History of U.S. Immigration Policy Japanese Migrants from 1868 to 1988 Essay

History of U.S. Immigration Policy Japanese Migrants from 1868 to 1988 - Essay Example The migration of the Japanese to overseen nations particularly the America began as early as 1868 . The fact that the international networks were breaking up and were experiencing a rapid social–economic change created a space where the majority thought of finding their ways to modernity. The rise of international network saw the rise of the modern invention such as the growth of labor, transport and capital. Through all these development majority of the Japanese were leaving their homeland country to America in the name of the search for peaceful life and one that was full of prosperity. The many that resorted to living were apparently experiencing unstable conditions in their homeland, and there was the need to endure the hard life as an immigrant and later return while in a position to support the family life better. The Japanese communities have been of great benefit to the American community, and currently the Japanese community stands at around a million and found in various states of the United States of America. Japanese American is one group that has showed perseverance in the midst of rejection, cultural alienation and hardships in an entire scope of life since the first immigrant stepped foot on the American soil. The fact that the American community was greatly reluctant in accepting immigrants in their community saw the Japanese suffer right from the legislator power down to the ordinary man. Even so, the community stood firm probably because they purposely had the aim of visiting the America region for financial improvement and then find their way back to Japan: a thing that became a narrative as most became part of the American community. More importantly, the community serves as living to prove of survival in the face of harsh challenges that come about due to ethnical and cultural d ifferences.

My Bus Tour from South Dakota, Pierre and to Mount Rushmore Essay - 9

My Bus Tour from South Dakota, Pierre and to Mount Rushmore - Essay Example The bus trip set off from South Dakota. Driving along the main road in South Dakota graced the cruise with the beautiful scenery of the Mythic Mount Rushmore. Driving across South Dakota to its outskirts covered over 200 miles across what was nothing less than jaw-dropping and cool scenery. The day-long drive took us to Pierre. As the bus cruised in the main road, we ogled at the beautiful sight of the mountain ranges cascading over each other, throughout the entire stretch. The green leafy vegetation and forest overgrowth complemented the beauty of the mountains and serve as homes of reindeers which occasionally leaped out and into the road. We could not be any closer to nature and its captivating beauty. In instances where the manmade activities interfered with the end trail of natural vegetation, we cited an array of dining joints, small-scale and large-scale casino saloons and lodging which testified of the industriousness of the people of South Dakota. From Pierre, we followed the US Route 83 to get across the Missouri River. As we turned westwards, the striking beauty of grasslands that accompanied us to Interstate 90 appeared to dance beautifully against the gentle breeze. From this juncture, we turned off to Murdo for tantalizing buffalo burgers. From Murdo, we drove to the Badlands National Park. One of the most memorable encounters in Badlands National Park was the dusty canyons therein. The Rapid City for dead American presidents also clearly served as another feather in Badlands National Park’s cap. The images of the dead American presidents are carved into the Black Hills and its high aesthetic presentation of America’s four great men and founding fathers served as the trip’s denouement.  Ã‚  

My own communication and interpersonal skills Essay Example for Free

My own communication and interpersonal skills Essay I will be assessing my own communication and interpersonal skills in relation to each interaction. Verbal Communication My placement is at a pre-school, I have good verbal communication as I interact well with the children when I am speaking to them I listen to what their saying when they are speaking to me, I keep an open mind and concentrate on the main direction of the children’s message to me, I avoid distractions to make sure I am effectively listening to them at all times, usually the children speak to me about the toys they are playing with and they tell me about the activities they are doing. For example the in my last one to one interaction I was talking a girl in the nursery about her pets at home and if she looks after them, even though I don’t have any pets I listened to the girl and gave her appropriate feedback and questions. I make sure I am in a comfortable environment so I can hear the children effectively so it’s not noisy; I am always prepared to listen to everything the children say to me. In a one to one interaction I find it easier to communicate verbally as I’m only speaking to one child so I can stay focused on that particular child and what they’re saying to me to make sure I am actively listening to the child, this is an area I communicate well with and many skills in this area improve every time I go. Whereas in group interaction I find verbal communication harder so I need to improve on this, I find it hard to speak to more than one child at a time because they are children they are all speaking at the same time so I am getting a lot of information at the same time I try my best to effectively listen to them but with a lot of information being told to me it’s hard to process the information, I need to improve on this by making sure the children are taking turns so I can listen to them without getting bored. For example in my last group interaction I was making a puzzle with the three children and they were all asking me questions at the same time to I found it hard to listen to all the questions. I also need to improve on the questions I ask the children to make a conversation with them; I ask them questions but then I run out of questions to ask them so then the conversation stops, I should ask more questions that interest the children so my communication skills improve. In a group interaction I am better, so I am good at asking questions as there are more children with more questions to ask me so the  conversation run more better and information is shared quicker and more effectively, compared to a one to one interaction I run out of questions to ask the child as I do not obtain information well. I need to improve on this skill to I can communicate better with a single child to give them more involvement in the conversation. I can respond to questions more effectively as I find it easier to understand the question they have asked me because they are children and the questions are quite simple. I let the children tell me what they want to say to me so I can clarify my info rmation. Reflective speaking I think this skill is something I need to improve on; I do try my best to give the best feedback to the children in both types of interactions. In a one to one interaction I find it easier to communicate as I can understand the child’s message clearly and I am able to give feedback as the how the message is received, however sometimes I struggle to speak back to them if I haven’t understood what they are saying, this skill is vital and I need to improve on it every time I go to placement. In a group I interaction it’s the same with the listening as lots of children are speaking to me at the same time I need more time to process and give feedback but as they are children they get impatient waiting for me, I do have an interest in what the children are saying it’s just a matter of finding balance in my communication and interpersonal skills. Even though I am good at speaking to them effectively but I can’t give them feedback or start a conversation if I struggle to make a conversation but I can speak to the children and make sure they understand what I am saying to them. For example I was speaking to a child about her family and what jobs her mum and dad does but I couldn’t think of what to respond back to her so she got confused even though I did try my best. Non-verbal communication skills My non-verbal communication skills could do with some improvement, when I am communicating one to one my body movements can sometimes show to the child that I am not enjoying a conversation with them I try and show as much interest in possible but sometimes things like my posture if I am slumped while talking to a child it can communicate to them that I have a negative attitude to the conversation. In both types of interaction I struggle to  make eye contact it’s something I need to improve on I often don’t look at the children, in a group interaction I can’t keep eye contact with every child but I try my best to make them realise that I am going to talk to them and to let them know when it is their turn to speak to me, in a one to one I only have one child to focus one so I find this easier to do, however I am still nervous and this is why I struggle to keep eye contact , I think with more confidence I will be able to keep eye contact with the children when I am speaking to them. My closeness towards the children is a thing that I am doing well I make sure I give the appropriate space for the children to feel relaxed and for me to also to feel relaxed to effectively communicate with them. I thing I think I am good at in both type of interactions is my facial expression I always make sure i am smiling at the children to make it seem like I am interested in what they are saying to me so it then makes them realise that I am interested in what they have to say to me it makes sure that my communication with the children is effective. I am also good at gestures I do gestures a lot to express to the children what I am feelings, if I am speaking to them about something exciting I use my hand gestures to show them that I am interested in what they are saying to me. In my one to one to interactions I can focus more on what a child Is saying to me so my hand gestures express to them how I am feelings about what they or saying or what I am saying to them, this is the same with group interactions as I am able to use gestures to what all the children or saying as they are often talking about near enough the same things. However, I need to improve on negotiating with the children, a s they often argue with each other and I find it hard to stop the argument and reach an agreement. I need to make sure a negotiation is best for themselves, this is in a one to one interaction I do not need to negotiate but in a group I need to find common interests so they don’t argue. I need to improve on ending the conversation as I often don’t end the conversation so then the children might still have something they want to say to me, I should tell the children that I am going to go elsewhere so that they know the conversation is over or make it aware by body language or my facial expressions. One of the main things I need to improve on is my communication with the staff; I don’t communicate with the staff much. When they ask me to do something like helping the children wash their hands, I listen effectively and give appropriate feedback this is  something I can do well. But I need to speak to them more if I am unsure of things, but it is the children who I communicate with every time I go, the staffs are busy doing other things and they communicate with me when it is needed. I don’t really need to improve on this but I can talk to the staff and communicate with them if I need to for the benefit of the children. Overall I have more things I need to improve on for my communication and interpersonal skills. I find it easier to communicate in a one to one interaction as it is only one child and I can speak to them better as I am able to process my information faster and give the correct feedback to the child in order for them to understand. In a group interaction there is more than one children speaking to me and sometimes too much information is given to me at once and I can then not give feedback to the children, this is something I need to improve on and this can be done through effective turn taking so the children understand that they need to take turns in communication this will then make my skills better so I will be able to communicate more effective. I am able to stay calm and stay focused when communicating with both the staff and the children this is my main skill that I can do well, but my main skill that I need to improve on is my non-verbal communication skills as this is where I often find myself communicating that I am bored to the children because they can go on for a while and I do get bored of what they are saying so I can fold my arms and yawn portraying bad body language , this is why I need to make sure I am listening to what they are saying, I could ask different questions to change the subject of the conversation to something that I understand better. Good communication and interpersonal skills are vital when I am in my placement setting as I need to communicate well with service user to develop a good relationship with them so they understand what I am saying and for me to give them feedback to them. As I now know the things I need to improve on every time I go to placement I can improve my communication skills with the children and adults in order for my communication and interpersonal skills to be effective. I am going to be evaluating factors that influenced the effectiveness of both the one to one and group interaction. (D1) Effective Factors in one to one interactions Having good confidence– In my one to one interactions I have more confidence  as I am only talking to one child, I felt like I had more control over the conversation as I only had to deliver information to and from the person. Only talking to one child made me less anxious and nervous and I was speaking clearly and calmly as my nerves weren’t making me stumble on my words so this meant that the child could understand what I was saying so she was able to give me good feedback and I was able to respond without feeling anxious that I was going to mess up. My good confidence influenced my communication to make it better because I felt like I was enjoying the conversation instead of it being all over the place this enabled the conversation to run more smoothly and fun. Only having one child to speak to doesn’t overwhelm me with information so as I said earlier I had more control over what I was saying to the child and what I would respond so it made me feel better a bout the communication I was saying so I could then think of more questions to ask so the conversation between me and the child would last longer. It also helped that the child I was speaking to had good confidence she’s outgoing and she always has something to say to me so this influenced the effectiveness of the interactions because she wasn’t quiet and this helped me to speak to her so it didn’t effect my nerves as she kept asking me questions so it made the conversation more enjoyable. Knowing the child well– In my one to one interactions I speak to a child I know best, a child that I feel more comfortable speaking to because I speak to them a lot compared to the other children. It helps me because if I know the child then I have more things that I know about them e.g. favourite singers or their favourite foods, so I can then speak to them about a specific thing that they like to talk about then that child speaks to me a lot about that, so I am then able to respond better as I already know things about the child from previous conversations. The conversation is influenced by this as my confidence is better when I speaking to them because I know them better and I know how they interact with me so this then enables me to be more engaged with that child. As I know more things about them I can ask them questions related to something they like so they feel happier speaking to me about it as it excites them to tell me more about it so I more information is given and the conversations runs more effectively. When I child knows me better it helps as they then feel more comfortable speaking me as they know who I am so when I’m having a conversation with the child like in my last one to one  interactions we are happier speaking to each other so we are more likely to find common interests and make the communication more effective as we can listen better to each other and respond better. Environmental factors good amount of space- In my one to one interactions I have more space a around me as I am only talking to one child compared to several in a group interaction. Having more space around me made me more relaxed and comfortable to talk to the child as I don’t feel like I am consumed to one area, this makes me more less nervous when I’m speaking to a child as I know that I have more space around me to express how I’m feeling in a conversations through gestures and this can make a conversation more funnier. Having personal space around me means I can move around while I’m speaking to a child and I can do some actions to get the child more involved. Space influenced the effectiveness in my one to one interactions as when I have a good amount of personal space around me I can think my thoughts through better without getting paranoid that I don’t have enough space this enables me to deliver my information clearly and effectively so the child understand what I am saying to them. The amount of space I have is always at a reasonable amount as there is only one child, so this means I can effectively respond to what the child’s saying to me without getting panicked and I can then think of more questions to ask so this means that the communication is effective. Also this meant that the child had space to talk to me effectively so she didn’t get panicked that she didn’t have enough space to move around like through her gestures, so we were able to speak to each other clearly and all these reasons enabled me to communicate effectively with the child. Environmental, Good noise level When I’m having my one to one interaction with a child the room has some background noise but its fairly quiet and it makes sure I am able to concentrate on the children without getting distracted by other noises that the staff or children could be making, I can listen to them effectively to them as the noise is at a respectable level, as I am listening to them effectively the conversation runs faster and more smoothly. Being able to hear everything the child is saying helped them to understand what I was saying to them therefore I gave them appropriate feedback. It also allowed me not to misunderstand anything the child said to me so I didn’t make mistakes in what I said back to them so this influenced the effectiveness of my  communication between the child as it helped me to have full concentration on everything the child was saying, as the room was at a good noise level and the information to be delivered effectively and me and the child was able to carry on the conversation without the noise level being to loud, as it was just one child I could understand what she was saying to me as she was close to me so the noise levels were good so I was relaxed and so was the child so it made our communication effective as we were ab le to talk more freely. Group interactions Questions being planned out – In my group interaction there was four children in the group and all of them were confident and they each had lots of questions to ask me and each other. On child asked a question to me and I was able to answer it effectively as the questions were straightforward and every child on the table understood them so they were able to effectively listen to the question and they all responded well, this allowed the conversation to run smoothly without any arguments happening as the children all agreed on the questions and they were interested in them so it made the conversation more enjoyable so it was effective as all children participated because they were interested in the questions being asked or explained. Having the questions being planed out before hand allowed me to have some kind of structure to what I was going to ask so I had a basic idea of how the children would respond and how I would respond to them, I looked at what children was in the gro up and what type of questions they would enjoy answering to help the communication be effective, this then made sure no-one was left not knowing what to say as I always had a back up question. Once one child asked a question all the rest of the children thought of a question to ask as it related to the first question, so they all took turns and asked their questions it influenced the effectiveness of the interaction as questions were being asked so more information was being shared and the communication was effectively being listened and responded to. I had some good questions to ask the children and they were all interested in them so they listened to what I was saying and if a child got stuck on a question I aided them along. Having good and relatable question effectively helped the conversation as the more information was being responded to, as the children understood and were interested in what was being asked the listen nicely to  other children’s answers, I was listening to the children and giving good feedback and the overall conversation was enjoyable and fun and all the children were interacting well with me and each other from the questions said. Me bein g the group leader – As I was talking to a small group I was in charge of the conversation as I was the oldest and the most responsible in the group. Having a group leader helped me to have control of the conversation as I was able to help the children if they were struggling with the activity I was doing to I guided them through step by step so they understood what they had to do. When we had a group discussion I guided the group and made sure that everyone was having a turn so it was a fair conversation and it gave chance for other children to think of something to say. I had control over the conversation so when the children started disagreeing with each other I can stop them from arguing so this made sure that the conversation was running smoothly and calmly without arguments. I made sure that the if a child wasn’t speaking much I prompted them to speak so everything was fair and in order, and when the children went of topic I could ask a question to that was related to what we were previously speaking to, me being their made sure that the communication was effective as it could make sure that the children were listenin g to each other and responding to each effectively so I could make the group function better without the children getting frustrated. For example, I was making sparkles with my group and I talked them through step by step and made sure that they were sharing out the equipment fairly without them arguing with each other so I could effectively communicate and that they could listen and respond with each other, all these reasons helped me to effectively guide the group conversation so the communication was effective, so I was effectively interacting, listening and speaking to them as a group leader and that they were effectively listening and speaking to me. As a group leader me smiling and being open armed encouraged the children to participate with me as I was the group leader so they were looking up to me. Having a good amount of time to speak – In my group interactions I have a good amount of time to listen to what the children are saying to me, having a good amount of time to listen to the children allows to think through what I am saying and what I will say to them without being rushed by other things tha t are happening. I also allows the children to have enough time to listen to what I am saying  so they didn’t misunderstand what I was saying to them, this influenced the effectiveness of the conversation as having time to communicate made things not rushed so I was more relaxed when speaking to the children. I could then speak to the group of children without feeling that I had to rush things with them so I was speaking clearly, as it was a group and there was more then one person having an effective time to communicate helped me to speak to all of the children and it made sure everyone had a turn so there was no arguing. I was able to clarify my information so it was correct and it helped me and the children as I wasn’t anxious about what I was saying, my body language showed that I was relaxed and I was interacting well with the children, having enough time to do the discussion/activity with the children helped me to not rush things and it influenced the communication as it was pla nned out well and everyone was listening and responding well to each other. Having common interests – In my group interaction, picked a group of children that were all doing the same activity which was playing with the dinosaurs, I then went over and started to talk to the children and asked them questions like ‘what is your favourite dinosaurs’ and ‘what shall we call this dinosaur’, this influenced the communication as they were all doing the same thing so all the children were interested in what I was asking them, so this helped the conversation to flow better as more information was being delivered from each child. As I was interested in what they were playing with so I listened well to the children and then I responded well to them to keep the interested, having common interests helped the effectiveness of my group interaction as everyone was interested in the topic of the conversation so it made me and the children more relaxed. My good confidence, knowing the child well, having a good amount of space and it not being noisy influenced the effectiveness of my one to one interactions they each helped in different ways and they allowed me to have good listening and speaking skills as well as portraying good non-verbal communication skills. They helped me to understand the child better and to give good feedback to him/her. Questions, common interests, having enough time and me being a group leader all influenced the effectiveness of my interactions with four children in different ways, having more children to speak and listen helped me in some ways compared to my one to one interactions, but all these factors helped me to communicate  better with the children and for them to communicate with me. References Sheet given in class on what to do for the tasks (Accessed 08/12/14) PowerPoint on learning box – ‘Barriers to effective communication’ (Accessed 08/12/14)

