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Diary of a wimpy kid by Jeff Kinney is Humor. Greg is a 12-year-old kid who loves to get in trouble with his friends, family, and even the people he doesn’t know. He likes to talk about how he is cool and he has “every game in the world” and he’s so good. At the beginning of the book, Greg Heffley talks about how he thinks his life is a reality TV show. He believes his brothers, his parents, and all the other people in his life are just actors and robots. He also tries to come up with a catchphrase and does things to make sure people keep watching. Greg then talks about how his relatives are watching him from heaven.

Greg’s mother, Susan, gave him money to buy books at the school book fair but is disappointed when Greg spends the money on everything except books. She makes him return the things he bought and buy books instead, Greg buys books that she doesn’t approve of. Greg then writes about how his mother is always saying that if he reads and is creative, he’ll discover new talents. Greg continues, ‘That’s a nice idea and all, but every time Mom’s tried to get me to step out of my comfort zone, I’ve fallen flat on my face.’ He then talks about times he tried writing poems and failed an advanced placement test. Greg concludes with ‘I guess EVERY parent thinks their kid is special, even when they’re not.’

Greg and Rowley work on the opening scene and storyboard it, then decide to film what they’ve written. However, after Greg spreads gummy worms in the yard for a scene, he sees the pig eating the gummy worms in the house. Then, Rowley notices a flock of geese in the yard, and the two come up with an idea to scare them off. Greg remembers a wolf mask Rodrick wore while trick-or-treating, and decides to get it from the basement. Down there, Greg accidentally triggers the electronic witch. It startles him and he grabs onto the shelf, which falls down. Rowley sprints out of the house and climbs up a tree, which is when Greg’s dad comes home.

In the conclusion in the diary of a wimpy kid, Greg has to deal with tough choices. As in paragraph 2, he had no choice but to join a special club but he has to learn to live with the decisions his mom or himself makes. From that point on he is pretty much a bad liar and a bad troublemaker throughout the whole story. 

Works Cited

1. Kinney, J. (2007). Diary of a wimpy kid. Amulet Books.
2. Beasley, J. (2010). Humor in children's literature: A psychological perspective. Routledge.
3. Basu, B. (2014). Children's literature: A reader's history, from Aesop to Harry Potter. University of Chicago Press.
4. Jones, D. (2011). The humor of children's literature: A rhetorical analysis. Routledge.
5. Pantaleo, S. (2007). Capturing the laughter: Children's humor and literature. Libraries Unlimited.
6. Nodelman, P. (2008). The hidden adult: Defining children's literature. Johns Hopkins University Press.
7. Stone, L. A. (2013). The magical worlds of Harry Potter: A treasury of myths, legends, and fascinating facts. Penguin.
8. Mead, M. E., & Fernandez, L. (2012). Humor in contemporary junior literature: Changing trends and influences. The Reading Teacher, 66(4), 299-308.
9. Kruse, C. J., & Basu, B. (Eds.). (2018). Children's literature and culture of the first world war. Routledge.
10. Clark, B. P. (2014). The humor of the child in contemporary American literature. In C. Clark, J. Palacios, & L. Martinez (Eds.), A sympathetic understanding of the child: The nineteenth-century child and the contemporary reader (pp. 111-130). Cambridge Scholars Publishing.

Ragged Dick and Benjamin Franklin

The characters Dick Hunter (Ragged Dick) and Benjamin Franklin are alike because they both have strong work ethics and are compassionate, while also different from each other because of their attitude towards learning

One of Benjamin Franklin’s defining characteristics is his work ethic. Someone once commented on how hard Franklin worked in his print shop, saying he “is superior to anything I ever saw… I see him still at work when I go home from the club, and he is at work again before his neighbours are out of bed” (Franklin 59). Franklin knew that hard work led to being successful, and this paid off later in his life when he was able to enjoy his successes. Ragged Dick also understood this, and this is one of the first things we learn about him. After shining shoes in the morning, Dick sits down in a restaurant and orders breakfast for himself. Shortly after, his friend Johnny, also a shoe shiner, joins him. Johnny didn’t have the money to pay for his own breakfast, so Dick decided to treat him. When Dick asks Johnny why he doesn’t have money, Johnny says he can’t afford it, to which Dick replies “well, you might if you tried. I keep my eyes open. That’s the way I get jobs. You’re lazy, that’s what’s the matter” (Alger 9). Dick understood that if he worked hard, he would have more money to spend, and would be better off overall. As a result of the hard work of both Franklin and Dick, these two characters were perceived more positively than they would have otherwise been; Franklin’s paper was rumored to be doomed to fail, and Dick was just one of many homeless boys who shined shoes. By having such strong work ethics and being so diligent, they were able to not only succeed financially, but advance themselves as their lives progressed.

Franklin and Dick both learned what it was like to be successful through hard work, but they also knew what it was like to struggle. For this reason, both of them were compassionate and charitable. They both, in many instances, helped their friends out with either money or work. Franklin’s friend Ralph, who had accompanied him to England, did not bring any money with him, so Franklin would let him borrow money, in one instance saying “I had fifteen pistols, so he borrowed occasionally from me while he was looking out for business” (Franklin 42). Franklin was kind and willing to help out those who were less fortunate than him, and his work ethic allowed him a bit of extra income that he could use on other people. Dick was also willing to help out his friends if they needed it. After learning that Fosdick, Dick’s friend, had no set place to sleep at night, Dick offered to let him stay in his room, telling Fosdick “you must go home with me. I guess my bed will hold two” (Alger 73). Dick had experienced what it was like to sleep on the streets, and he knew that it was uncomfortable and often unsafe. Opening up his room to Fosdick is a perfect example of how compassionate and charitable Dick was. Franklin and Dick were both charitable because they acknowledged that, while they may not be exceptionally fortunate themselves, they were more fortunate than some others, and when they had the opportunity to help someone do something or give/loan them money, they almost always did everything they could to help.

