Experiment to investigate the Factors affecting the Energy Transfer Involved in the Cooling of Water Essays

Experiment to investigate the Factors affecting the Energy Transfer Involved in the Cooling of Water Essays Experiment to investigate the Factors affecting the Energy Transfer Involved in the Cooling of Water Essay Experiment to investigate the Factors affecting the Energy Transfer Involved in the Cooling of Water Essay Water cools in many different ways due to a variety of different reasons, which depend on the way in which the water is contained. I will be considering how water in a plastic cup cools. If I put hot water in a plastic cup I would expect heat to be lost by radiation from the sides and the top, conduction through the base and evaporation from the top. If however, the sides and base were highly insulated; most heat would be lost by evaporation and radiation from the top. Here are the ways in which heat is lost from cooling water: 1) Radiation Radiation is the movement of heat energy by electros of radiation are the sun radiating heat through space and a central heating radiator radiating heat into a room. 2) Conduction Conduction can take place in solids, liquids and gases. When a material is heated the particles nearest to the heat gain kinetic energy. They then start to vibrate faster due to this energy and as they do they touch other particles and transfer the kinetic energy to them. This process is repeated and the energy is transferred through out the object from hot regions to cooler regions. As the water looses heat from the sides of the cup conduction will cool the mass of the water. Conduction will also occur through the walls of the cup and then radiate and through the base of the cup into the surface on which the cup stands. 3) Convection When a liquid of gas is heated (convection can not take place in solids), the molecules move faster and push each other further apart. The fluid expands and becomes less dense. The less dense fluid then rises upwards taking its thermal energy with it. This rising fluid is then replaced by cooler fluid and a convection current is set up. Thermal energy is transferred by the molecules themselves moving from the hot region to the cooler one. As the water nearest the sides of the plastic cup cools due to radiation, convection with in the water will cool all the water. 4) Evaporation When water is heated the molecules gain kinetic energy and move around very quickly. Some of these molecules manage to gain enough energy to break free from the liquid. This process is called evaporation. As the water evaporates it takes away some of the thermal energy. As the temperature of water increases the molecules gain more and more energy so the rate of evaporation also increases. Evaporation can be reduced by sealing the top of the plastic cup with a very small air space above the water. The water vapour will then condense and drip back into the water. 5) Temperature differential The difference in temperature between room temperature and the temperature of water can alter the rate of which the water cools. If there is a big difference and the water is very hot and the room temperature is fairly low then the rate of cooling will be much larger than if the temperatures were very close together. 6) Insulation Insulation is a material with low conductivity which is used to reduce the amount of heat lost from a hot object such as a hot water tank. By wrapping the plastic cup with insulation the rate of conduction through the wall of the cup will be reduced. Air is a very good insulator and so many insulators have small air pockets with in them which can prevent large convection currents being set up. 7) Energy The thermal energy of water can be calculated by measuring the volume of water and its temperature. The energy change = the specific heat capacity à ¯Ã‚ ¿Ã‚ ½ mass à ¯Ã‚ ¿Ã‚ ½ temperature change The specific heat capacity of water is 4200 Joules per Kg per à ¯Ã‚ ¿Ã‚ ½K For example to heat up 1kg of water by 10 à ¯Ã‚ ¿Ã‚ ½C would require: 4200 à ¯Ã‚ ¿Ã‚ ½ 1à ¯Ã‚ ¿Ã‚ ½ 10 = 42000 Joules. The energy loss can then be calculated by measuring the reduction in temperature provided the volume of water remains unchanged. Plan I have chosen to investigate the effect of insulation on the rate of energy loss from the water because it is more easily measured than the other factors. By increasing the thickness of insulation surrounding the water, I can measure the rate at which heat is lost from the water for different thicknesses and determine the relationship between the rate of heat loss and the thickness of insulation. To do this I will need to reduce the loss of heat by evaporation by sealing the top of the container. In this experiment heat will be conducted through the insulation and then radiate into the air. The amount of radiation will change because the surface temperature of the insulation will reduce as the insulation becomes thicker and the external surface area of the insulation increases due to the extra thickness around a circular cup. Experiment to investigate the effect of insulation on the rate of heat loss from a plastic cup of water Aim: To investigate the change in the rate of heat loss from a plastic cup by varying the thickness of insulation surrounding the cup and to see if there is a relationship between the rate of heat loss and the thickness of insulation. Apparatus Item Purpose Plastic cup To contain the water Thermometer To measure the temperature of the water Digital Timer To allow measurement of the temperature at regular intervals Kettle To heat the water Measuring cylinder To measure the quantity of water Expanded polystyrene sheet insulation used for lining walls under wallpaper. 2mm thick To wrap around the cup in layers to insulate it Cling film To seal the top of the cup from evaporation Sellotape To hold the insulation around the cup Clamp stand and cotton To suspend the thermometer in the water so that it does not touch the sides or bottom Foam mat 20mm thick To stand the cup on so that heat is not lost through the base Water Ruler To measure thickness of 10 layers of insulation to determine the average thickness. Preliminary experiment In order to determine the probable range of results it was necessary to carry out a preliminary experiment by filling the plastic cup with water and measuring how long it took to cool. The following information was found. 1. The quantity of water to fill the cup to leave only a small air space at the top. 2. The starting temperature of the water in the cup was found to be about 85à ¯Ã‚ ¿Ã‚ ½C so it was decided to start reading the temperatures once the temperature had fallen to 80à ¯Ã‚ ¿Ã‚ ½C 3. It as found that it took about 25 minutes for the temperature to fall to 60à ¯Ã‚ ¿Ã‚ ½C with no insulation. With thick insulation it would take much longer so it was decided to monitor the temperature for 30 minutes to give a good range of results. 4. It was found that it would be sufficient to take readings at one minute intervals. Otherwise at high levels of insulation the variation in temperature would be very small. 5. It was found that it was possible to measure read the temperature on the thermometer to an accuracy of about 0.25 C. 6. The preliminary experiment confirmed that the set up of the apparatus was correct with the thermometer at the right level and easy to read and that using a digital clock it was possible to time the readings accurately. Prediction I would expect that the rate at which the water cools to reduce as the insulation becomes thicker. While insulation is supposed to stop heat loss it will still act as a conductor of heat. The amount of energy transferred through a conductor is proportional to the thermal gradient. By doubling the thickness of insulation the thermal gradient is halved. So I would expect the energy lost though the insulation to reduce to half. Insulation has a strength to prevent heat loss which is measured as its U value. The U value is measured as Watts per mà ¯Ã‚ ¿Ã‚ ½ per à ¯Ã‚ ¿Ã‚ ½C and is for a given thickness of insulation. Double the thickness and the U value will halve. Rate of heat loss = U value à ¯Ã‚ ¿Ã‚ ½ surface area à ¯Ã‚ ¿Ã‚ ½ temperature difference. So if the insulation doubles in thickness, the U value will halve and the rate heat loss will halve. Diagram Method Room temperature was taken using the thermometer which had been allowed to adjust to the room temperature and this was recorded. The apparatus was arranged so that a plastic cup stood on a layer of foam insulation with a thermometer suspended from a clamp stand so that the bulb of the thermometer would be hung in the middle of the water in the cup. For the first test no insulation was wrapped around the cup. For the later tests, layers of insulation were tightly wrapped around the cup using sellotape so that once the air was trapped between them none could escape. This was also done to the base of the cup. The kettle was boiled and 150mlà ¯Ã‚ ¿Ã‚ ½ of hot water was measured out using the measuring cylinder. This was then poured into the plastic cup. A piece of cling film was then stretched over the top of the cup to form a seal so that no evaporated water could escape. Square pieces of insulation (bigger than the cup) were placed on top of the cup. The number of squares depended on the number of layers of insulation being tested. A hole was pierced through the centre of the lid. A thermometer was then suspended using cotton and the clamp stand and then pushed through the hole so that the end hung in the centre of the cup. The lid was then taped down securely. When the temperature had fallen to 80 à ¯Ã‚ ¿Ã‚ ½C, the stop clock was started and the temperature of the water was taken every minute for 30 minutes. The results were recorded. After the first test, the cup was emptied and two layers of insulation were fixed around the cup as described above. The test was then repeated for the two layers of insulation. Further tests were then carried out for 4, 6, 8 and 10 layers of insulation. All results were recorded. Room temperature was taken again at the end of the experiment to see if it had varied. The average thickness of the insulation was measured by measuring 10 layers and dividing the result. Fair test * The thermometer was suspended so that it did not touch the sides of the cup so that the reading was the temperature of the centre of the water. * Taking room temperature before and after the experiment to see if there had been any change which would affect the results of the experiment. * The same volume of water was used in each test. * The layers of insulation were fixed in the same way by the same person each time. * By repeating the test for a wide range of thicknesses of insulation anomalies would show up as the results are plotted. Safety * Safety glasses were worn to protect our eyes from splashes of hot water. * Gloves were worn to protect hands from the hot water * Laboratory coats were worn to help protect our bodies from the hot water. * We stood up so that if the water did spill we could move away quickly * The experiment was done under supervision. * The thermometer was suspended so that there was no risk of dropping it. * The apparatus was set up in a position where it could not easily be knocked over. Results Room temperature at start of experiment = 22.5à ¯Ã‚ ¿Ã‚ ½C Room temperature at end of experiment = 23.0à ¯Ã‚ ¿Ã‚ ½C Table 1 Temperature change for varying thicknesses of insulation. Time in Minutes Temperature in à ¯Ã‚ ¿Ã‚ ½C Layers 0 layers 2 layers 4 layers 6 layers 8 layers 10 layers 0 80.00 80.00 80.00 80.00 80.00 80.00 1 78.50 79.75 80.00 79.00 80.00 79.25 2 77.00 79.00 79.25 78.75 79.00 78.50 3 76.00 78.50 78.75 78.25 78.75 78.00 4 75.25 77.75 78.25 78.00 78.50 77.50 5 74.25 77.25 78.00 77.50 78.00 77.25 6 73.00 76.75 77.25 77.00 77.75 76.75 7 72.50 76.25 77.00 76.75 77.23 76.50 8 71.75 75.75 76.50 76.50 77.00 76.00 9 70.75 75.25 76.00 76.00 76.75 76.00 10 70.00 75.00 75.50 75.75 76.25 75.50 11 69.25 74.50 75.00 75.25 76.00 75.00 12 68.50 73.75 74.75 75.00 75.75 75.00 13 68.00 73.25 74.50 74.75 75.25 75.00 14 68.00 72.75 74.00 74.50 75.00 74.25 15 66.00 72.25 73.50 74.00 75.00 74.00 16 65.25 71.75 73.00 73.50 74.75 73.75 17 65.00 71.25 72.76 73.25 74.25 73.50 18 64.25 70.75 77.25 73.00 74.00 73.25 19 63.50 70.25 72.00 72.50 73.75 73.00 20 63.00 70.00 71.50 72.00 73.50 72.75 21 62.25 69.50 71.00 72.00 73.00 72.50 22 62.00 69.00 70.75 71.50 73.00 72.25 23 61.00 68.50 70.25 71.00 72.75 72.00 24 60.25 68.00 70.00 71.00 72.50 71.75 25 60.00 67.50 69.75 70.50 72.00 71.25 26 59.50 67.00 69.50 70.00 72.00 71.00 27 58.75 66.75 69.00 70.00 71.75 71.00 28 58.00 66.00 68.75 69.75 71.25 70.75 29 57.50 65.75 68.50 69.50 71.00 70.50 30 57.00 65.25 68.00 69.00 71.00 70.25 Energy loss after 30 minutes in Joules 14490 9292 7560 6930 5670 6142 Table 2 Temperature change at 10 minute intervals Time in Minutes Temperature in à ¯Ã‚ ¿Ã‚ ½C Layers 0 layers 2 layers 4 layers 6 layers 8 layers 10 layers 10 10 5.00 4.5 4.25 3.75 4.5 20 17.00 10.00 18.50 8.00 6.5 7.25 30 23.00 14.75 12.00 11.00 9 9.75 Conclusion The results in Table 1 are shown graphically in Fig.1. Room temperature changed only slightly, so it will not have affected the results. From Fig 1 it is clear that the rate of heat loss from the water is reduced by increasing the amount of insulation. With no insulation the temperature fell by 23 à ¯Ã‚ ¿Ã‚ ½C in 30 minutes. With two layers this reduced to 14.75à ¯Ã‚ ¿Ã‚ ½C in 30 minutes. Figure 1 shows that by adding more and more layers of insulation the reduction in energy reduces to a point where it changes very little and may even increase. Figure 1 also shows that the rate of loss of heat is almost a straight line but there is a slight curve. This is most clearly seen from the curve with no insulation. This is because; as the water cools the temperature differential between the water and room temperature reduces so the energy loss will reduce. The curves for the insulation are straighter because the change in temperature differential is less. Table 2 compares the reduction in temperature at 10, 20 and 30 minutes for the various thicknesses of insulation. Fig. 2 shows that the reduction in temperature reduces with the number of layers to a low point at about 8 layers and it rises again a little for 10 layers. This is not what I expected in my prediction. This is because of radiation. Insulation can be used to prevent heat loss however it does not prevent heat loss by radiation. Heat which does get through the insulation will be radiated away. The amount of radiation will depend upon the temperature differential between the outside surface of the insulation and room temperature. As the insulation gets thicker less heat passes through and the outside temperature is lower so the amount of radiation should reduce. However, with a circular cup, the surface area of the insulation increases so the amount of radiation also increased and this may be what is stopping the reduction in heat loss. The surface area without insulation is approximately 250 cmà ¯Ã‚ ¿Ã‚ ½. The surface area with insulation is 620 cmà ¯Ã‚ ¿Ã‚ ½ which is 2.48 times as much. The experiment suggests that there is an optimum thickness for the insulation Evaluation Accuracy Figure 1 shows the curves for the temperature readings. Some of the points do not fit on the smooth best fit curve which could be drawn through the points. This shows that there was an error in the readings for those points. However, the errors are not sufficient to affect the overall conclusions. Table 3 shows the temperature steps between each reading and Fig 3 shows the irregularities for three of the tests. With this experiment it is not possible to retake or double check readings because the temperature keeps changing. If money were no expense, it would be better to use an automatic measuring system where a computer records the readings at the exact interval rather than allowing for human response. A digital thermometer would be used to record the temperature because it could readings of 0.1 of a degree rather than 0.25. From the results in Fig 1, I can see that the time at which the clock is started at 80à ¯Ã‚ ¿Ã‚ ½C is very critical because the temperature is only falling at about 1/2 a degree Celsius per minute. This could lead to an error of about 2 minutes. This could possibly explain the discrepancy between 8 and 10 layers. Further investigation I would like to investigate the effect of adding even more insulation to see if the rate of loss of energy increases due to the increase in surface area increasing the amount of radiation. I would do this because as you can see in Fig 2. The curve begins to slope up showing an increase in change of temperature. I would like to investigate this further and see if this trend continues with more layers of insulation. The experiment could also be repeated for different temperature ranges between the water and room temperature.

