Shakespeare’s “Sonnet 130” is unique in its unglamorous portrayal of the so-called “Dark Lady” to whom it is addressed. In it, the narrator offers us a startlingly generous list of differences between the Dark Lady and your stereotypical beauty: she has ugly lips, a bad complexion, frizzy hair, colorless cheeks, smelly breath, an unmelodic voice, and a funky gait.

Giggles aside, what makes this description more compelling than Shakespeare’s other sonnets – particularly those in the “Fair Youth” series – is the fact that the narrator mentions the Dark Lady’s breath, voice, and gait. Big whoop, you say? In the world within the poem, this woman breathes, speaks, walks, and lives as her own autonomous entity, which is much more than can be said for the youth to which most of Shakespeare’s other sonnets are dedicated. Check out “Sonnet 18,” for example, which insists that the youth only lives thanks to the awesomeness of the poem itself: “So long as men can breathe or eyes can see, / So long lives this and this gives life to thee.” Ouch.

In spite of the Dark Lady’s unattractiveness, the narrator then claims that she is “as rare / As any she belied with false compare.” And he doesn’t mean rare in the endangered-species sense, either. But before you start to ooh and aah over the romantic turn in “Sonnet 130,” consider the fact that in Shakespearean English, the word “belied” can mean to be both falsely represented and sexually mounted. In other words, the narrator might well be accusing all those other romantic love poems of using flattery to get their addressees in bed. Which is pretty ironic coming from – what else! – a romantic love poem.

This have-your-cake-and-eat-it-too cleverness is typical of Shakespeare’s poetry. In “Sonnet 21” of the Fair Youth series, the narrator claims that “it is not with me as with that Muse” to use tired love platitudes or praise the addressee untruthfully; instead, he insists that even the most shameless, overblown portrayal couldn’t begin to describe the guy. Way to simultaneously mock and utilize your poetic rivals! In “Sonnet 53,” the narrator praises: “Describe Adonis, and the counterfeit / Is poorly imitated after you.” Since Adonis was a classic Greek symbol of beauty, the narrator is saying that even a description of the most beautiful thing imaginable couldn’t hold a candle to the youth. In other words, the narrator not only pays a real whopper of a compliment, but also slyly acknowledges the fact that descriptions are usually deceitful – and that poets are a bunch of liars.

As the Fair Youth sonnets continue, the narrator’s inspiration begins to wane. (To be fair, he DOES write over 100 poems for the guy.) Where in “Sonnet 38” he once scoffed, “who’s so dumb, that cannot write to thee, / When thou thyself dost give invention light?” by “Sonnet 101,” he angrily asks his Muse, “Because he needs no praise, wilt thou be dumb?” Uh huh, blame it on the Muse. To distract from his failure to perform, the narrator insists that the youth “needs no praise” to begin with. Have you ever gotten a birthday card from a cheapskate friend or relative saying that because you were already so blessed, you didn’t need an actual present? Shakespeare has officially become that cheapskate.

Let’s just hope the Dark Lady and the Fair Youth weren’t careful readers.

Shmoop is an online study guide for English Literature, Poems and American History. It’s a perfect aid for students and teachers seeking guidance with advance study, essays and writing papers. It promises to make learning and writing more fun and relevant.

Article Source:http://www.articlesbase.com/k-12-education-articles/lies-innuendo-and-oneupmanship-in-shakespeares-poetry-sonnet-130-and-the-fair-youth-series-1166397.html

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In identifying areas to improve learning for children educational software is a great place to start. If your child is a visual learner (and many kids are in today’s highly visual world!) then chances are they will respond to educational PC games more than traditional learning methods such as books.
Let’s face it computers are highly appealing, no matter the age. There is something about moving figures on a glowing screen and the ability to not only interact with the figures but be the one who manipulates them around the screen. It’s the creator in all of us that is inspired and engaged. No doubt most adults would still purchase a computer, even if they didn’t need one for work purposes.

With children you can start introducing them to computers as early as 2 or 3, but keep a close eye on both your babies! See how your child reacts, they may be completely comfortable with the machine. For others you may want to wait until they are old enough to differentiate between the mouse and a toy to throw around the room. But once your child is happy to respectfully interact with a computer, deciding on software is the next step.

For today’s children educational software is very appealing. When educational PC games were first developed the emphasis was on learning rather than engaging. As you can imagine, dry and rather boring reproductions of text book tables and images resulted.
 
Modern programs are highly visual and auditory, with a great deal of time and money spent on how to attract the user to the software and keep them engaged. You will often find that for children educational software is referred to as a “game” and this is a fairly accurate description (though many hardcore gamers may disagree!).

