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Analysis Of Dorothy Parker s One Perfect Rose - 1311 Words

One Perfect Rose, is a short poem from Dorothy Parker’s first book of poetry Enough Rope (1926). Parker cohesively explores two major themes throughout the poem; frustration and disappointment. The two themes are conveyed in the narrative by the narrator who ultimately outlines a dissatisfaction with the cliched conventions of romance and courtship. The projection of these themes are outlined through three dominant modes of discourse which I will be engaging with throughout the literary commentary; structure, voice and the use of metaphor. The commentary will address these discourses in relation to an adaptation of the original poem into prose, taking into consideration the implications of textual adaptation. This textual intervention†¦show more content†¦However, in the process of adapting the poetic form into prose fiction conceptual complications arise. Furthermore, in written prose, structure is less symbolic as there are less prior connotations and conventions as sociated with a novel s aesthetic structure. Whereas, a poem’s form is dictated by the structure, such as a sonnet form; identified by having fourteen lines of poetry and following a strict rhyme scheme. In contrast to this, the structure of a novel form is defined through narrative, plot and setting. Therefore, in adaptation from poetry into prose the significance of structure has to be substituted by narrative in order to reinstate the same irony which Parker achieves structurally through her text. The type of irony would also have to be altered in order to fit the adapted text. In the prose version, verbal irony depicted through the narrative form is the most effective way of reproducing the irony in the original. Parker’s poem, employs situational irony, which is where the actions in a situation have the opposite effect and consequences from the original intention. Ambiguous narration and voice is established in the poems inception, as the author states that she had received ‘a single flow’r’. The plural nature of the adjective ‘single’ creates uncertainty around the poem’sShow MoreRelatedEssay The Great Gatsby2606 Words   |  11 PagesAmerican thematic ideals of the self-made man, the great American character—Jay Gatsby. In its infancy, the novel received only a taste of the â€Å"epic grandeur† that it would later accumulate. Snubbed by certain critics for its all-too-perfect design and shrugged aside by the popular masses, The Great Gatsby was a feat of fiction that, in its time, never knew its fame. The Roots of a Novel: In the Spring of 1924, The Fitzgeralds left for France. There, F. Scott FitzgeraldRead MoreMarketing Mistakes and Successes175322 Words   |  702 PagesEDITOR ASSISTANT EDITOR PRODUCTION MANAGER PRODUCTION ASSISTANT EXECUTIVE MARKETING MANAGER ASSISTANT MARKETING MANAGER MARKETING ASSISTANT DESIGN DIRECTOR SENIOR DESIGNER SENIOR MEDIA EDITOR George Hoffman Lise Johnson Carissa Doshi Dorothy Sinclair Matt Winslow Amy Scholz Carly DeCandia Alana Filipovich Jeof Vita Arthur Medina Allison Morris This book was set in 10/12 New Caledonia by Aptara ®, Inc. and printed and bound by Courier/Westford. The cover was printed by Courier/WestfordRead MoreFundamentals of Hrm263904 Words   |  1056 Pagesmoney From multiple study paths, to self-assessment, to a wealth of interactive visual and audio resources, WileyPLUS gives you everything you need to personalize the teaching and learning experience.  » F i n d o u t h ow t o M A K E I T YO U R S  » www.wileyplus.com ALL THE HELP, RESOURCES, AND PERSONAL SUPPORT YOU AND YOUR STUDENTS NEED! 2-Minute Tutorials and all of the resources you your students need to get started www.wileyplus.com/firstday Student support from an experiencedRead MoreLibrary Management204752 Words   |  820 PagesCongress Subject Headings: Principles and Application, Fourth Edition Lois Mai Chan Developing Library and Information Center Collections, Fifth Edition G. Edward Evans and Margaret Zarnosky Saponaro Metadata and Its Impact on Libraries Sheila S. Intner, Susan S. Lazinger, and Jean Weihs Organizing Audiovisual and Electronic Resources for Access: A Cataloging Guide, Second Edition Ingrid Hsieh-Yee Introduction to Cataloging and Classification, Tenth Edition Arlene G. Taylor LIbRaRy and InfoRMaTIon

Charles Law Lab Report Essay Example For Students

Charles Law Lab Report Essay I9 EXPERIMENT CharlesLaw MATERIALS AND EQUIPMENT 125 mL Erlenmeyer flask, one-hole rubber stopper, glass and rubber tubing, pneumatic trough, thermometer, screw clamp. DISCUSSION The quantitative relationship between the volume and the absolute temperature of a gas is summartzed in Charleslaw. This law states: at constant pressure, the volume of a particular sample of gas is directly proportional to the absolute temperature. Charles law may be expressed mathematically: V . T (constant pressure) V = kT o, : T = k (constant pressure) (1) (2) here V is volume, T is Kelvin temperature, and k is a proportionality constant. dependent on the number of moles and the pressure of the gas. If the volume of the same sample of gas is measured at two temperatures, V1/T1 = k and V2/T2- k, and we may say that V, V, or V = (V,f) z T1 T2 [Tr/ {. o. rrt. nt pressure) (3) where V1 