The Battle Of World War II Essay - 1907 Words

The Bundeswehr On May 7th 1945, the world let out a sigh of relief as news of the unconditional surrender of the German army spread. After years of war and destruction, it was time to rebuild and rethink Germany. Immediately after the war the French, British, Russians and Americans were not sure how to break up or treat Germany. Each had their own ideas on how best to treat a post war Germany and how to rebuild it. The Allied powers end up splitting Germany into two sections, the east held by the Soviets and the West controlled by the Western powers. Nobody inside or outside of Germany wanted the atrocities of World War II to happen again so deep seeded pacifism and ideals were seared into German culture. Between the destruction of World War II, the division of post war rebuilding efforts and isolation of different factions holding Germany, the German Bundeswehr has fallen into dangerous disarray. They face extreme underfunding, and a lack of support from the common people. Dr. Ursula von der Leye n, the Federal Minister of Defense, is doing all she can to change that. With the drafting and implement of the German White Paper of 2016, she has outlined a path to revive the slowly dwindling effectiveness of the Bundeswehr. The Bundeswehr was officially founded in 1955 on the 12th of November. With the vivid memories of World War Two still fresh in their minds most people in West Germany were opposed to anything resembling a military. The Bundeswehr started out as aShow MoreRelatedThe Battle Of The World War II974 Words   |  4 PagesSecond World War, the families would experience â€Å"a constant dread of receiving a telegram announcing the injury, missing status or capture, or death of a husband, son or father. Why help to fight World War II when you know the pain that it endures on your family? In the middle of World War II in 1939, a photographer captured a commemorative picture of a soldier/father kissing his daughter goodbye before her dad leaves Britain. Not only does the photograph show the impacts that World War II had onRead MoreThe Battle Of The World War II1345 Words   |  6 Pages World War II, intensified tensions between two of the strongest countries in the 1940s, the United States of America and Japan. On December 7,1941, Japanese planes and submarines attacked the American Naval base at pearl harbor, one of America’s largest bases and the largest base in the Pacific Ocean.The attack caused serious damage to the base, taking out America’s strongest battleships, killing thousands of people, and destroying hundreds of planes. America officially enters World War II. TheRead MoreThe Battle Of The World War II1047 Words   |  5 PagesThe first time aircrafts are seen playing major roles in World War II Germany and Japan had begun to attack the nation. Germany and Japan began their initial attacks strong with air strikes, first attacking Holland, Denver, France, and England. When the British retaliated, they had cutting-edg e fighters guided by radar. The Battle for Britain was one of the first battles fought solely in the air, keeping Germany from taking control of Britain’s airways. Japan also began its attack on the U.S viaRead MoreThe Battle Of The World War II995 Words   |  4 PagesAlyssa Humphrey Humphrey, 1 April 21, 2015 2nd On September 1, 1939 Germany invaded Poland. Britain and France declared war on Hitler s Nazi Germany in retaliation. Humiliated and dissatisfied with their loss in World War I Germany wanted a powerful leader who could bring them to a strong victory. Invading the whole world meant there would be other countries stronger then they were. By this time, the Japanese had built a strong naval offense system known as the Combined Fleet commanded by IrorokuRead MoreThe Battle Of World War II1168 Words   |  5 Pages The Battles of World War II Normandy Invasion, D-Day In December 1943, the head of staff of the Allies picked American General Dwight D. Eisenhower as incomparable administrator for the Allies in Europe. English General, Sir Frederick Morgan, added to various arrangements for the Allies, most uncommon was Operation Overlord, a full-scale intrusion of France over the English Channel. This was the codename for the most mysterious summon in the war. The initial plan was to cross the English ChannelRead MoreThe Battle Of The World War II2128 Words   |  9 PagesWorld War II, which lasted from 1939 to 1945, is considered the largest armed conflict in human history. This war was fought over six different continents, in every ocean, and ultimately resulted in fifty million military and civilian deaths; including the six million Jews who perished in the Holocaust. Within the course of the seven-year span of fighting in the war, two decisive battles changed the tide of the war in each theater: The D-Day landings and the Battle of Midway. The invasion of NormandyRead MoreThe Battle Of The World War II1315 Words   |  6 PagesSam Carter L9 To What Extent was the Battle of Stalingrad a More Important Turning Point in World War II than the Battle of Britain? The Battle of Stalingrad was fought from the September 1942 through to early February 1943, and took place after the Germans had reached the fringes of Leningrad and Moscow in operation Barbarossa. Hitler’s, and the German commander of the sixth army, General von Paulus’ main aim was to take and secure the oil fields of Caucasus in Russia. The oil from here wouldRead MoreThe Battle Of The World War II1156 Words   |  5 PagesWord War II was a time that caused many people to feel a lot of tension, anxiety and concern. While some wanted power, control, and wanted the notion of superiority. Others were left feeling unsafe, scared, and were worried of what the future would bring them. The uncertainly lead many to feed off the fear and the tension among people rose. No one was to be trusted. During the time of World War II the most important thing to have was power. Countries did not care how they would achieve it they simplyRead MoreThe Battle Of The World War II1414 Words   |  6 Pagesthe global conflict known as World War 2 had been brutally raging on for over two years. American forces had managed to stay out of the war. However, when the Japanese bombed the naval base in Hawaii, Pearl Harbor, the Americans could no longer hold out. On December 7, 1941, the United States of America entered WWII (â€Å"Origins of the Normandy Landing†). Before the Americans entered the war, Winston Churchill and the Allies (Britain, Canada, France) were losing the war. Everything was against themRead MoreThe Battle Of The World War II1249 Words   |  5 Pageswere more than one hundred warships which included eight massive battleships. The US was suffering from the Great Depression, which made Americans think that they would stay out of World War II. As tensions grew between Japan and America, American sailors and airmen were training just in case the US were to join World War II. Americans had not realized that Japan and America were becoming enemies because the main enemy was Adolf Hitler; his goal was to conquer all the democracies of Europe. In 1940,

Traditional Programs For Academic Mentors And Mentees Are

