Essay Sample For Science Fair Projects

Essay Sample For Science Fair ProjectsWriting an essay for high school science fair is tough but that doesn't mean you can't spice it up a bit and use an essay sample. All you need to do is go through your notes to look for all the information that can help you complete the project, then check out your science essay sample.You may be in a bind because your school science fair projects are too long. The teacher tells you they aren't going to consider the project so you don't have anything to work with. So when can you get a hold of your science essay sample?The answer is the best time of all to start writing your science fair project. If your project is going to be taking notes about someone and the person keeps changing, you'll have to change your name when referencing them on the project. The project is supposed to be about that person so it is best not to write down his or her full name. If they change their name, the reference you use will be his or her new name.The best way to ma ke sure you have a solid science fair project is to make sure the science information you use is current. If you use dates that were written years ago, then your project will be outdated soon after it's completed.If you have any questions or need guidance on how to make your science essay sample, there are a few things to remember. First, keep in mind the actual context of the essay and what it is about.Second, don't be afraid to read other essays that have been written using your science essay sample. It is possible that the writer of the essays you are looking at used something similar in the context of the project.Last, make sure to ask some questions. If you know the person is not available, then talk to him or her on the phone or email. Remember, if it is a difficult situation you are in, you can always take a break and call the person later.If you are interested in using essay samples for science fair projects, make sure you research the materials you will need to write the pr oject. That way, you will know how to create an engaging and comprehensive project and learn how to put together a science fair.

Sentence Fragments and Run-ons in SAT Writing Tips and Questions

Sentence Fragments and Run-ons in SAT Writing Tips and Questions SAT / ACT Prep Online Guides and Tips Can you recognize a sentence when you see one? Most people will automatically answer that they can. But correct sentence structureis one of the most commonly-tested grammatical concepts on the SAT Writing section. What does it take to makea sentence complete? How can you recognize a fragment or a run-on? Read on to figure out how the SAT manages to trick so many students with this seemingly easy concept. In this guide I am going to show you: What constitutes a complete sentence How prepositional phrases, appositives and non-essential clauses can make sentences more difficult to understand How to recognize and fix fragments How to recognize and fix run-on sentences Strategies to attack these kinds of questions Examples of this kind of question from the SAT Test Yourself To start, take a look at the following. Some of these are correct sentences. Others are fragmentsorrun-ons. Can you tell which are which? Do you understand why the incorrect sentences are incorrect? Rebecca, the chef, struggles to find fresh mozzarella in the stores. Rebecca, who was a fantastic chef skilled in making pasta and pizzas. After working in a restaurant for ten years, Rebecca opened her own Italian cafe, it was called â€Å"Mi Piace.† Rebecca, who was skilled in making pasta, did not enjoy eating it. Although Rebecca was very skilled in making pasta, and ate it all the time. Her friends delighting in her pizzas and baked goods. She loved pizza. Because she showed a talent for cooking from a young age, Rebecca, who had a closet full of children’s cookbooks. Rebecca ate a lot of pizza, soon she started cooking it, too. Answers: 1. Sentence; 2. Fragment; 3. Run-on; 4. Sentence; 5. Fragment; 6. Fragment; 7. Sentence; 8. Fragment; 9. Run-on How did you do? As you can see, it can be more difficult than you might think to correctly identify a sentence every time - and even more so to understandwhy an incorrect sentence is not right.Keep reading and we will cover exactly what a sentenceneeds to becorrect. What Is a Sentence? Sentences can be short or long, simple or complex. In order to have a correct, complete sentence, you really only need two things: asubject, and averb that is conjugated to match the subject. A subject and a correctly conjugated verb together, along with anything else that goes with them, formanindependent clause.Don't worry, you don't need to know that term for the SAT! But it will be useful as we move forward for understanding sentences. An independent clause can stand on its own as a complete sentence becauseit makes sense as it is and expresses a complete thought. For example, all of the following are independent clauses: The girl runs. The girl with bows in her hair runs. The young girl with bows in her hair runs through the village square. Each of these has a subject, a correctly conjugated verb, and makes sense without any additional information. The subject in each of these sentences is "girl". The verb, "runs", is correctly conjugated in the third person singular to match the subject. If you wanted to, you could get rid of all the additional words in the second and third sentences above, and they would still make sense. There is one situation in which you can have a complete sentence, but you will not be able to pick out the subject and the verb. This is withcommands. Commands always have anunderstood subject of "you", which means that it does not need to be written. Example Run! Speak! Run down the street and speak to your grandmother! Fortunately, the SAT does not test this concept very often, but it's important to understand just in case it does come up. So now you know the basics of a simple sentence! Sentences can have more than just one independent clause, however - and this is where things can get tricky. They can have a second independent clause, or the independent clause can be attached to a dependent clause. Sentences with More than One Independent Clause Sometimes, sentences can have more than one independent clause. If this is the case, you have to make sure that they are joined together correctly. If they are not, they are considered run-on sentences.We will talk more about how to recognize run-ons, but let's first focus on how things are done correctly. There are a few different ways that you can correctly join two independent clauses together to make onecompound sentence. #1: Don't join them at all! This may be the easiest solution at times.You do not have to join the clauses together.Keep them separated by a period. Example Julia and Louise both like to eat pizza.They both love pepperoni. #2: Join the sentences with a comma followed by a coordinating conjunction. Coordinating conjunctions can be remembered by the acronym FANBOYS: F for A and N nor B but O or Y yet S so Example Julia and Louise both like to eat pizza, for they both love pepperoni. #3: Join the independent clauses with a semicolon. A semicolon on its own basically functionsexactly the same way a period does.You can join the two clauses with a semicolon and nothing else. Example Julia and Louise both like to eat pizza; they both love pepperoni. #4: Join the sentences with a semicolon and aconjunctive adverb. Some of the most common conjunctive adverbs include however, nevertheless, therefore, moreover, and consequently. Different conjunctive adverbs show different relationships. For example, "however" and "nevertheless" imply a contrast, so use these if one sentence gives information that somehow contrasts the previous one. "Therefore" and "consequently" imply a cause-and-effect relationship. Use these when one sentence is a result of something the happened in the previous sentence. "Moreover" is used to indicate expand on the information given in the first sentence. Example Julia and Louise both like to eat pizza; moreover, they both love pepperoni. Note that conjunctive adverbs can come after either a semicolon or a period, but they must be followed by a comma. #5: Turn one of the independent clauses