Thomas Jeffersons Presidency essays

Thomas Jefferson's Presidency essays It was a great joy of mine to live during the times of Thomas Jefferson. Having not ever met Mr. Jefferson was the one thing that I will forever regret. It was twenty-seven years ago in 1800 that Thomas Jefferson became President of this splendid land.1 It is still fictitious in my mind to think that Mr. Jefferson passed away seven months ago. My life through the years of Thomas Jeffersons Presidency consisted of days of learning, days of triumph, days of glory. Thomas Jefferson gained respect in my heart long before the controversial election of 1800. The Bill of Rights is the most powerful document in the world today. With it, we the citizens of the United States have several inalienable rights that cannot be taken from us. One must pray that future generations are able to hold on to these rights. Even before the Bill of Rights was created, Thomas Jefferson was hard at work with fellow countrymen drafting a Declaration of Independence.2 A gut feeling reveals to me that this document will be sacred in the lives of people in decades and centuries to come. Looking back on the year 1800 brings memories that will most likely never be forgotten in the future. For the first time in our short history, there was a tie in the Electoral College vote. The Federalist candidate Aaron Burr and Mr. Jefferson each had 73 electoral votes. When it was decided that Mr. Jefferson would hold the office of President, he reached out to the Federalists and agreed to put partisanship aside.3 On the 4th of March, 1801, Mr. Jefferson was inducted into office. The crowd of strangers who had thronged the city during the previous period of agitation had disappeared on the understanding that it was the pleasure of the President to be made the subject of no homage or ceremony. The city of Washington had been occupied as the seat of government but a few months only; the number of its inhabitants at this time did not exceed that of a small vi...

Taking Online College Courses to Earn a Degree

Taking Online College Courses to Earn a Degree Online college courses can help you earn a degree, improve your resume, or develop a new skill just for fun. If you’re  interested in starting online college courses, this article will help you get started. Taking Online College Courses That Lead to a Degree A growing number of students are taking online college courses to earn their degrees. Some students earn entire degrees online, some transfer traditional college credits to an online program, and some transfer credits from their online college courses to a traditional school. Online college courses are convenient and many can be taken asynchronously, making it possible to be enrolled in a course and engaged in discussions even though you do not need to log on to a website at a specific time. Online college courses in thought-heavy topics (such as English, humanities, math, etc.) tend to be more common than online college courses covering action-specific subjects. If you are interested in taking online college courses that lead to a degree, make sure that the school you’re choosing is properly accredited. Keep in mind that many traditional and online colleges do not easily accept credit transfers. If your plan includes transferring schools at some point, talk to counselors at both schools to make sure that your online college course credits will be approved.   Taking Online College Courses for Professional Development Even if you don’t want to earn an entire degree through the internet, you can take online college courses to improve your resume and develop skills that are valued in the workplace. You may choose to take online college courses ala carte. Or, you may enroll in an online professional development program. Many programs like the  Ã¢â‚¬â€¹Stanford Center for Professional Development allow students to take a sequence of shorter online college courses leading to a professional certificate in a subject like project management, computer security, information technology, or sustainable energy. Check with your workplace or experts in your field to see how a particular online college course will be received in your industry. For example, some computer certification courses that are highly coveted for secretarial work would be considered unnecessary for those employed in a managerial position. Many students are able to take online college courses for free by asking their employers to cover the cost of their tuition. Tuition reimbursement programs are designed for employees that complete coursework or earn degrees related to their position or a position they may qualify for. Even if your employer doesn’t have a formal tuition assistance program in place, he or she may be willing to work with you to subsidize coursework that will help you do better at your job. Taking Online College Courses for Personal Enrichment Online college courses aren’t all about profit and degrees. Many students enroll in online college courses just to learn a skill they are interested in or explore a subject they are curious about. Some schools will allow students to take a class pass/fail so that students do not need to concern themselves with receiving grades. As an alternative to taking online college courses through formal enrollment, you may want to explore many of the free online classes that are now available. Dozens of traditional colleges make their course lectures, assignments, and reading guides openly available to the public as open courseware. By taking free online college courses, you won’t have access to an instructor to help you through the content. Nor will you receive graded feedback. However, you will be able to work at your own pace and learn without paying a dime. There is coursework available on just about every subject, from math to anthropology. Another option is to take advantage of the many free online courses offered outside of the education system altogether. While these aren’t technically â€Å"college† classes, many independent organizations and individuals offer in-depth instruction on a wide variety of topics. For example, Khan Academy provides down-to-earth video lectures on dozens of math topics. Many virtual learners have found these resources easier to understand more than when taking many traditional courses.

