The Impact Of Social Media On Our Society - 1301 Words

(Show clips from Joey, Connor, Ingrid, Troye and Hannah’s coming out videos) (Black out) These people are highly respected by this, the social media generation. They are role models and yet, they do not have the same rights as many others. They cannot marry the ones they love. (Cut to me) Harper Lee wrote it well, you never truly understand a person until you climb inside his skin and walk around in it. Imagine the whole world was flipped, and being homosexual was the norm and heterosexuality was considered abnormal. By the standards of the church you were disowned and you couldn’t marry the one you loved. Would you try to fight for your own rights? So that if you were seriously injured tomorrow, your partner could have a say in your†¦show more content†¦After presenting the evidence from both perspectives, I will then evaluate whether the legalisation of gay marriage can be seen as a step towards considerable social change or if the evidence given aligns more thoroughly with the arguments of cultural conflict. Unquestionably based upon the acquired research, it can be seen that Marriage Equality is an inevitable social change to come in the following years in Australian society. (__) Gay Marriage in the past few years has been a topic that has been highly debated and discussed. As with any controversial issue, there are two sides to this argument. One side, the opposition, cites religious view points and concerns about fornication and further raisse concerns that the rights of marriage should be restricted to heterosexual couples (Debate.org). An increasing number on this side of the argument have recently changed their opinions over the last few years as a result of mounting pressure from LGBTI groups. People supporting marriage equality assert that marriage is a civil right and therefore should not have restrictions based on sexual orientation. This side firmly believes that love, not sexual orientation, is grounds enough for marriage (Debate.org). The supporting side seems to be the populist view point, as evidenced from the recent changes of law in some of the most prominent countries in the world, such as America. (__) The supporting side of

Pecan Tree Essay Free Essays

1. Hi, my name is John Doe. I am here to inform you on the historical background of pecan trees. We will write a custom essay sample on Pecan Tree Essay or any similar topic only for you Order Now First I will explain the characteristics of pecan trees and then move into who founded the tree first and how the tree benefited them. Lastly, I will bring you up to date on how the tree has been domesticated and the benefits that it brings today. 2. The pecan tree starts off small and eventually gets bigger over time like pretty much everything else in the world. The best chance for this tree to survive is to plant it in alluvial or other words (riverbed) soil that is deep and well drained. However, pecan trees can grow on any soil that allows water penetration to a depth of four or five feet 3. The Pecan tree’s growth rate is roughly 2 feet per year. The trees will begin producing a few nuts three to four years after being planted significant production can be achieved in six to eight years. And good production will begin around the ninth or tenth year. 4. The pecan, Carya illinoinensis, is a member of the plant family Juglandaceae. This family includes the walnuts and the hickories. The pecan is a large tree, often growing to 100 feet high or more and has a stately appearance. It has been proclaimed the state tree of Texas. 5. Pecan trees may live and bear edible nuts for more than 300 years. The crown of the pecan tree is roughly rounded or oval in shape, which can have a spread up to 75 feet wide. 6. For those of you who do not know what a pecan tree leaves looks like, they are green in color during the spring and summer, and when fall hits they start to turn a yellowish color. The leaves will eventually fall completely off the tree during winter season because these trees are considered to be deciduous trees, meaning they are seasonal, unlike evergreens which stay green all year long. . Here is a picture of the bark of a pecan tree. The bark of a pecan tree is grayish in color and has a rough appearance to it, which is relatively thin. The picture also shows the base of the tree which can reach up to six feet in diameter. 8. A pecan, like the fruit of all other members of the hickory genus, is not truly a nut, but is technically a drupe, a fruit with a single stone or pit, surrounded by a husk. The husks are produced from the exocarp tissue of the flower, while the part known as the nut develops from the endocarp and contains the seed 9. The outer husk is 3–4 mm (0. 2–0. 16 in) thick, starts out green and turns brown at maturity, which ranges from (1. 0–2. 4 in) long and (0. 59–1. 2 in) broad, and over time it will split off into four sections to release the thin-shelled nut. [2][4][5][ 10. Pecans come in a variety of sizes – mammoth, extra-large, large, medium, small and midget. They also come in several forms including whole pecans, pecan halves, pieces, granules and meal. There are over 1,000 varieties of pecans. Many are named for Native American Indian tribes, including Cheyenne, Mohawk, Sioux, Choctaw and Shawnee. 1. Pecans are native to a number of states in southern and Midwestern United States and to scattered locations in Mexico, but are most common in Texas, Oklahoma, and Louisiana. Th ey have been growing over their present range in the U. S. for at least 8000 years and, based on archaeological and ethnohistoric data, were an important source of food for people who inhabited certain areas within this range in prehistoric and early historic times 12. Before European settlement, pecans were widely consumed and traded by Native Americans. As a food source, pecans are a natural choice for preagricultural society. They can provide two to five times more calories per unit weight than wild game, and require no preparation. 13. many years after the discovery of the pecan tree by the Native Americans the United States has become the world’s leader in pecan production. While exact numbers for world production are unknown, it is estimated that the U. S. produces 75 percent of the world’s pecans 14. Pecans are produced on about a million acres worldwide. Since the exact number for worldwide production is unknown there is a estimation of about 200 to 300 million pounds produced each year However, unlike most cultivated crops, the domestication of the pecan tree did not started until the late 1800’s 15. And since then there have been new inventions called harvesters that issues a burst of powerful high frequency vibrations that, for 10-15 seconds, it shakes all the pecans out of the entire tree creating a noisily intense crackling hail of pecan nuts, a dense shower, followed by an eerie silence that will leave any observer stunned 16. Also, the trees are planted in rows to make for an easier harvest. Also, before a shelled pecan is ready to be sold, it must first be cleaned, sized, sterilized, cracked and finally, shelled. 17. 6Unlike other horticultural crops, the native pecan is very important commercially. Most of these species are concentrated in the Northern Hemisphere of the New World, but can be found on every continent except for Antarctica 18. The Pecan Trees and the nuts have not changed a whole lot, since the Natives irst discovered them, but the way they are harvested has changed drastically. Unlike, the Native trees that were kept natural and could only produce what its genes allowed it too. Now there is grafting of trees to make the tree produce better 19. Not to mention the sprays that is used to keep disease down and the attack of bugs on the tree or the nuts themselves. I hope you know a little more about pecan trees and there origin and how much they have been domesticated to meet our needs. And to think all of this is being done to harvest a tiny pecan nut How to cite Pecan Tree Essay, Essay examples

