American Foreign Policy and the War on Terror

In the 21st century, the world is one in chaos- nations go to war for the slimmest of reasons, economies can topple overnight, and the ever-present threat of global terrorism holds the very real potential to kill thousands of innocent people in mere moments. Meanwhile, the United States holds the precarious position of being the largest and best established superpower in the world, generating an equal share of admirers and deadly enemies among the nations of the world.This being understood, the question begs as to what present day American hurdles such as the War on Terror have done to change American foreign policy? This research will attempt to answer this question through a comprehensive comparison of today’s foreign policy to that of the past, to the post and pre-9/11 world, and in conclusion, what all of this means for the future. American Foreign Policy Throughout History An excellent way to see how American Foreign Policy has seemingly evolved is to compare it in the mo dern day to how it functioned in earlier times of modern American history.For example, as the US recovered from the horrors and deprivations of World War II, a very real and stark situation emerged on the foreign policy front. Despite the eradication of Nazism and the defeat of the threat that the Empire of Japan had represented to the US on a global scale, the threat of Communism in the form of the Soviet Union essentially kicked the Cold War into high gear, from the late 1940s to the mid 1990s.With two superpowers- the US and USSR-both possessing the awesome power to literally destroy the planet through the use of nuclear weapons, there was a vested interest in both nations, while maintaining a defensive position against each other, avoiding armed conflict at all costs (Jenkins, 2006). Therefore, decades of stalemates existed until the Communist regime of the USSR collapsed under its own weight and unwieldy power. In contrast, terrorism is more of an invisible enemy, albeit just a s deadly as any opposing nation.Because of the difficulty in identifying exactly who terrorists are, from where they have come, and how they can be guarded against, it seems that the only way for a meaningful American foreign policy on this front to exist would be for the usual avenues of diplomacy, adherence to established rules and convention to be set aside- the governmental equivalent of taking off the gloves (Harding, 2004). Given such a scenario, it is possible to better understand the transformation of American Foreign Policy in a modern era of terror. Post and Pre- 9/11 American Foreign PolicyOn a clear, crisp day in September, 2001, the US was changed forever with the brutal terrorist attacks on New York, Pennsylvania and Washington, DC, the nation’s capital. This change not only effected the ways that Americans viewed each other and the safety level in their very own country, but the change also effected the way that the US created and carried out foreign policy. Ea rlier, the point was made that a fight against terrorists is vastly different than the battle against an organized, uniformed enemy and this calls for measures far different than ever carried out before.Perhaps it was easier for foreign policy to take shape in the days when the enemy was clearly identified and the US faced very little challenge to its power, anywhere in the world. However, once enemies began to come out of the shadows, and what were previously small, insignificant nations such as China, North Korea and India rose to levels of military, financial and diplomatic significance, the US was forced to reexamine foreign policy and adjust accordingly (Washington Times, 2007).With so many formidable nations on the international radar screen of sorts, every move that America made had to be studied before played out, much like a chess match, where each move could have a devastating response from an opponent. With such nations rising to prominence, their cultural, racial and rel igious differences also became more pronounced than ever before because in the past, these diverse nations were all somewhat insulated from one another due to the inability to lay claim to any kind of international clout.With the attainment of such clout, however, opposing nations began to clash on fundamental differences, and the US stood in the middle of it. In generations gone by, the US would have been able to merely step in and dictate how the disputes would be resolved, but that was essentially no more, and the US would essentially have to worry about retribution from both organized nations and the terrorists that hid in the shadows, ready to strike (Jenkins, 2006).This new era of American Foreign Policy would likewise bring forth another issue- aside from merely maintaining clout on the world diplomatic stage, how could a nation like the US promote democracy as it had in the past? American Imperialism, Pre and Post-Terror A key to the ongoing power of the American nation thro ughout its history has always been the ability to parlay military power into a means of spreading democracy across the globe, operating under the premise that if an opponent could not be defeated, they could be swayed more to the American way of thinking and thereby draw them closer to the alliance of the United States.After 9/11, however, all of this changed as well, as the US became diverted by the fight to protect its own native soil. Here, a great deal of controversy began to brew, and it continues today. The chaos that terrorism created in the US gave President George W. Bush and his administration the unique ability, under the premise of fighting terrorism and protecting the nation, to craft foreign policy with a dangerously sharp edge on it- policy, which essentially gave Bush permission to destroy any international haystack in search of a few small needles, as the search for terrorists often seems.Also, using the reasoning that the US needed to continue to have a free flow o f oil from the volatile Middle East, policy which put the US on the offensive rather than the defense of the past likewise made it possible for US troops to be deployed to any nation that supposedly harbored terrorists or posed some type of threat to American interests (Fouskas, et al, 2005). This has, in recent years, generated resentment not only from other nations, but from the American people as well, evidenced by President Bush having the lowest public approval numbers of any president in history. ConclusionTo sum up this research, what can be said about American Foreign Policy in relation to the War on Terror? In summary, what can be said is this- policy has seemed to derail as of late, focusing more on the interests of wealthy oil companies than the average American citizen and their need to be protected from terror. Therefore, what needs to be closely watched as the 21st century unfolds for America is that policy comes back to better mirror liberty and justice-for all. Works Cited Foreign Policy Adrift?. (2007, March 19). The Washington Times, p. A16. Fouskas, V. K. , & Gokay, B. (2005).The New American Imperialism: Bush's War on Terror and Blood for Oil. Westport, CT: Praeger Security International. Harding, B. (2004). An Orwellian Moment: The Myth of American Multilateralism Bruce Harding Reflects on the State of US Foreign Policy, in Terms of Its Self-Interest and Imperial Anchoring, as This Relates to the Current Administration's New Security Strategy and the War on Terror. New Zealand International Review, 29(3), 23+. Jenkins, G. (2006, June). From Kennedy's Cold War to the War on Terror: Gareth Jenkins Looks for Continuities in American Foreign Policy from the 1960s to the 2000s. History Today, 56, 39+.

Pros and Cons of Using Microsoft Word

PROS and Cons of Using Microsoft Word PROS and Cons of Using Microsoft Word Jordan Morris Lavetta Noel Word Processing November, 21 2012 Pros and Cons of Using Microsoft Word Word processing is one of the most widely used elements within the information technology family. Today instead of learning to type, which was what people did a few years ago, students are taught word processing and keyboarding. More mature users who have been in the workforce for some years have had to learn word processing as they go.In today’s society, whether in private life or professional, it is safe to say that people of all ages have encountered a word processing program at one time or another. Without a doubt word processing software has greatly improved efficiency in the office, allowed for users to more easily keep copies of documents that they prepare and has forced most of us to become just a little more tech savvy than we would have been using just a typewriter. Among the word processing tit les available in the market today, Microsoft Word is the number one choice.With its user friendly design and wide range of features, Microsoft Word is an essential tool for most computer users. Another benefit that Microsoft Word enjoys is its long life in the market place. Word has been the choice for many businesses for well over a decade, virtually ensuring that most people who use a word processing software package in their workplace have used Word, and are familiar with it at some level. As with all products there are benefits that are easy to enjoy, and there are also some elements which challenge most users.In most cases the significant challenges in using Microsoft Word are found in the features which are not regularly used. It is the lack of familiarity due to limited practice which creates these challenges. This paper will now review some of these challenges, along with some of the benefits. For the basic user, Microsoft Word is unquestionably a powerful word processing pa ckage. The basic formatting options are just a click away, the names and functions of these options are intuitive and easy to understand. Quick corrections, or even moving blocks of text around the document is extremely easy.Spelling and grammatical mistakes are pointed out immediately, bullets and numbers can be done automatically, aligning text takes just one click, images and figures can be attached and laid out easily, copying documents is fast and easy, there is a thesaurus feature when needed, there are templates for just about everything, and there is always the option to ask for help via the program. Listed here are only a very small portion of all the great features Microsoft Word has to offer. While Microsoft is indeed a very solid package, it is not without its challenges.More advanced formatting options can be difficult to find and use. Many times users will see documents and presentations and want to model their own output after these things, only to become very frustra ted at their own computer looking through countless menus and doing searches in the help directory. People can also become careless in terms of spelling and grammar, as they know if they make an error, Microsoft Word will come to the rescue. Unfortunately, these composition aids are not absolutely foolproof, and do let some word use and application errors go right on through to the final document without a moment’s protest.Other challenges include such things as when a format has been implemented and as a user one is unable to remove it. These formatting issues can extend all the way down to the appearance of a bullet pointed or numbered list in terms of the formatting rejecting user input in favor of an existing format. These types of challenges can be very frustrating when one has a very specific idea of the desired appearance of a document but a path just cannot be found within Word to make the correction.The temptation of plagiarism also exists due to the ease of using th e copy and paste feature from virtually any one source to another. These are just a few things about Microsoft Word. The list of the pros and cons of Microsoft Word could easily be expanded depending on the experiences of the individual. Unfortunately in order to have the level of functionality within Microsoft Word, it is impossible to avoid getting caught in formats and settings that can cause more frustrations than anything.What is important is for one to distinguish what works and what does not in relation to one’s needs and purposes while using the program. One path to improving the overall situation is a Microsoft word class, workshop, or seminar where one can learn about some of the advanced functions and better manage them. Bibliography Macinta, Timothy W. What's so Bad About Microsoft? 2012. 21 November 2012 ;http://www. kmfms. com/whatsbad. html;. Pilola, Melanie. What is Microsoft Word? February 2006. 21 November 2012 ;http://www. acpl. lib. in. us/ssh/Basic%20Word . pdf;.

Assignment Math Problem Example | Topics and Well Written Essays - 1000 words

Assignment - Math Problem Example The multiple regression analysis helps in examining relationship between one continuous dependent variable with one or more continuous independent variables. The regression analysis uses numeric data for analysis. In the field of public affairs, a researcher usually has to study various variables to quantify effect of one variable to other. In the case researcher does not include other factors affecting a particular variable it would lead to a particular bias known as ‘omitted variable biases. Multiple regression analysis helps in removing this bias by dealing with large number of explanatory variables. The study of these variables helps in asserting hypothesis wrong or vice-versa. This helps in identifying and generalizing the research findings for a larger population. The sample size needs to be sufficient for the analysis. The t-test or ANOVA is used with the data where variables are categorical and continuous. The mean scores of the groups are compared in order to understan d the difference between the groups. In the case of public affair, this analysis helps to test the probability differing two means. The correlation studies help in conducting rigorous research that can be done in order to understanding the nature of relationship between the variables. The correlation study helps in testing the validity of the research. The paired variables are linked with each other. The scatter plot produced to graphically present the correlation of a variable with the help of a linear line. The more is the gap between points from the straight line, the higher will be the weakness of relationship between those two variables. The direction refers to the slope of the scatter point. The variables can be in positive or negative relationship. The difference in one variable will have corresponding changes in the other variable. The positive correlation provides us information about the nature of change towards one another. The negative correlation shows that the change i s opposite direction. The correlation method is an appropriate method to examine the relationship of meaningful data. The data should be quantifiable. The correlation cannot be examined using categorical data. The correlation and regression studies are used for testing hypothesis and determining cause-and-effect relationships. The associated variables are studied for the association and the nature of association. There are various benefits of correlation test. This can help in predicting and helps in validating. This is a reliable method and helps in verifying theory. The Pearson coefficient is used when the variables are continuous. This requires one independent and one dependent variable. For example if there is a need to study the level of awareness of a social-environmental sustainability programs among different genders and its relation with success of program in particular geographic region. The level of awareness and the difference of awareness among the population can be und erstood by the correlation study. The regression analysis will help in identifying if the level of awareness was linked to the level of success of program. The t-test can help in accepting or rejecting the hypothesis that success of progra

WONDERWORKS (TN) Research Paper Example | Topics and Well Written Essays - 2500 words

WONDERWORKS (TN) - Research Paper Example The details of this work provide an understanding into the works that went into the development of this building and the different questions of when, where, the size, civilization and cultures involved in the construction. The works also consider the nature of the construction as per the years when it was constructed comparing with the current level of input that would have gone into it if it were to be built today. Considering these, the materials used, and the possible material components of the structure, one understands the developments into the architectural field and their effects to the works in general. The details of the work explain these factors starting with a bibliography of Wonder Works. â€Å"WonderWorks Pigeon Forge: 50% Theme Park, 50% Science Museum, & 100% Fun† as the saying above goes, Wonderworks is a placed filled with fun and amusement. The place is located inside a very huge upside-down building, which is a symbol of great architectural works that existed since the years of earlier developments in buildings. The building provides amusement, science fair and a museum for children that all combine into a huge level of experience for anyone. The fee paid at the admission enables one to access 150 activities and above. These activities range from roller coaster simulators to others as developed below. The experience could take one three to four hours of fun and these provide the thrill based on the number of people involved. The place has activities that cater for people of all ages ranging from young children, to the teenagers and the adults too. Among the many attractions that this place has, the following are part and exhibitions that the place contains. Inversion tunnel that hangs on the rails that one passes through as they get to the different entertainment spots. The color combinations, the different patters developed and the circulation in motions created create an upside down

