Hamlet Movie Essays - English-language Films, Characters In Hamlet

Hamlet Movie The film of Hamlet was an incredible, to the extent book-motion pictures go. I trust it was delivered with center, reason, and rationale. The characters were likewise depicted with a decent understanding. There were a few changes to the play contrasted with the book, in spite of the fact that the film was done so that they were not especially missed, from the film's perspective. Despite the fact that, from my perspective, after perusing the book, there were a few to some degree significant scenes and components missing. The first scene in quite a while missed. This had an impact in setting the stage and was a piece of the entire subject all through the entire play. It was in this scene that the phantom of Hamlet Sr. was first observed and where a significant part of the plot created. Hamlet Sr. revealed to Hamlet Jr. that he had been slaughtered by Claudius furthermore, that he should have retribution, Hamlet Jr. being the individual to vindicate him. In the book, this carried on all through the remainder of the play and without it the plot was not as concrete from the earliest starting point. The idiotic play and play for the lord and court was packed. In the film, it comprised of principally only a moronic show and afterward the ruler got frantic. It ought to have incorporated that first and still had a entire play, in which extraordinary lines embedded by Hamlet Jr. were to be perused. This didn't have an emotional effect in transit the plot was introduced in the film, be that as it may, was simply recognizable. Most definitely, I accept that the executive worked superbly. Clearly, this originating from Hollywood sort of gives it points of interest to every single past introduction. Mel Gibson was an extraordinary decision for Hamlet, since he is acceptable on-screen character and had his impact magnificently. Different characters were depicted positively as well. Sound impacts and music were extremely key in this creation. It included a great deal more life furthermore, feeling to the introduction when contrasted with different others I have seen. I delighted in the phantom out of sight. The music gave this play life, that the different creations needed. I delighted in this form of Hamlet substantially more than any others.

Universal Design and Differentiated Instruction for students with Special Needs

Reason The motivation behind this survey is deciding how understudies with uncommon requirements have grown scholastically just as setting up co-teachers’ level of aptitudes. Separated guidance is an instructing hypothesis that is applied comparable to the individual and different students’ technicalities.Advertising We will compose a custom article test on Universal Design and Differentiated Instruction for understudies with Special Needs explicitly for you for just $16.05 $11/page Learn More This is planned for giving understudies various decisions and data to include their considerations. This method of educating requires co-educators to be adaptable in their introductions and fluctuate their instructing as indicated by students’ desires (Scruggs, Mastropieri, McDuffie, 2007, pp. 400-416). The expanded number of extraordinary cases has called for instructors and instructor teachers to incredibly esteem separated guidance as an additionally helping apparatus to enable unique understudies to succeed. This article examinations the premise behind Universal Design for Learning (UDL) and Differentiated Instruction for understudies with unique needs. This is provoked by the craving for an increasingly adaptable structure of program to diminish boundaries to students’ access to materials just as learning condition (Smith, Robb, West, Tyler 2010, pp. 25-35). Separated preparing is an arrangement of discovering the different understudy possibilities. This is planned for boosting development and accomplishment of individual understudies dependent on their experience, readiness, language just as inclination. The point of separated guidance is to instill abilities to co-instructors to decidedly affect figuring out how to a scope of understudies in different circumstances. Understudies with incapacities require diverse taking care of to accomplish the necessary greatness viably (Smith et al., 2010, p. 35-43). For this to be accomplished, co-edu cators require extraordinary aptitudes, for example, sufficient time arranging, willful commitment, awareness, expansive showing position, administrative help just as instructional qualities and execution. Configuration To upgrade training for understudies with inabilities, Individuals with Disabilities Education Improvement Act (IDEIA) necessitates that co-educators ought to be prepared on separated directions. This is planned for guaranteeing that understudies with handicaps get guidelines they merit just as accomplish their maximum capacity (Fernsten, 2012, pp. 147-149). Unique aptitudes and information are fundamental in the accomplishment of the objective of teaching understudies with extraordinary requirements. No Child Left Behind and IDEI Act focus on the arrangement of general training educational plan and projects to understudies with exceptional needs at all limiting condition. This has required arrangement of outstanding work to cook for fitting housing and alterations i n the general training homeroom. The specialized curriculum educator ought to give more guidelines to unique understudies so as to assist them with comprehension and appreciate the rationale (Smith et al., 2010, p. 35).Advertising Looking for article on training? We should check whether we can support you! Get your first paper with 15% OFF Learn More To suit the penniless understudy, educators may give transient help or divert undertakings to provoke consideration. For example, a teacher may remain at a letter drop to guarantee every understudy put their organizer in the correct space or move about the study hall picking littered materials. Research has worried on the significance of educator preparing, content authority, little class introduction just as expanded enthusiasm for request to conquer co-instructing difficulties. To enhance co-teachers’ administrations, they should be adaptable, increment model use, change instructional examples, impart effectively just as look f or more training(Smith et al., 2010, p. 35). For fruitful co-educating, authoritative help too joint effort with general educators must be viable. Study has connected educator cooperation to enhanced certainty, which can result to additionally testing, chance taking just as consistent improvement. End Co-instructing is useful to general just as a specialized curriculum understudies socially and scholastically (Fernsten, 2012, pp. 148-150). Proposals, for example, time the executives, understudy thankfulness just as great relations of co-instructors will result to their turn of events. The custom curriculum instructor assumes a crucial job in a co-showed study hall consequently cooperation is of extraordinary pith. The general instructor normally utilizes the entire class though the co-educator helps understudies requiring unique consideration. There has been happiness to educators, chairmen just as understudies from the act of co-instructing. Study demonstrates that extraordinary im provement to instruction of understudies with exceptional necessities has come about because of the aptitudes that co-educators learn moreover volunteerism (Scruggs et al., 2007, pp. 400-416). Scrutinize Classroom instructional practices have not been modified extensively in response to co-educating. They have been by and large maintained as entire class, instigating the specialized curriculum co-instructors to attempt to fit inside this model to help the destitute understudies. To co-educate viably and productively, various proposals have been made: study abilities preparing, administrative aptitudes preparing, peer intervention, methodology guidance, self-checking and backing skills.Advertising We will compose a custom article test on Universal Design and Differentiated Instruction for understudies with Special Needs explicitly for you for just $16.05 $11/page Learn More Consequently, the model of co-instructing is really being used less adequately than it ought to in actuality be (Smith et al., 2010, p. 35). A decent connection including the co-instructor and the general teacher requires full regard just as understanding. Certified joint effort must be regular, deliberate, hasty just as improvement customized. The strength of general training instructor is realized by class proprietorship, content base and enormous number of general understudies; not ability or experience. This grades the custom curriculum instructor to offering help with the setting of the current homeroom, interceding a significant level of substance information for acknowledgment (Scruggs et al., 2007, p. 400). Consequently, instructors ought to comprehend the co-instructing setting to execute the least prohibitive learning condition for understudies with uncommon needs successfully. Albeit here and there it is hard to execute, advanced media may assist instructors with realizing UDL. References Fernsten, L. A. (2012). Advancing Student Comprehension with Cooperative Learning. Social Edu cation, 76(3), 147-150. Scruggs, T. E., Mastropieri, M. A., McDuffie, K. A. (2007). Co-educating in comprehensive study halls: A metasynthesis of subjective research. Excellent Children, 73(4), 392-416. Smith, D. D., Robb, S. M., West, J., Tyler, N. C. (2010). The changing instruction scene: How specialized curriculum administration readiness can have any kind of effect for educators and their understudies with inabilities. Instructor Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 33(1), 25-43. This article on Universal Design and Differentiated Instruction for understudies with Special Needs was composed and put together by client Kimora Witt to help you with your own investigations. You are allowed to utilize it for research and reference purposes so as to compose your own paper; in any case, you should refer to it as needs be. You can give your paper here.

Unteachers

Unteachers The more experienced we are, the more unlearning we have to do. We enter this world as creators, curious to discover ways to express ourselves visually, auditorily, kinesthetically. But, over time, we are taught to be more realistic, to be safe and reasonable and normal. When, in truth, we never wanted to be safe or reasonable. Maybe we wanted to be normal, but todays normality template is far from what most of us had in mind at age five. Growing up, we wanted to be ourselves. That was normal. But soon, we were placed in a classroom, told to stand in line and speak when spoken to, and prescribed ADHD medication if we got out of line. This methodology worked great for creating factory workers and farmers, which seemed ideal when 90% of the population was either the former or the latter. Today, however, most people are neither factory workers nor farmers (and even those positions have changed radically in the past few decades), and yet were all graced with the assembly-line mentality, systematically programmed for compliance, expected to adhere to external standards while disregarding whatever our own internal normal was. During this process, our creativity is quashed and replaced with a vast emptiness, a desire to create, even though were told were not creative. Its no coincidence we start focusing more on consuming around the same time, looking for any(material)thing to fill the void. All children are artists. The problem is how to remain an artist once he grows up. Picasso had this observation a century ago, and, unfortunately, these words ring even truer in todays postindustrial world, a world where our vocations no longer ape the form of quasi-creation (a la farming and factorying), and thus the gap between creation and consumption widens as we attempt to buy what no one can possibly sell: individual creativity. The strange thing about this antiquated system is that most of its gatekeepersâ€"government officials, school administrators, and teachersâ€"arent operating out of malice. If anything, their reaction is birthed from apathy or comfort or both. Many teachers, in fact, are just as disenchanted with the whole mess as we are, though they often feel like just another faceless cog in the wheel, powerless amongst the tyranny of bureaucracy. Thankfully, there are alternatives. For children, there are home schooling and unschooling and wonderful programs like 826 Valencia. And for adults, the options are endless; there are books and blogs and writing classes and conferences. Plus, there are scores of people like The Minimalistsâ€"people whove rejected the system and aligned their lives with their valuesâ€"who function not as teachers, but as unteachers, helping people unlearn the malarkey theyve acquired over the years, so that they, too, can become unteachers and help spread creativity and ideas. Of course, none of these alternatives are easy, per se, but then again it is way too easy to stand in line, to raise a hand when we want to speak, to blindly follow authority, to capitulate, and, above all, to comply. No thanks! The easy route is easy because its a vacuum, devoid of meaning, vacant. It also lacks innovation and beauty and all the unspeakable qualities that makes life exhilarating and worth living. Naturally, the scenic route takes longer to travel, but the experience is worth it. To traverse the windy coastline takes more time, sure, but so does anything worth pursuing. Also worth reading: Seth Godins Stop Stealing Dreams. Subscribe to The Minimalists via email.

The Impact Of Romanticism On Science Across Time - 822 Words

It seems radical and conformist to the point of truism to state that â€Å"science† was, historically, a definably romantic endeavour. The heroic, transcendent and improvement focused elements of scientific endeavour have been celebrated, but few sources directly acknowledge the conferred values of the romantic. The interdisciplinary overlap that existed before the lath eighteenth and early nineteenth century definition of scientific application, research, art and academia is rarely discussed in direct examinations of scientific methodology. Similarly, the embrace of the subjective, the social and the highly experimental amongst earlier natural philosophers sits uneasily within a thoroughly structural examination of science. It is subsequently difficult to reconcile enlightenment grounded assertions that the primary focus of science has always been the discovery of natural â€Å"rules† and their applications, through pure logic and reason. Within this paper, the influences and cultural changes that the romantic movement brought to the categorised scientific discipline will be discussed. Reference will be made to how romanticism has (and has not) helped to shape functions and perceptions of science across time. A conclusion will then be made as to the extent and nature of romantic influence, within post-eighteenth century Western science. From Descartes Cartesian Dualism onwards1, the scientific (i.e. that which perceives the world through reductive methodology) has often beenShow MoreRelatedEdgar Allen Poe And Nathaniel Hawthorne1705 Words   |  7 PagesRomanticism was a literary movement that swept through virtually the country of Europe, the United States, and Latin America that lasted from 1750 to 1870. Romanticism praised imagination over reason, emotions over logic, and intuition over science-making ways for a vast body of literature. The Romantic style resembled a fanciful character of medieval romances. This Era stressed on self-expression and individual uniqueness that does not lend itself to precise definition. Among the characteristicsRead MoreJean Jacques Rousseau s Work Essay941 Words   |  4 Pagesfact his work leaves a legacy so large that you can trace almost all modern revolutions back to his writings. In 1749 Rousseau competed for an essay prize where the challenge was to write about if the advances that society has had in the arts and sciences has brought pureness to human morals. He submitted the essay and won first prize which vaulted him into the spotlight over night. He wrote that â€Å"intellectual advances had brought not moral purification but corruption, not improvement but decline†Read MoreEssay on Impact of the Industrial Revolution on History2331 Words   |  10 Pagescommunication, science, and medicine took place altering society and ways of life. People were changed along with culture (Miller, 489-97). However, throughout these ever flexing times, one thing remained nearly consistent-literature. Of course, even the arts were revolutionized. During the Industrial revolution literature, as it usually does, reflected the dramatic, social, and economic developments taking place throughout the world. Artists revealed in their work a sense of the rapidly changing times andRead MoreAmerican War Of Independence And The French Revolution Essay1755 Words   |  8 Pages Romanticism as a movement is as rebellious as its content. Lynch and Stillinger attempt to define it historically rather than continuously, naming it the â€Å"shortest †¦ period in British literary history† (3). They place it within the timespan of 1785 to 1832, beginning between the American War of Independence and the French Revolution and ending with the passage of the Reform Act in British Parliament. In this time of reflection and change, authors re-examined the previously discarded medieval romancesRead MoreA Well-known Literary Gothic, Frankenstein, by Mary Shelley1120 Words   |  4 PagesFrankenstein, written by Mary Shelly, introduced many new themes and ideas while it became one of the most well know literary gothics of all time. At the young age of 19, Mary Shelly began to write the novel of Frankenstein, soon following Mary published Frankenstein in March of 1818. According to biography.com â€Å"Mary would finishes writing Frankenstein within a year of first writing it due to a bet with Percy Shelley, her husband†. Mary was a girl who engrossed herself in her writings and wasRead MoreEffects of Realism in Literature and Art2037 Words   |  9 Pages Two significant time periods in literature and art were the periods of Romanticism and Realism. Before Realism was really brought into literature, Romanticism was the style of choice. Authors of the Romanticism phase generally depicted their characters as heartfelt and full of intuition. These characters were most often known to follow their own hearts instead of their logic. Authors were responsible for building characters who â€Å"placed greater emphasis on the value of intuition and imaginationRead MoreTaking a Look at Landscape Paintings1821 Words   |  7 Pagesgroup a passing fad or has this group of artists remained firmly grounded in the history of American painting? Though the origins of the name ‘Hudson River School’ are a bit of a mystery, (most commonly claimed to be a phrase coined from a New York Times journalist), this group of dynamic painters was an artful force of nature. The two most notable artists leading this movement were Thomas Cole (often co nsidered the founder) and Frederic Edwin Church. Cole was born and raised in Bolton, EnglandRead More History Of Music Essay2522 Words   |  11 Pagesthemselves in the arts of the time also. The common question â€Å"Does art imitate life, or does life imitate art?† when inspected proves rhetorical: they are parallel mirrors which reflect each other. W.H. Auden best expressed this when he said, â€Å"A verbal art like poetry is reflective; it stops to think. Music is immediate, it goes on to become.† Tracing the course of musical development through history shows how closely music (of all the art forms) in particular represents the time in which it was writtenRead MoreNaturalism Literary Period2601 Words   |  11 Pagesnaturalization after the Civil War, where many in bustling developing cities suffered from poverty and its poorly prevented consequences. The American naturalist movement was important due to the introduction of themes involving popular apprehension during this time period including; man vs. nature, man vs. society, sex trade, wasted potential due to uncontrollable forces, and man’s animalistic features such as basic instincts. Naturalism is a literary movement that developed into a literary style consisting ofRead MoreMovie Review : Star Wars1971 Words   |  8 PagesWilliams could not manage. Star Wars is a movie about action, science fiction, adventure, and contains a very masculine tone overall; but this does not mean that it lacks of a feminine touch . The romantic themes played across the movies give that feminine touch that is always needed and in this case very appealing to the movie and the audience. The score of the Star Wars movies is the perfect example to prove that musically, romanticism is still used in this era. There are numerous romantic themes

