Quiz 3 Questions and Answers Essay Example for Free

Quiz 3 Questions and Answers Essay 1. You are installing a network card in a computer that has several devices configured. There is a printer on LPT 1, a mouse on COM 1, a modem on COM 2, and a SCSI host adapter occupying IRQ 10. The computer also has a sound card using IRQ 5. If your network card supports IRQs 3 through 5 and 9 through 11, which of the following IRQs could you set it for in this computer? IRQ7 IRQ3 IRQ10 None of these IRQ4 IRQ5 2. A 100BaseVG network is build on a ______ topology with all computers attached to a hub ring mesh all of these star bus 3. Your network is experiencing heavy traffic and signal attenuation due to long cable distances between computers. Required Result: Correct the signal attenuation problem. Optional Desired Results: Reduce the broadcast traffic that is present on your network. Filter the network traffic to reduce the number of frames transferred across the network. Proposed Solution: Install repeaters between distant segments. Install routers and configure them to filter broadcast traffic. Which results does the proposed solution produce? The proposed solution produces the required result but does not produce any of the optional desired results.. The proposed solution produces the  required result and produces only one of the optional desired results.. The proposed solution does not produce the required result. The proposed solution produces the required result and produces both of the optional desired results. None of these 4. In a Token Ring frame the ______ field indicates whether the frame is a token frame or a data frame. none of these Access Control error checking priority media type 5. Cables attach the individual clients and serves to the MSAU that works like other ____________ hubs switch active passive bridge none of these 6. A token is a special type of ____________ that circulates around a cable ring data transmission frame or packet electrical signals none of these serial signals 7. Managing data on a network depends on traffic control. The set of rules that governs how network traffic is controlled is called: Channels Layers Interface Drivers. Access Methods. 8. You are considering starting a training company that provides on-site classroom instruction to various businesses. Your service will include a temporary networked classroom environment. Assuming that the facilities do not have pre-installed wiring and that the classroom will use 10 or less computers, which topology would require the least equipment and be the easiest to set up and tear down. [Choose the best answer] Star. All of these Ring. Mesh Bus. 9. With the demand-priority access method, the ____________ manage network access by doing round-robin searches for requests to send from all nodes. none of these users routers gateways hubs 10. CSMA/CD is known as a ____________ access method because computers on the network compete for an opportunity to send data poling parallel contention sequential priority 11. Ethernet can use several communication ____________ including TCP/IP protocols data paths channels applications media 12. Typically, the hub of a 10BaseT network serves as a multiport ________. 13. The 100BaseTX topology runs on UTP Category ________ data-grade cable 5 1 2 4 3 14. Because single-segment 10Base2 Ethernet limits would be too confining for a large business, ____________ can be used to join Ethernet segments and extend the network to a total length of 925 meters (about 3035 feet). none of these 4 repeaters 5 repeaters 2 repeaters 3 repeaters 5-4-3 rule The thinnet 5-4-3 rule: 5 segments, 4 repeaters, and 3 populated segments 15. Wi-Fi Wireless networks use _________ access method. Demand priority Token Bus CSMA/CA CSMA/CD Token Ring 16. Access methods prevent ____________ access to the media. preemptive None of these slow random simultaneous 17. A standard ethernet network can combine as many as ____________ cable segments connected by four repeaters, but only three segments can have stations attached. 6 none of these 3 4 5 18. A 10Base5 topology is also referred to as ____________. standard ethernet 802.3 Thicknet all of these 19. Token passing is deterministic, meaning that a computer cannot force its way onto the network as it can in a ______ environment CSMA/CD Polling Demand priority CSMA/CA Switching 20. Which type of network media-access method do IBM LANs with Multistation Access Units employ? CSMA/CA. CSMA/CD Beaconing Token passing. None of these 21. The trailer of a packet contains the destination address False True 22. In the IBM implementation of Token Ring, a star-wired ring, the actual physical ring of cable is in the ________. MSAU all of these none of these hub Repeater 23. When using the CSMA/CA access method, a computer waits until the network is quiet and then transmits its data. If two computers transmit at the same time, the data will collide and have to be re-sent. If two data packets collide, both will be destroyed. False. True 24. Ethernet relies on the ____________ access method to regulate traffic on the main cable segment CSMA/CA CSMA/CD all of these Token Ring Demand Priority 25. MSAUs were designed to sense when a ________ fails and to disconnect from it. Hub Cable NIC Network Computer CPU 26. Which access method is used, when each computer communicates only with a hub. The hub then controls the flow of data a. CSMA/CD b. CSMA/CA. c. Token Bus. d. Token Ring e. Demand priority c only a only both c and d e only b only d only 27. With data masses divided into _______, individual transmissions occur more frequently so that every computer on the network has more opportunities to transmit and receive data. bits messages frames or packets files bytes 28. In a packet, the header usually contains an error-checking component called a CRC True False 29. Which access methods is used, when each computer must wait to receive a token before it can transmit data. Only one computer at a time can use the token. a. CSMA/CD b. CSMA/CA. c. Token Bus. d. Token Ring e. Demand priority both c and d c only e only d only both a and b 30. A Token Ring network is an implementation of IEEE standard ____________. 802.4 802.2 802.11 802.5 802.3 31. Which of the following network access methods sends a signal indicating its intent to transmit data on the wire? [Choose the best answer] CSMA/CD Token passing. Beaconing CSMA/CA. None of these 32. If you must configure a network for three mission-critical servers and want to provide a highly fault-tolerant cabling scheme, which topology would you implement? [Choose the best answer] Star. Bus. Mesh None of these Ring. 33. With the token-passing access method, only one computer at a time can use the token; therefore, there are no _______. broadcastings contentions collisions all of these collisions and contentions 34. A packet (frame) components are grouped into sections: _________. CRC data header all of these trailer 35. When an IBM Token Ring network is full, adding another ____________ can enlarge the network MSAU all of these repeater Hub 36. With CSMA/CD, if there is data on the cable, no other computer may ____________ until the data has reached its destination and the cable is clear again transmit and receive none of these receive transmit 37. With more traffic on a CSMA/CD network, ____________ tend to increase, slowing the network down broadcasting all of these transmissions collisions unicasting 38. Fast Ethernet is another name for the ____________ topology 100BaseX all of these 100BaseFX 100BaseT4 100BaseT 39. The 10BaseT topology is an Ethernet network that uses _________ cable to connect stations Coaxial UTP and STP STP UTP Fiber 40. Packets (Frames) may contain session-control codes, such as error correction, that indicate the need for a ______. unicast recall stop transmission retransmission broadcast 41. Your network is experiencing heavy traffic and signal attenuation due to long cable distances between computers. Required Result: Correct the signal attenuation problem. Optional Desired Results: Reduce the broadcast traffic that is present on your network. Filter the network traffic to reduce the number of frames transferred across the network. P roposed Solution: Install repeaters between distant segments. Which results does the proposed solution produce? The proposed solution produces the required result and produces both of the optional desired results. None of these The proposed solution does not produce the required result. The proposed solution produces the required result but does not produce any of the optional desired results.. The proposed solution produces the required result and produces only one of the optional desired results. Check with Prof 42. Which of the following is most likely the problem if the operating system is unable to detect the network card? (Choose the best answer) Wrong frame type is set on the network card Wrong IRQ is set on the network card Wrong IRQ is set on the IDE controller card Wrong protocol is bound to the network adapter 43. Wireless networks use _______ topology mesh all of these star bus ring 44. In the demand-priority access method, transmissions are not ____________ to all other computers on the network multicast routed unicast all of these broadcast 45. When a frame returns to its sending computer, that computer ____________ the frame and puts a new token back on the ring. copies writes reads removes none of these 46. Every network interface card sees all packets sent on its segment, but it interrupts the computer only if the packet address matches its individual address True False 47. Typically, Ethernet is a baseband architecture that uses a _________topology all of these star mesh bus ring 48. The maximum length of a 10BaseT segment is ____________ meters 138 1000 500 250 100

What is Practical Work?

