Jury Research Paper Example | Topics and Well Written Essays - 750 words

Jury - Research Paper Example Justification of the reforms to a state legislature There have been various reforms initiated with the objective of promoting racial diversity in the composition of juries, so that effective decisions and proper, unbiased judgments can be made in the courtroom. However, the construction of the jurisdiction is also not without the criticism of racial diversity. In the American society, the minority class people are often allegedly ascertained to be treated in a bias manner, which further restrict justice on the basis of their rights and privileges as a US citizen. In this respect, the alleged discrimination amid minority and majority people has raised various ethical issues which include assaults and movements against the State (Minow, 1992). There are instances where the representatives of the juries have been witnessed to evolve their judgment with elusive goals. This raises significant concern with regard to the rationality of the judgment offered in the courtroom, where jurors bel onging to the same race as that of the defendant have been alleged to act with sympathy; while on the other hand, jurors belonging to other races tend to implement harsh treatments for punishing the convicts. Hence, it can be argued that the failures of appropriate jurisdiction processes are caused mainly due to lack of diversity in the configuration of jurors. Thus, maintaining a higher degree of racial diversity amid juries is most likely to contribute towards making effective and racially unbiased judgment in the courtroom. Subsequently, with the involvement of minorities and women as jurors, the judgment process may also obtain an enhanced efficiency in dealing with equality of rights and mitigating biasness to a substantial extent (SAGE Publications, 2013). An opponent’s response to the reform There is need for racial diversity in the jury system so that effective decisions can be made with equality and in an unbiased manner. However, from an opponent’s point of v iew, with majorities and minorities, as representatives of the jury, the defendants must not to be offered with the opportunity of selecting as well as composing juries in accordance with their races and communal backgrounds. As in the case of Swain v. Alabama - 380 U.S. 202 (1965) (Justia, 1965) and Batson v. Kentucky (No. 84-6263) (LII, 1985), the judiciary composed in the trials of these cases included majority of jurors belonging from the petitioners respective racial backgrounds and communities, which led to biasness in the process decision making. The defendants, with this facility of composing juries on the basis of their choices, will certainly lead to inappropriate legal decisions and procedures. In this concern, the provisions stipulated by the Supreme Court of the US should firmly prohibit defendants from allocating rights of selecting jury members for the execution of judgment with equality and appropriateness. Furthermore, it stresses that the juries should be selected on the basis of merit system amid majority and minority group of individuals, so that the decisions or judgment are

Song Essay Example | Topics and Well Written Essays - 1000 words - 1

Song - Essay Example nnot incorporate imaginative lyrics into their songs that seek to engage the listener with innovative and interesting ways to tackle a very limited subject matter; a subject matter that is almost invariably dealing with love and/or loss. As a means of understanding one current highly successful song that is currently experiencing a great deal of radio airtime, this particular analysis will consider Rihanna’s single â€Å"Diamonds† within the context of its use of simile, metaphor, and symbolism. As a function of understanding the ways in which these literary devices are utilized within the given song, it is the hope of this author that a new level of appreciation for the means by which songwriters seek to engage the listener with new and exciting means of describing something that has been relayed an infinite number of times before will be realized. With regards to simile within the given song in question, the very first lines of the song state: â€Å"Shine bright like a diamond† (Rihanna 1). In this way, the immediate use of simile is utilized as a way to engage the listener with the powerful imagery of a glistening diamond as reflective of the way that new love glistens and seems as something wholly and entirely unique within the realm of human experience (Gabrielsson 15). Of course the simile in this particular instance acts as more than just as simile, it provides a degree of symbolism in helping to represent the embodiment of love within the song as something akin to a rare and precious stone that radiantly proclaims itself wherever it exists. Further examples of simile in the song exist within the repeated lines â€Å"We’re like diamonds in the sky† (Rihanna 1). Such a use of simile reinforces the idea of comparison to the richness of the love that the songwriter attempts to convey to the listener (Pa lmer 39). In much the same manner metaphor is used as well within the line â€Å"You’re a shooting star I see† (Rihanna 1). Naturally, such an

Structural Engineering Centrifugal Pump Test Laboratory Engineering Essay

