Martin Luther King Juniors Inspirational Speech, I’ve...

Can you imagine being in Martin Luther King Junior’s position in a hall or church somewhere speaking to people with the hope of challenging and inspiring them? I’ve Been to the Mountaintop is a speech made by Martin Luther King’s Junior or 3rd April 1968. It is a speech that presented a long term mission for the City of Memphis. It was a time when African Americans struggled with racial prejudices. There were inequalities whereby the African-Americans were forced to live separately from the whites. Martin Luther King believed that if they join hands together, African-Americans will be able to fight against the unfair inequalities. King wanted to inspire the people that they can achieve justice without the use of violence. Martin Luther King used elements of logos, ethos and pathos in his speech to inspire the audience. Martin Luther King uses ethos to grab the attention of his audience in his introduction where he says, is â€Å"am delighted to see each  œ here tonight† (King 3rd April 1968). He is very confident in delivering his speech because a large umber of people has turned up. Martin used words such as â€Å"victory†, â€Å"rightful place†, and â€Å"freedom† to create a sense of pathos in his audience. These words inspired his audience because the wanted that freedom and justice and through Martin’s inspiration that they can get it through non-violent means, they were convinced with his speech. In his speech, Martin speaks slowly, with lots of pauses and with great passion of what he

Financial Crisis Of 2008 Essay - 956 Words

With the Financial Crisis of 2008, many governments and regulators were forced to relook at their regulatory policies taking into consideration the innovations that the financial services world is continuously subject to. In European Markets particularly, the market was fragmented as well as the regulations were limited in scope. This called out for the need of MiFID II, which not only widens the scope of directive, but also addresses the issues which came out during the crisis. Given the directive, the global investment research industry is on the cusp of major disruption. While a plethora of issues confront both the buy- and sell-sides in the lead up to the implementation in January 2018, pricing appears to remain the key area of concern†¦show more content†¦With the MiFID II regulations to go-live shortly and a largely negative outlook for major sell-side players on the horizon, brokers will need to make bold decisions around their future business models. II. Introduction European Union (EU) observed Investment Services Directive from 1993 to protect its investors. However, with technological disruptions taking place, the directive became irrelevant. Hence, under circumstances of growing competition, EU came out with Markets in Financial Instruments Directive (MiFID) in 2004 to improve its competitiveness. The regulations, implemented in 2007, sought to create a single market for investment services and activities to ensure a high degree of harmonised protection for investors in financial instruments. Yet, the shortcomings of MiFID became evident during the financial crisis of 2008. To improve these weaknesses inherent in the MiFID structure, MiFID II was introduced to increase transparency in the system. While MiFID was focused on opening up markets to greater competition, MiFID II seeks to improve the business practices, and bring trading activities on to a transparent and organised trading venue. In doing so, MiFID II seeks to directly address major shortcomings that precipitated during the financial crisis, such as opacity in derivatives and other over-the-counter markets. One of the guidelines of MiFID II states that investment firmsShow MoreRelatedThe 2008 Financial Crisis Essay2289 Words   |  10 PagesIntroduction In 2008, the world experienced a tremendous financial crisis which rooted from the U.S housing market; moreover, it is considered by many economists as one of the worst recession since the Great Depression in 1930s. After posing a huge effect on the U.S economy, the financial crisis expanded to Europe and the rest of the world. It brought governments down, ruined economies, crumble financial corporations and impoverish individual lives. For example, the financial crisis has resulted inRead MoreThe 2008 Financial Crisis Essay1326 Words   |  6 Pagesintroduction The 2008 financial crisis led to a sharp increase in mortgage foreclosures primarily subprime leading to a collapse in several mortgage lenders. Recurrent foreclosures and the harms of subprime mortgages were caused by loose lending practices, housing bubble, low interest rates and extreme risk taking (Zandi, 2008). Additionally, expert analysis on the 2008 financial crisis assert that the cause was also due to erroneous monetary policy moves and poor housing policies. The federal governmentRead MoreFinancial Crisis 2008 Essay1160 Words   |  5 PagesJust after ten years of Asian financial crisis, another major financial crisis now concern for all developed and some developing countries is â€Å"Global Financial Crisis 2008.