The History of Knowledge for World History Ap Essay Topics Refuted

The History of Knowledge for World History Ap Essay Topics Refuted The Basics of Knowledge for World History Ap Essay Topics You may easily buy unique college essays and don't neglect to tell friends and family about it. So should you need to employ college essay writer online, we're just the people that you will need to contact. At this time you're prepared to conquer the area of scholarship essays. Today, most college students find it difficult to compose an essay on a particular topic. Things You Should Know About Knowledge for World History Ap Essay Topics The similarities and differences between the 2 periods ought to be woven together to make a bigger statement about the effect of Buddhism on world history. You'll be provided a selection of three essay alternatives, each focusing on another assortment of time periods. The titles change in each individual examination session. Inside this period of time, the significant historical milestones incorporate the Age of Disco very, the European Renaissance along with the Protestant Reformation. With a Nortel partner you'll be able to rest easy knowing that all the technical details on the other side of the scene are working as they should be and that when any issues arise they'll be taken care of swiftly. Our customer support will gladly tell you whether there are any special offers at the present time, along with make sure you are getting the very best service our company may deliver. The time that it can take for the timing to distribute will be contingent on the quantity of clients within the network. For another thing you then will need to acquire each one of the systems integrated, and you will need to have everything professionally implemented. The Chronicles of Knowledge for World History Ap Essay Topics Remembering plenty of details about a particular topic on the spot is hard, but make certain you've got a few points. Write a list of ideas you've got or a list of things you're interested in. Be attentive when clicking! I appreciate all comments or feedback. Some are pretest questions that won't be scored. The topic may be more difficult to produce. Our diagnostic exam will be able to help you pinpoint where you're on the analysis spectrumand in which you want to be. If you prefer excellent paper essay examples, reach out to us here today and we'll do our very best to offer you the most suitable help. However, not one of these sources are designed especially to offer preparation for a CLEP exam. Picking the correct essay topic can occasionally be rather challenging. So in case you have an essay assigned that you require help with, you can purchase essay online cheap from us. Naturally, ensure that your essays will differ and will present many points of view. A number of nations make the most of these companies, but when companies become aware they are used, they need to then learn how they may be useful in that different cultural environment in order to generate a great deal of profits. India is the world's biggest democracy and among the world's most powerful economies. In order to stay competitive, companies move as rapidly as possible to secure a strong position in a number of the important world or emerging markets with products customized for the requirement of the folks in such areas in which they intend to establish. These businesses adopt the reactive or defensive a pproach to stay in front of the competition. Companies usually follow that request to stop from losing the small business. Regardless of what genre you would like Business Studies, Microeconomics, Business Management and Financial Accounting, we're here to serve your needs. The AP World History DBQ presents a prompt and a number of historical documents that are meant to demonstrate the complexity of a specific historical matter. History of internet banking 6. What Is So Fascinating About Knowledge for World History Ap Essay Topics? For instance, if you're struggling with classical societies, there's a crash course video on just about each classical civilization. The significance of general wisdom and present affair spans beyond having the capability to shoot off answers or start conversations. Nonetheless, the world history proceeds to remain an individual experience from any other sort of history in a timeless fashion. Understand the interaction between the surroundings a nd the progression of human societies and cultures in today's era. The Knowledge for World History Ap Essay Topics Stories If scholarship essay contests you're likely to take part in have no limits on the range of entries an individual may send, make the most of this loophole and send a number of different entries. There are a lot of other benefits to greek for kids programs. Select something you're interested in. There's plenty if useful information regarding the Web.

Nature And Nature Of Nature - 947 Words

Even when humankind was still largely a hunter-gatherer nomadic society there was always one constant in their life—nature. Nature was a creative force that contained the ability to either kill them or keep them alive with no preference for the human’s opinion. As humankind formed society and began to exert their own force against nature, and nature became â€Å"a social creation as much as it is the physical universe† (TB 107) as this balance of power shifted unknowingly into the hands of humans. With this ability nature began to become a haven that people could escape to in order to reflect on their thoughts and seek peace from the crowded city life they had known. However, this new peace with nature did not completely negate humankind’s previous experience with nature. Much like Garreau suggests in Edge City nature is a spectrum that contains â€Å"hideous wilderness [†¦] at one end of the spectrum, and the garden on the other.† It is import ant to understand the complicated relationship humans and nature have as shown in this spectrum, as well as recognize the need to conserve and preserve the current nature we have. This can be done through looking at the relationships between humans and nature in hostile environments, agreeable environments, and environments that contain both elements. For much of human existence nature has been hostile—something that must be fought against in order to survive. Garreau’s statement that there are those that view the land as something where â€Å"thereShow MoreRelatedNature : Nature, Nature And Nature1192 Words   |  5 PagesNature. Nature. Nature. There is nature all around us; the sun, the trees, the sky, etc. We can not go anywhere without seeing it everywhere. However if we stay inside then we do not see any nature with an exception of any inside plants or what we see through the windows. The outdoors is one of the things that is naturally beautiful. One of my favorite things is to go sit on the porch right at sunrise or sunset and just sit and look at the sky. The marvelous colors that flow together so beautifully;Read MoreThe Nature of Nature15064 Words   |  61 PagesTranscript of the audio tape Intro uction To the a ure 0 a ure By Afroo Oonoo , , , TRANSCRIPT ONE OF THE AUDIO TAPE: INTRODUCTION TO THE NATURE OF NATURE THIS TRANSCRIPT IS DEDICATED TO: ALL PEOPLES IN GENERAL AND THE ETHIOPIAN RACE IN PARTICULAR COPYRIGHT  © 1996 BY AFROO OONOO THE PUBLISHERS OF THIS TRANSCRIPT IN INDIVIDUALITY ARE: THE STARS REPRESENTATIVE ALSO CALLED REPOO THE SUN THE PLANETS REPRESENTATIVE ALSO CALLED GEPOO THE EARTH THE SATELLITES REPRESENTATIVE ALSO CALLED SIPOORead MoreNature Between Nature And Nature1871 Words   |  8 Pages Either there is no God or God has no or influence on nature. Some naturalists even believe that nature itself might be â€Å"the creative being†. Naturalist basically believe that the world has always been here and it is a big circle of cause and effect, God did not create it, it has always been here. They believe that the world formed itself through natural causes. There is nothing beyond nature that has any influence or effect to nature. Nature formed itself by a strict natural progress. NaturalistRead MoreThe Nature Of Human Nature900 Words   |  4 Pagesabout the nature of human beings and their relation to the community. In contrast to moral relativism Adam Smith argued that it is in human nature that they are interested in the fortunes of other people. Smith moral philosophy suggest that people are social actors and their satisfaction as individuals depends on other happiness, moreover he claims that people are design in this way by nature. This definition of human nature is a clear contrast to Hobbesian moral relativism that human by nature is evidentlyRead MoreThe Nature Of Nature And Survival Essay1495 Words   |  6 PagesWe live in a world of vast change, completely lost from its roots of nature and survival. Urbanization and industrialization surround our daily lives leaving us estranged to our primitive nature. Millennials fixated on phones and television screens fail to observe the living world around them. This lack of natural awareness is harmful to the well-being and future our society. The day we forget about the beauty of nature and where the origin of humanity arose from, will be the onset for the destructionRead MoreHomosexuality : Nature And Nature871 Words   |  4 PagesHomosexuality: Nature or nurture By: Clifnie francois Advance Placement Psychology Mr. Cuetara June 4 2015 Abstract The nature and nature of homosexuality is heavily debated. Some people believe that homosexuality is biologically determined and others believe it’s base on ones environment. This topic can be argue to be base on both nature and nurture. Studies conducted in the past decades support both the biological and environmentalRead MoreNature And Nature Essay711 Words   |  3 Pages Nature Nature has a great effect on individual. I was connected to nature in so many ways, especially in my youth days. Looking deep in to nature, I came to understand that nature is also a part of science which consist of the plants, animals and human being ways of life. During the season, I was always derived a great joy walking the wild for miles looking for which tree to harvest, sometimes from morning to sunset. Meanwhile, as a little child I relied on nature for recreation, having lived inRead MoreNature Of Nature And Nurture906 Words   |  4 PagesNature verses nurture is a topic that everyone is going to have their own thoughts and opinions about. I think that nature and nurture both play a huge role is a person’s life. I have a bother and a sister and they are twins. They are two years older than me but only one year grade difference. We were raised the same way for the most part. The only difference is my Step-dad had a bigger influence on my life than my brother and sister. You can tell where I do things different from my sibling becauseRead MoreNature Vs. Nature : Nature And Nurture969 Words   |  4 Pagestheory, nature, is that who people are is determined by genetics. Another theory, nurture, is that people are who they are be cause of environment. Both theories are in fact correct; however, the cause of personality is not solely nature or nurture, but on a case by case basis, can be both. According to Saul McLeod in â€Å"Nature versus Nurture in Psychology,† nature is â€Å"what we think of as pre-wiring and is influenced by genetic inheritance and other biological factors.† Nature is our prewrittenRead MoreThe Between Nature And Nature Essay2350 Words   |  10 Pages) Both Louv and Hooks emphasize the importance of time in nature. However, both Louv and Hooks discussions about experiences in nature are similar yet different as well. Louv explores the increasing divide between youth and the natural world and the consequences that come with it. Hooks’ focuses on the reciprocal connection between humans and nature which offers a sense of belonging. Nonetheless, both find the relationship between nature and humans significant and beneficial. It is important to note

