Louis Pasteur Essay -- Biographies Biography Pasteur Essays

Louis Pasteur Louis Pasteur was an example of a truly gifted person who made many wildly diverse discoveries in many different areas of science. He was a world-renowned French chemist and biologist whose work paved the way for branches of science and medicine such as stereochemistry, microbiology, virology, immunology, and molecular biology. He also proved the germ theory of disease, invented the process of pasteurization, fermentation, and developed vaccines for many diseases, including rabies. Pasteur was born on December 27, 1822 in Dole, France, and grew up in the small town of Arbois. As a young boy, Pasteur showed no particular interest in science. His talents were mainly drawing and painting. At age thirteen, he could draw remarkable pictures of his sisters, mother, and the river that ran by his home. During his youth, he developed an ambition to become a teacher. While still in his teens, he went to Paris to study in a famous school called Lyce St. Louis. During his studies to become a teacher, he was fascinated by a chemistry professor, Monsieur Jean-Baptist Dumas. He wrote home excitedly about these lectures, and decided that he wanted to learn to teach chemistry and physics, just like his favorite professor. In 1847 he earned a doctorate at the Ecole Normale in Paris, with a focus on both physics and chemistry. Becoming an assistant to one of his teachers, he began research that led to a significant discovery. He found that a beam of polarized light was rotated to either the right or the left as it passed through a pure solution of naturally produced organic nutrients, whereas when polarized light was passed through a solution of artificially synthesized organic nutrients, no rotation took place. If bacteria or other microorganisms were placed in the latter solution, then after a while it would also rotate light to the right or left. From this, he concluded that organic molecules exist in one of two forms, "left-handed'; or "right-handed'; forms. After spending several years researching and teaching at Dijon and Strasbourg, Pasteur moved in 1854 to the University of Lille, where he became the professor of chemistry and dean of the faculty of sciences. There, a main focus of research was on the manufacture of alcoholic beverages. Pasteur immediately began researching the process of fermentation. He was able to demonst... ...s one of the most important centers in the world for the study of infectious diseases and other subjects related to microorganisms, including molecular genetics. By the time of his death in Saint-Cloud on September 28, 1895, Pasteur had long since become a national hero and has been honored in many ways. Over the years, he was awarded many awards, including the Cross of the Legion of Honor, the Grand Prix medal, the Grand Cordon of the Legion of Honor, and many other awards. The life of Louis Pasteur is a perfect example of triumph over tragedy, and perseverance. After Pasteur married Marie Laurent in 1849, they had five children. Sadly, three of his children died before they reached 13 years of age. During his lifetime, Pasteur also suffered from two strokes, and one of them paralyzed his entire left side. None of these things, however, kept him from working, and none of his adversities kept him from wanting to help others. He was not only an example of an excellent scientist, but also an excellent example of a person who would not give up, no matter what happened. He once said, "Let me tell you the secret that has led me to the goal. My only strength resides in my tenacity."

