Lord of the Flies Characters essays

Lord of the Flies Characters essays Often in literature, the actions of a character indicate what kind of person he is. In the novel Lord of the Flies, by William Golding, both Ralph and Jacks actions indicate what kind of people they are. Ralphs actions indicate that hes a responsible, intelligent leader. Jacks actions indicate that hes a crazy, devil-like leader. Ralph indicates that he is a smart, responsible leader by doing various things throughout the journey on the island. He takes control and acts as the leader in the beginning of the story. This is his first good move. All the other people on the island were either younger or not as smart in his eyes. This act of taking over shows that Ralph is an intelligent and responsible individual. He also makes keeping the fire going the number one priority of the forsaken boys. This is the only way they will be rescued. All the other boys think about having fun, playing games, and going hunting. Ralph thinks logically and understands that this is the only way out and the boys will be thankful later on. This shows once again how good of a leader Ralph is. Ralph makes a set of rules and tries to enforce them. He wants to maintain order and retain the kids in a civilized state of matter. Of course this doesnt work, but at least he tries. This action of him making rules indicates that Ralph is a responsible and intelligent leader. Lastly, Ralph sticks up for Piggy at some times in the story, although he embarrasses him at times too. He knows that Piggy is the brains of the group. They need him. This action of protecting Piggy shows how smart and caring Ralph is. Ralphs actions indicate what kind of person he is. Jack indicates that he is a crazy, devil-like leader by doing various things throughout the island adventure. At first, he fights over Ralph being the lone leader and argues with everybody. This shows how shallow he is. Ralph is the chosen lead ...

How to Choose the Right Book Cover Dimensions in 3 Simple Steps

How to Choose the Right Book Cover Dimensions in 3 Simple Steps How to Choose the Right Book Cover Dimensions When we talk about book cover design, we often talk about the color palette, typography and use of images. What we rarely mention are the dimensions of the cover. After all, it’s usually determined by the book’s trim size. That, or it’s seemingly inconsequential, as most new independent authors rely on ebook sales anyhow, where the cover only really exists on digital retailers.In this post, we'll look at the standard sizes of book covers in publishing and help you decide on the right dimensions when creating or commissioning your own design.Before we jump too far into the conversation, let's start by looking at the most popular ebook cover sizes used today.What are the recommended book cover dimensions?Kindle Direct Publishing recommended size -   2,560 x 1,600 (1.6:1 aspect ratio)Novels and Non-Fiction -   2,560px x 1,600px (1.5:1 aspect ratio)Illustrated Books -   2,800px x 3,920px  (1.4:1 aspect ratio) or  3,000px x 3,600px (1.2:1 aspect ratio)Audiob ooks -   3,200px x 3,200px (1:1 aspect ratio)These numbers might be confusing at first, especially if you're not familiar with pixels and aspect ratios. In this next section, we'll take a closer look at what these terms mean, and how they will affect your cover. Choosing the size and shape of your ebook coverThe cover on the right has half the dots per square inch (DPI) of the version on the left.Both KDP Print and IngramSpark suggest a resolution of 300 dots per square inch (DPI) for your cover design. And in the case of most printers, a CMYK (Cyan Magenta Yellow) color profile is preferred over an RGB (Red Green Blue) one.To learn more about designing your perfect cover, check out this complete guide to book cover design on the Reedsy blog.Do you have any questions or thoughts on book covers and their recommended dimensions? Drop a message in the comments below.

Negotiation Agent Essay Example | Topics and Well Written Essays - 500 words

Negotiation Agent - Essay Example One of the things that I did well in this negotiation was to frame the negotiations in a way that ensured a fair outcome for both parties involved. To gain the trust of Fred, I said that Mike and Rachel would have to pay more rent between the two of them than he would have to pay himself because their room was larger than his. This was important because it put me in a position where both of the parties would listen to my opinion. After this, I brought up a point on which there would be easy agreement, namely the payment of the utility bills. It was agreed that each person would pay equally for all utilities. I feel that this was a good thing to do early in the negotiation, to get them agreeing and working together before negotiating on the rent itself. When I brought up the rent, Fred made an offer to pay $250 in rent, which would leave the remaining $450 for Mike and Rachel to split. I told him that I thought $250 seemed too low since he would have his own room, which wouldn't be mu ch smaller than the master bedroom. Then I asked Mike what he thought was a fair price and he said he wasn't sure. This was when the negotiation became somewhat awkward, since I felt I needed to represent Mike's interests, but I also didn't want to lose Fred's trust.