Construction contract free essay sample

An excellent submission, Welcome to this subject, a good start to this subject with this first assignment. My name is Cliff McSorley; I will be marking your assignments for this subject. Part 1 Good analysis and detailed response to both parts of this question. This is quite a problematic question, it would be something you would most likely do with the assistance of a solicitor, however you do need to be aware that changes to a contract is a difficult task and in my opinion always stick with the tried and tested standard contacts. Contracts provided by industry association have been tried and tested in the courts over many years and therefore should provide adequate protection for you the contractor. Part 2 – Home Warranty Insurance Below is clause 39.2 from AS 4000 Provide a written explanation identifying how you as the contractor can ensure that they do not default on the contract addressing each point from A to E. We will write a custom essay sample on Construction contract or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Provide no more than half a page on each point. 39.2Contractor’s default If the Contractor commits a substantial breach of the Contract, the Principal may, by hand or by certified post, give the Contractor a written notice to show cause. Substantial breaches include, but are not limited to: a)failing to: i)provide security Excellent response The contractor may be required to obtain a guarantee of the company’s liquidity to complete the project this is done by providing security to the principal Security could be in the form of a) cash; b) retention monies; c) bonds or inscribed stock or their equivalent issued by a national, state or territory government; d) interest bearing deposit in a bank e) an approved unconditional undertaking or an approved performance undertaking given by an approved financial institution or insurance company; or f) other form approved by the party having the benefit of security; The most common form of security would be through a bank guarantee failing to do this would be a breach of contract. ii)provide evidence of insurance; Again well answered A contractor must effect and maintain insurances as stipulated in the contract and present copies of these to the client on commencement of the work and provide the customer a copy of the policy and a certificate of currency at any time requested by the client. iii)comply with a direction of the Superintendent pursuant to subclause 29.3; Subclause 29.3 addresses any defective workmanship and materials provided by the subcontractor under this clause if the superintendent becomes aware of any defective workmanship the superintendent shall as soon as practicable give the contractor written details thereof. If the defective workmanship or materials are not rectified the superintendent may direct the contractor to either a) remove the material from the site b) demolish the work c) reconstruct, replace or correct the work and d) not deliver it to site If a) the contractor fails to comply with such a direction; and b) that failure has not been made good within 8 days after the contractor receives written notice from the superintendent that the principal intends to have the  subject work rectified by others at the cost of the contractor The superintendent may also direct the contractor that the principal is willing to accept the subject work, whereupon there shall be a deemed variation. iv) use the materials or standards of work required by the Contract; Again well answered. b) wrongful suspension of work; Again well answered. c) substantial departure from a construction program without reasonable cause or the Superintendent’s approval; Again well answered. d) where there is no construction program, failing to proceed with due expedition and without delay; and  Well answered, the contract would have a date for practical completion, therefore this is a timeframe that the has to meet, so even if there is an absence of a construction program the contractor still needs to progress the job in a reasonable time line. This time line would judge as what a reasonable time frame for carrying out a job would be. This would be judged on a job by job basis and things like the detail, materials, ease of access and size of the work would all need to be taken into account. The contractor was seen to be progressing the job at a reasonable rate in respect to his resources (eg. size of the company) throughout the construction process, failure to do so would be consider to be a substantial breach of contract. e) in respect of clause **, knowingly providing documentary evidence containing an untrue statement. Well answered. Part 3 1) Recommend two (2) different types of contracts for the following types of projects 2) Two well selected contracts, for each project. 3) Using your recommendations above propose what contract would you use and give reasons why for the following projects also identify statutory and legislative requirements of using these contracts. Excellent choice and discussion again with very good explanations on why you have chosen each contract and details of statutory and legislative requirements included to further justify your decisions 4) Describe the process of creating a contractual situation from the point of submitting a Tender to signing a contract and identify each step using construction terminology. For each step also identify using the legal terminology. Well stepped through with good details on legal terminology. An alternate description of the tender process:- Broadly the Tender process after submission of the tender by the contractor, involves the following: Meeting with the principal to clarify aspects of a tender. The Tenderer making a presentation to help promote a tender. Note that the submission of the tender can be construed as a contractual offer which is capable of acceptance by the principal as part of creating binding legal relations. Sometimes the Principal will provide a Letter of Intent to a tenderer telling the tenderer that they are the preferred tenderer and that a contract will be awarded. Whether this Letter of Intent is legally binding depends on the wording of the Letter – in some instances it could be construed as an early works contract. Generally where a Tender process is involved, there is no negotiation with respect to the terms of the proposed contract. Once a tender is accepted by the Principal, a Letter of Acceptance is sent to the tenderer – or a written contract is signed by the Principal and tenderer (Contractor) which forms the basis of the legal relationship between the principal and the tenderer. The contract generally incorporates plans and specif ications. An offer and acceptable of the offer are necessary ingredients in creating a legally binding contract. There must also be consideration, which is generally the tender price, and an intention to create legal relations. Generally the latter can be inferred from the tender process. The above feedback is not provided to contradict your interpretations but to provide response based on my understanding of contracts relating to this  assignment. I hope the comments are useful. I found that you have well analysed the question throughout this assignment and provide well constructed responses to the questions. Please note:- With future assignments you could include a cover page, a contents page and number pages. I also think that it is a good idea to include a footer on each page which includes your name, page number and the date etc.as appropriate (please refer to the link on the OLS under â€Å"Course Information† – â€Å"Overview† – â€Å"Assessment Presentation Guidelines†).

