James Joyce Araby; practice quiz Essay Example

James Joyce: Araby; practice quiz Paper Which type of irony is represented by the boys disillusionment at the bazaar? Ironic contrast between romance and reality Which statement best summarizes the story? Dreams often end in disillusionment. For the boy in the story, his epiphany brings him — the knowledge that his desires have been vain and foolish In this story the word Araby refers primarily to a — fair or bazaar The story is narrated by — the main character later in his life What does the boy in Araby feel when he hears his uncle talking to himself? anxiety Which detail in this passage from Araby is the strongest indicator of the boys inner feelings? I found myself in a big hall girdled at half its height by a gallery. Nearly all the stalls were closed and the greater part of the hall was in darkness. the halls darkness The boys experience at the stall of the young lady adds to the story because the incident — characterizes the bazaar as drab, seedy, and ordinary In literature, the term epiphany refers to __________. a moment of sudden insight After the narrator speaks to Mangans sister about the bazaar, he tells her that if he goes to Araby, he will bring a gift for her. How does the narrators behavior at home and in school show how this decision has affected him? Cite one or two examples from Araby to support your response. Sample answer: The narrator is distracted by his promise to the girl. He cannot concentrate on his schoolwork and is restless at home. The story takes place — in Dublin, Ireland about a hundred years ago At the end of Araby, the boy experiences anger and sadness because his epiphany reveals that he will never be able to satisfy his desires

Solar Heating †Converted Energy From the Sun

Solar Heating – Converted Energy From the Sun Free Online Research Papers Solar Heating Converted Energy From the Sun Solar heating is energy from the sun that is converted into either thermal energy or electricity. It is a renewable resource that is environmentally friendly. Unlike fossil fuels, solar energy is available just about everywhere on earth. This type of energy is free, and cannot be raised in price. Solar energy is also one of the major sources of the world’s power. It is used to provide lighting, mechanical power, and electricity in cities all around the world. Energy from the sun in the form of heat can be utilized either passively or actively to replace traditional energy sources in commercial and residential buildings and homes. This type of energy can also be used to keep a person warm and may also assist in the warming up of food. Passive solar energy is one form of solar energy. This kind of energy represents an important strategy for replacing traditional energy sources in buildings. Anyone who has sat by a sunny window on a cold winter day has felt the effects of passive solar energy. All passive techniques use walls, windows, floors and roofs, in addition to exterior building elements and landscaping, to control the heat generated by solar radiation. The term passive means that no extra mechanical equipment is used, other than the normal building elements. Passive solar heating of buildings happens when sunlight passes through a window, hits something, is absorbed by that object and is converted to heat. Once the heat has entered the building, many different methods are used to keep and scatter it. A well-insulated and airtight building helps prevent heat loss and allows solar heat to provide more of the heating needed. Approximately 25 percent of a buildings heating requirement can be gained with passive solar techniques. Active heating of buildings is one of the major uses of the suns energy. In some cases, the cost is almost as high as that of non-renewable energy sources. One way of actively heating a building is by using solar energy to heat water in solar collectors, then transferring the heat to the rest of the house by liquid or air. Another way to actively heat a building is to heat air and send the heated air throughout the rest of the building. In addition to those methods, a building can be heated by using the solar energy found in the environment in the form of heat through heat pumps. The amount of heat that these techniques can generate is dependent on the strength of the sun’s rays. Solar energy can be used to warm up food in numerous ways. The Solar Oven is one way to cook food using solar energy. This product’s energy source is the sun, which is absolutely free. It also provides food without the taste of smoke or gas and does not need to be preheated with charcoal or wood. Solar energy can also be used to keep people and animals warm. Radiant Space Heating is a strategy that conserves a lot of energy and brings warmth to many areas in a house or building. Radiant heating works basically with different kinds of forced air. It controls the heat loss from a person’s body. Heat leaves the body in three ways, through breathing, airflow, and radiation. However, half of all the bodys heat loss occurs through radiation. Therefore, if the air surrounding a person is heated using solar energy then the amount of heat loss through radiation is reduced and the person stays warm longer. Solar energy