Structural Engineering Centrifugal Pump Test Laboratory Engineering Essay This report examines the centrifugal pump. Firstly by examining the system head characteristic, then by examining the effects varying the motor speed has on a single pump. Finally the report examines and compares the use of two pumps in series and then in parallel. Theoretically examination of the system head characteristic should yield a graph of system head against volume flowrate which is curved, the curve should begin above zero from the y axis, due to static lift. Theoretically examination of the effect of varying motor speed across a system of a single pump should show that higher motor speeds lead to higher efficiency in the pump system along with larger changes of power across the system, and a larger drop in head values. Finally comparison of a system with two pumps used in series and in parallel should show that the method used will not have an effect on the efficiency of the system. However it should also show that the system in series has twice the head values of that in parallel and that the system in parallel has twice the volume flowrate values of the system in series. Overall they should have the same Mass flow. Upon comparison of the results obtained with theory, it is evident that for the most part, the experimental results agree with theory. Any minor disagreements between theory and experimentation will be explained in the discussions and conclusions section of this report. This report serves to display knowledge and understanding of the operation of a centrifugal pump gained from completion of the experiment. Introduction The purpose of this laboratory is to study the operation and performance of a centrifugal pump. Centrifugal pumps are an example of a fluid machine. Fluid machines are devices that transfer energy to or from a fluid. Fluid machines include pumps, fans and compressors. This experiment deals with a pump. Pumps are devices used to move gases or liquids from lower to higher pressure. The difference in pressure is overcome by adding energy to the system. Specifically, centrifugal pumps operate by converting rotational kinetic energy into hydro dynamic energy. The rotational energy is typically supplied by an engine or electric motor or turbine. Centrifugal Pumps are an important machine to study from an engineering point of view as they are very widely used as a means of delivering liquids. Centrifugal pumps are used in fields such as sewage, petroleum and petrochemical pumping. For the purpose of this report the centrifugal pump was studied in terms of its performance when a single pump was used and also when two pumps were used (both in series and in parallel). The purpose being to highlight the effects this had on results. The system characteristic was also investigated. The overall purpose of this experiment is to give a better understanding and insight into how this fluid machine works. Below is an image of a centrifugal pump. A greater insight into how it operates and an explanation of the function of the various parts will be provided later in the report. http://www.pumpfundamentals.com/images/closed_impeller.gif Figure 1 Centrifugal Pump Diagram 1 Objectives The primary aim of this laboratory is to gain a better understanding of pumps, in particular the centrifugal pump. Insight is gained into the principles of operation of a centrifugal pump and the process through which a pump transfers energy to a fluid system. There are three parts to this experiment: To determine the system characteristic for the fluid system on which the pump operates. To determine the performance of a single pump relative to motor speed. To determine (for a fixed motor speed) the performance of two centrifugal pumps; Operating in series (ii) Operating in parallel Theory Basic theory and workings of Centrifugal pump As previously stated, the principle operation of a centrifugal pump  is to convert fluid velocity into pressure energy.  The pump is made up of three components; the inlet duct, the  impeller, and the volute. http://htmlimg2.scribdassets.com/4sp8x32v9cejngi/images/4-dd8b7539b4.jpg Figure 2: Centrifugal Pump Diagram 2 Fluid enters the inlet duct (D).  As the shaft (A) rotates, the impeller (B), which is connected to the shaft, also  rotates.  The impeller consists  of a number of blades  that  project the fluid outward when rotating.  This centrifugal force gives the fluid a high velocity.  Next, the moving fluid passes  through the pump case (C)  and then into the volute (E).  The volute chamber  has a uniformly increasing area.  This increasing  area decreases the fluids  velocity, which converts the  velocity energy into pressure energy. 