Oliver Twist Character Analysis - 749 Words

In both passages the characters show a characterasation from them selfs by their diologue for example on the passage Oliver Twist written by Charles Dickens showed bravery and In the passage From A Portrait of the Artist as a Young Man wriiten by James Joyce shows curiosity. Both characters come from the same place a orphanage so they both show similar characteristics. As the authors both have a similar idea of the passages both of their main characters are different. In the passage Oliver Twist is a small boy living in a orphanage who is suffering and i can infer this because in the passage it states The room in which the boys were fed, was a large stone hall, with a copper at one end: out of which the master, dressed in an†¦show more content†¦Wells turned to the other fellows and said: I say, heres a fellow says he kisses his mother every night before he goes to bed. The other fellows stopped their game and turned around, laughing.I do not. Wells said: I say, heres a fellow says he doesnt kiss his mother before he goes to bed.They all laughed again. Stephen tried to laugh with them. He felt his whole body hot and confused in a moment. What was the right answer to the question? He had given two and still Wells laughed at him. But Wells must know the right answer, for he was an older student. This explains that the character stephen was a very confused boy because all he wanted to do is fit in but all the other boys made fun of him so he had a lot of curiosity. Also it states He drank another cup of hot tea and Fleming said: Whats up? Have you a pain or whats up with you? I dont know, Stephen said. Sick in your breadbasket, Fleming said, because your face looks white. It will go away. Oh, yes, Stephen said. This shows that stephen is not very social by the way he talks he is a very shy person as shown when he responds back to Fleming. So both authors were having the same idea where the setting the characters mood and other aspects of the story. Both characters were living the same glommy lifes but both of their characterization was different. For example in Oliver Twist oliver was brave when he was up for the challenge and going against the food rule and asked for more like the theShow MoreRelatedOliver Twist : The Musical1050 Words   |  5 Pagesimportant to examine the performers and how they affect the overall performance, it is also equally indispensable to look at an in depth analysis of the audience of Oliver Twist: The Musical and how the audience members play a role in the performance as well due to their own experiences and attitudes regarding the selected text. Starting with a demographic analysis (or examining the audience according to the groups or populations they represent) of the audience, as an audience member myself I noticedRead MoreIrony, satire and humour in Oliver Twist1656 Words   |   7 Pages Analysis of Dickens use of irony, satire and humour in Oliver Twist. There are multiple examples throughout Oliver Twist of irony, satire and humour. Although a dark novel, there are many moments of humour and an extraordinary amount of chuckling, giggling and knee-slapping by characters. Each of the literary techniques of humour, irony and satire, employed by Dickens help add focus and depth on the various conflicts between the novels outcasts and its established society. It is impossible toRead MoreThe Upbringing Of Orphans By Charles Dickens And Jane Eyre1714 Words   |  7 Pagesconditions of the orphans. The novels Oliver Twist by Charles Dickens 1838 and Jane Eyre by Charlotte Bronte 1847 depicted much of the 19th century working class and illustrated the treatment of orphans with different socio-economic perspectives. The role of the two orphans in the novels (Oliver and Jane) leads the reader through a maze of experiences, encountering life s threats and grasping its opportunities. The novels show an insight of the two characters with a comm on childhood who were oftenRead More Oliver Twist And Sense And Sensability Comparison Essay538 Words   |  3 Pages Set in the Victorian era, Sense and Sensibility and Oliver Twist, parallel but also contrast in many key elements. In both movies, mannerisms, class distinction, and the childs role in society were reflected by both writers. Through these analysis, I was able to achieve new insight into the conditions of the Victorian era. In Oliver twist, mannerisms were greatly displayed in Oliver as a character. His mannerism best demonstrated how upper-class children were supposed to behave during this eraRead More Analysis of Fagins Last Night Alive in Charles Dickens Oliver Twist1236 Words   |  5 PagesAnalysis of Fagins Last Night Alive in Charles Dickens Oliver Twist Combining entertainment with a deep critique of the contemporary socioeconomic system and philosophy, Charles Dickens Oliver Twist explores the reality that in Victorian London, crime was neither heroic nor romantic. A setting of debauchery, thievery, prostitution, and murder, Fagins underworld didactically illustrates the unattractive and repulsive truth (36), that ones environment--not birth--influences character.Read MoreAnalysis of the Dialogues in Oliver Twist3787 Words   |  16 PagesAnalysis of dialogues in Oliver Twist Book Review Ã¥Å'â€"ä º ¬Ã¥ ¤ §Ã¥ ­ ¦ å…‰å Å½Ã§ ® ¡Ã§ â€ Ã¥ ­ ¦Ã©â„¢ ¢ 00928015 ç ¿Å¸Ã© â„¢Ã¥ ªâ€º è â€Ã§ ³ »Ã¦â€" ¹Ã¥ ¼ Ã¯ ¼Å¡134-3987-9195 2010-12-25 Analysis of dialogues in Oliver Twist 00928015 ç ¿Å¸Ã© â„¢Ã¥ ªâ€º Book review: Analysis of the dialogues in Oliver twist Summary: As the most popular English novelist of the Victorian era, Charles Dickens has his own composing features, one of which is to utilize