The length of Pencil lead affect Its Resistance Essay Example

The length of Pencil lead affect Its Resistance Essay Example The length of Pencil lead affect Its Resistance Paper The length of Pencil lead affect Its Resistance Paper Aim: The aim of this piece of course work is to find out how does the resistance of a pencil lead changes as I increase its length. And to find out what is the relationship between the length of a pencil lead and its resistance. Safety: Safety is a very important thing to consider as we doing a scientific experiment, so is this experiment. For make sure there will not be any accident as I doing this experiment, I will do the following things. 1, I will make sure I had set up the right electrical circuit before I let the electricity run through the circuit, to prevent the short circuit. 2, I will add a switch in the circuit, so that will prevent the lead get too hot to handle and to prevent the battery wasting. 3, I will be careful when I am holding the pencil lead because it would burning your skin if it got to hot. Fair Test: I will try to make this experiment as fair as I can, therefore I would be able to get some reliable results. To make this experiment be a fair experiment, I will do the following things. 1, I will put all my experimental equipments in the box, so that I can use the same equipments every time, such as battery packs and pencil lead. 2, I will do the same thing three times, and I will make sure that I finish every time I started because it would be some physical changing to the equipments if I left them there. Apparatus: For this experiment, I need a battery pack (4 batteries), a switch, and a set of wires, an ammeter, a voltmeter, 2 crocodile clips and a pencil lead. Method: I have chosen this method for this experiment because I think it is a fair and safe way to carry out the experiment. Firstly, the circuit will be set up in a right way as the graph (G1) was shown below, and I will check it before I start the experiment. I will make sure set the ammeter in a series circuit and voltmeter in a parallel circuit, I do this is because the scientific knowledge that is the voltmeters resistance is too big to allow the electricity pass through. Secondly, the pencil lead has 15 marks on it and each 1cm apart, I will start the experiment with the 15cm far between two crocodiles, and the distance between two crocodiles will be decreased 1cm each time the reading was taken until they are 1cm apart. I will take the reading of current (amps) and the voltage (volts) each time because the resistance could be calculated out by those two. (Resistance x Current = Voltage) Thirdly, I will take all my results in two decimal places to make the results as accuracy as possible. Finally, I will carry out this experiment 3 times and find the average resistance at last, so that the results I got would be fairly accurate, and it makes this experiment pretty fair as well. Prediction: I predict that the length of pencil lead will be directly proportional to its resistance, which means the longer the lead have the bigger resistance. This should produce a straight-line graph where resistance doubles when length doubles (see following page). I predict this because the resistance in a conductor is due to collisions between electrons and the particles of the conductor, therefore a piece of lead twice as long as another will have twice the number of particles and the probability for collisions will consequently be double, meaning double the resistance. This is what I predict the shape of the graph will look like: Analysing and Concluding: The graph 1 shows the length of pencil lead against its resistance. My results did not reflect my prediction perfectly well, it shows that they have the directly proportional to each other but it did not show the double length have double resistance. The line has crossed y-axis at 3. 9263 that is not right because it should be crossed it at 0. I have found out the equation of my line which is y=1. 0295x+3. 9263 by mathematical method, I should get the equation y=x but I actually got the plus-3. 9263. This is the reason why my line crossed y-axis at point 3. 9263, then I minus every average resistance by 3. 9263 and I have drawn another graph 2 of those results. It gave me a perfect line that started from point 0 of y-axis, and shows that the double length has double resistance, such as the resistance is 3. 4 ohms when the length is 4cm, and the resistance changes to 7. 6 ohms when the length changed to 8cm. These results are pretty accurate and proved that my prediction was right. I think the reason of the 3. 