What a Foolish Hare I Am free essay sample

In 8th grade, I tried out for the Cleveland Youth Wind Symphony. At the time, I was the first chair flutist in my school band and had thought I was already better than everyone else. A friend of mine, who was in a lower seat than me, had already been accepted into the symphony. Compared to her, I felt confident that I could get in. I picked up my favorite song, the same one I used to make 1st chair in my band, and on the day of the audition, I pretty much walked into the room with my nose in the air. To my surprise, I received a rejection letter in the mail. I didn’t understand what went wrong or how there were so many others who were better than me. I cried for days and complained the audition hadn’t been fair. Weeks later, this failure had gradually subsided until one day, I was helping my mom do some cleaning around the house. We will write a custom essay sample on What a Foolish Hare I Am or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page As I was restacking our bookshelves, I came across a worn book, The Tortoise and the Hare. I remembered reading the story a long time ago, but I had never thought much of it back then. As I flipped through the yellowed pages, I recalled how a hare, who had ridiculed a slow-moving tortoise, was challenged by him to a race. The hare, confident of winning, quickly left the tortoise behind and decided to take a nap halfway through the course; when he awoke, however, he found that the tortoise had already finished the race. I chuckled at the foolishness of the rabbit, and all of a sudden, I realized that the old fable exactly described my own situation. I had overlooked everyone else before my audition. I had failed to work as hard as I could because of my overconfidence. I had been that foolish rabbit. I realize now that I had let arrogance cloud my eyes, and in the end, just like the rabbit, when I finally awoke from my slumber and entered reality, I saw that I had paid the price for it. From my experience, I have learned to never again compare myself to others, but instead, only to myself, and to challenge myself to do the best that I can possibly do. So instead of giving up and moping over my failure, I decided to pick myself up from my fall, challenging myself with more difficult pieces and practicing for hours on end. This time, I would push myself to my own limits, not to anyone else’s. The next year, I auditioned again and was not only accepted into the group, but was chosen to serve as the principal flutist for the Cleveland Youth Wind Symphony. My performance skills were improved immensely; soon after the audition, I achieved the highest ranking in the Ohio Solo and Ensemble Contest. What I had once regarded as my failure has in the end served as a pivotal point in my journey to success.

Pulse Width Modulation Final Year Project Essays

Pulse Width Modulation Final Year Project Essays Pulse Width Modulation Final Year Project Paper Pulse Width Modulation Final Year Project Paper Chapter 1 Introduction 1. 0 Background Pulse Width Modulation (PWM) is a type of devices that can be used as a DC motor speed controller or light dimmer. PWM is used extensively for speed controller where power-saving application is needed. This device has been used as a motor speed control for small DC fans, for example in computer power supplies. A PWM circuits works by creating a square wave with a variable on-to-off ratio, the average on time may be varied from 0 to 100 duty cycle. The term duty cycle describes the proportion of on time to the regular interval or period of time; a low duty cycle corresponds to low power, because the power is off for most of the time. Duty cycle is expressed in percent, 100% being fully on. From this, a variable amount of power is transferred to the load. The main advantage of PWM is that power loss in the switching devices is very low. When the switch is off there is practically no current, and when it is on, there is almost no voltage drop across the switch. Power loss, being the product of voltage and current, is thus in both cases close to zero. PWM also works well with digital controls, which, because of their on/off nature, can easily set the needed duty cycle. Additional advantage of PWM is that the pulses reach the full supply voltage and will produce more torque in a motor by being able to overcome the internal motor resistance easily. 1. 1 Objectives The objectives of this project are: 1. To develop the actual circuit of the PWM. 2. To simulate the PWM circuit in simulation software. 3. To use the PWM in order to control the speed of the DC motor. 1. 2 Methodology Start Title consideration, ideas Supervisor approval Components specifications and data sheets Proposal Drafting Proposal Evaluation Project Simulation Project Presentation Progress Report Submission END Figure 1. 2. 1 Flowchart of Methodology 1. 3 Gantt Chart 1. 3. 1 Final Year Project 1 | WEEKS| ACTIVITY| 1| 2| 3| 4| 5| 6| 7| 8| 9| 10| 11| 12| 13| 14| 1| Student-supervisor-panel allocation, briefing about FYP, introductions| Â  | Â  | | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | 2| Student-supervisor meeting arrange time, finding ideas discuss ideas, project titles| Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | 3| Student-supervisor regular meeting| Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | 4| Proposal preparation| Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | 5| Proposal evaluation, meet supervisor for evaluation, things to be improved| Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | 6| Proposal correction correct any mistakes| Â  | Â  | | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | 7| Project Development choose circuit, check availability simulation| Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | 8| Proposal and progress presentation| Â  | Â  | | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | 9| Progress report writing is based on progress| Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | 10| Progress report submission submit report| Â  | Â  | | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | 1. 3. 2 Final Year Project 2 Week| 1| 2| 3| 4| 5| 6| 7| 8| 9| 10| 11| 12| 13| 14| Tasks| | | | | | | | | | | | | | | Buy Components | Â  | Â  | Â  | Â  | | | | | | | | | | | Construct circuiton breadboard | | | Â  | Â  | Â  | | | | | | | | | | Troubleshoot| | | Â  | Â  | Â  | | Â  | Â  | | | | | | | PCB Layout Design| | | | | | Â  | | | Â  | | | | | | PCB Layout Print| | | | | | | | | | Â  | Â  | | | | Soldering| | | | | | Â  | Â  | Â  | | | | | | | Final Report| | | | | | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Final Presentation| | | | | | | | | | | | | | | 1. 3. 2. 1 Aims for Final Year Project 2 1. Prepare the actual circuit diagram 2. Building and programming the PCB circuit diagram 3. Drilling the PCB and soldering the components 4. Testing the PWM circuit 5. Troubleshoot 1. 3. 2. 2 Project planning for Final Year Project 2 For the final year project 2, we have to prepare the actual circuit based on our simulation result. We will create the PCB artwork with PCB programming such as ExpressPCB, which is available for free and is surprisingly functional. Next, we have to print out the PCB artwork on a transparency. Then we cut out the printed portion of the artwork. This will define the size and shape of the PCB. To make PCBs, we can use the UV exposure method, which is only slightly more difficult than and significantly more precise than the toner transfer method. To start out, we must cut the PCB to be the same size as the outline of the PCB positive. First, we drew a rectangle the same dimensions of the PCB on the protective layer of UV Reactive copper covered ibreglass board, and then cut it out using a Dremel tool equipped with a diamond wheel. We have to make sure that once we have removed the board from its protective package it will not be exposed to any UV. Fluorescent and halogen lights both output enough UV light that they will expose the board through the protective layer of plastic. Next, after we cut the UV sensitive PCB to size, we are ready to expose the board. Then we remove the protective layer to size, from the PCB right before we place the positive on it, or else dust particles will attach to the board, which will mark the final PCB. To expose the PCB, first remove the protective layer, place the positive transparency on top of the board, and place it in the UV exposure box. An exposure time of 10-11 minutes is recommended. Now we need to drill holes in the PCB for the through-hole components. Finally, we have to solder all the components through-hole components. If the final result is not achieved when testing the final circuit, we have to run troubleshooting and find out the problem. Then, we solved the problem based on the troubleshooting after we identify the real problem. Chapter 2 Circuit Design and Operation 2. 1 Schematic diagram Figure 2. 1. 1 Schematic Diagram of Pulse Width Modulation (PWM) To Control DC Motor Speed. 2. 2 Circuit operation 2. 2. 1 Flow Chart and Description Input Signal DC wave) ? IC NE556 Output Signal (Square wave) LM311 Comparator Potentiometer ? IC NE556 Output Signal (Modulated Square wave) IRF 521 DC Motor Figure 2. 2. 1. 1 Circuit Operation Flowchart The input signal is fed into first half of IC NE556. The IC NE556 will generate square wave. The wave will then go to the second half of IC NE556 and been modulated. Potentiometer will control the second half IC to produce the desired output. A modulated square will be generated from the second IC. This wave of current will be amplified by IRF521 and then went to the motor and spin it. The DC motor speed will depends on the magnitude of the current. Chapter 3 Project Progress 3. 0 The Project Progress and the Project Outcomes The first stage of the progress is building the circuit for the Pulse Width Modulation (PWM) circuit. Then, the best circuit diagram is chosen for our project. A preliminary literature review about our circuit had also been done. In this project, two of the LM556, Dual 556 Timer TTL IC were used to simulate the PWM circuit. The first IC allowed the possibility to generate square wave while the second IC allow modulation variation. Other than that, several problems were encountered when simulating some part of the circuit. This is due to incomplete library component of the simulation software such as the lack of LM556 IC in the first place. This was because the wrong type of licence of the software was selected. After a few trials and some changes of the circuit diagram for simulation, and with the right licence for the software, the PWM circuit was successfully simulated. Figure 1. 1 Expected DC square wave (output) Results Input Signal of 1st half of IC NE556 Output Signal of 2nd half of IC NE556 Calculation from theory: Thigh= 0. 7(RA+RC)C Thigh= 0. 7(1M+1K) (0. 05Â µ) = 0. 035s/35ms Tlow= 0. 7 RB C Tlow= 0. 7 (1K) (0. 05Â µ) = 3. 510-5s/ 0. 035 ms Values from simulation: Thigh= 38ms Tlow= 42 Â µs/ 0. 042 m Input Signal of 2nd half of IC NE556 Output Signal of 2nd half IC NE556 (A=0%, B=0%) (A=0%, B=10%) (A=0%, B=50%) (A=0% B=100%) Calculation from theory: Thigh= 1. 1 RA C Rated Current From Simulation (A=0%, B=0%)I=45. 842mA(A=0%, B=10%)I=132. 953mA (A=0%, B=50%)I=406. 541mA(A=0% B=100%)I=4. 121A Table of Motor Speed Slow| Speed| Fast| 0%| Value of Potentiometer B| 100%| 0. 2077ms| T high (ON time)| 7. l79ms| 132. 95mA| Rated Current| 4. 121A| 12V| Rated Voltage (Constant)| 12V| Since voltage is constant, the higher the current supplied, the faster the motor would spin. Chapter 4 4. 0 The Problems Encountered CASE 1 – FINDING SUITABLE SIMULATION SOFTWARE The PWM circuit uses two of LM556 IC. The first LM556 will convert DC input signal into square wave. Before doi ng the hardware of the project, the software need to be simulated first to check whether the circuit diagram is correct or need some adjustment. Because of this, finding the suitable simulation software had become a problem encounter to finish the project. List below show example name of other simulation software that can be used to run any the software simulation for the project; 1. TINA 2. OrCAD Capture 3. PROTEUS All of the other simulation software above can be use to run the simulation for this project but some of them were not suitable. As an example the TINA software were not used because of the unfamiliarity and the complexity of the software. The project also cannot be simulated using the OrCAD Capture since there were a large number of library which does not have simulation installed. This make it unsuitable since this project required to be simulated. Meanwhile PROTEUS software was not used because of the difficult interface that complicate the user or in other words not user-friendly. CASE 2 – WRONG LICENCE OF SIMULATION SOFTWARE After MULTISIM had been installed, a situation was encountered where the library components are not complete or some of the components are not available. If this problem prolonged, the circuit cannot be designed in the software. Some measures had been taken to find the solution but the problems still persist. There are some types of licence that accompanied for MULTISIM, which are: 1Power PRO Edition 2Full Edition 3Student Edition 4Education PKG Edition 5Base Edition At first, the Full Edition licence was installed. When the circuit was being designed, a lot of components were unavailable. Every aspect of the software was checked, but no problem related to the software was detected. The MULTISIM software was cleanly installed in the computer. . 1 Solutions for Every Problem CASE 1 SOLUTION – USE MULTISIM SOFTWARE The simulation can be done by using simulation programmed like TINA, Proteus, or OrCAD Capture. Unfortunately, all of these simulation programmed mentioned above have problems as explained before. Without a proper simulation, it is hard to detect any problems that exist in the design of the circuit. Finally, MULTISIM i s chosen as the simulation program. MULTISIM was suitable for simulation of the Pulse Width Modulation circuit. MULTISIM has all the required components in its component library. Hence, all the components can be place in the circuit to complete it. Simulation can be done easily by using MULTISIM. All the results being cleared by using this programmed. Expected results are the PWM wave which will control the motor. CASE 2 SOLUTION – WRONG LICENCE OF SIMULATION SOFTWARE This problem was easily encountered by reinstalling licence of the right type. In this case, PowerPro Edition licence type was required. After it has been reinstalled, all the components are unlocked. Hence, the process of designing the circuit in the simulation software continued, and simulation process succeed. Chapter 5 Conclusion For this semester, the project progress was successful until the simulation. Hence, the simulation needs to be done correctly according to the circuit so that expected result can be obtained. The circuit diagram for PWM to Control DC Motor Speed has been successfully designed. Thus, the first objective has been achieved. The progress of the project works efficiently if the project followed accordingly to the Gantt chart made at the beginning of the project. The Gantt chart contains all the important steps that need to be followed in rder to finish the project successfully. All the steps in the Gantt chart been mentioned with respective date. Hence, there should be no problem during Final Year Project 1 when all works were being done according directly to the Gantt chart. The simulation for PWM to Control DC Motor Speed had been done by using simulation program, MULTISIM. MULTISIM provides all the necessary components to complete the simulation for the PWM circuit . Since the output should be a DC motor or a DC fan, it was replaced with Oscilloscope or Multimeter to observe the changes that occur in the simulation. This shows that choosing MULTISIM is the smart choice to run the simulation because of the advantages and the ease of use that this simulation program has. REFERENCES 1. Motor Speed Controller, retrieved from http://homepages. which. net/~paul. hills/SpeedControl/SpeedControllersBody. html 2. 4QD-TEC: Electronics Circuits Reference Archive : PWM speed control, retrieved from 4qdtec. com/pwm-01. html 3. PWM Motor Speed Controller / DC Light Dimmer, retrieved from solorb. com/elect/solarcirc/pwm1/ 4. PWM DC Motor Controller, retrieved from http://picprojects. org. uk/projects/ppc/index. htm