While Franklin and Dick do share a lot of traits and similarities, the two are also unalike in multiple ways. One of the main ways is how they both viewed education and learning. Franklin was enamored with learning, and he aspired to learn new things as often as possible. When learning Italian, Franklin would play chess with his friend, and “the victor in every game should have a right to impose a task, either in parts of the grammar to be got by heart, or in translation, et cetera.” (Franklin 94). This would not only help to hone Franklin’s language skills, but also his logic skills; learning two skills at once was a win-win situation for Franklin. Dick, on the other hand, did not treat learning with the same level of enthusiasm that Franklin had, and this is apparent when Fosdick works with him to become literate. When asked about his prior history with education, Dick tells Fosdick that he had only attended school for two days, and that he would get punished “for indulgin’ in a little harmless amoosement” (Alger 76). Understandably, Dick didn’t see school and learning as vital to his life, whereas Franklin saw it as one of the most crucial aspects of his life. Dick had learned the basics, and it was enough to allow him to do what he needed to do in order to survive. Franklin learned as much as he could through books, pamphlets, and teachers, yet he always wanted to learn more and advance his knowledge.

Ben Franklin and Dick Hunter are similar characters, possessing strong work ethics and innate desires to help people, but they differ in their attitudes towards things like learning and education.

The claim that our universe began, and did not always exist, brings enormous challenges to scientists who do not believe that the universe was created by God.Are scientists part of the Big Bang theory? Yes. In the late 1920s, astronomer Edwin Hubble saw through his telescope that galaxies (a few million light-years away) were rushing off at fantastic speeds. This was not caused by a gravitational pull force. Rather, they kept moving as a result of a primal explosion, all from the same point of origin.

At this point of origin, the entire mass of the universe was compressed into a point of infinite density. This point smaller than a single atom.

Then, in a cosmic explosion. – The Big Bang – the universe came into existence. Steven Weinberg, Nobel Prize in Physics, gives a more detailed description: “At about one hundredth of a second, the shortest time we can talk about with certainty, the temperature of the universe was around a hundred billion (x10 11 ) degrees Celsius.This is even much hotter than in the center of the hottest star, so hot in fact, that none of the components of ordinary matter, molecules, or atoms, or even the nuclei of the atoms, could have stayed together. “

And continues: “The universe was filled with light.”This is strangely parallel to the part where the bible says, “In the beginning God created the heavens and the earth … and God said, ‘Let there be light,’ and there was light.”

It did not arise from the matter, but from a pronouncement. A spoken word. “Be the light.”As for the sacred texts of all major religions, only the Bible describes what scientists have discovered since then: there was an explosion of light and a beginning of our universe … from outside the universe itself. With it came the beginning of space, matter and time. It was a unique starting point for everything. Again and again in the book of Genesis we see the description, “And God said …” followed by “… and so it was.”Instead, our universe could have arisen through the laws of physics, such as gravity, electromagnetism, the speed of light, etc.? No, because those laws did not exist yet. The initial start-up of the universe itself produces the laws of physics and everything started without these laws.The Beginning of the Universe – a Singular BeginningAstrophysicist Robert Jastrow, a self-described agnostic, declared: “The seed of everything that has happened in the Universe was planted in that first instant, every star, every planet and every living thing in the universe came into existence as a result of events that were set in motion at the time of the cosmic explosion, it was literally the moment of Creation … The Universe flashed into being, and we can not know what caused that to happen. “

As has been said, this conclusion is worrisome for atheistic scientists. Having a reaction and not being able to document the cause is disturbing. Since it leaves without foundation any affirmation.Jastrow concludes: “For the scientist who has lived by his faith in the power of reason, the story ends like a nightmare, they have climbed the mountains of ignorance; they are about to conquer the highest peak, while pushing to reach to the final rock, they are received by a group of theologians who have been sitting there for centuries. “

Imagine the relief of these scientists when astronomers Hermann Bondi, Thomas Gold and Fred Hoyle advanced what became known as the “steady state” universe in 1948. Their theory was that the universe was infinite in its age.Therefore, creation or a cause was not necessary.The Universe Principle – Theory of the Stationary State turned out to be falseHowever, in the 1960s, the stationary state theory suffered a devastating blow when two radio engineers at Bell Labs (Arno Penzias and Robert Wilson) discovered a mysterious radiation from space. He also came from all directions.When the temperature of the radiation was measured, its source was confirmed. This radiation does not always exist, or come from a part of the universe. It came from that particular moment, originating in creation.Later, in 1996, NASA’s Cosmic Background Explorer (COBE) satellite also confirmed that background radiation signals an explosive start to the universe.The levels of hydrogen, lithium, deuterium and helium that exist in our universe today also confirm it.Are there scientists who still want to face the implications of the Big Bang theory? Yes. There are scientists who do not feel comfortable living with: (1) an unknown cause or (2) the conclusion that God is the cause. So they opt for a third option.Other attempts to explain the origin of the universeWhat explanation do these scientists give for the beginning of our entire universe, energy, time and space? It will be simply denying the fundamental premise that science is based on everything that begins to exist must have a cause (A reaction must be caused by an action).The physicist Victor Stenger says that the universe can start “without cause” and can “emerge from nothing.”

