Summary on cpc (cyclic pipeline computer) an architecture suited for Essay

Summary on cpc (cyclic pipeline computer) an architecture suited for josephson and pipelined memory machines - Essay Example This ensures that the two devices are naturally pipelined using a similar pitch time. At the same time, advanced control technique could be used to speed up computation in each instruction stream. This technique is used in high performance computers that see to it that each stage of instruction processing and data references is made from different memories. Thus, overlapped memory access and processor instructions are performed at a much faster rate through multiple instruction streams that take place in a cyclic manner. Research carried out on the new CPC that is based on the silicon technology has found that there is an improvement in the cost/performance ratio as it operates at a much higher speed using the three-phase clock (Shimizu et al 831). At the same time, the CPC device makes use of a three input majority through DCFP which makes it easy to realize a negation. Similarly, the power consumption is much lower which allows for a high-density

Holistic Profile of 3 and a Half Years Old Girl Essay

Holistic Profile of 3 and a Half Years Old Girl - Essay Example Physical development After a long interview with Mrs. Davies and her three and a half years old daughter I learnt the following about this child. My interview included questions about the child right from infancy so that I could have a clear picture of the child’s development right from birth. The mother informed me that the daughter started demonstrating intelligence at the age of six months; this she did by motor activity but could not use symbols. My interview revealed that the child had gone through the sensorimotor stage without any complexity. The child was now in her pre-operational stage, this is a period which comprises two sub-stages where a child demonstrates intelligence through using symbols development of imaginations is achieved, skills in language use are fully acquired and lastly the child lacks memory such that it is very hard for him to remember something. Thinking is thus done in a manner that is not logical. (Piaget,1972). By both observing the three and half year’s old Dan and gathering information from her mother I arrived at the following physical observations. According to the mother her mother informed me that her daughter sleeps for about twelve hours at night. This has been consistent but in case the child is not in good health then he might sleep for fewer hours. The child is learning on how to use the toilet but with the assistance of the care giver and at times with the mother’s assistance. She also knows how to put on shoes by herself though she cannot tie the shoe races on her own. I provided the young girl with a big ball which she repeatedly threw overhead and kicking it up and down in a jovial mood. On several instances the child was making efforts in trying to catch the large ball. The child was hopping and down on one foot a thing that she appeared to enjoy most. She also demonstrated developed balancing skills while standing and walking on a straight line. At times Dan would stop whatever she was doing and would start watching whatever we were doing. In several occasions she tried to imitate us after carefully observing our activities. The child had already developed the full set of babies teeth with her appearance resembling that of an adult though thinner (adult-like appearance) After weighing the three and a half years old I noted that Dan weighed thirty eight pounds. This was a good weight considering her age and the current stage of development. According to the mother her daughter remained asleep in most nights while recording minimal cases of wetting the bed. (Piaget, 1972) Her child knows how to dress herself and the only assistance that she requires is on how to use the buttons and also zippers. She gets the required assistance from the caregiver and has been improving on matters concerning dressing herself. The child also knows how to feed on her own. This she does with lots of spilling but this is reducing as time goes. She also climbs up and down a small slide by herself and at the same time she can ride a small bicycle without experiencing many problems in using the pedals Through the interview with the mother I learnt that her daughter is much interested in the handling of food and also in learning the cooking procedures.she repeatedly peters the house help claiming tat she want to do some cooking. She has the ability of washing her hands, getting a drink on her own and can also brush her teeth without any difficulty. She knows how to butter bread using a knife and can also

Accident Analysis Essay Example for Free