The way play-based approaches to teaching and learning impact in the Research Proposal

The way play-based approaches to teaching and learning impact in the quality education - Research Proposal Example trategies are areas presented in the National Curriculum's framework as highly structured, which in turn allows them very little space for creativity. Therefore, young children in year one are asked to sit down, listen, and follow directions most of the time. Unfortunately, in this way they are being offered little encouragement and suppport to develop their learning dispositions (Broadhead, 2003). This appears to be the key to the problem. Judging by the circumstances, it seems very difficult for early years practitioners in the UK, particularly those working in reception and year one classes, to create a positive environment to facilitate children's learning through play, as the majority of theorists state. Anyway, it is well known that begining primary school entails a transition into a more formal curriculum. Therefore, we believe that finding a balance between play-based activities and more specific tasks would be a good way of considering children's needs and interests. Hopefully, this less structured and moer informal way of proceding, will facilitate teachers' job when they have to plan what they aim children to learn in relation to the National Curriculum requirements (Palmer and Pettitt, 1993). Aims Research in the early years education is considered essential and can generate data that can be applicable for further research, policy modification, as well as for the improvement of practice (Pascal, 1993) . The aim of the present study is to discover UK's primary teachers in year one understandings of play, and how this impacts on their practice, as they have to contemplate the National Curriculum's statuory demands. Answers to the following questions were sought: 1) To explore the understandings of play currently held byUK's primary teachers in... The study will consist in a small-scale survey to investigate year one teachers understandings of play and believes about the primary National Curriculum, and how these impact on practice. In addition, will investigate if year one children consider they get to play in the classroom. Robson explains that small-scale surveys are one of the traditional qualitative research strategies, as they are suitable for studies that seek to describe and analyse some aspect or situation. He also states that a disadvantage in the use of questionnaires and/or interviews is that respondents will not necessarily report their understandings and believes, for a number of reasons. Therefore, a type of external validity is necessary if the purpose of the study is to seek if their is a line between what people say and do. In this way, as the behaviour of teachers’ is an essential aspect in the study as well, observation techniques will be also included to learn about teachers practice in the classroo m, and then to describe, analyse and interpret what was observed.

Government Essay Example | Topics and Well Written Essays - 750 words - 6

Government - Essay Example 2012 Republican Party of Texas (2012), Republican Party mission is to promote conservative philosophy of government by promoting conservative principles and providing the infrastructure through which the people sharing conservative values participate in the political system (3-5). On the other hand, Texas Democrats believe in democratic government that serves all the citizens indiscriminately. Considering the issues of protecting life, the Republicans believe that human life begins from fertilization to natural death while Democratic party believe that the product of joined egg and sperm has no independent status or rights. Republican Party of Texas also supports the legal marriage and moral commitment between a natural man and a natural woman unlike the Democratic Party that is opposed to other attempts to deny the freedom of same sex marriage (Sevilla Web). Additionally, Republicans consider that America is a nation under God and founded on Judeo-Christian principle but the Democrats recognize that no Texan should not be forced to live under religious doctrines to which they do not subscribe. Moreover, by looking at the school choice, the Republicans encourage maximum freedom of choice in public, private, or parochial education while Democrats oppose private school vouchers in all forms and strengthen state oversight of homeschools (â€Å"2012 Texas Democratic Party† 3-6). Republicans also oppose sex education other than abstinence until marriage while Democrats support effective, comprehensive age appropriate sex education program. Regarding health care, Republicans urge the passage of a reform that results in a more affordable healthcare including tort reform and urges immediate appeal of the â€Å"Obamacare’ while Democrats believe that health care is a right and supports the right of women to acquire contraception. In addition, Parental Rights on Education shows differences in ideologies where the Republicans assert that parents have the right and

Women were second-class citizens in the year 1900 Essay Example for Free

Women were second-class citizens in the year 1900 Essay Women were second-class citizens in the year 1900. How far is this a true assessment of women at the beginning of the Twentieth century? This is difficult to answer as it is hard to determine whether all women had the same problem or whether some were better treated than others. There are many views as to whether women were second-class citizens and it is a widely speculated point as many different people have many different answers. There is much evidence that women were second-class citizens in the year 1900, but there is also evidence that they were not treated too badly and some even liked the way things were. In spite of this, some campaigned for more equality in many areas such as political rights and marriage. This is shown in many ways. There were limited job opportunities and women were only allowed to do domestic service, nursing, teaching, factory work, shop work or living at home and working there. Despite this, women seemed happy with most of the jobs available to them and did not really want new jobs. Women also had limited education opportunities. Women, like men, had a compulsory primary education and occasional secondary education, and a few even went on to study at Cambridge. However, few were allowed to do degrees in university and the quality of the education women got was lower than that of the boys. Also girls were generally taught things that only women do such as needlework and housework as well as letters and arithmetic etc but the boys were taught how to do farming and office work instead. This meant that women had few job opportunities due to the limit in their knowledge and education. The women in 1900 had quite good right when it came to marriage, due to campaigns in the late 1800s. Even though the church saw women as subordinates, they managed to get many new rights for themselves due to hard work and campaigning. There was a Custody of Infants Act passed which meant that women who were divorced were able to keep their children. The Married Womens Property Acts in 1870 and 1882 meant that they were able to keep any land they owned before they got married as their own and not their husbands. The Guardianship of Infants Act and Married Womens Act in 1886 allowed women even more freedom when it came to marriage and divorce. This shows that in 1900 women were not too badly treated when it came to marriage. Working-class and Middle-class women had life very differently. Working-class women generally worked all day and came home to housework, cooking, cleaning etc. In contrast to this, most middle-class women did not have to work as their husband supported the family. Despite this it meant that the middle-class women had very little freedom and although they were not tied down to working life it gave them very little to do and therefore they were probably treated more like second-class citizens than the working-class because of their limited opportunities. Women had very little freedom when it came to the vote. They were almost certainly classed as second-class citizens when it came to political rights. This is evident because, although women were allowed to vote in all kinds of local council elections, they were not allowed to vote in parliamentary elections. This meant that they were classed with criminals and the infirm of mind. Some women objected very strongly to this. Women in 1900 had very little political power, if any at all and this is an indication that they were viewed as second-class citizens. In conclusion I think that women in 1900 were not completely viewed as second-class citizens in many respects because, as is shown above, they had previously gained a lot of rights not open to them before the 1850s. This meant that, although in some areas such as the vote, political rights and many job respects they were treated as less than the men, they were not completely treated as second-class citizens. The fact that they were viewed as second-class citizens in some respects shows, in my opinion, nothing but human nature as every being looks down on something, in this case, the men looked down on the women and the women looked down on the children who had even less rights than they. This is still true nowadays as humans, even though we are now largely equal, look down on people of different nationalities, race, religion, colour etc and also humans look down on animals which in turn look down on each other for example; the lion is the king of the jungle so it probably looks down on the tigers etc. This is just the nature of living creatures so in my opinion, women were not treated too badly in 1900 and have come a long way since then.

