The Four Theories of Government Essay - 669 Words

Akira Simmons 3/5/09 Government There were fourdifferent theories of governments, the force theory, the evolutionary rule, the divine right theory, and social contract theory. The Force theory was when one person or group of people gained control of the area and forced others to submit to their rule. The evolutionary Rule basically said that the states would develop naturally out of family clans, tribes, ect. The divine right theory said that the state was created by God and God gave people of royal birth the â€Å"divine right to rule†. The social contract theory was created by Thomas Hobbes and he believed that before the state people were British. People lived poorly and to improve their lives people could enter into a social contract†¦show more content†¦God gave people of the royal birth the â€Å"divine right to rule†, but not all people believe in the same religion or God. Not only would religion be an issue but also the royal family factor. In the Unite d States, there are no royal families, but there are wealthy, middle class, and the low class. The â€Å"divine right to rule† is not used in the United States because of the different religions. This theory would not be best fit for the United States because the United States does not rule based on religion and there are no royal families. The Social contract theory was created by Thomas Hobbes and he basically stated that the state people were British. People were poor and to improve their lives people would enter into a social contract where one superior person ruled over the rest. This would not be a best fit form of government for the United States today because not everybody lives poor in every state. Each state has a different group of lower class, middle class, and upper class. This also would not be good government for the U.S. because with one superior person ruling there would be no democracy. The United States does not use the social contract today because of thes e reasons. The four theories of forms of government were all different from one another. These theories are should not be used in the United States today because it’s a different timeShow MoreRelatedThe Time Of World War I1145 Words   |  5 PagesThe Four Minute Men where a public relations group that worked for the government around the time of World War I (WWI). They would manipulate information at of the war and then share that information with the public. One of the 75,000 would share this information during the reel changes at the movie, which was about four minutes, thus the name (Guth Marsh. 2012. pg. 66). Sometimes instead of a person delivering that message they would produce small feature to get the point across, such as Pershing’sRead MoreTheories of the Press1395 Words   |  6 PagesOf the four (4) theories of the press, which one adequately represents the situation in Trinidad Tobago? In 1956, three professors of communication; Fred S. Siebert, Theodore Peterson and Wilbur Schramm, published their Four Theories of the Press which went a long way in establishing a classification in the minds of students and educators of journalism. The book was originally published to help give historical, philosophical and international perspective of the press. The four theoriesRead MoreFour Theories of the Press1514 Words   |  7 PagesFOUR THEORIES OF THE PRESS ORIGINS OF THE THEORIES The â€Å"Four Theories of the Press† was by three professors, Fred S. Siebert, Theodore Peterson and Wilbur Schramm, and since 1956, has come a long way. Over time, it has established a typology in the minds of journalism educators and students. The four theories are authoritarian, libertarian, social responsibility and soviet communist (Preserve Articles, 2012). 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Although each theory is completely different, they all exhibit the common idea;people, either as individuals or groups, can make a difference in government. The Pluralism theory has an affect on many aspects of America;Read MoreIn The United States All Citizens Have A Guaranteed Right1437 Words   |  6 Pagesdiscussed by four individuals with differing theories on the justification for this right. The four theories are the Utility of Truth by Mill, Democratic Self Government by Alexander Meicklejohn, Individual Self-Realization by Martin Redish, and the Mixed by Thomas Emerson, which all highlight the importance of free speech, but grasp the value of free speech differently. Freedom of speech is one’s ability to express opinions, thoughts, and ideas openly and freely without the concern of government interventionRead MoreThe Implementation Gap Between Theory And Practice Of Heritage Planning738 Words   |  3 Pagesand implementation. Research Question: How has the implementation gap between theory and practice of heritage planning contribute to the goal of sustainability? Overview of Research Design: The research will follow the structure of four organisational sections: a review of relevant literature, an overview of applicable government policies, a case study and an analysis of theoretical and historical approaches. Theory and historical approaches will be explored through a review of relevant literature

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This course explains both how and why it is good to SE goals or make bucketful’s not only when it comes to traveling but also when applying these skills to the real world. It seeks to broaden students perspective on the world outside of the o en they live in and shed light on the mannerisms and way of life of other cultures, with the help of unique the projects and Nicolas lessons. The course differs from other language courses because it has more of a variety rather than focusing on a single language or culture. We will write a custom essay sample on Research Paper or any similar topic only for you Order Now Other language GE courses are similar to each other; this course emphasizes on other parts of the world the r than Europe. Even if students decide to hold off on traveling for a little bit, at least they will have the life lessons they were taught in this course. There is a famous quote by Paul Cello, â€Å"If you u think adventure is dangerous, try routine; it is lethal†. Cello traveled the world at a young gag e and documented the entire thing via online blobbing. He did not want to fall into the same route en everyday so he decided that he wanted to travel the world and tell others about it. In order to inspire students the course includes a brief study of Cello’s blob during Nicolas lessons. 4 This flayer course will only be available for South students to take their seen or year. Ala Thus said, † The journey of a thousand miles begins with a single step. † (604 BC). The study is planning to educate children on the multitude of different cue Trees that expo and in the world around them. The first project the students will take on is figuring out how to create year round functions in order to raise funds and save up enough money for the final prop etc, a trip out of the country to a place of the students’ choosing. These fundraisers may include, b UT are not exclusive to, bake sales or car washes. Not a penny out of pocket is going to be asked f or from the parents of the students solely because the fundraisers held must raise all the money needed. By the end of this course, the goal is that students would learn about not only how to safe Ely and successfully travel, but also how to work hard and manage money and time to get to where e they want to be. â€Å"It is better to travel well than to arrive. † An intelligent quote from Buddha; is imply stating that the arrival of a destination is important, but not as important as the knowledge e it takes to get there. In class, lessons Will be based on the cultures of different countries. Students will also learn about the variety of currency and their worth. They will need to know h transportation functions in different countries. Basically, the students will need to get a grasp of what is the best and most efficient way to get from one place to another. They would learn ABA out mannerisms and what is socially accepted as polite. Another course requirement is how to make e money while on the road. They would need to know how to acquire seasonal jobs sufficient en ugh so that they 5 can save up to move on to the next location on their list. The course is plane d to educate dents to its best ability because the future of their world is in their hands. There are five major projects the students will have to complete before the co ruse is over. The goal is to have them accomplish something of their own rather than been g taught or lectured for 80 minutes a day. For the second project, students will have to create a BRB ochre for a place they want to go to. After doing this, they will have to persuade the rest of the class with an oral report that the location they chose will be the best place for the class trip at t he end of the year also known as the final project. Throughout the year, the students will be taught about the location of major c Mounties within the continents. The third project will consist of students gathering up in six small groups. Each group will be assigned one of the six continents (Antarctica will not be in clued due to our lack of knowledge about its full landscape) in which they have to label the coo entries shown. The students will not be able to do this project at home they may only work on it I n class and without technology, purely using the knowledge and memory to put together their ma The fourth project is to build an itinerary based on the country that we are us posed to go to. The students will be given the budget that they raised themselves in the fir SST project and will then plan how they want to spend their money, where they want to go, and h owe they will get there. Once they arrive at their destination, what would the students want to do? What do they want to see or eat? What can they experience on their budget? The seniors will I need to find actual places to go and visit, eat, and call a temporary home. They cannot Simi ply list everything they want to do and expect it all to happen without any course of planning be fore hand. 6 The final project is the one the students will look most forward too. This is the project at the end of the year where they travel to a location that they picked in the begin inning of the year for five days. After all, Rudyard Kipling did say, â€Å"The first condition of understand ending a foreign country is to smell it. All the money put into the trip is raised completely byte he students themselves. Whether their parents want to give them spending money is com pellets up to them. The trip is not mandatory, it is up to the child and their parents/ guardians to give them permission to come. When the Middletown South students were asked if they would have any dies re to visit other countries 78 students had circled yes w hile only two circled no. Because of that number a backing/ traveling course would be an absolutely necessary course to teach in high SC wool. Out of the 80 sophomore students that took the survey 32 were males and 48 were e females. The first question inquired the students to answer how many trips that they have been on anywhere outside Of the country in order to get a general idea Of the world that they we re exposed to so far. A staggering 90% had been to only one to three other countries. Approximate lye 8% of the students have been to four to six other countries. Only 2% of the students who o answered the survey have traveled to more than seven countries. To be even more specific, the next question on the survey asked the students to take the time and list all of the states and countries they have been to outside of New Jersey. The answers varied from California, Paris, Floor dad, Tennessee, Colorado, Canada, the Caribbean