Soft Skills free essay sample

ACME Memo To: Company President From: ME Date: Soft Skills Training After the last project review one area that needs to be improved is our communication not only with the stakeholder, but vendors and our team as well. Having gone through soft skills training before while in the Marine Corps, before I was assigned to recruiting duty, I know that soft skills training will have a positive impact on our team and improve our overall bottom line and limit communication breakdowns that have caused extra costs and completing projects after the due date. Due to the size of our company and that we are always involved in ongoing projects I would suggest that we use an online training company. This will also reduce costs because we will not have reimburse for travel costs. Using an online company will also allow us to control the environment in which our staff in being trained. We will write a custom essay sample on Soft Skills or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Another option would be to bring in a company to do in house soft skills training. Train Smart would be a company that I would suggest they offer many services, but the one that would benefit us and our customers the most would be heir tailored soft skills training. This would benefit all parts of our company as they offer leadership, HR, management, communication, and team building soft skills programs. They also work with a wide variety of industries many of who we also work with this can only help us in the long run if we decide to partner with them. The online tools that they offer can also assist us after the initial training. Part of our Job as project managers is to evaluate each project and find ways to improve for the next project while making our customers happier with our service, hich in the end will only bolster our profits and reputation. Soft Skills are very important as you know and if we as a company can get all levels from the installation team to upper management on the same page while communicating we can have the entire company speaking the same language. I have attached a link to the website for Train Smart for you to review whether we decide to use Train Smart or another company soft skills training is without a doubt a needed item for us to improve for our customers. Soft Skills By FightingIrish0414

Discrimination Against Japanese During WW2 essays

Discrimination Against Japanese During WW2 essays Asians in North America are discriminated for any reason people can find. From Japanese and Chinese began immigrating to North America during the mid- 1800s and were a great target of cheap labour. Working anywhere from farm fields to factories and being paid barely anything to keep them alive. Discrimination laws passed during the early 1900s that denies the right of Japanese to become citizens, to own land, or to marry outside of their race. In some certain areas they could not buy land or get jobs in certain industries. Also there kids In 1924 immigration from Japan was stopped. By September of 1939 America cut down its sales of iron and oil to Japan making heightened tensions between America and On December 7,1941 Japan bombed Pearl Harbour, Hawaii. The next day America declared war on Japan wasting no time. Japans attack on Pearl Harbour was so devastating, it even shocked Japanese Americans. Then Americas started to think that Japanese-Americas were telling there home country of Japan valuable facts about the U.S.A that no other country was suppose to know. For example like the next time they So America took initiative and started doing house roundups and search or arrest warrants. After the Japanese where arrested they where taken to unknown destinations, and treated as prisoners of war. Over 110,000 Japanese Americans were rounded up and kept at many destinations but mostly camps. From March 24 to November 3,1942, the mass removal of Japanese Americans from the west coast took place over eight months. Japanese Americans had no charges brought against them, there was no hearing, they did not know where they were going, how long they would be detained, what conditions they would face, nor what would ...

Sony Corp. Final Report Research Paper Example | Topics and Well Written Essays - 1750 words

