Compare And Contrast Beowulf And King Arthur - 901 Words

Since the beginning of time, on every corner of the earth, there have been heroes who possess traits that make them important gifts to the world. The specific qualities that heroes possess influence their own lives and those of the people around them, specifically like the heroes in the epic â€Å"Beowulf† and the novel The Once and Future King. Each trait that Arthur and Beowulf possessed impacted major events in their lives, such as defeating Grendel in â€Å"Beowulf† or removing Excalibur from the stone in The Once and Future King. In both literary pieces, Arthur and Beowulf embark on quests in order to save their people. For both heroes, the effects of their actions differed, as well as many key happenings throughout their journeys. Both†¦show more content†¦The way in which these heroes fought their battles reveals their strengths and weaknesses. Beginning in Beowulf’s first quest, his bold personality allows him to undertake his task head on and wi th bravery. When Beowulf fights Grendel, he is daring and noble enough to fight the monster without any weapons. If Beowulf had a weak personality he would not have been courageous enough to fight Grendel without weapons although he does mention that it is the honorable thing to do. During Beowulf’s final quest he willingly fights the dragon for his people although he knows he will die doing so. â€Å"...---a king, before, but now / A beaten warrior.† Beowulf’s strong personality allowed him to be noble whereas Arthur’s frail personality did not allow him to stand up for what he knew was right. Arthur’s wife Guenever was involved in an affair with his best friend Lancelot. Knowing that this was occurring, Arthur failed to address the issue, slowly causing him to become a sad old king. Arthur was also much weaker than Beowulf because Arthur failed to overcome the temptation of Queen Morgause, thus committing incest. Not only does the strength of ea ch character affect their quests, it also affects the use of symbolism through the sword in each tale. The importance of the sword in both stories plays a major role in the development of the character traits of each hero. In the epic â€Å"Beowulf†, there are two important swords, Hrunting given to Beowulf by Unferth, a coward, and theShow MoreRelated Compare and contrast images of heroism in these two poems. Essay1421 Words   |  6 PagesCompare and contrast images of heroism in these two poems. Heroism is a trait that we seem to have no problem identifying, yet when asked to define what a hero is a myriad of answers emerge. This phenomenon is not unique to today’s society; the definition of a hero is something that is constantly under revision and debate. An example of this can be seen in two older pieces of English literature: Beowulf, written circa 750-900, and Sir Gawain and the Green Knight, written circa 1375-1400Read MoreEssay on Ideal Women vs Real Women in Beowulf and The Wife of Bath1486 Words   |  6 Pageschallenges a man belief; and does not symbolize perfect women. In the epic poem Beowulf majority of the characters are males; with the exception of a few females in the poem. When going back to the information of the women in Beowulf; there are some concepts that define women. One is being that women have assertive and firm role. The mother of Grendel is a female character that becomes a threat to the Danes, as well as Beowulf. Then it became clear, Obvious to everyone once the fight was over, ThatRead MoreThe Sonnet Form: William Shakespeare6305 Words   |  26 PagesShakespeare’s Sonnets William Shakespeare The Sonnet Form A sonnet is a fourteen-line lyric poem, traditionally written in iambic pentameter—that is, in lines ten syllables long, with accents falling on every second syllable, as in: â€Å"Shall I compare thee to a summer’s day?† The sonnet form first became popular during the Italian Renaissance, when the poet Petrarch published a sequence of love sonnets addressed to an idealized woman named Laura. Taking firm hold among Italian poets, the sonnet