What was the Multi-Fibre Agreement China and the Multi-Fibre Agreement Essay

What was the Multi-Fibre Agreement China and the Multi-Fibre Agreement - Essay Example In 1962, a Long Term Agreement (LTA) regarding international trade in cotton textiles was signed. It replaced the one-year Short Term Agreement that existed at the time. LTA underwent several renewals and was subsequently replaced by the Multi-Fibre Agreement (MFA) in 1974, which was expanded to cover exports of synthetic fibres and woolen products, besides cotton. MFA came into force to allocate export quotas to the low cost developing countries, limiting the amount of imports to countries whose domestic industries were facing serious challenge from rapidly increasing imports. It sought to expand trade, reduce barriers to trade and progressively liberalise world trade. The MFA regime existed for 25 years, until 1994 when the Uruguay Round of Multilateral Trade Negotiations resulted in the Agreement on Textiles and Clothing (ATC). The ATC sought to phase out all quota restrictions in four phases spread over a period of 10 years. The first three partial phase-outs were in January 1995, January 1998 and January 2002. The final one is due on January 01, 2005. This came into force along with the WTO framework for multilateral trade in 1995: stipulated that the quota system for textile exports and imports under the Multi-Fibres Agreement (MFA) was finally phased out on January 1, 2005. More specifically, in terms of the agreement, the transition period, which began in 1995, would be operative for ten years and, by the end of that time, all textiles and apparel articles will have to be brought under the GATT discipline, subject to the same rules, as are the products of other sectors. China and the Multi-Fibre Agreement: - China was a participant country of the MFA, the implications of the end of the MFA regime on world trade generally in textiles and apparel, also the projected impact on the Chinese textile and apparel industry. To set the perspective, the MFA was negotiated under GATT 1947 and was functional from 1974 to 1994. In the eyes of the USITC, the agreement was intended to deal with domestic market disruption in importing countries: that is, developed economies - while allowing the exporting, or developing, nations to expand their textile and apparel trade as much as possible. This was achieved by the MFA through the instrument of negotiating bilateral agreements on export quotas. Cotton fibre is considered as an agricultural product and therefore covered by the WTO agreement on agriculture. All other cotton-based products, such as yarn, weaves and other textile products were subject, until January 2005 to the Multi-fibres Agreement. That agreement which came into force in 1974 was intended to protect the textile industries of developed countries from the growing exports of developing countries by way of a system of quotas. The European Union's Cotton Textile Policy: - The EU cotton regime was put in place in 1981 when Greece joined the European Economic Community. The accession of Spain and Portugal in 1986 enlarged the number of countries covered by the WTO agreement on cotton. Aid was paid to cotton ginners on condition that cotton producers benefited from a minimum price per tone of cottonseeds. This system made it possible to protect producers from variations in world prices while enabling companies to sell cotton fiber at the international price. The aid per tone of cottonseeds was equal to the difference between the guide price (fixed every year) and the world market price. The payment of aid was limited to a maximum guaranteed quantity (MGQ) set annually. From 1987, a guide price cut-off system was introduced to protect growers from the risk of very big falls in the minimum price. The original cut-off was 15% but

Teaching of English as the Second Language Essay

Teaching of English as the Second Language - Essay Example It is also important for the tutor to be familiar with the syllabus so that s/he the communication flow is flawless and effective when the students are being taught. (Gisela Ernst-Slavit & Margaret Mulhern) The SIOP model advocates use of inputs associated with the students' first language for them to connect with and transfer in course of learning the second language. The syllabus must ideally consist of bilingual lessons and text so that the student could read and comprehend the lesson in his or her own language first and then attempt reading and comprehending the same lesson in the second language. The use of the students' first language in teaching of second language is a powerful tool to achieve quick results by means of systematic, step by step approach involving variety of orals, visuals and group activities. Depending on the age group, gender, culture, the students' general knowledge and grasp, study material consistent with the students' faculties and knowledge level are chosen in the students' first language and supplemented with the second language s/he is about to study. The students will have the opportunity of reading the lessons in their own language, and subsequently read through the same lessons in the second language.

Narrative Using the Hobbit Essay Example for Free

Narrative Using the Hobbit Essay It was a fine spring morning according to Prince Reno of Lorien, who was to set off with his seven most trusted friends-the dwarf brothers Korin and Gorik, the three mighty elf leaders loki,Lorin and Algain and two of the finest Dalish Warriors Phalarix and Cagaris-on a quest. These eight men together were very powerful throughout the land, no-one could match their wisdom and might. Prince Reno’s quest was to avenge his father’ death meaning he had to kill the evil enchantress Sirenia. He was walking away from his life of luxury and riches in order to do so, also meaning he gave up his right to be crowned king. It took them many days to be in a viewing distance of the Mountains of Lorencia, and at the very heart of the mountain was Sirenia’s fortress. It would take them three days to reach the mountains and another two to get to the fortress so they rested up that night and set off the next morning. Two days later it was unfortunate when Lorin died and that they got lost. They buried him and then Reno remembered an enchanted compass he had which would take them on the shortest but most dangerous path so they all took a vote and decided to use it. Upon arrival at the mountains they encountered a horrifying and disgusting site of three gigantic hob-goblins protecting the path to Sirenia. As soon as they saw the hob-goblins they attacked and if it weren’t for Korin sacrificing himself none of them would have survived. Prince Reno knew this might have been the last few days of his life, he knew that two people had already died throughout this quest and that there may be many deaths to come. As they approached the fortress they found a quick entrance to sneak in through, they crept through the fortress to Sirenia’s quarters but she knew they were coming and had turned into her demon dragon form but Prince Reno used this to his advantage as he had an enchanted blade covered in the poisonous blood of the blue and red fire-snape and started slicing and slashing at Sirenia waiting for the poison to kick in, as he watched his friends die brutally and then it happened, Sirenia dropped dead and Prince Reno knew that it was time to flee, finally being at peace knowing his father’s killer was now dead.

