The Microsoft Case Essay Example | Topics and Well Written Essays - 500 words - 2

The Microsoft Case - Essay Example The company was involved with zero marginal price deals with computer producers that brought stiff competition in the market because other companies would not meet this zero marginal price. According to the Kiang (2010), the company was illegally leveraging its monopoly power in the operating systems market by giving its applications programmers with unfair lead time. The company was involved a with license agreement in which conditions had minimum commitments that amounted to exclusive dealings by the monopolist. Moreover, the antirust behavior investigation was as a result of claims by Novell that the company was unlawfully trying DOS windows in the market. The Microsoft managed to hide some interfaces from third party applications software firms and it intentionally sent error messages to users of other software when users tried to use it in combination with Microsoft’s operating system. Finally, the investigation was carried because the company had bought Intuit Company that had a market share of 90 percent. However, the merger would take the market structure from being duopoly to a monopoly, but Microsoft Company abandoned plans from the merger several weeks after the suit was brought that led to investigation of antitrust behavior of the company in the market. By tying to purchase the Intuit Company that had largest shares in the market, I agree the company was trying to adopt the monopoly power in the computer software industry. The company wanted to be a price taker in the market that could result into imperfect competition over other firms in the industry (Mukherje, 2010). Meanwhile, the company option of zero marginal price to its manufacturers show that it wanted to gain the monopoly market structure due to its marginal revenue that are greater than marginal cost. According to Hall and Lieberman (2005), the demand curve of the monopoly company slopes downward because the

In Vitro Fertilization Essay Example | Topics and Well Written Essays - 1000 words

In Vitro Fertilization - Essay Example It is noteworthy that infertility is a problem affecting both parties in a relationship-male and female. There has been misconception that infertility is only a problem of females alone but this is not the case. Infertility is major problem affecting couples and individuals across the globe in both developed and underdeveloped world as a people have failed to get pregnant or sire because of one reason or another. For instance, it is estimated that at least 10 percent of men and women of reproductive age in the United States cannot conceive as per the Centres for Disease Control and Prevention (CDC) statistics (Vorvick). Infertility in both male and female may occur in number of incidences. For instance, infertility in female occurs when the eggs are blocked in ovaries and as such cannot move to the womb. Other incidences occur when the ovaries are incapable of producing eggs, inability of the fertilized egg to survive once it sticks on uterus and finally inability of the embryo to stick on the lining of the uterus. Infertility in a male on the other hand may occur when there is a decrease in the sperm count, sperm is blocked from being released and finally when the sperm released is immatur e and weak. Infertility in both male and female is caused by a number of factors some of which are common while other unique to a particular gender. Key among the factors that cause infertility in female include but not limited to growth in the uterus such fibroids, cancer, autoimmune disorder, excessive exercising, certain medication, obesity, old age, pelvic inflammatory disease, excessive drinking of alcohol, scarring from STI, thyroid disease, hormonal imbalance, pelvic infection and or clotting disorder (Vorvick). Male infertility on the other hand is caused by a number of factors that include but not limited to birth defects, old age, hormonal imbalance, excessive

Tetraamminecopper(II) sulphate hydrate Write-up Essay Example for Free