in the form of heat is the least polluting of all known energy sources. Today, we are just beginning to discover its ultimate potential. While solar energy has been available to mankind since prehistoric times, it has not been as effectively used as other sources of energy. The challenge that today’s society faces is creating a system that provides a reliable energy supply using solar heat. Definitions Solar collectors- any of various devices for the absorption of solar radiation for the heating of water or buildings or the production of electricity. Solar energy- energy obtained from radiation emitted by the Sun. Passive solar heating system- relies on natural methods of collecting and distributing heat from the sun. Active solar heating system- collects heat from the sun and circulates it through a hot water or heating system. Radiant heating- A system to heat and cool buildings that relies primarily on radiation heat transfer. Typically, heated or chilled water is circulated though floor or ceiling panels to condition the space. Non-renewable resource- an energy resource that is not replaced or is replaced only very slowly by natural processes. Primary examples of non-renewable energy resources are the fossil fuels: oil, natural gas, and coal. â€Å"Glossary of Solar Heating†. Graylab 1995. 17 November 2001. . McLaughlin, Charles W., Thompson, Marilyn. Physical Science. New York City: McGraw- Hill Companies, Inc., 1999. 163- 165. â€Å"Solar Heating†. ACRE 1997. 12 November 2001. . â€Å"Solar Heating and You†. Consumer Energy Information 1998. 14 November 2001. ddddd . Sun (astronomy). Microsoft Encarta Online Encyclopedia 2001. 14 November 2001. . Research Papers on Solar Heating - Converted Energy From the SunPETSTEL analysis of IndiaBionic Assembly System: A New Concept of SelfMind TravelThe Spring and AutumnThe Project Managment Office SystemOpen Architechture a white paperGenetic EngineeringQuebec and CanadaMarketing of Lifeboy Soap A Unilever ProductThe Effects of Illegal Immigration

Digestion and diseases of Term Paper Example | Topics and Well Written Essays - 1250 words

Digestion and diseases of - Term Paper Example Digestion is a complex process involving mechanical and chemical processes. Different complex molecules in our food are treated differently by our digestive system, depending upon its composition such as fats, proteins, carbohydrates, vitamins and minerals etc. All these compounds are important as they provide source of energy, for protein making, for growth and for all the activities that we carry. The digestion starts from the mouth by chewing of food called mastication. A cephalic phase starts in which a signal is transferred to stomach lining to produce acid. The enzymes and saliva (produced by salivary glands for moistening the food) also enters the complex food particles. The starch and fats starts to breakdown right from the mouth due to saliva. The esophagus transfers the chewed food to the stomach, and this ineffective barrier may cause the acid in stomach to come up to the esophagus and cause a disease called gastro esophageal reflux disease (GERD) which is very common nowa days. The stomach consists of fundus, body and antrum. The gastric phase starts when food enters into a large body called stomach. Here, the proteins start to break down to form peptides and acidic conditions in stomach prevent the microorganisms for further contamination. The fundus lining in the stomach produce hydrochloric acid when as the food enter in the lining of stomach, and by this acid the de naturation of proteins occur. The pepsinogen becomes activated in the form of pepsin after the formation of hydrochloric acid. The gastric lipase further hydrolyzes the fats in the stomach. The anturm stabilizes the acid produced and is a site for the grinding action. Food passing through pyrolic sphincter to the small intestine is called chime, while passing through the pyrolic sphincter, small intestine simulates hormones secretin and cholecystokinin, further resulting in the release of pancreatic juice from pancreas. The food enters the small intestine that is extended and has incr eased surface area for absorption. It contains folding called plicae, villi and microvilli. The sucrose, maltase and lactose hydrolyze di sugars. In the region called duodenum, the bicarbonates mix with chime decreasing its acidity. The pancreatic juice also helps in digestion. Iron and calcium are taken in duodenum, while most minerals and vitamins are absorbed in jejunum. The starch also digested in duodenum and jejunum. The liver produces bile that solubilizes fat. The ileums being the final part of small intestine do the final digestion. At the end of this process, 90 percent of food is digested. The large intestine conserves the water and salts. The remaining fibers in large intestine may remain there for up to 3 days. After the whole process, the unwanted food is defecated outside the body, from colon to rectum and then out of the body. The intestines are the important part of gastro intestinal (G.I) tract because most of the absorption and digestion is done in intestines, so it has vital importance in our body. Intestines are divided into small intestine and large intestine. The anatomy tells us that from which cells, the small intestines are made up of and then discuss the physiological role played by intestines. Small intestine is that portion of intestine which is connected to stomach and food contents from stomach come into large intestine via small intestine. Here, absorption, mixing and digestion takes place. Small intestine

