fountain head through quotes :: essays research papers

The Meaning of The Fountainhead Through Quotes   Ã‚  Ã‚  Ã‚  Ã‚  Literature is often a key factor in understanding the meanings of certain philosophies. If philosophy were not explained to great extent in certain works of literature, man would have no means of understanding the crucial, insightful messages behind philosophy. One such philosophy, objectivism, is represented exceptionally in Ayn Rand’s novel, The Fountainhead. The compelling dialogue between the characters of the book allows one to uncover Ayn Rand’s own feelings towards objectivism. The connotations and the implications of several of the quotes within The Fountainhead accurately depict the essence of objectivism, as a way to live one’s life properly. They also encourage the opposition of convention through the telling of events that the novels main character, Howard Roark, goes through.   Ã‚  Ã‚  Ã‚  Ã‚  Howard Roark is a man who blazes his own path and listens only to himself. He feels success comes to those who achieve complete and utter independence from the world’s traditional principles. Howard also cares nothing of other’s opinions of himself. When he is expelled from school, he is not angry or sad; he simply feels he needs to discover a new way to venture into the career of architecture. He does not allow expulsion to ruin his hope of being an architect. Peter Keating, on the other hand, is a man with little independent thought. He was the top student of his class and was recognized by many professors as an outstanding student. However he has serious self esteem issues. In fact, Peter decided to go into architecture not because he has a passion for it but because it would gain him a socially respectable position. Keating believes that only by following set guidelines will he get ahead in life. In one dialogue, between the two characters, Keati ng is asking Roark for advice on what he should do with his life. Keating asks, â€Å"How do you always manage to decide?† Roark answers his colleague with a question of his own. â€Å"How can you let others decide for you?† Keating asks his question because he cannot comprehend how Howard can live his life not caring what others think of it, where as, Roark sees it as inconceivable that Peter could have such little self-assurance when it came to making his own decisions. In this regard, Roark is a better man that Keating. It also shows how Roark displays objectivism. Roark is unwilling to succumb to the norms values of society and he is able to think and reason for himself.

Illusion and Delusion in Conrad’s Lord Jim : A Tale Essay -- Joseph Co

Don Quixote Rides Again: Illusion and Delusion in Conrad’s Lord Jim: A Tale â€Å"‘You are an incorrigible, hopeless Don Quixote. That’s what you are.’† (Conrad 1946b, 44) Fifteen-year-old Konrad Korzeniowski (Joseph Conrad) heard these admonitory words from the lips of his tutor, a Krakowian college student instructed by his maternal uncle (Tadeusz Bobrowski) to talk his nephew out of his eccentric desire to become a seaman. The link between young Conrad’s desire to become a sailor and the renowned knight of La Mancha is not a casual one. In his writings, Conrad generalises the particular case of his vocation for the sea by pointing to the reading of romances of adventure as the cause prompting young men to join the maritime profession. Thus, for instance, in the autobiographical work in which the words of dear tutor are quoted (A Personal Record) Conrad refers to Victor Hugo’s Toilers of the Sea as his â€Å"first introduction to the sea in literature.† (1946b, 72) In â€Å"Tales of the Sea† (1898) ––an earlier piece written at a period in which he was already engaged in the composition of Lord Jim: A Tale–– Conrad speaks of how Frederick Marryat and James Fenimore Cooper, the creators of sea fiction, â€Å"influenced so many lives and gave to so many the initial impulse towards a glorious or a useful career†. (1949, 56) Later essays like â€Å"Well Done† (1918) or â€Å"Geography and Some Explorers† (1924) highlight the role played by romances and books of exploration in triggering young men’s desire for a life of adventure at sea, Conrad’s included. In the latter he calls Nà ºÃƒ ±ez de Balboa, Tasman, Torres, Cook or Franklin â€Å"the first grown-up friends of my early boyhood† and states that their nautical feats were an inspiration for him. ... ...Facts! They demanded facts for him [Jim], as if facts could explain anything!† (Conrad 1946c, 29) This disavowal of the value of facts sounds is an anomalous one to hear coming from a third-person narrator which, traditionally, was supposed to occupy the objective position of a view from nowhere specifically. It is important to add that such a statement is made in Chapter 4, at the end of which the third-person narrator gives the floor to Marlow, a first-person narrator subjectively involved in the story he is telling. 11 Needless to comment on the connection between hepatic diseases and alcoholism. 12 It may be argued that the doctor’s irony and laughter are a sign of nervousness and a symptom of the loss of consistency of his self-representation as derived from a scientific practice whose solidity is equally eroded by the engineer’s atypical hallucinations.