into a dependent (or subordinate) clause. We will go into dependent clauses in more detail in a moment, but for now, this is what this solution would look like: Example Since they love pepperoni,both Julia and Louise like to eat pizza. Understanding how dependent clauses work and are formed is very important for being able to spot run-ons and fragments. Let's take a closer look at how they can be used in sentences. Sentences with Dependent (or Subordinate) Clauses Again, the terminology here isn't important, but the concept is. Like an independent clause, a dependent clausehas a subject and a verb, but it doesn't make sense on its own. Dependent clauses are usually used to describe the circumstances in which anindependent clause occurs. Example While she was gardening, Jennyfound an old penny. In this sentence, the dependent clause "While she was gardening", gives the context for when Jennyfound the penny. Note that "while she was gardening" does not express a complete thought on its own - it's just setting the scene for more information to come. We will talk more about this later. Be careful, because, when speaking, people often use dependent clauses in place ofcomplete sentences.Imagine the following conversation: You: â€Å"Look at this cool old penny I found! It’s from 1933!† Friend: â€Å"Wow, that is cool. Where did you find that?† You: â€Å"While I was gardening.† Though we talkthis way, it’s not acceptable inwritten English. Even in this conversation, â€Å"While I was gardening† is describing an independent clause you have already said - â€Å"Look at this cool old penny I found!† On the SAT, a sentence that only consists of a dependent clause will always be incorrect. I will cover this idea in more detail in the â€Å"Fragments† section below. Sentences with Prepositional Phrases, Appositives, and RelativeClauses Some sentences include additional phrases or clauses that describe a noun or verb. There are a few different tupes, but none can replace a independent clause. Prepositional Phrases Prepositional phrases can be added to sentences to add more detail about something in the sentence. To learn more about prepositional phrases, see this article. You can add a prepositional phrasealmost anywhere in the sentence, depending on what the prepositional phrase is describing. The man in my kitchen was making sandwiches. The man was making sandwiches in my kitchen. Remember that you should be able to completely delete the prepositional phase and still be left with a complete sentence: The man was making sandwiches. Also remember that a prepositional phrase cannot stand alone as a sentence: In my kitchen. = INCORRECT Relative Clauses A relative clause gives extra information about a noun in the sentence- it oftencomes between the subject and the verb. Relative clauses are so named because theybegin withrelative pronouns, likethat, who, which, whose,or where. Examples The man, who was standing in my kitchen, was making sandwiches. The man, whose sandwiches we enjoyed, works in the cafe down the street. Thesecan be removed from the sentence and a complete sentence will be left over: The man was making sandwiches. The man works in the cafe down the street. Appositives An appositive is when a word or phrase that consists of a noun or pronoun (along with any descriptive words)is placed directly next to another noun in the sentence to re-state it and add a description. Appositives can be a single word, or a phrase (a group of words). Appositive are also set off by commas. Examples My dad, Phil, works in the cafe down the street. My father, the man who is in the kitchen, likes making sandwiches. Sandwiches, one of my favorite types of food, are delicious. Appositives can also be crossed out and you will have a complete sentence left over. My dad works in the cafe down the street. My father likes making sandwiches. Sandwiches are delicious. Now that you know various ways to construct acorrect, complete sentence,let's discuss some of themistakes that students often make in doing so. We'll start with common pitfalls that causeincomplete sentences. What is a Fragment? A fragment is an incomplete sentence. There are 6main mistakes that can make a sentence a fragment: A â€Å"sentence† that lacks a verb A â€Å"sentence† that has an -ing or non-past tense -ed verb without a helping verb A â€Å"sentence† that lack a subject A â€Å"sentence† that begins with a subordinating conjunction and has no main clause A â€Å"sentence† that add details to the main clause, but is separated from it A â€Å"sentence† that has a nonessential clause or prepositional phrase and incomplete main clause Let's discuss each of these separately. 1. Sentences that do not have a verb To recognize these kinds of fragments, ask yourself what the subject of the sentence is doing. If you can't answer that question, it's probably because there's no verb! Examples John, after winning the trophy. (What did he do?) Ten cakes and two dozen cupcakes. (What about them?) Next Tuesday. (What is next Tuesday?) To fix these kinds of fragments, you must add a verb to show an action or state of being. John, after winning the trophy, smiled. Ten cakes and two dozen cupcakes were prepared by the bakery. Next Tuesday is my birthday. 2. Sentences with a gerund or past participleand no helping verb. These errors can be a bit more difficult to recognize. Whenever you see a gerund, an â€Å"-ing† verb, or a past participle, an â€Å"-ed† verb that doesn’t seem to be describing the past tense, thereMUST bea helping verb with it oranother verb somewhere else in the sentence. If the sentencehas neither, it's a fragment. Examples The children walking through the park. The paintings created by the students. Students studying every night for the SAT. The actress smiling at the crowd There are two ways to fix these kinds of fragments. The first is toadd a helping verb or change the verb to another form. Examples The children were walking through the park. The paintings were created by the students. The students had been studying every night for the SAT. The actress was smiling at the crowd. OR The actress smiled at the crowd. The second way to fix these fragments is to use the -ing or -ed word as a participle - meaning that it is an adjective describing a noun in the sentence - and add a main verb. Examples The children walking through the park shouted with joy. The paintings created by the students were hung in the hallway. The students studying every night for the SAT were sleep deprived. The actress, smiling at the crowd, accepted the award. 3. A sentence is also a fragment if it lacks a subject. To recognize this error, ask yourself: who is doing the action? Examples After reading all the assigned material. (Who read it?) Wanted to discuss her grades with the teacher. (Who wanted to?) Contemplating the meaning of life. (Who was?) You may notice that some of these examples also have errors we have already discussed. To fix these, we need to add a subject and make sure there is a correctly conjugated main verb. Examples Phil went to bed after reading all the assigned material. Amanda wanted to discuss her grades with the teacher. She was contemplating the meaning of life. 4. A sentence is a fragment if it is a dependent or subordinate clause. This means that it has both a subject and a verb in the correct form, but it begins with a subordinating conjunctionand is not attached to another, main clause that is a complete sentence on its own. To recognize these errors, see if the sentence begins with a subordinating conjunction.Some common subordinating conjunctions include: after, although, as, as if, because, before, ever since, if, in order, just as, since, so that, though, unless, until, when, whenever, where, whether, whereas, whichever, while. Examples While I was parking the car. When he finished baking cupcakes. Since she owns two horses. To fix these errors, you need to connect them to an independent clause - a complete thoughtthat can stand on its own. Examples While I was parking the car, I saw a cat run across the driveway. When he finished baking cupcakes, I iced them. Since she owns two horses, she is going to give me riding lessons. 