Letting My Mind Race free essay sample

I once wrote an essay about not knowing what to write about, if that makes sense. I sat in front my computer screen for hours, completely clueless as to what I was going to write the essay about. I can remember writing my hook at least ten times just to get it right. Finally I had the words in line just how I wanted them, having them sound just the way I liked. From there my mind raced, faster than my fingers could type, evolving into an A+ paper on not knowing what to write about. Even the easiest things can become hard. Essays, personal narratives, creative writing, and editing comes second nature to me (most of the time). I have countless amounts of short stories on my computer, all of which took no time at all to write. Being able to imagine my own world, and characters is amazing; I love it. We will write a custom essay sample on Letting My Mind Race or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Though this essay had me stumped, just like the one back in the 10th grade. Stripped of all my words, I’ve been left yet again, with a blank page and only a blinking cursor. However, this time, I know exactly why the words won’t come out. The reason is that I could fail this essay, it could very well make or break my future. I’ve never been afraid to fail before until now. Just as Edwin Land said,â€Å"The essential part of creativity is not being afraid to fail,† hence the reason stories pour out of my mind. Knowing there is no right or wrong answer to my imagination is a comfort. On the other hand, some things have definite solutions and answers. I’ve never been the best at converting grams to moles, or solving polynomials and quadratics, but that’s okay. After practice and seeking out the help I needed, I managed to feel confident during finals week. Behind every failure and wrongdoing is a lesson to be learned. Whether it’s a failure that I express upon myself for not overcoming an issue, to experiencing something on my own rather than taking somebody else’s word. Thomas Edison had it right when he said, â€Å"I have not failed, I have just found 10,000 ways that won’t work.† In the short time I’ve been alive, I’ve had the honor to meet people with stories of both hardship, and prosperity, and it always comes down to the choices we make in life. I can’t change my failures, just like I can’t change my past. Why dwell on something that is unchangeable, something that will only make me miserable? I’ve had my fair share of failures overtime, but it’s hard to recall even big ones. Yes, I get down on myself for a day or two and rack my mind about how I could’ve handled a situation differently, or how I should’ve stuck with my gut and circled A instead of C, but I don’t remind myself of it everyday. Instead, I try to look at the positives in life. I won’t let my failures define me, they aren’t who I am today. They may have been who I was in the past, but the past is gone. I can only learn and grow from what has been before, and turn myself into a better person everyday forward.

The Hellbound Heart essays

The Hellbound Heart essays The book I read for my report was The Hellbound Heart by Clive Barker. I choose this book because on the books cover it said that it was by an author that wrote many other books that were bestsellers, and on the back the Chicago Tribune gave it a good review. Another reason was that it was not very long and Im not a very fast reader. As I read this book it definitely kept my interest. It was never boring for more than one page, and you wanted to just keep reading. This book mostly took place in 55 Lodovico Street. It does not say the city or state or country. The setting is an old two-story house that Rory and Franks Grandmother owned. You could hear the friendly neighbors outside chatting away. You could feel the dampness in the old room upstairs. You could see the shiny, brilliantly carved wooden banisters on the staircase and the boxes laid about the house from the moving van. You could taste the eggs being cooked on the old stove because thats all they had since they had just moved in. You could smell the rotting wood in the damp room waiting to be replaced. This story mostly takes place in 1987 and 1988. The time itself it not very important to the story; it could have taken place at any time in the 20th21st century. The main character in this story is Frank. He is bored of what this world has to offer, good at solving puzzles, and tries to get pleasure or excitement the easiest way with the amount of energy. Frank is a young man around the age of twenty. He is very lazy, and just barely gets through life and lives on what little he has. He is bored of what this world has and thinks there is nothing left to excite him in it. He searches for excitement and/or pleasure in the Lemarchands Box, which is an elaborate puzzle and is supposed to give him what he seeks for if he solves it. The book doesnt say anything about his appearance, background, or relationships because you don&apo...