2 Determining the System Characteristic The first step of the experiment is to identify the system characteristic of the pump. When a pump is fitted in a system, it is tested so as to ensure that the volume flow-rate and head of the pump are within required specifications. The Volume flow rate can be defined as the volume of the fluid that passes through a given surface per unit time, and the head of the pump is a measure of the fluid energy. In order to do this we must find the pump head and the volume flow rate. We then plot the pump head (expressed in metres) against the volume flow rate (expressed in m3/s). This should yield a curve. The system head characteristic is dependent on static lift which is associated with change in elevation of the fluid, contraction or expansion of the fluid associated with acceleration and deceleration of the fluid, and the losses within the system. Below is a theoretical graph, showing how the curve should appear. http://www.climatechange.gov.au/what-you-need-to-know/appliances-and-equipment/electric-motors/system-optimisation/optimising-pump-and-fan-applications/~/media/Images/electric-motor/system-curve.ashx?w=447h=324as=1 Example graph for system head characteristic3 When a pump is attached to a system the operating point occurs when the pump head hpump equals the system head hsystem. The optimum operating conditions occur when the required duty point of head and flow intersects the operating point and the design point, the point of maximum efficiency. Single Centrifugal Pump Characteristics The next aspect of the experiment is to determine the performance of a single pump as a function of motor speed. The performance of a pump is generally mapped by plotting pump head (hpump), electrical power (Pelectrical) and pump efficiency (ÃŽÂ ·pump) as a function of the volume flow rate Q through the pump. The use of a single pump is investigated for three different motor speeds, measuring the effect varying the motor speed has on pump head, electrical power and efficiency. These values are then plotted on a graph against the volume flow rate. Theoretically; Higher speeds yield higher efficiency Higher motor speeds lead to a larger change in power across the system. Higher motor speeds yield higher head values (expressed in metres). Double Centrifugal Pump Characteristics The final aspect of this experiment is the investigation of the effects of the use of two centrifugal pumps on the system. The pumps are placed in series and then in parallel. Both systems, i.e. the pump system which is in series and that which is in parallel are set to the same motor speed. In both cases head, electrical power and efficiency are measured and plotted against volume flow rate. The graph for the system in series can then be compared to the graph for the system in parallel, in order to study and compare the different systems. Centrifugal pumps both in series are used to overcome larger system head loss than one pump can handle alone, whereas centrifugal pumps in parallel are used to overcome larger volume flows than one pump can handle alone.4 When running in series, the heads are added and the total capacity is equal to that of the pump with the smallest capacity, whereas in parallel, the capacities of the pumps are added, and the head of all pumps will be equal at the point where the discharged liquids recombine.5 Theoretically whether the system is in series or in parallel shouldnt affect the efficiency of the system. Experimental Methods Equipment Used- The primary piece of equipment used was the centrifugal pump, a detailed explanation of its operation can be found in the theory section of this report (see page 6). We also use a differential pressure transducer, which is a type of pressure sensor. We use a computer to measure and record data. Methods- System Head Characteristic Open valve V1 and close valve V2 located in the inlet pipelines to pumps 1 and 2. Close valve V3 which connects the outlet pipeline from pump 1 to the inlet pipeline to pump 2 Open valve V4 located in the outlet pipeline from pump 1. Open the discharge valve V5 to approximately 75% of its fully opened position. Disconnect the low pressure line connecting differential pressure transducer to upstream of pump 1. Record the motor speed, the discharge volume flow rate, the pressure measured by the differential pressure transducer and the system head. Increase the speed of motor 1 incrementally, at each increment repeat the above step and continue to do so until the motor speed had reached its maximum. Plot the system head characteristic against volume flow rate. Single Pump Open valve V1 and close valve V2 located in the inlet pipelines to pumps 1 and 2. Close valve V3 connecting the outlet pipeline from pump 1 to the inlet pipeline to pump 2 Open valve V4 located in the outlet pipeline from pump 1. Close fully the discharge valve V5. Set the speed of the motor connected to pump 1 using the motor speed controller to 45 Hz Record the Volume flowrate Q, the pump head hp, the electrical power consumed Pelectrical and the pump efficiency ÃŽÂ ·pump. Open valve V5 incrementally, at each increment repeating the above step and continuing until the valve is fully opened. Plot pump head, electrical power and efficiency against volume flow rate Q at that motor speed. Repeat the procedure for motor speeds of 35 and 40Hz. Double Pump In Series Open valve V1 and close valve V2 located in the inlet pipelines to pumps 1 and 2. Open valve V3 connecting the outlet pipeline from pump 1 to the inlet pipeline to pump 2. Close valve V4 located in the outlet pipeline from pump 1. Close fully the discharge valve V5. Set the speed of the both motors connected to pump 1 2 to 45 Hz using the motor speed controller. Record the volume flowrate Q, the pump head hp, the electrical power consumed Pelectrical and the pump efficiency ÃŽÂ ·pump. Open valve V5 incrementally, at each increment repeating the above step and continuing until the valve is fully opened. Plot pump head, electrical power and efficiency against volume flow rate Q at that