Tuesday, November 26, 2019

Role of Women Until 1500

Role of Women Until 1500 Women have in the present day been accredited with playing a pivotal role in the building of our nation. This task did not begin in the recent years but can trace its beginning as far back as the advent of time where the traditional role of women was mainly to serve their male counterparts. Prior to the colonial era, the roles of women across the world were greatly limited by the traditional attitudes which viewed women as the weaker sex.Advertising We will write a custom report sample on Role of Women Until 1500 specifically for you for only $16.05 $11/page Learn More While the lives of the women during the 1500s were marked with multiple responsibilities and hardships, the women also took the time out to make merriment thus helping to lighten their weary loads thus creating a balance that made life bearable. This study shall set out to document the typical life of the Egyptian and Greek women before 1500 AD by doing an extensive research and analyzing fir st hand accounts of how these women lived and survived in a chauvinistic environment. A detailed analysis of the similarities, differences and how these women impacted their civilizations shall also be discussed. Similarities between the Egyptian and Greek women The life of these women is interpreted in different light by many a historian. However, the commonly held notion that the society generally devalued the contribution of the women and subjected them to inhuman treatment and suffering is true as is demonstrated by Bentley, Ziegler Streets (2008). Women were perceived in these societies as the â€Å"weaker Sex†, fragile and incapable of making sound decisions. As such, they were to stay confined to their homes and live to serve their husbands. In both civilizations, the women had slaves who could do all the hard work and protect the women when the husbands were away. Another similarity is that the women were expected to dress appropriately and conduct themselves in a r espectable manner. As Sanders et al (2006) assert, women in these civilizations were not supposed to show any part of their face, legs and even hair to the public. That was a privilege awarded only to the husband. In addition, they were not allowed to eat together with men nor argue or interfere with the affairs of men. Also, Tastsoglou (2009) states that women in these civilizations were not allowed to learn how to read or write. There were restrictions on the events that they could attend as well as the duration of time they could spend outside the vicinity of their homes.Advertising Looking for report on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More Social roles In both civilizations, women were generally subjected to chores which evolved around child-care. As Sanders et al (2006) explain, Greek women often did repetitive tasks which could easily be interrupted incase their attention was required elsewhere. In additio n, they were required to work in areas that did not require them to travel far from home and did jobs that would not amount to any losses when they attend to their children. What Sanders et al (2006) mean is that women were viewed as mules whose main responsibility and purpose was to satisfy the needs of their husbands and children. The same applied to Egyptian women. They rarely had any social interaction with other members of society as they were often confined to their homes or doing odd jobs such as the collection of sea shells, wild plants, making clothed garments and an array of food processing activities (Bentley, Ziegler Streets, 2008). Women in both civilizations were expected to teach their children about the culture and customs of their people. It was the duty of every woman to train her children how to lead a moral life. Shame that emanated from a woman’s undoing was considered as a man’s lack of control over his family. As such, Tastsoglou (2009) reiter ates that women were expected to follow a prescribed code of moral behavior that included modesty, compliance, submission and most important of all; chastity. Punishment for non-conformity was harsh and in some cases involved caning or even disownment. In addition, women were supposed to maintain the honor of their homes. It was their duty to ensure that their husbands and male relatives get the respect they deserve. According to Vickers Vouloukos (2007), women were supposed to be sexually reserved. This was to ensure that they discourage tempting other men (both the Greek and Egyptian women were very beautiful and were viewed as sources of temptations by men). To this effect, they were expected to cover their bodies fully while in public and were discouraged to speak in the presence of men. Religious roles Religion is a very important aspect to us as human beings. It has been known to instill virtues and values to all and help man cope with the hardships that come with life. In a ncient times, religion played a pivotal role in the lives of everyone. This was mainly because ancient Greek and Egypt had different gods who were believed to be unforgiving in the face of disobedience. Both civilizations had gods of war, peace, fertility among others. Advertising We will write a custom report sample on Role of Women Until 1500 specifically for you for only $16.05 $11/page Learn More To appease these gods, sacrifices were made on a regular basis (Lightman, 2007). Women were considered as pure vessels and were therefore tasked with the duty of preparing and offering the sacrifices to the gods. Bentley, Ziegler Streets (2008) reiterate that days equivalent to half a year were set aside for various religious ceremonies. During these days, women had a chance to be seen by the rest of the community and interact freely with each other. Vickers Vouloukos (2007) assert that women were expected to sing songs during these days, tell tales of the go ds and goddesses and present sacrifices to them. In regards to family morals, women were expected to teach their children about the religious beliefs, norms and rituals. They were expected to instill morals in their children and ensure that they understand the value and significance of the gods. The most important role that women in these civilizations had to play was getting married and bearing children. Marriage as an institution was greatly respected and every woman was to be married. Children were viewed as a source of pride by the men and having many children was reason enough to boast. This was because, a pregnant woman was perceived as a blessed one. Therefore, the more children one had, the more the blessings he was assumed to have. This was mostly because infertility was seen as a form of punishment from the gods. Therefore, bearing children was the most important role that women in these civilizations had to fulfill. Differences between the Egyptian and Greek women One of the outstanding differences between women from these civilizations was their financial independence and freedom. Women in ancient Egypt enjoyed more financial freedom than their Greek counterparts. Egyptian women could trade, sell and buy slaves, livestock and own property. They could also sue, appear as witnesses in courts and settle legal disputes. This was contrary to Greek women who were not allowed to participate in any of these activities. Vickers Vouloukos (2007), state that exceptions were made in extreme cases but under the supervision of a male party (father, brother or husband). Another difference is that marriage in ancient Egypt was a prestigious affair. However, there were no matrimonial ceremonies, exchange of gifts and other marital rituals as experienced in ancient Greek societies. A woman could be declared as married only after leaving her parents home and into her husband’s house. Advertising Looking for report on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More Even after marriage, Egyptian women remained independent and owned their own property. On the other hand, Greek women lost possession of their property once they got married. Adoption of children was widely accepted in ancient Egypt. Women were allowed to adopt children and raise them as their own. This was only accepted by very few Greek societies most especially the upper class members of the society (Sanders et al, 2006). Impact of women to society Despite their hardships and limited freedom, the impact that these women had on their societies cannot be understated. As Avdela Psarra (2005) explain, women were in charge of the households and ensured that everything was in order. This refers to the availability of food and clothing to both the husband and the children. In as much as history has effectively left out the impact of women in national building, some historians have effectively shown the relevance of ancient women in today’s societies. Due to the cultural bearings at that time, women were under constant pressure to ensure that their children lead a moral and culturally enriched life (Vickers Vouloukos, 2007). Their efforts to this regard ensured that respect and harmony prevailed in the society. This is mainly because all children were taught the same values, how to behave and the importance of maintaining family honor. As such, women played a pivotal role in unifying their communities. In regards to economic prosperity, women in both civilizations were very instrumental in facilitating economic growth (Lightman, 2007). In as much as women could not own property freely or work for money, their efforts at home were key contributors to the availability of income in their homes. For example, Greek women would spin and weave fabric, tend to the farms and cater for the livestock. The sale of these products would bring in some money for their families through the husbands. The Egyptian women who had more autonomy would also transact for money wh ich later contributed to the economic growth of their communities. In regards to religion, women had great impacts on the belief systems held by the people. Avdela Psarra (2005), state that most of the gods worshiped by these civilizations were women. In fact, the Greeks believed that their gods could dwell among them in the form of men and women. In addition, women were very important during the procession of religious rituals. Young unmarried girls were viewed as untamed and pure beings worthy to present sacrifices to the gods, while older women were tasked with the duties of appeasing the gods by singing melodious tunes at their presence. Their ability to bear children was also symbolic to blessings from their gods (Avdela Psarra 2005). Since they constituted to a larger portion of the population, women were a good source of labor during this era. They could work as slaves in the farms and business areas in exchange for food and/or shelter. As such, they contributed highly in ensuring that there was plenty of food and resources in their communities. Women had a great impact on the social status of their husbands and male counterparts. Respect in ancient civilization was mainly based on the amount of responsibility an individual had (Lightman, 2007). As such, having a respectful wife and many children demanded more respect from society. This was one way through which men could establish and prove their manliness all the while preserving the honor of his family lineage. Therefore, in as much as they were disregarded, women were great sources of pride to the men in these civilizations. Indeed, the lives of the Greek and Egyptian women before the 1500s were marked with multiple responsibilities and hardships, however, the women also took the time out to make merriment thus helping to lighten their weary loads thus creating a balance that made life bearable. From the discussions presented herein, it can authoritatively be stated that ancient women played a p ivotal role in upholding morality and ensuring the continuity of society. The challenges that they faced were therefore of social and economic benefits and the environment that they dwelled in only thrived for these significances. However, the social injustices such as gender discrimination sprouted from this era and up to date, these negative effects are still prevalent in our society. While it cannot be disputed that gender biasness was an unjust and mostly inhumane institute for the ancient women, it can be seen from this paper that it played a significant role in the building of our nation. References Avdela, E., Psarra, A. (2005). Engendering ‘Greekness’: Womens Emancipation and Irredentist Politics in Nineteenth-Century Greece. Mediterranean Historical Review, 20(1), 67 – 79. Bentley, J., Ziegler, H., Streets, H. (2008). Traditions and encounters: A brief global history. (3rd Ed.). New York: McGraw Hill. Lightman, M. (2007). A to Z of ancient Greek and R oman women. NY: Infobase Publishing. Sanders, T., Nelson, S., Morillo, S., Ellenberger, N. (2006). Encounters in world history: Sources and themes from the global post volume one: to 1500. (1st Ed.) New York: McGraw Hill. Tastsoglou, E. (2009). Women, gender, and diasporic lives: labor, community, and identity in Greek migrations. CA: Lexington Books. Vickers, J., Vouloukos, A. (2007). Changing Gender/Nation Relations: Women’s Roles in Making and Restructuring the Greek Nation-State. Nationalism and Ethnic Politics, 13(4), 501 – 538.