The Causes of the American Civil War

The Causes of the American Civil War The causes of the Civil War may be traced to a complex mix of factors, some of which can be traced back to the earliest years of American colonization. Principal among the issues were the following: Slavery Slavery in the United States first began in Virginia in 1619. By the end of the American Revolution, most northern states had abandoned the institution and it was made illegal in many parts of the North in the late 18th and early 19th centuries. Conversely, slavery continued to grow and flourish in the plantation economy of the South where the cultivation of cotton, a lucrative but labor intensive crop, was on the rise. Possessing a more stratified social structure than the North, the Souths slaves were largely held by a small percentage of the population though the institution enjoyed broad support across class lines. In 1850, the population of the South was around 6 million of which approximately 350,000 owned slaves. In the years prior to the Civil War almost all sectional conflicts revolved around the slave issue. This began with the debates over the three-fifths clause at the Constitutional Convention of 1787 which dealt with how slaves would be counted when determining a states population and as a result, its representation in Congress.   It continued with the Compromise of 1820 (Missouri Compromise) which established the practice of admitting a free state (Maine) and slave state (Missouri) to the union around the same time to maintain regional balance in the Senate. Subsequent clashes occurred involving the Nullification Crisis of 1832, the anti-slavery Gag Rule, and the Compromise of 1850. The implementation of the Gag Rule, passed part of the 1836 Pinckney Resolutions, effectively stated that Congress would take no action on petitions or similar relating to the limiting or abolition of slavery. Two Regions on Separate Paths Throughout the first half of the 19th century, Southern politicians sought to defend slavery by retaining control of the federal government. While they benefited from most presidents being from the South, they were particularly concerned about retaining a balance of power within in the Senate. As new states were added to the Union, a series of compromises were arrived at to maintain an equal number of free and slave states. Begun in 1820 with the admission of Missouri and Maine, this approach saw Arkansas, Michigan, Florida, Texas, Iowa, and Wisconsin join the union. The balance was finally disrupted in 1850, when Southerners permitted California to enter as a free state in exchange for laws strengthening slavery such as the Fugitive Slave Act of 1850. This balance was further upset with the additions of free Minnesota (1858) and Oregon (1859). The widening of the gap between slave and free states was symbolic of the changes occurring in each region. While the South was devoted to an agrarian plantation economy with a slow growth in population, the North had embraced industrialization, large urban areas, infrastructure growth, as well as was experiencing high birth rates and a large influx of European immigrants. In the period before the war, seven of eight immigrants to the United States settled in the North and the majority brought with them negative viewpoints regarding slavery. This boost in population doomed Southern efforts to maintain balance in the government as it meant the future addition of more free states and the election of a Northern, potentially anti-slavery, president. Slavery in the Territories The political issue that finally moved the nation towards conflict was that of slavery in the western territories won during the Mexican-American War. These lands comprised all or parts of the present-day states of California, Arizona, New Mexico, Colorado, Utah, and Nevada. A similar issue had been dealt with earlier, in 1820, when, as part of the Missouri Compromise, slavery was permitted in the Louisiana Purchase south of 36 °30N latitude (the southern border of Missouri). Representative David Wilmot of Pennsylvania attempted to prevent slavery in the new territories in 1846, when he introduced the Wilmot Proviso in Congress. After extensive debate it was defeated. In 1850, an attempt was made to resolve the issue. A part of the Compromise of 1850, which also admitted California as a free state, called for slavery in the unorganized lands (largely Arizona New Mexico) received from Mexico to be decided by popular sovereignty. This meant that the local people and their territorial legislatures would decide for themselves whether slavery would be permitted. Many thought that this decision had solved the issue until it was raised again in 1854 with the passage of the Kansas-Nebraska Act. Bleeding Kansas Proposed by Sen. Stephen Douglas of Illinois, the Kansas-Nebraska Act essentially repealed the line imposed by the Missouri Compromise. Douglas, an ardent believer in grassroots democracy, felt that all the territories should be subject to popular sovereignty. Seen as a concession to the South, the act led to an influx of pro- and anti-slavery forces into Kansas. Operating from rival territorial capitals, the Free Staters and Border Ruffians engaged in open violence for three years. Though pro-slavery forces from Missouri had openly and improperly influenced elections in the territory, President James Buchanan accepted their Lecompton Constitution, and offered it to Congress for statehood. This was turned down by Congress which ordered a new election. In 1859, the anti-slavery