Science Fair Experiment Essay Example

Science Fair Experiment Essay Rock it out loud: discovering the location of harmonies that make your guitar sing. Purpose: To identify the locations of harmonics on an acoustic guitar and relate them to guitar string lengths. Hypothesis: If I pluck the sixth string of the guitar from frets nine- twelve, then those frets will not produce harmonics that are able to be heard clearly. Materials: Acoustic guitar ( adult or child sized) Cloth tape measure, metric Lab Notebook Procedures on finding harmonics on your guitar: 1. Select a string and starting at the twelfth fret, try to play a harmonic in that fret by lightly damping the string above the twelfth fret. . If a harmonic is heard (and you hear a ringing, bell-like tone), then mark that location in your data table with a filled-in black circle. b. If a harmonic is not heard (if the string sounds dead or dull or makes no sound at all when plucked), then mark that location in your data table with an open circle. 2. Continuing on with the same string, repeat step 1 for all frets, from fret 11 down to fret 1. 3. Repeat steps 1–2 for two additional strings. Procedures on relating the location of the harmonics to the location of the strings: 1. Measure the length of one string, from the nut to the bridge, with the tape measure. All strings are the same length on a guitar, so it does not matter which one you choose. ) You will probably need a helper to take this measurement accurately. Write down your measurement in your lab notebook. 2. Make a data table for each string tested, like the one below. The first entry in the data table is an example, so the numbers in your data table may look different. Continue reading the rest of the steps to understand the information youll record and calculate. You will be calculating at what fraction of the strings length each of the harmonics were heard. 3. Using the data table that looks like your fretboard, list all of the fret numbers where a harmonic was heard (all the filled-in circles) in the first column of the first strings data table. 4. Measure the distance from the nut to the fret where each harmonic was heard with the tape measure and record this value in the second column of your data table. 5. Calculate the fraction of the total string length by dividing the distance from the nut to the fret by the string length, and enter your calculation in the third column of the data table. 6. Obtain the reciprocal of the fraction and enter that in the fourth column of the data table. . Figure out the closest whole number to the reciprocal to obtain the harmonic number for the fifth column. 8. Repeat steps 3–7 for the other two strings that you tested. String One Data Table Fret Number where a harmonic was heard Distance from a nut to a fret where a harmonic was heard Fraction of the total string length ( Distance from the nut t o the fret, divided by the strings length) Reciprocal of the fraction Closest Whole integer (harmonic number) 12 y/n /66= 11 y/n / 66= 10 y/n /66= 9 y/n /66= 8 y/n /66= 7 y/n / 66= 6 y/n /66= 5 y/n /66= 4 y/n / 66= 3 y/n 66= 2 y/n /66= 1 y/n /66= String Two Data Table Fret Number where a harmonic was heard Distance from a nut to a fret where a harmonic was heard Fraction of the total string length ( Distance from the nut to the fret, divided by the strings length) Reciprocal of the fraction Closest Whole integer (harmonic number) 12 y/n /66= 11 y/n / 66= 10 y/n /66= 9 y/n /66= 8 y/n /66= 7 y/n / 66= 6 y/n /66= 5 y/n /66= 4 y/n / 66= 3 y/n /66= 2 y/n /66= 1 y/n /66= String Three Data Table Fret Number where a harmonic was heard Distance from a nut to a fret where a harmonic was heard We will write a custom essay sample on Science Fair Experiment specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Science Fair Experiment specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Science Fair Experiment specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Fraction of the total string length ( Distance from the nut to the fret, divided by the strings length) Reciprocal of the fraction Closest Whole integer (harmonic number) 12 y/n /66= 11 y/n / 66= 10 y/n /66= 9 y/n /66= 8 y/n /66= 7 y/n / 66= 6 y/n /66= 5 y/n /66= 4 y/n / 66= 3 y/n /66= 2 y/n /66= 1 y/n /66= String Four Data Table Fret Number where a harmonic was heard Distance from a nut to a fret where a harmonic was heard Fraction of the total string length ( Distance from the nut to the fret, divided by the strings length) Reciprocal of the fraction Closest Whole integer (harmonic number) 2 y/n /66= 11 y/n / 66= 10 y/n /66= 9 y/n /66= 8 y/n /66= 7 y/n / 66= 6 y/n /66= 5 y/n /66= 4 y/n / 66= 3 y/n /66= 2 y/n /66= 1 y/n /66= String Five Data Table Fret Number where a harmonic was heard Distance from a nut to a fret where a harmonic was heard Fraction of the total string length ( Distance from the nut to the fret, divided by the strings length) Reciprocal of the fraction Closest Whol e integer (harmonic number) 12 y/n /66= 11 y/n / 66= 10 y/n /66= 9 y/n /66= 8 y/n /66= 7 y/n / 66= 6 y/n /66= 5 y/n /66= 4 y/n / 66= 3 y/n /66= 2 y/n /66= 1 y/n /66= String Six Data Table Fret Number where a harmonic was heard Distance from a nut to a fret where a harmonic was heard Fraction of the total string length ( Distance from the nut to the fret, divided by the strings length) Reciprocal of the fraction Closest Whole integer (harmonic number 12 y/n 11 y/n 10 y/n 9 y/n 8 y/n 24 24/66=2/5 5/2= 2. 