tag:blogger.com,1999:blog-58531382831818610202024-02-19T23:41:23.165-08:00Scholarship essayInformative Essay Topics List For Elementary Studentsernestinealexan81http://www.blogger.com/profile/18138396636394066421noreply@blogger.comBlogger36125tag:blogger.com,1999:blog-5853138283181861020.post-28863692947438342152020-08-25T16:37:00.001-07:002020-08-25T16:37:03.519-07:00Dantes Inferno :: essays research papersThe 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 Danteââ¬â¢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 ââ¬Å"The Divine Comedyâ⬠, 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.Danteââ¬â¢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),suicidesâ⬠¦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. ernestinealexan81http://www.blogger.com/profile/18138396636394066421noreply@blogger.com0tag:blogger.com,1999:blog-5853138283181861020.post-86803589895012865722020-08-22T05:08:00.001-07:002020-08-22T05:08:11.893-07:00Corticosteroids: What I Learned from Prednisone :: Medicine Health DrugsCorticosteroids: 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. ernestinealexan81http://www.blogger.com/profile/18138396636394066421noreply@blogger.com0tag:blogger.com,1999:blog-5853138283181861020.post-68170342708745158612020-08-06T12:35:00.001-07:002020-08-06T12:35:04.740-07:00FIRST funFIRST 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 ernestinealexan81http://www.blogger.com/profile/18138396636394066421noreply@blogger.com0tag:blogger.com,1999:blog-5853138283181861020.post-5220626411344382242020-05-23T08:53:00.001-07:002020-05-23T08:53:03.802-07:00How 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 coupleà volere withà andare, which is an intransitive verb that takesà essere, in the compound tensesà volere takesà essere: Sono voluta andare a casa (I wanted to go home). If what we are wanting to do is mangiare, which is transitive and takesà avere,à volere, in that case, takesà avere: Ho voluto mangiare (I wanted to eat). Remember your ground rules forà choosing the right auxiliary: sometimes it is a case-by-case choice, depending on the sentence and the use of the verb. If you useà volere with a reflexive or reciprocal verb, it takesà 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 andà combined pronouns, the pronouns can go before either verb or attached to the infinitive thatà volere is supporting:à Volete aiutarmià orà mi volete aiutare;à lo voglio prendereà orà voglio prenderlo; glielo volete dareà orà 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 ofà 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. ernestinealexan81http://www.blogger.com/profile/18138396636394066421noreply@blogger.com0tag:blogger.com,1999:blog-5853138283181861020.post-53420757363217738212020-05-12T02:25:00.001-07:002020-05-12T02:25:03.812-07:00Freedom Of The Slave By Abraham Lincoln - 1492 Words In 1862, Abraham Lincoln stated, ââ¬Å"In giving freedom to the slave, we assure freedom to the free.â⬠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 ââ¬Å"freeâ⬠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 Peopleââ¬â¢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 à |à 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 à |à 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 Lincolnââ¬â¢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 à |à 7 Pagesinvestigation will analyze how Abraham Lincolns view on slavery reflected during and after the American Civil War from 1861 to 1865. 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Lincoln grew up self-educated, with a tasteRead MoreAnalysis of the Emancipation Proclamation Speech1339 Words à |à 6 Pagesfree the slaves, not to the slaves. According to Rollyson the proclamation was not intended for the slave, blacks, or former slaves. The ââ¬Å"Emancipation Proclamationâ⬠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 à |à 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. 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In the late 1700ââ¬â¢s, it was very obvious that Americaââ¬â¢s forefathers sought freedom ernestinealexan81http://www.blogger.com/profile/18138396636394066421noreply@blogger.com0tag:blogger.com,1999:blog-5853138283181861020.post-64269437771232943322020-05-06T11:43:00.001-07:002020-05-06T11:43:06.680-07:00Statistical Literature Review and Critique of Empirical Article Free Essays ARTICLE REVIEW AND CRITIQUE: ââ¬Å"Efficiency of Brand Placement in an International Film- Effects of Exposure in a Local Contextâ⬠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 ââ¬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 Helferââ¬â¢s theory of mbiguity. A study done by Khalbous and Maazaul in 2007 proved that the ââ¬Å"attitude toward advertising is positive when the audience prefers watching the programs in French and commercials in Arabic. â⬠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. ââ¬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). â⬠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. â⬠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 audienceââ¬â¢s cognitive reactions. Program Liking Effect Although there was no link found between the filmââ¬â¢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: itââ¬â¢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, ââ¬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 Lehuââ¬â¢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. â⬠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 Iââ¬â¢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 didnââ¬â¢t even remember the part when James Bondââ¬â¢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 ââ¬Å"What kind of car was that? â⬠because I knew it belonged on my dream list. To this day, when someone asks me what my dream car is, I say ââ¬Å"An Aston Martin V12 Vanquish. â⬠Iââ¬â¢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 ââ¬Å"007 ice chaseâ⬠I eventually got the right clip; the one that gave me that feeling of excitement. I was surprised, and a little disappointed that I didnââ¬â¢t get the same feeling. Actually, Iââ¬â¢m thinking of changing my dream car now, because I donââ¬â¢t think itââ¬â¢s quite as attractive as I remembered it being. This raises a question that I didnââ¬â¢t see research done on in the article: What are the benefits of product placement in an international film vs. an international commercial. Iââ¬â¢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 isnââ¬â¢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 itââ¬â¢s just the whole experience of being in a movie theater, with that special someone, and being surrounded by loud ââ¬Å"Vrooms! â⬠, and hearing othersââ¬â¢ reactions to the movie that just canââ¬â¢t be captured by watching a commercial. I donââ¬â¢t know, but I think these researcher guys are onto something! What I Didnââ¬â¢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 itââ¬â¢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 ernestinealexan81http://www.blogger.com/profile/18138396636394066421noreply@blogger.com0tag:blogger.com,1999:blog-5853138283181861020.post-57338611940925833962020-05-01T07:20:00.001-07:002020-05-01T07:20:02.703-07:00Albert 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. ernestinealexan81http://www.blogger.com/profile/18138396636394066421noreply@blogger.com0tag:blogger.com,1999:blog-5853138283181861020.post-59445466943656319482020-03-21T19:02:00.001-07:002020-03-21T19:02:03.301-07:00Queen 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. ernestinealexan81http://www.blogger.com/profile/18138396636394066421noreply@blogger.com0tag:blogger.com,1999:blog-5853138283181861020.post-77693140134273416922020-03-05T09:28:00.001-08:002020-03-05T09:28:02.590-08:005 Usage Errors5 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. ââ¬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.â⬠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 ââ¬Å"in a technical mannerâ⬠; the larger country is technologically superior. Hereââ¬â¢s the revision: ââ¬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.â⬠2. ââ¬Å"But if youââ¬â¢re awaiting the demise of local housing prices, you may be waiting a long time.â⬠The reader is presumably not waiting for local housing prices to die, but thatââ¬â¢s what this sentence says. The writer should have used decline in place of demise (ââ¬Å"But if youââ¬â¢re awaiting the decline of local housing prices, you may be waiting a long timeâ⬠) or should revise the sentence: ââ¬Å"But if youââ¬â¢re waiting for local housing prices to decrease, you may be waiting a long time.â⬠3. ââ¬Å"The recovered bodies were kept in rows on the premise of a nearby school.â⬠Premise is almost correct, but the word means ââ¬Å"a proposition or presupposition,â⬠or ââ¬Å"an explanation.â⬠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 estateââ¬â¢s characteristics are explained in the premises of a deed.) The sentence should read, ââ¬Å"The recovered bodies were kept in rows on the premises of a nearby school.â⬠4. ââ¬Å"He was considered a shoe-in for the position.â⬠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 oneââ¬â¢s shoe between a doorway and a door to ensure entry is reasonably analogous to having an advantage. But the sentence should read, ââ¬Å"He was considered a shoo-in for the position.