The philosopher Bertrand Russell adopted this position in a debate about the existence of God. He said: “The universe is simply here, and that is all.”

It is one thing to say that something is eternal, and therefore the “cause” is not necessary. But it is totally different to scientifically observe the beginning of something, the immediate beginning of something, and then try to say that it had no cause.Even David Hume, one of the most skeptical of all philosophers, considers this position so ridiculous. Despite his skepticism, Hume never denied causality. In 1754, Hume wrote: “I have never asserted anything as absurd as a proposition that something may arise without cause.”

The beginning of the world – Science confirmsAny theory that does not have a determining cause, ends up being only a supposition, an effect of chance in the universe, something that goes in total contradiction with the physical laws, and the order that the organisms of the living beings show. Nothing that is the effect of chance has such perfection.Consistent pure scientific findings point to a single conclusion: Believe that the universe had a singular beginning, like an explosion, where everything we know – the universe, time, space, scientific laws we observe – were originated, it is absurd. however, everything had a beginning. If you have ever wanted to believe in God, but you certainly did not want to do so in contradiction to known scientific facts, science offers reasons to believe that God exists and that it was He who created all things powerfully.It is logical to conclude that God, who is from the beginning, eternal and out of time, created time. God who is present everywhere and can not be confined in space, I create space. God, who is spiritual, not physical, and out of matter, is the origin of our universe and all that is. In contradiction to what the Big Bang theory proposes, God who has unimaginable attributes could create the universe in an instant, and with the intelligent order that the universe has today.This is the message that appears repeatedly throughout the Bible.”Lift up your eyes and look to the heavens: Who created all this: Do you not know Have you not heard, The Lord is the eternal God, creator of the ends of the earth”

“… Because he commanded, and they were created.” elevenThe Bible says that God formed the earth to be inhabited, thinking of us from the beginning. He gave people the breath of life, He gave man a brief life on earth with the purpose that I will seek and find him. If we do not get to know him, we have lost the whole purpose of our existence. Who knows better than God, the reason for our being?Do you want to meet the Author of the universe? This is what it promises: “Draw near to God and he will draw near to you.”

If we are going to look for him to know him, God says: “And I will be found by you.”

In fact, he says: “Let the wise man not praise in his wisdom, nor let the valiant glory in his bravery, nor the rich man praise himself in his riches, but let him praise himself in this: in understanding and knowing me “

Keep in mind:
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We have the opportunity to know the God who brought with him the beginning of the universe.

Works Cited

1. Hawking, S. W., & Penrose, R. (1996). The nature of space and time. Princeton University Press.
2. Jastrow, R. (1992). God and the Astronomers. W. W. Norton & Company.
3. Penzias, A. A., & Wilson, R. W. (1965). A measurement of excess antenna temperature at 4080 Mc/s. The Astrophysical Journal, 142, 419.
4. Polkinghorne, J. C. (2002). Faith, science, and understanding. Yale University Press.
5. Stenger, V. J. (2011). The fallacy of fine-tuning: Why the universe is not designed for us. Prometheus Books.
6. Weinberg, S. (2015). The first three minutes: A modern view of the origin of the universe. Basic Books.
7. Carroll, S. M. (2014). The particle at the end of the universe: How the hunt for the Higgs Boson leads us to the edge of a new world. Penguin.
8. Krauss, L. M. (2012). A Universe from Nothing: Why There Is Something Rather than Nothing. Free Press.
9. Russell, B. (1997). The Problems of Philosophy. Oxford University Press.
10. Tipler, F. J. (1994). The physics of immortality: Modern cosmology, God, and the resurrection of the dead. Doubleday.

Table of contents

1. Hoover's Role at the Beginning of the Great Depression
2. Conclusion
3. References

Herbert Clark Hoover lived from August 10, 1874, in West Branch, Iowa to October 20, 1964, in New York. Herbert was the second of 3 children in a family of Quakers who valued honesty, industriousness, and simplicity. His father, Jesse Clark Hoover (1846-80), worked as a blacksmith and farm-implement dealer. His mother, Hulda Minthorn Hoover (1848-84), was a teacher, she is an extremely pious woman who eventually adopted Quakerism. Herbert Hoover, the 31st President of the United States, is often associated with the Great Depression, but it is inaccurate to say that he caused the economic downturn. The main question still remains 'Did Hoover cause the Great Depression?'. The simple answer is - no, he didn't. The Great Depression was a complex and multifaceted event resulting from a combination of various factors, both domestic and international. 

The young Hoover has an ideal childhood till he reached age six when his father died from heart disease and his mother died of pneumonia three years later. Orphaned Hoover was raised by an uncle who lived in Oregon. Herbert grew up with John and Laura Minthorn, his maternal uncle and aunt. Besides his parents’ character and religiosity, the trauma of his early childhood had a significant impact on him, established him as a self-reliance, industriousness, hardworking person. His moral concern for the needy, abandoned, and downtrodden that would characterize him for the rest of his life. David Copperfield was his favorite book. Hoover was shy, sensitive and introverted when he was young. Moreover, he has somewhat suspicious, because of the loss of his parents. He joined Friends Pacific Academy in Newberg, Oregon.

He received average to failing grades in all subjects except math. Determined, nevertheless, to go to the newly established Stanford University in Palo Alto, California, Hoover studied hard and barely passed the university's entrance exam. He did his major in geology along with being the class treasurer as well as managing the school baseball. Hoover worked as a clerk in the while he was at the university in order to pay his tuition fees. He had attained entrepreneurial skills at an early age by starting a laundry service. He became a mining engineer after graduating from the university. He showed exceptional business ethics and within very less time after leaving Stanford he had a personal wealth of 4 million.

