Dantes Inferno :: essays research papers

The Divine Comedy was a key component to the turn of events of European writing. By composing the epic style sonnet in the vernacular, he empowered all individuals of general proficiency (ie, the ordinary person) with the freedom to peruse his gem. This was such a milestone occasion since researchers of the past had consistently written in Latin remembering two of the most powerful individuals for his life, the epic writers Virgil and Homer. Latin was the language of the Roman Empire and the Catholic Church in this manner nobody ever thought Dante’s utilization of the vernacular was able to do such wonderful articulation. From a simple strict point of view, The Divine Parody would then be able to be seen as a pioneer in the disobedience of Catholicism. Through the insignificant title â€Å"The Divine Comedy†, one can further uncover numerous critical parts of the sonnet. A genuine parody alludes to two old style methods of sythesis. The disaster was the first of these styles where the plot spilled out of a high and wonderful starting to a very low and dangerous end. The subsequent procedure is a great parody where the plot lifts from discouraging starting to a raised and triumphant completion. In canto 1 it depicts the first piece of the excursion distinctively crossing the mtn. He continues falling and cant very make it. At the point when the book closes Dante has outperformed a lot and had taken in a ton from his journey.Dante’s work isn't exclusively subject to both of the two styles rather it fuses parts of the two methodologies. The plot of The Inferno reflects an exemplary satire for it advances from the detestations of Hell to the delights of Heaven, by and by it is continually giving the peruser singular circumstances of disaster. EX-alive b4 jesus(virgil,limbo),suicides†¦those who are acceptable, gays. The Divine Comedy is a really widespread work for it manages the most critical inquiry of mankind, the presence of an the hereafter and the results of our lives on Earth. His convo w Virgil, Dante inquires as to why we are here. this Dante was so sure in his capacities as a writer that he endeavored to respond to such inquiries through the voice of the vernacular.

Corticosteroids: What I Learned from Prednisone :: Medicine Health Drugs

Corticosteroids: What I Learned from Prednisone On the off chance that health rises to homeostasis, at that point ailment might be viewed as a misfortune or breakdown of homeostasis. Sickness can be gentle and require next to zero mediation; once in a while the body will mend itself. At different occasions, however, disease can be a breakdown in the entire framework. At times, when something turns out badly, the cerebrum loses the capacity to fix itself or its augmentation, the body. To treat the disease, there are numerous medications: some fake treatment like and some are exceptionally intense, with gigantic mending properties. A few medications are homeopathic; they originate from the earth as herbs and have been utilized adequately to mend gentle and irritating side effects for many years. There are additionally past these, new and intense medications that originate from pharmaceutical research centers. A portion of these medications have incredible mending power, yet convey with them a twofold edged blade, a recuperating edge and a dangerous edge. It is one of these medications, prednisone, that I wish to talk about in this paper. Doctors have endorsed prednisone to a large number of their patients who have perilous conditions. To outline, here is a statement from universally known flute player and correspondent on human expressions, Eugenia Zuckerman, who was determined to have an immunopathic lung malady. I can relax! In under twenty-four hours I am rehearsing the flute with the sort of breath control I've been absent for quite a long time. And all it took was one day and sixty milligrams of prednisone! ...I feel somewhat temperamental and strange, yet I can play the flute! Be that as it may, presently it is three days after the fact. It is the center of the night. I'm squinting into the mirror in the washroom. Just seventy-two hours into my prednisone treatment and my face is unquestionably spreading. I'm now transforming into a pumpkin. (2). I comprehend what Eugenia Zuckerman implied. I was likewise on prednisone. Corticosteroids (9) are great awful superb medications. They make you insane. (I was in psychotherapy.) They increment your hunger and increment your weight. (I was consistently ravenous.) They put your sensory system on high caution. (I was anxious and terrified, my hands were unstable, and one eyelid jerked.) They produce edema. (My face and lower legs expand.) They cause sleep deprivation, (I remained up a large portion of the late evening watching old motion pictures on TV.) Moreover, they give you the blessing of vast vitality.

FIRST fun

FIRST fun Quite a few Fridays ago I locked myself in my room so I could get as much schoolwork done as possible. I knew I wouldnt be getting much done that weekend. Why? I spent all day Saturday watching an intense compeition. What kind of competition, you ask? A robotics competition, of course! That Saturday was the Manchester FIRST Regional, and I was psyched to be there. What is FIRST? Only the greatest thing ever, basically. There are over 1,000 high school teams nationwide that compete in FIRST. In early January, a challenge is announced to the teams at the kickoff event. The challenge is actually a game- two alliances of three robots each compete in a fast-paced game. This year the game involved scoring in goals on the ground as well as goals high in the air (hence the name of this years competition, Aim High.) Bonus points are awarded for robots that are parked on a small ramp at the end of the match. Teams get 6 jam-packed weeks to design and build a robot that they think will do well at this game. (The game changes each year, so this is always a fresh challenge!) Then they compete at regionals scattered across the country. Theres also a crazy national competition a few weeks after that. I joined FIRST during my junior year of high school, and it was seriously awesome. But then (sad story ahead!) we lost our funding and our advisor didnt really want to keep up with the time committment, and that was the end of Team 30. =( I knew that MIT mentored a FIRST team (Team 97, which consists of students from several local high schools), but I decided to join FSAE instead. But then Adelaide 09 brought me back to earth. Shes a college student mentor for Team 97, and she invited me to the Manchester regional with the team. It was so awesome that I even stuck around for an extra day after classes ended for spring break just to go to the Boston regional too. Manchester was incredible. Team 1721 was really friendly and FIRST-y they won the Rookie Inspiration Award and I was so psyched for them. Team 1276 won the spirit award, which was well-earned. No one on their team walked anywhere- they danced. They were so much fun to be around. Team 58 gets a special shoutout for handing out saftey glasses, as does team 97 for letting me act like an idiot (while wearing a Team 97 shirt, no less) and cheering them on at both regionals, despite the fact that most of them had never even seen me before. I had such a great time at Manchester- I went around all day grinning from ear to ear because I was just so excited to be back at a FIRST competition. Oh FIRST. Where else can you find people laughing at nerdy jokes, cheering and screaming about engineering and design, exclaiming over the sheer awesomeness of navigation by sound or high quality robotic video feeds, and scrambling around to lend their competitors safety glasses and springs and drill bits? Where else can you find flashing lights and bright colors and face painting and colorful pins and crazy costumes and yelling and cheering and people dancing in the aisles and teams with names like Mechanical Mayhem and The PVC Pirates? Nowhere, thats where. *grin* And now for the pictures! This is what a typical regional looks like on the last day of competition (showing your team colors is an important part of FIRST): This is the field- where the matches actually take place and the robots are put to the test. This is the pit area- where teams keep their robot between matches and work to fix up anything that may not be working exactly as planned The drive team consists of 4 people: a driver (who moves the robot around), the operator (who pushes all the buttons and operates the robots functions), a human player (who gets to throw balls around), and a team coach (who keeps everyone calm in the heat of competition). In this picture, you can see that Team 97 has successfully navigated up the ramp for some bonus points. Go team! Team 97 in action. FIRST isnt Battlebots- but it can get rough out there. Team 97 is the RoboRuminants. Get it? Cows? (Yeah, it took me a loooong time to catch on to that one, so no worries.) At the end of the regional, everyone packs their robot into crates to be shipped off to the next location- if theyre lucky, its another regional, or even nationals. Nehalita said this awhile ago: I was talking to one of my friends who was experiencing her first regional as an alumni and she said it was quite different some emotions were: boring, depressing, stressfree. Watching as an alumni is definitely very different. It was pretty sad for me- I got to watch people doing a lot of stuff that I never got a chance to because I didnt have a team my senior year. Plus I was a lot more reserved as usual. You want to make sure youre not taking over when you could be letting the high school students learn things. You may have moved onto cooler things as a college student, but oh to be a high schooler on a FIRST team*grin* Of course, all these thoughts are going on in your head during a FIRST regional, where there is nowhere near enough time/space/quiet to sit around and feel sorry for yourself. Its mostly just excitement, but theres a little nostalgia in there too. On to the Boston Regional it was the first year Boston had a regional, but you would never know. Lots of fun to be had. =) The MC at Boston was insane. I tried to get good pictures but it was absolutely impossible. He zoomed around the field on roller blades and kept insisting that Team 97 was wearing tangerine and once even referred to it as that fabulous color. Hee. He was pretty awesome. The Boston pit area. Full of busy people, hard at work. The Boston field area. The awards ceremony happens after the elimination tournament. There are awards for winning the regional, as well as Team Spirit, Industrial Design, Quality, and lots others. Winning any of these awards is a pretty sweet deal, so even if your robot doesnt do so hot in the actual competition, you can still get some recognition and feel pretty good about yourself. Team 97s robot. It was quite the sturdy little robot. Sometimes teams will give out their own awards, and Team 97 received Best Defensive Robot from two separate teams at the Boston Regional. Way to go, guys! That, my friends, is water-jetted diamondplate. I have no words for the sheer AWESOMENESS that is this picture. FIRST makes my inner nerd happy. Responses to comments: Evan said: Hope to see ya around at CPW, Laura. I wonder how much of a chance Ill have of actually finding you, but I guess only time will tell. Attention all blog followers: keep an eye on your CPW schedules. There will be an obvious and appropriately named chance to meet the bloggers during the weekend. Plus Ill be around at the help/registration desk (not sure which hours yet), and Ill be hanging out at just about every event hosted by Burton-Conner (one of my best friends is CPW chair, so Ill be there whether I like it or not!) Everyone on campus is psyched for CPW (although probably not as psyched as you guys all are), so there will be plenty of chances to meet the bloggers- and everyone else! Anonymous said: Is it possible to apply for transfer?? I saw on the MIT fact that they only accepted about 14 transfers last year. do u know the rate of acceptance for transfers?? I really want to apply fo transfer and I am planning to do it maybe one and a half years later. All I know about transfer admissions is that theyre insanely competitive. Your best bet is to check out the transfer admissions website, take math/science/MIT-like classes at school, and to get in touch with the admissions office. Good luck! Anonymous said: Im planning to miss the Admitted Students party in my area because of other plans but am coming to CPW. Is that much of a big deal? Nope, not at all. Admitted Student meetings are just a chance to get to meet some of your fellow 10s and make some new friends. Theyre fun to go to (plus its always funny to look back a year later and realize, wow I totally met that person at this admitted students meeting and they are nothing like I remember), but no big deal if you miss them. Anonymous said: If I go to CPW from far away, will that significantly affect my future chances of FinAid? Interesting question. Im not the definitive source on this, but I give it a resounding no. The finaid office has better things to do than to track everyone who attends CPW. Tish said: Congrats on passing the EMT exam! Im currently in the middle of my EMT-B class here in New York and will be testing in May. I think its so cool that youre a part of the MIT-EMS! Ive been riding with my local corps for 2 years now and definitely would like to join the MIT service when I get there in the fall. Did I read that you get to drive the ambulance as well? Thats awesome! What I wanted to ask you was, how have you been managing with all your school work and EMS on top of it? Are you left with any free time? Well congrats again and hopefully Ill see you at a drill in the fall! Great question. Ill let you know when I know. =) Ive only ever worked one shift on the ambulance, so Im not really qualified to answer. Here is what I do know: in order to be considered an active member of MIT-EMS, youre required to staff the ambulance for 49 hours each semester. Plus, there are 4 general body meetings (which take place in the evenings and each last an hour or two) and 4 drills sessions (there are two sessions-Sunday morning or Sunday afternoon- each lasts 4 hours and you get to choose your session) each semester. Youre only allowed to miss one of each. I havent worked on the ambulance much, but attending the meetings and drill sessions is really no big deal. As for staffing the ambulance- you get to make your own schedule and of course you can do homework on shift- you just cant count on it since you never know when youll be getting a call. So theres a lot to keep in mind, but the 49 hours works out to about a shift every other week, and the scheduling is pretty fle xible. Oh, and just so you know- free time is rare around here. Most people fill up their free time with sports or clubs or EMS or writing admissions blogs- and then its not free time anymore, is it? =) Oh, and as for driving the ambulance, all of MIT-EMS is student run- so yes, we do. Theres a lot of training and practice to go through first, though. Momchil said: Obviously, I cant just let it go. So, can someone answer me just one short, sweet and to the point question, just like Lauras thoughts: Why are the best female chess players no match to the best male chess players? What, discrimination and discouragement again? I, for one, dont think so. OK, listen. First of all, dont start your comments here with now, I do not want to engage myself with so controversial an opinion here in those blogs, but when you are clearly enjoying all of the controversy that you succeeded in creating. Second of all, you have clearly never seen me in front of a physics problem. And you know what, Einstein may have been a man but Marie Curie was not, so I dont really see your point. You clearly want to start a big argument with me about this, and Im sorry to tell you that its not going to happen. As a woman who attends one of the most prestigious engineering schools in the world, Im not going to get up every morning, attend hours of math and physics classes, spend hours of my free time building cars and robots, spend hours after that working on challenging psets, only to end my day by trying to convince you that I even have the capacity to be as intelligent as the average male. I just refuse to do that. You may think that I am disrespecting your o pinion, but theres just no way Im even going to entertain the idea that youre proposing. Sorry. Oh, and one more thing- if youre going to start a whole debate about how you think men are naturally smarter than women, dont end your comments with some patronizing line about how you think Im cute. It doesnt make you look like youre not some women-hater, or someone who looks down on women, it makes you look like a patronizing sexist jerk who only values women based on their looks. Just so you know. Post Tagged #FIRST robotics competition