Friday, November 22, 2019

Learning a Lesson from 50 Tips on How to Write Good

Learning a Lesson from 50 Tips on How to Write Good Learning a Lesson from â€Å"50 Tips on How to Write Good† Learning a Lesson from â€Å"50 Tips on How to Write Good† By Mark Nichol Last week, I wrote a post I didn’t write. In the introductory paragraph, I clearly stated that it was a mash-up of two similar and, to many people, familiar packages of pronouncements that illustrate the writing errors (or are they?) they are intended to highlight. For what I thought were obvious reasons, I didn’t state outright that this list is a parody of writing rules, though I did offer a hint with a reference to â€Å"wit and wisdom,† which I considered a tip-off that the article is not to be taken at face value. Thus, I was flabbergasted to receive a flurry of emails castigating me for 1) using the phrase â€Å"write good† in place of â€Å"write well† in the headline (which, like the content, I borrowed from the original writers) and 2) writing an egregiously error-filled post. At first, I was inclined in this follow-up post to write, â€Å"Don’t feel bad if you were hornswoggled.† I recalled the schoolroom handout listing seemingly random and inane tasks students are instructed to perform one by one after reading through the entire page first the last item of which reads something like â€Å"Do nothing on this list except write your name on this paper and put your pencil down.† If you experienced this exercise, do you recall how you giggled while you sat there after writing your name and putting your pencil down, smugly watching your classmates pat their heads while rubbing their stomachs, then hoot like an owl three times, and follow whatever other goofy instructions preceded the injunction to ignore all preceding items? Or perhaps, like me, you didn’t read the last item very carefully. But then, when I reread the scolding responses to â€Å"50 Tips on How to Write Good† (which, in case you didn’t notice, has 52 items, plus a postscript that counts as number 53), I was reminded that many people don’t read very carefully. And there’s more to the list than meets the eye. Some items simply illustrate, through deliberate error, the peril of ignoring the admonition within. Others, like â€Å"Avoid alliteration. Always.† and â€Å"Employ the vernacular,† point out the fallacies within: Alliteration is a valid stylistic device (and one you may notice I enthusiastically embrace), and sesquipedalian sentences arrest one’s ocular organs just use these strategies sparingly. Months ago, I wrote a post in which I jokingly titled a section â€Å"Write Good.† When several readers commented on the poor grammar, Daniel, the site’s webmaster, and I agreed that the deliberate error was distracting, and he changed it to â€Å"Write Well.† But when I decided to disseminate last week’s humorous lesson on writing, I assumed that even if site visitors were initially taken aback by the sight of â€Å"Write Good† in the headline, they would, after reading the list, understand why I had erred in my word choice. For many readers, obviously, that didn’t happen, and for them, â€Å"50 Tips on How to Write Good† was a washout. But what was the alternative? â€Å"50 Funny, Fallacious Tips on How to Write Good (You Know I Meant ‘Well’)† is a thudding spoiler. The lesson for me is to write what comes naturally but to realize that, although I have a role in, and some responsibility for, how my writing is received, it is ultimately the individual reader who determines the success or failure of that writing. 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 General category, check our popular posts, or choose a related post below:100 Idioms About NumbersWhat is the Difference Between Metaphor and Simile?Sit vs. Set

