How military was the medieval castle Essay Example | Topics and Well Written Essays - 2250 words

How military was the medieval mansion - Essay Example In any case, its principle reason for existing was to house the private living arrangement of its proprietor, family and wards. The principal strongholds were worked around 1066 and were a result of medieval history during the Age of Feudalism. Feudalism alludes to the military society that was made in Europe during the ninth and tenth hundreds of years AD. The structure of feudalism looked like a pyramid. At the top was the ruler, who possessed all the land in his realm. Quickly beneath the ruler was a gathering of significant landholders that held their property straightforwardly from him, his occupants in-chief.1 These were the rulers and magnates of the realm. They pledged to give the ruler military assistance as an end-result of their property. They would battle for the lord when and where he picked. The inhabitants in-boss leased the land to their occupants, the aristocrats and masters. This procedure rehashed itself right down the pyramid to the knights, who were the neighborh ood masters of the estate. The measure of land held was straightforwardly identified with the measure of military help he could give the lord. The principal mansions, called motte and bailey strongholds, were worked of wood in the tenth and eleventh hundreds of years. They comprised of an encased yard called a â€Å"bailey.† Right close to that was a man made hill of earth called a â€Å"motte.† A jettison ensured the bailey and a wooden fence called a palisade.2 The palisade contained corrals, workshops, and some of the time even a sanctuary. This was associated with the motte by a scaffold. The motte was a 15 to 30 foot high structure and the principle tower was based on it. The pinnacle was the habitation of the lord’s family, and filled in as a solid hold and post during an assault. Some early Norman palaces had never been motte-and-baileys yet were considerable stone mansions from the beginning. The Tower of London and Colchester Castle are early models, da ting from the 1070s, which were considered as guarded royal residences. The Crown and the more noteworthy aristocrats spent a tremendous measure of cash on palaces during the second from last quarter of the twelfth century.3 As well just like a guarded structure, manors were likewise hostile apparatuses, which could be utilized as a base for military activities in hostile area. Norman intruders of England built up Castles for the two purposes. Close to the furthest limit of the Middle Ages strongholds would in general lose their military criticalness because of current developments in medieval fighting. A mansion could be viewed as a fortification and jail however it was additionally a spot where the knights and masters could engage their friends. The mansions started to be intended to mirror the glory and intensity of its inhabitants. Agreeable homes were built up inside the invigorated dividers. As time went on, palaces were supplanted with nation houses as high status living arra ngements. Nonetheless, mansions were as yet used to give low level security in later periods. The main mansions were developed of lumber and wood yet they were entirely vulnerable to fire, which came as a weakness when assaulted. The principle resistance of a stronghold was its various dividers. The dividers were generally thick stone and tall, contingent upon who and how it was manufactured. The towers were worked with cuts so bowmen could without much of a stretch shoot bolts at the foe. From the towers and back streets toxophilite turned into the principle protectors of the strongholds. Later ablaze weapons were the best types of palace resistance. The tallness advantage and escarpments permitted toxophilite to start up to 12 bolts for each moment, and afterward seek shelter while the adversary terminated back. Numerous palaces likewise had other counter-hostile weapons, for example,

Cultural Values Reflection

Question: Portray about the Stereotypes and the delicacy of scholastic ability, inspiration, and self-idea? Answer: Presentation This reflection paper has been set up to clarify the importance of the familial culture and practices followed by larger part of Indian families. There has been an uncommon change in the family designs that was before followed in India. This has been predominantly because of the financial advancement of the nation, and change the way of life of individuals and the relatives. Urban areas and towns have extended because of urbanization, which is known to be one of the main considerations that caused the significant changes in the nation. Industrialization has expanded the activity accessibility for the certified and incompetent individuals in the nation. This has urged the families to move to another state to procure vocation. In contrast to prior days, the two people work to help the costs of family, which has likewise changed the living style and familial patter of the Indian families. Social qualities Change in the financial freedom, word related portability, and journey to acquire more has urged ladies to work. This has contributed towards the adjustment in the example of living and the family way of life followed by greater part of the individuals. Modern improvement has urged individuals to receive and follow mainstream strategies for living their lives. Huge numbers of the families currently receive hostile to conventionalism, which changes from the regular customary strategies followed by the relatives in provincial and urban conditions of the nation. Idea of current families Current families like to follow open class framework, which is related with high level of land versatility, which is being bolstered by urbanization. During prior occasions, the status of Indian family was the most extreme significant factor. The families followed social qualities, which varied from one another. Association, concordance, family holding, and collaboration were a portion of the qualities of the Indian family. This changed over the timeframe, because of increment in the level of versatility. Current family want to follow core family esteems, which was very not the same as the customary technique. In any case, the social qualities and practices are as yet rehearsed by the relatives. One of the significant attributes of familial relationship is holding and sharing of the family esteems and societies with the up and coming age of the family. This is done to support the new or cutting edge to follow the practices that were acquired by the relatives. Such factors increments and improves the family esteems and social practices. Employment portability Increment in the interest for various sorts of occupations, and ability to investigate the open doors has urged the families to embrace and follow family unit design. Be that as it may, the pertinence and significance of the family holding inside the family despite everything exists with the family unit. There are hardly any joint families that exist in the nation. Larger part of the family are found in the rustic pieces of the nation. The framework is being disintegrated because of progress in the work example and expectations for everyday comforts of the families. There are confirmations which mirrors the connection between the normal concordance that stimulate because of industrialization and the other identified with matrimonial framework followed by the groups of the nation. Passionate qualities and fulfillment can be likewise connected with the modern framework that has been related with the expanding mechanical framework that is followed in the nation. Matrimonial bonds are identified with the variables that causes enthusiastic fulfillment among the Indian families in the nation. Indian families embrace a compelling family esteem framework that can be related with the prerequisites of industrialization. Qualities and conventions The qualities and conventions about the family rehearses are instructed to the cutting edge in an exact and cautious trough. This aides in conveying forward the social practices that was trailed by the relatives for a very long time. Practices and estimations of the matrimonial family technique are known as neo-neighborhood, which has a feeble systems administration framework. Because of this factor, it has not many or no boundaries during the time spent geological versatility design. Change in family esteem framework has been continually evolving. This has been added to different elements like increment in the schools, inns, medical clinics, and numerous others. Such organizations assume a significant job in executing the exercises that is being performed by the families situated in provincial and urban zones. Nonetheless, the test looked by the relatives exists with the procedure followed for sharing qualities and social practices. The assignment is accomplished by embracing and actualizing casual preparing process, which shows the more youthful age the procedure expected to be followed for improving the instructive qualities among the more youthful age. Practices and lessons have gotten very testing as there has been an expansion in the quantity of working spouses. The family unit assignments have been shared, yet there is brief period that is accessible for the leaders of the family to impart to the relatives. The practices and desires for the more youthful age have radically changed. This has been a direct result of journey to know various things that are being seen around. There has been an interest for an expansion in the liberal qualities that has been caused because of an expansion in the mechanical entrepreneur society. The adjustment in living example of the family direction process has influenced the estimations of family unit framework. There has been an adjustment in the relationship example and expectations for everyday comforts which has influenced the family framework followed in the nation. An expansion in the separation rates and present day framework has influenced the school of contemplations of more youthful age. End There are various variables that have affected the conventional estimations of the familial social practices that were followed in the Indian culture. Such changes have been credited towards tan increment in the modernization and development of industrialization in India. The social qualities and practices in the nation have influenced the customary practices that were trailed by greater part of the families. Such changes have affected the expectations for everyday comforts and style of individuals and the Indian families. Changes has been actualized or presented inside the family rehearses for expanding the first qualities that was trailed by the individuals. Such changes have become an unavoidable piece of greater part of the Indian families that want to follow atomic style of family. References Aronson, J., Steele, C. M. (2005). Generalizations and the delicacy of scholarly skill, inspiration, and self-idea. In A. J. Elliott C. S. Dweck (Eds.), Handbook of fitness and inspiration (392-413). New York London: Guilford Press. AyadiKafia and Bree Joel.( 2010).An ethnography of the exchange of food learning inside the family, Young Consumers, Vol 11, No 1, 67-76 Streams Gunn, J., Markman, L. B. (2005). The commitment of child rearing to ethnic and racial holes in school availability. The Future of Children, 15, 139-168. Fryer, R. G., Torelli, P. (2010). An observational investigation of acting white. Diary of Public Economics, 94(5-6), 380-396. Grolnick, W. S., Friendly, R. W., Bellas, V. M. (2009). Child rearing and childrens inspiration at school. In K. R. Wentzel A. Wigfield (Eds.), Handbook of inspiration at school, 279-300. New York London: Routledge. McLanahan, S. (2004). Wandering predeterminations: How kids are faring under the subsequent segment change. Demography, 41(4), 607-627. Stir, C., Brooks-Gunn, J., McLanahan, S. (eds.) (2005). School availability: Closing racial and ethnic holes: Introducing the issue. The eventual fate of kids, 15(1), 5-13 Tyson, K., Darity, W. A., Castellino, D. (2005). It is anything but a dark thing: Understanding the weight of acting white and different issues of high accomplishment. American Sociological Review, 70(4), 582-605. Williams Shanks, T. R., Destin, M. (2009). Parental desires and instructive results for youthful African American grown-ups: Do family resources matter? Race and Social Problems, 1, 27-35. Youthful, A., Johnson, G., Hawthorne, M., Pugh, J. (2011). Social indicators of scholarly inspiration and accomplishment: A self-deterministic methodology. Undergrad Journal, 45(1), 151-63. Fryer, R. G., Torelli, P. (2010). An observational investigation of acting white. Diary of Public Economics, 94(5-6), 380-396. Energize, C., Brooks-Gunn, J., McLanahan, S. (eds.) (2005). School availability: Closing racial and ethnic holes: Introducing the issue. The fate of kids, 15(1), 5-13 Streams Gunn, J., Markman, L. B. (2005). The commitment of child rearing to ethnic and racial holes in school availability. The Future of Children, 15, 139-168. Aronson, J., Steele, C. M. (2005). Generalizations and the delicacy of scholarly skill, inspiration, and self-idea. In A. J. Elliott C. S. Dweck (Eds.), Handbook of ability and inspiration (392-413). New York London: Guilford Press. McLanahan, S. (2004). Separating fates: How kids are faring under the subsequent segment change. Demography, 41(4), 607-627. Tyson, K., Darity, W. A., Castellino, D. (2005). It is anything but a dark thing: Understanding the weight of acting white and different problems of high accomplishment. American Sociological Review, 70(4), 582-605. Grolnick, W. S., Friendly, R. W., Bellas, V. M. (2009). Child rearing and childrens inspiration at school. In K. R. Wentzel A. Wigfield (Eds.), Handbook of inspiration at school, 279-300. New York London: Routledge Aronson, J., Steele, C. M. (2005). Generalizations and the delicacy of scholastic capability, inspiration, and self-idea. In A. J. Elliott C. S. Dweck (Eds.), Handbook of fitness and inspiration (392-413). New York London: Guilford Press. Youthful, A., Johnson, G., Hawthorne, M., Pugh, J. (2011). Social indicators of scholastic inspiration and achieveme

