The Hertz sprung-Russell Essays

The Hertz sprung-Russell Essays The Hertz sprung-Russell Essay The Hertz sprung-Russell Essay The Hertz sprung-Russell The chief sequence is a uninterrupted and typical set of stars that appear on secret plans of leading colour versus brightness. Stars on this set are known as main-sequence stars or dwarf stars. A star on the chief sequence is one that is bring forthing visible radiation and heat by the transition of H to helium by atomic merger in its nucleus. The Sun, along with the majority of the stars seeable to the bare oculus, are chief sequence stars. A star arrives on the chief sequence after it starts H combustion in its nucleus and remains there throughout its core-hydrogen-fusion stage. A star s place and length of stay on the chief sequence depend critically on mass. The most monolithic stars the hot, bluish-white O stars and B stars occur to the upper left and have main-sequence life-times of merely a few million or 10s of 1000000s if old ages. The least monolithic, hydrogen-burning stars, the ruddy midget, sit to the lower right and may stay on the chief sequence for 100s of one mi llion millions of old ages. With the exclusion of hypergiants, the brightest, largest sort of star. Supergiants have brightnesss of 10,000 to 100,000 solar brightnesss and radii of 20 to several hundred solar radii ( about the size of Jupiter s orbit ) . The two commonest types are ruddy supergiants, exemplified by Betelgeuse and Antares, and bluish supergiants, exemplified by Rigel. When a star of at least 15 solar multitudes exhausts the H in its nucleus, it foremost swells to go a ruddy giant. But when it reaches the phase of helium-to-carbon combustion, by the triple-alpha procedure, it expands to an even larger volume. This much brighter, but still reddened star is a ruddy supergiant. Through a vigorous leading air current, ruddy supergiants steadily lose their drawn-out ambiances and turn into smaller but much hotter bluish supergiants. A bluish supergiant may so develop a fresh distended envelope and revert to the ruddy supergiant stage. Both types, ruddy and bluish, can detonate as supernovae. This came as something of a surprise to uranologists, since leading development theory had long taught that supernovae ever come from the ruddy assortment. However, the great Supernova 1987A was found to hold had a bluish supergiant precursor. Supergiants are among the most monolithic stars. In the Hertzsprung-Russell diagram they occupy the top part of the diagram.

Watch for Visually Distracting Phrases

Watch for Visually Distracting Phrases Watch for Visually Distracting Phrases Watch for Visually Distracting Phrases By Mark Nichol Writers (and readers) face many perils faulty grammar, mangled syntax, and misplaced, missing, or extraneous punctuation among them but there’s one form of distraction writers might more easily overlook: Visually (and/or acoustically) distracting groups of words that, for one of three reasons, create obstacles to clear reading. One type of obstruction is repetition of sounds, either alliterative or assonant. Alliteration, the use of several words in sequence or within a sentence that start with the same sound, can be an effective technique, especially in poetry or just for fun (I use it often), but when it’s inadvertent (and sometimes when it’s deliberate), it just gets in the way. In the following sentence, for example, three of the first five words start with the letter r: â€Å"In regard to residents’ reviews, those who lived in the city where a restaurant is located tended to give the restaurant lower ratings than tourists did.† â€Å"In regard to† is clunky, and the sentence could begin simply with however instead of the alliterative introductory phrase. Another solution is to scatter the alliterative words, as in the revision from â€Å"These individuals often present complex clinical-care needs† to â€Å"These individuals often present complex needs for clinical care.† A similar potential obstruction is assonance, the repetition of vowel sounds within or at the end of a word. For example, three of the first four words in the introductory phrase in â€Å"Due to their redo being late, I didn’t get a chance to evaluate it† end in the -oo sound. (Read the phrase quickly three times without a pause and tell me it doesn’t sound like the first notes of a classic circus and carnival tune.) â€Å"Due to† is awkward under any circumstances (except in usage such as â€Å"The ceremony is due to begin soon†); use because instead. Another distraction is the proximal use of two or more words with the same or similar letter sequences but different pronunciations, as in â€Å"There were some elements that weren’t thought through enough.† This unfortunate pileup requires more extensive revision one possibility is â€Å"They didn’t sufficiently think some elements through.† Yet another problematic construction is one that inadvertently places two antonyms together, as in â€Å"Check your manuscript’s structure to make sure it doesn’t topple over under reader scrutiny,† where the words over and under are uncomfortably close. In this case, over can be deleted, or replace â€Å"topple over† with a synonym like collapse. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:75 Contronyms (Words with Contradictory Meanings)45 Synonyms for â€Å"Old† and â€Å"Old-Fashioned†Each vs. Both