Why Starting and Staying Organized Is Critical To Marketing Success

Why Starting and Staying Organized Is Critical To Marketing Success Every day, consider your marketing career mindset. You can plan all you want, but at some point, you need to get to work, create something your audience will love, and launch it. You’ll probably make mistakes and face roadblocks along the way. But whatever goal you have for your marketing strategy, getting and staying organized will help you on your path to success. Today, we’re talking to Kelly Napoli, who is the content marketing coordinator at Obermiller Nelson Engineering (ONE). Learn how to collaborate with subject matter experts (SMEs), importance of taking risks with your marketing, and why starting is more important than anything else. ONE is trying a bit of everything with its content marketing to see what works and what doesn’t Marketers should pick SMEs’ brains to figure out what clients find interesting It works better and smoother to have a conversation with SMEs vs. asking them to write marketing content Lessons Learned: Once you’ve got a plan, implement it or nothing gets done Personas: Have conversations about your target market Provide audience with content that’s beneficial for them; at the same time, you don’t necessarily want to give away your secret sauce Efficient collaboration with remote teams involves utilizing tools, including phones and video chats Email is not always the most efficient way to communicate advances you through the collaboration and communication process Organization is Key: Find what works for you; for ONE, it’s You pay for software, so use it; focus on what needs to get done If you have multiple projects and tasks, stay organized by using task templates and Excel spreadsheets Going from two to four new blog posts monthly to be consistent and productive; publish content to produce results and influence certain perceptions Get organized in chaos behind marketing management; turn to , learn from your mistakes, and find software to help you stay organized Links: Seth Godin Obermiller Nelson Engineering Start with Why by Simon Sinek Write and send a review to receive a care package If you liked today’s show, please subscribe on iTunes to The Actionable Content Marketing Podcast! The podcast is also available on SoundCloud, Stitcher, and Google Play. Quotes by Kelly Napoli: â€Å"Since we’re just starting out, we’re kind of trying a little bit of everything to see what works and what doesn’t.† â€Å"I’m not that subject-matter expert. Working with that content partner has been huge.† â€Å"You can spend hours and hours and hours putting together a plan, but somebody’s got to implement it, otherwise nothing gets done.†

Read Abigail Solomon-Godeau's essay on Gauguin and answer the Assignment

Read Abigail Solomon-Godeau's essay on Gauguin and answer the questions - Assignment Example This lead to oppression. Gauguin escaped European civilization and technology and took refuge in Tahiti. This action made him live a simple and natural lifestyle. His desire for sexual freedom was manifested in his paintings. He viewed Tahiti as the earthly arcadia of love, naked nymphs and gentle climate to mark it all. He also extended the academic pastoral to include all other non-European models. He believed in celebrating the society of his adoption against colonialism (Solomon-Godeau, 127). What undermined him as primitive is that he took adolescent mistresses as young as fifteen years. He also saw sexual freedom from the male point of view. It concludes that elements of primitivism involves interweave of race, sexual fantasies and power (Solomon-Godeau 130). In the end, he victimized the Tahitians because he regarded them as

Quantitative Methods Coursework Essay Example | Topics and Well Written Essays - 1000 words

Quantitative Methods Coursework - Essay Example 1. Production and Transportation cost = (80000 units)(97 pence/unit) = 7,760,000 pence 2. The rest of the capacity of factory '1' (90,000 - 80,000 = 10,000) can be used for producing and transporting to manufacturer 'B' Production and Transportation cost = (10000 units)(98 pence/unit) = 980,000 pence Hence the total cost of production and transportation for factory '1' is 7,760,000 + 980,000 = 8,740,000 pence = 87,400/- 3. The rest of the demand of manufacturer 'B' (72,000 - 10,000 = 62,000) should be produced by factory '3' having lesser costs than factory '2'. Production and Transportation cost = (62000)(109) = 6,758,000 pence 4. The rest of the capacity of factory '3' (80,000 - 62,000 = 18,000) can be used to produce and transport for manufacturer 'A'. Production and Transportation cost = (18000)(107) = 1,926,000 pence Hence the total cost of production and transportation for factory '3' is 6,758,000 + 1,926,000 = 8,684,000 pence = 86,840/- 5. The rest of the demand of manufacturer 'A' (51,000 - 18,000 = 33,000) is produced by factory '2' Production and Transportation cost = (33000)(113) = 3,729,000 pence Hence the total cost of production and transportation for manufacturer 'A' order is 1,926,000 + 3,729,000 = 5,655,000 pence = 56,550/- 6. The total demand of manufacturer 'D' can be supplied by factory '2' Production and Transportation cost = (58000)(114) = 6,612,000 pence Hence the total cost of production and transportation for manufacturer 'D' order is 6,612,000 pence = 66,120/- Conclusion Total Cost of production for factories and manufacturers Factory Computer... As shown by the graph, the relationship is somewhat linear at values 13 onwards (lower part of the graph) and these are non-linear at higher part of the graph. The values for Wells Fargo Home Mortgage are non-linear with huge differences as shown by the graph.

John Locke helped create Modern Democracy Essay Example for Free

John Locke helped create Modern Democracy Essay John Locke was an English philosopher and was considered as the first British Empiricists. His contributions proved great importance to the development of epistemology and political philosophy during those times, and is regarded as the most influential thinker to contribute to the liberal theory of government. As a whole, John Locke’s importance is reflected by the American Declaration of Independence, since men by nature is free and equal, discarding the thought about having a monarch, as everyone is entitled to become a monarch. It was through John Locke’s theories that people’s eyes were opened to the reality, the fact that all of us are born free. John Locke viewed and claimed that men are naturally free and equal, versus the notion that God appointed a monarch to rule over other people. Some of the things that Locke fought for were the people’s basic rights, including the right to life, liberty, and property – these concerns became the basic foundations of laws in any particular society today (Tuckness). Looking closely at the implication of what John Locke has fought for, it is more of establishing a concrete grounding which can be used as basis of other rules and laws that you prepare. In the context of establishing a government, John Locke used the claim that men are naturally free and equal in order to justify the understanding regarding the legitimacy of a political government which is the outcome of a social contract that regards the people as the major stakeholders, and that the government will be established to ensure the stability, comfort and enjoyment of these people’s lives, liberty and property. In short, the government, though privileged to preside over the people, still rests on popular consent, and people are entitled to rebel if they see that the government is subversive of what they stand for – the protection of life, liberty and property (Tuckness). Governments, just like what we have today, exist by the consent of the people under the jurisdiction of that government. Their main purpose according to Locke is to protect these people’s rights, as well as promote public good. In relation to this, those governments who are unable to function accordingly can be resisted by the people and e replace with new governments (Blupete. com). Though nowadays it would surely undergo a very long process to replace a current government, people still have the power to pursue these measures if the need be. Locke advocated majority rule, something which is similar to the current democracy that we have today. Modern democracy as we see today can be greatly associated with what John Locke has helped establish and defended many years ago. The purpose is people empowerment, the realization of the people’s rights and fighting to preserve these rights against violators. This has led to the creation of the democratic government that we have today, and through this type of government, we live a free and equal lives, without oppression from other people, as well as injustice in the things we do. We see the democratic government not only as a ruling body in the society but also a guard that would keep watch of out precious inalienable rights as citizens of this country and as human beings. We have instated a higher ruling body to do a set of purpose, and if it doesn’t, it is our responsibility to tear it down and replace it with the ones which are more appropriate and more deserving of the position. It is not the government that runs the people, but instead, it’s the people that run the government. Works Cited: Blupete. com. John Locke (1632-1704):The Philosopher of Freedom. 2006. April 4 2008. http://www. blupete. com/Literature/Biographies/Philosophy/Locke. htm#Government. Tuckness, Alex. Lockes Political Philosophy. 2005. April 4 2008. http://plato. stanford. edu/entries/locke-political/.