Henrik Isbens A Dolls House :: A Dolls House Essays

Torvald Holmer's refusal to get cash shows the character of a pleased and controlling man. Helmer offered the monetary help for his family through difficult work, not relying upon others for cash. At the point when Torvald's law practice didn't give monetarily, he looked for an occupation at the bank. After Helmer got an advancement at the bank, Nora felt they could now bear to be excessive for Christmas. Nora says, "This is the primary Christmas that we have not expected to economize." Torvald declares that his advancement isn't until ". . . after the New Year," so Nora proclaims ". . . we can get till then." Helmer deciphers Nora's going through of cash as inefficient and stupid, advising her "That resembles a lady! ...There can be no opportunity or magnificence about a home life that relies upon obtaining and debt." Obviously Torvald wins and deals with the cash in the house, and he characteristics Nora's abse nce of comprehension of these issues to her sex. Torvald sees a lady's place to improve the home through appropriate administration of household life, conduct, and appearance. Helmer belittles Nora about spending in calling her "sweet minimal high-roller, however she sure uses up an arrangement of cash . . . " After blaming Nora for being reckless with cash, Torvald cheers at her reliance on him expressing, ". . . Is my little squirrel out of temper? ...what do you think I have here?" Nora shouts, "Money!" Torvald discovers joy in watching her cheerful response to him giving her cash, and Nora saying, ". . . Much thanks to you, thank you, . . . " This shows the defenselessness of Nora and her reliance on Helmer, making him feel in charge. 8. Nora's mystery wrongdoing admitted to Christine Linde, a beloved companion, had been to spare her creepy sick spouse's life by acquiring cash. She acquired the cash from Krogstad, without getting her better half's consent. As Nora and Christine palaver about their lives, Nora clarifies the budgetary hardships they had. "...Torvald left his office . . . There was no possibility of advancement . . . during the principal year he exhausted himself terrifyingly . . . in any case, he was unable to stand it, and fell unpleasantly sick, and the specialists said it was important for him to go south." Since he was at risk for kicking the bucket, Nora's clarification was that the specialists asked them to live in the South for a year; yet they thought Helmer ought not realize how sick he truly was.

“Fellowships Untold” The Role of Wilfred Owen’s Poetry in Understanding Comradeship During World War I - Literature Essay Samples

