Steven Spielberg Biography Essays - English-language Films, Jaws

Steven Spielberg Biography Rob Martinelle American Literature C Block Research Paper: Final Draft 18 May, 1999 Steven Spielberg: Revolutionary and Visionary Who would have thought that a brilliant career in filmmaking could have originated with a modest jar of Skippy Peanut Butter smeared on a neighbor's window in a tiny Cincinnati suburb? One might not think that such an average boyhood prank could evolve a boy into a man who would become the most financially successful film director in history. Well, that is exactly where Leah Spielberg, Steven Spielberg's mother, would trace her son's initial entry into becoming one of our nation's most creative storytellers. ?His badness was so original,? she recalls (Stein 3). Steven Spielberg, the only child of Leah and Arnold Spielberg, was born on December 18, 1946 at the beginning of the Baby Boom years in Cincinnati, Ohio. It does not take a great stretch of the imagination to see that Steven's film influences were derived from his father's experience as a World War II veteran and computer technician and his mother's past profession as a concert pianist. The love and amount of technology, history, and music within Steven's films can all be traced back to his early life with his family. While many men returning from war never want to reiterate their experiences, Steven's father seemed to be an exception. Steven said of his father, ? he intoxicated me with bedtime stories about the war. His stories were like the war movies I was watching on television, all worthy of cameo appearances by John Wayne? (Stein 1). It is no wonder that at the age of twelve Steven's first film, Fighter Squad, was filmed on a WWII fighter plane (Corliss 79). However, when Steven was unable to find certain props or realistic backdrops, he simulated dogfights and plane crashes by editing in footage from a WWII documentary. Only a year later, in 1960, he featured the war family Jeep in his second film, Escape to Nowhere, which was an action picture in which GIs invaded a Nazi hideout in the Libyan Desert. Since his family had moved to Arizona in 1960, the Arizona desert near his house would easily replicate the simulation of the Libyan Desert. It is clear that Steven's love and knowledge of vis ual effects began many years before his creation of a mechanical great white shark in 1975. There have been many incidents throughout Steven's childhood that have made it into his films. At the age of six, Steven's father awoke him to witness a meteor shower in the middle of the night (Stein 2). In time this event would also find its way into his 1977 film, Close Encounters of the Third Kind. The grin of a clown, a deadly tree outside a window, and being afraid at night, all out of 1982's Poltergeist, were all born out of Steven's real childhood phobias (5). Influence for films such as 1993's Academy Award winning drama/documentary Schindler's List could be attributed Steven growing up in a Jewish family. Steven has recalled that during his days in school he felt discriminated from others for being apart of the only Jewish family within the whole community (Graham 530). During the Christmas season, he would be embarrassed that his family's house would be the only one without lights or decorations. When his father offered to place a menorah in the window, Steven responded, ?No!?People will think we're Jewish? (Graham 528). Steven has claimed to have learned his numbers as a toddler with the help of a concentration camp survivor who pointed out the numerals tattooed on his arm. However, it was at high school, where he was first exposed to anti-Semitic behavior. He would suffer verbal and sometimes physical abuse from other students. Making movies was definitely an escape for Steven who told the New York Post, ?I enjoy the sense of being transported and no longer thinking anyone is in the audience? (529). ?Nearly three years after finishing Escape to Nowhere, he made his first feature-length film Firelight. It was a two-and-a-half-hour science fiction epic about an investigation of mysterious lights in the sky. However, it was also a look at a rocky marriage. Could the couple within the film have been Arnold and Leah who

Equilibrium Constant and Reaction Quotient Example

Equilibrium Constant and Reaction Quotient Example In chemistry, the reaction quotient Q relates the amounts of products and reactants in a chemical reaction at a given point in time. If the reaction quotient is compared with the equilibrium constant, the direction of the reaction may be known. This example problem demonstrates how to use the reaction quotient to predict the direction of a chemical reaction towards equilibrium.Problem:Hydrogen and Iodine gas react together to form hydrogen iodide gas. The equation for this reaction isH2(g) I2(g) ↔ 2HI(g)The equilibrium constant for this reaction is 7.1 x 102 at 25 Â °C. If the current concentration of gases are[H2]0 0.81 M[I2]0 0.44 M[HI]0 0.58 Mwhat direction will the reaction shift to reach equilibrium?SolutionTo predict the direction of equilibrium of a reaction, the reaction quotient is used. The reaction quotient, Q, is calculated in the same way as the equilibrium constant, K. Q uses the current or initial concentrations instead of the equilibrium concentrations use d to calculate K. Once found, the reaction quotient is compared to the equilibrium constant. If Q K, there there are more reactants present that at equilibrium and reaction will shift to the right.If Q K, then there are more products present than equilibrium and the reaction will need to produce more reactants shifting the reaction to the left.If Q K, then the reaction is already at equilibrium and there will be no shift. Step 1 - Find QQ [HI]02/[H2]0Â ·[I2]0Q (0.58 M)2/(0.81 M)(0.44 M)Q 0.34/.35Q 0.94Step 2 - Compare Q to KK 7.1 x 102 or 710 Q 0.94 Q is less than K Answer:The reaction will shift to the right to produce more hydrogen iodide gas to reach equilibrium.

Marcus Mosiah Garveys Movement Essay Example | Topics and Well Written Essays - 1250 words

Marcus Mosiah Garveys Movement - Essay Example According to the report findings Garvey visited Ecuador, Costa Rica and Panama, where he worked as an editor for some radical newspapers, during the early moments of service. Garvey’s keen interest in Africa and that of its history came about after his visit to England, where he mingled with several African nationalists. In a number of the countries that Garvey visited, he acknowledged that the black man was on inferior levels, subject to the continuous changing ideals of stronger races. The writings of Booker T. Washington on â€Å"Up from slavery† also contributed greatly to the interventions that Garvey sought to bring. His endeavors got a boost after meeting a Sudanese-Egyptian supporter of Africa self-rule, Duse Mohammed Ali, who employed him, thus ensuring his interaction with other black activists. As the the essay stresses the organization appealed to the black community to return to Africa for the development of a great nation. He knew that until this was attainable, Africans had to make themselves economically stable and independent in their respective areas of residence. He further encouraged black communities to start their own business in the various ghettos that they dominated. In accordance to his basic principle and the belief that each race had to see God through its own racial eyes, Garvey together with Archbishop George McGuire started the African Orthodox Church. Official announcement of the Black Madonna and the Black Christ then took place in the UNIA convention of 1924.

