The Unknown Assassin - Original Writing - 1473 Words

The Unknown Assassin People. Tons and tons of people. I attentively scope my surroundings as they wave their homemade signs in the air, anxiously awaiting for the person they all came here to see. The mustard-colored sun beats down on the pavement and the trees sway back and forth gracefully in the wind; the leaves just beginning to fall on this late November morning. Who knew there could be so much excitement in one place? I, however, do not wave signs. I do not cringe inside with anticipation. I do not chant, cheer, or holler. I am silent. I do not say a word. I crouch behind the dusty, worn-down fence, and think carefully of what I am about to do. Is it worth it? Will I be satisfied? What will happen to this country? The car isn’t†¦show more content†¦Mama and Papa always talked about how he will â€Å"ruin our nation† and how his â€Å"communist policies† were unfair and unjust. I didn’t really pay attention to the protests or the news however , because my job was my main and primary focus. Being twenty-one, I worked as a book clerk at a local library around town almost everyday in order to help provide for our family of four. I was forced to quit college because the economy was slowly plummeting, but I didn’t mind putting in the extra hours if it would help out. â€Å"They aren’t in a good mood this morning,† Rosa exclaimed with a worrisome look on her face. â€Å"Mama and Papa know something is wrong.† â€Å"Everything is fine,† I reassured her with a smile, â€Å"Just go to school and don’t get into any trouble.† She hopped out the door, almost dropped her lunch, and waved back at me while laughing. That day would be my last in Cuba, for Mama told us about our departure that night. ****************************************************************************** John F. Kennedy. That name had always been captivating to me from the start. After Rosa and I first came to the United States in Miami, Florida with our visa-waivers, I began to learn who this man was and how he affected Cuba. Mama and Papa were still back in our home with Castro, the man who Kennedy eventually tried to take down but failed. They were not able to come with me and Rosa to America because the waivers were onlyShow MoreRelatedBob Dylans Impact on Pop Culture1515 Words   |  7 Pagesculture. He appeared at cause concerts and voter registrations and began to receive acclamation as the voice for a generation. [Bob Dylan Live 1966, 1998] and provided a clue into the workings of an increasingly disenfranchised youth culture. [Author Unknown, Bob Dylan Bio]. 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He was a prominent member of the Parisian social and intellectual elite, and a regular attendee (and host) of salons in the 1820s and 1830s. But his zealous activities as dean, his prolific writings on polarizing issues, and his ardent pro-monarchist politics made him numerous enemies. After he was removed from his post as dean during the 1848 revolution, a commission was set up to investigate illegal or irregular acts during his tenure, butRead More Political Communication in Oliver Stone’s Platoon and JFK Essay4747 Words   |  19 Pagescommunication intends to enact or drive social changes, some political communication seeks to maintain the status quo. The film medium, which is the subject of this paper, has a much broader mass appeal than other medias and often changes the viewer’s original beliefs and perceptions when he or she experiences over an hour straight of visual indoctrination of only one view. 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Conclusion†©Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦.†©47†© †© IX. †© Bibliography†©Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦.†©49†© Acknowledgments†©Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦.†©50†© †© X. †© †© †© †© †© †© †© Original†©copy†©of†©the†©first†©edition†©of†©Leaves†©of†©Grass†©(1855)†© 3 †© I.†©Introduction†© Walt†©Whitman’s†©vision†©of†©America†©in†©Leaves†©of†©Grass,†©TM†©2012†© Despite†©being†©one†©of†©the†©most†©prominent†©American†©poets†©of†©his†©time,†©Walt†©Whitman†© and†© his†© idea†© of†© a†©Read MoreThomas Hardy Poems16083 Words   |  65 PagesLine 11, there is an alliteration of  ´C ´, â€Å"crass casualty† that creates a sharp angry yet satisfying tone. 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‘Social-Class and the Link with Employability’ Free Essays