Inferential Statistics Project Example | Topics and Well Written Essays - 1500 words

Inferential - Statistics Project Example The data sets are divided into two sets; Android, Windows and Others representing the operating systems in the market and a dependent variable Smartphone on the category indicating the total cell phone sold with the operating system. The independent variables are the App is representing the App store, GUI represents the Graphical User Interface of the smartphone and the Functionality representing the functions carried out by the operating systems and the apps. The data is bivariate data as two variables are measured in a single study (William Mendenhall III, 2013). We calculated the operating system market share and the customer buying behavior towards the software capabilities of the smartphone. Most consumers prefer smartphones running on Android platform; on average 10 Android phones are sold daily. The consumer‘s are influenced by the app store on the phone, with 9 people every day says that the app store matters to them most. The positive coefficient indicates the directional effects of the independent variables and the effect they will have on the depend variable smartphone. Thus, with an increase in App, GUI or Functionality results to increase in sales of smartphones. Meaning that the consumer behavior depends on the software installed or can be installed on the gizmo. Goodness to fit ≠¥ 0.80 or 80% and we reject Reject H0 if p-value ≠¤ ÃŽ ±, where ÃŽ ± is the level of significance for the test (David R. Anderson, 2011). Thus p-value ≠¥ 0.0000, thus the null hypothesis is accepted. At 95% confidence level (1.869, 5.088), this are plausible values of parameter where mean may lie; thus, we expect more consumers to be influenced by App store parameter in smartphone. Thus we expect the sales of Android phones to increase with the same parameter as they are the market

Introduction to Geography - Food and Climate Assignment

Introduction to Geography - Food and Climate - Assignment Example According to Moneo & Iglesias (2004, par. 2), â€Å"climate is one of the main factors which controls what natural resources we have and is an important element of sustainable development. Agriculture and water resources are intrinsically linked with climate†. In Asia for example, known for countries enjoying a tropical climate, the staple food is rice. This applies to countries such as Thailand, Philippines, Indonesia, Malaysia, among others. Rice has been known to grow in tropical countries with lots of high temperatures the whole year round concurrent with a well defined rainy season, conducive to planting rice. Aside from rice, tropical countries are conducive to producing fruits such as pineapple, mango, banana; legumes; root crops like potatoes, cassava and yams, among a host of other foods. These crops like warm weather with intermittent rain. In the United States, where geography and climate differ across various regions, food production likewise varies depending on climatic conditions. The CIA World Factbook (2010) described the climate in the USA as â€Å"mostly temperate, but tropical in Hawaii and Florida, arctic in Alaska, semiarid in the great plains west of the Mississippi River, and arid in the Great Basin of the southwest; low winter temperatures in the northwest are ameliorated occasionally in January and February by warm chinook winds from the eastern slopes of the Rocky Mountains†. As such, the major crops produced are corn, soybeans, hay, wheat, and sorghum (EPA, 2009). Foods in midlatitude climates such as those coming from Colombia are mostly coffee, banana, sugarcane, and other staple crops like â€Å"rice, beans, cassava, potatoes, barley, corn, and wheat† (US Library of Congress, n.d., para. 10). Corn is also considered a staple crop together with wheat and barley which is adaptable to a climate in higher grounds. The moist continental climate in regions such as Japan have foods such as â€Å"rice, sugar beets, vegetables, fruit.  Ã‚  

