changes. The Colorado-class also mounted a secondary battery of twelve to fourteen 5 guns and an anti-aircraft armament of four 3 guns.    As with the Tennessee-class, the Colorado-class utilized eight oil-fired Babcock Wilcox water-tube boilers supported by a turbo-electric transmission for propulsion. This type of transmission was preferred as it allowed the vessels turbines to operate at optimum speed regardless of how fast the ships four propellers were turning. This led to an increase in fuel efficiency and improved the ships overall range. It also permitted a greater subdivision of the vessels machinery which enhanced its ability to withstand torpedo strikes. Construction The lead ship of the class, USS Colorado (BB-45) commenced construction at New York Shipbuilding Corporation in Camden, NJ on May 29, 1919. Work progressed on the hull and on March 22, 1921, it slid down the ways with Ruth Melville, daughter of Colorado Senator Samuel D. Nicholson, serving as sponsor. Following another two years of work, Colorado reached completion and entered commission on August 30, 1923, with Captain Reginald R. Belknap in command. Finishing its initial shakedown, the new battleship conducted a European cruise which saw it visit Portsmouth, Cherbourg, Villefranche, Naples, and Gibraltar before returning to New York on February 15, 1924. Overview: Nation:  United StatesType:  BattleshipShipyard:  New York Shipbuilding Corporation, Camden, NJLaid Down:  May  29, 1919Launched:  March  22, 1921Commissioned:  August 20, 1923Fate:  Sold for scrap Specifications (as built) Displacement:  32,600  tonsLength:  624  ft., 3 in.Beam:  97  ft., 6 in.Draft:  38  ft.Propulsion:  Turbo-electric transmission  turning 4 propellersSpeed:  21  knotsComplement:  1,080  men Armament (as built) 8 Ãâ€" 16  in. gun (4  Ãƒâ€" 2)12  Ãƒâ€" 5 in. guns8 Ãâ€" 3 in. guns2 Ãâ€" 21 in. torpedo tubes Interwar Years Undergoing routine repairs,  Colorado  received orders to sail for the West Coast on July 11.   Reaching San Francisco in mid-September, the battleship joined the Battle Fleet. Operating with this force for the next several years,  Colorado  engaged in a goodwill cruise to Australia and New Zealand in 1925. Two years later, the battleship ran aground on Diamond Shoals off Cape Hatteras. Held in place for a day, it was eventually refloated with minimal damage. A year later, it entered the yard for enhancements to its anti-aircraft armament. This saw the removal of the original 3 guns and the installation of eight 5 guns. Resuming peacetime activities in the Pacific,  Colorado  periodically shifted to the Caribbean for exercises and aided the victims of an earthquake in Long Beach, CA in 1933. Four years later, embarked a contingent of NROTC students from the University of Washington and the University of California-Berkeley for a summer training cruise. While operating off Hawaii, the cruise was interrupted when Colorado was ordered assist in search efforts following the disappearance of Amelia Earhart. Arriving in the Phoenix Islands, the battleship launched scout planes but could not locate the famed pilot. Arriving in Hawaiian waters for Fleet Exercise XXI in April 1940,  Colorado  remained in the area until June 25, 1941 when it departed for Puget Sound Navy Yard. Entering the yard for a major overhaul, it was there when the Japanese attacked Pearl Harbor on December 7. World War II Returning to active operations on March 31, 1942,  Colorado  steamed south and later joined USS  Maryland  (BB-46) to aid in the defense of the West Coast. Training through the summer, the battleship shifted to Fiji and the New Hebrides in November. Operating in this vicinity until September 1943,  Colorado  then returned to Pearl Harbor  to prepare for the invasion of the Gilbert Islands. Sailing in November, it made its combat debut by providing fire support for the landings on  Tarawa. After aiding troops ashore,  Colorado  traveled to the West Coast for a brief overhaul. Arriving back in Hawaii in January 1944, it sailed for the Marshall Islands on the 22nd.   Reaching Kwajalein,  Colorado  pounded Japanese positions ashore and aided in the invasion of the island  before fulfilling a similar role off Eniwetok. Overhauled at Puget Sound that spring, Colorado departed on May 5 and joined Allied forces in preparing for the Marianas Campaign. Beginning on June 14, the battleship commenced striking targets on Saipan, Tinian, and Guam. Supporting the landings on Tinian on July 24, Colorado sustained 22 hits from Japanese shore batteries which killed 44 of the ships crew.   