Daily Telegraph Essay Example

Daily Telegraph Essay Example Daily Telegraph Essay Daily Telegraph Essay I have read a broadsheet article and a tabloid article on smacking, the broadsheet is the Daily Telegraph and the tabloid the Daily Mirror I will compare them both and write how effectively they present the issue of smacking. People likely to be reading a broadsheet will be the more educated people in the community who have a greater understanding and people likely to be reading the tabloid will be the slightly less educated people.The Daily Telegraph uses a heading that has the word urged, which is a suggestion not an instruction therefore is the issue very serious? It also says smack children, which gives no suggestion of excessive violence. This article uses statistics to try and show the seriousness of the problem it says 9 out of 10 parents thought mild corporal punishment was acceptable, they say 9 out of 10 because it makes you think and it sounds more than 90%. Using these statistics only considers the parents view it also does not specify what mild, means. These statistics are also only taken from a newspaper poll they are not government published results.The newspaper uses celebrities like Esther Rantzen and she says she regretted hitting her children because they did not get close to her she also says that her parents hit her and she rebelled against them and now she is a television presenter, so has smacking done her any harm. The paper also quotes Peter Dawson from the professional association of teachers who says his daughters were grateful, for him smacking them. He also says, if a small child is crawling towards the fire you should give them a good smack, which is a common sense example. Good smack, suggests the seriousness of the situation, but it does not specify what a GOOD smack, is .This comment is strategically placed at the end of the article so it is the bit you go away and remember and who could argue with a comment like that? The paper also uses a quote from the NSPCC who are experts on children and they believe that smacking can easily escalate into violent abuse, but I feel that they have made it a subjective matter because it is not an actual fact. The paper also tries to make the article balanced by asking teachers what they think and they say it is nonsense, to say that smacking can easily lead to violent abuse. This would reassure readers because teachers spend a lot of time with children often more time than parents and they are an authority figure so they should know what they are talking about.A pressure group called family and youth concern say it is just another attack on parental rights. Which could mean that parents have a right to hit their ch ildren. The paper also describes a leaflet, which says there are new ways of encouraging, parents to stop hitting their children but the wording is weak and suggests that the problem is minor. The newspaper quotes Penelope Leach who is against smacking and she asks parents not to smack their children for a week and then you will see the difference.The Daily Mirror is the second paper with an article on smacking I have read. This paper is a tabloid and is aimed at the less educated people in society it uses smaller more common and understandable words. This paper has a photo of two children which creates an immediate emotive response and it immediately contrasts to the broadsheet which has no photograph they leave it to your imagination.The children look fairly well dressed but they are bruised and cut, they look sad and the fact that they are well dressed shows that not only lower class children get beaten. The caption, which is written in bold type immediately, draws your attention to it. The caption says hands off, which is a very confrontational tone to create an emotive response. It also says mum or dad, which shows that either parent can beat their child the most extreme line used in the caption is violent nightmare, which shows the extremes of the abuse these children are facing. The caption also states that even younger, children get beaten than those in the photo who are about nine years old.The headline seems to be more effective than the broadsheet headline it says pressure growing, which is more immediate and of greater concern. The article is written by Roger Todd, who does not have a title unlike the writer of the broadsheet article, this could be because the issue is more important than the person who writes it. The article starts with a conversational tone which is in no way threatening and so draws the audience in but by paragraph three the tone becomes more serious as the paragraph ends with it is deadly serious, deadly, hints at the violence to come later on in the article and so keeps readers interested. In paragraph four the paper introduces a pressure group, called EPOCH, much like the broadsheet does, pressure group, suggests that the group is highly organised because it has to be because the problem is so wide spread.The article goes on to say that the department of health is spending 200,000 on a study of child beating, this is a lot of money and so suggests there is a big problem and the Telegraph informs its readers of this. The article also says the Scottish law commission has probed, the issue suggesting a detailed examination. The paper also tries to lay the blame on the parents if they have naughty children, it says a child who behaves unspeakably, in a shop for example is likely to be bribed, by its parents to shut up so it knows that if it is naughty it will get something, whereas a well behaved child does not get anything and seems to be ignored. In paragraph thirty the paper highlights injustice for some children, which questions whether parents who are teaching the child right from wrong actually recognises the difference themselves. In paragraph thirty-one a system of praise and reward is written about and claims to have children eating out of your hand. This paper seems to offer more help to parent readers by giving advice unlike the Telegraph. The Mirror even offers a helpline to parents in need of advice on handling their children.Overall I think the Daily Mirrors article is more effective because it uses more violent language which makes the reader read on and also makes the reader more emotional about smacking and should convince them that smacking is wrong. The Mirror is a bit sensationalist because it goes a bit over the top. The Mirror is more for the children and biased towards them whereas the Telegraph is more balanced but cleverly creeps over to being against smacking. The Telegraph provides a broader look at smacking and uses a slightly less violent tone without redu cing the seriousness of the article. So overall I think the Mirror is more effective but the Telegraph provides a more balanced and broader look at the situation.