Sony Corp. Final Report - Research Paper Example The management believe that the strategy implementation would further reduce costs by more than ?300 billion. Nevertheless, Sony should pay particular attention in improving its long term solvency position given that its liquidity ratio is currently below the industry average and it poses a risk that it might not be able to meet its current obligations in an event of emergency even though inventories are not liquidated. (Annual Report, 2009-2010) The debt-to-worth ratio expresses the extent to which the business is relying on debt financing as opposed to shareholders funds (Albrecht, 2004). The increase in debt-to-worth ratio from 2.62 in 2008 to 3.05 and 3.34 in 2009 and 2010 respectively display that Sony is gradually increasing its reliance on debt financing mainly to fund the innovation required for the business growth. The Group’s financial risk position is increased as reflected by the total debt position of the Group. The total debt in 2008 as at balance sheet amounted to ?1,084 million, ?1,111 million in 2009 and ?1,209 million in 2010. (Annual Report, 2009-2010) The debt-to-worth ratios for 2008, 2009 and 2010 which are higher than the industry average further lay emphasis that Sony is currently at a highly leverage position as compared to its competitors. It would pose a threat to its financial safety and flexibility to borrow in the future if the trends continue. Moreover, there might be debt covenants which the Group is obliged to comply and it is critical that the Group monitors them tightly as non-compliance cause breaches in contract and immediate repayment is required. Gross Profit Margin shows a decrease from 2008 (23.1%) to 2009 (19.7%) mainly caused by the challenging economic environment hit by the global financial crisis and the negative impact driven by the appreciation of the yen against U.S dollar and Euro. There is an overall decline of sales in the Electronic, Game, Pictures and Financial Services businesses. Sales in the Electr onic business declined 17% from ?6,613 billion to ?5,488 billion as there is a low demand for products such as the Handy cam video cameras, Cyber-shot compact digital cameras and VAIO PCs. Additionally, Sony has exited its business in LCD rear-projection televisions and CRT televisions during the year. The drop in sales in the Game business from ?1,284 billion to ?1,053 billion is mainly contributed by the decrease in revenue in its PS2 business while motion pictures revenue were down by 16.4% from ?858 billion to ?718 billion primarily driven by lower home entertainment demand and fewer films being sold to the home entertainment market. Financial Services revenue dropped 7.4% from ?581 billion to ?538 billion due to profit deterioration at Sony Life caused by the net valuation loss of convertible bonds and increase in impairment loss on equity securities. However, in 2010, the gross profit margin has improved considerably recording a margin of 22.9% subsequent to restructuring meas ures and cost reduction activities implemented. The restructuring consists of three horizontal platforms – the Global Sales and Marketing Platform, the Manufacturing, Logistics, Procurement and Customer Service Platform and the Research and Development and Common Software Platform aim to achieve cost efficiencies,

The Historical Foundation of Physical Education Essay

The Historical Foundation of Physical Education - Essay Example The Historical Foundation of Physical Education Take the idea of Allen Guttman, he described Modern Olympic Movement as weak and highly influenced by commercialism of today. According to him, there are major forces that drive the Olympic today and one of them is politics in sports. He further emphasized that Olympic Games are too complex, too prone to internal and external forces, and too appealing in different ways to vested interest groups global-wide. On the other hand, Robert Mechnikoff in his book had noticed minimal discrepancy for he focused his discussion on the historical and philosophical perspective of sports. For him, many people who have involved in sports seem to forget the value of building good character and healthy body. Many people today engaged in physical activities in order to acquire ideal body built and follow the norm of today’s gymnast enthusiasts. It is quite obvious that many people who are successful in their chosen sports have never been into college because of financial reason. Take for instance the Filipino boxing champ Manny Pacquiao who is a boxer since childhood. He gets into this sport because according to him, this is the only way he can do to support his poor family. A Mexican boxer Oscar Larios is also from a poor family who found fortune in the boxing arena. The wrestling superstar Batista on the other hand, became famous and financially successful; though, in his childhood, his family could not send him to college.

Feminism in American Cinema Essay Example | Topics and Well Written Essays - 1250 words

Feminism in American Cinema - Essay Example One meaning is "films made by women" and the other meaning is "films made for women" (p. 27). The first pat of her article attempts to explain how each field within these traditional definitions was transformed by feminism over time, using the "woman at the keyhole metaphor" to show how women gained status from being objects of voyeuristic curiosity and into the curious voyeurs themselves. As Mayne argues (p. 28), there is a need to consider "what relationships women have had traditionally and historically, as filmmakers and as film consumers, to the medium" in order to "understand how women make movies". Nothing could be farther from the truth, but this one-sided argument founded on masculine logic hides a basic natural fact: that men and women are different, and thank heavens that they are, and that women and their feminist representation in cinema would be a constantly evolving and a permanently complex and elusive goal. Mayne explains (p. 33-34) that while it is true that having women at the other end of the keyhole is a typical sign of masculine voyeuristic tendencies, it is also true that women love being seen, watched, and admired. They want to feel and look beautiful, not for any reason or motive that is a sign of inferiority, but because that is how they are wired, and nothing is bad about that. It is only "not good" if such a natural human tendency is associated with a (blonde-haired or beautiful-faced) lack of intellectual capacity. This knee-jerk subjective reaction, no matter how one looks at it, and whether it is applied to women or men, is more a reflection of the one who makes rash judgments based on looks and appearances and not based on interior substance. Women are the ultimate dialecticians, Mayne declares, recalling Ruby Rich (p. 40), who declared that "for a woman today, film is a dialectical experience in a way that it never was and never will be for a man under patriarchy". Like Brecht's ultimate dialectician who lives the tension of two different cultures, "women bring into the movie theater a context and a certain coding from life outside the theater". This is perhaps the reason why women love different films in different ways, and why some films made by and for women reach their audiences in unique ways. Feminism in cinema has certainly shaped the way actors act and filmmakers - both men and women - do films, making the human experience richer and more sophisticated. This is good for all, not only for men and the patriarchy to understand women a bit better, but also for women to better understand themselves and how they look at the world. Making, watching and critiquing movies are, indeed, different and complex (p. 41-42), and reflect the innate and natural differences between men and women that provide the artistic cinematic world a dialectic tension that contributes to its magic. Mayne's ambivalent view of women's cinema is carried over to the definition of the feminine aesthetic by de