distinctive language as a salient method to form different characters. He forms very new and striking expressions out of rather specialRead MoreCharles Dickens s A Christmas Carol1923 Words   |  8 PagesEnglish author Charles Dickens has written many well known novels such as Oliver Twist and A Christmas Carol, of which both have a recurring theme: the expectations of society. During the Victorian Era, England was over populated and had terrible living conditions, with an enormous gap between the rich and the poor. Generally, people during the Victorian Era were not allowed to talk about things such as sex and crime, and had to live by strict social rules set by society. With the social disparitiesRead MoreCharles Dickens Essay2389 Words   |  10 Pagesfor the poor, which is prominent in his novel Oliver Twist with his sympathizing with t he down trod characters in their sad conditions and the mocking of the people and rules that put them there. It should also be noted that in Oliver Twist most of the poor characters that the reader is supposed to sympathize with are young boys, such as the character Oliver Twist and young Dick, which demonstrates how most experiences and events that Dickens characters go through are very similar to his own, makingRead MoreNarrative techniques of Charles Dickens in Oliver Twist and David Copperfield6299 Words   |  26 Pagesthesis Charles Dickens’s â€Å"Oliver Twist† and â€Å"David Copperfield†: Two novels compared (Narrative techniques) Mentor: Student: Dr. Muhamet Hamiti Arbnesha Kusari Table of Contents 1. Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦3 2. Biography of Charles Dickens†¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦....4 3. Oliver Twist†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.5Read MoreOliver Twist And The Childs Story1306 Words   |  6 Pagesbiographical information will make readers believe that most of his stories come from mysterious murders and detective investigation crimes. One of Charles Dickens stories, â€Å"Oliver Twist† reveals that it is written about his own life experience growing up and his feelings of abandonment issues from his father (Marks 3). The reader’s analysis of Charles Dickens life experiences and his remembrance of flashbacks about stages in his life comes from his short story called â€Å"The Child’s Story†. He was born Charles

English - 1285 Words

Desiree Rielly Professor Guy Pollio 5 December 2012 English 101 What Shapes You? Often times, we rely on the world to we live in to shape us. From mass media, to magazines to commercials, we always find ourselves seeking the next best thing instead of what we already have. The way society shapes us develops each and every one of us because we are persuaded by such advertisements. Robert Scholes of â€Å"On Reading A Video Text†, and Shirley Jackson of â€Å"The Lottery†, show appropriate examples of the world we live in today. Robert Scholes proves how distorted and misconceiving people construe the world through the â€Å"Lottery†, proving his idea of cultural reinforcement. In â€Å"The Lottery† by Shirley Jackson, the small town of†¦show more content†¦They are an active community of which all engage in the same ritual. Although the ritual is unethical, it is safe to say that all types of people in this town work together, creating a similar culture amongst everyone. Also, this particular town creates a cultural body, as re ferred to as Scholes, based on their households. A family in this village consisted of a mother, father, and a couple of children. The mother was the caregiver, cooker and cleaner, the father was the workingman, and the children went to school and came home. The boys would help their fathers with house work involving tools and the girls would learn from their mothers the ways of caregiving and so on. What is so important in Jackson’s story is Tess Hutchinson is reassured, in a sense, that she is apart of this collective body because when she is chosen from the lottery, she becomes rebellious and disagreeing of what the lottery is. It reassures her that she has been engaging in this horrific event every year and has now just realized that she feels the town is corrupt and unfair. The lottery also demonstrates ideological criticism. Tess makes a joke at the end of the passage, just before she is aware that she is chosen, exclaiming why she was late by saying, â€Å"Wouldn’t want me to leave m’ dishes in the sink now would you, Joe?†(965). This sarcastic remark is mocking her job as a spouse and the typical hereditary family she has been living in. Scholes explains this scene as a ideologicalShow MoreRelatedThe English Of The Middle English894 Words   |  4 PagesAmerican English is consistently changing it began with the Anglo-Saxon settlement. The ne xt settlement that helped influence the English language was the Scandinavians which have some words with hybridization with spelling from Old English and Norse origins. During the Middle English period is when the most influencing happened with the Old English being broke down and replaced with the same English system we use today. During the early modern periods standardization began giving a standard forRead MoreEnglish Vs. 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But for the students who have an interest in seeking employment internationally, studies have shown that English language competence undoubtedly plays a role in their ability to find employment in countries such as the United KingdomRead MoreEnglish List eners As An English Speaker764 Words   |  4 Pagesaspiration in producing /p/sound by the speakers of Arabic .Therefore, it is more likely to be heard by English listeners as /b/sound .This idea has also been supported by(SwanSmith,2001) as they explain that there is a random use of /b/and/p/sounds, which are considered as allophonic ,by Arabic speakers .For example ,’I baid ten bence for a bicture of Pig Pen’.