An Inverted Tooth Chain Engineering Essay

An Inverted Tooth Chain Engineering Essay An inverted-tooth chain operates quietly and smoothly and is also known as a silent chain. Silent chain consists of a series of toothed link plates assembled on joint components in a way that allows free flexing between each pitch. The teeth on the link plates mesh with a sprocket, similar to the way a rack meshes with a gear. The great majority of silent chain is used in drives. Silent chains are made up of stacked rows of load carrying link plates. Increasing the number of rows of links increases the chain width, tensile strength, and load carrying capacity. Using this feature, manufacturers make silent chains ranging from less than a 1 in. wide to more than 20 in. wide, with power capacities ranging from a fraction of a horsepower to more than 2000 hp. A chain is a reliable machine component, which transmits power by means of tensile forces, and is used primarily for power transmission and conveyance systems. The function and uses of chain are similar to a belt. There are many kinds of chain. It is convenient to sort types of chain by either material of composition or method of construction. There are five types of chains: Cast iron chain Cast steel chain Forged chain Steel chain Plastic chain Demand for the first three chain types is now decreasing; they are only used in some special situations. For example, cast iron chain is part of water-treatment equipment; forged chain is used in overhead conveyors for automobile factories. History: Chains have been used for centuries to drive machines and move materials on conveyors and elevators. In 225 B C, Philo described a chain- driven water lift. Leonard da Vinci sketched the chain designs in the 1500s. Some are similar to modern bar link, leaf, and silent chains. Cog chain was developed in the early 1800s to transmit power or motion between the shafts of treadmills to water elevators, weaving looms and harvesting machinery. This chain was used to mechanize farm implements, but it broke easily and was difficult to repair in the field. Cast detachable chain was introduced in 1873 and overcome many of the problems of cog chain. This chain was made of simple identical cast links that were easily coupled and uncoupled by hand. This basic detachable chain design is one of the early chain concepts that have been unchanged nowadays also. After few years cast detachable chain was introduced, a chain made of all steel parts was introduced for driving bicycles. A patent for roller chain was issued in 1880. By early 1900s, roller chains drove the wheels of safety bicycles, as well as automobiles, trucks, and the propellers of the Wright Brothers airplane that flew at Kitty Hawk. Two major factors combined to make the roller chain industry were automation and standardization. Automation helped manufacturers meet the demand for the large amounts of high quality that were used on machines made by other industries. Standard dimensions and capacities ensured that roller chains would fit and operate as the designer planned. The result was that the industry soon became as the precision roller chain industry. Engineering steel chains were first developed in the 1880s. They were developed for greater strength, speed and shock resistance and for better dimensional control than could be obtained from cast chains. Pitch, strength, wear life, and carrying capacity were increased to meet the heavy duty needs of industry. There are many types of engineering steel chains. Those with steel rollers are the most widely used on both drives and conveyors. The bushed, roller less style are the needs of many conveyor and bucket elevator applications. Sir Isambard Kingdom Brunel supervised the building of the Great Britain, and it was a revolutionary ship design. It was the first sea going iron steamship, the first propeller driven steamship to cross the Atlantic, and the first vessel driven by inverted tooth, or silent chain. The silent chain drive delivered power from the engines to the propeller shaft by way of large wooden- tooth sprockets. From 1895 to 1925, the chain industry improved the design of silent chains. From 1930 onwards, silent chain was used in a variety of industrial applications such as drives in paper and textile mills, flour and feed mills, printing presses, pumps and machine tools. Throughout the 20th century, the industry improved material quality, processing technology, and chain designs to increase the load and speed capacity of silent chain. Silent chain is also used in the drive train of snowmobiles and four wheel drive recreational vehicles. Outside the power transmission market, silent chain can be used as a conveying surface in a variety of material transport applications. Major improvements were made in the production of food and beverage products. The introduction of high speed processing, filling, and packaging equipment drove the need for a chain with a flat carrying surface for material handling. The first flat-top chains were produced by welding steel plates to roller chain, producing a flat surface where products or packages could be carried. These first flat-top chains were made of carbon and corrosion resistant steel and were widely used in the brewing industry to convey glass bottles. Construction and Features: Silent Chains have a very simple construction: only plates and pins. Silent Chains are actually an update of a 19th-century design.  ANSI  B29.2M-1982 regulates the standard pitch, width, and kilowatt ratings of the chains and sprockets. There are eight different pitches from 9.52 mm to 50.8 mm. The link plate receives tension and has a notch for engaging the sprockets. There is no notch on the guide plate. These plates act as guides for the sprockets. Pins may be round or have other shapes, such as D-shape. All the chain components share the tension. Silent Chains have higher capacity than roller chains of the same width. Since the link plates of Silent Chain strike the sprocket at an angle, the impact and the noise are reduced. This is why these chains are called silent. The higher the chain speed, the greater the difference from roller chains. Driving Links: Driving links, also known as plain links, engage with sprocket teeth to drive the chain. They are typically the most common component in the chain. Guide Links: Guide links maintain proper tracking of the chain on sprockets. They are positioned on the outer edges of the chain in side guide and multi guide chain or in the centre, with the centre guide chain. Pins: Pins allow the chain joint to flex and hold the assembled chain together. Chains may have a single pin in each joint or two pins, depending on the chain type. Design considerations: Tensile loads and strength: Silent chain with single pin assembly may be subjected to all of the tensile loads, but silent chain with two pin assembly eliminates chordal action. It is not affectd much by tensile loads from chordal action. Fatigue limit: It is a most important consideration in designing silent chains. The lower speed part of the power ratings for silent chain is based on a minimum fatigue limit. Fatigue strength: Loads exceed the fatigue limit in very high performance drives. The chain must have adequate fatigue strength to endure these loads only if the chain is to be used in high performance drives. Fatigue strength in the finite life range is an important consideration in designing silent chains. Wear: Wear is an important consideration in designing silent chain. The two major types of wears are joint wear and link plate and sprocket wear. Joint wear: As the chain runs over the sprockets, the joints flex. Material is worn off the joint components and chain gets longer. Then chain then rides out farther on the sprocket teeth. This increase noise and reduce efficiency. Link plate and sprocket wear: These wears are also caused by friction on the chains which reduces the efficiency of the silent chains. Advantages of silent chain drives: Silent chain drives require nearly as precise alignment as gear drives to obtain peak performance and service life. †¢ Silent chains are less affected by chordal action and joint friction than other chains; silent chains engage sprockets with reduced vibration, noise, and frictional losses. †¢ Silent chain can operate at loads and speeds that often exceed the capability of belts and other types of chain. †¢ Silent chain drives are quieter and smoother than roller chain drives, and in some cases are quieter than gear drives. †¢ Silent chain drives are more compact than gear drives when the shafts must turn in the same direction. Manufacturers of inverted tooth chain are: Bosch Rexroth AG, Germany:- Bosch Rexroth is an engineering company based in Germany. It is the result of merging between Mannesmann Rexroth AG and the Automation Technology Business Unit of Robert Bosch. It employs over 35,000 people worldwide. The industries Bosch Rexroth serves are Agricultural machinery, automotive manufacturing, Machine tools, Civil engineering and many more. Rexroths inverted tooth chains: The largest delivery program in the world for inverted tooth chains used for driving and transporting are from Rexroth. Rexroths new inverted tooth conveyor chains come with the axle pivots welded to the outer plate by laser. This new technology prevents lateral movement of the joint pivots. These innovative inverted tooth conveyor chains are fully interchangeable with previous design and the sprockets do not require any machining. .Advantages of Bosch Rexroth inverted tooth chain drives over: Gears / Transmissions Belts Roller Chains Reduced bearing loads Non-slip Rolling pivot joint Insensitive to temperature fluctuations Higher Speeds High maximum velocity No need for intermediate sprocket Silent no whistling Low-noise Zero tooth flank backlash Space-saving Smooth running due to involute toothing running Larger permissible tolerances for shaft installation Small sprocket diameters 99% efficiency Vibration damping Insensitive to extreme temperatures or humidity levels Wear-resistant sprockets Low-cost sprockets Reduced bearing loads Vibration damping The advantages over other conveyor systems are: Due to high power density, the space used is optimum Extremely long service life and availability Very low lubrication requirements High temperature tolerance Highly robust and resistant Comparison with different types: Characteristics Tooth chains Roller chains Toothed belts Toothed wheels Noise behaviour Very good Average Bad Good Temperature sensitivity Good Good Bad Good Space required Good Average Bad Very good Wear Good Bad Average Very good Maintenance Partly necessary Necessary Not necessary Not necessary Ramsey Products in USA is another major company. Ramsey manufactures an extensive range of silent chain and sprockets for use in industrial power transmission and conveying applications. For the companies that work with glass, silent conveying chains offer many benefits in applications like handling to precision inspection and measurement from hot-end and cold-end. These chains are made through hardened steel link plates and case hardened steel pins. Characteristics of Ramsey chain: Flatness and uniformity: The flat, uniform surface of the chain provides transport of smaller bottles without any trouble. Surface velocity: The chain wears, the pitch increases uniformly throughout the chain, and velocity remains constant. Uniform velocity reduces breakage. Heat resistance: The temperatures are high with hot-end handling, to withstand these temperatures chains are made from hardened steel. Heat transfer from transported glassware and heating torches does not effect the uniformity of the conveyor surface. Economy: Improved product handling, and requires very less maintenance, chain provides a cost effective means for conveying glassware in high speed production lines. Types of chain: Ramsey manufactures four basic types of conveyor chain. Ultralife Standard Lo-profile Extended pitch Ultralife are best quality conveyor chain. They consists single pin and two pin assembly. The straight edge of the aperture maximizes the link area contacting the pins and reduces joint bearing stresses and wear. Single pin joints provide a durable, smooth acting joint, satisfactory life, and easy to install than two pin joints. These are developed specifically for the glass industry. Two pin joints are originally developed for use in power transmission and have been adapted for use in conveying chains. They have the advantages such as long life, low friction and high efficiency. Advantages of Ramsey silent chain over : Gears / Transmissions Belts Roller Chains Greater elasticity and shock absorption capability No slippage Longer sprocket life Less critical shaft location and alignment Higher Speed and power capacity High speed and power capacity No end thrust Greater efficiency 99% efficiency Detachable and easily replaced Easily installed More uniform wear characteristics Lower bearing loads Lower bearing loads Less velocity variation More economical with large centre distances Larger drive ratios Reduced noise and vibration Reduced noise and vibration Less affected by temperature Less affected by chordal action R. Prinz KG Maschinenfabrik, Austria Wippermann jr. GmbH, Germany ZITEC Industrietechnik GmbH, Germany These are major companies in manufacture of inverted chain and exporting them. There are many small industries in China, India which manufacture these chains. Applications of Inverted tooth chains: Roller table drive applications Cost-efficient group drive Uniform synchronous running No backlash when reversing Quiet even at high speeds Good meshing conditions minimize wear Outer tooth ring applications More cost-efficient than a milled tooth ring Suitable for large transmission ratios Full circle rotary motion or swivel motion along an angle segment possible in reverse or continuously Gripper and robot drive applications Precise synchronized motion High load capacity even at narrow widths Optimum meshing depth on the toothing provides a high a degree of security against skipping Flexible shaft coupling applications High elasticity Uncouples quickly by opening the lock or by radial offset when closed Angles can be shifted to 1 ° and shafts can be shifted radially to 2% of the pitch