Attachment Style Research Paper Example | Topics and Well Written Essays - 500 words

Attachment Style - Research Paper Example Further, the Close Relationships Questionnaire, as I see it, is quantitative than qualitative. It attempts to measure the emotion or feeling of a person towards his/her beloved/lover. My attachment style has been calculated: 4.38 for anxiety and 4.50 for avoidance. With this data, it seems that I am pessimistic to my relationship; that is not sophisticated. I know myself more than what the Close Relationships Questionnaire tells me. I cannot agree to the â€Å"findings† set by such questionnaire. It says that I am fearful-avoidant in relation to my attachment style. The questionnaire explains that â€Å"[t]hey [e.g., myself] tend to avoid becoming emotionally attached to others, and, even in cases in which they do enter a committed relationship.† Perhaps it is true, at certain extent that I tend to be emotionally unattached to my partner. By emotionally unattached, I mean I do not share or express explicitly to my partner what I feel to certain thing or event. Neverthel ess, I am sensitive to the emotion or feeling of my partner. If she shares something to me, I listen to her. In essence, I do not completely avoid emotional stuff between me and my partner. Sigmund Freud argues that the adult people’s character or behavior originates from, or is influenced by, his or her childhood years. Probably there is truth in that.

Through Deaf Eyes Essay Example for Free

Through Deaf Eyes Essay While watching Through Deaf Eyes, there were a lot of things that I didn’t think about before. For example, when they started talking about how even in deaf schools, African Americans were segregated from the rest of the white people I was a little thrown off by this. When talking about this in history classes, I never thought about segregating people twice?! The deaf community was already misunderstood and had to have their own schools and now the black deaf community had to be pushed out even farther? This concept started a whole new world for me. In my life, I really have never been exposed to sign language before. I think I have only met one real deaf person and he was about three and had a cochlear implant. So, the deaf community has never popped into my mind when it came to things like this. I think that another big part of the movie, for me, was when the students from Gallaudet University protested against their new president because she wasn’t deaf. Again, this is not something that I had never thought about before. It was big when Obama first became president that was a big turning point for America and also very moving. I know it was more important to the African American community because of their history and how crazy that was for them! Now, I know I can’t relate to the deaf community but I do understand that as an all-deaf university there should be an all-deaf staff, including the president. For those students to fight that hard and win just goes to show how dedicated they are in preserving their community and not afraid to fight for what they believe in and what is right. I really like how proud and powerful the deaf community is when it comes to standing up for themselves and others. The last thing that I really liked which was really the first thing, was the man in the very beginning of the film. I thought that it was a very powerful way to start. We often don’t think about what we say before we say it and a comment like, â€Å"Are you deaf?!† isn’t always going to turn out well for you in the end. That’s just like that, â€Å"That’s gay† comments that some people make. I don’t like that word and I try not to repeat it. I have an uncle who is gay and when I hear those kinds of comments I will most likely say something about it. I know that if I ever made that mistake about the deaf comment and a deaf person then asked me, â€Å"Are you hearing?!† I would feel pretty embarrassed and ashamed. I do admit that I have said that in the past, not ever thinking about it ever hurting someone. I can say now, that I will not say that because it is just like calling something/someone gay when you don’t mean it. After watching this movie and especially now that I am taking this class and learning so much about the deaf culture, I know that I will learn so much more and be able to think with another angle.

Adverse Situations and the Formation of Culture :: Cultural Identity Essays

An unspoken contempt of culture has grown throughout white America. What benefit could possibly come from silly rituals, special foods, colorful garments, jewelry and ceremonies? Even most of the relativists have forgotten the purpose of culture and blindly dispense hollow respect for it. Sociology and anthropology texts imply it's just arbitrary stuff people come up with for the hell of it when they live near one another. With such an implication, it certainly seems a little silly in today's world. Culture emerges in only one circumstance and serves only one purpose. When a group of people face the same adversity at the same time, they do better if they deal with it together. A people's collective solutions to adversity is their culture. If there's a limited supply of food, we'll get used to the same fruits and meats and use the same cooking techniques. If we live in the same climate and around the same building materials, we'll learn to build dwellings together. If we experience the same weather and live near cotton plants, we'll weave similar clothing. If we're confused by the same astronomical phenomenon or killed by the same unknown disease, we'll come up with myths together. Without unified adversity, problems are fleeting. If I face hunger one month, infant mortality the next, and predators the third, and you face these things in the opposite order, we build no culture together. We're not going to hunt together or create a common death ritual or learn to build secure dwellings together. This is the only reason culture is geographically localized. Now, many classes of people do not face any perceptible adversity that unification is a weapon against. A non-trivial percentage of the world who are of certain races, live in certain countries, and are born to affluent families no longer see problems in their lives that could be overcome if they just had the help of their fellow man. There is no hunger for them, no discrimination, no infant mortality, no predators, no droughts. As far as they know, their only enemy are the people around them competing for the same jobs, resources, and mates. Genuine culture cannot emerge in these situations. Instead, we end up with something that looks a lot like culture—a common language, beliefs, some customs, ways of greeting and acceptable conversation. However, for these people, this commonality does not serve the purpose of culture. Instead, it's used only to smoothly interact with those in proximity.