and T, represent one set of conditions and V2 and T2 a different set of conditions, with pressure the same at both conditio ns. Experimental Verification of Charles Law This experiment measures the volume of an air sample at two temperatures, a high temperature, Ts, and a low temperature, T1. The volume of the air sample at the high temperature, (Vn),decreases when the sample is cooled to the low temperature and becomesV1. All of these measurements are made directly. The experimental data is then used to verify Charleslaw by two methods: 1. The experimental volume (Vo) measured at the low temperature is compared to the V1 predicted by Charles law where Yy(t oretic (vH,[ he at)= + ) 165 2. The V/T ratios for the air sample measured at both the high and the low temperatures are compared. Charleslaw predicts that these ratios will be equal. V_V TH TL Pressure Considerations The relationship between temperature and volume defined by Charles law is valid only if the pressure is the same when the volume is measured at each temperature. That is not the case in this experiment. 1. The volume, Vs, of air at the higher temperature, Ts, is measured at atmospheric pressure Pt* in a dry Erlenmeyer flask. The air is assumed to be dry and the pres. nr is obtained from a barometer. 2. The experimental air volume, (V*p) at the lower temperature, Tp, is measured. over water. This volume is saturated with water vapor that contributes to the total pressure in the flask. Therefore, the experimental volume must be corrected to the volume of dry anrat atmospheric pressure. This is done using Boyles law as follows: a. The partial pressure of the dry air, Poo, is calculated by subtracting the vapor pressure of water from atmospheric pressure: P. rPffrO=POA b. The volume that this dry air would occupy at Pur,is then calculated using the Boyles law equation: = (%,. oXp*) (voo)(%,_) (%,. oXp*) . =Sffi (voo) PROCEDURE Wear protective glasses. NOTE: It is essential that the Erlenmeyer flask and rubber stopper assemblvbe as drv as possiblein order to obtain reproducibleresults. Dry a L25 mL Erlenmeyer flask by gently heating the entire outer surface with a burner flame. Care must be used in heating to avoid breaking the flask. If the flask is wet, first wipe the inner and outer surfaces with a towel to remove nearly all the water. Then, holding the flask with a test tube holder, gently heat the entire flask. Avoid placing the flask directly in the flame. Allow to cool. While the flask is cooling select a l-hole rubber stopper to fit the flask and insert a b cm piece of glass tubing into the stopper so that the end of the tubing is flush with the bottom of 66 the stopper. Attach a 3 cm piece of rubbertubingto the glass tubing (see Figure 19. 1-). Insert (wax pencil) the distance that it is inserted. Clamp the the stopper into the flask and mark flask so that it is submerged as far as possible in water contained in a 400 mL beaker (without the flask touching the bottom of the beaker) (see Figure I9. 2). Heat the water to boiling. Keep the flask in the gently boiling water for at least 8 minutes to allow the air in the flask to attain the temperature of the boiling water. Add water as needed to maintain the water level in the beaker. .uf777a4eadae8e9350e3d66c5393f606b , .uf777a4eadae8e9350e3d66c5393f606b .postImageUrl , .uf777a4eadae8e9350e3d66c5393f606b .centered-text-area { min-height: 80px; position: relative; } .uf777a4eadae8e9350e3d66c5393f606b , .uf777a4eadae8e9350e3d66c5393f606b:hover , .uf777a4eadae8e9350e3d66c5393f606b:visited , .uf777a4eadae8e9350e3d66c5393f606b:active { border:0!important; } .uf777a4eadae8e9350e3d66c5393f606b .clearfix:after { content: ""; display: table; clear: both; } .uf777a4eadae8e9350e3d66c5393f606b { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf777a4eadae8e9350e3d66c5393f606b:active , .uf777a4eadae8e9350e3d66c5393f606b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf777a4eadae8e9350e3d66c5393f606b .centered-text-area { width: 100%; position: relative ; } .uf777a4eadae8e9350e3d66c5393f606b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf777a4eadae8e9350e3d66c5393f606b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf777a4eadae8e9350e3d66c5393f606b .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf777a4eadae8e9350e3d66c5393f606b:hover .ctaButton { background-color: #34495E!important; } .uf777a4eadae8e9350e3d66c5393f606b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf777a4eadae8e9350e3d66c5393f606b .uf777a4eadae8e9350e3d66c5393f606b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf777a4eadae8e9350e3d66c5393f606b:after { content: ""; display: block; clear: both; } READ: Effects of Acid Rain EssayRead and record the temperature of the boiling water. While the flask is still in the boiling water, seal it by clamping the rubber tubing tightly with a screw clamp. Remove the flask from the hot water and submerge it in a pan of cold water, keeping the top down at all times to avoid losing air. Remove the screw clamp, letting the cold water flow into the flask. Keep the flask totally submerged for about 6 minutes to allow the flask and contents to attain the temperature of the water. Read and record the temperature of the water in the pan. Figure 19. Rubber stopper assembly Figure 19. 