Concentration Camps Essay Example

Concentration Camps Essay Example Concentration Camps Essay Concentration Camps Essay n. d. Web. 14 Nov. 2013.. Gassing Victims in the Holocaust: Background Overview. Background Overview of Gassing Victims. N. p. , n. d. Web. 14 NOV. 2013. . Just a Normal Day in the Camps. Just a Normal Day in the Camps. N. p. , 14 Nov. 2013. web.. Levi, Primo. Survival in Auschwitz. New York: Classic House, 2008. Print. United States Holocaust Memorial Museum. Forced Labor: An Overview. N. p. , 14 NOV. 2013. web. . Webb, Chris D. Gas Chambers Introduction. Gas Chambers Introduction. Carmelo Lisctotto, 28 Aug. 2006. web. 14 NOV. 2013.. Wyman, David S. The Abandonment of the Jews: America and the Holocaust, 1941-1945. New York: pantheon, 1984. print.

Narodnaya Volya (The Peoples Will, Russia)

Narodnaya Volya (The People's Will, Russia) Narodnaya Volya or The Peoples Will was a radical organization that sought to overturn the autocratic regime of the Tsars in Russia. Founded in:  1878 Home Base:  St. Petersburg, Russia (formerly Leningrad) Historical Context Narodnaya Volyas roots can be found in the revolutionary impulse that swept Europe in the late 18th and 19th century. Some Russians were deeply impressed by the American and French  revolutions and began seeking ways to encourage  ideals  of the French Enlightenment in Russia as well. The ideals of political liberation were intermixed with socialism- the idea that there should be some equitable distribution of property among societys members. By the time that Narodnaya Volya was created, there had been revolutionary stirrings in Russia for nearly a century. These crystallized in the late 19th century into a plan of action among the Land and Liberty group, who began to take concrete steps toward encouraging a popular revolution. This was also the goal of Narodnaya Volya. At that time, Russia was a feudal society in which peasants called serfs worked the land of wealthy notables. Serfs were semi-slaves with no resources nor rights of their  own and were subject to the despotic rule of their rulers for their livelihood. Origins Narodnaya Volya grew out of an earlier organization called Zemlya Volya (Land and Liberty). Land and Liberty was a secret revolutionary group organized to encourage revolutionary impulses among Russian peasants. This position stood in contrast to the other view of the time, in Russia, that the urban working class would be the primary force behind a revolution. Land and Liberty also used terrorist tactics to achieve its goals, from time to time. Objectives They sought democratic and socialistic reforms of Russian political structure, including the creation of a constitution, the introduction of universal suffrage, freedom of expression and the transfer of land and factories to the peasants and laborers who worked in them. They saw terrorism as an important tactic in achieving their political  objectives and identified themselves as terrorists. Leadership and Organization The Peoples Will was run by a Central Committee that was tasked with planting revolutionary seeds among peasants, students, and workers through propaganda and to bring that revolution into effect through targeted violence against government family members. Notable Attacks 1881: Tsar Alexander II is assassinated by a Narodnaya Volya bomb in St. Petersburg, following several earlier attempts to kill him.1880: A bomb is set off below the dining room of the Tsars Winter Palace, in one of the efforts to kill Alexander. He was unharmed, reportedly because he was late for dinner, but nearly 70 others were injured.Other government officials in Russia, selected for their symbolic significance.

The benefits and effects of steroids for asthma pateints Assignment

The benefits and effects of steroids for asthma pateints - Assignment Example Low dose of corticosteroids can prevent occurrence of any risks and help to receive more benefits from this treatment. However, this positive effect of inhaled corticosteroids observed in combination with low doses of bronchodilators. Asthma is a chronic obstructive pulmonary disease (COPD). Asthma is one of the pathological diseases that related to changing in the airway resistance. High number of people affected with asthma all over the world and this amount keep growing. Asthma appeared in western countries as a serious public health problem over the last 20 years. Asthma symptoms are different from one person to another and most common on early morning and at night. They emerged as cough, wheezing, breathing difficulties and chest tightness.asthma.There are several risk factors for asthma. There are predisposing, contributory, causal and aggravating factors. Gender and atopy are associated with predisposing factors. House dust, insects, pets and fungus and some occupational factors can induce asthma symptoms. Medicines, food additives and birthing cold air can trigger to asthma disease. These factors related to the aggravating risk factors. There are 5 genes in the human genome linked with asthma phenotypes,s o asthma is a genetic disorder. Further investigations in genetic predisposition can help to find new effective treatment. ( H. Los, 1999). Asthma is widespread all over the world. In low and high developed countries. The most important role in asthma appearance is air pollution. Asthma cases are increasing worldwide, especially in the UK and The USA. According to World Health Organization statistic 235 million people live with asthma all over the world. The figure 1 below show the prevalence of asthma in different countries (Masoli, M, 2004). Nocturnal asthma: Forced vital capacity, volume of air that person can forcefully exhale at 1 second (FEV1) at night is decreased. Among 75% of asthmatics usually has