The Economics of Natural Resource Availability Essay

The Economics of Natural Resource Availability - Essay Example Every market strategy should cover the price and output strategy, the reaction of price and output strategy of other competitors in the market. There are large numbers of applications of business in this technological and advanced scenario. There are web and net facilities to all one should have an access to the internet facilities for business helps in advertising the introduction of the products and new designs The computer programming one of the most important things to consider the work based on software’s introducing different software. Small industries at small scales mean the garment factory leather and so on, small educational institutions such as small schools, investments in the small business of departmental stores, whole sellers and retailers. Keynes describes the study of unemployment with the business cycle he gives the study of aggregate demand. In Keynes view, using applying the fiscal policy can reduce the fluctuations in business cycle and monetary policy fiscal policy is the government policy and monetary policy concerned with the policy by a central bank and the government departments too. The Keynesian economics is based on the 20th-century ideas. In the Keynesian view, there are many macroeconomic variables, which have an impact on the individual’s microeconomics functions. In Keynesian economics, the discussion of aggregate demand with the individuals demands the goods. In his view there are many changes bring by the government by implementing the fiscal and monetary policy to take control over the economy and prevent it from downfall. The supply side economics is concerned with the implementation of monetary and fiscal policy it focuses on the monetary policy the study of money demand and its supply monetary policy is only concerned with the changes in the money supply not with the interest rate, the changes in interest rates are managed by the fiscal policy.  Ã‚  

W 4 A&S answer Marketing Essay Example | Topics and Well Written Essays - 250 words

W 4 A&S answer Marketing - Essay Example The Affordable Health care Act was passed by congress and then signed in to law in 2010 on 23rd of March by President Obama (Garvin, 2013). There were various impacts that become notable and some of them are discussed under. The Act led to a significant reduction in the premium costs that would have otherwise been incurred by business owners at low level, families and individuals. This was made possible through the provision of tax relief which was as much as up to hundreds of dollars. According to the Act, there is commitment by the government to the America’s seniors through ensuring protection and preservation of medicare. The Act also ensures promotion of the prevention, wellness of the public health. National prevention together with health promotion strategy is created as a result of the directions given by this Act (Gagliardi, 2006). In so doing, the instances of preventable illnesses and disability are reduced

DNA Structure: DNA Replication RNA Synthesis Protein

DNA Structure: DNA Replication RNA Synthesis Protein DNA, or deoxyribonucleic acid, is the genetic material of a cell. It contains information about an organisms cell structure, function, development and reproduction. DNA must be able to replicate quickly and correctly so that the daughter cells have the same genetic information as the parental cell. DNA must also be capable of change. This provides variation among different generations and was the key factor for evolution to occur. DNA is a polymer (made up of many units) of nucleotides. Each nucleotide contains a five-carbon sugar (there is an extra hydroxyl group in the sugar for RNA), a nitrogenous base, and a phosphate group. There are two classes of nitrogenous bases, purines and pyrimidines. Each purine pairs up with one pyrimidine. Adenine and guanine are purines (double ring structures), while cytosine, thymine (DNA), and uracil (RNA) are pyrimidines (single ring structures). Nucleotides are linked together by a covalent bond between the phosphate group of one nucleotide and t he 3carbon of the sugar of another nucleotide. These 5-3 linkages are called phosphodiester bonds. These bonds are very strong and provide a good backbone for the structure of DNA. Experiments were done by Watson and Crick, and Franklin and Wilkins provided a three-dimensional model of DNA- the double helix. It is composed of 2 chains that are anti-parallel to one another (rope ladder that is twisted). Each step of the ladder is composed of one purine, ad one pyrimidine (adenineÆ’Â  thymine, guanineÆ’Â  cytosine). The central dogma of biology is DNAÆ’Â  RNAÆ’Â  protein. DNA, which contains the genes that are expressed, has to be transcribed and translated first. DNA is transcribed into mRNA, which codes for a specific protein and is assembled through ribosomes. Proteins are synthesised by amino acids. The order of nucleotides in DNA determines the amino acids used in synthesising a protein. Three nucleotides (codon) code for one amino acid; there are 64 different pos sibilities of codons. There is a total of 20 amino acids, which means that more than one codon codes for the same amino acid. There are also start codons to begin protein synthesis and stop codons to terminate protein synthesis (Russell, 9-19). Hypothesis: I predict that we will be able to understand the structure of DNA and RNA after this experiment. I predict that I will achieve a better understanding of protein synthesis after this experiment. Methods: We obtained 60 white beads (deoxyribose sugar), 60 red beads (phosphate group), 15 orange beads (adenine), 15 green beads (guanine), 15 blue beads (cytosine), 15 yellow beads (thymine), and 30 clear connectors (hydrogen bonds). We assembled 60 nucleotides by attaching a red bead (phosphate group) to the white bead (deoxyribose sugar) in a 5 position. We attached a nitrogenous base bead (orange/green/blue/yellow) to the 1 position of the deoxyribose sugar (white bead) We constructed a single-stranded polynucleotide chain by attaching the phosphate group of one nucleotide to the 3 end of another deoxyribose sugar (this strand contained 30 nucleotides- remember to add the nitrogenous bases in a random order). To form the typical double stranded DNA molecule, an antiparallel single strand must now be constructed to bond with the initial strand. The remaining 30 nucleotides were attached in the same manner as mentioned above. They were placed antiparallel to the other strand, but we made sure that the nitrogenous bases across each strand were complementary (A bonded with T, and G bonded with C). Connectors were placed between the bases to represent hydrogen bonds. We then simulated DNA replication by first forming an origin of replication. Beads were obtained and attached in a 5Æ’Â  3 direction. 2 DNAs were synthesised (each with one parental strand and one new complementary strand), which showed the semiconservative model. We then simulated RNA synthesis (transcription). We obtained 24 pink beads (ribose sugar), 24 red beads (phosphate group), 6 orange beads (adenine), 6 green beads (guanine), 6 blue beads (cytosine), and 6 purple beads (uracil). We also obtained a template DNA strand. We constructed the RNA nucleotides in a similar fashion that we made the DNA nucleotides. We followed the DNA strand and attached the RNA nucleotides accordingly (complementary to the template strand of the DNA). We then simulated protein synthesis by encoding the mRNA (translation). We positioned the RNA horizontally in a 5Æ’Â  3 fashion and uncoded the RNA. 3 nitrogenous bases make up one codon. We wrote down the different codons and using a table, figured out the amino acids required to make the protein. Lastly, we constructed the polypeptide by connecting the different amino acids. The chain kept building as the chain moved from the A site to the P site to the E site. Results: DNA Strand- 5-ATGGCTAGTATAGGTTGCCATCGATGGCAG-3 3-TACCGATCATATCCAACGGTAGCTACCGTC-5 RNA Strand- 5- AUG-GUC-UAC-CUA-ACG-CCG-GAU-UAG-3 Coding for- f-Met-Val-Tyr- Leu-Thr-Pro-Asp-termination Conclusion: DNA is very important for life. It can replicate well, which means that the next generation will retain the characteristics of the parents. It is capable of change, which means that it provides for variation and was crucial for evolution to occur. It also codes for proteins that help express genes and traits of the organism. In this lab, we simulated DNA structure, replication, RNA synthesis and protein synthesis. Each one of these processes is essential to human life and a mutation in any one of the processes could lead to death. In DNA, adenine bonds to thymine via two hydrogen bonds, while guanine bonds to cytosine via three hydrogen bonds. In all DNA, the amount of adenine should equal the amount of thymine, and the amount of guanine should equal the amount of cytosine (1:1 ratio of A:T and G:C). However, the differentiation in the ratio of the adenine/thymine pair to guanine/cytosine pair varies greatly among organisms. DNA replicates semi-conservatively. This means that during replication, the strands separate, replication occurs and when the two daughter DNAs are formed, each one contains one parental strand and one new strand. Lastly, in this simulation, we did not have post-transcriptional editing where introns are excised. Each gene codes for a polypeptide which could have various function depending on the amino acids that synthesised it. This experiment was very helpful in the sense that it helped us realise how complex the processes of replication, transcription and translation are.