What is Practical Work? Practical work is viewed by the vast majority of science teachers, as an essential and integral part of science education. In fact, many regard it as an indispensable aspect of being a science teacher (Donnolly 1998 from review Practical work effectiveness in primary/sec schools Abraham). Practical work can encompass many different components, which can be divided into two main groups as described in Woodley E, (2009), as follows: 1) Core activities: These include hands-on activities such as different investigations, laboratory techniques and procedures, as well as fieldwork. These types of activities can help enhance the development of students practical laboratory skills, as well as helping them to understand key scientific concepts and phenomena. 2) Directly related activities: These are closely connected to the above core activities, and include practical demonstrations performed by the teacher, planning and designing scientific investigations and analysis of data. In addition, some argue that other activities such as use of computer simulations, modelling, use of surveys, presentations, group discussion and role plays can also constitute what is meant by the term practical activity (SCORE, 2008). However, others would disagree, and believe these activities would not come under the practical activity umbrella, and rather that they should be used complementarily alongside other practical activities, rather than be a substitute for them (Woodley, E). Millar described a practical activity as Any science teaching and learning activity which at some point involves the students, working individually or in small groups, in observing or manipulating objects to develop understanding. (Millar (2009)). It is described in The National Strategies as: Any activity that enables pupils to have direct, often hands-on, experience of the phenomena they are studying . (The National Strategies (2008)). In fact the following quotation from SCORE underpins what many believe about the importance of practical work in science: Science without practical is like swimming without water . (SCORE, 2008). Therefore, regardless of how practical work is defined, or what activities are thought to constitute it, it can be seen as a central part of how science should be taught in schools What is the Purpose of Practical Work? The main purposes of practical work are to engage students, aiding them to develop many important skills. In fact, practical work can support learning in a multitude of ways ranging from Personal learning and thinking skills to How science works (E Woodley) -See Figure 1. The overriding principle, however is to make links between the concrete and abstract worlds. (Reflecting on practical work). From reading the literature, it is clear that the different reasons and rationales for carrying out practical work in science can be classified into three main areas (see below), as discussed in (Practical Work in School Science: Which Way Now?  Jerry Wellington): Arguments for and against the use of practical work in science: 1). Cognitive arguments: It is thought that practical activities can relate to knowledge and understanding (the cognitive domain) by helping to strengthen students conceptual understanding of science by enabling them to visualise and make sense of different scientific laws and theories, often supporting learnt theory work. 2). Affective domains: This relates to the enjoyment and motivational aspects of practical work. Practical work is often used to generate interest and enthusiasm amongst students, and is thought to aid students in remembering things; making things stick. In fact, reports show that in terms of how students rate the enjoyability of school science activities, the three top rated were: going on a science trip (85%), looking at videos (75%) and doing a science experiment (71%), supporting the view that practical work is indeed highly motivational (Dillion J). 3). Skills argument: The last of the three main rationales for practical work is that it can help develop many transferable skills, as illustrated in Figure 1 above. However, characterising the real value and purpose of practical work is a very difficult task and divides opinion across the science education profession. In fact there are many arguments and counter arguments for and against practical work in science. Counter responses to the cognitive argument include the idea that practical work can often confuse rather than improve students understanding (especially if the practical does not go to plan). In addition Scott and Leach propose that practical work is not a good approach to teach theory, suggesting that theories comprise abstract ideas which cannot be demonstrated physically: In the context of the school laboratory it is clear that students cannot develop an understanding through their own observations, as the theoretical entities of science are not there to be seen. (Taken from Wellington book- Leach and Scott 1995:48) Arguments against the affective argument include the notion that many students are simply turned off at the idea and prospect of doing practicals. There is also evidence indicating that boys enjoy practical work more so than girls, and hence girls can often be less enthusiastic and motivated compared to boys doing the same practical task. (Wellington). Counter arguments to the proposal that practical work can develop many transferable skills also exist. These include the argument that group work within practical science often does not improve key skills such as communication and interaction, as widely believed, but when studied more closely, often results in more forceful students dominating the task, resulting in lack of enjoyment and engagement for some and the demotion of some students to simple medial tasks, such as drawing out tables or recording results without any real participation in the practical activity themselves.(Wellington). Many other science education professionals make claims of the overselling of the science education in terms of concept that science practical work can develop many transferable skills. The idea that these skills can add value to students and aid them on their chosen career paths have been discredited by some. In fact, Ausubel in the 1960s argued that any practical task that can give rise to the application of skills required for many disciplines, is simply not specific enough to address the particular scientific investigation being addressed: Grand strategies of discovery do not seem to be transferable across disciplines..it hardly seems plausible that a strategy of inquiry, which must necessarily be broad enough to be applicable to a wide range of disciplines and problems, can ever have sufficient particular relevance to be helpful in the solution of the specific problem at hand. (wellington, Ausubel 1964:298). Hence, there is much debate regarding the use of practical work within the teaching and learning of science in schools. The key question here really is to do with cognition and how we acquire knowledge. i.e. : How do we understand the world and make sense of it in our heads? (Miller R, 2004). One significant answer to this came from Jean Piaget, who is credited as the pioneer of the constructivist theory of knowing. He argued that we construct ever more complicated and sophisticated representations of the world. This is through modifying our existing understandings (or schemas; a structured cluster of concepts) through our actions on the world around us. If Piaget is correct, then the use of practical work in observing and intervening in the world must be vital for our understanding of science (R Miller 2004). The effectiveness of practical work in science As discussed above, many science teachers and other science education professionals believe that practical work in the education of science in schools is vital for helping students learn and remember things more clearly. However, as also noted there are arguments suggesting that practical work is actually not all that effective at achieving these aims. A prominent quotation from Osborne (1998) questions the effectiveness of practical work in the learning of science, saying that practical work: has only a limited role to play in learning science and that much of it is of little educational value (p. 156. from Miller 2004 review). Much of the conclusions of research into the effectiveness of practical work remain somewhat ambiguous. Research carried out in the 1980s by Hewson and Hewson (1983), in which In addition, others have argued that the way in which practical work is practised is often the cause of its ineffectiveness, and perhaps, therefore