How to Conjugate the Verb Volere in Italian

Volere, which translates principally to the English to want, is, much like its English counterpart, a rather essential verb. You use it to express will, expectation, resolve, demand, command, and wish. It is irregular, so it does not follow the regular -ere verb ending pattern. Used as a transitive verb, volere takes a direct object or a complemento oggetto diretto, and, in compound tenses, the auxiliary verb avere: Voglio un libro da leggere. I want a book to read.Voglio il vestito che ho visto ieri. I want the dress I saw yesterday.Il verbo volere vuole lausiliare avere. The verb volere wants the auxiliary avere. Modal: Transitive or Intransitive But volere is also one of the triumvirate of Italian modal verbs, or verbi servili, aiding in the expression of other verbs and used to express the will to do something, so it can be followed directly by another verb (also a complemento oggetto): voglio leggere, voglio ballare, voglio andare in Italia. When its used as such, volere takes the auxiliary required by the verb it is serving. For example, if you couple  volere with  andare, which is an intransitive verb that takes  essere, in the compound tenses  volere takes  essere: Sono voluta andare a casa (I wanted to go home). If what we are wanting to do is mangiare, which is transitive and takes  avere,  volere, in that case, takes  avere: Ho voluto mangiare (I wanted to eat). Remember your ground rules for  choosing the right auxiliary: sometimes it is a case-by-case choice, depending on the sentence and the use of the verb. If you use  volere with a reflexive or reciprocal verb, it takes  essere. Volere With Che Volere also can be used to express wish in the subjunctive with che: Voglio che tu mi dica la verità  . I want you to tell me the truth.Vuoi che andiamo? Do you us to go?Non voglio che venga qui. I dont want him to come here. Vorrei The softer, less demanding expression of volere is the conditional I would like, which can be used in all the same ways as its English counterpart (but note the tense of the subordinate with che): Vorrei un po dacqua. I would like a bit of water.Vorrei mangiare qualcosa. I would like to eat something.Vorrei che tu mi dicessi la verità  . I would like for you to tell me the truth. Modal With Pronouns When volere is used as a modal verb, in constructions with direct and indirect object pronouns and  combined pronouns, the pronouns can go before either verb or attached to the infinitive that  volere is supporting:  Volete aiutarmi  or  mi volete aiutare;  lo voglio prendere  or  voglio prenderlo; glielo volete dare  or  volete darglielo. Ci Vuole, Ci Vogliono Volerci pronominal and impersonal, with essere, means it takes or it necessitates, as in require, particularly in time or money but also other things. For example: Ci vuole unora per andare a Roma. It takes an hour to go to Rome.Ci vogliono tre uova per fare gli gnocchi. It takes three eggs to make gnocchi.Ci vogliono 1,000 euro per andare in America. It takes 1,000 euros to go to America.Ci vuole forza e coraggio nella vita. Life takes strength and courage. You only conjugate in the third person singular or plural according to what is necessitated. You can use that construction quasi-reflexively with reflexive pronouns if the necessity is personal rather than impersonal. For example, Alla mia amica Lucia (le) ci vogliono due ore per lavarsi i capelli. It takes my friend Lucia two hours to wash her hair.A noi ci vuole un chilo di pasta a pranzo. It takes us a kilo of pasta for lunch.A Marco gli ci sono voluti due giorni per arrivare. It took Marco two days to get here. Volere Dire With dire, volere means to mean or to mean to say. Che vuoi dire? What do you mean/what are you saying?Cosa vuol dire questa parola in francese? What does this word in French mean?Queste parole non vogliono dire niente. These words dont mean anything. Volere Bene The term volere bene is used to express love of many kinds, romantic and non-romantic. It means to love someone, to care about someone, to wish them well. You use it with friends, family, pets, and also someone you are in love with, though with that person you also use amare: Ti amo! (You can use amare with other people, too, but be careful to not say ti amo to someone who might misunderstand your affection.) Volere bene is transitive, but it can be used reciprocally, with essere. The tables below include examples of  volere in transitive, reflexive, and reciprocal uses; modal and not. Indicativo Presente: Present Indicative An irregular presente. Io voglio Io mi voglio riposare. I want to rest. Tu vuoi Vuoi una pizza? Do you want a pizza? Lui, lei, Lei vuole Luca vuole bene a Pia. Luca loves Pia. Noi vogliamo Noi vogliamo sposarci. We want to get married/marry. Voi volete Volete del vino? Do you want some wine? Loro, Loro vogliono Vogliono mangiare. They want to eat. Indicativo Passato Prossimo: Present Perfect Indicative A regular passato prossimo, made of the present of the auxiliary and the participio passato, voluto (regular). In the passato prossimo the act of volere (like that of the other modal verbs) has ended and reached an outcome, one way or the other, almost with insistence: if you wanted to eat, you got food; if you wanted a car, you got it. Io ho voluto/sono voluto/a Mi sono voluta riposare un attimo. I wanted to rest for a moment. Tu hai voluto/sei voluto/a Hai voluto anche una pizza? You wanted a pizza, too? Lui, lei, Lei ha voluto/à ¨ voluto/a Luca ha voluto bene a Pia per molto tempo. Luca loved Pia for a long time. Noi abbiamo voluto/siamo voluti/e Ci siamo voluti sposare e ci siamo sposati. We wanted to get married and we did. Voi avete voluto/siete voluti/e Avete voluto del buon vino, vedo. You wanted some good wine, I see. Loro, Loro hanno voluto/sono voluti/e Hanno voluto mangiare subito. They wanted to eat immediately. Indicativo Imperfetto: Imperfect Indicative A regular imperfetto. In this imperfect tense, the wanting may or may not have resolved (like with other modal verbs). Io volevo Volevo riposarmi ma c'à ¨ troppo rumore. I wanted to rest but there is too much noise. Tu volevi Non sapevo che volevi una pizza. I didn't know you wanted ta pizza. Lui, lei, Lei voleva Luca voleva bene a Pia, ma l'ha lasciata. Luca loved Pia, but he left her. Noi volevamo Noi volevamo sposarci, poi abbiamo cambiato idea. We wanted to marry, but then we changed our minds. Voi volevate Volevate del vino? Did you want some wine? Loro, Loro volevano Quei signori volevano mangiare. Those gentlemen wanted to eat. Indicativo Passato Remoto: Indicative Remote Past An irregular passato remoto. Here also volere is resolute and has led to its outcome. Io volli Quel giorno volli riposarmi e mi addormentai. That day I wanted to rest and I fell asleep. Tu volesti Volesti una pizza e la mangiasti tutta. You wanted a pizza and you ate it all. Lui, lei, Lei volle Luca volle bene a Pia fino al suo ultimo giorno. Luca loved Pia to his very last day. Noi volemmo Volemmo sposarci a primavera. We wanted to marry in spring. Voi voleste Voleste del vino e ve lo portarono. You wanted some wine and they brought it. Loro, Loro vollero Vollero mangiare fuori. They wanted to eat outside. Indicativo Trapassato Prossimo: Indicative Past Perfect A regular trapassato prossimo, made of the imperfetto of the auxiary and the past participle, voluto. Io avevo voluto/eri voluto/a Mi ero voluta riposare e dunque mi ero appena svegliata. I had wanted to rest, so I had just woken up. Tu avevi voluto/eri voluto/a Avevi voluto una pizza ed eri pieno. You had wanted a pizza and you were full. Lui, lei, Lei aveva voluto/era voluto/a Luca aveva voluto molto bene a Pia prima di conoscere Lucia. Luca had loved Pia very much before meeting Lucia. Noi avevamo voluto/eravamo voluti/e Avevamo voluto sposarci in chiesa e mio padre non era stato contento. We had wanted to marry in the church and my father had not been happy. Voi avevate voluto/eravate voluti/e Avevate voluto molto vino ed eravate un po' allegri. You had wanted a lot of wine, and you were tipsy. Loro avevano voluto/erano voluti/e Avevano voluto mangiare molto e il tavolo era pieno di piatti. They had wanted to eat a lot and the table was full of plates. Indicativo Trapassato Remoto: Indicative Preterite Perfect A regular trapassato remoto. A very remote literary storytelling tense made of the passato remoto of the auxiliary and the past participle. Unlikely construction with a modal verb. Io ebbi voluto/fui voluto/a Appena che mi fui voluta riposare, mi portarono in camera. As soon as I had wanted to rest, they took me to the room. Tu avesti voluto/fosti voluto/a Appena avesti voluto la pizza, te la portarono. As soon as you had wanted the