Formation Processes of Silicon Carbide

Formation Processes of Silicon Carbide Effect of silicon carbide dispersion on the microwave absorbing properties of silicon carbide-epoxy composites in 2–40 GHz Yaw-Shun Hong, Tzu-Hao Ting, Chih-Chia Chiang, Ken-Fa Cheng Abstract Wide-band, strong absorption with low density and thin matching thickness are essential for electromagnetic wave absorbers. In this study, silicon carbide powders were successfully synthesized by the method of preheating combustion synthesis in nitrogen atmosphere and introduced into epoxy resin to be microwave absorber. The spectroscopic characterization of the formation processes of silicon carbide was studied by using X-ray diffraction (XRD) and scanning electron microscopy (SEM). Microwave absorbing properties of the silicon carbide and thermal plastic resin were investigated by measuring reflection loss in the 2-18 and 18-40 GHz microwave frequency range using the free space method. It was found that the composite specimens of the silicon carbide and thermal plastic resin had the best microwave absorption due to the reflection losses between from -10 to -19.5 dB and from -3 to -9.1 dB at frequencies between 2-18 and 18-40 GHz. Keywords: Microwave absorption; Silicon carbide; X-ray diffraction; Scanning electron microscopy 1. Introduction During the past a few decades, the development of new microwave absorbing composites is being encouraged because these materials achieve better efficient ways for reducing the level of electromagnetic wave pollution generated by electronic and telecommunication systems. Recently many applications have been carried out on the microwave technology in the frequency range of 2–40 GHz [1-3]. To reduce the radar signature, many types of electromagnetic (EM) wave-absorbing materials have been designed to meet the requirements of both commercial and military affairs. The materials used as electromagnetic wave-absorbing materials can be classified as magnetic, dielectric or a hybrid, respectively. Actually, these classifications are based on the mechanism of the wave-material interaction, which varies based on the types of absorber centres used. Ideal microwave absorber should exhibit low-reflecting properties, strong reflection loss in broad bandwidth, low density and small thickness to facilitate their applications in many fields [4, 5]. As we know, the composite materials generally represent the natural interface between two worlds of chemistry each with very significant contributions to components interact at a molecular level. Dielectric polymer-matrix materials can include two different compounds with complementary properties in a single material and can be combine to reinforce or modify each other in specific applications. Extensive studies have been carried out to develop new and highly efficient absorbents, and various absorbers (such as conductive metal powder, ferrites, carbon products, chiral materials, synthetic organic fibres, etc.) have been isolated or synthesised [6-9]. However, in these materials, most absorbers like traditional ferrite powders and carbon series are unable to be employed at higher temperatures due to lower Curie temperatures and oxidation problem, respectively [10-14]. It is becoming very urgent to look for new microwave absorbers making electromagnetic wave disappearance by interfere nce, or satisfying the requirements of higher structural strength and temperature resistances in higher temperature environments. Due to their physical and electronic properties, Silicon carbide (SiC) is an important carbide, studied as a structural ceramic for a long time and has attractive properties, such as excellent strength and chemical resistance at high temperatures, semi-conductivity, high thermal stability and thermal conductivity, make it an attractive material in high-temperature structural, electric and functional applications [15-20]. On the other hand, Silicon carbide (SiC) is one of the preferred and best characterised filler materials and is used in combination with polymers in military or civilian products [20-23]. Meanwhile, to the best of our knowledge, there are very few reported experimental results on the electromagnetic wave adsorption of silicon carbide between 2–18 and 18–40 GHz. Here, we present the microwave absorbing properties of the silicon carbide reinforced epoxy resin composites tested at 2–18 and 18–40 GHz using arch method, which was chosen to validate the absorbing efficiency of microwave absorbing material [24, 25]. The NRL (Naval Research Laboratory) arch free-space measurement method is a well-established measurement system for validating the absorbing efficiency of flat materials over broad frequency ranges. The NRL arch was widely used initially by the U.S. Navy for research testing purposes, and is a microwave measurement system that can measure the free space radar reflection coefficient. The reflection loss diagram showed that the powder silicon carbide-epoxy resin with 30-50 by weight ratio of silicon carbide to polymer is a good candidate material for use as a broad frequency microwave absorber. The NRL Arch is the industry standard for measuring the free space radar reflection coefficient of flat radar absorbing materials (RAM). It was first developed by the U.S. Naval Research Lab, the NRL. The NRL Arch is a wellestablished, freeà ¢Ã¢â€š ¬Ã‚ space measurement system for testing the absorbing efficiency of flat materials over broad frequency ranges. It was originally designed at the United States Naval Research Laboratory (NRL) in 1945 for measuring angularà ¢Ã¢â€š ¬Ã‚ dependent performance of broadband Radar Absorbing Materials (RAM). 2. Experimental 2.1 Preparation of silicon carbide The silicon carbide powders were synthesized by the method of preheating combustion synthesis in nitrogen atmosphere, using silicon powder (à ¯Ã‚ ¼Ã…“45 ÃŽ ¼m, 99.9% purity, mass fraction) and carbon black (20-40 nm, 99.9% purity) as the raw materials. The molar ratio of silicon powder and carbon black was blended in a molar ratio of Si-50% C. The mixed powders were poured into a graphite crucible and initiated by pre-heating at 1350 à ¯Ã¢â‚¬Å¡Ã‚ °C with the heating rate of 40 à ¯Ã¢â‚¬Å¡Ã‚ °C / min in a 0.1 MPa nitrogen atmosphere inside a resistance. After the synthesis process, the product was heated at temperature 850 à ¯Ã¢â‚¬Å¡Ã‚ °C for 4 h in atmosphere condition to burn the excess carbon. The final cleanup to remove Si was carried out by leaching in HF, rinsing in distilled water and drying. 2.2 Preparation of silicon carbide-epoxy composites The composite specimens were prepared by molding and curing the mixture of silicon carbide and a thermal-plastic epoxy resin to be silicon carbide-epoxy composites. The mixing ratio of specimen powders to epoxy resin was 30 %, 35 %, 40 %, 45 % and 50 % by weight and the corresponding samples are marked with S-1, S-2, S-3, S-4 and S-5, respectively. Molding was carried out in a hydraulic press at 5 Mpa pressure and 80 à ¯Ã¢â‚¬Å¡Ã‚ °C for 1.5 h, obtaining specimens of 180 mm Ãâ€" 180 mm with thickness of 2 mm for reflectivity measurements [26]. 