9263 exists is because of the extra resistance in my circuit, such as wires and ammeter even though there resistance is not that much. However, my graph has shown that the proportionality between the length of it and resistance. The interesting thing was that the lead would get very hot if the distance between two crocodile clips very short, I think it is because the particles collisions, which related to my scientific explanation in the planning. I could work out the resistivity of the pencil lead by this equation- R x A=P x L (R: resistance, A: area, P: resistivity, L: length). (This secondary source is come from the Advancing Physics AS textbook) Evaluation: This experiment was done well and the aim was achieved, I have got my results but they are not perfectly accurate, and I had explained the reasons in my analysing section. However, I think the method I chosen was still a good and fair method to do this experiment. My results were not far away from the line of best fit and I have drawn the perfect graph in the analysing section, anyway, this does affect my confidence when I am making my conclusion. There still were some anomalous results that were shown on my graph, they did not fit the line quite well. I think this is because I did not wait for the pencil lead cooled down each time after I had done one experiment, because I do not have enough time to carry out the whole experiment once. I think this is the main reason caused those anomalous results, because apparently the temperature is directly proportional to the graphites (the material of pencil lead) resistance. To improve my method to get more reliable results, I will do the following things. Firstly, I will choose something else to instead of crocodile clips, which have more contacting area with the lead; therefore it will allow the electricity passed more easily. Secondly, I will carry out this experiment more time and I will finish all the experiments at the same time, which means I will not do the whole experiment separately. To extend this experiment, I will do the following steps. Firstly, I would choose the other compositions of the pencil lead to investigate, such as 2B, 4B or 6B. Secondly, I would try to find out how does the thickness of the pencil lead affect its resistance. Thirdly, I could investigate the relationship between the temperature of the pencil lead and its resistance. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Electricity and Magnetism section.

Rhetorical Analysis of E B. Whites The Ring of Time

Rhetorical Analysis of E B. Whites The Ring of Time One way to develop our own essay-writing skills is to examine how professional writers achieve a range of different effects in their essays. Such a study is called a rhetorical analysisor, to use Richard Lanhams more fanciful term, a lemon squeezer. The sample rhetorical analysis that follows takes a look at an essay by E. B. White titled The Ring of Timefound in our Essay Sampler: Models of Good Writing (Part 4) and accompanied by a reading quiz. But first a word of caution. Dont be put off by the numerous grammatical and rhetorical terms in this analysis: some (such as adjective clause and appositive, metaphor and simile) may already be familiar to you; others can be deduced from the context; all are defined in our Glossary of Grammatical and Rhetorical Terms. That said, if you have already read The Ring of Time, you should be able to skip over the stranger looking terms and still follow the key points raised in this rhetorical analysis. After reading this sample analysis, try applying some of the strategies in a study of your own. See our Tool Kit for Rhetorical Analysis and Discussion Questions for Rhetorical Analysis: Ten Topics for Review. The Rider and the Writer in "The Ring of Time": A Rhetorical Analysis In The Ring of Time, an essay set in the gloomy winter quarters of a circus, E. B. White appears not yet to have learned the first piece of advice he was to impart a few years later in The Elements of Style: Write in a way that draws the readers attention to the sense and substance of the writing, rather than to the mood and temper of the author. . . .[T]o achieve style, begin by affecting nonethat is, place yourself in the background. (70) Far from keeping to the background in his essay, White steps into the ring to signal his intentions, reveal his emotions, and confess his artistic failure. Indeed, the sense and substance of The Ring of Time are inextricable from the authors mood and temper (or ethos). Thus, the essay may be read as a study of the styles of two performers: a young circus rider and her self-conscious recording secretary. In Whites opening paragraph, a mood-setting prelude, the two main characters stay hidden in the wings: the practice ring is occupied by the young riders foil, a middle-aged woman in a conical straw hat; the narrator (submerged in the plural pronoun we) assumes the languorous attitude of the crowd. The attentive stylist, however, is already performing, evoking a hypnotic charm that invite[s] boredom. In the abrupt opening sentence, active verbs and verbals carry an evenly measured report: After the lions had returned to their cages, creeping angrily through the chutes, a little bunch of us drifted away and into an open doorway nearby, where we stood for awhile in semidarkness, watching a big brown circus horse go harumphing around the practice ring. The metonymic