Mozart Effect and Music Therapy essays

Mozart Effect and Music Therapy essays Although it is only in recent times that scientists have started to document the effects of music, the qualities of music were understood even in earliest times. Evidence suggests that dance and song preceded speech, which means that music is the original language of humans. Researcher's have found that about two-thirds of the inner ear's cilia resonate only at the higher frequencies that are commonly found in music (3,000 - 20,000 Hz). This seems to indicate that primitive humans communicated primarily through song or tone. The ancient Greek philosopher Pythagoras, best known for his work in mathematics, thought the whole universe was comprised of sounds and numbers. There has long been an awareness that music affects us, even if the reasons are not clear. Around 900 B.C., David played the harp "to cure Saul's derangement" (Gonzalez-Crussi). One os the world's oldest medical documents, the Ebers Papyrus (circa 1500 B.C.), prescribed incantations that Egyptian physicians chanted to heal the sick. This is perhaps the first recorded use of music for therapy. The positive influence of music may have also saved Beethoven's life in the early eighteenth century. In a letter he wrote, "I would have ended my life-it was only my art that held me back" (Kamien). Every human civilization has developed some sort of musical idiom and has used it as a form of tranquilizer, as a lullaby. Great civilizations have developed without the wheel, without a written language, without money, but the use of soothing sounds seems to be a very basic component of human physiology. There are distinct differences between compositions of different societies, but in spite of this, they can convey the same moods, the same feelings, in all people. As Louis Pasteur's Germ Theory of Illness launched the era of scientific medicine, music largely faded from formal medical settings. Fortunately, it never completely disappeared. American medicine first started ex...

How to Solve an undefined local variable Ruby Error

How to Solve an undefined local variable Ruby Error In  Ruby, you dont have to declare variables, but you do have to assign something to them before they can be referred to. If youre referring to a local variable that doesnt yet exist, you may see one of two errors. Ruby NameError Messages NameError: undefined local variable or method a for # NameError: undefined local variable or method a for main:Object Note:  There might be various identifiers in place of  a  above. This is an example where the code will generate the Ruby NameError message since the variable  a  hasnt yet been assigned to anything: puts a How to Fix the Error Variables must be assigned before they can be used. So, using the example from above, fixing the error is as simple as doing this: a 10 puts a Why Youre Getting This Error The obvious answer is that youre referring to a variable that hasnt yet been created. This is most often due to a typo but may happen when refactoring code and renaming variables. You might also see the  NameError: undefined local variable Ruby error if you intended to enter a string. Strings are understood when they exist between quotes. If you didnt use quotes, Ruby will think you meant to reference a method or variable (that doesnt exist) and throw the error. So, look back over your code to see what this variable is supposed to be referring to, and fix it. You may also want to search for other instances of the same variable name in the same method - if its wrong in one place, it may be wrong in others.

Family study Assignment Example | Topics and Well Written Essays - 500 words

Family study - Assignment Example its, with the Indians and Mexican Americans (Hispanics) being categorized as closely-knight families emanates from their traditional socio-political and economic conditions. The Africans had to live together as large family units, to be able to fend for themselves, since the status of slaves did not offer opportunities for venturing into prime economic generation ventures (Newman, 2007). The Mexican and the Indian Americans had to form tightly-knight together families, due to the need to establish identity either as acquired/immigrant group or as the invaded group, respectively. This traditional social construct of minority families define the structure of these families to present day. Focusing on race and ethnicity in defining the structure of minority families is woefully misleading, since there is no set of shared physical characteristics that tie people together (Newman, 2007). The attempt to understand families should be based on the similarities that exist across ethno-racial and religious groups, since focusing on differences results in emphasizing the boundaries distinguishing the members from non-members (Newman, 2007). Additionally, focusing on the differences results in the analysis of belonging to a certain group is something to be proud or ashamed of, instead of focusing on the cultural uniqueness of the different groups (Newman, 2007). This results in a negative social construction. Assimilation should therefore be the aspired mode of defining the future American society. Nevertheless, ever reaching a point of where racial and ethnic categorizations are irrelevant does not seem a possibility. Growing in an interracial or interfaith family has the advantage of helping to break the racial stereotypes held by different races against one another. However, the major disadvantage associated with growing up in an interracial or interfaith family is the difficulty of building a self-identity (Newman, 2007). This is owing to the fact that self-identities