5. Look out foradded detail fragments. These constructions come after a complete sentence and give extra information, but they don't express a complete thought on their own. They usually begin with words like such as, including, and for example. If you see a "sentence" that begins with one of the above words or phrases, check to see if it has a subject and a verb. If the subject and verb are part of another sentence, then it is a fragment. Examples I enjoy seeing animals at the zoo. Such as monkeys, zebras, and lions. Julia enjoys watching anime. For example, YuYu Hakusho and Princess Mononoke. I like to eat sweets, such as: donuts, chocolate, and candy. These fragments can be fixed in several ways. The first is to add the detail fragment to the main sentence it is describing. I enjoy seeing animals such as monkeys, zebras, and lions at the zoo. Additionally, you can make a complete sentence out of the fragment by adding a subject and a verb. Julia enjoys watching anime. For example, she watches YuYu Hakusho and Princess Mononoke. When one of the words introduces a list with a colon, make sure that what comes before the colon can stand on its own as a complete sentence. I like to eat sweets: donuts, chocolate, and candy. Or you can make a sentence without the colon. I like to eat sweets, such as donuts, chocolate, and candy. 6. Some fragments will have a relativeclause, appositive, or prepositional phrase with an incomplete main clause. To spot these errors, cross out the relativeclause, appositive, or prepositional phrase. Are you left with a complete sentence? Examples John, who won the trophy four years in a row.→John, who won the trophy four years in a row.(Missing verb) In the newspapers. →In the newspapers.(Missing subject and verb) The trophy, which was given to the person who could cook an omelette the fastest. → The trophy, which was given to the person who could cook an omelette the fastest.(Missing verb) Santa Claus, the jolly man in the red suit. → Santa Claus, the jolly man in the red suit.(Missing verb) To correct these errors, add a subject or a verb as needed. Make sure that if you eliminate the prepositional phrase or non-essential clause, that there is complete sentence left over. John, who won the trophy four years in a row, congratulated his competitors. John congratulated his competitors. = CORRECT John’s victory was announced in the newspapers. John’s victory was announced. = CORRECT The trophy, which was given to the person who could cook an omelette the fastest, was shaped like an egg. The trophy was shaped like an egg. = CORRECT Santa Claus, the jolly man in the red suit, ate all my cookies. Santa Claus ate all my cookies. = CORRECT Now you know the ways to fix incomplete sentences! Another common error that the SAT will test you on is whetheryou can recognize sentences that are incorrect because the clauses have been joined together incorrectly. Let's look at how to tackle these questions. What is a Run-on? A run-on is when two or more sentences run together and aren't separated by the correct punctuation.Some people think that â€Å"run-on† just means a really long sentence. This isn't true - you can have a very long sentence that is grammatically correct.This sentence is 239 words long but is not a run-on. There are three main types of run-ons: Comma splices Fused sentences Sentences joined by a conjunctive adverb and commas Comma Splices Acomma spliceoccurs whentwo complete independent clauses (full sentences) arejoined together by a comma and nothing else. A comma can never join together two complete sentences on its own. When you see a sentence with a comma in the middle, check to see if there is a coordinating conjunction (see this article for more info) that joins the sentences together or if one of the clauses is a subordinate clause that begins with a subordinating conjunction. If not, the sentence is a run-on. Example She was offered the prestigious job, she turned it down because she did not want to move to Texas. Fused Sentences Fused sentencesoccur when two or more sentences run right into each other, with no punctuation at all. To recognize these, look to see if a sentencehas two unconnected subjects and verbs without the necessary punctuation (see above for the correct ways to join two independent clauses). She was offered the prestigious job she turned it down because she did not want to move to Texas. Incorrectly Punctuated Conjunctive Adverbs Joining two independent clauses with a conjunctive adverb and commas is another recipe for a run-on. Conjunctive adverbs can only be used to connect two independent clauses in concert with a period or a semicolon. When you see a conjunctive adverb (however, moreover, nevertheless, therefore, consequently, etc.)with commas on either side of it, check whether it's being used to connect independentclauses on either side of it. If so, the sentence is a run-on. She was offered the prestigious job, however, she turned it down because she did not want to move to Texas. Correcting Run-ons To fix run-ons, you will use the rules outlined above to correctly join two sentences: 1. Create two separate sentences. She was offered the prestigious job. She turned it down because she did not want to move to Texas. 2. Use a comma and FANBOYS conjunction. She was offered the prestigious job, but she turned it down because she did not want to move to Texas. 3. Use a semicolon. She was offered the prestigious job; she turned it down because she did not want to move to Texas. 4. Use a semicolon with a conjunctive adverb. She was offered the prestigious job; however, she turned it down because she did not want to move to Texas. 5. Re-write the sentence with a subordinate clause. Depending on the sentence, this may not always be as easily done, and may require extra work. Since she did not want to move to Texas, she turned down the prestigious job that she was offered. 6. If the two clauses have the same subject, join the sentences and remove the repeated subject. Notice that this way, you do not need a comma with your FANBOYS conjunction. She was offered the prestigious job but turned it down because she did not want to move to Texas. Specific Strategies for Fragments and Run-ons Fragments and run-ons will most frequently be tested in Improving Sentences questions, though they will also sometimes appear in Identifying Errors and Improving Paragraphs. Use the following steps to approach a fragment or run-on question: 1. When you first read the sentence, make sure you can find the subjectand correctly conjugated verb. Is this difficult? If you see a prepositional phrase, appositive, or a non-essential clause, cross it out. See if you have a correct sentence left over. 2. In both the original sentence and the answer choices, look for the telltale signs of a fragment or run-on error: -ed or -ing verbs. Check for appropriate helping verbs. Clause that begins with a subordinating conjunction. Check it is connected to a main clause. A separate sentence describing a previous sentence, with words like â€Å"for example.† Conjunctive adverbs like â€Å"however† surrounded by commas A semicolon followed by a FANBOYS conjunction A single comma in the middle of the sentence - often a sign of comma splice 3. Immediately cross out any answer choices that make the above errors. 