Islands, New York, Pennsylvania, and Nevada a. The students were then asked to answer if they knew what countries certain currencies were e used in. 13% of dents knew euros can be used in Europe and unanimously 100% of student TTS knew that American dollars are used in the United States. Roughly 38% of students knee w where rubles can 7 be used, 5% knew where francs may be used, and about 76% students know where pesos are used. Out of curiosity, the sophomore students were also asked to check off what types of transportation they have used before in the options they were given. Approve mutely 1% of the students had ridden a VESA while 100% of the students had ridden a bus and car. About 49% of students had flown on a plane, while 90% have taken a train. Close to 23% of t he students have been on a subway, 36% had ridden a monorail and surprisingly 1% of the stud .NET had ridden on a camels back. Another question the students were prompted was if they are working a job currently or if they have had one in the past to get a feel for if the students ink ewe exactly how to work for their money. About 4% of students said yes and 96% said no. When asked how the students handle their money, 5% said that they put it away in a bank account, 90% said their parents handle it, and 5% said they keep their own money hidden in their ROR m, specifically their sock drawers. Out of the 80 students, 16% said they know how to book a hot l/motel room while 84% said they did not know. Also, 28% of students know how to read a basic map; 72% do not. This was asked in order to get an understanding about how much geography would be a necessity to teach in class. By the end of the course 100% of students will be a blew to read a local or national map without a problem. Unanimously, 100% of the sophomore SST dents answered yes to the question as to whether or not they would be interested in taking a court SE on backpacking/ traveling if it were to be an option. The students feel this course would benefit them greatly in their futures if they had some knowledge on traveling. Traveling has become very popular in newer generations and people are getting more inspired to see the rest of the world rather than live in the same place for the rest of their lives. However, it is imp orator that they are 8 also taught the dangers and difficulties of life in other countries. This course a aims to shed some light on what it really is like to live outside of the comfort of their own homes. Conclusion The goal is to provide Middletown South seniors with as much knowledge ABA UT traveling as possible. How to cite Research Paper, Essays Research Paper Free Essays Economies have to find a mechanism to allocate scarce resources because of the economic problem. The What, How, For Whom questions are central to the operation of this mechanism. To recap from the economic system lesson, the mechanism used by different systems: Command economy:  Ã‚  Ã‚  Ã‚   Planning mechanism as dictated by the state Free Market economy:   Price mechanism as dictated by consumer spending  Ã‚   Mixed economy:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   A mixture of state planning and the market mechanism. We will write a custom essay sample on Research Paper or any similar topic only for you Order Now Central to this module is an examination of the operation of the market economy, and how the price mechanism works to answer the what, how and for whom questions. Market: a mechanism which brings buyers and sellers together to trade if they are both happy. Different types of markets can exist, all operating along the same principles: Product:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   the market for goods, eg market for oranges Factor:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   the market for resource inputs, eg the labour market Capital:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   the market for finance, eg the market for bank loans We will start off with examining the operation of a  competitive market, where the buyers and sellers trade under equal conditions, and look how the price mechanism works to influence resource allocation. The essential role of prices is to  transmit information  to different agents in the market place. Changes in price will result from changes in supply and demand conditions and will  signal  information about the state of the market which will influence the allocation of resources. On the consumer side, changes in price perform a  rationing function,  transmitting information to them about whether they can afford to buy a product and how much they could buy at a particular price with a given amount of income. If the price of a product were to rise, consumers would be  rationed out  of the market, because their spending power would go down, ie they could not buy as much with a set amount of income. Conversely, if prices fell, consumers would berationed into  the market because their income could buy more goods. On the producers side, changes in price perform an incentive function, signalling to them whether they should produce more or less of a good. If prices rise, a signal would be sent to producers to make more (meaning allocating more resources to the production of the good) with the aim of earning more profit. Conversely a fall in price would discourage production reducing the amount of resources allocated to that good, since profits would be assumed to be falling. Consumer sovereignty: in a market economy consumers will have the power to influence resource allocation. Their spending decisions will send signals to the producers about what goods to produce and how many to produce. All this will by done through the workings of the price mechanism, eg Consumers decide to buy less carrots. This fall in demand will result in   falling prices. In response to falling prices, producers will see reduced profits and will allocate fewer resources to the growing of carrots. If consumers decide to buy more peas, prices of peas will rise and this will encourage producers to allocate more resources to pea   production. Therefore the spending patterns of consumers will dictate to producers what they will make, since their motive is profit, and they will not make any if they produce goods which consumers do not want. Refrence: http://www. oocities. org/sutcoleconomics/how_markets_allocate_resources. htm Due to the market system and the price mechanism that is the forces of supply and demand there may be several factors to consider when determining why individuals prefer this particular market system as appose to other methods of allocating and distributing resources in an economy. It is to ones belief that the economy under review may be classed as a market economy if there is price determination through the market forces as well as the possibility of government intervention. For this there may be several reasons as to why people believe that the market system may be the better mechanism for allocating recourses in an economy. Fundamentally, the market system thrives on price determination through the forces of supply and demand, which is resources are distributed through the price mechanism which in turn is determined by the forces of demand and supply for these resources. More over under this type of economic system, government interference in the economy is kept to an absolute minimum as emphasis is placed on the freedom of the individual. Thus in such a market it would be safe to say that a positive investment climate is more or less dependent upon the individual. References: http://essaysforstudent. com/Business/Reasons-People-Believe-Market-System/81590. html Why do some people believe that the market system is the best mechanism for allocating scarce resources and thereby encouraging a positive investment climate? Explain your answer   There are three different types of ways of allocating scarce resources which are pure market economy, pure command economy and mixed economy. Some people believe that the free market is the best mechanism for allocating scarce resources. A pure command economy is an economy in which the government makes all allocation decisions and answers all three questions of allocation A mixed economy is a mixture between markets and the government making decisions on allocating resources. A pure market economy is markets that alone allocated the resources of land, labour and capital. The Government also have no role in resource allocation. A pure market economy also has price determination, thus bringing supply and demand into balance. Advantages of a pure market economy is that buyers are free to buy what they like in whatever amount they wish, the biggest advantage that the free market has is the determination of price, determined by the demand and supply, the decision of what to produce and in what quantities is taken by the free market and is not determined by the state. This is why it is believed to be the best way of allocating scarce resources. How to cite Research Paper, Essays Research Paper Free Essays A prospective, randomized and comparative study of oocyte survival by slow freezing and vitrification methods. Dr. Suresh Babu Chaduvula, Abstract: Aim and Objectives: To determine the efficacy of slow freezing and vitrification methods in the survival of oocytes. We will write a custom essay sample on Research Paper or any similar topic only for you Order Now Introduction: Material and Methods: It is a prospective comparative study done in Abha infertility center, Abha , Kingdom of SaudiArabia. Results: Discussion: Conclusion: In our study survival of oocytes are found to be good and better by Cryopreservation method than than the Vitrification method. Keywords: Cryopreservation [CRY], Vitrification [VTR], Oocyte survival [OS] Introduction: Cryopreservation allows the transfer of a limited number of embryos back to the uterus and the storage of the remaining embryos for future use, thus maximizing the cumulative effectiveness of an in vitro fertilization (IVF) cycle. In addition, cryopreservation makes feasible the postponement of embryo transfer (ET) in a future cycle, thus decreasing the incidence of ovarian hyperstimulation syndrome in high-risk patients, while it maintains the probability of pregnancy Michelmann 1. Slow freezing is the most widely used cryopreservation method of human embryos and has become the preferred method in most IVF units . During slow freezing ,the embryo is exposed to subzero temperatures in a controlled rate . Alternatively, human embryos can be cryopreserved by vitrification, during which the embryo rapidly enters a glass-like state with rapid cooling rates . Efstratios 2. Slow freezing is known as equilibrium freezing due to the exchange of fluids between the extra and intracellular spaces and results in safe reezing without serious osmotic and deformation effects to cells Mazur 3. This technique is accepted to be a safe procedure because of the use of relatively low concentration of cryoprotectants that might not cause serious toxic and osmotic damage. On the other hand , vitrification is a non-equilibrium method and may be regarded as a radical approach in which ice crystal formation is totally eliminated. Nevertheless, it requires an extremely high cooling rate a long side much higher concentrations of cryoprotectants when compared with slow freezing Vaja 4. Since the publication of the first reports demonstrating the feasibility of vitrification for cryopreservation of human embryos Trounson 5, this method is becoming increasingly popular among embryologists. This is due to the fact that vitrification is characterized by significant advantages regarding cost and time requirements as compared with slow freezing. The main concern, however, is the need for using high concentrations of cryoprotective solutions that might lead to osmotic shock, affecting embryo survival Quinn 6. This comparative study