Thursday, May 31, 2012

classification of flexibility

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Classification of Flexibility

Although often the taxonomies presented are

the result of mixed logics, four different

classification logics can be found (1) horizontal or

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by phases; () Vertical or Hierarchical; () Temporal;

(4) By the object of the variation. Among the mixed

logics, the most common is that which takes into

account both the time and the object of the

variation.Horizontal classification of flexibility

Horizontal classification of flexibility is aimed

at limiting the analysis. It makes reference to the

single manufacturing stages, and , in a wider sense,

to all the phases which constitute the ‘value chain’,

which also include upstream � design and

purchasing; downstream � distribution and

customer service. More simply, one may distinguish

between internal flexibility (product/process design

and production flexibility) and external flexibility

(purchasing and distribution flexibility). The later is

relative to the need to meet the requirements of

customers, whereas the former to the need to meet

them in an efficient manner. Therefore, in Lynch

and Cross’s (11) pyramid, flexibility is in a

central position on its left there is customer

satisfaction, which is an external performance, and

on its right there is productivity, which is an internal

performance. There are also lower-level

performances product quality and delivery

reliability constitute the customer satisfaction;

delivery reliability and short process lead times

improve the flexibility; short process lead times and

process quality and cost influence the productivity.

Vertical classification of flexibility

The vertical (or hierarchical) classification of

flexibility concerns the degree of detail of the analyzed object flexibility may be estimated in

relation to the single resources of a system (micro

level) or to the whole system (macro level).

Gerwin (187) in particular describes four

levels at which flexibility may be analyzed and

measured plant and machine level; production

function and work department level; product or

product line level; global level of the firm.

Mair (14) distinguishes three levels of

flexibility a ‘micro’ level, characterized by the

flexibility of workers, machines and organization; a

level of factory flexibility; a level of flexibility of

the corporation’s network.

On the other hand, Swamidass (188) makes a

distinction between machine-level and plant-level

flexibility the former is exclusively technological,

whereas the latter also takes into account the firm’s

skills, the procedures adapted, managerial systems,

etc.

Temporal classification of flexibility

Zelenovich (18) was the first to consider

short-term or adaptation flexibility as well as

medium-long-term flexibility, which is typically

related to design adequacy. The first complete

classification of flexibility on temporal bases was

given by Merchant (18), who makes a distinction

between

(1) instantaneous flexibility, the ability to

immediately select the most suitable work

center for carrying out the operation

required by the work cycle of a certain

part;

() very short-term flexibility, the ability to

modify the sequence and mix of the parts

produced;

() short-term flexibility, the ability to modify

certain design specification of the parts of

the products;

(4) short-to medium-term flexibility, the

ability of the system to work at the

maximal levels of productivity when

production volumes are varied;

(5) medium-term flexibility, the possibility to

add or eliminate parts from the mix of

parts being produced.

(6) medium-to long-term flexibility, the

possibility to modify the manufacturing

capacity by adding or eliminating work

centers;

(7) long-term flexibility, the possibility to

adapt the system to new types of products or mix of components.

The classification of flexibility on temporal

logic found in literature usually follow the

above-mentioned lines.

Classification of flexibility by the object of

variation

A classification often cited in literature is that

by Browne (184) which, taking into account the

Flexible Manufacturing Systems (FMS), considers

eight different types or dimensions of flexibility

(1) Machine flexibility the ease of change to

process a given set of part types;

() Product flexibility the ability to change to

process new part types;

() Process flexibility the ability to produce a

given set of part types;

(4) Operation flexibility the ability to

interchange ordering of operations on a

part;

(5) Routing flexibility the ability to process a

given set of parts on alternative machines;

(6) Volume flexibility the ability to operate

profitably at varying overall levels;

(7) Expansion flexibility the ability to easily

add capacity and capacity;

(8) Production flexibility the universe of part

types that can be processed.

Classification of flexibility according to more

than one variable (mixed classification)

As previously mentioned, although

classifications of flexibility according to one

variable (phase, level of analysis, time horizon or

the object of the variation) are the most common in

literature, mixed logics are also adopted. The most

common are those which consider both the object of

the variation and time, or both the object of the

variation and level of analysis (vertical logics).

Conclusion

The paper gives a summary of the definition

and classification of flexibility. Based on the firm’s

context and other disciplines separately, three kinds

of explanations of flexibility are induced. Then the

classification of flexibility is discussed. The

classification of flexibility can be generalized from

five aspects horizontal, vertical, temporal, the

object of variation and mixed.

In conclusion, flexibility is a important subject

with complex understandings and many questions,

which require a future effort both of theoretical and

empirical research.

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Medication

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Researching an Award course

- Advanced Diploma of Translating -

Contents

1, Introduction…………………………………P

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, Application process…………………………P4

, Course contents……………………………..P5

4, Course organization………………………...P6

5, Expectation of students’ conduct…………..P7

6, Assessment procedures……………………..P7

7, Possible job prospect………………………..P8

8, Case study……………………………………P8

Interview 1……………………………..P8

Interview ……………………………..P

Interview ……………………………..P

Interview 4……………………………..P

, Conclusion…………………………………...P10

10, Reference list……………………………….P11

1, Introduction

Development of communication technology allows people to communicate with people easily in other countries. However, there are still large barriers in verbal communication. Consequently, translation plays an important role in daily life. The demand for translation is increasing in business scenes.

This report is a description of the Advanced Diploma of Translating course at Adelaide Institute of TAFE. It mentions specifications of contents, organization, case studies, and other information. The aim of this course is to train to professional standard translator as required by NAATI (Australia National Accreditation) level. The qualification of translating is useful for students to the future career plan and to expand the work range. (Refer to appendix 6)



, Application Process

The application process for students is simple. There are two entry requirement alternatives, which are described.

The application process (Advanced Diploma of Translating)



(Refer to appendix 7)

In this course, all applicants must have appropriate language proficiency in English and LOTE (Language other than English). For international students, there are also two alternatives. One of the ways to enter this course is following the Diploma of Interpreting course. Direct application is enable to students who have IELTS score 6.5. This course is provided for Mandarin and Japanese.

The language level of entry requirement is very high in this course. It indicates that translating needs extremely high language skills. (Refer to appendix 6)

, Course contents

In order to train the students for NAATI level translator, the course contents focus as written below.

• Research skills; to translate accurately and efficiently

• Comprehending of cultural relevance, the translation of cultural meaning and the role of the translator.

• Understanding of the context, purpose, intentional of text and language structure (English/LOTE).

• Recognition of different style and registers; manipulation of text.

• Use an issues of Machine �aided translating

• Computer knowledge and computing skills

• Basic business skills (Invoicing, basic record keeping and accounting, etc)

(Refer to appendix 6)

As written above, the course contents comprehend all necessary skills and knowledge for translator and also focus basic office work skills such as computing skills and business skills. The knowledge of culture and society framework about Australia and LOTE countries is necessary to accurate translating. Moreover students can learn translation from many aspects. Wide range of topics and subjects will be helpful to students for future work environments. (Refer to appendix 6)

Extra information

Usually the topics are from newspaper, magazine, and Internet article.

4, Course organization

The length of this course is one-year full time and total learning hours are 400 hours. The course modules and detail of learning hours are as written below.