4. IMPORTANT: One almost sure sign of a mistake is a non-essential clause that is not immediately followed by a verb. If you see one of these, it is almost always a fragment that needs fixing. Examples My father, who is one of the greatest violinists in the world, and he plays the piano, as well. → FRAGMENT My father, who is one of the greatest violinists in the world, plays the piano, as well. → CORRECT 5. IMPORTANT: Watch out for commas separating two independent clauses (aka a comma splice). This is the most common type of run-on that you will see on the SAT. 6. Select a final answer choice that follows the above rules and also follows the standard style rules used on the Writing SAT: No unnecessary prepositions or articles Pronouns must have clear antecedents Use fewer gerunds and participles if possible No dangling or misplaced modifiers Choose the most concise option that is also grammatically correct. Let’s try one together†¦ Santa Fe is one of the oldest cities in the United States, its adobe architecture, spectacular setting, and clear, radiant light have long made it a magnet for artists. Santa Fe is one of the oldest cities in the United States, its Santa Fe, which is one of the oldest cities in the Unites States, its Santa Fe, which is one of the oldest cities in the United States, has Santa Fe is one of the oldest cities in the United States; its Santa Fe, one of the oldest cities in the United States, and it The first thing that I notice in this question is that part of the underlined portion contains a comma. This is a clue that I should check to see how it is being used. Commas are correctly used to separate items in a list and to separate dependent clauses from independent clauses. This is obviously not a list (though we do have a list at the end of the sentence) and I don’t see any subordinating conjunctions, so it’s not a dependent clause. Now I need to check if I am dealing with a comma splice. Can I make two separate sentences out of the above by replacing the comma with a period? Santa Fe is one of the oldest cities in the United States. Its adobe architecture, spectacular setting, and clear, radiant light have long made it a magnet for artists. This works, so I'm dealing witha comma splice. Now I’m going to look at the answer choices and see if I can spot some other obvious errors. Choice (A) is always the same as the original sentence, so it contains the comma splice. I can rule it out. Choices (B) and (C) both contain non-essential clauses beginning with â€Å"which†. As I know from the rules above, I should always be able to cross out non-essential clauses and have a complete sentence left over. So let’s try that: B: Santa Fe its adobe architecture, spectacular setting, and clear, radiant light have long made it a magnet for artists. → SENTENCE DOES NOT MAKE SENSE, so (B) is out. C: Santa Fe has adobe architecture, spectacular setting, and clear radiant light have long made it a magnet for artists. → SENTENCE DOES NOT MAKE SENSE, so (C) is out. Choice (D) uses a semicolon to separate the two independent clauses, which is one of the correct ways to join two sentences together. Therefore, answer (D) is correct. But just to be certain, let’s look at answer (E). This option contains an appositive. We should be able to cross it out and have a correct sentence: E: Santa Fe and it adobe architecture, spectacular setting, and clear, radiant light have long made it a magnet for artists. → SENTENCE DOES NOT MAKE SENSE, so (E) is out. Now time to try some on your own! Practice Questions from the SAT #1: What must be done with sentence 1 below? (1) The students in the class agreed - some of them unhappily - that they would all participate in the new book club. (2) Started by their literature professor, who also ran a film club on campus. Combine it with sentence 2, putting a comma after â€Å"club†. Begin it with the words â€Å"It was†. Replace the comma after "professor" with a semicolon. Place the word "ran" by "was running". Change â€Å"professor, who† to â€Å"professor, she† #2: Many people do not like anchovies on their pizza, it is because they think they taste bad and are disgusting as a result. pizza, it is because they think they taste bad and are disgusting as a result pizza because they think they taste bad and therefore find them disgusting pizza for the reason that they think they taste bad with resulting disgust pizza because of thinking they taste bad and therefore they think them disgusting pizza, their thoughts of them being that they taste bad resulting in finding them disgusting #3: Having won gold in the Olympics two years in a row, the Brazilian women's soccer team praised for their athleticism. praised for their athleticism praised and were very athletic has been praised for its athleticism are praised for having athleticism is being praised for being athletic #4: To assist the team in the timely production of the film, a revised script written overnight by the director and producer. a revised script written overnight by the director and producer. a revised script being written overnight by the director and producer and to write overnight a revised script by the director and producer the director and producer have written a revised script overnight with the director and producer writing a revised script overnight #5: A form of dance traditional to northern Spain is the Flamenco, it combines rhythmic stamping with emotional intensity. Flamenco, it combines rhythmic stamping Flamenco, which combines rythmic stamping Flamenco, which lets them combine rhythmic stamping Flamenco; letting them combine rhythmic stamping Flamenco by having a combination of rhythmic stamping #6: London's iconic Tower Bridge, which was opened on(A) June 30, 1894,to span the Thames River, and is crossed by(B) a minimum of(C) 40,000people(D) perday. Noerror. (E) Answers: 1. B; 2. B; 3. C; 4. D; 5. B; 6. B What’s Next? Now that you’ve mastered one of the trickiest concepts on SAT Writing, time to check out some others! Read about how the SAT will test you on parallel structure, illogical comparisons, and wordiness and redundancy. Need to review some of the basics before moving forward? Brush up on the fundamentals of grammar with our Parts of Speech guide. Was this concept too easy? Check out some of the most difficult questions you’ll encounter on SAT Writing. Aiming high? Read this article for top tips for a perfect Writing SAT score from a perfect scorer. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Writing and grammar lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Christmas Quotes From the Bible

Christmas Quotes From the Bible From a religious perspective, Christmas is the celebration of the birth of Jesus Christ in Bethlehem. Quotes from the Bible are staples at many holiday plays and pageants as young children are taught the story of baby Jesus. Bethlehem. Quotes from the Bible are staples at many holiday plays and pageants as young children are taught the story of baby Jesus. Biblical Christmas Quotes   Matthew 1:18-21This is how the birth of Jesus the Messiah came about: His mother Mary was pledged to be married to Joseph, but before they came together, she was found to be pregnant through the Holy Spirit. Because Joseph, her husband, was faithful to the law and yet  did not want to expose her to public disgrace, he had in mind to divorce her quietly. But after he had considered this, an angel of the Lord appeared to him in a dream and said, Joseph son of David, do not be afraid to take Mary home as your wife, because what is conceived in her is from the Holy Spirit. She will give birth to a son, and you are to give him the name Jesus  because he will save his people from their sins. Luke 2:4-7Joseph went up from the town of Nazareth in Galilee to Judea, to Bethlehem the town of David because he belonged to the house and line of David. He went there to register with Mary, who was pledged to be married to him and was expecting a child. While they were there, the time came for the baby to be born, and she gave birth to her firstborn, a son. She wrapped him in cloths and placed him in a manger  because there was no guest room available for them. Luke 1:35And the angel answered her, The Holy Spirit will come upon you, and the power of the Most High will overshadow you; therefore the child to be born will be called holy- the Son of God. Isaiah 7:14Therefore the Lord himself will give you a sign: The virgin will be with child and will give birth to a son, and will call him Immanuel. Isaiah 9:6For to us a child is born, to us a son is given, and the government will be on his shoulders. And he will be called Wonderful Counsellor, Mighty God, Everlasting Father, Prince of Peace. Micah 5:2But you, Bethlehem Ephrathah, though you are small among the clans of Judah, out of you will come for me one who will be ruler over Israel, whose origins are from of old, from ancient times. Matthew 2:2-3The Magi from the east came to Jerusalem and asked, Where is the one who has been born king of the Jews? We saw his star in the east and have come to worship him. When King Herod heard this he was disturbed, and all Jerusalem with him. Luke 2:13-14And suddenly there was with the angel a multitude of the heavenly host praising God and saying, Glory to God in the highest, and on earth peace among those with whom he is pleased!

