Equality In Harrison Bergeron, The Scarlet Ibis, And Brownies

Treating everyone everyone equally. Doesn’t that sound nice? I’m guessing your saying yes but just imagine if everyone was treated equally we probably wouldn’t have the stuff we do today because everyone would have to have an equal intelligence. Doesn’t that sound weird an equal intelligence, equal strength, and much more that would make things so much different. That doesn’t sound good to me I don’t think everyone should be treated equally. Harrison Bergeron, The Scarlet Ibis, and Brownies all share this in common they want people to be equal and when they try to treat people as equal they sometimes don’t take into concentration some things about them or if they have different ways about them or if they are taking away from what we could†¦show more content†¦She fired twice, and the Emperor and the Empress were dead before they hit the floor. Diana Moon Glampers loaded the gun again. She aimed it at the musicians and told the m they had ten seconds to get their handicaps back on.† In this you see how seriously they take the handicaps and the lengths they will go if everyone is not equal. This can looked at from two different point of views. First view is that they see this as a serious matter and know one should go against it. The second view is that they have become so wrapped up into the idea of everyone being equal that they will kill anyone who goes against it which shouldn’t be an option. So despite them wanting everyone to be equal it is to be said that treating everyone equal sounds like a good thing but in the long run it can lead to people getting killed for not being equal to everyone and that when we are trying to make everyone equal it also is hurting everyone’s future and the future of what we could be doing with the world. In The Scarlet Ibis there is a brother and his brother Doodle. Doodle is not like everyone else, he is unique in his own way. His brother is very emba rrassed by this and tries to fix where he can be equal with him and everyone else. While this is a thoughtful thing to try to help him do normal stuff his intentions come from a rotten dark place inside of him. With him succeeding with him they go show their family and he starts crying , â€Å"What are you crying for? asked

The Impact of Education in European, Asian, and Islamic...

â€Å"Education is a state-controlled manufactory of echoes.†- Norman Douglas There is much truth to the quote stated above by Norman Douglas, especially during the 900-1300 when industrialization, agricultural innovation, international trade, and religious conquest rocked the European, Asian, and Islamic societies. The quest for unification and cultural/religious spread during this turbulent times were answered by universities that created men of an educated class. Higher education became the state and religion controlled medium to reinforce the agenda of established religious leaders and political authorities. The court Elites and local religious leaders prized education and spend considerable wealth towards establishing and growing it, for†¦show more content†¦(Smith, 2012, p. 427) His effort helped him spread religion towards unreached boundaries of the past through faithful followers and the use of vernacular language to connect with local communities ( (Smith, 2012, p. 428). Like the Deli Sultans, the Song emperor in China was also successful in using education to spread Neo-Confucianism ideas through the Civil Service Exams . Education in various regions reflected the religious ideas of prominent religious leaders, thus becoming the metaphorical hand that reached into uncharted territories to â€Å"enlighten† the unenlightened. More than reaching the uncharted depth with â€Å"enlightenment† of a philosophical idea however, , higher education also proved to be a powerful tool to spread political unification through propaganda. With the increase in land territory, there was a growing need to find a point of unification for the cultural melting pots that submersed society. Religion was used for such task at one point, but as division began to increase in religious societies like Latin Christendom, higher education became the second chance at unifying a nation. Charlemagne who sought to unify the land under one right religion, proudly supported and closely allied with the spread of education of the one true faith through education. Charlemagne and his predecessors devoted considerable wealth, protection, and emphasis on Classical learning prompted by propagating the one true faith. (Smith,Show MoreRelatedStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prenti ce Hall393164 Words   |  1573 Pages10.5/12 ITC New Baskerville Std Credits and acknowledgments borrowed from other sources and reproduced, with permission, in this textbook appear on the appropriate page within text. Copyright  © 2013, 2011, 2009, 2007, 2005 by Pearson Education, Inc., publishing as Prentice Hall. All rights reserved. Manufactured in the United States of America. This publication is protected by Copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval

Theory of Divine Right of Kingship free essay sample

Chiefs who declare their leadership through kin descent become focused on control of land and resources. As a result, they seek to gain political advantage. Their position in a descent hierarchy typically enables them to call upon ancestors for assistance. Clan rank can typically be associated with associations of spiritual powers. This fusion of the political and social worlds with the religious world is assumed to be ordered and logical. As a result, it is relatively easy to take make a claim of divine kingship. Hierarchical structure would then evolve logically from the chiefdom into a divine kingship as population growth increased and the need for greater political authority and control developed. The issue becomes one of how much control and how far does it reach. Various types of sacred kingship have prevailed in ancient cultures. There are three basic characteristics of sacred kings: (1) they are the receptacle of supernatural or divine power; (2) they descend from divine or semi-divine rulers; and 3) they are agents or mediators of the sacred. We will write a custom essay sample on Theory of Divine Right of Kingship or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Societies view their rulers or chiefs as inheritors of the communitys magical power. The rulers power may be both malevolent and beneficial, and it is believed to be essential in all dimensions of communal life, particularly in agricultural societies where the rulers influence over the weather and the lands fertility ensure the harvest necessary for survival. The supernatural powers of the chief may also protect the community from enemies and calamities and so maintain welfare and order. In this sense, the power of the divine king is based on their ability to divine or access the wisdom of the gods and to be master of the world making things happen according to his knowledge and will. In some societies, particularly those of ancient China, the Middle East, and South America, the ruler was identified with a particular god or as a god himself. The kings of ancient Egypt and Persia and the ruler of the Hittites were regarded as incarnations of the sun-god; the Egyptian king was also identified with the sky-god, as was the emperor of China who drew his Mandate from Heaven. However, the god-king was usually considered an individual deity independent of all others he also could be regarded as the son of a god, an idea found in the cultures such as Japan, Peru (Incas), Mesopotamia, Egypt, and the Greek and Roman worlds. The mother of the divine king might then be referred to as mother of god. Finally, a king or ruler might become deified after his death, but this transformation appears more akin to ancestor worship than to sacred kingship in its fullest sense. Sacred kingship often are viewed as ruler mediators or executive agents of a god if they are not gods themselves outright. In this sense, it is the institution of kingship, more than an individual ruler, that bears the mark of the sacred. The deity remains the true lord, while the king seeks to do the will of this god in the community; the king is the link between god and man, the spiritual and the material. All types of sacred kingship share a number of basic functions that the king must fulfill to varying degrees depending on the society and culture. The kings role as bearer of magical power and his influence over the weather, fertility, and health are clear. In a sense, the king would be regarded as more or less the good shepherd who feeds and cares for his flock. Protecting the community from enemies is another crucial function of many sacred kings who, as warlords, attempt to use their divine knowledge and power to make strategic decisions and successfully carry out the proper course of action. This is particularly clear in the Mayan world where supernatural spirit companions such as jaguars played an important role as sources of power and influence. Divine kings may often be a seer or priest in a religious sense. They will function to mediate or divine through oracles, dreams, or prophecies theater believed to hold the divine commands of the Gods themselves. In many cultures, however, the priestly office and its ritual may be entrusted to a special priestly class, although the sacred king is rarely excluded from it. Because the king is believed to be in contact with the sacred, his judicial authority is generally recognized. The ruler may mediate disputes and protect the individuals rights, establishing laws to ensure a stable balance of power in the community. The kings ability to maintain social order has sometimes been extended to the cosmic order, which is thought to be influenced by the sacred rulers earthly actions; conversely, the king can be held responsible for disrupting the cosmos and so causing natural calamities and misfortune. So the trick is to have the magic work as much as possible for the ruler to appear successful.

