Free Essays on Blood

Beep, beep, beep, beep. â€Å"You were traveling to class in the morning, it was very foggy. Without warning you saw a car in front of you as you slammed on your brakes your car started to spin and eventually rolled four times. The ambulance came and rushed you to the hospital. During the accident you suffered a head injury and are going to need a blood transfusion to compensate for the blood you have lost.† Beep, beep, beep, beep sounds the heart monitor. Throughout the world, everyday people are being deprived of life. Why? Because the need for donated blood is at devastatingly high levels. Did you know only about 5% of Americans eligible to donate blood, actually donate every year. I have been donating my blood since I was 16 years old, when my mother signed a waiver in order for me to donate my blood to my best friends mom who was very ill. I have done research on the topic of blood donating and today, I will persuade you to take an active role in saving someone’s life by donating blood. According to the American Red Cross every three seconds someone in the United States needs blood. With the occurrence of car accidents, shootings, and other medical emergencies blood is an invaluable resource. Blood is essential to life and there is no artificial substitute that can replace human blood. The National Blood Data Resource Center states that about 10,000 people receive blood transfusions every day and many of them are in jeopardy due to the declining rate of blood donations. All blood types are needed especially the â€Å"universal blood† type O blood, which can be received by anyone. The American Red Cross estimates about 12 million units of whole blood are donated in the U.S. every year and on any given day, approximately 33,000 units are needed. When calculated that leaves an estimated 45,000 units of blood still needed every year. I would be devastated if one of my friends, family members or myself needed some of the 45,000 un... Free Essays on Blood Free Essays on Blood Beep, beep, beep, beep. â€Å"You were traveling to class in the morning, it was very foggy. Without warning you saw a car in front of you as you slammed on your brakes your car started to spin and eventually rolled four times. The ambulance came and rushed you to the hospital. During the accident you suffered a head injury and are going to need a blood transfusion to compensate for the blood you have lost.† Beep, beep, beep, beep sounds the heart monitor. Throughout the world, everyday people are being deprived of life. Why? Because the need for donated blood is at devastatingly high levels. Did you know only about 5% of Americans eligible to donate blood, actually donate every year. I have been donating my blood since I was 16 years old, when my mother signed a waiver in order for me to donate my blood to my best friends mom who was very ill. I have done research on the topic of blood donating and today, I will persuade you to take an active role in saving someone’s life by donating blood. According to the American Red Cross every three seconds someone in the United States needs blood. With the occurrence of car accidents, shootings, and other medical emergencies blood is an invaluable resource. Blood is essential to life and there is no artificial substitute that can replace human blood. The National Blood Data Resource Center states that about 10,000 people receive blood transfusions every day and many of them are in jeopardy due to the declining rate of blood donations. All blood types are needed especially the â€Å"universal blood† type O blood, which can be received by anyone. The American Red Cross estimates about 12 million units of whole blood are donated in the U.S. every year and on any given day, approximately 33,000 units are needed. When calculated that leaves an estimated 45,000 units of blood still needed every year. I would be devastated if one of my friends, family members or myself needed some of the 45,000 un...

Ghazals, Short Lyrical Poems that Blend Arabic and American Cultures

Ghazals, Short Lyrical Poems that Blend Arabic and American Cultures Like  the pantoum, the ghazal arose in another language and has recently come to life in English despite the difficulties of technical translation. Ghazals originated in 8th century Arabic verse, came to the Indian subcontinent with Sufis in the 12th century, and flourished in the voices of the great Persian mystics, Rumi in the 13th century and Hafez in the 14th century. After Goethe became enamored of the form, ghazals became popular among 19th century German poets, as well as more recent generations like the Spanish poet and playwright Federico Garcà ­a Lorca. In the last 20 years, the ghazal has taken its place among the adopted poetic forms used by many contemporary poets writing in English. A ghazal is a short lyric poem composed of a series of about 5 to 15 couplets, each of which stands independently on its own as a poetic thought. The couplets are linked through a rhyme scheme established in both lines of the first couplet and continued in the 2nd line of each following pair of lines. (Some critics specify that this rhyme carried through the 2nd line of each couplet must actually, in strict ghazal form, be the same ending word.) The meter is not strictly determined, but the lines of the couplets must be of equal length. Themes usually are connected to love and longing, either romantic desire for a mortal beloved, or a spiritual longing for communion with a higher power. The closing signature couplet of a ghazal often includes the poet’s name or an allusion to it. Ghazals traditionally invoke universal themes like love, melancholy, desire and address metaphysical questions. Indian musicians like Ravi Shankar and Begum Akhtar made ghazals popular in the United States during the 1960s. Americans also discovered ghazals through the New Delhi poet Agha Shahid Ali, who blended Indo-Islamic traditions with American-style storytelling.