5 3 7 y/n /66= 6 y/n / 66= 5 y/n /66= 4 y/n /66= 3 y/n /66= 2 y/n / 66= 1 y/n /66= Graph of data Analysis of the data throughout my data, I discovered that strings five through one had the same consistency of easily producing harmonics without me pluck the string with a lot of force. What I found unclear of this experiment was that strings six, five, and four are made of the same material of string yet string six didnt produce any harmonic from frets 12 through nine. Conclusion indeed my hypothesis was supported by the data present. String number six did not produce a loud enough harmonic when pluck through frets nine through 12 but did produce sounds through 11 to one. At one point in the experiment I had to retrace my step because of a slight miscalculation. Overall this experiment gave me a chance to become informed about my acoustic guitar and the location of harmonics; a wonderful experiment. Bibliography Macfarlane, P. (2007). Lesson 46: Harmonics. Retrieved October 3, 2010, from http://www. guitarlessonworld. com/lessons/lesson46. htm Lorange, K. (2008). Natural harmonics. Retrieved October 8, 2010, from http://guitarforbeginners. com/media/harm. wmv Audacity Developer Team. (2000, May). The Free, Cross-Platform Sound Editor. Retrieved October 19, 2010, from http://audacity. sourceforge. net/ National Center for Education Statistics (n. d. ). Create a Graph. Retrieved October 19, 2010, from http://nces. ed. gov/nceskids/CreateAGraph/default. spx Strong,k (2010). science buddies. Retrieved from http://sciencebuddies. com/ Rock It Out Loud Talia Quinones Celebration High School, Celebration, Fl USA Abstract The purpose of this project is to identify the locations of harmonics on an acoustic guitar and relate them to guitar string lengths. The procedures of my experiment are in two sections. Section one is Procedures on finding harmonics on your guitar:1. Select a string a nd starting at the twelfth fret, try to play a harmonic in that fret by lightly damping the string above the twelfth fret. a. If a harmonic is heard (and you hear a ringing, bell-like tone), then mark that location in your data table with a filled-in black circle. b. If a harmonic is not heard (if the string sounds dead or dull or makes no sound at all when plucked), then mark that location in your data table with an open circle. 2. Continuing on with the same string, repeat step 1 for all frets, from fret 11 down to fret 1. 3. Repeat steps 1–2 for the additional strings. Procedures on relating the location of the harmonics to the location of the strings:1. Measure the length of one string, from the nut to the bridge, with the tape measure. All strings are the same length on a guitar, so it does not matter which one you choose. ) 2. You will probably need a helper to take this measurement accurately. 3. Write down your measurement in your lab notebook. 4. Make a data table for each string tested, like the one below. The first entry in the data table is an example, so the numbers in your data table ma y look different. Continue reading the rest of the steps to understand the information youll record and calculate. You will be calculating at what fraction of the strings length each of the harmonics were heard. . Using the data table that looks like your fretboard, list all of the fret numbers where a harmonic was heard (all the filled-in circles) in the first column of the first strings data table. 6. Measure the distance from the nut to the fret where each harmonic was heard with the tape measure and record this value in the second column of your data table. 7. Calculate the fraction of the total string length by dividing the distance from the nut to the fret by the string length, and enter your calculation in the third column of the data table. 8. Obtain the reciprocal of the fraction and enter that in the fourth column of the data table. 9. Figure out the closest whole number to the reciprocal to obtain the harmonic number for the fifth column. 10. Repeat steps 3–7 for the other strings that you tested. For my data (described in the tables), I listed the fret number, distance from the nut to the fret where the harmonic was heard,Fraction of the total string length ( Distance from the nut to the fret, divided by the strings length),Reciprocal of the fraction, and Closest Whole integer (harmonic number). ndeed my hypothesis was supported by the data present. String number six did not produce a loud enough harmonic when pluck through frets nine through 12 but did produce sounds through 11 to one. At one point in the experiment I had to retrace my step because of a slight miscalculation. Overall this experiment gave me a chance to become informed about my acoustic guitar and the location of harmonics; a wonderful experimen t.

The Capabilities of New Technology in Education Essays