Tetraamminecopper(II) sulphate hydrate Write-up Essay Purpose The purpose of this experiment is to form tetraamminecopper(II) sulphate hydrate and determine the yield. Materials CuSo4à ¯Ã‚ ¿Ã‚ ½5H2O NH3 (concentrated) Ethanol 50 cm3 measuring cylinder 250 cm3 beaker Spatula Equipment for vacuum filtration Procedure Weigh out approximately 5.0g of CuSo4à ¯Ã‚ ¿Ã‚ ½5H2O Dissolve it in 30 cm3 water in the beaker Add 10 cm3 concentrated ammonia (NH3) and stir the solution Add 40 cm3 ethanol and stir carefully for a couple of minutes. Filter the solution through equipment for vacuum filtration. Transfer the product to a clean weighing boat and leave to dry. Procedure and observations in class First 5.01g of CuSo4à ¯Ã‚ ¿Ã‚ ½5H2O was weighed out. After it was dissolved in 30 cm3 water, in the beaker, the solution got the colour blue. Next was 10 cm3 concentrated ammonia (NH3), which was added into the solution and the colour dark blue was observed. Then 40 cm3 ethanol was added and the solution got the colour bright blue. Then the solution was filtered through a Buchner flask and the final product was weighed in a plastic weighing boat. The total mass was 5.98g, from which the weight of the boat, 1.16g, has to be subtracted. So the mass of the final product was 5.98 1.16 = 4.82g. Data processing 1. Calculate the number of moles CuSo4à ¯Ã‚ ¿Ã‚ ½5H2O used. To find out the number of moles the formula n = m / Mr has to be used. Mr = 64 + 32 + (16 x 4) + (5 x 16) = 250 m = 5.01 n = 5.01 / 250 = 0.02004 à ¯Ã‚ ¿Ã‚ ½ 0.0200 moles (3 s.f.) 2. Concentrated ammonia contains 25% NH3 by mass. The density of concentrated ammonia is 0.91g/cm3 . Calculate the number of moles of NH3 . Density of con. ammonia = 0.91g/cm3 and in the procedure there was used 10 cm3, so therefore mass of ammonia used: 0.91 x 10 = 9.1g Since only 25% of ammonia is NH3 , mass of NH3 : 9.1 x 0.25 = 2.275g From here the amount of moles can be calculated by the formula n = m / Mr. Mr = 14 + (1 x 3) = 17 m = 2.275g n = 2.275 / 17 = 0.134 moles (3 s.f.) 3. Which of the reactants is in excess? Which is the limiting reagent? CuSo4à ¯Ã‚ ¿Ã‚ ½5H2O NH3 Number of moles (n) 0.02 0.134 Divide by smallest ratio 0.02 / 0.02 = 1 0.134 / 0.02 = 6.7 Divide by stoichiometric co-efficient from equation (Equation below this table) 1 / 1 = 1 6.7 / 4 = 1.675 Reactant in excess or limiting reagent Limiting reagent Reactant in excess (1)CuSO4 . 5H2O + 4NH3 Cu(NH3)4SO4 . H2O + 4H2O 4. Calculate the theoretical yield of Cu(NH3)4SO4 . H2O From the equation above it can be seen that the ratio between CuSO4 . 5H2O and Cu(NH3)4SO4 . H2O is 1 : 1. Therefore 0.02 moles of CuSO4 . 5H2O will give 0.02 moles of Cu(NH3)4SO4 . H2O. By using the formula m = Mr x n the theoretical yield can be calculated: n = 0.02 Mr = 246 m = 0.02 x 246 = 4.92 g Calculate the yield in percentage of the theoretical and comment on any difference. The yield in percentage can be calculated by the formula: actual mass / expected mass. 4.82 / 4.92 à ¯Ã‚ ¿Ã‚ ½ 97.9% (3 s.f) Because the difference is so small (2.1%) the experiment can be considered successful. The difference could have been caused by different things like: a small measurement mistake, a little bit was spilt or not transferred when the solution was held in the Buchner flask.

Protecting Children from Exposure to Violence in the Media Essay

Protecting Children from Exposure to Violence in the Media Children and adolescents in the United States are exposed to violence in increasing numbers each year. This may seem like an obvious statement, but consider the following: The average child watches 21 to 23 hours of TV per week. This means that by the time this child reaches age 70, he will have spent 7 to 10 years in front of the television. And with regular Saturday morning children's television containing about 20 to 25 acts of violence per hour, it is no wonder the average person has viewed around 200,000 acts of violence by the time he reaches 18 years of age. And while tragedies such as Columbine cannot be explained simply by blaming media violence, it currently appears to be one of the most easily correctable contributing factors. The entertainment industry has maintained a stance that there is no link between media and real-life violence. And yet, scientific studies that number in the hundreds have concluded that there is not only a direct connection, but children repeatedly exposed to this type of violence lose the ability to discriminate between real-life and entertainment violence and tend to accept violence as an acceptable way to resolve even complex problems. The solution to this problem is a bit complex due to the multiple parties involved. Health care providers need to inform their patients and the public about the real effects these media messages send. The entertainment industry should ...