21st Century Hero vs Beowulf Essay Example for Free

21st Century Hero vs Beowulf Essay Beowulf was an Anglo-Saxon hero who fought many battles and proved his physical strength. Today, in the 21st century, a hero can be described as someone who is strong willed or strong minded. In our comic books that are now becoming movies our heroes are strong and very brave. Heroes in the 21st century don’t necessarily have to be physically strong but they do have to be strong minded and strong willed. The heroes in our comics are extremely strong. Take Superman for example, his only weakness is kryptonite. He is big and strong and he always saves the world. He may have a lot of enemies but all super  heroes do. Then again he has super powers that make him strong. He survived an attack on his home Planet Krypton and because he gained his super strength. Because of his alien like super strength people didn’t know how to react to him until they found out that he was a good man. Now he is America’s favorite superhero. The same goes for other comic superheroes such as Batman, Spiderman and Ironman. They all have a super power. Spiderman is most like Superman because he had something ‘terrible’ happen to him and gained his super powers. Spiderman was bit by a radioactive spider and acquired spider like senses. He can ‘feel’ when something is wrong with the city and can shoot webs. Batman is most like a normal human being. He is just a rich man powered by the fear of a previous experience with bats. He disguises himself as a human-bat combination and he uses his father’s tools and resources to create everything he uses to save the world. Ironman is similar to Batman in that they both don’t have super powers and they’re both rich. Ironman made a suit of iron with many different ‘superpowers. ’ He can fly and shoot energy from his suit. Our real life 21st century heroes are those that don’t have a superpower that children dream of. Their superpower is that they have faith and they are strong willed or strong minded. The people you automatically think of are those who are battling a terrible life threatening disease but still stay happy and do all that they can at all times. People who have cancer are often the first of our thoughts when thinking of this type of heroes. On CMT’s Worlds Strictest Parents two high strung kids go and live with the Sheffield family. They help a close family friend, Brocker, who is battling cancer. The man has a 14year old daughter and lives on a huge farm. The kids were originally angry that they had to help him until they heard his story. The fact that he had such an illness and still works as much as he can on his farm and takes care of his daughter inspired the two kids. He said people were helping him and when he said they didn’t need to they would say â€Å"remember when you helped me with†¦this is for that. † The people who stay positive while in the worst possible condition are the real heroes. When everything is going wrong and they still keep their head up and smile and try to get through it, they show real and true inner strength and they are heroes. Beowulf is an Anglo-Saxon hero. He is strong according to the scops. They are the story tellers and poets. All of the scops use hyperboles and litotes to show exaggeration and understatement. A hyperbole is an exaggeration. An example of his strength in a hyperbole is on page 22 line 156 when â€Å"For hours he sank through the ways. † This describes the strength of his lungs while fighting Grendels mother. A litote is an understatement. An example of this is on page 293 line 202 saying â€Å"He was weary. † This understates how tired he must be after fighting a huge sea serpent like monster. Both of these statements describe how overall strong Beowulf is. Strong could have different meanings depending on what you mean and how you use it. Beowulf is physically strong in the Anglo-Saxon time period but the type of hero he is, is a fake one. He is just a man in a story saving the town. Beowulf is like the modern day heroes in our comic books. Not real and full of surprises. The real modern day heroes are those fighting for their life. Everything could be going wrong and they still are happy and stay strong and smiling. 21st century heroes don’t necessarily have to be physically strong but they do have to have a strong mind and heart.

What can I do to Prevent Prejudice Ness? :: essays research papers

â€Å"What can I do to Prevent Prejudice from Growing in my Community?†   Ã‚  Ã‚  Ã‚  Ã‚  There are prejudice people in almost every community. Prejudice ness doesn’t have to deal with just races; it can differ in a variety of reasons. We cannot stop all prejudice nesses in every community, however there are ways in which we can prevent it from growing.   Ã‚  Ã‚  Ã‚  Ã‚  My definition for prejudice is discriminating against others who you feel are inferior to yourself. Majorities of prejudice people in America are against races different from their own. They feel that because someone is Asian, African, Middle Eastern, Hispanic, or European and speak a different language than English they are â€Å"less American† and shouldn’t be treated equally even if they were born in America or have received their citizenship.   Ã‚  Ã‚  Ã‚  Ã‚  A lot of adults are also prejudice against teenagers. They think that because teenagers dress in different styles, talk in slang, and hang out in large groups that they are a bunch of delinquent criminals. For example, if there is a group of teenagers walking down a street at night and a police officer drives by, they are automatically suspicious and watch them like a hawk, especially if they are Hispanic or Black. If there was a group of adults walking down the street at night, a police officer could drive them and not even think twice.   Ã‚  Ã‚  Ã‚  Ã‚  There is so much prejudice ness around us that we are beginning to think about it as just a way of life. We as people cannot let this happen because it will just gradually get worse. I can prevent prejudice from growing in my community even if it only helps a few individuals. I can prevent this by making an assortment of different posters showing whom it mainly affects and what will eventually happen in our future. I could also make speeches about being prejudice at a local school or even city hall welcoming anyone who would like to join. Eventually a group would evolve from my speeches.