Lack of parental interaction

Lack of parental interaction Zafi is the eldest child and he has two younger siblings. He was an average student in primary school with no discipline problems. When he was 11 years old, his father passed away. After the death of his father, his mother holds two jobs to make ends meet. His mother relies on him to take care of his two younger siblings as she is always not at home. Currently in secondary two, his academic result is very poor. In class, he would keep to himself and would shy away from classroom activities. He would sometimes cheat in tests and exams. The reasons he gave for cheating are, not having the ability to do it and he does not want his classmates to think that he is stupid. His form teacher tried many times to meet his mother to discuss about his cheating behaviour and poor academic performance but she is always busy with her work. After school, Zafi would meet up with his neighbourhood friends. Most of them are drop outs. They constantly told him to quit school and to enjoy life just like t hem. Zafi enjoys spending time with them as he thought they understand him best. They would also smoke and drink alcohol. He would only return home very late at night or not at all. Zafis father had passed away and his mother is too busy working to support the family. There is almost no interaction between Zafi and his mother and there is no other important adult to supervise him at home. In short, the parental involvement is almost non-existent. Using Bronfenbrenner Bioecological Theory and Baumrind Parenting Style Theory, I would relate how Zafis parental interactions and parenting style affects his context of development. Bronfenbrenner Bioecological Theory According to Bronfenbrenner, the lack of parental interaction is the most destructive force to a childs development. [1] Urie Bronfenbrenner says that there are two environmental conditions that are necessary for human development. The first is that one or more adults must love the child unconditionally; the second is that the adults must encourage the child and spend time doing joint activities with the child in and out of the home environment. [2] Zafis mother loves him unconditionally but she is too busy to show it and she is also unable to spend time with any of her children. Therefore, the two important conditions are not met. Bronfenbrenner also developed a Bioecological Theory to explain how the childs environments can significantly influence his cognitive development and his growth. The theory consists of 4 systems nested around each other with the child being in the innermost. The 4 systems developed by Bronfenbrenner are: microsystem, mesosystem, exosystem, and macrosystem. [3] The microsystem is where a child has direct interactions with parents, teachers, peers and others. In Zafis case, he has very little interaction with his mother and he spends most of his time with his neighbourhood friends. Too little interactions with his mother causes a break down in his microsystem and the bad influence he is getting from his neighbourhood friends is not helping in his positive growth and development. The second level is the mesosystem. Mesosystem are linkages between microsystems such as between a childs teacher and his parents, and relationships between students and peers. His teacher tried many times to c reate a linkage with his mother but failed due to her busy work schedule. This contributes to a break down in his mesosystem. The third level is the exosystem. Exosystem are external experiences in which a child does not have an active role but still influence the childs developments. In this case, his mothers busy work schedule is the exosystem. Her two jobs require her to work long hours and irregular shifts. This resulted in her having very little face time with her children. The last level is the macrosystem. Macrosystem consists of things that influence and sometimes support the child such as cultures, norms, and laws. The break down in his microsystem will affect the other systems as it disabled him to explore other parts of his environment. Without the presence of proper supervision or love, Zafi will try looking for attention in inappropriate places. These behaviours will give rise to problems such as little self discipline and no self direction. Neglectful Parenting According to Diana Baumrind, parenting styles come in three main forms; authoritarian parenting, authoritative parenting, and indulgent parenting. Eleanor Maccoby and John Martin expanded BaumrindHYPERLINK http://www.law-of-attraction-parenting.com/baumrind-parenting-style.htmlHYPERLINK http://www.law-of-attraction-parenting.com/baumrind-parenting-style.htmls research and added another parenting style, Neglectful or Uninvolved Parenting (Maccoby Martin, 1983). [4] The degree of supervision and discipline shown by Zafis mother is minimal, and there is no consequence for unacceptable behaviour. She does not deliberately encourage Zafi to self regulate his behaviour and there is very little communication between them. These are the characteristics of neglectful parenting. Even though she fulfills her children basic needs such as food and clothing, sadly, she is detached from their life. She is also psychologically unavailable to her children. Neglectful parenting style rank lowest acro ss all life domains. Children with neglectful parents tend to lack self-control, have low self-esteem and are less competent than their peers. They often engage in high-risk behaviours and are vulnerable to substance abuse. [5] Interventions Bronfenbrenner said that to ensure healthy child development, one or more adults must love the child unconditionally and they must spend time doing joint activities with the child in and out of the home environment. However, in Zafis case, this is not possible for his mother. What she could have done to increase the level of interaction with her son is by communicating with him more through the phone. During her short breaks at work, she could have called her son to ask about his day at school, find out whether he has eaten and to also provide psychological and emotional support in case his son is upset over a school event such as a failed test. This way, the child knows his mother cares for him and he can also feel his mothers love and affection. She should also try to take at least a day off weekly to spend valuable face time with her children. If it is not possible, she should ask her parents for help in taking care of her children while she is at work. There must be at least one adult present at home so that the child would not feel neglected. As for the teacher, he needs to be flexible to adjust