Study of Abs Ppt free essay sample

Anti-lock brake system (abs): implementation of anti-lock brake system along with its advantages and limitations. International Journal of Instrumentation, Control and Automation (IJICA) ISSN: 2231-1890, Vol-1 Iss-3,4, 2012 77 ANTI-LOCK BRAKE SYSTEM (ABS): IMPLEMENTATION OF ANTILOCK BRAKE SYSTEM ALONG WITH ITS ADVANTAGES AND LIMITATIONS. Abhishek Patil Department of Mechanical Engineering, Symbiosis Institute of Technology,Pune,India. Email:abhishek21. [emailprotected] com Abstract-This paper presents Anti-Lock Brake System. It is a system which is installed on vehicles to eliminate wheel lockup and prevent skidding. his helps drivers to maintain control during stops on low traction surfaces and in emergency stopping situations. In addition to thedirect benefit of greater directional control, the improved vehicle control offered by ABS reduces the potential for trailer swing-out and jack-knifing of combination vehicles. Moreover, this system has its own practical applications and lim itations which are enlisted further Keywords- Anti-lock Brake System (ABS), Hydraulic Control Unit (HCU), Electronic Brake Control Module(EBCM), Electronic Stability Control (ESC), Electronic Brake force Distribution (EBD), Electronic Control Unit(ECU). We will write a custom essay sample on Study of Abs Ppt or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page INTRODUCTION: ANTILOCK BRAKING SYSTEM, which is commonly known as ABS is used as an antiskid device in a vehicle. It used to prevent skidding of wheels while braking when we want to stop the vehicle or suddenly reduce its speed at any time. It provides better stability and control over vehicle while braking at high speed. An antilock brake system provides a high level of safety to the driver by preventing the wheels from locking, which maintains directional stability. A professional driver may be capable of maintaining control during braking by pumping the brake pedal which allows a locked wheel to turn momentarily. Whereas a professional driver may be capable of modulating the brakes approximately once per second, ABS is capable of modulating the brake pressure at a given wheel up to fifteen times per second. An ABS system does something else that no driver can do, it controls each front brake separately and the rear brakes as a pair whenever one of the wheels starts to lock. ABS helps stop a car in the shortest possible distance without wheel lockup while maintaining directional control on most types of road surface or conditions. If a ABS system malfunctions, normal braking will not be affected. Anti-lock braking system is an automobile afety system that allows the wheels on a motor vehicle to maintain tractive contact with the road surface according to driver inputs whilebraking, preventing the wheels from locking up (ceasing rotation) and avoiding uncontrolled skidding. It is an automated system that uses the principles of threshold braking and cadence brakingwhich were practised by skilful drivers with previous generation braking systems. It does this at a much faster rate and with better control than a driver could manage. ABS generally offers improved vehicle control and decreases stopping distances on dry and slippery urfaces for many drivers; however, on loose surfaces like gravel or snow-covered pavement, ABS can significantly increase braking distance, although still improving vehicle control. Since initial widespread use in production cars, antilock braking systems have evolved considerably. Recent versions not only prevent wheel lock under braking, but also electronically control the front-torear brake bias. This function, depending on its specific capabilities and implementation, is known as electronic brakeforce distribution (EBD), traction control system, emergency brake assist, or electronic stability control (ESC). ANTI-LOCK BRAKING SYSTEM (ABS): Even when applying the full force of braking power, the vehicle remains under your complete control thanks to the Anti-lock Brake System. It uses precise regulation of the braking pressure on the individual wheels to ensure that the vehicle can always be steered easily. ABS prevents the wheels from locking, regardless of the road surface’s friction coefficient and the applied brake pressure. Unexpected obstacles on the lane ahead, a pedestrian suddenly stepping on the road, an abrupt change in traffic or driving conditions: there are many moments when a driver reacts quickly with intense application f the brakes. At these moments, ABS assists the driver by preventing the wheels from completely locking and applying the optimum braking pressure to the individual wheels, thus ensuring the vehicle can still be steered and shortening braking distances on slippery surfaces. The driver may sense that ABS Anti-lock brake system (abs): implementation of anti-lock brake system along with its advantages and limitations. International Journal of Instrumentation, Control and Automation (IJICA) ISSN: 2231-1890, Vol-1 Iss-3,4, 2012 78 is functioning by the slight pulsing movement of the brake pedal. ABS regulates the force of brake pressure on each heel to provide both maximum braking effectiveness while still allowing the wheel to continue rotating in a controlled way. If the system recognizes that a wheel is locked or almost locked, it momentarily reduces the brake force, letting the wheel rotate, regain traction and thus allowing the vehicle to be steered. ABS then reapplies the brake pressure. Thanks to modern electronics and intelligent control logarithms, ABS does this with such remarkable speed and smoothness that both braking and steering are simultaneously effective throughout the braking process and the driver stays in control of the vehicle. BRAKE TYPES: Anti-lock braking systems use different schemes depending on the type of brakes in use. They can be differentiated by the number of channels: that is, how many valves that are individually controlled—and the number of speed sensors. Four-channel, four-sensor ABS: This is the best scheme. There is a speed sensor on all four wheels and a separate valve for all four wheels. With this setup, the controller monitors each wheel individually to make sure it is achieving maximum braking force. Three-channel, four-sensor ABS: There is a speed sensor on all four wheels and a separate valve for each of the front wheels, but only ne valve for both of the rear wheels. Three-channel, three-sensor ABS: This scheme, commonly found on pickup trucks with four-wheel ABS, has a speed sensor and a valve for each of the front wheels, with one valve and one sensor for both rear wheels. The speed sensor for the rear wheels is located in the rear axle. This system provides individual control of the fr ont wheels, so they can both achieve maximum braking force. The rear wheels, however, are monitored together; they both have to start to lock up before the ABS will activate on the rear. With this system, it is possible that one of the rear wheels will lock during a stop, educing brake effectiveness. This system is easy to identify, as there are no individual speed sensors for the rear wheels. One-channel, one-sensor ABS: This system is commonly found on pickup trucks with rear-wheel ABS. It has one valve, which controls both rear wheels, and one speed sensor, located in the rear axle. This system operates the same as the rear end of a three-channel system. The rear wheels are monitored together and they both have to start to lock up before the ABS kicks in. In this system it is also possible that one of the rear wheels will lock, reducing brake effectiveness. This ystem is also easy to identify, as there are no individual speed sensors for any of the wheels. ABS COMPONENT DESCRIPTI ON: Modern antilock braking systems all feature the following major components: †¢ Electronic Control Unit (ECU) †¢ Modulator Valves †¢ Wheel Speed Sensors (pickup and exciter) †¢ ABS Malfunction Indicator Lamps. These components are described as follows: A. Electronic Control Unit (ECU): The ECU processes all ABS information and signal functions. It receives and interprets voltage pulses generated by the sensor pickup as the exciter teeth pass by, and uses this information to determine: impending wheel lock-up and †¢ when/how to activate the ABS modulator valves. The ECU connects to the following ABS components: wheelspeed sensors, ABS modulator valves, power source, ground, warning lamps, blink code switch. The ECU sends signals to the ABS malfunction indicator lamp or blink code lamp to communicate ABS faults. It alsosends signals to the retarder control to disengage the retarderwhen the ABS is working. When the ABS stops modulating thebrake pressure, the ECU permits retarder use once again. B. Modulator Valves: ABS modulator valves regulate the air pressure to the brakesduring ABS action. When not receiving ommands from theECU, the modulator valve allows air to flow freely and has noeffect on the brake pressure. The ECU commands themodulator valve to either: †¢ change the air pressure to the brake chamber, or †¢ hold the existing pressure. Anti-lock brake system (abs): implementation of anti-lock brake system along with its advantages and limitations. International Journal of Instrumentation, Control and Automation (IJICA) ISSN: 2231-1890, Vol-1 Iss-3,4, 2012 79 However, it cannot automatically apply the brakes, orincrease the brake application pressure above the level applied by the driver. C. Wheel Speed Sensors: The wheel speed sensor has two main components: theexciter and the pickup. Other components include associatedwiring and mounting equipment. Exciter—The exciter is a ring with notched teeth. The mostcommonly used exciter has 100 evenly spaced teeth, but thenumber of teeth can vary depending on the system design. Thecomponent is known by several names: sensor ring, toothwheel, tone ring, and exciter. Pickup—The pickup is commonly called â€Å"the sensor. † It contains a wire coil/magnet assembly, which generates pulsesof electricity as the teeth of the exciter pass in front of it. TheECU uses the pulses to determine wheel speeds and rates of cceleration/deceleration. The strength of these electrical pulsesdecreases rapidly with slight increases in the gap between thepickup and the exciter. Wheel speed sensor location varies. It can be locatedanywhere on the axle to sense wheel speed. The sensor can bean assembly containing both the exciter and the pickup with afix ed gap. Or, the pickup and the exciter can be mountedseparately on different parts of the axle assembly. The sensorpickup is a sealed unit and typically of elbow or straight design. D. ABS Malfunction Indicator Lamps: Vehicles required to have an ABS must have ABSmalfunction indicator lamps. These lamps must e yellow andlight up when the ABS has a â€Å"malfunction that affects the generation or transmission of response or control signals† inthe ABS. ABS malfunction indicator lamps are not required to light up forevery type of malfunction. However, they are required tolight up for short periods of time for a bulb check whenever theABS starts to receive electrical power. The warning lamps fortrailers and dollies are not required to light up for a bulb checkunless the vehicle is stopped. In-cab ABS indicator lamps are typically located on theinstrument panel. The exact location and appearance vary by vehicle/component manufacturer. OPERATION: When the brakes are applied, fluid is forced from the brake master cylinder outlet ports to the HCU inlet ports. This pressure is transmitted through four normally open solenoid valves contained inside the HCU, then through the outlet ports of the HCU to each wheel. The primary (rear) circuit of the brake master cylinder feeds the front brakes. The secondary (front) circuit of the brake master cylinder feeds the rear brakes. If the EBCM senses a wheel is about to lock, based on speed sensor data, it closes the normally open solenoid valve for that circuit. This prevents any more brake fluid from entering that circuit. The EBCM operates the anti-lock pressure valve to keep the wheels from locking up to do this the EBCM uses a three-step cycle: Pressure Decrease, Pressure Increase, Pressure Maintain. The EBCM then looks at the speed sensor signal from the affected wheel again. If that wheel is still decelerating, it opens the solenoid valve for that circuit. Once the affected wheel comes back up to speed, the EBCM returns the solenoid valves to their normal condition allowing fluid flow to the affected brake. Loss of hydraulic fluid in the brake master cylinder will disable the anti-lock system. The 4-wheel anti-lock brake system is selfmonitoring. When the ignition switch is turned to the RUN position, the anti-lock brake control module will perform a preliminary self-check on the anti-lock electrical system indicated by a three second Anti-lock brake system (abs): implementation of anti-lock brake system along with its advantages and limitations. International Journal of Instrumentation, Control and Automation (IJICA) ISSN: 2231-1890, Vol-1 Iss-3,4, 2012 80 illumination of the yellow ABS wanting indicator. Each time the vehicle is driven, as soon as vehicle speed reaches approximately 20 km/h, the anti-lock brake control module turns on the pump motor for pproximately one-half second. At this time, a mechanical noise may be heard. This is a normal function of the self-check by the anti-lock brake control module. When the vehicle speed goes below 20 km/h, the ABS turns off. ABS FEATURES AND BENEFITS: Features and Benefits Features Benefits Control of steering, drive and trailer wheels Increases steering ability and vehicle sta bility during braking Reduces possibility of jackknifing and trailer Swing Reduces tire flatspotting Fail-safe electrical/electronic system If the electrical/electronic system fails, the ABS is shut off, returning the vehicle to normal braking. On some systems, the ABS is only shut off at the affected wheels. Traction control An optional feature that controls excessive wheel spin during acceleration, reducing the possibility of power skids, spins or jackknifes. Self-diagnosing system Built-in system makes maintenance checks quick and easy. Diagnostic tool compatibility ABSs are compatible with industry standard hand-held and computer-based diagnostic tools. Blink codes and other diagnostic schemes can also be used for troubleshooting, if other tools are not available. ABS Malfunction Indicator Lamp Informs the driver or technician that an ABS ault has occured. The warning lamp may also transmit blink code information. It does not signal all possible faults. ADVANTAGES: 1. It helps in avoiding potential accidents. 2. Anti-lock Braking System provides greater vehicle stability and control during hard braking (lockup) to the driver. 3. Anti-lock Braking System helps in shorting the stopping distance. LIMITATIONS: 1. Anti-lock Braking System does not increase or decrease ultimate stopping power. 2. Poor brake maintenance. 3. Loss of hydraulic fluid in brakes master cylinder will disable the anti-lock system. 4. It is high in cost. REFERENCES: [1]. tearstone. com/eclipsefsm/35B. PDF [2]. www. autoshop101. com/forms/brake09. pdf [3]. en. wikipedia. org/wiki/Anti-lock_braking_system. [4]. www. fmcsa. dot. gov/documents/fhwa-abs. pdf [5]. Illustration of the Anti Lock Brakingsystem. [6]. indiancarsbikes. in [7]. www. boschescential. com/us/ /antilock_braking_sys tem_abs. html. [8]. autorepair. about. com †º †º Auto Repair †º Reference and Tech Data. [9]. http://en. wikipedia. org/wiki/Antilock_ braking_system [10]. Effectiveness of ABS and Vehicle Stability Control Systems (PDF). Royal Automobile Club of Victoria.