â⬠5. ââ¬Å"Eastwoodââ¬â¢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?â⬠The primary error here is the common misuse of the phrase ââ¬Å"beg(s) the question,â⬠which refers to a fallacious argument in which an assumption being argued is used to prove itself (as in, for example, ââ¬Å"Itââ¬â¢s very cold because itââ¬â¢s below freezingâ⬠), when the writer means simply ââ¬Å"invites the question.â⬠But this slight revision preserves syntax typical in valid begging-the-question arguments. The sentence can simply be restated ââ¬Å"Eastwoodââ¬â¢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.â⬠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: ââ¬Å"Eastwoodââ¬â¢s conversation with an empty chair on stage begs the question ââ¬ËWill his latest film also be playing to empty seats when it debuts later this month?ââ¬â¢Ã¢â¬ 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 ernestinealexan81http://www.blogger.com/profile/18138396636394066421noreply@blogger.com0tag:blogger.com,1999:blog-5853138283181861020.post-8296302547241205772020-02-18T00:54:00.001-08:002020-02-18T00:54:03.928-08:00DQ1JPart1 and DQ2 Bridget Essay Example | Topics and Well Written Essays - 250 wordsDQ1JPart1 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. ââ¬Å"Documentation justifies employment actions, from recruitment and selection to resignation, retirement or terminationâ⬠(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, ernestinealexan81http://www.blogger.com/profile/18138396636394066421noreply@blogger.com0tag:blogger.com,1999:blog-5853138283181861020.post-15557143068715351792020-02-03T14:46:00.001-08:002020-02-03T14:46:03.555-08:00Strategic Management and Information Systems CourseworkStrategic 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 ernestinealexan81http://www.blogger.com/profile/18138396636394066421noreply@blogger.com0tag:blogger.com,1999:blog-5853138283181861020.post-36079926249220451792020-01-26T11:10:00.001-08:002020-01-26T11:10:07.300-08:00Professionalization With In Sports Coaching Physical Education EssayProfessionalization 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 ernestinealexan81http://www.blogger.com/profile/18138396636394066421noreply@blogger.com0tag:blogger.com,1999:blog-5853138283181861020.post-60982251623733347492020-01-18T07:34:00.001-08:002020-01-18T07:34:04.442-08:00Regional Interactions Essayâ⬠¢ 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. â⬠¢ 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. â⬠¢ The movement of people greatly altered our world. Nomadic groups such as the Turks, Mongols, and Vikings, for instance, interacted with settled peopleââ¬âoften because of their technologyââ¬âleading 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. â⬠¢ 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. â⬠¢ 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 culturalà identity. The new religion of Islam created cultural world known as dar-al Islam, which transcended political boundaries. â⬠¢ 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 Asiaââ¬â¢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:à 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 ââ¬Å"foreign religion,â⬠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. Womenââ¬â¢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 ââ¬Å"paying offâ⬠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,à 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 cashââ¬ânot goodsââ¬âand 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 dynastyââ¬â¢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 â⬠¢ The first use of the compass to aid maritime navigation â⬠¢ A water-powered clock, demonstrating facility in mechanical engineering â⬠¢ The invention of gunpowderââ¬âfirst demonstrated during the late 1000s CE, theà explosive combination of sulfur and saltpeter would alter weapons technology forever and lead to the first cannons, rockets, and incendiary bombs. â⬠¢ Philosophyââ¬âneo-Confucian thought delved into ancient texts and further codified traditional Chinese philosophy; it blended Confucianism with elements of Daoism and Buddhism. â⬠¢ A printing press with movable type â⬠¢ Stylized and symbolic landscape painting â⬠¢ Paper money, letters of credit (flying cash) JAPAN (around 800 to 1200 CE) POLITICAL DEVELOPMENT Japanââ¬â¢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 Chinaââ¬â¢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 (1185ââ¬â1333 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 Shogunââ¬âsupreme generalââ¬âcontrolled 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 peopleà 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 Godââ¬â¢s messenger. Muhammad preached that all people were to submit to Allah and that everyone was equal in the eyes of Allah. Muhammadââ¬â¢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, Muhammadââ¬â¢s revelations were written down by his followers in the Quran. The word Islam means ââ¬Å"submission to Godââ¬â¢s willâ⬠. 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 Muhammadââ¬â¢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 oneââ¬â¢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 governmentà 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 soldiersââ¬â¢ 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 ââ¬Å"all under Islam,â⬠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 (Justinianââ¬â¢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 iconsââ¬âimages of saintsââ¬âwas 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 Europeââ¬âEarly 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 lordââ¬â¢s mill, had to work on the lordââ¬â¢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 Influenceââ¬âaround 800 to 1100 CE) The Vikings were a nomadic group who had settled in present day Scandinavia.à 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 ââ¬Å"Northmenâ⬠). 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 Influenceââ¬âaround 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 wasnââ¬â¢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 Influenceââ¬âaround 1200 to 1550 CE) A second pastoral nomadic group from the central Asian steppes, the Mongols would go on to create the worldââ¬â¢s largest empire. These nomadic herdersââ¬â¢ lives revolved around their sheep, goats, and yaks for food, clothing, andà 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 Khanââ¬â¢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, Kublaiââ¬â¢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 moneyââ¬âa Chinese innovationââ¬âwas 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 empireââ¬âthey invaded Japan. Typhoon winds destroyed their fleet both times, however. The Japanese believed these ââ¬Å"kamikaze,â⬠or ââ¬Å"sacred winds,â⬠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 Mongolsââ¬â¢ 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 Ghanaââ¬â¢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. ernestinealexan81http://www.blogger.com/profile/18138396636394066421noreply@blogger.com0tag:blogger.com,1999:blog-5853138283181861020.post-73903389672165842152020-01-10T03:57:00.001-08:002020-01-10T03:57:03.466-08:00An Honest Perspective on Sample Essay Topics for Primary School Students An Honest Perspective on Sample Essay Topics for Primary School Students School should occur in the evenings. Students will succeed by managing exceptional writing companies like writemyassignments.org. They will just have to pull themselves together and do what is required. They lead busy lives and often forget about an upcoming deadline. Textbooks ought to be free. Topics can change based on your majors. Crafting a great essay is tough. In order to command a language, practice is demanded. It's mandatory for students to compose essays each term as a portion of their academic coursework. 