Hoover's Role at the Beginning of the Great Depression

Hoover took office in March 1929, just months before the stock market crash that marked the beginning of the Great Depression. While he implemented certain policies and measures to address the economic crisis, the severity and duration of the depression were influenced by a range of structural economic issues and events that were beyond any single individual's control.

Some of the underlying causes of the Great Depression included speculative excesses in the stock market, overproduction and unequal distribution of wealth, agricultural struggles, high tariffs, banking panics, and a global economic downturn. These factors created a fragile economic environment that eventually led to the collapse of the financial markets and widespread economic distress.

Although Hoover's approach to dealing with the Great Depression has been criticized for not providing enough relief or intervention, it is important to note that he did undertake certain initiatives to mitigate the impact of the economic crisis. He supported measures such as public works projects, the creation of the Reconstruction Finance Corporation (RFC) to provide loans to struggling businesses, and efforts to stabilize the banking system. However, these measures were not sufficient to address the magnitude of the crisis and alleviate the suffering experienced by many Americans.

Ultimately, the causes and consequences of the Great Depression were far more complex and systemic than any single individual's actions or policies. It was a culmination of numerous economic, social, and global factors that contributed to the severity and duration of the crisis.

Conclusion

Herbert Hoover was a hardworking, determined from childhood although he faced lots of challenges such as he is orphaned and impoverished. In terms of his communication with his peers, he always considerate and thoughtful. He was overcome the obstacles in his life and never believed in quitting and became the 31st President of America. Furthermore, He remains the important lesson which tried to sort the differences and the problems instead of the person. Throughout his life, he helps to hungry people of Europe at end of Second World War using his own wealth and power. In his pathway of leadership, he is always encouraged feedbacks from everyone, he said that these reviews ease his work. 

References

• Hoover, H., 2013. The Memoirs of Herbert Hoover-The Great Depression, 1929-1941. Read Books Ltd.
• Laing, M. and McCaffrie, B., 2017. The Impossible Leadership Situation? Analyzing Success for Disjunctive Presidents. Presidential Studies Quarterly, 47(2), pp.255-276.
• McElroy, R.W., 2014. Morality and American foreign policy: the role of ethics in international affairs (Vol. 201). Princeton University Press.
• Nash, G.H., 2015. Herbert Hoover and Stanford University. Hoover Press.
• Rappleye, C., 2017. Herbert Hoover in the White House: The Ordeal of the Presidency. Simon and Schuster.
• Walch, T., 2013. Herbert Hoover and Dwight D. Eisenhower: A Documentary History. Springer.

At first thought, this question seems simple enough. After all, Nicolo Machiavelli did more or less write an "autocrat's handbook" when he authored The Prince. In this text, Machiavelli explains how an autocrat rises to power, when an autocrat can best rise to power, and how an autocrat retains power. So going by this, it would seem that Machiavelli is very much a supporter of the autocratic system. In fact, this questions seems to be all but put to rest during the last chapter of The Prince, in which Machiavelli calls for a strong ruler for Italy, and even goes as far to say Italy is primed for such a ruler to take power, as he calls on Lorenzo de' Medici to become prince to save Italy from it's constant invasions.

However, when one begins to look more closely at The Prince, Machiavelli's support for autocracy seems to be much less than one might first think. As early as chapter two, Concerning Hereditary Principalities, Maciavelli's begins to paint the picture that autocratic governance may not be the best from of government. Near the end of the chapter, Machiavelli states that "...one change always leaves the toothing for another" (Machiavelli, The Prince, Ch. 2, p. 2). This could be interpreted as simply stating that any change in governance gives way to later change; however, as he clearly states in the first line of the chapter, he is speaking strictly of principalities so this may well be read as a comment on the instability of autocracy.

The first solid statement which shows that Machiavelli sees the benefits of the republic can be seen in chapter three, Concerning Mixed Principalities. In this chapter, the most revealing statement in support of the republic is very brief, but revealing all the same. In this passage, Machiavelli speaks of the subjugation of newly acquired lands (Ch. 3, p. 2).

Now I say that those dominions which, when acquired, are added to an ancient state by him who acquires them, are either of the same country and language, or they are not. When they are, it is easier to hold them, especially when they have not been accustomed to self-governance...

This last line is incredibly important as it would lead one to believe that a self-governed state (i.e. NOT an autocracy) is more difficult to subdue, and as such, would lead one to believe that it might be more stable than another principality. This can be supported when Machiavelli goes on to say (Ch. 3, p. 2):

...to hold [the newly acquired land] securely it is enough to have destroyed the family of the prince who was ruling them.

This would not be possible in a republic, and this was a fact Machiavelli was very aware of.

The prime chapter to look at when examining Machiavelli's feelings on autocracy vs. republic is chapter five, Concerning the Way to Govern Cities or Principalities. In this chapter, Machiavelli goes on to explain how to rule a conquered republic. He offeres three options for the aspiring autocrat, one, ruin them, two, reside there in person in order to exact control, or three, allow them to continue living under their own laws by setting up a friendly oligarchy within the current system and simply draw tribute. This chapter is very interesting in that it is one of the few times in the book that Machiavelli actually speaks of the republic itself, albeit only briefly. Whilst Machiavelli is only speaking about the republic as a victim of expansion or as a newly acquired territory, he makes no secret that the republic may well be the more stable, and hence better, form of government, as can be seen in the following excerpt (Ch. 5, p. 8).