Impressionist Paintings as Documents of Paris Capital of Modernity Ess

Impressionist Paintings as Documents of Paris Capital of Modernity Impressionist paintings can be considered documents of Paris capital of modernity to a great extent. This can be seen in their subjects, style of painting, and juxtaposition of the transitive and the eternal. The phrase Paris capital of modernity refers to the time in the second half of the nineteenth century when Paris was considered one of the most innovative cities in the world. This was largely a result of Haussmann’s renovation of the city between 1851 and 1869. A Prefect of Paris under Napoleon III, he transformed Paris into a city with wide streets, new shops and cafes, and a unified architecture. The visual appeal of the renovated city, along with other factors such as the high quality of the art schools, caused Impressionism to take off in Paris around this time (Thomson 2000: 19-20). Impressionist painters wanted to capture the present, not historical or idealistic scenes. For this reason, they painted boulevards, parks, train stations, and other places that were important to modern Paris life. Human figures were important subjects in their paintings, since one of the most effective ways to depict modern life is to show the people living in it. Beyond what they painted, Impressionists conveyed the modern city through their style of painting. They used techniques that emphasized that the scene was a moment in time. Many of their paintings were sketch-like, using thin but visible brushstrokes. They depicted light and shadows accurately, which often set the painting at a certain time of day. Also, they conveyed a sense of movement in their paintings, especially in human figures. These factors allow viewers to believe that the subjects of a painting w... ... considered documents of Paris capital of modernity to a great extent. Their subjects, style, and juxtaposition of the transitive and the eternal give effective depictions of life in Paris at the time. Impressionist paintings will stand alongside written documents as records of late nineteenth century Paris for years to come. Works Cited "Guide to Impressionism." National Gallery, London. Web. 12 Nov 2010. . "Kimbell Art Museum." Web. 12 Nov 2010. . "Luncheon of the Boating Party." The Phillips Collection. Web. 12 Nov 2010. . Belinda Thomson, Impressionism. Origins, Practice, Reception (Thames and Hudson, 2000). Impressionist Paintings as Documents of Paris Capital of Modernity Ess Impressionist Paintings as Documents of Paris Capital of Modernity Impressionist paintings can be considered documents of Paris capital of modernity to a great extent. This can be seen in their subjects, style of painting, and juxtaposition of the transitive and the eternal. The phrase Paris capital of modernity refers to the time in the second half of the nineteenth century when Paris was considered one of the most innovative cities in the world. This was largely a result of Haussmann’s renovation of the city between 1851 and 1869. A Prefect of Paris under Napoleon III, he transformed Paris into a city with wide streets, new shops and cafes, and a unified architecture. The visual appeal of the renovated city, along with other factors such as the high quality of the art schools, caused Impressionism to take off in Paris around this time (Thomson 2000: 19-20). Impressionist painters wanted to capture the present, not historical or idealistic scenes. For this reason, they painted boulevards, parks, train stations, and other places that were important to modern Paris life. Human figures were important subjects in their paintings, since one of the most effective ways to depict modern life is to show the people living in it. Beyond what they painted, Impressionists conveyed the modern city through their style of painting. They used techniques that emphasized that the scene was a moment in time. Many of their paintings were sketch-like, using thin but visible brushstrokes. They depicted light and shadows accurately, which often set the painting at a certain time of day. Also, they conveyed a sense of movement in their paintings, especially in human figures. These factors allow viewers to believe that the subjects of a painting w... ... considered documents of Paris capital of modernity to a great extent. Their subjects, style, and juxtaposition of the transitive and the eternal give effective depictions of life in Paris at the time. Impressionist paintings will stand alongside written documents as records of late nineteenth century Paris for years to come. Works Cited "Guide to Impressionism." National Gallery, London. Web. 12 Nov 2010. . "Kimbell Art Museum." Web. 12 Nov 2010. . "Luncheon of the Boating Party." The Phillips Collection. Web. 12 Nov 2010. . Belinda Thomson, Impressionism. Origins, Practice, Reception (Thames and Hudson, 2000).