Wyandotte Constitution was accepted by Congress. The fighting in Kansas further heightened tensions between North and South. States Rights As the South recognized that control of the government was slipping away, it turned to a states rights argument to protect slavery. Southerners claimed that the federal government was prohibited by the Tenth Amendment from impinging upon the right of slaveholders take their property into a new territory. They also stated that the federal government was not permitted to interfere with slavery in those states where it already existed. They felt that this type of strict constructionist interpretation of the Constitution coupled with nullification, or perhaps secession would protect their way of life. Abolitionism The issue of slavery was further heightened by the rise of the Abolitionist movement in the 1820s and 1830s. Beginning in the North, adherents believed that slavery was morally wrong rather than simply a social evil. Abolitionists ranged in their beliefs from those who thought that all slaves should be freed immediately (William Lloyd Garrison, Frederick Douglas) to those calling for gradual emancipation (Theodore Weld, Arthur Tappan), to those who simply wanted to stop the spread of slavery and its influence (Abraham Lincoln). Abolitionists campaigned for the end of the peculiar institution and supported anti-slavery causes such as the Free State movement in Kansas. Upon the rise of the Abolitionists, an ideological debate arose with the Southerners regarding the morality of slavery with both sides frequently citing Biblical sources. In 1852, the Abolitionist cause received increased attention following the publication of the anti-slavery novel Uncle Toms Cabin. Written by Harriet Beecher Stowe, the book aided in turning the public against the Fugitive Slave Act of 1850. Causes of the Civil War: John Browns Raid John Brown first made a name for himself during the Bleeding Kansas crisis. A fervent abolitionist, Brown, along with his sons, fought with anti-slavery forces and were best known for the Pottawatomie Massacre where they killed five pro-slavery farmers. While most abolitionists were pacifists, Brown advocated violence and insurrection to end the evils of slavery. In October 1859, financed by the extreme wing of the Abolitionist movement, Brown and eighteen men attempted to raid the government armory at Harpers Ferry, VA. Believing that the nations slaves were ready to rise up, Brown attacked with the goal of obtaining weapons for the insurrection. After initial success, the raiders were cornered in the armorys engine house by local militia. Shortly thereafter, US Marines under Lt. Col. Robert E. Lee arrived and captured Brown. Tried for treason, Brown was hanged that December. Before his death, he predicted that the crimes of this guilty land will never be purged away; but with Blood. Causes of the Civil War: The Collapse of the Two-Party System The tensions between North and South were mirrored in a growing schism in the nations political parties. Following the compromise of 1850 and the crisis in Kansas, the nations two major parties, the Whigs and Democrats, began to fracture along regional lines. In the North, the Whigs largely blended into a new party: the Republicans. Formed in 1854, as an anti-slavery party, the Republicans offered a progressive vision for the future that included an emphasis on industrialization, education, and homesteading. Though their presidential candidate, John C. Frà ©mont, was defeated in 1856, the party polled strongly in the North and showed that it was the Northern party of the future. In the South, the Republican Party was viewed as a divisive element and one that could lead to conflict. Causes of the Civil War: Election of 1860 With the division of the Democrats, there was much apprehension as the election 1860 approached. The lack of a candidate with national appeal signaled that change was coming. Representing the Republicans was Abraham Lincoln, while Stephen Douglas stood for the Northern Democrats. Their counterparts in the South nominated John C. Breckinridge. Looking to find a compromise, former Whigs in the border states created the Constitutional Union Party and nominated John C. Bell. Balloting unfolded along precise sectional lines as Lincoln won the North, Breckinridge won the South, and Bell won the border states. Douglas claimed Missouri and part of New Jersey. The North, with its growing population and increased electoral power had accomplished what the South had always feared: complete control of the government by the free states. Causes of the Civil War: Secession Begins In response to Lincolns victory, South Carolina opened a convention to discuss seceding from the Union. On December 24, 1860, it adopted a declaration of secession and left the Union. Through the Secession Winter of 1861, it was followed by Mississippi, Florida, Alabama, Georgia, Louisiana, and Texas. As states departed, local forces took control of federal forts and installations without any resistance from the Buchanan Administration. The most egregious act took place in Texas, where Gen. David E. Twiggs surrendered one-quarter of the entire standing US Army without a shot fired. When Lincoln finally entered office on March 4, 1861, he inherited a collapsing nation. Election of 1860 Candidate Party Electoral Vote Popular Vote Abraham Lincoln Republican 180 1,866,452 Stephen Douglas Northern Democrat 12 1,375,157 John C. Breckinridge Southern Democrat 72 847,953 John Bell Constitutional Union 39 590,631

