Pocahontas :: essays research papers

Who really was Pocahontas? Was she like the Indian girl in the Disney movie, who saved her reservation? Yes and no. She was an Indian of the Algonquian Indians. Her father was Powhatan, the chief. Her original name, however was in fact, Matoaka. But Pocahontas mean â€Å"playful, frolicsome little girl† and so they nicknamed her that.   Ã‚  Ã‚  Ã‚  Ã‚  The meeting and capturing of her acquaintance, and possible first love, John Smith, was in fact true. But, the saving of him may be as made up and make believe as the movie. Many people speculate the authenticity of the â€Å"execution and salvation† story, told by Smith. Supposedly, Smith’s Englishmen team landed in Jamestown, 12 miles from the Indian reservation. John Smith was captured and forced to stretch on two flat stones, then out of nowhere, and little Indian girl cam up and put herself on his body as to say, â€Å"Kill me instead†. Weather this is true or not, it doesn’t change the rest of her story. After the â€Å"saved’ him, Smith and the Indians became friendly for the following year. Smith stayed in Jamestown, and Pocahontas visited him frequently. She carried messages from her father, and other Indians carried food, fur, and then traded hatchets and trinkets. After a while, Smith’s relationship with the Powhatas worsened. Pocahontas’s visits started to lessen, and in 1806, Smith was injured, and had to go back to England. Pocahontas went on with her life though, she married an Indian â€Å"Pryvate Captyne† named Kocoum in 1610. Although in 1614, she fell in love with an Englishman, John Rolfe. They married and she got baptized. They went to London with a man named Sir Thomas Dale, and a dozen other Indians. She was presented to King James I, and all of the royal family. John Smith, the man who she had not seen in eight years, was also in London at the time. They met, and talked about the past, but at first she couldn’t speak, she was overcome with emotion. This was their last meeting.After 6 months, Ralf and his family wanted to go back to Virginia, but unfortunately, Pocahontas didn’t make it. She was ill from pneumonia. Pocahontas affected society, she was a compassionate girl, and saw to it that the colonists got food. She was also known to have saved lives of certain colonists. John Smith wrote that Pocohontas was â€Å" the instrument to pursurve this colony from death, famine and utter confusion.