Technology in Reading Comprehension Essay Example for Free

Technology in Reading Comprehension Essay Rationale Over the decades ago, Seymour Papert (1980) wrote Mindstorms and advocated a revolutionary philosophy in which technology was as seen as a fulfilling two major roles in education: (a) a heuristic role in which the presence of the computer was seen as a catalyst of emerging ideas and (b) an instrumental role in which the presence of the computer would carry ideas into a world larger than the research centres where they were incubated. When the Children’s Machine was published, Papert (1993) looked back over the decade since Mindstorms and asked question, â€Å"Why through a period when so much human activity has been revolutionized, have we not seen comparable change in the way we help children learn?† Technology’s exponentially increasing power, decreasing costs, portability and connectivity have gone beyond what it have been started. Yet, inside classrooms across the country, there is such a problem on how technology is being used for the enhancement of reading comprehension. It is not the unavailability particularly of computers but how they are being used in the classroom discussion. In teaching reading, technology is one of the available effective approaches. However, the use of technologies to enhance reading instruction is still its infancy. This reflects that the technological capabilities that are known to have potential in helping children to read, such as computer, have only become sufficiently affordable and available in widespread use. Even though it can support students, effective instruction needs to be interactive. This is Chapter 2 REVIEW OF RELATED LITERATURE Related Literature This chapter looked into the literature and studies about the effects of technology in enhancing reading comprehension. Only few that related to the present study are presented in this section. There are researchers’ standout positive effects of technology in education most especially in the improvements of reading comprehension. Some of them are Boster et.al. (2004), Tracey and Young (2006). Technology is the science of industrial arts. It is the making, usage and knowledge of tools, techniques, crafts and systems or methods of organization in order to solve a problem or serve some purposes. (www.wikipedia.com) In addition, technology refers to any valid and reliable process or procedure that is derived basic research using the scientific method. (Dale, 1969) Technology in education is nudging literacy instruction beyond its oral and print-based tradition to embrace online and electronic text as well as multimedia. Computers are creating new opportunities for writing and collaborating. The internet is constructing global bridges for student to communicate, underscoring the need for rock-solid reading and writing skills. By changing the way that information is absorbed, processed and used, technology is influencing the people how to read, write, listen and communicate. (www.wikipedia.com) Chapter 3 METHODOLOGY This chapter contains the methods and procedure used in the study. These are: the research design; subject of the study; research locale; data gathering procedure; data gathering instrument; and the statistical treatment. Research Design The research method used in this study was the two- group posttest- only randomized experiment. In design notation, it has two lines – one for each group – with an R at the beginning of each line to indicate that the groups were randomly assigned. One group gets the treatment or program (the X) and the other group is the comparison group and doesn’t get the program. Subjects of the Study Two groups were involved in this study. These two groups were all fourth year students of BCNHS (Bislig City National High School) namely; Roca- IV and Depay-IV both have 25 students. The research conducted during their English class session from Monday- Friday at 8:00 – 9:00 in the morning, respectively during the Second Quarter period of the school year 2011-2012. Chapter 4 PRESENTATION, DISCUSSION, ANALYSIS AND INTERPRETATION OF DATA This chapter presents and discusses the results of the study. The Part I includes the scores and interpretations of scores from the control and experimental groups; Part II is the discussion of the difference of the scores between control and experimental groups; and Part III is on the correlation test of hypothesis. Table 1 Rating Scale of the Fourth Year High School Students Scores Scores 1-101-15InterpretationDescription 9-1013-15Highly FavorableThe scores of the respondents show very high result through the use of high technology 7-810-12FavorableThe scores of the respondents show high result through the use of high technology 5-67-9Moderately FavorableThe scores of the respondents show satisfactory result through the use of high technology 3-44-6Less FavorableThe scores of the respondents show less satisfactory result through the use of high technology 0-20-3Not FavorableThe score of the respondents do not show satisfactory result through the use of high technology Table 2 shows the interpretations of the scores of the students by test depending on the level of comprehension. This was used to determine the results of which technology must be used in enhancing reading comprehension. CHAPTER 5 SUMMARY, CONCLUSION AND RECOMMENTATIONS This chapter presents the summary, findings, conclusions and recommendations of the study. Summary The principal purpose of this study was to determine the effects of technology in enhancing reading comprehension of the fourth year students of Bislig City National High School.   The study utilized two sections of the fourth year students’ population. On section was chosen as the experimental group and the other one was the control group. Both groups were given a posttest with the same reading text and types of test: Test I- Question and Answer (10 items); Test II- Vocabulary Test (10 items); Test III- Depth of Meaning (15 items) and Test IV- Logical Inference (15 items). The researchers introduced to the experimental group the high technology using Microsoft Power Point through Power Point Presentation with pictures. The control group used the traditional way through pen and paper test. The research specifically answered the following questions: 1.What are the effects of using technology in reading comprehension? 1.1. What changes will occur on the reading comprehension of the students when exposed with technology?