Ap World Syllabus

Advanced Placement World History Course Syllabus 2012-2013 Ms. Rebecca Layton Friendly High School Fort Washington, MD 20744 301-449-4900 Rebecca. [email  protected] org Course Description: The Advanced Placement World History (APWH) course is an intensive, year long, examination of global history from the period of 8000 B. C. E. to the present. The purpose of APWH is to develop a greater understanding of the evolution of global processes and contacts, in interaction with different types of human societies.The course highlights the nature of changes in international frameworks and their causes and consequences, as well as comparisons among major societies. This course also builds an understanding of cultural, institutional and technological precedents that, along with geography, set the human stage. The course is broken down into five major periods of study. They are: ? Foundations: 8000 B. C. E. to 600 C. E. ? 600 C. E. to 1450 ? 1450 to 1750 ? 1750 to 1914 ? 1914 to the present A PWH Course Themes: The APWH course is guided by six themes which will receive equal attention throughout the course: . The dynamics of change and continuity across the world history periods covered in this course, and the causes and processes involved in major changes of these dynamics. 2. Patterns and effects of interaction among societies and regions: trade, war, diplomacy and international organizations. 3. The effects of technology, economics and demography on people and the environment (population growth and decline, disease, labor systems, manufacturing, migrations agriculture and weaponry. ) 4. Systems of social structure and gender structure (comparing major features ithin and among societies, and assessing change and continuity). 5. Cultural, intellectual and religious developments, including interactions among and within societies. 6. Changes in functions and structures of states and attitudes towards states and political identities (political culture), including the emerg ence of nation-state (types of political organization). APWH Habits of Mind or Skills: The APWH course addresses habits of mind or skills in two categories: (1) those addressed by any rigorous history course, and (2) those addressed by a world history course.Four habits of mind are in the first category: ? Constructing and evaluating arguments: using evidence to make plausible arguments. ? Using documents and other primary data: developing the skills necessary to analyze point of view, context and bias and to understand and interpret information. ? Assessing issues of change and continuity over time, including the capacity to deal with changes as a process and with questions of causation. ? Understanding diversity of interpretations through analysis of context, point of view and frame of reference.Three habits of mind belong in the second category: ? Seeing global patterns and processes over time and space while also connecting local developments to global ones and moving through le vels of generalization from the global to the particular. ? Comparing within and among societies, including comparing societies’ reactions to global process. ? Being aware of human commonalities and differences while assessing claims of universal standards, and understanding culturally diverse ideas and values in historical context. Required Materials: ? Bentley, J. and Ziegler, H. 2003). Traditions and Encounters: A Global Perspective on the Past. (3rd Ed. ). Boston: McGraw-Hill. ? Andrea, A. and Overfield, J. (2005). The Human Record: Sources of Global History, Volume I: to 1700. (5th Ed. ). Boston: Houghton Mifflin Company. ? Andrea, A. and Overfield, J. (2005). The Human Record: Sources of Global History, Volume II: Since 1500. (5th Ed. ). Boston: Houghton Mifflin Company. ? Laden, J. and Whelan, P. (2009). Kaplan AP World History . Kaplan Publishing Grading Criteria: Quarter grades will be computed according to the following factors: ?Tests/Quizzes/Essays/Projects50% ? H omework25% ? Classwork/Participation25% Conduct: Students are expected to follow all rules in this class that correspond to those stated in the Prince George’s County Code of Student Conduct. Punctuality is a necessity and tardiness to class will result in loss of participation points. Work missed because of an unexcused absence may not be made up. Work missed because of an excused absence must be made up within the week the student returns to school. It is the responsibility of the student to arrange for make up work.All assignments must be handed in on time; late work will not be accepted. Methodology: This course is conducted using a variety of methods: lecture/discussion, simulations, cooperative learning activities, presentations and independent study/research. All students are responsible for reading the assignments before coming to class so that they may actively participate. A variety of film clips and videos are also used