Chocolate Cake and Diet Essay Example | Topics and Well Written Essays - 1000 words

Chocolate Cake and Diet - Essay Example On the main half I surrendered, I was unable to stop myself I simply needed all the more so I took a full breath and the harsh and sweet smell filled my faculties with bliss. The profound shades of earthy colored covering the whole region around my mouth hushed up interesting I was unable to trust myself that I could be that powerless in regards to my fixation on chocolates and chocolate cakes. The most disdainful viewpoint about being on an exacting eating regimen and one that was difficult was, not permitted to have chocolates. Particularly on birthday celebrations, throughout the years what made my birthday events so unique were not the gatherings, inflatables or the individuals however the treat! On all my birthdaies I would have my preferred chocolate flourless, twofold layered with the thickest layer of chocolate fudge icing. In any case, all the great sweet birthday events I had and in spite of all the pleasant I had in those birthday events, this day was just the best. I took all my repressed disappointment from eating veggies or natural nourishments over this delectable bit of cake. Albeit a cut of this cake implied a long stretch of time of exercise and a day brimming with soups and just organic products yet it merited the sacrifice.It was the best cut of cake I had in my life, which changed the whole picture in my psyche; I didn't realize that something could taste that eminent. The bliss I felt when I took my first nibble finished on regret when I took the last so I gets done with eating and spotted my chocolate shrouded lips taking in the final wisps and scraps of the cake. It felt like one astounding experience.

Hannah Beck free essay sample

Hannah BeckMrs. StiffHonors English 101/12/17 Hysteria is known to have crushed endless networks, and in incident it had gone over the city of Salem; an expected 200 individuals were blamed for black magic and more than 20 individuals were murdered because of the widespread wrath all through the city. The Crucible composed by Arthur Miller portrays the untold truth of Salem, Massachusetts, and the commitment for an in simply strict society during the shocking occasions of the witch preliminaries. The term madness by and large alludes to as (MPI), mass psychogenic sickness, yet this can be similarly as sociological just as a mental wonder that happens in practically all inclusive characteristics in us as people. Many have looked to Salem for instance of mania, in which they had encountered a monstrous aggregate frenzy that moved through the city, as their chase for witches turned into an incomprehensibly important issue. For what reason did a kept Puritan culture rapidly for the time being transform into the hustle for finding, and making allegations of witches? Well it is in our human instinct, us as people can rapidly accept nearly anything when we experience it firsthand, despite the fact that as ludicrous as it appears. We will compose a custom exposition test on Hannah Beck or then again any comparative theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page As Arthur Miller says, Salem resembled investigating a petri dish, a treated balance with its chief moving powers got into quietness. One needed to think about what the human creative mind benefited from that could move neighbors and old companions rise for the time being as rages covertly twisted on the torment and the demolition of Christians (Miller, 3). In the Crucible, mania is most unmistakably found in the residents unreasonable acknowledgment of the young ladies manufactured cases of black magic. As a great many people in the city had encountered black magic firsthand their brains had revealed to them that it was to be sure occurring and for them to rapidly freeze in the situation of decisive. Presently returning to what Arthur Miller had stated, I accept that our minds are benefited from the unavoidable truth or passing. In a particular situation, where it was your life and notoriety on the line per state and your neighbors life on the line, okay either make a case to make your neighbor look liable, or would you not? Numerous individuals were blamed for black magic as a result of insanity, and as I said agitation is additionally mental sickness. I accept that their brains had continued advising them to escape the circumstance and for them to spare themselves, instead of keep themselves in the perilous frenzy of the preliminarie s.

Argument Essay Topics For Kids

Argument Essay Topics For KidsThere are a few argumentative essay topics for kids that can be taken in a grade school course or an honors one. They can also be used in grade school and high school, for students who are serious about their studies. They can serve as practice for the writing of high school papers, for the college application and thesis.Argumentative essay topics for kids should be different in style and content from that of the argumentative essays for adults. This is due to the fact that arguments made by adults should have some level of substance, while the child's arguments should be more personal and less analytical.For this reason, the way argumentative essays for kids are presented will differ from that of adult essays. Instead of outlining a thesis statement, argumentative essay topics for kids should be developing arguments. Arguments need to be made, based on examples alone. The only way to make an argument is by using examples.All arguments are based on argum ents. Arguments are different from theories or statements and they are all based on the same premise. That premise is that, there is something out there, and it's not true.Argument essay topics for kids should contain three types of examples. First, examples of fact, and two examples of statement. The first type is very important in these kinds of essays. This is because kids need to be shown what the problem is, and what they must do to fix it.Secondly, facts need to be introduced into the argument. Factual statements are needed to back up statements made in the argument. And finally, people need to be introduced into the argument as being individuals, rather than one isolated thing.Argument essay topics for kids can be presented in a number of ways. The most common format is to start by stating a thesis statement and then, move on to making examples, both facts and statements. The conclusion can follow the examples.There are great examples of how to use this format in an essay, fo r those looking for it. You can find some examples of the format in many Internet resources. Good luck with your research!

Diabetes A Healthy Body - 1604 Words

In a healthy body, carbohydrates are broken down into glucose which is necessary to survive. Glucose is blood sugar and is used in more than one way throughout the body, for example providing fuel for the brain, providing energy for the body and essential to create proteins. The pancreas creates a hormone, insulin, which helps the body store glucose, when it is not being used, in the liver, muscles and fat cells, ready to be turned into energy as the body needs it. When somebody’s supply of insulin doesn’t have the ability to store glucose, it means that they have diabetes. Because the prospect of storing is no longer an option, glucose remains in the blood system, building up to severely high levels. Diabetes is all linked back to sugar.†¦show more content†¦Type 1 is also known as juvenile diabetes as it was far more common in children than Type 2. In more recent times, there is a higher percentage of children with Type 2 diabetes than Type 1. Type 2 diabetes is different in that the pancreas still produces insulin but certain elements diminish the ability to absorb and convert glucose. Type 2 diabetes is often treated with a combination of medications, a careful dieting and exercising balance as well as weight loss and careful attention to the levels of blood sugar. Type 1 diabetes is much more common in Northern European countries, and among people of Northern European descent. Type 2 diabetes is found in countries with higher obesity levels, for example the United States. One out of every three Americans is considered to be obese. Diabetes can affect the heart, eyes and kidneys and results in problems in the circulatory system- the blood system. Type 1 can also affect blood vessels and nerves. It can lead, if not managed properly, to blindness, heart disease, strokes and vascular disease which, in turn, leads to gangrene and the need for amputation. At the time of the Ice Age, diabetes was a huge advantage in humans. Although unbeknownst to those it affected, diabetes helped people survive the colder temperatures. Those without diabetes survived for a much shorter period of time, allowing diabetes to become more and more common. The build-up of blood sugar was the anti-freeze within the

