Implementation of a Remote Access Water Laboratory

Implementation of a Remote Access Water Laboratory   Introduction As information and communication technologies rapidly advance, so too does the spectrum of resource used in the field of education. One such resource is the use of online learning material and remote access laboratories for distance learning courses. One of the hallmarks of a distance learning course is the separation of teacher and learner in space and/or time, allowing the learner self-paced study at convenient times, and locations [1], [2]. Since its inception, distance learning has become a powerful tool for students in pursuit of education [4]. Context of Project The Centre for Renewable Energy Systems Technology (CREST) at Loughborough University is the largest and leading sustainable energy research centre in the UK, it has overseen the research and development of the most progressive renewable energy technologies [6]. The centre was the first in the UK to offer a postgraduate degree programme in the field of renewable energy systems technology, along with its innovative distance learning adaptation [6]. Laboratory exercises play a critical role in the education of science and engineering [11], it is important for effective distance learning courses to provide a hands-on laboratory experience [12]. Due to the influence of information, communication and computational technologies; remote labs are considered one of the five major shifts in engineering education over the past 100 years they have the capacity to provide a hands-on experience for distance learning students with significant advantages in accessibility, availability and safety [20], [21]. Problem Statement Figure 1-1 outlines the scope of the project. Water power has been exploited by human beings for many centuries; early water wheels driven by rivers or tides were used to grind wheat or drive machinery. As technologies matured and with the advent of electricity, water wheels had become water turbines designed to generate electricity from the energy stored within the water resource [8]. Over 70% of the earths surface is covered by water, with such a vast resource potential the importance of studying water turbines becomes apparent [9]. The current distance learning laboratory assessment for the Water Power module suggests the use of a simulation software to model a water turbine under different conditions; this is not sufficient for understanding the physical behaviour of the turbine as simulation labs can only produce preprogrammed results [4]. A remote lab utilises a software that allows students to gain experimental data using real instruments set in a lab on-campus using only a PC with the aid of the internet [7]. For distance learning students to gain a truer understanding of water turbine behaviour, it is proposed that the on-campus laboratory be modified for use as a remote lab. Aims and Objectives The aim of this project is to design a system that can be used in conjunction with the on-campus axial water turbine instrumentation, allowing remote access and control of the lab for distance learning students. The main objectives to facilitate this aim are outlined below: Identify the dynamic, controllable elements of the on-campus laboratory instrumentation. Design and build a system by which the dynamic elements can be controlled. Implement a method by which this system can be remotely accessed through the Learn server. Integrate the system with the current software used for the laboratory. Literature Review Remote Laboratories Introduction For 20 years remote access laboratories have been used in science and engineering education though they have since greatly impacted pedagogy in these fields, their potential in support of distance learning courses and the student autonomous learning experience has yet to be fully realised [10], [11], [15], [16]. Definition It can be difficult to assert what remote laboratories encompass as definitions provided in the literature are at times inconsistent [10]. A clear definition of remote laboratories will be established in the context of this project in order to avoid ambiguity. A remote laboratory is the framework that enables students to carry out a laboratory experiment, using real instruments, through the medium of the internet; eliminating the time and space constraints imposed by hands-on laboratories [14], [17]. Building Blocks There are four critical building blocks that form the foundations