2.3 Experimental techniques The characteristics of silicon carbide such as diameter and morphology were observed by scanning electron microscopy with EDX (SEM, HITACHI S-4800). The crystalline phases of the silicon carbide were analyzed by X-ray diffraction with Cu KÃŽ ± radiation. The performance test of radar absorbing was evaluated by reflectivity using Arch method. Reflectivity R is ratio of radar-absorbing material (RAM) reflective power to metallic plate reflective power, which can be expressed as: (1) Where Pa is the reflective power of the sample and Pm is the reflective power of metallic plate. In practice, we surveyed the ratio of the reflective power of the sample and the reflective power of metallic plate to the same reference signal that was in direct proportion to transmit, respectively. , (2) Where Pi is the reference signal. So (3) The Reflectivity was finally expressed with db as: (4) The schematic diagram of the experimental setup was shown in Fig. 1. The reflectivity of the samples were measured and compared with that from a plane metallic plate. Measurement was carried out using an HP8722ES network analyzer in the swept frequency range of 2–18 and 18–40 GHz. All samples were made 180 Ãâ€" 180 mm with thickness of 2 mm in order to cover the metallic plate for reflectivity measurements. 3. Results and discussion 3.1 Structure characterization Figure 2 shows the scanning electron micrograph of the fresh silicon carbide. From this figure it is evident that majority of the silicon carbide particles are angular in nature. The surface composition of silicon carbide particles was distinctly determined with SEM-EDX spectrum (Fig. 2c). EDX analysis reveals that the SiC composed of the Si and C elements. The XRD pattern for the silicon carbide samples is presented in Fig. 3. From the XRD patterns, it can be easily observed that ÃŽ ²-SiC was formed by present major peaks located at 35.6 (111), 41.2 (200), 60.1 (220), 71.8 (311) and 75.1 (222), all of which are attributed to ÃŽ ²-SiC (JCPDS no. 29-1129). So the prepared product is pure ÃŽ ²-SiC powder. This result agrees well with the results obtained for ÃŽ ²-SiC prepared by the literature methods [27-30]. 3.2 Microwave absorbing properties in 2–18 GHz The different content of produced silicon carbide powders may change the impedance matching condition of microwave-absorption. Thus, as shown in Fig. 4, the reflection loss (RL) varies with filler content of the silicon carbide-epoxy composite in the frequency range of 2–18 GHz. It can be seen that with increasing the addition of silicon carbide and a maximum reflection loss of -19.5 dB was obtained at 7 GHz with the thickness 2.0 mm. Meanwhile, the centers of the reflection loss peaks for silicon carbide-epoxy composites move gradually to the lower frequencies (from 7 GHz to 4 GHz for S-1, -2, -3, -4 and -5 composites, respectively), which may also be attributed to the enhanced silicon carbide content. These results are consistent considering that the mechanism of wave absorption is mainly due to heat dissipation effects (on the condition of same thickness) of silicon carbide satisfying the perfect absorption condition and, therefore, are strongly linked to the conductivity o f medium. Fig. 5(a) shows the three-dimensional of RL values for silicon carbide-epoxy composites in terms of volume fraction at frequencies between 2 GHz and 18 GHz. Silicon carbide-epoxy composites absorbers present the effective absorption (RL 3.3 Microwave absorbing properties in 18–40 GHz Fig. 6 shows the experimental absorption characteristics of silicon carbide-epoxy composites in terms of volume fraction at frequencies between 18.0 GHz and 40.0 GHz. The variation of matching frequency with silicon carbide volume fraction is shown in Fig. 6. As we can see, the silicon carbide-epoxy composites displayed poor microwave absorption performance. Among the silicon carbide-epoxy composites, the powder prepared using an silicon carbide content of 45 wt% (S-4) had a pronounced absorption band at 25.2 GHz with a reflection loss of -9.1 dB. The significant improvement was considered to be resulted from a better impedance matching due to the certain ratio of silicon carbide, which might be ascribed to the special structures in the silicon carbide-epoxy composites. Fig. 7 (a, b) displayed the visual three dimensional and color-filling patterns of microwave absorption values of the silicon carbide-epoxy composites with different weight ratio of the silicon carbide. Obviously, S-1, S-2, S-3 and S-5 silicon carbide-epoxy composites absorbers present weak absorption (RL 4. Conclusion In summary, we have successfully prepared the silicon carbide via combustion method in nitrogen atmosphere. XRD and SEM studies have established formation of the silicon carbide material. Experimental results indicate that the silicon carbide-epoxy composites in 2–18 GHz exhibit better absorption performances than in 18–40 GHz. The shifts of the attenuation peak in microwave absorbing properties of composites are due to increasing the content of silicon carbide in all frequency range of 2–40 GHz. It was found that the optimum reflection loss could be obtained over a broad frequency region on the silicon carbide-epoxy composites. Microwave absorbing properties can be modulated simply by controlling weight ratio of silicon carbide on the samples for the required frequency bands. Due to the reflectivity performance and easy and low cost preparation routes, the silicon carbide has a promising potential for microwave absorber. References V. M. Petrov, V. V. Gagulin, J. Inorg. Mater. 37 (2001) 93. X. L. Shi, M. S. Cao, J. Yuan, X. Y. Fang, Appl. Phys. Lett. 95 (2009) 163108. R. MouÄ ka, A. V. Lopatin, N. E. Kazantseva, J. VilÄ Ãƒ ¡kovà ¡, P. Sà ¡ha, J. Mater. Sci. 42 (2007) 9480. T. H. Ting, K. H. Wu, J. Magn. Magn. Mater. 322 (2010) 2160. L. D. C. Folgueras, M. C. Rezende, Mat. Res. 11 (2008) 245. J. Cao, W. Y. Fu, H. B. Yang, Q. J. Yu, Y. Y. Zhang, J. Phys. Chem. B 113 (2009) 4642. N. J. Tang, W. Zhong, C. Au, Y. Yang, M. G. Han, K. J. Lin, Y. W. Du, J. Phys. Chem. C 112 (2008) 19316. R. A. Stonier, SAMPE. J. 27 (1991) 9. M. A. Soto-Oviedo, O. A. Araà ºjo, R. Faez, M. C. Rezende, M. A. De Paoli, Synth. 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S. Cao, J. Yuan, L. Zhang, B. Wen, X. Y. Fang, J. Alloys Compd. 495 (2010) 254. D. K. Ghodgaonkar, V. V. Varadan, V. K. Varadan, IEEE Trans. Instrum. Meas. 37 (1989) 789. E. F. Knott, J. F. Shaeffer, M. T. Tuley, Rader Cross Section, New York: Artech House, 1993, pp. 9. T. H. Ting, R. Pu. Yu, Y. N. Jau, Mater. Chem. Phys. 126 (2011) 364. C. V. Rao, S. K. Singh, B. Viswanathan, Indian J. Chem. 47 (2008) 1619. G. W. Meng, Z. Cui, L.D. Zhang, F. Phillipp, J. Cryst. Growth. 209 (2000) 801. X. L. Su, W. C. Zhou, J. Xu, Z. M, Li, F. Luo, D. M. Zhu, J. Alloys Compd. 492 (2010) L16. H. B. Jin, M. S. Cao, W. Zhou, S. Agathopoulos, Mater. Res. Bull. 45 (2010) 247.