Migration and Cosmopolitan Dilemma

Question: Discuss about the Migration and Cosmopolitan Dilemma. Answer: Introduction Society is built on peace, security, and development of human rights. When one of these elements is ignored, a foundation of establishing unstable society is created(Churchill, 2006, p. 18). Therefore, it is the duty of all national and global human rights governing bodies to ensure that all the three aspects thrive together. However, in their efforts of balancing the three aspects, they may find themselves in dilemmas which sometimes becomes difficult to solve. This paper explores the case study of "Climate Change, Migration and the Cosmopolitan Dilemma" in Europe as written by(Held, 2016, p. 237). The paper purposes to offer solutions to various human rights dilemmas appearing in the case. The surveillance of the European nation's borders was meant to curb the illegal migrants. However, it turned out to be the violation of the human rights. The immigration policies adopted by the European countries included evicting and denying access to more asylum seekers, tight visa requirements and strict sanctions on airline carriers. Additionally, the police were given powers to check the identities of the people they suspected. The bestowment of this power contributed to the abuse of human rights and an opportunity to advance discrimination on certain ethnic races(Donnelly, 2013, p. 23). From the above scenario it clear that illegal immigration was used by the European nations to threaten the development of human rights. European nations being the leading advocators of the human rights and peace in the third world countries they should be on the front line ensuring the development of the human rights. However, their approaches to prevention illegal migrants in their countries seem to put them in a dilemma. Human beings may be forced by particular circumstances to seek refuge from the foreign nations. Therefore, European nations can resolve this dilemma by establishing the immigration agencies. This should be supplemented by thorough checking in the airports and harbors. Those who are found to have entered the country be registered with immigrant agencies with a condition to stay in a country for a specified period and then they will be returned to their countries. Migratory pressures resulting from the past patterns such as 2009/2011 wars in Libya, Iraq, Afghanistan and others and the current climatic changes have forced European nations adapt to containment policies (Chong, 2014). The containment policies came into place when the residents from the most affected regions such as North African, and the Middle East were in need of help. This was after the developed nations interventions failed. At the hour of the need European nations gave a blind eye to widespread human suffering from those regions. This paper suggests that European nations could have set refugee settlements to give temporary stay for the asylums running way from the asylum countries. This could have helped to build peace and enhance the human rights of the evicted victims. Preventing the entry of refugees seeking help was a failure to observe human rights as enshrined in the United Nations Human Rights Charter. The Mediterranean Sea has been the key point of the immigrants to enter Europe. This has been fueled by the political instabilities and harsh environmental conditions in their countries. However, Europe nations perceive that the immigrants escape their countries to seek for a better economy. This may have some truth, but the cases of Libyan, Somalia and Syria have been because of political wars. European nations led by Italia felt that illegal immigration hand intensified and therefore, established mechanisms to prevent the entry of the immigrants through the Mediterranean Sea. Italian move influenced the rest of the European nations who joined the Sea search and rescue missions in the sea(Marks, 2011, p. 142). European nations approach was not a solution to the illegal immigration. In fact, it was heightening the number of immigrants deaths in the sea. To solve this menace, European Union came up with the three suggestions. First, to derails the operations of the human traffickers and smugglers. Second, to increase funds meant for European Union border protection. Third, to enhance the protection of refugees. The third suggestion called for the implementation of the Common European Asylum System with similar procedures to help in dealing with the refugees claims(European Council, 2015). However, this was not a mitigation to the Mediterranean because of divided regional interests. This paper recommends it is the responsibility and the duty of each country to ensure protection of the human rights. The European Union could not have planned for the joint refugee's system. Instead, each country should have coined its policies which are in line with United Charter on human rights. This will ensure that an individual country deals with this critical issue instead of living it to the regional bloc. References Churchill, R. P., 2006. Human rights and global diversity. S.l.: Routledge. Daniel P. L. Chong, 2014. Debating human rights. Boulder Ed. S.l.: Lynne Rienner Publishers. Donnelly, J., 2013. International human rights. Boulder Ed. S.l. Westview Press. European Council, 2015. Report by President Donald Tusk to the European Parliament on the special European Council on Migration'. [Online] Available at: https://www.consilium.europa.eu/en/press/ press-releases/2015/04/29-report-tusk-european-parliament/ [Accessed 26 March 2017]. Held, D., 2016. Climate Change, Migration and the Cosmopolitan Dilemma. Global Policy Volume, 7(2), pp. 237-246. Marks, S., 2011. The Human Right to Development: Between Rhetoric and Reality. Harvard Human Rights Journal, 17(3), pp. 137-167.

The Last Kamikaze Essays - World War II, Imperial Japanese Navy

The Last Kamikaze The Last Kamikaze. Edwin P. Hoyt. Praeger Publishers, 1993. Pp.xvi, 235. The Last Kamikaze is a book written by well-recognized military historian Edwin P. Hoyt about Matome Ugaki, a Vice Admiral in the Japanese Imperial Navy during World War II. The book chronicles the diary of Ugaki from preparing for the attack on Pearl Harbor to his final suicide mission in 1945. Using his own style of part-biography, part-historiography, Hoyt intermixes exerts from Ugaki's diary with his own assessments of what was happening in the war. The central theme of the book the loyalty Ugaki has for the Japanese Imperial Navy. Numerous examples of Ugaki's determination to be 100% loyal to Japan and to the cause of war are shown throughout the book. Ugaki's devotion to the Japanese Imperial Navy, the constant struggles of Japanese Navy against the Allies, and Ugaki's desire to die for the cause of the war are all main points that Hoyt shows all the way through the book. The Last Kamikaze begins with the planning of the Pearl Harbor bombing by the Japanese. The planning of the attack had taken almost a year to make and it was a strenuous time for high- ranking Japanese officials. One man imparticular, Admiral Isoroku Yamamoto, wanted Japan to stay as far away as possible from U.S. and Great Britain military efforts. Yamamoto was Ugaki's Chief of Staff and best friend. The two conversed at great lengths throughout the war what they felt was the proper action Japan should be taking. It is here that Hoyt shows of Ugaki's devotion to the Japanese Imperial Navy. When in 1940 the government of Japan had declared their policy of war with the West, Ugaki was skeptical. He and Yamamoto questioned how Japan was going to compete with the U.S.'s and Great Britain's natural resources. Hoyt contends that Ugaki's loyalty is best seen here. Ugaki knew that Japan had little chance of defeating the Allies in the war, especially in a war that would last more than a few months. But he, being a loyal subject to the Emperor, accepted the challenge and from the beginning held the view that he was going to die for the cause of war. Hoyt's strongest contention throughout the book is Ugaki's willingness to serve the Japanese navy to his best capability and this is evident from the beginning. When looking at The Last Kamikaze's strengths and weaknesses, it is clear the strengths definitely outweigh the weaknesses. A major strength of the book is well-detailed information given by Hoyt. This is in part to the ability of Hoyt to take Ugaki's diary and incorporate it into already known facts about Japan's Naval involvement during WW II. Hoyt goes through Ugaki's thought process, planning efforts, execution of orders, and his final reaction to the events that take place. The reader knows what Ugaki is feeling and thinking at all times during the book. Another strength of the book is the readability. The Last Kamikaze is written by a military historian, which can be challenging to read. However, Hoyt uses words and phrases that are easy to understand and the reader can following along with the story Hoyt is telling. The book becomes even clearer to the reader when Hoyt incorporates pictures of the key events in Ugaki's life. Pictures of his family, fighter pilots and planes, a nd his plane he rode to death in his final kamikaze mission bring a visual effect that enhances the quality of the book. A final strength of The Last Kamikaze is way in which organizes Ugaki's life. He divides the book into sections of Ugaki's life beginning with the planning of Pearl Harbor to the involvement of Japan in the war to the loss of Admiral Yamamoto and finally to the last kamikaze mission. Hoyt does an excellent job in capturing the important stages of Ugaki's life. The one major weakness that was evident in the book is the extent to which Hoyt goes into detail about irrelevant information. As before mentioned as strength, the detailed information can become redundant at times where not as much detailed is needed. An example of this can be found when Hoyt takes the reader through a