Strategic Management (H) Essay Example | Topics and Well Written Essays - 1500 words

Strategic Management (H) - Essay Example A market analysis of various players in the industry has also been carried out. The global automobile industry is one of the leading industries in the world today. This industry has its roots in Europe and the USA where it started in the late second half of the 19th century. It started expanding to the rest of the world in the early 20th century. The global automobile car manufacturing industry deals with the assembly of passenger cars, Sports Utility Vehicles, vans and some light duty motor vehicles (Sturgeon, Biesebroeck and Gereffi, 2008). The world-wide car manufacturing industry is run mostly by large multi-national corporations that also engage in the production of other types of automobiles and automotive parts. The industry market has an oligopolistic structure, which is controlled by the big market players in the industry. The best investment in this industry can be done in an untapped market since getting into established markets is quit hard (PWC, 2009). At present, the critical success factors include: quality, image, cost control, meeting energy standards. A lot of attention is being paid to the quality of the different brands of cars being manufactured for specific markets. Competition arising from a high level of mergers in the industry is pushing manufacturers to enhance their image through production of quality cars. Cost control is also a major critical success factor as manufacturers look for ways to counter financial constraints caused by the global economic crisis. Many of these companies have developed cost-effective production of high quality cars. The high cost of fuel and other environmental factors have also led to manufacturers producing cars that meet the highest standards as pertaining to energy consumption (Ralf, 2001). The future critical success factors are likely to be pegged on the manufacturers’ image through brand management. Aspects of image such as design, service strategies, brand experience as well

Aristotle Response Paper Essay Example for Free

Aristotle Response Paper Essay Aristotle presents the element of tragedy as more then the textbook definition; an event resulting in great loss and misfortune, but describes how it is an art that can enhance all types of poetry. He defines tragedy as being an imitation of an action that is a whole and complete in itself and of a certain extent. Aristotle shows how tragedy is actually more important than the history itself because it brings out people’s emotions, instead of simply presenting the facts. It is clearly stated throughout the essay that plot is key to good poetry and outweighs every other element. Step by step, Aristotle explains the importance of 6 main necessary elements of plot, character, verbal expression, thought, visual, and song composition. Aristotle states that poetry must target the emotions of pity or fear, which is created in the audience, as they see the tragedy of a character that suffers unfairly, but is not completely innocent. Then he moves on to describing the main elements of tragedy, which include, plot, character, language, thought, visual, and melody. Then he classifies these in three parts, the media, the manner and the objects. The verbal communication and song composition, constitute the media, in which they effect the replication. Then there is the display, which is the manner, and the remaining three, the plot, character and thought are the objects that are imitated. Aristotle considers the plot to be the most important of these elements. He describes the plot as not being a unity revolving around one man. Instead, he states that many things happen to one man, which may not always go together, to form a unity. At the same time, he says that among the actions that a character performs there are many that may be irrelevant to one another, but yet they form a unified action. Aristotle continues depicting the plot categorizing it in two manners: simple and complex. In a simple plot, a change of fortune takes place without a reversal or recognition. In contrast, in a complex plot, the change of fortune involves recognition or a reversal or both. He then defines reversal and recognition. Reversal or peripety is a change from one circumstance to its exact opposite. Recognition is a change from ignorance to knowledge leading either to friendship or hostility depending on whether the character is marked with good or bad fortune. There is a phrase used by Aristotle in Poetics, â€Å"from the machine,† which is basically any unlikely way of solving difficulty of the plot. Lastly, Aristotle explains the importance of the chorus in a tragedy. According to him, it should be regarded as one of the actors. Therefore, the chorus should be integrated into performance and be considered as part of the whole. Aristotle is correct in his importance of plot, but the characters are of equal importance. If the audience can connect with the characters on a personal level, then they are much more attached and emotionally involved with the story. Also the more information that is given about the characters, the more the audience gets an understanding as to why the story is playing out like it is.