aims to evaluate the efficacy of slow freezing and vitrification cryopreservation of human embryos in terms of postthawing survival rates and clinical outcomes , attempting to assess which of the two methods is more advantageous . Material and Methods: It is a prospective comparative study done in Abha infertility center, Abha , Kingdom of SaudiArabia. Results: File 00 File 01 File 02 Discussion: Conclusion: References: Acknowledgements: How to cite Research Paper, Essays Research Paper Free Essays Research paper Free Essays Analysis Donna’s Disappointment What are the main issues in the case? The main issue in the case is Donna’s abilities are not good enough and can support her to be a district manager. She is not ready for it, lack of self-awareness and other awareness are typical aspects of lack of individual ability. In the other hand, she also can recover quickly from her emotional experience and do some right choice for those experience. We will write a custom essay sample on Research paper or any similar topic only for you Order Now Why did this problems/losses occur? This article represent a story related to Diana, a restaurant manager, who had been irking for the restaurant for 12 years, from a waitress to general manager, was hindered her promotion due to her poor emotional intelligence with here subordinate, Emotional Intelligence Is a part of abilities and related to the understanding and use of emotions that affect social functioning. Self-awareness, other awareness, emotion regulation and use of emotions are some parts of emotional regulation. Emotion ability is very important for people. If one can easily understand others’ emotions and control self-emotion, It will helps him/her to get alone well very with his/her boss or subordinates. Diana applied for the position of district manager, and thinking that was a good time to get promoted. But things are unpredictable, the result disappointed her, her boss told her that she could not be promoted as the district manager position was given to her colleague, whom Diana had trained herself and had only been working with the company for 3 years. Diana was so disappointed and cry bitterly, a 3-year hireling worker had been granted the position of district manager before her, a 12-year worker, she felt so suffer from injustice. Lack of Self-awareness After the first time Diana had not been promoted, she was told by her supervisor that she needed to work on her social skills with her staffs. During another visit from her boss, she suggested Diana to be more friendlier to her staffs. Diana should realize her poor social skills might be the high turnover in staffs she has been experiencing. She had better to take the advice that her boss Julie gave to her about fostering stronger people skills. With these records of poor social skills and large turnover among staff at her restaurant, her boss would not let her In take charge of training ewe managers. 1 OFF Donna’s abilities is weak, not because of her working attitude and efficiency, but her lack of self-awareness and other awareness. Diana has showed on several occasions that she is very inflexible to her staff when it comes to company policies and procedures. She working hard during these years and did a very good Job in in creasing sales and get many customers complaints. She had high standards for both herself and employees,and never think she should bend the ruled for anyone, no matter good employees or bad. She had very strict rules for employees and whoever an not complete, it’s the time for him to find a now Job. She never be friendly to her employees and makes her subordinates complains everywhere. Lack of Social-awareness Her boss, Julie has told her that her employees are call her â€Å"Ice maiden†. Once Diana heard that, the most common reaction for her is to ask herself why they were thinking about her in such a sarcasm word. Diana should realize that she need to be chance and and be more friendlier, in order to set up a better working environment between her and her staffs. How to fix it? Emotional intelligence: Diana need to control her emotional well during her working experience, especially to her subordinates, in order to increase her emotional intelligence Diana can take some courses related to interpersonal skills, or writing down emotional experiences per week to aftertaste and reflect. Self-awareness Diana should been more self aware and took the good advice during her work experience. She needs to improve her social skills with people immediately, may be she also need to learn how to communicate and work with others. Sometimes Diana might try to do some change in her way of management, don’t be that stubborn when owing her Job. She also need to aware that feedback from her customs and co- workers are very good for her to recognize herself in higher level, and fix it. Conclusion and so what? In conclusion, Diana is a good manager but she is not ready for the promotion. Higher position means higher individual abilities. If Diana wants to walk further in her career, she need learn more about human resource management and social skills, she need to be more sociability and be good at listening to others’ advice. After improving herself, she would get the position that she need, but before that, she need to change her appearance. How to cite Research paper, Essays Research Paper Free Essays Wang carried out three efferent studies in hopes of pinpointing which tasks, ranging from easy to difficult would yield the greatest â€Å"proboscis† type of behavior in young children. Anther key aspect of their research included theorizing the Evolutionary Theory and its influence on particular characteristic traits. They attribute improved phenotypes traits to the evolution of humans in today’s society. We will write a custom essay sample on Research Paper or any similar topic only for you Order Now Survival of the fittest embodies the idea that the more viable a trait the better chance an organism has of surviving and producing off-springs that carry on those traits. However in regards to survival of the fittest, closely related to evolution, do some people view a â€Å"nicer† approach to others In order to gain from them and better their status In life? This question among others were proposed and tested In this study. Fortunately, a good majority of the article’s background Information was easily relatable to prior knowledge I’ve acquired from completed biology courses and this psychology class. In Introducing Psychology chapter seven gives insight into the concept of IQ, how it was created, and what applications we still use today. According to the textbook one of the first tests created for intelligence was the ratio intelligence quotient. Bines and Simon, â€Å"develop[deed] an objective test that would provide an unbiased measure of a child’s ability. † (Pig. 214) Thirty simple tasks were accumulated and put onto one test and administered to younger children. This IQ test was beneficial for that particular age group but did not fair well with adults. The deviation IQ was later introduced to avoid any discrepancies In regards to age. By comparing test scores of a particular errors to the average test score of that person’s selected age group they were able to find a more accurate IQ number. Most of what Blend and Simon developed Is still used today with moderate tweaking along the way. Reverting back to the article, Intelligence and Proboscis Behavior: Do Smart Children Really Act Nice? IQ is referenced often as a main component in the study. Although the article does not give much explanation to IQ and the significance of its numerical value the textbook allows me as the reader to better understand this concept. Another interesting incept that the book addresses is that IQ should not only be approached operationally but also by the â€Å"consequential behavior† and the â€Å"response† to that particular question. The authors advocate that â€Å"behaviors that most of us think of as smart† (Pig. 216) often yield higher achievements acquired by people that poses these traits. The article In reference Is theorizing that â€Å"being nice or acting nice† Is a smart trait to have. Overall, the study concludes that the relationship between proboscis behavior and aptitude is not a positive or negative linear line and is mostly situational. Experience how they will react to certain situations presented by the physiologists. This article was extremely interesting and gave thoughtful insight into how intelligence can be further defined. Future experiments regarding this topic will build upon these proposed theories and will expand and refine them to find a stronger correlation between these two traits. I would suggest this article to those that are trying to expand on positive psychology and willing to carry out similar experiments or refine them in order to better understand its significance or insignificance. How to cite Research Paper, Essays Research Paper Free Essays Research Paper Free Essays The Prodigy The German composer Jakob Ludwig Felix Mendelssohn Bartholdy, mostly famously known as Felix Mendelssohn was born on February 3rd 1809 in Hamburg Germany. Mendelssohn was one of four children growing up, the second oldest of the children right behind his sister Fanny. Mendelssohn was the son of a successful banker and the grandson of a well-known German Jewish Enlightenment philosopher Moses Mendelssohn. We will write a custom essay sample on Research Paper or any similar topic only for you Order Now Even though his grandfather was Jewish, his father grew up his family to be Lutherans. Mendelssohn and his family moved to Berlin in July of 1812, due to the fact his father Abraham was afraid that the French military would seek revenge on their bank, because the Mendelssohn bank played a role in stopping Napoleons Continental System. Mendelssohn was very blessed in growing up with the best education and began his musical education at the age of 6. Mendelssohn and his brother and sisters were given piano lessons by their mother. A year later he was then under the teachings of Carl Friedrich Zelter another German composer. In 1818 at around the age of 9 Mendelssohn began to perform in public playing pieces of music from composers Joseph Wolfl, Jan Ladislav Dussek, and Johann Bach. Mendelssohn’s biggest inspiration was from George Handel, Joseph Hayden, Wolfgang Mozart, but his biggest and probably his favorite composer was Johann composer. Even though they all came before Mendelssohn’s time listened and would examine works from all composers and find a way to use a certain technique from each one of these composer and make it his own. Being the unique child prodigy that many had referred to him as, Mendelssohn had composed 13 pieces of material by his early teens. One of Mendelssohn’s greatest performances had to have been in 1829 and in 1839 when he made a trip to England and played Johann Bach’s St. Matthew Passion and Franz Schubert’s (Unfinished) Symphony No. 9 in public. He was given credit for reviving these pieces of music and playing them with great skill. Mendelssohn’s most recognizable and probably most famous piece was the Wedding March that is primarily played at most weddings. Felix was married to Cecile Charlotte Sophie Jeanrenaude. The two had 5 children 3 boys and 2 girls. Mendelssohn lived a very short life after having many strokes he finally passed away at the age of 38 on November 4th 1847. Even though his life was short he was known as a pianist, organist, conductor and a Romantic era composer. Mendelssohn’s Hebrides Overture piece was a great piece of music. I really didn’t know what to expect when I started to listen to Hebrides Overture. After reading about Mendelssohn I tried to listen to this piece and see if I can pick out the styles he used from Mozart or Beethoven. The way Mendelssohn uses the piano can be heard almost in a similar way that