of a remote laboratory these must be well understood in order to achieve the desired aim [12]: Scheduling: Distance learning courses necessitate the flexibility of allowing students to decide when the can fit labs into their schedule. Remote-Access: It is necessary that the students can make a secure connection to the lab environment The Operating Environment: It is essential that the user interface of the system is easy to use and understand. Laboratory Assignment: The student must realise the aim of the lab and subsequently make the connection between theory and application. In Distance Learning Remote laboratories offer a very high level of flexibility, with access usually 24 hours a day, 7 days a week; meeting the needs of distance learning courses [10].   According to certain studies; remote labs have been as effective and had a comparable impact on students to hands-on labs [26]. Remote laboratories are not free of short comings; they require space, devices, and maintenance at times even greater than hands-on laboratories [13]. They are also designed as single-user applications; this removes the elements of interaction that hands-on laboratories offer. Other Laboratory Methods Simulated Laboratories Simulated laboratories; usually justified by their cost effectiveness and spatial advantages, have been shown to inspire cognitive thinking by allowing students greater freedom to explore and experiment [18], [19], [23], [24]. This however comes with its disadvantages; simulated laboratories are usually designed as single-user applications, subsequently isolating the students. Simulated laboratories are shown to not be equal in their standard across institutions [22]. Though they serve well in some cases; they are not an adequate substitute for hands-on laboratories, as they do not provide the range of possibilities produced when manipulating physical matter the results produced are preprogrammed [4]. Hands-on Laboratories Hands-on Laboratories have been shown to be a corner stone in engineering education as engineering students identify themselves as being essentially practical [25]. The results gathered from conducting a hands-on experiment provide natural results, and in this regard are far superior to those of simulated laboratories. Though the benefits of hands-on laboratory experiments are clear; disadvantages are also present. Laboratory management can be expensive, equipment requires regular maintenance and qualified staff are needed to supervise experiments [13]. The constraints of accessibility and availability render hands-on laboratory sessions impractical for distance learning students [20]. Conclusions Remote laboratories utilise software allowing students to gain experimental data using real instruments set in a lab on-campus using only a PC with the aid of the internet [7]. This allows the students to gain practical results from experimentation, eliminating the disadvantages of simulated labs while retaining its advantages. Proposed Methodology Figure 3-1 represents the overall approach that will be taken for this project. Figure 3-1 Overview of Methodology for Project Proposed Deliverables The final deliverable will be in the form of a completed system having integrated both hardware and software and having met the following requirements as shown in Table 4-1. Table 4-1 Requirements for System # Requirements Explanation 1 Easy to Use The system must be easy to access through the Learn server with an intuitive, and simplistic user interface. This allows the student to interact with the software without any great difficulty. 2 Easy to Maintain The system should have easy access points in case of failure parts should be replaceable. 3 Durable The system should have a high finish with sufficient build quality to last several years. 4 Reliable The system should have minimal components and moving parts, this reduces the chance of failure of the system as a whole. Projected Resource Requirements The projected resource requirements are shown in Table 5-1 below. Table 5-1 Projected Resource Requirements Hardware Requirements Software Requirements Technical Expertise MyRIO Hardware Package LabVIEW Electronics Understanding Electric Motors AutoCAD LabVIEW Competency Exterior Machined Parts Engineering Workshop Cost: The maximum cost of the hardware is expected to be in the region of  £600. Software should incur not cost. The maximum cost of machining of parts is expected to be in the region of  £400 Total maximum cost will approximate  £1000. References Perraton H. A theory for distance education. Prospects. 