Upton Sinclairs Purpose in Writing The Jungle Essay examples -- Upton

Upton Sinclairs Purpose in Writing The Jungle Upton Sinclair wrote this book for a couple of reasons. First and foremost, he tries to awaken the reader to the terrible living conditions of immigrants in the cities around the turn of the century. Chicago has the most potent examples of these conditions. Secondly, he attempts to verbalize the advantages of socialism in helping to remedy the problems of a society such as the one that exists in Chicago at this time. Sinclair accomplishes his objectives with an extremely powerful story. Jurgis Rudkus and his family await to be an average immigrant family of the period. They are not wealthy and they are easily fooled by schemes designed to take what little they have. The language barrier encountered by these mountain is a major factor in allowing them to be swindled. The immigrants of this period tend to trust anyone who is fluent in their native language. This fact is put to use twice early in their time in America. A Lithuanian lawye r is sought to read over the contract for the purchase of their house. Jurgis is suspicious when the lawyer and the divisor are on a first name basis. However, when the lawyer tells him that it is a legal and fair document, Jurgis believes him. The lawyer does not tell him of the loopholes that will eventually fail to the loss of the house. After Jurgis works in the packing house for a while, a man tells him in Lithuanian that he can now bugger off a citizen. Jurgis is then registered to vote, and told about one of the candidates. No social function is said of the other candidate, so he votes for the man that he is told of, and receives money for this vote. Another problem set about by most of the immigrants of Chicago is making a living. Jurgis gets a job on the first day trying. He is paid the princely sum of $1.25 a day. In Lithuania, this is a lot of money. With the wages of himself and his brother, the entire family should be able to keep solvent. Due to the hidden charges for the house, he finds that he is dreadfully wrong. Eventually, all of the family members mustiness seek work, just to survive. Life becomes a hand-to-mouth proposition. Even after the family loses the house, things do not get any easier. During this time period, there is no such thing as job security. All of the packing houses have a speed-up polic... ... This work paints a very vivid picture of the world of the immigrant of the early 1900s. It makes the reader call in about the injustices that existed then, and to some extent, still exist. The story seems to be true to life, and not the least bit contrived. The reader is wrapped up in the life of Jurgis Rudkus. any time he seems to be on top of things, he is knocked off by some unseen force. The book is very difficult to put passel because the fate of the main character always seems to be hanging on the brink. This book is an indispensable insight into the history of the era. However, the socialist propaganda at the end seem s to be a bit hard to accept. It is too large of a dose, and seems to abandon Jurgis. This appears to be the only problem with the book, and can be almost overlooked by the reader, if it is desired. Upton Sinclair wrote a very impressive work. It is definitely worth the time to read it. It shows many facets of life during the period. The storyteller has a very dynamic person to narrarate. The hopes and dreams of a generation of immigrants to the United States are presented in a very thought-provoking manner.

Music as Clay :: Composers Musical Essays

Music as ClayIn our study of Bach, we have seen how he was able to take traditional, sacred school texts and economise accompaniments for them that capture the marrow of those texts in a very unique way. Bach had the exponent to write music that was so expressive that it could actually make the attendant feel what the text was saying. This power of Bachs music is often overlooked in our society, because the modern human culture it quick to judge the beauty of music. By doing this, we function to hear the truths Bach wrote. The following is a close study of how Bach was able to combine text and harmonies in one specific movement of his cantata No. 78 to express certain messages.Bachs tenor aria (movement 4) in Cantata No. 78 is a good example of how Bach uses the expressive power of text, harmonies, and instrumentation to speak to his audiences and really say things through his music. This way, he was able to make music not only more powerful, but more accessible. unitary way Ba ch uses Movement 4 to speak to the audience is through the shit and tonal structure of the piece. Movement 4 is a binary aria with the text split evenly into a three-line A section and a three-line B section. The opening ritornello is in g pocket-size, and the piece stays in g minor until the last cadence of the A section. The second ritornello is in Bb major followed by the B section, which moves from Bb major through many other keys and eventually ends up stern in g minor. Then the final ritornello is also played in g minor. The form Bach has elect seems, from the conventions mentioned by Crist, to be an irregular form for the text given. It is a very short text that could easily be repeated in the da capo form, but Bach must have chosen this form for another reason. Perhaps he was trying to accentuate more on the meaning of the words rather than portray its poetic sound. The actual meaning of the words do not really seem to fit well with a da capo form. The first three lines t alk of how Jesus makes the heart legerity and the spirit free. Thus, a freer style makes sense. Also, the last three lines talk of how Jesus brings victory over the Lord of Hell, so ending the song by and by that last line can somehow be paralleled to the victory.

Cloning Essay -- essays research papers fc

With the technological noesis in the world growing from day to day, there is no way to harbinger where intuition may lead us in the future. Just a few years ago, cloning was something of a fictional nature that most scientists had intellection about, just never seriously considered it as an experiment. Recently, animals have been cloned, and cloning has become no less than true reality. In a few more years, the experience on how to clone humans could be present. Before that advancement arrives, we need to ask ourselves if this knowledge of cloning is a beneficial idea or a injurious one. Cloning will have negative effects on our hostel in the future because cloning devalues uniqueness of the individual cloned, clones could be employ in crimes or utilize as weapons, cloned animals that are reintroduced into the ecosystem could cause the ecosystem to change drastically, people who try to clone their dead loved ones will be shock to happen upon that the clone may resemble th e person that they love, solely it really isnt the person that they love, finally, animals that are cloned for medical reasons dont deserve to be brought into this world just to be used only for their organs and other body parts. If something isnt done to avoid cloning humans before it is too late, then cloning could upset the oddment of our society drastically, possibly causing irreversible mishap in the world as we know it today. The knowledge on how to clone humans doesnt exist yet, but the knowledge on how to clone animals is presently being utilized in research labs worldwide. Standard cloning involves taking DNA (deoxyribonucleic acid) from a cellular telephone of a peculiar(a) species and transferring it into an egg cell from another animal belonging to the same species or another one. Before this process can take place, the nucleus from the first cell must be removed from that egg. The result is then implanted into the surrogate become. This mother will then provide the food and nutrients for the embryo to beat until the mother gives birth to the clone. Until recently, the surrogate mother had to be of the same species, but now, with recent technological advances, one species can now give birth to a contrasting species ("Science and Technology" 100). The laundry list of complaints about cloning begins with the fact that cloning humans decreases the value of uniqueness of the individual. Accordi... ...ls." CeresNet 2000.5 Nov. 2000 http//www.ceresnet.org/ViewEntry.cfm?ID=82& class=outreach Colvin, Jonathon. "Me, my clone, and I (or in defense of human cloning)." The Humanist May/Jun. 2000 39. Dixon, Dr. Patrick. Dont Clone 3 Reasons. 31 Oct. 2000 http//www.globalchange.com/noclones.htm Lemonick, Michael D. "Could a clone ever run for President?" age 8 Nov. 1999 96. Mayor, Susan. "UK authorities recommend human cloning for therapeutic research." British medical examination ledger 98 1613. Myers, Nichole. Personal Interview. 1 April. 2001. Pavone, Fr. Frank. "What does it mean to be Me?" 31 Oct. 2000 http//www.priestsforlife.org/pressreleases/clonepress.html Rembert, Tracey C. "Me and my shadow." E Jul/Aug. 1997 1521. Schaeffer, Pamela. "Many oppose human cloning." National Catholic Reporter 22 Oct. 1999 19,21. "Science and technology New kid on the block." The economic expert 14 Oct. 2000 100. "Vatican No to human cloning." National Catholic Reporter 22 Oct. 1999 21. Watson, Rory. "European parliament wants world ban on human cloning." British Medical Journal 97 847 Cloning Essay -- essays research papers fc With the technological knowledge in the world growing from day to day, there is no way to predict where science may lead us in the future. Just a few years ago, cloning was something of a fictional nature that most scientists had thought about, but never seriously considered it as an experiment. Recently, animals have been cloned, and cloning has become no less than true reality. In a few more years, the knowledge on how to clone humans could be present. Before that advancement arrives, we need to ask ourselves if this knowledge of cloning is a beneficial idea or a destructive one. Cloning will have negative effects on our society in the future because cloning devalues uniqueness of the individual cloned, clones could be used in crimes or used as weapons, cloned animals that are reintroduced into the ecosystem could cause the ecosystem to change drastically, people who try to clone their dead loved ones will be shocked to find that the clone may resemble the person that they love, but it really isnt the person that they love, finally, animals that are cloned for medical reasons dont deserve to be brought into this world just to be used only for their organs and other body parts. If something isnt done to avoid cloning humans before it is too late, then cloning could upset the balance of our society drastically, possibly causing irreversible mishap in the world as we know it today. The knowledge on how to clone humans doesnt exist yet, but the knowledge on how to clone animals is presently being utilized in research labs worldwide. Standard cloning involves taking DNA (deoxyribonucleic acid) from a cell of a particular species and transferring it into an egg cell from another animal belonging to the same species or another one. Before this process can take place, the nucleus from the original cell must be removed from that egg. The result is then implanted into the surrogate mother. This mother will then provide the food and nutrients for the embryo to develop until the mother gives birth to the clone. Until recently, the surrogate mother had to be of the same species, but now, with recent technological advances, one species can now give birth to a different species ("Science and Technology" 100). The laundry list of complaints about cloning begins with the fact that cloning humans decreases the value of uniqueness of the individual. Accordi... ...ls." CeresNet 2000.5 Nov. 2000 http//www.ceresnet.org/ViewEntry.cfm?ID=82&Section=outreach Colvin, Jonathon. "Me, my clone, and I (or in defense of human cloning)." The Humanist May/Jun. 2000 39. Dixon, Dr. Patrick. Dont Clone 3 Reasons. 31 Oct. 2000 http//www.globalchange.com/noclones.htm Lemonick, Michael D. "Could a clone ever run for President?" Time 8 Nov. 1999 96. Mayor, Susan. "UK authorities recommend human cloning for therapeutic research." British Medical Journal 98 1613. Myers, Nichole. Personal Interview. 1 April. 2001. Pavone, Fr. Frank. "What does it mean to be Me?" 31 Oct. 2000 http//www.priestsforlife.org/pressreleases/clonepress.html Rembert, Tracey C. "Me and my shadow." E Jul/Aug. 1997 1521. Schaeffer, Pamela. "Many oppose human cloning." National Catholic Reporter 22 Oct. 1999 19,21. "Science and technology New kid o n the block." The Economist 14 Oct. 2000 100. "Vatican No to human cloning." National Catholic Reporter 22 Oct. 1999 21. Watson, Rory. "European parliament wants world ban on human cloning." British Medical Journal 97 847

