Huswifery

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Crystal dela Plata

English 01

Mrs. Kohli

An Analysis of Edward Taylor's poem "Huswifery"

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"Huswifery" is a poem written by Edward Taylor. Edward Taylor was most likely born in 164, in Leicestershire, England (Rowe 456). He was the son of a yeoman farmer and studied at Cambridge University (Rowe 456). "As a preacher and a Puritan, […], Talyor felt spiritually unworthy of God's grace" (Rowe 458). This is seen through his peotic works as he uses different metaphysical conceits in each of his poems to show his love for God, as well as, the collective aspects of his spirituality. Edward Taylor uses metaphysical conceit in his poem "Huswifery" to portray each of his spiritual blessings as a part of the whole of himself through the art of weaving.

Taylor uses the art of weaving as metaphysical conceit to describe each spiritual part of his self as a tool being spun for God's use. Taylor already feels unworthy of God's grace; he is simply asking to be used of God. In the poem Taylor writes, "Make mee, O Lord, thy Spining Wheele compleat" (1). Here Taylor is using metaphysical conceit to allude that his soul is the Spining Wheele and he is pleading for God to make his soul complete within Christ. He is recognizing that he needs God to make him complete. Taylor then asks God to make "Thy Holy Words my Distaff make for mee / Make mine Affections thy Swift Flyers neate" (-). Taylor is comparing God's holy words to the distaff of a spinning wheel, which "holds the flax or raw wool" (Lauter 467). He wants God's words to be the stability that holds him up and keeps him going for God's glory. His is also saying let my affections be those of your affections. He also use metaphysical conceit to compare his soul to the spool and his conversation to the reel when he says, "And make my Soule they holy Spoole to bee. / My Conversation to be thy Reele" (4-5). His soul is the spool on which he wants God's blessings to be spun and for them to be spun his conversation has to be the reel on which God's message is sent. Taylor also writes, "Then weave the Web thyselfe. The yarn is fine. / Thine Ordinances make my Fulling Mills" (-11). Here Taylor is referring to God's ordinances or laws as the tools to make him full, or also humble and strong in God's word so Satan or temptation does not ever win in his life. Or simply, to make His laws known to Taylor so that Taylor does not ever sin against him. In the end of the poem he sums it all up literally as

…cloath therewith mine Understanding, Will,

Affections, Judgment, Conscience, Memory

My Words, & Actions, that their shine may fill

My wayes with glory and thee glorify.

Then mine apparel shall display before yee

That I am Cloathd in Holy robes for glory (1-18).

Here Taylor is summing up what is said in the first two stanzas. He is insinuating that all of these, his understanding, will, affections, judgment, conscience, memory, words and action will come together as one with God's guidance to glorify God in everything he does. He is also making a typological reference to the garments of salvation and robes of righteousness talked about in Isaiah 1610. He wants his whole body to be model of Christian charity.

In conclusion, Edward Taylor uses metaphysical conceit in his poem "Huswifery" to compare each aspect of his character to a part of the tools used for weaving. Taylor does this to make a reference to his self as a tool being used for God's glorification. He want to give God the glory not only externally through his words and actions, but also internally through his understanding, judgment, and conscience, just to name a few, so that his can grow in God's grace to become and stay one of God's chosen elect. He uses metaphysical conceit to weave a poem that will garment God's greatness, as well as, his desire to be used for God.

Works Cited

Lauter, Paul, Ed. The Heath Anthology of American Literature. 5th ed., vol. 1. New York W.W. Norton, 18.

Rowe, Karen E. "Edward Taylor 164?-17". Paul Lauter, Ed. The Heath Anthology of American Literature. 5th ed., vol. 1. New York W.W. Norton, 18. (456-45).

Taylor, Edward. "Huswifery". Paul Lauter, Ed. The Heath Anthology of American Literature. 5th ed., vol. 1. New York W.W. Norton, 18. (467-468).

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Controversial topics for essay

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Eulogy

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Abstract

Two unknowns were attempted to be identified by a series of solubility tests, followed by a series of functional group tests. Derivatives of the compounds were to be formed to confirm the identity of the substances. The solid did not have a melting point, rather, it sublimed. The solid and liquid were tested for solubility in water, 5% NaOH, 5% NaHCO, 5% HCL, and HSO4. The liquid was found to have a boiling point of 184°C. The liquid was tested using the beilstein test for halogens, the ferric chloride test for phenols, ,4-DNP for carbonyls, Br/CCl4 for multiple bonds, and the Tollens test for aldehydes. No derivative could be formed with the liquid because the sample evaporated. It was concluded that the liquid was benzaldehyde, which has a BP of 17°C.

