Compare/Contrast of the Movie and the Book Night of the Twisters

There were many differences between the book and movie. One of the differences in the movie is there is a tornado tracker guy gets information on the tornado, but in the book there isn’t a tornado tracker guy. In the movie, Stacey doesn’t help get Dan ad Arthur out of the basement out of the basement, but in the book, she does. In the movie, the Mom doesn’t give instructions to Dan and Arthur, but in the book she does. In the movie, when Mom leaves the house, she’s checking if Grandmas okay, but in the book, she checks on Mrs. Smiley. In the book, Mrs. Smiley is one of the characters, but in the movie, she isn’t one of the characters. In the book, Dan drives the police car, but in the movie, Dan drives through roadblocks to get to Grandma. In the movie, the Dad got stuck under a car and got rescued, but in the book, the Dad never got stuck under a car. In the movie, Dan sneaks into the car when the Dad is looking for the Mom, but in the book, that doesn’t happen. In the movie, Dan has an earring, but in the book, he doesn’t. In the movie, Grandma dies, but in the book, Mrs. Smiley dies. In the movie, when the family meets, another tornado is upon them, but in the book, when they meet, there are no more tornadoes. Even though the movie and book were different, I still liked both of them a lot. The movie and book were similar in many different ways. The movie and book had the same date, setting, and title. They both talk about red and black letter days. The movie and book had mostly the same characters. They both had Dan doing bike races. In the movie and the book, Dan likes Stacey. They both had tornados in it. In the book, and the movie, Dan and Arthur are friends. In both, the movie and the book, Arthur has a lot of sisters and brothers and moved from California. In both, the movie and the book, when the tornado starts to destroy the house, Dan struggles to get Ryan to the basement. In the movie and the book, they hide in the basement and then get into the shower. In the movie and the book, so many things get destroyed, but no one died from the tornado. There were a lot of similarities between the book and movie.