Eulogy for Grandmother :: Eulogies Eulogy

Eulogy for Grandmother I'd like to talk today about my grandmother, Ruth Smith - about who she was, what she meant to us, and what this day means. Grandma was a homemaker and a lifelong resident of Marshall. This might seem like a constrained life to some, but I don't think Grandma would have agreed, and I'd like to explain why. She was a person with great curiosity - she read all the time, she worked crossword puzzles every day, and she loved watching documentaries on television. In fact, she was working crossword puzzles right on up until the last month before she died, when she finally grew too ill to continue. Her curiosity also greatly affected me - when my brother Gus and I were little, we used to play a card game called 'Authors,' and from playing that game so much with her, I knew at a very young age who Mark Twain and Shakespeare and Nathaniel Hawthorne and many others were. The way she said these authors' names stirred in me a great desire to read them, and now, later in life, when I have read those authors, and taught them, I can sincerely thank Grandma for first creating that desire in me. I can also thank Grandma for inspiring a love of animals in my mother and in myself. Grandma always had a cat around her house that she cared for. She loved watching animal shows on television, especially if they involved cats. In fact, she considered herself a cat person, until she met my dog Alex. I say 'my dog,' but he's really my Mom's dog now, and for a lot of the time, when my Mom was traveling on business, it was my Grandma's dog too. We knew that both Grandma and Grandpa really like Alex when they let him sleep on the chest at the foot of their bed - now THAT was a big deal! She loved Alex, and she loved Libby, my replacement dog that I got once Mom had stolen Alex from me. Nothing tickled Grandma more than watching Libby tear up and down the floor, running back and forth like puppies like to do. Mom told me that she mentioned Alex and Libby to Grandma just a few hours before she died, and that she smiled when she heard their names. She also traveled widely - Grandpa always said that there was plenty here in Missouri to occupy someone, but Grandma felt a bit differently.

Hamlets Insanity :: essays research papers

Hamlet’s Insanity…is it real?   Ã‚  Ã‚  Ã‚  Ã‚  In William Shakespeare’s Play Hamlet, many issues have been raised about Hamlet’s over all sanity. He has experienced many things that might make one think he has gone crazy, for example, his father’s murder, killing Polonius accidentally, and his mother’s abrupt remarriage. Hamlet begins to act shady towards the middle to the end of the play while talking to others. In several scenes it appears that Hamlet has gone crazy. Many critics have varying opinions of this issue. Joshua Wells wrote an article that comparing Hamlet’s sanity and insanity. Another critic, that did not mention his name, thinks that Hamlet is sane. Hamlet was not actually insane, it was simply a ploy to seek revenge for his father’s murder.   Ã‚  Ã‚  Ã‚  Ã‚  Wells, in his article “Was Hamlet Mentally Disturbed?'; stated that Hamlet is truly insane. In the first act Hamlet appears to be crazy when he hears of his father’s murder. He speaks irrationally to Horatio, who comments that Hamlet is speaking “ wild and whirling words';(I.v.149). Also, Hamlet plays with Horatio and will not tell him what the ghost told him. Horatio asks Hamlet about the news he heard and Hamlet replies “O, wonderful!';(I.v.130). The news is actually not good news at all. Hamlet then sees the ghost in his mother’s chambers, but she can not see it. This is strange because earlier in the play Horatio and the other watchmen could see the ghost. When Hamlet starts a conversation with the ghost, his mother says, “Alas, he’s mad!'; (III.iv.122).   Ã‚  Ã‚  Ã‚  Ã‚  Hamlet does some other actions throughout the play that give the impression that he has gone crazy. One is that his moods change abruptly for no reason. While he is talking to his mother in her chambers, they are speaking calming to each other and then Hamlet starts acting violently towards her. He also jumps on a pirate ship without a second thought or anyone to protect him. At the same time, he has Rosencrantz and Guildenstern killed, even though it was not part of his revenge plan. Finally, Hamlet hides Polonius’ body and will not tell anyone where it is. He tells Laertes that he killed Polonius in a fit of madness (Wells).   Ã‚  Ã‚  Ã‚  Ã‚  There are many good reasons to believe that Hamlet is truly crazy. He acted rashly and many of his thoughts were random. He did not act as though he had just lost a loved one; he acted like the world had come to an end.

Further option for chinas farmland reform(chinese translation included) :: essays research papers

