Johns thesis

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The aim of this experiment is to find out the wavelength l of the Helium-neon(He-Ne) laser using double slits and different gratings.Method There're two methods be used to find the wavelength with a diffraction grating and with a double slits. The diffraction grading is a series of slits or lines on a plastic or glass sheet used to produce a spectrum. The double slit has two slits, the narrow slit and the wide slit. The double slit is used to let the Helium-neon laser go though it. For both methods have following parameters Method There're two methods be used to find the wavelength with a diffraction grating and with a double slits. The diffraction grading is a series of slits or lines on a plastic or glass sheet used to produce a spectrum. The double slit has two slits, the narrow slit and the wide slit. The double slit is used to let the Helium-neon laser go though it. For both methods have following parameters Method There're two methods be used to find the wavelength with a diffraction grating and with a double slits. The diffraction grading is a series of slits or lines on a plastic or glass sheet used to produce a spectrum. The double slit has two slits, the narrow slit and the wide slit. The double slit is used to let the Helium-neon laser go though it. For both methods have following parameters

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Method There're two methods be used to find the wavelength with a diffraction grating and with a double slits. The diffraction grading is a series of slits or lines on a plastic or glass sheet used to produce a spectrum. The double slit has two slits, the narrow slit and the wide slit. The double slit is used to let the Helium-neon laser go though it. For both methods have following parameters Method There're two methods be used to find the wavelength with a diffraction grating and with a double slits. The diffraction grading is a series of slits or lines on a plastic or glass sheet used to produce a spectrum. The double slit has two slits, the narrow slit and the wide slit. The double slit is used to let the Helium-neon laser go though it. For both methods have following parameters Method There're two methods be used to find the wavelength with a diffraction grating and with a double slits. The diffraction grading is a series of slits or lines on a plastic or glass sheet used to produce a spectrum. The double slit has two slits, the narrow slit and the wide slit. The double slit is used to let the Helium-neon laser go though it. For both methods have following parameters Method There're two methods be used to find the wavelength with a diffraction grating and with a double slits. The diffraction grading is a series of slits or lines on a plastic or glass sheet used to produce a spectrum. The double slit has two slits, the narrow slit and the wide slit. The double slit is used to let the Helium-neon laser go though it. For both methods have following parameters Method There're two methods be used to find the wavelength with a diffraction grating and with a double slits. The diffraction grading is a series of slits or lines on a plastic or glass sheet used to produce a spectrum. The double slit has two slits, the narrow slit and the wide slit. The double slit is used to let the Helium-neon laser go though it. For both methods have following parameters Method There're two methods be used to find the wavelength with a diffraction grating and with a double slits. The diffraction grading is a series of slits or lines on a plastic or glass sheet used to produce a spectrum. The double slit has two slits, the narrow slit and the wide slit. The double slit is used to let the Helium-neon laser go though it. For both methods have following parameters Method There're two methods be used to find the wavelength with a diffraction grating and with a double slits. The diffraction grading is a series of slits or lines on a plastic or glass sheet used to produce a spectrum. The double slit has two slits, the narrow slit and the wide slit. The double slit is used to let the Helium-neon laser go though it. For both methods have following parameters Method There're two methods be used to find the wavelength with a diffraction grating and with a double slits. The diffraction grading is a series of slits or lines on a plastic or glass sheet used to produce a spectrum. The double slit has two slits, the narrow slit and the wide slit. The double slit is used to let the Helium-neon laser go though it. For both methods have following parameters Method There're two methods be used to find the wavelength with a diffraction grating and with a double slits. The diffraction grading is a series of slits or lines on a plastic or glass sheet used to produce a spectrum. The double slit has two slits, the narrow slit and the wide slit. The double slit is used to let the Helium-neon laser go though it. For both methods have following parameters Method There're two methods be used to find the wavelength with a diffraction grating and with a double slits. The diffraction grading is a series of slits or lines on a plastic or glass sheet used to produce a spectrum. The double slit has two slits, the narrow slit and the wide slit. The double slit is used to let the Helium-neon laser go though it. For both methods have following parameters ¡¤ The distance ¡°x , between two laser points (the distance between n and n1) on the wall.¡¤ In order to get a greater accuracy distance, it is suggested to take the twice distance, x, (which between points n and n) and then take the average to get n.¡¤ Vary the slit separation, d, for both methods.Slit to wall distance L.Available formulae dsin¦È=L¦Ë ¦Ë=(dsin¦È)/L x/L=tan¦È ¦È=tan-1 (x/L) Diagrams¡¤ Helium-neon laser