How to Calculate Freezing Point Depression

How to Calculate Freezing Point Depression This example problem demonstrates how to calculate freezing point depression using solution of salt in water. Quick Review of Freezing Point Depression Freezing point depression is one of the colligative properties of matter, which means it is affected by the number of particles, not the chemical identity of the particles or their mass. When a solute is added to a solvent, its freezing point is lowered from the original value of the pure solvent. It doesnt matter whether the solute is a liquid, gas, or solid. For example, freezing point depression occurs when either salt or alcohol are added to water. In fact, the solvent can be any phase, too. Freezing point depression also occurs in solid-solid mixtures. Freezing point depression is calculated using Raoults Law and the Clausius-Clapeyron Equation to write an equation called Blagdens Law. In an ideal solution, freezing point depression only depends on solute concentration. Freezing Point Depression Problem 31.65 g of sodium chloride is added to 220.0 mL of water at 34  °C. How will this affect the  freezing point of the water?Assume the  sodium chloride completely dissociates in the water.Given: density of water at 35  °C 0.994 g/mLKf water 1.86  °C kg/molSolution:To find the  temperature change elevation of a solvent by a solute, use the freezing point depression equation:ΔT iKfmwhereΔT Change in temperature in  °Ci van t Hoff factorKf molal freezing point depression constant or cryoscopic constant in  °C kg/molm molality of the solute in mol solute/kg solvent.Step 1 Calculate the molality of the NaClmolality (m) of NaCl moles of NaCl/kg waterFrom the periodic table, find the atomic masses of the elements:atomic mass Na 22.99atomic mass Cl 35.45moles of NaCl 31.65 g x 1 mol/(22.99 35.45)moles of NaCl 31.65 g x 1 mol/58.44 gmoles of NaCl 0.542 molkg water density x volumekg water 0.994 g/mL x 220 mL x 1 kg/1000 gkg water 0.219 kgmNaCl moles of NaCl/kg watermNaCl 0.542 mol/0.219 kgmNaCl 2.477 mol/kgStep 2 Determine the van t Hoff factorThe van t Hoff factor, i, is a constant associated with the amount of dissociation of the solute in the solvent. For substances which do not dissociate in water, such as sugar, i 1. For solutes that completely dissociate into  two ions, i 2. For this example, NaCl completely dissociates into the two ions, Na and Cl-. Therefore, i 2 for this example.Step 3 Find ΔTΔT iKfmΔT 2 x 1.86  °C kg/mol x 2.477 mol/kgΔT 9.21  °CAnswer:Adding 31.65 g of NaCl to 220.0 mL of water will lower the freezing point by 9.21  °C.