the type of practical work used, and the way it is used should be analysed, rather than simply saying that all practical work is ineffective. Hence if we are interested in looking at the effectiveness of practical work in science, the specific practical work used, or planning to be used need to be very carefully planned and thought out. A key consideration here is actually what is meant by the term effectiveness. A framework for judging the effectiveness of practical work Theobald in the 1960s argued that scientific theory must always be taught first and is required in order to visualise: Experience does not give concepts meaning, if anything concepts give experience meaning (J Wellington). Aggressive Reality Television: Impacts on Teenage Viewers Aggressive Reality Television: Impacts on Teenage Viewers Nashun Gross ABSRACT The popularity of reality TV has soared among teens. Not only are teenagers watching reality TV more than any other TV show, but it also influences their behavior, which is caused by teenagers who make a connection with the cast members. Connections happen when teens imitate the behavior because they view the cast as role models. Even when the cast behaves aggressive, whether physical, verbal, or relational, they tend to imitate that behavior. The more teenagers view aggression on reality TV, the more they are likely to use aggression as a tactic when solving real world problems. Aggression influences both girls and boys. When boys watch aggressive behavior, they tend to resort to verbal and physical aggression. Girls predominately react by using relational aggression. When aggressive reality television becomes the norm, social aggression will too. Aggressive Reality Television Impacts Teenage Viewers Although there have not been many studies on the effects of reality television there is an underlying issue researchers have found in reality television programming, relational aggression. Carlson Ward (2013) described relational aggression as social aggression, which includes indirect aggression, spreading rumors of one’s character and hurting someone’s reputation or self-esteem. In today’s programming reality television has more relational aggressive acts than regular television programming (Patino, Kaltcheva, Smith, 2011). Surprisingly, researchers found relational aggression more common than physical aggression in the media, specifically, in reality television (Carlson Ward, 2013). However, teenagers exposed to physical aggression and relational aggression had the same effects. In other words, exposure to any type of aggressive behavior, physical or relational, led to aggressive responses and reactions in both male and female teenagers. Teenager’s response to media proved to have both short-term and long-term effects (Swartzwelder White, 2013). In the short term, marketing and advertising showed significant results in sales after product was shown during a reality program (Patino et al, 2011).In the long-term, affects have been shown as late as 15 years increase (Coyne, Robinson, Nelson, 2010). Specifically, when teenagers connected with characters on television they were more likely to watch for longer periods of time. With ideas of how to react to real life situations left in the mind of a teenager could shape how they view the world (Patino et al, 2011). Since the first reality show aired in 1994, reality television has become the choice of media for teens in the U.S. Year-by-year viewer’s ratings continue to increase (Coyne et al, 2010; Carlson Ward, 2013) with forty percent of television watched by teenagers coming from reality shows (Carlson Ward, 2013). It is a popular media. Within this new genre, verbal and relational aggression is rampant (Carlson Ward, 2013; Coyne et al, 2010). Reality programming displayed 25.1 relational aggressive acts per hour, while non-reality TV displayed 8.7 acts per hour (Carlson Ward, 2013).When all forms of aggression were combined, verbal, relational, direct and indirect, it averaged 85 aggressive acts per hour (Coyne et al, 2010). When teenagers viewed relational aggression it led to other forms of aggression, especially when teenagers identified or connected with the characters (Coyne et al, 2010). Teenagers showed higher levels of aggressive behavior (Coyne et al, 2010), when they made a connection with the characters (Carlson Ward, 2013) and had the ability to interact or participate in the reality shows, such as voting off characters or choosing the best to win. Studies found realism played a huge role in the effects of reality television. If teens thought reality TV was real, not manipulated by producers to create drama, they were inclined to watch more reality programs (Carlson Ward, 2013). Despite the manipulation, studies still found teenagers drawn to watch reality TV because it satisfied a need (Coyne et al, 2010; Ferguson, Salmond, Modi, 2013). One study found conflicting results. An internal survey given by the Girl Scout Research Institute took a non-random sample of 1141 teenage girls (Ferguson et al, 2013). By using the uses and gratifications approach in an online questionnaire, girls were more confident after they watched reality programming and displayed no affects of relational aggression (Ferguson et al, 2013). Researchers thought relational aggression should not be a concern to the public and found the effects may be more â€Å"subtle and complex† (Ferguson et al, 2013). Researchers studied teenager’s motivations in watching reality television, while questioning their values. Teens were motivated when programs displayed realism, physically attractive characters, and popular among friends, (Pantino, Kaltcheva, Smith, 2011). The uses and gratifications approach was useful to find out why teens chose reality TV rather than non-reality TV. Researchers concluded they desired voyeurism, connection with characters and vengeance (Coyne et al, 2013). Teenagers also learned to mimic the behavior portrayed by those who they look up to, who they connected to in reality television. As teenagers consumed more reality programming, with aggression in its midst, they found teens had more aggressive behavior. Consumption is related to behavioral effects (Carlson Ward, 2013), but what has not been discovered is the quantity of social aggression in reality television and its related effects (Coyne et al, 2013). Majority of researchers came to the same conclusion, reality television affects both male and female. When researchers compared the effects between girls and boys, they found no differences (Carlson Ward, 2013). Concerning relational aggression, girls showed more aggression than boys, while boys displayed more physical aggression than the girls (Coyne et al, 2013). With miniscule differences, boys are more physically aggressive and girls tend to have a saucy mouth. As a whole, the results indicate a current trend in teenagers, specifically with watching reality television. Teenagers tend to have changes in their attitudes and behaviors similar to the ones they watch regularly on reality television. In addition, studies have shown it takes just a few hours of exposure to display negative effects (Coyne et al, 2013; White , Swartzwelder 2013). These literature reviews revealed aggression had the same effects on boys than on girls. However, for future research understanding the associations between teenagers and realism on TV is important because it could help in assessing the severity of relational aggression among teenagers. Hypothesis 1: Teenagers who see abusive behavior, such as hitting, kicking or pushing others, in reality television programs, will have an increase in aggressive behavior, with boys experiencing a greater increase than girls. Hypothesis 2: Teenagers who see aggressive behavior, such as spreading rumors or damaging someone’s reputation or self-esteem, in reality television programs, will have an increase in relational aggressive behavior, with girls experiencing a greater increase than boys. METHOD Participants Participants are 60 students from a middle school located in suburban Jacksonville, Fl. Half of the students are male, the other half female. The ages range from 11-14 years. As a random sample, there will be no consideration on race. However, the sample size is divided up by each grade, meaning 20 students from the sixth grade, 20 students from the seventh grade, and 20 students from the eighth grade. Measures Exposure to reality programs then observed . Students would watch a 30-minute top-rated program once a week in class. Programs shown will have social aggressive behavior throughout, such as The Challenge: Cutthroat, Jersey Shore and Survivor (Carlson