to the parents inflexible work schedule. If meeting with the parent in person is not possible, he should at least keep in close contact with the parent through the phone and to update her about her sons learning progress and behaviour. In doing so, he is successful in creating a linkage with the parent. Once there is a linkage, it will be much easier for both teacher and parent to work together to ensure the childs healthy development. The teacher can also educate parents about the developmental needs of children. Research indicates that family involvement in schools increases student achievement (Henderson Berla, 1994). [6] The benefits of parent and family involvement include higher test scores and grades, better attendance, more completion of homework and more positive attitudes and behavior. Next, I would relate how Zafis parental interactions and parenting style affects his self and identity development. Self-Esteem Children look to parents and other important adults for evidence that theyre smart, capable, etc. This evidence may be in the form of encouragement, praise for accomplishments, awards, etc. If the evidence is not present, low self-esteem develops. [7] This explains why neglectful parenting results in children with low self-esteem. Low self-esteem can have a big negative impact on academic performance. Once a child does poorly in school, he will start to think poorly of himself and it may cause him to underachieve or make him give up completely. Children with low self-esteem tend to be lonely in school as they find it hard to make new friends. They would shy away from classroom activities as they do not want to appear incompetent. Resisting negative pressures would also seem difficult for these children. [8] Looking at Zafis case, it is obvious that he is suffering from low self-esteem. He is doing very poorly in school and at home he never gets the encouragement he needs to make him feel better. He is also not motivated to study as no matter how well he performs, his mother is not there to praise or acknowledge his accomplishments. In class, he is afraid to get involve in classroom activities and he constantly keeps to himself. He is also not able to resist negative pressures from his neighbourhood friends. As he spends more time with them, he developed a sense of belonging towards them and this sense makes him want to be like them. Interventions It is important that teachers look out for and help students who are suffering from low self-esteem as it can affect their academic performance and also their overall well-being. Teachers should be paying more attention to students like Zafi. They tend to have low self-esteem due to the lack of attention, love and affection. Students with low self-esteem will say things like, I know that I will fail or I hate myself. They tend to avoid getting involved in new activities and would have trouble making new friends and mixing around. Stresses faced at home such as parents arguing a lot and difficult lessons can have a negative impact on a childs self esteem. Some of the things that teachers can do to improve students self-esteem are, to always accentuate the positive, avoid criticism, set realistic expectations for the students and give them the opportunity to tell the class things they like about themselves. Those with very low self-esteem will have problem with even saying two things t hey like about themselves therefore, the teacher have to provide prompts for these students. Eriksons Psychosocial Development Theory Erik Erikson highlighted the importance of relationships with others in the formation of ones own identity. He believed that personality develops through eight stages of life. He suggested that at each stage of life an individual is confronted by a crisis (Erikson, 1950). At this age, Zafi is going through stage 5 crisis of Eriksons Psychosocial Development Theory which is Identity versus Role Confusion. In this stage, adolescents struggle to resolve the question of Who am I? They move from their parents to peers as a point of references. They strive to clarify their own personalities. They are often observed to imitate the attitudes and actions of others they admire. In Zafis case, his neighbourhood friends are his only point of reference. As he respects and admires them, he chose to imitate their attitudes and actions. He would smoke and drink alcohol with them till late at night. Interventions In Identity versus Role Confusion stage, adolescents will move to peers as a point of reference. As Zafi is not close to anyone else in school, he is left with no choice but to see his neighbourhood friends as references. What can be done by the teacher is to introduce buddy system to pair up low self-esteem student such as Zafi with a higher self-esteem one. The higher self-esteem student may be able to help Zafi with his studies and thus increasing his confidence and self-esteem. Zafi may look up to his buddy as his role model and thus imitate him instead of his neighbourhood peers. The teacher should also provide plenty of opportunities for students to explore identity issues as they relate to understanding who they are as individuals. An activity such as making a collage about themselves or writing their autobiography is a good way for them to explore themselves. The teacher can also enhance students self esteem by encouraging the students to substitute negative self-statements with a positive one. Lastly, I would relate how Zafis parenting style affects his moral development. His mother neglectful parenting style resulted in him lacking self-control, having low self-esteem and feeling less competent compared to his peers. His low self-esteem caused him to have low self-confidence which led him to believe that he does not have the ability to pass his examinations. As he does not want his classmates to think that he is stupid, he decided to cheat in his tests and examinations. Kohlbergs Stages of Moral Development The reason why Zafi cheated is based on self-interests. From his reasoning, his moral development is in Level 1: Preconventional Reasoning; Stage 1: Punishment-Obedience, of Kohlbergs stages of moral development. His reasoning is characterised by a focus on the consequence experienced by him as a result of his actions. Interventions To minimize cheating, teachers should clearly spell out the consequences of cheating and to consistently follow through with these when cheating does occur. Teachers can also help students overcome the need to cheat by providing the student with extra help and reducing student anxiety. Student anxiety can be reduced by emphasizing that mistakes are okay and a part of learning.