Engine system for the Airbus A3200 Assignment Example | Topics and Well Written Essays - 1250 words

Engine system for the Airbus A3200 - Assignment Example The FADEC controls the fuel injection and timing; hence, optimize engine power. This adds the considerable amount of wiring to the system due to the needed separate power supply for backup from the alternator. The extra weight of parts of FADEC system has to be checked and recalculated for adjustment. FADEC has cockpit controls and other extra switches added to this system to control the fuel pump. These systems are protected by the FADEC power supply (Gunston, 1990)). The ECU has a 3D memory map, which controls fuel injection under varied circumstances for instance, air pressure density and the air temperature, with respect to throttle settings and the RPM. The Electronic Control Unit can sense barometric pressure and respond by injecting fuel. The spark plug ignition timing is controlled depending on load for each throttle settings. The ignition timing variations yields faster engine starting and smoother operations with the variable loads. The FADEC engine does not need chocking d uring starting since the ECU controls fuel for every cylinder and assists in retarding the ignition. FADEC system does not use the carburettor and the ignition and does not also depend on aircraft electrical system (Guttman, 2009). On the other hand, in the hydromechanical control system, the driver is in control of the aircraft power plant using an internal combustion engine. The sensors and control are the alternator and the battery masters. The battery master activates the battery contractor that connects the battery to the electrical bus aircraft. Alternator master applies power to the field circuit of the alternator to activate the circuit. The two switches provide power to the aircraft systems. The throttle sets up the required power level and controls the massive air-flow rate in the carburetted engines that are delivered to the cylinder. Pitch control adjust the speed unit, which then adjusts the propeller pitch and controls the load required by the engine in maintaining the RPM. The mixture control will in turn set the needed fuel to add to the airflow intake. At high altitudes, the oxygen levels reduce and, therefore, volume of the fuel must readjust to the required air-fuel mixture. The ignition switch opens the ‘P’’lead circuit by activating the magnetos. The magnetron maintains the process of sending the output voltage to spark plugs and connects the engine through the gearing. Movement in the crankshaft causes the magnetrons to generate voltage for sparking (Hispano-Suiza, 2001). TASK 1: FADEC SYSTEM OF THE V2500-A5 ON THE AIRBUS A320 SYSTEM LAYEROUT DIAGRAM FIG1: The AIRBUS A320 FADEC system layout for the V2500 engine The FADEC system for V2500 is designed with EEC, the HMU and the sensors as the components that form the core of the engine system. The other component that is assigned to systems is the ignition system (Ian, 1990). Forces necessary for movement of startar vanes are brought about by the use of air pressure. Con trol valves from the hydraulic part is arranged centrally in HMU or decentralized around the actuators with FMU fixed in fuel distribution system. The alternator that is located at the accessory gear box is the main power supply. The aircraft electrical system provides alternative power supply and is used in case of FADEC alternator fails. The FADEC system requires relatively low power since this power is only used for EEC operation, the servo valves and also the sensors. All the components controlled by FADEC systems