Rudolf Hess, Nazi Who Claimed to Be Bringing Peace Offer

Rudolf Hess, Nazi Who Claimed to Be Bringing Peace Offer Rudolf Hess was a top Nazi official and close associate of Adolph Hitler who shocked the world in the spring of 1941 by flying a small plane to Scotland, parachuting to the ground, and claiming when captured that he was delivering a peace proposal from Germany. His arrival was met with astonishment and skepticism, and he spent the rest of the war in captivity. Fast Facts: Rudolph Hess Birth: April 26, 1894, Alexandria, Egypt.Death: August 17, 1987, Spandau Prison, Berlin, Germany.Known for: High-ranking Nazi who flew to Scotland in 1941, claiming to bring a peace proposal. Close Hitler Associate There has always been considerable debate about Hesss mission. The British concluded he had no authority to negotiate peace, and questions about his motivations and even his sanity persisted. There was no doubt that Hess had been a longtime associate of Hitler. He had joined the Nazi movement when it was a tiny fringe group on the edge of German society and during Hitlers rise to power he became a trusted aide. At the time of his flight to Scotland, he was widely known to the outside world as a trusted member of Hitlers inner circle. Hess was ultimately convicted at the Nuremberg Trials, and would outlive the other Nazi war criminals who were convicted alongside him. Serving a life term in grim Spandau Prison in West Berlin, he ultimately became the prisons sole inmate for the last two decades of his life. Even his death in 1987 was controversial. By official account, he had committed suicide by hanging himself at the age of 93. Yet rumors of foul play circulated and still persist. After his death the German government had to deal with his grave in a family plot in Bavaria becoming a pilgrimage site for modern day Nazis. Early Career Hess was born as Walter Richard Rudolf Hess in Cairo, Egypt, on April 26, 1894. His father was a German merchant based in Egypt, and Hess was educated at a German school in Alexandria and later at schools in Germany and Switzerland. He embarked on a business career which was quickly interrupted by the outbreak of war in Europe when he was 20 years old. In World War I Hess served in a Bavarian infantry unit and eventually trained as a pilot. When the war ended with Germanys defeat Hess was embittered. Like many other disgruntled German veterans, his deep disillusionment led him to radical political movements. Hess became an early adherent of the Nazi Party, and forged a close association with the partys rising star, Hitler. Hess served as Hitlers secretary and bodyguard in the early 1920s. After the abortive coup in 1923 in Munich, which became famous as the Beer Hall Putsch, Hess was imprisoned with Hitler. During this period Hitler dictated to Hess part of what became his notorious book Mein Kampf. As the Nazis rose to power, Hess was given important posts by Hitler. In 1932 he was appointed head of the partys central commission. In the following years he continued being promoted, and his role in the top Nazi leadership was evident. A front-page headline in the New York Times in the summer of 1934 referred to his likely position as Hitlers closest subordinate and successor: Hitler Understudy Likely To Be Hess. In 1941, Hess was officially known as the third most powerful Nazi, after only Hitler and Herman Goering. In reality his power had probably faded, yet he was still in close contact with Hitler. As Hess hatched his plan to fly out of Germany, Operation Sea Lion, Hitlers plan to invade England the previous year had been postponed. Hitler was turning his attention eastward and making plans to invade Russia. Flight to Scotland On May 10, 1941, a farmer in Scotland discovered a German flier, wrapped in a parachute, on his land. The flier, whose Messerschmitt fighter plane had crashed nearby, first claimed to be an ordinary military pilot, giving his name as Alfred Horn. He was taken into custody by the British military. Hess, posing as Horn, told his captors he was a friend of the Duke of Hamilton, a British aristocrat and noted aviator who had attended the 1936 Olympics in Berlin. The Germans, or at least Hess, seemed to believe the Duke could help broker a peace deal. While detained in a hospital shortly after his capture, Hess got to meet the Duke of Hamilton and revealed his true identity. The Duke immediately contacted Prime Minister Winston Churchill and informed him that he had met Hess years earlier and the man who had landed in Scotland was indeed the high-ranking Nazi. British authorities expressed astonishment as the peculiar story of Hesss arrival in Scotland made headlines around the world. The earliest dispatches about Hesss flight from Germany to Scotland were full of speculation about his purpose and motives. One theory in the early press accounts was that Hess feared a purge was coming of top Nazi officials and Hitler might be planning to have him killed. Another theory was that Hess had decided to abandon the Nazi cause and help the British. The official story which was ultimately put out by the British was that Hess claimed to be bringing a peace proposal. The British leadership did not take Hess seriously. In any event, less than a year after the Battle of Britain the British were in no mood to discuss peace with Hitler. The Nazi leadership, for its part, distanced itself from Hess and put out the story that he had been suffering from delusions. For the rest of the war Hess was held by the British. His mental state was often questioned. At one point he seemed to attempt suicide by jumping over the railing of a staircase, breaking a leg in the process. He seemed to spend most of his time staring into space and began to habitually complain that he believed his food was being poisoned. Decades of Captivity Following the end of World War II, Hess was put on trial at Nuremberg along with other leading Nazis. Throughout the ten months of the 1946 war crimes trial, Hess often seemed disoriented as he sat in the courtroom along with other high-ranking Nazis. At times he read a book. Often he stared into space, seeming to have no interest in what was happening around him. Rudolf Hess, with arms extended, at the Nuremberg Trial. Getty Images   On October 1, 1946, Hess was sentenced to life in prison. Twelve of the other Nazis on trial with him were sentenced to be hanged, and others received sentences of 10 to 20 years. Hess was the only Nazi leader to be sentenced to a life term. He escaped the death penalty mainly because his mental state was questionable and he had spent the bloodiest years of the Nazi terror locked up in England. Hess served his sentence in Spandau Prison in West Berlin. Other Nazi prisoners died in prison or were released as their terms ended, and from October 1, 1966, onward, Hess was Spandaus only prisoner. His family periodically sought to have him released, but their appeals were always refused. The Soviet Union, which had been a party to the Nuremberg trials, insisted that he serve every day of his life sentence. In prison, Hess was still mostly a mystery. His peculiar behavior continued, and it wasnt until the 1960s that he agreed to have monthly visits from family members. He was in the news at times when he was taken to a British military hospital in Germany for treatment of various ailments. Controversy After Death Hess died in prison on August 17, 1987, at the age of 93. It was revealed that he had strangled himself with an electrical cord. His jailers said he had left a note indicating a desire to kill himself. Rumors circulated that Hess had been murdered, supposedly because he had become a figure of fascination for neo-Nazis in Europe. The Allied powers released his body to his family, despite fears that his grave would become a shrine for Nazi sympathizers. At his funeral in a Bavarian graveyard in late August 1987 scuffles broke out. The New York Times reported that about 200 Nazi sympathizers, some dressed in Third Reich uniforms, scuffled with police. Hess was buried in a family plot and the site did become a gathering place for Nazis. In the summer of 2011, fed up with visits by Nazis, the cemetery administration exhumed Hesss remains. His body was then cremated and his ashes scattered at sea in an unknown location. Theories about Hesss flight to Scotland continue to emerge. In the early 1990s, files released from Russias KGB seemed to indicate that British intelligence officers had lured Hess to leave Germany. The Russian files included reports from the notorious mole Kim Philby. The official reason for Hesss flight remains as it was in 1941: Hess believed he could, on his own, make peace between Germany and Britain. Sources: Walter Richard Rudolf Hess. Encyclopedia of World Biography, 2nd ed., vol. 7, Gale, 2004, pp. 363-365. Gale Virtual Reference Library.Rudolf Hess Is Dead In Berlin; Last of Hitler Inner Circle. New York Times 18 August 1987. A1.

Application Essay

Application Essay Application Essay Application Essay: Why Do You Need To Read This Article? This article is about an application essay and ways of writing it. Some techniques and wise advice may be useful for students, who want to enter the higher institution and will have an assignment to write an application essay, in other words, to present them to the Admission Committee. SECRETS OF WRITING THE BEST APPLICATION ESSAY If you think, there are only two stages of carrying out the assignment, such as writing itself and submitting, you are strongly wrong. You have 5 stages as minimum. Follow the next stages of writing: 1) Deciding on a topic after a close reading of instructions; 2) Collecting and analyzing information, making sure about the form of writing (short answers to several questions or one page for one big question explaining); 3) Making an outline, adding some facts and statistics in the proper places, substituting words by synonyms; 4) Drafting as many times, as you need for reaching the result of a complete application essay (); 5) Revising and editing two important stages, which may influence a grammar, language and style. Application Essay: Questions about you and your intentions The whole essay should be about you, but in the indirect way. Do a research on yourself, asking: What is the field of science interesting for learning and why? What profitable sides will I have studying this subject? What is the best point in career in the future? Why do you need this program? What advantages do you have against other applicants? What can you tell about yourself and lessons you have learnt during your life? What are your special skills and ideas for the science? Take Into Account The Audience! Your audience is the Admission Committee, respectable and serious gentlemen and ladies. You should be on the high level in your essay. Therefore, try to present the ideas in the significant and qualified manner. You should communicate with them through your application essay; therefore, you should not offend them or be rude or vulgar. However, on the other hand, you need to make them be interested in your candidature and accept you. Here You Have Some Rules Of Presenting Information: Do not repeat already said in other words. Persuade that you will reach your goals by stating why you should reach them at all. Use laconic and clear language. Your style is formal, but an element of informality may be used as a good feat. Assure the audience in your preparedness of facing challenges in the future study of the science. Explain your disadvantages or failures and how it has influenced on you in the best way. Avoid clichs and general statements, which everyone may use. You are not everyone; you are a special, so show it! Application Essay Help Of Professionals Of course, you are interested in writing the best application essay and entering the needed institution! Therefore, you may need a help from our professional writers, as they are death on making a good composition and analyzing your own positive and negative sides. Rely on us entirely and enter your educational establishment without fail! Read also: Career Essay Statement of purpose essay Psychology Coursework Frankenstein Coursework Help How to Write a Book Report

Opinion Paper Essay Example | Topics and Well Written Essays - 500 words

Opinion Paper - Essay Example To me, the idea seems to be okay, and I am for the increment in the reimbursements dues to the reasons discussed below. One of the reasons that I see it appropriate for the reimbursements to be increased is to enable both nurses and doctors to acquire the relevant medications and equipments to serve the large numbers of patients. The increase will result in better services being given by the physicians. Increasing the reimbursements may also lead to an increase in the participation of the physicians and the patients access to Medicaid (Bryan, 2004). The reason I prospect this is because most of the physicians have made it clear that caring for those patients who use Medicaid would become an important part of their mission and thereby a campaign for the increment must be carried out. Another reason for the reimbursement increase is to reduce the struggle that the doctors experience while giving their services to the Medicaid population and at the same time keeping their practices financially viable (Herbert, 2012). The main reason why I say this is because, I have had the chance to interact with some nurses and one of them put it clear to me that, they were in a position of accepting more Medicaid patients if they were in a position to afford all what they required finances and facilities and this usually meant an increase in the reimbursements was necessary. To conclude, it is important for the physicians and the nurses to have a clear understanding of the healthcare financial aspects so that they help their clients in understanding the meaning of increasing the existed reimbursements. The financial knowledge affects the nursing care of patients in the health care settings in that, they will have hands-on information on how their funds are used and how an increase in their reimbursements will improve the services offered to them at the hospitals. The responsibility of keeping