¦È

L n x n1

Diffraction grading

Narrow slitW Wide slitCollected data

L=.87m L=.87m L=6.m L=4.47md=0.0005m x=0.0017m x=0.008md=0.000m x=0.001m x=0.001mD=1/100000m x=0.5m x=0.46 D=/100000m x=1.0m x=1.47 D=6/100000m x=.4m x=.18 Data with uncertainty values

L=.85+0.05m L=.80+0.05m L=6.0=0.05m L=4.45=0.05md=0.0005m x=0.0017+0.0001m x=0.008+0.0001md=0.000m x=0.001+0.0001m x=0.001+0.0001md=1/100000m x=0.5+0.01m x=0.46+0.01m d=/100000m x=1.0+0.01m x=1.47+0.01m d=6/100000m x=.4+0.01m x=.18+0.01m

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The poo of the doo

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Early History and French-British Rivalry

Prior to the arrival of Europeans in Canada, the area was inhabited by various peoples who came from Asia via the Bering Strait more than 10,000 years ago. The Vikings landed in Canada c.AD 1000. Their arrival is described in Icelandic sagas and confirmed by archaeological discoveries in Newfoundland. John Cabot , sailing under English auspices, touched the east coast in 147. In 154, the Frenchman Jacques Cartier planted a cross on the Gasp Peninsula. These and many other voyages to the Canadian coast were in search of a northwest passage to Asia. Subsequently, French-English rivalry dominated Canadian history until 176.

The first permanent European settlement in Canada was founded in 1605 by the sieur de Monts and Samuel de Champlain at Port Royal (now Annapolis Royal , N.S.) in Acadia . A trading post was established in Quebec in 1608. Meanwhile the English, moving to support their claims under Cabots discoveries, attacked Port Royal (1614) and captured Quebec (16). However, the French regained Quebec (16), and through the Company of New France (Company of One Hundred Associates), began to exploit the fur trade and establish new settlements. The French were primarily interested in fur trading. Between 1608 and 1640, fewer than 00 settlers arrived. The sparse French settlements sharply contrasted with the relatively dense English settlements along the Atlantic coast to the south. Under a policy initiated by Champlain, the French supported the Huron in their warfare against the Iroquois; later in the 17th cent., when the Iroquois crushed the Huron, the French colony came near extinction. Exploration, however, continued.

In 166, the Company of New France was disbanded by the French government, and the colony was placed under the rule of a royal governor, an intendant, and a bishop. The power exercised by these authorities may be seen in the careers of Louis de Buade, comte de Frontenac , Jean Talon , and François Xavier de Laval , the first bishop of Quebec. There was, however, conflict between the rulers, especially over the treatment of the indigenous peoplesthe bishop regarding them as potential converts, the governor as means of trade. Meanwhile, both missionaries, such as Jacques Marquette , and traders, such as Pierre Radisson and Mdard Chouart des Groseilliers, were extending French knowledge and influence. The greatest of all the empire builders in the west was Robert Cavelier, sieur de La Salle , who descended the Mississippi to its mouth and who envisioned the vast colony in the west that was made a reality by men like Duluth, Bienville, Iberville, and Cadillac.

The French did not go unchallenged. The English had claims on Acadia, and the Hudsons Bay Company in 1670 began to vie for the lucrative fur trade of the West. When the long series of wars between Britain and France broke out in Europe, they were paralleled in North America by the French and Indian Wars . The Peace of Utrecht (171) gave Britain Acadia, the Hudson Bay area, and Newfoundland. To strengthen their position the French built additional forts in the west (among them Detroit and Niagara). The decisive battle of the entire struggle took place in 175, when Wolfe defeated Montcalm on the Plains of Abraham , bringing about the fall of Quebec to the British. Montreal fell in 1760. By the Treaty of Paris in 176, France ceded all its North American possessions east of the Mississippi to Britain, while Louisiana went to Spain.

British North America

The French residents of Quebec strongly resented the Royal Proclamation of 176, which imposed British institutions on them. Many of its provisions, however, were reversed by the Quebec Act (1774), which granted important concessions to the French and extended Quebecs borders westward and southward to include all the inland territory to the Ohio and the Mississippi. This act infuriated the residents of the Thirteen Colonies (the future United States). In 1775 the American Continental Congress had as its first act not a declaration of independence but the invasion of Canada. In the American Revolution the Canadians remained passively loyal to the British crown, and the effort of the Americans to take Canada failed dismally (see Quebec campaign ).