(SwanSmith,2001).If an English speaker hears this sentence, a considerable misunderstanding might take place. Tench(1981)states that ,mispronunciationRead MoreEnglish And English Linguistic Imperialism977 Words   |  4 Pagesthere is an increasing number of people speaking English and there has been much discussion on the issue of whether English users are the victims of linguistic imperialism. Historically, English was regarded as a lingua franca and it has the same function nowadays (Kachru, 1985, cited in Jenkins, 2014). In addition, linguistic imperialis m is related to English in this essay. Although English users could profit from the spread of English and ‘English linguistic imperialism’ indeed brings some advantagesRead MoreAmerican English And British English1520 Words   |  7 PagesIEP UK 6 JUL 16 American English and British English The usage of the many forms of English dialects have often led to miscommunication. The knowledge gained beforehand can help to limit that, and to provide those visiting with an idea of what the local culture is like. There are specific words and phrases that may prove useful, words and phrases to avoid, and many key differences between American English and British English. Many useful words and phrases in the English language can mean many differentRead MoreEnglish Vs. English Language877 Words   |  4 Pages The English language recently became the first ever language to have over one million different words. This is an interesting, but otherwise unimportant accomplishment since it is unlikely the vast majority of those words are used in everyday language by the average English speaker. But, it does show the amazing variety that the English language is capable of expressing. Despite this incredible variety, only the words that are considered proper are taught at schools. This is known as Standard AmericanRead MoreEnglish3139 Words   |  13 PagesGRADE 12 GRAAD 12 NATIONAL SENIOR CERTIFICATE GRADE 12 ENGLISH FIRST ADDITIONAL LANGUAGE P3 NOVEMBER 2010 MEMORANDUM MARKS: 100 This memorandum consists of 9 pages. Copyright reserved Please turn over English First Additional Language/P3 2 NSC – Memorandum DBE/November 2010 INSTRUCTIONS AND INFORMATION This memorandum must be used together with the attached English FAL assessment rubrics for SECTIONS A, B and C. SECTION A: ESSAY QUESTION 1 Instructions to Markers: †¢ †¢ †¢ †¢ Candidates areRead MoreTechnical English and General English3240 Words   |  13 PagesTEACHING TECHNICAL ENGLISH AND GENERAL ENGLISH Introduction English today has become more than the Lingua Franca of the masses. It has become the lifeline. The call of the hour is for the academia to well-equip itself with the most competent language skills. Only then can suitable help be extended to the beneficiaries, the students. My paper will focus on the nature of General and Technical English today. It will also attempt to show how Technical English and General English can be made more student-centricRead MoreEnglish Language Learners : English Learners Essay1100 Words   |  5 PagesEnglish language learners (ELL) consisted of 22.3 percent of the total enrollment in California public schools (Facts about English Learners in California - CalEdFacts, 2015). Tends to be ignored or receives not quite the equality in education as their Native English speakers (NES) counter parts. Over the past few years there has been a surge in dual language immersion (DLI) programs (also known two-way immersion), which have resulted in much success (Lind holm-Leary, 2012, p. 256). It has been foundRead MoreEnglish As An Important Requirement For Teaching English790 Words   |  4 PagesIn recent years, English has globally become an important requirement for improving one’s life in terms of perceiving high social status or expanding job opportunities (Altan, 2012). Moreover, the emerging trend towards economic globalization and multilingualism has stimulated the need for English education across the world (Pennycook, 1994). Therefore, there is an increasing number of people in different parts of the world who want to learn English for various needs and goals. Immigrants in the

Explanatroy Synthesis †Black Hawk War Free Essays

Talha Baig Dr. Amy Larsen English 1302 – UHD March 14, 2013 Explanatory Synthesis: â€Å"The Black Hawk War of 1832† Black Hawk was an Indian war chief who had a following of couple hundred Sauks Indians. Black Hawk and his followers fought against the Americans before the war of 1832 and were strictly against the expansion of Americans into their territory (Tena 2-3). We will write a custom essay sample on Explanatroy Synthesis – Black Hawk War or any similar topic only for you Order Now The Indian war chief was born in Saukenuk and had been living there with his fellow Indians until the Americans came and forced them out of their land. Since Saukenuk was Black Hawk’s hometown, he was determined to hold onto it and was ready to oppose Americans because he saw the Americans as a threat to his culture and land (John 3). His anger and disgrace towards the Americans eventually led to the Black Hawk war along with couple of other factors. The unjust treaty of 1804 was one of the main factors of the War and it made Black Hawk even more concerned about the Americans and the treaty also caused some intertribal rivalries between different Indian tribes but even after that Black Hawk was hoping to avoid a war. It is known that the