Beethoven used it in his pieces, in that the movements can are changed in the moods of the music. Mendelssohn mood in Hebrides starts off in a very peaceful manner and by halfway through the piece it changes. It becomes very aggressive, it harsh and heavy sounds from the piano as well as the strings. I like how the mood swings from soft to hard and heavy it gives you an idea of what Felix was trying to paint for the audience. I read in the New Grove that his piece was inspired from a boat trip to a small island that Mendelssohn had wanted to see. This piece paints the picture of the boat ride and the scenery to the cave. When hearing this piece I can imagine the boat ride being smooth sailing at first on a gloomy day. As the music continues you can envision the boat ride getting rougher and more severe. I can picture rain coming down kicking up the waves all within a matter of moments. And in the third and final movement it settles down for just a moment just like the calm before the storm, just when you think its smooth selling it picks back up and ends with a bang. Loud and in your face ending that gives the piece a bit of excitement. This was a very well composed piece and it will probably be one of the favorites for many years. Mendelssohn wrote music for William Shakespeare’s plays to include A Midsummer Night’s Dream. This piece was very up tempo for the most part and light hearted. The play itself was a comedy; I believe that Mendelssohn captured the elements of a light and not very moody piece of music. This incidental piece of work also contained Wedding March, which probably one of the most recognizable pieces of work worldwide. The piece that stood out to me besides the Wedding March was Nocturne. This part of the piece was not like much of the other parts. It was very slow and almost had a sad type of feel to it. Having many scenes and acts in the play Mendelssohn was given the opportunity to play around with his various types of composers that he had much inspiration from. At the very beginning of the piece it seemed that the music was going to start very slow, but then quite dramatically it picks up the tempo and becomes quite the opposite. The strings seem to be playing at 100 miles per hour. This tempo bounces back and forth with a lot of room left for imagination on what can be going on in the play. The flutes in the music play around throughout the piece that seems to be what is keeping the music light. Singing in the music surprise me a bit, it was much unexpected. I just thought it was going to be just music in this piece. The end of A Midsummer Night’s Dream summed up the whole piece, it had a little bit of everything in it. At one point it’s slow and others it’s very and sort of dramatic, and it even included singing. Over this entire piece was good in that it was light and upbeat expect for the Nocturne parts. Symphony No. 3 in A minor â€Å"Scottish† Op. 56 is a piece not much like the others. It almost has a little of bit of Hebrides and A Midsummer Night’s Dream. It starts over slow, not a sad slow but more of a mellow slow. But as the piece continues it becomes forceful and very strong. Listening you can tell Mendelssohn was on a war path at some point. This piece is very serious in the first movement. You can almost feel of a bit of excitement and anger in it. The second and third movements calm down and lighten up. They are make you feel at ease and not feel the anger that was present in the first. It brings you to a calm and relaxing moment. The third movement also has a bit of a grand extravaganza feel to it. I can see elegant type of venue with this movement playing in the background. Another thing I noticed is that these movements don’t really seem to have a break in between then them. They jump one right into the next. The final movement brings back that excitement and serious business feel. The very dramatic and dark powerful feeling is the image you get when it is being heard. The strings in the fourth movement have brought the excitement to the piece, there very fast and played hard. It ends in a grand manner; it takes it back to the third movement. This piece was kind of everywhere. Powerful, light, and also elegant this piece can in a category with any of the other pieces. I liked the beginning of how commanding the piece started; it was very intense and made me want to listen to more. All three pieces had their own sound, but the Scottish had a little bit of both in it. I found that Felix Mendelssohn was a great composer and I had known more about his music then I thought I had. I just didn’t know that some of the music I knew was from him. Mendelssohn will now be one of my favorite composers of the Romantic era, and I found that his music can really bring out a mood in you that may not be present at the moment but listening to a few of his dramatic powerful pieces will get you there. Being the young composer that he was, he developed his sound at a very early age in that he followed great composers that were way before his time. He played their music but with his twist to it, and that is how he has become one of the best Romantic composers of the 19th century. After feeling the power that he delivered I feel that I will want to see what other pieces are out there and if they have the same if not more of effect on dramatic moods. I believe that his work can influence a lot of people and that he did influence a lot of people. Felix Mendelssohn will go down in my books as the composer who can paint your scenery. Work Cited Clive Brown. â€Å"Mendelssohn, Felix. † The New Grove Dictionary of Opera. Ed. Stanley Sadie. Grove Music Online. Oxford Music Online. Oxford University Press. Web. 4 Dec. 2012. http://hermes. sac. alamo. edu:2263/subscriber/article/grove/music/O903218. R. Larry Todd. â€Å"Mendelssohn, Felix. † Grove Music Online. Oxford Music Online. Oxford University Press. Web. 1 Dec. 2012. http://hermes. sac. alamo. edu:2263/subscriber/article/grove/music/51795pg7. How to cite Research Paper, Essays Research Paper Free Essays The play A Streetcar Named Desire revolves around Blanche DuBois; therefore, the main theme of the drama concerns her directly. In Blanche is seen the tragedy of an individual caught between two worlds-the world of the past and the world of the present-unwilling to let go of the past and unable, because of her character, to come to any sort of terms with the present. The final result is her destruction. We will write a custom essay sample on Research Paper or any similar topic only for you Order Now This process began long before her clash with Stanley Kowalski. It started with the death of her young husband, a weak and perverted boy who committed suicide when she taunted him with her disgust at the discovery of his perversion. In retrospect, she knows that he was the only man she had ever loved, and from this early catastrophe evolves her promiscuity. She is lonely and frightened, and she attempts to fight this condition with sex. Desire fills the emptiness when there is no love and desire blocks the inexorable movement of death, which has already wasted and decayed Blanche’s ancestral home Belle Reve. -Fantasy/Illusion Blanche dwells in illusion; fantasy is her primary means of self-defense, both against outside threats and against her own demons. But her deceits carry no trace of malice, but rather they come from her weakness and inability to confront the truth head-on. She is a quixotic figure, seeing the world not as it is but as it ought to be. Fantasy has a liberating magic that protects her from the tragedies she has had to endure. Throughout the play, Blanche’s dependence on illusion is contrasted with Stanley’s steadfast realism, and in the end it is Stanley and his worldview that win. To survive, Stella must also resort to a kind of illusion, forcing herself to believe that Blanche’s accusations against Stanley are false so that she can continue living with her husband. The Old South and the New South Stella and Blanche come from a world that is rapidly dying. Belle Reve, their family’s ancestral plantation, has been lost, and the two sisters are the last living members of their family and, symbolically, of their old world of cavaliers and cotton fields. Their strain of Old South was not conquered by the march of General Sherman’s army, but by the steady march of time, and as Blanche’s beauty fades with age so too do these vestiges of that civilization gone with the wind. Blanche attempts to stay back in the past but it is impossible, and Stella only survives by mixing her DuBois blood ith the common stock of the Kowalskis; the old South can only live on in a diluted, bastardized form. Death in A Streetcar Named Desire Tennessee Williams uses the theme of death continually in the play ‘A Streetcar Named Desire’ through the use of dramatic imagery and literal references. The characters of Blanche and Mitch are used t he most frequently to express Williams’ own obsession with death. Though neither of the characters actually obsesses about death, Blanche’s life has been smothered by the deaths of those she loves and the coming death of Mitch’s mother is an obvious motivation for his actions. Blanche first voices the theme of death in the very first scene whilst discussing the fate that has befallen Belle Reve. She passionately raves at length about the horrible deaths and her experience of loved ones dying around her; â€Å"all of those deaths†¦ Father, Mother, Margaret, that dreadful way! † The horrific visions of bloated bodies and â€Å"the struggle for breath and breathing† have clearly cast a permanent effect on Blanche’s mind. She talks of the quiet funerals and the â€Å"gorgeous boxes† that were the coffins, with bitter, black humour. The deaths of Blanch†¦ .. middle of paper †¦ †¦ s’ dramatic use of death and dying is an overarching theme in ‘A Streetcar Named Desire,’ from which everything about Blanche’s character has formed from. Without the death of Allan, Blanche would not have resorted to prostitution and the brief affairs with strangers, also the deaths of her family have driven Bl anche to Stella’s where she is â€Å"not wanted† and â€Å"ashamed to be†. Therefore these dramatic deaths have lead to the past which comes back to haunt Blanche meaning that she can never find happiness until she dies and is forgotten. A Streetcar Named Desire is a 1947 play written by American playwrighUm†¦death much? â€Å"Cemeteries† is pretty much self-explanatory, but Elysian Fields are basically like heaven in ancient Greek Mythology. In other words, â€Å"death† is written all over this scenery before we even jump into much of the play. For more on how â€Å"Desire† fits in there, see â€Å"What’s Up With the Title? â€Å"t Tennessee Williams (death quote 1. 