Options for Further Reform in China's Farmland System from "Report of a pilot study on poverty, land abandonment and rural institutions", produced by the Department of International Cooperation, Ministry of Agriculture, People's Republic of China, in collaboration with the FAO Rural Development Division THE FUNDAMENTAL ISSUE in the setup of China's existing rural farmland system centres on ambiguity in the definition of land ownership rights. Despite stipulations in the Constitution and Land Management Law, specifying that rural land is owned by the collective, it is nevertheless unclear which of the "three levels of ownership'' in the collective -- People's Communes, production brigades and production groups - is referred to. Furthermore, even if it had designated the ownership to a certain level in the collective, the problem would again emerge from the lack of a clear scope of the collective and its membership. Added to this ambiguity in the ownership of land is the incompleteness of the principal land property right, as the State has the authority to dispose of the land, while the farmer occupies the rental income, resulting in a drain on land revenue and difficulties in land circulation. Ãâ€"à Ã‚ ¹Ãƒ ºÃƒ Ãƒâ€" ´Ãƒ ¦Ã‚ µÃƒâ€žÃƒâ€¦Ã‚ ©Ã‚ ´Ãƒ ¥Ãƒâ€¦Ã‚ ©ÃƒÅ'à ¯ÃƒÅ'à ¥Ãƒ Ã‚ µÃ‚ µÃƒâ€žÃ‚ ½Ã‚ ¨Ãƒ Ã‚ ¢Ãƒâ€"à Ã‚ µÃƒâ€žÃ‚ ¹ÃƒËœÃ‚ ¼Ãƒ ¼ÃƒÅ½ÃƒÅ ÃƒÅ'à ¢Ãƒâ€ÃƒÅ¡Ãƒâ€œÃƒÅ¡Ãƒ Ãƒ Ã‚ µÃƒËœÃƒâ€¹Ãƒ ¹Ãƒâ€œÃƒ ÃƒË†Ã‚ ¨Ã‚ ¶Ã‚ ¨Ãƒâ€™Ãƒ ¥Ãƒâ€°Ãƒ Ã‚ µÃƒâ€žÃ‚ ²Ã‚ »ÃƒÆ'à ·ÃƒË†Ã‚ ·[Ä £Ãƒâ‚¬Ãƒ ¢Ãƒ Ã‚ ½Ã‚ ¿Ãƒâ€°] ¡Ã‚ £Ã‚ ¾Ã‚ ¡Ã‚ ¹ÃƒÅ"à ÃƒÅ" ·Ã‚ ¨Ã‚ ºÃƒ Ãƒ Ãƒ Ã‚ µÃƒËœÃ‚ ¹ÃƒÅ"Àà ­Ã‚ ·Ã‚ ¨Ã‚ µÃƒâ€žÃƒÅ'à µÃ‚ ¿Ãƒ ®Ãƒâ€" ¸ÃƒÆ'à ·Ãƒ Ãƒâ€¹Ãƒâ€¦Ã‚ ©Ã‚ ´Ãƒ ¥Ãƒ Ãƒ Ã‚ µÃƒËœÃƒÅ Ãƒâ€¡Ã‚ ¼Ã‚ ¯ÃƒÅ'à ¥Ãƒâ€¹Ãƒ ¹Ãƒâ€œÃƒ Ã‚ £Ã‚ ¬ÃƒË†Ã‚ »Ã‚ ¶Ãƒ ¸ÃƒË†Ãƒ ½Ã‚ ¸Ãƒ ¶Ãƒâ€¹Ãƒ ¹Ãƒâ€œÃƒ ÃƒË†Ã‚ ¨Ã‚ ²Ãƒ £Ã‚ ´ÃƒÅ½Ã‚ ¡Ã‚ °ÃƒË†Ãƒâ€¹ÃƒÆ'à ±Ã‚ ¹Ã‚ «Ãƒâ€°Ãƒ §Ã‚ £Ã‚ ¬Ãƒâ€°Ãƒ ºÃ‚ ²Ãƒ ºÃ‚ ´Ãƒ ³Ã‚ ¶Ãƒâ€œÃ‚ £Ã‚ ¬Ãƒâ€°Ãƒ ºÃ‚ ²Ãƒ ºÃƒ Ã‚ ¡Ã‚ ¶Ãƒâ€œÃ‚ ¡Ã‚ ±Ã‚ µÃƒâ€žÃƒâ€¹Ãƒ ¹Ãƒâ€" ¸Ã‚ ²Ã‚ ¢Ã‚ ²Ã‚ »ÃƒÆ'à ·ÃƒÅ½Ãƒ ºÃ‚ ¡Ã‚ £Ã‚ ´Ãƒâ€¹Ãƒ Ãƒ ¢Ã‚ ¼Ã‚ ´ÃƒÅ Ã‚ ¹Ãƒâ€¹Ãƒ ¼Ã‚ £Ã‚ ¨Ãƒâ€¹Ãƒ ¹Ãƒâ€œÃƒ ÃƒË†Ã‚ ¨Ã‚ £Ã‚ ©Ã‚ ±Ã‚ »Ãƒâ€" ¸Ã‚ ¶Ã‚ ¨Ã‚ µÃ‚ ½Ãƒ Ãƒâ€¹Ãƒâ€™Ã‚ »Ã‚ ¸Ãƒ ¶ÃƒÅ'Ø ¶Ã‚ ¨Ã‚ ²Ãƒ £Ã‚ ´ÃƒÅ½  µÃƒâ€žÃ‚ ¼Ã‚ ¯ÃƒÅ'à ¥Ã‚ £Ã‚ ¬Ãƒâ€œÃƒâ€°Ãƒâ€œÃƒÅ¡Ã‚ ¼Ã‚ ¯ÃƒÅ'à ¥Ã‚ ¼Ã‚ °Ãƒâ€ Ãƒ ¤Ã‚ ³Ãƒâ€°Ãƒâ€Ã‚ ±ÃƒË†Ã‚ ±Ãƒâ€°Ãƒâ„¢ÃƒÆ'à ·ÃƒË†Ã‚ ·Ã‚ µÃƒâ€žÃ‚ ·Ã‚ ¶ÃƒÅ½Ã‚ §Ã‚ ½Ãƒ §Ã‚ ¶Ã‚ ¨Ã‚ £Ã‚ ¬ÃƒÅ½ÃƒÅ ÃƒÅ'à ¢Ã‚ »Ã‚ ¹ÃƒÅ Ãƒâ€¡Ã‚ »Ãƒ ¡Ã‚ ³Ãƒ ¶Ãƒ Ãƒâ€" ¡Ã‚ £Ãƒâ€Ã‚ ­Ãƒâ€Ãƒ ²Ãƒâ€°Ãƒ Ã‚ µÃƒâ€žÃƒ Ãƒ Ã‚ µÃƒËœÃƒâ€¹Ãƒ ¹Ãƒâ€œÃƒ ÃƒË†Ã‚ ¨Ã‚ µÃƒâ€žÃ‚ ²Ã‚ »Ãƒ Ãƒ ªÃƒâ€¢Ãƒ »Ãƒ Ãƒâ€Ãƒâ€™Ã‚ ²Ã‚ ¼Ãƒâ€œÃƒâ€¡Ã‚ ¿Ãƒ Ãƒâ€¹Ãƒâ€¢Ãƒ ¢Ãƒâ€"Ãâ€" ²Ã‚ »ÃƒÆ'à ·ÃƒË†Ã‚ ·Ãƒ Ãƒâ€Ã‚ £Ã‚ ¬Ã‚ ±ÃƒË†ÃƒË†Ãƒ §Ã‚ ¹Ãƒ ºÃ‚ ¼Ãƒâ€™Ãƒâ€œÃƒ ÃƒË†Ã‚ ¨Ãƒâ€" ªÃƒË†ÃƒÆ'à Ãƒ Ã‚ µÃƒËœÃ‚ £Ã‚ ¬Ã‚ µÃ‚ «ÃƒÅ Ãƒâ€¡Ãƒâ€¦Ã‚ ©ÃƒÆ'à ±Ãƒâ€¢Ã‚ ¼Ãƒâ€œÃƒ Ã‚ £Ã‚ ¨Ãƒ Ãƒ Ã‚ µÃƒËœÃ‚ ±Ã‚ »Ã‚ £Ã‚ ©Ãƒâ€"à ¢Ãƒâ€œÃƒÆ' µÃƒâ€žÃƒÅ Ãƒâ€¢ÃƒË†Ãƒ «Ã‚ £Ã‚ ¬Ã‚ µÃ‚ ¼Ãƒâ€"Âà Ãƒâ€¹Ãƒ Ãƒ Ã‚ µÃƒËœÃƒâ€¹Ã‚ °ÃƒÅ Ãƒâ€¢Ã‚ µÃƒâ€žÃ‚ ¿Ãƒ Ã‚ ½ÃƒÅ¸Ã‚ ºÃƒ Ãƒ Ãƒ Ã‚ µÃƒËœÃƒ Ãƒ ·Ãƒ Ã‚ ¨Ã‚ µÃƒâ€žÃƒâ‚¬Ã‚ §Ãƒâ€žÃƒâ€˜Ã‚ ¡Ã‚ £ Therefore, it is necessary to review the whole process of changes in the farmland system and find the correct point of departure for reform. In fact, such issues as egalitarian occupation of land, scattered land management, instability in farmland contracts and lack of circulation or efficiency have all resulted from an ambiguous land ownership. Once the land owner is clearly defined and the principal property rights affirmed, then, the farmland's management, sale, leasing (including farmers' contracting of collective land and re-contracting of their contracted land), inheriting and disposal as gift -- all these and other matters of management and circulation would be easily resolved. Ã’Ã ²Ã‚ ´Ãƒâ€¹Ã‚ £Ã‚ ¬Ã‚ »ÃƒËœÃ‚ ¹Ãƒâ€¹Ãƒâ€¢Ãƒ »Ã‚ ¸Ãƒ ¶Ãƒâ€¦Ã‚ ©ÃƒÅ'à ¯ÃƒÅ'à ¥Ãƒ Ã‚ µÃ‚ µÃƒâ€žÃ‚ ±Ãƒ ¤Ã‚ »Ã‚ ¯Ã‚ ¹Ãƒ ½Ã‚ ³ÃƒÅ' ºÃƒ Ãƒâ€¢Ãƒâ€™Ã‚ µÃ‚ ½Ãƒâ€™Ã‚ »Ã‚ ¸Ãƒ ¶Ã‚ ¸Ãƒâ€žÃ‚ ¸Ãƒ ¯Ã‚ µÃƒâ€žÃƒâ€¢Ãƒ ½ÃƒË†Ã‚ ·Ã‚ ³Ãƒ ¶Ã‚ ·Ã‚ ¢Ã‚ µÃƒ £ÃƒÅ Ãƒâ€¡Ã‚ ºÃƒÅ" ±ÃƒËœÃƒâ€™Ã‚ ªÃ‚ µÃƒâ€žÃ‚ ¡Ã‚ £ÃƒÅ Ãƒâ€šÃƒÅ Ã‚ µÃƒâ€°Ãƒ Ã‚ £Ã‚ ¬Ãƒâ€¢Ãƒ ¢Ãƒ Ã‚ ©ÃƒÅ½ÃƒÅ ÃƒÅ'à ¢Ã‚ £Ã‚ ¬Ã‚ ±ÃƒË†ÃƒË†Ãƒ §Ãƒâ€ Ã‚ ½Ã‚ ¾Ãƒ ¹Ã‚ ·Ãƒâ€"Ã…Ã ¤Ãƒ Ãƒ Ã‚ µÃƒËœÃ‚ £Ã‚ ¬Ã‚ ·Ãƒâ€"É ¢Ã‚ µÃƒâ€žÃƒ Ãƒ Ã‚ µÃƒËœÃ‚ ¹ÃƒÅ"Àà ­Ã‚ £Ã‚ ¬Ãƒ Ãƒ Ã‚ µÃƒËœÃ‚ ºÃƒ Ãƒ Ã‚ ¬Ã‚ µÃƒâ€žÃ‚ ²Ã‚ »ÃƒÅ½ÃƒË†Ã‚ ¶Ã‚ ¨Ãƒ Ãƒâ€Ã‚ ºÃƒ Ãƒ Ãƒ ·Ãƒ Ã‚ ¨Ãƒâ€™Ãƒâ€Ã‚ ¼Ã‚ °Ãƒ Ã‚ §Ãƒâ€žÃƒÅ" µÃƒâ€žÃ‚ ²Ã‚ »Ãƒâ€"à £Ã‚ £Ã‚ ¬Ã‚ ¶Ã‚ ¼ÃƒÅ Ãƒâ€¡Ãƒâ€œÃƒâ€°Ãƒâ€™Ã‚ »Ã‚ ¸Ãƒ ¶Ãƒâ€žÃ‚ £Ã‚ ºÃƒ ½Ã‚ ²Ã‚ »Ãƒâ€¡Ãƒ ¥Ã‚ µÃƒâ€žÃƒ Ãƒ Ã‚ µÃƒËœÃƒâ€¹Ãƒ ¹Ãƒâ€œÃƒ ÃƒË†Ã‚ ¨Ã‚ ²Ãƒ ºÃƒâ€°Ãƒ ºÃ‚ µÃƒâ€žÃ‚ ¡Ã‚ £Ãƒâ€™Ã‚ »Ã‚ µÃ‚ ©Ãƒ Ãƒ Ã‚ µÃƒËœÃƒâ€¹Ãƒ ¹Ãƒâ€œÃƒ Ãƒâ€¢ÃƒÅ¸ÃƒË†Ã‚ ·Ã‚ ¶Ã‚ ¨Ã‚ £Ã‚ ¬Ãƒâ€ Ãƒ ¤Ãƒâ€Ã‚ ­Ãƒâ€Ãƒ ²Ãƒâ€°Ãƒ Ã‚ µÃƒâ€žÃƒâ€¹Ãƒ ¹Ãƒâ€œÃƒ ÃƒË†Ã‚ ¨  µÃƒÆ' µÃ‚ ½ÃƒË†Ã‚ ·ÃƒË†Ãƒ Ã‚ £Ã‚ ¬ÃƒË†Ã‚ »Ã‚ ºÃƒ ³Ã‚ £Ã‚ ¬ Ã…Â ©ÃƒÅ'à ¯Ã‚ µÃƒâ€žÃ‚ ¹ÃƒÅ"Àà ­Ã‚ £Ã‚ ¬Ãƒâ€šÃƒ ²Ãƒâ€šÃƒ ´Ã‚ £Ã‚ ¬Ãƒâ€"à ¢Ãƒ ÃƒÅ¾Ã‚ £Ã‚ ¨Ã‚ °Ãƒ ¼Ãƒâ‚¬Ã‚ ¨Ãƒâ€¦Ã‚ ©ÃƒÆ'à ±Ãƒâ€¡Ã‚ ©Ã‚ ¶Ã‚ ©Ã‚ ºÃƒ Ãƒ Ã‚ ¬ÃƒË†Ã‚ ¡Ã‚ µÃƒÆ' ¼Ã‚ ¯ÃƒÅ'à ¥Ãƒ Ãƒ Ã‚ µÃƒËœÃ‚ ºÃƒ Ã‚ ¸Ã‚ ´Ãƒâ€¡Ã‚ ©[ÔÙÇ ©Ã‚ £Ã‚ ¬Ãƒâ€" ªÃƒâ€¡Ã‚ ©]ÒÑ ¾Ã‚ ­Ãƒâ€¡Ã‚ ©Ã‚ ¹Ãƒ ½Ã‚ ºÃƒ Ãƒ Ã‚ ¬Ã‚ µÃƒâ€žÃƒ Ãƒ Ã‚ µÃƒËœÃ‚ £Ã‚ ©Ã‚ £Ã‚ ¬Ãƒâ€™Ãƒâ€¦Ã‚ ´Ã‚ «Ã‚ ºÃƒ Ã‚ ´Ã‚ ¦Ãƒâ‚¬Ãƒ ­ÃƒÅ½Ã‚ ªÃƒâ€Ãƒ ¹Ãƒâ€œÃƒ «ÃƒÅ½Ãƒ ¯ --- Ëà ¹Ãƒâ€œÃƒ Ãƒâ€¢Ãƒ ¢Ãƒ Ã‚ ©Ã‚ ºÃƒ Ãƒâ€ Ãƒ ¤Ãƒâ€¹Ãƒ »Ãƒâ€™Ã‚ »Ãƒ Ã‚ ©Ã‚ ¹ÃƒÅ"Àà ­Ã‚ ºÃƒ Ãƒ Ãƒ ·Ãƒ Ã‚ ¨Ãƒâ€°Ãƒ Ã‚ µÃƒâ€žÃƒÅ½ÃƒÅ ÃƒÅ'à ¢Ã‚ ½Ã‚ «Ã‚ »Ãƒ ¡Ãƒâ€œÃ‚ ­ÃƒË†Ãƒ Ã‚ ¶Ãƒ ¸Ã‚ ½Ãƒ ¢Ã‚ ¡Ã‚ £ Sticking to and perfecting collective ownership  ¼Ãƒ ¡Ã‚ ³Ãƒâ€"à Ãƒ ªÃƒâ€°Ãƒâ€ Ã‚ ¼Ã‚ ¯ÃƒÅ'à ¥Ãƒâ€¹Ãƒ ¹Ãƒâ€œÃƒ Ãƒâ€"Æ As to the direction of future reform in China's rural farmland ownership, there have been controversial views from academic circles and the agricultural sector, both of whom have come forth with many different ideas. These include the nationalization of rural farmland, reform and improvement of the existing collective ownership of rural land, private ownership of farmland as well as a system of mixed ownership. Ãâ€"à Ãƒâ€œÃƒÅ¡Ãƒâ€"à Ã‚ ¹Ãƒ ºÃƒâ€¦Ã‚ ©ÃƒÅ'à ¯Ãƒâ€¹Ãƒ ¹Ãƒâ€œÃƒ ÃƒË†Ã‚ ¨Ã‚ µÃƒâ€žÃƒÅ½Ã‚ ´Ãƒâ‚¬Ã‚ ´Ã‚ ¸Ãƒâ€žÃ‚ ¸Ãƒ ¯Ã‚ ·Ã‚ ½Ãƒ Ãƒ ²Ã‚ £Ã‚ ¬Ãƒâ€œÃƒ Ãƒâ‚¬Ã‚ ´Ãƒâ€"ÔÑ §ÃƒÅ Ãƒ µÃ‚ ½Ãƒ §Ã‚ µÃƒâ€žÃƒâ€œÃƒ Ãƒâ€¢Ãƒ ¹Ãƒâ€™Ãƒ ©Ã‚ µÃƒâ€žÃ‚ ¸Ãƒ ·Ãƒâ€"Ãâ€" ¼Ãƒ »Ã‚ ½Ãƒ ¢Ã‚ ºÃƒ Ãƒâ€¦Ã‚ ©Ãƒâ€™Ã‚ µÃ‚ ²Ã‚ ¿Ã‚ µÃƒâ€žÃ‚ ¹Ãƒâ€ºÃ‚ µÃƒ £Ã‚ £Ã‚ ¬Ãƒ Ã‚ ½Ãƒâ€¢ÃƒÅ¸Ã‚ ¶Ã‚ ¼Ã‚ ´Ãƒ ¸Ãƒâ‚¬Ã‚ ´Ã‚ ¸Ãƒ ·Ãƒâ€"Ô ²Ã‚ »Ãƒ Ã‚ ¬Ã‚ µÃƒâ€žÃƒ Ãƒ ­Ã‚ ¶Ãƒ  Ãƒâ€™Ãƒ ¢Ã‚ ¼Ãƒ »Ã‚ ¡Ã‚ £Ãƒâ€ Ãƒ ¤Ãƒâ€"à Ã‚ °Ãƒ ¼Ãƒâ‚¬Ã‚ ¨Ãƒâ€¦Ã‚ ©Ã‚ ´Ãƒ ¥Ãƒ Ãƒ Ã‚ µÃƒËœÃ‚ µÃƒâ€žÃ‚ ¹Ãƒ ºÃƒâ€œÃƒ Ã‚ »Ã‚ ¯Ã‚ £Ã‚ ¬Ã‚ ¸Ãƒâ€žÃ‚ ¸Ãƒ ¯Ã‚ ºÃƒ Ã‚ ¸Ãƒâ€žÃ‚ ½Ãƒ ¸Ãƒ Ãƒâ€" ´Ãƒ ¦Ã‚ µÃƒâ€žÃƒâ€¦Ã‚ ©Ã‚ ´Ãƒ ¥Ãƒ Ãƒ Ã‚ µÃƒËœÃ‚ ¼Ã‚ ¯ÃƒÅ'à ¥Ãƒâ€¹Ãƒ ¹Ãƒâ€œÃƒ Ãƒâ€"Æ £Ã‚ ¬Ãƒâ€¹Ã‚ ½ÃƒË†Ãƒâ€¹Ãƒâ€¦Ã‚ ©ÃƒÅ'à ¯Ãƒâ€¹Ãƒ ¹Ãƒâ€œÃƒ Ãƒâ€"Æ £Ã‚ ¬Ãƒâ€™Ãƒâ€Ã‚ ¼Ã‚ °Ãƒâ€™Ã‚ »Ãƒâ€"Ãâ€" »Ãƒ ¬Ã‚ ºÃƒ Ãƒâ€"ÆËà ¹Ãƒâ€œÃƒ Ãƒâ€"Æ µÃƒâ€žÃƒÅ'à ¥Ãƒ Ã‚ µÃ‚ ¡Ã‚ £ Based on the characteristics of China's rural land resources and its people-land relationship, the direction of reform in the country's rural land system should be the quest for a form of collective public ownership characterized by a new relationship in property rights (under the precondition of the collective public ownership of land) for the purpose of enhancing the clarity in the relationship of collective land property rights.