Description Of The UK Grocery Retailers Structure Essay

Description Of The UK Grocery Retailers Structure - Essay Example The essay "Description Of The UK Grocery Retailers Structure" talks about the structure of the UK grocery retailers - Tesco Plc. Type of bureaucratic and strict business structure or features is viewed within the organization of Tesco Plc. It is mainly due to its strict organizational features implemented by the dominant leader or manager, Mr. Philip Clarke. The leadership style of him not only enhanced the activities of the human resources but also amplified their coordination that helped the organization of Tesco Plc to attain optimum results in the future age. Hence, it might be stated that bureaucratic and post-bureaucratic features or traditions helped the organization of Tesco Plc to improve its market share in the entire globe. According to classical organizational theory, an organization is described as a social system or an association of employees or individual. It develops and expands, only if the workers or labors of the organization perform their duties in an appropriate way. This might facilitate the organization to improve its productivity in current and future days. However, growth and development of the organization offer a significant impact on the progress of the employees as well. This means that, if the employees get motivated towards their assigned duties then their level of performance and rankings might get enhanced. Similarly, due to increased efforts, the image of the organization might also get amplified. Thus, it might be stated that organizational development is a two-way process.

Ten Point Agenda in Basic Education Essay Example for Free

Ten Point Agenda in Basic Education Essay 1. 12-year Basic Education Cycle (K+12) Our President is planning to expand the basic education cycle, from a 10-year cycle to a globally-comparable 12 years, for our public school children. At present, we are the only country in Asia that has a 10-year cycle for basic education. Those who can afford basic education get into the best universities and the best jobs after graduation. 2. Universal preschooling for all All public school children will have preschool as their introduction to formal schooling by 2016, and he will make this available to all children regardless of income. With regards to pre-schooling, I think this program was implemented already by previous administration. We had already our Day Care Centers managed by Day Care Worker. This program is under the Department of Social Welfare and Development (DSWD) with the Municipal Nutrition Action Officer (MNAO) as the head of the Day Care Workers. 3. Madaris education (Madrasah) as a sub-system within the education system President Noynoy Aquino wants full basic education for all Muslim Filipino children. According to him, this is to give proper respect to their culture while providing a sound curriculum in English, Filipino, Science, and Math. Madaris education, with subjects in Arabic language and Islamic Values Education, can be integrated in our public school curriculum as additional subjects. 4. Technical vocational education as an alternative stream in senior high school. He will reintroduce technical-vocational education in our public high schools to better link schooling to local industry needs and employment. We need to provide an educational alternative to better prepare the students for the world of work. 5. â€Å"Every child a reader† by Grade 1 By the end of the next administration, every child must be a reader by Grade 1. At the core of our children’s non-learning problems is the inability to read properly. By the end of the next administration (SY 2015-16), every child passing pre-school must be a reader by Grade 1. I think this is the responsibility of the parents to teach their children how to read while at home. Modesty aside, our parents taught us how to read when we were still young even if they were just both an elementary graduate. 6. Science and Math proficiency Our President is also planning to rebuild the science and math infrastructure in schools so that we can produce more scientists, engineers, technicians, technologists and teachers in our universities so that this country can be more globally compatible in industry and manufacturing. To build a culture for science and math, he is also planning to promote science and math clubs and fairs. In our school, we have Student Technologist and Entrepreneur of the Philippines (STEP) Competition and Mathematics Week Celbration. 7. Assistance to private schools as essential partners in basic education The President is planning to expand government assistance to private education. A strong private school system will strengthen our public schools by providing parents an alternative and not adding to the overcrowding. One concrete example is the Fund for Assistance to Private Education (FAPE). They have this program Educational Service Contract (ESC). A student in a private school can apply as ESC Scholar provided that he or she is deserving to become a scholar. In other words, his/her academic records are good. I think, no grade below 80% is one of their requirements. Modesty aside, I was once an ESC scholar before when I was still in high school (ehem!). By the way, another requirement is the Income Tax Return (ITR) of the parents. 8. Medium of instruction rationalized President Aquino wanted the Philippines to become a trilingual nation: Learn English well and connect to the world. Learn Filipino well and connect to our country. He said: â€Å"Retain your dialect and connect with your heritage.† I think this will be realized. 9. Quality textbooks Our President also will not tolerate poor textbook quality in our schools. Textbooks will be judged by three criteria: quality, better quality, and more quality. Poor quality textbooks have no place in our schools according to him. I have noticed that some of our textbooks have wrong information. There was a time that I read a book and it says: â€Å"Clouds are blue.† Where in this world that you can find clouds with blue color? There are also some words that are misspelled. This will be the job of the National Book Review Board. They must see to it that all books have three criteria: quality, better quality, and more quality. 10. Covenant with the local governments to build more schools President Noynoy Aquino is planning to build more schools in areas where there are no public or private schools in partnership with local governments, as well address our persistent classroom and teacher shortages. We need more schools with smaller populations so that teachers, students and parents can form a real learning community. This time, there is now a Local School Board (LSB) with the District Supervisor as the Chairman and the Municipal Mayor as the Co-Chairman or vice versa. In our school, we have 5 teachers who are still LSB Funded.