16) ‘A Streetcar Named Desire’, by Tennessee Williams, explores many important themes and issues in the book. You can read also  Similarities and Conflicts in † a Streetcar Named Desire† The main theme Williams investigates and explores to the audience, is illusion and fantasy. Each character in the book contributes to creating, adding to and destructing fantasies and illusions, and I feel it is a very important theme in the book, as it represents and symbolises other issues Williams explores with the audience. The play ‘A Streetcar Named Desire’ revolves around the character Blanche Dubois; therefore, the main theme of the drama concerns her directly. In Blanche, the audience is shown the tragedy of an individual, caught between two worlds ? the world of her past and the world of her present, unwilling to let go of the past and unable, because of her character, to come to any sort of terms with her present. The final result at the end of the play is the deterioration of her mind and character and her self-destruction. Blanche dwells in illusion; fantasy is her primary†¦ †¦ middle of paper †¦ †¦ lso have o be considered, because illusions and fantasy are not the only issues Williams deals with and raises in the play; there are the issues of death and loss dealt with; the issue of Old and New America conflicting with each other; the idea of a society of men dominating women; violence; opposing backgrounds; loneliness, alcoholism and sexuality, but most of these issues are all dealt with, represented by and can link to illusion and fantasy, so the theme is an extremely important one, within the play ? A Streetcar Named Desire?. . I can’t stand a naked light bulb, any more than I can a rude remark or a vulgar action. (p. 60) Blanche 1. This line clearly sets up the key theme of illusion vs reality. Blanche takes the naked truth – the stark bare lightbulb, the rude remark – and dresses it up prettily to make everyone happier and everything easier. That she speaks of talk and action as analogous to a lightbulb shows that she considers the remedy for uncouth behavior and appearance to be a paper lantern, an externalI don’t want realism. I want magic! (p. 145) Blanche This is Blanche’s battle cry. It doesn’t matter whether the magic is real. It doesn’t even matter whether Blanche herself believes it. What’s important for Blanche is that she always have the option of the fantasy – that she can believe in and hope for something prettier and lovelier and kinder than the real world. She is a self-aware Don Quixote, forcing the world to be as beautiful as she imagines it. cover, rather than a change from within. How to cite Research Paper, Essays Research Paper Free Essays Case Analysis: Part C of Mid-Term Test The Mann Gulch Disaster Name: Suren Sachchithanantham Student #: 300545709 Course: MGMT 321 -101 Professor: Jai Goolsarran Due Date: October 25th, 2012 What conceptual blocks were experienced by the smokejumpers? The conceptual blocks that were experienced by the smokejumpers would be the first conceptual block is commitment where Dodge have seen that the fire crossed the gulch ahead of the crew and so he turned the his crew around and told them go towards up the hill. Thus, the crew didn’t know why Dodge told them to go this way when it would be safer going to the river. Second Conceptual block would be Complacency. We will write a custom essay sample on Research Paper or any similar topic only for you Order Now That’s when Dodge lit a fire in their escape path and told everyone to lie down in the area that already had been burned. But nobody listened to him and they all did the opposite of what he said. And they couldn’t understand why Dodge said that and they never thought by doing this could save their lives but they all got panicked and ran off. Third conceptual block would be commitment where Dodge told his crew members to drop their tools when they could have used them to help them stay alive and prevent themselves from getting burned. Forth conceptual block is constancy that when smokejumpers assume the fire would be under control by 10:00 the next morning. But they all shouldn’t have assumed that the fire would be under controlled when12 of them had served in the military. What steps in analytical problem were skipped or short-circuited by the fire crew? The steps in analytical problem that were skipped or short-circuited by the fire crew would be the second step in the analytical problem solving of generating alternative solutions was short circuited because the fire crew members never planned or talked about any alternatives that could happen when they are fighting the fire. Perhaps they decided not to listen to Dodge because they couldn’t think straight. Instead they had time to eat dinner and take pictures where they could have used this time to figure out short term or long-term alternatives in this situation. Another would be the fourth step in the analytical problem solving of implementing and follow up on the solution, which was also short circuited because they didn’t have any alternatives to choose from the follow up on. They didn’t prepare or provided feedback and couldn’t monitor anything because they were listening to the foreman and never shared their ideas or concerns. For instance, the smokejumpers are every highly skilled and trained for these sort of situations but they never thought of any circumstances that could happen in this case. How to cite Research Paper, Essays Research Paper Free Essays Gleason Candy Inc. There are several issues that have been raised in this case. One of them, for example, is whether the management should allow the right of return to the wholesalers or risk losing the sale? If management does allow the returns, the question becomes how it should be accounted as they have no previous recording experience. We will write a custom essay sample on Research Paper or any similar topic only for you Order Now One decision made by the management was to raise the candy price by 10% in order to cover up the losses from returns. They decided not to record the expected/estimated amount of losses or returns, since it was already been covered by the raised price of candies. The main issue now is whether the management’s decision of not recording the estimated returns of merchandize violates the GAAP regulation? We have considered three alternatives. (1) Record the estimated return amount even if it is hard to estimate, (2) Raise the prices and do not record the estimated returns considering it would be immaterial, and (3) Revenue recognition should be deferred until the payment is made. We have searched FASB codification by using the key work â€Å"right of return†. In addition, we have researched Codification topics 605 Revenue Recognition. Four relevant hits have been found. FASB ASC 605-15-15-2 states that sales in which a product may be returned, whether as a matter of contract or as a matter of existing practice, either by the ultimate customer or by a party who resells the product to others. The product may be returned for a refund of the purchase price, for a credit applied to amounts owed or to be owed for other purchases, or in exchange for other products. GAAP allows the right of return and provides various options to buyer and seller. FASB ASC 605-15-25-1 states that if an entity sells its product but gives the buyer the right to return the product, revenue from the sales transaction shall be recognized at time of sale only if all of the following conditions are met: a. The seller’s price to the buyer is substantially fixed or determinable at the date of sale. b. The buyer has paid the seller, or the buyer is obligated to pay the seller and the obligation is not contingent on resale of the product. If the buyer does not pay at time of sale and the buyer’s obligation to pay is contractually or implicitly excused until the buyer resells the product, then this condition is not met. c. The buyer’s obligation to the seller would not be changed in the event of theft or physical destruction or damage of the product. d. The buyer acquiring the product for resale has economic substance apart from that provided by the seller. This condition relates primarily to buyers that exist on paper, that is, buyers that have little or no physical facilities or employees. It prevents entities from recognizing sales revenue on transactions with parties that the sellers have established primarily for the purpose of recognizing such sales revenue. e. The seller does not have significant obligations for future performance to directly bring about resale of the product by the buyer. f. The amount of future returns can be reasonably estimated. Thus, if all the above conditions are met only then Gleason candy can record revenue from this sale. As evident from case they are not able to fulfill the last condition which is to reasonably estimate the future returns. FASB ASC 605-15-25-2 states that if sales revenue is recognized because the conditions of the preceding paragraph are met, any costs or losses that may be expected in connection with any returns shall be accrued. Based on this and previous pronouncement, if they meet all the necessary conditions for recording sales revenue at the time of sale they also need to estimate the losses and the cost that may occur because of the expected returns. FASB ASC 605-15-25-3 states that the ability to make a reasonable estimate of the amount of future returns depends on many factors and circumstances that will vary from one case to the next. However, any of the following factors may impair the ability to make a reasonable estimate: a. The susceptibility of the product to significant external factors, such as technological obsolescence or changes in demand b. Relatively long periods in which a particular product may be returned c. Absence of historical experience with similar types of sales of similar products, or inability to apply such experience because of changing circumstances, for example, changes in the selling entity’s marketing policies or relationships with its customers d. Absence of a large volume of relatively homogeneous transactions. Here, Gleason Candy Inc. lacks historical experience and is not able to make reasonable estimates about future returns. They may still be able to take reference from the experience of other entities in the same business Based on the relevant literature cited above, we recommend Gleason Candy should try to estimate the returns from wholesalers by comparing it within the same industry. According to the criteria set by GAAP they need to fulfill some conditions to record revenue from sales. They just can’t avoid the estimation by raising the prices. If there is no way of estimating than they should not record the revenue at the time of sale. The revenue and cost of sales that are not recognized at time of sale because of the foregoing conditions not being met shall be recognized either when the return privilege has substantially expired or if those conditions subsequently are met, whichever occurs first. How to cite Research Paper, Essays

North and South Essay Example For Students

North and South Essay The Pre-dawning of an American TragedyEconomic, Social and Political InstitutionsThe Eastern regions of the United States experienced tremendous economic and social growth during the first decades of the nineteenth century. Encouraged by waves of work-hungry immigrants, business-friendly laws, and the promises of a resource-rich land, businessmen invested mightily in their schemes and plans for settling the new country before them. The American economy enjoyed unprecedented growth for much of the 1800s. Capital, resources, land, and foreign labor were plentiful, and all these factors combined to engender fertile economic conditions for new generations of entrepreneurs and businessmen. Economic growth was also aided by the countrys emerging legal system, which was fiercely protective of private property and determined to enforce contractual agreements. As the nineteenth century progressed, two distinct economic systems emerged in the North and South. In the North, the opening of the Merrimack Manufacturing Company in Massachusetts in 1823 marked the introduction of the English factory system to America. This triggered the rapid development of a manufacturing-based economy in the North, an economy that was further buoyed by improved transportation options and increased harvesting of raw materials. Fledgling labor organizations began to sprout up as well in the latter part of the 1830s. In the early 1800s, the nations woeful road system quickly gave way to water transportation. The latter option was aided immeasurably by the construction of the Erie Canal (1817-1825), which linked the New York canal system to Lake Erie at Buffalo and opened the Great Lakes region to commerce, as well as the development of the St. Lawrence Sea way, a series of canals, dams, and locks along the U.S. -Canadian border which allowed travel from the Gulf of St. Lawrence in the Atlantic to the Great Lakes. Thousands of miles of canals were built