Abolitionists: Their Ideology, and Their Relation with Lincoln and Poli

During the 19th century the religious revival led to a corresponding social reform that would transform the American Society. Reformers led various campaigns including a campaign to close all public places such as shops and taverns on Sundays. The religious revival also led to the Abolition movement, which aimed to eliminate slavery in America. During the time up until the Civil war abolitionists would try to influence both society and politics using ways some of which were similar to those of political parties. The relationship between abolitionists, their ideals and politics was key in reforming national policy related to slavery. Though President Lincoln was opposed to slavery he was not an abolitionist. However despite this Lincoln was strongly influenced by their ideas and they often made their way into his own writings. By agitating against slavery both in and out of politics they were able to change the opinion of a public that had previously rejected them. During the1830s abolitionism was anything but main stream, most abolitionists were either black or they were pious whites . Some of the first abolitionists (in both the United States and the Britian) were Quakers. They believed that God loved every human â€Å"regardless of colour, sex or station in life.† Due to this belief Quakers seemed likely to conclude that â€Å"Slavery,† as denounced by Benjamin Lay, â€Å"was the greatest sin against God’s will,† and that it should be abolished. Before the American Revolution, Quaker reformers such as John Woolman, Anthony Benezet and Benjamin Lay began to publish their views and bring up the issue of slavery at Quaker meetings. Even in the Southern states, where many Quakers owned slaves their actions led to an increased number of fr... ... being as inclusive as the abolitionist societies. Abolitionists had used all means they could access to send their antislavery message across the nation. They used traditional methods such as lectures and petitions, as well as the new technology of the steam press to print large numbers of pamphlets and newspapers, to inform the American public (Foner, 20). Works Cited Scott, Donald. â€Å"Evangelicalism as a Social Movement.† Divining America, TeacherServe ®. National Humanities Center, 1. Wyatt-Brown, Bertram. â€Å"American Abolitionism and Religion.† Divining America, TeacherServe ®. National Humanities Center. Foner, Eric. The Fiery Trial, Abraham Lincoln and American Slavery. New York: W.W. Norton & Company, Inc, 2011. Walters, Ronald G.. The Antislavery Appeal, American Abolitionism after 1830.Baltimore: John Hopkins University Press. 1976.