milton and his life Essay - 903 Words

Milton and his Life nbsp;nbsp;nbsp;nbsp;nbsp;John Milton was born in London. He is known for being one of the greatest poets of the English language, best known for his epic poem PARADISE LOST, written in 1667. Milton’s poetry has been said to be powerful and having rhetoric prose and a huge influence on the 18th century verse. Milton has also published pamphlets defending civil and religious rights. nbsp;nbsp;nbsp;nbsp;nbsp;Milton was educated at Saint Paul’s School and Christ’s College, University of Cambridge. He first attended to become a clergyman in the Church of England but then he grew dissatisfaction with the state of the Anglican clergy and began developing poetic interest. From 1632 to 1638 he prepared himself for†¦show more content†¦I think that in some of his writings he reveals his arrogance and bitterness. Although he was blind, he seemed to fulfill the tasks and goals that he had set for himself, enlightens his days with music and conversation. Milton’s Sonnets nbsp;nbsp;nbsp;nbsp;nbsp;In sonnet 7 Milton is dedicating himself to God. He has to be patient with his inner growth and isn’t sure where he will be lead. Milton believes that God has a will for him and he doesn’t know what it is. He wonders to himself how does he respond to God’s will? Then is known, with strong patients. He believes that God’s will is going to become clear. And in the end it does. This poem is seems personal and is focused on inner agonies and guilt. This poem is said to have enjambment, which is where there is no punctuation therefore you are forced to continue reading with no pause. This gives the reader the capacity to flow from line to line. nbsp;nbsp;nbsp;nbsp;nbsp;This poem brings on factors that influence Milton’s other sonnets. Milton’s great commitment to God and poetry are involved with each other. There is a paradox for isolation with a desire to be noticed. nbsp;nbsp;nbsp;nbsp;nbsp;In sonnet 16, written in 1652, Milton is defending Cromwell against attack and criticism. Some people say that this sonnet can beShow MoreRelated John Miltons Life and Writing Essay1709 Words   |  7 PagesJohn Miltons Life and Writing John Milton did not just write poetry. He put his life, his thoughts, into words. Milton began his life in Cheapside, England, because his father’s wealthy family was Roman Catholic and John Milton Sr., Milton’s father, decided to become Protestant, therefore he was disinherited (Muir). However, the Milton family did not remain poor, John Milton Sr. was able to establish a wealthy family once more. He became a scrivener, which is a law writer, and was also a musicRead MoreJohn Milton: An Inspirational British Poet Essay976 Words   |  4 PagesEllo, John Milton grew up adorning the world with his high talent. John Milton did everything he can do to improve his writing skills. He loved to write poems about anything he could. Milton family stood by him through his every move. As a British poet Milton discovered good things in his early and personal life, career, and his two explicated poems. John Milton was an inspirational British poet. John Milton was in London, England on December 9, 1608 to John Milton, Sr. and Sara Jeffrey (http://wwwRead MoreEssay on Imagery in Lycidas893 Words   |  4 Pageswritten by John Milton as a memorial to Edward King, a classmate at Cambridge, reflects Miltons reverence for nature, his admiration of Greek Mythology, and his deeply ingrained Christian belief system. In Lycidas, Milton combines powerful images from nature and Greek Mythology along with Biblical references in order to ease the pain associated with the premature death of King. King drowns at sea in the prime of his life and Milton is left to make sense of this tragedy. Milton not only mournsRead MoreSuccessful Failure Essay1431 Words   |  6 Pagesscrumptious creamy milk chocolate bar (Erdman). He is well-known for not only â€Å"The Hershey Chocolate Company†, but his own â€Å"town of Hershey† (â€Å"Milton Hershey† 144). As a philanthropist, entrep reneur, and giver; Milton Hershey created his own American Dream through many failures and perseverance. Milton Hershey was born on September 13, 1857, in a â€Å"Pennsylvania farm in Derry Township† (â€Å"Milton Hershey† 142). He was the â€Å"only surviving child† of the poor couple, Henry H. Hershey and Fannie B. Snavely (Woodruff)Read MoreMilton Hershey s Influence On Life1262 Words   |  6 PagesChocolate, Milton Hershey, had a long journey to creating some of the most famous candy today. From a young age he lived in poverty and his parents constantly fought due to differences, which would always have an impact on Milton’s life. He started out in the business struggling, first with his caramel business going under and the unhelpful advice of his father that only led to Milton making more mistakes. Once Milton made it big he went on to do amazing things and dedicated a big part of his life to helpingRead MoreAnalysis Of Mary Powell s The Wife Of John Milton 1330 Words   |  6 PagesEng 638 Dr. Morrison 10/03/2015 Mary Powell, the wife of John Milton, is the true dedicatee to Sonnet XXIII (Methought I saw my late espoused Saint) and the true love of his time John Milton wrote Sonnet XXIII (Methought I saw my late espoused Saint) as a portrayal of a memory dream he had of his wife. The sonnet recollects the best of his wife s qualities as well as the best of his own, while exuding feelings of true love. Milton believed in true love and the importance of finding a soulmateRead MoreEssay about Winesburg, Ohio by Sherwood Anderson544 Words   |  3 PagesWilliard and Milton to depart, and one reason is they both long for a more fulfilling life. Also the voiceless people around Williard and the vulgar people around Milton drives them away. Finally the death of Elizabeth Williard pushes George Williard all the way out of Winesburg, and the death of Lenny Small gives Milton a final reason to leave the ranch. First of all Williard and Milton long for a more fulfilling life and they realize their current homes will not supply a more fulfilling life. AndersonRead MoreMiltons On His Blindness Essay570 Words   |  3 PagesJohn Milton was born on December 9 1608. He graduated from Christ’s College at Cambridge University. Once he had graduated, Milton became a big supporter of Oliver Cromwell, a man who opposed the power of the monarchy. Milton worked diligently to write and print pamphlets for Cromwell. He was warned that all the work would damage his already poor eyesight, but he didn’t listen and in 1651 at the age of 44 Milton became blind. In his later years he lived in the country and wrote poetry. His poem ParadiseRead MoreJohn Milton : A Strong Advocate Of Political Liberty Essay1659 Words   |  7 PagesA strong advocate of political liberty, John Milton was a poet during the Renaissance (Puchner 2742). He was born on December 9, 1608 in London to a middle class fami ly. His parents were John Milton, Sr., a professional composer, and his mother, Sara Jeffery. Milton had numerous siblings. He was only survived by three of them; however, some of them died at young ages. During Milton’s writing years, he wrote many pamphlets based on political, religious, populism, and educational topics. However, Milton’sRead MoreEssay on Lycidas1266 Words   |  6 PagesThe Great Die Young In the pastoral elegy, Lycidas by John Milton, the author uses plants and flowers to set the mood of the story and express his sorrows for his lost friend Edward King. The quote, â€Å"Live your life to the fullest because you never know if your going to wake up the next morning† describes Milton’s idea that anything could happen at a given instant and nothing is certain. Milton is grieving over his lost friend and uses plants and flowers to represent the mood he is feeling. Edward

