The Effects of Computers to the Students Essays

The Effects of Computers to the Students Essays The Effects of Computers to the Students Essay The Effects of Computers to the Students Essay TABLE OF CONTENTS Chapter I Introduction . . . . . . . . . . . 1 Importance of the Problem . . . . . . . . . . 2 Statement of the problem . . . . . . . . . . 3 Hypothesis . . . . . . . . . . 4 Scope and Delimitation of the study . . . . . . . . . . 5 Definition of terms. . . . . . . . . . 6 Chapter II Review of Related Literature Chapter III Research Mythology Sources of Data Chapter IV Introduction, Analysis, Interpretation of Data Tabulation Chapter V Conclusion and recommendation Sample Questionnaire ABSTRACT This Paper Reviews Aims to introduce computer games and what This topic is all about. For parents, teachers and specially students who is Graduating to understand the reality effect of this in our daily life and to our Studies. There’s a review being conducted based on some sub question From a certain respondent and observation to determined the amount of Population being involved on computer games that will give us figure of 60-70 percent of the totally population in specific area of Habay bacoor has Been into computer games and some of them get engaged or addicted on it Those person can’t live a day without playing that certain games. In this Studies show as well the negative and positive side of this topic will Help us to know. Negative of this love games more than anything else, Like study forget about family, being so much engaged that end into a not So much good result. On the other hand of positive is giving more Information that will be really helpful in hand of knowledge. CHAPTER I INTRODUCTION Computer games in the information systems industry account for over seven billion dollars in sales in 2003 and are a pivotal component in driving both the software and hardware portions of the industry. Entertainment Software Association, 2003). Computer games are quickly taking a chuck of total dollars in the entertainment industry and some say will emerge with Hollywood to create a more interactive entertaining experience for the consumer. In this paper we will be discussion some brief history of games, how they are currently being developed in regards to software, where games are heading in the future, and how the y currently are being used today in other aspects of life. A History of Games The beginning According to many sources, the idea of the video game came about between 1949 and 951, From Space war to Tournament The history of computer games mistakenly termed videogames probably started in 1962. The early programmers and game designers came up with ideas which have been taken over by the industry and have nowadays become cultural stereotypes. Game types like combat games, strategy, simulation or dungeons and dragons were early 60ies inventions but they are still alive today and probably more vital than ever. Having a look at the old predecessors of todays Play station and Dreamcast games might explain why certain stereotypes are so persistent. Comparing early games with todays programmers also shows the technological progress achieved during the last 4 decades. It seems that the gaming industry and game technology nowadays challenges the complete computer industry in becoming the key industrial branch. Also check the webpages referring to computer games and computer games development: A Short Survey on the History of Computer Games Autumn 1961 Â   Â   Â   Digital Equipment Corp. delivers a PDP-1 computer to the MIT in Cambridge, Mass. This was the first computer equipped with a cathode ray tube monitor and a keyboard. DEC expected the MIT scientists to develop scientific programmes with the machine they donated, yet two scientists programmed an application which is said to have been the first computer game ever. 1962 Â   Â   Â   Â   Â   Stephen Russell, Peter Samson, Dan Edwards, and Martin Grates realized SPACEWAR, a shoot-up game with animated spaceship icons on a black and white monitor. Two users could shoot the other players spaceships in IMPORTANT OF THE STUDY Computer games is have a good benefits and effect to the Benefits of Computer Games Recently, in this modern world that we live in, through the course of the improvement of echnology, computer games became very popular among the youth. Whether we like it or not, computer games greatly influences our society today. Computer games become a part of peoples lives. Almost everyone has been exposed to some kind of computer game – be it role playing games, puzzle games, action games played on a console, a personal computer, or a h andheld device. Because of this sudden interest in computer games, concerns about its effects, may it be positive or negative, arise. Being in a modern world, we naturally question these things. Is it a safe practice to play these games? Will it bring any good? Although many people think that it is unhealthy to play computer games, I believe that, in moderation, computer games can be beneficial in many ways such as in leisure and experience, learning, as well as improving our cognitive, logical, and managerial skills. First of all, video games can be considered as naturally alluring because of its aesthetic images and the realistic experiences that comes with it. As Poole said, video games, especially in these modern times, have very detailed audio-visual effects, usually presenting a simulated fantasy orld that appears to be close to reality (qtd. in Mitchel and Savill-Smith 17). Truly, computer games improved visually and became more realistic these past few years. These fantasy worlds are commonly found in simulation games, which is very useful for learning because it allows players to experience things that might be impossible or too expensive (Mitchell and Seville-Smith 20). Because of this, video games can be l iberating by allowing people to do things they cannot normally do. Effects of Computer Games Experts fear computer consoles such as the Nintendo Way harm child development Children should be banned from playing computer games until the age of seven because the technology is rewiring their brains, it is claimed. Bombardment of the senses with fast-pace action games is said to be causing a shortening of attention span, harming the ability to learn. The concerns emerged as technology industry experts gathered at a special summit discussing the development of children, held yesterday at the Consumer Electronics Show in Las Vegas. Educational psychologist Jane Healy said