Little Women: a Look Into Gender Roles in 1941 Essay

A look into gender roles in 1941 The photograph â€Å"Little Girls with Their Dolls and Buggies† (1941), taken by Russell Lee, is of two young girls pushing baby dolls in carriages along a sidewalk in Caldwell, Idaho. It’s a bright, sunny day and the girls are walking alone, with no other people visible in the photograph. Both girls are smiling, and the girl pictured to the right is looking intently at the girl to the left. Behind the girls to the left we see a respectably sized house, and well maintained lawn. Behind them, the sidewalk endlessly continues to trees in the background. To the right of the picture there is a road which contains no cars. It appears to be in a middle to upper class, suburban neighborhood. They appear to be approximately the same age and are similarly dressed. It is an intriguing image that demonstrates traditionally accepted feminine gender roles during the mid 20th century. Gender roles can typically be defined as the behaviors and attitudes expected of male and female members of a society by that society. In 1941, women were typically expected to stay home and raise a family. They were also supposed to be social and they were Judged quite often on their appearance. These expectations of women were pushed upon them at a young age, as shown through the photograph. The girls appear to be about seven years old and they are already pushing around baby dolls and exploring their maternal roles. How identical the girls look is also a very revealing. The girls don’t look to be related, but yet they appear as mirror images of one another. They both have short, groomed hair, pulled away from their face. They are both wearing dresses, and are pushing ractically identical carriages. They are shaped to look â€Å"how a woman should† and follow the same expected role of women during that time period. I think it’s also important to note the variety of social influences of gender roles. Influence and reinforcement of gender roles often comes from the toys children play with. Dolls are traditionally a toy for girls. Dolls tend to represent feminine traits and help to prepare young girls for the task of motherhood. Children tend to get most of their toys from a parent or family member, who often has the strongest influences on a erson’s gender role. The young girls clothing also comes from their parents. This is yet another example of how their parents reinforce their perceived gender roles. Peers also play a role in shaping one’s anticipated gender role. During this time especially, peers responded more and got along better with children who fit traditional gender roles. This again leads back to how similarly the girls are dressed in the photograph and the similar toys theyre playing with. The girls are being conditioned to follow society and their peers assumed ideas of the roles they are expected to play. The girls are also walking alone; their parents are not in visible in the photograph. It’s like their parents are trying to let them be â€Å"little adults†. They’re preparing their children for their expected future of raising a family. Imposed gender roles are often hard to escape. Especially during the 1940’s, women had very specific assumed roles. While looking at Russell’s photo, you may see two young girls, message about traditional gender roles. It’s a shame that these girls, at such a young age, were being shaped to a very limited role that society has deemed to be their future.

Fly Away Peter Analysis Essay

Through out the book â€Å"Fly Away Peter†, Jim Saddler has grown from innocent to mature and even to death. This seems like a cycle of nature. People born and people die. In this novel, I think the novel is trying to convey the idea of regeneration than how Jim changed throughout the story. Regeneration is an important theme of Malouf’s Fly Away Peter. According to the novel everything regenerates, and not only in the physical sense, but also in the spiritual sense too. The term regenerate means to bring back again or bring out something new in our awareness of life. Its occurrence can be seen throughout the book and it includes the digging by the old man, the digging by Jim at the end of the novel, the fact birds come and go with old ones replaced by new ones and how Jim’s spirit lives on as the young surfer in the eyes of Miss Harcourt. They are all regenerations that are part of the cycle of life. Earth is associated with the cycle of life as it is a sign of birth, where lives stem from. Soil has always been where the life starts, this can been seen in the novel, â€Å"It (earth) was a smell that belonged to the beginning of things (life).† It is clear that soil is where life stems from; it is where plants receive their nutrients in order for new life and this is why the old man is digging, he is digging to plant new lives. Even though there is a war going on around him, he still prepares the field for the seeds, because he understands that live still goes on in all circumstances. It is through the plants from the seeds can new lives stem out of the ground and it is all part of the regenerations. The discovery of the mammoth â€Å"was a great wonder† and a rebirth of knowledge, it uncovers the past and puts new meanings and knowledge in our life as we learn about the past. Therefore, soil not only regenerates physically with new lives but also new understandings of life. Birds play an important role in the book as a sign of life. Birds have always been associated with life and freedom just like what the novel suggests â€Å"Birds were of life†. Every year they migrate to different places, yet it is not the same birds that come and go every year. The old birds get replaced  by young birds and it is all part of the cycle of life. Also, like the old man digging, they carry on with their life unaffected by the war; this can be seen from the quote â€Å"Even here, in the thick of the fighting, there were birds.† It is apparent that despites the chaos, death and horrors happening down below, the birds can still regenerate and live the way nature intended them to. Through the young surfer, there is a sense of the rebirth of Jim spiritually in Imogen’s mind. The young surfer at the end of the novel is essentially the â€Å"new† Jim for Imogen, although they are not the same person, it is as if Jim has dug through the earth to come back as the young surfer. Imogen recognises this, and understands that no matter what happens life goes on like the way waves never stop. Both of them never ending and Imogen realises that there is other people in the world that will have the image of Jim. Regeneration is an important theme of the novel, all things in life regenerates, from the birds to our minds, from the earths to the oceans, it occurs at every level of the world. With regeneration, it also brings us new meanings of life and increases our knowledge and awareness of our surroundings; therefore regeneration is essential to our life.

