The Millennial Generation Must End Islam Phobia - 1259 Words

Amendment l. of the Constitution states, â€Å"Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances† (US Cons. amend. I. Print). This right has been taken away from Muslims, Millennials need to work together to reach solidarity for the Muslim community. The Millennial Generation must end Islam phobia in the United States and around the world by organizing campaigns, protesting, and creating a politics of solidarity for freedom of religion against racism. The Millennial Generation must end Islam phobia in the United States and around the world by allowing them the freedom to practice their religion, preventing verbal abuse, and stopping stereotyping. Before the September 11, 2001, hatred towards Muslims in the United States started in 1923, when Muslims started migrating to the United States, an unlike increased presence. The hatred towards Muslims, also known as â€Å"Islam phobia†, was first featured in The Journal of Theological Studies. Many Muslims were targeted, the religion of Islam, Muslims, or any ethnic group perceived to be Muslim were characterized as having â€Å"bad faith and cruelty†, according to prejudice Americans. Ever since the start of September 11, 2001, Muslims around the world and in the United States have been targeted, taken to war, murdered,

Analysis of Twelfth Night Essay - 685 Words

William Shakespeare, arguably the most important writer in all of English Literature, is certainly the most influential playwright of the English Renaissance. Born in 1564 in Stratford-upon-Avon in rural northern England, he was the son of a middle class glove maker. Competing against such illustrious company as Christopher Marlowe and Ben Johnson, Shakespeare quickly became one of the most popular playwrights in the city of London, and a favourite of the monarch, the powerful Queen Elizabeth I. Shakespeare wrote thirty-eight plays. Twelfth Night was written near the middle of Shakespeare career, around 1601, and most critics consider it as one of his greatest comedies. Twelfth Night is about illusion, deception, disguises,†¦show more content†¦He twisted Olivias words (from a fake letter) around to make it sounds like she will admire his yellow cross-gathered stockings, when she really despises them, considering him as a mad. Feste, the clown, said: ..Madam, why laugh you at such a barren rascal, and you smile not hes gaggd: and thus the whirligig of time brings in his revenge, and by doing so, Feste criticizes Malvolios overestimation, when at their first meeting Malvolio said: I marvel your lady takes delight in such a barren rascal. Through doing this, he shows himself to be a man who condescends to those that he believes to be lower than him, acting on his own personal belief of superiority. Thus, this self-inflated sour character is brought to his knees, unlocked in darkness, because he was considered as a madman, and he holds Belzebub at the staves end as well as man in his case may do. This was done through a fake love-letter writte n by Maria, and when Malvolio appears, he shows the letter arguing that it set off his madness, which he signed as: The MADLY-USD MALVOLIO. Thus, self-love, pride, desire to climb the social ladder, and to burn the social class boundaries, all these factors drove Malvolio to a state of madness, as a consequence he was humiliated, leading to his downfall. By humiliating him, even Puritanism is mocked. Malvolio symbolized Puritanism (strict values, no fancy...), and due to the fact that the joke was around his new dresses for Olivia, yellow socks, smiles, theShow MoreRelatedTwelfth Night Analysis779 Words   |  4 PagesWilliam Shakespeare’s Twelfth Night is a well-known Christmas play, it is considered as one of the most successful comedies. The play starts when Viola and her twin brother, Sebastian, survive a shipwreck. When they cannot find each other, each thinks the other may be dead. Then they move on to two separate ways, establishing two story lines that finally mee t with each other after involving funny mistaken identities. The love bug in the comedy bites not only Olivia and Orsino, but also SebastianRead MoreAnalysis Of The Twelfth Night 1651 Words   |  7 Pagesworld. To realise the relative nature of all that exists, and to enter a completely new order of things† To what extent do you feel that the â€Å"carnivalesque† conventions of comedy convey a meaningful challenge to the existing order of things? The Twelfth Night perhaps manifests around the continuous abolishment of social norms and traditional customs. The events that take place within the play are intertwined with typical connotations that surround abnormality and could possibly support the entry toRead MoreScene Analysis Of The Twelfth Night1351 Words   |  6 Pages Our group proposed, presented, and directing the stage performance for the Twelfth Night. In the beginning of the semester I had no clue of what to expect from this course, and reading the syllabus made Shakespeare’s Plays seem complex. I am somewhat familiar with William Shakespeare’s plays stemming from a Shakespeare course that I had taken at Harold Washington (City College of Chicago). My professor (Hader) informed the class that if we were looking to go on to a four-year university as an EnglishRead MoreTwelfth Night Character Analysis1739 Words   |  7 PagesTwelfth Night is a romantic comedy that questions the nature of love, gender, and class. Viola disguises herself as Cesario, and this transformation into Cesario by Viola draws the admiration of Olivia. While Olivia is trying to attract Cesarios attention, Orsino is trying to catch Olivias eye which only creates a comedic love triangle. This love triangle creates the comedy in the book, while also questioni ng what love is, and the roles that gender, and class creates in Twelfth Night.  Ã‚  Ã‚  Ã‚  Ã‚   TwelfthRead MoreAnalysis Of The Article Twelfth Night 998 Words   |  4 PagesThe introduction of Twelfth Night, written by M.M. Mahood, provides a cultural setting for readers to better understand the play. Although Mahood wrote the introduction for Twelfth Night, the information also allows readers to appreciate the magical freedom that A Midsummer Night’s Dream encompasses. Mahood delves into the cultural significance of Puritanism early in the 17th century through the character of Malvolio. Although Twelfth Night is a comedy, the presence of morally strict PuritanismRead MoreLiterary Analysis of Shakespeares Twelfth Night Essay933 Words   |  4 PagesShakespeare’s Twelfth Night is a play with themes that parallel the folly of the festival it is named after. The main storyline of the plot plays on this a lot by mixing up the stereotypes around gender that were very present at the time. However, a sub-plot involving secondary characters defines this theme e ven more. It takes the idea even further by relating servants’ attempts to blur the lines between social classes. Twelfth Night’s Maria and Malvolio both have great aspirations to rise aboveRead MoreAnalysis Of Shakespeare s The Twelfth Night 1246 Words   |  5 PagesCharles 1 Bradley Charles Professor Eddie Coleman English 100 14 November 2016 Writing Devices in Shakespeare s The Twelfth Night William Shakespeare is one of the most well-known writers of all-time. William Shakespeare was born in the United Kingdom in April of 1564, to a family who was neither noble or wealthy (http://www.shakespeareinamericancommunities.org). He attended the local grammar school, where he was taught Greek mythology, Roman comedy, history, grammar, and Latin. He didRead MoreCritical Analysis of Shakespeares Twelfth Night Essay examples992 Words   |  4 PagesWilliam Shakespeare’s Twelfth Night is a comedy, first published in 1623. Love is a key aspect of Shakespeare’s comedies in which self-identity is found through the development of love from infatuation to acknowledgement of character. Orsino is the epitome of Shakespeare’s transformation of self. In the beginning of the play, Orsino is self-absorbed and head-over-heels for Olivia. In this stage of love we see Orsino’s infatuation and selfishness in his feelings of love. As the play moves on, ViolaRead MoreA nalysis Of Shakespeare s Taming Of The Shrew And Twelfth Night 702 Words   |  3 PagesDisguise and Trickery One of the many factors that William Shakespeare implements throughout all of his comedic plays is the element of disguise and trickery. This element is shown through his works of As You Like It, Taming of the Shrew, and Twelfth Night. The primary purpose for using disguise and trickery is for deceit. The deception involved with changing characters’ identities is used for momentary gain. In the end, the concluding outcome of such deceit leads to exposure of a higher truthRead MoreCharacter Analysis of Sir Toby Belch in Shakespeare ´s Twelfth Night904 Words   |  4 Pagesdetectives Tommy and Tuppence, it is evident that comedic characters have always been appreciated and acknowledged in literature. Sir Toby Belch is but one of many amusing characters, and is by far one of the most humorous. While Shakespeare’s Twelfth Night is surrounded around an issue of romantic entanglement, Sir Toby’s very presence is enough to lighten the mood and accentuate the comedic theme of the story through his creation of problems and unique personality. Therefore, Sir Toby Belch is

Tallwood Academy Admissions Essay free essay sample

My interest in global issues is similar to that of most people; I want to help. Unlike many my age, I have personally seen the extreme poverty of some parts of the world. Everyday I hear about the issues of the world, and more importantly what is being done to help. My whole family basically lives, breathes, and thinks world culture. My mother works in world relations so that’s all I hear about. I have grown up believing that I belonged to the world, not just America. In the last seven years I have been everywhere from Alaska to Egypt. I have seen the majestic beauty that many cultures offer, as well as the twisted terror of poverty. It was last summer in Cairo, Egypt that I first noticed the corruption. The corruption seemed to be everywhere I turned. Unchallenged and even pushed for, corruption was there. You could bribe the police to let you sit on the Pyramid, or even to walk in to it. We will write a custom essay sample on Tallwood Academy Admissions Essay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Yet the poverty was even more disturbing. Dead animals lined the streets, and children bathed in trash-filled canals. It felt like I had been stripped of my silver lining and brought down to reality. That world, our world, needs a change, a serious rehab treatment. It opened my eyes and has held them open ever since. â€Å"Poverty is the parent of revolution and crime.† Aristotle, one of the most influential minds in history, was right in saying this. If we can eliminate poverty from the world, even by small steps, it could save a life. Many people don’t realize that the world and everyone in it are inter-dependent on each other. One small touch of kindness can impact and thus rearrange the way someone else lives. The impact that one person can have is enormous, unlimited even. Just by speaking the truth about the issues of corruption and poverty you could bring everyone closer. The impacts can be as subtle as a little more donation money, or as gargantuan as building a hospital in a third world country. Already I have impacted others by telling them about my travels. I was impacted when I first saw the poverty and experienced the corruption. I hope one day the impacts of all humans can be a domino effect, leading to a final peace. The world and its entire people interest and fascinate me to no end. The Global Studies and World Languages Academy is right for me. I already know that another school could not be a more perfect fit. To be able to learn and finally understand what I have seen and experienced in other countries would be a dream that I am determined to fulfill. As Mahatma Gandhi would say, â€Å"You must be the change you want to see in the world.†