Traditional programs for academic mentors and mentees are based on a seasoned professional working with an in-experienced teacher, and there is a plethora of case studies and literature reviews on such mentoring relationships. The idea of mentoring harkens back to Classical Greek literature wherein Homer introduces his readers to the inept character of Mentor (Zellers, Howard, Barcic, 2008), so it is with a sense of irony that the term mentor is used to describe the experienced member of such a team. Nevertheless, the idea of mentoring is somewhat timeless and therefore appears valuable to help new teachers acclimate to teaching because it has survived so many years with little transformation. At the community college level, teachers†¦show more content†¦. . † (Zellers, Howard, Barcic, 2008, p. 552), it is financially responsible to attempt to retain new faculty members beyond their first few years at Southwestern. To that end, Dr. M., in her second year at the college, suggested a mentor/mentee program called First Year Faculty Experience to begin the 2016-2017 academic year. During the summer, she asked three colleagues to help design and execute the program with her. During the fall term in-service, the four of core members met with the Vice President of Instruction (VPI) and discussed the main outcome for the fourteen newly hired faculty members. The main outcome was to help the newly hired faculty assimilate into the culture of the college and the small, rural, isolated community, so they would be more apt to stay if their first year evaluations revealed that their work was up to the college’s standards. The advantages were to be two fold becaus e this type of program should not only help retention of faculty for the college, but it would also benefit the mentees; â€Å"Benefits [of mentoring] to proteges in both business and academic include rapid assimilation to the organizational culture . . . higher career satisfaction . . . increased probability of success . . .† (Zellers, Howard, Barcic, 2008, p. 558). In addition, it was agreed that there would be three planning sessions for the three mentor/mentee meetings—one each term. Dr. M. askedShow MoreRelatedReverse Mentoring For Apple Millennials1527 Words   |  7 PagesMrs. Smith, Enclosed is the report entitled, â€Å"Reverse Mentoring for Apple Millennials,† which you summoned for the Board of Directors 16 Jul 2015 on developing an alternative mentoring program for the millennials of the company. The main findings of the report are: That reverse mentoring in place of traditional mentoring, inspires learning and enables cross-generational relationships, differentiating from other developmental relationships. It can help eliminate company challenges by growing employeeRead MoreGraduation Speech : Training Sessions Or Mentoring Program832 Words   |  4 Pagesmentoring programs. These teacher trainings are different than traditional trainings model because both parties are growing throughout the process, where in traditional training, the mentor is the guide, supporter or advice giver. Ye He (2009), explains the strength-based mentoring is aligned with educative mentoring where both the mentors and mentees are engaged in continued professional growth. Ye He (2009) continues to share â€Å"In educative mentoring the learning of the mentors and mentees occursRead MoreMentoring Youth Programs : A Part Of Human Services1820 Words   |  8 PagesMentoring Youth Programs: A Part of Human Services Introduction There is a broad range of factors that might make the youth of any ethnicity to participate in antisocial behaviors. Notably, these factors include young people’s own feelings, family relationships and being brought up in communities with widespread alcohol and violence. In addition to this, young people engage in antisocial behaviors if they have been exposed to poor health, substance abuse, poor-quality housing as well as poor healthRead MoreThe Program Being Implemented Is A Mentoring Program Based Off Of The Successful Model Of Big Brothers Big Sisters1472 Words   |  6 PagesClass Project The program being implemented is a mentoring program based off of the successful model of Big Brothers Big Sisters. Using this mentoring approach to rehabilitative ends, allows for the successful integration of many different key factors that need to change in order for success. Mentoring has proven to be effective in treating crime and delinquency in multiple crime/offense types. Add to that as well the promising results in regard to drugs and substance abuse, educational improvementsRead MoreEvaluation Of Robinson s Juvenile Recidivism Prevention Center3541 Words   |  15 Pagesfacilitate already delinquent ones to transform their lives for the better. Evaluation is useful in assuring that the mentoring program is working as intended and to establish whether the program is meeting its goals and objectives. Without conducting an actual evaluation, program teams sometimes draw on findings that have been linked to the outcome in similar mentoring programs (OJJDP, 1995). Research sh ows that some of the more meticulous evaluations approaches call for outside evaluators who are capableRead MoreMentoring in Workplace3197 Words   |  13 Pagesyoung professional staffs. 1.2 Scope This report is done based on various readings done from academic journal and articles. There was no specific research done on any real life organization and no data was obtained. It’s purely based on other scoreless and researches that has been done in the past years. 1.3 Methodology This report will be analyzed and discussed using relevant academic journals and articles as precise informative sources and for research purposes. Apart from journalsRead MoreImproving Students Attitude Towards Math, Reading, And School1185 Words   |  5 PagesThe after school mentors will give students the opportunity to build a relationship with an adult who will serve as an advocate for them. They will also offer resources for improving academics as well as build on their self-esteem. These programs can change students attitude towards math, reading, and school in general. Kay Augustine explains, students are more likely to remain and achieve in school when they are perceived by people in school who care about them. (Augustine, 2014) According to theRead MoreHow to Make India a Better Place1230 Words   |  5 Pagesup the secret trait of a successful entrepreneur. Is there a system which will help nurture this in our young? When we talk of building an entrepreneurial ecos ystem, we do not think about this aspect. We talk of building better access to funds and mentors for instance or writing better policies for equal opportunity. But we do not build necessary social infrastructure for people to be adventurous, fail yet not go down. We forget Emerson’s words, â€Å"If you can make a bundle of all your successes and throwRead More Mentoring Essay2015 Words   |  9 Pagesinstitutions in a world of change, the age-old practice of mentoring is being influenced by new forms of work, technology, and learning. Mentoring is typically defined as a relationship between an experienced and a less experienced person in which the mentor provides guidance, advice, support, and feedback to the protà ©gà © (Haney 1997). Mentoring is a way to help new employees learn about organizational culture (Bierema 1996), to facilitate personal and career growth and development, and to expand opportunitiesRead MoreLeadership in the Mathematics Department2528 Words    |  10 Pagesorganizational amends and head vision draw supporters to an agreed chosen future. Leadwoods model consist of four categories of transformational leadership: setting directions, developing people, redesigning the organization and running instructional programs (Afsaneh 2009). Budding and articulating a collective vision through joint practices for aim setting that contains towering expectations illustrates the first category of practices of transformational leaders (Williams MacMillan 2010). Stimulating