The Shoehorn Sonata

The Shoe-Horn Sonata by John Misto The opening scene, with Bridie demonstrating the deep, subservient bow, the kow-tow, demanded of the prisoners by their Japanese guards during tenko, takes the audience straight into the action. As the interviewer, Rick, poses questions, music and images from the war period flash on the screen behind Bridie, and the audience realises they are watching the filming of a television documentary. The time is now, and Bridie is being asked to recall the events of fifty years earlier.This scene establishes who Bridie is, and introduces the audience to the situation: the recall and in a sense the re-living of memories of the years of imprisonment. Characterisation TASK: Re-read the play. Go through and highlight specific characteristics of our two protagonists – ensuring that you can provide evidence from the play (The evidence could be lines or phrases of dialogue, their actions, current or past, or their body language as described in the text. ) Ch aracter| Specific Characteristics| Evidence from the play| Bridie| | |Shelia| | | ACT & SCENE| Spine Summary (3-4 lines)| Quotations| Act 1, Scene 1| | | Act 1, Scene 2| | | Act 1, Scene 3| Eg. Women find themselves in the water and the song ‘Young Jerusalem is sung by young Sheila †¦. | | Act 1, Scene 4| | | Act 1, Scene 5| | | Act 1, Scene 6| | | Act 1, Scene 7| | | Act 1, Scene 8| | | Shoe Horn Sonata Act ONE Analysis Re read each scene and write a short summary outlining the ‘spine’ of the scene (What keeps it together). Write in full two of the main quotes from the scene that supports the spine summary.Do this for AT LEAST 3-4 scenes PER act Shoe Horn Sonata Act TWO Analysis ACT & SCENE| Spine Summary (3-4 lines)| Quotations| Act 2, Scene 1| | | Act 2, Scene 2| | | Act 2, Scene 3| | | Act 2, Scene 4| | | Act 2, Scene 5| | | Act 2, Scene 6| | | Act 2, Scene 7| | | Re read each scene and write a short summary outlining the ‘spine’ of the scene (What keeps it together). Write in full two of the main quotes from the scene that support the spine summary. Do this for AT LEAST 3-4 scenes PER act Characterisation Characterisation can mean two things: 1.The nature of a particular character as it is presented in a text. This would include age, appearance, temperament, past life experiences, personality traits, characteristic ways of expression, values and ideals, motivations, reactions to circumstances, responses to other characters. 2. The methods the composer of a text has used to project this character to the audience or reader. These would include, among other things, the words they use or others use about them, their decisions and actions, their body language, responses to others’ words and actions, the motivations they reveal. See Activities] The play’s structure is based on the differences in character and temperament between Bridie and Sheila which are gradually revealed to the audience. The action of the p lay revisits their past hardships and terrors, but the final focus is on the trauma they have suffered afterwards. The revelation of the crises they have each faced is presented as a healing action, which leads to the resolution of their differences and a satisfying closure to the play. Misto’s own motivations for researching these events and writing the play is made clear in his Author’s Note (p. 6). His perceptions of Australia’s neglect to honour such women as Bridie is suggested when she says: â€Å"In 1951 we were each sent thirty pounds. The Japanese said it was compensation. That’s sixpence a day for each day of imprisonment. † Introduction to Play Sheila’s arrival at the motel from Perth introduces immediately one source of friction between the two: they clearly have not been in touch with one another for many decades. Each is just finding out basic information as whether the other ever married or had children.The audience sees, too, that the warmth of Bridie’s greeting: â€Å"Gee it’s good to see you† is not reciprocated by Sheila. The audience wonders why not. The revelations by the end of Act One will finally show the reason. The body language described on page 26 indicates the deep underlying tension between the two–yet the scene ends with their lifting the suitcase as they used to lift the coffins of the dead: to the cries of Ichi, ni, san—Ya-ta! Their shared experiences are a strong bond. The Shoe-Horn Sonata is divided into two acts: the longer Act One, with eight scenes, and a shorter Act Two, with six scenes.It follows theatrical custom by providing a major climax before the final curtain of Act One, which resolves some of the suspense and mystery, but leaves the audience to wonder what direction the play will take after the interval. The action cuts between two settings: a television studio and a Melbourne motel room. The extreme danger the prisoners faced is indicat ed by Bridie during this exposition: over-crowded ships sailing towards an enemy fleet, the unpreparedness of the British garrison in Singapore for