Frustration and Denial in Morrisons Sula Essay -- Sula Essays

Frustration and Denial in Morrison's Sula A book which is most celebrated for its tale about friendship is found to have a more important theme and role in literature. "In Search of Self: Frustration and Denial in Toni Morrison's Sula," the author Maria Nigro believes Sula has much more important themes in modern literature. "Sula celebrates many lives: It is the story of the friendship of two African American women; but most of all, it is the story of community" (1). And it's not just any community is the community of the Bottom. African Americans who are a working class community. Their main problem is surviving. They must work any job they can get so that they and their families can live a life with food and a roof under their head. These jobs and sacrifices shape each of their lives. Nigro claims this is the most important theme in Sula because working-class people have been left out of modern literature. "literature has been created for the cultural elite, and the rest of us have come to consider literature as a reflection of an elitist lifestyle to which the ordinary person cannot hope to relate" (1). Sula proves to fit this hole missing in the literature world. A community that seems to have all the cards stacked against them. Being black during this era, 1915-1965, means fighting for survival. It means scrimping to get by, doing menial jobs, doing all they can to get by. Nigro continues on describing the women of Sula. The struggles of Eva after Boy-Boy leaves, unable to get a decent paying job because she was a black woman. Finding herself sacrificing her leg for the love of her children. How Eva shaped the lives of her ... ...introduction I believed Nigro thought the novel was important because it gave every working-class person a representation in today's literature. But by the end it's clear she meant it gave the African-American working-class person, if not the whole race a representation in today's literature. Even though each group, African-American's and the working-class community, are missing from today's literature; I think Nigro could have made her purpose or thoughts a little more clear. This article gave me a wider prospective on the whole theme of Sula. And since I have chosen to write about the women in Sula and their struggles to survive I found the article very useful in narrowing down my argument. And even though her thesis might have not matched her entire article, Nigro definitely understood Sula, the women, and the many themes of the novel.