The Golden Compass Chapter Five Free Essays

string(35) " decided to hold a cocktail party\." Chapter Five The Cocktail Party In the days that followed, Lyra went everywhere with Mrs. Coulter, almost as if she were a daemon herself. Mrs. We will write a custom essay sample on The Golden Compass Chapter Five or any similar topic only for you Order Now Coulter knew a great many people, and they met in all kinds of different places: in the morning there might be a meeting of geographers at the Royal Arctic Institute, and Lyra would sit by and listen; and then Mrs. Coulter might meet a politician or a cleric for lunch in a smart restaurant, and they would be very taken with Lyra and order special dishes for her, and she would learn how to eat asparagus or what sweetbreads tasted like. And then in the afternoon there might be more shopping, for Mrs. Coulter was preparing her expedition, and there were furs and oilskins and waterproof boots to buy, as well as sleeping bags and knives and drawing instruments that delighted Lyra’s heart. After that they might go to tea and meet some ladies, as well dressed as Mrs. Coulter if not so beautiful or accomplished: women so unlike female Scholars or gyptian boat mothers or college servants as almost to be a new sex altogether, one with dangerous powers and qualities such as elegance, ch arm, and grace. Lyra would be dressed up prettily for these occasions, and the ladies would pamper her and include her in their graceful delicate talk, which was all about people: this artist, or that politician, or those lovers. And when the evening came, Mrs. Coulter might take Lyra to the theater, and again there would be lots of glamorous people to talk to and be admired by, for it seemed that Mrs. Coulter knew everyone important in London. In the intervals between all these other activities Mrs. Coulter would teach her the rudiments of geography and mathematics. Lyra’s knowledge had great gaps in it, like a map of the world largely eaten by mice, for at Jordan they had taught her in a piecemeal and disconnected way: a junior Scholar would be detailed to catch her and instruct her in such-and-such, and the lessons would continue for a sullen week or so until she â€Å"forgot† to turn up, to the Scholar’s relief. Or else a Scholar would forget what he was supposed to teach her, and drill her at great length about the subject of his current research, whatever that happened to be. It was no wonder her knowledge was patchy. She knew about atoms and elementary particles, and anbaromagnetic charges and the four fundamental forces and other bits and pieces of experimental theology, but nothing about the solar system. In fact, when Mrs. Coulter realized this and explained how the earth and the other five pl anets revolved around the sun, Lyra laughed loudly at the joke. However, she was keen to show that she did know some things, and when Mrs. Coulter was telling her about electrons, she said expertly, â€Å"Yes, they’re negatively charged particles. Sort of like Dust, except that Dust isn’t charged.† As soon as she said that, Mrs. Coulter’s daemon snapped his head up to look at her, and all the golden fur on his little body stood up, bristling, as if it were charged itself. Mrs. Coulter laid a hand on his back. â€Å"Dust?† she said. â€Å"Yeah. You know, from space, that Dust.† â€Å"What do you know about Dust, Lyra?† â€Å"Oh, that it comes out of space, and it lights people up, if you have a special sort of camera to see it by. Except not children. It doesn’t affect children.† â€Å"Where did you learn that from?† By now Lyra was aware that there was a powerful tension in the room, because Pantalaimon had crept ermine-like onto her lap and was trembling violently. â€Å"Just someone in Jordan,† Lyra said vaguely. â€Å"I forget who. I think it was one of the Scholars.† â€Å"Was it in one of your lessons?† â€Å"Yes, it might have been. Or else it might’ve been just in passing. Yes. I think that was it. This Scholar, I think he was from New Denmark, he was talking to the Chaplain about Dust and I was just passing and it sounded interesting so I couldn’t help stopping to listen. That’s what it was.† â€Å"I see,† said Mrs. Coulter. â€Å"Is it right, what he told me? Did I get it wrong?† â€Å"Well, I don’t know. I’m sure you know much more than I do. Let’s get back to those electrons†¦.† Later, Pantalaimon said, â€Å"You know when all the fur stood up on her daemon? Well, I was behind him, and she grabbed his fur so tight her knuckles went white. You couldn’t see. It was a long time till his fur went down. I thought he was going to leap at you.† That was strange, no doubt; but neither of them knew what to make of it. And finally, there were other kinds of lessons so gently and subtly given that they didn’t feel like lessons at all. How to wash one’s own hair; how to judge which colors suited one; how to say no in such a charming way that no offense was given; how to put on lipstick, powder, scent. To be sure, Mrs. Coulter didn’t teach Lyra the latter arts directly, but she knew Lyra was watching when she made herself up, and she took care to let Lyra see where she kept the cosmetics, and to allow her time on her own to explore and try them out for herself. Time passed, and autumn began to change into winter. From time to time Lyra thought of Jordan College, but it seemed small and quiet compared to the busy life she led now. Every so often she thought of Roger, too, and felt uneasy, but there was an opera to go to, or a new dress to wear, or the Royal Arctic Institute to visit, and then she forgot him again. When Lyra had been living there for six weeks or so, Mrs. Coulter decided to hold a cocktail party. You read "The Golden Compass Chapter Five" in category "Essay examples" Lyra had the impression that there was something to celebrate, though Mrs. Coulter never said what it was. She ordered flowers, she discussed canapes and drinks with the caterer, and she spent a whole evening with Lyra deciding whom to invite. â€Å"We must have the archbishop. I couldn’t afford to leave him out, though he’s the most hateful old snob. Lord Boreal is in town: he’ll be fun. And the Princess Postnikova. Do you think it would be right to invite Erik Andersson? I wonder if it’s about time to take him up†¦.