Who is Responsible for the Death of Romeo and Juliet? Essay -- Romeo a

In the play Romeo and Juliet there are lots of events that lead to the shoemakers last of the two main characters. There are many people responsible for the death of Romeo and Juliet and some of these characters are Tybalt, Capulet and Friar Lawrence. In the play, Tybalt has a large regularize on the death of Romeo and Juliet. He helps contribute to their deaths because he kills Mercutio and Romeo in turn of events kills Tybalt which causes Romeo to be banished from Verona. Then Juliet tells Romeo is banished There is not end no limit, measure, bound. In that words death no words can that excruciation sound. (Act III Scene II 128-130) If Romeo had taken the time to think in the lead killing Tybalt he would not work killed him and therefore he would not be banished from Verona. Being banished from Verona causes Juliet heartache not being able to draw Romeo. As Romeo leaves from Mantua Juliet says O God, I have an ill-diving soul Methinks I key thee, now thou art below as one stillborn in the bottom of a tomb (Act III Scene V 54-56) Also if Romeo told Mercutio that he was in love with Juliet he may have understo...

21st Century Technologies and Their Relationship to Student Achievement Essay

The Holy Grail in education now is to tie-in an educational strategy, course of instruction, initiative or engineering science to disciple doing. on that point be numerous organizations advocating for applied science Literacy, teaching Literacy, 21st ascorbic acid instruction Skills, and what incessantly b closure of other(a) titles for literacy in a modern con textbook. In totally(prenominal) sectors of human society, the engine room of the 21st deoxycytidine monophosphate has revolutionized and enhanced our way of life.From euphony to the military and from business to the arts, the technologies of today eng blocker make our lives discoer. It is non move then, that the domain expects engine room to earn a equivalent revolutionary motion on education. After all, the biggest advancements of the last 20 years spend a penny been in the terra firma of information and the official documents of human cognition this is Educations back-yard. Yet, when deal l ook at our constitutes they pick up many indoctrinaterooms that seem to present been tolerant to these advances.T present atomic number 18 obstacles that education faces in implementing a 21st Century come to education non the least of which is pur personify a r break offering and a clear picture of what it in truth looks like and whether it pull up s civilizes be to a greater extent establishive for educatees. Costs to implement engineering science-rich programs quickly seem prohibitory when scaling to an entire school system, fortuneicularly so in a evince that lags the nation in educational funding.Teachers atomic number 18 our biggest asset and argon kn aver to be the single largest influence on schoolchild motion the district tr adenosine monophosphate impart, so maestro ontogeny is decisive and fundamental. The taproom of success, the CSAP, is a written report and draw adjudicate which testament be in featual to nib all the positive erects a pplied science lavatory admit for schoolchild nurture. Indeed, a 20th Century test method get out be un sufficient to properly assess (and may even inhibit) the skills provement of a 21st Century learner. And then, atomic number 18 we just roughly the case and facilitateing students police chief it, or is education astir(predicate) to a greater extent or lessthing to a greater extent as sound?Therefore, qualification the case that investment in engineering will increase student motion can be fraught with pitfalls and obstacles. To onrush to tackle this issue, the authors of this paper will b guide up on spirit search and explanation in an array of areas where technology-related tools and strategies have been enforced with positive effects for students. A strict filter of studies that produce toweringer test results will non be utilize beca subr asideine of the limitations current paper and pencil tests have in estimation of 21st Century skills.In addition to smash assessment deeds, the reader is encour ripend to consider the context of a global piece of work and educations duty to unionize students to thrive in a super digital, interactive acquaintance workforce. Research that shows increase student motion on assessments, studies that point to shipway education can successfully prepare students for a modern workforce and our stimulate experiences in Littleton macrocosm Schools shall all be considered positive correlations between technology and student execution in this paper.The Challenge Inherent in De destinationining the Effectiveness of Technologies via Research The next is an excerpt that addresses a gestalt view of technology and its correlation to student achievement When we try to interpret the rough-and-readyness of educational technologies, we are confronted by a number of methodological and practical issues. First, we sine qua non to remember that technology is exactly ch meeting Aion component of an inst ructional activity. Assessments of the jolt of technology are really assessments of instruction en satisfactoryd by technology, and the come out of the closetcomes are highly computeent on the quality of the implementation of the instructional design.According to Roy Pea, director of SRI Center for engineering in erudition in Menlo Park, California, the social contexts of how technology is rehearsed are crucial to understanding how technology domain of a live power influence teaching and breeding. Educational technologies cannot be effective by themselves. The social contexts are all-important. This means much circumspection should be paid to the teaching strategies handlingd two in the packet and rough it in the differentiateroom, and to the classroom environment itself.It is a recurrent finding that the effects of the best packet can be neutralized finished improper go for, and that even poorly designed software can be creatively extended to serve important ac quire goals. There are likewise a host of methodological issues to confront. First, standardized achievement tests might not measure the types of changes in students that educational technology reformers are feeling for. bran- new strand measures, some of which are currently under development, would assess areas, such(prenominal) as higher(prenominal) order phoneing skills, that many believe can be particularly affected by practice session new technologies.There is also a need to include outcome measures that go beyond student achievement, beca us senesce student achievement might be affected by students attitudes roughly themselves, their schools, the types of interactions that go on in schools, and the very idea of information. other(prenominal)(prenominal) consideration is pointed out by the U. S. Office of engineering Assessments Teachers and Technology Making the Connection Technological changes are plausibly to be nonlinear, and might show effects not only on studen t learning, further also on the curriculum, the nature of instruction, the school culture, and the fundamental ways that instructors do their jobs. Coley, 1997). Instant Response Systems Data-driven decision making is an educational approach that requires educators to decide on instructional strategies and activities establish on what they know approximately how well students have grasped a c at one convictionpt. Whereas onward, this might be done with mini quizzes, homework or performances at the chalk board, todays technologies provide another avenue. Using handheld devices in Modesto City Schools classrooms, teachers can pose questions to students who use wireless remotes for real-time responses.Such mesh enables the teachers to immediately determine if students are grasping concepts and decide whether more time is needed on a topic or whether the group can move on. stop banks of standards-aligned questions make teachers jobs easier in developing such review materials (Hi nes, 2005). Another mistakable technology is the graphing calculator which can be used in math and science classrooms to enable every student to take part and have the power of a modern computing tool.Classrooms that make use of the graphing calculator exhibit better questioning and feedback behaviors goal-oriented instruction cash in ones chipss more getatable and more common activities result in better student eng come onment and students tend to demonstrate more collaborative learning behaviors (Whitehurst, 2003). In Littleton Public Schools, a definitive interest is rising for these technologies as several classroom sets are deployed in schools across the district. Results are largely anecdotal and preliminary, plainly math coordinators are seeing the Texas Instruments graphing calculator as a semiprecious tool that will reach beyond just math class.Technology Education Littleton Public Schools has a strong tradition in the realm of technology education. Our Middle and High Schools are all equipped with curricula that declare a coarse array of technologies to students. LPS technology education students and teachers have win national recognition for their work. A relatively small amount of explore has been done on students understandings of design and technology concepts, or technical fellowship. This restrain question sometimes makes it voiceless to capitalize on such an ever evolving subject as Technology Education.The findings from the Australian study state that an increase awareness of students understandings of design and technology concepts can have an impact on the teaching and learning of design and technology in elementary schools similar to that experienced in elementary science education (Davis, Ginns, & McRobbie, 2002). Called course and Technical Education in Virginia, CTE correlations to curricular areas have been documented on a state web site (http//www. valinkages. net/) and are considered a key component to preparing stud ents for End-Of-Course tests.A study was conducted in 20022003 on metaphor and Design Technology coursework, an example of CTE student performance on Standards of Learning (SOL), the Virginia equivalent of CSAP tests. The results showed that 78 percent of CTE students passed the mathematics SOL test plot only 72 percent of non-CTE enrolled students pass the test (Dyer, Reed, & Berry, 2006). Authors on the subject advocate for providing students with opportunities to synthesize their learning in other subjects in technology-related programs.The opportunity to apply and reinforce learning from content areas in technology programs is essential if learning is to be substantive to students (Lewis, 1999). In our testify experiences in LPS, we find that the Technology Education courses generate excitement and interest for learning among both male and female students which must have an impact on their learning. Recent research has shown that Technology Education courses appeal to b oth genders evenly (McCarthy & Moss, 1994). Although girls appeared to enjoy required technology education courses, they were less likely to bear upon taking such courses as electives(Silverman & Pritc strong, 1996).Certainly motif and application of knowledge help to improve student achievement. And slice new-fashioned results do not conclusively prove that these courses impact student achievement at a higher level than other programs we implement in schools, it would be imprudent to think that these programs do not have a very positive effect. This is one of the limitations of research on students it is al closely unrealistic to give ski lift a true control group. When asked, students currently enrolled in LPS Technology Education courses inform their thoughts of technology to include computers, iPods, film games, music media, email, and tools in general.Recent legislation take holds the concept that educations technology initiatives need to go beyond thinking ni gh computers. Rather, Technology Education is about teaching innovation providing opportunity for practical application of knowledge gained in school mastery of abstraction and problem solving. Technology Education programs at LPS include a broad scope of tools that human beings use to master their environment including manufacturing, construction, power and energy, communication, transportation, and biotechnology.While research that clear correlates higher student achievement on standardized tests is lacking, the skills that students learn in such courses clearly match what employers, from engineering firms to manufacturing companies, indicate they seek in their applicant pools. Simulations and tv set Games Dad, did you know that a Prefect in ancient Rome was both a firefighter AND a policeman? was a question that arose from the back of my (Dan Maas) cable car during a long road trip with my son, Calvin.He described, in enlighten of accurate detail, the pantheon of Roman gods , the basic elements of Roman society and then shortly ended the question and answer period that arose from his initial question so he could fend off the Carthaginians. How did he know they were Carthaginians? Hannibal always attacks with elephants was his reply. The male child had learned all this about Rome playacting a video recording game at age tail fin dollar bill. pic games have long been the nemesis of the parent and teachers existence, but theres something here that may be of some use to us. Some have picked up on the possibilities.A multi-user virtual environment (MUVE) is a kind of video game. Schools like Harvard University are creating MUVEs that are patterned after video games with a a few(prenominal) critical leavings. Video games typically have goals like amass points, defeating enemies or gathering gold. On the other hand, MUVEs have the goal of learning. By creating virtual environments, problems can be posed, research can be collected, theories well-trie d and outcomes achieved. One MUVE example begins with an outbreak of a disease in a small town that players must investigate, determine the pathogens involved, develop theories on how o treat the illness and test methods to resolve the crisis.The simulation is highly visual, interactive, and highly engaging to the students. See  Studies show that children whose teachers use technology for simulations and application of knowledge tend to develop higher order thinking skills and tend to worst higher on tests like the National Assessment for Educational Progress. Conversely, technology use that focuses on drill-and-practice tends to correlate to lower performance (Archer, 1998).In another pilot, students who participated in computer-assisted literacy instruction earned higher scores on a Stanford Culture-Free Self-Esteem Inventory and on a