The Lord Of The Flies Chapter 5 Review Essay Example for Free

The Lord Of The Flies Chapter 5 Review Essay In chapter 5 Ralph says, Things are breaking up. (Page 102). Having read the whole novel, comment on whether you think that things will continue to break up on the island. Explain your answer in detail, using quotes where appropriate. The plane crash that starts Goldings novel is hardly a good omen, and things continue to deteriorate throughout the story. Ralphs realisation in chapter five that Things are breaking up, (pg 102) is a perfect summary of what has started to happen, but at this point he has no idea of how bad things will get. The first time we meet Jack; he is portrayed as being in almost complete darkness (pg 27). This suggests there is a side to his personality that is far from pure, while the first time we are introduced to Piggy and Ralph, they strip off and go swimming. This suggests innocence and light, a far cry from Jack and the choirboys looming darkness. The first indication we receive that things are breaking up is in chapter two, at the assembly. Ralph is talking about how there will need to be rules and order, when Jack interrupts with All the same you need an army. (Pg 43) After this, it is decided that the choir will be this army- the clear beginning of the degradation of Jack and the choirboys from angels to torturing hunters. Another key event that happens in this meeting is the conch being chosen to signify a persons right to talk. This is the only rule that exists at the moment, and it is already broken before the end of the meeting, when all the boys follow Jack off to make a fire: Jack clamoured among them, the conch forgotten. (Pg 49) It becomes very clear that all is not well on the island when a littlun tells the assembly of a beastie that lives on the island. Ralph desperately tries to reassure the children: But there isnt a beastie! (Pg 47), while Jack unsettles them by talk of hunting and death: If there was a snake wed hunt and kill it. When Golding points out that Ralph Felt himself facing something ungraspable, (pg 48) he is subtlely stating that the so-called beastie is not some terrible creature, but evil beginning to surface in the boys. This emergence of evil marks the beginning of the island, the boys and their microcosm breaking up. When building the fire, Jack and Piggy argue about whether Piggy helped at all. When Piggy points out that he has the conch, Jack snaps with The conch doesnt count on top of the mountain. Here Jack is finding ways to detach himself from the rule and order of the conch, and succeeding. The first death in the book is when the boy with the mulberry birthmark disappears and is killed in the forest fire. This is due to the hunters lack of responsibility and letting the fire get out of control. In chapter three, it becomes apparent that the boys are undergoing a change for the worse. They have now reverted to the rhythm of nature, rather than civilised time, and they become much more savage in that they are now able to kill. The group is not working together, and so their society is breaking off into smaller groups. On page 64, Ralph complains to Jack that no one is helping he and Simon build the shelters: they (the littluns) keep running off. The hunters were also away from the main group, on another unsuccessful hunt. Jack then loses his temper, and his evil is clearly referenced. In this chapter, a definite rift has begun to appear between Ralph and Jack, an event pointed out on page 70: the shouting and splashing and laughing was only just sufficient to bring them together again. The only character who does not seem to be breaking up is Simon. He is the silent, solid listener of the boys island society. His truthfulness and clarity of thinking, as well as his peaceful behaviour, sets Simon apart from the group of savages. They think he is weird which makes him an outcast from the group. At the end of chapter three he wanders off to be solitary and peaceful. Here, he begins be aware of the decline that is occurring, with increasing velocity, in the social structure and peaceful beauty of the island. He is one of the few, perhaps the only person in the group, with the capability to understand the danger in such degeneration. Simons realisation that all is not what it seems happens on page 66: As if this wasnt a good island. The very title of chapter four, painted faces and long hair suggests the breaking up of the island society as the boys regress to savagery. There is a pause however, a reminder that the boys old morals have not gone completely when Roger is unable to throw a rock directly at Henry. The taboos of old life (Pg 78) prevented him from doing so. Also in chapter four, Ralph spots smoke on the horizon whilst bathing. However, the hunters had let the fire go out and no smoke was spotted: The fire was smokeless and dead, the watchers were gone (Pg 85). When the hunters return, they have killed a pig and are too excited about this act of savagery to worry about the most important thing (in theory) on the island. This event marks a change in the group, Ralph especially: they let the bloody fire out. This is the first time we see Ralph lose his temper. The pig is then roasted, and a ritualistic dance takes place. The hunters chant, kill the pig, cut her throat, bash her in. This is a primitive and savage thing to do. Chapter five really reinforces the changes the island, social structure and indeed the boys are going through. Ralph says, in an assembly, how they do not gather water anymore, or use their designated bathrooms. This debate eventually turns to rules. Jack points out that if Ralph cannot hunt or song (in other words act as a savage), then does he have the right to be chief? More arguing ensues, and The world, that understandable and lawful world, was slipping away. (Pg 113). The meeting is in absolute disorder, and now it is obvious that Ralphs statement that things are breaking up was absolutely true. Because there is now nothing to stop the group of boys (or savages) from fragmenting and degenerating, things will now continue to break up until the end of the novel. Chapter six starts in darkness. This is the point where the dead parachutist makes his entry into the story. The parachutists introduction shows that not all contact with the outside world is lost, but the only sign is a dead, rotting man killed in war: But a sign came down from the world of grown-ups, though at the time there was no child awake to read it. (Pg 118) This is an answer to Ralphs desperate cry at the end of chapter five, although not at all what he had wanted, or expected. While Sam and Eric are tending to the fire, they see the eerie silhouette of the parachutist flapping about in the breeze and immediately perceive it as a physical form of the beast. They run back to Ralph and Piggy, and tell of the events that have just taken place at an early morning assembly: Ralph pointed fearfully at Erics face, which was striped with scars where the bushes had torn him How did you do that? Eric felt his face. The other boys automatically think that the beast had attacked them, but this time there is no one comforting the littluns and saying that there is no beast. At this, Jack proposes to hunt the beast and his true feelings come through: Sucks to the littluns! We dont need the conch anymore. (Page 125) Here, Jack has abandoned any trace of order that there once was, and is only interested in hunting. Jack leads the boys to castle rock, the only place that nobody had explored. Ralph walked in the rear, thankful to have escaped responsibility (Pg 128). This shows that leadership is taking its toll on Ralph, and that he is now perhaps not as good a leader as he was at the beginning. Jack and the hunters, once at castle rock, get very excited about the place and say it would be good for a fort. Ralph then spoils their fun and Jack leads the group back to the shelter. During chapter seven, Ralph joins the hunt. He becomes very involved, both in the actual hunt and the ritual dance that follows. He succumbs to the urge to hurt, in just the same way as the savage hunters. Ralph too was fighting to get near The desire to squeeze and hurt was over-mastering. (Pg 142) They become so absorbed into the dance that they do not notice that they are hurting Robert. After this dance, Golding describes the deteriorating landscape of the island, mirroring the boys degeneration. Ralph, Jack and Roger then go up the mountain to look for the beast. In chapter eight, Gift for the darkness, a number of objects have now become taboo, for instance the beast and, in the case of Piggy, Jack. The boys express their fear for things by not naming them. Without realising it, they are actually increasing their fear by not facing up to it. Jack becomes much more violent, and his possessiveness and longing for leadership is at its strongest: Hands up, said Jack strongly, whoever wants Ralph not to be chief. (Pg 157) Jack then goes off and decides to make a camp of his own, but he calls it a tribe (which is showing obvious savagery). The savages who had once belonged to the choir went with him, an eerie parody of the once angelic group. Jacks tribe go on a hunt, and catch a pig. After this death, they joyfully cover themselves in the pigs blood. The act of killing marks a milestone in that the boys have reached a very primitive level of living. Later, Jack and his gang raid Ralphs encampment. They steal a burning log for their own fire and Jack invites all the boys to come join his tribe at the feast they are to have that night. As the savages leave, Ralph comments about how he wishes he could have fun too, but still the fire is more important to him. Back at the clearing Simon is having a discussion with the pigs head that the hunters had put on a stick. This discussion is probably mostly in Simons head, but Golding uses this interview as an eerie way to unveil the theme of the novel. Golding now refers to the fly-covered pigs head as the Lord of the Flies. The Lord of the Flies asks Simon if hes afraid of him. It says: I am the Beast Fancy thinking the Beast was something you could hunt and kill! You knew, didnt you? Im part of you! (Pg 177) The Beast then warns Simon not to tell anyone the truth, otherwise he will be killed. He decides not to heed this advice, and at the end of chapter nine Simon comes running out of the jungle. He shouts and screams that the beast is only a dead man, but the savages do not listen. Simon is murdered in the ritual dance, the very final step to savagery. The tribe, after this, find no problem in stealing Piggys glasses. By this time, the conch has gone from pink to white. It has faded, and so has its power and rule over the group. When it is smashed in chapter 11, this marks the end of all rules and morals the boys might still have traces of. Piggy is killed in chapter 11, when roger pushes him off the cliff with a boulder. The boys are eventually rescued in the middle of savagely smoking Ralph out of the forest. If they had not broken up so much as to set the forest on fire, they would never have been rescued so it might be said that it is a good thing that the boys degenerated so much as to set a forest alight. However, the naval officer who rescues them takes them off to his ship, which is probably engaged in war itself. So when the boys leave the island, they have escaped the evil of the tribe, but not of man itself.