Anonymous Research Essay

Anonymous (used as a mass noun) is a loosely associated hacktivist group. It (is estimated to have) originated in 2003 on the imageboard 4chan, representing the concept of many online and offline community users simultaneously existing as an anarchic, digitized global brain.[2] It is also generally considered to be a blanket term for members of certain Internet subcultures, a way to refer to the actions of people in an environment where their actual identities are not known.[3] It strongly opposes Internet censorship and surveillance, and has hacked various government websites. It has also targeted major security corporations.[4][5][6] It also opposes Scientology, government corruption and homophobia. Its members can be distinguished in public by the wearing of stylised Guy Fawkes masks.[7] In its early form, the concept was adopted by a decentralized online community acting anonymously in a coordinated manner, usually toward a loosely self-agreed goal, and primarily focused on entertainment. Beginning with 2008, the Anonymous collective became increasingly associated with collaborative, international hacktivism. They undertook protests and other actions in retaliation against anti-digital piracy campaigns by motion picture and recording industry trade associations.[8][9] Actions credited to â€Å"Anonymous† were undertaken by unidentified individuals who applied the Anonymous label to themselves as attribution.[10] They have been called the freedom fighters of the Internet,[11] a digital Robin Hood,[12] and â€Å"anarchic cyber-guerrillas.†[13] Although not necessarily tied to a single online entity, many websites are strongly associated with Anonymous. This includes notable imageboardssuch as 4chan, their associated wikis, Encyclopà ¦dia Dramatica, and a number of forums.[14] After a series of controversial, widely publicized protests, distributed denial of service (DDoS) and website defacement attacks by Anonymous in 2008, incidents linked to its cadre members have increased.[15] In consideration of its capabilities, Anonymous has been posited by CNN to be one of the three major successors to WikiLeaks.[16] In 2012, Time named Anonymous as one of the most influential groups in the world.[17] Origins The name Anonymous itself is inspired by the perceived anonymity under which users post images and comments on the Internet. Usage of the term Anonymous in the sense of a shared identity began on imageboards.[14] A tag of Anonymous is assigned to visitors who leave comments without identifying the originator of the posted content. Users of imageboards sometimes jokingly acted as if Anonymous were a real person. The concept of the Anonymous entity advanced in 2004 when an administrator on the 4chan image board activated a â€Å"Forced_Anon† protocol that signed all posts as Anonymous.[14] As the popularity of imageboards increased, the idea of Anonymous as a collective of unnamed individuals became an Internet meme.[18] Anonymous broadly represents the concept of any and all people as an unnamed collective. As a multiple-use name, individuals who share in the â€Å"Anonymous† moniker also adopt a shared online identity, characterized as hedonistic and uninhibited. This is intended as a satirical, conscious adoption of the online disinhibition effect.[19] â€Å"| We [Anonymous] just happen to be a group of people on the internet who need—just kind of an outlet to do as we wish, that we wouldn’t be able to do in regular society. †¦That’s more or less the point of it. Do as you wish. †¦ There’s a common phrase: ‘we are doing it for the lulz.’| †| —Trent Peacock. Search Engine: The face of Anonymous, February 7, 2008.[19]| Definitions tend to emphasize that the concept, and by extension the collective of users, cannot be readily encompassed by a simple definition. Instead Anonymous is often defined by aphorismsdescribing perceived qualities.[2] One self-description, originating from a protest video targeted at the Churc h of Scientology, is: We are Anonymous. We are Legion. We do not forgive. We do not forget. Expect us.[20] Overview â€Å"| [Anonymous is] the first Internet-basedsuperconsciousness. Anonymous is a group, in the sense that a flock of birds is a group. How do you know they’re a group? Because they’re traveling in the same direction. At any given moment, more birds could join, leave, peel off in another direction entirely.| †| —Chris Landers. Baltimore City Paper, April 2, 2008.[2]| Anonymous consists largely of users from multiple imageboards and Internet forums. In addition, several wikis and Internet Relay Chat networks are maintained to overcome the limitations of traditional imageboards. These modes of communication are the means by which Anonymous protesters participating in Project Chanology communicate and organize upcoming protests.[21][22] A â€Å"loose coalition of Internet denizens,†[23] the group bands together through the Internet, using IRC channels[21] and sites such as 4chan,[21][23] 711chan,[21] Encyclopà ¦dia Dramatica,[24] and YouTube.[3] Socia l networking services, such as Facebook, are used for to mobilize groups for real-world protests.[25] Anonymous has no leader or controlling party and relies on the collective power of its individual participants acting in such a way that the net effect benefits the group.[23] â€Å"Anyone who wants to can be Anonymous and work toward a set of goals†¦Ã¢â‚¬  a member of Anonymous explained to the Baltimore City Paper. â€Å"We have this agenda that we all agree on and we all coordinate and act, but all act independently toward it, without any want for recognition. We just want to get something that we feel is important done†¦Ã¢â‚¬ [2] Anonymous members have previously collaborated with hacker group LulzSec.[citation needed] Membership It is impossible to ‘join’ Anonymous, as there is no leadership, no ranking, and no single means of communication. Anonymous is spread over many mediums and languages, with membership being achieved simply by wishing to join.[26] Commander X and the People’s Liberation Front A person known as Commander X provided interviews and videos about Anonymous.[27] In 2011, he was at the center of an investigation into Anonymous by HBGary CEO Aaron Barr, who claimed to have identified him as a San Francisco gardener. Interviewed following the attack on HBGary Federal, Commander X revealed that while Barr suspected that he was a leader of the group, he was in his own words a â€Å"peon.† However, Commander X did claim to be a skilled hacker and founding member of an allied organization, the Peoples Liberation Front (PLF).[28] According to Commander X, Peoples Liberation Front, a collective of hactivists founded in 1985, acted with AnonOps, another sub-group of Anonymous, to carry out denial-of-service (DDOS) attacks against government websites in Tunisia, Iran, Egypt, and Bahrain. Explaining the relationship between Anonymous and the PLF, he suggested an analogy to NATO, with the PLF being a smaller sub-group that could choose to opt in or out of a specific project. â€Å"AnonOps and the PLF are both capable of creating huge â€Å"Internet armies.† The main difference is AnonOps moves with huge force, but very slowly because of their decision making process. The PLF moves with great speed, like a scalpel.†[29] On September 23, 2011, a homeless man in California named Christopher Doyon was arrested and stated by officials to have used the Commander X screen name.[30] He pleaded not guilty.[31] Low Orbit Ion Cannon Main article: LOIC The Low Orbit Ion Cannon is a network stress testing application that has been used by Anonymous to accomplish its DDOS attacks. Individual users download the LOIC and voluntarily contribute their computer to a bot net. This bot net is then directed against the target by AnonOps.[32] Joining the bot net and volunteering one’s resources for the use of the group is thus one way of being a â€Å"member,† a concept that is otherwise hard to define. The Pirate Bay In April 2009, after The Pirate Bay co-defendants were found guilty of facilitating extensive copyright infringement â€Å"in a commercial and organized form†, Anonymous launched a coordinated DDoS attack against the International Federation of the Phonographic Industry (IFPI), an organisation responsible for safeguarding recording artists’ rights.[33] When co-founders lost their appeal against convictions for encouraging piracy, Anonymous again targeted the IFPI, labelling them â€Å"parasites.† A statement read: â€Å"We will continue to attack those who embrace censorship. You will not be able to hide your ludicrous ways to control us. Megaupload On January 19, 2012, Megaupload, a website providing file-sharing services, was shut down by the US Department of Justice (DOJ) and the Federal Bureau of Investigation (FBI).[36] In the hours following the shutdown, hackers took down the sites of the DOJ and FBI, as well as the Motion Picture Association of America (MPAA), the Recording Industry Association of America (RIAA), and Broadcast Music, Inc. (BMI) using distributed denial-of-service (DDoS) attacks.[37]Barrett Brown, described as a spokesperson for Anonymous, called the attack â€Å"the single largest Internet attack in [Anonymous’] history.†[38] With the protests against the Stop Online Piracy Act (SOPA) protests only a day old, Brown stated that internet users were â€Å"by-and-far ready to defend an open Internet.†[38] Although the actions of Anonymous received support,[citation needed] some commentators argued that the denial of service attack risked damaging the anti-SOPA case. Molly Wood of CNET wrote that â€Å"[i]f the SOPA/PIPA protests were the Web’s moment of inspiring, non-violent, hand-holding civil disobedience, #OpMegaUpload feels like the unsettling wave of car-burning hooligans that sweep in and incite the riot portion of the play.†[39] Dwight Silverman of the Houston Chronicle concurred, stating that â€Å"Anonymous’ actions hurt the movement to kill SOPA/PIPA by highlighting online lawlessness.†[40] The Oxford Internet Institute’s Joss Wright wrote that â€Å"In one sense the actions of Anonymous are themselves, anonymously and unaccountably, censoring websites in response to positions with which they disagree.†[37] Government websites Anonymous claimed responsibility for taking down government websites in the UK in April 2012 in protest against government extradition and surveillance policies. A message was left on Twitter saying it was â€Å"for your draconian surveillance proposals.†[41] Occupy movement Anonymous activists merged with Occupy Wall Street protesters. Anonymous members descended on New York’s Zucotti Park and organized it partly. After it became known that some Occupy protesters would get violent, Anonymous used social networking to urge Occupy protesters to avoid disorder. Anonymous used Twitter trends to keep protests peaceful.[42] A similar protest occurred outside the London Stock Exchange in early May 2012 during a May Day Occupy protest.[43] Internet pedophilia Alleged Internet predator Chris Forcand, 53, was charged with child sexual and firearm offenses.[44] A newspaper report stated that Forcand was already being tracked by â€Å"cyber-vigilantes before police investigations commenced.[45] A television report identified a â€Å"self-described Internet vigilante group called Anonymous† who contacted the police after some members were â€Å"propositioned† by Forcand. The report stated this was the first time a suspected Internet predator was arrested by the police as a result of Internet vigilantism.[46] In October 2011, â€Å"Operation Darknet† was launched as an attempt to cease the activities of child porn sites accessed through hidden services in the deep web.[47] Anonymous published in apastebin link what it claimed were the user names of 1,589 members of Lolita City, a child porn site accessed via the Tor network. Anonymous said that it had found the site via The Hidden Wiki, and that it contained over 100 gigab ytes of child pornography. Anonymous launched a denial-of-service attack to take Lolita City offline. Cyber-attacks and other activities The group is responsible for cyber-attacks on the Pentagon, News Corp and has also threatened to destroy Facebook.[54] In October 2011, Anonymous hackers threatened the Mexican drug cartel known as Los Zetas in an online video after one of their members was kidnapped.[55] In late May 2012 alleged Anonymous members claimed responsibility for taking down a GM crops website.[56] In early September 2012 alleged Anonymous members claimed responsibility for taking down GoDaddy’s Domain Name Servers, affecting small businesses around the globe.[57] In mid-September 2012, Anonymous hackers threatened the Hong Kong government organization, known as National Education Centre. In their online video, Anonymous members claimed responsibility for leaking classified government documents and taking down the National Education Centre website, after the Hong Kong government repeatedly ignored months of wide-scale protests against the establishment of a new core Moral and National Education curriculum for children from 6–18 years of age. The new syllabus came under heavy criticism and international media attention, as it does not award students based on how much factual information is learned, but instead grades and evaluates students based on their level of emotional attachment and approval of the Communist Party of China, almost in blind brain-washing fashion.[58] Israel In response to Operation Pillar of Cloud in November 2012, Anonymous launched a series of attacks on Israeli government websites. Anonymous protested what they called the â€Å"barbaric, brutal and despicable treatment of the Palestinian people.†[59] Syria On November 30, 2012, the group declared an operation to shut down websites of the Syrian government, in response to a internet blackout the previous day believed to be imposed by Syrian authorities in an attempt to silence opposition groups of the Syrian civil war Reaction from law enforcement agencies Arrests â€Å"| First, who is this group called Anonymous? Put simply, it is an international cabal of criminal hackers dating back to 2003, who have shut down the websites of the U.S. Department of Justice and the F.B.I. They have hacked into the phone lines of Scotland Yard. They are responsible for attacks against MasterCard, Visa, Sony and the Governments of the U.S., U.K., Turkey, Australia, Egypt, Algeria, Libya, Iran, Chile, Colombia and New Zealand.| †| —Canadian MP Marc Garneau, 2012[67]| In December 2010, the Dutch police arrested a 16-year old for cyberattacks against Visa, MasterCard and PayPal in conjunction with Anonymous’ DDoS attacks against companies opposing Wikileaks.[68] In January 2011, the FBI issued more than 40 search warrants in a probe against the Anonymous attacks on companies that opposed Wikileaks. The FBI did not issue any arrest warrants, but issued a statement that participating in DDoS attacks is a criminal offense with a sentence of up to 10 years in prison.[69][70] In January 2011, the British police arrested five male suspects between the ages of 15 and 26 with suspicion of participating in Anonymous DDoS attacks.[71] Matthew George, a Newcastle, New South Wales resident, concerned with forthcoming Australian internet filtration legislation, was arrested for his participation in Anonymous DDoS activities. George participated in Anonymous IRC discussions, and allowed his computer to be used in a denial of service attack associated with Operation Titstorm. Tracked down by authorities, he was fined $550, though he was not fully aware that his actions were illegal, and believed his participation in Operation Titstorm had been a legal form of civil protest. His experience left him disillusioned with the potential of online anonymity, warning others: â€Å"There is no way to hide on the internet, no matter how hard you cover your tracks you can get caught. You’re not invincible.†[72] On June 10, 2011, the Spanish police captured three purported members of Anonymous in the cities of Gijon, Barcelona and Valencia. The operation deactivated the main server from which the three men coordinated DDoS attacks. This particular group had made attacks on the web servers of the PlayStation Store, BBVA, Bankia, and the websites of the governments of Egypt, Algeria, Libya, Iran, Chile, Colombia and New Zealand. The operation revealed that their structure consisted of â€Å"cells† which at any given time could coordinate attacks through the downloading of software; the decision-making process to attack occurred in chat rooms. The Spanish national police stated that this operation corresponds to the fact that the Spanish government and NATO considers this group of hackers a threat to national security.[73] On June 13, 2011, officials in Turkey arrested 32 individuals that were allegedly involved in DDoS attacks on Turkish government websites. These members of Anonymous were captured in different cities of Turkey including Istanbul and Ankara. According to PC Magazine these individuals were arrested after they attacked these websites as a response to the Turkish government demand to ISPs to implement a system of filters that many have perceived as censorship.[74][75] During July 19–20, 2011, as many as 20 or more arrests were made of suspected Anonymous hackers in the US, UK, and Netherlands following the 2010 Operation Avenge Assange in which the group attacked PayPal, as well as attacking MasterCard and Visa after they froze Wikileaks accounts. According to US officials statements suspects’ homes were raided and suspects were arrested in Alabama, Arizona, California, Colorado, Washington DC, Florida, Massachusetts, Nevada, New Mexico, and Ohio, as well as a 16 year old boy being held by the police in south London on suspicion of breaching the Computer Misuse Act 1990, and four being held in the Netherlands.[76][77][78][79] On February 28, 2012, Interpol issued warrants for the arrests of 25 people with suspected links to Anonymous, according to a statement from the international police agency. The suspects, between the ages of 17 and 40, were all arrested.[80] On September 12, 2012; Anonymous spokesman Barrett Brown was arrested at his home in Dallas on charges of threatening an FBI agent. Agents arrested Brown while he was in the middle of aTinychat session.[81]