Security in Bluetooth and other Mobile Devices Assignment

Security in Bluetooth and other Mobile Devices - Assignment Example "Mobile devices  are attractive targets because they are well connected, often incorporating various means of  wireless  communications." (Zhang, 2008) These mobile phones can be the entity of the person or of the organization whose information has to be accessed. The only problem with a mobile device or blue tooth is that it is not as secure as other devices like laptops as it is not provided with hardware based roots of trust therefore the information or the data stored in these mobile phones can be easily accessed by the process of jailbreaking or rooting. The issues that arise due to the inefficiency and the lack of security encountered by mobile phone devices are not so extreme and can be countered if effective measures are taken to overcome the security threats that persist. "New research reveals 68 percent of mobile device owners who have not adopted financial apps are holding back due to security fear." (Software Immune System). The reason why these mobile phones are no t reliable because android phones can be easily hacked and iPhone was hacked before it even released raising a doubt about their security in the minds of all. The industry which I will take into consideration is banking because of the increasing security threats that are associated to it because of the use of mobile devices.The problem arises as only a limited number of people take time out to secure their phones while the rest leave them accessible to harmful software and hackers. Many users these days get their mobile phones jailbreaked or rooted so that they can have access to millions of apps available unaware of the fact that these apps can damage the security of the phone making it prone to malfunctioning. These phones which lack security increase problems for banks and other finance sector as theycannot limit access of the users to such applications, mobile devices or how the user utilizes the mobile phone. In order to keep mobile devices secure banks need to take initiates o n their own so that the integrity of the bank. Banks need to realize that these mobile devices provide an aggressive setting and those applications enabled on the phone are unsafe therefore banks need to take preventive measures on their own and not rely on their customers.Banks and designers who design software are aware of the ongoing security threat in their minds therefore 'public key cryptography' is ensured so that security remains intact but this is just not enough. Hackers and software designed to disrupt the system can alter the functioning of the applications. These have the capability to change the account numbers, bringing changes to accounts, starting false dealings, saving passwords and pin codes etc.more actions are needed so that secure the apps available on mobile phones whereas it is essential to take preventive security measures increasing the communication protocols.(Ahonen, 2008) The five steps that banks can take to ensure security are as follows. Firstly, in o rder to suspect and find out rare and unintentional activities that happens in the bank end through the means of "risk-based authentication and anomaly detection". Secondly to provide the mobile devices with entrusted applications this can comprise of various security structures. Thirdly banks can incorporate another device that can maintain the security adding more to the capability of the smartphone itself known as"Out-of-band authentication". Fourthly, by integrating

Cochlear implants and the debate within the deaf community. Arguing Research Paper

Cochlear implants and the debate within the deaf community. Arguing that cochlear implants have been beneficial for the deaf community - Research Paper Example The external components of the implant contains a microphone that is to be worn behind the ear of the patient, attached to a magnetic transmitter, which is attached to the earpiece and a sound processor. Once the implantation is complete, an audiologist uses a computer to set the speech processor for the patient. The audiologist sets the processor and programmes it to the appropriate levels of auditory stimulation between sound received from environment and brain nerve cells (Cochlear 1; Ouellette 1248). Once the processor is set, the microphone receives sounds from the environment and sends it to the speech processor, which then performs computation, and transforms the sound to electrical codes and digital format. The digital codes are sent to the outer ear component as coded signals bypassing the ear hairs. The magnetic transformer behind the ear then takes these codes, transforms them to electrodes arrays, and interfaces them to the cochlea. Then the internal device in the cochlea takes these arrays and stimulates the auditory nerves fibers that are connected to the brain, whereby the arrays are sent by the auditory nerve of the person to the brain for interpretation (Cochlear 1). This paper seeks to establish that cochlear implants technology is beneficial to the deaf community despite their opposition to the implants during their inception. In order to alleviate fears of the deaf community there have been improvements in cochlea implants technology over time and hence increased rate of success to patients who have undergone the procedure. Ideally, the procedure is meant to be applied to infants born deaf or those who have developed deafness in their early days. This is because cognitive development of a child into their senses and environment occurs between the ages of 0-3 years. Hence, if the procedure is undertaken during this

Consumer Awareness Towards Green Technology Information Technology Essay

Consumer Awareness Towards Green Technology Information Technology Essay Going green is all about being friendly to nature and resources in the world that beneficial the society and the world. Green technology also known as clean technology is something new in the globe which refers to the application of knowledge for practical to be used in a way that conserves natural resources and the environment. The thing that usually being used, cars driven on the road, clothing and grocery bags being changed to environment friendly item is a way of going green. Going green can also mean changing the business papers to recycled papers in a firm or maybe alternative power sources used in home. Green economy is not only about the color. It is indeed beneficial for the economy and its society. Technology and innovation are viewed as key drivers in the move towards a greener, low-carbon economy. Indeed, many governments see the application of green manufacturing technologies in the pursuit of eco-innovations as the cornerstone of their policies for economic growth more generally (Dean Bartlett, 2009; Anna Trifilova, 2009). Without innovation, there are no improvements. Green technology encompasses a continuously innovation and evolving of materials and methods to generate energy to non-toxic cleaning products. It is the future to the society to find ways to produce technology that do not damage or deplete the Earths natural resources. One major area of green economy is how society allocates the resources and how to create a sustainable economy. Malaysia is one of the first Asian countries to have a serious interest and effort towards mitigating the negative effect of human beings activities on the environment by releasing a law in 1974. There are several laws that regulate the environmental management of chemical substances in different area such as the Environmental Quality Act 1974. The Environmental Quality Act, 1974 is related to the control of chemical substances in air and hazardous wastes. (Razman, M.R., A. Azlan, J.M. Jahi, K. Arifin, K. Aiyub, A. Awang and Z.M. Lukman, 2010. Urban sustainability and Malaysian laws on environmental management of chemical substances. Res. J. Applied Sci., 5: 172-176.) The idea was continually active since the third Malaysian plan until the ninth plan. We need to go green. The citizen have to provide enough incentives for private and public sectors to invest in green technology. For a start, the government recently approved that the Prime Ministers Office must be a green building. Tha t would set as