Spirit Bound Chapter Seventeen

THE ENTIRE ROOM SEEMED to hold its breath. Yet even in the face of miracles, guardians–or Strigoi, for that matter–were hard to distract. Fights that had paused now resumed with just as much fury. The guardians had the upper hand, and those of them who weren't engaged with the last surviving Strigoi suddenly leapt toward Lissa, trying to pull her away from Dimitri. To everyone's surprise, she held on to him tightly and made a few feeble attempts to fight off those crowding around her. She was fierce and protective, again putting me in mind of a mother defending her child. Dimitri was holding on to her just as intently, but both he and Lissa were outmatched. The guardians finally pried them apart. There were confused shouts as guardians tried to determine whether they should kill Dimitri. It wouldn't have been hard. He was helpless now. He could barely stand when they jerked him to his feet. That woke me up. I'd simply been staring, frozen and dumbstruck. Shaking off my daze, I sprang forward, though I wasn't sure who I was going for: Lissa or Dimitri. â€Å"No! Don't!† I yelled, seeing some of the guardians move in with stakes. â€Å"He's not what you think! He's not Strigoi! Look at him!† Lissa and Christian were shouting similar things. Someone grabbed me and pulled me back, telling me to let the others handle this. Without even thinking, I turned and punched my captor in the face, discovering too late it was Hans. He fell back a little, seeming more surprised than offended. Attacking him was enough to attract the attention of others, however, and soon I had my own group of guardians to fight off. My efforts didn't do any good, partially because I was outnumbered and partially because I couldn't take them on the same way I'd attacked Strigoi. As the guardians hauled me out, I noticed then that Lissa and Dimitri had already been removed from the room. I demanded to know where they were, yelling that I had to see them. No one listened to me. They dragged me away, out of the warehouse, passing a disturbing amount of bodies. Most were Strigoi, but I recognized a few faces from the guardian regiment at the Court. I grimaced, even though I hadn't known them well. The battle was over, and our side had won–but at a great cost. The surviving guardians would be doing cleanup now. I wouldn't have been surprised if Alchemists showed up, but at the moment, none of that was my concern. â€Å"Where's Lissa?† I kept demanding as I was shoved inside one of the SUVs. Two guardians slid in with me, one sitting on each side. I didn't know either of them. â€Å"Where's Dimitri?† â€Å"The princess has been taken to safety,† one of the guardians said crisply. He and the other guy stared straight ahead, and I realized neither was going to acknowledge the question about Dimitri. He might as well not exist for any of them. â€Å"Where's Dimitri?† I repeated, speaking more loudly in the hopes that might get an answer. â€Å"Is he with Lissa?† That got a reaction. â€Å"Of course not,† said the guardian who'd spoken before. â€Å"Is he†¦ is he alive?† It was one of the hardest questions I'd ever asked, but I had to know. I hated to admit it, but if I were in Hans's place, I wouldn't have been looking for miracles. I would have been exterminating anything I perceived as a threat. â€Å"Yes,† said the driver at last. â€Å"He†¦ it†¦ is alive.† And that was all I could get out of them, no matter how much I argued and demanded to be released from the car–and believe me, I did a lot of that. Their ability to ignore me was pretty impressive, really. To be fair, I'm not even sure that they knew what had happened. Everything had occurred so fast. The only thing these two knew was that they'd been ordered to escort me out of the building. I kept hoping someone I knew might join us in our SUV. Nope. Only more unknown guardians. No Christian or Tasha. Not even Hans–of course, that was understandable. He was probably afraid I'd accidentally punch him again. When we were loaded up and on the road, I finally gave up my badgering and sank back into the seat. Other SUVs had left with ours, but I had no clue whether my friends were in them. The bond between Lissa and me was still numb. After that initial shock where I'd felt nothing, I'd slowly regained a slight sense of her, telling me we were still connected and that she was alive. That was about it. With all that power that had blasted through her, it was almost like the bond had been temporarily fried. The magic between us was fragile. Each time I tried to use the bond to check on her, it was as though I'd stared too brightly at something and was still blinded. I just had to assume it would reestablish itself soon because I needed her insight on what had happened. No, scratch insight. I needed to know what had happened, period. I was still in a bit of shock, and the long ride back to Court allowed me time to process what few facts I had access to. I immediately wanted to jump to Dimitri but needed to start at the beginning if I really wanted to analyze all that had occurred. First: Lissa had charmed a stake and withheld the info from me. When? Before her college trip? At Lehigh? While captive? It didn't matter. Second, in spite of her failed pillow attempts, she had gotten the stake into Dimitri's heart. It had been a struggle, but Christian's fire had made it possible. I winced, recalling the burns Lissa had suffered during that ordeal. I'd felt the pain of those before the bond blanked out, and I'd also seen the marks on her. Adrian wasn't the world's best healer, but hopefully his magic would be enough to take care of her injuries. The third and final fact here†¦ well†¦ was it a fact? Lissa had stabbed Dimitri and used the same magic she would for a healing†¦ and then? That was the big question. What had happened, aside from what felt like a nuclear explosion of magic through our bond? Had I really seen what I thought I'd seen? Dimitri had†¦ changed. He was no longer a Strigoi. I felt it in my heart, even though I'd only had that brief glimpse of him. It had been enough to allow me to see the truth. The Strigoi features were gone. Lissa had done everything Robert had sworn she needed to do to restore a Strigoi, and certainly after all that magic†¦ well, it was easy to believe anything was possible. That image of Dimitri came back to me, clinging to Lissa with tears running down his face. I'd never seen him so vulnerable. Somehow, I didn't believe Strigoi cried. Something in my heart twisted painfully, and I blinked rapidly to stop from crying too. Glancing around, I tuned back into my surroundings. Outside the car, the sky was lightening. It was nearly sunrise. The guardians with me had signs of weariness on their faces, yet the alert expressions in their eyes never faltered. I'd lost track of the time, but my internal clock told me we'd been on the road for a while. We had to almost be back at Court. Tentatively, I touched the bond and found it was back but still fragile. It was like it flickered in and out, still reestablishing itself. That was enough to put me at ease, and I breathed a sigh of relief. When the bond had first come about years ago, it had been so strange†¦ surreal. Now I'd accepted it as part of my life. Its absence today had felt unnatural. Looking through Lissa's eyes, at the SUV she rode in, I immediately hoped I'd see Dimitri with her. That one glimpse at the warehouse hadn't been enough. I needed to see him again, needed to see if this miracle had truly happened. I wanted to drink in those features, to gaze at the Dimitri from so long ago. The Dimitri I loved. But he wasn't with Lissa. Christian was there, however, and he glanced over at her as she stirred. She'd been asleep and still felt groggy. That, combined with the aftereffect of that searing power earlier, kept our connection a little hazy. Things shifted out of focus for me off and on, but overall, I could follow what was happening. â€Å"How do you feel?† asked Christian. His voice and his eyes as he peered at her were filled with so much affection that it seemed impossible she didn't notice. But then, she was a little preoccupied right now. â€Å"Tired. Worn out. Like†¦ I don't know. Like I've been thrown around in a hurricane. Or run over by a car. Pick something horrible, and that's what I feel like.† He gave her a small smile and gently touched her cheek. Opening myself to her senses more, I felt the pain of her burns and that he was tracing the skin near one, though being careful to keep away from it. â€Å"Is it awful?† she asked him. â€Å"Is all my skin melted off? Do I look like some alien?† â€Å"No,† he said, with a small laugh. â€Å"There's not that much. You're beautiful, like always. It would take a lot for that to change.† The throbbing pain she felt made her think that there was more damage than he was admitting to, but the compliment and the way he'd said it went a long way to soothe her. For a moment, her whole existence focused on his face and the way the rising sun was starting to light it up. Then the rest of her world came crashing down on her. â€Å"Dimitri! I need to see Dimitri!† There were guardians in the car, and she glanced around at them as she spoke. As with me, no one seemed willing to acknowledge him or what had happened. â€Å"Why can't I see him? Why'd you take him away?† This was directed to anyone who would answer, and at last, Christian did. â€Å"Because they think he's dangerous.† â€Å"He's not. He's just†¦ He needs me. He's hurting inside.† Christian's eyes suddenly went wide, his face filling with panic. â€Å"He's not†¦ You aren't bonded to him, are you?† I guessed by the look on his face that Christian was recalling Avery and how bonding with multiple people had pushed her over the edge. Christian hadn't been there for Robert's explanation of the soul going to the world of the dead and how restored Strigoi didn't get bonded. Lissa shook her head slowly. â€Å"No†¦ I just know. When I†¦ when I healed him, we had this connection, and I felt it. What I had to do†¦ I can't explain it.† She ran a hand through her hair, frustrated that she couldn't put her magic into words. Weariness was starting to overtake her. â€Å"It was like I had to do surgery on his soul,† she said at last. â€Å"They think he's dangerous,† repeated Christian gently. â€Å"He's not!† Lissa glared around at the rest of the car's occupants, all of whom were looking somewhere else. â€Å"He's not Strigoi anymore.† â€Å"Princess,† began one of the guardians uneasily, â€Å"no one really knows what happened. You can't be sure that–â€Å" â€Å"I am sure!† she said, voice too loud for the small space. There was a regal, commanding air to it. â€Å"I know. I saved him. I brought him back. I know with every single part of me that he's no longer Strigoi!† The guardians looked uncomfortable, again not speaking. I think they were just confused, and really, how could they not be? There was no precedent for this. â€Å"Shh,† said Christian, putting his hand on hers. â€Å"There's nothing you can do until we're back at Court. You're still hurt and exhausted–it's written all over you.† Lissa knew he was right. She was hurt, and she was exhausted. That magic had ripped her apart. At the same time, what she had done for Dimitri had created a bond to him–not a magical one, but a psychological one. She really was like a mother. She felt desperately protective and concerned. â€Å"I need to see him,† she said. She did? What about me? â€Å"You will,† said Christian, sounding more certain than I suspected he was. â€Å"But just try to rest now.† â€Å"I can't,† she said, even while stifling a yawn. That smile flickered back across his lips, and he slipped his arm around her, pulling her as close as the seat belts would allow. â€Å"Try,† he told her. She rested her head against his chest, and his closeness was a type of healing in and of itself. Worry and concern for Dimitri still coursed through her, but her body's needs were stronger for the moment. At last, she drifted into sleep in Christian's embrace, just barely hearing him murmur, â€Å"Happy birthday.† Twenty minutes later, our convoy arrived back at Court. I thought this meant instant freedom, but my guardians took their time in getting out, waiting for some signal or directions that no one had bothered to tell me about. It turned out they were waiting for Hans. â€Å"No,† he said, firmly putting a hand on my shoulder as I shot out of the car and tried to race away to†¦ well, I wasn't sure where. Wherever Dimitri was. â€Å"Hold on.† â€Å"I have to see him!† I exclaimed, trying to push past. Hans was like a brick wall. Considering he'd actually fought a lot more Strigoi than me tonight, you'd have thought he'd be tired. â€Å"You have to tell me where he is.† To my surprise, Hans did. â€Å"Locked away. Far, far out of your reach. Or anyone else's. I know he used to be your teacher, but it's better if he's kept away for now.† My brain, weary from the night's activities and overwrought with emotion, took a moment to process this. Christian's words came back to me. â€Å"He's not dangerous,† I said. â€Å"He's not a Strigoi anymore.† â€Å"How can you be so certain?† The same question Lissa had been asked. How could we really answer that? We knew because we'd gone to incredible pains to find out how to transform a Strigoi, and when we'd completed those steps, there'd been an atom bomb of magic. Wasn't that enough proof for anyone? Hadn't Dimitri's appearance been enough? Instead, my answer was like Lissa's. â€Å"I just know.† Hans shook his head, and now I could see he actually was exhausted. â€Å"No one knows what's going on with Belikov. Those of us that were there†¦ well, I'm not sure what I saw. All I do know is that he was leading Strigoi a little while ago, and now he's out in the sun. It doesn't make any sense. No one knows what he is.† â€Å"He's a dhampir.† â€Å"And until we do,† he continued, ignoring my comment, â€Å"Belikov has to stay locked up while we examine him.† Examine? I didn't like the sound of that. It made Dimitri seem like a lab animal. It made my temper flare, and I nearly started yelling at Hans. A moment later, I got myself under control. â€Å"Then I need to see Lissa.† â€Å"She's been taken to the medical center for treatment–which she needs very badly. You can't go there,† he added, anticipating my next response. â€Å"Half the guardians are there. It's chaos, and you'd be in the way.† â€Å"Then what the hell am I supposed to do?† â€Å"Go get some sleep.† He gave me a wry look. â€Å"I still think you've got a bad attitude, but after what I saw back there†¦ well, I'll say this. You know how to fight. We need you–probably for more than paperwork. Now go take care of yourself.† And that was that. The dismissal in his voice was clear, and as the guardians hurried around, it was like I didn't exist. Whatever trouble I'd been in before seemed long forgotten. No more filing in the wake of this. But what was I supposed to do? Was Hans crazy? How could I sleep? I had to do something. I had to see Dimitri–but I didn't know where they'd taken him. Probably the same jail Victor had been kept in, which was inaccessible to me. I also needed to see Lissa–but she was deep in the medical center. I had no power here. I needed to appeal to someone with influence. Adrian! If I went to Adrian, maybe he could pull some strings. He had his royal connections. Hell, the queen loved him, in spite of his slacker ways. As much as it killed me to accept, I was realizing that getting in to see Dimitri right away was going to be nearly impossible. But the medical center? Adrian might be able to get me in to see Lissa, even if it was crowded and chaotic. The bond was still blurry, and talking to her directly would allow me to score faster answers about Dimitri. Plus, I wanted to see for myself that she was all right. Yet when I reached the housing Adrian stayed in at Court, I was informed by the doorman that Adrian had already left a little while ago to–ironically enough–go to the medical center. I groaned. Of course he'd already be there. With his healing abilities, they would have summoned him out of bed. Weak or not, he could definitely help. â€Å"Were you there?† the doorman asked me as I started to turn away. â€Å"What?† For a minute I thought he was talking about the medical center. â€Å"The battle with the Strigoi! The rescue. We've been hearing all sorts of things.† â€Å"Already? What did you hear?† The guy's eyes were wide and excited. â€Å"They say almost every guardian died. But that you captured a Strigoi and brought him back.† â€Å"No, no†¦ there were more injuries than deaths. And the other†¦Ã¢â‚¬  For a moment, I couldn't breathe. What had happened? What had really happened with Dimitri? â€Å"A Strigoi was changed back to a dhampir.† The doorman stared. â€Å"Were you hit on the head?† â€Å"I'm telling the truth! Vasilisa Dragomir did it. With her spirit power. Spread that around.† I left him with his mouth hanging open. And like that, I had no more options, no one else to get information from. I went back to my room feeling defeated but far too keyed up to sleep. At least, that's what I initially thought. After some pacing, I sat on the bed to try to come up with a plan. Yet before long, I felt myself falling into a heavy sleep. I awoke with a start, confused and aching in parts of my body that I hadn't realized had taken hits in the fight. I peered at the clock, astonished at how long I'd slept. In vampire time, it was late morning. Within five minutes, I had showered and put on non-torn, non-bloody clothes. Just like that, I was out the door. People were out and about their daily business, yet every couple or group I passed seemed to be talking about the battle at the warehouse–and about Dimitri. â€Å"You know she can heal,† I heard one Moroi guy say to his wife. â€Å"Why not Strigoi? Why not the dead?† â€Å"It's insane,† the woman countered. â€Å"I've never believed in this spirit thing anyway. It's a lie to cover up the fact that the Dragomir girl never specialized.† I didn't hear the rest of their conversation, but others I passed had similar themes. People were either convinced the whole thing was a scam or were regarding Lissa as a saint already. Every so often, I'd heard something weird, like that the guardians had captured a bunch of Strigoi to experiment on. In all the speculation, though, I never heard Dimitri's name come up or knew what was really happening to him. I followed the only plan I had: Go to the guardian building that held the Court's jail, though I was unsure what I'd actually do when I got there. I wasn't even entirely sure that was where Dimitri still was, but it seemed the most likely place. When I passed a guardian along the way, it took me several seconds to realize I knew him. I came to a halt and turned. â€Å"Mikhail!† He glanced back and, seeing me, walked over. â€Å"What's going on?† I asked, relieved to see a friendly face. â€Å"Have they let Dimitri out?† He shook his head. â€Å"No, they're still trying to figure out what happened. Everyone's confused, even though the princess still swore up and down after she saw him that he's not Strigoi anymore.† There was a wonder in Mikhail's voice–and wistfulness too. He was hoping that it was true, that there might be a chance for his beloved to be saved. My heart ached for him. I hoped he and Sonya could have a happy ending just like– â€Å"Wait. What did you say?† His words drew my romantic musings to a halt. â€Å"Did you say Lissa saw him? You mean after the fight?† I immediately reached for the bond. It was gradually growing clearer–but Lissa was asleep, so I learned nothing. â€Å"He asked for her,† Mikhail explained. â€Å"So they let her in–guarded, of course.† I stared, my jaw nearly dropping to the ground. Dimitri was seeing visitors. They were actually letting him see visitors. The knowledge lit up the dark mood that had been building in me. I turned away. â€Å"Thanks, Mikhail.† â€Å"Wait, Rose–â€Å" But I didn't stop. I ran to the guardians' holding building at a full-out sprint, oblivious to the looks I got. I was too excited, too invigorated with this new info. I could see Dimitri. I could finally be with him, back the way he was supposed to be. â€Å"You can't see him.† I literally came to a halt when the guardian on duty in the front reception area stopped me. â€Å"Wh-what? I need to see Dimitri.† â€Å"No visitors.† â€Å"But Lissa–er, Vasilisa Dragomir got to see him.† â€Å"He asked for her.† I stared incredulously. â€Å"He must have asked for me too.† The guardian shrugged. â€Å"If he did, no one's told me.† The anger I'd kept back last night finally awoke. â€Å"Then go find someone who knows! Dimitri wants to see me. You have to let me in. Who's your boss?† The guardian scowled at me. â€Å"I'm not going anywhere until my shift is over. If you've got clearance, someone will let you know. Until then, no one without special permission is allowed to go down there.† After taking out a fair portion of Tarasov's security, I felt pretty confident I could easily dispatch this guy. However, I felt equally confident that once I got to the depths of the jail cells, I'd run into a lot more guardians. For a second, taking them out seemed very reasonable. It was Dimitri. I would do anything for him. A slight stirring in the bond made me see reason. Lissa had just woken up. â€Å"Fine,† I said. I lifted my chin and gave him a haughty look. â€Å"Thanks for the ‘help.'† I didn't need this loser. I'd go to Lissa. She was staying at almost the opposite end of the Court's grounds from the holding area, and I covered the distance at a light jog. When I finally reached her and she opened the door to her room, I saw that she'd gotten ready almost as quickly as I had. In fact, I could feel that she'd been pretty close to leaving. Studying her face and hands, I was relieved to see that almost all of the burns were gone. A few red spots lingered on her fingers, but that was it. Adrian's handiwork. No doctor could have made that happen. In a pale blue tank top, with her blond hair pulled back, she didn't look at all like anyone who'd been through such a major ordeal less than twenty-four hours ago. â€Å"Are you okay?† she asked. In spite of everything else that had happened, she'd never stopped worrying about me. â€Å"Yeah, fine.† Physically, at least. â€Å"You?† She nodded. â€Å"Fine.† â€Å"You look good,† I said. â€Å"Last night†¦ I mean, I was pretty scared. With the fire†¦Ã¢â‚¬  I couldn't quite finish. â€Å"Yeah,† she said, looking away from me. She seemed nervous and uncomfortable. â€Å"Adrian's been pretty great healing people.† â€Å"Is that where you're going?† There was agitation and restlessness in the bond. It would make sense if she wanted to hurry over to the medical center and help out too. Except†¦ further probing gave me the startling truth. â€Å"You're going to see Dimitri!† â€Å"Rose–â€Å" â€Å"No,† I said eagerly. â€Å"It's perfect. I'll go with you. I was just over there, and they wouldn't let me in.† â€Å"Rose–† Lissa looked very uncomfortable now. â€Å"They gave me some bullshit about how he'd asked for you and not me and that that's why they couldn't let me in. But if you're going, they'll have to let me.† â€Å"Rose,† she said firmly, finally breaking through my chatter. â€Å"You can't go.† â€Å"I–what?† I replayed her words, just in case I'd misheard them. â€Å"Of course I can. I need to see him. You know I do. And he needs to see me.† She slowly shook her head, still looking nervous–but also sympathetic. â€Å"That guardian was right,† she said. â€Å"Dimitri hasn't been asking for you. Only me.† All my eagerness, all that fire, froze up. I was dumbstruck, confused more than anything. â€Å"Well†¦Ã¢â‚¬  I recalled how he'd clung to her last night, that desperate look on his face. I hated to admit it, but it kind of made sense why he would have asked for her first. â€Å"Of course he'd want to see you. Everything's so new and strange, and you're the one who saved him. Once he comes around more, he'll want to see me too.† â€Å"Rose, you can't go.† This time the sadness in Lissa's voice was mirrored through the bond, flooding into me. â€Å"It's not just that Dimitri didn't ask to see you. He asked specifically not to see you.†