Upsee 2009 Free Essays

UPSEE – 2009 Full Paper Section-1 Physics 1. If 3. 8 ? 10-6 is added to 4. We will write a custom essay sample on Upsee 2009 or any similar topic only for you Order Now 2 ? 10-5 giving due regard to significant figures, then the result will be : 1) 4. 58 ? 10-5 2) 4. 6 ? 10-5 3) 4. 5 ? 10-5 4) None of these 2. A ball is dropped from a bridge at a height of 176. 4 m over a river. After 2 s, a second ball is thrown straight downwards. What should be the initial velocity of the second ball so that both hit the water simultaneously ? 1) 2. 45 ms-1 2) 49 ms-1 3) 14. 5 ms-1 4) 24. 5 ms-1 3. Which of the following are true ? 1. A body having constant speed can have varying velocity. . Position time graphs for two objects with zero relative velocity are parallel. 3. The numerical ratio of velocity to speed of an object can never be more than one. 1) 1 only 2) 2 and 3 3) All 4) None of these 4. The centripetal acceleration of a body moving in a circle of radius 100 m with a time period of 2 s will be 1) 98. 5 ms-2 2) 198. 5 ms-2 3) 49. 29 ms-2 4) 985. 9 ms-2 5. How many NAND gates are used in an OR gate? 1) Four 2) Two 3) Three 4) Five 1/39 eng. edooni. com 6. A 5000 kg rocket is set for vertical firing. The exhaust speed is 800 ms-1. To give an initial upward acceleration of 20 ms-2, the amount of gas ejected per second to supply the needed thrust will be (g = 10 ms-2) 1) 127. 5 kg s-1 2) 187. 5 kg s-1 3) 185. 5 kg s-1 4) 137. 5 kg s-1 7. Induction furnace is based on the heating effect of 1) electric field 2) eddy current 3) magnetic field 4) gravitational field 8. A 5. 0 ? F capacitor is charged to a potential difference of 800 V and discharged through a conductor. The energy given to the conductor during the discharge is 1) 1. 6 ? 10-2 J 2) 3. 2 J 3) 1. 6 J 4) 4. 2 J 9. If the electric field is given by (5i + 4j + 9 ), the electric flux through a surface of area 20 unit lying in the Y-Z plane will be 1) 100 unit 2) 80 unit 3) 180 unit 4) 20 unit 10. An aluminium (Al) rod with area of cross-section 4 ? 10-6 m 2 has a current of 5 A flowing through it. Find the drift velocity of electron in the rod. Density of Al = 2. 7 ? 103 kgm -3 and atomic wt. = 27 u. Assume that each Al atom provides one electron. 1) 8. 6 ? 10-4 ms-1 2) 1. 3 ? 10-4 ms-1 3) 2. 8 ? 10-2 ms-1 4) 3. 8 ? 10-3 ms-1 11. Taking the internal resistance of the battery as negligible, the steady state current in the 2? esistor shown in the figure will be 2/39 eng. edooni. com 1) 1. 8 A 2) 2. 9 A 3) 0. 9 A 4) 2. 8 A 12. Which statement is true ? 1. Kirchhoff’s law is equally applicable to both AC and DC. 2. Semiconductors have a positive temperature coefficient of resistance. 3. Meter bridge is greater sensitive when the resistance of all the four arms of the bridge are of the same ord er. 4. The emf of a cell depends upon the size and area of electordes. 1) 1 and 4 2) 2 and 4 3) 3 and 4 4) None of these 13. Six resistors, each of value 3 are connected as shown in the figure. A cell of emf 3 V is ? onnected across AB. The effective resistance across AB and the current through the arm AB will be 1) 0. 6 ? , 1 A 2) 1. 5 ? , 2 A 3) 0. 6 ? , 2 A 4) 1. 5 ? , 1 A 3/39 eng. edooni. com 14. If t1 and t2 are the times taken by two different coils for producing same heat with same supply, then the time taken by them to produce the same heat when connected in parallel will be 1) t1t2/(t1 + t2) 2) t1 + t2 3) t1t2 4) (t1 + t2)/t1t2 15. In a p-n junction diode, a square input signal of 10 V is applied as shown in figure. The output signal across RL will be 1) 2) 3) 4) 16. Neutrino emission in ? -decay was predicted theoretically by 1) Planck 2) Heisenberg 3) Laue 4) Pauli 17. A telescope consists of two thin lenses of focal lengths 0. 3 m and 3 cm respectively. It is focused on moon which subtends on angle of 0. 5 ° at the objective. Then, the angle subtended at the eye by the final image will be 1) 5 ° 2) 0. 25 ° 3) 0. 5 ° 4) 0. 35 ° 18. A ray of light passes through an equilateral prism such that the angle of incidence is equal to the angle of emergence and the latter is equal to (3/4) the angle of prism. The angle of deviation is 1) 25 ° 2) 30 ° /39 3) 45 ° 4) 35 ° eng. edooni. com 1) 25 ° 2) 30 ° 3) 45 ° 4) 35 ° 19. A parallel monochromatic beam of light is incident normally on a narrow slit. A diffraction pattern is formed on a screen placed perpendicular to the direction of the incident beam. At the first minimum of the diffraction pattern, the phase difference between the rays coming from the two edges of slit is 1) ze ro 2) ? 3) ? /2 4) 2 ? 20. A wire of length 2 m carrying a current of 1 A is bent to form a circle, the magnetic moment of the coil is 1) 2? Am 2 2) (1/? ) Am 2 3) ? Am 2 4) (2/? ) Am 2 21. Which of the following particles will describe the smallest circle when projected with the same velocity perpendicular to the magnetic field ? 1) Electron 2) Proton 3) ? -particle 4) Deuteron 22. Nickel shows ferromagnetic property at room temperature. If the temperature is increased beyond curie temperature, then it will show 1) paramagnetism 2) diamagnetism 3) anti-ferromagnetism 4) no magnetic property 23. A metal disc of radius 100 cm is rotated at a constant angular speed of 60 rads-1 in a plane at right angles to an external field of magnetic induction 0. 5 Wbm -2. The emf induced between the centre and a point on the rim will be 1) 3 V 2) 1. 5 V 3) 6 V 4) 9 V 24. Which of the following is NOT an illustration of Newton’s third law ? 1) Flight of a jet plane 2) A cricket player lowering his hands while catching a cricket ball 3) Walking on floor 4) Rebounding of a rubber ball 5/39 eng. edooni. com 25. Four blocks of same mass connected by cords are pulled by a force F on a smooth horizontal surface, as shown in figure. The tensions T 1, T 2 and T 3 will be F 27. Which of the following statements is wrong ? ) KE of a body is independent of the direction of motion 2) In an elastic collision of two bodies, the momentum and energy of each body is conserved 3) If two protons are brought towards each other, the PE of the system decreases 4) A body can not have energy without momentum 28. A car is moving along a circular path of radius 500 m with a speed of 30 ms-1. If at some instant, its speed increases at the rate of 2 ms-2, then at that instant the magnitude of resultant acceleration will be 1) 4. 7 ms-2 2) 3. 8 ms-2 3) 3 ms-2 4) 2. 7 ms-2 29. A constant power P is applied to a car starting from rest. If v is the velocity of the car at time t, then 1) v 2) v 3) v 4) v t (1/t) vt 1/vt 30. The effect of rotation of the earth on the value of acceleration due to gravity is 1) g is maximum at the equator and minimum at the poles 2) g is minimum at the equator and maximum at the poles 3) g is maximum at both places 4) g is minimum at both places 31. A heat engine is a device 6/39 eng. edooni. com 1) which converts mechanical energy into heat energy 2) which converts heat energy into mechanical energy 3) absorbs heat from a sink at a lower temperature and rejects to the source at high temperature 4) None of the above 32. The ratio of the radii of gyration of a circular disc about a tangential axis in the plane of the disc and of a circular ring of the same radius about a tangential axis in the plane of the ring is 1) v3 : v5 2) v12 : v3 3) 1 : v3 4) v5 : v6 33. Two blocks of masses 6 kg and 4 kg are placed on a frictionless surface and connected by a spring. If the heavier mass is given a velocity of 14 ms-1 in the direction of lighter one, then the velocity gained by the centre of mass will be 1) 7. 4 ms-1 2) 14 ms-1 3) 8. 4 ms-1 4) 10 ms-1 34. Two identical pendulums are oscillating with amplitudes 4 cm and 8 cm. The ratio of their energies of oscillation will be 1) 1/3 2) 1/4 3) 1/9 4) 1/2 35. Fundamental frequency of a sonometer wire is n. If the length and diameter of the wire are doubled keeping the tension same, then the new fundamental frequency is 1) 2n/v2 2) n/2v2 3) v2n 4) n/4 36. Which of the following p-V diagrams best represents an isothermal process ? 1) 7/39 eng. edooni. com 2) 3) 4) 37. A body floats in a liquid contained in a beaker. If the whole system falls under gravity, then the upthrust on the body due to liquid is 1) equal to the weight of the body in air 2) equal to the weight of the body in liquid 3) zero 4) equal to the weight of the immersed part of the body 38. A car sounding its horn at 480 Hz moves towards a high wall at a speed of 20 ms-1. If the speed of sound is 340 ms-1, the frequency of the reflected sound heard by the girl sitting in the car will be closest to 1) 540 Hz 2) 524 Hz 3) 568 Hz 4) 480 Hz 39. A block A of mass 100 kg rests on another block B of mass 200 kg and is tied to a wall as shown in the figure. The coefficient of friction between A and B is 0. 2 and that between B and the ground is 0. 3. The minimum force F required to move the block B is (g = 10 ms-2) 8/39 eng. edooni. com 1) 900 N 2) 200 N 3) 1100 N 4) 700 N 40. A body takes n times as much time to slide down a 45 ° rough incline as it takes to slide down a smooth 45 ° incline. The coefficient of friction is 1) 1 – (1/n2) 2) 1/(1 – n2) 3) v(1 – (1/n2)) 4) 1/v(1 – n2) 41. A force of (5 + 3x) N acting on a body of mass 20 kg along the x-axis displaces it from x = 2 m to x = 6 m. The work done by the force is 1) 20 J 2) 48 J 3) 68 J 4) 86 J 42. A rock of mass m is dropped to the ground from a height h. A second rock with mass 2 m is dropped from the same height. When second rock strikes the ground, what is its kinetic energy ? 1) Twice that of the first rock 2) Four times that of the first rock 3) The same as that of the first rock 4) Half that of the first rock 43. The escape velocity from the earth is 11 kms-1. The escape velocity from a planet having twice the radius and same mean density as that of earth is 1) 5. 5 kms-1 2) 11 kms-1 3) 22 kms-1 4) None of these 44. If one mole of a monoatomic gas (? (5/3)) is mixed with one mole of a diatomic gas ( = ? 9/39 eng. edooni. com 44. If one mole of a monoatomic gas (? = (5/3)) is mixed with one mole of a diatomic gas ( = ? (7/5)), the value of ? for the mixture is 1) 1. 40 2) 1. 50 3) 1. 53 4) 3. 07 45. Two rods of the same length and diameter having thermal conductivities K1 and K2 are joined in parallel. The equivalent thermal conductivity of the combination is 1) K1K2/(K1 + K2) 2) K1 + K2 3) (K1 + K2)/2 4) vK1K2 46. A body initially at 80 °C cools to 64 °C in 5 min and to 52 °C in 10 min. The temperature of the surrounding is 1) 26 °C 2) 16 °C 3) 36 °C 4) 40 °C 47. A cylindrical tube open at both ends, has a fundamental frequency f in air. The tube is dipped vertically in water so that half of it is in water. The fundamental frequency of air column is now 1) f/2 2) f 3) 3f/4 4) 2f 48. Two plane mirrors are inclined at an angle ?. It is found that a ray incident on one mirror at any angle is rendered parallel to itself after reflection from both the mirrors. The value of ? is 1) 30 ° 2) 60 ° 3) 90 ° 4) 120 ° 49. When a ray of light enters a glass slab from air 1) its wavelength decreases 2) its wavelength increases 3) its frequency increases 4) neither its wavelength nor its frequency changes 50. Critical angle of light passing from glass to water is minimum for 1) red colour 2) green colour 10/39 eng. edooni. com 3) yellow colour 4) violet colour 51. A ray of light falls on a transparent glass slab of refractive index 1. 62. If the reflected ray and the refracted ray are mutually perpendicular, the angle of incidence is 1) tan-1(1. 62) 2) tan-1(1/1. 62) 3) tan-1(1. 33) 4) tan-1(1/1. 33) 52. An object A has a charge of ? C and the object B has a charge of ? C. 6 Which + 2 + statements is true ? 1) F AB = -3F BA 2) F AB = -F BA 3) 3F AB = -F BA 4) F AB = 4F BA 53. The equivalent capacitance between A and B for the combination of capacitors shown in figure, where all capacitances are in microfarad is 1) 6. 0 ? F 2) 4. 0 ? F 3) 2. 0 ? F 4) 3. 0 ? F 54. Two charged particles are projected into a region in which a magnetic field is perpendicular to their velocities. After they enter the magnetic field, you can conclude that 1) the charges are deflected in opposite directions 2) the charges continue to move in a straight line 3) the charges move in circular paths 4) the charges move in circular paths but in opposite directions 11/39 eng. edooni. com 55. A solenoid consists of 100 turns of wire and has a length of 10. 0 cm. The magnetic field inside the solenoid when it carries a current of 0. 500 A will be 1) 6. 28 ? 10-4 T 2) 6. 28 ? 10-5 T 3) 3. 14 ? 10-4 T 4) None of these 56. An AC voltage source has an output of ? V = (200 V) sin 2? ft. This source is connected to a 100 ? resistor. RMS current in the resistance is 1) 1. 