Anything Essay Example | Topics and Well Written Essays - 750 words

Anything - Essay Example The growth of multiculturalism in the workplace imparts the need for the managers to understand the cultural, ethnic, and gender based differences of the workforce so that their conflicts can be resolved and their needs can be addressed. Challenges for Managers in the Contemporary Organizations Resolving Interpersonal Conflicts Over the passage of time, there has been an improvement in the discouragement of such notions as slavery, racism, and violence grounded in differences of race, gender, or ethnicity at all levels all across the world. However, although many people say that they condemn such practices, yet deep inside, they still cultivate certain negative perceptions about others who are not like them in terms of race, ethnicity, and such other variables. This sets the stage for the occasional conflicts among the diverse workers. Many a times, workers may not even like to cultivate such negative perceptions about others, but they still feel discomfort and irritation when they a re unable to understand or identify with the opinions, values, and beliefs of their peers and coworkers that are grounded in their respective cultures. â€Å"It's common to have friction with co-workers who have different values and work styles† (McGrath). ... Good public relations provide organizations with competitive advantage in the market that is overcrowded with organizations rendering similar services as they do. Conflicts based on the differences of cultures, race, or gender happening in the workplace can generate a very negative message for the stakeholders particularly the consumers in the society if they happen to learn about them. Managers face the challenge of not only resolving the interpersonal conflicts in the workplace, but also controlling the information leaking out to the stakeholders to keep the organization’s image from being tarnished in the public eye. Strategies of Conflict Resolution Learning Cultural Differences Addressing the cultural, ethnic, and gender differences of the workforce requires the managers to be more educated in these areas than they were ever before. Managers serving in the workplaces in the contemporary age need to acquaint themselves with all possible sources and causes of conflicts betw een the culturally and ethnically diverse workforce and have suitable strategies in place to resolve them effectively. In order to utilize their optimal potential, managers need to be proactive rather than reactive. Although managers may not primarily be educated in cultural diversity and the subjects that entail it like the study of different languages, the study of norms and values of different cultures, and the behaviors appreciated and condemned in them, yet it is recommendable for the managers serving in the contemporary organizations to undertake short courses in these areas or do self study of these subjects for the least. This would build up competency in the managers to analyze and understand things from a variety of cultural perspectives and identify the causes of conflicts among the

The Promise of the After-Life in Islam Essay Example for Free

The Promise of the After-Life in Islam Essay I. The Five Pillars and the Seven Articles of Faith That which makes the life of man pleasant and enjoyable, makes his labor joyful, gives warmth to his heart, and broadens the horizons of his vision, is none other than what revelation and religion give man belief in an eternal world . . . (Lari, 1992, p. 17) Islam means total submission to Allahs will. A good Muslim has genuine belief in the Five Pillars of Islam and the Seven Articles of Faith. The Five Pillars purify a Muslim and compound the way of life for him. They are Ash-shahada, testifying that Allah is the only God and Muhammad is His messenger, Salat, five daily prayers, Zakat, charity to needy Muslims, Fasting during Ramadan to appreciate Allahs providence and making a pilgrimage to Mecca to perform Hajj. Observing these Five Pillars reinforces a Muslims true faith. The Seven Articles of Faith are key principles to follow. They are the affirmation that Allah is One (tawhid) and He is The Only Creator to be worshipped, belief in His angelic agency, scriptures, prophets, Judgement Day (Yawm Al-Qiyamah), the belief that the power of executing good and evil acts emanates from Allah and the belief in life after death (Bowker, 2001, p. 21). In Islam, judgement, reward and punishment form the foundation of its creed (Elias, 1999, p. 64). The eschatological thought of Islam teaches a Muslim that he will either pay or earn his dues. The way he lives his present life will determine the nature of his hereafter (al-akhirah). Lari (1992, p. 155) says that the fear of God stems from mens fear of their own deeds and will instill discipline and order. In Islam, the perpetuity of this world is a fallacy (Coward, 1997, p. 50). Eternity resides only in the hereafter. Death will lead to resurrection and Judgement Day when every Muslim will stand before Allah to account for his deeds. Adhering to Islams creed will emancipate a Muslim and merit him with heaven while disobeying it will banish him to hell. Under these circumstances, Muslims are compelled to walk in the path of Allah in this life given the accountability of ones sins on Yawm Al-Qiyamah or Judgement Day, the threat of jahannam or hell, where one is consumed by a raging fire; or the promise of earning His blessing in the al-akhirah or hereafter with the reward of al-janna or heaven, wherein resides Allahs infinite love. II. The three worlds Every soul shall taste of death; you shall surely be paid in full your wages on the Day of Resurrection. Whosoever is removed from the Fire and admitted to Paradise, shall win the triumph. The present life is but the joy of delusion. (cited in Coward, 1997, p. 48) The Quran mentions phases of ones life, categorized it into three different worlds. They are the World of earning, Intermediate state and Resurrection (Ahmad, 1996, pp. 151-157). A. World of earning This is the present life where one accumulates merit or demerit for his deeds. The Quran (84:6) says, O man! To the degree that you strive to obey God you will in the end meet your Creator (cited in Lari, 1992, p. 36). According to two studies (Lari, 1992; Ahmad, 1996) good or bad effects of ones deeds will act as poison or panacea on him in the hereafter (Lari, 1992, p. 143). The bliss or burden felt when carrying out an act disappears but it leaves an impression on the heart (p. 150). One cannot escape punishment in the afterlife. Present life is riddled with tests of Allah, who guides people by showing the good way as well as the one that leads [them] astray (Sakr, 2001, p. 18). One who corrupts his soul through evils like deceit, immorality and rejection of faith will be punished severely on Judgement Day. Death is the opening of the gates of eternity (Lari, 1992, p.15). Mawlana Jalal ad-Din Rumi recites, O you who attempt to flee death in your fear, It is yourself that you fear use your intelligence! It is your countenance that is ugly, not the visage of death; Your soul is a tree on which death is the leaf. (cited in Lari, 1992, p. 18) When ones relationship with God weakens and he starts to distance himself from a firm rooting in faith, the entirety of his being becomes a hunting ground for demons who rob him of all virtue, piety, and the capacity for salvation (Lari, 1992, p. 153). Therefore, his ultimate aim and desire should be to seek the ultimate perfection achievable by man, which is the attainment of union with the sublime origin of all being (Lari, 1992, p. 36). B. Intermediate state This state is known as Barzakh. Here, the soul lives in another phase of existence (Haeri, 1997, p. 24) which falls between present life and resurrection (Ahmad, 1996, p. 152). The soul departs from the body and is held at Isthmus, a storage place for souls. Then, the soul returns to the grave to be questioned by two angels, Munkir and Nakir. They will question regarding Allah, belief in Islam, ones way of life and other questions to test ones virtues and piety. If one is righteous, one will be shown heaven. If not, one will be shown hell and tormented in ones grave. C. Resurrection They will blow on the trumpet and everything in the heavens and the earth will be swallowed up by death, save only that which God wishes to preserve. Then another trumpet blast will be sounded and all creatures will suddenly rise up to behold the plain of resurrection.(cited in Lari, 1992, p. 126) This is how the Quran (39:68) describes resurrection. The first sounding of the trumpet signals every living being to drop dead and the second sounding restores life for everyone to awaken. The trumpets function is to call for universal death and universal revival (Lari, 1992, p. 128). Before resurrection, comes the end of the world. According to the Quran (81:1-6), When the sun (with its spacious light) is folded up; When the stars fall, losing their luster; When the mountains vanish (like a mirage) (cited in Sakr, 2001, p. 73) only Allah remains. After forty years, He resurrects all. The Quran illustrates this by saying, And We send down from the sky rain charted with blessing, and We produce therewith gardens and grain for harvests . . . and We give (new) life therewith to land that is dead: thus will be the resurrection. (cited in Sakr, 2001, p. 82) III. Judgement Day: Accounting for ones deeds With resurrection comes Judgement Day which emphasizes on the Qurans tenacious stress on the ultimate moral responsibility and accountability of each believer (Esposito, 1998, p. 30). Mankind will be led in groups naked to an uninterrupted plain devoid of any irregularity where none can escape Allahs vision (Al-Ghazali, 1995, p. 177). The blazing sun will make the tightly packed congregation perspire in the sweltering heat according to their sins to atone for the duties they failed to perform. Supporting information in a study by Muslim, he says some will have sweat up to their ankles . . . and others will have it up to their mouths (cited in Sakr, 2001, p. 90). The intensity of a sinners suffering will be so unbearable that he will request to be sent to hell rather than undergo this torture. The concept of punishment is imminently significant in Islam. All will stand before Him in humility and be answerable for their deeds. Each will be issued his Book of Records which chronicles all his actions and intentions and this book is testament to how he led his life. A righteous person will receive the book in his right hand to indicate that Allah is pleased with him. A sinner will receive it in his left hand (Sakr, 2001, p. 101). Everyone is then interrogated about the way they lived. There is no intercession, prejudice nor favoritism in the judgement (p. 97). In two different works (Hamid, 1996; Sakr, 2001), it is said that nobody can hide their misdeeds since their own biological organs testify against them. Similarly, the Quran (24:24) states, Their tongues, their hands, and their feet will bear witness against them as to their actions (cited in Sakr, 2001, p. 98). Allah will grant our organs the ability of speech and as mentioned earlier the bliss or burden of our actions would have left impressions on all these organs, so they will be able to bear witness. Allah will condemn those who failed to abide by His laws to jahannam. The Quran (9:79) says, Those who on account of their own evil nature find fault with the contributions of obedient believers, who mock those who do not grudge spending in the way of God whatever they are able, God mocks them and He will punish them; a painful torment will be theirs. (cited in Lari, 1992, p. 192) The Quran (23:102-4) also says that a person whose scales are heavy with good deeds are prosperers while one whose scales are light has lost [his] soul in [jahannam] dwelling forever (cited in Coward, 1997, p. 59). After the harrowing interrogation, all will have to walk over the Bridge of Hell or the Al- Sirat (Sakr, 2001, p. 108). The path could be very wide for one and very narrow for another. If the path is narrow when one is crossing and he fears hell, angels will either dump him [in] Hell (p. 108) or guide his path for safe-crossing to heaven. Al-Ghazali describes the Al-Sirat: Sharper than sword and more subtle than hair. He who treads on straight and right path in this world will cross it easily and will get salvation. He who is misguided and saddled with sins will slip therefrom at the first step and will fall down into Jahannam (Hell). (cited in Sakr, 2001, pp. 108-109) The Quran (19:71-72) says that by Allahs decree, nobody escapes passing over hell (Sakr, 2001, p. 112). Only the righteous will be saved from falling into the wrath of the raging fire. The terrified sinners then embark on their [march] along the Path of Hell (sirat al-jahim) where they will meet with the wrath of the Blaze (Coward, 1997, p. 60). Said Prophet Muhammad, There is no creature that will not be overtaken by remorse and regret on the day of resurrection, but regret will be of no avail. When the blessed look upon paradise and the infinite bounties that God has prepared for the pure and the Godfearing, they will regret not having performed righteous deeds equal to theirs. As for the wretched, the people of hellfire, they will groan and lament when they see the fire and hear its roar, and they will regret not having atoned for their sins while still in the world. (cited in Lari, 1992, pp. 210-211) IV. The chastisement of jahannam Those condemned to jahannam will yearn for Allahs absolute love. The sinners will be tormented to an extent unimaginable by mankind. Esposito cites the Quran (18:29), explaining what the unbelievers go through: a fire whose sheets encompass them. If they should ask for relief, then water like molten copper shall be showered upon them to scald their faces. How awful is such a drink and how evil a resting place (p. 31). There are different categories of hell where depending upon the sins committed, one could both be banished to jahannam and deprived of Allahs love for eternity or stay for a period of time till he atones for his sins and earns Allahs mercy. Similarly, both Sakr and Al-Ghazali profess that there are seven gates in hell. Al-Ghazali explains that seven is the number of the parts with which a man sins (p. 222). The gates are positioned one above the other. The uppermost level is [the gate leading to] the Inferno [Jahannam], followed by the Blaze [Saqar], Flame [Laza], Furnace [al-Hutama], Fire [al-Sair], Hellfire [al-Jahim] and Abyss [al-Hawiya] (Al-Ghazali, 1995, p. 222). He explains the significance of the infinite depth of the Abyss by likening it to that of mans countless desires of this world (1995, p. 222). He also says that pain caused by fire is supreme which explains the blazing fire that consumes the condemned (p. 223). Sakr explores the various tortures of jahannam. He says that the banished are repeatedly clubbed on their heads with maces of iron to experience pain and humiliation (p. 116). Sakr explains, that dwellers of jahannam are punished according to the intensity of their sins, by citing a verse from the Quran (15:43-44) proclaiming hell as the promised abode for the sinners and unbelievers. To it are seven gates: for each of those Gates is a (special) class (of sinners) assigned. For example, one will be chained and hauled along boiling water on his face while another will be made to drink boiling water which will sever his intestines (Sakr, 2001, p. 116-117) The Quran warns Muslims by saying, Indeed, the friendship of Satan earns man perdition and misguidance (cited in Lari, 1992, p. 210). In general, jahannam is the ultimate torture chamber that executes the most excruciating punishments. Lari (1992) appropriately articulates that these chastisements function as alarm bells to warn wrongdoers and cajole them into reform[ing] themselves before it is too late (p. 44). V. The bliss of al-janna God promises the believers, both women and men, that He will cause them to enter a paradise where rivers flow beneath the trees, and have them dwell in splendid palaces. He will also bestow on them His pleasure and satisfaction, which is greater and loftier than material bounties. This spiritual reward is, in truth, the supreme achievement for the pure (Quran 9:72; cited in Lari, 1992, p.140). Lari (1992) reinforces the reward of being in al-janna by saying that above all, man will [attain] there the true object of his love which is being with Allah (p. 148). Leading a righteous life and fulfilling ones duties as a Muslim wholeheartedly, merit[s] admission to [al-janna] (Coward, 1997, p. 51). Unyielding belief in Islam and the fear of God are core aspects of righteousness (Lari, 1992, p. 193). Lari defines a good deed as one that develops from a pure motive which is done solely to please God and develop the individual morally (p. 190). The studies of both Hamid and Malik show that there are different categories of heaven. Malik concedes there are seven heavens. The seventh heaven [is] [t]he Garden of Firdaws Jannat al Firdaws (2002, par. 21). Al-Ghazali describes heaven as a beautiful garden where souls rejoice, eating of its various foods, and quaffing its milk, wine and honey from rivers whose beds are of silver, whose pebbles are pearls . . . (1995, p. 233). Just as sinners are tormented according to their varying degrees of sins, the blessed are rewarded according to their righteousness and resolute faith. As the seventh heaven is the closest to Allah and His infinite love, it is the ultimate recompense for leading a life in total submission and of unadulterated love for Him. This will be the paramount motivation to [walk] in the path of [Allah] (Coward, 1997, p.51). VI. The consequence of choice Man shapes his hereafter based on his positive and negative deeds in this life, so he should always be devoted to Allah in order to stay on His path. Lari says whenever man falls into the pit of sin, he should immediately feel polluted by his act of rebellion against God and reform before he gets the stamp of perdition (1992, p.167). Mans actions shall be weighed in Scales and a final consignment to Heaven or Hell shall be decreed . . . For the Godfearing shall be a triumph-gardens and vineyards, maidens for companions, and a cup overflowing. But man is not to forget that Hell lurks in ambush, a home for the profligate, where they shall abide for ages . . . (Winter, 1995, p. xiii) VI. References Ahmad, H. M. (1996). Teachings of Islam (M. M. Ali, Trans.). OH: Ahmadiyya Anjuman Isha. Al-Ghazali, A. H. (1995). The remembrance of death and the afterlife. UK: The Islamic Texts Society. Bower, J. (2001). What Muslims believe. England: Oneworld. Coward, H. (1997). Life after death in world religions. NY: Orbis Books. Elias, J. J. (1999). Islam. London: Calmann King. Esposito, J. L. (1998). Islam: The straight path. (3rd ed.). NY: Oxford University Press. Haeri, S. F. (1997). The elements of Islam. UK: Element Books. Hamid, A. (1996). Islam: The natural way. UK: MELS. Keller, N. H. M. (Trans.). (1996). Al-Nawawis manual of Islam. UK: The Islamic Texts Society. Lari, S. M. M. (1992). Resurrection judgement and the Hereafter (H. Algar, Trans.). Iran: Foundation of Islamic Cultural Propagation in the World. Malik, K. M. (2002, April 6). Meem The Arabic letter [On-line]. Retrieved March 30, 2002 from the World Wide Web: http://www.meem. freeuk.com/Meem.html Sakr, A. H. (2001). Life, death and the life after. India: Islamic Book Service. VII. Bibliography Esack, F. (1998). Quran, liberation and pluralism. Oxford: Oneworld. Guillaume, A. (1961). Islam. US: Penguin Books. Hixon, L. (1995). Heart of the Koran. IL: The Theosophical Publishing House. Husaini, S. W. A. (1980). Islamic environmental systems engineering. London: Macmillan. Kamali, M. H. (1999). Freedom, equality, and justice in Islam. Malaysia: Ilmiah. Nursi, B. S. (n. d.). Resurrection and the hereafter. Pakistan: Shalimar. Pearl, D. (1987). A textbook on Muslim personal law. (2nd ed.). NH: Croom Helm. Said, E. W. (1997). Covering Islam. NY: Vintage Books.