Economic Questions Free Essays

Because of scarcity, every nation is faced with â€Å"The 3 K eye Economic Questions: Who – consumes the goods services produced in society? â€Å"For whom? ‘ is a public choice question. All economic systems must determine e which goods and services will be available for public use and which for private use. What -?goods services should be produced? â€Å"What to produce? ‘ is an allocation question. We will write a custom essay sample on Economic Questions or any similar topic only for you Order Now All economic systems must date ermine how to allocate productive resources in the form of land (natural resources/ raw materials), labor (work for which we earn pay) and capital (human education job training) (physical buildings, equipment tools). How – should goods services be produced? â€Å"How to produce? † is an efficiency question. All economic systems must deter mine how goods and services will be produced. How do different economic systems respond to the 3 Key Economic questions ? First of all, we need to define exactly what an â€Å"Economic System† is: The institutional framework of formal and informal rules that a society uses t o determine what to produce, how to produce and how to distribute goods and services. Another, more popular term for economic system is economy. An economy, o r economic system, is he structural framework in which households, businesses, and governments undertake the production and consumption decisions that allocate limited resources to satisfy unlimited wants and needs. An economic system is primarily characterized by its key institutions, especial y those relating to the ownership and control Of resources and the means Of production. Two realtor economic systems that differ based on key institutions are capitalism and communism. Capitalism is an economic system in which ownership and control is largely in private hands (b genuineness and households), as opposed to public hands (government). One of the key institute actions underlying capitalism is private property rights. Communism, in contrast, is an economic system in which ownership and control predominately rests with government. Socialism is a the rid noted economic system that borrows institutions from both capitalism and communism. Economic systems can be categorized according to who makes most Of the De concisions in an economy. Most economies can generally categorized as one of two kinds: ; Market Economy An economy that relies on a system of interdependent market prices to local tee goods, services, and productive resources and to coordinate the diverse plans of con mummers and producers, all of them pursuing their own selflessness. ; Command Economy An economy in which most economic Issues of production and distribution AR e resolved through central planning and control. So, how do different economic systems respond to the three basic economic questions? In a socialist or command system, the central authority determines what, how, an d for whom goods and services will be produced. A Mixed System incorporates elements of both corn and and market systems in determining answers to the three questions. Mixed economies wit h Strong market monuments also include a public goods and services sector, just as command economies like Cuba include a private goods and services sector. In a market economy, most of the decisions in the economy about what to pr educe, how to produce it and who receives it are made by individuals and firms. At the other end of the spectrum: In a command economy, government officials make most of the decisions in t he economy about what to produce, how to produce it and who receives it. Most economic systems also contain elements of tradition or repeating decide ions in ways made at an earlier time or by an earlier generation. Today, nearly all economies are actually mixed, in that some economic decisions are made by individuals and private firms, but some e are also made by government officials, either through rules and regulations or through govern mentored firms. The U. S. Economy leans toward the marionettes side of the spectrum. An economy like Cuba or North Korea is near the command economy side of the spectrum. Buy t the dividing line between market and command economies in most nations is blurry rather the an bright. Market Economies (â€Å"Capitalism Capitalism is undoubtedly at the top of any list of economic systems operating in the modern world. This system is based on: (1) private appropriative ownership of resource recess and the means of production, (2) individual illiberality freedom on the part of the resource o Wieners to use their resources as they see fit, and (3) competitive markets system of relatively co imitative markets. Ender capitalism, governments establish the basic rules of the game and are responsible for the production of public goods, but the vast majority of resource allocation De concisions are undertaken by individuals, as either consumers or producers. The United States is one of the more noted examples of capitalism. However, most modern industrialized economies of Europe, A sia, North America, and South America operate under capitalism. Command Economies (â€Å"Socialism†) In theory, socialism is the transition between capitalism and communism and is based on: (1) government ownership of resources and the means of production, (2) worker control of government, and (3) income distributed according to needs. As practiced in the real world, socialism is an economic system based on (1) nationalized intergovernmental ownership and control 01 of key industries and (2) central polycrystalline detailed, but not comprehensive, resound:e local ion decision making by the central government. Ender real world socialism, governments exert extensive control over resource e allocation decisions, primarily involving key industries such as transportation, energy pr deduction, communication, and health care. While Sweden exemplifies modern socialism, several Europe an nations have practiced varying forms of socialism over the decades. Command Economies (â€Å"Communism†) In theory, communism is an economic system based on : (1) a classless society , (2) common ownership of resources, (3) no government, and (4) income distributed accord ins to needs. How to cite Economic Questions, Papers Economic Questions Free Essays string(55) " as well as the Chinese people and the Chinese nation\." QUESTION 1 What are the THREE (3) basic economic questions that all economies must answer? Describe the differences in the way capitalism and socialism answer these questions. Scarcity, Choices, Opportunity Costs We live in a finite world. No matter how seemingly bountiful the quantity of our natural resources may be or how carefully human try to conserve them, if we keep using them, they eventually are going to run out. We will write a custom essay sample on Economic Questions or any similar topic only for you Order Now Our tastes for goods and services are virtually limitless and this creates scarcity. Like the Rolling Stones song says, â€Å"You can’t always get what you want. Because we can’t have it all, we’re forced to make choices. When we making a particular decision, we forsake opportunity to choose the alternative option. Briefly, opportunity cost analysis is an important part of decision making process. All economies must decide WHAT to produce, How to produce and FOR WHOM to produce with its limited resources. These are the three basic economic questions that every society must consider when making choices. 1) What goods and services will be produced? – 2) How will they be produced? 3) For whom will they be produced? Economic system refers to the way in which the society solves the basic economic problems of scarcity of resources. Different economic systems have addressed the three basic questions in radically different ways. [Samuelson 2005, pg. 7] Capitalism In a capitalist system, economic questions are answered by buyers and sellers at mutually agreeable terms. Capitalism refers to an economic system based on a free market, open competition and profit motive in which property is owned by either private individuals or corporation. Capitalism encourages private investment and business, compared to a government-controlled economy. In a capitalist economic system most productive assets are held by private owners, and most decisions regarding production and consumption is made by the use of ‘price mechanism’ in the market rather than government fix. Most prices are determined by the interchange of numberless and typically anonymous buyers (demand) and sellers (supply) within a competitive markets. The law of supply and demand is what drives the free market economy. Supply and demand is what sets the prices of goods and services in the free market economy. As supply goes up the prices go down. When the demand goes up the prices go up. Due to low government control, people are free to spend their money the way they want to. Capitalism thus suggests a system of economic regulation that involves minimal government involvement. The authorities do not have a say in the economic decisions of individuals. Some examples of countries close to capitalism are The United States of America, Germany, and England. Under fully developed capitalism, like in the USA, it is the class of capitalists that exploits the class of workers. [FLVS, 2000-2006](Online) Socialism On the other end of the spectrum is a socialist system. The answers to the basic economic questions are made by a central authority, usually the government. Socialism is an economic system whereby the means of production are seized and monopolized by the government without compensation to the builders of the capital, and where investments, production, distribution, income, prices, and economic justice are subject to administer substantially by the government. Socialism seeks to prioritize human welfare over other goals, such as profit and wealth. In socialism, there is very little private property and the government is directed for all major economic decisions including prices. A central authority draws up plans that establish what will be produced and when, sets targets and objectives, and makes rules for allocation of resources accordingly to achieve the targets. Individuals are not allowed to take risks so there are no rewards to benefit from. China, Vietnam, North Korea and Cuba are example of socialist countries. Ranjeeta Prasad, May 2000](Online) QUESTION 2 For many years American referred to the peoples’ Republic of China as â€Å"Communist China. † Why would that label be misleading today? Communist China The Communist Party of China is the ruling political party of the People’s Republic of China. The Communist Party of China was founded in 1921 and the party was small at first, but grew intermittently through 1920s. It became formally allied with the Kuomingtang (KMT) in 1923. In 1927 the Communist Party of China split from the Kuomingtang party. The only major section of the party which survived was the section built around Mao Zedong. The Peoples’ Republic of China was regarded as Communist China. Since it was established in 1949, it has been led by the Communist Party of China. Chairman Mao is the founder of the People’s Republic of China in 1949 and one of the founders of the Chinese Communist party in 1921. He is known as one of the most prominent Communist theoreticians. The Communist Party of China takes Marxism-Leninism, Mao Zedong Thought, Deng Xiaoping Theory and the important thought of Three Represents as its guide to action. From 1921 to 1949, the Communist Party of China led the Chinese people in their tough armed struggle and finally succeeded in overthrowing the rule of imperialism, feudalism and bureaucrat-capitalism and establishing the People’s Republic of China (PRC). After the founding of the PRC, the CPC led the Chinese people of all ethnic groups in defending the independence and security of the country, successfully completing the transition from new democratic revolution to socialist revolution, carrying out systematic large-scale socialist construction, and achieving economic and cultural progress unparalleled in Chinese history. From 1979, the CPC began to carry out the reform and opening-up policy initiated by Deng Xiaoping. In more than two decades since the initiation of the reform and opening-up, China’s economic and social development has been crowned with remarkable success and the country has taken on a new look. This has been the best period since the founding of the PRC in which the Chinese people have reaped the most material benefits. The Communist Party of China is the forefront of the Chinese working class as well as the Chinese people and the Chinese nation. You read "Economic Questions" in category "Essay examples" It is the core of leadership for the cause of socialism with Chinese characteristics. The Party represents the development trend of China’s advanced productive forces, the orientation of China’s advanced culture and the fundamental interests of the overwhelming majority of the Chinese people (the Three Represents). The Chinese Economic Reform From Wikipedia, the free encyclopedia [Online], the Chinese Economic Reform refers to the program of economic reforms called â€Å"Socialism with Chinese characteristics† in the People’s Republic of China that were started in 1978 within the Communist Party of China led by Deng Xiaoping and are ongoing as of the early 21st century. The goal of Chinese economic reform was to create sufficient surplus value to finance the modernization of the mainland Chinese economy. The initial challenge of economic reform was to solve the problems of motivating workers and farmers to produce a larger surplus and to remove economic imbalances that were common in command economies. Economic reforms started in the late 1970s and early 1980s consisted of opening trade with the outside world, instituting the household responsibility system in agriculture, by which farmers could sell their surplus crops on the open market. The economic reforms of the late 1980s and early 1990s focused on creating a pricing system and decreasing the role of the government in resource allocations. The reforms of the late 1990s focused on closing unbeneficial enterprises and dealing with insolvency in the banking system. Chinese economic reform has been an economic success, generating over two decades of rapid economic growth. The standard of living of most Chinese has improved markedly since 1978. Throughout China one can observe the fast modernization of infrastructure, such as new superhighways, airports, and telecommunications conveniences. The first parts of Chinese economic reform involved implementing the household responsibility system in agriculture by which farmers were able to maintain surplus over individual plots of land rather than farming for the collective. This was followed by the establishment of Township and Village Enterprises (TVE’s), which were industries owned by townships and villages. The second phase of reform occurred in the 1980s and was aimed at creating market institutions and converting the economy from a government-controlled economy to market economy. This difficult task of price reform was achieved using the dual-track pricing system, in which some goods and services were allocated at state controlled prices, while others were allocated at market prices. At the end of 1988, in reaction to a surge of inflation caused by accelerated price reforms, the leadership introduced an austerity program. China’s economy regained momentum in the early 1990s. During a visit to southern China in early 1992, China’s paramount leader at the time, Deng Xiaoping, made a sequence of political pronouncements designed to refresh the process of economic reform. The 14th Party Congress later in the year backed Deng’s renewed push for market reforms, stating that China’s key task in the 1990s was to create a â€Å"socialist market economy. † The 10-year development plan for the 1990s stressed continuity in the political system with bolder reform of the economic system. . QUESTION 3 How far has China evolved into a market economy? To what degree has this evolution contributed to China’s economic growth? Effect of the Economic Reform Gross Domestic Product (GDP) GDP stands for Gross Domestic Product and is defined as the total market value of all the goods and services produced within the borders of a nation during a specified period. Since economic reforms, China’s economy has grown substantially faster than the pre-reform period (see Table 1). Chinese statistics show real GDP from 1979 to 2004 growing at an average annual rate of 9. 3%, making China one of the world’s fastest growing economics. Real GDP grew by 9. 5% in the first quarter of 2005. Time Period Average Annual % Growth 1960-1978 (pre-reform) 5. 1979-2004 (post-reform) 9. 3 1990 3. 8 1991 9. 3 1992 14. 2 1993 13. 5 1994 12. 7 1995 10. 5 1996 9. 7 19978. 8 1998 7. 8 1999 7. 1 2000 8. 0 2001 7. 3 2002 8. 0 2003 9. 1 2004 9. 1 2005 (first quarter) 9. 5 Table 1. China’s Average Annual Real GDP Growth Rates, 1960-2005* Economic Growth After 1949, the single most important policy objective of the Communist Party led by Mao Zedong was to make China politically uni ted, economically strong, and above all to eliminate poverty. Economic development over the period 1949-78 was very impressive. Apart from the three years of great food crisis in 1959-61, people’s living conditions were rarely much better than in the pre-1949 period. However, due to many political struggles, especially the Great Leap Forward Movement (1958-61) and the Cultural Revolution (1966-76), production incentives were covered up and the economy failed to perform to its potential [Lardy, 1983]. Economic growth in China since 1978 has been magnificent. People’s living standards has been improved. Rising incomes, however, have been unevenly shared among the people. In the early years of reforms (1978-84), massive growth in agricultural production and rural incomes was unleashed by the household production responsibility system and a great improvement in agriculture’s terms of trade. The following decade (1985-94), however, witnessed government’s unhelpful attitude towards rural prosperity, when state policies were geared towards supporting the urban economy and subsidizing state-owned enterprises. Fast growth of TVEs enabled the rural population to improve their living standards considerably. However, uneven development of TVEs has contributed to the ever growing inter-regional inequality among the rural population. In those provinces where TVEs have grown fast, rural people enjoy a similar lifestyle to that of their well off urban counterparts. However, in the backward and still largely agrarian areas, the improvement of living standards has been minor. Although official data show that 200 million people have been lifted out of poverty, when measured using the higher poverty line, China still has 170 million people living in poverty Employment Based on the overview of Wayne M. Morrison, 2005, China will enter a new era of building a moderately prosperous society in an all-round way in the first two decades of the 21st century. The Chinese Government is clearly aware that in this period the country will still face severe employment pressure due to various factors, such as the huge population base, age structure of the population, population migration, and the process of social and economic development. In the coming 20 years, China’s population above the age of 16 will grow by 5. million annually on average. By the year 2020 the total population of working age will reach 940 million. In the period of the Tenth Five-Year Plan (2001-2005), the population of working age is growing at the fastest rate, increasing by 13. 6 million annually on average. While the population of working age keeps increasing, there are now 150 million rural surplus laborers who need to be transferred, and over 11 million unemployed and laid-of f persons who need to be employed or reemployed. The contradiction between overall supply of and demand for labor is thus sharp, and the problem of structural unemployment, characterized by a mismatch between the quality of the Chinese labor force and job requirements, is becoming more and more conspicuous. However, in the early years of the 21st century there are many favorable conditions for solving China’s employment problem: The Chinese Government pays close attention to the problem of employment, adheres to the principle of putting people first, keeps to the concept of overall, coordinated, sustainable development and promotes the all-round development of society and man, thus aying an ideological basis for further solving the problem of employment. After many years of exploration and practice, the general policy for solving the employment problem has been settled, with a clear direction and matching measures, and a market-oriented employment mechanism has taken shape, thus providing guarantees in policy and mechanism f or solving the problem of employment. The economy keeps developing in a sustained, rapid, coordinated and healthy way, revenue is growing rapidly, the readjustment of the economic structure is progressing smoothly, enterprises are gaining better economic returns and tertiary industry is developing at a faster rate – all these will certainly contribute to increasing job opportunities. The implementation of the strategies for promoting the coordinated development of different areas, such as developing the western region, revitalizing old industrial bases in the northeast and other regions, promoting the rise of the central area, and encouraging faster development of the eastern area, as well as accelerated urbanization, will bring new opportunities for solving the problem of employment. With the in-depth implementation and improvement of various policies for increasing employment, the policy effects will be further released and the environment for employment and starting businesses will be further improved. Standard of Living Before 1949 the Chinese economy was characterized by widespread poverty, extreme income inequalities, and endemic insecurity of livelihood. By means of centralized economic planning, the People’s Republic was able to redistribute national income so as to provide the entire population with at least the minimal necessities of life and to consistently allocate a relatively high proportion of national income to productive investment. Equally important to the quality of life were the results of mass public-health and sanitation campaigns, which rid the country of most of the conditions that had bred epidemics and lingering disease in the past. The most concrete evidence of improved living standards was that average national life expectancy more than doubled, rising from around thirty-two years in 1949 to sixty-nine years in 1985 . [geographic. org] (Online) In 1987 the standard of living in China was much lower than in the industrialized countries, but nearly all Chinese people had adequate food, lothing, and housing. In addition, there was a positive trend toward rapid improvements in living conditions in the 1980s as a result of the economic reforms, though improvements in the standard of living beyond the basic level came slowly. Until the end of the 1970s, the fruits of economic growth were largely negated by population increases, which prevented significant advances in the per capita availability of food, clo thing, and housing beyond levels achieved in the 1950s. The second major change in the standard of living came about as a result of the rapid expansion of productivity and commerce generated by the reform measures of the 1980s. After thirty years of austerity and marginal sufficiency, Chinese consumers suddenly were able to buy more than enough to eat from a growing variety of food items. Stylish clothing, modern furniture, and a wide array of electrical appliances also became part of the normal expectations of ordinary Chinese families. How to cite Economic Questions, Essay examples