harumphing is delightfully onomatopoetic, suggesting not only the sound of the horse but also the vague dissatisfaction felt by the onlookers. Indeed, the charm of this sentence resides primarily in its subtle sound effects: the alliterative cages, creeping and big brown; the assonant through the chutes; and the homoioteleuton of away . . . doorway. In Whites prose, such sound patterns appear frequently but unobtrusively, muted as they are by a  diction that is commonly informal, at times colloquial (a little bunch of us and, later, we kibitzers). Informal diction also serves to disguise the formality of the syntactic patterns favored by White, represented in this opening sentence by the balanced arrangement of the subordinate clause and present participial phrase on either side of the main clause. The use of informal (though precise and melodious) diction embraced by an evenly measured syntax gives Whites prose both the conversational ease of the running style and the controlled emphasis of the periodic.  It is no accident, therefore, that his first sentence begins with a time marker (after) and ends with the central metaphor of the essayring. In between, we learn that the spectators are standing in semidarkness, thus anticipating the bedazzlement of a circus rider to follow and the illuminating metaphor in the essays final line. White adopts a more paratactic style in the remainder of the opening paragraph, thus both reflecting and blending the dullness of the repetitious routine and the languor felt by the onlookers. The quasi-technical description in the fourth sentence, with its pair of prepositionally embedded adjective clauses (by which . . .; of which . . .) and its Latinate diction (career, radius, circumference, accommodate, maximum), is notable for its efficiency rather than its spirit. Three sentences later, in a yawning tricolon, the speaker draws together his unfelt observations, maintaining his role as spokesman for a dollar-conscious crowd of thrill-seekers. But at this point, the reader may begin to suspect the irony underlying the narrators identification with the crowd. Lurking behind the mask of we is an I: one who has elected not to describe those entertaining lions in any detail, one who, in fact, does want more . . . for a dollar. Immediately, then, in the opening sentence of the second paragraph, the narrator forsakes the role of group spokesman (Behind  me  I heard someone say . . . ) as a low voice responds to the  rhetorical question  at the end of the first paragraph. Thus, the two main characters of the essay appear simultaneously: the independent voice of the narrator emerging from the crowd; the girl emerging from the darkness (in a dramatic  appositive  in the next sentence) andwith quick distinctionemerging likewise from the company of her peers (any of two or three dozen showgirls). Vigorous verbs dramatize the girls arrival: she squeezed, spoke, stepped, gave, and swung. Replacing the dry and efficient  adjective clauses  of the first paragraph are far more active  adverb clauses,  absolutes, and  participial phrases. The girl is adorned with sensuous  epithets  (cleverly proportioned, deeply browned by the sun, dusty, eager, and almost naked) and greeted with the music of   alliteration  and  assonance  (her dirty little feet fighting, new note, quick distinction). The paragraph concludes, once again, with the image of the circling horse; now, however, the young girl has taken the place of her mother, and the independent narrator has replaced the  voice  of the crowd. Finally, the chanting that ends the paragraph prepares us for the enchantment soon to follow. But in the next  paragraph, the girls ride is momentarily interrupted as the writer steps forward to introduce his own performanceto serve as his own ringmaster. He begins by defining his role as a mere recording secretary, but soon, through the  antanaclasis  of . . . a circus rider. As a writing  man ...  ., he parallels his task with that of the circus performer. Like her, he belongs to a select society; but, again like her, this particular performance is distinctive (it is not easy to communicate anything of this nature). In a  paradoxical  tetracolon climax  midway through the paragraph, the writer describes both his own world and that of the circus performer: Out of its wild disorder comes order; from its rank smell rises the good aroma of courage and daring; out of its preliminary shabbiness comes the final splendor. And buried in the familiar boasts of its advance agents lies the modesty of most of its people. Such observations echo Whites remarks in the preface to  A Subtreasury of American Humor: Here, then, is the very nub of the conflict: the careful form of art, and the careless shape of life itself (Essays  245). Continuing in the third paragraph, by way of earnestly repeated phrases (at its best . . . at its best) and structures (always bigger . . . always greater), the narrator arrives at his charge: to catch the circus unawares to experience its full impact and share its gaudy dream. And yet, the magic and enchantment of the riders actions cannot be captured by the writer; instead, they must be created through the medium of language. Thus, having called attention to his responsibilities as an essayist, White invites the reader to observe and judge his own performance as well as that of the circus girl he has set out to describe.  