...when cities or countries are accustomed to live under a prince, and his family exterminated, they, being on the one hand accustomed to obey and on the other hand not having the old prince, cannot agree on making one from amongst themselves, and they do not know how to govern themselves. For this reason they are very slow to take up arms, and a prince can gain them to himself and secure them much more easily. But in republics there is more vitality, greater hatred, and more desire for vengeance, which will never permit them to allow the memory of their former liberty to rest...

This statement alone gives a very good glimpse of Machiavelli's own feelings on the subject of governance. It shows very obviously that Machiavelli feels that republics derive their power in a much more direct way from the people and as such, the people are much more willing to fight for their kingdom. Seeing as Machiavelli sees loyalty and strong military might as signs of stability, it would lead us to believe that Machiavelli, if not preferring republics to autocracies, at very least he had much respect for them and did not see them as less stable.This can be further supported as one goes on to chapter nine, Concerning A Civil Principality. Here, it is clear that Machiavelli prefers a government system based upon the will of the people, as can be seen in the following excerpt (Ch. 9, p.16).

He who obtains sovereignty by the assistance of the nobles maintains himself with more difficulty than he who comes to it by the aid of the people...

Even more so can this be seen a little further into this paragraph (Ch. 9, p. 16).

...One cannot by fair dealing, and without injury to others, satisfy the nobles, but you can satisfy the people, for their object is more righteous than that of the nobles, the latter wishing to oppress, whilst the former only desire not to be oppressed. It is to be added also that a prince can never secure himself against a hostile people, because of their being too many, whilst from the nobles he can secure himself, as they are few in number.

While this does not necessarily show a direct support for the republican system, it does however show a definite change from tradition autocratic ideology. Machiavelli applies the idea of government deriving power from the consent of the governed, a main point in the republic.

The question of whether Machiavelli felt that autocracy was the best form of government, as it turns out, seems to be a definite no. It is apparent that Machiavelli felt that autocracy was a form of government, and albeit he felt it was a good one, if worked properly. However, it would seem by simply analyzing The Prince and how he speaks of the autocratic systems is respect to republics; it would seem that he stresses very well that a republic is just as, if not more, stable than an autocracy, and is a just as good, if not better, form of governance.

* All Cited passages are from The Prince by Nicolo Machiavelli, as translated by W.K. Mariott.

In 1362, Renaissance scholar Giovanni Boccaccio wrote Famous Women, in which he analyzed female characters from Classical texts. Other Italian scholars at the time devoted their efforts to studying male heroes and gods, but Boccaccio brought attention to these women who oftentimes existed solely to benefit the hero as romantic interests or appear as goddesses bestowing wisdom for a few lines before departing. Most notably is his analysis of Dido, the queen of Carthage from The Aeneid. His celebration of the queen, however, becomes instead a rigidly Christian perspective of her behavior in the text as Boccaccio views her through a Christian lens, and his portrayal of a mythological character from Roman loses its accuracy in favor of glorification. Boccaccio’s tone in his interpretation of Dido contradicts The Aeneid through his decision to disregard many of Dido’s actions in order to depict an idealized Christian image of the queen as a martyr of chastity.

In many Classical texts, women are almost never in positions of power, expected to be dutiful and submissive to men. At the beginning of his analysis, it seems as if Boccaccio deviates from that stereotype, beginning with praise of the queen: “O Dido, venerable and eternal model of unsullied womanhood!” (Boccaccio 1). However, Boccaccio does not dwell on her role as queen of Carthage, he instead uses Dido to push a Christian ideal of a woman’s behavior. “If they [Christian women] can, let them mediate upon how you shed your chaste blood - especially women for whom it is a trivial matter to drift into second, third, and even more marriages” (Boccaccio 1). In Boccaccio’s work, Dido is defined in terms of her widowhood. In The Aeneid, Dido is defined by her strength after fleeing from her murderous brother. “A woman leads. They landed at the place where now you see the citadels and high walls of new Carthage rising; and then they bought the land called Byrsa, “The Hide”, after the name of that transaction” (Virgil, 14, 516-520). The transaction refers to Dido’s craftiness as she marks out land for her people, a story Boccaccio does not to mention. Boccaccio does not acknowledge Dido’s skillfulness as queen. He speaks of Dido in abstraction, creating a stereotype of a chaste widow refusing to betray her husband with another man.

Boccaccio’s adherence to the Christian beliefs of a women’s modesty falters against The Aeneid with the relationship of Dido and Aeneas. Aeneas is the catalyst for the queen’s suicide, stirring up Dido’s psychosis with his departure. This relationship is absent from Boccaccio’s description. Aeneas is not mentioned. Boccaccio focuses on Dido’s reputation and how her chastity is an example to other women. He addresses her suicide with a calm tone, revering a martyr: “Rather than marry again, rather than break her holy resolve, she died by her own hand, steadfast in spirit, unshaken in determination” (Boccaccio 1). However, in The Aeneid, Dido’s suicide is far from peaceful. The act has a frantic, chaotic tone with Dido caught up in insanity over the disappearance of the man she has fallen for. “But Dido, desperate, beside herself with awful undertakings, eyes bloodshot and rolling, and her quivering cheeks flecked with stains and pale coming death, now bursts across the inner courtyards of her palace. She mounts in madness that high pyre, unsheathes the Dardan sword, a gift not sought for such an end” (Virgil, 101, 888-895). She is not the image of Boccaccio’s martyr with her flushed cheeks and desperation. Her “holy resolve” (Boccaccio 1) is shattered and she lashes out with a savagery that is very different from Boccaccio’s Dido who goes “to her death for the sake of fleeting reputation”(Boccaccio 1). “Goes to her death” implies an act of peaceful sacrifice in loyalty to her husband. However Dido does not go quietly in the original text bringing about frenzied, vengeful destruction. “‘I shall die unavenged but I shall die…May the savage Dardan drink with his own eyes this fire from the deep and take with him the omen of my death’” (Virgil, 101, 910-913). Her death triggers chaos, not Boccaccio’s reinforcement of chastity. “The blade is foaming with her blood, her hands are bloodstained…Shrieks of women sound through the houses; heavens echo mighty wailings” (Virgil, 101, 915-921)