Anne Bradford Thesis Example | Topics and Well Written Essays - 1250 words

Anne Bradford - Thesis Example In this paper, two of the main works of Anne Bradstreet, which include ‘The prologue’ and ‘To My Dear and Loving Husband’, will be compared in order to get a better understanding of how she integrated the use of two voices in her poetry. The Prologue is one of such poems of Bradstreet, which reveals the mindset of the people of the 17th century. Rich states, â€Å"Seventeenth-century Puritan life was perhaps the most self-conscious ever lived in its requirements of the individual understanding† (x). In the poem, Bradstreet acknowledges the passive role of women in the society. She seems to be revealing that women are not considered equal to men and are subjected to remain at homes in order to take care of their husbands and children. She says that women are not given opportunities to play an active role in the society. In the poem, Bradstreet acknowledges the fact that men always do best for their families. On the other hand, she thinks that the society do not consider women capable of taking difficult decisions. She does not seem to be happy with the mindset of the society and wants women to be more social along with playing traditional roles in their families. In the first half of the poem, Bradstreet describes the passive role of women in the society whereas in the second half, she tries to make people aware of the fact that women also can do good for their families not only by remaining at homes but also as working women. She shows her anger at the mindset of people. She wants women to be treated fairly in the society. She tries to educate people that women are also intelligent and talented and can perform hard duties of life perfectly. She acknowledges men’s role in the society and claims that women can also play a productive role. Bradstreet states in her poem, â€Å"Men can do best, and Women know it well. Preeminence in all and each is yours; Yet grant some small acknowledgement of ours† (40-42).

Family Life Education Assignment Example | Topics and Well Written Essays - 1000 words - 1

Family Life Education - Assignment Example As the essay stresses the definition of social support is subject to a lot of debate. The definition of social support varies, the concepts behind the definition similarly diverse. Among the most common definition of social support include: the activity that involves resource provision; a positive outcome implied; social integration; and outcomes that involve a recipient feeling cared for. The concept of social support is however widely applied in many cycles including health behaviour, caregiver burden, and compliance. Sociologists, psychologists, and nurses for example have used the concept in assessing social networks; evaluating social relations; and linking illness outcomes to family assessments respectively. This discussion declares that the global war on terrorism has impacted on many people’s lives, military personnel and their families especially according to Huebner, Mancini, Bowen, and Orthner. Deployment of military personnel to the battle field has an effect on the personnel, their marriages, and their children. Children for example end up experiencing depression, loneliness, and bruised self esteem even as their parents under deployment are stressed up in the wake of imminent harm. Facing such challenging situations without the support of other people is often very tasking, the reason people need to engage external support. The family support system needs to be augmented by the community’s support for better results when dealing with stressful issues. Engaging the community in capacity building and supporting the family is characterised by two main elements; collective competence and shared responsibility according to Huebner et al (nd, p 219). Military men and wome n for example get a lot of support when they form formal and informal networks. Although the resilient informal support network are often preferred by members of society, their formal counterparts play a great role in providing grounds for their (informal support systems) establishment and growth (Huebner et al, nd, p 220). Research has shown that having positive view of community capacity directly impacted positively on depression. In the Air Force, a study showed that suicide rates reduced when members of the AF community engaged in interagency activities (Huebner et al, nd, p220). Also, at the national level, community capacity has notably helped in the establishment of stable social capital and conducive business environments. Community Engaged Parent Education The role of parents in the community and society at large has been one issue that has drawn a lot of concern. This is especially the case with the rapid changes that are taking place in the world today. As such, the paren ting landscape has undergone significant transformation causing the need for similar albeit adequate response in parent education as noted by Doherty, Jacob, and Cutting (nd). In the United States, the need for engaging the community in parent education finds its roots in the establishment of organized parent education initiatives. With time, parenting education started focusing on making the world a better place.

NUMBER OF MAYFLIES IN RIFFLES AND POOLS Essay Example | Topics and Well Written Essays - 1500 words

NUMBER OF MAYFLIES IN RIFFLES AND POOLS - Essay Example with high levels of dissolved oxygen while pools are relatively slow-flowing environments where the dissolved oxygen levels are not as high as in riffles. The nymphs prefer high dissolved oxygen level environments. For the purpose of this study it is necessary to introduce the mayflies (Ephemeroptera) because they are such a primitive order of insects that there is much that is unique about their morphology. This uniqueness has to be highlighted to enable better understanding of the experiments conducted to assist this study and the conclusions derived therefrom. Simply put mayflies belong to Class Insecta Order Ephemeroptera. They belong to the infraclass paleoptera and have primitive wings that cannot be folded over their backs. Fossil records reveal that they may have evolved during the carboniferous period 280-360 mya and their evolutionary history is closely associated with development of wings in Class Insecta as a whole. Modern day mayflies number about 4000 species distributed among 20 families and most are associated with running water (Brooks, Steve, A Natural History of Dragonflies, Mayflies and Stoneflies). Order Ephemeroptera is well-distributed across the globe except for the two polar regions – the Arctic and the Antarctic – and oceanic islands though it is well-represented in New Zealand (Order Ephemeroptera, â€Å"Soil & Water Conservation Society of Metro Halifax† Website, 2004). The name of the order Ephemeroptera is essentially derived from the fact that adult phase mayflies survive for a very ephemeral period of 2 hr to 3 days. They are unique insects in that they have two adult phases both of which are winged and ephemeral to the tune of 1-2 hr to maximum 14 days. At adult stages the insects do not feed and expend all their time on mating. The nymphs are ubiquitous and are usually found in shallow streams and littoral areas of lakes. Nevertheless, many species are restricted to specific substrata of macrophytes, sediments of waveswept

Human Resource Management and Labor Relations Essay - 1

Human Resource Management and Labor Relations - Essay Example The main challenges faced by domestic and global companies involve the challenge become more efficient or competitive, to overcome diversity and cultural differences, to introduce effective culture and good morale, organizational structure and change. In home country, difficulties in communication can arise with produc ­tion systems where workers are stationed continuously at a particular point with limited freedom of movement. Even when opportunities exist for interaction with colleagues, physical conditions may limit effective commu ­nication. Communication has an impact of organizational structure which is on the surface the elements or patterns of rules, and social relations (encounters and face to face co-presence) are articulated by discourse and ideology. Rather than being dependent upon information, organizational communication is embedded in trust. Surface relations must be seen in terms of a deeper code or structure that makes sense of the often conflicting surface even ts. An environment from which communication flows is interpreted and constructed, regardless of the networks from which the communication emerges or arises (dense, close, loose, tight, redundant, etc) (Campbell 45). In a global context, workforce diversity has a tremendous impact on communication and relations between employees. All employees come from different cultural and social environment; they have different social statuses and class location, different religious beliefs and belong to different cultures. Differences are bound to exist, due simply to the physical characteristics of the employees, such as sex, nation race (Gesteland 76). These differences create a certain tension between employees which requires special intervention actions of HR department to manage workforce diversity. The main challenges in communication involve cultural and language differences.