Death, Tragedy and Community at Wartime Essay

Dying in War: Implications for the family, the community and the social worker Death is a phenomenon that evokes mixed reactions and views from a community. For some, it a blessed release from the trials and problems of life. To others, it may very well be the end of the world when they lose a loved one. What remains constant however is the grief, bereavement and loneliness experienced by those left behind. Even more so when death was sudden and unexpected as like what happens in times of war, disaster, and terrorist attacks. Grief goes through many stages, each stage more difficult that the last. While most people generally manage to cope with time, some experience more difficulties and tend to develop psychological and emotional problems. During the First and Second World Wars, the knock of the postman was a thing of dread. They either brought telegrams summoning the sons and fathers of families for the draft or telegrams announcing the death or loss of loved one. An estimated 8 million military personnel in 14 European countries were killed in World War I, and 14. 4 million military personnel in 17 European countries were killed in World War II (Aiken, 2001, p. 111). Parents who suddenly lose their children such as what happened to most wartime mothers with adult sons usually have a harder time coming to terms with the death of their child (Gilbert, 2005, p. 6). The loss and feelings of helplessness and anger can be intense. There is a common belief that something is wrong when a parent buries his/her child. Most parents who have experienced this report that they feel dissociation with life and everything just felt so unreal (p. 6). That it is not right that parents should survive their children is often the thought that haunts bereaved parents. What role do social workers play in times of war and terror? Social problems are defined as the challenges that face and exist in communities (Hardcastle, Powers & Wenocur, 2004, p. 62). It is the social worker’s job to help the community and its members formulate and implement solutions to these problems. Social workers usually work with problems related to economic disadvantages, illness and disability, crime and delinquency, abuse and maltreatment, service provision to special parts of the population and mental illness. All these problems call for leadership attention and trained intervention (p. 62). No situation can put all these things together more than times of war. What may be the biggest challenge to a social worker though is the task of helping a family and community deal with the sudden losses of loved ones in combat. In addition to this, they should also be prepared to cope with the rehabilitation of those who have been able to come back home but exist with scars that are not only physical but also mental and emotional. The events of September 11, 2001, though technically not a part of any formal war except the one on terror, had an impact that was not dissimilar to armed conflicts. There was confusion, anger, anxiety and above all, people who in an instant lost their loved ones. As with wartime, sudden death can only be viewed as unfair and untimely (Clements, Deranieri, Vigil & Benasutti, 2004) For example, the September 11, 2001 terror attacks left behind families and children who have lost moms and dads in that instant. Even adults and children who were indirectly affected by the attacks have grown to suffer feelings of anxiety and shattered security in their personal and familial safety (Smith & Reynolds, 2002). Besides the inevitable feelings of grief, children especially were left behind and often had to contend with nightmares and morbid pictures of the traumatic deaths their loved ones experienced as well as the stress and difficulty of trying to picture lives without mom or dad. It is also important to remember that the effects of trauma are not limited to those who suffer it directly (Sims, Hayden, Palmer & Hutchins, 2000, p. 41) The ubiquity of television also afforded children at home not only news of the attacks but also vivid pictures and descriptions of the tragedy and all its violence. This made it even more problematic for children and people who have lost loved ones in the Twin Towers and the plane crashes as coverage of each horrific scene gave them fodder for the imagination and subsequent nightmares. The case of a 7-year old boy named Johnny is cited in the study (2002) by Smith and Reynolds. : Following the 9/11 attacks, Johnny developed a constant fear of his parents leaving home and getting killed by â€Å"bad men. † He also developed a phobia of elevators and would throw tantrums whenever his parents tried to make him use one. Johnny admitted to his therapist that his fear of elevator stemmed from a story he heard of how â€Å"people in the Twin Towers were trapped and killed while riding in the elevators. † (Smith & Reynolds, 2002) Neither Johnny nor his family were directly involved or affected in the terror attack. The mental and emotional strain suffered by survivors and those affected by this very high profile event led to the American Psychiatric Association’s setting up of counseling services â€Å"focusing on grief, acute stress and Post Traumatic Stress Disorder (PTSD) (Smith & Reynolds, 2002). The difficulty that most surviving relatives meet is in the un-timeliness of death. While conventional wisdom holds that sons and fathers who go to war may not come back again, more often than not, there is a strong hope that they will be able to come home. Despite the knowledge of all the possibilities, the sudden and traumatic nature of death often creates problems among surviving relatives. They become victims in their own right. Muller and Thompson believe that the manner of death plays a vital role in determining the reaction of the survivors (Muller & Thompson, 2003). If its bad enough for people to suddenly lose their loved ones, how much more would it be for children to live and go through an environment of war and death? In his article in the Journal of Multi-cultural Counseling and Development in 2004, Clinical psychologist and Fellow of the American Psychological Association (APA) Gargi Roysircar relates the case of 20-year old Yugoslavian emigre Stephen, who at the age of 10 witnessed the height of the civil war between Christians and Muslims in Kosovo in 1990. In interviews with his counselor, Stephen recalls witnessing about 80% of his classmates get killed by bombs, sniper shots and gunfire as they walked to and from school. At age 14, Stephen was taken by his father to the frontlines for training in combat to fight with the Serbian army. The next two years wold take Stephen all over the Balkans and would expose him to all kinds of death, privation and war atrocities. Eventually migrating as political refugees in the United States, in 1999, Stephen demonstrated difficulty in acculturation and adjustment. The constant displacement he experienced in war along with the mistrust bred by his past and cultural paranoia fostered by the Croatian community they lived with made it difficult for Stephen to acclimatize to peacetime setting. Roysircar describes Stephen as having â€Å"recurrent thoughts and images of his violent experience in the Balkans. He experienced nightmares, hostility and a profound sense of a lack of belonging. Stephen also often recounted the difficulties he experienced including â€Å"hiding in a basement and eating rats† especially when angry. He also displays a deep-seated hatred for the Muslims and believes â€Å"the Middle East should be wiped off the face of the Earth† (Roysircar, 2004). While there may be models detailing stages of grief and recovery, social workers must be prepared for instances that do not adhere to such models. In Stephen’s case while he did not directly lose any of his close family members, he was exposed at an early age to violence and death. He has also experienced being the cause of another human being’s death as he and his father fought on the Serbian army. This is no different from the Post-Traumatic Stress Disorder exhibited by American soldiers returning from Vietnam or any other area where they fought in combat. A person does not have to lose anyone in order to feel grief, bereavement and suffer any disorder that may result from it as evidenced by the little boy Johnnie and Stephen. Death in wartime is not limited to just the loss of a loved one. In a community where all able bodied men are called to arms, anybody can lose husbands, brothers, fathers and sons at any day. Families left behind are left to their own devices and imaginings of what horrors their loved ones are facing. Those who do lose family members are haunted by the manner by which their loved one died. There is also the unfortunate circumstance in war where death is an ambiguous issue. In the Vietnam War, many people were reported missing in action. The families of such people were left at an awkward and horrible position of not knowing whether they should be mourning or holding out hope for their loved one’s return (Worden, 2003, p. 40). In some cases, some families do accept the reality that their loved one may be dead and go through the entire process of mourning and recovery only to be told later that their husbands and sons were simply prisoners of war and has since been released. While ordinarily this may sound like a fairy tale ending, there may come unbridgeable gaps and tension that can only ruin relationships and lives (p. 85). On the other hand, some families may keep clinging to the hope that their loved ones are alive and therefore refuse to give way to grief and acceptance. Stacy Bannerman (2007) is one of the many army wives whose marriage was broken up by war. In her article that appeared in â€Å"The Progressive,† she relates how her once happy marriage with one of the military’s mortar platoon commanders started heading downhill with every death he caused and witnessed during his stint in Iraq. She decries the insensitivity and lack of support for military families from the National Guard. She further cites how there was an absolute lack of prompt attention to the mental and emotional needs of returning military men who more often than not suffered from PTSD like her husband, Lorin did. Because of this, there have been military men who have survived their tour of duty only to succumb to mental and emotional anguish and end up committing suicide on American soil (Bannerman, 2007). It is the soldiers, their families, and the people of Iraq that pay the human costs. The tab so far: more than 3,000 dead U. S. troops, tens of thousands of wounded, over half a million Iraqi casualties, roughly 250,000 American servicemen and women struggling with PTSD, and almost 60,000 military marriages that have been broken by this war (Bannerman, 2007). The problem here is that most of those left behind are left to cope with their own fears without the support of anybody else except family and members who are also wrapped up in their own concerns. In this case, social workers must be able to take the lead in establishing outreach and community groups so people do not have to cope and suffer in isolation. Carpenter (2002) states that the psychological well-being of the members of a community is one of the jobs of a social worker. While it is true that the trauma brought on by exposure to violence and death may be an individual process, healing and recovery needs societal support and strong relationships (Carpenter, 2002). This may become a challenge to families and communities who are dealing with their anxiety and grief. However, Carpenter reminds social workers that one of the primary goals of social work is to help empower the oppressed. Oppression in itself can take on many definitions and forms. In this particular case, it is the trauma and grief that is debilitating and oppressing the individual and the community. Social workers must also be prepared to look for signs of repressed grief. Some individuals choose to withhold and fail to express grief and therefore develop problems later in life often developing manias, paranoia and demonstrate abuse towards other people. At times, the feelings of grief or multiple losses of loved ones may lead to a â€Å"grief overload† that would cause an individual to delay grief (Worden, 2003, p. 91) The community as a social system can provide a network of support. Given the right leadership, empathy and sensitivity, it can also become a â€Å"safe† place where people can come to terms with their grief and slowly move on toward recovery. In the cases of Johnnie and Stephen, it took time before they were able to face and admit their anger, anxiety and grief at the bad things that they experienced and fear. Sometimes, self-reflection and a ready ear is all that’s necessary. As clinically trained counselors and diagnosticians, social workers are tasked with the duty of helping people recognize and understand what problems they may have. Community-wise, social workers should have enough knowledge of the community’s demographics in order to unify and create a solid network of safety and interaction that may assist troubled and grieving individuals particularly in conflict filled times such as war. Death at wartime comes in many forms. It could be the actual death of a loved one, anxiety at the possible death, loss at whether somebody is dead or not, or even those who continue to physically live but have broken spirits and permanent disabilities as a result of war wounds. Much as death is a big thing that affects not only the family but also the community as a whole, war brings with it so much more problems and issues that will undoubtedly challenge most social workers. Undertaking social work means one must be in sync with the community. By in sync, it covers everything from issues, key people, and resources that may be mobilized in times of need. War is a time of immense crisis and tragedy that the social worker must be prepared to face head on and ably lead and facilitate the processes by which the community may be transformed into a supportive societal system that each member may be able to depend on. This does not mean however that social workers cannot be affected or lose their sense of self in dealing with all these tragedies. Tsui and Cheung (2003) recommend a self-reflection on the part of the social worker in order to understand and come to terms with their own reactions and feelings to tragedies they both witness and hear about from their clients before attempting to deal further with the grief of others. They also stress that once social workers attend to their duties, they should do so intellectually yet with empathy and focus on assessing and addressing the needs of the community rather than one’s own (Tsui & Cheung, 2003) References Aiken, L. R. (2001). Dying, Death, and Bereavement (4th ed. ). Mahwah, NJ: Lawrence Erlbaum Associates. Retrieved November 28, 2007, from Questia database: http://www. questia. com/PM. qst? a=o&d=22091057 Bannerman, S. (2007, March). Broken by This War. The Progressive, 71, 26+. Retrieved November 28, 2007, from Questia database: http://www. questia. com/PM. qst? a=o&d=5021139792 Carpenter, J. (2002). Mental Health Recovery Paradigm: Implications for Social Work. Health and Social Work, 27(2), 86+. Retrieved November 28, 2007, from Questia database: http://www. questia. com/PM. qst? a=o&d=5000778618 Gilbert, K. R. (2005). 1 When a Couple Loses a Child. In Family Stressors: Interventions for Stress and Trauma, Catherall, D. R. (Ed. ) (pp. 5-30). New York: Brunner Routledge. Retrieved November 28, 2007, from Questia database: http://www. questia. com/PM. qst? a=o&d=109184971 Catherall, D. R. (Ed. ). (2005). Family Stressors: Interventions for Stress and Trauma. New York: Brunner Routledge. Retrieved November 28, 2007, from Questia database: http://www. questia. com/PM. qst? a=o&d=109184958 Clements, P. T. , Deranieri, J. T. , Vigil, G. J. , & Benasutti, K. M. (2004). Life after Death: Grief Therapy after the Sudden Traumatic Death of a Family Member. Perspectives in Psychiatric Care, 40(4), 149+. Retrieved November 28, 2007, from Questia database: http://www. questia. com/PM. qst? a=o&d=5008586582 Hardcastle, D. A. , Powers, P. R. , & Wenocur, S. (2004). Community Practice: Theories and Skills for Social Workers. New York: Oxford University Press. Retrieved November 28, 2007, from Questia database: http://www. questia. com/PM. qst? a=o&d=104722138 Roysircar, G. (2004). Child Survivor of War: A Case Study. Journal of Multicultural Counseling and Development, 32(3), 168+. Retrieved November 28, 2007, from Questia database: http://www. questia. com/PM. qst? a=o&d=5012181947 Sims, M. , Hayden, J. , Palmer, G. , & Hutchins, T. (2000). Working in Early Childhood Settings with Children Who Have Experienced Refugee or War-Related Trauma. Australian Journal of Early Childhood, 25(4), 41. Retrieved November 28, 2007, from Questia database: http://www. questia. com/PM. qst? a=o&d=5001127890 Smith, S. , & Reynolds, C. (2002). Innocent Lost: The Impact of 9-11 on the Development of Children. Annals of the American Psychotherapy Association, 5(5), 12+. Retrieved November 21, 2007, from Questia database: http://www. questia. com/PM. qst? a=o&d=5002560442 Tsui, M. , & Cheung, F. C. (2003). Dealing with Terrorism: What Social Workers Should and Can Do. Social Work, 48(4), 556+. Retrieved November 28, 2007, from Questia database: http://www. questia. com/PM. qst? a=o&d=5002045024 Worden, J. W. (2003). Grief Counselling and Grief Therapy: A Handbook for the Mental Health Practitioner. Hove, England: Brunner-Routledge. Retrieved November 28, 2007, from Questia database: http://www. questia. com/PM. qst? a=o&d=108479290