The Role of Female African American Sculptors in the Harlem Renaissance

The Role of Female African American Sculptors in the Harlem Renaissance The Harlem Renaissance, a time of global appreciation for the black culture, was a door opening for African American women. Until then, African Americans, let alone African American women, were neither respected nor recognized in the artistic world. During this time of this New Negro Movement, women sculptors were able to connect their heritages with the present issues in America. There is an abundance of culture and history to be learned from these sculptures because the artists creatively intertwine both. Meta Warrick Fuller and Edmonia Lewis, two of the most popular sculptors of this time, were able to reflect their native heritages and the dynamics of society through their artwork. Meta Warrick Fuller and Edmonia Lewis were two of the most renowned women sculptors during this time. Fuller and Lewis’ pieces showed how they connected with the social happenings of the time as well as portraying their African roots. Often their subjects were chosen to serve as a political mission or statement as to their feelings of societal issues. Often their subjects were chosen to serve as a political mission or statement as to their feelings of societal issues. Their sculptures support the idea that these women were products of living within a contact zone. As artists began to gain recognition in the artistic world, they continually represented what it meant to be black in America. Personalities and individualism were displayed through their work while simultaneously portraying the political, social, and economic conditions of being black. This idea runs parallel with Mary Louise Pratt’s (1990) definition of a contact zone. She defines it as a "term to refer... ...central rather than peripheral in the forging of a more liberating and intelligent visual culture in the United States" (p. 37). Works Cited Jackson, P. (1992). (in)Forming the Visual: (re)Presenting Women of African Descent. International Review of African American Art. 14 (3), 31-7. Kleeblatt, N. (1998). Master Narratives/Minority Artists. Art Journal, 57 (3), 29. Powell, R. (1998). Art of the Harlem Renaissance. American Art Review, 10 (2), 132-137. Pratt, M. (1990). Arts of the Contact Zone. Richardson, M. (1995). Edmonia Lewis’ The Death of Cleopatra Myth and Identity. African American Art. 12(2), 36-52 Savannah, G. (1998). African American Women Sculptors. American Art Review, 10, 162-5. Scwartz, B. (1997). African-Americans in the Visual Arts: A Historical Perspective. http://www.cwpost.linet.edu/cwis/library/aavaahp.htm

History Marking Scheme

Junior Certificate History Exam 2012 (Higher Level) 180 marks 150 minutes   S. 1 Pictures (15 marks) (8 ? %) 3 Pictures with 3 questions each S. 2 Documents (15 marks) (8 ? %) 2 Documents with 4/5 questions each S. 3 Short Questions (20 marks) (11 %) 20 Short Questions – Do TEN at least S. 4 People in History (40 marks – 2 x 20) (22%) N. B. DO ONE option from A & ONE option from B Section A – Ancient Civilisations/ Rome/ Early Christian Ireland/ Middle Ages/ RenaissanceSection B – Age of Revolutions/ Industrial Revolution/ Political Change in 20th Century Ireland/ S. 5 Long Document (30 marks) (16 ? %) ONLY ONE of the following sections will come up. Reformation Age of Revolutions (America, France, Ireland) Age of Exploration Industrial Revolution & 19th Century Ireland (Famine) Plantations S. 6 (60 marks) (33 1/3%) N. B. International Relations in the 20th Century (30) Political Change in 20th Century Ireland (30) (+ Two other sections from Junior Cert Course e. g. The Middle Ages/ Prehistoric Ireland) SECTION 4: PEOPLE IN HISTORY (2 x 20 marks)Do ONE OPTION from Part A & ONE OPTION from Part B Marking Scheme: SRS = Significant Relevant Statement (Each SRS = 2 marks) CM = 16 (8 x 2M) OM = Overall Mark OM = 4 VERY GOOD = 4M; GOOD = 3M; FAIR = 2M; POOR = 1M Guidelines: 1) ENSURE that you are writing from the correct perspective e. g. a supporter of a named revolutionary 2) Always include an introductory paragraph on the birth and early life of a named explorer/ reformer/ revolutionary leader etc. 3) Ensure that you STATE & EXPLAIN key concepts e. g. ‘Justification by Faith Alone’/ Republicanism/ Sailing West to reach the East Indies ) ALWAYS name & describe the widely-held beliefs of the time of the named person e. g. Church control over peoples’ religious beliefs/ Flat-Earth/ Ireland as part of the UK/ USA as a colony of England/ 5) NAME the group(s)/ organisation(s) who were founded by or supported the beliefs of the named person 6) ALWAYS NAME & DESCRIBE the impact of inventions/ innovations that aided the stated person & their beliefs/ revolution e. g. Printing Press/ Astrolabe/ Magnetic Compass/ Seed Drill/ Selective Breeding/ Factory System/ Steam Locomotive/ Home Rule/ IRB Fenianism/ Fascism/ Communism/ ) DESCRIBE & EXPLAIN how people and institutions reacted to the named person’s beliefs/ discoveries e. g. the Counter-Reformation/ superstitions of sailors during the Age of Discovery/ British refusal to accept Irish Independence/ 8) DESCRIBE the impact of the named person on later history itself: Spread of Protestantism throughout Europe/ Counter-Reformation/ Spanish Inquisition/ Discovery of American Continents/ New Colonies/ New ways of travelling/ Spread of Irish Republicanism/ Spread of Communism/ Spread of Fascism in Europe PART A OPTIONS (PEOPLE IN HISTORY) EARLY MODERN EUROPE & IRELAND A monk in an early Christian monastery in Ireland (2011/ 07/ 05) N. B. – A per son living in a named ancient civilisation OUTSIDE of