American And Nigerian Culture Essay Example For Students

American And Nigerian Culture Essay American and Nigerian CultureAmerican and Nigerian cultures are alike in some aspects of life, whilebeing dissimilar in other aspects. This idea is clearly exemplified when onecompares their own experience and knowledge of culture in America to thatdescription and portrayal of Nigerian culture as seen through Buchi Emechetasnovel, The Wrestling Match. Both of our societies can be looked at as parallel in how teenagers aretypically stereotyped, rivalry among towns/villages, and the attainment ofmanhood or maturity through experiences or accomplishments. Contrary to the similarity of the cultures, there are also some basicdifferences. One of the main distinctions is that we live in a technologicallyadvanced empire while Emecheta shows us that Nigerians are more typically aprimitive nation. No matter in what culture you find teenagers, they will probably bestereotyped. This is evident in the novel as well as in our own culture. Forexample, the Akpei people (neighbors to the nearby Igbuno village) havefound that someone has fished and trampled in their stream. ( This is a verybad thing because the vegetation and fish are now no longer available) The blameimmediately lands upon the Uma aya Biafra, or teenagers of Igbuno. There is noquestion, it is just assumed that teenagers were involved. (Unfortunately, Uche,a teenager from Igbuno, has committed this heinous crime). Also, when the peopleof Akpei find that someone is stealing from their huts, again without anyevidence, they surmise that teenagers are to blame. Lastly, Okeis ( Okei is ateen who lives in Igbuno and is the novels main character) Uncle Obi Agiliga isconvinced that the teenagers of Igbuno are setting an terrible immoral examplefor the upcoming generation. How many teenagers in our society have not had an immediate finger ofblame pointed at them when something happens or goes wrong? How many of us havenot been told what a terrible example we are setting for our younger siblings?Teenagers seem to be synonymous with rude, obnoxious, and difficult, stubborn,etc. Another similarity of cultures gleaned from Emechetas writing isreaction to rivalry. A very important event to the villages in the novel wasthe wrestling match which pits the Akpei Uma aya Biafra against the Igbuno Umaaya Baifra. There is much preparation of the athletes and many people attend. In addition, at the market, the Akpei people would not purchase produce fromJosephine Kwutelu and other girls also from Igbuno since they are from thecompetitors side. A similar event we have right here in the Pennridge Community is theannual Pennridge -Quakertown Football game. It generates quite a rivalry, muchtime is spent in preparation and many many people attend. Finally, in both Nigerian and American cultures, it is perceived thatmanhood is dependent upon certain achievements. The wrestling match symbolizesthe coming into manhood of the Nigerian teenager. Also, working on the farm withyour father in Nigeria is another step toward manhood. In America, a job, the right to vote, graduation from high school, andeven owning or driving a car seem to be thought of as indications of manhood ormaturity. Though our cultures seem alike in the above ways, they are verydifferent in their technological status. We in America enjoy computers, modems,faxes,video equipment, cellular phones, huge supermarkets, and discount stores,etc. These are not restricted only to city dwellers or the upper class, many ofthese things are commonplace. In Nigeria however, the bulk of the populationlives a much more primitive lifestyle without the advantages,privileges, andbenefits that these modern conveniences provide. ( Of course, they also do nothave the problems generated by these modern wonders).

Oliver Twist Essays (2313 words) - Charles Dickens, John Dickens

Oliver Twist Have you ever thought about how it would be to live in a time of poverty? How would life be if you were poor and did not know from where you would be getting your next meal? What would it be like to be forced to live in a workhouse? These are some of the questions you might ask yourself if you were living in early nineteenth century England. Dickens addresses these issues in his timeless masterpiece Oliver Twist. In the story of Oliver Twist, Dickens uses past experiences from his childhood and targets the Poor Law of 1834 which renewed the importance of the workhouse as a means of relief for the poor. Dickens' age was a period of industrial development marked by the rise of the middle class (Wagenknecht 219). In the elections brought about by the accession of William IV in 1830, the Tories lost control of the government. Assumption of power by the Whigs opened the way to an era of accelerated progress (Kaste 8). In this time period children worked just as much, if not more, than some of the adults. After 1833, an increased amount of legislation was enacted to control the hours of labor and working conditions for children and women in manufacturing plants. The Poor Law of 1834 provided that all able bodied paupers must reside in a workhouse (8). Widespread hostility was felt to the new law; many believed that life was harder in a workhouse than in prison (Rooke 22). The plan was successful from one standpoint, for within three years the cost of poor relief was reduced by more than one-third. However, this system was sharply censured. The increased prevalence of crime was attributed towards it. Inmates of the workhouses became objects of public stigma, and to further heighten the unpopularity of the institutions, living conditions were deliberately made harsh (Kaste 8). Poverty was at it's peak around this time in England. Houses were overcrowded, packed together in narrow streets and courts which were often piled deep in rotting refuse (Rooke 33). New problems of food and public health were faced by a parliamentary and economic system which was better suited to the eighteenth century. On June 20, 1837, Queen Victoria came to the throne of England as the long period of middle class ascendancy was gaining momentum (Kaste 8). The Victorian age, which this time period is often referred, comes from Queen Victoria. In 1840, it was thought that only twenty percent of the children of London had any form of schooling. The 1840s were years of crises. The character on English life was being transformed by industrial expansion and by great movements of population towards urban life. Charles Dickens was born in Landport, Portsea, on February 7, 1812. He was the second son of John Dickens. John Dickens was a clerk in the Navy pay office. His improvidence would eventually lead to imprisonment in the Marshalsea, a debtor's prison for debt (Hardy 41). As a child Charles Dickens explored London and the fascination that he felt for this booming city remained with him throughout his life (Rooke 15). Dickens received his first instruction from his mother and later attended regular schools in Chatham. When John Dickens, his wife, and their four children went to the debtor's prison, Charles Dickens didn't go. He soon became intimate with his father's small collection of literary classics. He also revealed early signs of genius. Dickens' recollections of early life were centered in Kent and he often regarded himself as a member of that region (Kaste 9). Dickens was sent to work at the age of twelve in Worren's Blacking Warehouse. After his father's release he went back to school.. When school was complete he went to work in an attorney's office. He spent much of his time exploring the busy and varied life of London and decided to become a journalist. He mastered a difficult system of shorthand and by March 1832, at the age of twenty, he was a general and parliamentary reporter. In 1829 he met and soon fell in love with Maria Bendnell, but her parents found him socially inferior (Hardy 41). Not long after, in 1836, he fell in love with and married Catherine Hogarth. They had ten children together. In 1858 Dickens fell in love with Ellen Terron, an actress. This was soon after Dickens and his wife Catherine separated, ending a long stream of marital difficulties. In1842, Dickens traveled to the United States hoping to find

5 Ways to Set Smothered Verbs Free

5 Ways to Set Smothered Verbs Free 5 Ways to Set Smothered Verbs Free 5 Ways to Set Smothered Verbs Free By Mark Nichol Nominalizations are nouns formed from verbs. Not that there’s anything wrong with that; various parts of speech are transmogrified into others as part of the process of language. But such creations, colloquially known as smothered verbs, can easily complicate sentences, leading to wordiness and passive construction. Enable for more dynamic prose by allowing verbs to breathe free. Here’s how to fix such overelaboration: 1. â€Å"The companies acted as financial sponsors for the shows featuring their character toys.† Step one: Find the suffocated verb. Sponsors can be a verb as well as a noun. But only one verb is necessary, so toss out the passive one (and any other extraneous words): â€Å"The companies sponsored the shows featuring their character toys.† 2. â€Å"The primary focus of this workshop is recent developments in computer scanning. The previous sample sentence started out well, but this one’s subject is not the main event. It’s all about the workshop, so let’s start there. For further fixes, remember this rule of thumb: If you can easily excise a verb that is a form of â€Å"to be† (often, as in this case, is), do it, because the unsmothered verb will always be stronger than the weak link that is is: â€Å"This workshop focuses on recent developments in computer scanning.† 3. â€Å"Before the commencement of the program, there was a brunch served for the guests.† Another weak link is the phrase â€Å"of the†; the simple solution is to reverse the order of the words preceding and following this phrase, change the noun to a verb, and ditch the two weak little words: â€Å"Before the program commenced, guests were served brunch.† (Note that I altered the second part of the sentence, too. Yes, I retained were, a form of â€Å"to be,† but the idea is to minimize, not eliminate, such verbs; you could write â€Å"guests ate brunch,† but though that phrase is more active, it doesn’t mean quite the same thing.) 4. â€Å"There was a strong disagreement between the two sides over the estimate of damages.† Weak sentences frequently have one feature in common: They start with â€Å"There is† or â€Å"There are.† Again, cut to the chase. Find the real subject and start there: â€Å"The two sides disagreed strongly over damage estimates.† 5. â€Å"The engineers could not provide an explanation for the malfunction.† What did the engineers hope to do? What action had they been expected to take? They set out to explain. So say that: â€Å"The engineers could explain the malfunction.† Phrases written on the model of â€Å"(verb) a/an (noun),† as here (â€Å"provide an explanation†) are signs of smothering. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:45 Synonyms for â€Å"Food†Yay, Hooray, Woo-hoo and Other AcclamationsWhat the Heck are "Peeps"?