Use a Diary System

Explain the purpose of using a diary systemThe purpose of using diary system is:†¢to be organized †¢remember about meetings and important task to do †¢keeping within the time frame †¢cooperation with colleague †¢ control deadline and setting newDescribe different types of diary systems (for example paper, electronic etc) My diary system:Electronic – outlook diary system where all meeting, task can be set up, amend and send by mail to everybody, easy to control by set up reminder, showing automatically if people with who we want meet are available in specific time.Sticky notes – quick and easy to record important information for example: task to do for today, kept on the desk visible.Wall board – share for days, notes with information are sticky for adequate day and throw away as soon as been completed. Always available for all relevant people if I’m not in the office.Describe the purpose of obtaining relevant information about requ ested diary entries and changes. The purpose of obtaining relevant information about diary entries and changes is so that all relevant people are aware of what the meeting/appointment is, and where it is. So they are able to ensure that they are available and in the correct place at the correct time. You also have to make sure that any requested changes do not have a knock on effect.Describe the types of information needed for diary entriesThe type of information required would be dates and times for the entry also any information relating to the entry, for example, if it is for a meeting  the place, what it is about and request of confirmation people attending. If it was a deadline for a task it is useful to have notes about what needs to have been done so this can be checked off.Explain how to prioritise requestsIt is best to priorities requests in chronological order so that the most recent are done first and then if there are any immediate changes the relevant people can be no tified in time. Explain the purpose of prioritising requestsExplain the purpose of trying to balance the needs of all those involved The purpose of trying to balance is necessary to complied all task in time frame suitable for all involved.Explain the purpose of communicating changes to those affected It would be a futile waste of others time and resources if they proceeded with a project that was now defunct because you had not advised them this was no longer an operating practice.It is good practice and beneficial to all if you are all singing from the same song sheet and all know the correct procedures and why such procedures are in place.Explain the purpose of keeping a diary system up to date†¢keep me up date and with all important appointment †¢help me control the time frame †¢can be helpful to set up deadline for a task †¢work out which task need to be completed before other can be startedDescribe the different types of problems that may occur when new req uests are made and solutions to these problems. Late delivery of product – the most important things is for who it is?†¢For factory – try to get delivery ASAP and keep an eye of everything what is coming to do not miss delivery what we waiting for. Inform reception about this in case that delivery will come first there then inform everybody what waiting asap to avoid possible delays  in production what also can affect despatch and transport work.†¢For reload – regular or just single transport then we have to find out how big is delay and that transport can wait or other need to be organize.Explain the purpose of following security and confidentiality procedures when using a diary system To avoid provide information to nobody that shouldn’t receive what can have bad effects. To help with it I need:†¢ Not allow computer screens to be seen by unauthorized people†¢ Ensure people can't see confidential documents that aren't meant for them †¢ Log off your computer if it is unattended†¢ Use computer passNow you need to give me some examples of when you have done the following, please try and use print screens of your work to show that you have done these:Show me how you have made diary entries accurately and clearly and explain how you obtained the information to make diary entries (for example was this from a job sheet, or did you receive a phone call advising of the change etc)†¢By entering all received information – phone calls, emails, †¢By receiving appointment alerts †¢printing and sticky to the boardInformation for all:Information just for me:How do you keep the diary up to date and store it securely? (for example if you are using an electronic system this could be by having to use passwords etc for security and data protection reasons) †¢recording all information straight away in calendar instead of recording on paper what is easy to lost †¢ print or write received info rmation†¢removing or delete as soon as been completed