Ireland. (11/ 09/ 06/ 04) N. B. – A farmer living in ancient (pre-Christian) Ireland. (08/ 05) – A named religious reformer at the time of the Reformation (2011/ 08) N. B. – An archaeologist working on a dig. (2010/ 07/ 04) – The lord or lady of a medieval castle. (2010/ 08) – A knight living in a medieval castle. (05) N. B. A named Renaissance artist from OUTSIDE of Italy. (2009) N. B. – A named Renaissance artist or sculptor (07 (PART B)/ 04) N. B. PART B OPTIONS (PEOPLE IN HISTORY) Later Modern Europe & Ireland – A named leader on a voyage during the Age of Exploration (2011/ 09/ 06 (PART A) N. B. – A native Irish landowner who lost land in a named plantation during the 16th or 17th centuries. (2011) – A settler who received land during a named plantation in Ireland during the 16th or 17th N. B. entury. (08/ 06 (PART A)/ 04) – A mine or factory worker during the Industrial Revolution. (07) N. B. – A factory or mine owner during the Industrial Revolution (05) N. B. – A named leader in the struggle for Irish independence, 1900-1921. (2011/ 07/ 05) N. B. – A named leader involved in a revolution (America, France or Ireland) during the period, 1770-1815. (2010/ 05) N. B. – A supporter of a named revolutionary leader during the period, 1770-1803. 06) N. B. – A named leader involved in one of the crises during the rise of the superpowers (Berlin Blockade; Korean War; Cuban Missile Crisis). (2010/ 06) N. B. – A named political leader in the Republic of Ireland during the period, 1960-1985. (08 ) – An old person describing changes that have occurred in communications in Ireland since 1945. (04) A – A named religious reformer at the time of the Reformation. (20 marks) A specific reformer (eg: Luther, Calvin, Henry VIII) must be named or implied, but no marks are awarded for the reformerâ⠂¬â„¢s name.If the name of the reformer is not mentioned, or is incorrect, but the material relates to a specific reformer, max. OM = 3. In the case of Luther, treat all material up to and including his ordination as ‘background’, i. e. 1 SRS max. In the case of Calvin, treat all material up to and including his conversion to Luther’s teaching as ‘background’, i. e. 1 SRS max. List of ‘abuses’, stated or explained, = 1 SRS. A belief/teaching explained = 1 SRS. A belief coupled with the relevant Catholic teaching = 1 SRS. 2 merely stated beliefs/teachings = 1 SRS. Teachings/beliefs = 3 SRSs max. ESSAY PLAN: NAME the reformer/ year of birth/ background & education – NAME & EXPLAIN the list of abuses within the Roman Church: – STATE the reformer’s beliefs and opinion of abuses in detail – NAME the steps he took to address these abuses – STATE & DESCRIBE the Church’s reaction to the reformer’s actions/ beliefs – NAME the reformer’s beliefs and EXPLAIN N. B. ***** – NAME any associates who aided the reformer – NAME any invention/ innovation that helped to spread the reformer’s beliefs – DESCRIBE the impact of the reformer’s teachings/ beliefs – DESCRIBE how the Church reacted to the reformerA – A knight living in a medieval castle. – Castle or Knight only dealt with – 1 OM. – Name of a castle feature + description / function = 1 SRS. – Mere list of castle features without description/function – 2 features = 1 SRS. ESSAY PLAN: – NAME yourself (you are the knight) – STATE who your LORD is and your allegiance to him – DESCRIBE WHAT YOUR ROLE is in the CASTLE & HOW you defend it – NAME & DESCRIBE WHERE the LORD & HIS FAMILY LIVES (KEEP) – DESCRIBE 3 DEFENSIVE FEATURES OF the castle – DESCRIBE the 3 STAGES of becoming a medieval knight â⠂¬â€œ DESCRIBE the tournaments & jousts that you regularly participate in DESCRIBE your belief in the ‘Code of CHIVALRY’ N. B. *** B – A supporter of a named revolutionary leader (USA, France, Ireland), 1770-1803. Do not award marks for naming the revolutionary leader. In the case of George Washington, treat all material prior to the First Continental Congress as ‘background’, i. e. 1 SRS max. In the case of Robespierre, treat all material prior to the outbreak of the French Revolution in 1789 as ‘background’, i. e. 1 SRS max. In the case of Wolfe Tone, treat all material prior to the founding of the United Irishmen as ‘background, i. e. 1 SRS max.In the case of Robert Emmet, treat all material prior to his involvement with the United Irishmen as ‘background’, i. e. 1 SRS max. ESSAY PLAN: – NAME the leader who you are supporting – NAME the country & time period (1765 – 1783) – STATE YOUR REA SONS for supporting the revolutionary leader i. e. taxes/ interference from colonial power etc. – NAME the reasons why a revolution is taking place – NAME & DESCRIBE AT LEAST TWO incidents where conflict has occurred between the revolutionaries & the colonial power – DESCRIBE how the RULING POWER is reacting to THIS REVOLUTIONARY & Revolution NAME & DESCRIBE any documents or beliefs expressed by this revolutionary leader or revolutionary group – STATE what the revolutionary leader is aiming for i. e. a coming decisive battle B – A named revolutionary leader (USA, France or Ireland) No marks for the revolutionary leader’s name. – If the material clearly relates to a particular revolutionary leader without the person being named, mark on its merits. – In the case of George Washington, treat all material prior to the First Continental Congress as background, i. e. 1 SRS. In the case of Robespierre, treat all material prior to the outbreak of Revolution in1789 as background. – In the case of Wolfe Tone, treat all material prior to the founding of the United Irishmen in 1791 as background. – In the case of Robert Emmet, treat all material prior to his involvement with the United Irishmen as