In his recent study of the relationship between poetry and warfare, The Poetry of War, James Anderson Winn writes of the war poet’s ability to â€Å"convey, often in the same line or stanza, both the intensity of love between men of arms and the powers of forces that constrain the expression of that love; cultural taboos, personal embarrassment and the looming presence of death†. This analysis certainly holds true for the poetry of Wilfred Owen, a soldier whose writing details the uniquely harrowing experiences of front-line troops living and dying together in intense physical proximity. Accordingly, poems such as â€Å"Spring Offensive†, â€Å"Apologia pro Poemate Meo†, and â€Å"Strange Meeting† use stark realism and powerfully emotive imagery to explore the male bonds forged during combat. His depiction of male intimacy in the trenches has led some scholars to explore whether Owen’s work simply reflects an extension of late-Victorian valu es of honour and nobility, or whether the portrayal of comradeship and fellowship in his writing points towards something more subversive and unique. Therefore, it is also useful to consider Owen’s own sexuality when studying the way in which his writing combines front-line homoeroticism and depictions of the grisly realities of trench warfare. As direct witnesses to human loss and destruction on an unprecedented scale, the soldiers of World War One were united in an alienating knowledge of the senseless horrors of warfare. Indeed, much of Owen’s poetry addresses his comrades’ moral detachment from the rest of society, and, in particular, the older generation who encouraged young men to fight in the name of â€Å"glory† and â€Å"honour†. In his 1917 poem, â€Å"The Kind Ghosts†, Owen sneers at the self-satisfied ignorance of those back at home, suggesting that the young men on the front-line have been abandoned by an obtuse attitude of complacency. Adopting stark crimson imagery, the poem chastises the perceived attitude of indifference and neglect towards his fellow soldiers through the figure of a woman living in comfortable opulence, â€Å"Not marvelling why her roses never fall/ Nor what red mouths were torn to make their blooms†. A similar depiction of the psychological isolation felt by his fellow â€Å"outsiders† can be identified in the final stanza of â€Å"Spring Offensive†, where Owen questions the stance of silence adopted by the survivors of a military battle:â€Å"But what say such as from existence’ brink Ventured but drave too swift to sink. The few who rushed in the body to enter hell†¦ Why speak they not of comrades that went under?† [138-46]By speaking for those either unwilling or unable to speak for themselves, Owen demonstr ates the strong ties connecting men in battle, thus exuding a poignant sense of loyalty and duty towards the soldiers beside whom he fought. This display of allegiance and understanding recalls the words of fellow-poet Seigfried Sassoon, who expressed how the brutal conditions of warfare led to an unyielding affinity felt between men on the front-line: â€Å"The man who really endured the war at its worst was everlastingly differentiated from everyone except his fellow soldiers†. As the voice of broken comrades, Owen feels the need to testify on their behalf and awaken the â€Å"Nation at Home† to the futile and destructive nature of the war. As such, Owen’s desperation to rejoin his comrades in battle following his treatment for shell-shock despite the knowledge that he will almost certainly die is a testament to the strength of the bonds formed during warfare. The affecting faithfulness displayed towards fallen troops consequently illustrates how Owen use s poetry as an expression of devotion to his comrades, and as a means of honouring fellow soldiers through written verse. In this way, it is possible to claim that the sense of fellowship and comradery evident in Owen’s poetry serves to humanise the unfamiliar, hostile brutality of war, infusing into the carnage typically â€Å"British† values of loyalty, honour and community. This sense of moral elevation is strikingly demonstrated in â€Å"Strange Meeting†, a surrealistic poem that depicts a confrontation between two dead soldiers – the English narrator and a German enemy whom he â€Å"jabbed and killed† in battle. Rather than engaging with the dominant discourse of hostility and fear of â€Å"the other† evident in much pro-war propaganda, Owen details the striking similarities between the two men (â€Å"Whatever hope is yours,/ Was my life also†), and acknowledges the grim reality of â€Å"the truth untold†, a phrase la den with betrayal and regret at the pity of war. The poem replaces the destructiveness and brutality of battle with an act of reconciliation, culminating in the two soldiers joining each other in an eternal comradeship: â€Å"Let us sleep now†¦Ã¢â‚¬ . It is significant that Owen adapts a line of â€Å"Strange Meeting† from Wordsworth’s â€Å"Ode: Intimations of Immortality† (â€Å"Even with truths that lie too deep for taint†), as both lines are implicit of a highly symbolic process of restoration and moral rebirth. Thus, through the act of comradery in Owen’s poetry it is possible to identify a certain wholesomeness and unity in the face of vast human destruction. The dignified solidarity between the two soldiers also recalls the poignant symbolism of the 1914 â€Å"Christmas truce†, which saw several British and German troops temporarily cease hostilities to exchange gifts and play football in no man’s land during the festiv e period. Consequently, one can interpret Owen’s touching portrayal of male comradeship as a form of redemption and moral sustenance, thereby reflecting the contemporary Christian principles of honour, nobility and dedication . However, some have cited the themes addressed in Owen’s war poetry as an example of how male comradeship failed to function as the dominant culture intended. Rather than serving as a testament to British values, for example, his accounts of the hellish realities of warfare may imply a damaging relationship between male friendship in the trenches and psychological distress. Indeed, when tracking Owen’s writing during the course of his lifetime, it is evident that a stark contrast exists between the pre-war Christian traditionalist and the embittered, questioning individual of 1917. The literary critic Adrian Caesar has developed the issue of Owen’s growing disillusionment further by highlighting an unsettling sense of misogyny in a selection of his poems. For example, the violent condemnation of women in â€Å"Le Christianisme† starkly illustrates his resentment of wives and mothers back at home and their apparent endorsement of warfare – â€Å"One Virgin still immaculate/ Smiles on for war to flatter her./ She’s halo’d with an old tin hat, / But a piece of hell will batter her†. In any case, it is evident that Owen values the love of fellow soldiers over the conventional, domesticated love shared between a husband and wife. In the poem, â€Å"Apologia pro Poemate Meo†, he asserts the superiority of male intimacy and comradeship: â€Å"For love is not the binding of fair lips With the soft silk of eyes that look and long, By Joy, whose ribbon slips, But wound with war’s hard wire whose stakes are strong; Bound with the bandage of the arm that drips; Knit in the welding of the rifle-throng†. [19-25]It is clear that Owen’s fellow comrades, as opposed to women, serve as his inspiration and are the driving force behind much of his poetry. A similar faith in the uncompromising love between soldiers is present in his famed poem, â€Å"Disabled†, which details a young man’s isolation from society following a war injury which has left him â€Å"legless† and disfigured. Contrasting sharply with the ignorance and fickleness of the â€Å"giddy jilts†, who express revulsion and â€Å"touch him like some queer disease†, only his fellow warriors can appreciate the man’s honour and sacrifice. In an affront to the chivalric rhetoric of the age, therefore, Owen is associating the male body with protest and vulnerability. This has led some readers of Owen to claim that the emotiona l bonds formed between men in the trenches served as a rejection of hegemonic ideals of the time, thus bringing to the fore a previously unexplored dimension to male intimacy during trench warfare. It is this apparent departure from late-Victorian principles of chivalry and masculinity that brings into question the significance of Owen’s homosexuality in understanding the themes of his work. Indeed, Niall Ferguson’s claim that a â€Å"remarkably high proportion† of the British officer class were homosexuals ensures that the subject of front-line homoeroticism cannot be neglected in a discussion of male friendship and comradeship in the trenches. While, on the surface, the strong comradeship evident in his written verse could be construed as a conventional display of soldierly duty and solidarity, Owen’s deep love for his fellow comrades often borders on the erotic, a feature of his poetry that largely manifests itself through his apparent fixation with the male body. For example, in â€Å"Futility†, one of the few poems published during Owen’s lifetime, he uses the tragedy of a soldier’s death on the battlefield to reflect on the young man’s attractive vitality: â€Å"Are limbs so dear achieved, are sides/ Full-nerved, still warm – too hard to stir?† Much of Owen’s war poetry expresses a homoerotic solidarity between soldiers at times of great stress and lingers on such details as â€Å"the hands of boys† and â€Å"their eyes†, thus merging images of horrific violence with something beautiful and untainted. Through the imagery adopted in his poems, Owen invites the reader to become a voyeur of sorts and share his respect of the vulnerable beauty of his fellow soldiers. It is this effective fusion of the representative and the erotic that sheds light on the intense attachment formed amongst soldiers in the trenches and thus demonstrates the complexities of male comradeship during the Great War. In conclusion, it is clear that powerful, distinctive bonds developed between soldiers during the intensely stressful and haunting experiences of trench warfare during World War One. The poetry of Wilfred Owen reflects this intimate sense of emotional fellowship by combining the harrowingly macabre with the beautifully erotic. Furthermore, Owen uses his poetry as a means of speaking on behalf of comrades whose voices have been silenced, either through death or through psychological trauma. Despite not necessarily functioning in the way that the dominant British culture demanded, the comradeship formed during the horror of trench warfare prompted the elevation and strengthening of male intimacy, with the love between soldiers serving as an impetus for a vast and affecting collection of wartime poetry.