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In the past few years, online education is growing more and more popular. Children should be asked to read more. They should be able to use cellphones in school. ernestinealexan81http://www.blogger.com/profile/18138396636394066421noreply@blogger.com0tag:blogger.com,1999:blog-5853138283181861020.post-50403621960090965782020-01-02T00:22:00.001-08:002020-01-02T00:22:03.427-08:00Biography of Elizabeth Woodville, Queen of England Elizabeth Woodville (1437ââ¬âJune 7 or 8, 1492, and known variously as Lady Grey, Elizabeth Grey, and Elizabeth Wydevill) was the commoner wife of Edward IV, who had a keyà role in the War of the Roses and in the succession battle between the Plantagenets and Tudors. She is best known today as a character in Shakespearesà Richard IIIà (as Queen Elizabeth) and the title character in the 2013 television seriesà The White Queen. Fast Facts: Elizabeth Woodville Known For: A commoner who was destined to become wife of Edward IV, mother of Edward V, sister-in-law of Richard III, mother-in-law of Henry VII and grandmother of Henry VIIIBorn: About 1837 in Grafton, rural NorthamptonshireParents: Jacquetta, Duchess of Bedford and Sir Richard WoodvilleDied: June 7 or 8, 1492.Spouse(s): Sir John Grey (ca. 1450ââ¬â1461); Edward IV (1464ââ¬â1483)Children: Two with John Grey (Thomas Grey (Marquess of Dorset) and Richard Grey) and 10 with Edward IV (Elizabeth of York who married Henry VII; Mary; Cecily; Edward V; Margaret; Richard; Anne who married Thomas Howard, Earl of Surrey); George; Catherine who married William Courtney, Earl of Devon; and Bridget. The two princes in the tower were Richard and Edward V Early Life Elizabeth Woodville was probably born at Grafton in rural Northamptonshire, England, about 1437, the eldest of the 12 children of Richard Woodville and Jacquetta de Luxembourg. Elizabeths mother Jacquetta was the daughter of a Countà and a descendant of Simon de Montfort and his wife Eleanor, the daughter of Englands King John. Jacquetta was the wealthy and childless widow of the Duke of Bedford, brother of Henry V, when she married Sir Richard Woodville. Her sister-in-law Catherine of Valois also married a man of lower station after she was widowed. Two generations later,à Catherines grandson Henry Tudor married Jacquettas granddaughter, Elizabeth of York. Jacquettas second husband and Elizabeths father was the less highborn county knight Sir Richard Woodville. At the age of 7, Elizabeth was sent to another landed household (a custom of the period was to trade children so that they would have social contacts in the future), probably Sir Edward Grey and his wife Elizabeth, Lady Ferrers. There, she had formal lessons in reading, writing (in English, French, and Latin), and a grounding in law and mathematics. The Woodville family was wealthy when Elizabeth was born, but as the Hundred Years War wound down and the Wars of the Roses conflict began, the familys finances became straitened, and as a result, Elizabeth married John Grey (7th Baron Ferrers of Groby) in 1452 when she was about 14 years of age. The recently knighted Grey was killed at the Second Battle of St. Albans in 1461, fighting for the Lancastrian side in the Wars of the Roses. Elizabeth petitioned Lord Hastings, Edwards uncle, in a controversy over land with her mother-in-law. She arranged a marriage between one of her sons and one of Hastings daughters. Ancestry Eleanor of Aquitaine, mother of King John of England, was the 8th great grandmother of Elizabeth Woodville through her mother Jacquetta.à Her husband Edward IV and son-in-law Henry VII were, of course, also descendants of Eleanor of Aquitaine. Elizabeth Woodville à Jacquetta of Luxembourgà Margherita del Balzo Sueva Orsini Nicola Orsini Roberto Orsini Anastasia de Montfort Guy de Montfort Eleanor Plantagenet John of England Eleanor of Aquitaine Meeting and Marriage with Edward IV How Elizabeth met Edward is not known for certain, though an early legend has her petitioning him by waiting with her sons beneath an oak tree. Another story circulated that she was a sorceress who bewitched him, but she may have simply known him from court. Legend has her giving Edward, a known womanizer, an ultimatum that they had to be married or she would not submit to his advances. On May 1, 1464, Elizabeth and Edward married secretly. Edwards mother, Cecily Neville, Duchess of York, and Cecilys nephew, the Earl of Warwick who had been an ally of Edward IV in winning the crown, had been arranging a suitable marriage for Edward with the French king. When Warwick found out about Edwards marriage to Elizabeth Woodville, Warwick turned against Edward and helped restore Henry VI briefly to power. Warwick was killed in battle as were Henry and his son, and Edward returned to power. Elizabeth Woodville was crowned Queen in Westminster Abbey on May 26, 1465; both of her parents were present for the ceremony. Elizabeth and Edward had three sons and six daughtersââ¬âElizabeth of York who married Henry VII; Mary; Cecily; Edward V, briefly King of England (not crowned); Margaret; Richard, Duke of York; Anne who married Thomas Howard, Earl of Surrey; George, Duke of Bedford; Catherine who married William Courtney, Earl of Devon; and Bridget. Elizabeth also had two sons by her first husbandââ¬âThomas Grey, the Marquis of Dorset and Richard Grey. One was an ancestor of the ill-fated Lady Jane Grey. Family Ambitions Her extensive and, by all accounts, ambitious family was favored heavily after Edward took the throne. Her eldest son from her first marriage, Thomas Grey, was created Marquis Dorset in 1475. Elizabeth promoted the fortunes and advancement of her relatives, even at the cost of her popularity with the nobles. In one of the most scandalous incidents, Elizabeth may have been behind the marriage of her brother, 19 years old, to the widowedà Katherine Neville,à the wealthy Duchess of Norfolk, 80 years old. But the grasping reputation was enhancedââ¬âor createdââ¬âfirstà by Warwick in 1469 and later by Richard III, who had theirà own reasons for wanting Elizabeths and her familys reputations to be diminished. Among her other activities, Elizabeth continued her predecessors support of Queens College. Widowhood When Edward IV died suddenly on April 9, 1483, Elizabeths fortunes abruptly changed. Her husbands brother Richard of Gloucester was appointed Lord Protector since Edwards eldest son Edward Và was a minor. Richard moved quickly to seize power, claimingââ¬âapparently with the support of his mother Cecily Nevilleââ¬âthat the children of Elizabeth and Edward were illegitimate because Edward had been previously formally betrothed to someone else. Elizabeths brother-in-law Richard took the throne as Richard III, imprisoning Edward V (never crowned) and then his younger brother, Richard. Elizabeth took sanctuary. Richard III then demanded that Elizabeth also turn over custody of her daughters, and she complied. Richard attempted to marry first his son, then himself, to Edward and Elizabeths oldest daughter, known as Elizabeth of York, hoping to make his claim to the throne more solid. Elizabeths sons by John Grey joined in the battle to overthrow Richard. One son, Richard Grey,à was beheaded by King Richardsà forces; Thomas joined Henry Tudors forces. Mother of a Queen After Henry Tudor defeated Richard III at Bosworth Field and was crowned Henry VII, he married Elizabeth of Yorkââ¬âa marriage arranged with the support of Elizabeth Woodville and also of Henrys mother, Margaret Beaufort. The marriage took place in January 1486, uniting the factions at the end of the Wars of the Rosesà and making the claim to the throne more certain for the heirs of Henry VII and Elizabeth of York. Princes in the Tower The fate of the two sons of Elizabeth Woodville and Edward IV, the Princes in the Tower, is not certain. That Richard imprisoned them in the Tower is known. That Elizabeth worked to arrange the marriage of her daughter to Henry Tudor may mean that she knew, or at least suspected, that the princes were already dead. Richard III is generally believed to have been responsible for removing the possible claimants to the throne, but some theorize that Henry VII was responsible. Some have even suggested Elizabeth Woodville was complicit. Henry VII re-proclaimed the legitimacy of the marriage of Elizabeth Woodville and Edward IV. Elizabeth was the godmother of the first child of Henry VII and her daughter Elizabeth, Arthur. Death and Legacy In 1487, Elizabeth Woodville was suspected of plotting against Henry VII, her son-in-law, and her dowry was seized and she was sent to Bermondsey Abbey. She died there on June 8 or 9, 1492. She was buried in St. Georges Chapel in Windsor Castle near her husband. In 1503, James Tyrell was executed for the deaths of the two princes, sons of Edward IV, and the claim was that Richard III was responsible. Some later historians have pointed their fingers at Henry VI instead. The truth is that there is not any sure evidence of when, where, or by what hands the princes died. In Fiction Elizabeth Woodvilles life has lent itself to many fictional depictions, though not often as the main character.à She is, however, the main character in the British series, The White Queen. Elizabeth Woodville is Queen Elizabeth in Shakespeares Richard III. She and Richard are depicted as bitter enemies, andà Margaretà curses Elizabeth with having her husband and children killed, as Margarets husband and son were killed by Elizabeths husbands supporters. Richard is able to charm Elizabeth into turning over her son and agreeing to his marriage to her daughter. Sources Baldwin, David. Elizabeth Woodville: Mother of the Princes in the Tower. Gloucestershire: The History Press (2002).à Print.Okerlund, Arlene N. Elizabeth of York: Queenship and Power. New York: Palgrave Macmillan (2009). Print. ernestinealexan81http://www.blogger.com/profile/18138396636394066421noreply@blogger.com0tag:blogger.com,1999:blog-5853138283181861020.post-9714293949027939032019-12-24T20:07:00.001-08:002019-12-24T20:07:03.784-08:00The Current State Of South Africa - 1175 Words BACKGROUND ON SOUTH AFRICA 1. South Africa was called the hopeless continent 16 years ago. Much of the negative world view stemmed from wounds created by government supported racial segregation which continues to affect South Africaââ¬â¢s economy today; however, the abundant resources and potential economic growth of this country should not be overlooked. Despite wounds from its past South Africa has a wealth of resources which make it an important country to the world and to the United States. South Africaââ¬â¢s history directly correlates to the countries stagnation in economic growth today, but its resources and economic potential continue to make it an interest to countries like China, which is why the United States has to take an interest in the stability and relevance of this increasingly hopeful region. 