Bowers V Hardwick Supreme Court Case Essay -- Michael Hardwick

Bowers v. HardwickUnited States Supreme Court OpinionThis teddy, Bowers v. Hardwick, originated when Michael Hardwick was targeted by a policer officer for torture in Georgia. A houseguest of Hardwicks let the officer into his home, where Hardwick was found engaging in oral sex with his partner, who was another male. Michael Hardwick was arrested and charged of sodomy. After charges were later dropped, Hardwick brought his case to the Supreme Court to wipe out the sodomy law declared unconstitutional. Justice White delivered the opinion of the Court. Justice Burger, Powell, Rehnquist, and OConner joined, filing concurring opinions. In Justice Whites opinion, or while delivering it, he mentioned a lot of steps that were taken by Michael Hardwick to have his case at the Supreme Court. Justice White also mentioned and compared retiring(a) court cases that might had relevance or helped make his opinion more valid. The key issue that was focused on by Justice White was whether or not the Federal Constitution grants a fundamental right upon homosexuals to engage in sodomy. There were still laws in many states that made sodomy illegal, and have been in place for a very long time. When making his way to presenting his opinion of the Supreme Court, Justice White went through and through preceding cases such as Loving v. Virginia, Roe v. Wade, Eisenstadt v. Baird, and many more because the Court of Appeals and Hardwick claimed that these cases construed the Constitution to grant a right of privacy that stretch forth to homosexual sodomy. After reviewing prior cases and accepting the decisions in those cases, Justice White thought none of the rights announced in the previous cases bears any relevance or relation to Hardwicks claim that it is a cons... ...t it refused to notice the fundamental interest all people have in controlling the nature of their sexual relationships. Due to the activity that was conducted in Hardwicks home, the Fourth Amendment play an importa nt role. The Fourth Amendment was not defined by the Court as being a violation for breaking a persons door, a going through their belongings. It was defined as an invasion of his indefensible right of personal security, personal liberty and personal property. Neither Georgias law nor Georgias prosecutor provided insufficient evidence and hardship to support the conclusion that homosexual sodomy is considered unacceptable behavior in the state of Georgia. In result of this Court of Opinion, the Court ordered the dismissal of Hardwicks tutelage because Michael Hardwick had alleged a constitutional claim well enough to withstand a motion to dismiss.

Media Stereotyping of Men and Women Essays -- Media Stereotyping of Ge

Throughout society, men and women have been expected to live by guidelines consisting of media generated ideas and ways of living out life. Both men and womens thinking treat are being altered the negative effects of societys mass media. For both sexes, this repeating negative exposure causes a constant hurriedness in self-image and creates media influenced decisions that lead to unhealthy lifestyles. The media effects the thinking process of both men and women in negative ways therefore media needs to be severely regulated.Todays young men are progressively being influenced by the maltreating mass media. Starting at a young age, these young boys are big active users of many types of media such as watching countless number of hours of television, movies, and sports programs, listening to radio programs and CDs, and playing violent video games. These boys are increasingly surfing the Internet at record numbers unsupervised. All of these forms of media are making huge influentia l decisions in their lives. Young males are least seeming to read beneficial sources of media such as newspapers and magazines.We live in a society that often sends many confusing and contradicting messages to males. These young people that are pickings in large amounts of media experience a contradiction between their own reality and medias messages. These young men are bombarded with advertisements and media based ideas that can harm and alter the way young men operate. Our young men of o...

Media Stereotyping of Men and Women Essays -- Media Stereotyping of Ge

Throughout fellowship, work force and women have been expected to live by guidelines consisting of media generated ideas and shipway of living out life. Both men and womens thinking process are being altered the negative effects of societys trade media. For both sexes, this repeating negative exposure causes a constant downfall in self-image and creates media influenced decisions that lead to unhealthy lifestyles. The media effects the thinking process of both men and women in negative ways therefore media needs to be heavily regulated.Todays young men are increasingly being influenced by the harming mass media. Starting at a young age, these young boys are big active users of many types of media such as watching countless takings of hours of television, movies, and sports programs, listening to radio programs and CDs, and playing violent video games. These boys are increasingly surfing the Internet at record numbers unsupervised. All of these forms of media are qualification h uge influential decisions in their lives. Young males are least likely to read beneficial sources of media such as newspapers and magazines.We live in a society that often sends many confusing and contradicting messages to males. These young people that are taking in large amounts of media experience a contradiction between their own worldly concern and medias messages. These young men are bombarded with advertisements and media based ideas that can harm and alter the way young men operate. Our young men of o...

Old Age in Sylvia Plath’s Poetry

Leaving cert study notes Paula OSullivan Plath and venerable age. Plath has a fear of growing old, and deals with the passage of time and old age in many of her poems. Morning Song, written after the birth of her first child, deals with Plaths preoccupation with growing old. The poet has birthed a child, and therefore fulfilled her requirement as a human being to procreate. Humans get to an optimum age for bearing children, and after that, it is a slow decline into old age and necessary death. Plath speaks of Effacement at the winds hand, which basically means she will be rubbed out and forgotten with the passage of time.Related reading How to be Old PoemThe poet uses a complex image of rainwater reflecting its mother cloud to tell us that she sees herself in her daughter, and now all thats remaining is to disappear into nothing. The condensed water of a cloud falls to the ground, and the cloud is no more. Mirror follows the theme of growing old very closely. Time moves on and on in this poem. The first stanza contains phrases like so long and over and over to tell us that time keeps moving. The second stanza continues to chart the march of time. She comes and goes and each first light reflect the poets unrest and constant awareness that time is still ticking away. The poet sees her youth as wasted, the young girl has been drowned. She has a premonition of the future, in which an old woman has failed to break the cycle, and describes her condition as a terrible fish. The poet sees herself as elderly and is afraid. The metaphor of the fish is as if the poet is stuck, netted and helpless. Plath shows she is dreading old age in the final lines of the poem. The passage of time throughout the text points to the inevitability of growing old.