Ward, 2013). Then an observer would watch their behavior and report the results. Procedure Students are invited to participate on a voluntary basis with their parent’s permission. After a few weeks of getting the permission of the parents, an observer would visit each classroom and show a reality program on video. The program would run for 30-minutes, then shortly afterwards the student’s behavior would be observed for additional 30-minutes. The total time needed is approximately one hour per classroom visitation. The observer will fill out a Likert Scale before and after the reality show is played (Appendix A) to show the differences of behavior. References Carlson, C. Ward, M.L., (2013). Modeling meanness: Associations between reality TV  consumption, perceived realism, and adolescents’ social aggression. Media Psychology,  16 (4), 371-389. doi:10.1080/15213269.2013.832627 Coyne, S. M., Robinson, S. L., Nelson, D. A. (2010). Does reality backbite? Physical,  verbal, and relational aggression in reality television programs. Journal Of  Broadcasting Electronic Media, 54(2), 282-298. doi:10.1080/08838151003737931 Examples of likert scaled responses used in data-gathering. (n.d.). Retrieved from  http://www.rpgroup.org/sites/default/files/Surveys Interactive Activity %20Examples%20of%20Likert%20scales.pdf Ferguson, C., Salmond, K., Modi, K. (n.d.). Reality television predicts both positive and  negative outcomes for adolescent girls. Journal of Pediatrics, 162(6), 1175-1180. Patino, A., Kaltcheva, V. D., Smith, M. F. (2011). The Appeal of Reality Television  For Teen and Pre-Teen Audiences. Journal Of Advertising Research, 51(1), 288-297. White, A.M., Swartzwelder, S. (2013). What are they thinking?!: The straight facts about the  risk-taking, social-networking, still-developing teen brain. New York: W.W. Norton   Company, Inc. Appendix A (â€Å"Examples of likert scaled responses used in data gathering,† n.d.) How Are Tension And Suspense Built Up? How Are Tension And Suspense Built Up? Novels such as TRR and TTTH were very popular during Victorian times, and some people think that this was partly a reaction to the development of science during the period that was known as The Enlightenment. The scientific age taught that there was a reason for everything, and that emotions like fear should be repressed. Horror stories like these led to many of the horror films that we watch in the cinema today, and people liked them for the same reasons; being scared is exciting, and lets the person watching or reading experience this in safety. Writers knew that people enjoyed the genre, and so they used a variety of ways to make sure that the interest of the reader was maintained, and they would want to read more. Both Edgar Allen Poe and H.G. Wells use the traditional Gothic conventions to explore human fear and the power of the imagination, particularly using tension and anti-climax to make an exciting rhythm. I have read the short stories TRR by HGW and TTTH by EAP, and in this essay I hope to show how each author developed and maintained tension and suspense. Many of the methods are used in both stories, and are based on standard Gothic conventions such as duality, the weather, the setting, fear of the unknown, the supernatural, mystery and dread; they also use metonyms for doom and gloom, such as doors slamming shut and gusts of wind blowing out lights. In TTTH the tension starts with the first sentence, TRUE! nervous very, very dreadfully nervous. The writer uses capital letters and exclamation marks to cause surprise and fear, and follows this with a short, repetitive sentence. He then immediately draws the reader in by asking why they think he is mad, when clearly they had not had that thought themselves. The mood is approaching hysteria, which was a great fear in Victorian times. The author then mentions many things that are opposite to each other, such as heaven and hell, day and night and the fact that although he had nothing against the old man in his story, the fact that he had the eye of a vulture meant that he would have to kill him. Once the tension is in place, the author slows the pace by lengthening the sentences, but keeps the reader in a state of fear through his use of language. He continues to repeat words cautiously oh, so cautiously cautiously, making the narrator seem even more mad, even though he is trying to explain that he isnt. He gives a very intense description of the darkness inside the old mans room black as pitch with the thick darkness, making the reader aware that it is under the cover of this darkness that the evil deed will take place. The suspense starts to grow again when the narrator says that he made a mistake with the lantern, and that small sound woke up the old man. Neither of them moved for over an hour, and it almost feels like you are holding your breath with the two people in the story. After a long time, the old man groans, and this gives rise to more hysterical thoughts by the narrator, the sentences slow again, and the language less staccato and very dramatic Death, in approaching him had stalked with his black shadow before him, so the reader knows that something awful is bound to happen soon. The momentum builds further as the narrator opens the lantern, which fell full upon the vulture eye, and making it clear that the old man now also knows for certain that he is in danger. The narrator becomes furious, and believes that he can hear the beat of the old mans heart. The rhythm of the work gets faster, choppy sentences and a lot of exclamation marks and more repetition increase the excitement with th e beat of the hellish tattoo; then the crescendo, The old mans hour had come! The actual murder is over in a moment, and this sudden drop away from extreme terror to the narrator saying that he smiled gaily to find the deed so done exaggerates the tension. The next concern for the reader is whether or not the murder will be discovered, and the author increases this worry by describing the dismemberment of the body in quite graphic detail. The mood of the piece is changing again, with the description of as dark as midnight making way for I went down to open it (the door) with a light heart as the police arrive. The narrator takes the police on a very long journey through the house, asking them to search search well, and this makes the reader become anxious about when or if they will find the evidence of the old mans death. The language is calm and this adds to the impression of time passing slowly. As the characters sit and talk, the narrator starts to get more agitated; he can hear a strange noise getting closer. The pace picks up, the vocabulary starts to get more hysterical I arose and argued about trifles, in a high key and with violent gesticulations, it grows more repetitive, and the punctuation is full of exclamation marks. It b uilds to another climax, when the narrator says I felt that I must scream or die! and now again ! hark! louder! louder! louder! louder!. The reader will be on the edge of their seat by now, wondering what on earth will happen next; and is immediately dropped from this state of expectancy as the narrator shrieks his admission of guilt to the police, and the story comes to a sudden and dramatic close. TRR starts in a similar fashion, with the piece being written in the first person so that the reader can quickly identify with them, and feel what they are going through. The physical scene is set in more detail, with careful descriptions of the hideous features of the people involved in the story, and how the narrator felt about them. The three of them made me feel uncomfortable with their gaunt silences, their bent carriage, their evident unfriendliness to me and to one another. He had come to disprove a ghost story, and was not afraid, but these grotesque custodians were affecting him a lot; which helps to slowly start to wind up the tension in the story. The language of this early section involves words such as withered, inhuman, senility, night, darkness, dead, haunted and evil, all of which add to the suspense, and are standard ways of creating fear in this kind of novel. As the narrator decides to move on to the Red Room, to discover more about the alleged haunting, the other characters seem to try to stop him, suggesting that this is not a good time for him to go there. But if you go to the Red Room tonight , this sentence tails off, letting the reader imagine what the man might have been going to say. The old woman whispers this night of all nights, and as the narrator leaves to continue his ghost hunt, the man with the withered arm says Its your own choosing. So there are plenty of warnings, and