2. The current state of South Africa has a lot to do with the history of colonialism and how colonialism oppressed the indigenous peoples of Africa. Africa in general was greatly affected by colonialism, South Africa in particular experienced government sanctioned separation between the races known as apartheid (site- not sure where I got this). According to the (CIA world fact book) South Africaââ¬â¢s first introduction to colonialism began with the Dutch traders in 1652, the Dutch used South Africa as an intermediary stop on their way along the Spice Route forming the city of Cape Town (CIA). The Dutch that settled in Africa became known as Afrikaners (CIA). The Dutch andShow MoreRelatedThe Current State Of South Africa Essay2016 Words à |à 9 PagesThe current state of South Africa, 20 years post-apartheid, is regarded by many as desegregation achieved. However, in order for this to be completely true, it has to apply on every level. Pettigrew (2008), defined desegregation as the mere physical mixing of groups, and on this level, yes, we can say that the racial mixing of those previously segregated, is desegregation achieved. 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These issuesRead MoreThe Curious Enlightenment Of Professor Caritat By Steven Lukes1283 Words à |à 6 PagesCurious Enlightenment of Professor Caritat, by Steven Lukes (whom will be referred to as ââ¬Å"Lukesâ⬠from now), the professor is sent out to find the best possible world. The essay will include a discussion on which society will best work in South Africa. In the current society, Communitarian and Libertarian systems are already evident, whereas Utilitarian rule is not. Utilitaria encourages people to be helpful and contribute to society; everyone is treated equally, hence creating an overall sense of purposeRead MoreTaking a Look at the Monash University896 Words à |à 4 Pagescampuses affiliated to it spread across the world, in India, China, South Africa, Italy and Malaysia, at the same t ime linked to the Monash website. This essay will make an attempt to provide a critical analysis of the Monash website and the current affiliation with Laureate group of universities. Firstly, an analysis of Monash around the world link will be explored. Secondly, an attempt to discuss the affiliation of Monash South Africa University as part of the Laureate family with respect to the MonashRead MoreAuditing as a profession as evolved drastically over decades and as time has passed auditing1000 Words à |à 4 PagesInternal Auditing Standards, the Current Role of Internal Auditing in SA, reviewing current crisis, the importance of Internal Auditing to management is evident. 2. FUNDAMENTAL PRINCIPLES RELATED TO GOVERNANCE 2.1 Corporate Governance in South Africa To understand the role internal auditors play in improving governance processes, one has to fully understand the meaning of the word governance and also the role governance plays in South Africa. Smerdon states that corporate governance is ââ¬ËtheRead MoreForeign Policy : The Transition Of Democracy1039 Words à |à 5 Pagesrelations with each other as well as international organisations and non-governmental actors. South Africa s post-apartheid foreign policy vision has become prosperous, peaceful, democratic, non-racial, non-sexist and united which contributes to the world that is equitable. This essay will discuss the transition to democracy and how the different heads have contributed to foreign policy since 1994 using the state and individual levels of analysis. This will be done with the following headings; heads ofRead MoreEconomic Growth And Development Of South Africa1193 Words à |à 5 Pages2. CURRENT IMPLICATIONS 2.1. Growth and development According to Parson Viviers (cited by Vollgraaf 2016:p2) as a result of Brexit South Africaââ¬â¢s economic growth is expected to have a 0.1% cut-back due to its trading relations with the countries concerned. Bowler (2016:p1) stated that the UKââ¬â¢s pound depreciated after the Brexit occurrence, which could result in the UKââ¬â¢s imports being expensive. The country will be inclined to import less causing its trading import partners to suffer in the process ernestinealexan81http://www.blogger.com/profile/18138396636394066421noreply@blogger.com0tag:blogger.com,1999:blog-5853138283181861020.post-44474222257231147552019-12-16T16:37:00.001-08:002019-12-16T16:37:02.317-08:00Adult-Incarceration Free Essays string(95) " also found that those tried as juveniles generally had a positive view of the juvenile court\." When young people commit crimes, there are usually reasons behind their behavior and these reasons need to be addressed with care and thoughtfulness and not the severest form of punishment. During the 1990s, several states decided to try juveniles as young as 17 years old as adults, and to use adult-incarceration facilities for those who were convicted. I think that was a negative trend. We will write a custom essay sample on Adult-Incarceration or any similar topic only for you Order Now Young people have a lot happening inside their bodies and minds, this is not to excuse them but itââ¬â¢s a fact. A lot of internal changes are taking place and by that I mean, hormonal changes, bodily changes and mood swings. Apart from major internal physical changes taking place, they also have to deal with peer pressure and behave in a certain way so that they fit in with their friendsââ¬â¢ idea of being cool and normal. Researches and studies on the juvenile brain show that teens sent to adult court result in being worse than those who are not. They have a tendency to get in to trouble more often and the offenses are more severe. (Patrick, 2005) An Example of the Law Being Too Harsh: Reginald Dwayne Betts was executed at the age of 16 and spent more than eight years in prison, in Virginia for an armed carjacking. He was an honors student who had never been in trouble with the police before; he thought he would either be sent to a juvenile detention center or in an extreme case would receive a suspended sentence. But astonishingly, he was tried as an adult and was originally sentenced to 23 years of imprisonment. (Sharon, 2007) Locked up at the young and tender age of 16, Betts spent 8 years in adult prisons. At such a young and impressionable age, he wasnââ¬â¢t prepared to deal with the horrors and harsh realities of an adult prison. He was quite vulnerable to the happenings around him both physically and emotionally. It was hard for him to get used to being away from home and at the same time to deal with the isolation and stress that comes from being in an adult prison. To make matters worse, violence haunted him day and night; he witnessed other prisoners having their heads split open and getting stabbed. He was exposed to disturbing conditions at a very young age whereas most people would never have to face such incidents in their entire life. Even though Betts served 8 years in prison, he now has a fulfilling career as a writer but he knows that he is an exception and he believes that youngsters who end up in prison usually donââ¬â¢t make it as successful human beings. Another example of a juvenile being tried is Zack, who was recently released after serving 27 months for being involved in the robbery of an Oregon convenience store. His mother says Zack (then 15) was struggling with a bipolar disorder at that time. At present, heââ¬â¢s 17 and although his school was hesitant to welcome him back, he is once again a student there. His mother says that Zack will always be a criminal in the eyes of the society and he still finds it hard to put the past behind him and it was exceptionally hard for him to find work as a lot of people did not want anything to do with him. Zackââ¬â¢s mother admits that he deserved punishment but probation and counseling would have been better for him rather than serving time in jail (Sharon, 2007) Why Passing Harsher Laws Against Juveniles Is Wrong? An assumption made by legislators in passing harsher laws in order to make it easier to try juveniles as adults, has been that juveniles would be less likely to become involved in criminal behavior if there were tough laws and hence a message would be sent to offenders that crime would not be tolerated. (Brian, 2006) Though, research has proven this assumption wrong. Numerous prominent studies have proved that juveniles tried as adults tend to engage in criminal activities more often, more quickly and more seriously than those tried as juveniles. Fagan (1996) looked at the relapsing to criminal activities rate of eight hundred juveniles. The 15 to 16 year olds were convicted of first degree robbery, second degree robbery or first degree burglary. Half of