† Erik Andersson was the latest fashionable dancer. Lyra had no idea what â€Å"take him up† meant, but she enjoyed giving her opinion nonetheless. She dutifully wrote down all the names Mrs. Coulter suggested, spelling them atrociously and then crossing them out when Mrs. Coulter decided against them after all. When Lyra went to bed, Pantalaimon whispered from the pillow: â€Å"She’s never going to the North! She’s going to keep us here forever. When are we going to run away?† â€Å"She is,† Lyra whispered back. â€Å"You just don’t like her. Well, that’s hard luck. I like her. And why would she be teaching us navigation and all that if she wasn’t going to take us north?† â€Å"To stop you getting impatient, that’s why. You don’t really want to stand around at the cocktail party being all sweet and pretty. She’s just making a pet out of you.† Lyra turned her back and closed her eyes. But what Pantalaimon said was true. She had been feeling confined and cramped by this polite life, however luxurious it was. She would have given anything for a day with Roger and her Oxford ragamuffin friends, with a battle in the claybeds and a race along the canal. The one thing that kept her polite and attentive to Mrs. Coulter was that tantalizing hope of going north. Perhaps they would meet Lord Asriel. Perhaps he and Mrs. Coulter would fall in love, and they would get married and adopt Lyra, and go and rescue Roger from the Gobblers. On the afternoon of the cocktail party, Mrs. Coulter took Lyra to a fashionable hairdresser’s, where her stiff dark blond hair was softened and waved, and her nails were filed and polished, and where they even applied a little makeup to her eyes and lips to show her how to do it. Then they went to collect the new dress Mrs. Coulter had ordered for her, and to buy some patent-leather shoes, and then it was time to go back to the flat and check the flowers and get dressed. â€Å"Not the shoulder bag, dear,† said Mrs. Coulter as Lyra came out of her bedroom, glowing with a sense of her own prettiness. Lyra had taken to wearing a little white leather shoulder bag everywhere, so as to keep the alethiometer close at hand. Mrs. Coulter, loosening the cramped way some roses had been bunched into a vase, saw that Lyra wasn’t moving and glanced pointedly at the door. â€Å"Oh, please, Mrs. Coulter, I do love this bag!† â€Å"Not indoors, Lyra. It looks absurd to be carrying a shoulder bag in your own home. Take it off at once, and come and help check these glasses†¦.† It wasn’t so much her snappish tone as the words â€Å"in your own home† that made Lyra resist stubbornly. Pantalaimon flew to the floor and instantly became a polecat, arching his back against her little white ankle socks. Encouraged by this, Lyra said: â€Å"But it won’t be in the way. And it’s the only thing I really like wearing. I think it really suits – â€Å" She didn’t finish the sentence, because Mrs. Coulter’s daemon sprang off the sofa in a blur of golden fur and pinned Pantalaimon to the carpet before he could move. Lyra cried out in alarm, and then in fear and pain, as Pantalaimon twisted this way and that, shrieking and snarling, unable to loosen the golden monkey’s grip. Only a few seconds, and the monkey had overmastered him: with one fierce black paw around his throat and his black paws gripping the polecat’s lower limbs, he took one of Pantalaimon’s ears in his other paw and pulled as if he intended to tear it off. Not angrily, either, but with a cold curious force that was horrifying to see and even worse to feel. Lyra sobbed in terror. â€Å"Don’t! Please! Stop hurting us!† Mrs. Coulter looked up from her flowers. â€Å"Do as I tell you, then,† she said. â€Å"I promise!† The golden monkey stepped away from Pantalaimon as if he were suddenly bored. Pantalaimon fled to Lyra at once, and she scooped him up to her face to kiss and gentle. â€Å"Now, Lyra,† said Mrs. Coulter. Lyra turned her back abruptly and slammed into her bedroom, but no sooner had she banged the door shut behind her than it opened again. Mrs. Coulter was standing there only a foot or two away. â€Å"Lyra, if you behave in this coarse and vulgar way, we shall have a confrontation, which I will win. Take off that bag this instant. Control that unpleasant frown. Never slam a door again in my hearing or out of it. Now, the first guests will be arriving in a few minutes, and they are going to find you perfectly behaved, sweet, charming, innocent, attentive, delightful in every way. I particularly wish for that, Lyra, do you understand me?† â€Å"Yes, Mrs. Coulter.† â€Å"Then kiss me.† She bent a little and offered her cheek. Lyra had to stand on tiptoe to kiss it. She noticed how smooth it was, and the slight perplexing smell of Mrs. Coulter’s flesh: scented, but somehow metallic. She drew away and laid the shoulder bag on her dressing table before following Mrs. Coulter back to the drawing room. â€Å"What do you think of the flowers, dear?† said Mrs. Coulter as sweetly as if nothing had happened. â€Å"I suppose one can’t go wrong with roses, but you can have too much of a good thing†¦.Have the caterers brought enough ice? Be a dear and go and ask. Warm drinks are horrid†¦Ã¢â‚¬  Lyra found it was quite easy to pretend to be lighthearted and charming, though she was conscious every second of Pantalaimon’s disgust, and of his hatred for the golden monkey. Presently the doorbell rang, and soon the room was filling up with fashionably dressed ladies and handsome or distinguished men. Lyra moved among them offering canapes or smiling sweetly and making pretty answers when they spoke to her. She felt like a universal pet, and the second she voiced that thought to herself, Pantalaimon stretched his goldfinch wings and chirruped loudly. She sensed his glee at having proved her right, and became a little more retiring. â€Å"And where do you go to school, my dear?† said an elderly lady, inspecting Lyra through a lorgnette. â€Å"I don’t go to school,† Lyra told her. â€Å"Really? I thought your mother would have sent you to her old school. A very good place†¦Ã¢â‚¬  Lyra was mystified until she realized the old lady’s mistake. â€Å"Oh! She’s not my mother! I’m just here helping her. I’m her personal assistant,† she said importantly. â€Å"I see. And who are your people?† Again Lyra had to wonder what she meant before replying. â€Å"They were a count and countess,† she said. â€Å"They both died in an aeronautical accident in the North.† â€Å"Which count?† â€Å"Count Belacqua. He was Lord Asriel’s brother.† The old lady’s daemon, a scarlet macaw, shifted as if in irritation from one foot to another. The old lady was beginning to frown with curiosity, so Lyra smiled sweetly and moved on. She was going past a group of men and one young woman near the large sofa when she heard the word Dust. She had seen enough of society now to understand when men and women were flirting, and she watched the process with fascination, though she was more fascinated by the mention of Dust, and she hung back to listen. The men seemed to be Scholars; from the way the young woman was questioning them, Lyra took her to be a student of some kind. â€Å"It was discovered by a Muscovite – stop me if you know this already – † a middle-aged man was saying, as the young woman gazed at him in admiration, â€Å"a man called Rusakov, and they’re usually called Rusakov Particles after him. Elementary particles that don’t interact in any way with others – very hard to detect, but the extraordinary thing is that they seem to be attracted to human beings.