Pellet Catalyst Development using Ferroxcube Process

Pellet Catalyst Development using Ferroxcube Process Pellet catalyst development using the Ferroxcube process The pellet preparation followed the classic routine of the powder metallurgy industry (NTUA): hematite (Fe2O3) or magnetite (Fe3O4) powders were homogenized in a plasticizer and greasing environment, within a rotating pan (Figure 7). Consequently, disks were pressed in a 150 bar hydraulic press (Figure 8). NTUA used the experience of CERTH (coordinators of the HYDROSOL projects to proceed in the proper preparation of the pellets). Figure 7. Rotating panFigure 8. The 150 bar hydraulic press After the initial pelletization by the hydraulic press, the pellets were undergone sintering and reduction in a controlled atmosphere (oxygen-reduced atmosphere) oven as shown in Figure 9, in order to obtain the magnetite phase certified by XRD, as shown in Figure 10. Figure 9. The sintering oven.Figure 10. XRD response of the sintered pellet, certifying the magnetite phase The porosity of the pellet and the neck development, offering substantial mechanical properties, have been monitored by SEM, as shown in Figure 11, as well as by the classic pressurizing methods. This way, the magnetite pellets have been stabilized in mechanical, electric and magnetic properties, offering mechanical robustness and electric resistivity below 10 Ohm or 3 à ¯Ã‚ Ã‚ ­Ohm.m (non-used pellet). Furthermore, an advanced manufacturing process has been proposed by the SUN Unit to the above-mentioned industrial technique. During sintering and reduction process, magnetic field can be added externally to the sintering and reducing ovens to magnetically orient the magnetite dipoles in the desired direction, allowing for advanced Lorentz force control. 2.2. A thin-film catalyst We have conceived and developed a thin film device for the hydrogen production which can be integrated in an automated system. The device can also be used for the reduction and oxidation process in oxide semiconducting films supported by metal substrates-wafers, even if they do not exhibit coherent magnetic order. The method is based on the Lorentz forces acted on the reducing oxidizing conducting electrons in the said oxide semiconducting films. Hence, this device can trap oxygen and hydroxyl from transmitted water, thus producing hydrogen. This such reduction and oxidation process in open air, as well as controlled atmosphere conditions. A particular application, useful for the HELENIC REF project refers to the three-layer depicted in Figure 15. The upper layer consists of a magnetite film not thicker than 500 nm, an insulating thin film supporting the magnetite film, not thicker than 500 nm and finally a metallic wafer made of Al or other metal, supporting the insulating and the magnetite thin film. Figure 15. Schematic of the catalyst Possible manufacturing methods include electrodeposition, physical vapor deposition, chemical vapor deposition as well as lithography and masking methods for the generation of electric contacts on the upper thin film. Concerning Fe3O4 (magnetite) film, a preferable but not obligatory condition is to be able to provide magnetic order in all grains of the ferrimagnetic cells of the oxide. This is achieved by magnetic field during deposition or by post-processing magnetic field annealing with subsequent field cooling. The desired properties of the Fe3O4 (magnetite) film are indicatively as follows: Structure of the magnetite phase, which can be certified by X-ray powder diffraction Multi-grained microstructure with small necks between grains, monitored by Electron Microscopy Resistivity below 10 kOhm, indicative of semiconducting phase Magnetic order, observed by monitoring the magnetic hysteresis loop Mechanical robustness observed by hardness and wear measurement Applying electric current through the metallic support of the film results in magnetic field parallel to the surface of the film and vertical to the applied electric current. The amplitude of this field is: Where I is the applied electric current and a the thickness of the film. If the thickness a (sum of the magnetite film and the insulating thin film) are less than 1 à ¯Ã‚ Ã‚ ­m and the current I is C Amperes, then the applied field is: Thus, the applied field is controllable by the applied electric current through the metallic support. This current can easily be in the order of one Amperes in dc mode or several tens of Amperes in pulsed mode, if the thickness of the metallic support is in the order of 100 à ¯Ã‚ Ã‚ ­m, thus allowing the transmission of magnetic field larger than 1 T in the vicinity of the oxide semiconducting film. Therefore, passing electric current through metallic support, one can simulate the magnetic field vertical to the direction of electric current passing through the magnetite thin film. The directions of these two electric currents characterizes the direction of the Lorentz force on the conducting electrons of the magnetite film. Parallel currents result in forcing the electrons towards the insulating thin film, while anti-parallel currents force them towards the surface of the magnetite film. These two different directions of Lorentz forces have a different effect on the operation of the magnetite thin film, acting as catalyst for the production of hydrogen. Passing electric current along the magnetite film, independent on the electric current passing through the metallic substrate of the magnetite film, (i.e. from another source), along the same direction of the current transmitted to the metallic substrate, results in a Lorentz force acting on the charge carriers (electrons) moving them from the surface towards the insulating thin film. Thus, the surface of the magnetite film becomes activated, in other words is reduced due to the removal of the mentioned Lorentz electrons. Activation is the generation of electron vacancies, offering the generation of new oxygen vacancies (excess of oxygen vacancies). Thus, the resistivity drops, and the applied voltage results in higher current, which increases the local temperature to 280 320C. Such temperature increase is observable by any kind of pyrometer. The temperature increase is dependent on the combination of the electric current passing through the oxide semiconducting film and the magnetic field transmitted to it due to the electric current passing through the metallic support. The effect is reversible and un-hysteretic: increase or decrease of the amplitude of I x H product, where I is the applied current on the oxide film and H the field resulting from the current on the metallic substrate, results in un-hysteretic and reversible increase or decrease of the temperature and reduction of the oxide film respectively. Such activation can be maintained even in open air: the competition between the Lorentz electrons based reduction and the free air oxidation finally results in oxidation which can also be macroscopically observed by the decrease of the activated (reduced) area on the free surface of the film. Having limited the current passing through the metallic support may result in activation (reduction) shrinkage. In this case, increasing the current transmitted to the metallic substrate before the radiation disappears, or before oxygen vacancy excess disappears, the oxygen vacancy excess is rejuvenated. Such rejuvenation is completely reversible by using the magnetic field produced by the current passing through the metallic support (in the order of 1 T). After complete oxidation (phase transformation of all the Fe3O4 film to Fe2O3) such oxygen vacancy excess and consequent reduction of the compound is impossible with magnetic fields of this order. The reduction and oxidation process can be monitored by measuring the surface resistivity of the magnetite film. Such resistivity depicts the increase or decrease of oxygen vacancies on the surface and consequently the bulk of the oxide pellet. Increase and decrease of this resistivity is equivalent to the oxidation and reduction of the resistivity of the surface respectively. This effect is observable in all types of oxide semiconducting films even in the absence of coherent magnetic order in them. To be able to observe this effect in oxide semiconducting films, they should be in a continuous solid state form, exhibiting even a small electric conductivity, and provided that magnetic field and electric current of proper waveform and amplitude are simultaneously applied on the semiconducting oxide film and the conducting (metallic) support. Such reduction mechanism can be used in the reduction of compounds passing on or through the film surface. Our focus is the reduction of pure vapor water to H2, by means of trapping the oxygen or the hydroxyl of the water molecule to the reduced (or activated) magnetite. Such oxidation with consequent hydrogen production can be reversed back to oxide reduction (activation) by means of stopping the water vapor transmission. This way, the two electric currents will reduce (activate) again the surface of the oxide film, provided that no water vapors are transmitted to the pellet surface or body. A certain application of such effect is the use of the said pair of Fe3O4 (magnetite) film with its metallic support for the production of hydrogen and oxygen from water vapors, using the following algorithm: Independent electric currents pass through the metallic support and the oxide semiconducting film in the same direction. Thus, the surface of the oxide semiconducting film is reduced (activated). Then, water vapor is transmitted on the surface of the oxide semiconducting film, resulting in oxygen trapping, hydrogen production and oxidation of the surface of the oxide semiconducting film. As soon as the resistance of the surface of the oxide semiconducting film exceeds a certain threshold, indicating reach to a critical level of oxide film surface reduction, the water vapor transmission is stopped. Thus, the oxide film surface is re-activated, followed by consequent oxygen release, until the resistance of the oxide film surface reaches a minimum threshold, indicating proper reduction (activation), which is proper for oxygen trapping. Then, water vapor is re-transmitted to the re-activated oxide film surface for hydrogen production. The production of hydrogen and oxygen is followed by an automatic storage of these two gases in different chambers to be used for any scope, like thermal combustion or fuel cell operation or other purpose. Development of the thin film catalysts The Dynamic Hydrogen Bubble Template (DHBT) is an excellent method for the fabrication of macrostructures with nanoporous side walls. The method has been named from the phenomena when a series of hydrogen-bubbles generated on the surface of the substrae act like a dynamic negative template. Figure 1 demonstrates the theoretical approach of the technique. Figure 1(a) illustrates the hydrogen-evolution taking place on the surface there is no metal/metal-oxide deposition. The size of the bubbles increasing