the state of tension in the readers mind is maintained as the narrator sets off down the chilly, echoing passage. This passage is further described as long and shadowy, with a film of moisture glistening on the wall, (was) as gaunt and cold as a thing that is dead and rigid, and this journey to the room makes use of many other words chosen to create as much fear as possible, talking about ghosts, omens, and witches. The author also uses shadows, flickerin g candles, darkness and cold to great effect, making certain that the reader is anxious before the Red Room is even reached. Arriving at the room itself, it is described as being in a shadowy corner, and then a detailed description of the room and its contents is given. Again, the language is very imaginative, and this increases tension as the narrator tells us that it looks very frightening, and that one could well understand the legends that had sprouted in its black corners, its germinating darkness. As he tells the reader about each item, the sense of waiting for something bad to happen is very strong. He mentions his scientific attitude of mind, which was very popular in Victorian times, but then destroys any confidence this might cause by saying that he caught sight of his own face in a mirror, and despite his rational approach, it was absolutely white. Now that he has admitted to being frightened, the narrator builds on this by describing how he tries to make himself safe in the room, by lighting candles, getting his gun ready, and making a barricade out of a table. He tells us that he is in a state of considerable nervous tension, and goes out to get more candles until the room is as brightly lit as possible; then the wait begins. The candles start to go out, and its even more frightening that they do so one at a time; a note of hysteria creeps into his voice as he starts to try to relight the candles, and he becomes panic stricken. The fear is everywhere, and the pace is building, with the narrator crashing around the room desperate to stop the darkness from overwhelming him. When finally even the fire goes out, he says it was not only palpable darkness, but intolerable terror. At this moment the reader is certain that something appalling will happen, and the narrator screams with all his might once, twice, thrice. He runs for the door, knocks himself out, and knows no more. At this point he is completely vulnerable to whatever malevolent spirit might be present. The opposite to darkness rescues the narrator, as he opens his eyes in the daylight, and the tension is broken for a moment. His rescuers take a more friendly approach to him, and in daylight he wonders why he previously disliked them. They ask if he now believes that the room is haunted, and he agrees that it is. This reinstates the feelings of fear and tension as the reader wonder what he is about to reveal. Two of the custodians have their own theories about who the ghost may be, but the narrator cuts them short, and tells them that it is not, building the tension further. The old people and the readers are now on the edge of their seats, as in The Tell Tale Heart, waiting for the climax of the story. The speed of the text increases, with choppy sentences and a lot of punctuation as he announces Fear! Fear that will not have light nor sound, that will not bear with reason, that deafens and darken and overwhelms. This is a great contrast against the scientific theories of the time, making the reader question rationality, and would increase fear. The story ends with the last of the three custodians joining in the conversation, defining the haunting as A Power of Darkness, a curse upon the home. As the reader has already been asked to put aside rational scientific thoughts, this makes it even worse, by making them think that such a curse might be able to put on their own home. The tension continues right up to the last moment Fear itself is in that room. Black Fear..And there is will be..so long as this house of sin endures.

Do It Publicly :: social issues

Do It Publicly With talk shows ruling day-time television, people are left with little choice but to watch this humiliating form of entertainment. Turn the television on in the afternoon and you will find a large variety of talk shows to choose from. "Maybe we have become a nation addicted to hearing our neighbors' seamy personal problems"(You 40). Personally, I feel it is both the lack of choice and the attraction to other peoples problems. Many of the topics on talk shows are degrading to our society. If person came to America for the first time and watched television, they would probably see a talk show. The model a talk show would give of American society is horrifying. For example, a common talk show topic is teens having multiple sex partners at young ages. However, not all teens are sexually active at such a young age. For this reason talk shows are misleading not only to foreigners but to children and young adults who are learning about morals and our society. In a letter to the corporate CEO's distributing these programs, William Bennett and Senator Joseph Lieberman asked: "Would you want your young children to view a program showcasing the sexual adventures of a 14-year-old girl who married her 71-year-old foster father"(Flint and Wharton). To those who do not tune into these shows this discription may sound like an exaggeration; however, it is not. This is exactly the type of topics on some shows. Not only are half the shows ridiculous with topics of deceit, revenge and "extreme behavior", but some of them are false(Flint and Wharton). On the Jerry Springer Show a Canadian comedy troupe went on the show and created a story. The story was that one of the men had an affair with his baby-sitter. After the show appeared on television, the troupe members went to the press saying how they deceived the program and its audience(You 52). Some people will do anything to be on television. Some shows trick people into situations. The Jenny Jones show has had several episode entitled "Secret Crush". In these episode secret admirers are revealed to her guests. In some cases her guests are displeased with their secret admirer. I can remember one episode that I watched. A woman was surprised by a man who had a secret crush on her. She was very disturbed when she realized who he was. Do It Publicly :: social issues Do It Publicly With talk shows ruling day-time television, people are left with little choice but to watch this humiliating form of entertainment. Turn the television on in the afternoon and you will find a large variety of talk shows to choose from. "Maybe we have become a nation addicted to hearing our neighbors' seamy personal problems"(You 40). Personally, I feel it is both the lack of choice and the attraction to other peoples problems. Many of the topics on talk shows are degrading to our society. If person came to America for the first time and watched television, they would probably see a talk show. The model a talk show would give of American society is horrifying. For example, a common talk show topic is teens having multiple sex partners at young ages. However, not all teens are sexually active at such a young age. For this reason talk shows are misleading not only to foreigners but to children and young adults who are learning about morals and our society. In a letter to the corporate CEO's distributing these programs, William Bennett and Senator Joseph Lieberman asked: "Would you want your young children to view a program showcasing the sexual adventures of a 14-year-old girl who married her 71-year-old foster father"(Flint and Wharton). To those who do not tune into these shows this discription may sound like an exaggeration; however, it is not. This is exactly the type of topics on some shows. Not only are half the shows ridiculous with topics of deceit, revenge and "extreme behavior", but some of them are false(Flint and Wharton). On the Jerry Springer Show a Canadian comedy troupe went on the show and created a story. The story was that one of the men had an affair with his baby-sitter. After the show appeared on television, the troupe members went to the press saying how they deceived the program and its audience(You 52). Some people will do anything to be on television. Some shows trick people into situations. The Jenny Jones show has had several episode entitled "Secret Crush". In these episode secret admirers are revealed to her guests. In some cases her guests are displeased with their secret admirer. I can remember one episode that I watched. A woman was surprised by a man who had a secret crush on her. She was very disturbed when she realized who he was.