background. ESAY PLAN: SAME AS ABOVE EXCEPT FROM the REVOLUTIONARY LEADER’S POINT OF VIEW B – A factory/mine owner during the Industrial Revolution in Britain, c. 1850. – If the answer is exclusively from the perspective of the factory worker, Max CM = 8 Max OM =0.ESSAY PLAN: (*** YOU are the factory owner) – NAME the factory/ mine owner – STATE what type of factory/ mine you own – NAME the part of England your factory is in – DESCRIBE what your factory produces and where you sell/ exports your goods – NAME & DESCRIBE how and where you get your raw materials i. e. coal, water-power etc. – NAME the inventions that you use in your factory – DE SCRIBE how you transport your raw materials INTO your factory and how you transport your goods OUT of your factory – DESCRIBE the workers who work in your factory, what hours they work, their working conditions and pay. DESCRIBE the living conditions of your workers and HOW you have attempted to make their lives better – STATE what hobbies or leisure activities you like i. e. gambling, betting on bare-knuckle fights etc. A factory/ mine worker during the Industrial Revolution (As above EXCEPT from the WORKER’S PERSPECTIVE) B – A named leader in Irish independence struggle, 1916-1923. – No marks for the leader’s name. – Background material i. e. pre-1916 = 1 SRS; Post-1923 material = 1 SRS. ESSAY PLAN: – STATE where and when the leader was born – STATE the background of the leader i. e. education/ work etc. NAME the organisation that the leader joined and WHEN – NAME other people who the leader was associated with – STATE the political beliefs of this leader – STATE & DESCRIBE what role the leader played in the Irish Independence struggle e. g. Minister for Finance in the 1st Dail N. B. ** – STATE whether or not this leader was part of the Sinn Fein delegation to London for the Anglo-Irish Treaty Negotiations of 1921 – STATE whether this leader was PRO-TREATY or ANTI-TREATY in 1922/ 1923 – GIVE THEIR REASONS for being PRO-TREATY or ANTI-TREATY – DESCRIBE the rest of the leader’s careerSection 5 Long Document Question (30 marks) – Famine, Emigration & De-population in 19th Century Ireland (2004) – Exploration, Vespucci & Impacts on Indigenous Populations (2005) – Famine, Emigration & De-Population in 19th Century Ireland (2006) – Reformation, Papal Bull & Counter-Reformation (2007) – French & Irish Revolutions in 18th Century (2008) – Plantations in 17th Century Ireland (2009) – Exploration, Spani sh & Portuguese (2010) – Rural Ireland & Industrial England in the 19th Century (2011) Structure of Question: Part A – Answers derived from 1st Source. USE QUOTATIONS & EVIDENCE from Source (8-10 marks)Part B – Answers derived from 2nd/ 3rd Sources USE QUOTATIONS & EVIDENCE from Source or Contextual/ Background Information require on topic (8 – 10 marks) Part C – Answer ONE from 3 Options Contextual/ Background Information required on topic (10 – 12 marks) Part C: Usually requires a short paragraph answer worth 10 or 12 marks. It is important that you write at length on whatever topic you are asked e. g. ‘Problems faced by Irish Immigrants abroad’ or the ‘Counter-Reformation in Europe’.Ensure that you have at least 5 – 6 clear points of information on each of the following topics: (next page) (Check the relevant webpages on the History site under Junior Certificate History for examples of these) Part C Exampl es: †¢ Counter-Reformation †¢ Consequences of the Reformation for Ireland †¢ Urbanisation, Health, Lifestyle & Pastimes of Industrial England †¢ Impact of Famine & Problems faced by Immigrants abroad †¢ Conflict between European Powers as a consequence of Exploration †¢ Impacts on indigenous Populations by Explorations †¢ Religious, Political & Cultural Impacts of Plantations in Ireland Brehon Law, Language & Customs †¢ Causes & Impacts of French, American & Irish Rebellions/ Revolutions †¢ Reign of Terror Section 6 (60 marks) Do two options from (A), (B), (C) and (D). (2 x 30 marks) Political Developments in 20th Century Ireland Question divided into 2 or 3 parts: short questions followed by 10 or 12 mark questions. The ten mark questions to be prepared are as follows: – 1) Home Rule Crisis 1912 – 1914 2) 1916 Rising 3) 1918 General Election 4) War of Independence 1919 – 1921 5) Anglo-Irish Treaty 1921 (& split in Si nn Fein) 6) Irish Civil War 1922 – 1923 7) Cumann na Gaedheal Government 1923 – 1932 ) DeValera & ‘Dismantling the Treaty’ 1932 – 1938 9) The ‘Emergency (neutrality) 1939 – 1945 10) The 1st Inter-Party Government 1948 – 1951 11) 1950’s Ireland 12) Sean Lemass & 1960’s Ireland (1st Programme for Economic Expansion) – Also Northern Ireland 1) N. Ireland during WWII 2) Civil Right Movement in late 1960’s 3) The ‘Troubles’ For key terms and short questions, check the webpage ‘Political Developments in 20th Century Ireland’ on the History website under Junior Cert. History International Relations in the 20th Century Question divided into 2 or 3 parts: short questions followed by 10 or 12 mark questions.Ten mark questions to be prepared are as follows: 1) Lenin & Russian Revolution 1917 2) Treaty of Versailles 1919 3) Mussolini’s Italy 4) Nazi Rise to Power 1927 – 1933 5) Nazi Germany 1933 – 1939 (Totalitarianism & Propaganda) 6) Hitler’s Foreign Policy 1933 – 1939 7) World War II 8) The Cold War: a) Berlin Blockade b) Korean War c) Cuban Missile Crisis For key terms and short questions, check the webpage ‘International Relations in the 20th Century’ on the website under Junior Cert. History ———————– Reformation Rural Ireland, Famine & Industrial England in 19th Century Age of Exploration Plantations Age of Revolutions