Dido’s position is unique; she is queen who is equal to the hero, facing great adversity in forging new kingdoms. However ever, successes are short-lived as her passion drives her to suicide over Aeneas. In Famous Women, Giovanni Boccaccio’s views of Dido are completely misconstrued from the original text. He discusses Dido through a narrow Christian perspective, dwelling on her role as a widow not as a powerful queen. He reconceives her suicide as a martyrdom for chastity, as a woman who never falls prey to lust, although Dido’s suicide in The Aeneid occurs for the opposite reason – she stops thinking of her husband, she falls in love Aeneas who has left and is driven mad by her desire to the point of suicide. Boccaccio takes Dido’s insanity and paints over it with a tone of his own beliefs, using Dido as a mythological symbol of Christian ideology all while ignoring the actual context of her actions, reducing her a stereotype of an obedient widow rather than exploring the chaotic tone of her lunacy with the violence she produces with her suicide, caught in the throes of lusting madness.

The process of producing electric dipoles, which are oriented along the field direction, is called polarization in dielectric. Dielectric polarization is also the displacement of charged particles under the action of the external electric field. Hence it is useful is making circuits, capacitors etc.

VARIOUS POLARIZATION PROCESSES:

1. Ionic polarization.
2. Orientational polarization.
3. Electronic polarization.
4. Interfacial/ Space charge polarization.

Ionic Polarization: It is observed when different atoms that comprise a molecule share their electrons asymmetrically, and cause the electron cloud to attract towards the stronger binding atom, the atoms acquire charges of opposite polarity and an external field acting on these net charges will tend to change the equilibrium positions of the atoms themselves, leading to the ionic polarization. The net dipole moment is zero in absence of external electric field. This type of polarization generally occurs in ionic crystals (such as NaCl, KCl, and LiBr).

Orientational Polarization: When an ionic bond is formed between two molecules by the transfer of some valence electrons, a permanent dipole moment will originate in them. This permanent dipole moment is equal to the product of the charges of the transferred valence electrons and the inter-atomic distance between them. In the presence of an electric field E, the molecules carrying a permanent dipole moment will orient to align along the direction of the electric field E. This process is called the dipolar or orientational polarization. This occurs only in dipolar materials possessing permanent dipole moments.

Electronic polarization:

• Arises due to displacement of positively nucleus and negatively charge electrons in opposite direction, when electric field is applied.
• Finally creating a dipole moment in the dielectric material.
• Exhibited by monoatomic gases.
• Proportional to volume of atoms and is independent of temperature.

Interfacial/ Space charge Polarization: It is present in dielectric materials which contain charge carriers that can migrate for some distance through the bulk of the material (via diffusion etc.). Such a distortion appears to an outside observer as an increase in the capacitance of the sample and may be indistinguishable from the real rise of the dielectric permittivity.

In dielectric materials, localized charges (ions and vacancies, or electrons and holes) can hop from one site to another site, which creates the hopping polarization. Similarly the separation of the mobile positive and negative charges under an electric field can produce an interfacial polarization.

Table of contents

1. Introduction
2. Method/Materials
3. Results
4. Discussion
5. Conclusion

Introduction

A healthy lifestyle (diet and activity) improves many basic functions of the human body. It improves cognitive processes, energy levels, even mental health. By recording my diet for three days (Sunday, Monday, and Tuesday), I have decided to do a diet analysis because it will highlight what I need to change in my daily diet and activities to obtain a healthy lifestyle.

I will review the results of my diet and compare it to the Canadian daily recommended value to see what needs to be adjusted. I predict my current lifestyle isn’t healthy and needs to be changed. I believe my diet contains too many calories and not enough nutrients including calcium, water, and vitamin D. I believe my activity levels are low, with my current diet, I feel I should be doing more activities to burn off the excess calories.

Method/Materials

To carry out the diet analysis I needed to record my diet on three consecutive days. Generally one's diet will change from the weekday to the weekend so I recorded one day of the weekend and two weekdays for assurance, as well as a more precise and accurate representation of my diet. I also recorded my activity levels for each day and recorded how long each activity took place. These activities were then inputted into the “Nutrition Calc Plus” software. I then used Nutrition Calc Plus to generate reports from my diet and activities throughout the three days.

Results

Carbohydrates, fats, and proteins are considered macronutrients because the body needs large amounts of these daily. These nutrients are a source of energy for the body (Stephenson, Tammy J. , and Wendy Schiff. Human Nutrition: Science for Healthy Living. )

In the final result, I am eating too many saturated fats (120% of the DRI), this is resulting in many calories derived from these saturated fats (120% of the DRI). I am also eating too much protein (100% of the DRI, 45. 43g when the AMDR is 42. 8g), also resulting in a high calorie intake through these proteins (137% of the DRI). I am also eating too much fat (91% of the DRI, 53. 4 when the AMDR is 45g a day) also resulting in a high calorie amount (126%). My carbohydrate intake exceeds the AMDR by 50. 1g. I am not drinking enough water (30% of the DRI).