Witches :: essays research papers

In the Malleus Maleficarum, Sprenger and Kramer’s basic argument about the origins of witchcraft is that witchcraft is found chiefly in women due to several reasons that focus on characteristics of women. Sprenger and Kramer argue that witchcraft in women is more probable because women were very naà ¯ve and impressionable, carnal lust is never satisfied in women, and they are of lower intelligence and weaker memories than men.   Ã‚  Ã‚  Ã‚  Ã‚  Women are viewed as very naà ¯ve and impressionable because they are influenced much easier and therefore they are more likely to become involved with the devil. Women were â€Å"more credulous, and since the chief aim of the devil is to corrupt faith, therefore he rather attacks them†(120). Women being credulous and naà ¯ve makes it easier for the devil to entice them into witchery. They were also much more impressionable making them prime targets for â€Å"disembodied spirits† to influence them and cause wickedness (120). The spirits referred to are those of evil and without faith, and since women were more vulnerable they would be more likely to abandon faith and be inclined to follow the devil. Sprenger and Kramer state that a â€Å"wicked woman is by her nature quicker to waver in her faith, and consequently quicker to abjure the faith, which is the root of witchcraft† (121). This further shows how much more likely it would be for women to become witches since the naivety and impressionability of women is what would cause the quickness to waver and abjure faith.   Ã‚  Ã‚  Ã‚  Ã‚  Sprenger and Kramer felt the insatiable carnal lust that was part of women led them to witchery because their lust cannot be satisfied and it would lead to involvement with the devil. Proverbs xxx states â€Å"There are three things which are never satisfied, yea a fourth thing which says not, It is enough; that is, the mouth of the womb† (127). Women basically are viewed as women obsessed with sexual encounters that could not be satisfied by man alone, so they in turn would become involved with the devil to fulfill their desires. This is also shown when a woman falsely accuses Joseph because he would not agree to have sex with her and he ends up imprisoned (121). As explained in the selection â€Å"when she hates someone whom she formerly loved, then she seethes with anger and impatience† (121). This shows how the lust of the woman who accused Joseph caused her wickedness to accuse him.

Alexander the Great: Establishing the Supremacy of Western Thought Essa

The conquests of Alexander the Great and the significance of those conquests in establishing the supremacy of western thought. Alexander the Great started his military career on such a stellar note in 340 BC at the young age of 16. His father, Philip II was on a campaign in the east against Byzantium, having left Alexander in charge of Macedonia and during this time, a rebellious tribe attacked but was crushed by the troops led by Alexander. His efforts were lauded, he was rewarded by founding the first town of many to bear a version of his name and with Alexandropoulos, his military adventures began gloriously. During his father’s next campaign, Alexander leads the cavalry charge against a combined threat and strengthens his stance as a military leader. With Philip II’s death in 336 BC, Alexander sought approval of the army generals for the kingship, the generals agreed and Alexander was proclaimed king and ruler of Macedonia. To ensure his initial days as leader were uninterrupted he killed all other competition. 334 BC Alexander has demonstrated his ruthless actions are...

The Horse Whisperer

The Horse Whisperer Among all of the devices beautifully used in this poem by Frost, personification is the one I want to focus on in this essay. My little horse must think it queer (Stanza 2, Line 1) The idea of the horse thinking about the rider's intentions and the fact that rider pays attention to what his little horse must think, shows the relationship between the rider and his only alive companion he has in this journey. Although we can consider the whole poem as an interior monologue, this relationship between the rider and the horse is the only bond there is between the man and his surroundings.He gives his harness bells a shake To ask if there is some mistake. (Stanza 3, Lines 1,2) It is noteworthy that the poet has chosen the pronouns â€Å"He† and â€Å"His† for the horse indicating the role that rider considers for it apart from being only a vehicle. Upon consideration, the horse becomes a means to an end for the speaker. The horse is essentially the riderâ €™s means for attaining his promises which he has miles and miles to get to them. With this in mind, the horse becomes an extension of the speaker’s own thoughts in the anticipation of moving forward.The horse never really asks or wonders about any of the things mentioned; it is only the speaker’s own thoughts projected onto the horse. This personification and projection of thought magnify the separation between the speaker and his surrounding natural environment. He, with his horse, or rather vehicle of progress, appears to be the only living things around. It seems throughout the poem his horse is the only thing, which tries to keep him attached to the environment and his surroundings. The horse like any practical being, wants to get on down the road to food and shelter.The narrator himself, however, continues to get fascinated by the mysteries of the forest, the otherness, sleep and death. At some point, it seems like he has given up the rationality and responsi bility of his actions to the horse as he talks with some kind of neighborly attitude towards the matter by the use of words â€Å"Stopping by† and the line where he says: Whose woods these are I think I know. (1) But when he says † My little horse must think it queer† he admits that the thinking and rationalizing process has been given to the horse while his mind is occupied with matters such as death and the promises he has to keep.The most significant auditory imagery used in the poem is of the horse's bells † He gives his harness bells a shake (11) . Other than that there is only what other sound mentioned in the poem: The only other sound's the sweep Of easy wind and downy flake. (Stanza 3) All this creates an odd, somehow scary atmosphere mirroring the inner conflicts of the rider and his only companion through this battle is a horse on which he relies in several occasions. Works Cited: http://studentacademichelp. blogspot. com Steve Pedersen: â€Å"St opping by Woods on a Snowy Evening': A Burkean/Ecocritical Reading†