Evitar Conjugation in Spanish, Translation, and Examples

Evitar Conjugation in Spanish, Translation, and Examples The verb evitar in Spanish means to avoid. Evitar is a regular -ar verb, so it follows the same conjugation pattern as other -ar verbs. This article includes evitar conjugations in the most commonly used verb tenses: the present, past, conditional, and future indicative, the present and past subjunctive, the imperative mood, and other verb forms. You can also find examples of ways you can use the verb evitar. Evitar Present Indicative Yo evito I avoid Yo evito gastar mucho dinero. Tà º evitas You avoid Tà º evitas a tu hermano despuà ©s de la pelea. Usted/à ©l/ella evita You/he/she avoids Ella evita las calles con mucho trfico. Nosotros evitamos We avoid Nosotros evitamos usar el telà ©fono al conducir. Vosotros evitis Youavoid Vosotros evitis los malentendidos con buena comunicacià ³n. Ustedes/ellos/ellas evitan You/they avoid Ellos evitan comer comida grasosa. Evitar Preterite Indicative The preterite tense is one of two past tenses in Spanish. The preterite is used to talk about events that happened in the past and have been completed. Yo evità © I avoided Yo evità © gastar mucho dinero. Tà º evitaste You avoided Tà º evitaste a tu hermano despuà ©s de la pelea. Usted/à ©l/ella evità ³ You/he/she avoided Ella evità ³ las calles con mucho trfico. Nosotros evitamos We avoided Nosotros evitamos usar el telà ©fono al conducir. Vosotros evitasteis Youavoided Vosotros evitasteis los malentendidos con buena comunicacià ³n. Ustedes/ellos/ellas evitaron You/they avoided Ellos evitaron comer comida grasosa. Evitar Imperfect Indicative The imperfect tense is the other form of the past in Spanish. The imperfect is used to talk about actions in the past that are ongoing or repeated. It can be translated to English as was avoiding or used to avoid. Yo evitaba I used to avoid Yo evitaba gastar mucho dinero. Tà º evitabas Youused to avoid Tà º evitabas a tu hermano despuà ©s de la pelea. Usted/à ©l/ella evitaba You/he/she used to avoid Ella evitaba las calles con mucho trfico. Nosotros evitbamos We used to avoid Nosotros evitbamos usar el telà ©fono al conducir. Vosotros evitabais Youused to avoid Vosotros evitabais los malentendidos con buena comunicacià ³n. Ustedes/ellos/ellas evitaban You/they used to avoid Ellos evitaban comer comida grasosa. Evitar Future Indicative Yo evitarà © I will avoid Yo evitarà © gastar mucho dinero. Tà º evitars Youwill avoid Tà º evitars a tu hermano despuà ©s de la pelea. Usted/à ©l/ella evitar You/he/she will avoid Ella evitarlas calles con mucho trfico. Nosotros evitaremos We will avoid Nosotros evitaremos usar el telà ©fono al conducir. Vosotros evitarà ©is Youwill avoid Vosotros evitarà ©is los malentendidos con buena comunicacià ³n. Ustedes/ellos/ellas evitarn You/they will avoid Ellos evitarn comer comida grasosa. Evitar Periphrastic  Future Indicative   The periphrastic future is translated to English as going to verb. Yo voy a evitar I am going to avoid Yo voya evitar gastar mucho dinero. Tà º vasa evitar Youaregoing to avoid Tà º vasa evitar a tu hermano despuà ©s de la pelea. Usted/à ©l/ella vaa evitar You/he/she isgoing to avoid Ella vaa evitar las calles con mucho trfico. Nosotros vamosa evitar We aregoing to avoid Nosotros vamosa evitar usar el telà ©fono al conducir. Vosotros vaisa evitar Youaregoing to avoid Vosotros vaisa evitar los malentendidos con buena comunicacià ³n. Ustedes/ellos/ellas vana evitar You/they aregoing to avoid Ellos vana evitar comer comida grasosa. Evitar Present Progressive/Gerund Form The English verb form that ends in -ing is called the gerund or present participle in Spanish. It is used to form progressive tenses like the present progressive. Present Progressive of Evitar est evitando Is avoiding Ella est evitando las calles con mucho trfico. Evitar Past Participle The past participle of the verb is used to form perfect tenses like the present perfect. Present Perfect of Evitar ha evitado Has avoided Ella ha evitado las calles con mucho trfico. Evitar Conditional Indicative The conditional tense is usually translated to English as would verb. Yo evitarà ­a I would avoid Yo evitarà ­a gastar mucho dinero si tuviera un salario ms bajo. Tà º evitarà ­as Youwould avoid Tà º evitarà ­as a tu hermano despuà ©s de la pelea, pero no puedes porque viven juntos. Usted/à ©l/ella evitarà ­a You/he/she would avoid Ella evitarà ­alas calles con mucho trfico, pero no conoce otra ruta. Nosotros evitarà ­amos We would avoid Nosotros evitarà ­amos usar el telà ©fono al conducir si fuera ilegal. Vosotros evitarà ­ais Youwould avoid Vosotros evitarà ­ais los malentendidos con buena comunicacià ³n, pero es muy difà ­cil. Ustedes/ellos/ellas evitarà ­an You/they would avoid Ellos evitarà ­an comer comida grasosa si estuvieran a dieta. Evitar Present Subjunctive Que yo evite That I avoid Mi madre espera que yo evite gastar mucho dinero. Que tà º evites That you avoid Pedro recomienda que tà º evites a tu hermano despuà ©s de la pelea. Que usted/à ©l/ella evite That you/he/she avoid Marà ­a quiere que ella evite las calles con mucho trfico. Que nosotros evitemos That we avoid La ley manda que nosotros evitemos usar el telà ©fono al conducir. Que vosotros evità ©is That you avoid El jefe pide que vosotros evità ©is los malentendidos con buena comunicacià ³n. Que ustedes/ellos/ellas eviten That you/they avoid El mà ©dico recomienda que ellos eviten comer comida grasosa. Evitar Imperfect Subjunctive There are two different ways for conjugating the imperfect subjunctive. Option 1 Que yo evitara That I avoided Mi madre esperaba que yo evitara gastar mucho dinero. Que tà º evitaras That you avoided Pedro recomendaba que tà º evitaras a tu hermano despuà ©s de la pelea. Que usted/à ©l/ella evitara That you/he/she avoided Marà ­a querà ­a que ella evitara las calles con mucho trfico. Que nosotros evitramos That we avoided La ley mandaba que nosotros evitramos usar el telà ©fono al conducir. Que vosotros evitarais That you avoided El jefe pedà ­a que vosotros evitarais los malentendidos con buena comunicacià ³n. Que ustedes/ellos/ellas evitaran That you/they avoided El mà ©dico recomendaba que ellos evitaran comer comida grasosa. Option 2 Que yo evitase That I avoided Mi madre esperaba que yo evitase gastar mucho dinero. Que tà º evitases That you avoided Pedro recomendaba que tà º evitases a tu hermano despuà ©s de la pelea. Que usted/à ©l/ella evitase That you/he/she avoided Marà ­a querà ­a que ella evitase las calles con mucho trfico. Que nosotros evitsemos That we avoided La ley mandaba que nosotros evitsemos usar el telà ©fono al conducir. Que vosotros evitaseis That you avoided El jefe pedà ­a que vosotros evitaseis los malentendidos con buena comunicacià ³n. Que ustedes/ellos/ellas evitasen That you/they avoided El mà ©dico recomendaba que ellos evitasen comer comida grasosa. Evitar Imperative The imperative mood has both positive and negative forms, used to give affirmative and negative commands. Positive Commands Tà º evita Avoid!  ¡Evita a tu hermano despuà ©s de la pelea! Usted evite Avoid!  ¡Evite las calles con mucho trfico! Nosotros evitemos Let's avoid!  ¡Evitemos usar el telà ©fono al conducir! Vosotros evitad Avoid!  ¡Evitad los malentendidos con buena comunicacià ³n! Ustedes eviten Avoid!  ¡Eviten comer comida grasosa! Negative Commands Tà º no evites Don't avoid!  ¡No evites a tu hermano despuà ©s de la pelea! Usted no evite Don't avoid!  ¡No evite las calles con mucho trfico! Nosotros no evitemos Let's not avoid!  ¡No evitemos usar el telà ©fono al conducir! Vosotros no evità ©is Don't avoid!  ¡No evità ©is los malentendidos con buena comunicacià ³n! Ustedes no eviten Don't avoid!  ¡No eviten comer comida grasosa!

Free Essays on Western Worldview Of Abortion And My Personal Oppinions

There are very few issues that can cause as many heated and irrational debates as much as abortion does. The matter strikes at the very heart of an individual's religious and philosophical beliefs. Does a woman have the right to terminate a pregnancy? Is it moral to do so under any circumstance? Is a fetus a living human being? The debate has raged for nearly thirty years and there does not seem to be any end to the controversy that often results in violence. Irrational individuals have even committed murder to make their beliefs heard and followed. In response to the question, some people have resulted to using qualifiers: no, abortion is not moral except if the pregnancy is the result of rape or incest is one response heard, in fact, some state laws contain this condition . A very large and strong contingent of people say a very loud and aggressive no, abortion is not moral, not under any circumstance and at least as many say a very loud aggressive yes, abortion is moral; it is the woman's choice regarding her own body. The issue of abortion is filled with emotion. Despite the well-expressed arguments and the seemingly reasonable reasons supporting abortion, abortion is not moral. It is taking the life of a living being and that can never be considered a moral act. As the Roe v Wade decision reached its 25th anniversary, in fact, there was a growing sentiment in this country that abortion is murder. Perhaps this swell of support against abortion is due to the realization that legal abortion has prohibited 35 million humans from being born . In her article, A Defense of Abortion, Judith Jarvis Thomson offered a number of reasons to support abortion. She also used a number of analogies to support her opinions. Thomson conceded the point that opponents of abortion make: a fetus is a person from the moment of conception but she said that abortion is morally permissible even it means killing the fetus and offered a number of analogies an... Free Essays on Western Worldview Of Abortion And My Personal Oppinions Free Essays on Western Worldview Of Abortion And My Personal Oppinions There are very few issues that can cause as many heated and irrational debates as much as abortion does. The matter strikes at the very heart of an individual's religious and philosophical beliefs. Does a woman have the right to terminate a pregnancy? Is it moral to do so under any circumstance? Is a fetus a living human being? The debate has raged for nearly thirty years and there does not seem to be any end to the controversy that often results in violence. Irrational individuals have even committed murder to make their beliefs heard and followed. In response to the question, some people have resulted to using qualifiers: no, abortion is not moral except if the pregnancy is the result of rape or incest is one response heard, in fact, some state laws contain this condition . A very large and strong contingent of people say a very loud and aggressive no, abortion is not moral, not under any circumstance and at least as many say a very loud aggressive yes, abortion is moral; it is the woman's choice regarding her own body. The issue of abortion is filled with emotion. Despite the well-expressed arguments and the seemingly reasonable reasons supporting abortion, abortion is not moral. It is taking the life of a living being and that can never be considered a moral act. As the Roe v Wade decision reached its 25th anniversary, in fact, there was a growing sentiment in this country that abortion is murder. Perhaps this swell of support against abortion is due to the realization that legal abortion has prohibited 35 million humans from being born . In her article, A Defense of Abortion, Judith Jarvis Thomson offered a number of reasons to support abortion. She also used a number of analogies to support her opinions. Thomson conceded the point that opponents of abortion make: a fetus is a person from the moment of conception but she said that abortion is morally permissible even it means killing the fetus and offered a number of analogies an...