Special Education Practices, Interventions And Strategies Essay

Special Education Practices, Interventions And Strategies - Essay Example The child who is shorter than average may be assumed to possess less physical and emotional ability. It may create a challenge for the educator of students with special needs to develop age and developmentally appropriate learning activities. It is imperative that educators develop strategies for teaching communications skills, reading, what the educator thinks the student’s the developmental stage should be. Each child who receives the special education is unique, with his or her own set of strengths, weaknesses, and abilities. The educator should develop strategies â€Å"for working effectively with community and services that can help meet the needs children with disabilities† (National Evaluation System, 2009). This means strategies should be based on the needs of the individual student, rather than based solely on diagnosis and assessment. Franz Boas (the originator of the four-field approach in anthropology and first chairman of the department of anthropology at C olumbia University) â€Å"demonstrated that all children pass the same developmental milestones, but at a rate affected by heredity, by nutrition, by climate and by interactions of all of these† (Little, 2008). Though two students of the same age may have the same diagnosis, differences in abilities and levels of development will exist, based on internal and external influences. Effective strategies for special education students are based on principles of human growth and development, while taking into account the many variables that influence the development and the uniqueness of the individual student, in terms of personal development.

Brazilian Wine Industry Essay Example | Topics and Well Written Essays - 1500 words

Brazilian Wine Industry - Essay Example Accordingly the foreign investment of Brazil in other economies and the investments made by other economies in Brazilian markets have also increased. Thus, it can be stated that the foreign relations of the economy and its friendliness towards foreign investment is quite effective proving that the government’s contribution in promoting political stability is quite significant (Woodrow Wilson International Centre for Scholars 2007). From the above discussion it is apparent that the political environment of the economy is quite stable and the government is also providing considerable significance to the attribute. Moreover, the foreign trade is also efficiently encouraged in the economy. Therefore, it is most likely that the entry of Australian Vintage Ltd. in the Brazilian economy will receive moderate political interventions, which in turn would make the entry easier. Rules and regulations with respect to the foreign investments are controlled and supervised by the Federal Government of Brazil. However, the states of the economy control the commercial registration of a foreign firm, the yield on investments and the terms of infrastructure projects. The participation of foreign companies in this regard is entirely depended on the approval of the Brazilian Government. The economy also has a Commercial Code in order to regulate the operations of commercial firms, both national and foreign. The economy also serves the opportunity to the foreign firms to enter the

Social Inequality Within a Society Essay Example for Free

Social Inequality Within a Society Essay Throughout history, social classification has been a basis of economic and social stability. Social classification was introduced to even the predecessors of human civilization, the Mesopotamian civilization. But, due to natural flaws within the structure of the social classification system, this system concluded in becoming biased towards the upper class and unrighteous toward the lower class. Because social classification consistently had flaws which made the system more prejudiced to the lower class, throughout historical times, social classification primarily affected a society in a negative manner. Provided the idea of social inequality through the means of social classification, numerous ancient civilizations including the civilization of Athens, practiced a rigid social classing structure. In the ancient civilization of Athens, the social classing structure was extremely rigid. The upper class of Athens citizens was permitted only to pure blooded male Athenians who were born into their class. The social structure in Athens was very misogynistic toward females. Women were considered vile and loathsome. They were often treated as outcasts and even slaves. According to Bridges, â€Å"Women were rarely seen outside the home and had no rights in the Athenian democracy. † Due to the rigid social class structure of Athens, women were denied all rights. Even though the principles of democracy state that everyone be treated equally under the rule of law, because of the social class structure of Athens, women were completely denied any rights in a democracy. This form of class structure did not only prevail in European civilizations. But, this rigid classification system also prevailed in Middle Eastern and Indian civilizations as well. Indus River Valley civilization practiced an inexorable and rigid form of social classification. One had to inherit their social class by being born into the class. Mobility between classes was impossible. According to Kogl And Moore, â€Å"People were born into social classes that could not be changed. There were 4 Social classes, which were Brahmins, Kshatriyas, Vaishiyas, and Shudras. † Due to the immobile class structure of Indus valley civilization, the citizens were locked in a single class forever. There were four classes which were practiced in Indus Valley Civilization. The Shudras class was considered the lowest class and this class primarily consisted of peasants and serfs. The Shudras were treated as feculence and were also denied natural rights and justice such as freedom to liberty and property. Due to the rigid social class structure in civilizations such as Athens and the Indus River Valley, many classes were predilected upon while the other classes were denied of their social and natural rights. In addition to the historical examples of social inequality and class struggle, many novels also base the idea of social inequality as their major theme. One of such novels is To Kill A Mockingbird by Harper Lee. Since To Kill A Mockingbird was written in 1954, this novel circulates around the idea of social inequality due to racism. Since Africans were viewed as slaves in the 1950s, these foreigners were denied many of the basic rights which were guaranteed to the Caucasians by the Constitution. In this novel, the central conflict revolves around the Tom Robinson case. Tom Robinson is falsely accused of raping white woman, Mayella Ewell. When Dr. Atticus Finch, the protagonist’s father accepts to continue the case on behalf of Tom, he is severely criticized and dishonored to the point where the people of Maycomb agree severely injure Dr. Atticus Finch. According to a character named Bob Ewell in the novel, To Kill A