Markets, Profits and Prices Case Study Example | Topics and Well Written Essays - 1500 words

Markets, Profits and Prices - Case Study Example If revenue is less than total variable costs, a firm should stop operating, even in the short run (Barron, Lynch & Blanchard, 2003, p.241). The second rule applies the concept of marginal cost. The profit must rise if producing another unit of output adds more to revenues that to costs. Similarly, the profit must fall if producing another unit increases costs by more than it increases revenues. The analysis of fixed, variable and marginal costs combined with identification of the market in which Boeing operates and the concept of opportunity costs can assist in understanding how Boeing estimated the offer made to its workers in a commercial aircrafts division. In the context of production, fixed costs are costs that do not change with the level of output they produce. Whether the firm produces 1 million units of output or zero units of output, those costs must be paid (Barron, Lynch & Blanchard, 2003, p.241). For Boeing, the plant, machinery and equipment should constitute the majority of its fixed costs in the commercial aircraft division. ... Other fixed cost components might include wages to executives, administrative and selling expenses, leases, etc. Overall, Boeing is expected to have a very high level of fixed costs. "On the other hand, any costs that do vary with output, like materials and labor, are referred to as variable costs" (Barron, Lynch & Blanchard, 2003, p.241). The major variable costs for Boeing are materials used for aircraft production (i.e. steel), utilities and labor. It is stated in the article that there are more than 18,500 members of the International Association of Machinists and Aerospace Workers covered by the Boeing contracts. This number indicates that Boeing hires a large amount of workers. Therefore, labor costs might account for the majority of variable costs of Boeing in producing commercial aircrafts. The total cost of producing a given amount of output is simply the sum of costs associated with the hiring of all the inputs, both fixed and variable. The average cost for Boeing is the total cost divided by the number of aircrafts that Boeing produces. Even though average cost figure provides some useful information to the company, it does not seem to play a significant role in economics decision-making."The marginal cost of production is the increase in total costs resulting when output is increased by one unit" (Barron, Lynch & Blanchard, 2003, p.79). Commercial aircrafts are very large products. So the marginal cost of production of Boeing should be very high in money terms, but commensurate with the prices Boeing charges for its aircrafts. Out of fixed and variable cost, only variable cost plays a role in decision-making. "Because the fixed costs do not vary with the level of output, they are irrelevant in

Develop an advertising campaign Coursework Example | Topics and Well Written Essays - 1250 words

Develop an advertising campaign - Coursework Example The performance campaign will feature well known sports car expert drivers, including Richard Atwood, who is a world class driver and instructor specialising in the Porsche and Ferrari cars. The second expert driver to feature in the campaign is Aaron Scott, who has sported in the GT’s and Formula 3 sports cars for the past fifteen years. He has been a well known instructor for the Carrera Cup and the GT cup. The choice of the two experts was aimed at increasing the effects of celebrity endorsements, which have a profound appeal to the social stature and the sense of belonging of the upcoming buyers of the Nissan Skyline GTR R34 and also sporting car enthusiasts. Through the car, the campaign should leave the mark of excellence, performance and expert status in the ownership of the Nissan Skyline GTR R34. By focusing on the image and the aura communicated by the sporting world, the new buyers and enthusiasts of the car will increase the uptake of the car (Macdonald & Sharp, 2003). The sports car brands that the company is competing with in this segment include Toyota supra, Honda NSX, Mazda RX-7 and Mitsubishi Lancer. Through the advertising campaign, the company hopes to scoop more market from its competitors, by positioning the car as a well-priced sports car fit for racing (Niraj & Pillutla, 2000). 2) Change the perception of the public about the Nissan brand, by demonstrating that it is the number one competitor among performance class of vehicles, with the aim of increasing its presence in sporting events. The purpose of the advertising campaign is that of reassuring the customers, sporting event organizers and media users that the Nissan Skyline GTR R34 is very successful and the best performance vehicle in the world. 2) Increase the production capacity of the GTR R34 sports car in the company by 20 percent, which will cater for the increase in the increase of demand arising from the

An elderly person Essay Example | Topics and Well Written Essays - 750 words

An elderly person - Essay Example I discovered the hardships and abusive ill-treatment people face in our community when they grow old. It is only heartbreaking how elderly people do not receive the protocol by younger generations who do not, for once, consider the fact that they shall have to go through the same age later in life. This paper entails the abuses and neglects that people face at older ages and measures that can be taken to overcome these issues. A brief visit As I entered the old home, the disturbing smell of mothballs and urination got me. Soon immune to it, I moved on to identify people that might be most appropriate to be interviewed. Most of them had humped backs as if they carried burden of a million secrets for years. As I settled on a creaking bed to begin my interviews of selected people, I couldn’t make out if the squeaking sounds in the background were that of the bed or of their rusty knees moving. Each of them comfortably shared their experiences and as their wrinkled and leathery li ps moved, I could feel tears trickling down my cheeks hearing the tragic stories behind those blue and green veins and frail-skinned once-young people. Abuse and neglect of the elderly My findings from interviewing people at the institution concluded that they all have gone through some kind of abuse during their ageing periods. They face situations frequently where they are abused and neglected. This included physical abuse where their loved ones carried out actions aimed at injuring, hurting or causing physical pain to them. Due to old age, these people are like wilted flowers that cannot stand the pressure of air waves. They are incapable of defending themselves against physical violence and end up suffering from bruises, strains, burns and fractural wounds. Even worse, many elderly people were troubled through emotional torturing and psychological abuse. Using insulting verbal statements and humiliating language are common gestures that trigger psychological maltreatments. More commonly observed instances included threatening by their caretakers to desert them at old homes or similar institutions and hence some of them eventually ended up there. Rarely, there were cases that claimed that their family members were engaged in misappropriation of money or inheritance property and coercion to sign desired wills or legal documents. Mostly neglect was deliberate on part of their caretakers who intended to punish them by keeping them underfed or deprived of medications and other necessities. However, rarely some were of the view that their family was too occupied or incapable to take proper care of them (Lachs & Pillemer, 1995). Corrective measures The question that arises is how to stop this social evil that has embedded as part of our community. I inquired from my interviewees how they suggest this obstacle can be overcome. It is important that masses be educated at national level and through organizational activists and pressure groups so that awareness is est ablished and moral values are enhanced at individual level. It is the system and perceptions of people that need revamping to be free from prejudice against old people. Campaigns must be conducted to create better awareness and regulations must be incorporated that discourage and penalize such abusive acts. Rights of old people need to be restored through changes in legal frameworks and concept of institutionalization must be suppressed strictly.

LEADERSHIP Assignment Example | Topics and Well Written Essays - 500 words

LEADERSHIP - Assignment Example Motivation can be viewed as a cycle where ideas control behaviors. Performance on the other hand is driven by behavior, and on the other hand performance influences thoughts, making the cycle to start again. Motivation may be subdivided into 2 different theories referred to as extrinsic (external) and intrinsic (internal) motivation (Beck, 2004). The key motivator in my job is the need to accomplish my set goals and objectives. The moment I am done doing my assigned tasks I usually feel satisfied and motivated. The fact that there is also the issue of salary at the end of the month makes me feel even more motivated and willing to work even harder. These two motivators cut across the board and they are the same for even for my colleagues. That it is not always prudent to interview leaders. The line-level followers could be better placed to know more what is happening on in campus safety department as well as what members look for in a leader. Thus most followers when it comes to life-and –death situations want their leaders to be competent. This means that a campus leader should be ready to learn, maintain and demonstrate a mastery of their field. Leaders, particularly campus safety leaders should also keep themselves informed by devoting some time daily reading about leadership, security and crisis management, security technology and emergency management. They should also keep physically fit by participating in physically demanding training, proficient in using security and emergency management communications technology (Piper, 2012). Campus leaders should be careful how they conduct themselves in a crisis and thus should be calm and make sure that they exert that much needed calming effect. They should also be outwardly focused and be more concerned about welfare and safety of the individuals on their teams. Finally leaders should be ready to put themselves on the line even when it means standing

Ratio Analysis Essay Example | Topics and Well Written Essays - 1500 words

Ratio Analysis - Essay Example The paper uses Profitability, efficiency, liquidity and shareholder ratios as the basic tools. The more complex tools like IRR, WACC etc are ignored to keep the analysis simple and meaningful. In addition, the paper identifies the Key Performance indicators (KPIs) of the company and highlights the basic steps taken by the company to achieve the KPI targets. The company’s current year’s results with respect to the KPI targets are also discussed and highlighted. To:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Board of Directors of Go Ahead group Plc. From:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Robert Frost, Accountant Re:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Ratio Analysis and KPI discussion Date:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  February 25, 2013 With regard to your concerning the analysis of organizational financial performance and position, I would like to present this report which summarized, analyzes and properly interprets the basic financial ratios of the co mpany. I hope it will be of great help for you to understand and target the areas where improvement is required and further take strategic actions to improve and sustain the strong growth areas of our business. Introduction Go Ahead Group Plc is a leading company in the public transport industry. The company has a high regard in the industry for having social, financial and environmental aims working together at its core strategic plans. The company aims at providing transportation in the urban and other areas with less delays, high environmental targets and social responsibility. The company has captured the highest share of the transportation industry by focusing on the KPIs it has set. The company has also improved its efficiency and effectiveness in operations by reducing waiting times, increasing punctuality, spending more on security and comfort of the people and availability of their services with proper schedules and plans. The company’s financial analysis and discuss ion on its core competences is given below. Ratio Analysis Current & Previous Year The Return on Net Assets ratio reveals that the company is using the net assets very efficiently in carrying out its operations. The company is employing and making higher than expected profits by properly allocating the assets. The Return on Shareholders’ Funds in 2011 and 2012 shows significant returns to meet the company’s profit demands. Moreover, it completely satisfies the shareholders on the use and allocation of their shareholdings as per the returns generated in the two years under consideration. The operating profit margin, although slightly lower than previous year, is satisfactory. Moreover, if the one-off benefit is eliminated, the company shows an increase of ?8.1m in operating profit. Hence, the actual operating profit margin is higher than the previous year further showing a strengthened financial position of the company. The ROCE of 17.6% and 19.2% is satisfactory in 201 2 and 2011 respectively (Appendix 1). The slight reduction is not worrying, yet it should be stopped from recurrence to maintain the position that the company holds. The net asset

Native Americans and Colonization Essay Example for Free

Native Americans and Colonization Essay Native Americans had inherited the land now called America and eventually their lives were destroyed due to European Colonization. When the Europeans arrived and settled, they changed the Native American way of life for the worst. These changes were caused by a number of factors including disease, loss of land, attempts to export religion, and laws, which violated Native American culture. Native Americans never came in contact with diseases that developed in the Old World because they were separated from Asia, Africa, and Europe when ocean levels rose following the end of the last Ice Age. Diseases like smallpox, measles, pneumonia, influenza, and malaria were unknown to the Native Americans until the Europeans brought these diseases over time to them. This triggered the largest population decline in all recorded history. Fifty percent of the Native American population had died of disease within twenty years. Soon after, Native Americans began to question their religion and doubted the ability of shaman to heal. This was the first step towards the destruction of Native cultures. The Native Americans had never experienced anything like these deadly diseases before and they came to believe that Europeans had the power to kill or give life. Many Native groups, because they were nomadic, didnt see land as belonging to one person. The idea that someone could come in, claim a piece of land and ban them from it, caused many problems. They could no longer hunt or forage for food in places they had always done so. Fights over territories began to break out and groups who always had plenty of food, now barely had enough. Many Christian missionaries tried to force Native American people to abandon traditional religious beliefs and practices (Mayo, 33). Christian missionaries would sometimes launch attacks on Native American religious institutions when forcing them to convert to Christianity did not work. These harmful attacks destroyed not only their temples and religious artifacts, but also a huge part of their culture. Laws were introduced that protected the land and property the colonists had acquired, banned most of their religious ceremonies, and forced the children into the European educational system. The Europeans wanted to deny the Native Americans of their cultural identity, which eventually would end up wiping them out. Native Americans were deeply effected by colonization. It was extremely unfair of the Europeans to destroy Native American way of life. If the Native Americans had the weapons, like guns and disease, that the Europeans did, then maybe they could have fought for what was theirs. Europeans came to America and changed the Native Americans lives forever. This contact between the Native Americans and Europeans was called the Columbian Exchange. While both Native Americans and Europeans received advantages and disadvantages from the Columbian Exchange, Native Americans definitely suffered more while the Europeans were benefited more. It is not right that the Native Americans lived on American land all their lives and had the land as well as their culture taken away from them in a matter of only a few years. Mayo, Louise A. American Dreams and Reality: A Retelling of the American Story, Volume 1 Second Edition. Illinois: Abigail Press, 2000.