throughout the first half of the nineteenth century; most of them financed by state and local governments. The canal and river systems, though, eventually gave way to the Iron Horse-the locomotive. Railway lines proliferated and became the preferred mode of delivery. Railroads also proved essential to the development of the nations ever-expanding western borders, and railroad hubs in cities such as Chicago were quickly established to transport crops of the plains back to eastern markets. By 1860 more than thirty thousand miles of railroad track had been laidnearly as much as in the rest of the world combined. In the South, meanwhile, the regions economy was fused to the institution of slavery. Agricultural in nature, Southern business interests relied on slaves to harvest the cash crops (especially cotton) that were sold to customers in urban and industrial markets. As abolitionist pressures from the North grew, slave-holders grew increasingly concerned. Two issues dominated American politics in the first part of the nineteenth century: expansion and slavery. Perhaps inevitably, the two issues became tangled together over time, a development that contributed to the slide toward war that nearly tore the nation apart. After Americas ill-fated attempt to annex Canada, the country turned its expansionist attention to the west. In the 1840s America wrested the republic of Texas and another large region (which included modern-day California, Nevada, Utah, and most of New Mexico and Arizona) away from Mexico. The mountains, deserts, and forests that comprised these territories were hundreds of miles away from the eastern United States, but their acquisition nonetheless had a tremendous impact on the relationship between the established Northern and Southern states. As the United States continued its expansion, it became increasingly difficult for it to maintain its balancing act between the North and the South regarding slavery. As new states and territories joined the nation, debate over whether they should be admitted as slave states was furious. The Missouri Compromise of 1820 (which secretary of state and future president John Quincy Adams perceptively called the title page to a great tragic volume), the Compromise of 1850, and the Kansas-Nebraska Act of 1854 were all engineered in the hopes of satisfying both sides, but these legislative efforts ultimately failed. Abolitionists continued to rage against the enslavement of blacks, while Southern states felt that the balance of power in Congress between slave and non-slave states was being gradually eroded. The Supreme Courts Dred Scott decision (1857) further heightened tensions between the North and South. During the first half of the nineteenth century, political parties evolved in accordance with patterns of ethnicity, religion, region, and economic class. Leading political parties included the Jeffersonian (National) Republicans, who favored high tariffs and the institution of a national bank; the Whigs, a party that grew out of the National Republican Party and several smaller political factions; and the Jacksonian Democratsnamed after party giant Andrew Jacksonwho held sway from 1829 to the dawn of the Civil War. The issue of slavery, however, finally caused the Democrats, traditionally a coalition of various economic and ethnic groups, to splinter. The two groups each fielded a candidate for the 1860 presidential election, but the anti-slavery Republicans of the North were able to push Abraham Lincoln to the presidency despite the fact that he won only 39 percent of thepopular vote (and only two counties in all of the South). His election further convinced the South that separation from the Union was necessary. American law and interpretations of justice underwent dramatic transformation in the first half of the nineteenth century. American law was based in large measure on English common law, but U.S. politicians, lawyers, and communities shaped and altered that foundation to address uniquely American issues such as land settlement. The countrys fledgling court system showed little inclination to use law as a device to enforce Christian concepts of morality, instead devoting its attention to the issues of property, business, and commercial contracts. As judicial decisions proliferated, they formed a body of case law that often addressed questions not yet discussed by the countrys legislative arms. Instead of upholding the ideal of a stable and balanced social order, noted the authors of The Great Republic, the law gave increasing priority to economic growth, encouraging individual enterprise, initiative, and competition. Several legal decisions rendered during the first half of the nineteenth century had an enduring impact on both the nature of the American legal system and the sociological landscape of thecountry. In 1803 the Supreme Courts decision in the case of Marbury v. Madison, authored by Chief Justice John Marshall, established the judicial branchs authority to invalidate federal laws that it deemed unconstitutional, a power that has been invoked with significant effect in the ensuing two centuries of Americas history. Other Supreme Court decisions (such as McCulloch v. Maryland in 1819 and Cohens v. Virginia in 1821) asserted the sovereignty of federal law over state law, thus strengthening the hand of Congress and confirming the power of the Constitution. Another landmark legal decision reflected Americas struggle with the issue of slavery. The 1857 Dred Scott decision, which denied the appeal of a slave who petitioned for freedom on the grounds of his extended stints in free territory, further inflamed passions concerning the subject, and many scholars argue that the decision made the Civil War inevitable. The sociological make-up of the American people underwent a dramatic transformation in the first half of the nineteenth century. The first Americansoverwhelmingly British and Protestantwere joined by an ever-widening range of emigrants from Poland, Germany, Ireland, and other European countries with different political views and religious faiths. These newcomers embraced the uniquely American vision of the young country as a place of opportunity and possibility. Most of these immigrants settled in the cities of the North, where factories were an increasing presence in theeconomy. The Irish, who accounted for more than 40 percent of the immigrants to America in the 1840s, were forced to contend with sometimes violently anti-Catholic feelings in their new land, but they nonetheless managed to accumulate significant political power in major Northern cities. By 1860 eight cities had swelled to populations of more than 150,000; only seven cities in all of England were of that size. Despite the surge in immigrants, however, most Americans continued to live in rural areas; this was especially true in the South. In 1860 four out of five Americans lived on farms or in communities of less than 2,500. The influx of immigrant families, coupled with the growing size of American family units, resulted in a nation in which children were seemingly everywhere. By 1830, nearly one-third of the countrys white population was under the age of ten. Other events during this period had an enduring impact on American society as well. In 1848 more than two hundred women and men met at Seneca Falls, New York, to hold a conference on womens rights. This convention, which charged that women should have the same rights as men in the realms of voting, education, employment, and property ownership, is commonly regarded as the birthplace of the American womens movement. Native American tribes east of the Mississippi River, meanwhile, saw their cultures uprooted and discarded by the steadily encroaching white population. Some tribes were housed on reservations located on unfamiliar land, while others fled in search of land where they might be left undisturbed. Even tribes that sought to adopt civilized ways were swept away. Child abuse Essay The Compromise also included a controversial new Fugitive Slave Act that enabled slave owners to retrieve runaway slaves more easily from the North. Only four years later, however, a new law left the uneasy truce of 1850 broken in the dust. The Kansas-Nebraska Act of 1854 jettisoned the 1820 Missouri Compromise (which had outlawed slavery in territories north of Missouris southern boundary), calling instead for an arrangement wherein territories seeking statehood were left to decide for themselves whether to allow slavery within their respective borders. The Act outraged many Northerners and sparked the dissolution of the Whig Party and the creation of the Republican Party (largely composed of Whig Party remnants and Northern Democrats who were unhappy with their partys pro-South stance). By 1860 the South viewed the Republican Party, which boasted a number of important abolitionist voices, as a direct threat to their way of life. The 1854 legislation also resulted in bloodshed and escalating ill will between Americas Northern and Southern blocs. In 1855, when Kansans were called on to vote on whether to allow slavery, thousands of pro-slavery Missourians poured into Kansas to vote illegally. While the majority of the actual natives of Kansas were free-soilers opposed to slavery, the votes of the Missourians enabled slavery supporters to gain control of the territorial legislature. Furious free-soilers defiantly formed their own legislature and petitioned for admittance into the United States as a free state. Violence broke out between pro- and anti-slavery factions all along the Missouri-Kansas border, and the badly splintered nations spiral toward civil war accelerated. Congressmen took to arming themselves before attending sessions of Congress, and in May 1856 House member Preston Brooks, a Southerner, violently beat Republican Charles Sumner in the Senate chambers after the latter gave a speech that included a stinging rebuke of slaveholders (Sumner was unable to return to his job for three years). The ugly incident further inflamed passions between the two sides, as Southern papers hailed Brooks as a defender of Southern honor and Northern commentators castigated him as the inevitable product of a region made mean and corrupt by slavery. In 1857 the Supreme Courtwhich had a Southern majority at the timeruled that Congress had no power to limit slavery in the Western territories. This decision, known as the Dred Scott case in reference to the slave who brought the suit, also held that blackswhether free or enslaved-were inferior beings who could not hold U.S. citizenship, and ruled that slaves were the property of their owners no matter whether they had ever resided inThe Dred Scott decision further aggravated sectionalism and galvanized abolitionists, who felt that the decision might extend slavery. To the utter amazement of the abolitionists, wrote Alan Axelrod and Charles Phillips in What Every American Should Know about American History, the court had invoked the Bill of Rights in a ruling that denied freedom to a black slave. For the southern slave-owners, the decision implied that slavery was safeand according to the reading should be protectedeverywhere in the nation. In 1860, though, disagreement within the Democratic Party over slavery led to a formal split between the two wings. Northern Democrats nominated Stephen Douglas for the presidency of the United States, while John C. Breckenridge was the nominee of the Southerners. The Republicans, meanwhile, nominated the moderate Abraham Lincoln, who was able to secure the presidency by carrying the North. The South viewed Lincolns ascension to the highest position in the land as an unmitigated disaster. One Southern paper called his election the greatest evil ever to befall the country, and he was burned in effigy in town squares across the South. Of greater import, however, was the reaction of the South Carolina legislature: they