41 A 2) 2. 41 A 3) 3. 41 A 4) 0. 71 A 57. A generator at a utility company produces 100 A of current at 4000 V. The voltage is stepped up to 240000 V by a transformer before it is sent on a high voltage transmission line. The current in transmission line is 1) 3. 67 A 2) 2. 67 A 3) 1. 67 A 4) 2. 40 A 58. The energy of a photon of wavelength ? is 1) hc? 2) hc/? 3) ? /hc 4) h? /c 59. In the Bohr model of the hydrogen atom, the lowest orbit corresponds to 1) infinite energy 2) maximum energy 3) minimum energy 4) zero energy 60. Consider ? -particles, ? -particles and? -rays, each having an energy of 0. 5 MeV. In increasing order of penetrating powers, the radiations are 1) ? , ? , ? 2) ? , ? , ? 3) ? , ? , ? 4) ? , ? , ? 12/39 eng. edooni. com 61. The figure shows the symbol of a 1) AND gate 2) OR gate 3) NOT gate 4) NAND gate 62. In ? + decay process, the following changes take place inside the nucleus 1) 2) 3) 4) 63. In a transistor the base is 1) an insulator 2) a conductor of low resistance 3) a conductor of high resistance 4) an extrinsic semiconductor 64. A particle moves along a straight line such that its position x at any time t is x = 6t2 – t3. Where x is in metre and t is in second, then 1) at t = 0 acceleration is 12 ms-2 2) x – t curve has maximum at 4 s 3) Both (1) and (2) are wrong 4) Both (1) and (2) are correct 65. A particle is subjected simultaneously to two SHM’s, one along the x-axis and the other along the y-axis. The two vibrations are in phase and have unequal amplitudes. The particle will execute 1) straight line motion 2) circular motion 3) elliptic motion 4) parabolic motion 66. X-rays are diffracted from a crystal of lattice plane spacing 2A. The maximum wavelength that can be diffracted is 13/39 eng. edooni. com 1) 1 A 2) 2 A 3) 2. 5 A 4) 4 A 67. If ? and ? are the collector emitter short circuit current amplification factor and collector base short circuit current amplification factor respectively of a transistor, then ? is equal to 1) (1 + ? )/? 2) ? /(1 – ? ) 3) (1 – ? )/? 4) ? (1 + ? ) 68. The resistance of a straight conductor does not depend on its 1) length 2) temperature 3) material 4) shape of cross-section 69. In a given network, each resistance has value of 6?. The point X is connected to point A by a copper wire of negligible resistance and point Y is connected to point B by the same wire. The effective resistance between X and Y will be 1) 18 ? 2) 6 ? 3) 3 ? 4 ) 2 ? 70. A length of wire carries a steady current. It is bent first to form a circular coil of one turn. The same length is now bent more sharply to give a double loop of smaller radius. The magnetic field at the centre caused by the same current is 1) double of its first value 2) quarter of its first value 3) four times of its first value 4) same as the first value 71. The work done in carrying a charge q once around a circle of radius r with a charge Q placed at the centre will be 1) Qq/(4? ? 0r2) 2) Qq/(4? ? 0r) 3) zero 14/39 eng. edooni. com 4) Qq2/(4? ? 0r) 72. Two wires of same material and radius have their lengths in ratio 1 : 2. If these wires are stretched by the same force, the strain produced in the two wires will be in the ratio 1) 2 : 1 2) 1 : 1 3) 1 : 2 4) 1 : 4 73. A student has measured the length of a wire equal to 0. 04580 m. This value of length has the number of significant figures equal to 1) five 2) four 3) six 4) None of these 74. The volume of an ideal diatomic gas is doubled isothermally. The internal energy 1) is doubled 2) is halved 3) is increases four times 4) is remains unchanged 75. A small power station supplies electricity to 5000 lamps connected in parallel. Each lamp has a resistance of 220 and is operated at 220 V. The total current supplied by the ? station is 1) 2500 A 2) 3500 A 3) 5000 A 4) 10000 A Section-2 Chemistry 76. Which of the following sets of quantum numbers is correct ? 1) n = 5, l = 4, m = 0, s = +(1/2) 2) n = 3, l = 3, m = +3, s = +(1/2) 3) n = 6, l = 0, m = +1, s = -(1/2) 4) n = 4, l = 2, m = +2, s = 0 77. Which of the following is not a colligative property ? 1) Optical activity 2) Osmotic pressure 3) Depression of freezing point 15/39 eng. edooni. com 4) Elevation of boiling point 78. Which of the following when dissolved in water forms a solution, ie, non-conducting ? 1) Chile salt petre 2) Potash alum 3) Green vitriol 4) Ethyl alcohol 79. The best way to prevent rusting of iron is 1) making it cathode 2) putting in saline water 3) Both (1) and (2) 4) None of the above 80. In NaCl crystal each Cl- ion is surrounded by 1) 4 Na+ ions 2) 6 Na+ ions 3) 1 Na+ ion 4) 2 Na+ ions 81. Stainless steel has iron and 1) Cr 2) Cu 3) Co 4) Zn 82. Naphthalene can be easily purified by 1) sublimation 2) crystallisation 3) distillation 4) vaporisation 83. When acetylene is passed through dil H2SO4 in presence of HgSO4, the compound formed is 1) ether 2) acetaldehyde 3) acetic acid 4) ketone 84. Cross aldol condensation occurs between 1) two same aldehydes 2) two same ketones 3) two different aldehydes and ketones 4) None of the above 16/39 eng. edooni. com 85. Which is more powerful to coagulate the negative colloid ? 1) ZnSO4 2) Na3PO4 3) AlCl3 4) K4[Fe(CN)6] 86. Cannizaro reaction is performed by 1) formaldehyde 2) formaldehyde and acetaldehyde 3) benzaldehyde 4) formaldehyde and benzaldehyde 87. The monosaccharides having anomeric carbon atom are 1) geometrical isomers 2) ? -and ? -optical isomers 3) having symmetrical carbon atoms 4) None of the above 88. Diacidic base is 1) CH2(OH)2 2) Ca(OH)2 3) CH3CH(OH)2 4) All of these 89. Which of the following behaves as Lewis acid and not as Bronsted acid ? 1) HCl 2) H2SO4 3) HSO-3 4) SO3 90. Thermite process is used in reduction of 1) Cr2O3 2) Al2O3 3) PbO2 4) CuO 91. Example of geometrical isomerism is 1) 2-butanol 2) 2-butene 17/39 eng. edooni. com 3) butanal 4) 2-butyne 92. Mustard gas is a 1) oil gas 2) poisonous gas 3) fuel gas 4) life gas 93. The pair of elements having approximately equal ionisation potential is 1) Al, Ga 2) Al, Si 3) Al, Mg 4) Al, B 94. Bakelite is a 1) natural polymer 2) addition polymer 3) condensation polymer 4) homopolymer 95. Name of method use to separate primary, secondary and tertiary amines is 1) Hofmann method 2) Lucas method 3) Victor Meyer method 4) Kolbe method 96. Main product obtained from the reaction of ammonia and formaldehyde is 1) formic acid 2) methylamine 3) methanol 4) urotropine 97. TEL is a compound used as 1) antibiotic 2) antiseptic 3) antiknocking 4) antioxidant 98. Water is well known amphoprotic solvent. In which chemical reaction water is behaving as base ? 18/39 eng. edooni. com 1) 2) 3) 4) 99. Which of the following is not a physical equilibrium ? ) Ice 2) I2(s) 3) S(l) 4) 3O2 Water I2(g) S(g) 2O3 100. The polymer which is used in not-sticky kitchenware is 1) PVC 2) teflon 3) rayon 4) isoprene 101. The chemical which is used for plastering the broken bones is 1) (CaSO4)2H2O 2) MgSO4 . 7H2O 3) FeSO4 . 7H2O 4) CuSO4 . 5H2O 102. Dry ice is 1) solid H2O 2) solid CO2 3) solid N2O4 4) solid NH3 103. Precipitate of AgCl is soluble in liquid NH3, the compound forms 1) Ag(NH4)2OH 2) Ag( NH4)2Cl 3) Ag(NH3)2OH 4) Ag(NH3)2Cl 104. In qualitative analysis, in III group NH4Cl is added before NH4OH because 1) to increase the concentration of NH+4 ions 9/39 eng. edooni. com 2) to increase the concentration of Cl- ions 3) to reduce the concentration of OH- ions 4) to increase the concentration of OH- ions 105. Solution of sodium thiosulphate in photography works as 1) to shine film 2) to develop film 3) to dissolve silver bromide 4) to change negative into positive 106. Phenol on treatment with diethyl sulphate in presence of NaOH gives 1) phenetole 2) anisole 3) diphenyl ether 4) diethyl ether 107. 2. 5 L of NaCl solution contain 5 moles of the solute. What is the molarity ? 1) 5 M 2) 2 M 3) 2. 5 M 4) 12. 5 M 108. The most abundant element in the universe is thought to be 1) carbon 2) oxygen 3) hydrogen 4) nitrogen 109. Electromeric effect is 1) permanent effect 2) temporary effect 3) resonance effect 4) inductive effect 110. The calculated bond order in O-2 ion is 1) 1 2) 1. 5 3) 2 4) 2. 5 111. The entropy of a perfectly crystalline material is zero at 0? C. This is statement of 1) first law of thermodynamics 2) second law of thermodynamics 3) third law of thermodynamics 20/39 eng. edooni. com 4) law of conservation of energy 112. In acidic medium, the equivalent weight of K2Cr2O7 (Mol. wt. = M) is 1) M 2) M/2 3) M/3 4) M/6 113. When a metal atom combines with a non-metal atom, the non-metal atom will 1) lose electrons and decrease in size 2) lose electrons and increase in size 3) gain electrons and decrease in size 4) gain electrons and increase in size 114. What is the total number of moles of H2SO4 needed to prepare 5. 0 L of a 2. 0 M solution of H2SO4 ? 1) 2. 5 2) 5. 0 3) 10 4) 20 115. Which combination of atoms can form a polar covalent bond ? 1) H and H 2) H and Br 3) N and N 4) Na and Br 116. How many joules of heat are absorbed when 70. 0 g of water is completely vaporised at its boiling point ? 1) 23,352 2) 7,000 3) 15,813 4) 158,130 117. Which quantities are conserved in all oxidation reduction reactions ? 1) Charge only 2) Mass only 3) Both charge and mass 4) Neither charge nor mass 118. Which of the following compounds would have the highest boiling point ? 1) CH3CH2CH2CH3 2) CH3NH2 3) CH3OH 4) CH2F 2 119. In any chemical reaction, a quantity that decrease to a minimum is 21/39 eng. edooni. com 1) free energy 2) entropy 3) temperature 4) enthalpy 120. Which of the following is the weakest acid ? 1) HCl 2) HF 3) H2SO4 4) HNO3 121. Which of the following contains greatest number of oxygen atoms ? 1) 1 g of O 2) 1 g of O2 3) 1 g of O3 4) All have the same number of atoms 122. The pH of 10-8 M NaOH aqueous solution at 25? C, is 1) 7. 02 2) 7. 0 3) 6. 89 4) 6. 0 123. Decrease in atomic number is not observed during 1) ? -emission 2) ?-emission 3) positron emission 4) electron capture 124. The buffering action of an acidic buffer is maximum when its pH is equal to 1) 5 2) 7 3) 1 4) pKa 125. Which of the following will increase with the increase in temperature ? 1) surface tension 2) Viscosity 3) Molality 4) Vapour pressure 126. Which of the following will have larger dipole moment ? 22/39 eng. edooni. com 1) 2) 3) 4) 127. Which of the following would react most readily with nucleophiles ? ) 2) 3) 4) 23/39 eng. edooni. com 128. Hydride ion transfer takes place in 1) Frankland method 2) Wurtz reaction 3) Cannizaro’s reaction 4) Wolff-Kishner reduction 129. An organic compound C3H6O neither gives precipitate with semicarbazide nor reacts with sodium. It could be 1) CH3CH2CHO 2) CH3COCH3 3) CH2 = CHCH2OH 4) CH2 = CHOCH3 130. Which of the following is an o rganometallic compound ? 1) Lithium methoxide 2) Lithium acetate 3) Lithium dimethylamine 4) Methyl lithium 131. The quality of diesel is expressed by 1) octane number 2) cetane number 3) antiknock compound 4) presence of additives 132. Ketone upon treatment with Grignard reagent gives 1) primary alcohol 2) secondary alcohol 3) tertiary alcohol 4) aldehyde 133. Racemic compound has 1) equimolar mixture of enantiomers 2) 1 : 1 mixture of enantiomer and diastereomer 3) 1 : 1 mixture of diastereomers 4) 1 : 2 mixture of enantiomers 134. Geometry of methyl free radical is 1) pyramidal 2) planar 24/39 eng. edooni. com 3) tetrahedral 4) linear 135. The reaction of sodium ethoxide with iodoethane to form diethyl ether is termed as 1) electrophilic substitution 2) nucleophilic substitution 3) electrophilic addition 4) radical substitution 136. In which of the following ways does the hydride ion tend to function ? 1) An electrophile 2) A nucleophile 3) A free radical 4) An acid 137. The following compound differ in 1) configuration 2) conformation 3) structure 4) chirality 138. The correct name for the following hydrocarbon is 1) tricyclo [4. 1. 0] heptane 2) bicyclo [5. 2. 1] heptane 3) bicyclo [4. 1. 0] heptane 4) bicyclo [4. 1. 0] hexane 139. Which of the following compounds would be the main product of an aldol condensation of acetaldehyde and acetone ? 1) CH3CH = CH . CHO 2) CH3CH = CHCOCH3 3) (CH3)2C = CH . CHO 4) (CH3)2C = CHCOCH3 140. Which one of the following compounds will not react with CH3MgBr ? 25/39 eng. edooni. com 1) Ethyl acetate 2) Acetone 3) Dimethyl ether 4) Ethanol 141. The number of isomeric alkanes having the molecular formula C5H12 is 1) three 2) five 3) nine 4) thirty two 142. Which organic compound is an electrolyte ? 1) CH3Cl 2) HCOOH 3) CH3OH 4) C6H12O6 143. The electron configuration of the oxide ion is much most similar to the electron configuration of the 1) sulphide ion 2) nitride ion 3) oxygen atom 4) nitrogen atom 144. Which substance has the greatest ionic character ? 