The general format of most educational pc games is a story that the children unfold by solving puzzles, or a location that children explore and interact with to work on curriculum-based activities. These two general formats have been adopted by the most popular grade-based educational software programs on the market.

The Learning Company and Jumpstart are the two major players in the childrens educational software market. They have both been in the business for decades and their programs are trusted by parents and educators alike. Purchasing one of their products would be a great place to start to gain a further understanding of the software and your child’s response to them.

Get more children educational software tips to help you choose the best software for your child at http://www.educationalgamer.com You can also get children’s educational software recommendations from a home-school mom.

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Understanding Coal and Petroleum

Man’s quest for sources of energy is inexhaustible. Early man depended mainly on muscular energy and later began to use wind and flowing water as sources of energy. He learned the art of making and controlling fire. Fire became his source of light at night. He used fire for warmth and realized that cooked food tastes better than raw food. As civilization advanced, man started using fire in making weapons, pottery etc. Today, with the progress in science and technology, fuels have become indispensable to man.

 

Fossil fuels are energy-rich, combustible forms of carbon or compounds of carbon formed by the decomposition of biomass buried under the Earth over millions of years. It is a black mineral of plant origin which is chemically, a complex mixture of elemental carbon, compounds of carbon containing hydrogen, oxygen, nitrogen and sulphur. Petroleum is a dark, viscous, foul smelling liquid, a mixture of solid, liquid and gaseous hydrocarbons with traces of salt, rock particles and water.

 

Liquefied Petroleum Gas, LPG is butane with small quantities of ethane and propane. These gases can be liquefied under pressure and bottled in cylinders. By itself LPG is odorless. On leakage, it is toxic if inhaled. It also forms an explosive mixture with air. LPG can be hazardous if handled carelessly. A strong smelling compound, ethyl mercaptan is added to detect the leakage of LPG. The composition of natural gas is chiefly methane (>90%) with traces of ethane and propane. In countries, where coal is easily available as compared to the rapidly depleting petroleum and natural gas, it is possible to avert the energy crisis by preparing petroleum and natural gas artificially.

 

With Man’s ever increasing need for energy, he has been using fossil fuels indiscriminately. In the process, harmful materials contributing to air pollution are being produced. Organic chemistry is a branch of chemistry that deals with the study of compounds of hydrogen and carbon (hydrocarbons) and their derivatives. There is existence of innumerable organic compounds. Properties of organic compounds are distinctly different from those of inorganic compounds. Catenation, the single most important property of carbon, is defined as the property of atoms of the same kind to covalently link with one another to form linear chains, branched chains or rings.

Hydrocarbons are compounds containing only hydrogen and carbon. They form an important class of organic compounds. Several organic compounds are derived from hydrocarbons. Therefore, they are also referred to as parent compounds. Nomenclature is the system of naming. With the existence of innumerable compounds of carbon, it has become necessary to follow a universal, rational system of naming. Such a system has been evolved by International union of pure and applied chemistry (IUPAC). By following this system, we can eliminate the confusion that arises due to usage of common names or trivial names. Isomers are compounds having the same molecular formula but different properties due to different structural arrangement of atoms in their molecules. Homologous series is a series of organic compounds having the same general formula, arranged in an ascending order of their molecular masses.

Alkanes are saturated hydrocarbons having only single bonds between the carbon atoms of their molecules. The general formula of alkanes is CnH2n+2. Alkanes are called paraffins because of their low reactivity (in Latin paraffin means- less reactivity). Methane forms an explosive mixture with air and is therefore dangerous. Methane being insoluble in water is convenient and safer to collect by the downward displacement of water. Biogas is a clean and efficient fuel. It is a mixture of methane (CH4), carbon dioxide (CO2), hydrogen (H2) and hydrogen sulphide (H2S).

Alkenes are unsaturated compounds having the general formula CnH2n. Ethene is a colourless gas with a sweetish odor. It is insoluble in water and soluble in organic solvents. It causes unconsciousness when inhaled. Alkynes are unsaturated hydrocarbons with the general formula CnH2n-2. They are the most reactive as compared to alkenes and alkanes.

Dr.Badruddin Khan teaches Chemistry in the University of Kashmir, Srinagar, India.

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The Advantages of Telling Time Software in the New Age Classroom

Classrooms of today retain time tested learning methods for their children, but are also leaning towards innovating the setting to adapt to the ever-changing times. The most highlighted change they have made is integrating software learning – such as telling time and learning about elapsed time – for a child’s learning. This is a great addition to a classroom that also keeps the promise of making learning fun, enjoyable and something that is well worth the time of a school age child.