The relationship between employee engagement and organisational Research Paper

The relationship between employee engagement and organisational performance - Research Paper Example Moreover, the survey also stated that 28% of the global workforce is engaged, 54% is not engaged and 17% is actively disengaged. It was also found that with high level of employees’ engagement organizations tens to do well in the competitive business environment. The discussion aims to investigate the complex issues in contemporary HRM by focusing more on socio-economic issues offering challenges to HR practioners. The discussion underpins relevant literature to seek answer for the key issue revolving around socio-economic issues posing as a great challenge for contemporary HRM that is yet to be defined and understood fully in the current business environment. Majority of the literature stated that high level of employee engagement leads to better organizational performance but organizations need to be transparent and honest in their approach while making their employees fully engaged to accomplish stated goals and objectives. Based on the analysis of the literature in the con text of employees’ engagement and organizations performance, it was concluded that strengthening the relationship between employees and organizations matters the most in order to enhance the overall organizational performance. ... Robinson, et al (2004) stated that employee engagement is the involvement of employees with enthusiasm for work that often results in better organizational performance. Furthermore, Fernandez (2007) stated that employee engagement is the positive attitude held by employees for their organization’s values and objectives that is created by effective relationship between employers and employees. Coffman (2000) stated that there is a positive relationship between employee engagement and organizational performance as engaged employees are more likely to help organizations through their dedicated approach and efforts. Meere (2005) conducted a survey on 360000 employees from 41 companies of 10 different countries and found that operating and net profit drastically reduced with low engagement of employees. Clifton (2008) stated that employee engagement is closely linked to the organizational performance but also requires organizations to form sustainable relationship with employees. O n the other hand, Vance (2006) believed that every organization has different ways of engaging their employees to enhance organizational performance. However, motivation and compassionate behaviour always help organizations to engage their employees to perform well along with putting their best foot forward in achieving the proposed goals and objectives in a systematic and enthusiastic manner. On the basis of the above discussion, it can be said that employee engagement leads to better organizational performance but organizations need to maintain good relationship with employees in order to win their confidence and loyalty resulting in better engagement and better creation of value and thus enhancing the overall organizational performance. Employee Engagement and Organizational Performance

Effect Of Caffeine On Breathing And Pulse Rate Biology Essay

Effect Of Caffeine On Breathing And Pulse Rate Biology Essay Caffeine is a natural chemical substance known to have stimulant properties within the body (Addicott MA Laurienti PJ, 2009). Prior research focused on caffeines ability to affect ventilation, blood pressure, mood, and mental stress (Kennedy MD et al. 2008; Addicott MA Laurienti PJ, 2009). Their findings concluded that caffeine actually spiked blood pressure, ventilation and heart rate (Kennedy MD et al., 2008); while others claimed that it had no effect on heart rate or breathing (Ratliff-Crain J et al., 1989). Some gaps in these studies were that very few actually measured the rate of breathing, but rather focused on the volume of breathing and the percent oxygen saturation/diffusion (Chapman R Stager JM, 2008), as well as blood pressure, rather than heart rate (Ratliff-Crain J et al., 1989). This experiment aimed at finding a clear relationship between ingesting caffeine, and its effect, if any, on breathing and heart rate, after the subjects performed incremental stepping exercises. The significance of this study is vital in sport, particularly caffeines role in the Olympics (Spriet LL, 1995), and its potential as a prophylactic in treating asthma (Welsh EJ et al., 2010). Methods: See School of Biological Sciences (2010). Refer to Appendix (1) for the hypotheses. Results: Using the t-test it was found that the mean (+/- range) change in pulse rate was not significantly different between non-caffeine (Group A) and caffeine (Group B) treated subjects (t=0.4, df=161, P=0.7 ie P>0.05). (Refer to Appendices 2a, 2b,3a, and 3b for the data and t-test) Figure 1: The mean of changes