Alternative Method of Learning English

English oral was a difficult subject in secondary school. I felt nervous and embarrassed when I was speaking in English. I found no method to tackle the fear. In secondary 6, I joined an activity named â€Å"Interviewing Tourists†. We interviewed tourists asking where they were come from, what they felt about Hong Kong†¦Ã¢â‚¬ ¦ The difference of speaking English in school and outside is that outdoor speaking provides more opportunities to talk. In school, we only had chance to speak in lessons.But most of the time the teacher was speaking. At the activity, we were forced to speak because foreigners may only understand English. Most of the time we felt more comfort when are talking to the local. Actually, we do not realize the common mistakes we made, like Chinglish. However, it is better to learn English from foreigners. They talked in the most natural, fluent way. That is why schools invite foreign teachers to teach speaking English. Teachers taught us the skills to deal with exams.But what we were talking to the tourists were something we seldom discussed such as cuisine and cultural. These were funny and I forgot what nervous is thought out the activity. In conclusion, I will keep practicing to improve my English. At this college, I found we have a lot of opportunities such as presenting projects and I will not hesitate to discuss the projects in English. I found there are some foreign students and I am going to make friends with them in order to speak more. Word count: 255

Justice and Vengeance in The Oresteia

In this paper, I suggest that the themes of justice and vengeance are reflected in a progressive movement throughout the trilogy. The never-ending cycle of revenge and vengeance was between not only mortals like Clytaemnestra and Orestes but also between gods for example Apollo and the Furies. The theme of justice and vengeance are important because the play reflects a movement from a time of savagery and revenge and a movement towards civilization and justice. B. Structure of Paper In this paper, I will examine how the themes of justice and vengeance are treated in the Oresteia.I will examine the progress of the trilogy from the savage cycle of bloodshed to a more civilized and justice oriented society. First I will take a look at the foreshadowing of doom in Agamemnon by the Chorus. Then, I will analyze how the cycle of bloodshed continues in the Libation Bearers. And lastly the change from cyclic bloodshed to peace and justice will be discussed through the last play the Furies. C. Body of Paper In the first play Agamemnon, we get the first glimpse of the oncoming fate in the house of Atreus.The sacrificial death of Iphigenia mentioned in Agamemnon 875 was the first spark that caused this cycle of bloodshed to begin and led to the death of the king. The following passage is the words of the chorus following the unfortunate murder of Agamemnon. â€Å"I dread the drumbeat thunder the heavy rains of blood will crush the house the first light rains are over- Justice brings new acts of agony, yes, on new grindstones Fate is grinding sharp the sword of Justice. † Agamemnon 1561-1565 This passage foreshadows not only the coming doom in the house of Atreus but also the intervention of the gods.The line â€Å"the first light rains are over-Justice brings new acts of agony† reflects that blood will no longer drizzle but pour from this house until justice is served. It is being implied that Agamemnon was only the first casualty and many are to come which w e later in the Libation Bearers realize is no one other than Clytaemestra and Aegisthus. The sharp grinding of the sword of justice by fate reflects the intervention of the gods who will help bring justice to those murdered. Apollo being the divine oracle that helps Orestes avenge his father’s death and the Furies seeking vengeance on maternal murder.This passage provides the best example of the basic theme of the Oresteia, seeking justice through vengeance. The idea of eye for an eye continues to be reflected through the next play the Libation Bearers. This passage also like the previous one can be considered to foreshadow the death of Clytaemestra and Aegisthus. â€Å"And the blood that Mother Earth consumes clots hard, it won’t seep through it breeds revenge and frenzy goes through the guilty, seething like infection, swarming through the brain. † Libation Bearers 66-69 This quote shows that bloodshed is appeased by only more bloodshed.The fact that blood clo ts hard rather than seeps through signifies that death is something that is not easily accepted in human nature it only induces more revenge. The seething like infection also indicates that this feeling of vengeance will only spread like wildfire until the urge is satisfied. Orestes, with the support of Apollo, is the one reflecting this urge of vengeance while his guilty mother and her lover are the ones to lose their blood next. Clytamestra’s death causes the Furies to hunt Orestes and seek justice for her which leads us to the last part of the trilogy.In Eumenides 485, Athena decides that the case between Orestes and the Furies should be judged by a jury of mortal men. The verdict set Orestes free which enraged the Furies but for their appeasement Athena offers a place in Athens for them which they eventually agree to. Thus the following passage helps us understand how the cycle of vengeance was concluded. â€Å"Come and sped beneath the earth by our awesome sacrifices, k eep destruction from the borders, bring prosperity home to Athens, triumph sailing in its wake. † The Eumenides 1015-1020This quote depicts what Aeschylus was advocating at the end of the Furies. This verse spoken by Athena indicates that justice has been served and no longer should cycles of bloodshed and revenge be at the forefront. Rather the people of Athens should focus on bettering their homeland together and live in peace and harmony. The destruction should be put to better