Modern Day Hero Essay

H. English 12 February 27, 2013 Hines Ward as a Modern Hero There are very few people in the world today we can consider heroes. These people are almost always brave, honest, compassionate, and smart. These qualities can all be found in Hines Ward. The things that make him a modern hero are his outstanding football career, dedication to charity, and perseverance for equality. Hines Ward would have never been able to achieve any of his goals or aspirations without his football career. It is the vessel that carried him forward in life, and it is what put him on top.Ward started out at a small high school in Atlanta, and then he went to The University of Georgia where he was drafted to the professional football team, the Pittsburgh Steelers. Ward was easily one of the best receivers to play in the NFL by far. In an article written about one of Wards hits where he broke Keith Rivers jaw, Larry Brown says â€Å"Lesson be learned: always go hard and stay on your toes when you’re oc cupying the same space as Hines Ward. Otherwise you’re going to wind up hurt. † (Brown).Just the idea that other players would have to pay attention to a singular player shows his ability. Even if Wards big hits weren’t enough, he is also one of eight people in NFL history to achieve a landmark 1,000 receptions. Hines is also the second player to have 1,000 receptions while also having multiple Super Bowl wins. Ward has been in multiple Super Bowls. In Super Bowl XL, he was recognized as the game’s MVP. Ward caught five passes for 123 yards, and had a touchdown. Even though he won this, he was still as humble as ever.Ward dropped a pass, and in an interview his teammate and quarterback Ben Roethlisberger said â€Å"Hines was going to kill himself because he dropped a touchdown pass. But you know what? He came out and made plays when he had to and that's what he does. † (Super Bowl XL MVP). Ward is and forever will be one of the best players to play the game. There will never be many players who can match his intensity and ability. Although Ward ended up in a not so obscure place, he started very close to the bottom. He was born in Seoul, South Korea to his African American father nd his Korean mother. They moved to Atlanta, and his father left their family. Ward worked his way up from the bottom and had to deal with many obstacles along the way. Ward is very dedicated to helping other people overcome the same obstacles he himself overcame. In South Korea, Ward had to deal with discrimination due to being a mixed race child. After Ward became a professional football player, he was compelled to start a charity that would help deal with the issue of mixed-race discrimination in Korea and everywhere else.Ward called his charity The Hines Ward Helping Hands Foundation. Ward not only donates money, but much of his time to his foundation. In an interview about his charity Ward said â€Å"When I went to Korea and saw, firsthand, the biracial children, I could easily identify with them and they embraced me, like a hero. I do not want to let them down. I want to encourage them by providing them with resources and programs that will enhance their lives and chances for success in life. † (Interview with Eric Kuhn). Ward clearly wants to do his best to help these kids.He shows perseverance and helps to provide these underprivileged children with hope for their future. Other traits that make a modern hero are humility and a positive attitude. Ward is a player that demonstrates both. He is one of the hardest hitting players in the NFL, and one of the most humble. Ward says that â€Å"It's like my mother still tells me, ‘Always be humble, and never forget where you came from. My story is kind of a perfect story, of how I was able to overcome all that. Maybe some other kids can use that as motivation. † (Hines Ward).Ward knows how lucky he is to have all the opportunities he was granted, and he doesnà ¢â‚¬â„¢t take these opportunities lightly. Ward also has a very positive attitude. Many players recall after hitting him, or being hit by him that he always had a smile on his face. In a play against the Seahawks, Ward caught a pass and ran into the endzone for a touchdown. It wasn’t the play that was extraordinary, but it was how Ward made the play. He ran the ball in the whole way, smiling. The NFL even took the picture taken of him making the play and made it into one of their go to advertisement pictures for the next year.The NFL put it on a raft of official publications the next year; it was that iconic, that unusual. â€Å"The NFL put it on a raft of official publications the next year; it was that iconic, that unusual. † (Collier). This one picture shows off Wards entire football career. Ward is just a regular guy, playing the game he loved every day, and doing it all with a smile on his face. He is an inspiration and a role model for all young people to look up to. Ward is easily one of the best people to ever play football, both on and off the field.His positive attitude mixed with his humble upbringing and overall ability is what makes him a modern day hero. Ward retired from the NFL with an unparalled dedication to his team. â€Å"Hines Ward believes he can still play football. The longtime Pittsburgh wide receiver known for his high-wattage smile and his bone-crunching blocks just couldn't stomach the thought of doing it in some strange uniform on some strange field with nary a Terrible Towel in sight. † (Hensley). Ward retired with dignity as an all-time best Steelers receiver, and he is a person that everyone can find some inspiration in.

Arnold’s Touchstone Method Essay

Arnold’s touchstone method is a comparative method of criticism. According to this method, in order to judge a poet’s work properly, a critic should compare it to passages taken from works of great masters of poetry, and that these passages should be applied as touchstones to other poetry. Even a single line or selected quotation will serve the purpose. If the other work moves us in the same way as these lines and expressions do, then it is really a great work, otherwise not. This method was recommended by Arnold to overcome the shortcomings of the personal and historical estimates of a poem. Both historical and personal estimate goes in vain. In personal estimate, we cannot wholly leave out the personal and subjective factors. In historical estimate, historical importance often makes us rate a work as higher than it really deserves. In order to form a real estimate, one should have the ability to distinguish a real classic. At this point, Arnold offers his theory of Touchstone Method. A real classic, says Arnold, is a work, which belongs to the class of the very best. It can be recognized by placing it beside the known classics of the world. Those known classics can serve as the touchstone by which the merit of contemporary poetic work can be tested. This is the central idea of Arnold’s Touchstone Method. Matthew Arnold’s Touchstone Method of Criticism was really a comparative system of criticism. Arnold was basically a classicist. He admired the ancient Greek, Roman and French authors as the models to be followed by the modern English authors. The old English like Shakespeare, Spenser or Milton were also to be taken as models. Arnold took selected passages from the modern authors and compared them with selected passages from the ancient authors and thus decided their merits. This method was called Arnold’s Touchstone Method. However, this system of judgement has its own limitations. The method of comparing passage with a passage is not a sufficient test for determining the value of a work as a whole. Arnold himself insisted that we must judge a poem by the ‘total impression’ and not by its fragments. But we can further extend this method of comparison from passages to the poems as whole units. The comparative method is an invaluable aid to appreciation of any kind of art. It is helpful not merely thus to compare the masterpiece and the lesser work, but the good with the not so good, the sincere with the not quite sincere, and so on. Those who do not agree with this theory of comparative criticism say that Arnold is too austere, too exacting in comparing a simple modern poet with the ancient master poet. It is not fair to expect that all hills may be Alps. The mass of current literature is much better disregarded. By this method we can set apart the alive, the vital, the sincere from the shoddy, the showy and the insincere.

A Rhetorical Analysis of Claude McKays Africa

A Rhetorical Analysis of Claude McKay's Africa In this critical essay, student Heather Glover offers a concise rhetorical analysis of the sonnet Africa by Jamaican-American writer Claude McKay. McKays poem originally appeared in the collection Harlem Shadows (1922). Heather Glover composed her essay in April 2005 for a course in rhetoric at Armstrong Atlantic State University in Savannah, Georgia. For definitions and additional examples of the rhetorical terms mentioned in this essay, follow the links to our Glossary of Grammatical Rhetorical Terms. Africas Loss of Grace by Heather L. Glover Africa1 The sun sought thy dim bed and brought forth light,2 The sciences were sucklings at thy breast;3 When all the world was young in pregnant night4 Thy slaves toiled at thy monumental best.5 Thou ancient treasure-land, thou modern prize,6 New peoples marvel at thy pyramids!7 The years roll on, thy sphinx of riddle eyes8 Watches the mad world with immobile lids.9 The Hebrews humbled them at Pharaohs name.10 Cradle of Power! Yet all things were in vain!11 Honor and Glory, Arrogance and Fame!12 They went. The darkness swallowed thee again.13 Thou art the harlot, now thy time is done,14 Of all the mighty nations of the sun. Keeping with Shakespearean literary tradition, Claude McKay’s â€Å"Africa† is an English sonnet relating the short but tragic life of a fallen heroine. The poem opens with a lengthy sentence of paratactically arranged clauses, the first of which states, â€Å"The sun sought thy dim bed and brought forth light† (line 1). Referencing scientific and historical discourses on humanity’s African origins, the line alludes to Genesis, in which God brings forth light with one command. The adjective dim demonstrates Africa’s unlighted knowledge prior to God’s intervention and also connotes the dark complexions of Africa’s descendants, unspoken figures whose plight is a recurrent subject in McKay’s work. The next line, â€Å"The sciences were sucklings at thy breasts,† establishes the poem’s female personification of Africa and lends further support to the cradle of civilization metaphor introduced in the first line. Mother Africa, a nurturer, raises and encourages the â€Å"sciences,† actions that foreshadow another brightening of the world to come in the Enlightenment. Lines 3 and 4 also evoke a maternal image with the word pregnant, but return to an indirect expression of the African and African-American experience: â€Å"When all the world was young in pregnant night / Thy slaves toiled at thy monumental best.† A subtle nod to the difference between African servitude and American slavery, the lines complete an encomium of Africa’s success before the advent of â€Å"new peoples† (6). While McKay’s next quatrain does not take the drastic turn reserved for the final couplet in Shakespearean sonnets, it clearly indicates a shift in the poem. The lines transform Africa from enterprise’s champion to its object, thereby placing the Mother of Civilization into an antithetically lower position. Opening with an isocolon that stresses Africa’s changing positionâ€Å"Thou ancient treasure-land, thou modern prize†the quatrain continues to demote Africa, placing agency in the hands of â€Å"new peoples† who â€Å"marvel at thy pyramids† (5-6). As the cliched expression of rolling time suggests the permanency of Africa’s new condition, the quatrain concludes, â€Å"thy sphinx of riddle eyes / Watches the mad world with immobile lids† (7-8). The sphinx, a mythical creature often used in caricatures of Egyptian Africa, kills anyone who fails to answer its difficult riddles. The image of a physically and intellectually challenging monster risks undermining the gradual degradation of Africa that is the poem’s theme. But, if unpacked, McKay’s words reveal his sphinx’s lack of power. In a demonstration of anthimeria, the word riddle acts not as a noun or verb, but as an adjective that invokes the sense of perplexity usually associated with riddles or to riddle. The sphinx, then, does not invent a riddle; a riddle makes a confused sphinx. The â€Å"immobile lids† of the dazed sphinx frame eyes that do not detect the mission of the â€Å"new people; the eyes do not move back and forth to keep the strangers in constant sight. Blinded by the activity of the â€Å"mad world,† a world both busy and crazed with expansion, the sphinx, Africa’s representative, fails to see its imminent destru ction. The third quatrain, like the first, begins by retelling a moment of Biblical history: â€Å"The Hebrews humbled them at Pharaoh’s name† (9). These â€Å"humbled people† differ from the slaves mentioned in line 4, proud slaves that â€Å"toiled at thy monumental best† to construct an African heritage. Africa, now without the spirit of her youth, succumbs to a lowly existence. After a tricolonic list of attributes linked with conjunctions to convey the magnitude of her former excellenceâ€Å"Cradle of Power! [†¦] / Honor and Glory, Arrogance and Fame!†Africa is undone with one short, plain phrase: â€Å"They went† (10-12). Lacking the elaborate style and obvious devices contained throughout the poem, â€Å"They went† powerfully understates Africa’s demise. Following the pronouncement is another declarationâ€Å"The darkness swallowed thee again†that connotes discrimination of Africans based upon their skin color and th e failure of their â€Å"dark† souls to reflect the light offered by the Christian God in line 1. In a final blow to Africa’s once shining image, the couplet offers a scathing description of her present state: â€Å"Thou art a harlot, now thy time is done, / Of all the mighty nations of the sun† (13-14). Africa thus seems to fall on the wrong side of the virgin mother/tainted whore dichotomy, and the personification formerly used to sing her praises now condemns her. Her reputation, however, is saved by the couplet’s inverted syntax. If the lines read â€Å"Of all the mighty nations of the sun, / Thou art the harlot, now thy time is done,† Africa would be rendered a wayward woman worthy of scorn because of her licentiousness. Instead, the lines state, â€Å"Thou art the harlot, [†¦] / Of all the mighty nations of the sun.† The couplet suggests that Europe and America, nations enjoying the Son and the â€Å"sun† because they are predominantly Christian and scientifically advanced, pimped Africa in their quests to own her. In a clever positioning of words, then, McKay’s Africa does not fall from grace; grace is snatched from Africa. Work Cited McKay, Claude. Africa.† Harlem Shadows: The Poems of Claude McKay. Harcourt, Brace and Company, 1922. 35.