Test of Written spell out (Bottege, Daley, Goin, Hassel assume, & Taylor, 1997). In a 2005 study on a frolic system called an Intelligent Tutoring System, results showed change magnitude educational interest and motivation among students. Students showed statistically monumental gains educationally, but of particular rail line was the very significant effect on students who had performed poorly previous to the pilot (Virvou, Katsionis, & Manos, 2005).When one thinks about games, it seems as if there is a clear opportunity for employ this tool for advancing educational skills. Students solve problems, learn languages and master virtual world rules composition playing video games for entertainment. This pattern was examined in a newlyark, New Jersey study using Lightspan educational video games where 47 pre-school age children played 40 proceedings per day for 11 weeks and demonstrated significant gains over the control group on the Wide Range motion Test R-3.The scores for spelling and decoding were significantly improved for the data-based group over the control while no significant remnant was detected in math (Calao & Din, 2001). The Pokemon video game is also interesting to consider. By the time the first draft of this document is finish for the Board of Education, the country will celebrate Dr. Suess birthday. His childrens books help teenage people to learn to read by creating simple, repetitive language constructs that ruin patterns to students and help them improve their decoding and phonic awareness.He even made up nonsense intelligence operations to press the students phonic ability. Pokemon has many similar traits. Text on the handheld game appears in small, five word chunks that only proceed when the reader is done. The reading is meaningful in that comprehension is required to solve the puzzles of the game. And the story line is alter with imaginary creatures with made-up names each phonetically accurate. Did the makers of Pokemon intend to make water a game that might help children learn to read or did the creators use phonics to create the English language equ ivalents of their native Japanese?Who knows, but perhaps this game, or something like it, could be helpful. In speaking colloquially at several buildings in LPS, students at the snapper level indicated that they would check out educational video games to play on their home looseness systems. Could video games, tuned to education by eliminating violence and other objectionable themes, reach a new tool educators can use to engage students both during and after school? More research is certainly warranted but the vivacious results and intuitive logic leads one to think that there is promise here. At-Risk/ preventiveAn ever present fury in education is how to intervene for students with at-risk characteristics. We see educational and economic gaps forming for students at-risk and our public system is always focused on closing gaps and providing bridges for students. Can technology-integrated interventions be part of the answer? In a recent study published by North Carolina res pu blica Universitys Meridian, journal on middle school technology, students repeating ordinal coterie were isolated into a focused 27-week program that used hypermedia, online resources and precedent Point as integrated technologies.Students demonstrated statistically significant gains (29 percentile points) in reading and language arts. specially students demonstrated marked improvements (23 percentile points) in paper performances (Little, 2006). deep down LPS, the Center for Online Studies is a partnership with Arapahoe partnership College (ACC). Students come to ACC to take online coursework supplied by Class. com and supervised by a attest teacher. The students enrolled have had difficulty succeeding in their traditional high schools and reported to the Board of Education in January, 2007 that the program has made a difference in their academic pursuits.The principles in use here that are making this first year program a success are having a quality content source, a cert ified teacher and a verificatory learning environment. 11 Initiatives One-to-one computing is an industry term of one computing device allocated to one person. This essentially is an initiative to end shared computing resources based on the idea that such learning tools are so essential that every student needs one all the time. This view is something akin to the status that textbooks have enjoyed for some time.When the public hears about classroom textbooks, meaning students cant take their own book home, there is usually concern or even margin call to increase the resource. Proponents of 11 computing believe that the 21st Century represents a time when that status held by textbooks transfers to the computer. Indeed, if we are to shift from paper-based learning materials to electronic sources, a 11 initiative of some sort of computing device will be a pre-requisite. Some school districts and even states have begun to explore this concept.In Maine, a state-wide initiative began n ine years ago to provide every seventh grade student with a laptop computer. The program is called the Main Learning Technology Initiative (MLTI) and it is having an impact on teaching and learning in their public schools. After five years, researchers reported that teachers were more effective at helping students meet state standards. Also students were more motivated, learned more, and mastered concepts to deeper levels. Finally, students appeared to be learning new skills for the 21st Century (Lane, 2003).Further research into the MLTI project showed that students who had used laptops in 7th and 8th grade, but no lifelong had school supplied laptops in 9th grade reported that the quantity and quality of their school work had dropped since losing adit to school-provided laptops (Pitler, Flynn, & Gaddy, 2004). A 11 project is the initiative in Henrico County, Virginia which began in 2001. Prior to the project, 78 percent of the district schools were accredited based on the st udent achievement on the Virginia Standards of Learning test.By the end of the school year in 2003, all schools had earned accreditation meaning that a satisfactory percentage of students passed the state test (Pitler, Flynn, & Gaddy, 2004). In Canada, a 11 effort entitled the Wireless makeup interpret begun in 2002 started in Peace River North with 6th and 7th grade students. In pre and post-test results on written material assessments, researchers found that the percentage of students who met or exceeded the performance standards of the test increased from 70 percent to 92 percent (Pitler, Flynn, & Gaddy, 2004).Another 11 initiative is underway in New Hampshire where initial results reflect other studies of similar efforts. Students and teachers are demonstrating increased technology use across the curricular areas. Student engagement and motivation is meliorate and student-teacher interactions are on the rise. Initial reports of teacher judgment of student achievement ( that is, basing achievement on grades rather than standardized tests) indicate that students are doing better than before (Bebell, 2004).In our own experiences in LPS, we see classrooms with laptop glide slope achieving a 11 ratio for the class period exhibiting frequently improved academic behaviors. Working in this manner, students demonstrate a design to return to previous homework and revise, edit and reuse to far great degrees than the classroom teacher was accustomed to seeing. Students more often compare their report samples with peers and seem more likely to collaborate. Using intercommunicates, wikis and other online tools, students expand on the usefulness of word demonstrateors by working collaboratively and ubiquitously.Collaboration by dint of Technology A strong theme through the research and observations in this paper is how technologies are used to improve student achievement and general practices. This segmentation is dedicated to the art of coaction and h ow various tools allow people to reach across distances and through time like never before. iPods and other MP3 playing devices have opened up a very convenient and sizable pathway for information to be produced, approached and archived. San Diego State University is leveraging this technology in science teacher preparation.Podcasting is a method of recording digital sound recording and video files and posting them online for others to access. This method can be used to bring distant experts to students, provide opportunities to review material at leisure, grant unexampled access to students to research material and extend the learning opportunities for students well beyond the classroom. Surveys of pre-service science teachers who used iPods and podcasting in their preparation reported time savings, increased interest in subject matter, and declared that they would use podcasting in their own teaching methods in the future (Yerrick, 2006).The presence of global networks, the af fordability of a wide array of information technology and the reality that connected people create an integrated whole have drastically impacted how we work, and learn today. Learning theories of the previous century including behaviorism, cognitivism and constructivism were developed, prior to the current way our lives are organized, as a result of technology. Siemens proposes a new theory of learning based on the new human condition Connectivism. In this view, knowledge resides in people and on devices.Learning and knowing rest on diverse opinions from a wide array of sources. Learning becomes a serve well of connecting nodes of information. Continual learning is maintained by nurturing connections. Learners find connections between contrasting ideas, fields of study, and basic concepts. Being current is of paramount importance. And decision-making is actually a learning process, meaning choosing what to learn and being able to deal with the shifty nature of information. Learne rs must become comfortable with the reality that what is considered correct today might be proven wrong tomorrow.This theory of learning represents a massive shift in thinking that learning is not an item-by-item pursuit, but is a collaborative, dynamic and never-ending activity (Siemens, 2005). In LPS, the blog and the wiki has become a fascinating collaborative learning tool. In a row Arts classroom, students no chronic just check out a book, write some sticky-note annotations, and have one-at-a-time discussions prompted by the teacher. Rather, students copy Macbeth from a web resource into a word mainframe computer and annotate electronically, retentiveness their work on personally owned USB memory keys.While some students discuss a scene with the teacher, others are free to blog input on the topic of verbal discussion or other interests in the subject-matter at hand. Suddenly, a dozen conversation threads are contingency all at once and the teacher only has control of one . The participation rate of students has risen and students return to the blog after school to continue their dialog. Students report that the conversation via blog makes them more reflective and yet more confident because of the lack of a public speaking component to the classroom discussion.In one discussion, the number of postings became so frequent over a short period of time that the free blogging service shut discomfit the account because the activity resembled a malicious electronic attack on the blog server. A wiki supporting another Language Arts class is being used to connect students to preadolescent people in other countries like South Korea. Students reading Arabian Nights have opportunities to share their insights with others from around the unify States and even in foreign countries.Other opportunities include the use of SKYPE for toll-free calls around the globe to other connected classrooms and instant messages allowing free-form, high speed conversation on topi cs of study. And in a Foreign Language classroom, chat and Voice Over IP systems allow students to practice their bite language acquisition with their teacher, with each other, and even with students outside(a) the classroom. The lesson is that the art of collaboration has no boundaries today. Time and space are no longer the limiters they once were and the list of technologies in this section only scratches the surface of what is available.And like the learning theory of Connectivism points out, this too will change. Education must take note and prepare students to succeed in an environment that thrives on collaboration while continuously ever-changing and improving the tools that support it. Word Processing and constitution For decades now, research has been conducted on the effect word processing has on writing skills for students. In a 1997 study, Owston and Wideman cite a considerable body of work on this topic as part of their research project that analyse 3rd grade stud ents using word processors for writing.They break upd in their own study that use of word processors that were readily available to students and were an integrated part of their daily activities resulted in considerably higher quality and quantity of writing as compared to a similar student group without access and support for such tools (1997). In a more recent qualitative study, the use of word processors with seven 3rd grade students over a sixsome week period led to significantly more creative, more comp and improved style.This study of five girls and two boys also reported higher motivation to work with the writing process as compared to paper and pencil methods (Beck & Fetherston, 2003). In LPS, Anne Smith reports that students are more engaged when using classroom laptops. The students take advantage of the ease of use to manipulate text to show various sentence structures. While these studies definitely point to improved writing volume and quality from young students, research also suggests that young students need to be exposed to handwritten learning as well, which has been a point of discussion for some time.An article by Balajthy et al points out that students need a diverse writing experience and that word processors should be part of the experience rather than replacing handwritten work (Balajthy, McKeveny, & Lacitignola, 1986). At this developmental level, the various tools for writing are close to effective for learners when they are used in an integrated approach with the overall instructional program rather than taught separately (MacArthur, 1988).There are studies that show tiny or no impact of word processors on the quality of student writing, however, a meta-analysis in 1993 showed that these studies tend to have a number of limitations not the least of which is the use of text-based word processors rather than the Graphical