The Greeks and The Illiad Essay examples Example For Students

The Greeks and The Illiad Essay examples The Iliad was a masterpiece of a work, which entertained and gave a description of how the Greeks lived out their lives in battle and at peace. The Iliad, by Homer, is an epic classic set in Ancient Greece. The story ,in its own, contained the use of epic characteristics, which reveal further characteristics of the Greeks. A large influence on the book, was the Greeks religious and mythological stance along with their strengths and weaknesses that were also displayed. The Greeks, with both their strengths and weaknesses, reveal the overall character in Homers tale.. The story of the Iliad takes place in ancient Greece, Troy to be precise. Where a small scuffle has escalated into a war, over the Trojan capture of Helan, a Greek princess, from her home in Sparta. The Greeks retaliate and soon set sail to attack Illion,or Troy, to get Helan back. Much to their dismay Zeus, the ruler of the gods, has taken sides with the Trojans, along with Phoebus Apollo(god of music and wisdom), Aphrodites(goddess of beauty), Mars(god of war) and many other lesser gods. However, the Greek receive help from Hera(wife to Zeus), Athene(goddess of war), Poseiden(god of sea), Volcan(blacksmith god), and Thetis(nymph god). Each side wars heavily upon one another and kills many of each. The Achaians(Greeks) warrior Achilles, is the strongest among all others among him in his army and in the Trojans. His mother was Thetis and guards him relentlessly for he is her only son and is destined to die far from his home. Hektor, second only to Achilles is the Trojans most valiant fighter. Most of the story involves detailed battles with the imminent death of Hector by Achilles, and the storming of Troy. We will write a custom essay on The Greeks and The Illiad examples specifically for you for only $16.38 $13.9/page Order now The Greeks contain epic traits and qualities in their way of life and living. An epic is a long narrative poem depiction against the background of the past the heroic or supernatural deeds of a hero who represents his race or his religion. Many Greeks have such matter in them, as like Achilles in the description, who was no mere mortal among his people. Zeus once predicted, Achilles is a man of great power and thought, he will slay the brave Hektor and bring honor to his people.(236) Achilles was a Greek, so forth he was to bring honor to his people. There was much use of epic characteristics in the Iliad. The Iliad had enormous battles that were fought constantly between the two opponents. Homer writes in description to Hektors fighting, Hektor in the huge pride of his strength rages irresistibly, reliant on Zeus, and gives way to no one neither god nor man(204). The characters fighting for the Greeks or Trojans all were eventually given some kind of supernatural ability to fight such incredible battles. The hero of the story, Achilles, contained superhuman strength beyond that of any other man. In description of his strength, and the door barred to his room took three men to open it, but Achilles himself alone could close it.(488) The mother of Achilles was Thetis making him half god, half man. That enabled him to have such powers beyond mortal man. Another epic characteristic was that of the sacking of Ilion. In the beginning of the adventure the Danaans set sail to attack the Trojans, but Troy was surrounded by a great wall. Although the book does not describe the ending of Troy, it foretells the fall of it to the Greeks. After all of the struggle against a powerful opposing force they still overcame, and were victorious in the end. When Achilles killed Hektor, that was another sign of epic, because he fulfilled his deed as representing his race and his religion. He fulfilled his race as showing that Greeks conquer all, and he represented his religion in that he was predicted to defeat Hektor. Zeus declares,I have weighed Achilles life along with Hektors, and unfortunately Hektors death is heavier, it is just the way of things.(236) .uc6bfc5d12630a4776605d8112604774d , .uc6bfc5d12630a4776605d8112604774d .postImageUrl , .uc6bfc5d12630a4776605d8112604774d .centered-text-area { min-height: 80px; position: relative; } .uc6bfc5d12630a4776605d8112604774d , .uc6bfc5d12630a4776605d8112604774d:hover , .uc6bfc5d12630a4776605d8112604774d:visited , .uc6bfc5d12630a4776605d8112604774d:active { border:0!important; } .uc6bfc5d12630a4776605d8112604774d .clearfix:after { content: ""; display: table; clear: both; } .uc6bfc5d12630a4776605d8112604774d { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uc6bfc5d12630a4776605d8112604774d:active , .uc6bfc5d12630a4776605d8112604774d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uc6bfc5d12630a4776605d8112604774d .centered-text-area { width: 100%; position: relative ; } .uc6bfc5d12630a4776605d8112604774d .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uc6bfc5d12630a4776605d8112604774d .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uc6bfc5d12630a4776605d8112604774d .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uc6bfc5d12630a4776605d8112604774d:hover .ctaButton { background-color: #34495E!important; } .uc6bfc5d12630a4776605d8112604774d .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uc6bfc5d12630a4776605d8112604774d .uc6bfc5d12630a4776605d8112604774d-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uc6bfc5d12630a4776605d8112604774d:after { content: ""; display: block; clear: both; } READ: Popular choices for concealed carry EssayHomers account revealed much from history, religion and mythology in one, which is connected to the epic. The history portion is the battle between Greece and Troy over Helan. Religion has to do with all the praying and constant surroundings by gods and the servants of gods. The mythology part would mostly include the gods and how they came to be. Many times Homer refers to Zeus as the son of Kronos, revealing the mythology of Zeuss victory over his father to become king of the gods in the beginning. Supernatural elements are key to a good epic. There are many recallings of supernatural beings and gods that seem to have had a part in the tale. One such example was the river beside Troy which struck out against Achilles. It seemingly took on a personification and lashed out against men fighting in the field. Another time one such god set a blaze to the land so fierce that the water in the river boiled. Homer explains, And Hephaistos turned his flame in its shining into the river., Homer continues, The river spoke out with voice, blazing with fire, and his lovely waters were seething as its strength was burning away. One can see that a river with voice, and a god with flame are unnatural, even supernatural. Only such an epic could contain such qualities, and the epic thus refers to the portrayal of the Greeks in the story. The religious beliefs of the Greeks effected the things they did and said in the Iliad. Most of the sway of the Greeks came from the gods themselves. Whenever a god told a Danaan(Greek) to do something they obeyed. For instance, Achilles had hold over Hektors body and was not going to relinquish it. However Zeus, whom being a god, sends him a message to give it way. Achilles response to this was, So be it. He can bring the ransom and take off the body, if the Olympian himself(Zeus) so bids it.(480) Therefore, Achilles the representative of the Greeks, up holds the truth that religion persuades him and his people. Another way of control was that of words by there gods. At one time, when they were preparing to set sail, a massive gust of wind emerged and kept them from taking off. The god Apollo was angry and said to the Achanians(Greek), You have angered the gods, with your disregard. Sacrifice your daughter Agamemnon, so that we may be appeased. Homer continues with, So forth Agamemn on did this thing with haste even though he loved his daughter, knowing any Achanian would do so.(71) An additional way was through prayer or signs that were not so blatant, as was a god telling them directly to do something. One such sign was described by Homer, Over the battle arose an eagle, and in its claws grasped a red covered snake. As was the eagle to take the snake to its nest, in that its offspring could feed. But the snake turned and lashed at the eagles claws, so forth the bird dropped the snake and no longer had it to take back to its nest. he goes on, The Trojans were frightened to see this, as they took it to be a sign from the gods(119) The thought of something as religious as a sign made the Greeks seek an interpreter, so that they could see what the gods wanted from them, or where foreshadowing. From time to time they would pray to their gods in hopes of getting what they wanted and if they didnt get a response they would then know that something was not right. The Greeks believed in certain guidelines of their gods, and guidelines that applied to, and along with affects from them. The Danaans believed that any immortal(god) is more power than the strongest and bravest of men. They also believed that fighting with the gods was unheard of and always resulted in swift death. Diomed(Greek) stated, Lykourgos the powerful, did not live long; he who tried to fight with the gods of the bright sky(156) , The gods were angered with him and the son of Kronos struck him to blindness, nor did he live long afterwards, since he was hated by all the immortals.(157) So one can see that the Greeks feared the gods as well as loved them. They also knew that there gods were much like them, in that they had emotions and pity. If they were to anger the gods in any way it could possibly mean their life. As above, fighting with the gods would then anger all of them, ending ones life very fast. .u398ac48ca6f76abd178c63b8aff88ff4 , .u398ac48ca6f76abd178c63b8aff88ff4 .postImageUrl , .u398ac48ca6f76abd178c63b8aff88ff4 .centered-text-area { min-height: 80px; position: relative; } .u398ac48ca6f76abd178c63b8aff88ff4 , .u398ac48ca6f76abd178c63b8aff88ff4:hover , .u398ac48ca6f76abd178c63b8aff88ff4:visited , .u398ac48ca6f76abd178c63b8aff88ff4:active { border:0!important; } .u398ac48ca6f76abd178c63b8aff88ff4 .clearfix:after { content: ""; display: table; clear: both; } .u398ac48ca6f76abd178c63b8aff88ff4 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u398ac48ca6f76abd178c63b8aff88ff4:active , .u398ac48ca6f76abd178c63b8aff88ff4:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u398ac48ca6f76abd178c63b8aff88ff4 .centered-text-area { width: 100%; position: relative ; } .u398ac48ca6f76abd178c63b8aff88ff4 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u398ac48ca6f76abd178c63b8aff88ff4 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u398ac48ca6f76abd178c63b8aff88ff4 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u398ac48ca6f76abd178c63b8aff88ff4:hover .ctaButton { background-color: #34495E!important; } .u398ac48ca6f76abd178c63b8aff88ff4 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u398ac48ca6f76abd178c63b8aff88ff4 .u398ac48ca6f76abd178c63b8aff88ff4-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u398ac48ca6f76abd178c63b8aff88ff4:after { content: ""; display: block; clear: both; } READ: Jimmy - Racism EssayThe Iliad revealed both the strengths and weaknesses of the Greeks. The tale tells how well the Greeks can fight all through it by emphasizing key moments where they are almost beaten back, but are not. The Danaans come from behind and bent the Trojans back, and each of the princes killed his man.(Homer,129) Another strength would have to be, being favored by the gods. They are constantly being given assistance from the gods, who at different times are pleased by the Achanians. One such notion was brought by Athene to Diomedes when she said, Son of Tydeus, you who delight my hear, Diomedes no longer be thus afraid , thus a helper shall I be standing bes ide you. (150) Among the Greeks they had their weaknesses. As the story tells, the entire conflict is over a woman named Helan. She is the most beautiful of all the earthly women, but yet she is still just one woman, and the pride of the Greeks is blind to see this. The many lives lost to this is a blatant display of their pride. Achilles replies in response to Agamemnons journey, Zeus help the Trojans, and pin the Achaians back against the ships and the water, dying, so that Atreus son wide-ruling Agamemnon may recognize his madness, that he did no honor to the best of the Achaians.(70) The Greeks with both their great abilities and flaws reveal their overall traits in Homers Iliad. With the use of Epic characteristics, which bring out their common features. Their religion and beliefs greatly influenced them. In the sight of their strengths and weaknesses, further more of the Greeks themselves. The Iliad does an excellent job of portraying the all together make up of the Achanians vices and virtues. Therefore one can distinctly make the connection between the Danaans society and culture to Homers story, the Iliad. All is due in hopes that one could become interested in the Greeks and their mythology. Although the Iliad is a fictional tale, it provides much insight to the way they lived their lives in peace and at war, however mostly war.