The Engineers Thumb Essays

The Engineers Thumb Essays The Engineers Thumb Paper The Engineers Thumb Paper The setting for The Engineers Thumb is also a secluded house in the dead of night. Again this helps add to the tense atmosphere, as the night is thought to heighten emotions. During the night it is harder to see, and many perceive this as potentially dangerous. Colonel Lysander Stark specifically requests that Hatherly come in the middle of the night so that he was not seen. Along with the fact that they did not want their money scam to be discovered by an engineer coming to the house, this would also be the ideal time for them to commit a murder if need be as, just like in The Speckled Band, nobody would be around to help the victim or hear the crime come to pass. The fact that when they walk into the house it is pitch black makes us feel tense, as the colonel could do anything he pleased to the young engineer at this point. The hysterical woman that tries to help the engineer before his ordeal even starts, puts us the reader on edge, as she would not be in the frightful state that she is in, if she did not fear something terrible. Consequently we fear something terrible is going to happen, hence suspense is created. In both stories the major and most dramatic moments occur during the night, in remote locations. Personally I felt that the description of the setting and atmosphere was more intense in The Speckled Band, especially when Helen Stoner was describing her sisters death. There are also other aspects, which I felt added to the suspense through creating setting and atmosphere. Throughout both stories when tension is at its utmost, Conan Doyle employs other effective uses of language and techniques. One that I noticed he used particularly frequently when tensions were high, was alliteration. I sprang from my bed, wrapped a shawl round me, and rushed into the corridor. Conan Doyle used this technique at almost every period when tension was high. A further example of this from The Engineers Thumb, is when the young woman attempts to warn the engineer of the dangers he is about to face. She held up one shaking finger to warn me to be silent, and she shot a few words of broken English at me. Throughout both stories Doyle uses a great deal of alliteration and in my opinion it is one of the most effective literary techniques to heighten tension and suspense. As the reader, it really puts you on edge, as the words sound sharper and more intense. The language Watson uses to describe the state and physical appearance of Helen Stoner helps to create mystery and suspense. She is fairly young, however the description we are given of her, suggests she has been through some terrible ordeal. Her face was all drawn and gray, with restless, frightened eyes. This description adds suspense to the story as we are concerned for her and are anxious to find out what has troubled this young woman so terribly. Doyle also uses a simile in which he compares her to, some hunted animal. Helen Stoners physical description reflects her emotional state. From her appearance Watson and Holmes could clearly see that she was in a pitiable state of agitation. She acts in a melodramatic manner, which I personally felt was too over-the-top. Dr Roylotts character is one that verges on mania. We are aware almost from the beginning that Roylott is the villain. His physical description again mirrors his emotional state. The portrayal that Watson relays to the reader when Roylott visits them is vivid. He is described as a huge man dressed in the peculiar mixture of professional and agricultural clothes. This is a strange combination, however Roylott is a very atypical man. We are told that he is marked with every evil passion and this alone is a particularly large clue as to the fact that he is clearly the villain. Previously we have learnt that Roylott beat his native butler to death so he is obviously a very volatile man. This kind of remark adds to the sense of suspense, as we know that a young woman has to live alone with this man who is uncontrollable in his anger. He is a doctor and intelligent man, but the Victorians see him as the villain and quite possibly blame his mania on his long stay in the tropics. Indians are bound to lead him into bad habits. He has become a recluse and therefore a social outcast. This makes him, therefore, the perfect person to play a villain in a Victorian short story. Victor Hatherly is the victim in The Engineers Thumb. This is obvious from his horrific injury and the fact that he is not quite stable. When he meets Watson he breaks out into an hysterical outburst which, according to Holmes, comes when some great crisis is over. This comment creates a sense of mystery as we want to know what has happened to this man, and also suspense as it must have been something terrible to get him into the state he is in. He is young, lives completely alone and is fairly new to owning his own business. Therefore he could be seen as vulnerable. Obviously the colonel adopted this attitude as he deceived him, and managed to get the young man to work for him even though the conditions he was offered were very suspicious. The character of the Colonel Lysander Stark is an obvious choice for that of the villain. As is already apparent, villains in Victorian stories were played by social outcasts, people who were not from within our own society. One is at once reminded of a stereotypical colonel, a cruel harsh person with militaristic cruelty at heart. He is depicted as a model villain. He has a German accent, which was, and still is, a very common nationality for stereotypical villains of stories