Microscopes and Microscopy

Microscopes and Microscopy Introduction The purpose for including a lab on microscopy in his course is because it is a very important tool in making detailed observations. This lab helps the average person realize that there is much more to things than what you see with the naked eye. In the field of human biology microscopes are very important for many reasons. In the late 1500’s a scientist named Zacharias Janssen created the first microscope of it kind and now we have several microscopes that are very important to the study of human biology. The compound microscope is used to view individual cells as well as living cells such as hair. Electron microscopes can be used to view things such as biological tissues and organisms. Also, another popular microscope used in human biology is the stereo microscope, which is commonly used to dissect and examine human tissue. Discussion When studying the â€Å"optics† slide in the interactive section of this lab it displayed image orientation. To display this it took the letter â€Å"e† and showed you the standard view to the naked eye and then it showed you the view through a light microscope and it looked very different. The â€Å"e† was upside down and backwards left while looking down in the microscope. The reason it looked like this was because of the shape and lenses in the microscope. While studying the color threads on the interactive microscope you notice that the colors are red, green, and yellow from top to bottom. The magnification that was useful in helping me determine the order was 400x. This magnification allowed me to see that the yellow color thread was on the bottom and that the green color thread was in the middle. The optical principles that are in play here are perfect lens characteristic and transmitted light microscopy optical pathways. Interpupillary distance is the distance between the centers of the pupils of the two eyes. The way to determine what the interpupillary distance is with a device called a pupil meter. This device presents a binocular subject that can be set from a close viewing distance out to optical infinity. The diopter setting is a control knob on a microscope that helps your eyes view something similar in proper relation instead of allowing each individual eye to view the subject differently. It is necessary to locate an object using the low objective because it allows you to gain a better focus before switching to the high power objective and makes it so you don’t have to make much of an adjustment on the high power objective. Just trying to focus using the high power objective could get very time consuming. Reducing the iris diaphragm aperture on a microscope will clarify an image focused under high power, but it would be letting less light in the field of view. The reason it would clarify the image is because under high power it doesn’t take much light to bring whatever you are viewing into focus due to the strength of the lens. If my lab partner was having problems locating onion cells using a parfocal microscope with the low power objective and just switched to the high power objective I would tell her that this is an incorrect way to bring the onion cells into focus. I would advise her that she would need to continue to bring the onion cell into focus with the low power objective because once you have it in focus with the low power objective you can switch to the high power objective with out making any changes to the focus. I am striving to become a nurse and I believe that in that career field it is extremely important for me to be especially knowledgeable regarding microscopy. While working as a nurse it is going to be extremely important for me to know what microscopes are going to be best to use in certain circumstances. For my career field it is going to be very important to understand how to use a microscope and that goes for knowing how to bring cells into more focus as well as knowing that I need to bring what I am viewing into focus under the low power objective.