Business Analysis Kelloggs Company

Kellogg Company Environment Denjah Harte MGT/521 September 10, 2012 Dr. John Grabarczyk Kellogg Company Environment Analyzing a company is one function a mutual fund manager performs when deciding to invest. The organization should conform to a strategic goal, evaluate new product developments, and have an increased market potential. Kellogg Company is a multinational, diversified, food manufacturing company producing cereals, snacks, and other foods. A mutual fund manager would recommend investing in the Kellogg Company based on long-term profitability and financial stability.Originally named The Battle Creek Toasted Corn Flake Company in 1906, in 1922 W. K. Kellogg renamed it Kellogg Company. According to  Kellogg Company (2012),  Ã¢â‚¬Å"Kellogg Company is the world’s leading producer of cereal, second largest producer of cookies and crackers and – through the May 2012 acquisition of the iconic Pringles business – the world’s second largest savory sn acks company. In addition, Kellogg is a leading producer of frozen foods† (para. 1). An analysis of Kellogg Company reveals strengths, weakness, opportunities, and threats that single out some key issues within the company.As a company, Kellogg has several strengths: it is a widely known brand name, the advertising campaign slogans are famous, and the company holds the largest global market share for pre-sweetened cereal. Every company has weaknesses as well – Kellogg has not developed many new cereal lines, their market share in the United States is declining, and the pricing approach is out-of-date. Kellogg Company has grown in the international market, making strides by acquiring the Pringles Brand in May 2012 (Kellogg Company News Room: In the News,  2012).Kellogg Company expanded to Europe, South America, and Asia Pacific, observing a slow growth to keep expenses from exceeding profits. Kellogg Company must lower prices to stay competitive and cost-effective in t he core areas, and reduce costs to keep a large share of the market. One threat Post, Quaker Oats, and General Mills uses against Kellogg Company is opposition pricing and other discount cereals imitate brand name cereals to try to chip away at Kellogg Company’s market share. Kellogg Company must combat these threats to stay invulnerable.The key to investing in Kellogg Company stems from the profitability in the long term. Diversifying product lines and moving focus away from cereal is rational and sound thinking. Increased economic instability and agricultural issues will cause upheaval but if judiciously anticipated, Kellogg Company will add to their market share. The addition of the Pringles Brand in early 2012 declined the profitability of Kellogg Company in the first half of the year because of cash outlay; however, the second half of the year projects larger profits as the product line aligns with the rest of the company.Kellogg Company has shown excellent leadership fo resight to expand into new territory globally, develop better products to suit the demand in those areas, and potentially increase profits for stakeholders. The internal and external stakeholders for Kelloggs Company play a crucial role in the organization, especially in how they â€Å"perceive the performance of the organization† (Yukl, 2010, pp. 377). Executives, managers, and employees represent internal stakeholders while investors, suppliers, the community, and consumers represent external stakeholders in Kellogg Company.The needs and requirements of the stakeholders differ, depending on the stakeholder relation to the company. Executives need to expand the company while keeping the company profitable and expenses to a minimum. Managers and employees need employment, want the potential to advance, and to earn good salaries. Investors need to see a profit, or a plan to increase profits, before they will want to invest more in a company. Suppliers need a demand for their o wn product and want the demand to continue.The community needs greener ways of producing products, using resources in a sustainable manner, and producing less waste. Consumers are complex in many aspects. Consumers are the end user of the product, the focal point of the strategic planning, and whose views influence the direction the organization takes in the global and local community. Consumer wants are many: a cheap cost, a nutritious product, an available supply, long storage life, and easy accessibility to a large variety.The consumer needs are simpler to define: they need food, shelter, and clothing. Kellogg Company fulfills the needs of the stakeholders in various ways. Kellogg expanded from its headquarters in Battle Creek, Michigan, across the United States, Canada, and into Mexico. The company extended globally to Europe, South America, and Asia Pacific, opening the door to new opportunities, careers, and partnerships for stakeholders. Kellogg Company encourages a value sys tem for employees at every level in the organization.Integrity, respect, accountability, passion, simplicity, success, humility, and hunger along with a Global Code of Ethics guide the business practices of employees of Kellogg Company worldwide. Kellogg Company calls these the ‘K Values’. Suppliers, like wheat, corn, and rice farmers, grow the grains for Kellogg Company. According to â€Å"Kellogg's Corporate Responsibility: Responsible Sourcing† (2012), Kellogg Company â€Å"requires supplier companies to comply with fair labor practices and ethical business standards, along with pertinent standards around environmental, health and safety issues† (para. ). Kellogg Company upholds suppliers to this high code of conduct. Community needs are a concern for Kellogg Company. The environmental impact of a growing world population is significant and Kellogg Company works to produce more with less energy, fewer greenhouse gas emissions, less water, and less waste (Kellogg’s Corporate Responsibility: Environment Outlook, 2012). Water reclamation, wastewater discharge, wellhead protection, and soil conservation are a few global environmental community projects currently performed by Kellogg Company.Kellogg Company considers consumer needs as well. From sustainable packaging made from recycled materials, to communicating the product and the nutritional information, Kellogg Company gives consumers a familiar product on the shelf, recognized from the advertising slogan, and it is nutritious. Consumers see the brand name and may not realize the sustainable grains, recycled material packaging, or the reduced carbon footprint of the transportation in getting the product to the shelf – they see food. Kellogg Company does not fulfill every stakeholder need.Investors saw stock prices drop because of economic depression worldwide, the steady decline of the demand for breakfast products, and the market trends lean toward more nutritious sn ack foods. Kellogg Company acknowledged the change in vision and scope, adjusting to adapt to new ideas and performing a gap analysis at the end of 2011. Kellogg Company diversified their portfolio of products, acquiring Pringles Brand snacks, and presented the second quarter financial results report to investors with solid, forward-looking statements and projections or the remaining fiscal year along with a projection for the years to come. Kellogg Company is a solid investment. Mutual fund managers considering Kellogg Company inclusion to a portfolio will benefit the client with an organization that truly has earned accolades and achievements for diversity and expansion goals as well as awards for civic, global, and environmental awareness. Representing the Olympics in 2012 is another achievement and excellent approach to sponsor good health and habits on a global scale. References Kellogg Company. (2012).Kellogg Company Fact Sheet. Retrieved from http://newsroom. kelloggcompany. com Kellogg Company. (2012). Kellogg’s Corporate Responsibility. Retrieved from http://kelloggcorporateresponsibility. com/ Kellogg Company. (2012). The Official Corporate Home Page of Kellogg's. Retrieved from http://www. kelloggcompany. com Nickels, W. G. , McHugh, J. M. , & McHugh, S. (2010). Understanding Business (9th ed. ). New York, NY: McGraw-Hill/Irwin. Yukl, G. A. (2010). Leadership In Organizations (7th ed. ). Upper Saddle River, New Jersey: Pearson Prentice Hall.