called for a convention to discuss seceding from the Union. After years of negotiation and compromise, both sides sensed that confrontation was inevitable. Other issues were important factors in the Civil Warproperty rights, states rights, Southern disaffection with the might of the Northern industrial economybut slavery was the major issue, and the very nature of the institution precluded satisfactory compromise. As Lincoln once wrote to a Southern politician, You think slavery is right and ought to be extended; while we think it is wrong and ought to be restricted. That I suppose is the rub. It certainly is the only substantial difference between us. On December 20, 1860, South Carolina announced its secession from the United States. Other slave-holding states followed, citing the supremacy of states rights over federal law. Mississippi, Florida, Alabama, Georgia, and Louisiana all left the Union before Lincolns March 1861 inauguration. Texas followed suit as well, ignoring the words of Governor Sam Houston, who was removed from office for his efforts to keep the state in the Union:Let me tell you what is coming . Your fathers and husbands, your sons and brothers, will be herded at the point of the bayonet . I tell you that, while I believe with you in the doctrine of States Rights, the North is determined to preserve this Union. In February 1861 delegations from the seven seceding states met in Alabama and drafted a Confederate Constitution. Jefferson Davis was elected president of the new Confederate States of America. In the following monthsas the first blood of the American Civil War was shedVirginia, Arkansas, Tennessee, and North Carolina joined their fellow slave-holding states under the Confederate Flag. In April 1861 Confederate forces fired on a Union garrison at Fort Sumter, located in the harbor of Charleston, South Carolina. This attack is regarded as the opening engagement of the Civil War (or the War between the States, as it was known in the South). Lincoln responded with a naval blockade. Avenues of discussion seemed exhausted; the North would have to preserve the Union by force. The North did have some significant advantages. Omitting the deeply divided border states of Kentucky and Missouri, observed Robert Paul Jordan in The Civil War, five and a half million white Southerners faced a total white population of some twenty million. The Union boasted more than eight out of ten factories, more than 70 percent of railroad mileage, all the fighting ships, and most of the money. What the South did have was faith and a consummate will to fight: faith in its cause and the will that springs like a well of strength when ones homeland must be defended. The South also had General Robert E. Lee, a brilliant military strategist who outmaneuvered Union forces for much of the war. The Union Armys early bid to capture Richmond, Virginia, the Confederate capital, was foiled by their defeat at Bull Run in July 1861, one of several early Confederate victories. Union forces returned to the same region a year later, only to be driven into retreat by Lee-led rebel forces in the Seven Days Battle. Seizing the momentum, Lee made a push for Maryland and Pennsylvania that was checked by Union General George B. McClellan in September 1862 (this clash featured a September 17 battle at Antietam Creek in Maryland that proved to be the single bloodiest day of the entire Civil War). That same month, Lincoln issued the Emancipation Proclamation, an executive order which abolished slavery in the Confederacy (but not in slave states such as Kentucky, Delaware, and Maryland, which had remained in the Union). By late 1862 and early 1863 it was clear that the conflict was going to be a long and bloody one. In December 1862 the Federalist forces of the North lost another big battle, this time at Fredericksburg, Virginia. In early May 1863, Lee guided the rebel army to yet another important victory in Virginia, at Chancellorsville, but he lost his best general, Thomas Stonewall Jackson, to friendly fire in the process. Further west, however, Union troops under the command of General Ulysses S. Grant sliced through the Deep South and assumed control of the Mississippi River in the Vicksburg Campaign. Grants triumph came in the same monthJuly 1863that the Confederate Army suffered a costly and demoralizing loss at Gettysburg, Pennsylvania. The Battle of Gettysburg decimated Lees forces, and the defeat marked a significant turn in the fortunes of the Confederacy. In March 1864 Lincoln appointed Grant to head all Union troops. The president had been bitterly disappointed with the unassertive performances of Grants predecessors, but Grant proved an implacable and effective leader. Relying on superior numbers, Grant and his generals systematically pushed their Confederate foes southward, and Lee and Grant engaged their armies at several memorable junctions. But while the Union army finally had the upper hand, Lincolns job was in jeopardy; Northern voters were weary of the bloodshed, and the Democrats had nominated George B. McClellan, the hero of Antietam, who vowed to end the war. In September 1864, however, the North learned that Union troops under the command of General WilliaBibliography:

The Odyssey The Role Of Prophecy Essays - Epic Cycle,

The Odyssey: The Role Of Prophecy When one ponders the Greek mythology and literature, powerful images invariably come to mind. One relives the heroes' struggles against innumerable odds, their battles against magical monsters, and the gods' periodic intervention in mortal affairs. Yet, a common and often essential portion of a heroic epic is the hero's consultation with an oracle or divinity. This prophecy is usually critical to the plot line, and also to the well being of the main characters. Could Priam have survived in the Achaean camp if not at the gods' instruction (200-201)? Could the Argos have run the gauntlet of the Prowling Rocks if not for the gods' advice of using a sacrificial bird (349). Moreover, prophecy can be negative as well as positive. Achilles was prophesied to die gloriously in battle if he chose his life's way as a warrior. Oedipus was exiled and condemned by his own words, after he slew his sire and wed his mother. This type of prophesy can blind even the gods themselves; Chronos was fated to be defeated and his throne stolen by his son. Demeter loses Persephone periodically every year because her daughter ate Hades' pomegranates. Prophecy plays an important role in the whole of Greek folklore. Something this ever-present bears further examination. In The Odyssey, prophecy in its myriad forms affects nearly every aspect of the epic. Prophecies are seen in the forms of omens, signs, strict prediction of the future, divine condemnation, and divine instruction. Though conceptually these forms are hard to distinguish, they are clearly separate in the Odyssey. Moreover, prophecies can be interpreted not only on the plot device level, but also on the level of characterization. Whether a character accepts or denies the gods' prophecies tells the reader something about the character himself. Omens are brief prophecies intimately connected to the action at hand, which must be interpreted in terms of that action. Halitherses comments on the eagle attack after Telemakhos condemns the suitors (463-464); he correctly interests it to mean that if the suitors keep feeding off Odysseus's possessions they will be destroyed. Yet the suitors ignore the omen, inviting their eventual destruction. This haughty treatment of a divine omen is a justification for their deaths. When Penelope says if Odysseus had returned he would, with his son, surely slay the suitors, Telemakhos let loose a great sneeze (429). This omen reinforces the previous one, and simultaneously prepares the reader for the carnage to follow. However, not all omens are effective. In the case of Telemakhos we see many bird omens signaling for him to do something about the suitors. Whether it was his immaturity to interpret the bird omens or blind arrogance Telemakhos does not act on them. In fact, it's not until Athena comes to him that he thinks to take action against the suitors in his house. Signs are similar to omens, but differ in one crucial aspect; the prophesee is looking for a specific omen in order to decide whether he should or should not take some action. There is only one good example of a sign in the Odyssey; on page 460, Odysseus asks Zeus for two divine signs to decide if it is time to slay the suitors. Zeus answers with a thunderclap from a cloudless sky and allows Odysseus to overhear a maid's prayer for vengeance. Because of these signs, Odysseus begins his plan to slay the suitors. Later on, with a thunderclap Zeus actually signals for the precise time to strike. Signs are helpful devices; they allow not only a rationalization for when an event occurs but also shows the approval of the gods on such an action. Not only are signs and omens plentiful in the Odyssey, but also the type one usually associates with prophesying, strict prediction of the future, abounds as well. Penelope states that she will marry the man who can string Odysseus's bow and perform his famous feat (469). Since Odysseus is the only one to do so, the prophecy is fulfilled. This prophesy is just a statement of the future; it contains no judgmental quality whatsoever. Theoklymenos's prophesies to Penelope that Odysseus is at hand on the island and plotting vengeance on the suitors (417)

SAT Sample Essay Questions

SAT Sample Essay QuestionsThe SAT is a very difficult exam that almost every student is going to have to take. But, if you do not know how to write SAT sample essays, you are likely to fail this exam. Now, when you are trying to understand why students tend to fail in taking the SAT, they are mostly not sure how to write a good essay.The SAT sample essay questions should be approached from different angles and must be adapted to suit each individual. One of the key areas where many people get confused is about the format of the essay. Here, I will discuss what you should do when you want to start writing an essay.First, the first thing you should know is that there are no standard formats for the SAT sample essay questions. If you think about it, this could actually save you from writing an essay that is not up to par. For example, if your essay is structured with questions such as 'What is your favorite color?' or 'Why did you pick your career?' you may be asking yourself why your e ssay is not formatted the way it should be.The answer is that the SAT sample essay questions should be easily understood by any person who reads them. In fact, it should be a puzzle. That means that the questions are not left unanswered, but you should have to figure out a way to respond to each question. The good news is that you do not have to write an essay about what you are thinking about what you have learned about the subject.As I mentioned before, the key here is to break the questions down into basic paragraphs. The key to doing this is to break down the content of your essay by the answer choices and then use the sentence structure to break down the content.The best way to organize your SAT sample essay questions is to use the 'O' form. This format breaks the essay down into three parts. The first part will break down the essay into the main topic. The second part will contain the answers to the questions, and the third part will contain the conclusion.To answer the questi on above, if you are struggling with writing the SAT sample essay questions, you can always break down the content by answer choices and then use the sentence's structure to break down the content. Writing SAT questions is a challenge, but you do not have to go overboard. Just make sure that your essay is not confusing and that you have provided the correct and specific information in order to answer the question.