Micronutrients are vitamins and minerals. The body needs little of the nutrients to function normally. Micronutrients are not sources of energy (Stephenson, Tammy J. , and Wendy Schiff. Human Nutrition: Science for Healthy Living. )

I am eating too much Vitamin B1 (104% of the DRI), Vitamin C (245% of the DRI), as well as sodium (89% DRI). I am not eating enough Vitamin A (17% DRI), Vitamin D (5% DRI), Vitamin E (21% DRI), Folate (33% DRI), and Calcium (33% DRI).

Discussion

My intake of carbohydrates, fats, and proteins all exceed the AMDR (upper range). I could adjust my diet by reducing my meat intake (sandwich meat, bacon, sausage breakfast sandwiches). Health issues that could develop from a high intake of these macronutrients could be heart disease and type 2 diabetes (Stephenson, Tammy J. , and Wendy Schiff. Human Nutrition: Science for Healthy Living. )

I need to focus on drinking more water as well (will be elaborated on in the next paragraph). Micronutrient My Vitamin D level is low. Health issues that can occur from a low value o fthis vitamin is diabetes, low blood pressure, and osteomalacia (Vitamin D Deficiency. [2017, November 06). I would go about correcting this by eating 3 ounces of salmon daily. This would increase my levels by 3. 7mcg/3 ounces of salmon (baked). My Vitamin C intake levels are too high. This can lead to vomiting, insomnia, abdominal pain, heartburn, and headaches (L. D. , K. Z. (2018, February 08).

Too much vitamin C: Is it harmful?). I could correct this in my diet by not eating so much citric fruits and things that contain them (tomatoes, spaghetti, orange juice). I am going to focus on switching my orange juice for water to stop eating too much citric foods and start increasing my water intake as well (e. g instead on drinking 500ml of orange juice, I will switch it out for 500ml of water).

Activity Levels Due to my diet, the activities I should be doing to maintain my weight is enough to burn off 1. 785 kilocalories. The amount I burn on average daily is 1. 109 kilocalories. I can improve my physical habits by running for 30 minutes a day, this will burn 197 calories. I can also adjust my diet to control the amount of calories going into my body as well as the calories being burned to insure I am burning the proper amount to maintain my weight.

Conclusion

My diet does not support a healthy lifestyle and neither do my activity levels. I am not eating enough nutrients or doing enough exercise, in result it is affecting not only my weight but my mental health, cognitive processes, as well as my energy levels. The data gathered does support my hypothesis but it also adds on to it, not only am I not getting enough vitamin D, calcium, or water, I am not getting enough of other nutrients and I am getting too much of other nutrients.

To adjust my diet I am going to stop eating too much citric foods and I am going to drink more water (e. g. switching orange juice for water). I am also going to reduce my meat intake (to decrease my protein intake). I am going to try to eat more fatty-fish to increase my vitamin D levels (e. g. 3 oz of salmon a day). I am also going to jog for 30 minutes a day to improve my activity levels and maintain my weight. I am going to watch my calorie intake versus the calories I’m burning to insure I am maintaining my weight. These are the adjustments I will make to achieve a healthy lifestyle.

Fiasco Recovery Plans (DRP) is finished enunciation of moves to be made already, in the midst of and after a dangerous event causes loss of availability of Information Systems. Basic target is to give an other dealing with site and return to fundamental site inside an immaterial day and age at whatever point any cataclysm occurs in the information structures. While the Business Continuity Plans (BCP) proposes a more broad approach to manage deal with the modifying of PC systems with all escort programming and relationship with full convenience under a variety of hurting or interfering external conditions that associations look once in a while.

All things considered, the Disaster Recovery Plan (DRP) deals with the recovery of PC systems with all organized programming and relationship with full helpfulness under a collection of hurting or interfering external conditions. In step by step sharpen Business Continuity as often as possible suggests disaster recovery from a business viewpoint, or overseeing direct step by step issues, for instance, a failed plate, failed server or database, possibly a horrendous trades line. Normally implied as the measure of lost time in an application, maybe a mission fundamental application. The BCP should express the crucial components of the business, recognize which structures and systems must be bolstered, and detail what to look like after them. It ought to think about any possible business intrusion. With perils going from advanced ambushes to calamitous occasions to human botch, it is essential for a relationship to have a business movement mean to protect its prosperity and reputation. A fitting BCP reduces the likelihood of a costly power outage

COOP (Continuity of Operations Plan) – the course of action for continuing to cooperate until the point that the moment that the IT establishment can be restored The COOP is the place the proprietor of the business limit will describe how they will continue working together while IT is restoring the systems that crushed. Give watchful thought to (HINT) detailed strategy for manual strategies. The COOP will in like manner join things like movement organizing, contacts with outside specialists, and contact records. Remember in a calamity circumstance, people act differently so when you put some person's phone number down, don't put the work environment number just, in light of the way that the working environment is no longer there. Put an other phone number down and make a point to put the domain code and additionally country code since people will dial what they see and in case you have people in different zone codes, they need to know the full phone number.

Just a smart sidebar on preventive measures like surge protectors, UPSs, support generators, twofold yet disconnect control reinforces, twofold yet separate ISP affiliations. Okay, that is all anybody has to know, you get the photograph. In case you have a server cultivate or just a server room, you need to consider those things which go into supporting the structure to "Keep" interruptions from happening.

Disaster Recovery and Getting Ready Methods

Possibly the most indispensable strategy in raising calamity recovery care is to stay senior organization bolster and financing for DR programs. Observable and once in a while happening underpins from senior organization will help expose issues of and increase enthusiasm for the program.