Madness and Insanity in Shakespeares Hamlet Essay example -- The Melan

The Melancholy Hamlet  Ã‚        Ã‚  Ã‚   William Shakespeare’s tragic play Hamlet is an exercise in the study of melancholy. Let’s explore the in’s and out’s of this aspect of the drama in this essay.    Gunnar Boklund gives a reason for the highlighting of the melancholy aspect of the protagonist in Shakespeare’s Hamlet in his essay â€Å"Judgment in Hamlet†:    In the tragedy of Hamlet Shakespeare does not concern himself with the question whether blood-revenge is justified or not; it is raised only once and very late by the protagonist (v,ii,63-70)and never seriously considered. The dramatic and psychological situation rather than the moral issue is what seems to have attracted Shakespeare, and he chose to develop it, in spite of the hard-to-digest and at times a little absurd elements it might involve. . .(118-19).    Imagery is a factor in the melancholy. The imagery in Othello â€Å"enhances the strain of melancholy in Hamlet by dwelling on sickness and decay [. . .]† (Levin 14). The initial imagery is very bleak and depressing: â€Å"The story opens in the cold and dark of a winter night in Denmark, while the guard is being changed on the battlements of the royal castle of Elsinore. For two nights in succession, just as the bell strikes the hour of one, a ghost has appeared on the battlements, a figure dressed in complete armor and with a face like that of the dead king of Denmark, Hamlet’s father† (Chute 35).    Horatio and Marcellus exit the ghost-ridden ramparts of Elsinore intending to enlist the aid of Hamlet. The prince is dejected by the â€Å"o’erhasty marriage† of his mother to his uncle less than two months after the funeral of Hamlet’s father. There is a social gathering of the court, where Hamlet is present,... ...ess, 1999. Rpt. from Introduction to Hamlet, Prince of Denmark. Ed. Philip Edwards. N. P.: Cambridge University P., 1985.    Levin, Harry. General Introduction. The Riverside Shakespeare. Ed. G. Blakemore Evans. Boston: Houghton Mifflin Co., 1974.    Mack, Maynard. â€Å"The World of Hamlet.† Yale Review. vol. 41 (1952) p. 502-23. Rpt. in Shakespeare: Modern Essays in Criticism. Rev. ed. Ed. Leonard F. Dean. New York: Oxford University P., 1967.    Rosenberg, Marvin. â€Å"Laertes: An Impulsive but Earnest Young Aristocrat.† Readings on Hamlet. Ed. Don Nardo. San Diego: Greenhaven Press, 1999. Rpt. from The Masks of Hamlet. Newark, NJ: Univ. of Delaware P., 1992.    Shakespeare, William. The Tragedy of Hamlet, Prince of Denmark. Massachusetts Institute of Technology. 1995. http://www.chemicool.com/Shakespeare/hamlet/full.html No line nos.      