Comparison Essay Example | Topics and Well Written Essays - 1000 words - 2

Comparison - Essay Example Similarities Irrespective of whether communication is in-person or electronic, it consists of some basic elements that ensure the transfer of information. Both in-person and electronic communication therefore follows an outline, with specific elements of the communication process. The first element is the piece of information to be transferred as it forms the basis of communication. Further, there must be a sender. This party has the piece of information and wishes to transfer it to another party. The sender then uses an encoding process to disseminate the message in a form that can be understood by the receiver. The encoded information is then transmitted from the sender’s location to the recipient’s location. Once the receiver gets the information in its encoded form, he or she decodes the message into an understanding that generates reaction to the received message. Such a reaction facilitates a response to the sender to complete the communication process. The commun ication process, whether in in-person or electronic is also subject to noise in the transmission channel that develops barriers between the sender and the receiver. Electronic communication also has variety of features that corresponds to those of the different types of in-person communication. This is because it incorporates a majority of characteristics of in person communication elements. ... Incorporated voice applications have also been developed to allow for electronic voice communication. An example is using ‘skype’. This approach corresponds to a number of voice based in-person communication approaches with particular similarity to telephone and mobile phone calls. In both cases, the sender disseminates information and receives an immediate response through a dual line oral communication. Similarly, application of audio visual devices to electronic communication has establish its similarity to the interactive face to face in-person communication in which parties to a communication both hear and see one another during a communication process. The similarity compares meeting based communication in face-to-face communication to video conferencing in electronic communication. Both of the approaches offer an interactive forum in which parties to the communication can be organized into a discussion forum. These features identify electronic communication as a c omprehensive approach that combines different features of in-person communication towards application of a multipurpose communication method that can fit into different applications. Electronic communication and in-person communication also share a similarity in their ability to promote teamwork among members of a group. Based on the common features in both methods of communication, they link group members towards interpersonal communication and even interactions. As a result, they both develop interpersonal bonds and understanding that facilitates cohesion. This leads to focus on goals and a resultant corporation towards building teamwork. The features and functionalities of in-person communication and electronic communication also identify a

Free College Essays - The Evil of Mankind portrayed in Melville’s Moby Dick :: Moby Dick Essays

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Melville’s primary focus in his classic novel Moby Dick is the evil of mankind, a point of focus consistent with his anti-Transcendental philosophical alignment.   In Moby Dick, Melville illistrates man’s feelings of evil toward fellow man and nature through his thoroughly developed plot and character.   Melville also illistrated this in the components of the thematic layer which, underlies almost every character’s personal motives.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Analysis of Melville’s own motives helps to clarify the author’s reasoning behind each of the examples of man’s evil in his novel.   In order to fully understand his anti-Transcendental belief, it is necessary to first comprehend the origin of anti-Transcendentalism.   Transcendentalism is the term linked to the Emersonian-Thoreauvian set of beliefs, which incorporated the existence of an Oversoul and the benevolent disposition of man as the default soul.   Melville and others like him was opposed to the Transcendental views.   The natural opposition to a theory of man’s general benevolence is one of his malevolence toward everything around him; the primary idea behind anti-Transcendentalism was all human people have a capacity for evil and that, given the proper circumstances, the evil in anyone would come forth in their actions.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The plot and characters of Moby Dick contribute to its anti-Transcendental philosophy; the entire story revolves around the evil of man, which is demonstrated in practically each person portrayed in the book.   The story itself is about man being pitted against nature, as though the two were never meant to coincide peacefully.   The men on the ship must fend for themselves against the harsh maritime weather and the believably evil whales which they hunt.   Natural forces ravage the population of the whaling vessel; in the end, only the narrator survives.   In turn, man is reciprocally evil toward nature; the men destroy the giant sea creatures for their blubber and drop the stripped carcasses back into the water.   In addition to this collective evil of the people on the ship, many of the individuals are shining examples of humanity’s evil themselves.   Captain Ahab, the primary character in the book, makes the sole dedication in his life one of vengeance on the great white whale after which the novel was named.   Ahab does, at times, show that he has a less wicked side (signified by the scar that seemingly divides his body into two separate people), but in the end, the evil half of him overcomes his goodness.