The Relationship Between Language and Content in Poetry Essay Example

The Relationship Between Language and Content in Poetry Essay Many tallented poets describe words as tools of verbal language used to build an image in peoples mind and to move an emotion or win a certain cause. David Waggoners Their Bodies, Langston Hughes Share-Croppers, and Ruth Collins The Song of the Factory Worker is three particular poems that were analyzed in comparison styles and the deliverance of words. The three poems have certain features in common. The features between the three poems relates to ethnicity, gender, age, labor and the relationship between lifes trials. The author Ruth Collins analyzes the obstacles women faced working in a factory. The Red brick building with many windows is an analogy to jail or prison walls. For example, prison walls or jail walls are built with bricks. Youre like a vampire, for wherever I go, you know Im coming back to you is an analogy of every route prisoners take in the prison system reverts back to bricks with no chance to escape. This particular poem describes the tremendous sounds that exist in the factory. Some sounds were The whir, whir of the machinery and The click of the tacker. However, the most interested line in the poem that stuck in the mind of the reader was the tired-eyed ones. This particular line is an example of every person having a long, tiresome, and busy day on the job. For example, if Bradley Jordan has a great deal of work orders to complete at work, the characteristics of his physical appearance at the end of the day is slow walking and tired-eyes. The reader most memorable line was the red-haired girl, when the sun sets her head aflame. This line describes the characteristics of a particular woman, working in a factory, maintaining her beauty. We will write a custom essay sample on The Relationship Between Language and Content in Poetry specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Relationship Between Language and Content in Poetry specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Relationship Between Language and Content in Poetry specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The female factory worker will sew until she becomes a tired eyed one. In Langston Hughess poem, he delivers a much more angry approach. In the beginning of the poem, he states Just a herd of Negroes Driven to the field. This particular line describes Negroes as silent farm animals, like oxens or donkeys. They were required to go and work in the cotton field without any recognition of intelligence or individual worth. Langston Hughes openly expresses his opinion in this poem. The reason behind the abuse was the skin color. Hughes is clearly angry and upset because of the slavery with African American workers. The abuse had no clear beginning and the end will not be merciful. David Wagoners poem, Their Bodies, is a great and bittersweet piece of work. Wagoner use of metaphors dissected subjects and expressed dignity for the individual. He also made mention to the reader that each procedure was innocent or once a parent. David explains that bodies should be handled truly and politely. The three poems reminded the readers through metaphors that an individuals value is particularly not determined by age, sex, or race. Why the individuals in these particular poems fight back against the agony, pain, and suffocation? In the poem The Song of the Factory Worker, Collins described the red brick building as a bad drug habit. The individuals want to leave, but they are brought back because of their happy bondage, the happy laughter and the songs they sing. This description is just like drug addict wanting to quit drugs. Individuals using drugs want to quit, but the bondage of a feel good high keeps them coming back. Langston Hughes expresses a great deal of anger toward repression and racism. He is an African American writer, who is angry with himself and his brothers. Hughes does not describe attractive elements of a woman or beautiful colors in a butterfly. Year by year goes by and we are nothing more, the reader could visualize the Negroes pains and understand why they thought there was not any hope. The sweet and settle poem was the Their Bodies. This particular poem rebels against individuals that acquire knowledge from experience. The body is a dynamic vessel that has a name, past, and family. The old man is described as scars of steel-mill on the backs of his hands, on the nape of his neck, on his arms and sinewy legs. Assuming that this is not a spiritual work of Jesus, the dead body is a miracle. The readers are reminded to their best to learn truly and politely. The three poems are written with fantastic, superb, and great metaphoric language. Although the positions are different, the plot of each poem relates working. Whether white or black, old or young, female or male, the poems display dignity for individuals.

Dude, Where essays

Dude, Where essays Michael Moores book Dude, Wheres My Country has raised many eyebrows, and caused many controversial talks. I think this book is very educational and a good read. The book does not just drag on about politics, but is easily explained in words the American public can understand and comprehend. It makes you wonder what is really going on in Washington D.C. and how much George Bush Jr. actually knew about September 11, 2001 before it happened. In chapter one Moore addresses seven questions towards Bush. The first question Bush is asked about are family relations between the Bushs and the Bin Ladens. We are told that the Bin Ladens and the Bushs have had relations since 1973 when Salem Bin Laden, Osamas brother bought land, built a house, and created Bin Laden Aviation in San Antonio, Texas. After Bush Sr. left office he became a highly paid consultant for the Carlyle Group, a major investor in the Carlyle group is none other than the Bin Ladens. The second question asked is about the special relationship between the Bushes and the Saudi royal family. It is no secret that the largest supplier of oil to the U.S. is Saudi Arabia. When Sadam invaded Kuwait in 1990 the Saudis felt threatened and Bush Sr. came to their rescue. Prince Bandar and wife, Haifa said that Bush Sr. and his wife were like a mother and father to them. Prince Bandar is also an investor in the Carlyle Group. The next matter discussed questions who really attacked the United States on September 11. After some digging by Moore, it was discovered Osama Bin Laden has weak kidneys and needs dialysis for treatment. A person who needs dialysis cannot travel far, and Osama probably was not going to come to the U.S. for treatment so just exactly how could he have pulled 9/11 off? In order for someone to hit a five-story building going 500 miles per hour they need good training, the kind of training you get from t...

Capital Punishment in Political View

Capital Punishment in Political View Introduction Capital punishment refers to death sentences that are accorded to individual offenders by judicial institutions. The sentence has raised controversies especially due to the fact that innocent individuals may be victims of such sentences in inefficient judicial processes. Political influence has also been raising controversies over the sentence.Advertising We will write a custom essay sample on Capital Punishment in Political View specifically for you for only $16.05 $11/page Learn More This paper seeks to discuss the political view of capital punishment. The paper will look into political parties’ views over the punishment, its related policies in different countries and related forces towards its abolition. Trend in abolition of the Death Penalty Death penalty can be viewed as a traditional exercise in many territorial jurisdictions as it was widely practiced in many countries. The move for its abolition however started in the nineteenth century with Venezuela in the year 1863. The abolition trend was then spread to other countries across the globe even though it started slowly with a gradual growth. Costa Rica and San Marino joined Venezuela in the nineteenth century to the abolition with only a few more countries in the first half of the twentieth century. By the end of the first half of the twentieth century, only about ten countries had abolished the penalty. The trend however picked up in the second half of the century (Neumayer, 2007). Political Perspective of Capital Punishment Though a number of factors may be attributed to the abolition of Capital punishment by a number of countries, political factors have played a significant role in the trend. This is because quiet a number of the abolitions have been associated with democratic developments in political systems of the countries that have abolished the penalties. This argument is consistent with the fact that all countries that still practices the penalti es, in high numbers, apart from the United States are still under dictatorships. Most of the countries that realized transitions into the abolition also did so following political transformations into democracies. Such political impacts have also been associated with alignments in political views. Conservatives and liberals are for example associated with varying views regarding the abolition of the considered harsh penalty along political lines. These views are for instance significant in both politician and even the electorate (Neumayer, 2007).Advertising Looking for essay on criminal law? Let's see if we can help you! Get your first paper with 15% OFF Learn More The conservatives are for example identified with the opinion that capital penalty establishes responsibility of the offenders over their crimes. They hold the opinion that the practice is moral as it has a biblical basis. They also believe that by having the penalty, a significant accountability f or crimes by individuals will be held and others will be deterred from committing such crimes. The liberals on the other hand are opposed to the capital penalty which they identify to be harsh to human life. They hold the opinion that the approach is not effective in curbing crimes besides putting innocent lives at risk (American, 2004). Conservatives have in the United States been strongly opposed to the abolition of capital penalty (DPIC, 2010). These divisions have also been realized among countries following their alignment along liberals and conservatives views. China for instance provides an example of imposition of death penalty according to transparency international (Hong, 2008). Conclusion Capital punishment has been enlisting different opinions along political lines as countries move to its abolition with time. Though undertaken at national legislative levels by political leaders, the change is being driven by varied factors such as international pressure and democratic m ovements into movements for human rights preservation. References American. (2004). Issues and allegations: capital punishment. Web. DPIC. (2010). New voices – conservative voices. Web. Hong, L. (2008). China’s death penalty: reforms on capital punishment. Web.Advertising We will write a custom essay sample on Capital Punishment in Political View specifically for you for only $16.05 $11/page Learn More Neumayer, E. (2007). Death penalty: the political foundations of the global trend towards abolition. Web.

Comparison of The Uniform Commercial Code and UCITA Essay

Comparison of The Uniform Commercial Code and UCITA - Essay Example Commerce clause which was founded in article 1,section 8 of the U.S. constitution was the one of the first and most significant attempts of the U.S. government to promote uniformity in commercial laws from state to state. Two key factors in section 8 are: "To regulate Commerce with foreign Nations, and among the several States, and with the Indian Tribes" and "To establish a uniform Rule of Naturalization and uniform Laws on the subject of Bankruptcies throughout the United States". The National Conference of commissioners on uniform state laws (NCCUSL) on July 29 adopted Uniform Computer Information Transactions Act (UCITA) after revising the proposals again and again. The (UCC) Uniform Commercial Code is intended to promote uniformity in the area of (CIT) Computer Information Transactions. Here the question arises â€Å"What is computer information transactions?† "commercial agreements to create, modify, transfer or distribute computer software, multimedia interactive products, computer data and databases [and] Internet and online information† all these things are included in computer information transactions under the model act.

Maximlianus as conscientious objector Assignment

Maximlianus as conscientious objector - Assignment Example The main change that came in society owing to the torture and killings that ensued after these protests brought in a major change in the society where people became aware of the injustice and wrong being done to others whom they ignored till then. The result was a massive awareness and movement to eradicate mention of violence in Christianity. As it is, it was pretty disgraceful to have violence become a part of Christianity even though it had to be through the conscientious efforts of Maximlianus. Therefore, we credit a major chunk of the educated and elite class shunning elements of torture and oppression to avoid recurrence of such violence in the history of Christianity to the efforts of Maximlianus.Islam and Christianity have both violent histories. What stories from Kurlansky can we find hope for a non-violent Christianity and Islam? (2 pages)Kurlansky runs a complete thesis in the context of trying to understand why and where non-violence went amiss in the glorious pasts of le ading religions of the world. Everybody understands that Christianity and Islam have had violence in their histories. But when we study the thesis brought forward by Kurlansky, we see that he has found the precise literary and scholarly articles to show why the religions could not enjoy peaceful histories. Let us begin by Buddha’s teachings of non-violence (BPF, 13). Buddhism has a non-violent history owing to the dictates of patience, love and perseverance. Kurlansky, instead of lifting ideals from the peaceful religions.