† â€Å"Really?† said the young woman, wide-eyed. â€Å"And even more extraordinary,† he went on, â€Å"some human beings more than others. Adults attract it, but not children. At least, not much, and not until adolescence. In fact, that’s the very reason – † His voice dropped, and he moved closer to the young woman, putting his hand confidentially on her shoulder. † – that’s the very reason the Oblation Board was set up. As our good hostess here could tell you.† â€Å"Really? Is she involved with the Oblation Board?† â€Å"My dear, she is the Oblation Board. It’s entirely her own project – â€Å" The man was about to tell her more when he caught sight of Lyra. She stared back at him unblinkingly, and perhaps he had had a little too much to drink, or perhaps he was keen to impress the young woman, for he said: â€Å"This little lady knows all about it, I’ll be bound. You’re safe from the Oblation Board, aren’t you, my dear?† â€Å"Oh, yes,† said Lyra. â€Å"I’m safe from everyone here. Where I used to live, in Oxford, there was all kinds of dangerous things. There was gyptians – they take kids and sell ’em to the Turks for slaves. And on Port Meadow at the full moon there’s a werewolf that comes out from the old nunnery at Godstow. I heard him howling once. And there’s the Gobblers†¦.† â€Å"That’s what I mean,† the man said. â€Å"That’s what they call the Oblation Board, don’t they?† Lyra felt Pantalaimon tremble suddenly, but he was on his best behavior. The daemons of the two grownups, a cat and a butterfly, didn’t seem to notice. â€Å"Gobblers?† said the young woman. â€Å"What a peculiar name! Why do they call them Gobblers?† Lyra was about to tell her one of the bloodcurdling stories she’d made up to frighten the Oxford kids with, but the man was already speaking. â€Å"From the initials, d’you see? General Oblation Board. Very old idea, as a matter of fact. In the Middle Ages, parents would give their children to the church to be monks or nuns. And the unfortunate brats were known as oblates. Means a sacrifice, an offering, something of that sort. So the same idea was taken up when they were looking into the Dust business†¦.As our little friend probably knows. Why don’t you go and talk to Lord Boreal?† he added to Lyra directly. â€Å"I’m sure he’d like to meet Mrs. Coulter’s protegee†¦.That’s him, the man with gray hair and the serpent daemon.† He wanted to get rid of Lyra so that he could talk more privately with the young woman; Lyra could tell that easily. But the young woman, it seemed, was still interested in Lyra, and slipped away from the man to talk to her. â€Å"Stop a minute†¦.What’s your name?† â€Å"Lyra.† â€Å"I’m Adele Starminster. I’m a journalist. Could I have a quiet word?† Thinking it only natural that people should wish to talk to her, Lyra said simply, â€Å"Yes.† The woman’s butterfly daemon rose into the air, casting about to left and right, and fluttered down to whisper something, at which Adele Starminster said, â€Å"Come to the window seat.† This was a favorite spot of Lyra’s; it overlooked the river, and at this time of night, the lights across on the south bank were glittering brilliantly over their reflections in the black water of the high tide. A line of barges hauled by a tug moved upriver. Adele Starminster sat down and moved along the cushioned seat to make room. â€Å"Did Professor Docker say that you had some connection with Mrs. Coulter?† â€Å"Yes.† â€Å"What is it? You’re not her daughter, by any chance? I suppose I should know – â€Å" â€Å"No!† said Lyra. ‘†Course not. I’m her personal assistant.† â€Å"Her personal assistant? You’re a bit young, aren’t you? I thought you were related to her or something. What’s she like?† â€Å"She’s very clever,† said Lyra. Before this evening she would have said much more, but things were changing. â€Å"Yes, but personally,† Adele Starminster insisted. â€Å"I mean, is she friendly or impatient or what? Do you live here with her? What’s she like in private?† â€Å"She’s very nice,† said Lyra stolidly. â€Å"What sort of things do you do? How do you help her?† â€Å"I do calculations and all that. Like for navigation.† â€Å"Ah, I see†¦.And where do you come from? What was your name again?† â€Å"Lyra. I come from Oxford.† â€Å"Why did Mrs. Coulter pick you to – â€Å" She stopped very suddenly, because Mrs. Coulter herself had appeared close by. From the way Adele Starminster looked up at her, and the agitated way her daemon was fluttering around her head, Lyra could tell that the young woman wasn’t supposed to be at the party at all. â€Å"I don’t know your name,† said Mrs. Coulter very quietly, â€Å"but I shall find it out within five minutes, and then you will never work as a journalist again. Now get up very quietly, without making a fuss, and leave. I might add that whoever brought you here will also suffer.† Mrs. Coulter seemed to be charged with some kind of anbaric force. She even smelled different: a hot smell, like heated metal, came off her body. Lyra had felt something of it earlier, but now she was seeing it directed at someone else, and poor Adele Starminster had no force to resist. Her daemon fell limp on her shoulder and flapped his gorgeous wings once or twice before fainting, and the woman herself seemed to be unable to stand fully upright. Moving in a slight awkward crouch, she made her way through the press of loudly talking guests and out of the drawing room door. She had one hand clutched to her shoulder, holding the swooning daemon in place. â€Å"Well?† said Mrs. Coulter to Lyra. â€Å"I never told her anything important,† Lyra said. â€Å"What was she asking?† â€Å"Just about what I was doing and who I was, and stuff like that.† As she said that, Lyra noticed that Mrs. Coulter was alone, without her daemon. How could that be? But a moment later the golden monkey appeared at her side, and, reaching down, she took his hand and swung him up lightly to her shoulder. At once she seemed at ease again. â€Å"If you come across anyone else who obviously hasn’t been invited, dear, do come and find me, won’t you?† The hot metallic smell was vanishing. Perhaps Lyra had only imagined it. She could smell Mrs. Coulter’s scent again, and the roses, and the cigarillo smoke, and the scent of other women. Mrs. Coulter smiled at Lyra in a way that seemed to say, â€Å"You and I understand these things, don’t we?† and moved on to greet some other guests. Pantalaimon was whispering in Lyra’s ear. â€Å"While she was here, her daemon was coming out of our bedroom. He’s been spying. He knows about the alethiometer!