the invasion, the fear of rape for the women.Misto thus sets up some of the issues to be confronted during the course of the play between the Australian Bridie and the former English schoolgirl Sheila. Sheila appears in Scene Two, and the major conflict of the play begins to simmer. Journey through memory For the rest of Act One, the shared memories of Bridie and Sheila become those of the audience, through the dramatic techniques Misto uses. In Scene Three, the audience is reminded of how young Sheila was when she was taken prisoner.The voice of a teenage girl sings part of ‘Jerusalem’, the stirring and visionary song with words by English poet William Blake, and the mature Sheila joins in. (Later Bridie and Sheila sing it together. ) Bridie’s attitude from their first meeting as shipwreck survivors drifting in the s ea is protective of Sheila. She sees her as â€Å"another stuck-up Pom†, and hits her with her Shoe-Horn to keep her awake. Sheila has been taught by her snobbish mother to look down on the Irish, the label she puts on the Sydney nurse from Chatswood because of her surname.Further differences between the two surface in Scene Five, when the â€Å"officers’ club† set up by the Japanese is described. But by the end of this scene they are recalling the choir and â€Å"orchestra† of women’s voices set up by Miss Dryburgh. Scene Six opens with Bridie and Sheila in a conga line singing the parodies of well-known songs they’d used to taunt their captors and keep their spirits up Pain and tension Soon they are arguing, focusing on their differing attitudes to the British women who in Bridie’s view were â€Å"selling themselves for food† to the Japanese.The tension rises as more and more is revealed about the deteriorating conditions for the prisoners and the relentless number of deaths, especially in the Belalau camp. At the end of the Act, in a dramatic gesture, Sheila returns the Shoe-Horn. She had claimed to sell it for quinine to save Bridie’s life–but in fact as she now reveals she had been forced to sleep with the enemy to buy the medicine. She extorts from Bridie the implicit admission that she would not have made that sacrifice for her. Bridie says nothing, but cannot face Sheila.Sheila is shattered by the realisation: â€Å"All these years I’ve told myself that you’d have done the same for me. [Calmly] I was wrong, though, wasn’t I? † Act Two opens back in the studio, where Bridie and Sheila explain on the documentary the appalling conditions in the death camp of Belalau. Suspense is built by the revelation that orders had been given that no prisoners were to survive to the end of the war. The audience wants to know how there could have been survivors. They also w ant to know how or if the tension in the relationship between the two women can be resolved.It becomes clear that the traumatised Sheila cannot in civilian life face any sexual relationship; nor has she felt able to return to Britain or to face remaining with her family in Singapore. She has led a quiet life as a librarian in Perth. Her nights are filled with nightmarish recollections about Lipstick Larry, and she drinks rather too much. In contrast, Bridie had been happily married for years to the cheeky Australian soldier who had waved and winked at her at Christmas behind the wire. She is now widowed and childless. Ambush and resolutionMisto is preparing an ambush for the audience. By Scene Twelve, Bridie’s â€Å"disgrace† is revealed. Spooked when she is surrounded by a group of chattering Japanese tourists in David Jones Food Hall, she runs away with a tin of shortbread and later pleads guilty in court to shoplifting. â€Å"I still lie awake cringing with shameâ €  she tells Sheila. She could not explain the truth about her phobia to the court or to her family and friends. The effect on Sheila is more than Bridie expected. She now decides that she can be at peace only if she faces the truth in public.She explains: â€Å"There are probably thousands of survivors like us–still trapped in the war–too ashamed to tell anyone. † Bridie urges her not to. But in Scene Thirteen after they have recounted how they were eventually discovered and rescued, days after the end of the war, it is in fact Bridie who reveals the truth of Sheila’s heroism and self-sacrifice. She then finds the courage to ask Sheila to explain about her shoplifting arrest The scene ends with the declaration Bridie has waited fifty years for: â€Å"And I’d do it all over again if I had to†¦. cause Bridie’s my friend†¦ † The tensions between the two have now been resolved: the secrets are out, both the personal ones and the long-hidden information about the experiences of the women prisoners and internees. The brief and cheerful last scene shows their friendship restored, the Shoe-Horn returned to its rightful owner, plans made for a Christmas reunion, and, finally, the peacetime dance they had promised one another in the camp. The Blue Danube plays: â€Å"It is the music of joy and triumph and survival. †

