Philip Levine Essays (575 words) - Margaret, Margaret Bourke-White

Philip Levine Margaret Bourke- White Kelly Van Sickle Margaret Bourke- White never thought she would be a famous photographer. In 1921, when Margaret was 17, she went to college to study herpetology, or the study of snakes and reptiles. That same year her father died leaving her family with little money. To stay in college Margaret got a job taking and selling pictures of the college campus using her father's broken camera. That summer she got a job as the photographer and counselor at a summer camp. Even though she liked taking pictures, for Margaret, photography was still a hobby. But architects and other photographers were impressed with her photographs and encouraged her to use her talent. When she graduated in 1927, Margaret turned down a position at the Museum of Natural History and went to Cleveland to open her own photography studio. Margaret had courage and talent from the beginning. At first she did advertising work for schools and other businesses but never stopped working on her artistic skills. For example, as she was walking by she noticed a preacher speaking in a square with only a group of pigeons to hear. Margaret wanted to take his picture but she didn't have her camera with her. She ran into a camera store and asked to rent or borrow a camera. The picture became one of her first works of art and the owner of the store became one of her best friends. One of Margaret's early dreams was to photograph the inside of a steel mill but women weren't allowed inside. Being a woman didn't stop her and the pictures were a success. Her shots were published in magazines all over the country and got Margaret her first big job, at Fortune magazine in New York. With Margaret's photos Fortune became one of the leading photography magazines. The magazine had also made her a star but Margaret still kept her studio, which had grown to a staff of eight and moved to the Chrysler building. In 1930 Fortune sent Margaret on one of her biggest assignments, to Germany to capture foreign industry. Curious about the Soviet Union she wanted to extend her trip but very few foreigners were allowed into the country. As she once said, nothing attracts me like a closed door. Margaret never gave up and, after impressing Russian officials with her portfolio, was admitted into the country. She made a total of three trips and gained a reputation for being and expert on Russian industry. In 1931 she wrote her first book, Eyes on Russia. During World War II Margaret was sent Europe to cover the war. She got pictures of her own ship being torpedoed and became the first woman in a bomber. She also went with General Patton's troops to be one of the firsts to photograph a concentration camp. When she returned to the U.S. she wrote another book about the war, Purple Heart Valley. In 1950 Margaret was awarded an American Women of Achievement award but only seven years later she would no longer be able to hold a camera. She was diagnosed with Parkinson's disease but at first refused to believe the diagnosis. Margaret Bourke- White died in 1971, at 67 years old. Margaret was one of the greatest photographers but also one of the greatest women. She paved the way for many women in all professions, not just photographers, with her courage and determination. Poetry Essays