Styleof the rider, of the writerhas become the subject of the essay. The bond between the two performers is reinforced by the  parallel structures  in the opening sentence of the fourth paragraph: The ten-minute ride the girl took achievedas far as I was concerned, who wasnt looking for it, and quite unbeknownst to her, who wasnt even striving for itthe thing that is sought by performers everywhere. Then, relying heavily on  participial phrases  and  absolutes  to convey the action, White proceeds in the rest of the paragraph to describe the girls performance. With an amateurs eye (a few knee-standsor whatever they are called), he focuses more on the girls quickness and confidence and grace than on her athletic prowess. After all, [h]er brief tour, like an essayists, perhaps, included only elementary postures and tricks. What White appears to admire most, in fact, is the efficient way she repairs her broken strap while continuing on course. Such delight in the  eloquent  response to a mishap is a familiar note in Whites work, as in the young boys cheerful report of the trains greatbigBUMP! in The World of Tomorrow (One Mans Meat  63). The clownish significance of the girls mid-routine repair appears to correspond to Whites view of the essayist, whose escape from discipline is only a partial escape: the essay, although a relaxed form, imposes its own disciplines, ra ises its own problems (Essays  viii). And the spirit of the paragraph itself, like that of the circus, is jocund, yet charming, with its balanced phrases and clauses, its now-familiar sound effects, and its casual extension of the light  metaphorimproving a shining ten minutes. The fifth paragraph is marked by a shift in  tonemore serious nowand a corresponding elevation of style. It opens with  epexegesis: The richness of the scene was in its plainness, its natural condition . . .. (Such a  paradoxical  observation is reminiscent of Whites comment in  The Elements: to achieve style, begin by affecting none [70]. And the sentence continues with a euphonious itemization: of  horse, of  ring, of girl, even to the girls bare feet that gripped the bare back of her proud and ridiculous  mount. Then, with growing intensity,  correlative  clauses are augmented with  diacope  and  tricolon: The enchantment grew not out of anything that happened or was performed but out of something that seemed to go round and around and around with the girl, attending her, a steady gleam in the shape of a circlea ring of ambition, of happiness, of youth. Extending this  asyndetic  pattern, White builds the paragraph to a  climax  through  isocolon  and  chiasmus  as he looks to the future: In a week or two, all would be changed, all (or almost all) lost: the girl would wear makeup, the horse would wear gold, the ring would be painted, the bark would be clean for the feet of the horse, the girls feet would be clean for the slippers that shed wear. And finally, perhaps recalling his responsibility to preserve unexpected items of . . . enchantment, he cries out (ecphonesis  and  epizeuxis): All, all would be lost. In admiring the balance achieved by the rider (the positive pleasures of equilibrium under difficulties), the narrator is himself unbalanced by a painful vision of mutability. Briefly, at the opening of the sixth paragraph, he attempts a reunion with the crowd (As I watched with the others . . . ), but finds there neither comfort nor escape. He then makes an effort to redirect his vision, adopting the perspective of the young rider: Everything in the hideous old building seemed to take the shape of a circle, conforming to the course of the horse. The  parechesis  here is not just musical ornamentation (as he observes in  The Elements, Style has no such separate entity) but a sort of aural metaphorthe conforming sounds articulating his vision. Likewise, the  polysyndeton  of the next sentence creates the circle he describes: [Tlhen time itself began running in circles, and so the beginning was where the end was, and the two were the same, and one thing ran into the next and time went round and around and got nowhere. Whites sense of times circularity and his illusory identification with the girl are as intense and complete as the sensation of timelessness and the imagined transposition of father and son that he dramatizes in  Once More to the Lake.  