Loyalists from the colonies in revolt (see United Empire Loyalists ) fled to Canada and settled in large numbers in Nova Scotia and Quebec. In 1784, the province of New Brunswick was carved out of Nova Scotia for the loyalists. The result, in Quebec, was sharp antagonism between the deeply rooted, Catholic French Canadians and the newly arrived, Protestant British. To deal with the problem the British passed the Constitutional Act (171). It divided Quebec into Upper Canada (present-day Ontario), predominantly British and Protestant, and Lower Canada (present-day Quebec), predominantly French and Catholic. Each new province had its own legislature and institutions.

This period was also one of further exploration. Alexander Mackenzie made voyages in 178 to the Arctic Ocean and in 17 to the Pacific, searching for the Northwest Passage. Mariners also reached the Pacific Northwest, and such men as Capt. James Cook , John Meares, and George Vancouver secured for Britain a firm hold on what is now British Columbia. During the War of 181, Canadian and British soldiers repulsed several American invasions. The New Brunswick boundary (see Aroostook War ) and the boundary W of the Great Lakes was disputed with the United States for a time, but since the War of 181 the long border has generally been peaceful.

Rivalry between the North West Company and the Hudsons Bay Company erupted into bloodshed in the Red River Settlement and was resolved by amalgamation of the companies in 181. The new Hudsons Bay Company then held undisputed sway over Ruperts Land and the Pacific West until U.S. immigrants challenged British possession of Oregon and obtained the present boundary (1846). After 1815 thousands of immigrants came to Canada from Scotland and Ireland.

Movements for political reform arose. In Upper Canada, William Lyon Mackenzie struggled against the Family Compact . In Lower Canada, Louis J. Papineau led the French Canadian Reform party. There were rebellions in both provinces. The British sent Lord Durham as governor-general to study the situation, and his famous report (18) recommended the union of Upper and Lower Canada under responsible government. The two Canadas were made one province by the Act of Union (1841) and became known as Canada West and Canada East. Responsible government was achieved in 184 (it had been granted to the Maritime Provinces in 1847), largely as a result of the efforts of Robert Baldwin and Louis H. LaFontaine .

Confederation and Nationhood

The movement for federation of all the Canadian provinces was given impetus in the 1860s by a need for common defense, the desire for some central authority to press railroad construction, and the necessity for a solution to the problem posed by Canada West and Canada East, where the British majority and French minority were in conflict. When the Maritime Provinces, which sought union among themselves, met at the Charlottetown Conference of 1864, delegates from the other provinces of Canada attended. Two more conferences were heldthe Quebec Conference later in 1864 and the London Conference in 1866 in Englandbefore the British North America Act in 1867 made federation a fact. (In 18 this act was renamed the Constitution Act, 1867.)

The four original provinces were Ontario (Canada West), Quebec (Canada East), Nova Scotia, and New Brunswick. The new federation acquired the vast possessions of the Hudsons Bay Company in 186. The Red River Settlement became the province of Manitoba in 1870. In 187, Prince Edward Island joined the federation, and Alberta and Saskatchewan were admitted in 105. Newfoundland (now Newfoundland and Labrador) joined in 14.

Canadas first prime minister was John A. Macdonald (served 1867-7 and 1878-1), who sponsored the Canadian Pacific Railway . In the west, religious tension and objections to lack of political representation and unfair land-grant and survey laws produced rebellions of Mtis, led by Louis Riel in 186-70 and 1884-85. The Mtis were French-speaking Roman Catholics who had considered themselves a new nation combining the traditions and ancestry of Europeans and native peoples.

Under the long administration (186-111) of Sir Wilfrid Laurier , rising wheat prices attracted vast numbers of immigrants to the Prairie Provinces. Between 181 and 114, more than three million people came to Canada, largely from continental Europe, following the path of the newly constructed continental railway. In the same period, mining operations were begun in the Klondike and the Canadian Shield. Large-scale development of hydroelectric resources helped foster industrialization and urbanization.

Under the premiership of Conservative Robert L. Borden , Canada followed Britain and entered World War I. The struggle over military conscription, however, deepened the cleavage between French Canadians and their fellow citizens. During the depression that began in 1, the Prairie Provinces were hard hit by droughts that shriveled the wheat fields. Farmers, who had earlier formed huge cooperatives, sought to press their interests through political movements such as Social Credit and the Co-Operative Commonwealth Federation (now the New Democratic party).