Haydn :: essays research papers

Josef Franz Haydn   Ã‚  Ã‚  Ã‚  Ã‚  The composer that we chose to do are report on is Josef Franz Haydn. Josef Franz Haydn was born on March 31, 1732. Haydn was born in Rohray, Austria. His parents were both peasants. His Father was Mathias Haydn, who was a wagoner. Haydn’s mother was Elizabeth Haydn.   Ã‚  Ã‚  Ã‚  Ã‚  Haydn’s father was a musical person. He could play the piano, and he could play the harp too. His mother could also play the piano very good. His father and mother would sit around in their house and play music, and Haydn was interested and wanted to learn how. By the time Franz Haydn was six years old, he could play the piano, violin, and the harpsichord. He could also sing very well. When Haydn was seven years old he joined the St. Stevens Church choir. He had success in the choir until he was seventeen.   Ã‚  Ã‚  Ã‚  Ã‚  When Haydn was seventeen years old his voice broke and he could no longer sing for the choir. He didn’t have any money, any home, and he didn’t have any friends or family that would help him. He was living on the streets for a few months. After a while one of his friends from the St. Stevens choir let Haydn stay with him because he felt sorry for him.   Ã‚  Ã‚  Ã‚  Ã‚  All Haydn did in his free time was study music, mainly works done by Bach. He composed music for masses and started to make a living on music.   Ã‚  Ã‚  Ã‚  Ã‚  When Haydn was twenty-three years old he composed his first string quartet. He also married his wife, Maria Anne Keller. She was the daughter of a wig maker. They had troubles in their marriage and in a few years, they separated permanently. Haydn gave her money to live until his death. Haydn met Wolfgang Mozart for the first time in 1785 and a year later he composed his first symphony. Wolfgang Mozart said about Haydn,† He alone has the secret to making me smile, and touching me to the bottom of my soul.† Haydn and Mozart met often throughout his life.   Ã‚  Ã‚  Ã‚  Ã‚  In 1970, Prince Ester Hazy died, letting Haydn take his place as a conductor of an orchestra in London. While he was conducting the London Orchestra, he composed six new symphonies, during this time he also composed some of his best and most famous works. This is what really helped his career.

A Definition of Collaborative vs Cooperative Learning Essay

I have been searching for many years for the Holy Grail of interactive learning, a distinction between collaborative and cooperative learning definitions. I am getting closer to my elusive goal all the time but I am still not completely satisfied with my perception of the two concepts. I believe my confusion arises when I look at processes associated with each concept and see some overlap or inter-concept usage. I will make a humble attempt to clarify this question by presenting my definitions and reviewing those of other authors who have helped clarify my thinking. Collaboration is a philosophy of interaction and personal lifestyle whereas cooperation is a structure of interaction designed to facilitate the accomplishment of an end product or goal. Collaborative learning (CL) is a personal philosophy, not just a classroom technique. In all situations where people come together in groups, it suggests a way of dealing with people which respects and highlights individual group members’ abilities and contributions. There is a sharing of authority and acceptance of responsibility among group members for the groups actions. The underlying premise of collaborative learning is based upon consensus building through cooperation by group members, in contrast to competition in which individuals best other group members. CL practitioners apply this philosophy in the classroom, at committee meetings, with community groups, within their families and generally as a way of living with and dealing with other people. Cooperative learning is defined by a set of processes which help people interact together in order to accomplish a specific goal or develop an end product which is usually content specific. It is more directive than a collaboratve system of governance and closely controlled by the teacher. While there are many mechanisms for group analysis and introspection the fundamental approach is teacher centered whereas collaborative learning is more student centered. Spencer Kagan in an article in Educational Leadership (Dec/Jan 1989/1990) provides an excellent definition of cooperative learning by looking at general structures which can be applied to any situation. His definition provides an unbrella for the work cooperative learning specialists including he Johnsons, Slavin, Cooper, Graves and Graves, Millis, etc. It follows below: â€Å"The structural approach to cooperative learning is based on the creation, analysis and systematic application of structures, or content-free ways of organizing social interaction in the classroom. Structures usually involve a series of steps, with proscribed behavior at each step. An important cornerstone of the approach is the distinction bet ween â€Å"structures† and â€Å"activities†. â€Å"To illustrate, teachers can design many excellent cooperative activities, such as making a team mural or a quilt. Such activities almost always have a specific content-bound objective and thus cannot be used to deliver a range of academic content. Structures may be used repeatedly with almost any subject matter, at a wide range of grade levels and at various points in a lesson plan. † John Myers (Cooperative Learning vol 11 #4 July 1991) points out that the dictionary definitions of â€Å"collaboration†, derived from its Latin root, focus on the process of working together; the root word for â€Å"cooperation† stresses the product of such work. Co-operative learning has largely American roots from the philosophical writings of John Dewey stressing the social nature of learning and the work on group dynamics by Kurt Lewin. Collaborative learning has British roots, based on the work of English teachers exploring ways to help students respond to literature by taking a more active role in their own learning. The cooperative learning tradition tends to use quantitative