An Exploration of Morality and Privacy Essay Example for Free

An Exploration of Morality and Privacy Essay Shakespeares Measure for Measure is a play that is hard to like. It is stark, structured, and monotoned in dialogue and plot. The characters within the play are overwhelming disgusting specimens of humanity who are one dimension characters which seem to not be fully developed. Central character, The Duke, is a cruel and calculating leader that is more like a puppet master than a living, breathing man. He is responsible for manipulating the characters and free will within the play, Measure for Measure. The Dukes actions are morally wrong. While The Duke claims his motivations are pure and he is trying to observe the governance of Vienna, there are other motives. The Duke likes to control people, by pretending to be a Friar is able to emotional rape and manipulate people and their free will. The Duke, who lives Italy, is in charge and it is his civic duty to maintain order. However, he seems unable to do so on his own. He employs the indifferent and unemotional Lord Angelo to carry out the gruesome work as punisher. The Duke, instead, decides that he should go out and mingle with his citizens. He decides to dress like and pretend to be a Friar. Lord Angelo, like many corrupt official, becomes intoxicating with power, using it for his own gain. The Duke shrugs off his duties to another individual which is obviously not trust worthy. He does this because he is lazy and is not entirely comfortable with enforcing the law. The Duke believes that he is incapable of enforcing the law himself and therefore his authority is reduced. He comments, to Thomas, our decrees, / Dead to infliction, to themselves are dead, / And Liberty plucks Justice by the nose (1. 3. 27-29). Thomas responds It rested in your Grace / To unloose this tied-up Justice when you pleased (1. 3. 31-32). It is clear that Thomas also believes that The Duke has intentionally stop doing the job he is responsible for. The Duke acknowledges Thomas point and explains that he wants to remain a kind leader and not one known for punishment. He states Twould be my tyranny to strike and gall them / For what I bid them do; for we bid this be done / When evil deeds have their permissive pass, / And not the punishment (1. 3. 36-39). Instead of completing his civic duties, The Duke chooses to go down to the prison and pretends to be a Friar. In pretending to be a religious figure he breaking the trust which individuals place in God and the people who are chosen to represent God. His behavior is questionable and his motives are clear he wants to be a voyeur. He claims he wants to be closer to the people he was chosen to lead however, this is the ultimate control. The Duke is supposed to be civic minded and ethical yet he easily chooses to deceive the people, in prison, that need him, whether a Friar or a Leader, him most. As he takes peoples confessions he taunts them. For example when he speaks with Juliet who has conceived out of wedlock, his approach is callus. The Duke informs her that it is her fault the man, Claudio, she loves will be punished by Lord Angelo through execution. Then the Duke talks to Claudio, and advises him that he should just give up hope of life and seeking Juliet again and hoped he is prepared to die (3. 1. 4). This is followed by a long, unemotional speech about how life is not worth living and that nothing in life really matters, as way to encourage Claudius to be thankful for his early demise. The Duke is not done yet, he continues to make people believe he is a Friar and uses this power to manipulate them. The Duke becomes aware that Claudios sister, a virgin, has agreed to have sex with him. In doing so, Lord Angelo has agreed that Claudio will not be killed. Isabella explains the situation to her brother. However, The Duke insists on listening. He requires the prison to offer him a concealed (3. 1. 53) spot. Eventually, The Duke reveals himself and claims that Lord Angelo was never serious and had never the purpose to corrupt her; only he hath made an assay of her virtue to practice his judgment with the disposition of natures (3. 1. 161-164). Once again The Duke is manipulating the lives of the people he is supposed to protect and look after. He creates situations and causes people to react in certain ways. He is amused and satisfied with himself. The Duke then tells Claudio that his execution will happen. Then The Duke changes his mind and decides that he will sleep with Lord Angelos ex finance instead of Isabella. The Duke insists that this is a good thing because the doubleness of the benefit defends the deceit from reproof (3. 2. 262-263). The Dukes manipulations continue when Lord Angelo demands that Claudio be executed and The Duke suggests that they should just substitute another inmate for Claudio. Even after Claudios live is saved, The Duke insists on telling Isabella that Claudio is dead. It is morally unacceptable that The Duke pretends to be a Friar. While The Duke claims that he is monitoring Lord Angelos virtue as a governorship it is clear that The Duke has his own motives in pretending and ease dropping. He believes that he has the power to a be a puppet master and pull the strings of everyone below him. If The Dukes true motive was in measuring how well Lord Angelo is doing his job, he would have confronted him much sooner then he actually does. The Duke inflicts unnecessary harm on people for his own pleasure and feeding of his own ego.

The Catcher In The Rye :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  The novel The Catcher in the Rye, by J.D. Salinger, is about a troubled young man named Holden Caulfield. Holden searches his teenage life, struggling to find answers to his questions about himself and his identity. No matter where Holden goes, in his opinion he is surrounded by phonies. They appear to be everywhere Holden is: his school, the hotel, the theatre, and all over the streets of New York. The story is told from Holden’s point of view, as he endeavours to put together the pieces of the puzzle that he calls his life.   Ã‚  Ã‚  Ã‚  Ã‚  Holden Caulfield, the main character in the novel, is an immature teenager. Holden is sixteen years old, six feet two inches tall, with a crew cut and prematurely greying hair. His story begins as he is kicked out of prep school, and takes off to New York. Holden's thoughts and ideas reveal many of his character traits. One late Saturday night, four days before the beginning of school vacation, Holden decides to leave Pencey, his school, at once and travels to New York by train. Once in New York, he decides that he will stay in a cheap motel until Wednesday, when he is to return home. His plan shows how very impetuous he is and how he acts on a whim. He is unrealistic, thinking that he has a foolproof plan, even though the extent of his plans are to â€Å"take a room in a hotel...and just take it easy till Wednesday.† This course of action proves Holden’s recklessness and immaturity very early on in the novel.   Ã‚  Ã‚  Ã‚  Ã‚  Another considerably minor (and yet still imperative) addition to the novel is Phoebe Caulfield. Holden’s younger sister is his main supporter. She sticks with him no matter what, but she also, however, is not afraid to scold Holden for his errors. Although Phoebe is merely a young child, she understands Holden, sometimes more than he does. â€Å"Old Phoebe didn’t say anything, but she was listening.... she always listens when you tell her something. And the funny part is she knows, half the time, what the hell you’re talking about. She really does.† (167) Phoebe is an instant reminder of delight to Holden, and every decision he makes revolves somehow around the sister he loves so much.   Ã‚  Ã‚  Ã‚  Ã‚   Holden Caulfield, at first, appears to be having a conflict with society, but, upon closer examination, we see that he is truly only at war with himself.

Major Themes of the Novel Things Fall Apart

Introduction For many writers, the theme of a novel is the driving force of the book during its creation. Even if the author doesn't consciously identify an intended theme, the creative process is directed by at least one controlling idea — a concept or principle or belief or purpose significant to the author. The theme — often several themes — guides the author by controlling where the story goes, what the characters do, what mood is portrayed, what style evolves, and what emotional effects the story will create in the reader.Igbo Society Complexity From Achebe's own statements, we know that one of his themes is the complexity of Igbo society before the arrival of the Europeans. To support this theme, he includes detailed descriptions of the justice codes and the trial process, the social and family rituals, the marriage customs, food production and preparation processes, the process of shared leadership for the community, religious beliefs and practices, and th e opportunities for virtually every man to climb the clan's ladder of success through his own efforts.The book may have been written more simply as a study of Okonkwo's deterioration in character in an increasingly unsympathetic and incompatible environment, but consider what would have been lost had Achebe not emphasized the theme of the complex and dynamic qualities of the Igbo in Umuofia. Clash of Cultures Against Achebe's theme of Igbo cultural complexity is his theme of the clash of cultures.This collision of cultures occurs at the individual and societal levels, and the cultural misunderstanding cuts both ways: Just as the uncompromising Reverend Smith views Africans as â€Å"heathens,† the Igbo initially criticize the Christians and the missionaries as â€Å"foolish. † For Achebe, the Africans' misperceptions of themselves and of Europeans need realignment as much as do the misperceptions of Africans by the West. Writing as an African who had been â€Å"Europea nized,† Achebe wrote  Things Fall Apart  as â€Å"an act of atonement with [his] past, the ritual return and homage of a prodigal on. † By his own act, he encourages other Africans, especially ones with Western educations, to realize that they may misperceive their native culture. Destiny Related to the theme of cultural clash is the issue of how much the flexibility or the rigidity of the characters (and by implication, of the British and Igbo) contribute to their destiny. Because of Okonkwo's inflexible nature, he seems destined for self-destruction, even before the arrival of the European colonizers. The arrival of a new culture only hastens Okonkwo's tragic fate.Two other characters contrast with Okonkwo in this regard: Mr. Brown, the first missionary, and Obierika, Okonkwo's good friend. Whereas Okonkwo is an unyielding man of action, the other two are more open and adaptable men of thought. Mr. Brown wins converts by first respecting the traditions and beliefs of the Igbo and subsequently allowing some accommodation in the conversion process. Like Brown, Obierika is also a reasonable and thinking person. He does not advocate the use of force to counter the colonizers and the opposition.Rather, he has an open mind about changing values and foreign culture: â€Å"Who knows what may happen tomorrow? † he comments about the arrival of foreigners. Obierika's receptive and adaptable nature may be more representative of the spirit of Umuofia than Okonkwo's unquestioning rigidity. For example, consider Umuofia's initial lack of resistance to the establishment of a new religion in its midst. With all its deep roots in tribal heritage, the community hardly takes a stand against the intruders — against new laws as well as new religion.What accounts for this lack of community opposition? Was Igbo society more receptive and adaptable than it appeared to be? The lack of strong initial resistance may also come from the fact that the Igbo society does not foster strong central leadership. This quality encourages individual initiative toward recognition and achievement but also limits timely decision-making and the authority-backed actions needed on short notice to maintain its integrity and welfare.Whatever the reason — perhaps a combination of these reasons — the British culture and its code of behavior, ambitious for its goals of native â€Å"enlightenment† as well as of British self-enrichment, begin to encroach upon the existing Igbo culture and its corresponding code of behavior. A factor that hastens the decline of the traditional Igbo society is their custom of marginalizing some of their people — allowing the existence of an outcast group and keeping women subservient in their household and community involvement, treating them as property, and accepting physical abuse of them somewhat lightly.When representatives of a foreign culture (beginning with Christian missionaries) enter Ig bo territory and accept these marginalized people — including the twins — at their full human value, the Igbo's traditional shared leadership finds itself unable to control its whole population. The lack of a clear, sustaining center of authority in Igbo society may be the quality that decided Achebe to draw his title from the Yeats poem, â€Å"The Second Coming. † The key phrase of the poems reads, â€Å"Things fall apart; the center cannot hold. † Underlying the aforementioned cultural themes is a theme of  fate, or destiny.This theme is also played at the individual and societal levels. In the story, readers are frequently reminded about this theme in references to  chi, the individual's personal god as well as his ultimate capability and destiny. Okonkwo, at his best, feels that his  chi  supports his ambition: â€Å"When a man says yes, his chi says yes also† (Chapter 4). At his worst, Okonkwo feels that his chi has let him down: His c hi â€Å"was not made for great things. A man could not rise beyond the destiny of his chi. .  . .  Here was a man whose chi said nay despite his own affirmation† (Chapter 14).At the societal level, the Igbos' lack of a unifying self-image and centralized leadership as well as their weakness in the treatment of some of their own people — both previously discussed — suggest the inevitable fate of becoming victim to colonization by a power eager to exploit its resources. In addition to the three themes discussed in this essay, the thoughtful reader will probably be able to identify other themes in the novel: for example, the universality of human motives and emotions across cultures and time, and the need for balance between individual needs and community needs.