† Lyra felt that that was probably true, but there was nothing she could do about it. What had that professor been saying about the Gobblers? She looked around to find him again, but no sooner had she seen him than the commissionaire (in servant’s dress for the evening) and another man tapped the professor on the shoulder and spoke quietly to him, at which he turned pale and followed them out. That took no more than a couple of seconds, and it was so discreetly done that hardly anyone noticed. But it left Lyra feeling anxious and exposed. She wandered through the two big rooms where the party was taking place, half-listening to the conversations around her, half-interested in the taste of the cocktails she wasn’t allowed to try, and increasingly fretful. She wasn’t aware that anyone was watching her until the commissionaire appeared at her side and bent to say: â€Å"Miss Lyra, the gentleman by the fireplace would like to speak to you. He’s Lord Boreal, if you didn’t know.† Lyra looked up across the room. The powerful-looking gray-haired man was looking directly at her, and as their eyes met, he nodded and beckoned. Unwilling, but more interested now, she went across. â€Å"Good evening, child,† he said. His voice was smooth and commanding. His serpent daemon’s mailed head and emerald eyes glittered in the light from the cut-glass lamp on the wall nearby. â€Å"Good evening,† said Lyra. â€Å"How is my old friend the Master of Jordan?† â€Å"Very well, thank you.† â€Å"I expect they were all sorry to say goodbye to you.† â€Å"Yes, they were.† â€Å"And is Mrs. Coulter keeping you busy? What is she teaching you?† Because Lyra was feeling rebellious and uneasy, she didn’t answer this patronizing question with the truth, or with one of her usual flights of fancy. Instead she said, â€Å"I’m learning about Rusakov Particles, and about the Oblation Board.† He seemed to become focused at once, in the same way that you could focus the beam of an anbaric lantern. All his attention streamed at her fiercely. â€Å"Suppose you tell me what you know,† he said. â€Å"They’re doing experiments in the North,† Lyra said. She was feeling reckless now. â€Å"Like Dr. Grumman.† â€Å"Go on.† â€Å"They’ve got this special kind of photogram where you can see Dust, and when you see a man, there’s like all light coming to him, and there’s none on a child. At least, not so much.† â€Å"Did Mrs. Coulter show you a picture like that?† Lyra hesitated, for this was not lying but something else, and she wasn’t practiced at it. â€Å"No,† she said after a moment. â€Å"I saw that one at Jordan College.† â€Å"Who showed it to you?† â€Å"He wasn’t really showing it to me,† Lyra admitted. â€Å"I was just passing and I saw it. And then my friend Roger was taken by the Oblation Board. But – â€Å" â€Å"Who showed you that picture?† â€Å"My Uncle Asriel.† â€Å"When?† â€Å"When he was in Jordan College last time.† â€Å"I see. And what else have you been learning about? Did I hear you mention the Oblation Board?† â€Å"Yes. But I didn’t hear about that from him, I heard it here.† Which was exactly true, she thought. He was looking at her narrowly. She gazed back with all the innocence she had. Finally he nodded. â€Å"Then Mrs. Coulter must have decided you were ready to help her in that work. Interesting. Have you taken part yet?† â€Å"No,† said Lyra. What was he talking about? Pantalaimon was cleverly in his most inexpressive shape, a moth, and couldn’t betray her feelings; and she was sure she could keep her own face innocent. â€Å"And has she told you what happens to the children?† â€Å"No, she hasn’t told me that. I only just know that it’s about Dust, and they’re like a kind of sacrifice.† Again, that wasn’t exactly a lie, she thought; she had never said that Mrs. Coulter herself had told her. â€Å"Sacrifice is rather a dramatic way of putting it. What’s done is for their good as well as ours. And of course they all come to Mrs. Coulter willingly. That’s why she’s so valuable. They must want to take part, and what child could resist her? And if she’s going to use you as well to bring them in, so much the better. I’m very pleased.† He smiled at her in the way Mrs. Coulter had: as if they were both in on a secret. She smiled politely back and he turned away to talk to someone else. She and Pantalaimon could sense each other’s horror. She wanted to go away by herself and talk to him; she wanted to leave the flat; she wanted to go back to Jordan College and her little shabby bedroom on Staircase Twelve; she wanted to find Lord Asriel – And as if in answer to that last wish, she heard his name mentioned, and wandered closer to the group talking nearby with the pretext of helping herself to a canape from the plate on the table. A man in a bishop’s purple was saying: â€Å"†¦No, I don’t think Lord Asriel will be troubling us for quite some time.† â€Å"And where did you say he was being held?† â€Å"In the fortress of Svalbard, I’m told. Guarded by panser-bj0rne – you know, armored bears. Formidable creatures! He won’t escape from them if he lives to be a thousand. The fact is that I really think the way is clear, very nearly clear – â€Å" â€Å"The last experiments have confirmed what I always believed – that Dust is an emanation from the dark principle itself, and – â€Å" â€Å"Do I detect the Zoroastrian heresy?† â€Å"What used to be a heresy – â€Å" â€Å"And if we could isolate the dark principle – â€Å" â€Å"Svalbard, did you say?† â€Å"Armored bears – â€Å" â€Å"The Oblation Board – â€Å" â€Å"The children don’t suffer, I’m sure of it – â€Å" â€Å"Lord Asriel imprisoned – â€Å" Lyra had heard enough. She turned away, and moving as quietly as the moth Pantalaimon, she went into her bedroom and closed the door. The noise of the party was muffled at once. â€Å"Well?† she whispered, and he became a goldfinch on her shoulder. â€Å"Are we going to run away?† he whispered back. â€Å"‘Course. If we do it now with all these people about, she might not notice for a while.† â€Å"He will.† Pantalaimon meant Mrs. Coulter’s daemon. When Lyra thought of his lithe golden shape, she felt ill with fear. â€Å"I’ll fight him this time,† Pantalaimon said boldly. â€Å"I can change and he can’t. I’ll change so quickly he won’t be able to keep hold. This time I’ll win, you’ll see.† Lyra nodded distractedly. What should she wear? How could she get out without being seen? â€Å"You’ll have to go and spy,† she whispered. â€Å"As soon as it’s clear, we’ll have to run. Be a moth,† she added. â€Å"Remember, the second there’s no one looking†¦Ã¢â‚¬  She opened the door a crack and he crawled out, dark against the warm pink light in the corridor. Meanwhile, she hastily flung on the warmest clothes she had and stuffed some more into one of the coal-silk bags from the fashionable shop they’d visited that very afternoon. Mrs. Coulter had given her money like sweets, and although she had spent it lavishly, there were still several sovereigns left, which she put in the pocket of the dark wolfskin coat before tiptoeing to the door. Last of all she packed the alethiometer in its black velvet cloth. Had that abominable monkey found it? He must have done; he must have told her; oh, if she’d only hidden it better! She tiptoed to the door. Her room opened into the end of the corridor nearest the hall, luckily, and most of the guests were in the two big rooms further along. There was the sound of voices talking loudly, laughter, the quiet flushing of a lavatory, the tinkle of glasses; and then a tiny moth voice at her ear said: â€Å"Now! Quick!† She slipped through the door and into the hall, and in less than three seconds she was opening the front door of the flat. A moment after that she was through and pulling it quietly shut, and with Pantalaimon a goldfinch again, she ran for the stairs and fled. How to cite The Golden Compass Chapter Five, Essay examples