Tragic Triumph :: essays research papers

It hardly takes a discerning eye to realize that life does not consist of fairy tale endings. That fact is all too apparent in Arthur Miller's The Crucible, a work which has been labeled a tragedy by many critics. Robert Heilman defines a tragedy as a work of literature in which a character divided within the self makes choices, bears the consequences of those choices, gains a new awareness, and suffers victory in defeat. As you will see, John Proctor is a perfect protagonist.   Ã‚  Ã‚  Ã‚  Ã‚  The main choice which Proctor must make is simple enough to recognize: lie about his participation in witchcraft or proclaim his innocence and be hanged; however, the actual process of making this decision is not as easy. Proctor vacillates between dishonesty and the upholding of society's and his own morals. In Act IV, anxiety permeates the air as Proctor puts his name on the confession; but somewhere between the quill and the quintessence of the tragedy, Proctor has a change of heart. I believe that the precise point at which he realizes the exigency of the situation is when he emits the soul-wrenching cry, 'You will not use me!'; (142). And so, with these words, the first provision of a tragedy is furnished.   Ã‚  Ã‚  Ã‚  Ã‚  Miller spares us the full repercussions of Proctor's decision by ending the play before the hangings. Still, it is evident what the consequence of Proctor's insistent grip on integrity will be: death. I find it much more fitting that Miller excludes the most disparaging part of the play and instead instills in our minds the positive side. Elizabeth plants the seed of this thought when she proclaims of John, 'He have his goodness now'; (143). This statement creates perfect balance in the conclusion of the play, allowing the reader to experience the full psychological weight of the Salem Witch Trials while permitting the presentation of the optimist's viewpoint.   Ã‚  Ã‚  Ã‚  Ã‚  Before his untimely death, Proctor gains an awareness of life possible only to those who hold it in insufficient hands and observe it sifting through their fingers like the Sands of Time. His epiphany occurs just after the destruction of the confession, when all havoc breaks loose. In many prior instances throughout the play Proctor's integrity had been alluded to, although the taint of lechery prevented any confirmation of our suspicions. Proctor finally admits it both to us and to himself in saying, 'I do think I see some shred of goodness in John Proctor'; (144). Although it is uncertain whether characters such as Hale ever reached this same point of Tragic Triumph :: essays research papers It hardly takes a discerning eye to realize that life does not consist of fairy tale endings. That fact is all too apparent in Arthur Miller's The Crucible, a work which has been labeled a tragedy by many critics. Robert Heilman defines a tragedy as a work of literature in which a character divided within the self makes choices, bears the consequences of those choices, gains a new awareness, and suffers victory in defeat. As you will see, John Proctor is a perfect protagonist.   Ã‚  Ã‚  Ã‚  Ã‚  The main choice which Proctor must make is simple enough to recognize: lie about his participation in witchcraft or proclaim his innocence and be hanged; however, the actual process of making this decision is not as easy. Proctor vacillates between dishonesty and the upholding of society's and his own morals. In Act IV, anxiety permeates the air as Proctor puts his name on the confession; but somewhere between the quill and the quintessence of the tragedy, Proctor has a change of heart. I believe that the precise point at which he realizes the exigency of the situation is when he emits the soul-wrenching cry, 'You will not use me!'; (142). And so, with these words, the first provision of a tragedy is furnished.   Ã‚  Ã‚  Ã‚  Ã‚  Miller spares us the full repercussions of Proctor's decision by ending the play before the hangings. Still, it is evident what the consequence of Proctor's insistent grip on integrity will be: death. I find it much more fitting that Miller excludes the most disparaging part of the play and instead instills in our minds the positive side. Elizabeth plants the seed of this thought when she proclaims of John, 'He have his goodness now'; (143). This statement creates perfect balance in the conclusion of the play, allowing the reader to experience the full psychological weight of the Salem Witch Trials while permitting the presentation of the optimist's viewpoint.   Ã‚  Ã‚  Ã‚  Ã‚  Before his untimely death, Proctor gains an awareness of life possible only to those who hold it in insufficient hands and observe it sifting through their fingers like the Sands of Time. His epiphany occurs just after the destruction of the confession, when all havoc breaks loose. In many prior instances throughout the play Proctor's integrity had been alluded to, although the taint of lechery prevented any confirmation of our suspicions. Proctor finally admits it both to us and to himself in saying, 'I do think I see some shred of goodness in John Proctor'; (144). Although it is uncertain whether characters such as Hale ever reached this same point of

The Significance of Dreams and Dreaming in A Midsummer Nights Dream b

The Significance of Dreams and Dreaming in A Midsummer Night's Dream by William Shakespeare In Pucks final speech of the play he says: â€Å"And this weak and idle theme No more yielding than a dream† It has been argued that Shakespeare structured the play around the notion of a 'dream.' Explore the significance of dreams and dreaming in the play, both as a theme and dramatic device. There are several definitions of a dream, although no one can really define a dream, it is what we make it. The first theory is that it is a mixture of images, accumulated from your thoughts or experiences, that happen whilst you are asleep. It could also be a fantasy you experience whilst your semi-conscious which you have no control over. It could also be simply wish fulfillment. All these definitions relate to the play as the fairy characters are fantasy, controlling the humans experiences and granting them their wish fulfillments. I think Shakespeare thought of the notion of a dream and from all these different ideas, ’dreamed’ up a story combining all of them, perhaps it was his wish fulfillment or came from a dream he once had. Puck’s ‘weak and idle theme’ is anything but, some cultures such as the Chinese believe you shouldn’t wake someone up whilst they are sleeping because their wondering soul would not have had time to reunite with their body, this relates to the play as all the characters appear to be wondering around in their sleep, not actually realizing they are asleep. The Elizabethan audience would expect all the images of magic, love and freedom from the name ‘Midsummer Nights Dream’ and would expect it to be a light hearted roma... ...king as if they were handmade using only plants. The fairies’ hair is all golden, long and full of ringlets underneath a headdress of flowers. Shakespeare managed to present ideas of dreaming brilliantly throughout the play. The lovers fell asleep in their dream, what do you dream when you fall asleep in a dream? Is dreaming reality, or reality dreaming? What does a blind person dream if they have seen nothing they wish for or want to aspire to? These questions are created from the play. This shows that Pucks final speech â€Å"and this weak and idle theme, no more yielding than a dream† is not a weak theme after all but something, if messed with can go very wrong or very right. This is illustrated by the mixing up of the love potions in Hoffman’s film, something so harmful as love can create so much sadness and pain.