No Child Left Behind and Standardized Testing Is Not Working

Standardized testing has become something of a norm under the No Child Left Behind Act. It has left the student and teacher responsible in having high test scores and has forced teachers to teach directly by the curriculum. What standardized testing does do is help develop memory, but at the cost of creativity (Emanuel 9-10). This is the problem behind standardized testing is that it has become linear and obsolete (Emanuel 9-10). It has been noticed by many for example Sir Ken Robinson said,† Testing in principal is a logical way of measuring student knowledge†, but he continues by saying that, â€Å"In practice it creates a very dry learning environment†. This shows that the No Child Left Behind Act and standardized testing is not working,†¦show more content†¦Politician do not want this, all they care about is the ability to say that they have higher test scores then everyone else. Until they do not learn that the test scores will not go up until they i nstill interest into students nothing will change (Slon 47-49). Another problem that inhabits the educational system is teachers who are unprepared to prepare students for the many standardized test that are given. An example would be that the average teacher in Finland must go through a grueling curriculum in order to become teachers (Schneider, and Christison 30-32). This shows that we lack in preparing our teachers to teach. This of course also leads to unpreparedness from students, to low test grades and a loss of interest. Teachers should become more flexible in the way they teach, allowing creativity and a way for the student to gain feedback from the teacher to want to learn more of the subject (Slon 47-49). In Creativity on the Brink the Arthur, Arlane Starko, explains of his trip to china. While there he encountered many questions from fellow educators that all asked the same question, how to teach creativity. The areas that he visited were known for having very high test s cores, but the educators knew that high test scores won’t be enough to help in the future. The Chinese are masters of test taking yet their creativity level is almost nonexistent. China has become the example that Yong Zhao points out, â€Å"every choice we make aboutShow MoreRelatedStandardized Testing Should Be Standardized Tests1329 Words   |  6 PagesPretty much everybody in this generation has taken a standardized test in some level of schooling. 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There is one test, however, that to many, especially the younger children, see as a monster. This monster is standardized testing, a monster which needs to be put down. Anyone whoRead MoreWhy Class Test Are Not Effectively Working937 Words   |  4 PagesWhy Standarized Test Are Not Effectively Working Since the 1800’s, standardized testing has been a part of our American Education system as a way to measure our student’s academic achievement. In 2002, the George W. Bush era, No Child Left Behind Act had mandated standardized testing be implemented in all of 50 states across the country. Since this act has been implemented, the rankings of United States for math had slipped fallen from 18th in the world, to now a ranking of a meager 31st place asRead MoreThe No Child Left Behind Act903 Words   |  4 PagesA lot has changed ever since George W. Bush signed the No Child Left behind Act in 2002. Since this act was signed, the quality of our children’s education has gotten better, money in the school system is being spent smarter, and the amount of standardized testing has been increased. Although the No Child Left behind Act was believed to better education and the schooling system in America, many believe that since the act was signed the school system has act ually gotten worse. One of the main reasonsRead MoreNo Child Left Behind Act918 Words   |  4 Pages The No Child Left Behind Act was put into place to make equilibrium of education amongst all students. When in context, its provision seems to work against the goals of students with disabilities. On January 8, 2002, the No Child Left Behind Act was signed into law by President George Bush. No Child Left Behind legislation was established to improve the educational achievement of all students, including those with disabilities (Keys others, 2008; Turnbull, Huerta, Stowe, 2009). PresidentRead MoreTesting Is A Form Of Testing Used By Our Educational System1002 Words   |  5 PagesStandardized testing is a form of testing used by our educational system to measure the success of a school’s students and faculty. A typical student takes 112 mandated standardized tests between PreKindergarten and twelfth grade. The use of these tests became mandatory in 2002 as part of the No Child Left Behind Act. Although there are some individuals who support these tests, many parents, students, and teachers experience the negative effects year after year. Standardized tests impact studentsRead MoreEssay on Standardized Testing1458 Words   |  6 PagesNo Child Left Behind Act and Standardized Testing: State, National, and International American Education has been a work in progress for the past century and a half. To measure its progress, successes, and failings, there are standardized tests. These tests have been used to compare schools, states, and nations. The key subjects being tested as a universal measure are mathematics, reading, and science. To help improve the scores on these tests, the United States put into law the No Child LeftRead MoreStandardized Testing Is Not Be Completely Honest, I Do Not Know About Standardized Test1363 Words   |  6 Pages  Standardize Testing Being completely honest, I do not know much about standardized test. I remember having to take them as a student in elementary and junior high. I knew that I would not be receiving a letter grade on these tests. I remember never stressing about taking the test. To be honest if I did not understand the question I was the kid that just made a design on the answer sheet. I absolutely was not aware of the reasoning or purpose of tests. As a parent, I see my kids stress out

Annotated Bibliography On Online Pharmacy - 988 Words

Topic: Online Pharmacy Aim: This report offers a comparative analysis of the domain naming and registration systems to assist a client for choosing URL (Uniform Resource Locator) of an online pharmacy in Australia. Global trends and international perspectives of domain name registration systems has been considered in this project and the dynamics in the respective domain name systems. The research project explores the benefits and difficulties of the restrictive domain name registration system and the addressing issues of several URLs comparing with other websites. It also examines recent rules which allows for the sale of domain name licence in Australia. The main purpose of the website to sell medicine and medical products through†¦show more content†¦We ensure the trust between sellers and buyers. Initially, www.onlinemedshop.com has been selected to the particular client. The main reasons for picking this domain name are - It is short and easy to memorize. Sometimes people struggle to recall a long domain, even it consists with simple words. Also, it is hard to reminiscence a short URL with difficult words. The URL naming terms is related with the website. As it is an online shop, so online is very common term to everyone, whereas med depicts medicine. The URL is unique one, it has been checked by whois lookup. So, there is no copyright infringement. The simple and common terms are available in every search engine. If people type the keyword such as online pharmacy or med or shop in Google it will easily show up the website in the retrieved web list. It is also easy to type. Sometimes people do mistake to type a simple long domain name or a hard one. So, there is less possibility of making mistake when the terms are comfortable to all kind of customers. The terms sound good and it gives impression to the readers that they can get all details of medicines and buy their drugs through the website. There is no hyphen and numbers which causes the domain name verbally hard. However, there about twenty domain names are recommended in the Naming section which can guide the client to choose the best possible URL for their online pharmacy. All names are

Leadership Self

Leadership Self-Assessment Essay As an officer in the United States Army, it has been imperative for me to understand every facet of leadership and why it remains important to be an effective leader. During this course, I have learned some valuable lessons about myself as a leader and how I can improve on my leadership ability in the future. The journal entries along with the understanding of available leadership theories have been an integral part of my learning during this course. For all of the journals and assessments that I completed, I feel it has given me a good understanding of my current leadership status and my future potential as a leader. All of the specific assessments looked at several areas in regards to leadership; these assessments covered several separate focus areas and identified my overall strengths and weaknesses as a leader. Over the course of this paper I will briefly discuss each one of these assessments and journal entries as they pertained to me and my leadership.The first assessment I completed was very eye opening for me as a leader. As expected, my score for the overall potential of my leadership was on the higher end of the scale because of my background and amount of experience I have in leadership positions. This assessment portrayed a very accurate depiction of my overall leadership potential because I have always placed emphasis on being very good at what I do while working hard to not follow a path that did not work the first time.The Army spends a great deal of time making followers into leaders and leaders into followers by utilizing several levels of training throughout their military career. This training allows a Soldier to perfect the knowledge and skills required to be an effective leader in every aspect of their job. . . Retrieved December 17, 2013 from http://smallbusiness.chron.com/benefits-effective-communication-workplace-20198.htmlFORBES. (2014). The only true leadership is value-based leadership. Retrieved January 14, 2014 from http://www.forbes.com/2011/04/26/values-based-leadership.htmlIvey Business Journal. (n.d.). Followership: the other side of leadership. Retrieved January 14, 2014 from http:iveybusinessjournal.com/topics/leadership/leadership/followership-the-other-side-of-leadership#. UtbFeaFMHIUMilitaryTimes. (2013). 14 leadership traits and 11 leadership principles. Retrieved November 19, 2013 from http://forums.militarytimes.com/showthread. php?1594653-14-Leadership-Traits-and-11-Leadership-Principles-judging-a-leader-or-a-NATIONLussier, R. Achua, C. (2013). Leadership: Theory, Application Skill Development (5th ed.). Mason, OH: South-Western Cengage Learning