Profile Essay About A Person Example

Profile Essay About A Person Example Profile Essay About A Person – Essay Example Perhaps if there is an individual who really caught everybody’s attention during these past few weeks, that would be Steve Jobs especially with his resignation from Apple Inc. The way he has reshaped the computing, music and mobile phone business was revolutionary that he is chosen to the subject of this profile essay. But what we would write about him is not about how he co-founded Apple Inc. or how he invented iPod and iPhone but his little eccentricities that makes him a mortal just like everyone else. Steve Jobs is known to be a perfectionist and could be the toughest boss that one will have as quoted by NeXT cofounder Danl Lewin in Fortune. But he also makes mistakes like being not proud of how he handled his lovechild with a former girlfriend Chrisann Brennan. He initially denied paternity of his daughter that she was even briefly raised on welfare. This is quite odd considering that he is the 42nd most wealthiest man in America. He is not also known to be a philanthropi st like his Microsoft rival Bill Gates. When he assumed as CEO at Apple Inc., he abolished all the philanthropy program of the company. He is not also known to be a graceful competitor as he is known to have enmity with Dell Computer’s CEO, Michael Dell. Steve Jobs eating habit is also not mainstream. He is a pescetarian. He only eats fish meat that includes vegetables. Steve might have been painted as a demi-god in the technology industry but knowing these little peculiarities about him makes us realize that he is just after all, a human being just like everyone else.

Researching a Famous Ancestor in Your Family Tree

Researching a Famous Ancestor in Your Family Tree Am I related to someone famous? This is one of the questions that often first sparks a persons interest in genealogy. Maybe youve heard that youre descended from Benjamin Franklin, Abraham Lincoln, Davy Crockett, or Pocahontas. Or perhaps you suspect a family connection (however distant) to Princess Diana, Shirley Temple, or Marilyn Monroe. Maybe you even share a surname with someone famous and wonder if youre somehow related. Research Back to the Famous Ancestor If you suspect a famous individual or two in your family tree, begin by learning as much about your own family history as possible. Assembling the names and dates in your own family tree is necessary for later connecting with the large databases and biographies that hold previously done research on famous individuals. Whether youre directly descended or a tenth cousin, twice removed, youll likely have to research your own family back at least several generations before attempting to connect to the famous person. Distant cousin relationships very often require following the family tree to a point several generations prior to the time of the famous individual and then tracing your way back down various side branches. You may not be a direct descendant of Davy Crockett, for example, but may still share a common ancestry through one of his Crockett ancestors. To find that connection you would have to research back not only through your own family tree, but his, and then possibly work your way forward as well to the ancestral connection. Learn More About the Possible Famous Ancestor In addition to researching your own family history, you can also explore the information that exists for the famous individual you think you are related to. If they are pretty famous, chances are that their family history has already been researched by someone. If not, its likely that their biography or other resources are available to get you started in the right direction. The more familiar you are with the names and locations in the family tree of your potential famous relative, the easier it will be to spot the possible connections as you work backward in your own. Just dont fall into the trap of assuming that same name/same location means the same individual! Biographies Biographies of thousands of famous individuals can be easily found online. The following are some great resources to start your research: Biography.com includes short biographies of over 25,000 famous people, ranging from actors and actresses to political leaders and historical figures.Infoplease.com features 30,000 notable people.Biographical information for actors, actresses and other individuals associated with the movie can be found at E! Online and The Internet Movie Database (IMDb).Popular genealogy databases, such as FamilySearch User Submitted Genealogies or Family Tree, Ancestry.com Member Trees, and also contain many celebrity genealogies - but please be aware that they may not always be 100% correct. Some of those famous connections are rooted in times and localities where surviving records are scarce, and thus not necessarily supported by evidence that meets the Genealogical Proof Standard. Searching for Relatives That Have Passed Away Popular cemetery websites showcase dates and pictures of celebrity tombstones. Here are a few online resources to get started when lliking for information about people who may have passed away: Find a Grave includes transcribed gravestone information (and sometimes pictures) for thousands of famous and infamous individuals.Hollywood Underground gives the scoop on the final resting places of famous people buried in and around Los Angeles.Political Graveyard tells you where all the dead politicians are buried. If your famous ancestor was in the military, then many military cemeteries and memorials have information online. Finding Famous Lineages If the person is pretty famous, their family tree may have already been researched. Famous lineages can often be found online, in published biographies, or family histories. Heritage and lineage society publications and membership applications are other rich sources of lineages for famous individuals. A useful RelativeFinder.org is a great relationship finder tool, accessible by setting up a free FamilySearch account and family tree, which uses names and Ancestral File Numbers to assist people in finding common connections to famous people. Newspaper accounts of a famous individual, especially those written during his (or her) lifetime, may detail his participation in historical events or include accounts of his daily life. Marriages, obituaries, and other newsworthy items found in historical newspapers may also provide information on family members. While it provides a good start, it is important to remember that this type of published information is secondary - some correct, and some little more than guesswork. To be sure of your famous connections, take your research further into original documents to verify the accuracy of what you have discovered in previously done research or biographies. Finding Your Not-So-Good Relatives Not all ancestors are famous for their good deeds. You may have a notorious gunfighter, convict, pirate, madam, famous outlaw or other colorful character hanging from your family tree. This hidden past often presents some unusual opportunities for uncovering more details. In addition to the resources listed on the previous page for finding famous ancestors, court records are an excellent source for learning about everything from houses of ill repute to bootleggers. Criminal and prison records are also worth a look. The following are resources you can use to trace those individuals that may have had a run-in with the law: The Federal Bureau of Prisons maintains a database of former inmates (records prior to 1982 can only be accessed by mail).Many of the early American settlers from England were originally transported to the colonies as convicts. Over 25,000 of these individuals can be found listed in Peter Wilson Coldhams The Kings Passengers to Maryland and Virginia.The online  Crime Library  of the Crime Museum in Washington, DC, includes biographies and stories of notorious gangsters, outlaws, terrorists, spies, and murderers.The Associated Daughters of American Witches searches for an preserves the names of those accused of witchery in Colonial America.On the website of the International Black Sheep Society of Genealogists, you can read about others family connections to scandalous black sheep and find help for researching your own. Sources Coldham, Peter Wilson. The Kings Passengers to Maryland and Virginia. Heritage Books, September 6, 2006.