Negative Effects Of The Columbian Exchange - 1498 Words

In 1492, Christopher Columbus sailed the ocean blue. This was the very first step in starting the Columbian exchange. The Columbian exchange was the process of the New World and the Old World transferring ideas, plants, animals, culture, human populations, and manufactured goods across the Atlantic Ocean throughout the 15th and the 16th century. Even though there were many positive results out of the exchange including the finding of the Americas, new plant and animal species, and the Europeans gaining more land to grow their Old-World crops, the overall effects were negative. The Columbian exchange was not as successful as it was made out to be because there were over ten major disease outbreaks in both the Old and New world, Europeans†¦show more content†¦Although there is very few examples of diseases spreading from the New World to the Old World, that does not mean they weren’t as devastating as the Old-World diseases. Syphilis is a New World disease that was fata l and had severe symptoms. They included genital ulcers, rashes, large tumors, severe pain, dementia, and eventual death. Over time, as the disease evolved, its symptoms changed, becoming more benign and less fatal (Nunn and Qian, p.4). There are two theories of the origins of syphilis is one being the â€Å"Columbian hypothesis† and the other being the â€Å"pre-Columbian hypothesis†. The Columbian hypothesis states that the disease-causing agent Treponema pallidum originated in the New World and was spread in 1493 by Christopher Columbus and his crew who acquired it from the native people of Hispaniola through sexual contact. When men joined the military campaign in Spain they would bring back prostitutes in their camp sites which would amplify the disease throughout Europe when they returned. The pre-Columbian hypothesis states that syphilis has always been in the Old World. since no accounts of the disease were made prior to the 1490s because it could not be differ entiated from other disease with similar symptoms, it was made to believe that it was always around just not classified yet. Many human populations were decimated byShow MoreRelatedEssay on Positive and Negative Effects of the Columbian Exchange788 Words   |  4 PagesAlthough Columbuss revelation of the New World to the Old World caused deadly diseases to both hemispheres, a loss of preservation of native American culture in the New World, and the unhealthy effect of tobacco in the Old World, it made an overall positive impact in lasting terms by the introduction of religion and horses and cattle in the New World and the new agriculture advancements and alpacas. The Eastern-Western hemisphere encounter was obviously positive in the Western hemisphere becauseRead MoreThe Positive Effects Of The Columbian Exchange1051 Words   |  5 PagesThe Columbian Exchange The Columbian Exchange was the transfer of plants, animals, human populations, diseases, cultures, and ideas throughout the world. The new worlds that had been discovered were a part of this Columbian Exchange, and were exposed to many new and foreign goods as well as people. The Americas, or New World, were faced with harsh treatment from Columbus and his crew, along with the rampant spread of new diseases that took a large toll on the Native populations. The Indies were alsoRead MoreThe Positive Effects Of The Columbian Exchange1643 Words   |  7 PagesThe term â€Å"Columbian Exchange† refers to the massive transfer of life between the Afro-Eurasian and American hemispheres that was precipitated by Columbus’ voyage to the New World . It was known as the widespread interchange of plants, animals, diseases, culture, human populations and technology between Europe and the Americas. After Columbus’ arrival to the Americas, the plant, animal and bacterial life b egan to mix between the Americas, which was also referred to as the â€Å"New World† and Europe,Read MorePositive Effects Of The Columbian Exchange703 Words   |  3 Pagesthe time period known as the Columbian Exchange. Most of what the Europeans took from the Exchange was good, but some of what they brought was devastating to the people in the New World. Although, this time period was very brutal for the Native Americans, the Columbian Exchange resulted in the transmitting of new technologies, an increase in remedies and cures for diseases, and a growth in resources such as food that helped to improve life. During the Columbian Exchange there were civilizations thatRead MoreThe Cultural Impacts Of The Columbian Exchange775 Words   |  4 PagesThe Columbian Exchange By definition, the Columbian Exchange is described as the transatlantic flow of goods, people, and diseases, beginning with Christopher Columbus’s voyages and discovery of the New World in 1492. (Give Me Liberty!) This interpretation, however, does not give this event the acknowledgement it deserves, as the effects of this complex transaction made a significant impact of the modern history of the world. It completely shaped the world humans live in today, from the languagesRead MoreWhat Was The Columbian Exchange? Essay1618 Words   |  7 Pagesresult of this was The Columbian Exchange in which there was a large trade of animals, plants, technology, culture, slaves, diseases, and even new religions. This exchange effected the way Europeans, Americans, Asians, and Africans lived their daily lives. The Columbian exchange was by far one of the most paramount events in the history of world technology, agriculture, culture, and ecology. In this research paper the following will b e answered: What is the Columbian Exchange? Plants and animals transportedRead Morecolumbian exchange817 Words   |  4 Pagesï » ¿ The Columbian Exchange The Columbian exchange created an enormous interchange of various political ideas, cultures, foods, diseases, animals, and people between the old world and the new world, this give and take relationship caused many changes some positive and some negative between the two areas and help redistribute resources between the two hemispheres. There were many positive things that happened as a result of the Columbian exchange. Potatoes and corn became major food sources forRead MoreAmerica Before Columbus And The Columbian Exchange1597 Words   |  7 Pagesthe fact that it was not merely the arrival of conquistadors and colonists that irrevocably changed the landscape of the Americas, but that it was also the coined term known as the â€Å"Columbian Exchange† that afforded these travelers the ability to proliferate so successfully. The basic definition of the Columbian exchange is one that defines the importation of European flora and fauna. It could also loosely represent other imports, both intended and unintended, such as tools, implements, and even diseaseRead MoreThe Age Of Exploration : John Winthrop1546 Words   |  7 Pagesquotes of the first Governor of Massachusetts, John Winthrop. The Age of Exploration ultimately had a more negative impact on the New World because of the invasion of European plantlife, the spread of disease, and the development of the Transatlantic Slave Trade The Age of Exploration contains both benefits and harms to the groups of people, animals, and land that is associated. The damaging effects of the Age of Exploration were directed, for the most part, upon the people and land of the New WorldRead MoreColumbian Exchange Dbq889 Words   |  4 PagesColumbian Exchange BBQ The Columbian Exchange was a major milestone in the diffusion of the New and Old World. In 1492, Columbus arrived in the Bahamas(2), where he first came in contact with Native Americans. There, both exchanged their cultures such as crops, animals, metals, and germs, hence the name, Colombian Exchange. This has brought about both positive and negative effects. While some negative impacts are exemplified by the near-genocide of Amerindians, the demerits are outweighed by the