The Great Fire of London 1666 Research Paper Example | Topics and Well Written Essays - 1500 words

The Great Fire of London 1666 - Research Paper Example There are a number of factors that came into play and that worked together to turn a small, simple fire into the greatest conflagration in the history of England. Samuel Pepys, the famous diarist of Stuart England, experienced the Great Fire first-hand, and was instrumental in the successful efforts to halt the inferno. Pepyss diary entry of September 2, 1666, states that one of the household maid-servants, on her arrival at the Pepys household that morning, told of a great fire that was at that moment raging in the city. The entry further relates what Pepys himself found when he went personally to investigate the situation in his duty as Clerk to the Royal Navy. Much of what is known about the Great Fire comes from Pepyss own account and subsequent investigations undertaken after the event. The fire itself was ignited in the premises of Thomas Farynor (or Farriner), the Kings Baker (perhaps an appropriate name for a baker or one who works with flour, taken from the old French word for flour, farine). It is believed that cinders or sparks were ejected from one of the bakers ovens earlier in the evening, at about 10:00pm, and started a small fire in the bakery. In the investigation Farynor swore that this fire had been extinguished. This may in fact have been the fire that Lord Mayor Bludworth was thinking of when he described the Great Fire as being so small that â€Å"a woman might piss it out†, perhaps unaware of the magnitude of the actual conflagration that had by then taken hold. In any event, the bakers home was an inferno by 1:00am, and the Great Fire grew from there. The fire spread from Farynors residence in Pudding Lane east towards the Tower of London, south towards the Barbican, west towards Temple Bar and north toward the Thames River and London Bridge. Pushed forward by strong easterly winds, it progressed

Immigrant Parental Involvement in Education Research Paper

Immigrant Parental Involvement in Education - Research Paper Example All these among others are evidence of how school systems in Canada devalue immigrant parents. The culture held by Canadians in most cases tend to conflict with the culture of immigrant parents. In most cases, immigrant parents come in with different cultures which in most cases they greatly embrace and appear less reluctant parting with them. According to Brake (1997), acculturation theory supports the idea that immigrants tend to hold tightly unto the values of their cultures. On the other hand, the migrants avoid cross cultural contacts due to their ability to aggravate anxiety and uncertainty. This therefore plays a major role in creation of cultural incompetence which greatly limits parental involvement in contexts that are increasingly important to their children, including school and the expanding extra familial social world (Duncan, 2008). The study also portrayed that there were several barriers which limited immigrant parents from minority groups and those with less education to fully participate in their children's schooling. This is mainly due to the fact that they felt uncomfortable in an institutional setting and also held the notion that they were not very resourceful in their children's education. ... Additionally, immigrant parents with lower educational backgrounds and income were less likely to volunteer in school activities such as parent interviews. This played a role in creating a disconnection between the parents and their school children. Vickshard (1999) indicates that parent's socio economic status has a positive association with their involvement in school. On the other hand, parents with higher educational attainment are more likely to be involved in the school affairs of their children. The teachers were also more likely to stereotype minority immigrant parents based on their schooling experiences, history and culture. George (2000), states that, the teachers should not at any point discriminate any student or parent based on his or her culture, gender, status, religion or race. Therefore, Canadian teachers should change their negative perception towards immigrant parents and instead focus on embracing them despite their shortcomings. The study also indicated that lan guage barrier was also a major disadvantage and inhibitor to the parental involvement of immigrant parents. Most immigrant parents were not well placed in terms of communicating in English and therefore communication barrier grew out of it. As a result, it prompted less parental involvement in their children's schooling. According to Janice (1999), language is an important requirement which normally facilitates communication, as well as increasing one's confidence (Allan, 2005). For instance, if the immigrant parents in Canada were familiar with all the languages used in the country, it would therefore have been easier for them to communicate and thus uplifting their confidence. Consequently, their involvement in their children's schooling affairs would also increase.

A career in Education Essay Example for Free

A career in Education Essay Being a teacher is a career that I have always desired to follow ever since I was a young girl. It was at the end of my elementary years when I first decided I wanted to become a teacher; I thought it was a cool job to have. When I was younger I use to think how cool it would be to be in control of the whole class, it was like being the boss. When I reached high school I decided that I wanted to become an elementary teacher. I started to realize how interested I was in learning about children and how much I loved being around them. This is when I knew that pursuing a career in teaching is what would make me the happiest. People have their own opinions on how they portray teachers. Some may see them as mean and controlling, while others might see them as guidance in their educational life. I feel teachers make a difference in the life and future of their students. Teachers are educators as well as advisors. They help and give guidance to students in their educational choices, and day to day life. TV sitcoms are what I feel have influenced these stereotypes upon teachers. On some TV sitcoms teachers are portrayed as older women that are mean and always out to sabotage the students life. Other sitcoms portray the teachers as young women that are sweet and caring. This is why some may stereotype teachers as annoying and always trying to tell you how to live your life, or as a kind and helpful teacher. See more:  Manifest Destiny essay When one becomes a teacher there are some good things and not so good things, just as any other job. The pros about becoming a teacher are that one is able to influence children to become the best that they can be and knowing that one made a difference in someones life. Another pro is having an opportunity to help children learn and get acquainted with new thoughts. Some other good qualities are that teachers have steady daytime hours with the weekend off. They have excellent vacation days and often quite longer than any other occupations. With having most of the summer off, it gives the teacher more time to spend with their family or do anything else that needs to get done. The cons would be when you have a problem child in your class. Teachers have to have patience and learn how to work with struggling students. Teaching can sometimes be a bit stressful at times because you have to work and help with everyones problems. Also, a teachers salary is  not very lucrative. The requirements for becoming a teacher are that you must have a bachelors degree from an accredited college or university. You must complete teacher training through an approved program. The programs are offered through colleges and universities, school districts, regional service centers, community colleges, and other entities. You must successfully complete the appropriate teacher certification tests for the subject and grade level you wish to teach. There are many different resources that will help pay for a teacher training program. There is the Teach for Texas program, which offers conditional grants to help some future teachers with expenses if those individuals agree to teach in Texas public schools for a specified period of time. The Teacher for America, offers cash awards that can be applied to past student loans or future educational costs for recent college graduates who commit to teaching in urban and rural public schools for two years. The Certified Educational Aide Exemption Program, is another program that Texas offers tuition exemptions for some educational aides seeking to become certified teachers. These are some of the programs and grants that are specifically designed to help individuals become teachers. The starting salary of a teacher varies, depending on the district they work for. Texas teacher starting salaries, for a teacher with a bachelors degree and no teaching experience is $43,216. The more experience they have the higher the pay will be. Also, if they teach in a district with a lot of students the pay will be higher. When becoming an elementary teacher the number one thing the teacher should posses is patience. They need to be able to communicate well with the parent, and have a good relationship with them. They need to ensure a high quality educational experience. The teacher must have a sense of humor because children can tend to say some crazy things at times. You will have to learn to just laugh about it and not take things to seriously. They must be kind and loving. Teachers need to have a happy attitude, because children can sense when you are not having a good day and it can affect the childrens learning environment. A great teacher creates a sense of community and belonging in the classroom. They have a variety of activities for the day that will keep a childs attention. The environment of the class should be welcoming and colorful. Children will feel more comfortable, and encouraged to do well in a friendly classroom. When working with children it is a good idea to put comments on their papers like great job. It shows them that they are doing well and should keep up the good work. Teachers will be responsible for preparing and delivering age-appropriate lessons, giving and grading tests and homework, working with children individually and as a class and maintaining an orderly and functional classroom environment. Other tasks may include meeting with parents to discuss their childs progress and working with parents and other staff members to track and assist children in making progress. Some additional tasks teacher can do are after school tutoring and taking children on fun and educational field trips. Becoming an elementary teacher is a career that I know will make me happy, and a goal I plan to accomplish. Since high school I have been taking classes that will give me some experience and help me pursue my career. During my senior year of high school I was in a class that would allow the student to be an assistant aide to a teacher. I was assigned to a first grade class and loved it. It was a good learning experience and gave me the opportunity to see what activities went on during the class. I learned a lot from the teacher and hope to carry on some of her good tactics in my future class. For me, becoming a teacher is a career I have always desired and plan to work hard for.

Charles Limbs Study on Music Creativity and Brain Functions Essay

Have you ever wondered how musicians can come up with melodies, rhythms, chords, and riffs off-the-top of their heads? Well, this type of spontaneous idea is called improvisation. Improvisation is the creative activity of an â€Å"in the moment† musical composition. Basically, it’s a spur-of-the-moment kind of thing where musicians simply make up a rhythm or melody without even thinking about it. Whatever or however a musician is feeling he could incorporate that feeling into a musical thought. But how does this imagination come about? Is there some type of magical feeling that comes over the musician? How can the mind create something on command? William James has labeled this innovative development as a â€Å"seething cauldron of ideas, where everything is fizzling and bobbing about in a state of bewildering activity.†(Creation on Command) Scientists have been baffled at the way the brain works in general, but now we are finding more and more ways to view †Å"what is really going on up there†. In the past few years, there have been studies that try to figure out what goes on in the brain with improv is being done. I am going to talk about Dr. Charles Limb’s study on brain activity and music creativity. Dr. Charles Limb is an associate professor in otolaryngology at the Johns Hopkins School of Medicine, where he is also a part of the Peabody Institute of Music where he plays the Saxophone, Bass and Piano. He led one of the first brain-scan studies of musical improvisation in 2008. For the past ten years, Dr. Limb has studied what goes on in the brain and how it relates to music. He tested three different of experiments before coming up with a conclusion. Before coming up with the main experiment, Dr. Limb asked the question, â€Å"How can the b... ...r what goes on in their brain when they free style and help them understand Limb’s study of free style rap and improv. I might use this information for another project in another class. Who knows? I do know that this study is a very interesting research. So basically, improvisation is just a way for musicians express their feelings their thoughts and moods without even realizing what they have done. Works Cited Zagroski, Nick. "The Science of Improv." The Peabody Institute of The Johns Hopkins University: Music for the World. Johns Hopkins University. Web. 03 Apr. 2012. . Your Brain on Improv. Perf. Dr. Charles Limb. Ted.com. Jan. 2011. Web. . "Tool Module: Brain Imaging." The Brain. Web. 03 Apr. 2012. .