Thursday, November 21, 2019

In the Court of Appeals of the State of Illinois Melissa Porter vs Research Paper

In the Court of Appeals of the State of Illinois Melissa Porter vs John Straub - Research Paper Example On November 14, 2011, the District Court ruled in her favor. There was no Motion to Modify Child Support filed by either party. However, the District Court Judge made an Order of Child Support. Pursuant to that Order, the Judge allowed for a deviation from the child support guidelines to accommodate Mr. Straub’s new child, born of his current marriage. There is no Order of Support for that child. There was nothing in the Order addressing unpaid support. STATEMENT OF THE FACTS In October 2011, Melissa Porter sought to regain custody of her son, David, from the child’s father, John Straub. There was an order of Paternity, Custody and Support entered in a Florida court in 2008. Pursuant to that Order, Mr. Straub was ordered to pay $100 per month in child support. His payment history was poor and he was in arrears when Ms. Porter found it necessary to join the Army Reserves to supplement her income in order to properly care for the child. Ms. Porter and Mr. Straub had a ver bal agreement that he would care for his son while Ms. Porter completed Basic Training in the Army Reserves. Mr. Straub was ten months in arrears in his child support obligation at the time he began caring for his son in August 2010. Ms. Porter was injured in a training accident while on active duty and spent several months recovering. Upon her return home, she sought the return of the child and Mr. Straub refused. Mr. Straub filed for custody in the Illinois courts. That filing resulted in an Order granting custody to Mr. Straub. Ms. Porter filed for an Order to Vacate that finding and the District Court for Cook County found in her favor, returning her son to her. During the course of those proceedings, the District Court made a support order, allowing a 20% deduction from the Illinois child support guideline amount to accommodate Mr. Straub’s new child of his current marriage. There was no provision for paying the arrearage. There was no inclusion for the income of Mr. Str aub’s current spouse when calculating the total net income upon which the support amount should be based, nor was there a finding on the record of the guideline amount upon which the deduction would be based. When Ms. Porter objected, the judge instructed the parties to â€Å"take it up on appeal.† Appellant now appeals from the Order Modifying Support. ARGUMENT The facts of the case are not in dispute. All parties were present when the District Court judge modified the child support order to accommodate Mr. Straub’s parental obligation to his new child of his current marriage. The judge deducted 20% from the guideline amount without stating an initial child support guideline amount and the factors at law that allowed him to vary from the statutory guidelines. I. Standard of Review Of the issue presented here on appeal, the standard of review is de novo because there is no dispute as to the facts and the issue is a question of law. In re Marriage of Baumgartner, 393 Ill. App. 3d 297; 912 N.E.2d 783 (2009). See also Einstein v. Nijim, 358 Ill. App. 3d 263, 831 N.E.2d 50 (2005). A judgment is contrary to law â€Å"when an opposite conclusion is apparent or when findings appear to be unreasonable, arbitrary, or not based on evidence.†

Tuesday, November 19, 2019

Businesses and their impact in Spanish speaking countries Essay

Businesses and their impact in Spanish speaking countries - Essay Example With the increase in the demands for energy in recent years the government of Mexico has increased its budgeted capital, but due to its high tax burden the company has been forced to depend upon debts to finance the projects. PEMEX has been adversely affected by the increase in oil prices over the years and requires funding to stabilize its position in the market. The main oil field Cantarell has reached its peak capacity of production and heavy investments is desirable coupled with explorations for new area for oil production as the current capacity of 3.3 million barrels per day would deplete towards the end of this decade. Being heavily taxed, the President of Mexico has relaxed the tax by $2.4 billion to be paid by the company next year. Despite the reserves Mexico has started importing oil at the rate of 374,000 barrels per day in the recent past due to non availability of refining process for oil and related products. The tax break and provision of favorable environment for the oil companies to undertake oil exploration is one of the major steps which the newly appointed President has taken over the period of time. There have been quiet an opposed reaction to the initiative as private investments is deemed to be loss of control over PEMEX. As PEMEX has invested more in oil exploration rather than investing in refineries for a quarter of the century, Mexico now imports 20% of its current capacity of oil and 25% of the natural gas based products. The aim of the paper is to analyze and understand effect of PEMEX on the Mexican economy and society in general. The paper also analyzes the employment opportunity which private investments create and the favorable business environment for business growth. Mexico has the second largest oil reserve after Venezuela among the western countries and the country has been ranked among the top five oil producing nations for crude and refined oil production.