Homework26 27 Coursework Example | Topics and Well Written Essays - 250 words

Homework26 27 - Coursework Example urned out to be the most severe problem in the early postwar years; Truman failed to turn his election victory into success for his Fair Deal agenda; His civil rights measures and proposals were rejected by the congress; Truman blamed political opponents for defeating his Fair Deal. The program also suffered from a wave of anti-Communist hysteria that weakened both left and liberal forces; Republicans who had attacked the New Deal as a plot radical now jumped on revelations of Soviet espionage Cold War setbacks to accuse Democrats of fostering internal subversion. Eisenhower pledged to end the Korean War, and he made good of his pledge as he left Korea divided at the thirty-eighth parallel, with the North and south separated by 2.5 mile-wide demilitarized zone; The Truman administration judged the war a success for containment as the United States had supported its promise in aiding the resisting communism countries; The war had an enormous effect on defense policy and spending; the National Security Council Report, NSC 68, warned that the survival of the nation required military buildup, steered a huge increase in defense spending and a tripling of the armed forces; The war also convinced the Truman administration to expand its role in Asia by increasing help to the French (James et al 23). The general dissatisfaction with Truman’s involvement in the war gave Republicans a decided edge in the 1952’s election. Truman decided not to run for reelection. Voters enumerated their confidence in Eisenhower’s ability to end the war and this gave him a 55 percent win of the popular

Pinto Case Study Example | Topics and Well Written Essays - 750 words - 1

Pinto - Case Study Example It seemed that it was more of a rush project, and the company had not dedicated enough time to its design as was necessary. The styling factor took precedence over all other engineering concerns, so much so that the company decided to position the gas tank behind the real axle. This was considered to be riskier and more prone to damage and fire during collisions. The model went for crash-testing and at that time the test revealed that if the collisions were made at a speed of more than 20 miles, the tank would leak and result in the gas leaking into the car where the passengers were sitting (Trevino and Nelson). Contrary to what the results suggested, the company’s management made the decision of continuing with the production of Pinto (Trevino and Nelson). This was based on several considerations. Firstly, the equipment in Ford’s assembly line was already functional and geared towards the making of this car; thus, by not producing it the company would bear significant loss. Secondly, the design complied with the basic minimum that the government and legal standards required. The requirement at that time was that the tank needs to be in place only if the collision is at a speed of less than 20 miles per hour (Birsch & Fielder). Thus, at any speed over 20 miles per hour, the government did not requirement the tank to be intact. Third, the company’s management was of the view that the car’s design matched with the design of comparable cars produced by other manufacturers. The final reason pertains to the Utilitarian line of reasoning. The company had conducted a cost-benefit analysis whereby it discovered that the cost of altering the gas tank would amount to $137 million whereas the benefit was only $49.15 million (Trevino and Nelson). This cost benefit analysis has come under scrutiny in various literatures. Firstly, it was rather erroneously assumed that the number of

How Drones Challenge Our Political System Essay Example | Topics and Well Written Essays - 750 words

How Drones Challenge Our Political System - Essay Example The writer mainly focuses on the negative impact posed by the drones. He acknowledges that drones have been a significant improvement from the B52s that were earlier used. He provides an example whereby B52s were used in World War 2. This resulted in major civilian casualties. However, the American public did not raise a finger to this. The writer goes on to explain how the smart bombs came into play. He directs the reader to consider the fact that these bombs were purported to be highly accurate. This, however, was not the case. These bombs resulted in unavoidable â€Å"collateral damage†. He continues to give the example of the attempt on Saddam Hussein. The reader may be inclined to think that the writer is either against technology or the use of drones precisely. Drones are, as have been proved, more accurate than the B52s that were earlier used. Therefore, why is the writer so against them? The writer is not concerned with the technology or the drones themselves, he is co ncerned with the moral impact that its use posses. He paints a picture of the future whereby drones will be available even to the terrorists. In this article, Allen proposes that the use of the drone technology should be regulated. Otherwise, the repercussions in the future will be unfathomable. The use drones pose an ethical and moral dilemma. In order to make his point clear, Allen views the targeting of individuals as synonymous to assassination. He introduces a comic relief to the article by claiming that the infamous Borgia would have been pleased by the new and effective way of murdering people. (Allen 5). Aside from the moral aspect associated with drones, the writer raises the issue of drone regulation. The writer wishes the readers to understand that the government of US has not monopolized the technology used in drones. This technology is fast spreading to other countries (Allen 5). There is a great possibility that, with time, this technology may find its way in the hands of the terrorists. Compared to the conventional means used by terrorists currently, the use of drone technology will be a big boost to them. Any persons who are considered to be enemies of the terrorists will have a cause to worry. The writer reiterates that drones employ artificial intelligence. Thus, they can be used to adapt to situations that humans may find difficult. The size of the drones is also decreasing significantly (Allen 5). It is expected that in the future drones will be the size of insects, thus, allowing them to penetrate into areas that humans cannot penetrate stealthily. Finally, Allen concludes that drones, given their technological impact, undermine the US political system. He points out that private firms, may venture into the business of drone technology. This will make it even difficult to institute a ban on this technology. The article hopes to inform the public of the ramifications of the use of drone technology. The moral questions posed by the targeting of individuals and its regulation. The writer appeals to the readers to understand the political decay caused by potential profits in the use of drone

Save The Planet Essay Example for Free

Save The Planet Essay A couple of months ago, I got into my car, put on my seatbelt, put on my sunglasses and drove south. 23 hundred miles round trip. I went to cabo and I got to see some beatiful sights, but the one I enjoyed the most was the ocean. I would get the warmest feeling every time I took off my sandals and walked across the beach, I would burry my feet in some of the whithest sand Ive ever seen and look up clear sky. I would feel the breeze and look into the ocean, always blue, always massive, always there. And I couldnt help but to feel small, but I would also feel like I was part of something, even if I was the smallest part of it, I was still a part of it. I would hate it if my generation was one of the last generations that gets to experience that. And of course the conversation about saving the planet goes much deeper and has much higher stakes than the ability to stand in the beach and look at the ocen adn feel small. Because the changes weve casued to our evnirmnment are not small, in only a  few ears weve extracted tons of fossil fuels from the ground and poured them into the atmosphere making it harder for sun light to reflect into space and causing temperatures in the whole planet to become up to 2 degrees warmer and for weather pattersn to become more violent. Weve also transformed the landscape, in the last 40 years, weve cut down 20% of the amazon rain forest, and weve caused the extinsion od dozens of species that once roamed the earth carelessly. We look at these facts and it becomes obvious that the planet needs our help, that weve caused all this damage and we must do something to correct it.. we have to save our planet And of course we want to save it, and we try to understand what ca we do to save it, and we relize the planet is 4.5 bilion years old, that it used to be a gigantic ball of lava with explosions and volcanic eruptions left and right, then being 2 degrees warmer or colder, doesnt seem to make much of a difference, or when we think about how 100% of the planet used to be bombarded by asteroids at any time, then 20% of rainforest also doesnt seem like much, even worse when we consider that [99.9%] of all the species that have ever lived in this planet have gone extint, then a couple of dozen dont seem like such a big deal. No, when we put all the transformations that weve put the planet through in the geological scale, yes, they might be noticeable, but transitory, nothing a 4.5 billion year old planet cant shake off in a couple of thounsand years. WE, on the other hand, are NOT 4.5 billion years old, we, are only, as a species about 250,000 years old, we do not carry ourselves in geological scales. So, when we talk about doing saving the planet, about stoping global warmin, recycling or saving water, were not really talking about saving the planet, the planet has been here for a lot longer than us and will probably continue to be here for a lot longer after we are gone. No, what we are talking about is keeping it habitable, so that WE can continue to live in it.