Ending of Life Essay Example | Topics and Well Written Essays - 2000 words

Ending of Life - Essay Example The LCF strongly views that the legalisation of euthanasia and physician assisted suicide is against the right of the under Article 2 of the European Convention on Human Rights. The LCF has brought to light that euthanasia or physician assisted suicide cannot be truly autonomous acts which requires consent and the accurate assessment of competence is not adequately guaranteed. Further, the submission also focuses on the fact that it is to too difficult to ensure a truly voluntary decision and it is impossible to regulate euthanasia or physician assisted suicide. The LCF rightly has pointed out that neither the doctors nor patients want euthanasia and the legalization would create a policy drift away from the principle of inviolability of life, thus opening the door to further liberalization of the law. In the submission, ‘ECHR’ denotes the European Convention on Human Rights 1950, ‘ECtHR’ denotes the European Court on Human rights; ‘PAS’ denotes physician assisted suicide, where a doctor helps a patient to take his or her own life; Euthanasia denotes the intentional termination of a patient’s life by a doctor who thinks that death is of benefit to the patient; Involuntary euthanasia denotes euthanasia being carried out against the wishes of a Non – competent patients; The House of Lords Committee denotes the House of Lords Select Committee on the Assisted Dying for the Terminally Ill Bill; The Select Committee Report denotes the First Select Committee Report of the House of Lords on the Assisted Dying for the Terminally Ill Bill. The LCF has classified its objections into various categories as The Right to Life, The Right to choose, The Problem of Consent, Depression, The Impossibility of the Regulation, Safeguards, Implication and Conclusion in the submission. According to the LCF submission, the Right to Life is the corner stone of human rights law, which has the protection under the Article 3

Short Answers Essay Example | Topics and Well Written Essays - 500 words

Short Answers - Essay Example Because of the vast territory, there emerged a more global culture within the city-states which integrates their artistic styles into a single art form which we now call Hellenistic art (Greek Art 1). The classical period has emphasized the shift from depicting gods and goddesses with their ideal forms into human beings in their natural state. This has been continued in the Hellenistic period yet "the artist of the Hellenistic era expanded his formal horizons with dramatic posing, sweeping lines, and high contrast of light, shadow and emotions" (Greek Art 2. From the simple depiction of Poseidon or Zeus in the classical era, the Hellenistic art comes up with more dramatic masterpieces such as the sculpture of Antinous which imparts deeper emotion. It should also be noted that the "subtle implications of greatness and humility of the classical era are replaced with bold expressions of energy and power" (Greek Art 3). The classical period's Charioteer of Dephi even though recognized for the severity of movements is relatively static when compared to the Hellenistic period's Boy Jockey which highlights tension. Socrates, Plato, and Aristotle are considered the three greatest thinkers in Greece.