American soldiers who confronted Black Hawk allegedly fired the first shot, which started the Black Hawk war. The United States Government put forth many treaties to obtain the Land from the Indians but the unjust Treaty of 1804 is known as the main factor that led to the War of 1832. The way the signing of the this Treaty took place was very unlawful because most of the Indians who signed it were not really main authority holders of the Indian tribes and the signing of the treaty proceeded even though there were many Indians who were not ready to sell their lands over to the Americans (John 1). Some of the Indians did not even fully understood the conditions of the treaty and the worst part of this treaty was that it gave the land of the Saukenuk village over to the Americans, which made Black Hawk furious and bitter (Tena 3). Since even Black Hawk, who was a major Indian chief did not have the complete knowledge about the extent of the Treaty, it proves that the Treaty of 1804 was unlawful and unjust. After the Treaty of 1804, Black and other Sauks became extremely bitter and enraged towards the Americans. The Treaty also ended up causing some intertribal rivalries between the indian tribes. Black Hawk and his followers were not willing to accept the terms of the treaty of 1804 and wanted to resist the American ways but on the other hand some Indian tribes feared that they would stand no chance against the Americans and did what they were told by the Americans, which became the cause of tension between the Indians (John 2-3). One of the leaders who held a different point of view from Black Hawk was Keokuk, who was also the leader of Sauks indians and he had no intentions of resisting against the Americans ( Jane 4 ). The different point of views of the Indian tribes and the intertribal rivalries that the Treaty of 1804 stirred up caused Black hawk and his followers to go on a different path, which was to try and move back to the land where they all originally started from. That land was Illinois and the Americans had begin settling there. Black Hawk and his followers tried several times to retake their hometown but could not succeed and were attacked by the Americans, which led to the conflict known as the Black Hawk war. The Indian chief with his couple hundred followers decided to resist against the Americans and tried going back to where they started from, with the purpose of settling there (Jane 4). However, Black Hawk was still hoping to avoid getting into a war with the americans but in the end it was inevitable. The Americans always thought of the native Indians as savages, who killed a lot of Americans in the past. So when Black Hawk and his people were crossing the Mississippi River, they were attacked by the American soldiers and the Indians ultimately lost (Arnold 1). It is known that the Americans allegedly attacked and fired on the Indians first, which resulted in the Black Hawk war of 1832 and the capture of the Indian Chief; Black Hawk by the Americans. The road to the Black Hawk war of 1832 was paved by the unlawful treaty of 1804, which not just enraged Black Hawk but also caused a lot of intertribal rivalries between the Indians and further more the unjust actions of American soldiers brought upon the downfall of Black Hawk (Tena). One can easily blame the treaty of 1804 for ultimately dividing the indians and for their bitterness towards the United States government, since Black Hawk was just trying to protect the land and the culture of his people (John 3-4). Word Cited Tena L. Helton. â€Å"What the White â€Å"Squaws† Want from Black Hawk: Gendering the FanCelebrity Relationship. † The American Indian Quarterly 34. 4 (2010): 498-520. Project MUSE. Web. 14 Mar. 2013. Arnold Krupat. Patterson’s Life; Black Hawk’s Story; Native American Elegy. † American Literary History 22. 3 (2010): 527-552. Project MUSE. Web. 14 Mar. 2013. John K. Flanagan. â€Å"The Treaty of St. Louis and Black Hawk’s Bitterness. † 21 N. Ill. U. L. Rev. 405. (2001 ): 2553 words. LexisNexis Academic. Web. 14 Mar. 2013. Jane Simonsen. â€Å"Descendants of Black Hawk: Generations of Identity in Sauk Portraits. † American Quarterly 63. 2 (2011): 301-335. Project MUSE. Web. 14 Mar. 2013. How to cite Explanatroy Synthesis – Black Hawk War, Papers

Ragtime Music and Cakewalk Dance free essay sample

The nineteenth century was brought by a great emergence of music that would change history. In the late sasss a change in rhythm evolved in playing piano music. Ragtime piano was introduced as a new popular way to play the piano fast and shallow. The measures were used to sixteen beats Just like European counterparts although the music was said to be the afro-American version of the polka. In this thought the stereotype is drawn as ragtime being associated with African American people. Based on the beats in the music which produced a souse style march, gating became the melody used to perform the cakewalk dance.In this article the description of the cake walk is an Afro-American dance initially based on an elegant, stylized parody of southern white courtly manners, the dance is stereotyped as being made for one group of people, and that being African Americans. The first African American composer to produce ragtime music was Tom Turnip which also brought along singers to become the voice of this musical form of ragtime. We will write a custom essay sample on Ragtime Music and Cakewalk Dance or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Following the sensation of this music, the cakewalk was always performed which then opened Ross for other types of dances and songs later known as Jazz.The article Cake