motor speed. In Parallel Open valve V1 and close valve V2 located in the inlet pipelines to pumps 1 and 2. Open valve V3 connecting the outlet pipeline from pump 1 to the inlet pipeline to pump 2. Close valve V4 located in the outlet pipeline from pump 1. Close fully the discharge valve V5. Set the speed of the both motors connected to pump 1 2 to 45 Hz using the motor speed controller. Record the volume flowrate Q, the pump head hp, the electrical power consumed Pelectrical and the pump efficiency ÃŽÂ ·pump. Open valve V5 incrementally, at each increment repeating the above step and continuing until the valve is fully opened. Plot pump head, electrical power and efficiency against volume flow rate Q at that motor speed. Experimental Results System characteristic for the fluid system Below is the table of results for the determination of the system characteristic for the fluid system; Motor speed N (Hz) Vol FlowrateQ(m3/s) à ¢Ã‹â€ Ã¢â‚¬  Psystem Pa Hsystem (m) 14 0 0.716 0.123333 21 0.188667 3.223 0.376667 25 0.368333 4.296667 0.486667 32 0.477667 6.911 0.753333 35 0.545667 8.450667 0.91 39 0.647667 10.06167 1.073333 42 0.714 12.71167 1.346667 47 0.796333 14.93167 1.573333 The graph for the system characteristic (Hsystem against Volume flowrate) is below: Graph 1 (System Characteristic) Single Pump Test Single Pump Test for Motor Speed 45 Hz- Below is the table of results for the single pump test at a motor speed of 45Hz; Vol Flowrate Q(m3/s) Head (m) Efficiency % Power W 0 8.786667 0 109.9433 0 8.443333 0 109.05 0 7.116667 0 116.8633 0 6.98 0 130.5333 0 7.306667 0 163.25 0.246333 7.32 9.7 181.8867 0.332667 7.186667 11.9 197.02 0.427333 7.016667 14.3 205.6467 0.537 6.833333 15.93333 226.0733 0.619667 6.38 16.53333 234.2133 0.738333 5.876667 17.1 249.1867 0.781333 5.703333 16.76667 260.4133 The corresponding graphs for the single pump test at motor speed 45Hz are below; Total Motor Power (W) Single Pump Test for Motor Speed 40Hz- Below is the table of results for the single pump test at a motor speed of 40 Hz; Vol Flowrate Q(m3/s) Head (m) Efficiency % Power W 0 6.251868 0 128.0131 0.376333 5.406667 10.96667 178.8733 0.55 5.19 13.4 208.5767 0.675 4.706667 13.7 226.7267 0.7335 4.525 13.7 237.915 The corresponding graphs for the single pump test at motor speed 40Hz are below; Total Motor Power (W) Single Pump Test for Motor Speed 35 Hz- Below is the table of results for the single pump test at a motor speed of 35 Hz; Vol Flowrate Q(m3/s) Head (m) Efficiency % Power W 0.054 4.722434 1.633333 118.0014 0.305667 4.276667 7.066667 170.9 0.592 3.65 9.666667 218.18 0.632333 3.546667 9.666667 226.3167 0.630333 3.343333 9.166667 225.1767 The corresponding graphs for the single pump test at motor speed 35Hz are below; Total Motor Power (W) Double Pump Test System in series- Below are the results of the double pump test for a system in series- Vol Flowrate Q(m3/s) Head (m) Efficiency % Power Motor 1 (W Power Motor 2 (W) Total Motor Power (W) 0 18.21333 0 109.2933 55.99 165.2833 0 15.38 0 128.4167 54.69 183.1067 0.255667 14.80333 15.16667 181.3167 62.82667 244.1433 0.43 14.38667 23.5 201.0067 57.37 258.3767 0.537667 13.70667 26.7 218.67 51.43 270.1 0.618667 13.08 26.86667 240.3967 54.44333 294.84 0.730333 11.65 26.96667 256.1867 52.89667 309.0833 0.852667 9.826667 25.06667 272.6233 54.68667 327.31 0.883333 9.863333 25.16667 278.16 60.62667 338.7867 The corresponding graphs for the double pump test for a system in series are below; Total Motor Speed (W) System in parallel- Below is the table of results for the double pump test for a system in parallel; Volume Flowrate Q (m3/s) Head (m) Efficiency (%) Motor Power 1 (W) Motor Power 2 (W) Total Motor Power (W) 0 9.19667 0 111.327 63.8833 175.21 0.277 7.6 11 134.847 52.49 187.3367 0.47167 7.67 17.3 144.773 60.1367 204.91 0.598 7.41667 20.1333 152.917 62.7467 215.6634 0.72033 7.33667 22.8333 165.443 61.28 226.7233 0.83633 7.39667 27 171.06 53.3867 224.4467 0.97033 7.11667 27.7 191.243 52.7333 243.9766 1.11633 6.85 28.3667 201.337 62.7433 264.08 1.29767 6.70667 31.9667 210.613 56.2367 266.85 1.37667 6.33 29.9667 228.597 55.6633 284.26 1.554 6.02667 30.9 241.21 59.4867 300.6967 1.63033 5.73 30 244.14 60.7933 304.9333 The corresponding graphs for the double pump test for a system in parallel are below; Total Motor Power (W) Discussion Conclusions This section of the report contains a discussion of the results obtained along with conclusions drawn from said results and also where necessary, comments regarding any unexpected values. System Head Characteristic The first part of the experiment was conducted in order to attain a system head characteristic curve. Volume flowrate, measured in m3/s, was mapped against Head, which is measured in metres. We would expect this to yield a smooth curve starting above the zero mark form the y- axis, in order to allow for static lift in the pump system. As expected the system head characteristic was found to be a curve, starting slightly above the zero mark on the y axis, therefore for the most part, results were conclusive with theory. However there is one discrepancy between expected results and the actual results obtained, as the curve is not entirely smooth. Some possible reasons for the slightly irregular shape of the curve are; Single Pump Test The second part of this experiment was to investigate the effect changing motor speed