a benchmark. That has already been decided by the cabinet and is being implemented says Prime Minister Datuk Seri Najib Tun Razak in his closing remarks at the 2011 Budget consultation meeting. (The Star, July 2010) Background of study The research is conducted to clear everyones doubt and to create awareness of the importance of green technology. Firms are chasing over the constantly changing world. Green technology has been a trend in order to gain competitive advantage and to perform social responsibility. The paradigm shift in the global arena towards a green economy and low carbon growth or known as green techno economic paradigm is developed by Freeman (1992), Kemp (1994), Speth (1989). Green technology has been implemented in other countries since some time ago but it is not popular among society. Government and non-governmental organization (NGO) had taken much action to implement green technology into society and daily life. Study had been done by researcher to prove the benefits but the problem is the behavior of consumer. One behavior identified by Laroche et al. (2001) that affects consumer willingness to pay more for green products is the consideration of environmental issues when making purchase decisions. Individuals that have egoistic value orientation will only consider costs and benefits of the product to themselves and vice versa, individuals with a social-altruistic value orientation will view the ecosystem as a whole and base their green consumer decision on benefits for other people and environment. Mentality of the consumer is the major question to the manufacturer. Products must be cheap and within the budget of the consumer in order to pursue them to purchase. However, going green might add a little cost to the process, so the product will definitely be slightly higher than the normal products. Besides that, the main reason to apply green technology in life is due to the capacity to endure the biological systems to remain diverse and productive over time. Sustainability is therefore not only the need to respect the bottom line of the three Ps planet, people and profit (Kleindorfer et al., 2005) but to remain the long-lived and healthy wetlands and natural resources of Mother Nature. Enabling sustainability is allowing the Earth to continue supporting the human life. The 3R slogan Reduce, Reuse and Recycle has been implemented for some time but is not practiced by society. Researcher has also proven that green technology not only helps to reduce environmental issues, it does bring a positive economic effect to a country too. Many governments see the application of green manufacturing technologies in the pursuit of eco-innovations as the cornerstone of their policies for economic growth more generally (Defra, 2008). Green investments have a dual positive economic effect on aggregate supply and demand. The recent Green Economic reported by United Nations Environment Programme (UNEP) shows that a strategy of reallocating investments towards the green economy may lead to slower potential economic growth for a few years, as renewable natural resources are replenished, but will result in the long run in faster economic growth. Investments in the green economy will result in the long term and increased employment, as green investments are generally more employment intensive, and have direct benefits in terms of poverty reduction. Next, Malaysias government had launched the RM1.5 billion Green Technology Financing Scheme (GTFS) on 26th January 2010 (The Star, July 2010). This move is intended to attract the private sector to participate in Green Technology entrepreneurship. It is hoped that this fund will be able to facilitate and fast track efforts by companies that are now pursuing green technology businesses. Having provided the catalyst for green businesses to grow in the country, we envisage the initiatives that the government had implemented so far will generate impressive economic multiplier effects. One of the most important aspects on the move towards a green economy and sustainable development is the usage of green energy or more commonly known as Renewable Energy (RE). Whilst conventional fuel such as oil, gas and coal are the dominant fuels in the world today, the use of these conventional fuels release huge amounts of green house gases which are the main contributors to climate change and global warming, an issue that has been debated around the world. Our non-renewable resources are finite and, eventually, will deplete if no new sources are discovered and developed. Therefore, apart from the global warming, the awareness on the importance of conserving and managing our natural resources in a judicious manner is very important. The importance of the renewable energy sector in Malaysia has been recognized since the Eighth Malaysia Plan, i.e., from year 2000 when the Five Fuel Policy was introduced. The indigenous RE sources that have been identified are biomass, biogas, and mini hydro and solar to generate electricity, apart from oil, coal and gas. Moving forward, the Government has approved the Renewable Energy Policy and Action Plan which will be implemented by Malaysia Ministry in year 2011. This new policy is expected to enhance the utilization of RE resources in order to contribute towards supply security and sustainable development in the energy sector. In the building sector, green builders now have a competitive advantage over traditional builders. Research Problem Malaysia is currently in a critical period moving towards a developed nation. In order to achieve and get through this period, the Malaysian government is taking bold steps to manage the looming environmental challenges and issues which we face and will face if no action is taken. In fact, Ministry of Energy, Green Technology and Water is formed by the government in Malaysia. The ministry of green technology outlined 4 key factors to be addressed i.e. the energy, building, water and waste management and the transportation sector. The Malaysian Green Building Index (GBI), a rating tool that was launched in early 2009, provides an opportunity for developers and building owners to design and construct green, sustainable buildings that can provide energy and water saving whilst providing a healthier indoor environment. However, government is still facing problem with the society and the thinking of Malaysian which are left out behind because of the mentality not to evolve and remain comfortable in the current position without noticing the danger. People who are already involved in the green building market are ahead of the masses. This advantage will continue to grow and energy-efficient building practices will soon become the norm. Sustainable and low-carbon provision of housing and office-space will play a key role in fighting climate change. The problem in Malaysia is the low level of awareness in consumer. They are not willing to take another step ahead to make the green technology happen. Without realizing the benefits and advantages in using green technology, consumers are indirectly polluting the world and environment every day. What are the factors that affect the level of consumer awareness towards green technology in Malaysia? Research Objective This study is an attempt to gain further information towards consumer awareness towards green technology in Malaysia. Green technology is not popular in Malaysia compared to other countries. Listed below are the objectives of this research: To determine the factors that affecting consumer awareness towards green technology In curiosity to identify what are the main components or criteria that affect consumers awareness towards green technology in Malaysia, journals of the past researchers has been viewed. The background of the research and the effort put into implementing green technology has been identified and the major factors are known. To identify the level of awareness among consumer towards green technology Different people from different backgrounds may have different perceptions on a product. In addition to that, different demographic groups may have different perceptions to the green product and normal goods. The research can identify and find out the level of awareness of consumer towards green technology in Malaysia. To identify the