string(22) " to get more from it\." MM33920 – Management Research Methods Assignment 1 Select a research topic of your interest and explain relevance of the selected topic. Clearly define how it will benefit the industry and/or society. Also provide literature review. We will write a custom essay sample on ‘Social-Class and the Link with Employability’ or any similar topic only for you Order Now Robert Sumnall Aberystwyth University Tel: +447581448829 Aber E-Mail: ros27 Research Area: ‘Employability’ Research Topic: ‘Social-Class and the link with Employability’ General Research Question: ‘Is a Graduates Socio-economic background a determinant on their employability? Throughout this assignment I will be writing about my proposed research model in three sections. The first section will be the relevance of my selected topic of research; this will be written to give the reader a clearer understanding of what the research will consist of, as well as the reasoning behind doing it. The second section of my assignment I will clearly define how it will benefit the industry/society, by doing so it will help explain what my research can bring to the table, in terms of coming to a resolution or developing upon already existing resolutions. The final section of my assignment will be a literature review. The ideology behind a literature review is a means of reviewing the main ideas and points already known about the research relating to my area of interest, it also shows that I have a deepened understanding of the current literature and I am competent in the subject area. (Alan Bryman, 2011) 1) Explain relevance of Selected Topic So why choose employability and social class? What relevance does this topic have? To start with, being a under-graduate myself who has a genuine interest in this topic simply due to growing up in what I would consider a ‘middle class’ family, there were also those around me who had life harder financially, or could be considered a lower class family. I always remember they struggled with certain areas of schooling and my thought process has now led me to be curious about whether those backgrounds can affect employability as a graduate. Before I go in to commenting on why this research will be beneficial for my chosen area, let us first dissect the topic. As stated in the prior paragraph, my topic is focusing on Employability and Social class. The topic itself has a variance of sub-topics and questions that can stem from it, as social-class stretches across a lot of issues, and employability stretching even further. Some examples of sub-topics could be employability for international graduate students and their financial backgrounds, what top level CEO’s socio-economic background was like, and then stretching into more in-depth thought processes such as do school children who had free school meals show a correlation between employability and their peers who were without free meals, later on in their life. That last sub-topic has been considered from TeachFirst’s application handbook which had statistical data to show that â€Å"Just 16% of pupils eligible for free school meals make it to university, compared to 96% from independent schools† (TeachFirst, 2013). Exclusive of the relevance to me personally, the relevance also stretches to my academic subject of study: Business Management, the main reason being that because a keen eye for efficient ‘Employability’ in a person is one of the most crucial skills a business manager can have sometimes (Employing the correct employees for the job). Andrews. J, Higson. H, 2008) (McQuaid, R. W. , Lindsay, C. 2005) those two articles develop their research and text on the fundamentals of employability and its relevance to success, and what contributes to that success. Bringing that back to the relevance of my own topical research, by being relevant and effective in my course it holds a heightened level of relevance to me both personally and academically. So what relevance does the topic bring to the reader? More importantly than just writing about the relevance of the topic generally, what relevance does this topic have on the reader? This is not to get confused with the benefits which will be addressed in the next paragraph. After the research has been completed, the reader will be able to take away a much clearer understanding of the results, this can both inspire and motivate the reader to create or carry out their own research into the topic, or at very least bring them to start looking into the topic themselves. A topic like Social-Class and the implications on Employability is a relevant topic because every person comes from a certain financial/socio-economic backgrounds themselves, and typically everyone wants to be employed at some point. The research will open the reader’s eyes into the advantages or disadvantages of coming from certain backgrounds, and sometimes the truth can be harsh. The potentially harsh truth of the research will hold validity to the reader, and give them something to work with themselves to counteract such harsh truths from affecting their own lives. To summarise my last paragraph, the reader will hold a personal similarity with the research somewhere down the line because everyone has their own background they can relate to. The research can be confusing and frustrating to the reader, but there are benefits to this topic being explored, and I will cover those now. 2) What benefits will the research have on the industry/society? Before going into the benefits of the research, I feel it is appropriate to say that the research can only benefit the industry/society if it is noticed. By this I mean that all the research in the world can be done on a topic, but if nobody reads it or sees it, or inspires someone to put the research into an outcome, it will not benefit anybody. With that said let us get to the benefits, the research is based upon employability and social-class, the topic is broad and covers a lot of grounds. The first and foremost obvious form of benefit would be an increase in knowledge on the topic for the society, with increased knowledge people are more comfortable with understanding the topic and how to get more from it. You read "‘Social-Class and the Link with Employability’" in category "Essay examples" For example, should the government be informed of the research on employability and social-class, it may spur them on to solving the problems of unemployment with creating schemes or models, as both topics are amongst the government’s list of problems to resolve in the UK. Where the government could step up would be in education centres like primary and secondary schools and certain colleges, ensuring those students who come from financially struggling backgrounds have an equal chance of success in their future as their peers, who are better off. A statistic from Labour Force Survey (2011), shows that a staggering 20% of 16-24 year olds are classified as NEET (Not in education, training or Employment). (BBC, 2011) That’s approximately 1/5th of all teenagers and young adults essentially doing nothing with their lives in terms of employment, for one reason or another. Let us compare that figure with the statistic that nearly 50% of children who claim free school meals achieve no GCSE passes above a D-grade, (Cassen and Kingdon, 2007). This existent research has helped to create charitable (non-government funded) services such as FirstTeach to prevent these statistics increasing. By the government being notified of the research it may increase the likelihood of the government bettering the educational system to ensure that there are no students left without, simply due to their financial backgrounds. I understand that there are other variables that will affect a student’s chances of success, but the current statistics are appalling and the knowledge increase can bring about a resolution. Without getting too philosophical in terms of whether there are benefits of increased knowledge to mankind, let us consider this research to be done in an altruistic sense to help those who aren’t going to succeed or their chance of success is hindered. Another benefit to the industry from conducting the research is to help those existing educational improvement foundations which use the statistics and research to fuel their business goals, or even use them to motivate people to join. As already mentioned, one service that set out to provide every chance of success to students whose socio-economics background is limited is TeachFirst, they employ graduate students to teach. Founded in 2002 they have built their way up the ladder to being 4th in the Times graduate employers, whilst the teachers they employ have helped hundreds of thousands of students achieve success (FirstTeach, 2013). In terms of making an impact on employment and social-class issues, they are killing two birds with one stone. They help under-privileged younger students whilst employing graduates. Services like this will benefit from the research through relaying back to graduates to motivate them to join, ultimately growing and helping more and more younger students. A potential outcome of this research is that it ends up in the eyes of an inspired individual who wants to give back to the community; they set up their own version of TeachFirst and go about helping younger students, even though an extreme instance it would not be able to come about without the topical research. Ultimately the aim of this research is to bring to realisation the problems that lower-class/socio-economically disadvantaged students may face, and to then improve the employability and prospects of those students. 