Course Module Hours

Language consolidation for Translators (English/LOTE) 0/0

Ethics and professional Practice of Translating 4

Translating Theory 0

Contextual Studies for Translators (English/LOTE) 5/5

Translating Practice (English/LOTE) 5/5

Use of Technology in the Workplace 4

Business Administration (Intro) 4

Translation Practicum 108

Total 400

(Refer to appendix 6)

The classes consist of mainly by lectures, with some workshop and presentations. Usually there are no fieldworks or excursions in this course. The class are hold at three days in a week.

• Time table Monday 00am � 00pm

Wednesday 1000am � 100noon

Thursday 500pm � 00pm

(Refer to appendix 4, )

Extra information

Basically translating study is individual work, but in some workshops, they translate the same articles and compare the work with each other.

5, Expectations concerning students’ conduct

Expectations of students’ conducts are as written below.

• Academic honesty

Student should note the copyrights and have to avoid any academic

dishonesty such as plagiarism.

• Other reasonable expectations (e.g. attendance, punctuality)

The students who study in this course need both reasonable expectations and substantial self-study. (Refer to appendix , 8)

6, Assessment Procedures

Students must obtain a score of 70% in at least one direction (English to LOTE/ LOTE to English) to receive the Advanced Diploma of Translating. The assessment may include

• Written assessment (written assignment, case studies, etc)

It focuses on practical skills and theoretical knowledge of translating.

Translation assignment (English to LOTE, LOTE to English) 400-600 word.

(Assignment topics are usually newspaper, magazine, and Internet article.)

• Oral assessment (presentations, demonstrations, etc)

It focuses on computing skills rather than translating skills.

(Refer to appendix ,6)

In translating skills, accuracy is essential and moreover efficient writing is necessary. Therefore it is very hard to obtain the score of 70% but if students do obtain this score, they will receive NAATI as professional Translator. (Refer to appendix 4)

7, Possible job prospect

The demand for translators is increasing in global business scene. The prospective jobs are similar to Australia and LOTE countries as written below.

• Free-lance translator

• Work for company as a translator

• Work for public institution (e.g. hospital, etc) as a translator

Owing to Internet progress, jobs for translators are increasing so that there will be many business possibilities for translators.

8, Case study

The interviews were done for current award course students in the process of this research as written below. (Refer to appendix 1-5)

Interview 1

Student name Cocoa (HK Chinese) IELTS 6.5 and passed the entry exam.

She said that a talent of writing is very important for translating but it is hard to obtain even course contents are sufficient. Therefore, reading various kinds of articles is important to study skilful writing and to obtain extensive knowledge and vocabulary. (Refer to appendix )

Interview

Student name Toshi (Japanese) IELTS 6.5 and passed the entry exam.

In his case, he found difficulty in Japanese phrase rather than English. He realized the complexity of Japanese. He said the course contents are more than his expectation. But he still needs substantial self-study in both English and Japanese writing. He thought that one of the features of the translating is the need for native language skills. (Refer to appendix )

Interview

Student name Yu (Japanese) IELTS 6.5 and passed the entry exam.

She said technical words are very difficult both English and Japanese. The course contents are very practical and useful but extra extensive knowledge and vocabulary are necessary for accurate translating.

In her opinion, the way to study translating depends on the each person’s purpose and preparation. This course needs substantial self-study therefore preparation is important. (Refer to appendix 4)

Interview 4

Student name Zhou (Chinese) IELTS 7.0 and passed the entry exam.

She graduated the University of South Australia, and then NAATI office informed her about this course. She said that skilful writing is really difficult even Chinese, therefore writing exercises are essential especially to obtain NAATI. She also said, “International affairs and politics affairs knowledge is important for translating.”(Refer to appendix 5)





Comprehension of English writing ids of course very important, but capability of translating is depends on native language writing skills.



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Teenage Suicide

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Teenage Suicide

I will explain how each year, thousands of youth die, not from cancer

or car accidents, but by their own hands. In 16, more teenagers and young

adults died of suicide than from heart disease, cancer, AIDS, birth defects,

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stroke, pneumonia, influenza, and chronic lung disease combined (1). The

younger generation seems to be turning to suicide as a desperate solution to

problems and feelings that may seem to be unsolvable.

Unfortunately, teen suicide is not a rare event. According to the U.S.

Centers for Disease Control and Prevention (CDC), suicide is the third

leading cause of death for those ages 15 to 4 years in the United States, and

the second leading cause of death among college students (). Suicide rates

are even on the rise for younger adolescents as well. Evidence also indicates

that for every suicide there are 50 to 100 attempts of suicide ().

While the reasons that teens commit suicide vary, there are some

common situations and circumstances that may provoke suicidal thoughts

and suicide in some youths. These include major disappointment, rejection,

failure, or loss, such as breaking up with a girlfriend or boyfriend, or failing

a big exam. In addition, today’s society offers a series of environmental

stresses such as divorce, single parent homes, blended families, poverty,

negative peer pressure, as well as increased exposure to violence and illicit

drugs (). However, these events alone do not produce suicidal behavior.

The overwhelming majority of those who commit suicide have a

mental or substance-related disorder. Depression, for example, not only

produces low mood, low energy and decreased interest in events but also

interferes with thinking and coping (). Someone who is depressed is unable

to see that life can turn around, and unable to recognize that suicide is a

permanent solution to a temporary problem.

Gender differences affect the means teens use to commit suicide.

Girls, who are about twice as likely to commit suicide as boys, tend to

overdose on drugs or cut themselves. Boys, who commit suicide more often

than girls, use firearms, hanging, or jumping more frequently. They tend to

choose more sudden and lethal methods. Boys are three or four times more

likely to succeed in their attempts than girls ().

The risk of suicide increases dramatically when kids and teens have

access to firearms at home. Nearly 60% of all suicides in the United States

are committed with a gun (1). That is why it is very important that any gun

kept in a home be unloaded, locked, and kept out of reach of children and

adolescents. Ammunition should be stored and locked apart from the gun,

and the keys for both should be kept in different locations away from kids.

Some warning signs for teen suicide include the following (1)

• withdraws from family and friends

• shows an inability to concentrate

• sleeps too much or too little

• talks of suicide

• has dramatic changes in personal appearance

• loses interest in favorite activities

• exhibits self-destructive behavior (such as reckless driving, drug

abuse, or promiscuity

• seems preoccupied with death

• gives away favorite possessions

In conclusion, the teenage years are a period of turmoil for just about

everyone. It is the time of learning new social roles, developing new

relationships, getting use to body changes, and making future

decisions. A teen with an adequate support network family, friends, religious

affiliations, peer groups, and extracurricular activities may have an outlet to

deal with these frustrations. A teen without an adequate support network,

however, may feel disconnected and alone. It is these teens who are at

increased risk for suicide.



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Anaheim Angels

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Darin Erstad is now a major league baseball player and star who plays baseball for the 00 world champion Anaheim Angels. He went to the University of Nebraska, and was also a punter and kicker for the Cornhuskers. Darin was the first overall pick in the 15 draft. In 000, his career year, he batted .5 with 5 homers and 100 RBIs. In 001, he was on a holographic card for the MLB Showdown Set.