Mockingbird, ‘â€Å" Too proud to fight, you nigger-lovin bastard? †Ã¢â‚¬â„¢ (Lee 118). The discrimination due to social class is still prevalent during the time Lee wrote this novel. The major antagonist, Bob Ewell uses the above quotation while trying to murder Dr. Atticus Finch. Bob Ewell is extremely enraged because Dr. Atticus Finch fought against his sister, Mayella just to protect a â€Å"nigger. † This novel conveys a meaning of class struggle and its relative consequences. Because Atticus accepted to protect an innocent African – American man, he upset the entire Maycomb town and almost got assassinated. Multiple classic novels such as To Kill A Mockingbird, transmit an idea of social inequality, and class struggle to overcome the social inequality. They also communicate relative consequences for class struggle. One such novel which conveys a meaning of social inequality and a rigid class structure is the novel, Brave New World by Aldous Huxley. In this novel, citizens are predestined to be in one class while in their embryonic stage. While the Alpha embryos are conditioned to excel in academics, the Epsilon embryos are poisoned with alcohol in order to diminish all forms of independent thought processes from their brains. Though the citizens of the Brave New World are in a constant state of confinement, they are educated to become and stay appeased with their servitude. Even though the lower classes in this novel are content with their position, this does not excuse the fact that the lower classes were conditioned to become satisfied with their servitude and that their free will was completely ignored. According to the character named Mustafa Mond in the novel, Brave New World, ‘â€Å"Liberty to be inefficient and miserable. Freedom to be a round peg in a square hole†Ã¢â‚¬â„¢ (Huxley 138). Liberty was considered by the world controllers to be dissatisfying and depressing. Liberty, in the eyes of the world controllers, was unrelated to science and could potentially cause chaos. The world controller, Mustafa Mond is ridiculing the idea of gaining content and satisfaction through the means of liberty. He also uses a metaphor of freedom being a round peg in a square hole, which was happiness and content. He describes through the metaphor that freedom and happiness are completely unrelated and in order to gain happiness, one must sacrifice his freedom. Not only is the ideology of rigid classing structure used in historical times, but this ideology is also used as one of the major themes in novels such as To Kill A Mockingbird and Brave New World in order to persuade the reader about negative effects of social classing structure on humans. Although social classing primarily affected a society in a negative manner, there have been multiple occasions where social class system has affected a society in a positive manner. One of the positive aspects of social classing system is that the classing system eliminates uneducated classes such as the lowest classes of serfs and peasants from making decisions which are grave enough to impact an entire society. Any society would profit from decisions made by educated and wealthy upper classes, rather than uneducated decisions made by an uneducated and poor class. Because the lower classes receive bare minimum to absolutely no education at all, they are likely to make a decision that would be detrimental to the entire society and also to their own class. According to Girard, â€Å"Those who possess a lower socioeconomic status, should not be allowed to make decisions impacting a group. † Due to the lower socioeconomic status of a class of people, they were not properly exposed to in-depth education in order to make educated decisions for their group. This would mean that if there are extremely educated and wealthy classes to make educated decisions for a society, there is no reason to jeopardize the prosperity of a nation by letting lower socioeconomic classes vote. Even though there have been rare circumstances where social classing is proved beneficial, social classing primarily affects any society in a negative manner. In ancient Meso America, several tribes including the Aztecs, have used a rigid and inescapable class structure in order to not only maintain social control, but to also maintain a strong belief in their gods. The aztecs lived their lives in belief that the ancient war God, Huitzilopochtli fought off the vile and inhuman demons in order to make the sun rise again. The Aztecs also believed that God Huitzilopochtli grew extremely feeble and defenseless by battling the darkness and that he required ample amounts of human blood in order to replenish his strength. So, while the upper class of nobles ruled the tribe, they used the commoners as a source of nourishment for the war god. According to Pfeil, â€Å"Huitzilopochtli is first in rank, no one is like unto him. Not vainly do I sing coming forth in the garb of our ancestors, I shine; I glitter. † This ancient Aztec hymm was sung by every victim before he or she was cruelly massacred and had his or her heart gouged out. The Aztecs would sacrifice any commoners including women, children, disaled and the elderly. The social classing structure in tribes such as the Aztecs, was not only injust, but the classing system was also inhumane and deadly. This religious practice was one of the major detriments for the downfall of the Aztecs. Eventhough there have been extremely rare occasions where a society has benefitted from a social class, primarily the social classing structure have always been a negative aspect of a society. The idea of social classing is still prevalent within the modern society. Many countries practice different social classing systems such as Marxism. Marxism is the ideology that the upper class of the society is appropriated a surplus of social product. This simply means that by inheriting or transferring to an upper class, one receives multiple socio-economic benefits. These benefits include unpaid surplus labor. This type of social classification also manifests itself to the society as a negative aspect of social classification. According to Werner, â€Å"This deduction theory of the income of the lower class is thus a factor of debate. † Due to the upper class receiving the surplus amount of socio-economic product, Marxism has caused many riots in countries. But, due to the socio-economic stability, many countries still continue to utilize it. Regardless, this modern form of social classification impacts the society negatively. In finalization to the ideology and structure of the rigid social classification system, the idea is very obvious that the social classification system impacts any society in a negative manner. Numerous ancient civilizations including the civilization of Athens and the Indus River Valley civilization practiced a rigid social classing structure. In addition to the historical examples of social inequality and class struggle, many novels such as Brave New World and To Kill A Mockingbird, also base the idea of social inequality as their major theme. Throughout historical times, Social classification primarily affected a society in a negative manner.