The accompanying key method is to interface with your (HR) affiliation at the same time. They have the fitness to empower you to deal with and lead care works out, for instance, division briefings and messages on specialist discharge sheets. You can in like manner ask HR to unite briefings on DR and furthermore business intelligibility into new illustrative acknowledgment programs.

Building and Getting Ready Arrangement

Here are additional activities for productive disaster recovery care and getting ready projects:

• Conduct a care and getting ready needs examination.
• Assess existing staff abilities as for parts in DR outlines.
• Establish an advancing care and getting ready program.
• Establish record-keeping of staff getting ready and care works out.

Table of contents

1. What is IELTS?
2. What is TOEFL?
ReadingListeningSpeakingWriting

IELTS & TOEFL are English language prophecy test required by many Nation while entering to pursue higher studies or job. Even though both are aimed to check English fluency, each of them has a different approach, timings, and origin.

Any non-native English speaker from any Country has to go through either IELTS or TOEFL for easy entry of those Nation where English is an official language or one of official languages such as the UK, US, and Australia. So we need to fix some standard for the same as a benchmark based on scores. As a consequence, only IELTS (International English Language Test System) and TOEFL Test of English as a Foreign Language evolved.

Although both tests are accepted by various reputed universities globally, they have some basic difference in question pattern, test duration, and their objectives. Based on the purpose and Nation a student or a job seeker chooses to move, he has to decide the apt test among these two. Both tests mark a standard set by an exam body.

Now Let’s see the differences between IELTS and TOEFL

What is IELTS?

The IELTS is an English language test used for educational, immigration and occupational purposes, and is accepted by over 9,000 institutions across 130 countries globally. This is the test is conducted by the British Council, University of Cambridge ESOL Examinations and IDP Education Australia. IELTS is based on British English and obviously, it is preferred by UK, New Zealand, and Australia.

What is TOEFL?

The TOEFL test aims to test one’s ability to communicate in English particularly in academic, classroom-based settings. It is also accepted by over 8,500 institutions in 130 countries, worldwide including the UK, USA, and Australia, as well as all of the world’s top 100 universities. TOEFL has conducted US organization “The Education Testing Service”, and conducted in American English. So TOEFL is more likely to be favored by American educational Institutions.

Differences between IELTS & TOEFL

Description

Accents

TOEFL: Almost American English accents.

IELTS: Variety of international English accents.

Test Duration

TOEFL: 4 hours

IELTS: 2.45 Hours

Reading

TOEFL: 60–100 minutes (May vary not a fixed one).

Here you have to read 4-6 academic English passages and answer objective questions thereof. Questions test comprehension of the text, main objectives, crucial details, vocabulary, guessing, rhetorical devices, and style.

IELTS: 60 minutes in which candidate has to go through three passages that start easy and get tough. Questions are taken from academic textbooks, newspapers or magazines. There are about 15 different types of questions which IELTS may choose to use. These comprise short answers, objective questions, matching, True or False type questions, completing a summary, locate the information etc.

Listening

TOEFL : Duration: 40-60 minutes Campus conversations & Lectures Take notes 40-60 mins multiple choice The Listening Section presents 2 or 3 longer conversations and 4-6 lectures. The situations are always around things that happen in university life such as a conversation between a teacher and student. All questions are multiple choices and you will be asked you about important details, inferences, tone, and vocabulary.

IELTS : Duration: Around 30 minutes(Approx) The IELTS encompasses four listening sections. The first is a "transactional conversation" in which someone may be applying for something (eg: a driver's license, a library card) or asking for an information. The second section is an informational lecture of some kind. The third section is a conversation in an academic context and the final section would be an academic lecture. Questions might be of below types: complete a summary, fill in a table, multiple-choice, and label a diagram or picture, segregate information into different categories. Answers are first written into a test booklet and then transferred onto an answer sheet later.

Speaking

TOEFL : Duration: 20 minutes. (Approx) You need to sit at a computer, with headphones and a microphone. 6 different university-type questions would be asked and recorded. Your test would be assessed by an examiner on another day, after the test. Two questions will be on familiar topics and ask you to give your opinion and /or describe something familiar to you (eg: your town or your favorite teacher). Two questions would be to summarize information from a text and a conversation – you might be asked your opinion as well. Two questions will request you to summarize information from a short conversation.

IELTS : Duration: 12-15 minutes. The test is recorded. The speaking module may be held on the same or different day from the rest of the test. It is conducted by a trained, live examiner and consists of 3 Parts. Part 1 is a brief introductory conversation followed by some short questions about familiar topics (eg: the interviewer may ask about your hometown, your job, your favorite food, your hobbies, etc). In Part 2, you will be given a card with a topic and a specific question to answer. You will have to speak for 1-2 minutes on this topic. In Part 3, the interviewer will ask you questions related to the question asked in Part 2.

Writing

TOEFL : Duration: 50 minutes. Two questions & answers are typed into a computer. The first question is an ‘Integrated task’ which involves reading a small content (Approx 300 words length) and listening to a 2-minute lecture about the same topic (the listening may support or contradict the reading). Candidate must take notes as you listen. After listening candidate must write a 150 - 225-word answer to a question about what he/she has read and listened to. Candidate will be given 30 minutes to plan, write and edit your essay. The second question is about writing an essay of 300-350 words. The essay must state, explain and support your thinking on a particular issue.

IELTS : Duration: 1 hour Two tasks. Answers are handwritten. For Task 1, the candidate will need to describe information with minimum 150 words and with the support of a graph, table or diagram. For Task 2, you will need to write an argument (Eg: Lack of attention on children by parent increase suicide rates) or discussion (eg: what is life) on a topic. Candidate needs to write 250 words and IELTS suggests spending 40 minutes on the answer.