Eulogy for Father :: Eulogies Eulogy

Eulogy for Father This is the last of three formal memorials for my father. The first was in the surroundings of his last years, at his country church in Virginia, among his family and neighbors. The second was in the surroundings of his first years, among the boxwoods in Murfreesboro, in the presence of a large number of his buried ancestors and a smaller number of his living descendants. Today we gather to remember the middle years of his life, the years at Harvard which he considered his greatest, and which many now consider Harvard's greatest. You, his students and friends from those years, know he was a man of many talents. He was a scholar; a statesman who could see things clearly to which others were blind; a man of deep religious sensitivity; a man of the soil. He was a fighter, a boxer in his college days, a battery commander in World War I, a man who fought and bred gamecocks all his life, and, above all, a man in the thick of controversy at home and war abroad for more than fifty years of public life. Yet he was also a man who cherished honorable peace and loved to commend to his students the stern but pacific words of Lincoln's Second Inaugural: â€Å"With malice toward none, with charity for all, with firmness in the right as God gives us to see the right, let us strive on...to achieve a just and lasting peace among ourselves and with all nations.† He was a devoted family man, not just for us, his blood family, but also for the larger family of his students, co-workers, and friends. He expected great things of us, as we did of him. He was a genius with words, a writer, a poet, a powerful orator, a master storyteller, a man who in a single encounter could move people to their foundations. This moving power was deeper than words. He retained it to the end, after he had lost his command of words, and the vivid recollections of a long-ago speech or conversation so common among those who have met him are more apt to be of his power and presence than of the words he used. My own most recurrent memory of him is completely nonverbal. It is the look in his eyes years ago in Virginia when he had put me on a bus to the city.

