Volvo Car Coporation Essay Example for Free

Volvo Car Coporation Essay Volvo Car Corporation is rewriting the rulebook on how the cars in the future will look with the 3CC prototype being unveiled to the public for the first time at the Michelin Challenge Bibendum in Shanghai, October 12-14, 2004. From the outside, the Volvo 3CC has an iconic funky-cool tapered shape designed to make a dynamic statement that nonetheless is unmistakably Volvo. Under the hood is an electric powertrain that quietly propels the Volvo 3CC to a governed top speed of over 135 km/h (85 mph) and delivers zero to 100 km/h (62 mph) acceleration in approximately ten seconds – with zero emissions! Just 3899 mm (153. 5 in. ) long, 1624 mm (64 in. ) wide and 1321 mm (52 in. ) high, the Volvo 3CC has dimensions similar to a classic 2-seater sports car – but that is where similarities end. For the sporty vehicle packs a surprise: a unique two-plus-one configuration, providing seating for two adults in the front and a unique rear seat solution for an additional adult or two children. This 3-seat configuration provides a unique experience with regards to the occupants communication, unprecedented rear occupants comfort and all-around visibility for all passengers. With the Volvo 3CC, Volvo Cars is pioneering a new way of looking at mobility so future generations can enjoy the same freedoms the car has given my generation. We believe it is necessary to show new ways to reduce pollution and congestion,† says Lars Erik Lundin, Vice President General Manager of the Volvo Monitoring and Concept Center VMCC. The Volvo 3CC is the brainchild of the designers, engineers and business people at the Volvo Monitoring and Concept Center think-tank in California. Their task was to create a `future-proof concept? that would enhance sustainable mobility. A car not only fuel-efficient, versatile, comfortable, and safe, but also exciting to drive and look at. â€Å"We want to connect in a positive way with consumers so that they say ‘I want to be seen in this car’,† Lars Erik Lundin explains. â€Å"We want to add emotional value to people’s lives by offering an environmentally compatible car that appeals to all the senses, and which people want to drive. † Despite its compactness, the Volvo 3CC has been designed to feel spacious through organic lines, and light colors. Inside, the fixed eye plane ergonomics and low profile A-pillar create a sense of openness aided by three transparent panels in the roof. As the doors open by swinging upwards, a floating dash panel slides forward to ease ingress and egress. A unique sliding seat system also assists ingress and egress to the rear seat. The pedals also adjust for individual requirements. But Volvo Car Corporations aim was not just to make the 3CC look good – they also wanted to deliver on overall sustainable mobility goals by providing excellent efficiency. Volvo has achieved this objective through good aerodynamics on a compact footprint, lightweight body materials, and an electric powertrain.

Tom Jones is a great novel of English Literature Essay -- English Lite

Tom Jones is a great novel of English Literature Tom Jones is a great novel of English Literature; it presents a dilemma raised in a humorous way. The 18th century masterpiece develops in the countryside of England at the village-like place of Summerset. Sexual temptations, moral assumptions, and unique characters make the story as captivating a creative painting from Picasso. Most important; the character of Tom Jones is very identifiable for his realistic approaches, sexual adventures, and heroic actions. The novel tells the story of a bastard child found by a wealthy man with great heart: Squire Allworthy, †the lord of the country manor†(Tom Jones the novel play, 1963). He found this infant in the sheets of his bed one night as he prepared to sleep. This is of course Tom Jones. As a growing kid, Tom gets himself in trouble all the time with the unwelcome help of Master Blifil (Allworthy’s sister’s son with evil, greedy Captain Blifil). Tom is a child of great heart and passion. However, anything Tom ever does seems wrong and punishable because Blifil and his t...