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Introduction

Qualitative analysis of unknown compounds is based on functional group chemistry. Several different classification tests can be performed on a substance to determine the functional groups that are present, or absent for that matter. For example, the Beilstein test, tests for halogens. A copper wire is heated and then coated with the sample and then heated again. If a green flame is present, this is a positive result. The green flame is the result of the production of a volatile copper halide ().

The most important tests that should be performed initially are the solubility tests. These tests give important information about the functional groups present. For example, compounds that contain 4 or less carbons, and contain oxygen, nitrogen, or sulfur are usually soluble in water (). A flow chart on page 44 of the lab text outlines the procedure to follow for the solubility tests. Identity of unknown compound can be concluded by logical elimination of certain functional groups, and by using the results of each classification test to narrow the possibilities.

Results and Discussion

The tests and results for the solid unknown #6 are located in table 1.

Table 1

Solubility tests

According to the chart on p. 44 of the lab text, the solid probably does not have a low molecular weight, and is not a carboxylic acid or amine because it was not soluble in water. Furthermore, it was also indicated that it is not a carboxylic acid because it was not soluble in NaOH. NaOH insolubility also suggests it is not a phenol. The solid was not soluble in HCl, which suggests it is not a base, such as an amine. The solid was soluble in HSO4, which indicates that the solid is a neutral compound, or inert.

Possibilities based on solubility tests

· Alkenes

· Alcohols

· Ketones, aldehydes

· Nitro compound

· Esters, ethers

· Alkyl halides

· Aromatic compound

Classification tests

The solid was first tested for multiple bonds to eliminate or indicate an alkene. The tests is based on the reactivity of a double bond with the addition of bromine

The solution of Br/CCl4 and the solid did not become colorless, which indicates that the compound does not contain a multiple bond between carbons.

The solid was then tested for an aldehyde or ketone with the ,4-DNP test. The color of the precipitate formed is used as a guide to the type of functional group present. A yellow precipitate usually indicates an unconjugated ketone or aldehyde (). A red precipitate indicates conjugation. The solid tested produced a yellow-orange precipitate. From the results of the saturation test, which suggested no multiple bonds, it can be concluded that the solid may be an unconjugated aldehyde or ketone.

The Tollens test was used to differentiate between an aldehyde and a ketone because of the highly positive ,4-DNP test. The Tollens test is based on the fact that aldehydes normally produce a precipitate of silver metal by reduction of ammoniacal silver nitrate

The solid did produce a heavy silver precipitate on the sides of the glass test tube. Because ketones do not normally react in this test, one can conclude the solid is an aldehyde.

Derivative formation

It was concluded from the classification tests that the solid is an aldehyde, however no derivatives were formed. ,4-DNP and semicarbazone were attempted to be produced. The procedure for ,4-DNP was repeated twice with extra precision. Upon consultation with Mrs. Collins, the lab manager, it was concluded that the second batch of ,4-DNP was contaminated or produced incorrectly. The second batch was compared to the first and they were clearly different. There was not enough time to repeat the procedure a third time with new ,4-DNP.

The solid did appear to have a melting point. The melting point was attempted of the Fisher-Johns apparatus and the Mel-Temp apparatus twice. The solid appeared to sublime, which occurs when a solid goes directly to the vapor phase. This may have occurred because the vapor pressure of some solids depends on the temperature of the surroundings.

According to the appendix of derivatives on p. A of the lab text, the most likely possibility for the compound is pentanal. This was concluded because it was the only aldehyde that did not for semicarbazone. Also, according to the HO solubility test, the solid most likely has more than 4 carbons. Pentanal is not conjugated and has no double bonds, which was suggested by the ,4-DNP and the saturation test. The structure for pentanal is

Table

Test Positive result Result Comment

Solubility tests

The liquid was soluble in water, which suggests the compound contains 4 or less carbons, and may contain O, N, or S. If a compound is soluble in water, the Ph of the liquid should be considered. The liquid did not change the color of the red or blue litmus paper, so the compound is neutral. The compound was soluble in both NaOH and NaCO, which indicates a phenol, or carboxylic acid.

Possibilities based on solubility tests

· Carboxylic acid

· Phenol

· Low MW neutral compound

Classification tests

The liquid was tested for a phenol with the ferric chloride test. Red, Blue, or purple colors are produce in this test from the formation of complex phenols with the Fe(III) ion (). The liquid did not produce any colors. The liquid was then tested for the presence of a halogen with the Beilstein test. The Beilstein test is positive with the production of a green flame. The color is produced from the formation of a copper halide (). This test was also negative.