The Nature of Sacrifice in the History and Ideology of Gush Emunim :: Israel Middle East Political Essays

The Nature of Sacrifice In The History And Ideology Of The Gush Emunim There can be no argument that by living in small settlements in the hostile and explosive West Bank and Gaza Strip, Gush Emunim settlers are making some sort of sacrifice. Surrounded no doubt by hostile Palestinians who feel that the Israelis are occupying their home, religious settlers face the potential for violence and death on a daily basis. In what is becoming a more perilous state of affairs in Israel with each suicide bombing, shooting spree, or IDF incursion into the Palestinian territories and refugee camps, perhaps no one on the Israeli side faces as constant a risk of danger than the Gush Emunim. This paper will attempt to examine the very nature of sacrifice that the Gush Emunim are involved in, as well as the biblical justification for this sacrifice. I also mean to explore the biblical justification the Gush Emunim may use to support their willingness to resort to violence against the Palestinians in defending this sacrifice. Their attitude towards their hostile neighbors is the same attitude their ancestors held about the Canaanites: â€Å"you must be expelled, whether peacefully or violently, because this is our land according to God.† In the history and ideology of the Gush Emunim, examples of both Nancy Jay’s communion sacrifice as well as Hubert and Mauss’s contractual sacrifice are plenty. The sacred violence as a cultural foundation about which Gil Bailie writes can also be found. Furthermore, Girard’s mimetic desire is evident in the competition between Jews and Muslims over the sacred space that is Jerusalem. The history of the G ush Emunim is a highly complex one, yet it can be much more clearly understood when its sacrificial systems and propensity for violence are explained using some of the authors whom we have read in class. Settlement in a hostile environment is the sacrificial risk they take. They have occupied the place of a sacrificial victim. The Palestinians represent the threat to their Messianic purpose. Background The Gush Emunim are not, contrary to popular myth, a political party in Israel. While over the course of their existence they have gained much political influence, they did not form to gain seats in the Knesset and change domestic or international policy. This all came later.

Arthur “Mr. Chips” Chipping, age 85 Essay

The venerable institution of Brookfield has grown a little poorer. Its memories have faded, just a little more swiftly than memories are apt to do, having lost its greatest memory-keeper. The teachers, the staff, and even the boys that passed through its halls, considered Arthur Chipping to be as much a part of Brookfield as the stone and mortar of its walls. However, in the end, he proved to be flesh and blood. Arthur Chipping died in his sleep today, at the age of 85, after a long life of service to the young men of England. Chipping was born in 1848. In 1870, at the age of twenty-two, Chipping â€Å"took his prep† at in the Big Hall of Brookfield, a boys’ public boarding school. It was at Brookfield that he remained until the end of his life, although he had retired in 1913, at the age of 65. Viewing hours will be between 7 p. m. and 9 p. m. tomorrow. Flower donations should be sent in care of Mrs. Wickett, Brookfield. Chipping was a master throughout his career, teaching classical history, Greek, and Latin for all of his 42 years at Brookfield. In 1900, Chipping briefly served there as Acting Head, following the sudden death of the Head of Brookfield, from pneumonia. Following his retirement in 1913, Chipping remained active at the school, attending important matches and dinners and taking it upon himself to prepare and edit a new Brookfeldian Directory (91). In 1916, Chipping returned to teaching at his old post, due to the teaching shortage created by the First World War. During this time, he acted as a stabilizing force for Brookfield, keeping, as he was fond of saying â€Å"a sense of proportion† about it when he was again appointed to Acting Head of Brookfield. He retired for a second time in 1918; this time his retirement was permanent. It would not be overstating the matter to say that Chipping, fondly known as â€Å"Mr. Chips,† was a once in a lifetime master. Only one other individual seems to approach his dedication: a Mr. William Balgarnie, a master at The Leys (Carroll par. 8), whose life was similar enough so that they seemed modeled after one another. Chipping leaves no living relatives. At 48, he met 25-year-old Katherine Bridges, an out of work governess, while walking at Great Gable. They married only a week before the autumn term began that year, not leaving themselves time for a honeymoon. It was Katherine who gave Chipping the nickname of â€Å"Mr. Chips. † She predeceased him after a brief marriage, while giving birth to their only child. Although he leaves no heirs, Chips once commented that he had â€Å"thousands† of children. All boys. Goodbye, Mr. Chips. You will be missed. Works Cited Carroll, Timothy. â€Å"Who was the real Mr. Chips? † 12 Sept. 2002. 6 June 2008. . Hilton, James. Goodbye, Mr. Chips. 1934. New York: Little, Br