pizza, they brought it. Lui, lei, Lei ebbe voluto/fu voluto/a Dopo che Luca ebbe voluto bene a Pia tutta la vita, si sposarono. After Luca had loved Pia all his life, they married. Noi avemmo voluto/fummo voluti/e Dopo che ci fummo voluti sposare, ci lasciammo. After that we had wanted to marry, we left each other. Voi aveste voluto/foste voluti/e Appena che aveste voluto tutto quel vino, arrivarono i musicisti e ballammo tutta la notte. As soon as you had wanted all that wine, the musicians arrived and we danced all night. Loro, Loro ebbero voluto/furono voluti/e Dopo che ebbero voluto mangiare, si riposarono. After they had wanted to eat, they rested. Indicativo Futuro Semplice: Simple Future Indicative An irregular futuro semplice. Io vorrà ² Dopo il viaggio vorrà ² riposarmi. After the trip I will want to rest. Tu vorrai Vorrai una pizza dopo? Will you want a pizza later? Lui, lei, Lei vorrà   Luca vorrà   sempre bene a Pia. Luca will always love Pia. Noi vorremo Prima o poi vorremo sposarci. Sooner or later we will want to get married. Voi vorrete Vorrete del vino rosso con la pasta? Will you want some red wine with your pasta? Loro vorranno Dopo il viaggio vorranno mangiare. After the trip they will want to eat. Indicativo Futuro Anteriore: Indicative Future Perfect A regular futuro anteriore, made of the simple future of the auxiliary and the past participle, voluto. Io avrà ² voluto/sarà ² voluto/a Immagino che mi sarà ² voluta riposare I imagine that I will have wanted to rest. Tu avrai voluto/sarai voluto/a Dopo che avrai voluto anche la pizza sarai come una botte! After you will have wanted pizza, too, you will be like a barrel! Lui, lei, Lei avrà   voluto/sarà   voluto/a L'anno prossimo Luca avrà   voluto bene a Pia per dieci anni. Next year, Luca will have loved Pia for ten years. Noi avremo voluto/saremo voluti/e Dopo che ci saremo voluti sposare, andremo a fare un epico viaggio di nozze. After we will have wanted to marry, we will go on an epic honeymoon. Voi avrete voluto/sarete voluti/e Avrete voluto del vino, immagino. I imagine that you will have wanted some wine. Loro, Loro avranno voluto/saranno voluti/e Avranno voluto mangiare dopo il viaggio. They surely will have wanted to eat after the trip. Congiuntivo Presente: Present Subjunctive An irregular present subjunctive. Che io voglia Credo che mi voglia riposare. I think I want to rest. Che tu voglia Spero che tu voglia una pizza. I hope you want a pizza. Che lui, lei, Lei voglia Penso che Luca voglia bene a Pia. I think that Luca loves Pia. Che noi vogliamo Credo che ci vogliamo sposare. I think we want to marry. Che voi vogliate Spero che vogliate del vino! I hope you want some wine! Che loro, Loro vogliano Penso che vogliano mangiare. I think they want to eat. Congiuntivo Passato: Present Perfect Subjunctive A regular congiuntivo passato, made of the present subjunctive of the auxiliary and the past participle, voluto. Again, the wanting has reached a resolution. Che io abbia voluto/sia voluto/a Nonostante mi sia voluta riposare, non ho dormito. Though I wanted to rest, I didn't sleep. Che tu abbia voluto/sia voluto/a Nonostante tu abbia voluto la pizza, non l'hai mangiata. Though you wanted the pizza, you didn't eat it. Che lui, lei, Lei abbia voluto/sia voluto/a Penso che Luca abbia voluto bene a Pia tutta la vita. I think that Luca has loved Pia all his life. Che noi abbiamo voluto/siamo voluti/e Sono felice che ci siamo voluti sposare. I am happy that we wanted to get married. Che voi abbiate voluto/siate voluti/e Sono felice che abbiate voluto del vino. I am happy that you wanted some wine. Che loro, Loro abbiano voluto/siano voluti/e Sono felice che abbiano voluto mangiare. I am happy that they wanted to eat. Congiuntivo Imperfetto: Imperfect Subjunctive A regular congiuntivo imperfetto. Che io volessi Pensavo che mi volessi riposare, ma non sono stanca. I thought I wanted to rest but I am not tired. Che tu volessi Pensavo che tu volessi una pizza. I thought you wanted a pizza. Che lui, lei, Lei volesse Credevo che Luca volesse bene a Pia. I thought the Luca loved Pia. Che noi volessimo Speravo che ci volessimo sposare. I hoped that we wanted to get married. Che voi voleste Speravo che voleste del vino: l'ho aperto! I hoped that you wanted some wine: I opened it! Che loro, Loro volessero Speravo che volessero mangiare: ho cucinato molto. I hoped that they wanted to eat: I cooked a lot. Congiuntivo Trapassato: Past Perfect Subjunctive A regular congiuntivo trapassato, made of the imperfetto congiuntivo of the auxiliary and the past participle. Che io avessi voluto/fossi voluto/a Sperava che mi fossi voluta riposare. He hoped that I had wanted to rest. Che tu avessi voluto/fossi voluto/a Vorrei che tu avessi voluto una pizza. I wish that you had wanted a pizza. Che lui, lei, Lei avesse voluto/fosse voluto/a Vorrei che Luca avesse voluto bene a Pia. I wish that Luca had loved Pia. Che noi avessimo voluto/fossimo voluti/e Speravo che ci fossimo voluti sposare. I hoped that we had wanted to get married. Che voi aveste voluto/foste voluti/e Pensavo che avreste voluto del vino. I thought you would have wanted some wine. Che loro, Loro avessero voluto/fossero voluti/e Pensavo che avessero voluto mangiare. I thought they would have wanted to eat. Condizionale Presente: Present Conditional An irregular condizionale presente. Io vorrei Vorrei riposarmi. I would like to rest. Tu vorresti Vorresti una pizza? Would you like a pizza? Lui, lei, Lei vorrebbe Luca vorrebbe pià ¹ bene a Pia se lei lo trattasse bene. Luca would love Pia more if she treated him well. Noi vorremmo Noi vorremmo sposarci a marzo. We would like to get married in March. Voi vorreste Vorreste del vino? Would you like some wine. Loro vorrebbero I signori vorrebbero mangiare. The gentlemen would like to eat. Condizionale Passato: Perfect Conditional A regular condizionale passato, made of the present conditional of the auxiliary and the past participle. Io avrei voluto/sarei voluto/a Mi sarei voluta riposare. I would have liked to rest. Tu avresti voluto/saresti voluto/a Tu avresti voluto una pizza se ci fosse stata? Would you have liked a pizza had there been one? Lui, lei, Lei avrebbe voluto/sarebbe voluto/a Luca avrebbe voluto bene a Pia malgrado tutto. Luca would have loved Pia regardless. Noi avremmo voluto/saremmo voluti/e Noi ci saremmo voluti sposare a marzo, ma ci sposeremo a ottobre. We would have liked to marry in March but we will get married in October. Voi avreste voluto/sareste voluti/a Avreste voluto del vino bianco, se ne avessero avuto? Would you have liked some white wine, if they had had some? Loro, Loro avrebbero voluto/sarebbero voluti/e Avrebbero voluto mangiare prima. They would have liked to eat earlier. Imperativo: Imperative An irregular imperativo. Tu vogli Voglimi bene! Love me! Lui, lei, Lei voglia Vogliatele bene! Love her! Noi vogliamo Vogliamole bene! Let's love her! Voi vogliate Vogliatele bene! Love her! Vogliano vogliano Le vogliano bene! May they love her! Infinito Presente Passato: Present Past Infinitive Remember that the infinitive in Italian is often used as a noun. Volere 1. Volere à ¨ potere. 2. Lina si fa benvolere. 3. Non si puà ² volere di pià ¹ dalla vita. 1. Will is power. 2. Lina makes herself well liked. 3. One cannot want more from life. Volersi 2. Non bisogna volersi male. 2. One must not dislike one another. Avere voluto 1. Sono contenta di avere voluto vedere il film. 2. Averti voluto bene mi ha dato motivo di vivere. 1. I am happy to have wanted to see the movie. 2. Having loved you gave me a reason to live. Essersi voluto/a/i/e 1. Essermi voluta laureare à ¨ segno del mio impegno. 2. Essersi voluti bene à ¨ bello. 1. Having wanted to get my degree is sign of my commitment. 2. It is nice to have loved each other. Participio Presente Passato: Present Past Participle The present participle volente, meaning willing, is used as an adjective. In addition to its auxiliary duties, the past participle voluto is also used as an adjective. Volente Volente o nolente, vieni alla festa. Willing or unwilling, you are coming to the party. Voluto/a/i/e 1. Il male voluto torna a nuocere. 2. Mi sono sentita ben voluta. 1. The ill-will wished comes back to harm. 2. I felt welcome/well accepted. Gerundio Presente Passato: Present Past Gerund Remember the functions of the important gerundio mood. Volendo Volendo salutare Grazia, sono andata a casa sua. Wanting to say hello to Grazia, I went to her house. Avendo voluto Avendo voluto salutare Grazia, sono andata a casa sua. Having wanted to say hello to Grazia, I went to her house. Essendo voluto/a/i/e Essendosi voluti salutare, si sono incontrati al bar. Having wanted to say hello to each other, they met at the bar.