Stop Cluttering Up the Classroom Walls

Despite a teachers best intentions, a cluttered classroom environment could be distracting students from learning. Too much visual stimulation in the classroom can be distracting, the layout may be unwelcoming, or the classroom wall color may have a negative impact on mood. These elements of  classroom environment  can have a negative or positive effect on student academic performance. This general statement is supported by a growing  body of research on the critical impact that light, space, and room layout have on a students well-being, physically and emotionally. The Academy of Neuroscience for Architecture has collected information on this impact: Features of any architectural environment can  have an influence certain brain processes such as those involved in stress, emotion and memory (Edelstein 2009).   While it may be difficult to control all factors, the choice of materials on a classroom wall is the easiest to manage for a teacher.  The  Princeton University Neuroscience Institute  published the results of a study,â€Å"Interactions of Top-Down and Bottom-Up Mechanisms in Human Visual Cortex,†Ã‚  they conducted that discusses how the brain sorts out competing stimuli. One heading in the research notes: Multiple stimuli present in the visual field at the same time compete for neural representation...   In other words, the more stimulation in an environment, the more competition for attention from the part of a students  brain needed to focus. Michael Hubenthal and Thomas O’Brien reached the same conclusion in their research  Revisiting Your Classroom’s Walls: The Pedagogical Power of Posters  (2009). They found that a students  working  memory uses  different components that process visual and  verbal information . They agreed that too many posters, regulations, or information sources could have the  potential of overwhelming a students  working memory:   The  visual complexity caused by an  abundance of text and small images  can set  up an  overwhelming  visual/verbal  competition between  text and  graphics for which students must gain control in order to  give meaning to information. From Early Years to High School For many students, the  text and graphic-rich classroom environments begin in their early education (Pre-K and elementary) classrooms. These classrooms may be decorated to an extreme.   Too often,  clutter passes for quality, a  sentiment expressed by  Erika Christakis in her book  The Importance of Being Little: What Preschoolers Really Need from Grownups  (2016).  In  Chapter 2 (Goldilocks Goes to Daycare) Christakis describes the average preschool the following way: First well bombard you with what educators call a print-rich environment, every wall and surface festooned with a vertiginous array of labels, vocabulary list, calendars, graphs, classroom rules, alphabet lists, number charts, and inspirational platitudes - few of those symbols you will be able to decode, a favorite buzzword for what used to be known as reading(33). Christakis also list the other distractions that are also  hanging in plain sight:  the number of  mandated rules and regulations alongside decorations including hand washing instructions, allergy procedures, and emergency exit diagrams. She writes: In one study, researchers manipulated the amount of clutter on the walls of a laboratory classroom where kindergarteners were taught a series of science lessons. As the visual distraction increased, the childrens ability to focus, stay on task, and learn new information decreased (33). Researchers from The Holistic Evidence and Design (HEAD) support Christakiss position. They assessed  hundred fifty-three U.K. classrooms to study the link of classroom environment to the learning of almost four thousand students  (ages 5-11).  Researchers  Peter Barrett, Fay Davies, Yufan Zhang, and Lucinda Barrett published their findings in  The Holistic Impact of Classroom Spaces on Learning in Specific Subjects  (2016).  They reviewed the impact of different factors, including color, on student learning, by looking at measures of progress in reading, writing, and math.  They found that reading and writing performances are particularly affected by levels of  stimulation. They also noted that math received  the most positive impact from a classroom design that is student-centered and personalized spaces. Environment Element: Color in the Classroom The color of the classroom can also stimulate or overstimulate students. This environmental element may not always be under the teachers control, but there are some recommendations teachers might be able to make. For example, the colors  red and orange are associated with negative impact on students, making them feel nervous and unsettled. In contrast, blue and green colors are calming colors.   The color  of an environment also affects children differently according to age. Younger children below five may be more productive with bright colors such as yellow. Older students, specifically high school students, work better in rooms painted in light shades of blue and green which are less stressful and distracting.  Ã‚  Warm yellows or pale yellows are also older student appropriate. The scientific research into color is extensive and color can affect children’s moods, mental clarity, and energy levels,  (Englebrecht, 2003).   According to the International Association of Color Consultants - North America (IACC-NA), a school’s physical environment has a  powerful psycho-physiological impact on its students:   â€Å"Appropriate color design is important in protecting eyesight, in creating surroundings that are conducive to studying, and in promoting physical and mental health.† The IACC has noted that poor color choices can lead to irritability, premature fatigue, lack of interest and behavioral problems.   Alternatively,  walls with no color can also be a problem. Colorless and poorly lit classrooms are often considered boring or lifeless, and a  boring classroom maybe likely to cause  students to become disengaged and uninterested in learning. â€Å"For budget reasons, a lot of schools don’t seek out good information on color,† says Bonnie Krims, of IACC. She notes that in the past, there was a common belief that the more colorful the classroom, the better for the students. Recent research disputes past practice, and that too much color, or colors that are too bright, can lead to overstimulation. An accent wall of bright color in a classroom may be offset by muted shades on the other walls.  Ã¢â‚¬Å"The goal is to find a balance,† Krims concludes.   Natural Light Dark colors are equally problematic. Any color that lessens or filters  natural sunlight out of a room can even make people feel drowsy and listless (Hathaway, 1987).  There are multiple studies that point to the  beneficial effects of natural light  on health and mood. One medical study found that patients who had access to a scenic view of nature had shorter hospital stays and required lower amounts of pain medication than those patients who had windows that faced a brick building. The official  blog of the U.S. Department of Education posted a  2003 study  (in  California)  that  found that classrooms with the most (natural light)  daylighting had a 20 percent better learning rate in math, and a 26 percent improved rate in reading, compared to classrooms with little or no daylighting. The study also noted that in some cases,  teachers  needed only  to reposition furniture or move  storage to  take advantage of the available natural light in their classrooms.  Ã‚   Overstimulation and Special Needs Students Overstimulation is an issue with students who may have Autistic Spectrum Disorder  (ASD).  