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Monorail

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Our group decided that the best solution to the parking and traffic problems on campus was to build a monorail system around campus. The transit center is going to be located off Highland Drive. We are going to build parking structures in this same area as well. Cars will park here and then take the monorail to their destination around campus. The parking in these structures will be reserved for general permits only. The only other parking on campus will be in the R- and G-1 lots that will be reserved for residents and then the structure, which will be for staff and then have some reserved spots for residents. The staff parking spots around campus will stay in place for the time being until something gets built on top of them. The way our system will work is simple. Vehicles will park in the structures and then the pedestrians will walk to the transit center located next to the structures. They will catch the monorail and then ride it to their destination. The monorail follows both North and South Perimeter roads and then sweeps over to Highland Drive. There will be five stops around campus that passengers will be able to get off at. The first stop is at the intersection of North Perimeter and Via Carta. The next will be at the intersection of Mountain Lane and North Perimeter. The intersection of South Perimeter and Tahoe Road will be the third stop. The next is at the intersection of South Perimeter and College Ave, and finally the monorail will return to the transit center off of Highland Drive. By having a monorail system, there will be fewer cars on campus and the need for parking will be eliminated. This will also help ensure the safety of the bicyclists and pedestrians.

A monorail by definition is a single rail serving as a track for passenger or freight vehicles. In most cases the rail is elevated, but monorails can also run at a grade, below grade or in subway tunnels. The monorail vehicles are either suspended from or straddle a narrow guideway and are wider than the guideway that supports them.

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Some of the reasons why we chose to use a monorail include their popularity, safety, and cost. Monorails have been proven to work well and efficiently. Each and every day hundreds of thousands of passengers are carried on monorails. One example is Walt Disney Worlds Monorail System near Orlando, Florida. This system has one of the highest riderships of all monorails with over 100,000 passenger trips recorded each day on the 14 miles of beamways. Transit planners from around the world are giving serious thought into using monorails. In various cities around the world, as well as the United States, new systems are in advanced planning or construction. Many people have also expressed their interest in monorails. In November of 17, approximately ,000 Seattle voters said yes to an initiative for a 40-mile citywide monorail system. The initiative passed easily and planning for the system is currently under way.

Monorails have been proven to be very safe. Whether they are of the straddle-beam or suspended variety, the nature of their design does not allow derailments. Conventional rail suffers from this problem frequently. Since monorails are elevated, accidents with surface traffic are impossible, which equals a no system down time, less liability suits and most importantly, no injuries or deaths.

Monorails are very efficient and reliable. Monorails regularly operate at an amazing .% reliability. No other form of transit can match that. The rubber tires get little wear running on smooth guideways. Typically, each load tire gets over 100,000 miles of travel before being replaced. Monorails are also cost effective. One example is the Tokyo-Haneda Monorail. This privately owned 8-mile dual beam system has been operating since 164 and has been turning out a profit each year.

Monorails are also environmentally friendly. Since they are electric powered, monorails are non-polluting. Most monorails run on rubber tires and are very quiet. They Monorails are the most aesthetically pleasing of all elevated rail systems, since their sleek design blends in with modern urban environments. The time it takes to construct a monorail is very quick which results in less disruption to the surrounding environments.

Another positive feature of the monorail system is its construction. The construction for the monorail system is very easy. Basically, you dig a hole, drop in a pre-built support pylon, truck in the track, which was manufactured offsite, and then lift it into place. Monorail beamway can be installed far faster than heavy or light rail. There are no other fixed rail systems that can be installed as quickly and as disruption-free as that of a monorail.

These reasons are only a few of the positive benefits that come from a monorail system. This system would dramatically improve our parking and traffic problems and would also help ensure the safety of bicyclists and pedestrians on campus. Although the price of the monorail may be quite expensive, the benefits outweigh the costs and eventually the monorail will pay for itself and end up turning a profit.

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History of psychology

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HISTORY OF PSYCHOLOGY

Psychology on the whole deals with the nature of the mind and mental processes. Questions concerning these factors first came about from ancient Greek philosophers, the most famous being Socrates, Plato and Aristotle, during the forth and fifth centuries B.C. Hippocrates, was a Greek physician, frequently called the "father of medicine." He was especially interested in the study of the living organism and its parts. He observed how the brain controlled various parts of the body. This gave rise to the biological perspective of psychology. Today, all new physicians reflect upon Hippocrates's medical ethics for their study.

Following the Greek philosophers, around the 17th century, one of the discussions of human psychology was whether or not human beings are born with knowledge and understanding of reality, or are they acquired through experiences and interactions with the world. The view that we are born with existing knowledge is called the nativist view. The view that knowledge is gained through experiences is called the empiricist view. An English philosopher called John Locke, put forward a theory that at birth, the mind is at a blank slate, or tabula rasa, onto which experiences of what he/she sees, hears, smells, tastes and feels are written. In other words, there is no store of knowledge, but through our senses, our knowledge comes. Today it is still questionable and it is referred to as the nature versus nurture debate in psychology. It centres around the fact that biological processes affect our emotions and behaviour, but also acknowledges that experiences can also affect our behaviour.