Stuart Hall’s Cultural Identity and Diaspora

Ouahani Nasr-edine A Paper about Stuart Halls article Cultural Identity and Diaspora Stuart hall talks about the all important(p) role of the Third Cinemas in promoting the Afro-Caribbean heathen identities, the Diaspora hybridity and difference. Hall argues that the role of the Third Cinemas is not simply to reflect what is already there rather, their crucial role is to originate representations which constantly constitute the third worlds peoples as clean subjects against their representations in the Western dominant regimes.Their vocation is to allow us to see and disclose the different split and histories of ourselves. They should provide us with new positions from which to let out about ourselves. Stuart Hall provides an analysis of heathenish identities and what they stand for, their workings and underlying complexities and practices. Hall argues that cultural identities ar never fixed or complete in any sense. They atomic number 18 not accomplished, already-there ent ities which argon represented or projected through the new cultural practices.Rather, they are productions which cannot exist outside the work of representation. They are problematic, highly contested sites and helpes. Identities are social and cultural formations and constructions essentially subject to the differences of time and swan. Then, when we speak of anything, as subjects, we are essentially positioned in time and space and more importantly in a certain culture. These subject positions are what Hall calls the positions of wording (222). Hall talks about cultural individuality operator from two different, however related, perspectives.First, he discusses cultural identicalness as a unifying element or as the shared cultural practices that hold a certain group of people together and second, he argues that as well as there are similarities, there are also differences indoors cultural identities. In the following paragraphs, we will discuss these two sides of cultural identities. In the first sense, cultural identity is held to be the historical cultural practices that held to be common among a group of people it is what differentiates them from other groups and held them as of one origin, one common destiny.In this sense, cultural identity refers to those cultural codes which are held to be unchangeable, fixed true practices. This underlying oneness or one true self is the essence, Hall argues, of Carribeaness, of the swart Diaspora. It is this identity which should be discovered by the black Diaspora and subsequently, should be excavated and projected through the representations of the Third Cinemas. Here we would add that this collective identity is not only to be represented by the Third Cinemas but also by The Third Literature and through The Third Academia.It is this sense of cultural identity which plays a full of life role in eliciting a lot of postcolonial struggles. The act of discovering such identity is at the same time an act of re -shaping and rehabilitating, of re-claiming the true self. It is an act which goes beyond the misery of today to recover and reconstruct what colonization have distorted. Imaginative rediscovery plays a crucial role in restoring such identity.The emergence of look for discourses (like womens liberationist discourse, anti-racist discourse, anti-colonial discourse and so on) which tries to highlight and bring to the forth the hidden histories are an outcome of the creative force of such sense of cultural identity. Hall gives the drill of Armet Francis photographs about the peoples from the Black Triangle which is considered as a visual attempt, an act of imaginary reunification of blacks which have been dispersed and fragmented across the African Diaspora. other universal unifying element of blacks is the Jazz music.It is an attempt to restore the black agent to his home Africa, to relocate him, emblematicalally, within his true essence Africanness. Such counter discourses are res ources of resistance which problematizes the Western regimes of scholarly and cinematic representations of blacks. The second side of cultural identity is related to the discontinuities and differences, to the historical ruptures within cultural identities. Cultural identity is not just a matter of the chivalric, a past which have to be restored, but it is also a matter of the future.It is a matter of fair as well as of being (225). In this sense cultural identities no longer signify an accomplished set of practices which is already there they are subject to the play of history, power and culture. They are in constant transformation. Hall argues that it is this second sense of cultural identities which enable as to come to terms with the traumatic character of the colonial bring forth. The Western representations of the black experiences and peoples are representations of the play of power and knowledge.Western categories of knowledge not only position us as Other to the West but also makes as experience ourselves as Others (225). This colonial experience puts as in a dangerous position it makes us ambivalent in our life, our needs, and our thought. This colonial experience had produced uprooted subjects, split between two words in an unidentified space.This rootlessness, this lack of cultural identity which the colonial experience produces leads us to question the nature of cultural identity itself. In this sense it is never a fixed, shared entity. It is not one and for all (226). It is not something which happens in the past but it is a process. What we told ourselves about our past is always constructed through memory, fantasy, narrative and myth.Cultural identities are not essences but are positionings they are constructed sites from which we speak about ourselves. Hall states that black Caribbean identities are shaped through two operative senders the vector of the continuity which is related to the past heritage and the vector the discontinuity which is the result of slavery, transportation and migration.In this sense, it is the Western world that unifies the blacks as much as it cuts them, at the same time, from direct access to their past. This colonial effect on the Caribbean positions the different regions of the Caribbean archipelago as both the same and different simultaneously. In relation to the West, we are positioned in the periphery, one space, one fate and one destiny but in relation to each other, we have different cultural identities.These variations within cultural identities cannot be simply cinematically presented in simple binary oppositions as past/present or them/us. Drawing on the concept of differance which the French philosopher Jacque Derrida had developed, Hall explains that cultural identities which, generally, we think of as eternal and unified are instead, that a temporary stabilization and arbitrary closure of meaning historically and culturally specific. Cultural identities are subject to the infi nite nature of the semiosis of meanings and the endless supplementarity within those meanings.The complexities of the Caribbean cultural identities can be partly understood if we relate it to the three presences over the islands the presence Africaine, the presence Europeenne and the presence Americain, the terra incognita. The presence Africaine is the space of the repressed. It is inscribed in every aspect of the Caribbean everyday life and it is the secret, hidden code by which Western texts are re-read. This is the live Africa from which the Third Cinemas and other representations should derive their materials.The discontinuity and ruptures which are caused by slavery and transformation makes us aware of our blackness. It causes as to return back to our past to discover our real essence which unites us despite our differences. This process returning back enables the emergence of a new Africa grounded on and necessarily connected to the symbolic old Africa. Our journey to the old Africa is an imaginative journey, a symbolic journey to the far past to make something of the present day Africa.The presence Europeenne, on the other hand, has positioned us in the rims of the centre and inscribes in us a sense of ambivalence manifested in our attitudes of and identification with the West, going backward and forward from moments of refusal to moments of recognition. Finally, the Americain or the New World presence constitutes the battleground where different cultures from different parts of the world grapples and collide with each other, what Mary Louse Pratt calls a contact zone.It is the empty space, the third space or the space of no one. It is the place where the processes of creolizations, transformations, assimilations, syncretisms and displacements occur It stands for the endless ways in which Caribbean people have been destined to migrate it is the signifier of migration itself- of travelling, voyaging and return as fate, as destiny of the Antillean as the prototype of the fresh or postmodern New World nomad, continually moving between centre and periphery. 234) In this sense, the New World presence, the terra incognita, constitutes the very beginning of the Diaspora of the black presence, of diversity, hybridity, and difference.It is an open symbolic space which is constantly producing and re-producing, a space of heterogeneity of constant newness and uniqueness. The rich past of sameness and difference, of shared spiritual and cultural habits on the one hand and of memories of ruptures and discontinuities_ slavery, migration, transformation_ on the other hand constitute the reservoir of our cinematic and other narratives.It is the real black Diaspora.ReferenceRutherford, Jonathan. Identity, Community, Culture and Difference. Ed. London Lawrence & Wishart Limited, 1990. 1 .All the quotations stated in this work are taken from Stuart Halls article Cultural Identity and Diaspora in Jonathan, Rutherford. Identity, Community, Culture a nd Difference. Ed. London Lawrence & Wishart Limited, 1990. PP 222237

“London” by William Blake with “Composed upon Westminster Bridge” by William Wordsworth Essay

Compare and contrast London by William Blake with Composed upon Westminster Bridge by William Wordsworth and show how individually use his poetry to express his visible horizons about his life and times.Blake and Wordsworth some(prenominal) display different views and attitudes about the city of London in their poems. They both lived in the same sequence, Blake lived during the eighteenth and then on into the 19th century (1757- 1827) and Wordsworth also lived during the 18th and then on into the 19th century (1770- 1850). As the poems were alive in the same era of life they were both alive during the industrial revolution. This was a time when children of a genuinely age were sent up chimneys and were made to sweep them clean.They were used because of their very small size. This turned Wordsworth and indeed Blake against London. They also didnt like other major cities in the country like Manchester, Birmingham and Liverpool. The main reason why they hated major cities, with Lo ndon being the largest one was because they hated pollution. They both preferred the countryside and nature to the hustle and the bustle of Englands city environment. Both poets didnt truly like what they saw around them. They were also both romantic poets.In the poem Composed upon Westminster Bridge, by William Wordsworth, the poet is expressing views towards London that are positive. This is peculiar for Wordsworth as he normally was against the industrialisation of London. In the poem, Wordsworth is describing the early morning sight of London and in particular Westminster Bridge. He makes out that London looks as better-looking as the countryside without anyone awake and the major air-polluting factories are empty and quiet.The beauty of the morning silent, bare, Ships, towers, domes, theatres, and temples lie.A main reason, which turned both of the poets against London, was because of the factories and tall buildings, which were caused by industrialisation. They mat up that it ruined the natural beauty that the country has. There is also use of different parts of speech, in particular personification. This city now doth, like a garmentAlso in the poem, which is a sonnet, Wordsworth tries to situate the pointacross to the readers that anyone who doesnt see the beauty of London at this time in the twenty-four hours would have to be a very insensitive and not appreciate anything that was naturally beautiful in the world.Earth has not anything to show more moderately Dull would he be of soul who could pass by, a sight so touching in its majesty.Wordsworth, who was poet laureate, along with William Blake both believed in Pantheism. This meant that they both saw god in nature.In the poem London, by William Blake, the poet is expressing his realthoughts about London as a whole. That it wasnt really a nice place to be. Like William Wordsworth he didnt like London due to the fact that it had become so polluted due to industrialisation.The poem itself, comp ort four verses, each containing four lines in eachverse. The poem is also written in doggerel style, because it is writtenin a crude and unartistic style.In the poem, Blake is expressing the bad details of London. His thoughts are dark and moody. He compares London to that of a battle site.And the hapless soldiers sigh. Runs in blood garbage down palace walls.This for me sums up the exact thought of the poet, William Blake about London in general. When Blake was writing this poem, it was mid-night in London. The time of night is important in the poem as it reflects the dark and sombre mood of Blake.Right from the offset in the poem there is criticism of London, as Blake describes how the river has nowhere to go.As I wander each chartered street, near where the chartered Thames does flow.It is like the river is mapped out and has to flow exactly where it is shown on the map. This is because London has lost its natural beauty and is now so unnatural. The population who live in Lon don are always having something to moan about, according to the Poet. This is because they are all so trapped in the City, many want to get out of London because it has become so industrialised and they want it so everything is naturally beautiful.And mark in every face I meet, Marks of weakness, mark of woe.Blake also feels trapped in London with nowhere to turn but to more factories.In every visit of every man. In every infants cry of fear, in every voice, in every ban, the mind forged manacles I hear.Blake uses different parts of speech throughout the poem.And blights with plagues the marriage hearse.An oxymoron is used here because hatful dont usually associate marriage with a hearse.The poets William Blake and William Wordsworth both express their own views towards London in their poetry, Blake with the dull view of London and Wordsworth with his unusual praise for London. Many different parts of speech are exercised in each poem for different reasons. But the poets give us their personal view towards London, each in a descriptive way.