in the pulse rate of non-caffeinated (control) and caffeinated (treatment) participants after performing a stepping exercise. Error bars are the range. N=140 and n= 75 for the non-caffeinated and caffeinated groups respectively. Using a paired two sample for mean t-test it was found that the mean (+/- range) change in respiration rate was not significantly different between non-caffeine (Group A) and caffeine (Group B) treated subjects (t=-0.7, df=132, P=0.5 ie P>0.05). (Refer to Appendices 2a, 2b,3a, and 3b for the data and t-test) Figure 2: The mean of changes in the breathing rate of non-caffeinated (control) and caffeinated (treatment) participants after doing a stepping exercise. Error bars are the range. N=140 and n= 75 for the non caffeinated and caffeinated groups respectively. Discussion: The results of the investigation revealed that the difference in mean pulse rate change between the two groups was 1.1 BPM and the mean breathing rate was 1 BRPM. This indicated that there were no significant difference between mean change in pulse rate and breathing rate between the group that was taking the caffeinated drink (treatment), and the group that ingested the non -caffeinated beverage (control). Therefore, since (P>0.05) the null hypothesis (HO) was accepted, and the alternative hypothesis (HA) was rejected. Prior research revealed that caffeine had no significant effect on the ventilator responsiveness or exercise ventilation on exercise -induced subjects following the administration of a moderate dose of caffeine (8mg per kilogram of body weight). Any modest increase in breathing rate was attributed to caffeines secondary effect on the Central Nervous System, rather than a direct effect on the respiratory system (Chapman R Stager JM, Caffeine stimulates ventilation in athletes with exercise-induced hypoxemia, 2008). However, other studies have suggested that caffeine acted in the manner of a ventilator stimulant and increased the breathing rate of individuals (Chapman R Mickleborough TD, 2009). Similar studies found that caffeine increased the mean change in pulse rate by 6 beats/min an hour after ingesting caffeinated coffee (350mL, 140mg of Caffeine). This revealed that while caffeine may affect the heart rate, its relative impact had no significant effect (Kennedy MD et al., 2008). Further research concluded that regular consumption of coffee could not increase the heart rate and blood pressure; unless consumed chronically and excessively (Ratliff-Crain J et al., 1989). The experimental data revealed that naturally there were a large range of values, beginning from as low as {3 BPM, 1 BRPM} and peaking to {110 BPM, and to 62 BRPM} respectively. The issue with having such a large range was that it masked any significance to the mean. The extreme data points would distort the mean value, even if caffeine had proven to have a significant effect. Thus, its effect would not be reflected in the results. Whilst increasing the sample size and repeating the experiment a number of times would improve the reliability of the experiment, it would do little to increase the precision of results. This is due to the presence of natural variation. Different people have differing athletic ability, sensitivity to caffeine, or gender differences, which the sample sizes (n=140 and n=75), did not account for. The failure to take account for the nature of the sample sizes greatly reduced the power of the experiment. Research suggests that males and females may actually hav e distinct responses (Kennedy MD et al., 2008), and so must be accounted for separately. This could be improved by separating the caffeinated and non- caffeinated groups into gender types, and perhaps only observing its effect on athletes (Chapman R Stager JM, Caffeine stimulates ventilation in athletes with exercise-induced hypoxemia, 2008). The amount of coffee may have been too small experimentally to produce a noticeable effect. Switching the dose to a full cup of coffee could enhance the effects of caffeine (Kennedy MD et al., 2008), or perhaps the length of time between ingestion and exercise was too short. Increasing the period from 1 hour to 2 hours could give caffeine more time to produce its effects (Kennedy MD et al., 2008). The accuracy of the results could have been improved by using more sophisticated counting methods to measure heart rate like using a digital pulse readout (i.e. an ECG), or percentage arterial oxyhemoglobin saturation to measure ventilation, which would produce more accurate results (Chapman R Stager JM, Caffeine stimulates ventilation in athletes with exercise-induced hypoxemia, 2008). The implication of this study is particularly important in the issue of caffeine bans from the International Olympic Committee, and whether or not it provides legal ergogenic advantage to athletes in short distance running or other aerobic activities. The rules governing caffeine ingestion prior to exercise may be revised if caffeine is proven to have substantially enhanced the athletes pulmonary capabilities (Spriet LL, 1995). Other future studies of caffeine include developing prophylactics for asthma (from its anti-inflammatory and bronchodilator properties). Randomised clinical trials have already confirmed