Feminism and Cultural Identity Essay Example for Free

Feminism and Cultural Identity Essay Barbie, a worldwide viral doll known for her interest in adult-fashioned roles, indirectly constitutes the way American girls should grow up to be. With the creation of this doll came the thirst and need to sell it. Therefore, just one version of the Barbie doll is not sufficient. Mattel Inc., famous for its numerous toy creations yet infamous for its many controversies, has made Barbie’s boyfriend, sister, cousin and even her dog. Consequently, Mattel created Barbie collectibles that included the â€Å"Barbie Dolls of the World†. In this collection, the creation â€Å"the notorious PR Barbie† as Frances Negrà ³n-Muntaner states in Barbie’s Hair: Selling Out Puerto Rican Identity in the Global Market, has developed confusion, furiousness and also indifference in the Puerto Rican society. In Sandra Cisneros’ essay, Barbie Q, Barbie’s values are as she physically is, merely plastic. She is a â€Å"mean-eyed† fashionista boyfriend stealer with emphasis on the stealing part. Barbie has made society assume that girls and women’s interests are only based on their looks and men. At the same time, girls around the world are getting brainwashed into thinking that is what they were made to do and how they are meant to be. Because Barbie dolls are used by young girls who may be in the process finding who they are, these girls may grow up with these sexist values in their lives. With this being said, young girls are offered a very superficial way of life, the life of a Barbie, which may be pretty and cute from the outside but it’s a very fake one. With this, society has created a twisted way of how a girl or woman should be like. On this essay’s last paragraphs describes where the protagonists dolls come from; a flea market. The doll she had probably was damaged by a fire, but as she describes the damages it shows that in a way the child accepts not only the doll’s flaws, but her own. With this, she will not let society define perfection. And the search for perfection will be her own, not what society has taught. Another essay that embarks the same issue with Barbie dolls is the previously mentioned by Frances Negrà ³n-Muntaner. In this essay, Negrà ³n, states that when Mattel brought the new Boricua personage to the â€Å"Barbie Dolls of the World† collection, Puerto Rican people from both the island and migrants in the United States had distinct yet connected opinions of the doll. Island intellectuals criticized the doll’s Americanized ideal of what a Puerto Rican should be and is like, this being a wavy-haired mulatta. Still, Puerto Ricans living on the island bought the doll and made it one of the most sold. On the other hand, Islanders now living in the United States considered the doll â€Å"straight-haired and white†. The Puerto Rican Barbie offers young girls a misconception of what a Puerto Rican really is. The Puerto Rican Barbie was conceived almost in the 21st century with the mannerisms of a 19th century jà ­bara (a country-side woman). The idea behind â€Å"Barbie Dolls of the World† was that American girls learned about different cultures in the world. Since Barbie’s are sold worldwide, there is an issue that is developed instantly. The American corporation Mattel has a big dilemma: making sure that the conception of the dolls is loyal to the culture it corresponds, an issue that they did not pay attention with proximity for the Puerto Rican Barbie doll. Thanks to this doll, people from around the world perceive Puerto Rican identity as country mulatto men and women. When in reality, Puerto Rico’s race is a mix of African, Spanish and Taà ­no (natives): â€Å"The lingering impression that the Puerto Rican Barbie was essentially white and that its â€Å"mulattoness† was a cultural masquerade was reinforced by the box’s ethnic â€Å"origin† story for Puerto Ricans: ‘My country was discovered in 1493 by Christopher Columbus who claimed it for Spain.’ In only mentioning that the island was discovered by Columbus, Mattel and its allies connote that all Puerto Ricans are fundamentally Europeans and banish the influence of Natives and Africans to the back of the bus.† The doll’s box, to a certain point, limits the explanation of the Puerto Rican race and the consumer to his or her understanding and knowledge of the Puerto Rican culture, or any culture for that matter. The owner of the Barbie doll, or society passes to believe what the box primarily says. Usually, stereotypes are a general knowledge of a country or a culture. This not being the case on the Puerto Rican conception of the Barbie doll, she is put as an olive skinned, jà ­bara with a bomba dress, that in reality looks like a European dress with encaje (lace). If the doll was a jà ­bara (low class countryside woman) with a bomba dress, why did it have lace when it is a sign of a high-class European wardrobe? â€Å"The doll’s main concern is for you to ‘like the special white dress I am wearing. It is very typical of a dress I might wear to a festival of a party.’† states Frances Negrà ³n-Muntaner. The Puerto Rican doll is a complete stereotype of what a Puerto Rican is. If the box said that the doll is wearing a traditional outfit, or explained how our culture developed, it would be a different story. Nevertheless, the doll is put in a 19th century context when it was almost created within the new millennium. Clearly, Puerto Ricans must have passed through modernization or what Puerto Rican intellectuals call â€Å"Americanization†. Also, the doll’s features are the ones of a mulatto, when Puerto Ricans have a mixture of African, Taà ­no and Spanish. Puerto Rican’s ethnic background is omitted with this doll. However, the most controversial issue with this doll wasn’t its skin color or its â€Å"fiesta† wardrobe, it was its hair, as the essay’s title says: â€Å"Barbie’s Hair†. Frances Negrà ³n-Muntaner shows various Puerto Rican opinions on the doll’s hair but the most outrageous states as follows: â€Å"Lourdes Pà ©rez, a Puerto Rican Chicago-based, San Juan-raised interior decorator, was horrified at what she saw: ‘I don’t care that she’s white. Puerto Ricans come in all colors. But when I saw that hair, I thought ‘Dios mà ­o’, we just passed a terrible legacy to the next generation.â⠂¬â„¢ Despite exasperated responses from some Puerto Rico-based (white) men- â€Å"[t]his woman is saying that the prevalent lack of respect, the lawlessness, drugs, driving conditions, domestic and child abuse aren’t as terrible a legacy as a straight-haired Barbie† Lourdes Pà ©rez then was pointed out by Louis Aguilar as a Puerto Rican woman who probably spent countless hours straightening her hair before going to the office or school. She was described as a woman ashamed of her griferà ­a. Pà ©rez contradicts herself in the previous quote because she emphasized, â€Å"Puerto Ricans come in all colors† and yet criticized what big hair the doll had. Puerto Ricans, as previously informed, are a mix of 3 bloods: Taà ­no, Spanish and African. Therefore, the issue that the Puerto Rican Barbie’s hair provoked is illogical. What Mattel should have worked on better, were its features and the box historical background. Because Barbie is a globalized toy, it is impo rtant that the company portrays the culture correctly so people won’t generalize when in contact with another culture. The representation of Barbies as women helps re-create stereotypes because girls that play with these dolls are in the stage of life where they are in the process of formation as a human being. The doll’s profession or wardrobe will be what the child wants to grow up and be or know. Barbies as women are key to generalization and dolls should be what a kid wants it to be, not what a company wants women to be. In a way, Negrà ³n-Muntaner suggests in â€Å"Barbie’s Hair† that cultural stereotypes affect not only how people around the world view Puerto Ricans but also how Puerto Ricans view themselves. A sort of indifference has been created with this doll. Puerto Rican folk know that the doll’s historical background is completely disfigured yet they still go out and buy the collectible Barbie. That is to say, Puerto Ricans have passed to not care about how other people view them. People around the world see Puerto Ricans like the doll; peasants wearing bomba dresses with European lace, that meant the person is in a higher social class. It’s a bad combination of what we are. By reading these materials it has been clearly learned that it is very important that people know have a deep sense of they are and where they come from. Also, not to generalize a culture with a doll meant for a specific country. It is essential that we, as Puerto Ricans, become proud of our roots and get to know where we come from. We cannot limit our knowledge of what a Puerto Rican is and where he or she comes from to a doll. It is also necessary that girls own up to a Barbie, not the other way around. A Barbie is not a paradigm of what a girl should grow up to be. We are not perfect or plastic and we are not meant to be it either. This is where society fails. Most people don’t let their children know that they are perfect in their own way. It is most important that we let others know the wrongs that come from generalization and stereotypes. These, along with prejudice, paralyze and deactivate intelligence because people won’t let it flow or let he or she get influenced by other cultures and learn. [ 1 ]. Mulatto is the race mix of Spanish and Taà ­no. [ 2 ]. African-Puerto Rican dance that the lower class performed. [ 3 ]. Known as big kinky hair passed African folk.