Freedom Of The Slave By Abraham Lincoln - 1492 Words

In 1862, Abraham Lincoln stated, â€Å"In giving freedom to the slave, we assure freedom to the free.† This freedom would take form in the lack of guilt and blame for the mistreatment of others. But, what if the already free masters and slave owners are not burdened with guilt and do not care for or recognize the mistreatment they lavish? The freedom of slaves was a cause fought for many decades, and was finally resolved with the passing of the 13th amendment in 1865. This technicality of freedom symbolized a new beginning and the start of the African American citizenship in the United States. But, it is established that the word â€Å"free† does not necessarily correlate with successful or equal. The aftermath of slavery can be viewed in some instances to be just as harsh as slavery itself. Therefore, the question arises; how free is free? Life as a slave was arduous and merciless. Though some masters were more kind than others and welcomed their slaves either into their families or developed friendship, slavery in the United States, according to a slave named David Walker, was like no other (181, A People’s History of the United States). To many slave owners, their slaves were not considered to be human; thus eliminating any potential pity or empathy for the harsh conditions slaves were subjected to. The slaves on the other hand, more often than not, followed these orders and submitted to the harsh conditions even though they outnumbered white men entirely. In Been in the Storm soShow MoreRelatedAbraham Lincoln : An Influential President1572 Words   |  7 PagesAbraham Lincoln: An Influential President When you hear the name Abraham Lincoln, what is the first thing that comes to your mind? Do you think of a tall, slender man with an enormous top hat? Do you think of his devotion to the abolition of slavery? Abraham Lincoln contributed to more than one can imagine. He was the president of the United States during a time of colossal distress, the Civil War, and he paved the way for a great number of changes. Abraham Lincoln was a powerful figure whoRead MoreAbraham Lincoln Was Not A Friend Of Africans1343 Words   |  6 PagesTopic: Abraham Lincoln was not a friend of Africans Many American believe President Abraham Lincoln was a friend of Africans and even suggest that he freed the slave which is far from the truth. Although Abraham Lincoln’s Emancipation Proclamation made history the controversy remains as to the true reason of the Emancipation Proclamation. Many historian now believe that Emancipation Proclamation was design to protect the union and not free the slaves. It is true that Lincoln thought slaveryRead MoreAbraham Lincoln, Slavery and the American Civil War Essay1716 Words   |  7 Pagesinvestigation will analyze how Abraham Lincolns view on slavery reflected during and after the American Civil War from 1861 to 1865. To analyze exactly how Lincolns position on slavery affected the war overall, this investigation looks at Lincolns moral and religious views as well as his social and political views. Two main sources were used, both dealing with events relevant to his political career and his roots in his career and other important issues including slavery. Lincoln by David Herbert DonaldRead MoreEssay about The Reconstruction Era: The Planted Seeds1231 Words   |  5 Pagesbirth of freedom† (Baslor). These wise words of Abraham Lincoln cleared the way of a desolate trail of violence and pain, yet he was determined to accomplish his plans of abolishing slavery and creating equalit y. The Civil War, began in 1861 and ended in 1865, yet it was known as one of the bloodiest wars America has ever walked through compared to other American Wars (â€Å"Civil War Facts†). After the Civil War the Reconstruction Era rose up and flourished into a luminous path of freedom for slaves in AmericaRead MoreThe Legacy Of Abraham Lincoln924 Words   |  4 PagesAbraham Lincoln was the United States 16th President in 1861. The Emancipation Proclamation was issued by Lincoln, which freed slaves. According to the National Archives and Records Administration, â€Å"The proclamation declared, that all persons held as slaves within the rebellious states are, and henceforward shall be free† (Archives.gov). Despite the fact that the Emancipation Proclamation did not free all slaves, it paved the way for African-American to fight for freedom. It also changed the focusRead MoreCompare and Contrast Any Two Public Figure1717 Words   |  7 PagesAbraham Lincoln was the 16th president as Martin Luther King Jr was not any president. The races are also different. Mr Luther King Jr was black himself so he was the one being affected in his time. Abraham Lincoln just noticed how horrible it must feel to be used as a slave. Martin Luther King, Jr., was a civil rights leader, an author, a minister, and an orator. Born in Atlanta, Georgia, to a middle-class family, King spent most of his career advocating for civil rights and protesting AmericanRead MoreAbraham Lincoln : A Man Of Great Wisdom And Determination1555 Words   |  7 Pageswe simply would not be here. However, Abraham Lincoln is the reason the United States is still united. Abraham Lincoln was a self-made man. As the sixteenth American President, a man of great wisdom and determination, he was determined to end slavery. Lincoln put the importance and devotion for his nation before his own personal convictions. Lincoln wasn’t raised in a wealthy middle class family. He was born dirt-poor in a log cabin in Kentucky in 1809. Lincoln grew up self-educated, with a tasteRead MoreAnalysis of the Emancipation Proclamation Speech1339 Words   |  6 Pagesfree the slaves, not to the slaves. According to Rollyson the proclamation was not intended for the slave, blacks, or former slaves. The â€Å"Emancipation Proclamation† speech was during the Antislavery Movement or what some people call it the Abolitionist Movement, during the 1960s. The main leaders of the abolitionist movement were Abraham Lincoln and Fredrick Douglas. The point of Lincoln writing the speech about emancipating the slaves was to free the slaves and win the civil war. Lincoln had writtenRead MoreAmerican Civil War Research Paper1118 Words   |  5 PagesStates was fought between Southern slave states and the United States federal government. Southern states formed a group called the Confederacy, which went against the beliefs of the Union. Jefferson Davis of the Confederate States of America and Abraham Lincoln sought different views on slavery. Lincoln believed that all slaves should be emancipated and advocated the restoration of the Union. The Fugitive Slave Law of 1850 supported the belief that all slaves who escaped, once captured were toRead MoreEssay on The Lincoln Administration Pursuit of Freedom1368 Words   |  6 Pages The Lincoln Administration Pursuit of Freedom There are many ways to describe what freedom is; in fact Webster’s dictionary offers nine different explanations of what the word means. â€Å"A right or the power to engage in certain actions without control or interference,† is one of the most ubiquitous definitions. There are many ways to describe freedom and American history has portrayed it in very contradictory manners. In the late 1700’s, it was very obvious that America’s forefathers sought freedom

Statistical Literature Review and Critique of Empirical Article Free Essays

ARTICLE REVIEW AND CRITIQUE: â€Å"Efficiency of Brand Placement in an International Film- Effects of Exposure in a Local Context† Slim Khalbous and Merium Maazoul Journal of Creative Communications, Volume 5, Issue 1 (March 2010), p. 23-46 SYNOPSIS Product and brand placement arouses a particular interest at the announcers. However the massive use of brands in international programs incites us to wonder about the effect of the local socio-cultural context on the efficiency of this creative technique. We will write a custom essay sample on Statistical Literature Review and Critique of Empirical Article or any similar topic only for you Order Now This research presents, first an explanatory abstract frame of the influence of the local context variables and the variables of programming on the recall of the placement; and second an empirical validation realized in two phases. First of all, a qualitative analysis of contents by experts; then a quantitative study by experimentation realized with 150 individuals. The results show that, globally the effect of the local context on the memorization of the placement is direct and that the recall of the placed brands depends on attitudes towards the spoken language, on social interactions and some characteristics of the audience. KEYWORDS Brand placement, recall, programming, context, exposing language, social interactions The empirical application was done by showing a James Bond film that had several product placements in a part of North Africa called Tunisia; an area where a lot of international films are consumed. The study wanted to explore the â€Å"effect of the specific context related to the international film on the effectiveness of the placement in terms of memorization. In order to do this, the research had to go through three stages: (1) a state of the art, which generated some of the research propositions (2) a qualitative phase, to choose and analyze the international film, and (3) a quantitative phase, which would measure the impact of exposure in the effectiveness of placement in the film. Attitudes toward Language Effect Foreign language can improve the advertising effectiveness for a product because a foreign language attracts attention, creates a positive attitude, and is more memorable, which can be explained by Helfer’s theory of mbiguity. A study done by Khalbous and Maazaul in 2007 proved that the â€Å"attitude toward advertising is positive when the audience prefers watching the programs in French and commercials in Arabic. † Social interactions also play a huge role in product memorization and attitudes because people will remember what they were saying or doing with others while watching television or film. Individual Variables Effect Gender and the area of residence are two variables on the effectiveness of product placement. American, French, and Austrian men are more likely to accept a product seen in films than women according to studies. However, another study showed that women have more positive attitudes towards placement. â€Å"On the other hand, women would be emotionally more touched than men, by the stimuli which surrounds them, especially television programs to which they are exposed (Schwartz et al. 1980). † The area of residence is the other factor. The wealthier areas are more likely to be less favorable towards product placement because they are exposed to it more, and have become bored with the predictability of it. According to the study of Hall (2004), the percentage of consumers who said they would try a product if they saw it in a film is 53 percent in Mexico, 49 percent in Singapore, 35 percent in India, and only 26 percent in the USA and 8 percent in France. † The Effect of Specific Context Related to the Program The appreciation of an international film, and the intensi ty of the emotions generated by the film were the two aspects being studied in this area of research. Most of the interest was about the impact of the characteristics of the film and how they affect the audience’s cognitive reactions. Program Liking Effect Although there was no link found between the film’s likability and the memory of product placement in a study conducted in 1994 by Karrh, there was evidence of a link found in 2000. In that study, Blonde Roozen (2007) found evidence of people being more likely to remember a product placed in a film they liked. International Placement and Tunisian Local Context The empirical validation of the conceptual framework was conducted in two stages: the qualitative analysis to select and qualify the selected film (the visual content analysis by experts), and then (2) a quantitative study which determined the impact of the contextual variables on the effectiveness of the placement of products in the film (the experiment). Selection and Analysis of Placements in an International Film: Qualitative Stage Choice of International Film James Bond- Tomorrow Never Dies (1997) was the film chosen by a board of four experts for three reasons: it’s known for use of product placement, because the film was not created to pertain to a certain audience, and because the old exit date of the film eliminates short and medium term memorization. Quantitative Experimentation of the Selected Film The main focus was to test the effects of the exposure on the efficiency of placement, while controlling the external variables. Model and Hypothesis of Measurement In order to test the relationship between the variables, two things were necessary: firstly, to propose measurements of conceptual framework, and secondly, to form the hypothesis of research to be studied quantitatively. Measurement and Experimental Design The sample used in this study was composed of 150 undergraduate students whose average age ranged between 20 and 22 years old. In order to minimize sampling confound, the students were from different areas and levels of study, different income levels, and were from three different universities, each in different cities in the country. Type of Recalled Placements: Qualitative Analysis of Frequencies According to Table 2, the frequencies of recall of the product placements show that BMW stands out more than the others because it is the only audio-visual placement in the film. It was also repeated several times. Next is Ericsson, whose high scores are due to the familiarity of the brand to Tunisians. The scores may be high for Ericsson, but its rate of recall is low because of its very subtle placement in the film. According to Khalbous and Maazaul, â€Å"the qualitative analysis showed that the high scores of recall were obtained for the audio-visual placements, integrated in the scenario of film, where the brand is presented in a very visible way, accompanied by several integrated and prominent recalls of placement. These results agree results agree with the conclusions of Lehu’s study (2005), according to which the traditional criteria of the placement does not systematically guarantee the success of a placement, by enhancing the recall of the brand. It is thus necessary to consider a global approach integrating the various creative techniques of placement. † Three Things I Liked First of all, the topic was interesting to me because I can relate my own experiences to it. For instance, I have seen a few James Bond movies, and what I love mostly about them is the cars. When I think of James Bond, I think of an Aston Martin V12 Vanquish, a dream car of mine only because of the film James Bond 007- Die Another Day. Obviously, the product placement caught my attention, like it did to most of the sample of college students in Africa that were being studied, and was memorable to me, since I’m still talking about it today, even though I saw the film about 5 years ago. Another thing I liked was the study about audio-visual seeming to make the biggest impact on product memorization. I agree with this conclusion because while searching for a movie clip online of my favorite moment of the James Bond 007 Aston Martin V12 Vanquish, I stumbled onto the wrong clip. I didn’t even remember the part when James Bond’s assistant introduces him to the Vanquish. Based upon research done, the article tells me why: because there was no sound to go along with it. The only part of the movie (or actually, the car) I remember was a very noisy moment full of engine revs and tire squeals. I also liked the study they did on emotion influencing memory, and agree with it also. I can remember when I saw the James Bond movie at the theater, and the feeling I had while watching James Bond drive the Aston Martin on a sheet of ice during a high-speed chase. I was scared, nervous, excited, and my adrenaline was pumping. Immediately after the scene, I turned to my boyfriend and asked â€Å"What kind of car was that? † because I knew it belonged on my dream list. To this day, when someone asks me what my dream car is, I say â€Å"An Aston Martin V12 Vanquish. † I’ve never seen the movie again, but that car, and the feeling I had when I saw it has stayed with me. A few minutes ago, when I went to YouTube and did a search for the â€Å"007 ice chase† I eventually got the right clip; the one that gave me that feeling of excitement. I was surprised, and a little disappointed that I didn’t get the same feeling. Actually, I’m thinking of changing my dream car now, because I don’t think it’s quite as attractive as I remembered it being. This raises a question that I didn’t see research done on in the article: What are the benefits of product placement in an international film vs. an international commercial. I’ve seen some pretty in-depth, action-packed car commercials, but none of them have managed to persuade me to let go of my first dream car, the Aston Martin. Why is that? Is it because there isn’t enough time for a commercial to spark that kind of height of emotion in me? Or maybe because I view commercials as being annoying (except for Super Bowl commercials; those I like because it gives me something to look forward to during the game). Maybe it’s just the whole experience of being in a movie theater, with that special someone, and being surrounded by loud â€Å"Vrooms! †, and hearing others’ reactions to the movie that just can’t be captured by watching a commercial. I don’t know, but I think these researcher guys are onto something! What I Didn’t Like Like I said before, I would have liked for them to compare the effect of international commercials and the effect of international films because maybe there is a way to get create enough emotion in a short 120 second commercial if it’s in a language not native to the viewers. I would also like to know about the similarities and differences between the effectiveness of product placement in an international film and one that is native if there are any. Question According to Khalbous and Maazaul, high scores of recall of the products placed in the James Bond film were obtained for what reasons? How to cite Statistical Literature Review and Critique of Empirical Article, Essays