research indicated that computer games fuelled he development of basic flight or fight instincts rather than considered reasoning. STATEMENT OF THE PROBLEM A. Reasons for undertaking Research. It is known that we are living in technological era. The computers became irreplaceable tool in everyday life of almost each person. The adult users generally use it for business purposes while youngsters for computer games. Computers became the part of our life and very important component in many sp heres of modern life. So it is somehow influences on people. One of the spheres of the life is leisure. And nowadays majority of young people pend their leisure playing computer games, surfing through the internet. Computer games have become one of the favorite time-spending of young people all ages, and even some adults. With permanent development of computer technology the quantity of people using computer either for working purposes or entertainment purposes is increasing speedily. One of the reasons of acquiring computers and computer games by busy parents for their children is providing playing leisure for them. But some parents don’t realize that computer games not only develop child’s mind, logic (what is positive influence) but has negative affects. Computer games industry is evaluated in two ways. On the one hand it is associated with admiration of computers abilities, on the other hand with dangerous influence on teenagers’ psychology and health. HYPOTHESIS In my opinion Computer games grows aggressively and somehow Good for some of people but Sometimes not good for some because if were looking on the Negative side of this topic it will be So addicting for some that will be really negative if you consider Our self / your self to be addiction This on the brighter side of this topic computer games can be Helpful and educational if you know ow to select the right computer games that you know it can help You there’s a lot of educational Games that has been established by a lot wonderful people who Really wants to make computer games Games a worth do can give pleasure and at the same time can Educate you somehow. SCOPE AND DELIMITION OF THE STUDY This study is directly for young individuals especially students like Us who has the priority too study extensively to finish our studies And yet getting pleasure from playing computer games especially On our lazy days specifically weekends. Most of us now days Knows a lot of computer games and we often play specifically In front of a computer, most of us have their computers at home But some of us don’t so it’s a tend to play outside what we usually Call it a computer shop admit it or not relieve us from some stress That we got from a 5 days studies of different subject 8 hours a day And doing homework and project as well I take day of observation On our own computer shop and most of our clients us really Spending a lot of time for games specially male client. CHAPTER II REVIEW OF RELATED LITERATURE This chapter discuss the result of the review of the prevents Literatures that has been written regarding the impact of computer games in graduating students. Various observation and theoretical activities has been done for this review which will be related to the main research of the topic. The Purpose of this review is for us to discover the conclusions were of prior to some effects of computer games to specific students. That falls on teenagers and adolescent category CHAPTER III RESEARCH AND METHOLOGY SOURCE OF DATA In this study I used my very own source in doing my research for my parents Have a computer shop where in can do my observation and ask some few Question with out regular clients which will be really helpful in making Helpful making this study and I also visit some other computer shop to also Observe population composition of that computer shop that visited and I can Say that we have the same population Males are most fond on computer Games there also females but it doesn’t reach to the count of males who Are really into computer games. And I also conduct a little survey to some Unrelated individuals make this study a worth to discuss and be realized By most of us specially were students in this way that did we can specially Determined the effects of computer games us where if it’s Negative or Positive CHAPTER IV INTRODUCTION, ANALYSIS, INTERPRETATION OF DATA TABULATION INTRODUCTION The research finding on computer games will discussed in the research Conclusion And recommendation for future research will also discussed In this section out of 40 male respondents, 80% ( 20 respondent) use the Computer for more 20 hours a week ( more than 4 hours per day ) this Percentage bigger compared to those who use the computer for least 2 hours Per day ( 15% of the respondents ) and at least 3 hours per day (30% of pic] Blue 80% more than 20 hrs Red 20% 7 hrs- 20 White 1 hrs – 7 hrs COMPUTER GAMES All The respondents use the computer for computer games . the Following Graph show the respondent distribution based on the hours The speed on using computer for games Graph 2. distribution of respondent on the computer use For games per week [pic] Blue 1 hrs – 7 Red 7 hrs – 14 hrs White more th an 20 hrs Now the larger faction of the respondents are inclined to Computer games and spend more than 20 hours of computer use per week ANALYSIS The research was conducted form two computer shop here Is bacoor under observation from those 2 different computer shop 60 to 70 % of the total population of those computer shop were Studies probably from school and most of them were males on the Same age as I have or earlier age [pic] Red 75 % Blue 60% CHAPTER V CONCLUSION AND RECOMMENDATION CONCLUSION Learners are among individual specifically graduating students Youngsters or teenagers who play computer games mostly on a daily Basis. This shows that the impact of computer games becomes more board Base on the studies and observation been conducted where in revealed Who are the most computer players how long do they speed to play Computer games the effect. In this study it also highlight the impact of the Computer game in life of each individual involved in this study RECOMMENDATION FOR FUTURE STUDY / RESEARCH This study been researched by means of question and observation For this topic. This research has has been limited in bacoor area (Habay) you Can also do further research and observation by visiting some other place and See if they also have the same situation. I recommend to the same Methology that I did for more effective realization of the topic