1981 Mar;11(1):13-24. Perreault H, Waldman L, Alexander M, Zhao J. Overcoming barriers to successful delivery of distance-learning courses. Journal of Education for Business. 2002 Jul;77(6):313-8. Cropley AJ, Kahl TN. Distance education and distance learning: Some psychological considerations. Distance Education. 1983 Mar;4(1):27-39. Hamza MK, Alhalabi B, Hsu S, Larrondo-Petrie MM, Marcovitz DM. Remote labs. Computers in the Schools. 2002 Dec;19(3-4):171-90. Feisel, L.D. and Rosa, A.J. (2005) The role of the laboratory in undergraduate engineering education, Journal of Engineering Education, 94(1), pp. 121-130. doi: 10.1002/j.2168-9830.2005.tb00833.x. Loughborough. Loughborough University. [place unknown: publisher unknown]. Centre for Renewable Energy Systems Technology [cited 2017 Feb 21]. Available from:. Sancristobal E, Castro M, Martin S, Tawkif M. Remote Labs as Learning Services in the Educational Arena. Global Engineering Education Conference (EDUCON). 2011. Duckers L, Watson S. Water Power 1. 1st ed. Centre for Renewable Energy Systems Technology: Loughborough University; [date unknown]. Oceanic N, Administration A. [place unknown: publisher unknown]. How much water is in the ocean?; 2013 Jun 1 [cited 2017 Feb 22]. Available from: http://oceanservice.noaa.gov/facts/oceanwater.html. Gomes L, Bogosyan S. Current trends in remote laboratories. IEEE Transactions on Industrial Electronics. 2009 Dec;56(12):4744-56. Cooper M, Ferreira JMM. Remote laboratories extending access to science and engineering curricular. IEEE Transactions on Learning Technologies. 2009 Oct;2(4):342-53. Rigby S, Dark M. Designing a Flexible, Multipurpose Remote Lab for the IT Curriculum. Proceeding SIGITE 06 Proceedings of the 7th conference on Information technology education. 2006 Oct 19:161-4. Bochicchio MA, Longo A. Hands-on remote labs: Collaborative web laboratories as a case study for IT engineering classes. IEEE Transactions on Learning Technologies. 2009 Oct;2(4):320-30. Hua J, Ganz A. Web enabled remote laboratory (r-lab) framework. InFRONTIERS IN EDUCATION CONFERENCE 2003 Nov 5 (Vol. 1, pp. T2C-8). STIPES. Gravier C, Fayolle J, Bayard B, Ates M, Lardon J. State of the art about remote laboratories paradigms-foundations of ongoing mutations. International Journal of Online Engineering. 2008 Feb 18;4(1):http-www. Trevelyan J. Lessons learned from 10 years experience with remote laboratories. InInternational Conference on Engineering Education and Research 2004 Jun 27 (Vol. 11, p. 2007). Garcà ­a-Zubà ­a J, Là ³pez-de-Ipià ±a D, Orduà ±a P. Evolving towards better architectures for remote laboratories: a practical case. International Journal of Online Engineering, Special Issue REV. 2005 Nov 8. Corter JE, Esche SK, Chassapis C, Ma J, Nickerson JV. Process and learning outcomes from remotely-operated, simulated, and hands-on student laboratories. Computers Education. 2011 Nov 30;57(3):2054-67. Balamuralithara B, Woods PC. Virtual laboratories in engineering education: The simulation lab and remote lab. Computer Applications in Engineering Education. 2009 Mar 1;17(1):108-18. Marques MA, Viegas MC, Costa-Lobo MC, Fidalgo AV, Alves GR, Rocha JS, Gustavsson I. How remote labs impact on course outcomes: Various practices using VISIR. IEEE Transactions on Education. 2014 Aug;57(3):151-9. Froyd JE, Wankat PC, Smith KA. Five major shifts in 100 years of engineering education. Proceedings of the IEEE. 2012 May;100(Special Centennial Issue):1344-60. Budhu M. Virtual laboratories for engineering education. InInternational Conference on Engineering Education 2002 Aug 18 (pp. 12-18). Manchester, UK. Pyatt K, Sims R. Learner performance and attitudes in traditional versus simulated laboratory experiences. ICT: Providing choices for learners and learning. Proceedings ascilite Singapore. 2007 Sep:870-9. Powell RM, Anderson H, Van der Spiegel J, Pope DP. Using webà ¢Ã¢â€š ¬Ã‚ based technology in laboratory instruction to reduce costs. Computer Applications in Engineering Education. 2002 Jan 1;10(4):204-14. Edward NS. The role of laboratory work in engineering education: student and staff perceptions. International Journal of Electrical Engineering Education. 2002 Jan;39(1):11-9. Corter JE, Nickerson JV, Esche SK, Chassapis C. Remote versus hands-on labs: A comparative study. InFrontiers in Education, 2004. FIE 2004. 34th Annual 2004 Oct 20 (pp. F1G-17). IEEE.