Because the litmus test indicates a neutral compound, and the ferric chloride test eliminated the possibility for a phenol, the liquid was tested for an aldehyde or ketone. The solubility of the unknown in water may have been due to the presence of a double bonded O. The ,4-DNP test was positive for the presence of a carbonyl. Furthermore, the Tollens test was positive for an aldehyde, giving the same result as the unknown solid. The saturation test, Br/CCl4, was positive for multiple bonds.

No derivatives could be made with the liquid because the sample appeared to have evaporated. Based on the BP of 184°C, and the above data, the unknown was concluded to be benzaldehyde, which has a BP of 17°C

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Salmon Fishing the Great Lakes

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Salmon Fishing the Great Lakes

Salmon fishing the great lakes has never been better. Great numbers of king(Chinook), coho, atlantic, and pink salmon have been taken over the last few years. The fishing has been so good that it is one of the most uprising sports today in Michigan. Most of the salmon have been coming out of Lake Michigan and Lake Huron. These two bodies of water hold an amazing amount of fish just waiting to bite. All it takes to catching them is just getting out there and finding them.

The salmon fishing season unofficially starts during the spring. During this time of year the place to be is in the southern portion of Michigan. Warm water from water run-off and streams flows into the lakes, warming the shallow water. Bacteria and parasites swarm the area, developing and multiplying in great numbers. When this happens, bait fish move in to feed on these organisms. Along with the bait fish come the salmon. Salmon will come in and heavily feed on the bait fish. During this time is when you want to be fishing. You will have a lot of luck at this time of year.

Following the spring salmon run is the summer fish. During this time of year the fish are a little bit harder to find. They will range in depths from anywhere in the thirty foot range to the one hundred and fifty foot range. A little trial and error has to be done in order to find the fish. Once they are located you can catch them in great numbers.Order College Papers on Salmon Fishing the Great Lakes

In the fall time, fishing can be great. At this time of year salmon are running into the rivers to spawn. To sustain their energy they eat a lot. This is why the fishing can be so good. Salmon of larger size are taken in large number. They are in very close and tend to school together. The smaller salmon tend to stay out deeper, for they are not ready to spawn yet. Fishing in shallow at this time of year will produce fish after fish on your boat.

The salmon season ends with fishermen lining the river banks and casting their bait into the currents. When it gets into the winter months the salmon head out into the deep water to avoid the freezing lake. The following spring will bring them back again.

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Assignment - Software Design for Telephone System

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Assignment - Software Design for Telephone System

Assumptions -

· The software is designed for local calls only, it will serve the people living in that geographic area.

· This system does not support conference. Help with essay on Assignment - Software Design for Telephone System · The subscriber will not be allowed to make any calls if his account accumulates an outstanding bill of £500 or more.

· The system will start charging once the connection is successful, and not during connecting or unsuccessful call.

· The system will disconnect from the caller if the connecting sequence has reached a timeout period of 1min.

· There are voice recorded messages that can be played to the caller when there are certain errors encountered.

This software will be running at the local exchange to manage the connections and charge the subscribers for the service. This telephone switching system consists of mainly two components, the controlling software and the electronic switching circuitry. It controls and allows two users to connect to each other, as show on the DFD below.

When the caller picks up his phone, he actually closes the circuit and connects to the local exchange telephone network. The system will detect this and lookup the Telephone Directory for the particulars for this telephone line and the respective subscriber. If the system detects that it is a valid line with subscription it will send a dial tone signal to the phone. The caller hears the dial tone will then dials the number of the callee, the system receives the signal to connect to another telephone line. It will look up the Telephone Directory again to check for any outstanding amount unpaid by the subscriber, if its £500 or more, the caller will be barred from making any calls. If not the system will look up the Telephone Directory for the particulars of the callee. For this case, since it is the caller party pays, even if the callee has chalked up a bill of £500 or more, he can still be contacted, unless his phone line is down.

If there is such a number where the caller dials, and the system has looked up the Telephone Directory checking the status of the callee. It will check if the callee is currently online, if the callee is busy, the system will send a busy tone back to the caller, signaling a call made is unsuccessful. The transaction is thus ended. If the caller wishes to redial, he will have to hook up his phone first to disconnect from the network before dialing, the system will then restart the sequence once again.