Memories of a Childhood’s Slavery Day Essay

In Memories of Childhood’s Slavery Days, Annie Burton was born into slavery in 1858 on a plantation outside of Clayton, Alabama and raised by her mistress after her mother ran away. She grew up during the Civil War and remembers her early days on the plantation. After being set free, Burton’s mother returned for her children. Annie was hired as a nanny by Mrs. E. M. Williams, who taught her how to read and write. After her mother died, Annie took responsibility for her three younger siblings and moved to Boston in 1879. She later moved to Georgia and then Jacksonville, Florida, where she worked in a restaurant before returning to Boston. In 1888, she married, and ran a boarding house with her husband. She began taking evening classes at the Franklin Evening School, and the headmaster, Frank Guild, suggested that each of the students write their life story. It was this suggestion that gave Burton the push to write her autobiography. Burton’s Memories of Childhood’s Slavery Days (1909) is divided into four parts. In the first section, called â€Å"Recollections of a Happy Life,† Burton talks about her childhood on the plantation in Alabama and her marriage to Samuel H. Burton. In the second section, â€Å"Reminiscences,† Burton reflects on being set free and the way it changed her life. The third section, â€Å"Vision† gives a detailed account of Burton’s religious change. Burton also includes an essays and poems she wrote. â€Å"The memory of my happy, care-free childhood days on the plantation, with my little white and black companions, is often with me. Neither master nor mistress nor neighbors had time to bestow a thought upon us, for the great Civil War was raging. That great event in American history was a matter wholly outside the realm of our childish interests. Of course we heard our elders discuss the various events of the great struggle, but it meant nothing to us. Burton talks about knowing that the Civil War was going on but not being old enough to know or care about it. She also calls it a â€Å"great† event in American history. Though it may not have been to white Southerners, it was day slaves were waiting for. She also states that : â€Å"There are hidden wrongs perpetrated by the whites against the negro race that will never be brought to light until the race owns and controls its own daily newspapers which alone have the power to discover and enthrone truth, thus becoming a safe guide to all honest seekers of facts respecting the race whether from a moral, educational, political or religious field. To carry out the plans suggested, whether viewed from an intellectual, industrial, commercial, or editorial standpoint, the world must acknowledge that to-day the negro race has the men and women, who are true to their race and all that stands for negro progress. †

Physics investigation- stopping distance Essays

Physics investigation- stopping distance Essays Physics investigation- stopping distance Paper Physics investigation- stopping distance Paper Introduction In my investigation I intend to gather enough evidence and explanation to see if and how the mass of a ball will affect its stopping distance. I will carry out a series of tests starting with changing the mass of the ball then changing height which its dropped from. Predictions I predict that the mass of a ball will most defiantly affect the distance it takes to stop because as the mass increases, the amount of friction with the surface will increase which will slow down the ball sooner. I believe if the mass of the ball is doubled the friction with the surface its on will double and therefore half the distance taken to stop. Equipment For my investigation the equipment I will require is: * A ramp and stand ( 1 metre long) * Carpet (2 by 0. 5 metres) * 2 balls of different masses but same size ( ball 1, 2. 8g and ball 2, 44. 9g) * 2 metre rules My setup My setup is pretty simple I will use a ramp with a rule along it and some carpet for the balls to roll along I will then use another rule to measure the distance taken to stop. When I first set up my equipment the balls where rolling around everywhere, to overcome this problem I decided to curl the carpet into a half bowl shape the balls then rolled smoothly down the ramp and along the carpet. Procedure Firstly I will drop the lighter ball 1, and measure its stopping distance and record this result; I will then drop the same ball another 4 times and record those results. I will average the 5 repeated results in order to gain a fair distance for the stopping distance of each ball. I will then repeat this with ball 2 and accumulate an average. All other variables for now will be kept the same (i.e. gradient of ramp, height dropped from) Test 1 In my first test I will be testing ball 1 of radius 2 cm and mass of 2. 8g, against ball 2 of radius 2 cm and mass of 44. 9g. I will be dropping the ball from 30cm up the ramp with gradient of 24. 4i , my results are: Ball 1 (cm) Ball 2 (cm) 1 115 83 2 99 84 3 108 84 4 114 87 5 112 88 Average 109. 6 85. 2 Analysis My first test supports my prediction that the mass of a ball does affect the distance that it takes to stop, although ball 2 is over 16 times heavier so I would have expected the stopping distance to be shorter. Test 2. Again I will use ball 1 and ball 2 but this time I will drop them from a height of 40cm up the ramp with gradient 24. 4i , my results are: Ball 1(cm) Ball 2(cm) 1 137 94 2 122 100 3 130 98 4 123 101 5 121 102 Average 126. 6 99 Analysis As I expected when the dropping height was increased the relationship is the same just the distances are longer, I soon realised a fatly floor in my experiment the 2 balls were made out of 2 different materials so the coefficient of friction between the 2 balls and the surface would be different for each ball making my investigation unfair and inaccurate. I decided to use a toy car and change the mass of the car by adding weights to it, this will mean that the coefficient of friction will be the same for all my tests. New equipment   toy car weights   blue tac (to attach weights to car) Test 3 Here I will be using the toy car of mass 17. 4g, and I will add 17. 4g so the cars mass will have doubled and I will further use the car plus 100g to see how this affects the stopping distance, my results are. Car no added mass (cm) Car plus Analysis From these results it is clear that my prediction is only partially correct as the mass of an object does affect its stopping distance but the relationship is not as linearly as I expected, as the mass is doubled the stopping distance is not halved this is due to the momentum that the object gains, when more mass is added the object gains more momentum proven with the momentum formulae momentum = mass velocity, so the object will travel feather with more mass, this will explain why when the mass of my car had an extra 100g it travelled a further 77. 2 cm. Although its not that simple because we have to take into account friction, as the mass increases the gravitational pull of the earth will increase which in turn increases the amount of friction between the car wheels and the surface they roll on and a greater friction will slow down the car and reduce its stopping distance, this will explain why when I added only 17. 4g the stopping distance was less . In theory there should be a certain mass that when added to an object the stopping distance will not change as the amount of extra momentum it gains will be cancelled out with the increased friction. I will extend my investigation to try and work out this quantity of mass. Test 4 Here I will again be using a toy car and I will change the mass using weights from 20g up to 90g, dropping the car from a height of 10cm and gradien Distance taken to stop (cm) Analysis. Analysing my results soon after the test I noticed a pattern within my results, although at mass 80g this was not true I decided to repeat the 80g run and found that the distance was actual higher and fit in with my other results. Total mass of car (g) Plotting a graph of my results shows the trend more clearly. As you can see from 20g 40g the stopping distance of the car decreases this is where the extra mass produces more friction than momentum, after this from 40g 90g the stopping distance increases where the momentum is now greater than the friction, due to time restrictions I will only be able to make an estimate of the extra mass needed for friction and momentum to balance I will base my estimate on the results collected and my graph, the turning point is in between 40g and 50g so I will extrapolate from these to points in order to make my estimate. Conclusion In my experiment I aimed to find out whether or not the mass of a ball affects its stopping distance and if so how does it. I started out thinking I knew what was going to happened and that friction was the only point to consider, after my second test I knew something wasnt right and decided to use the toy car, using the toy car was a massive benefit as I could change the mass so much easier and all other variables where kept the same (e. g. coefficient of friction). It was my first set of results with the toy car when I realised I had to take into account momentum this then explained everything about my previous results and everything fell into place. Feathering my investigation out of pure interest I decided to work out the balancing mass of friction and momentum but due to time restrictions I am only able to make an estimate of 42g due to extrapolating my graph. I enjoyed my physics investigation and wish I had more time to further it more.

Book Review The Official SAT Study Guide, 2020 Edition

Book Review The Official SAT Study Guide, 2020 Edition SAT / ACT Prep Online Guides and Tips The College Board recently published a new versionof The Official SAT Study Guide (2020 edition). What’s the book like? Is it helpful? In this review, I’ll break down the strengths and weaknesses of this newest edition of the official guide, discuss how students feel about it, and tell you whether it’s ultimately worth buying. Should You Buy theOfficial SAT Study Guide? While the Blue Book (as it was called by students)used to be the must-have source for SAT prep, The Official SAT Study Guide,2020 Edition, is mostly not worth purchasing. The book in its entirety - including its eight practice tests - is available for free online, so don't waste your money buying the book. Why did the College Board release this edition for free?It’s part of the College Board's attempts to make the SAT more accessible and to reduce SAT inequality based on socioeconomic background.This is a wonderful move by the College Board, but it now means buying the book is a complete waste of money. If you have the time, is it worth reading The Official SAT Study Guide, 2020 Edition, free online?Yes and no.The eight practice tests from the book (which are all available online for free)are absolutely crucial to your SAT prep. However, the book doesn’t provide you with details of how to score your practice test; you have to go online to do that, rendering the book useless. If you can’t even score your tests using the book, why buy it? Also, the educational material other than the practice tests doesn’t give much helpful test insight or strategy.The educational material just provides surface-level details about the test.It doesn’t teach you the content needed for the SAT.There are far better, more in-depth SAT study guides out there including the free ones that we’ve written: check out our Reading, Math, and Writing study guides. The educational material also mostly just tells you to go learn more on the Khan Academy SAT prep site, which is free for anyone to access, regardless of whether you purchased the book. Strengths The strengths of the books are very limited: Eight College Board practice tests are pre-printed for you, so you don't need to spend money printing them yourself (including two, Practice Tests 9 and 10, that are not yet available on collegeboard.org) You can recycle the book (AKAuse it for kindling in your bonfire or use it for a paper machà © project). Weaknesses Unfortunately, there are many: The entire book is available for free online (including two extra practice tests not included in the book!) The book doesn’t provide you with scoring information for your practice tests; you have to go online to get the information. The book only provides surface-level descriptions of each section and doesn’t offer instructional material, so you can’t actually learn skills and content from the book. There are no content lessons, so if you’re, say, struggling with geometry questions, you won’t get any assistance from this book; you’d need to seek additional help. Just taking SAT practice tests without a method of learning from your mistakes will not help you improve. The book sadly offers no guidance on how to learn from your mistakes or how to study content. How Students Feel About theOfficial SAT Study Guide 2020 If you don’t believe me, check out how other people feel about it.On Amazon, the book is currently rated 4.3 out of 5 stars, with 69% percent of raters giving it 4 or 5 stars (remember, it's still full of official practice problems!). That said, the 2016 edition of the book (which contained fewer practice tests and was also available for free online) has several hundred more reviewers. Of these reviewers, 82 percent gave it 4 or 5 stars, and 7 percent gave it 1 star: The 1-star reviewers of both editions of the official guide generally agreed with my feeling that the book was a waste of money, noting that everything in the book is available online for free. The 5-star reviewers, on the other hand, generally felt that although the material is available for free online, the book was worth the money since it’s a hassle to print out the practice tests. HowYou Should Use the Official SAT Guide I recommend that no students buy the book, but all students should be using the free practice tests available online. I don’t think any student needs to read the additional information included in this guide.The information is superficial yet difficult to parse: it discusses the types of question and content covered without giving many, if any, examples.We’ve created better free guides forReading, Math, and Writing. If you’re a worrywart (like me) and are stressed that you don’t know everything you can about the test, then go ahead and read the extra material for free online.You should be able to read all of it fairly quickly.As I said, it’s pretty sparse and superficial. However,reading this book alone will not prepare you for SAT success.You need to review your SAT practice tests to learn from your mistakes.You should also do in-depth content review of subjects you don’t know well or might've forgotten, such as systems of equations or semicolons. You still need to study! What SAT Prep Material Should You Use? Now that you know not to buy this book and to print the free practice tests from the College Board website, what other resources should you use to help you prep for the SAT? First, I recommend our free SAT study guides forReading, Math, and Writing. As I mentioned before, these guides are all available here on our blog at no cost to you. If you find yourself still struggling to improve after taking a few practice tests and using our free guides,consider using a highly rated SAT prep book, hiring a tutor, or enrolling in an online program. Whatever option you choose, make sure the program is specialized to you.You want a program that will identify your strengths and weaknesses so you can improve your weak areas as well as your SAT score. What’s Next? Studying for the new SAT? Check out our complete guide to test changes and our ultimate SAT study guide. Looking for extra help? Check out our guide to the best SAT prep books. Trying to decide whether to hire a tutor or do an online prep course? We can help. Getting ready to apply to college? Unsure of where you want to go? Check out our guide to finding your target school and how to find out what your target SAT score should be. Want to improve your SAT score by 160 points?We have the industry's leading SAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. Check out our 5-day free trial today:

Advantage and Disadvantages of different modes of transport on a Essay

Advantage and Disadvantages of different modes of transport on a global scale - Essay Example He could always perch himself on an horse or an elephant or sledge himself using his dogs for his own personal transport. But when it came to moving material that belonged to him, he found himself in a tough spot. He had to invent wheels which started off as large logs to all those modes of transport today that we are going to discuss in this paper.In order to appreciate the way the freight transport industry is progressing and the methodologies that they have been adopting, it is important hat we understand their history and hence get a total perspective of the whole industry. The freight industry was and continues to be most important economic requirement that any of the countries would need. Many times in the history of the civilization of Man we find that the country that had better logistics won many battles and hence the war. Many times they also won wars that they never fought both economical superiority and logistic superiority. When a country could produce and sell their pro ducts across the world then they end up superior to the people who are yet to come to grips with the logistics of movement of goods and services.Let us trace the history of freight transportation from 1800 to the modern days. If we see today, there are five modes of transport that are very much in vogue. 1. The railways. 2. The waterways 3. The airways 4. The roadways 5. the pipelines. The ships had their major technology change when the steam engine was invented and they were mounted on the hitherto paddled or wind powered boats to make gigantic ships that could literally rush through the sea. The same invention also changed the way people and material traveled over the land as well in the form of railways. Steam engines altered the modes of transport on sea in 1807 and on land in 1829. Transportation now became cheap and fast over all the surfaces of the earth both land and water. This brought in a revolution that literally changed the way industry was looked at. The IC engines brought in another round of change with technological upgrade. The world became smaller and smaller with faster traveling and transport mechanisms, men could pack their material and send it over railroads that traveled over 5 times as fast an horse would. Soon there were the trucks and the vehicles that plied the roads. The roadways also changed the very approach to traveling by individuals. It also changed the way people started looking at manufacturing processes. With a reach that spanned every corner of the country, roads brought the neighborhoods as close as close can be. Central production with a distribution set up started forming across the country making cheaper products a reality. With IC engines another major development in technology was also ushered in. This was the aircraft. With the invention of the aircraft, we find the transport time getting reduced by more than 10 times across the world, leading time a world wide integration of manufacturing. This also was rising the scale of production and an economics of scale and the economics of logistics went together to make things possible in the country. Pipes and conveyors also formed another set of transporting mechanisms that helped in putting together an easy but effective way of transporting material over longer distances and huge volumes. 3. The Industry and how it works The logistics industry or transport industry has the following major constituents. 1. The supplier or the sender of the material 2. The buyer or the receiver of the material 3. Transportation in the mode of transport that is suited 4. In case of multimodal, arranging so that the time taken is

The Evolutionary Origins of Smallpox Essay Example | Topics and Well Written Essays - 1000 words

The Evolutionary Origins of Smallpox - Essay Example Smallpox is caused by the Variola virus, a member of the orthopox virus family and one of the many pox viruses that have been infecting a range of animal species throughout the world for millennia. Orthopox viruses include cowpox and chicken pox. Humans can be infected by some of these pox viruses, but none are as deadly as smallpox (Peters, 2004). When seen under an electronic microscope, Variola looks like a brick-shaped or elliptical classic form consisting of two strands of DNA (Barnes, 2007). They represent the largest and the most complex of the pathogenic viruses. It is one of the largest and most complicated viruses known, thus, so lethal and difficult to combat. When the Variola invades the human cell it, is forced to reproduce the virus until there are hundreds of thousands of viruses within the cell. When the cell can no longer contain the viruses, the cell bursts. The viruses shower onto other cells infecting them (Glynn & Glynn, 2004). Then the process begins all over ag ain. Unlike most DNA viruses that replicate within the nucleus of the host cell, pox viruses manage to replicate outside the nucleus within the cytoplasm of the infected cell. The virus sheds its double membranous coat once it gains entry into the host cell and slowly begins to absorb particular nutrients from the cytoplasm needed for its replication (Barnes, 2007). Origins of the disease The question of the origin and evolution of human smallpox virus was difficult to address. No one definitely knows when, where or how the first occurrence of the smallpox virus on earth happened. Even within documented human history, it is difficult to trace the forms of smallpox origins and ascertain its development completely. All kinds of plagues, rashes and pox diseases, as well as other diseases, were mentioned interchangeably. The earliest unscientific descriptions of the symptomatology do not sufficiently differentiate various kinds of ailments (Koplow, 2004). Even in the modern era, particu lar differential diagnosis has continued to pose a challenge as smallpox can evolve as numerous distinct types of diseases from time to time, until laboratory findings confirm the innitial clinical impressions. There are several explanations which have been expressed in attempt to explain the origins or beginning of the human version of the virus. Peters (2004) claims that the Variola virus can be traced back to prehistoric times. In its early form it was a virus that primarilry infected rodents. However, prehistoric humans hunted rodents for food or came into conatct with them in other ways, and at some point the virus may have jumped from rodents to humans. Koplow (2004) suggests that the small pox virus might have originated from arbitrary mutation of some other less virulent and even older subspecies of unknown virus. This might have happened most probably around 10,000B.C, somewhere in the bountiful Ganges River plain in India. He insinuates that some moderately minor disease a gents instinctively adapted and modified themselves from

The international space station. Major Components Essay

The international space station. Major Components - Essay Example With the space race both countries achieved success in some sectors. The US was successful in landing Apollo missions to the moon, whereas the Soviets were able to build Space Station Mir. The Mir Space Station was built gradually over time and modules were added to the basic structure. The US efforts started President Reagan authorizing the Space Station Freedom (Catchpole 1). The program dovetailed space efforts and programs of Japan, Europe and Canada. The program was shared among the nations and its design changed several times due to different input and ideas from all member states. Funding was collective and the program moved forward. The Soviet Union collapsed after Afghanistan invasion and had difficulty maintaining its Space Station Mir. It was decided by President Clinton to include Russia in the combine effort and the name of the program was therefore, changed to International Space Station. 2. General The International Space Station is the largest space project ever under taken. The project represents the collective effort of fifteen countries. These include eleven from the European Space program, US, Russia, Japan and Canada. The planned station will have a length of 108 meters and a weight of 450 tons after completion (â€Å"International Space Station Facts and Figures† 1). The station orbits the Earth at a height of 240 miles above the Earth’s surface. Because of the size of the space station it can be seen with the naked eye as it orbits the Earth. It is visible as a bright spot moving in the sky in particular at times when the sun light reflects the panels and the observing position is in the dark portion of the Earth. 3. Construction The space station was to be assembled in the orbit. Major parts were made by different countries and launched into space. They orbited in space and were collected together over time to change make the basic structure of the International Space Station. The first piece was launched by Russia in 1998 a nd was called the Zarya (Harland and Catchpole 203). These pieces are known as modules. The modules were equipped to orbit independently. They had solar panels for power and booster rockets for orbital movement. Before being assembled the modules were given rotation around their axis to ensure that energy from the Sun is distributed evenly across the body of the module. This was due to the fact that extended exposure of any part to the Sun could over heat the area and similarly the part unexposed faced possibility of freezing. Cameras were installed in the modules to assist in docking procedure. The modules were carefully checked for any leakages and were joined together to form the basic structure. The US module Unity was the second to reach the orbit. It was delivered by space shuttle mission as opposed to rocket delivery of Zarya. The modules were connected together with help of robots on shuttle missions. The two modules Zarya and Unity were joined by a third piece known as the Zvezda module. The module added facilities like communication, toilet, kitchen and improved communication facilities. The structure was added with support structures containing solar panels and other support systems called the Truss. 4. Major Components 4.1 Truss Structure The Truss holds together all the components and forms the center piece of the structure. Everything is attached to the Truss structure. The Truss was the fourth part that came in to join the three modules at the initial assembly of the station. The structure carries all the ports required to dock components to the station. It has different docking stations so that the structure is flexible and components can be changed as per design requirement.

Women in the Civil War Essay Example for Free

Women in the Civil War Essay During the civil war, the contributions made by women both in the north and the south, though somewhat unheralded, were nonetheless significant. In fact many women were not contented with merely supporting the war efforts from the home front. Hundreds of them were actually with their armies in the battlefronts. Many were serving as field nurses while others were general purpose aides. When the soldiers had to march for days, they, too, marched with them, living in camps and eating army rations. They also endured the heat, rain, mud, and snow borne by the soldiers, protected by the same ineffective shelter and insufficient clothing. As bullets flew and cannons roared, some of these women were actually in the battlefields playing the role of â€Å"medics. † They were often caught in the crossfire, rushing to help wounded soldiers, equally endangering their lives in the process. (Hall, n. d. ) Stories had been going around about some of these women. One nurse was mentioned – Augusta Foster who came from Maine. She fell off her horse when it was shot, missing her by inches. That near miss, however, did not scare her. She went on with her duties as if nothing had happened. One of the most talked about nurses was Anna Etheridge, who was a mere â€Å"Daughter of the Regiment† in Washington, D. C. when the war started in April 1861. (A â€Å"Daughter of the Regiment† was only supposed to inspire soldiers going to war. Dressed in fancy uniform complete with decorative feathers and a bonnet, she would be with other women like her, leading the parades which presented and paid tribute to the soldiers before they were sent off to the battlefronts). When the war started getting really bloody and news of hundreds of soldiers getting wounded and killed started filtering back to Washington, D. C. , Anna was one of the many members of the â€Å"Daughter of the Regiment† who made themselves scarce. They decided to actually â€Å"go to the front† and do their share. â€Å"Gentle Annie,† as she came to be known, marched from Michigan with the 2nd Infantry â€Å"and was under fire on several occasions. † Her efforts were recognized in 1864 with the Kearny Cross, an award given for gallantry in action. The Confederacy had their share of courageous nurses. Lucy Ann Cox was one of them. Lucy started out as a â€Å"vivandiere† (a woman who goes with the army simply to sell things to soldiers). She, however, later became a field nurse for Company A of the Confederate Army’s 13th Virginia Infantry which fell under the command of General Lee, where her husband belonged. She marched with the group during the two times that Lee invaded the North. She was conferred full military honors when she was buried after the war. (Hall, n. d. ) Another interesting woman in the Confederacy was Mrs. Juliet Opie Hopkins from Alabama. According to information picked up from a scrapbook prepared by a certain Captain J. C. Featherston and included in the papers of the Irvine, Saunders, Davis, and Watts families, when the war started Mrs. Hopkins sold her properties in â€Å"New York, Virginia, and Alabama† and donated the proceeds to the Confederacy for the purpose of setting up hospitals for their soldiers. Afterwards, she volunteered to act as the chief matron in the hospital in Richmond. Accounts had it that she, herself, even suffered gunshot wounds two times when she personally went to the battlefield. She was christened â€Å"Florence Nightingale of the South† for her efforts and her picture appeared on the currency of the Confederate government printed in Alabama. (As cited in Hearts at Home: War Work, n. d. ) Working with the wounded in hospitals was one of the ways where women demonstrated their patriotism. They did their best to keep the morale of their soldiers alive not only through their nursing work but also by holding all sorts of events such as dinners where they would entertain the wounded. (From the diary of Louisa H. A. Minor, as cited in Hearts at Home: War Work, n. d. ) However, although they were working at the home front, their work was not without dangers. Take for instance the report printed in the March 14, 1864 issue of the Daily Richmond Examiner about a March 13, 1863 mysterious explosion in a laboratory in Brown’s Island. That incident left 35 women killed and 31 injured. Many of the victims were reported to have been burned â€Å"beyond recognition. † (Hearts at Home: War Work, n. d. ) Some of the women in the North as well as in the South helped with the war efforts in the home fronts knitting socks for their soldiers, fabricating bandages for their wounded, sewing shirts, and attending to some other supplies needed in the battlefronts. Some even manufactured small arms and the ammunition that went with them. In Fayetteville, an arsenal managed by women was able to turn out about â€Å"900,000 rounds of small arms munitions in 1864† before it was destroyed. Organizations like the â€Å"Sick Soldier’s Relief Society and the Soldier’s Aid Society† were organized by women to offer any help they could. (Women of the American Civil War, n. d. )