Chapter 34 Priori Incantatem

Wormtail approached Harry, who scrambled to find his feet, to support his own weight before the ropes were untied. Wormtail raised his new silver hand, pulled out the wad of material gagging Harry, and then, with one swipe, cut through the bonds tying Harry to the gravestone. There was a split second, perhaps, when Harry might have considered running for it, but his injured leg shook under him as he stood on the overgrown grave, as the Death Eaters closed ranks, forming a tighter circle around him and Voldemort, so that the gaps where the missing Death Eaters should have stood were filled. Wormtail walked out of the circle to the place where Cedric's body lay and returned with Harry's wand, which he thrust roughly into Harry's hand without looking at him. Then Wormtail resumed his place in the circle of watching Death Eaters. â€Å"You have been taught how to duel. Harry Potter?† said Voldemort softly, his red eyes glinting through the darkness. At these words Harry remembered, as though from a former life, the dueling club at Hogwarts he had attended briefly two years ago†¦.All he had learned there was the Disarming Spell, â€Å"Expelliarmus†Ã¢â‚¬ ¦and what use would it be to deprive Voldemort of his wand, even if he could, when he was surrounded by Death Eaters, outnumbered by at least thirty to one? He had never learned anything that could possibly fit him for this. He knew he was facing the thing against which Moody had always warned†¦the unblockable Avada Kedavra curse – and Voldemort was right – his mother was not here to die for him this time†¦.He was quite unprotected†¦. â€Å"We bow to each other. Harry,† said Voldemort, bending a little, but keeping his snakelike face upturned to Harry. â€Å"Come, the niceties must be observed†¦.Dumbledore would like you to show manners†¦.Bow to death, Harry†¦.† The Death Eaters were laughing again. Voldemort's lipless mouth was smiling. Harry did not bow. He was not going to let Voldemort play with him before killing him†¦he was not going to give him that satisfaction†¦. â€Å"I said, bow,† Voldemort said, raising his wand – and Harry felt his spine curve as though a huge, invisible hand were bending him ruthlessly forward, and the Death Eaters laughed harder than ever. â€Å"Very good,† said Voldemort softly, and as he raised his wand the pressure bearing down upon Harry lifted too. â€Å"And now you face me, like a man†¦straight-backed and proud, the way your father died†¦. â€Å"And now – we duel.† Voldemort raised his wand, and before Harry could do anything to defend himself, before he could even move, he had been hit again by the Cruciatus Curse. The pain was so intense, so all-consuming, that he no longer knew where he was†¦.White-hot knives were piercing every inch of his skin, his head was surely going to burst with pain, he was screaming more loudly than he'd ever screamed in his life – And then it stopped. Harry rolled over and scrambled to his feet; he was shaking as uncontrollably as Wormtail had done when his hand had been cut off; he staggered sideways into the wall of watching Death Eaters, and they pushed him away, back toward Voldemort. â€Å"A little break,† said Voldemort, the slit-like nostrils dilating with excitement, â€Å"a little pause†¦That hurt, didn't it. Harry? You don't want me to do that again, do you?† Harry didn't answer. He was going to die like Cedric, those pitiless red eyes were telling him so†¦he was going to die, and there was nothing he could do about it†¦but he wasn't going to play along. He wasn't going to obey Voldemort†¦he wasn't going to beg†¦. â€Å"I asked you whether you want me to do that again,† said Voldemort softly. â€Å"Answer me! Imperio!† And Harry felt, for the third time in his life, the sensation that his mind had been wiped of all thought†¦.Ah, it was bliss, not to think, it was as though he were floating, dreaming†¦just answer no†¦say no†¦just answer no†¦. I will not, said a stronger voice, in the back of his head, I won't answer†¦. Just answer no†¦. I won't do it, I won't say it†¦. Just answer no†¦. â€Å"I WON'T!† And these words burst from Harry's mouth; they echoed through the graveyard, and the dream state was lifted as suddenly as though cold water had been thrown over him – back rushed the aches that the Cruciatus Curse had left all over his body – back rushed the realization of where he was, and what he was facing†¦. â€Å"You won't?† said Voldemort quietly, and the Death Eaters were not laughing now. â€Å"You won't say no? Harry, obedience is a virtue I need to teach you before you die†¦.Perhaps another little dose of pain?† Voldemort raised his wand, but this time Harry was ready; with the reflexes born of his Quidditch training, he flung himself sideways onto the ground; he rolled behind the marble headstone of Voldemort's father, and he heard it crack as the curse missed him. â€Å"We are not playing hide-and-seek, Harry,† said Voldemort's soft, cold voice, drawing nearer, as the Death Eaters laughed. â€Å"You cannot hide from me. Does this mean you are tired of our duel? Does this mean that you would prefer me to finish it now, Harry? Come out, Harry†¦come out and play, then†¦it will be quick†¦it might even be painless†¦I would not know†¦I have never died†¦.