If the callee is free, the system will send a signal or a high current to ring the callee's phone, at the same time, the system will send a ringing tone to the caller, telling him that the callee is not engaged and that he has to wait for the callee to pick up his phone

However, if the callee is unavailable; his phone line is not engaged but is not at home, the ringing signal will continue to sound for a period of 1 min or until the caller hangs up, whichever is earlier, the system will terminate the call and end the transaction.

If the callee is free and available, and once he picks up the phone, his phone too will be connected to the telephone network, the system senses this and connects the caller to the callee.

The system will activate the timer once the connection is successful, and base on the current pricing plans, the system will calculate the duration of the call and charges to the caller's account, until either party ends the call. The system will also updates the subscriber's account when he makes payment.

On the occasion when the phone number dialed by the caller is invalid, the system will playback a prerecorded voice messages telling him that there is no such number or that the number has been terminated.

The DFDs below will show a more detail process in each stage of a call and their process specification.

Please note that this sample paper on Assignment - Software Design for Telephone System is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Assignment - Software Design for Telephone System, we are here to assist you. Your cheap custom college paper on Assignment - Software Design for Telephone System will be written from scratch, so you do not have to worry about its originality.

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Anne Pery

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Martha Hailey Dubose recently wrote in a passage from her Women of Mystery novel on Anne Perry's legacy, including a section on Perry's growing appeal among contemporary murder-mystery fiction readers. Dubose, however, noticeably titled the section on Anne Perry "Past Imperfect" (45). When beginning a research project into Perry, the writer known for her Thomas Pitt and William Monk mystery series, it is nearly impossible to ignore the fact that despite Perry's seemingly consistent grasp on all aspects of her life, she nearly lost all potential of fame and fortune at the age of 15 due the murder the she, along with best friend Pauline Parker, committed.

The great New Zealand murder of 154 began what would appear to be Perry's greatest influence to the murder mystery genre. On June , 154, Juliet Hulme, for whom we now know as Anne Perry, and Pauline Parker murdered of Honora Parker, Pauline's mother. Prior to the murder, both Hulme and Parker kept a diary in which they relayed their aspirations to move to America and become famous writers. Pauline and Juliet coded their personal identities in the diary, consistently calling each other by different aliases. At the time of the murder, Pauline referred to Juliet as "Deborah".

The Perry/ Parker trial, which convicted the two girls to an indefinite prison Martha Hailey Dubose recently wrote in a passage from her Women of Mystery novel on Anne Perry's legacy, including a section on Perry's growing appeal among contemporary murder-mystery fiction readers. Dubose, however, noticeably titled the section on Anne Perry "Past Imperfect" (45). When beginning a research project into Perry, the writer known for her Thomas Pitt and William Monk mystery series, it is nearly impossible to ignore the fact that despite Perry's seemingly consistent grasp on all aspects of her life, she nearly lost all potential of fame and fortune at the age of 15 due the murder the she, along with best friend Pauline Parker, committed.

The great New Zealand murder of 154 began what would appear to be Perry's greatest influence to the murder mystery genre. On June , 154, Juliet Hulme, for whom we now know as Anne Perry, and Pauline Parker murdered of Honora Parker, Pauline's mother. Prior to the murder, both Hulme and Parker kept a diary in which they relayed their aspirations to move to America and become famous writers. Pauline and Juliet coded their personal identities in the diary, consistently calling each

Please note that this sample paper on Anne Pery is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Anne Pery, we are here to assist you. Your cheap custom college paper on Anne Pery will be written from scratch, so you do not have to worry about its originality.

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Does a Fetus Have Rights?

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I believe a fetus should have rights because of my culture, religion, and

experience. If you are responsible enough to have sex, you should be responsible for your actions. A fetus has a heartbeat, legs and arms, fingers and toes, and eyes at eight weeks after conception. The fetus may only be an inch long but it is still a human life. I believe there should be rights to protect a fetus. I grew up in south Florida and it seemed every year younger and younger kids were having sex. I had a steady boyfriend through high school and a very open relationship with my mother. She talked to me about sex, contraception, and the consequences of my actions. Sex education can play a very positive role a teenager's life, I know it did in mine. I was raised as a Catholic and the church had a strong influence on my beliefs. When I was in eighth grade I attended CCD or Sunday school. The church showed us a video of an abortion procedure, after the fetus was taken out of the mother it was tossed in a trash can. In the trash can you could see other fetus and blood. I remember crying throughout the whole video. The Catholic Church sure knows how to brainwash. Now I'm more educated and know not all I was told as a child was necessarily true. From the time I was thirteen until now I have had a quite a few friends become pregnant. Some of the girls decided on abortion and others chose to have the baby. I support my friends, but who supports the fetus? If a fetus did have rights who would speak for it? If the government spoke for the fetus then it would depend on the opinions of the President, Congress, and the courts. If religious groups spoke for the fetus there would be no abortions. There would need to be a neutral person(s) to speak for the fetus.