Decisions together to make our performance stronger Essay

The ‘development’ process in drama is where as an actor or director a person looks, in depth, at the meaning of the plot, the feelings created by this and the stage directions and uses or implements these in his or her own dictation of the scene to his or her own taste and liking. Development can also be achieved in groups where, as diplomacy, we can decide on which aspects of the script we wish to implement and which stage directions we also wish to implement or create so as to better perform a section, or whole, of a play in the surroundings and set provided. In this case I developed my section of the script (pages 70-71) in a group of two, where we made choices and decisions together to make our performance stronger and to make the performance work and flow more easily. Shortly after we began to rehearse, we decided that it would be better if the actor playing ‘Mickey’ in the section, which was myself, began the scene sitting, so that we could add levels into the performance and so that the mood of Mickey and the entire scene came across as a contrast between the joy of Edward and the depression of Mickey. Another reason we chose to add levels to the performance (from the beginning) was so that we could show the difference in class between Mickey and Edward. We had no costumes so we were forced to show the upset and depression of Mickey purely with expressions and in posture and position. Where as, we had to show the happiness and excitement from Edward, which was far more easy to procure, in the way he moved around the stage quickly and also in happy expressions and in innocence (e. g. when Edward asked questions he needed to not understand Mickey, to not realise how he was feeling and so he needed to be very upbeat and confused). Another factor which came into our minds when rehearsing the section was the time of day we believed the section to have been set in and in this our opinions differed. My partner believed that the section happened in the day, with snow falling from the trees, creating a beautiful picture in the viewer’s mind which would have been spoiled by the upset of Mickey. However, I believed that the section would have taken place at night. The air would have been dark and smelt of gas and the area around Mickey would have been run-down and ‘worn-out’ so to speak. This would have, in my opinion, made Mickey’s story of unwork seem more plausible to the audience as they would have been able to feel the depression and coldness in the atmosphere. Unfortunately, being limited to the use of only lighting and minimal props we had to settle with the idea of dimmed lighting to show the depression, darkness and resentment in the atmosphere. As I mentioned before we decided to show the difference in moods between the characters in the section (Edward and Mickey) by their movements and actions and the speed of these. We chose to portray Mickey as a slow and upset figure, and this was because we saw that he was upset and depressed by not being in work and also, was jealous of Edward’s life at university and the money he had. We hoped that, by making Mickey slow and angry we could show how he felt inside to the audience without having to describe what had happened to him beforehand. On the other hand, we needed to show the excitement and happiness of Edward so as to give a full portrayal of the section. We decided that large amounts of fast movement was the best way to show how happy Edward was, when entering the scene, to see Mickey. Movement on stage (from one side to the other), coupled with various hand motions was also the way we decided to portray the excitement of Edward in the section. This said we had to remember that Edward didn’t need to move too much because this would make him look nervous or as if the actor playing him was his or herself nervous. Bearing this in mind we decided to make Edward move in his lines from one side of Mickey to the other, at the beginning of the section. As the section progressed we needed to show how the atmosphere and moods of the characters changed as they confronted one another and we decided to do this by slowing the movements of Edward and changing his actions and expressions to a more uneasy mood and also to change the mood of Mickey so that he was even more angry as Edward revealed the wonderful time he had been enjoying whilst he was away. For example, when Edward says the line: ‘Mickey, it’s fantastic. I haven’t been to so many parties in my life. And there’s just so many tremendous people, but you’ll meet them Mick, some of them, Baz, Ronnie and Clare and oh, lots of them. They’re coming over to stay for the New Year, for the party. Ooh it’s just . . . it’s great, Mickey. ‘ we decided that he should become happier and more excited and move more as the line goes on but that Mickey shouldn’t look at him but that he should become more and more angry in his expressions. Climaxing in perhaps hitting his leg or some other action to show frustration. Also, we decided that as Edward asks more and more questions Mickey should become more and more annoyed and that his speech should become more and more strained as if he is trying to withhold his anger but still remain seated. This is until the line: ‘You. You’re a dick head! ‘ where we believe that Mickey should stand and shout the line to contrast from the rest of his speech and to show his anger at Edward in full, for the first time. We decided that, in Edward’s next speech he should still sound innocent and speak as if he knows everything about being poor and face the audience, sounding proud and sure of himself. Whilst this happens Mickey would become more and more annoyed at him but now speak more calmly, as if he has regained control of his rage. As the section concludes I think that Mickey should perhaps ‘mock’ Edward for ‘still being a kid’ etc. And this would show how he has changed, to contrast from how he was Edward’s best friend. Mickey should talk as if disgusted at Edward but remaining calm and envious of him. Oppositely, Edward, as the scene concludes, should turn from being innocent and confused to turn and be on the verge of anger. The line: ‘I’m exactly the same age as you, Mickey’ should be portrayed with a slight hint of anger towards Mickey from Edward. However, after this, Edward should become calm again and then change, as Mickey announces his last line, so that he seems upset and on the verge of tears. In the last line, Mickey should begin facing Edward but as the line moves on he should turn to face away from him, half to the audience, half to the other side of the stage and Edward should stare at his back so that we can see the expressions they expose. Both should be upset, Mickey should sound harsh but actually be upset about what he is saying and Edward should just be upset so the audience can see the brothers, separated and see them upset. In the pause, both of the characters should remain still, Edward staring at Mickey and Mickey staring at the audience. Then, as the pause ends, Mickey should turn to face Edward and shout the final line: ‘Go on . . . beat it before I hit y† and, at this point, there should be another pause. After this Edward would slowly back away and Mickey should turn again to face the audience. Both characters should have expressions of upset on their faces to show how the mood of the scene has changed. So that the audience can feel the upset and the separation of the brothers, the lights should fade so that a spot is left on each brother. This would not only portray the mood but would show how the brothers feel inside without each other.

Titration lab essays

Titration lab essays The study of acid-base titrations involves consideration of the reactants which occur between acids and bases. For this purpose, it is convenient to distinguish between strong and weak acids and bases. The term strong usually refers to a substance which is completely dissociated into its component ions in a solution, while weak generally refers to a substance which is only partially dissociated. The principle of this experiment was to find out if the label on the bottle of vinegar was correctly displaying the percent mass of acetic acid as 5 percent through titration. Titration involves the process, operation, or method of determining the concentration of a substance in solution by adding to it a standard reagent of known concentration in carefully measured amounts until a reaction of definite and known proportion is completed, as shown by a color change or by electrical measurement, and then calculating the unknown concentration. In this experiment the technique of titration was used to determine the concentration of solutions of acids and bases. By carrying out this process, concentration of the unknown solution can be calculated. In this lab, vinegar was added to a flask, as well as the color indicator phenolphthalein, and NaOH was added slowly until the amount of moles of base and acid were equivalent. From this the concentration of vinegar was determined, as well as the percent composition of acetic acid, proving that vinegar without a doubt is 5 percent acetic acid. The Phenolphthalein indicator is pink in basic solution, colorless in acid. We measured out three 25.0-mL samples of the unknown acid solution (recording the precise value of the volume each time), and put two drops of phenolphthalein in each. We than filled the buret to near the top with the standard NaOH solution and record the initial level. After that we slowly added NaOH to the acid solution, being careful to turn it ...