Chi-Square Test

Chi-Square Test Chi-square is a statistical test commonly used to compare observed data with data we would expect to obtain according to a specific hypothesis. For example, if, according to Mendel's laws, you expected 10 of 20 offspring from a cross to be male and the actual observed number was 8 males, then you might want to know about the â€Å"goodness to fit† between the observed and expected. Were the deviations (differences between observed and expected) the result of chance, or were they due to other factors.How much deviation can occur before you, the investigator, must conclude that something other than chance is at work, causing the observed to differ from the expected. The chi-square test is always testing what scientists call the null hypothesis, which states that there is no significant difference between the expected and observed result. The formula for calculating chi-square ( [pic]2) is: [pic]2= [pic](o-e)2/e That is, chi-square is the sum of the squared differ ence between observed (o) and the expected (e) data (or the deviation, d), divided by the expected data in all possible categories.For example, suppose that a cross between two pea plants yields a population of 880 plants, 639 with green seeds and 241 with yellow seeds. You are asked to propose the genotypes of the parents. Your hypothesis is that the allele for green is dominant to the allele for yellow and that the parent plants were both heterozygous for this trait. If your hypothesis is true, then the predicted ratio of offspring from this cross would be 3:1 (based on Mendel's laws) as predicted from the results of the Punnett square (Figure B. ). Figure B. 1 – Punnett Square. Predicted offspring from cross between green and yellow-seeded plants. Green (G) is dominant (3/4 green; 1/4 yellow). To calculate [pic]2 , first determine the number expected in each category. If the ratio is 3:1 and the total number of observed individuals is 880, then the expected numerical value s should be 660 green and 220 yellow. [pic] Chi-square requires that you use numerical values, not percentages or ratios. [pic] Then calculate [pic]2 using this formula, as shown in Table B. . Note that we get a value of 2. 668 for [pic]2. But what does this number mean? Here's how to interpret the [pic]2 value: 1. Determine degrees of freedom (df). Degrees of freedom can be calculated as the number of categories in the problem minus 1. In our example, there are two categories (green and yellow); therefore, there is I degree of freedom. 2. Determine a relative standard to serve as the basis for accepting or rejecting the hypothesis. The relative standard commonly used in biological research is p ; 0. 05.The p value is the probability that the deviation of the observed from that expected is due to chance alone (no other forces acting). In this case, using p ; 0. 05, you would expect any deviation to be due to chance alone 5% of the time or less. 3. Refer to a chi-square distribution table (Table B. 2). Using the appropriate degrees of ‘freedom, locate the value closest to your calculated chi-square in the table. Determine the closestp (probability) value associated with your chi-square and degrees of freedom. In this case ([pic]2=2. 68), the p value is about 0. 10, which means that there is a 10% probability that any deviation from expected results is due to chance only. Based on our standard p > 0. 05, this is within the range of acceptable deviation. In terms of your hypothesis for this example, the observed chi-squareis not significantly different from expected. The observed numbers are consistent with those expected under Mendel's law. Step-by-Step Procedure for Testing Your Hypothesis and Calculating Chi-Square 1. State the hypothesis being tested and the predicted results.Gather the data by conducting the proper experiment (or, if working genetics problems, use the data provided in the problem). 2. Determine the expected numbers for each observation al class. Remember to use numbers, not percentages. [pic] Chi-square should not be calculated if the expected value in any category is less than 5. [pic] 3. Calculate [pic]2 using the formula. Complete all calculations to three significant digits. Round off your answer to two significant digits. 4. Use the chi-square distribution table to determine significance of the value. . Determine degrees of freedom and locate the value in the appropriate column. b. Locate the value closest to your calculated [pic]2 on that degrees of freedom df row. c. Move up the column to determine the p value. 5. State your conclusion in terms of your hypothesis. a. If the p value for the calculated [pic]2 is p ; 0. 05, accept your hypothesis. ‘The deviation is small enough that chance alone accounts for it. A p value of 0. 6, for example, means that there is a 60% probability that any deviation from expected is due to chance only.This is within the range of acceptable deviation. b. If the p value fo r the calculated [pic]2 is p < 0. 05, reject your hypothesis, and conclude that some factor other than chance is operating for the deviation to be so great. For example, a p value of 0. 01 means that there is only a 1% chance that this deviation is due to chance alone. Therefore, other factors must be involved. The chi-square test will be used to test for the â€Å"goodness to fit† between observed and expected data from several laboratory investigations in this lab manual. Table B. 1 Calculating Chi-Square    |Green |Yellow | |Observed (o) |639 |241 | |Expected (e) |660 |220 | |Deviation (o – e) |-21 |21 | |Deviation2 (d2) |441 |441 | |d2/e |0. 68 |2 | |[pic]2 = [pic]d2/e = 2. 