Walk, Shimmy, and the Charleston the descriptions emphasis how dances performed by African American women brought unity among white and black audiences. Dancers were referred to as Babylon girls who expressed a positive way in which African American women were being recognized for their gender and race. They expressed themselves In these musical forms to show black freedom and feel a part of popular music. The stereotype made In this article was based upon the sexuality resented In the cakewalk dance by African American women.Many described them as to be sexually frank and opinionated, to be figures of Independence. In reality the African American women were Just a generation removed from slavery In which they had to deal with stereotypes from both from white people about their sexuality and black people about black repression for respectability. Dancing Just allowed them to celebrate their freedom and express themselves freely. This era of dancing and music In the late sasss and early sasss helped bring European styled music axed with African American rhythm to beginning the Jazz era to come. The picture on the sheet music doesnt show any negative criticism. In the Imagery women and men are dressed very nicely with tall top hats and long dresses. Perhaps the women are dressed more conservative than normal women that dress In shorter dresses. The men show very wide and large lips probably Indicating an African American race. Ragtime Music and Cakewalk Dance By cadenzas expressed themselves in these musical forms to show black freedom and feel a part of popular music. The stereotype made in this article was based upon the sexuality resented in the cakewalk dance by African American women.Many described them as to be sexually frank and opinionated, to be figures of independence. In reality the African American women were Just a generation removed from slavery in which and music in the late sasss and early sasss helped bring European styled music on the sheet music doesnt show any negative criticism. In the imagery women and are dressed more conservative than normal women that dress in shorter dresses. The men show very wide and large lips probably indicating an African American race.

A Clean, well lighted Place

A Clean, well lighted Place The short story â€Å"A Clean, well lighted Place† has been written by the author named Ernest Hemingway in the year of 1962. The story is basically a narration of different stages of life where the interest and thought process of people changes with time. Age is the biggest focus line of this story as people’s thought process changes with the growth in age.Advertising We will write a custom essay sample on A Clean, well lighted Place specifically for you for only $16.05 $11/page Learn More The author had illustrated different stages of human life with the help of illustrating characters of old waiter, young waiter and an old man at the cafà ©. This paper evaluates the similarities and differences in the traits of all three characters. The author had illustrated the younger age of human’s life to be full of excitement. The author has portrayed the character of the younger aged waiter as a young human who has his short terms goals. The a uthor claims that the young waiter did not really felt considerate of the older persons around him. To the young waiter, older people are filthy and clumsy who have nothing better to do in life (Hemingway). In the story, the author had described the traits of younger waiter’s personality as impulsive, inconsiderate of older people, focused to a conservative vision of sleeping with his wife and one who had no idea how death could come to his life in his later years of older age. I have a wife waiting in bed for me (Hemingway 28). The second stage of human life has been projected with the help of character of an old man who stays in the cafà © till late night to drink. He does not spill a single drop of liquor on the counter and when he leaves the bar, he walks with dignity instead of unsteady walk. The older age of the man had been regarded to a stage where there are no hopes left but the fear of darkness at home (Hemingway). The darkness had been used as a symbol of death. S taying at the cafà © for longer hours helped the older man to escape from the fear of darkness. The cafà © was well-lighted that had been used as an escape from the darkness. The light is very good and also, now, there are shadows of the leaves (Hemingway 62)Advertising Looking for essay on american literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More The third character which is quite similar to the character of old man is the waiter at the cafà © who is also old. The young waiter asked him about the old man who stays for loner hours at the cafà © late night. I wish he would go home. I never get to  bed before three oclock. What kind of hour is that to go to bed? (Hemingway 8) In reply to the question of the young waiter, the older waiter answers from his experience stating that older stage of life is full of fear of darkness (death). The older waiter states that the older man was in a progression towards old weary day s that ends with death (Hemingway). Through the above analysis of the traits of the three characters of the story A Clean, well lighted Place, it comes to our understanding that the old man was in a progression of an older age and had similar personality traits as the older waiter had. The younger waiter had been projected as a different human who is in his younger age and does not understand the fear of death and the need of light as an escapee in the older age. Hemingway, E. A Clean Well-lighted Place. New York: Creative Education, 1990.