Fuel Metering System In Si Engines

Fuel Metering System In Si Engines Carburetor: is a device which is used in automobiles, with spark ignition engines, for the purpose of fuel metering, i.e. to mix the appropriate amount of fuel with the incoming air which is to be supplied to the engine cylinders. The basic principle upon which the carburetor works is flow of air through the venturi. The fuel enters the carburetor through the air filter, which filters the air to remove any dust particles in the air; passing through the choke valve it enters the venturi (a converging-diverging nozzle), where due to decrease in cross-sectional area, the velocity of the air increases, decreasing the pressure in that area. A decrease in the pressure results in fuel flowing out of the float chamber and mixing with the air, hence forming an air-fuel mixture. Figure . Cross-sectional view of a basic carburetor Basic Requirements: In a spark ignition engine the torque and power output of the engine is controlled by controlling the amount of air-fuel mixture that enters the engine cylinder; and this is done by incorporating a butterfly valve (throttle valve) in the carburetor. In order to achieve complete combustion inside the engine cylinder and avoid the wastage of fuel into the exhaust, a stoichiometric mixture is required; which is a mixture that contains precise proportions of fuel and air required for the complete combustion of both the fuel and the air, which is equally important. In gasoline engines, this ratio is around 15:1. Even if this ratio is achieved, practically the mixture is still not combusted completely owing to the extremely short time available to the air-fuel mixture for combustion. The air-fuel mixture is unable to form a completely homogenous mixture resulting in exhaust gases containing traces of oxygen, carbon monoxide and some unburned and partially burnt fuel. The range of air-fuel ratio for ignitable mixture varies from 18:1 to around 7:1. The basic purpose of using a carburetor is to: Measure the airflow of the engine Deliver the correct amount of fuel to keep the air-fuel mixture in the proper range Mix the air and fuel finely and evenly The proper air-fuel mixture is required to be delivered to the engine cylinder at the various commonly faced conditions during the vehicle operation, namely: Cold start Hot start Idling or slow-running Acceleration High speed/high power at full throttle Cruising at part throttle The deficiencies of the elementary/early carburetor: At low loads the mixture becomes leaner; the engine requires the mixture to be enriched at low loads. At intermediate loads, the mixture equivalence ratio increases slightly as the air flow increases. The engine requires an almost constant equivalence ratio. As the air flow approaches the maximum wide-open throttle value, the equivalence ratio remains essentially constant. However, the mixture equivalence ratio should increase to 1.1 or greater to provide maximum engine power. The elementary carburetor cannot compensate for transient phenomena in the intake manifold. Nor can it enrich the mixture during engine starting and warm-up. The elementary carburetor cannot adjust to changes in ambient air density (due primarily to changes in altitude). Modern Carburetor Design: The changes required in the elementary carburetor for better and more efficient performance are: The main metering system must be compensated to provide essentially constant lean or stoichiometric mixtures over the 20 to 80 percent air flow range. An idle system must be added to meter the fuel flow at idle and light loads. An enrichment system must be added so the engine can provide its maximum power as wide-open throttle is approached. An accelerator pump which injects additional fuel when the throttle is opened rapidly is required to maintain constant the equivalence ratio delivered to the engine cylinder. A choke must be added to enrich the mixture during engine starting and warm-up to ensure a combustible mixture within each cylinder at the time of ignition. Altitude compensation is required to adjust the fuel flow to changes in air density. It is also necessary to increase the magnitude of the pressure drop available for controlling the fuel flow. Figure . Modern Carburetor design Basic Working and different parts of the Carburetor: Figure . Simple Carburetor with additional basic features 1) Float 2) Float needle 3) Float chamber 4) Main jet 5) Air tunnel(venture) 6) Throttle plate ( a. no-load operation) b. partial load; c. full load) 7) Air correction nozzle 8) Mixing tube 9) Mixing tube holes 10) Enrichment pipe 11) Jet (calibrated drilling) 12) No-load operation fuel nozzle 13) Idle run air duct 14) Idle mixture adjustment screw 15) Bypass drilling 16) Accelerator pump 17) Choke (for cold start) 18) Ventilation A carburetor basically consists of an open pipe, a throat/barrel through which the air passes into the inlet manifold of the engine. The pipe is in the form of a venturi; it narrows in section and then widens again, causing the airflow to increase in speed in the narrowest part. Below the venturi is a butterfly valve called the throttle valve (a rotating disc that can be turned end-on to the airflow), so as to hardly restrict the flow at all, or can be rotated so that it almost completely blocks the flow of air. This valve controls the flow of air through the carburetor throat and thus the quantity of air/fuel mixture the system will deliver, thereby regulating engine power and speed. The throttle is connected, usually through a cable or a mechanical linkage of rods and joints or rarely by pneumatic link to the accelerator pedal on a car or the equivalent control on other vehicles or equipment. Fuel is introduced into the air stream through small holes at the narrowest part of the venturi and at other places where pressure will be lowered when not running on full throttle. Fuel flow is adjusted by means of precisely-calibrated orifices, referred to as jets. Idle circuit: As the throttle plate is opened slightly from the fully closed position, the additional fuel delivery passages are uncovered behind the throttle plate. The low pressure area is created due to the throttle plate blocking the air flow; this allows more fuel to flow as well as compensating for the reduced vacuum that occurs when the throttle is opened. This smoothens the fuel flow through the jets when moving from closed throttle position to the open throttle circuit. This circuit plays its role when the engine is running on no load condition or is known as idling. The air enters from the idle run air duct, certain amount of fuel is mixed with this air depending on the no-load operation fuel nozzle and then goes into the intake manifold through the idle mixture screw path. This idle mixture screw is adjusted to regulate the amount of air-fuel mixture when idling. Main open-throttle circuit: When the throttle is opened, the vacuum inside the manifold decreases due to decreased restriction in the airflow. This reduces the flow through the idle and off-idle circuits. The airflow through the throat increases, and in accordance with the Bernoullis principle the pressure drops in the throat and the fuel flow through the jet, which is placed in the centre of the venturi, increases. Similarly, when the throttle is closed, the airflow through the venturi drops till the point when the lowered pressure is insufficient to maintain the fuel flow, and the idle circuit takes over. At times booster venturis are used to enhance the fuel flow out of the jet and into the air stream. Accelerator Pump: The inertia of the liquid gasoline is more than that of the air, which shows that when the throttle is opened suddenly during sudden acceleration, the amount of air that will flow would be far greater than the amount of fuel flow resulting in a temporary lean mixture, causing the engine to stumble under acceleration. This is not a desirable effect. In order to eliminate this unwanted effect, a small mechanical pump usually of diaphragm type is employed. It propels a small amount of gasoline through a jet, from where it is injected into the carburetor throat. This extra shot of fuel counteracts the transient lean condition during sudden acceleration. The accelerator pump is also used to prime the engine with fuel prior to a cold start. Excessive priming, like an improperly-adjusted choke, can cause flooding. This is when too much fuel and not enough air are present to support combustion. For this reason, some carburetors are equipped with an unloader mechanism: The accelerator is held at wide open throttle while the engine is cranked, the unloader holds the choke open and admits extra air, and eventually the excess fuel is cleared out and the engine starts. Choke: when the engine is cold, the fuel does not vaporize properly, instead it condenses on the walls of the intake manifold, and hence very little fuel is delivered to the cylinders. This makes it difficult for the engine to start. This calls for the need of a richer mixture to start and run the engine until it warms up, as the richer mixture is easier to ignite. Figure . Cross-sectional view of a choke To provide the extra fuel, a choke is typically used. It is a device that restricts the flow of air at the entrance to the carburetor, before the venturi. With this restriction in place, extra vacuum is developed in the carburetor barrel, which pulls extra fuel through the main metering system to supplement the fuel being pulled from the idle circuit. This provides the rich mixture required to sustain operation at low engine temperatures. Even in this era of advanced technology, cars like Suzuki Mehran still employ a choke which is connected to a pull-knob on the dashboard operated by the driver. In some carbureted cars it is automatically controlled by a thermostat employing a bimetallic spring, which is exposed to engine heat, or to an electric heating element. This heat may be transferred to the choke thermostat via simple convection, via engine coolant, or via air heated by the exhaust. More recent designs use the engine heat only indirectly: A sensor detects engine heat and varies electrical current to a small heating element, which acts upon the bimetallic spring to control its tension, thereby controlling the choke. A choke unloader is a linkage arrangement that forces the choke open against its spring when the vehicles accelerator is moved to the end of its travel. This provision allows a flooded engine to be cleared out so that it will start. Some carburetors do not have a choke but instead use a mixture enrichment circuit, or enrichener. Typically used on small engines, notably motorcycles, enricheners work by opening a secondary fuel circuit below the throttle valves. This circuit works exactly like the idle circuit, and when engaged it simply supplies extra fuel when the throttle is closed. Float chamber: To ensure a ready mixture, the carburetor has a float chamber or bowl that contains a quantity of fuel at near-atmospheric pressure, ready for use. This reservoir is constantly replenished with fuel supplied by a fuel pump. Float: The correct fuel level in the bowl is maintained by means of a float controlling an inlet valve. The fuel arriving from the tank is held inside a constant level float chamber. The liquid pressure head on the various jets is relatively constant. The float chamber level is kept constant by means of a fuel inlet valve, actuated by a float that follows free surface of the liquid in the float chamber. As fuel is used up, the float drops, opening the inlet valve and admitting fuel. As the fuel level rises, the float rises and closes the inlet valve. By having a high float level, a greater fuel quantity is delivered compared to the case with a low float level, under all operating conditions and for all of the carburetors circuits. Vent Tubes: Usually, special vent tubes allow air to escape from the chamber as it fills or enter as it empties, maintaining atmospheric pressure within the float chamber; these usually extend into the carburetor throat. Placement of these vent tubes can be somewhat critical to prevent fuel from sloshing out of them into the carburetor, and sometimes they are modified with longer tubing. Notch Pin: With this type of carburetor, the maximum depression zone is beneath the throttle valve (slide) which is raised and lowered by the throttle cable, controlling the speed of the engine. As shown in the drawing, the bottom of the slide features a tapered needle which fits into the fuel pick-up tube (needle jet) to meter the fuel delivery of the tube from about 1/4 throttle to 3/4 throttle. From 3/4 throttle to full throttle, the needle will not affect the fuel flow. At this point, fuel flow is metered by the main jet (position at the bottom of the tube). The setting of the notch determines the amount of fuel being allowed to mix with the incoming air; notch 1 providing a lean mixture and richer mixture as we proceed to notch 4. Figure 11. Notch Pin Types of Carburetors: Carburetors can be classified into three types: Float Feed Suction Feed/Diaphragm Constant Vacuum/Constant Depression/Zenith-Stromberg The difference between these is the way the fuel is supplied to the Air Stream. Float Feed: Float feed carburetors are so named because they maintain a fuel staging area at approximately ambient pressure with a float valve. Fuel level is maintained to tight tolerances because fuel metering is a function of float level. Higher levels make it richer. Figure 12. Operation of needle valve As the fuel is drawn for the bowl area the float drops, opening the float valve. Then the fuel pump pressure causes the bowl to refill, floating the valve closed. Under normal operations the float valve remains slightly open to very open, keeping the level constant. Floats can be concentric or eccentric. Concentric are levers, first or second class, whereas eccentrics are a slide float. Floats can be adjusted by shims under the valve or by adjusting a valve contact tab. Floats need to be carefully inspected for leaks and possible deterioration. The main source of fuel metering force comes from the pressure differential between the low pressure area within the venture and the ambient pressure in the float chamber, or bowl. This is called air metering force. Figure 13. Air-metring force being applied Idle circuits will exist that feed fuel through separate ports. These are located just downstream of the throttle plate; there may also be transition ports to assist throttle transition from idle to midrange. Idle and transition ports will only be active when throttle plate is closed or transitioning (they function only when the throttle plate is causing high velocity air or flow close to the port and once the throttle plate opens enough, the port stops delivering fuel flow); these ports usually form a completely separate fuel circuit from the main fuel metering. They may also have air bleed systems. Figure 14. Demonstration of relation between Idle circuit and main throat operation Most of these carburetors are up draft or side draft, and the systems are identical with the position of the fuel discharge venturis and idle circuits upstream of the throttle valve, regardless of the airflow direction. Figure 15. An up-draft carburetor Disadvantages: The three major disadvantages of float carburetors are: Various flight attitudes may cause the float system to malfunction. Carburetor icing is most prevalent with this type. Fuel metering and throttle transition is less accurate. Suction Feed: Suction Feed Carburetor is very similar to the float type. The one exception is there is no float to meter and control the level of fuel in the fuel chamber. The difference in pressure between the tank and the carburetor throat lifts the fuel up the fuel pipe past the main needle valve and through the discharge holes. Figure 16. Suction Feed Carburetor Figure 17. Cold Start Figure 18. Idling Constant Vacuum: The constant vacuum carburetor has a rubber diaphragm exposed to the cylinder intake stroke vacuum on one side and to atmospheric pressure on the other. The diaphragm moves against the inlet needle (cylindrical slide valve) allowing it to move from its seat. A spring returns the needle (cylindrical slide valve) to its seat when the vacuum stops. Figure . A typical Constant Vacuum type carburetor A few advantages of Carburetors: Carburetors are much easier to adjust/less technical skills required Cheaper to repair rebuild Less special equipment required. Problems with Carburetors: Have mechanical parts due to wear and tear needs periodic adjustments and maintenance. Flexibility limitations. Intake manifold length problems in the case of multi cylinder engines Carburetors arent very efficient as they cant make changes on the fly like fuel injection can. Conclusions: Keeping in mind the advantages and disadvantages of carburetor, regardless of the constant n continuous effort to improve the basic design into the most efficient one, the carburetors have finally been replaced by the latest technology referred to as fuel injectors. These fuel injectors are of various types, GDI being a personal favourite and the best technology available in the market. The fuel injectors efficiently meter the appropriate amount of fuel hence reducing the exhaust emissions, fuel wastage, the harmful pollutants and giving the best fuel economy possible.