Classical Criminology Essay -- Crime Deviance Psychology Essays

Classical Criminology The classical school of criminology was around in the eighteenth century. It came abount in a time when the previous dominent spiritual look at defining crime and criminal behaviour was being challenged by a newer naturalistic approach of the social contract theorists. The classical school was the established ideas of monarchs, fedual lords and the fathers of the church. The main pioneers of the classical school were Cesar Beccaria ( 1738-1974) from Italy and Jeremy Bantham from Britain (1948-1832). From them writing their theories in the eighteenth century they established the essential components of the rational actor model. They both shared the idea that crime and criminal behaviour could be understood and controlled by human nature. The classical school was not intrested in studying crime and criminals, it got its theorys from law making and legal processing. The new ideas of '' enlightenment'' philoshefers were Montisque, Rasseau, Voltaire, Thomas Aquins and Locke. The fundermental principles of the classical school are made up of four main things. These are, free will, rationality, self-intrest and responsibility. Free will - People thought that god made people commit the crime, the classical school thought that people are not forced into commiting crimes. They believe that its our choice to behave in a criminal or non criminal way. We have a range of choices, and it is up to us if we want to break the law. Rationality,- This is where we think about each pro and con of each action we take, and we think about what we are doing. Self-intrest.- The classical school believed that we were all born s... ...present the state. In proportion to all this, the law must specify the relationship between law and the punishment given. The Punishment must come very soon and as quick as possible after the crime has been commited. The judge's and the jurys administer the law and punishment and interprate the law. Beccaria's theorys have a huge impact on modern criminal law. The idea of free will is built into many legal codes. Jermy Bantham was a philoshopher and a leading disciple of Beccaria. He too thought that human nature had some place in people becoming criminals. He too was a believer in that people would commit crime to minimalise pain and maximise pleasure. Bantham believed that it was incorect up-bringing that caused people to commit crime. Works Cited Roger Hopkins Burke. An Introduction to Criminological Theory