Preparation of Alum from Aluminum Metal Essay

The objective of the laboratory is to synthesize alum (KAl(SO4)2.xH2O) from aluminum powder and to determine the proportion of water in the alum crystals. Alum is a product from the reaction between potassium hydroxide and sulfuric acid. The reaction include several steps, as followed: Aluminum powder reacts with potassium hydroxide to generate Al(OH)4- ions and release hydrogen. 2 Al(s) + 2 KOH(aq) + 6 H2O 2 K[Al(OH)4](aq) + 3 H2 (g) A gelatinous precipitate of aluminum hydroxide was created when sulfuric acid was added to the aqueous solution of Al(OH)4- ions. 2 K[Al(OH)4](aq) + H2SO4 (aq) 2 Al(OH)3 (s) + K2SO4 (aq) + 2 H2O Later, excessive addition of the acid causes the precipitate to dissolve in the solution. 2Al(OH)3 (s) + H2SO4 (aq) Al2(SO4)3 (aq) + 6 H2O Precipitation of alum was resulted from cooling in ice water bath. K2SO4 + Al2(SO4)3 + 2x H2O 2 KAl(SO4)2.xH2O It is noticeable that alum is a hydrate (a hydrate consists of water molecules in its ionic structure), which leads to its solubility in water. However, a minimum amount of cold water will cause the alum to crystallize. The amount of water incorporated in the alum structure should be clearly defined to derive the full formula of alum, which makes it possible for calculations of theoretical, actual and percent yield of alum. Experimental Methods The experiment was constructed based on the guidelines from Franklin and Marshall Lab Manual1. In a 400 mL-beaker, 0.5 g of aluminum and 2.01g of potassium hydroxide was prepared and mixed together. An amount of 25 mL of distilled water was poured into the beaker in the hood. The mixture was then continuously stirred to help disperse the heat generated from the exothermic reaction. As observed, hydrogen was liberated from the solution, along with aluminum powder gradually darkening and disintegrating into insoluble flakes. It took the solutions 15 minutes to complete when there were no signs of hydrogen released. The solution was then filtered into a new 250 mL beaker. The residue left on the filter paper was carefully washed into the filtrate. A portion of 10 mL of 9M sulfuric acid was added slowly and attentively to the filtrate, with gentle stirring. The presence of acid will neutralize the solution, generating a gelatinous precipitate known as Al(OH)3. The precipitate was later dissolved when excessive addition of acid was poured into the solution, combined with gentle heating on hot plate. The acidity of the solution was confirmed when tested with litmus paper: the paper turned into red. The solution was filtered for the second time to eliminate any undissolved residues remaining. The solution was set aside to cool at room temperature. The crystallization process was conducted by placing the solution beaker into an ice water bath for 20 minutes. After crystallization, white, soft crystals were formed. The mixture was filtered through a Buchner funnel. A wash solution was prepared by combining 5 mL of ethyl alcohol and 5 mL of distilled water. The crystals were washed twice with proper wash solution. Then, the solution was put through suction again to dry out completely. The crystals were spread in a recrystallization disk. Large crystals were broken into small ones with a stapula. The crytals were allowed to air dry in one week. The weight of the air-dried crystals was then recorded.   Two porcelain crucibles were supported on ceramic triangles and heated to red heat with a Bunsen burner for 10 minutes each. The crucibles were set aside cool, then was placed into the desiccator to cool to room temperature. Their weighs were recorded. An amount of 0.5 g of the crystallized alum was placed into each of the crucibles. The crucibles (with alum inside) were carefully heated on ceramic triangles to red heat. The alum inside the crucibles appeared to melt, transforming into a kind of liquid solution. After 5 to 10 minutes of continuous and gentle heating, the content inside the crucibles started to solidify again, yielding white, soft crystals. The crystals were heated at maximum heat for 5 minutes. The crucibles were placed back to the desiccator. After cooling to room temperature, the masses of the contents inside the crucibles were carefully weighed. Results The masses of alum, KAl(SO4)2 and water recorded were given in Table I. Table I. Masses of Alum, KAl(SO4)2 and