along the distance from the substrate surface. Fig 1(b) shows the SEM-image of copper nanofoams prepared by DHBT. Figure 1. (a) Simplified description of DHBT generated metal/metal-based foams; (b) Honeycomb-like Cu-deposit structure made by DHBT. The electrochemical deposition procedure of the development of the catalyst is divided in two main parts. At first preliminary experiments on deposition of magnetite film were carried out in order to determine the orders of amplitude of the different involved parameters (current density, geometry etc.). , the electrochemical deposition of iron-oxide films was carried out as a preliminary approach. Based on the results of the characterization, the parameters of the deposition were varied in a high range in order to obtain 3D-structured porous nanofoams. The films were electrodeposited onto copper substrates (purity: 99.5%). The substrates were mechanically polished with 800 and 2000 emery papers, respectively. Henceforward, the polished substrates were ultrasonically cleaned in deionized water, ethanol and acetone, respectively. The 2 cm2 active surface area of the substrate was ensured by commercial nail-polish and insulating tape. The galvanostatic deposition was carried out in a two-electrode cell using a DC Power Supply. Platinum-mesh was used as counter electrode. Two different arrangement of the working electrode have been tested as shown in Figure 2. The electrolytic bath was a strongly alkaline solution with pH 12.5 made of 0.037 M Fe2(SO4)3.x H2O, 0.1 M triethanolamine (TEA) and 2 M NaOH. After mixing the components at T = 80 à ¯Ã¢â‚¬Å¡Ã‚ °C the solution had greyish-green color and no turbidity was observed. The parameters of the deposition process were varied in the terms of current density, bath temperature and deposition time. The range of cathodic current density was chosen j = 5-15 mA.cm-2, the depostion time was given from 5 min to 6 hours and the bath temperature was adjusted T = 60-90 à ¯Ã¢â‚¬Å¡Ã‚ °C. The nominal thicknesses of the prepared structures were calculated by using the Faraday-law. The surface morphology of the deposited film-layers were studied by scanning electron microscope (Nova NanoSEM 230) and the crystallographic characterization was determined by X-ray diffraction (Bruker D8 Advance, Cu radiation-40kV, 35mA). Figure 16. a) copper triangle used as working electrode (W) by turning the active surface towards the surface of the electrolyte b) copper-plate (W) used as working electrode by immersing it totally and by turning the active surface towards the counter electrode (C). Concerning the development of 3D-structured porous films, the substrate deposition was not changed (Cu-foil, purity: 99.5%). SiC polishing papers were used in grade of 800, 1500, 2500 and 4000, respectively as a surface pre-treatment. All the pre-treated samples were ultrasonically cleaned in deionized water, ethanol and acetone, respectively. In that case, the active surface area of the substrates was reduced to 0.5 cm-2 and fixed with nail-polish and insulating tape. The galvanostatic deposition was carried out in a two electrode cell using a BioLogic SP 300 potentiostat. Platinum-wire was used as counter electrode. Concerning the result of the film-deposition the arrangement of the working electrode was set in vertical position. The electrolytic bath, concentrations and its properties were the same as described above. The cathodic current density was varied in the range ofj = 0.075-1 A.cm-2, the depostion time was changed between 30 sec to 180 s and the bath temperature was adjusted T = 90 à ¯Ã¢â‚¬Å¡Ã‚ °C. Similar films have also been developed by using sputtering deposition and electron-gun aided deposition (Figure 17). Apart from the electrolytic method, thin magnetite films were also deposited onto insulating films by usign spuutering and electron gun physical evaporation at the NTUA. However, the obtained results on the porosity of the magnetite films are not comparable with the DHBT method and therefore they are not demonstratable at their current stage. Nevertheless, experiments are under way to obtain PVD films of the quality observed in the electrodeposited films. Characterization of catalysts Structural analysis The catalyst pellets were prepared by a proprietary process from Fe3O4 powders. IP SAS used Fe3O4 powder with declared purity better than 99% and nominal grain size of 2-4um supplied by chemicalstore.com, product code FE3O4M1. The phase composition determined by XRD (X-Ray Diffraction) is shown in Figure 38. Minor traces of Hematite can be observed at 32.8 ° 2Theta for the sample produced at IP SAS. Figure 38. XRD patterns from pellets prepared by SUN (red) and IP SAS (blue). Marked constituent phases are Magnetite (blue lines) and Hematite (black lines) A typical XRD response in the bulk SUN pellets and in bulk CERTH pellets is illustrated in Figure 1, demonstrating exclusive magnetite presence. Figure 1. XRD response of bulk pellets from SUN (left) and CERTH (right) illustrating exclusive presence of magnetite Phase transformations were studied by the means of in-situ XRD presented in Figure 41. Samples were mortar milled to obtain a fine powder that could be spread on the sample holder of the furnace. Milling force was kept minimal to preserve the structure of the pellet parts. Linear heating with indicated rate was used to obtain well-defined diffraction maxima with respect to the signal to noise ratio. Diffractometer was configured for parallel beam illumination with a secondary LiF monochromator to supress fluorescence from the Fe containing pellets. Formerly purely magnetite pellets are transforming to hematite in the vicinity of 300 °C. After the transformation no other phase change was observed. Pellets supplied by SUN exibit the transformation at higher temparature than the pellets prepared at IP SAS. This can be atributed to the smaller size of the Fe3O4 crystallites in the SUN pellets. Detailed pattern examination is shown in Figure 42. The studied powdered pellets exhibit only presence of magnetite and hematite respectively. Diffraction maxima at 26 ° 2Theta corresponds to SiO2 present as a thin layer grown on the non-reflective Si sample holder. Figure 41. In-situ XRD patterns of catalysts in air atmosphere with indicated heating rate Figure 42. In-situ XRD patterns of annealed catalyst pellets at indicated temperatures. Marked constituent phases Magnetite (blue lines) and Hematite (black lines).Catalyst prepared at SUN left, IP SAS right. Crystallographic study of the iron-oxide thin films samples was also realized. Figure 4 represents the identification of the observed peaks. Figure 4(a) shows the results of sample prepared in 3300 s in 70 à ¯Ã¢â‚¬Å¡Ã‚ °C bath with -5 mA.cm-2 current density. Grazing incidence XRD patterns of this sample indicate the presence of magnetite (blue lines) and copper substrate (green lines). Grazing angle was 2 (red curve) and 6 degrees (blue curve), respectively. In Figure 4(b) the results of sample with same conditions as in Figure 4(a) can be seen, but in this case the current density was -9 mA.cm-2. Here, grazing incidence XRD patterns indicate iron (grey lines) and copper (green lines). Grazing angle was 2 (red curve) and 6 degrees (blue curve), respectively. Figure 4(c/1) and (c/2) show the results of XRD taken from the same sample with deposition conditions of 2 hours deposition time in 85 à ¯Ã¢â‚¬Å¡Ã‚ °C bath and -12.5 mA.cm-2 current density. Figure 4. X-ray diffractograms of the iron-oxide electrodeposited samples prepared under different conditions. a, Άt=3300 s,T = 70  °C, j= -5 mA cm-2; b, Άt=3300 s, T= 70 °C, j= -9 mA cm-2; c/1, Άt=7200 s, T= 85 °C, j = -12.5 mA cm-2; c/2, powder scratched from the surface of sample c/1 In Figure 4(c/1) the grazing incidence XRD patterns were done on the sample with the substrate. Clear evidence of magnetite (blue lines), iron (grey lines) and copper as substrate (green lines). Grazing angle was 2 (red curve) and 6 degrees (blue curve), respectively. Figure 4(c/2) demonstrates grazing incidence XRD pattern of loose powder from the same sample as (c/1). Only magnetite phase (blue lines) is detected. Grazing angle was 2 degrees. The XRD results show clear evidence of magnetite if the current density does not exceed 8 mA.cm-2 cathodic current density (see Figures 4(a) and (b). Apart from that, XPS studies have also been performed after the check meeting. For integration reasons, they are demonstrated only in the Milestone 1 document. Microstructural analysis Morphology of pellets after preparation was studied by the means of SEM (scanning electron microscopy) shown in Fig. 39. The particle size is larger for the catalyst prepared by SUN. The particle size of sample prepared at IP SAS is in good agreement with the manufacturer specification and is rather homogenous in size distribution. Sample prepared at SUN is exhibiting a different size distribution ranging from very fine sub-micron particles up to particles with size increasing 50um shown in Fig. 39 and 40. As can be seen the porosity of the prepared pellets is higher for the pellet prepared at IP SAS. The grid shown in Fig. 40 is protecting the sample from being destroyed by the magnetic field in the microscope and thus contaminating the microscope system by fine magnetic dust in the pole-piece, lens and detector system. It is worth to mention that the particle size is not directly explaining the diffraction maxima broadening shown in inset in Fig. 38. This is due to the fact that the diffraction domain size is rather different than the grain size of a particle. We can surely state that the diffraction domain size is smaller in the pellet prepared at SUN rather than at IP SAS despite the observed grain-size distribution. Figure 39. SEM micrographs of catalysts prepared by SUN (left) and IP SAS (right) Figure 40. Low magnification micrographs of catalyst prepared by SUN (left) and IP SAS (right) Micrographs from the CERTH pellets (Figure 41) illustrate a clear evidence of necks, responsible for the significant reduction of temperature. Figure 41. Micrographs of the CERTH pellets, illustrating the presence of micro-necks, responsible for the improvement of the electric and mechanical properties Concerning the thin film catalysts, SEM analysis was performed. Figure 3 demonstrates 4 different SEM-images of the prepared samples. Fig 3(a) was taken on a sample prepared in 300 s deposition period in 60 °C bath with -7.5 mA cm-2 current density, and the nominal thickness was 2.24 ÃŽÂ ¼m. In Fig 3(b) can be seen the morphology of the sample prepared in 300 s at 70 °C with-5 mA cm-2 current densitywith nominal thickness of 23.55 ÃŽÂ ¼m. Fig 3(c) shows the SEM-result of the sample deposited with the same bath temperature and current density as 3(b) but extended deposition time: Άt = 900 s (dn = 30.28 ÃŽÂ ¼m). Fig 3(d) represents the SEM-image of the sample prepared in the highest bath temperature 90 °C with 5 min deposition time, -7.5 mA cm-2 current density (dn = 4.42 ÃŽÂ ¼m). The SEM-images clearly show the structural changes by increasing the bath-temperature. Filamentous deposit structure has been observed at 90 à ¯Ã¢â‚¬Å¡Ã‚ °C. Due to the galvanostatic deposition mode the potential values have been not recorded. For better understanding of the structural formations potentiostatic deposition mode should be done. Figure 3. SEM-images of the electrodeposited iron-oxide samples with different deposition parameters (a) Άt=300 s,T= 60 °C, j= -7.5 mA cm-2 at 30000X magnification (b) Άt=300 s, T= 70 °C, j = -5 mA cm-2 at 15 000X magnification(c) Άt=900 s, T= 70 °C, j= -5 mA cm-2at 10000X magnification (d) Άt=300 s, T= 90 °C, j= -7.5 mA cm-2 at 10000X magnification. Concerning nano-foam, due to the fact that the experiments were done in the close past the characterization of the prepared nanostructures was done only by scanning electron microscope. Figure 5 demonstrates the first promising results of the electrochemical deposition of iron-based 3D structures by using hydrogen generation on the surface as a negative template. Such a structure was a result of applying -0.375 A.cm-2 and more negative current density, namely -1 A.cm-2 with different depositing times. Fig 5(a) to Fig 5 (c) represents a possible building process of the 3D networks with pore size range in 2-6 ÃŽÂ ¼m. Other type of deposit can be observed at Fig 5(d) to Fig 5(e) with numerous dendrites along the pore-sides by using current density -0.375 A.cm-2 with different deposition times. The formation of porous layer is not so obvious like in the previous case, but the size of pores are close in the same range than the pores formed at -1 A.cm-2.