A Game of Thrones Chapter Sixty-three

Catelyn The woods were full of whispers. Moonlight winked on the tumbling waters of the stream below as it wound its rocky way along the floor of the valley. Beneath the trees, warhorses whickered softly and pawed at the moist, leafy ground, while men made nervous jests in hushed voices. Now and again, she heard the chink of spears, the faint metallic slither of chain mail, but even those sounds were muffled. â€Å"It should not be long now, my lady,† Hallis Mollen said. He had asked for the honor of protecting her in the battle to come; it was his right, as Winterfell's captain of guards, and Robb had not refused it to him. She had thirty men around her, charged to keep her unharmed and see her safely home to Winterfell if the fighting went against them. Robb had wanted fifty; Catelyn had insisted that ten would be enough, that he would need every sword for the fight. They made their peace at thirty, neither happy with it. â€Å"It will come when it comes,† Catelyn told him. When it came, she knew it would mean death. Hal's death perhaps . . . or hers, or Robb's. No one was safe. No life was certain. Catelyn was content to wait, to listen to the whispers in the woods and the faint music of the brook, to feel the warm wind in her hair. She was no stranger to waiting, after all. Her men had always made her wait. â€Å"Watch for me, little cat,† her father would always tell her, when he rode off to court or fair or battle. And she would, standing patiently on the battlements of Riverrun as the waters of the Red Fork and the Tumblestone flowed by. He did not always come when he said he would, and days would ofttimes pass as Catelyn stood her vigil, peering out between crenels and through arrow loops until she caught a glimpse of Lord Hoster on his old brown gelding, trotting along the rivershore toward the landing. â€Å"Did you watch for me?† he'd ask when he bent to bug her. â€Å"Did you, little cat?† Brandon Stark had bid her wait as well. â€Å"I shall not be long, my lady,† he had vowed. â€Å"We will be wed on my return.† Yet when the day came at last, it was his brother Eddard who stood beside her in the sept. Ned had lingered scarcely a fortnight with his new bride before he too had ridden off to war with promises on his lips. At least he had left her with more than words; he had given her a son. Nine moons had waxed and waned, and Robb had been born in Riverrun while his father still warred in the south. She had brought him forth in blood and pain, not knowing whether Ned would ever see him. Her son. He had been so small . . . And now it was for Robb that she waited . . . for Robb, and for Jaime Lannister, the gilded knight who men said had never learned to wait at all. â€Å"The Kingslayer is restless, and quick to anger,† her uncle Brynden had told Robb. And he had wagered their lives and their best hope of victory on the truth of what he said. If Robb was frightened, he gave no sign of it. Catelyn watched her son as he moved among the men, touching one on the shoulder, sharing a jest with another, helping a third to gentle an anxious horse. His armor clinked softly when he moved. Only his head was bare. Catelyn watched a breeze stir his auburn hair, so like her own, and wondered when her son had grown so big. Fifteen, and near as tall as she was. Let him grow taller, she asked the gods. Let him know sixteen, and twenty, and fifty. Let him grow as tall as his father, and hold his own son in his arms. Please, please, please. As she watched him, this tall young man with the new beard and the direwolf prowling at his heels, all she could see was the babe they had laid at her breast at Riverrun, so long ago. The night was warm, but the thought of Riverrun was enough to make her shiver. Where are they? she wondered. Could her uncle have been wrong? So much rested on the truth of what he had told them. Robb had given the Blackfish three hundred picked men, and sent them ahead to screen his march. â€Å"Jaime does not know,† Ser Brynden said when he rode back. â€Å"I'll stake my life on that. No bird has reached him, my archers have seen to that. We've seen a few of his outriders, but those that saw us did not live to tell of it. He ought to have sent out more. He does not know.† â€Å"How large is his host?† her son asked. â€Å"Twelve thousand foot, scattered around the castle in three separate camps, with the rivers between,† her uncle said, with the craggy smile she remembered so well. â€Å"There is no other way to besiege Riverrun, yet still, that will be their undoing. Two or three thousand horse.† â€Å"The Kingslayer has us three to one,† said Galbart Glover. ‘True enough,† Ser Brynden said, â€Å"yet there is one thing Ser Jaime lacks.† â€Å"Yes?† Robb asked. â€Å"Patience.† Their host was greater than it had been when they left the Twins. Lord Jason Mallister had brought his power out from Seagard to join them as they swept around the headwaters of the Blue Fork and galloped south, and others had crept forth as well, hedge knights and small lords and masterless men-at-arms who had fled north when her brother Edmure's army was shattered beneath the walls of Riverrun. They had driven their horses as hard as they dared to reach this place before Jaime Lannister had word of their coming, and now the hour was at hand. Catelyn watched her son mount up. Olyvar Frey held his horse for him, Lord Walder's son, two years older than Robb, and ten years younger and more anxious. He strapped Robb's shield in place and handed up his helm. When he lowered it over the face she loved so well, a tall young knight sat on his grey stallion where her son had been. It was dark among the trees, where the moon did not reach. When Robb turned his head to look at her, she could see only black inside his visor. â€Å"I must ride down the line, Mother,† he told her. â€Å"Father says you should let the men see you before a battle.† ‘Go, then,† she said. â€Å"Let them see you.† ‘It will give them courage,† Robb said. And who will give me courage? she wondered, yet she kept her silence and made herself smile for him. Robb turned the big grey stallion and walked him slowly away from her, Grey Wind shadowing his steps. Behind him his battle guard formed up. When he'd forced Catelyn to accept her protectors, she had insisted that he be guarded as well, and the lords bannermen had agreed. Many of their sons had clamored for the honor of riding with the Young Wolf, as they had taken to calling him. Torrhen Karstark and his brother Eddard were among his thirty, and Patrek Mallister, Smalljon Umber, Daryn Hornwood, Theon Greyjoy, no less than five of Walder Frey's vast brood, along with older men like Ser Wendel Manderly and Robin Flint. One of his companions was even a woman: Dacey Mormont, Lady Maege's eldest daughter and heir to Bear Island, a lanky six-footer who had been given a morningstar at an age when most girls were given dolls. Some of the other lords muttered about that, but Catelyn would not listen to their complaints. â€Å"This is not about the honor of your houses,† she told them. â€Å"This is about keeping my son alive and whole.† And if it comes to that, she wondered, will thirty be enough? Will six thousand be enough? A bird called faintly in the distance, a high sharp trill that felt like an icy hand on Catelyn's neck. Another bird answered; a third, a fourth. She knew their call well enough, from her years at Winterfell. Snow shrikes. Sometimes you saw them in the deep of winter, when the godswood was white and still. They were northern birds. They are coming, Catelyn thought. â€Å"They're coming, my lady,† Hal Mollen whispered. He was always a man for stating the obvious. â€Å"Gods be with us.† She nodded as the woods grew still around them. In the quiet she could hear them, far off yet moving closer; the tread of many horses, the rattle of swords and spears and armor, the murmur of human voices, with here a laugh, and there a curse. Eons seemed to come and go. The sounds grew louder. She heard more laughter, a shouted command, splashing as they crossed and recrossed the little stream. A horse snorted. A man swore. And then at last she saw him . . . only for an instant, framed between the branches of the trees as she looked down at the valley floor, yet she knew it was him. Even at a distance, Ser Jaime Lannister was unmistakable. The moonlight had silvered his armor and the gold of his hair, and turned his crimson cloak to black. He was not wearing a helm. He was there and he was gone again, his silvery armor obscured by the trees once more. Others came behind him, long columns of them, knights and sworn swords and freeriders, three quarters of the Lannister horse. â€Å"He is no man for sitting in a tent while his carpenters build siege towers,† Ser Brynden had promised. â€Å"He has ridden out with his knights thrice already, to chase down raiders or storm a stubborn holdfast.† Nodding, Robb had studied the map her uncle had drawn him. Ned had taught him to read maps. â€Å"Raid him here,† he said, pointing. â€Å"A few hundred men, no more. Tully banners. When he comes after you, we will be waiting†Ã¢â‚¬â€his finger moved an inch to the left—†here.† Here was a hush in the night, moonlight and shadows, a thick carpet of dead leaves underfoot, densely wooded ridges sloping gently down to the streambed, the underbrush thinning as the ground fell away. Here was her son on his stallion, glancing back at her one last time and lifting his sword in salute. Here was the call of Maege Mormont's warhorn, a long low blast that rolled down the valley from the east, to tell them that the last of Jaime's riders had entered the trap. And Grey Wind threw back his head and howled. The sound seemed to go right through Catelyn Stark, and she found herself shivering. It was a terrible sound, a frightening sound, yet there was music in it too. For a second she felt something like pity for the Lannisters below. So this is what death sounds like, she thought. HAAroooooooooooooooooooooooo came the answer from the far ridge as the Greatjon winded his own horn. To east and west, the trumpets of the Mallisters and Freys blew vengeance. North, where the valley narrowed and bent like a cocked elbow, Lord Karstark's warhorns added their own deep, mournful voices to the dark chorus. Men were shouting and horses rearing in the stream below. The whispering wood let out its breath all at once, as the bowmen Robb had hidden in the branches of the trees let fly their arrows and the night erupted with the screams of men and horses. All around her, the riders raised their lances, and the dirt and leaves that had buried the cruel bright points fell away to reveal the gleam of sharpened steel. â€Å"Winterfell!† she heard Robb shout as the arrows sighed again. He moved away from her at a trot, leading his men downhill. Catelyn sat on her horse, unmoving, with Hal Mollen and her guard around her, and she waited as she had waited before, for Brandon and Ned and her father. She was high on the ridge, and the trees hid most of what was going on beneath her. A heartbeat, two, four, and suddenly it was as if she and her protectors were alone in the wood. The rest were melted away into the green. Yet when she looked across the valley to the far ridge, she saw the Greatjon's riders emerge from the darkness beneath the trees. They were in a long line, an endless line, and as they burst from the wood there was an instant, the smallest part of a heartbeat, when all Catelyn saw was the moonlight on the points of their lances, as if a thousand willowisps were coming down the ridge, wreathed in silver flame. Then she blinked, and they were only men, rushing down to kill or die. Afterward, she could not claim she had seen the battle. Yet she could hear, and the valley rang with echoes. The crack of a broken lance, the clash of swords, the cries of â€Å"Lannister† and â€Å"Winterfell† and â€Å"Tully! Riverrun and Tully!† When she realized there was no more to see, she closed her eyes and listened. The battle came alive around her. She heard hoofbeats, iron boots splashing in shallow water, the woody sound of swords on oaken shields and the scrape of steel against steel, the hiss of arrows, the thunder of drums, the terrified screaming of a thousand horses. Men shouted curses and begged for mercy, and got it (or not), and lived (or died). The ridges seemed to play queer tricks with sound. Once she heard Robb's voice, as clear as if he'd been standing at her side, calling, â€Å"To me! To me!† And she heard his direwolf, snarling and growling, heard the snap of those long teeth, the tearing of flesh, shrieks of fear and pain from man and horse alike. Was there only one wolf? It was hard to be certain. Little by little, the sounds dwindled and died, until at last there was only the wolf. As a red dawn broke in the east, Grey Wind began to howl again. Robb came back to her on a different horse, riding a piebald gelding in the place of the grey stallion he had taken down into the valley. The wolf's head on his shield was slashed half to pieces, raw wood showing where deep gouges had been hacked in the oak, but Robb himself seemed unhurt. Yet when he came closer, Catelyn saw that his mailed glove and the sleeve of his surcoat were black with blood. â€Å"You're hurt,† she said. Robb lifted his hand, opened and closed his fingers. â€Å"No,† he said. â€Å"This is . . . Torrhen's blood, perhaps, or . . . † He shook his head. â€Å"I do not know.† A mob of men followed him up the slope, dirty and dented and grinning, with Theon and the Greatjon at their head. Between them they dragged Ser Jaime Lannister. They threw him down in front of her horse. â€Å"The Kingslayer,† Hal announced, unnecessarily. Lannister raised his head. â€Å"Lady Stark,† he said from his knees. Blood ran down one cheek from a gash across his scalp, but the pale light of dawn had put the glint of gold back in his hair. â€Å"I would offer you my sword, but I seem to have mislaid it.† â€Å"It is not your sword I want, ser,† she told him. â€Å"Give me my father and my brother Edmure. Give me my daughters. Give me my lord husband.† â€Å"I have mislaid them as well, I fear.† â€Å"A pity,† Catelyn said coldly. â€Å"Kill him, Robb,† Theon Greyjoy urged. â€Å"Take his head off.† â€Å"No,† her son answered, peeling off his bloody glove. â€Å"He's more use alive than dead. And my lord father never condoned the murder of prisoners after a battle.† â€Å"A wise man,† Jaime Lannister said, â€Å"and honorable.† â€Å"Take him away and put him in irons,† Catelyn said. â€Å"Do as my lady mother says,† Robb commanded, â€Å"and make certain there's a strong guard around him. Lord Karstark will want his head on a pike.† â€Å"That he will,† the Greatjon agreed, gesturing. Lannister was led away to be bandaged and chained. â€Å"Why should Lord Karstark want him dead?† Catelyn asked. Robb looked away into the woods, with the same brooding look that Ned often got. â€Å"He . . . he killed them . . . â€Å" â€Å"Lord Karstark's sons,† Galbart Glover explained. â€Å"Both of them,† said Robb. â€Å"Torrhen and Eddard. And Daryn Hornwood as well.† â€Å"No one can fault Lannister on his courage,† Glover said. â€Å"When he saw that he was lost, he rallied his retainers and fought his way up the valley, hoping to reach Lord Robb and cut him down. And almost did.† â€Å"He mislaid his sword in Eddard Karstark's neck, after he took Torrhen's hand off and split Daryn Hornwood's skull open,† Robb said. â€Å"All the time he was shouting for me. If they hadn't tried to stop him—† â€Å"—I should then be mourning in place of Lord Karstark,† Catelyn said. â€Å"Your men did what they were sworn to do, Robb. They died protecting their liege lord. Grieve for them. Honor them for their valor. But not now. You have no time for grief. You may have lopped the head off the snake, but three quarters of the body is still coiled around my father's castle. We have won a battle, not a war.† â€Å"But such a battle!† said Theon Greyjoy eagerly. â€Å"My lady, the realm has not seen such a victory since the Field of Fire. I vow, the Lannisters lost ten men for every one of ours that fell. We've taken close to a hundred knights captive, and a dozen lords bannermen. Lord Westerling, Lord Banefort, Ser Garth Greenfield, Lord Estren, Ser Tytos Brax, Mallor the Dornishman . . . and three Lannisters besides Jaime, Lord Tywin's own nephews, two of his sister's sons and one of his dead brother's . . . â€Å" â€Å"And Lord Tywin?† Catelyn interrupted. â€Å"Have you perchance taken Lord Tywin, Theon?† â€Å"No,† Greyjoy answered, brought up short. â€Å"Until you do, this war is far from done.† Robb raised his head and pushed his hair back out of his eyes. â€Å"My mother is right. We still have Riverrun.†