use by conquering foreign lands. The alliance between Athena and the Furies is the triumph being referred to in the end and also indicates that similar achievements should continue to prosper.As we can see the themes of justice and vengeance are at the forefront in the play. The trilogy reflects a progressive movement from revenge to justice. The sacrificial death of Iphigenia was the root cause of conflict between Clytaemestra and Agamemnon and eventually the unceasing cycle of bloodshed. However, t he vengeance of Orestes and the Furies led to a final ruling that helped end the cycle. Although the house of Atreus was reduced to almost nothing through all the bloodshed the cycle helped erase the law of blood for blood and in turn peace and harmony were advocated. Justice and Vengeance in The Oresteia In this paper, I suggest that the themes of justice and vengeance are reflected in a progressive movement throughout the trilogy. The never-ending cycle of revenge and vengeance was between not only mortals like Clytaemnestra and Orestes but also between gods for example Apollo and the Furies. The theme of justice and vengeance are important because the play reflects a movement from a time of savagery and revenge and a movement towards civilization and justice.B. Structure of PaperIn this paper, I will examine how the themes of justice and vengeance are treated in the Oresteia. I will examine the progress of the trilogy from the savage cycle of bloodshed to a more civilized and justice oriented society. First I will take a look at the foreshadowing of doom in Agamemnon by the Chorus. Then, I will analyze how the cycle of bloodshed continues in the Libation Bearers. And lastly the change from cyclic bloodshed to peace and justice will be discussed through the last play the Furies.C. B ody of PaperIn the first play Agamemnon, we get the first glimpse of the oncoming fate in the house of Atreus. The sacrificial death of Iphigenia mentioned in Agamemnon 875 was the first spark that caused this cycle of bloodshed to begin and led to the death of the king. The following passage is the words of the chorus following the unfortunate murder of Agamemnon. â€Å"I dread the drumbeat thunder the heavy rains of blood will crush the house the first light rains are over- Justice brings new acts of agony, yes, on new grindstones Fate is grinding sharp the sword of Justice.†Agamemnon 1561-1565This passage foreshadows not only the coming doom in the house of Atreus but also the intervention of the gods. The line â€Å"the first light rains are over-Justice brings new acts of agony† reflects that blood will no longer drizzle but pour from this house until justice is served. It is being implied that Agamemnon was only the first casualty and many are to come which we la ter in the Libation Bearers realize is no one other than Clytaemestra and Aegisthus.The sharp grinding of the sword of justice by  fate reflects the intervention of the gods who will help bring justice to those murdered. Apollo being the divine oracle that helps Orestes avenge his father’s death and the Furies seeking vengeance on maternal murder. This passage provides the best example of the basic theme of the Oresteia, seeking justice through vengeance.The idea of eye for an eye continues to be reflected through the next play the Libation Bearers. This passage also like the previous one can be considered to foreshadow the death of Clytaemestra and Aegisthus. â€Å"And the blood that Mother Earth consumes clots hard, it won’t seep through it breeds revenge and frenzy goes through the guilty, seething like infection, swarming through the brain.†Libation Bearers 66-69This quote shows that bloodshed is appeased by only more bloodshed. The fact that blood clots h ard rather than seeps through signifies that death is something that is not easily accepted in human nature it only induces more revenge. The seething like infection also indicates that this feeling of vengeance will only spread like wildfire until the urge is satisfied. Orestes, with the support of Apollo, is the one reflecting this urge of vengeance while his guilty mother and her lover are the ones to lose their blood next. Clytamestra’s death causes the Furies to hunt Orestes and seek justice for her which leads us to the last part of the trilogy.In Eumenides 485, Athena decides that the case between Orestes and the Furies should be judged by a jury of mortal men. The verdict set Orestes free which enraged the Furies but for their appeasement Athena offers a place in Athens for them which they eventually agree to. Thus the following passage helps us understand how the cycle of vengeance was concluded. â€Å"Come and sped beneath the earth by our awesome sacrifices, keep destruction from the borders, bring prosperity home to Athens, triumph sailing in its wake.†The Eumenides 1015-1020This quote depicts what Aeschylus was advocating at the end of the Furies. This verse spoken by Athena indicates that justice has been served and no longer should cycles of bloodshed and revenge be at the forefront. Rather the people of Athens should focus on bettering their homeland together and live in peace and harmony. The destruction should be put to better use by  conquering foreign lands. The alliance between Athena and the Furies is the triumph being referred to in the end and also indicates that similar achievements should continue to prosper. As we can see the themes of justice and vengeance are at the forefront in the play. The trilogy reflects a progressive movement from revenge to justice.The sacrificial death of Iphigenia was the root cause of conflict between Clytaemestra and Agamemnon and eventually the unceasing cycle of bloodshed. However, the vengeance of Orestes and the Furies led to a final ruling that helped end the cycle. Although the house of Atreus was reduced to almost nothing through all the bloodshed the cycle helped erase the law of blood for blood and in turn peace and harmony were advocated.