N1 Solutions LLC Business Technology Analysis

N1 Solutions LLC Business Technology Analysis Student: Suresh Barre COMPANY PROFILE N1 Solutions LLC. Provides in-depth experience and expertise in legacy application development, release management, and maintenance. We understand that Applications are the key point of any organization. N1 Solutions LLC. Offers VALUE ADD services for both internal and external facing client applications. Their resources come equipped with proven project management techniques, application development methodologies, and release / change management principles whether it is a single resource requirement or staffing up a complete project team, team N1 Solutions LLC has it all. N1 Solutions LLC capabilities help companies improve revenue, drive efficiencies and productivity improvements, automate key processes, reduce process/cycle times, and transform business data into valuable information. N1 Solutions LLC service spectrum consists of a range of technology offerings like: 1. Application Maintenance and Enhancement 2. Custom Application Development 3. Data Centric Services 4. Implementation Methodologies Total no. of Employees: 120 Financial synopsis N1 Solutions LLC is well-established in growth markets and aims to be the right partner for its customers. The company combines deep local knowledge with global capability. The company is trusted across its network for its standard of governance and its commitment to making a difference in the communities in which it operates. N1 Solutions LLC annual revenues more than 20M broke down roughly 20% license, 35% pro services, and 45% maintenance. For new sales, maintenance was 18-20% of license revenue and implementation services roughly equaled license revenue. Here are the few nuggets and features I found so far from this kind of work environment. Transparent Open Communication Give and Take policy Work-Life Balance Training Development-Focused Recognition for Hard Work Strong Team Spirit Clients: 3i InfoTech Walmart Cognizant Technology Solutions Intelligroup IGATE Robert Half Technology HCL Infosys OPPURTUNITIES The experience with N1 Solutions will provide me the opportunity to achieve the real world experience in the ground of Information Technology, Sales Force cloud computing technology and implementation. From the beginning I have been afford the opportunity to partake as an equal member of their internal process. Internship Technology: Salesforce Salesforce Inc. is a global cloud computing company headquartered in San Francisco, California. Though best known for its customer relationship management (CRM) product. Internship objectives: Working as a salesforce intern, performing duties and activities and analyzing them in different perspectives. Here I am presenting few important internship objectives. To get familiarity with Apex code, Triggers and Visualforce. To Learn SOQL (salesforce object query language) and SOSL (salesforce object search language). To get experience with building salesforce apps and objects. To learn integration techniques using web services and APIs. To get experience in Salesforce customization. To learn Creating Apex business logics. To get salesforce 401 Developer Certification. Personnel Development Goals Observing and learning different projects. To improve business communication skills Planning and organizing client interaction. To develop reporting skills To get experience with managerial skills 3.0 LEARNING OBJECTIVES During the course of my internship, I had a great and vivid exposure in Salesforce technology and implementation. I also had an opportunity to get familiarize with many programs and tools. Also had an opportunity to interrelate many real time Salesforce implementations and design. Programs and tools used and learned during the internship Salesforce Edition: Enterprise Features: Workflow approval automation Report history tracking Profiles and page layouts Custom app development Integration via web service API Salesforce Identity Salesforce Private AppExchange Project Management Tool: Smart sheet for sales force Features: Import from Microsoft Project or Excel Multiple levels of tasks Single sign-on from Salesforce Share project sheets and attached files with anyone inside or outside your Salesforce account IDE (Integrated Development Environment): Eclipse Helios Features: Market place client Open Implementation Package Name abbreviations Virtual Folders Compare Configurations Instance counts Support for Apache Tomcat 7 Other Tools: HTML, Java, .net, Visualforce, Saas and apex code. PROJECT I got an opportunity to involve in a real time project for an implementation of Salesforce architecture. Here is the snapshot of the project I was involved. By using cloud computing technologies the new way of building and running applications are being enabled where applications are accessible as utilities over Internet rather than different softwares running on server or desktop. This is a fairly common model for consumer applications like email etc., and also some business applications, such as customer relationship management. The website force.com platform as a service is the first of its kind in the world, which enables developers to create as well as deliver any type of business applications in the cloud, without software which is entirely on-demand. This technology is a breakthrough new concept. It makes businesses widely successful by making them translate their ideas into usable applications in a very short time. Developing and running these kind of business appliactions with regular software is a complex, not so fast and costly. To overcome these issues a new model, called cloud computing has been brought into existence. To stop buy and maintain hardware and software applications in the cloud are delivered as services. Salesforce.com, over the last decade helped and established this model with applications bussiness. More recently, force.com opened up and made it as open source so anyone can build and run bussiness applications on its server. Salesforce.com mastered this model with applications for business since ten years. Recently Force.com made available its proprietary technologies as open source for anyone who is building and developing bussiness applications and then running them on force platform. This platform allows you to store structured data, implement and run business logic with rules of workflow techniques, custom code and also custom codes and approval process, web browser support, integration with other applications as well. The overall scope of this project is all, but limited to To develop an application for sales forecast details. Provide the Sales forecast details of a company product. Ease of access and use. Secured analysis (confidentiality). Views about present status. PROPOSED SYSTEM In the previous CRM system, there are lot of problems, so a new technology is being used in this project called as cloud computing. To develop an application in the cloud computing environment and to deploy it and also launching it in the cloud is being proposed in this project. It is called as salesforce environment. A simple application developed and deployed in the cloud by using the tools and in the environment there itself. System Specifications User Requirements: A high-speed Internet Connection is needed as an interface between the service provider and User. User name and Password provided by the administrator is needed to the user to work with the application. Hardware Requirements: Processor: 32 bit Processor Ram: 512 Mb Hard Disk: 40 GB Internet: 512 Kbps high speed internet connection Software Requirements: OS: All OS supporting internet browsing. Environment: Force.com Environment Language: Visual Force Functional Requirements Understand the cloud environment provided by SalesForce.com Learning VISUALFORCE Developing an application using Visualforce in the SalesForce.Com Environment Deploying the application Providing the User accounts Accessing the application from user accounts and should work with the applications clearly. Other Non-functional Requirements: Performance Requirements: The performance will be fully based on the Internet connection. The user may not worry about their local system. The local system will be only used as a terminal. Safety Requirements: There are the possibilities of data loss due to the interruption of connection in Internet. So the user must ensure about his uninterrupted internet connection. Security Requirements: All the security issues will be provided by the service provider itself (SALESFORCE.COM). No users are allowed to enter and view the details without proper authentication (password protection). ROLES AND RESPONSIBILITIES       This role is more about learning people than coding new fields in Salesforce. One should have familiar with sales process and sales team in a company. Applying and acquiring Salesforce admin and developer skillset as required for project and assignments. Creating Salesforce customization like creating layouts and pages, learning user maintenance, database de-dumping and cleanup, creating reports and dashboards through Salesforce platform. To learn managed outsourced Salesforce implementation and development process. Apply and acquire technical analysis as required per each task, data extraction from old to new system. Salesforce Cloud Application Layout: Dashboard Reports Accounts creation Forecast 