has on a pump. In order to conduct this investigation pump head (hpump), electrical power (Pelectrical), pump efficiency (ÃŽÂ ·pump) and volume flowrate (Q) were measured for a variety of motor speeds. Then hpump, Pelectrical and ÃŽÂ ·pump were mapped against Q for each motor speed. The reason for this being to highlight the effects changing motor speed has on the centrifugal pump system. We expect firstly that higher motor speeds yield higher efficiency, secondly that higher motor speeds lead to a larger change in power across the system and finally that higher motor speeds yield higher head values. Upon studying the results of the experiment we can see that they match up with theory. Efficiency- Theory- Efficiency, simply put, refers to how well a pump can convert one form of energy into another. In this case how well the pump converts rotational kinetic energy into hydrodynamic energy. The overall efficiency of a centrifugal pump is defined as the ratio of the water (output) power to the shaft (input) power. By increasing the speed at which the motor rotates the shaft, the shafts power is increased, therefore the value of efficiency is increased. Results- Higher motor speeds did in the case of this experiment did yield higher values for efficiency. For a motor speed of 45 Hz the highest efficiency value obtained was approximately 16.7%, for a motor speed of 40Hz Hz the highest efficiency value obtained was approximately 13.7% and finally for the lowest motor speed used, 35Hz, highest efficiency was approximately 9.16%. Power Change- Theory- Power can be defined as a work/time ratio. The work in the case of this experiment is the rotation of the shaft by the motor, which in turn creates a centrifugal force in the water. For a faster motor speed, the shaft rotates faster, meaning that more work is done per unit time. This means a greater rise in the power value. Results- In this experiment, as expected, higher motor speeds yielded larger changes in power across the system. For a motor speed of 45 Hz the rise in power in across the system was approximately 150.47 watts. For a motor speed of 40 Hz the rise in power in across the system was approximately 109.9 watts. Finally, for the lowest motor speed used, 35 Hz, the change in power in across the system was approximately 107.18 watts. Head- Theory- Head is the height at which a pump can raise water up. The higher the value of pressure, the higher the value of head will be. Since raising rotational speed strongly affects pressure loss of a fluid, we can see that it also affects head loss.    Results- In this experiment, as expected, higher motor speeds lead to a greater loss in head (measured in metres) across the system. For a motor speed of 45 Hz the drop in head across the system was approximately 3.09 metres. For a motor speed of 40 Hz drop in head across the system was approximately 1.727 metres. Finally, for the lowest motor speed used, 35 Hz, drop in head across the system was approximately 1.38 metres. Double Pump Test The final part of the experiment was to investigate (for a fixed motor speed); the performance of two centrifugal pumps; firstly operating in series and secondly operating in parallel. The two results for the system in series and for the system in parallel could then be compared. In order to conduct this investigation pump head (hpump), electrical power (Pelectrical), pump efficiency (ÃŽÂ ·pump) and volume flowrate (Q) were measured, firstly for the system in series and secondly for the system in parallel. Theoretically, when both systems are set at the same motor speed, the pump in series should have twice the Head value of the system in parallel, whereas the system in parallel should have twice the volume flowrate of the system in series. Meaning that both systems end up with the same mass flow. Whether the pumps are in series or in parallel should have no effect on the efficiency of the system. Head- Theory- Results- As expected the system in series has approximately twice the head value of the system in parallel. (Series18.22m: Parallel 9.2m) Volume Flowrate- Theory- Results- As expected the system in parallel has approximately twice the volume flowrate value of the system in series. (Series 0.883 : Parallel 1.63) Mass Flow- Theory- Results- Efficiency- Theory- Results-

Robertson Davis Fifth Business Essay -- Robertson Davies Fifth Busine

  Ã‚  Ã‚  Ã‚  Ã‚  Guilt can only be suppressed for a limited time before it comes out in unwanted ways. In the novel Fifth Business by Robertson Davies, Boy Staunton -a successful businessman with a polished appearance but a tortured soul- took the ultimate plunge to his death. His decision was not merely his own, but was influenced by a team of hands that helped push him to his destiny. First Leola, who was his first love and his wife. Then Mary Dempster, a neighbor from his old town Deptford, whom he mistakenly made into a 'simple' woman. Next his life long-friend and enemy, Dunstan Ramsey, who was a constant reminder of the virtuous life boy longed to live. Then Paul Dempster, the product of Boy's immature childhood behavior. Finally himself, because he suppressed his guilt and refused to accept the shadow that lurked within him. The five people that killed Boy Staunton (as stated) were: Mary- ?the woman he did not know?, Leola- ? the woman he knew?, Dunstan- ?the keeper of his conscience and the stone?, Paul- whom granted his inner most wish, and lastly, Boy Staunton himself.   