Higgenbotham Book Review :: American History, American Identity

Don Higginbotham expertly combines both primary and secondary sources providing the reader a composite historical narrative of the American Revolution as â€Å"seen through American ideas.† Higginbotham was Dowd Professor at the University of North Carolina at Chapel Hill until his death in June 2008. Higginbotham contributed several articles on comparative revolution and many other books and articles about the American Revolution. The book’s subtitle is Military Attitudes, Policies, and Practice 1763 – 1789. However, Higginbotham devotes substantial attention to other themes providing the reader with a synthesized version of the political and military aspects of the war. He also addresses the cultural and social aspects of the war. In doing so, he illustrates how the war affected the development of an American identity and how whig philosophy translated into everyday reality for the common man. Finally, he uses the book to compare the Vietnam conflict to the American Revolution. The author never directly discusses the development of an American identity, but one can see that thread as he discusses the militia system and its reinforcement of the provincialism and localism during the period (7). Higginbotham continues this theme, contending that a group of â€Å"American political leaders† emerged within the Continental Congress who were nationalists and desired to go beyond the simple provincial assemblies (81). Higginbotham maintains this concept, proposing that Manifest Destiny may have been an issue as early as 1776 in the colonial discussions concerning the invasion of Canada (108). The concept of an American identity came to fruition in 1776 when opinion concerning independence grew increasingly favorable (117). One could argue, however, that most Americans possessed little concept of an identity even after the Declaration was signed. Nevertheless, in 1781 the Pennsylvania line must had some concept of an American identity. After revolting due to lack of pay and other necessary items, one soldier remarked that, â€Å"Clinton might ‘bribe such a mean toadeater as Arnold,’ but ‘it is not in his power to bribe an American soldier’† (404). Without an innate knowledge of what an American soldier was, it seems unlikely that such a remark would have been made. Higginbotham clearly demonstrates how colonial Americans internalized whig beliefs and turned them into action not only resisting British authority, but also resisting its own Continental Army. This created somewhat of a quandary for colonial authorities throughout the war, for in resisting the militarism of George III (118), they needed to establish a military that became what they were fighting against. Higginbotham describes Congress’ first attempt at this in a â€Å"restrained military code† that would reflect the society from which it originated.

Disabled by Wilfred Owen Essay

When you hear ‘death’ you think of pain and suffering. The poem Disabled by Wilfred Owen shows that he regrets some major decisions he made in his very short life; such as going to war. Throughout the poem he states how much he regret going to war. He used lots of terms to describe his pain and suffering in the war and also after coming home from the war. How he is against all wars. He informs young men on how the war really is. Another source I looked at was the movie Gallipoli. The protagonist was so eager to go to war. He was so excited thinking it was going to be fun and above all he was out into the light horse category. He was constantly saying that he wanted to get home and share his experiences with his family, only little did he know that is was the last time he was going to see them. Good afternoon fellow students and Ms Dadd/Fegatilli. We have all been studying war stories for a week or two. The 2 forms of writing we have been studying are Disabled by Wilfred Owen and some of us have been studying the movie Gallipoli. The protagonist in â€Å"Disabled† speaks about how he misses all of the wonderful memories that he had only last year, before he lied his way to go to war underage to show off, only to lose limbs and become an old man who is only about 19 and has aged as though until he looks and feels elderly. He has lived in an institute for most of his life after he came back from the war. This teaches us that you must cherish what you have and not to show of how good you can be. You never know when you suddenly lose important things to you because of the decisions you have made before. Wilfred Owen uses repetition throughout the poem to try and bring these messages of regret across, such as â€Å"Now he will never feel again† and â€Å"Now, he is old; his back will never brace;† to emphasis what he will never have again and how much he has lost. Wilfred Owen sets the mood to match the theme. The theme of this poem is a look at what has become of a man who made wrong choices in life then to later regret it. In Disabled, he has used emotive language and powerful words to emphasize the theme. The second source I looked at was the movies Gallipoli. The protagonist is so keen of the idea to go to war, that he doesn’t think of how it will affect others and how it will affect himself. So he signs the form; which proudly states his is over 21. The film Gallipoli shows that men back in those days didn’t take it seriously. They thought it was all fun and games right until they were in the trenches about to shoot people or possibly even go over when they were commanded to. So as you can see, not many people made it out alive. They thought it was going to be all fun and games but they were very mistaken. So throughout this speech I have mentioned the effects that both protagonists have to deal with. Death brings pain and suffering but in this case it was the war. Thank you for listening to my speech.

Education as a social institution

Although today we learn basic but Important things we need to know In order to be accepted In society. Through education social Institutions we learn to read, write, and speak; these seemingly simple tasks are tasks we need for Just about any occupation today. Education as a social Institution affects me every school day. On my academic days I take part In education as the student, while on tech days I take part In education as the teacher. I really like the teaching style In the united states: also I enjoyed learning about the different teaching styles used in other parts of the world.Japan's teaching style was very intriguing to me. I believe the U. S. Would benefit immensely from taking principles from Japan into our educational social institutions. I was fascinated with the solidarity with the group that is stressed in Japan's education system. I'm impressed with how much responsibility the Japanese children have, and would really like to see our younger generations grow up to be like that too. As a teacher, the rising problems in U. S. Education worry me as I think about future generations. I feel that mediocrity is mediocre.I strongly believe that students should work hard for their grades, and not get them handed to them by lowering the passing grade. If we continue to lower the grades our population will become less educated. I am also concerned about the violence in our schools today. Safety wasn't always an issue in schools, so why have we allowed so much violence in that it is an issue? Seeing a cop pace through halls with a mission is intimidating to students, and wouldn't be happening if there was no violence at all in schools. I believe schools would do more to prevent violence from even coming close to schools.On the other hand, as a student, I'm guilty of being accepting to grades I get when a teacher uses a curve. As a student I take advantage of education as a social Institution. Although education is a very critical part of a student's life, I feel all of us don't give it the credit it deserves. Education as a social Institution teaches us more than English, Math, and Science; our schools teach us norms, taboos, and how to behave In our culture. I believe education Is the most Important social Institution In our society. Education as a social institution By allowing If you think about it, we would not get very far in life if we didn't have education social institutions. It's understandable that obviously earlier societies did it before education became a social institution. Although today we learn basic but important things we need to know in order to be accepted in society. Through education social institutions we learn to read, write, and speak; these seemingly simple tasks are tasks Education as a social institution affects me every school day.On my academic days I take part in education as the student, while on tech days I take part in education as the teacher. I really like the teaching style in the United States; also I enjoyed wouldn't be happening if there was no violence at all in schools. I believe schools institution. Although education is a very critical part of a student's life, I feel all of us don't give it the credit it deserves. Education as a social institution teaches us more behave in our culture.