Social Awareness Essays

Social Awareness Essays Social Awareness Essay Social Awareness Essay Through Interactions with Diverse Peers by Shirley R. Greene Mark Kamimura University of Michigan Paper presented at the Annual Meeting of the Association for the Study of Higher Education Portland, Oregon, November 12-15, 2003 The work reported herein is supported under the National Institute for Student Achievement, Curriculum and Assessment program, agreement number R305T990402-00, CFDA/Subprogram No. :84. 305T, as administered by the Office of Educational Research and Improvement (OERI), U. S.Department of Education. The findings and opinions expressed in this report do not reflect6 the position and policies of OERI or the U. S. Department of Education. Social Awareness INTRODUCTION Social awareness has it roots in the second wave of the feminist movement (Bickford Reynolds, 2002). It is viewed as one of the key components of consciousness-raising, the other being social action. For many researchers, awareness about issues affecting the community or raising social consciousness has always been a precursor to social movement(Steinem, 1983; Swift, 1990).The internal and external survival of organizations, particularly higher education institutions, requires that they engage their members and encourage them to develop a social awareness that will enable them to reach out to the broader community on these issues. More recent research conducted by Astin (1998), revealed a decline in the percentage of first-year students who voted in a student election and expressed interest in participating in a community action program, promoting racial understanding, and becoming involved with programs to clean up the environment (p. 32) Many traditional college-aged students lack the social awareness that leads to social change (Bickford Reynolds, 2002). Although they can easily identify the icons of social movements, such as the civil rights movement, they seldom appreciate the needs, impetus, and historical specificity that drives social change movements. Furthermore, they fail to understand how a democracy works and exhibit little interest in the U. S. political system (Giroux, 1987; Hepburn, 1985).Reformers view students who lack this type of knowledge, understanding and interest as lacking sensitivity to the needs of others and a willingness to be active citizens (Swift, 1990). 2 From a research perspective, social awareness is an important facet of student development to understand because of the recognized links between social awareness and social change, as well as the development of critical thinking skills (Tsui, 2000). From a practice perspective, higherSocial Awareness education institutions are being called upon to create an informed citizenry capable of understanding and addressing a myriad of social issues. 3 Steinem (1983) defines the social change process as follows: naming the problem; speaking out, consciousness raising, and researching; creating alternate structures to deal with it; and beginning to create or change society’s laws and structures to solve the problem for the majority. This paper focuses solely on those aspects related to increased awareness, specifically naming the problem, speaking out, consciousness raising, and researching (Ibid). We define social awareness in terms of the importance that students attribute to: 1) speaking up against social injustice; 2) creating awareness of how people affect the environment; 3) promoting racial tolerance and respect; and 4) making consumer decisions based on a company’s ethics. These dimensions constitute the type of social awareness that students need to develop during their college years, in order to function well in a complex and diverse society.REVIEW OF LITERATURE The relevance of exploring the development of social awareness among college students is supported by several theoretical and empirically-based studies. First, we examine literature linking social awareness development to student attitudes and cognitive development (Piaget, 1975; Tsui, 2000; Perry, 1970). Second, we review literature that discusses the influence of interaction with diverse peers on student awareness, growth, and development.Linking Social Awareness, Attitudes and Cognitive Development Students tend to develop their social and cognitive skills through social interaction with others. When interacting with diverse peers, students are able to engage in debates and actively confront the differences between their own point of view and that of others (Piaget, 1975). In addition, they develop the ability to manage the strong emotions that conflict can engender. Social Awareness These cognitive and affective processes are relevant to the development of the dimensions associated with our social awareness measurement.Tsui (2000) posits that social awareness and consciousness, along with political awareness, directly influences college students’ development of critical thinking skills. This researcher concluded awareness of political and social affairs may be relevant to critical thinking development because discussion about such topics tend to elicit more interest and participation among students (p. 432). Other research suggests that students who possess critical thinking skills demonstrate a greater degree of social and political consciousness.These students demonstrate a political awareness or concern for general social issues rather than a concern with 4 their own world and immediate social group (Enright, Lapsley, and Shukla, 1979; Hurtado et al. , 2002). During their college career, students are exposed to various social, political, and personal experiences that challenge their current view of the world. When students confront the dissonance between views presented to them and their own perspective, they move from being dualistic to more complex thinkers (Perry, 1970).In turn, they are able to accomplish the following: demonstrate perspective-taking skills, exhibit sociocentric behaviors, construct reflective judgment skills and broaden their perspectives concerning social issues (Selman, 1980; Perry, 1970). Other scholars similarly note how interaction across difference can be linked with cognitive growth in multiple dimensions. King and her collaborators discuss a theoretical connection between cognitive development and multicultural thinking (King Baxter Magolda, 1996; King Shuford, 1996).Adding further support for the exploration of cognitive, affective and attitudinal variables in our model, several studies utilizing national longitudinal data show student interaction with Social Awareness 5 diverse peers is linked with increases in cultural knowledge and commitment to promoting racial understanding (Antonio, 1998; Hurtado, 2001; Milem, 1994). In their work on intergroup contact theory, Stephan and Stephan (1996) discuss the effect that the mediators of contact- including cultural knowledge- have on interaction across differin g social identity groups (Cushner Brislin, 1996; Triandis, 1972).They also cite research on attitudes in their discussion of the mediators of intergroup contact and emphasize the importance of values in what they call personal factors within their model (Ashmore, 1970; Katz, Wackenhut, Hass, 1986; Stephan Rosenfield, 1978; Stephan Stephan, 1996; Wagner Schonbach, 1984; Weigel Howes, 1985). Social Awareness and Interaction with Diverse Peers More recent research has also explored the theoretical connections between interaction with diverse peers and dimensions of social awareness. Springer, et al. 1995) found that students who interacted with diverse peers reported more frequent discussion of complex social issues, including such things as the economy, peace, human rights equality, and justice. A few other works have addressed the impact of interacting with diverse others on racial understanding. Astin (1993), in a multi-dimensional study of college impact, found that socializi ng with someone from a different racial background caused increases in cultural awareness, commitment to racial understanding, and commitment to the environment.Later research by Chang (1996) confirmed the relationship between diversity and racial understanding. These studies indicate that students who interact with diverse peers also demonstrate beliefs (importance of speaking up against social injustice and creating awareness of how people affect the environment) and values (desire to promote racial tolerance and respect) consistent with the development of social awareness. Social Awareness A recent study of the University of Michigan and Harvard University law school students revealed that discussions with students from diverse backgrounds significantly influenced their views of the U.S. criminal justice system, as well as their views regarding civil rights and conditions within various social and economic institutions (Orfield and Whitla,, 2001). Fifty three percent of the stude nts also stated diversity in the classroom allowed students to confront stereotypes on social and political issues all or most of the time. Students who develop views and dispositions associated with social awareness are better prepared to take on social roles as decision-makers and agents of social change.METHODS Conceptual Framework Given that a theoretical framework for studying the development of social awareness has yet to be developed, we designed a conceptual model that would take into account varying sources of influence as suggested by Astin (1993), Chickering (1969), Chickering and Reisser (1993), and Tinto (1975). These sources include: (1) the preenrollment characteristics of students, (2) students’ academic experiences, and (3) students’ social or nonacademic experiences including interactions with major agents of socialization on campus (Chickering, 1969).As suggested by Astin (1993) and Chickering (1969), various pre-enrollment characteristics of studen ts must be considered when examining the impact of experience in college. In order to 6 clearly assess the impact of college interaction with diverse peers on social awareness, this study controls for several background characteristics including: precollege social awareness, academic ability, race/ethnicity, gender, and mother’s level of education. In addition to pre-college characteristics, Chickering (1969) emphasized assessing the impact of students’ academic and non-academic experiences, by examining not only the types ofSocial Awareness involvements but also the extent and nature of interactions within these experiences. Milem 7 (1994) has also suggested that certain classroom experiences, such as dialogue between students of different backgrounds and beliefs will encourage students to reflect more on issues of race and diversity. Hurtado et al. (1994) operationalized interactions with diverse peers as how frequently a student engages in activities with someone of a different race/ethnicity. The findings suggest that the more students interact with peers from different racial/ethnic backgrounds, the more open they are to diverse perspectives.We also utilized the research investigating how students learn and acquire skills and dispositions through interactions with others (Piaget, 1975; Selman, 1980). The model we developed was based on the items identified in the theoretical and empirical works discussed above. Additional items were added based upon their hypothesized significance to the model. In summary, we hypothesize that precollege level of social awareness, background characteristics, college experiences (i. e. academic, non-academic, and interaction with diverse peers), and attitudinal and cognitive growth measures influence the development of social awareness in college students. Data Source In an effort to better understand how colleges and universities are preparing students to participate successfully in an increasingly diverse so ciety, the Diverse Democracy Project, funded by the U. S. department of Education was launched in 1999. This multi-method study utilized a longitudinal survey, administered to students at the beginning of their first-year and at the end of the second year of college at ten public universities.The universities involved in the project were chosen based on the following criteria: (a) a strong commitment to diversity as evidenced by the university’s mission statement and the presence of a number of diversity Social Awareness initiatives on campus; (b) recent success in diversifying their student body; and (c) engagement in significant community-building activities with a diverse student body. 8 The current study seeks to increase our understanding of factors that influence students’ level of social awareness during the first two years of college.To accomplish this, we used data from the longitudinal survey that includes approximately 3,496 respondents from the Fall 2000 en tering classes at the nine participating institutions. These respondents were randomly selected to receive a survey either during summer orientation prior to starting college or via mail during their first semester of college. Respondents to the first survey were mailed a follow-up survey in the Winter of 2002. Both surveys were designed to elicit responses pertaining to constructs that measure cognitive, social-cognitive, and civic outcomes.Sample Participants in this study included 3,496 students who took the first-year and follow-up survey. White students comprised the largest group with 69. 1% of the students, followed by Asian American students (15. 8%), African-American students (4. 8%), Latino students (9. 1%), and Native American students (1. 2%). Female responses were higher than their male counterparts (61%). Mother’s educational level for respondents was high school (19. 3%), college (38. 9%) and graduate school (52. 1%). In this sample, the mean SAT score was 1169 . 7 (400-1600 scale) and standard deviation of this score was 164. 9.The SAT score includes the combined math and verbal SAT scores and ACT scores, which were converted into a comparable SAT score. Measures The names, types, and scales for each of the variables used in the model are identified in Table 1. The outcome variable in this analysis, social awareness, was derived from the follow- Social Awareness up survey. This variable represents a scaled index of multiple items (i. e. , speaking up against social injustice, creating awareness of how people affect the environment, promoting racial tolerance and respect, and making consumer decisions based on an company’s ethics).The social awareness variable had an alpha reliability of . 72. The remaining items in the model and their scale reliabilities are shown in Table 3. The model estimated in this study included five different variable sets: (1) students’ level of precollege social awareness, (2) background characteris tics of students, (3) attitudinal dispositions, (4) cognitive indicators, and (5) students’ college experiences (academic and nonacademic) including interactions with major agents of socialization on campus (Chickering, 1969).After entering the pre-college social awareness control variable, the second block of independent variables to be entered into the model was student background measures, including gender, race/ethnicity, mother’s level of education and SAT scores. This information was derived from institutional data provided by each of the ten schools participating in the study. Another background measures included a variable representing mother’s level of education. This variable was dummy coded so that graduate school completion served as the reference group. Attitudinal dispositions were measured by two scaled index items including identity awareness (? . 72) and tolerance of lesbian, gay and bisexual persons (? = . 76). Cognitive indicators were measure d by three scaled index items representing cultural awareness (? = . 70), interest in social issues (? = . 67), and Fletcher’s measure of attributional complexity (? = . 87). The final block of independent variables recognizes the relationship between student outcomes and student-student interaction (Astin, 1984; Weidman, 1989). Three variables were included in this block labeled college experiences (i. e. , classroom experiences, informal 9 Social Awareness 10 interactions (? = . 76), and interaction with diverse peers).Drawing from Astin (1993), Milem (1994), Springer et al. (1996), and Pascarella et al. (1996), we chose to incorporate frequency of interactions with diverse others into the model because of the hypothesized relationship with the outcome variable. The academic experiences of students were incorporated through a classroom experience variable that measured the number of diversity courses taken by respondents. Students’ social or nonacademic experiences w ere measured by a variable representing informal interactions. Analytic Procedures/Analysis Data analysis for this study required two steps.First, exploratory factor analyses were conducted on all items within various constructs of the survey instruments. By using principal axis factoring and orthogonal rotation methods, we were able to reduce the number of measured variables for analyses. When necessary, survey items were reversed coded. A reliability analysis using Cronbach’s alpha was conducted for each factor. Six of the factor-derived variables were included in our regression analyses (see Table 3). Factor loadings that contained a score of at least . 422 or higher were retained in the development of subsequent summated rating scales (i. . , pre-college social awareness, college social awareness, social identity awareness, cultural awareness, and interest in social issues, Fletcher’s attributional complexity, tolerance for lesbian, gay, and bisexual persons, and i nteractions in an informal context). Second, multiple regression analyses were employed to estimate the coefficients of the model. Independent variables reflecting precollege social awareness, student background characteristics, student acquired characteristics, academic experiences, and social experiences were entered in five blocks.Social awareness prior to college, gender, race/ethnicity, academic ability, and Social Awareness 11 mother’s level of education were used as control variables. Utilizing this approach, the relative contribution for each of the five blocks of independent variables could be examined. RESULTS The standardized beta coefficients for each independent variable are presented in Table 4. These standardized beta coefficients (regression weights) may be interpreted as direct effects of individual independent variables on the dependent variable, holding all other independent variables constant.Table 4 also presents each block of variables including the unst andardized beta coefficients of variables not yet added to the model. Examining the final regression model indicates that the model fits the data well, accounting for 41. 8% of the variance in social awareness. The results presented below are organized according to the five blocks of predictor variables in the model, including precollege social awareness, students background characteristics, attitudinal dispositions, cognitive indicators, academic and non-academic college experiences.Students’ Background Characteristics When entered in the equation, the precollege variables explained 28. 5% of the variance in social awareness. As shown in Table 4, pre-college social awareness and students who identified themselves as Asian American were the only two significant predictors of social awareness in terms of precollege characteristics. As expected, the level of social awareness prior to college was the strongest significant predictor in the model, accounting for 27. 8% of the vari ance (p