Importance of Planning

Any successful Project Manager will tell you that the success of a project is determined by the initial plan. This plan, although changes may arise, provides a blueprint that allows managers to measure deliverables that determine the project’s success or failure. In the beginning phase of planning, the specifications are outlined which results in an agreement by each member of the team to handle specific responsibilities. This allows each member to gain clarity and understand how he or she fits into the overall plan. Then the plan is looked at in a manner, which points out easily identifiable obstacles that can cause the project to fail. This is important because it allows the Project Manager to determine an initial outline that should be followed. As Blair states, â€Å"From a purely defensive point of view, the agreed specification also affords you protection against the numbties who have second thoughts, or new ideas, half way through the project†. During the specification stage, errors and challenges are identified through rigorous brainstorming and outlining the procedures that are to follow. This is important because it eliminates ambiguity and puts everyone on the same page. It also ensures that team members aren’t duplicating efforts or straying away from the initial plan. It is often easy for someone to find an easier or more efficient way to do something but if it deviates from the overall goal, it’s not worth it to implement the change. Once the beginning phase is over, there are numerous events, resources, and people that must be allocated to the project. This is extremely important as well. The Project Manager must ensure that resources, time, and personnel are orchestrated correctly so that the ball is never dropped and the plan continues to move as scheduled. Without an initial plan, it would be impossible to measure the failure or success rate and projects would never be on schedule and there would be chaos.

Digestive system disease

PEPTIC ULCER DISEASE Ulcer generally is defined as a breach in the mucosa lining of the alimentary canal extending from the muscularis mucosa down into the sub-mucosa or deeper structures. An ulcer is said to be acute when it is limited to the muscularis mucosa while it is said to be chronic when it involve the sub-mucosa layers of the digestive system. Peptic ulcer disease is usually about 4 cm in diameter occurring in the following part of the digestive system: lower esophagus, stomach, 1st part of duodenum, sometimes it can occur in some ectopic sites like jejunum, and meckel diverticulumAETIOLOGY AND PATHOPHYSIOLOGY. Many factors has been attributed to this disease, the most common cause is an organism called Helicobacter pylori, a spiral-shaped motile flagellated bacterial which resides in the stomach. Its presence induced an intense inflammatory and immunogenic response. It also secrete many substances that affect the normal function of the stomach which include urease producti on, which breaks down urea to toxic compounds that affect the mucosa the organism also secrete enzymes like peptidase, lipase, mucinase that digest the protective surface of the stomach and duodenum.Moreover, when the mucosa of the duodenum are exposed to the acid been produced in the stomach then they may be breached. Also, prostaglandin produced by the stomach must be in balanced form i. e. equal amount of PGE2 and PGE1. Any increase in one without increase in the other will result in ulceration of the stomach mucosa. Some drugs have also been indicated in the development of the diseases, drugs like non-steroidal anti-inflammatory drugs (NSAID), they cause this disease by blocking the production of the protective prostaglandin, and a good example of such drugs is aspirin.Many predisposing factors have also been recognized some of which are cigarette smoking which has been taught to inhibit bicarbonate formation, it also inhibit the prostaglandin formation. Secondly, stress also pr edisposes an individual to the disease. Whenever an individual is suffering from the disease they always present with dyspepsia (commonly called upset stomach characterized by epigastric pain) there is nocturnal pain, nausea, sometimes heart burn. These symptoms are always on and off and long standing.Sometimes some patients presents with the complication of the disease which include perforation: the stomach or the duodenum might be perforated so that the content will pour into the peritoneum causing acute abdomen, heamatemesis (vomiting of blood), haematochezia ( passing of bloody stools) other complication include peritonitis, cancer development. Hemorrhagic complication developed as a result of erosion of the blood vessels by the acid or the secretion from the causative organism. DiagnosisThis is done by proper investigation of the cause of the disease. Upper gastro intestinal endoscopy is usually carried out, barium meal is needed. For detection of the bacteria fecal antigen tes t of urea breath test is always carried out. Treatment The disease is usually treated with anti ulcer drugs which are acid neutralizing drugs, acid reducing agents, cytoprotective agents, and anti H. pylori agents. Examples of commonly used drugs are antacids, cimetidine, omeprazole and sucrafate

Modern Version for Romeo and Juliet Essays

Modern Version for Romeo and Juliet Essays Modern Version for Romeo and Juliet Essay Modern Version for Romeo and Juliet Essay Love at the fire escape â€Å"My only love sprung from my only hate! Too early seen unknown, and known too late! Prodigious birth of love it is to me, that I must love a loathed enemy†- Juliet -Characters Rodney, as Romeo Julia, as Juliet Rodney’s dad, Mr. Voligod, as Mr. Montague Julia’s dad, Mr. Ultis, as Mr. Capulet Setting- Chicago, on a chilly spring night, Julia’s apartments’ fire escape. Prologue- Rodney’s dad, Mr. Voligod, and Julia’s dad, Mr. Ultis, are business rivals and they don’t want Rodney and Julia to talk or see one another. Rodney is walking with his friends towards the celebration party for winning the national football championship, when he starts thinking) Rodney- (In his mind) I wish my beloved girlfriend would be here, oh Julia where are you? I miss you . . . . (Julia is sitting in her apartments fire escape thinking of Rodney.Her dad comes in. ) Mr. Ultis- Juliet, daughter of mine, I have to go on a conference far away and won’t be home until tomorrow night. Julia- Okay dad. (Julia stays outside thinking. ) Julia- Rodney, I wish you could be here with me, my parents not home so they wont know . . . . I should call you! Grabs phone and calls Rodney, Rodney’s phone rings, he answers) Rodney- Hello Julia Julia- Hey Rodney, I miss you, and I wish you could come over so we could see each other for a while. Rodney- I’m on my way to the celebration party for the football game with my friends, but you’re more important than them so I’ll sneak out and go my love. My dad can’t find out though. Julia- Oh babe, you would do that for me? Rodney- I will do that and way more. Julia- Aw, Okay, I’ll wait for you. Rodney- I’ll be there in 10. Julia- Okay, Rodney- Okay, (They hang up) (Rodney runs to Julia’s apartment complex)Julia- I wish our parents weren’t so stubborn and let me and Rodney just be together . (Yells) Rodney- Oh Julia can I climb up and come in. Will it be safe? If your father catches me he will call the police and we will never be together. Julia- My father is in a job conference, he will not be home until tomorrow. Rodney- Well then, I’m a lucky guy. (Rodney smiles and climbs up the ladders really fast to go see his lovely Julia. He gets there and hugs Julia really tight. ) Julia- Please don’t let me go, I want you to stay with me forever and ever. With you I’m so happy and you make me feel like I’m the best!Rodney- My love, I wish I could stay with you forever but our families would not like for us to be together and I don’t want to lose what we have because of them. Julia- I know babe . . . . . . . (Rodney’s dad calls him and asks where he is. He doesn’t tell him and hang up. Then they hear someone walk in) Julia- someone just walked in lets go see who it is. (They go Check) Julia- who is there? (the person is walking towards them) Mr. Ultis- Hey there Julia, I’m back! (Mr. Ultis arrives at where Julia and Rodney are and he is shocked seeing him there. He sits in the table and tells them to sit so they talk) Mr.Ultis- Rodney, you know you’re not supposed to be here , and Julia you know better that we don’t like this people near our family. Now Rodney if you may please GET OUT MY HOUSE! Rodney- Excuse me sir, but me and your daughter have a great affection for each other and maybe we getting together will break the feud between our families. Julia- Yes dad, I love him so much!! Rodney- If only you give me and opportunity maybe we could solve something out! Mr. Ultis- The feud between our families will not break up and be good! Now leave or I’ll make you leave!!!!!! Rodney- Sorry sir, but I won’t leave until you accept Julia and I to be together.Mr. Ultis- I’ll accept your love if and only if your dad does as well. (Rodney’s dad accepts their love a nd now they are the couple that resolved their love with the feud. Two years passed and as they sit down thinking of how they got together Julia said) Julia- My only love sprung from my only hate! Too early seen unknown, and known too late! Prodigious birth of love it is to me, that I must love a loathed enemy. Rodney- I love you Julia. (They live happily forever after. ) Epilogue Mr. Ultis and Mr. Voligod join business together to show their acceptance of their children’s love.