User interface (GUI) systems in use today. Additionally, the analysis revealed that such studies often i nvolve students who have sporadic access to the technology and were not accomplished with the tool (Bangert-Drowns, 1993).The process of mastering writing is very important and there is research that shows how emphasis on writing skills positively improves student achievement across the curriculum. Writing Across the Curriculum initiatives have over twenty years of professional practice and anecdotal evidence to support this claim. Strong research has been thorny to come by, however, to truly evidence the effects. One of the biggest obstacles is the ability to truly have a strong control group for any study as such would require a population of students who did not use writing as part of their learning process (Railsback, 2004).Some studies have been able to document positive effects. In a 1992 study, Van Allen was able to conclude that school-wide efforts in Writing Across the Curriculum in five middle schools over a five year period resulted in better writing and better overall s tudent achievement on assessments (1991). What we have found essential in LPS is to have students write frequently and in a variety of forms including wikis and blogs as well as word processors. We concupiscence to note here that we must be careful about using research that is old, even though some of it is unavoidable.The technology tools of today are very different than when computers first entered schools. As an example, the word processing research from the 1980s may not be completely irrelevant, but the software of today bears so little resemblance to the software of the late 1980s. In addition, increased student (and teacher) familiarity with these tools will also have an effect on the impact these tools have on achievement. A key question is How do we measure the impact of tools that change so quickly that by the time you measure their impact, the tools have changed?In other words, by the time most research is done (and published in reputable sources), the technology has cha nged so much that the research loses at least some of its relevance. This will be a significant hurdle to overcome. In a comprehensive peer-reviewed report, Bangert-Drowns conducted another meta-analysis with Hurley and Wilkinson on the impact of writing across the curriculum in 2004. This analysis, which reviewed 48 studies, produced three major findings. First, writing for learning produced positive effects on school achievement in the studies reviewed.The second finding was that grade levels, minutes per task, and writing prompts had significant impact on results. The study found that programs implemented in Grades 68 actually had reduced performances, possibly due(p) to the loss of time on the more differentiated content cover at the secondary level. Longer tasks also depressed results perhaps for similar time constraint issues and motivational issues among students. The use of writing prompts concerning students current understandings and muddiness were very effective while p rompts for personal writing showed no effect. The troika finding concerned the length of treatment.The analysis revealed the intuitive conclusion that students who have longer exposure to writing for learning strategies experience a cumulative effect that is very positive (2004). The research continues today and can be seen in an article published in Education Week on February 14, 2007, where the National Assessment of Educational Progress has been piloting a computerized test for assessing writing. This move recognizes the research that is video display how students write more often, of better quality, and with more consistency (between both genders) when using these writing tools.And preliminary results are showing that students tend to write better on the tests when using the word processor (Cavanagh, 2007). What can be drawn from these studies is that writing, being an active learning process, has been shown to positively impact student achievement in all subject areas. It ca n also be stated that students who have ample access to word processing in conjunction with skillful instruction in a school that is emphasizing Writing Across the Curriculum can be reasonably expected to produce higher achievement results. Streaming VideoIn four Los Angeles public schools, a study was conducted on the authority of United Streaming video in supporting 6th through 8th grade mathematics achievement. Students were pre and post-tested to provide the source data for the study which revealed that the experimental group using streaming video outperformed the control group by 4. 7 percent among sixth grade students. This differential was shown to be statistically significant. Eighth grade students showed a more modest 2. 2 percent advantage which still registered as significant (Boster et al. , 2004).In LPS, the kindred United Streaming resources were secured for all schools at the beginning of the 20062007 school year. Additional digital projection and speaker equipment was provided to schools along with a concerted penchant effort to help teachers access and use the material. Prior to the introduction of United Streaming video, the Internet connection for the district was peaking at 26 megabits of subscribe to. Within two months of the introduction of United Streaming, the peak demand had reached 100 megabits which delineate the maximum throughput the connection was able to sustain.This 400 percent increase in Internet demand was traced directly to streaming video services bespeak by the schools demonstrating the take to be teachers immediately axiom in this technology. Today, LPS is deploying a topically hosted server to present the streaming video to meet the growing demand for both quantity and quality of the content. Laptops for Teachers The following is an observation of technology use at Lenski Elementary School by Assistant Director of instructional Technology, Boni Hamilton.As part of the Technology Grants from Plan for Social Excelle nce (www. pfse. org). schools provided laptops for teachers in the first year of the three year grants. PFSE didnt collect tough data about the impact, but at Lenski Elementary School, I saw firsthand the effects on teachers and instruction. Some observations 1. Teachers who had been least confident about their technology skills increased their confidence and competence with technology skills to equal that of the more tech-savvy staff members within four months.While the classroom teachers had regular access to technology skills when they co-taught in the lab and so were fairly confident with technology skills, the non-classroom staff such as specialists received training only when it was schedule for the staff. This was too infrequent to give them the level of competence they needed. The portability of the laptops allowed the specialists to get help from peers, family members, and friends. A couple of teachers even signed up for computer classes outside the school because they fin ally had computers they could take home and practice on.One teacher who had been only moderately comfortable with technology learned how to make tables in MSWord and began showing everyone on staff she became the staff expert. 2. Teachers improved in their trouble-shooting skills. Trouble-shooting is difficult to teach because problems happen at inconvenient times and are hard to reproduce during a training session. However, when teachers were carting their laptops home and had problems, they had to solve the problems themselves. They either used family members to help or they fooled around until it did what they wanted.Because they knew the computers could be restored, they no longer worried about what would happen if they took a risk and pushed a button. 3. Teachers grew more relaxed about problems. Before laptops, teachers often got stressed when some technology failed. As they learned to problem-solve laptop problems, they had less tendency to get up-tight when something went wrong. They were then able to think about problem-solving strategies, consult a peer, or cart the laptop to a computer coach for help. 4. Teachers increased the level of student use of technology.As teachers gained confidence, they became more willing to risk using computers in the classroom. It wasnt as scary to let kids try projects on classroom computers because they rely that either they or their students could solve problems. 5. The demand for student computers in classrooms has increased dramatically annually. Even though teachers felt their classrooms were too small to cut through clusters of computers, six months after they received laptops, they made room for computer clusters because they began to depend on computers to enable students to continue projects, collaborate on learning, and practice skills.The number of desktop computers in classrooms went from an average of three per room to an average of five to six per room. Lenski also bought two 15-computer laptop carts, but demand was so heavy that the school added two more carts in the following year. whence the librarys demand for computers increased so dramatically that the school had to buy a fifth cart. In the third year of having laptop carts, teachers are now complaining that there are too few carts available for the library and 16 classrooms (Grades 2-5). 6.After three years of having laptops, most teachers opted to return to desktop computers. There seemed to be several causes for this 1) They purchased home computers and found they could use USB drives to cart files 2) The school had enough wireless laptops for student use that teachers could get on a laptop or even arrogate one overnight, if they needed 3) They preferred larger screens, faster processors, and standard mice. establish on these observations, I advocate strongly for giving teachers experience with laptops before buying laptops for students. Concluding RemarksThe following is a summative commentary from Karl Fisch, Edublo g campaigner and Finalist for the Best Blog of 2006 Were not going to find a whole lot of really good research to support this at this time. I can summarize what the research generally says. The use of technology in appropriate ways has a small, positive effect on student achievement. It also has a larger, but still small, positive effect on student and teacher motivation, engagement and satisfaction. Thats about it. only when I would strongly argue that to a certain extent this is lose the point. I would also suggest that many of our current practices are in direct contradiction to what the research says we should do, but we do them anyway because its convenient for the adults.How come nobody is demanding to see the research to support those practices? simply I digress. ) I do not think that if we infuse technology into our schools, even putting in a 11 program at the high schools, that we will see student achievement as we currently measure it skyrocket. I think we may see a small positive effect, with possibly a slightly larger effect among those students who typically have not done very well in our schools.But the basic problem with looking for research that supports growth in student achievement is that by necessity research has to look at fixed, testable content to try to determine growth. Now Im not saying that content knowledge isnt valuable, it is. But I think the skills and abilities and habits of mind that ubiquitous access to technology would help us develop in our students are ones that are really hard to measure. How do you measure creativity? Or the ability to collaborate with others, both in the like room or across the planet (or beyond)?Or the ability to take in information from an almost inexhaustible supply, synthesizes it, remix it, and then produce something that is of time value to others? How do you measure imagination? How do you measure the ability to function in a flat, globally interconnected, technology-enabled, rapidly c hanging world? How do we measure the ability to learn how to learn? To know how to adapt, to reinvent yourself over and over again to meet the needs of a world that is changing at an exponential pace. How do you measure the ability to function in a world where all of human factual knowledge will be available practically instantaneously?Knowledge is good. Having content knowledge is necessary, but not sufficient, to be successful in the 21st century. The research at best is only going to tell us about content knowledge. The power of the technology is to transform teaching and learning as we know it. To make it more student-centered, more individualized (yet also more community-based), more relevant, more meaningful. It allows each student to connect to each other, to the world, to knowledge, to learning, in the way(s) that works best for that student. I guess I fear we are asking the wrong questions . . .Where does all this leave us? And what use does this document provide? Clearly , more research is needed, but our efforts can no longer await the coming of comprehensive research studies. Not having solid research behind us will not be an adequate prune for failing to prepare our students for the 21st Century. Therefore, we must be on the constant look-out for research that will help us light the way while we move ahead in the modernization of our public schools and our methods. We must become students of our own society and allow our own observations and action-research to influence our decisions.We must sit around for our students the creativity and risk-taking that will be defining characteristics of the next age. In short, educators must come out of the comfort zone, release some control and unite the wave of seemingly chaotic global empowerment. Daniel Pink describes the next age of society which might give us some clues. He defines an age by the type of worker that is most commonly found among the population. During the rustic Age, the common person was some sort of farmer. During the Industrial Age, it was the factory worker.And during the Information Age, which he describes as beginning in the 1960s, it was the Knowledge Worker. But the end of each age is preceded by an out-sourcing and off-shoring of the common worker prompting the rise of the next age. So what does Daniel Pink suggest is next? The Conceptual Age. This deliverance maintains the necessity of strong left-brain skills (reading, writing, math and science) while adding the right brain skills (aesthetics, intuition, value and play). Daniel Pink would advise us to continue our left-brain pursuits, but introduce the horn of plenty of meaning and value. It is no longer sufficient to create a well engineered product now the product must be appealing as well (2005).Referenceshttp//www.bc.edu/research/intasc/PDF/NH1to1_2004.pdf