The Capabilities of New Technology in Education Essays The Capabilities of New Technology in Education Essay The Capabilities of New Technology in Education Essay THE CAPABILITIES OF NEW TECHNOLOGY IN EDUCATION Nowadays, new technology requires educational institutions to be responsive to the needs and demands of the country considering the significant role of Education in its social and economic development. Our country neighbors such as Japan, Singapore, Hongkong, Taiwan, South Korea do give priority to education specifically when it comes to modernization of instrumental technology. They do believe that such advancement is an answer to the emerging global problems which concerns Information Transfer and Cybernization. The Philippines for sure underscores the same thing as embodied in the 1987 Constitution which manifest that the State shall protect and promote rights of all citizens to quality education at all levels and shall take appropriate steps to make such education accessible to all. The Philippines education upholds two specific national goals: global competitiveness and people empowerment. These are primary reasons why the school whether under the umbrella of CHED or DepEd are aiming at producing quality graduates who can uphold the country of excellence in their performance outputs. Thus, the college graduates of today are faced to a new kind of organization vehicle where the future will today be different from the past. The world is now confronting the dramatic change which is the emergence of knowledge in which aspects of the future now co-exist with the present, such as the use of the internet, powerful personal computers, real-time video-conferencing, global positioning systems and many other frontiers of science and technology. The educational community is the entrance of the technological age and all are rushing headlong into computerization and globalization. Moreover, the need for continuing computer literacy is emphasized not only for the students but for the school administrators and the teachers as well. Many colleges and universities, public or private, are in the processing to have more or these new technological facilities with the strong belief that technology is the single most important area which the students must master o succeed in the 21st century. Hence, the educators and everyone in the academe are now confronted with the dilemma of catching up with the advancing technology. These do not only mean throwing computers into labs and expecting users whether teachers or students to integrate technology effectively into the instruction of varying disciplines. How can this new technology be brought into the classroom so that it becomes an integral component of the school’s practice develop ment? What is certainly the role and capability of computers, multimedia and other modern technological devices to justify their use in the educational institutions.? This paper underscores the immediate need and capabilities of such technology in education and therefore attempts to discuss related issues. Some questions in survey have sought for the following: perceptions regarding the use of computers for instructional purposes, factors to make computer-based education program effective and problem that may be encountered in the application of computer technology to the teaching-learning process. The capability of computers in improving the quality of student learning and the efficiency of teaching has been the target issue in the national survey conducted by the foundation. Aside from asking questions given to school administrators, analysis from different references and syllabi on educational computing and interview with the pool of experts in the computer education were utilized to come up with the appropriate responses to the problems in the use of computers and to access as well their benefits for instructional purposes. The respondents of whom 54 percent are users and 46 percent are non-users of computer technology emphasized likewise the need to improve computer facilities to facilitate effectiveness of the programs such as curricular improvement, enhancement of instructions, efficiency in record keeping and delivery of instruction. Although others have indicated lack of funds, lack of trained personnel and high cost of the equipment as their valid reasons not employing computers in their schools, nevertheless, they show optimism of acquiring them eventually to keep pace with the developments. The school administrators as shown by the same study perceived good effects of the use of computers for instructional purposes whether in varying techniques such as teaching application programs, lesson demonstrations, drills and practice sessions, programming and simulations, examinations and others. Almost all the users in the levels (elementary, secondary, college) believe that computers have the capabilities of increasing the interest and willingness of the students to learn at their own rate, adding in them infinite patience in repetitive task and developing them to be independent or autonomous learners. Positive effects of the use of computers for instruction are certainly remarkable