Attack on Fort Sumter Began the Civil War in 1861

Attack on Fort Sumter Began the Civil War in 1861 The shelling of Fort Sumter on April 12, 1861 marked the beginning of the American Civil War. With the booming of cannons over the harbor in Charleston, South Carolina, the secession crisis gripping the country escalated into a shooting war. The attack on the fort was the culmination of a simmering conflict in which a small garrison of Union troops in South Carolina found themselves isolated when the state seceded from the Union. The action at Fort Sumter lasted less than two days and had no great tactical significance. And casualties were minor. But the symbolism was enormous on both sides. Once Fort Sumter was fired upon there was no turning back. The North and the South were at war. The Crisis Began With Lincolns Election in 1860 Following the election of Abraham Lincoln, the candidate of the anti-slavery Republican Party, in 1860, the state of South Carolina announced its intention to secede from the Union in December 1860. Declaring itself independent of the United States, the state government demanded that federal troops leave. Anticipating trouble, the administration of the outgoing president, James Buchanan, had ordered a reliable U.S. Army officer, Major Robert Anderson, to Charleston in late November 1860 to command the small outpost of federal troops guarding the harbor. Major Anderson realized that his small garrison at Fort Moultrie was in danger as it could easily be overrun by infantry. On the night of December 26, 1860, Anderson surprised even members of his own staff by ordering a move to a fort situated on an island in Charleston Harbor, Fort Sumter. Fort Sumter had been built after the War of 1812 to protect the city of Charleston from foreign invasion, and it was designed to repel a naval attack, not a bombardment from the city itself. But Major Anderson felt it was the safest place in which to place his command, which numbered less than 150 men. The secessionist government of South Carolina was outraged by Andersons move to Fort Sumter and demanded that he vacate the fort. Demands that all federal troops leave South Carolina intensified. It was obvious that Major Anderson and his men couldnt hold out for long at Fort Sumter, so the Buchanan administration sent a merchant ship to Charleston to bring provisions to the fort. The ship, Star of the West, was fired on by secessionist shore batteries on January 9, 1861, and was unable to reach the fort. The Crisis at Fort Sumter Intensified While Major Anderson and his men were isolated at Fort Sumter, often cut off from any communication with their own government in Washington, DC, events were escalating elsewhere. Abraham Lincoln traveled from Illinois to Washington for his inauguration. It is believed that a plot to assassinate him on the way was foiled. Lincoln was inaugurated on March 4, 1861, and was soon made aware of the seriousness of the crisis at Fort Sumter. Told that the fort would run out of provisions, Lincoln ordered ships of the U.S. Navy to sail to Charleston and supply the fort. The newly formed Confederate government kept up demands that Major Anderson surrender the fort and leave Charleston with his men. Anderson refused, and at 4:30 a.m. on April 12, 1861, Confederate cannon positioned at various points on the mainland began shelling Fort Sumter. The Battle of Fort Sumter The shelling by Confederates from several positions surrounding Fort Sumter went unanswered until after daylight, when Union gunners began returning fire. Both sides exchanged cannon fire throughout the day of April 12, 1861. By nightfall, the pace of the cannons had slowed, and a heavy rain pelted the harbor. When morning dawned clear the cannons roared again, and fires began to break out at Fort Sumter. With the fort in ruins, and with supplies running out, Major Anderson was forced to surrender. Under the surrender terms, the federal troops at Fort Sumter would essentially pack up and sail to a northern port. On the afternoon of April 13, Major Anderson ordered a white flag to be raised over Fort Sumter. The attack on Fort Sumter had produced no combat casualties, though two federal troops died during a freak accident at a ceremony after the surrender when a cannon misfired. The federal troops were able to board one of the U.S. Navy ships which had been sent to bring supplies to the fort, and they sailed to New York City. Upon arrival in New York, Major Anderson learned that he was considered a national hero for having defended the fort and the national flag at Fort Sumter. Impact of the Attack on Fort Sumter The citizens of the North were outraged by the attack on Fort Sumter. And Major Anderson, with the flag that had flown over the fort, appeared at a massive rally in New York Citys Union Square on April 20, 1861. The New York Times estimated the crowd at more than 100,000 people. Major Anderson also toured the northern states, recruiting troops. In the South, feelings also ran high. The men who fired the cannons at Fort Sumter were considered heroes, and the newly formed Confederate government was emboldened to form an army and plan for war. While the action at Fort Sumter had not amounted to much militarily, the symbolism of it was enormous, and intense feelings over what had happened propelled the nation into a conflict that would not end for four long and bloody years.

Finance 6 Essay Example | Topics and Well Written Essays - 3000 words

Finance 6 - Essay Example Thus from the given data, Kd = (8.5%) (1-0.30) = 5.95% b. The cost of preferred stock is calculated by the following formula: Kp = Dp / [Pp (1-F)] Where, Kp = cost of preferred stock Dp = preferred dividend Pp= preferred stock price F= floatation cost (Brigham & Daves, 2009, p.330). From the data, Kp = 9/91 = 9.89% c. Cost of common stock (at constant growing rate) can be calculated by the following formula: Ks = (D1/P0) + g Where, Ks = cost of common stock D1 = Dividend at the end of the first year P0 = price of the stock at the beginning of the first year g = growth rate (Gitman, 2007, p.448). From the data, Ks = (0.75/15) + 0.06 = 11% d. Calculation of Weighted Average Cost of Capital (WACC): Capital Component Percentage of capital structure Cost Product (PercentageÃâ€"Cost) Debt 0.35 5.95% 2.08% Preferred Stock 0.05 9.89% 0.49% Common Stock 0.60 11% 6.60% WACC 9.17% Page 1 No. 2 Solution: Cost of retained earnings (Kre) = Ke (1-f) Where, Kre = cost of retained earnings Ke = cost of equity f = floatation cost (Kapil, 2011, p.278). Ke = (2.10/34) + 0.06 = 12% From the given data, Kre = 0.12 (1-2.38) = (16.56%) (negative) Cost of new common stock (Kn) = (D1/Nn) + g Where, Kn = cost of new issues of common stock D1 = Dividend at the end of first year Nn = net proceeds from the sale of new common stocks g = constant growth rate (Gitman, 2007, p.448) From the given data, Kn = (2.10/34) + 0.06 = 12.18% ... The original balance sheet reflects 10 percent debt and 90 percent equity. It may here be observed that companies in general tend to lessen their amounts of debts and increase equity amounts or make investments. In the long run in the business operations of any company, the concept of remaining free of debt may not pay well for the business profits. Instead it may be preferable to base a company’s capital structure on the cost of capital for the company. Thus, borrowing money for a long term and reinvesting the amounts in business projects is expected to generate profits for the company. Hence, an optimal structure may reflect on 30-40 percent of debt and the rest in equity for the firm (Kennon, 2011). c. A company may alter its capital structure and buy certain amounts of equity in exchange for new debt thus substituting debt for equity. This would not have any effect on the cost of capital of the company since the overall cost of capital employed does not change. The transac tion remains neutral both for the company as well as the investor (Vernimmen & Quiry, 2009, p.448). d. If a company uses too much of debt financing, then the financial condition of the company may be in a difficult situation. This is primarily because in the long run, the company may lose its value and that tends to increase the cost of capital of the firm. An optimal capital structure of a firm largely depends on the business risk of the firm; greater the risk higher is the possibility for the company to obtain its optimal capital structure (Drake & Fabozzi, 2010, p.178). Page 3 No.1 Solution: Assuming the cost of capital to be 10% and 12% the NPVs can be calculated on the costs and cash flows as given in the data. At 10%, NPV = $ 1102.98 At

My Ethical System and Its Justification Essay Example | Topics and Well Written Essays - 1000 words

My Ethical System and Its Justification - Essay Example Divine command is a system where actions are made in accordance with those of a higher being, God, who is all-knowing. In this paper, I describe the ethical system which I ascribe to. Personal Ethical System My ethical system is one by which I live and use to decide which actions are moral or ‘good’. In my opinion, what is good is what allows my conscience to be clear and also what results in the greater overall good. My ethical system can be said to be an adaptation of the utilitarian and virtue ethics. The utilitarian ethical system attempts to maintain a balance between pleasure and pain, and in fact, rules that all actions should result in overall good (Rainbow, 2011). According to Rainbow, (2011), in case the moral consequences of alternative actions are not great, the utilitarian theory does not consider the choice a moral issue. While I ascribe to generally acting for good, the utilitarian theory sometimes does not help in distinguishing certain situations which i n themselves are wrong, but do result in good. An example is ‘robbing the rich, to help the poor’; an act which is morally wrong, because while the rich man may not be significantly affected by the crime, it offers enormous relief to the poor. My theory therefore differs from the utilitarian theory, in that, virtue ethics does cater for such occasions where the ‘right thing’ to do is a matter of great debate. Virtue ethics emphasize the building of personal character, without focus on external opinions (IEP, 2011). I therefore employ virtue ethics where my actions are based on what I feel is most in line with my disposition of what is right according to my assessment of the situation. In applying virtue ethics, one is encouraged to cultivate virtues resulting in the greater good of one’s soul and results in happiness. In this way, I view the combination of virtue ethics and utilitarianism as a comprehensive effort towards the happiness of humanity. J ustification of my ethical system My adaptation of utilitarianism and virtue ethics works very well and has assisted me in making many critical decisions. Utilitarianism considers what results in the greater good and then acts accordingly to promote this. Utilitarianism is most applicable in circumstances where the consequences of an action result in starkly different outcomes, where a decision has a significant impact on the individual and the society. However, it may be difficult to apply in circumstances where there is a thin line between right and wrong, and either action does not make a significant impact on the individual or the society. In such cases, utilitarianism may not regard such a decision as an ethical dilemma, which may be argued to propagate immorality as one may justify even a wrong action. These cases in daily living are very numerous, and use of utilitarianism alone may be insufficient. I therefore apply virtue ethics to be able to cover the loopholes which may b e present the utilitarian theory. Virtue ethics involves making decisions based on what brings about the greater development of the person (Annas, 2011). This means that any decisions made must also reinforce my personal disposition of what is right. My decisions should result in greater achievement of virtue and progression towards achieving individual thriving,