Pride and prejudice compare and contrast novel and film 2005 Essay

Jane Austen penned masterfully the novel Pride and Prejudice. For many countries for many years and with or without the movie adaptation, this novel has achieved superstar status, considered by many as one of the best work of fiction that they had and one of the most read. Proof of the very good story line behind the novel is the fact that movie and television production outfits does not seem to tire in making movie adaptation of the novel year after year. Because of this, it has become important to criticize the resulting characteristics that will surface once comparison between the movie, particularly the 2005 version, and the novel is made. This paper will discuss several significant characteristics noticeable in the comparison of the 1813 Jane Austen novel with the 2005 film adaption of Pride and Prejudice, and these are (1) inconsistencies with the characters, (2) compressed scenes, (3) changes in the scene and (4) the introduction of new scenes. Inconsistencies with the Characters One of the noticeable characteristics that the 2005 film version of the novel has in comparison with the original novel story is the changes that happen to the characters and the personalities of these characters. Some differences are minimal, like the changes in the physical attributes of the characters. A very good example of this is the case of the character of Mr. Collins. Mr. Collins, it seems, was described in the original novel as a person with who is tall. However, in the movie, this characteristic is not noticeable in the portrayal of Mr. Collins, as the Mr. Collins in the 2005 Pride and Prejudice movie cannot be characterized as tall since he seem to have the height common with the other male characters in the movie. There were also some noticeable differences in the way the character Elizabeth was portrayed in the movie compared to the way Elizabeth was constructed by Austen throughout the novel. In watching the movie, the audience may have the impression that Elizabeth has a very negative temperament, that she is highly strung or even boorish. But in the book, Elizabeth has the personality that qualifies her as someone who is more on the positive temperament, sprightly and even playful. Proof of this is unexpected, unrealistic and somewhat inconsistent characteristic of Elizabeth was a part in the movie wherein Elizabeth yelled at her mother in defiance, pointing to Elizabeth’s more negative behavior. This is somewhat contrary to the original Pride and Prejudice story because in the novel, the author did not make Elizabeth yell directly to her mother. While Austen made it obvious that Elizabeth has the characteristic to defy her mother, she did not do so directly and verbally. Another important point to raise here is that in consideration to the lifestyle and culture of the people during the time, daughters yelling at their mothers is something that is not common or usual compared to today, making it more unrealistic and not faithful to the original story and faithful to the culture in the real life during that time. Stephen Holden even went to the extent of claiming that Elizabeth’s 2005 portrayal is â€Å"not exactly the creature described in the 1813 novel (Holden 1). † Compressed Scenes The novel features a story that is considered lengthy if everything in it will be featured in the film. This is the same predicament that most movie adaptation of a novel encounters, and the movie adaptation of Pride and Prejudice is no exception. The director is forced to cut, shorten and compress the different parts of the story in the effort to make it faithful to the novel and still ideal for the movie market. Because of this, significant missing parts in the movie that was featured in the novel are some situations and circumstances which are deleted, cut or shortened. Take for example, the part wherein Elizabeth was visiting Pemberley, Hunsford Parsonage as well as Rosings Park – this, as well as other parts of the novels where heavily compressed. The story focusing on how Lydia eventually eloped in the novel was also something that was compressed. Changes in the Scene Some scenes that were described by the author in the original â€Å"Pride and Prejudice† novel was not translated similarly in the film version. For example, when Darcy proposed to Lizzy for the first time, the author placed this particular scenario somewhere inside the house of Mr. Collins. But the 2005 movie version of the novel made it different, because in the movie, the proposal was made by Darcy to Lizzy while they were both standing under the rain. There were also significant and noticeable changes even with the second proposal, since the circumstances that led to the second proposal were different in the book compared to the scenes shown in the movie. According to the novel, the proposal happened after