† Harry crouched behind the headstone and knew the end had come. There was no hope†¦no help to be had. And as he heard Voldemort draw nearer still, he knew one thing only, and it was beyond fear or reason: He was not going to die crouching here like a child playing hide-and-seek; he was not going to die kneeling at Voldemort's feet†¦he was going to die upright like his father, and he was going to die trying to defend himself, even if no defense was possible†¦. Before Voldemort could stick his snakelike face around the headstone. Harry stood up†¦he gripped his wand tightly in his hand, thrust it out in front of him, and threw himself around the headstone, facing Voldemort. Voldemort was ready. As Harry shouted, â€Å"Expelliarmus!† Voldemort cried, â€Å"Avada Kedavra!† A jet of green light issued from Voldemort's wand just as a jet of red light blasted from Harry's – they met in midair – and suddenly Harry's wand was vibrating as though an electric charge were surging through it; his hand seized up around it; he couldn't have released it if he'd wanted to – and a narrow beam of light connected the two wands, neither red nor green, but bright, deep gold. Harry, following the beam with his astonished gaze, saw that Voldemort's long white fingers too were gripping a wand that was shaking and vibrating. And then – nothing could have prepared Harry for this – he felt his feet lift from the ground. He and Voldemort were both being raised into the air, their wands still connected by that thread of shimmering golden light. They glided away from the tombstone of Voldemort's father and then came to rest on a patch of ground that was clear and free of graves†¦.The Death Eaters were shouting; they were asking Voldemort for instructions; they were closing in, reforming the circle around Harry and Voldemort, the snake slithering at their heels, some of them drawing their wands – The golden thread connecting Harry and Voldemort splintered; though the wands remained connected, a thousand more beams arced high over Harry and Voldemort, crisscrossing all around them, until they were enclosed in a golden, dome-shaped web, a cage of light, beyond which the Death Eaters circled like jackals, their cries strangely muffled now†¦. â€Å"Do nothing!† Voldemort shrieked to the Death Eaters, and Harry saw his red eyes wide with astonishment at what was happening, saw him fighting to break the thread of light still connecting his wand with Harry's; Harry held onto his wand more tightly, with both hands, and the golden thread remained unbroken. â€Å"Do nothing unless I command you!† Voldemort shouted to the Death Eaters. And then an unearthly and beautiful sound filled the air†¦.It was coming from every thread of the light-spun web vibrating around Harry and Voldemort. It was a sound Harry recognized, though he had heard it only once before in his life: phoenix song. It was the sound of hope to Harry†¦the most beautiful and welcome thing he had ever heard in his life†¦.He felt as though the song were inside him instead of just around him†¦.It was the sound he connected with Dumbledore, and it was almost as though a friend were speaking in his ear†¦. Don't break the connection. I know. Harry told the music, I know I mustn't†¦but no sooner had he thought it, than the thing became much harder to do. His wand began to vibrate more powerfully than ever†¦and now the beam between him and Voldemort changed too†¦it was as though large beads of light were sliding up and down the thread connecting the wands – Harry felt his wand give a shudder under his hand as the light beads began to slide slowly and steadily his way†¦.The direction of the beams movement was now toward him, from Voldemort, and he felt his wand shudder angrily†¦. As the closest bead of light moved nearer to Harry's wand tip, the wood beneath his fingers grew so hot he feared it would burst into flame. The closer that bead moved, the harder Harry's wand vibrated; he was sure his wand would not survive contact with it; it felt as though it was about to shatter under his fingers – He concentrated every last particle of his mind upon forcing the bead back toward Voldemort, his ears full of phoenix song, his eyes furious, fixed†¦and slowly, very slowly, the beads quivered to a halt, and then, just as slowly, they began to move the other way†¦and it was Voldemort's wand that was vibrating extra-hard now†¦Voldemort who looked astonished, and almost fearful†¦. One of the beads of light was quivering, inches from the tip of Voldemort's wand. Harry didn't understand why he was doing it, didn't know what it might achieve†¦but he now concentrated as he had never done in his life on forcing that bead of light right back into Voldemort's wand†¦and slowly†¦very slowly†¦it moved along the golden thread†¦it trembled for a moment†¦and then it connected†¦. At once, Voldemort's wand began to emit echoing screams of pain†¦then – Voldemort's red eyes widened with shock – a dense, smoky hand flew out of the tip of it and vanished†¦the ghost of the hand he had made Wormtail†¦more shouts of pain†¦and then something much larger began to blossom from Voldemort's wand tip, a great, grayish something, that looked as though it were made of the solidest, densest smoke†¦.It was a head†¦now a chest and arms†¦the torso of Cedric Diggory. If ever Harry might have released his wand from shock, it would have been then, but instinct kept him clutching his wand tightly, so that the thread of golden light remained unbroken, even though the thick gray ghost of Cedric Diggory (was it a ghost? it looked so solid) emerged in its entirety from the end of Voldemort's wand, as though it were squeezing itself out of a very narrow