Love Is All About Sacrifices Essay Example for Free

Love Is All About Sacrifices Essay Love encourages people to sacrifice important things in their lives for others. Love can destroy or improve ones’ life. It once happen to a little country girl in the early days. Love totally changed her life both destroying it and improving it. This girl’s name was Kat and she was the mayor’s daughter who was advised by her father to marry a guy named Bruce. Bruce was kind of a nice guy, really successful, but very serious and didn’t have no time to have fun. He was very well liked by the whole town and all the girls went crazy when they saw him. Everyone thought it was a great idea if they got married. Although, on the other hand, Kat was a girl very high spirited and she had fun all the time. One windy and cloudy afternoon, Bruce asked Kat’s hand in marriage while talking to her father. Kat’s father was very happy about the news that he announced the request to the whole town. Kat rather seemed â€Å"okay† about the whole situation instead of being excited. That night she had a dream about a dart in a board spinning over and over again but instead of the spinning making her dizzy she was happy. It was a really strange dream and it kept repeating three nights in a row. Contrary to her strange dream, she went to seek advice from her grandma who was probably about 94 years old. She was so excited to see her granddaughter and listen to her. â€Å"I had a dream grandma, a very strange dream and I need you to tell me what you think it means† she said. â€Å"I’m all ears† said grandma. â€Å"Let’s hear it†. She explained the whole dream to her grandma and said â€Å" so what do you think it means? † Asked Kat. Grandma said â€Å"pumpkin this dream means you should follow your heart and instinct because something important is about to happen in your life†. With excitement she said â€Å" oh grandma, I love you, you always have answers to every question†. â€Å"That’s what I do†. So Kat decided to head towards home. On her way home she noticed a conveyance truck or moving truck parked in front of an old house. Due to curiosity, she neared and watched what was happening there. To her amazement, she saw a handsome spirited young man who was admiring the building. She asked â€Å"are you new in the neighborhood? † â€Å"Yeah I am, anyway I am Jason†. She stared at him for a while before answering† oh, I am Kat the mayor’s daughter and it’s nice to meet you† she finally said. I have to go, so I guess I would be seeing you around† she said. â€Å"Yeah â€Å"he answered. She looked so happy and relaxed on her way home. At her arrival at home her dad wanted to talk to her about Bruce but she said she didn’t like Bruce and wouldn’t marry him. Her father tried to convince her but she didn’t want to talk about it. The next day she went spying on Jason, she would get up early, go hide behind the house hoping to see him. This continued for many days until her best friend Tatiana followed her one day and found out she was spying on the â€Å"new guy in town† as she referred Jason to. During one morning, Tatiana went over to Jason’s house and told him all about what Kat did every morning. So he hid behind the house waiting for Kat to come. She did and was caught by Jason. He explained to her how he knew and that he also likes her but doesn’t spy on her behind her house every morning. Surprisingly, they started to go out for months during which Kat’s dad kept haunting her to marry Bruce. Six months later, they both expressed their feelings and decided to tell Kat’s dad that they are getting married. To their dismay , Kat’s dad did not agree with their decision and refused to give them his blessings. Out of love for Jason, Kat decided to leave her dad and the town to go get married to Jason in a different town or country. Before leaving she thanked her best friend Tatiana for being there for her and helping her. Also she invited her to be the brides maid at her wedding. Without her father’s acknowledgement she left the town, got married and had kids. Then he realized how happy his daughter is and began to regret not being there for her. So life can be real hard or easy but it all depends on the decisions made in our lives. Sacrifices made in our lives can result in pain or happiness. We should be wise and always make the right sacrifices!

Banned Books Essay -- Reading Literature Libraries Essays

Banned Books The problems with banned books has been a controversial issue between parents as well as adults. The concerns that parents have are with the fact that these certain books are to be banned to keep their kids from being exposed to some of the ways of the world. Some of the concerns that these parents have are with usage of some derrogatory words or lanuguage not preferrred by some parents. The things that parents fail to realize is that by law, a librarian has the responsibility that they must uphold; including their responsibilty to the stocking of books on their shelves. I would take the side of the librarian because their position would be worthless because their rights would be useless, and their job would no longer rest in the hands of their employer but parents themselves. The main objetcive of libraries are to maintain a family-oriented institution.The libraries offer a broad selection of reading materials for everyone to use including parents, teachers, young adults, and children. Many public libraries facilities have special areas for children and teens with materials that appeal to those particular ages and particular interests. Libraries also offer programs for children and young adults to assist them with learning how to read or even grasping them concepts of some story books. These programs help kids learn to enjoy libraries and use them for their information and entertainment needs. There is then a major difference in school libraraies and what they have to offer. â€Å"School libraries have a responsibility to support their school’s curriculum and to provide materials that serve the diverse backgrounds, interests, maturity levels and reading levels of the entir... ... Nancy Kranich( President, American Library Association (2000–2001)), since the adoption of the Constitution, â€Å"Americans have believed that maximum access to public information sources and channels of communication is necessary so that everyone can participate in a vigorous democracy. Libraries are the only American institutions that make knowledge, ideas, and information freely available to all citizens. They serve as the source for the pursuit of independent thought, critical attitudes, and in-depth information. Libraries in a free society perform the important function of keeping the public well informed. They ensure the freedom of speech, the freedom to read, the freedom to view. They provide safe spaces for public dialogue.† They provide the resources needed for the public to inform itself in order to participate in every aspect of our information society.

Midsummer Night’s Dream Essay

Referring to at least two extracts in detail, explain why A Midsummer Night’s Dream is still popular, 400 years after it was written. Comment on a production you have seen, or consider how you would like to produce the play. A Midsummer Night’s Dream, is set in Athens in Greece. It is a journey into a mid-night forest, where fairies put spells on people. The story begins with Hippolyta and Theseus (Duke of Athens), getting married and the events that surround it. There are a group of workers who have decided to put on a play for the wedding. â€Å"Here is a scroll of every man’s name wish, is thought fit, through all Athens, to play in our interlude before the Duke and the Duchess on his wedding-day at night. † In the play, a carpenter, called Peter Quince, gives this speech. He is informing the workers about the play, they will be putting on. â€Å"The most lamentable comedy and most cruel death of Pyramus and Thisbe. † Bottom agrees with Peter Quince, that Pyramus and Thisbe is a great play to be putting on. Another main part of A Midsummer Night’s Dream, is the quarrelling that has been going on between Oberon and Titania, King and Queen of the fairies. They are arguing about a little Indian boy, who Titania has looked after, since he was a baby. Oberon wants the boy to be his henchman, but Titania totally disagrees. â€Å"Give me that boy and I will go with thee,† says Oberon. â€Å"Not for thy fairy kingdom. Fairies, away! We shall chide downright, if I longer stay. † By this comment, Titania has made it clear, that, there is no chance of her giving the boy to Oberon. Titania also says, she is going to go, otherwise things will become violent and out of control. In Athens there was a law, that stated daughters had to, marry, whoever their father wanted. Otherwise there were serious consequences, if the daughter refused. The father could have his daughter put to death. This was the exact situation for a young lady named Hermia. Hermia was in love with a young Athenian called Lysander, he was also besotted with her. But her father Egeus had chosen another young Athenian called Demetrius, (who was from a very noble family) to marry his daughter, Hermia. Hermia’s best friend, Helena was frantically in love with Demetrius, however, he did not have a care in the world for her. Egeus had gone to the Athenian court, to plead with Theseus (the Duke of Athens) to do something about Hermia. Theseus could only give Hermia, four days to agree to marry Demetrius; otherwise she would be put to death. â€Å"For you, fair Hermia, look you arm yourself, to fit your father’s will; or else the law of Athens yields you up to death, or to a vow of single life. † Hermia was in a huge dilemma, what was she going to do? Oberon decides to take the Indian boy off Titania. He told Puck, his attendant, to put a love juice on Titania’s eyes, while she was asleep. So that when Titania woke up, she would fall deeply in love with, the first thing that she sees, whether it is an animal or human. Oberon has seen Helena and Demetrius arguing in the forest. Oberon informs Puck to put, the love juice on Demetrius’ eyes, so he falls in love with Helena. But Puck accidentally, puts the love juice on Lysander’s eyes, so Lysander ends up falling out of love with Hermia and in love with Helena. â€Å"What has thou done? Thou hast mistaken quite and laid the love-juice on some true-love’s sight. † Puck had put the love juice in Lysander’s eyes but he was already in love with Hermia. The language and poetry used, is so effective, you can easily picture it in your mind. English has changed in the last four hundred years, so some little grammatical words are no longer used and there are also words for things, which are not used anymore. ‘Girdle means belt, vestal is a girl who is a virgin and a votaress means to a worshiper. ‘ These words no longer exist. ‘Ere meaning before and hither meaning here,’ are both little grammatical words, which are not used anymore. The second person singular, ‘thou, thee, thy, thyself,’ are not used in English. Although used in modern French and German. Pronunciation has also changed a great deal, instead of taking the first letter of a word and replacing it with an apostrophe. The third letter is taken out instead. ‘It is – tis’ – nowadays ‘it is – becomes it’s. ‘ Shakespeare’s language has a big impact, on his plays because the English now is very different. These are words in his plays, which mean something, totally different in modern English. ‘Civil – smooth, rude – rough, bolt – arrow, maiden – virginal. ‘ These words are called ‘false friends’, because we think we know them, but we do not. In A Midsummer Night’s Dream, the poetry is immense; you are able to imagine things, which cannot be seen. Oberon and Bottom’s poetry sticks out, because it is of high quality. In Shakespeare’s plays, there are many complex lines. The poetry’s quality has strength, to entertain and engage the audience. ‘The raging rocks, and shivering shocks, shall break the locks, of prison gates; and Phibbus’ car, shall shine from far, and make and mar, the foolish fates. ‘ This bit of the play was spoken by Bottom, it is almost like a limerick but it is a bit longer. The rhythm makes it gripping, ‘rocks, shocks, locks, car, far, mar. ‘ Rhythmic poems are good to listen to, as they are fairly easy to understand. Oberon’s poetry is more descriptive and the poetry is rhythmic. ‘My gentle Puck, come hither. Thou rememberest since once I sat upon a promontory, and heard a mermaid on a dolphin’s back, uttering such dulcet and harmonious breath, that the rude sea grew civil at her song and certain scars shot madly from their spheres, to hear the sea-maid’s music,’ Oberon’s poem was relaxing, because you could just close your eyes and imagine it. He creates a picture that can only be seen in your mind. Oberon gets love across by pictures, ‘loosed his love-shaft, Cupid’s fiery shaft, now purple with love’s wound. ‘ Cupid has let his arrow go and it has hit them right in the heart. On stage, A Midsummer Night’s Dream is really effective, especially when there are squabbles between characters. When Bottom wanted to play everybody’s part, it was as if he was a little spoilt child, who wanted everything. Theatre can do things that a film cannot; a film cannot interact with you. The actors on stage can really express their feelings and emotions. Like love, anger or sorrow. ‘O spite! O hell! I see you are all bent, to set against me for your merriment. ‘ Helena is very furious because she feels that; Hermia, Lysander and Demetrius, are trying to make a fool of her, and laugh about her behind her back. When Helena says â€Å"O spite! O hell! † I think it is really effective because when you are reading the play, you can really feel her anger. It would be quite hard to make the fairies look small and real on stage. I saw a production of A Midsummer Night’s Dream on video. I did not enjoy watching it because the play was too modern. The fairies were just like other actors; they were life size and just acted normal. The actors and actresses wore modern day clothes, like plain dresses, casual trousers and plain T-shirts. The film is based on a little boy’s dream. To get into the play you have to realise that fairies only exist if you believe in them. In Shakespeare’s theatre four hundred years ago, there were not women performers. Young boys used to play women’s parts because their voices had not yet broken, which meant they were quite high pitched. The theatre was almost like an arena. Most people stood up and watched the play, but there were seats in the balcony, for the richer people. The audience’s were usually, socially mixed. This meant that, Shakespeare’s plays had to appeal to lots of different people, whether they were illiterate, poor, rich or literate. This helped Shakespeare’s plays, to still be famous today because they are multi-faceted. The play has many archaic words, because the English language has changed, a great deal in the last, four hundred years. ‘Dulcet-sweet, votaress-virgin, and sirran – to address a boy or man servant or child. ‘The theme of A Midsummer Night’s Dream is a love story, with lots of comedy. After all the downsides, there is a happy ending. But life is not always like that. Hermia gets to marry Lysander and Demetrius marries Helena. In real life in Athens 400 years ago, I doubt it would be a happy ending for someone in Hermia’s situation. The fairies put a spell on the lovers and Titania to sort the misunderstandings out, which the love potion caused. Oberon and Titania have both made up with each other, and as king and queen of the fairies they bless the house together.