Analytical Reading “The Luncheon” by Somerset Maugham Essay

The text under analysis belongs to the pen of William Somerset Maugham, the one of the best known English writers of the 20th century. He was not only a novelist, but also one of the most successful dramatist and short-story writers. He was born in Paris in 1874. His parents died when he was very young. The boy was taken away from the French school, and went for his lessons daily to the apartment of the English clergyman at the church, then he was sent to England to attend school. In 1890 he went abroad and studied at the University of Heidelberg from which he returned to England in 1892 and became a medical student at St. Thomas’s hospital in London. After that Somerset decided to devote his life to literature. â€Å"I didn’t want to be a doctor. I didn’t want to be anything but a writer†. The technique of the short story had always interested Maugham. Somerset Maugham has written 24 plays, 19 novels and a large number of short stories. At the beginning of the text the narrator, who is the author’s mouthpiece here recognizes a woman with whom he had a lunch several years ago. Then he starts remembering that unforgettable evening: He was a young man, living in Paris and could barely keep body and soul together. She had read his book and wrote a letter to him, expressing her wish to have with him a little luncheon at Foyot’s – a very expensive restaurant. He couldn’t say no to a woman and invited her for lunch. He had only eighty francs to last him the rest of the month. To his horror she ordered one expensive dish after another. He paid the bill and was left with no money at all. However, at the end of the story, the narrator feels that he has finally had his revenge when he sees that the lady has put on a lot of weight. Compositionally the story falls into 3 parts. The story begins with the exposition, which extends over the first several paragraphs. At the beginning of the text the narra tor sees a woman at the theatre in many years since they first met and can hardly recognize her. Then the author presents a flashback to the past which goes to the last paragraph with a help of the sentence â€Å"Did I remember?† which allows us to know what had happened many years ago. Here we learn about the place of action and its time. The reader gets information  about the events, preceding the meeting of the main characters and also understands that the narrator was a very poor man. Then come complications, opened with the sentence: † She was not so young as I expected and in appearance imposing rather than attractive.† The action takes place in the restaurant. Here the reader learns more about the characters. The author describes how this lady enjoys the meal, ordering the most expensive dishes and he is wondering about the bill. The bill was finally paid and the narrator found himself with not a penny left in his pocket for the whole month. After it the author comes back to the present time and here comes the climax. Now, after 20 years had passed by, the narrator has had his revenge at last because â€Å"Today she weighs twenty-one stone†. This story is a first-person narrative. The dialogues are predominant in the complications – the biggest part of the text. The general atmosphere of the text is emotional and ironical (even the title â€Å"The Luncheon† is ironical, because the word â€Å"luncheon† means a â€Å"light snack†, but in fact it turned to be an abundant and very expensive meal), but also strained (â€Å"I watched the abandoned woman thrust them down her throat in large voluptuous mouthfuls, and in my polite way I discoursed on the condition of the drama in the Balkans.†; † Panic seized me. It was not a question now of how much money I should have left over for the rest of the month, but whether I had enough to pay the bill.†). The tone of this story is ironical. The author uses direct (â€Å"But I was flattered, and I was too young to have learned to say no to a woman†; â€Å"I watched the abandoned woman thrust them down her throat†¦Ã¢â‚¬ ) and indirect methods of characterization. The characters are presented through their actions, descriptions of the outward appearance and things that surround the characters. The waiter might be called a minor character. To my mind the woman is smart, gluttonous, selfish, cold, indiscreet. She is a villain who serves a foil to the protagonist. By constantly repeating her ironic expression † I never eat more than one thing † she emphasized the conflict between what she says and what she does. The author – the protagonist, is a poor, kind, honest and sincere man. The author’s style is vivid, clear and emotional. The author uses stylistic devices sparingly. In my opinion there is an external conflict in this story. The theme of this story is appearance against reality. Everything in the  story is not really what it seems to be. The narrator expected to have a little luncheon with a beautiful lady. But it turned to be an expensive meal with an unattractive woman. This woman repeats â€Å"I never eat anything for luncheon†, but eats everything she can. I think that the author’s message â€Å"the appearance is not yet the reality† is very important and relevant today.