Moral Education Essay

Moral education can be given better by parents at home, than by schoolmasters and professors in schools and colleges. Parents have numberless opportunities of guiding their children by pre ¬cept and example, opportunities denied to the teacher. Who generally meets his pupils in large classes, and seldom has the means of becoming intimately acquainted with their several char ¬acters and the faults, other than intellectual faults, to which each of them is particularly prone. The first point of importance to notice with regard to moral instruction is that, in the words of the proverb, example is better than precept. This is too often forgotten by parents, especially in the case of young children. Many parents are emphatic in incul-cating truthfulness, but, on very slight occasion think it advisable to escape the importunity or curiosity of children by deception, if not by actual falsehood. They fondly hope that the deceit will pass unnoticed; but children are keener observers than they are generally supposed to be, and very quick to detect any discrep ¬ancy between preaching and practice on the part of their elders. It is therefore imperative that parents in all cases should them ¬selves act up to the moral precepts that they inculcate upon their children. Another important point in the home training of children is careful selection of associates of their own age who will not teach them bad habits. For the same reason, especially in rich houses, great care must be taken that the servants do not exert an evil influence on their moral character. Bad servants teach a child to be deceitful and disobedient by secretly helping him to enjoy forbidden pleasures, which of course they warn him he must on no account mention to his parents. They may also render a child rude and overbearing by servile submission to his caprices and bad temper. If we now pass from home to school life, we see that the first great disadvantage that the school-master labours under is that it is very difficult for him to gain the affections of his pupils. A father can generally appeal to filial love as an inducement towards obeying the moral rules he prescribes. But a school-master ap ¬pears to boys in the position of a task-master, and is too often without reason regarded by them as their natural enemy, particu ¬larly by those whom he has to punish for idleness or other faults, that is, by the very boys who stand most in need of moral instruction. Even when a school-master has got over this hostile feeling, he finds that the large amount of daily teaching expected from him leaves him little leisure to give his pupils friendly advice in the intervals between lessons. It has been proposed in India that formal lessons in morality should be given in schools and colleges. But it is to be feared that lessons so delivered from the school-master’s desk or the professor’s chair would produce little more effect than is obtained by the writing of moral sentences in copy-books. In the great public schools of England the masters have opportunities of de ¬livering moral lessons under more favourable conditions, when they preach the weekly sermon on Sunday in the sacred precincts of the school chapel. The Indian teacher has no such opportunity of using his eloquence in guiding the members of his school towards moral enthusiasm. Yet he can do much by the power of personal example, and by creating in the minds of his pupils admiration for the great English writers, who in prose or verse give expression to the highest moral thoughts. In addition to this, all intellectual education is in proportion to its success a powerful deterrent from vice, as it enables us to see more clearly the evil effects that follow from disobedience to moral rules.