Sunday, November 17, 2019

Focus on the Learner Essay Example for Free

Focus on the Learner Essay 1.Group Profile Its a mixed group with a very mixed cultural background as only three students are actually from Germany. Four of the students were born in another country e.g. Lithuania, Turkey, France and Romania. They all moved to Germany as adults and all share German as a common language. The group is heterogeneous concerning the age they started learning English. Two students started learning as adults while the others started learning at school. Most of the students have learnt another language as an adult and therefore have previous language learning experience. The motivation for doing the course is quite high and the group can be divided into two groups – students who need English for their job/university and students who want to learn for their own enjoyment. They are all at upper intermediate level. Except for one student (who could be classed as a converger), the overall group could be classed as concrete learners. They enjoy the social aspects of learning and like to learn from direct experience. They are interested in the language and they enjoy games and group-work in class. The entire group could also be classed as communicative learners because they show a degree of confidence and a willingness to take risks. They are much more interested in social interaction with other speakers of the language than they are with analysis of how the language works. (Learning styles based on Keith Willing [1987]). 2.Strengths and weaknesses Grammar The students are weak when forming the present simple (especially 3rd person singular) (e.g. I must to take the train, She like climbing, Stephen come from Australia) very often confusing it with the present continuous. (Sometimes Im reading Turkish books). Most students also have problems when using the simple past (we seed its ill, I gone to school with her, We can found this in a school, Where are you born?, She were †¦). Some students also have problems with verb-noun collocations (e.g. She make all the housework) Vocabulary The students have a good basic knowledge of vocabulary. They can talk about themselves, where they come from, their profession, their families, experiences they have had in the past and things they like to spend more money on. (Example of good language: My picture is a technical object but I really dont know what it is used for, Because you met the Pope, you changed your mind You said dug – so it is dig, dug, dug = verb orientation). Many of the students try to translate directly from German into English (The cat was by us) and sometimes use a German word in a sentence, using it questioningly enabling other students to help out with the correct English word. The students respond very well, offering suggestions until correct answer is found. Most of the students focus on finding the exact translation of the unknown word rather than trying to paraphrase their idea. Pronunciation All the students have a strong L1 interference and speak with an accent. The group responds well to drilling the right pronunciation and where to put stress on the words. They are keen to sound natural and like repeating after  the teacher. Some students pronounce the endings of words that arent necessary e.g. clothes, See instead of sea, Lus their jobs Words: 208 3.Strengths and weaknesses skills Reading The students are able to read a text fairly quickly in order to understand the overall meaning. After enquiring about a few words of vocabulary (sometimes looking this up themselves in a dictionary) they are able to answer all the questions quickly and correctly. Listening The students are able to listen to texts read to them and in most cases understand the general meaning already after the first time. After hearing the text for the second time, they are able to answer questions, in most cases correctly. The students react well to instructions and during conversation they wait patiently until their dialogue partner has finished. One student is a panicky listener, the others all seem to be relaxed listeners. Writing The students have a wide range of vocabulary appropriate for the given tasks. Their sentences are well-structured and they make few mistakes. Speaking The students try to use structured sentences. If they are confident with the vocabulary hesitation is less frequent, with new vocabulary or grammar most students hesitate frequently. The students are motivated to improve their speaking ability and they make a great effort to only speak English. Some of them use gestures when they do not know a word, others switch between German and English, using the German word to fill in the gaps in the sentence (I go with the Straßenbahn, I make Teig with Zimt and †¦). 4.Recommendations Language development 1.Total English Workbook (Pre-intermediate) Antonia Clare/JJ Wilson – Longman Publishers Page 8, Section 1.3Grammar : Present Simple vs Present Continuous Justification:All 3 exercises on this page help the students to distinguish between the present simple and the present continuous. It also concerns activities they can associate with 2.New Cutting Edge (Pre-intermediate Students Book) Sarah Cunningham/Peter Moor – Pearson/Longman Publishers Module 4, page 34Language Focus 1 Present continuous and present simple Justification:At the top left of the page there is a grammar exercise section where the students have to underline and give an example of the present simple/present continuous. Exercises 1 and 2 help to practice the use of them. 3.Language to go Students Book (Pre-intermediate) Gillie Cunningham/Sue Mohamed – Longman Publishers Lesson 3, page 9 – The Present (Grammar focus) Justification:Exercises for the students to practice distinguishing between Present simple and Present continuous. First of all filling in the gaps, then writing their own email and finally using the language by talking in pairs 4.Total English Students Book (Pre-intermediate) Richard Acklam/Araminta Crace –Pearson/Longman Publishers Chapter 1, page 14 – Review and practice Justification:Exercises for practicing both present simple and present continuous (including question-forming) 5.Clockwise Pre-intermediate Class Book Bruce McGowen Vic Richardson – Oxford University Press Chapter 25, page 65 – Present simple and continuous Justification:Students can fill in the tables with the verb and then complete the rules for using Present simple and continuous themselves in exercise 1 6.New Edition Basis for Business David Christie – Cornelsen Oxford Unit 2, pages 24 and 25 – Further study (Simple present and present continuous) Justification:On page 24 there is an explanation of when to use simple present and present continuous and on page 25 there are exercises to practice 7.New Edition Basis for Business David Christie – Cornelsen Oxford Unit 3, pages 37 and 38 – Further study (Simple past and past continuous) Justification:On page 37 there is an explanation of when to use simple past and past continuous and on page 38 there are exercises to practice 8.Powerbase Pre-intermediate David Evans – Longman Publishers Unit 4, pages 30 to 33 – Going places Justification:The article on page 31 is quite interesting for the students. On page 30 they can fill-in the verbs in the past and present form and on page 32 the past simple can be practiced in exercises. 9.Business opportunities Vicki Hollett – Cornelsen Oxford Unit 5, Growth and development, pages 50 and 51 – Past experiences Justification:The article on page 31 is quite interesting for the students. On page 50 they can fill-in a time line. On page 51 there is an explanation on when to use the simple past, questions for the students to answer and discussion exercise. Skills development 10.Business opportunities Vicki Hollett – Cornelsen Oxford Unit 2, Telephoning to make arrangements, pages 23, 150 and 151 Justification: Students usually enjoy doing role play. In these exercises they work with a partner and discuss a) a conference programme and b) arranging a meeting. 11.Business opportunities Vicki Hollett – Cornelsen Oxford Unit 7, Telephoning to exchange information, page 73 Justification: Students will probably find the stories on this page quite amusing. They will then discuss any car accidents or funny incidents that they have experienced themselves. References: 1.Total English Workbook (Pre-intermediate) Antonia Clare/JJ Wilson – Longman Publishers 2.New Cutting Edge (Pre-intermediate Students Book) Sarah Cunningham/Peter Moor – Pearson/Longman Publishers 3.Language to go Students Book (Pre-intermediate) Gillie Cunningham/Sue Mohamed – Longman Publishers 4.Total English Students Book (Pre-intermediate) Richard Acklam/Araminta Crace –Pearson/Longman Publishers 5.Clockwise Pre-intermediate Class Book Bruce McGowen Vic Richardson – Oxford University Press 6.New Edition Basis for Business David Christie – Cornelsen Oxford 7.Powerbase Pre-intermediate David Evans – Longman Publishers 8.Business opportunities Vicki Hollett – Cornelsen Oxford