Romeo and julietlove Free Essays

Romeo and Juliet written by William Shakespeare is one of the most famous love stories. Most people think it is Just about romantic love, but indeed it has many different forms of love that exists which is portrayed throughout the Shakespearian novel. The novel uses the main theme of love to push the story along and keep it going. We will write a custom essay sample on Romeo and juliet:love or any similar topic only for you Order Now Presented are variations of love including forbidden love, unrequited Love and blind love. This essay aims to analyse these three types of love chosen. Romeo and Juliet is a brilliant play about a young boy and girl, whom fall deeply in love with each other. Romeo is from the house of Montague, while Juliet is from the house of Capulet. Both families have been feuding with each other for a long time; however, despite the families feuding, Romeo and Juliet marry each other in secrecy. This is an example of forbidden love. In Romeo and Juliet the two main characters rush into love and it didn’t end up the way they planned it to. They see each other’s seen beauty and think they will live happily together, but things change throughout the tory that take a turn for the worst. Romeo gets banished from Verona making their love for each other hard making them sneak around to manage it. Juliet pretends to kill herself so Romeo would come back but Romeo goes back thinking Juliet actually killed herself, so he decides he must kill himself. Juliet wakes up and sees her love dead and decides if she cannot live with Romeo she will not live at all, and kills herself also. The first time Romeo sees Juliet he says, â€Å"Did my heart love till? / Forswear it sight! For I ne’er saw true beauty till this night† (1. 5). Romeo without hesitating decides that he is in love with Juliet now even though he has not spoken to her at all. Which brings us into unrequited love and the ‘one sided’ love between Romeo and Rosaline. You are never positive if someone really loves you or not. All you know is that you truly love them. That is what makes unrequited love difficult for people. In Romeo and Juliet, unrequited love is present whether it was apparent or implied, we don’t know. When we are introduced to the character Romeo, he is infatuated by Rosaline which he thought was love at first sight, but she happens to not be in love with him and plans to become a nun. Romeo is in love with Rosaline while Paris falls in love with Juliet which are the most obvious examples in Romeo and Juliet. Romeo’s apparent â€Å"love† for Juliet is no different than his love for Rosaline because Romeo is in love with the idea of being in love. Although, I do believe there is an unrequited love between Juliet and her parents. In Romeo and Juliet, love and hate are Just two emotions on the same side. Both emotions are intense emotions that as Benvolio says, get the â€Å"mad blood stirring† (3. 1. 4). When the hatred is going on between the Montagues and Capulets, it finally pushes Romeo and Juliet to their tragic deaths but which their parents thought they were doing right for their children. But if they’re Just two emotions on the same side, then can this kind of passionate love even exist without hate? romeo and juliet:love By victoriacoates How to cite Romeo and juliet:love, Papers