than the negative ones as indicated by the same survey. It is quite interesting to know that even the non-users of this technology agreed likewise to the items perceived by the users, both in public and private in all level. The major problems that the school may confront now concern not anymore of the high cost and inadequacy of the computers (since the government and other institutions seem to be supportive of these technological changes) but what the schools have to adapt strategically to maximize the use of these devices for instruction. There is now a need for the development for new and better computer – based instructional materials and provisions of pre and post service training of teachers so that everyone in the academe becomes fully – equipped with this knowledge. This training must be infused in the course offerings of the Higher Education specifically in the â€Å"Teacher Education† where would be potential computer lectures and teachers are developed. Eventually this rebounds to a better and quality training of which the ultimate beneficiaries are the students. The use of audio-visual devices such as video, television, projectors (film slide, OHP), cameras and other technologies have been considered effective in the delivery of instruction. The suitability of television as medium for bringing a living language to learners is beyond doubt. The dynamic sound and vision brought by these devises speaks of reality into the classrooms. The visual element in teaching such as the video has valuable contribution to the development of professional, social and effective competence of the learners. However, the video tape once viewed has a limited fast-forward feature that affects facility and inter activity of learning. Its major drawbacks – slowness and linearity – are somewhat hindrances in the execution of true interactivity which requires a dialogue, a two way exchange of both sides to adapt their behavior in the light of the other’s response. Thus, linear videotape can never be fully interactive. Multimedia technology is capable of simulating or combining text, sounds and pictures, animation and/or full motion video to present information conditionally and linearly. Interactive multimedia program may involved the use of microcomputer alone, optical media alone or combine computers and optical media plus the access of networks and other forms of technology in order to entertain, provide information, train and educate, archive, preserve and make collections of audiovisual materials. Through these, learners learn best in their own surroundings at their own pace or even with their local peer group pressure without interruptions. The rapid development of telecommunication systems has popularized multimedia specifically in business and industry. Since the term is difficult to define to technologies being developed, multimedia is described in general as a vast bulk of high quality information compiled in the node of the network with the links which is characterized by non-linearity. As compared with past media, multimedia has significant features that can synchronize several types of information, characters, numbers, visuals and sounds. The new information technologies integrate several current media such as video recorders, still cameras, CD, LD, and slides. The appearance of multimedia personal computer coupled with the information and telecommunication system allows the users more flexibility in learning. Compared to the pas personal computer, multimedia personal computers are marked by the features such CS ROM, 540 MB (and even higher), and more memory capacity. This is certainly a unified device that processes, texts, sound mages and develops them into audio-visual instructional materials. As mentioned earlier, multimedia devices have the quality of interactiveness nd being such provides high quality database represented by the Internet ( the fastest growing communications medium the world has by now) to enable the user especially researchers to have global access information. Borderless education or the distance learning is made possible by this technology. The volume of electronic mails among faculty and students, the use of bulletin and chat rooms are becoming trends in the school campuses. And, more significantly, the class paper s are done through word processors, laser printer, spell checkers and other related media. Utilizing CD-ROMs for instruction through the multimedia personal computer is relatively an ease to the students in their research work. For one thing, they can explore knowledge without necessarily getting the thick volumes of encyclopedias or other reference books from the library shelves. All they need to do is to avail any multimedia encyclopedia, load it into the CD drive and with the help of the mouse clicks, the disc contents, animated or not can be visualized on screen. The computer’s sound blasters, color monitors, some authoring tools and other features will definitely enrich the student’s reading experiences. The use of multimedia in the school is highly motivating and learning takes place very easily with less teacher’s efforts. The application