the cases came from two counties in New York and the other half were from two counties in New Jersey. (Brian, 2006) à Due to New Yorkââ¬â¢s Juvenile Offender Law, all the New York based cases were automatically handled by the criminal court, whereas New Jersey based cases were handled by the juvenile court. A comparison of the cases of both states showed that there were significant differences found in the re-arrest rates of those convicted of robbery. A higher number of robbers from New York were rearrested as compared to the robbers from New Jersey. Furthermore, robbers from New York who were sentenced to incarceration in a criminal court tended to re-offend considerably sooner than those from New Jersey who were sentenced to incarceration in juvenile court. A research, Podkopacz Feld (1996); carried out a comparison of recidivism rates for offenders from Hennepin County, Minnesota that had had their cases referred for possible transfer to criminal court from 1986 to 1992. They finding outs were that those offenders who were tried as adults had a considerably higher recidivism rate (58 %) than those offenders who were tried in a juvenile court (42 percent). (Brian, 2006) Therefore, this shows that if juveniles are convicted as adults and face adult punishments, then they feel alienated from the society and their connection with the community over all weakens and this leads them to relapse to criminal activities once they have served their time in prison Also possible juveniles tried as adults are more likely to view criminal court proceedings as unfair and unjust and hence they relapse to criminal activities to rebel or avenge the unfairness. Researches have also found that those tried as juveniles generally had a positive view of the juvenile court. You read "Adult-Incarceration" in category "Papers" They were happy with the overall treatment of the judges towards them since they sincerely seemed to care about their well being. In addition, the majority of the people interviewed for the researchà saw the juvenile court proceedings as fair and only a very few saw the juvenile court proceeding as unjust. Majority of the offenders who were tried for the criminal court believed that the judges they faced didnââ¬â¢t seem to care much about them nor about their problems. They complained that the court proceedings were formal and rushed and quite a lot of them reported difficulty in understanding the legal terminology that was used in the court proceedings. Many that were tried for the criminal court thought that the criminal courtââ¬â¢s process sent a strong message that the offenders were of very little importance. Research has also shown that juveniles held in adult prisons were one and a half times as likely to be assaulted with a weapon and five times more likely to be sexually assaulted as compared to the inmates held in juvenile facilities. An earlier research by Flaherty (1980) showed that the suicide rate of juveniles held in adult jails was 7.7 times higher than the suicide rate of juveniles held in juvenile detention centers and if you compare it with the normal youth population than its 4.6 times higher. (Brian, 2006) Effective Ways of Dealing with Juvenile Offenders: To combat juvenile crimes/offences, judges and courts need to understand what provoked the juveniles to commit such offences in the first place. The best way to deal with them is gently and in order to improve their over all behavior gentler punishments should be given and not harsh, adult punishments, as the juveniles are in the process of growing up and arenââ¬â¢t full grown adults hence they need to be dealt with gently but firmly to eradicate their wrong habits for once and all. Judges like Michael Corriero, who is based in New York, are well aware of how adult treatment of juvenile offences affects most of the juveniles. He supervises a special court by the name of Manhattan Youth Part and resolves cases of juveniles that belong to the ages 13-15 and have been tried as adults for serious crimes. He tries to steer as many as possible away from the criminal court. (Sharon 2007) According to his ideology, a youthââ¬â¢s character is flexible. Kids in their early teens (13-15) are supposed to learn from their mistakes. If we lock them up, what will they become in 10 years time? They wonââ¬â¢t possess any special skills. And nothing can be expected of kids that have been put in to adult prisons therefore have been criminalized before their time. 65% of the cases he handles are either sent for counseling or other such alternative programs, most of those programs are private and if the kids succeed, their records are sealed. Only the kids that commit major offences are tried in criminal courts (Sharon 2007) Although these treatment programs are very expensive, but they are worth every penny as if you correct a juvenile in a juvenile justice program then the society will have less adult criminals. Therefore itââ¬â¢s essential to see what kind of crimes or mistakes the youth are committing and to treat them accordingly. In cases such as minor shoplifting or joy riding the juvenile should be counseled and should not be given the same punishment as an adult. Since the youth may have committed that particular crime due to immense peer pressure. Although juvenile crimes make most of us think of gangs, rape and murder; violent teens are the exception. Whereas in reality, according to various studies, violent teens only makeup 5% of all juvenile arrests. The more common reasons for prosecuting juveniles in adult courts are drugs, burglary, theft, taking cars for joy ride (Sharon Cohen, N.D. http://www.usatoday.com/news/nation/2007-12-01-tryingkids_N.htm). Being in an adult jail increases a childââ¬â¢s risk of being exposed to sexual abuse and assault. Educational opportunities are usually very limited and inadequate. Juveniles that Commit Major Offences: The other side of the picture is that some prosecutors argue about kids that are too dangerous to be considered juveniles as if tried as a juvenile, they maybe freed of all sorts of charges and imprisonment as soon as they turn 21. (Sharon 2007) An example of such dangerous juveniles will be Matthew Niedere and Clayton Keister, who murdered Niedereââ¬â¢s parents in cold blood. The murder was planned carefully by the 17 year olds. Niedereââ¬â¢s father was shot five times and his mother four times by him. Keister shot Patricia Niedere, when she ran outside the family store, calling out for help. The two 17 years olds were prosecuted as adults and rightly so. In such extreme cases, where youth nearing adulthood have committed cold blooded murders, they should be punished severely. (Sharon 2007) Conclusion: To conclude, Iââ¬â¢d like to say that juveniles for mild and petty crimes should not be prosecuted as adults. As in the case of being convicted, they suffer from poor conditions, horrendous health care to inappropriate lock-ups and very few efforts to help them (youth) re-enter society. Furthermore they are exposed to sexual abuse and forced to grow up before their time and may face psychological problems later on their life, due to exposure to brutal activities such as stabbings, or even murders taking place in the prisons. Once these juveniles serve their time in the jail and are released, itââ¬â¢s also hard for them to re-enter the society and be acceptable by the rest of the society. They would always have that tag attached with them that they once committed a crime and went to prison for it. Therefore for minor crimes, its better to have them counseled or to assign them certain hours of community service, as their minds and personalities are still being shaped and hence its better to correct them by allowing them to ponder over their mistakes and to make them serve the society through community service in order to have them realize their mistakes. References Brian E. Oliver, ââ¬ËDoes Trying Juveniles as Adults Work?