water in two different crucibles. | Crucible 1| Crucible 2| Alum| 0.5000 g| 0.5000 g| KAl(SO4)2| 0.2721 g| 0.2696 g| H2O| 0.2279 g| 0.2304 g| x= nwaterndry product| 12.00| 12.24| According to the values of x obtained from the table above, the average result of x is 12.12. We can define the formula of alum as KAl(SO4)2.12,12H2O (Molar Mass M = 476.16 gmol-1). Finding the formula of alum makes it possible to calculate the theoretical yield and the percent yield of alum. After calculations from the equations demonstrated in the introduction, the theoretical number of moles of alum would be 0.019 moles. The theoretical yield, as a result, would be mtheoretical = 9.69 g. The actual yield recorded after the laboratory was 4.77 g. Combining all the yields gives us the final result of the percent yield: 52,71%. Discussion Several steps of heating the alum crystals and calculations took place to find out the formula of alum. Concerning the first crucible, an amount of 0.5 g of alum was added to the crucible. After heating, there was 0.2521 g of contents (KAl(SO4)2) left in the crucible. That means there was 0.2479 g of H2O fully evaporating. In this case, x= nH2Ondry product= 0.2279180.2721258= 12.00. Concerning the second crucible, an amount of 0.5 g of alum was added to the crucible. After heating, there was 0.2496 g of contents (KAl(SO4)2) left in the crucible. That means there was 0.2504 g of H2O fully evaporating. In this case, x= nH2Ondry product= 0.2304180.2696258= 12.24. The average result of x: x= 12.00+ 12.242= 12.12. With calculations concerning the masses of contents in the crucibles before and after heating, it is observed that 12.12 molecules of water in a mole of alum. The general formula of alum, therefore, is KAl(SO4)2.12.12H2O. The literature value of portions of water molecules in alum is 12, which makes the formula of alum KAl(SO4)2.12H2O. The proximity of the calculated result and the literature result reflected to efficiency and accuracy of the laboratory. Through a series of chemical reactions, alum (the double salt with incorporated water molecules, with the calculated formula of KAl(SO4)2.12H2O) was formed from aluminum powder, potassium hydroxide and sulfuric acid. The reactions lead to the formation of alum are summarised as followed: (I) 2 Al(s) + 2 KOH(aq) + 6 H2O 2 K[Al(OH)4](aq) + 3 H2 (g) (II) 2 K[Al(OH)4](aq) + H2SO4 (aq) 2 Al(OH)3 (s) + K2SO4 (aq) + 2 H2O (III)2Al(OH)3 (s) + H2SO4 (aq) Al2(SO4)3 (aq) + 6 H2O (IV)K2SO4 + Al2(SO4)3 + 24 H2O 2 KAl(SO4)2.12H2O The theoretical yield was accumulated over a few steps: There are 0.019 moles in 0.5 g of Aluminum. Similarly, there are 0.036 moles in 2.01 g of potassium hydroxide. We used a portion of 10 mL of 9M sulfuric acid, meaning that we use 0.09 moles of sulfuric acid. In reaction (I) that potassium reacted with aluminum powder with the presence of water, the aluminum played the role of the limiting reagent. In reaction (II) that sulfuric acid was added into the solution of Al(OH)4- ions, the ions were the limiting reagents. The gelatinous precipitate formed in reaction (II) by pouring in acid was soon dissolved in the solution in the reaction (III) by the addition of excessive sulfuric acid. The alum crystals were formed in the reaction (IV) by cooling. From the four reactions, we can easily see that the number of moles of alum formed is equal to the number of moles of aluminum in the aluminum powder. nalum = naluminum = 0.019 moles. The theoretical yield is the product of the number of moles and alum’s molar mass: malum= n Ãâ€" M= 0.019 Ãâ€" 476.16= 9.05 (g). The actual yield is 4.77 g (as stated in the results). The percent yield is calculated by dividing the actual yield by the theoretical yield: %Yield= Actual YieldTheoretical Yield = 4.77 g9.05 g = 52.71%. About 47% of alum was lost during the crystallization. From 0.5 g of aluminum, 2.01 g of potassium hydroxide and 10 mL of 9M sulfuric acid at the beginning, the product obtained after crystallization was only 4.77 g of alum, compared to the theoretical value of 9.05 g. A significant amount of alum was lost during filtration, suction and crystallization, because of the fact that the filter paper was not wet enough and the crucibles were not dry enough due to short maximum heating time. References 1. Franklin and Marshall College Chemistry 111/112 Laboratory Manual, Fall 2012/Spring 2013, p. 39-41.