Importance of blood donation Essay

Begin with an interesting quotation related to your opinion about The American Red cross (You will need a transition here) – End the Intro paragraph with your thesis statement: Even though Not a lot of people donate blood even though they have time and energy to do so., Every person in this world should donate blood once. because It might be that one can need blood and sometimes hospitals run out of it. and Each time one gives a blood they can save three lives.. Body Paragraph or Section #1 Topic of the body thesis: Not a lot of people donate blood even though they have time and energy to do so. – Find evidence – like facts, examples, quotations, or statistics that back it up or support the topic sentence of this paragraph. – Explain how your evidence supports the topic sentence Another example that shows that Not a lot of people donate blood even though they have time and energy to do so. is†¦ – Find more evidence – facts, examples, quotations, or statistics that back it up or support the topic sentence of this paragraph. – Explain how this second piece of evidence supports the topic sentence. Body Paragraph or Section #2 Even though Not a lot of people donate blood even though they have time and energy to do so., Every person in this world should donate blood once. because It might be that one can need blood and sometimes hospitals run out of it.. – Find evidence – like facts, examples, quotations, or statistics that back it up or support the topic sentence of this paragraph. – Explain how your evidence supports the topic sentence Another example that shows that It might be that one can need blood and sometimes hospitals run out of it. is†¦ – Find more evidence – facts, examples, quotations, or statistics that back it up or support the topic sentence of this paragraph. – Explain how this second piece of evidence supports the topic sentence. Body Paragraph or Section #3 The most important reason Every person in this world should donate blood once. is because Each time one gives a blood they can save three lives.. – Find evidence – like facts, examples, quotations, or statistics that back it up or support the topic sentence of this paragraph. – Explain how your evidence supports the topic sentence Another example that shows that Each time one gives a blood they can save three lives. is†¦ – Find more evidence – facts, examples, quotations, or statistics that back it up or support the topic sentence of this paragraph. – Explain how this second piece of evidence supports the topic sentence. Conclusion So it is clear that although Not a lot of people donate blood even though they have time and energy to do so., Every person in this world should donate blood once. for two main reasons. First, It might be that one can need blood and sometimes hospitals run out of it.. But most importantly, Each time one gives a blood they can save three lives.. – Now you will return to your opening attention-getter from the introduction – Then end your essay with a powerful So What? statement.