William Shakespeare :: essays research papers

William Shakespeare William Shakespeare was born in the Hole Trinity Church in Stratford-upon-Avon in Warwickshire on April 23, 1564. He was the first son and third child of John Shakespeare, a leather tanner and a maker of gloves, and Mary Arden Shakespeare. William’s parents were married around 1558 and had a total of eight children, three of which died in childhood.   Ã‚  Ã‚  Ã‚  Ã‚  William’s family had been living in the area of Warwickshire for many years and was respected. William’s father was at one time prosperous and elected to municipal offices. He was a member of the Stratford council in 1557 and appointed mayor in 1568. John was not without fault, though, and four times from 1570 to 1572 he faced prosecution for money lending and illegally buying wool. He fell into hard times financially and stopped buying property, went into dept, and even mortgaged part of his wife’s inheritance.   Ã‚  Ã‚  Ã‚  Ã‚  Despite financial difficulties in the family, the boy William’s education was not neglected, and he went to the local school in Stratford. Some scholars questions whether a single could have written all the great literature attributes to Shakespeare, citing his schooling as proof that he was poorly educated, but their assumption is probable false. ( ) The teachers in school the William had attended had degrees from Oxford, and the education that the boy received was likely very good.   Ã‚  Ã‚  Ã‚  Ã‚  Exactly what young William did after his years of schooling is not really clear, but we do know that during the winter of 1582, at the age of 18, he married Anne Hathaway, the eldest daughter of Richard Hathaway. She was 26, much older than her teenage husband, and pregnant by him. The church announcement of the marriage was waived on November 28, 1582 and less than six months later their first child, Susanna, was baptized in Stratford church on May 26, 1583. Early in 1585, Anne gave birth to twins: Hament, their only son (who died young), and Judith, their second daughter. With a wife and three kids to maintain, and still dependent on his father one of the London acting companies that had been touring in Stratford.   Ã‚  Ã‚  Ã‚  Ã‚  Shakespeare moved to London in 1585, where he was very successful. He was an actor and a writer and even owned his own playhouse. He was very respected man there. He was the first playwright to have his formal biography written and published with his works.   Ã‚  Ã‚  Ã‚  Ã‚  By 1592 William was firmly established in the big city of London.

Why Safety Belts? :: Car collisions

Why Safety Belts? To understand the value of safety belt use, it's important to understand some of the dynamics of a crash. Every motor vehicle crash is actually comprised of three collisions. The Car's Collision The first collision is known as the car's collision, which causes the car to buckle and bend as it hits something and comes to an abrupt stop. This occurs in approximately one-tenth of a second. The crushing of the front end absorbs some of the force of the crash and cushions the rest of the car. As a result, the passenger compartment comes to a more gradual stop than the front of the car. The Human Collision The second collision occurs as the car's occupants hit some part of the vehicle. At the moment of impact, unbelted occupants are still travelling at the vehicle's original speed. Just after the vehicle comes to a complete stop, these unbelted occupants will slam into the steering wheel, the windshield, or some other part of the vehicle interior. This is the human collision. Another form of human collision is the person-to-person impact. Many serious injuries are caused by unbelted occupants colliding with each other. In a crash, occupants tend to move toward the point of impact, not away from it. People in the front seat are often struck by unbelted rear-seat passengers who have become high-speed projectiles. The Internal Collision Even after the occupant's body comes to a complete stop, the internal organs are still moving forward. Suddenly, these organs hit other organs or the skeletal system. This third collision is the internal collision and often causes serious or fatal injuries. So, Why Safety Belts? During a crash, properly fastened safety belts distribute the forces of rapid deceleration over larger and stronger parts of the person's body, such as the chest, hips and shoulders.

The History and Effects of Slavery on the South Essay -- History, War

You would think that a society which takes up an institution as immoral and barbaric as slavery would benefit from it on the whole, but that is not the case with the American South. The only people who benefited from slavery were the top 3% of Southern society. For the rest of the people the institution of slavery would prevent them from gaining an education, proper literacy, wealth, and movement up the social ladder. If viewed as an independent nation the South was a socially stagnant aristocracy, extremely dependant on foreign trade , had fairly weak industry, and finally had a small population compared to the North. Perhaps the greatest tragedy was that all those confederate soldiers died for a cause that kept them poor. This is not all though, slavery itself was horrible, and even after slaves were given their legal freedom they were still slaves in nearly every aspect save for the title. Literacy in the South was very poor compared to the North. The only Northern States that were surpassed by the South in terms of reading and writing were the states of Illinois and Indiana, and this was mainly due to an influx of illiterate foreigners, and immigrants from the slave states. The worst literacy rate in the South was in North Carolina, the ratio was 1 illiterate for every 7 white persons which is roughly a 14% illiteracy rate. In contrast the worst state in the North for literacy was Illinois at a 1:17 ratio or 6% illiteracy rate. These figures also take into account children so if you only count adults illiteracy increases particularly in the South..Finally if you look at the whole chart the slave states have the worst literacy rates in general.( Helper, 407) There are vast differences in education between the North... ..., and Lizabeth Cohen. The American Pageant. 11th ed. Boston: Houghton Mifflin, 1998. Print. "Black Codes (United States)." Wikipedia, the Free Encyclopedia. Web. 30 Jan. 2012. . Helper, Hinton Rowan. The Impending Crisis of the South: How to Meet It. 1857. The Project Gutenberg. Web. 29 Jan. 2012. h.htm>. Hofstadter, Richard. The American Political Tradition And The Men Who Made It. New York: Knopf, 1973. Print. Zinn, Howard. A People's History of the United States: 1492-present. New York: HarperCollins, 2005. Print. Fuller, John. "How the Civil Rights Movement Worked" 06 May 2008. HowStuffWorks.com. 30 January 2012.

Rhetorical Devices

Have you ever written an essay and felt as though it wasn't good enough, not up to the teachers standards? or maybe there was more you could have added to make it better.. to make an essay more effective what you need are rhetorical devices. Rhetorical devices are techniques that are used to convey and persuade the reader or listener to consider a topic from another perspective. using rhetorical devices is a style of speaking or writing that trys to create a particular effect or bring out a particular response from a reader, some effective rhetorical devices are personification, alliteration, connotation andIn the essay An Ode to the User-Friendly Pencil the author Bonnie Laing uses personification. She uses this rhetorical device when she calls the pencil â€Å"an old friend† and the computer â€Å"the superior partner in a destructive relationship. † By calling the pencil a friend she is saying that a pencil will always be there like a loyal friend, where a computer w ill change with the developing technology.She also uses puns: â€Å"Ive never had to boot a pencil, inter-face with it or program it. † When she says, â€Å"to boot a pencil,† she means rebooting a computer as well as kicking it out. Alliteration is the repetition of the leading consonant sound in each word throughout a sentence or a phrase. In the Case for marriage by Linda Waite and Maggie Gallagher the authors use alliteration by saying â€Å"the mass move of married mothers† and they also say â€Å"promise of performance. Alliteration is also used in Forget Prince Charming by June Callwood, she says â€Å"first fiery intensity† by using alliteration, the reader becomes more drawn to the topic because the author uses intriguing words. Connotation is the tone or emotional association that a word has.It can be negative or positive, but is usually something seen by the population in general. For example, â€Å"slim† and â€Å"scrawny† both mean that a person is thin. Slim,† though, has a positive connotation, it makes you think of an attractive person, while â€Å"scrawny† has a negative connotation, it makes you think of a malnourished or unhealthy person. Linda Waite and Maggie Gallagher in The Case for Marriage use connotation when saying â€Å"orgy† instead of saying â€Å"a lot of† there are different meanings for the word orgy and the reader may get the wrong idea. Connotation is also used in Forget Prince Charming, the author June Callwood says â€Å"dope† which also has other meanings but she is actually referring to an uneducated person.