Major General John Sullivan in the American Revolution

Major General John Sullivan in the American Revolution A native of New Hampshire, Major General John Sullivan rose to become one of the Continental Armys most tenacious fighters during the American Revolution (1775-1783). When the war began in 1775, he departed his role as a delegate to the Second Continental Congress to accept as commission as a brigadier general. The next five years would see Sullivan briefly serve in Canada before joining  General George Washingtons army. A veteran of the fighting around New York and Philadelphia in 1776 and 1777, he later held independent commands in Rhode Island and western New York. Leaving the army in 1780, Sullivan returned to Congress and advocated for additional support from France. In his later years he served as Governor of New Hampshire and a federal judge. Early Life Career Born February 17, 1740 in Somersworth, NH, John Sullivan was the third son of the local schoolmaster.   Receiving a thorough education, he elected to pursue a legal career and read law with Samuel Livermore in Portsmouth between 1758 and 1760. Completing his studies, Sullivan married Lydia Worster in 1760 and three years later opened his own practice in Durham. The towns first lawyer, his ambition angered Durhams residents as he frequently foreclose on debts and sued his neighbors. This led the inhabitants of the town to file a petition with the New Hampshire General Court in 1766 calling for relief from his oppressive extortive behavior. Gathering favorable statements from a few friends, Sullivan succeeded in having the petition dismissed and then attempted to sue his attackers for libel. In the wake of this incident, Sullivan did begin to improve his relations with the people of Durham and in 1767 befriended Governor John Wentworth. Increasingly wealthy from his legal practice and other business endeavors, he used his connection to Wentworth to secure a majors commission in the New Hampshire militia in 1772. Over the next two years, Sullivans relationship with the governor soured as he moved increasingly into the Patriot camp. Angered by the Intolerable Acts and Wentworths habit of dissolving the colonys assembly, he represented Durham at the First Provincial Congress of New Hampshire in July 1774. Patriot Chosen as a delegate to the First Continental Congress, Sullivan traveled to Philadelphia that September.   While there he supported the Declaration and Resolves of the First Continental Congress which outlined colonial grievances against Britain. Sullivan returned to New Hampshire in November and worked to built local support for the document. Alerted to British intentions to secure weapons and powder from the colonials, he took part in a raid on Fort William Mary in December which saw the militia capture a large quantity of cannon and muskets. A month later, Sullivan was selected to serve in the Second Continental Congress.   Departing later that spring, he learned of the Battles of Lexington and Concord and the start of the American Revolution upon arriving in Philadelphia.   Brigadier General With the formation of the Continental Army and selection of General George Washington its commander, Congress moved forward with appointing other general officers. Receiving a commission as a brigadier general, Sullivan departed the city in late June to joined the army at the Siege of Boston. Following the liberation of Boston in March 1776, he received orders to lead men north to reinforce the American troops which had invaded Canada the previous fall.   Not reaching Sorel on the St. Lawrence River until June, Sullivan quickly found that the invasion effort was collapsing. Following a series of reverses in the region, he began withdrawing south and was later joined by troops led by Brigadier General Benedict Arnold. Returning to friendly territory, attempts were made to scapegoat Sullivan for the invasions failure.   These allegations were soon shown to be false and he was promoted to major general on August 9. Captured Rejoining Washingtons army at New York, Sullivan assumed command of those forces positioned on Long Island as Major General Nathanael Greene had fallen ill. On August 24, Washington replaced Sullivan with Major General Israel Putnam and assigned him to command a division. On the American right at the Battle of Long Island three days later, Sullivans men mounted a tenacious defense against the British and Hessians. Personally engaging the enemy as his men were pushed back, Sullivan fought the Hessians with pistols before being captured. Taken to the British commanders, General Sir William Howe and Vice Admiral Lord Richard Howe, he was employed to travel to Philadelphia