Free Essays on Weapons Of World War 2

â€Å"Necessity is the mother of all invention†, and so it was taught and learned throughout all of World War 2. During World War 2 weaponry had to be upgraded and revised to fit every situation. The engineers of the war had to constantly develop new and better weaponry. Much like the engineers, the generals and officers were required to develop new ways of outsmarting their enemy. Today most everything is computerized for battle situations, and much is known about all other foreign defenses, but during the period of World War 2 there were many secrets, and a constant distrust of some allies. Tanks were a huge aspect of ground fighting during the war. One of the first tanks used was the Italian M 13/40, which was unreliable and slow at best, therefore this tank did not last long in battle. Axis forces dubbed this tank the mobile coffin for its weak armor plate and all other small tanks defeated it. Allied forces later came to depend on the British Matilda. It had a 2-pound turret gun and a top speed of 15 mph, which was certainly considered quite fast for a tank in 1941. The British Matilda also had a 78mm armor plate and could stand most heavy fire. This tank ruled the grounds, but Axis engineers were busy developing a better tank. Soon after the Axis forces developed the Panzer to end the Matilda era. The Panzer was preeminent when desert fighting came about in 1942. These Panzer tanks were the primary ground force in North Africa, because of their power, speed, and agility. This Panzer model did not last long because the U.S. soon created the General Sherman, which could defeat the Panzer in most cases. While the General Shermans were holding the desert the axis forces were creating a new, far improved Panzer model. The Panzer II and the General Sherman were generally equivalent, and could both take on all other tanks. These tanks were the primary ground force for both Axis and Allied forces for about a yea... Free Essays on Weapons Of World War 2 Free Essays on Weapons Of World War 2 â€Å"Necessity is the mother of all invention†, and so it was taught and learned throughout all of World War 2. During World War 2 weaponry had to be upgraded and revised to fit every situation. The engineers of the war had to constantly develop new and better weaponry. Much like the engineers, the generals and officers were required to develop new ways of outsmarting their enemy. Today most everything is computerized for battle situations, and much is known about all other foreign defenses, but during the period of World War 2 there were many secrets, and a constant distrust of some allies. Tanks were a huge aspect of ground fighting during the war. One of the first tanks used was the Italian M 13/40, which was unreliable and slow at best, therefore this tank did not last long in battle. Axis forces dubbed this tank the mobile coffin for its weak armor plate and all other small tanks defeated it. Allied forces later came to depend on the British Matilda. It had a 2-pound turret gun and a top speed of 15 mph, which was certainly considered quite fast for a tank in 1941. The British Matilda also had a 78mm armor plate and could stand most heavy fire. This tank ruled the grounds, but Axis engineers were busy developing a better tank. Soon after the Axis forces developed the Panzer to end the Matilda era. The Panzer was preeminent when desert fighting came about in 1942. These Panzer tanks were the primary ground force in North Africa, because of their power, speed, and agility. This Panzer model did not last long because the U.S. soon created the General Sherman, which could defeat the Panzer in most cases. While the General Shermans were holding the desert the axis forces were creating a new, far improved Panzer model. The Panzer II and the General Sherman were generally equivalent, and could both take on all other tanks. These tanks were the primary ground force for both Axis and Allied forces for about a yea...

Understand What Normality Means in Chemistry

Understand What Normality Means in Chemistry Normality is a measure of concentration equal to the gram equivalent weight per liter of solution. Gram equivalent weight is the measure of the reactive capacity of a molecule.  The solutes role in the reaction determines the solutions normality. Normality is also known as the equivalent concentration of a solution. Normality Equation Normality (N) is the molar concentration ci divided by an equivalence factor feq: N ci / feq Another common equation is normality (N) equal to the gram equivalent weight divided by liters of solution: N gram equivalent weight / liters of solution (often expressed in g/L) or it may be the molarity multiplied by the number of equivalents: N molarity  x equivalents Units of Normality The capital letter N is used to indicate concentration in terms of normality. It may also be expressed as eq/L (equivalent per liter) or meq/L (milliequivalent per liter of 0.001 N, typically reserved for medical reporting). Examples of Normality For acid reactions, a 1 M H2SO4 solution will have a normality (N) of 2 N because 2 moles of H ions are present per liter of solution.For sulfide precipitation reactions, where the SO4- ion is the important part, the same 1 M H2SO4 solution will have a normality of 1 N. Example Problem Find the normality of 0.1  M H2SO4 (sulfuric acid) for the reaction: H2SO4 2 NaOH → Na2SO4 2 H2O According to the equation, 2 moles of H ions (2 equivalents) from sulfuric acid react with sodium hydroxide (NaOH) to form sodium sulfate (Na2SO4) and water. Using the equation: N molarity x equivalentsN 0.1 x 2N 0.2 N Dont be confused by the number of moles of sodium hydroxide and water in the equation. Since youve been given the molarity of the acid, you dont need the additional information. All you need to figure out are how many moles of hydrogen ions are participating in the reaction. Since sulfuric acid is a strong acid, you know it completely dissociates into its ions. Potential Issues Using N for Concentration Although normality is a useful unit of concentration, it cant be used for all situations because its value depends on an equivalence factor that can change based on the type of chemical reaction of interest. As an example, a solution of magnesium chloride (MgCl2) may be 1 N for the Mg2 ion, yet 2 N for the Cl- ion. While N is a good unit to know, its not used as much as molarity or molality in actual lab work. It has value for acid-base titrations, precipitation reactions, and redox reactions. In acid-base reactions and precipitation reactions, 1/feq is an integer value. In redox reactions, 1/feq may be a fraction.