668 |. |. | Table B. 2 Chi-Square Distribution |Degrees of | | |Freedom |Probability (p) | |(df) | | |   |0. 95 |0. 90 | Source: R. A. Fisher and F. Yates, Statistical Tables for Biological Agricultural and Medical Research, 6th ed. , Table IV, Oliver & Boyd, Ltd. , Edinburgh, by permissi on of the authors and publishers.Main Page | Introduction and Objectives | Scientific Investigation | Experimental Procedures | Writing Procedures | Mendelian Inheritance |   Monohybrid and Dihybrid Exercises | Reference | Miscellaneous | Scientific Writing | Chi-Square Test | Graphing Techniques Chi-Square Test Chi-square is a statistical test commonly used to compare observed data with data we would expect to obtain according to a specific hypothesis. For example, if, according to Mendel's laws, you expected 10 of 20 offspring from a cross to be male and the actual observed number was 8 males, then you might want to know about the â€Å"goodness to fit† between the observed and expected. Were the deviations (differences between observed and expected) the result of chance, or were they due to other factors.How much deviation can occur before you, the investigator, must conclude that something other than chance is at work, causing the observed to differ from the expected. T he chi-square test is always testing what scientists call the null hypothesis, which states that there is no significant difference between the expected and observed result. The formula for calculating chi-square ( [pic]2) is: [pic]2= [pic](o-e)2/e That is, chi-square is the sum of the squared difference between observed (o) and the expected (e) data (or the deviation, d), divided by the expected data in all possible categories. For example, suppose that a cross between two pea plants yields a population of 880 plants, 639 with green seeds and 241 with yellow seeds. You are asked to propose the genotypes of the parents.Your hypothesis is that the allele for green is dominant to the allele for yellow and that the parent plants were both heterozygous for this trait. If your hypothesis is true, then the predicted ratio of offspring from this cross would be 3:1 (based on Mendel's laws) as predicted from the results of the Punnett square (Figure B. 1). Figure B. 1 – Punnett Square . Predicted offspring from cross between green and yellow-seeded plants. Green (G) is dominant (3/4 green; 1/4 yellow). To calculate [pic]2 , first determine the number expected in each category. If the ratio is 3:1 and the total number of observed individuals is 880, then the expected numerical values should be 660 green and 220 yellow. [pic]Chi-square requires that you use numerical values, not percentages or ratios. [pic] Then calculate [pic]2 using this formula, as shown in Table B. 1. Note that we get a value of 2. 668 for [pic]2. But what does this number mean? Here's how to interpret the [pic]2 value: 1. Determine degrees of freedom (df). Degrees of freedom can be calculated as the number of categories in the problem minus 1. In our example, there are two categories (green and yellow); therefore, there is I degree of freedom. 2. Determine a relative standard to serve as the basis for accepting or rejecting the hypothesis. The relative standard commonly used in biological rese arch is p ; 0. 05.The p value is the probability that the deviation of the observed from that expected is due to chance alone (no other forces acting). In this case, using p ; 0. 05, you would expect any deviation to be due to chance alone 5% of the time or less. 3. Refer to a chi-square distribution table (Table B. 2). Using the appropriate degrees of ‘freedom, locate the value closest to your calculated chi-square in the table. Determine the closestp (probability) value associated with your chi-square and degrees of freedom. In this case ([pic]2=2. 668), the p value is about 0. 10, which means that there is a 10% probability that any deviation from expected results is due to chance only. Based on our standard p > 0. 05, this is within the range of acceptable deviation.In terms of your hypothesis for this example, the observed chi-squareis not significantly different from expected. The observed numbers are consistent with those expected under Mendel's law. Step-by-Step Proced ure for Testing Your Hypothesis and Calculating Chi-Square 1. State the hypothesis being tested and the predicted results. Gather the data by conducting the proper experiment (or, if working genetics problems, use the data provided in the problem). 2. Determine the expected numbers for each observational class. Remember to use numbers, not percentages. [pic] Chi-square should not be calculated if the expected value in any category is less than 5. [pic] 3.Calculate [pic]2 using the formula. Complete all calculations to three significant digits. Round off your answer to two significant digits. 4. Use the chi-square distribution table to determine significance of the value. a. Determine degrees of freedom and locate the value in the appropriate column. b. Locate the value closest to your calculated [pic]2 on that degrees of freedom df row. c. Move up the column to determine the p value. 5. State your conclusion in terms of your hypothesis. a. If the p value for the calculated [pic]2 is p ; 0. 05, accept your hypothesis. ‘The deviation is small enough that chance alone accounts for it. A p value of 0. , for example, means that there is a 60% probability that any deviation from expected is due to chance only. This is within the range of acceptable deviation. b. If the p value for the calculated [pic]2 is p < 0. 05, reject your hypothesis, and conclude that some factor other than chance is operating for the deviation to be so great. For example, a p value of 0. 