such as this. The engineer describes him as a man rather over middle size just like Roylott. Conan Doyle creates stereotypical characters. The people who visit Sherlock Holmes are always clearly the victims of crime. This can be determined by the melodramatic manner with which they act and from the vivid descriptions of the way they look. Both Helen Stoner and Victor Hatherly could be perceived as vulnerable people, as Helen is a young woman living with a daunting stepfather, and Victor is a young man with not a lot of experience living alone. The melodramatic manner with which they act is epitomized well here. Helen Stoner, in The Speckled Band explains that it is not cold which makes her shiver, but fear, Mr Holmes it is terror. Similarly when Victor Hatherly in The Engineers Thumb first convenes with Watson he breaks into a hysterical outburst. Conan Doyle exaggerates physical characteristics to heighten the sense of battle between good and evil, as is typical of Victorian short stories. Conan Doyle also uses the characters physical appearance to emphasise their emotional state. Helen Stoners hair has gone prematurely grey, and Conan Doyle compares her restless, frightened eyes, to some hunted animal. This simile adds suspense as we are reminded that Roylott is trying to kill her. Personally, I thought this aspect of the story was a little predictable, however I felt that this was maybe a good thing as it meant the readers had something to go on when trying to deduct their own conclusions from the story. Similarly, the villains are clear from the outset and obvious outsiders. In both stories they are large men who do not seem to be vulnerable in anyway. Again the emotional state is emphasised by their appearance, but I felt this was more so The Speckled band. In The Speckled Band we learn a great deal about Dr Roylott from Helen Stoner, and then he visits Holmes and Watson. It is very clear that he is of a volatile nature, and has an uncontrollable temper. However in The Engineers Thumb the colonel is a bit of an unknown quantity. All we really learn about him is that he is tall and of an exceeding thinness. Obviously we are aware that he has something to hide, as he is very suspicious and questioning. During Helen Stoners account in The Speckled Band she tells Holmes that on the nights leading up to her sisters death Julia, her sister, heard a whistling sound at about three in the morning, and on the night of her death she too heard it followed by some metallic sound. This sort of detail helps build up a sense of mystery and encourages the reader to read on, because it is obvious that we are being given clues. We want to know what happened to this poor girl, but we also want to be the one who discovers the cause of her death. There are various other details that also build up the mystery in Helens account such as the fact that Julia had locked her door but when Helen heard her scream and went to help the door was unlocked. Although this detail creates a deeper sense of mystery it also acts as a small decoy as to the actual cause of Julias death. The fact that as Julia is dying she stabs her finger towards Roylotts room and screams Oh my God! Helen! It was the band! The Speckled band! This more than anything creates mystery, as we all want to know what this speckled band is and how it could possibly have played a part in this womans death. When Holmes visits Stoke Moran in The Speckled Band to find some clues that will help with the investigation of this murder, he makes some strange observations. In my opinion these observations add to the suspense the reader feels. The first of these is that Helen seems to have had to move rooms for no apparent reason. Although Roylott tells her it is because repair work is being done, there does not appear to be anything to repair and there are no workmen around. In Julias former room Holmes discovers that the modern looking bell pull, which already appears to be out of place amongst the other more antique furniture, is actually fake. Secondly he notices that these is a ventilator that provides a connection between Dr Roylotts room and the room Helen is now sleeping in, the murder scene. Holmes appears to be perplexed as he rightly says, what a fool a builder must be to open a ventilator into another room, when, with the same trouble he might have communicated with the outside air. The fake bell pull was connected to a hook just above the ventilator and the tassel at the end of the rope lay on top of the pillow on Julias old, Helens new bed. A further abnormal characteristic about the room was the fact that the bed was clamped to the floor and therefore always remained in that same position and was always in the same place in relation to the bell pull and ventilator. Then when the company of Helen Holmes and Watson move into Roylotts room Holmes makes some further interesting observations. There is a small saucer of milk in the room on, even though the only cat Roylott owns is a cheetah. Holmes also expresses an interest in a locked safe, a dog lash that was peculiarly tied and a chair. All these elements add suspense, as we are aware from these observations that her death was definitely deliberate. Suspense is created as we want to know why and how, we are also becoming aware at this point that Holmes has solved the mystery, and as the reader we want to do the same. The story of The Speckled Band is told through a variety of different people. Watson is the narrator, and is used by Doyle to relay all the information Holmes discovers to the reader. However there is a large portion where Helen Stoner is the storyteller. In The Engineers