Perseverance Essay

Perseverance is such a powerful word that has so many meanings. Mastering what this word means, results in such a successful life which yet takes a lot of discipline to achieve. Most peoples summaries of perseverance is never giving up even when things aren’t going your way. Which is correct, but I think about perseverance in references of some of our world’s greatest leaders. Take for instance one of America’s greatest Civil Rights leaders Dr. Martin Luther King Jr. People were so hatred, spiteful, and cruel to this extraordinary man. But did he ever give up when the going got tough, no. Did he just say, â€Å"Hey man, this is too hard for me to handle! †, no. What did he do, He kept pushing through. When people were spitting at him or cursing at him or even burning down his house, he didn’t stop what he was doing. Now you might ask why would someone go through so much trouble. Well that question is easy to answer. He never stopped because he belie ved in what he was doing. He believed that the dream he was chasing for, was to better the world and to better the human race. That’s why when he was announced deceased everyone commended him on his great accomplishments. He showed an abundance of perseverance. Nothing is better than you. You should never give up. You can take a break, but never give up. Perseverance is a very important and positive character trait to have in your life. You have to have steady persistence in spite of difficulties, discouragement, or obstacles. Failure only occurs when you stop trying or pushing through. You can’t go through life quitting everything that seems to be too hard to handle. If you’re trying to excel in something you have to stick to it, better yourself, and try harder. Someone or something is always going to be there trying to distract you from achieving your dreams and/or goals. Your job as a person is to decide not to be distracted and let go of anything that is standing in your way. You have to have faith, hope, consistency and hard work to accomplish anything. You also have to take responsibility for yourself. If you need help ask for it. Chances are someone has the same question as you but are just too scared to ask. Being optimistic and having self-confidence help you to reach your goals and purposes. Even though people express it more than others, perseverance not only ensures survival but it also ensures success. When we have that burning desire to achieve something, it is a great feeling of accomplishment when the goal we strive for is fulfilled. Unfortunately, throughout our journey, on the road to success there will be a great amount of trials and tribulations standing in our way. Only through perseverance can we conquer those obstacles that make our journey harder. When I used to have trouble with my schoolwork with not turning them in, not doing it, or turning them in late, I was so confused. I used to be unorganized and wouldn’t ask question when I don’t understand the work that was handed to me because I didn’t want to be made fun of. That’s what’s wrong with our generation now. No one wants to ask question because we’re scared of being laughed at or made fun of. I knew that I could do better than what I was doing. I knew that it would only get harder and harder as the days went on and when I collected more and more homework. I came home one day and decided to watch a movie just to ease my mind. I logged on my Netflix account and watched Pixars: Finding Nemo. This is one of my favorite childhood movies. As I watched it I heard the voice of Ellen DeGeneres who starred as Dorothy sing â€Å" Just keep swimming, just keep swimming, just keep swimming swimming swimming.† That’s when my life turned around for the better. That quote had me realize that when the going get tough, just keep going. When things become difficult, just keep going. When life throws obstacles your way, just keep going. When you feel like there’s nothing you can do, just keep going. My life has just began throwing obstacles out me. I know it will only get harder as time rolls on. But I’m confident and I know I can handle it. Th ere’s no obstacle too big that you can’t handle. If you feel as though it is too difficult to handle ask for help or guidance. There will always be someone who’s there to help you. Having a positive outlook on negative situations are the key to success. Having patience is another key to success. Knowing that things take time and nothing comes over night is a good way to think positively. For example: if you had a bad day at work, no one was doing their job correctly and and  cooperates are blaming you is a good time to show positivity. You can ask everyone to make sure their job is done correctly and hopefully the next day won’t be so bad. Without perseverance our world leaders wouldn’t explore new lands and human civilization would be impossible. A great number of modern successful international corporations were close to bankrupting, but perseverance enables them to stay and improve their businesses. People who have lack of perseverance either ends up poor job that pays less than minimum wage or with a tremendously bad life situation. Most people are waiting on someone to do their work for them. Relying on the government, law, and some donations but never put in the effort to do their own work. A perseverant person can stand all the difficulties of the environment and survive in the most difficult situations, including nature, unfavourable government, etc. Perseverance to me is the determination in a person to not let anything or anyone stop you from obtaining a goal. It is very important that everyone have perseverance because most people would not make it in life without it. It gives you ethics and makes you a more stronger and more responsible person. A person who is highly intelligent, and a scholarly genius, but is lethargic by nature, and reluctant to diligence, can hardly prosper in life, because he does not know how to use his brain and labour in the right direction. In this world, all the great things have been made or constructed only by perseverance.In human life, perseverance plays a very important role. Modern science, architecture, literature, music-in every sphere of life-perseverance is the root cause of suc ­cess and glory. Shakespeare did not compose such volumi ­nous works just in a day. He had to work hard during days and nights with tremendous perseverance to create such great masterpieces. Therefore, perseverance must be practised from the very childhood so that the noble habit becomes a part and parcel of one’s life. With that great asset or goodwill, a man can walk easily on the hazardous road of his life’s journey; and success will be his and his only.