The Writing Style and Beliefs of Kate Chopin Essay -- Biography Biogra

The Writing Style and Beliefs of Kate Chopin  Ã‚     Ã‚  Ã‚   Kate Chopin was an extraordinary writer of the nineteenth century. Despite failure to receive positive critical response, she became one of the most powerful and controversial writers of her time. She dared to write her thoughts on topics considered radical: the institution of marriage and women's desire for social, economic, and political equality. With a focus on the reality of relationships between men and women, she draws stunning and intelligent characters in a rich and bold writing style that was not accepted because it was so far ahead of its time. She risked her reputation by creating female heroines as independent women who wish to receive sexual and emotional fulfillment, an idea unheard of in the 1800s. In the late nineteenth century, the central belief of the vast majority was that the woman's job was to support and nurture her husband and children. Women were given no individual identity and were seen only in relation to a family. Women of this time could not vote and therefore had no say in any political matter. Women who wished to comment politically did so with some form of art, including music, painting, and writing (Magill, American 387). According to Frank Magill, when a woman considers herself only as a part of a relationship with someone, then that relationship becomes the central issue of her life (American 386). As a woman whose husband died young, leaving her six children to raise alone, Chopin understands that kind of dependency upon relationships (Magill, American 384). Almost as working out of her own role, she explores in her writing the complexity between men and women. Readers realize that Chopin's writing in the 1890s was far ahead of ... ...'The Storm'." The Markham Review 2.2 (1970): 1-4. Baker, Christopher. "Chopin's 'The Storm.'" Explicator 52.4 (1994): 225-226. Chopin, Kate. "The Storm." Literature Across Cultures. 2nd ed. Sheena Gillespie, Terezinha Fonseca, Carol A. Sanger. Boston, Allyn: 1998. 345-348. ---. "A Respectable Woman." Gillepsie, Fonseca, and Sanger. 342-344. ---. "At the 'Cadian Ball." The Awakening and selected stories by Kate Chopin. Ed. Sandra M. Gilbert. New York: Viking Penguin Inc., 1983.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  179-188. ---. "Athà ©naà ¯se." Gilbert. 229-261. Dyer, Joyce. "Gouvernail, Kate Chopin's Sensitive Bachelor." The Southern Literary Journal 14.1 (1981): 46-55. Magill, Frank N., ed. Critical Survey of Short Fiction. New Jersey: Salem Press, 1981. 1132-1136. ---. Magill's Survey of American Literature New York: Marshall Cavendish Corporation, 1991. 386-391.