Best Character Analysis Jordan Baker - The Great Gatsby

Best Character Analysis Jordan Baker - The Great Gatsby SAT / ACT Prep Online Guides and Tips You know that friend of yours who loves to gossip yet always downplays any drama they get into themselves? Jordan Baker in The Great Gatsby is like that friend. A close friend of Daisy Buchanan’s, Jordandates Nick Carraway during the novel and plays a crucial role in reuniting Daisy with the titular Jay Gatsby. A couple of years younger than Daisy, Jordan is single and a professional golfer, which sets her apart from her married friend. In fact, Jordan is Daisy’s opposite in many ways, as we will explore in this guide! Read in for a complete guide to Jordan’s appearance, plot points, major quotes, and character analysis! Article Roadmap To help you easily find the information you're looking for, here's how this article is organized and the information it covers. Jordan Baker as a character Physical description Jordan'sbackground Actions in the novel Character Analysis Quotes about and byJordan Common discussion topics and essay ideas FAQ answering often-asked questionsaboutJordan Bonus: Want to improve your SAT/ACT section scores? Check out our top guides for every single section of the SAT and ACT. SAT 800 Score Guides: SAT Reading | SAT Writing | SAT Math | SAT Essay ACT 36 Score Guides: ACT English | ACT Math | ACT Reading | ACT Science | ACT Essay These are the very best guides available on boosting your SAT/ACT scores, section by section. They're written by Harvard grads and perfect SAT/ACT scorers. Don't disappoint yourself - read these guides and improve your score today. Quick Note on Our Citations Our citation format in this guide is (chapter.paragraph). We're using this system since there are many editions of Gatsby, so using page numbers would only work for students with our copy of the book. To find a quotation we cite via chapter and paragraph in your book, you can either eyeball it (Paragraph 1-50: beginning of chapter; 50-100: middle of chapter; 100-on: end of chapter), or use the search function if you're using an online or eReader version of the text. Physical Description of Jordan The younger of the two was a stranger to me. She was extended full length at her end of the divan, completely motionless and with her chin raised a little as if she were balancing something on it which was quite likely to fall. If she saw me out of the corner of her eyes she gave no hint of it- indeed, I was almost surprised into murmuring an apology for having disturbed her by coming in. (1.28) I enjoyed looking at her. She was a slender, small-breasted girl, with an erect carriage which she accentuated by throwing her body backward at the shoulders like a young cadet. Her grey sun-strained eyes looked back at me with polite reciprocal curiosity out of a wan, charming discontented face. It occurred to me now that I had seen her, or a picture of her, somewhere before. (1.57) Tom and Miss Baker sat at either end of the long couch and she read aloud to him from the "Saturday Evening Post"- the words, murmurous and uninflected, running together in a soothing tune. The lamp-light, bright on his boots and dull on the autumn-leaf yellow of her hair, glinted along the paper as she turned a page with a flutter of slender muscles in her arms. (1.121) The first thing Nick notices about Jordan is her placement and posture. Only after that does he notice her appearance, which he finds attractive. Nick tells us a lot about Jordan’s appearance, in fact more than he does about Daisy’s – with Daisy he often focuses on immaterial qualities like her voice. But we clearly see Jordan’s gray eyes, her wan, charming face, the autumn-leaf yellow of her hair, her small breasts, the slender muscles in her arms. Clearly Nick spends a lot of time looking at Jordan! It’s also worth noting Jordan and Daisy have contrasting appearances. Jordan is blond andvery athletic, physical, tan, and angular, while Daisy is dark-haired and pale with a musical voice and more delicate figure. Interestingly enough most film adaptations feature a dark-haired Jordan and a blonde Daisy! Jordan's Background Jordan Baker, who is two years younger than Daisy, grew up with the other womanin Louisville. Daisy refers to this as their shared â€Å"white girlhoods† (1.100). Jordan witnesses both Daisy’s initial relationship with Gatsby and how she almost didn’t marry Tom after getting a letter from Gatsby but pulled herself together in time for the wedding. Jordan doesn’t have any major surviving relatives other than an old aunt who controls her money, so it’s implied she’s the heiress to a significant amount of money but, during the novel at least, she doesn’t have full access to it. Instead of marrying, Jordan plays golf professionally and dates around, to the point Tom comments that her family â€Å"shouldn’t let her run around the country in this way† (1.134). To see how Jordan's biography lines up with the lives of theother characters, check out our timeline. A Summary of Jordan's Actions in the Novel In Chapter 1, Jordan meets Nick through Tom and Daisy, who she is staying with. She tells Nick that Tom has â€Å"some woman in New York† and shushes him so she can listen to Tom and Daisy’s argument, revealing herself as a gossip (1.100). In Chapter 3, she runs into Nick again at Gatsby’s party. She is also called to speak with Gatsby, and he tells her about his past with Daisy and how he hopes to meet her again through Nick, Daisy’s cousin. In Chapter 4, Jordan tells Nick about Daisy and Gatsby’s history and gets him to help arrange their meeting, igniting Daisy and Gatsby’s affair. In Chapter 7, Jordan is invited to the lunch party along with Nick, Tom, Gatsby, and Daisy, when Gatsby hopes to have Daisy to confront Tom. The group ends up going to New York City. Jordan rides up with Tom and Nick in Gatsby’s yellow car. They stop at the Wilson’s garage, and Myrtle sees the trio and takes Jordan to be Tom’s wife. Later that night, Jordan drives back with Nick and Tom, but this time in Tom’s blue coupe. They come across the scene of Myrtle’s death: she has been run over by the yellow car. Despite witnessing this awful scene, she seems surprised Nick doesn’t want to come into the Buchanans’ afterward for tea. The next day, she calls Nick at work, telling him she’s moved out of the Buchanans’ house and wants to see him, but they end up arguing over the phone and breaking up. Finally, in Chapter 9, Nick seeks her out to more formally break things off, and she tells him she’s engaged. Nick doesn't appear to have liked it enough to put a ring on it. Want to improve your SAT score by 160 points or more? We've put our best advice into a single guide. These are the 5 strategies you MUST be using to have a shot at improving your score. Download this free SAT guide now: Key Jordan Baker Quotes â€Å"And I like large parties. They're so intimate. At small parties there isn't any privacy." (3.29) This is an early example of Jordan’s unexpectedly clever observations – throughout the novel she reveals a quick wit and keen eye for detail in social situations. This comment also sets the stage for the novel’s chief affair between Daisy and Gatsby, and how at the small party in Chapter 7 their secrets come out to disastrous effect. Compare Jordan’s comment to Daisy's general attitude of being too sucked into her own life to notice what’s going on around her. "You're a rotten driver," I protested. "Either you ought to be more careful or you oughtn't to drive at all." "I am careful." "No, you're not." "Well, other people are," she said lightly. "What's that got to do with it?" "They'll keep out of my way," she insisted. "It takes two to make an accident." "Suppose you met somebody just as careless as yourself." "I hope I never will," she answered. "I hate careless people. That's why I like you." (3.162-169) Here we get a sense of what draws Jordan and Nick together – he’s attracted to her carefree, entitled attitude while she sees his cautiousness as a plus. After all, if it really does take two to make an accident, as long as she’s with a careful person, Jordan can do whatever she wants! We also see Jordan as someone who carefully calculates risks – both in driving and in relationships. This is why she brings up her car accident analogy again at the end of the book when she and Nick break up – Nick was, in fact, a â€Å"bad driver† as well, and she was surprised that she read him wrong. â€Å"It’s a great advantage not to drink among hard-drinking people.† (4.144) Another example of Jordan’s observant wit, this quote (about Daisy) is Jordan’s way of suggesting that perhaps Daisy’s reputation is not so squeaky-clean as everyone else believes. After all, if Daisy were the only sober one in a crowd of partiers, it would be easy for her to hide less-than-flattering aspects about herself. Suddenly I wasn't thinking of Daisy and Gatsby any more but of this clean, hard, limited person who dealt in universal skepticism and who leaned back jauntily just within the circle of my arm. (4.164) In this moment, Nick reveals what he finds attractive about Jordan – not just her appearance (though again, he describes her as pleasingly â€Å"jaunty† and â€Å"hard† here), but her attitude. She’s skeptical without being fully cynical, and remains upbeat and witty despite her slightly pessimistic outlook. At this point in the story, Midwestern Nick probably still finds this exciting and attractive, though of course by the end he realizes that her attitude makes it hard for her to truly empathize with others, like Myrtle. "Life starts all over again when it gets crisp in the fall." (7.75) In contrast to Daisy (who says just before this, rather despairingly, â€Å"What will we do today, and then tomorrow, and for the next thirty years?† (7.74)), Jordan is open to and excited about the possibilities still available to her in her life. As we’ll discuss later, perhaps since she’s still unmarried her life still has a freedom Daisy’s does not, as well as the possibility to start over. While she’s not exactly a starry-eyed optimist, Jordan does show resilience and an ability to start things over and move on. This allows her to escape the tragedy at the end relatively unscathed. It also fits how Jordan doesn’t seem to let herself get too attached to people or places, which is why she’s surprised by how much she felt for Nick. "You threw me over on the telephone. I don't give a damn about you now but it was a new experience for me and I felt a little dizzy for a while." (9.130) Jordan doesn’t frequently showcase her emotions or show much vulnerability, so this moment is striking because we see that she did really care for Nick to at least some extent. Notice that she couches her confession with a pretty sassy remark (â€Å"I don’t give a damn about you now†) which feels hollow when you realize that being â€Å"thrown over† by Nick made her feel dizzy – sad, surprised, shaken – for a while. Common Essay Topics/Areas of Discussion About Jordan Jordan, like Tom, is usually roped into essay topics to be compared with Daisy (the way Tom is often contrasted with Gatsby or sometimes George), or to make a larger argument about the role of women more generally. Since Jordan isn’t as major of a character as Daisy, Gatsby, or even Tom, it’s rare to get a standalone essay just about Jordan. To read some excellentdetailed analysis of how to compare Jordan to Myrtle or Daisy, check out our article on comparing and contrasting the novel's characters. Make sure to move beyond the obvious when writing about Jordan – yes, she has a job while Daisy and Myrtle are both married, but what else makes her stand out? Pay special attention to how Jordan is described versus Daisy, Jordan’s dialogue, and Jordan’s focus – it’s clear that Jordan is often focused outward, observing other characters and their interactions, while Daisy tends to be turned inward, with her own emotions. Discuss how Jordan and Daisy illustrate changing women’s roles in the 1920s. Despite the progress in women’s rights made in the early twentieth century, including the right to vote (won in 1919), most women, especially wealthy women, were expected to marry, have children, and stay at home. Daisy sticks to this prescribed societal role by marrying and having a child. But Jordan plays golf professionally, â€Å"runs around the country† and doesn’t seem to be in a hurry to marry (1.134). In short, on the surface, it appears that Daisy is a traditionalist while