Albert Einstein Essay Hook Example For Students

Albert Einstein Essay Hook Albert EinsteinAlbert Einstein was an important person who changed the world of science. People referred to him as a genius, and as one of the smartest people in theworld. Einstein devoted himself to solving the mysteries of the world, and hechanged the way science is looked at today. Albert Einstein was born on March 14, 1879, in Ulm, Germany.Albertsspeech was late in development; he didnt start talking until he was about three. Since he started talking late, his parents thought he was retarded. Hisexplanation was that he consciously skipped baby babbling, waiting until hecould speak in complete sentences(Brian 1). Einstein had a very bad temper whenhe was young; he got mad and hit his sister Maja in the head with a garden hoeand cracked her skull. When he was in school, his teachers thought he wasmentally retarded because he ignored whatever bored him and attacked anything hehad interest in. Einstein was twenty-one years old when he got married. His marriagealmost didnt take place because Mileva, his fiance, thought he had an affair. Einstein decided to go to America to tell other scientists about histheory of relativity. He brought his wife and several freinds with him. Whenthey got there, they were stormed with reporters and camera-men who wanted toknow about his theories. He went around to different areas and gave speechesand lectures. When he appeared at Union Station to lecture, there was almost ariot because so many people wanted to see him. Einsteins most famous theory was the theory of relativity. Einsteinstarted his theory of relativity at the age of sixteen (Encyclopedia 511). Hereceived the Nobel prize for his famous theory. Another famous scientifictheory he discovered was E=MC2 (energy equals mass times the speed of lightsquared). That theory made the atomic bomb possible. At dawn on July 16, theatomic structure of the world was revealed when Einsteins famous equation E=MC2came to life with a bang(Brian 344). He was famous for his philosophies too. besides the theory of relativity, he discovered the theory of motion. Themotions of bodies included in a given (vehicle) are the same among themselveswhether that (vehicle) is at rest or in uniform motion (Hoffman 63). WhenEinstein was a kid, he devoted himself to solving the mysteries of the world. On April 18, 1955, Einstein died in his sleep. On his desk lay his lastcomplete statement, written to honor Isreali Independence day. It read in part:What I seek to accomplish is simply to serve with my feeble capacity truth andjustice at the risk of pleasing noone. (Encyclopedia 513). Albert Einstein was smart as a child, but no one understood him, and hewas punished for it. Albert Einstein discovered the theories of relativity, andmotion as well as the atomic bomb. Einstein was one of the most important peoplein science, and he dedicated his life to changing the world. Works CitedBrian, Dennis. Einstein a Life. New York: John Whiley and Sons,Inc., 1996. Einstein, Albert. Encyclopedia Britannica. Vol.6. 15thedition. Hoffmann, Banesh. Albert Einstein Creator and Rebel. NewYork: Penguin Books, 1972.

Queen Hatshepsut Essays - Thutmose I, Ancient Egyptian Mummies

Queen Hatshepsut Hatshepsut was the first female ruler who ever ruled in all the history of the world. She was the most remarkable women that influenced history as a whole as well as Egypt itself. She was the first female pharaoh who ever ruled Egypt. Hatshepsut came to be by her parents TuthmoseI and Aahmes. She had two brothers who died prematurely and she was the favorite child. Unfortunately her two brothers both died. Since she was the only child left, she would become heir to the throne when her father dies. Hatshepsut's family tree made it easier to understand and it is a bit complex. It starts with Hatshepsut's parents' parents. Senseneb was married to AmenhotepI and had Tuthmose I, but Amenhotep I, also had a child with Aahotpou II and they had Aahmes, who Tuthmose I married. Tuthmose I and Aahmes had three children. They had two sons named Ouazmosou and Amenmosou who both died prematurely. Their third child was none other than Hatshepsut. Her father, Tuthmose I had a son with a commoner named Moutnofrit, their son was named Tuthmose II. Hatshepsut and her half-brother Tuthmose II were married. There is more to this family tree that I will discuss later. When Hatshepsut's father died they became the new rulers of Egypt. Tuthmose I died in 1512 and it became Tuthmose II and Hatshepsut's turn to rule. Tuthmose II was the one who was to gain the throne, but it was said that for the few years of his reign, Hatshepsut was doing most of the decision making. Hatshepsut had a child but it was very likely that it was her lovers, Senmut. But also Tuthmose II had a son with a commoner whose name was Isis. Their son was named Tuthmose III. Tuthmose II was pharaoh for only three or four years. Archeologists found some markings on the surface of his mummy that indicate that he had died of skin disease. His son with Isis, Tuthmose III, was too young so Hatshepsut was the person chosen to rule since Tuthmose III worshipped as a priest of the god Amon. My opinion is that the only reason she was able to become queen was because she was just serving as his regent. That is what most people wanted because this was the last thing that they would have to deal with, a female queen or king. But she was not at a person to just sit there and wait for the young TuthmoseIII to be old enough to become king. (web page:" ") She was his regent for a short period of time, but around 1503 she demanded herself to become crowned pharaoh. She took s royal name that is only to be used by kings. She used the full "pharaonic regalia," even the fake beard and all, these things are only to be used by pharaohs. A major part of her successful reign was her loyal and influential officials, they had control over the most important parts of her government. (web page: " ") A man named Edouard Naville believed he deciphered Hatshepsut's whole name. He said it consisted of four parts. The first one was "standard" name, "she who is rich, powerful through her'ka's, her doubles. The second, nebti, is the pharaoh's rule over both East and West. Her third name was her "Horus" name, Horus names are the names that only pharaoh's can have. Hers reads as "The divine one in her risings." And her last name uses two cartouches, Kamara which means the "true double of Ra." And "Hatshepsut." (web page: HATCART.HTML) The name that was written on her seal was "the Horus, mighty by his Kas, the lord of East and West abounding in years, the good goddess, the pious lady, the golden falcon, divine in her rings, the king of Upper and Lower Egypt, Kamara, the daughter of Ra, Khnumit Amon, Hatshepsut."(web page:" ") Before Hatshepsut became pharaoh she was always a female, but as she was crowned she transformed into the appearance of a man. She wore the same outfit as the former pharaohs. Even in her "great seal" she was referred to as a man, various information states the reason for this is either the artists or scribes were wrong, it was too hard in Egyptian written language or Egyptians could not have a female being a pharaoh, so Hatshepsut was referred to as male and female. (web page: HATSHEPSUT.HTML, encyclopidia) Hatshepsut was very productive as queen.

5 Usage Errors

5 Usage Errors 5 Usage Errors 5 Usage Errors By Mark Nichol Careless or uninformed writers are at risk of using the wrong word for the job. Here are five examples of such mistakes by professional writers, with discussions and corrections: 1. â€Å"The idea that an economically struggling country of 24 million could submit a technically superior country that occupies 3.79 million square miles is preposterous.† This sentence offers two usage errors for the price of one. First, the party that does the submitting is the loser, not the victor; the writer perhaps confused submit with subdue. Second, technically means â€Å"in a technical manner†; the larger country is technologically superior. Here’s the revision: â€Å"The idea that an economically struggling country of 24 million could subdue a technologically superior country that occupies 3.79 million square miles is preposterous.† 2. â€Å"But if you’re awaiting the demise of local housing prices, you may be waiting a long time.† The reader is presumably not waiting for local housing prices to die, but that’s what this sentence says. The writer should have used decline in place of demise (â€Å"But if you’re awaiting the decline of local housing prices, you may be waiting a long time†) or should revise the sentence: â€Å"But if you’re waiting for local housing prices to decrease, you may be waiting a long time.† 3. â€Å"The recovered bodies were kept in rows on the premise of a nearby school.† Premise is almost correct, but the word means â€Å"a proposition or presupposition,† or â€Å"an explanation.† The writer should have used the plural form of the word, which, in addition to referring to more than one of the preceding items, denotes a building or part of a building and, often, the land on which it is located. (This sense derives from the fact that the real estate’s characteristics are explained in the premises of a deed.) The sentence should read, â€Å"The recovered bodies were kept in rows on the premises of a nearby school.† 4. â€Å"He was considered a shoe-in for the position.† This sentence includes a homophonic error in which the erroneous term shoe-in is, with some justification, confused for shoo-in, because writers might believe that the image of wedging one’s shoe between a doorway and a door to ensure entry is reasonably analogous to having an advantage. But the sentence should read, â€Å"He was considered a shoo-in for the position.† 5. â€Å"Eastwood’s conversation with an empty chair on stage begs the question: Will his latest film also be playing to empty seats when it debuts later this month?† The primary error here is the common misuse of the phrase â€Å"beg(s) the question,† which refers to a fallacious argument in which an assumption being argued is used to prove itself (as in, for example, â€Å"It’s very cold because it’s below freezing†), when the writer means simply â€Å"invites the question.† But this slight revision preserves syntax typical in valid begging-the-question arguments. The sentence can simply be restated â€Å"Eastwood’s conversation with an empty chair on stage invites us to ask whether his latest film will also be playing to empty seats when it debuts later this month.† If the original sentence structure is retained, the colon should be omitted a colon brings a sentence to a temporary halt, which is wrong for this sentence format and the question placed in quotation marks to delineate it: â€Å"Eastwood’s conversation with an empty chair on stage begs the question ‘Will his latest film also be playing to empty seats when it debuts later this month?’† 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:The Yiddish Handbook: 40 Words You Should KnowEmail EtiquetteUlterior and Alterior

DQ1JPart1 and DQ2 Bridget Essay Example | Topics and Well Written Essays - 250 words

DQ1JPart1 and DQ2 Bridget - Essay Example Documentation is very important because it provides a way to keep a written or computerized record of the work performed by the workers. â€Å"Documentation justifies employment actions, from recruitment and selection to resignation, retirement or termination† (Mayhew, 2012). The manager is responsible for the performance of his subordinates. A system that allows the employees to rate themselves is a great idea. Such a system can inspire motivated employees to achieve a higher level of performance. A potential problem of self-evaluation is employees exaggerating their level of performance (Bacal, 2012). Constructive criticism is an important element of any appraisal system. Employees have to be willing to listen to the opinions of others and accept that they may have deficiencies that must be improved. The use of training and development can enhance the skills and capabilities of the employees. Human resource professionals and managers must document their work. An example of a documentation process is the time cards that employees use when they punch into work. These cards must be saved in case there area any payroll issues associated with the payment to an employee. An industry in which proper documentation is imperative towards the ability of the professionals to provide a proper service is the medical industry (Nyu,

Strategic Management and Information Systems Coursework

Strategic Management and Information Systems - Coursework Example The strategic position of an organization must be clearly understood to ensure that strategic choices for future and strategy management issues are put into action. As a result, the internal and external environment of the organization are analysed to develop strategies necessary for resource allocation. Successful allocation of resources enables the organization attain a competitive advantage towards goal achievement (Paul, 2006). The Adizes PAEI Model of management is a four faced model with short-term orientation, long-term orientation, internal and external orientation. The key players in this model are; the Producer, Administrator, Entrepreneur, and Integrator (PAEI). Their roles in the four orientations produce results, procedure systems, creativity continuity, and motivation co-operation. The producer is concerned about the external and short-term orientation programs for the organization. The focus is result oriented in relation to the plans and management roles of the organization. The implementation of the strategic plan must comply with the market perspective of the organization. The entrepreneur element integrates external and long-term orientation with a focus on creativity and continuity in the market. Through this element, strategic management enables exploration of new market opportunities to enable the organization attain competitive edge advantages. The roles of strategic manager are not very different from those of other managers but are obliged to operate within the tight confined market. The thinking of strategic managers is abstract, affecting their roles within the organisation confined to three decision levels; strategic, tactical and operational roles. These roles affect and are influenced by external and internal environmental factors. This level offers an organization a competitive riding advantage over others. This could mean that an organization would