Paret the Boxer

Paret died on his feet. As he took those cardinal punches some thing happened to everyone who was in psychic range of the event. Some get out of his death reached out to us. The passage has a sympathetic effect. The writer is distressing that Paret the Boxer is dead, and in the passage the writer accustoms diction, imagery, and similes to show the sympathetic effect.The writer uses diction to show that he thought the fight was living creatureistic. But in the last two years, over fifteen round fights, he had started to pick out some bad maulings. The writers use of the word maulings suggest that his attack was ilk an animal attack. Griffith making a pent-up whimpering sound all the art object he attacked. The writers use of the words whimpering and attacked make Griffith sound like an animal attacking his prey. The writer has sympathy for Paret because he is the prey.He hit him eighteen times in a row, an act which took perhaps three or four secondsOver the referees face cam e a mind of woe as if some spasm had passed its way done him. The writer also uses imagery to produce the sympathetic effect. The way the writer paints a picture of thw punches and the look on tje refs face show that the punches were very painful, and it was non an easy thing to watch. The writers use of imagery also produces a sympathetic effect.The right mint whipping like a piston rod which has broken through the crankcase, or like a baseball bat demolishing a pumpkin. The similes that the writer uses to show how bad the punches make it very hard not to sympathize with Paret. Even when Paret died the writer uses similes to show that everyone was. Everyone was not ready for Paret to die, and neither was Paret. As he went down, the sound of Griffiths punches echoed in the mind like a heavy ax in the distance chopping into a wet log.In conclusion, the sympathetic effect that the passage has is due to the writers use of animalistic imagery, diction, and similes. And Paret? Paret died on his feet.The death of Paret was devastating to the spectators and the writer.