Students from Rural Areas Often Find It Difficult to Access University Education

The higher education in remote area has been limited by the geographic condition. An argument that has been raised is that the university education should be accessable for students who live in remote areas. This argument is justified in my view, as outlined in the following paragraphs. The first point in support this is that having an equal opportunity on education is the basic human right for a resident. That is to say, nobody should be deprived the right to study at university due to the geographic disadvantage. Examples of this include the Australia which there is an clear law principle states that every resident ought to have the equal right to gain education. Which means the government has the obligation to solve the problem for rural area residents. The second matter to raise is that the local economy in remote area could be promoted if the residents could accept university education in a easier way . higher education usually allow the resident to have better skills and more employment opportunities. Through this, the local economy can be improved . In remote areas of Australia, there are farms which need qualified workers, agriculture professionals and managers to assist with running the farms. Thus, those professionals who has higher education could offer more valuable services and promote the overall economy. In summary ,I believe that making it easier for rural resident to access university education is not only an equal right for education, it is also the way of residents in remote area to attain the knowledge and promote local economy. Thus the improvement should be made to the condition of rural college education.

Contract Scenario

Recently, Danny Davidson sold a family home to his friends Paul and Priscilla Peterson whereby entering into a $250,000 verbal agreement for the purchase of new home. However, Danny neglected to tell Paul and Priscilla about Ned the neighbor and the emerging dispute pertaining to the boundaries of the south property. Once the purchase was final the Petersons proceeded to invest an estimate of $65,000 for landscaping as well as implementing a new Italian bathtub in the bathroom.As the Peterson’s proceed to upgrade their new home cracks developed in the new tile whereby causing the bathroom floor to sink because of a landscaping issue with the soil on the property. Subsequently, a breach of contract emerged whereby causing the Peterson’s to file a suit against their friend. Valid or Invalid Contract â€Å"According to Kubasek, et al, legally binding contract must include the necessary elements â€Å"such as,† legal object, capacity along with consideration (2012, p. 306).However, in the scenario the couple entered a verbal agreement with a friend for the purchase of the home â€Å"thereby,† contingent on the information provided by a friend. The consideration estimated $250,000 for the purchase of the home. Nevertheless, neither of the entities were minors or endured some form of mental illness or legally intoxicated whereby indicating that each party was in complete capacity entering the aspects of a verbal agreement. Consequently, the contract was legally binding because the instrument met the necessary elements of the legal object, consideration, and capacity renders the validity of the contract enforceable.Breach and Statue of Fraud Conversely, the agreement between Danny and the couple lacked the elements of genuine assent because of a failure to disclose pertinent information pertaining to the neighbor’s boundary dispute along with the existing issues with the soil. Danny misrepresented as well as withheld information â⠂¬Å"in order,† to sell the house to the Petersons. Although the contract was valid â€Å"yet,† the Peterson’s suit claiming breach of contract lacked the aspects of genuine assent. When entering a contractual agreement each entity should enter freely.â€Å"Sometimes,† to obtain acceptance the offeror will implement improper measures â€Å"such as,† misrepresenting or non-disclosure of pertinent information employing undue influence, fraud as well as duress. Under these circumstances the offeree can implement the enforceable agreement defense â€Å"especially,† if the agreement lacks genuine assent (Kubasek, et al, 2012, p. 306). â€Å"According to,† the Statues of Fraud implementing a verbal agreement serves as a violation whereby assuming that the contractual agreement was not in writing nor filed or recorded. Agreements pertaining to the sale of land must be in writing.The rationale is because without a paper trail the agreement is n on-existent (Kubasek, et al, 2012, p. 408). Although a written agreement does not incur specific requirements â€Å"however,† the individual’s names, address along with the object and terms of the contract, consideration, and signature of each entity are the necessary elements for developing a valid contract (Kubasek, et al, 2012, p. 411). Defenses and Remedies Assuming that the couple would order a property inspection Danny made the decision to withhold pertinent information pertaining to the issues with the soil.Even though an inspection was not performed â€Å"but,† this does not explicate rationale of Danny’s choice for non-disclosure of his dispute with Ned the neighbor’s boundary issues on the south side of the property. To rectify the situations pertaining to the soil and property dispute Danny could order a land surveyor along with providing a reimbursement to his friends for the incurring damages. Perhaps if Danny chooses these options cou ld mend a long- time relationship along with eliminating a possible legal battle.â€Å"On the other hand,† the Petersons could take an alternate route by pursing legal recourse for breach of contract whereby making it necessary to terminate both the relationship as well as the verbal agreement without seeking any other damages Nevertheless, it would look as if the entities are leaving money on the table by ending the contractual relationship without pursuing further damages. Even though litigations are costly â€Å"however,† the parties perceive that termination serves as means of relational retaliation (Wilkerson-Roger & Hoffman, 2010, p. 1044). Trial or ADRSeveral measures can assist with resolving the Davidson and Peterson dispute involves implementing alternate dispute resolution measures â€Å"including,† litigation. Conversely, measures to resolve ongoing disputes emerge in various forms along with employing a third party to make decision in difficult situ ations through mediation and negotiations. Implementing these particular measures decreases the cost of legalities. Moreover, negotiations, and mediations are quick and fair whereby allowing each entity to part in the process of decision-making ultimately saving the relationship.Furthermore, relationships tend to deteriorate because of the cost and time spent in litigation. Contract Administration and Recommendations Clearly, the Petersons and Danny Davidson did not adhere to the principles of the contract creation. Even though the party’s main focus was on the contracts creation â€Å"however,† the parties did not secure the central functions, and definitions as well as compliance, and functional details of the agreement. Hence, the legalities of the agreement would not have been a concern for the Statues of Fraud if the parties were entering into a written contract.As a consultant, to remedy the situation between the Petersons and Danny Davidson would require the neg otiating of a new sales contract for the house. In addition to, creating new a legal contract that is valid and enforceable provides a future evidence of an existing agreement. Conclusion The aspects of verbal and oral contracts are not always recognized or enforceable even if the essential elements are visible. Nevertheless, entering a verbal contract should be put into words that indicated the agreements conditional terms along with the signatures of the parties involved provides visible evidence of an existing contract.