3) Literature Review The idea behind writing a literature review when writing research is to understand what is already known about the subject you are going to be researching, it helps to show where the existing knowledge is strong or weak and what other author’s mistakes in the field were. On top of these it can also help to inspire the researcher and develop their research direction more if their precise question of research is not yet set in stone. (A. Bryman, E. Bell. 2011). Whilst reviewing the literature on graduates employability based on social-class, it became evident that a set of particular trends were continuously showing up throughout the research, interestingly my original considerations of what would be a factor affecting employability was matched slightly (employer’s wish to hire the best people from the best socio-economic background), but with other interesting factors. The major trends involved with the literature are broken down as follows: Students from a disadvantaged socio-economic background/lower social-class lacked the same level of confidence as their advantaged peers, students from a lower social-class struggled to build there CV/employability with voluntary work experience due to funding and availability and students who aren’t a custom to having the middle/upper-class role models found it difficult to associate themselves with those higher level jobs, e. g. ad no contacts in a professional field and had no one they could relate to/look up to back home. As there are similarities throughout the literature, there are also common limitations to the research, which are equal throughout the reading also. I go into further details of this literature below. Since employability and social-class/socio-economic background take on such a wide range of factors and variables, to save word space this literature review is going to look mostly at graduates employability status and their socio-economic backgrounds and ‘social class’ factors whilst at university. Considering the statistics that were written earlier, it is argued that there is a correlation between social class and employability, particularly from a younger age (taking into account the school meals and pass rates). Greenbank and Hepworth’s research that took place highlighted three key areas for a graduate’s employability; those were financial issues, networks and values. They stated that usually financial issues that lower-class students were faced with is the availability to do un-paid voluntary work to boost their CV, however not being able to do so, due to working paid part-time jobs to have some income that just get them by. Ultimately this is not increasing their employability. However their study showed that in this report’s circumstance it was not the financial issues that prevented them from working voluntarily, but more that the lower-class students did not realise that employers valued that type of experience. In terms of ‘networks’ the rationale of their study was that working class students were disadvantaged in the graduate market because they lacked the presence of social capital, unlike their middle-class peers who were more frequently around professionals and the lack of a ‘role-model’ meant the students desire and optimism to reach such a level was lower. (P. Greenbank, S. Hepworth, 2008). However, there are limitations to this research, the first major one being that the research was taken place at one individual university institution, to make their research more viable on a wider-spread case they would have to involve other universities, maybe other local universities to get an area specific set of data. There is already controversy on certain universities holding higher or lower amount of distinct social-classes. A Similar result was found by Cheri, their analysis which was constructed from a survey and HESA statistics, on ‘the factors determining graduate employability and how these effect employment prospects of students from lower socio-economic backgrounds, from ethnic minorities and mature students’. Their findings establish graduates from socially-disadvantaged groups do less well in employability due to the institutions they attend, the subject choice of study, the class of the degree they obtain and the entry qualifications the higher education (GCSE, A-Level). The analyses also showed that regardless of those factors being controlled for, socio-economic background will have an effect upon employment. Similar to Greenbank’s findings, Cheri found graduates that participated in substantial work experience whilst in higher education had employability benefits to all students, however the type of work that differed between the lower-class and socio-economically disadvantaged and he middle-class resulted in work experience being obtained but not really useful in terms of boosting employability. To conclude their findings, socio economics background, ethnic background and age all had indirect effects upon employability through the institution such as type, subject of study, entry qualifications and degree classification. Even when the above factors were controlled for, those with a disadvantaged socio-economic background were still not doing as well as their middle-class and above peers. Inclusive is a table (table: 1) which represents ‘factors which are associated with successful employment outcomes’, it clarifies that the socio-economically advantaged student has an employability advantage over their disadvantaged peers, as they are able to access the employment outcomes easier. I have also included a chart (chart: 1) which represents ‘the effects of social origin on the graduates’ labour market situation’; it highlights factors which are likely to have a direct relationship between biographical background and employability. The chart includes parent’s social status and education, ethnicity and age of entry as determinants to ‘success’ in the labour market. (Cheri, 2002). As with Greenbank’s research, this study was taken out on a single university this time it was the Open University. Although the research is extensive, it is very singular, and the research would be made more wide-spread viable if it was conducted in various institutions, it was also taken in a questionnaire form which has potential limitations of students not telling the complete truth in their answers due to embarrassment or fear e. . not wanting to admit they come from a disadvantaged background. There is further clarification of lower social classes being disadvantaged in Forsyth Furlong’s research on socio-economic disadvantage in further and higher education. Their theorem and research was that lower social class members of the UK typically lacked confidence to go after more prestigious courses o f study or qualification and almost tolerated going for a less advanced course. They argued that certain lower-class students didn’t pursue the longer period courses (Architecture or nursing which are 5+ years in some institutes) simply because the student didn’t want the extra years of debt, and the way the student finance support was set up Forsyth claimed the research showed ‘the current student finance policy tends to push the most talented disadvantaged school-leavers towards courses well below their full academic otential’ This research backs up the already existent evidence (Cheri, Greenbank) that lower social-classes are disadvantaged for various reasons, each researcher has mentioned some slightly different reasoning. Inclusive of the research which showed that a high percentage of upper-class students were studying a degree by the time they had left school (70% studying a university degree, 15% Not studying at all and 15% studying a HND), these figures showed that the lower-class students had a lot of competition, paired with their employability disadvantages meant for a hard time post-university to get ahead in the labour market. The Bar graph was created from a study with 198 full-time students. (Forsyth, 2003) This research was more widespread unlike Greenbank and Cheri’s, as this was a continuation of research already conducted from 1999, this brings about a limitation that the previous research could have changed from that time making it out of date, and this research was then based off that out of date work. The research was taken out on around 400 pupils who had left secondary school in 1999, this meaning that they were basing results on what that graduate year had done with their lives after school. Limitations present here would mean that it could be coincidental that certain social-class backgrounds of that graduate year went onto university and those with lower social-class aren’t in education or at a degree level of education. Below are some charts and tables to further clarify what has been written in the literature review. Tables and Document Related Charts Chart: 1 (Cheri, ‘the effects of social origin on the graduates’ labour market situation’, 2002) Table: 1 (Cheri, ‘factors which are associated with successful employment outcomes’, 2002) Bar Graph: 1 (Forsyth, Social class and final destination. 2003) Bibliography Alan Bryman, E. B. , 2011. Business research Methods. New York: Oxford. Alan Bryman, E. B. , 2011. Business research Methods. New York: Oxford, Chapter 4, Page: 103. Andrews, J. Higson. H. (2008). Graduate Employability, â€Å"Soft Skills† Versus â€Å"Hard† Business Knowledge: A European Study. Higher Education in Europe, 33(4), 411-422. Doi: 10. 1080/03797720802522627 BBC, 2011. ‘NEET’ youths figure at second-quarter high. [Online] Available at: http://www. bbc. co. k/news/education-14644613 [Accessed 13 March 2013]. Cassen, R. Kingdon, G. (2007). Tackling low educational achievement. Joseph Rowntree Foundation (pp. 1-94). London. Cheri, I. (2002). Access to what: analysis of factors determining graduate employability, a report to the HEFCE by the centre for Higher, (November), 1-8. Cheri, I. (2002). Access to what: analysis of factors determining graduate employability a repo rt to the HEFCE by the centre for Higher, (November), 1-8. Page 8, Table 1: ‘Factors which are associated with successful employment outcomes’ Cheri, I. (2002). Access to what: analysis of factors determining graduate employability, a report to the HEFCE by the centre for Higher, (November), 1-8. Page 13, Chart 1: ‘The effects of social origin on the graduates’ labour market situation’ City And Law Leaflets, (2013), TeachFirst ‘The challenge starts here’, London. (Published: 2013) [Online] Available at: http://www. teachfirst. org. uk/TFhome [Accessed 13 March 2013] Forsyth, A. , Furlong, A. (2003). ‘Losing out? Experience in further and higher education’. Joseph Rowntree Foundation, The Policy Press (pp. 1-68). Bristol Forsyth, A. Furlong, A. (2003). ‘Losing out? Experience in further and higher education’. Joseph Rowntree Foundation, The Policy Press (pp. 1-68). Bristol, Page 13, Figure 3: Social class and ‘Final’ Destination. Greenbank, P. Hepworth, S. (2008). Working class students and the career decision-making process. (January) McQuaid, R. W. Lindsay, C. (2005 ). The concept of employability. Urban studies, 42(2), 197-219. DOI: 10. 1080/0042098042000316100 TeachFirst, 2013. ‘Our history’ [Online] Available at: http://www. teachfirst. org. uk/ourhistory/ [Accessed 13 march 2013] How to cite ‘Social-Class and the Link with Employability’, Essay examples