2 Heating the flask (and air) in boiling water t67 In order t o equalize the pressure inside the flask with that of the atmosphere, bring the water level in the flask to the same level as the water in the pan by raising or lowering the flask (see Figure 19. 3). With the water levels equal, pinch the rubber tubing to close the flask. Remove the flask from the water and set it down on the laboratory bench. Using a graduated cylinder carefully measure and record the volume of liquid in the flask. Repeat the entire experiment. Use the same flask and flame dry again; make sure that the rubber stopper assembly is thoroughly dried inside and outside. After the second trial fill the flask to the brim with water and insert the stopper assembly to the mark, letting the glass and rubber frll to the top and overflow. Measure the volume of water in the flask. Since this volume is the total volume of the flask, record it as the volume of air at the higher temperature. Because the same flask is used in both trials. it is necessarv to make this measurement onlv once. Figure 19. 3 Equalizing the pressure in the flask. The water level inside the flask is adjusted to the level of the water in the pan by raising or lowering the flask. 168 NAME SECTION DATE REPORT FOREXPERIMENT 19 CharlesLaw INSTRUCTOR Data Table Tlial 1 Temperature of boiling water, Ts Temperature of cold water, Tp Volume of water collected in flask (decreasein volume due to cooling) -oC, OC. K -OC, -OC, T? ial 2 -K -K -K Volume of air at higher temperature, Vs (volume of flask measured onlv after Trial 2) Volume of wet air at lower temperature (volume of flask less volume of water collected),Vp Atmosphere pressure, Pt(barometer reading) Vapor pressure of water at lower temperature, Puoo (seeAppendix 6) 169 REPORT FOR EXPERIMENT 19 (continued) NAME CALCULATIONS: In the spaces below, show calculation setups for T? ial 1 only. Show answers for both trials in the boxes Tbial 1 1. Corrected experimental volume of dry air at the lower temperature calculated from data obtained at the lower temperature. (a) Pressure of dry air (Ppa) POL=PArPgO T)ial2 (b) Corrected experimental volume of dry air (lower temperature). = vnr=(%*)|. +tl Po,[ J 2 . Predicted volume of dry air at lower temperature Vs calculated by Charles law from volume at higher temperature (VH). vL=(v)+l . . (r) rTHJ 3. Percentage error in verification of Charleslaw. Voo Vt vo etror = x loo VL 4. Comparison experimentalV/T ratios. (Use dry of volumesand absolutetemperatures. ) (a) vH = TH (b) vna = TL 170 REPORT FOIt. u,lxp. t)RIMENT 19 (continued) NALE 5 . On the graph paper provided, plot the volume- temperature values used in Calculation 4. Temperature data must be in oC. Draw a straight line between the two plotted points and extrapolate (extend) the line so that it crosses the temperature axis. QUE STIONS A}{D PROBLEMS 1 . (a) In the experiment, why are the water levels inside and outside the flask equalized before removing the flask from the cold water? (b) When the water level is higher inside than outside the flask, is the gas pressure in the flask higher than, lower than, or the same as, the atmospheric pressure? (specify which) 2. A L25 mL sample of dry air at 230C is cooled to 100C at constant pressure. What volume will the dry air occupy at 100C? mL 3. A 250 mL container of a gas is at 150C. At what temperature will the gas occupy a volume of I25 mL, the pressure remaining constant? . (a) An open flask of air is cooled. Answer the following: 1. Under which conditions, before or after cooling, does the flask contain more gas molecules? 2. Is the pressure in the flask at the lower temperature the same as, greater than, or less than the pressure in the flask before it was cooled? T7T REPORT FOR EXPERIMENT 19 (continued) NAME (b) An open flask of air is heated, stoppered in the heated condition, and then allowed to cool back to room temperature. Answer the following: 1. Does the flask contain the same, more, or fewer gas molecules now compared to before it was heated? 2. .ua1e0a3370329f30e944da71506fe2809 , .ua1e0a3370329f30e944da71506fe2809 .postImageUrl , .ua1e0a3370329f30e944da71506fe2809 .centered-text-area { min-height: 80px; position: relative; } .ua1e0a3370329f30e944da71506fe2809 , .ua1e0a3370329f30e944da71506fe2809:hover , .ua1e0a3370329f30e944da71506fe2809:visited , .ua1e0a3370329f30e944da71506fe2809:active { border:0!important; } .ua1e0a3370329f30e944da71506fe2809 .clearfix:after { content: ""; display: table; clear: both; } .ua1e0a3370329f30e944da71506fe2809 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ua1e0a3370329f30e944da71506fe2809:active , .ua1e0a3370329f30e944da71506fe2809:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ua1e0a3370329f30e944da71506fe2809 .centered-text-area { width: 100%; position: relative ; } .ua1e0a3370329f30e944da71506fe2809 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ua1e0a3370329f30e944da71506fe2809 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ua1e0a3370329f30e944da71506fe2809 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ua1e0a3370329f30e944da71506fe2809:hover .ctaButton { background-color: #34495E!important; } .ua1e0a3370329f30e944da71506fe2809 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ua1e0a3370329f30e944da71506fe2809 .ua1e0a3370329f30e944da71506fe2809-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ua1e0a3370329f30e944da71506fe2809:after { content: ""; display: block; clear: both; } READ: Pop Culture EssayIs the volume occupied by the gas in the flask approximately the same, greater, or less than before it was heated? 3. Is the pressure in the flask the same, greater, or less than before the flask was heated? 4. Do any of the above conditions explain why water rushed into the flask at the lower temperature in the experiment? Amplify your answer. 5. On the graph you plotted, (a) At what temperature does the extrapolated line intersect the r-axis? oc (b) At what temperature does Charleslaw predict that the extrapolated line should intersect the r-axis? oc t72 REPORT FOR EXPERIMENT 19 (continued) NAME J E o E = 173