Inclusion in the Classroom A Critical Review

Issues environing the integrating of pupils with disablements into the general instruction schoolrooms are explored in this research paper. The history of inclusion if first examined by following the motion from mainstreaming to the least restrictive environment and eventually to full inclusion of pupils in age-appropriate general instruction schoolrooms. Next, the current place of inclusion and its topographic point in instruction in Canada is discussed. Besides, issues confronting pupils, their households and instructors are addressed and suggestions to get the better of them are provided. Finally, the pros and cons of inclusive instruction are presented and it is concluded that the benefits of inclusion overshadow the costs of including particular needs pupils into regular schoolrooms. Besides, inclusion tends to better the overall educational experience for both particular needs pupils every bit good as regular pupils in the schoolroom. Keywords: integrating, disablements, inclusion, inclusive instruction Inclusion in the Classroom: A Critical Review Education and inclusion Education is the basis of responsible citizenship in most well-established democracies. Post Confederation of Canada, the authorities and ordinary citizens have recognized the significance of instruction and hold made public commissariats for its cosmopolitan handiness to kids and young person at the simple and high school degrees. School is the topographic point that provides a community puting for kids and young person by assisting them develop their cognition, by advancing citizenship and edifice societal relationships. Hence, when a school is inclusive, communities become inclusive excessively. Educating kids is non merely a basic human right, but a vehicle for societal inclusion and alteration. The recent thrust toward inclusive instruction is more than merely about ‘special educational demands ‘ . It reflects alterations in the societal and political clime wherein a new attack characterizes believing about differences. The chief purpose of inclusive instruction is to guarantee that all pupils participate in the schoolrooms with their same-age equals and develop emotionally, socially, intellectually and physically to their fullest ability. Inclusive instruction is a developing construct. Usually it is understood as instruction of kids with disablements in regular schools, but it is a much broader thought. It refers to an instruction system which continually works at increasing engagement and taking exclusion from all the facets of schooling in a manner which makes a pupil feel no different from any other pupil and which ensures academic accomplishment ( Booth, 2002 ) . Inclusive instruction makes the school a topographic point of instruction for all pupils, and manages to run into the single demands of each student better. It should be able to take the school to seek ways to educate all kids in the most ordinary ways possible Inclusive schools put into topographic point steps to back up all pupils to to the full take part in the life of the school with their age equals. Where barriers to full engagement exist, inclusive schools are able to alter their organisation, and adapt the physical premises and elements within schoolrooms to the demands of each pupil. The primary rule of inclusive instruction is that ordinary schools should supply instruction every bit platitude as possible for all immature people while accommodating it to the demands of each. It consists of puting learning-impaired pupils in general schoolrooms and incorporating their acquisition experience with pupils in the general instruction categories ( Turnbull et al. , 2004 ) . Furthermore, there is a differentiation between inclusion, where pupils spend most of their clip in the general instruction schoolroom ; and mainstreaming where pupils with particular demands are educated in the general schoolroom during specific clip periods based on their accomplishments. The inclusive instruction theoretical account challenges the particular instruction theoretical account, chiefly the belief that differences in academic or societal accomplishment between pupils with and without disablements are excessively hard to be accommodated in regular educational scenes ; that particular scenes are more effectual than regular schoolroom environments for pupils with disablements ; and that labelling is necessary for appropriate service. Advocates of inclusion argue that the rights of and benefits to scholars with disablements who are included in regular schoolroom environments outweigh the challenges faced by instructors in such a state of affairs. With the support of decently trained resource instructors, regular schoolroom instructors should be able to work efficaciously with all pupils. History of inclusive instruction The history of suiting the demands of diverse scholars in the modern-day educational scenes parallels the development of societal and psychological systems ( Kaufman, 1999 ) . Smith et Al. ( 1998 ) sum up this history as holding moved through three stages: segregation, integrating and inclusion. However, late a planetary displacement in believing on methods schools use in reacting to the demands of diverse scholars has taken topographic point. Particular instruction found its beginning in society ‘s concern with human rights following World War II, and by the 1950 ‘s educational arrangement based upon minority or disablement position was a debated issue ( Smith et al. , 1998 ) . Thus, particular instruction owes much of its beginning to the Civil Rights Movement, when the integration of American schools validated a parallel human rights statement against segregation based on physical/mental abilities ( Friends et al. , 1998 ) . While both Canada and the United States presented duty to the states and provinces for implementing educational statute law, The Education for All Children Act ( 1975 ) steered in a more inclusive theoretical account of particular instruction which supported free and appropriate instruction for all kids in the least restrictive and non- discriminatory environment. Written single educational programs ( IEPs ) to aim single demands were designed and implemented ( Salend, 2001 ) . In Canada, indirect support for greater inclusion of diverse scholars came from the 1982 Charter of Rights and Freedoms, which challenged favoritism based on mental or physical disablement. By the 1980 ‘s most states and districts were supplying some type of particular instruction through a combination of regular and individualised environments ( Dworet & A ; Bennet, 2002 ) . Current place Inclusive instruction is today ‘s educational â€Å" hot † subjects, and there are a assortment of places on inclusive instruction. One end is to assist staff and pupils gain an apprehension of all groups present in the local and national communities. Besides, inclusive instruction is sometimes equated with mainstreaming where particular needs pupils are placed in regular schoolroom state of affairss. In recent old ages advocates for inclusive instruction have argued that every bit many as 40 % of pupils with rational disablements are still being educated in unintegrated scenes while they have a right to inclusive instruction ( Porter, 2004 ) . A reappraisal of current educational policies in most Canadian states shows that inclusion of pupils with disablements in regular schoolrooms is the dominant policy ( Hutchinson, 2007 ) , although most legal power maintain segregated schoolrooms for those pupils who might profit from such arrangements or whose parents prefer such arrangements ( Ontario Ministry of Education, 2000 ) . Researchers and pedagogues advocate that all kids, including those with disablements, be educated in regular schoolrooms that reflect the diverseness of Canadian society and its inclusive values ( Lupart & A ; Webber, 2002 ) . While such advocators agree that pupils with disablements may non be able to carry through the same curricular ends as the other pupils, they believe that inclusive instruction enables them to be treated with self-respect and allows others to acknowledge their concealed abilities. In recent old ages, there does look to hold been progress in the extent to which kids and young person are educated in regular versus particular category arrangements. However, while inclusion is progressively being accepted as the preferable attack for educating all scholars, other attacks to instruction go on in many countries of the state. Executions of inclusive patterns are inconsistent from state to province, community to community, and between school systems ( e.g. , English, French, Public, and Catholic ) . The incompatibility of attack has resulted in confusion and uncertainness among parents and instructors. Besides, many pedagogues believe that inclusive agencies conveying particular needs pupils into ‘regular ‘ schoolrooms with ‘normal ‘ kids. The job with this position lies in the fact that there are no ‘regular ‘ schoolrooms with ‘normal ‘ kids. All kids are alone, and so are their demands and abilities. Therefore, it is p erfectly necessary for instructors to supply pupils with individualised attending that will assist them develop in peculiar countries and it ‘s of import to construct success into each pupil ‘s single acquisition experiences. The particular instruction policy that prevails in most legal powers fails to guarantee the committedness of instructors and their schools to inclusion. In many parts of the state, inclusive instruction is considered an ‘add on ‘ to the bing particular instruction system, and it therefore may non be a precedence at all. Besides, effectual schemes are non widely in topographic point to further passages from early childhood scheduling to school and from high school to employment or to other post-secondary options. Many particular demands pupils who do graduate from high school, have no clear acknowledgment of the accomplishments gained or faculty members learned in order to derive entree to post-secondary plans. Issues for pupils and households Young people with continue to be denied entree to regular instruction in many instances. ‘Zero tolerance ‘ and other behavioral policies result in the segregation of pupils, particularly for those with ambitious behavior issues. Procedures for pupil appraisal and labelling create administrative loads for instructors while making a stigma for pupils. Bing identified as a particular needs pupil carries with it the menace of embarrassment and being bullied. Procedures for deriving entree to disability-specific supports ( e.g. , attenders, address specializers, assistive engineerings ) and other resources needed for success in regular schoolrooms are typically restrictive and non available on an just footing. There are serious concerns in many parts of the state about the insufficiency and inflexibleness of the supports that are available and about the long holds in procuring the supports that may finally come on watercourse. Similarly, alternate pupil testing and other adjustments for pupils are non assured. Parents have a polar function to play as confederates with the instructors, particularly for pupils with particular demands. However, in some instances, deficiency of significant parental engagement is observed and consequences in poorer educational quality for the kid. Issues for instructors Indeed inclusion nowadayss an tremendous challenge to instructors as it brings with it increased anxiousness and excess work load. Individual Education Plans ( IEPs ) are taxing for many instructors and many merely have a limited background in this country. Besides, the practical utility of IEPs is questionable as to whether they do non inform and steer instructional patterns. Normally, there is confusion among instructors and educational helpers about their several functions and duties. Teachers frequently leave the premier duty for educating pupils with important disablements to teacher helpers. However, helpers should be playing a auxiliary and non a lead function. Additionally, instructional supports for instructors on inclusion ( e.g. , learning resources, sample lesson programs, etc. ) are besides needed. However, a deficiency of handiness and even wrongness of such supports has been a concern. Addressing the issues In order to turn to the above mentioned issues ; instructors, parents and kids need assorted sorts of supports. Support for instructors Model schools need to be created highlight community-learning and value diverseness. There needs to be a committedness to run intoing all the values and pedagogical challenges. Flexibility in the course of study every bit good as periodic testing is needed so that instructors can accommodate to the varying demands and abilities of diverse scholars in their schoolrooms. Besides, single educational programs ( IEPs ) need to turn with the kid and any individualised planning should drive instructional pattern and service as a existent usher for the instructor. Regulating constructions need to be more ‘teacher friendly ‘ and sensitive to issues of student-teacher ratio. Besides, touchable resources such as instructor helpers, supportive professionals, schoolroom equipment etc. are needed in order to maintain category sizes manageable without a sense of competition among schools. In add-on to that, school boards should be able to supply instructors with the practical aid and preparation required in order to equilibrate the outlooks of the current course of study every bit good as single pupil demands. Furthermore, instructors and parents need to be more reciprocally supportive of one another. Parents should go on to recommend for quality instruction and inclusive plans for their kids, and should besides include support for instructors and the school within that. Last, development of a theoretical account model for successful inclusion is indispensable, which will affecting decision makers, instructors, resource instructors, teacher helper every bit good as parents. Furthermore, there is a demand for teacher-to-teacher mentoring support every bit good as sharing of thoughts and experiences that will profit the instructors and the pupils in the long tally. Professional development integrated into the regular teacher-training course of study, every bit good as ongoing preparation is required. Besides, Jordan and Stanovick ( 2004 ) place three nucleus concepts to assist do inclusion work at a schoolroom degree: instructors ‘ beliefs about their functions and duties, instructors ‘ sense of efficaciousness, and the corporate belief of the school staff toward inclusive patterns. Support for parents and pupils Parents frequently lack information sing policies and plan offered by the school boards and the authorities. Therefore, instructors and school decision makers need to promote unfastened communicating and support services in order to supply accurate information to parents. Besides, parents will decidedly profit from regular contact with other parents and support bureaus outside the school system. To back up pupils with disablements, school leaders need to make a community of credence and belonging that helps foster positive attitudes towards all pupils. Along with a healthy school environment, equal resources are needed to guarantee that pupil demands are met in a professional and timely mode. Teachers can assist by supplying supportive and flexible acquisition environments in the schoolroom. Besides, prosecuting pupils in active and meaningful undertakings would promote engagement and do instruction gratifying. Effective schemes that work best for pupils with particular demands will work good for all pupils, because every kid in the schoolroom has alone larning demands and a multi-level attack to learning will outdo accomplish the highest potency for all pupils. Finally, to further a general clime of teamwork, instructors should promote and ease equal support where pupils should be able to assist each other and learn from each others ‘ experiences. This will assist them larn to demo regard for and do attempts to suit pupils ‘ demands and strengths. Professionals of inclusion Inclusion has resulted in greater communicating accomplishments, greater societal competency, and greater developmental accomplishments for all particular instruction pupils who have been a portion of the inclusive scene ( Bennett, DeLuca, & A ; Bruns, 1997 ) . A 2nd benefit of inclusion is that handicapped pupils make more friends in the general instruction scene and interact with their pupil equals at a much higher degree non isolated in the particular instruction categories ; inclusion allows handicapped pupils to be an active portion of the larger pupil organic structure. Another advantage is that the costs of inclusion are less over clip than learning the particular instruction pupils in particular instruction categories entirely. Increasingly, this discourse emphasizes scholars ‘ rights every bit good as their demands, and stresses the importance of an instruction free from favoritism and segregation. Academic and societal accomplishment has really been found to be higher in regular instruction with assorted groupings of pupils from diverse backgrounds and abilities scenes ( Will, M.C. 2002 ) . Cons of inclusion Educators who are critical of inclusion argue that puting particular instruction pupils in the general instruction schoolroom may non be good and full-time arrangements in general instruction schoolrooms would forestall some handicapped pupils from obtaining intensive and individualised attending and instruction. Direction in the general instruction category would thin the specialised attending they would usually have in a particular instruction category. Besides, the fiscal resources are non available for inclusion to be effectual ( Fox & A ; Ysseldyke, 1997 ) . Critics of inclusion have asserted that particular instruction financess have non be appropriated to general instruction in a sufficient sum to do inclusion viable in all instances. In other words, in order for inclusion to work, financess need to be available to do inclusion effectual and feasible in the general instruction scene. Another unfavorable judgment of inclusion was that general instruction instructors do non poss ess the needed preparation or makings to learn handicapped pupils efficaciously ( Schumm & A ; Vaughn, 1995 ) . Furthermore, general instruction instructors do non hold chances to work with or join forces with particular instruction instructors and to be after and organize lessons and learning schemes between general and particular instruction instructors. Discussion Inclusion appears to hold created an ideological divide in particular instruction, bespeaking a split on how best to function pupils with disablements under the umbrella of particular and general instruction. The division has caused much argument in the educational community, motivating surveies on the viability of integrating. In the recent argument about inclusion, a premium is placed upon full engagement by all and regard for the rights of others. As to every attack, inclusion excessively has its portion of positives and negatives. As schools implement inclusive patterns, research must go on to find how integrating will impact all pupils ‘ academic and societal advancement. Whether inclusion becomes a portion of the particular instruction continuum for arrangement of pupils with disablements or initiates a useful school system, pedagogues must rethink, restructure, and reorganise their present bringing system to profit all pupils. The benefits of inclusion certainly outweigh the costs. A major benefit of inclusion is that it allows for social integrating of handicapped pupils. Disabled pupils are much less unintegrated and isolated from the general pupil population. This is consistent with the ends and aims of the IDEA and No Child Left Behind Act which specified that all pupils should be treated every bit ; there should be equal protection and equal services. While non ever possible, this is a worthwhile end. Inclusion furthers this end of accomplishing full integrating for all pupils. Inclusion, therefore, consequences in greater societal coherence, a greater sense of empathy, and a greater sense of diverseness. Inclusion is a worthy end that should non be abandoned. Inclusion is important because it ensures equality and non-discrimination on the footing of disablement and allows pupils to have a â€Å" free, appropriate public instruction. † There are pros and cons, advantages and disadvantages, to inclusion. Furthermore, pupils and instructors learn tolerance by developing and furthering a sense of community where diverseness and differences are valued. The segregation that consequences from separate particular instruction schoolrooms is avoided and the more interaction there is with persons with differences, the more tolerance, empathy, and apprehension is fostered and developed.