The Indiana Resource Center for Autism  recommends that teachers try to limit  auditory and visual distractions so that students can  focus on the concepts that are being taught instead of details that may not be relevant, and reduces competing distractions. Their  recommendation is to limit these distractions: Often when students with ASD are presented with too much stimulus (visual or auditory), processing may slow down, or if overloaded, processing may stop completely.   This approach may prove  beneficial for other students as well.  While  a  classroom rich in materials may support learning,  a cluttered classroom that overstimulates  may be too distracting to many students whether they special needs or not. Color also matters for special needs students. Trish Buscemi, the owner of  Colors Matter, has experience in advising clients what color palette to use with special needs populations.  Buscemi has found that blues, greens, and muted brown tones tend to be appropriate choices for students with ADD and ADHD, and she writes on her blog  that: The brain remembers color first! Let the Students Decide At the secondary level,  teachers could have  students make contributions to help shape a learning space. Giving students a voice in designing their space along will help develop student ownership in the classroom.  The  Academy of Neuroscience for Architecture  agrees, and notes  the importance of being able to have spaces that students can call their own. Their literature explains, Feelings of comfort and welcome in a shared space are vital to the level in which we feel invited to take part.  Students are more likely to  take pride in the space, and they are more likely to support each others efforts to contribute ideas and maintain organization.   Also, teachers should be encouraged to feature student work, maybe original pieces of art, displayed to elicit trust and student worth.   What Decorations to Choose? To reduce classroom clutter, teachers could ask themselves the following questions before putting that velcro or removable tape onto the classroom wall: What purpose does this  poster, sign or display serve?Do  these  posters, signs, or items celebrate or support student learning?Are the  posters, signs, or displays  current with what is being learned in the classroom?Can the display  be made interactive?Is there  white space in between wall displays to help the  eye distinguish what is in the display?Can students contribute to decorating the classroom (ask â€Å"What do you think could go inside that space?†) As the school year begins, teachers should keep in mind opportunities to limit distractions and reduce classroom clutter for better academic performance.

Things Fall Apart By Chinua Achebe - 897 Words

In the novel, â€Å"Things Fall Apart† by Chinua Achebe the Igbo tradition revolves around structured gender role. Everything essential of Igbo life is based on their gender, which throughout the novel it shows the role of women and the position they hold, from their role in the family household, also planting women crops, to bearing children. Although the women were claimed to be weaker and seemed to be treated as objects, in the Igbo culture the women still provided qualities that make them worthy. In Chapter 8 page 45 of â€Å"Things Fall Apart† by Chinua Achebe, there is a conversation between the men, â€Å"All their customs are upside-down. They do not decide bride-price as we do, with sticks. They haggle and bargain as if they were buying a goat or a cow in the market.† Comes to show that women are treated as objects like trading goods. Then they continue their conversation, ‘The world is large,’ said Okonkwo. ‘I have even heard that in some tribes a man’s children belong to his wife and her family.’ That cannot be,’ said Machi. ‘You might as well say that the woman lies on top of the man when they are making the children.† The Umuofia are pretty straight forward with the meanings of masculine and feminine. Where a man named Machi can’t even agree with other cultures, where instead of men â€Å"owning† their children it is the women and her family who own the children. So then he goes on comparing that type of social structure to where it is impossible for a women to be onShow MoreRelatedThings Fall Apart By Chinua Achebe1415 Words   |  6 Pagesbook Things Fall Apart by Chinua Achebe does just that. This book should be taught in schools because it shows the values and traditions of Achebe’s Igbo culture, persistently teaches life lessons throughout the book, and shows the darker reality of European colonialism in Africa. Chinua Achebe is known as one of the most influential and famous authors to ever write. Chinua Achebe originates from an Igbo background and he expresses that through his writings very well including Things Fall ApartRead MoreThings Fall Apart by Chinua Achebe1324 Words   |  6 Pages Chinua Achebe chose to write his novels in English to reveal a deep response of his people to colonisation and to make that response understood to people all over the world. Things Fall Apart was written in English to teach people worldwide of the struggles he faced and the people of Nigeria faced growing up. Many authors and critics have written about Achebe’s ‘Things fall apart’ adding their valued opinion on what he was trying to say and his decision to write in English. In the followingRead MoreThings Fall Apart By Chinua Achebe Essay1203 Words   |  5 Pages who took their land for monetary gain. This was a dark period of time for Africans that live there. The U.S. Civil War and The Great Depression both can be related, in this instance, to how down their people were because of what happened. Chinua Achebe said it best, â€Å"I would be quite satisfied if my novels...did no more than teach my readers of their past...was not a long night of savagery from which the first European acting on God’s behalf delivered them†(qtd. in â€Å"Morning Yet† 45). In theRead MoreThings Fall Apart By Chinua Achebe1452 Words   |  6 Pagesassume control over the Roman Empire. However, imperialism in Africa remained a recorded element from 1750 to 1945. This paper visits how control and changes were influences over the Africans during this time period as seen through Chinua Achebe’s novel Things Fall Apart. (UKEssays, 2015) Europe was experiencing a few financial and political changes that forced the major European forces to investigate abroad regions to add to their resources during the seventeenth century. In order for the EuropeanRead MoreThings Fall Apart By Chinua Achebe2361 Words   |  10 PagesThings Fall Apart Book Critique Things Fall Apart by Chinua Achebe is a historical fiction novel describing the life of Okonkwo in a Nigerian village succumbing to European ways, in order to portray Achebe’s view on imperialism. It was chosen for us to read by our teacher because it describes imperialism and its effects in an Ibo village of Nigeria. It also shows the treatment of natives by the Europeans and how the natives reacted. Things Fall Apart is useful to our course of studies because itRead MoreThings Fall Apart By Chinua Achebe1265 Words   |  6 PagesThings Fall Apart by Chinua Achebe is markedly relevant to our current course of studies in World History, as it tells a story based on European Imperialism in Africa. Coming off the heels of our Imperialism unit, this post-colonial novel provides very helpful context on different civilizations’ perspectives throughout the Age of Imperialism; aside from analyzing death tolls, descriptions of conflicts, and names of countries, it was previousl y hard to envision what life was actually like during thatRead MoreThings Fall Apart by Chinua Achebe 735 Words   |  3 PagesThings fall apart. Achebe. Ernest Gaines once said, â€Å"I write to try to find out who I am. One of my main themes is manliness. I think Im trying to figure out what manliness really is.