methods which look at achievement: i. e. , the product of learning. The collaborative tradition takes a more qualitative approach, analyzing student talk in response to a piece of literature or a primary source in history. Myers points out some differences between the two concepts: â€Å"Supporters of co-operative learning tend to be more teacher-centered, for example when forming heterogeneous groups, structuring positive inter- dependence, and teaching co-operative skills. Collaborative learning advocates distrust structure and allow students more say if forming friendhip and interest groups. Student talk is stressed as a means for working things out. Discovery and contextural approaches are used to teach interpersonal skills. † â€Å"Such differences can lead to disagreements†¦. I contend the dispute is not about research, but more about the morality of what should happen in the schools. Beliefs as to whast should happen in the schools can be viewed as a continuum of orientations toward curriculum from â€Å"transmission† to â€Å"transaction† to â€Å"transmission†. At one end is the transmission position. As the name suggests, the aim of this orientation is to transmit knowledge to students in the form of facts, skills and values. The transformation position at the other end of the continuum stresses personal and social change in which the person is said to be interrelated with the environment rather than having control over it. The aim of this orientation is self-actualization, personal or organizational change. † Rocky Rockwood (National Teaching and Learning Forum vol 4 #6, 1995 part 1) describes the differences by acknowledging the parallels they both have in that they both use groups, both assign specific tasks, and both have the groups share and compare their procedures and conclusions in plenary class sessions. The major difference lies in the fact that cooperative deals exclusively with traditional (canonical) knowledge while collaborative ties into the social constructivist movement, asserting that both knowledge and authority of knowledge have changed dramatically in the last century. â€Å"The result has been a transition from â€Å"foundational (cognitive) understanding of knowledge†, to a nonfoundational ground where â€Å"we understand knowledge to be a social construct and learning a social process† (Brufee, Collaborative learning: Higher Education, Interdependence, and the Authority of Knowledge, 1993). Rockwood states: â€Å"In the ideal collaborative environment, the authority for testing and determining the appropriateness of the group product rests with, first, the small group, second, the plenary group (the whole class) and finally (but always understood to be subject to challenge and revision) the requisite knowledge community (i. e. the discipline: geography, history, biology etc. ) The concept of non- foundational knowledge challenges not only the product acquired, but also the process employed in the acquisition of foundational knowledge. â€Å"Most importantly, in cooperative, the authority remains with the instructor, who retains ownership of the task, which involves either a closed or a closable (that is to say foundational) problem ( the instructor knows or can predict the answer). In collaborative, the instructor–once the task is set– transfers all authority to the group. In the ideal, the group’s task is always open ended. † â€Å"Seen fr om this perspective, cooperative does not empower students. It employs them to serve the instructor’s ends and produces a â€Å"right† or acceptable answer. Collaborative does truly empower and braves all the risks of empowerment (for example, having the group or class agree to an embarrassingly simplistic or unconvincing position or produce a solution in conflict with the instructor’s). † â€Å"Every person, Brufee holds, belongs to several â€Å"interpretative or knowledge communities† that share vocabularies, points of view, histories, values, conventions and interests. The job of the instructor id to help students learn to negotiate the boundaries between the communities they already belong to and the community represented by the teacher’s academic discipline, which the students want to join. Every knowledge community has a core of foundational knowledge that its members consider as given (but not necessarily absolute). To function independently within a knowledge community, the fledgling scholar must master enough material to become conversant with the community. † Rockwood concludes: In my teaching experience, cooperative represents the best means to approach mastery of foundational knowledge. Once students become reasonably conversant, they are ready for collaborative, ready to discuss and assess,†¦. † Myers suggests use of the â€Å"transaction† orientation as a compromise between taking hard positions advocating either methodology. â€Å"This orientation views education as a dialogue between the student and the curriculum. Students are viewed as problem solvers. Problem solving and inquiry approaches stressing cognitive skills and the ideas of Vygotsky, Piaget, Kohlberg and Bruner are linked to transaction. This perspective views teaching as a â€Å"conversation† in which teachers and students learn together through a process of negotiation with the curriculum to develop a shared view of the world. † It is clear to me that in undertaking the exercize of defining differences between the two ideas we run the risk of polarizing the educational community into a we versus them mentality. There are so many benefits which acrue from both ideas that it would be a shame to lose any advantage gained from the student-student-teacher interactions created by both methods. We must be careful to avoid a one-size-fits-all mentality when it comes to education paradigms. As a final thought, I think it behooves teachers to educate themselves about the myriad of techniques and philosophies which create interactive environments where students take more responsibility for their own learning and that of their peers. Then it will become possible to pick and chose those methods which best fit a particular educational goal or community of learners.