Hernan Cortes and His Captains

Hernan Cortes and His Captains Conquistador Hernan Cortes had the perfect combination of bravery, ruthlessness, arrogance, greed, religious fervor, and insubordination to be the man who conquered the Aztec Empire. His audacious expedition stunned Europe and Mesoamerica. He did not do it alone, however. Cortes had a small army of dedicated conquistadors, important alliances with native cultures who hated the Aztecs, and a handful of dedicated captains who carried out his orders. Cortes captains were ambitious, ruthless men who had the right blend of cruelty and loyalty, and Cortes would not have succeeded without them. Who were Cortes top captains? Pedro de Alvarado, the Hotheaded Sun God With blond hair, fair skin, and blue eyes, Pedro de Alvarado was a marvel to behold for the natives of the New World. They had never seen anyone quite like him, and they nicknamed him Tonatiuh, which was the name of the Aztec sun god. It was a fitting nickname, as Alvarado had a fiery temper. Alvarado was part of the Juan de Grijalva expedition to scout the Gulf Coast in 1518 and had repeatedly pressured Grijalva to conquer native towns. Later in 1518, Alvarado joined the Cortes expedition and soon became Cortes most important lieutenant. In 1520, Cortes left Alvarado in charge in Tenochtitlan while he went to deal with an expedition led by Panfilo de Narvaez. Alvarado, sensing an attack on the Spanish by the inhabitants of the city, ordered a massacre at the Festival of Toxcatl. This so infuriated the locals that the Spanish were forced to flee the city a little more than a month later. It took Cortes a while to trust Alvarado again after that, but Tonatiuh was soon back in his commanders good graces and led one of the three causeway assaults in the siege of Tenochtitlan. Later, Cortes sent Alvarado to Guatemala. Here, he conquered the descendants of the Maya who lived there. Gonzalo de Sandoval, Cortes Right-Hand Man Gonzalo de Sandoval was barely 20 years old and without military experience when he signed on with the Cortes expedition in 1518. He soon showed great skill at arms, loyalty, and the ability to lead men, and Cortes promoted him. By the time the Spanish were masters of Tenochtitlan, Sandoval had replaced Alvarado as Cortes right-hand man. Time and again, Cortes trusted the most important assignments to Sandoval, who never let his commander down. Sandoval led the retreat on the Night of Sorrows, conducted several campaigns before the reconquest of Tenochtitlan, and led a division of men against the longest causeway when Cortes lay siege to the city in 1521. Sandoval accompanied Cortes on his disastrous 1524 expedition to Honduras. He died at the age of 31 of illness while in Spain.   Cristobal de Olid, the Warrior When supervised, Cristobal de Olid was one of Cortes more reliable captains. He was personally very brave and fond of being right in the thick of the fighting. During the Siege of Tenochtitlan, Olid was given the important job of assaulting the Coyoacn causeway, which he did admirably. After the fall of the Aztec Empire, Cortes began to worry that other conquistador expeditions would poach land along the southern frontiers of the former empire. He sent Olid by ship to Honduras with orders to pacify it and establish a town. Olid switched loyalties, however, and accepted the sponsorship of Diego de Velazquez, Governor of Cuba. When Cortes heard of this betrayal, he sent his kinsman Francisco de las Casas to arrest Olid. Instead, Olid defeated and imprisoned Las Casas. However, Las Casas escaped and killed Olid sometime in late 1524 or early 1525.   Alonso de Avila Like Alvarado and Olid, Alonso de Avila had served on Juan de Grijalvas mission of exploration along the gulf coast in 1518. Avila had the reputation of being a man who could fight and lead men, but who had a habit of speaking his mind. By most reports, Cores disliked Avila personally, but trusted his honesty. Although Avila could fight (he fought with distinction in the Tlaxcalan campaign and the Battle of Otumba), Cortes preferred to have Avila serve as an accountant and entrusted him with much of the gold discovered on the expedition. In 1521, before the final assault on Tenochtitlan, Cortes sent Avila to Hispaniola to defend his interests there. Later, once Tenochtitlan had fallen, Cortes entrusted Avila with the Royal Fifth. This was a 20 percent tax on all gold the conquistadors had discovered. Unfortunately for Avila, his ship was taken by French pirates, who stole the gold and put Avila in prison. Eventually released, Avila returned to Mexico and took part in the conquest of the Yucatan. Other Captains Avila, Olid, Sandoval, and Alvarado were Cortes most trusted lieutenants, but other men held positions of importance in Cortes conquest. Gerà ³nimo de Aguilar: Aguilar was a Spaniard marooned in Maya lands on an earlier expedition and rescued by Cortes men in 1518. His ability to speak some Maya language, coupled with the slave girl Malinches ability to speak Nahuatl and Maya, gave Cortes an effective way to communicate with Montezumas emissaries.Bernal Diaz del Castillo: Bernal Diaz was a footsoldier who participated in the Hernandez and Grijalva expeditions before signing on with Cortes. He was a loyal, dependable soldier, and had risen to positions of minor rank by the end of the conquest. He is far better remembered for his memoir The True History of the Conquest of New Spain, which he wrote decades after the conquest. This remarkable book is by far the best source about the Cortes expedition.Diego de Ordaz: A veteran of the conquest of Cuba, Diego de Ordaz was loyal to Diego de Velazquez, governor of Cuba, and even at one point attempted to subvert Cortes command. Cortes won him over, however, and Ordaz became a n important captain. Cortes even entrusted him to lead a division in the fight against Panfilo de Narvaez at the Battle of Cempoala. He was eventually honored with a knightship in Spain for his efforts during the conquest. Alonso Hernandez Portocarrero: Like Cortes, Alonso Hernandez Portocarrero was a native of Medellin. This connection served him well, as Cortes tended to favor people from his hometown. Hernandez was an early confidant of Cortes, and the slave girl Malinche was originally given to him (although Cortes took her back when he learned how useful she could be). Early in the conquest, Cortes entrusted Hernandez to return to Spain, pass along some treasures to the king, and look after his interests there. He served Cortes admirably, but made enemies of his own. He was arrested and died in prison in Spain.Martin Lopez: Martin Lopez was no soldier, but rather Cortes best engineer. Lopez was a shipwright who designed and built the brigantines, which played a crucial role in the siege of Tenochtitlan.Juan Velazquez de Leà ³n: A kinsman of Governor Diego Velazquez of Cuba, Velzquez de Leons loyalty to Cortes was originally dubious, and he joined a conspiracy to oust Cortes early in the campaign. Cortes eventually forgave him, however. Velazquez de Leon became an important commander, seeing action against the Panfilo de Narvaez expedition in 1520. He died during the Night of Sorrows.  Ã‚   Sources Castillo, Bernal Diaz Del. The Conquest of New Spain. Penguin Classics, John M. Cohen (Translator, Introduction), Paperback, Penguin Books, August 30, 1963. Castillo, Bernal Diaz Del. The True History of The Conquest of New Spain. Hackett Classics, Janet Burke (Translator), Ted Humphrey (Translator), UK ed. Edition, Hackett Publishing Company, Inc., March 15, 2012. Levy, Buddy. Conquistador: Hernan Cortes, King Montezuma and the Last Stand of the Aztecs. Hardcover, 1st edition, Bantam, June 24, 2008. Thomas, Hugh. Conquest: Montezuma, Cortes and the Fall of Old Mexico. Paperback, Reprint edition, Simon Schuster, April 7, 1995.

The State Should Take No Part in Employment Relations, Leaving It Essay

The State Should Take No Part in Employment Relations, Leaving It Entirely to Employers and Their Employees - Essay Example It is understandable that there are certain laws that have helped the workers in ensuring a stable income and has provided job security also. On the other hand, there are issues regarding the coalition’s perspective because it is believed that it is important to create legislation for supporting the success of businesses (Accel Team 2007). Therefore, the aspect from both the sides will be evaluated in context with the interference of the state in the employment relations. During the past two decades, the reform of employment relations has been considered as very significant to political and economic debate. In late 1980s, the process of enterprise bargaining was introduced by Hawke Labor government, with the support of union government, in order to decentralize the employments relations system. This paper will also analyze the modern workplace of Australia regarding employment relations. Arguments in favor of the state intervention It has been observed that the role of governm ent on the employment relations is very significant as it helps in setting up a legal framework that industrial relations operate. A proper legislation helps in identifying the requirements of both employees and employers, because the fact is that the employees and the employers both want to benefit from each other as they are reliant on each other. This states that it is necessary to recognize the equal bargaining power of the workers and the employers. The laws of employment relations should be appropriately implemented addressing any imbalance of power and both groups should be given equal degree of control. Proper legislation on the employment relations should allow a mixture of both collective and individual bargaining, as well as it should also support in facilitating employee participation in the regular decisions taken at the workplace. The state provides a structure and framework for employment relationship, which is formally controlled by the legislation to secure good emp loyment relations (Combet 2005). Australian modern workplace The main debate regarding the industrial relations in Australia is to organize and manage the labor practices. On the other hand, there is a difference in opinion of both the current government and the opposition in relation with the present industrial relations laws, and the main issues are concerned with the use of the third parties or unions, individualist and collectivist frames of reference and individual vs. collective bargaining. The proper employment relation laws are to protect minimum wage, outlaw discrimination, prevent the abuse of power by either party, and determine minimum standards of safety, health, hygiene, and minimum employment conditions (Bailyn and Fletcher 2002). In order to determine pay and other key conditions of the employment, government has used legislation to establish industrial tribunals tasked with the role in the past. The state has also played a key role in preventing and settling industr ial disputes. In the earlier times, the center of attention was on collective bargaining through unions and employers, in the region of minimum wages and conditions laid down by the tribunal. This model was created on the whole purpose and did not acquaint with the individual requirements of both employees and employers. But, presently, the legislation has altered to try and support better flexibility among workers and managers (Crosby 2002). If it is analyzed from both the

An examination of the role of cars and vehicles in Tim Winton's The Essay

An examination of the role of cars and vehicles in Tim Winton's The Turning - Essay Example The best illustration of all of these occurs with the characters Max, Raelene, and Sherry. The caravan park from â€Å"The Turning† is an example of how various vehicles are used to assume socioeconomic status. Different vehicles are assigned as residences to different groups of people. The surfers are relegated to the tents. They don’t even rate high enough on the social food chain to have any type of caravan due to their transient existence. The pop-up campers and Winnebagos, both easily removed, are reserved for the â€Å"old farts† (Winton) as well as the vacationers or travelers through the park. The permanent residents, fishermen from the nearby marina, generally reside in the aluminum caravans, mostly outdated and rundown. The gathering place for these residents, a circled group of old caravans where the single men as well as the disgruntled older fishermen go to drink and get high together, is referred to as the Cesspit, implying with its name the degradation of the acts performed there. All of the characters involved illustrate both their place in this world and in their own minds by the vehicles in which they reside. For instance, Sherry, the beautiful woman who befriends the downtrodden Raelene, and her husband live in their rented caravan for a month, only long enough for the two women to forge a bond before moving on to their brick home with nice furniture and indoor lavatories. Both the rented caravan as well as the house which she quickly moves to are immaculate, placing her and her husband in a social status well above the other residents of the park. The majority of the aluminum caravans are described as dirty, with cheap furniture, including car seats used as couches, the worst of these being the ones included in the Cesspit where the young and single fishermen live. The caravans in the Cesspit reek of the lower station of the residents as well as

Creativity in music and children learning in 3-5 years Annotated Bibliography

Creativity in music and children learning in 3-5 years - Annotated Bibliography Example Creativity in music helps children build their confidence. Children learn to be independent by taking the initiative of forming their own songs. This could be with the help of their parents or their teachers. Examples of these songs are songs on responsibility. The songs help children face the world by making them know their talents count.Creativity in music helps enhance the quality of a child’s life. This is by enabling the child express his or her ideas and experiences by the use of music. Examples of these songs are songs on trust. These songs help guard a child around strangers. A child will remember the message in the song and know what to do when a stranger talks to him or her.Creativity in music allows a child to express his or her feelings through music. When children are given a chance to be creative, they can openly say what they feel or think confidently. Examples of these songs are the ones on compassion. These songs teach them how to behave and how to handle them selves around grownups and around their friends. This book explains that nurturing a child’s talent at an early age is important. Children can use their musical talents to earn a living when they grow up. At these stages, children are usually curious and they are always looking for answers. This stage is not of serious study and exposing a child to critical theory, makes him or her loose the desire to learn. When asking a child, what he or she learnt in school, it is possible that the child will not have a clue of a hint.