Anti-Colonialism and Education Essay

In Anti-Colonialism and Education: The Politics of Resistance, George J. Sefa Dei and Arlo Kempf have given us a stimulating intellectual account of the issues surrounding the active attempt for educational liberation. The authors who have contributed to the volume have been well chosen to present creative approaches to this abiding problem in most of the world. As we engage the legacies of colonialism we are more certain today that the nonmaterial legacies are as important in our thinking as the material ones when we engage questions of resistance and recovery. The colonizer did not only seize land, but also minds. If colonialism’s in? uence had been merely the control of land that would have required only one form of resistance, but when information is also colonized, it is essential that the resistance must interrogate issues related to education, information and intellectual transformations. Colonialism seeks to impose the will of one people on another and to use the resources of the imposed people for the bene? t of the imposer. Nothing is sacred in such a system as it powers its way toward the extinction of the wills of the imposed upon with one objective in mind: the ultimate subjection of the will to resist. An effective system of colonialism reduces the imposed upon to a shell of a human who is incapable of thinking in a subjective way of his or her own interest. In everything the person becomes like the imposer; thus in desires, wishes, visions, purposes, styles, structures, values, and especially the values of education, the person operates against his or her own interest. Colonialism does not engender creativity; it sti? es it, suppresses it under the cloak of assistance when in fact it is creating conditions that make it impossible for humans to effectively resist. And yet there has always been resistance and there are new methods of resistance gaining ground each day. The intricacies of engaging colonialism are as numerous as the ways colonialism has impacted upon the world. Indeed, the political-economic, socialbehavioral, and cultural-aesthetic legacies of the colonizing process have left human beings with a variety of ways to confront the impact of those legacies. What we see in Anti-Colonialism and Education is a profound attempt to capture for the reader the possibilities inherent in educational transformation through the politics of resistance. Professors Dei and Kempf have exercised a judicious imagination in selecting the authors for the chapters in this book. Each author is an expert in the area of the topic, skilled in presentation of the facts based upon current theories, and articulate in the expression of a need for educators to understand the pressures ix FOREWORD both for and against colonialism. However, they all take the position that it is necessary to explore all formulations that might achieve a liberated sphere of education. Since education normally follows the dominant political lines in a country where you have colonial political principles you will ? nd colonial education. If you have the vestiges of past colonial practices, you will see those practices re? ected in the educational system. I remember a colleague from Algeria saying to me that when the French ruled the country the students learned that their ancestors were the Gauls. When independence came to Algeria, he said, the people were taught that their ancestors were Arabs. The fact that this was only true for those individuals who had Arab origins, and thirty percent did not have such ancestry, was uninteresting to the political agenda. And so it has been in every nation where you have a political intention to mold a country on the basis of domination you will also have resistance. One seems to go with the other regardless to how long the process seems to take to commence. This is not just an exciting work intellectually; it is a beautiful book edited with intelligence and executed with the kind of research and scholarship that will bring us back to its pages many times. Each author seems to feel the same desire to teach us to be truly human; that is enough for us to inaugurate our own anti-colonialism campaign in our schools and colleges. I shall gladly join the fray to make the world better. Mole? Kete Asante Elkins Park, PA 19027 USA x ACKNOWLEDGEMENTS This book could not have been completed without the political interest and will of the many people who shared their knowledge in this joint undertaking. While the task of re-visioning schooling and education for the contemporary learner and teacher may be daunting at times, we believe strongly that it is by no means insurmountable. In fact, we have a wealth of knowledge with which to help transform education into a process and practice that serves the needs of the collective. We hope this book will contribute to the debate and discussion of how to address not only the imperialization of knowledge but also the various forms of intellectual colonization that mask themselves as everyday academic truth and valid knowledge. George Dei would like to thank the students of his graduate level course, SES 3914S: â€Å"Anti-Colonial Thought and Pedagogical Challenges† in the fall of 2004 whose insights and discussions helped propel the vision for this collection. Arlo Kempf would like to thank Lola Douglas, Meghan Mckee and Randy Kempf for their support and loveliness. He would also like to thank George Dei and the contributors for their ideas and hard work over the duration of this project. We both owe a great deal of intellectual depth to our colleagues, peers and friends who constantly challenge us to think more deeply and avoid academic closure. It is in the actions and resistance of the people that theory is born and takes life – to all who struggle against colonialism without the privilege of a pen in hand, we thank and salute you. Our academic objective for the book was also shaped by a desire to let our community politics inform intellectual pursuits at all times. We want to thank Geoff Rytell, who initially helped proofread sections of the book, as well as Cheryl Williams for her ongoing support. Finally we say â€Å"thank you† to Joe Kincheloe, Shirley Steinberg and Peter de Liefde who made this book a reality. George Dei Arlo Kempf xi GEORGE J. SEFA DEI INTRODUCTION: MAPPING THE TERRAIN – TOWARDS A NEW POLITICS OF RESISTANCE INTRODUCTION I begin this chapter with a question germane as to why and how we articulate anticolonial thought. Informed by Steven Biko’s (1978) earlier work, I ask: â€Å"Why is it necessary for us as colonized peoples to think and re? ect collectively about a problem not of our creation i. e. , the problem of colonialism? † This question is central since colonialism has not ended and we see around us today various examples of colonial and neo-colonial relations produced within our schools, colleges, universities, homes, families, workplaces and other institutional settings. It is often said that globalization is the new word for imperialism. History and context are crucial for anti-colonial undertakings. Understanding our collective past is signi? cant for pursuing political resistance. Haunani-Kay Trask (1991) writes about the importance of the past to Indigenous peoples as a way to challenge the dominant’s call to amputate the past and its histories. For the people of Hawaiia, Trask notes that â€Å"we do not need, nor do we want [to be] liberated from our past because it is source of our understanding . . . [We] . . . stand ? rmly in the present, with [our] back to the future, and [our] eyes ? xed upon the past, seeking historical answers for present-day dilemmas† (p. 164). In order to understand the knowledge and resistance of the past as it relates to contemporary politics of resistance, one has to know and learn about this past. As noted elsewhere (Dei, 2000, p. 11), for colonized peoples decolonization involves a reclamation of the past, previously excluded in the history of the colonial and colonized nations. They must identify the colonial historical period from the perspectives of their places and their peoples. Knowledge of the past is also relevant in so far as we as people must use that knowledge â€Å"responsibly†. But our situatedness as knowledge producers and how we perform â€Å"the gaze† on subjects, at times accord power and privilege to some bodies and not others. Therefore, an anti-colonial struggle must identify and de? ne a political project and show its connections to the academic engagement. Franz Fanon and Karl Marx have both cautioned us that â€Å"what matters is not to know the world but to change it†. This assertion calls for a recognition of the multiple points/places of responsibility and accountability. For example, what does it mean to talk of accountability as far as identity and subjectivity, however complex? It may well mean taking the stance that in political work for change, certain issues are not negotiable. In other words, we need to see there are limits and possibilities of â€Å"negotiating† in anti-colonial struggles and politics. As Howard (2004) asks: How much can be G. J. S. Dei and A. Kempf (eds. ), Anti-Colonialism and Education: The Politics of Resistance, 1–23.  © 2006. Sense Publishers. All rights reserved. DEI accomplished if we decide to â€Å"negotiate† around domination or oppression? Are we negotiating as part of a democratic exercise? Rabaka (2003) has argued that â€Å"one of the most important tasks of a critical anti-colonial theory . . . is to capture and critique the continuities and discontinuities of the colonial and neocolonial in order to make sense of our currently . . . colonized life and . . . worlds† (p. 7). Therefore as we begin to ? esh out anti-colonial theory and practice, it is ? tting to ask some critical questions (see also Butler, 2002): Is there still a colonized South? What about a colonized North? Do we think of neo-colonialism/colonialism/post-colonialism as bridges, as new articulations, or as a continuation with no marked differentiation? What is â€Å"post† about/in the â€Å"post-colonial†? Is the theoretical distinction between neo-colonialism and colonialism spurious at best? What are the purposes and underlying intentions of making such distinctions? What are the convergences and the divergences in post-colonial and anti-colonial thoughts? Does â€Å"neo† in neo-colonial mean â€Å"new†, or â€Å"transformed†? What is neo-colonialism? What are its antecedents and its marked practices? What are the mechanisms and institutions that constitute neo-colonialism? Why do we speak of neo-colonialism and not anti-colonialism? Are the structures, practices and ideas which enable colonialism really that different from those of neo-colonialism? Are the differences between neo-colonialism and colonialism more than theoretical? Whose interests are advanced in speaking of neo-colonialism/post-colonialism? What are the [dis]junctures and [dis]continuities between colonialism and neo-colonialism? How do discursive forces and material aspects interact to further our understanding of colonial? How do we speak of power, coercion, subjectivity, agency and resistance in anti-colonial discursive practice? What are the relations between neo-colonialism and White supremacy? The book does not presume to offer full answers to all these questions. But it is hoped the discussions that follow offer some entry points into a new politics of engagement towards the formulation of a critical anti-colonial lens. The power of the anti-colonial prism lies in its offering of new philosophical insights to challenge Eurocentric discourses, in order to pave the way for Southern/indigenous intellectual and political emancipation. In this discussion, anti-colonial is de? ned as an approach to theorizing colonial and re-colonial relations and the implications of imperial structures on the processes of knowledge production and validation, the understanding of indigeneity, and the pursuit of agency, resistance and subjective politics (see also Dei and Asgharzadeh, 2001). Colonialism, read as imposition and domination, did not end with the return of political sovereignty to colonized peoples or nation states. Colonialism is not dead. Indeed, colonialism and re-colonizing projects today manifest themselves in variegated ways (e. g. the different ways knowledges get produced and receive validation within schools, the particular experiences of students that get counted as [in]valid and the identities that receive recognition and response from school authorities. The anti-colonial prism theorizes the nature and extent of social domination and particularly the multiple places that power, and the relations of power, work to establish dominant-subordinate connections. This prism also scrutinizes 2 INTRODUCTION and deconstructs dominant discourses and epistemologies, while raising questions of and about its own practice. It highlights and analyzes contexts, and explores alternatives to colonial relations. Loomba (1998) sees colonialism as signifying â€Å"territorial ownership† of a place/space by an imperial power, while imperialism on the other hand is the governing ideology for such occupation. Anti-colonial thought works with these two themes/projects – colonialism and imperialism as never ending. The colonial in anti-colonial however, invokes much more. It refers to anything imposed and dominating rather than that which is simply foreign and alien. Colonialism reinforces exclusive notions of belonging, difference and superiority (Principe, 2004). It pursues a politics of domination which informs and constructs dominant images of both the colonizer and the colonized (Memmi, 1969). Colonialism is not simply complicit in how we come to know ourselves and its politics. It also establishes sustainable hierarchies and systems of power. Colonial images continually uphold the colonizers’ sense of reason, authority and control. It scripts and violates the colonized as the violent â€Å"other†, while, in contrast, the colonizer is pitted as an innocent, benevolent and [imperial] saviour (see also Principe, 2004). This historical relationship of the colonizer and colonized continues to inform contemporary subject identity formation and knowledge production. It shapes and informs identities by recreating colonial ideologies and mythologies (Tuhiwai-Smith, 1999). In theorizing the anti-colonial discursive framework, I would highlight some key salient points. All knowledge can be located in the particular social contexts from which it emerges. Such location shapes the ways of knowing and understanding the social and political relations at play in constructing social realities. The anti-colonial prism takes the position that all knowledges are socially situated and politically contested. The anti-colonial discourse is situated in colonial relations of power that are contested through resistant practices against domination and oppression. In working with resistant knowledges, the liberating in? uence of critical anti-colonial discourse becomes clear. The anti-colonial discourse works with the idea of the epistemological power of the colonized subjects. The colonial knowing is situated and informed within particular social contexts (see also Harding, 1996). Such â€Å"situated knowledges† (hooks, 1991; Collins, 1990) also point to the importance of subjectivity, positionality, location and history. In this regard, the anti-colonial referent is to the epistemologies about, and of, marginalized, colonized subjects. Particular and different interests are served by knowledge systems, and the anti-colonial aim is to subvert dominant thinking that re-inscribes colonial and colonizing relations. The ability and strength of the anti-colonial prism to draw upon different discursive traditions to explain social and political phenomena is an important strength for multiple knowings. But anti-colonial thought, while borrowing from other theoretical frameworks, is not constrained by dominant epistemologies. It calls for a critical awareness of the social relations and power issues embedded in the ways of organizing the production, interrogation, validation and dissemination of knowledge in order to challenge social oppression and 3 DEI consequently subvert domination. It also calls for acknowledging accountability and power. Since the burden of oppression is not shared equally among groups, and that even among the oppressed we are not all affected the same way (see also Larbalestier, 1990), we must all be able to address questions of accountability and responsibility of knowledge. It is within such a context that one must evaluate the politics of anti-colonial thought, in its call for a radical transformation of the analytical and conceptual frames of reference, used both in the academy and in mainstream public discourse so that the minoritized, subjugated voice, experience and history can be powerfully evoked, acknowledged and responded to. Unless we are able to articulate the grounds on which we share a dialogue and challenge the power relations of knowledge production, we will be shirking the responsibility of acting on our knowledge. The academic project of anti-colonial thinking and practice is to challenge and resist Eurocentric theorizing of the colonial encounter. Such Eurocentric theorizing is best captured in representations of minoritized/colonized bodies and their knowledges, and through the power of colonial imageries. The anticolonial critique also deals with interrogations of colonial representations and imaginaries examining processes and representations of legitimacy and degeneracy through the mutually constitutive relations of power. Colonialisms were/are practised differently; they differ in their representations and consequently have myriad in? uences, impacts and implications for different communities. Colonial practices can be refracted around race, gender, class, age, disability, culture and nation as sites of difference. In many ways the â€Å"anti-colonial thought† is the emergence of a new political, cultural and intellectual movement re? ecting the values and aspirations of colonized and resisting peoples/subjects. The Western academy cannot continue to deny the intellectual agency of colonized peoples. As resisting subjects, we will all have to confront and deal with the historic inferiorization of colonial subjects, and the devaluation of rich histories and cultures. What is required is critical educational praxis that is anchored in anti-colonial thought to challenge and subvert the â€Å"Western cultural and capital overkill†, and shed the insulting idea that others know and understand us [as colonized subjects] better than we understand ourselves (see also Prah, 1997, pp. 19–23). Colonized peoples require an anti-colonial prism that is useful in helping to disabuse our minds of the lies and falsehoods told about our peoples, our pasts and our histories (see also Rodney, 1982). We need to present anti-colonial discourse as a way to challenge Eurocentric culture as the tacit norm everyone references and on which so many of us cast our gaze (Kincheloe and Steinberg, 1998, p. 11). This approach to anti-colonial discursive thought and practice is also informed by the academic and political project calling for knowledge that colonised groups can use to ? nd authentic and viable solutions to our own problems. In this struggle we can point to some positive developments. For example everywhere today, we (as colonized peoples) are reclaiming and reinvigorating our marginalised, and in some cases, lost voices and are speaking for ourselves. Within educational academies in North America and in the South, there 4