In 187, a man called Wilhelm Wundt (18-10) was considered by some to be the founder of modern psychology. Wundt was the leader of the school of structuralism, which contended that psychology is human experiences studied from the point of view of the person doing the experiencing. In other words, it was Wundt's belief that the mind and behaviour can be subject to scientific analysis. Introspection and self-exploration are stressed. Introspection is referred to as the observations and recording of the nature of one's own perceptions, thoughts and feelings. Structuralists in general, believed in the separation of mind and body, without interaction, but conceived of in such a way that a parallel structure is formed. For each conscious experience of the mind, a corresponding reaction occurs in the body. It must be remembered that the mind does not cause physical reactions any more than the body alters states of consciousness.

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William James (184-110) brought about a new approach to psychology called functionalism. This refers to studying how the mind works so that an organism can adapt to and function in its environment. James established the first psychology laboratory in America. In the field of psychology, he is best known for his work, Principles of Psychology (180), and his "stream-of-consciousness" belief that mentality must be seen as an ongoing process and not fragmented into bits of consciousness. James held that an emotion is evidenced by the internal conflict that arises from a person's reaction to a particular emotional situation. Out of this theory grew his legendary argument that a man meeting a bear in the woods does not run because he is afraid, but rather is afraid because he runs. It is running itself that initiates the reaction of fear, which produces the emotion.

Watson John Broadus (1878-158) was an American psychologist in favour of militant behaviourism. He says psychology is the ‘science of behaviour'. He believed human responses could be predicted by• Observation• Conditioned reflexes• Verbal methods• TestingHis studies of children and animals were innovative because structuralism and functionalists had virtually neglected these two groups. He worked on the conditioning of childhood fears and his advances with animals opened the way to the development of comparative psychology.

Around 11, while behaviourism was appearing in the United States, Gestalt psychology was appearing in Germany. Gestalt being German for ‘form' or ‘configuration.' This approach was favoured by Max Wertheimer and basically contends that the psychological make-up of an individual is based on the unity and wholeness of behaviour, combined with experiences. In other words, Gestalt psychology is based on the concepts of unity and wholeness.

At the turn of the 0th century, psychoanalysis emerged. It originated from Sigmund Freud (156-1). His approach was based mainly on the unconscious, that is, the thoughts, attitudes, impulses, wishes, motivations and emotions which we are unaware of. Freud believed that these thoughts and feelings which we are forbidden of, leave our conscious state and enter the unconscious, but still continue to influence our thoughts and feelings. He says that these unconscious impulses are expressed in our dreams and physical mannerisms. Psychoanalysis is a psychological method that seeks the basis for human behaviour and motivation in the unconscious mind.

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WOG Day

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Out staff of freelance writers includes over 120 experts proficient in WOG Day, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your WOG Day paper at affordable prices with custom writing service! What could possibly force a crew of nearly 1,500 sailors and marines on a United States Amphibious vessel to crawl around on their hands and knees while being subjected to numerous disgusting humiliations? Is this Uniform Code of Military Justice (UCMJ) punishment at its worst? A strange chemical weapon drill? The cause of this seemingly absurd behavior is an ancient naval ritual known as crossing the line better known as wog day. It is performed when a United States ship crosses the equator; this ceremony has a rich and varied history. Crossing the line is nearly as old as seafaring itself and the most humorous ritual I've ever participated in.Wog Day is made up of many different navy beliefs, legends, and characters. Starting with King Neptune. King Neptune is the roman God of fresh water but sometimes he is associated with Poseidon. Poseidon had a kingdom in the sea and put King Neptune in charge of it. "King Neptune sometimes appears with his trident and his wife Queen Amphitrite. (www.cushing.navy.mil)" Another character associated with wog day is Davey Jones. Davey Jones has a number of stories concerning his origin. "The Australians tell a tale of a fearsome pirate who sank to the bottom of the sea when crossing the equator and now patrols the equator on his killer whale boarding any vessel that dares to pass waters of the King's Majestic Realm. (CDR McComas United States Navy)" Some ceremonies list Davey Jones as King Neptune's Royal Scribe, who makes sure each wog has crossed the line. Another characters that make up wog day are Wogs and Shellbacks. A wog is a sailor or marine that has not been a cross the equator. And a shellback is a Sailor or Marine that has been across the equator.