Professionalization With In Sports Coaching Physical Education Essay

Professionalization With In Sports Coaching Physical Education Essay According to Semotuik (1982) sport coaching goes back to the fourth century B.C to ancient Greece. It is evident that by the fifth century B.C coaching became more structured and organised, where the coaches were responsible in giving the athletes technical instruction, fitness and motivation leading up to festival participation (Semotuik, 1982).In ancient Greece sport coaching was recognised as a leading profession. At one point Greek maritime profession was criticised by the great philosopher Aristotle because it has been less well organised as a science compared to coaching athletes (Semotuik, 1982). In the days a coach was responsible in giving an athlete technique instructions, fitness and motivation to achieve excellence (Semotuik, 1982). This applies to modern day coaching, as Woodman, (1993) and Bompa, (1994) mentions that coaching is a process that aids athlete to achieve their peak performance in competition. However it is important to mention that modern day coaching has evolved into a more holistic approach where coaches consider the athlete as an emotional, cultural, political and a spiritual being (Cassidy et.al, 2004) compared to a more rigid approach where coaches were more fixed with the logic behind training that at some times they have neglected the well being of their athletes (Semotuik, 1982). Modern sport coaching began with the industrialisation and urbanisation that happened throughout UK in the 18th and 19th century and it can be divided to 3 main periods (Lyle, 2002). In the first period as McNab, (1990) points out coaching has developed from a more individual sport basis as coaching working class boxes and runners in the early 1800s through to the early coaches of largely team sports in public schools. Coaches of these team sports were teachers who were introduced to the team sports while they were at university (Lyle, 2002). In the second period participants were divided into amateurs and professionals. Amateurs were involved, for the love of the sport although competition was involved. The tension of amateurism and professionalism was spreading to clubs and NGBs in this time period. Although this conflict was evident throughout the world, due to the cultural background, amateurism was well highlighted in UK sport during this era (Lyle, 2002). Third period was the post war era. In this period most of the nations were egger to reinstall their national pride and used success in sport as a mean of achieving it (Lyle, 2002). Sport has been considered a way to entertain crowds in the ancient Greece (Semotuik, 1982). In the post war era it was used as a mean of showing the national identity in the international arena (Lyle, 2002) to modern day, though the recognition in the international arena is one of the key factors that is considered to thrive in sport, participation in sport has increased because, involvement in sport plays a major role in tackling obesity and psychological and physiological wellbeing of the nation (Sport Coach UK, 2008). UK Sport, (2001) has recognised the importance of coaching and recommended that the standards of coaching be elevated to those of a profession central to the development of sport and the fulfilment of individual potential. To achieve this UK coaching frame, (2006) was introduced and the goals were divided into 3 phases (building foundations 2006 2008, delivering the goals 2006 2012 and finally transforming the system 2006 2016) Sport Coach UK, (2008) sees professionalization process in sport coaching as a key element in the up-skilling of the coaching workforce and critical in the upkeep of the health of the nation and increase the degree and longevity of the participation in physical activity, as well as success when performing in the international arena. One of the strategic action areas identified by the UK Coaching Framework, (2006) is to recognise coaching as a professionally regulated vocation. Lyle, (2002) has identified the traits and characteristics of a sport coaching profession as having a professional education, a distinct and specialised body of knowledge, career structures and pathways, explicit ethical and value system, an independent professional membership body, professional practise and clarity and definition with their remit and role. Sport Coach UK, (2008) has used this as a base to improve the specific characteristics in the professionalization process. Coach education not only plays a major role in the process of professionalization but it is also mentioned that participants enjoy the sport and retention levels are high when participants are with a trained coach compared to a untrained coach (Tonsing, 2007). Mallett et al., (2009) places coach education in a continuum, formal coach education in one end of the spectrum and informal coach education in the other end and has placed non formal coach education in the middle of the continuum. Mallett et al., (2009) defines formal education as education with highly institutionalised, bureaucratic, syllabus driven and officially recognised with grades and qualifications. Non formal coaching education takes place when the coaches are either invited or on their own attend seminars, conferences and workshops to gain knowledge. In other words non formal education takes place when coaches attend willingly to structured courses not to gain qualifications but solely to widen their knowledge (Mallett et al., 2009). Evidence suggests that there is a greater impact in the learning process for coaches through informal education. Informal education can take place when the learner is in a practical environment and learns through their experience, trial and error (Mallett et al., 2009), working with more experienced coaches, reflection, and operating with a coaching community of practice (Roberts, 2010). Nash and Sproule, (2009) and Wright et al., (2007) points out how pre -coaching expe rience i.e. when coaches were competing as athletes act as informal coach education and help to develop expert coaches. For this reason although it is important to have a formal education as part of the professionalization process, by including non formal and informal education in the coach education programmes, maximum benefits can be harnessed in having effective coaches at all levels. Cushion et al., (2003) identifies coaching as highly complex and dynamic. Therefore Wright et al., (2007) points out the importance of incorporating a wide range of skills and knowledge in the formal education programmes. Since coaching is dynamic and complex, Gilbert and Trudel, (2004) argues that due to lack of broad formal training in highly planned environments in sports coaching compared to other professions such as teaching, coaches lack the knowledge of how they should frame their role. Primary function of a coach is to coordinate and integrate all of the coaching process (Lyle, 2002). Nash et al., (2008) mentions that the role that coaches fulfil is based on their experience, knowledge, values, opinions and beliefs but how the coaches frame their role and philosophy was not clear. Gilbert and Trudel, (2004) suggest that boundary components of a coachs role frame mainly includes whether the participants are recreational or competing and the age group of the participants. Lyle, (2002) further illustrates the importance of differentiating performance coaching from participation coaching because of the skills needed in both differs from one another. It is evident that a performance coach will need the skills and knowledge in all areas such as direct intervention, intervention support, Constraints management and strategic co-ordination however role of the participation coach is limited only to direct intervention and therefore does not need strategic and co-ordinating skills (Lyle, 2002). Also by differentiating the two, intra role conflicts can be avoided (Lyle, 2002). United Kingdom Coaching Certificate (UKCC) has acted upon these suggestions when structuring and delivering courses. National Governing Bodies such as Amateur Swimming Association has divided the courses in two different pathways, coaching and teaching aquatics. By doing this they intend to separate performance coaching from participation coaching and identify them as two separate carrier pathways. Although the level 1 is transferable throughout all the disciplines, teaching, coaching swimming, diving, synchronised swimming and water polo as the coach progresses towards higher levels course programmes are more specific to the roles. (ASA, 2010) Most of the coaching takes place for children between the ages of 6 to 16. This is a crucial time period because most of the social values and life skills such as fair play, respect for others, working with others, skill development, cooperation, decision making, leadership and moral development are some of the outcomes of participating in sports that provides a foundation for adult life. (McCallister et al., 2002). Therefore coaches have been encouraged to hold on to a coaching philosophy that not only values the brilliance in sport but also promotes athletes to develop as a balanced integrated individual as in general (Haney et al., 1998). It is important to highlight the coaches acceptable and unacceptable behaviour. As Lyle, (2002) elaborates how morality is a judgement based on right principles which can be effected by the roots in religious and moral philosophy and are guides to right or wrong behaviour. Sports Coach UK, (2005) lays out four key principles to reflect for good coaching practise, rights coaches must respect the rights of every individual to participate in sport, Relationships should base of openness, honesty, mutual trust and respect, responsibilities in personal standards coaches need to demonstrate proper personal behaviour, responsibilities in professional standards to minimise risks coaches should attain a high level of competence through qualifications and training that ensures safe and correct practise. Lyle, (2002), further discusses that ethics are a more sound set of principles formulated around behaviour in a particular activity. Therefore ethics studies focus more negative or inappropriate practise (Lyle, 2002). It is crucial to identify the values and ethics system if coaching is to recognise as a profession (Sports Coach UK, 2008). Lyle, (2002) identifies interpersonal relationships, power differentials, influencing outcomes or performance, social role and inappropriate goal setting as examples of ethical practise. Lyle, (2002) identifies professionalization of sport coaching not as an end result but as a process where it will be tested and compared to other professions throughout. Sports Coach UK, (2008) identifies some of the enablers and barriers to professionalization. Building on a culture of change where lot of funding through the national lottery. Also the establishment of UKCC can be seen as a huge enabler towards professionalising coaching. One of the commitment from UKCC to the National Governing Bodies is for the coach educators to have a minimum standard (Sports Coach UK, 2008). The 2012 factor can be seen as an enabler due to the fact that previously interest has been faded after a while but hosting the Olympic games will help to keep the interest within the government and the public (Sports Coach UK, 2008). Also coaching can be enhanced by the governments wider health policy where coaches work with other professions can be seen as an enabling factor along with having a professional body for coaching, championing the work of coaches and building on internal support from with the sports sector has been identified as enablers by Sports Coach UK, (2008). Sports Coach UK, (2008) points out some of the barriers that resists or slows down the professionalization process. Internal resistance from within sport is one of the main barriers that has been identified. Main reason for this is because of the culture and the unique history of the country. Within many sport organisations the ethos of mutual aid and volunteerism are core values also since the change is rapid, since most of the coaches are volunteers coach management systems and education schemes will be unsettling and problematic (Tayler, 2007). Also changes in government priorities can be seen as another key barrier towards professionalization. As Green, (2004) points out how the priorities has shifted within sport from mass participation in the mid 1990s to shifting priorities to raising the game at national level. Although it is evident that the in 2002 with the Game Plan publication, the focus has been widen to consider both aspects of participation and performance (Green, 2004). Although the alignment with 2012 Olympic games as being the target for the professionalization of the occupation, some of the changes that has happened throughout the years in changes in funding (Sport England, 2010) will make a impact to the process (Sports Coach UK, 2008). Transformation of a mainly volunteer based provision into one where most of the coaches are in fulltime paid work can be seen unrealistic, also Sports Coach UK, (2008) identifies fragmentation within the employment and deployment of coaches, lack of opportunities for employment and changes in the leisure and sport market can be viewed as barriers towards professionalization of sport coaching. In order to monitor and evaluate the process of professionalization in 2012 Sports Coach UK, (2008) has devised three scenarios gold, silver and bronze against the establishment of professional body, employment and deployment of coaches, establishment of coaching licence, development of market place for coaching services, establishment of high quality coach education and CPD and the perception of the coaching professional. Gold scenario is where all the characteristics have attained highest standards and bronze being the least achieved. Although it is good to evaluate the process since it is measured against 6 factors some of them can to high standard and some of them might achieve poor standards (Sports Coach UK, 2008). Although enablers towards professionalization is relatively strong due to the public interest because of the 2012 games and other enablers, the outcome of the scenario whether it is gold, silver or bronze will depend on how well the process can withstand the tensions of the governments changing policies and other barriers towards professionalization. Since most of the NGBs are with UKCC and some of the NGBs such as Amateur Swimming Association has already started licensing the existing work force it is evident that positive changes are taking place. When it comes to judging the progress in 2012 it will be important to consider who is going to judge the progress and what will be the progress beyond 2012 in attaining the worlds number one system. WORD COUNT 2320