Leszek Swirski Essay Example

Leszek Swirski Essay I will investigate the change of velocity and acceleration of a laterally moving object attached by a string and pulley to a dropped object, when the mass of the dropped object is changed.MethodApparatus** Trolley* Piece of Card* Runway* Weights* 2 Light Gates* Weights* Pulley* Computer* LogIt 9000* Insight Timing* Appropriate cablesDiagramSet up procedureThis is how I will set up the experiment:1. Set up the apparatus as above, with Light gate A at 45 cm from where the centre of the piece of card (not trolley) will start to move from, and Light gate B at 45 cm further.2. Make sure that there is enough space between the pulley and light gate B for the piece of card to go through the light gate. If not, move the starting point of the trolley back, and the light gates accordingly.3. Plug Light gate A and Light gate B into the LogIt, and plug that into the computer.4. Start up Insight Timing on the computerThen I am ready to startFair TestI will make this a fair test by limiting the key factors:- Weight of trolley I will use the same trolley every time to ensure the same weight- Distance travelled I will keep this constant by releasing the weights from the same height and releasing the trolley form the same place every time. I will also not move the light gates- Friction/Air Resistance Unfortunately, these cannot be avoided, however they will be minimal due to the equipment used, and will be relatively constant as I will not change apparatus.SafetyThere is little safety to be considered. No harmful substances are being used, neither are flames or solvents. I will need to take precautions when increasing the dropping mass, and make sure that all the weights are securely fixed. The main point would be to stop/catch the accelerated trolley before it falls off, especially at higher speeds.Execution ProcedureThis is how I will execute the procedure1. The starting point should be the centre of the piece of card. I will have 10g as the dropping weight2. I will start r ecording on Insight Timing, and let the weight drop, making the trolley and, more importantly, the piece of card move.3. I will make sure someone catches the trolley before it falls off (see safety)4. I will stop insight timing and move the trolley back to the start position5. I will then add another 10g to the weight and repeat from 2. until I have measure the velocity at a mass of 100g.I will repeat this procedure two more times, so that I have 3 repeatsTheoryThere are three points to be considered in the theory. The first is how the mass should affect the velocity. The second is how the height should affect the velocity. The third is how the mass will affect the acceleration.First let me discuss the first point. This test is based on converting gravitational potential energy into kinetic energy.Gravitational potential energy (g.p.e.) is mgh, and kinetic energy (k.e.) is 1/2mv2.If we consider the mass of the trolley to be m1, and the dropping mass to be m2, this gives us g.p.e. as m2gh, as only the dropping weight has g.p.e. The letter g is the gravitational constant, and is approximated as 9.81. The letter h is the height. Equally, k.e. is 1/2(m1+ m2)v2, as both the dropping mass and the trolley will move.By Law of Conservation of Energy, energy can neither be created nor can it be destroyed, however it can be converted from one form to another. Therefore, if the g.p.e. is not wasted in any other way (e.g. friction converting it into heat energy), it must all be converted into k.e.This means that g.p.e. = k.e., therefore:m2gh = 1/2(m1+ m2)v2If I didnt have to consider m1, this could be re-written as:v2 = 2m2ghm2This would mean that the m2s will cancel out, proving that the mass of an object has no effect on its falling speed (as confirmed by Galileo). This is not true, however, when there is a constant added to the denominator. This makes the formula:v2 = 2m2ghm1 + m2This does not allow for the masses to cancel out, therefore the velocity (of both) must dep end also on the falling mass.The second point to consider is the height. Due to the setup, the vertical drop will be converted into both vertical and horizontal movement. This means that the height can be represented on the horizontal as the movement of the trolley. Since the speed is measured as the average speed of the card as it moves, the starting point should be the centre of the piece of card.The two light gates are therefore at 45 cm and 90 cm. This means that in the formula, h will be 0.45 and 0.9 (as h is measured in metres).I should also consider the effect the height will have on the velocity. The formula is:v2 = 2m2ghm1 + m2Since the h is in the numerator, it must directly and positively influence the velocity, i.e. as it increases, so will the velocity.As for the third point, acceleration, a different formula is needed. In this instance, it is:v2 = v02 + 2axv0 is the starting velocity and v is the final velocity (at light gate B). a is the acceleration and x is the dist ance moved. In this case, as light gate B is 90 cm from the starting point, x = 0.9. Also, since the trolley is not moving at the start, v0 is 0As we want to know the acceleration and v0 is 0, this can be rearranged and simplified as:a = v22hSince we know v2 to be:2m2ghm1 + m2we can replace the v2 in the acceleration formula to conform. Also After some simplifying, this becomes:a = m2g I(m1 + m2)Therefore, as the mass increases, so will the acceleration.PredictionThere are really two predictions to be made. One is on the subject of velocity, the other on acceleration.For velocity, I predict that as the dropping mass will increase, so the velocity will also increase. I predict that there will be a linear relationship between v2 and m2, therefore, I predict that the relationship between v and m2 will have to be parabolic, on its side. I also predict that, due to the height being lower at light gate A than B, the velocity will be higher at B than A. I predict the graph to look like thi s:For acceleration, I predict that dropping mass will increase, so the acceleration will also increase. Since m2 is in both the numerator and denominator, I predict that the graph will be hyperbolic, on its side. This is because, as the m2s increase, the effect of the added m1 will decrease, almost to a point where it is relatively insignificant, as m2 is so large. This would mean that the m2s increase to a theoretical point where m1 is irrelevant, and they cancel out, making the acceleration stay the same, as g (9.81). This would make the graph hyperbolic with the asymptote as 9.81:A AnalysingResultsRepeat 1Repeat 2MassVelocity AVelocity BTimeAccelerationMassVelocity AVelocity BTimeAccelerationkgm/sm/ssm/s/skgm/sm/ssm/s/s0.000.000.000.000.000.000.000.000.000.000.010.270.381.350.080.010.270.381.360.080.020.450.650.800.260.020.470.670.770.250.030.580.830.620.400.030.600.860.610.430.040.690.960.520.520.040.701.000.520.590.050.771.030.470.540.050.761.120.470.770.060.841.170.430.760.06 0.801.210.440.910.070.911.190.400.690.070.911.320.401.040.080.971.380.371.100.080.971.410.371.190.091.011.470.361.300.091.021.460.361.220.101.021.480.351.290.101.111.530.341.23Repeat 3MassVelocity AVelocity BTimeAccelerationkgm/sm/ssm/s/s0.000.000.000.000.000.010.310.461.200.130.020.480.720.770.310.030.600.900.610.480.040.701.040.530.650.050.781.150.480.770.060.841.230.440.880.070.911.370.411.110.080.961.420.391.170.091.021.500.371.310.101.071.590.351.49From these results I can work out an average set of results:MassVelocity AVelocity BTimeAccelerationkgm/sm/ssm/s/s0.000.000.000.000.000.010.280.411.300.100.020.470.680.780.270.030.590.860.610.440.040.701.000.520.580.050.771.100.470.690.060.831.200.440.850.070.911.290.400.950.080.971.400.381.150.091.021.480.361.280.101.071.530.351.34AnalysisThere are several pieces of information that can be extracted from the above table. The first two are the changes in Velocity at points A and B when the mass increases. The second is the change in acceleration as the mass increases. Also these values can be compared to the theoretical to show how outside factors (like friction) have affected the results.The first that I will look at is the two velocities.Here, I have put on a graph the two points velocities against the changing mass. As you can see, the velocities both increase with the mass, however they increase less every time.Also, it shows how the velocity at B, further on (therefore at a higher height) is larger than the velocity at A (at a smaller height).Theory backs both these remarks. Firstly, I shall consider the heights influence. The formula for the velocity (squared) is:v2 = 2m2ghm1 + m2As h increases, its position makes it increase the amount in the numerator, therefore directly increasing the velocity. Therefore, as Bs height is larger than As, the velocity at B will always be higher that A. A notable exception is when m2 = 0, as then the height will have no effect as the numerator, and therefore velocity will have to equal 0.Secondly, I shall consider the influence of the dropping mass. In the formula, removing the influence of the m1 would make the m2s cancel out and make the velocity the same. However, this is not so. Since the denominator involves an addition, and the numerator does not, this mean that the velocity must increase as the mass increases.As to why the graph curves, it would be easier to consider a simpler fraction, namely:x Ix+1When x = 1, the fraction is 1/2. When x = 2, the fraction is 2/3. The difference between these is 1/6. When x = 3, the fraction is 3/4. The difference between the last two is now 1/12; half of what it was before. When x = 4, the fraction is 4/5. Now, the difference between the last two is 1/20; again, nearly half. If the fraction was plotted on a graph, this downwards trend in differences would make the line curved, as it would increase less every time.This does not change with multipliers, neither in the nominator nor denominator, as they only ch ange the scale, not the shape, neither does it change when the added constant is changed. This means that the same rule applies to the formula for velocity.As for comparing this graph to the prediction, the easies way would be an overlay of the two:This shows the prediction and real graph, both scaled to fit each other. The lines from the prediction are not exactly the same as in the prediction, as I have scaled them to fit the graph. As you can see, they follow each other nearly exactly. This, coupled with the fact that my theory agreed with the graph of the results, means that my prediction must have been correct.The second graph that I will look at is the accelerationIn this graph, the trend is not so apparent. Only one definitive piece of information can be derived from this graph: that the acceleration increases as the mass increases.Before I consider the shape of the graph, I will first explain the above point. The formula for acceleration against mass is:a = m2g I(m1 + m2)As I have described in my analysis of the velocity graph, this means that as m2 increases, a must also increase. However, the fact that this increase should be smaller every time is not so apparent. To explain this, I will look at the theoretical graph on the same scale:This graph, save for a few anomalies in the actual graph, is exactly the same. Therefore there are two options: the theoretical graph is incorrect or the graph is incorrectly drawn.My suspicion is that it is the latter. I believe that the graph will turn, however not yet, i.e. that the scale is too small. If I do the graph again, with the mass going not up to 0.10 but to 1.00, the graph looks like this:The graph now does indeed curve, as I had predicted. I believe therefore that had I continued the experiment up to a dropping mass of 1 kg instead of 0.1 kg, my actual graph would also curve. This, however, only speculation, and there is no way to tell without actually doing this. I can therefore only conclude that the ac celeration increases as the mass increases. This does, conform with my prediction, however it does not prove that the graph would be hyperbolic with the asymptote at 9.81, as the graph does not go that far.E EvaluatingStandard DeviationMassVelocity AVelocity BTimeAccelerationkgm/sm/ssm/s/s0.000.000.000.000.000.010.020.050.090.030.020.020.040.020.030.030.010.040.010.040.040.010.040.010.070.050.010.060.010.140.060.020.030.010.080.070.000.090.010.230.080.010.020.010.050.090.010.020.010.050.100.050.060.010.14In this experiment, a very fair result could be achieved due to the three repeats. In fact, as this table shows, the standard deviation was never higher than 0.23, and only three times exceeding 0.10. Obviously, this could be further improved by adding more repeats.Another way to improve the results would be to better standardise the place form which the trolley was released, as on the day this was only roughly estimated, leading to anomalies. Also, although this would be only theo retical, it would have been better to decrease the friction in the wheels, runway, and pulley and even air resistance. Factors such as these lead to energy losses reaching 54%.Energy Statistics at AMassEnergykgInput (J)Output (J)Loss (%)0.000.000.00N/A0.010.040.0254%0.020.090.0636%0.030.130.0930%0.040.180.1326%0.050.220.1626%0.060.260.1928%0.070.310.2424%0.080.350.2723%0.090.400.3023%0.100.440.3423%Energy Statistics at BMassEnergykgInput (J)Output (J)Loss (%)0.000.000.00N/A0.010.090.0452%0.020.180.1232%0.030.260.2025%0.040.350.2724%0.050.440.3325%0.060.530.4123%0.070.620.4823%0.080.710.5719%0.090.790.6419%0.100.880.7120%The input in these energy losses has been calculated as the theoretical input of the appropriate mass over the appropriate distance, namely:Input = mghThe output has been calculated as:Output = v2(m1+m2)2The loss percentage has been calculated as:Loss % = Input-OutputInputObviously, at a mass of 0, input and output are 0, and therefore the loss is not calculable, as it would include division by 0.These tables show that friction and air resistance created a very large margin of error for the experiment, especially at lower masses. The real and theoretical lines are compared on the next two graphs, of the velocity at A and at B, respectively. The frication and air resistance factor would explain the difference in scale, but similarity of the lines, which would other wise have to be explained with very coincidental anomalies.It is difficult to identify anomalies on a curved graph, however, as the graph shows, the real lines quite closely follows the theoretical lines, apart from the aforementioned difference in scale. On the first graph, there is one slight bump, which could be described as anomalous, at 0.06 kg, and a slightly smaller curve than predicted at 0.01 kg, however these are the worst examples of anomalies on the graph, and are minute. On the second graph, again there is a slightly smaller curve than predicted at 0.01 kg, there is again a small bump, this time at 0.07 kg, and the point is a bit lower than it should at 0.10 kg, however again the anomalies are minute.Much worse anomalies come on the graph of acceleration. Problems due to friction and air resistance are obviously present, as the real graph is below the theoretical graph; however the real line is also, for lack of a better word, wobbly. The unsteadiness of the line makes it difficult to identify which points are actually anomalous, however by drawing a straight line of best fit (also shown), I approximate these to be at 0.01, 0.08, 0.09 kg.The increased size of the anomalies may be due to the fact that the acceleration is calculated by using three measurements, velocity at A, velocity at B and the time, all of which can have slight mistakes which add up.If factors such as friction and air resistance could not be eliminated, it might have been beneficial to measure them instead, and adjust the final results accordingly. Therefore, as further work, it w ould have been helpful to find out the co-efficient of friction of the runway, i.e. find the force needed to move the trolley (measured using a Newton meter, by pulling the trolley along the runway) and divide this by the force exerted upon the trolley by the runway (this being its weight, 0.5 kg, multiplied by the gravitational constant, 9.81, making it 4.905 N). Air resistance could also be mesaured, by Stokes law which says that air resistance force is proportional to density of the air times the cross sectional area of the object times the square of the velocity of the object.Investigation on converting Gravitational Potential energy into horizontal and vertical Kinetic Energy