The Glorious Revolution in England

The Glorious Revolution of England happened in the seventeenth century, and the French Revolution, happened in the late eighteenth century to early nineteenth century this is during the age of enlightenment. The revolutions where started because of the new ideas and wants of the common people. They have a lot of similarities because they influenced each other but they also have many differences because they are different countries and people.Because the ideas from the revolutions are so new and smart they influenced many other countries and their governments. The Glorious Revolution of England came fist during the eightinth century was the idea to overthrow King James II and replace him with a ParliamentThe French Revolution began with members of the Third Estate pronouncing the Tennis Court Oath in June, the assault on the Bastille in July. The similarities are mostly in how the revolution was started.Both King Charles I and Louis XVI were in debt because of the lack of money left b ehind from past monarchs. Both kings gave the problem on the peasants which made them very angry. They didn’t want to pay off the debt of the monarchs who they already payed large taxes to. King Charles I and Louis XVI had to summon on Parliament and the Estates to fix their financial issue. Instead of fixing the money problem they came up with new ways of government and planned against the monarchy. The main differences between the revolutions came from the philosophers.The main philosopher that influenced the revolution in France was Jean-Jacques Rousseau and the main philosopher for England was John Locke. John Locke was known as the father of libertarionism and is reguarded as one of the most influencial elightenment thinkers. Jean-Jacques Rousseau’s political philosophy influenced the French Revolution and the advance of modern political and educational ideas The political and social ideas of both the English and the French revolutions influenced many governments in the world such as America, Canada, Germany.. tc. Because of the English revolution the political idea of a constitutional monarchy rose and allowed more freedom and input from the common people in England. The French revolution made way for new government systems, such as democracy and socialism. The glorious revolution in England and the French revolution both are key turning points during the age of enlightenment and have influenced many of today’s governments as well.

State Gemstones and Dates They Were Adopted

Thirty-five of the 50 states have designated an official state gem or gemstone. Montana and Nevada have both named two (one precious and one semiprecious), while Texas has named a state gem and gemstone cut.   Most of the gem names are linked to the picture gallery of state gemstones. The Adoption Date link goes to the best existing material from the respective state government or science institution. More detail below the table.   State Gemstone Adoption Date Alabama Star blue quartz 1990 Alaska Jade 1968 Arizona Turquoise 1974 Arkansas Diamond 1967 California Benitoite 1985 Colorado Aquamarine 1971 Florida Moonstone 1970 Georgia Quartz 1976 Hawaii Black coral 1987 Idaho Star garnet 1967 Kentucky Freshwater pearl 1986 Louisiana Cabochon cut oyster shell 2011 Maine Tourmaline 1971 Maryland Patuxent River stone 2004 Massachusetts Rhodonite 1979 Michigan Chlorastrolite (pumpellyite) 1973 Minnesota Lake Superior agate 1969 Montana SapphireMontana agate 19691969 Nebraska Blue agate 1967 Nevada Nevada turquoiseVirgin Valley black fire opal 19871987 New Hampshire Smoky quartz 1985 New Mexico Turquoise 1967 New York Almandine garnet 1969 North Carolina Emerald 1973 Ohio Ohio flint 1965 Oregon Oregon sunstone 1987 South Carolina Amethyst 1969 South Dakota Fairburn agate 1966 Tennessee Freshwater pearls 1979 Texas Texas Blue topazLone Star Cut (gemstone cut) 19691977 Utah Topaz 1969 Vermont Grossular garnet 1991 Washington Petrified wood 1975 West Virginia Fossil coral Lithostrotionella 1990 Wyoming Nephrite jade 1967 A gemstone is not necessarily a sparkling crystal—the majority of state gemstones are not crystalline minerals, but rather colorful rocks that look their best as flat, polished cabochons (perhaps in a bolo tie, belt buckle or ring). Most are unpretentious, inexpensive stones with democratic appeal.   Above all else, the gems are unique to or represent their state in some fashion.  Arkansas adoption of diamond as their state gem, for example, is due to the state having the only public diamond deposit in the USA. On the other hand, Floridas state gem (moonstone) is not actually found in Florida. Instead, its adoption  is a tribute to the role that the state played in the  1969 moon landing. Of course, state legislators do not follow the same guidelines as geologists for how they classify a gem. In many cases, states have named rocks, minerals or even fossils  as their gem or gemstone.   Helpful Links Many gems have both a gemstone name and a mineral name, cross-listed in  this pair of tables.  My favorite and most easily navigable site for all state symbols is  statesymbolsusa.org.   Be sure to check out my list of state fossils, state minerals and state rocks. You might find that the lawmakers did not necessarily follow the geologic rule book for those classifications, either.   Edited by Brooks Mitchell