“Catcher in the Rye” and “Rebel without a cause” Essay Essay Example

â€Å"Catcher in the Rye† and â€Å"Rebel without a cause† Essay Essay Example â€Å"Catcher in the Rye† and â€Å"Rebel without a cause† Essay Paper â€Å"Catcher in the Rye† and â€Å"Rebel without a cause† Essay Paper Essay Topic: The Catcher in the Rye When one both reads Catcher in the Rye and sees Rebel Without a Cause. he or she can’t aid but inquire if the authors. Nicholas Ray and J. D. Salinger. someway knew each other. or if one author copied the thoughts of the other. Jim Stark and Holden Caulfield. the two chief characters of the narratives. have so much in common that if they of all time met one another. they would instantly go friends. The chief subject that applies to both plants is adolescent rebellion. Holden and Jim seem to acquire into problem frequently. which affects many different facets of their lives. including their friends. household. school. location. and self-image. Holden’s and Jim’s parents have really similar attitudes towards their kids. They both appear to botch their kids indefinitely. a common show of parents during the 1950’s. Jim’s male parent mentioned that he bought Jim everything he wants. including a auto and bike. Holden said that his female parent had late sent ice skates to his school for him. Besides. both parents show embarrassment of their children’s delinquent behaviour. Neither Jim’s nor Holden’s male parents are good function theoretical accounts for their boies. Jim feels that his male parent is cowardly. weak. and a poulet. Holden’s male parent isn’t of all time about. since Holden is ever at one get oning school or another. Furthermore. both boies feel misunderstood by their parents. The major difference between Holden’s and Jim’s households is that Holden’s parents trade with his jobs by directing him off to prep schools. whereas Jim’s parents seek to be more involved in their son’s life and travel with him from town to town. A minor difference in their households is that Jim is an lone kid. but Holden has three siblings. Holden does non truly hold any friends. He invariably criticizes and complains about the people he interacts with. seldom has anything positive to state about them. and does non see anyone his existent friend. Jim tries to do friends with the childs at his new school. but merely succeeds in deriving two existent 1s. Plato. who is a societal castaway at school. leaps at the opportunity to go Jim’s friend. Judy. nevertheless. makes merriment of Jim with her friends until her fellow. Buzz. is killed. Then. she seeks comfort in Jim and they fall in love. Both the Jim and Holden feel like castawaies. which is a major portion of their rebellion. However. where Jim tries to suit in and is rejected by his equals. Holden does non do such efforts and he is the 1 who rejects his schoolmates. Neither Holden nor Jim fit into their schools. Holden has a batch of academic jobs. although he appears to be a reasonably intelligent male child. Jim. on the other manus. has societal jobs. In his old schools. he had a inclination to crush up childs for naming him poulet. He besides feels the demand to maintain his award. and hence take part in the â€Å"chickie fight† against Buzz. which leads to Buzz’s decease. Holden seems to set in really small to no attempt in his school assignment and adjustment in. He doesn’t truly care that he flunks out of his categories. Jim’s academic life wasn’t truly portrayed in the movie. but he did seek to suit in. When he was scolded for walking over the school’s insignia. he felt really regretful about it. Therefore. Jim is non ever deliberately rebellious. but Holden’s rebellion is calculated. Jim’s and Holden’s emotional confusion affect their lives likewise. Both are highly misunderstood by both the populace and their ain households. Although they appear to be rebellious and tough. both have a more sensitive inside. They suffer from disaffection from their households and equals. but Jim decidedly strives towards credence while Holden does non. If Catcher in the Rye had been made into a film. James Dean would hold been the perfect histrion to play the portion of Holden. since his portraiture of Jim was so precise.

Freshman Checklist What to Take with You to Dorm

Freshman Checklist What to Take with You to Dorm Many first-year students are excited about entering college and moving out of the parents house to start an adult living. If you are one of those students who are about to move into a dorm but have no idea what you should take with you, this article is just for you. How Many Clothes You Need Some students overestimate their need in clothes or everyday necessities. Others, in their turn, underestimate it. If you dont know how many clothes you should take with you, think this way: define how many times per month you will be able to do your laundry and take just as much as you need for this period plus a little extra. For example, if you are planning on doing your laundry twice a month, you will need as many clothes as you will wear for two weeks plus an outfit or two just in case. A lot of former students also recommend to take no more than two suitcases of clothes. However, suitcases can vary in size, so its hard to tell if you will have enough of clothes this way (or too many of it). By the way, we have a few tips for you on how to pack your things and organize them. You should also always consider going home to get more stuff or return some of it back. For example, students who have an opportunity to travel home for weekends, holidays, or breaks can easily take much fewer clothes. They also can take only seasonal garments and bring them back home to take what they need for the next season. Basics Every student needs to take not only their clothes but also the basic things which they will use every day. The list of such items may vary depending on your needs and habits. However, usually the checklist of necessary things for dorm will look something like this (we created this post in the form of a convenient checklist, so you can just print this page): Bedding A pillow (better two of them) and a set of pillowcases A comforter or a duvet Duvet covers A mattress protector (if you can also buy a mattress topper, that will be excellent you never know what bed you will get and how bad the mattress will be) Sheets (at least two of them, but four is better) BathLaundry Shower towels (at least 2 of them) Shower flip-flops (because you dont want to be barefoot in a dorm shower) A bathrobe A shower caddy A small mirror Hair care products and a comb A liquid body wash and a mesh sponge (soap bars become messy and also you dont want to drop it or put on a shelf in a communal shower) Dental care products Toilet paper and wet wipes (better take a lot) Feminine products A razor A laundry detergent A drying rack (if there are no dryers in your dorm laundry room) You can also take a laundry basket or hamper. However, you can use a big plastic bag to store your dirty clothes (which will take less space), so there is no reason to buy and take one with you. Kitchen Tools A few plates, a bowl, a mug, and silverware (because you will definitely want some ramen at 3 AM) Paper towels A can and bottle opener A water filter A coffee maker (also can be used to boil water for tea and ramen) or an electric kettle A hot pot cooker (if allowed) Food containers Also, you might need: A mini-fridge (even if you have a communal fridge, its always better to have a few drinks right in your room) A microwave (if allowed) A water bottle School Supplies Spiral notebooks Binders Notebook paper Plain paper Pens and pencils An eraser A stapler with a pack of staples An agenda or a planner Scissors Sticky notes Folders A hole puncher Paper clips A calculator A ruler Highlighters Also, you might need: A backpack (or any bag that you will take with you) A desk lamp Desk organizers (for your notes and assignments) A USB-drive Other Useful Necessities: An extension cord Earplugs (because sometimes your roommate might be too noisy) Headphones A laptop with a charger A phone with a charger Storage boxes/bins (which you can put under your bed to save some space) Hangers and clothes organizers (there are a lot of different space saving hangers) Hooks for clothes, bath towels, etc. (you will definitely need a few of them) A door stop A fan Room Decor Christmas lights (they always look good in any dorm room and instantly make one more cozy and stylish. By the way, check out our article on how to make your dorm room neat and beautiful) A bean bag chair A rug A plant Some posters What Things You Might Not Think of But Which You Will Need Some things that might be not that obvious to put into your packing list. However, some of the following items are crucial to be taken with you as you will definitely need them even if you dont think so now. Such things might be: A nail file and clippers Tweezers A multi-tool (in case you need to fix something in your room) A stain remover Room air freshener Cleaning cloth A multi-purpose cleaner A dustbuster A mop Extra batteries A first-aid kit An eye-mask (for situations when your roommate is up, but you need to sleep). An umbrella Many students admit that when they were going to the dorm for the first time, they didnt know for sure what things they will actually need for their everyday life. As a result, they packed too many unnecessary things that caused some difficulties later. For example, you might get a small room which wouldnt fit all your belongings, or you might have to move out sometime, and will have too much stuff to take with you. So, think twice before packing anything. You might also consider talking to your future roommate (if you know who you will live with) and decide who will bring what and other roommate rules and deals. For example, you dont really need to have two mops in your room; also, you both can use one coffeemaker. So, you can easily save some space in your room and some money.