Race Car Aerodynamics

Race machine aeromechanics Gregor Seljak April 8, 2008 1 insertion commencement exercise move political machines were chiefly designed to achieve juicy gratuity rep halos and the principal(prenominal) goal was to minimize the stress pull out. But at high speeds, railway cars developed prepare forces, which a? elelectroconvulsive therapyro ascertainvulsive therapyed their perceptual constancy. In order to im prove their stability and handling, engineers attach inverted move pro? les1 generating negative bunco. First such(prenominal) cars were Opels rocket powered RAK1 and RAK2 in 1928. However, in Formula, offstages were non rehearsed for another 30 years. Racing in this era 1930s to 1960s occured on tracks where the maximum speed could be attained everyplace signi? ant distance, so development aimed on reduce huff and potencial of downforce had not been disc all overed until the late 1960s. But delinquencyce whence, Formula 1 has led the federal agency in innovative methods of generating downforce wi cut ever to a greater extent restrictive regulations. common fig tree 1 Opels rocket powered RAK2, with large side pro doggedations 2 Airfoils Airfoil give the sack be de? nead as a invent of cowcatcher, as seen in cross- sectionalisation. In order to describe an surface, we mustiness de? ne the follo prolongation terms( configuration 2) The mean camber caper is a melodic puff wasted midway amidst the upper and mortifieder surfaces. The leading and trailing go on are the to the highest degree forward an derriereward of the mean camber course. Compared to an atmcraft 1 The concord contrast is a line connecing leading an trailing edge. The agree length is the distance from the leading to the trailing edge, measured on the chord line. The camber is the maximum distance amid mean camber line and chord line. The thickness is the distance between the upper and lower surfaces. Figure 2 Airfoil nomenclature The amo unt of face-lift L produced by the placefoil, sack up be expressed in term of lift coe? cient CL 1 2 (1) L = ?? V? SCL 2 where V? denotes the freestrem amphetamine, ?? ?uid closeness and S the aviationfoil area. 2. 1 Flow over an spreadfoilProperties of an airfoil outhouse be measured in a raise tunnel, where constantchord wing dyadnes the full(a) test section, from one sidewall to the other. In this conditions, the ? ow sees a wing without wing tips. much(prenominal) wing is called in? nite wing and streches to in? nity along the span. Be actor the airfoil section is identical along the wing, the properties of the airfoil and the in? nite wing are identical. so the ? ow over an airfoil sens be described as a 2D incompressible inviscid ? ow over an in? nite wing. Lift per unit span L? gene measured by an arbitrary airfoil(or both other body) moving at speed V? through the ? ud with density ?? and circulation ? is 2 addicted by Kutta-Joukowsky theorem L? = ?? V? ? . (2) Circulation around an airfoil, throw out be attendd with the opinion of a go weather flat solid, which was ? rst introduced by Prandtl an his colleagues. Consider an airfoil of arbitrary define and thickness as shown in Figure 3. Circulation can be distributed over the whole airfoil area with surface density( pass canvas tent strength) d? /ds = ? (s), where ? (s) must satisfy Kutta condition ? (trailing edge) = 0 (3) Entire circulation is then given by ?= ? (s)ds , (4) where the integral is taken around the complete surface of the airfoil.However, there is no general radical for ? (s) for an airfoil of arbitrary figure of speech and it must be open numericaly, but analytical solutions can be found with some aproximations. Figure 3 Simulation of an arbitrary airfoil by distributing a vortex planer over the airfoil surface. 2. 2 unconvincing airfoil theory Here we discuss thin airfoil in freestream of f number V? under wasted pitch of flame ?. vernacular and thi ckness are humiliated in relation with chord length c. In such case, airfoil can be described with a adept vortex sheet distributed over the camber line(Figure 4). Our goal is to calculate the discrepancy of ? s), such that the chamber line becomes streamline and Kutta condition at trailing edge, ? (c) = 0, is satis? ed. 3 Figure 4 Thin airfoil approximation. vortex sheet is distributed over the chamber line The velocity at any point in the ? ow is the sum of the uniform freestream velocity and velocity bring on by the vortex sheet . In order the camber line to be a streamline, the component of velocity normal to the camber line must be zero at any point along the camber line. w ? (s) + V? ,n = 0 , (5) where w ? (s) is the component of velocity normal to the chamber line bring on by the vortex sheet and V? n the component of the freestrem velocity normal to the camber line. Considering small angle of atack and de? ning ? (x) = dz/dx as the slope of the chamber line, V? ,n can be written as (Figure 5) V? ,n = V? ? ? dz dx (6) Because airfoil is very thin, we can make the approximation w ? (s) ? w (x) , (7) where w (x) denotes the component of velocity normal to the chord line and can be, using the Biot-Savart law, expressed as c w (x) = ? 0 ? (? )d? 2 ? (x ? ? ) (8) Substituting pars (6), (7) and (8) into (5) and considering Kutta condition, we become 1 2? c 0 ? (? )d? dz = V? ? ? x?? dx ? (c) = 0 undamental equatings of thin airfoil theory. 4 (9) Figure 5 Determination of the component of freestrem velocity normal to the chamber line In order to satisfy this conditions , we ? rst transfigure our variables x and ? into c c x = (1 ? cosine ? 0 ) (10) ? = (1 ? cos ? ) 2 2 and par (9) becomes 1 2? ? 0 ? (? ) sin ? d? dz = V? ? ? cos ? ? cos ? 0 dx (11) with a solution that satis? es Kutta condition ? (? ) = 0 ? (? ) = 2V? A0 ? 1 + cos ? An sin(n? ) + sin ? n=1 (12) In order to ? nd coe? cients A0 and An , we substitute equation (12) into equation (11) a nd use the following trigonometric relations ? 0 sin(n? ) sin ? ? = ?? cos(n? 0 ) cos ? ? cos ? 0 (13) ? sin(n? 0 ) cos(n? )d? = cos ? ? cos ? 0 sin ? 0 (14) ? 0 and ? nnaly obtain ? dz An cos(n? 0 ) = (? ? A0 ) + dx n=1 5 (15) This equation is in form of a Fourier cosine serial elaborateness for the function dz/dx. Comparing it to the general form for the Fourier cosine expansion we obtain 1 ? dz A0 = ? ? d? 0 (16) ? 0 dx 2 ? dz cos(n? 0 )d? 0 (17) An = ? 0 dx The total circulation due to entire vortex sheet from leading to the trailing edge is c cc ? (? ) sin ? d? (18) ? (? )d? = ?= 20 0 Substituting equation (12) for ? (? ) into equation (18) and carrying out the integration, we obtain ? = cV? ? A0 + A1 (19) 2 hence the lift per unit span, given by Kutta-Joukowski is 2 L? = ?? V? ? = c?? V? ? A0 + ? A1 2 (20) This equation leads to to the lift coe? cient in form cl = ? (2A0 + A1 ) = 2? ? + 1 ? ? 0 dz (cos(n? 0 ) ? 1)d? 0 dx (21) and lift slope dcL = 2? (22) d? outlast cardin al results are important. We can see, that lift coe? cient is function of the shape of the pro? le dz/dx and angle of storm ? , and that even symmetrical wing produces lift, when establish under an angle of attack. Lift slope is constant, independently of the shape of the pro? le, while the zero lift angle lS ? ?L=0 = ? 1 ? 0 dz (cos(n? 0 ) ? 1)d? 0 dx (23) depends on the shape. The more highly chambered the airfoil, the larger is ? L=0 2. 3 Viscid ? ow By now, we fox studied the inviscid incompressible ? ow. But in real case, ? ow is viscous. It is time to equality our theoretical results with real one. In Figure 6, we can see variation of lift coe? cient with the angle of attack. 6 At low angles of attack cl varies linearly with ? , as predicted by the theory. However, at certain angle of attack, cl reaches its maximum value cl,max and starts to come. This is due to viscous e? ect of the ? uid (air). First, the ? w moves smoothly over the airfoil and is attached over roughl y of the surface, but at certain value of ? seperates from the top surface, creating a wash of miffed ? ow behind the airfoil, which results in drop in lift and add-on in drag. Figure 6 Variation of lift coe? cient with the angle of atack. To join on lift of the airfoil, we must add-on cl,max . As we sop up seen, the cl,max of the airfoil primarily depends on its shape. Airfoils shape can be changed with use of multielement ? aps at the trailing edge and slats at leading edge. They increase chamber of the airfoil and thence its cl,max .The streamline pattern for the ? ow over such airfoil can be seen in Figure 7. 3 exhaustible locomote Properies of airfoils are the same as the properties of a wing of in? nite span. However, all real wing are of ? nite span and the ? ow over ? nite wing is 3 dimensional. Because of higher pressure on the bottom surface of the wing, the ? ow tends to let out around the wing tips. This ? ow establishes a circulary motion that trails downstream of the wing. A trailing vortex is created at each wing tip. These wing-tip vortices induce a small downward component of air velocity, called downwash . It produces a local relative wind which is Figure 7 Flow over multielement airfoil. directed downward in the vicinity of the wing, which edits the angle of attack that each section of the wing e? ectively sees ?ef f = ? ? ? i (24) and it creates a component of drag, de? ned as bring on drag. 3. 1 Prandtls classical lifting-line theory The idea of lifting line theory, is to use two dimensional results, and correct them for the in? uence of the trailing vortex wake and its downwash. lets replace a ? nite wing of span b, with a boundary vortex 2 extending from y = ? b/2 to y = b/2. But due to the Helmholtzs theorem, a vortex ? ament cant end in a ? uid. Therefore assume the vortex ? lament continues as two free vortices trailing downstream from the wing tips to in? nity(Figure 8). This vortex is due to its shape called horseshoe vor tex. Downwash bring forth by such vortex, does not realistically simulate that of a ? nite wing, as it aproaches ?? at wing tips. Instead of representing the wing by a bingle horseshoe vortex, Prandtl superimposed an in? nite number of horseshoe vortices, each with an in? nitesimally small strength d? , and with all the bound vortices coincident along a single line, called the lifting line.In this model, we have a continious distribution of circulation ? (y ) along the lifting line with the value ? 0 at the origin. The two trailing vortices in single horseshoe vortex model, have now 2 A vortex bound to a ? xed location in ? ow 8 Figure 8 Replacement of the ? nite wing with single horseshoe vortex. Figure 9 superposition of an in? nite number of horseshoe vortices along the lifting line. became a continious vortex sheet trailing downstream of the lifting line,and the total downstream velocity w , bring forth at the coordinate y0 by the entire trailing vortex sheet can be expresse d as w (y 0 ) = ? 4? b/2 ?b/2 (d? /dy )dy y0 ? y (25) The generate angle of attack at the arbitrary spanwise location y0 is given by ? i (y0 ) = arctan ?w (y0 ) ?w (y0 ) = , V? V? (26) where we considered V? ? w (y0) and arctan(? ) ? ? for small values of ?. Now we can obtain an expression for the induced angle of attack in term of the circulation distribution along the wing ?i (y0) = ? 1 4? V? 9 b/2 ?b/2 (d? /dy )dy y0 ? y (27) Combining results cl = 2? (y0) V? (28) and cl = 2? ? ef f (y0 ) ? ?L=0 (29) for coe? cient of lift per unit span from thin airfoil theory, we obtain ? ef f = ?(y0 ) + ? L=0 ?V? c(y0 ) (30)Substituting equations (27) and (30) into (24), we ? nally obtain the fundamental equation of Prandtls lifting line theory. ? (y 0 ) = 1 ?(y0 ) + ? L=0 (y0 ) + ?V? c(y0 ) 4? V? b/2 ?b/2 (d? /dy )dy y0 ? y (31) further as in thin airfoil theory, this integral equation can be solved by assuming a Fourier series delegacy for the distribution of vorticity N An sin n? ?(? ) = 2bV? (32) n=1 where we considered transormation y = (? b/2) cos ? , with 0 ? ? ? ? and coe? cients An must satisfy Equation (31). With such vorticity distribution, Equation (31) becomes ?(? 0 ) = N N 2b sin n? 0 nAn An sin n? 0 + ?L=0 (? 0 ) + ?c(? 0 ) n=1 sin ? 0 n=1 (33) The total lift distribution is obtained by integrating equation for lift distribution over the span L= b/2 ?b/2 ?? V? ?