constitutionalism essays

constitutionalism essays The seventeenth century, which witnessed the development of absolute monarchy, also saw the appearance of the constitutional state. While France solved the question of sovereignty with the absolutist state, England evolved toward the constitutional state. If we could assign a very simple definition of the term of the term constitutionalism, it would be the limitation of government by law. Constitutionalism implies a very delicate balance between the authority and power of government, on the one hand, and the rights and liberties of the subjects, on the other. In essence, the law is embodied by a set of precepts and principles a constitution. A nations constitution may be written or unwritten. It may be embodied in one basic document, occasionally revised by amendment or judicial decision, like the Constitution of the United States. It also may be partly written and partly unwritten and include parliamentary statutes, judicial decisions, and a body of traditional procedures and practices (like the English constitution). Regardless of whether it is written or unwritten, a constitution gets its binding force from the governments acknowledgment that it must respect that constitution that is, that the state must govern according to the laws. Likewise, in this state, the people look on the laws and the constitution as the protector of their rights, liberty, and property. Modern constitutional governments may take either a republican or a monarchical form. In a constitutional republic, the sovereign power resides in the electorate and is exercised by the electorates representatives. In a constitutional monarchy, a king or queen serves as the head of state and possesses some residual political authority, but again the ultimate, or sovereign, power rests in the electorate. The constitutional government at this time period has sometimes been perceived to be the same as the democratic form. However, su...