6.0 Learning experience Internship is a way to show you if that is the career is you really want. And have first hand experience on what youre going to do, if you choose the trade. This is an option to pay your dues early on. By gaining early experiences as an intern, earn myself a bit more of a leg-up to start. Internship given me exposure to new and professional situationsà ¢Ã¢â€š ¬Ã‚ ¦with a safety net. They had given me real opportunities for practical application of skill, but are also there to catch me if there is a problem along the way. They provide you experience with a chance to grow. You just dont stop after some years in the trade. The open-minded mentality, Ive experienced, can differentiate successful, progressive professionals from the rest. My learning focus and implementing contribution for the project: Creating Workflow Rules: To automate organizations standard processes by configuring workflow rules. Every single workflow rule consists of: A criteria which determines when the software salesforce executes the workflow rule. And also any changes that causes any record to match this can trigger the workflow rule-it even changes it to hidden fields. The actions immediately to take, when this workflow rule executes. For an example, the software Salesforce sends automatically an email that notifies the opportunity team when a new high-value opportunity is created. There are Time-dependent actions which the Salesforce software queues when the workflow rule executes. Creating Page layouts and Field level security: Field-Level Security It restricts users to edit files and also view them by any means, which includes reports and search results, list views and related lists and email and also mail merge templates, with custom links, connect offline to the API and when also synchronizing data or importing personal data. It overrides any weak restrictive field access settings in the pages layouts and also mini page layout. For an example, if the field is required and read only in the page layout in the field level security settings, it overrides the page layout and the field will be read only for the user. It overrides low restrictive field settings in layouts of search. For example, if a field is visible in the search layout but hidden for certain users via the field-level security settings, the field-level security overrides the search layout and the field will be hidden for those users. For an example, if it is any field, which is visble Page Layouts It controls the layout, organization of detail and edit pages , related lists, which fields, custom link users see on detail and edit pages only. And also control standard and custom buttons display on detail pages as well as related lists. Page layout will determine whether fields are visible, read only, or required, on detail and edit pages only. In Personal category , by going into Contact Manager, and to Group, and Professional Editions, and to control which fields users can access in related lists, and to list views, reports, and to Connect Offline, and to email and mail merge templates, and to custom links, and when synchronizing data or importing personal data. In Professional category, by going into Enterprise, and to Unlimited, Performance, and Developer Editions, and to determine some aspects of mini page layouts, including record type and profile associations, related lists, fields, and field access settings. The visible fields and related lists of the mini page layout can be further customized, but the other items inherited from the associated page layout cannot be changed on the mini page layout itself. Mini page layouts display selected fields and related lists of records in the mini view of the console. It Should not be used to secure data, if we take an example, by removing the Edit button from a page layout, it doesnt prevent users from using inline editing to modify the already established or any records. And to prevent the users from editing data, it uses any number of combination of sharing rules, field-level security, page layout field properties, validation rules, object permissions, and Visualforce pages. Sandbox Testing: Sandboxes create copies of your organization in separate environments. Use them for development, testing, and training, without compromising the data and applications in your Salesforce production organization. Sandbox Types: Developer Sandbox These sandboxes are meant for using coding and testing to be in an isolated environment. These include production organizations configuration which is also known as metadata. Developer Pro Sandbox These are the sandboxes that are intended for developing and testing in the isolated environment. These include the metadata of the organization. These have more storage than developers sandboxes. This allows for more robust test data sets and enables the environment to handle development testing more. Partial Copy Sandbox These are intended for using as testing environments. These can be used for testing tasks like user acceptance testing, training and integration testing. These include metadata configuration, your production data as defined by this sandbox templates. Full Sandbox These sandboxes are intended to be used as testing environment. Only sandboxes support performance testing and load testing and staging. These are a replica of your production organization. This includes all data including metadata. Refresh interval length makes it difficult to use full sandboxes for development. When you create a Full sandbox, you also have to decide how much field tracking history and Chatter activity to include. The default is to omit field tracking, but you can include up to 180 days of field tracking. Specify fewer days to avoid generating an excessive amount of data if you track field history for many objects in your production organization. Chatter activity data can be extensive, which can add a significant amount of time to your Full sandbox copy. Validation Rules Validation rules verify that the data a user enters in a record meets the standards you specify before the user can save the record. A validation rule can contain a formula or expression that evaluates the data in one or more fields and returns a value of True or False. Validation rules also include an error message to display to the user when the rule returns a value of True due to an invalid value. Salesforce runs validation rules before creating records submitted via Web-to-Lead and Web-to-Case, and only creates records that have valid values. Validation rules continue to run on individual records if the owner is changed. If the Mass Transfer tool is used to change the ownership of multiple records, however, validation rules wont run on those records. Workflow Rules and Approvals: Each workflow rule consists of: The criteria that determines salesforce executes the workflow rule. And any change that causes the record to match the criteria triggers the workflow rule- it even changes to hidden fields. Workflow automates some types of actions which are as: Email Alerts-Send an email to one or more recipients. It can automatically send the sales management an email alert where the sales representative qualifies a large deal. Tasks-Assign a new task to a user, role, or record owner. It can automatically assign follow-up tasks to a support representative one week after a case is updated. Field Updates-This Updates the value of a field on a record. This will automatically change the Owner field on a contract 3 days before it expires. Flow Triggers-It Triggers an auto launched flow. It triggers the wrokflow actions, which are formerly available in a pilot programme, are superseded by using the process builder. Outbound Messages- this sends a secure configurable API message to a designated listener. For an example, this will automatically initiate a reimbursement process for the approved expense report after triggering an outbound API message to the external HR system. Approvals This is an automated process where the organization can use to approve salesforce records. This process explains in detail the steps necessary for the record, for the approval and also decides who has to approve it at each step. These steps can apply to each record in the process or certain defined by the administrator. It also specifies for any action taken in the records for approval. Apex code: Apex is an object-oriented programming language which allows developers to execute flow and transaction control statements on the Force.com server. It uses syntax that almost looks like java and this also acts like database stored procedures. Apex also enables developers for adding business logics and visualforce pages. This code can be started by web service requests and also from triggers on objects. Apex is: Integrated, Easy to use, Data focused, Rigorous, Hosted, Multitenant aware, automatically upgradeable, easy to test, Versioned. Visualforce Visualforce is a framework which allows developers to build fully sophisticated, custom UIs that can be hosted nativly on the Force.com platform. The Visualforce framework includes a tag-based markup language, similar to HTML, and a set of server-side standard controllers that make basic database operations, such as queries and saves, very simple to perform. In the Visualforce markup language, every Visualforce tag relates to a coarse or fine-grained UI component, such as a section of a page, a related list, or a field. The behavior of Visualforce components can either be controlled by the same logic that is used in standard Salesforce pages, or developers can relate their own logic with a controller class written in Apex. Visualforce page definition consists of two primary elements: Visualforce markup HTML, JavaScript, or any other Web-enabled code are tagged by visual embedded within a single tag. It defines user interface markup of components are to be included on the page, and they should appear the way they should. A Visualforce controller It is a set of procedural instructions that specifically tells what happens when the user starts to interact with the specified components in associated Visualforce markup, such as when a button or a link is clicked. They also provide access to data which should be displayed and can modify component behavior. A developer can use standard controller provided by the Force.com platform, or add some custom controller logic by using a class which is written in Apex: A standard controller which consists of the same functionality and logic used for a usually standard Salesforce page. For an example, if we use some standard Accounts controller, by clicking the Save button in the Visualforce page which results in the similar behavior by clicking Save on a standard Account edit page. Triggers Apex can be started through the use of triggers. A trigger is an Apex code which executes before or after the following types of operations: insert merge upsert upload delete undelete Relationship between the internship and my field of studies A primary objective of internship is to provide