01 means that there is only a 1% chance that this deviation is due to chance alone. Therefore, other factors must be involved. The chi-square test will be used to test for the â€Å"goodness to fit† between observed and expected data from several laboratory investigations in this lab manual. Table B. 1 Calculating Chi-Square    |Green |Yellow | |Observed (o) |639 |241 | |Expected (e) |660 |220 | |Deviation (o – e) |-21 |21 | |Deviation2 (d2) |441 |441 | |d2/e |0. 68 |2 | |[pic]2 = [pic] d2/e = 2. 668 |. |. | Table B. 2 Chi-Square Distribution |Degrees of | | |Freedom |Probability (p) | |(df) | | |   |0. 95 |0. 90 | Frequency DistributionsOne important set of statistical tests allows us to test for deviations of observed frequencies from expected frequencies. To introduce these tests, we will start with a simple, non-biological example. We want to determine if a coin is fair. In other words, are the odds of flipping the coin heads-up the same as tails-up. We collect data by flipping the coin 200 times. The coin landed heads-up 108 times and tails-up 92 times. At first glance, we might suspect that the coin is biased because heads resulted more often than than tails. However, we have a more quantitative way to analyze our results, a chi-squared test. To perform a chi-square test (or any other statistical test), we first must establish our null hypothesis.In this example, our null hypothesis is that the coin should be equally likely to land head-up or tails-up ev ery time. The null hypothesis allows us to state expected frequencies. For 200 tosses, we would expect 100 heads and 100 tails. The next step is to prepare a table as follows. |   |Heads |Tails |Total | |Observed |108 |92 |200 | |Expected |100 |100 |200 | |Total |208 |192 |400 |The Observed values are those we gather ourselves. The expected values are the frequencies expected, based on our null hypothesis. We total the rows and columns as indicated. It's a good idea to make sure that the row totals equal the column totals (both total to 400 in this example). Using probability theory, statisticians have devised a way to determine if a frequency distribution differs from the expected distribution. To use this chi-square test, we first have to calculate chi-squared. Chi-squared = ? (observed-expected)2/(expected) We have two classes to consider in this example, heads and tails. Chi-squared = (100-108)2/100 + (100-92)2/100 = (-8)2/100 + (8)2/100 = 0. 4 + 0. 64 = 1. 28 Now we have to c onsult a table of critical values of the chi-squared distribution. Here is a portion of such a table. |df/prob. | Types of Data: There are basically two types of random variables and they yield two types of data: numerical and categorical. A chi square (X2) statistic is used to investigate whether distributions of categorical variables differ from one another. Basically categorical variable yield data in the categories and numerical variables yield data in numerical form. Responses to such questions as â€Å"What is your major? † or Do you own a car? † are categorical because they yield data such as â€Å"biology† or â€Å"no. In contrast, responses to such questions as â€Å"How tall are you? † or â€Å"What is your G. P. A.? † are numerical. Numerical data can be either discrete or continuous. The table below may help you see the differences between these two variables. |  Data Type |  Question Type |Possible Responses | |  Categorical |  What is your sex? |male or female | |  Numerical |Disrete- How many cars do you own? |two or three | |  Numerical |Continuous – How tall are you? |  72 inches | Notice that discrete data arise fom a counting process, while continuous data arise from a measuring process.The Chi Square statistic compares the tallies or counts of categorical responses between two (or more) independent groups. (note: Chi square tests can only be used on actual numbers and not on percentages, proportions, means, etc. ) 2 x 2 Contingency Table There are several types of chi square tests depending on the way the data was collected and the hypothesis being tested. We'll begin with the simplest case: a 2 x 2 contingency table. If we set the 2 x 2 table to the general notation shown below in Table 1, using the letters a, b, c, and d to denote the contents of the cells, then we would have the following table: Table 1. General notation for a 2 x 2 contingency table. Variable 1   Variable 2 |   Data type 1 |  Data type 2 |  Totals | |  Category 1 |  a |b |a + b | |  Category 2 |  c |d |c + d | |  Total |a + c |b + d |a + b + c + d = N | For a 2 x 2 contingency table the Chi Square statistic is calculated by the formula: [pic] Note: notice that the four components of the denominator are the four totals from the table columns and rows. Suppose you conducted a drug trial on a group of animals and you hypothesized that the animals receiving the drug would show increased heart rates compared to those that did not receive the drug.You conduct the study and collect the following data: Ho: The proportion of animals whose heart rate increased is independent of drug treatment. Ha: The proportion of animals whose heart rate increased is associated with drug treatment. Table 2. Hypothetical drug trial results. |   |  Heart  Rate |  No  Heart  Rate |Total | | |  Increased |  Increase | | |  Treated |  36 |  14 |  50 | |  Not treated |  30 |   25 |  55 | |  Total |  66 |  39 |  105 | Applying the formula above we get:Chi square = 105[(36)(25) – (14)(30)]2 / (50)(55)(39)(66) = 3. 