Would You Rather, an Icebreaker Game for Adults

Would You Rather, an Icebreaker Game for Adults This party game is perfect for use in the classroom, at a seminar or workshop, or any gathering of adults. Its easy and lots of fun. Would you rather be bald or completely hairy? Give your students impossible questions to answer and help them ease into learning together. Why Use Ice Breaker Games? Icebreakers are important tools for teachers of adults.  If youre teaching adults, you know they learn differently than children. They come to the classroom with a lot of life experience, some more than others, of course, and some of them bring wisdom, too, depending on their age. When you begin a new class or start a new lesson, an icebreaker game can help your adult students feel more comfortable participating by getting them to laugh, helping them to meet fellow students, and relaxing everyone. Have fun. People engage in learning more quickly when the experience is fun. Starting a session or a lesson plan with an icebreaker can help your adult students focus on whatever you have gathered to learn. Instructions The game takes 30-60 minutes, depending on the size of the group. Break large groups into smaller groups by counting off if you have less time for this exercise. Give the participants a minute to think of a Would You Rathe question. Give some examples. There are published Would You Rather books and game cards available for sale if you have the budget to purchase them, but once you get going, you can easily make questions up yourself. If your group does not seem creative at all, you can always print handouts with question ideas and let your students choose from the list. Introduce yourself and ask the first person your question. Example: My name is Deb, and I want to know if you would rather speak to a large group or hold a snake. After the person answers, he or she should give their name and ask the next person their question. And so on. Save time for laughter and explanations if appropriate! Depending on the purpose of your class or meeting, ask participants to come up with a meaningful or thought-provoking question. If you use this game as an energizer, encourage people to just be silly. Debriefing Is Not Necessary No debriefing is necessary unless you’ve asked the group to come up with questions related to your topic. If so, some of the choices probably inspired some remarkable responses. Choose a few to discuss further or to use as a lead-in to your first lecture or activity. This icebreaker game makes a good warm-up exercise for adult education lesson plans. Would You Rather Ideas If you need some questions to get the game rolling, start with these and see if they inspire others: Would you rather play Monopoly or chess?Would you rather have super hearing or x-ray vision?Would you rather be good at drawing or singing?Would you rather be a cat or a fish?Would you rather be Catwoman or Wonder Woman?Would you rather babysit a couples child or their dog?Would you rather go one year without TV or without reading books?Would you rather attend a big party or have an intimate dinner with a few friends?Would you rather lose your hearing or lose your sight?Would you rather be able to breathe underwater or fly?

Business Analysis Of Deutsche Bank Research Paper

Business Analysis Of Deutsche Bank - Research Paper Example On the other hand, Wall Street's S&P 500 index rose only 3%. (Deutsche Bank Group Annual Report, 2005). The value of the bank therefore rose by 10 billion to 45.42 billion. (Deutsche Bank Group Annual Report, 2005) Increase firm value and increase dividends is reflecting good performance during the year 2004. The increase in stock price might also be as a result of the announcement of the higher dividends, thus signalling some positive information about the profitability of the company to potential investors who increase their bids for the stock thereby causing the rise in its price. Basic Earnings per share, the portion of the bank's profit allocated to each outstanding shareholder and which serves as an indicator of profitability also witnessed an increase from 5.02 in 2004 to 7.62 in 2005. This represents a percentage increase of The diluted earnings per share represents the earnings per share, including common stock, preference shares, unexercised stock options, unexercised warrants, and some convertible bonds. The figures for Deutsche Bank during the periods 2004 and 2005 were 4.53 and 6.95 respectively. This translates to a percentage increase from 2004 to 2005 of: The average equity shares outstanding in 2004 and 2005 were 493 and 463 respectively. This reflects a decrease in the number of shares by 493million-463million = 30million. This decrease might be attributed to redemption of shares through share repurchases. For example the company completed its share buy bank program in 2005. (Deutsche Bank Annual Report, 2005). The average shares outstanding for diluted shares, that is, taking into account preference shares and the number of shares that will be outstanding after all stock options, warrants, and convertible bonds would have been exercised in addition to ordinary shares amounted to 532million and 509million respectively. This also represents a drop in the number by 532million - 509 million = 23million. This drop might also be attributed to a redemption of some of the convertible issues such as bonds and warrants and as a result of out-of-the-money stock options at the maturity date. Deutsche Bank had a post-tax return on average shareholders equity of 9.1% and 12.5% in 2004 and 2005 respectively. This represents an increase by 3.4 which represents a percentage increase of: More revenue was generated to for shareholders, that is after paying off preference shareholders, bond holders and warrant holders in 2005 than in 2004. the company had a post-tax return on active equity of 14.8% and 21.7% for 2004 and 2005 respectively this also represents a very high percentage increase and also goes a long way to conclude that more shareholder value was created in 2005 as opposed to 2006 as can be