Being a shellback carries a special meaning. It's a name that explains your shipboard experience. Everyone that joins the navy does not have the chance to carry the name shellback. However there are an abundance amount of sailors that carry the name wog. A shellback is someone to look up to to junior sailors that are new on board. Being a shellback not only means that you've had the chance to part take in the wog day celebration. It also means you've had the chance to visit the Navy's best port. Australia. I can remember my first crossing the line experience as if it was yesterday. The morning of February 5th 18 at 18 am the USS Dubuque LPD-8 officially crossed the equator (0th parallel). After reveille, the wogs were woken up very rudely and abruptly by the shellbacks. We were told to put on clothes that only slimy wogs deserved to wear. Our attire for the wog day celebration was our daily working uniform. However everything had to be turned inside or worn backwards. We were advised to wear only uniforms we planned on throwing away because things were going to get pretty messy. The wogs who wished to participate in the celebration duck walked to the mess decks being led by our honorable trusty shellbacks to consume a hearty breakfast. The hearty breakfast consisted of green eggs and noodles. Everything associated with us slimy wogs was green. While we feasted on our delightful green meal, the trusty shellbacks were raising the Jolly Rogers pennant to signify to passers that there were slimy wogs aboard. When breakfast had ended, all the slimy wogs assembled on the flight deck where the trusty shellbacks led us to the beginning of the rigorous obstacle course. They did there best to cleanse us by washing us down with refreshing, cold, salty seawater. Your wog day went well depending on your ship social status. If a sailor was well liked, disliked or very popular his or her wog day was very long and problematical. However if a Sailor was one that usually kept to him or her self, the wog day was quick and painless because no one knew enough about that sailor to give them a hard time. I was known as a pretty boy on board the USS Dubuque with a great deal of arrogance and conceit in my blood. So my wog day went by extremely slow. At one point in time it seemed as if everyone attention was on me. After my salt water wash down. I found myself blowing bubbles in pad eyes with my hands tied behind my back with at the same time having hot sauce poured down my buttocks and having peanut butter smeared in my hair, face, and ears. The slimy wogs went from station to station on the obstacle course participating in many ridiculous acts such as kick lines, and singing songs. We were constantly asked to repeat different things to our honorable shellbacks. Such as "I'm a slimy wog and I deserve to be punishment. Please honorable trusty shellbacks punish me." After completing the obstacle course that was designed for us slimy wogs, I reached the end just for one my honorable shellbacks to tell me to go to the very beginning of the obstacle course. I was pretty upset. I already had a burning sensation in my eyes from all of the salt water and a feverish sensation in my buttocks from the hot sauce. And to top it all off I could hardly hear from all the peanut butter in my ears. However I swallowed my pride and obeyed my trusty shellback and proceeded to the beginning of the obstacle course. Again I went through every station and endured all the humiliations to reach the end and again was told to go back to the beginning. This time they felt sorry for me. Instead of making me go back to the beginning, the decided to take me to the focastle and have me call for Flipper. Flipper was a well know television dolphin that did not exist in real life. I can remember calling Flipper's name as if he was really going appear at the top of salty deep blue ocean. My honorable shellbacks thought it was so humorous. I was happy they found it funny. As long as they were laughing they couldn't have me doing anything else. However soon the laughing had ceased and I was lead back to the beginning of the obstacle course. This time when I reach the end I was allowed to finish. In front of me was a large tub of salty emerald water. It was used to simulate the final cleansing of the slimy wog. I jumped in with a sigh of relief and stayed down at the bottom for what seemed like a lifetime. When I emerged Master Chief Lloyd who was playing the part of King Neptune ask me what was I. I proudly held my head up high and said "King Neptune I am an Honorable trusty Shellback."

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After the wog day celebration everyone was off for the rest of the day. There was a big bar-b-queue on the flight deck. And later that night we had cinema at sea. To some wog day may be dumb and a waste of time. I felt the same way at first. But once I became a trusty shellback I was able to torture the other slimy wogs in the years that followed.

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Martha Graham assignment-Dance

If you order your cheap custom essays from our custom writing service you will receive a perfectly written assignment on Martha Graham assignment-Dance. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Martha Graham assignment-Dance paper right on time.

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Martha graham was born in Alleghany in May 184. She was an American dancer, choreographer, teacher and director of her company. In 116 she went to study at the Denishawn School of dance. The school was a combination of Ruth St. Denis and Ted Shawn. Shawn took over the teaching of graham and she partnered him for most of her time at denishawn dancers. After leaving the Denishawn School she appeared with the Greenwich Village follies. She only appeared with them for a short while then moved on and began teaching at the Eastman school of music in Rochester. She gave her first solo in New York in 16. She was told she lacked power. In 17 she choreographed ¡¥Revolt¡¦ a rebellion against denishawn. She founded Martha graham school of contemporary dance late on in 17. A lot of grahams work was very dramatic but not all. Her complete ideas by 181 comprised of more than 160 different titles. One exception of her dramatic work was ¡¥Diversion of Angels¡¦.¡¥Diversion of Angels¡¦ was influenced by a painting painted by Kandinsky, which was her stimulus. The painting was made up of a lot of different colours with a red slash straight through the middle this is what influenced the choreography of her dance. Her dance piece was a piece to show types of love which were,