ââ¬â¢ An Analysis of the Evidence, June 2006 http://www.aicharleston.com/JuvenileJustice1.htm Accessed March 14, 2008 Juvenile crime statistics, http://www.onlinelawyersource.com/criminal_law/juvenile/statistics.html Accessed March 14, 2008 Juvenile justice system, http://education.stateuniversity.com/pages/2142/Juvenile-Justice-System-JUVENILE-CRIME-VIOLENCE.html Accessed March 14, 2008 Patrick Boyle (2005). Articles Section of Perspectives on Youth, http://www.perspectivesonyouth.org/Pages-Archive/CurEditionsPerspectives-Summer-Fall2005.htm Accessed March 14, 2008 Sharon Cohen (2007). Prosecuting kids as adults: Some states ponder changes http://www.usatoday.com/news/nation/2007-12-01-tryingkids_N.htm Accessed March 14, 2008 How to cite Adult-Incarceration, Papers ernestinealexan81http://www.blogger.com/profile/18138396636394066421noreply@blogger.com0tag:blogger.com,1999:blog-5853138283181861020.post-80188629512812079902019-12-08T13:20:00.001-08:002019-12-08T13:20:04.669-08:00Common Sense vs Psychology free essay sample Common Sense vs. Psychology According to the English Encarta Dictionary psychology is the scientific study of the human mind and mental states, and of human and animal behaviour, while common sense is defined as a sound practical judgement derived from experience rather than study. It is evident from the two contrasting definitions that common sense and psychology are not one in the same (that is not to say that they have no relation to each other). Psychology is science based and looks for evidentiary support to validate theories and hypothesises. It also tries to take into account as many factors as possible when doing so like, for example, personality factors. Common sense on the other hand does not take into account such factors, so in cases where common sense logic cannot apply one will either attempt to find another rational, common sense explanation or one concludes that the situation simply does not make sense and one accepts it as an anomaly. We will write a custom essay sample on Common Sense vs Psychology or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The science behind psychology helps to find explanations and conclusions that are consistent and predictive unlike the inconsistency of common sense. Common sense consists of what people in common would agree on as their common understanding of something. There is no scientific support behind this supposed knowledge as it is often nothing more than a general consensus. Common sense can often be contradictory of itself for example ââ¬Å"birds of a feather flock togetherâ⬠and ââ¬Å"opposites attractâ⬠. Merely by looking into commonsensical proverbs such as these it is apparent that common sense is fickle and commonly used only to explain behaviours that are otherwise inexplicable. As well as being inconsistent common sense often works on hindsight rather than fact. Though there are many distinctions between psychology and common sense it cannot be denied that the two do intersect with one another. In situations where behaviour is difficult to comprehend at face value, psychology will not simply attach an assumptive axiom to it in order to give the impression that it is understood and obvious unlike common sense, but rather look deeper into cause by carrying out studies and trying to find a more scientific explanation. Despite the many discrepancies between the two, psychology cannot exist without common sense. Psychology needs to use common sense as a starting point to build theories and hypothesises from and also as a basis for comparison. No good theory can exist without it being born out of some sort of common sense. So psychology isnââ¬â¢t all obvious or even just common sense. It provides deeper insight into behaviour and cause than common sense. Despite the fact that psychology is different to common sense one must remember that the two strive off of each other. As long as common sense exists so will psychological research into causes of behaviour and the mind. ernestinealexan81http://www.blogger.com/profile/18138396636394066421noreply@blogger.com0tag:blogger.com,1999:blog-5853138283181861020.post-48074047603565991822019-12-01T01:03:00.001-08:002019-12-01T01:03:01.872-08:00Seligram case solution free essay sample The Seligram, INC. should consider consultantââ¬â¢s three-overhead-pool system. Though cost of five components are not necessary lower than costs of traditional system, multiple cost pool have clearly reflect additional cost driver in ETO. Two out of five components, as indicated in the chart, CADACITOR and AMPLIFIER, showed reduction in the overall costs. Also, further splits in overhead costs, Main Room and Mechanical overheads, decreased 67% of overhead cost of Cadacitor and 4% of overhead of Amplifier from costs of traditional approach. Such reductions suggest that cost pools have appropriately traced to each testing activities. Yet, the company can mix cost pools to improve costing analysis. Two components, ICA and ICB, show that they consume the most labor hours in both testing rooms. In reality, cost analysis based on consultââ¬â¢s assessment, both costs increased 19% and 20% of the traditional costing system. Both components illustrated labor intensive nature; however, the multiple cost pools failed to reflect their illustrated nature. We will write a custom essay sample on Seligram case solution or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The overhead costs allocated to direct labor costs have proved to be the ideal cost analysis. In short, illustrated nature of activities may not necessarily match the assuming cost pools in these components. Q5 The new machine should consider as a separate cost center. The ETO is investing a huge amount of money for one or two customers. The existing cost system transfers cost on other customers and increase the price, and drive them away. This is unfair. We can see it clearly in the appendix. In table1, the new machine drives the machine rate much higher. In table2, the new machine rate dramatically varies in the first three years. It is unreasonable to simply add this burden to the exist burden, this can be shown on table2 (column Total new main room rate). Since the direct labor of new machine is more expensive, we can add this to the new hour rate. This can make the new cost center easy to calculate. Given that the machine hour and burden of the main room and the mech. Room will not change in 8 years, we should use an integrated rate contained three parts in new machine cost pool. a) The sum of depreciation, engineering requirement, and fixed part of the estimated OH divided by the machine utilization hour, b) variable part of the estimated OH divided by the machine utilization hour c) DL cost per hour. ernestinealexan81http://www.blogger.com/profile/18138396636394066421noreply@blogger.com0tag:blogger.com,1999:blog-5853138283181861020.post-23175354046795049782019-11-26T10:45:00.001-08:002019-11-26T10:45:03.559-08:00Healthcare Benchmarking and Quality Improvement EssaysHealthcare Benchmarking and Quality Improvement Essays Healthcare Benchmarking and Quality Improvement Paper Healthcare Benchmarking and Quality Improvement Paper Benchmarks are relevant to all health and social care settings. Therefore, the benchmarks are presented in a generic format in order that they can be used in, for example, primary, secondary and tertiary settings and with all patient and or career groups, such as in pediatric care, mental health, cancer care, surgery and medicine. It is important that those benchmarking (including patients and careers) agree on the indicators that demonstrate best practice within their area of care (UK-Department of Health). Benchmarking can be utilized in the following ways: Staff Performance: Benchmarking is often used as a method to determine performance à à à à standards for office functions. Examples may be as basic as the number of calls answered, appointments made and medical records pulled. This process provides a true measure of staff productivity capabilities. Physician Performance: This benchmarking process only works if the physician being reviewed is truly interested in becoming more efficient. The basic premise is to examine what aspects of the physicians daily schedule is productive, (Time actually spent with patients) and non-productive, (time spent not rendering services to patients). The objective is to reduce non-productive time and leverage the physicianââ¬â¢s impact. 3. Statistical Performance: This benchmarking process evaluates the practiceââ¬â¢s statistical performance to best practice standards. Statistical comparisons include some of the following: charges, adjustments, revenues, expenses, gross/net collection percentages, and account receivable days. Performance measurement might seem strange to some organizations, but the concept of measuring and monitoring performance is not new to healthcare facilities. Requirements for public overview of healthcare facilities demand that performance data be collected, analyzed, and monitored for reimbursement, Federal and state record keeping, and accreditation purposes. As a result, most healthcare facilities already track key productivity indicators. And as state and Federal regulations require the reporting of more data, healthcare facilities will be in an even better position to assess their performance and share comparative information about performance and operations with other facilities for mutual benefit. Indeed, the greatest value to be gained from all of the performance data that healthcare facilities are gathering may well emerg from the process of comparing that data. Healthcare facilities often are quite similar in the complexity of their organizational structures, operational and clinical services, and corporate missions. That similarity will benefit healthcare facilities as they begin benchmarking efforts.à à Business survival is increasingly difficult in the contemporary world. In order to survive, organizations need a commitment to excellence and a means of measuring that commitment and its results. Benchmarking provides one method for doing this. As the author describes, benchmarking is a performance improvement method that has been used for centuries. Recently, it has begun to be used in the healthcare industry where it has the potential to improve significantly the efficiency, cost-effectiveness, and quality of healthcare services.