Lizzy did something for Mrs. Bennet that sent Lizzy in a particular place that night, but the circumstances presented in the movie puts Lizzy in bed but unable to get sleep, so she went out for a short walk and in the process meeting Mr. Darcy who was also taking a walk thinking about something serious that involved Lizzie as well as Lady Catherine de Bourgh (Ernst 44). Introduction of New Scenes In comparing the movie and the novel, another noticeable characteristic is the presence of scenes, situations and circumstances which are integral in the movie but is nonetheless not found in the novel. For example, there was a scene wherein both Mr. Darcy and Elizabeth were seen by the audience walking one night with nothing but their night clothes on. This kind of situation is something that is not presented in the book, and an educated guess might point to the fact that there maybe some reasonable factors why such was not the case in the novel – because it is not realistic. And the reason why this is not realistic is because the temperature may not be very convenient for someone to walk around on their night clothes on at night, and because this is not the action of someone who is of Mr. Darcy or Elizabeth’s stature, not to mention that walking around in nightclothes is something that is not usual, common or even normal during the time and age presented in Pride and Prejudice. Still related to the discussion on how the movie presented some scenes which are not only consistent with the novel but is also not consistent with the practice of the people during that time/era is the scene wherein Lady Catherine paid the Bennets a visit late in the night, and the Bennets greeted their visitor wearing their night clothes only. This is not in the novel, and this goes against common cultural practice among homes. People during that time make sure that they are fully dressed before presenting themselves to visitors. And visitors don’t actually visit other people unannounced and in very inconvenient times of the day or night. Because of these inconsistencies, the audience cannot help but feel that the creation of the 2005 movie version did not only put in scenes and details that are not consistent with the novel, it was also reflective of the lack of sensitivity with regards to the time, era and period that the novel that the story represents. Besides the inability of the production to consider being faithful to the culture at the time, some audience may also feel that the production of the movie did not seriously studied the aspects and details that support and put together the story as it is (like culture, practices etc). Conclusion The 2005 movie adaptation of Pride and Prejudice can be viewed in different contrasting perspectives. On one side, it can be considered as a very successful movie considering that it is an adaptation from a very popular novel and that many other adaptations made in film were created before it. On the other side, people can simply focus on the flaws and failures of the movie adaptation and call the movie not a worthy enough to be considered a film adaptation. In the end, it’s all about perspective. While there are indeed problems, there are also merits that the movie earned for it to be considered as good enough. â€Å"Like any other film adaptation, Austen’s Pride and Prejudice has positive and negative conditions for a translation onto screen (Ernst 35). † The truth is that for all of the differences that the 2005 movie had when compared to the novel it was based on, this is not surprising since the predecessor of this movie adaptation – which was already numerous since there is the 1940, 1980 and 1995 version – also has several flaws themselves, particularly when it comes to bearing differences from the original novel. There were also other little changes that were seen in the 2005 film. According to the website IMBD, a website that focuses on providing information about movies, there was even a difference in the ending in the US film (Pride and Prejudice 6). For all of these things, the only consolation there is can be found in the effort to be faithful to the novel by the movie, and for what it failed to accomplish. The audience should understand that there is indeed no perfect movie adaptation, since both movie and novel, however similar in story, are still different entities by themselves (Lupack 277). Works Cited Ernst, Reni. The Presentation of Speech and Thought in Jane Austen’s Price and Prejudice and in Joe Wrigth’s Film Adaptation. GRIN Verlag, 2008. Holden, Stephen. â€Å"Marrying Off Those Bennet Sisters Again, but This Time Elizabeth Is a Looker. † New York Times. 11 November 2005. 22 February 2009 . Lupack, Barbara Tepa. Nineteenth Century Women at the Movies: Adapting Classic Women’s Fiction to Film. University of Wisconsin Press, 1999. â€Å"Pride and Prejudice. † IMBD. com. 2009. 22 February 2009 .