Proving the lens formula Essay Example

Proving the lens formula Essay Example Proving the lens formula Essay Proving the lens formula Essay When light passes from air to a denser material it slows down. In a concave lens the light has to travel further through the middle then through the sides. This has the affect of pushing the waves back in the middle and forward around the edge therefore effectively adding curvature to the wave. A similar thing happens when passing through a concave lens but obviously vice-versa, taking away curvature of the wave. The curvature that the lens adds or takes away is the Power of the lens, measured in dioptres. P=1/f, P is the power of the lens and f is the focal length. The focal length of a lens is the distance from a lens to its focal point, which is where the image of a distant object is formed. The shorter the focal length the more powerful the lens. The following formula is what I am going to attempt to prove that it is valid. It is used to give the focal length, and hence where the image is focused. 1/v+1/u=1/f Where v is the distance from the lens to its focal point, u is the distance from the object to the lens and 1/f is the power of the lens. This follows from the above, the power shows how much curvature is added to the wave. As a wave moves further away from an object the curvature of it decreases. This formula may also help me with my progress, as I can use it to calculate the magnification of the lens. m=v/u (when in focus) Where m is the magnification, v is the distance from the lens to the image and u is the distance from the lens to the object. The further away the image is from the lens the lower the magnification, and the closer the image is to the lens the higher the magnification. Hypothesis The lens formula for a convex lens valid. Apparatus I will use the following equipment during me experiment. A Convex lens and lens holder Small convex lens used to focus the image on the screen. Small plastic holder used to keep the lens in place. A Metre rule Will be used to measure both the object distance (U) and the image distance (V). It has millimetre units, although large and hard to take a precise measurement in mm. A 30 cm rule Will be used to increase the accuracy of the measurements, where the metre rule proves difficult to use to get an accurate result. A Small screen Flat white screen on a stand, used for the image to focus on. Image distance measured from the front of the screen. A Light source (Mains or Low Voltage) small Lamp, 40-watt bulb. Used to emit light and is part of the object. A wire mesh on a stand Used to create a clear, sharp focus-able image that I can take measurements from. Placed in front of the light source. Jack Webdale 02/05/2007 Page 2 Most of the apparatus I will use are self explanatory due to the background information. I will use the Wire mesh on a stand as part of the object, as I am satisfied that it will be easy to produce a clear, sharp image with it. If I was to use A light bulb with text printed on it, it may be harder to get a clear image as if I used ink, it may smudge or become blurred due to the heat of the lamp. I have also chosen to use a 30cm rule as well as a metre rule, as the metre rule may be inaccurate or cause problems when trying to measure to mm. A 30cm rule could be used to do this easily and to a better degree of accuracy. Prediction I would choose to predict that the formula is valid. Avoiding the fact that people have used the formula for years, especially opticians, and I gather it must work as they still use it! However, my task is to prove that it works. The diagram below shows what occurs when light travels through a converging lens. It shows where the focal points image and object distances are represented. Due to the proportions of the diagrams I have studied, it would seem logical that two reciprocals added together would produce a reciprocal which its decimal value would be less, which confirms the diagrams. Therefore, I believe that my experiment, if done accurately, should prove that the lens equation is true. Diagram of apparatus Consideration of the variables This Experiment relies heavily on accuracy of measurements and distances. Therefore, it is imperative that these are not affected while measurements are taken. I will take 2 measurements of Jack Webdale 02/05/2007 Page 3 Each required distance to ensure I should not have made an error. Ideally, if I would have time, I could do an average of results for one distance to ensure a reliable result each time. However, I feel checking twice, taking the distances where the image appears focused, and taking a middle value, will give reliable results. Another Variable that could affect the point where the image is focussed is exterior light not emitted from the object (lamp and mesh). Therefore, I will compose my experiment in a dark room, so that sunlight will not affect the image, and this should also help me to get a clearer focus of the image on the sheet. I will stick all apparatus to the bench when they are not being used, so that the non-variables are not affected or altered. Method Before I begin the real experiment, I have chosen to perform a preliminary experiment to discover a suitable range of distances I will get results from. I will also have an idea of the power of the lens, so I can judge its minimum