throughout the course. Unit I: Foundations 80 00 B. C. E. to 600 C. E. Week One Topics: Agricultural Revolution World Geography Geographic Determinism- Jared Diamond Discussion/DebateReadings: Course Introductions/Overview, Chapter 1 (Bentley) Major Assignments: Comparative Graphic Organizer: Early Civilization Assessments: Quiz: Chapter 1 Timed Writing: Comparative Essays on Early Civilizations Jared Diamond Take-Home Essay Weeks Two and Three Topics: Civilization Discussion/Debate Early Civilizations (Complex Societies) Economic Specialization/Trade Bantu/Aryan Migration Religion Readings: Chapter 2 (Bentley) Chapter 3 (Bentley) Chapter 4 (Bentley) Chapter 5 (Bentley) Chapter 6 (Bentley) Major Assignments: Annotated Timeline/Companion Essay Vocabulary Building Exercises (Ancient Civilizations)Assessments: Quiz: Chapters 2-5 Foundation Exam, Part 1: Chapters 1-6 Weeks Four and Five Topics: Classical Societies/Empires Economic Specialization/Development of Long Distance Trade Belief Systems (Religions of Salvation) Readings: Ch apter 7 (Bentley) Chapter 8 (Bentley) Chapter 9 (Bentley) Chapter 10 (Bentley) Chapter 11 (Bentley) Major Assignments: Annotated Map: Greek/Roman Mediterranean Comparative Graphic Organizer: Classical Societies/Empires Comparative Graphic Organizer: Belief Systems Assessments: Quiz Chapters 7-11 Timed Writing: Document Based Question: Buddhism Weeks Six and SevenTopics: Cross-Cultural Interactions/Migrations Long Distance Trade Spread/Diffusion of Religion Spread/Diffusion of Disease Collapse of the Classical Societies/Empires Readings : Chapter 12 (Bentley) 1. 1-1. 15 (Andrea/Overfield, Vol. I) 1. 46-1. 54 (Andrea/Overfield, Vol. I) 1. 18-142 (Andrea/Overfield, Vol. II) Major Assignments: ASPIRE Chart Annotated Timeline (AP Themes) Assessments: Foundations Exam, Part II: Chapters 7-12 Unit II: 600 C. E. to 1450 Week 8 Topics: Byzantium: A Survivor Society Islam: Rise and Expansion Economy and Society: Urbanization, Hemispheric Trade Readings: Chapter 13 (Bentley)Chapter 14 (Bentley ) Major Assignments: Map Activity: Dar al Islam Vocabulary Building Exercises: Byzantine and Islam Assessments: Quiz: Chapter 13-14 Week 9 Topics: Restoration of Imperial Rule in China Islamic and Hindu Kingdoms Economic Development and Trade Culture and Society Readings: Chapter 15 (Bentley) Chapter 16 (Bentley) Major Assignments: Continuity-Change Over Time Graphic Organizer: Chinese Dynasties Assessments: Quiz: Chapters 15-16 Timed Writing: DBQ-The Silk Roads Week 10 Topics: Political Stability Economy and Society The Papacy Regional States and Expansion The CrusadesReadings: Chapter 17 (Bentley) Chapter 20 (Bentley) Major Assignments: Comparative Graphic Organizer: European and Japanese Feudalism Mini-DBQ: The Crusades Assessments: Quiz: Chapter 17 and 20 Unit II Exam, Part I: Chapters 13-17 and 20 Week 11 Topics: Turkish Migrations and Expansion Mongol Expansion and Empire Building Readings: Chapter 18 (Bentley) Major Assignments: Annotated Timeline (AP Themes) Vocabulary Build ing Exercises: Asia/Middle East Map Building Exercise: Turkish/Mongol Assessments: Quiz: Chapter 18 Timed Writing: CCOT Essay: The Mongols Weeks 12 and 13 Topics: West African Kingdoms/EmpiresIslamic Kingdoms/Empires Long Distance Trade: Trans-Saharan Trade/ Indian Ocean Trade Culture and Society Mesoamerican Empires Readings: Chapter 19 (Bentley) Chapter 21 (Bentley) Major Assignments: Persuasive Essay: Why/ Why Not Build Long Distance Trade Routes? Presentation: Empire Building Assessments: Quiz: Chapter 19 and Chapter 21 Quiz: Vocabulary/Map Week 14 Topics: Cross-Cultural Interactions Long-Distance Trade Crisis and Recovery Exploration and Colonization Readings: Chapter 22 (Bentley) 1. 55-1. 113 (Andrea/Overfield, Vol. I) Major Assignments: ASPIRE Chart Annotated Timeline (AP Themes)Assessments: Quiz: Chapter 22 Unit II Exam, Part II: Chapters 18-22 (Excluding Chapter 20) Unit III: 1450 to 1750 Week 15 Topics: Exploration: Navigation and Motivation Colonization: Europeans to the Americas/South Asia Exchange: Transoceanic Trade Readings: Chapter 23 (Bentley) Major Assignments: Map Activity Vocabulary Building Exercises Annotated Timeline/Corresponding Essay (AP Themes) Assessments: Quiz: Chapter 23 Quiz: Vocabulary/Map Skills (Renaissance Europe) Week 16 Topics: Reformation/Counter Reformation Revival of Empire Capitalism-Expansion of Trade-Labor SystemsReadings: Chapter 24 (Bentley) Major Assignments: Vocabulary Building Exercises (Reformation) Essay: Transformation of Europe Assessments: Quiz: Chapter 24 Timed Writing: DBQ-Christian and Muslim Attitudes Towards Trade Week 17 Topics: The Spanish in the Americas Colonial Society European Expansion into the Pacific Readings: Chapter 25 (Bentley) Major Assignments: Annotated Timeline Colonization Map Assessments: Quiz: Chapter 25 Timed Writing: Comparative Essay on Labor Systems Week 18 Topics: Labor Systems in the New World-Triangular Trade African Diaspora (Demographic Impact) Abolition of SlaveryReadings: C hapter 26 (Bentley) Major Assignments: Essay: The Growth of Plantations Assessments: Quiz: Chapter 26 Timed Writing: DBQ on the Abolition of Slavery Week 19 Topics: Political Stability in China (Post Mongols) Economic and Social Changes â€Å"New† Cultural Influences/Traditions Unification of Japan Readings: Chapter 28 (Bentley) Major Assignments: Comparison Graphic Organizer: Japanese and Chinese Social/Political Changes Vocabulary Building Exercises: East Asia Map Activity: East Asia Assessments: Quiz: Chapter 27 Quiz: Vocabulary/Map: East Asia Week 20 Topics: Islamic Empires Islamic SocietyEmpires in Transition Readings: Chapter 28 (Bentley) 2. 