Despite this damage, the battleship continued to operate against the enemy until August 3. Departing, it underwent repairs on the West Coast before rejoining the fleet for operations against Leyte. Arriving in the Philippines on November 20, Colorado provided naval gunfire support for Allied troops ashore. On November 27, the battleship took two kamikaze hits which killed 19 and wounded 72. Though damaged, Colorado struck targets on Mindoro in early December before withdrawing to Manus for repairs. With the completion of this work, Colorado steamed north to cover the landings in Lingayen Gulf, Luzon on January 1, 1945.   Nine days later, friendly fire struck the battleships superstructure killing 18 and injuring 51. Retiring to Ulithi, Colorado next saw action in late March as it hit targets on Okinawa prior to the Allied invasion. Holding a position offshore, it continued to attack Japanese targets on the island until May 22 when it departed for Leyte Gulf. Returning to Okinawa on August 6, Colorado moved north later in the month following the end of hostilities. After covering the landing of occupation forces at Atsugi Airfield near Tokyo, it sailed for San Francisco. Following a brief visit, Colorado moved north to participate in Navy Day festivities at Seattle.   Final Actions Ordered to take part in Operation Magic Carpet, Colorado made three voyages to Pearl Harbor to transport American servicemen home. In the course of these trips, 6,357 men returned to the United States aboard the battleship. Moving to Puget Sound, Colorado left commission on January 7, 1947.   Retained in reserve for twelve years, it was sold for scrap on July 23, 1959.

Pleaded vs. Pled

Pleaded vs. Pled Pleaded vs. Pled Pleaded vs. Pled By Maeve Maddox A reader asks to know the past tense and past participle of the verb â€Å"to plead†: I have heard â€Å"pled† being used. Is this correct? The question of pleaded vs. pled is the source of much online discussion, little of it neutral: I personally think it makes newscasters and journalists sound ignorant when they use â€Å"pleaded† to describe what some defendant did in the court. I am actually shocked at the number of people who assert that â€Å"pled† is correct or that â€Å"pled† sounds correct to them. The hair on my neck stands up whenever I hear someone utter the word â€Å"pled.† Some speakers despise pled as an Americanism: The past tense of the verb â€Å"to plead† is â€Å"pleaded†. â€Å"Pled†, no matter how it is spelled, is an American illiteracy. Others defend pled because it’s not an Americanism: Pled, pled, pled, pled, I shall go ahead and use it! I grew up where UK usage was prevalent, but USA usage is now the norm. PLED is UK and Pleaded is USA English. I’m writing pled, pled, pled, pled, pled!!!! Pled is not an â€Å"Americanism.† The British poet Sir Edmund Spenser (1552-1599) uses pled as a past form of the verb plead in The Faerie Queene (1590-1596): And with him to make part against her, came Many grave persons, that against her pled; (the trial of Duessa) The OED gives pleaded as the past of plead, but notes that pled is used as the past form in Scottish and US usage. A statistical analysis made by legal blogger Eugene Volokh of the use of â€Å"pleaded guilty† vs â€Å"pled guilty† and â€Å"well-pleaded† vs â€Å"well-pled† in the ALLCASES database in Westlaw shows an almost 50-50 use of the forms pled and pleaded. Volokh concludes that both uses â€Å"are fully standard† and that he sees â€Å"no basis for labeling either ‘incorrect.’ † Nevertheless, both The Chicago Manual of Style and The AP Stylebook come down firmly on the side of pleaded: pleaded; pled. The first is the standard past-tense and past-participial form. Avoid pled. –CMOS, 5.220 â€Å"Good usage versus common usage.† plead, pleaded, pleading: Do not use the colloquial past tense form, pled. –AP Stylebook. With two such influential style guides against it, pled–at least in printed matter–will probably fade away. A site for lawyers called Above the Law polled readers in 2008 and again in 2011, asking how many preferred pled to pleaded. In 2008, pled garnered 62.5% of the vote; in 2011, pled was still ahead, but the percentage of speakers preferring it had slipped to 57%. On the other hand, pled will very likely hang on in speech. Many speakers, perceiving a difference between pleaded and pled, use both, depending on context. For many speakers, pleaded carries the connotation of begging or beseeching, whereas pled is a less loaded word: The condemned man pleaded for his life. The witness pled the Fifth. Many English verbs retain two past forms that are used with different meanings. For example, the verb â€Å"to hang† retains two past forms: hanged and hung. And both CMOS and AP allow for the use of both forms: hanged; hung. Hanged is used as the past participle of hang only in its transitive form when referring to the killing (just or unjust) of a human being by suspending the person by the neck: â€Å"Criminals were hanged at Tyburn Hill.