† It is beginning with the bankruptcy of Lehman Brothers on Sunday, September 14, 2008 and spread like a flood. At first U.S banking sector fall in a great liquidity crisis and simultaneously around the world stock markets have fallen, large financial ins titutions have collapsed or been bought out, and governments in even the wealthiestRead MoreEssay On The 2008 Financial Crisis964 Words   |  4 PagesThe 2008 financial crisis can be traced back to two factor, sub-prime mortgages and debt. Traditionally, it was considered difficult to get a mortgage if you had bad credit or did not have a steady form of income. Lenders did not want to take the risk that you might default on the loan. In the 2000s, investors in the U.S. and abroad looking for a low risk, high return investment started putting their money at the U.S. housing market. The thinking behind this was they could get a better return fromRead More2008 Financial Crisis Essay2286 Words   |  10 PagesQuestion 1 Hank Paulson played a critical role in the financial crisis of 2008. How did Mr. Paulson help create the environment that led up to the financial crisis? What mistakes did he make as Secretary of Treasury when he had to manage the financial crisis of 2008? Do you think Mr. Paulson acted as an unbiased Secretary of the Treasury or did his background at Goldman impact his thinking and his actions? As Secretary of Treasury, Hank Paulson’s lax supervision let too many subprime mortgageRead MoreEssay on Financial Crisis of 2008 Analysis528 Words   |  3 PagesIn 2008, the US experienced the traumatic chaos of a financial downturn, whose effects rippled throughout Europe and Asia. Many economists consider it the worst crisis since the Great Depression, and its alarming results are still seen today, a long six years later. Truly, the recession’s daunting size and formidable wake have left no one untouched and can only beg the question: could it have been prevented? The causes are manifold, but can be found substantially rooted in illogical investments andRead MoreEssay about The 2008 Financial Crisis3160 Words   |  13 PagesHave banks responded to the public accusation that the 2008 financial crisis was caused by a â€Å"crisis of character† in their industry by actively seeking candidates of integrity and character? There are two components to this research question: The first draws on strategic management research and the notion of organizational legitimacy and to what degree organizations operationally respond to public opinion; the second is the concept of â€Å"character,† what it means, how it is conceptualized, measuredRead MoreEssay The 2008 Irish Financial Crisis526 Words   |  3 PagesThe 2008–10 Irish financial crisis is a most important political and financial crisis in the Republic of Ireland, consider being responsible for the countrys fall into recession for the first time since the 1980s. The Ireland’s economy expanded rapidly during the Celtic Tiger years due to a low corporate tax rate, low ECB interest rates, and other systemic factors. Ireland has transformed in recent years from an agricultural focus to a modern knowledge economy, focusing on services and high-techRead MoreThe Bank of England and The 2008 Financial Crisis Essay610 Words   |  3 PagesDue to the 2008 financial crisis, the Bank of England employed quantitative easing (an unconventional monetary policy used to stimulate the economy) by cutting interest rates down to 0.5 % and has been keeping it until now. The Bank made the decision to keep QE and the interest rate unchanged in March. Spare capacity (the ability of a firm to produce more of a product than is now being produced) is used by the BoE to justify its use of forward guidance policy (a communicative tool for monetary policy)Read More2008 Financial Crisis: Icelands Then Now Essay examples1558 Words   |  7 PagesCauses of the Cri sis On September 15, 2008, the American bank Lehman Brothers, with holdings over 600 billion USD, filed bankruptcy. This was by far the biggest bankruptcy in U.S history and it marked the beginning and the largest financial crisis ever. How can one of the biggest banks in the world fail? How can a bankruptcy in US make someone on the other side of the world unemployed? The answer is Collateralized Debt Obligations (CDOs) and it all started by new innovations in the financial sector combined

Film and Television