System of education of Great Britain free essay sample

1. System of instruction of Great Britain ( simplified circuit of instruction of Great Britain ) Initial school instruction 5-12 old ages preparative schools 5-7 old ages of simple schools, 7-12 old ages of a twenty-four hours clip type ( private ( single ) and province ) or boarding-schools ( as a regulation, private ( single ) ) ; schools for the male childs, school for the misss, school of joint preparation Average school instruction 11-18 old ages. Five obligatory categories for response of the certification GCSE: Assorted schools and colleges of a twenty-four hours clip type or boarding-schools ( private ( single ) and province ) ; School for the male childs, school for the misss, school of joint preparation ; Certificate GCSE ( General Certificate of Secondary Education ) parallel of the Russian school-leaving certification ; the farther instruction non needfully Sixth category 1-2 academic old ages for response of the certification GCE A Level ( General Certificate of Education Advanced Level ) or preparative rates 16-18 old ages assorted schools and colleges of a twenty-four hours clip type or boarding-schools ( private ( single ) and province ) ; School for the male childs, school for the misss, school of joint preparation ; the certification GCE A Level or diploma about the expiration ( stoping ) of preparatory rates necessary status for reception in high school the Further instruction 2-year s preparation in private ( single ) or province college or institute on one of academic or professional fortes ; Reception of the maximal national sheepskin HND ( Higher National Diploma ) Maximum instruction 3-4 old ages developing on twenty-four hours clip subdivision of college, polytechnic institute or university on one of the academic or professional plans ; Reception of a grade of the unmarried man Maximum instruction 1-2 old ages of survey on twenty-four hours clip subdivision of polytechnic institute or university, including preparation or research occupation and protection of the sheepskin ; Reception of a grade of the Foreman Maximum instruction 1-3 old ages of independent research occupation at university under the way of the professors, protection of the thesis ; Reception of a grade of the physician. We will write a custom essay sample on System of education of Great Britain or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page However extremely the British instruction in the universe, however in in-between 1950ss was appreciated. The authorities of Great Britain has begun reform All system, from an simple school up to high school. Wholly this reform is non completed and to this twenty-four hours. In consequence today in the state some types of high schools peacefully coexist, for illustration. The basal educational lower limit is legislatively fixed which should be given by ( with ) any school is non dependent on a type and plans of preparation. Obligatory secondary instruction ( kids besides is study till 15-16 of old ages ) , and this obligatory instruction free-of-charge. The alumnuss of high schools pass scrutinies and, every bit good as our Russian schoolboys, receive foremost in life the certification GCSE, nevertheless as against the Russian parallel GCSE does non give the right to move in high schools. After that the immature people appear before a pick either to look for occupation, or to go on to analyze. The old system of high schools was saved in some countries of a countryside. Here after expiration ( stoping ) an simple school by consequences of trial. Examinations kids are distributed ( allocated ) for three types of high schools most capable act in particular school, others direct or to proficient schools, or in modern school. At mean proficient schools is given general educational, general proficient and initial professional preparation. The modern school was so is named because in the basal plan of developing there were no ancient linguistic communications ( Latin and ancient Greek ) , were taught merely modern. At these schools the usual secondary instruction is given, but the important portion of the plan is made by ( with ) practical employment ( businesss ) . At one time after go forthing school the alumnuss fundamentally act on occupation. The reorganisation of high school has resulted that in big metropoliss the complex schools for kids from 11 boulder clay 18 old ages have appeared. About it will be in item told in the chapter devoted high school. High school coating by scrutinies GCSE, five old ages. Those who is traveling to foster to move in high school, should stop the 6th category and base on balls scrutiny on the certification GCE A Level # 8211 ; general ( common ) certification on the profound educational degree. If to compare our system of instruction to English, the certification GCE A Level really corresponds ( meets ) to the papers on the expiration ( stoping ) of preparatory rates of high school, in which you are traveling to move. The footings the 6th category and the plans of an And degree are in Great Britain nominal and denominate the assorted plans and rates carry oning to reception GCE A Level. For reception in high schools in Great Britain besides schools there are colleges of the 6th ca tegory, younger two-year colleges and it is simple colleges, in which Teach non merely general educational topics of the 6th category, but besides professional subjects. After the certification GCE A Level is received, before the immature people the farther and maximal instruction is unfastened. The term maximal instruction concerns to the plans, which purpose award of a grade of the unmarried man, chief or doctor. The Further instruction of an academic grade does non give, it, as a regulation, professional preparation. The rate of the farther preparation is finished by scrutinies and response of the maximal national sheepskin HND. In the field of vocational developing the sheepskin given by one of three professional commissions are most apprehended: CGLI ( City and Guilds of London Institute ) , RSA ( Royal Society of Arts ) , BTEC ( Business and Technical Education Council ) . Many colleges and institutes are authorized to give out the sheepskin on behalf of one of these three commissions. Other educational establishments give out or ain sheepskin and certifications, or sheepskin of other scrutiny commissions. The sheepskin HND is of import for having by the 1 who is traveling to at one time to get down occupation on the elected forte and is non traveling to be protected on a grade of the unmarried man. From the point of position of professional calling, this sheepskin allows to progress on a service within the bounds of the mean proficient or younger administrative board of house. Besides holding this sheepskin, it is possible to come in university ( if all the same are convinced of necessity of maximal instruction ) , and to get down developing at one time from the 2nd rate. Maximal instruction the Englishmen receive in colleges, polytechnic institutes and universities. After 3-4 old ages of survey on twenty-four hours clip branch the young person receives a grade of the unmarried man. Having this grade, it is possible to number on a good station in a non-production portion or mean administrative board private ( single ) or state-owned house, at the industrial endeavor, or to open ain pr ivate ( single ) pattern ( for physicians and attorneies ) . The grade of the unmarried man suffices for some trades, and farther instruction it is non required. But for the bulk of fortes the grade of the chief opens much more chances. For illustration, holding the unmarried man s grade of medical specialty, it is possible to work in clinic or to hold little private ( single ) pattern. But to head subdivision in any infirmary or even the whole clinic, the sheepskin of the chief is necessary for enlargement of private ( single ) pattern. The grade of the chief about corresponds ( meets ) to our sheepskin about maximal instruction, and grade of the physician grade of the campaigner of scientific disciplines in Russia. The equivalent of a grade of the physician of scientific disciplines in Great Britain does non be. There is a figure ( line ) of general ( common ) of import characteristics, characteristic for all universities. All of them appropriate ( give ) ain grades. Everyone have the indistinguishable demands at response on developing under the plan of the unmarried man. The big universities such as London inside themselves are subdivided into colleges. These colleges are a portion of university and give instruction on the certain forte. Individually in construction of university the colleges specialising on readying of the entrants to acknowledge on the basic plans ( modules ) of university, betterment of professional accomplishment of the experts, learning of English linguistic communication for the aliens are allocated. The little universities are subdivided into modules, and the name of colleges is appropriated ( given ) to preparative subdivisions and linguistic communication rates of the big universities. Polytechnic institutes. The system of polytechnic institutes plants in parallel university. Under the position all institutes are independent educational corporations. They appropriate ( give ) the sheepskin and grades on its ain behalf or on behalf of the national authorised Advice ( council ) CNAA. On many parametric quantities these institutes are really similar to universities, but have a figure ( line ) of differences. Most of import: in polytechnic institute it is possible to analyze wider spectrum of rates, than it is necessary on the chosen forte. The 2nd characteristic is the semi-annual or one-year class occupation on a forte which is carried out in one of the commercial or industrial companies. Equally good as university, the polytechnic institute gives instruction under t he plan of the unmarried man, and so chief and physician. Recently some of polytechnic institutes were renamed into universities, but the characteristics of preparation in them were saved. Colleges of maximal instruction. It is the 3rd discrepancy of response of maximal instruction in Great Britain. The colleges award nationally the recognized grades and diplomas both on academic, and on professional subjects. The alumnuss of colleges receive the maximal national sheepskin HND or grade of the unmarried man, and the sheepskin are awarded after each successfully finished plan. The colleges rarely have rates under the plan of the chief and practically neer are engaged in readying of the pupils under the plan of a scientific grade of the physician of doctrine. Many colleges have particular preparatory rates, at which successful expiration ( stoping ) the alumnuss are enlisted without scrutinies and competition for the farther preparation under the plan of the unmarried man in polytechnic institutes and universities. 