of such in the classroom will all the more inspire the students to learn, leave upon them an impression and eventually increase their intellectual desires and capacity to collect and process more information. Almost everyone is now into this latest craze of electronic mailing. The great demand for the ability to transmit messages electronically to avoid postal delays requires us to be technologically updated. This e-mailing has become an incredibly important part of the Internet where we could talk, chat or conduct conversation with a person just across the street or even to someone on the other side of the world at the same cost. In a few minute’s time, we can even get his reply for as long as his e-mail site is active or on-line. Email- may be classified as social or business letters depending on the purpose, occasion, structure, and content of the message. The e-mailer may be formal or informal in his tone, however, his style and format in composing his message are visible factors to classify his written work as social of business. Undeniably, the recent mergers of giant telephone and television companies, wireless services, information and entertainment industries, new megamedia industries have targeted Education as the major market for their cable and satellite network services. How then could the educational institutions escape from such emerging pressure? These trends indeed affect curricular changes and thus, require greater reliance on technology in the teaching process, in some computer-aided learning resources and multimedia systems. The technology we have today is just outrageous compared to just 20 or even 10 years ago. What are your predictions or insights into the future? Are robots/machinery/wireless technologies going to run the show? I. TITLE: â€Å"THE CAPABILITIES OF NEW TECHNOLOGY IN EDUCATION† II. OBJECTIVES: A. The need for advancement and modernization in education. 1. Upgrading CHED, TESDA, and DOST with the use of new technology. 2. New technology for global competitiveness. B. Utilization of New Technology in Education. 1. The Perspective of administration in the application of computers. 1. Record Management 2. Communication and Curricular 3. Time-bound Management System C. Application of Multimedia in all subjects. 1. The computer assisted instruction and its implementation to learners. 1. Audio-video advantage in learning. 2. The effectiveness of CAI in the development of learners competence. 3. The output of learning process.. D. The Philippines must not be left behind when it comes to IT. 1. In global competitions. 2. Exponential Growth III. MAIN FACTS: A. The status of new technology in the Philippines and its application to the educational system. B. A comparison between the past management and the present management of Education using Information Technology. C. The advantage of interactive learning – human vs. machine. D. The Government should engage and implement Information Technology. 1. In all areas of disciplines 2. Technology update. E. The new technology is significantly needed for instruction. 1. The Philippines is left behind when it comes to the use of New Technology. 2. Government agencies like DepEd, DOH, DOST, and TESDA promote the use of New Technology as an educational tool to produce quality graduates. 3. There is a growing need of computerization and cybernization to produce globally competitive graduates. 4. The educators and those involved in the academe are now confronted with the dilemma of catching up with the advancing technology. F. Computer Technology is utilized for instructional purposes. 1. The use of computers in improving the quality of student learning and the efficiency of teaching has been the target issue in the natural survey conducted by the NET foundation. 2. The good effects of the use of computers for instructional purposes are emphasized. 3. There is a need to develop new instructional system to maximize the use of computers. G. The Multimedia Technology is also applied in education. . The use of audio-visual devices has been considered effective in the delivery of instruction. 2. Borderless education of distant learning is made possible with the use of internet. 3. The application of new technologies in teaching inspires students to learn and eventually increase their intellectual desires. IV. CONCLUSION: In conclusion, this controlling roll-out of the new technolo gies, multimedia, hypermedia and others has caused immense changes in almost everything: roles of the universities, public policies, work and study patterns, thoughts and ideas of man. However, this technological program, though inevitable, is only a means to an end and what lies ahead as a more challenging endeavor is the manner of handling it to its optimum. What is hoped by everyone is that these capabilities of the modern technology bring forth bountiful success and redound to a more brilliant future of education. DEFINITION OF TERMS: ANALOGY – is a particular kind of comparison by which one subject is discussed according to terms which apply to the other. INTERPRETATION – is the art of establishing a meaningful pattern of relationship.