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„ A dancer dressed all in red was the red slash through Kandinsky¡¦ painting. Red stands for passion, flirting and maybe danger. In one part of diversion of angels red come across the dancer dressed in white and her man maybe to show an affair. Red does a lot of fast energetic movements. Her movements are flowing. Red weaves in and out of another female dancer and her man as if she was trying to split them up. She uses very strong eye contact to show flirting and pushes her hips towards a male dancer as if to tempt him towards her. When red dances her movements go one after the other. Her music is also very fast compared to whites music. In her duet there isn¡¦t that much contact at first red just seems to tease him a lot. In one part of the dance red takes whites move of an arabesque stand then contract and makes it more passionate.„ A dancer dressed all in white to represent innocence and she is in control. White does a lot of hugging to show support and caring of others. She also cups her hands a lot to show love. In one part of the dance the red dancer comes across her and her man to try and have an affair but instead of moving white stay still and waits to show she is in control. In another part she opens her arms wide to say if you want love to last you must be open and trusting. When white is dancing her music is quite slow. She does a lot of balancing where she stands very upright to show she¡¦s happy and content. The quality of her movement is sustained. In her duet she uses her partner and he uses her for lots of balances on each other to show support. When white is dancing her movements don¡¦t flow into the next one like reds she does a move then takes a step as a break in the dancing.„ A dancer dressed all in yellow represents immature young love. Yellow wears a yellow ribbon in her hair to show she is playful. Yellows moves are energetic and playful. Whilst dancing she is always smiling. Yellow does lots of jumps and lifts to show young love. Her music is very light and floaty. At one stage the dancer dressed in yellow does a movement which looks like she is skipping with a skipping rope which shows that she is young. Yellow isn¡¦t on stage as much as the others she only comes on now and again to show it¡¦s a fun love and it isn¡¦t long lasting it only happens now and again. Yellow takes everyone else¡¦s movements to show that they are still together.At one point the dancer in red and the dancer in white meet and the music changes to sound threatening showing conflict and how those two types of love do not work together. At another point there is a noise like a siren and red flashes across the screen the siren is like the jaws tune. After this they repeat the motif and continue. The men in the dance are dressed in flesh colours to show that they do not represent any particular type of love. The backdrop to this dance is very plain (cyclorama) which makes the audience concentrate on the dancers more which is the intention.ConclusionGraham is a very talented choreographer and dancer and her success rapidly increased after she had left all other dance schools and founded her own. Diversion of angels is a very good piece of dance. It is very easy to identify which colour is which love so on the costumes they relate very well to the dance. All of her movements relate also to the dance in some way or another. She had over 160 different dances by 181 proving she was a good choreographer. Diversion of angels had a different lead character than graham as, as she got older she wasn¡¦t as flexible and lacked the precision needed. In her dances Martha graham likes to show a lot of emotions and most of her dances are based singly on emotions.

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The Bluest EyeBy Toni Morrison Toni Morrison's The Bluest Eye takes place in 1941, in a small Ohio town. The main characters are black little girls trying to understand the cruel world they have been born into. Two sisters, Claudia and Frieda, are fort

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Out staff of freelance writers includes over 120 experts proficient in The Bluest EyeBy Toni Morrison Toni Morrison's The Bluest Eye takes place in 1941, in a small Ohio town. The main characters are black little girls trying to understand the cruel world they have been born into. Two sisters, Claudia and Frieda, are fort, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your The Bluest EyeBy Toni Morrison Toni Morrison's The Bluest Eye takes place in 1941, in a small Ohio town. The main characters are black little girls trying to understand the cruel world they have been born into. Two sisters, Claudia and Frieda, are fort paper at affordable prices! The Bluest EyeBy Toni Morrison

Toni Morrison's The Bluest Eye takes place in 141, in a small Ohio town. The main characters are black little girls trying to understand the cruel world they have been born into. Two sisters, Claudia and Frieda, are fortunate enough to have a family that cares about them. The third little girl, Pecola, has a cruel, indifferent family. All three girls are bombarded with both subtle and blatant messages communicating to them that blacks are inferior and ugly. Morrison uses the extreme case of Pecola to illustrate how all blacks internalized society's notion of beauty and ugliness.