Fake Flesh Recipe for Costumes and Decorations

Fake Flesh Recipe for Costumes and Decorations Use common kitchen ingredients to make non-toxic fake flesh or organs for Halloween and scary parties. Its a variation of a common slime recipe and has viscoelastic properties, so youll incorporate science into your decorations. Fake Flesh Ingredients 2 tablespoons corn starch4 teaspoons water2-5 drops red food coloring1/2 teaspoon cocoa mix (with marshmallows or without) How to Make Mix together the cornstarch, food coloring, and water in a bowl.After you have a smooth consistency, mix in the cocoa powder. Its okay if the cocoa forms little clumps (theyll look like blood clots).Use your fingers to press the mixture against the side of the bowl to form shapes. If you use your hands, youll get crumbly edges, so a mold (the bowl) is best for a smooth effect. You may wish to mix in a little more cornstarch or cocoa mix to firm up or darken your organs. Gruesome Tips and Tricks Mix in tiny bits of gelatin if you want a fatty appearance. Drizzle fake blood over the flesh as desired for extra gore. You can stick fake flesh and organs onto objects, clothing, or flesh using syrup or corn starch. The recipe actually tastes okay, so you can eat it for effect! Recipe Variations If you microwave this recipe, youll get rubbery flesh that wont fall apart when you put it in water. If you want a more flavorful flesh, use unsweetened cherry or berry drink mix instead of food coloring and cocoa. You could use the sweetened version, too, but the resulting flesh might be sticky.

11 US Hist 5th6weeks Essay

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The Turk Chess Automaton Hoax and why it was done Research Paper

The Turk Chess Automaton Hoax and why it was done - Research Paper Example Von Kempelen created this machine after attending Maria Theresa’s court, where there was an act of illusion being performed. Von Kempelen promised himself that he would return to the Palace with a creation that would top all of the other illusionists’ acts he had seen. This is exactly what he did. He created a machine with a life-size model of a Turkish man in traditional costume. Its left arm held a long Turkish pipe while the right arm lay on top of a cabinet. Atop this cabinet was the chessboard and the cabinet had three doors, an opening and a drawer, which held a red and white chess set (Standage, 24). The design of the machine was intended to leave observers confused as to how it worked. When opened, it had a variety of gears similar to a clock on one side, while on the other it had a cushion and other brass parts. It was intended that onlookers could see through the machine, which helped to maintain the illusion that von Kempelen was trying to sustain. He further goes on with the presentation with a sliding operator’s seat, which when slid caused the gears of the machine to come into view. This allowed for furthering the illusion, as it kept the operator invisible (Standage, 24-27). To continue the misdirection even further than this, the arm of the Turk could be moved with a lever, opening and closing his hand in suit with the lever’s operation. ... The Turk debuted in 1770, about six months after the illusionists’ acts that von Kempelen had seen in Empress Maria’s court. He always went through an elaborate demonstration of the machine and all of its parts. He would open the doors and drawers and allow audience members to inspect the machine thoroughly. After this, von Kempelen would tell them that the Turk was ready for a game with a willing challenger. The Turk always used the white chess pieces and had the first move. The Turk had some movements that it could make, those being: nodding two times if he threatened his opponent’s queen, three times if he put the king in check. If the Turk’s challenger made an illegal move, the Turk could shake his head, put his opponent’s piece back, and move his own. To continually maintain this illusion even during play, von kempelen would wander around the room during the game and invited the audience to bring magnets, irons and other things to test if the m achine functioned through the use of magnetism or weighting (Standage, 203-204). Another aspect of the Turk’s exhibition was his ability to complete the knight’s tour, a complex and famous chess puzzle. This puzzle required that the player move his knight about the chessboard, landing on each square exactly one time. This was a great phenomenon to even the most experienced players, as most struggled with the knight’s tour but the Turk could complete it easily. The Turk was able to do this because of a pegboard used by the director inside the machine who also had a map of the puzzle, which he could follow (Standage, 203-204). The Turk traveled across Europe as its fame grew. Von Kempelen was more interested in other projects that he had going, thus often lying about the