Jim Edmonds was a one time Angel, but traded in 1 to the St. Louis Cardinals for Releif Pitcher Kent Bottenfeild, and a highly heralded second baseman/shortstop. Edmonds is famous for his catch diving completely backward to the warning track.

Garret Anderson is now the starting left feilder on the Angels. He won the 00 Home Run Derby, overcoming the Triple Crown threat Albert Pujols. Along with that feat, he also was the All Star Game MVP, going three for four with a single, a double, and a Home Run. He has hit a record 117 doubles over the last two years, a major league record.

Tim Salmon is the all time Home Run King of the Anaheim Angels. With over 50 Homers under his belt, he is still the starting right fielder although he is 5 years old.

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Adam Kennedy, the second baseman acquired for Jim Edmonds, is best known for his game heroics by hitting home runs. He had a total of twelve homers throughout the season, and never had hit three in a game before.

Troy Percival is the current closer for the Angels. He had an Amazing 45 saves in 001, but was hampered by injuries in 00, but still had a respectable 8 saves.

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LIBERTY

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In the first act of the play, Lear plainly sees himself as a good king reigning over a country that is prosperous and at peace with its neighbors and using the marriage of his daughter Cordelia to enlarge his nations foreign alliances. Yet Lear is blind long before he reaches the status of unaccomodated man raging on the heath. He fails to take counsel from the loyal Kent, and he fails to realize that the relinquishment of his throne will necessarily entail a reduction in the privileges he enjoys. Indeed, Lear appears to want things both ways he wishes to unburden himself of the responsibilities of kingship while retaining the power of a king, at least insofar as his personal circumstances are concerned. Worst of all in the eyes of Shakespeares audiences, Lear divides his own kingdom, thereby creating the conditions for civil war. Lear thinks of himself as a good king, but he is not.

ENOTES

http//www.allshakespeare.com/kl.php?id=7

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King Lear Is Lear a good father?

From the standpoint of his role as the father of three daughters, Lears division of his kingdom into three equal parts seems fair. Yet, as noted in Q&A #1, this division is actually a recipe for discord. What strikes us though is how little insight Lear has into the basic character of his daughters. Having lived with Goneril and Regan for two decades or more, Lear is completely unaware of their capacity for deceit; he seems genuinely shocked when they begin to undermine his status as regent emeritus. By the same token, Lears dismissal of Cordelia as an ingrate stands in sharp contrast with her actual character as his only honest progeny. On this count too, Lears view of himself as an ideal father does not square with his lack of insight into the respective characters of his daughters

King Lear Does Edmund have legitimate cause for complaint?

The bastard Edmund is even more villainous than Lears unfaithful daughters. They exploit the circumstances that Lear creates; Edmund creates the circumstances that cause the break between Gloucester and his legitimate son Edgar. Nevertheless, Edmund does have some cause for complaint. Not only is he the product of his fathers licentious behavior, Gloucester maligns Edmunds character. But Shakespeare assigns so many evil tasks to Edmund that the validity of his complaint against Gloucester is negated. Once Edgar has fled, Edmund moves to get rid of his father as well so that he can inherit Gloucesters estate in short order. Kent is sorely mistreated by Edmund, but above all, it is Edmund who arranges the death of the innocent Cordelia. Edmunds last minute effort to redeem himself fails. His status as a bastard provides Edmund with a cause for discontent, but his actions go well beyond the redress of any legitimate complaint.

King Lear Why did Shakespeare insert the conflict between Goneril and Regan over Edmund?

In the last scene of the play, Goneril confesses to poisoning her sister Regan and then commits suicide herself. The crux of the conflict begins in Act IV, when a love affair emerges between Goneril and Edmund. At the same time, upon learning of the death of her brother-in-law Cornwall, Goneril immediately suspects that the widowed Regan will try to supplant her as Edmunds lover. In the first scene of Act V, Gonerils jealousy leads her to exclaim that she would rather lose the battle at hand than see her sister get Edmund. The insertion of this odd love triangle into the plot of King Lear is intended to intensify the animal-like viciousness of the two women. Their cooperative endeavor against their father and Cordelia is a matter of sheer expediency. In the end, Goneril and Regan are so irredeemably evil that they cannot keep their unholy alliance together. Neither displays true passion for Edmund, each would rather deny satisfaction to the other than to realize a perverse love affair with the bastard.



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Thursday, May 17, 2012

Censorship of Pornography

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The question of censoring pornography has been a long debated one. To answer this question one must fully comprehend the definition. The Random House Dictionary of the English Language defines pornography as “obscene literature, art or photography especially that of having little or no artistic merit” (“Pornography”). Does it demean those in society, and if it does who and how? Are women the only ones targeted? David Ward tries to put this in perspective.


Women are not the only group that pornography degrades. Homosexuals, blacks, Jews and other minority groups are also focused on (Gould & Mulvaney, 41). Is degrading material of just women more harmful to women or society than degrading materials of minorities set by race, ethnicity, religion or sex orientation? If any group is depicted as softer than the rest of society then it effects that group and society. This is not just held for women only. Some say homosexuality is wicked. This is taking homosexuals, as a group, and separating them from society as a whole. By suggesting that women need censorship and other laws of protection, Longino suggests that women are weaker then other groups.


Men are also depicted by society because of pornography. They are thought of to be the brutes. It is believed that men think of women as sex objects and in turn women should then think they should this. This is what society has accepted and women should be what men want them to because they are thought to be inferior. That it is not wrong if men abuse women in any way by rape or other sexual acts. Do they want women for just their body, instead of mind? This is the controversy that pornography brings. In pornography men are seen as the dominant ones. Often dominant in ways cruel or corrupt towards their sexual partners. This depiction of men sets false examples of how men are or can be. In this way men are discriminated against because they are the ones acting out the violence pornography displays.


Even though men are said to be the ones who are dominant, the roles can be reversed. Women can also be the ones who take control. They can be the one who thinks of the man as an object. They can be the one who thinks of sex as an act of violence instead of intimacy. This is argued that even though women can take the place of men, it doesn’t have the same outcomes. Ward explains this by saying the things that would degrade women might not be degrading to men because there are different effects. He backs this up by adding the idea that “only whites can be racists” because the other groups lack the power that the whites have over them to act upon this “racial hostility” (Gould & Mulvaney, 44).


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As a result of women or men being thought of as sexual, instead of intimate, there is a thought that there is a link between pornography and sexual crimes. “Children see, children do” (Unknown) is a common saying, which helps identify they fact that what is seen or heard continuously is eventually accepted, by human nature. If pornography is not censored then the violence depicted in it can and will be acted upon.





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Wednesday, May 16, 2012

World Wars

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At the end of WWI, the defeated Germans and their allies were forced to sign the Treaty of Versailles. This treaty, which imposed harsh reparatory fees on the defeated nations and crippled their economies, but also gave rise to the League of Nations, was never signed by the United States. When Hitler took power in Germany, he repeatedly violated the treaty, but since the countries of Europe were so devastated from World War I, the League chose to practice appeasement instead of stopping the tyrannical ruler in power. Eventually, after a period of appeasement, the aspirations of the German and Japanese rulers became too great, and WWII started. The United States, which tried to remain neutral, got dragged into the war due to a number of reasons, one of which was the bombing at Pearl Harbor by the Japanese. The United States quickly went to work on a new weapon of mass destruction in the Manhattan Project. By the time an atomic bomb had been successfully detonated in Alamogordo, the war in Europe was coming to a close. The only opposition left was the Japanese Army and the ideological conflicts with the Soviet Union. When the U.S. dropped atomic bombs on Hiroshima and Nagasaki in 145, numerous reasons, such as saving American lives and ending the war quickly were involved in the decision.