to offer a peace conference to Congress in exchange for his parole. Though a conference later occurred on Staten Island, it accomplished nothing. Return to Action Formally exchanged for Brigadier General Richard Prescott in September, Sullivan returned to the army as it retreated across New Jersey. Leading a division that December, his men moved along the river road and played a key role in the American victory at the Battle of Trenton. A week later, his men saw action at the Battle of Princeton before moving into winter quarters at Morristown. Remaining in New Jersey, Sullivan oversaw an abortive raid against Staten Island on August 22 before Washington moved south to defend Philadelphia. On September 11, Sullivans division initially occupied a position behind the Brandywine River as the Battle of Brandywine commenced. As the action progressed, Howe turned Washingtons right flank and Sullivans division raced north to face the enemy. Attempting to mount a defense, Sullivan succeeded in slowing the enemy and was able to withdraw in good order after being reinforced by Greene. Leading the American attack at the Battle of Germantown the following month, Sullivans division performed well and gained ground until a series of command and control issues led to an American defeat. After entering winter quarters at Valley Forge in mid-December, Sullivan departed the army in March of the following year when he received orders to assume command of American troops in Rhode Island. Battle of Rhode Island Tasked with expelling the British garrison from Newport, Sullivan spent the spring stockpiling supplies and making preparations. In July, word arrived from Washington that he could expect aid from French naval forces led by Vice Admiral Charles Hector, comte dEstaing. Arriving late that month, dEstaing met with Sullivan and devised an attack plan. This was soon thwarted by the arrival of a British squadron led by Lord Howe. Quickly re-embarking his men, the French admiral departed to pursue Howes ships. Expecting dEstaing to return, Sullivan crossed to Aquidneck Island and began moving against Newport. On August 15, the French returned but dEstaings captains refused to stay as their ships had been damaged by a storm.   As a result, they immediately left for Boston leaving an incensed Sullivan to continue the campaign. Unable to conduct a protracted siege due to British reinforcements moving north and lacking the strength for a direct assault, Sullivan withdrew to a defensive position at the northern end of the island in the hopes that the British might pursue him. On August 29, British forces attacked the American position in the inconclusive Battle of Rhode Island. Though Sullivans men inflicted greater casualties in the fighting the failure to take Newport marked the campaign as a failure. Sullivan Expedition In early 1779, following a series of attacks and massacres on the Pennsylvania-New York frontier by British rangers and their Iroquois allies, Congress directed Washington to dispatch forces to the region to eliminate the threat. After command of the expedition was turned down by Major General Horatio Gates, Washington selected Sullivan to lead the effort. Gathering forces, Sullivans Expedition moved through northeast Pennsylvania and into New York conducting a scorched earth campaign against the Iroquois. Inflicting major damage on the region, Sullivan swept aside the British and Iroquois at the Battle of Newtown on August 29.   By the time the operation ended in September, over forty villages had been destroyed and the threat greatly reduced. Congress Later Life In increasingly ill health and frustrated by Congress, Sullivan resigned from the army in November and returned to New Hampshire. Hailed as a hero at home, he rebuffed the approaches of British agents who sought to turn him and accepted election to Congress in 1780. Returning to Philadelphia, Sullivan worked to resolve the status of Vermont, deal with financial crises, and obtain additional financial support from France. Completing his term in August 1781, he became New Hampshires attorney general the following year. Holding this position until 1786, Sullivan later served in the New Hampshire Assembly and as President (Governor) of New Hampshire. During this period, he advocated for ratification of the US Constitution. With the formation of the new federal government, Washington, now president, appointed Sullivan as the first federal judge for the United States District Court for the District of New Hampshire. Taking the bench in 1789, he actively ruled on cases until 1792 when ill health began to limit his activities. Sullivan died at Durham on January 23, 1795 and was interred his family cemetery.