Here, however, the experience is momentary, less whimsical, more fearful from the start. Though he has shared the girls perspective, in a dizzying instant almost become her, he still maintains a sharp  image  of her aging and changing. In particular, he imagines her in the center of the ring, on foot, wearing a conical hatthus echoing his descriptions in the first paragraph of the middle-aged woman (whom he presumes is the girls mother), caught in the treadmill of an afternoon. In this fashion, therefore, the essay itself becomes circular, with images recalled and moods recreated. With mixed tenderness and envy, White defines the girls illusion: [S]he believes she can go once  round  the ring, make one complete circuit, and at the end be exactly the same age as at the start. The  commoratio  in this sentence and the  asyndeton  in the next contribute to the gentle, almost reverential tone as the writer passes from protest to acceptance. Emotionally and rhetorically, he has mended a broken strap in mid-performance. The paragraph concludes on a whimsical no te, as time is  personified  and the writer rejoins the crowd: And then I slipped back into my trance, and time was circular againtime, pausing quietly with the rest of us, so as not to disturb the balance of a performerof a rider, of a writer. Softly the essay seems to be gliding to a close. Short,  simple sentences  mark the girls departure: her disappearance through the door apparently signaling the end of this enchantment. In the final paragraph, the writeradmitting that he has failed in his effort to describe what is indescribableconcludes his own performance. He apologizes, adopts a  mock-heroic  stance, and compares himself to an acrobat, who also must occasionally try a stunt that is too much for him. But he is not quite finished. In the long penultimate sentence, heightened by  anaphora  and  tricolon  and pairings, echoing with circus images and alight with metaphors, he makes a last gallant effort to describe the indescribable: Under the bright lights of the finished show, a performer need only reflect the electric candle power that is directed upon him; but in the dark and dirty old training rings and in the makeshift cages, whatever light is generated, whatever excitement, whatever beauty, must come from original sourcesfrom internal fires of professional hunger and delight, from the exuberance and gravity of youth. Likewise, as White has demonstrated throughout his essay, it is the romantic duty of the writer to find inspiration within so that he may create and not just copy. And what he creates must exist in the style of his performance as well as in the materials of his act. Writers do not merely reflect and interpret life, White once observed in an interview; they inform and shape life (Plimpton and Crowther 79). In other words (those of the final line of The Ring of Time), It is the difference between planetary light and the combustion of stars. (R. F. Nordquist, 1999) Sources Plimpton, George A., and Frank H. Crowther. The Art of the Essay: E. B. White.  The Paris Review. 48 (Fall 1969): 65-88.Strunk, William, and E. B. White.  The Elements of Style. 3rd ed. New York: Macmillan, 1979.White, E[lwyn] B[rooks]. The Ring of Time. 1956. Rpt.  The Essays of E. B. White. New York: Harper, 1979.

Interdisciplinary Team Approach for Asthma Essay

Interdisciplinary Team Approach for Asthma - Essay Example This paper illustrates that 20-year-old James, an engineering student, was admitted to the adult ward with complaints of a cough, chest tightness, wheezing since one day and difficulty in breathing for 2 hours. Prior to the onset of these symptoms he suffered from running nose for a couple of days. He had no fever, vomiting or abdominal pain. A cough was worse in the nights and in the early morning. Exercise and exposure to cold increased a cough. On further inquiry into the past history, the patient complained that he suffered from repeated attacks of a cough and chest tightness on and off since 6 months, especially when he had the running nose or was exposed to the cold environment. Since the symptoms were not severe, James did not see a doctor then for those symptoms. However, breathlessness in the current episode made him come to the hospital. James was a smoker and smokes about 3-4 cigarettes a day. He consumes alcohol occasionally. He did not have hypertension or diabetes. He h ad no known allergies. His father is a known patient with asthma. On examination, James was alert and oriented to time, place and person. He was finding it difficult to talk continuously. He preferred to sit and talk and avoid lying down. He had no cyanosis or peripheral edema. He appeared mildly pale. Respiratory rate was 25 per minute, pulse rate was 100 per minute, temperature normal, blood pressure 130/80mmHg. Auscultation of the chest revealed presence of breath sounds bilaterally with prolonged expiration. Rhonchi were heard in the basal areas of the chest. Occasional crepitations were also heard. Saturations were 90 percent. Examination of the other systems was unremarkable. In view of the severity of the condition and low saturation on pulse oximetry, James was admitted to the adult ward for further, evaluation, observation, and management. James was accompanied by his parents.