Humans Screwed Up Essays - Anthrozoology, Free Essays, Term Papers

Humans Screwed Up Essays - Anthrozoology, Free Essays, Term Papers Humans Screwed Up PEOPLE ARE THE MOST DISGUSTING CREATURES ON THE FACE OF THE EARTH. YET WE ARE CLASSIFIED AS ANIMALS. ANIMALS, IN THE SENSE THAT WE TEND TO THINK OF THEM IN, AS NON-HUMAN ANIMALS, ARE BEAUTIFUL WHERE WE COULD NEVER BE. HUMANS ARE THE ONLY ANIMALS THAT TRULY ALTER THEIR ENVIRONMENT AND MAKE THEMSELVES A COMPLETELY ARTIFICIAL LIVING SPACE. WE PAVE OVER OUR FIELDS AND PLOW DOWN OUT FORESTS. WE PILLAGE THE WORLD THAT WE MUST LIVE IN AND ESSENTIALLY TURN IT INTO A CEMENT AND TAR WASTELAND. PEOPLE KILL FOR NO REASON AND COMMIT MURDER, EVEN UNTO THEIR OWN KIND. ANIMALS ON THE OTHER HAND SIMPLY LIVE. THEY CONSUME ONLY WHAT THEY MUST TO SURVIVE AND THEY LEAVE THE REST ALONE. A LION THAT ISNT HUNGRY, FOR EXAMPLE, WONT KILL. ANIMALS MAY BUILD HOMES, BUT THEY ARE BIODEGRADABLE HOMES THAT DONT CLUTTER AND DESTROY THE LANDSCAPE. ANIMALS LIVE IN PEACE AND HARMONY AND THEY NATURALLY BALANCE EACH OTHER OUT. THERE IS A CIRCLE OF LIFE THAT WOULD BE MUCH MORE CIRCULAR IF HUMANS WERENT THERE TO STRETCH IT AND MOLD IT TO SUIT OUR FANCY. THE HUMAN IS BLOODTHIRSTY, IT DESTROYS ITS SURROUNDINGS AND EVENTUALLY ITSELF, AND YET WE CLAIM TO BE THE INTELLIGENT LIFE FORMS OF THE PLANET. THE GIFT OF A LARGER BRAIN CAPACITY HAS TURNED OUT TO BE A PANDORAS BOX, WE USE IT BECAUSE WE CANT HELP IT, AND IT CAUSES NO GOOD. MAYBE IT IS THAT THE CAPACITY TO THINK HASNT BEEN USED ENOUGH. OR PERHAPS IT IS THAT PEOPLE CANT THINK ANYMORE WHEN THEY LIVE IN AN ENVIRONMENT THAT THINKS FOR THEM. IT SEEMS THAT THE GIFTS GIVEN TO US HAVE CAUSED US TO BE CORRUPT DESTROYERS OF ALL LIFE. HUMANS COULD TURN AROUND AND BE THE FORCE THAT SAVES LIFE IF WE COULD CARE JUST A LITTLE BIT MORE AND THINK A LITTLE BIT ABOUT WHAT WE CREATE AND WHAT EFFECT IT WILL HAVE. IF WE COULD CONSIDER THE LYNX THAT PATROLS THE WOODS AND RELIES ON THE SMALLER LIFE THEN MAYBE WE WOULD NOT BUILD A ROAD THERE WHERE POLLUTANTS AND TRAFFIC CAN KILL ALL OF THE WILDLIFE. PERHAPS FOR EVERY THING THAT WE TAKE FROM NATURE WE CAN GIVE SOMETHING BACK. FOR EVERY ACRE OF LAND WE PAVE OVER WE SHOULD REPLANT A FOREST ON ANOTHER ACRE OF LAND THAT WE PREVIOUSLY TOOK. IT IS FAIRLY IMPROBABLE THAT ANY OF THAT WILL HAPPEN IN THE FUTURE THOUGH, NEAR OR FAR. HUMANS ARE STUBBORN AND STUCK IN THEIR WAYS. ANIMALS EVOLVE WHERE WE DONT. IF THEY HAVE TO CHANGE IN ORDER TO SURVIVE THEN THEY DO OR ELSE THEY DIE. DARWINS NATURAL SELECTION REMOVES THE SPECIES THAT ARENT FIT FOR THIS WORLD AND MAYBE THAT MEANS HUMANS WILL BE REMOVED SOON. ONE CAN ONLY HOPE SO, FOR THE SAKE OF THE REST OF THE PLANET. WOULDNT IT BE FUNNY TO SEE THE ANIMALS TAKE OVER ALL THE PLACES THAT HUMANS ONCE CALLED HOME? WE COULD LOOK DOWN FROM ABOVE AND SEE PIGS SLEEPING IN OUR BEDS, AND IT WOULD SET US IN OUR PLACE- NOT HERE, AS WE EXIST NOW.

On the 26th of July you came to Investing Money Ma Essays

On the 26th of July you came to Investing Money Ma Essays On the 26th of July you came to Investing Money Management with $50,000 dollars with the primary goal to maximize the value of your portfolio. The conditions that you requested were that at least one share must be purchased in each Category (Health Care/ Finance, Energy/ Materials, Tele/Info Tech/ Utilities and Retail/ Industrials) and no more than 30% must be invested in a certain category. With these conditions in mind I selected 15 Shares in each category from the ASX 200 through interest and broker suggestions. These 15 shares in each category were narrowed down to 3-6 in each category through basic chart analysis, Individual watch lists for each category were then set up so I can monitor these selected shares. A watch list is a list of shares being monitored for potential trading or investing opportunities. Through the watch list monitoring, The Market index suggestions and the analysis of the charts I was then able to further narrow down my selection to 1 in each category. As you can see here in the Health and Finance sector RHC was chosen even though brokers suggest that it should be held because it indicates a constant price and I felt this would make a positive long term share. I then moved on to select an Energy and Materials share which turned out to be FBU. This one was chosen because it was strongly suggested that it should be bought by the Market Index which is obviously a positive sign. In the Telephone, Tech info and Utilities sector ACX was selected. ACX was a suggested buy because of it's low price and through analysis of charts my expectation at the time for future gain was what made me choose this share The last sector I was required to invest in as the Retail and Industrials Sector. SYD was selected for many of the same reasons as RHC. It was chosen even though brokers suggest that it should be held because it indicates a constant price These were then put into a separate watch lists and bought them on the 5/08 and placed into transactions and holdings tables. 196 RHC shares were purchased at $76.34 per share, which as you can see on the table here on the transactions table were valued at $14962.64 plus brokerage of $30, which came to a total of $14992.64. Next 1933 ACX Shares were purchased at $7.76 a share coming to $15000.08 in value and a total of $15030.08 including brokerage. 1385 FBU shares were purchased at $9.02 per share making the total cost (including brokerage) $12522.70. The last share bought on the 5/08 was SYD where 1000 shares were bought valued at $7.34 per share valued at $7340 making the total cost $7370. After these initial purchases the cash balance came to $84.58. Then on the 11/08 I used a technique called technical analysis which is the study of investor behaviour and its effect on price movements in the markets to make a decision as to which shares I would hold or sell. Through this process I had decide to sell 2 shares SYD and ACX. The ACX share chart indicated that it should either be held or bought, however because of its plummet not long before I wanted to stop loss and sell this shares because my lack of vision for it. For this share I received $15008.74 of which I was going to use to purchase another. Then SYD was sold as it was very close to the support line which indicates a strong buy, however I didn't see enough potential in this share which Is why I sold the Sydney Airport (SYD) share. For SYD share I received $7350 of which I would again, later use for another purchase. When selecting a New Telephone, Info Tech and Utilities share, Fundamental Analysis was used as well as Technical analysis to finalise and further justify the decision. When looking at fundamental analysis The higher the EPS the better the company is performing, the lower the P/E Ratio the better the company seems to be performing and the higher the dividend yield the better. As you can see in this table, AST has the best result in every criterion.

Terbium Facts - Tb Facts

Terbium Facts - Tb Facts Get Tb facts or terbium facts and figures. Learn about the properties of this important element: TerbiumBasic Facts Atomic Number: 65 Symbol: Tb Atomic Weight: 158.92534 Discovery: Carl Mosander 1843 (Sweden) Electron Configuration: [Xe] 4f9 6s2 Element Classification: Rare Earth (Lanthanide) Word Origin: Named after Ytterby, a village in Sweden. Terbium Physical Data Density (g/cc): 8.229 Melting Point (K): 1629 Boiling Point (K): 3296 Appearance: soft, ductile, silvery-gray, rare-earth metal Atomic Radius (pm): 180 Atomic Volume (cc/mol): 19.2 Covalent Radius (pm): 159 Ionic Radius: 84 (4e) 92.3 (3e) Specific Heat (20Â °C J/g mol): 0.183 Evaporation Heat (kJ/mol): 389 Pauling Negativity Number: 1.2 First Ionizing Energy (kJ/mol): 569 Oxidation States: 4, 3 Lattice Structure: Hexagonal Lattice Constant (Ã…): 3.600 Lattice C/A Ratio: 1.581 References: Los Alamos National Laboratory (2001), Crescent Chemical Company (2001), Langes Handbook of Chemistry (1952), CRC Handbook of Chemistry Physics (18th Ed.) Return to the Periodic Table

Impact of Aids on Children and Families in Africa Essay

Impact of Aids on Children and Families in Africa - Essay Example The World Health Organisation has estimated that every year about 5 million new people become infected with the HIV / AIDS virus. The prevention of HIV / AIDS mostly involves educating individuals including those of the gay community about dangers of sex without precautions. Testing and identification of HIV / AIDS victims, along with their appropriate care should be a part of the public health programs to arrest the spread of HIV / AIDS in African children and families within a community. There are costs associated with prevention programs for arresting the spread of HIV / AIDS in African children and families. Resources for the prevention of the spread of HIV / AIDS in African children and families virus are limited and those funds that are available are insufficient for meeting all the prevention needs in most communities. The cost of the HAART treatment includes the cost of AZT, Lamivudine and Nevirapine required for the first line treatment or the cost of Didanosine, Stavudine, Lopinavir, and Ritonavir for the second line of treatment. Pediatric costs associated with the treatment of HAART are presently h ighly variable (Geffen, 2003, Pp. 12 - 20). This paper shall study the impact of Aids on children and families in Africa. ... Pediatric costs associated with the treatment of HAART are presently highly variable (Geffen, 2003, Pp. 12 - 20). Aims and Objectives of Research This paper shall study the impact of Aids on children and families in Africa. This paper shall study the depth of the problem and the various ways and means, which can be adopted in order to mitigate the devastating impact of this un-curable disease. It shall also aim at analysing information from these areas in order to make the paper more relevant to the ground realities and shall discuss the various tools and techniques, which can be adopted in order to psychologically strengthen the disheartened and deplorable conditions of the patients and their families. Research Problems This paper shall try to answer the following research problems: 1) Analyse the impact of Aid on Children 2) Analyse the impact of Aid on Families 3) Analyse the reasons behind the rampant spread of this disease 4) Suggest changes in environment and culture needed to bring about an improvement in the current situation 5) Provide recommendations on the studied literature and research Chapter 2: Literature Review Studies by international organisations including the World Bank have determined that successful HIV / AIDS prevention and treatment programs on the national level, which are being funded by international efforts, require government commitment at the highest level with a partnership between the public and the private sector. Attempts towards prevention should be started early and there should be cooperation and collaboration between the community and religious leadership. There is a requirement for a forward looking, comprehensive and multi-sectoral response and community participation in the formulation of government policy is

Information system High School Essay Example | Topics and Well Written Essays - 250 words

Information system High School - Essay Example It employs effective communication between the project team and the end-users. Project management practices when used properly, effectively and efficiently would address the problems encountered during the project life cycle. This paper covers the potential problems and the different best practices for an IT project. IT professionals and specialists are considered optimists and often assume that everything will go smoothly and as planned (Wiegers, 1998). They never worry about problems until they happened. This attitude often leads to unwanted surprises which might throw the project off track. In order to prepare for potential risks on the project and its implementation, the project management team shall create a formal risk management process. A formal risk model provides a structured mechanism to identify and control threats. The team can collaboratively address their shared risks and assign responsibility for risk reduction. Members can bring together their experience and knowledge in order to identify opportunities to control the risks. The best practices for tapping members' know-how are brainstorming, education, process improvement and application of software engineering and management techniques (Kliem & Ludin, 2000).