students with an opportunity to test abilities and attitudes toward particular material or career possibilities for the future For me classroom learning is important, but it does not provide me with real work experience to prepare me for a career after graduation. Exposure to the workplace environment is needed to bridge the gap between learning in the classroom and application in the work environment. Since I am doing MBA with Management Information Systems as my concentration, it is a great opportunity to get real time work exposure in multi-faceted environment. Salesforce objects and relationships Salesforce Development Life Cycle Stages 7.0 CONCLUSION In review the internship that I have been to work is an excellent and rewarding experience. I was fortunate to meet and work with many people that I am sure will be able to help me with opportunities in the future. The things I have learned from this internship are time management skills and self-motivation as well as work discipline. I never thought I could work eight hours straight everyday for five days in a week. When I realized that I planned my day and work ahead so I dont waste any of my working hours. I made myself to be ready with all the doubts, when it was the correct time to get feedback. This internship motivated me through work in the office continuously for many hours. I also suggested my share of ideas and proposed some proposals that the company is looking forward into using. In conclusion, the internship is an useful experience, I have find out what my strengths and weakness are; I gaining new knowledge and skills and met many new people, I am achieving many of my learning goals, however for some the conditions did not permit to achieve them as I wanted. This Internship is giving me new insights and motivation to pursue a career as a salesforce developer. To prepare myself for my future career I can improve several things. I can work on my communication skills so that I am able to present and express myself more confidently. 8.0 APPENDICES THANK YOU ******************************************************************

The Need to Use Classroom Computers More Efficiently :: Education Teaching

The Need to Use Classroom Computers More Efficiently Author Clifford Stoll has chosen to explore the value of today's technology in the classroom. In his article, "On Classrooms, With and Without Computers", he makes a claim of value in the first sentence by questioning "How well does our new technology fit into the classroom?" (413). With this question he effectively identifies his purpose and audience as a broad-based readership of students, teachers, administrators, and parents. These concerned readers are immediately drawn in by his abrupt claim; however, he may eliminate a more general or deeply intellectual audience by making his claim so readily apparent. Stoll asks his readership to explore the positive and negative outcomes of relying heavily on computers as a form of education. Although it is unclear in the beginning of his discussion which side he will take, he later expresses a sincere concern for the consequences of our growing dependency on this style of teaching. Because of this, his opening paragraph is a strikingly pow erful lead. Moving from this nicely articulated claim to his support, Stoll relies on an underlying assumption to establish the logic of his argument. His stated warrant "If a child doesn't have a questioning mind, what good does all this networked technology do?" (415), stimulates the readers' ethical concern that their children receive adequate education before incorporating technological advancements into the classroom. Stoll continues to evaluate the excessive use of computers by describing how simple tasks, such as finding pizza prices for a geography project, prove to be the wrong use of resources. Using pizza as an example works well for the reader because it's a simple analogy to which they find easier to relate. Stoll is also careful to define certain phrases used in the computer debate; for example, when he uses the phrase "What do we mean by computer literacy?" (414). He breaks away from his original argument in his essay to clarify this term for his readers. By doing this, he success fully identifies their need for a clear explanation of such widely used phrases before he attempts to debate it. He avoids confusing his audience by recognizing their need for definition. Although an academic readership may find this pause to serve as an unnecessary interruption, his target audience will appreciate his display of sincere concern for their understanding. Defining such terms first, enables him to use them more convincingly later in his article. The Need to Use Classroom Computers More Efficiently :: Education Teaching The Need to Use Classroom Computers More Efficiently Author Clifford Stoll has chosen to explore the value of today's technology in the classroom. In his article, "On Classrooms, With and Without Computers", he makes a claim of value in the first sentence by questioning "How well does our new technology fit into the classroom?" (413). With this question he effectively identifies his purpose and audience as a broad-based readership of students, teachers, administrators, and parents. These concerned readers are immediately drawn in by his abrupt claim; however, he may eliminate a more general or deeply intellectual audience by making his claim so readily apparent. Stoll asks his readership to explore the positive and negative outcomes of relying heavily on computers as a form of education. Although it is unclear in the beginning of his discussion which side he will take, he later expresses a sincere concern for the consequences of our growing dependency on this style of teaching. Because of this, his opening paragraph is a strikingly pow erful lead. Moving from this nicely articulated claim to his support, Stoll relies on an underlying assumption to establish the logic of his argument. His stated warrant "If a child doesn't have a questioning mind, what good does all this networked technology do?" (415), stimulates the readers' ethical concern that their children receive adequate education before incorporating technological advancements into the classroom. Stoll continues to evaluate the excessive use of computers by describing how simple tasks, such as finding pizza prices for a geography project, prove to be the wrong use of resources. Using pizza as an example works well for the reader because it's a simple analogy to which they find easier to relate. Stoll is also careful to define certain phrases used in the computer debate; for example, when he uses the phrase "What do we mean by computer literacy?" (414). He breaks away from his original argument in his essay to clarify this term for his readers. By doing this, he success fully identifies their need for a clear explanation of such widely used phrases before he attempts to debate it. He avoids confusing his audience by recognizing their need for definition. Although an academic readership may find this pause to serve as an unnecessary interruption, his target audience will appreciate his display of sincere concern for their understanding. Defining such terms first, enables him to use them more convincingly later in his article.

Essay --

Throughout history, sugar has been an important product due to its multiple uses as a sweetener and preservative. Countless corporations continue to switch from cane sugar to HFCS to lower cost. But is the toll it takes on American’s health worth the quick buck? C. DIVISION: - 2 Main Points – roadmap, or preview for audience of what is to come. 1. First I would like to give a brief description of what HFCS is, what makes them different from cane sugar 2. When/why the U.S. started using HFCS in products and possible risk factors D. DEVELOPMENT: - 2 Sub-Points of Main Points – supporting detail of main points: quotations, stats 1. A brief description of what HFCS are, what makes them different from cane sugar? a. Since its introduction to food products in the 1960's, HFCS has slowly been added to most foods, such as ketchup, baby formula, soft drinks, baked goods, and breakfast cereals. High Fructose Corn Syrup is a thick, gummy substance used as an artificial sweetener. It’s produced by treating corn with enzymes. First the corn is made into corn starch then into corn syrup a...

Margaret Atwoods Surfacing Essay -- Margaret Atwood Surfacing Essays

Margaret Atwood's 'Surfacing' Throughout the book the narrator constantly intertwines the past and present as though it is side by side. Atwood shows this in the opening sentence ‘’I can’t believe I’m on this road again’’. The use of the adjective ‘again’ reveals the narrator has been in this place in an earlier life. The narrator seems to repress a lot of her past and continuously contradicts herself, which at times confuses the reader as we can not tell whether she is talking about her past or her present and whether she regards it as home as she says ‘’Now were on home ground foreign territory’’. This links in with one of the key divisions in the story between the Americans and the Canadians that is portrayed throughout the book. This paradoxical declarative reveals that the protagonist feels she should belong there but feels detached from this childhood place, suggesting she may feel alienated from this place revealing something oppressive about this home ground. Also David is the key person who emphasizes this division between the Americans and Canadians. On page three David stresses ‘’Bloody fascist pig Yanks’’, reiterating the stereotypical Canadian disliking of the Americans, using his usual hostile, aggressive language. Ironically David seems to be the fascist pig being the unpleasant chauvinistic pig. The use of the adjective ‘foreign’ links in with the division of language between French and English that we see later in the book. In chapter 2 we see that there is a clear division between the narrator and any emotions. We see that the narrator is emotionally detached from her husband and her child as she â€Å"left him in the city, that would be perfectly true, only it was different city; he... ...ust them, I can’t think of anyone else I like better, but right now I wish they weren’t here†. This shows that the narrator is showing her regrets for bringing them with her reiterating her distrust in them. We also begin to see the narrators distrust in those who are closest to her, her family. When she begins to reminisce on the past she refers to her family with the third person pronoun â€Å"they† for example when she says â€Å"they used to go over it as fast a possible† then later realizes this mistake she is making and states â€Å"that won’t work, I can’t call them ‘they’ as if they were somebody else’s family†. However the tables are turned as we the readers begin to realize that it is the protagonist that we are unable to trust. This is due to the protagonist’s constant self contradictions and self corrections as she says â€Å"my husband, my former husband†.