Spectroscopy Definition and Difference vs Spectrometry

Spectroscopy Definition and Difference vs Spectrometry Spectroscopy is the analysis of the interaction between matter and any portion of the electromagnetic spectrum. Traditionally, spectroscopy involved the visible spectrum of light, but X-ray, gamma, and UV spectroscopy also are valuable analytical techniques. Spectroscopy can involve any interaction between light and matter, including absorption, emission, scattering, etc. Data obtained from spectroscopy is usually presented as a spectrum (plural: spectra) that is a plot of the factor being measured as a function of either frequency or wavelength. Emission spectra and absorption spectra are common examples. How Spectroscopy Works When a beam of electromagnetic radiation passes through a sample, the photons interact with the sample. They may be absorbed, reflected, refracted, etc. Absorbed radiation affects the electrons and chemical bonds in a sample. In some cases, the absorbed radiation leads to the emission of lower-energy photons. Spectroscopy looks at how the incident radiation affects the sample. Emitted and absorbed spectra can be used to gain information about the material. Because the interaction depends on the wavelength of radiation, there are many different types of spectroscopy. Spectroscopy Versus Spectrometry In practice, the terms spectroscopy and spectrometry are used interchangeably (except for mass spectrometry), but the two words dont mean exactly the same thing. Spectroscopy comes from the Latin word specere, meaning to look at, and the Greek word skopia, meaning to see. The ending of spectrometry comes from the Greek word metria, meaning to measure. Spectroscopy studies the electromagnetic radiation produced by a system or the interaction between the system and light, usually in a nondestructive manner. Spectrometry is the measurement of electromagnetic radiation to obtain information about a system. In other words, spectrometry can be considered a method of studying spectra. Examples of spectrometry include mass spectrometry, Rutherford scattering spectrometry, ion mobility spectrometry, and neutron triple-axis spectrometry. The spectra produced by spectrometry arent necessarily intensity versus frequency or wavelength. For example, a mass spectrometry spectrum plots intensity versus particle mass. Another common term is spectrography, which refers to methods of experimental spectroscopy. Both spectroscopy and spectrography refer to radiation intensity versus wavelength or frequency. Devices used to take spectral measurements include spectrometers, spectrophotometers, spectral analyzers, and spectrographs. Uses Spectroscopy can be used to identify the nature of compounds in a sample. It is used to monitor the progress of chemical processes and to assess the purity of products. It can also be used to measure the effect of electromagnetic radiation on a sample. In some cases, this can be used to determine the intensity or duration of exposure to the radiation source. Classifications There are multiple ways to classify types of spectroscopy. The techniques may be grouped according to the type of radiative energy (e.g., electromagnetic radiation, acoustic pressure waves, particles such as electrons), the type of material being studied (e.g., atoms, crystals, molecules, atomic nuclei), the interaction between the material and the energy (e.g., emission, absorption, elastic scattering), or specific applications (e.g., Fourier transform spectroscopy, circular dichroism spectroscopy).