Poetry Discussion Questions

How does the language of the poem make Moore more relatable to the audience? A lot of poems are composed of long difficult words that are hard to pronounce and hard to understand. However, in â€Å"Poetry', Moore took a different route to explaining to the reader what poetry is. That is, she approached the poem with words that are used everyday, a technique to help the reader to understand the true meaning of poetry.I also feel like these lines, that we do not admire what e cannot understand† (lines 9-11), point out that the average person does not understand deep, complex literary meanings of words that are not used in everyday life. I also feel like Moore is expressing that this is one of the reasons why people do not read as much poetry, since they are indirectly discriminated due to the language filter. To add on, this may be the reason why the author started off with the lines, â€Å"l, too, dislike it, there are things that are important beyond all this fiddle† (l ine 1).Once again, she relates to the audience in preference of literature. Perhaps through the poem, she is attempting to show herself grow out of the phase of dislike and into the phase of loving poetry to the extent of becoming a poet. The ignorance to poetry makes us believe that we do not enjoy poetry, but I feel like the author expresses that it is a matter of opening the book and surpassing the fear of feeling unintelligible due to the language in sophisticated poems.

All the World by William Shakespeare Essay

William Shakespeare has been considered the greatest poet of all times. Only school educated, this great poet acquired fame because he had an extraordinary power of observation which he tempered with his brilliant imagination that gave a creative boost to his art. He was also gifted with unique taste of music which helped him to compose beautiful songs and sonnets. His imagination and observation along with a keen ear towards tone and rhythm rendered a sonorous and lyrical quality to his verses- something which was missing in other poets of his times. Shakespeare wrote several comedies, tragedies and poems depicting his profound wisdom and psychological understanding of human nature. The poem ‘All World’s a Stage’ is typical example of Shakespearean genius as he metaphorically compares the world to a stage where every human makes an entry like a stage actor, plays different roles and, when time declares, leaves the stage eventually. The poem is beautiful example of his vision of life. The first stage of life is infancy. The poet here describes a baby crying and throwing out in the mother’s arm calling for attention. In the second stage of life, the baby is now a school-going child who is unhappy and complaining as is unwilling to go to school but is forced to do so. The third stage in life is that of a lover. Young man in this age is full of deep sighs missing his beloved. He is preoccupied with her thoughts so much so that he sits writing long poems in praise of her beauty. The fourth stage in his life is that of a sincere and ambitious career-oriented professional. A this age he is competitive, jealous for opportunities, desires recognition even if it involves risk or great danger. Next comes the middle-aged man, well-fed, highly experienced and full of wisdom. He has great sayings ready for every occasion and a remedy for every problem. The sixth stage is that of a retired old man. He is thin and dressed comfortably, wearing specs and a small purse with him. He is wearing a hose of his youthful times which he has saved till now which helps him in walking. He is grouchy, complaining like a child carrying a pipe in mouth The last stage of life is when man has grown, weak, feeble and lacks strength and vitality. His life is at an end and he has nothing to look forward to. All he has before him is a memory of good old days. He sits reminiscing those times without teeth, eye-sight, taste and everything (hopes, desires, aspirations, etc), patiently waiting for his death.