Thursday, November 14, 2019

Internet Censorship & Libraries Essay -- Argumentative Persuasive Essa

  Ã‚   Libaries across the nation are in a dilemma, should they filter what information is available to it's visitors via the Internet? This scenario is being debated all across the United States. Many states are arguing over whether or not the library has the authority to limit what information is accessible via the Internet computers at the library. The argument is over the First Amendment right of Free Speech. There are family groups who are actually in favor of allowing unfiltered access on the Internet, not what one would think. These groups also support the notion of parents being with their children while they are on the Internet, not something that all parents have the luxury of being able to do. Other groups want the public Internet access points to be filtered, making the claim that any child at anytime can be harmfully exposed to Internet information that they may incorrectly understand. I will be showing options on what the local library should do, and expl aining how I think the issue should be addressed from a topology standpoint as well as a technical one.       Public Libraries    Libraries in the United States have been battling censorship since the American Library Association issued its first Library Bill of Rights in 1939. This document proclaimed the American Library Association's policy on intellectual freedom. With this bill libraries have been successful in defending their collections against censorship and supporting their right to provide unrestricted access to information for all users. Now the battleground has shifted from books to electronic information, mainly the Internet. Censorship of books has decreased, and has in turn shifted and gained much more attention in ... ... Unknown. (1998). City Officials to consider filtering Internet at public libraries. [Online]. Available: http://texnews.com/1998/texas/new1115.html. [1998, Nov.15]. Wallace, Jonathon. (1997). Labelling, rating and filtering systems on the Internet. [Online]. Available: http://www.spectacle.org/cda/rate.html. [1997, Sep. 02]. Wallace, Jonathon. "Purchasing of Blocking Software by Public Libraries in Unconstitutional: A Briefing Paper," available at http://www.spectacle.org/cs/library.html Michels, Spencer. "Easy Access? Should on-line porn be available at local libraries?" Transcript available at http://www.pbs.org/newshour/bb/cyberspace/July-dec97/library_8-7.html [Aug 7, 1997].    Libraries struggle to control public Internet terminals. [Online]. Available: http://cnn.com/TECH/computing/9901/25/library.porn.ap/ [1999, Jan, 25].   

Tuesday, November 12, 2019

As Economy Develops, the Relative Importance of Different Sectors of Production Changes

As economy develops, the relative importance of different sectors of production changes. Explain, with examples, why the pattern of employment might change as an economy develops.(12) Ways to develop in advanced and backward countries–result of such development How the employment pattern changes throughout the development Education lead to a growth in service sector.A development of an economy, for developed countries, may mainly rely on technological innovation, and for developing countries; however, is much more about changing the structure of production and adapting existing technologies.But both types of transformation entail a change in employment pattern, involving a shift from primary to secondary sector, and subsequently to tertiary one.(the three sector can also be described in terms of agriculture, industry, and services)At first, agriculture is always an economy’s most important sector. But as income per capita rises, agriculture loses its primacy, giving way first to a rise in the industrial sector, then to a rise in the service sector. This is also caused by an increase in consumer demand on more goods and a soar up in labor productivity.In many advanced countries, they have been witnessed a decrease in employment in agriculture labour productivity in agriculture and other primary sectors tends to grow more slowly than that in industry. The same goes for some of the developing ones, but with a much low pace or even worse for the poor countries, the reason may due to a rapid population growth and the lack of labor mobility.In the course of economic development, education for example, might have also been improved through investment, giving society more educated employees. Service, as a sector tends to require relatively less natural capital and more human capital than producing agricultural or industrial goods, is just the suitable place for those educated people. Such a trend also lead to a growth in employment in service sector.