improvements in lung function after using caffeine. This could produce new front line drugs to treat asthma (Welsh EJ, 2010). In conclusion, the caffeinated and non caffeinated groups showed a slight mean difference of 1.1 BPM and 1 BRPM, but statistically, there were no significant change in the mean heart rate or the mean breathing rate, which means the null hypothesis was accepted (P>0.05), and the effects of caffeine was not proven conclusive on either. References: Addicott MA, Laurienti PJ. (2009). A comparison of the effects of caffeine following abstinence and normal caffeine use. Psychopharmacology , 207 (3), 423-31. Chapman R, Mickleborough TD. (2009). The effects of caffeine on ventilation and pulmonary function during exercise: an often-overlooked response. Phys Sportsmed. , 37 (4), 97-103. Chapman RF, Stager JM. (2008). Caffeine stimulates ventilation in athletes with exercise-induced hypoxemia. Medicine and Science in Sports and Exercise , 40 (6), 1080-6. Graham TE, Hibbert P, Sathasivam P. (1998). Metabolic and exercise endurance effects of coffee and caffeine ingestion. Journal of Applied Physiology , 85 (3), 883-9. Kennedy MD, Galloway AV, Dickau LJ, Hudson MK. (2008). The cumulative effect of coffee and a mental stress task on heart rate, blood pressure, and mental alertness is similar in caffeine-naÃÆ'Â ¯ve and caffeine-habituated females. Nutrition Research. , 28 (9), 609-614. Ratliff-Crain J, OKeeffe MK, Baum A. (1989). Cardiovascular reactivity, mood, and task performance in deprived and nondeprived coffee drinkers. Health Psychol. 1989 , 8 (4), 427-427. School of Biological Sciences, The University of Sydney. (2010). Human Biology: Unit of Study Manual for Students. Spriet LL. (1995). Caffeine and Performance. International Journal of Sport Nutrition. , S84-99. Welsh EJ, Bara A, Barley E, Cates CJ.(2010). Caffeine for asthma. Cochrane Database Systematic Reviews. 1(1): CD001112.

Book One of John Milton’s Paradise Lost: Satan as Hero Essay

In literature and other forms of art, the character of Satan had always been depicted as nothing more than an evil entity. He was usually represented as the Devil, the creature capable of the ultimate form of wickedness. He was known to be against the Supreme Good, for he was the angel who initiated a rebellion against God. In various stories and movies, Satan had always been depicted as this static character. However, the depiction of Satan in Book One of John Milton’s â€Å"Paradise Lost† was truly an exception to the stereotype. In the first part of his epic, Milton showed the readers that Satan had positive traits, though he used it in a negative way. Contrary to the usual portrayal of the persona of Satan, John Milton depicted Satan as a heroic character in Book One of â€Å"Paradise Lost†. What makes a character heroic? One feature which makes a hero is a commanding presence. Heroes in literature, such as Achilles and Odysseus, are characterized with remarkable strength. These are individuals who possess imposing, if not dominant, personalities. It is their commanding presence which allows them to lead their men effectively, as it renders them as figures of authority. Combs wrote, â€Å"Heroic qualities reside in some larger-than-life figure who committed great deeds in a mythical past† (26). While Satan’s deeds can only be considered great in his own opinion, it cannot be denied that he was rendered by Milton as a larger-than-life creature in Book One. Milton presented Satan as a hero to the readers by showing how massive and mighty he is. To demonstrate the size and strength of Satan, the narrator of the poem used an analogy with reference to Greek mythology. Satan was depicted as similar to the titans who fought against Jove. Milton wrote, â€Å"Lay floating many a rood, in bulk as huge/ As whom the Fables name of monstrous size,/ Titanian, or Earth-Born, that warr’d on Jove† (I. 196-198). Milton also compared Satan to the Leviathan, which he described as â€Å"hugest that swim th’ Ocean stream† (I. 202). Indeed, the author had established Satan to be larger-than-life in the epic. Satan is considered as a heroic character in Book One because of his commanding presence. Another trait which a hero must possess is courage. Heroes are known to be courageous figures, those who remain unnerved during difficult struggles or when confronted with the inevitable. Satan is a heroic character in Book One of â€Å"Paradise Lost† because of the courage he displayed. He proved to be courageous because he displayed unshakeable resolve amidst trying times. It is known that Satan used to be an angel who sought to overpower God. He gathered his followers and rebelled against Him, only to fail in their selfish pursuit. As a result, Satan and the other angels were sent to Hell. Hell proved to be most unpleasant compared to Heaven. While there was a fiery lake in Hell, its flames gave off darkness instead of light. Milton wrote, â€Å"As one great Furnace flam’d, yet from those flames/ No light, but rather darkness visible† (I. 62-63). While a weaker personality may have given up on such dire situation, Satan was undaunted by his present dilemma. Instead of being dragged down by his fall from grace, he embraced his place in Hell. Satan