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A Dick and Jane story at the opening creates a psychotic feel, very different than your happy everyday Dick and Jane story. The short story is repeated three times, the second time driven by eliminating punctuation, and the third time, accelerated at maximum velocity by complete absence of spaces between words. The reader feels dizzy and sees the story spin out of control, faster and faster. The life of the perfect familywhite, middle-class, always smilingis transformed into a mantra. In the first paragraph of the book, we are confronted with the tragic ending of the story Pecola, eleven years old, is raped and impregnated by her father, but the baby dies before it is born. Claudia narrates, sharing with the reader her nine-year-old perspective on events and people. Pecola is a soft, sweet, submissive little girl who dreams of having blue eyes. Claudia's family owns a cup decorated with Shirley Temple's picture, and Pecola is so in love with it that she drinks three quarts of milk just so she has more time to look at Shirley's face. Claudia, on the other hand, is not drawn in by Shirley's charm. Just the opposite she loathes her. All she represents is the confusing world of beauty. Claudia doesn't understand why adults, black and white alike, glance adoringly at little white girls, but not black ones. She responds with violence. Any doll she gets, she mutilates; tears it apart in search of the source of its beauty. What could possibly be the source of the charm of blue eyes, blond hair, and pink cheeks? Claudia describes how shocked she was when she realizes that her cold violence towards dolls transmutes into violence towards little white girls. She never acts on her impulses, instead she suppresses them by learning to hate the girls, then finally to love them like everyone else does. But unlike Pecola, Claudia never internalizes the feeling of inferiority. She knows that there is something twisted about the adoration that she masquerades for the little white girls. Pecola, on the other hand, is destroyed by society's definition of beauty. She sees herself as ugly and unlovable. Curious about how babies are made, Pecola asks Frieda and Claudia to explain. "Somebody has to love you," they reply. After some thought, Pecola questions them again, "How do you do that? I mean, how do you get somebody to love you?" As an eleven-year-old little black girl, Pecola is extremely vulnerable, especially with her passive personality. Maybe if she'd grown up feeling the love of her parents, she wouldn't have descended so easily into the mires of self-loathing. But the combination of a dysfunctional family, subliminal messages from society, and a malleable spirit ruined Pecola in the end. An interesting aspect of Morrison's book is how she structured it. The timeline is not linear; instead it skips back and forth, revealing stories about one character at a time. By the time Morrison reaches the rape scene, we have heard about the lives of each person in Pecola's family and Claudia's family. Everyone, that is, except Pecola, who remains a void in the story, just a little girl who wants blue eyes. Other than that, we don't get to share any of Pecola's thoughts. Pecola's father, Cholly Breedlove, had a humiliating, degrading childhood. He was the product of an accidental pregnancy, so his mother abandoned him on a railroad track, and his father cut town. He knew what it was like to be cared for, thanks to Aunt Jimmy, who raised him, but she died when he was 16. We are told about the lives of all the characters before the rape. In a way that is difficult to explain to someone who has not read, Morrison creates the characters so that we cannot hate them. We cannot hate Cholly, even as he is raping poor Pecola. The scene is so repulsive it is nearly unreadable, but we know the traumas that Cholly has suffered that lead up to this atrocity. Morrison writes this way not to protect or defend the evil acts of her characters, but to prevent us from becoming like the society that she is condemning. The point is not to make us feel sorry for Cholly, or even Pecola, but to make us confront the awful ramifications of racism, poverty, and familial strife. The Dick and Jane mantra does not allow poor orphaned blacks into its equation of happiness or American-ness. When a person believes in the Dick and Jane mantra, heif he is whiteis condemning all blacks to live on the outside of humanity, and if he is black, he is complying with the whites' judgment of him as inferior. When reading this book, it is crucial to refrain from judgment. To see Pecola as a "poor, little, ugly thing" is to have missed the point. Pecola's beauty was wasted on the world, and even on her, for she did not see it. She never learns to see it either, only surviving on a hallucination of blue eyes.

Please note that this sample paper on The Bluest EyeBy Toni Morrison Toni Morrison's The Bluest Eye takes place in 1941, in a small Ohio town. The main characters are black little girls trying to understand the cruel world they have been born into. Two sisters, Claudia and Frieda, are fort is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on The Bluest EyeBy Toni Morrison Toni Morrison's The Bluest Eye takes place in 1941, in a small Ohio town. The main characters are black little girls trying to understand the cruel world they have been born into. Two sisters, Claudia and Frieda, are fort, we are here to assist you. Your persuasive essay on The Bluest EyeBy Toni Morrison Toni Morrison's The Bluest Eye takes place in 1941, in a small Ohio town. The main characters are black little girls trying to understand the cruel world they have been born into. Two sisters, Claudia and Frieda, are fort will be written from scratch, so you do not have to worry about its originality.

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