The Cost of War How Government Can Strategically Reduce the Cost of Essay

The Cost of War How Government Can Strategically Reduce the Cost of War - Essay Example Now, it has been unanimously concluded that wars do much damages than it do the goods. The huge costs involved in wars put heavy strain on the state’s finances and jeopardize the future prosperity. The only solution to reduce the number of wars, if not stop wars at all, is to create an environment of global peace and tranquility. In this regard, all the parties involved, such as the governments and the global populations have to unitedly play a proactive role to spread the message of peace and universal brotherhood. The history of human civilization is replete with innumerable wars, many of which were indeed colossus in nature and were incredibly costly. Though many wars waged earlier are credited with many remarkable developments for the humankind such as the rise of capitalism, breaking out from the oppressive rulers, creation of administrative state, repossession of own territory, class struggle etc., but at the same time these brutal wars have had imprinted their indelible adverse impact on the mankind also. The huge monetary costs apart, these wars resulted into loss of invaluable human lives, which cannot be measured or consoled through money. Wars also result into inestimable demand on the scarce resources of the country. In modern times, it is believed in some quarters that wars benefit the economies of the first world countries which are rich to begin with, or countries which initiated the war. Again, it is believed in some other quarters that wars do not necessarily benefit the develo ped countries, rather wars can sometimes make these countries worse off. Whatsoever, it is undeniable that wars involve some costs such as the cost of servicing army / military, costs of rebuilding destroyed areas, human costs, environmental costs, etc. It is not easy to quantify these costs involved in wars, but the states can definitely adopt some

Proof reading Essay Example | Topics and Well Written Essays - 750 words

Proof reading - Essay Example There are select set of questions to assess the teaching of the course. This term may refer to the form and completed survey or a summary of the response to questionnaires. They are meant to produce recommendations that are useful to teachers that schools can use to improve the quality of teaching and learning. The process (data collection) shows the impact of teaching and student learning. Analysis and interpretation of data, and the response and display are valuable for several reasons (David et al, 2005). They are useful because teachers can examine the different interpretations and how to improve teaching. This information is used by administrators with more input in summative decision making (e.g. decision support management of salary increases, awards etc.) (Dunegan et al., 2003). Generally, these assessments include the evaluation ofpeers, supervisor evaluation and student test scores to create an overview of effective teaching. The objective of the evaluation is to assess how successful and effective the program has been in achieving the claimed benefits and offers recommendations for future programs (Neil et al, 1994). 3. Economy: to promote the use of broad questionnaires that need to brief a number of small scales which are reliable and simple in terms of reviewing the study of large groups and with the aim to develop questionnaires that could be completed by a group of students in about fifteen minutes. 6. The ability to identify perceptions of students in different subjects, in other words, students should learn the same curriculum in the same format and meaning as a whole but recognition of courses may vary between courses. The instruments of course evaluation used in this experiment were a questionnaire, the rating scale with 5 levels, an open-ended form, and a closed-end form. Accoridn to Leonie (1989), there are 9 parts in the questionnaire. High scores indicate that students perceived the teaching staff in the