and maximum distances to get a clear image on the sheet. To do this I will set-up the apparatus as shown in the diagram of apparatus, And I have chosen to make the Object and the lamp a constant position, due to the wires etc and difficulty of shifting it about all the time. Therefore, the Lens and the image sheet are the elements that I will move to focus the image. Preliminary research I began with a crude test, to get an approximate result for the focal length of the lens. I simply got a piece of paper, put it against a ruler, and with the lens; I placed it in front of a window, and focussed the image on the paper. I then had a measurement of approximately 15 cm. This would help me greatly in my experiment, as it would indicate immediately any results way off the mark, considering the variables and errors. I then also set up the apparatus as shown in the diagram, and used them to determine what distances I would use in my experiment. I placed a metre rule on the bench, and put on one end, the screen that the image would focus, and at the other, the object. I decided that I would not exceed this Object to Image (U V) distance, as measuring over a metre would cause problems, as I would need to have to metre rules, increasing the chance of making the results inaccurate. I then discovered how close I could put the lens to the object, until I could not get a focus on the screen (Where The focal length equals the object distance, and the image distance = ?). This was in between 13-18 cm for the object distance. Preliminary research Summery Part 1 * Collect all of the equipment displayed in the diagram of apparatus. * Check that the lamp works, and that the lens is not cracked or dented. * Place the lens on a flat surface, facing a window so that light from outside travels through the lens. Place the screen at the opposite end, so that it looks similar to the diagram above, but using the outside as the image. Move the screen until an image (Real, inverted) is focussed on the paper. * Measure the image distance, using a 30 cm ruler. (This is the approximate focal length). Part 2 * Collect all of the equipment displayed in the diagram of apparatus. * Check that the lamp works, and that the lens is not cracked or dented. * Set-up the equipment as shown in the diagram of apparatus, placing the object at one end of the metre rule, and the screen at the other (this is the maximum object to image distance). * Move the lens close to the object, and experiment with the lens and the screen until it is Jack Webdale 02/05/2007 Page 4 Impossible to get a focussed image on the screen. * Find the bounds which this occurs, and record the results (This is the area where the focal length is approximately the same as the object distance). There is no need for a table of results for this preliminary experiment, as not many results are taken, they are merely to give an idea of the expected results in the real experiment. Real Experiment * Collect all of the equipment displayed in the diagram of apparatus. * Check that the lamp works, and that the lens is not cracked or dented. * Set-up the equipment as shown in the diagram of apparatus, placing the object at one end of the metre rule, and the screen at the other (this is the maximum object to image distance). * Turn on the lamp; line it up with the mesh so that the lens, screen and the object line up against the metre rule. * Keeping the Screen and the Object stationary, move the lens up and down the metre rule until a clear, focused image of the mesh can be seen on the screen. * Measure the object distance to the lens, using the white mid-point line on the lens holder as a marker, then measure the Image distance, using the front of the screen as the marker. Use the 30cm rule so that the mm can be measured as accurately as possible. * The lens can move around 5 mm and still produce a clear and focussed image on the screen. This is merely due to the sensitivity of our eyes. For the following results, keep the object stationary, and move the screen 10 cm down the metre rule, decreasing the distance to the object each time. Measure the distances. For the Image distance, you will need to record two results, where the image beings to lose focus between the 5mm focus gap. These results can be used to obtain a midpoint, where the real focus is occurring. * Repeat this so 8 records have been taken. For each, be-aware of the results been recorded, and be aware that the focal length is approximately 15mm, and repeat any result that appears irregular. * As the experiment goes on, eventually a focused image will be impossible to obtain. This is where the image distance is equal to the focal length. You should not try and record results at this point and beyond. Table of results example My table will take this form: U (object distance) cm Min. V (Image distance) cm Max. V (image distance) cm Avg. V (image distance) cm 1/U + 1/V = 1/F F (Focal length) cm . . . . . . Risk Assessment All things considered, there are little risks presented with this experiment. I feel confident no special precautions need to be taken to ensure the safety of people partaking, or working near the experiment. The are few dangers which in extreme circumstances could cause a problem is the Light bulb. First because of the heat and the risk of burning a hand, which can be avoided by using a metal