What Is an Iamb in Poetry

Have you heard a poet or English teacher talk about iambic meter? Its a reference to the rhythm of a poem. Once you learn what it is, you will be able to recognize it in poetry and use it when writing your own verse. What Isan Iamb? An iamb (pronounced  EYE-am)  is a type of metrical foot in poetry. A foot is the unit of stressed and unstressed syllables that determines what we call the meter, or rhythmic measure, in the lines of a poem.   An iambic foot consists of two  syllables, the first unstressed and the second stressed so that it sounds like â€Å"da-DUM.†Ã‚  One iambic  foot can be a single word or a combination of two words: away  is one foot: a  is  unstressed, and way  is stressedthe crow  is one foot: the  is unstressed, and crow  is stressed A perfect example of iambs is found in the last two lines from Shakespeare’s  Sonnet 18: So LONG / as MEN / can BREATHE / or EYES / can SEE,So LONG / lives THIS,/ and THIS / gives LIFE / to THEE. These lines from Shakespeares sonnet are in iambic pentameter.  Iambic meter also  is defined by the number of iambs per line, in this case, five. 5 Common Types of Iambic Meter Iambic pentameter might be the most recognizable type of iambic meter, as many famous poems use it. Iambs are all about pattern and rhythm, and you will quickly notice a pattern to the types of iambic meters: iambic dimeter: two  iambs per lineiambic trimeter: three iambs per lineiambic tetrameter: four iambs per lineiambic pentameter: five iambs per lineiambic hexameter: six iambs per line Study  Tip: Robert Frosts Dust of Snow and  The Road Not Taken are popular in iambic studies. A Little Iambic History The term iamb originated in classical Greek prosody as â€Å"iambos,†Ã‚  referring to a short syllable followed by a long syllable. The Latin word is iambus.  Greek poetry was measured in quantitative meter, determined by the length of the word-sounds, while English poetry, from the time of Chaucer through the 19th century, has been dominated by accentual-syllabic verse, which is measured by the stress or accent given to syllables when a line is spoken. Both forms of verse use the iambic meter. The biggest difference is that the Greeks concentrated not just on how the syllables sounded, but their actual length. Traditionally, sonnets are written in iambic pentameter  with a strict rhyming structure. You will also notice it in many of Shakespeares plays, particularly when a higher-class character speaks.   A style of poetry known as blank verse also uses iambic pentameter, yet in this case, rhyming is not required or encouraged. You can find this in the works of Shakespeare as well as those of Robert Frost, John Keats, Christopher Marlowe, John Milton, and Phillis Wheatley.

Cultural And Religious Traditions Of The Americas And Oceania

The original people of the Americas and Oceania lived in societies that were considerably smaller than those of the eastern hemisphere. Long before they entered into sustained interaction with European and other peoples, they built complex societies and developed sophisticated cultural and religious traditions. In Mesoamerica and Andean South America, they built imperial states that organized public affairs on a large scale. The cultural and religious traditions of these imperial societies reflected concern for agricultural production. There were states and empires in Mesoamerica and North America, states and empires in South America, and societies of Oceania. The most prominent of peoples contesting for power in Mesoamerica were the†¦show more content†¦The Aztec empire or the Mexica overcame their immediate neighbors and demanded tributes from their new subjects. The Aztec empire did not have an elaborate bureaucracy or administration. The Mexica and their allies just conquered their subjects and assessed tribute. For the Mexica society has the most information than any other people of the pre-Columbian Americas. Women played almost no role in political affairs. Priests received a special education in calendrical and ritual lore. On a few occasions, priests even became supreme rulers of the Aztec Empire. Skilled artisans enjoyed prestige in Mexica society. In Mexica Religion there are two principal gods, Tezcatlipoca, â€Å"the Smoking Mirror,† and Quetzalcoatl, the â€Å"Feathered Serpent†. Tezcatlipoca was a powerful figure known to be the giver and taker of life and the patron deity of warriors. Quetzalcoatl had a reputation for supporting agriculture, art, and craft. For sacrifice there was ritual bloodletting. Mexica enthusiasm for sacrifice followed their devotion to the god Huitzilopochtli. The Pueblo and Navajo peoples tapped river waters to irrigate crops of maize. By about 700 C.E. the Pueblo and Navajo began to construct permanent stone and adobe buildings. The most im pressive structures of the woodlands were enormous earthen mounds. Woodlands peoples used those mounds sometimes as stages for ceremonies and rituals. The largest surviving structure is a mound at Cahokia. There