Roles of Reality in Children’s Literature

The Role of Reality in Children’s Literature Anna Scott The Role of Reality in Children’s Literature Historical Fiction Historical Realism attempts to recreate a reality of the past, to capture the milieu of a time gone by and must be set at least a generation before the writing of the book. It has the power to broaden our horizons, to learn more about the people and places of our world by reading about the past—where we all came from (Russell, 2009). One such powerful story, one of the inhumanity and sacrilege of World War II and a family’s journey through it all is Lois Lowry’s Number the Stars.Family and Social Values Number the Stars is an excellent example of historical fiction which deals directly with the Nazi regime. Here and there is a bit of violence, suspense and fear of the soldiers, but it is mostly a story of bravery, courage, friendship and hope. A young girl named Annemarie Johanson grows up in occupied Denmark during the Second Worl d War. She learns first-hand about the plight of the Jews in her country when she and her family help her best friend Ellen Rosen and her family escape to Sweden.A soldier appears when the Johanson’s take Ellen in for one night while Ellen’s mother and father are taken to a safe place. Annemarie helps Ellen by hiding her Star of David necklace so the soldiers do not see it. Ellen pretends to be Annemarie’s dead sister Lise and is hopeful that the soldiers do not find out. The next day Annemarie, her mother, Annemarie’s Uncle Henrik and Brother-in-law Peter help Ellen and her family flee to Sweden. During the most intense parts of the book, the two families (Johanson’s and Rosen’s) are often put face to face with the enemy.At one point, the family is gathered around a coffin along with other families in hopes to meet to discuss future events that will aid in their safe departure from the country. But when a soldier enters and demands the coff in be opened, the family must decide quickly a plan to fool the soldier and to convince him that they are truly mourning a death, and not conspiring against the soldiers. Uncle Henrik tells Annemarie: â€Å"It is much easier to be brave if you do not know everything†¦ e only know what we need to know† (Lowry, 1989) and Annemarie quickly discovers that it is better to know less than to know the truth, as the fear is so much more apparent when the truth is known. This story is filled with aspects of respect and unity as both families treat each other equally and protect each other, even though Ellen’s family is Jewish and Annemarie’s isn’t. Ellen and Annemarie’s friendship is a true testament to how far you will go to protect a friend. Almost every character exemplifies bravery in one way or another.Annemarie does not think she is brave even though she took her Uncle his forgotten â€Å"lunch† and takes on two German soldiers. When Uncle Henrik tells her, â€Å"That’s all that brave means, not thinking about the dangers. Just thinking about what you must do† (Lowry, 1989), Annemarie learns that being scared or frightened does not mean that one is not brave. Annemarie and her family push through the fears and the unknown to strive for what is right and what they believe in. Literary elements and structural devicesNumber the Stars is a serious yet hopeful story that provides details about wartime experience. Told in third person, Number the Stars reflects a child’s view of the Nazi occupation in Denmark. The characters main cultures are Danish, Jewish and German and it is assumed that the characters have traditional gender roles and behaviors. The story is set in the Protagonist against Society conflict where the protagonists are the main characters: Annemarie and her family and Ellen and her family and they are against the Nazis values and morals.Number the Stars is a coming of age story about fa mily and close friends that entails the characters likes, dislikes, struggles and triumphs. Based in fact or History In Number the Stars, Lowry tells of the realistic story of life in Denmark during World War II through the lives of two young girls, but while reading there is not too much evidence that the story is not real. The book tells the true events of the Nazi soldiers in that time period as well as Jewish people becoming targeted by Nazi’s and other’s helping them hide.According to Lowry, Number the Stars is a novel that was inspired by a friend who had grown up in Denmark during World War II. It is based on hours of conversations with her friend and others who experienced the hardships of World War II and in much of her writing; Lowry tries to tell the big story by relating small details (â€Å"Study Guide for Number the Stars (pdf)†, n. d). Most of her explanation about where the story came from and where fact ends and fiction begins is at the end of t he book in the Afterword.Here she explains that she had always been fascinated and moved by her friends descriptions not only of the personal deprivation and sacrifices that her family and neighbors suffered through but the courage and integrity of the Danish people and the leadership of the kind they loved, Christian X (â€Å"Study Guide for Number the Stars (pdf)†, n. d). Reading this afterword, adds an element to the story that you thought was already there. You can easily identify the time, place and discover the families while you are shown examples of honor, hope, friendship, bravery and courage all knowing that portions of the story have a small inkling of truth.Summary We read realism because we are interested in the lives of the characters—their loves, fears, likes, dislikes, struggles, and triumphs. What we learn is that human beings of different times and places have a great deal in common (Russell, 2009). In Number the Stars, there are lessons of friendship , honor, respect, unity, and bravery within the story. Lois Lowry gives us a moving story that shows us in the face of Nazi bigotry and hatred, honor and hope still prevail. We are told that we can learn from the past, that we can avoid the same mistakes however, covering it up does not erase it.Being ignorant only leaves us unprepared for the future so we should not only uncover the horrors of the past, but also show the glories as well. References EBOOK COLLECTION:  Russell, D. L. (2009). Literature for children: A short introduction (6th ed. ). Boston, MA: Pearson/Allyn & Bacon. Lowry, L. (1989). Number the Stars. New York, New York: Houghton Mifflin Books for Children. Study Guide for Number the Stars (PDF). (n. d. ), Retrieved from http://www. glencoe. com/sec/literature/litlibrary/pdf/number_the_stars. pdf

Bedford Hours essays

Bedford Hours essays Various medieval manuscripts are focus of interest for todays scholar, because of their intricate textual and pictorial context. Yet it is The Book of Hours that stands out the most for its diverse structural framework and the creative peculiarities. The irregularities within this brilliant manuscript make it unique in its own way. The unconventional order of the texts, iconographical peculiarities within a program, the abnormality of miniatures, the question of patronage, identity of the artist or the date of production are many reasons why we get captivated and choose to examine this type of manuscript more closely. There are many different Books of Hours. The Bedford Hours is one of the most intriguing ones. The book measures 260 x 180 mm (10 1/2 x 7 1/8 inches). It contains nearly 300 leaves, every one of which is illuminated. In addition to its 38 large miniatures, most of which complement conventional texts of a Book of Hours, it includes more than 1200 tiny marginal pictures, illustrating scenes from Old and New Testaments. The text of the manuscript is written in blue, red and gold ink. The body of work consists of six unequal sections, each of which includes a coherent sequence of devotions appropriate to inclusion in this type of book. The sections are as follows: Calendar; Gospel Lessons followed by Obsecro te and O intemerata; Hours of the Virgin; Penitential Psalms with special Hours assigned to the seven days of the week, and Office of the Dead; Hours of the Passion; Memorials of selected saints, and number of selected special devotions. Each section is composed of multiple gatherings of eight leaves. A gathering of twelve leaves, carrying the calendar precedes these sections. Each month occupying the recto and verso of a single leaf, is illustrated with appropriate iconography. The suitable labors of the month accompanied by zodiac signs are shown in the lower margin of the rec...