Accident Analysis Essay In January 25, 1990, Avianca Flight 52, a Boeing 707 left Bogota, Colombia for New York. After more than an hour of delay, the plane ran out of fuel and crashed in the town of Cove Neck, Long Island, New York, killing 73 people, including 9 crew members and 65 of the 149 passengers, and injuring the rest. Analysis of this accident would show how human error, faulty systems and bad weather conditions caused this accident. The flight crew did not officially declare that they were running out of fuel until it was already too late. The accident could have been avoided if the flight crew has clearly stated that they were really in trouble. Language barrier could have played a part since the crew only asked for â€Å"priority† which in Spanish could mean that they were in trouble. The crew should have notified their fuel load to Air Traffic Control when they were put on hold for the first time. This simple information could have made the difference. ATC could have suggested earlier an alternate airport had they known this information. Instead, the pilots literally went around in circles waiting for further instructions. By the time the flight was cleared for landing, it only had enough fuel for one last approach. When the plane was on its final approach, it encountered wind shear, a change of wind direction over short distances. ATC only informed the flight crew of wind shear at 1500 feet. The crew had to abort their approach because they would fall short of the runway. The flight was doomed after that incident. Even if they were redirected to an alternate airport prior to the approach, they would not have enough fuel to make it to Boston. The question now is why the flight crew didn’t consult their flight dispatch about possible alternate airports which are not as busy as the John F. Kennedy International. The answer maybe the breaking of the sterile cockpit rule below 10,000 feet. The sterile cockpit rule below 10,000 feet states that pilots should not talk about things that are not necessary during crucial stages of the flight, which is usually below 10,000 feet. The pilots mind may have wandered off due to the long delay the Air Traffic Control has given them. In a sense, Air Traffic Control failed to prioritize air traffic in JFK international. Though Avianca flight 52 did not declare its fuel load problems earlier, it did say that it wanted priority. In like mentioned earlier, due to language barrier, â€Å"priority† may have been already a distress call. Air Traffic Control confirmed this request but what kind of priority is a seventy seven minute delay? Obviously, the failure of the flight crew and Air Traffic Control to communicate properly resulted to this horrible accident. This accident could have been avoided if the airline had their own operational control dispatch system that could have assisted them when Air Traffic Control has apparently ignored them. A standardized terminology in fuel related problems also contributed to the plane’s crash. If there was only a universal term to describe what the flight was actually experiencing, the language barrier between Air Traffic Control and the pilots would have been irrelevant. To sum up, the plane crash was a result of contributing factors, communication problems, probable mental lapse of the pilots, lack of proper terminology, and unfavorable winds. This accident proves that constant communication is important in air travel and a high level of concentration is required for the job. Pilots should be trained extensively before giving them their licences, including language training that ensures pilots can converse well in English. In this aspect, a standard language for aeronautical terms should be established. Though the wind shear caused further delay, the plane could have made another attempt if only it had not been idle for more than hour.

A Series Of Unfortunate Events, Analysis

A Series Of Unfortunate Events, Analysis This movie tells about The Baudelaires orphans: Violet; Klaus; and Sunny. Violet is fourteen years old, Klaus is twelve years old, and Sunny is still an infant. Each of these orphans has awesome ability: Violet can find and create everything from the things around her as good as a scientist; Klaus loves reading so much and amazingly he remembers all what he read even in details; and then Sunny, the youngest, her teeth are so strong and she bites almost everything. Their parents are killed in a fire that also destroyed their house. Mr. Poe, the family banker, then sends the children to live with Count Olaf, an actor who is their closest relative. Count Olaf treats the children awfully. Soon The Baudelaires know that Count Olaf just wants to take their parents richness. One time because of a coincidence, Mr. Poe thinks that Count Olaf is not a responsible parent so that Mr. Poe takes back the children from Count Olaf. Olaf, pretending to have an emotional goodbye with The Baudelaires, promises that he will find them again and get their fortune. Mr. Poe sends the children to live with their uncle, Dr. Montgomery Montgomery, a cheerfully herpetologist. The