Role of domestic concerns in us withdrawal from vietnam Essay

Role of domestic concerns in us withdrawal from vietnam - Essay Example After analyzing these questions, we can finally land on our ultimate target that was to investigate the extent to which the domestic concerns played their part in the withdrawal of the United States of America. As rightly quoted by Jose Padilla, war is not really something at the sole discretion of the president, rather it is the public power that should ultimately shape the foreign policy of a nation, or more precisely, the fate and destiny of the nation. This thought truly reflects in the US Vietnam war. This war proved that it's the public, the common man of the nation, who will decide the foreign policy of the nation. The history recorded that the people protesting on the roads of New York or the colleges of Ohio forced the think tanks at Pentagon and Whitehouse to change their policy and finally withdraw from the tiresome and simply lost battle of Vietnam, that proved to be the graveyard for the human and the monetary resources of American nation. Almost all the historians do agree to the fact that domestic concerns forced the US Think Tank to finally decide to withdraw from the battle at Vietnam. However, the perception of the extent to which the internal factors played their role in that historical decision is different for different historians. Furthermore, the recorded evidences also tell that the ratio of favour for the war also differed from time to time, even during the war period and age group to age group as well. 2 The Vietnam War, which lasted in 1975 is also known as Indochina war, the American war in Vietnam and the Vietnam Conflict. Why did the United States of America tried to involve in the Vietnam If looked from a narrow perspective, it seems that this was just a conflict between the communist and the non-communist factions of the Vietnamese nation. However, when we take into account the entire global scenario at that time, especially that of post-world war and cold war, we tend to realize that it was not an ordinary civil war, rather a contest between the two opposing super powers of the time, both the powers claiming to be the super power but propagating entirely different ideologies of economics, religion and state governance. Thus it was a war between the communism and the socialism, the United States of America, along with its capitalist allies and the South Vietnam on one side and the Soviet Union, its allies, the People's Republic of China, and North Vietnam on the other. Thus, withdrawing from war does not only mean the inability to handle some civil war, had it been the case, United States of America would have left the battle far earlier than it did, but this withdra wal would probably have been seen by the United States of America's policy makers as the surrender to the communist alliance. This may well be attributed to the reluctance of the United States' think tank to withdraw at an earlier stage. What approach for the involvement was there in the mind of the military and political leadership of the United States of America Since this was not too long that the Second World War had ended, those American and other nations, who had witnessed the disastrous effects of war were still alive. Any war in any part of the world is thus supposed to get a furious reaction of the public. Specially when it comes to the war in United States of

Describe the evolution of military technology. What innovations are in Research Paper

Describe the evolution of military technology. What innovations are in store for the future and what will be its impact on war - Research Paper Example The arrow was also made from simple technology often requiring a straight body called shaft with the tip being made from stone while a feather was attached at the rear end of the arrow to create stability. This technology provided human beings with the ability to kill a target from a distance with a relatively higher degree of accuracy. This technology evolved with the discovery of copper, bronze and finally irons with these technologies replacing the stone tip of the arrow heads over time. Archery was military technology for armies in New Egyptian Kingdom and the Shang Dynasty as far back as 2000 BC (Woods and Woods 14-15). Archery was later used by other nations and kingdoms in Europe and Asia as they were used on the battlefields of Asia Minor with Eastern Europe, Egypt China, Japan, Mediterranean basin, Korea and Mesopotamia societies all developed their own adaptations of the composite bow. The domestication of horses was also an important occurrence for the ancient societies as they now had an effective form of transport. Transport by horse led to the discovery of the chariot which further improved transpiration and attack during war with the effectiveness of the chariot in war being one man controlling the movement of the chariot while a bowman shoot arrows at enemy soldiers (Woods and Woods 21). Another military technology that influenced the way wars were fought in the middle ages is the trebuchet. This is a machine used for throwing missiles towards the enemy soldiers or at their fortification. The working concept of a trebuchet involves long pivoted beam with one side being longer than the other. During its functioning, the short side is pulled down with the longer side of the beam being forced to rise rapidly causing the sling that is connected to the end of the long side of the beam to lash over thereby releasing itself and hurling the pellet it held. There are