It’s Your Ship

Book Information Title: It’s Your Ship: Management Techniques from the Best Damn Ship in the Navy Author: Captain D. Michael Abrashoff Publisher’s Name: Warner Books, Inc.Publisher’s Location, Year of Publication: New York, NY, 2002 Number of Pages: 210 pages Content The overall objective of the book is to teach new, and old, leaders to become better leaders. While anyone can benefit from reading this book, the intended audience is leaders in any organization. One statistic that should be alarming to all leaders of businesses was that 65 percent of people leave their companies because of the managers (Abrashoff, 2002). How do leaders change that statistic?Abrashoff believes that running a ship is very similar to running any business; it takes motivating a crew to perform at the best of their abilities to achieve optimal efficiency and completion of tasks. He successfully takes his experiences from leading a Naval crew and teaches the audience how to apply it to t heir organizations. Along with highlighting every winning moment he and his crew experienced on the USS Benfold, Captain Abrashoff also shows failing moments the team had to endure. Those examples show the audience that in order to succeed, there has to be some trials along the way.Abrashoff introduces readers to the 11 lessons he has learned that helped him become a better leader: take command; lead by example; listen aggressively; communicate purpose and meaning; create a climate of trust; look for results, not salutes; take calculated risks; go beyond standard procedure; build people up; generate unity; and improve the crew’s quality of life. He dedicated a chapter to each lesson and explains the importance of each and how to apply them to any business. Chapter one talks about how Abrashoff became the captain of USS Benfold and how he had to take command.His first obstacle was wondering if everyone was going to like him. He quickly realized that â€Å"be likable is not hi gh among a ship captain’s job requirements†¦ to be respected, trusted, and effective† is (Abrashoff, 2002, p. 12). After that, he realized â€Å"a challenge for leaders†¦ is attracting and retaining †¦ the best employees and more important, how to motivate them so that they work with passion, energy, and enthusiasm† (Abrashoff, 2002, p. 12). Leaders need to listen to their employees so they can better understand what they are going through. Along with listening, employees need to be motivated.Motivation helps employees want to do their work and do the best job. Another obstacle was learning the real reason why soldiers were not re-enlisting. Abrashoff (2002) stated the following: I read some exit surveys, interviews conducted by the military to find out why people are leaving. I assumed that low pay would be the first reason, but in fact it was fifth. The top reason was not being treated with respect or dignity; second was being prevented from maki ng an impact on the organization; third, not being listened to; and fourth, not being rewarded with more responsibility. p. 13) All of those reasons are very similar to why people are leaving civilian jobs. Only one conclusion could come from it: all leaders are making the same mistakes. The best answer for those obstacles was summed up perfectly when he talked about his organizing principle. Abrashoff (2002) said â€Å"the key to being a successful skipper is to see the ship through the eyes of the crew† (p. 13). The leader does not always come up with the ideas; leaders would benefit greatly if they listened to their crew more. Empowering employees makes them realize their potential.When â€Å"given the right environment, there are few limits to what people can achieve† (p. 31). After taking command, a great leader must lead by example. In chapter two, Abrashoff discovered â€Å"90 percent of the time, I was at least as much a part if the problem as my people wereâ €  (p. 33). When things go wrong and tasks are not completed, a manager usually blames the employees. Abrashoff used a different approach; he looked at himself and wondered what he may have done wrong in certain situations. By recognizing their own faults, a leader can learn from them and show their employees that they are learning from them.There were four sections of the chapter that was very important. The first section was on remembering the effect one has on people. Leaders need to understand how they affect their people, â€Å"their optimism and pessimism are equally infectious† (p. 35). If the leader is in a bad mood, the employees will sense that and be in the same mood. Abrashoff talks about his â€Å"dark side† and how he purposely stays away from his crew when he is having a bad day. The second section talks about holding leaders accountable. Leaders need to make sure they recognized their part in a mishap and take some of the blame.The Washington Post te st was the next section. If there is any concern on whether something is the right thing to do, picture it being on the front page of a newspaper. Would it cause embarrassment or would it be something to celebrate? Abrashoff thinks that every decision a leader can make should be based on that test. The last section is about obeying a policy even when a leader disagrees. There are plenty of times a manager will disagree with a policy or procedure handed down by upper management; a great leader will support it anyway.Undermining superiors will show employees that they can do the same. In chapter three, Abrashoff stresses the importance of listening. He talked about his experiences with watching William Perry have conversations with people and how Perry always gave his complete attention to each person. In result, Perry was respected and people felt good in his presence. Abrashoff started to focus on really listening to his crew and treating each conversation like it was the most impor tant conversation he was having. While having these conversations, Abrashoff learned to â€Å"see the ship through the crew’s eyes† (p. 4). He discovered that his crew had many good ideas about how to make the environment more enjoyable; they were there every single day and knew a lot about the day-to-day operations on the ship. It would make sense to listen to their ideas. One of his first goals was to learn every soldier’s name, their spouse’s name, and all the names of their children. Then, he continued to learn different things about each of them. He talks about realizing his crew was just like him, â€Å"they had hopes, dreams, loved ones, and they wanted to believe that what they were doing was important† (p. 46).In turn, his crew earned more of his respect and it became easier for them to talk to him and share their ideas. Finding round people for round holes was his next point in the chapter. Since he knew his people so well, he was able to match them with the perfect job. After having an assistant that was not good at handling paperwork, Abrashoff found a younger seaman named David Lauer, who was labeled as a â€Å"troublemaker† to take over the task. Lauer shined in that task and Abrashoff asked him why he had so much trouble in his last job. The seaman said that he felt like his suggestions were not being heard and he just gave up.This example proved that listening aggressively can benefit leaders immensely. â€Å"Word magic† was the last lesson Perry taught Abrashoff. Abrashoff believed â€Å"if leaders back their words with action†¦ practice what they preach, their words create a self-fulfilling prophecy† (p. 50). Every time someone talked about the USS Benfold, it was referred to as â€Å"the best damn ship in the Navy. † He wanted his crew to say it so they believed it and in turn, everyone else believed it. The next lesson is about communicating the purpose and meaning of every task.Abrashoff said it best in the first sentence of chapter four, â€Å"the whole secret of leading a ship or managing a company is to articulate a common goal that inspires a diverse group of people to work hard together† (p. 52). When employees understand why a task it needed and how they can benefit from it, they are more likely to give their all in completing it. It is a shame that someone spends so much time at work and does not believe in the work they are doing. He wanted his crew to really love what they were doing every time they boarded that ship.If a leader makes their crew think they can do anything, they will believe it. Abrashoff thought that if he communicated with his crew about everything, they would understand and be more involved. He was against keeping his people in the dark, â€Å"secrecy spawns isolation, not success† (p. 55). It would be an advantage to the entire team when everyone knew the goals. That ties into opening up the clogged channels in an organization. By communicating the information effectively, the team produced better results. Abrashoff gave the example of the communication system in the Gulf War and how vital messages were never received.With the idea from one of his crew members, John Rafalko, the airways were cleared and messages were received. Abrashoff gave complete credit to Rafalko, claiming he only listened to the idea and supported Rafalko. Chapter five addressed the importance of creating a trusting environment, â€Å"the best way to keep a ship—or any organization—on course for success is to give the troops all the responsibility they can handle and then stand back† (p. 63). When employees are trusted to do their jobs, it makes it easier for them to focus on the task, not the micromanaging.Another way to encourage trust in the workplace was to not make employees compete against each other. Abrashoff wanted his candidates to work together instead of working against each other . He believed that that competition created distrust and division among the crew and in the long run, did not help the entire crew. Abrashoff said that anyone can bounce back from a bad decision. By helping someone recognize their screw up, it sends a message to the entire team that they will receive the same attention. By giving up on someone, â€Å"they understand instantly that there’s no room for redemption†¦Ã¢â‚¬  (p. 7). Also, never bring a problem to the boss if it can be fixed without him; Abrashoff did advise to only get the boss involved if it cannot. Finally, when dealing with a difficult boss, it is best to shield the crew from that person. The morale stays high and it is less likely for employees to be corrupted or turned off by that person. The chapter on looking for results, not salutes, talked about looking at every one as an equal. Abrashoff encouraged leaders to let their crews speak up with their ideas; they should be able to question the authority.B y knocking down barriers between the captains and the crew members, it encourages people to get to know one another and be more likely to speak up when something