cover, not touching the bulb, and a cap over the cover to expose little of the lamp. The electricity supply could also be a danger, but I will ensure the wires are out of the way of tripping over, pulling the plug and causing any problems. Jack Webdale 02/05/2007 Page 5 The Second is the possibility of a dropped lens, leaving shards of glass on the floor, and in extreme circumstances these shards going into someones eye. To avoid this as much as possible, the lens will be placed in its holder, away from the edge of the bench. Also, if the lens is dropped, it is to be swept up immediately and a new lens to be used. The Results The experiment worked out sufficiently, although one result, where the object distance was 20.6cm, the Avg. V Distance was around 60.4 cm. I knew this must be an error due to the pattern of the decreasing V distance, and the Focal Length of this result would have worked out to be 15.361 cm, which is quite far out from the other results. Due to this I repeated the experiment for this result, using the same apparatus, which I had numbered in case this occurred. The Graphs of these results are on a separate sheet of graph paper. To be precise, I performed each measurement twice to ensure I hit the mark each time. The second measurement was basically a check for the first. I could not take results more than two decimal places for accuracy, as I merely used my own vision and judgement. If however, I had Specialised measuring equipment, this could have been more accurate. Evaluation and Conclusion For plotting the graph, I also needed the separate data for 1/V and 1/U. So I put them in the following table to allow me to successfully draw the graph. After analysing the graph, it can be seen that a strait line can be drawn through the points. This means that the Object distance (U) is Inversely proportional to the Image distance (V). Thus we can say that when any result is taken for say U, put in its reciprocal form, and then added to the reciprocal of V, the result is always the reciprocal of the focal length of the converging lens being used (discarding errors and inaccuracy in this statement). On my graph, it can be seen that the line doesnt travel exactly through every point, but in all cases travels through the error box. This shows that if the results were perfectly calculated without any chance of error, all the points would lie on a strait line. It also shows that although I conducted my experiment as accurately as possible, small errors did occur. With the graph, I have determined that the equation of the line is 1/v = (-1)1/u+1/f. From this statement the gradient of the line is always -1, and this is always the case wha tever the reciprocal of the focal length. Also, due to the -1 gradient, the X-axis intercept is also the reciprocal of the focal length. With the graph, I can determine the experiment was successful, as the straight line travels through both axis and at almost the same points. On the Y-Axis 1.167cm and on the X-axis 0.066cm. They both give a focal length of approximately 14.9cm Knowing that the focal length is approximately 15cm, I can conclude that my experiment was successful, and thus proves that the lens formula 1/U + 1/V = 1/F is valid. I decided not to put error bars on my graph, as I was not using the whole values of v and u, where I knew the errors spread over a 0.5cm distance for each measurement taken. However, even though I took middle values of v, it is still evident that errors took place. If I were to repeat the experiment, I would choose to take two values of u, the object distance as well as v then take the middle value. This may also reduce the chance of inaccuracy due to the human eye. There are little ways in which I could improve this experiment, except take many readings of a result, then take an average value. Doing this for every measurement taken, however, would be very time consuming, and if one reading happened to be far out, the average would not be that accurate.

Bank of america Assignment Example | Topics and Well Written Essays - 250 words

Bank of america - Assignment Example Bank of America’s corporate social responsibility (CSR) is incorporated in its core values. In 2004, BoA focused on reducing greenhouse gas emission by 9 percent by the close of 2009. The company managed a reduction of GHG of 18 percent through establishment of energy efficient offices. In 2007, the bank committed $20 billion for environmental business program focused on promoting low-carbon business activities. In the same year, the bank also launched a program that promoted low carbon emission by reimbursing employees up to $3,000 upon buying low-carbon vehicles in the U.S. In 2013, the bank issued Green Bond of $500 million to promote investors with environmental friendly projects. In 2014, the bank entered into partnership with a leading residential solar company in the U.S. in which employees are given significant discounts for connecting solar panels in their houses. CSR is a crucial tool that most companies use today to stay on top of their market segments. Clearly, Bank of America is using CSR to establish sustainable business in the banking sector and stay on top of the banking sector by giving back to the society. People want to be associated with companies conducting their businesses in ethical manner, which BoA is effectively