Ã‚  Ã‚  Ã‚  Ã‚  It can be observed that childhood experiences play a very important role in the stableness of ones soul. One mishap in childhood can create a devastating blow to ones true happiness in later life. This was exactly the case in Boy Staunton's life. Once, when he was little, he got in an argument with Dunny which led to snowballs being launched at Dunny from an aggravated Boy Staunton. The last snowball concealed a rock, and hit Dunny's neighbor Mary Dempster in the head. As a result, she gave birth prematurely (to Paul Dempster), and then afterwards became ?simple minded?. This particular incident acted as a foundation for Boy's growing shadow, and contributed to the demise of his soul. It is ironic that the person who had such a significant influence on Boy Staunton's shadow, was a woman he did not know. When Boy was asked if he had any recognition of Mrs. Dempster, he replied: ? None at all. Why Should I(page 261). Although Boy only met her once, the guilt remained suppressed inside him for the rest of his life.   Ã‚  Ã‚  Ã‚  Ã‚   Boy's guilt grew as the years went by, fed by incidents that occurred from different people. Leola, Boy's first wife was one of these people. Leola was born in Deptford as was Boy. They grew up together going to the same school, and fanci... ...his own life. When Boy was found the morning after, a strange stone was found in his mouth. That stone was the same stone which hit Mary Dempster in the head so many years before. Boy considered the stone to represent his guilt and in the end tried to swallow the stone (he tried to swallow his guilty conscience). Suicide was the only way out for Boy, because his shadow was much to big to confront. Boy's biggest mistake in his life, was that he did not face his conscience when it was small. Instead he let it grow inside him, a mistake which ultimately led to his death.   Ã‚  Ã‚  Ã‚  Ã‚  Indeed Boy's death was influenced by different people throughout his life. Leola who was the woman he knew. Mary - the woman he did not know. Paul - who granted his inmost wish. And of course Dunny -the inevitable fifth. But Boy Staunton was the only one who could be accountable for his guilt. For he, and he alone, ignored his shadow and left it to grow. In the end his shadow was to big to defeat, and so, pushed by the darkness within him, Boy entered finally into the shadow of death. Works Cited: Davies, Robertson. FIFTH BUSINESS. Canada: The Macmillan Company of Canada Limited, 1970.

Rhetorical Analysis of Narrative of the Life of Frederick Douglass by Frederick Douglass Essay

Rhetorical Analysis of â€Å"Narrative of the life of Frederick Douglass† by Frederick Douglass Frederick Douglass wrote many autobiographies, editorials, and speeches. His greatest piece is probably the book Narrative of the life of Frederick Douglass. In this book he talks about his life as a slave and he makes numerous arguments against slavery. Upon a closer reading, Douglass, by metaphors and personal anecdotes, appeals to the three rhetorical appeals Ethos, Pathos, and Logos. Later in the first chapter Douglass talks about his aunt Hester. Hester disobeyed their owner and he started to punish her. †Ã¢â‚¬ ¦ He led her to a stool under a large hook in the joist, put in for the purpose†¦ † (Douglass pg4) Made her get on top of the stool tied her to the hook and â€Å"†¦he commenced to lay on the heavy cowskin and soon the warm, red blood came dripping to the floor†¦Ã¢â‚¬  (Douglass pg 5) â€Å"I was so terrified and horror-stricken at the sight, that I hid myself in a closet and dared not to venture out till long after the bloody transaction was over. (Douglass pg 5)With this quote he is subtly saying â€Å"If you want to know about slavery I can tell you about slavery because I was there, I lived it. † For the fact that he was there and witnessed this event gives him ethos. Around the middle of the second chapter Douglass talks about an overseer named Mr. Severe. Mr. Severe was the overseer of Colonel Lloyd’s, who was Douglass’ owner, plantation. â€Å"Mr. Severe was ri ghtly named: he was a cruel man. I have seen him whip a woman, causing the blood to run half an hour at a time; and this, too, in the midst of her crying children, pleading for their mother’s release. † (Douglass pg 7) Again this same situation where he is telling the audience that he knows what he is talking about because he witnessed and lived it so therefore he has enough credibility to talk about it. This quote shows that he knows exactly what he is talking about so he has the ethos to tell the audience what a slave’s life was like. In the middle of chapter two Douglass talks about how the slaves were not given beds. He said â€Å"†¦They found less difficulty from the want of beds, than from the want of time to sleep†¦Ã¢â‚¬  (Douglass pg 6) â€Å"†¦Very many of their sleeping hours are consumed in preparing the field for the coming day; and when this is done, old and young, male and female, married and single, drop down side by side, on one common bed,-the cold, damp floor,- each covering himself of herself with their miserable blankets†¦Ã¢â‚¬  (Douglass pg 6) He says this to evoke emotion into the audience the phrase â€Å"the cold, damp floor,† and the parallel structure â€Å"old and