Veterinary Medicine as a Career Essay -- essays papers

VETERINARY MEDICINE AS A CAREER Working with animals has been a dream of mine since childhood. I was raised next door to the town veterinarian, Dr. Murphy. He specialized in farm animals, which my family raised, so he visited our house on a regular basis. He knew I loved to hear stories about his patients and always entertained me, no matter how busy he was. When I was 10, Dr. Murphy gave me a copy of â€Å"All Creatures Great and Small† by James Herriot. The book told the story of a country veterinarian and his daily work. To this day, that book remains one of my favorites and always renews my interest in animals. I recently spoke with Dr. Murphy, who is now retired, about his experience in the field of veterinary medicine. He told me, â€Å"Kid, its long hours and hard work. No matter how exhausted you are though, it’ll all pay off when you hear a newborn calf cry for the first time.† Dr. Murphy went on to reminisce about his years as a successful large animal veterinarian. Although he recently retired, Dr. Murphy still helps the occasional farmer in need. (Murphy n. pag.). Veterinary medicine is a very scientific field that requires extensive training and education. I am currently a Biological Sciences major and plan to apply to Veterinary Medical School at the University of California Davis upon separation from the military. I will be required to take a broad selection of courses ranging from Animal Behavior to Organic Chemistry and Calculus. Once I complete...

Paul Krugman,The Conscious of a Liberal

In this book â€Å"The conscious of a Liberal† Paul Krugman talks about the â€Å"long gilded age† that started from the 1870's until the big depression in the 1930's. He shoes that there was a period of a huge inequality in prosperity and in power, where a supposedly a democratic political system didn't succeeded to show the economic interests of the majority. He said that the big power of America was all utilized to defend belongings interests and there had been an unsuspecting approval and acceptance of a conservative beliefs that any effort to help the people who have fewer fortune would guide to an economic disaster.He talked about the distribution of incomes in the 1920's, where if the capital gains were excluded we would have that the highest 10% in income was receiving 43. 6% from the final income, while the highest 1% in the income was receiving the 17. 3 %. The strange thing is that in 2005, the income allocations facts were so similar to those of the 1920's.H e also mentioned that the â€Å"great Depression† destroyed the gilded age, and he talked about the reforms of â€Å"Franklin Roosevelt†, where the most rich of the 0.1% possessed more than 20% of the state's richness in the 1929, however only 10% in the middle of the 1950's. Krugman talked about the new deal that taxed away the biggest part of their revenues and earnings adding that the blue collar employees benefits the most from this. Paul Krugman talked also about the new division of richens called â€Å"The Great Compression† that picked up a big number of Americans from the urban slum and from the rural deficiency into owning houses and extraordinary comfort.When Roosevelt took the power, the postwar of the middle class culture and society has arose in a small period of time. The â€Å"New Deal† of Roosevelt was accepted by the republican Eisenhower but the rejection during this period of presidency was by some republicans that didn't accept the lib eralism of Eisenhower. Krugman described in his book that when Eisenhower was advocating on the virtues of the toned- down up to date â€Å"Republicanism†, there was a latest type of conservative that started to appear. They captured themselves as some strangers facing organizations and institutions.He added that in the 1964, a union of conservative protestors held control of the â€Å"Republican National Convention† and selected Barry Goldwater for presidency. The presidency of the NIXON was from the point of view of Krugman an evolution period instead of a victory for the new conservatism. As mentioned in the book, in the 1980's, there was a big victory for the New Conservatives, and economics were victories by the new conservatives. These principles maintained without proof that tax cuts would pay for themselves.Krugman wrote that in the execution of the conservative political authority, the economists started to document a slight increase in inequality but most of the Americans noticed just a little or none of the economic growth. He add that, if growth in productivity had been consistently common across the work force, then the usual worker's income should be 35% superior now than what it used to be in the beginning of the 70's. Krugman sum up announcing that for those who they call themselves liberals are in real sense conservatives, whereas those who consider themselves conservatives are mostly in deep radicals.Finally, he said that liberals wish and desire to return to the middle- class society where he grew up in and for those who call themselves conservative, they desire to go back to the gilded age ruining a century of history. From my point of view, I would like to support Krugman in some major points that what brought the US to here is mostly two big puzzles: the first one is an economic puzzle of why it is that we've come to an intra second gilded age, and how is that the inequality has increased as much as it has?; and the second p uzzle is a political one where the political system has been largely responsible for the creation of the second gilded age and where people were heart and the most powerful one had benefit on the less powerful.Also, the thing that made me support mostly Krugman's point of view was that statistics and numbers showed that typical families aren't better off now than what they was in the early 1970's. It's true that the inflation is now higher a little bit than before but it's mainly because of the working spouses and because how much people are working harder now.And from another hand, it was easier in the 1973 to feel that children's were getting a decent education and the inequality in schools has increased greatly. The economy in the 1973 was very good while there was no computers, no internet, no fax machines etc. so what I want to prove is that now, USA is normally in a more productive and more rich than before but we are not sure the typical family has gained anything.The reason is that all or  nearly all of the gain got to the small group of people who are in the top. Some said that this is all because of education, it is true that people with good education did better than people without but if you think from another side, that all teachers and high class managers have mainly the same type of degrees (minimum masters degrees) but at the end one of the high class managers could have a salary of a bunch of teachers you can understand more the point of view mentioned above.So mainly, what I would adopt is that the middle class society was a political creation that didn't just happened gradually and was achieved politically by the â€Å"new deal† Last but not least, most of people would tell you that from another hand that disasters of the economy could increase the inequality, but the post war generation had in fact the best 25 years of the US of any economy could ever had and even though all the different advanced countries that faced globalization and technological development, Uniquely Americans faced a second gilded age, so this assure one thing in my opinion and it's that the gilded age is due to a political creation and system.

Homelessness Melissa St

Homelessness Melissa St George SOC 203: Social Problems Instructor: Risa Garelick August 28, 2011 I intend to show the meaning of homelessness and the different ways that people become homeless. I will also show how we can go about preventing homelessness. Homelessness means that one has no place to live. â€Å"The most prominent sociodemographic characteristics identified with high risk of homelessness have been male gender, Black race, being unmarried, and being middle aged† (Greenberg & Rosenheck, 2010, p1234-1235). Most of the homeless live in cities but there are those who live in the rural areas. Most of them are hidden because they are homeless for shorter periods of time. There are several causes or reasons why people are homeless, some of them are by choice and others are forced, contrary to most people’s beliefs that they â€Å"are drug addicts, alcoholics or are mentally challenged† (syzygyastro). The different types of homeless people are â€Å"push-outs†, victims of environmental catastrophe, mentally ill, the new poor, the technologically unqualified, the elderly, runaways, the demoralized, alcoholics, ease addicts, travel addicts, and excitement addicts (Henslin, 2008, p 228). The â€Å"push-outs† are people or families that have been forced out. They can be teenagers who are thrown out by their parents. The parents may have thrown them out due to They can be adults or families who have been evicted by landlords. Due to the high costs of rents, they may have had to choose between paying the rent or other necessities such as food, clothing, or gas. Or they could have lost their home due to the â€Å"sub-prime mortgage catastrophe that has made more than families homeless in 2008 and now threatens a further 48 percent of the rest sub-prime mortgage holders who are late in payments or in default† (Syzygyastro). Victims of environmental catastrophe have been forced out due to hurricanes, floods, fires, tornadoes, tsunamis, or other environmental disasters. The mentally ill have been forced out by hospitals or insurance companies. They are unable to care for themselves, so they live out on the streets not knowing how to survive in the â€Å"real† world. They can also become homeless because they need to choose their medications over rent. â€Å"20% to 50% of homeless adults suffer from a serious mental illness† (Greenberg & Rosenheck, 2010, p 1235). The new poor are forced out from a job due to technological change. There jobs are taken over by machines and/or globalization. The company moves to another part of the world, so that they can pay fewer wage to their employees. The technologically unqualified have been forced out because they never posed any technological skills, so they are unable to keep or get jobs. The wages that they do receive are so low that they can not afford an apartment. The elderly have been discarded. They have no family support, no income, and most are unemployable. Runaways choose to be homeless due to unstable living conditions. Most of these runaways are teenagers who have been physically abused. Some are the results of the system failing them. Most of the runaways are between the age of fifteen and seventeen but there are some that are as young as age ten. The demoralized are the depressed who have given up. The addicts are those who have been addicted to alcohol or drugs and choose their addictions over their homes. 0% to 80% have a history of substance use disorders† (Greenberg & Rosenheck, 2010, p 1235), â€Å"thirty eight percent of homeless people have a problem with alcohol addiction and that another twenty six percent of homeless people have addictions to other drugs† (Substance Abuse and Mental Health Services Administration, 2003). The Anti-Drug Abuse Act has made impossible for people who are convicted of a drug-related crime to keep their public housin g. In the 1950’s the deinstitutionalization of psychiatric treatment was the major factor of homelessness. The ease addicts choose homelessness. They are usually in their early twenties and want to escape responsibility. The travel addicts choose to be homeless and want to roam. The excitement addicts choose to be homeless. They enjoy the thrill of danger and because it offers the â€Å"edge†. The other things that are also associated with homelessness are past incarceration, exposure to trauma, lack of low-income housing, and the decrease in public funds. â€Å"As a result of loss of benefits, low wages, and unstable employment, many families leaving welfare struggle to get medical care, food, and housing† (National Coalition for the Homeless, 2009). A lack of affordable housing and the limited scale of housing assistance programs have contributed to the current housing crisis and to homelessness† (National Coalition for the Homeless, 2009). There are many ways that we can help to prevent homelessness. In 1987, the McKinney Homeless Act took the first steps to this by making it a federal law that there ne eded to be funding for the homeless. The next steps that we need to do is to evaluate the homeless in our communities to see what programs or services are most in need. We need to evaluate our homeless shelters. We need to have job training and financial programs. We need to keep track of the people that we help. We need to set up supportive housing and/or â€Å"Unfortunately, government action and public policy of recent has not necessarily helped the plight of the homeless, in fact in some cases it has served to compound the problem† (Gaddis, 2007). When we evaluate the homeless in our communities to see what programs or services that we need most, we need to do it in a way that is nonthreatening and compassionate. We need to evaluate our own bias, so that we can put them aside and help them. Many of the people that experience homelessness are not the stereotypical homeless persons that would come to mind when thinking about this problem† (Gaddis, 2007). We need to find out why they are homeless and look to the local government for help. Public assistance programs can help the homeless with some of their problems. There needs to be some type of coordination between homeless sh elters and public service agencies. Some people will not go to public agencies for help because of the bias of others and/or because of their pride. Many of the reports that I read told of conditions at shelters as being in poor condition. An example of this is when FEMA set up the social housing after Hurricane Katrina. â€Å"Some people are highly critical of these camps, calling them nothing more than concentration camps complete with barbed wire and gun towers† (Syzygyastro). The other reports that I read talked about shelters that were run down, very few of them, and they were riddled with disease, pests, and thefts. Job trainings and financial programs will be able to help the homeless get back on their feet. We should have some kind of job training programs for these people because most of them are there due to a job loss. This would also help the runaways who need to the life skills to survive in the world. Financial programs could be very helpful because it can help them get their finances in order and to teach them how to stretch their earnings by budgeting. We need to keep track of the people that we help. Too many times people get the help that they need and then they are forgotten about. We need to set up programs that help this people and offer support over a long period of time. Studies of placement programs often find that they lose track of residents within the first year, so track clients carefully, and assess their need for specific services† (Solutions for America). We need to look at supportive housing or â€Å"Treatment of substance abuse has been reported to improve outcomes in homeless persons with dual diagnoses of serious mental illness and substance abuse† (Folsom, Hawthorne, Lindamer.. , 2005). When we set up supportive housing for addicts, we can help them to beat their addictions and set up their new â€Å"life†. We can also help the people with mental health disorders; get the supports that they may need. We will only be able break the cycle by coming together as a community and working on ways to help those that are having a difficult time. We need to remember that one day that could be us and we would want someone there to help us. Annotated Bibliography: Why Are People Homeless?. (July 2009). Retrieved August 12, 2011, from National Coalition for the Homeless website, http://www. nationalhomeless. org/factsheets/why. tml. The article talks about what homelessness is and the many causes of it. Gaddis, Roger. (2007, August 22). The Homeless in the United States. Retrieved August 12, 2011, from website http://www. associatedcontent. com/article/351165/the_homeless_in_the_united_states. html? cat=4, The article talks about the number of homeless people in the United States and reasons why they are homeless. Youth Homelessness: Facts and Solutions. (n. d. ) Retrieved August 12, 2011, from Yout h Noise website http://www. youthnoise. om/page. php? page_id=6145. This article talks about the causes for teen homelessness and how we can prevent it. Preventing Homelessness in America. (n. d. ) Retrieved August 12, 2011, from Solutions for America website http://www. solutionsforamerica. org/thrivingneigh/homelessness. html. The article talks about the many causes of homelessness and how we can prevent it. Addiction Blog. (2011, January 7). Drug and alcohol abuse and the homeless. It talks about the statistics for drug and alcohol abuse among the