How to Write a Creative Assignment

How to Write a Creative Assignment Writing Effective Assignments Research has shown that the more detailed a writing assignment is, the better the student papers are in response to that assignment. Often it is necessary to make explicit for students the process or steps necessary to complete the assignment because many students tend to treat assignments as though they were step-by-step instructions. Instructors can use that tendency to help students write more effective papers. For example, explicit descriptions of assignments on the syllabus or on an assignment sheet tend to produce the best results. Such assignment sheets should detail the kind of writing expected, the scope of acceptable subject matter, the length requirements, formatting requirements, documentation format, the amount and type of research expected (if any), the writers role, and deadlines for the first draft and its revision. Providing questions or needed data in the assignment helps students get started. For instance, some questions can suggest a mode of organization to the students. Other questions might suggest a procedure to follow. The questions posed should require that students assert a thesis. The following areas should help you create effective writing assignments. Examining Your Goals for the Assignment How exactly does this assignment fit with the objectives of your course? Should this assignment relate only to the class and the texts for the class, or should it also relate to the real world? What do you want the students to learn or experience from this writing assignment? Should this assignment be an individual or a collaborative effort? What do you want students to show you in this assignment? To demonstrate mastery of concepts or texts? To demonstrate logical and critical thinking? To develop an original idea? To learn and demonstrate the procedures, practices, and tools of your field of study? Defining the Writing Task Is the assignment sequenced so that students write a draft, receive feedback (from you, fellow students, or staff members at the Writing and Communication Center), and then revise it? Does the assignment include so many sub-questions that students will be confused about the major issue they should examine? Can you give more guidance about what the papers main focus should be? Can you reduce the number of sub-questions? What is the purpose of the assignment (e.g., review knowledge already learned, find additional information, synthesize research, examine a new hypothesis)? What is the required form (e.g., expository essay, lab report, memo, business report)? What mode is required for the assignment (e.g., description, narration, analysis, persuasion)? Defining the Audience for the Paper Can you define a hypothetical audience to help students determine which concepts to define and explain? When students write only to the instructor, they may assume that little, if anything, requires explanation. Defining the whole class as the intended audience will clarify this issue for students. What is the probable attitude of the intended readers toward the topic itself? toward the student writers thesis? toward the student writer? What is the probable educational and economic background of the intended readers? Defining the Writers Role Can you make explicit what persona you wish the students to assume? For example, a very effective role for student writers is that of a professional in training who uses the assumptions, the perspective, and the conceptual tools of the discipline. Defining Your Evaluative Criteria If possible, explain the relative weight in grading assigned to the quality of writing and the assignments content: organization focus critical thinking original thinking use of research logic appropriate mode of structure and analysis (e.g., comparison, argument) format correct use of sources grammar and mechanics professional tone correct use of course-specific concepts and terms the depth of coverage professionals are ready to help you at any stage of the writing process. Feel free to place your request here!

The Impact of Evolving Technologies Assignment Example | Topics and Well Written Essays - 250 words

The Impact of Evolving Technologies - Assignment Example In addition, there is production of high-quality animations thereby improving the standards of animations. The costs of animation film production have been reduced by letting the computer carry out most of the technical aspects that would have otherwise been done by other people. Tasks such as preparation of miniatures and the use of other actors have been eliminated (Wright, 2013). For example, CGI has greatly contributed to the success of the animation Shrek. For example, the appearance of the diverse characters in the film was enhanced by CGI. The number of characters varied from normal-looking ones to weird-looking characters that are not normally seen in other films. The antics of the donkey have been greatly influenced by computer-generated imagery (Shrek, n.d.). The animation also appears bright and colorful due to the intricate balance of color, light and texture (Scaramozzino, 2010). That has been made possible with CGI. Without the advancement of CGI, such an animation may not have made the impact it did by appealing to large

Changes in theoretical paradigms have predominantly been driven by Coursework

Changes in theoretical paradigms have predominantly been driven by black swan events rather than resulting from proven paradigm - Coursework Example In the world of finance, these events are those that effect dramatic market movements, such as, for instance, the 2001 terrorist attacks, as well as the 2007 financial crisis, which both drove the markets dramatically lower. The recommended financial strategies to accommodate large market failures precipitated by black swan events are, of course, centered on allocating a small percentage of a total portfolio towards investment instruments that are to spike when the markets crash, while keeping the large share of the portfolio in the safest, black swan-proof, investment vehicles. This is part of a broader strategy aimed at spreading the risk among a greater number of vehicles for investment. One can say that these investing strategies may be an offshoot of an economic theoretical paradigm that may not be superior, but is conditioned by the painful experience of previous black swan events. The paper explores the dynamics of shifts in theoretical paradigm springing from black swan event s (Kim 2010; Bloch 2013; Sood 2013). II. Discussion A history of tectonic changes in macroeconomic paradigms can be summarized as tales of existing economic thinking, such as classical economics and fundamental supply and demand models being upended by black swan events, such as the Great Depression in the case of classical economics. ... During the Depression this amounted to heavy spending by the US government to get the economy out of its hole. One can argue from this that the new paradigm is adopted not because it is necessarily superior, but because it adequately addressed the black swan event of the Depression, and showed good results in spurring the economy back on a track to growth. This new paradigm fixed demand, but was not particularly suited for instance to the black swan event of stagflation, where the economy was stagnant even as inflation spiked. The problem in this latter black swan event was that supply fell, leading to spikes in the prices of fuel and of food. This black swan event then led to a shift in paradigm back to classical economics, with Milton Friedman arguing that market forces are the best determinants of market efficiency, and are best left to their own devices, with the emphasis this time not on demand, as in Keynes, but on supply-side economics. Here then, from two successive black swa n events, is proof that changes in economic paradigms are not necessarily driven by the shift to superior paradigms, but rather are borne out of the need to correct the imbalances and inherent problems in economic policies that were made evident by the black swan events. In these two examples it can be argued that classical economics and the efficiency of market forces is the superior paradigm, but as a result of the Great Depression it was junked in favor of Keynes, only to be re-adopted, tweaked, after the stagflation crisis in the 1970’s (Sood 2013; Bloch 2013). On the other hand, fast-forward to 2007-2008, the global financial crisis again put into question the validity of the Friedman model, given that the

The JD Sports Website: A Review Essay examples -- Electronic Business

The purpose of the website is to make the company money and ensure that a large profit is made. It does this by selling items such as clothing, footwear and accessories. JD sports is not just an online business, it also operates as a high street shop as well. The website runs alongside the high-street shops to help makes sales. The reason it has a website is because this offers a worldwide option and means that anyone over the world can buy products form JD increasing the profit massively. Having a website also means that there are less overheads and staff then in one of the high street shops. The website has more than one purpose. Another purpose is to ensure that the customer keeps on using the website. This is called ‘retaining’ the customer. The website does meet these objectives successfully as the company is still running and is a very wealthy company so it is obviously making a good profit. JD sports is a very well known company around the world any many people bu y products form JD time and time again so they are very successful in retaining their customers. The JD sports website is structured so that it is quick and easy to find any item that is available. There is a search option in the top right hand of the screen and also a list of every brand that has items on the JD sports website. The website has not currently got a site map so I cannot fully understand the site structure. JD sports offer a range of goods from men’s jackets to women’s footwear. JD specialises in clothing and footwear and they make clothing for men, women and juniors. Big brands such as Adidas, Nike and Fred Perry sell their goods to JD and then JD sell on the goods to the public. This is a good thing as all of the biggest brands are available o... ... and want to buy items of a certain brand. To keep the customers going back to the website again JD offer special offers to its customers. These include such things such as '20% off on your next purchase from us'. This makes the customer want to go back to the website and purchase more items. The reason JD offer these discounts is to retain the customers and keep them shopping on the website. There are various ways that JD put these offers across. One way they do it is to post the offer on the homepage of the website so everyone visiting the website can see it when they first go onto the website. Another way they can put the offers across is to send the offer to their customers via email. This makes the offer being made more personal to each customer. This also ensures that each of their customers receives the offer even if they have not visited the JD website.