Claude Monet Research Paper Essay

Claude Oscar Monet was born on November 14, 1840 in Paris France, His father was a wholesale grocer and ship chandler which is how he provided for the family. Monet’s father and mother decided to move to Le Harve in 1845(Seitz, Pg 2). By the young age of 15 years old, Monet received a reputation as being a great caricature artist (Biography. com). The year 1857 was a tough period for Monet, because his mother died (Seitz, Pg 5). Two years after his mother’s death, Monet moved to Paris against his father’s wished to pursue a career in painting. While in Paris, Monet entered the the Swiss Academy of painting and became inspired by the work of Eugene Delacroix, Camille Corot, and Charles Daubigny (Biography. com). In 1860, Monet gets the honor of meeting Camille Pissarro and Gustave Courbet. It was during this time that Monet decided to take a break from painting and join the army in Algeria from 1860 to 1862. After serving his time in the army, Monet picked up right where he left off and started painting again. In 1865, Monet’s painting are submitted for the first time to the official salon where Camille Dondeux who was Monet’s lady friend at the time was featured in one of Monet’s paintings to be put on display(giverny. org). Monet’s first son Jean Monet was born in 1867 while he was in Sainte Adresse. One year after the birth of his son, Monet tried to commit suicide, shortly after his failed attempt at suicide, Monet receive a pension for this painting Mr Grauibert. After the outbreak of the Franco-Prussian War (19 July 1870), Monet and Camille took refuge in England in September 1870. While there, Monet studied the works of John Constable and Joseph Mallord William Turner, both of whose landscapes would serve to inspire Monet’s innovations in the study of color. In the spring of 1871, Monet’s works were refused authorization for inclusion in the Royal Academy exhibition. In May 1871, he left London to live in Zaandam, in the Netherlands, where he made twenty-five paintings. He also paid a first visit to nearby Amsterdam. In 1871, Monet’s father died and Monet returned to France. Monet lived in Argenteuil from December 1871 to 1878, Argenteuil was a village on the right bank of the Seine river near Paris, and a popular Sunday outing destination for Parisians this was the area where Monet painted some of his best known works. In 1874, Monet returned to Holland. It was during this time that Monet became recognized as one of the most honored and talented artist among the French painters because he was brilliantly successful in achieving the impression of a fresh view of nature (Seitz, Pg 9). This was a huge honor to Monet, because he himself described his paintings as Metaphysical naturalism in which he states â€Å"I am simply expending my efforts upon a maximum of appearances in close correlation with unknown realities. When one is on the plane of concordant appearances one cannot be far from reality, or at least what we know of it†¦. Your error is to wish to reduce the world to your measure, whereas, by enlarging your knowledge of things, you will find your knowledge of self enlarged. †(Seitz, pg 46) In 1874, Monet exhibits†Impression:Sunrise† at the first Impressionist exhibition in the studio of Nadar. Monet’s second son Michel Monet was born in 1878 and the family settles at vetheuil in the company of the Hoschede family(giverny. org). Monet’s wife Camille dies in 1879, two years after her death Monet and his sons move to Poissy. In 1883, Monet rents a house at Giverny which is where he would end up staying for the next 43 years(Arnold, Pg 16) Monet marries Alice Hoschede in 1892 and also paints the Rouen Cathedral series. Monet painted several views of the views of the Japanese bridge, during this time he took several trips to London to work on and paint views of the Thames(Arnold, Pg 20). In 1914, Monet had to suffer through the loss of another wife this time Alice Hoschede. Heartbreak would continue to follow Monet when his eldest son Jean died three years after Alice in 1914. During the years of 1916 to 1926, Monet worked on the twelve large canvas, The Water Lilies, which he offered to donate to France where the paintings were installed in an architectural space designed for them at the museum of the Orangerie in Paris France. Monet died of lung cancer on December the 5th in 1926 at the age of 86 and was buried in the Giverny church cemetery. Monet had insisted that the occasion be simple; thus only about fifty people attended the ceremony(Arnold, Pg 25) His famous home, garden and water lily pond were bequeathed by his son Michel, who was Monet’s only heir, and to the French Academy of Fine Arts in 1966(Giverny. org). Through the Foundation Claude Monet, the house and gardens were opened for visit in 1980, following restoration. In addition to souvenirs of Monet and other objects of his life, the house contains his collection of Japanese woodcut prints. The house is one of the two main attractions of Giverny, which hosts tourists from all over the world. In conclusion, Monet was one of the most known and respected French Impressionist artist in the world, who went through several ups and downs in his long career of painting. Monet created many pieces of artwork, but for most people his best painting was the â€Å" Impression, Sunrise† painting which earned Monet the title â€Å"The father of the movement† and also the title and honor of being named the founder of the movement of Impressionist

Titian’s Venus and the Lutenist

Titian, Venus and the Lutenist Titian’s Venus and the Lutenist depicts Venus laying in a courtly setting set on a larger pastoral landscape. The intertwining of both courtly and pastoral is common in the high Renaissance and appropriate for the painting as Venus is the queen of love, beauty, and nature. The painting was very possibly a wedding gift to a nobleman or ruler, and the theme of marriage is reflected in Venus’ ring and the wreath of flowers that Cupid places above her head. Trademarks of the courtly, such as jewelry and sumptuous clothing, are inscribed with pastoral features.Indeed, Venus is set upon a pastoral and natural landscape because â€Å"there is none among [living things] which has not been derived from love as from its first and most reverend father. † (Bembo, Gli Asolani) By setting her indoors, laying on luxurious fabrics, Titian glorifies and places a higher value on Venus. It seems to set a hierarchy where she is at the top, and nature a nd humanity are underneath. She lays beside a nobleman playing the lute, which is in itself a courtly instrument and he is gazing at her in admiration.By portraying the nobleman as young, Titian gives Venus an almost maternal quality, playing on the idea that she is the mother of all things (she is occasionally compared to Mary. ) She is also set apart from the scene in the background by the difference in the activities being performed by the figures. In the background can be seen nymphs and satyrs dancing freely, in contrast to the higher, more civilized Venus in the foreground. Titian resolves contradictory values of the sixteenth century by ennobling and glorifying a figure of great sexuality and underlining Venus’ influence on all of nature through the larger pastoral landscape.