1) Cl2O 2) NCl3 3) PbCl2 4) BaCl2 145. The lattice points of a crystal of hydrogen iodide are occupied by 1) HI molecules 2) H atoms and I atoms 3) H+ cations and I- anions 4) H2 molecules and I2 molecules 146. Dehydration of alcohol usually goes by 1) E1 mechanism 2) E2 mechanism 3) E1 cb mechanism 26/39 eng. edooni. com 4) SN 2 mechanism 147. Which one of the following is a copolymer ? 1) Saran 2) Orlon 3) PVC 4) Teflon 148. Formation of coloured ions by transition metals signifies; 1) absorption of light from UV range 2) emission of light 3) presence of unpaired electrons in s and p orbitals 4) complimentary colours to the absorbed light 149. Transition metal ions show colour because 1) they absorb light 2) they emit light 3) they are paramagnetic 4) they exhibit d-d transition 150. Which one of the following compounds will not undergo aldol condensation ? 1) Acetaldehyde 2) Formaldehyde 3) Propionaldehyde 4) Acetone Section-3 Mathematics 151. The length of the normal to the curve x = a(? + sin ? ), y = a(1 – cos ? ) at ? = (? /2) is 1) 2 a 2) a/2 3) a/v2 4) v2 a 152. The maximum value of ((log x)/x) is 1) e 153. In the interval 2) 2 e , = 0 is the number 3) 1/e of real solutions 4) 2/e of the equations 27/39 eng. edooni. com 1) 0 154. If 1) 1 2) -1 3) 0 4) None of these 2) 2 ) 1 4) 3 is continuous at x = 0, then the value of k will be 155. The sum of all odd numbers between 1 and 1000 which are divisible by 3 is 1) 83667 2) 90000 3) 83660 4) None of these 156. In a college 25% boys and 10% girls offer Mathematics. There are 60% girls in the college. If a Mathematics student is chosen at random, then the probabilit y that the student is a girl, will be 1) 1/6 2) 3/8 3) 5/8 4) 5/6 157. Differential equation of those circles which passes through origin and their centres lie on y-axis will be 1) (x2 – y2) (dy/dx) + 2xy = 0 2) (x2 – y2) (dy/dx) = 2xy 3) (x2 – y2) (dy/dx) = xy 4) (x2 – y2) (dy/dx) + xy = 0 158. If tan ? = k cot ? , then 1) (1 + k)/(1 – k) 2) (1 – k)/(1 + k) 3) (k + 1)/(k – 1) 4) (k – 1)/(k + 1) is equal to 159. If cot (cos-1 x) = sec 1) 2) , then x is equal to 28/39 eng. edooni. com 3) 4) 160. If distance between directrices of a rectangular hyperbola is 10, then distance between its foci will be 1) 10v2 161. 2) 5 3) 5v2 4) 20 Number of solution of the equation is 1) 1 2) 2 3) 3 4) 4 162. dx is equal to 1) 3? /16 2) 3? 2/16 3) 16? /3 4) 16? 2/3 163. 1) 2) dx is equal to 3) 4) 164. If f (x) = sin2 x + sin2 to 1) 1 2) -1 + cos x cos and g 1, then gof (x) is equal 3) 2 4) -2 + is collinear to 165. , , are three non-zero vectors; no two of them are parallel. If and + is collinear to , then + + is equal to 1) 2) 29/39 eng. edooni. com 3) 4) 166. In tossing of a coin (m + n) (m n) times, the probability of coming consecutive heads at least m times is 1) 2) 3) 4) 167. If f (x) = 1) 1 , then 2) 48 3) -48 is equal to 4) -1 – | = 2v2 and the 168. L et = 2i + j – 2 and = i + j. If is a vector such that . = | |, | angle between ? and is 30? , then |( ? ) ? | is equal to 1) 2/3 2) 3/2 3) 2 4) 3 169. The value of 1) 1 sq unit 2) 2 sq unit 3) 3 sq unit 4) 5 sq unit dx is 170. The differential equation of all circles touching the axis of y at origin and centre on the xaxis is given by 1) xy (dy/dx) – x2 + y2 = 0 2) 2xy (dy/dx) – x2 – y2 = 0 3) (x2 + y2) (dy/dx) – 2xy = 0 4) None of the above 171. The solution of the differential equation 1) ye2vx = 2v(x) + c 2) ye-2vx = v(x) + c is given by 30/39 eng. edooni. com 3) y = vx 4) y = 3vx 172. The solution of the equation 1) sin-1 y – sin-1 x = c 2) sin-1 y + sin-1 x = c 3) sin-1 (xy) = 2 4) None of the above 173. If 1) p 0 2) 0 p 1 3) p = 1 4) p 1 174. If a real valued function f of a real variable x is such that is differentiable at x = 0, then is , then f(x) is equal to 1) (1 – x)/2 2) (x2 + 1)/2 3) 1 – x 4) None of these 175. If the vectors i – 2j + 3 , -2i + 3j – 4 , ? i – j + 2 are linearly dependent, then the value of ? is equal to 1) 0 176. If 2) 1 3) 2 i] i + 2[ 4) 3 j] j + 2[ ] +[ and are two non-zero non-collinear vectors, then 2[ ] is equal to ? + 1) 2( ? ) 2) 3) 4) None of these 177. If ( ? )2 + ( 1) 13 . )2 = 676 and | | = 2, then | | is equal to 1/39 eng. edooni. com 2) 26 3) 39 4) None of these 178. If a, b, c are in GP, then the equation ax2 + 2bx + c = 0 and dx2 + 2ex + f = 0 have a common root, if d/a, e/b, f/c are in 1) AP 2) HP 3) GP 4) None of these 179. If x = v7 – v5 and y = v13 – v11, then 1) x y 2) x y 3) x = y 4) None of these 180. If one root of equation x2 + ax + 12 = 0 is 4 while the equation x2 + ax + b = 0 h as equal roots, then the value of b is 1) 4/49 2) 49/4 3) 7/4 4) 4/7 181. One of the square roots of 6 + 4v3 is 1) v3(v(3) + 1) 2) -v3(v(3) – 1) 3) v3(-v(3) + 1) 4) None of these 182. If cos 20? – sin 20? = p, then cos 40? is equal to 1) p2v(2 – p2) 2) pv(2 – p2) 3) p + v(2 – p2) 4) p – v(2 – p2) 183. If tan x = (b/a), then the value of a cos 2x + b sin 2x is 1) 1 2) ab 3) b 4) a 184. If Sn = cosn ? + sinn ? , then the value of 3S4 – 2S6 is given by 1) 4 2) 0 3) 1 4) 7 32/39 eng. edooni. com 185. The distance between the parallel lines 9Ãâ€"2 – 6xy + y2 + 18x – 6y + 8 = 0 is 1) 2/v10 2) 1/v10 3) 4/v10 4) None of these 186. The lines 2x – 3y = 5 and 3x – 4y = 7 are diameters of a circle of area 154 sq unit. Then, the equation of the circle is 1) x2 + y2 + 2x – 2y = 51 2) x2 + y2 – 2x – 2y = 49 3) x2 + y2 + 2x + 2y = 47 4) x2 + y2 – 2x + 2y = 47 187. The dice are thrown n times in succession. The probability of obtaining a double six at least once is 1) (1/36)n 2) 1 – (35/36)n 3) (1/12)n 4) None of these 188. A and B toss a coin alternately on the understanding that the first to obtain heads wins the toss. The probability that A wins the toss 1) 1/3 2) 2/3 3) 1/4 4) 3/4 189. In an assemble of 4 persons the probability that at least 2 of them have the same birthday, is 1) 0. 293 2) 0. 4 3) 0. 0001 4) 0. 016 190. A particle is thrown with the velocity v with the angle ? from the horizontal plane and its range on the horizontal plane is twice to the maximum height gained. Then, tan ? is equal to 1) 9 191. If 1) -1 = 0 and x, y, z are all distinct, then xyz is equal to 2) 1 3) 0 4) 3 2) 5 3) 2 4) 1 33/39 eng. edooni. com 1) -1 192. If 1) 100 A 2) 299 A 3) 2 100 A 4) 99 A 2) 1 , then A100 is equal to 3) 0 4) 3 193. If sum of n terms of two AP’s are in the ration 2n + 3 : 6n + 5, then the ration of their 13th term is 1) 29/83 2) 27/77 3) 31/89 4) 53/155 194. Let a relation R be defined on set of all real numbers by a R b if and only if 1 + ab ; 0. Then, R is 1) reflexive, transitive but not symmetric 2) reflexive, symmetric but not transitive 3) symmetric, transitive but not reflexive 4) an equivalence relation 195. If 1) (1, 2, 3) 2) (2, 1, 3) 3) (3, 1, 2) 4) (3, 2, 1) , then (x, y, z) is equal to 196. If positive numbers a, b, c are in HP and c ; a, then log (a + c) + log (a – 2b + c) is equal to 1) 2 log (c – b) 2) 2 log (a + c) 3) 2 log (c – a) 4) 2 log (a – c) 197. The dice are thrown together. Then the probability that the sum of numbers appearing on them is a prime number, is 1) 5/12 2) 7/18 3) 13/36 4) 11/36 34/39 eng. edooni. com 198. In a triangle ABC, AB = 1, AC = 2 and 1) 75? 2) 90? 3) 120? 4) 135? A = 60? , its largest angle is equal to 199. From the top of a cliff 50 m high, the angles of depression of the top and bottom of a tower are observed to be 30? and 45?. The height of tower is 1) 50 m 2) 50v3 m 3) 50(v(3) – 1) m 4) 50(1 – (v(3)/3)) m 200. The points 0, 2 + 3i, i, -2 – 2i in the argand plane are the vertices of a 1) rectangle 2) rhombus 3) trapezium 4) parallelogram 201. One of the values of 1) v3 + i 2) -i 3) i 4) -v3 + i is 202. The value of tan-1 (1/2) + tan-1 (1/3) + tan-1 (7/8) is 1) tan-1 (7/8) 2) cot-1 15 3) tan-1 15 4) tan-1 (25/24) 203. The locus of points of intersection perpendicular tangents to a parabola is a 1) straight line 2) circle 3) parabola 4) hyperbola 204. The middle point of the chord x + 3y = 2 of the conic x2 + xy – y2 = 1 is 35/39 eng. edooni. com 1) (5, -1) 2) (1, 1) 3) (2, 0) 4) (-1, 1) 205. If tangents at extremities of a focal chord AB of the parabola y2 = 4ax intersect at a point C, then ACB is equal to 1) ? /4 2) ? /3 3) ? 2 4) ? /6 206. The smallest circle with centre on y-axis and passing through the point (7, 3) has radius 1) v58 2) 7 3) 3 4) 4 207. The pair of lines joining origin to the points of intersection of the two curves ax2 + 2hxy + by2 + 2gx = 0 and a’ x2 + 2h’ xy + b’ y2 + 2g’ x = 0 will be at right angles, if 1) (a’ + b’)g’ = (a + b)g 2) (a + b)gâ⠂¬â„¢ = (a’ + b’)g 3) h2 – ab = h’2 – a’b’ 4) a + b + h2 = a’ + b’ + h’2 208. If sum of two numbers is 6, the minimum value of the sum of their reciprocals is 1) 6/5 209. 2) 3/4 3) 2/3 4) 1/2 If b ; a, then 1) ? /2 2) ? 3) ? /2 (b – a) 4) ? /4 (b – a) s equal to 210. The solution of differential equation (1 + x)y dx + (1 – y)x dy = 0 is 1) loge (xy) + x – y = c 2) loge (x/y) + x + y = c 3) loge (x/y) – x + y = c 4) loge (xy) – x + y = c 211. The value of 1) e-1 2) e-1/2 (cos x)cot2 x is 36/39 eng. edooni. com 3) 1 4) not existing 212. The normal to the curve x = a(cos + ? sin ? ), y = a(sin ? – ? cos ? ) at any point ? is ? such that 1) it makes a constant angle with x-axis 2) it passes through origin 3) it is at a constant distance from origin 4) None of the above 213. If sin y = x sin (a + y), then (dy/dx) is equal to 1) 2) 3) 4) 14. dx is equal to 1) 2) 3) 4) 215 . The function f (x) = log (1 + x) 1) (-1, ? ) 2) (-? , 0) 3) (-? , ? ) 4) None of these is increasing on 216. If is any vector, then i ? ( ? i) + j ? ( ? j) + ? ( ? ) is equal to 37/39 eng. edooni. com 1) 2) 2 3) 3 4) 217. The product of two times of flight from a point P to another point Q with a given velocity of projection is 1) PQ/g 2) 2PQ/g 3) PQ/2g 4) 3PQ/g 218. A stone of mass m is thrown vertically upwards with a velocity of 9. 8 ms-1. The height of the point where KE = PE is (g = 9. 8 ms-2) 1) 9. 8 m 2) 4. 9 m 3) 2. 5 m 4) 2 m 219. Three sides of a square are formed by bending a rod of length 36 cm. The distance of its CG from an open end is 1) 12 cm 2) 6v2 cm 3) 8v2 cm 4) 10 cm 220. If the resultant of two forces of magnitude P and Pv3 acting on a particle is of magnitude P, then the angle between them is 1) 60? 2) 120? 3) 90? 4) 150? 221. A particle is dropped from a height 12 g metre and 4 s after another particle is projected from the ground towards it with a velocity 4 g ms-1. The time after which the second particle meets first is 1) 4 s 2) 2 s 3) (1/2) s 4) 1 s 222. A uniform ladder rests in limiting equilibrium with its lower end on a rough horizontal plane with coefficient of friction? and its upper end against a smooth vertical wall. ? is the If 38/39 eng. edooni. com inclination of the ladder with the wall, then ? is equal to 1) tan-1 ? 2) cot-1 ? 3) cot-1 (2? ) 4) tan-1 (2? ) 223. If 1) 3/2 is a purely imaginary number, then 2) 1 3) 2/3 is equal to 4) 4/9 224. An orthogonal matrix is 1) 2) 3) 4) 225. If y = 3x + 6Ãâ€"2 + 10Ãâ€"3 + †¦. , then the value of x in terms of y is 1) 1 – (1 – y)-1/3 2) 1 – (1 + y)1/3 3) 1 + (1 + y)-1/3 4) 1 – (1 + y)-1/3 39/39 eng. edooni. com Answer Key 1) 2 11) 3 21) 1 31) 2 41) 3 51) 1 61) 4 71) 3 81) 1 91) 2 101) 1 111) 3 121) 4 131) 2 141) 1 151) 4 161) 2 171) 2 181) 4 191) 1 201) 3 211) 2 221) 3 2) 4 12) 1 22) 1 32) 4 42) 1 52) 2 62) 1 72) 3 82) 1 92) 2 102) 2 112) 4 122) 1 132) 3 142) 2 152) 3 162) 2 172) 1 182) 2 192) 2 202) 3 212) 3 222) 4 3) 3 13) 4 23) 2 33) 3 43) 3 53) 1 63) 2 73) 1 83) 2 93) 1 103) 4 113) 4 123) 2 133) 1 143) 2 153) 3 163) 2 173) 4 183) 4 193) 4 203) 1 213) 2 223) 2 4) 1 14) 1 24) 2 34) 2 44) 2 54) 3 64) 4 74) 4 84) 3 94) 3 104) 3 114) 3 124) 4 134) 2 144) 4 154) 3 164) 1 174) 1 184) 3 194) 2 204) 4 214) 3 224) 2 5) 3 15) 2 25) 3 35) 4 45) 3 55) 1 65) 1 75) 3 85) 3 95) 1 105) 3 115) 2 125) 4 135) 2 145) 1 155) 1 165) 4 175) 1 185) 1 195) 1 205) 3 215) 1 225) 4 6) 2 16) 4 26) 1 36) 3 46) 2 56) 1 66) 4 76) 1 86) 4 96) 4 106) 1 116) 4 126) 4 136) 2 146) 1 156) 2 166) 1 176) 1 186) 4 196) 3 206) 2 216) 2 7) 2 17) 1 27) 4 37) 1 47) 2 57) 3 67) 4 77) 1 87) 2 97) 3 107) 2 117) 3 127) 3 137) 3 147) 1 157) 2 167) 2 177) 1 187) 2 197) 1 207) 2 217) 2 8) 3 18) 2 28) 4 38) 1 48) 3 58) 2 68) 4 78) 4 88) 2 98) 1 108) 3 118) 3 128) 3 138) 3 148) 4 158) 1 168) 2 178) 1 188) 2 198) 2 208) 3 218) 3 9) 1 19) 4 29) 3 39) 3 49) 1 59) 3 69) 4 79) 1 89) 4 99) 4 109) 2 119) 1 129) 4 139) 2 149) 4 159) 1 169) 3 179) 1 189) 4 199) 4 209) 2 219) 3 10) 2 20) 2 30) 1 40) 1 50) 4 60) 1 70) 1 80) 2 90) 1 100) 2 110) 2 120) 2 130) 4 140) 3 150) 2 160) 4 170) 4 180) 2 190) 3 200) 4 210) 1 220) 4 1/1 eng. edooni. com How to cite Upsee 2009, Papers