Baudelaires live happily with Uncle Monty. Nonetheless, Count Olaf comes in disguise to Uncle Montys house as his new assistant for herpetology and he killed Uncle Monty. The orphans are then sent to live with Aunt Josephine who lives in a house on the edge of a cliff above the Lake Lachrymose. However, Count Olaf catches the children wherever they go in order to get an opportunity to grab the Baudelaires wealth. He does camouflages to fool other guardians of the Baudelaires. Count Olaf causes the death of Aunt Josephine and makes himself as if he is the childrens savior. As a result, Mr. Poe gives custody back to Count Olaf, seeing how he rescued the children. Mr. Poe reveals to Count Olaf that he would not inherit the childrens fortune even if they died, with the exception of blood relatives, or married couples. Count Olaf invites Mr. Poe and people he knows to his play which stars himself and Violet as the leads. It is a trap for the Baudelaires so that Count Olaf can gain access to Violets inheritance. Klaus notices Count Olafs bad plan. Somehow he ruins the play and makes people realize the tyranny of Count Olaf and then arrest him. Moreover, Klaus notices that the death of his parents is not merely an accident, but it was Count Olafs deed. Eventually, the Baudelaires are safe and kept away from Count Olaf. The reason the writer choose this movie to be analyzed is because the writer is indeed interested in this movie from the first time the writer saw it. This movie is one of 21th century literary works which depicts chains of a unique story which is not clichà ©. From its title, it is discernible that this movie imparts a kind of tragedy which involves life/moral values. Moreover, it involves the hamartia, anagnorisis, peripeteia, and catharsis. This is why the writer decides to use Aristotelian theory to analyze this movie, because hamartia, anagnorisis, peripeteia, and catharsis are the key elements of the theory. Having considered the above facts, the writer proposes a study entitled The Hamartia, Anagnorisis, Peripeteia and Catharsis in Brad Silberlings (2004) Lemony Snickets A Series of Unfortunate Events. FIELD OF THE STUDY The field of the study is literature, especially movie. SCOPE OF THE STUDY This study will discuss about Aristotles theory of tragedy, about Lemony Snickets A Series of Unfortunate Events movie, mostly its hamartia, anagnorisis, peripeteia, and catharsis. PROBLEM FORMULATION What are the Hamartia, Anagnorisis, Peripeteia, and Catharsis in the movie? How are the Hamartia, Anagnorisis, Peripeteia, and Catharsis represented cinematographically in the movie? To what extent do those elements affect the movie? OBJECTIVES OF THE STUDY The writer wants the readers notice and comprehend the meanings of Hamartia, Anagnorisis, Peripeteia, and Catharsis and also their existence. The writer wants to show how the key elements of Aristotelian theory are depicted in Lemony Snickets A Series of Unfortunate Events movie cinematographically. The writer wants to evince how the key elements affect the movie. HYPOTHESES Only few people know the movie of Lemony Snickets A Serie s of Unfortunate Events. Also, only few people comprehend what Aristotelian theory is about well, including the hamartia, anagnorisis, peripeteia, and catharsis. Many people do not know that this movie is impressive, that using the Aristotelian theory to analyze the movie can give people some significant life values. SIGNIFICANCE OF THE STUDY This study concentrates on the movie entitled Lemony Snickets A Series of Unfortunate Events and on the Aristotles theory of tragedy especially the key elements. Entertainment, knowledge, and wisdom are benefits that can be obtained from this study. By watching or observing Lemony Snickets A Series of Unfortunate Events movie, the readers are going to get pleasant or fun. Through signification of the Aristotelian theory, it will broaden the readers knowledge. Moreover, by understanding the life/moral values in the movie through catharsis, the readers are going to be conscious that the values do enlarge their wisdom. DEFINITION OF TERMS Action A unit of happening. (Paredes, 1986). Imitation/Mimesis Mimesis means copying another persons action or way of doing something. Plot Plot is the imitation of the action or the arrangement of the incidents. Plot is also the first principle and the soul of a tragedy. (Hibbard Frenz, 1954). Meanwhile, according to Cooper (1979), plot is the principle of life. Character Character is that which reveals moral purpose, showing what kinds of things a man chooses or avoids. (Hibbard Frenz, 1954, p. 170). Spectator Spectator is the synonym of audience. (Good, 2008). Tragedy Tragedy (as opposed to epic) relies on an enactment (dramatic performance), not on narrative (the author telling a story). (Leyg, 1996). According to Cooper (1979), a tragedy is a mimesis, not of people but of their actions and life. However, Kennedy (1979) said