young, male and female, married and single† evokes emotion. This is a strong appeal to pathos in his argument. In the beginning of chapter eight Douglass talks about when he went to live in Baltimore. He talks about His old master’s youngest son dying and then three years later his old master died. So his property was valued and he was sent for to be valued with the other property. â€Å"†¦Here again my feelings rose up in detestation of slavery. I had now a new conception of my degraded condition†¦Ã¢â‚¬ ¦I left Baltimore with a young heart overborne with sadness, and a soul full of apprehension. (Douglass pg 27) He says this and these lines evoke so much emotion. With the phrase â€Å"a young heart overborne with sadness† and the use of other emotional words and phrases get the audience going. So this is also an example of a strong appeal to pathos. Around the middle of chapter six Douglass talks about going to live with Mr. and Mrs. Auld. Mrs. Auld started to teach him the A, B, Cs. After he learned that he was lear ning to spell words of three or four letters. At that point Mr. Auld found out and told Mrs. Auld not to instruct him further. He said Mr. Auld said â€Å"’†¦ if you teach that nigger how to read, there would be no keeping him. It would forever unfit him to be a slave. He would at once become unmanageable and of no value to his master †¦It would only make him discontented and unhappy. ’ These words sank deep into my heart†¦ I now understood what had been to me a most perplexing difficulty-to wit, the white man’s power to enslave the black man. †(Douglass pg 20) This is his epiphany or his allegory of the cave moment when he realizes what is actually going on. He thought logically for a long time and he finally found what he was looking for. This quote is an appeal to logos. Early on in chapter nine Douglass talks about his Master Thomas Auld. He says he always got enough to eat everywhere else he went but not with Master Thomas. â€Å"I have said Master Thomas was a mean man †¦ Not to give a slave enough to eat, is regarded as the most aggravated development of meanness even among slaveholders. The rule is, no matter how coarse the food, only let there be enough of it†¦ Master Thomas gave us enough of neither coarse nor fine food. (Douglass pg 31) This is a syllogism he is saying Mean slave owners don’t give their slaves enough to eat, Master Thomas doesn’t give his slaves enough to eat therefore Master Thomas is a mean man. A syllogism appeals to logos so this quote appeals to logos. To conclude, Frederick Douglass uses metaphors and personal anecdotes to appeal to the three rhetorical appeals Ethos, Pathos, and Logos. His book Narrative of the life of Frederick Douglass is filled with examples of these appeals. Personal anecdotes give him Ethos, Parallel structure appeals to Pathos, and logical thinking appeals to Logos.

Gloria Jeans Resarch Proposal Essay

Gloria Jeans started as a small coffee and gift shop in Chicago, USA in 1979. However, it wasn’t until 1995 that the company would become an Australian favourite, when the company was bought out by two Australian business men travelling in the USA. Today, Gloria Jeans operates over 1,000 coffee houses in 39 countries, but it is in Australia they are best known and loved, with over 460 coffee houses in Australia. Gloria Jeans has evolved from a simple coffee house into a specialty store, offering many different types of coffee, cakes and cold drinks. The market is highly competitive, and Gloria Jeans targets a younger demographic (peoples aged 18-25). Although successful, Gloria Jeans has been struck hard by giant competitors such as Starbucks and Au Bon Pain entering the Australian market, where Gloria Jeans has historically remained on top. Due to this, the company has decided to perform research to determine the preferences of their consumers, and to allow them to ensure their product mix is appropriate for their current customer base. Research Topic From the background information, the following research problem has been identified: To identify the types of customers that frequent Gloria Jeans coffee houses, to identify the types of products they purchase or are interested in purchasing, to determine the perceived quality of the products offered and to identify the patronage patterns of customers. The primary aim will be to determine the buying behaviour of Gloria Jeans customers, their perception of the products offered, if they prefer to drink coffee in house or take-away, and if the products offered are appropriate for the customers. As well as this, the company also wishes to determine the demographic features of its customers. Research Objectives The overall objective of the research is ‘to identify the consumption behaviour of Gloria Jeans’ customers’. This has been broken into the following three research objectives: 1) To determine the number of people who drink coffee, the frequency of their intake and whether do they prefer in-house or take-away coffee. 2) To identify whether the products available at Gloria Jeans are appropriate for the target market. 3) To examine customer attitude towards Gloria Jeans and its competitors in regards to product range, quality and comparability with competitors. These objectives aim to focus the research on the key areas identified and allow the development of a strategic research plan.