The Gulliver’s Travels

Gulliver's Travels by Jonathan SwiftThe Gulliver's Travels is a satire done by Jonathan Swift, who is among the great authors in the fields of drama, prose and poetry. This was a collection of tales written during the Augustan Age, which can be referred to as the neo classical age, the age of Queen Anne, the age of pope or simply the 18th Century, in England. Satire was developed in Rome by Juvenal, Persius and Horace. The elements of satire as a style makes it the best of Jonathan Swift's writing skill employed in the Gulliver's Travel to help him achieve his goal; not to earn a living from writing as most of his articles were published anonymously, but to attack thin learning, to show his audience how a Christian should live and attacks man's ability to reason. The tales in this book show Swift's view of man as a weak and selfish character, one not in a position to make the right decisions when faced with challenges. Swift believes that man can find neither peace nor prosperity via his natural goodness and reason, but strongly believes that religion, through the church would keep man from destroying himself. He is considered a misanthrope and satirist at the same time as he narrates the political, religious, educational and economical values of the Great Britain and its relationship to Ireland through the four books that are classified according to the voyages he made as Lemuel Gulliver, the narrator. The element of setting and era is represented by the voyages by sea, either in fictional places, as shown by his visit to Lillipu, Brobdingnag, Laputa and the land of the Houyhnhmns or real countries like Japan and England made by Lemuel Gulliver. Gulliver is introduced as an Englishman, whose background is in medicine, navigation and mathematics. He comes out as a character who loves to travel and learn about people and his character is honest, naà ¯ve and uses his common sense in order to survive in various life threatening situations, like the case when he finally regains his consciousness after sleeping for long hours and finds himself tied up by the Lilliputians. Realism is used to explain how Gulliver finally finds himself in Lilliput, the land of the small people, almost six inches tall. This was as a result of the wreckage of his ship, Antelope, in which he served as a surgeon. Traveller narrative was the form through which Swift expressed his criticism and satire since his audience enjoyed reading about explorations and discoveries of new lands. Through Lilliput, Swift uses Gulliver to gain the confidence of his readers as they associate with Gulliver's honesty, naivety and peace loving nature. It is at this point where Gulliver uses common sense to survive instead of being violent. He gains the King's trust and is the granted his freedom and engages on the political structure and situation in Lilliput. The people here are prone to jealousy and conspiracy, with a division which they refer to as the Big-endians and Small-endians. These help illustrate the political and religious disputes in England. The Lilliputian Empire is a satire of King George the 1st; the king with his nationality as a German, who through marriage succeeded Queen Anne's throne. The empire, like King George, uses the blue, red and green ribbons during the rope dance to buy political support. This was the same case as that in England where the Garter, Bath and Thistle were used. Gulliver thought that the rope dance was not as effective as religious qualifications or reason to entrust a person in any leadership position. Gulliver proceeds to show that Flimnap the Lilliputian treasurer was the best rope dancer. This is his worst enemy both politically and at personal levels. It is evident that he compares him with Robert Walpole, the 1st England prime minister who had ruled for more than twenty years. Here, Gulliver and Flimnap represent the Tori and Whig parties respectively. The Tori party is shown as the party that believed in the power of the King and the church and usually honest and transparent in their discussions for they were for the good of everyone. The Whigs on the other hand were for the argument that there was need for a parliament to check on the powers of the King. The Emperor ensured that Lilliput was safe from the Blufascu, the Big-endians.The disagreement between the small-endians and the bigiendians has a history that relates well with that of England's religious dispute. King Henry VII, the father to Queen Elizerbeth is presented as a satire to show how he broke the Catholic hold of England when he created the Church of England. Gulliver does not see any reason for the disputes and refuses to be used as a weapon of war against Blufascu, but agrees to help them stop the war and is given the greatest tittle in Lilliput as the Nardac. This was the same case during the treaty of Utrecht, that though stoped the war, it was questionable. An illustration similar to this is when Gulliver urinates on the palace to save it from burning and yet it was against the rules of Lilliput to make water around the palace, yet he had saved the empiror's life, the empress among alongside some officials including Flimnap were angry with his behavior and wanted him executed as a punishment. The reader would agree with Gulliver for using any means available to save the emperor's life despite the method used and that it doesn't matter which side of the egg should be broken before eating it. It is also possible that the reader would agree with Gulliver's view of not being used as a weapon of mass destruction during war and that any nation lucky to have such a weapon should use it for encouraging peace. The same could be argued for the case of the both the Catholic and Protestants on basis of religion as they represent Big and Small Endians respectively. Gulliver agrees to pay a visit to Blufascu when her citizens come to negotiate for peace. When Gulliver heard about the Lilliputian's plot to blind him and starve him to death instead of killing him at once, he ran away to Blufascu. This is a frown upon Bolingbroke and Oxford's impeachment when it was agreed they be accused of misdemeanors as opposed to treason. For the fear of trial, they run for refuge in France. It is evident that Gulliver was large and with a great potential here to choose violence, instead chose peace. He then finds his way into an English ship headed back to England from Japan along the South Seas and to show realism indicates the date as 13th April 1702, then organizes yet another adventure to India on 16th June 1703, where following strong winds and twenty days of lost direction discover land, Brabdingnag. Brabdingnag, the land of the giants is used to show how disgusting people are, especially how the human body smells and man's ignorance. This was Swift's chance to express his feelings that there would be much larger forces that could potentially put an end to the world stage of English dominance. The Brabdingnagians are represented here as peaceful and whose simple rules are based on reason. He uses the King to question the English leadership and takes the chance of the King's inquisitive nature to explain the politics, social and economic status of England. The questions included how the nobles were educated, their nature, whether greedy or corrupt, the basis of bishops' promotions and if this was based on religion or goodness and knowledge, whether the house of commons' members spent much money to be elected, whether justice was time and money intensive for the citizens to have, and lastly, he was also interested to know whether lawyers valued money and pleaded for wrong causes. As Gulliver explained some of the