† But if death is not intended or likely, or if the person is suspended by a body part other than the neck, hung is correct: â€Å"He was hung upside down as a cruel prank.† In most senses, of course, hung is the past form of hang: â€Å"Mark hung up his clothes.† All inanimate objects, such as pictures and Christmas stockings, are hung. –CMOS, 5.220 â€Å"Good usage versus common usage.† hang, hanged, hung: One hangs a picture, a criminal or oneself. For past tense or the passive, use hanged when referring to executions or suicides, hung for other actions. –The AP Stylebook. Bottom line: Both pleaded and pled are acceptable Standard English. Use the form you prefer in speech. Use the form required by your style guide for writing. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:Regarding Re:45 Synonyms for â€Å"Old† and â€Å"Old-Fashioned†Mood vs. Tense

Central Bank Independence and the Conduct of Monetary Policy Essay

Central Bank Independence and the Conduct of Monetary Policy - Essay Example During the period of 1970s and in the beginning of 1980s, main industrialised economies witnessed constant stage of increased inflation (Walsh, 2005). A central bank that is independent enjoys freedom while planning its instrument of policy in order to attain its purpose. In order to have functional independence, it is necessary for the main purpose of the nationwide central bank with regard to a state which is a member of the EU, to be planned in a transparent and lawfully certain way. It is also required to be completely aligned along with the main purpose of price steadiness (Smaghi, 2007). To be more precise, the concept of central bank independence means that the bank enjoys complete independent authority in planning the degree of short-term rate of interest with regard to the ‘money market’ (Smaghi, 2007). 2. The Central Bank Independence & Framework of Monetary Policy In the earlier years, there have been certain absolute alterations made in the legislation of the central bank in order to boost the legal independence for the bank. The alterations made in the legislation provide more power to the central bank and facilitates it to emphasise chiefly on the purpose of price stability. ... Therefore, it can be stated that the vital purpose of the monetary policy designed by the independent central banks is to uphold stability in prices by effectively managing the inflation (Cukierman, 1994). 2.1. Basic Concepts in Monetary Policy The mechanism of the monetary policy is a process with the help of which alterations in the supply of money have an effect on employment, equilibrium of payments, output and inflation as well. For instance, any increase in the supply of money would imply that there would be more availability of money for the people to expend on assets that are financial in nature. As a result, the cost of the financial assets would increase. It is a known fact that there exists an inverse relationship among the rate of interest and the cost of the financial assets. To further understand this concept, it is assumed that there has been an issue of a certain government bond for ?1000 and which is expected to pay an interest of 10 per cent which makes it ?100. Now , if assumed that the price for that particular bond went up to ?2000 then the interest of ?100 would be now 5 per cent. Therefore, it indicates that an increase in the costs of the financial assets would result in decreasing the interest rates. Decrease in the rate of interest encourages investment along with consumption. They even tend to lessen the requirement for currency by way of lowering the value as well as increasing the export demand and lessening the import demand concurrently (Grant & Vidler, 2000). The main purpose of a central bank is that of defending the worth for the currency with regard to what it would buy. Inflation or rising price decreases the value for money. Monetary