Reaction Paper on Ccps Staged Reading Essays

Reaction Paper on Ccps Staged Reading Essays Reaction Paper on Ccps Staged Reading Essay Reaction Paper on Ccps Staged Reading Essay Labfest which is a festival for new plays, untried, untested, unpublished and unstaged. It is done by virgin playwrights or first-time playwrights, first-time writers or also known as extra-virgins and born-again virgins or the professional writers with new works. The plays are selected from different scripts sent by writers from all over the country. Virgin Labfest is held at The Cultural Center of the Philippines on July 6, 2013 and Virgin Labfest is now running on its ninth year and proving to be one of the most successful theater festivals.To train aspiring writers Virgin Labfest created its own writing fellowship with a two-week mentorship programs on the study and practice of dramatic writing on the stage. The fellows have lectures, discussions and workshops on playwriting and script critiquing. The Fellowship Program culminated a staged reading of the fellows’ works at the CCP Bulwagang Amado Hernadez. The event is free and open to the public. There were 10 short plays directed by Dennis Marasigan and will be performed by amateur and professional theater actors. The 10 short plays are: 1. Ang Gintong Aral ni Ma’am Zeny  by  Tyron Judes D.Casumpang 2. Final Interview  by  Christian M. Dagsil 3. Kalayaan  by  Christa I. De La Cruz 4. Ungentlemanly Behavior  by  John Carlo Dulu 5. Kung Paano Magsintas ng Sapatos  by  Janina Faith Gacosta 6. Bago Magkaroon ng Panibagong Mundo  by  Sherina Mae Inza-Cruz 7. Pabaon  by  Levine Andro Lao 8. Ang mga Nakatatawid sa Asin  by  Lorenzo Elias Lopez 9. Drop Zone  by  Miyo Sta. Maria 10. Ang Huling Stage Reading ni Romulo Dulah  by  Christian Ubana Tordecillas These short plays that were featured are the results of the mentorship program by the award-winning playwright, Glen Sevilla Mas.As part of the Speech and Stage Arts class we were required to watch the Stage Reading of the fellows and critique them. At first, I was just expecting a simple presentation. From the word itself, stage reading, I was thinking of a group of people handling scripts and reading it as accompanied with variety of emotions. But I was surprised when we enter the Bulwagang Amado Hernandez and asked my classmates who were also there, if why there were props on the stage. They said that we will be watching plays more than we expected.The plays took only 10 to 15 minutes act on the stage and the title were announced before the play. Every part had a set of three to four different plays and the title of each play was announced before the play. I was not able to get the full title and just put something like â€Å"Adobo† or key words on my notes so I can remember them. The first play was â€Å"Ang Pabaon† by Levin Andro Lao. It was a good play but it is somehow a common story and with a predictable ending. But the thing that made it unique was the concept of Adobo that added a taste to the story. There were two characters in the play; ‘Buboy’ and the mother.Buboy as he portrayed his role, he was a bit monotonous and he used almost the same gestures and facial expressions. The mother although she is very young, her actions really fit her role as an old woman. The thing that distracted me with the mother was her way of pronouncing the letter ‘S’. she mispronounced ‘S’ as ‘Sh’, and because of that some of her words were not delivered clearly and I can’t understand some of the words that she said. Next was â€Å"Ang Gintong Aral ni Ma’am Zeny† by Tyron Judes D. Casumpang. The story was very extraordinary; the very first act that the man produced really showcased the whole 10 minute play.As we have studied in our class, I remember that a powerful voice at first will still the emotions of the audience as I have experienced that time. The man who played as the policeman and the former student of Ma’am Zeny really had a good quality of voice, powerful impact, variety of tone based on the emotions and expressions. The woman who portrayed the role of Ma’am Zeny has a soft voice but with much of emotions expressed, with the way she spoke mildly and calmly, I as one of the audiences felt moved by her emotions and facial gestures.I would also like to commend the plot of the story that it became a mysterious act of what would she do to the kid that was lying on her lap. Lastly, with the kid, it was good because at his age, he can really act like a professional artist although his accent does not fit his role. The third play was â€Å"Ang Huling Stage Reading ni Romulo Dulah†Ã‚  by  Christian Ubana Tordecillas. The story was very intriguing, because we can’t really find out where Romulo would go after their stage reading until the time that he said the he will be executed in China. Romulo’s mother as ‘Inahing Manok’ acted very realistic hat she can let her audience feel the sadness that she was feeling at tha t very moment. Vj Serag as ‘Bokbok Manok’ had a different approach in his character. His face looked angry but he was feeling