The first article I came across on the internet supported my beliefs. It was an article from The Christian Science Monitor titled "South Carolina tests the bounds of a fetus's rights." In this article the courts of South Carolina are deciding if the state can press charges against drug abusing pregnant mothers. A woman in South Carolina gave birth to a still born baby with high levels of cocaine in its bloodstream. The courts are deciding if she should be charged with child abuse or murder. The states are cracking down on drug abusive mothers. "As a result of this trend, some 00 women in 0 states have been charged for violating some kind of 'fetal rights'" (The Christian Science Monitor). I found this article to use opinion based evidence because it took place in South Carolina and they have more laws and opinions about "fetal rights." The evidence is obviously biased because not all women are being prosecuted and not all states are supporting it.

The other article I found to support my belief was from the Catholic Educator's Resource Center. I found this article to also be bias because the author is a pro-life supporter and philosopher. The article is called "The Apple Argument Against Abortion" and it states thirteen principles or steps to prove fetus should have rights. The author exaggerates by saying babies all over are being slaughtered. "Traditional common sense and morality say all humans are persons and have rights" (Kreeft). the author asks a pro-choicer to stand up and prove that a fetus is not a person. Some of Kreeft's thirteen principles are observational evidence, but some of the principles are strongly opinionated.

The next article I read went against my belief that a fetus should have rights. The article, "Abortion When do rights begin?" was written in the Capitalism Magazine. The author says individual rights begin at birth, but a fetus is only part of the mother. A fetus before five months can not survive on its own so how can it be given rights? The author believes only the mother has rights and her rights include the right to control her body; before, during, and her pregnancy. "Those who assert that a woman has no right to an abortion are willing to condemn her and her husband to the responsibilities of parenthood, as a duty, rather than as a chosen value" (Lewis). The evidence found in this article is obviously opinionated because the whole article is based on the author's opinion with no observational evidence. I also believe this article is biased because it doesn't show another point of view.

The last article I read was also against my belief. "Students Clash Over Bill that would Protect Fetus' Rights" was written in The New York Times College section. The article is about Laci Petterson and her unborn son Connor Petterson. Laci and Connor's bodies were found along a shoreline after they had gone missing for four months. Now Congress is trying to pass a law called the "Laci and Connor's Law" stating that anyone charged with murdering a pregnant women shall be charged with both crimes. Abortion-rights activist say that it is unconstitutional to punish the murderer twice. "There are better alternatives to punishing criminals who commit violent crimes against pregnant women, a majority of the states already have laws established to punish criminal acts that result in harm to pregnancy" (Bear). I thought this article used opinion based evidence because the author is an abortion-rights activist and the entire article is based on her opinions. The evidence used in this article if free because the court shows the steps in Laci and Connor's court case.

There are situations that could have an impact on my belief that a fetus should have rights. If I (or anyone) was raped and became pregnant I would consider abortion as an option. I would want the right to have the option. I feel having the baby would be a horrible experience for the baby and myself. I would have to look at my child everyday and remember that horrendous crime. I would also consider abortion if my life was in jeopardy. If I could not deliver my baby and survive, again I would like to have the option. Another experience that would challenge my belief would be if my teenage daughter came home pregnant. I would hope I could educate her about the importance of sex and contraception. I would have to know in my heart that she could make right decision, but it would be important that she have options. I feel there are certain situations that abortion may be the right choice, but I disapprove of people using abortion as a form of birth control. In conclusion, a fetus should have rights but a mother should have rights also.

Works Cited

Bear, Jennifer. "Students Clash Over Bill That Would Protect Fetus' Rights." New York Times 1 May 00. http//www.nytimes.com/uwire/uwire_FNYP05100770168.html

Kreeft, Peter. "The Apple Argument Against Abortion." Catholic Educators Resource Center 000. httpwww.catholiceducation.org/articles/abortion/ab0045.html

Lewis, Andrew. "Abortion When do rights begin?" 14 Feb. 000. http//www.capmag.com/article.asp?id=7.html

"South Carolina tests the bounds of a fetus' rights." The Christian Science Monitor 8 June 001. http//scmonitor.com/durable/001/06/8/fp1s1.csm.shtml

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