Tuckmans Team Development Analysis Essay Example

Tuckmans Team Development Analysis Paper Tuckmans model is sequential, developmental and thematic. It is sequential in that the stages occur in a specifically stated order. Each stage will occur naturally, with the timing dependent on the nature of the group, group membership and group leadership. The model is developmental in that the issues and concerns in each stage must be resolved in order for the group to move to the next stage. If the group is not able to resolve such issues and concerns, members experience either conflict or apathy, which becomes the dominant group behaviour. If continued attempts to resolve the impasse fail, group disintegration occurs. Successful groups meet and resolve the challenges presented, so growth occurs. The model is thematic in that each stage is characterised by two dominant themes, one reflecting the task dimension and one reflecting the relationship dimension, as noted in the following table. These themes provide realistic expectations of group behaviour. This is particularly to those in leadership positions, because they can base their behaviour and interventions on these expectations. Appropriate leader interventions then can facilitate the group development process. The initial stage of small-group development is characterised by a movement toward awareness. In the process of forming, the groups task behaviour is an attempt to become oriented to the goals and procedures of the group. The amount of information available and the manner in which it is presented is critical to group development. Resolving dependency issues and testing are the major relationship behaviours. Understanding leadership roles and getting acquainted with other group members, facilitates group development at this stage. When orientation and dependency issues are resolved, conflict begins to emerge, signalling the second stage of group development. We will write a custom essay sample on Tuckmans Team Development Analysis specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Tuckmans Team Development Analysis specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Tuckmans Team Development Analysis specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The storming process involves resistance or emotional responses to task demands and interpersonal hostility in relationships. Group members engage in behaviours that challenge the groups leadership or they isolate themselves from group interaction. If conflict is permitted to exceed controllable limits, anxiety and tension permeate the group. If conflict is suppressed and not permitted to occur, resentment and bitterness result. This can encourage apathy or abandonment of the group. Although conflict resolution often is the goal of groups during the storming stage, conflict management generally is what is achieved. In fact, conflict management is a more appropriate goal because it is desirable to maintain conflict at a manageable level to encourage the continuous growth and development of the group. The third stage of small group development, norming, is characterised by cooperation. The dominant task themes are communication and expression of opinions. Sharing of information and influence promotes cooperation and synergistic outcomes. Cohesion is the relationship theme. A blend of harmony and openness is created by the work effort, which increases morale and team building efforts. Group unity develops, and shared responsibilities increase, typically leading to decision making by consensus and democratic leadership styles. The fourth stage of small-group development is evidenced by productivity. Performing encourages functional role relatedness. The task theme is problem solving. Group effort is mobilised to achieve group goals. Group members provide valuable contributions by assuming appropriate roles that enhance problem solving. The relationship theme is interdependence; it is the basis for any successful team effort and it requires group members simultaneously to be highly independent and highly dependent. The final stage of small-group development brings the group to an end. The adjourning process involves termination of task behaviours and disengagement from relationships. Conclusion of the group is not always planned. A planned group conclusion usually involves recognition for participation and achievement as well as an opportunity for members to say personal good-byes. Adjournment of the group should be accomplished within a set time frame and have a recognisable ending point.