remarked, â€Å"To reign is worth ambition though in Hell:/ Better to reign in Hell, then serve in Heav’n† (I. 262-263). In addition, Satan’s fall from grace did not diminish his determination in his pursuit of evil. God may have defeated Satan in the rebellion, but the Supreme Deity did not defeat his will to fight. Satan said, â€Å"All is not lost; the unconquerable Will,/ And study of revenge, immortal hate,/ And courage never to submit or yield:/ And what else not to be overcome? † (I. 106-109). Hence, Satan is a hero because of the courage he displayed. Also, Satan appeared to be a hero in the first part of Milton’s epic poem due to his bravery. How did Satan exhibit bravery in Book One? Satan proved himself to be a brave character because he did not reveal fear even though he was confronted with danger. After the angels failed in their revolt against God, some of Satan’s comrades have lost hope. For instance, Beelzebub was greatly disheartened by the defeat. Their failure convinced him of God’s power. Beelzebub told Satan: â€Å"Fearless, endanger’d Heav’ns perpetual King;/ And to put to proof his high Supremacy† (I. 131-132). Unlike his companion, Satan still wanted to challenge God’s power. He does not regret initiating the war, and still wanted to execute another battle. Satan wanted to wage a second war against God, hoping that the next attempt would be more successful. He uttered, â€Å"We may with more successful hope resolve/ To wage by force or guile eternal Warr/ Irreconcileable, to our grand Foe† (I. 120-123). Satan is a heroic character in Book One of Paradise Lost because he was unafraid to face an enemy stronger and more powerful than him. The three aforementioned traits truly render Satan as a heroic character. With those three traits, Satan would follow the tradition of other heroes in literature. Milton made Satan appear as a warrior hero with the other angels as his comrades. However, it cannot be denied that there would be instances wherein the other warriors are discouraged by the outcome of their battles. Therefore, it would be the responsibility of the leader to motivate the rest and make them continue on in the path they chose to travel. In this case, Satan again proved to be a heroic character in Book One. He was heroic because he asserted his leadership and convinced the other angels to do as he pleased. Satan had a plan against God and despite the defeat, he never strayed from it. In contrast, the other angels had become weary of their situation. It became Satan’s task to uplift his followers and make them believe in his plan. When Beelzebub was discouraged after hearing Satan’s suggestion of another attack, the latter gave a speech to convince the former. Satan said, â€Å"To do ought good never will be our task,/ But ever to do ill our sole delight† (I. 159-160). His optimism over his grand scheme against goodness was so persuasive that the other fallen angels had obeyed his orders. Because he was a leader who kept his followers on the path towards his desired end, Satan can be considered as a heroic character. In Book One of â€Å"Paradise Lost†, Milton truly painted a rare picture of Satan. He made one of the most despicable characters in history as an appealing character. Satan became appealing to the readers because Milton’s depiction paid more attention on his positive qualities. His larger-than-life persona, as well as his courage, bravery and leadership, made Satan an admirable individual. Moreover, not only did Milton make Satan appealing, he made him sympathetic as well. It is obvious that Satan had questionable logic; his arguments were flawed. Despite this, he was still able to persuade the other angels. He was also able to make the readers sympathize to his cause, no matter how wicked it was. When Satan first spoke in Book One, he described the fallen angels’ undesirable state in Hell. His words persuaded the readers of God’s wrath. Satan said, â€Å"He with his Thunder: and till then who knew/ The force of those dire Arms? † (I. 93-94). From his speech, Satan allowed the readers to think that God was at fault and his actions against Him were justified. Nevertheless, the text itself is proof of Satan’s free will. Satan was free to act as he pleased, and he chose to gather his followers and rebel against God. Satan was the one at fault because he was made free but he decided to use his freedom for evil. Therefore, while Satan may seem to be a heroic character, it does not mean that he was not flawed. Unlike most accounts of Satan, Book One of â€Å"Paradise Lost† proved to be different. John Milton deviated from the stereotype and presented Satan as a heroic figure. He made Satan as a commanding character who was courageous, brave and convincing to others. As a result, Milton depicted Satan as a character with redeeming qualities. However, these redeeming qualities are not enough to make him a perfect persona. Indeed, Satan is portrayed as a heroic character in Book One of â€Å"Paradise Lost† by John Milton. Works Cited Combs, James E. Polpop: Politics and Popular Culture in America. Wisconsin: Popular Press, 1984. Milton, John. â€Å"Paradise Lost. † University of Oregon Web Site. 1997. 17 July 2009 < http://darkwing. uoregon. edu/~rbear/lost/lost. html>.