Definition and Examples of Semantic Entailment

Definition and Examples of Semantic Entailment In semantics  and pragmatics, entailment is the principle that under certain conditions the truth of one statement ensures the truth of a second statement. Also called strict implication,  logical consequence, and semantic consequence. The two types of entailment that are the most frequent in language, says  Daniel Vanderveken, are truth conditional and illocutionary entailments. For example, he says, the performative sentence I beg you to help me illocutionary entails the imperative sentence Please, help me! and truth conditionally entails the declarative sentence You can help me (Meaning and Speech Acts: Principles of Language Use, 1990). Commentary [O]ne statement entails another when the second is a logically necessary consequence of the first, as Alan lives in Toronto entails Alan lives in Canada. Note that the relationship of entailment, unlike that of paraphrase, is one-way: it is not the case that Alan lives in Canada entails Alan lives in Toronto. (Laurel J. Brinton, The Structure of Modern English: A Linguistic Introduction. John Benjamins, 2000) [M]any, if not all, assertive sentences (statements, propositions) of a language allow for inferences solely on the basis of their meanings. For example, when I say Ben has been murdered, then anyone who has understood this utterance and accepts its truth will also accept the truth of the statement Ben is dead. (Pieter A. M. Seuren, Western Linguistics: An Historical Introduction. Wiley-Blackwell, 1998) Entailment Relations An entailment can be thought of as a relationship between one sentence or set of sentences, the entailing expressions, and another sentence, what is entailed... We can find countless examples where entailment relations hold between sentences and countless where they do not. The English sentence (14) is normally interpreted so that it entails the sentences in (15) but does not entail those in (16). (14) Lee kissed Kim passionately. (15)a. Lee kissed Kim.b. Kim was kissed by Lee.c. Kim was kissed.d. Lee touched Kim with her lips. (16)a. Lee married Kim.b. Kim kissed Lee.c. Lee kissed Kim many times.d. Lee did not kiss Kim. (Gennaro Chierchia and Sally McConnell-Ginet, Meaning and Grammar: An Introduction to Semantics. MIT Press, 2000) The Challenge of Determining Meaning Semantic entailment is  the task of determining, for example, that the sentence: Wal-Mart defended itself in court today against claims that its female employees were kept out of jobs in management because they are women entails that Wal-Mart was sued for sexual discrimination. Determining whether the meaning of a given text snippet entails that of another or whether they have the same meaning is a fundamental problem in natural language understanding that requires the ability to extract over the inherent syntactic and semantic variability in natural language. This challenge is at the heart of many high-level natural language processing tasks including Question Answering, Information Retrieval and Extraction, Machine Translation, and others that attempt to reason about and capture the meaning of linguistic expressions.Research in natural language processing in the last few years has concentrated on developing resources that provide multiple levels of syntactic and semantic analysis, resolve context sensitive ambiguities, and identify relational structures and abstractions.... (Rodrigo de Salvo Braz et al., An Inference Model for Semantic Entailment in Natural Languages.  Machine Learning Challenges: Evaluating Predictive Uncertainty, Visual Object Classif ication and Recognizing Textual Entailment, ed. by  Joaquin Quià ±onero  Candela et al. Springer, 2006)

Negative Structures in English

Negative Structures in English There are a number of negatives structures in English ranging from basic negative sentences to the more complicated neither ... nor and not ... either. Learn the most common negative structures by following the rules below. Negative Verb Conjugation The most common negative structure in English is the conjugation of the verb in the negative. Verbs can be used in the negative by placing not directly after the auxiliary verb in each conjugation. The combination of the auxiliary verb not is often contracted in English. For example: do not dont, will not wont, has not hasnt, etc. S auxiliary verb not main verb objects She wont come to the party tomorrow.Tom hasnt finished the report.We arent studying Russian this semester. Negative Imperative The imperative form is used to instruct / command others. Use do not plus the verb for all comparative forms. No subject is required for the use of the imperative form. Do not verb objects Do not begin without me.Dont waste any time.Do not touch the glass. Never Never is used to express the idea that something is never done. Note that never is used with positive form of the verb but results in a negative meaning. Its also important to remember that the present simple and past simple do not take an auxiliary verb in the positive form. In other words, use the auxiliary verb for the present perfect, future, etc., but not with the present or past simple. S (auxiliary verb) never verb objects She never takes time off work.Mary has never returned my calls.Peter never walked to school when he was young. Double Negatives in English Double negatives - the use of two no words such as not and nowhere in one sentence - are incorrect in English. When modifying something use either a no word, or any as explained in the following sections. He doesnt like anything. OR He likes nothing.Angela hasnt visited anyone this month. OR Angela has visited no one this month.She isnt going to travel anywhere. OR Shes going to travel nowhere. Use of Any Any and words such as anyone, anybody, anything, etc. are used in negative sentences and questions. S auxiliary verb not main verb any objects He doesnt have any time.Mary isnt going to eat any dinner.Peter hasnt done anything for the past three days. No Words There are a number of no words such as nowhere, nothing, no one, which can be used in place of any words. Note the difference in structure between the two. Any words take the negative verb structure, no words take positive structures. S (auxiliary verb) main verb no word objects I have nothing to say.No more / not ...  any moreThe boys invited no one to their party.Timothy has gone nowhere this summer. Negative Any OR No Word The following sections refer to specific similar structures using either the negative verb form with any or a no word. In each of these cases examples are given for both forms. The forms used have been explained above. I have no more time today. OR I dont have any more time today.She has thought of no more ideas. OR She hasnt thought of any more ideas. Nobody / not ... anybody Note: This has the same meaning as no one / not ... anyone. Susan saw nobody at work today. OR Susan didnt see anyone at work today.Tom bought nobody a present. OR Tom didnt buy anyone a present. No one / not ... anyone Note: This has the same meaning as no body / not ... anybody. Im meeting no one today. OR Im not meeting anyone today.Alice has bought no one presents yet. OR Alice hasnt bought anyone presents yet. Nothing / not ... anything Ive eaten nothing all day. OR I havent eaten anything all done.Doug talks about nothing with his friends. OR Doug doesnt talk about anything with his friends. Nowhere / not ... anywhere Shelly has gone nowhere this year. OR Shelly hasnt gone anywhere this year.Alex has travelled nowhere outside of the USA. OR Alex hasnt travelled anywhere outside of the USA. Neither ... Nor Use the phrase neither ... nor when expressing two negatives together. Note that the verb is inverted after the use of nor. I have neither the time nor have I had the desire to do my work.She has neither the time nor the money to help her friends.Alex has neither the means nor does he have the ability to find a new job.