Contributions of Science in Maintaining World Peace Essay Example for Free

Contributions of Science in Maintaining World Peace Essay Science has made great progress in recent times. Through science man has been able to conquer nature. He has acquired control over land, air and water. Time and distance have no meaning in this sputnik Age. Some people think that science is responsible for wars. It has placed in the hands of the man extremely destructive weapons. They may ruin the world completely. It may be true to some extent. But science has also contributed a lot towards world peace. Today very fast means of transport and communications are available. Armies can be moved from one place to another in no times. These forces check the advance of an enemy. Thus war is prevented. Big wars break out due to certain causes. Poverty, disease, hunger, etc. , are enemies of mankind. Some countries are rich while others are poor. Scientific inventions have given us valuable machines. With their help production has been increased manifold. Even the backward and poor countries have now begun to enjoy a better standard of living. The contribution of science to medical science is well known to everyone. Wonderful drops like penicillin, streptomycin, Chloromycetin, etc. , have been discovered. They have ensured long and healthy life to the people of the world. By removing such causes of war, science has helped in reducing the chances of a world war to the minimum. Small sparks lead to big conflagrations. Similarly minor internal disturbances within a country sometimes lead to big wars, but now-a-days the police and military can be sent to the spots of trouble within no time. Thus, internal peace is far more secure today than it ever was. Science has given very effective means of propaganda. The Radio, the Television, the News paper and the cinema are very powerful means of propaganda. Through them, the people of the world can easily know the horrible effects of modern warfare. Through cinema, pictures of horrors of war are shown to the people. Thus public opinion is created against war. This also helps in preventing war. Science has not reached the limits of its inventions even now. It is making even more starting inventions. It is now busy in acquiring control over outer space. Furthermore, man is today more conscious of necessity of world peace than ever before. He has begun to use his knowledge of science for peaceful purposes. Let us be optimistic that science enables us to banish war completely in the near future.

Growin Up In the Hood :: essays research papers

Growing Up In the Hood   Ã‚  Ã‚  Ã‚  Ã‚  Is it a coincidence that highly urbanized areas are full of crime and always statistically higher than small towns and rural areas? A child that is being brought up in a metropolitan area that is full of violent crimes is flooded in a sense and has nothing to do but to breath in some of the negative influences that go on around him. Therefore, I believe that the most influential scene in a child’s life is the neighborhood that he grows up in. Parents cannot constantly watch over their children, ask about whom they are hanging out with, constantly check where they are, and find out what they are getting themselves into? (Statistics p348)   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  When a child is growing up he is frequently asked what he is going to do for money when he gets older. The more this question is asked to them, the more they feel like they have to have money to be happy in life. After many tries of trying to make a stable life at a low paying job, a criminal life maybe more appealing to them at they may start living life under the gun. As stated by William Wilson in When Work Disappears, â€Å"Neighborhoods plagued by high levels of joblessness are more likely to experience low levels of social organization, they go hand in hand.† In Chicago for instance, in 1990 there was only one in three in the twelve ghetto communities that had held a job in a typical workweek of the year. When there are high rates of joblessness bigger problems surface such as violent crime, gang violence, and drug trafficking. (Wilson P356-362)   Ã‚  Ã‚  Ã‚  Ã‚  These crime-ridden communities (or ghettos) are springing up all through the country, mainly in and around major metropolitan areas. These areas are the most populated, so that means that within these areas are the most people there to be influenced by the crimes committed by fellow people. In Male's reading he shows statistics that prove the fact that once the poverty factor is taken away then teen violence disappears. He later adds, â€Å"That if America wants to rid of juvenile violence than serious consideration needs to be given to the societally inflicted violence of raising three to 10 times more youth in poverty than other Western nations.† (Males p386)   Ã‚  Ã‚  Ã‚  Ã‚  As stated by Elijah Anderson, â€Å"Just living in a low-income area gives most residents less hope for there own future.

Full Metal Jacket (1987) Essay

The Film: Pro-War or Anti-War? A question as to the war sentiments of this film can be most accurately answered through an analysis of Private Joker.   As his nickname suggests, the young marine is glib; using his sharp wit, average John Wayne interpretations, sense of irony and his readily apparent above-average intelligence to keep himself detached from the training and the Vietnam War.   It is as if he knows the futility of his actions, covers the meaninglessness of it all by going through the motions and yet uses his humor as a defense mechanism.   His message is clear:   It means nothing to me but I do it anyway. Hence, in answer to the question of whether the film is pro or anti war, I would have to say neither.   It does acknowledge both sides of story.   Its general message is not to preach, merely to tell a story or a situation like it is.   An illustration of this is how Private Joker wears a hat with the message ‘Born to Kill’ on it and at the same time sports a peace sign on his marine uniform.    In fact Private Joker himself put a name to the vacuum of opinion he (or man in general) is in:   the duality of man.   This philosophical concept, while very Jung-ishly technical is another way (at least in the film’s context) of putting confusion and hypocrisy.   It speaks of an inner battle being waged inside a man’s soul; not necessarily about good or evil, right or wrong†¦but more about belief. What is exactly that you believe in? Another illustration of this so-called duality is seen during the hazing of Gomer Pyle.   Once again the inner battle of Private Joker can be used as an anchor of this concept.   Initially, he hesitated in throwing the poor man a blow with his makeshift weapon.   In the end, however, he did land a few good hits.   The inner struggle can be seen later on when Joker covers his ears to drown our Pyle’s cries.   If Joker had been fully comfortable from the beginning with the physical hazing, I doubt that he would have bothered to cover his ears.   This just goes to show how one’s soul gets racked when one does something that half of him disapproves of. Portrayal of War What sets the film apart from other war movies is that it has a lot less drama.   There are no heart-wrenching one-liners.   It painted the circumstances of the war without the usual dramatic coatings that tug at one’s tear ducts.   On the other hand, it did not paint war either as fiercely brutal.   Like what I mentioned earlier, war was painted it like it was.   In that sense, one can say that the portrayal of war in this film is realistic.   It must be said however that if one has not experienced war first-hand, one can never really know what it is like. And even with that, each war is different.   Hence, all I can offer is my perception of the war that was portrayed in the film. War, with its shallow characteristics were equally portrayed along with the intricacies that usually accompany loss, brotherhood, bloodshed and self-realization.   One the one hand, Kubrick masterfully conveyed the message that war, from a soldier’s perspective, is merely about the survival, detached from the political machinations that caused it in the first place. Justifiable War   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In my opinion, the film does not touch upon issues of morality.   It makes no judgment calls.   What it does is bring all the ingredients of war into the mix and calls for the viewers to come up with their own conclusion.   There is, at least in my view, no hard and fast message about the justifiability of war that can be easily gleaned from this film.   Therefore, in answer to this question of whether or not the film viewed war as justifiable, one must look into each character. If one pegs the answer to the character of Animal Mother, war is justifiable—as long as one is the victor.   His character is of the opinion that war is the ultimate means to display one’s superior strength.   On the other hand, the character of Eightball pointed out that the Americans were in Vietnam to help the locals.   He was very miffed about the fact that the supposed beneficiaries of their aid were very ungrateful of it.   Therefore, through this perspective, it can be said that war can be justified if the cause is rooted in good intentions. Relationships among the characters   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Like all war movies, the concept of brotherhood plays a central role.   The ties of brotherhood were bound by the most powerful forces on earth: hardship, pain, loss and bloodshed.   It is amusing to note however, that even in the midst of war there were competitions being waged on the same side.   Although some of the competitions were outright obvious (i.e. Animal Mother and his Alpha-Male swagger towards Private Joker), others were less evident.   This highlighted one more characteristic of war.   While it is essentially about winning over the enemy, it is also about besting the rest of your team.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There is also the idea that one person is responsible for the next one.   Like most other responsibilities in life, this may not be a great gift but it must still be done.   Semper Fidelis (Always Faithful) says it all.   It speaks of a responsibility one man to another no matter the cost.   The burden is not always welcomed, like with Private Joker and Rafterman, but it is always there. The enemy   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   From the viewing of the film, I walked away with two concepts of the ‘Enemy’.   During their training days, I was of the conclusion that the enemy (as a general concept) was on some level respected.   This can be seen in the Marine’s Prayer when they recite that a line about shooting straight and narrow against the enemy.   The general idea is that while the enemy might be good, a Marine is always better.   However, there is still a begrudging respect accorded.   This respect to the potential abilities of the enemy is obvious from how hard the Marines train for combat.   Nothing is left to chance.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   However, during the war portions of the movie, I got the feeling that the soldiers overly relied on the idea that American Marines are the best that they underestimated the enemy.   It was amazing how they still displayed shock over the Tet Offensive.   It was of course masterful on the part of the Vietnamese fighters to lull the Americans into the false sense of security.   However, the Americans should have known better.   They completely underestimated their opponents and paid handsomely for the mistake. Reinforcing stereotypes   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In my opinion, the film mainly reinforces the stereotypes of machismo and women.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The stereotypes of the macho man, valued only for his brute strength is to a certain extent unavoidable—Full Metal Jacket is a war movie after all.   The stereotype of the soldier is reinforced as well: the image of an un-thinking, un-feeling killing machine that does not weigh any moral or ethical issues, believing only the sanctity of the command.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The role of women is viewed through a narrow lens as well.   There are only 2 women that make an appearance in the film:   a prostitute and a sniper.   The idea of Ann Margret, although she never made an appearance, can also be considered as a third role of women. The obvious implications of these three roles are far-reaching and will take more than 10 pages to fully discuss in detail.   However, it is quite obvious that the film also reflects the belief of the times that women, despite the many advances for the cause, could be viewed as either a prostitute, a treacherous killer or an object of sexual desire. Meaning to the wartime experience   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The first half of the film shows the harsh indoctrination of boys into angry, killing Marines.   The severe methods employed by the group’s drill sergeant left no room for innocence and self-assurance to survive.   These marines, although it was their training that hardened them, one can say that it was the war that wizened, matured them.   This can be clearly seen as we see how the central character (the narrator of sorts), Private Joker progresses during the film.