3 Types of Extended Phrasal Adjectives

3 Types of Extended Phrasal Adjectives 3 Types of Extended Phrasal Adjectives 3 Types of Extended Phrasal Adjectives By Mark Nichol Each of the following sentences includes a phrasal adjective (two or more words that modify a noun) consisting of several words, and each requires hyphenation missing from that phrase. Discussion after each example explains the problem, and revisions demonstrate solutions. 1. These remain front and center priorities for organizations. When a phrase structured as â€Å"[blank] and [blank]† and serving to modify a noun precedes the noun, hyphenate the three words: â€Å"These remain front-and-center priorities for organizations.† However, no hyphenation is necessary when the phrase follows the noun: â€Å"These priorities remain front and center for organizations.† 2. This guide includes a special supplement on the first of its kind regulation requiring certification and screening programs. The same holds true for any more extensive phrase providing more details about a noun that follows the phrase- hyphenate the phrase into a unified chain: â€Å"This guide includes a special supplement on the first-of-its-kind regulation requiring certification and screening programs.† Again, omit hyphens when the phrase follows the noun: â€Å"This guide includes a special supplement on the regulation, the first of its kind, requiring certification and screening programs.† 3. It was a wrong place, wrong time situation for me. When a phrase that represents or alludes to a standing expression precedes a noun, as in the abridgment of the sentiment â€Å"[One] was in the wrong place at the wrong time† in the example above, string the phrase together with hyphens, deleting any punctuation internal to the phrase: â€Å"It was a wrong-place-wrong-time situation for me.† Once again, omit hyphens (and retain applicable punctuation) when the phrase follows the noun: â€Å"The situation was a case of wrong place, wrong time for me.† Enclosing the phrase in quotation marks is an alternative (â€Å"It was a ‘wrong place, wrong time’ situation for me†), but this strategy should be reserved for phrasal adjectives of unwieldy length that, because they are part of a direct quote, cannot be relocated after the noun in a revised sentence. 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 Punctuation category, check our popular posts, or choose a related post below:Congratulations on or for?3 Types of HeadingsThe "Pied" in The Pied Piper

Sources of Finance Assignment Example | Topics and Well Written Essays - 1250 words

Sources of Finance - Assignment Example The author of the paper states that ordinary shares are issued to the owners of a company. They have a nominal or 'face' value, typically of $1 or 50 cents. The market value of a quoted company's shares bears no relationship to their nominal value, except that when ordinary shares are issued for cash, the issue price must be equal to or be more than the nominal value of the shares.  "Deferred ordinary shares are a form of ordinary shares, which are entitled to a dividend only after a certain date or if profits rise above a certain amount. Voting rights might also differ from those attached to other ordinary shares.  "Preference shares have a fixed percentage dividend before any dividend is paid to the ordinary shareholders. As with ordinary shares, a preference dividend can only be paid if sufficient distributable profits are available, although with 'cumulative' preference shares the right to an unpaid dividend is carried forward to later years. The arrears of dividend on cumula tive preference shares must be paid before any dividend is paid to the ordinary shareholders.  "Loan stock has a nominal value, which is the debt owed by the company, and interest is paid at a stated "coupon yield" on this amount. For example, if a company issues 10% loan stocky the coupon yield will be 10% of the nominal value of the stock, so that $100 of stock will receive $10 interest each year. The rate quoted is the gross rate, before tax.  "Debentures are a form of loan stock, legally defined as the written acknowledgment of a debt incurred by a company, normally containing provisions about the payment of interest and the eventual repayment of capital. "Loan stock and debentures will often be secured. Security may take the form of either a fixed charge or a floating charge. "For any company, the amount of earnings retained within the business has a direct impact on the number of dividends. Profit re-invested as retained earnings are profit that could have been paid as a d ividend.  