sad and guilty because of Romulo’s situation, he was a little monotonous maybe because of his short dialogues. ‘Soksok Manok’ was a very good actor as he portrayed his character. The audience as the recipient of his emotions really laughed and felt sad because of the way he spoke and his facial expressions that seemed to be very unique. Romulo as the main character gave us the feeling of sadness although he was throwing jokes in his dialogues.I felt like something was hidden within him and it was the loneliness of the character portrayed. All in all the story did amazed me. Next was the story with the title, â€Å"Ungentlemanly Behavior†Ã‚  by  John Carlo Dulu. The title of the story gave me a bit idea of the concept of the play; I said â€Å"maybe it is about a gay. † And I was right! But the thing that did am azed me was the revelation from the father saying that he is a gay and he had a past relationship with the teacher. It was a very funny story because of their dialogues and emotions expressed.The father used variety of tone and pitch, he also used the technique of lowering his voice and then shouting, like the term ‘decrescendo’ in singing. Vj as the teacher expressed very strong emotion of shame and denial because of what the father is saying. He also used appropriate body gestures as he moved back and forth of the staged. For me, it was one of the best stories among the ten plays. The fifth play was â€Å"Ang mga Nakatatawid sa Asin†Ã‚  by  Lorenzo Elias Lopez. The characters were the Lola, the two young man and woman who played as siblings with different parents.At first I thought that the story was all about aswang or supernatural things but as the story went by, it was about the temptation of a man towards a woman. The lola was very oldish in style, she re ally portrayed her character as an old woman with ease. Both of the siblings expressed different variety of voice, tone and gestures. The sixth play was, â€Å"Kalayaan† by Christa I. Delacruz. As I was watching the play, I felt a little discomfort because of the kissing scene of both women. This kind of play should consider the audience, because it had some censored parts.The woman with the short hair produced exaggerated actions that I think inappropriate to her dialogues and with regard to her partner, she was talking mostly in English and some of the words mumbled in her mouth as she was saying those, she had some mispronounced words and she did stutter sometimes. The seventh play was, â€Å"Final Interview† by Christian M. Dagsil. It was a very good story and it really depicted the reality of life. Both Vj and the woman beside her expressed appropriate gestures and used variety of tone and pitch and they have a good quality of voice.But the main character of the s tory named ‘Suzette’ has a very low voice that with the large amount of crowd, the audience at the back was not able to hear what she was saying that time and some of the audience just do murmuring around. With the energy level and the power of the voice of her two co-actors, she was covered up by them. In that sense, she should consider the number of her crowd, she can’t be heard at the back added up by the noise of the air condition. The eighth play was, â€Å"Bago Magkaroon ng Panibagong Mundo† by Sherina Mae Inza-Cruz. The story had the sense of science fiction, because it is about the destruction of the world.The characters are very realistic in acting. Especially in imaginary setting, because they were just imagining that they were in the front of them but in the story they were in a different cubicle talking to one another. The woman who had given the pill to survive had a very good expression and voice quality while the ‘ate’ somehow e xplicit gestures that were not that fitted to her role. The ninth play and one of the best among the 10 stories was, â€Å"Drop Zone† by Miyo Sta. Maria. All of the actors portrayed their roles naturally, and they were all funny.Their voice have a power and strong impact to the audience despite the fact that they were using a sound of a chopper that was quite loud but they did not let the sound cover up their voice. Last but not the least is the story with the title, â€Å"Kung Paano Magsintas ng Sapatos† by Janina Faith Gacosta. The story was a bit simple and it has a predictable ending. But with that matter, the characters did a great job especially the man at his young age, he was able to portray the role of an old man with side acts like cough and loss of breath, he showed variety of emotions and the delivery of the words was very clear.The little boy also did a great job in acting but the volume of his voice was very low and he is slang that was not that appropria te to his character. To sum up, all of the plays have their different characteristics and the characters as well. But with the right variety of tone, volume, pitch, gestures and even emotions, they can really act in front naturally. I think with coherence with our subject, it is very important that we know those factors that will make pour speech or delivery clear and understandable.