à In the contemporary world, business survival is defined as long-term economic viability achieved through excellent performance. To maintain the excellence needed for survival, however, businesss enterprises must find a way of consistently measuring and improving their performance.à Productive ideas and methods are not limited to a single industry. Cross-industry benchmarking also can offer excellent opportunities for borrowin good ideas and processes. But finding suitable partners with applicable ideas from other industries can be time consuming and costly. For example, calling a fire department to discuss the process of bringing both equipment and manpower to an emergency site can generate a number of exciting ideas, but finding the best performing fire department would take long hours of research. Because benchmarking is an ongoing effort, working first within the healthcare industry for short- and medium-term solutions will help position a facility for later cross-industry initiatives (Anderson-Miles, 1994). ernestinealexan81http://www.blogger.com/profile/18138396636394066421noreply@blogger.com0tag:blogger.com,1999:blog-5853138283181861020.post-20133649506029776072019-11-22T18:08:00.001-08:002019-11-22T18:08:02.676-08:0030 Words Containing the Letters sm30 Words Containing the Letters sm 30 Words Containing the Letters sm 30 Words Containing the Letters sm By Mark Nichol After writing a post about the suffix -ism, I explored the class of words that include the letters s and m in sequence in which the letters are not a consonant blend (as in small) or in which the s is not at the end of a prefix (as in besmirch and dismiss); with some exceptions (specified), they have in common an origin in Greek. Here are the qualifying words I found that do not use the suffix -ism or do not refer exclusively to a medical or scientific condition or phenomenon (though a couple of specialized terms that have acquired one or more figurative senses are included). 1. abysmal: very bad; abysm is a poetic alternative to abyss, from the Late Latin abyssus, meaning ââ¬Å"bottomless pitâ⬠(which derives abyssos, meaning ââ¬Å"bottomless pool,â⬠although the sm ending either resulted from the superlative abyssimus or was created in imitation of Greek words) 2. basmati: a variety of rice, from Hindi, meaning ââ¬Å"something fragrantâ⬠3. cataclysm: a deluge, from kataklysmos, meaning ââ¬Å"floodâ⬠or ââ¬Å"inundationâ⬠4. charisma: charm, from kharisma, meaning ââ¬Å"favorâ⬠or ââ¬Å"divine giftâ⬠; originally referred to exceptional authority or leadership 5. chasm: a deep crack, from khasma, meaning ââ¬Å"gulfâ⬠6. chiasmus: the inversion for rhetorical effect of two or more clauses (as in Voltaireââ¬â¢s quotation ââ¬Å"The instinct of a man is to pursue everything that flies from him, and to fly from all that pursues himâ⬠), from khiasmos, meaning ââ¬Å"crosswise or diagonal arrangementâ⬠7. chiliasm: belief in Christââ¬â¢s 1,000-year reign on Earth, ultimately from khilioi, meaning ââ¬Å"a thousandâ⬠or referring to the number 1,000 8. chrism: a balm in oil used in church rituals, from khrisma, meaning ââ¬Å"an anointingâ⬠9. cosmetic: a substance used in improving oneââ¬â¢s appearance (the plural form, cosmetics, refers to such products collectively), or, as an adjective, pertaining to personal beautification- and the words have an additional sense of ââ¬Å"superficialâ⬠or ââ¬Å"for the sake of appearancesâ⬠- from kosmetikos, meaning ââ¬Å"skilled in adorning or arrangingâ⬠; these words and cosmetology, the term for the study of beautification, are related to cosmos (see below) in the sense of order or arrangement 10. cosmos: the universe (referred to as ââ¬Å"the cosmosâ⬠), from kosmos, meaning ââ¬Å"orderâ⬠or ââ¬Å"orderly arrangementâ⬠; more often seen as cosmic, the adjectival form, and cosmo- is the root word of cosmology (a word for the study of the universe) and other words, and a form of the root is also seen in macrocosm, meaning ââ¬Å"something seen as a miniature version of something larger,â⬠and microcosm, meaning ââ¬Å"a large system consisting of many smaller onesâ⬠11. desmesne: a domain or estate, or possession or use of oneââ¬â¢s land, from a respelling in Anglo-French of the Middle English term demeine (ââ¬Å"domainâ⬠) 12. dismal: wretched, from the Latin phrase dies mali (ââ¬Å"evil daysâ⬠) 13. enthusiasm: eagerness or zeal, from enthousiasmos, meaning ââ¬Å"divine inspirationâ⬠14. gismo: gadget (variant spelling of gizmo, of unknown origin) 15. iconoclasm: criticism of conventional beliefs or standard institutions, from eikonoklastes, meaning ââ¬Å"image breakerâ⬠; originally referred to literal destruction of images and objects considered idolatrous 16. jasmine: a plant, from Persian 17. kismet: fate, from Arabic qisma, meaning ââ¬Å"portionâ⬠or ââ¬Å"lotâ⬠18. melisma: one of several specific types of musical expression, from melisma, meaning ââ¬Å"songâ⬠or ââ¬Å"melodyâ⬠19. mesmerize: captivate, or hold spellbound, from the name of hypnosis pioneer Anton Mesmer 20. miasma: a literal or figurative cloud or fog of an unhealthy or unpleasant or obscuring nature, from miasma, meaning ââ¬Å"pollutionâ⬠21. orgasm: sexual excitement, from orgasmos, meaning ââ¬Å"excitementâ⬠or ââ¬Å"swellingâ⬠(also a verb referring to the sensation); the noun refers, by extension, to any stimulating experience (note also two slang terms modeled on orgasm: geekgasm, referring to a nerdââ¬â¢s exultation about, for example, a new computer program or video game, and eargasm, the result of an extremely pleasurable song or sound 22. osmosis: movement of a liquid through a solid, or, figuratively, learning or understanding something easily or smoothly; this word is an invention of New Latin and does not come from Greek 23. paroxysm: a sudden attack or a convulsion, from paroxysmos, meaning ââ¬Å"irritationâ⬠or ââ¬Å"exasperationâ⬠; now also used colloquially to refer to an outburst of emotion 24. phantasm: a ghost or illusion, from phantasma, meaning ââ¬Å"imageâ⬠or ââ¬Å"phantomâ⬠; a related word is phantasmagoria, referring to an exhibition of optical effects or illusions, a constantly changing scene, or a bizarre collection 25. prism: a medium or a shape that refracts light, from prisma, meaning ââ¬Å"something sawnâ⬠; also, figuratively, something that colors, distorts, or slants oneââ¬â¢s perspective 26. sarcasm: a form of darkly humorous criticism in which the words stated are the opposite of the intended meaning, as in ââ¬Å"Well, that went well!â⬠for a disastrous incident, from sarkasmos, meaning ââ¬Å"jestâ⬠or ââ¬Å"tauntâ⬠27. schism: originally referred to dissension within the Catholic Church but now also pertains to any disagreement in philosophy or policy, from skhisma, meaning ââ¬Å"divisionâ⬠28. seismic: pertaining to earthquakes, from seismos, meaning ââ¬Å"a shaking,â⬠ââ¬Å"a shock,â⬠or ââ¬Å"an earthquakeâ⬠; several words derived from the root seismo-, such as seismology (the name for the study of earthquakes) and seismograph (the word for a device that measures the motions of an earthquake) also exist (seismic also might be used to describe something of hugely significant import) 29. spasm: a sudden violent muscular contraction, ultimately from spasmos, meaning ââ¬Å"convulsionâ⬠; also loosely employed to refer to an emotional outburst 30. talisman: a good-luck charm or something believed to have magical or miraculous powers, from telesma, meaning ââ¬Å"consecrationâ⬠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 Vocabulary category, check our popular posts, or choose a related post below:Wether, Weather, WhetherUsing the Active Voice to Strengthen Your WritingIs Your Novel "Mystery," "Thriller," or "Suspense"? ernestinealexan81http://www.blogger.com/profile/18138396636394066421noreply@blogger.com0tag:blogger.com,1999:blog-5853138283181861020.post-46013809764690876512019-11-21T01:45:00.001-08:002019-11-21T01:45:04.916-08:00Samsung Hunts for 'Wow' Moment Article Example | Topics and Well Written Essays - 500 wordsSamsung Hunts for 'Wow' Moment - Article Example What probably has them more worried is the failure of Apple to enthrall the consumers with their iPhone 5. Samsung has marketed their products in such a way that has largely been a reason for the hype. Their clever advertising strategies satirized Apple Inc. taking the balls to Samsungââ¬â¢s court and making it a mainstream maker of trendy mobile phones. The new Samsung phone which was to be unveiled on 14th March at the ââ¬ËSamsung Unpackedââ¬â¢ event at New Yorkââ¬â¢s Radio City Music Hall. This time is critical to launch a new phone because the smartphone industry is growing at a very fast pace transitioning from the ecstasy of new technology to a more clever and mature stage. The hardware developments are now more evolutionary than revolutionary; people are expecting enormous improvements in hardware and software. The area where Samsung lags behind Apple is software; where Apple has the ability to link its hardware to its own OS, Samsung uses the Android technology like other smartphone manufacturers. So to compensate their weakness in the software department, Samsung has to depend on on new software aspects such as the screen that will scroll up and down with the motion