tunnel†¦and this shade of Cedric stood up, and looked up and down the golden thread of light, and spoke. â€Å"Hold on. Harry,† it said. Its voice was distant and echoing. Harry looked at Voldemort†¦his wide red eyes were still shocked†¦he had no more expected this than Harry had†¦and, very dimly. Harry heard the frightened yells of the Death Eaters, prowling around the edges of the golden dome. More screams of pain from the wand†¦and then something else emerged from its tip†¦the dense shadow of a second head, quickly followed by arms and torso†¦an old man Harry had seen only in a dream was now pushing himself out of the end of the wand just as Cedric had done†¦and his ghost, or his shadow, or whatever it was, fell next to Cedric's, and surveyed Harry and Voldemort, and the golden web, and the connected wands, with mild surprise, leaning on his walking stick†¦. â€Å"He was a real wizard, then?† the old man said, his eyes on Voldemort. â€Å"Killed me, that one did†¦.You fight him, boy†¦.† But already, yet another head was emerging†¦and this head, gray as a smoky statue, was a woman's†¦.Harry, both arms shaking now as he fought to keep his wand still, saw her drop to the ground and straighten up like the others, staring†¦. The shadow of Bertha Jorkins surveyed the battle before her with wide eyes. â€Å"Don't let go, now!† she cried, and her voice echoed like Cedric's as though from very far away. â€Å"Don't let him get you, Harry – don't let go!† She and the other two shadowy figures began to pace around the inner walls of the golden web, while the Death Eaters flitted around the outside of it†¦and Voldemort's dead victims whispered as they circled the duelers, whispered words of encouragement to Harry, and hissed words Harry couldn't hear to Voldemort. And now another head was emerging from the tip of Voldemort's wand†¦and Harry knew when he saw it who it would be†¦he knew, as though he had expected it from the moment when Cedric had appeared from the wand†¦knew, because the man appearing was the one he'd thought of more than any other tonight†¦. The smoky shadow of a tall man with untidy hair fell to the ground as Bertha had done, straightened up, and looked at him†¦and Harry, his arms shaking madly now, looked back into the ghostly face of his father. â€Å"Your mother's coming†¦Ã¢â‚¬  he said quietly. â€Å"She wants to see you†¦it will be all right†¦hold on†¦.† And she came†¦first her head, then her body†¦a young woman with long hair, the smoky, shadowy form of Lily Potter blossomed from the end of Voldemort's wand, fell to the ground, and straightened like her husband. She walked close to Harry, looking down at him, and she spoke in the same distant, echoing voice as the others, but quietly, so that Voldemort, his face now livid with fear as his victims prowled around him, could not hear†¦. â€Å"When the connection is broken, we will linger for only moments†¦but we will give you time†¦you must get to the Portkey, it will return you to Hogwarts†¦do you understand, Harry?† â€Å"Yes,† Harry gasped, fighting now to keep a hold on his wand, which was slipping and sliding beneath his fingers. â€Å"Harry†¦Ã¢â‚¬  whispered the figure of Cedric, â€Å"take my body back, will you? Take my body back to my parents,†¦Ã¢â‚¬  â€Å"I will,† said Harry, his face screwed up with the effort of holding the wand. â€Å"Do it now,† whispered his father's voice, â€Å"be ready to run†¦do it now†¦.† â€Å"NOW!† Harry yelled; he didn't think he could have held on for another moment anyway – he pulled his wand upward with an almighty wrench, and the golden thread broke; the cage of light vanished, the phoenix song died – but the shadowy figures of Voldemort's victims did not disappear – they were closing in upon Voldemort, shielding Harry from his gaze – And Harry ran as he had never run in his life, knocking two stunned Death Eaters aside as he passed; he zigzagged behind headstones, feeling their curses following him, hearing them hit the headstones – he was dodging curses and graves, pelting toward Cedric's body, no longer aware of the pain in his leg, his whole being concentrated on what he had to do – â€Å"Stun him!† he heard Voldemort scream. Ten feet from Cedric, Harry dived behind a marble angel to avoid the jets of red light and saw the tip of its wing shatter as the spells hit it. Gripping his wand more tightly, he dashed out from behind the angel – â€Å"Impedimenta!† he bellowed, pointing his wand wildly over his shoulder at the Death Eaters running at him. From a muffled yell, he thought he had stopped at least one of them, but there was no time to stop and look; he jumped over the cup and dived as he heard more wand blasts behind him; more jets of light flew over his head as he fell, stretching out his hand to grab Cedric's arm†¦ â€Å"Stand aside! I will kill him! He is mine!† shrieked Voldemort. Harry's hand had closed on Cedric's wrist; one tombstone stood between him and Voldemort, but Cedric was too heavy to carry, and the cup was out of reach – Voldemort's red eyes flamed in the darkness. Harry saw his mouth curl into a smile, saw him raise his wand. â€Å"Accio!† Harry yelled, pointing his wand at the Triwizard Cup. It flew into the air and soared toward him. Harry caught it by the handle – He heard Voldemort's scream of fury at the same moment that he felt the jerk behind his navel that meant the Portkey had worked – it was speeding him away in a whirl of wind and color, and Cedric along with him†¦.They were going back.