At the end of the play, who do you feel is most responsible for the deaths of Romeo and Juliet Essay Example For Students

At the end of the play, who do you feel is most responsible for the deaths of Romeo and Juliet? Essay Romeo and Juliet are the epitome of true love and have been for hundreds of years. Their story is William Shakespeares best-known tragedy and one of his most popular plays. There are many factors that contribute to Romeo and Juliets deaths which include their own actions and decisions, fate and circumstances and the deeds of the other characters. Romeo is a young, intense and love-sick character from beginning to end. He is romantic and compassionate; however he is also fickle and single-minded. His unrequited infatuation for Rosaline: shell not be hit with Cupids arrow, she hath Dians wit; which caused him so much torment and sadness, disappears the moment he sees and meets Juliet as she appears in the dance like a: snowy dove trooping with the crows. This metaphor shows how beautiful Juliet is in comparison to the other young women at the ball. Romeos reaction is ironic as he denied to Benvolio that he could ever forget Rosaline, when Benvolio suggested that Romeo should meet other women at the party to take his mind off Rosaline: By giving liberty unto thine eyes examine other beauties. Romeo falls instantly in love with Juliet and Shakespeare shows us this by describing how Juliet has brought light into Romeos life: teaches the torches to shine bright. From the moment Romeo meets Juliet, his behaviour changes and by the time of the orchard scene, Act 2, Scene 2, he is animated and lively, a far cry from his dull behaviour over his love for Rosaline. Romeos friends and family noticed that his outlook has altered and in the company of his friends, Benvolio states: Why, is not this better now than groaning for love? Now art thou sociable; now art thou Romeo. He is well-regarded by the other characters in the play and many look up to him. However, his rushed decisions and unpredictable ways are, in the end, his downfall. Juliet is a young, unworldly girl who is not yet fourteen: My child is yet a stranger in the world; she hath not seen the change of fourteen years. Juliet is much quieter, obedient and more innocent than Romeo and is greatly influenced by his actions as she has never been in such a situation, so believes every word that he says. Her youth is a key factor in her changes in character throughout the play. At the beginning of the play, she is not too interested in marriage or finding a husband and when her mother broaches the question of her marrying Paris, Juliet avoids any direct answer: It is an honour that I dream not of. However, as with Romeo, we see a great change of character when she meets her love. She is no longer disinterested and passive but lively and excited: You kiss by thbook. She is now flirtatious and eager at the thought of a new love. When their relationship becomes serious and they are married, she matures a great deal and when problems start to arise, she is the on e who is sensible and practical, whereas Romeo threatens suicide rather than be banished. Her character changes, as she is above all an honest person in the beginning, yet she changes to deceive her family and lie to be with Romeo. By the end of the play, we have seen a complete reversal in Juliets character, from an innocent, honest young girl, to a serious woman who is deeply in love and whose only care is for Romeo. Many consider the rashness of Romeo and Juliets decisions and their youth to be the tragic flaws of their characters which lead to their many problems and downfalls. Throughout the play, from when Romeo and Juliet initially meet until their deaths in the final act, their romance is rushed and hasty, and all of their decisions are made on spur of the moment feelings, without any real thought or deliberation. Romeo and Juliets marriage was not an event that was organised or reasoned, they simply acted on their feelings of lust. The two lovers had known each other barely a day when they were married and this was an odd affair, even in this era, which stunned the friends who were involved in this matrimony. Friar Lawrence notices that Romeo has instantly forgotten Rosaline in favour of Juliet: Not in a grave, to lay one in, another out to have; which means that although he told Romeo to bury his love for Rosaline, he did not expect Romeo to find another so quickly. If Romeo and Juliet ha d had a conventional relationship which gradually developed over time from lust and infatuation into deep, meaningful love; then perhaps their relationship would not have ended in such catastrophe, as many of their problems are simply due to mistiming and emotional decisions. Romeo and Juliet both have their faults, yet Romeo is older and more aware than young Juliet and he is more at fault than her. He makes many of the rushed decisions and does not think through his actions. Romeo is Juliets first love, and first romantic encounter of any kind; she believes every word he says and even though she is intelligent she is also quite naà ¯Ã‚ ¿Ã‚ ½ve and very trusting. As time moves on through the play, Juliets entire persona changes and she transforms from an innocent young girl, to a woman who will stop at nothing to be with her love. Another major problem that leads to Romeo and Juliets downfall was the fact that Romeo killed Tybalt. If this had not taken place, it is likely that Romeo and Juliet could have made their marriage public and the feud may have ended. Romeo was angry and upset, as Tybalt had stabbed and killed Mercutio, one of his best friends, he simply did what he believed was right at the time. However, this was possibly one of the worst things Romeo could have done in his situation; any problems Romeo and Juliet had suddenly became much worse. Romeo knows this as soon as he sees Tybalt fall: O, I a fortunes fool. This murder leads to Romeos banishment and both he and Juliet would prefer death to being separated. If Romeo had thought before he fought with Tybalt, he perhaps would have known to stay away, because deep down he knew that he was committing an immoral deed and this action would lead to many more dilemmas and upset. Although it is said that other peoples actions play a major part to Romeo and Juliets deaths, a persons actions are their own doing and the final decision is ultimately their own. The feud between the Montagues and Capulets had been causing problems, antagonism and resentment for years: From ancient grudge break to new mutiny, where civil blood makes civil hands unclean. There were fights in the street (Act 1, Scene 1 and Act 3, Scene1), bitterness between younger members of the family (for example Tybalt) and fear in day to day life. However, against all the odds, Romeo and Juliet met and fell in love. If there had been no feud, or the families could simply build bridges and forget the past, the Romeo and Juliets love may have blossomed and the tale would have had a clichà ¯Ã‚ ¿Ã‚ ½d happily ever after ending. However, bitterness, pride and revenge ruled the families minds and they would do whatever it took, even kill another man, in order to show their pride. These beliefs resulted in tragedy and the needless death of five family members. The Friar, the Prince and even the tired and weary heads of the families tried to end the feud, in vain. However, in the end, it was love which conquered all and managed to end the warfare between the families, even if this love had ended in heartbreak for both families and all around them. The play is set in the Birling's house; as it is a safe place where life is secure and sheltered EssayLord and Lady Capulet do not care about neither Juliets feelings nor the fact that she has not met Paris, never mind love him. They are strict and want their daughter to marry the proper man, from the right class and family and do not mind if she has no say in the matter. Lord and Lady Capulet should have paid more attention to Juliets wishes and listened to her opinions, she was just fourteen years old and did not want to marry Paris, yet this was forced upon her although she made her views perfectly clear: I wonder at this haste, that I must wed ere he that should be husband comes to woo. Juliet believes that this proposal is happening too fast and tells here mother and father that she does not know Paris and that they cannot marry before they courted. Paris is the opposite of Romeos character; he is calm and decorous, whereas Romeo is passionate and impulsive. Paris does everything the correct way, asks Lord Capulet for his daughters hand in marriage and is always polite and well-mannered whereas Romeo has never met his wifes father and is sneaking around behind his back. Although Paris is not the unpleasant character we might expect the heros rival to be, he does quite forcefully encourage the nuptials and coerces Lord Capulet and Juliet into a quick marriage. When they meet at Friar Lawrences cell, Paris calls Juliet his wife and wants her to admit that she loves him: Do not deny to him that you love me. Although he is not directly involved, Paris does contribute to Romeo and Juliets deaths as their impending marriage is another reason why Juliet feels she must run away, or worse, take her own life. Prince Escalus could have done more to help end the feud and keep peace on his streets of Verona. If he had acted earlier and more forcefully, then perhaps Romeo and Juliets marriage would have been a celebration and wonderful love story, instead of a tragedy. There are many other small roles that play a part in Romeo and Juliets downfall, for example Friar John and Balthasar. However, much of these characterss involvement is due to due to fate, mistiming and bad luck. There are many circumstances and coincidental events in the play that lead to the downfall of Romeo and Juliet. Their destiny is foretold in the stars, as stated in the prologue: A pair of star-crossd lovers take their lifeDo with their death bury their parents strife. This quote means that Romeo and Juliets fate is written in the stars in order to end the feud and bring peace among the families. This quote is also a metaphor, describing the lovers as stars, whose love stands out against the harshness of their backgrounds. They are not responsible for their fates; their problems are simply an awful succession of mistimings that destroys them. The entire play takes place over the short space of just four days, which is an extremely short space of time for all of these tragic incidences to happen in and if any one occurrence had been different, all may have turned out well. Aside from the fact that Romeo and Juliet feel so completely in love in such a short space of time; there are an extraordinary amount of coincidences in the play, all of which are unfortunate and lead to the demise of Romeo and Juliet. Firstly, the fact that Romeo should fall in love with an enemys daughter is a tragic central event. Also, the fact that Paris asks for Juliets hand in marriage at the same time is unlucky, as if he had asked perhaps a few weeks earlier, then he would have found himself a happily married man. There are continuous, ominous suggestions that Romeo and Juliet are fated to die; even before Romeo has met Juliet he says: Some consequence, yet hanging in the stars. Shall bitterly begin his fearful dateBy some vile forfeit of untimely death. This statement is correct and as soon as Romeo sees Juliet, they know that their love is a tragic one and could end in disaster due to their families hatred. However, once they meet and are married there are more disastrous incidents awaiting the star-struck couple. The fact that Tybalt kills Mercutio, although this is expected for a while, is the beginning of a growing number of problems. When Romeo kills Tybalt, he exclaims: O, I am fortunes fool, meaning that he is a victim of fate. Fate and mistiming are now Romeo and Juliets main setbacks. With Romeo banished and Juliet distraught over the death of her cousin and the thought of possibly never seeing her husband again, Friar Lawrences plan to give Juliet a potion to fake her own death seems like a loophole where Romeo and Juliet can live happily together; however this plan is not to succeed. Juliet takes the potion and the plan seems to be working, Friar Lawrence sends a letter with a messenger informing Romeo of his plan and arrangements for a funeral are made. However, Romeo and Juliets destiny ensures that this plan does not go accordingly. Romeos servant and friend, Balthasar, hears of Juliets death, rushes to tell his master and Romeo replies: I defy you stars!, meaning fate, and that Juliets death was foretold. Friar John, the messenger with Romeos letter, is held in quarantine and does not emerge in time to deliver the letter to Romeo. These events lead Romeo to the Apothecarys where he buys a poison, to end his life without Juliet: such soon-speeding gear as will disperse itself through all the veins that the life-weary taker may fall dead. More tragedy is to come; Romeo kills Paris who stands in his way of the tomb. Once inside, Romeo says a last goodbye to Juliet and drinks the potion: O true apothecary! Thy drugs are quick. Thus with a kiss I die. Just a she sees Romeo fall, Juliet awakes from her long sleep, but she is too late, another misfortune of fate and she takes Romeos dagger and stabs herself. If she had awoken just minutes earlier, the plan would have worked and the two may have lived happily ever after. In conclusion, there are many people and events which build up and lead to the final demise of Romeo and Juliet, and their tragic end cannot be put down to one solitary event. Although some people play a more significant and obvious role in their death, for example Friar Lawrence, if one single event had been different and their plans had worked out, then perhaps Romeo and Juliet could have run away together and would not have had to take their own lives. However, though it seems that other peoples influences are the main contributors to their problems, Romeo and Juliets fate is written in the stars and chance and coincidence are the dominant themes surrounding their deaths.

Affirmative Action misc2 essays

Affirmative Action misc2 essays Affirmative Action: Reverse Discrimination? Affirmative Action is a hot issue in the United States, with wide differences of opinion over the correct way to expand opportunity for people who have historically been discriminated against. With the philosophical difference behind the legal and political tensions is deep. One side wants a total rollback of affirmative action programs, making individual merit the only criterion for hiring and promotional considerations. While the other extreme wants affirmative action to be pushed until the racial makeup of all professions mirrors the racial makeup of US society exactly. While both these sides are to the greatest ends of the argument there needs to be an approach to come up with a medium. This could include laws to force companies to vigorously recruit and develop minorities for professional and managerial jobs. However, there should not be any outright quotas, which reserve a certain number of slots for particular minority groups. This will cause resentments and constitutional o bstacles down the road. The objective here is not to do away with affirmative action in one sweep, rather to seek out strategies to help promising minorities and match them with opportunities they have rightfully earned and deserve. Now, what does the law say? Although Title VII has an affirmative action component part of it, most regulations stem from a requirement imposed by Executive Order 11246. There are a lot of misconceptions about affirmative action and what laws companies actual have to follow. One is that all companies are required to adhere to the laws under affirmative action, this is not the case. Executive Order 11246 states that once a company enters into a contract with a federal governmental agency that exceeds $10,000 it must abide by the affirmative action rules and regulations. These regulations include, but are not limited to, the following: to post in a conspicuous place, available to a...