Is Boxing just a sport Essay Example | Topics and Well Written Essays - 2000 words

Is Boxing just a sport - Essay Example The paper shows that boxing does not just involve getting into shape and knowing the tools of the sweet science. An element that is equally vital of the fight match is posing a mental determination of succeeding. Boxing is unique from other sports, as a participant has to stand alone in the ring. Even well-known trainers like Angelo Dundee and Eddie Futch would get out of the ring during rounds. In spite of the ability of a boxer, there comes a time when he has to fight fatigue. One has to hurt or be injured, yet forced to go on. Boxing is different from other sports where a participant can look to the referee to call timeout. Instead, a boxer has to fight until the bell rings. He has the option to resign. They fight in spite of the hardship faced in the ring. Having a strong mind is important in these hardships, as the mind is a strong tool that some have not learned to control. This paper makes a conclusion that boxing is a sport that involves a lot more than what sport may require. This is from both the participants and the fans. Both the participants have to observe the rules and the requirements of the sport so as to enjoy it. Boxing also takes more than the physical participation. The mind of a boxer is also involved in so many ways. Boxing as a sport also involves a lot of risks. Every time risks happen, there is a call to abolish boxing or at least reform the institution. However, due to the money involved and the on going interest of the fans, boxing still has many participants who are willing to take the risks.

The Devine Comedy Essay -- essays research papers

This review is on The Divine Comedy, written by Dante Alighieri in 1306 - 21. The time period is in the 1300’s. Dante often used his knowledge of the present to predict future events. The book is divided into 3 sections: Inferno (hell), Purgatorio (purgatory), and Paradiso (heaven). Each one of these sections is divided into 33 cantos (except Inferno, which has 34 cantos), which are written in tercets (groups of 3 lines). The number 3 in Dante's time was significant because it was considered holy. Dante’s dead love Beatrice asks the Virgin Mary to help him see the error of his ways. Mary accepts and Dante is sent to hell for 3 days. Next he goes up Mount Purgatory on the other side of the world, then to Heaven in the sky. Dante is lost at the beginning of the story, so he needs guides to help him along. His first guide, through Hell and Purgatory, is Virgil. They encounter many sinners on the way. Dante learns to hate sin. His second guide is Beatrice, the woman he adored while she lived. His final guide is Saint Bernard, who takes him to see God. As the pilgrims entered Purgatory, an angel inscribed the letter "P" on Dante's forehead seven times, to represent the seven deadly sins (pride, envy, anger, sloth, avarice, gluttony, and lust). As Dante made his way through the seven areas reserved for those who committed each of these sins, the letters were erased one by one, and the climb became less difficult. Most obviously difficult for the illustrator is the fac...

Communications in Society Essay

MGMT 351 Exam 1 Directions: Respond to five of the following questions. Responding to more than five will not earn extra credit. If you decide not to follow this direction, the five lowest scoring answers will constitute the grade for this test. There are some important considerations for successful completion of the text: 1. Accurate information is important, and it must directly address the question. 2. Use all terms appropriately. 3. Several questions have more than one part. Complete and accurate answers will earn maximum credit. Make sure that all of the requested information is provided. 4. Each complete and accurate answer is worth 20% of the grade for this exam. 5. Assignments are automatically sent through Turnitin to check for appropriate use of material (e.g. paraphrasing, citations). Make sure that your work follows all the guidelines for academic honesty. 6. Use the numbers as here listed. Do not renumber. 7. Watch the deadline. Late exams will not receive credit. 8. Answers must reflect college level writing skills, i.e. clear sentence construction and correct spelling, grammar and use of punctuation. Deductions from the test score will be made for failure to meet this standard. 9. If anything is unclear, ask rather than assume it doesn’t make a difference. To complete this exam, follow these steps: 1. Download this exam and save it as a MSWord document. 2. Read through all the questions and choose those you will attempt to answer. 3. Provide complete and accurate answers to those five questions. 4. Save. 5. Post your saved response to the exam under the Assignment by the deadline for this assignment. Questions: 1. Effective organizational communication is truly an interactive process. The people taking part in the communication exchange must listen carefully and respond accurately to the other interactants. There are ten elements that contribute to interactive communication (see Figure 1.2 on page 5 of your text). Using an example from your own experience, identify how these ten elements impacted the communication process, making sure to accurately label all ten. 2. Organizational philosophy has significant influence on management practice and communication in an organization. Briefly distinguish between classical, humanistic and systems theories. Now describe possible impact of each of these perspectives on the writing of job descriptions. Be specific. 