What Are Some Obstacles You May Face as a Teacher Essay Example for Free

What Are Some Obstacles You May Face as a Teacher Essay What are some obstacles you may face as a teacher, and according to the context in this unit, how can you overcome these? Throughout their careers, teachers face many obstacles in their classroom that may hinder their teaching. These obstacles come in many different shapes and sizes. It is the effective and successful teacher who is able to overcome these obstacles while maintaining a happy, positive and joyful attitude. A teacher must remember that it is not the information they possess along with various skills that affects teaching, rather it the ability to overcome challenges in a positive manner that impacts on learning. Some of the many obstacles a teacher may face are; engaging unmotivated children in the classroom, promoting positive conditioning and reinforcement and accommodating those with development disabilities (Symonds, 1941). Keeping students motivated in the classroom and out is an obstacle many teachers will face. Unmotivated students tend to have negative attitudes, a general dislike for school, give up easily on set tasks and are the major cause of classroom disruption (Eggen Kauchak, 2010). These factors lead to students having a negative impact on other students in the classroom, thus making teaching difficult for the teacher. In order for the teacher to motivate these students, different theories of motivation such as behaviourist and humanistic must be implemented. These theories focus on motivating students through rewards and encourage them to reach their total potential not only as students but also as human beings (Eggen Kauchak, 2010). Although many critics believe that rewards send the wrong message to students about learning, many teachers use them as forms of motivation in the classroom. Rewards such as computer time, free time, praise and candy incite children to continue performing well. Also compassionate and caring teachers who care about their students both as human beings and pupils contribute to their motivation (Eggen Kauchak, 2010). When teachers show that they are concerned for their pupils, make time to talk to them individually, ask them about their problems and maintain high expectations in them, they are indirectly encouraging students to keep up their efforts and inciting them to do even better. Educators who display unconditional positive regard in their students, which, as defined by Eggen Kauchak (2010, p. 88) is, â€Å"the belief that someone is innately worthy regardless of their behaviour,† contribute to the personal growth of students as students accept their mistakes as part of their make-up and are encouraged to rise above them by challenging themselves to tackle academically stimulating assignments and activities and completing set tasks because they want to and not because they have to (Eggen Kauchak, 2010). Once the obstacle of engaging unmotivated students has been overcome, motivation levels need to be kept at a high at all times regardless of students performance. This can be achieved through positive reinforcement . â€Å"Positive reinforcement is the process of increasing the frequency or duration of a behaviour as a result of presenting a reinforcer† (Eggen Kauchak). In classrooms, teachers need to use positive reinforcers rather than show negative behaviour to encourage students to do better next time, repeat their good actions and increase positive behaviour. For example, Students are disappointed and miserable after performing poorly on a test. The teacher instead of telling the students off and pointing out all their mistakes, should give positive feedback to the students by telling them how well they performed in certain areas and where they improved. The teacher should then gently point out to the students the areas they had difficulty in without criticizing them and encourage them to partake in a class discussion on how they can improve in these areas. Then the teacher should present an incentive such as bonus points, stickers or a most improved certificate for those students who perform better on the next test. By using this approach, the teacher is giving both positive and negative feedback on performance and at the same time reinforcing students with a rewards incentive encouraging them to try their hardest next time. This type of reinforcement coupled with positive feedback tends to be the most effective (Jones, 2007). Another way teachers can offer positive reinforcement is by implementing the Premack principle. The Premack principle, named after David Premack is â€Å"the principle stating that a more-desired activity can serve as a reinforcer for a less-desired activity† (Eggen Kauchak, 2010, p. 69). Teachers often implement this strategy in their class sessions by offering them incentives to finish a certain task. In addition to the above positive reinforcement strategies, positive reinforcement also occurs through a teachers behaviour (Eggen Kauchak, 2010). When students are engaged in a lesson and indicate through their actions that they are involved in the lesson, then they are called on by the teacher to give their opinion on the topic as it is evident that they are fully aware of what is being discussed. Teachers who are able to implement positive reinforcement in their classrooms will ultimately get more out of their students than those who implement negative reinforcement . Another major obstacle teachers may face in the classroom is accommodating those students with development disabilities . Every individual being develops at a different rate and this is not any different for students. Students, regardless of being the same age or in the same year level tend to develop at different rates to each other. A common form of disability that is found in many classrooms today is intellectual disability . According to Fuchs, 2006; Nokelainen Flint, 2002, as cited in Eggen Kauchak (2010, p. 142), â€Å"intellectual disability is either caused by genetic factors, such as down syndrome, or brain damage to the fetus during pregnancy†. In order for teachers to be able to accommodate students with this disability they need to be aware of the characteristics of it as some of these characteristics tend to affect learning directly. These characteristics include but are not limited to; weak motor skills, underdeveloped interpersonal skills, poor memory, weak reading and language skills and little knowledge of the outside world (Eggen Kauchak, 2010). The theory relating to teachers overcoming the obstacle of having intellectually disabled students in their class is to include these students in the mainstream sessions conducted where instruction is modified to meet the needs of these students and help their social development (Eggen Kauchak, 2010). Case study shows and proves that students with intellectual disabilities want to participate in the same activities, be given the same reading material, handed out the same homework, issued the same judging criteria and be able to join in the same activities as their classmates. The same study showed that the peers of those with intellectual disabilities agreed with this as every child should be given a fair chance (Klingner Vaughn, 1999). Also, in order to ensure ease for teachers teaching those with intellectual disability and to ensure those students that have development disabilities receive the education they re entitled to, the federal government has set requirements that educators who teach students with disabilities must guarantee a free and suitable public education, instruct children in the least constricting setting, protect against bias in testing, include parents in developing each child’s learning program and develop an individually tailored education program of education for each student (Eggen Kauchak, 2010, p. 133). Teachers who adhere to these guidelines and take heed of the advice given and implement the findings of the case study will find that teaching those with development disabilities will no longer remain an obstacle. Rather it will become an educative and joyful experience . In conclusion there are many obstacles that a teacher will face in their teaching career. Their success will not be determined through avoidance of these obstacles but rather it will be determined through overcoming these obstacles in the most positive manner they can. Teachers who are able to develop motivation, promote positive conditioning and reinforcement and accommodate those with learning disabilities while keeping students successfully engaged and absorbed have indeed overcome some of the most difficult hurdles faced in their teaching career.