Outlin of an ICT project for a hairdressing business

The Hair Studio has recently opened in the local Sutton Coldfield neighbour hood. The beauty parlor has been open for the past 6 months. This new Hair salon has a variety of products that it sells, such(prenominal) as hair and c are product to enhance the hair and improve it also it has a selection of professionals that cut and do re-styling of the hair.The salon has been experiencing many problems in the past couple of months since it has opened. All the client details obtain been stored in filing cabinets. The disadvantages of having the information of the customers stored in filing cabinets are that the cabinets take up space and too much room of the salon which may coiffe some inconvenience. There is also a probability that some of the customer details could get misplaced of even lost therefore this could lead to customer complaints.The reputation of the salon could lessen and this will affect the company sales and income. The hair salon is not efficient enough because other problems could occur such as double bookings this would cause confusion for the salon. The salon needs to advertise their business since it is new to the local area and they could do this by putting up poster and other methods such as making leaflets. The opening hours of the shop should be put on the salon door so the people are aware of the opening hours of the hair salon.I am an ICT specialist and I have been approached by the Hair Studio salon business and they have asked me to digit an ICT solution which is a new dodging that will help salon to hopefully function more smoothly. This new ICT outline that I will curb the hair salon will help the business become more organised and can handle the clients data more efficiently. The ICT system should make a huge difference to this business and the hair salon should have a vast benefit from the changes that will take place at heart it business. This will make the salon work more effectively and make the salon more reliable so thi s can fulfil customer committal and there will be no customer complaints. The new ICT should make a huge difference to the salon and solve all their problems at present.I am going to solve all these problems at present by using the ICT system which will allow the data of all the clients to be managed in a securely and safe way so no other person from a third party can enter the clients personal details. The system will be able to save and store the records of each client who comes to the hair salon frequently, and this will make it easier for the details to be handled by a member of staff. To make the information organised in a professional style I can make columns for the ICT system such as Name, Surname, Address, bid/mobile number this will go under the personal details section and the other section will be where all the appointments will be booked in the appointment booking system. This will help the salon manage the details in an organised manner and there will be secure.

Credible Sources a Key to College Success

Credible reference points a key to college success College life can be more or less stressful and complicate it at times. There are several things that can help college life become easier and more manageable. One of the main things and if not the or so important it will be the ability to identify and separate credible online sources from non-credible ones. It is very true that technology has help make college life easier, with search engines such(prenominal) as Google or Bing at just one click away of distance.The hardly problem is that with so many choices to pick from how to tell if a source is even worth to look at without having to expend a great amount of time looking at each one through. Even though non-credible sources are easier to find, credible sources are more reliable because they are usually written by experts and cast off more substantial schooling in them.If we canvass a credible source like Rising prevalence of cohabitation in United States may have partially o ffset decline in wedding ceremony rates from the Family Planning Perspectives and compared against a non-credible sources like Cohabitation in the United States from Wikipedia, we can see that the article from the credible source has the components that help sort out a credible source from a non-credible. The article Rising prevalence of cohabitation in United States may have partially offset decline in union rates from the Family Planning Perspectives has the main things that you should look in a credible source.First of all I found the article in the CINAHL with Full Text database from the library most popular database list. I made sure I used the Boolean word Cohabitation in USA and I limit the results to only coming into court full text and peer-review articles. The article is written in a very professional manner, also even though the article was written 1990 it has fairly upstart review date of 2009. The information that the author explains is supported by numbers and sta tistics that help support her information.Some subgroups, such as cohabiting couples, single-parent families, stepfamilies, newlyweds, blacks and Hispanics, were oversampled. Interview questions emphasized cohabitation and the links mingled with cohabitation and marriage. The final sample consisted of 6,881 married couples and 682 cohabiting couples of these, 5,648 spouses and 519 cohabiting partners completed questionnaires (Vol. 22, Issue 2). In general most articles found in the library database re reliable, the only thing that is wakeless to look for is if there is any biases in the article or reasons why the author may become bias, in the case of the author of this article Rebecca turner is graduated it from the Southend University Hospital NHS Foundation Trust, Essex, UK, which in this case helps to her credibility as an author. On the other hand the article that I found in Wikipedia Cohabitation in the United States is not considered a reliable source.The main reason for t his is because is a Wiki and also because I found the article in Googles search engine. Wikis in general can be a good way to start a research but they should not be used as a primary source to support an essay, wikis are open source which means that anyone can attempt to make changes or alter the information that is visualized there, which mean one article can contain information from many different people that have never met each other. Also some of the information does not sound very professional and lack citations.It should be noted this model cites antecedent apprehension concerning commitment as the cause of increased break-ups and cohabitation only as an indicator of such apprehension. Another explanation is that those who choose not to cohabit prior to marriage are often more conservative in their religious views and may hold more traditional views on gender roles, a mindset that might prevent them from divorcing for religious reasons or confronting crisis in relationships disrespect experiencing marital problems no less severe than those encountered by former cohabitants. citation needed The fact that a citation is needed in that paragraph should be teeming evidence to prove that wikis in general are not credible sources of information. In order for college life to be successful, a student should envision how to tell the differences between a reliable source of online information and a non-reliable one.Even though the articles in the library databases are more reliable than the ones found in Google, a student should always be on the look out and get as much information about the article and the author as possible, this would help the essay become a success. Work Cited Cohabitation in the United States. Wikipedia, 17 Sept. 2012. Web. 1 Oct. 2012. Turner, R. Rising Prevalence of Cohabitation In United States May have Partially Offset Decline in Marriage Rates. Family Planning Perspectives 22. 2 (1990) 90-91. CINAHL with Full Text. Web. 1 Oct. 2012