Management Essay Example | Topics and Well Written Essays - 500 words - 17

Management - Essay Example When Perry Ellis acquired Munsingwear and the Penguin brand, it was presented with huge opportunity to exploit the brand in expanding its market as per the changing requirements of the customers. Foraying into new market requires adopting changes and promoting new ideas and values that can identify with the changing times. Thus, Perry Ellis who has acquired Penguin brand, needs to project new culture that that can meet the demands of the younger generation. The various stores and retail outlets that sell the new products with Penguin brand need to become more fashion conscious and state of the art technology to promote their products. Showcasing the history of the products would greatly promote the firms values and project their ideologies that are ready to embrace change. The corporate culture of new original Penguin clearly exhibits openness towards change that was lacking in the old brand. The various aspects of the interactive elements of the organization, which may comprise of diverse ideologies and personal conflicts of the individuals, work together to produce a cohesive output representing the organization’s unique culture. Organizational culture can be broadly defined through shared vision and collective goals of the organization. Hence, culture promotes flexibility of approach and initiative in decision making suit the changing requirements becomes vital part of organizational leadership. Therefore, organizational culture that is ready to adopt the changing values of the times, greatly facilitates brand to incorporate the changing requirements of the people while ensuring the credibility of the brand and quality of the product. Perry Ellis and Munsingwear primarily targeted the younger generation and diversified the product line to suit the changing demands of the demographic segment. They also used aggressive advertising to attract new market through intense media blitz, using celebrity

Demonstrative Communication Paper Essay Example | Topics and Well Written Essays - 1000 words - 1

Demonstrative Communication Paper - Essay Example It also reveals how people relate to each other. Nonverbal or demonstrative communication accounts for about 93 percent of people’s communication. Types of demonstrative communication Demonstrative communication involves different types of communication. Facial expressions contribute a large portion to people’s communication. For instance, a smile or a frown can communicate a lot of information to the receiver. People throughout the world use facial expressions to express happiness, sadness, anger, and fear. Gestures also contribute to non-verbal communication. These are movements and signals that that provide meaning during communication. Their meanings can be more important than words. Paralinguistic can also convey a lot of information during communication. These mainly involve the use of vocal communication such as tone of voice, loudness, and pitch. The type of vocal variation in a particular conveyance of information can bring out a different meaning depending on the context. Body language and posture can also convey a lot of information. Such nonverbal behaviors can indicate feelings and other communication cues. Demonstrative communication may start at an early stage in human development when people start to point at things. The making of gestures by small kids may be a start point for learning demonstrative communication in life. ... 470). Effective and ineffective demonstrative communication Depending on the context, demonstrative communication can be effective or ineffective. The effectiveness of demonstrative communication varies differently between the sender and the receiver. Demonstrative communication involves understanding the feeling of each stakeholder in the communication. There has to be an understanding between the sender and the receiver. Demonstrative communication can be very effective especially for teachers. Their line of work dictates that the teacher has to make the students understand whatever he/she is teaching. The best method to increase students understanding is the use of demonstrative communication in addition to verbal communication while teaching. Demonstrative communication can be very effective depending on the context at hand. For example, facial expressions can be very effective in warning kids. Whenever a kid does something wrong, it is common for parents to give the kids an angr y kind of look. Instantly, the kid stops doing the wrong thing. Such a scenario demonstrates the effectiveness of facial expressions in communicating to kids. Ineffective communication occurs when the speaker uses the wrong nonverbal message to deliver certain information. For instance, using hand gesture to point to a certain direction when the intention was to point to the opposite direction. Wrong choice of nonverbal message can send a different message to the audience. This may make the audience to perceive a different message from the intended Positive and negative effects of demonstrative communication The perception of demonstrative communication can be positive or negative depending on how the receiver. For instance, picture a company meeting where everyone is