Women and Food Security

There is a strong link between food security, good nutrition and gender. A gender approach to food security can enable shifts in gender power relations and assure that all people, re-gardless of gender, benefit from, and are em-powered by development policies and practices to improve food security and nutrition. This brief gives an overview on why and how to consider gender aspects in both short-term humanitarian assistance and long-term development coopera-tion that address food security. Every woman, man and child has the right to ade-quate food. In far too many cases, women and girls are overrepresented among those who are food-insecure, partly because women often are denied basic human rights such as the right to own property, to find decent work, and to have an education and good health. People's overall access to food relies to a great extent on the work of rural women. Women comprise, in average, 43 percent of the agricultural labour force in developing countries.1 Hence, securing women's human rights is a key strategy in assuring food security for all. Women are involved in a variety of agricultural operations such as crops, livestock and fish farming. They produce food and cash crops at subsistence and commercial levels. At community level women undertake a range of activities that support natural resource management and agricultur-al development, such as soil and water conservation, afforestation and crop domestication. Women often have 1 FAO 2011 (see references under â€Å"Further reading†). unique perspectives on, as well as understanding of local biodiversity importance for the development of adapted and improved varieties. Also for dietary diversity women have a decisive role. Poor households headed by women often succeed in providing more nutritional food for their children than those headed by men. There is a strong correlation between a higher level of gender equality and lower level of child mortality. Cultural traditions and social structures often mean that women are more affect-ed by hunger and poverty than men even though women, and in particular expectant and nursing mothers, often need special or increased intake of food. And too often, child hunger is inherited: a mother who is stunted or underweight due to an inadequate diet often give birth to low birth weight children. The critical link between women's social status and nutrition The wide differences in women's nutrition among coun-tries that have similar income levels indicate that some-thing other than income affects women's nutrition. Re-search indicates that cultural norms about eating and women's low social status often affect women's diets. In 2003, India and Bolivia had similar gross national in-comes, but 36 percent of Indian women were under-weight, compared with only 1 percent of Bolivian women.3 2 ADB 2013. 3 Ransom, E. ; Elder, L. (2003) Nutrition of Women and Adolescent Girls: Why It Matters. Population Reference Bureau. [ BRIEF ] Women and Food Security Women face numerous obstacles to access productive inputs, assets to land and services required for rural livelihoods. These include access to fertilizers, livestock, mechanical equipment, improved seed varieties, exten-sion services, agricultural education and credit. Women receive for example only 5 percent of agricultural exten-sion services worldwide. As rural women often spend a large amount of their time on additional household obli-gations they have less time to spend on food production or other income opportunities. Women also have less access to markets than men which hamper their opportu-nities to earn an income even further, and thus their pos-sibilities to be able to buy food. With fewer assets and heavier burdens, women are more vulnerable to shocks and less well positioned to respond to e.g. the effects of climate change or other rapid changes in the environ-ment. Social and economic inequalities between men and women result in less food being produced, less income being earned, and higher levels of poverty and food inse-curity. If women farmers had the same access to re-sources as men, the agricultural yield could increase by 20 to 30 percent. This could raise total agricultural output in developing countries by 2.5 percent, which could re-duce the number of hungry people in the world by 12 to 17 percent. Another emerging challenge in food security and nutri-tion that needs to be addressed is to enhance women and men's resilience to climate change; e.g. by diversified production as well as strengthened capacity to respond to challenges related to climate change, building on the different needs and coping mechanisms of women, men, boys and girls. Disasters, especially droughts, and emergency situa-tions are the most common causes of food shortages in the world (WFP). In humanitarian contexts discrimina-tion of women and girls may be reinforced, and the oc-currence of domestic violence increase during times of food scarcity. Because of women's specific roles and experiences in food production and preparation, it is crucial to include them in emergency-related food securi-ty planning and decision making as potential change agents and decision makers, rather than as the â€Å"victims† they often are portrayed to be. Gender dynamics within households must be taken into account in situations of displacement when food aid and other relief items are distributed. This includes men's and 4 UNDP 2012. 5 FAO 2012. women's ability to access and equitably distribute relief items within households. Humanitarian interventions that radically alter gender roles, for example by giving women greater control over water and food distribution, may impact power dynamics negatively and can also lead to increased gender-based violence. The four dimension of food security from a gender perspective Availability. Inequalities in ownership of, access to and control of livelihoods assets negatively affect women's food production and food security. Tenure insecurity for women results in lower investment and potential envi-ronmental degradation. It compromises future production potential and increases food insecurity and reduces women ´s income and the availability of food. Stability. Differences in risk and vulnerability between men and women can affect the stability of their food security in different ways. During times of crisis, women and girls are often forced to reduce their intake in (fa-vour?) of other household members. In cases of crop failure or natural disasters, cultural traditions make it easier for men to leave their farm in search for employ-ment elsewhere, leaving women behind to struggle for feeding their families and making ends meet. Utilization. Women ´s role in food utilization for food security is perhaps the most critical and outweighs the importance of their role in food production and how they spend the income they earn. Women are typically re-sponsible for food preparation and thus are crucial to the dietary diversity of their households. Access. Access to food within the household is deter-mined by cultural practices and power relationships within the family. Although food may be available, adequate amounts to maintain nutritional intake may not necessari-ly be as accessible to women compared to men. Source: FAO (2013): Gender and climate change research in agriculture and food security for rural development. Food security and agricultural programmes can strength-en human rights and be more effective if they also tackle the constraints around women's access to resources. This is done through addressing the issue of unequal gender roles, responsibilities and workloads. To acknowledge women's role in food security, contributions are needed at all levels in a variety of result areas. Entry points for Sida can be identified within the following areas: Women's right to food ? Assure women's human rights including the rights to education, knowledge and employment and women's equal rights to land, water and other resources that are necessary for raising the productivity of their agricul-tural activity, food and nutrition security. Promote women's productive activities by providing trainings, credit and access to improved and appropriate technology to reduce their work load. ? Ensure that women are empowered and trained to exercise their rights and take active participation in decision-making bodies. ? Mother-and-child health and nutrition programmes can break gender barriers in childcare by including men and boys in nutrition and health education activities. Women's access to land? Contribute to the reforming of laws on tenure, land distribution, land reform and family law, including marital and inheritance laws, to become gender equal. ? Support education and capacity building for govern-ment officials, legislators, and local land officials on gender equality in access to land and property rights. ? Advocate the creation of mechanisms to monitor the enforcement of policies, targets and laws on women's access and rights to land. ? Promote women's access and rights to land in custom-ary law e.g. by supporting women's participation in bodies responsible for interpreting customary law. ? Support awareness-raising and access to information among women regarding land rights, including infor-mation about complaints mechanisms. Women's equal participation in labour markets ? Support government legislation that guarantees equita-ble employment conditions that protect workers in both formal and informal employment. ? Extend the coverage of social protection to all catego-ries of rural workers and ensure that they incorporate women's special needs. ? Support policies and investments in labour-saving technologies and support public investments that make it easier for women to participate in the labour market. ? Intensify the provision of better-quality education and vocational training for women. Policy processes and frameworks ? â€Å"The right to adequate food†: 1966 International Covenant on Economic, Social and Cultural Rights ? Women's specific role for rural development: 1979 Convention on the Elimination of All Forms of Discrimination against Women (CEDAW), (Article 14) ? Special attention to the gender gap in nutrition: 1992 The Global Plan of Action on Nutrition of the In-ternational Conference on Nutrition ? Highlight the close interlinkages between gender equality and women's empowerment: 1992 the Mil-lennium Development Goals (MDGs) ? Emphasize the specific role that women play in food security: 2004 The Voluntary Guidelines to sup-port Member States' efforts to achieve the progressive realization of the right to adequate food in the context of national food security ? Highlights full and equal participation of men and women for achieving sustainable food security: 2006 World Summit on Food Security and The World Food Summit Plan of Action (e.g. 16, 1.3) ? Gender issues in food security and nutrition: 2012 The First Version of the Global Strategic Framework for Food Security and Nutrition GSF ? Women's empowerment & equality of opportunity: 2012 UN Secretary General â€Å"Zero hunger Challenge† ? The importance of empowering rural women as critical agents: 2012 Rio +20 Outcome Document ? Food insecurity indicator allowing disparities in food access based on e.g. gender: 2013 FAO's Voices of the Hungry ? Support women's engagement in producer organisa-tions, cooperatives, labour unions, outgrow schemes etc. to strengthen women's voice and decision-making power. ? Support women's groups and other forms of collective action that builds relations and networks addressing gender gaps by reducing transaction costs, pooling risks, developing skills and building confidence. Women's access to financial services ? Improve financial systems and services, e.g. loans and insurances, to respond to the needs and constraints of women producers and entrepreneurs. ? Ensure that women are being consulted and included in discussions, decision-making, planning and provi-sion of financial services. Support financial institutions, governments and NGOs to offer financial literacy training to ensure that wom-en can make informed financial decisions. ? Promote technological innovations, such as prepaid cards and mobile phone plans for making loan pay-ments and transfer cash, to facilitate for women to gain access to capital. Women's access to technology ? Promote productivity enhancing agricultural tech-niques, including machines and tools, improved plant varieties and animal breeds, fertilizers, pest control measures and management techniques that address women ´s needs. ? Invest in labour-saving and productivity enhancing technologies and infrastructure, e.g. water sources in villages, fuel efficient stoves, and roads, to free wom-en ´s time for more productive activities. Promote women's training on farming adaptation techniques such as rainwater harvesting and agrofor-estry, and on agricultural diversification to increase their resilience. ? Promote extension services that are more gender-responsive, i.e. considering all the roles of women and are closely linked to women's activities. Support participatory gender-inclusive research and technology development programmes. Example of indicators ? Share of population (women/men) in targeted areas suffering from starvation (impact level indicator, measures effect on target group) ? Proportion of population (women/men/girls/boys) below minimum level of dietary energy consump-tion (impact level indicator, measures effect on target group) ? A monitoring system providing food-security data disaggregated by sex, geographic location (or oth-er as relevant in the specific context) in use (out-come level indicator, measures capacity development) ? Share of women and men using agricultural exten-sion services (output level indicator, measures ca-pacity development) Gender mainstreaming in humanitarian assis-tance ? Collect sex-disaggregated data for planning, imple-mentation and evaluation of food aid. Ensure that women and men take part equally in deci-sion-making, planning, implementation and manage-ment of food aid programmes. ? Design services to reduce women ´s and children's time spent getting to, and from food distribution points. ? Ensure that women's access to services is routinely monitored through observations and discussions with affected communities. Asian Development Bank (2013) & FAO (2013): Gen-der Equality and Food Security – Women's empower-ment as a tool against hunger, FAO (2013): Training Guide: Gender and climate change research in agriculture and food security FAO (2012): Global Strategic Framework for Food Se-curity and Nutrition FAO (2011): The state of Food and Agriculture – Wom-en in agriculture Gender in agriculture: Platform for knowledge sharing Global Gender ; Climate Alliance and UNDP (2012): Gender, agriculture and food security IFAD, FAO ; WB (2009): Gender in Agriculture Sourcebook IFPRI, 2012 Global Food Policy Report, chapter 4: Closing the Gender Gap IASC (2006): Gender Handbook in Humanitarian Action World Bank (2012): World Development Report on Gender Equality and Development World Food Program: Causes to hunger ; the Zero Hunger Challenge UN Human Rights Council (2010): HRC's Advisory Committee on discrimination in the context of the right to food