A Picture of Dorian Gray by Oscar Wilde Essay Example For Students

A Picture of Dorian Gray by Oscar Wilde Essay Oscar Wilde, author of The Picture of Dorian Gray, makes Basils life change drastically by having him paint a portrait of Dorian Gray and express too much of himself in it, which, in Wildes mind, is a troublesome obstacle to circumvent. Wilde believes that the artist should not portray any of himself in his work, so when Basil does this, it is he who creates his own downfall, not Dorian. Wilde introduces Basil to Dorian when Basil begins to notice Dorian staring at him at a party. Basil suddenly became conscious that someone was looking at . turned halfway around and saw Dorian Gray for the first time Wilde 24. Basil immediately notices him, however Basil is afraid to talk to him. His reason for this is that he does not want any external influence in life Wilde 24. This is almost a paradox in that it is eventually his own internal influence that destroys him. Wilde does this many times throughout the book. He loved using paradoxes and that is why Lord Henry, the character most similar to Wilde, is quoted as being called Price Paradox. Although Dorian and Basil end up hating each other, they do enjoy meeting each other for the first time. Basil finds something different about Dorian. He sees him in a different way than he sees other men. Dorian is not only beautiful to Basil, but he is also gentle and kind. This is when Basil falls in love with him and begins to pai nt the picture. Basil begins painting the picture, but does not tell anyone about it, including Dorian, because he knows that there is too much of himself in it. Lord Henry discovers the painting and asks Basil why he will not display it. Lord Henry thinks that it is so beautiful it should be displayed in a museum. Basil argues that the reason he will not display the painting is because he is afraid that has shown in it the secret of his soul Wilde 23. This is another paradox because he has not only shown the secret of his soul, but the painting eventually comes to show the secret of Dorians soul also. In the preface to The Picture of Dorian Gray, Wilde explains that to reveal art and conceal the artist is arts aim Wilde 17. Basil realizes that he has not concealed himself in the painting and therefore feels the painting is not worth anything. After Lord Henry sees the painting, he asks to meet Dorian. Basil says that would not be good because his influence would be bad Wilde 31. Basil is correct in saying this because Lord Henry is the main person who helps Dorian to destroy himself. Lord Henry disregards Basils request and meets Dorian anyway. This is the beginning of the end for both Dorian and Basil because Lord Henrys influence pollutes Dorian. Lord Henry taunts Dorian and continues to remind him of all the sin that is building up  and that even though his body is not aging, his soul is deteriorating fast. When Basil notices that Dorian has not changed physically in many years, he is curious to know how Dorian stayed beautiful, but also wants to know why Dorian has changed so much emotionally. Basil does not have the painting on display, but rather keeps it in the attic. When Dorian comes over one day, he and Basil are talking when Basil asks, I wonder do I know you? Before I could answer that, I should have to see your soul. Wilde 216 Dorian goes into a rage and takes Basil upstairs to see his soul which is concealed in the painting. When Basil sees the painting which is bloody and atrocious looking, he cannot believe that he painted it. Dorian reassures him that it is indeed Basils painting. In that painting is all of Dorians hate, fear, and sadness reduced onto a canvass. .u19e8f76bdafd8e0572824edf1e1ac676 , .u19e8f76bdafd8e0572824edf1e1ac676 .postImageUrl , .u19e8f76bdafd8e0572824edf1e1ac676 .centered-text-area { min-height: 80px; position: relative; } .u19e8f76bdafd8e0572824edf1e1ac676 , .u19e8f76bdafd8e0572824edf1e1ac676:hover , .u19e8f76bdafd8e0572824edf1e1ac676:visited , .u19e8f76bdafd8e0572824edf1e1ac676:active { border:0!important; } .u19e8f76bdafd8e0572824edf1e1ac676 .clearfix:after { content: ""; display: table; clear: both; } .u19e8f76bdafd8e0572824edf1e1ac676 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u19e8f76bdafd8e0572824edf1e1ac676:active , .u19e8f76bdafd8e0572824edf1e1ac676:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u19e8f76bdafd8e0572824edf1e1ac676 .centered-text-area { width: 100%; position: relative ; } .u19e8f76bdafd8e0572824edf1e1ac676 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u19e8f76bdafd8e0572824edf1e1ac676 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u19e8f76bdafd8e0572824edf1e1ac676 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u19e8f76bdafd8e0572824edf1e1ac676:hover .ctaButton { background-color: #34495E!important; } .u19e8f76bdafd8e0572824edf1e1ac676 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u19e8f76bdafd8e0572824edf1e1ac676 .u19e8f76bdafd8e0572824edf1e1ac676-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u19e8f76bdafd8e0572824edf1e1ac676:after { content: ""; display: block; clear: both; } READ: In Drown, author presents readers with an impoverished group of characters through harsh, but vivid language EssayWhen Dorian sees the picture, he blames Basil for it and picks up a knife laying on a nearby table and stabs Basil. He then takes the knife and stabs the painting in the heart, killing his soul, and returning the painting to its original form. Wilde constructs this in an interesting way because after Dorian stabs the picture, which is a representation of his soul, Wilde shows Dorian laying on the ground, wrinkled and disgusting, with a knife in his heart. Wilde did this to show that when Dorian stabbed the painting, he was actually stabbing himself. Oscar Wilde first portrays Dorian Gray as a sweet, sensitive man whom everyone admires. When Basil, however, began admiring Dorian, he changed. Lord Henry moved into his life, and the painting showed a form of beauty that he could never be able to achieve again in real life without the help of magic. With this, Dorian conceals his morbid soul with the painting and continues living as beautiful as he ever was, physically, but spiritually he is rotting inside. Wilde creates an animal out of the seemingly perfect man and has him destroy himself and his friends along with him. All of this happened because of the picture of Dorian Gray.