English Essay Example | Topics and Well Written Essays - 500 words

English - Essay Example The very next day, the child mysteriously died (as cited in Clugston, 2010, pp. 44-50). This paper will use historical approach in criticizing and analyzing the theme of the story. Country Lovers is a very engaging story because of the intensity and the scandalous nature of the topic. Because of the heightened sense of racial prejudice during the early 1900s, a forbidden romance—an interracial romance is considered social taboo. And to even consider writing a literature that centres on this topic is truly fascinating and attention-grabbing to any readers, especially to those who are aware of American History and the heightened racial tension between the African Americans and the Caucasians in the South. This is very unpopular and unsavoury a topic for some but a social reality nonetheless; and the social stigma attached to mulattos is but a verifiable proof that though this is a work of fiction, it is grounded on social reality. Another aspect that adds merit to the story is t he credibility of the author. Nadine Gordimer was born 1923 in South Africa and have strong conviction on exposing the injustices that the majority of the black people are suffering—her people. These social injustices are the central themes of her writing and have since made impacts in improving racial relationships among countries (Clugston, 2010, p. 44).

Abigail progressed Essay Example for Free

Abigail progressed Essay Abigail is the former mistress of John Proctor, and also the previous maid of the Proctor residence. Abigail is the niece of Revered Parris and attempted to practise witchcraft, only to be caught by her uncle. This lead to the arrival of several other characters to precede in the Salem witch trials, where Abigail and her friends act as witnesses. In the beginning of the play, she seems to be dishonest in admitting to witchcraft. When she talks to Parris, she attempts to use Tituba as a scapegoat. But we never conjured spirits She always sings her Barbados songs, and we dance. Abigail tells this to Parris to attempt to clear her name, as she and her friends are accused of witchcraft by the Reverend. She might be thinking that if she persuades her Uncle long enough, the civil blood between the two would make Parris believe that she is innocent, yet Parris is already concerned over the reputation she is getting from a remark that Elizabeth had supposedly made. she comes so rarely to church this year for she will not sit so close to something soiled This has one of the biggest in the opening Act as this sends a message to the audience of what Abigails character is based around, and what she is truly like. In my opinion, Miller describes Abigails character in this manner as he is trying to contrast her character with that of Elizabeth, in the sense of honesty, as how Elizabeth is described in a later discussion between Proctor and Danforth. Abigail is shown to be a sweet young woman, caring for her relatives. This is shown in the book, which would make you believe that she is innocent. However, in the film of The Crucible, Abigail is shown dancing at the beginning of the first segment. This changes your perspective of the character Abigail, due to the relatively bad thing she is performing, which back in those days and what many people believe even now to be a sin. In her life sir, she never lied my wife cannot lie Therefore Abigail is said to lie a great deal, whilst Elizabeth hardly ever lies. Abigail is quick to change her attitude to the girls, intimidating them into a worrisome state. She speaks to her so called friends about the consequences of telling of the witchery they attempted to perform. She uses a natural power she has to strike terror in the hearts of her friends. She also shows how maniacal and ruthless she can be. Let either of you breathe a word and I will come in the black of some terrible night and I will bring a pointy reckoning that will shudder you. Abigail says this to her group of girls as she aims to strike fear in the eye of her followers, stating that if they were to betray her, she would come back and haunt them. And as she explains how she has seen murders occur before her very own eyes, she exclaims she is able to murder any victim she desires. This affects the audience, as in the beginning of the play, they observe a sweet, young lady transform so quickly into this vicious, desperate girl. I think Miller quickly turns Abigail into this enraged character as now the audience can see just how she really acts, behind the faces of her elders. He is successful in doing this as just a few minutes in the plays time before this, as she talks to Parris; she seems to be trying to show Parris of how considerate she is of his feelings by asking him to rest. Uncle, youve prayed since midnight. Why do you not go down and - He shows her speaking with Parris in a manor which a child would talk to their own parents, contrasting the way she talks to her friends, which I think in her opinion is people who she has power over. Miller attempts to show a classic stereotype of a distressed person in a forlorn