† Indeed, every society or culture has its own understanding of an ideal man. Even though these characteristics are different in various parts of the world, the significance of masculinity can never be overestimated. â€Å"Things Fall Apart† by Chinua Achebe is considered as one of the best examples of a riseRead MoreThings Fall Apart by Chinua Achebe692 Words   |  3 Pagesthe way to go. Through commercial trading Islam spread into Igboland, and this led to more Igbo people leaving the Igbo way of life for another, whether it be Islam or Christianity which divide the country in two. In the novel Things Fall Apart written by Chinua Achebe British colonialism and the migration of Muslims to Nigeria led to the change in the faith, social and economic changes in the Igbo society. Traditional Igbo faith believes that there is only one creator or god known as ChinekeRead MoreThings Fall Apart By Chinua Achebe Essay1851 Words   |  8 Pageschoice and styles are critical not only to the reader’s understanding of the text but to his appreciation as well. How language is effectively manipulated in their writings enhances the reader’s valuing of the works. The selected novel Things Fall Apart by Chinua Achebe is a representation of Igbo culture and their language. It explores the life of an Igbo tribe at the time of when colonization hit Africa. It could be considered as a post-colonial text, as the protagonist of the story and the otherRead MoreThings Fall Apart By Chinua Achebe1948 Words   |  8 Pageswellbeing or their absence. Things Fall Apart is a novel that was written by Chinua Achebe, who is a supporter of multiculturalism as depicted in his book through the appreciation of the differences between cultures. In his novel, Achebe has used the Igbo society as a representation of the African cultural roots. He demonstrates that interactions between cultures have both the constructive and unconstructive consequences. The primary purpose behind Achebe writing Things Fall Apart was to respond to the

Is Utopia A Perfect Society - 822 Words

The book Utopia by Sir Thomas Moore, tells the concept of a â€Å"perfect† society. It is told from the perspective of a man Tomas moore is talking to. This man is Raphael Hythloday, who was a voyager and went to an island with very different rules and way of life. The book talks about the way these people live, and the way other countries live. Questions on this topic are what will be addressed. What are big problems that other countries have that Utopia doesn’t? What are some of the ways of life the utopians live by? Is this Utopia perfect, or achievable? What are big problems that other countries have? Raphael said, â€Å"...who took occasion to runout in a high commendation of the severe execution of justice upon thieves, who , as he said, were†¦show more content†¦Lastly, everyone gets what they need, because they make plenty for everyone. If one person mainly farms, others can come and take what they need, because the farmer is able to go and take what he needs from them, that he cannot produce for himself. With this, no one goes hungry, is cold, or has anything to complain about, because everyone is doing their part. This is very different from anywhere else, because money is used to buy what we need, and we earn that money from what we did or made, so if one doesn’t have enough, they go hungry. Is this Utopia perfect, or achievable? The idea of a perfect society comes into everybodys minds at some point in their lives. Not having to worry about getting a job, money, a house, or food, never arguing or disagreeing with anyone, or anything that causes people to stress or be sad. Raphael believes this is the answer, â€Å"...So easy a thing would it be to supply all the necessities of life, if that blessed thing called money ...was not really the only thing that obstructed their bing procured.†(Moore 80). It wouldn’t be impossible to get rid of all of the money in the world, but would it solve all of the problems? Even if life was like this book and all of our need were taken care of, people would still have disagreements on what is fair, the babies going to different homes, slavery, and other things. At the beginning of the book, Raphael said people were very idle and thatShow MoreRelatedA Perfect Utopian Society Is Not A Utopia850 Words   |  4 PagesIn a per fect utopian society everyone gets what they need because communication, understanding, and open mindedness of different ideas would be key. In order for a society to be a utopia, everyone has to be comfortable and be provided with their wants and needs and everything needs to function perfectly. In order for function and equality, people must compromise in thoughts and ideas to provide for everyone. To do that, one must have a good understanding of why others may think differently and haveRead MoreThe Perfect Society In Sir Thomas Mores Utopia790 Words   |  4 Pages What is a Utopia? When people think of the term Utopia they think of an ideal or perfect Society. In Sir Thomas More’s â€Å"Utopia† we are introduced to such a society. However, today’s reader can see that the society More’s mention’s is filled with many underlying problems that make it seem less ideal or perfect, because it puts too much stress on the freedom’s and rights of its citizens. Such an act is detrimental in creating a utopia, because if the citizens are not happy with their freedom’s andRead MoreThe Idea Of A Perfect Society, Or Utopia, By Sir Thomas More880 Words   |  4 PagesThe idea of a perfect society, or â€Å"utopia,† was first introduced in Sir Thomas More’s book Utopia, written in 1516. In the book, More described a fictional island in the Atlantic Ocean through the character Raphael. On the island everything and everyone has a specific place and purpose. There is no private property, all of the houses on the island are the same; you can walk in the front door, through the house, and out the back door. All necessary items are stored in warehouses, where people onlyRead MoreUtopia is defined as a place of ideal perfection especially in laws, government, and social1000 Words   |  4 PagesUtopia is defined as a place of ideal perfection especially in laws, government, and social conditions, (merriam-webster.com). Utopia is a mindset that people are conditioned to believe is achievable, when in actuality it isn’t. In a utopian society when people believe that they have reached idealized perfection, there will still be things or people that make the society imperfect. â€Å"Every utopia faces the same problem: What do you do with the people who dont fit in?† (Margaret Atwood, a novelistRead MoreEssay about There is no Universal Utopia1608 Words   |  7 PagesThe idea of a utopia is one which has spanned many millennia. The first example of a utopia was the Garden of Eden, and since then mankind has endeavored to reach this perfect existence, a world without problems, where everyone can abide in peace. Just the word ‘Utopia’ summons up a whole assemblage of images, images which differ from person to person. This is why the concept of a utopia has been so tossed around, because no one can truly say what a utopia is. From Platos republic in 380BC rightRead MoreHumans Are Naturally Born Imperfect1680 Words   |  7 Pagessinners, and we must make our way to achieve the idea of a perfect human being, whether it take our whole life time, or not. Throughout our life it is within ourselves, to use our free will to make morally good choices in order for us to be considered as perfect. However, along with our free will to make morally good choices in our life, the laws set by our government, and standards expected of by our community help shape us into this perfect human being. Though by the laws, and standards with liveRead Mo reEssay on Brave New World696 Words   |  3 PagesBrave New World George Santayana once said, â€Å"Ideal society is a drama enacted exclusively in the imagination.