Unsung Heros Women Who Served In free essay sample

The Armed Forces In Wwii Essay, Research Paper There are many obscure heroes who served in World War Two. For my research, I will research some of the many ways in which brave adult females served in the armed forces. I will look into the undermentioned inquiries: how they were recruited ; what types of obstructions, barriers and/or bias they encountered ; what types of occupations or responsibilities were available to them ; and what type of intervention they received in the armed forces every bit good as in the populace sector. Womans played a major portion in war attempts of World War Two, they were instrumental in maintaining the peace, transporting goods, every bit good as helping the military mans in the field. They served in every theatre of the war and in served many traditional every bit good as untraditional functions. Harmonizing to Grunhitz-Hoyt, adult females who served in traditional functions frequently received better intervention than those who were in untraditional 1s. We will write a custom essay sample on Unsung Heros Women Who Served In or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page ( sixteen ) More than a twelvemonth before the U.S. entered WW II the military realized that it would necessitate big Numberss of adult females to manage clerical, communications and other support maps. The War and Navy Departments hired adult females between June 30, 1940 and 1941. After the bombardment of Pearl Harbor the armed services found they needed adult females under military control, adult females they could delegate where needed. Patriotism was high, adult females were proud to hold the chance to function. They knew that they were responsible for assisting the United States win the war. ( Gruhzit-Hoyt ) During the early old ages of World War Two adult females were recruited to function in many ways American adult females served in the undermentioned subdivisions of service during World War Two: Army # 167 ; Army Nurse Corps # 167 ; Woman Army Corps/Woman s Army Auxiliary Corps # 8211 ; WACS/WAACS Air force # 167 ; Women s Airforce Service Pilots WASPS Navy # 167 ; Navy Nurse Corps # 167 ; Women Appointed For Voluntary Emergency Service # 8211 ; WAVES Marine Corps # 167 ; US Marine Corps Women s Reserve # 8211 ; Marinettes Coast Guard # 167 ; United States Coast Guard Women s Reserve SPARS During World War Two, about 400,000 American military adult females served stateside and abroad. ( Littoff A ; Smith 35-36 ) Recruitment Requirements # 167 ; In order to be considered for hitch in any subdivision of service appliers had to be United States citizens and be between the ages of 21 and 45. For most subdivisions of the service she could hold no dependants, be at least five pess tall, and weigh 100 lbs or more. ( Bellafaire ) # 167 ; Merely registered nurses were eligible for military service. ( Bellafaire ) # 167 ; WASPS recruits had to be at least 21 old ages old and could non hold kids under 14. WASPs were accepted every bit immature as 18 if the adult female had a pilot # 8217 ; s licence and flight experience. She besides had to go through a personal interview and rating. The bulk of the WASPs were white with the exclusion of two Chinese-American adult females who were accepted into the plan. ( Merryman 14-15 ) Womans who served in the armed forces were faced with many obstacles/prejudices and barriers some of these include: # 167 ; Disapproval from parents who did non believe that their girls should enlist, and from people who believed that # 8220 ; nice misss # 8221 ; didn # 8217 ; t serve in the armed forces. ( Gruhzit-Hoyt 4: sixteen, ten ) # 167 ; Even though the military asked for their service, adult females did non happen it easy to subscribe up. Black adult females faced the biggest barriers. Because of racial favoritism, they weren # 8217 ; t even allowed into the station offices to pick up applications for service. ( Moore 2 ) # 167 ; Service chances for African American adult females were really limited due to the fact that many subdivisions of the service refused to acknowledge them. African American adult females had no other pick but to fall in the Army because that was the lone subdivision of the service that would acknowledge them. ( Moore 2 ) # 167 ; As stated by Martha Settle Putney, African American adult females were faced with segregation, bias and barriers in the armed forces that most white adult females who served didn T face. Regardless of her rank she would be segregated from the white military personnels, given inferior lodging and even officers would be barred from entry into white officer s nines. ( Brokaw 185-90 ) # 167 ; Womans were subjected to sexual torment and attempted colzas. ( Meyer 100-121 ) # 167 ; There was a dual criterion in respect to fraternisation between work forces and adult females in the service. For illustration, if a adult female dated or married a military man she would be punished. But the military man would non have any penalty at all. ( Gruhzit-Hoyt 128-134 ) # 167 ; They found that opportunities for transportation and publicity were highly limited, and many adult females served throughout the war at the stations to which they were ab initio assigned. ( Bellafaire ) # 167 ; The imperativeness and media frequently made onslaughts on adult females who served in the armed forces, sometimes picturing them as tribades or scatterbrained females. ( Meyer 113 ) Job Duties and Assignments Harmonizing to Gruhzit-Hoyt, Women had limited picks for functioning in World War II. Womans who served in traditional functions such as nursing and Red Cross places received the best intervention. Womans who worked in extremely specialized occupations such as the Office of Strategic Services where educational degrees were high besides received better intervention. ( 4: sixteen ) Gruhzit-Hoyt studies that they continued to be # 8220 ; file clerks, office workers, cooks, and bakers ; they besides worked as car mechanics, truck drivers, and pilots, wireless operators and cryptographers. # 8221 ; They shortly became competent in these occupations, enabling the work forces to function in combat, which was one of the primary intents of adult females # 8217 ; s enlisting. ( 4: xvi-xvii ) Despite the prohibition against adult females functioning in designated combat zones, the lines of combat and noncombat countries blurred for some of the adult females. WACs following the ground forcess into enemy districts throughout Western Europe and into Germany, found themselves endangered by snipers and enemy bombardments. Red Cross adult females encountered these same menaces. ( 4: nineteen ) Nurses Harmonizing to Gruhzit-Hoyt, merely registered nurses were eligible for military service. The Army Nurse Corps included 5,433 adult females with 823 adult females in the Navy Nurse Corps at the clip of the bombardment of Pearl Harbor. At war # 8217 ; s terminal, 54,291 adult females were in the Army Nurse Corps and 11,086 in the Navy Nurse Corps. A sum of 76,000 adult females served as military nurses during the War. ( 8:12 ) Nurses served in veteran s infirmaries, combat bearers, and overseas. These adult females were responsible for the attention of ill and injured military mans they frequently had really limited field equipment and were forced to do due with the supplies that they had at manus. They worked long hours sometimes up to 18 hours a twenty-four hours during times of crisis. These adult females were frequently at great hazard of danger themselves, during the war 201 Army nurses died in action. Army nurses in Manila worked through the Nipponese bombardments and some became captives of war for the balance of the war. The Germans shot down one Army flight emptying nurse in Europe who became a captive of war. ( Gruhzit-Hoyt 2:4:70 ) WACS/WAACS # 167 ; Initially most WACS/WAACS worked as file clerks, typists, amanuensiss, or motor pool drivers, but bit by bit each service discovered an increasing figure of places WACS/WAACS were capable of make fulling. By January 1945 merely 50 per centum of WAC S held traditional assignments such as file clerk, typist, and stenographer. ( Meyer 74-99 ) # 167 ; Womans were assigned as conditions perceivers and predictors, cryptanalysts, wireless operators and maintenance mans, sheet metal workers, parachute riggers, link trainer teachers, bombsight care specializers, aerial exposure analysts, and command tower operators. ( Gruhit-Hoyt 62-99 ) # 167 ; Harmonizing to Bellafaire: Womans assigned to the Ordnance Department calculated the velocity of slugs, measured bomb fragments, assorted gunpowder, and loaded shells. Others worked as draughtsmans, mechanics, and linemans, and some received preparation in munition technology. Many of the WAACs assigned to the Transportation Corps processed work forces for assignment overseas, managing forces files and publishing arms. WAACs served as boat starters and categorization specializers. WAACs assigned to the Chemical Warfare Service ( ASF ) worked both in research labs and in the field. Some adult females were trained as glass blowers and made trial tubings for the Army # 8217 ; s chemical research labs. Others field tested equipment such as walky-talkies and appraising and weather forecasting instruments. The 250 WAACs assigned to the Quartermaster Corps ( ASF ) kept path of reserves of supplies scattered in terminals across the state. Their responsibilities included review, procurance, stock control, storage, fin ancial inadvertence, and contract expiration. Over 1,200 WAACs assigned to the Signal Corps ( ASF ) worked as telephone patchboard operators, wireless operators, telegraph operators, cryptanalysts, and exposure and map analysts. WAACs assigned as lensmans received preparation in the rules of developing and publishing exposure, mending cameras, blending emulsions, and completing negatives. Womans who became map analysts learned to assemble, saddle horse, and construe mosaic maps. WAACs within the Army Medical Department ( ASF ) were used as research lab, surgical, X-ray, and dental technicians every bit good as medical secretaries and ward clerks, liberating Army nurses for other responsibilities. # 167 ; WAACs assigned to Army Ground Forces frequently felt unwelcome and complained of the intensive subject imposed upon them. ( Bellafaire ) # 167 ; WAACs found that opportunities for transportation and publicity were highly limited, and many adult females served throughout the war at the stations to which they were ab initio assigned. ( Bellafaire ) White anglo-saxon protestant Harmonizing to Gruhzit-Hoyt and Merryman, during the early months of World War II, there was a critical deficit of male pilots. America # 8217 ; s taking adult female pilot, Jacqueline Cochran, convinced the Chief of the Army Air Forces, General Henry Arnold, that she could convey together a corps of adult females pilots. If given the same Army Air Force winging preparation as that given to the AAF male plebes, the adult females would be every bit capable of winging military aircraft and could alleviate male pilots needed for combat responsibility. ( Gruhzit-Hoyt 4: sixteen, nineteen ) . As Merryman illustrates, WASPS were considered civilian voluntaries during their biennial term of responsibility. Merryman quotes former WASP Madge Rutherford Minton: We had no insurance. We got $ 250 a month to wing the most unsafe and heaviest aeroplanes that were deployed by the United State Air Forces. We had to pay our ain board measure ; we bought our ain uniforms. ( Merryman 6 ) , # 167 ; The WASPS were an elect group, merely 1,830 of 25,000 adult females voluntaries who applied were accepted for pilot preparation. WASPS received the same preparation as their male opposite numbers. ( Lisowski ) # 167 ; Missions included ferrying aircraft, towing marks for unrecorded air-to-air gunnery pattern and unrecorded anti-aircraft heavy weapon pattern, simulated strafing and dark tracking missions, flight testing aircraft, fume laying, wireless control winging, transporting lading and forces and functioning as instrument and flight teachers for Army Air Force plebes. ( Grunhzit-Hoyt 150 52 ) ( Merryman 1-13 ) , # 167 ; Conflicting grounds exists about the intervention of the Women Airforce Service Pilots ( WASP ) . Gruhzit-Hoyt studies that the WASP units were treated better than adult females in many other places since adult females pilots had frequently logged more hours than the work forces they worked with. ( 4: sixteen, nineteen ) . Merryman tells a different narrative, she reports that opposition was strong against the WASP and this may hold accounted for some of their deceases. Women pilots who towed marks reported artilleryman trainees shot intentionally at the planes ensuing in the surrenders of some WASPs who feared for their lives. ( 51-61 ) # 167 ; Thirty-eight WASP S lost their lives while functioning their state as military pilots. ( Lisowski ) American Red Cross During World War II, the adult females of the Red Cross played an of import function. The Red Cross helped the wounded with assistance and medical intervention. The Red Cross canteens welcomed American military personnels. The Red Cross would handle and bind up the hurt soldiers. Army nurses and Red Cross infirmary workers set up field and emptying infirmaries. The American Red Cross drove clubmobiles to stray outstations to give out java and doughnuts to the soldiers. Many Red Cross nurses were wounded and killed while salvaging the lives of hurt soldiers, and some were taken as captives. ( Gruhzit-Hoyt 220-248 ) The Disbanding of the Auxiliary Unit of measurements By the terminal war the subsidiary subdivisions of the service were disbanded, adult females who had served in all subdivisions of the service stateside and relieved or replaced work forces for combat responsibility overseas were relieved of their responsibilities. Most with the exclusion of the WAC s were denied full miltiary position and were non eligible for the benefits such as the G.I. Bill to pay for schooling, low involvement lodging loans or VA benefits. They were non considered veterans, merely subsidiary units. ( Meyer 182 ) Harmonizing to Meyers, it would take several old ages after World War II for adult females to procure a lasting topographic point in the state # 8217 ; s Armed Forces. The Armed Forces Integration Act in 1948 led the manner for the adult females of the sixtiess and 70s to spread out their functions in the Army and take up the battle in the other military services. These adult females paved the manner for future coevalss of adult females non merely in the armed forces but in the populace sector as good.