The Oxford American Dictionary

According to The Oxford American Dictionary, a fact â€Å"is a thing that is known to have occurred, to exist, or to be true,† while an opinion is â€Å"a view or judgment formed about something, not necessarily based on fact or knowledge. † Written in 1898, Albert Shaw’s work, â€Å"The Blowing Up of the Maine,† provides examples of the differences between fact and opinion that can be found in a writing style called â€Å"yellow journalism.† Coined in the late 19th century, the phrase â€Å"yellow journalism† was used to describe newspapers that used a combination of verifiable data, sensationalism and distorted imagery to increase sales and/or influence public viewpoints. In â€Å"The Blowing Up of the Maine,† author Shaw emphasizes emotion and anti-Spanish bias, while limiting facts, in his description of the destruction of the USS Maine, an American warship harbored briefly in Cuba’s Havana Harbor, to achieve the following g oals: promotion of American nationalism and justification of the subsequent conflict between the United States and Spain that led to the Spanish-American War.He accomplishes those two objectives through discussion of the following: 1. ) America’s collective opinion of Spanish policy and actions, 2. ) Spain’s anti-American sentiment, and 3. ) the federal government’s response to Spain and growth of the American military. Additionally, Shaw’s style allows readers to compare and contrast fact and opinion in his rendition of this part of American history. Firstly, Shaw’s focus on emotionalism is demonstrated at the beginning of his accounting with a description of the American public’s feelings about the explosion of the USS Maine.He states, â€Å"†¦75 million Americans have accordingly suspended judgment in the face of a great provocation†¦to suppose the destruction of the Maine an ordinary incident and not due to any external agency or hostile intent was, under all the circumstances, to set completely at defiance the law of probabilities. † While Shaw does infuse a factual approximation with his reference to America’s population, with the 1900 United States Census indicating 76,212,168 Americans, he presumes to know the feelings of the entire American populace. In 1900, approximately sixty percent of Americans lived in rural areas (U.S. Census, 1900). And only 1. 3% of the population had telephones (Guinee, 1995). Consequently, communications across country were limited, and the first national opinion survey wasn’t administered until 1916 (Converse, 1987). Thus, it would have difficult for Shaw to have documented the actual feelings of the entire American population. Additionally, Shaw infers that the explosion of the USS Maine was caused by Spanish aggression. Without reference to actual data, he suggests that it was highly improbable that the event was caused by anything other than an att ack from Spain. In 1898 and 1911, the U.S. Department of Navy conducted investigations, concluding that a mine had caused the destruction of the warship (Naval Historical Center, 2003). According to the U. S. Navy, â€Å"Technical experts at the time of both investigations disagreed with the findings, believing that spontaneous combustion of coal in the bunker adjacent to the reserve six-inch magazine was the most likely cause of the explosion on board the ship† (Naval Historical Center, The Destruction of the USS Maine section, para 12, 2003). To date, no final cause of the Maine’s destruction has been determined (Naval Historical Center, 2003).Shaw continues his emotional description of America’s opinion of Spain in a series of additional references. He states, â€Å"There are a few people in the United States – we should not like to believe that more than one hundred†¦ who believe that the United States ought to join hands with Spain in forcing t he Cuban insurgents to lay down their arms†¦ † Shaw makes assumptions about the opinions of the American public, assuming that less than 1% would support Spain’s actions, without actual facts to support his statement. He later states, â€Å"The people of the United States do not intend to help Spain hold Cuba.On the contrary, they are now ready, in one way or another, to help the Cubans drive Spain out of the Western Hemisphere. If the occasion goes past and we allow the Cuban struggle to run on indefinitely, the American people will have lost several degrees of self-respect†¦Ã¢â‚¬  Again, Shaw presumes to know the thoughts of all Americans and uses an emotional appeal to emphasize his views. He makes no reference to a poll or survey taken of American sentiment, and leads the reader to conclude that all Americans are ready to go to war with Spain to end its rule of Cuba, without any data to back his opinion.Additionally, he infers that America’s failu re to aid Cuba against Spain would be wrong, if not immoral. Secondly, Shaw also discusses Spain’s â€Å"feelings† about America throughout â€Å"The Blowing Up of the Maine† to further strengthen support for his opinions. He says, â€Å"It has been known perfectly well that Spanish hatred might at any time manifest itself by attempts upon the life of the American representative at Havana, Consul General Fitzhugh Lee.