Primary ESL Learners in Taiwan English Literature Learning Syllabus

Primary ESL Learners in Taiwan English Literature Learning Syllabus Introduction The education enables people to gain new skills in a formal and governmentally controlled way which then benefits the individual’s professional training and promotional ladder movement. Though some people think education to be a rudiment of the renaissance age when this was a concept available to rich people only, it is necessary to emphasize the importance of education on different levels and in different ages.Advertising We will write a custom research paper sample on Primary ESL Learners in Taiwan: English Literature Learning Syllabus specifically for you for only $16.05 $11/page Learn More The age groups of learners vary regarding the essence of learning. For instance, elementary and secondary education is obligatory aspect of ordinary life in most countries of the world whereas ESL learning is the area available to people who want to learn English and master it to the degree of native speaking. At the same time, many nations acknowle dge necessity of learning other languages than the native one in the context of the globalisation and developing cultural diversity issues. The syllabus will include vocabulary, language focus, listening, and speaking sections that consist of specific topics necessary for adequate development of language skills in whole. The present learning syllabus in Taiwan elementary schools was introduced to make the learning-teaching process more effective. Along with the new syllabus, a new assessment scale was introduced to functions as the following: understanding the strengths and weaknesses of students’ learning ability, assisting teachers in monitoring student learning progress, evaluating students’ learning, placing students in learning groups based on given institutional standards (Chan, 2006, p. 37). So, the syllabus for the primary school in Taiwan includes interventions for reading (phonemic awareness), writing, listening, and speaking. Reforms can be considered anot her important aspect of many sectors of human activity including education that should be adjusted to changing needs and preferences of the population with regard to the expansion of businesses into the global market, development of new areas in new fields of industry with the help of foreign partners or involvement of foreign investors. In this respect, ESL learners in Taiwan are facing the necessity of introducing new English literature learning syllabus in accordance with the importance of being in the mainstream of the language learning. Besides, a combination of the most effective approaches to design of the literature learning syllabi can be more effective than the application of a single approach or in-turn application of different approaches.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More So, ESL learners can benefit from introduction of the new approach that is aimed at u sing the task-based and topic-based learning syllabi. The present project is designed in order to outline an English literature learning syllabus for ESL learners of 8-12 years old in Taiwan. The subject will include reading, speaking, writing, listening, and pronunciation interventions for ESL students that would contribute positively to the development of language skills necessary for adequate academic development which is impossible without good reading, speaking, writing, listening, and pronunciation skills. Background The English literature learning syllabus should include the features of the topic-based and task-based approaches because ESL students should benefit more from the introduction of new instructions. The syllabus should include clear instructions and be more oriented on gaining the knowledge on a specific topic rather than on a definite text that is aimed at developing knowledge in a concrete area. General aims of the course include design of a new English learning syllabus or ESL learners in Taiwan. The social, cultural, and educational environments are under the influence of the political and economical ones because of the emerging tendencies in the economy and growth of globalisation. Participants of this syllabus are ESL learners in Taiwan and well-qualified teachers who have experience in primary teaching and ESL teaching as well. The English literature learning syllabus is introduced for the primary EFL students in Taiwan to enable them to gain knowledge in English language and understand the peculiarities of culture better. Theoretical Framework The globalization and the development of an international perspective have pushed English to become an international language or global communication language. Many countries see English as a basic educational requirement (Maurais and Morris, 2003). The motivation and environment have been examined as factors that influence the language acquisition progress by many researchers. As reported in th e study by Gunderson (2008), â€Å"Cummins argued that learning occurs in different contexts [that] provide substantial cues to the learner† (p. 41). Corson (1999) reviews the methods that can be applied to increase the language and literature learning efficiency in the ESL class.Advertising We will write a custom research paper sample on Primary ESL Learners in Taiwan: English Literature Learning Syllabus specifically for you for only $16.05 $11/page Learn More For instance, increase of motivation, reduce the level of anxiety, and increase the level of pupils’ self-confidence and others (p. 199). This means that environment and motivation are of great importance for the ESL students’ effectiveness in learning. The current situation is such as the ESL learning syllabus is mostly based on the insufficient teacher training resources, content-based or topic-based approach to the presentation of new learning material in class, cooperative l earning, and learning in groups when students are divided into smaller groups than the class usually comprises for better acquisition of the presented material. In addition, the current situation with ESL students in primary school in Taiwan is such that students start learning English as a second language in a younger age than they used to before; so, students may experience difficulties related to associations built in the native and the foreign language. Moreover, students are taught to build analogies and simplify more complicated terms and concepts using new vocabulary. Qualification of teachers plays one of the major roles in effectiveness of instructions and the expected outcomes of the teaching process. â€Å"Students who are not isolated in ESL programs are thrust into mainstream classrooms with teachers little prepared to accommodate them† (Flood, International Reading Association and National Council of Teachers of English, 2003, p. 430). As suggested by Carder (20 07), â€Å"ESL teachers for primary (ages 6-11 or 12) should be well-qualified teachers of this age group, with additional training in second language teaching† (p. 38). Besides, the student teacher ratio should not exceed 8:1 (eight students per one teacher) if the ESL syllabus concerns the primary school (Carder, 2007, p. 40). The history of ESL reading instructions was reviewed by Gunderson (2008) who analysed the approaches and reading programmes used by different scholars and practicing teachers of ESL learners with regard to effectiveness of each approach and benefits gained by learners. The first approach includes a bottom-up model of teaching according to which â€Å"most teachers appear to believe students should be taught skills such as phonics and letter-sound relationship† (Gunderson, 2008, p. 36). The second model, in this case, concerns the top-down approach when students are â€Å"asked to read meaningful material† which excludes teaching the lett er-sound correspondence directly (Gunderson, 2008, p. 36).Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The compromise between these two models is reached in the third one called interactive which is supposed to combine the designs of both the top-down and the bottom-up models (Gunderson, 2008, pp. 36-37). Combination of different learning syllabi is welcomed in the educational system in order to promote educational level of ESL learners. Variety of views and approaches makes it easier for teachers to use and combine the most effective educational models for ESL students to benefit from them. Ferris and Hedgcock (2005) report about the variety of views developed in terms of the ESL composition writing, namely the opinion of expressivists who think that expressing oneself in the process of writing is the most important part of writing and cognitivists who consider problem-solving and analysis the main components of the writing process (pp. 5-6). Task-based learning can be useful in addressing conditions related to ESL students’ writing practice (Cumming, 2006, p. 163). Hinkel (2 004a) reports about the varieties of instructions for writing classes and importance of writing skills for ESL students. As such, opinion-based reports and essays are aimed at reflecting personal thoughts and vision of a student (Hinkel, 2004a, p. 10) whereas the fact-based exemplification allows the instructor to assess the cognitive concept and the knowledge gained by the ESL student (p. 24). Topic- or content-based approach to the learning syllabus which was introduced in the late 1970s in Australia to cope with the problem of ESL students that should have been included into mainstream school curriculum became a real innovation (Evans, 1996, pp. 179-180). As suggested by Evans (1996), the structure of the lesson was based on a topic, its visual presentation, building of a reading passage, analysis of the passage, and the final writing (pp. 180-182). Besides, careful structuring of the task has been identified as the primary factor for effective teaching-learning process using the task-based approach (Clegg, 1996, p. 17). In addition, the pace of language and inter-language development should be increased to ensure that an ESL student succeeds in learning (Clegg, 1996, p. 18). Different approaches used with ESL students enable the teacher to perform the teaching-learning process more effectively. The study by Brownlie, Feniak and McCarthy (2004) enables the readers to understand the benefits of different models of learning. For instance, ESL students are claimed to benefit more from lessons if they find the tasks a bit difficult and challenging and the instructions do not take the most part of the lesson (Brownlie, Feniak and McCarthy, 2004, p. 2). A literature learning syllabus for ESL primary learners may focus more on topics and vocabulary rather than on specific works of literature (Carder, 2007, p. 55). The process of reading is not only a part of the English literature learning syllabus but also an important element of second language acquisition that has a number of benefits (Carder, 2007, p. 59). Language learning syllabus should be aimed at developing such skills as recognition and identification of definite â€Å"sounds, letters, lexicogrammar, sentence†, â€Å"awareness of language†, and other useful components that would be applied during the entire learning course (Carder, 2007, p. 58). Mississippi Department of Education (1998) insisted on the importance of instructing students how to read; so, clear instructions facilitate learning. Grade books may appear to be too difficult and easier variants can be used. The book by Barchers (1991) is structured in an interesting way including texts and explanations and clear instructions to each of them making it really simple: Read the book aloud. Allow the students to fill in words as they listen. During the second reading, list a variety of examples of alliteration on the board. Find the 60 objects in the book that begin with the letter â€Å"f†. Then list all the foods mentioned in the story (Barchers, 1991, p.146). The study by Honig (2001) advocates the importance of associating the typed text with the speech heard by students. Larkin (2003) insists on the importance of reading words correctly; this method â€Å"†¦ helps students to improve their reading comprehension, increase their vocabulary, and work cooperatively with peers† (p.156). Assessment of the ESL learners enables the teachers to thrust them into mainstream curriculum school so that they became an integral part of the learning process paying no attention to their previous achievement and gaining knowledge in other subjects as well as mastering their language skills. The skills gained by ESL learners are assessed by the teachers in order to identify whether they are ready to enter the mainstream of the curriculum with other students whose native language is English; assessment includes measurement of listening, reading, writing, and speaking skills and pronunci ation (McKay, 2006). At the same time, some learners may feel anxiety while being assessed and demonstrate poorer skills and knowledge than was previously seen in ordinary classes without introducing tests and assessment scales. The task-based curriculum requires students to be capable of fulfilling various tasks that are claimed to become useful for future learning; topic-based curriculum is supposed to be limited to specific topics taught through various visual aids and instructions to facilitate understanding of the topic and build bridges between the native language and second language. Literature-based approach in teaching-learning is isolated in terms of the definite number of literary sources in accordance to which the ESL students are expected to acquire knowledge about the environment and cultural peculiarities of the second language. Competency-based syllabus is designed in a way that makes the ESL students gain knowledge and experience in the areas that are believed to be of primary importance; for instance, students are taught to identify letter-sound relations in order to pas the text on this activity later. Context Analysis The effectiveness of every model that has been in operation should not be questioned because it appeared to be effective for the period in which it operated. At the same time, the model or design is updated as soon as it becomes inappropriate for the audience, other methodologies applied to it, and the results anticipated from its work. In this respect, the effect of the communicative language teaching model has been analysed by Hinkel (2011b), â€Å"The communicative competence model proved highly successful in broadening the scope of classroom teaching and applied linguistics† (p. 348). In this case, this model is worth being used for design of a new English literature learning syllabus for ESL students in Taiwan. Needs analysis can be fulfilled using the needs assessment tool introduced in the study by Nunan (1992, p . 248), can be seen in the Appendices section. According to this tool, students should be surveyed with the help of simple questions that concern their language skills and language difficulties experienced in their ordinary environment. So, this survey enables the teacher to identify without any stressful tests how a student feels about his/her progress in English, communication in different levels, listening skills, and other areas that might require more attention in the process of teaching-learning. Material and visual resources should contain word cards and pictures where all the objects and most situations in different topics are depicted. In this respect, a teacher would not need to write down the words on the blackboard every time. Besides, it would be interesting for children to draw pictures on different topics by themselves to put those up when the teacher asks them in English. Visual perception of the text as well association of words with specific objects is very importa nt. Preparation for every lesson will take a lot of time if a teacher is going to provide every; time limitation would not be a problem in case of clear organization of the lesson with comprehensive instructions. The use of vocabulary and other tools to enrich the students’ understanding of the language structure and meaning and develop ESL students’ desire to learn the language further are the primary tasks of the course. Course Rationale, Organisation, And Approach Aims of the course include a variety of assignments aimed at developing listening and reading skills, writing and speaking skills, and pronunciation. Besides, comprehension of the read material should be an integral part of the expected results of the learning syllabus because lack of understanding contributes negatively to the further learning achievements and influences the entire concept of language learning as it includes many aspects. The course is designed for the ESL learners in Taiwan taking into a ccount the primary school aged 8-12 years. Instructional language with a prevailing number of infinitive constructions will be used to provide instructions in the classroom. The lexical range of verbs will be developed as the class progresses including adequate translations as soon as the verb is introduced for the first time and repetition of the verb accompanied by specific actions. For instance, if a teacher tells â€Å"take your books†, he/she should do what he/she says to show pupils, repeat the same phrase in their native language and repeat it in English again. The assessment of achievement will be performed right after the class (using a 5-10 minute period to find out what pupils got to know). In addition, every class should start with a brainstorming activity to recollect what was said and learn at the previous class. The learning-teaching context will concern an ordinary classroom that will be steadily filled in with words and pictures on the walls referring to the topics studied in the language acquisition, in literature, and grammar. This course strives to help students to gain more abilities for reading, writing and speaking. The following areas will be components of the syllabus analysis and justification: description of entry level to course, description of intended exit level, description of assessment, course description, and course goals. Description of entry level to course The entry level to the course will include needs analysis using the model offered in the appendices section and evaluation of the gaps students may have in terms of the English language acquisition and use in everyday life and activities requiring the use of English language. At this stage, it is necessary to recognise that a student has or might have problems and he/she needs help in coping with those issues. Dividing the class into groups should not be fulfilled in accordance with the language competence level but on the basis of the types of information percepti on. For instance, some students may read and remember the typed text better while others are better listeners and understand the speech on the TV and on the radio better than their classmates. Description of intended exit level The exit level for ESL students that are going to finish this course include achievement of the goals enumerated below. Description of Assessment The assessment of the preliminary stage was already discussed while assessment of each student’s achievement in terms of language acquisition concerns the tests and quizzes aimed at analysis of the speaking, reading, writing, listening, and pronunciation skills. Course Description The course includes information on topics to improve the ESL students’ speaking, writing, listing, reading, and pronunciation skills. Course Goals Improve listing and comprehension skills Strengthen vocabulary Develop students’ basic English communication abilities (speaking including formulation of their thoughts) Ra ise students’ interest in learning English Broaden students’ cross-culture awareness The importance of grammar cannot be excluded from the learning syllabus. The study by Gordon (2007) contains analysis of different approaches used to teach grammar as a part of the language learning syllabus. However, everything can be arranged in the following way: the first phase of teaching-learning should concern noun phrases (nouns, adjectives, pronouns, determiners, noun clauses, and infinitives) (Lester, 2008, pp. 3-119). The next phase of learning should enable ESL students to acquire verb phrases using basic forms of the verbs, special verbs, adverbs, and vary tenses of the verbs (Lester, 2008, pp. 119-273). Finally, active and passive sentences including affirmative and interrogative statements should be introduced to the ESL students so that they could find the application of their knowledge on parts of speech in practice (Lester, 2008, pp. 273-334). In this respect, gramma r can be arranged in the way that meets the topic of the speaking and reading parts of the syllabus. Vocabulary The vocabulary should include the topics indicated in the appendices section in order to make the learning process more well-organized and structured for better understanding of the foreign culture by ESL students in Taiwan. Speaking: The topics for speaking include the same as those for development of ESL students’ vocabulary because the topics should coincide in order to be effective in the learning syllabus. As such, the topics are the same as for vocabulary area: Listening: The same as the speaking and vocabulary areas concerns the listening area because it is important to develop different skills using the topic-based approach. Writing: This area of the learning syllabus should combine the grammar and vocabulary/speaking/listening topics in order to be effective. Nouns and pronouns should be introduced with the topic about ‘myself’ and family while the adjectives would be better used with such topics as weather and appearance. Adverbs can be introduced together with the topic of directions and geography while differences between direct and indirect speech should be learnt in the framework of the discussion of literary sources. Pronunciation: This area should include the same sources as for other areas such as speaking and vocabulary. Grading Scale Writing Assignments 30% Tests/quizzes 50% Class Participation 20% Anticipated Problems And Limitations Limitation of the course includes the number of teacher necessary to accomplish every lesson because the learning groups should consist of 8-10 students and no more. Besides, it is necessary to take into account the amount of materials necessary for every topic and importance of variety of assignments so that students were not bored. Approach To Course Evaluation The assessment of the needs was already offered in the Appendices section while the evaluation of the outcomes should be performed after every class and after every topic using standard tests and evaluation sheets. For instance, Hedge (2000), uses 2 stages of textbook selecting process. The syllabus is designed in the way suggested in this paper using specific topics for instruction and clear explanation of assignments for students. The further gaps of the syllabus can be identified in the process of operation and indicated by the teacher and survey aimed at analysing the students’ opinion and their satisfaction level. Other limitations of the syllabus include the previous experience of the students in English language acquisition and their achievements. The course evaluation should comprise at least two approaches aimed at analysis of the achievements before and after the implementation of the new syllabus. As such, it is possible to introduce a test based on multiple-choice questions for students of 8-12 age group so that a teacher could see their literacy level and divide them adequately in to groups for teaching-learning a new syllabus. The next step in the assessment should include evaluation of students’ achievements after being in the program for some time (at least two months); this means that evaluation should be performed in a stage-by-stage manner to understand the effectiveness of the syllabus and its influence on the learning process of ESL students in primary school in Taiwan. Conclusion The reforms are always important for different sectors of human activity but education is one of the areas where reforms also can be either positive or negative. As a rule, the gaps in the methodologies and techniques are identified after their implementation into full operation. This also causes multiple problems and necessity for solving them. As such, the importance of education was advocated in many studies while others think education to be a rudiment of the ancient ages when this was a method for achieving some goals. At the same time, education remains the meth od of achieving one’s goals because it enables people to think differently, read books, and learn something new due to their skills. The age of learners can vary but the methodologies remain the same because of their proven effectiveness. English is claimed to be an international language and every country attempts to introduce it as a foreign language into the system of education to develop the learners’ interest and desire to learn it in a more advanced level. Every syllabus should be designed in the way that facilitates understanding and learning of the material offered by the teacher. Social, cultural and educational values may shift priorities but the desires remain the same and people often need formal education to go further up the career promotional ladder. In Taiwan, education has a strong basis for English language acquisition and instructions but they want to achieve more in giving their students the best practices and making them more experienced in English . Reference List Barchers, S. (1991). Bridges to Reading: Grades K-3. Florida: Libraries Unlimited. Brownlie, F., Feniak, C. and McCarthy, V., 2004. Instruction and assessment of ESL learners: promoting success in your classroom. 2nd ed. Winnipeg, MB: Portage Main Press. Carder, M., 2007. Bilingualism in international schools: a model for enriching language education: Volume 8 of Parents and teachers guides. Clevedon: Multilingual Matters. Chan, Yu-Ching, 2006. â€Å"Elementary school EFL teachers’ beliefs and practices of multiple assessments.† Reflections on English Language Teaching 7.1, pp. 37–62. Clegg, J. ed., 1996. Mainstreaming ESL: case-studies in integrating ESL students into the mainstream curriculum. Clevedon: Multilingual Matters. Corson, D., 1999. Language policy in schools: a resource for teachers and administrators. Mahwah, NJ: Routledge. Cumming, A. H., 2006. Goals for academic writing: ESL students and their instructors. Philadelphia, PA: John Benjamins Publishing Company. Evans, R., 1996. Content-based language teaching: geography for ESL students. In: J. Clegg, ed. Mainstreaming ESL: case-studies in integrating ESL students into the mainstream curriculum. Clevedon: Multilingual Matters. pp. 179-198. Ferris,D. and Hedgcock, J., 2005. Teaching ESL composition: purpose, process, and practice. 2nd ed. Mahwah, NJ: Routledge. Flood, J., International Reading Association, and National Council of Teachers of English, 2003. Handbook of research on teaching the English language arts. 2nd ed. Mahwah, NJ: Routledge. Gunderson, L., 2008. ESL (ELL) literacy instruction: a guidebook to theory and practice. 2nd ed. Abingdon, Oxon: Taylor Francis. Hedge, T., 2000. Teaching and learning in the language classroom. Oxford: OUP. Hinkel, E., 2004a. Teaching academic ESL writing: practical techniques in vocabulary and grammar. Mahwah, NJ: Routledge. Hinkel, E. ed., 2011b. Handbook of research in second language teaching and learning, Volume 2. Abingdon, Oxon: Taylor Francis. Honig, B. (2001). Teaching Our Children to Read: The Components of an Effective, Comprehensive Reading Program. California: Corwin Press. Larkin, M. J. (2003). Reading Strategies for Elementary Students with Learning Difficulties. California: Corwin Press Lester, M., 2008. McGraw-Hills essential ESL grammar: a handbook for intermediate and advanced ESL students. New York: McGraw-Hill Professional. Maurais, J. and Morris, M. A. eds., 2003. Languages in a globalising world. Cambridge: Cambridge University Press. McKay, P., 2006. Assessing young language learners. Cambridge: Cambridge University Press. Gordon, T., 2007. Teaching young children a second language. Westport, CT: Greenwood Publishing Group. Nunan, D., 1992. Collaborative language learning and teaching. Cambridge: Cambridge University Press.