An operational amplifier

An operational amplifier Introduction: Anoperational amplifier, which is often called anop-amp, is aDC-coupledhigh-gainelectronic voltageamplifierwith a differential input and, usually, a single-ended output.An op-amp produces an output voltage that is typically millions of times larger than the voltagedifferencebetween its input terminals. Typically uses of the operational amplifier are to provide voltage amplitude changes (amplitude and polarity), oscillators, filter circuits, and many types of instrumentation circuits. An op-amp contains a number of differential amplifier stages to achieve a very high voltage gain. Typically the op-amps very large gain is controlled bynegative feedback, which largely determines the magnitude of its output voltage gain in amplifier applications, or thetransfer functionrequired. Without negative feedback, and possibly withpositive feedbackforregeneration, an op-amp essentially acts as acomparator. High inputimpedanceat the input terminals and low output impedance at the output terminals (ideally zero) are important typical characteristics. Op-amps are among the most widely used electronic devices today, being used in a vast array of consumer, industrial, and scientific devices. Many standard IC op-amps cost only a few cents in moderate production volume; however some integrated or hybrid operational amplifiers with special performance specifications may cost over $100 US in small quantities. Op-amps sometimes come in the form of macroscopic components, or asintegrated circuitcells; patterns that can be reprinted several times on one chip as part of a more complex device. The op-amp is one type ofdifferential amplifier. Other types of differential amplifier include thefully differential amplifier(similar to the op-amp, but with two outputs), theinstrumentation amplifier(usually built from three op-amps), theisolation amplifier(similar to the instrumentation amplifier, but with tolerance to common-mode voltages that would destroy an ordinary op-amp), andnegative feedback amplifier(usually built from one or more op-amps and a resistive feedback network). An Amplifier is made of: A Gain Block (ideally possessing infinite gain) Feedback A Network that sets the amount of feedback (e.g. resistors) The circuit symbol for an op-amp is shown to the right, where: The power supply pins (V_{text{S}!+}andV_{text{S}!-}) can be labelled in different ways). Despite different labelling, the function remains the same to provide additional power for amplification of signal. Often these pins are left out of the diagram for clarity, and the power configuration is described or assumed from the circuit. Op amps are versatile ICs that can perform a variety of mathematical functions. For this reason, they are the building blocks of many signal processing circuits. They have almost infinite gain, high input impedance, and low output impedance. Because of this, there is no current drawn at either input, and the voltage at both inputs must be equal (they are often drawn with a short connecting them) Op amps have two inputs, an inverting (-) and non inverting (+). A positive voltage source and negative voltage source or ground are connected directly to the op amp, although these are rarely shown on circuit diagrams. There is a single output, which is almost always connected to the inverting input with a feedback loop. Ideal Op Amps: There are three rules for analyzing op amp circuits. In addition to KVL and KCL, any op amp circuit should be solvable with these rules. Infinite input impedance. No current is drawn so: Infinite gain. This means that the input voltages must be equal. Zero output impedance. This means that output voltage does not depend on the output current. Real Op Amps: Ideal op amps are modelled with infinite gain and infinite impedance. While real op amps have high gain and low impedance, they are not infinite. This limiting factor can affect the performance of the circuit, so it should be considered. Another limitation of real op amps is voltage gain. Instead of being infinite, the maximum output voltage is about 1.4 V lower than the supply voltage (this is due to diode drops in the op amp). Ideal behaviour is not an accurate modelling technique when square waves are used. For this type of input, the voltage changes infinitely fast as it jumps from the high to the low parts of the wave. Op amps cant change instantaneously, there is a slight slope produced in the output. This can be measured by the slew rate (with is the change in voltage over the change in time). Rise time is another parameter used to calculate how quickly an op amp can adjust. The amount of time it takes the voltage to change from 10% to 90% of the desired value is the rise time. For application with square wave input, these two factors can affect the response of your circuit. Connecting an Op Amp: Op amps with Dual in Line Packages should be connected to a breadboard as shown here. The notch is at the top of the op-amp, with pins counted counter clockwise from the upper left corner. Operation: The amplifiers differential inputs consist of V_{!+}input and aV_{!-}input, and ideally the op-amp amplifies only the difference in voltage between the two, which is called thedifferential input voltage. The output voltage of the op-amp is given by the equation, WhereV_{!+}the voltage at the non-inverting terminal is,V_{!-}is the voltage at the inverting terminal andGopen-loopis theopen-loopgain of the amplifier. (The term open-loop refers to the absence of a feedback loop from the output to the input.) Op-amp with inverting input grounded through a resistor; input at the non-inverting input, and no feedback With no negative feedback, the op-amp acts as a switch. The inverting input is held at ground (0 V) by the resistor, so if the Vinapplied to the non-inverting input is positive, the output will be maximum positive, and if Vinis negative, the output will be maximum negative. Since there is no feedback from the output to either input, this is anopen loopcircuit. The circuits gain is just the Gopen-loopof the op-amp. Standard two-resistor non-inverting amplifier circuit The magnitude ofGopen-loopis typically very large-seldom less than a million-and therefore even a quite small difference betweenV_{!+}andV_{!-}(a few microvolts or less) will result in amplifier saturation, where the output voltage goes to either the extreme maximum or minimum end of its range, which is set approximately by the power supply voltages.Finleys lawstates that When the inverting and non-inverting inputs of an op-amp are not equal, its output is in saturation. Additionally, the precise magnitude ofGopen-loopis not well controlled by the manufacturing process, and so it is impractical to use an operational amplifier as a stand-alonedifferential amplifier. If linear operation is desired,negative feedbackmust be used, usually achieved by applying a portion of the output voltage to the inverting input. The feedback enables the output of the amplifier to keep the inputs at or near the same voltage so that saturation does not occur. Another benefit is that if much negative feedb ack is used, the circuits overall gain and other parameters become determined more by the feedback network than by the op-amp itself. If the feedback network is made of components with relatively constant, predictable, values such as resistors, capacitors and inductors, the unpredictability and inconstancy of the op-amps parameters (typical of semiconductor devices) do not seriously affect the circuits performance. If no negative feedback is used, the op-amp functions as a switch or comparator. Positive feedback may be used to introducehysteresisor oscillation. Returning to a consideration of linear (negative feedback) operation, the high open-loop gain and low input leakage current of the op-amp imply two golden rules that are highly useful in analysing linear op-amp circuits. Golden rules of op-amp negative feedback Ifthere is negative feedback andifthe output is not saturated, both inputs are at the same voltage; no current flows in or out of either input. These rules are true of the ideal op-amp and for practical purposes are true of real op-amps unless very high-speed or high-precision performance is being contemplated (in which case account must be taken of things such as input capacitance, input bias currents and voltages, finite speed, and otherop-amp imperfections, discussed in a later section.) As a consequence of the first rule, theinput impedanceof the two inputs will be nearly infinite. That is, even if the open-loop impedance between the two inputs is low, the closed-loop input impedance will be high because the inputs will be held at nearly the same voltage. This impedance is considered as infinite for an ideal opamp and is about onemegaohmin practice. Ideal and real op-amps: An equivalent circuit of an operational amplifier that models some resistive non-ideal parameters. An ideal op-amp is usually considered to have the following properties, and they are considered to hold for all input voltages: Infiniteopen-loop gain(when doing theoretical analysis, alimitmay be taken as open loop gainGgoes to infinity) Infinite voltage range available at the output (vout) (in practice the voltages available from the output are limited by the supply voltagesV_{text{S}!+}andV_{text{S}!-}) Infinitebandwidth(i.e., the frequency magnitude response is considered to be flat everywhere with zerophase shift). Infiniteinput impedance(so, in the diagram,R_{text{in}} = infty, and zero current flows fromv_{!+}tov_{!-}) Zero input current (i.e., there is assumed to be noleakageorbiascurrent into the device) Zeroinput offset voltage(i.e., when the input terminals are shorted so thatv_{!+}=v_{!-}, the output is avirtual groundor vout= 0). Infiniteslew rate(i.e., the rate of change of the output voltage is unbounded) and power bandwidth (full output voltage and current available at all frequencies). Zerooutput impedance(i.e.,Rout= 0, so that output voltage does not vary with output current) Zeronoise InfiniteCommon-mode rejection ratio(CMRR) InfinitePower supply rejection ratiofor both power supply rails. In practice, none of these ideals can be realized, and various shortcomings and compromises have to be accepted. Depending on the parameters of interest, a real op-amp may be modelled to take account of some of the non-infinite or non-zero parameters using equivalent resistors and capacitors in the op-amp model. The designer can then include the effects of these undesirable, but real, effects into the overall performance of the final circuit. Some parameters may turn out to havenegligibleeffect on the final design while others represent actual limitations of the final performance that must be evaluated. History: 1941: First (vacuum tube) op-amp An op-amp, defined as a general-purpose, DC-coupled, high gain, inverting feedbackamplifier, is first found in US Patent 2,401,779 Summing Amplifier filed by Karl D. Swartzel Jr. of Bell labs in 1941. This design used threevacuum tubesto achieve a gain of 90dB and operated on voltage rails of  ±350V. It had a single inverting input rather than differential inverting and non-inverting inputs, as are common in todays op-amps. ThroughoutWorld War II, Swartzels design proved its value by being liberally used in the M9artillery directordesigned at Bell Labs. This artillery director worked with the SCR584radarsystem to achieve extraordinary hit rates (near 90%) that would not have been possible otherwise. 1947: First op-amp with an explicit non-inverting input In 1947, the operational amplifier was first formally defined and named in a paper by Professor John R. Ragazzini of Columbia University. In this same paper a footnote mentioned an op-amp design by a student that would turn out to be quite significant. This op-amp, designed by Loebe Julie, was superior in a variety of ways. It had two major innovations. Its input stage used a long-tailedtriode pair with loads matched to reducedriftin the output and, far more importantly, it was the first op-amp design to have two inputs (one inverting, the other non-inverting). The differential input made a whole range of new functionality possible, but it would not be used for a long time due to the rise of the chopper-stabilized amplifier. 1949: First chopper-stabilized op-amp In 1949, Edwin A. Goldberg designed achopper-stabilized op-amp.This set-up uses a normal op-amp with an additionalACamplifier that goes alongside the op-amp. The chopper gets an AC signal fromDCby switching between the DC voltage and ground at a fast rate (60Hz or 400Hz). This signal is then amplified, rectified, filtered and fed into the op-amps non-inverting input. This vastly improved the gain of the op-amp while significantly reducing the output drift and DC offset. Unfortunately, any design that used a chopper couldnt use their non-inverting input for any other purpose. Nevertheless, the much improved characteristics of the chopper-stabilized op-amp made it the dominant way to use op-amps. Techniques that used the non-inverting input regularly would not be very popular until the 1960s when op-ampICsstarted to show up in the field. In 1953, vacuum tube op-amps became commercially available with the release of the model K2-W from George A. Philbrick Researches, Incorporated. The designation on the devices shown, GAP/R, is a contraction for the complete company name. Two nine-pin 12AX7 vacuum tubes were mounted in an octal package and had a model K2-P chopper add-on available that would effectively use up the non-inverting input. This op-amp was based on a descendant of Loebe Julies 1947 design and, along with its successors, would start the widespread use of op-amps in industry. 1961: First discrete IC op-amps With the birth of thetransistorin 1947, and the silicon transistor in 1954, the concept of ICs became a reality. The introduction of theplanar processin 1959 made transistors and ICs stable enough to be commercially useful. By 1961, solid-state, discrete op-amps were being produced. These op-amps were effectively small circuit boards with packages such as edge-connectors. They usually had hand-selected resistors in order to improve things such as voltage offset and drift. The P45 (1961) had a gain of 94dB and ran on  ±15V rails. It was intended to deal with signals in the range of  ±10V. 1962: First op-amps in potted modules By 1962, several companies were producing modular potted packages that could be plugged intoprinted circuit boards. These packages were crucially important as they made the operational amplifier into a singleblack boxwhich could be easily treated as a component in a larger circuit. 1963: First monolithic IC op-amp In 1963, the first monolithic IC op-amp, the  µA702 designed byBob Widlarat Fairchild Semiconductor, was released. MonolithicICsconsist of a single chip as opposed to a chip and discrete parts (a discrete IC) or multiple chips bonded and connected on a circuit board (a hybrid IC). Almost all modern op-amps are monolithic ICs; however, this first IC did not meet with much success. Issues such as an uneven supply voltage, low gain and a small dynamic range held off the dominance of monolithic op-amps until 1965 when the  µA709 was released. 