3-2. 58 (Andrea/Overfield, Vol. II) Major Assignments: ASPIRE Chart Annotated Timeline Middle East Map Activity Assessments: Quiz: Chapter 28 Unit III Exam, Chapters 23-26 Unit IV: 1750 to 1914 Week 21 Topics: Enlightenment and Revolution (American/French) Impact of Revolution – Latin America – Abolitionism – Wo men’s Rights Nationalism and the Formation of National States (Italy/Germany) Readings: Chapter 29 (Bentley) Major Assignments: Vocabulary Building Exercises: Political Upheaval Comparative Graphic Organizer: American/French RevolutionsComparative Graphic Organizer: Italian/German Nation Building Assessments: Quiz: Chapter 29 Quiz: Vocabulary Week 22 Topics: Industrialization Changing Industrial Society-Urbanization and Migration Global Impact Readings: Chapter 30 (Bentley) Major Assignments: Annotated Timeline Assessments: Quiz: Chapter 30 Timed Writing: CCOT Essay on the Roles of Women in East Asia, Latina America, Sub-Saharan Africa and Western Europe, 1750-1914 Week 23 Topics: The Americas State Building Economic Development Society and Culture Readings: Chapter 31 (Bentley) Major Assignments: Annotated Timeline Map Activity: U. S. GrowthAssessments: Quiz: Chapter 31 Essay: Immigration and Change in the Americas Week 24 Topics: Declining Empires Ottoman’s -Russian- China Readings: Chapter 32 (Bentley) Major Assignments: Map Activity: Russia Annotated Timeline/Companion Essay: Growth and Change of Russia Assessments: Quiz: Chapter 32 Weeks 25-26 Topics: Imperialism: Building of Global Empires Motives for Empire The Scramble (Africa and Asia) New Imperial Powers Impact of Imperialism Readings: Chapter 33 (Bentley) Major Assignments: Map Activity: Imperialism Comparison Graphic Organizer: European Imperialism Assessments: Quiz: Chapter 33Week 27 Topics: Review/Reflect/Recover Readings: 2. 40-2. 80 (Andrea/Overfield, Vol. II) Major Assignments: ASPIRE Chart Vocabulary Building Exercises: Imperialism Assessments: Timed Writing: DBQ- Asian Indentured Labor in the 19th Century Unit IV Exam, Chapters 29-33 Unit V: 1914 to Present Week 28 Topics: World War I Global War Total War Impact of Versailles Readings: Chapter 34 (Bentley) Major Assignments: Map Activity: Europe WWI Annotated Timeline/Companion Essay: Causes, Impact and Fall Out of WWI Assessmen ts: Quiz: Chapter 34 Weeks 29 and 30 Topics: Global Depression and Political ChallengesRise of Totalitarian Movements (Fascism, Communism, National Socialism Nationalism and Political Identity –Asian Autonomy –Colonial Africa Latin America Readings: Chapter 35 (Bentley) Chapter 36 (Bentley) Major Assignments: Comparative Graphic Organizer: Totalitarian Movements Comparative Graphic Organizer: Asia/Africa/Latin America Vocabulary Building Exercises: Political Systems Assessments: Quiz: Chapters 35-36 Timed Writing: CCOT Essay on Attitudes Towards Political Structures Week 31 Topics: World War II Causes and Consequences Total War Holocaust Atomic Bomb Readings: Chapter 37 (Bentley)Major Assignments: Annotated Timeline/Companion Essay: Causes, Impact and Fall Out of WWII Map Activity: Europe WWII/Asia Holocaust Writing Perspective Assessments: Quiz: Chapter 37 Week 32 Topics: The Cold War Emergence of Super Powers Hot Spots: Korea/Cuba/Vietnam End of Cold War Readings: Ch apter 38 (Bentley) Major Assignments: Comparative Graphic Organizers: Hot Spots Annotated Timeline: Cold War Vocabulary Building Exercises: Post War Map Activity: South East Asia Assessments: Quiz: Chapter 38 Quiz: Vocabulary/Map Week 33 Topics: De-Colonization Asia-Africa-Latin America Readings: Chapter 39 (Bentley)Major Assignments: Map Activity: Africa Map Activity: Latin America Comparison Graphic Organizer: Independence Africa/Asia/Latin America Assessments: Quiz: Chapter 39 Timed Writing: DBQ-Nationalism Among Muslim Leaders Week 34 Topics: The Global Economy Cross-Cultural Exchanges and Communication Global Problems-Demography and Environment Readings: Chapter 40 (Bentley) 2. 100-2. 123, 2. 87-2. 98 (Andrea/Overfield, Vol. II) Major Assignments: ASPIRE Chart Presentation: Global Economy, Cultural Interactions, Global Threats, Rights of Women or Migration Assessments: Quiz: Chapter 40 Unit V Exam, Chapters 34-40