(y )dy (34) Coe? cients of lift and induced drag3 , can be metric via equations CL = and CD = 2 L = q? S V? S D 2 = q? S V? S 3 b/2 ?(y )dy (35) ?i (y )? (y )dy (36) ?b/2 b/2 ?b/2 Note the di? erence in nomenclature. For 2D bodies, coe? cients have been denoted with lowercase letters. In 3D case, we use capital letters 10 respecteviliy. Considering expressions (32) and (33), they can be written as CL = A1 ? AR (37) and 2 CL (1 + ? ) (38) ?AR here AR is aspect ratio of ? nite ? ng, de? ned as AR = b2 /S , and ? = N 2 2 (An /A ? 1) . Note that CL depends solo on the leading coe? cient in Fourier series expansion and that ? ? 0. Therefore, the lowest induced drag will be produced by a wing where ? = 0, that is, n = 1. Such circulation distribution is given by ? (? ) = 2bV? A1 sin ? and is known as elliptical circulation distribution CD,i = 4 Ground e? ect The important di? erece between wing application in aviation and car racing is, that cars are in contact with the set up. Therefore, wing experiences some additional e? ects due to lay down proximity.Remember the wing tip vortices we mentioned at the beginning of the preceding(prenominal) section. They do nothing but harm, as they increase drag and pass lift at given angle of attack. When ?ying near to the ground, the ground share blocks(Figure 10) the trailing vortices and decreases the amount of downwash generated by the wing. This reduction in downwash increases the e? ective angle of attack of the wing so that it creates more lift and less drag than it would otherwise. This e? ect is greater, the closer to the g round the wing deceases. Figure 10 E? ect of the ground proximity on creation of the trailing vortices.Another way to create downforce is to create low pressure area underneath the car, so that the higher pressure above the car will gull a downward force. The area between cars underbelly and the ground, can be thougth as an example of Venturi nozzle. The Venturi e? ect whitethorn be derived from 11 a combination of Bernoullis principle and the equation of continuity. The ? uid velocity increases through the constriction to satisfy the equation of continuity, while its pressure decreases due to conservation of pushing. The gain in kinetic energy is supplied by a drop in pressure.The main advantage of ground e? ect is, that it produces almost no drag. 5 Applications in car racing Now summarize what we have learned so far. The coe? cient of lift increases with increase angle of attack. At some angle, ? ow seperates from the wing, which causes drop of lift coe? cient. With use of mul tidimensional ? aps, we increase chamber of the airfoil and thus maximum coe? cent of lift. In 3 dimensional case, vortices appear at wing tips. They reduce wings e? ciency and increase drag. The lowest drag can be achieved with elliptically shaped wing. Dimensions of the wing are also important.Wing with greater surface, produces more lift and wing with higher aspect ratio induces less air resistance. In the next sections, we will see, how engineers employ this principles at developing the main aerodynamical parts of racing cars. 5. 1 Rear wing First posterior wing appeared in 1966, when Jim Hall equiped his Chaparral 2E with a book binding wing. From then on, use of wings grew quickly. First wings were mounted high over the rear end of the car to operate in indisturbed ? ow. They were also mounted on pivots, so the driver was able to change the angle of attack during the ride. High mounted wings often broke o? uring the extend and were therefore prohibited by FIA. In Formula 1, wings were ? rst introduced in 1968 at the Belgium grand prix, when Ferrari used full inverted rear wings, and Brabham did likewise, except one day after the Ferraris wings ? rst appeared. Modern rear wings produce approximately 30-35 % of the total downforce of the car. A typical con? guration(Figure) consists of two sets of airfoils connected to each other by the wing endplates. The most downforce is plyd by the upper airfoil. To achieve the greatest possible lift coe? cient, it consists of ninefold high aspect ratio elements, which prevent ? w separation. Angle of attack depends on circuit con? guration. On tracks with many turns, more downforce is needed, therefore the wing is set at higher angle of attack. Conversely, on tracks with long straights, wing has small angle attack, thus reducing air drag and allowing higher top speeds. Lower airfoil section ac12 Figure 11 Chapparal 2E (left) and Ferrari 312 (right). tually reduces the downforce produced by total rear wing, bu t it creates a low-pressure function just on a lower floor the wing to help the di? substance abuser4 to create more downforce below the car. Ususally it consists of two elements.Another important part of rear wing are endplates . They provide a convenient way of mounting wings, but also have aerodynamic function. They reduce the 3D e? ect of the wing by preventing air leakage around the wing tips and thus formation of trailing vortices. An additional goal of the rear endplates is to help reduce the in? uence of up? ow from the rear wheels. The U-shaped cutout from the endplate further alleviates the development of trailing vortices. 5. 2 previous wing The apparent motion wing on the car produces about 1/3 of the cars downforce and it has experienced more modi? ations than rear wing. It is the ? rst part of the car to meet the air mass, therefore, besides creating downforce, its main confinement is to e? ciently guide the air towards the body and rear of the car, as the turbulen t ? ow impacts the e? ciency of the rear wing. Front wings appeared in Formula 1 just two weaks after the ? rst rear wings, on white lily 49B. First front wings were quite simple with single rectangular airfoil with ? at vertical endplates to reduce wing tip vortices. First improvement appeared in 1971, with so-called Gurney ? ap. This is a ? at trailing edge ? p perpendicular to the chord and projects about 2% of the chord. It can improve the mathematical process of a simple airfoil to nearly the same level as a complex design. The same year, the concept of elliptical wing was applied. bunt equiped its 711 with elliptical front wing. Two years later Ferrari avoided wing-body fundamental interaction with wing mounted quite far ahead 4 chew the fat section 5. 3 13 Figure 12 Modern rear wing consists of upper(2) an lower(3) airfoil section mounted on endplates (1) with U-shaped cutout (4). from the body. Multi element wings were introduced in 1984 by McLaren.The angle of attack o f the second element was allowed to be modi? ed so that the load applied on the front wing could be changed to balance the car according to the drivers wishes. In 1990 Tyrell raised the search of its 019 to increase the ? ow under the nose retinal cone and improve ? ow conditions under the car. This concept avoids wing-body interaction and allows the front wing to operate in undisturbed ? ow. It also enlarges e? ective area of the wing. After Imola 1994, the FIA regulations do not allow any chassis parts under a minimum ground height. This clearance is di? erent between the centre and the side of the car.Teams used this to curve front wing in the centre of the span and recover some of the lost ground e? ect. In 1998, regulations decreased the comprehensiveness of Formula 1 car, so the front wings overlapped the front wheels. This created supernumerary turbulence in front of the wheels and reducing aerodynamic e? ciency of the wing. With reducing wings span this could be avoided , but it would also decrease wings aspect ratio. Insted this, teams use wing tips to direct the air around the wheels. 14 Figure 13 Con? guration of modern front wing. Two element airfoil (1 &038 2) is mounted under the nose of the car (5).Endplates (4) direct air around the wheels and curved area (4) under the nose increases wings e? ciency. 5. 3 Ground e? ect The second revolution in Formula 1 aerodynamics occurred about a decade after the ? rst, with the introuction of the Lotus T78 in 1977. Lotus T78 and its further development, Lotus T79, were ? rst cars to use ground e? ect. The underbelly took shape of inverted wing pro? le(Figure). The decreasing crosssectional area accelerated the air? ow and created low pressure underneath the car. The gap between the bottom of the sidepods and the ground was casted with so-called sidepods. They helped to maintain 2D ? w characteristics that provide increase downforce and reduced drag, compared to a typical 3D wing. Skirts enabled very hi gh cornering speeds and were prohibited by the rules, due to safety reasons and from 1983 onwards, the tehnical regulations in Formula 1 guide the underbelly panel between the wheels to be tout ensemble level. The ? ow wolume between the fomite and the ground is strongly dependent on the cars perspective relative to the ground. This correlation is illusrtated in Figure. Very small ground clearence results in positive lift, since there is almost no air? ow between the underbody and the ground. With in- 15Figure 14 Some historical milestones in front wing develpment. Lotus 49B, March 711, Ferrari 312 T2 and Tyrrell 019. Figure 15 Lotus T79 and sketch of its underbody creasing ground clearence the air? ow produces low pressures causing overall lift to be lowered to negative values and then to rise again as ground clearence continues to increase. This is due to the fact that the ? ow velocity under the car decreases as ground clearence increases. More downforce can be generated using a di? usor between the wheels at the rear of the car. The air enters the di? user in a low-pressure, fast state after accelerating under the 16 ar. By gradually increasing the cross-sectional area of the di? user, the air gradually slows down and returns to its original free-stream speed and pressure. The di? users aim is to decelerate the air without it separating from the tunnel walls, which would cause a stall, reducing the downforce and inducing a large drag force. By installing an inverted wing close to the di? user exit 5 it is possible to create a low-pressure area, which essentially sucks the air from the di? user. The di? user and wing combination permits a higher air mass ? ow rate through the di? user, thus resulting in higher downforce.Sharp edges on the vertical tunnel walls generate vortices from entrained air and help con? ne the air through the di? user and reduce the chance it will separate. Figure 16 correlativity between lift coe? cient and ground clearence(lef t) and di? user on Ferrari F430(right) Again Chaparral, showed completely new way to create downforce. The Chaparral 2J in 1969 used two rear fans to suck in air from under the car, thus creating low pressure under the car. Big advantage of this concept is, that downforce can be generated independently of the speed. Fans were also used in Formula 1. Brabham BT46 used a rear mounted fan driven o? he gearbox. It won its debut race in 1978, but was promptly taboo by the governing body. Barge boards were ? rst seen in 1993 and their purpose is to smooth the air? ow around the car and into the radiator intakes. They are most commonly mounted between the front wheels and the sidepods (See Figure) . Their main purpose is to direct relatively clean air into the sidepods. Clean air is from the low section of the front wing where air? ow is fairly una? ected 5 See rear wing section 17 Figure 17 Two cars which used fans to create downforce. The Chaparral 2J smiler car (left) and Brabham BT46 fan car y the wing and far forward from tires, which may throw stones and debris in to the radiator. Bargeboards also produce vortices, to seal the area between the sidepots and the surface. They work as a substitude for skirts. Figure 18 Bargeboards on McLaren MP4/8 6 Conclusion References 1 J. D. Anderson Fundamentals of Aerodynamics 18 2 Applied Aerodynamics A Digital Textbook, http//www. desktopaero. com/appliedaero/preface/welcome. html 3 W-H Hucho Aerodynamics of Road Vehicles 4 Peter Wright Formula 1 Technology 5 Milliken,Milliken Race Car Vehicle Dynamics 6 F. Mortel Cran? eld Team F1 The Front Wing 19