My Family And Education Is Important For Your Future

Furthermore, there are some influences within broader culture that compliment and also contradicts the themes in my family’s narrative. The first theme in society that contradicts the values of my family is homosexuality. As mentioned above, religion is a large part of my family, therefore, homosexuality is not part of the catholic religion. With that being said my family has a strong opinion and belief about same sex relationships. The second theme compliments my family’s values and that is getting and education. In broader culture getting and education is important for your future and in my family they believe in the same value. I also believe that there is a stigma attached to individuals that go into the work force after high school†¦show more content†¦In continuation, I have dominant themes in my own personal narrative. Some are similar to my families but some are my own. There are four dominant themes the first is family. Being raised with a large family was a lot of fun, we spent almost every weekend with family members. Having healthy relationships with various different family members makes everyday things easier because if you need help you know you will always have someone to be there for you. The reason it is dominant theme in my personal narrative is because it was influenced on me as a child and I believe it is a positive thing in my life. The second dominant theme is being successful. There are several different meanings to this but for me this means being financially secure, being able to travel, being happy and reaching the goals that I have for myself. It may take a lifetime to be successful but I will always have something to work at. I feel as though having success as a dominant theme in my life keeps me motivated and excited for the new things to come, I am sure my idea of success may change as I get older but the goal of being success will remain the same. Furthermore, the third theme in my personal narrative is bei ng open minded. I feel like for me personal this is a very important value because I like to believe that anything is possible. The reason for this, is because what has