How to Speak English With an American

How to Speak English With an American Speaking English is not only about using proper grammar. To use English effectively, you need to understand the culture in which it is spoken. Here are a number of important tips to remember when speaking English in the United States. American English Points to Remember Most Americans only speak English: While it is true that more and more Americans speak Spanish, most Americans only speak English. Dont expect them to understand your native language.Americans have difficulties understanding foreign accents: Many Americans are not used to foreign accents. This requires patience from both of you! Conversation Tips Speak about location: Americans love to talk about location. When speaking to a stranger, ask them where they are from and then make a connection with that place. For example: Oh, I have a friend who studied in Los Angeles. He says its a beautiful place to live. Most Americans will then willingly talk about their experiences living or visiting that particular city or area.Talk about work: Americans commonly ask What do you do?. Its not considered impolite (as in some countries) and is a popular topic of discussion between strangers.Talk about sports: Americans love sports! However, they love American sports. When speaking about football, most Americans understand American Football, not soccer.Be careful when expressing ideas about race, religion, or other sensitive topics: The United States is a multi-cultural society, and many Americans are trying very hard to be sensitive to other cultures and ideas. Talking about sensitive topics like religion or beliefs is often avoided in order to be sure not to offend someone of a different belief system.   Addressing People Use last names with people you do not know: Address people using their title (Mr, Ms, Dr) and their last names.Always use Ms when addressing women: It is important to use Ms when addressing a woman. Only use Mrs when the woman has asked you to do so!Many Americans prefer first names: Americans often prefer using first names, even when dealing with people in very different positions. Americans will generally say, Call me Tom. and then expect you to remain on a first name basis.Americans prefer informal: In general, Americans prefer informal greetings and using first names or nicknames when speaking with colleagues and acquaintances. Public Behavior Always shake hands: Americans shake hands when greeting each other. This is true for both men and women. Other forms of greeting such as kissing on the cheeks, etc., is generally not appreciated.Look your partner in the eye: Americans look each other in the eyes when they are speaking as a way of showing that they are sincere.Dont hold hands: Same-sex friends do not usually hold hands or put their arms around each other in public in the United States.Smoking is out!!: Smoking, even in public places, is strongly disapproved of by most Americans in the modern United States.

March Madness Bracket Statistics

March Madness Bracket Statistics Every March in the U.S. marks the beginning of the Men’s NCAA Division I basketball tournament. Dubbed March Madness, the modern version of the first round of the tournament consists of 64 teams in a single elimination bracket  format. Office pools and Internet contests challenge fans to correctly guess the outcomes of all 63 games in the tournament. This is no small undertaking. In the first round of the tournament alone there are 232 4,294,967,296 possible brackets that could result. Statistics and probability can be used to knock this number of over four trillion down to a somewhat more manageable size. Each team is assigned a ranking or seed from #1 to #16 based upon a number of criteria. The first round of the tournament always follows the same format, featuring four games each of the following types: #1 seed vs. #16 seed#2 seed vs. #15 seed#3 seed vs. #14 seed#4 seed vs. #13 seed#5 seed vs. #12 seed#6 seed vs. #11 seed#7 seed vs. #10 seed#8 seed vs. #9 seed Making Predictions Predicting the winner of each game is a complicated process that involves comparing several different variables from each team. To simplify matters, results from previous tournaments can be helpful to make predictions for the current year’s tournament bracket. The tournament has had the same 64-team structure since 1985, so there is a wealth of data to analyze. A prediction strategy using this idea looks at all instances where a #1 seed played a #16 seed. The results from these prior outcomes give a probability that can be used to make a prediction in the present tournament. Historical Results Such a strategy of picking the winner based on previous seed results is limited. However, there are some interesting patterns that start to emerge when examining the results from the first round of the tournament. For example, a #1 seed has never lost against a #16 seed. Despite a higher ranking, #8 seeds lose more often than not against #9 seeds. The following percentages are based on 27 years of March Madness with four of the same types of matchups in each tournament. #1 seed vs. #16 seed – The #1 seed has won 100% of the time against the #16 seed.#2 seed vs. #15 seed – The #2 seed has won 96% of the time against the #15 seed.#3 seed vs. #14 seed – The #3 seed has won 85% of the time against the #14 seed.#4 seed vs. #13 seed – The #4 seed has won 79% of the time against the #13 seed.#5 seed vs. #12 seed – The #5 seed has won 67% of the time against the #12 seed.#6 seed vs. #11 seed – The #6 seed has won 67% of the time against the #11 seed.#7 seed vs. #10 seed – The #7 seed has won 60% of the time against the #10 seed.#8 seed vs. #9 seed – The #8 seed has won 47% of the time against the #9 seed. Other Statistics In addition to the above, there are other interesting facts pertaining to the NCAA tournament. Since the 1985 tournament: Only once (4% of the time) has all four #1 seeds made it to the Final Four.Three times (12% of the time) no #1 seeds have made it to the Final Four.14 times (52% of the time) a #1 seed has won the entire tournament.The lowest seed to win the tournament is a #8 seed.The lowest seed to make it to the Final Four is a #11 seed. Use the above statistics at your own discretion. As the saying goes, Past performance is not an indicator of future success. You never know when a #16 team will score an upset.