2. School In Great Britain 30.000 comprehensive schools and 2300 # 8211 ; private ( single ) , named independent sector work. The bulk of comprehensive schools ( from 60 up to 90 % ) assorted. The private schools work as assorted fundamentally for the younger schoolboys, the preparation in the senior categories is conducted individually. In comprehensive schools kids study, as a regulation, complete twenty-four hours, the educational hebdomad makes 5 yearss. In England and Wales the school twelvemonth returns since September till July. In Scotland from center of August till the terminal of June, in Northern Ireland since September till July. The academic twelvemonth is divided ( shared ) into three footings for 13 hebdomads everyone. Elementary school To travel in school to child ren 2-4 old ages in England and Wales it is perfectly non necessary. Furthermore, the parents and prefer to give back them in kids s gardens holding plans of preschool readying, or in private ( single ) groups organized often by parents. There are besides particular commercial groups, in which kids train on the particular techniques, for illustration on a method Montessori. In Ireland the system kindergarten of preschool instruction is non so advanced. Probably, hence per 4 old ages in school is sent much more than kids, than in other parts of Britain. The obligatory instruction begins in England, Wales and Scotland per 5 old ages, in Northern Ireland per 4 old ages. Per 11 old ages in all parts of Great Britain kids base on balls in high school ( except for Scotland, where kids translate per 12 old ages ) . The simple schools are different. Irrespective of a type of school the schoolboys should go through an obligatory base rate of an simple school, therefore the disposal has the right independently to make up ones mind ( solve ) , what subjects, in what volume and in what category are studied, under what manuals and techniques the instruction is conducted. A natural effect is that fact, that learned for the certain period by the schoolboys of different schools the educational stuff does non co-occur. High school Now there are four types of high schools. In Municipal technological colleges ( MTC ) most talented kids act, from which prepare the experts of a high category in the field of modern engineerings and concern ; in 1992 of such colleges was merely 14. MTC the particular educational establishments, in which are taught obligatory topics of a general ( common ) rhythm, but. The most serious attending is given to learning of topics holding the attitude ( relation ) to modern concern, particularly information engineerings. To technological college can turn and usual school, if she is located, for illustration, in a countryside or industrial town, where the demand is much higher the experts, than on the alumnus without particular cognition. The most portion of funding of technological colleges bit by bit will be undertaken by ( with ) local concern concerns. The bulk of kids ( 90 % ) England, the Wales and Scotland visit ( attend ) comprehensive schools. It is explained by that in these schools accept all kids irrespective of abilities and train in all topics, which enter into a basal rate of high school. It is parallel of our usual regional schools without the profound survey of topics. From here adolescents who have reached ( achieved ) 16 old ages, are sent or in 6th signifier colleges, or in third colleges. Approximately 4 % of kids become the schoolboys grammar schools are kids shown abilities and proved, that they can analyze under the plans of an academic construction. Besides, by analogy, it some sort of our specialised schools with that difference, that in our specialised schools is profound teach one or several topics, and at the British schools a degree of learning on all basic subjects profound. Children here study up to 18 and even 19 old ages. Others attend secondary modern schools. Here accept kids till 16 old ages holding good practical accomplishments. Very much few high schools have the 6th category. As a regulation, wishing continue instruction should to move in Sixth Form Colleges. In these colleges the adolescents from 16 boulder clay 19 old ages can analyze, the preparation is conducted merely on twenty-four hours clip subdivision. The immature people older 19 old ages is non accepted in colleges # 8211 ; for them it is necessary to move in third college or college of farther instruction. In Northern Ireland of kids are still enlisted in school by consequences of proving. Merely really much few schools accept kids without preliminary testing. In Scotland the bulk of high schools all of them are non specialized fundamentally comprehensive, and in them there is besides 6th category. The adolescents who have finished school, non holding of the 6th category, can continue ( base on balls ) in another to this last twelvemonth, non proving therefore of troubles connected to hunt of school. 96 % of kids schoolboys of province high schools, others 4 % survey in private schools. More than in half of private schools the instruction is conducted individually. In Scotland there is no system of a general base rate of topics, as in England and Wales. The educational diagram, even after realisation of reform, has remained much more intense, than at schools of England and Wales, and includes a batch of topics. All topics are distributed ( allocated ) on 8 groups: linguistics and communications ; mathematical scientific disciplines ; natural-scientific topics ; human-centered and ecological scientific disciplines ; technological subjects ; topics of aesthetic development ; physical instruction ; faith and religious instruction. The schoolboys should take a lower limit in one obligatory topic from each group. On employment ( businesss ) on the chosen subjects there leaves 70 % of educational clip of each schoolboy. Private schools In private schools 7 % of all kids of Great Britain surveies merely. In Great Britain today works about 550 private schools. In Northern Ireland is unfastened 21 private schools. The reforms of system of instruction of Great Britain have touched the contents of educational procedure. Both the parents, and experts did non accept that kids excessively early began to screen by leaning to those or other scientific disciplines. In a consequence some topics, necessary for the formed ( educated ) adult male, dropped out of a school rate perfectly. As a consequence of reform the national school rate, obligatory for all types of schools was accepted: each schoolboy should go through four BASIC, cardinal phases of preparation and 10 basic topics. 1 phase boulder clay 7 old ages, kids ; 2 phases 7-11 old ages, adolescents ; 3 phases 11-14 old ages ( precede readying for bringing GCSE ) ; 4 phases 14-16 old ages ( readying for bringing GCSE and appropriate professional scrutinies ) . The basic topics are merely three: English linguistic communication, mathematics, scientific discipline. Obligatory are 7: engineering, history, geographics, music, art, physical instruction, modern foreign linguistic communication. Depending on a phase of developing the greater attending to this or that capable is given. Some topics are absent at the first phases, and occur merely on last ( for illustration, modern foreign linguistic communication ) . Depending on what portion of Great Britain the school is located in there can be topics, specific to the given district. For illustration at schools of Wales the schoolboys should analyze as the 2nd obligatory linguistic communication Welsh ( demand, which will work till 1999 ) . On each of topics the instructions work about what accomplishments and accomplishments should be developed in kids. For illustration, as a consequence of survey of a rate of English linguistic communication kids should happen five basic accomplishments: To be able to talk, to comprehend address from hearing, to read, to compose, to cognize spelling and ( is more enormous! ) to be able to compose by manus. The faith as a topic officially is non present at the list of school subjects, however spiritual ( and sexual, we shall add ) instruction is obligatory. At lessons the basic attending give to a Christianity, but tell every bit good about others spiritual tendencies, which representatives live in Great Britain. Daily at schools there passes a corporate church service. The parents have the right to let go of ( exempt ) the kid from survey of faith and visiting of services irrespective of, at school with what the kid surveies in a portion of Britain. As the circle of topics investigated at schools of Scotland was already marked, it is much wider: besides topics accepted in England and Wales, the obligatory survey of modern European linguistic communication, sociology, technological pattern, music or play is included still. The new demands on proving in such topics, as Latin linguistic communication, mathematics, modern linguistic communications, all right humanistic disciplines, ecology are published. The spiritual and religious instruction besides is switched on in school procedure. In Northern Ireland BASIC are faith and six subjects: English linguistic communication, mathematics, scientific discipline and engineering, environment and society ( community ) , assorted sorts of art. The rate of each consists of subjects from several topics, some topics are obligatory. 3. Sixth category and colleges of the farther preparation The colleges of the farther preparation can be both province, and private ( single ) . The bulk of them are specialized ( professional ) in others the pupils study general educational subjects with a sight on academic instruction. The contents of vocational preparation is developed in close cooperation with the representatives of local concern concerns, that the alumnuss were in demand and easy could happen to itself occupation. It is possible to analyze both on twenty-four hours clip subdivisions, and on eventide. Some plans named sandwich include theoretical subjects and practical occupation in the elective country at the endeavors. About reception in these educational establishments it is necessary to get down to believe one twelvemonth prior to go forthing school. The bulk have the purely certain footings of response of the paperss. 4. Higher instruction In Great Britain 89 universities ( including institute of distant instruction and 70 high schools. From them 39 are considered new. They were created after the Certificate ( act ) of 1992. Oldest universities Oxford ( is open in 12 century ) and Cambridge ( 13 centuries ) . The Scots universities St. Andrews, Glasgow, Aberdeen and Edinburgh were unfastened at 15-16 centuries. The Oxford and Cambridge universities are known everything, even by ( with ) the people which are non traveling to analyze abroad. Will state by hyperbole however, that they best . Surely, any high school in the universe can non be compared to these by two universities on prestigiousness. For eight centuries of being history them has appeared filled assorted events. The celebrated people here studied. For illustration, Margaret Tetchier has ended module of chemical science in Oxford. These universities have turned to national fables. But besides other ancient universities, as for illustration St. Andrews, have besides really high repute. After 1980 many immature high schools, fundamentally polytechnic have appeared, the degree of learning at those universities has changed which earlier did n on vie to Oxford and Cambridge. In consequence some sheepskin of these high schools are appreciated even above, than Oxford and Cambridge. Particularly it concerns some modern fortes. Maximal instruction First Degree Study ( grade of the unmarried man ) The authorities of Great Britain is regular spends an independent appraisal of a degree and quality of learning in high schools. The appraisal is spent on four-mark system, it are taken into history a impregnation of the educational agenda, degree of instruction, security by proficient resources. To have an appraisal the high school is approved should on all parametric quantities to have an appraisal non below 2.