Features of bluetooth technology Essay

The logo for Bluetooth is based on Runes surrounding the legend of Harald Bluetooth. Bluetooth the technology is based on communications central to man’s own personal space. Fundamentally Bluetooth operates within the Industrial, Scientific and Medical (ISM) band at 2. 4 GHz. It is a short-range wireless communication standard defined as cable replacement for a Personal Area Network (PAN) (see â€Å"Bluetooth†. Grolier Encyclopedia of Knowledge, pp. 87-94). Figure 1 is the Bluetooth Logo. A cable replacement standard has been defined because cables limit mobility of the consumer; they are cumbersome to carry around, are easily lost or broken. Often connectors are prone to difficult to diagnose failures; or are proprietary. To counteract these limitations Bluetooth is designed to be light and portable. It can be embedded to take the riggers of physical knocks and shocks. It includes standards and protocols to make it mobile, robust, reliable and not limited to one manufacturer (see â€Å"Bluetooth†. Grolier Encyclopedia of Knowledge, pp. 87-94). The operating band also fits the goals of Bluetooth, imposing requirements as a cable replacement. The cost needs to be comparable with cable. Reductions can be achieved by operating in the licence free 2. 4 GHz ISM band, keeping backward compatibility wherever possible lowers the cost of ownership by avoiding upgrades and having a relaxed radio specification enables single chip integrated circuit solutions. It also needs to be as reliable and resilient as cable and cope with errors and degradation caused by interference. For mobile devices it must be compact, lightweight, low power and easy to use (see â€Å"Bluetooth†. Grolier Encyclopedia of Knowledge, pp. 87-94). A. 1 Frequency Hopping We have addressed the reasons for the Bluetooth without delving into the ‘nuts and bolts’ of the technology to discover how it operates. For the majority of countries the ISM band used by Bluetooth is available from 2. 40-2. 4835 GHz, although some countries impose restrictions. In this band Bluetooth uses Frequency Hopping Spread Spectrum (FHSS) techniques in order to improve its immunity from interference (see J. Bray and C. F. Sturman, Bluetooth: Connect Without Cables†, Prentice Hall). In unrestricted countries the radios hop in pseudo random sequences around all available channels, this equates to 79 RF channels with a channel spacing of 1 MHz. Starting at a base frequency of 2402 MHz then the frequency of the channels, f, can be expressed as: f =2402 + n MHz where, n, is the channel number with an integer value in the range of 0 to 78. In restricted countries a limited frequency hopping schemes with just 23 channels is used and is catered for in the Bluetooth specification. Both hopping schemes have a 1 MHz channel spacing making it possible to design a simple radio interface whereby the baseband only has to specify a channel number and the radio multiplies this up to the appropriate frequency offset (see J.Bray and C. F. Sturman, Bluetooth: Connect Without Cables†, Prentice Hall). In this FHSS scheme there are 1600 hops per second, which is a hop every 625  µs. Part of this hop timing is taken up by the guard time of 220  µs allowing the synthesizer time to settle. The frequency hopping implements time division multiplexing as shown in Figure 2. The basis of the scheme has the Master device transmitting in the first 625 us slot, k, and here the Slave receives. In the next slot k = 1 the Slave is permitted to transmit and the master listens (see J.Bray and C. F. Sturman, Bluetooth: Connect Without Cables†, Prentice Hall). Figure 2: Frequency Hopping, master and slave interact on corresponding slots The radio must be able to retune and stabilise on a new frequency within tight time constraints. This is pushed further when establishing a connection; the hop rate can be shortened to every 312. 5 us. As the radios are constantly hopping to different radio channels, this ensures that packets affected by interference on one channel can be retransmitted on a different frequency channel. To further enhance resilience both ARQ (Automatic Repeat reQuest) and FEC (Forward Error Correction) form part of the specification (see J. Bray and C. F. Sturman, Bluetooth: Connect Without Cables†, Prentice Hall). One drawback with the normal hop sequence is the time taken for production testing. Bluetooth ensures adequate frequency coverage with a test sequence allowing the radios to be tested at a faster rate (see J. Bray and C. F. Sturman, Bluetooth: Connect Without Cables†, Prentice Hall).