Study of government backed initiatives to promote female participation in Physics and Mathematics The WritePass Journal

Study of government backed initiatives to promote female participation in Physics and Mathematics Introduction Study of government backed initiatives to promote female participation in Physics and Mathematics IntroductionReferencesRelated Introduction This essay aims to explore the UK based initiatives designed to promote female participation within Science, Technology, Engineering and Mathematical (STEM) disciplines focusing predominately on Physics. The essay will consider the different teaching techniques and styles that have been researched and implemented in order to appeal specifically to a female audience and their relative success in terms of encouraging females to pursue both higher education in STEM based disciplines and careers. It is noticeable within numerous records and statistics that women in STEM based subjects are under-represented which has lead to an absence of females actively employed within STEM careers.   In 2008, women made up only 12.3 per cent of the STEM workforce. This is, however, an increase of 2.0 percentage points since 2003 (Kirkup, et al., 2010. Women and men in science, engineering and technology: the UK statistics guide 2010. Bradford: the UKRC) showing that there has been some successful work towards encouraging females towards STEM careers. This under-representation is no more apparent than within the science discipline of Physics, which displays the persistent problem of a lack of girls continuing to study physics beyond the age of 16 (physics is a compulsory part of the GCSE curriculum). It has been recognised that a significant number of girls actually out perform boys at Key Stage 4 within science, but this is not transferred into the desire to study physics into Key Stage 5 (post-16). In 2005, only 14% of girls who were awarded an A* or A for GCSE Double Award Science or physics progressed to A level physics (Hollins et al., 2006). The Institute of Physics have released figures indicating an incremental yearly increase in the number of A level physics candidates between 2006 and 2008 but there has been little change in the proportion of girls that have taken the subject post-16. In 2008, only 22% of the entries for A-level Physics were female (Institute of Physics, 2008). These statistics can be seen clearly in the appendix where the number of female entries in 2008 actually illustrates a decrease in female uptake in comparison to 2007 of -0.3%.   In addition, recruitment to biology has remained relatively stable with more females than males being entered for A-level examinations. Chemistry entries for both male and females are relatively equal and mathematics still sees a top-heavy male count, although less dramatically than physics. There has been an extensive amount of research into the potential reasons behind the consistently low numbers of females within Physics.   The development of institutionalised education in England was based on principles of class and gender differentiation (Purvis, 1981) and many scholars attribute existing gender culture today to their historical roots where it was the norm for middle class girls to undertake roles as wives and mothers of society’s privileged gentlemen. Consequently, physics, with its high mathematical content and often abstract ideas, was a subject thought suitable only to males with girls focusing on the more subjective areas of science such as the moral aspects including religion and how science can be used to improve domestic life. Many still believe connotations of this attitude exist today and while it is important to recognise that although ‘educational policy may change, what students, their parents and their teachers have come to understand a s appropriate ways for girls and boys to be, to know and to behave, will continue to reflect the historical roots of the culture’ (Murphy,P.,Whitelegg,E .,2006).   In addition, research by Alison Kelly (1987) identifies three factors that appear to account for a lack of interest by women in science, namely women see it as likely to be difficult, masculine, and impersonal. A number of modern day initiatives and specific teaching techniques have been coined to address these misconceptions and will be explored, with their relative success critiqued, in the remaining body of the essay. Many initiatives to encourage female participation in science try to address the causes of the phenomena known in academia as the ‘leaky pipeline’. The phrase has been devised to illustrate what statistics clearly show, much like a leaky pipeline, women steadily drop out of the science educational system, which carries students in secondary education through to higher education and then onto a job in STEM. Figure 1 illustrates the risks that may be experienced by women already in the science pipeline upon commencement of a STEM based career. Figure 1: An example of The Leaky Pipeline Source: International federation of university women [image online] Available at:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ifuw.org/imgs/blog/blog_leaky_pipeline.jpg [Accessed 16 April 2011]. Pell (1996) acknowledges that much of the selection between men and women has taken place even before academia is entered arguing that critical phases in the selection towards an academic career include early childhood, adolescence, school years and the job entry period. Pell gives development of self-esteem in early life-course, student-teacher interaction in classrooms leading to lower aspirations amongst girls, fewer female role models, and conflicts with family responsibilities, as some of the reasons for the ‘leak’ in the pipeline.  Ã‚  Ã‚   Blickenstaff. J (2005) argues alternatively that ‘no one in a position of power along the pipeline has consciously decided to filter women out of the STEM stream, but the cumulative effect of many separate but related factors results in the sex imbalance in STEM that is observed today’. Many believe the ‘leakage’ from the pipeline requires a multi-faceted solution, and time is needed to allow modernis ations in teaching and learning to take effect, only then will this be evident within the statistics often used to prove such initiatives have failed. It can be questioned whether the merit of such initiatives can so quickly be analysed and concluded as failures if they have not had sufficient time to evolve. For example, the increase of girls choosing to study physics may only see an increase in numbers once teaching practices, academic relevance of the syllabus and functional support networks are truly aligned together and are sustainable. This issue has been further addressed by Cronin and Roger (1999) who debate the focus of various initiatives aiming to bring women and science together. They conclude that many of these initiatives are flawed as they tend to focus on one of three areas: attracting women to science, supporting women already in science, or changing science to be more inclusive of women and hence the other(s) areas are ignored. A.Phipps (2008) reasons that the â₠¬Ëœimportant initiatives designed to address the problem are under-researched allowing little opportunity for educational practitioners, activists, policy-makers and scholars to analyse and learn from the practices and policies that were developed over the past decade’. Outside of the classroom, many initiatives and organizations have been set up to encourage, support and engage women within STEM careers. One of the most well-known and long running initiatives, Women In Science and Engineering (WISE) was founded in 1984. The aim of WISE, as it is more commonly known, is to encourage the understanding of science among young girls and women and achieve an overall impact capable of promoting STEM based careers as both attainable and stimulating for women. WISE deliver a range of different options and initiatives in order to achieve their inherent strategy and openly work with other organisations, where appropriate, in a bid to accomplish this. They provide many resources for girls, teachers and parents.   These various resources and much more can be found on their website wisecampaign.org.uk/. It has been noted that there is inadequate work appraising the impact of WISE policies since the organization began. Phipps (2008) suggests that ‘althoug h school visits by WISE did have a positive effect on girls opinions of science this was not translated into long term change in their career ambitions’. Alternatively, WISE claim that an increase in female engineering graduates, from 7% in 1984 to 15% today, can be attributed to the success of the campaign believing that the WISE programmes inherent accomplishments can only be measured using the proportions of engineering students and engineers who are female (WISE, 2010). To date, however, there has been no onward tracking of participants from the WISE outlook programme. This leads others to be more critical with Henwood (1996) claiming WISE have ‘inadvertently limited the ways in which girls and women could discuss the challenges they faced’ and with no detailed research evaluating whether various actions and policies by WISE have produced the impact, it can be hard to attribute the growth to WISE without questioning whether these were a result of other elemen ts present at the time. Phipps (2008) echoes this uncertainty stating ‘it is difficult to definitely conclude that WISE policies have been the decisive or contributory factor in encouraging female participation in scientific careers’. The UK government is committed to remedying the current situation assisting with the launch, in 2004, of the UK Resource Centre (UKRC) for Women in SET (science, engineering and technology). This organisation aims to provide practical support and help in order to encourage more women to take up a career in STEM (UKRC, 2007; Wynarczyk, 2006, 2007a). It must be noted that the UKRC is principally concentrated on the participation of women in STEM careers and its responsibility does not include education. The UKRC is prominent in collecting evaluative data to allow the programmes attainments to be monitored, this includes recording the numbers of women with whom it has engaged in its work, in addition to statistics on the outcomes for returners in its programmes (UKRC, 2010). Many have criticized the large number of non-governmental organisations and initiatives involved in the STEM sector stating that the process is disjointed and ungainly with the consequence that some policies and initiatives may be unable to reach their full potential. The STEM Cross-Cutting Programme also concluded that ‘at the current time there are far too many schemes, each of which has its own overheads’.(DfES, 2006a: p.3).   