Hamlet, By William Shakespeare - 1431 Words

In Shakespeare’s play â€Å"Hamlet,† we are introduced to the sorrow and tragic character of Ophelia. In spite of a comparatively marginal role throughout the play, Ophelia actually has quite a substantial impact on our understanding of the main character, Hamlet. With Ophelia’s highly controversial and often debated death, we are left to ponder about what truly constitutes action, attempting to make meaning of actions with relation to context. Specifically, through examining Gertrude’s description of Ophelia’s death, while also taking into consideration the character’s history and experiences, we can forge a connection between our understanding of Ophelia’s actions, and Hamlet’s dilemma with his own actions. To unravel the reality of†¦show more content†¦From this depiction of the incident and the introduction of a spiteful branch that broke, we are given the perception that Ophelia’s decision to climb the branc h was a miscalculated one purely for the intention of hanging her flowers, as opposed to it being the grounds of her suicide. This is supported with Gertrude description that after the branch broke, â€Å"down her weedy trophies and herself [Ophelia] Fell in the weeping brook† (4.7.174-75). From Gertrude’s choice of diction, considering her use of the word â€Å"fell,† instead of, perhaps, â€Å"jumped,† one is provided with an image of a young girl falling to her death, merely for lack of better judgment, and not a contrived suicide. Controversy is created as Gertrude recounts what happened next in how Ophelia â€Å"chanted snatches of old lauds,† rather than attempting to swim out of the stream; appearing â€Å"as one incapable of her own distress† (4.7.177-78). This could suggest that Ophelia is, in fact, committing suicide, as otherwise her reflex action after a fall would see her struggle to swim out. Yet, by factoring her character and state of mind, a more plausible explanation may be that she was blinded by her insanity, and unaware of her menacing circumstances in the stream. While no conclusive verdict can be made, Gertrude inclines us to conclude an accident as a higher probability to what took the life of this troubled woman. By close reading of Gertrude’s passage, emphasizing Ophelia’s