1966: First varactor bridge op-amps Since the 741, there have been many different directions taken in op-amp design.Varactorbridge op-amps started to be produced in the late 1960s; they were designed to have extremely small input current and are still amongst the best op-amps available in terms of common-mode rejection with the ability to correctly deal with hundreds of volts at their inputs. 1968: Release of the  µA741 The popularity of monolithic op-amps was further improved upon the release of the LM101 in 1967, which solved a variety of issues, and the subsequent release of the  µA741 in 1968. The  µA741 was extremely similar to the LM101 except that Fairchilds facilities allowed them to include a 30pF compensation capacitor inside the chip instead of requiring external compensation. This simple difference has made the 741thecanonical op-amp and many modern amps base their pin out on the 741s.The  µA741 is still in production, and has become ubiquitous in electronics-many manufacturers produce a version of this classic chip, recognizable by part numbers containing741. 1970: First high-speed, low-input current FET design In the 1970s high speed, low-input current designs started to be made by usingFETs. These would be largely replaced by op-amps made withMOSFETsin the 1980s. During the 1970s single sided supply op-amps also became available. 1972: Single sided supply op-amps being produced A single sided supply op-amp is one where the input and output voltages can be as low as the negative power supply voltage instead of needing to be at least two volts above it. The result is that it can operate in many applications with the negative supply pin on the op-amp being connected to the signal ground, thus eliminating the need for a separate negative power supply. The LM324 (released in 1972) was one such op-amp that came in a quad package (four separate op-amps in one package) and became an industry standard. In addition to packaging multiple op-amps in a single package, the 1970s also saw the birth of op-amps in hybrid packages. These op-amps were generally improved versions of existing monolithic op-amps. As the properties of monolithic op-amps improved, the more complex hybrid ICs were quickly relegated to systems that are required to have extremely long service lives or other specialty systems. Recent trends Recently supply voltages in analog circuits have decreased (as they have in digital logic) and low-voltage op-amps have been introduced reflecting this. Supplies of  ±5V and increasingly 5V are common. To maximize the signal range modern op-amps commonly have rail-to-rail inputs (the input signals can range from the lowest supply voltage to the highest) and sometimes rail-to-rail outputs. A very typical commercial IC op amp circuit is the 741. This IC has been available for many years, and a number of variations have been developed to help minimize the errors inherent in its construction and operation. Nevertheless, the analysis we will perform here using the 741 will apply to any other IC op amp, if you take into account the actual parameters of the device you are actually using. Therefore, we will use the 741 as our example IC op amp. A differential amplifier connected as an op amp. To the right is a circuit using the 741 op amp IC, with the input and feedback resistors that are required for this circuit to operate properly in an analog computer. Note that there are actually two inputs to the amplifier, designated + and - in the figure. This is because the 741, like all IC op amps of this type, is in fact a differential amplifier. Thus, the output voltage is determined by thedifferencebetween the two input voltages. The +, or non-inverting input, is grounded through a resistor as shown. Thus, its input voltage is always zero. The -, or inverting input, is the one that is actively used. Thus, we establish that the inverting input, which is also the junction of the input and feedback resistors, must operate as a virtual ground in order to keep the output voltage within bounds. So far, so good, but what about the actual voltage gain? It cant possibly be infinite, and if it isnt infinite, there must be some non-zero input voltage to produce a non-zero output voltage. In fact, the typical open-loop voltage gain for the 741 is 200,000. This does not mean that every such device has a gain of 200,000, however. What is guaranteed is that the commercial version (the 741C) will have a minimum gain of 20,000. The military version is more stringently selected, and will have a minimum voltage gain of 50,000. For the 741C, then, with a maximum output voltage of  ±10 volts, the maximum input voltage required at the inverting input can never be more than  ±10/20,000 =  ±0.0005 volt, or 0.5 milli volts. Typical measurement accuracy uses three significant digits, so we would measure voltages from 0.00 volts to  ±10.00 volts. The maximum input voltage is more than an order of magnitude smaller than this, and hence is insignificant in a typical analog computer. But what about input bias current? Surely the IC requires at leastsomesmall amount of input current? Well, yes, it does. The 741C requires a typical input bias current of 80 nA (thats nano Amperes, where 1nA=10-9A). The maximum input bias current for the 741C is 500nA, or 0.5 µA. So how do we use this information to minimize the errors it could cause into insignificance? Well, lets consider the resistance that would be required for this current to cause a significant voltage drop. If we keep the voltage error small enough, we can ignore it as immeasurable. This means we must keep the values of Rinand Rfas small as possible, consistent with proper operation of the circuit. At the same time, we cannot make them too small, or the op amp itself will be overloaded. For proper operation, the total load resistance at the 741 output should not be smaller than 2000 ohms, or 2k. This amounts to a maximum output current of 5 mA at 10 volts output. This means that the output resistance of the op amp is not the desired zero ohms. However, as long as you dont draw too much current from the output, the use of heavy negative feedback has an added benefit: It makes the op amp behaveas ifit had zero output resistance. That is, any internal resistance will simply mean that the op amp must produce an internal voltage enough higher than the calculated value so that the final output voltage will be the calculated value. So what if we make our input and feedback resistors about 10k each? Then the current demand on the output is only 1 mA at 10 volts, leaving plenty of capacity for additional inputs. And the voltage caused by the input bias current wont exceed 10,000-0.5-10-6=0.005volt. This is half of the least significant digit of our measurement capability, which is not as good as we would like, but will do. Also, this is the absolute worst-case situation; most practical applications wont see an error this big. In addition, the input bias current applies equally to both inputs. This is the reason for the resistor connecting the + input to ground. If this resistor is close in value to the parallel combination of Rin and Rf, the same voltage error will be generated at the two inputs, and will therefore be cancelled out, or very nearly. Thus, we can relegate this problem to true insignificance by means of correct circuit design and careful choice of component values. The 741 does also have two error characteristics, calledinput offset voltageandinput offset current, which define the inherent errors which may exist between the two inputs to the IC. However, the 741 also has the means for balancing these variations out, so the actual errors are minimized or eliminated, thus once again removing them from significance. A problem with any op amp is a limited frequency response. The higher the gain of the complete circuit, the lower the working frequency response. This is one reason an overall gain of 20 is a practical limit. (Another reason is that the input and feedback resistors become too different from each other.) Also, the standard 741 has aslew rateof 0.5v/ µs. This means that the output voltage cannot change any faster than this. The newer generation of op amps, such as the 741S, have a slew rate more like 5v/ µs, and hence can operate over the entire audio range of frequencies without serious problems. Classification of Operational Amplifier: Op-amps may be classified by their construction: discrete (built from individualtransistorsortubes/valves) IC (fabricated in anIntegrated circuit) most common hybrid IC op-amps may be classified in many ways, including: Military, Industrial, or Commercial grade (for example: the LM301 is the commercial grade version of the LM101, the LM201 is the industrial version). This may defineoperating temperatureranges and other environmental or quality factors. Classification by package type may also affect environmental hardiness, as well as manufacturing options;DIP, and other through-hole packages are tending to be replaced bySurface-mount devices. Classification by internal compensation: op-amps may suffer from high frequencyinstabilityin somenegative feedbackcircuits unless a small compensation capacitor modifies the phase- and frequency- responses; op-amps with capacitor built in are termedcompensated, or perhaps compensated forclosed-loopgains down to (say) 5, others: uncompensated. Single, dual and quad versions of many commercial op-amp IC are available, meaning 1, 2 or 4 operational amplifiers are included in the same package. Rail-to-rail input (and/or output) op-amps can work with input (and/or output) signals very close to the power supply rails. CMOSop-amps (such as the CA3140E) provide extremely high input resistances, higher thanJFET-input op-amps, which are normally higher thanbipolar-input op-amps. Other varieties of op-amp include programmable op-amps (simply meaning the quiescent current, gain, and bandwidth and so on can be adjusted slightly by an external resistor). Manufacturers often tabulate their op-amps according to purpose, such as low-noise pre-amplifiers, wide bandwidth amplifiers, and so on. Single-Ended Inputs With single-ended inputs you connect one wire from each signal source to the data acquisition interface the Micro link. The measurement is the difference between the signal and the ground or earth at the Micro link. This method relies on the signal source being grounded (earthed), and the signal sources ground and the Micro links ground having the same value. Differences in Ground Levels We think of the ground as a constant 0V, but in reality the ground, or earth, is at a different level in different places. The closer together the places, the more likely the ground level will be the same. Make a connection between two grounds and the difference in levels can drive large currents, known as earth or ground loops. This can lead to errors when using single-ended inputs. Noise Errors Single-ended inputs are sensitive to noise errors. Noise (unwanted signal contamination) is added because signal wires act as aerials, picking up environmental electrical activity. With single-ended inputs you have no way of distinguishing between the signal and the noise. The ground and noise problems can be solved by differential inputs. Differential Inputs With differential inputs, two signal wires run from each signal source to the Microlink. One goes to a + input and one to a input. Two high-impedance amplifiers monitor the voltage between the input and the interface ground. The outputs of the two amplifiers are then subtracted by a third amplifier to give the difference between the + and inputs, meaning that any voltage common to both wires is removed. This can solve both of the problems caused by single-ended connections. It means that differences in grounds are irrelevant (as long as they arent too large for the amplifier to handle). It also reduces noise twisting wires together will ensure that any noise picked up will be the same for each wire. Floating Signals A common problem when using differential inputs is neglecting any connection to ground. For example, battery-powered instruments and thermocouples have no connection to a buildings ground. You could connect a battery, for instance, between the Micro links + and inputs. The 2 input amplifiers will try to monitor the voltages + to earth and to ground. However, as there is no connection between the battery and ground, these voltages to ground could be any value and may be too large for the amplifier to handle. For these floating signal sources you should provide a reference. The Micro link has a socket labelled 0V. Run a wire from, say, the wire to this OV socket, either directly or via a resistor. (If your signal source is itself grounded dont make a connection to the Micro links 0V socket.) Amplifier Ability and Operating Range The three amplifiers used for differential inputs are collectively known as an instrumentation amplifier. Ideally, as previously described, any voltage common to both wires (common mode voltage) is cancelled. In practice the two input amplifiers are not perfectly matched so a fraction of the common mode voltage may appear. How closely the instrumentation amplifier approaches the ideal is expressed as the common mode rejection ratio (CMRR). This is the reciprocal of the fraction let through and is usually given in decibels. The higher the rejection ratio the better. Another specification to look for is the common mode range. This is the maximum contamination voltage with which the amplifier can cope. If the difference in ground levels between your interface and signal source exceeds this value, your measurement will be inaccurate. Less Signals with Differential Inputs? An obvious disadvantage of differential inputs is that you need twice as many wires, so you can connect only half the number of signals, compared to single-ended inputs. Should you decide that single-ended inputs are OK for you if you have short signal wires, close together signal sources, and signals larger than around 100 mV for e.g. you can use differential inputs in single-ended mode. To do this short one of the signal wires (usually the input) to the Micro link V input. Differential inputs, therefore, give you the option of either mode. Op-Amp Characteristics: A very typical commercial IC op amp circuit is the 741. This IC has been available for many years, and a number of variations have been developed to help minimize the errors inherent in its construction and operation. Nevertheless, the analysis we will perform here using the 741 will apply to any other IC op amp, if you take into account the actual parameters of the device you are actually using. Therefore, we will use the 741 as our example IC op amp. A differential amplifier connected as an op amp. To the right is a circuit using the 741 op amp IC, with the input and feedback resistors that are required for this circuit to operate properly in an analog computer. Note that there are actually two inputs to the amplifier, designated + and - in the figure. This is because the 741, like all IC op amps of this type, is in fact a differential amplifier. Thus, the output voltage is determined by thedifferencebetween the two input voltages. The +, or non-inverting input, is grounded through a resistor as shown. Thus, its input voltage is always zero. The -, or inverting input, is the one that is actively used. Thus, we establish that the inverting input, which is also the junction of the input and feedback resistors, must operate as a virtual ground in order t