Submit Forms Using TWebBrowser in Delphi

Populate/Submit Forms Using TWebBrowser in Delphi The TWebBrowser Delphi control provides access to the Web browser functionality from your Delphi apps - to allow you to create a customized Web browsing application or to add Internet, file and network browsing, document viewing, and data downloading capabilities to your applications. Web Forms A web form or a form on a web page allows a web page visitor to enter data that is, in most cases, sent to the server for processing. The simplest web form could consist of one input element (edit control) and a submit button. Most web search engines (like Google) use such a web form to allow you to search the internet. More complex web forms would include drop-down lists, check boxes, radio buttons, etc. A web form is much like a standard windows form with text input and selection controls. Every form would include a button - a submit button - that tells the browser to take action on the web form (typically to send it to a web server for processing). Programmatically Populating Web Forms If in your desktop application you use the TWebBrowser to display web pages, you can programmatically control web forms: manipulate, change, fill, populate fields of a web form and submit it. Heres a collection of custom Delphi functions you can use to list all the web forms on a web page, to retrieve input elements, to programmatically populate fields and to finally submit the form. To more easily follow the examples, lets say theres a TWebBrowser control named WebBrowser1 on a Delphi (standard Windows) form. Note: you should add mshtml to your uses clause in order to compile the methods listed here. List Web Form Names, Get a Web Form by Index A web page would in most cases have only one web form, but some web pages might have more than one web form. Heres how to get the names of all the web forms on a web page: function WebFormNames(const document: IHTMLDocument2): TStringList; var   Ã‚  forms : IHTMLElementCollection;   Ã‚  form : IHTMLFormElement;   Ã‚  idx : integer; begin   Ã‚  forms : document.Forms as IHTMLElementCollection;   Ã‚  result : TStringList.Create;   Ã‚  for idx : 0 to -1 forms.length do   Ã‚  begin   Ã‚  Ã‚  Ã‚  form : forms.item(idx,0) as IHTMLFormElement;   Ã‚  Ã‚  Ã‚  result.Add(form.name) ;   Ã‚  end; end; A simple usage to display the list of web form names in a TMemo: var   Ã‚  forms : TStringList; begin   Ã‚  forms : WebFormNames(WebBrowser1.Document AS IHTMLDocument2) ;   Ã‚  try   Ã‚  Ã‚  Ã‚  memo1.Lines.Assign(forms) ;   Ã‚  finally   Ã‚  Ã‚  Ã‚  forms.Free;   Ã‚  end; end; Heres how to get the instance of a web form by index.  For a single form page the index would be 0 (zero). function WebFormGet(const formNumber: integer; const document: IHTMLDocument2): IHTMLFormElement; var   Ã‚  forms : IHTMLElementCollection; begin   Ã‚  forms : document.Forms as IHTMLElementCollection;   Ã‚  result : forms.Item(formNumber,) as IHTMLFormElement end; Once you have the web form, you can list all the HTML input elements by their name, you can get or set the value for each of the fields, and finally, you can submit the web form. Web pages can host web forms with input elements like edit boxes and drop down lists which you can control and manipulate programmatically from Delphi code. Once you have the web form, you can  list all the HTML input elements by their name: function  WebFormFields(const  document: IHTMLDocument2;  const  formName :  string): TStringList;  var  Ã‚  Ã‚  form : IHTMLFormElement;   Ã‚  field : IHTMLElement;   Ã‚  fName : string;   Ã‚  idx : integer;  begin  Ã‚  Ã‚  form : WebFormGet(0, WebBrowser1.Document  AS  IHTMLDocument2) ;   Ã‚  result : TStringList.Create;   Ã‚  for  idx : 0  to  -1 form.length  do  Ã‚  begin   Ã‚  Ã‚  Ã‚  field : form.item(idx, ) as IHTMLElement;   Ã‚  Ã‚  Ã‚  if  field   nil then  Continue;   Ã‚  Ã‚  Ã‚  fName : field.id;   Ã‚  Ã‚  Ã‚  if  field.tagName INPUT  then  fName : (field  as  IHTMLInputElement).name;   Ã‚  Ã‚  Ã‚  if  field.tagName SELECT  then  fName : (field  as  IHTMLSelectElement).name;   Ã‚  Ã‚  Ã‚  if  field.tagName TEXTAREA  then  fName : (field  as  IHTMLTextAreaElement).name;   Ã‚  Ã‚  Ã‚  result.Add(fName) ;   Ã‚  end;  end; When you know the names of the fields on a web form, you can programmatically  get the value  for a single  HTML  field: function  WebFormFieldValue(   Ã‚  const  document: IHTMLDocument2;   Ã‚  const  formNumber : integer;   Ã‚  const  fieldName :  string):  string;  var  Ã‚  Ã‚  form : IHTMLFormElement;   Ã‚  field: IHTMLElement;  begin  Ã‚  Ã‚  form : WebFormGet(formNumber, WebBrowser1.Document  AS  IHTMLDocument2) ;   Ã‚  field : form.Item(fieldName,) as IHTMLElement;   Ã‚  if  field   nil then  Exit;   Ã‚  if  field.tagName INPUT  then  result : (field  as  IHTMLInputElement).value;   Ã‚  if  field.tagName SELECT  then  result : (field  as  IHTMLSelectElement).value;   Ã‚  if  field.tagName TEXTAREA  then  result : (field  as  IHTMLTextAreaElement).value;  end; An example of usage to get the value of an input field named URL: const  Ã‚  Ã‚  FIELDNAME url;  var  Ã‚  Ã‚  doc :IHTMLDocument2;   Ã‚  fieldValue :  string;  begin  Ã‚  doc : WebBrowser1.Document  AS  IHTMLDocument2;   Ã‚  fieldValue : WebFormFieldValue(doc, 0, FIELDNAME) ;   Ã‚  memo1.Lines.Add(Field : URL, value: fieldValue) ;end; The entire idea would have no value if you would not be able to  fill in web form elements: procedure  WebFormSetFieldValue(const  document: IHTMLDocument2;  const  formNumber: integer;  const  fieldName, newValue:  string) ;  var  Ã‚  Ã‚  form : IHTMLFormElement;   Ã‚  field: IHTMLElement;  begin  Ã‚  Ã‚  form : WebFormGet(formNumber, WebBrowser1.Document  AS  IHTMLDocument2) ;   Ã‚  field : form.Item(fieldName,)  as  IHTMLElement;   Ã‚  if  field   nil then  Exit;   Ã‚  if  field.tagName INPUT  then  (field  as  IHTMLInputElement).value : newValue;   Ã‚  if  field.tagName SELECT  then  (field  as  IHTMLSelectElement) : newValue;   Ã‚  if  field.tagName TEXTAREA  then  (field  as  IHTMLTextAreaElement) : newValue;  end; Submit  a Web Form Finally, when all the fields are manipulated, you would probably want to submit the web form from Delphi code. Heres how: procedure WebFormSubmit(   Ã‚  const  document: IHTMLDocument2;   Ã‚  const  formNumber: integer) ;  var  Ã‚  Ã‚  form : IHTMLFormElement;   Ã‚  field: IHTMLElement;  begin  Ã‚  Ã‚  form : WebFormGet(formNumber, WebBrowser1.Document  AS  IHTMLDocument2) ;   Ã‚  form.submit;  end; Not All Web Forms Are Open Minded Some web forms might host a captcha image to prevent web pages from being manipulated programmatically. Some web forms might not be submitted when you click the submit button. Some web forms execute JavaScript or some other procedure gets executed handled by the onsubmit event of the web form. In any event, web pages can be controlled programmatically, the only question is how far are you prepared to go?