Do People Learn Who They Are Only When They Are Forced

Abraham Lincoln, one of the greatest leaders in American history who has votes himself entirely into the great reformation of the country, was not as dutiful as in his presidency before he become the leader Of United States. During his early political career, his opinion on controversy of slavery had always been neutral in front of public. Nevertheless, he showed his firmness and fortitude on reforming the social structure of the country after he had won his election. The difference between early and late politic career of Abraham Lincoln perfectly demonstrate that people need external force to achieve a new level in their career.Another person who depicts brand new self after tremendous life change would be Kimberly Ghana, the Chinese girl from â€Å"Girl in Translation†. In the book, the girl and her family have immigrated to the great united States. The cruel reality she was living in made her become strong and brave when facing others who bully and disdain her. Despite all the pressure, she managed to study hard and gained scholarship in new private school. The headmaster admired her resilience and talents. Eventually, the saying â€Å"chance favors only the prepared mind† has proven on Kimberly. Her outstanding academic impressed Yale University.

Asturias, The Spanish Autonomy essays

Asturias, The Spanish Autonomy essays Spain is a country filled with diverse cultures and many exciting sights. These sights can be seen in the most rural part of the country or the most densely populated. Asturias is an autonomy located in the North West portion of Spain. Autonomies are self-governing bodies, which are comparable to the States of the United States. For those of you who arent familiar with Spain, Asturias lies between Glacia and Basque Country. In 1978 it was granted a pre-autonomy regime and on January 11th 1982 its Autonomy Statute came into effect. This officially gave the historic name of Principality of Asturias. The three largest cities in Asturias are Oviedo, Gijon, and Aviles. The region's capital, Oviedo, located more or less at its geographical center, is especially remarkable for its pre-roman monuments and its great cathedral. Gijon is a historic city, founded by Romans, and is today one of the most important sea-ports and offers active cultural life. Aviles is one of the oldest settlements of the area, is of great economical importance too, but conserves as well its traditional style. Some seem refer to it as the industrial capital of the autonomy. Throughout history, the Asturians have been regarded as quite rebellious. This attitude dates back to ancient times when they, along with the Cantrabrians, resisted the emperor Augustus at a time when the rest of the peninsula was under the tight grip of Rome. The Asturians succeeded and thrived for many years. Around the 10th century, the Asturian monarchy shifted southward. The capital of Asturias was changed from Oviedo to Leon. The monarchy began to call itself Leonese. Although it was now regarded as a providence of the Castilian Leonese Crown, Asturias played an important role in the Spanish battles during the Middle Ages. In 1388, during the rule of Juan I, a new government was formed and it was decided that the title Prince of Astu...