Regional Interactions Essay

†¢ As in the previous chapter, this time period witnessed a tremendous growth in long-distance trade due to improvements in technology. Trade through the Silk Road, the Indian Ocean, the trans-Saharan trade route, and the Mediterranean Sea led to the spread of ideas, religions, and technology. During the period known as Pax Mongolia, when peace and order were established in Eurasia due to the vast Mongol Empire, trade and cultural interaction were at their height. †¢ Major technological developments such as the compass, improved shipbuilding technology, and gunpowder shaped the development of the world. AP EXPERT TIP When you are reading about a given situation, try to visualize where in the world those developments are taking place. Alternatively, reproduce a blank world map and take notes in the proper geographic region as you read. †¢ The movement of people greatly altered our world. Nomadic groups such as the Turks, Mongols, and Vikings, for instance, interacted with settled people—often because of their technology—leading to further change and development. One of the worst epidemic diseases in history, the bubonic plague (or Black Death), spread during this period due to the movement of people and their increased interaction. †¢ Religions such as Islam, Christianity, and Buddhism promoted the equality of all believers in the eyes of God. And though patriarchal values continued to dominate, the monastic life available in Buddhism and Christianity offered an alternative path for women. †¢ The spread of religion aided by the increase in trade often acted as a unifying force, though it sometimes caused conflict. Christianity and the Church served as the centralizing force in Western Europe, and throughout East Asia, the spread of Confucianism and Buddhism solidified a cultural  identity. The new religion of Islam created cultural world known as dar-al Islam, which transcended political boundaries. †¢ The political structures of many areas adapted and changed in response to the new conditions of the world. Centralized empires like the Byzantine, the Arab Caliphates, and the Tang and Song dynasties built on the successful models of the past, while decentralized areas (Western Europe and Japan) developed political organizations that more effectively dealt with their specific conditions. The movements of the Mongols altered much of Asia’s political structure for a time, and recovery from that Mongol period introduced political structures that defined many areas for centuries to follow. Look more:  asian foot binding essay POST-CLASSICAL CHINA Tang Dynasty (618 to 907 CE) POLITICAL DEVELOPMENT Following the fall of the Han dynasty, China returned to rule by regional small kingdoms for the next 400 years. It was not until 581 CE that the Sui dynasty emerged, using Buddhism and the Confucian civil service system to establish legitimacy. The Sui dynasty started the construction of the Grand Canal and launched numerous campaigns to expand the empire. Rebellions overthrew the Sui in 618. The Tang dynasty that followed was more focused on scholars than on soldiers. It did, however, expand its territory beyond China proper to Tibet and Korea. It also completed the Grand Canal and offered support to Buddhism, Daoism, and Confucianism. The capital, Changan, was a major political center, which foreign diplomats visited from the Byzantine and Arab worlds. In the middle of the eighth century CE, Tang power declined as higher taxes created tension within the population. Peasant rebellions led to more independent regional rule and to the abdication of the emperor. After this, there was a period of rule by regional warlords for the next 50 years. ECONOMIC DEVELOPMENT The dynasty established military garrisons, which allowed for the protection and security of Silk Road trade. An equal field system was established in which all peasants were given land in return for tax in grain and unpaid labor; at death they were to return the land to the government. Changan was a major trading center and cosmopolitan city. The West Market there flourished with Indian, Iranian, Syrian, and Arab traders and their goods. By 640 CE, its population reached 2 million, making it the largest city in the world. Neighbors, such as Japan or Siam, became tributary states to China. CULTURAL DEVELOPMENT Culturally, the Tang dynasty was heavily influenced by the spread of Buddhism. Empress Wu started a school dedicated to Buddhist and Confucian scholarship and art. Toward the end of the dynasty, Buddhism, a â€Å"foreign religion,† was attacked for its economic and political power. From 841 to 845 CE, an anti-Buddhist campaign destroyed many monasteries. In the wake of this backlash, neo-Confucianism developed: Confucian scholars wanted a new form of Confucianism that would limit foreign influence. The result was an integration of Buddhist and Confucian ideas. Some ideas included individual self-improvement, the goodness of human beings, and the goal to strive and perfect oneself. Women’s marriages during the Tang dynasty were arranged within their own social class, but upper-class women could own property, move about in public, and even remarry. Poetry flourished with such poets as Li Bai and Du Fu. Song Dynasty (960 to 1279 CE) POLITICAL DEVELOPMENT By 960 CE, the Song dynasty had re-established centralized control over China. The civil service exam system retained great prominence, successfully checking the power of the aristocracy. The Song de-emphasized a military approach and instead re-established the tribute system with its nomad neighbors. This involved â€Å"paying off† the nomads with such gifts as bolts of silk to keep the peace. The Song, however, experienced military and economic problems. The scholar-controlled professional army was often ineffective,  and too much paper money in circulation caused inflation. By 1126 CE, they had lost the northern half of the empire to nomads. The Southern Song continued to flourish until 1274, but military threats continued, and finally the greatest of all northern groups invaded in the 1200s, absorbing the Song dynasty into the new Mongol Empire. ECONOMIC DEVELOPMENT Rice production doubled due to new fast-ripening rice from Champa. Internal trade from the Yellow Sea and Grand Canal flourished due to the increased number of merchants and the growth in population. The capital of Kaifeng became a manufacturing center with its production of cannons, movable type printing, water-powered mills, looms, and high-quality porcelain. China had more per capita production than any other country in the world. Minted copper coins were used as money and eventually were replaced with paper currency. Officials collected taxes in cash—not goods—and letters of credit (known as flying cash) were used by merchants. The Southern Song established their capital at Hangzhou, and commerce soared. With their cotton sails and magnetic compasses, the Song had the most powerful navy in the world. As a result, the dynasty’s power shifted from the north to the south, and the Song became leaders in trade. Song goods made their way to Southeast Asia, India, Persia, and East Africa. CULTURAL DEVELOPMENT During the Song dynasty, women were entitled to keep their dowries and had access to jobs as merchants, but they also were subject to a practice called foot binding. The practice originated with the aristocratic class and was viewed as a sign of wealth and status. Girls as young as six had their feet bound in order to secure a better marriage. Tang and Song Innovations †¢ The first use of the compass to aid maritime navigation †¢ A water-powered clock, demonstrating facility in mechanical engineering †¢ The invention of gunpowder—first demonstrated during the late 1000s CE, the  explosive combination of sulfur and saltpeter would alter weapons technology forever and lead to the first cannons, rockets, and incendiary bombs. †¢ Philosophy—neo-Confucian thought delved into ancient texts and further codified traditional Chinese philosophy; it blended Confucianism with elements of Daoism and Buddhism. †¢ A printing press with movable type †¢ Stylized and symbolic landscape painting †¢ Paper money, letters of credit (flying cash) JAPAN (around 800 to 1200 CE) POLITICAL DEVELOPMENT Japan’s geography as a group of islands led to the development of small isolated, independent communities. Clan members cooperated with each other much like a large, extended family. By the 600s, the Yamato clan had religious and cultural influence over other clans and wanted to copy China’s model of empire building. Its leaders began to call themselves emperors of Japan. The Fujiwara clan, which dominated between the ninth and twelfth centuries CE, sent emissaries to China and modeled their capital, Nara, on Changan. They could not, however, successfully introduce a Chinese-style bureaucracy, and a strict hereditary hierarchy developed instead. During the Kamakura Shogunate (1185–1333 CE), the emperor and his court kept their capital in Kyoto, yet a military dictatorship existed, ruled by powerful landholding clans. A Japanese form of feudalism developed in which the Shogun—supreme general—controlled the centralized military government and divided the land into regional units based on military power. The regional military leaders were the daimyo, and the warriors who fought for them were the samurai. Over the centuries, the samurai military class developed a strict warrior code called bushido. The emperor remained in power throughout this period, but served only as a symbolic figurehead. Many Shoguns were overthrown but the emperor was not. ECONOMIC DEVELOPMENT Japan was a predominantly agrarian society with a local artisan class of weavers, carpenters, and ironworkers. Trade and manufacturing developed more in the Kamakura Period, when it focused on markets in larger towns and foreign trade with Korea and China. Most people were peasants who worked on land that was owned by a lord or by Buddhist monasteries. Though their freedom was limited, peasants could keep what was left of their harvest after paying their tax quota. Those unable to pay their taxes became landless laborers known as genin and could be bought and sold with the land. CULTURAL DEVELOPMENT Japan adopted many foreign ideas but remained culturally true to its own traditions. According to Shinto, the religion native to Japan, everything possesses a spirit, or kami. Natural forces and nature were awe-inspiring, and shrines were built to honor kami. The first ruler from the Yamato clan claimed descent from the supreme Shinto deity, the Sun Goddess. Japan was also strongly influenced by Korea and China. It adopted Chinese technology, Chinese script, and Buddhism (though Japan developed its own version of Buddhism, which added a strong aesthetic dimension, known as Zen Buddhism). In the Heian period (794 to 1185 CE), contact with China was cut off, and the culture turned to expressing Japanese values. Participating in a lavish court lifestyle, women dominated literature. The Tale of Genji, for instance, was written by Lady Murasaki. Wives inherited land from their husbands and often owned land, and priestesses dominated religious life. Over time, though, women lost power and influence. ISLAMIC CALIPHATES Islam: The Religion Prior to the spread of Islam, Arabs lived in separate, loyal, tribal groups and were often involved in overland and maritime trade. The city of Mecca later developed into an important religious site with a large influx of traders and pilgrims. The Kaaba, a black meteorite placed in the Great Mosque by Abraham, was in the center of the city, and most people  worshipped idols. Muhammad was born in 570 CE in Mecca. When he was 40, the angel Gabriel appeared to him and revealed that he had been selected to receive a divine message that there was only one all-powerful and all-knowing God, Allah, and that Muhammad was to be God’s messenger. Muhammad preached that all people were to submit to Allah and that everyone was equal in the eyes of Allah. Muhammad’s message was not met with enthusiasm in Mecca, and he fled to Medina in 622 CE, a journey known as the hegira. In Medina, he was viewed as a prophet and a political leader. Muhammad taught that he was the last of a long line of prophets from the Jewish and Christian scriptures that included Abraham, Moses, David, and Jesus. In 630 CE, he and his followers returned to Mecca, captured the city, and destroyed religious idols. After his death, Muhammad’s revelations were written down by his followers in the Quran. The word Islam means â€Å"submission to God’s will†. Islam is a universal religion that is open to everyone. Islam appealed to women because they had equal status to men before God, they could keep their dowries as wives, and there was a prohibition on female infanticide. POLITICAL DEVELOPMENT By the time of Muhammad’s death, almost all of Arabia was under Islamic control. There was disagreement, however, over his successor. One group, the Shia, believed that the leader should be a descendant of Muhammad. The other group, the Sunni, preferred the community of Muslims to determine who would succeed him. The leader of the Muslims, the caliph, was both a political and spiritual leader. Five Pillars of Islam 1. Statement of faith: There is no God but Allah, and Muhammad is his messenger. 2. Pray five times a day facing Mecca. 3. Give alms (charity) to the poor. 4. Fast during the holy month of Ramadan. 