Exercise Essay Example | Topics and Well Written Essays - 250 words - 2

Exercise - Essay Example The trimming of standard bookcases being 0.2 hours per unit is multiplied by 150 hours per month to get 75 which is expected value. This is deducted from 150 multiplied by one hundred and divided by the actual which is 150 to get 50%. Trimmer has also production of sixty percent bookcases and forty percent production of wide bookcases. Shaper has the production of forty percent production standard bookcases, then fifty percent production of narrow bookcases and fifty percent production of wide bookcases. Assembling machine has sixty three percent productions of all bookcases of the current sizes. Their optimal allocation is supposed to match by their production speed so trimmer wider machine is supposed to be aligned with shaper standard producer. Trimmer standard producer is supposed to be allocated with the shaper narrow producer because their speed matches. Shaper wider machine may be allocated followed by trimmer narrow machine, because their speed does not differ much. In conclusion, corporation production machines are supposed to be aligned by their average percentage speed. Chang Hyun Kim and Yushin Hong (1999). An optimal production run length in deteriorating production processes. Retrieved on January 15, 1999 from

New Venture Assignment Example | Topics and Well Written Essays - 2500 words

New Venture - Assignment Example Once the market is there everything can be steamrolled to make the plan work. It would be better if she could conduct market segmentation so as to narrow down her target market to a small niche of consumers who she can supply adequately and profitably, and then slowly expand her clientele. The three points form the first assumption, which is that there is an opportunity which the entrepreneur (Olivia) can take advantage of. There are already plenty of coffee houses in Frankfurt, but Olivia’s decision to focus on flavored gourmet coffee is both strategic and realistic. Does Olivia understand the coffee industry/business well? Does she have a good understanding of the coffee industry in Brazil and that of Frankfurt in particular? These are very important questions because although she may have the capital and the market, the coffee business requires hands-on management and skills. It is not enough to just assemble the materials/resources required for the business. For instance, Olivia needs to understand that just like other industries the coffee retail industry has trends (Langen, 2013). Whether she like it or not those trends will affect her business; this is through aspects like climate changes, demand, market volatility, competition, hoarding, production/supply, and government policies (taxation and regulation). Olivia must have or develop an understanding of these issues because they will have a huge impact (positive or negative, depending on how she addresses them) on the success of her business. As such, we make two assumptions here. One is that she understands how the coffee retail industry works and the dynamics involved. Two is that if she does not understand how it works, she knows people who will support her until she does, and she is willing to learn. It has been mentioned that DC would ship to Olivia on receipt of payment for each order. This comes with its