One widely accepted reason for dropping the atomic bomb was to save the thousands, or millions, of American lives that would be lost in the coming invasion of Japan. It was seen that while trying to take over Iwo Jima, a small, five-square-mile, area, that 6,000 marines were killed in battle. This led the American Army to believe that the Japanese would fight until the last man. Because of this ideology, Americans believed that a full-scale invasion would cost at least a million lives (Document A). President Truman officially decided to use the bomb because he thought it would save thousands of lives, and his idea was supported by many military advisors and scientists (Documents G and H). Although the bombs killed almost 100,000 Japanese, many of them civilians, it saved at least ten times as many American lives and stopped the necessity for five-million Japanese soldiers to go into battle.


Another reason America wanted to drop the atomic bomb was to end the war quickly, and not to have the allied armies get involved. Should Truman have decided not to drop the bomb, it would have taken at least another six months to defeat the already collapsing Japan (Document B and F). Also, agreements with the Soviet government earlier would require that the Red Army get involved in the war as well (Document D). Soviet involvement on the Japanese front could have lead to negotiating problems after the war was over, and so the U.S. wanted to end the war quickly to avoid post-war negotiations (Document C). Pressure from men such as Eisenhower and Winston Churchill to end the war quickly eventually led the United States sending out an ultimatum to Japan. When Japan didn’t surrender, America had no choice but to drop the atomic bomb on Japan.


Although it is widely accepted that Truman dropped the bomb to save time and save lives, speculation about the Cold War that ensued led some historians to believe that the U.S. dropped the bomb to display its military capabilities to the Soviet Union. Alpurez argues that the United States was afraid that the Soviet Union were trying to incite revolution in the countries of Europe and dropped the atomic bomb as an ultimatum to Stalin. Anti-Soviet feelings had already began to arise due to the ideological differences between the two superpowers. The new Secretary of State, James Byrnes, felt that Russian influence would spread in Europe and that dropping the bombs would keep them in check (Document F). Harry Truman, the president at the time, also saw Communism as a threat to democracy and the free world. Because of the heightened feelings of distrust for the Russians, many historians have previously thought that the decision to drop the bomb was a tactical measure to scare the Soviet Union.


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After the dropping of the bombs on Hiroshima and Nagasaki, the war with Japan promptly ended in unconditional surrender. However, after the war, the United States and Russia were the only two superpowers. Diplomatic relations between the two countries slowly degenerated into a Cold War. Both countries were in competition to have the larger army and to have more of the world behind them. The ideological differences between the two powers had manifested itself in a competition that imperiled the entire globe. The conflict between Communism and Capitalism became very real, and the only thing that kept the two powers from destroying each other was the idea of Mutually Assured Destruction. This conflict of ideas began brewing back in the time of WWII and the conquest of Japan.





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Tuesday, May 15, 2012

Dell Computers, a New Future

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A coming of age for the planet continues on as the digital world develops into the norm. Children, adults and the elderly all make use of machinery originally used for government and business. The importance of the latest technology is a critical element for any user in today’s society; where modern conveniences help the lives of all people. Dell Corporation has made a commitment, “Dell is building its technology, its business and its communities through direct relationships with our customers, our employees and our neighbors “(Dell 1). This proclamation basically displays how Dell brings a sense of value to all people and by utilizing the latest technology they transport the notion of a digital world into any setting. From educational institutions to business and back to the home world, Dell indeed focuses its efforts to creating technology for virtually everyone on earth.


The schools of tomorrow without a doubt are developing into the schools of today. Many schools equipped with computers and accesses to the internet have certainly made an impact on education itself. Yet Dell brings a little bit of the future now with the introduction of an innovative educational network that is used in Dell standards-based servers. This type of new technology referred to as an OpenManage Server Administrator allows customers to easily manage individual servers from virtually any location. The server provides an important administrative solution for managing Power Edge servers. Storage and wireless networking give students access to the software applications, projects and information on a school district’s network. This notion that high school students and teachers all across the district can make use of technology can only lead to prominence. School officials indicate, since the installation of an innovative school network, students in the Beacon City New York School District have shown improved test scores, attendance and overall pride in their schools. The network is the result of an alliance between the Beacon City School District and Dell. “Technology has had a tremendously positive impact on our school district, and since installing our new educational network...the kids are proud of their schools because they have the latest technology and because the technology is Dell”(DiCesare 1). To cause that sort of an effect truly is reward in itself. Dell certainly receives high marks in this area; however they indeed excel at making businesses more successful as well.


Businesses can only go so far before a realization is made that any chance to cut expenses and more importantly upgrade efficiency embodies a viable solution. As the PC platform continues to evolve, many enterprises plan on phasing out the diskette drive. Ford Motor Company has recently been upgrading their systems to increase efficiency and productivity. Dell and Ford worked closely to resolve the technical challenges. Probably the most prevalent gain and use of Dell’s newest technology stems from the removal and acquisition of all floppy drives from their workstations and use Dell Memory Keys instead. A memory key is just a small device with a USB output and acts as a mini storage device. With these keys the transfer of larger files are accomplished without the need for a floppy drive. Therefore this capability enables companies such as Ford Motor Company and their IT managers to transition from obsolete devices to smart devices that require modest computing experience. On a more recent note, Dell announced an agreement with T-mobile that will make for easy admission for Dell’s notebook computer customers to get high-speed wireless internet for an affordable price. At such places where hotspots of the internet are located, a consumer can log on the internet from places outside the confines of their home or office. This type of technology presents an outlet for Dell with T-Mobile to revolutionize how people stay in touch and conduct business through the internet. As indicated by the General Manager of T-Mobile, “Dell’s promotion of T-Mobile Hotspot clearly demonstrates how quickly Wi-Fi is becoming a technology mainstay for wireless broadband connectivity in places where people already go”(Sims 1). Wireless internet access is just another of Dell’s contributions to the creation of a global union of all people; including the normal consumer.


Personal computers represent the most important digital product in the home. Average consumers desire a strong change to ensure they also receive the best in what the latest technologies offer. Dell claims that the company already is taking steps to give the normal everyday user what businesses and the government now enjoy, which is to simplify, enrich and most importantly lower the cost of the networked home computing experience. By driving industry standards for consumer technologies and services that are easy to deploy, this leads to the move for home end users to shop more efficiently and with less anxiety. Consumers want to connect their computer, home networks and consumer electronics under an open, standards-based manner. As with personal computing, high-performance workstations, server computing, services, storage, and the data center, standardization is inevitable. With standardization comes another certainty; customers always win through lower costs and freedom from proprietary products at unreasonable prices. Dell currently offers thousands of consumer technology products through its catalog and online, ranging from digital camera and MP players to TiVo digital video recorders and wireless access points. Dell publicized the introduction of its own line of printers, the Axim X5 handheld computer, and redesigned a wireless-ready Inspiron notebook. Dell’s primary goal in its push to standardize consumer electronics will focus on the company’s product development efforts, as well as direct involvement with industry groups into developing digital rights technology, media format and network connectivity standards for the digital home of the near future. Mr. Dell commented, “That it would be the development and emergence of an IP-based digital home network that will allow for devices to talk to each other, share information, and make customers’ lives easier” (Dell ). Approximately 85 percent of all Dell’s sales are to businesses and government, yet for Dell to represent the home user as a center focal point now near future definitely demonstrates their willingness to unite all people with the desire for a digital environment.