that tragedy is an imitation not only of a complete action, but of events inspiring fear or pity. Furthermore, he said that tragedy is about the realization of the unthinkable. Tragic Hero The tragic hero is a great man who is neither a paragon of virtue and justice nor undergoes the change to misfortune through any real badness or wickedness but because of some mistake. (Leyg, 1996). Tragic hero is one who is not pre-eminent in moral virtue, who passes to bad fortune not through vice or wickedness, but because of some piece of ignorance, and who is of high repute and great good fortune. (Cooper, 1979). Hamartia Hamartia is the characters fatal flaw. In other words, it is an intellectual mistake or an error in judgment. Anagnorisis Recognition or discovery (anagnorisis): the revelation of some fact not known before, or some persons true identity. (Kennedy, 1979, p.943). Peripeteia Peripeteia is a reversal of circumstances or turning point. (Aswers, 2007). According to Watson (2002), peripeteia is a reversal is a change of a situation to its opposite. Catharsis It is purgation, purification, and clarification of pity and fear. REVIEW OF LITERATURE In this study the writer focuses in Aristotles theory of tragedy which includes hamartia, anagnorisis, peripeteia, and catharsis as its key elements. This can help the writer to analyze the hamartia, anagnorisis, peripeteia, catharsis in Lemony Snickets A Series of Unfortunate Events movie. The form of drama called tragedy was born in the fifth century B.C. It is Aristotles famous definition. (Kennedy, 1979). Aristotle was one of important ancient philosophers from Greek. He was born in Stagira, a town in Macedonia in 384 B.C. Aristotle is a whole university in himself. (Hibbard Frenz, 1954). He influenced medieval science and logic and on literary theory since the Renaissance. Since the Renaissance, his name has been associated most often with his concepts of tragic catharsis, anagnorisis, and unity of action. (Answers, 2007). His theory will be applied in this study, which is theory of tragedy. Aristotles Theories Cooper (1979), stated that a work cannot be a tragedy if there were no action. Hibbard Frenz (1954), said that without action there cannot be a tragedy. The tragic event involves a fall from greatness, brought by the agents free action. (Perrine, 1974). Aristotles theory which is prior to his theory of tragedy is theory of responsibility. Aristotles theory of responsibility was established through his theories of character acquisition and action. Theory of Character Acquisition His theory of character acquisition states that people get their character from repetitively demonstrating actions they think are best. Theory of Action Theory of action distinguishes between what actions are voluntary or not voluntary. (Watson, 2002). Theory of Tragedy Nowadays the best tragedies are about a few families only. For a tragedy is an imitation, not of men, but of an action and of life, and life consists in action, and its end is a mode of action, not a quality. (Hibbard Frenz, 1954, p.170). It is the nature of tragedy that the protagonist must fall from power and from happiness. The recognition, combined with reversal, will produce either pity or fear; and actions producing these effects are those which tragedy represents. Nonetheless, the problem with Aristotles famous definition is not in agreeing in how to translate it, but rather how to interpret it. Definition of Tragedy The arrangement of tragedy should be complex, not simple, and it should present a mimesis of things that arouse fear and pity, as this is what is peculiar to the tragic mimesis. Tragedy is a mimesis not only of a complete action, but also of things arousing pity and fear, emotions most likely to be stirred when things happen unexpectedly but because of each other. A tragedy is a mimesis of an action and it is only because of the action that it is a mimesis of the people engaged in it. (Cooper, 1979). A tragedy is an imitation of an action that is serious, accomplishing through incidents that arouse pity and fear the purgation of these emotions. (Kennedy, 1979, p.899). Tragedy causes the emotions of pity and fear in the hearts of all men, then affords a pleasurable relief. In other words, the spectator at a tragedy, following the tribulations of the tragic hero, himself suffers vicariously, is emotionally moved, and as a result of the experience, finds pleasurable relief. (Hibbard Frenz, 1954). In a tragedy a hero suffers due to hamartia and then knowledge comes of ignorance followed by a reversal in fortune with a feeling of purification in the character. (Answers, 2007). Key Elements of Theory Hamartia: Hamartia is the Greek word. It means error, transgression, flaw, or weakness of character. (Kennedy, 1979). Hamartia is a tragic error caught in a crisis situation; the protagonist makes an error in judgment or action, missing the mark, and disaster results. In other