of the users eyes. Samsung introduced new features and are planning to ââ¬Ëdouble down on softwareââ¬â¢ as their executive informed at a technology conference. Other features include one touch sharing between their devices. The question however is whether Samsung will be able to uphold its progress with the market growing so much more competitive and products becoming more and more commoditized. What worries Samsung more is the increase in the chip prices and the fall in sales which will decrease by 35% in 2013 as forecasted by research firm Strategy Analytics. Samsung had been a leading smartphone seller; in 2012 they were on the top sweeping away 30.3% of the world over smartphone ernestinealexan81http://www.blogger.com/profile/18138396636394066421noreply@blogger.com0tag:blogger.com,1999:blog-5853138283181861020.post-71029677708416607392019-11-19T09:50:00.001-08:002019-11-19T09:50:03.869-08:00Australia Broadcasting Comporation report EssayAustralia Broadcasting Comporation report - Essay Example Starting from news papers to the modern online network of mass communication encompasses a wide variety of means to ensure the seamless flow of communication. The mass media at present has evolved developed enormously from the earlier stages. The accuracy and speed of communication through various media have remarkably advanced. Australian Broadcasting Corporation (ABC) is a key player in the field of mass communication, and the national broadcaster of Australia they have a long, successful presence of eighty years in this field. Australian Broadcasting Corporation (ABC): Australian Broadcasting Corporation (ABC), informally known as ââ¬ËAunty,ââ¬â¢ is a publicly owned national broadcaster of Australia. ABC has been providing various communication services to the country since last eighty years. It started its journey with radio service at national level and has enlarged its broadcasting service to global level with ABC online services. ABC provides radio, television, mobile and online services to national as well as global customers. The services of ABC are available in all regions of the country and they have played major role in various emergency and important situations. ABC also performs a variety of other functions. ââ¬Å"The ABC also operates network of retailing outlets known as ABC enterprises.... ABC also performs a variety of other functions. ââ¬Å"The ABC also operates network of retailing outlets (24 shops and 119 ABC centres) known as ABC enterprises. Operations include the production of books, classical and contemporary recordings, audio cassettes, videos, multimedia and licensed products, and music and magazine publishingâ⬠(2000 Year Book Australia No. 82 2000, p. 349). This paper discusses the history of ABC in the following segments. The services provided by ABC- radio, television and online are analyzed separately. The national and global coverage of the ABC services are also examined and the most effective means of communication service provided by ABC is identified. 3. ABC - A History: The Australian Broadcasting Corporation, formerly known as Australian Broadcasting Company, was established by the government of Australia on 1st July 1932 to run the National Broadcasting Services as the Postmaster Generalââ¬â¢s Department failed to do the operation. The f irst broadcasting service of Australian Broadcasting Company was Radio service and ABC had 12 radio stations in major cities of the country at its beginning. Inspired from BBC, the working of ABC was done accordingly. The period of World War II (WW- II) and the period following it, were crucial in the history of Australian Broadcasting Company. During WW- II, considering the importance of communication and providing information to the people, the Australian Broadcasting Act was passed in 1942. This gave the company the power to make decisions to broadcast political speeches without external interferences. In 1948, ABC was given complete government appropriation through amendments made in the Broadcasting Act. The next major mile stone of Australian ernestinealexan81http://www.blogger.com/profile/18138396636394066421noreply@blogger.com0tag:blogger.com,1999:blog-5853138283181861020.post-79708556340191281522019-11-16T22:21:00.001-08:002019-11-16T22:21:07.489-08:00The Taming of the Shrew Essay Example for Free The Taming of the Shrew Essay The servants in the play are mainly dopey and dim-witted. They fool around stage acting stupidly and behaving erratically. As the majority of the audiences would not have had a proper education, so they would rely on these exaggerated actions and visual antics. An example of this would be when Petruchio returns home after the wedding, only to find his servants gossiping. A frantic scene follows where the servants all end up falling over each other etc. This kind of foolish behaviour would have entertained un-educated Elizabethan audiences. All comedies by Shakespeare follow the same simple structure, similar to all other plays. The play starts with an exposition stage, which is when the story emerges and things start to go wrong and get out of hand. Next is the complication stage, which is when the play becomes even more complicated and everyone appears stuck. However, finally is the resolution stage where all the problems are solved. In tragedy plays, the play ends with the death of the hero or heroine, but in the majority of comedy plays, the play ends with a marriage. The tangled plot has been unwoven and problems solved. Petruchio immediately sets out to tame Katherina and her wild personality. Not only is he physically stronger than her, he is also wittier this is constantly apparent as he persistently winds Kate up: Pet. You lie, in faith for you are calld plain Kate, And bonny Kate, and sometimes Kate the curst; But Kate, the prettiest Kate in Christendom. Kate of Kate Hall, my super-dainty Kate, In this quotation, Petruchio is outlining his superiority over Katherina by winding her up by being patronising. After a direct order to not call her Kate, Petruchio goes on to persistently call her Kate to show his power. This not only annoys her, but weakens her and wears her down. He shows that he is not afraid to confront her making it clear from the outset that he is out to tame her. Petruchios methods of taming Katherina would appear disrespectful to modern audiences however they would have merely been humorous to Elizabethans. Throughout the play, the taming process continues, becoming more severe as the play progresses. At one point, Petruchio starves Kate, and deprives her of sleep to physically weaken her. Much of Petruchios speeches consist of cs and ks. This harsh phonology could suggest his dominance. Also, the majority of Kate repetitions are stressed using iambic pentameter. After a long taming period, Kate eventually caves in. She begins to realize that the only way she is going to get what she wants is to agree with what ever Petruchio says. Kat: Young budding virgin, fair and fresh and sweet Pet: Why, how now Kate. I hope thou are not mad. This is a man, old, wrinkled, witherd This is said directly after Petruchio comments there a beautiful young woman present. This also adds comedy to the play, as the person being addressed is in fact an old rather fat man, nothing like a beautiful young woman. This is a pivotal moment in the play as it is the turning point, where Katherina finally gives into Petruchios unrelenting taming process. After this, Petruchios taming of Kate is complete. ernestinealexan81http://www.blogger.com/profile/18138396636394066421noreply@blogger.com0tag:blogger.com,1999:blog-5853138283181861020.post-26216327645093333812019-11-14T10:53:00.001-08:002019-11-14T10:53:02.566-08:00Lockes Views On Education Essay examples -- essays research papers John Locke had a number of major influences on society in general, but his influences on education have stood the taste of time. His idea of Tabula Rasa, his introduction of empiricism, and idea of the use of all senses are all objectives that are used in schools today. à à à à à The idea of Tabula Rasa is basically defined as a ââ¬Å"blank slate.â⬠Locke believed that everyone is born with a clean mind, a supposed condition that he attributed to the human mind before ideas have been imprinted on it by the reaction of the senses to the exterior world. à à à à à ââ¬Å"Thus the first capacity of human intellect is that the mind is fitted to receive the impressions made on it; à à à à à either through the senses by outward objects; or by its own operations when it reflects on them. This is the à à à à à first step a man makes towards the discovery of anything...â⬠à à à à à à à à à à à à à à à à à à à à à à à à à -John Locke (On Ideas as the Materials of All Our Knowledge) Locke considers the new mind as white paper or wax. It is to be moulded and formed as one pleases. It is up to the teacher to insure that it is formed the correct way and that there is no inate knowledge. This is incorporated into education the grade system. Children start out in kindergarten or pre-school with a blank slate; we start teach... ernestinealexan81http://www.blogger.com/profile/18138396636394066421noreply@blogger.com0