Apartheid System and its impact on Education in South Africa Essay

Apartheid System and its impact on Education in South Africa - Essay Example The population of the country is talented and hard working. In spite of these factors, the country faces hard core racism. The oppression of the white population over the blacks resulted in forced slavery and exploitation of land and human beings (Abdi, 2002, p. vii). The apartheid period continued for over four decades in South Africa and in that period race discrimination was ruthlessly implemented in schools and they were highly effective. It is a monumental task for the government to undo the effects of apartheid from the education system (Fiske and Ladd, 2005, p.14). This paper focuses on the apartheid system in South Africa and its impact on the education policies. Background History of Apartheid in South Africa In the seventeenth century the Dutch descendants who were knows as Boers or Afrikaners were dominated by the English. This was followed by establishment by the Dutch of new colonies like Orange Free State and Transvaal. In the year1900, diamonds were excavated in these regions. This led to the Boer war when the English invaded these lands. The conflict centering on power sharing between the English and the Boers remained till the 1940s when the Afrikaners National Party became stronger. To control the economic and social system, the National party invented the apartheid system. Initially the goal of apartheid was to maintain the minority rule of the white and curtailing the rights of the black population. Racial discrimination was given a formal shape when the apartheid laws were enacted in 1948. In 1950, the South African people were classified into three racial groups which were white, black (African) or colored (mixed decent). The colored group mainly contained the Indians and the Asians. Apartheid laws led to segregation of every aspect of social life which included education and medical care. Public services provided to the black people were inferior to those provided to the white people. Marriage was prohibited between the whites and the non -white groups. Residential areas were segregated by forceful removal of the black population. These laws were strongly implemented and anyone who did not abide by the laws was given harsh punishments. The Blacks were required to carry identity proof to enter into the non-black areas (The History of Apartheid in South Africa, n.d.). In 1953, Bantu Education Act was passed to segregate the education system of South Africa by which the Blacks were denied education leading to certain positions in the society. The Blacks were prepared to lead the lives of labour class (O’Malley, n.d.). Analysis Impact of Apartheid system on Education One of the most oppressive laws of apartheid was the Bantu Education Act of 1953. Before the Act was implemented most schools in Africa were missionary schools and were partly funded by the State. Under this Act education system was segregated and most schools began to be controlled by the government. Governments began to put forward conditions to sch ools to start racially discriminatory curriculum before agreeing to provide financial aid. As protest many missionary schools did not allow extension of apartheid system in their education system and chose to close down. This system of bringing all schools under the control of the new government was faced opposition from school organisers, parents and students. The major subject of the protests was to ban the separate education system for the Black and promote a common education system for the entire population of South Africa. The government which was controlled by the whites declared that the structure of Bantu education was such that the blacks will be trained to become labours ignoring what other abilities