Question: Write about theFilm and Television. Answer: According to Bordwell and Thompson, Classical Hollywood Cinema has a definitive style, which cannot be understood by the average spectator. It refers to the traditional filmmaking style that was established between 1920s and 1930s in Hollywood. The style was very much dominant in the western world among all the other styles that were adopted during that period. The plots in the movie maintain linearity all throughout the movie because of the editing style is continuous in nature and the action is based on the characters (Lay 2014). The features of this style of narrative are that it follows a three-act narrative structure that includes orientation, complication and resolution. The situation is presented and a disruption in the scenes is introduced where it is seen that the entire movie is based on solving the disruption. Another feature of this style is that it includes objective storytelling, which means that the audiences have a better knowledge than the characters in the films. In this way, it allows time for parallel editing as well. One of the main features is that the movies of this genre are mainly concerned with the individual characters, which is very different from the montage style that is present in Soviet Union filmmaking (Fabe 2014). The films of this genre have a strong character build up who tries to fulfill their goals and objectives that is being shown in the movie. The characters follow a hierarchical pattern where the protagonists come first followed by the antagonists and the minor characte rs after them. Mise-en-scene is another property where the main function is to produce realism in these films (Dunn 2016). Spatial time is another feature of this genre where the movement of the film is through time and maintains a straightforward flow of events episodically. According to Bordwell and Thompson, the movement through time and space has to be in action subordinately. The editing style is continuous in nature, where the changes in the shots are invisible in the eyes of the audience (Martin 2014). It means that it tend to hide the discontinuities that the viewer may claim as non-real. The progressions of the shots in this genre are basically elongated long shots (ELS), long shots (LS), mid-shots (MS) and close ups (CU). There are even point of view (POV) shots along with t he application of 180-degree camera rule. The use of three-point lighting and music helps in reinforcing the meaning in the films (Padilla 2016). With more than forty films under his credit, Alfred Hitchcock directed the movie The Birds (1963). This movie is considered to be one of his greatest films and one of his finest. The director made a transformation of the ignored creatures into a fearful and a destructive power by using the tricks that he had up in his sleeves. The narration through the camera in this film is to show the impact of birds when the characters in the movie are in intense conversation. The birds from the beginning dominate the entire movie where it can be seen that the establishing frame has a shot of the birds swooping down on the protagonist as the person is approaching the pet store. While being en route to the shop there is a whistle with a sound of birdcall when the camera pauses for a moment (Haeffner 2015). This makes the protagonist shift her vision towards the sky where it can be seen that the entire space is filled with birds in flight. When the actor is seen entering the pet store, another place , which is again surrounded by birds and the chirping madness is seen as a growing threat. The presence of the actor in the store signifies that she wants the possession of a rare bird, as all the birds are caged around her again signifies that they are under control of the humans. The climax of the movie shows that the protagonist is entirely caged under the birds that are attacking her (Bass 2015). In one of the scenes, it can be seen that the director uses the camera in a climbing frame, which shows that the birds are inescapable. It can be seen that the actress is on the playground where the jungle gym is on the backdrop. It is seen that the actor is petitely dressed and the ominous birds flock the background perched on the jungle gym. The birds in the movie are portrayed from an aerial point of view. This makes it look like the eyes of God, which drives the intensity of avian attacks (Brown 2014). The director of the movie follows the classical narrative approach very keenly as it plays with the mind of the audience. This is one of the important strategies of this genre where the screenplay is changed in a timely interval so that the audience cannot guess the climax. It considers that the viewer is affected from each of the scenes of the film. The characters in the film try to tease the viewer so that they keep the audiences desperate in wanting more. The director uses the darkened theatre in a way so that it helps in attracting the attention of the audience (Driscoll 2014). The director also uses the theory of proximity, which has helped him in planning the scenes of the movie. These helped in controlling the intensity and relaxation of the audience accordingly such as instead of relying on the instruments for music, the director uses the audience. The use of the camera has been done in an efficient manner, which allows the audience to be involved while the film tries to unearth the story that it is revolving around. He uses a lots of panning shots along with close-ups of the objects, which helps in explaining the elements