relationship between all the variables (technology innovation, ecological aspect, business strategy, and value, beliefs, norm) with consumer awareness towards green technology It is difficult to predict the consumer minds and their preferences towards a product. Several researches had been conducted to understand consumer, the way they behave and what are the factor that causes them react towards a product. Leading factors such as price and quality are always the top concerns to the consumers. Partial of the consumers may focus on low prices goods while neglecting the quality and benefit of the product in long term. Thus, they will neglect the latest knowledge and technology advancement that are used in manufacturing or in operating the product. Besides that, the business strategy used in a firm does affects the consumer awareness level. The promotion and marketing skills in creating an impact in the consumer is very important. Lastly, the level of awareness about green technology in a consumer is affected by the trend, culture, belief or norms they lived in. To identify the barrier of implementing green technology There are still some difficulties to persuade the society to use green technology in their daily life. This research can identify what are the factors that become the barrier in achieving a green world. Based on the result of the findings, the authority will know where to take action on to ensure consumers are aware and practice green habits. Justifications of Research Technology innovation There is always space to improve. Innovation is imperative for human and society to keep moving forward. Innovation is about knowledge and creating new possibilities through combining different knowledge sets. Knowledge could be based on our experienced, process of search into technologies, markets and competitor actions. Knowledge could exist in explicit form; be accessed, discussed, transferred or in tacit form; known about but not actually put into words or formulae. Consumers as one of factor that allows technology innovation should be aware of the advancement. Ecological aspect As a consumer, we must always think of mother Earth as we are only borrowing the land from the creator. Consumer should aware of technology that can help reduce pollution or harm to the world. The best way is to keep up with the latest news and catch up with the current issues. Consumers should practice high social responsibility when purchasing or using a product. Business Strategy Some firms and organizations practice green technology due to the function as a business strategy. Since the government already set the mission and vision for the country, the only thing for the firms to do is implement a green way of doing business. Based on the SWOT analysis; strength, weakness, opportunities and threats, firms need to follow the trend and take and extra step to gain competitive advantage in the particular industry. For example, some shopping complexes practice No Plastic Bag Day on every Saturday. Besides going green, the firm can reduce the amount of cost. Value, beliefs, norms Several researchers have argued that green consumer behavior is determined by a multitude of factors depending on type of behavior and involvement with the product and behavior (Black et al., 1985; Cleveland et al., 2005; Roberts and Bacon, 1997). Consumer purchases the product they used in daily life due to the culture and environment they lived in. It is a long term thing; if a child is brought up to practice recycling, he will continue doing so until he is a grown man. Stern (2000) presents four categories of determinants of green consumer behaviors: contextual forces, attitudinal factors, habits or routines and personal capabilities. Besides that, green technology will be applied in daily life when consumer belief in the value of doing so. If only the consumer have the knowledge and understanding of green technology, they will definitely practice a green lifestyle and influence others to do so. The values most strongly related to activating pro-environmental personal norms and th us influencing green behaviors have been found to be social-altruistic, biospheric and egoistic values (de Groot and Steg, 2008; Hansla et al., 2008; Stern et al., 1999). Significance of the Study Consumers preferences and their behavior can bring a huge impact to the country economy. The demographic data in this research will provide us the study of personal data of consumers. The demographic characteristics which consist of race, age, gender, education level and income are crucial for the marketing department in a firm. Thus, the study on the demographic characteristics of consumers will help to discover which groups of consumers are aware of green technology in Malaysia. Through this research, companies will notice about which aspects the consumer concern most. Firms are able to understand their valued consumers more to take the next action in help the government implement a green world. Scope of the Study Due to the advancement of technology and the changing lifestyle, green technology has been implemented to save the environment. Everyone is encouraged to use green products in their daily life. The problem here is the low level of awareness among consumer on how important green technology really brings to the world. For this research, Malaysian has been the target of research. Primary data is used to analysis the results. Data will be collected through questionnaires that are distributed to different group of people. Through this method, the data collected would have a wider range of people in Malaysia. The more data collected the higher reliability of the results. Closed questions are used in the questionnaire to avoid sensitive issue and quicker for respondents to answer. Besides that, answers are easier to code and statically analyze. Besides that, secondary data from journals and past researchers are used to help in this finding. Organization of Report Chapter 1 : Introduction In the first chapter of the research, it would always be the main introduction and the background of this research. The topics included in this chapter would be the objectives of the research. These sections will briefly explain the factors that affect consumer awareness towards green technology in Malaysia. Finally, the justification of the research will help to justify the variables that are involved in this research. Chapter 2 : Literature Review A specific study will be conducted on the dependent variable and independent variables. The main purpose for this chapter is to weigh the pros and cons of the topic and to discuss in details on the ideas and knowledge concerned. In this chapter, every definition of the dependent variable and independent variables will be cited from the journals in order to strengthen every point mentioned. Several of arguments and various points of views from different authors in order to provide a stronger formation of each point can be found in this chapter. Chapter 3 : Research Methodology Research methodology is usually conducted after the study of literature review. In this chapter, a theoretical framework will be formed to illustrate the relationships between the dependent variable and the independent variables. Hypotheses or a proposed explanation which were made on the basis of limited evidences will explain the relationships between two or more variables. All the hypotheses stated will be tested together with empirical data. This chapter also includes the description of the sampling data, data collections and as well as the development of the questionnaire for this research. Chapter 4 : Data Analysis After questionnaires are collected from all the respondents, a few tests will be conducted to test on the reliability of the results. The responds of the questionnaires from the respondents are represented by a set of numbers that symbolize their own significant meanings. Whereas the tests that will be carry out are to analyze the responses from the respondents so that it will derive to a stronger conclusion at the end of this research. Chapter 5 : Conclusion This chapter will provide the final outcome of this research. Thus, the final results will be explained and we will be able to identify how the exact hypotheses that formed earlier are hold.