Early and Middle Adulthood Essays

Early and Middle Adulthood Essays Early and Middle Adulthood Paper Early and Middle Adulthood Paper Early and Middle Adulthood Crystal Hicks October 6, 2011 Marcy Caldwell PSY/280 University of Phoenix Adulthood does not have any sign to declare its presence (as adolescence is declared by puberty). In technologically innovative countries, the life span is greater than age 70. In early adulthood, most individuals are interested in processing the knowledge that it takes to become intimate, these individuals are wanting to form relationships and find the intimate love connection that they are seeking. Some long-term relationships could be being developed during this time, which most likely result in marriage and children. The emerging adult is now also faced with some career decisions. Choices that concern family and marriage are sometimes during early and middle adulthood. Research shows that divorce is more common among individuals who marry during adolescence, or for people who have parents that are divorced, and for those who differ in age, attractiveness, personality, people that get divorced eventually remarry; so some children may be exposed to having two sets of families. There is also another alternative to getting married; it is called â€Å"cohabitation (Berger, 2010). † All this means is an unwed couple that lives and shares space together. The choices that people make concerning their work or career affects every aspect in their lives. It affects friends, job stress, child care, residence location, political values, and many other aspects in one’s life. Income, career longevity, achievement, recognition, satisfaction, security, and challenge are all important factors when looking or finding a job or career. During middle adulthood, one of the most important challenges is to gain a genuine interest for the welfare of the generations to come. During this stage of life they also develop a need to give back to the world by working and being involved with their families. According to Robert Havighurst, â€Å"there are seven major tasks that happen throughout the middle years. † One must adjust and accept the physiological changes, such as menopause and andropause. One’s satisfaction in reaching and maintaining their occupation. One must adjust to or possibly care for their aging parents. They are helping the teenagers in their lives become responsible adults and citizens. By this time one should have already achieved their civic and social responsibilities. At this time they should consider their spouse as being an individual. Lastly, they should be finding some type of leisure activities (anonymous, 2011). Some individuals may go through a â€Å"midlife crisis† during these stages of life. A midlife crisis could cause one to do excessive spending, gaining weight, or getting depressed. People of this age are realizing that their lives are half over. They are wanting to do the things that they did not do in the earlier years. Or it may be just the opposite; they may be wanting to isolate themselves. When one goes through these stages of life, they have found themselves and are focusing on planning for the later years of their lives. Motivation and determination will play a critical and crucial part in these stages of adulthood. Eventually, they are going to want to retire and just be able to enjoy their lives. Whatever the case may be, we all have to face the fact that we cannot stay young forever. References CliffsNotes. com. Development in Early Middle Adulthood. 6 Oct 2011 cliffsnotes. com/study_guide/topicArticleId-25438,articleId-25385. html. EBOOK COLLECTION: Berger, K. S. (2010). Invitation to the Life Span. New York: Worth Publishers.

The Girl before Mirror by Pablo Picasso Research Paper

The Girl before Mirror by Pablo Picasso - Research Paper Example This work is cordially considered in terms of Picasso’s artistic erotic nature. Critiques, nonetheless, in different periods, have relentlessly offered their valuation of this artistic work and came up with an empirically wide range of reactions. This paper, therefore, explains the artistic painting of the Girl before Mirror painting. The young girl adversely recuperating the attention of every artist in the modernity was named Marie-Therese Walter and was painted several times during the 1930s by Picasso. Several versions of this painting by Picasso, in the 1930s, was exhibited because various artistic movements emerged hence there was an ideological advent of competition in this field. The girl before Mirror was painted in Picasso’s cubism period (Gottlieb, 2006). Picasso, as an artist, was competent and adversely recognized with the bold nature of his artwork. The backdrop background of Girl Before Mirror assists in the blending of the subject as per the required uniqueness in the artwork paintings. Picasso uses the backdrop background in his painting to make it intense and bring out clearly the main image’s focal point. Picasso was part of a life changing movement in the idealism era, which would, later on, be known as the modernism. Modernism artistic movement is a name, which liberally included numerous artistic styles as well as aesthetic responses. Modernism was additionally applied retroactively in certain artistic trends and literary epistemological studies at the new era beginning of the 20th Century. The unitarily disjointed sense of time, the endless fight against realism conventions, the complex and full adoption of the modernistic periods were inherently undertaken to provide the epistemologically new meaning of the world systems to the masses. The modernistic artistic view also illuminated the world in a new way and paved way differently in relation to the individualistic observation of the world (Umland & Museum of Modern Art, 2012).

Buddism Essay Example | Topics and Well Written Essays - 2250 words

Buddism - Essay Example Buddhism is considered a philosophy and a religion at the same time, due to various reasons. First, it is a philosophy since it is a way of life. People have to adhere to the set standards of the way of life to be connected to the religion. Without focusing on this, one cannot be considered to be a Buddhist. In its philosophy or way of life, it is stated that people allied to Buddhism should have acceptable standards of behavior. This means that all the people in the religion have to adhere to the set standards to be considered as followers of the religion and philosophy. In many instance, the people have to connect their way of life to an awakening call. They have to change their way of life as they have been â€Å"awaken† from their previous lifestyle. This shows that when a person is joining Buddhism, they have to change their way of life to fit the religion. This will go a long way in ensuring the religious norms are observed to utter optimum. Buddhism as a philosophy in t he world has been elaborated to mean love for wisdom. The people in Buddhism must have unending love for wisdom to develop as straight and obedient followers of the religion. Since this is the vital element of the religion, anyone wishing to join the religion must adhere to the philosophy of awakening, and elaborate on unending need for wisdom. In the Buddhism teaching, people with freedom have to lead a better way of life due to their decisions on matters in the world (Keown, 6). With their increasing wisdom, they are able to make decisions that are for the benefit of their life and the religion as a whole. As a Buddhist, the immortal love for wisdom is a practical lesson that should be adhered to and protected. Since this is the core element in the religion, the love for wisdom was split into three main parts. Simplifying the love for wisdom was a practical element that ensured the people allied to the religion understood the message to core. In the first presumed path of the love for wisdom, a person allied to the Buddhism religion should lead a moral way of life. This is an acceptable standard that has been highlighted by the Buddhism culture. All the people that are in the religion should have a connection to other people that lead a moral life. As such, there is a need to have universal way of life, which is moral. This is by avoiding any activities that may be deemed mortal to the Buddhism culture. As such, leading a universal way of life that is moral is an element that needs to be achieved in the Buddhism culture. According to the Buddhism philosophy, people have to consider their away of life as sacred and only attempt activities that are acceptable. This is both in the society and the normal way of life (Keown, 7). With such in mind, the Buddhism culture will have a dominant society that initiates morality in the society. When a person leads a moral life, it creates a scenario where people accept the religion and its philosophical grounds. In bringi ng up the Buddhism culture, the prince, Buddha had been distracted in his early life. He was raised in the loyal life as a prince and had loyal life of ease. This was a life that would shield him from the miseries and cruelties of the world, which made the prince, live lavishly. However, he was often distracted by sensual pleasures and this led to luxurious living. With such a living, he had never encountered any form of