418 Before we can proceed we eed to know how many degrees of freedom we have. When a comparison is made between one sample and another, a simple rule is that the degrees of freedom equal (number of columns minus one) x (number of rows minus one) not counting the totals for rows or columns. For our data this gives (2-1) x (2-1) = 1. We now have our chi square statistic (x2 = 3. 418), our predetermined alpha level of significance (0. 05), and our degrees of freedom (df  =  1). Entering the Chi square distribution table with 1 degree of freedom and reading along the row we find our value of x2 (3. 418) lies between 2. 706 and 3. 841.The corresponding probability is between the 0. 10 and 0. 05 probability levels. That means that the p-value is above 0. 05 (it is actually 0. 065). Since a p-value of 0. 65 is greater than the conven tionally accepted significance level of 0. 05 (i. e. p  >  0. 05) we fail to reject the null hypothesis. In other words, there is no statistically significant difference in the proportion of animals whose heart rate increased. What would happen if the number of control animals whose heart rate increased dropped to 29 instead of 30 and, consequently, the number of controls whose hear rate did not increase changed from 25 to 26? Try it. Notice that the new x2 value is 4. 25 and this value exceeds the table value of 3. 841 (at 1 degree of freedom and an alpha level of 0. 05). This means that p < 0. 05 (it is now0. 04) and we reject the null hypothesis in favor of the alternative hypothesis – the heart rate of animals is different between the treatment groups. When p < 0. 05 we generally refer to this as a significant difference. Table 3. Chi Square distribution table. probability level (alpha) |Df |0. 5 |0. 10 |0. 05 | |  A |  10 |  42 |  52 | |  a |  33 |  15 |  48 | |  Totals |  43 |  57 |  100 |The penotypic ratio 85 of the A type and 15 of the a-type (homozygous recessive). In a monohybrid cross between two heterozygotes, however, we would have predicted a 3:1 ratio of phenotypes. In other words, we would have expected to get 75 A-type and 25 a-type. Are or resuls different? [pic] Calculate the chi square statistic x2 by completing the following steps: 1. For each observed number in the table subtract the corresponding expected number (O — E). 2. Square the difference [ (O —E)2 ]. 3. Divide the squares obtained for each cell in the table by the expected number for that cell [ (O – E)2 / E ]. 4. Sum all the values for (O – E)2 / E. This is the chi square statistic. For our example, the calculation would be:    |Observed |Expected |(O — E) |(O — E)2 |(O — E)2/ E | |a-type |15 |25 |10 |100 |4. 0 | |Total |100 |100 |   |   | Suppose you have the following categorical data se t. Table . Incidence of three types of malaria in three tropical regions. |   |  Asia |Africa |South America |Totals | |  14 |  23. 04 |  9. 04 |81. 72 |3. 546 | |  45 |  36. 00 |  9. 00 |81. 00 |2. 5 | |  2 |  20. 64 |  18. 64 |347. 45 |16. 83 | |  5 |  15. 36 |  10. 36 |107. 33 |6. 99 | |  53 |  24. 00 |  29. 00 |841. 00 |35. 04 | |  53 |  34. 40 |  18. 60 |345. 96 |10. 06 | |  45 |  25. 60 |  19. 40 |376. 36 |14. 70 | |  2 |  40. 00 |  38. 00 |  1444. 00 |36. 10 | Chi Square = 125. 516 Degrees of Freedom = (c – 1)(r – 1) = 2(2) = 4 Table 3.Chi Square distribution table. probability level (alpha) Df |0. 5 |0. 10 |0. 05 |0. 02 |0. 01 |0. 001 | |1 |0. 455 |2. 706 |3. 841 |5. 412 |6. 635 |10. 827 | |2 |1. 386 |4. 605 |5. 991 |7. 824 |9. 210 |13. 815 | |3 |2. 366 |6. 251 |7. 815 |9. 837 |11. 345 |16. 268 | |4 |3. 357 |7. 779 |9. 488 |11. 668 |13. 277 |18. 465 | |5 |4. 351 |9. 236 |11. 070 |13. 388 |15. 086 |20. 517 | |Reject Ho because 125. 516 is greater than 9. 488 (for alpha ’ 0. 05) Thus, we would reject the null hypothesis that there is no relationship between location and type of malaria. Our data tell us there is a relationship between type of malaria and location, but that's all it says.Follow the link below to access a java-based program for calculating Chi Square statistics for contingency tables of up to 9 rows by 9 columns. Enter the number of row and colums in the spaces provided on the page and click the submit button. A new form will appear asking you to enter your actual data into the cells of the contingency table. When finished entering your data, click the â€Å"calculate now† button to see the results of your Chi Square analysis. You may wish to print this last page to keep as a record. Chi Square, This page was created as part of the Mathbeans Project. The java applets were created by David Eck and modified by Jim Ryan. The Mathbeans Project is funded by a gran t from the National Science Foundation DUE-9950473.

Relationship Between Listening And Critical Thinking

The Relationship Between Listening and Critical Thinking My fiancà © and I have been together for two years and I know him very well. I know his likes, I know his dislikes, I know his fears, I know what he loves, but most important I know when he is not listening to me. When we first started dating I never really picked up on it and I was just so happy to have him with me that when he gave a â€Å"yea† or a â€Å"mhm† that I figured he was listening carefully and attentively to every little thing I said. It wasn’t until we were further into the relationship that I began to notice his lack of eye contact with me while the TV was on or how he rarely tuned his head in my direction when he was on his phone, that’s when I became wise. Instead of competing with the bangles or his phone for his attention I decided I would compete with my fiancà © himself. I began asking follow up questions to what I just said and sometimes I wouldn’t say anything at all and ask him if he agrees with me. 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The Light and Dark Forces in Joseph Conrads Heart of...