Demonstration Speech Essays

Demonstration Speech Essays Demonstration Speech Essay Demonstration Speech Essay Public Speaking Assignment #1- Introduction Speech Cat Downs TOPIC: THE SUCCESS OF SHAWN COREY CARTER SPECIFIC GOAL:  Ã‚  I want my audience to know about Shawn Corey Carter INTRODUCTION 1-(ATTENTION GETTER): Hello everyone 2-(CREDIBILITY STATEMENT): I have research on our Guest speaker, and I familiarize many of his achievements. Possibly but uncertain if you know about our guest speaker, if not it will be the speech of a lifetime. 3-THESIS: This evening, I will introduce you to an entrepreneur and an artist/Producer. BODY 1-(1ST MAIN POINT): He is a caring man A- He teamed up with United Nations Secretary-General Kofi Annan, and an important cable network MTV to bring water to the kinds of countries that don’t have water. B- Shawn JAY-Z Carter and Sean P Diddy Combs join together to donate $1 million to the American Red Cross to help the victims and refugees of this national disaster call Katrina. Transitional statement: I talked about how the topic that would effect you, I will now talk about our guest speaker’s expertise. 2. What makes this speaker an expert? He has global experience and expertise in its success as an entrepreneur, and he is very popular around the world as a Hip Hop artist. A- CEO of Def Jam Recordings and Roc-A-Fella Records. He co-owns The 40/40 Clubs and the New Jersey Nets NBA team. B-The New York Times announced that Jay-Z is on the verge of a partnership with Live Nation for $150 million - among the most expensive contracts ever awarded to a musician C-He owns his own record label, clothing line and movie production company generating almost half a billion dollars a year in sales. Armadale Vodka. D- First hip Hop artist to signed a $1 million shoe line with Reebok. E- His works which include many records, articles, movies are best sellers nationwide. F- He is recognize in the United States, and around the world, as the best hip-hop lyrist alive. Transitional Statement: Now, that I have talked about the speaker’s expertise, let’s now talk about the topic our guest speaker will discuss. 3-What topic will he discuss? You are in a treat for some interesting topics, Our speaker’s topic is â€Å"How smartly you can increase your wealth†. A-The topic is one that the speaker specialty. B- Business matters of the choices he made. He will provide a lot of scenarios. Transitional Statement: Now, that we have covered our speaker’s topic , let me tell you what makes this topic important. 4-(what event or occasion will soon make this topic important) Next month, he iso planning on owning a major European soccer team. A- That soccer team is a well known sport team in Europe. B-There will be some update about that soccer team in the tournament. CONCLUSION -(Restate thesis): Today I am going to introduce you to Sean Corey Carter also known as Jay-Z 2-(Catchy phrase): Put your hands together and let me bring out Jay-Z BIBLIOGRAPHY Books The People’s Book †Mike Phillip† Success of Hip Hop Artist May 1, 2005: XXL Books Articles The Island Def Jam Article Staff. † Aid after Katrina to New Orleans from Hip Hop Artist† Jan 2, 2008: Def Jam news Internet Sources Wikipedia (the free encyclopedia) â€Å"Protected user† Biography of Jay-Z 1994-Presentwww. wikipedia. org/wiki/Ja-Z

Majoring in Finance in College or Business School

Majoring in Finance in College or Business School Why Major in Finance? Majoring in finance is a good option for students who want to have numerous job opportunities after graduation. Finance is the management of money, and since nearly every business seeks to make money, you could say that finance is the backbone of any business. The annual PayScale College Salary Report  often ranks finance as one of the most lucrative majors, particularly at the MBA level.   Educational Requirements for the Finance Field Some entry-level positions, such as bank teller at a small bank, may only require a high school diploma or the equivalent, but most jobs in the finance field will require you to hold a finance degree. An associate degree is the minimum requirement, but a bachelors degree is more common. If you would prefer to work in a more advanced positions, such as management positions, a specialized masters degree or MBA degree will help you achieve that goal. These graduate-level programs allow you to delve deeply into the topic of finance and acquire advanced experience in the finance field. The highest degree that finance majors can earn is a doctorate degree. This degree is best suited for individuals who want to work in research or education at the postsecondary level.   Programs for Finance Majors Almost every business school, as well as many colleges and universities, offer finance programs. If you have a career path mapped out, your best bet will be to search out finance programs that churn out the type of graduates your desired employers look for. You may also want to compare some of the different finance programs that are out there. For example, you could earn a general finance degree or a finances of finance-related degrees include: Accounting Degree  - Accounting is the study of financial reporting and analysis.  Actuarial Science Degree  - Actuarial science is the study of how math and science can be applied to risk assessment.Economics Degree  - Economics is the study of production, consumption, and wealth distribution.  Risk Management  Degree - Risk management is the study of risk identification, assessment, and management.Taxation Degree - Taxation is the study of tax assessment and preparation.   Coursework for Finance Majors Business majors  who specialize in finance will study many different things over the course of their academic career. Exact courses will depend on the school and the students area of focus as well as the level of study. For example, a general finance program at the graduate level will touch on many different finance-related topics, while an accounting program at the undergraduate level will focus more heavily on accounting. Most  finance programs are designed to develop and improve  critical thinking  and  problem solving skills. Some of the courses that nearly all finance students take at some point in a degree program include: Mathematics - Basic math and more advanced math.Statistical Analysis - Statistics, probability, and data analysis.Financial Regulation - Finance regulation at the local, state, federal, and international level.Valuation - Evaluation and appraisal of worth.Risk and Return - Trade-off in investment decisions.Ethics - Principles that should guide and govern behavior in the finance sector. Careers in Finance After graduating from a quality finance program, business majors should be able to secure at least entry-level employment with banks, brokerage firms, insurance companies, corporations, and a variety of other organizations. Possible job titles include: BankerFinance OfficerFinancial AdvisorFinancial AnalystFinancial ControllerFinancial PlannerInsurance Underwriter

Portfolio Assessment Assignment Example | Topics and Well Written Essays - 1000 words