Free Essays on Life Of Leonardo

Leonardo was born in the small town of Vinci, in Tuscany, near Florence. He was the son of a wealthy Florentine notary and a peasant woman. In the mid-1460s the family settled in Florence, where Leonardo was given the best education that Florence, a major intellectual and artistic center of Italy, could offer. He rapidly advanced socially and intellectually. He was handsome, persuasive in conversation, and a fine musician and improviser. About 1466 he was apprenticed as a garzone (studio boy) to Andrea del Verrocchio, the leading Florentine painter and sculptor of his day. In Verrocchio's workshop Leonardo was introduced to many activities, from the painting of altarpieces and panel pictures to the creation of large sculptural projects in marble and bronze. In 1472 he was entered in the painter's guild of Florence, and in 1476 he was still considered Verrocchio's assistant. About 1482 Leonardo entered the service of the duke of Milan, Ludovico Sforza, having written the duke an astonishing letter in which he stated that he could build portable bridges; that he knew the techniques of constructing bombardments and of making cannons; that he could build ships as well as armored vehicles, catapults, and other war machines; and that he could execute sculpture in marble, bronze, and clay. He served as principal engineer in the duke's numerous military enterprises and was active also as an architect. In 1502 Leonardo entered the service of Cesare Borgia, duke of Romagna and son and chief general of Pope Alexander VI. In his capacity as the duke's chief architect and engineer, Leonardo supervised work on the fortresses of the papal territories in central Italy. In 1503 he was a member of a commission of artists who were to decide on the proper location for the David (1501-1504, Academia, Florence), the famous colossal marble statue by the Italian sculptor Michelangelo, and he also served as an engineer in the war against Pisa. Toward the end ... Free Essays on Life Of Leonardo Free Essays on Life Of Leonardo Leonardo was born in the small town of Vinci, in Tuscany, near Florence. He was the son of a wealthy Florentine notary and a peasant woman. In the mid-1460s the family settled in Florence, where Leonardo was given the best education that Florence, a major intellectual and artistic center of Italy, could offer. He rapidly advanced socially and intellectually. He was handsome, persuasive in conversation, and a fine musician and improviser. About 1466 he was apprenticed as a garzone (studio boy) to Andrea del Verrocchio, the leading Florentine painter and sculptor of his day. In Verrocchio's workshop Leonardo was introduced to many activities, from the painting of altarpieces and panel pictures to the creation of large sculptural projects in marble and bronze. In 1472 he was entered in the painter's guild of Florence, and in 1476 he was still considered Verrocchio's assistant. About 1482 Leonardo entered the service of the duke of Milan, Ludovico Sforza, having written the duke an astonishing letter in which he stated that he could build portable bridges; that he knew the techniques of constructing bombardments and of making cannons; that he could build ships as well as armored vehicles, catapults, and other war machines; and that he could execute sculpture in marble, bronze, and clay. He served as principal engineer in the duke's numerous military enterprises and was active also as an architect. In 1502 Leonardo entered the service of Cesare Borgia, duke of Romagna and son and chief general of Pope Alexander VI. In his capacity as the duke's chief architect and engineer, Leonardo supervised work on the fortresses of the papal territories in central Italy. In 1503 he was a member of a commission of artists who were to decide on the proper location for the David (1501-1504, Academia, Florence), the famous colossal marble statue by the Italian sculptor Michelangelo, and he also served as an engineer in the war against Pisa. Toward the end ...

Willam Blake (1757-1827) Essay Example | Topics and Well Written Essays - 500 words

Willam Blake (1757-1827) - Essay Example Industrial revolution that swept across Britain can be attributed to the emergence of romantic writing. Among the advocates of Romanticism, Blake’s poems and paintings demonstrated deep emotions including romance, passion, and aspiration to freedom as a genuine response to the chaotic social conventions of the time. William Blake, the prominent poet and painter was born in London as the son of a hosiery shop owner on 28 November 1757. He started his initial formation as a painter at the age of ten, at the art school run by Henry Pars in Strand. After his four years of learning at Pars, he was apprenticed to James Basire and seven years later by 1778 he joined the Royal Academy where he mastered drawing using living models (William Blake1757-1827, BBC). Blake’s first volume of poetry was published in 1783 encouraged by the great artist of the time, Flaxman. Blake explored the scope of integrating painting with book writing and in 1788 he initiated illuminated book Ã¢â‚¬Ë œThere is no Natural Religion’ followed by Songs of Innocence, Songs of Experience, Book of Thel and many more throughout the subsequent years. He was indeed a versatile writer and poet who performed all efforts himself for printing his illuminated books. Blake’s other famous works include the Book of Job (1825), and Pastorals of Virgil (1821).