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Dell Corporation justly embodies an organization whose purpose and commitment to unite all facets of computer technology to all types of users really makes them a leader. There focus on the development and use of the latest technology allows them access and control over the computer industry as a whole. With this type of clout the future of computer technology and all the advances there in seem boundless.





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japan in ww2

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Prior to the 0th century Japan was basically a self-contained, independent nation with little international ties. Japan, a great power since it defeated Russia in the 105 Russo-Japanese War, was engulfed by sever economic depression. The Japanese economy and its people had suffered greatly through the Great Depression and began to sympathise with countries such as Germany and Italy who suffered greatly also. Like Germany and Italy, Japan replaced a parliamentary system with a fascist one under General Hideki Tojo and Emperor Hirohito, the figurehead ruler of Japan to whom all swore absolute allegiance. During the 10s, the Japanese military established almost complete control over the government as it was seen as inadequate because it could not alleviate the stress of the Depression. Many political enemies were assassinated, and communists persecuted. Indoctrination and censorship in education and media were intensified. Navy and army officers soon occupied most of the important offices, including the one of the prime minister. Bent on expansion, Japan saw the raw materials of the Chinese province of Manchuria to be essential to recovering from the effects of the Depression and an aid to successfully complete its plan of expansion through the pacific. Japan followed the example of Western nations and forced China into unequal economical and political treaties. In 11, after assuming control over Korea, Japan invaded Manchuria, it set up a puppet state, known as Manchukuo, in 1. When the League of Nations refused to recognize the new state, Japan simply withdrew from the League. By 17, Japan was waging an undeclared war in China, taking cities up and down the Chinese coast and slaughtering hundreds of thousands of Chinese. According to eastern accounts, World War II began in 11. Japan was able to take over many Asian nations as well as Pacific Island nations fairly easily not only because Japan may have had the greatest navy in the world, but it also had the most clever propaganda policy. The Great East Asia Co-Prosperity Sphere, though eventually exposed as a hollow promise of freedom, allowed the Japanese greater freedom when assuming control of the regions in Southeast Asia it needed for rubber, oil, and other raw materials. To Tokyo, Southeast Asia only meant raw materials and the tools of war, a partial explanation for the incredible atrocities inflicted upon these peoples by their Japanese overlords. The Japanese planed to create a domino effect throughout the Pacific Islands and the mainland of Asia by taking the individual nations one at a time or in small groups to establish itself an empire which would be world central because it stretched as far as the international-date-line to the west coast of the United States. With so many military bases and room to spread and travel Japan thought it could establish an empire too great in terms of the shear amount of space it occupied, that none would dare challenge it. By 16, the Japanese Empire included the islands of Japan, the Korean peninsula, and Manchukuo. Since 11, Tokyo had worked to extend itself throughout China; however, after initial success, the Japanese found themselves bogged down in a stalemated war on the Chinese mainland. Still, Japanese expansionist aims went far beyond China. It was their destiny, they believed, to be master of all Asia and the Pacific Ocean.


When war broke out in Europe in September 1, the Japanese, despite a series of victorious battles, had still not brought their war in China to an end on the one hand, the Japanese strategists had made no plans to cope with the guerrilla warfare pursued by the Chinese; on the other, the Japanese commanders in the field often disregarded the orders of the supreme command at the Imperial headquarters and occupied more Chinese territory than they had been ordered to take. ( Jool, J., 168) Half of the Japanese Army was thus still tied down in China when the commitment of Great Britain and France to war against Germany opened up the prospect of wider conquests for Japan in Southeast Asia and in the Pacific. Japans military ventures in China, were consequently restricted rather more severely by choice. ( James, D., 15)The island Archipelago of the Dutch East Indies (now Indonesia) along with French Indochina and British-held Malaya contained raw materials (tin, rubber, petroleum) that were essential to Japans industrial economy, and if Japan could seize these regions and incorporate them into its empire, it could make itself virtually self-sufficient economically and thus become the dominant power in the Pacific Ocean. The United States uttered its first protest against War in the Pacific when Japanese troops entered northern Indochina in September 140. Germany and Italy, by contrast, recognized Japan as the leading power in the Far East by concluding with it the Tripartite, or Axis, Pact of Sept. 7, 140 negotiated by Japanese foreign minister Matsuoka Yosuke, the pact pledged its signatories to come to one anothers help in the event of an attack by a power not already engaged in war. ( Reese, M., 171, p. 1) Japan also concluded a neutrality pact with the U.S.S.R. on April 1, 141. On July , 141, the Imperial Conference decided to press the Japanese advance southward even at the risk of war with Great Britain and the United States. It was considered more important to risk war with more than one enemy at a time than to give up its quest for domination of the Pacific region. The United States reacted vigorously, not only freezing Japanese assets under U.S. control but also imposing an embargo on supplies of oil to Japan. Dismay at the embargo drove the Japanese naval command, which had hitherto been more moderate than the army, into collusion with the armys extremism. ( Harris, N., 16) When negotiations with the Dutch of Indonesia for an alternative supply of oil produced no satisfaction, the Imperial Conference on September 6, at the high commands insistence, decided that war must be undertaken against the United States and Great Britain unless an understanding with the United States could be reached within a few weeks time. General Tojo Hideki, who succeeded Konoe as premier of Japan in mid-October 141, continued the already desperate talks. The United States, however, persisted in making demands that Japan could not concede renunciation of the Tripartite Pact (which would have left Japan diplomatically isolated); the withdrawal of Japanese troops from China and from Southeast Asia (a humiliating retreat from an overt commitment of four years standing); and an open-door regime for trade in China. When Cordell Hull, the U.S. secretary of state, on Nov. 6, 141, sent an abrupt note to the Japanese bluntly requiring them to evacuate China and Indochina and to recognize no Chinese regime other than that of Chiang Kai-shek, the Japanese could see no point in continuing the talks.


The evolving Japanese military strategy was based on the peculiar geography of the Pacific Ocean and on the relative weakness and the non-preparedness of the Allied military presence in that ocean. The western half of the Pacific is dotted with many islands, large and small, while the eastern half of the ocean is, with the exception of the Hawaiian Islands, almost devoid of landmasses (and hence of usable bases). ( James, D., 15) The British, French, American, and Dutch military forces in the entire Pacific region west of Hawaii amounted to only about 50,000 troops, most of them lacking combat experience and being of disparate nationalities. Allied air power in the Pacific was weak and consisted mostly of obsolete planes. If the Japanese, with their large, well-equipped armies that had been battle-hardened in China, could quickly launch coordinated attacks from their existing bases on certain Japanese-mandated Pacific islands, on Formosa (Taiwan), and from Japan itself, they could overwhelm the Allied forces, overrun the entire western Pacific Ocean as well as Southeast Asia, and then develop those areas resources to their own military-industrial advantage. If successful in their campaigns, the Japanese planned to establish a strongly fortified defensive perimeter extending from Burma in the west to the southern rim of the Dutch East Indies and northern New Guinea in the south and sweeping around to the Gilbert and Marshall islands in the southeast and east. (James, D., 15) The Japanese believed that any American and British counteroffensives against this perimeter could be repelled, after which those nations would eventually seek a negotiated peace that would allow Japan to keep her newly won empire.