hydrogen economy :: essays research papers

The first and foremost element on the periodic chart is well known throughout the world. It makes up the greater portion of the earths atmosphere. It was discovered by Cavendish in seventeen seventy-six. It all started with his discovery which has led to future events. I am referring to the substance we all know as hydrogen. In nineteen thirty-seven, the Germans had used hydrogen in the Hindenburg, which in turn after the disaster has scared many into thinking that hydrogen is a very dangerous substance. However, little radiant heat is emitted when hydrogen burns and will not cause danger to anyone unless they actually touch the fire, which is the reason why so many survived. In nineteen fifty-eight, when NASA was created, hydrogen was chosen to be the fuel for the rocket program. The choice of hydrogen was due to its clean emissions and the abundance of hydrogen on earth. The demand from NASA for hydrogen has inspired the question throughout the world; why not use hydrogen as an al ternative source of energy? As this question has remained in the minds of many, one such question was asked: Why not use hydrogen for the vehicles that we have become so dependent upon for transportation? The two thousand Olympics, which were held in Sydney, allowed the general public to see the advancement and the future potential of the hydrogen car which made a huge exposure throughout the world through mass media. If hydrogen became the number one fuel source for the automobiles of the future, the United States will be able to avoid oil spills, avoid harmful pollutants, and end the dependence on foreign sources for oil. However, many troubles arise in the area of using it as fuel for a car, being able to store it so it is safe for the everyday use and producing enough Hydrogen to make it economically efficient.

Views on Baz Luhrman’s Adaptation of Romeo and Juliet

Capulet my name is anonymous. My topic for the IOP is based on the film ‘Romeo and Juliet by B Luhrmann . I am going to impersonate William Shakespeare with a monologue where I shall speak aloud my views on Baz Luhrman’s adaptation of my text. When I wrote this book I was attracting a crowd with very orthodoxed thnking . the idea of two young lovers going against the society merely for lust was intolerable! hence in my book they died 4 days into their courtship. Death was their punishment for going against the knomes of the society. my book was a one with a serious message put forth to the reader.Where as the movie which was adapted frm my text seems to be moulded inorder to attract an audience with a very openmindset mindset who prefer entertainment over moral values. It had a many humourous scenes ,mercutio dressing up like a girl and dancing at the capulets party,which the modern crowd would enjoy more. The main objective of the this movie was to make money,which was done by mocking at my well known novel of romeo and Juliet.. adapting their movie from my book must have been a huge advantage for them as tthey wouldn’t have needed any script or a new story which has the risk of being disliked by the audience. hey just changed the costumes and situations into modern day ones which will obviously entertain the audience as they picture romeo as a young teenager in the days of old and not wearing a suit and smoking a cigarette on the beach.. the movie has a many differnces compared to the book in order to make the film more entertaining. in my book Juliet was 14 years old but in the movie Juliet doesn’t appear to be 14 at all. the movie makers changed this aspect of the book in their movie in order to make the scenes expressing lust more entertaining for the crowd.But the reason I had Juliet to be so young in the book was to highlight fact that her actions were all justified by the fact that she was immature. The costumes of the actors in the movie were very western and commonly worn by the people of the new times. in my book they were meant to be dress the way the people did during the time of the book being published. instead of wearing the olden day clothes characters like benvolio were wearing hawaian shirts and romeo was dressed in a suit smoking a cigarette on the beach . scenes like this weren’t common to see in days when I wrote the book.Instead of actually swords the charactes threatened each other with shinning pistols with the word â€Å"sword† carved on them. this aspect of the movie killed the seriousness as in the opening scene the capulets pointed a pistol at the montagues and ordered him to raise his â€Å"sword†. How will two people have a dramatic fight holding two pistols against each other? In my book this scene was supposed to be a dramatic fight . The royal prince was replaced by a police official to make the movie more relative to the modern world.The reason my book had a royal prince was to highlight he fact that these two lovers were going against the will of the highest authority. the movie portrayed the same situation but the police official replacing the prince is another example which I saw where barz luhrman has presented a change in the film for it to be resembling a modern life situation. In two offices of the capulets and the montagues were shown in the film as tall skyscrapers where as my book was geographically set in Verona which is supposed to be a small and silent town. During the time when I wrote this book ,writers and producers would only produce works which gave some hints to make the viewers or readers to ponder over certain real life situations. but I guess times have changed and so has the mindset and the taste of the audience. they seem to enjoy mockeries instead of eye openers I feel barz luhrman has not been faithful to my text while depicting it as a mmovie because the movie simply mocks at the text if I had an option to c reate a film depicting my text it would have been very different not changing any scenes for it to be enjoyed by the modern crowd.