5. Make a pilgrimage, or hajj, to Mecca during one’s lifetime if able. After the first four caliphs, the Umayyad clan took control in 661 CE and transformed the caliphate into a hereditary monarchy, with its government  centered in Damascus. They continued on to conquer Syria, Egypt, Persia, and Byzantine territory in West Asia, North Africa, and Spain. Their military skills, the soldiers’ commitment to Islam, and the promise of plunder helped them in these conquests. The Umayyad Caliphate set up a bureaucratic structure in which local administrators governed their areas. All cultures were tolerated as long as people obeyed the rules, paid their taxes, and did not revolt. Arabic became the language of administration, business, law, and trade. The Abbasid clan overthrew the Umayyad dynasty in 750 CE and moved the capital of the empire to Baghdad, a political center and the second largest city in the world next to Changan. Eventually, the only remaining Umayyad prince settled in Spain and established a separate caliphate there. Berber tribesmen controlled much of the northern African coast, and the Mamluks revolted and gained control over Egypt from 1250 to 1517 CE. The term Dar al-Islam, or â€Å"all under Islam,† refers to those areas in which a Muslim is welcome. ECONOMIC DEVELOPMENT Trade flourished throughout the caliphate and improved irrigation led to productive agriculture and an increase in tax revenues. Artisans flourished in the cities, making pottery, fabrics, and rugs. Paper was imported from China, and soon paper mills were set up. The vast Islamic empires also spread many types of agriculture, including sugarcane, citrus fruits, and coffee. Islam spread to West Africa through trans-Saharan trade, to East Africa and Southeast Asia through Indian Ocean trade, to Central Asia and China along the Silk Road, and to India through the migrations of the Turks. CULTURAL DEVELOPMENT Mosques, hospitals, schools, and orphanages were built throughout the empire. Intellectual achievements included the development of algebra, the concept of longitude and latitude, and the study of Greek philosophers such as Aristotle. The House of Wisdom, built in Baghdad in 830 CE, obtained Greek and Persian texts and translated them into Arabic. In art and architecture, the use of images was forbidden; instead, geometry and calligraphy were used to beautiful effect. Byzantine Empire (300 to 1453 CE) POLITICAL DEVELOPMENT The Byzantine Empire, a continuation of the Eastern Roman Empire, was the only survivor from the classical age. The Roman Empire had officially been divided in 375 CE, with the western half severely weakened because the east produced the majority of grain and controlled the major trade routes. Emperor Justinian, who ruled from 527 to 565 CE, tried unsuccessfully to reconquer Western Rome. His Body of Civil Law (Justinian’s Code) was written, and he replaced Latin with Greek as the official language of the empire. The central government was a hereditary monarchy. It made law, had an efficient military, oversaw effective land distribution, and had a bureaucracy that answered to the emperor. The emperor was considered a co-ruler with Christ and appointed the patriarch. Military generals were appointed to rule, and free peasants were given land for military service. ECONOMIC DEVELOPMENT Its location on the Mediterranean Sea contributed to strong trade in the Byzantine Empire. Silkworms were smuggled out of China, which allowed a Byzantine silk industry to develop. Artisans produced glassware, linen, jewelry, and gold and silver work. CULTURAL DEVELOPMENT Most people spoke Greek. In theory, there was social mobility through the bureaucracy, army, trade, or service to the Church, but in reality, mobility was limited. Constantinople was the political and intellectual center, with libraries containing Greek, Latin, Persian, and Hebrew texts. The Byzantine and Roman Christian churches had been growing apart since the fall of Rome, and a disagreement over the worship of icons—images of saints—was the final straw. The Pope and the Patriarch excommunicated each other, and in 1054 CE, the church officially split into the Roman Catholic Church and the Eastern Orthodox Church. This Eastern Orthodox form of Christianity later spread to the Slavic people and Russia. DECENTRALIZED STATES IN EUROPE Western Europe—Early Middle Ages (around 500 to 1000 CE) POLITICAL DEVELOPMENT Western Europe remained politically decentralized. The Franks came closest to re-establishing imperial control with the leadership of Clovis and, later, the Carolingian Empire of Charlemagne. Europe developed a feudal system in which land was given to vassals in exchange for military service, allowing them to gain power. The centralizing power during this period was the Church, and by the 13th century, the Church owned one-third of all the land in Europe. ECONOMIC DEVELOPMENT During this time, peasants became serfs; they had the right to work a portion of the land and could pass that right on to their children, but they could not leave the land. They could keep a portion of what they grew, but the majority of their earnings went to the lord. Serfs paid taxes for use of the lord’s mill, had to work on the lord’s lands, and had to provide gifts on holidays. These estates became large walled manors that were economically self-sufficient. They maintained mills, bakeries, and breweries. They had their own private armies served by armor-clad knights. The introduction of the heavy plow led to an increase in agricultural production. CULTURAL DEVELOPMENT Beginning in the 12th century, the code of conduct called chivalry developed. It stressed honor, modesty, loyalty, and duty. Monasteries were the dominant feature of social and cultural life, and they often had large landholdings. Monks preserved classical knowledge by hand-copying great literature and philosophical works. NOMADIC CULTURES Vikings (Dates of Influence—around 800 to 1100 CE) The Vikings were a nomadic group who had settled in present day Scandinavia.  In order to supplement their farm production, they conducted seasonal raids into Europe and ransacked towns. Using small and maneuverable boats, they terrorized coastal communities in France, Scotland, Ireland, and England. The Vikings eventually evolved from plunderers into traders and established communities in Scotland, northern France, and Eastern Europe. Scandinavia was gradually Christianized during this period. These outstanding seafarers also traded actively throughout the North Sea and Baltic Sea. In the 800s, they colonized Iceland and Greenland, and around 1000 CE, they established a colony that lasted only a few decades in Newfoundland, modern Canada. The transplanted Viking settlements in France became known as Normans (or â€Å"Northmen†). In 1066 CE, a Norman lord named William from northern France invaded England with his army. He defeated the Saxons and established Norman power in what is now Britain. Turks (Dates of Influence—around 1000 to 1450 CE) The Turks, a pastoral nomadic group from the central Asian steppes, began gradually to migrate out of the steppes at the end of the first millennium. They were often hired by Muslim leaders as mercenaries, or hired soldiers. The Seljuk Turks, who had converted to Islam, invaded Abbasid territory and captured Baghdad in 1055. The caliph was left as the spiritual authority of the empire, but the Seljuk Sultan became the secular monarch. By 1071 CE, they defeated the Byzantine Empire and took most of Anatolia (modern-day Turkey). The Afghan Turks were nomads from Afghanistan and began a series of raids into India in the 10th century. They looted cities for gold and jewels and destroyed Hindu temples and then left. It wasn’t until the 12th century that they invaded and then started to govern. This started the Delhi Sultanate, which ruled northern India from 1206 to 1526 CE. These Turks introduced a strong Muslim presence in India. Mongols (Dates of Influence—around 1200 to 1550 CE) A second pastoral nomadic group from the central Asian steppes, the Mongols would go on to create the world’s largest empire. These nomadic herders’ lives revolved around their sheep, goats, and yaks for food, clothing, and  shelter; their camels for transportation; and their horses for mobility. This clan-based society was organized around bloodlines. Genghis Khan successfully united the various Mongol tribes, and their greatest strength was their mobility and military power. Once united, Genghis led his troops into Central Asia, Tibet, northern China, and Persia. In 1215 CE, the Mongols attacked and destroyed present-day Beijing. The Mongol charge continued into Afghanistan and Persia, yet by 1227 CE, the Great Khan died, and his empire was divided amongst his four sons. CHINA: THE YUAN DYNASTY In 1276 CE, Genghis Khan’s grandson, Kublai Khan, defeated the Southern Song dynasty, and for the first time, China was under foreign rule. Khan created a Chinese-style dynasty, adopting the Chinese name Yuan for it, with a fixed and regular tax payment system and a strong central government. Foreigners, not Chinese, were employed in the bureaucracy, and the civil service exam was not used. The Chinese were subject to different laws and were separated from the Mongols. Connecting Beijing to Vienna was a communication system using horse relays and 1,400 postal stations. In time, overland and maritime trade flourished, and though the Mongols were not directly involved in the trade, they welcomed merchants and foreigners. Merchants converted their foreign currency to paper money when they crossed into China. MIDDLE EAST: THE ILKHANATES In 1258 CE, Kublai’s brother, Hulegu, defeated the Abbasid Caliphate. The Mongols in the Middle East employed local bureaucrats in the government and converted to Islam by 1295 CE. The local rulers were permitted to rule, as long as they delivered the tax revenue and maintained order. Though they did not support agriculture, they did facilitate trade, and Mongol culture often mixed with that of the conquered people. As the Mongols continued west, they met with their first and only major defeat. The armies of the Mamluks, a slave dynasty in Egypt, defeated the Mongols in 1260 CE and stopped the movement of the Mongols in that region. RUSSIA: THE GOLDEN HORDE The Mongol ruler Batu conquered and ruled Russia but kept a large number of the local rulers in power. The taxes on the peasants were heavy, but they were collected by Russian bureaucrats. Trade was supported, and although these Mongols were Muslim and conversion was encouraged, Christian missionaries were allowed to visit. PAX MONGOLIA At the peak of Mongolian power, with huge areas of Asia and Europe under one rule, there was a period called the Mongol Peace. For about a century, Mongol rule united two continents and allowed for relatively safe trade and contacts between very different cultures. It did so by eliminating tariffs. During this period, the Silk Road trade reached its greatest height. Paper money—a Chinese innovation—was used in many parts of the empire. It was also common for the Mongols to convert to or adopt the local religions, or at least be religiously tolerant. MONGOL DECLINE In 1274 and 1281 CE, the Mongols tried again to expand their empire—they invaded Japan. Typhoon winds destroyed their fleet both times, however. The Japanese believed these â€Å"kamikaze,† or â€Å"sacred winds,† had protected them. Despite great military accomplishment, the Mongol Empire lasted hardly three or four generations. While the Mongols were successful conquerors, they were poor administrators. Overspending led to inflation in different corners of the empire, and after the death of Kublai, leadership was weak and ineffectual. Rivalry among the successors of the great Khan further destabilized the empire, and the vast domain was divided among various generals. By 1350 CE, most of the Mongols’ huge territory had been reconquered by other armies. RESULTS OF MIGRATION AND COMMUNICATION West African Kingdoms The introduction of the domesticated camel allowed for an increased flow of trade across the Sahara Desert, and as a result, Muslim and North African merchants began to establish commercial relations with West Africa. Ghana (around 500 to 1200 CE) Ghana was a regional state around the 400s or 500s CE, and an increase in trans-Saharan trade led to its growth in power and influence. By 800 CE the many farming villages in the area were united to create the kingdom of Ghana. It became an important commercial site and a center for trade in gold from the south, which it controlled and taxed. In return, it received ivory, slaves, horses, cloth, and salt. As Ghana’s wealth increased, it built an army funded by the tax on trade. In the 900s CE, the kings converted to Islam, which led to improved relations with Muslim merchants. Islam was not forced on the people, however, and traditional animistic beliefs continued to be important. Those who engaged in trade often converted to Islam. After 1000 CE, Ghana found itself under assault from northern Berbers and other tribal groups nearby. It was eventually absorbed by the West African kingdom of Mali. Mali (1235 to late 1400s CE) The trans-Saharan trade in gold and salt continued to increase. Mali controlled and taxed all trade. The rulers honored Islam and provided protection and lodging for merchants. The Sundiata is an epic poem that tells how the first Mali emperor came to power; it was composed and recited by Mali griots or storytellers. The most famous Mali emperor was Mansa Musa, who ruled from 1312 to 1337. He built libraries, Islamic schools, and mosques throughout the kingdom. Timbuktu was the political capital and a regional cultural center of Islamic studies and art for all of West Africa. After 1350 CE, provinces began to assert their independence.