words, hamartia is the fall of a noble man caused by some excess or mistake in behavior. The main character break a divine or moral law which leads to disastrous consequences. Despite the horrible events befalling the tragic hero, tragedies celebrate the human spirit, in the confrontation of difficult situations and the accountability of a character for his or her own actions. (Answers, 2007). The protagonist in the story is not a perfectly good man nor yet a bad man; his misfortune is brought upon him not by vice and depravity but by some error of judgment. The heros downfall is his own fault, the result of his own free choice, not the result of pure accident or villainy. Accident, villainy or fate may contribute to the downfall but only as cooperating agents: they are not alone responsible. The combination of the heros greatness and his responsibility for his own downfall describes his downfall as tragic rather than as merely pathetic. (Perrine, 1974). Anagnorisis: It means a recognition or discovery. Recognition is a change from ignorance to knowledge, producing love or hate between the persons destined for good or bad fortune. (Hibbard Frenz, 1954). Recognition is a change from ignorance to knowledge, tending either to affection; it determines in the direction of good or ill fortune the fates of the people involved. (Cooper, 1997). Anagnorisis is commonly applied to any self-knowledge the hero gains as well as to insight to the whole nature or condition of mankind. (Watson, 2002). The discovery induces a startling effect. Peripeteia: Cooper (1997), remarked that a peripeteia occurs when the course of events takes a turn to the opposite in the way described. According to Kennedy (1979), reversal or peripeteia is an action that turns out to have the opposite effect from the effect its doer had intended. Peripeteia occurs when a situation seems to developing in one direction, then suddenly reverses to another. Reversal is a series of incidents or a train of action tending to bring about a certain end but resulting in something wholly different. (Hibbard Frenz, 1954, p.170). The change of fortune for the hero should be an event that occurs contrary to the audiences expectations and that is therefore surprising. Catharsis: Purification of plot events, so that the central characters errors become cleansed by his or her recognitions and suffering. Through a course of events involving pity and fear, the purification of those painful or fatal acts, pity and fear it archives the purgation. It is simply an intellectual clarification of the meaning of the tragic happenings. Catharsis is also the purging of the emotions of pity and fear that are aroused in the viewer of a tragedy. Therefore, it is related to the psychology of the spectator, the public is purged of its fear and pity. (Paredes, 1986). Actually, catharsis is the positive social function of tragedy. It purifies the audiences feelings of pity and fear so that in real life we understand better whether we should feel them. Further, it purges pity and fear so that we can face life with less of these emotions or more control over them. K. METHOD OF DATA COLLECTION AND ANALYSIS This study uses qualitative research, applied research, or library research. The reason is because field of this study is literature which interpretation is the prime provision. Therefore, desk work or library research is appropriate and suitable to commit for this study. K.1 Method of Data Collection After deciding what study that would be done, which is a study of Aristotelian theory of tragedy, the writer searched the materials. Movie of Lemony Snickets A Series of Unfortunate Events, pictures, and data about this movie are the first materials that would be gained. The writer is going to keep looking for data about Aristotles theories especially his theory of tragedy which consists of the key elements (hamartia, anagnorisis, peripeteia, and catharsis). Those theory elements become essential to analyze the movie. The writer collected the data needed by visitting the library and reading some books related to the study. Also the writer looked for the data from the internet. For the further plans/steps, the writer will keep looking for the data and searching them through both written and electronic sources to enrich the primary data for this study. K.2 Data Analysis The title of the movie is Lemony Snickets A Series of Unfortunate Events. The complete information about the movie can be read as follows: Title : Lemony Snickets A Series of Unfortunate Events Year : 2004 Genre : Drama Director : Brad Silberling Film Stars : Jim Carrey, Emily Browning, Liam Aiken, Meryl Streep, Jude Law The movie tells about three orphans (The Baudelaires) who are adopted by a bizarre and mysterious actor named Count Olaf. He attempts to steal The Baudelaires parents richness. The Baudelaires try to get away from Olaf any time they can but Olaf can find them wherever they go. The avoidance of