Sexual Health Education in China Essay -- lack of sex education, abstin

Does the lack of sexual health education in the Chinese education system pose serious consequences within Chinese society? This summary of my thesis argument intends to present more understanding regarding the comprehensive literature surrounding sexual health education in China. My thesis will aim to contribute a focused argument to the sexual health education dialogue by providing a case study of the sexual health education system in China, in order to analyze the current problems of the system and the possible serious results regarding the Chinese population because of these problems. While conversing about the current state of sexual health education, I will focus on the different ways that sexual health education is carried out in the school systems throughout China compared to other countries, what these effects have on society and how this could be changed. This is only a short compilation of the number of sources I will eventually have, as I plan to find much more information as I continue my research. Professor Zhou-Yu Feng touches on the problems within Chinese society in her thesis â€Å"The Comparative Research on Sex Education for Adolescents of China and the US†, by saying â€Å"it is known that sex education is a blind spot in China’s basic education. Many social problems are caused due to the lack of sex education, which has gradually aroused people’s attention† (Yu-Feng). The importance of providing clear and correct sexual health education by the education school system is also of great importance because as many Chinese citizens are increasingly having premarital sexual relationships without concise or clear sexual health education, this poses the risk of sexually transmitted diseases, HIV, unplanned pregnancies,... ... of Comprehensive Sex Education in China: Findings from Suburban Shanghai†, International Family Planning Perspectives (2005): 63-72. Wen, S.H., J.D. Zeng, and M.L. Ng. 1990. Sex and Moral Education. Hong Kong: Joint Publishing. Will, Rachel. "Contraceptive Use In China." US-China Today:. 30 Mar. 2012. Xinhua News Agency, First sex education VCD for youngsters released, May 31, 2002, , accessed July 16, 2003. Yifen, Wang, and Chen Wei. "Progress or Pornography." News China Magazine RSS. News China, Dec. 2012. Web. 12 Apr. 2014. Yu-feng, Zhou. "The Comparative Research on Sex Education for Adolescents of China and the US." US-China Education Review 408-417 (2012): 408-17. Web. . Zhu, WeiJing. "The World of Chinese." The World of Chinese. 20 Aug. 2013.

A Critical Essay on Edgar Allan Poe’s The Fall of the House of Usher (1

The twenty first century author Alexandra Iftodi Zamfir (1986- ) argues that â€Å"architecture and settings are more important in Gothic fiction than in any other type of literature†¦all architectural elements are closely connected with Gothic protagonists and the plot.† (Zamfir. 2011: 15). This critical essay will first consider and analyse this statement and investigate the style, language and form of the American author Edgar Allan Poe’s (1809-1849) macabre and Gothic fictional prose The Fall of the House of Usher (1839) (Poe. 1987: 1). I shall present and argue how the artistic effects deployed in the narrative structure create an atmosphere of tension and suspense, through the exploration of architectural space demonstrated in a close reading and analysis from key passages of the text. The Fall of the House of Usher was written by the American author and poet Edgar Allan Poe, it first featured as a Gothic short story in Burton’s Gentleman’s Magazine in (1839) (Hayes. 2002: xvii). Poe was writing at a time of immense change to social, economic and cultural conditions following the technological advancements of the Industrial Revolution (1750-1850), his work on The Fall of the House of Usher could be said to show an impact of Western society’s internal and external fragmentation. (Montagna: 2006). As stated by Zamfir â€Å"the universe portrayed in the House of Usher is Poe’s most sublime†¦in humanizing a dwelling to portray the inner self of the Gothic hero, but it also represents an investigation of the self in a state of disintegration.† (Zamfir. 2011: 62). This process of disintegration is both reflected within the architectural structure of the house itself; as the building gradually corrodes, in addition to that of the ps... ..._of_Space_in_Gothic_Architecture. [Accessed 11th May 2012] Giordano, R. (2005-2011) Poestories.com: An Exploration of Short Stories by Edgar Allan Poe. [On-line] Available from: http://www.poestories.com/. [Accessed 24th September 2011] Gunn, A.G. (1997-2002) Cyclopaedia of Ghost Story Writers. [On-line] Available from: http://www.jb.man.ac.uk/~agg/ghosts/#poeea. [Accessed 24th September 2011] Hallqvist, C. (2001) The Poe Decoder. [On-line] Available from: http://www.poedecoder.com/. [Accessed 24th September 2011] Montagna, J.A. (2006) The Industrial Revolution. [On-line] Available from: http://www.yale.edu/ynhti/curriculum/units/1981/2/81.02.06.x.html. [Accessed 11th May 2012] Pridmore, J. (1998-2011) Edgar Allan Poe (1809-1849). [On-line] Available from: http://www.literaryhistory.com/19thC/Poe.htm. [Accessed 24th September 2011]

Music and Memory in D. H. Lawrence’s Piano Essay -- Literature

D. H. Lawrence’s poetry is said to often be of â€Å"great biographical interest† (Encyclopedia Britannica), and his poem â€Å"Piano,† written in 1918, eight years after the death of his mother, illustrates his attachment to his mother through the device of an unwilling memory evoked when he hears a woman singing. Though Lawrence’s relationship with his mother is said to have been â€Å"an intensely—often labeled abnormally—close relationship† (Pearson and Watson), it is also said that it was she who encouraged him to obtain an education and to write. His mother was a teacher, and according to Norton, it is her â€Å"delicacy and refinement† that he â€Å"allied† himself with rather than his less educated, coarse coal miner father (2248). It is she whom he sided with in the conflict-ridden relationship he witnessed between his parents. According to Wart, â€Å"Piano† expresses Lawrence’s personal response when a â€Å"song stirs memories of childhood and his mother,† involuntary as these memories may be. However, though it may be true that we should never assume that the speaker of a poem is, indeed, the poet, according to Semansky, â€Å"Lawrence's work invites us to, as he has always woven autobiographical material into his writing.† Lawrence’s â€Å"Piano† may thus be considered to be the recounting of unwanted and involuntary emotional memory brought about as a response to music. â€Å"Piano† begins by describing a setting conducive to reflection and remembrance, â€Å"Softly, in the dusk, a woman is singing to me† (Line 1). Intimacy is implied in the setting: â€Å"the dusk,† the singing being â€Å"soft† and seemingly personally directed to one individual all lend themselves to an aura of intimacy. This encounter draws Lawrence back through the â€Å"vista of years† (Line 2). In fact,... ..., 1900 to Present. New York: Facts On File, Inc., 2009. Bloom's Literary Reference Online. Facts On File, Inc. http://www.fofweb.com/activelink2.asp?ItemID=WE54&SID=5&iPin= CBPNP235&SingleRecord=True (accessed April 4, 2012). Rexroth, Kenneth. "Introduction." D.H. Lawrence: Selected Poems. New Directions, 1947. 1-23. Rpt. in Literature Resource Center. Detroit: Gale, 2012. Literature Resource Center. Web. 2 Apr. 2012. Saunders, Clifford. "Critical Essay on 'Piano'." Poetry for Students. Vol. 6. Detroit: Gale Group, 1999. Literature Resource Center. Web. 2 Apr. 2012. Semansky, Chris. "Critical Essay on 'Piano'." Poetry for Students. Vol. 6. Detroit: Gale Group, 1999. Literature Resource Center. Web. 2 Apr. 2012. Wart, Alice Van. "Critical Essay on 'Piano'." Poetry for Students. Vol. 6. Detroit: Gale Group, 1999. Literature Resource Center. Web. 2 Apr. 2012.

Narrative essay on African American people

The issue on African-American exemplifies the problem on racism / racial discrimination. Among the whites, the African-American class comprises the minority group in United States of America. In history, the Civil War was caused by disagreement of Confederates States of America to free African-American slaves. The fear to African-Americans excluded them in military. After the Civil War, the slavery of African-American people was still prevalent. African-American people were still treated as slaves, they do not have equal right as the whites, and abused by the larger groups in almost all American societies. (Until today) Although laws pertaining for equal rights to all citizens of America were instigated, racial discrimination is implied / seen in United States (Franklin, J. H. and A. A. Moss, Jr., http://www.randomhouse.com/acmart/catalog/display.pperl?isbn=9780375406713). Education The effect of racial discrimination causes separation / segregation in schools in the south and in the north of America. In United States, two worlds were created between the white society and black community. The culture, customs, practices, beliefs between the two races can not meet / come across. The American-Africans were excluded in the mainstream of American societies. Conversely, there were cases where African-Americans were not allowed to be educated. Bylaws of the society issue a criminal case to any educating African-American (before). Unequal education between the whites and American-Africans arises. The public schools issue racial discrimination over American-Africans. In any cases, American-Africans were given little attention when it comes to consultation (between black students and teachers), resources (books and school supplies), and concerns of teachers. Despite of the separation between the whites and American-Africans education, American-Africans focus on the church as center in their educational and political living. Today, the bilingual education helps American-Africans to respect their own culture, tradition, beliefs, and customs. American-Africans do have equal rights to the system they wanted to be educated. The bilingual education enhances the student’s capability in studying since American-Africans can educate in their own languages / lingo. Community The community easily identifies slaves with regards to the appearance, color, and language of African-Americans. Early in the history, African-Americans were castigated since they were in greater supply. Specifically, women were abused, they were treated as animals, and sex slavery was abundant in United States. The African-Americans children were automatically become slaves. The whites implemented laws prohibiting African-Americans to owned guns, create business, and possess equal rights to the community. The African-Americans comprises a portion in the community. These people are inapt in American societies. The whites feel superior, dominance, authority to the black community. In a particular community in United States, the whites prefer to favor the whites instead of an African-American. A whites tend to gives more importance to a white person rather than help a poor African-American. In any community, a dominant class would be authoritative, racist, abused the minority. It is actually natural / normal to any community / nation / society. In a white’s perspective, they hated blacks. They think that blacks were criminals, without education, and belong to lower classes of the society. The white community discriminates those blacks. In any situations, the hospital gives first priority to a white patient, a (white) employer gives favor to a white applicant, and the white community would only hear a white’s complaint. Family Slavery causes division / separation of African-American families. Because the blacks were given a monetary value, they were forced to work as slaves. Unfair employment was given to the African-Americans. The society looks at an African-American family inferior to the social order of United States. Society The society directs to how its environment will works. Through the globe, slave trade is seen between two (strong) nations. Muslims were able to exchange African slaves. In the societal scheme of the whites, they enslaved African-Americans. The whites were able to utilized African-Americans in their farms, and other business works (Franklin, J. H. and A. A. Moss, Jr., http://www.randomhouse.com/acmart/catalog/display.pperl?isbn=9780375406713). Nevertheless, the whites gave the African-Americans low degree of employment (blue-collar job). The whites worry to the destabilization in their economic expansion and hierarchy. African-Americans were the ones involved in harvesting crops, security, peon, and soiled works. The slave trade in United States produced tobacco, cotton, and sugar. In the last 100 years, the high mortality rate and abused of African-Americans open an opportunity for a social change. Although there are free African-Americans, they were controlled in the society. In history, slaves purchased their own freedom. In the political system of the United States, African-Americans could vote. They were not given the right to take part in the election since they were included in the lower classes. Threats exist to exclude African-African from voting. As much as they couldn’t do businesses, they also prohibited to own any property. The whites wanted to contain and continue supremacy over African-Americans. No African-Americans can complaint to any crimes done by the whites. In the movie Crash, there was an incident where an African-American woman was molested by a cop (white), her husband wasn’t able to charge a court case since he was an African-American. Miscegenation (interracial marriage) was not allowed by the society. Such cases would issue a lawsuit and incarceration of any African-American. The society enforced segregation on hotels, buses (transportation), theaters, and restaurants between the whites and African-Americans. The society does not recognize talents, music, intelligence, and capability of blacks. Summary In any develop nation, two races creates a chaotic situation of education, community, culture, customs, and beliefs. Abused and mistreatment of the minority groups is prevalent in these societies. African-Americans suffer from racial discrimination; unemployment, inability to take part in the elections, isolation of education, and abused on the rights of African-Americans as a citizen of the United States. Until today, African-Americans were given the right to vote, fair employment, inclusion in military forces, and given important position in the government. People can’t do away with the differences in appearances, culture, and beliefs, but, people can meet halfway in order to attain equality. Work Cited Franklin, J. H. and A. A. Moss, Jr. From Slavery to Freedom A History of African Americans (8th Edition). Random House, Inc. 2004. URL http://www.randomhouse.com/acmart/catalog/display.pperl?isbn=9780375406713. Retrieved October 4, 2007.