The Light and Dark Forces in Heart of Darkness Heart of Darkness, by Joseph Conrad, explores something truer and more fundamental than a mere personal narrative. It is a night journey into the unconscious and a confrontation within the self. Certain circumstances of Marlows voyage, when looked at in these terms, have new importance. Marlow insists on the dreamlike quality of his narrative. It seems to me I am trying to tell you a dream - making a vain attempt, because no relation of a dream can convey the dream - sensation. Even before leaving Brussels, Marlow felt as though he was about to set off for center of the earth, not the center of a continent. The introspective voyager leaves his familiar rational world, is cut†¦show more content†¦Marlow is the source of our story, but he is also a character within the story we read. Marlow has always followed the sea, as the novel puts it. His voyage up the Congo river, however, is his first experience in freshwater travel. Conrad uses Marlow as a narrator in order to enter t he story himself and tell it from his own philosophical mind. When Marlow arrives at the station, he is shocked and disgusted by the sight of wasted human life and ruined supplies. The managers senseless cruelty and foolishness overwhelm him with anger and disgust. He longs to see Kurtz, a fabulously successful ivory agent who is hated by the company manager. More and more, Marlow turns away from the white people (because of their ruthless brutality) and to the dark jungle (a symbol of reality and truth). He begins to identify more and more with Kurtz- long before he even sees him or talks to him. Kurtz, like Marlow, originally came to the Congo with noble intentions. He thought that each ivory station should stand like a beacon light, offering a better way of life to the natives. Kurtzs mother was half-English and his father was half-French. He was educated in England and speaks English. The culture and civilization of Europe have contributed to the making of Kurtz: he is an orator, writer, poet, musician, artist, politician, ivory procurer, and chief agent of the ivory companys Inner Station at Stanley Falls. In short, he is a universal genius. However, heShow MoreRelatedAnalysis Of Joseph Conrad s Heart Of Darkness1164 Words   |  5 PagesAs Joseph Conrad’s Heart of Darkness eludes to the inverse interpretation of colors as a motif, Francis Ford Coppola’s Apocalypse Now not only mimics but also portrays through the Vietnam War, the contrasting misguided crusades of enlightenment that the supreme race forces upon savages. The reversed meanings amongst the col ors and entangled description in Heart of Darkness shows how backwards civilization is through the need to enlighten or civilize the natives is flamboyantly flaunted in both theRead MoreHeart of Darkness: Cruelty Essay1118 Words   |  5 PagesHeart of Darkness: Cruelty David Yu In Joseph Conrads book Heart of Darkness the Europeans are cut off from civilization, overtaken by greed, exploitation, and material interests from his own kind. Conrad develops themes of personal power, individual responsibility, and social justice. His book has all the trappings of the conventional adventure tale - mystery, exotic setting, escape, suspense, unexpected attack. The book is a record of things seen and done by Conrad while in the BelgianRead More The Role of Kurtz’s Intended in Joseph Conrad’s Heart of Darkness1580 Words   |  7 PagesThe Role of Kurtz’s Intended in Joseph Conrad’s Heart of Darkness Very often in literature minor characters appear for only a short time in the story but carry a very heavy significance in the overall meaning of the book. Kurtz’s Intended, in Joseph Conrad’s Heart of Darkness, is this kind of character. The unnamed woman only appears for a brief period at the end of the novel, but Conrad includes her for three very crucial reasons. He has Kurtz’s fiancà ©e appear to provide a justification forRead MoreComparing Shakespeares Othello with Conrads Heart of Darkness738 Words   |  3 PagesComparing Shakespeare’s Othello with Conrad’s Heart of Darkness It is often that when we read great works of literature we come across similar themes. Authors use powerful ideas that they believe will move their readers and relate to them so they become engaged in the words written. William Shakespeare and Joseph Conrad were amazing writers of their times and even though their works were written almost 300 years apart, both, Othello and Heart of Darkness, have coinciding themes. The major themeRead MoreHeart of Darkness1699 Words   |  7 PagesThe immortality and blindness to a dark continent Joseph Conrad’s s novel â€Å"Heart of Darkness† portrays an image of Africa that is dark and inhuman. Not only does he describe the actual, physical continent of Africa as â€Å"so hopeless and so dark, so impenetrable to human thought, so pitiless to human weakness†, (Conrad 2180) as though the continent could neither breed nor support any true human life. Conrad lived through a time when European colonies were scattered all over the world. This phenomenonRead MoreJoseph Conrad s Heart Of Darkness1488 Words   |  6 PagesJoseph Conrad’s s novel Heart of Darkness portrays an image of Africa that is dark and inhuman. Not only does he describe the actual, physical continent of Africa as â€Å"so hopeless and so dark, so impenetrable to human thought, so pitiless to human weakness†, (Conrad 154) as though the continent could neither breed nor support any true human life. Conrad lived through a time when European colonies were scattered all over the world. This phenomenon and the doctrine of colonialism bought into at hisRead MoreAnalysis Of Joseph Conrad s Heart Of Darkness1199 Words   |  5 PagesHeart of Darkness by Joseph Conrad depicts the events, locations, and ideas that Marlow encounters in terms of Light and Darkness. As Marlow starts his journey from the city of civilization and enlightenment which creates an atmosphere of light, but his viewpoint changes as