that are present in the plot. After the era of silent film, when talkies were introduced, it was seen that the talking of the actors were centrally based and the art of visual storytelling was almost sent out of the picture. This made the use of camera more than just a way of using the camera, as it helped in depicting many things that were present in the film (McEntee 2014). According to Perry and Sederholm (2014), the use of montage in the movie helps in giving complete control over the mind of the audience. The impression that depicts strong violence are done by quick editing and when something important is happening in a particular scene, it is shown in close up so that the audience can relate the matter with themselves. The story has to be kept simple, as the audience does not want to memorize the entire movie or to identify the suspense beforehand. The director in the movie tries to keep it simple with the linear stories, which will help in making it easy for the audiences to follow the narrative. The story is not abstract in nature as it will make the audience bored and that is the reason why the use of spies and assassinations are a part of his movies. According to Pheasant-Kelly (2014), the narrative form that is followed in the scene is that the director has tried to setup the scene by establishing the protagonist in the first instance. This has been followed by the induction of the birds in the background, which is the dominating character in the entire movie. This has led to the introduction of the main conflict in the movie that is the protagonist with the antagonist. The development of the entire act is the next step where the director has created a sense of urgency by creating obstacles, which the actor has to cross through to complete his journey. After the completion of the resolution, the movie then moves towards the necessary climax point. This cause and effect relationship helps in propelling the main characters in the movie. This effect helps in involving the actions that acts as a force for the characters in introducing a new action in the scene. The resolution is the final element in the scene, where it helps in esta blishing the dramatic confrontation, which is derived from the main conflict. According to Padilla (2016), from the point of view of the audience, it can be seen that the director has maintained all the aspects that will make the movie pass as a classical narrative form. The director with respect to the angles and the camera movements has maintained the history that the Hollywood movies at that period were following. The main signature of the director is to make the plot as suspicious as possible, which helps in playing with the minds of the audience. This has left the audiences intrigued in the process and wanting to know more as to what will happen in the scenes in the later period. In this way, the director has tried to play with the minds of audiences, which was very much prevalent in that period. This cult helped the next generation in producing movies that were based on new narrative that was slowly developing for Hollywood to sustain in the future. Reference List Bass, T.W., 2015.Alfred Hitchcock: The Master of Adaptation(Doctoral dissertation, Brunel University London). Brown, N., 2014. Alfred Hitchcocks Missing Children: Genre, Auteurship, and Audience Address.Children in the Films of Alfred Hitchcock, p.11. Driscoll, P.A., 2014. The Hitchcock Touch: Visual Techniques in the Work of Alfred Hitchcock.International ResearchScape Journal,1(1), p.4. Dunn, J.T., 2016.The Representation of Disability in the Music of Alfred Hitchcock Films(Doctoral dissertation, The University of North Texas). Fabe, M., 2014.Closely watched films: an introduction to the art of narrative film technique. Univ of California Press. Haeffner, N., 2015.Alfred Hitchcock. Routledge. Lay, S., 2014. In many Alfred Hitchcock films, childrens primary significance resides in their relation to adults, and often, when children are accorded a measure of importance, it is when they are examined through a psychological lens. The Birds (1963) is no exception, as 11-year-old Cathy Brenner is usually discussed in relation to the.Children in the Films of Alfred Hitchcock, p.175. Martin, C., 2014. Its the End of the World!: The Influence of The Birds on the Evil Child Film. InChildren in the Films of Alfred Hitchcock(pp. 193-217). Palgrave Macmillan US. McEntee, J.T., 2014. The Futures Not Ours to See: How Children and Young Adults Reflect the Anxiety of Lost Innocence in Alfred Hitchcocks American Movies. InChildren in the Films of Alfred Hitchcock(pp. 31-46). Palgrave Macmillan US. Padilla, M.W., 2016.Classical Myth in Four Films of Alfred Hitchcock. Lexington Books. Perry, D.R. and Sederholm, C.H., 2014. Dark Adaptations.Hitchcock and Adaptation: On the Page and Screen, p.245. Pheasant-Kelly, F., 2014. Between Knowingness and Innocence: Child Ciphers in Alfred Hitchcocks Marnie (1964) and The Birds (1963).Children in the Films of Alfred Hitchcock, p.161.