Allegory - of Mice and Men free essay sample

Adel and Cain both presented God with a gift, â€Å"Cain presented some of the lands produce as an offering to the [Him]† and â€Å"Abel presented†¦some of the firstborn of his flock and their fat portions†, God liked Abel’s gift more and so, out of jealousy, Cain led Abel to a field and killed him. As punishment, Cain was sentenced to be a restless wanderer on the earth and â€Å"whoever finds [him] will kill [him]†. This story is similar to Of Mice and Men in the belief that we are all descendants of Cain. The men on the ranch live life restlessly, always moving around and alone. This theme is carried further with the use of the letter â€Å"C†, and the lack of names with the letter â€Å"A†, in many of the names of main characters in the novel. The â€Å"C† symbolizing once again the connection the rancher’s lives have to the fate Cain was sentenced with. Slim’s name, curiously, does not begin or contain either letter. This could indicate that Slim’s position in the novel is one that is more â€Å"god like† than that of other ranchers. He is first described as extremely capable, that there was a â€Å"gravity in his manner and a quiet so profound that all talk stopped when he spoke†, â€Å"his authority was so great that his word was taken on any subject†, he â€Å"heard more than was said to him†, and had â€Å"understanding beyond thought†. Everyone in the ranch looks up to him, and respects him. God punished Cain and Abel’s parents, Adam and Eve, after eating the forbidden fruit with the task of having to work to make shelter, and having to work the land for food. This ties in with the setting of the story, as all the ranchers have to work the land in order to live. George A man who is quick to anger, witty, and gentle; He is Lennie’s caretaker, and though he mentions that Lennie is a burden to him, their friendship is something that is irreplaceable. George is forced face the reality of his long held dream and make the decision to kill Lennie himself, at the end of the novel. Which shows his understanding of the reality of the situations he is faced with. * â€Å"No –look! I was jus’ foolin’, Lennie. ‘Cause I want you to stay with me. (PG 13) * â€Å" ‘You ‘an me can get that little place, can’t we, George? ’ †¦ ‘He usta like to hear about it so much that I got to thinking maybe we would. ’ † (PG 94) Curley The boss’s son, and somewhat insecure about his marriage and height. He is always eager to pick a fight, especially with guys that are bigger than him, like Lennie. Curley seeks out fights with him whenever he can, throughout the book, and when Lennie kills his wife he uses it as an excuse to get Lennie. Which, in turn, drives George to kill Lennie himself. * â€Å"that golve’s fulla Vaseline† (PG 27) * â€Å"Curley’s gonna want to shoot ‘im. Curley’s still mad about his hand† (PG 97) Crooks A black man that lives isolated and alone on the ranch. He’s a stable buck, and those he denies it, dreams of the company of someone else. He seems to be a bit cranky, and unwelcoming. Especially when Candy and Lennie come into his room, but quickly warms up to them. His confidence is easily brought up with little kindness, he sometimes abuses this, but at the same time brought down with the smallest discrimination as well, as shown by Curley’s wife, as she enters the room while Crooks, Candy, and Lennie are talking and â€Å"puts crooks in his place. * â€Å"A guy goes nuts if he ain’t got nobody. Don’t make no difference who the guy is, long’s he’s with you. † (PG 72) * â€Å"Crooks has reduced himself to nothing. There was no personality, no ago – nothing to arouse either like or dislike†¦ [He] sat perfectly still, his eyes averted, everything that might be hurt drawn in† (PG 80) Lennie Childish and simple, Lennie is very forgetful and cares very much for his friend, George. He relies on George for almost everything, and trusts him completely. He doesn’t acknowledge his own strength, and because of that many issues are caused. â€Å"Ain’t nobody goin’ to suppose no hurt to George†(PG 72) * â€Å"He shook her then†¦her body flopped like a fish†¦then she was still, for Lennie had broken her neck† (PG 91) Candy A veteran rancher, he works as a swamper on the ranch. Candy is the first one to introduce himself to Lennie and George as they arrive on the ranch. He joins in their dreams to own a ranch of their own, and even offers to pay for some of it and help out. He supports Lennie and George constantly throughout the novel, and always takes their side. He also cares very much about his companion, an old dog. Who is shot in the back of the head by Carlson, who assumes that because he is useless that he is no longer of use. . * â€Å" ‘Let’s get it over with’ [Carlson] said†¦Candy said softly and hopelessly, ‘Awright-Take ‘im’ † (PG 47) * â€Å"S’pose I went in with you guys. That’s three hundred an’ fifty bucks I’d put in† (PG 59) Curley’s Wife She dreams of being an actress, and living the good life. She never wanted to marry Curley, and she regrets ever making the decision. The men on the ranch believe she’s a bit of a tart, because of the way she dresses and looks at the other ranchers. Because of that, she feels isolated and frustrated that she cannot talk to anyone other than Curley. She ends up being killed by Lennie, right after telling him all about her and her dreams. * â€Å"I coulda made somethihn’ of myself†¦a show come through, an’ I met one of the actors. He says I could go with that show†¦ If I’d went, I wouldn’t be livin’ like this, you bet† (PG 88) * â€Å"Think I don’t like to talk to somebody ever’ once in a while? † (PG 77) 1. In the wilderness, away from the city a. â€Å"the damp flats are covered with the night tracks of ‘coons†¦split wedge tracks of deer† (PG 1) 2. California, pacific coast b. â€Å"The strong and rocky Gabilan mountains† (PG 1) 3. Sun is still powerful during the day c. â€Å"the water is warm† (PG 1) 1. Autum a. â€Å"Leaves lie deep and so crisp† (PG 1) 2. Post industrial revolution b. â€Å"thrashing machines† (PG 8) 3. 20th Century c. â€Å"Bastard bus driver† 1. Travel a lot, don’t have many belongings a. â€Å"Unslung his bindle† (PG 3) 2. Don’t have much money b. â€Å"Well, we ain’t got any [ketchup]† (PG 3. Comfortable traveling around, used to sleeping outside. c. â€Å"made their beds on the sand† (PG 16) * Symbolizes the needlessness of useless things and foreshadows Lennie’s death. * Symbolizes the isolation of the ranchers, Crooks, and Curley’s wife, in the novel. * Symbolizes lust and temptation to sin in the novel. Red is the colour of blood (to symbolize the deaths in the novel) and red is also the colour worn by Curley’s wife. * Symbolizes the flickering, and delicate dreams of the ranchers and Curley’s wife. * Symbolizes the diversity at the ranch, and how there are all types of men there.