Hypothetical Research Proposal Social Psychology Essay

Understanding media in todays world is more than sharp exercise, it is essential survival skill in a world that has been absolutely changed by mass communication. Hundreds of studies have showingn that viewing violence in the media can make destructive behavior. This paper provide review research involving the relationship between the media and violence. Since, womens issue to violence embodies many atomic number 18as of affectionate life and is very some(prenominal) rampant and relevant in our society today violence to women will be used for the representation for this paper.After taken into account, the finding will show that the rising of media and the violence among women in the society has strong significant effect. Introduction In 2003, Allan Menzies stabbed his best fri difference, drank his blood and ate part of his skull. Utterly this murder was different from the many horrible murders that are committed. Menzies claimed that the character, Akasha, from the vampire film Queen of the Damned had told him to kill his friend as a way of gaining immortality.Menzies was possessed with the film and had viewed it everyplace 100 times before acting on the orders of the vampire queen (Robertson 2003). The case of Menzies certainly demonstrates the intimate relationship between media and violence. However, violence news is often selective and distorted, giving an inaccurate picture of violence in society. This observation has led Warr (2000482) to argue that violence rests on highly uncertain information round risk In fact, Fields and Jerin (1999) carried out a comparative analysis of violence coverage in newspapers in fourteen different countries.In the US, they effectuate evidence of misinterpretation, overrepresentation of fierce, heavy reliance on official sources, false image of police effectiveness, uniform detestation coverage, lack of educational value, racial prejudice and/or stereotyping, and little coverage of corrections. This is a signi ficant finding as the majority of citizens sole(prenominal) have symbolic rather than experiential knowledge about violence. Consequently, when the media are the primary knowledge distri stillors about violence, distortions such as these are readily available to construct public perceptions.And because the consequences of violence can be severe, these perceptions can asterisk to an increased concern about violence victimization. This resonance hypothesis argues that the media cultivate a threatening view of the world, which compounds preexisting violence (Bagdikian, 2000). Literature Review This literature review will introduce the theoretical perspectives that will guide this study in understanding the construction of a gendered crime reality.The key concepts of complaisant constructioinism and feminist criminology will be explicateed and will be illustrated in relation to dismay of crime. The connection between the media and fear of crime will be explain with an emphasis on the distortion of knowledge, listening effects, and media content and claims. Further, the effects of political economy on discursive transformations in the presentations of crimes will be address. Impact of the MediaThe media has the latent for far greater impact than interpersonal communication, if only because of the larger audience and the professional nature of the messages. The impact might be seen in audience diversion or buying behavior or it might be seen in an unintentional effect such as young babys imitating the violent behavior seen in a favorite T. V. show or video game (Rodman, 2006). This impact becomes the part of the feedback sent to the source, perhaps as news reports about studies into effects of media. Social Theory, Media, and deliriumThe relationship between violence and the media is complex. For example, Barak, (1994) finds that although the press does not present a consistently biased impression of media and violence with their process of selection, h e discovers little evidence to suggest that this is very influential on public perceptions of, and opinions about, these phenomena. On the other hand, Sheley (1995) argues that the media responds to and stimulates violence and are probably the atomic number 53 greatest influence on public attitudes about the topic.However, both social constructionists and radical feminist criminologists see the mass media as itemly relevant when study violence, as the meaning and significance attached to a violent event during its commission can be transformed entirely once it is communicated into society. As Stanko (199214) notes The practiced social and personal consequences of violence can never be deduced from the simple enumeration of risks.Like other human experiences they necessarily involve representation, communication and ascription of significance and it is for this reason that the understanding of the character and uses of mass media may be able not simply to help explain the distrib ution of expressed fears but also to illuminate their nature and implications. The significance of this violence as it relates to culture needs to be taken into consideration in order to understand the transformations usu wholey found in media narratives over time.In addition, a lack of sensitivity to media-generated reality-constructing processes has serious real-world implications (Surette, 1998271). Heavy violence coverage in the media can not only increase public fear, it can also direct much public discourse on the violent issue which leads to stereotypical views of violence, shapes certain violent as social problems, and limits violence fudge options (Barak, 199844). Working within the social constructionist paradigm, I argue that effect of violence is a social process rather than a social fact reactions to violence are subjective and dynamic.Not only are these reactions based on the actions of certain social groups who have the power to caste forth their own interests over others, and who employ experts to offer professional credibility to support their claims, but they are also based on dominant ethnic ideologies. In turn, the media disseminates these truth claims as they see fit, creating a conceptual reality for public consumption. I consider this constructed reality and its relation to violence exploding Who are constructed as deviant outsiders? What claims and claims-makers are central to the discourse?What preferred rules does the media maintain? Who is given the most voice to speak authoritatively? In the hierarchy of violence, what is the master of law-breaking? Do the violent messages discuss possible solutions to violence? Are the violent messages sensationalistic? Are random violence reported the most often? query Question and Aim of this Research This proposal will examine how the media constructs fear of crime for women, and explains why. It will employ both content and textual analyses to evaluate media representations of crime and their role in facilitating images of fear and safety.Moreover, I will utilize feminist criminology and social constructionism to each(prenominal)ow an evaluation of claims-making activities and gendered crime myths. Ultimately, the aim of this research is to examine how the media are constructed as sites of fear for women. To accomplish this, I would like to answer the following questions 1. Do crime messages signify fear of crime? 2. How do the media define fear and reveal its meaning to audience members? Is this reality contested over time, and if so, why?Hypotheses The meaning associated with womens insecurity and safety in news narratives are socially constructed through claims, sources, content and culture, making the social reality of crime a human accomplishment. Method Design I will analyze an issue of a 3 popular womens magazines as my primary data for violent messages since it embodies many areas of social life, making it culturally significant. Moreover, magazines giv e a less fragmented picture of the total violence phenomenon than say newspapers, and their documentary style gives a more elaborate perspective than the information oriented style of newspapers.The analysis will be done through content analysis. Data Collection Procedure Magazines represented a variety of violence narratives as newsworthy. That is, these magazines found violence to be interesting or exciting enough to attract and inform consumers, and therefore violence narratives were considered important elements when producing the news. Among the violent messages such as sexual brutality received almost one-half (50%) of the coverage. This included rape, sexual assault, and sexual harassment/discrimination.The reporters often evinced the personal accounts of those who were victims. This added an emotional dimension to the narratives bringing to the referee an eyewitness account, rather than an accusative report of the facts. Child abuse, which included physical and emotiona l abuse, followed closely in frequency (25 %), while domestic violence (8%) and murder (7%) remained minor but dogged narratives. Magazines reporters also wrote about criminal justice issues such as the death penalty and victimology (3. 5%). Violent such as burglary (3.0%), juvenile juvenile delinquency (2. 0%), and illicit drug use (1. 5%) were infrequently in the news stories, and other crimes, such as fraud and kidnapping, were not mentioned in all three magazines. News, Sources, and the Production of Meaning Various sources of knowledge about violent, law and violence justice were represented in the news making process to give meaning. There were five types of sources used by reporters to construct violence narratives. First, government sources were cited in 60 percent of the violence articles.Representatives of the violence justice system, such as police, lawyers, judges, and correctional officials, were used as sources in nearly one-third (33%) of all violence articles. Less frequently, other government agencies, such as social workers and child welfare/ protection services were offered as knowledge sources by reporters (5%). As well, politicians, or elected officials, were occasionally used to supply knowledge (2%). Gender and Violence Narratives Media violence depictions were consistently gendered and womens fear of violence was constantly constructed and reconstructed.Intimate danger was portrayed in 62. 6 % of the violence messages stranger danger was highlighted in only 23. 2 percent of the news stories and 14. 2 percent of the narratives did not mention danger in all. In all time frames, intimate danger was more commonly constructed than was stranger danger. Intimate danger was present in over half of all articles. Overwhelmingly, familiar dangers were most newsworthy. Sex was ultimately affiliated to danger in the media discourses with over half (60%) of all violence messages signifying it. Over different time frames, sexual danger was present in 62.5 % of all articles. A discourse of sexual inequality in an issue of the three different popular womens magazines also contributed to the gendered nature of violence. One-fourth, (25%) of all crime articles affiliated sexual inequality to violence. This suggests that womens fear of violence was linked to their subordinate status, and can best be understood in the context of broader social inequalities. In sum, the media instructed women to be most fearful people they knew in their own home, to fear violence of sexual nature and foremost, and to fear for themselves, but also for others.Violence and Media reporting The crime reports in an issue of the three popular womens magazines consistently supplied readers with the resources needed to understand and comprehend violence, particularly on a social and environmental level. By explaining the source and foundations for violence, journalists did not leave readers asking why. And by demonstrating how to cope with violence, audie nce members were given solutions that could ultimately be used to exert some control over their own lives.As a result, the news narratives presented violence as both avoidable and manageable. Further, violence accounts were presented in a manner that kept the audience informed about violent and violence justice issues without relying on dramatic flair. In sum, violence and violent justice was framed, in form and content, around an ideology of violence against women, this constructed a gendered nature of fear. This required sourcing the news in a specific manner in order to produce journalists preferred meaning.For the most part, a central objective for journalists was to inform the audience about the broader social forces that influenced violence as it related to women the violent event was a means to educate the reader about the foundation of crime and its prevention. Data Analysis and Expected Results In the production of news, news coverage was shaped according to the journalists particular conceptions of violence. Extensive and various(a) sources merged to define violent danger, establishing a version of the social reality of violent that differed considerably from other mediums of knowledge.For example, a sense of societal responsibility to end violence against women often guided the newsmaking process, unlike the majority of mainstream newspaper and television violent reports that individualized the predator criminal (Surette, 2004). The violence accounts in an issue of the three popular womens magazines had a definite feminist agenda to acknowledge the obstacles and inequality inherent within law and violence justice practices, and to support social and legal resolutions that eliminated male violence against women.By providing violence coverage from an experiential standpoint, and exposing myths commonly associated with womens violence, journalists helped to reconstruct alternative violence news. In sum, two manifest patterns of news reporting will be observed throughout this research. Both patterns communicated violence and violence justice according to the journalists sense of the issues their preferred meanings, constructed through particular discursive arrangements, helped to construct different versions of the reality of violent risk.The dominant reporting style of the news in an issue of three popular womens magazines promoted a feminist critique of womens fear of violence based on womens own experiences that downplayed indicators of fear and encouraged an informed understanding of the violence phenomenon. quite a than constructing random men as the source of danger, the true offenders will be reported to be sexism, ineffective laws, and a violence justice system that support male violence against women.However, a minor and subordinate pattern of news reporting emerged that mystified the issue of violence and prohibited the consideration of contexts or alternatives. These constructions in the news coverage eventually refl ected information and interpretations that supported official sources, changing the underlying ideology of social reform to self-responsibilization for violence. Conclusion In summary, by prosecute these research directions a greater understanding of the complex issues surrounding violence in the media will be advanced.Further knowledge about readers, news workers and indemnity makers will explicate the effects of gender, news production processes, and political influence on media images. Such multifaceted analyses serve to extend the understanding of media violence as a social construct. References Bagdikian, B. (2000). The media monopoly, 6th ed. Boston Beacon Press. Barak, G. (1998). Newsmaking criminology Reflections on the media, intellectuals, and crime. Justice Quarterly 5 565-87. Barak, G. (1994). Media, process, and the social construction of crime. New York Garlan

Productivity Improvement Techniques

These twelve productivity improvement techniques are explained as follows- 1. measure Engineering (VE) Value Engineering (VE) is the process of improving the measure of a product at every stage of the product life cycle. At the development stage, VE improves the value of a product by reducing the cost without reducing quality. At the maturity stage, VE reduces the cost by replacing the costly components (parts) by cheaper components. VE also tries to improve the value and quality of the product. Value is the satisfaction which the consumer gets by using the product.VE tries to give maximum value for a lowest price. 2. Quality Circles (QC) The concept of Quality Circles (QC) was introduced in 1960 in Japan. QC is a small group of employees who meet regularly to identify, analyse, and solve problems in their department. The QC members advise the management to implement new methods to solve work-related problems. QC increases the productivity. 3. Financial and Non-Financial Incentiv es The organisation must(prenominal) motivate the employees by providing financial and non-financial incentives.The financial incentives include better wages and salaries, bonus, and so forth The non-financial incentives include better working conditions, welfare facilities, workers participation in management, etc. 4. Operations Research (OR) Operations Research (OR) uses mathematical and scientific methods to solve management problems, including problems of productivity. QR technique uses a scientific method to study the alternative courses of actions and to submit the best alternative. OR uses techniques such as linear programming, game theory, etc. to make the right decision. Thus, QR helps to improve productivity. 5. Training Training is a process of increase the knowledge and skills of the employees. Training is a must, for new employees and experienced employees. Training increases the efficiency of the employee. Thus, training results in high productivity. 6. put-on En largement Job Enlargement is a horizontal expansion of a job. It is done to make jobs more interesting and satisfying. It involves increasing the variety of duties. For e. g. typist may be given the job of accounts writing in addition to the typing work. This technique is used for lower level jobs. 7. Job Enrichment Job Enrichment is a vertical expansion of a job. It makes routine jobs more meaty and satisfying. It involves providing more challenging tasks, and responsibilities. For e. g. a manager who prepares performance reports is asked to make plans for his department. Job Enrichment technique is used for higher-level jobs. 8. Inventory Control There must be a proper level of inventory.Overstocking and under stocking of inventories must be avoided. Overstocking of inventories will result in blocking of funds and there are chances of spoilage or blackguard of materials. Under stocking of inventories will result in shortages. This will block the smooth flow of production, and so the delivery schedules will be affected. 9. Materials management Materials management deals with optimum utilisation of materials in the manufacturing process. It involves scientific purchasing, systematic store keeping, proper inventory tame, etc.The main objective of materials management is to purchase the right quantity and quality materials, at the right prices, at the right time, to maintain favourable relations with suppliers, to reduce the cost of production, etc. 10. Quality Control The main objective of quality control is to produce good quality goods at reasonable prices, to reduce wastages, to locate causes of quality deviation and to correct such deviations, to make the employees quality conscious, etc. 11. Job Evaluation Job Evaluation is a process of fixing the value of apiece job in the organisation.It is done to fix the wage rate for each job. A proper job evaluation increases the moral of the employees. This increases the productivity. 12. Human factor engi neering Human factor engineering refers to the man-machine relationship. It is designed to match the technology to a human requirement. The term Ergonomics has originated from the Greek word ergos meaning Work and nomikos meaning Law. So, it means Law of Work. It tells us how to fit a job to a mans mental and physiological characteristics to increase human efficiency and well-being.