on his journey he encounters the African jungles that lead to immense darkness. In Fitzgerald’s May Day, in and out is symbolic of Gordon’s situation. Gordon is out of luck and seeks help, is in a hope that his friend Philip DeanRead More Apocalypse Now vs Heart of Darkness Essay1120 Words   |  5 Pagesthe impact of its inspiration, Joseph Conrad’s Heart of Darkness. While the basic elements of imperialism and human nature remain intact, the characters of the film bare little resemblance to their literary counterparts. The film serves as a re-interpretation of Conrad’s novella, updated from 19th-century British imperialism in the Congo to a critique of 20th-century U.S. imperialism in Southeast Asia. Coppola’s changes in setting and plot structure, however, force the film to sacrifice the characterRead MoreEssay about Heart of Darkness1745 Words   |  7 Pagesin depth review of Joseph Conrad’s Heart of Darkness, a classical novella that illustrates without bias the motives behind human intentions and the extremes individuals can go to achieve wealth and profits at the expense of others with the aim of shedding insight into the rise of European imperialism, the imperial history, its politics and evil activities in the colonized African tribes along the river Congo during the eighteenth and nineteenth century. The Heart of Darkness is an exceptionallyRead More The Darkness of Colonialism and Imperialism in Heart of Darkness1235 Words   |  5 PagesThe Light and Dark of Colonialism in Heart of Darkness      Ã‚  Ã‚   In the opening of his novel, Heart of Darkness, Conrad, through Marlow, establishes his thoughts on colonialism. He says that conquerors only use brute force, nothing to boast of because it arises, by accident, from anothers weakness. Marlow compares his subsequent tale of colonialism with that of the Roman colonization of Northern Europe and the fascination associated with such an endeavor. However, Marlow challenges this viewpoint

The Primary Immediate Causes of the French Revolution

The Primary Immediate Causes of the French Revolution. The revolution was cause by a myriad of problems. The lead up to 1789 saw a sharp reversal in the economic and social developments making a condition favorable to revolution. Contributing factors can be seen in the sever droughts and storms in 1785. The fluctuating harvests that affecting more then just food products, fabrics and textiles were also disrupted because of inconsistent harvest. The monarchy had through the nation into severe debt and in 1786 the Controller general of finances, Calonne reported to the King that radical reform was required. Interest payments sucked the government dry and the kings ministers found it impossible to raise new taxes, old taxes did not yield†¦show more content†¦In the 1780s, the debts of Louis XVIs government were immense. Interest payments sucked the government dry. At the same time, the kings ministers found it impossible to raise new taxes, and old taxes did not yield efficiently. One reason for this was the number of people who ha d fiscal privileges. Also, those who collected taxes in Old Regime France were not salaried employees, but tax-farmers who took their profit first before handing over the revenue to the treasury. Even the governments own receivers were allowed to use the funds in their care for their own purposes which usually meant lending the government its own money at interest. When Louis XVIs finance minister Calonne came to him in 1786 to tell him the till was empty, the government, with its debts and many commitments, had little room to maneuver. Yet drastic action was necessary[ ]. The government had neither money nor credit. An absolute king in theory should have the power to bring in new taxes, especially in an emergency of this sort. But in actual fact, some kind of agreement with the privileged classes was necessary if their tax burden was to be increased. Calonne proposed the calling of a pseudo-representative body named the Assembly of Notables . These Notables were to be royal nominee s, men of substance whose obedience in hisShow MoreRelatedThe French Revolution During The 19th Century Essay1481 Words   |  6 PagesDuring the beginning of history there have been major political, economic, cultural and social revolutions. The people wanted change and brought about revolt against their government. The revolution instigated the act of liberty and equality for all people and generated fair living standards and/or social classes and treatment. This prompted expansions of political forces including but not limited to the democracy and nationalism. Questioning the authority of kings, priests and nobles it providedRead More Cause of World War I Essay575 Words   |  3 Pages WWI Causes World War I, a war that started out locally in Europe between Austria-Hungary and Serbia that later ended up including thirty two different nations. 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They regulated religious sects. France of Louis was the classic model of absolutism. Louis XIV, quot; the sun king,quot; was a devoted Catholic who believed that god had estalblished kings as rulers on the earth. The French language and culture became an international style because of him. People liked what he was doing, people really liked him. He effected the western world in a good way. He made them see that absolutism could indeed be very productive. nbsp;nbsp;nbsp;nbsp;nbsp;ConstitutionalismRead MoreA Brief Note On Kashmir And Historical Perspective1308 Words   |  6 Pagesor the other was related to a colonial power. The idea of self-determination in the modern-era is in fact the product of the concept of political sovereignty as developed after the Treaty of Westphalia. Then came the Industrial Revolution and during and after the revolution, the colonies slowly gravitated towards the idea of self-determination, as they became more aware of their rights. 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Empress Wu’s rise to power is interesting Free Essays