Despite this, the Government has markedly increased its STEM education budget and the activities in which it supports, in an attempt to reverse the current STEM trends. This includes cash initiatives to encourage more physics trained teachers, (Jha,A,. Guardian online 2005 ‘New incentives for maths and physics teachers’ [Available online] guardian.co.uk/education/2007/oct/05/schools.uk2). Within the current UK educational system, educators have been promoting programmes like Girls Into Science and Technology (GIST) and Computer Clubs for Girls (CC4G) for many years in an attempt to get more girls into science. The later is and organisation led by employers and it is not run for profit. The government issues its licenses with the Department for Children Schools and Families (DCSF) currently funding it. Furthermore, the UK Government is providing support for schools to encourage more girls to study physics and to help them to become more confident and assertive in the subject. Methodologies for teaching physics with an emphasis on physics as a ‘socially relevant and applied subject has led to higher attainment for both males and females’ conclude Murphy and Whitelegg (2006). Previous research has also indicated that girls are motivated to study physics when they can see it as part of a ‘pathway to desirable careers’ (Murphy and Whitelegg, 2006) . Successful approaches to making physics more relevant to girls included, as presented in the government commissioned ‘Girls into physics-Action research’: Source: Daly.A   et al 2009, Girls into physics- Action Research, Research brief. Page 2. [Available online] education.gov.uk/publications/eOrderingDownload/DCSF-RB103.pdf However, several challenges are related to these approaches. Some students, especially those of a younger age group, struggle to articulate their careers aspirations and there may also be a knowledge deficiency on behalf of the teachers about possible career options suitable for students that partake in physics courses. This could add pressure onto the teacher as they feel the need to research and bring these elements into their lesson planning and schemes of work (SoW). It is already well documented about the time constraints many teachers experience with regards to sufficient planning and marking time. It could be suggested that with the low number of trained physics teachers available within the educational system at this time and their high demand (Institue of Physics, Physics and: teacher numbers, 2010), that additional content beyond that of the curriculum could put viable trainees off this career and potentially push them into other subject areas where there is less additional material to deal with. Availability of school resources could also be a problem. The ‘Girls into physics action research’ commissioned by the Institue of physics and undertaken by Daly.A., et al (2009) aims to address five key assumptions that girls have about physics identfied in prior research by Murphy,P and Whitelegg,E (2006). This essential practice (figure 2) is deemed to support female participation within physics and it is hoped that it will be adopted as part of the classroom management. Figure 2: Essential practice that supports girls participation in physics Source: Daly.A.,   et al 2009, GIRLS INTO PHYSICS – ACTION RESEARCH, Figure 2, page 6. [Available online] education.gov.uk/publications/eOrderingDownload/DCSF-RR103.pdf The research, also carried out on behalf of the Department for Education (DfES), recommends   numerous ‘top tips’ for successful teaching and learning with these suggestions available to view in the appendix. These tips have been identified by teachers who have shown some success in enagaing female students. Alternatively, B. Ponchaud (2008) conducted a review within schools where the female uptake of physcis was already particularly high. Ponchaud identified several top tips for teachers to use to engage female students. Figure 2: Essential practice that supports girls participation in physics Source: Daly.A.,   et al 2009, GIRLS INTO PHYSICS – ACTION RESEARCH, Figure 2, page 6. [Available online] education.gov.uk/publications/eOrderingDownload/DCSF-RR103.pdf The research, also carried out on behalf of the Department for Education (DfES), recommends   numerous ‘top tips’ for successful teaching and learning with these suggestions available to view in the appendix. These tips have been identified by teachers who have shown some success in enagaing female students. Alternatively, B. Ponchaud (2008) conducted a review within schools where the female uptake of physcis was already particularly high. Ponchaud identified several top tips for teachers to use to engage female students. Table 2: B.Ponchard’s top tips to engage female students in physics Source: Ponchaud, B, The Girls into Physics project. School Science Review, March 2008, 89(328) Antonia Rowlinson from St Anthony’s RC girls’ school implemented the ‘top tips’ without the need to alter the curriculum. Physics was contextualised or illustrated in the areas of interest revealed by Ponchaud’s investigation. For example, within the forces module, questions on friction were set in the context of the then current Strictly Come Dancing television programme. The follow-up survey showed that ‘whilst this new teaching technique had not substantially shifted the students’ perceptions about physics there were improvements. More girls saw physics as relevant to their career aspirations’ (Ponchaud 2008). In conclusion, evidence clearly shows that an under-representation of females is a cause for concern. Girls perceive themselves to be less capable and less interested, than boys, in science and these attitudes can be attributed to historical views of women that are proving hard to dismiss. Many believe that science educationalists have an obligation to alter those factors under their control. One would hope that within time, individual actions by teachers will help girls to break down the challenges experienced within the STEM pipeline and result in equal participation, benefiting society.   Teachers should pay attention to the way they address and present physics, watching out for language and terminology, which has a vast psychological effect for females who may suffer from stereotype threat, where females believe they are not as capable as there male counterparts. I have also explored the idea that girls respond to physics when it is taught in an accessible and socially relevant way but countered this with the argument of teaching time constraints and available school resources. Research that examines the overall successful impact of initiatives and policies aimed at promoting the cause of women in science has provided a mixture of opinions and outcomes that can be open to critique. It seems apparent that although these initiatives specifically target the thoroughly researched reasons why females may disengage from physics and science as whole, they cannot systematically prove that the apparent incremental growth in participation figures are down to the programmes and measures they have put in place. Only recently, has initiatives such as UKRC began to collect evaluative data on the amount of women that have been effected by their work. Some copies have presumed a positive impact for various policies, stating an increase in the proportions of women choosing certain courses as confirmation for different policies success (e.g. WISE, 2010). I have explored such critique on this view including Phipps (2008) who recognises ‘the limited successes and impact of initiatives in general, but tempers this with statements acknowledging the wide range of challenges facing these initiatives’. I believe that when more organisations begin to record and monitor engagement rates as a direct result of exposure to a particular initiative, successful programmes will become more apparent. However, I also realize that many of these organisations have limited funding and capabilities disabling them from doing this as they focus budgets on areas addressing there inherit strategy. Until this is addressed with additional funding, I fear the exact effects of many of these initiatives will never be known and it will remain a subject for academic discussion. References Blickenstaff, J C (2005). Women and science careers: leaky pipeline or gender filter? Gender and Education Vol. 17, No. 4, October 2005, pp. 369–386 Cronin, C. Roger, A. (1999) Theorizing progress: women in science, engineering, and technology in higher education, Journal of Research in Science Teaching, 36(6), 639–661. Computer Club for Girls. Accessed on 16/04/2011 cc4g.net/ Daly.A ,Laura Grant.L2 and Karen Bultitude. K, GIRLS INTO PHYSICS – ACTION RESEARCH, Research brief. [Available online] http://education.gov.uk/publications/eOrderingDownload/DCSF-RB103.pdf Daly.A ,Laura Grant.L2 and Karen Bultitude. K, GIRLS INTO PHYSICS – ACTION RESEARCH,[Available online] education.gov.uk/publications/eOrderingDownload/DCSF-RR103.pdf DfES, (2006a), ‘The Science, Technology, Engineering and Mathematics (STEM) Programme Report’, HMSO, ISBN: 978-184478-827-9 Henwood, F. (1996), WISE Choices? Understanding occupational decision-making in a climate of equal opportunities for women in science and technology, Genderand Education, 8 (2), 119-214. Hollins, M., Murphy, P., Ponchaud, B. and Whitelegg, E. (2006) Girls in the Physics Classroom: A Teachers’ Guide for Action. London, Institute of Physics Institute of Physics (2010) Physics and: teacher numbers, An Institute of Physics briefing note: iop.org/news/10/sep10/file_44832.pdf Institute of Physics (2008) Year on year increase of physics A-level entrants. Available from: iop.org/policy/statistics/education/file_43198.doc Kelly, A. 1987,Science for girls? Philadelphia, PA: Open University Press Kirkup, G., Zalevski, A., Maruyama, T. and Batool, I. (2010). Women and men in science, engineering and technology: the UK statistics guide 2010. Bradford: the UKRC. Murphy, P. and Whitelegg, E. (2006) Girls in the Physics Classroom: A Review of the Research on the Participation of Girls in Physics. London, Institute of Physics Murphy., P and Whitelegg., E (2006) Girls and physics: continuing barriers to belonging, Curriculum Journal, 17: 3, 281 - 305 Pell AN (1996). Fixing the leaky pipeline: women scientists in academia. Journal of animal science, 74 (11), Phipps, A. (2008). Women in Science, Engineering, and Technology: three decades of UK initiatives. Stoke on Trent: Trentham Books Ponchaud, B, The Girls into Physics project. School Science Review, March 2008, 89(328) Purvis, J. (1981) The double burden of class and gender in the schooling of working-class girls in nineteenth-century England 1800–1870, in: L. Barton S. Walker (Eds) Schools, teachers and teaching (Barcombe, Falmer Press). Women in Science and Engineering (WISE). Accessed on 16/04/2011 wisecampaign.org.uk/ Women in Science and Engineering Research Project. A publication by The Scottish Government. Accessed on 16/04/2011 scotland.gov.uk/Publications/2010/12/15144458/6 Wynarczyk, P. (2006), â€Å"An International Investigation into Gender Inequality in Science, Technology, Engineering and Mathematics (STEM)†, Guest Editor, Journal of Equal Opportunities International, Special Issue, Volume 25, issue 8, December. Wynarczyk, P., (2007a), ‘Addressing the â€Å"Gender Gap† in the Managerial Labour Market: The Case of Scientific Small and Medium-sized Enterprises (SMEs) in the North East of England’, Management Research News: Communication of Emergent International Management Research, v.30:11, 12 Wynarczyk, P and Hale 2009, Take up of Science and Technology Subjects in Schools and Colleges: A Synthesis Review. Commissioned by: Economic and Social Research Council (ESRC), and the Department for Children, Schools and Families (DCSF)