Free Essays on Minimal Spanning Tree Uses

Minimal Spanning Tree Paper Minimal spanning trees are extremely useful in today’s workplace. Having multiple uses makes a minimal spanning tree an optimal choice in many situations where objects need to be connected with electricity, or a power source. One situation which comes to mind first in which a minimal spanning tree would be optimal would be if an old building was only wired for dial-up internet and the president of the company, who owned the building, wanted his employees to be current in new technology. The president decides to install DSL lines and networking lines in order to connect all his employees, so that they can share files. The engineer in charge of the project would need to use a minimal spanning tree to save the maximum amount of money in connecting computers in one building together with wires for networking and DSL lines. One would want to use a minimal spanning tree in order to find the most inexpensive way to wire all computers to one network. The vertices in the problem would be the computers because that is what we would want to wire to the network and DSL lines. The edges would be the wires connecting each of the computers inside the building. The graph would be weighted by the price of cables and the amount of money the man-power costs to install the cables into the wall and to cosmetically fix the wall after installation. By using the afore mentioned vertices, edges, and weights the engineer in charge of the project would use the least monetary funds possible, thus completing his task.... Free Essays on Minimal Spanning Tree Uses Free Essays on Minimal Spanning Tree Uses Minimal Spanning Tree Paper Minimal spanning trees are extremely useful in today’s workplace. Having multiple uses makes a minimal spanning tree an optimal choice in many situations where objects need to be connected with electricity, or a power source. One situation which comes to mind first in which a minimal spanning tree would be optimal would be if an old building was only wired for dial-up internet and the president of the company, who owned the building, wanted his employees to be current in new technology. The president decides to install DSL lines and networking lines in order to connect all his employees, so that they can share files. The engineer in charge of the project would need to use a minimal spanning tree to save the maximum amount of money in connecting computers in one building together with wires for networking and DSL lines. One would want to use a minimal spanning tree in order to find the most inexpensive way to wire all computers to one network. The vertices in the problem would be the computers because that is what we would want to wire to the network and DSL lines. The edges would be the wires connecting each of the computers inside the building. The graph would be weighted by the price of cables and the amount of money the man-power costs to install the cables into the wall and to cosmetically fix the wall after installation. By using the afore mentioned vertices, edges, and weights the engineer in charge of the project would use the least monetary funds possible, thus completing his task....