Abraham Lincoln Essay -- essays research papers fc

Abraham Lincoln Abraham Lincoln was born on Sunday, February 12, 1809. His parents were Tom and Nancy Hanks Lincoln. When he was seven, he and his family moved to southern Indiana. His mother had died recently of a disease and his father eventually remarried. While growing up, his nature was that of someone who wanted to learn and read rather than help with the farm. Even at an early age he showed signs of being an intelligent person with insight into the world around him. Later on, he moved to New Salem, Illinois, where he lived until he was about 28 years old. He worked several odd jobs during his time here and even earned the famous nickname â€Å"Honest Abe† during his stay. Eventually he made a run for the Illinois legislature and lost the first time he tried. However, he won the next four times after that first one. At first, Lincoln was a member of the Whig party, but later changed to Republican. Another endeavor during his time there included studying in his spare time and he eventual ly became a certified lawyer. In Springfield, Illinois, he met his future wife, Mary Todd. They became fast friends and about three years later, they wed. During the next eleven years, they had four children, all boys. Sadly, all but one died before the age of 18. Lincoln himself had to go through the misery of burying two of them. He became a very successful attorney and grew to be very wealthy. It was in the year of 1846 that Lincoln decided to continue his political career and decided to run for the United States House of Representatives. To no one’s surprise, he won. He was widely known for his advocacy against slavery. Lincoln felt that slavery was a great evil within a great nation. â€Å"For him, slavery and freedom were incompatible; for one to live, the other must die.† (History Book, 512). He also strongly opposed The Mexican War. After his term was over, he decided to go home and continue with his law practice. In 1850, he decided to join the Republican Party and ran against Stephen A. Do uglas for his spot in the Senate. In 1858, at one of his speeches in Illinois, he made a quite informative speech about his and the Republican party’s point of view on slavery. â€Å"We have in this nation the element of domestic slavery. The Republican Party thinks it wrong - we think it is a moral, a social, and a political wrong. We think it is wrong not confining itself merely to the... ...omb at Oak Ridge cemetery. To this day, people remember him not only as a one of the greatest presidents ever, but also as a great human being. His dedication and courage throughout the war helped make The United States whole again and made sure that something like this would hopefully never happen again. His face is seen every day on a five dollar bill, on a penny and even on Mount Rushmore. He did something not very men have ever done. He brought an entire nation together again and guided it through the most devastating experience that this nation has faced. Works Cited Books - Mason, Lorna C, William Jay Jacobs, and Robert P Ludlum. The History of the United States. Boston: Houghton Mifflin Company, 1992. Donald, David H. LINCOLN. New York, New York: Touchstone Company, 1996 Guelzo, Allen C. Abraham Lincoln. Boston: Eerdmans Publishing Company, 1999 Internet –   Ã‚  Ã‚  Ã‚  Ã‚  http://www.freerepublic.com/forum/a3a8334a50e83.htm, Why was Lincoln Shot?, Unknown, 05-16-01 http://home.att.net/~rjnorton/Lincoln75.html, Assassination of Abraham Lincoln, Unknown, 12-1-03 http://www.britannica.com/eb/article?eu=114491&tocid=0, Abraham Lincoln, Brità ¡nica.

Christianity and Poverty Essay

Christian Aid was founded in 1945. In 1945 the members of the British and Irish churches were very shocked to see how hard life was for European refugees who had lost everything in the Second World War. In response to this, they new that something had to done about it. By making this decision, they managed to raise one million pounds to help these people. This group became known as Christian Aid. Everywhere in the world there are people whose lifes are hardly worth living, people who are in a desperate struggle for the basic needs of life. This is why Christian Aid was founded, to help try and give people a better state of living. Christian Aid helps out in emergencies around the world whenever it can, when people are plunged into terrible situations, as families were in Afghanistan during the war in 2001. Christian Aid usually sends money to local organisations who can then buy food or provide shelter for other communities. Also Christian Aid works on issues from healthcare to human rights, from support to landless peasants in Brazil to ending child labour in India. A project which I think is important is the BBC project. This is a very important project because it enables young people like Bumeh to piece together their lives and start having fun again. Every year, the Burmese Border Consortium brings food and basic education to around 120,000 refugees in 14 different camps along the border and campaigns on their behalf. I find this project very important because it helps a lot of people have a better way of living. This also is a big help for the future generation because more people are being educated and in this way, more people will continue to be educated. Christian Aid does this work in order for Christians who want to put their faith and beliefs into action to do so. Christian Aid is the main relief and development agency in the UK and Ireland. Although it was inspired by the gospel, it is not the case that it is solely for Christians. Christian Aid works with partners and supporters of many different faiths. The most important thing is that Aid is distributed on the basis of need, and regardless of religion, race, faith, creed or nationality. Some of these quotes explain why Christian Aid came into being in the first place, James 2:14-26 â€Å"Christians believe that faith and beliefs should be demonstrated in practical ways to help people in need.† and John 3:23 â€Å"Christians believe that God loves everyone in the world and that they should show this love too. They believe that Jesus is the role model for living your faith.† In all, I think that Christian Aid is a very sucessful organisation which benefits a lot of people all over the world. Christian Aid gives many people the opportunity to live life in a much better way of living. It gives people a chance, who would otherwise have never got the chance to improve their life. Also it allows people like us to help raise money for Christian Aid and lets us feel good about ourselves because we have done something for a very good cause. Therefore, I think Christian Aid is for a very good cause because they believe that we all have the power to make changes and they help to make many peoples lives much happier. After all what may seem to us as not a lot of money, can come out with life changing results for some people in the world. http://www.freebietown.co.uk/ukfreebiessamples.html http://62.169.139.99/eucerin/index.asp# eucerin http://www.freebiesiteuk.co.uk/health.htm