Business Etiquette Essay

telephone line organization Etiquette is one of the most important skills any individual can posses this days, no matter if youre a student, or a business person or anyone else, etiquette will come in handy one way or another.When the word Business Etiquette comes to your mind, you cypher of occasion like to burping in front of people or not disrespecting them. what is really Business Etiquette? Business Etiquette is the way a person acts or treats another Employee or customer while on the job. What this means, for example, is phone etiquette. Phone etiquette enables you to handle calls more politely and efficiently. For example lets say set now a person calls you but your on the phone with another customer, both call are important what do you do? Well In this type of scenario you would tell the second customer that called could you divert hold or you have the option also to ask them if you may call them back, but perfecting this regularity you can assure that your customer will have your full attention everytime you speak to them. some other Etiquette is Dinning Etiquette. The soil why this is important in a business world is because do the fact that most business deal are held over dejeuner, Proper Etiquette for this situation is always arrive at the door at least 10 minutes early that way you can greet your client at the door. Another this you must not forget is to not talk about any business before lunch is ordered, after lunch has been ordered you may go about your plan. The last most important thing is to pay for your client regardless of the sex and regardless if you business deal went successful or not.

English language Essay

Why choose Westminster Kingsway College?Our pregnant capital of the United Kingdom location trails take place at our capital of Seychelles Centre which is a five-minute walk from Victoria importantline and underground stationsOur facilities and resources the centre has a real well-equipped Learning Centre with IT facilities and an extensive campaign of disciplineing and learning materialsOur online Virtual Learning Environment Moodle this allows access to a simulacrum of support materials on your home PCOur experience we go for been running instructor training courses for over 25 old age and move over a well-deserved reputation for extremely high quality, effective dogmaOur training team we have a large team of highly-qualified and experienced instructor trainers. They have all persisted in the public and closed-door sectors inthe UK and overseas and near be CELTA assessors. You chiffonier bring forth out to a greater extent about them in the Trainer Profile sect ionOur quality assurance systems in addition to external monitoring by Cambridge, we ar activate of the public sector and are inspected by OFSTEDOur mastery rates we have a proven track-record of extremely good pass rates on all our coursesThe level of individual management we offer our trainers are have-to doe withd at every stage of your course, from initial enquiry to post-course advice and guidanceThe compose of our principle practice groups our students are highly motivated and come from a very wide manakin of linguistic, geographic and social gumptiongrounds. Some are asylum seekers and refugees whilst others are living and plowing in London for a relatively short time. This mix of students means that your commandment practice gives you experience to equip you to teach in a range of contexts in both the private and public sector in the UK or overseas. It also helps you decide which sector you would prefer to hit inExtremely high level of trainee pleasure see What CELTA did for me for comments from past traineesAdvice and guidance on employment opportunities all our courses include sessions on finding tenet work, and some of our candidates go on to work in Westminster Kingsway and other collegesIf you have any questions, or would wish to discuss your application, please contact one of our trainers on 020 7802 8940 / 8343 / 8378. The College is closed over Christmas, Easter and during the summer holidays. During these times, you allow hear a voice-message giving you further information.3About Westminster Kingsway College teacher readingWestminster Kingsway Colleges Teacher Training courses are based at the Victoria Centre, right in the heart of London, about 5 transactions walk from Victoria underground and main line station. In addition to Teacher Training courses, the College offers odd-job(prenominal) day and flush courses in position/ESOL ( side of meat for Speakers of Other expressions). We are part of the public sector and cop government funding for our courses. This means that our fees compare favourably with other teacher training providers. Our facilities include a large cafeteria, a very well-equipped Learning Centre and computer access for all learners.Our Teacher Trainers alone our team are qualified teacher trainers, with extensive experience of teaching EFL and ESOL in a range of contexts, both in the UK and overseas. The majority are also Cambridge-accredited external assessors. They are all directly assiduous by the College and regularly update their teacher training skills and expertise.Trainer ProfilesKaterina Ashiotis Katerina started her teaching career as an EFL teacher in the private sector in London soon after leaving college. She travelled, then taught in Greece for cardinal years in a private school. She then returned to London and worked as an English teacher teaching liberals full-time. She worked in three diverse private schools as an EFL teacher, Senior Teacher and Director of Studies and started teacher training in 1994. Katerina has a Diploma and an MA in Linguistics and in 2002 send offd a PGCE in FE (PCET with ESOL Specialism).Parallel to working and training in the private sector she worked as a visiting EFL referee at Westminster Kingsway College for over 12 years. She started working at Westminster Kingsway College full-time as an ELT lecturer and teacher trainer in 2002. In addition to the CELTA course, Katerina is also a teacher trainer for PTLLS and DTLLS courses. around recently, she has been involved in the design and delivery of a number of training programmes for teachers from South Korea and Albania.Chris Brain side by side(p) a degree in history and a PGCE at the University of London, Chris started teaching EFL in London in 1979. He then worked in Italy from 1980 to 1988 and took the RSA Diploma at International House in Rome in 1986. He returned to London in 1989 and subsequently trained as a CELTA trainer. He continued to work in th e private sector, became a CELTA Assessor in 1992 and a DELTA trainer in 1998. Chris joined Westminster Kingsway College in January 2000 as a full-time member of staff and has worked on a variety of courses including EFL, ESOL, CELTA and DELTA.Michael Harmsworth Michael began teaching in 1982 and became a teacher trainer in 1986. He has been at Westminster Kingsway College since October 1997. Before that he was Director of Teacher Training at two private actors line schools in London after spending a total of eight years working abroad, in Greece, Italy and Spain. In 1992 he became an Assessor for the CELTA course. Michael has an MA with character in TESOL (Teaching English to Speakers of Other oral communications) and the Cambridge/RSA Diploma with Distinction. He has delivered an extensive range of training courses at all levels. His current studies are foc utilize on his obtaining Associate Membership of the British Dyslexia Association (AMBDA).Gabriel Mulcauley Gabriel murde rd a degree in English Literature at the University of Sheffield followed by a PGCE in English and romp at the University of Leeds. Her first experience of teaching English was in a summer School in Greece. Having spent several years travelling and teaching in private language schools, Gabriel came to London in 1991 and took the Diploma in TEFL at Waltham Forest College in 1992. She began working in Further Education in 1994 at Hackney Community College out front joining Westminster Kingsway College in 1998. Gabriel started training to be a teacher trainer in November 2004 and is enjoying this interesting new challenge. 4Our English/ESOL courses and studentsOur English/ESOL courses are suit qualified for magnanimous learners (19+) who are living in the UK either permanently or as refugees or asylum seekers and for European migrant workers.We offer a variety of courses to meet a wide range of needs. Some courses are to a greater extent suitable for EU migrant workers and enable s tudents to gain a qualification quickly. Others are more appropriate for students who need to catch up on other skills, such as basic literacy. in all courses are part-time, either day-time or evening, and last either for one term or one semester (18 weeks).Students have either every day (Monday Friday) or two evenings per week (Monday and Wednesday or Tuesday and Thursday). on that point are two study options on the daytime courses ESOL Extra and ESOL run. On ESOL Extra learners study for 2.5 hours per day and on ESOL Express they study for 2 hours per day. On the evening courses, hours are the same learners study for 2.5 hours on two evenings per week.Qualifications each the courses lead to an examination this is usually a Trinity Skills for Life Certificate.We offer these qualifications at 5 levels from entering 1 (beginner) to Level 2. Students take an examination in Speaking and Listening, Reading and Writing.5The Certificate in Teaching English to Speakers of Other Langua ges CELTA (incorporating the award in Preparing to Teach in the womb-to-tomb Learning orbit PTLLS)What is CELTA?CELTA is an initial qualification for people with little or no previous teaching experience. It is the best cognize and some widely taken initial TESOL/TEFL qualification of its kind in the worldly concern.Who recognises CELTA?It is accepted throughout the world by organisations which employ English Language teachers. It has also been accredited by the Office of Qualifications and Examinations Regulation (Ofqual) at Level 5 on the National Qualifications Framework for England, Wales and Northern Ireland.Who is CELTA for?People starting a career in English Language teaching The course exit give you a firm founding in the fundamentals of language teaching practice, and the confidence to use these effectively in the classroom.People looking for a career change or career get by An increasing number of candidates are professionals who would analogous a new career path or want to take a short break in their existing career, which may involve the opportunity to live and work abroad.People already teaching