The Shark Net

What we, as individuals, perceive to be real; to actually exist, is both objective and subjective. Everyone’s perception of realism varies greatly; from friend to friend, neighbour to neighbour and even from parent to child. It is this perception of an individual’s reality that ultimately defines who they become. To define a person, it is often said that we should analyse their behaviour, as it is their behaviour that reflects their state of reality. A person’s behaviour may depend on their surroundings; the era in which they live, their social interactions or even their physical environment.The era in which they grew up, for instance, will adversely reflect on an individual by default as society forces their morals and beliefs of what is right – what is reality, onto them. There was once a time where it was the norm for women to take on and settle into their role as a housewife, and for men to go to work and be the sole provider of a family. Now, women ha ve just as many expectations placed onto them career wise as men, and as a result, in general, women come off as more confident and independent as compared to being submissive and unsure, as was the case back in the day.Their behaviour clearly shows that their sense of reality has changed as society has progressed. In Robert Drewe’s memoirs, The Shark Net, he retells of his being dragged along to the sermon of evangelical Billy Graham, by his mother. Despite the pressure placed on him by his family, to conform to a life free from religious sin, sex and adultery, he rebels. Quite often is Drewe home late after liaisons with various females. His behaviour reflects a reality quite different to that of his Christian mother, a woman who he has been brought up by since birth.In this case, it is his rebelious behaviour that defines his perception of reality as a result of his relationship with his mother. But why did Drewe desire so greatly to rebel? The move from Melbourne to Perth was a substantial one for Drewe. He went from the â€Å"frosty lawns and trimmed hedges† of an urban, cosmopolitan city to â€Å"the most isolated city in the world,† what was essentially, in comparison, a desert. As a result, just as the people of London vary from the people of New York, Drewe encountered a whole new type of people.To rebel against his mother meant to conform to the people of Perth, as he wished so desperately to fit in, whereas his mother wished to be in control. The controlling nature of his mother contrasts to that of Drewe in his wish to embrace the unknown. The unknown being what was now, in fact, the reality of living in Perth. Drewe’s mother, Dorothy, is unable to accept this new truth, as it nullifies her prior beliefs. However, for Drewe, the reality is clear, succinct and remarkably self-explanatory.This results in the way unto which the two respective individuals inevitably turn out, as it gives a clear indication of the ways in whi ch they behave. What is interesting to note is that memory and reality are interdependent of one another. A person’s reality can be based upon memories, but these memories can be selective depending on a current sense of reality. Memories also falter, and hence, the selectiveness and reliability of Drewe’s memory comes into question. Was he biased in his representation of himself in his youth in comparison to his mother, for instance? Was his mother really the control freak he made her out to be?In the same way, in the study of history, when analysing a primary or secondary source, the reliability of the author is always considered, noted and expanded upon, as it may give an inaccurate representation of depicted events – it may not portray the reality of the situation; what really went on. As Chuck Palahniuk writes in Fight Club, â€Å".. you're not how much money you've got in the bank. You're not your job. You're not your family, and you're not who you tell y ourself†¦. † but you are, who you behave to be. So one must ask what is responsible for their behaviour in order to fully understand the definition of their individual reality.