Gel Electrophoresis

Laura Gallagher Partner: Rob Einersen Biology Period D Mr. Alvarez 15 February 2013 Gel Electrophoresis Introduction: Agarose Gel Electrophoresis is a process in which the process of determining whether a strand of DNA is either positively or negatively charged. The container in which the gel is stored has a negative and positive side; whichever side the DNA molecules go to means the DNA is charged the opposite way. (Ware, Lunte, Gardiner)For example if a DNA molecule goes to the negative side that means that the DNA is positively charged and vice versa.The agarose gel is composed of a fine powder substance, water and a buffer solution. The solution must be boiled to its boiling point then you have to pour the solution into a casting mold there also needs to be a comb that leaves six holds in the mold. It must be left in the casting mold for about a half an hour for the gel to solidify. Electrophoresis has a few different uses such as establishing the size of a strand or molecule of DNA or RNA. (Bowen) It can also be used to find out family members or criminals or tests of that manner. This is all possible because of the DNA’s charge and the charge of the molds.Although if a DNA molecule is too big it is not going to be able travel fast through the so it is better for the experiment if the DNA molecules are small. To get the DNA small restriction enzymes are used. (Roberts) Restriction enzymes cut specific DNA molecules in half which helps with the travel through the gel. Before the electrophoresis machine was developed people used to use gravity to separate DNADNA molecules are going to be negative and smaller molecules are going to move farther than the larger molecules. The purpose of this lab is to learn how to create an agarose gel and properly load a well in an agarose gel.The purpose is also to learning how to use electrophoresis equipment and how to analyze the results of DNA electrophoresis. Methods and Materials: Start off, by gathering all of the necessary materials for the beginning which is 1. 2 mL of gel buffer in one graduated cylinder, in a separate graduated cylinder58. 8 mL of water and 0. 48 g of agarose powder. Next take an Erlenmeyer flask and mix all three of the substances, place the flask on a hot plate and keep swooshing the mixture in the flask. Repeat that step until the liquid in the hot plate becomes clear, make sure that the solution does not boil.Let the solution sit until it is lukewarm. Now, the molding tray should be prepared by taping off the sides with painters tape so no liquid can escape. Place the comb in the designated slot in the molding tray and pour the agarose solution into the mold tray. Now, take a graduated cylinder and pour in 8 mL of the buffer solution and 400 mL of water, then, pour it into the gel box. After the gel solidifies, with extreme caution, remove the painters tape and comb. Next, take the mold tray and place it on the table; now, take six disposable pipettes and the colo red dye from you teacher and fill each pipette with a different color.After each pipette has a different color, empty the pipette not too far in or too close to the surface of each well. Next, place the mold tray in the gel box, close the lid, and plug it in for about a half an hour. After the half an hour is up, take a couple pictures of the mold tray and the results that you saw. Results: Figure 1 Figure 2 As you see in figure 1, the dye pigments have been placed in each well and it is not perfect some of the dye have gotten out and leaked out on the top of the gel.That is okay though because the experiment was still a success because the dye pigments did move with the DNA molecules as you can see in figure 2. The dye pigments in all of the wells except for the well at the very top, all moved towards the positive side of the tray. The well at the very top contained positively charged DNA so that DNA started to move towards the negative side of the tray. Discussion: For the most pa rt, my hypothesis was correct, I was correct about the smaller particles moving further than the larger particles. I was correct and incorrect when I said that The DNA molecules are going to be negative. I as correct because five out of six were negative, although there was one that was positive so it did not go in the same direction as the other five. DNA’s direction is only influenced by one factor, which is whether the DNA is negatively or positively charged. This directly affects why the DNA moved the positive pole because DNA is negative so due to attraction it goes to the positive side of the pole. When a molecule is moving its rate of length and speed correlates with its size, if a molecule of DNA is large, it is going to be harder for it to move so it would be much easier for a small molecule of DNA to move across the gel.You can the molecules of DNA moving because they are dyed with the dye pigments. Electrophoresis causes the smaller DNA molecules to move further be cause it is easier for the positive charge to pull smaller pieces of DNA. Though, for this to happen, the power has to be turned on. Once the power is turned on it also turns on each end’s charge on each side of the tray so the DNA is attracted to that side of the tray. Most of the DNA the molecules carried a negative charge. A negative charge is carried because those molecules went towards the positive pole.Although those few molecules carried a positive charge so they went to the negative pole. The banding patterns in the gel are determined by the size of the DNA molecule. It can be interpreted as some of the DNA molecules weren’t broken down as small as others. Scientists use the number of nucleotides in one sample and it is compared to another blood sample. All of the similarities and differences add up. Also the sequences of the bases in a chain of DNA. In many murder investigations, DNA is used to find the culprit. Such as the case of James Anagnos, James was bea ten and stabbed to death in 1977 in his bar. NBC) James was holding a strand of hair that belonged to his murderer. Three decades later they compared the DNA is the strand of hair to a man named Frank Wright, it was a match. It didn’t serve any justice though, because Wright died in 2002. This is similar to the case of Priscilla Ann Blevins. Priscilla’s remains were found off an interstate and they were stored in a facility and kept under the name â€Å"Jane Doe†. (Lohr) Blevins’ genetic information was entered into a computer and it matched up with â€Å"Jane Doe† and was later confirmed with dental records.DNA helped to resolve this 37 year old cold case just like it did for the 1993 murder of Alie Berrelez. Alie was a five