Rudy Giuliani NYs Superman essays

Rudy Giuliani NY's Superman essays Hard on the heels of the September 11 attack on the World Trade Center Mayor Rudolph William Giuliani with his political career as the Mayor of New York endured his share of debacles, including an ill-fated attempt to block "objectionable" art from local museums, and widespread charges of police brutality. And many New Yorkers criticized him for being far to extreme. But, his excellence towards unwavering commitment towards humane feelings and beliefs that he dispelled that over the years. In a city of over seven and half million belonging to varied ethnic groups, this Mayor of New York out dueled many of the insiders and Democrats by reinventing his focus towards the quality-of-life issues resulted in tangible achievements for the Capital of the World. "There is no more eloquent testimony to the mindlessness of term limits than the performance of Mayor Rudolph W. Giuliani during this time of crisis," one Maryland resident wrote to the New York Times. (Jessica Reeves. 2001[ ]) Giulianis major political feats were innumerable but it was his political role in reducing crime within New York that made him a courageous political legend within American politics. Time prevails and Rudy, with his political accomplishments downsized the crime-ratio of the city, which once was generally accepted as the most ungovernable states. Rudy defied and disagreed to the premonition and by the time when he left his office; New York was indeed the safest of all the metros in the USA. As Rudy stated, Tragedy is, after all, one of the best platforms for campaigns and Guilianis political performance proved him true to all entirety. (Deroy Murdock 1999[ ]) Ironically, the strategic efforts initiated and implemented by Giuliani by the name Broken Window proved to a successful step. It was an ambitious program aimed to specifically address the criminal goings-on related to domestic violence, police corruption, youth crime, ...