Uranium Mining in Western United States and its Effects Research Paper

Uranium Mining in Western United States and its Effects - Research Paper Example The element, uranium, occurred in ores mined for extraction of other minerals, especially carnonite. After the First World War and during the second war, uranium received a lot interest as an element. This write up follows the development of uranium mining as a by-product, to the exhaustive processing of uranium containing ores in search of uranium in later years. Uranium received such great interest because of its properties. Uranium decays with the release of energy and other particles; this makes it useful in nuclear weaponry and in production of electricity. Uranium was pursued for both reasons to a varied degree. This research paper investigates the circumstances that led to the uranium rush. The mining of uranium has numerous effects to both human beings and the environment. The writer of this paper reviews the chronological but enduring effects of uranium mining in the western United States. It investigates the ecological, social-cultural and health effects of uranium mining i n the western states. The importance of uranium and the role it has played in the development of the US cannot be belittled. Nevertheless, the lack of due care in the mining and processing of uranium ore resulted to varied adverse effects. Some of these effects have been around for several decades and are not yet over. Due to the long half-life of uranium, thorium and radon, their deposits take millions of years to reduce to safe levels. Additionally, the presence of a water-soluble uranium isotope made it easy for the spread of radionuclides from the mining districts to other states. Geography of western United States Western US covers the greater half of the country. It is divided into pacific states, west coast, mountain states, western Texas, and the mid west. The first group includes Alaska, California, Hawaii, Oregon, and Washington while the west coast refers to California, Oregon, and Washington. The mountain states include Arizona, Colorado, Idaho, Montana, Nevada, New Mexico, Utah and Wyoming. T he Midwest includes Kansas, Nebraska and South Dakota among others. (Energy-net) The western region features a wealthy but intricate tectonic history. This includes volcanoes, extension and compression. The Colorado flat terrain is at the centre of this region. The deformed Rocky Mountains (north), southern Rocky Mountains (northeast), Rio Grande rift (east), and the basin and range (south and west) surround the plateau. The plateau consists of gently tilted blocks of monoclines (Fagbola 2007, p. 1-8). The Colorado plateau extends to about 130,000 square miles. It is in Colorado, New Mexico, Utah and Arizona. Precambrian and metamorphic rocks form the basement of the plateau. Colorado’s basic topography can be demarcated threefold. The eastern part consisting of plains, the

Life Lessons From The Brady Bunch Essay Example | Topics and Well Written Essays - 1500 words

Life Lessons From The Brady Bunch - Essay Example It not only generates new ideas and values but also transmits them to the younger generation. The family is the basic unit of society. In our contemporary society, we find many television programs involving families in different settings in different situations. One can say that almost all the possible issues and predicaments have been portrayed in the screen. For an inquisitive mind such as mine, it becomes interesting to find out how these shows affect the general public. In this study, our attempt will be to examine the relationship between a television program- The Brady Bunch - and its implications to the viewing public. I will be primarily concerned in determining to what degree The Brady Bunch has served as a mirror for society and a medium for transformation or conformity. The concept of "The Brady Bunch" started back in 1966 when Sherwood Schwartz (the creator and producer of the show) heard that somewhere between 20-30% of all families had at least one child from a previous marriage. He wrote a 30-minute pilot episode about a blended family; a man with three boys marries a lady with three girls and in the end they all go on the honeymoon together. He also had prepared several story ideas about the kids and their growing-pains and problems arising due to the new living situation. (Moran, 1992) Moran (1992) further relates that when the s... Yet, the program stands as one of the most important sitcoms of American 1970s television programming, spawning numerous other series on all three major networks, as well as records, lunch boxes, a cookbook, and even a stage show and feature film. The decided emphasis of the series on the Brady children made it very popular among younger audiences. ABC capitalized on this appeal, programming the show early on Friday evenings. This popularity also resulted in various attempts to create other profitable spin-off products: "The Brady Kids," a pop rock group (patterned on "The Archies" and "The Partridge Family"), a Saturday morning cartoon called The Brady Kids (1972-74), and regular appearances of the young actors and actresses (particularly Maureen McCormick and Christopher Knight), in teen fan magazines. Bellefante (1995) also relates that following its initial network run, The Brady Bunch became inordinately popular in rerun syndication. This success can be attributed in part to children's afternoon-viewing patterns. Often programmed as a daily "strip" in after-school time periods, the show found new viewers who had not previously seen the series. The age distribution of the cast may have created appeal among a range of young viewers, and as they aged they were able to take a more ironic viewing stance toward the entertainment of their childhood. The ongoing success of the Brady characters has continually brought them back to television. The Brady Bunch Hour, produced by Sid and Marty Krofft from 1976-1977 on ABC, had the family hosting a vividly-colored disco-oriented variety series. The Brady Brides, on NBC in 1981, was a half-hour sitcom about Marcia and Jan as they dealt with their new husbands and the trials of being married. In December 1988, CBS aired the

Public Sphere Theory Essay Example | Topics and Well Written Essays - 1250 words

Public Sphere Theory - Essay Example Thereby, the public sphere makes possible the emancipation of its participants. In his The Structural Transformation of the Public Sphere, Habermas presents a socio-historical study of the rise, structure and disintegration of the public sphere. He ascribes the disintegration of public dialogue to the predominance of instrumental reason, that is, of a means-end rationality, in contemporary societies. This orientation has led to the impoverishment of cultural tradition and normative structures, on which individuals draw in the process of coming to an understanding. From the critical perspective, the concepts of public sphere and debate are intrinsically connected, because the latter usually constitutes a prerequisite for public sphere to form. Simultaneously, the focus on rationality in the theory of public sphere constitutes an important characteristic and has significant impact on public discourse. Ideas articulated by Jrgen Habermas provide one with guidance to understand the problem of rationality in public sphere and discourse. According to Bohman, Habermas developed a two-level social theory that includes an analysis of communicative rationality and a theory of modern society and modernization. From the critical perspective, the final goal of any public discourse or interaction is a mutual recognition and understanding, not the debate itself. Consequently, interaction cannot be rationalized according to the strategic selection of means, but has to be rationalized based on the reciprocal expectations that guide interaction. Habermas (1979) emphasizes that Whereas the rationalization of purposive-rational action depends on the accumulation of true (empirically or analytically true) knowledge, the rationalizable aspect of communicative action has nothing to do with propositional truth; but has everything to do with the truthfulness of intentional expressions and with the lightness of norms (p.119) Thus, when Habermas speaks of "rationalizing" public discourse, he does not mean imposing a pre-existing set of values, such as those presented by the concept of reason. Rather, Habermas understands by rationalization the process of freeing public debate from those forces that distort communication. These forces thereby prevent the attainment of consensus or agreement arrived free from coercion. In an attempt to define the process of coming to an understanding, Habermas differentiates communicative action from communicative act. A communicative act involves the sharing of factual information and the coordination of action. Communicative action, on the other hand, employs language as a means towards reaching understanding. To this end, participants must have acquired what Habermas terms, communicative competence. That is, participants not only must be able to form grammatically coherent sentences, but must also have developed the ability of critical reflection. He had described this process as the starting point of socio-cultural development in Towards a Reconstruction of Historical Materialism. Now, it becomes a prerequisite for social change and, of course, public discourse and public sphere formation. Whereas communicative acts remain indifferent to the motivations informing statements, communicative act

HEALTH LAW AND ETHICS Essay Example | Topics and Well Written Essays - 250 words - 16

HEALTH LAW AND ETHICS - Essay Example Still, should value and regard fair guidance and advice, which in turn creates a favourable environment for employees. Thirdly, love and kindness are paramount as it creates a corporate culture through extending love and compassion that eventually promotes ethical decision-making. Facilitating ethical behaviour with attitudes and values requires one to have alignment among behaviour, attitudes, and values. Lastly, it is important to make decisions based on justice and fair consideration of facts. An administrator can encourage accountability and social responsibility in health care organizations by doing the following. First, administrators should be facilitators in health care organizations to ensure that employees carry out their duties as ought to do. Secondly, they should handle daily personnel problems and patient complaints to promote a favourable environment. To promote social responsibility, administrators should deal with individuals one on one to detect any undesirable behaviour that may deteriorate rules and regulations of a health care organization. Thirdly, it expected that administrators should relinquish critical decision to physicians. As a result, this encourages accountability, as one understands his or her duties and responsibilities. Following this, developing the above mentioned skills create a platform towards making effective decisions and delegating managerial tasks

Assessment Assignment Example | Topics and Well Written Essays - 750 words

Assessment - Assignment Example The NAEP has ensured a variety of adjustments in schools since its inception. To increase its scope of application, the Congress has ensured that NAEP gains popularity by providing facilities required in ensuring that it is fully operational. The National Assessment tool is the preferred tool because of its universality since it can be used to compare methods of teaching alongside comparing performance in almost all parts of the world. NAEP as an assessment tool works under the principle of random selection. When it is used, students from various schools are randomly selected within each state to be part of the assessment. The assessments are often conducted in areas such as reading, science, arts and other disciplines in the United States since it is the region which uses the method mostly. NAEP has been widely used in the United States by the Education Department since 1969 (Jay 177). The major purpose of the assessment is to enable education policy makers, parents and the media to analyze students’ progress in various subjects so that deductions can be made to improve the education system or general classroom performance. During the assessment, not all the students are engaged in the process. Only selected students are chosen for participation to act as sample. The sample of students are picked from all public schools in the US and non public schools because the major aim is to enable all students demonstrate in depth knowledge and skills learnt by performing numerous scale scores. The National Assessment of Educational Progress is probably one of the best assessment tools in the world. It reports data results for the entire country hence enables the government compare results for the states against the results of the entire country. The trend of the results which is used nationally to compare academic progress of students between the ages 9 to about 17 are often reported at the state level rather than at school or individual level in order to avoid a situation where schools are competing for grades. One advantage of using this method as an assessment tool is that biasness is reduced because of the fact that random selection is used in assessment. The random selection ensures that no state school whether public or non public gain more advantage over the other. The results are not printed for the schools or individuals. This makes the assessment tool the best method and tool in conducting assessment since it avoids biasness and eliminates rivalry due to the fact that there is no competition involved (Ryan &Shepard 227). During the process of conducting the assessment, it is not just based on short and prolonged responses; rather, other methods used also include multi choice and oral method applications. The results of the assessment tool are compiled by the Education Department in states in the entire nation to compare the results of the students in both public and private schools. Such results are compiled using tables or scalab le vector graphics stored as slides in soft copy or printed in hard copy. Other than trying to compare results for each school within one academic year, it can be used to compare changes in performance of students from one year to the other. The results can be shown or reported using maps. After the release of the results, they can as well be used when doing analytical procedures that will help in improving the

History Term Paper Example | Topics and Well Written Essays - 1000 words

History - Term Paper Example The imperialistic world has been replaced by the ideals of sovereignty and self determination, where a nation-state is more powerful than anything else. The international political scenario has transformed into a nation-states system where every state has a defined territory and any breach in the territory of one`s state is considered as illegal and unlawful. The governance of the empires has been replaced by concepts like Mutually Assured Destruction and the governance of democratic states as all states are under the oath of UN. As for the economy, earlier the colonizers were the sole resource owners of the world, and to fulfill their industrial appetite, resources were being transferred to the hegemonic states. As for now, no state has the right to the resource of any other state. The barter system has been exchanged by monetary reserves which define the financial state of any nation. The cultural variables have also been re-defined to a great extent. The white man burden implied t hat the colonial white masters were the superior race and they had the burden of civilizing the inferiors they were ruling. Nowadays, the ethical concerns are of huge importance and every global citizen irrespective of their race, caste or origin is equal to any other citizen of the world. Thus, it is only sane to say that the world of 2015 is definitely in every sense better than the world of 1500`s. To prove the point that the world of 2015 is better than the world of 1500`s in many aspects, the era needs to be discussed in detail to understand the ideals followed during that time as opposed to those found in the recent times. 1500`s was the era when the trade routes were recently discovered by the European travelers like Vasco da Gama and Christian Columbus. These trade routes opened way towards Asia, Africa and even America where colonies were explored and due to the naval superiority and higher development owned by Europeans, they claimed to right to the resources of the world. This was the time when the Europeans believed that their white skin color owed much to the higher intellect and better culture due to which it was their responsibility to teach the non-whites and train them by ruling them. Thus, they started forming colonies where they were the sole land owner as well as the human resource owners where the locals of the area were being treated like aliens and inferiors. This way the colonizers started attaining right over all resources and these lands started becoming rich. The world system was being governed by the rule of â€Å"might is right† (Currie 2001). Since the Europeans were the first to explore the far off lands and had the naval superiority to rule the colonies, they claimed right over the resources of the world. Thus, economy and politics was interlinked during that era as the colonizers attained resources like silk, gold, silver, coal, cotton, spices etc from the colonies and developed their economies accordingly. Moreover, the y developed the strategy of â€Å"divide and rule†, and by virtue of this rule they destroyed the cultures of the locals. Thus, the principles of self rule and ethics were absent from the mindsets of the colonial masters. Religion was thougwh the supreme power by virtue of which the pope controlled the power of the state, and inflicted political power by virtue of