Electrical and Electronics

This effect can be used to build an electric power generator, such as the one described in this paper. A coil attached to a shaft spins within the magnetic field ofa â€Å"U† shaped magnet. Three conveniently designed conductive disks allow the electrical load of the generator to be fed either with alternating current or direct current. the loop terminals is sinusoidal with zero mean value (Fig. 2). Its frequency is equal to the number of revolutions per second executed by the loop. Each terminal of the loop is connected to a metallic ring. The contacts with rings are made by means of fixed brushes.If the brushes are onnected to an electrical load, an alternating current will be established in the circuit. Keywords. Alternating Current, Direct Current, Generator, Magnetic Field, Induced Voltage. 1. Introduction Although diverse forms of energy (mechanical, thermal, chemical etc. ) can be converted into electrical energy, the expression electric generator is reserved, in the in dustry, energy into electrical energy. The generators that produce direct current (DC) are called dynamos and the ones that produce alternating current (AC) are called alternators.The device described in this paper is a generator capable of supplying an electrical load ith the desired type of current: alternating current or direct current. s AC output Figure 1. AC generator. 2. AC generator principle of operation. Figure 1 illustrates the principle of operation of an AC generator. A wire loop rotates within the magnetic field generated by a magnet, which induces an AC voltage between the loop terminals. The periodic change of the voltage polarity is due to the change of the position of the coil relatively to the magnetic poles.The amplitude of the voltage depends on the magnetic field strength and is also directly proportional to the rotating speed [1, 2, 3, 4]. If he magnetic field is uniform and the rotation speed is constant, the voltage induced between Figure 2. AC generator out put. 3. DC generator principle of operation. The described AC generator may be transformed into a DC generator, substituting the contact rings by a mechanical switch. As illustrated on Fig. 3, a simple switch may be done with a metal ring divided into two isolated halves (segments), which are mounted in the axis.This type of commutator is denominated collector. segment of the collector. When the loop rotates, an AC voltage is induced in the coil, exactly as in the AC generator. But, before reaching the oad, the induced voltage is transformed into a DC voltage by the collector (Fig. 4), which works as a mechanical rectifier. The contact segments of the collector move to a different brush each half turn of the loop, keeping a unidirectional current flowing through the electrical load of the circuit [1]. The rotation speed has to be well determined so that the final result is the expected one.As stated before, the rotation speed influences the induced voltage amplitude and frequency. à ¢â‚¬Å"U† shaped strong permanent magnet, shown in Fig. 6. The most challenging part to build was a contact rings and collector unit (Fig. 7). It was ade of three printed circuit board disks, coaxially mounted on the rotating axis. The two smaller disks were kept with their entire conductive layer and were intended to supply the generated AC voltage. The conductive layer of the larger disk was cut into two halves, in order to implement the collector, which mechanically rectifies the generated AC voltage.Figure 5. Coil with iron core. DC output Figure 3. DC generator. Figure 6. Permanent magnet used to induce a voltage in the coil. Figure 4. DC generator output. 4. Generator' description Instead of a simple loop, an iron core coil with 1241 turns of O,16mm2 varnished copper ire was used. The iron core and its windings are shown in Fig. 5. The magnetic field used to induce a voltage between the coil terminals was provided by a Figure 7. Three coaxial printed circuit board disks w ith coil on top. 45 Fig. 8 and Fig. 9 illustrate how the rings and collector unit was built in a more comprehensive way.In Fig. 8, a cross-section of this unit is shown, revealing how electrical connections were made: one terminal of the coil was connected to one of the smaller disks and to one of the halves of the larger disk (collector); the other terminal was connected to the other smaller disk and to the ther half of the larger one. Fig. 9 shows a panoramic view of the assembly and the generator outputs responsible electrical load. In order to make the generator operate properly, the DC output brushes positions must be displaced by 1800 from each other.The AC output brushes may be placed anywhere on the respective disks. coil Copper wire Insulator Copper Solder Figure 8. Connecting the coil to the three coaxial printed circuit board disks. power could be easily measured, some sort of mechanical power meter was needed and it was not available. There are always mechanical and elec trical power losses in the process of ransforming mechanical energy into electric energy. Mechanical losses may be reduced by lubricating friction points. The generator was put to rotate at 3000RPM; the measured induced voltage was 1,2V peak-topeak, with a 50Hz frequency. . Conclusions Spinning a wire loop within a uniform magnetic field in a convenient fashion induces a voltage between the loop terminals. Rotation speed influences the induced voltage amplitude and frequency. If an electrical load is connected to the loop terminals, a current will be established in the circuit. The current generated by a basic electrical generator is alternating current. If the generator s intended to supply direct current, it must have a device working as a mechanical rectifier: the collector.A device capable of generating both AC voltage and DC voltage has been presented. A coil attached to a shaft spins within the magnetic field ofa â€Å"U† shaped magnet. Three conveniently designed condu ctive disks allow either with alternating current or direct current. This device is very useful to illustrate the principles of electrical energy generation. It also shows the main similarities and differences between AC and DC generators: the working principle is the same for both machines, but the AC generator has contact rings and the DC enerator has a collector.