Assignment 3 Example | Topics and Well Written Essays - 500 words - 12

3 - Assignment Example The spot gasoline prices are the prices that have an influence on the wholesale of gasoline. This is the price paid by stations when filling their storage tanks. The current price of commodity is $2.18 per gallon (Roseman n.d). This changes depending with season. For instance, during winter the prices are likely to go down by almost a half. The specifications for the commodity have changed since 1998 (Brand n.d). This is as way of keeping up with the new technologies being invented and especially in the oil production and refinery sectors. Also, the changes in the commodity specification are a method of creating environmental friendly products thereby reducing the products negative impacts on the environment (Roseman n.d). Sulphur levels in the Canadian gasoline are not to average more than 30 parts per million. Similarly, the sale of Benzene has been limited to 1.5% by volume. The current future of gasoline is that the prices are likely to shoot. This is because this is what has been trending from February 2015 until March 9 2015 (Roseman n.d). For example, the price was $2.332 on February 23 2015, $2.473 on March 2 2015 and $2.487 on March 9 2015 (Brand n.d). This explains the trend that the prices are going up every week. I expect the price of gasoline to average $3/bbl. The reason for this projection is that the current futures are suggesting a very high uncertainty in the overall price outlook. For instance, the future contracts for May 2015 averaged $52/bbl. This indicates an average of 52% volatility and 95% upper and lower limits. This confirms that the market expectations will widen over time. In my opinion, I would recommend that the projections for the commodity be set a month before the release of the commodity. The executive committee should avoid long duration’s predictions as this is affecting the price of gasoline. For example, if they predict the price shall go up even when the economy is doing great, the