questions, the king wondered how a small man's society, the size of Gulliver would think of gun powder to produce such an instrument that would destroy so many lives. Those ruling the English society are expressed as ignorant, vice and idle through Gulliver's stay at Brabdingnag. Gulliver is not happy when the King laughs about England based on the fact that he never imagined that such small people had tittles, distinctions and that they built nests and holes that they called houses and cities. The queen also criticized Gulliver for cowardice when he was uncomfortable with the flies that he describes as disgusting, with a terrible smell. Though they were loving and kind to him, he was not comfortable living a humiliating life and disliked the greedy nature of the farmer who focuses on profit from showing Gulliver to audience at the expense of his health then sells him when sick to the queen. Some of the Brabdingnagians were caring like Glundalclitch, his nurse who had nicknamed him Grildrig. She was not as ignorant, but at some times, she had left Gulliver unguarded at the palace and a guard's dog had picked and delivered him to its master. Had the dog not been trained, it would have caused him his life. Gludalclitch's friend was ignorant when given the responsibility to take Gulliver to the sea, a mistake that had given the eagles a chance to grab Gulliver's travelling box and latter dropped into the sea, rescued by the ship crew and a caring captain who offers him food and rest in his cabin as opposed to the rest of the crew that had so many questions for him. Gulliver makes yet another voyage that lands him to Laputa, the floating island, after his ship is attacked by pirates. In Laputa, pursuit of knowledge in music, science and philosophy is held at high esteem while people neglect their social affairs and common sense. The obsessed Laputian men neglect their wives to their obsession for astronomy that the sun might burn out and hence their wives become adulterous with men from Balnibarbi, an earth-bound city, that have no such preoccupations. He observes that even with their knowledge, they have unfitting clothes, build houses that lack accurate right angles, and the experiments that are carried out by the Projectors at Lugado are almost impossible to achieve and a waste of their knowledge and resources. This projects include the recovery of sun beams from cucumbers, converting human excrement to the food from which it was digested, manufacture of silk from cobwebs, rooftop downwards construction of houses and writing books without exerting ones brains on various subjects. He challenges the academic intellectuals and planners who engage in the pursuit of theories that are practically useless in England, a mockery of the loyal society's absurd inventions at that time. The Laputa king uses the floating island as a weapon to threaten and intimidate the cities bellow so that they can provide food and the necessities of life on the floating island. Failure to this, the island would be used to cut off rain and sunshine on such cities or even crush it by landing the floating island on those cities or using bombs. The city of Lindalino successfully revolts and the attempts to lower the floating island on it had been unsuccessful. This is an allegory of the revolt that Ireland makes against England's adopted international and foreign violent politics. Gulliver feels neglected by the people at Laputa for they value the knowledge of both music and mathematics, which he does not have. The King allowed him to travel to Balnibarbi where he meets Lord Munodi at Lagado. Among the houses in Lagado, only Munodi's was beautiful and well kept. This was as a result of a travel to Laputa made by the people of Lagado that motivated them to open an academy and develop new theories in Agriculture and Mathematics that ruined their land's productivity except that of Munodi who had refused and only followed the theories passed down from his ancestors. Gulliver is disappointed that resources are being used to fund unhealthy and unrealistic projects while the citizens are suffering in both poverty and hunger and decides to go back to England through Japan. The academy of Lagado is used to eplain how the Royal Society of Dublin misused funds allocated due to the hunger for inventions in England. This was the time of great Physicians, Mathematicians and Astronauts including Newton, who concentrated on inventions only to forget about their social life. The projects in the Royal Society of Dublin were used as means to acquire wealth and the arm-chair technicians among other hosts of mad inventions that resulted into financial crisis among which was the South Sea Bubble. The desire of humans to reverse both the past and historical figures is criticized for he reminds his audience that they were normal people. Immortality is also mocked since the people who possess this thought noble gift are presented as selfish, petty and eternally sad. Gulliver never liked the life in this part of the world and decided to return to England through the island of Luggnagg. There is no ship ready at Balnibarbi to take him to Luggnagg and together with two friends from Maldonada port city; he tours Glubbdubdrb Island, the land of magicians, headed by a governor with the power to summon the spirit of the dead for a twenty four hour service at his palace. Gulliver befriends the governor and is allowed to call any person from the dead and ask them questions only if he agreed to confine his questions to the period when they were still alive. He summons famous heroes starting with Alexander the Great, the conqueror of both the Greece and Percia, followed by Hannibal who concurred Romans by crossing into North Italy from North Africa through Alps, Julius Caesar who, first Roman Emperor alongside his rivalry Pompey the Great and Marcus Junius Brutus who was responsible for Caesar's assassination to help prevent the development of a hereditary monarchy in the Roman Republic. Satire in Glubdubdrib is used to show that history actually lies and that those who kill tyrants as they seek freedom should be appreciated. He really encourages the terrible suggestion that one would do the right thing by assassinating King George 1. This is evident where Julius actually confesses that there was nothing braver or even better that he did than what Brutus did by assassinating him for the sake of the Roman Republic.. Gulliver also shows the need to learn from smart people in the society, but being cautious not to be misled by the stupid people who write commentary. People who like Eustathius and Didymus become famous for commenting on Homer's literature works. The same case applied to John Duns who is famous for commenting on the literature works of Aristotle. Both Homer and Aristotle are not aware of people who became famous as a result of commenting on their works. Through this, Gulliver advocates for people becoming famous by their original contributions in literature and ethical models, as opposed to their endless talks about those developed by other people. He supports applied learning just as he opposes the Royal Academy of projectors and strongly encourages useful learning in England, which practical philosophy and applied science are examples. He then goes back to England and becomes captain of his own ship from which he is marooned on Houyhnhnm Island, land of the Houyhnhnms and the Yahoos.The first encounter with the Yahoos, with physical appearance as that of man, violent, brutal, cowardly hairy but naked symbolizes the follies in human beings. Houyhnhnms on the other hand are reasonable and smart horses that. This is the only place that Gulliver