3. Strategic communication relies on effective tactics in four areas. Name them and define them. Now consider this situation and apply what you know about these four areas to this situation: Next week, Clark will be giving a very important budget proposal presentation. This could be a boost to his career, or a bust. If he hopes to have his proposal accepted, he needs to be strategic in the plan and delivery for this presentation. How should he use the four areas of strategic communication to accomplish his goals? 4. What is communication anxiety, what role does it play in communication, and what are the causes? Choose five of these causes and offer suggestions for effectively managing anxiety resulting from each of these causes. 5. What is organizational culture and how does it determine standards for communication, both internally and externally? Next, as an advisor to someone considering joining an organization, direct your advisee to some avenues to explore to discover what is the culture of an organization in order to determine if this is the right organization for your advisee to join. Lastly, how important is cultural match? 6. The American culture is certainly not uniform. There are considerable differences in how members view the world (e.g. values, beliefs, opinions, etc.). Not using national origin/heritage (e.g. Italian-American), choose three subcultures present in the American workforce and explain how the values and beliefs of each subcultures impact how those employees behave at work. 7. Communication competence is based on interactive listening. Questioning techniques improve listening by making the speaker more efficient, and they facilitate goal accomplishment. Imagine that you are a manager who has been approached by a subordinate who manages others, i.e. you are the manager’s manager. One of the manager’s subordinates, who up until recently has been a good performer, has been making significant mistakes lately. Using all of the five types of questions, help the manager design his/her own set of questions to get to the issues behind this dwindling performance. Make sure to accurately label each type of question used. Lastly, explain how this strategy is likely to help the manager correctly identify the performance issues involved. 8. Name and define each of the three D’s. Then list two consequences and two strategies for overcoming each of these problems. 9. Put yourself in a work environment. List all, naming at least five, of the nonverbal messages you notice, making sure to accurately label each. Now summarize the impact of this combination of nonverbal messages on the people working there. Is it a positive impact? Lastly, if you could change any of these messages by instituting a new personnel policy, what would you do and what would the policy look like? 10. Does gender make a difference in how employees communicate in the workplace? Using specific examples, support your conclusion. Now think of a time when communication was effective during communication involving coworkers of the opposite sex. Lastly, describe a time when communication between members of both sexes was not effective. What could have been done differently? Be specific. 11. Leaders step up when needed. Will you recognize when you should rise to a leadership position? First, write down the names of leaders (at least 3) that you admire or seek to emulate. Explain what you find admirable in their leadership styles. Now, choose at least one, of these leaders and note a situation in which he or she acted as a leader. Be prepared to discuss what elements of the situation combined with elements of the leader’s ability to lead resulted in an effective combination. Do you have any of the same leadership characteristics in common with their chosen leader or any of the other leaders? How will you recognize the right combination of situation and style for you to be a leader? 12. Managing change is something good leaders expect and have developed the skills necessary to be successful. Imagine yourself as a leader of the following organization: You are the CEO of a playing card company that has existed since 1889. Your company began producing its first electronic playing cards game in 1970 and has been highly successful. Now in the electronic age, it is important to acknowledge the lack of hand-held playing cards and embrace the video game era. You want to eliminate all hand-held playing cards from the company plan but the employees who have been around for a while wish to keep the cards around. How can you manage this change and the anxiety that it produces in your employees? General answers are not enough to earn points on this question. Identify specific steps you will take to achieve desired outcomes.

William Shakespeare s Othello Is A Play About Human...