The Baudelaires towards Olaf leads these pitiful orphans to a series of unfortunate events. To analyze the movie, the writer uses the Aristotelian theory. Aristotles theory concerns with tragedy. According to Aristotle, in a tragedy a hero suffers due to hamartia and then knowledge comes of ignorance (anagnorisis) followed by a reversal (peripeteia) in fortune with a feeling of purification (catharsis) in the character. In analyzing the study, the writer will explain more about the research questions from the problem formulation. Using Aristotelian theory, the writer will show the key elements in the movie and why they are called as the way they are. Then the writer depicts the existence of the key elements through cinematography to show the evidences. Further, the writer describes how the movie is so affected by the key elements and how come the movie and the key elements foster one another. L. REFERENCES Cooper, D. E. (Ed.). (1997). Aesthetics: The classic readings. Oxford: Blackwell Publishers Ltd. Good, M. (2008). Cambridge advanced learners dictionary. Cambridge: Cambridge University Press. Hibbard, A., Frenz, H. (Ed.). (1954). Writers of the western world. Boston: Houghton Mifflin Company. Kennedy, X. J. (Ed.). (1979). Literature: An introduction to fiction, poetry, and drama. Toronto: Little, Brown and Company. Perrine, L. (Ed.). (1974). Literature: Structure, sound, and sense. USA: Harcourt Brace Jovanovich, Inc. WEBSITES Answers. (2007, June 6). In Aristotelian. Retrieved April 17, 2012, from http://www.answers.com/topic/aristotelian#ixzz1ez5h7jOW Berardinelli, J. (2004, April 5). Lemony Snickets A Series of Unfortunate Events. ReelViews. Retrieved April 11, 2009, from http://www.reelviews.net/movies/l/lemony_snicket.html Leyg, H. (1996, June 24). Aristotles tragedy. In Aristotle the elements of tragedy. Retrieved June 21, 2012, from http://www.ohio.edu/people/hartleyg/ref/aristotletragedy.html Paredes, R. (1986, April 27). Aristotles definition of tragedy. In Introduction to philosophy. Retrieved June 21, 2012, from http://www.paredes.us/tragedy.html Watson, J. (2002, September 9). My class notes. In Aristotles tragedy. Retrieved May 2, 2012, from http://johnwatsonsite.com/MyClassNotes/Texts/Antigone/AntigAristotleTrag.html

The Effect of Walking on Blood Pressure Essay -- Health, Diseases

The Effect of Walking on Blood Pressure Walking is one of the oldest means of transport known to mankind as well as a more physical activity undertaken by the majority of people in their lives. Walking has become an interest field for researchers, where there is evidence to show how walking can help in the prevention and treatment of many chronic diseases, such as cardiovascular disease, diabetes, renal diseases, hypertension, breast cancer, colon cancer, depression, stress and obesity. It has also become a major recommendation of the American College of Sports Medicine (ACSM) and the Center of Disease Control (CDC). It is suggested that brisk walking for 30 minutes, 5 days a week, at 3-4 miles per hour for adults is a form of moderate intensity physical activity which can prove effective as a useful prevention and treatment model (Lee and Buchner, 2008). Many studies have provided evidence that walking is an effective approach for decreasing blood pressure in both hypertensive and normotensive, and that there is an inverse relation between them (Kelley et al, 2001). A recent systematic review, which involved 27 randomized controlled trials, showed a reduction in either systolic/diastolic blood pressure, or both, in response to a walking programme. This reduction was significantly statistically shown in 9 trials. Of these 9 trials, three studies reported that the decrease was significant for both systolic and diastolic blood pressure, four showed a significant decrease only in systolic blood pressure, while two studies found a significant reduction in diastolic blood pressure. The mean difference between walking groups and control groups was found to range from -5.2 to -11 mmHg for systolic blood pressure, while for diastolic ... ...s too long, participants may be unwilling to follow or complete it. Thus, it has been found that a walking programme which is more than 12 months long is less effective than a 6 month programme, and that the explanation for this is due to a decrease in the participants’ adherence to the programme (see Lee et al, 2010). It seems that the longer the programme, the less likely it is that the individual will keep to it. It was found (by Lee et al, 2010) that the way in which the time spent walking each day was divided up made no significant difference in terms of reduction of blood pressure response. The study measured the effect of walking on blood pressure by dividing the daily session of walking into three short bouts of 10 minutes; and it was found that this had the same effect on blood pressure as a continuous uninterrupted daily walking session of 30 minutes.