† In life, there is no such thing as a â€Å"complete utopia†, although that is what many people try to achieve. Aldous Huxley’s Brave New World is an attempt at a utopian society. In this brave new world, mothers and fathers and family are non-existent. Besides being non-existent, when words of that sort are mentioned, ears are covered and faces of disgust are made. In a report to theRead MoreSimilarities Between The Truman Show And Animal Farm1717 Words   |  7 PagesHow should power be balanced out amongst a society? What balance of power can result in a beautiful utopia? How can we all lead a good life without stripping others of their own? The answers to these questions must be known if we want to lead a good, functioning society today and the answers can be found in the book, Animal Farm, written by George Orwell and the movie, The Truman Show, directed by Peter Weir. Both fictional stories help us understand where we need to set boundaries in our lives andRead More Utopian Dreams Essay1391 Words   |  6 Pages Throughout the ages, man has come to idealize a word that is most commonly related to ‘heavenly’ or ‘perfect’ without actually picking up the book and realizing for themselves that there is no such thing. A Utopian society could never exist because man is made to want, to desire success. Man is competitive by nature and would never be happy in a society where everyone is equal and there is no chance of advancement. Sir Thomas More dreamt of a land that was much like England but could neverRead MoreUtopia, by Thomas More: Your Wost Nightmare Essay1419 Words   |  6 PagesUtopia is a brilliant novel written by Thomas More. The idea of a utopia seems impossible, how can anyone live in a perfect place when perfection is in the eyes of the beholder? The Utopia in this novel is nothing more than abundant of already established ideas therefore it can’t not truly be a Utopia. The abolition of private property is one of Mores chief criticisms of Utopia; it seems to mimic the common understandings of communism, which Thomas More’s character Raphael has been accused of protecting

Defenders Of Art And Life Differ On Everything In Between Free Essays

In Robert Browning’s â€Å"Fra Lippo Lippi†, a 15th century painter discusses the illogic of his patrons who want him to paint less of the real world—in turn for more spiritually uplifting scenes.   This poem gives Browning a platform to put forward his philosophy on art, which holds equal respect for the high and the low alike.   Similarly, in â€Å"Why The Novel Matters†, D. We will write a custom essay sample on Defenders Of Art And Life Differ On Everything In Between or any similar topic only for you Order Now H. Lawrence forms a postulation that there is more to life than just the label of â€Å"spirit†.   But he goes further to say that there is a difference between that which is alive, and that which is inanimate. He contends life is more important—and a well-written novel is the equivalent of life.   He puts novels on a pedestal, while everything else is lesser than the living things.   Browning’s character Lippi, however, while also detesting the barrier of the word â€Å"spirit† , does not go so far as to say the material mortar of the world is somehow more important than the soul.   He merely defends its equivalence.   He does not believe his paintings are more important than living things; he believes that they share equal value. Although Lawrence is willing to include the human body in with the word â€Å"spirit†Ã¢â‚¬â€he draws a line at the fingertips, and calls everything else (except for the novel) of lesser substance; alternately, Lippi is more liberal in his view, for he does not dwell overlong on the delineation between life and immaterial things—but just on their symbiosis.   Ultimately, Lippi is more humble about his art and life in general. For Lippi, painting for his patrons is only half of a life: carousing about town is the other part.   This is why he regularly escapes for release from the dogged work.   Although the religious service is a career for him, he cannot sustain it without proper romps on the town.   Therefore, by living in worlds both saintly and debauched, Lippi is able to see through the Prior’s facade, when he is asked to only paint the spirit—not the body.   The Prior says: â€Å"Your business is not to catch men with show †¦Ã‚   Your business is to paint the souls of men† (Lines 175-184).   Lippi, however, would rather include everything in his art, and therefore more accurately reflect the world—and make better use of art.   â€Å"Now is this sense, I ask?†(198) Lippi says. â€Å"Why can’t a painter lift each foot in turn, †¦ Make his flesh liker and his soul more like †¦ You should not take a fellow eight years old / And make him swear to never kiss the girls.†(224-225).   Lippi rails against simplifying existence into a word or an image: â€Å"The world and life’s too big to pass for a dream †¦Ã‚   The only good of grass is to make chaff†(251-257).   Lippi cannot settle for a narrow view of the order of things—while Lawrence only partly concedes that there is more to â€Å"spirit† than just vapor.   Lawrence contests that life’s ether is as vital as the shell—and by singling out, labeling—or falsely idolizing any one part of its essence, we are hindering ourselves from fully living.   For instance, Lawrence rants on the fallacy of labels: â€Å"We think of ourselves as a body with a spirit in it †¦ Mens sana in corpore sano.   The years drink up the wine, and at last throw the bottle away, the body, of course, being the bottle†(2446).   Indeed, Lippi’s dead shell of a horse is Lawrence’s empty bottle of spirits—and the two of them seem to agree that definitions of the â€Å"spirit† are just distractions from the truth of existence. Lawrence, however, sets aside one exception, being that the Bible itself, when read as an entire piece, achieves some spirit similar to that of the humankind: â€Å"The Bible †¦Ã‚   [It sets] the whole tree trembling with a new access of life, [it does] not just stimulate growth in one direction†(2448).   Herein lies one key difference, then, between Lippi and Lawrence, which is that Lawrence makes exception for the novel as being at the rank of a living entity—while Lippi does not go so far as to suggest that art is exclusive from the rest of the lifeless world, although he does believe it is as important as life.   After all, Lawrence says the novel can â€Å"make the whole man alive tremble. Which is more than poetry, philosophy, science, or any other book-tremulation can do†(2448).   Moreover, while he does not specifically call out painting as one of the lesser â€Å"tremulations†, it seems safe to say this is implied—since he even excludes poetry from his sacred circle of life—which, ironically, is the medium through which Browning’s Lippi is experienced.   In contrast, Lippi says that life’s everyday details are â€Å"better, painted—better to us †¦ Art was given for that†(300-304).—and again, Lippi does not put art above life—only beside it.   