year old girl who was sitting in her apartment complex eating pizza when she was kidnapped. (Curry) Alie’s remains were found four days later stashed next to a creek. Nick Stofer was the main suspect but they couldnâ₠¬â„¢t arrest him because they didn’t have enough evidence against him. When this crime happened there was no such thing as DNA testing so there was no way they could prove it was him. In 2011, they compared DNA from Alie’s under to Nick Stofer and it was a match.Again Stofer died before he could stand trial, he died in 2001. Bibliography B. R. Ware,  Susan Lunte,  Kathleen Gardiner, 2012, â€Å"Electrophoresis,† in AccessScience,  ©McGraw-Hill Education, Retrieved from http://www. accessscience. com/content. aspx? searchStr=Electrophoresis&id=226400 Bowen R. , 2000, â€Å"Agarose Gel Electrophoresis of DNA†, in Colostate, Retrieved from http://arbl. cvmbs. colostate. edu/hbooks/genetics/biotech/gels/agardna. html Richard Roberts, 2012, â€Å"Restriction enzyme,† in AccessScience,  ©McGraw-Hill Education, Retrieved from http://www. accessscience. com/content. aspx? earchStr=restriction+enzymes&id=584150 2010, â€Å"Three Decade Old Murder M ystery Solved Using DNA† , in NBC California, retrieved from http://www. nbclosangeles. com/news/local/Three-Decade-Old-Murder-Mystery-Solved-Using-DNA-101944298. html Lohr D. , â€Å"After 37 Years, Priscilla Ann Blevins' Disappearance Solved Using DNA†, Huffington Post, Retrieved from http://www. huffingtonpost. com/2012/11/01/priscilla-ann-blevins_n_2059155. htmlCurry C. , 2011, â€Å"Cold Case of Murdered 5-Year-Old Alie Berrelez Solved†, ABC News, retrieved from http://abcnews. go. com/US/cold-case-year-murdered-1993-solved-dna/story? id=14510785

Of Mice and Men †Importance of Dreams Essay

Dreams are an ingrained part of our lives, and those who strive to achieve them show extraordinary devotion and resolve. The allure of a brighter future, of a better life, can both benefit and harm, as John Steinbeck’s Of Mice and Men illustrates. Living in a time of pain and loss, the characters in the novella cling to their dreams. However, these dreams are beyond attainment, of no importance for accomplishment, and bring them nothing but regret. This essay will demonstrate how hopes and dreams are unimportant for success and happiness, as they are unachievable and bring only pain. Firstly, the pursuit of dreams is futile, as they cannot be achieved. The dream that the two protagonists, George and Lennie, harbour recurs throughout the novel. Their dream is to one day own their own property and to become self-sufficient, and the realization of this dream becomes more likely as the novel nears its climax. However, the dream shatters with the death of Lennie, devastating George, as George cannot envisage the dream without Lennie. The dreams of the other characters, such as Candy and Crooks, are also shown to be beyond realization. Candy, knowing that he is soon to outlive his usefulness, hopes that he can come and live with George and Lennie and to have the freedom to work or rest as he pleases. However, this also is broken when Lennie dies. The black stable-hand Crooks is the only character that clearly understands the futility of dreams. â€Å"I seen hundreds of men come by on the road an’ on the ranches. . . every damn one of ’em’s got a little piece of land in his head. An’ never a God damn one of ’em ever gets it. Just like heaven†¦ Nobody never gets to heaven, and nobody gets no land.†(Crooks, Chapter 4) Crooks dreams of being equal to the other workers, but he understands that he is not considered equal. He briefly joins the dream that George and Lennie have, but withdraws his offer to help on the farm when he accepts that dreams are not possible: the freedom and happiness that they wish for is not found in the world they live in. The impossibility of achieving dreams makes them unimportant; they remain unfulfilled, leaving the holder with nothing. Secondly, when unfulfilled, dreams cause regret and misery. The unfulfilled dream of Curley’s wife’s has left her discontent, and she lives a lonely life with her inattentive husband. Her dream was to escape from her oppressive mother and become an actor. â€Å"‘A show come through, an’ I met one of the actors. He says I could go with the show. But my ol’ lady wouldn’ let me†¦If I’d went, I wouldn’t be livin’ like this, you bet.'† (Curley’s wife, Chapter 5) Because of her mother, Curley’s wife was never able to achieve her dream, just like the other characters, leaving her only with the knowledge that she could have had a better life. Her attitude and manner around the ranch evidences this. Her bitterness and attempts to draw attention from the other men, simply so she can have some companionship, are clear indicators of her dissatisfaction and loneliness. Curley’s wife is an example of dreams leaving the holder with regret when unfulfilled, and of how they are not important for success. Lastly, without dreams, people can still be successful and satisfied. The ranch’s skinner, Slim, is described as a highly skilled and content man, and as â€Å"the prince of the ranch.† He moved with a majesty only achieved by royalty and master craftsmen†¦ his authority was so great that his word was taken on any subject, be it politics or love. (Chapter 2, Of Mice and Men) However, while the other characters have dreams, Slim appears to have none. He never mentions any of his own, but rather supports others with theirs. It is demonstrated that he does not want anything outside of what he has, and that he has not created any plans. Whether it is because he, like Crooks, understands the futility of dreams, or because he is simply satisfied with his place in life, Slim does not possess them, and despite of this, he has the highest status among the workers. He stands as the primary example of how dreams are not required for somebody to be successful. In conclusion, it can be seen that dreams are not important. Not only do dreams leave those who keep them with unhappiness, such as with Curley’s wife, but they also cannot be achieved due to the cruel nature of fate, leaving them unfulfilled. These dreams, whether they are fulfilled or not, are shown to be unnecessary for contentment, as evidenced by Slim, the most successful worker. Ultimately, the nature of dreams is best illustrated by the poem from which the novel draws its name. The best laid schemes o’ mice an’ men Gang aft agley, An’ lea’e us nought but grief an’ pain For promis’d joy. (Robert Burns, To a Mouse) As it has been shown, dreams are not important; they are beyond reach, offer nothing, and bring only unhappiness to those who keep them, whether they are accomplished or not.