Kudler Fine Foods & Cardiff Seaside Market Analysis Essay Example for Free

Kudler Fine Foods Cardiff Seaside Market Analysis Essay In this paper I will talk about Kudler Fine Foods and Cardiff Seaside Market and since both the businesses are direct competitors of one another, I would compare and contrast the two businesses in order to analyze the areas where one falls short from the other.   Kudler Fine Foods is a gourmet grocery store that targets the upscale customers for whom time constraint is a big issue as the store enables the customers to buy their desired products at one go. It is based on Southern California and it operates in three locations in San Diego in La Jolla, Del Mar and Encinitas. Kudler Fine Foods was founded by Kathy Kudler in 1998 who felt that traveling all the way out of the town only for the purpose of purchasing grocery items and ingredients used in cooking is tiring and to crater to this problem, she came up with the initiative of one stop shopping. The five main departments that Kudler Fine Foods is divided into are mentioned below. Fresh bakery and pastries Fresh produce Fresh meat and seafood Condiments and packaged foods Cheeses and specialty dairy products One thing that has to be noted about Kudler Fine Foods is that they do not just sell the ingredients that are used by people while cooking meals but they sell home cooked meals as well and this eases the cooking efforts. (University of Phoenix, 2007). Cardiff Seaside Market is one of the biggest competitors of Kudler Fine Foods and it was formed in 1985. It does not just offer top-notch quality products to the customers but it also provides them with excellent services. It is a family owned and operated business and the management promises to create excellence in every department. Cardiff Seaside Market has a chain of stores that offers a variety of items that includes food items and they also sell other things such as floral items and gifts. The items and services that Cardiff Seaside Market offers to its customers are mentioned below. (Cardiff Seaside Market, n.d.). 1.  Ã‚  Ã‚  Ã‚  Ã‚   Catering 2.  Ã‚  Ã‚  Ã‚  Ã‚   Cheese 3.  Ã‚  Ã‚  Ã‚  Ã‚   Cuisine and bakery 4.  Ã‚  Ã‚  Ã‚  Ã‚   Floral and gifts 5.  Ã‚  Ã‚  Ã‚  Ã‚   Meat and sea food 6.  Ã‚  Ã‚  Ã‚  Ã‚   Produce 7.  Ã‚  Ã‚  Ã‚  Ã‚   Wine 8.  Ã‚  Ã‚  Ã‚  Ã‚   Gluten free products When we compare the home pages of the websites of both the businesses, it is much evident that the offerings of Cardiff Seaside Market outnumber that of Kudler Fine Foods. Both the businesses offer the customers to buy cheese and dairy products, cuisine and bakery items, meat and sea food, wine and produce. However, Cardiff Seaside Market also offers catering services and gluten free products and free healthy recipes. Cardiff Seaside Market is a family oriented business while Kudler Fine Foods was founded by a lady named Kathy Kudler who realized that travelling to the town to buy kitchen items was tiring. Further talking about the home page, I would say that since Kudler Fine Foods is owned by a lady, not much innovations and new strategies are being used to improve the business operations but Cardiff Seaside Market offers special food items on daily basis and they have also given their weekly special. Besides this, the reward card of Cardiff Seaside Market offers the customers the opportunity to earn rewards up to 3%. Complimentary Healthy Grocery Store Tours are also offered by Cardiff Seaside Market where the customers get to know about all kinds of information related to nutrition. Since the expert has studied dietary theories and clinical aspects of health and nutrition, the customers can get to know about their queries and about the way they can live healthier lives. Moreover, since the programs offered by them are uniquely tailored according to the preferences of the customers, all the health concerns of the individuals are well taken care of. (The Whole Journey, n.d.). Further talking about the sub sections of the websites of both the businesses, they are divided into different parts according to their offerings in which the details of the offerings are mentioned. (Hisrich, Peters Shepherd, 2006). The website of Kudler Fine Foods is not available for access to every individual and when you search for it on Google; we are not able to get any such link. However, people can have access to the website through University of Phoenix but they need a username and password for that. Therefore, access to the website of Kudler Fine Foods is not easy as it is not public but the website access of Cardiff Seaside Market is very easy and convenient as it can be easily found while browsing on the Internet. As I already mentioned about the website access, I would say that the search ability of Cardiff Seaside Market is very easy but in the case of Kudler Fine Foods, everyone cannot have access to the website. Further talking about the layout of the websites, Kudler Fine Foods has a very simple website and everything mentioned on the website can be easily found and is easy to read and understand. Same is the case with Cardiff Seaside Market is but they have added some more things other than the basics i.e. their offerings. These new additions that Cardiff Seaside Market has made include the weekly specials, soups of the day and recipes. The graphics of both the websites are fine but the pictures used by Cardiff Seaside Market are not too catchy and so they must be replaced with more lively pictures while Kudler Fine Foods must add some more pictures to keep the interest of the customers. The navigation of the websites is fine and one is easily able to browse the entire website. Although the product display at Cardiff Seaside Market is fine but they should add some more pictures to make them stand out but in the case of Kudler Fine Foods, the website has very less pictures because of which it is a bit boring. The site administration of Kudler Fine Foods is done by Apollo Group and it is being done apart from the other changes that have to be made. On the website of Kudler Fine Foods, there is no option for the customers to pay online but Cardiff Seaside market offers a payment solution to the customers and the customers can order online and they can either pick up their delivery or they can get their orders delivered to their desired address. Once the customers select their desired option, they can choose their pick up date and they also have the facility of ordering seven days before they actually need to collect the order or to get the order delivered. Lastly, the customers can also choose the time at which they find it feasible for them to pick the order or to get it delivered. Reference Cardiff Seaside Market. (n.d.). How May We Serve You? May 12th, 2010.   Retrieved from:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://seasidemarket.com/ Hisrich, R., Peters, M. Shepherd, D. (2006). Entrepreneurship. 7th Edn. McGraw-Hill/Irwin. The Whole Journey. (n.d.). Holistic nutrition and wellness. May 12th, 2010.   Retrieved from:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.thewholejourney.com/ University of Phoenix. (2007). Kudler Fine Foods.   May 12th, 2010.   Retrieved from:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   https://ecampus.phoenix.edu/secure/aapd/CIST/VOP/Business/Kudler/Internet/Index.htm

William Blakes Songs of Innocence and Experience :: Songs of Innocence and Experience Essays

Songs of Innocence and Experience In William Blake’s Songs of Innocence and Experience, the gentle lamb and the dire tiger define childhood by setting a contrast between the innocence of youth and the experience of age. The Lamb is written with childish repetitions and a selection of words which could satisfy any audience under the age of five. Blake applies the lamb in representation of youthful immaculateness. The Tyger is hard-featured in comparison to The Lamb, in respect to word choice and representation. The Tyger is a poem in which the author makes many inquiries, almost chantlike in their reiterations. The question at hand: could the same creator have made both the tiger and the lamb? For William Blake, the answer is a frightening one. The Romantic Period’s affinity towards childhood is epitomized in the poetry of Blake’s Songs of Innocence and Experience. "Little Lamb who made thee/ Dost thou know who made thee (Blake 1-2)." The Lamb’s introductory lines set the style fo r what follows: an innocent poem about a amiable lamb and it’s creator. It is divided into two stanzas, the first containing questions of whom it was who created such a docile creature with "clothing of delight (Blake 6)." There are images of the lamb frolicking in divine meadows and babbling brooks. The stanza closes with the same inquiry which it began with. The second stanza begins with the author claiming to know the lamb’s creator, and he proclaims that he will tell him. Blake then states that the lamb’s creator is none different then the lamb itself. Jesus Christ is often described as a lamb, and Blake uses lines such as "he is meek and he is mild (Blake 15)" to accomplish this. Blake then makes it clear that the poem’s point of view is from that of a child, when he says "I a child and thou a lamb (Blake 17)." The poem is one of a child’s curiosity, untainted conception of creation, and love of all things celesti al. The Lamb’s nearly polar opposite is The Tyger. It’s the difference between a feel-good minister waxing warm and fuzzy for Jesus, and a fiery evangelist preaching a hellfire sermon. Instead of the innocent lamb we now have the frightful tiger- the emblem of nature red in tooth and claw- that embodies experience. William Blake’s words have turned from heavenly to hellish in the transition from lamb to tiger.

English Learning Methods Essay

Although most people can realize the importance of English in modern life. Mastering English is quite difficult for them, Why? Because they don’t find out a suitable way to learn. I state you about the way to learn English I think it is the best. It is combination of two factors: learning inside the class and learning outside the class. Learning inside the class is very necessary for learners for experience, a good environment for practicing and motivation of studying. Firstly, you should take part fully in class to get knowledge from teachers who can share their valuable experiences for studying English with us, and they also give comment or feed back about your mistakes if you have , they can explain about what you don’t understand the English lessons. Second, class is good environment for studying, is where we can communicate with your friends in English and check your knowledge level, beside when you learn inside the class, you have competition with others, which make you have more motivation for studying but joining in class every day isn’t still enough time for your practice to become a good learner. You should spend more time on practicing yourself at home. Learning English outside is also important. You can study English online at home with threes reasons: not spend much fees, have suitable lesson for each person and have more interesting for lessons. First learning English online at home, which decrease fees for us and don’t much time for moving, second there are many kinds of lesson which are suitable with each learner’s level, there are courses for beginners, both adults and children, as well as more advanced courses for those who work their way up through the lessons. The advanced lessons are also suitable for those who do have the basics of the English language and want to increase their skills in reading, speaking, listening and writing. Thirdly, having many funny activities from English online course. It makes learners more interesting for studying. For example, play funny games such as play cards, puzzle, crossword, or hangman. Moreover, you can watch English film, listen to English news, read English newspaper or chat with native speakers. Many people have the idea that learning English is a difficult process. In fact, the opposite is true and the language is really easy to learn if you spend time on practicing it everyday with above method. You will become a good learner English.

Are Icebergs Made of Freshwater or Saltwater

Icebergs form from a variety of processes, yet even though they may be found floating in salty seawater, they are primarily made of freshwater. Icebergs form as a result of two main processes, producing a freshwater iceberg: Ice that forms from freezing seawater typically freezes slowly enough that it forms crystalline water (ice), which does not have room for salt inclusions. These ice floes are not truly icebergs, but they can be extremely large chunks of ice. Ice floes typically result when the polar ice breaks up in the springtime.Icebergs are calved, or form when a piece of a glacier or other land-based ice sheet breaks off. The ​glacier is made from compacted snow, which is freshwater.