Public Policy Essay Example | Topics and Well Written Essays - 500 words - 1

Public Policy - Essay Example ulted to the enactment of the Marijuana tax act, and later the Drug Abuse Prevention and Control Act of 1970 that contained CSA establishing the ban for marijuana use, not even for medical reasons. In the late 1990s, states began legalizing marijuana use for medical purposes, which challenged the congress to develop other accommodating laws over the issue of medical marijuana. The last one decade has been a struggle, with every amendment being rejected, at most five times in the Hinchey-Rohrabacher Amendment (2003-2007) of the federal drug enforcement administration (DEA). Towards the end of the decade, some light has been shed for marijuana use through the approved reforms, showing a congress relaxation trend towards medical marijuana. Marijuana has been known as a pain reliever for intensively suffering patients, but the use has raised so much controversy in the public and occupational domains, due to issues of legitimacy and morality in the society. According to historical records, the cannabis sativa plant (marijuana) has been used for healing purposes, for a wide range of ailments more than 2000 years ago, within America and beyond its boundaries. People could grow and use marijuana under the legal federal and state laws in America between the 18th century and early 1930s, from which it declined following the development of other alternative drugs (aspirin, morphine, and opium derived medication) in pain treatment (Eddy, 2010, p. 1). However, even after the congress and legal federal law classified marijuana as an unsafe drug, medical practitioners have held its benefits that are high in pain treatment, leading to several states having to legalize marijuana only for medical purposes. Initially, state of California was the first to legalize its use, from which others followed bravely. Although there are cases of illegal users of the drug taking advantage of the medical marijuana law, the patients with conditions or symptoms such as chronic pain, cancer,

Homeland Security Act of 2002 Term Paper Example | Topics and Well Written Essays - 2250 words

Homeland Security Act of 2002 - Term Paper Example After discussing the security provisions, the impact of these provisions on airline revenue, profitability and reputation are also discussed. In the end the paper discusses the impact of the provision to cap airline liability in the case of a terrorist attack. It also explains the insurance provided by FAA in the face of high premium charges of private insurers after September 11 attacks Homeland Security Act of 2002 Introduction The Homeland Security Act of 2002 was passed by the US congress in the aftermath of the September 11 attacks in order to prevent further terrorist attacks on US soil. This act has created the Department of Homeland Security which has been given wide ranging powers in order to prevent terrorist strikes on US soil. The formation of this department has been termed as the largest re-organization of the federal government since the creation of Department of Defense. In the 9/11 attacks, airline security was found wanting. It was due to lax security at the airport s that terrorists were able hijack planes and ram them into the twin towers. Because of this, airline security is an integral part of the Homeland security act. After 9/11, the Aviation and Transport Security Act (ATSA) was enacted which established the Transport Security administration. Initially, the TSA worked under the Department of Transportation but with the passage of Homeland Security Act, TSA was moved to the Department of Homeland Security from 2003 (Blalock & Kadiyali, 2007). Changes in security due to Homeland Security Act TSA introduced various changes in security measures under the Homeland security act 2002. Some of the major changes introduced have been listed below. No Fly List and Identification Requirement All adult passengers are now required to show a proof if identification before they are allowed to board a plane. Apart from this, TSA also compares the passengers against a No-fly list. Those whose names appear on the no-fly list are not allowed to board. This includes the names of around 21000 people. In addition to this TSA also has a list of Selectees, passengers who are to be screened thoroughly before being allowed to board a flight (Mueller, 2004). Passenger Screening Screening of passengers before boarding flight was initially done by private security screeners. In order to improve efficiency, TSA took over the screening of passenger’s at all commercial airports from November 2002. They increased the compensation of screeners in order to reduce turnover and also increased the amount of training provided to the screeners in order to make them more efficient. Baggage Screening Prior to 9/11 attacks, only 5% of the checked in baggage was screened. TSA mandated compulsory screening of all check in baggage from 2002. They were also asked to positively match the bag checked to a passenger on board the flight. Airlines were free to adopt any of the four methods in order to screen the baggage – Explosion Detection system, Exp losion trace detection machines, bomb-sniffing dogs or manual search of the bags.