Gothic conventions in ‘The Others’ Essay

The film ‘The Others’ made by Alejandro Amenabar in 2011 is a film about a woman who lives with her two photosensitive children in their large, old home which she believes is haunted by ghosts. This film uses a large range of techniques and ideas to emphasise and contribute to its gothic themes. These techniques include dark and light imagery, symbolism and setting. The Others also uses traditional gothic ideas to develop these themes throughout the movie, including suffering, fixation of death and supernatural elements. Over all these ideas and techniques contribute to the eerie feel and suspense which makes this movie so captivating and gothic. The first technique used in ‘The Others’ is dark and light imagery, throughout the entire film there is a battle between truth and how it is perceived and Amenabar uses this light and darkness as a symbol of this. An obvious example is the curtains which as used to block out all light and ‘protect’ the children. They create a haunting darkness throughout the entire house for the most part of the movie, this is contrasted by the candles the mother walks around with showing how she is the key to the truth. At the end of the movie when the children become aware of the truth- that their mother killed them and they’re ghosts the curtains are removed allowing light or the truth to flood into the house. The use of dark and light imagery helps enhance the gothic themes by creating the mood and setting of the film. Another technique used to create a gothic feeling in the film is symbolism. Symbolism is used to make subtle hints to what the ‘truth’ is and to make you feel like things aren’t what they seem. Some examples are the clothing used in ‘The Others’ where Grace (the main character) wore dark, long dresses which covered up the majority of her body. These outfit choices were not only used to set the time period of the movie but it was also used a symbol. Her clothing was symbolic of the dark, repressive nature of her society and her internal suffering shown in the dark reds of her dresses. One more example is the constant looking of doors which is resemblant of entrapment of the mind and physically. This symbol also is used to depict the hidden secret which the family keeps throughout the film and the doors  are only unlocked when the secret is released. The setting was used in the film ‘The Others’ as the key stepping stone to making the movie have a gothic feeling to it. The main characters live in a large home with many different secret areas and rooms which are made more secretive by the darkness that the curtains create. These rooms are used to foreshadow for the hidden secrets which are contained in their home. The house is surrounded by a large forest which cuts them off from the rest of civilisation, this is used in gothic stories to create a feeling of isolation and to physically represent the psychological separation which the family has from the world. Beyond the forest is covered in fog which emphasises the isolation and secrecy which was a key idea which was repeatedly brought up in the film. A common gothic idea which was used in the film ‘The Others’ was the idea of suffering both physically and psychologically and how they are linked together. Suffering is very often used in gothic stories because it shows the inner darkness of the mind and the evilness of humans. Shown in the film through Grace (the main character) who has been waiting since the war finished for her husband to come home. After years the stress of raising two children on her own and potentially losing her husband weighs on her and causes a psychological suffering which she can’t show in front of her children or staff. Eventually Grace can no longer live with the pressure of her psychological suffering and she snaps which shows the link between psychological and physical suffering and she kills her children and then herself as she can no longer bare living with the thought of what she had done. This traditional gothic idea was used in the movie to show that every day people are capab le of evil and dark things when pushed. A recurring theme throughout the entire film is a fixation with death. This is an idea used in gothic texts because of its darkness and mystery as no one really knows about what happens when one dies but we know it is the ultimate payment in life. Most gothic writers are fascinated with it and have a preoccupation with it in stories as it creates a feeling of eeriness and shows that something is not quite right. This is also linked in with  supernatural elements which work as a symbol for death. In ‘The Others’ supernatural themes and a preoccupation with death are used throughout the entire film from the lingering death of the husband in the war, the book of the dead, the cemetery which surrounds the house and the constant idea of ghosts. All of these examples were used by the director to create suspense and to slowly build up and lead to the ending of the film. Over all the film ‘The Others’ used a large range of techniques and gothic conventions in order to captivate the audience and contribute to a scary and unsettling feel over the course of the movie. These techniques are dark and light imagery which emphasises the perception of truth, Symbolism which uncovers the secret themes and ideas of the film and setting which was used to create the idea of isolation. This movie also uses many gothic ideas in order to communicate the gothic themes, these ideas include psychological and physical suffering, preoccupation with death and supernatural elements. All of these conventions were used effectively in order to create the movie’s gothic feeling.

Writing A Case Study With Expert Help

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50 Synonyms for Control

50 Synonyms for Control 50 Synonyms for Control 50 Synonyms for Control By Mark Nichol Numerous words are available to take the place of control to more specifically convey one’s meaning. Here’s a list of synonyms and their senses. 1. Arrest: slow, stop, seize, or catch 2. Block: stop passage or progress; also, chart, shape, or mark outlines, and other meanings 3. Bottle: see restrain; also, literally or figuratively put into a bottle 4. Bridle: restrain as if using a bridle; also, indicate hostility or resentment as if being restrained by a bridle 5. Cap: set a limit on or prevent from growing or spreading; also, provide with a cap or other protection, conclude, or outdo 6. Check: block progress, slow, or stop, or see restrain; also, examine, inspect, or verify, or mark with a check mark or another symbol to indicate that such an action has occurred, and other meanings 7. Choke: obstruct or control growth, and other meanings 8. Circumscribe: control an activity or a range of activities, or surround 9. Confine: hold or keep within limits 10. Constrain: see confine, limit, or restrain, or hold back, or produce in a strained manner 11. Constrict: narrow or reduce 12. Contain: halt or prevent, or enclose or hold 13. Curb: control, or impose a limit 14. Detain: put into custody 15. Enjoin: see forbid, or impose an admonition or order 16. Forbid: order so as to prevent 17. Gag: control freedom of expression or freedom of speech 18. Govern: control or influence actions or exercise legitimate or illegitimate authority 19. Hamper: see impede or restrain; also, disrupt or encumber 20. Handcuff: render powerless or ineffective; also, place handcuffs on 21. Harness: use for a particular purpose 22. Hinder: see impede 23. Hold: see restrain 24. Impede: interfere with; also, slow the progress of 25. Inhibit: see prohibit and restrain, and discourage 26. Keep: see detain or restrain 27. Limit: curtail or reduce; see also restrain 28. Measure: see regulate, and other meanings 29. Mince: restrain speech for the sake of decorum or discretion 30. Muffle: see smother 31. Muzzle: see smother 32. Obstruct: see block or impede 33. Prevent: keep from existing or happening, or hold back 34. Prohibit: see forbid and prevent 35. Quell: overwhelm so as to produce passiveness or submission; also, quiet or pacify 36. Regulate: adjust or set amounts, degrees, or rates, or make laws or rules or bring under control of authority 37. Repress: see prevent and subdue 38. Restrain: keep under control; see also prevent 39. Restrict: see restrain 40. Rule: exercise authority over 41. Silence: see smother 42. Smother: prevent communication or expression; also, deprive of air or otherwise suffocate, and other meanings 43. Squelch: crush or silence, or see quell 44. Stifle: deter or discourage, or cut off, or see smother 45. Stop: put a halt to occurrence or progress 46. Strangle: see hinder and stifle; also, choke or stop someone’s breathing 47. Subdue: see curb; also, conquer, or tone down 48. Suppress: see curb, prevent, smother, and subdue 49. Swallow: keep oneself from expressing 50. Tame: bring under control; also, to humble or soften 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 Vocabulary category, check our popular posts, or choose a related post below:50 Idioms About Legs, Feet, and ToesDoes "Mr" Take a Period?Dissatisfied vs. Unsatisfied

Designing a training course Essay Example | Topics and Well Written Essays - 1250 words

Designing a training course - Essay Example The above sections would be combination of discussion as well as an interactive lecture on the continuum of the employee involvement. The participants would be asked to write/inform the current structure of the organization along with level of decisions they can take (empowerment), roles and responsibilities of the training session’s participants. Participants would present the graphical representation of their organizational model and employee involvement model. Projected Goal: The goal of the lesson is to find out the prevailing models in the organization and suggest/recommend on how to develop a model based on the issues in the existing organizational and employee involvement model. Note: After adding the miscellaneous and contingencies cost, the total cost for the first day training would be $20,000. Moreover, the participants and the instructors would not be given either travelling or daily allowance, because the employees would be trained in the auditorium of their office and the instructors would be hired locally. However, the cost of equipment, printing etc. would be catered from the allocated cost of the miscellaneous and the contingencies. After the first day it would be expected from the participants that they would have knowledge of modern concepts of the management, familiarities with numerous terminologies taught in the first day training. Moreover, they can somehow develop diverse models (organizational and employee involvement) to get quality work within time and less cost as compared to the existing models of the Delta Airline. As there are two modules, therefore, in order to assess the impact of training program, I have selected two different strategies include: the self assessment for module one of the training course and impact assessment for module two of the training course. For the self-assessment, the participants would be provided a number of documents for their self