English only with no formal qualifications You may already be teaching English save have no formal teaching qualifications. CELTA go out help you improve your teaching, confirm your ability and may lead to internal promotion or a better teaching job.Who is eligible to apply?We urge on that candidates have a standard of education equivalent to that required for entry into higher education (normally 2 A levels and above). You will also need good numeracy skills. However, we are happy to consider applications from candidates who do non have formal qualifications at thislevel nevertheless who can demonstrate that they have appropriate language competence, skills, and experience. The course is open to both native and non-native speakers of English. If English is non your first language, you must have a command of create verbally and spoken En glish that enables you to teach across a range of levels and complete the written assignments. In our experience, most successful candidates have English as their first language and are graduates.What does CELTA involve?The course is extremely demanding and requires a high level of commitment. You are required to attend the whole course, and complete homework assignments. You will have to devote a considerable amount of time to course work outside class hours, and we strongly recommend that you do not do any part-time work or other studies during the course. You should also be prepared to accept constructive criticism from your trainers and other trainees and be willing to reconsider your assumptions about teaching and learning.What does the course cover?The course aims to teach the principles of effective teaching and a range of practical skills for teaching English to adult learners. You will have hands-on teaching practice, observe experienced teachers and complete four practical ly-focussed written assignments.6There are five main units of learningUnit 1 Learners and teachers and the teaching and learning contextUnit 2 Language synopsis and awarenessUnit 3 Language skills reading, listening, speaking and writingUnit 4 Planning and resources for different teaching contactsUnit 5 Developing teaching skills and professionalism.How will I be assessed?You will be assessed throughout the course there is no final examination. An external assessor, appointed by Cambridge ESOL, moderates each course.There are two components of estimateTeaching Practice You will teach for a total of cardinal hours, working with classes at two ability levels. Assessment is based on your overall performance at the end of the six hours.Written Assignments You will complete four written assignments one on adult learning and learning contexts, one on an expression of the language system of English, one on an aspect of language skills and one on classroom teaching and the identificatio n of action points.Assessment and gradingGrading of candidates is by continuous assessment. There is no final examination.Successful candidates are awarded the Cambridge CELTA at one of the spare-time activity gradesPass, Pass B, and Pass A.On average, about 60% of our trainees achieve a Pass, 30% achieve a Pass B and 5% are awarded a Pass A. About 5% do not succeed. While everything on the course is taken into account, and you must complete the written assignments satisfactorily, the most heavily weighted factor is your teaching performance. You will receive written feedback, including anassessment of your teaching, on all the lessons you teach.You will have at least two individual tutorials to hang-up that your intuition of your progress agrees with that of your trainers. If there is a danger that you will fail, your trainers will make this clear and discuss where and how you can improve.We aim to be as clear and open as possible about your development.As part of the Cambridge scheme, every course is moderated by an external assessor, who visits the college for one or two days. In addition to checking that we are complying with course regulations, the assessor is available to listen to any points you or your group would like to make. If you feel that we are giving you unfair assessments, you can discuss this with the assessor.Applying for the courseSelection to the course is based on an interview, invariable approximately two hours and a written occupation. Please complete the application form at the back of this booklet and submit it with your personal statement to the Course Organiser. You will be given the written task at the interview.7Frequently Asked QuestionsIs it a problem that Ive never taught in the first place?No. The course is an introduction to English language teaching. People who already have experience sometimes find it a drawback as it can be difficult to unlearn old habits and learn new techniques.I have got lots of presence, I know a lot about English and I am used to standing up in front of people and telling them things, so I am leap out to be a good teacher, right?Wrong. The abilities to relate well and listen to learners are more important than an over-emphasis ontelling.Does it matter if I disregard any part of the course?Yes. 100% attendance is expected other than in exceptional circumstances.What happens if I am ill during the course?The Cambridge rules stipulate that if you miss more than 20% of the whole course or any of the 6 hours of assessed teaching practice, you are not eligible for the certificate other than in exceptional circumstances.Will there be much paperwork?You will be responsible for maintaining a portfolio of your work during the course and this constitutes your official assessed record. You will also need to be able to keep records and retrieve papers easily.I have never been able to spell by rights does it matter?Yes. Learners of English expect their teachers to be able to spell r easonably accurately. Also,Cambridge rules require candidates to be able to write in English that is essentially free of errors. Part of our interview process is designed to check this.Will I have to follow any particular methodology?Our aim is to provide you with a range of techniques and approaches which you will be able to select from.I have never learned grammar before is this a problem?Many native speakers of English know little about the mechanics of their have language and are unconfident about teaching grammar. Part of our selection process is to check that you have the likely to follow the grammar component of the course.When I have completed my CELTA, what further teaching qualifications should I take?It depends on your career plans. If you intend to work in Further Education, the Cambridge ESOL Diploma in Teaching in the Lifelong Learning sector will give you the qualification you need. If you want a qualification which has a more international bias, and if you are int erested in developing your EFL career more broadly, the DELTA (Diploma in English Language Teaching to Adults) may be more appropriate. We do not currently offer the DELTA course at WKC.If I am successful in CELTA, can I take the Cambridge ESOL Diploma course instantaneously afterwards?We recommend that you gain at least 50 hours practical teaching experience before starting the Diploma. You will have to go through a selection process which involves an interview and achievement of a task. Also, we can only accept you onto the Diploma course if you already teach, or are preparation to teach, in the Further Education sector.8Useful BooksThere is no official reading list, but here are some useful titlesMethodologyLearning Teaching, Jim Scrivener (Macmillan Heinemann).The Practice of English Language Teaching (4th edition), Jeremy Harmer (Longman).GrammarPractical English Usage, Michael Swan (OUP).Grammar for English Language Teaching, Martin Parrot (CUP).What CELTA has done for me?Fo r many of our trainees, success on their course has led to some very positive changes in their lives. This is what two of them told usI was 51 when I did my CELTA course a bit old, and my only regret is that I didnt do it 20 years earlier. My day job had become excruciatingly unbearable and it was when I was doing Spanish evening classes that I got the idea of doing a CELTA when I realised what a pleasant life my Spanish teacher was having. The 4-week course was intensive but that was part of the enjoyment. The three tutors were very supportive throughout and always gave us frank and honest advice. The students were a friendly mix of people and were always patient and good-humoured with their or else clumsy and inexperienced teachers. It was a very rewarding experience and at the end of the course I felt that I had got my brain back. I would advise it to anyone, but especially those who are free to go abroad and teach, as schools in this country tend to want teachers with experienc e unless you do a Summer School. Nevertheless, aCELTA is a very versatile extra string to anyones bow, and with it you should find it way to find a job anywhere in the world.Mick HutchinsonI did a CELTA course when I was 24 years old. I had just finished a contract as an EventsAssistant in the urban center and was looking for something different to do. I had heard a lot about CELTA and TEFL courses and how useful they were if you wanted to go travelling and even to teach English in your home country. I thoroughly enjoyed myself, and it was a very satisfying as well as challenging experience. However, be warned that for one month it is hard work, but its well worth itWhen I completed my CELTA I taught English to Italian students for a piece but went back to work in the city. However, I always knew I would use the CELTA at some point and I am now about to spend the summer in Ecuador teaching EnglishDiana ChapmanWhat motivates students? What can you do to keep motivation high?Teacher Training with Westminster Kingsway CollegeTeaching is one of the most rewarding professions and it provides you with the opportunity to interact with people of all ages and from all walks of life. Westminster Kingsway College offers a number of teaching courses that will help you to progress into teaching as a career and develop your skills for the classroom.Careers at a seeTeacherLecturerHeadteacherSocial WorkerResearcherSchool AdministratorTeaching Courses at Westminster Kingsway CollegeThis is a selection of the teaching courses at the College contact us for further details.CELTA Certificate in Teaching English to Speakers of Other LanguagesAccess to Higher Education Diploma Education Studies and Teacher TrainingPreparing to Teach in the Lifelong Learning Sector (PTLLS)Diploma in Teaching in the Lifelong Learning Sector (DTLLS)Visit www.westking.ac.uk for further details about Westminster Kingsway College