More and more computers are now being installed in elementary school classrooms and more computer labs are being set up in elementary school. One very important software that is a “must-install” in this setting is software that will help children learn about telling time and elapsed time. this is because as much as it is a good concept to be taken up as a lesson, this particular math concept also needs much time for individual, pair or group practice. Having a classroom computer with a software for telling time is just what the children need – and not necessarily for the convenience of the teacher.

For one thing, having software on telling time and elapsed time will mean the teacher can simply design a short quiz that can be taken up by the students after the formal lesson on time, or she can also go with the built-in tests that are already part of the software. This is a good extension of the activity of telling time, and children will actually see this as a fun game instead of a boring drill because they get to work on a computer on an especially-designed kid-friendly format that will surely appeal to them. This activity is usually done in pairs so the child has the feeling of a support buddy when he finds a tricky problem.

Children of today are still bombarded with a lot of paper and pencil tasks, so it is important that they also get to move around the classroom instead of finishing one paper activity after another without leaving their seats. A computer with a telling time and elapsed time software is a great add-on to one’s classroom – such that the child gets to physically move from a tabletop activity to a computer and quickly settle into the tools and activity that he or she will find there. Thus, it is also a good exercise in navigation which is something that a good number of them also need at this particularly early age.

Most classrooms today integrate children with special needs. In the same way, software for time can also be adjusted to help children who are said to be slow learners know how to use the software and therefore learn how to tell time. Adjustments in content, skill set and the actual visual appearance are all present in most software to enable them – normal or children with some form of special need or in need of special assistance – to learn as well.

Learning about telling time and concepts of elapsed time are enhanced with software that are easily integrated in the classroom, to give all learners a chance to know more about the topic in a more enjoyable manner.

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Scientific Notation

Experimental measurements in science may include very large multiples of units and very small submultiples of them. Since measurements are expressed as a product of a number and a unit, this means that scientists have had to express very large and very small numbers. For example, one copper Canadian penny contains 564,240,000,000,000,000,000,000 atoms of copper. This is a clumsy notation, and it implies that we actually know that the number is not 564,240,000,000,000,000,000,005 atoms. We do not, and cannot, know this. It is therefore both more convenient, and by implication more honest, to express the number of atoms of copper in a copper penny as 56.424 x 10+23 atoms in this exponential notation.

A number is written in exponential notation as the product of a real number (with a decimal point) multiplied by ten to some integral power (the exponent). Alternatively, but less conveniently, we could explicitly give the precision of the measurement. On an accurate analytical balance, the number of copper atoms in a copper penny might be 56.424 +/- 0.005 x 10+23 atoms. Scientists usually write numbers in a form of exponential notation called scientific notation, which means that the number is written with one non-zero digit to the left of the decimal point and an integer exponent or power of ten. The number of atoms of copper in a copper penny would be written as 5.6424 x 10+24 atoms in scientific notation.

Another form of exponential notation called engineering notation is also convenient. In engineering notation the number is written with one, two, or three digits to the left of the decimal point and the integer exponent is always expressed as a number divisible by three. For example, 5.6424 x 10+24 atoms is in both scientific notation and engineering notation while 56.424 x 10+23 atoms is in neither, although both represent exactly the same number in exponential notation. Engineering notation is particularly convenient in the International System of Units (SI) because many powers of ten which are evenly divisible by three have a named prefix with an easily identifiable symbol.

The expression of a number as a power of ten is convenient because our number system is base on decimal pattern. We call the power to which ten is raised an exponent of ten, and exponents are normally written as superscripts. Thus 10+2 = 10 x 10 = 100 and 10+3 = 10 x 10 x 10 = 1000. A number which is raised to a power is called, in mathematics, a base. Numbers other than ten can be used as bases. For example, 2+3 is base two to exponent three, more often described as two to the third power, and equals 2 x 2 x 2 = 8; 2+4 = 16, and so on. Use of base ten is convenient because shifting the decimal point one place to the right and increasing the exponent by one are equivalent operations, as are shifting the decimal point one place to the left and decreasing the exponent by one. If either of these operations is repeated until the exponent is zero, the exponential part disappears because 100 = 1, and the number is again in ordinary non-exponential notation.

All forms of exponential notation are particularly convenient when products, quotients, powers, and roots must be calculated. Multiplications of two numbers in exponential form involve addition of their exponents, while division of two numbers in exponential form involves subtraction of their exponents. For powers, the exponent is multiplied, and for roots, the exponent is divided. Taking of a root is easier if the exponent of the number whose root is to be taken is evenly divisible by the desired root.

Dr.Badruddin Khan teaches Chemistry in the University of Kashmir, Srinagar, India

Article Source:http://www.articlesbase.com/k-12-education-articles/scientific-notation-1154283.html

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