On Sunday, Dec. 7, 141, a total of about 60 aircraft, composed of dive-bombers, torpedo bombers, and a few fighters, was launched in two waves in the early morning at the giant U.S. naval base at Pearl Harbor. “The base at that time was accommodating 70 U.S. fighting ships, 4 auxiliaries, and some 00 planes.” (Harris,N. 16, p.11) The Americans were taken completely by surprise, and all eight battleships in the harbor were hit (though six were eventually repaired and returned to service); three cruisers, three destroyers, a minelayer, and other vessels were damaged; more than 180 aircraft were destroyed and others damaged (most while parked at airfields); and more than ,0 troops were killed and over 1,140 wounded. Japanese losses were comparatively small. The Japanese attack failed in one crucial respect, however; the Pacific Fleets three aircraft carriers were at sea at the time of the attack and escaped harm, and these were to become the nucleus of the United States incipient naval defense in the Pacific. Pearl Harbors shore installations and oil-storage facilities also escaped damage. (Harris, N.16)The Pearl Harbor attack, unannounced beforehand by the Japanese as it was, unified the American public and swept away any remaining support for American neutrality in the war. On December 8 the U.S. Congress declared war on Japan with only one dissenting vote.


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A unified American-British-Dutch-Australian Command, (ABDACOM), was responsible for holding Malaya, Sumatra, Java, and the approaches to Australia became operative on Jan. 15, 14; but the Japanese had already begun their advance on the oil-rich Dutch East Indies. Japan enjoyed a series of minor victories in South East Asia, mainly because they convinced the natives they would be given the prospect of freedom from their European authorities if they joined with Japan in their struggle against them. These small victories weren’t given much thought by the allies until one of the greatest turning points in the history of the war occurred unexpectedly. (Breuer, W. 1) On February 15 Japanese troops forced the 0,000-strong British, Australian, and Indian garrison in Singapore, under Lieutenant General A.E. Percival, to surrender. Singapore was the major British base in the Pacific and had been regarded as unassailable due to its strong seaward defenses. The Japanese took it with comparative ease by advancing down the Malay Peninsula and then assaulting the bases landward side, which the British had left inadequately defended. Japan realized at this moment that victory in the war was attainable and the possibilities that a victory would bring were beyond their original plans as masters of the Pacific region, they could now go global with their empire. When ABDACOM was dissolved on Feb. 5, 14, only Java remained to complete the Japanese program of conquest. (Laidlaw, R. 11) Japans initial war plans were realized with the capture of Java. But despite their military triumphs, the Japanese saw no indication that the Allies were ready for a negotiated peace. On the contrary, it seemed evident that an Allied counterstroke was in the making. Japan with its new found confidence was ready for it. Soon America and Japan were engaged in the battle of the Coral Sea which produced mixed results as Japan failed to gain the area they sought, whilst Americas Navy suffered great loses of ships, artillery and navy personnel.


The Japanese continued with their plan to seize Midway Island. Seeking a naval showdown with the remaining ships of the U.S. Pacific Fleet and counting on their own numerical superiority to secure a victory The Americans, however, had the incomparable advantage of knowing the intentions of the Japanese in advance, thanks to the U.S. intelligence services having broken the Japanese Navys code and deciphered key radio transmissions. ( Harris, N., 16) In the ensuing Battle of Midway, the Japanese ships destined to take Midway Island were attacked while still 500 miles from their target by U.S. bombers on June . The Japanese carriers were still able to launch their aircraft against Midway early on June 4, but in the ensuing battle, waves of carrier- and Midway-based U.S. bombers sank all four of the Japanese heavy carriers and one heavy cruiser. Appalled by this disaster, the Japanese began to retreat in the night of June 4-5. (Harris, N. 16) Midway had been saved from invasion, which was a massive turning point giving the upper-hand back to the Allies, and with a raised morale they continued to push Japan back into its original territory. Following The Battle of Mid-way, Japan consecutively lost battles on the Chinese and Burmese fronts in 14, the Solomons, Papua, Madagascar and the Aleutians in 14. Japanese plans for global domination looked bleak as they struggled to hold onto small land areas which they had easily taken in the early days of their war efforts. On July 7, 145, the Allied powers requested Japan in the Potsdam Declaration to surrender unconditionally, or destruction would continue. However, the military did not think of surrendering under such terms, partially even after US military forces dropped two atomic bombs on Hiroshima and Nagasaki on August 6 and , and the Soviet Union entered the war against Japan on August 8. On August 14, however, the more moderate emperor Showa finally decided to surrender unconditionally. ( Harris, N. 16) Japan’s military efforts were brought to a halt and many of the small Islands they had previously claimed under their empire of liberation were given back to the native owners and the European authorities. Japan’s, “Asia for Asians” plan had not been realised and in the post war era, Japan concentrated mainly on opening up trade with America and Russia and other European countries to gain back their trust and also to try and replenish is weakened military.


Overall Japan’s initial war effort had been greatly successful and many of their goals concerning Southeast Asia and the Pacific region were achieved. It was not until American Intelligence Agencies cracked Japanese communication codes that the war was turned around. Had these codes not been worked out, the outcome of World War Two could have been very different, as The Battle of Mid-way would have sealed Japan’s victory over the Pacific Islands. After a series of consecutive loses after Mid-way Japan began to retreat and its plans for establishing an Empire which would ensure global domination faded. Even its original plan for establishing an empire which stretched across Southeast Asia and the Pacific region, which was meant to boost Japan’s economy, military strength and global position as a world power could not be realized as an unconditional surrender to the Allies was Japan’s only way to end the suffering of its military and people.





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Monday, May 14, 2012

Acceleration of Free-Falling Masses

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SPH U Acceleration of Free-Falling Corey McCormick


Masses 0/14/0


Purpose What effect does the mass of a free-falling object have on the object¡¦s acceleration?


Independent/Dependent Variables The independent variable in this lab is the free-falling object¡¦s mass, while the dependent variable is the free-falling object¡¦s acceleration.


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Hypothesis If the mass of the free-falling object is doubled then the acceleration will be the same because everything falls at the same speed no matter its mass. A free-falling object can be defined as an object whose acceleration depends solely on the ¡§acceleration of gravity¡¨, which is measures at .8 m/s/s [downwards].


Materials





„h Ticker Timer


„h x - Ticker Tape (~0 cm long)


„h x - A piece of scotch tape


„h 100g mass


„h 00g mass


„h School bag





„h A table


Procedure


1. The ticker timer was plugged into an outlet on the wall.


. One of the pieces of ticker tape was inserted into the ticker timer (shinny side up).


. The 100g mass was taped to the end of the ticker tape with one of the pieces of the scotch tape.