How to Say Happy Birthday in Russian

How to Say Happy Birthday in Russian The most common way to say happy birthday in Russian is Ð ¡ Ð ´Ã ½Ã µÃ ¼ Ã'€Ð ¾Ã ¶Ã ´Ã µÃ ½Ã ¸Ã'  (zDNYOM razhDYEnya). Of course, there are numerous other birthday wishes you can offer, depending on the situation and your relationship with the person whose birthday it is. There are also several well-known Russian birthday toasts and birthday songs. Russian Birthday Greetings The most common Russian birthday greeting is Ð ¡ Ð ´Ã ½Ã µÃ ¼ Ã'€Ð ¾Ã ¶Ã ´Ã µÃ ½Ã ¸Ã' .Ð ¡ Ð ´Ã ½Ã µÃ ¼ Ð ²Ã °Ã'€Ð µÃ ½Ã'Å'Ã' ! is a fun, informal way to wish a happy birthday to children or friends.In addition to the standard greeting, you can add extra birthday wishes, such as Ðâ€"Ð µÃ »Ã °Ã'Ž Ð ²Ã' Ã µÃ ³Ã ¾ Ã' Ã °Ã ¼Ã ¾Ã ³Ã ¾ Ð »Ã'Æ'Ã'‡Ã'ˆÐ µÃ ³Ã ¾ (wishing you all the best).The most popular birthday song in Russia is called ПÐ µÃ' Ã µÃ ½Ã ºÃ ° Ð ºÃ'€Ð ¾Ã ºÃ ¾Ã ´Ã ¸Ã »Ã ° ГÐ µÃ ½Ã'‹ (Crocodile Genas Song). Happy Birthday to Children or Friends When addressing children or friends, you can say Ð ¡ Ð ´Ã ½Ã µÃ ¼ Ð ²Ã °Ã'€Ð µÃ ½Ã'Å'Ã'  (zDNYOM vaRYENya). This expression is a fun, informal birthday wish that comes from the popular Russian cartoon ÐÅ"Ð °Ã »Ã'‹Ã'ˆ Ð ¸ КÐ °Ã'€Ð »Ã' Ã ¾Ã ½ (Smidge and Karlsson). Ð ¡ Ð ´Ã ½Ã µÃ ¼ Ð ²Ã °Ã'€Ð µÃ ½Ã'Å'Ã'  translates to Happy Jam Day. Birthday Congratulations in Russian Once you have given the standard birthday greeting (Ð ¡ Ð ´Ã ½Ã µÃ ¼ Ã'€Ð ¾Ã ¶Ã ´Ã µÃ ½Ã ¸Ã' ), you should offer additional birthday wishes. Here are the most common birthday congratulations in Russian. Ðâ€"Ð µÃ »Ã °Ã'Ž Ð ²Ã' Ã µÃ ³Ã ¾ Ã' Ã °Ã ¼Ã ¾Ã ³Ã ¾ Ð »Ã'Æ'Ã'‡Ã'ˆÐ µÃ ³Ã ¾ Pronunciation: ZhyLAyu VSYEvoh SAmavuh LOOtshivuhMeaning: Wishing you all the best.Usage: This expression can be used both formally and informally and is suitable for most situations. Ðâ€"Ð µÃ »Ã °Ã'Ž Ã' Ã °Ã ¼Ã ¾Ã ³Ã ¾-Ã' Ã °Ã ¼Ã ¾Ã ³Ã ¾ Pronunciation: ZhyLAyu SAmavuh SAmavuhMeaning: Wishing you all the very best.Usage: This expression is informal and can be used with friends and family. Ðâ€"Ð µÃ »Ã °Ã'Ž Ð ²Ã' Ã µÃ ³Ã ¾ Ã'‚Ð ¾Ã ³Ã ¾, Ã'‡Ã'‚Ð ¾ Ã'‚Ã'‹/Ð ²Ã'‹ Ã' Ã µÃ ±Ã µ Ã' Ã °Ã ¼/Ð °/Ð ¸ Ð ¶Ã µÃ »Ã °Ã µÃ'ˆÃ'Å'/Ð ¶Ã µÃ »Ã °Ã µÃ'‚Ð µ Pronunciation: ZhyLAyu vsyVOH taVOH, SHTO ty/vy siBYE sam/saMAH/Sami zhyLAysh / zhyLAyityeMeaning: Wishing you everything that you wish for yourself.Usage: An informal expression, this birthday phrase is suitable when speaking to a friend, a close colleague, or a relative. (Ðâ€"Ð µÃ »Ã °Ã'Ž) Ã' Ã'‡Ð °Ã' Ã'‚Ã'Å'Ã'  Ð ¸ Ð ·Ã ´Ã ¾Ã'€Ð ¾Ã ²Ã'Å'Ã'  Pronunciation: (ZhyLAyu) SHAStya ee zdaROHvyaMeaning: (Wishing you) happiness and health.Usage: This is a general birthday expression and can be used in any situation. Ðâ€"Ð µÃ »Ã °Ã'Ž Ã'Æ'Ã' Ã ¿Ã µÃ'…Ð ° Ð ¸ Ã'€Ð °Ã ´Ã ¾Ã' Ã'‚Ð ¸ Pronunciation: ZheLAyu oosPYEhah ee RAdasteeMeaning: Wishing you success and joy.Usage: A general expression suitable for formal and informal situations. Ðâ€"Ð µÃ »Ã °Ã'Ž Ã'…Ð ¾Ã'€Ð ¾Ã'ˆÐ µÃ ³Ã ¾ Ð ½Ã °Ã' Ã'‚Ã'€Ð ¾Ã µÃ ½Ã ¸Ã'  Pronunciation: ZheLAyu haROshivuh nastraYEneeyaMeaning: Wishing you good spirits / to be in a great mood.Usage: This is an uplifting general phrase that can be used in most situations. Ðâ€"Ð µÃ »Ã °Ã'Ž Ð »Ã'ŽÐ ±Ã ²Ã ¸ Pronunciation: ZhyLAyu lyubVEEMeaning: Wishing you love.Usage: This is another general expression that can be used as an extra birthday wish in a series of good wishes. Ðâ€"Ð µÃ »Ã °Ã'Ž Ã'‡Ã'‚Ð ¾Ã ±Ã'‹ Ã'Æ' Ã'‚Ð µÃ ±Ã'  Ð ²Ã' Ã µ Ð ±Ã'‹Ð »Ã ¾, Ð ° Ã'‚Ð µÃ ±Ã µ Ð ·Ã ° Ã' Ã'‚Ð ¾ Ð ½Ã ¸Ã'‡Ð µÃ ³Ã ¾ Ð ½Ã µ Ð ±Ã'‹Ð »Ã ¾ Pronunciation: ZhyLAyu SHTOby oo tyeBYA VSYO BYluh, ah tyBYE za EHtuh nichiVOH NYE byluhMeaning: I wish that you have everything and dont get in trouble for it.Usage: An informal and humorous phrase, it can be used in most informal situations, including work and family birthday celebrations. It is also great for using as a toast. Birthday Toast This humorous birthday toast is informal and playful. Its perfect for group birthday wishes, offered with glasses raised. Ðâ€"Ð µÃ »Ã °Ã'Ž Ð ²Ã ¾ Ð ²Ã' Ã'‘Ð ¼ Ð ±Ã'‹Ã'‚Ã'Å' Ð ¿Ã µÃ'€Ð ²Ã ¾Ã ¹ / Ð ¿Ã µÃ'€Ð ²Ã'‹Ð ¼,Ð’Ã' Ã µÃ ³Ã ´Ã ° Ð ¸Ã ¼Ã µÃ'‚Ã'Å' Ð ²Ã'‚Ð ¾Ã'€Ã'Æ'Ã'Ž Ð ¿Ã ¾Ã »Ã ¾Ã ²Ã ¸Ã ½Ã ºÃ'Æ',Ð Ã ¸Ã ºÃ ¾Ã ³Ã ´Ã ° Ð ½Ã µ Ð ±Ã'‹Ã'‚Ã'Å' Ã'‚Ã'€Ð µÃ'‚Ã'Å'Ð µÃ ¹ Ð »Ã ¸Ã'ˆÐ ½Ã µÃ ¹ / Ã'‚Ã'€Ð µÃ'‚Ð ¸Ã ¼ Ð »Ã ¸Ã'ˆÐ ½Ã ¸Ã ¼,ИÐ ¼Ã µÃ'‚Ã'Å' Ã' Ã ²Ã ¾Ã ¸ Ã'‡Ð µÃ'‚Ã'‹Ã'€Ð µ Ã'Æ'Ð ³Ã ¾Ã »Ã ºÃ °,И Ã'‡Ã'‚Ð ¾ Ð ±Ã'‹ Ð ²Ã' Ã'‘ Ð ² Ð ¶Ã ¸Ã ·Ã ½Ã ¸ Ð ±Ã'‹Ð »Ã ¾ Ð ½Ã ° Ð ¿Ã' Ã'‚Ã'Å'. Translation: Wishing you to always be first in everything,To always have your second half,To never be a third extra,To have your own four corners,And for everything in life to be a 5. The toast uses the numbers one through five to offer cleverly-phrased wishes for success (to be first in everything), love (your second half), companionship (never be a third extra), a place of ones own (your own four corners), and happiness everything in life to be a 5). The use of the number 5 refers to the Russian grading system; a 5 is the highest grade a student can receive. Happy Birthday Song in Russian The best-known Russian birthday song comes from Cheburashka (Ð §Ã µÃ ±Ã'Æ'Ã'€Ð °Ã'ˆÐ ºÃ °), a popular Soviet cartoon. Called Crocodile Genas Song (ПÐ µÃ' Ã µÃ ½Ã ºÃ ° Ð ºÃ'€Ð ¾Ã ºÃ ¾Ã ´Ã ¸Ã »Ã ° ГÐ µÃ ½Ã'‹), the song creates a nostalgic birthday mood for many contemporary Russians. The lyrics are provided below with an English translation. ПÐ µÃ' Ã µÃ ½Ã ºÃ ° Ð ºÃ'€Ð ¾Ã ºÃ ¾Ã ´Ã ¸Ã »Ã ° ГÐ µÃ ½Ã'‹ (Russian Lyrics) ПÃ'Æ'Ã' Ã'‚Ã'Å' Ð ±Ã µÃ ³Ã'Æ'Ã'‚ Ð ½Ã µÃ'Æ'Ð ºÃ »Ã'ŽÐ ¶Ã µÃÅ¸Ã µÃ'ˆÐ µÃ'…Ð ¾Ã ´Ã'‹ Ð ¿Ã ¾ Ð »Ã'Æ'Ð ¶Ã °Ã ¼,Ð  Ð ²Ã ¾Ã ´Ã ° Ð ¿Ã ¾ Ð °Ã' Ã'„Ð °Ã »Ã'Å'Ã'‚Ã'Æ' Ã'€Ð µÃ ºÃ ¾Ã ¹.И Ð ½Ã µÃ' Ã' Ã ½Ã ¾ Ð ¿Ã'€Ð ¾Ã'…Ð ¾Ã ¶Ã ¸Ã ¼Ãâ€™ Ã' Ã'‚Ð ¾Ã'‚ Ð ´Ã µÃ ½Ã'Å' Ð ½Ã µÃ ¿Ã ¾Ã ³Ã ¾Ã ¶Ã ¸Ã ¹,ПÐ ¾Ã'‡Ð µÃ ¼Ã'Æ' Ã'  Ð ²Ã µÃ' Ã µÃ »Ã'‹Ð ¹ Ã'‚Ð °Ã ºÃ ¾Ã ¹. Ð  Ã'  Ð ¸Ã ³Ã'€Ð °Ã'Ž Ð ½Ã ° Ð ³Ã °Ã'€Ð ¼Ã ¾Ã'ˆÐ ºÃ µÃ £ Ð ¿Ã'€Ð ¾Ã'…Ð ¾Ã ¶Ã ¸Ã'… Ð ½Ã ° Ð ²Ã ¸Ã ´Ã'Æ'.К Ã' Ã ¾Ã ¶Ã °Ã »Ã µÃ ½Ã'Å'Ã'Ž, Ð ´Ã µÃ ½Ã'Å' Ã'€Ð ¾Ã ¶Ã ´Ã µÃ ½Ã'Å'Ã' Ã ¢Ã ¾Ã »Ã'Å'Ð ºÃ ¾ Ã'€Ð °Ã · Ð ² Ð ³Ã ¾Ã ´Ã'Æ'. ПÃ'€Ð ¸Ã »Ã µÃ'‚Ð ¸Ã'‚ Ð ²Ã ´Ã'€Ã'Æ'Ð ³ Ð ²Ã ¾Ã »Ã'ˆÐ µÃ ±Ã ½Ã ¸Ã ºÃâ€™ Ð ³Ã ¾Ã »Ã'Æ'Ð ±Ã ¾Ã ¼ Ð ²Ã µÃ'€Ã'‚Ð ¾Ã »Ã µÃ'‚Ð µÃËœ Ð ±Ã µÃ' Ã ¿Ã »Ã °Ã'‚Ð ½Ã ¾ Ð ¿Ã ¾Ã ºÃ °Ã ¶Ã µÃ'‚ Ð ºÃ ¸Ã ½Ã ¾.Ð ¡ Ð ´Ã ½Ã µÃ ¼ Ã'€Ð ¾Ã ¶Ã ´Ã µÃ ½Ã'Å'Ã'  Ð ¿Ã ¾Ã ·Ã ´Ã'€Ð °Ã ²Ã ¸Ã'‚И, Ð ½Ã °Ã ²Ã µÃ'€Ð ½Ã ¾, Ð ¾Ã' Ã'‚Ð °Ã ²Ã ¸Ã'‚ÐÅ"Ð ½Ã µ Ð ² Ð ¿Ã ¾Ã ´Ã °Ã'€Ð ¾Ã º Ð ¿Ã' Ã'‚Ã'Å'Ã' Ã ¾Ã'‚ Ã' Ã' Ã ºÃ ¸Ã ¼Ã ¾. Ð  Ã'  Ð ¸Ã ³Ã'€Ð °Ã'Ž Ð ½Ã ° Ð ³Ã °Ã'€Ð ¼Ã ¾Ã'ˆÐ ºÃ µÃ £ Ð ¿Ã'€Ð ¾Ã'…Ð ¾Ã ¶Ã ¸Ã'… Ð ½Ã ° Ð ²Ã ¸Ã ´Ã'Æ'.К Ã' Ã ¾Ã ¶Ã °Ã »Ã µÃ ½Ã'Å'Ã'Ž, Ð ´Ã µÃ ½Ã'Å' Ã'€Ð ¾Ã ¶Ã ´Ã µÃ ½Ã'Å'Ã' Ã ¢Ã ¾Ã »Ã'Å'Ð ºÃ ¾ Ã'€Ð °Ã · Ð ² Ð ³Ã ¾Ã ´Ã'Æ'. Crocodile Genas Song (English Translation) Let the pedestrians run clumsily through the puddlesAnd the water run on the pavement like a river.It is unclear to the passers-byOn this wet and dull dayWhy I’m so happy. And I’m playing the accordionFor everyone to see.It is unfortunate, butBirthdaysOnly come once a year. And suddenly a wizardWould fly in, in a sky blue helicopter,And show a movie for free.He would wish me a happy birthdayAnd probably leave as a present for me500 chocolate ice-cream lollipops. And I’m playing the accordionFor everyone to see.It is unfortunate, butBirthdaysOnly come once a year. The English-Language Happy Birthday Song The standard English-language birthday song has its own Russian translation. While it is not as popular as Crocodile Genas Song, the birthday song is well-known in Russia and can be sung just as it is in English-speaking countries. The Russian lyrics are: Ð ¡ Ð ´Ã ½Ã µÃ ¼ Ã'€Ð ¾Ã ¶Ã ´Ã µÃ ½Ã ¸Ã'  Ã'‚Ð µÃ ±Ã' , Ã'  Ð ´Ã ½Ã µÃ ¼ Ã'€Ð ¾Ã ¶Ã ´Ã µÃ ½Ã ¸Ã'  Ã'‚Ð µÃ ±Ã' , Ã'  Ð ´Ã ½Ã µÃ ¼ Ã'€Ð ¾Ã ¶Ã ´Ã µÃ ½Ã ¸Ã' , Ã'  Ð ´Ã ½Ã µÃ ¼ Ã'€Ð ¾Ã ¶Ã ´Ã µÃ ½Ã ¸Ã'  Ã'  Ð ´Ã ½Ã µÃ ¼ Ã'€Ð ¾Ã ¶Ã ´Ã µÃ ½Ã ¸Ã'  Ã'‚Ð µÃ ±Ã' . Russian Birthday Traditions Most Russians celebrate their birthday on or after their official birth date. This is because of a popular superstition which states that offering birthday wishes before someones birthday could put that person in danger. For the same reason, giving presents before someones official birthday is also frowned upon. Some Russians put an extra candle on the cake to ensure a good birthday year. Candles are meant to be blown out all at once, and if you make a wish while blowing out the candles, it is considered bad luck to share it. Another Russian birthday tradition involves pulling the birthday persons ears a certain number of times: their age in years plus one. The silly ritual is often accompanied by the following chant: Ã'€Ð °Ã' Ã'‚Ð ¸ Ð ±Ã ¾Ã »Ã'Å'Ã'ˆÐ ¾Ã ¹ Ð ¸ Ð ½Ã µ Ð ±Ã'Æ'Ð ´Ã'Å' Ð »Ã °Ã ¿Ã'ˆÐ ¾Ã ¹ (rasTEE balSHOY ee ni BUD lapSHOY). The saying literally translates to grow big and dont be a noodle- in other words, grow big and dont be foolish.