Aqua Silencer free essay sample

An aqua silencer is used to  control the noise  and emission in ic engines. The reason why we go for aqua silencer is, in today life the  air pollution causes  physical ill effects to the human beings and also the environment. The main contribution of the air pollution is automobiles releasing the gases like carbon dioxide, unburned hydrocarbons etc. In order to avoid this type of gases by introducing this aqua silencer. It is fitted to the exhaust pipe of the engine. Sound produced under water is less hearable than it produced in atmosphere. This mainly because of small sprockets in water molecules, which lowers its amplitude thus, lowers the sound level. The emission can be controlled by using the activated charcoal layer and it is highly porous and poses extra free valences so it has high absorption capacity. So absorb the gases from the engine and release much less position to the environment. The noise and smoke level is considerable less than the conventional silencer, no need of catalytic converter and easy to install. SILENCER Silencer may refer to Muffler, a device for reducing the amount of noise emitted by the exhaust of an internal combustion engine * Silencer (DNA), a DNA sequence capable of binding transcription regulation factors termed repressors * Suppressor, a device attached to or part of the barrel of a firearm which reduces the amount of noise and flash Universal brand exhaust silencers provide the most favorable performance for all applications by offering silencers crafted for four different attenuation grades. Due to the variability of different applications, performance levels are most accurately shown as broad range expected attenuation bands, which are based upon typical conditions. These bands will not define the exact insertion loss for a specific application, since insertion loss is influenced by engine size, type, speed and untreated noise levels. Silencers for Small Spaces and Critical Applications Puck-style silencers are low-profile silencers that not only fit in the smallest enclosures, but are also ideal for portable power, marine, or other applications where a tight fit is a concern. The single inlet models are available in residential, critical and hospital attenuation grades. Critical and hospital models also offer a low skin temperature (LST) design for exceptionally small compartments and enclosures to keep radiant heat to a minimum. The LST configuration incorporates an extra layer of packed acoustic/thermal insulation that reduces heat and noise, eliminating the need for expensive external wraps. The aluminized steel designs far outperform the comparably priced carbon steel competition by offering higher corrosion resistance, greater maximum operating temperatures, less weight and an overall longer silencer life. Silencers for Existing Exhaust Systems Standard spark arresters are designed for general applications with a minimum of restriction on the engine, and are ideal as add-on units to existing exhaust systems. The arresters light weight and small size reduce stress and vibration to the rest of the exhaust system. Typical applications include logging and construction equipment, agricultural machinery, over-the- road trucks, airport equipment, forestry, and military vehicles. Standard engine exhaust silencers are available in the following grades: Industrial Grade, Residential Grade, Critical Grade, and Hospital Grade, and are available in the following configurations: * Type 1: End-in, end-out design * Type 2: Side-in, end-out design * Type 3: Middle side-in, end-out design Low Pressure Drop Silencers Low pressure drop silencers are available in two configurations: End-in, end-out design Side-in, end-out design Space Saver Space Saver units are designed for side-in end-out mounting, although either end may be used as an inlet. Using end-in side-out may result in lower attenuation reductions. Condensate drains standard on all units. Spark Arresters, Non-Silencing Standard spark arresters are designed for universal application with a minimum of restriction on the engine, and are ideal as add-on units to existing exhaust systems. The arresters light weight and small size reduce stress and vibration to the rest of the exhaust system. Typical applications include logging and construction equipment, agricultural machinery, over-theroad trucks, airport equipment, forestry, and military vehicles. Spark Arresting Silencers, Type 1 Standard Spark Arresting Exhaust Silencers provide high efficiency spark arresting and exceptional sound attenuation where fire hazards must be eliminated and noise must be minimized. Three attenuation grades (industrial, residential, and critical) are available with spark arresting efficiencies exceeding 95%. Heavy gauge material and fully welded construction provide maximum strength and longer service life in these units. Applications include stationary and portable gen sets, oil field equipment, propulsion engines on ships, and gas compression equipment. Spark Arresting Silencers, Type 3 Standard Spark Arresting Exhaust Silencers provide high efficiency spark arresting and exceptional sound attenuation where fire hazards must be eliminated and noise must be minimized. Three attenuation grades (industrial, residential, and critical) are available with spark arresting efficiencies Male pipe thread connections through 3. 5, 4, and larger are 125/150# ASA drilled flanges. Drains are standard on all silencers with a 9 body diameter or larger. Side-in end-out configuration is designed for side inlet flow only. Unit cannot be run backward. All dimensions are in inches. exceeding 95%. Heavy gauge material and fully welded construction provide maximum strength and longer service life in these units. Applications include stationary and portable gen sets, oil field equipment, propulsion engines on ships, and gas compression equipment. EN Series Multi-Chamber Silencers For the majority of engines and operating conditions, multi-chamber type silencers provide maximum noise attenuation within acceptable back pressure limits. Most naturally aspirated and supercharged engines need this type of silencer. Many turbocharged engines are best silenced with this design also. ET Series Straight-Through Silencers Some engines require very low exhaust system back pressures for maximum performance. Many turbocharged engines and some naturally aspirated engines fall into this category. For these engines, straight through, reactive silencers are available to provide adequate silencing while imposing negligible restriction on exhaust gas flow. ES Series Spark Arresting Silencers Operating locations exist where fire hazards and safety codes require removal of sparks from exhaust gases. Universals spark arrestor silencers are engineered to perform the dual function of spark arrestment and silencing for all internal combustion engines.