Comparing Rich Points

Comparing Rich Points: Understanding Japanese Languaculture Research Thesis Presented in Partial Fulfillment of the Requirements for graduation with Research Distinction in Japanese in the Department of East Asian Languages & Literature at The Ohio State University by Andrew Gaddis The Ohio State University March 2012 Project Advisor: Professor James M. Unger, Department of East Asian Language and Literature 1 1. Introduction In this thesis, I attempt to show the linguistic and non-linguistic behaviors that are found prominently throughout Japanese society. This paper is divided into two major parts.The first is devoted to describing the prominence of the metaphorical concept LEARNING IS A JOURNEY in the linguistic behavior of Japan. The second describes how the same metaphorical concept is also found throughout the non-linguistic behavior of the Japanese culture. Based on Lakoff and Johnson’s (1979) general theory of meaning, this paper examines a particular instance of the r elationship between Japanese culture and language in detail, namely the Sino-Japanese noun doo ‘road, way’ ? and native noun miti. Lakoff and Johnson argue convincingly that metaphors are not just literary or poetic uses of words separate from ordinary language use.Metaphorical relations, in their view, are essential to how speakers of a language deal with meanings. One of their key examples is the journey metaphor seen in such English sentences as â€Å"We arrived at a conclusion† and â€Å"I don’t think our relationship is going anywhere. † For Lakoff and Johnson, such sentences illustrate the metaphors ARGUMENTS ARE JOURNEYS and LOVE IS A JOURNEY. Sino-Japanese doo is frequently used as a suffix in nouns with meanings that connote a spiritual path or way, or at least some method of self-cultivation. Since the character ? s customarily glossed miti, this native noun too has that metaphorical connotation. This character was adopted from China by wa y of the Korean peninsula in 2 the 1st millennium CE (Frellesvig 2010), where it long had a strong metaphorical connotation (spiritual path or way) already in the classics of the 1st millennium BCE, most notably the Daodejing of Laozi . Today, we see its widespread use in non-Daoist contexts. I argue that these expressions show that the underlying metaphor LEARNING IS A JOURNEY is particularly robust in Japan language life (gengo seikatu . By comparing Japanese doo and miti ‘road, path’ with English journey, we find similarities and differences that can be understood in terms of the concepts languaculture and rich points introduced by Michael Agar in his book Language Shock. As I will discuss in detail in Section 4, Agar argues (1) that language use cannot be understood outside the cultural context in which it is used, and (2) that conspicuous differences in the way two languacultures talk about the same or similar real-world facts and events reveal how they are struc tured.Human beings have much in common all over the world, so similarities in languacultures are numerous and expected, at least for people living in similar ecological circumstances. Rich points stand out precisely because they occur unexpectedly when one compares two languacultures. By comparing Japanese doo and miti with English journey in Lakoff and Johnson’s sense, I propose to show that the journey metaphor is a locus of an important rich point found within the two languacultures. I turn to the topic of pilgrimages in the second part of the paper (Section 5).Pilgrimages has long had played a significant role in Japanese religious practice. By the time of the Edo period, a gentleman was expected to cultivate skills in â€Å"medicine, poetry, the tea ceremony, music, the hand drum, the noh dance, etiquette, the 3 appreciation of craft work, arithmetic, calculation, literary composition, reading and writing† (Totman 1993,186). Once one has acquired considerable skil l in the art of pursuit, they would often go on a pilgrimage to learn more about the art and study the methods used in distant places. For this reason, pilgrimages were an important learning experience for the Japanese people.Here, I argue that the concept of LEARNING IS A JOURNEY exists even in the non-linguistic behavioral context. In the end of the section, I argue that LEARNING IS A JOURNEY is a common concept to both the linguistic domain and the non-linguistic domain of Japanese languaculture. I attempt to prove that the commonality found in the two domains is not due to a cause-and-effect relationship, where one domain causes the other. Instead, I suggest that both of these behaviors have their origins from a common set of historical circumstances, namely the impact of Chinese culture, Buddhism and Daoism.I argue that the impact of Buddhism and Daoism on Japanese intellectual thought have played a bigger role in shaping this conceptual metaphor that are prominently seen in bo th the linguistic and non-linguist domains of Japanese culture. 2. Theory of metaphor For most people, metaphorical expressions are assumed to be extensions of ordinary language, that is, instances of language outside of conventional usage intended to represent or suggest non-literal meaning. For this reason, metaphor is seen as extraordinary—a device of the literary or poetic imagination. Opposing this view, 4Lakoff and Johnson argue that metaphor is pervasive in everyday language, thought, and action. To understand metaphor, one must first identify its source. Lakoff and Johnson claim that metaphor originates in prelinguistic thought, not in language per se. Our concepts structure what we perceive, how we get around in the world, and how we relate to other people. Thus, our conceptual system plays a central role in defining our notions of reality. Since we are not consciously aware of most of the actions we do everyday, distinguishing the different components of our concept ual system is by no means straightforward.However, because communication is based on the same conceptual system that we use in thinking and acting, we can figure out just what that system is like through linguistic analyses. To give a concrete example, Lakoff and Johnson start off with the concept ARGUMENT and the conceptual metaphor ARGUMENT IS WAR. The following is a list of sentences that they cite to illustrate this point: ARGUMENT IS WAR Your claims are indefensible. He attacked every weak point in my argument. His criticisms were right on target. I’ve never won an argument with him. You disagree? Okay, shoot! (Lakoff & Johnson 1979, 4) 5Notice that these sentences are not just explicitly about war but the actions mentioned in the sentences only make sense in relation to the concept of war. Since argument is an attempt to persuade someone of something or to accept a particular conclusion, we can conceive of arguments as something to win or lose. We defend our position an d strategize a way to attack our opponent’s claims. Though a physical battle does not take place, a verbal one does, and many of the actions we perform in an argument reflect this. This instance well illustrates how metaphor pervades not just language but thought and action as well.The full significance of this theory does not come into sight when looking at a single language and its ambient culture. Try to imagine a culture where arguments are not viewed in terms or war, where no one wins or loses, or where there is no sense of attacking or defending. Imagine a culture where direct confrontation is shunned, where people are extremely cautious not to disprove the opinions of others, where the participants’ social statuses determine the amount of force that will be considered as appropriate in the conversation, and go-betweens are used to solve most conflicts.In such a culture, people would, according to Lakoff and Johnson, view, experience, perform, and talk about the arguments differently. But the people of our culture might not see them as â€Å"arguing† at all, because what they are doing does not fit our metaphorical understanding of what constitutes arguing. This is how a metaphorical concept structures what we do and how we experience it. It is not that arguments are a subspecies of war in any metaphysical sense. It is rather there is a type of conversation that, in English-speaking culture, is 6 viewed, experienced, performed, and talked about in terms of war.The concept is metaphorically structured, the activity is metaphorically structured, and, consequently, the language is metaphorically structured. Although metaphor plays a central role in structuring language, there is nevertheless an extensive range of concepts that are not comprehended with the use of metaphor, which often is referred to literal language. For example, the sentence â€Å"The apple fell on Newton’s head† can be deployed in a completely literal wa y. It could be an example sentence in an academic paper on generative syntax, or a sentence in a child’s book explaining a picture.But in our language, one is more likely to encounter this sentence in a context in which it is freighted with metaphorical meaning. It is typically deployed in contexts where the speaker wants to let the listener know that s/he sees a relevant comparison between something they have either observed or known about and beliefs they share about the invention and discovery. The sentence may be used in a humorous or ironic way (making fun of someone suddenly realizing something), or a dramatic, serious way (praising someone with a proverbial reference).By comparing our abstractions (ideas, emotions, etc. ) to what can be physically experienced, we can get a grasp on them in clearer terms. The JOURNEY metaphor is commonly used in many languages. In English, we have many expressions where the concept of love is often described as that of a journey, which will be referred to as LOVE IS A JOURNEY metaphor. For example, take a look at the following common expressions: 7 Look how far we’ve come. We’re at a crossroads. We’ll just have to go our separate ways. We can’t turn back now. I don’t think this relationship is going anywhere.Where are we? We’re stuck. It’s been a long, bumpy road. This relationship is a dead-end street. We’re just spinning our wheels. We’ve gotten off the track. (Lakoff & Johnson 1979, 44) In every case, love is understood in terms of a journey. It is clear that the lovers are the travelers, and the relationship is the vehicle. The purpose of the journey is for the travelers to reach a destination, more precisely, for the lovers to accomplish their goals of common interest. What the dead-end street and spinning wheels are alluding to are the difficulties in reaching that destination.The purpose of these expressions is to encourage the listener to draw an inference. Take the expression â€Å"Where are we? † for example. Outside of the love metaphor context, it is a simple question. The metaphorical context invites the listener to reflect on how things came to be the way they are, how they might have turned out differently, and what could be done now to 8 change them. By accepting the scenario of making a journey toward the consummation of love, we can comprehend the analogy used to reason the human relationship of love.To end the section on a similar note, it is sometimes said that English secondlanguage learners have trouble with expressions like â€Å"We’re at a crossroads† or â€Å"it’s been a long, bumpy road. † The likely reason for this is because the difficult part of acquiring language proficiency does not so much lie in the process of mastering the vocabulary or grammar of a language, but mastering the metaphors typically used in the language. This is especially the case since dictionari es take only limited account of the metaphorical meaning of words and phrases.The problem is that ways of talking about the experience of love in English language are metaphorically absent in the learner’s language and culture. 1 Therefore, learning to recognize the metaphorical relations in language is key not only to understanding the way the speakers of the language conceptualize the world but also to acquiring language proficiency. The concept is metaphorically structured, the activity is metaphorically structured, and, consequently, the language is metaphorically structured. 3. doo and miti? Much like in the English language, the JOURNEY metaphor is a frequently used concept in the Japanese language.Take a look at the following examples of the LOVE 1 An idiom is a word or phrase that is morphologically or syntactically irregular with respect to the language in which it occurs. Native speakers often know an expression is idiomatic when asked. Metaphors, on the other hand, often occur below the level of consciousness. 9 IS A JOURNEY metaphor in Japanese: (1) a. koi no katamiti kippu love GEN one-way ticket ‘One-way ticket to love’ b. koizi no yami love’s pathway GEN darkness ‘Love is blind’ c. miti naranu koi path will not love Illicit love affair’ d. huuhu no miti husband and wife GEN path ‘marital values’ Again, in every case love is understood in terms of a journey. It is clear that the lovers are the travelers, and the relationship is the vehicle. It is noteworthy to mention, that the relationship can take various forms of a vehicle in the journey. Notice that there 10 is no single consistent vehicle that the journey metaphors all use. In example (1a) the vehicle of the relationship is some mode of public transport. Consider a situation when this expression is used.Given that this expression about a relationship is understood in terms of travel, the kind of reasoning evoked should generally reflect a situation where the lovers (travelers) are in a quickly progressing relationship (vehicle) to their goal of common interest (destination). The one-way ticket most likely implies that returning back to the start of the journey is not considered for the travellers, and that they are fast approaching their destination as if they were traveling by some mode of public transport. The rest of the examples, unlike (1a), do not specify the means of transportation for the travelers.For examples (1b) and (1c), this is because the purpose of the expression is to describe the impediments the travelers encounter in pursuing the destination. The literal translation of the two would be ‘darkness of love’s pathway,’ and ‘path that will not lead to the destination of love. ’ What the darkness and misguided path are alluding to is the difficulties in reaching the destination, both of which implies that a change of action needs to be taken to successfully rea ch the destination. (1d) literally translates ‘the path of the married couple. This expression represents the ideal path a married couple should take. Take a look at the following for examples of the LIFE IS A JOURNEY metaphor, which is also commonly found in both languages. (2) 11 a. zinsei yama ari tani ari life mountain exists valley exists ‘Life has its ups and down’ b. ikiru miti live (vb) road ‘The road of life’ c. senri no miti mo ippo kara thousand-mile GEN road FOC one-step ABL ‘A journey of a thousand miles begins with a single step’ Notice that the literal translation of these expressions in Japanese and English are highly idiomatic.This is why a word for word rendering of the expressions would seem unnatural. In example (2a), the lexical items yama ‘mountain’ and tani ‘valley’ are translated â€Å"ups† and â€Å"downs. † Knowing that this expression represents life as a sort of journe y with obstacles to overcome, we can conjecture the logic behind this expression without much effort. A traveler would occasionally encounter times of relative ease and difficulty throughout the journey. While walking up a mountain is a laborious task, walking down the mountain into the valley requires considerably less effort.What the metaphor suggests is that the experience of life is much like that. There are times of ups and downs, good and bad, easy and hard etc. Nevertheless, if the expression were to remain in its literal translation, â€Å"life has its 12 mountains and valleys,† it would not be too difficult for the English speaker to comprehend the message being communicated. Since LIFE IS A JOURNEY is a commonly used metaphor in the English language as well, the enormous amount of information that is not explicitly provided will be understood from the knowledge of how life is understood in relation to a journey.It is not that the languages do not have expressions th at are equivalent in meaning, but it is more that the lexical items used to construct a metaphorical expression in one language do not match the lexical items in the other. Therefore, even if the expression is uncommon to the hearer, given that it is a commonly used metaphor in the languages, an intelligent guess can be made to make sense of it all. The following is an example of the LEARNING IS A JOURNEY metaphor: (3) gakumon ni oodoo nasi scholarship DAT royal-road non-existent ‘There is no Royal Road to learning’Based on the meaning of this expression described in the Nihon Kokugo Daijiten, the phrase is a translation of the proverbial expression ‘There is no Royal Road to learning’. This phrase is legendarily attributed to Euclid, who is said to have used it in reply to a king’s request for an easier way to learn geometry. A Persian Royal Road actually existed; it was a 1677-mile long highway stretching, in modern terms, from the center of Iran to northern Turkey. To get from the starting point to the end of the highway 13 is believed to have taken over 90 days on foot, but only a week by horse (Herodotus 1889, 213).By metaphorizing the process of learning geometry as a lengthy journey, the claim that a Royal Road did not exist not only signified that there was no shortcut but also that even a king could not make one, as the Persian kings had made the Royal Road. It is interesting to note that despite long survival and overuse, the metaphor retains an appeal for speakers of many languages and is still used. Even Sigmund Freud famously described dreams as â€Å"Royal Road to the unconscious† in The Interpretation of Dreams, 1889 [1998]. In the context of Japanese culture, however, there are many expressions where learning is understood in terms of a journey.The reason for this is because the metaphor LEARNING IS A JOURNEY is a more salient feature in the Japanese language. The following are commonly used expressions of the LEARNING IS A JOURNEY metaphor in Japanese: (4) a. manabi no miti o aruku learning GEN road ACC walk (vb) ‘Walk the way of learning’ b. manabi no miti-annai learning GEN guidepost ‘A guidepost of learning’ 14 c. manabi no sen-ri no miti learning GEN thousand-ri GEN road ‘The thousand-ri way of learning d. manabi no miti ni wa owari wa nai learning GEN the way LOC TOP end TOP non-existent There is no end in the way of learning’ The examples in (4) shows that a metaphorical noun phrase ? ’ â€Å"path† modified by â€Å"learning† can be used in the various expressions. In every case, learning is understood in terms of a journey, and it is clear that the learner is a traveler in pursuit of knowledge. The purpose of the journey is for the traveler to reach a desired destination, more specifically, acquiring knowledge. In these examples, learning relates to journey in the sense that the traveler will leave his or her known environment and venture into an unknown place where new discoveries will be made.In example (4a) the traveler is selfpropelled. That is to say, the traveler’s volition is the vehicle. The expression is probably used in situations where the person using the phrase is still in the progress of acquiring knowledge. Example (4b) illustrates a situation where the learner (traveler) makes use of available resources to alleviate the impediments of reaching the destination (acquiring knowledge). For instance, a traveler will often make use of guideposts as a guide for reaching the desired destination. Similarly, the learner will often rely on teachers, books, 15 r the like to guide them to acquiring knowledge. (4c) illustrates a situation where acquiring knowledge is an arduous task, and it compares this difficulty of attaining knowledge to long distance travel. (4d) is a common expression saying that there is no end to learning. Again, we know that all of these expressions are metaphorical because none of them would make sense literally. More examples are provided in (5): (5) a. zyoodoo become road (the way) ‘completing the path of becoming a Buddha’ b. zyuudoo gentleness road (the way) ‘judo’ c, aiki syuutoku e no miti aiki acquisition -to GEN road (the way) The way to aikido acquisition’ According to the Nihon Kokugo Daijiten, zyoodoo is Buddhist terminology that refers to either the moment a Bodhisattva becomes a Buddha after completing certain 16 practices and attains enlightenment, or the time Shakyamuni became enlightened sitting under the Bo tree. This Sino-Japanese term in its literal sense originally meant to attain the way. Zyoodoo is metaphorical inasmuch as it referred in the first instance to the historical Buddha but could then refer to someone else becoming a Buddha; this was no doubt borrowed from a preexisting metaphor use in Chinese.In the case of judo, as shown in (5b), we know that this is in fact a native Japanese noun coined in the Meiji period by the scholar Kano Jigoro (Watson 2008, xv). Before this coinage, this style of fighting was referred to as zyuzyutsu. Which makes sense since martial arts terminology prior to the Meiji period generally used the suffix ? zyutu ‘art, means, technique’ instead of the suffix ? doo. Zyuzyutsu was a brutal method of open handed combat that Kano felt was too violent for the modern age. Thus, in the interest of safety and practicality, he turned it into a sport under the name judo.The new institution Kodokan that he opened in Tokyo was, in his eyes, a place where â€Å"one is guided along a road to follow in life† (Watson 2008, xvi). It must be the case that he applied the suffix doo due to the fact that the metaphorical connotations it carried was appropriate for his philosophy2. The example in (5c) is a title of a book written by Kimura Tatsuo, a mathematics professor at the University of Tsukuba and an aikido enthusia st, about the art of aikido. Syuutoku e no miti generally means ‘the road to acquiring. ’ This phrase is often used to modify the nominal it follows.Thus, aiki syuutoku e no miti in its metaphorical sense means ‘the road to gaining knowledge about aikido. ’ 2 Many other traditional arts and martial arts employed the suffix doo (e. g. kendoo ‘kendo,’ kyuudoo ‘archery,’ sadoo ‘tea ceremony, way of tea’). 