Thumb Watson keeps his role as the narrator, but the bulk of the story is the engineer explaining his ordeal. Both stories are similar in this way with the victims of crime telling a large bulk of the story through explaining to Holmes and Watson. Personally I found it quite unusual to read a complex story with so much speech. At the end of The Speckled Band Holmes and Watson enter Stoke Moran. Their journey across the grounds was full of trepidation as they were reminded, by the sight or Dr Roylotts baboon, of the cheetah that was also roaming at liberty. When they finally found themselves in the room Helen was supposed to be sleeping in they sat silently wide-awake, as the slightest sound could jeopardise the whole plan, and falling asleep could endanger their lives. This point in the story is riddled with suspense as both Holmes and Watson sit in a state of nervous tension. As the reader, we anticipate the intense excitement that is to ensue. The climax of the story occurs when Dr Roylott once again tries to murder his stepdaughter by standing on a chair and putting the poisonous snake through the ventilator so that it could crawl down the bell rope and bite Helen Stoner. However unknown to Dr Roylott, Watson and Holmes, who were anticipating this attack, are waiting. As the snake slithers down the bell-pull, Holmes launches his assault as he lashed furiously with his cane at the bell-pull. All this action that is taking place, unbeknown to Dr Roylott, is actually to culminate in his death, as the snake escapes from the fury of Holmes and returns to bite its master. There is clearly a moral to this story, as Roylott eventually gets his comeuppance. This is typical of the Victorian morality as good always overcomes evil. As Holmes puts it, Violence does, in truth, recoil upon the violent, and the schemer falls into the pit which he digs for another. Roylott was a murderer and therefore, in respect of Victorian morality, must die. Holmes states In this way, I am no doubt indirectly responsible for Dr Grimesby Roylotts death, and I cannot say that it is likely to weigh very heavily upon my conscience. In the The Engineers Thumb the ending is very different, as the facts evolve throughout the story. At the end of the Engineers narrative the Engineer finds out about the colonels money making scam. The colonel reacts badly to this and tries to kill him by locking him in the room where they press the money. The colonel then wickedly turns on the machine in an attempt to kill the young engineer, as we later find out he did to the previous engineer. Thankfully the engineer finds another door and escapes. Personally, I find this twist in the tale rather disappointing, as I think it is a rather easy way out for the author. The hysterical woman tries to help him to escape by taking him to a room and assisting him in climbing out of the window. However the colonel tries to prevent his escape by trying to chop him to pieces with an axe. The engineer was quick enough to narrowly escape death but not quick enough to escape with his thumb. As he becomes aware of his gruesome injury, he faints in the bushes and wakes up by the railway station, to his surprise, as he was under the impression that he was twelve miles away and the colonel was trying to kill him. Once he had finished his narrative, Holmes, Watson, the engineer and two police officers from Scotland Yard, went to try to locate the scene of the crime and the criminals involved. Holmes uses his deductive skills in concluding that, as the horse, which took the engineer to the colonels house, was fresh, it cant have travelled twelve miles previously. Therefore he immediately locates the house, much to the astonishment of his companions. However the house is on fire as the lamp, which the engineer used to examine the machine, was not put out. Unfortunately the occupants had already left, taking their fake money with them, but their machine was destroyed. Again there is clearly a moral to this story, i. e. that it is unacceptable to meddle in affairs, which you may suspect to be immoral or illegal. Holmes told the engineer that he had gained experience and he also had a certain degree of revenge on the criminals, as it was most probably his oil lamp that destroyed their house and money-laundering machine. Throughout both stories Arthur Conan Doyle creates mystery and suspense with a use of various techniques. He uses language to create character and atmosphere. Doyle uses a combination of melodrama, vivid descriptions of atmosphere, setting and character along with language and various literary devices to build up a sense of mystery and suspense in both short stories. In conclusion, with his Holmes stories, Doyle did two things: he established the conventions of the detective story genre, and he achieved enormous popularity because the world and action of the stories reflected the values of their late Victorian audience. In each story good overcomes evil and this is vital for a popular short story in the Victorian era, as this reflected Victorian morality. At the time Sherlock Holmes was introduced society was confident in its industrial and imperial force, valuing science and rationality. Everyone was conscious of a relentless improvement in all aspects of life stemming from the power and prosperity society was experiencing. Whatever problems threatened their society, including crime, could be solved by rational means. Holmes demonstrated this, and readers responded with a love for the character. This link, between the values of a society and the methods and values of its crime solvers, has endured in crime fiction ever since.