Mood (Composition and Literature) Definition Examples

Mood (Composition and Literature) Definition Examples In essays and other literary works, the mood is the dominant impression or emotional atmosphere evoked by the text. Distinguishing between mood and tone can be difficult. W. Harmon and H. Holman suggest that mood is the emotional-intellectual attitude of the author toward the subject and tone the attitude of the author toward the audience (A Handbook to Literature, 2006). Examples and Observations From Other Texts Authors often use concrete details to engage the readers imagination, establishing mood and tone; they often draw on sensory imagery. In Journey to Nine Miles, when Alice Walker writes, By five oclock, we were awake, listening to the soothing slapping of the surf and watching the sky redden over the ocean, she appeals to the readers senses of sight and sound to establish a colorful, sensual tone that pervades the essay. Similarly, Arthur C. Clarkes narrator creates tension- establishing mood and tone- in the first few sentences of The Star, while providing readers with a clear sense of time and place: It is three thousand light-years to the Vatican. Once, I believed that space could have no power over faith, just as I believed that the heavens declared the glory of Gods handiwork. Now I have seen that handiwork and my faith is sorely troubled.(J. Sterling Warner and Judith Hilliard, Visions Across the Americas: Short Essays for Composition, 7th ed. Wadsworth, 2010)[T]he reader must h ave a sympathetic relation with the subject matter and a sensitive ear; especially must he have a sense of pitch in writing. He must recognize when the quality of feeling comes inevitably out of the theme itself; when the language, the stresses, the very structure of the sentences are imposed upon the writer by the special mood of the piece.(Willa Cather, Miss Jewett. Not Under Forty, 1936) Tone in fiction is like the tone of a storytellers voice: is it playful, serious, melancholy, frightening, or what? (It can be any of these things, and still be the same voice.)Mood has to do with the emotions the author makes the reader feel in less direct ways- by the sounds of the words she uses, the length and rhythm of sentences, the choice of images and their associations.Sometimes tone and mood are most effective when they are mismatched.(Damon Knight, Creating Short Fiction, 3rd ed. Macmillan, 1997)The mood of a poem is not quite the same thing as the tone although the two are very closely linked. When we refer to the mood of a poem we are really talking about the atmosphere that the poet creates in the poem. . . .One way to try to help yourself establish the mood of a poem is to read it aloud. You can experiment with various readings, seeing which one you think best fits the particular poem. (Dont try this in an exam, of course.) The more practice you get at reading poems al oud and the more you are able to hear others read them, the better able you will be able to hear poems in your mind when you read them to yourself.(Steven Croft, English Literature: The Ultimate Study Guide. Letts and Londale, 2004) The essay, as a literary form, resembles the lyric, in so far as it is molded by some central mood- whimsical, serious, or satirical. Give the mood, and the essay, from the first sentence to the last, grows around it as the cocoon grows around the silkworm. The essay writer is a chartered libertine and a law unto himself. A quick ear and eye, an ability to discern the infinite suggestiveness of common things, a brooding meditative spirit, are all that the essayist requires to start business with. (Alexander Smith, On the Writing of Essays. Dreamthorp, 1863) Mood in Walkers Jubilee (1966) In several instances [in Margaret Walkers novel Jubilee] mood is conveyed more by conventional notation- the number thirteen, boiling black pot, full moon, squinch owl, black crone- than any decisive nuance of thought or detail; or more precisely, fear is disembodied from internal agitations of feeling and becomes an attribute of things. Midnight came and thirteen people waited for death. The black pot boiled, and the full moon rode the clouds high in the heavens and straight up over their heads. . . . It was not a night for people to sleep easy. Every now and then the squinch owl hollered and the crackling fire would glare and the black pot boil. . . . Hortense J. Spillers, A Hateful Passion, a Lost Love. Toni Morrisons Sula, ed. by Harold Bloom. Chelsea House, 1999)