How To Get Better At Basketball :: essays research papers

Hey all you amateur basketball players out there. Read this to find out how to improve your game! Tip 1: To be a great basketball player, you first must know your strengths and weaknesses. Big tall people don't need to shoot threes and short people shouldn't be in the middle struggling to get rebounds. Very physically able players should use that to there advantage to jump higher, run faster, and play better than their opponents. Not very strong or fast players should use fakes and their brains to score points. Tip 2: Team mates hate ball hogs, especially ball hogs who don't have any skills. Team mates respect passers who can penetrate and pass. Tip 3: If you're on a fast break and there aren't any defenders, then you don't need the whole team running down the floor, duh. Some people should stay back on defense. Move 1: The Drop Step This is a move to help you get to the basket. While your powering off the dribble and about to take a lay-up, instead of the two steps, you can land of your two feet at the same time, pump fake, and then get in the air again and shoot the ball. This helps your self from tripping over legs because you can easily jump over them. Move 2: The Jumper While your putting the moves on the defender but you're not getting anywhere, bounce the ball "behind" your back, not "around" your back (there is a difference), then jump backwards, catch the ball in your hands and shoot it. This move shakes off your defender for enough time to give you space for a good shot. Move 3: The Spinning Crossover Start with dribbling the ball with either hand, then cross over to the other hand but while its still in the other hand, spin around that way to bring it back to your right. For example, let's say you start with your right hand, once you take the ball to your left hand the defender might move to the left thinking you will go that way. Instead the bring the ball back around to the right again giving you enough space to burn past your defender and "take him to school.

Dutch Revolt

1 Assignment 2 How significant was the Reformed faith for the success of the Dutch Revolt Essay plan My essay will begin with a chapter on when and why the revolt Started, and will then continue to explain and talk about the main participants in its continuance and then go on to talk about their individual beliefs and reasons for the revolts emergence and success. The Dutch revolt or the revolt of the Netherlands as it is also known as, started in 1566 and carried on until the early 17th century. The seventeen provinces of the Low Countries were acquired by the Hasburgs through marriage in 1477 but were still infested with independent lordships right up until the 17th century and were divided between German speaking Dutch in the north 2 East and French speaking Walloons (people from the area of modern day Belgium) in the south west. The reformation in the Netherlands was an international religious and political event with the seventeen provinces of the Low Countries against the ardent Catholics supported by Charles V and then his son Philip II of the Spanish Empire. The seventeen provinces soon jelled under the leadership of William prince of orange. William was born in 1533 and was raised as a Lutheran, when he was 11, and when his cousin died he inherited the title Prince of Orange, on the condition that he had a Roman Catholic education. He grew up and became a wealthy nobleman who originally served the Hasburgs as a member of the court of Margaret of Parma, the governor of the Spanish Netherlands who was the king’s representative due to the fact of being Charles V illegitimate daughter from a relationship with Johanna Maria Van der Gheynst. William held the position of the Stadholder (steward/ lieutenant). Having been raised as a Lutheran and later being educated in the 3 Catholic ways he grew dissatisfied at the persecution of the Protestants in the Netherlands. It was 1559 when he was given the position of Stadholder of the provinces of Holland and Utrecht, and his decision to oppose the king originated later in the same year when in the company of a couple of French noblemen he overheard about the plan to exterminate the protestants in both France and the Netherlands, and he decided he wanted, nothing to do with their slaughter. In August 1566 the uprising was bought about with a wave of beeldenstorm (iconoclasm) spread with the destruction of statues and religious images in hundreds of churches and monasteries across the