French Expressions Using Chose

French Expressions Using Chose The French word une chose literally means thing and is also used in many idiomatic expressions. Learn how to say above all, at best, to take bad news well, and more with this list of expressions with chose. French Expressions with Chose la chose en questionthe matter at hand la chose imprimà ©eprinted word la chose jugà ©e (law)final decision, res judicata la chose publique (politics)nation, state avant toute choseabove all else peu de chosenot much, very little toutes choses à ©galesall things being equal, all things considered Cest bien peu de chose.Its nothing really. Cest une chose admise que...Its a known/accepted fact that... Cest la chose ne pas faire.Thats the one thing not to do. Cest chose faite.Its done. Ce nest pas chose aisà ©e de...Its not easy to... Ce nest pas chose facile de...Its not easy to... Chose curieuse, il...Curiously enough, he... La chose est dimportance.Its a matter of some importance. Chose à ©trange, il...Strangely, he... Chose promise, chose due. (proverb)Promises are made to be kept. De deux choses lune : soit ..., soit ....There are two possibilities: either ..., or .... (Infinitive) est une chose, (infinitive) en est une autre.(Doing something) is one thing, (doing something) is another. Il ny a pas une seule chose vraie l-dedans.There isnt a single word of truth in it. Il va vous expliquer la chose.Hell tell you all about it, Hell explain it to you. Je viens de penser une chose.I just thought of something. Tu lui diras / Vous lui direz bien des choses de ma part.Give him my regards. Voil une bonne chose de faite.Thats one thing done / out of the way. à ªtre la chose de quelquunto be someones plaything à ªtre portà © sur la chose (informal)to have a one-track mind à ªtre tout choseto feel a little strange, out of sorts, under the weather prendre bien la choseto take it (e.g., bad news) well se sentir tout choseto feel a little strange, out of sorts, under the weather les chosesthings Au point oà ¹ en sont les chosesThe way things are at the moment. Ce sont des choses qui arrivent.Its just one of those things, These things happen. Cest dans lordre des choses.Its in the nature/order of things. Les choses se sont passà ©es ainsi.It happened like this. Les choses vont mal.Things are going badly. Dans là ©tat actuel des chosesAs matters/things stand right now En mettant les choses au mieux.At best. En mettant les choses au pire.At worst. Mettons les choses au point.Lets get things straight/clear. par la force des chosesby force of circumstance, inevitably avoir un tas de choses faireto have a ton/bunch of things to do faire bien les chosesto do things well/properly faire de grandes chosesto do great things ne pas faire les choses demi/moitià ©to do things well, (UK) to not do things by halves parler de choses et dautresto talk about this and that prendre les choses cÅ“urto take things to heart regarder les choses en faceto face up to things le chose (informal)thingie, contraption quelque chosesomething quelque chose de (bizarre, intà ©ressant...)something (strange, interesting...) Monsieur ChoseMr. Whats-his-name Eh! Chose!Hey, you! Pauvre chose!Poor thing! le petit choseyoung whats-his-name grand-choseThis indefinite pronoun is always used in the negative pas grand-chosenot much, nothing much sans changer grand-chosewithout changing much

The 6 Forgotten Italian Subject Pronouns

The 6 Forgotten Italian Subject Pronouns Often, one of the first Italian language lessons beginners study is Italian subject pronouns (pronomi personali soggetto). Too often, however, theres a whole subset of Italian subject pronouns that is given scant attention, including egli, ella, esso, essa, essi, and esse. Legacy Italian Subject Pronouns Call them legacy subject pronouns or classic subject pronouns, these subject pronouns are still (infrequently) used in Italian. They typically appear only as regionalisms, in formal speech, or in literature. There are three pairs of Italian subject pronouns for the third person singular: egli/ella, lui/lei, esso/essa. The third person plural includes the pair essi/esse and the form loro, which is the same for both masculine and feminine. Egli, Lui, Esso Egli and lui are used with reference to people. Lui, especially in spoken language, can also refer to animals and things. Esso is used for animals and things. Ho parlato con il direttore e egli [but commonly lui] mi ha assicurato il suo interessamento. I spoke with the director and he assured me of his interest. Cercai di trattenere il cavallo ma esso [also lui] proseguà ¬ la corsa. I tried to hold back the horse but he continued on the course. Un importante compito vi à ¨ stato affidato; esso dovr essere eseguito nel miglior modo possibile. An important task was entrusted to you; it must be performed in the best way possible. Ella, Lei, Essa The form ella has already fallen into disuse, especially in spoken language, and is considered literary and formal. Analogous to lui, the form lei also refers to animals and things, especially in spoken language. The form essa (unlike its masculine counterpart) also refers to a person, but it is less commonly used and has a literary or regional character. Avverti tua sorella, forse essa [but commonly lei] non lo sa ancora. Warn your sister, maybe she still doesnt know. Ho cercato di prendere la gattina, ma essa [also lei] à ¨ scappata. I tried to hold the kitten, but she ran away. Essi, Esse The plural forms essi and esse serve to indicate people, animals, and things. Loro is used with reference to people and, especially in spoken Italian, also to refer to animals. Li ho guardati in viso, essi [or loro] abbassarono gli occhi. I looked at them in the face, but they lowered their eyes. Allingresso della villa cerano due cani; essi [or loro] stavano per mordermi. At the entrance to the villa, there were two dogs; they were waiting to bite me. Il Parlamento ha emanato nuove leggi; esse prevedono la modifica dellordinamento giudiziario. Parliament issued new laws; they anticipate the modification of the legal rule. Wherefore Art Thou, Italian Subject Pronouns? The forgotten Italian subject pronouns egli, ella, esso, essa, essi, and esse, similar to the remote past tense (passato remoto), can sometimes seem obsolete, especially since they are often ignored in modern textbooks. A former grammatical rule held that egli was a subject pronoun and lui an object pronoun. But although lui, lei, and loro tend to predominate in colloquial conversation, egli, as well as the other subject pronouns in question, can still be found in literary texts. Similar to the remote past tense, the subject pronouns egli, ella, esso, essa, essi, and esse are still a feature of southern Italian dialects. En Italiano SINGOLARE1a persona: io2a persona: tu3a persona maschile: egli, lui, esso3a persona femminile: ella, lei, essa PLURALE1a persona: noi2a persona: voi3a persona maschile: loro, essi3a persona femminile: loro, esse