He says: â€Å"Do you feel thankful, aye or no, / For this fair town’s face, yonder river’s line, †¦ What’s it all about? / To be passed over, despised? or dwelt upon†(286-291). Of course, Lawrence, does distinguish the particularization of his own body, and how each part is equal to the whole—but nothing beyond himself: â€Å"Why should I imagine that there is a me which is more me than my hand is?†(2446).   But Lawrence’s â€Å"me alive† theory excludes the static objects of the order of things as merely props—that are not to be confused with life or novels. Ultimately, Lippi sees no place for the soul without the bodily elements, and rhetorically argues: â€Å"What need of art at all? A skull and bones, / Two bits of stick nailed crosswise†(321).   Lawrence, however, sees the various mediums of communication as â€Å"words and thoughts and sighs and aspirations that fly from [us], they are so many tremulations in the ether†(2447).   Lawrence merely concedes that the lifeless elements are â€Å"tremulations† that may â€Å"reach another man alive† and â€Å"he may receive them into his life, and his life may take on a new color†(2447). So, while Lawrence agrees with Lippi that the baser elements are important, he goes on at length to flesh out the reasons why life and the novel are substantially more important:   â€Å"All things that are alive are amazing.   And all things that are dead are subsidiary to the living†(2447).   He builds a wall between life and the novel—and the rest of existence: â€Å"I, who am man alive, am greater than my soul†(2447).   In this way then, while Lawrence agrees with Lippi that the parts cannot be distinguished from the whole, without excluding the essence—he differs in that he goes further to impose a privileged position upon the energy of life and novels, whereas Lippi simply thinks that art and the lesser units ought to have equal exposure in the spotlight life. So Lawrence is circular in his theory, insisting â€Å"spirit† is limiting in its language—while touting the transcending power of the novel.   Indeed, despite arguing that limitations abound under labels, and that any â€Å"particular direction ends in a cul-de-sac†(2448)–Lawrence is still making divisions: â€Å"A character in a novel has got to live, or it is nothing†¦.   We likewise, in life have got to live, or we are nothing†(2449).  Ã‚   Plus, he is proud of his specialness as an artist, in a way that Lippi is too humble ever to approach: â€Å"Being a novelist, I consider myself superior to the saint, the scientist, the philosopher, and the poet, who are all great masters of different bits of man alive, but never get the whole hog†(2448). Ultimately then, at the root of their respective philosophies on art and life, Lippi is more adverse to divisions of all kinds, not putting himself or his art above the world, put equal to it.   One senses that he is not likely anymore proud of himself than the subjects he paints about, while Lawrence is more proud of the novels he writes than the objects described in them. How to cite Defenders Of Art And Life Differ On Everything In Between, Essays

Hopeless Romantic free essay sample

Her friends know it, her parents know it even Laura acknowledges she lives either with her head In the clouds or buried in a romantic novel. Its proved harmless enough, even if it hasnt delivered her real-life dashing hero yet.But when her latest relationship ends n a disaster that cost her friendships, her Job and nearly her sanity, Laura swears off men and hopeless mantic fantasies for good. With her life in tatters around her, Laura agrees to go on a vacation with her parents. After a few days of visiting craft shops and touring the stately homes of England, Laura is ready to tear her hair out. And then, while visiting grand Charley Hall, she crosses paths with Nick, the sexy, rugged estate manager. She finds she shares more than a sense of humor with him In fact, she starts to think she could fall for him. But Is Nick all he seems? R has Laura got It wrong again? Will she open her heart only to have it broken again? Amoys pregnant, Laura Dan released her, and Laura could feel the dampness his hands left on the side of her face. We will write a custom essay sample on Hopeless Romantic or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page He was quite sweaty, she thought as If watching this scene Idly from another room, another life. Laura, are you listening? Dan said sharply. Yes.. . Laura cleared her throat. You Her eyes filled with tears, and one ran down her cheek. She gave a tiny cough, almost a gasp, and sat up straight. No, she wouldnt cry. She would not cry. Laura I wanted to tell you, Eve been trying to- Laura. You know who its is. She hadnt seen Amy for so long, hearing her voice came as a huge shock. Sickly sweet, slightly rasping, scary. It didnt sound violent, or overly emotional, or hormonal. It sounded in control. Dont you hang up on me, bitchy, Amy hissed. Mimi fat, spotty, spineless bitchy. Dan finally told me who hes been screwing, like I couldnt guess anyway. Okay? Youre too bucking coward to talk to me after what youve done, are you? Fine. Let me spell it out for you. I know what you did. If you ever go near him again, Ill find you and Ill make your life misery. Even more miserable than it must be now. You fat, stupid dog.He told me how you chased him, how you egged him, Just like the ugly dog that you are. Like you were at school, always begging. Youre pathetic, Laura. You are pathetic. My darling girl, Mary said. Stop crying. Stop it. From what you tell me, I imagine you have luckiest of escapes. Now, dry your eyes, and sit still, and Ill get you another drink. Its over now, dont you see? Isnt that wonderful? What? said Laura, wondering what on earth she could mean. Its not wonderful. I feel like a complete fool. Eve lost my best friend, Eve lost my Job, Eve behaved like an idiot. l think its wonderful, said Mary, standing up.She went into the kitchen. Mimi fell in love, well, thats wonderful. All right, it was with a completely wrong man. But its over now, and the best of it is, no more secrets. No more living your life in half shadow, which is what it seems to me youve been doing these last few months. miss, Laura said, staring into the gloom of the kitchen. l hadnt thought of it like that. But Im always doing it, always falling for the wrong person. Im so stupid. No, youre not, said Mary. Muff Just havent met the right one yet. And until then, at least youre not lying to everyone you know anymore. The quality you castigate yourself most about your tendency to fall in love with the most inconvenient people is what I love about you darling. Oh Grand, said Laura, trying not to sound impatient. Thats Just not true. Its awful I should get a grip, not- Mary banged her ring hand on the arm of her chair, as if she were Elizabeth I inspecting the English fleet. No darling. You have a great capacity to love. Be careful. Use it wisely. But be proud of it. So much love in your heart. Thats why I worry about you. She coughed. Laura listened, relieved to be talking about it at last, but not really owing what to say. L worry you will walk away from that. That this will close you up, make you forget how wonderful falling in love can be. Dont. Right, said Laura. So I have to meet them to get started with - She stopped, suddenly remembering what she said before. Them And, and My boyfriend, I mean. Nick raised an eyebrow at her. He smiled sardonically, his eyes glittering with amusement. So you dont have a boyfriend ,then, he said, throwing his keys up in the air and catching them. miss, Laura said hotly. He likes tea towels too. Hes Just not here. Hes, ere Oh, God. Never mind. Never mind, Nick agreed politely.