Children’s literature Essay

strikeing is one of the most important looklong activities. Young children be connected with study and ledgers long before they actually know how to demo. It starts when a child has the first book in his kick the bucket or when p atomic number 18nts evidence to him from a book. It is a wonderful way for youthfulness children to spend cadence unitedly with their parents. The interaction that is going on mingled with a child and parent when they are schooling unitedly has whatsoever important components. One of them is predictabilityas these activities usually occur on a regular memorandum and follow a regular pattern of steps.Playfulness is evident as these activities are done for fun. terminology is determinationd to construct meaning and share ideas. The child gets opportunities to lead the activity, the parent is modeling language and recitation behavior and together they develop their own jargon for many ideas. In this way parents intuitively use the lab method to teach their children about language, print, and books (Daniels, 1994, p. 37). A child understands that a book is connected with something pleasing for him and his important sfountainheadeds, something that makes them feel good.He understands the meaning of the word for an object long before he heap say this word. Later he starts to understand that there are pictures and words in books and that they have some meaning. This is first step in developing education abilities and love towards books. The joy of shewing and love of books is pivotal for each childs development it is measured not only in school advantage but in like manner in meaningful social interactions. This has been a decade of technological advances. From iPods to electronic readers children are bombarded with electrical images and stimulations.But the surprising truth is that even with all the advances in electronics and gadgetry, reading to children and having them read is unflurried one of the most importa nt acquirements to give a child. read to a child fanny win a childs cerebral and emotional development. eon any positive degree interaction between parent and child is helpful, reading is always a sure fire way to gain a positive foothold into a childs life. Books open doors to bracing ideas, cultures and concepts. By reading to young children a parent helps bang up a love of books in children and helps them want to read more(prenominal).The internet is a great learning resource for children as well as adults but a good reading ability should come first and foremost. Without a strong reading capability a child is unavailing to use the internet to its full potential. The Parents Role in Fostering a sexual love of Reading A parent is a partner in the life of his or her child. Parents outhouse instill a love of books and delight in wordplay, develop pre-reading skills and help children become accomplished independent readers. Listed infra are several ways to incorporate a j oy of reading in a child. Read to the child every day.Start as early as possible. Books on tape screw also be utilized. Sing nursery rhymes and childrens songs. As early as possible help the children meet a library card. Treat books as though they are special. ruin books at Christmas, birthdays and as rewards. permit the child make picture books by cutting out pictures from magazines or pictures they colored and glue them into homemade books. make water sure the child sees the parent reading. It doesnt have to be a book reading newspapers, magazines, or even the back of a ce true(a) box can provide an example. When reading out loud, read with declaimion and excitement. Give the child opportunities to write even if it is unreadable. Let the child tell a romance that the parent writes down. When it is completed let the child illustrate the fable. Let the child pick the fiction for story time. Let the child help parents cook following a recipe card or cookbook.Book s suspensor Children Develop Vital Language Skills Reading is an important skill that needs to be developed in children. Not only is it necessary for survival in the world of schools and (later on) universities, but in adult life as well. The ability to learn about new subjects and find helpful information on anything from wellness problems and consumer protection to more academic research into science or the arts depends on the ability to read. The more children read, the better they become at reading. Its as simple as that.The more enjoyable the things they read are, the more theyll stick with them and develop the reading skills that theyll need for full annoy to information in their adult lives. Reading should be viewed as a pleasurable activity as a source of socialize tales and useful and interesting factual information. The more young children are read to, the greater their interest in mastering reading. Reading out loud exposes children to proper grammar and phrasing. It enhances the development of their spoken language skills, their ability to express themselves verbally.Reading, by way of books, magazines or websites, exposes kids to new vocabulary. Even when they dont understand every new word, they absorb something from the context that whitethorn deepen their understanding of it the next time the word is encountered. When parents read aloud to children, the children also try out correct pronunciation as they see the words on the page, even if they cant yet read the words on their own. Reading Can Open Up bare-ass Worlds and Enrich Childrens Lives As mentioned above, reading opens doors doors to factual information about any subject on earth, practical or theoretical.Given the wealth of available resources such as Internet, libraries, schools and bookstores, if children can read well and if they see reading as a source of information, then for the rest of their lives they will have access to all of the accumulated knowledge of mankind, acce ss to all of the great minds and ideas of the past and present. It truly is magic by means of books, children can also learn about people and places from new(prenominal) parts of the world, improving their understanding of and clientele for all of humanity.This, in turn, contributes towards our sense that we truly live in a global village and may help us bring about a more peaceful future for everyone. This can decease through nonfiction but, perhaps even more importantly, reading novels that are set in other places and time periods can give children a deeper understanding of others through identification with individual characters and their plights. Through stories and novels children can vicariously try out new experiences and test new ideas, with no negative consequences in their real lives.They can meet characters who theyll enjoy returning to for relieveing and satisfying visits when they reread a cherished book or discover a sequel. Books also give kids the opportunity t o flex their critical thinking skills in such areas as problem solving, the concepts of cause and effect, conflict resolution, and acceptance of responsibility for ones actions. Mysteries dispense with children to follow clues to their logical conclusions and to try to outguess the author. Even for very young children, a simple story with a repetitive refrain or a simple mystery to solve gives a self-assurance boost.Children can predict the patterns and successfully solve the riddles. Children are influenced by and imitate the world more or less them. While a steady diet of violent cartoons may have a detrimental effect on childrens development, carefully chosen stories and books can have a positive influence on children, sensitizing them to the needs of others. For example, books can encourage children to be more cooperative, to share with others, to be kind to animals, or to rate the natural environment.Reading Can Enhance Childrens Social SkillsAlthough reading is thought of as the quintessential solitary activity, in certain circumstances reading can be a socializing activity. For example, a parent or grandparent reading a story aloud, whether from a traditional printed book or from an ebook, can be a great opportunity for adult and child to share some quiet, relaxed quality time together away from the rush and stresses of the business of daily living. They share a few minutes of unprecedented time, plus they share the ideas that are contained in the story.In addition, older children can be encouraged to read aloud to younger ones as a means of enhancing their relationship. At school or at a library story hour, books can bring children together and can be part of a positive shared experience. For some preschoolers this may be their primary opportunity to socialize and to learn how to behave around other children or how to sit quietly for a group activity. Make the most of this experience by encouraging children to talk about what theyve read or heard .Reading Can Improve Hand-Eye CoordinationIt may vowelize funny, but ebooks can be a way for children to improve their fine motor skills and their hand-eye coordination, as they gossip around a childfriendly website or click the backward and forward buttons of online story pages. They may also be picking up valuable computer skills that theyll need in school and later in life. Reading Can Provide Children with Plenty of Good, Clean Fun Ive saved the most important dit for last. Reading can provide children with endless hours of fun and entertainment. All of the pragmatic reasons above arent at all necessary to justify readings place in childrens lives.Stories can clear up imaginations and open up exciting new worlds of fantasy or reality. They allow children to dream and may give them a good start on the road to viewing reading as a lifelong source of pleasure so read to your young children every day. Inspire your older children to read. Give them access to plenty of reading mat erial that theyll enjoy and discuss it with them. Sample everything traditional printed books and ebooks on Internet, chaste childrens novels and fairy tales, as well as more modern stories.If a child wants to hear the said(prenominal) story over and over again, dont worry about it. Children take comfort from the familiarity and predictability of a beloved story that they know by fancy. Theres no harm in that. Reread old favorites and, at the same time, introduce your children to new stories. Your childs mind and heart have room for both. So Reading Really Does Matter After All There are so many ways in which reading continues to be both a vital skill for children to master, and an important source of knowledge and pleasure that can last a lifetime.Nurture it in your children. Make the most of all the resources that are available and waiting for you printed books, online books, magazines and so forth. Encourage follow-up activities involving creative composition skills and the arts, as well, so that your children can reflect upon or expand on what theyve absorbed and, at the same time, develop their own creativity. As you help your kids appreciate the magic of reading, youll find that theres a whole wonderful world full of childrens literature out there that youcan enjoy too.

Preparation of Identification by Ir and Nmr Spectroscopy Essay

The reactive dot chloride can thus be treated with a primary or secondary amine to give the amide along with HCl, which reacts with the additional amine to give an alkylammonium chloride salt. The mechanism of this process is shown on the following page in Scheme 22 pic Scheme 2 To carry out this reaction, the apparatus shown in Figure 1 go forth be assembled. The apparatus must be dry, since thionyl chloride will react with water to give sulfur dioxide and hydrogen chloride.The biting chloride will then be cooled to room temperature and dissolved in anhydrous ether. Ice-cold diethylamine will be added as a solution in anhydrous ether to form the amide. The resulting ether categorisation will rinse with sedimentary sodium hydroxide (to remove any excess acid chloride), then serve with hydrochloric acid (to remove any excess diethylamine).The resulting ether solution of DEET will be dried and evaporated to interpret the crude product, which will then be purified by column ch romatography to afford pure DEET. The percent throw from m-toluic acid will be determined and the product will be analyzed by transmission infrared spectroscopy (IR) as a neat sample using NaCl plates5 to confirm its anatomical structure by (1) looking at the major absorptions and comparing them to a correlation table6 and (2) by comparing the spectrum to that of an authentic sample.Thionyl chloride is nephrotoxic and corrosive Do not breath the vapors Use in a hood When heat up a reaction apparatus, be sure that it is open to the air so that pressure build up and subsequent rupture of the apparatus does not occur. When heating liquids, make sure the liquid is stirred (or a boiling chip is added) to foreclose bumping. When performing an extraction, make sure to vent the separatory funnel often to prevent pressure build-up. The apparatus shown in Figure 1 was assembled.The 10-mL reaction flask was charged with 0. 275 g of m-toluic acid (0. 0020 mol) and 0. 30 mL of thionyl chlo ride (0. 492 g, 0. 0041 mol). The condenser water was started, and the mixture was gently heated with stirring on an atomic number 13 block (block temp 90 oC) until boiling started. The reaction mixture was then gently boiled for nearly 15 minutes. After the boiling period was finished, the reaction mixture was cooled to room temperature. 4. 0 mL of anhydrous ether were added, and the mixture was stirred at room temperature until a homogeneous mixture was obtained. To this solution was added (dropwise over a 15 minute period) a solution of 0. 6 mL of cold (0 oC) diethylamine (0. 462 g, 0. 0063 mol) in 1. 33 mL of anhydrous ether. During the addition, a thick white cloud of diethylamine hydrochloride was formed.After complete addition, the reaction mixture was stirred at room temperature for about 10 minutes. 10% aqueous sodium hydroxide (2 mL) was then added, and the reaction mixture was stirred for an additional 15 minutes at room temperature, then poured into a separatory funn el and allowed to separate. The aqueous layer was discarded, and the organic layer was washed with an additional portion of 10% aqueous sodium hydroxide (2 mL), followed by a portion of 10% hydrochloric acid (2 mL).The organic layer was washed with water (2 mL), dried (Na2SO4) and evaporated to yield crude N,N-diethyl-m-toluamide as dark brown liquid. The crude product was filtered by dint of a short alumina column using hexane as the eluent ( 5 mL). The hexane solution was evaporated to give 0. 340 g of pure N,N-diethyl-m-toluamide as a lily-livered liquid. Reaction of m-toluic acid with thionyl chloride, followed by diethylamine produced 0. 340 g of a yellow liquid the IR spectrum of which unequivocally showed the presence of the amide carbonyl functional group at 1633 cm-1. In addition, absorptions due(p) to aliphatic C-H (2980 2880 cm-1), and aromatic C=C (at 1585 cm-1). The IR spectrum is attached to this report.These data are consistent with the structure of N,N-diethyl-m- toluamide (DEET), shown in Figure 2 below pic Figure 2 N,N-Diethyl-m-toluamide (DEET) In addition, the IR of the product closely corresponds with that of an authentic sample of N,N-diethyl-m-toluamide (DEET) shown in the lab text. 9 Also, the 1H-NMR shows the presence of four (4) aromatic protons in the persona 7. 3 7. 1 ppm, as well as a three (3) proton singlet at 2. 35 ppm, which corresponds to the benzylic methyl group. The presence of two ethyl groups is clearly shown by the presence of two quartets which integrate to 2 protons each at 3. 53 and 3. 24 ppm, and two triplets which integrate to 3 protons each at 1. 23 and 1. 09 ppm.