William Harvey Essay Example | Topics and Well Written Essays - 500 words

William Harvey - Essay Example Harvey is most famous for observing and putting forth the working of the circulation system. He outlined how the heart pumps blood and also traversed the path it takes. While the valves in veins were already hinted at, by earlier physiologists, Harvey took it up as a challenge to find out the real purpose of valves and its functioning in the circulatory system of the body. He also discovered the pulmonary circulation and the systemic circulation. He discovered that while the heart pumps blood through the arteries, that flow into the body, while the veins carried impure blood back to the heart. He experimented upon this by pushing in blood in the opposite direction, which certainly did not happen. En route to discovering and letting t he world know about his great discovery, Harvey did stumble upon great many stones, mainly critics! Harvey's ideas were eventually accepted during his lifetime. His work was attacked, notably by Jean Riolan in Opuscula anatomica (1649) which forced Harvey to defend himself in Exercitatio anatomica de circulations sanguinis (also 1649) where he argued that Riolan's position was contrary to all observational evidence. [www.wikipedia.com] Ha

The death of the moth Essay Example | Topics and Well Written Essays - 250 words

The death of the moth - Essay Example The essay is also an excellent picture of the struggle endured by living creatures for their mortality. Each creature has its own views and goals in life even in the case of the day moth which the author describes as not being somber like other moths or gay that the butterfly. The setting of the story is in September and from the being the author attempts to install sympathy for the moth from the readers’ perspective for the misplaced moth. The author personifies the creature and further shows potential joys that the moth could endure in the morning and the joys enjoyed by other species, with only the life of the moth lacking any fruitfulness. At the end, despite all the struggles experienced by the moth, the final one is one that is uniform among all creatures and the author boils all the moth’s experiences to a bead of life. Even at the end, when there seemed to be no hope, the moth fought to remain alive in its presumably insignificant