Saturday, November 9, 2019

Edwin Arlington Robinson

â€Å"One of the most prolific major American poets of the twentieth century, Edwin Arlington Robinson is, ironically, best remembered for only a handful of short poems,† stated Robert Gilbert in the Concise Dictionary of American Literary Biography. Fellow writer Amy Lowell declared in the New York Times Book Review, â€Å"Edwin Arlington Robinson is poetry. I can think of no other living writer who has so consistently dedicated his life to his work.† Robinson is considered unique among American poets of his time for his devotion to his art; he published virtually nothing during his long career except poetry. The expense of Robinson’s single-mindedness,† Gilbert explained, â€Å"was virtually everything else in life for which people strive, but it eventually won for him both fortune and fame, as well as a firm position in literary history as America’s first important poet of the twentieth century. † Robinson seemed destined for a career in business or the sciences. He was the third son of a wealthy New England merchant, a man who had little use for the fine arts. He was, however, encouraged in his poetic pursuits by a neighbor and wrote copiously, experimenting with verse translations from Greek and Latin poets. In 1891 Edward Robinson provided the funds to send his son to Harvard partly because the aspiring writer required medical treatment that could best be performed in Boston. There Robinson published some poems in local newspapers and magazines and, as he later explained in a biographical piece published in Colophon, collected a pile of rejection slips â€Å"that must have been one of the largest and most comprehensive in literary history. † Finally he decided to publish his poems himself, and contracted with Riverside, a vanity press, to produce The Torrent and The Night Before, named after the first and last poems in the collection. In the poems of The Torrent and The Night Before, Robinson experimented with elaborate poetic forms and explored themes that would characterize much of his work—†themes of personal failure, artistic endeavor, materialism, and the inevitability of change,† according to Gilbert. He also established a style recognizably his own: an adherence to traditional forms at a time when most poets were experimenting with the genre (â€Å"All his life Robinson strenuously objected to free verse,† Gilbert remarked, â€Å"replying once when asked if he wrote it, ‘No, I write badly enough as it is. †), and laconic, everyday speech. Robinson mailed copies of The Torrent and The Night Before out â€Å"to editors of journals and to writers who he thought might be sympathetic to his work,† said Gilbert. Read also  How Powerful Do You Find Atticus Finch’s Closing Speech? The response was generally favorable, although perhaps the most significant review came from Harry Thurston Peck, who commented unfavorably in the Bookman on Robinson’s bleak outlook and sense of humor. Peck found Robinson’s tone too grim for his tastes, saying that â€Å"the world is not beautiful to [Robinson], but a prison-house. â€Å"I am sorry that I have painted myself in such lugubrious colours,† Robinson wrote in the next issue of the Bookman, responding to this criticism. â€Å"The world is not a prison house, but a kind of spiritual kindergarten, where millions of bewildered infants are trying to spell God with the wrong blocks. † Encouraged by the largely positive critical reaction, Robinson quickly produced a second manuscript, The Children of the Night, which was also published by a vanity press, a friend providing the necessary funds. Unfortunately, reviewers largely ignored it; Gilbert suggests that they were put off by the vanity imprint. In 1902, two friends persuaded the publisher Houghton Mifflin to publish Captain Craig, another book of Robinson’s verse, by promising to subsidize part of the publishing costs. Captain Craigwas neither a popular nor a critical success, and for several years Robinson neglected poetry, drifting from job to job in New York City and the Northeast. He took to drinking heavily, and for a time it seemed that he would, as Gilbert put it, fall â€Å"into permanent dissolution, as both his brothers had done. † â€Å"His whimsical ‘Miniver Cheevy,’† Gilbert continued, â€Å"the poem about the malcontent modern who yearned for the past glories of the chivalric age and who finally ‘coughed, and called it fate/and kept on drinking,’ is presumably a comic self-portrait. † Robinson’s luck changed in 1904, when Kermit Roosevelt brought The Children of the Night to the attention of his father, President Theodore Roosevelt. Roosevelt not only persuaded Random House to republish the book, but also reviewed it himself for the Outlook (â€Å"I am not sure I understand ‘Luke Havergal,’† he said, â€Å"but I am entirely sure that I like it†), and obtained a sinecure for its author at the New York Customs House—a post Robinson held until 1909. The two thousand dollar annual stipend that went with the post provided Robinson with financial security. In 1910, he repaid his debt to Roosevelt in The Town down the River, a collection of poems dedicated to the former president. Perhaps the best known of Robinson’s poems are those now called the Tilbury Town cycle, named after the small town â€Å"that provides the setting for many of his poems and explicitly links him and his poetry with small-town New England, the repressive, utilitarian social climate customarily designated as the Puritan ethic,† explained W. R. Robinson in Edwin Arlington Robinson: A Poetry of the Act. These poems also expound some of Robinson’s most characteristic themes: â€Å"his curiosity,† as Gerald DeWitt Sanders and his fellow editors put it in Chief Modern Poets of Britain and America, â€Å"about what lies behind the social mask of character, and †¦ is dark hints about sexuality, loyalty, and man’s terrible will to defeat himself. † Tilbury Town is first mentioned in â€Å"John Evereldown,† a ballad collected in The Torrent and The Night Before. John Evereldown, out late at night, is called back to the house by his wife, who is wondering why he wants to walk the long cold miles into town. He responds, â€Å"God knows if I pray to be done with it all/But God’s no friend of John Evereldown. /So the clouds may come and the rain may fall,/the shadows may creep and the dead men crawl,—/But I follow the women wherever they call,/And that’s why I’m going to Tilbury Town. Tilbury Town reappears at intervals throughout Robinson’s work. The title poem in Captain Craig concerns an old resident of the town whose life, believed wasted by his neighbors, proves to have been of value. The Children of the Night contains the story of Richard Cory, â€Å"a gentleman from sole to crown,/Clean favored, and imperially slim,† who â€Å"one calm summer night,/Went home and put a bullet through his head,† and Tilbury Town itself is personified in the lines â€Å"In fine, we thought that he was everything/ To make us wish that we were in his place. The Man against the Sky—according to Gilbert, Robinson’s â€Å"most important single volume,† and probably his most critically acclaimed—includes the story of the man â€Å"Flammonde,† one of the poet’s most anthologized Tilbury verses. Despite the fact that much of Robinson’s verse dealt with failed lives, several critics see his work as life-affirming. May Sinclair, writing an early review of Captain Craig for the Fortnightly Review, said of the Captain, â€Å"He, ragged, old, and starved, challenges his friends to have courage and to rejoice in the sun. Amy Lowell, in her Tendencies in Modern American Poetry, stated, â€Å"I have spoken of Mr. Robinson’s ‘unconscious cynicism. ’ It is unconscious because he never dwells upon it as such, never delights in it, nor wraps it comfortably about him. It is hardly more than the reverse of the shield of pain, and in his later work, it gives place to a great, pitying tenderness. ‘Success through Failure,’ that is the motto on the other side of his banner of ‘Courage. † And Robert Frost, in his introduction to Robinson’s King Jasper, declared, â€Å"His theme was unhappiness itself, but his skill was as happy as it was playful. There is that comforting thought for those who suffered to see him suffer. † Many Tilbury Town verses were among the poems Robinson included in his Pulitzer Prize-winning Collected Poems of 1922—the first Pulitzer ever awarded for poetry. He won his second poetry Pulitzer in 1924, this time for The Man W ho Died Twice, the story of a street musician whose one musical masterpiece is lost when he collapses after a night of debauchery. Gilbert attributed the poem’s success to its â€Å"combination of down-to-earth diction, classical allusion, and understated humor. † In 1927, Robinson again won a Pulitzer for his long narrative poem Tristram, one in a series of poems based on Arthurian legends. Tristram proved to be Robinson’s only true popular success—it was that rarity of twentieth-century literature, a best-selling book-length poem—and it received critical acclaim as well. â€Å"It may be said not only that ‘Tristram’ is the finest of Mr. Robinson’s narrative poems,† wrote Lloyd Morris in the Nation, â€Å"but that it is among he very few fine modern narrative poems in English. † Early in 1935, Robinson fell ill with cancer. He stayed hospitalized until his death, correcting galley proofs of his last poem, King Jasper only hours before slipping into a final coma. â€Å"Magazines and newspapers throughout the country took elaborate notice of Robinson’s death,† declared Gilbert, â€Å"reminding their readers that he had been considered America’s foremost poet for nearly twenty years and praising his industry, integrity, and devotion to his art. â€Å"It may come to the notice of our posterity (and then again it may not),† wrote Robert Frost in his introduction to King Jasper, â€Å"that this, our age, ran wild in the quest of new ways to be new†¦. Robinson stayed content with the old-fashioned ways to be new. † â€Å"Robinson has gone to his place in American literature and left his human place among us vacant,† Frost concluded. â€Å"We mourn, but with the qualification that, after all, his life was a revel in the felicities of language. †