Netherlands. The destruction of these statues and Catholic images were denounced as superstitious and unbiblical and the stained glass images were also seen as false teachings of the church (pp68 Block 2 The European Reformation). Margaret allowed influential noblemen including William to become more involved with the rebels in return for their help in quelling anymore destruction; she also granted some of the rebel’s wishes, which included suspending the heresy laws to enable a group of 4 petitioners to negotiate with Philip II, but in early 1567 it became clear she would not be allowed to fulfil her promises when the Duke of Alba was dispatched to the area to restore order. After his arrival the duke set up the council of troubles or known locally as the council of blood because of he 10,000 rebels called before the council for judgment and subsequently killed. William was one of these called up but he failed to show up, he was named as a rebel and had his lands and properties confiscated. Charles V was born in the Flemish city of Ghent in 1500. In 1506 he inherited his father’s Burgundian territories but because of his tender age his aunt Margaret acted as regent until 1515. From early on in 1 515 Charles had to deal with a rebellion from peasants, and after defeating them in 1523 he went on to extend the Burgundian territories. The European Inquisition executed their first Lutheran martyrs at Brussels in 1523, but private support for the new beliefs was more widespread than publically thought. In 1521 Charles called an assembly at worms in Germany to discuss Protestant Reformation. He called Martin Luther to appear before the assembly and to either renounce or reaffirm his views. 5 Luther Said â€Å"Unless I am convinced by the testimony of the scriptures or by clear reason (for I do not trust either in the pope or in councils alone, since it is well known that they have often erred and ontradicted themselves), I am bound by the scriptures I have quoted and my conscience is captive to the word of God. I cannot and will not recant anything, since it is neither safe nor right to go against conscience. May God help me. Amen. After the assembly Charles V made a decree (edict of worms) which stated â€Å" We forbid anyone from this time forward to dare, either by words or by deeds, to receive, defend, sustain, or favour the said Martin Luther. On the contrary we want him to be apprehended and punished as a notorious heretic, as he deserves, to be brought personally before us, or to be securely guarded until those who have captured him inform us, where upon we will order the appropriate manner of proceeding against the said Luther. Those who will help in his capture will be rewarded generously for 6 their good work†. It was the culmination of an ongoing struggle between Martin Luther and the Catholic Church. On his way back to Wittenburg after his meeting with Charles, William was picked up by soldiers of Frederick the Wise and escorted to Wartburg Castle for his own protection. Philip II became king of Spain and Lord of the low countries in 1556 when he took over from his father Charles V. Philips rule in the seventeen separate provinces known collectively as the Netherlands faced many difficulties including heavy taxation and the suppression of Protestantism; this led to warfare in 1568. In 1566, protestant preachers sparked anti-clerical riots known as the Iconoclast Fury; in response to growing heresy, the duke of Alba`s army went on the offensive which further alienated the local aristocracy. In 1584, William of Orange was assassinated by Balthasar Gerard, after Philip had offered a reward of 25,000 crowns to anyone who killed him, calling him a â€Å"pest on the whole of Christianity and the enemy of the human race†. 7 All of the key people involved with the revolt in the Netherlands had their own religious beliefs, and it was these beliefs which were instrumental in the uprising, from the catholic support of the Spanish royal family and the other established European rulers at the time, and the new believers such as Luther and Calvin who influenced William of Orange and other key rebels. The key figures in the new religious movement had such influence over the wronged peasants that they were able to be guaranteed of their support in whatever was asked of them including the revolt itself. (Word Count 1149) Bibliography Wallace, P. (The Long European Reformation). Grell, Ole Peter. O`Day, R. Laurence, A. Loftus, D. (The European Reformation), Block 2. The Open University, Milton Keynes.