Portfolio Assessment - Assignment Example It first involves determining the actual existent state of a company of business. External and internal audits should be carried out to clearly bring out an understanding of an organization’s actual competency and the existing competitive environment. It will then become necessary to determine the most important goals for the company (Porter 2008, p. 89). Priorities should be set at this stage and it should be ensured that the strategic plan focuses on these priorities. Objectives should then be set in order to address any priority issues that may be existent. Accountabilities should then set so that communication becomes easier and the objectives are addressed at individual levels. The plan should then be reviewed over and over again due to the dynamic nature of the market. Strategic tools are the essential and most applied business solution tools that companies apply so as to achieve sustainable competitive advantage. Innovations and new developments only become successful if the resulting products and services can sell well. These tools are instrumental in analyzing the existing market, be it a niche, so as to create opportunities for serving clients with a wide variety of products that are more competitive and adapted to a dynamic market development as compared to the other competitors. Some of these tools include Porter’s 5 forces Model, The BCG Matrix, The SWOT Matrix, and The 4 P’s of the Marketing mix, Life Cycle Analysis, Ansoff Matrix, Maslow’s Pyramid and the 7-S McKinsey method. All these strategies are aimed at analyzing different aspects and levels of existence in an organization (Simerson 2011, p. 123). As such, not all these tools are applicable to any situations, thereby their effectiveness is limited to specific si tuations. The political factors of analysis involve government controls and rules in the effort of the company to keep up with the Environmental and Corporate Social

What factors influence a teenage mothers choice to breastfeed Essay

What factors influence a teenage mothers choice to breastfeed - Essay Example The said information was gathered through library-based qualitative research and then organized and analyzed to answer the research question which is the enumeration and discussion of the factors that influence the choice of teenage mothers to breastfeed. Breastfeeding is being promoted to the public as the main method in feeding infants. This can be attributed to the benefits that can be obtained for both the mother and the infant. Although this is considered as a readily available and natural method to use, breastfeeding remains to be unpopular in the United Kingdom. In fact based on studies, only approximately 40 to 60 percent of mothers are breastfeeding (NHS Centre for Reviews and Dissemination, 2000). The need to promote breastfeeding is based on the specific advantages that it can bring about for both the mother and the infant. One is the strengthening of emotional connection between the mother and the baby through the contact and the experience itself. Another benefit is based on the essence and definition of motherhood. This is because breastfeeding is an act that can only be done by the mother, thus, it reaffirms the bond. In another view, the mother can be benefited in the sense that breastfeeding can help restore her body shape prior to pregnancy which is commonly an important concern for women who undergone the experience of giving birth. Lastly, breastfeeding can be considered as an affordable method to child rearing with the added advantage of being good for the infant’s health and immune system (Black, Jarman and Simpson, 1998). With the said reasons and benefits, it is a concern that the percentage of mothers utilizing the method is still limited or less than wh at is expected. In relation to the view of the benefits of breastfeeding, it is deemed important to determine the factors that can affect the

Of Mice and Men - Curleys Wife Essay Example for Free

Of Mice and Men Curleys Wife Essay Curleys wife is the only women in the ranch, as we learned from the previous chapters, and is not given a name as she is seen as Curleys property. First destined to be an actress as she recounts to Lennie, Candy and Crooks, her chances were taken away by her mother who thought she was too young and she so ended up at the ranch by marrying Curley, concerned in getting away from her opportunity-breaker mother as soon as possible. From this we can already observe her high self-esteem, thinking it was only because of her mother that she didnt end up in acting, not because of her possible lack of great talent. But marrying Curley wasnt maybe finally the best choice. Confined almost all day in a two-by-four house, she has to listen to her men-hater husbands only conversation about what he is going to do to the fellows he doesnt like, or to support his non-care about her. She doesnt like him, says he is too selfish and proud of himself (we can notice that these are also two of her self-characteristics). These facts lead her to become lonely and hostile to men, regarding them as responsible for her bad situation. The only benefit she uses from her marriage is her superiority against the other men, being the wife of the bosss son and so having the power of having them fired, power from which she abuses, for example by forcing Lennie, Crooks and Candy to speak to her. This shows her manipulative and intelligent character but also her tremendous loneliness. She is mean, bitter and prejudiced against them (she calls them the weak ones, hobos, and discriminates them by treating them respectively of dum-dum, nigger and lousy old sheep), but she has an irrepressible need to talk to them.

The Pros and Cons of Massive Open Online Courses (MOOCs), Essays

An increasing number of universities and private companies are now offering free online college classes, many of which focus on computer science education. Technological advancements have enabled millions of students worldwide to participate in these free classes. This research paper will briefly describe the history of the Massive Open Online Courses (MOOCs), investigate the pros and cons of MOOCs as they relate to computer education and examine the potential ethical issues surrounding MOOCs. Free technical training and coursework, specifically MOOCs, provides the opportunity to bridge the higher educational divide and increase the technology skilled labor force but raise serious ethical concerns regarding intellectual property ownership and the privacy of personal information. The cost of a college education in the United States has increased 538% since 1985 (Jamrisko & Kolet, 2013). In the wake of the most recent recession, universities have seen their endowments shrink, public funding for state universities has decreased, the job market has diminshed and consequently, graduates are having a difficult time repaying their student loans (Yardi, 2012). As a result, there is a demand for more affordable higher education pathways. The creation of free, online college courses has provided a possible solution in the quest for an alternative to the traditional, expensive higher education path. The goal of free higher education for all is a lofty but admirable one. As the number of MOOC providers and course options increase, it is important to examine and critique the methods used to achieve this goal. Review of the Literature History of MOOCs Massive Open Online Courses (MOOCs) are online, tuition free courses that ... ...s? Retrieved from http://www.bostonglobe.com/business/2013/10/05/will-mooc-help-you-open-career- doors/pmjHbLCghsH0lEbulWC9VL/story.html Number of Students. (2014, January 17). Retrieved from https://www.coursera.org/about/community Robbins, J. (2013, March 25). The ethics of MOOCs. Retrieved from http://www.insidehighered.com/blogs/sounding-board/ethics-moocs Schmidt, P. (2013, June 12). AAUP sees MOOCs as spawning new threats to professors’ intellectual property. Retrieved from http://chronicle.com/article/AAUP-Sees-MOOCs-as- Spawning/139743/ Weigel, M. (2014, January 2). MOOCs and online learning: Research roundup. Retrieved from http://journalistsresource.org/studies/society/education/moocs-online-learning-research- roundup Yardi, Moshe. (2012). Will MOOCs destroy academia? Communications of the ACM, 55(11), 5.

Biographical Strategies Essay

The information of an author’s original life helps readers comprehend his literary work in a better way. Incidents in a literary work are often influenced by real events in an author’s life as if characters are the real persons known by the writer. By studying biographies of writers we often find that there is lot of biographical evidence to identify that character’s actions show author’s own activities and experiences in life. Having knowledge of the author’s own experiences can be easily gained by reading his biographies, diaries, letters, and other written works. This sort of information can assist to deeply understand how characters are portrayed in the narration. Similar events about writer’s life will not create the narration a well-written literary work, but this information makes clearer the origin of writer’s beliefs and his personal experiences convey his main concerns as a narrator. This information is a caveat for keeping the story in focus, a reader who finds biography is having connection with the theme would state that biography can at the very least help as a power on interpretation. Therefore, many readers believe that biography is helpful for interpretation. Analyzing â€Å"The Story of an Hour† by using Biographical Strategies Chopin’s â€Å"The Story of an Hour† represents a feel of a repressed wife’s on her husband’s death. She senses the feeling about the freedom from her husband. She gets a new sense of herself when she comes to know about of her husband’s death. Readers might be enticed to read this narration as Chopin’s explanation about her own marriage as her husband died 12-yrs before she wrote this story and 7-yrs before she started writing fiction properly. Biographers appear to acknowledge, however, that Chopin’s marriage was no doubt gratifying to her and that she was not pressurized by her husband and never felt suppressed. Furthermore, read this excerpt from her diary that is just one month after Chopin wrote the story. It is taken from â€Å"Kate Chopin: A Critical Biography† by Per Seyersted): â€Å"If it were possible for my husband and my mother to come back to earth, I feel that I would unhesitatingly give up everything that has come into my life since they left it and join my existence again with theirs. To do that, I would have to forget the past ten years of my growth  ¬Ã¢â‚¬â€ my real growth. But I would take back a little wisdom with me; it would be the spirit of perfect acquiescence. † This biographical evidence surely adds to the potential of interpretations. We, as a reader of â€Å"The Story of an Hour†, find that there is very much resemblance of the story with the real life of Chopin. In a Railroad disaster, the news of Brently Mallard’s death is received while his wife is young. Then, Mrs. Mallard imagines about her next life that would be a â€Å"free life†. These are some of the significant perspectives of the story that are also part of Chopin’s own life. Though, Chopin really loved her husband and wished to get him back again but it is also reality that she had very successful life that she spent freely after his death (Chopin). A reader, who doesn’t have any biographical knowledge about the Chopin’s own life, will understand the story in a different way. He may disagree with Mrs. Mallard’s vision of â€Å"free life†; but the reader who has biographical information of Chopin’s life will rebut that argument with a confirmation of Mrs. Mallard’s thinking. ? Works Cited Chopin, K. The Story of an Hour. 1894.