Finding Your Flow Structuring Writing Time to Maximize Productivity

Finding Your Flow Structuring Writing Time to Maximize Productivity Finding Your Flow: Structuring Writing Time to Maximize Productivity Writers from all over the globe will likely agree that writing time is precious. The big question, of course, is how to use that time wisely? How to make sure that you’re as efficient and creative as possible during your allotted hours? Every writing project has its own particular needs, but structuring writing time to maximize productivity saves you time while helping with finding your â€Å"flow.† Start with the big picture, then work your way down to the details; this is a great way to stay on point and make the most of those precious minutes. Follow this step-by-step system to get the most out of your writing process. Step One: Clarifying Your Topic It may seem obvious, but knowing what you’re writing about is essential for a productive process. Is your subject clear? Do you require a thesis off the top? Do you need to refine or adjust your first idea to provide a more active, engaging launching pad for the piece? Being sure your topic is sharp and compelling will save you time later. Building an outline for your piece can be useful even at this early stage. It helps bring your main idea into focus while identifying any weaknesses or gaps in your thinking. This step will also determine whether your current topic is strong enough to carry you through to a conclusion. Step Two: Collecting Your Ideas. Whether the project you are working on requires extensive research, or you’re just jotting down your thoughts, gather as many of these building blocks as you can before you start to write. This will help shape and focus your thinking, and it will increase your efficiency. Online resources are plentiful and easily accessed, but consider researching your facts the old-fashioned way, too: at a library. Where web searches can be cluttered, requiring painstaking sifting to find what you need, libraries are more organized. A library helps you get precisely what you need, with real live experts working to help you. They’re also terrific places to do your actual writing! Don’t be afraid to gather more research material than you think you need. Once you put pen to paper, having a deep pool of resources gives you room to grow your piece in surprising ways – it will also help you drop any ideas that aren’t panning out the way you’d hoped. Fill your arsenal with as many relevant concepts, facts, and arguments as you can before moving on to the next step. Step Three: Organizing Your Thoughts. If you haven’t already created your outline, now is the time. With your topic, theme or thesis as your starting place, take yourself step-by-step to your conclusion. If it’s a narrative, what’s the structure? How does the story unfold? If it’s a research paper, how could you best cover your topic? What are the salient pieces of information, and what’s the most unambiguous order in which to present them? If it’s an argument, how does it need to develop? Decide how you plan to argue your thesis, and how you’ll respond to potential counterarguments. Lay out the specific markers that will guide the direction of your piece, determining where the information you’ve collected fits in. Expand your outline by connecting your ideas and research to the appropriate points, and then assess their strengths. Is there any critical research you haven’t made room for in your outline? Do you require ideas or facts that you haven’t yet gathered? Make you have a robust and detailed outline before proceeding with your work. Step Four: Writing! This is the moment you’ve been waiting for. This is where all the groundwork you’ve laid will pay off at this point. You have a clear map to follow, with solid research to back up your ideas. The focused thinking you’ve done earlier equips you with the mental clarity you’ll need to find all the right words. At this point, set up your writing environment in whichever way works best for you. Do you prefer to work in quiet, or with background music? Are you more focused at home or the library? Will you need coffee or water? Consider whether you’ll require access to the internet for research or reference purposes. For some, a co-working environment provides inspiration and energy. Create an individualized work environment that is comfortable and conducive to focus. Have all of your preparatory work handy, so that you can access it and cross-reference if you need to. Make sure you have pens and paper available if you like to make notes and edits the old-fashioned way. Then, get to it! Don’t be discouraged if you struggle through those first few pages; developing your ideas and arguments in a clear, compelling way isn’t easy. However, the work done during the first three steps means that your energy will now be used in the best way possible – writing the piece that you want to write. You’ve reduced the likelihood of false starts, missing parts, and wasted drafts by preparing well. You have fertile ground in which to grow your best writing. Stick to your outline as best you can, but don’t be afraid to adjust as you go. In doing the actual writing, you’ll no doubt make discoveries that you couldn’t have predicted. However, even here, your thorough preparation will make it possible for you to add to, subtract from and modify your piece without becoming lost. Trust your homework and keep your guiding topic in mind. Once you’ve completed a draft, you’re ready for step five. Step Five: Editing and Proofing. There are online tools that can help immensely at this point. Hopefully, spelling and grammar features have been alerting you to errors as you write. Some people find this helpful; others find it distracting, as it can interrupt their flow. Remember that you can turn off these features if you prefer to wait until you’ve finished a draft before checking its technical accuracy. Regardless, proofing spelling and grammar is only a small part of the editing process. Before you buff that piece to a high shine, you need to be sure that it’s solidly built. Try to read your draft as though seeing it for the first time. Is it clear? Does it say what you intended it to? Do the arguments and images connect comprehensively? Is it convincing? Consider whether any points or ideas are underdeveloped. Look out for overly long sections that can unbalance the flow of the overall piece. Evaluate whether your writing takes the reader where you want to go. Once you’re happy with the structure and flow of your work, then use those technical tools to be sure you deliver the most polished and powerful piece possible. As you spend more time writing, you’ll undoubtedly discover what works best for you. In the meantime, use this basic structure to help maximize your time, and begin the of finding your flow! For any questions about your next writing project, call 1 (800) 573-0840 to speak to an expert at . Servicing a range of academic needs throughout Canada, we’re ready to help you put your best foot forward at school, or in the competitive international job market.