Chinese Pronouns

Chinese Pronouns There are just a few pronouns in Mandarin Chinese, and unlike many European languages, there are no subject / verb agreements to worry about. Just a few simple rules tell you everything you need to know about pronouns in Chinese. Basic Pronouns These are the pronouns of written Mandarin Chinese. I, me: wÇ’: 我You: nÇ  - ä ½  You (formal): nà ­n:  Ã¦â€š ¨Ã‚  He, Him: tÄ : ä »â€"She, Her: tÄ : Ã¥ ¥ ¹It: tÄ : Ã¥ ®Æ' Youll notice that there are two ways of saying you. When speaking to elders or someone in authority, it is more polite to address them formally with æ‚ ¨ (nà ­n) instead of the less formal ä ½   (nÇ ). While there are six pronouns listed above in written Mandarin, in spoken Mandarin it boils down to just three basic pronouns: I / me, you, he / she / it. This is because ä »â€" / Ã¥ ¥ ¹ / Ã¥ ®Æ' are all pronounced the same, tÄ .   Plurals Plurals are formed by adding 們 (traditional form) / ä » ¬ (simplified form) at the end of a basic pronoun. This character is pronounced men. See below: We, Us: wÇ’ men: 我們 /  Ã¦Ë†â€˜Ã¤ » ¬You (plural): nÇ  men: ä ½  Ã¥â‚¬â€˜ / ä ½  Ã¤ » ¬They, Them:  tÄ  men: ä »â€"們 /  Ã¤ »â€"ä » ¬ Differentiating Gender As discussed earlier, gender differentiating pronouns like he, she, and it all have the same sound, tÄ , but different written characters. In spoken Mandarin, differentiating between genders is a little less obvious. However, the context of the sentence will usually tell you whether the speaker is referring to a man, a woman, or a thing. Reflexive Pronoun Mandarin Chinese also has a reflexive pronoun è‡ ªÃ¥ · ± (zà ¬ jÇ ). This is used when both subject and object are the same. For example: TÄ  xÇ  hun tÄ  zà ¬ jÇ Ã¤ »â€"Ã¥â€"Å"æ ¬ ¢Ã¤ »â€"è‡ ªÃ¥ · ± /  Ã¤ »â€"Ã¥â€"Å"æ ­ ¡Ã¤ »â€"è‡ ªÃ¥ · ±He likes himself. è‡ ªÃ¥ · ± (zà ¬ jÇ ) can also be used directly after a noun or pronoun to intensify the subject. For example: WÇ’ zà ¬ jÇ  xÇ  hun.我è‡ ªÃ¥ · ±Ã¥â€"Å"æ ¬ ¢ / 我è‡ ªÃ¥ · ±Ã¥â€"Å"æ ­ ¡I, myself, like it. Sentence Examples Using Chinese Pronouns Here are some sentences using pronouns. See if you can use these examples as a guide or template to creating your own sentences. Audio files are marked with ââ€" º WÇ’: 我 I am a student.ââ€" ºWÇ’ shà ¬ xuà ©shÄ“ng.​我æ˜ ¯Ã¥ ­ ¸Ã§â€Å¸ (traditional)我å ­ ¦Ã§â€Å¸ ​(simplified)I like ice cream.ââ€" ºWÇ’ xÇ huÄ n bÄ «ngqà ­là ­n.我åâ€"Å"æ ­ ¡Ã¥â€  °Ã¦ ·â€¡Ã¦ ·â€¹Ã¦Ë†â€˜Ã¥â€"Å"æ ¬ ¢Ã¥â€  °Ã¦ ·â€¡Ã¦ ·â€¹I don’t have a bicycle.ââ€" ºWÇ’ mà ©i yÇ’u jiÇŽotchÄ“.我æ ²â€™Ã¦Å"‰è… ³Ã¨ ¸ Ã¨ »Å Ã¦Ë†â€˜Ã¦ ² ¡Ã¦Å"‰è„šè ¸ Ã¨ ½ ¦ NÇ : ä ½   Are you a student?ââ€" ºNÇ  shà ¬ xuà ©shÄ“ng ma?ä ½  Ã¦Ëœ ¯Ã¥ ­ ¸Ã§â€Å¸Ã¥â€"Ž?ä ½  Ã¦Ëœ ¯Ã¥ ­ ¦Ã§â€Å¸Ã¥ â€"?Do you like ice cream?ââ€" ºNÇ  xÇ huan bÄ «ngqà ­là ­n ma?ä ½  Ã¥â€"Å"æ ­ ¡Ã¥â€  °Ã¦ ·â€¡Ã¦ ·â€¹Ã¥â€"Ž?ä ½  Ã¥â€"Å"æ ¬ ¢Ã¥â€  °Ã¦ ·â€¡Ã¦ ·â€¹Ã¥ â€"?Do you have a bicycle?ââ€" ºNÇ  yÇ’u jiÇŽotchÄ“ ma?ä ½  Ã¦Å"‰è… ³Ã¨ ¸ Ã¨ »Å Ã¥â€"Ž?ä ½  Ã¦Å"‰è„šè ¸ Ã¨ ½ ¦Ã¥ â€"? TÄ : Ã¥ ¥ ¹ She is a doctor.ââ€" ºTÄ  shà ¬ yÄ «shÄ“ng.Ã¥ ¥ ¹Ã¦Ëœ ¯Ã©â€  «Ã§â€Å¸Ã¥ ¥ ¹Ã¦Ëœ ¯Ã¥Å' »Ã§â€Å¸She likes coffee.ââ€" ºTÄ  xÇ huan kÄ fÄ“i.Ã¥ ¥ ¹Ã¥â€"Å"æ ­ ¡Ã¥â€™â€"å• ¡Ã¥ ¥ ¹Ã¥â€"Å"æ ¬ ¢Ã¥â€™â€"å• ¡She doesn’t have a car.ââ€" ºTÄ  mà ©i yÇ’u chÄ“.Ã¥ ¥ ¹Ã¦ ²â€™Ã¦Å"‰è »Å Ã¥ ¥ ¹Ã¦ ² ¡Ã¦Å"‰è ½ ¦ WÇ’ men: 我們 /  Ã¦Ë†â€˜Ã¤ » ¬ We are students.ââ€" ºWÇ’men shà ¬ xuà ©shÄ“ng.我們æ˜ ¯Ã¥ ­ ¸Ã§â€Å¸Ã¦Ë†â€˜Ã¤ » ¬Ã¦Ëœ ¯Ã¥ ­ ¦Ã§â€Å¸We like ice cream.ââ€" ºWÇ’men xÇ huan bÄ «ngqà ­là ­n.我們åâ€"Å"æ ­ ¡Ã¥â€  °Ã¦ ·â€¡Ã¦ ·â€¹Ã¦Ë†â€˜Ã¤ » ¬Ã¥â€"Å"æ ¬ ¢Ã¥â€  °Ã¦ ·â€¡Ã¦ ·â€¹We don’t have a bicycle.ââ€" ºWÇ’men mà ©i yÇ’u jiÇŽotchÄ“.我們æ ²â€™Ã¦Å"‰è… ³Ã¨ ¸ Ã¨ »Å Ã¦Ë†â€˜Ã¤ » ¬Ã¦ ² ¡Ã¦Å"‰è„šè ¸ Ã¨ ½ ¦ TÄ  men: ä »â€"們 /  Ã¤ »â€"ä » ¬ They are students.ââ€" ºTÄ men shà ¬ xuà ©shÄ“ng.ä »â€"們æ˜ ¯Ã¥ ­ ¸Ã§â€Å¸Ã¤ »â€"ä » ¬Ã¦Ëœ ¯Ã¥ ­ ¦Ã§â€Å¸They like coffee.ââ€" ºTÄ men xÇ huan kÄ fÄ“i.ä »â€"們åâ€"Å"æ ­ ¡Ã¥â€™â€"å• ¡Ã¤ »â€"ä » ¬Ã¥â€"Å"æ ¬ ¢Ã¥â€™â€"å• ¡They don’t have a car.ââ€" ºTÄ men mà ©i yÇ’u chÄ“.ä »â€"們æ ²â€™Ã¦Å"‰è »Å Ã¤ »â€"ä » ¬Ã¦ ² ¡Ã¦Å"‰è ½ ¦ Zà ¬ jÇ : è‡ ªÃ¥ · ± He lives by himself.ââ€" ºTÄ  zà ¬jÇ  zhà ¹.ä »â€"è‡ ªÃ¥ · ±Ã¤ ½ I will go myself.ââ€" ºWÇ’ zà ¬jÇ  qà ¹.我è‡ ªÃ¥ · ±Ã¥Å½ »

Civilization Essay Example | Topics and Well Written Essays - 1500 words

Civilization - Essay Example Industrialization started with the mass production of pottery, textiles and metal tools. Writing emerged as a means of communication invented mainly to deal with urban problems of management and book keeping. On the social front, people were grouped into classes based on control of resources, wealth, political authority, family, or religion. By 3000 B.C.E., the Sumerians in south Babylonia (Southern Mesopotamia) founded the oldest cities of Ur, Nippur, and Uruk; the largest city in the world. Quarrels over water and agricultural land led to increased warfare to create kingdoms ruling several city states. The city of Kish in north Babylonia had the first king in history. In the far east of Babylonia, the Akkadians established the first empire in history in the city of Akkade. Sargon, their first king who was the servant of the king of Kish became the first conqueror of history. His grandson, Naram-Sin developed unheard-of wealth and power that he declared himself god and built temples to himself. In 2125 B.C.E., the Sumerians established the third dynasty empire on the foundation of the Akkadian empire. In 1792 B.C.E. King Hammurabi created a kingdom to embrace most of Mesopotamia. At 1600 B.C.E., the Babylonian kingdom fell apart by invasions from the Hittites, Hurrians, and Kassites. Ingredients of civilization were ... Their language consisted of thousands of characters that represented words and some sounds. In ancient Egypt, the hieroglyphics language was invented to involve hundreds of picture signs, each representing one, two or three sounds to mean a word or category. Text was written horizontally from right to left or left to right, or vertically from top to bottom in both horizontal directions. Another ingredient of culture is social change. In ancient Egypt, black Africans from Nubia and Asians from the east were captured in war and brought back to Egypt as slaves. Sometimes entire people were slaved as the Hebrews according to the Bible. Slaves performed domestic services, labored in fields with the peasants, worked as policemen or soldiers as they also labored to erect the great temples and monuments of Egypt. They could be freed by in most occasions they were not. In Mesopotamia there were two main types of slavery: chattel and debt slavery. Chattel slaves were bought like property and had no legal rights as they were easily recognized by their hair style or tattoo on their arm. They were non-Mesopotamians bought from slave merchants or imprisoned during war. Chattel slaves were mainly used in domestic services rather than fieldwork. Debt slave were more common than chattel slaves. They were declared slaves when members of family were declared as surety of a loan where they have to labor to pay the interest on the loan. They could not be sold and they are redeemed free once the debt is paid off. However slaves had little legal protection and could buy his or her freedom. Hammurabi's Law Code revealed the classes of people of nobles, commoners, and slaves, who were not treated equally. Women in Mesopotamia could