Give a man a fish and you feed him for a day, Teach a man to fish and you feed him for a lifetime”

Education is important because to get further in life, people need to be educated.. In the play â€Å"Pygmalion† by George Bernard Shaw, education is the most important theme within the play. Education is the key to success because without being educated, you cannot get a job and live a fulfilling r life. Education is shown throughout the play when the theme is introduced, developed and concluded through the thoughts, actions and decisions of the characters. Bernard Shaw shares the important message that education is the key to success, in the play â€Å"Pygmalion† because it creates opportunity and the ability to improve.To begin, the theme is introduced when Eliza is not educated and when she is selling flowers in the streets of London to make money. Firstly, Eliza realizes that without an education, she has no power/ social status. This is evident when Eliza says, â€Å"†¦ What’s that? That aint proper writing. I can’t read that. † (Shaw 14) . This is significant because, she realizes that she can’t read and to get the respect she wants, she needs to be educated. Furthermore,, people judge her on her lack of speech. This is evident when Mr. , Higgins says, â€Å"I can (read that). Cheer up, Keptin; n’baw ya flahr orf a pore gel.† (Shaw 14).This is significant because Mr. Higgins is making fun of her speech and judges her based on her appearance and lack of good English. All in all, the play demonstrates the idea that an education opens doors to opportunities and, to be successful, people need a proper education. Furthermore, the theme is developed when Eliza receives an education from Mr. Higgins. For example, Eliza goes to Higgins house to receive an education. This becomes clear to the reader when Eliza emphasises, â€Å"†¦ I’m coming to have lessons, I am. And to pay for em t?-oo: make no mistake† (Shaw26).This shows that she understands that by receiving lessons/education to i mprove herself, she knows that her life will improve and she will be able to get the job and respect that she wants. . She fully expects that with an improved education, she is able to transform into a member of a higher social class. For instance, Eliza fails at the garden party and gives herself away. This apparent when Eliza notes, â€Å"But it’s my belief they done the old women in† (Shaw60). Here the reader sees that she gives herself away because she doesn’t use high society grammar and speech.She goes back to her bad grammar by saying â€Å"†¦they done the old†¦Ã¢â‚¬ . Eliza goes back to her gutter grammar and does not use the proper grammar that Higgins taught her. She realizes that she has to listen and use the proper grammar to be able to be treated better. Overall, the theme of education develops when Eliza takes the initiative to change her life. The problem is that she changes herself to make other people happy instead of herself, and sh e loses her identity in the process. Moreover, the theme is concluded when Eliza gains an education and she is able to get a job.She realizes she has the power to do what she wants because her new found education has improved her life. This becomes clearer to the reader when Eliza remarks, â€Å"I’ll marry Freddy, I will, as soon as I’m able to support him† (Shaw 103). This tells us that Higgins doesn’t want her to marry Freddy but because she has an education, she has a right to fight for what she believes. By completing her education, she creates a middle class, where people can be educated and have a right to be educated.. Throughout her journey, Eliza realizes that happiness is found from within.This is apparent when Eliza says, â€Å"I’ll advertize it in the paper that your duchess is only a flower girl that you have taught† (Shaw104). From this, the reader can understand that Mr. Higgins won the bet and that it is possible for a poor g irl to get an education and become successful. Overall, this shows that education is the most vital theme and that education is the key to success. As a result, Eliza realizes that without an education, there is no happiness in life. Throughout the play, â€Å"Pygmalion† by Bernard Shaw, the author emphasises that education is the key to success.To be successful, one needs a good education and love for learning. With this, an individual will have a higher chance for getting a job. Education is emphasised when it is introduced, developed and concluded through the characters actions, thoughts and decisions. People who say that education is not important, have a lack of understanding of the power of education and will not go far in life. In contrast, people, who believe that education is important, will always go further in life because it opens doors and provides more opportunities that can better ones future.Overall, the play demonstrates the importance of having a strong iden tity in order to gain respect and become a valued member of society. . This is apparent when Terry Fox states, â€Å"Anything is possible if you try, dreams are made possible if you try†. ESSAY ROUGH COPY Name: Annie PendleburyTopic: Education Teacher: Ms. Hogeboom Audience: Anyone who is educated or not educated Course: ENG 1D1 Date: November 24 2011 Teach Him How to Fish, he Eats Forever Education is important because to get further in life, people you need to be educated. , to get a job and live properly.In the play â€Å"Pygmalion† by George Bernard Shaw, education is the most main themeimportant theme within the play. Education is the most important theme key to success because without beingan educateducatedion, you cannot get a job and live a fulfilling proper life. Education is shown throughout the play when the theme isit introduced, developed and concluded through the thoughts, actions and decisions of the characters. Bernard Shaw shares the important message that education is the ost important theme inkey to success, in the play â€Å"Pygmalion† because it creates opportunity and the ability to improve throughout the into, body and conclusion.To begin, the theme is introduced when Eliza is not educated and when when she is selling flowers in the streets of London to make money. Firstly, Eliza realizes that without an education, she has no power/ social status. This is evident when Eliza says, â€Å"†¦ What’s that? That aint proper writing. I can’t read that. † (Shaw, 14). This is significant because, she realizes that she can’t read and that to get the respect she wants, she needshas to be educated. Furthermore,Lastly, people judge her on her lack of speech. This is evident when Mr. , Higgins says, â€Å"I can (read that).. Cheer up, Keptin; n’baw ya flahr orf a pore gel. † (Shaw, 14). This is significant because Mr. Higgins is making fun of her speech and judges her based on her app earance and lack of good English. All in all, the play demonstrates the idea that an education opens doors too many pathsto opportunities and ,and, to be successful, people need a proper education. education is key to success. Furthermore, the theme is developed when. Eliza is receivingreceives an education from Mr. Higgins. For example, Eliza goes to Higgins house to receive an education.This becomes clear to the reader when Eliza emphasises, that â€Å"†¦ I’m coming to have lessons, I am. And to pay for em t?-oo: make no mistake† (Shaw, 26). This shows that she understands that by receiving lessons/education to improve herself, she knows that her life will improve and she will be able to get the job and respect that she wants. will be for her benefit. She fully expects that she will be able to pay for these lessons and that with anthe improved education, she is able to transform into a member of she will be higher ina higher social class.For instance, Eliza fail s at the garden party and gives herself away. This apparent when Eliza notes, â€Å"But it’s my belief they done the old women in† (Shaw, 60). Here the reader we sees that she gives herself away because she doesn’t use high society grammar and speech. She goes back to her bad grammar by saying â€Å"†¦they done the old†¦Ã¢â‚¬ . Eliza goes back to her gutter grammar and does not use the proper grammar that Higgins taught her. She realizes that she has to listen and use the proper grammar to be able to be treated better. Overall, education is developed throughout the character thoughts, actions and decisions.the theme of education develops when Eliza takes the initiative to change her life. The problem is that she changes herself to make other people happy instead of herself, and she loses her identity in the process. Moreover, the theme is concluded when†¦ Eliza has angains an education and she is able to get a job shejob. She realizes she has th e power to do whatever she wants when she has educationwhat she wants because her new found education has improved her life. This becomes clearer to the reader when Eliza remarks, â€Å"I’ll marry Freddy, I will, as soon as I’m able to support him† (Shaw, 103).This tells us that Higgins doesn’t want her to marry Freddy but since because she has an education, she has a right to fight for what she believes. By completing her education, do what she wants to do. Sshe creates a middle class, where people can have an educationbe educated and have a right to be educated.. Throughout her journey, Eliza realizes that Hhappiness is found from within. This is apparent when Eliza says, â€Å"I’ll advertize it in the paper that your duchess is only a flower girl that you have taught† (Shaw, 104).From this, the reader can understand that Mr.  Higgins won the bet and that it is possible for a poor girl to get an education and become successful. Overall, this shows that education is the most vital theme and that education is the key to success. and is the key to success. As a result, Eliza realizes that without an education, there is no happiness in life. Throughout the play, â€Å"Pygmalion† by Bernard Shaw, the author emphasises that education is the key to success. To be successful you need ana good education and a love for learning BECAUSE. Education is emphasiseds when it is introduced, developed and concluded. concluded through the characters actions, thoughts and decisions.People who say that education is not important bad, have no expectationsa lack of understanding of the power of education and will not go far in life. In contrast, People, who believe that education is importantgood, will always go further in life BECCAUSE. Overall, the play demonstrates the importance of having a strong identity in order to gain respect and become a valued member of society. So if ones believe, he can achieve. This is apparent when Terry Fox states, â€Å"Anything is possible if you try, dreams are made possible if you try†.ESSAY OUTLINE Name: Annie PendleburyTopic: Education Teacher: Ms.  Hogeboom Audience: Anyone who is educated or not educated Course: ENG 1D1 Date: November 24 2011 Engaging Title: Teach Him How to Fish, he Eats Forever INTRO Topic sentence: Education is important because to get further in life, you need to be educated, to get a job and life properly. Harness: In the play â€Å"Pygmalion† by George Bernard Shaw, education is the main theme. Thesis: Education is the most important theme because without an education, you cannot get a job and live a proper life. Arguments: Education is shown throughout the play when it introduced, developed and concluded through the thoughts, actions and decisions of the characters.Concluding sentence: Bernard Shaw shares that education is the most important theme in the play Pygmalion throughout the into, body and conclusion. Body: Number 1 TRA NSITION: Topic sentence: To begin, the theme is introduced when†¦ Eliza is not educated and she is selling flowers in the streets of London to make money. Point: Firstly, Eliza realizes that without an education, she has no power/ social status. Quotation: â€Å"†¦ What’s that? That aint proper writing. I can’t read that. † (Shaw,14). Significance: This is significant because, she realizes that she can’t read and that to get the respect she wants, she has to be educated.Point: Lastly, people judge her on her lack of speech. Quotation: â€Å"I can. Cheer up, Keptin; n’baw ya flahr orf a pore gel. † (Shaw,14). Significance: This is significant because Mr. Higgins is making fun of her speech and judges her based on her appearance and lack of good English. Concluding sentence: All in all, an education opens doors too many paths and , education is key to success. Body: Number 2 TRANSITION: Topic sentence: Furthermore, the theme is devel oped when†¦ Eliza is receiving an education Point: For example, Eliza goes to Higgins house to receive an education Quotation: â€Å"†¦ I’m coming to have lessons, I am.And to pay for em t?-oo: make no mistake†( Shaw, 26). Significance: This shows that she understands that by receiving lessons/education to improve herself will be for her benefit. She fully expects that she will be able to pay for these lessons and that with the improved education she will be higher in social class. Point: for instance, Eliza fails at the garden party and gives herself away Quotation: â€Å"But it’s my belief they done the old women in† (Shaw, 60).Significance: This is significant because she gives herself away because she doesn’t use high society grammar and speech. Concluding sentence: Overall, education is developed throughout the character thoughts, actions and decisions. Body: Number 3 Transition: Topic sentence: Moreover, the theme is concluded whenà ¢â‚¬ ¦ Eliza has an education and she is able to get a job Point: She realizes she has the power to do whatever she wants when she has education Quotation: â€Å"I’ll marry Freddy, I will, as soon as I’m able to support him† (Shaw, 103).Significance: This significant because Higgins doesn’t want her to marry Freddy but since she has an education she has a word in what she wants to do. Point: She creates middle class, where people can have an education. Happiness is found from with in Quotation: â€Å"I’ll advertize it in the paper that your duchess is only a flower girl that you have taught† (Shaw, 104). Significance: This shows that she is saying that Concluding sentence: Overall, this shows that education is the most vital theme and is the key to success.ConclusionTransition: As a result, Eliza realizes that without an education, there is no happiness in life. Thesis: Throughout the play â€Å"Pygmalion† by Bernard Shaw, the author emphasises that education is the key to success. Arguments: To be successful you need an education. Education is emphasises when it is introduced, developed and concluded. Final thought: People who say that education is bad, have no expectations and will not go far in life. People, who believe that education is good, will always go further in life. So if ones believes, he can achieve.