situation when she is seen talking to her friends. Abigail does have a soft spot in her heart for one person John Proctor. We, the audience hear that John and Abigail have had an affair. In Proctors mind, it is now clearly over between them. Ill not be comin for you no more But Abigail does not see their relationship this way, and thinks that they should be together. Give me a word, John. A soft word. She says this to entice him towards her, in a manner of flirtation. This affects the audience by letting them know who the one man Abigail is in love with is, and how she is willing to re-kindle her relationship with Proctor, even if it means to make Elizabeth a divorcee. I think Miller writes about Abigail in this way to show the audience just how her character resembles that of a stereotype of a young, spoilt girl who will do anything to get what she wants, but never what she deserves. Abigail becomes quick to hand the blame of practising witchcraft over to Tituba, whilst she and her friends knew that it was her lead the witchery into the stage of being worshippers of Lucifer. When Hale and Parris came to confront Abigail about the witchery, the pressure became too much for her, and blurted out the only persons name she thought she could get away with. Did you call the Devil last night? I never called him! Tituba Tituba Hale and Parris are quick to believe the story of Abigail, calling for the presence of Tituba. But at the same they time, they do begin to fear the safety of Abigail from the Devil. Have you sold yourself to Lucifer? I never sold myself! Im a good girl! Im a proper girl! She probably done this to show all of her elders that she is a good Christian girl, and lied to protect herself from a punishment and to also save her Uncles reputation as the towns Reverend. This shows just how ruthless Abigail can be, and to what lengths she would go to bring her own happiness, even if it meant causing pain and suffering to others. I think Miller done this to be constant in Abigails character, showing she can be deceiving and sly. This also shows throughout Act 1, Abigail has maintained a constant character. In the duration of Act Two, Abigail didnt make an appearance, but she was, however, talked about a lot by the other characters, especially by the Proctors. It also appears that she tried to frame Elizabeth Proctor of witchcraft, by cleverly, yet deceivingly sticking a needle into her in the same position a needle was in Elizabeths doll, acting as if Elizabeths poppet was a voodoo doll. But this incident isnt seen, but only talked about by Cheever to Hale, Proctor and Elizabeth.

Ford Motor Company: The River Rouge Manufacturing Complex :: American America History

Ford Motor Company: The River Rouge Manufacturing Complex The first piece of material I gathered was a picture via the internet. This picture is of the River Rouge assembly plant in Dearborn, Michigan. This picture shows the manufacturing of the fender for a Ford Motor Company product. It also shows the facilities of the Rouge plant and how the plant itself was state of the art. This plant was the largest of its kind at the time of its construction. The Ford Motor Company at the time was one of the leaders in labor relations. This picture shows the size of the plant as well as the working conditions in the facility. When viewing the photograph you can see the array of pipes and collection devices to aid in the circulation of air and the collection of dust and other by products made in the plant. The next component I found is another picture of the interior of the Rouge plant. This picture is one of many conveyer belts in the plant. This belt is moving engine parts from the engine assembly to the final assembly. Henry Ford was a pioneer in the use of the assembly line in the automobile industry, and the Rouge plant was the ultimate in that use of the assembly line. This photo shows the depth of the plant, being able to manufacture all components of the cars without having to ship parts to or from other locations in the country. The next collection of photographs is of the exterior of the Rouge plant. These photos were obtained from the Henry Ford Museum in Dearborn, Michigan. These pictures are of the Rouge during the switch of all production, from the Highland Park plant, to the Rouge. It was also the time that the Model A was beginning production. This collection shows examples of four exterior views of the plant, allude to the many different factories within the Rouge plant. The Rouge was a steel mill, a foundry, a power producer and, an assembly line. This all encompassing idea helped ford relegate all aspects of the production of their product. Along with the exterior, the interior showed the extent of the all encompassing Rouge plant. The interior photographs, which were also care of the Henry Ford Museum, show more factories within the factory. For example, the four photos in this collection display metal forming, and metallurgical operations. These pictures included forging, the blast furnaces, removal of slag and, even salvaging scrap from metal ships. The interior had two collections to view and the second reaffirmed what the