Thursday, November 7, 2019

Free Essays on The Holocaust Ann Frank

as she was growing up in a terrifying time. This book has sold millions copies in over fifty countries. It is important for us to understand why these people were in hiding and how history and policies of the German people affected the lives of this Jewish family. (Frank II) Adolf Hitler was born in 1889, in Austria and went to Germany in 1913. He served in the German army in the First World War and was wounded twice. When Hitler returned to Germany after the war he found his adopted country to be in turmoil. Unemployment was extremely high, and groups were starting revolutions. Dozens of new political organizations and parties appeared. Each party claimed to know the answers to solve the problems the country was having. Most of these groups were patriotic, antidemocratic, and very anti-Semitic. Hitler was a member of one of these groups. He joined a small group, which called themselves the Nazis. With Hitler’s amazing ability as a speaker and his magnetic personality the party grew. Its program promised jobs, food and education to all Germans. During the depression Germany was falling apart. Hitler and the young Nazi party tried to take over the government during this period. They failed and Hitler was arrested and spent nine months in jail. Whe n Hitler was in jail, he wr... Free Essays on The Holocaust Ann Frank Free Essays on The Holocaust Ann Frank The Holocaust Ann frank History has had a great influence on art, whether it’s literature, theatre or cinema. Tragically, the Holocaust has been the subject of many books and movies. The Diary of Anne Frank is the diary of a young girl captured in the time period of the Holocaust. Anne Frank, her parents and younger sister went into hiding at the Nazi takeover in Holland. They were sheltered and cared for by Miep Gies and her husband Jan from July 1942 until August 1944. We can only assume that at this time they were betrayed. During her time in hiding, Anne kept a diary. This diary is now a world-famous book. It is Anne’s life in her own words as she was growing up in a terrifying time. This book has sold millions copies in over fifty countries. It is important for us to understand why these people were in hiding and how history and policies of the German people affected the lives of this Jewish family. (Frank II) Adolf Hitler was born in 1889, in Austria and went to Germany in 1913. He served in the German army in the First World War and was wounded twice. When Hitler returned to Germany after the war he found his adopted country to be in turmoil. Unemployment was extremely high, and groups were starting revolutions. Dozens of new political organizations and parties appeared. Each party claimed to know the answers to solve the problems the country was having. Most of these groups were patriotic, antidemocratic, and very anti-Semitic. Hitler was a member of one of these groups. He joined a small group, which called themselves the Nazis. With Hitler’s amazing ability as a speaker and his magnetic personality the party grew. Its program promised jobs, food and education to all Germans. During the depression Germany was falling apart. Hitler and the young Nazi party tried to take over the government during this period. They failed and Hitler was arrested and spent nine months in jail. Whe n Hitler was in jail, he wr...