How did the experiences of African American soldiers during World War Research Paper

How did the experiences of African American soldiers during World War 2, and new (American) legislations lead to the Civil Right - Research Paper Example It was in 1955 that the African American Civil Right Movement took place in the United States to remove the barriers which stopped the African Americans from doing things. In other words it was fought to retain the rights of these blacks so that they could integrate into the American society. The problems which led to Civil Rights Movement of 1955 rooted from the experiences of the African American soldiers during the World War II. These problems quickly began to rise and led to the formation of groups in the society. Thus the society became segregated to give way to a civil rights movement launched by the blacks. This essay would further revolve around the problems that gave way to the civil rights movement in America.1 2 World War II In 1941 America entered the World War II to join the Allied forces against Japan and Germany. It was in these times that blacks did not even have the right to vote for the processes of election. The black children were not allowed into the schools of w hites and they were particularly segregated from the society into schools which were under funded by the government. The blacks also were segregated in every term of life including trains and buses. Courtesy was never used to address the blacks living in the society as it is for the whites. This type of discrimination was not only prevalent in the Southern America but was also prevalent in the north. The blacks were not able to rent out or buy places which they liked and even the trade unions did not accept the membership of the blacks. This was not only prevalent in the precinct of the city but it was also prevalent on the battle zone. It was seen that the armed forces had a segregated unit for the blacks where they had to operate by themselves. These blacks were not even allowed in major segments of Navy and this brought discontent amongst the soldiers. All these conditions led to the worsening of conditions of the blacks and they served in the army only to attain their rights in the country. The blacks believed that if they fought for their country they would be able to gain the right of equal citizenship. They also believed that they would get rights to work for employers who previously did not hire them because of the policies of segregation3 4 5. The blacks compared their condition to the condition of the Germans who faced racism at the hands of the Nazis during the war. The blacks believed that it was World War II which would help them retain their lost rights. Racial discrimination during the war was never considered to be a big problem by the whites. The blacks were considered to be unfit for the forces and were not allowed to enroll in the armed forces. Mostly these blacks were given duties in which they would support the forces rather than play an active role in the war. However after the World War II started the government was forced to engage the black individuals into combat and formed special units for them. But here again the segregation polici es were not left out and the blacks were given specific units through which they had to operate. No black was integrated into the forces of whites as they were considered to be superior. Harry Truman in 1948 passed an act to integrate the blacks with the whites but this was still not successful until 1953 when the Korean War started. Furthermore the blacks were not allowed at authoritative positions in the military up till the 1960s after which they

Realationship at work 2 Essay Example | Topics and Well Written Essays - 1000 words

Realationship at work 2 - Essay Example In the role play, I am the junior colleague who is talking with my Boss, who is also the EDM’s boss. My strategy had been to be assertive since I expected that my boss would be aggressive and would not understand what I had to say. I also wanted to be assertive so as to convince my boss to meet with the EDM. However, during the role play, she was quite accommodating. She let me explain everything that I needed to say and she asked the right questions. She was also confident and this helped me to remember all through the role play that I was addressing the boss. My boss was very considerate and she helped me get my point across every now and then (Scarnatti, 1998). Although she asked a lot of questions, she was not aggressive while asking them. This is the main reason that made me change my communication strategy to being less assertive. At the start of the role play, I was quite nervous since I did not know how my boss would react. This affected my confidence and my voice was low at the beginning. However, when I realized that the boss was not as aggressive as I had thought she would be, I grew more confident. I even managed to maintain good eye contact throughout the role play. Since my strategy was to use assertiveness from the beginning, I used my hands for emphasis (Armstrong, 1999). Sometimes the hands were open, sometimes closed. I felt under pressure, especially when my boss started asking me some questions and I had to give satisfactory answers. In my strategy, I had planned to control the conversation, but my boss is the one who controlled it instead. I did not ask my boss any questions, but she listened to what I had to say very actively. She even asked me for more information to solve the problem (Knapp and Vangelisti, 1992). Towards the end, I thought that my strategy was almost not working because for a few moments my boss sided with the EDM. At the end of the role play, I decided to use my strategy which involved convincing her of the