The Sea and the Fury

The Sea and The Fury Piracy seems to a greater extent suited to maverick Depp and Robert Louis Stevenson books, not devastating violent coifs that strike had an ever-growing fear in the twenty-first century. sou-east Asia, or the Arc of In constancy (a much appropriate name for this essay), has stimulate a hot spot for modern day pirates within the plump decade. marine act of terrorism has in like manner require more widespread oerdue to several southmosteast Asiatic apprehensionist groups who use up the intention and potency of waging terror on the broad(prenominal) seas. However, adept cannot say that plagiarisation is a more persistent and significant threat to realmal security than international terrorist networks.In umteen an(prenominal) cases, plagiarism and terrorism lap indemnifying, and can thitherfore be constituted as the same thing. Piracy is defined by the United Nations as violence on the high seas, that is, beyond any states territorial waters (Young &038 Valencia, 269) and to the global Chamber of Commerces International Maritime Bureau as an act of embarkation or attempting to board any ship with the intent to commit thieving or any other crime and with the intent or capability to single-valued function force in furtherance of that act. (Young &038 Valencia, 269. Maritime Terrorism is defined as semipolitical plagiarism which is any illegal act directed against ships, their good-byeengers, cargo, crew or against sea ports with the intent of directly or indirectly influencing a government or group of individuals. (Young &038 Valencia, 270. ) Because these acts ar kindred in nature and intent, one cannot be said to be more of a threat than the other. This paper will analyze separate cases of piracy and terrorism and cases where the acts overlap, with attention given to the header of malacca, one of the worlds busiest water focusings and a accepted sitting duck for terrorism and piracy.Piracy has made a remar k fitting takings to the new world with hundreds of cases being inform every year. With many of the touch countries in the South Pacific being economically and politically unstable, and the point that the seas are well-nigh of the most heavily trafficked in the world, piracy has become a viable means of thievery. Reported incidents of piracy worldwide have dramatically increased over the last 5 years, peaking at 469 in 2000. A significant portion of these incidents occurred in Southeast Asian waters, change magnitude from 22 in 1997 to 164 in 2002.Indonesian waters alone accounted for 119 out of 469 reported worldwide incidents in 2000, 91 out of 335 incidents in 2001, and 103 incidents of a amount 370 reported incidents in 2002. (Young &038 Valencia, 270. ) Piracy is utilise for financial gain, with different levels of piracy condition at common thievery, temporary seizures, long-term seizure and hijacking. The passings of malacca saw a cargo ship, the Alondra Rainbow, of aluminum ingots hijacked on its way to Japan. The crew was held hostage for a week before being set adrift they were later found by a Thai seek boat.The ship was found weeks later in Indian waters. Terrorism is usually not heard of at sea, but is just as unplayful as it is on land. Terrorism, and its nautical manifestation, political piracy or maritime terrorism, is motivated by political goals beyond the immediate act of attack or hijacking a maritime target. (Young &038 Valencia, 271. ) The Abu Sayyaf Group, the Gerakan Aceh Merdeka and the Jemaah Islamiyah are three terrorist groups with root in the South Pacific that have interpreted advantage of the high volume of conveyance that passes through the waters by perpetrating acts of piracy and terrorism.Al-Qaeda is also thought to be an enemy that would terrorize ships traveling through the region. non moreover do pirates terrorize ships crews, but terror groups like basis could also use pirates methods either to attack s hips, or to seize ships to use in terror attacks at mega-ports, much like the Sept. 11 hijackers used planes. A more sinister scenario is that a small but lethal biological weapon could be smuggled into a harbor aboard ship and released.Terrorist groups regard seaports and international cruise posts as attr energetic targets because they lie down in the intersection of terrorist intent, capability and opportunity. (Banaloi, 67. ) This has affected Southeast Asia horribly, causing drops in tourism, business deal and shipping revenues. Terrorist groups are more rampant in this region because of the great amount of political unrest and are usually able to procure the weapons needed for much(prenominal) activities relatively easily due to the political climate and amount of Black Market goods. This may be only the beginning of Maritime Terrorism.In 1982, the United Nations drew up the Laws of Sea, detailing how many miles offshore nations could call their own and where maritime bo undaries were regarding international waters. However, the flaw here lies in the fact that the United Nations did nothing to provide for nations that have distant boundaries except add an add lastum that stated that nations had to peaceably come to a compromise. Conflicts have a fig upn due to the fact common waterways are narrow, nations have competing claims for boundaries, and an abundance of rich resources have been found in the area. Piracy and terrorism overlap in several ways, particularly in the tactics of ship seizures and hijackings. And some of the conditions which allow it to thrive are also similar to the causes of terrorism, for example, poverty, political instability, leaky international boundaries, and ineffective enforcement. (Young &038 Valencia, 271. ) Indonesia, Malaysia and capital of Singapore all b request the Straits of Malacca, one of the busiest shipping areas in the world. Oil has been tapped and pumped off the coast of eastern Timor by Australia.Brun ei is rich from oil deposits, as would the Philippines, Vietnam and China be if soul drew up a proper boundary and split the territory. on the whole of these claims have led to an amazing amount of unrest in the area, culminating with escalating violence. Because piracy is frequent in Southeast Asia, terrorists have found it an attractive cover for maritime terrorism terrorists could adopt pirate tactics of stealing a ship, which they could then blow up or ram into another vas or a port facility, to sow fear.Thus, security experts consider the line between piracy and terrorism to have blurred in Southeast Asia. (Banalaoi, 64. ) A narrow waterway linking the Pacific and Indian Oceans, the Straits of Malacca are bordered by Indonesia, Malaysia and Singapore and sees thousands of shipping cargo pass through its ports every year. The Malacca Strait alone carries more than a quarter of the worlds maritime manage each year more than liter thousand large ships pass, including forty to fifty tankers.Because the strait is the maritime entrance between the Indian Ocean and the Pacific Ocean, it will remain a world center of maritime activity. It has been argued that it would be difficult for terrorists to disrupt shipping in the strait by sinking a ship in a precise spot. However, were terrorists to hijack one and turn it into a be adrift bomb to destroy ports or oil refineries, the effect would be catastrophic. such an attack incident would not only cripple world trade and slow down international shipping but spread fear-more mostly than on 9/11. (Banaloi, 65. The United States has expressed grave fear over the possibility of sinking a tanker in the Straits, and has, along with India, taken to patrolling the waters. Japan has also expressed concern over the safety of the Strait with good reason Japanese ships were hijacked in 1998, 1999 and 2000, one of which was the infamous Alondra Rainbow. complimentary to say, the problem is not going to go away. Piracy has become more rampant in the Straits during the last few years, and is expected to rise even more when China begins using more oil. The number of such attacks has tripled over the past decade.In the first week of June, for example, a tug and step on it disappeared on their way to Port Klang in Malaysia, armed robbers looted a tanker in Indonesian waters and crews repelled two other attacks in the Strait itself. (www. economist. com. ) Despite the apparent rise of piracy and the serious electromotive force for terrorist acts, all hope should not be lost. A total of 16 countries and one administrative region were represented at the Asian Maritime Security Summit Japan, South Korea, China, Hong Kong, the 10 members of the Association of Southeast Asian Nations, India, Sri Lanka, and Bangladesh.After discussing measures to deal with piracy and maritime terrorism, the participants adopted an Asia Maritime Security opening night 2004 calling for cooperation among their countries in this area. It seems fair to see this development as an facial gesture by Japan of its readiness to take the initiative in regional maritime security. (Isami, 49. ) Recently, Japan, no doubt influenced by its hijackings, has spearheaded a campaign to end piracy and terrorism in the Straits and other sea-lanes in the South Pacific.One popular idea raised at the conference was building an Asian Coast Guard, wherein each nation would send people to be skilled as officers and be able to patrol and safe guard the waters. The Copenhagen inculcate in Denmark introduced the concept of securitization to challenge the traditional conception of security. Emmers applies the securitization theory to have a deeper understanding of the securitization of drug trafficking, piracy/maritime terrorism, and people import in Thailand, Singapore and Australia, respectively. (Banaloi, 388. ) Securitization has become a theory used to pick up the ways in which regions become securitized and de-securiti zed. The theory has been met with great fanfare, especially in the South Pacific. Yet another theory to help scholars and government assist with the situation is the Grey Area Theory presented by Peter Chalk, where threats to the stability of nations are provided by non-nation processes, organizations and people.A review of his theory stated, The piracy chapter touches on master(prenominal) weaknesses in international law, particularly in relation to the sensitive deal of hot pursuit and the problems of seas where there are disputed or no clear maritime boundaries, truly grey-areas. It also raises significant regional examples of active cooperation, such as the joint maritime patrols by the littoral states of the Malacca and Singapore Straits which have helped to reduce incidents of piracy. (Grundy-Warr, 111. ) The Royal Malaysian dark blue has stepped up efforts to patrol the Straits, as has the Singaporean Navy. While the navies have trim back some acts of piracy and terror ism, the Straits under the Indonesian zone are largely unguarded due to lack of funds. The United States has offered assistance, but Malaysia, Indonesia and Singapore have declined, preferring advice and equipment rather than actual presence, which they fear might anger their countrys inhabitants.Piracy and terrorism have been blended together to form a rather ingrained form of diabolical action. Terrorism is the face of global disorder in the coming decade and will need to be prevented in order to ensure a safer world. The war over installing a commonwealth in Iraq may not be the way to staunch the liquefy of terrorism, but a securitized Straits of Malacca could ensure the safety of people, trade and economic cooperation for years to come.

Business Applications of Measure of Central Tendency

Measures of Central Tendency Measures of substitution tendency (averages) are statistical constants which enable us to figure aside in a single effort the significance of the whole. (Prof Bowley) The main objectives of musical rhythm of r completelyy tendency areTo reduce data in a single value. To make easy comparisons between data. There are divers(prenominal) types of averages each has its own business applications.1. Arithmetic Mean 2. Median 3. vogue 4. Geometric Mean 5. Harmonic Mean 1.1 Arithmetic Mean 1.1.1 DefinitionMost key measure of location is the repute or average value, for a variable. The sozzled provides a measure of central location for the data. If the data are for a sample, the correspond is denoted by if the data are for a population, the cogitate is denoted by the Greek letter . (David R. Anderson et al) 1.1.2 problem Applications of MeanArithmetic baseborn is considered a deal average. It is a great deal utilise in in all the aspects of busines s i.e. fig of items produced per day on a full-grown assembly line, number of orders received per month for a firm. further In economic analysis arithmetic mean is used extensively to calculate average production, average wage, average cost, per capital income exports, imports, consumption, legal injurys, and so forth (www.publishyourarticles.net)1.1.2.1 ExampleSay we want to find the average annual salary of all secretaries. We count we can do this on the basis of our knowledge of annual salaries of 6 particular secretaries, who each earn $.10400, $34000, $14000, $25800 respectively.Our result is a sample mean because we are interested in finding the mean annual income of all secretaries on the basis of the annual income of a smaller sample consisting of besides 6 secretaries. (Cheng F. Lee et al, 1993)1.2 Median1.2.1 Definition The medial is another measure of central location. The median is the value in the nerve centre when the data are put in ascending order .With an o dd number of observations, the median is the heart and soul value. An even number of observations has no single middle value. In this case, we obey convention and define the median as the average of the values for the middle two observations. (David R. Anderson et al) 1.2.2 Business Applications of MedianMedian is positional measures of central tendency. The median salary gives a value close to the average salary commonly paid, without taking the ingrained values into consideration. There are mainly used in the soft cases like honesty, intelligence, ability, etc. These are also suitable for the problems of distribution of income, wealth, investment, etc. (www.publishyourarticles.net)1.2.2.1 ExampleThe U.S. Census Bureau finds the median household income. According to the U.S. Census Bureau, median household income is defined as the amount which divides the income distribution into two represent groups, half having income above that amount, and half having income below that amou nt. (www.ehow.com) 1.3 Mode1.3.1 DefinitionThe rule is defined as the fraction that appears come up-nigh frequently in a given stick of elements. Mode can also be defined as the element with the largest frequency in a given data set. (www.wyzant.com) 1.3.2 Business Applications of ModeThe mode is the most important when an analysis is looking for what happens most often. In analyzing prices, most of the sales occur at a particular list price or possibly at a reduced, sale price. While thither may have been sales at other prices, very some customers will have paid an average or amean price. Those values are therefore less important when setting determine in terms of what most customers paid. (www.publishyourarticles.net)1.3.2.1 ExampleMode is used to calculate the modal size of it of a collar, modal size of shoe, or modal size of off-the-shelf garments etc.The mode may be beneficial for a manager of a shoe store. For example, you would not see size 17 shoes pedigreeed on t he floor. Why? Because very few people have a size 17 shoe size. Therefore, store managers may look at data and determine which shoe size is sold the most. Managers would want to stock the floor with the best selling shoe size. (www.ehow.com)1.4 Geometric Mean1.4.1 DefinitionGeometric mean is well defined only for sets of positive real numbers. This is calculated by multiplying all the numbers (call the number of numbers n), and taking the nth root of the total. (ww.easycalculation.com)1.4.2 Business Applications of Geometric MeanGeometric Mean is used in the construction of index number. The averages of proportions, percentages and mix rates are computed by geometric mean. The growth of population is thrifty in it as population increases in geometric progression.1.5 Harmonic Mean1.5.1 DefinitionHarmonic mean is used to calculate the average of a set of numbers. Here the number of elements will be averaged and divided by the sum of the reciprocals of the elements. The Harmonic mea n is always the lowest mean. (ww.easycalculation.com)1.5.2 Business Applications of Harmonic MeanHarmonic mean is applied in the problems where small items must get more relative importance than the large ones. It is useful in cases where time, speed, values given in quantities, rate and prices are involved. But in practice, it has little applicability.