How To Use Email Marketing For Lead Conversion

How To Use Email Marketing For Lead Conversion Besides social media, email marketing is the first thing that I tell anyone to do when it comes to online marketing. To succeed online, you absolutely must be using email effectively. The evidence doesnt lie. In a 2012 survey conducted by McKinsey Company, they found  that for e-commerce companies e-mail remains a significantly more effective way to acquire customers than social media- nearly 40 times that of Facebook and Twitter combined. Woah! E-mail is still a significantly more effective way to acquire customers than social media. While you may not be running an e-commerce company yourself, the implications seem to be well accepted across  the industry. Social media scientist Dan Zarrella of Hubspot came to a similar conclusion in research that he completed in 2012. Email converts well, and  is a key part of the customer acquisition process. Conversion rate scores as compiled by Hubspot. If youre not using email marketing, you could be missing out on huge potential for your company or blog. More than that, if you arent using email to convert readers into paying customers – YOU ARE DOING IT WRONG. You might be leaving sales on the table! Here at , we have nearly 20,000  email subscribers that continually bring in new customers to our service. We like to think about it as a slow and steady drip. We keep sending out great content, and our readers  keep coming to us for help with their scheduling and social media needs. Its a great fit, and one that works because our email marketing is focused on building trust with our audience. So, how can you create an email program that converts for your own brand or business? Its actually not that hard if you are focused on the right things. Here are the top 5 ways that you can embrace email and turn your email marketing program into a lead conversion machine. Heres How To  Turn Your Email Marketing Into A Lead Conversion Machine #1. Designate A Clear Call To Action On Your Blog The first  lesson about creating an effective   email marketing program is getting good at collecting email addresses. There are many ways to go about this, and several plugins that you can start using right now to jump start your lead collection process, but the point is that you need to be making a concentrated effort on collecting emails or else your marketing list will never actually materialize. Mention.com offers a great call to action when you visit their blog. It is also important to make sure that your blog is properly configured to drive visitors to the lead collection option. This means reducing you sidebar clutter, and continuously driving your reader to a lead collection form. This is about creating a simpler blog layout. Email marketing is 40 times more effective at acquiring customers than social media. For example, on the blog there are only three things you can do once visiting a page. You can read another blog post, learn about itself, or signup to recieve our email-based content. It is as simple as that. I always say that each page on your website should really be about having your readers complete one thing. At , we tend to make that one thing an email newsletter conversion. You will easily see that it is one of the  most prominent things on our page. #2. Keep Your Calls To Action Strong If youve ever worked in sales, youve heard the phrase always be closing. While it may be tacky, it certainly isnt wrong. Not only do you need to be creating opportunities for your customers to convert (by including lead collection points), but you also need to be positioning your copy in a way that specifically asks them to subscribe. While it technically does its job, its not quite a call to action. I cant tell you how many times Ive seen a bland call to action like this one above. Im sorry folks, but please join my email list just isnt going to do it for many people. Whats in it for them? Why should they? Take a look at a few examples of people doing it right. What do you see? They all identify a clear benefit that the reader will receive when they subscribe. They all offer a clear command or directive  such as subscribe now. This isnt a suggestion, it is a command. Many of them offer the reader social proof and provide good reasons for them to consider subscribing or at least taking the offer seriously. The point is that you cant  forget to be a pitch man  and downright ask for the sale on occasion. It may sound  tacky, but it certainly doesnt have to be implemented that way. #3. Send Email More Often Than You Think You Should Many marketers and bloggers like yourself instinctively shutter at the idea of sending more email, but  you  can probably send a whole lot more than you think. In a recent study, Hubspot found that there was essentially no correlation between both unsubscribes and click-through rates and the frequency of email being sent. There is almost no correlation between send frequency and click through rates. There is little correlation between the number of times you send your email and the number of unsubscribes you will receive. What they actually found was that if your email list is willing to put up with 5-10 emails per month, they are probably just as likely to put up with 15 or 20. From Hubspot: The more emails that were sent to the lists in my dataset, the fewer people unsubscribed. This is probably because if you’re sending very  infrequently, it can be easy to forget why I joined your list in the first place, but if  you’re sending regularly, I remember your newsletter.   #4. Make Your Email Something That People Actually Want To Read Never underestimate the importance of reader value. Everything that you do in marketing should offer your readers value. I like to think of it in terms of what you are trading them for their time. What you are  giving your readers in exchange for their time spent with your marketing. Social media consultant Jay Baer describes it another way as marketing so good that they would be willing to pay for it. Shoot for [Email] Marketing so good that your readers  would be willing to pay for it! #ContentNo matter how you describe it, you dont have an easy job ahead of you, your readers want it all. They want helpful content, they want it free, and they want it at a time when its convenient  for them. Who are you to let them down? One of the most common mistakes I see companies make is creating email-based content that is all about them. Wrong! What are your readers getting in exchange for their time? We always try to pack our emails with helpful information that our readers will appreciate. This is why at , we brand our email marketing around the theme of our Content Marketing Update. This weekly email includes helpful content from our blog and some of the best articles around the web. It is usually chock full of great tips and almost always worth the time and the price for admission. #5. Experiment With Your Email Template/Headline/Send Times One great way to continually improve your email marketing is to continually experiment with how and when you are sending it. At , there are a few ways that we do this. A/B  Test Your Subject Lines Honesty, this one is so easy that you should be doing it with every email that you send. Each time we send an email here at , we make sure to test our subject line using the automated A/B testing tool built into our email software (Campaign Monitor). This tool allows us to pre-send our email to a few hundred people with a couple different subject line options. Once a clear winner is found (and there almost always is one), our email tool will send the winning subject line to remaining portion of our list. After doing this for months, we were even able to pullout some key data points and define some email subject line best practices. Try  A New Design (Or None At All) Another great way to improve your email  marketing is to continually adjust your email template. Using the A/B testing tool build into Campaign Monitor and many other email marketing programs, you should be able to easily evaluate the effectiveness of one template over another. Many companies (including itself) have found that sometimes email is best sent without a design template at all. Each week we send thousands of emails using a variety of well-designed email templates and plain text versions. The results usually show us that plain-text emails (or emails that look like plain text) constantly drive higher click-through rates than those with more design. Of course, results may vary. Take this with a grain of salt, and always test your own results. Experiment With Different Send Times In his slide deck The Science of Email Marketing social media scientist Dan Zarrella  dug up a ton of fascinating data about when to send email. For example, he found that email click-through rates tended to be  almost twice as high  on Saturdays and Sundays – a slap in the face to  the traditional  idea that marketing only takes place on weekdays. Email sent on Saturday and Sunday get more clicks. He also found that emails sent  earlier in the morning tended to get more clicks as well. The results may not apply to everyone, but it is very good food for thought. 6a.m. just might be the best time to send an email if you want someone to actually read it. The point here is that you should never be satisfied with the status-quo, even if it is yours. Always be testing your marketing so that you can get the best results.

The impact of divorce on human growth and development (childhood Research Paper

The impact of divorce on human growth and development (childhood through adulthood) - Research Paper Example Divorce is veritably a family stressor that cripples the family system. Frequently, it causes chronic anxiety and the affected family members will be hard pressed to defuse the unbearable tension. An adolescent, who is susceptible, could be seriously affected by the crisis in the family. This development permits the quarreling parents to concentrate on the pathology of the adolescent, thereby diverting attention from their private squabbles (Polacek, 2008, p. 10). The US experienced a drastic increase in the rate of divorce and separation, during the 1960s, 1970s and 1980s. During this time, there was an increase in the number of employed women. There was fluctuation in the relative contribution of spouses to the household income. Despite the enormous amount of research conducted in this area, there is little understanding with regard to the effect of economic resources on marital dissolution (Sanz, 2007, p. iv). The impact of parental divorce on the development of children has been studied for more than three decades. Several research studies have demonstrated an association between divorce and depression, diminished educational attainment, early assumption of high – risk conduct, and enhanced risk of suicidal behavior. In addition, marital discord is generally accompanied by depression. A number of family studies have shown that there is clear association between parental depression and negative child outcomes (Vousoura, et al., 2012, p. 718). In fact, Cummings and Davies have demonstrated a relationship between parental depression and depression in their children. In addition, parental depression has been seen to produce suicidal tendencies in children, anxiety disorders, dependence on intoxicants, somatic symptoms, disruptive behavior problems, insecure attachment, difficulty in controlling emotions, flawed psychosocial functioning, and problems related to attention and cognition (Vousoura, et al., 2012, p.