There is A Confucian dogma that pushes women ruling as â€Å"unnatural† (Empress Wu Zetian, 2008).   However, in China there lived one woman who rose to power. Wu Hou, also called Empress Wu Zetian, ruled China during the Tang dynasty, the only female to do so (2008). We will write a custom essay sample on Empress Wu’s rise to power is interesting or any similar topic only for you Order Now While some depict Empress Wu’s regime as autocracy, it could not be denied that she ruled China effectively, preserving the country’s diplomatic relationships with other nations (Hucker, 1975, p.143). Empress Wu’s rise to power is interesting. The Tang dynasty is described as a time when women experienced some freedom, at a time when women were not limited to being subservient (Empress Wu Zetian, 2008). It was a period where women became part of cultural and political endeavors (2008).   Wu came from a noble family and thus was taught music, how to write and read Chinese classics (2008).   Her father was one of Emperor Kao- tsu’s supporters while her mother descended from the Sui royal family (Safra, 2002, p.90). When she was 13 years old, she was sent to Emperor Tai Tsung’s court to be a servant (2008). Soon, Wu became Emperor Tai Tsung’s favorite concubine. When the emperor died, Wu was removed from the palace, as customary (Hucker, 1975,b p.142). The emperor’s son, Kau-Tsung became the emperor at age 21 (2002). However, the new emperor, as fate would have it, was also enamored with Wu, giving him sons (Empress Wu Zetian, 2008). Wu soon became the emperor’s favorite concubine and soon was hungry for power. Rumors have it that that Wu killed her own child and blamed Empress Wang (Kau- Tsung’s wife) of the crime (Walsh, 2003).   Kau-Tsung believed Wu and married her, making her the new empress (2008). Five years into their marriage, the emperor was struck with stroke and soon gave power to Empress Wu. When Emperor Kau-Tsung died, Empress Wu used her power to renounce the new emperors, her sons and by 690, Empress Wu was crowned as the Emperor of China (Walsh, 2003). She ruled China until 705 (Hucker, 1975, p.142). Empress Wu soon began her campaign to uplift the women in a relatively men-dominated environment. She ordered scholars to write biographies of prominent women (Empress Wu Zetian, 2008). She also saw to it that her mother’s clan was given high positions in the political arena (2008). The new empress favored religion and symbolism. Rituals were changed during her reign (Safra, 2002, p.90).   Names of officials were even altered, and the emperor or empress, in her case, was dubbed with the new title â€Å"Heavenly Emperor† (p.90).   Empress Wu manipulated the government to follow her, employing informers and agents (p. 90). She made Buddhism as the preferred state religion (Empress Wu Zetian, 2008). Empress Wu was able to engineer the Buddhist scripture into building a Ming T’ang or â€Å"Hall of Light†, a shrine to Heaven as depicted in the Classics (p. 90). She was even able to convince every prefecture to create a temple which alludes to Wu being an incarnation of Buddha (p.90). The empress’ given surname ‘Wu’ was also exploited. Everyone who had the same surname as the empress was exempted from paying taxes (p.90). In 690, Empress Wu changed the dynasty from T’ang to Chou (Safra, 2002,p. 90). She had become China’s female ruler. During Empress Wu’s reign, China was in the midst of foreign battles.   Despite being depicted as a dictator, Empress Wu was instrumental in China’s diplomatic relationships. Together with Kao-Tsung, Wu mediated in the Korean Civil War (Hucker, 1975,p.143). At that time, Koreans were able to dominate in the Korean state of Silla, they acknowledged Wu’s reign (p.143). When Empress Wu was 80 years old, her power had started to diminish. She was finally abdicated and the T’ang dynasty was restored (Safra, 2002,p. 91). Empress Wu is truly an interesting leader. For one, she is female. At a time when males where dominating the political arena, she rose to power. It is remarkable especially since Asian culture tends to be patriarchal and for a female to rule and succeed, that is exceptional. True, Empress Wu’s reign was plagued with intrigues and scandals.   She was a dictator, a usurper and while this is not new to some leaders, it is still rather surprising to find a woman who is such. That is not to say that only men can be dictators. Women can also be dictators but sometimes they simply do it subtly. Empress Wu was shrewd and she let the world knew it.   It is even shocking to discover that she may have murdered her own child just to fulfil her desire to become empress. Although this was never confirmed, the thought of parent harming his/her child is disturbing. It is something that people read in newspapers or see in the television now but to think that it happened way before it has become a norm, to say the least, it truly startling. Stories of leaders conning people to get what they want is normal, albeit wrong. This just goes to show that even during those times; power and greed were already present and destroying individuals. On a positive note, Empress Wu was one who paved the way for women empowerment. She used her position to uplift the status of women in her country.   It is interesting to know during a time when women were thought to be subservient; there rose a woman who wanted to change the norm. Leaders, regardless of gender, can learn something from Empress Wu- good traits and bad ones. References Empress Wu Zetian (2008). Retrieved 17 February 2008 Hucker, C. (1975). China’s Imperial Past. An Introduction to Chinese History And Culture. California: Stanford University Press. Safra, J. (Ed.). (2002). China. The New Encyclopedia Britannica, Vol.16, pp.90-91. Walsh, J. (2002). The Empress Wu Hou- China’s Only Female Ruler, Retrieved 17 February 2008, from http://www.suite101.com    How to cite Empress Wu’s rise to power is interesting, Essay examples