Five More Reasons Why You Should Consider Private School

Five More Reasons Why You Should Consider Private School Some of the popular reasons why parents look at private school as an education option for their children include smaller classes and superb facilities. However, there are other important reasons why families choose to send their children to private school. Individual Attention Most parents want their children to have as much personal attention as possible. After all, you spent enormous amounts of time nurturing them when they were infants. If you can make it happen, you want them to receive as much individual attention as possible in school as well. If you send your child to a private school, it is most likely that she will be in a small class. Independent schools often have class sizes that range from 10 to 15 students, depending on grade. Parochial schools have slightly larger class sizes typically in the 20 to 25 student range. With a lower student to teacher ratio, teachers are able to give each student more individual attention. Another important aspect of increased individual attention is that discipline problems tend to be less frequent. There are two primary reasons why: most students are in private school because they have a strong desire to learn and, secondly, many private schools have more consistent enforcement of codes of conduct. In other words, if a student misbehaves or breaks the rules, there will be consequences, and those may include expulsion. Parental Involvement Private schools expect parents to be actively involved in their childs education. The concept of a three-way partnership is an important part of the way most private schools work. Naturally, the degree of participation and involvement will probably be greater if you have a child in preschool or elementary grades than if you are the parent of a high school student or a child away at boarding school. What kind of parental involvement are we talking about? That depends on you and the amount of time which you can devote to helping out. It also depends on your talents and experience. The best thing to do is to observe and see where you can fit in. If the school needs a gifted organizer to run the annual auction, then help out as a committee member for a year or two before offering to take on the lead role. If your daughters teacher asks you to help chaperone a field trip, thats an opportunity to show what a great team player you are. Academic Differences Most private schools do not have to teach to a test. As a result, they can focus on teaching your child how to think, as opposed to teaching her what to think. Thats an important concept to understand. In many public schools, poor test scores can mean less money for the school, negative publicity, and even the possibility that a teacher could be reviewed unfavorably. Private schools dont have those pressures of public accountability. They must meet or exceed state curriculum and minimum graduation requirements, but they are accountable only to their clientele. If the school does not achieve the desired results, parents will find a school which does. Because private school classes are small, your child cannot hide in the back of the class. If she does not understand a math concept, the teacher will probably discover that pretty quickly and can address the learning issue on the spot, rather than waiting weeks or months to fix it. Many schools use a teacher-guided approach to learning so that students discover that learning is exciting and full of possibilities. Since private schools offer all kinds of educational methods and approaches ranging from very traditional to very progressive, it is up to you to choose a school whose approach and philosophy meshes best with your own aims and objectives. A Balanced Program Ideally, you want your child to have a balanced program in school. A balanced program can be defined as equal parts academics, sports, and extracurricular activities. In private school, most students take part in sports as schools try to achieve that kind of balanced program. At some private schools, Wednesdays are a half-day of formal classes and a half-day of sports. In boarding schools, there may be classes on Saturday mornings, after which students participate in team sports. Sports programs and facilities vary greatly from school to school. Some of the more established boarding schools have sports programs and facilities which are finer than those at many colleges and universities. Regardless of the scope of a schools sports program, what is really important is that every child is required to participate in some athletic activity. Extracurricular activities are the third component of a balanced program. Like compulsory sports, students must participate in an extracurricular activity. Many private schools have extensive music, art, and drama programs, so there are many extracurricular activities to choose from. As you begin to explore school websites, review the sports and extracurricular activities as carefully as you review the academic curriculum. Make sure that your childs interests and needs are properly met. You should also note that intramural sports and most extracurricular activities are coached or supervised by faculty members. Seeing your math teacher coaching the soccer team and sharing your passion for the sport makes a huge impression on a young mind. In a private school, teachers have the opportunity to be exemplars in many things. Religious Teaching Public schools are required to keep religion out of the classroom. Private schools can teach religion or not, depending on the mission and philosophy of the particular school. If you are a devout Lutheran, there are hundreds of Lutheran owned and operated schools in which your beliefs and practices will not only be respected but taught on a daily basis. The same is true of all the other religious denominations. Article edited by  Stacy Jagodowski