Designing a Program Essay Example

Designing a Program Essay Example Designing a Program Essay Designing a Program Essay Designing a Program Name: Institution: Date: Designing a Program Program design enables the programmer to think about his plans before implementing them. This enables programmers to have a better and deeper understanding of the problem they are about to solve. Consequently, this leads to fewer mistakes during program development, and it quickens the development of the program. Program design leads to the development of high quality programs, which solve the problem they are intended to solve. Program design also helps to reduce the time taken in coding and testing the program. Design enables the programmer to identify the input data, and the output received from the computer program (Brewer, 2009). I think that flowcharts would be more beneficial for me. Their use of graphical representation using symbols makes it easy to understand the necessary processes. Once a person learns all the symbols, it becomes easy to understand where to place all the input. I find it more interesting to look at graphical illustrations, than reading the algorithms describing the programming process. Once a person has a clear understanding of the program essentials, it becomes easy to develop a flowchart (Sharma Thapliyal, 2010). Programmers would face numerous problems if they wrote the code without designing the program. Perhaps the major problem they would encounter is developing an efficient code, which does not help in solving any problem (Pilone Miles, 2007). For instance, a person who wants to develop a program for issuing a company’s salary slips needs to have all the information necessary in designing the slips. Writing the code without this information will result to miscalculation of salaries, and this could be costly to the organization. References Brewer, D. (2009). How to develop a computer program. Retrieved from http://suite101.com/article/how-to-develop-a-computer-program-a96012 Pilone, D., Miles, R. (2007). Head first software development. Schastopol, CA: O’Reilly Media, Inc Sharma, M. K., Thapliyal, M. P. (2010). Concept of computer and c programming. New Delhi: Laxmi Publications, Ltd.