Impacts of Public Art on Society

Impacts of Public Art on Society Introduction Art is wholly subjective. Ten people may have ten different interpretations of one single work of art. On the most basic of levels they could love it, hate it or be indifferent to it. On a more informed level they may read different information from it, and ask different questions as to its artistic value. Human behaviour, by the literal meaning of it, is equally as subjective. Each individual has human traits that are based on personal experience. However, group dynamics can be quantified objectively using controlled research methods. For this essay I shall examine how art is used to encourage certain changes in human behaviour, both mentally and physically. This dissertation aims to understand how art affects the behaviour of an individual and the associated effects of the environment on the development of character of an individual as a person. Taking into consideration that art and human behaviour are subjective I intend to research, review, analyse and interpret how organisations have utilised one for the outcome of the other. I shall look at how public buildings, whose main purpose and function are not to display art, have embraced shapes and colours in order to guide the emotional and physical state of its patrons. During the analysis I shall be examining the different theories of experts in this argument. I will be considering the artistic viewpoint and the scientific approach as well as a cultural and philosophical perspective. In my conclusion I hope to have ascertained enough information from my research to confidently state my opinions on how art, in the simplistic terms of shape and colour, has been used to project a subliminal, psychological impact on the people that come into contact with it. Objective The main question I am asking in this essay is whether artistic forms, be it painting, sculpture, shape or colour, has an impact on people and their behaviour in an environment that is not necessarily expected to display art. This question will enable me to research the impact of public art in buildings such as hospitals, schools, libraries and other public locations where steps have been taken to introduce art outside the confines of a museum or gallery. Therefore the objective of this dissertation would be to create an environment that would be beneficial to pupils, patients, clients and even the entire community. Literature Review The connotations of colour and human behaviour, specifically mood, have been understood and utilised for millennia. During the Vedic Age in India (1500BC – 600BC) there was a conceptual belief that colour could represent different emotions, one such concept proposes that: there are three interwoven mental states which are; energy, inertia and clarity and that we all fluctuate between degrees of these states. These three qualities are given colours Energy is symbolised by red, inertia by black or dark blue and clarity is light and colourless. (McDonagh 2003: 170). Considering that this is not a new subject there is a wide selection of literature available on this particular subject. I am attempting to focus my essay on the four most relevant subjects that encompass the whole of my research: Connotation of Colour throughout history; Psychology and Physiology of Human Behaviour (in controlled environments); Public Art in alternative locations (not museums or galleries); and Philosophy of Pragmatism in Art. My literature review will be made up from a combination of books, journals, research studies and interviews. Due to the overlapping nature of this essay I shall be focusing on a wide aspect of subject matter including art history, architecture, philosophy, psychology and sociology. I have accumulated around fifty sources for this essay and have systematically narrowed them down to include only the information that is relevant to my purposes. Having read through the information I have discovered that what started as a simple question has unearthed a number of different theories and interpretations; including opinions that were contrary to my original beliefs; thu s forcing me to truly take on an objective view of my work. Using critical analysis of the literature I intend to produce a well argued, objective essay that shall help me answer my original question. During my research into the above subjects I found a number of published authors, sociologist, psychologists and artists who are experts in their particular field. It was both assuring and eye-opening to read and interpret their views and as such I believe they shaped my approach to writing this essay. I found some more important to my research than others, and these included the following: Malcolm Miles writing about public art in cities in his book ‘Art, Space and the City: Public Art and Urban Futures’; Alexander Schauss’ study on the affect of colour in a controlled; Carolyn Bloomer writing about the interpretation of colour in her book ‘Principles of Visual Perception’; psychologist Tony Cassidy and his research into colour tests in his book ‘Environmental Psychology: Behaviour and Experience in Context’; pragmatist John Dewey and his early twentieth century theories on the conception of art as a means of improving life; and author C hristopher Day in his work on how colours can improve daily living in his book ‘Environment and Children: Passive Lessons from the Everyday Environment’. Methodology The methodology I am using in this essay will predominantly be data-analysis from previously researched case studies, journals and published works. I shall, however, use data-gathering in my essay wherever possible; be it from interviews with art curators, members of the public or my own observation. I have chosen to analyse previous work and research on my subject matters due to the wealth of information available. Where I believe that vital information or data is missing I have decided to collate it myself. I believe this will allow my essay to objectively interpret cited work but also to include subjective and personal opinions on a range of subjects. After all, art and human nature are subjective topics. A questionnaire that aims to investigate what works and what does not work and whether art serves a specific purpose will be given to participants. Within the time constraints to complete this dissertation, a questionnaire is useful for this kind of investigation as it can reach more people. Observation is considered too time-consuming, taking too long to be meaningful. Other factors that need to be taken into consideration include obtaining/seeking permission/consent from the head teachers of the schools or directors of the hospitals to carry out the investigation. A letter to the school or hospital to obtain their approval and consent for the investigation will be written, in addition to a letter to the parents of the pupils who are under the age of 16 for their consent and approval for their son/daughter to take part in the investigation. Human Research Ethics (Ethical issues) Due to the nature of this essay I shall be examining, amongst other findings, how human behaviour can change in relation to the environment that they are in. Because this deals with the mental and physical state of an individual I understand that I am in a position of trust, and as such any data will be gathered in strict confidence. However, because a large percentage of my findings are from data that has already been gathered I do not find myself in a position where my research ethics are questioned. I understand that if I was to delve further into the research on human behaviour patterns I would need to pay close attention to confidentiality and care towards any participants in my research; especially if I was to recreate the ‘Baker-Miller Pink’ test, in which individuals who have just been arrested are place in a pink holding cell and their mental and physical state is measured. It would also be of utmost importance to deal with any participants in prison or mental h ealth facilities with integrity and diplomacy. Analysis and Interpretation – Connotations of Colour In the search for an ideal environment that would benefit people who come into contact with it I believe that the first place to look is in the past, and understand how history has harnessed colour as a means of expressing emotion. The idea of colour may seem like a simple concept but, depending on your particular viewpoint, it can prove to mean many different things. In the world of physics colour is determined by the wavelength of light; to a physiologist and psychologist colour is perceived by neural responses in the eye and brain; to the sociologist it is linked with our own culture and to the artist it is an expressive creation. The basic premise of colour, that is, the colour that we can make ourselves, is that it is made up of three primary colours; red, blue and yellow: Primary colours are ones that cannot be made by mixing other colours. (Morris 2006: 56). When the primary colours are mixed they create the secondary colours: The secondary colours are orange, green and violet . They are produced by mixing two primary colours. (Morris 2006: 56). Finally there are the tertiary colours; these are created by mixing any primary colour with its adjacent secondary colour produces a tertiary colour (Morris 2006: 56) and include combination colours such as orange-yellow and blue-green. The full spectrum of colour is possible by mixing colours in relation to the desired outcome, like adding ingredients to a recipe. The origins of humans recreating colour can be traced back to primitive cave paintings, examples in Europe date back 32,000 years. Although primitive by today’s standards, these depictions of wild animals by the hunter-gatherers were exquisitely painted on the rock surface using red and yellow ochre, hematite, manganese oxide and charcoal. Even though the use of reds and yellows was mainly due to the materials available to them, the colourful imagery could be described as abstract insomuch that the actual animals were not as vividly coloured as t he artwork portrayed. Interestingly the two colours used are primary colours. As mentioned previously the ancient Indian cultures believed that different colours signified separate mental states. The Egyptians also used colours to connote different meaning in that they â€Å"originated the idea of red fiends or red devils, the origin of the Christian image of a red Satan. In later dynasties, words with evil connotations were written in papyri in red ink. (Eiseman 2000: 35). Red is a colour that is perhaps the most powerful hue and its meaning around the world has always symbolised energy and life; the word ‘red’ in many different languages is derived from the word for ‘blood’. However, different cultures interpret colours in different ways; like the Egyptians before them, the Japanese saw red as the colour of demons and devils, yet in the Middle East that imagery was not apparent: During the early Kamakura period, about AD 1200, Japanese artist Jigoku Soshi painted his ‘Hell Scroll’ with frightening red demons chasing to rmented victims; while to Persians and Turks, as reflected in their magnificent carpets, red symbolizes happiness and joy. (Eiseman 2000: 32). In the West our cultural understanding of semiotics has conditioned us to add extra information to data that we can see. In the UK red is seen as the colour of danger; a red light means stop, a red traffic sign is a warning. Because red is such a vibrant colour, and the fact that is the first primary colour of the spectrum of light, it holds an unrivalled importance in the way it used in the natural and man-made world: Reds are generally regarded as stimulating and exciting. (Miller 1997: 104). In terms of human physiological reaction to the colour red, it is thought to speed up heart and respiration rates and to raise blood pressure, and [is] associated with strength, passion, and the colour of blood and fire. (Bloomer 1976: 120). Red has always been seen as the colour of power and energy; this has been demonstrated in the socio-political ar ena by the Communist movement; so much so that during the McCarthy Communist witch-hunts in 1950s American, the phrase ‘Better Dead than Red’ was echoed around the country. The phrase is a strong indicator of how powerful the word ‘red’ truly was. Only three letters long, it embodied all that was ‘un-American’ in the world, promoting fear and a Cold War that lasted over forty years, yet when include with two other colours it symbolized undying patriotism: ‘red, white and blue’. Looking at another primary colour, blue, it is interesting to see how different cultures perceive this particular colour to that of red. In the modern West the most simple, almost child-like reading of the two colours is ‘hot’ and ‘cold’. However, throughout history the reproduction of the colour blue has meant more than just a signifier for cold water. In ancient Egypt the colour was used to connote loyalty and virtue: these identifications with the hue go as far back as 1340BC to the Egyptian civilization and the reign of King Tut. (Bleicher 2004: 37). However, whereas the Egyptians considered blue to be a symbol of truth, the Cherokee tribes and the Japanese see it differently: to the Cherokee, blue is a symbol of defeat. In Japanese theatre, blue is the colour for villains. (Hullfish Fowler 2003: 28). In Western culture the colour blue was not widely used until the Church began to paint religious figures, notably the clothing of Virgin Mary, with a pigm ent extracted from a blue gem stone, lapis lazuli. This religious link led the colour to symbolise â€Å"piety, truth and goodness† (Bleicher 2004: 37). Today blues are considered: â€Å"calming, restful, serene, cool, comfortable, sober, and contemplative. (Miller 1997: 104) and are thought to reduce blood pressure, pulse, and respiration rates. (Bloomer 1976: 120). Navy blue, a dark blue, is still used in the clothing of the business world to promote a feeling of truth and honesty. Blue is perceived as being a neutral colour in so much that it is the colour of the sea and, unlike land, is not owned by tyrannical, or democratic, rule. It also symbolises a form of depression, as in ‘feeling blue’ and can connote coldness, or even something that is beyond the boundaries of acceptable behaviour, that is, blue language or blue movie. The final primary colour, yellow, has always held an integral part of any man-made creation. It is the colour of the sun; the shining star that gives energy to the planet. The ancient civilizations used the yellow as a symbol of their beliefs and religion: As a colour sacred to the Chinese and important to the Egyptians and Greeks, yellow gradually became a symbol of power. (Walker 2002: 24) In many indigenous tribes the colour yellow bore the deepest religious meaning, in south America the Aztecs believed yellow was the colour of life and food and the Mayans celebrated the colour as one that had the power to bring daily life: â€Å"The Mayas of Yucatan assigned it to the dawn and the east. (Brinton 2004: 237). However, the fact that yellow was so important to the ancient civilizations was detrimental to the beliefs of the early Christians, and yellow began to become associated with negativity: Yellow has been associated with deceit, cowardice, and jealousy† (Walker 2002: 24). In certain parts of Africa yellow is associated with love â€Å"because its the colour of honey. (Kaldera Schwartzstein 2002: 21). Gold is a softer shade of yellow and therefore seems to shed any of its negative images, but perhaps this is because the connotations are so intrinsically linked with wealth. Today yellow is considered sunny, cheerful, and high spirited, the happiest of all colours. (Miller 1997: 105) and it is also seen as being an expansive colour, one which appears to spread out as well as to advance† (Swirnoff 1988: 38). Throughout history yellow will always be seen as a bright, force-giving colour. This is perhaps due to the very child-like imagery of the sun; give almost any child a yellow crayon and ask them to draw the sky and in the corner of the picture appears a bright yellow orb with rays of sunshine emitting from it. The negative connotations seem to be rooted in cultural and religious differences, even racism. Chinese and Japanese people were often referred to as ‘yellow’ by an ignorant West. This was fundamentally based on the complexion of the skin; however, early Chinese rulers were called yellow emperors due to the power imagery of the colour, and the importance of the Yellow River. Obviously the primary colours are not the only colours that civilization has encapsulated in culture, religion or art; the secondary and tertiary colours are just as important. Unfortunately I do not have the space to describe every single colour but feel that some important ones need to be mentioned. Green is a very popular word in that its connotation seems to be of more value than its denotation. Like ‘red’ was in the 1950s, the word ‘green’ means far more than a colour. Green is an ecological, economical and political word that covers anything from Amazonian rainforests, nuclear power stations, recycling and political parties. In wooded and forested areas of the planet green is the background colour, in cityscapes green is what the majority of people miss; ‘the grass is always greener’ is a Western saying that strikes home in this situation, as in things are always better on the other side of the fence, country or world. If looking at a glob e of the planet the two main colours are blue (water) and green (land). Green can be considered neutral, but at the same time it means jealousy; a human trait that has shaped our political world for millennia. This duality allows green to be both warm and cool; it contains both the calming presence of blueness and the energy of yellowness. (Miller 1997: 104). Green can be the bridge between the natural and man-made world: Low saturation greens can serve as a transition between architecture and nature. (Kaufman Dahl 1992: 130). The combination of red and blue creates purple, a hue that can evoke delicacy and richness or appear unsettling and degenerate.† (Miller 1997: 105). Purple is a very regal colour and is often worn by royalty and world leaders during ceremonies; the leading figures in the Roman senate would proudly display purple within the design of their togas. Purple is cold colour and can connote physical harm such as a bruise or visible veins. Yet the pretentiousness of the colour is by far its strongest meaning and is considered dignified, exclusive, but lonely, mournful, or pompous. (Mahnke Mahnke 1993: 13). Orange is the mix of red and yellow, the two energetic primary colours. From a geological perspective this is the combination of lava and the sun. Historically orange has always had connotations of heat, energy and intensity; mainly rooted from its representation of the flames from a fire, and the warming embers of man-made safety. Perhaps it is this safety that affords the colour to be neither good nor bad: Orange has always suffered something of an identity crisis. It has spent its history playing second fiddle to red, and occasionally to gold. (Varley 1980: 194). It is hard to think of an example where orange is used as imagery: It has virtually no negative associations, neither emotionally or culturally†¦ and its emphatically positive meanings are few. (Varley 1980: 194). Even though technically black and white are not colours, but the result of an object reflecting or absorbing light wavelengths, they form an important role in the world around us. Things are labelled in the most simplistic terms of being either black or white; it is a situation where there can be no middle ground, it is right or wrong, yes or no. Cultural and political education enables us to know that this is very rarely the case, and using a similar analogy: there is no black and white, only different shades of grey. What black tends to imply is nothingness, a void. In contrast white is pure, enlightenment and goodness. In terms of race using black as a prefix seemed to connote the opposite, making the word derogatory; black magic, black arts and black mark. The connotations of colour are complex and centred on diverse cultural meanings from different civilizations around the world. The meaning of a word can change over the course of history. The language surrounding colour is so advanced that even on the most basic of levels one person could identify a certain shade of colour positively, yet another could read it negatively. With this in mind I can move on to how art and colour is used to study the complexities of human behaviour. Psychology and Physiology of Human Behaviour (in controlled environments) The next logical step in my search for the most beneficial environment is to use the above information on colour and relate it to scientific study, predominantly in the areas of psychology and physiology. The simplest and most common definition of psychology is that it is the scientific study of behaviour, in other words psychology is â€Å"the science that makes use of behavioural and other evidence to understand the internal processes leading people and members of other species to behave in the ways that they do. (Eysenck 2000: 3). Physiology and in particular human physiology: â€Å"studies the functions and activities of living human bodies and their components (Torshin 2007: 11). In this essay I shall use physiology to study human responses such as heart rate, blood pressure and the effects of tension. As mentioned at the beginning of this essay most of my data has been gathered from previous studies. I intend to investigate how mood and emotion can be measured, and ultimately influenced. Mood states were not always welcomed by the scientific community; the behavioural and cognitive paradigms so prevalent in the 1960s and 1970s often tended to devalue the significance of moods. Frequently, mood and effect went without mention in prominent analyses of behaviour (Zajonc 1980). However, this devaluation has changed in recent times and most behavioural analyses today include significant affective components (Tomkins 1981). Mood is clearly a bio-psychological process that involves the whole individual. In other words, mood would not occur without biochemical, psycho physiological and cognitive components, as well as subjective reactions: â€Å"Implicit assumption that mood is nothing more than a response caused by cognitive, physiological and biochemical events. Thus, subjective feelings are regarded as the last process.† (Thayer 1989: 5). It is my opinion that subjective feelin gs interact together to affect the mood of the individual. Mood is related to emotion, but when the term ‘mood’ is used, it usually implies a longer course of time, which is probably the central distinction between the two. In 1965 the Nowlis Mood Adjective Check List (MACL), a statistical method to define and analyse mood, was introduced that consisted of 33 adjectives selected from a large pool of emotion and mood terms. The subjects are asked to check each item that applies to their mood state of the day (Frijda 1986: 181). I have prepared and sent out questionnaires to subjects that ask them to disclose if they believe they have an emotional response from specific colours. It is the psychological and physiological response to colours that I believe is most beneficial to my research. In 1978 Professor Alexander Schauss of the American Institute for Biosocial Research in Tacoma, Washington set up a scientific experiment to study the effects that colour had on human behaviour. Working from initial ideas he had read in published work by Swiss psychiatrist Max Luscher, Schauss found that concentrating on a certain shade of pink (originally labelled P-618) after physical exercise lowered his heart rate, pulse and respiration as compared to other colours (Schauss 1981: 1). With the assistance of the United States Naval Correctional Centre in Seattle, Schauss was able to begin his study. Schauss renamed the colour to ‘Baker-Miller pink’ in dedication to the two officers at the centre, Commander Miller and CWO Baker. The walls and ceiling of one of the admission cells was painted in Baker-Miller pink (figure 1), while the remaining cells were left untouched. Newly confined prisoners were systematically admitted to the cell and observed for fifteen minutes du ring which no incidents of erratic behaviour were recorded (Eiseman 2000: 40). This research continued for 156 consecutive days, beginning on 1 March 1979. The results during this period were reported to the United States Navy’s Bureau of Naval Personnel, Law Enforcement and Corrections Division, Washington, D.C., stating: Since initiation of this procedure on March 1, 1979, there have been no incidents of erratic or hostile behavior daring the initial phase of confinement. (Schauss 1981: 1). The data from this study showed that after only a period of fifteen minutes exposed to the Baker-Miller pink, detainees were not demonstrating any violent or aggressive behaviour. This calming effect could actually continue for up to thirty minutes after the subject had been removed from the cell. So successful was Schauss’ experiment that he took it to a county sheriff’s office in California where he noted that its effectiveness was increased within a smaller space; the sm aller the cell the less chance of violent behaviour. (Schauss 1981: 1). The Baker-Miller pink has been used widely in detention facilities: â€Å"The use of this colour in juvenile correctional centres, psychiatric hospitals and its testing under laboratory conditions with students confirms its effect in suppressing violent and aggressive behaviour. (Cassidy 1997: 84) In 1988 an experiment was set up to determine the effects of colour in the office workplace in relation to the mood of its workers. Professors Nancy Kwallek, Carol Lewis and A.S. Robbins of the University of Texas assessed the effects of a red, green and white office environment on worker production and mood. It was predicted that those who worked in the red office would find it a more tense environment and would make more errors.† (Miller 1997: 104). It was also expected that the subjects working in the green office would perform better than those in the red office. The white office was included as a comparison as it is the most common colour for an office working environment. The white office was expected to provide results that were better than red, but worse than green. In actuality the results told a different story. The workers in the red office actually made fewer errors than those in the white or green offices, even though they found the colour â€Å"distracting. (Mill er 1997: 104). The research team found that subjects working in the white office made more errors than those working in the red or the green office. On a personal level the subjects stated their preference to working in the white environment, considering it a â€Å"more appropriate colour for an office than either red or green.† (Miller 1997: 104). However, in response to this test, Ainsworth, Simpson and Cassell in their study, Effects of Three Colours in an Office Interior on Mood and Performance in 1993 found no effect of colour on performance or emotion. (Cassidy 1997: 85). Their hypothesis led them to believe that the warm colour, red, would induce high arousal and activity, whereas blue will induce feelings of low arousal. However, their results did not support their hypothesis. They concluded that the reason for error was in their methods, not in their actual hypothesis. If the data gathering was flawed then we must omit their findings and focus on the original test. T he red office environment produced the least amount of mistakes, whereas the white office was the preferred colour of the subjects. What these two studies show is the importance of colour and how human behaviour reacts to it. The science behind this is complex and an understanding of how a human ‘sees’ colour is vital. Colour exists everywhere there is light. Sir Isaac Newton, analysing the rays of the sun, detected that all the different colours, except extreme purple are contained in light. The brain responds to it instinctively and unconsciously. As Schauss demonstrated, the colours within our immediate environment affect our mood and ultimately our behaviour. This behaviour is individually subjective but reactions to colour combinations can be predicted with startling accuracy: â€Å"Science has always recognised the link between colour combinations and mood or behaviour. (Conway 2004: 76). The exact science of how we see colour is due to how the various wavelengths of light strike our eyes in different ways, affecting our senses: â€Å"Within the eye, the retina converts these waves into elect rical impulses, allowing the brain to decode this visual information. This information is passed to the hypothalamus, the part of the brain governing our endocrine system producing hormones, and hormones affect our mood. (Conway 2004: 76). In other words the eye must operate with light for the brain to interpret colour: Everything we see is coloured. Nothing visible is free of colour. This has profound consequences, for colour affects the autonomic nervous system, muscle tension, cortical activity, enzymatic and hormonal secretions. (Day 2007: 115). With this in mind it is important to quantify how different colours affect our behaviour, both mentally and physically. Our cultural and historical upbringing will play a part in how we react to certain colour schemes. In simplistic terms it could be argued that warm colours such as reds, oranges and yellows will incite an active response, exciting the subject; whereas cooler colours such as blues and greens will calm and quieten them. In fact it has been argued that the power of colour placement is a science and should not be left to the uneducated: So powerfully do they influence mood, and such potential do their relationships have for harmony or discord, spirit-uplifting beauty or teeth-gritting ugliness, that colours are too important just to leave to fashion or dramatic whim. (Day 2007: 116). But how does colour affect human behaviour? In the Schauss experiment one colour managed to pacify, it even lowered pulse and heart rates of its subjects. This goes one step further than th e subject merely relating to the notion of seeing a soft colour. One theory is that we do not only ‘see’ with our eyes, but we indirectly see with the glands that produce hormones in our brains; the pineal gland, a gland that produces melatonin, a hormone that may weakly modulate wake and sleep patterns: Although a person may not be able to differentiate colour, transmitters in the eyes pick up information from visible radiant energy sources and transmit that energy to the hypothalamus, and the pineal and pituitary glands. So it may be possible to see with your glands. (Eiseman 2000: 40). This theory is one that Schauss promotes in his Baker-Miller study: â€Å"One possibility includes the existence of a hormone (e.g. thyrotropin-releasing hormones, TRH, thyroliberin) acting as a neurotransmitter to the hypo-thalamus or pineal gland. This could in turn effect other cells in the adrenal medulla, supraoptic nucleus of the hypothalamus, the hypothalamo-hypophyseal portal system, and the turberoinfundibular cells of the hypothalamus.† (Schauss 1981: 1). What these theories allow is the possibility that in a controlled environment, clever use of colour can and will affect the psychological and physiological behaviour of targeted subjects, albeit in a basic premise of colour application. Moods are influential, but they not always control behaviour, the tenden