Jordan is expanding the possibilities of a woman’s life. However, Daisy and Jordan aren’t exactly a straightforward housewife and career woman duo. First of all, Daisy is quite removed from her role as a mother, since her daughter Pammy is mostly raised by a maid. She also seriously contemplates leaving Tom during the novel. Meanwhile, Jordan tells Nick at the end of the novel she’s engaged. Whether or not this is true, it suggests that Jordan will certainly get married one day, and that her current golf career is just a temporary diversion, not a permanent independent lifestyle. Indeed, both Daisy and Jordan are also both at the mercy of their families: Daisy derives all of her wealth and power from Tom, while Jordan is beholden to her old aunt for money. They don’t actually have much control over their own wealth and would lose everything if they went too far out of line. So while Daisy and Jordan both typify a very showy lifestyle that looks liberated – being â€Å"flappers,† having sex, drinking in public (which before the 1920s was seen as a highly indecent thing for a woman to do), playing golf professionally in Jordan’s case – they in fact are still thoroughly constrained by the limited options women had in the 1920s in terms of making their own lives. Jordan briefly narrates in Chapter 4. How is Jordan’s narration different fromNick’s? Why rely on her narration at all? What would the novel be like from her point of view? Jordan’s narration is definitely distinct from Nick’s. Her diction is a bit sharper and she has more blatantly judgmental asides, calling Daisy â€Å"drunk as a monkey† (4.136). She also uses more vivid imagery: the red, white, and blue banners on the houses flapping â€Å"tut-tut-tut-tut† in a â€Å"disapproving way† (4.129), Gatsby’s letter to Daisy coming apart â€Å"like snow† in the bath (4.141), etc. Her choice of words is a pretty good insight into her character and how sharply observant she is! So why is there a section narrated by Jordan at all? Perhaps Nick leans on Jordan because he feels unqualified to talk about Daisy’s past. After all, aside from their conversation in Chapter 1, Nick doesn’t have close conversations with Daisy. But since Nick gets to know Gatsby through several close conversations, he feels comfortable telling about Gatsby’s past. You also get the sense he’s washing hishands of whatever Jordan reveals about Daisy. He doesn’t fully trust in the details or really care about Daisy’s story,using it only asa means ofunderstanding Gatsby. It’s also notable that Nick uses Michealis’s point of view to talk about the aftermath of Myrtle’s death, which in a similar manner suggests he feels less connected to the Wilsons than he does to Gatsby. The novel from Jordan’s point of view would likely be much less sentimental when it comes to Gatsby. Nick obviously idealizes him by the end while Jordan doesn’t seem to see him as anything more than a source of fun and intrigue. We would also likely get a much better sense of Daisy’s motivations and thought process throughout the novel, something we barely get access to with Nick’s narration. Daisy's motto: if you don't have anything nice to say, come and sit by me. Extra Advice: Want to get into the best college you can? Read our famous guide on how to get into Harvard, the Ivy League, and your top choice college. In this guide, you'll learn: What colleges are looking for in your application How to impress your top choice colleges Why you're probably wasting your time on activities that don't matter Even if you're not actually interested in Ivy League schools, you'll still learn something fundamental about how to apply to college. Read our top college admissions guide today. Jordan Baker FAQ These are questions that many students have about Jordan after reading Gatsby for the first time. These are points that don’t come up as often in essay topics or study guides, so give them a look if you’re still wondering about Jordan’s feelings and motivations! #1: Does Jordan Actually Like Nick? Daisy professes her feelings to not one but two men in Chapter 7, and Myrtle makes her attraction to Tom Buchanan clear. Jordan, in contrast, is not one to make her feelings so plainly known, so it’s not surprising that many students wonder if she even likes Nick at all. Like Gatsby, Jordan seems drawn to Nick because he presents himself as a stable, honest, and grounded personality in the midst of many larger-than-life, overbearing types.She even says that she’s drawn to him because he’s cautious. There's also a part in the book where Nick says that Jordan tends to prefer being with people she can dominate or pull one over on, and Nick does seem to rely on her for emotional strength at some points (for example in the car when he's thinking about turning 30). Nick and Jordan break up right at the moment when she can't control his actions - can't make him go into the house, can't make him apologize for ignoring her.) By the end of the book, Jordan does admit that she was rather thrown by the break-up, suggesting she came to have somewhat deeper feelings for him. In fact, their break-up scene is worth looking at in full to really answer this question: "Nevertheless you did throw me over," said Jordan suddenly. "You threw me over on the telephone. I don't give a damn about you now but it was a new experience for me and I felt a little dizzy for a while." We shook hands. "Oh, and do you remember- " she added, "- - a conversation we had once about driving a car?" "Why- not exactly." "You said a bad driver was only safe until she met another bad driver? Well, I met another bad driver, didn't I? I mean it was careless of me to make such a wrong guess. I thought you were rather an honest, straightforward person. I thought it was your secret pride." "I'm thirty," I said. "I'm five years too old to lie to myself and call it honor." She didn't answer. Angry, and half in love with her, and tremendously sorry, I turned away. (9.130-136) â€Å"Feeling dizzy for a while† is the closest we’ve seen the proudly unflappable Jordan come to admitting an actual, personal, emotional response to a situation. She also criticizes Nick for mischaracterizing himself as honest and straightforward when he dispatched her pretty coldly over the phone. In short, we can tell she has definitely been thinking their short relationship over and was shocked and hurt by how abruptly things ended. #2: Why Does Jordan Help Gatsby Reunite With Daisy? In Chapter 3, Jordan attends one of Gatsby’s parties and is called upstairs to speak with him. We can infer that Gatsby has heard she is staying with Daisy Buchanan, and calls her up so he can find out more about Daisy. In that conversation, Gatsby confesses to Jordan that he’s in love with Daisy and wants to try and see her again. Gatsby’s motivations are clear. But why does Jordan help? Well, for one thing, Jordan’s nosy, and likes to be in the middle of things. She tells Nick about Tom’s affair in Chapter 1 and also tells him all about Daisy’s past in Chapter 4, and seems to love being a source of information and gossip. Arranging a Daisy/Gatsby reunion certainly puts her close to some drama! However, you could also argue that, as someone with knowledge of Gatsby and Daisy’s original relationship, Jordan knows how devastated Daisy was when she got a letter from Gatsby, feels compelled to help the pair reunite. Finally, Jordan might also see it as an opportunity to expose Daisy as much less virtuous as she comes off. Jordan is consistently the only character who recognizes Daisy as less-than-perfect, as evidenced in her remarks about Daisy in Chapter 4 (â€Å"Daisy was popular in Chicago, as you know. They moved with a fast crowd, all of them young and rich and wild, but she came out with an absolutely spotlessreputation. Perhaps because she doesn't drink. It's a great advantage not to drink among hard-drinking people. You can hold your tongue and, moreover, you can time any little irregularity of your own so that everybody else is so blind that they don't see or care.† (4.144)). Nudging Daisy into an affair with Gatsby could be Jordan’s way of working to expose Daisy to the scrutiny that everyone else in their circles seems to face for similar behavior. #3: What’s Jordan’s Purpose in the Story? Is She a Necessary Character? Jordan, similar to Nick, is adjacent to much of the main action and not directly involved, so many students wonder what exactly she’s doing in the book. Especially since Nick does have a crucial role as narrator, Jordan can seem a bit superfluous at times. So why include her? Well, for one thing, she does have an important role to play in the story. Purely from a plot perspective, she helps connect Nick to Gatsby in Chapter 3, and she also helps connect Gatsby and Daisy. She helps sets the wheels of the affair in motion, and, of course, the affair drives the main action of the novel. Without Jordan, Gatsby would have relied entirely on Nick to reach Daisy, which would have taken some of the suspense out of Gatsby’s motivations (even though Jordan learns Gatsby’s secret in Chapter 3, we don’t learn it until Chapter 4). But Jordan is also important in how she allows us to understand other characters. She helps us understand Daisy by being such a contrast to her, and of course offers some crucial insights about Daisy herself during her brief stint as the narrator in Chapter 4. Furthermore, Jordan also gives us some insights about Nick since we can see his reactions to her and their relationship. In fact, Jordan’s relationship with Nick is one of our main inroads into understanding Nick’s personal life and feelings. So while Jordan is not directly involved in the main drama, she is a crucial lynchpin both for the plot and our understanding of the other major characters. #4: Why Doesn’t Jordan Go to Gatsby’s Funeral? Nick attends Gatsby’s funeral along with Gatsby’s father and Owl Eyes. Tom and Daisy have skipped town due to Daisy’s role in Myrtle’s death, Meyer Wolfshiem also wants to keep his distance since he is painted as cautious and disloyal, and Myrtle and George are dead. So out of the book’s major characters, Jordan is the only one unaccounted for at Gatsby’s funeral. Some readers wonder why she doesn’t show up, given her relationship with Nick and the fact that she at least knew Gatsby, and even helped him reunite with Daisy. First of all, Nick doesn’t try to invite Jordan to the funeral (that we know of), especially since it seems their conversation late in Chapter 9 is the first they have spoken since Nick â€Å"threw her over† on the telephone the morning after Myrtle’s death. Perhaps Jordan hears about Gatsby’s death but avoids his funeral because she assumes Nick will be there. If Nick invited her would she have considered attending? Likely not. Jordan, like the other characters, is very conscious about appearances and, furthermore, she is a character who likes being involved in gossip and intrigue but manages to mostly remain out of serious trouble or scandal herself. So even were she invited, going to Gatsby’s funeral might be seen as more risky than it’s worth, especially since she wasn’t that close to Gatsby. Want to get better grades and test scores? We can help. PrepScholar Tutors is the world's best tutoring service. We combine world-class expert tutors with our proprietary teaching techniques. Our students have gotten A's on thousands of classes, perfect 5's on AP tests, and ludicrously high SAT Subject Test scores. Whether you need help with science, math, English, social science, or more, we've got you covered. Get better grades today with PrepScholar Tutors. What’s Next? Nick and Jordan’s relationship is unique in the novel – they’re not having an affair, unlike Tom/Myrtle and Daisy/Gatsby, and they’re not married, unlike Myrtle/George and Daisy/Tom. So what does Nick and Jordan's relationship add to the story? Why include it at all? Read more about love, desire, and relationships in Gatsbyto find out. Jordan is a key figure in the first half of the novel as Gatsby moves to reunite with Daisy. Read summaries of Chapter 3and Chapter 4to get some in-depth takes of her most important scenes. We mention here that Jordan is relatively independent in that she has her own career as a golfer. This connects her to one of the novel's more interesting motifs: sports. How does her golf career compare to Tom's football days? Read our article on motifs in The Great Gatsby for some insights. 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