8 Eroding Inflectional Endings

8 Eroding Inflectional Endings 8 Eroding Inflectional Endings 8 Eroding Inflectional Endings By Mark Nichol English once, like many other languages, laden with inflectional endings experienced an erosion of inflection hundreds of years ago, but sometimes it seems as if shaving influences are at work again. Here are eight examples of words that are part of standing phrases that are, at least in colloquial usage, undergoing alteration. 1. Barbed wire Many people, mishearing or not paying attention to this phrase when it is spoken aloud, or hearing it mispronounced, write or call it â€Å"barb wire.† The fencing material consists of wires with barbs, yes, but the default format for expressing that wire is barbed is to write or say â€Å"barbed wire.† 2. Corned beef The same truncation occurs with this name for beef that is corned. Corned, in this case, refers to the fact that corns, or large grains, of salt are used to preserve the meat. (Corn originally referred to any small, hard particle, then to grains, and then, in the United States, to a specific grain formerly called maize.) As the meaning of the adjective slips into obscurity, however, the meaningless â€Å"corn beef† may prevail. 3. Dome/domed stadium These references to roofed athletic facilities are interchangeably correct; one refers to the type of stadium, the other to the manner in which they are built. 4. Fine-tooth/fine-toothed comb Both descriptors for a comb with fine, or small, closely spaced, teeth are valid; surprisingly, however, Merriam-Webster’s Collegiate Dictionary and Merriam-Webster Online list only â€Å"fine-tooth comb,† though the other form would appear to be the â€Å"proper† one. Other resources list â€Å"fine-toothed comb,† but that usage seems to be in the minority. 5. Iced tea As with the mispronunciation or mishearing of â€Å"barbed wire† and corned beef† as â€Å"barb wire† and â€Å"corn beef† and their resulting misspelling, â€Å"iced tea† is often clipped to â€Å"ice tea,† which makes no sense; ice is been added to the tea, so it has been iced. (This name clarifies that the tea is not being served hot, as is traditional.) 6. Long-stemmed roses Yet again, a misunderstanding results in a variant of a standard description. Roses cut with long stems have long been called long-stemmed roses, but â€Å"long-stem roses† is also seen. Either way, because â€Å"long† and â€Å"stem(med)† do not constitute a standing phrase, the two words should be hyphenated together. 7. Stained glass window â€Å"Stain glass window† is a rare erroneous usage; the window is made of stained glass, not stain glass, so the -ed ending is required. However, because â€Å"stained glass† is a standing phrase (found in the dictionary), the words need not be hyphenated before the noun. 8. Skim milk/skimmed milk Like the preference of â€Å"fine-tooth comb† over â€Å"fine-toothed comb,† the ascendancy of â€Å"skim milk† over â€Å"skimmed milk† (at least in the United States; the latter form is preferred in British English) is anomalous but well attested. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Spelling category, check our popular posts, or choose a related post below:25 Subordinating ConjunctionsThe Six Spellings of "Long E"Show, Don't Tell

A Model for the Allocation of Value in Western and Eastern Art Markets Dissertation

A Model for the Allocation of Value in Western and Eastern Art Markets - Dissertation Example In contrast, Western art generally refers to the European style of artwork, and is less culturally diverse than Eastern artwork and draws less on myth. A significant portion of European art, particularly older art, is connected to the Christian religion, with depictions of Jesus, Mary and of angels. Modern Western artwork is often more abstract. The development of prices for artworks by artists in China can be tracked effectively and accurately using the research methodology proposed for both indigenous Chinese artists represented in local markets and also for global or Western artists imported to collections. This allows the determination of how traditional Eastern artwork fares in the Eastern art market compared to how Western artwork performs in the same market. The economical and sociological systems which drive the operation of the contemporary art market in China can be reviewed on a percentage of GDP or on a per capita basis in respect to the Western markets, allowing direct c omparison between the two. This allows it to be determined whether one form of art is traded more frequently or valued more highly in the Eastern market compared to the Western, indicating differences between the markets. 9 The Assignment of Value 13 For any commodity or service, value must be assigned to it in order for it to be bought and sold in the general market. It is not simple to assign value to art, as its worth comes from a wide variety of sources, and is not always predictable. The question of value is fundamental for art as a discipline and as an object. Art is created not simply because of the desire of the artist to create, but also as a method of communication, or through a desire to earn an income. As a consequence, the meaning of the work is important and... This dissertation outlines art as a large part of culture and tradition worldwide, but the definitions and approaches to art can vary significantly depending on the artist as well as the culture that they derive their inspiration from. In particular, artistic inspiration and art form can be divided into two broad categories, Eastern and Western art. These definitions are based on global location of the style and inspiration for the artist, although the artist themselves may not be from this global area. Western art can be defined as art that is created in the styles that are generally accepted in European countries, although it may be created anywhere in the world. Traditionally, Western art consisted primarily of paintings and sculptures, often of religious icons, although there was the development of other artistic styles such as impressionist and abstract art during the history of Western art. Current Western art also includes styles such as modern art, which is often very abstrac t, and performance art. In contrast, Eastern art is often more traditional and takes greater inspiration from local religion, practices, history, myth and legend. When interpreting art from Eastern cultures, it is important not to do so through the lens of Western art history and values, as this presents a risk of cultural imperialism or bias. The consequence of this may be the marginalization of traditional artistic expression, such as art through handicrafts, folk art, or kitsch, which are often not regarded as art from the traditional Western viewpoint.