17 The reason for the many LEARNING IS A JOURNEY expressions arising in the Japanese language is attributed to an earlier influence from the Chinese classic Daodejing of Laozi. The Chinese word dao (‘road, way’ ? ) has long had strong metaphorical connotation of spiritual path or way. When the oanword and character were adopted in Japanese in the 1st millennium CE, along with them came the connotation. As stated earlier, learning is understood in part by the journey metaphor. Since this thought is crucial to the formation of the meaning, we see an abundance of words whose meanings are shaped by this metaphor. Take the native Japanese verb mitibiku ‘to guide; to lead; to show the way,’ for example. It is a compound word of ? miti and hiku ‘to lead, pull’. This word has departed from the literal meaning based on the meaning of components miti and hiku.We can see this from the following excerpt written by the Japanese poet, Yamanoue no Okura in the Man’yoshu: (6) moromoro no oomikami-tati hunanohe ni mitibiki moosi various NOM god PLUR prow LOC guide request ‘Various gods, I request you to guide this ship by its prow’ The literal meaning based on the components of the word cannot be applied here; however, the metaphorical extension of the meaning can be applied. According to the Nihon Kokugo Daijiten, the word has come to mean â€Å"guide† at least since the 8th 18 century, as we can tell from its use in the excerpt.The definition provided here is not the literal meaning, but the metaphorical. The fact that a metaphorical extension has been added to the literal meaning of the word, illustrates how a new metaphorical connotation may be incorporated into the original literal meaning of a word. In the case of , what probably happened was that the literal meaning it was originally associated with was bleached out over time, and took on the metaphorical meaning as its dominant meaning. Through these examples, we have seen that the journey metaphor has a significant role in the Japanese language. Since the expressions provided n this section are highly idiomatic, in most cases, a word for word rendering of the expressions may not intuitively make sense for the non-native speakers of Japanese. However, that does not take away the fact that the expressions in question surfaces from the same underlying metaphor. There are cases where both languages have an expression that serves the same purpose but the lexical matc hing is not quite the same, and there are cases where lexical matchings will be nearly exact. On the other hand, we have also seen how it is possible for a metaphor to be more salient in one language than in the other.These examples illustrate just how a metaphor common to both languages can manifest itself differently. 4. Languacultures and Rich Points To better understand the similarities and differences of the journey metaphor used in the English and Japanese language, I would like to present the concepts 19 languaculture and rich points introduced by Michael Agar in his book Language Shock. Languaculture refers to the notion that a system of conventionalized symbols, sounds, gestures, or the like used by a particular community for communication cannot be understood without also knowing the conventional behaviors and beliefs of that community.Therefore, he argues, it is necessary to tie the concept of language and culture together whenever talking about language (Agar 1994, 60). Rich point refers to a moment when a person is at a languacultural interface and encounters a difference in the ways of communicating from his or her cultural assumptions3. Let us look at the study of junkies by Agar to illustrate this example of rich points. Junkie is a term often used to refer to heroine addicts. During his two-year service in the U. S. Public Health Service, Agar worked to help treat heroin addicts.As a linguist, he started on a collection of terms used by the addicts. What he found peculiar about the collection of terms was that even though they spoke the same language as he did, they made use of certain words that was unique to the junkies. For example, the process of injecting heroin would be described in different terms by junkies, as opposed to people with background in the medical field. The premedical student will most likely begin describing the process like the following, â€Å"Well, you first take this hypodermic syringe, and then †¦ while the jun kie will say, â€Å"First, you take the works, and then †¦ † According to Agar, the heroin users he met during his service used what is referred to as the works to inject heroin; an assembly of the top of a baby pacifier fastened onto an eyedropper with a needle slipped over its narrow end and a gasket of thread or paper to hold it tight. For this reason, the term works is 3 The term languaculture refers to the notion that the use of language differs with respect to its culture. Therefore, differences in language use also occur within a language by various other subcultures. 0 generally used in their culture to refer to the instrument used for injecting heroin. Now, suppose a context where two junkies are walking up the stairs in a building. Here is what they say: (7) â€Å"Say man, you got your works with you? † â€Å"Yeah, they’re right here in my pocket. Don’t worry about it. † (Agar 1994, 90) After learning what the term works refers to, a n ordinary person may infer that this is a situation where a junkie inquires another to make sure he has the necessary equipment for getting intoxicated. However, that was not the reason for their exchange.Instead, they were concerned about the possibility of an authority being in the proximity. Since the possession of this instrument justifies arrest, the junkies were concerned because they were confined in an enclosed space; an enclosed space does not have much room to run or get rid of the evidence. The reason for the exchange quoted above is that one junkie is worried about the possibility of an authority being in the proximity, and the other reassured that he could get rid of the instrument quickly if an authoritative figure were to appear, since they are right in his pocket.This sort of encounter that arises from one’s languacultural assumptions is what Agar refers to rich points. Human beings have much in common all over the world, so similarities in languacultures are numerous and expected, at least for people living in similar ecological circumstances. However, occasionally an unexpected use of language will arise which reflects a difference between the underlying conceptual systems between the two languacultures. These conspicuous differences found in the 21 way two languacultures talk about the same or similar real-world facts and events reveal how they are structured.Having established these points, we can now see the similarities and differences that can be understood in terms of languaculture and rich point. As we have seen, the journey metaphor in Japanese languaculture is similar in many respects to that of the English languaculture. A person of the English languaculture can apply many similar uses of the journey metaphor used in his language to convey messages in Japanese. However, once we took a look at the LEARNING IS A JOURNEY metaphor, we noticed that there is some underlying difference between the two systems of languacultures.This rich point shows that the journey metaphor used in the Japanese languaculture is not always congruent to its uses in the English languaculture, more precisely that the conceptual metaphor LEARNING IS A JOURNEY is a much more salient feature of the Japanese languaculture. The reason why this rich point stands out to the English speaking community is precisely because we place a higher emphasis on knowledge as an entity that can be acquired. Take for example common English expressions like â€Å"I was hunting for the facts,† â€Å"I had to track that down,† â€Å"he won his degree at Oxford. The emphasis for these examples is that knowledge is something to be collected, whereas in Japanese, they place a stronger emphasis on knowledge as something that is to be transmitted to the learner through the process of engaging in the act, as we have seen in the LEARNING IS A JOURNEY examples. 22 5. Pilgrimages in Japan Now that we have made this point that the LEARNING IS A JOU RNEY metaphor is a more prominent feature of Japanese languaculture than English languaculture, let us see how it relates to observations we make about English and Japanese behavioral culture.For one, pilgrimages are loaded with rich points. As we can tell from such classical literary works like Heike monogatari and Sarashina nikki, pilgrimages have been an important religious practice for the Japanese people from at least the Heian period. Although it was originally an aristocratic practice, all classes of people were allowed to go on pilgrimages by the time of the Edo period (Vaporis 2008, 165). Due to the development of a national infrastructure provided with lodging, towns, and horses, this period of peace allowed for the masses to travel comfortably in search of spiritual fulfillment.The commoners were permitted to travel by the authorities as long as they were going on a pilgrimage or had familial purposes. Among the many temples and shrines in Japan, the amount of people maki ng pilgrimages to the Ise shrine increased rapidly. The Ise shrine is a Shinto shrine dedicated to the goddess Amaterasu in the city of Ise in Mie prefecture. Since ancient times, the festivals and offerings of the Ise shrine has been scheduled based on the cycle of agriculture. People would go to Ise to give thanks to the kami and pray for a plentiful harvest. ()The desire to make a pilgrimage to Ise Shrine, at least once in one’s life was universal among Japanese people of the day. The people who have had the opportunity to undertake the pilgrimage would share the things that they had seen and heard on the 23 journey. These travelers’ tales inspired others to undertake the journey, in a cycle that perpetuated the legendary status of the Ise pilgrimage as something that everyone should do at least once in their lives. The Edo period is often referred to as a time of peace and stability in Japan, and as such the people had the means and leisure time to pursue their aes thetic enjoyment.To explain, Tokugawa ideology grouped higher cultural attainments into two categories, bu and bun, military and literary arts. A gentleman of the time were expected to show interest in bun, more so than bu. Bun embraced reading and writing, Chinese thought, poetry, history and literature, noh dance and drama, tea ceremony, and other customary arts (Totman 1993, 186). Once one has acquired considerable skill in the art of pursuit, they would often go on a pilgrimage to learn more about the art and methods used in distant places. Thus, pilgrimages were an important learning experience for the Japanese people.Take the renowned haiku poet Matsuo Basho for example. In his travel diary Oku no hoso miti (Keene 1996), Basho journeys on foot to see the sites that had inspired famous poets before him. He knew the location of the places the poems described, and it was important for him to get a direct experience with the inspiration the poets must have felt when composing thei r poem. Basho’s descriptions of the places he visited, many of which were at shrines and temples, were significant not just because the sites were awe-inspiring, but because of the legends and poems associated with the locations.Like the poems that inspired Basho to take on the journey, his own work have in turn inspired others to travel and learn about the places he talk about from a first hand experience. 24 Sangaku pilgrimages are another example. Sangaku are geometrical puzzles written on wooden tablets, which were placed as offerings at Buddhist temples and Shinto shrines. In Japan, it is fairly natural to hang wooden tablets at shrines and temples; for centuries before sangaku came into existence, worshippers would bring gifts like the sort to local shrines. The kami, it was said, loved horses, but horses were expensive.So a worshipper who could not afford to offer a living one, offered a horse drawn on a piece wood instead. In fact, many tablets from the fifteenth cent ury and earlier depict horses (Fukagawa & Rothman 2008, 8). However, there was also a practical purpose in hanging the tablets. Ordinary people at the time could not afford to publish books with their novel mathematical problems. Therefore, as an alternative solution to gain recognition, they took up the ancient custom of bringing votive tablets to temples and began to hang sangaku to advertise their work (Fukagawa & Rothman 2008, 21).Just like the poets who would travel for the sake of knowledge and experience, a number of geometers including Hodoji Zen, and Sakuma Yoken took â€Å"sangaku pilgrimages† to teach mathematics, encourage amateurs and lovers of geometry, and to hang and see previously hung sangaku in temples around the country. Among these itinerants was Yamaguchi Kanzan, a mathematician from the school of Hasegawa Hiroshi. In his journeys, he recorded a substantial travel diary that describes the sights, meetings with friends and other mathematicians, and the sa ngaku, problems he came across.With many distant mathematicians, he has discussed new technical methods of solving mathematical problems. â€Å"If you buy this book,† he claimed, â€Å"then you will be able to know and obtain without traveling the new technical 25 methods of solving problems of far-away mathematicians† (Fukagawa & Rothman 2008, 244). () Pilgrimages were an important method of self-cultivation for people from all walks for life, with interests ranging from martial arts to moral philosophy. There are many reasons for the rise in popularity of pilgrimages, but it is probably the case that the roots of this trend come from Zen Buddhism.The history of Zen begins in Japan with the samurai class of Kamakura. Zen Buddhism had little chance of becoming popular in Heian period Kyoto due to the strong opposition of the older schools of Buddhism. Where as in Kamakura, there were no such difficulties. Due to its philosophical and moral nature, Zen appealed greatly to the military classes (Suzuki 1959, 60). As the samurai’s became a new force in politics, they brought with them the newly embraced religion to the court.This in turn had significant influence in not only the court, but through general cultural life of the Japanese people all the way to the Edo period. Buddhist models inspired many of these pilgrimages that we see throughout history. The prototypical pilgrimages example in Japan is when Zen priests go on angya ‘pilgrimage’ , which literally means, â€Å"to go on foot. † Historically, angya referred to the common practice of Zen monks and nuns travelling from master to master, or monastery to monastery, in search of someone to practice Zen with (Baroni 2002, 8).So pilgrimages in Japan took the introduction of Buddhism, which later became associated with prominent Chinese cultures like Daoism, as we can tell from the various pilgrims mentioned earlier. The interesting thing about it is that this religious practice of undertaking a pilgrimage as a method of self-cultivation is emulated by 26 various other disciplines like the ones mentioned in example (5). It is also interesting to note the varying degree of prominence the intellectual journey has in the context of Japanese culture as opposed to the anglophone culture.Although the concept of an intellectual journey exists in the English-speaking world (e. g. visiting national parks, field trips etc. ), it is not quite as common or close to everyday consciousness as it is in Japan. The lack of explicit metaphors that reflect the notion of LEARNING IS A JOURNEY in English languaculture suggests a correlation of this difference with cultural behavior. The question then arises, what is the nature of the correlation between the observations we make in the linguistic and non-linguistic behavior we see about the Japanese?Is it the fact pilgrimages have had played a big role in the history of Japanese culture that because of the metaphorical bias of LEARNING IS A JOURNEY? Or is the causal relation the other way around? Or is there some third explanation? The main reason for the correlation we find between these two types of behavior is probably not a direct causal relationship between the two. Instead, the impact of Daoism and Buddhism on Japanese thought have probably played a role in making both the metaphor and the pilgrimage behavior prominent in Japan.This is indicated by the fact that many pilgrimages were inspired by Buddhist models, which also had a great impact on vocabulary and the content of literature; the relationship therefore seems the result of a common set of historical circumstances affecting both linguistic and non-linguistic behaviors. Both are an expression of this influence. 6. Concluding remarks 27 In this paper, I have given a contrastive analysis of the role the journey metaphor plays in the English and Japanese languages.I have argued that although there are many similarities in the use of the journey metaphor in the two languages, there also are remarkable differences in that the LEARNING IS A JOURNEY metaphor is a much more salient feature of the Japanese language. Based on the concepts languaculture and rich points, I have attempted to show that the LEARNING IS A JOURNEY metaphor is a locus of an important rich point in Japanese culture, in the sense that it is an underlying conceptual metaphor, which manifests itself in both the linguistic and nonlinguistic behavior of the Japanese culture.To illustrate how this finding might be applied to non-linguistic behavior, I have also examined the issue of pilgrimages. It seems that the correlation between the salience of the metaphor and pilgrimages are due to a common set of historical causes; it does not seem to be the case that the salience of the metaphor was caused by the practice of pilgrimages or vice versa. A contrastive analysis of metaphorical conceptualization proves to be a useful method when examining behavioral differences between two cultures.Further research of this kind should help understand similarities and differences in cultural cognition, linguistics, sociology, and ideology. 28 Work Cited: Agar, Michael. 1994. Language Shock: Understanding the Culture of Conversation. New York: William Morrow and Company, Inc. Baroni, Helen. 2002. The Illustrated Encyclopedia of Zen Buddhism. New York: The Rosen Publishing Group, Inc. Deutscher, Guy. 2010. Through the Language Glass: Why the World Looks Different In Other Languages. New York: Metropolitan Books Frellesvig, Bjarke. 2010.A History of the Japanese Language. Cambridge: Cambridge University Press. Freud, Sigmund. 1889 [1998]. The Interpretation of Dreams. Trans. James Strachey. New York: Avon. Fukagawa, Hidetoshi & Rothman, Tony. 2008. Sacred Mathematics: Japanese Temple Geometry. Princeton: Princeton University Press. Keene, Donald. 1996. The Narrow Road to Oku. Tokyo: Kodansha International Ltd. Lakoff, George & Johnson, Mark. 1979. Metaphors We Live By. Chicago: University of Chicago Press 29 Herodotus. 1889. The History of Herodotus: A New English Version.Trans. Rawlinson, George, Rawlinson, Henry, & Wilkinson, John. New York: D. Appleton and Company Suzuki, Daisetz. 1959. Zen and Japanese Culture. Princeton: Princeton University Press Totman, Conrad. 1993. Early Modern Japan. Berkley and Los Angeles: University of California Press Vaporis, Constantine. 2008. Tour of Duty: Samurai, Military Service In Edo, and The Culture of Early Modern Japan. Hawai’i: University of Hawai’i Press Watson, Brian N. 2008. Judo Memoirs of Jigoro Kano. Victoria: Trafford Publishing 30