can be done better. Abrashoff gave many examples throughout the book about his team questioning some of the decisions and policies in place and in the end, the team improved some things. Here, again, he stresses the importance of involving the team in everything and letting them get involved in the decision-making process, â€Å"innovation knows no rank† (p. 96). With the achievements, he did tell leaders to accept failures.Leaders should not reprimand employees when they make an attempt to solve a problem and it does not work; everyone should have the â€Å"freedom to fail† (p. 94). The next chapter talked about taking calculated risks. Employees worry about taking risks because the consequences can be devastating. Disciplinary action, even termination, can be the result of taking a risk and failing. Abrashof f believes in celebrating the risk-takers, even if it ends in failure. Everyone makes mistake; â€Å"show me someone who has never made a mistake, and I will show you someone who is not doing anything to improve your organization† (p. 04). The people that make their own decisions are the ones leaders should really be behind. Abrashoff said â€Å"if all you give are orders, then all you will get are order-takers† (p. 107). Leaders need to let their employees take responsibility; that is how self-starters are born. When that self-starter is unearthed, leaders need to take a chance on them. Abrashoff proved that even the delinquent crew member can turn out to be a hard working one. He used the example of the crew member who was left behind because he forgot to set his alarm.The sailor was placed on restriction since it was a serious offense, but he continued to excel in his job. When he found out his mother was ill, he put in for leave and was turned down by every leader. Abrashoff decided to grant him the leave and it did wonders for the sailor. He was very motivated to do a great job and to not let down his team mates again. In the end, the sailor left the Navy and became a defense contractor. The last section of the chapter was about breaking rules. Abrashoff said to break the rules that did not make sense and break the ones that did make sense, just very carefully.This part was pretty self-explanatory; it is okay to challenge the rules. As he was saying throughout the entire book, if something is wrong, find another way to do it. There are bad rules and it is the leader’s job to find a better way to do things, or encourage their employees to find a better way. Chapter eight was all about going above and beyond. Abrashoff thought to get outstanding results, leaders had to go beyond the standard procedures, â€Å"innovation and progress are achieved only by those who venture beyond standard operating procedures† (p. 119).Like he has said many times in the book, Abrashoff wanted his crew to take those risks and really think of way to change the system. He wanted self-starters and people with great ideas because it was not just his ship, it was everybody’s ship. In chapter nine, Abrashoff goes back to his people and talked about building them up. This chapter had a lot of points in it and it is one of the important lessons in the book; confident employees help any organization. Building self-esteem in the individual benefits the entire team, â€Å"never tear them down; help them grow strong† (p. 41). The message ties in with the trust piece; showing an employee that they are trusted and cared for makes a big difference in the way they work. Praise every single success, no matter how big or small, was important to Abrashoff. He believed that this practice, not only, worked on crew members, but it could be used on the big bosses: If you want to achieve anything in a large bureaucracy, get inside the b osses’ head. Anticipate what they want before they know they want it. Take on their problems; make them look so good that you become indispensable.When they can’t get along without you, they will support nearly anything you seek to accomplish. (p. 141) If leaders just trusted their people more, they would see that they usually get it right. People with talent, when motivated, can surprise people and move up in the ranks. Employees want to do a good job and prove they can do the job; leaders should trust that they can. And leaders must trust the new people and teach them well. New people are a great asset to any organization; they can be molded, with the proper training, into anything the leader wants.It is important to keep them fired up; any old influences—older crew members—can ruin their attitudes with any negativity. A proper â€Å"welcome aboard† program is imperative; newbies can be discouraged very easily if their first day is a disaster. Mo st importantly, expect the best from every employee. Leaders need to invest fully into their people and they will get it back tenfold. Abrashoff stated that if we â€Å"stopped treating them as if they are stupid, they would perform better† (p. 158). When they are not performing at their best, leaders should give honest feedback constantly.The employees cannot fix their problems if they do not know what they are doing wrong. This reduced the surprises during the review process; leaders would not have to talk about all the things that need improving during the review if they do it in the moment. Another best practice is to ask the bottom performers to rate their performances themselves. They are more honest to the fact that they are the bottom performers compared to their team mates. After that, come up with an action plan and set expectations on when to fix the problems.Leaders, then, should continue to coach in the moment and be open and honest with their employees. A team c annot succeed if they is no unity. Chapter ten addressed the importance of unity in a team and how the leader must create that with his employees. He claimed that â€Å"one of the toughest things for organizations to accomplish is to get people to set aside personal differences and work for the good of everyone involved† (p. 168). One of his main focuses was to train for unity. He started off with finding common interests among everyone. Then, he wanted his crew to find â€Å"positive reasons to value others† (p. 173).He, ultimately, experienced a decline in the reports on racial prejudice and sexual harassment because the ship’s morale was very positive. Punishment needs to be dealt out fairly in organizations. Leaders need to hold their team accountable for their actions, but also, learn to give them a second chance. Every employee needs to know they will be punished accordingly and after they have paid for their crime, the slate is wiped clean. Going back to the chapter about accepting the failures, it is important to learn from it and move on. Abrashoff believed everyone deserves a second chance, just like the sailor how overslept.Now any man would say if his woman is not happy, he is not happy; Abrashoff agreed with that ideal. By making the women feel like part of the team, just as the men did, Abrashoff prevented gender issues. Sexual harassment was down and everyone respected one another. It, also, helped the men on the ship calm down and be more mature. They saw the women as their equals and pushed them to step it up a bit. This lesson is very important in civilian organizations; equality between the sexes still has not been achieved and many leaders should take notes on this chapter.Abrashoff ended the chapter with examples of extraordinary female sailors he has worked with and how important they were to his team. The last lesson that Abrashoff talked about was improving the quality of the team’s life. He embraced the idea of having fun with the team and making the work environment fun. Many leaders frown upon fraternization and would probably look at Abrashoff’s practices as that. But his message was all about enjoying life and friends and he did it in very simple ways. He organized karaoke and alcohol-free happy hour on Fridays, movie nights on Saturdays, and playing music anytime work was involved.It lifted the morale and everyone was laughing and having fun. Good food was another important part of improving the quality of life in the crew members. Abrashoff saw food as an important part of the ship. People could relax and socialize over a good meal and productivity could only increase. Even having a Thanksgiving meal when one is far away from home sends a caring message to the crew and makes people feel good. Reviewer’s Evaluation In my opinion, this book can be very helpful to anyone trying to be a better manager.It really opens the reader’s eyes on the proper way to manage and how to let go of the â€Å"typical† manager style. I really like the part about looking through the employee’s eyes and getting the employees more motivated to do a better job. I believe Abrashoff really challenges the common ideal that managers should be unapproachable and listened to; authority and rules should never be questioned and always followed. He promotes risk-taking and challenging bad rules and really wants the leader to empower their team to make decisions and be innovative.It’s Your Ship is an informative book that can help any leader become a better leader or learn new techniques to become the best leader. I am not sure how this book looks compared to other books like it, but I know the title alone is catchy and I would probably pick this one up first if I had to choose (I think it is because the word â€Å"damn† is on the cover! ). I think it was very appropriate for us BBA students in the business administration field because most of the jobs are supervisor positions. Not only can we students benefit from it, I think everyone can take some pointers from this book.Some may not make it to a supervisor position in an office or retail setting, but there are leader positions everywhere: churches, volunteer work, etc. Each and every leader/manager can really profit from this book. The contribution of the book is huge; the message is so important to all managers. From my experience, I have been managed by many managers and became a manager myself. Many of these lessons would have been an advantage to my superiors and to me. Some of the chapters really spoke to me, such as learning to trust people to do their jobs.I can admit that that was one area that I struggled in when I was a store manager. I really feel that Abrashoff did a great job explaining his practices and he made it very interesting to learn about them. I would definitely recommend this book not only to BBA students, but to many of my retail friends and som e of my current supervisors. Reviewer’s Information Name: Shanita Kitts Affiliation: Averett University Address: 1300 Dover Place, Lynchburg, VA 24502 References Abrashoff, D. M. (2002). It’s your ship: Management techniques from the best damn ship in the navy. New York, NY: Warner Books, Inc.