Shakespeare s Othello is a play about human nature and relationships. By studying these human relationships, differences in race, gender and class suggest that as in all other societies, Venetian society consists both of empowered groups, and constrained groups. These relationships, discussed with reference to Othello, Desdemona, Iago, Emilia, Cassio, Bianca, Lodovico and a number of other characters, are revealed through words and actions. The relationship between Iago and Emilia is a superb example of power in gender roles as they were prescribed by the Renascence society. Iago, the masculine being in the relationship has the power to describe, define and ultimately destroy Emilia; the feminine persona. The definition of women as subservient to men is exemplified in their behavior toward each other. Emilia, hardened to cynicism about male - female relationships by years of marriage, has the view that women are food for men who are all stomachs and belch women when full (3.4.98). Iago continually describes women as whores and wenches (3.3.306), only good for supplying the desires of men, in this case, the handkerchief. This subservience is momentarily subverted at the end of the play when Emilia ignores Iago s warning to be wise, and get home. Instead, she tells of how he begged of me to steal (the handkerchief) (5.2.227), thus unraveling Iago s web of deception. She is immediately degraded verbally to th e level of a villainous whore Show MoreRelatedWilliam Shakespeare s Othello The Moor Of Venice1745 Words   |  7 PagesWilliam Shakespeare’s Othello the Moor of Venice, is a tragedy of great manipulation and jealousy that exploits the evil in people and how one could take advantage of another based on their weaknesses and flaws; perfect people do not exist in a world filled of temptation, failure, and suffering as Shakespeare proves the consequences of being trustful and naà ¯ve. People of Venice must be aware of the people around them and who they trust because one should live with a reasonable mind in order to avoidRead MoreThe Chinese Concept Of Yin And The Dark Knight Essay1324 Words   |  6 Pagesto be both good and evil is part of our human nature. As humans we cannot be perfect, because inherent evil is something that will always be part of humanity. Throughout time, a variety of texts and film have been able to give us the greatest insight into who we are today . This universal topic has been observed and contemplated by religions such as Christianity, great philosophers such as Augustine, authors such as William Shakespeare in his play ‘Othello’ and directors such as Christopher NolanRead MoreThe Tragedy Of Othello By William Shakespeare998 Words   |  4 Pages The Tragedy of Othello: The Moor of Venice is William Shakespeare’s play, written around sixteen hundreds. The Tragedy of Othello is not just a story of jealousy; this is a tragedy of the clash of two worlds. One of them is a world of absolute cynic, manipulate or Iago; the second world is the world of all the other characters in the tragedy, including, possibly, even Othello. Even though both of the main male characters, Iago and Othello, are murderers, they have different types of charactersRead MoreOthello, By William Shakespeare2240 Words   |  9 Pages Othello In the life of every tragic hero, with a promising future, there is a damaging flaw that takes over and possesses their life. This is a flaw that is possessed, by all heroes. From the place of honor, the hero will fall and the character of Othello is no exception. He is a genuine character that is determined to prove his worth as husband and a soldier, by speaking of his exploits. He is easily misled by others and thereforeRead MoreAnalysis Of William Shakespeare s Othello1603 Words   |  7 PagesMAJOR WORKS REVIEW GENERAL 1. 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The play describes how Othello’s fate has an undesirable change in fortune, the reversal. In brief, Othello is portrayed as a happy, powerful man in the beginning of the play, and by the end of the play he enduresRead More Othello’s Sinister Side Essay3322 Words   |  14 PagesOthello’s Sinister Side  Ã‚        Ã‚  Ã‚   Shakespeare’s Othello, with its prolonged exposure to the evil mind of Iago, is difficult for some in the audience. Let’s consider the play’s evil aspect.    In the Introduction to The Folger Library General Reader’s Shakespeare, Louis B. Wright and Virginia A. LaMar explain the single, evil focus of the drama – the arch-villainy of the ancient:    Othello has been described as Shakespeare’s most perfect play. Critics of dramatic structure have praisedRead MoreComparing Power in The Tempest and Othello1801 Words   |  8 PagesPower in ‘The Tempest’ and ‘Othello’ Both plays are about the ultimate struggle for power. Power can be shown in many ways such as race, gender, ‘others’, social class, and most importantly through use of language. Power can be shown in both plays through the use of ‘otherness’. This can be associated with power as characters such as Othello or Caliban are ‘others’ because they are from ‘elsewhere’. One such character who could be described as an ‘other’ is Othello. Bill Bryson suggested that