Interpreting Experiments Questions in ACT Science

Interpreting Experiments Questions in ACT Science SAT / ACT Prep Online Guides and Tips Like most ACT Science questions, Interpreting Experiments don’t require you to understand the hard science behind the experiments. Instead, these Interpreting Experiments questions will give one interpretation of part of the passage and ask you whether that interpretation is true or not, using the data from the experiment. These questions have a predictable pattern to the question and answers, which you can use to your advantage. In this article, I'll cover the general format of Interpreting Experiments Questions, solve several ACT Science practice questions, and provide ACT Science tips to answer these questions. Format of Interpreting Experiments Questions These types of questions are usually stated in a variety of ways such as: Is the statement "_______" consistent with Figure 1? A researcher hypothesized that ________. Do the results of study 2 support this hypothesis? However, answer choices will typically appear in the same format: Yes, because of statement A. Yes, because of statement B. No, because of statement A. No, because of statement B. Most students who miss these kinds of questions jump the gun by deciding quickly on Yes or No before really looking at the data. As I mentioned earlier, answering these questions requires interpreting the data presented in figures and text and deciding whether the data support or contradict the hypothesis. Note: not all questions have answer choices where statements A and B are opposites. In some more difficult Interpreting Science questions, the answer choices may read: Yes, because of statement A. Yes, because of statement B. No, because of statement C. No, because of statement D. This is slightly more difficult since you can't rule out answers as easily, but you can solve it with the same strategy- consider whether each statement is true or false. Then, consider whether the true statements support the hypothesis in the question or not. We will attack these higher level interpreting experiments question next: ACT Science Practice Questions Interpreting Experiments Question #1 Notice how the 4 answer choices each have three parts (they do not fit the standard format). The first part is a Yes or No, answering as to whether the experiments support the hypothesis. The second part is statement A ("as capacitance increased, the time required increased") or B ("as capacitance increased, the time required decreased"). The final part is whether statement A or B was proven by experiment 1 or 2. The 4 answer choices are created by pairing a Yes or No with either statement A or B plus Experiment 1 or 2. The ACT is counting on you to get confused in your thinking. You might get excited and pick, Yes, but get the second half of the answer wrong. We'll avoid this mistake by breaking down the question into three parts. First, we're going to figure out whether statement A or B is true. Notice how in this case statement A and B are opposites. A states that time increased, but B states that time decreased. A and B can't both be true at the same time! So our first step is to use the data to figure out whether option A or B is true. Let's check out the corresponding figures: Table 1 corresponds to Experiment 1 and Table 2 corresponds to Experiment 2: Well, according to Table 2, as capacitance increases, time required to reach a certain voltage across the capacitor increases, so we can eliminate answer choices C and D. By eliminating C and D, we have also eliminated the normal next step in this problem, which is deciding yes or no. We are only left with yes, so the answer must be yes. Which makes sense since the hypothesis sets up a new experiment the same way and finds as capacitance increase time increases, so, yes, it is supported by the experiments since it had the exact same finding. Now, the only difference between the two remaining answer choices A and B is whether the statement came from experiment 1 or 2. Since the data came from Table 2 and Table 2 represented the data from Experiment 2, B is the answer. By taking this approach, we avoid the most common careless mistake of jumping to pick yes or no without making sure the explanation matches. Interpreting Experiments Question #2 Now, that we’ve tried a more formulaic interpreting experiments question, let’s try one where the answer choice all have different explanations: Note: This matches that second type of question we discussed above: Yes, because of statement A. Yes, because of statement B. No, because of statement C. No, because of statement D. The first part of the question is a Yes or No answering whether the data support her claim. Second, is whether statement F, G, H, or J support or do not support her claim. Now, we're going to figure out whether statement F, G, H, or J is true. So, our first step is to use the data in Figure 3 and 4 to figure out whether option F, G, H, or J is true. Let's check out the corresponding figures: To solve this problem, let’s look at each statement F, G, H, and J individually. F- the acceleration factor is dependent on enzyme concentration, but not on substrate concentration. Looking at figure 4 and at the line for Enzyme B (since the hypothesis claim refers to Enzyme B), we see that as enzyme concentration increases so does acceleration factor, until it sort of even outs or increases more slowly. Figure 3 looks similar; looking at the line for Enzyme B (since the hypothesis claim refers to Enzyme B), we see that as substrate concentration increases so does acceleration factor until it sort of even outs or increases more slowly. So the acceleration factor for Enzyme B is dependent on both enzyme and substrate concentration. We know F is definitely not the answer. G- the acceleration factor is not dependent on either enzyme or substrate concentration. We know this is false from our last finding. H- the acceleration factor is dependent on enzyme concentration, but not on substrate concentration. Also, false according to our initial finding. J- the acceleration factor is dependent on both enzyme and substrate concentration. This matches our finding, so it is the answer! Let’s review the steps to make sure you have this process down: Summary of ACT Science Tips for Interpreting Experiments Questions To solve Interpreting Experiments questions, we need to: Break down the answer choices into Yes/No + Statement A/B(C/D). Decide whether Statement A or B (or C or D) is true. If possible, rule out 2 answer choices. For the statement that is true, decide whether the hypothesis in the question is true or false. Pick the only remaining answer! What’s Next? I hope you feel ready to interpret any experiment! Check out the other types of questions on the ACT Science section such as factual questions, interpreting trends questions, and experimental design and hypothetical change questions. Looking for overall ACT Science review? Read our complete guide to the section. Taking the ACT really soon? Check out our guide to cramming. Like this article? Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Science lesson, you'll love our program. Along with more detailed lessons, you'll get thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Pleaes .Require ....Paraphrase..rewrttin...Reflection 300 word Essay

Pleaes .Require ....Paraphrase..rewrttin...Reflection 300 word - Essay Example This helped me finish my work with complete patience. I was able to deliver my best, and score the most accordingly. There were quite a lot of assignments in which I had to reflect upon my experiences. In the start, reflective tasks seemed very difficult to accomplish. As I started to be less critical about the formal tone of writing, my reflection writing skill flourished. I would let go of grammatical errors and would instead, concentrate more upon the concept, theme and evaluation of experience. This earned me good grades. In this course, I learned how to improve teamwork in medical imaging by reflecting upon past experiences, identifying the faults, and realizing suitable alternatives for future. One of the lessons that I learned was that conflicts are inevitable in group work, though one can put effort to make them functional rather than dysfunctional. Concluding, I appreciate having learnt a lot in the last semester. The lectures were highly informative and were given by some o f the most successful and well reputed scientists. I had seen some of them on television before attending their lectures on campus. As lecturers kept changing from one lecture to another, students would not be bored. I am optimistic that the referencing styles, reflection writing, working in group and presentation making which I have learnt in the last semester would be very useful to me in my future practice. ..