Tuesday, November 5, 2019

The Insider Secret to Dialog [Hint Steal It] - Freewrite Store

The Insider Secret to Dialog [Hint Steal It] - Freewrite Store Photo by  Victor Rodvang  on  Unsplash Today’s guest post is by author Jeff Somers.  He has published nine novels, including the  Avery Cates Series  of noir-science fiction novels from Orbit Books, the darkly hilarious crime novel  Chum  from Tyrus Books, and most recently tales of blood magic and short cons in the  Ustari Cycle.       The film Sunset Boulevard (1950) is perhaps Billy Wilder’s greatest achievement in terms of dialog- including the all-time great line (spoken by all-time great voice William Holden), â€Å"Sometimes it's interesting to see just how bad bad writing can be† (a line given extra oomphby the fact that the character speaking is himself a pretty bad writer). You can’t help but wonder if Wilder was winking at himself when he came up with that one, despite the fact that Wilder- a Polish Jew who emigrated to the U.S. in his late 20s- didn’t learn English until he arrived in Hollywood to begin his stellar career as a screenwriter and director. The fact that English wasn’t his first language might have helped Wilder come up with such great dialog. Hearing a language spoken when you don’t understand it is an entirely different experience than when you’re fluent; in 1972, Italian singer Adriano Celentano released â€Å"Prisencolinensinainciusol,† a song of gibberish lyrics that are designed to sound like English spoken with a typical American accent. Listening to the song is an interesting experience- at first, it seems like the meaning of the song is just beyond your grasp because the rhythms and inflections are right on the money. The reason this song sounds right despite being meaningless reveals the fundamental trick of good dialog: The rhythm.    Slave to the Rhythm Every writer knows that it’s pretty easy to go very wrong when writing dialog: - Monotony, wherein all the characters sound more or less exactly the same (if a reader can’t tell who’s speaking without a dialog tag, you’ve got a problem). - Stilted, exposition-heavy conversations filled with clumsy signifiers like â€Å"As you know ...† or repetitions of facts re-phrased for clarity (people simply don’t talk like that). - Dialog that’s too close to reality, because in real life we all speak in meandering, stuttered phrases, using a lot of filler sounds to stall for time- and while making your characters sound like this might be realistic, it’s unpleasant to read (and difficult to understand on the page). - Characters that only speak in Plot Points, only opening their mouths when the reader needs to know something. The sweet spot for dialog is hazy, but the trick is to match the rhythm of real speech, but use a much more controlled approach to the actual words. Modeling Speech The key is turning off your brain a little and hearing just the pacing and pattern of a conversation without the meaning behind the sounds. One easy way to do this is to take dialog from a fictional source or from a real-life conversation and then substitute your own words. TIP: Steal the rhythm, skip the boring parts- this is a perfect opportunity to strip out the â€Å"placeholder† words we all use to stall while we think, like â€Å"um† and â€Å"ah,† or, if you’re Italian, allora. Borrowing From a Scene: Let’s say you have a scene between two characters talking about something. Why not steal the rhythm from one of the masters of modern movie dialog, Quentin Tarantino, and his classic Pulp Fiction: JULES: Okay so, tell me again about the hash bars. VINCENT: Okay what do you want to know? JULES: Well, hash is legal over there, right? VINCENT: Yeah, It's legal but it ain't hundred percent legal, I mean, you just can't walk into a restaurant, roll a joint and start puffin' away. They want you to smoke in your home or certain designated places. Even without having seen the film, the rhythm of each speaker is clear, and the dialog bounces in a way that’s distinctive and pleasant to the ear- which is one reason this scene is one of the most famous from a famous film. The subject matter is not exactly important in any way (to the plot or anything) else, but you can see how the use of meaningless words like okay, right, and yeah are used to keep the rhythm balanced, and how some words are intentionally left out to get a more naturalistic sound (like ain’t hundred percent legal instead of ain’ta hundred percent legal). Modeling your own dialog after these rhythms can get that same bounce for your own words. You can also steal from great books. Why not steal from a master of the art like Hemingway or Elmore Leonard? Leonard had a skill in making ordinary conversations pop off the page: CHRIS: She didn't throw me out, I left. I phoned, you weren't home, so I stayed at Jerry's. DAD: When you needed me most. I'm sorry I wasn't here. CHRIS: Actually, you get right down to it, Phyllis's the one does all the talking. She gives me banking facts about different kinds of annuities, fiduciary trusts, institutional liquid asset funds ... I'm sitting here trying to stay awake, she's telling me about the exciting world of trust funds. DAD: I had a feeling. You've given it some thought. You realize life goes on. CHRIS: I'm not even sure what attracted me to her in the first place. DAD: You want me to tell you? All of Leonard’s dialog has a recognizable rhythm that magically seems realistic while being very controlled and carefully constructed. Borrowing from Real Life: An equally powerful approach is to model your dialog on actual conversations. This can be a better approach if you’re trying to capture an iconic cultural rhythm, or if you’re simply looking for something more naturalistic. This approach can guarantee that your dialog has a believable, authentic rhythm to it, which is about 75% of the battle. A hybrid of both approaches is to use an actor’s distinctive delivery of dialog to model the rhythm of one character on. Think about an actor with a distinctive way of delivering dialog- Alec Baldwin, or Meryl Streep, or even a non-actor you know personally. Imagining them reading every line you write for a specific character will subconsciously guide you towards a distinctive but believably consistent rhythm for every line they speak in your story. These approaches will train you to write realistic-sounding dialog every time, eventually without having to draft on someone else’s work or the neighbors’ conversations- and eventually to develop your own personal rhythm that doesn’t rely on anything but your creative imagination and skill. Dialog is hard- no one’s saying otherwise. World-building and plotting can be fun, filled with the wild excitement of simply creating. Dialog is a delicate business. The secret to great dialog doesn't lie with poetic lines scanned and re-scanned endlessly for errant commas or stuffed with convoluted similes- it's all about the rhythm. If your characters’ speaking rhythms appear naturalistic to the mind's ear, the reader will find it easy to imagine the characters are really speaking even though written dialog is so different from the spoken kind. This is incredibly important because having your characters speak in believable ways sells even the most far-fetched world-building and the most faith-testing out-of-nowhere plot twists. Bad dialog can ruin even the smartest story, even stories that are otherwise brilliantly written, and like many aspects of the craft getting dialog ‛right’ has more to do with approximating reality than reproducing it. Like "Prise ncolinensinainciusol," you're fooling your readers into â€Å"hearing† what you want them to hear. Except, of course, you should use words that actually mean something as a best practice. So, writers, tell me: What writer creates the best dialog for modeling your own work?    Jeff Somers (www.jeffreysomers.com) began writing by court order as an attempt to steer his creative impulses away from engineering genetic grotesqueries. He has published nine novels, including theAvery Cates Series of noir-science fiction novels from Orbit Books (www.avery-cates.com) and theUstari Cycleseries of urban fantasy novels. His short story â€Å"Ringing the Changes† was selected for inclusion inBest American Mystery Stories 2006,his story â€Å"Sift, Almost Invisible, Through† appeared in the anthologyCrimes by Moonlight edited by Charlaine Harris, and his story â€Å"Three Cups of Tea† appeared in the anthologyHanzai Japan. He also writes about books forBarnes and Noble andAbout.com and about the craft of writing forWriter’s Digest, which will publish his book on the craft of writingWriting Without Rules in 2018. He lives in Hoboken with his wife, The Duchess, and their cats. He considers pants to always be optional.

Sunday, November 3, 2019

Goal of education Research Paper Example | Topics and Well Written Essays - 250 words

Goal of education - Research Paper Example Education begins when a person is born. The initial education in a person’s life is acquired from the mother or the guardian. After which, a person advances to other formal education stages. The steps include preschool, primary, secondary, and higher level education. There are those in the society who benefit from special education such as the mentally handicapped (Arnove, 2007). Apart from the formal methods of education mentioned above, there are other forms that people use to acquire knowledge. Among them are alternative forms, indigenous forms, informal learning and self-directed learning (Schlosser & Simonson, 2010). There are many stakeholders’ to education. There are important roles assigned to each stakeholder in order to attain the goals of education. Among the stakeholders are students, parents or guardians, teachers, government, community, and businesses among others (Whitehead, 1967). The theory stipulates the purposes for the educational persuasion. The theory discusses in depth particular issues such as goals of schools, educational psychology, learning modalities, philosophy and curriculum (Collins,