Beginning Your Mystery Novel

Beginning Your Mystery Novel Beginning Your Mystery Novel Beginning Your Mystery Novel By Maeve Maddox Youve got a great idea for a mystery novel. You can hardly wait to get started, but before you launch into that first chapter, three steps can save you hours of frustration and repair work later. 1. With the murder as the central event, draw a time line. Indicate where every character is at any given time. This will aid you in the creation of alibis. It will also prevent you from placing a character in two places at the same time. Have a clear idea from the outset as to what period of time your story will cover. Suspense is always greater when the action takes place within strict time constraints. 2. Write brief a biographical sketch for each character. You may have only three characters to begin with: victim, detective, and person telling the story. As new characters enter the story, add their bios. Take the time to think of appropriate names for your characters. Using temporary names and changing them later is counterproductive. Names contribute to a sense of character. The biographies neednt be lengthy. Obvious information needed: the characters physical appearance age gender aspirations role in the story Knowing the characters likes and dislikes, past disappointments, and at least one childhood trauma will feed your unconscious mind, contributing to the plot in ways you cant anticipate when you begin your story. If in addition you give each character a secret, the way is clear to provide false leads by making the innocent characters behave in suspicious ways. 3. Keep your draft in one word processing file, not in separate files for each chapter. Having it all in one big file will simplify revision. You will want to rearrange chapters and spread out information. Its much easier to do that when the entire draft is in one searchable file. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Fiction Writing category, check our popular posts, or choose a related post below:25 Subordinating ConjunctionsHow Long Should a Paragraph Be?Sentence Adverbs

Lies my teacher told me Essay Example | Topics and Well Written Essays - 250 words

Lies my teacher told me - Essay Example Gone with the Wind focuses not on the hardships of slavery, but the injustices of the Union Army and Reconstruction. This is very misleading. Did the South face hardships at the hands of the Union Army? Of course they did, they lost the war. However slaves also faced injustices. In Gone with the Wind only one slave was whipped for not taking care of a hot horse (Mitchell 51). In Bullwhip days: The slaves remember: An oral history (Mellon 2002:39) a slave recounts numerous whippings with blood and blisters all over a slave’s back. This is what happened according to a witness. However all races of students would be uncomfortable with this image. That is why history has to be smoothed over for children. Is it right that teachers lie to students? No, it is not right. One human trait is to separate people, events, and history into a good and evil category. The truth is not all slaves were beaten by their white masters, but many were. Not all white people owned or even believed in s lavery, but many did. History needs to treat events as humanly as possible. That means judgment does not need to be passed, but history needs to be presented through facts not emotion. Slavery was not a clear cut issue. It is difficult, but needs to be addressed by all races. Bibliography Loewen, J. W. (1996). Lies my teacher told me. New York: Touchstone. Mellon, J. (2002).

Discussion board Essay Example | Topics and Well Written Essays - 250 words - 8

Discussion board - Essay Example Factors such as socio-emotional, cultural, personality, family background and learning environment are some of those that can largely change a learner’s attitude towards education. A study done in South Australia as reported by Hattie, indicated that learning is much more pleasurable when the social upbringing of a child is effective and enriched such that values, social skills, confidence and self-esteem among other are built early enough through right healthy nurturing. As the school system emphasizes the spirit of responsibility, the family socialization puts a strong foundation to it such that when these children go to school these virtues automatically synchronize without much struggle. It is worth pointing out that humans need to be reinforced to make most of the moves in the real world contrary to Willingham’s conception that they are naturally predisposed to automatic functioning. It is my stance that not all learners hate school or that they undergo through the process through coercion. It is, however, notable that owing to above-mentioned factors, a child may develop hatred for education. Scientific research has proved that to hold that all students hate school is a flawed premise as there are clear