Teaching Plan for Patients with Hypertension Essay

Teaching Plan for Patients with Hypertension - Essay Example These patients are composed of middle aged adults living alone in suburban areas. Setting: Private Doctor’s Office Anticipated Client Outcomes: 1. Patient should be able to keep a record of two blood pressure readings a day. Blood pressure is checked through a digital sphygmomanometer once in the morning and in the afternoon. 2. Patient should be able to keep a monitoring sheet for daily intake of prescribed anti-hypertensive medication. Patients should also be able to verbalize understanding on the precautions in taking medications. 3. Patient should be able to eat a balanced diet with strict avoidance of foods rich in fat and salt. This is measured through cholesterol determination and comparison with previously obtained results. Methodology: Patients will be divided into two groups with a minimum of five members each. Teaching classes are conducted every week. These patients are diagnosed with Stage 1 and Stage 2 Hypertension with systolic blood pressure of 140-179 and dias tolic pressure of 90-109 (McGowan 6). They have been prescribed with a variety of anti-hypertensive medications, all of which are taken every morning. Handouts will be distributed a day prior to discussion so that patients can do an advance reading and prepare questions, hence, fostering active participation. During class, basic information about blood pressure and hypertension will be provided through lecture discussion with the aid of power point and video presentations. The information presented primarily consists of definition, physiology, signs, symptoms, treatment modalities and complications of hypertension. All these information are discussed using mostly layman’s terms to facilitate better understanding among patients. Patients will be taught on the proper use of digital sphygmomanometer. If there is unavailability of sphygmomanometer, it will be suggested to buy the cheapest but reliable ones. If it is unavailable due to financial constraints, patients who live in a neighborhood are encouraged to share the sphygmomanometer amongst them. Record books are provided for each patient. These log books are divided into four columns – the first column is for blood pressure reading in the morning, the second column is for the anti-hypertensive medication, the third is for blood pressure reading in the evening, and the fourth column is for additional remarks. In the fourth column, patients can write their notes such as the symptoms experienced for that day. Proper use of digital sphygmomanometer is taught through demonstration. The nurse will show how to properly apply the BP cuff on a volunteer patient’s arm (5). Pointers will be provided so that patients can easily remember the location of the cuff. Most digital sphygmomanometers require one touch of a button to facilitate reading, so the nurse will focus on discussing the do’s and don’ts while the sphygmomanometer is reading. The nurse will also discuss the normal range fo r blood pressure (8) and the importance of adherence to intake of prescribed medications. Alongside with this, the nurse will emphasize that blood pressure readings of 100/70 and below will require the patients not to take the medication temporarily to avoid sudden drop in blood pressure. In cases like this, close monitoring of blood pressure must be done to avoid sudden hypertensive episodes. Since these patients are living alone, they are also responsible for the preparation and selection of their foods.

1. Review of Diesel 2. Review of Hydrogen Essay

1. Review of Diesel 2. Review of Hydrogen - Essay Example The invention of Diesel was financed by M. A. N. of Augsburg (Mathur and Sharma 2000). Diesel has a boiling range of about 180Â °C to 300Â °C. It is widely used because it is cheap and has better thermal efficiency. Today Diesel is produced in three ways: Petroleum Diesel, Synthetic Diesel and BioDiesel. 1. Petroleum Diesel: Petroleum diesel is also called as Fossil Diesel. This diesel is produced from fractional distillation of crude oil. The supply of petroleum diesel is fast depleting and hence the search for other types is becoming all the more important. 2. Synthetic Diesel: Synthetic diesel is made by processing natural gas through a technology which converts the natural gas into Synthetic Diesel. Synthetic diesel is free from sulphur and provides numerous other environmental benefits over petroleum diesel. Synthetic diesel is cleaner, cleaner-burning and can be formulated for superior cold weather performance. The following diagram shows the emission reductions compared to typical California diesel: 3. Biodiesel: Biodiesel is a renewable diesel fuel substitute. It can be made from a variety of natural oils and fats. Biodiesel is made by chemically combining any natural oil or fat with an alcohol such as methanol or ethanol. Methanol has been the most commonly used alcohol in the commercial production of biodiesel (National Renewable Energy Laboratory, May 1998). The diesel cycle is the theoretical cycle for slow speed compression-ignition or diesel engines. In a diesel cycle the heat is added at constant pressure. The pressure drop at the end of expansion is still at constant volume. This cycle is shown in the following T-s diagram. The process 1-2 is reversible adiabatic (isentropic) compression of air. Heat is then added at constant pressure, represented by 2-3. In actual engine heat addition takes place in the form of injection of fuel which self-ignites due to high temperature caused by high compression