Contemporary Art Form Essay Example | Topics and Well Written Essays - 750 words

Contemporary Art Form - Essay Example The essay "Contemporary Art Form" discovers the form of contemporary art. Our society today affects each one of us in different ways, while we can’t tackle all the problems our worlds face head on; we may use our art to defuse one problem at a time in our own introspective personal way. Used as a solution, contemporary art gives an issue the identity of the artist. On a personal level I have always had an aversion to any form of racism. With education and the spread of knowledge many great minds once thought discriminatory behavior could be diminished to a small quantity, if not ceased completely. However, this was not the case, as even in the age of information our societies continue to evolve into new avenues for hate and prejudice, and this trend will seemingly continue. What I’ve realized over the course of time studying different people is that the underlying reason for such attitudes is people’s inability to listen to another and accept differences. People seem to have this innate need to fit their lives into a neat little box where everything is categorically arranged, and when they come across people who do have ideas different than their own, their box is disturbed and ergo begins a process of problems. For any artist who has chosen to make contemporary art his own, his work will always exist on a plane of freedom which conforms to nothing but his own perception of the world at large. It’s a simple thing to tell people to open their minds and open their hearts; this piece of advice is not practical.

Illusion in The Tempest

Illusion in The Tempest Throughout his thirty-six works which frequent stages around the world, Shakespeare was able to explore not only the human psyche and characteristics of humanity, but he also investigated the natural and unnatural world. In one of his more original plot lines, The Tempest, Shakespeare experimented with many themes, such as power, love, revenge, and pride. Shakespeare also explored the relationship between reality and illusion. Throughout the piece, Shakespeare portrays that illusion may be used to veil reality, but in the end, reality always makes itself apparent through the characters actions. The veil of illusion and unnaturalness can be centered around the character, Prospero. Prosperos whole life has been dedicated to the achievement of magical abilities. In the first act, Prospero tells his daughter, Miranda: I, thus neglecting worldly ends, all dedicated to closeness and the bettering of my mind with that which, but by being so retired, Oerprized all popular rate, in my false brother awaked an evil nature. And my trust, like a good parent, did beget of him a falsehood in its contrary as great as my trust was, which had indeed no limit, a confidence sans bound. He being thus lorded, not only with what my revenue yielded but what my power might else exact, like one who having into truth, by telling of it, made such a sinner of his memory to credit his own liehe did believe he was indeed the duke, out o th substitution and executing th outward face of royalty, with all prerogative. Hence his ambition growing. (1.2.89-105) Prospero reveals to his daughter that while he was caught up with perfecting his mind and his ability to control the unnatural world, he gave his brother, Antonio, the power to run the state in his absence. Antonio then betrayed him and took Prosperos title, and had him and Miranda marooned on an island. This is just one of the many clues given to the audience in the second scene that there is something unnatural about Prospero and his island. Later in the scene, Prospero reminds the spirit, Ariel, that, It was mine art, when I arrived and heard thee, that made gape the pine and let thee out, (1.2.345-347). As the story progresses, Prospero has the spirit, Ariel, conjure a large illusion of a storm, and wreck the crew of a nearby ship, which included his treacherous brother, on the island. Prospero has much control of the island, and through his various spirits, he controls much of the action in the play. In this way, Shakespeare creates a world of illusion. The characters go into most situations with an altered sense of reality. One example of this is when Prospero has his daughter meet the young prince, Ferdinand. Prospero leads the prince to believe that he is the only survivor of the wreck, and that his meeting Miranda is completely by chance, and he takes her to be a goddess and unnatural being. In reality, Prospero wishes Ferdinand to marry his daughter, so he leads them to each other. Another example is when the slave, Caliban meets Alonso, Sephano, and Trinculo. Although in reality, they are there, he believes them to be spirits of Prospero come to torture him: His spirits hear me and yet I needs must curse. But theyll nor pinch, fright me with urchin-shows, pitch me i th mire, nor lead me like a firebrand in the dark out of my way, unless he bid em. But for every trifle are they set upon me, sometime like apes that mow and chatter at me, and after bite me, then like hedgehogs which lie tumbling in my barefoot way and mount their pricks at my footfall. Sometime am I all wound with adders who with cloven tongues do hiss me into madness. Lo, now, lo! Here comes a spirit of his, and to torment me for bringing wood in slowly. Ill fall flat. Perchance he will not mind me. (2.2.1-17) After Caliban is given wine by Stephano, he believes them to be gods more powerful than Prospero, and he convinces them to overthrow and kill Prospero, and to rule the island in his stead. But Prospero uses illusion to cloak himself, and travels around the island invisibly. He unavoidably discovers the treacherous plan, and puts an end to it. The story ends with Prospero unveiling the reality of the island. His illusions are ready to be exposed. In the last act, Prospero claims, Now does my project gather to a head. My charms crack not, my spirits obey, and time goes upright with his carriage, (5.1.1-3). He confronts his brother, Antonio, saying, Flesh and blood, you brother mine, that entertained ambition, expelled remorse and nature, whom, with Sebastian, whose inward pinches therefore are most strong, would here have killed your kingI do forgive thee, unnatural though thou art, (5.1.78-83). Prospero later admits that the island was enchanted, You do yet taste some subtleties o th isle, that will not let you believe things certain, (5.1.124-126). Prospero then reveals that Ferdinand is not dead, and a veil rises, revealing him and Miranda, yet the King is slow to believe, if this prove a vision of the Island, one dear son shall I twice loss, (5.1.179-181). The last thing Prospero reveals is that the ship is not, in fact , wrecked on the shore, but merely harbored on the other side of the island: The best news is that we have safely found our king and company. The next, our ship which, but three glasses since, we gave out split is tight and yare and bravely rigged as when we first put out to sea! (5.1.229-233) The group then prepare to leave the island, and Prospero vows to leave his magic on the island, promising clear reality for the future. While Shakespeare portrays that illusion may be used to veil reality, in the end, reality always makes itself apparent through the characters actions. The relationship between reality and illusion is explored throughout this work, as well as a few of his other works. Shakespeares search to understand the world and the human being has led to a chapter of literature educational for all audiences. The world is lucky to still be frequented by his works, especially The Tempest.