† He states, â€Å"The Spaniards themselves, however, looked upon the sending of the Maine as a further aggravation of the long series of their just grievances against the United States. They regarded the presence of the Maine at Havana as a menace to Spanish sovereignty in the island and as an encouragement to the insurgents. He also notes, â€Å"The American pretense that the Maine was making a visit of courtesy seemed to these Spaniards a further example of Anglo-Saxon hypocrisy.† And, finally, he adds, â€Å"†¦Spain on her p art was trying to raise money to buy ships and secure allies. † Shaw’s descriptions lead the reader to assume that a Spanish attack on America was imminent and something that America prepare for and expect. Again, Shaw expresses his opinions without supporting data. He makes no references to Spanish official documents or policies, or to statements made by Spanish leaders, that would prove Spain harbored ill feelings towards Americans or intended to attack the United States.Instead, he incites America’s emotions with his allusions that Spain caused the destruction of the USS Maine and has been preparing for war with America. Finally, Shaw appeals to American patriotism by discussing actions performed by the federal government and the subsequent growth of the military. He uses a mixture of fact and opinion, again presuming the entire American population is aware of a series of actions undertaken by the American government to prepare for war against Spain. He does n ot, however, provide verification of the information he writes. He states the following,â€Å"The whole country has known that†¦government work was being prosecuted with double or quadruple forces of men, working by night as well as by day; that ammunition factories, iron and steel plants, and every other establishment capable of furnishing any kind of military or naval supplies were receiving orders from the government and were working to the full extent of their capacity; that our naval representatives were negotiating abroad for additional warships; that new regiments of artillerymen were being enlisted for the big guns on the seaboard; that naval recruits were being mustered in to man newly commissioned ships; that the railroads were preparing by order of the War Department to bring the little United States Army from western and northern posts to convenient southern centers. † He adds â€Å"†¦on March 8 [three weeks following the destruction of the USS Maine], the House of Representatives unanimously voted to place $50 million at the unqualified disposal of President McKinley as an emergency fund for the national defense – †¦followed by an equally unanimous vote of the Senate†¦a very large sum to place in the hands of one man†¦no part of the $50 million will be squandered by the administration.† While the reader could verify Congress’ allocation of funds to the Executive branch of government for national defense, how could Shaw know that all plants were â€Å"working to full capacity† or determine that as many as two to four times as many men were working to prepare American for war? Or how would Shaw know exactly how the funds would be spent? Again, Shaw makes predictions regarding the conflict with Spain, this time about the American government. Shaw adds statements like, â€Å"The quickness and inventiveness of America[s]†¦have no parallel in Europe,† â€Å"Americans had been†¦building or buying†¦high speed and stanch qualities, capable of being quickly transformed into naval dispatch boats or armored and fitted with torpedo tubes.Probably not a single private Spanish citizen could turn over to his government such a vessel†¦,† and â€Å"[America] the most highly developed mechanical and industrial nation will by virtue of such development be most formidable in war†¦, a situation that the Spaniards in general are evidently quite unable to comprehend. † Shaw emphasizes the strength of American â€Å"might† (comparing it to Spain) and an increase in the size of the military to promote nationalism and gain public support for the war. Again, Shaw offers no data to support his opinions, only making the assumption that America would be better equipped for conflict than the Spanish. In conclusion, Shaw’s â€Å"The Blowing Up of the Maine† is an example of â€Å"yellow journalism,† using a combination of fac t, emotionalism and opinion to promote patriotism and public support of war with Spain.While there is no definitive proof that works like Shaw’s caused the Spanish-American War, sensationalist writing does rouse emotions. According to historians, a debate still continues: Did yellow journalism create the conflict between America and Spain, or simply demonstrate what contemporary Americans felt at that time? While the question remains unanswered, readers are able to compare fact and opinion and come to their own conclusions. References Converse, Jean M (1987). Survey Research in the United States: Roots and Emergence 1890-1960. Guinee, Kathleen (1995). A Journey through the History of Information Technology. Naval Historical Center (2003). Destruction of USS Maine. U. S. Census (1890).