Foucault Questions Essay

What are the limitations? 2. What distinctions can be made between the ordering and controlling of leprosy and the plague? 3. What does Foucault mean by â€Å"rituals of exclusion† and â€Å"†disciplinary projects†? 4. How does the panoptic mechanism differ from a dungeon? What are the principal characteristics of each? What are the goals of each? 5. What importance does Foucault attribute to â€Å"visibility†? What role do visibility and invisibility play in panoptic structures of power? . Foucault states, â€Å"The plague-stricken town, the panoptic establishment – the differences are important. † What are those differences and how are they important? 7. In describing Panopticism, Foucault is meticulous in tracing the historical evolution of the panopticon as a disciplinary mechanism. What is his purpose in doing so? Why is he so careful? 8. Outline the major historical events Foucault cites. With what example(s) does Foucault begin? With wh at does he end? 9. What does Foucault mean when he says that disciplinary projects moved from the margins of society to the center? What is meant by â€Å"margin†? What is meant by â€Å"center†? What is the significance of this transition of discipline from the margins to the center? 10. What does Foucault mean when he says that societies of antiquity were â€Å"societies of spectacle† and modern societies are â€Å"societies of surveillance†? What are the differences? What historical events created such differences?

My Learned Philosophy and the Afterlife Essays

My Learned Philosophy and the Afterlife Essays My Learned Philosophy and the Afterlife Essay My Learned Philosophy and the Afterlife Essay In the beginning, I dreaded the fact of having to take a philosophy class. It all seemed preposterous to me. Then the final essay topic reflected several emotional responses in the beginning of the class. The Afterlife was only known to this student by means of religious teachings and not researched to the extent of whether or not the Afterlife matters in reference to how we live. How do we live if this unknown place actually exists? Initial readings in chapter assignments opened this student’s eye to a perspective on life that would not usually come up as a topic of discussion. Whether or not there is a God or one ultimate mover is something to struggle with as this student moved further into learning philosophy and its communicators. I have found that there really is not a straightforward answer on discovery or facts of the topic I chose. I found myself learning about philosophers like the great Aristotle. His teachings brought on the questions on everything that existed, the knowledge to find out what it means to be. I have tried to grasp his concepts and reflect this in my final paper. His sense of existence is relevant to me and how I will answer my topic’s questions. Moving further into the weeks I noticed that my thoughts on life changed. I no longer took many things for granted and saw my own life siting in the middle of materialism. This needed to change, the philosophical questions I now asked myself became complex. An example is one question in particular. How do I exist without the everyday â€Å"stuff† I think I need. I have found that existence is not physical but indeed a mental status with a physical body. Studying this helped me decide how to proceed with the research on the way I look at things and the Afterlife. How did others perceive it, this is my question to answer. I found that most of the philosophers I did not agree with but Descartes was not one of those. I still view him the same as I did weeks ago. I am a skeptic to say the least. I question all there is and look for solid proof. For me to write a paper on an unknown object or assumption of a place is challenging for me but have taken the task and hopefully will state matters and not just mere beliefs. Some of my philosophy is drawn to those Eastern influences we discussed but did not know my similarities until reading our chapters on the differences between Eastern and Western. I feel that I am a very spiritual person and hold life and its existence to a higher deity. I pray, I live, I die with honor that I have done all I can to better the lives of those around me. This will move me to a higher place when I die as some of the eastern philosophers believed. In conclusion, I wish to say that this class has taught me how to sit back and look around, question what I do not see and insist on proof of what I do see. I hope that my understanding of philosophy and what I got from taking this class stays with me and the truth will provide proof that the Afterlife is a guide for living. For truth is what we all seek, no matter how we get there and no matter where we end up.

Assignment #1 Example | Topics and Well Written Essays - 250 words

#1 - Assignment Example In addition, the efforts put by the government during the period also made citizens appreciate institutions in general. The article is of the assumption that since the terrorist attack the society perception of the social circles and institutions has never changed. In the article The Strange Disappearance of Civil America, the American population is created with an image that depicts its ignorance on social relationships. Different from ancient American social setting, the modern day society do not value the significance of creating social relationships. Putman acknowledges this trend to numerous factors that derail persons from participating in social activities (2). For instance, the author cites the increased role of women, economic constraints, family acquaintances and technologically based distractions. According to Putman the trend is growing (10). Children are more inclined to television and other technological advances thus ignoring the importance of social circles. With society preferences changing to suit more personal needs, the traditional social setting would never be embraced by the modern

Applied Business Research and Statistics Essay Example | Topics and Well Written Essays - 2000 words

Applied Business Research and Statistics - Essay Example But he realized that managers can select their favorite subordinates which can make the sample biased. So he put the id and name of each employee in excel sheet and created one extra corresponding column for each employee id which is filled by executing the function of random number. Then, selecting the top ten results after sorting the random numbers gives him unbiased sample. In above example, population could have been taken participation from each employee i.e. data is collected from each member of population. But the sample has been chosen as representative of population to draw the conclusion. Hence, the difference between results of two scenarios is evaluated by sampling error. Sampling error can be zero in some of the cases. If we have to take the opinions of all the engineers in above case, and sample takes the true proportion of 100% engineer. It can be stated in other way as if the sampling error is zero then the population is uniform or perfect representative sample of population is taken for research purpose. Let us take an example of nation which is combined unit of states. We can choose the random samples of states which can be further divided into smaller units like city from selected states. These cities can be clustered into smaller areas for observation. Researchers can define his pattern of selecting the sample data until data condition of observation is fully satisfied. 3) It is not possible to study the entire population and accessibility of them is time consuming and difficult For Example, Let us consider the case of preparing a list of all the customers from a chain of hardware stores. It is tedious task. But it is convenient to choose a subset of stores in stage one of cluster sampling which can be used for interviewing the customers from those stores in the second stage of cluster sampling. 34. Information from the American Institute of Insurance indicates the mean amount of life insurance per household in the United States is $110,000. This distribution follows the normal distribution with a standard deviation of $40,000. a. If we select a random sample of 50 households, what is the standard error of the mean b. What is the expected shape of the distribution of the sample mean c. What is the likelihood of selecting a sample with a mean of at least $112,000 d. What is the like