Caesar Augustus Essay

It was the mid-1st century B. C. E. , Rome was ever-growing and the republic that once ran very smoothly was encountering many problems within itself. Wealthy land owners or patricians were gaining too much power and land and since Roman law read that only land owners could serve in the military much of the military power was reduced. Some people tried to change this, for example Tiberius, but his ideas were seen as controversial and he was assassinated in 133 B. C. E. One man named General Marius instituted a law stating that men didn’t have to own land to serve in the military. Soldiers still wanted land in return for their service though, and the general gave them land but this made soldiers more loyal to army officials rather than to the senate. After Marius retired Rome experienced a brief time of peace only to be broken by the Social War. The Social War was caused by the revolting of lower class Italians that were not entitled to full-citizenship and voting rights. This caused General Marius to come back. He ended the war and seized power of Rome. Marius died of old age and Rome started to become restless. In all of the turmoil there arose a powerful politician, Julius Caesar. Caesar created the First Triumvirate (three men) consisting of Caesar, Crassus, and Pompey (also known as Magnus). The Triumvirate really only made these men more powerful though and really didn’t help Rome overall. The Triumvirate disappeared when Crassus died and Caesar and Pompey started to fight. Caesar invaded Rome in 49 B. C. E. and became a dictator there. Then later Pompey was murdered in Egypt in 48 B. C. E. Julius increased the senate from 600 to 900 members to give himself more supporters. In five years Caesar held many powerful offices and almost succeeded in transforming Rome into an empire but was assassinated on the Ides of March in 44 B. C. E. Many wars took place after the assassination of Julius Caesar. His adopted son, Octavian, and his friend both formed the Second Triumvirate and defeated Caesars assassins in the Battle of Philippi. Many senators were killed during this time and it was not a good time for the republic. Eventually the Second Triumvirate dissipated and Octavian and Mark Antony turned on one another. Mark Antony married Cleopatra of Egypt and they committed suicide when Octavian invaded Egypt. Octavian became Augustus (exalted one) and now unofficially ruled Rome. Augustus knew that in order to successfully transform Rome into an empire he had to succeed where his father hadn’t. He supported the arts and technology. He rebuilt temples and created road systems. He pleased his people with holidays and special events. Augustus would even give free bread and wine to all of Rome’s citizens. The senate just had to sit and watch as Caesar Augustus became the total dictator of Rome. Literature grew exceedingly during this time. Under Augustus’ rule Rome entered the Pax Romana, the peaceful and golden age of Rome. So in the end Augustus obviously succeeded in the areas where Julius didn’t. Julius didn’t utilize his resources as well and didn’t realize that he needed to take away the senate’s power not enhance it. Augustus extended Rome to a great power and eventually fully ended the once-renowned republic. In a completely unnecessary comparison this story totally reminded me of the movie Star Wars, the fall of the republic and the birth of an empire. Anyways in conclusion, Augustus transformed Rome into an empire by gaining the loyalty of the citizens and soldiers while the senate lost its power. This man was so dominant that he even named the month of August after himself! Not many could have accomplished what Caesar Augustus did and many still marvel at his feats to this day. Caesar Augustus Essay It was the mid-1st century B. C. E. , Rome was ever-growing and the republic that once ran very smoothly was encountering many problems within itself. Wealthy land owners or patricians were gaining too much power and land and since Roman law read that only land owners could serve in the military much of the military power was reduced. Some people tried to change this, for example Tiberius, but his ideas were seen as controversial and he was assassinated in 133 B. C. E. One man named General Marius instituted a law stating that men didn’t have to own land to serve in the military. Soldiers still wanted land in return for their service though, and the general gave them land but this made soldiers more loyal to army officials rather than to the senate. After Marius retired Rome experienced a brief time of peace only to be broken by the Social War. The Social War was caused by the revolting of lower class Italians that were not entitled to full-citizenship and voting rights. This caused General Marius to come back. He ended the war and seized power of Rome. Marius died of old age and Rome started to become restless. In all of the turmoil there arose a powerful politician, Julius Caesar. Caesar created the First Triumvirate (three men) consisting of Caesar, Crassus, and Pompey (also known as Magnus). The Triumvirate really only made these men more powerful though and really didn’t help Rome overall. The Triumvirate disappeared when Crassus died and Caesar and Pompey started to fight. Caesar invaded Rome in 49 B. C. E. and became a dictator there. Then later Pompey was murdered in Egypt in 48 B. C. E. Julius increased the senate from 600 to 900 members to give himself more supporters. In five years Caesar held many powerful offices and almost succeeded in transforming Rome into an empire but was assassinated on the Ides of March in 44 B. C. E. Many wars took place after the assassination of Julius Caesar. His adopted son, Octavian, and his friend both formed the Second Triumvirate and defeated Caesars assassins in the Battle of Philippi. Many senators were killed during this time and it was not a good time for the republic. Eventually the Second Triumvirate dissipated and Octavian and Mark Antony turned on one another. Mark Antony married Cleopatra of Egypt and they committed suicide when Octavian invaded Egypt. Octavian became Augustus (exalted one) and now unofficially ruled Rome. Augustus knew that in order to successfully transform Rome into an empire he had to succeed where his father hadn’t. He supported the arts and technology. He rebuilt temples and created road systems. He pleased his people with holidays and special events. Augustus would even give free bread and wine to all of Rome’s citizens. The senate just had to sit and watch as Caesar Augustus became the total dictator of Rome. Literature grew exceedingly during this time. Under Augustus’ rule Rome entered the Pax Romana, the peaceful and golden age of Rome. So in the end Augustus obviously succeeded in the areas where Julius didn’t. Julius didn’t utilize his resources as well and didn’t realize that he needed to take away the senate’s power not enhance it. Augustus extended Rome to a great power and eventually fully ended the once-renowned republic. In a completely unnecessary comparison this story totally reminded me of the movie Star Wars, the fall of the republic and the birth of an empire. Anyways in conclusion, Augustus transformed Rome into an empire by gaining the loyalty of the citizens and soldiers while the senate lost its power. This man was so dominant that he even named the month of August after himself! Not many could have accomplished what Caesar Augustus did and many still marvel at his feats to this day.

Our Town The play Essay Example | Topics and Well Written Essays - 500 words

Our Town The play - Essay Example Although many of them may not realize this in particular, yet it is a fact that a vast majority of people living in the town of Grover’s Corners necessarily find time from their everyday schedule to get together, interact with one another. This is a means of promoting social relations and networking. An in-depth analysis of the play suggests that the most obvious interpersonal association exists in the form of romance in which is engrossed the courtship of Emily and George. Wilder is of the view that love symbolizes the innovation and achievement of humans. Although the plot of Our Town fundamentally revolves around romance, yet the range and variety of bonds that humans can build between each other as talked about in the play is quite vast. The range developed by Wild constitutes both platonic and significant kinds of relationships between individual characters of the play. In the very first scene that comes right at the conception of the play, the Stage Manager introduces hi mself to the audience as the story’s narrator and tends to build a rapport with the audience. This is essentially the narrator’s attempt to develop ties between the audience sitting offstage and the various characters that form part of the play and perform onstage.