4. The ticker timer set up was then placed near the edge of the table.


5. The school bag was placed under table (directly below the edge of the table where the ticker timer set up was placed). (The school bag was used simply to stop the mass from hitting the floor when it was dropped from the table).


6. The ticker timer was turned on and set to 60 Hz.


„³ The set up looked like this





Top view


Side View











7. The 100g mass was dropped from the edge of the table allowing the ticker timer to mark the ticker tape every 1/60th of a second showing the objects position every 1/60th of a second.


8. The ticker tape used was labeled ¡§100g mass¡¨.


. Procedure steps # through #8 were repeated using a 00g mass to replace the 100g mass.


10. Using time intervals measuring 0.017 seconds each, the displacements of the 100g and 00g masses were recorded, up to the 10th time interval (0.15s ¡V 0.170s).


Results


100g Mass


Time Interval


(s) Time Change


(s) Displacement


(m) [down] Average Velocity


(m/s) [down]


0.0 - 0.017 0.017 0.001 0.058


0.017 ¡V 0.04 0.017 0.00 0.176


0.04 ¡V 0.051 0.017 0.004 0.5


0.051 ¡V 0.068 0.017 0.007 0.41


0.068 ¡V 0.085 0.017 0.01 0.706


0.085 ¡V 0.10 0.017 0.015 0.88


0.10 ¡V 0.11 0.017 0.017 1.000


0.11 ¡V 0.16 0.017 0.01 1.176


0.16 ¡V 0.15 0.017 0.0 1.4


0.15 ¡V 0.170 0.017 0.04 1.41


00g Mass


Time Interval


(s) Time Change


(s) Displacement


(m) [down] Average Velocity


(m/s) [down]


0.0 - 0.017 0.017 0.001 0.058


0.017 ¡V 0.04 0.017 0.00 0.176


0.04 ¡V 0.051 0.017 0.006 0.5


0.051 ¡V 0.068 0.017 0.010 0.588


0.068 ¡V 0.085 0.017 0.01 0.765


0.085 ¡V 0.10 0.017 0.016 0.41


0.10 ¡V 0.11 0.017 0.018 1.058


0.11 ¡V 0.16 0.017 0.0 1.4


0.16 ¡V 0.15 0.017 0.01 1.5


0.15 ¡V 0.170 0.017 0.07 1.58


All of the x and y values on all of the graphs are shown at ¡§# x10e-¡¨ for better clarity.


Analysis (For each mass)


1. Create a position-time graph


. Create an average velocity-time graph. Draw a line of best fit


. Use the average velocity-time graph to calculate the acceleration. Show your work.


100g Mass


Line of best fit¡¦s coordinates (0, 0) and (0.180, 1.600)


= y ¡Vy1


x ¡Vx1


= 1.600 ¡V 0


0.180 ¡V 0


= 1.600


0.180


= 8.888


= The acceleration of the free-falling 100g mass was 8.888 m/s/s.


00g Mass


Line of best fit¡¦s coordinates (0, 0.050) and (0.175, 1.600)


= y ¡Vy1


x ¡Vx1


= 1.600 ¡V 0.050


0.175 ¡V 0


= 1.550


0.175


= 8.85714


= The acceleration of the free-falling 00g mass was 8.857 m/s/s.


4. Write a conclusion to answer your question.


The mass of a free-falling object has no effect what so ever on a free-falling object¡¦s acceleration. Merriam-Webster¡¦s definition of ¡§free-falling¡¨ is ¡§The condition of unrestrained motion in a gravitational field.¡¨ In Laymen¡¦s terms, this means that every free-falling object on this planet has the same acceleration due to Earth¡¦s gravity, .8m/s/s [down]. .8 m/s/s [down] is also called the ¡§acceleration of gravity¡¨.


Evaluation


1. Use the information in your textbook to find the accepted value of the acceleration of a free-falling object. Calculate the percent error.


The accepted value of the acceleration of a free-falling object is .8 m/s/s [down] (The acceleration of gravity).


= 100 ¡V Lab¡¦s acceleration value x 100


Accepted acceleration value


= 100 - 8.888 x 100


.8


= 100 - 0.8058 x 100


= 100 - 8.058


= 10.4


The percentage error of the value for the acceleration of a free-falling object that was obtained in this lab experiment was 10.4 %.


. Suggest at least three possible sources of error for this investigation.


1. Ticker Timer not Accurate


Using a ticker times is not an accurate way of measuring position or displacement.


The ticker tape tends to slide to the left and the right, while it is running through the ticker timer during the experiment, affecting the line of dots on the ticker tape (they do not form a straight line). Since the dots are crooked , it is much more difficult to measure the displacement between each one of them. Instead, some sort of automatic machine that not only counts the time intervals, but also records the displacements between the time intervals, should have been used. The calculations would have been much more exact.


. Ruler not Accurate


Using a ruler is not an accurate method of measuring displacement for this lab. In this investigation, a setting of 60Hz was used. This means that the time intervals being used were 0.017 seconds. When working with very small numbers, using the naked eye to estimate the measurements of positions and displacements using a ruler is not very accurate at all, especially in cases such as this one, where being 0.001 meters off will affect the final readings. Instead, some sort of automatic machine that not only counts the time intervals, but also records the displacements between the time intervals, should have been used. The calculations would have been much more exact.





. Line of Best Fit not Accurate


Since there are no specific equations or steps to reach an exact location, a scientist can only estimate where to place a line of best fit on a graph. When estimated variables are used in an experiment, the end results will almost never be exact, especially when working with detailed numbers, where if an estimation is off by even a very small amount, the final calculations are skewed. Instead, several instantaneous accelerations should have been calculated to help find the average acceleration rate. At least that way, exact numbers would have been used instead of estimations.





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stephen king

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Stephen King


Introduction�Thesis


Stephen King is a master storyteller associated with the horror genre. Stephen’s novels, movies, and short stories have brought tales of horror that are enjoyed by the constant reader, but also contain enough fun for those raised on comic books, thus justifying his widespread appeal and consistent best seller status. Another of Kings attributes is his ability to develop characters to the point which you feel you have known them a lifetime and can identify with them on the most basic, personal level. This degree of character development is absent in most other works of the horror genre. Finally, King possesses the ability to pluck you from the safety and comfort of your reality and plunge you into his. You may find yourself a prisoner in the confines of Shawshank prison, or a victim forced into the sewers of Derry, Maine. The sights, sounds, smells, feelings, and weather create a place so vivid that the reader becomes part of the reality that is the story.


History of Stephen King


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Stephen King was born in Portland, Maine in September of 147. When he was just two years old, his parent’s marriage dissolved. His father stepped out to buy a pack of cigarettes and never returned. From that point, the King family became nomads, staying with one family member after another until finally settling back in Maine, where King still resides.