Chapter 10 Essay Example

Chapter 10 Paper In Nancy Walkers fifth-grade classroom, some students are reading above grade-level and some students have not yet become fluent readers. This teachers classroom library should contain: books written at a range of reading levels. In reading workshop, students get critical feedback from their teacher to help them develop as readers during: Conferencing The primary difference between reading workshop and Sustained Silent Reading (SSR) is that only during reading workshop do: teachers provide instruction. In writing workshop, students move through the writing process: At their own pace The benefits of sharing time during writing workshop include all of the following except: it is an appropriate use of time when students have writers block. Which of the following allotments of time is the least appropriate for these components of writing workshop? Independent writing: 10-15 minutes Which of the following statements is not true about establishing a workshop environment? Reading and writing workshops should be part of daily language arts learning. Of the following, the most important feature of literature circles is that students: Select their own reading material The primary purpose of specific roles for literature circles (e.g., word wizard, discussion director, etc.) is to: focus students on aspects of the text that facilitate comprehension and can guide student discussions. In reading logs related to literature circles, it is appropriate for students to write about all of the following except: Personal narratives Which of the following statements is not true with respect to choosing books for literature circles? The teacher does not need to be familiar with all of the book choices When implementing literature circles, effective teachers address strategies and skills by: Teaching mini-lessons The most significant focus of literature circle assessment is on: comprehension demonstrated through reading response. Literature focus units are built around: narrative texts, informational texts, or poetry. Students often create projects at the culmination of literature focus units. A primary goal of these projects is: for students to apply their learning. When a teacher planned a three-month unit based on the novel Because of Winn-Dixie, the principal correctly advised her that: a literature focus unit should be completed in less time. Which of the following is the least significant when constructing the instructional focus of a literature focus unit? The focus used in years past with the text Designing checklists and rubrics is a part of which step in developing a literature focus unit? Assessing students Of the following, the most appropriate way for a teacher using literature focus units to monitor students learning and assign grades would be to: use folders and an assignment checklist. The most distinguishing characteristic of basal reading programs is that they usually have A strong skills component A third-grade student appears to be constantly frustrated by the reading in his anthology. The first thing the teacher should evaluate is the: match of the reading level of the text to the students instructional reading level. When using basal reading programs, effective teachers determine the order in which to introduce various strategies by: using the scope-and-sequence chart included with the reading program. Which of the following is not true regarding the support offered by basal reading programs for struggling readers and English learners (ELs)? Struggling readers and English learners are able to access the lower-level texts provided for independent reading. Which of the following is a characteristic specific to anthologies designed for the primary grades? Features pictures of children and animals

America and the Atomic Bomb essays

America and the Atomic Bomb essays When Albert Einstein wrote then-President Franklin D. Roosevelt a letter concerning the creation and use of the greatest bomb the world had ever seen, the Nobel Prize-winning scientist saw the bomb as a means to end the rising power of the Nazi's; however, when the bomb had been created and was awaiting deployment, I believe policy-makers saw the opportunity to kill two birds with one stone, or bomb in this case. With the dropping of the atomic bomb, the United States not only brought the war to an end, but also solidified its place as a supreme world power and made very clear to every other nation in the world, specifically Russia, the force with which America was prepared to use to maintain that power. In the days leading up to and following the dropping of the bombs, President Truman and his staff were readily prepared to defend the use of the weapon and explain the hopes for the future, but as every good history student knows, things aren't always as they seem. In pursuit of nothing less than unconditional surrender from Japan, and with the hopes of ending the war relatively soon, the United States had no choice but to drop the atomic bomb. And so on August 6th, 1945, the first atomic bomb was released on the city of Hiroshima, Japan killing thousands instantly and thousands more in the weeks to follow. Seen as a successful endeavor, just three days later another bomb was dropped onto Nagasaki, Japan and soon after the Japanese government surrendered unconditionally to the Allied Powers. It would appear as though the bombs were used effectively, with one goal in mind, the end of the war. The only alternative to releasing the special weapon was yet another amphibious assault on heavily protected beaches that would have cost thousands of soldiers' lives. The sea-to-shore assault would have been much more difficult in Japan than the attack on Normandy because of Japanese soldiers' collective commitment to fight to the death...

The Haitian revolution Research Paper Example | Topics and Well Written Essays - 2000 words

The Haitian revolution - Research Paper Example The population at that time consisted of whites, mixed race, and blacks. Since Haiti was under the control of the French government, it took all the profits from the farms. The Haitian revolution rose in 1791, at this time, the slaves wanted to become free citizens. The entire population in Haiti desired change at the time (Ott 15). Oppression by their colonizers was becoming unbearable. In addition, they needed to have their rights. At about the same time, the French government was undergoing the French revolution that gave Haitians the inspiration to fight for their rights. The French revolution involved a rebellion of the locals who wanted an end to the oppressive monarchy system (Bryan 41). They demanded their rights as citizens. The population of Haiti in the colonial era consisted of distinct classes of people. There were French white divided into two classes. Some were planters and therefore very rich. These owned plantations in Haiti and were masters to some slaves (Geggus 23). Other whites were middle class and were majorly artisans and shopkeepers. These were the petit Blancs. A different group resulted from the intermarriage between the whites and the blacks and these were the free colored individuals. This group owned slaves and discriminated them more. They were full of prejudice against the pure blacks, associated themselves with the whites, and were the mulattos. Some of them were wealthier as they could own farms. Either they earned their freedom or their fathers granted it out of mercy. They supported slavery strongly and contributed to the highest mistreatment of slaves. The other population comprised of the slaves. There were two classes of slaves namely; domestic and field slaves. The field s laves experienced the worst treatment and were the first ones to rebel. The domestic slaves were not harshly treated and therefore not too ready to fight for their rights. Other slaves could not hold onto slavery any longer and therefore escaped.