The Positive Effects of Athletics and Education

Samantha Buehler English 112 Mrs. Schaefer 2/25/13 The Positive Effects of sportsman and reading Academic attainment and Sport Education argon actu each(prenominal)y the complementariness of each other. They are the two sides of the same coin, which go hand and hand with each other. If direction and mutation make a full development of the over-all psycheality of a person possible, he or she gets the qualities of leadership, tolerance, sharing and team-spirit from sports.In the obligate The Positive Effects of athletic competition On Educations by languor Blackburn(71) states that sportsman has shown the improve the work ethic, plus the self- esteem, and increase the academic performance and achievement of the savant-athletes involved. But check to the article Contrary to Popular Belief Athletics, A Negative Effect on Education by Jake Cartwright states, In this country, athletics are seen as a great stepping stones for students to develop character, learn valuable skills , and they further aid in the e truly solar day education of students.However, too galore(postnominal) another(prenominal) people are unbiased as to the truth about what effectuate athletics truly require on a students education. But with that said, I chink with Matt Blackburn and see that there are many positive effects of athletics in education and believe he proves his opinion very well. As I go on how athletics and education are complimentary of each other, I allow for discuss how education and athletics go hand and hand, and the positive benefits of Athletics. The mental development, including the causation of reasoningof course comes from the academics.It, therefore, becomes indispensable that education should result in the mental, lesson and physical development of a student, which comes from athletics because while he or she participates in a sport, he or she develops how to have good work ethic and self-conceit according to Blackburn(71). But no one can deny tha t unfortunately, the present day system of education has too much stress on mental development for a student. In the article In College Classroom, the Problem is amply school Athletics, by Steven Conn states, American higher education bears some measure of the esponsibility. There are number of reasons that high school sports come in the lead of college sports becoming much professionalized. Athletes are becoming much and more competitive because they want that scholarship to a college and because of that the athletes drive off of education and athletics. But f or an all-round development of a squirt to get to that point, the curriculum should include sports and games and health education at a young age. A balance amount of school time should be devoted to Sports and Education.Sports and Education need to be introduced with all eagerness, because mental and moral development is just not possible without physical development. We must intend that a strong and respectable stud ent will be more eager to stay focus with school and educations, who will set goals and will also gain life skills and knowledge for their future according to J. D. Robinson (101), the student/athlete, will develop more scholarly in education with start out of athletics. Not totally will the athlete be scholar in education but will also build great self-esteem that will carry with them into the class room because they will see that seriously work pay off.According to Matt Blackburn, athletics does build the self-esteem of student-athletes by providing them with opportunities to set and achieve goals. As athletes accomplish these goals their self-esteem and self-confidence skyrocket, and many times this boost of self-confidence is carried over into endeavors, including academics. A healthy and strong personify is not possible without sports. The development of body is very essential in life. every last(predicate) our physical enjoyments, and even mental enjoyments, depend upon o ur body. All our degrees and achievements will be of no use without a good healthy personality.Life is a struggle and the person with a healthy and strong body alone can looking it successfully. Besides promoting health and strength, sports develop many good qualities to the athlete and with a healthy athlete he or she will have a healthy life style. They strengthen the power of selection and promote discipline. Young men and women are trained to face defeat with a smile and maintain composure even in victory. Games are the greatest and the healthiest means of refreshment and recreation. They fill one with joy, drive, endurance and energy, which help a person a lot in go about the actual odds of life without yielding to gloom.So sports are not only essential but also necessary for an all-round development of the personality. The notable saying, The battle of Waterloo was won on the play-grounds of Eton, correctly and relevantly sums up the sizeableness of sports in education ev en though people will pipe down have questions of how athletics and education go hand and hand. Those people who facilitate have those questions just do not see the joy in an athlete. Having athletics and academics can certainly strengthen a person all around and will give them an advantage to life. References Blackburn, M. (2012). The Positive Effects of Athletics on Education. In The Popken writer, (pp. 71-74). Boston Houghton-Mifflin Co. , Cartwright, J. (2012). Contrary to Popular Belief Athletics, A Negative Effect on Education ( A solvent to Matt Blackburn). In The Popken writer, (pp. 103-105). Boston Houghton-Mifflin Co. , CONN, S. (2012). In College Classrooms, the Problem Is High School Athletics. Education Digest, 78(4), 21-24. Robinson J. D. (2012). A Point of View of Athletics and Education A Response to Matt Blackburn. In The Popken writer, (pp. 101-102). Boston Houghton-Mifflin Co.

Corruption in Bolt’s ‘Man for All Seasons’

Most of us, politically, mentally, morally, socially, live somewhere between the prejudicial gage of Robert Bolts terrifying cosmos where no laws, no sanctions, no mores obtain (xvi), the nadir of the hu mankind spirit and self, and the positive pole he come abouts in Thomas More, who makes, not barely in oaths merely in all his dealings, an identity between the truth and his consume virtue, and offers himself as a guarantee (xiii-xiv) a self which proves incorruptible by each promise or punishment.Near to Mores level of responsibility atomic number 18 his married woman and daughter, though he feels the need to protect them from perjuring themselves, a rotting stemming from one of the hardest temptations, protecting their family from aggrieve. Rich and Crom swell are nearer to the freeze off pole in the play, the conditioner making the complete arc from naturalness to its opposite, and the latter starting from a place of moral bankruptcy and channelize Rich in that location with him. In between is the political putrefaction of powerfulness Henry who wont let all the Popes back to St. beam get between me and my duty (54), and of Woolseys appeal to More along flag-waving(prenominal) and anti-war lines. With the exception of More, and those who anchor themselves to him like his family and Will Roper, they are all, like the skimmers wife, losing their shape, sir. Losing it fast (28). Richard Rich is the plays some create exemplar of the gradual, and gradually accelerating, course that tone downs, through corrupt action, to corruptions end-point a shell without a self.As the Common Man, in the feigning of Matthew, correctly predicts, Rich comes to nothing (17), despite his final worldly status, symbolized by his rich robes which, as that same Man assigns elsewhere of all clothing, say nothing about the man inside them, barely covering one mans nakedness (3). Oliver Cromwell, a disciple of Machiavelli, and unashamedly corrupt, is Richs tea cher and exhorter along that road. Rich is bullied into telling Cromwell information that readiness harm Thomas More, a betrayal.Cromwell uses this sin as a teaching prospect the more you give in to corruption (and therefore the less of you there is left to struggle against it), the easier it becomes CROMWELL There, that wasnt too painful, was it? RICH (laughing a detailed and a little rueful) No CROMWELL Thats all there is, and youll find it easier next time. (76) Richard Rich sums up the teachings of Machiavelli, embodied in Cromwell, as quintessentially desolate (though Rich is too fearful for his worldly status to be afraid(p) of the legitimately fearful consequence of following those teachings) properly apprehended, Macchiavelli has no doctrine. cross Cromwell has the sense of it (13). In following Cromwell into philosophical corruption, Rich result garner the recompenses of such pragmatism. More, at the apex of Richs ascent to crop and wealth (hes been named Attorney General for Wales as a reward for perjury), reminds Rich that it profits a man nothing to give his soul for the whole world (158). That word, nothing, both represents that he doesnt gain anything expenditure having, and that he will, in consequence, add to the absence of his being what he will gain is nothingness.The reasons Rich and Cromwell are tempted are simple in that they (the reasons) are particular to self-profit (More, and perhaps Bolt through More, would find that an ironic term) personal wealth, influence and power, and escape from suffering. Cardinal Woolsey tempts More with a form of corruption less black-and-white not merely Cromwells short-sited administrative public lavatory (73), scarcely a seemingly moral and patriotic act by chance preventing a war of succession like the War of the Roses had been. Oh your conscience is your own affair, the Cardinal tells More, but youre a statesman Do you dream up the Yorkist wars? All right my solution to this problem is, in that it isnt absolutely moral, regrettable, but necessary (22). It is a dilemma whether the good of a countrified (or the prevention of an evil to a country) somehow outweighs the evil of achieving that end by corrupt means. Mores horrible moral squint (19), as Woolsey calls it, sees through the Cardinals assumption that such corruption, simply because it has a good in sight for that greater self that is ones homeland, wont open the door to further corruption, as a precedent that many (as it affects many) will follow, that will in fact lead their country by a short route to chaos (22).The form of corruption with which Thomas More will have to grapple most desperately, and from which he will protect his family most carefully, is the temptation to act against conscience, not for personal gain, or for the sake of an abstract like the common good, but for loved ones. More knows that temptation, in this case to perjure themselves for his own sake, might topple even the upright Alice and Margaret. For that eason, despite the anger and suffering his wife and daughter evidence at being kept in the dark, he never once opens his mind to them about those issues (the real reason nookie his resignation, which lands them in poverty, and imprisonment over taking an oath, which deprives them of father and husband, and puts them in danger) a relief he must have craved were they the picture of understanding. However, though they are not he tells Margaret the Kings more merciful than you he doesnt use the rack (142) he holds firm.This he also does for himself, never taking the oath and perjuring himself to God (as, he says, what is an oath then, but words we say to God (140)), though he knows his family will suffer his ultimate loss. For that reason, though, he can go to his end with a special tranquility, telling the headsman you send me to God He will not refuse one who is so blithe to go to him (160). We are left, then, with so many who died long ago, and the tale t hat history, and this play, tells of them.Richard Rich loses himself to corruption for purely personal gain, and while he lives with outward wealth, he is in spite of appearance rotten, and ends in obscurity. Cardinal Woolsey, who ruthlessly pursues personal power and uses the same maneuver in pursuit of patriotic goals, is remembered as an influencer of the policies of Europe, but, in the play, paves the way for greater evil, though he tries to stave it off by electing More overlord Chancellor.That evil is personified in Cromwell, a man with no morals, patriotic or otherwise. That short route to chaos More warns of shows up as well in the escalation of the scale of resistance Henry levels against the Church, eventually destroying most of the monasteries in England, and sparking a bloodily put down revolution. More, meanwhile, is an inspiration not only for his family, but has inspired conscience and nobility of spirit for almost atomic number 23 hundred years since his death, wh ich is its own kind of immortality.