Buying A Computer :: essays research papers

Needs This computer would be used for mainly writing papers, surfing the Internet, a little desktop publishing, and playing some 3d sports games. Software The software I would buy would have to include a word processor, and desktop publishing program. The standard programs for this are Microsoft’s. They are Microsoft Word, and Microsoft Publisher. Using a student discount, I can get them both for under $200. (See http://www.edu.com/software/ ) I also need to decide which operating system I want. The main choices are Windows ME/2000 or an Apple Macintosh OS. (OS 9.1/X) All the important productivity software is available on both operating systems, but Windows machines have a lot more games. I would probably use Windows ME instead of 2000 because it runs older software better. I can get Windows ME for about $80 using a student discount. Hardware Since I am using Windows ME, I cannot buy an Apple. Here are the parts I need to buy to build a machine that will run my software well. I need a motherboard, processor, video card, sound card, case, monitor, memory,hard drive, floppy drive, modem, and CD or DVD drive. Some of the choices I make will determine others. For example, the processor (aka the CPU) I pick will determine what motherboard I will get. To begin— Processor There are three processors that make up the market, The Intel Pentium 4, Intel Pentium !!!, and the Amd Athlon. The Pentium is the newest, and has only been out for a few months, the Pentium !!! and Amd Athlon have been available for about two years. There are two criteria here for me. One is how fast the chip is for a given price (bang for the buck) and the second is upgradability. That is, whether I would easily be able to take out the current CPU, and easily slip something faster in when needed in a few years. The Pentium 4 will be changing to a slightly different configuration in a few months, that will not be compatible with the current motherboards. The Pentium !!! is pretty much at the end of its life, and not many upgrades are planned. This leaves the Athlon, which is expected to be selling compatibe versions for at least another year or so. Current Athlons prices are AMD Athlonâ„ ¢ Processor for Desktop  Ã‚  Ã‚  Ã‚  Ã‚  Price 1333MHz (266MHz Front-side Bus)  Ã‚  Ã‚  Ã‚  Ã‚  $253 1300MHz (200MHz Front-side Bus)   Ã‚  Ã‚  Ã‚  Ã‚  $230 1200MHz (266MHz Front-side Bus)  Ã‚  Ã‚  Ã‚  Ã‚  $219 1200MHz (200MHz Front-side Bus)  Ã‚  Ã‚  Ã‚  Ã‚  $199 1133MHz (266MHz Front-side Bus)  Ã‚  Ã‚  Ã‚  Ã‚  $197