Issues of Conflict in Juno and the Paycock

The theme of conflict is a brooding and dominant characteristic of the playwright Sean O'Casey's acclaimed masterpiece Juno and the Paycock, first performed at the Abbey Theatre, Dublin, in 1924. The events' portrayed in the drama unfold against the backdrop of the sectarian violence of the Irish Civil War, waged from1922-1923, in an Ireland not yet healed from many recent years' of armed political struggle with the British authorities' who for centuries' had controlled the governance of the island.This modern armed struggle began with the Easter Rising of 1916, carrying through to the events' of The Irish War of Independence, fought from 1919-1921, which resulted in the signing of the Anglo Irish Treaty of 1921, the root of the current aggression in the play being engaged in by former comrades' on the streets' and in the homes' of towns' and cities' across the nation. Pivotal to the action of the play are the Boyle family, terribly poor, working class tenants' living in the tenement s' of Dublin, the slums' of the period, in conditions' comparable with the worst known anywhere in Europe.The narrative explores their efforts' to carry on with their normal daily lives' in the tumultuous, often explosive conditions' they are encompassed by. To accurately discuss every aspect of conflict that exists' within the pages of, arguably, O'Casey's finest work would be a monumental undertaking and unfortunately would require significantly more time than this discussion could allow. The purpose of this essay instead, will be to examine the conflict existing in the relationship, and acted out within the pages of the play, between two of the central characters', â€Å"Captain† Jack Boyle, the self deluded patriarch of the household, and his long suffering wife, the titular Juno.The aim of this work is to dissect the dynamics' of their relationship, examining the roles' they have adopted that lead, despite a temporary lull in hostilities during act two, to the irrevocabl e breakdown of the marriage, helping Juno to the final courageous decision to place the welfare of her daughter and unborn grandchild before that of her layabout, thankless, disaster of a husband, a truly radical and virtually unheard of decision for a woman to take in the male dominated, patriarchal  society of that time.From the outset of the play we are confronted with the animosity that exists between Jack and Juno. In the opening scenes of act one, we are introduced to Juno who has just returned from an early morning shopping trip with breakfast items for the not yet returned Jack, who has apparently stayed out all night with his ne'er do well, parasitic drinking buddy Joxer Daly. The tone of her exchange with Mary, her daughter, in reference to Jack's absence is unmistakeable.Mary has just informed her mother of her father's failure to return to which she replies, â€Å"Oh, he'll come in when he likes; struttin' about the town like a paycock with Joxer, I suppose.† Th is is a woman unimpressed with her missing husband to say the least, the reader is left with the impression that not only will Jack feel her wrath when their paths' cross, Joxer will receive a lashing also should he surface alongside his nefarious companion! Act one progress’s to the point where the trio meet. The exchange is filled with vehemence from the wrathful Juno, determined to exact her revenge on the lackadaisical duo presented before her.Joxer and the â€Å"Captain† have entered the tenement believing Juno long gone to work, but secretly secluded behind hangings separating her bed from the living quarters she has listened to both men insult and berate her in her believed absence. She emerges from her seclusion and unceremoniously chases the vagrant Joxer from her home despite the protestations of a perplexed Jack, who in cohorts with his partner in crime, has tried to convince his wife the two loafers' have the potential of work that afternoon. Juno retorts t o Jack, â€Å"Look here Mr. Jacky Boyle, them yarns won't go down with Juno. I know you an' Joxer Daly of an oul' date, an' if you think you're able to come it over me with them fairy tales, you're in the wrong shop.†The exchange continues with Jack unable to get a word in his own defence and Juno revelling in her dressing down of the â€Å"Captain†. His sparse responses', when allowed, are pleading and full of self pity, â€Å"it ud be betther for a man to be dead, betther for a man to be dead.† is as useful a response as we receive from Jack as Juno's tirade against him continues.The reader is left in no doubt throughout the exchange that this morally indolent little man is no match for his wife. We are also left in no doubt as to the roles occupied by the couple within the relationship at this point. Jack is a fantasist, he  refuses to accept his responsibility to help provide for his family, he refuses any and all offers of work, claiming chronic pain when genuine opportunities arise, â€Å"I'm afther gettin' a terrible twinge in me right leg† he is heard to cry when presented with the possibility of work by Jerry Devine.Yet he is found to be in the rudest of health when no work is to be found, â€Å"it's miraculous that whenever he scents a job in front of him, his legs begin to fail him!† is the explanation presented to us, tongue firmly in cheek, by Juno. He prefers to spend the family's last few pounds loafing from bar to bar with the lecherous Joxer in tow, rather than contribute to help relieve the crushing poverty trap into which his family have found themselves ensnared. His is an existence full of exaggerated exploits, â€Å"Everybody callin' you the â€Å"Captain†, an' you only wanst on the wather in an oul' collier from here to Liverpool†.He believes thoroughly in the legend he has created around himself and believes completely in his right as the patriarch of the family not to have his decision s questioned regardless of how morally deficient to their situation they may be. In the character of Jack we find comparisons, as suggested by Pressley, N, (2011), in his review of the play for The Washington Post, to Shakespeare's Jack Falstaff â€Å"for his inflated presentation and chronic lack of means†.In contrast to this vulgar fantasist we are given the ultimate realist in the downtrodden and hassled form of Juno, named by O'Casey for the Roman goddess of â€Å"Protection, Motherhood & Marriage†, Waldherr, K, (2007). Through Jack's refusal to embrace his responsibility to provide for his family and be a dutiful husband Juno has been forced over time to assume the role of wife, mother and sole provider for the family.She is all to aware of the severity of their situation, walking the tight rope alone of providing for her invalided son, out of work daughter and obnoxious husband as well as herself in an environment where not only must she contend with the harsh an d unrelenting poverty stricken conditions, inescapable for most at the best of times, she must also contend with the bitter knowledge of the potential for any of her loved ones to lose their lives at any given time if caught up in the guerrilla warfare being waged around them on the streets' of their home. Juno faces all this with a reality and strength of character befitting her name that shines through despite the best attempts of her  Falstaffian husband to break her spirit and reduce her life to the petty existence of his own.One would argue, to be judged successfully or not by the reader that these traits already existing in the relationship of Mr. and Mrs. Boyle, explored throughout the piece, doomed them to the fate to which they inevitably succumbed. The events of the play may have been the straw that broke the proverbial camel's back but the foundations of this relationship had long since been rendered asunder by years of neglect, abuse and selfishness from Jack towards h is wife and family.This finally culminated in our heroines realisation that no matter how much she tried, no matter how much effort she made her feckless husband was never going to be capable of any sort of decency towards her or the family and the radical road she was forced to choose with Mary, helping to raise and provide for her daughter's unborn child was not only the right thing to do for themselves but it was the only chance the child would have at a decent beginning for the future. The humanity, courage and strength of Juno are fully realised in this exchange with Mary;Mary. â€Å"my poor little child that'll have no father!Mrs Boyle. â€Å"It'll have what's far betther – it'll have two mothers.†This exchange is an act of selflessness that Jack could never comprehend of making, representing the final nail in the coffin of the Boyle's marriage and the final separation of the characters involvement with each other on a relationship or any other level imaginable. This is the decisive moment where Juno transcends both her husband and the restrictions of her environment ending her conflict and enabling her to move on to the next stage of her life as a single, yet more complete person.