King’s first encounter with horror happened when he was only seven years old, in the form of a radio adaptation of Ray Bradbury’s story “Mars Is Heaven”. (Beahm, 1) Also at seven years old, he saw The Creature from the Black Lagoon, which was his first exposure to horror on film. King later would say that since then, he still sees things cinematically. Stephen’s passions for writing sparked in 15 when he started writing short columns for a local newspaper. A few years later, he became interested in fiction, when he found a box that belonged to his father, full of old science fiction and horror magazines. He then began writing fiction, but soon realized that he lacked the science grounding to produce anything but short stories. He submitted these short horror stories to several men’s magazines, such as Cavalier and Time, who would publish many of them. That was his introduction to the horror genre. He continued to write through his college years at the University of Maine, being influenced by such writers as Thomas Hardy, Jack London, and Theodore Dreiser. Also at the University of Maine, King met Tabitha Spruce, a writer, who would later become his wife. Just a few years out of college, King found himself unable to support his growing family on writing alone, therefore decided to take a position teaching English. While working as a teacher, King continued to write, penning a novel, Carrie, and with high hopes submitted it to his publisher. King living in a rented trailer without a phone, got word that Carrie was wanted for paperback rights. Becoming his first bestseller, Carrie earned King over $400,000, which allowed him to fulfill his childhood dream of becoming a full time writer.


Impact on the Horror Genre


Kings novels not only relate to the everyday fears of the average person, but he often goes beyond that fear. He gets his inspiration from his owns fears, as well as the community around him. He frequently writes of small, rural towns, and being scared of spiders, elevators, closed in places, the dark, sewers, funerals, being buried alive, cancer, hear attacks, the number thirteen, black cats, walking under ladders and simply being terrified of death itself. The underlying meaning of Carrie and all of Kings subsequent effort can best be described by King himself


“…there is a primal desire, a real need in us all to


somehow prepare for death, to in some way experience the


void, without actually going through the experience of


dying. As he has often said, we need to “rehearse” for


death, because knowing, in some small, incomplete ways,


what death might be like, may make it easier when the time


actually does come.” (Spicnedi, )


This degree of exploration of the death process is unique to only King. His combination of extensive research and layered plot lines produce create believable and masterful literary works, creating a standard by which all other horror writers are judged.


Reviews of his Work


Stephen King is critiqued and analyzed in many different ways. There are many critics who do not agree with Time, that King is “a master of post-literate prose”. (Russell, ) Some critics, such as Douglas E. Winter, have placed King in the American Gothic Tradition. His work has been compared to that of Crockden Brown, Irving, Poe, Hawthorne, Melville, Henry James, Chambers, Bierce, Lovecraft, and Leiber. (Schweitzer, 5) Winter reports that the only difference between King and writers like Lovecraft and Poe is that King fails to create a timeless world that can be appreciated centuries from now. In the majority of Kings books, there is a monster or evil being that lurks upon the main characters of the novel. In Shawshank Redemption, King uses several evil things to produce an extremely deep story line. The last words of the story are “I hope”, spoken by the character Red. The entire story is focused on the idea of hope. King writes, “there are two different kinds of people in prison, those who have hope and those who don’t dare. Rarely does King make his plot line and subject so blatantly clear through out this works, but in this piece Andy Dufresne (an innocent man sentenced to life without parole in Shawshank) clings to the hope of getting out of prison throughout the entire story. Thus, making the tangible evil his unjust incarceration, and the underlying evil his seemingly false hope of getting out of Shawshank. In the screenplay, the character Red states outright, “Hope is a dangerous thing.” For the King fan, this screenplay is one of the few that do justice to the original writing. The film draws the viewer into the story, and so few details are left out that the tale remains there true to its origins. The fates of some characters are altered, but do not take away from the true meaning of this work. Overall the quality of the short story and screen adaptation are exemplary. From the first page and the first scene the reader and the viewer are drawn into the confines of Shawshank prison, which in this case is a wonderful place to spend two hours.


Conclusion


In conclusion, King is one of the most popular authors of the horror genre. He produces stories of suspense, shock, mystery, death, and combining all, fear. “That is the essence of storytelling if the writer had done his job, the reader will slip effortlessly from the real work in to the hypnotic world of fiction, the transition is so smooth, the reader will never notice.” (Beahm, 4) Any novel offers the reader an opportunity to share in the action, however fear demand more, forcing the reader not only to share in the action but become an interregnal element of the story. King is able to create stories, characters and situations that elicit intense emotional responses from his readers and viewers. This act alone defines Stephen King as one the best writers of his genre.





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Sunday, May 13, 2012

Both Romeo and Juliet change significantly in the course of the play. Do you agree? Discuss.

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Romeo and Juliet is a classic play, and even though it was written centuries ago, some of its themes still have relevance today. One of the most prominent themes is teenage suicide. Teenage suicide has a great impact on people today and also greatly affected people of Shakespeare’s time. A great part in the lead up to suicide is change. Change can affect the way someone thinks and acts. This is demonstrated in the play Romeo and Juliet. A series of great changes in two peoples lives leads up to their suicide, which is a great tragedy for their families.


Before they met, Romeo and Juliet were very different people. Romeo was a normal seventeen-year-old boy. He was in love with a woman called Rosalyn and his main attraction to her was her beauty. She had no desire to get married to him, and she had cast him off many times. He went to the Capulet ball just to see Rosalyn and to ask her to marry him. Juliet, on the other hand, is a fourteen-year-old girl and has no desire to get married to anyone. She basically does what her mother and father want her to do and when Paris wants to marry her it doesn’t really affect her at all. That is until she meets Romeo and everything begins to change for her.


As soon as Romeo and Juliet laid eyes on each other, everything changed. They fell in love straight away and nothing else mattered to them. This change in their lives then lead to a series of events that they had no control over, and in the end destroyed them both. When Friar Lawrence agreed to marry them, he thought that this decision might bring Romeo and Juliet’s rivaling families together, but he had no idea what problems it would cause.


Juliet, who was normally an obedient daughter, began to lie to and deceive her parents. Her love for Romeo made her do things she wouldn’t usually do. When her parents decided that she would be married to Paris, she also tricked Paris into thinking that they would be married. Romeo also had to keep his marriage to Juliet from his parents because there was no way that they would approve of it. Romeo and Juliet’s love not only changed them, but also the people around them. Juliet’s nurse, who was always like a mother to her, becomes her enemy because of the sudden change in Juliet’s behaviour.


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Another change in their lives was the death of Romeo’s best friend, Mercutio and the death of Juliet’s cousin, Tybalt. Because Tybalt killed Mercutio, Romeo took revenge by killing Tybalt. This then lead to Romeo being banished by the Prince. This devastated Juliet because not only had her cousin been murdered, but also her love was banished and it was unlikely that she would be able to see him again if she didn’t do something. So after their last night together and Romeo had gone to Mantua, Juliet sought help from Friar Lawrence. She would have done anything to be with Romeo, so when Friar Lawrence suggested a very risky plan, she eagerly accepted it.


Because the explaining the plan letter never got to Romeo, he was misinformed about Juliet’s death. The news that Juliet had died left him distraught. Because he believed that Juliet was his one true love, he then decided to take his life. He would never have normally done anything so extreme, but because of all the recent changes in his life, he had also changed as a person. This is the same with Juliet. She was a normal fourteen-year-old before she met Romeo, but her love for him changed her as a person as well. They instantly became mature adults and started to disregard the people in their lives that had always been their guides and mentors, just as most normal teenagers do.


Everyone has heard the saying that love makes people do strange things, and it has never been proved better than in the play Romeo and Juliet. Even though the two lovers are very young and might not even know what love is, they believe they are in love. Their love for each other causes them to disregard and deceive everyone and everything they know.





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