Taste and design Essay Example | Topics and Well Written Essays - 2500 words

Taste and design - Essay Example Taste and color in design are two components that need to be studied in order to understand how design can take different meanings and appeal among different people. Taste and Color, both are part of the design process that cannot be objectively labeled as good and bad. In order to differentiate between good and bad, we need to understand the role taste and color play in the design process. In this paper, both taste and color would be discussed in detail. Every person has a different taste towards design. Every few pieces of design have universal appeal among the people. People’s perception of good design changes with their personality, their culture, their status and even the socio-economic group. For instance, in India people tend to prefer red dresses for their weddings while in America, the most preferred color is white. Even the styling of these dresses change from one country to another. It is almost impossible to make people agree over one taste in design. A person’s individual personality also plays an important role in defining his taste in design. Some people prefer simple minimalist designs while others prefer opulent designs. It cannot be argued which design is better. A room with minimalistic design may appeal to one designer but not to the other. Design taste also changes with changing cultures. People in different cultures decorate their homes in different ways. Taste in Design is not a universally accepted principle. It is difficult to develop a tasteful design based on a set of principles. This is mainly because taste in design tends to differ from person to person. Cultures, age, time, personality, mood and almost everything changes a person’s perception of tasteful design. Design Tastes also vary with time. It is easy to observe this if one goes back and observes how fashion has evolved with time. What our parents perceived as good design is