How Napoleon Became Emperor of France

How Napoleon Became Emperor of France Napoleon Bonaparte first took political power in France through a coup against the old government, but he had not instigated it: that had principally been the plotting of Sieyes. What Napoleon did was to capitalize on the situation in order to dominate the new ruling Consulate and gain control of France by creating a constitution which bound his interests to many of the most powerful people in France: the landowners. He was then able to use this to leverage his support into being declared Emperor. The passage of a leading general through the end of a revolutionary series of governments and into an emperor was not clear and could have failed, but Napoleon showed as much skill in this area of politics as he did on the battlefield. Why the Landowners Supported Napoleon The revolution had stripped the land and wealth from the churches and much of the aristocracy and sold it to landowners who were now terrified that royalists, or some sort of comprise government, would strip them of it, in turn, and restore it. There were calls for the return of the crown (small at this point, but present), and a new monarch would surely rebuild the church and aristocracy. Napoleon thus created a constitution which gave many of these landowners power, and as he said they should retain the land (and allowed them to block any movement of land), ensured that they would, in turn, support him as leader of France. Why Landowners Wanted an Emperor However, the constitution only made Napoleon First Consul for ten years, and people began to fear what would happen when Napoleon left. This allowed him to secure the nomination of the consulship for life in 1802: if Napoleon didn’t have to be replaced after a decade, land was safe for longer. Napoleon also used this period to pack more of his men into government while debasing the other structures, further increasing his support. The result was, by 1804, a ruling class which was loyal to Napoleon, but now worrying what would happen on his death, a situation exacerbated by an assassination attempt and their First Consul’s habit of leading armies (hed already nearly been killed in battle and would later wish he had been). The expelled French monarchy was still waiting outside the nation, threatening to return all ‘stolen’ property: could they ever come back, such as had happened in England? The result, enflamed by Napoleon’s propaganda and his family, was the idea that Napoleon’s government must be made hereditary so hopefully, on Napoleon’s death, an heir who thought like his father would inherit and safeguard land. Emperor of France Consequently, on May 18th, 1804, the Senate – who had all been chosen by Napoleon - passed a law making him Emperor of the French (he had rejected king as both too close to the old royal government and not ambitious enough) and his family was made hereditary heirs. A plebiscite was held, worded so that if Napoleon had no children – as he hadn’t at that point – either another Bonaparte would be selected or he could adopt an heir. The result of the vote looked convincing on paper (3.5 million for, 2500 against), but it had been massaged at all levels, such as automatically casting yes votes for everyone in the military. On December 2, 1804, the Pope was present as Napoleon was crowned: as agreed beforehand, he placed the crown on his own head. Over the next few years, the Senate and Napoleon’s Council of State dominated the government of France – which in effect meant just Napoleon – and the other bodies withered away. Although the constitution didn’t require Napoleon to have a son, he wanted one, and so divorced his first wife and married Marie-Louise of Austria. They swiftly had a son: Napoleon II, King of Rome. He would never rule France, as his father would be defeated in 1814 and 1815, and the monarchy would return but he would be forced to compromise.

Moral and economic category in capitalism Essay

Moral and economic category in capitalism - Essay Example If the gap between poor and rich is growing, it threatens the dominance by demonstrating its negative moments such as, for example, too much materialism. However, if to take into account the fact that capitalism is the most popular political system in the world, it is not at risk to be destroyed as any system has its negative sides. â€Å"But since no ideological alternatives currently exist — and even less, political parties or groups to implement them — the hegemony of capitalism looks pretty unassailable. Of course, nothing guarantees that it would look like that to our children or grandchildren, for new ideologies can be invented. But this is how it looks to a reasonable observer today† (Milanovic).The second question is difficult to answer as the combination of capitalism and democracy was not popular throughout history. Capitalism and democracy were usually separate. In the modern society there is also a tendency to separate capitalism and democracy and thi s is caused by inequality. â€Å"Thus, it does not take huge leaps of imagination to see that capitalism and democracy can be decoupled. And inequality can play an important role in that. It already does so by politically empowering the rich to a much greater extent than the middle class and the poor† (Milanovic). Actually, capitalism prescribes preserving the interests of the elite, than the interests of the middle-class. Such a tendency can be met in all the countries with capitalist regime. The answer for third question is positive as Europe has its own problems. First, there are certain difficulties connected with globalization. Globalization also increases inequality as wealthy people still benefits from it more than middle class and poor. Moreover, globalization is connected with migration. Migration represents problem for any country as brings such problems as racial intolerance and cultural differences, which prevent state from the development. â€Å"Both the propert y-rich and the highly skilled gain because their financial and human capital is more mobile and cannot be easily taxed unless one wants them to flee the country. Low taxation in turn increases inequality between the rich and the poor because it undercuts the funding sources on which the modern European welfare state was built† (Milanovic). Niall Ferguson is a historian the views of whom are rather controversial. â€Å"There are two common assumptions about Ferguson. One is that his newspaper columns and telegenic