A List of French Verbs With Correct Prepositions

A List of French Verbs With Correct Prepositions Many French verbs require a certain preposition in order for their meaning to be complete. Some of the verbs are followed by prepositions or de and others by no preposition at all. There is no apparent grammar rule to which verbs require a preposition and which do not, so it is a good idea to memorize the ones that do have a preposition attached.   The list below is organized alphabetically and includes verbs with prepositions. The prepositions are in italics to make them easy to spot. Abbreviation Key: In the French,  quelque chose is listed as qqch and  quelquun is written qqun, and in the English, someone is  s-o  and something is  s-t . French Verbs With Prepositions, A to C (sarbriter croire) sabriter contre (le vent) - to take shelter against (the wind)accepter de - to accept, agree toaccuser (qqun) de - to accuse (s-o) ofacheter - to buy fromacheter (qqch) sur le marchà © - to buy (s-t) at the marketachever de - to finishagir en - to act like/assagir de - to be a question ofaider - to help toaller - to go, to be going toaller vers (midi) - to go at around (noon)aller vers (Nice) - to go toward (Nice)samuser infinitive - to amuse oneself ___-ingapercevoir - to perceive, catch sight ofsapercevoir de - to noticeapprendre - to learn how tosapprà ªter - to get ready tosapprocher de - to approachapprouver - to approve ofappuyer sur (le bouton) - to press (the button)appuyer sur (le mur) - to lean on (the wall)sappuyer contre (un arbre) - to lean against (a tree)arracher - to grab, tear away from(s)arrà ªter de - to stop ___-ingarriver - to manage/succeed in ___-ingarriver de (Paris, Canada) - to arrive from (Paris, Canada)arriver par - to succeed through/byarriver sur (midi) - to arrive at around (noon)sasseoir contre (son ami) - to sit next to (ones friend)assister (la rà ©union) - to attend (the meeting)sassurer contre (lincendie) - to insure against (fire)attendre - to wait forsattendre - to expect tosautoriser - to authorize / allow toavertir de - to warn aboutavoir - to have to / be obliged toavoir beau (jai beau essayer) - despite doing (despite trying)avoir besoin de - to needavoir confiance en - to trustavoir envie de - to wantavoir peur de - to be afraid of ___-ingse battre contre - to fight againstblà ¢mer de - to blamese blottir contre (sa mà ¨re, son chien) - to cuddle up next to (ones mother, dog)boire qqchose dans (une tasse) - to drink something out of (a cup)casser en (morceaux, trois) - to break in(to) (pieces, three)cesser de - to stop, cease ___-ingchanger de (train) - to change (trains)se changer en - to change intochercher - to look forchercher - to attempt tochercher dans (la boà ®te) - to look in (the box)chois ir de - to choose tocommander ( qqun) de faire - to order (someone) to docommencer - to begin to, to begin ___-ingcommencer par - to begin by ___-ingcompter - to expect, intendcompter pour - to be worthcompter sur - to count onconcentrer sur - to concentrate oncondamner pour (meurtre) - to sentence for (murder)conseiller - to adviseconseiller qqun de faire qqch - to advise someone to do somethingconseiller de - to advise toconsentir - to consent tose contenter de - to be happy ___-ingcontinuer /de - to continue to, to continue ___-ingconvenir - to please, to be suitable forconvenir de - to agree toconvertir qqch en - to convert s-t intocopier sur qqun - to copy from s-ocouper en (deux) - to cut in (two)courir - to run (to do something)courir dans (lherbe) - to run through (the grass)coà »ter dans (les cent euros) - to cost about (100 euros)craindre de - to fear ___-ingcraindre pour (sa vie) - to fear for (ones life)creuser pour - to dig forcroire - to think, believecroire - t o believe somethingcroire en - to believe incroire qqun sur parole - to take someones word French Verbs With Prepositions, D to I (daigner inviter) daigner  - to deign todà ©cider (qqun)   - to persuade (s-o) todà ©cider de  - to decide tose  dà ©cider   - to make up ones mind todà ©fendre (qqun)  - to forbid (s-o)dà ©fendre   qqun  de  faire  qqch  - to forbid s-o to do  s-tdà ©fendre de (qqch)  - to forbid (s-t)se  dà ©guiser en  - to disguise oneself asdemander  - to ask fordemander (qqun)  - to ask (someone)demander (faire  qqch)  - to ask (for permission to do something)demander   qqun  de  faire  qqch  - to ask s-o to do  s-tse  dà ©pà ªcher de  - to hurry todà ©pendre de  - to depend ondà ©plaire   - to  displease / be  displeasing todà ©ranger  qqun  de  - to bother s-o todescendre  - to go down(stairs)dà ©sirer  - to wantdà ©sobà ©ir   - to disobeydà ©tester  - to hatedevoir  - to have to, be obliged todire   (qqun)  - to say to, to tell (s-o)dire   qqun  de  faire  qqch  - to tell someone to do somethingdirige r  son attention  sur  - to direction ones attention tose  diriger  vers  - to move toward/make/head fordonner  qqch  - to give somethingdonner  qqch  contre  - to give something in exchange fordonner  qqch  Ã‚  qqun  - to give s-o s-t, to give s-t to  s-odonner  sur  - to overlook, open ontodormir  (la  nuit) - to sleep (at night)douter  de  - to doubtà ©changer  qqch  contre  qqch  - to exchange something for s-t elseà ©couter (la radio)  - to listen to (the radio)à ©crire en (encre, franà §ais)  - to write in (ink, French)à ©crire  sur  - to write aboutsefforcer  de  - to endeavor toemmener  - to takesemparer  de  - to grabempà ªcher de  - to prevent, keep from ___-ingsempresser  de  - to hurry toemprunter  un livre   qqun  - to borrow a book from  s-oencourager  qqun  Ã‚  faire  - to encourage s-o to dosendormir  sur  (un livre, son travail)  - to fall asleep (over a book, at work )sengager  Ã‚  - to get around toennuyer  qqun  de  - to bother/upset s-o toenseigner  Ã‚  - to teach toentendre  - to hearentrer  - to enter (in order to do something)entrer  dans  - to enterenvoyer  (qqch) (qqun)  - to send (s-t) to (s-o)envoyer  chercher  - to send foressayer  - to try onessayer de  - to try tosà ©tendre  sur  - to spread out oversà ©tonner de  - to be astonished byà ªtre  Ã‚  - to belong toà ªtre censà ©Ã‚  - to be supposed toà ªtre en colà ¨re  contre  - to be angry atà ªtre pour  - to be in favor ofà ªtre vers (Paris, 3h00)  - to be around/near (Paris, 3:00)sexcuser  de  - to apologize for ___-ingse  fà ¢cher  contre  - to get mad atfaillir  - to almost do somethingfaire   infinitive  (causative) - to cause tofaire  attention  Ã‚  - to pay attention tofalloir  (il  faut)  - to be necessary tofà ©liciter  qqun  de  - to congratulate s-o for/onfermer  la  porte  sur  soi  - to close the door behind oneselfse  fier   (qqun)  - to trust (s-o)se  figurer  - to imagine, picturefinir  de  - to finish ___-ingfinir  par  - to end up ___-ing / to finally do  s-tfouiller  dans  (qqch)  - to look through (s-t)goà »ter   qqch  - to taste somethinggrignoter  qqch  - to nibble on, eat away at somethinggronder  de  - to scold for ___-inghabiter  ()  - optional preposition - to live inhabiter  par (ici)  - to live around (here)shabituer  Ã‚  - to get used tose  hà ¢ter de  - to hurry tohà ©riter de (qqch  /  qqun)  - to inherit (s-t / from s-o)hà ©siter   - to hesitate toignorer  - to be unaware ofsimaginer  - to imagineinterdire  Ã‚  - to forbidinterdire  Ã‚  qqun  de  faire  qqch  - to forbid s-o to do  s-tsintà ©resser   - to be interested ininterroger  qqun  sur  qqch  - to question s-o about  s-tinviter (qqun)   - to invite (s-o) to French Verbs With Prepositions, J to P (jeter punir de) jeter (qqch)   - to throw (s-t) tose jeter sur qqun  - to throw oneself upon someonejouer  Ã‚  - to play (a game or a sport)jouer de  - to play (an instrument)jouir de  - to enjoyjurer par  - to swear bylaisser  - to allowlaisser pour (mort)  - to leave for (dead)lire dans (le journal)  - to read in (the paper)loucher sur  - to oglemanger dans la main qqun  - to eat out of someones handmanger dans lassiette  - to eat off of a platemanquer  Ã‚  - to miss someonemanquer de  - to neglect, fail to (do s-t), to lackse mà ©fier de  - to distrust, beware ofmà ªler   - to mingle with / to join inmà ©riter de  - to deserve tomà ©surer en (mà ¨tres)  - to measure in (meters)mettre  - to put onmettre son espoir dans  - to pin ones hopes onse mettre   - to start, set about ___-ingse mettre contre le mur  - to stand against the wallse mettre en colà ¨re  - to get madse mettre en route  - to set outmonter  - to go up, climbse moquer  de  - to make fun ofnier  - to denynuire   - to harmobà ©ir   - to obeyobliger   - to oblige toobtenir qqch par  - to obtain something bysoccuper de  - to be busy withoffrir de  - to offer toordonner qqun de faire qqch  - to order s-o to do s-toser  - to dareoublier de  - to forget toparaà ®tre  - to appear, seempardonner   - to pardon, forgiveparler   - to talk toparler de  - to talk aboutparler pour  - to speak on behalf ofpartir  dans (10 minutes)  - to leave in (10 minutes)partir dans (les montagnes)  - to leave for (the mountains)partir de  - to leavepartir pour  - to leave for/be off toparvenir   - to succeed in ___-ingse  passer  de  - to do withoutpasser du temps   - to spend time ___-ingpayer (le repas)  - to pay for (the meal)payer pour (qqun)  - to pay for (someone)se pencher pour  - to bend down in order topenser  faire  - to plan on, intend topenser   - to think about (imagine)penser de  - to think about (o pinion)perdre du temps   - to waste time ___-ingpermettre   - to permit(se) permettre de  - to allow (oneself) topermettre qqun de faire qqch  - to allow s-o to do s-tpersister   - to persist in ___-ingpersuader de  - to persuade tose plaindre de  - to complain aboutplaire   - to please / be pleasing tose plaire   - to take pleasure in ___-ingpleurer  - to cry aboutpleuvoir dans (la France)  - to rain in (France)pousser (qqun)   - to push/urge (s-o) topouvoir  - to be able toprà ©fà ©rer  - to preferprà ©fà ©rer ___ ___  - to prefer ___ to/over ___, to like ___ more than ___prendre  garde de  - to be careful not toprendre le parti de  - to decide toprendre modà ¨le sur qqun  - to model oneself on someoneprendre qqch dans (une boà ®te)  - to take s-t from (a box)prendre qqun par (la main)  - to take s-o by (the hand)se prà ©parer   - to prepare oneself tose presser de  - to hurry toprà ©tendre  - to claimprier  - to pray top rier de  - to beg toprofiter   - to benefit / be profitable toprofiter de  - to make the most ofpromettre qqun de faire qqch  - to promise s-o to do s-tpromettre de  - to promise toproposer de  - to suggest ___-ingpuer  - to stink ofpunir de  - to punish for French Verbs With Prepositions, Q to V (questionner voyager) questionner qqun sur qqch  - to question s-o about s-tquà ªter pour (les orphelins)  - to collect for (orphans)recommencer   - to begin ___-ing againrecompenser de  - to reward forrà ©flà ©chir   - to consider ___-ingrà ©flà ©chir sur  - to think about, reflect uponrefuser de  - to refuse toregarder  - to watch, look atregarder dans (la boà ®te)  - to look in (the box)regarder vers (le sud)  - to face/look (south)rà ©gner sur  - to reign overregretter de  - to regret ___-ingrejeter une faute sur qqun  - to place the blame on someoneremercier de  - to thank for ___-ingremercier pour  - to thank forse rendre compte  de  - to realizerenoncer   - to give up ___-ingrentrer  - to go homerà ©pondre   - to answerrà ©sister   - to resistressembler   - to resembleressembler par  - to resemble due torester sur la dà ©fensive  - to stay on the defensiverester sur ses gardes  - to keep ones guard upretourner  - to return, go backrà ©u ssir  - to make a success of, to pull offrà ©ussir   - to succeed in ___-ingrà ©ussir lexamen  - to pass the testrevenir  - to come backrevenir sur (un sujet)  - to go back over (a topic)rà ªver   - to dream of ___-ingrà ªver de  - to dream of ___-ingrire de  - to laugh atrisquer  - to risk (something)risquer de  - to risk ___-ingsauter sur une occasion  - to jump at an opportunitysavoir  - to know howsembler  - to seemsentir  - to feel, to smell (of)serrer la main (qqun)  - to shake hands with (s-o)serrer qqun contre sa poitrine/son coeur  - to hug someoneservir  - to serveservir   - to be used as/forservir de  - to put to use asse servir de  - to make use ofsigner pour (quelquun)  - to sign on behalf of (someone)soigner  - to take care ofsonger   - to dream / think ofsopposer   - to opposesortir  - to go out (in order to do something)sortir par (la fenà ªtre)  - to leave by (the window)se soucier de  - to care aboutsouha iter  - to wishse souvenir de  - to remembersubir  - to be subjected tosuccà ©der   - to succeed, followsupplier de  - to be / beseechsurvivre   - to survivetà ¢cher de  - to try totarder   - to delay / be late in ___-ingtà ©là ©phoner qqun  - to calltà ©là ©phoner qqun de faire qqch  - to call s-o to do s-ttà ©là ©phoner pour (le problà ¨me)  - to phone about (the problem)tenir  Ã‚  - to hold (s-o) to, to insist on ___-ingtenir de  - to take after, resembletirer sur  - to shoot attourner sur (là ©glise, la droite)  - to turn (toward the church, right)tourner vers (la droite)  - to turn to (the right)traduire en (franà §ais)  - to translate into (French)traduire vers (le franà §ais)  - to translate into (French)transformer qqch (en qqch)  - to change s-t (into s-t)travailler pour  - to work forse tromper de  - to mistaketroquer qqch contre qqch  - to swap something for s-t elsevaloir mieux  - to be preferablese vendre en (b outeilles)  - to be sold in (bottles)venir  (dà ®ner, aider)  - to come (for dinner, to help)venir   - to happen tovenir de  - to have just (done s-t)venir par (la cà ´te)  - to come along/by (the coast)vivre dans (la misà ¨re, la peur)  - to live in (poverty, fear)vivre de (ses rentes)  - to live on (ones income)voir  - to seevoter contre  - to vote againstvoter pour  - to vote forvouloir  - to wantvoyager en (train, taxi)  - to travel by (train, taxi)