The ending of the millennium could bring many prob Essay Example For Students

The ending of the millennium could bring many prob Essay lems to our technological society ; we have grown to rely on the most basic computer systems to make our lives convenient. In our attempts to streamline programming computer systems, we created a monster by using only the final 2-digits to represent a 4-digit year. Programmers were excited that they could save a couple of bytes of memory by cutting back the dates to 2-digit numbers. With the turning of the odometer, on December 31st, 1999, we possibly could be in for some major inconveniences to our daily lives. Religious broadcaster of the 700 Club television show, Pat Robertson said, we are looking at a man-made global crisis of such magnitude that nobody can assess it. The Christian Broadcasting Network has even issued a brochure about the millennium bug. Some religious leaders are saying that this could possibly be the end of the world, mankind would initiate Armageddon with there own technology (Szabo). Economist Ed Yardeni of Deutsche Bank in New York is at an extreme in predicting a 70 percent chance of a major recession (Samuelson). We will write a custom essay on The ending of the millennium could bring many prob specifically for you for only $16.38 $13.9/page Order now The problem, dubbed the Y2K bug, has been deemed so serious that there has even been an U.S. Senate committee appointed to investigate it. Experts anticipate that computers controlling everything from banks, elevators, power grids and automobiles will go on the fritz, due to the date confusion. This could theoretically mean some sort of extended power loss could occur in the middle of winter, and thousands of people could possibly lose their lives. Either from hypothermia or starvation; just imagine the mass confusion that could happen (Meeks). The United States has been furiously updating their computer-related systems, but we only house a small part of the problem. People sometimes forget of all the other countries in the world that use computer systems; the question of whether or not theyll be prepared remains to be seen. The total global cost of curing the Y2K bug is estimated to be in the neighborhood of 1.3 trillion dollars. Economies may be crippled across the globe causing a tidal wave effect (MSNBC News). Its not so much of how to fix the date problem; its finding the incorrect 2-digit dates that are contained in the millions of lines of computer program codes. Government agencies are going to be some of the hardest hit; for example, the estimated cost to Internal Revenue Service to fix 88,000 programs with 60 million lines of computer code is in the neighborhood of a billion dollars. If the deadline is not met, Late refunds, unprocessed returns, or faulty penalties for taxpayers could be the results, if forecaster s are correct (Charbonneau). Pat Robertson interviewed Edward Yourdon, a leading software consultant and co-author of Time Bomb 2000: What the Year 2000 Computer Crisis Means to You, said, Well, its fairly simple to explain. For the last 40 years, weve been deliberately programming computers to keep track of only the last two digits of the year because everybody knows the first two digits are 19. This is 1998, the next year is 1999, and the year after that is 00. Unfortunately, the computers will generally think that its 1900, rather than 2000, and as a result, will begin making a whole series of mistakes, ranging from fairly simple too possibly catastrophic. Weve been seeing one example lately, with the credit cards that are coming out now with a 00 expiration date, which a few restaurants and stores think is a credit card that expired in 1900 (Robertson). In the recent news reports the cost of fixing the Y2K bug seems to escalate everyday. In early December 1998 federal officials from the Office of Management and Budget and the Council on Year 2000 Conversion estimate the total cost of fixing the governments part of the problem is going to cost U. S. citizens 6.4 billion dollars (Hamblen). In august 1998 the cost was 5.4 billion, it would be pretty logical to say that the price tag could reach the 8 or 9 billion-dollar mark before the end of 1999. .u759b50811d7a879a2b9bf2ef56b39ccf , .u759b50811d7a879a2b9bf2ef56b39ccf .postImageUrl , .u759b50811d7a879a2b9bf2ef56b39ccf .centered-text-area { min-height: 80px; position: relative; } .u759b50811d7a879a2b9bf2ef56b39ccf , .u759b50811d7a879a2b9bf2ef56b39ccf:hover , .u759b50811d7a879a2b9bf2ef56b39ccf:visited , .u759b50811d7a879a2b9bf2ef56b39ccf:active { border:0!important; } .u759b50811d7a879a2b9bf2ef56b39ccf .clearfix:after { content: ""; display: table; clear: both; } .u759b50811d7a879a2b9bf2ef56b39ccf { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u759b50811d7a879a2b9bf2ef56b39ccf:active , .u759b50811d7a879a2b9bf2ef56b39ccf:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u759b50811d7a879a2b9bf2ef56b39ccf .centered-text-area { width: 100%; position: relative ; } .u759b50811d7a879a2b9bf2ef56b39ccf .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u759b50811d7a879a2b9bf2ef56b39ccf .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u759b50811d7a879a2b9bf2ef56b39ccf .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u759b50811d7a879a2b9bf2ef56b39ccf:hover .ctaButton { background-color: #34495E!important; } .u759b50811d7a879a2b9bf2ef56b39ccf .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u759b50811d7a879a2b9bf2ef56b39ccf .u759b50811d7a879a2b9bf2ef56b39ccf-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u759b50811d7a879a2b9bf2ef56b39ccf:after { content: ""; display: block; clear: both; } READ: Renaissance Food EssayIn quarterly report released on December 8th 1998 from the Office of Management and Budget and the Council on Year 2000 Conversion, they stated that Of 6,696 federal mission-critical systems, 61% are year 2000 compliant. Currently only six federal agencies (The Departments of Defense, Energy, Health and Human Services, Transportation, State and the Agency for International Development) are making adequate progress (Hamblen). The legitimacy of the year 200 problem has never really been doubted by those who have an understanding of how computer systems operate, its just a wonder that we procrastinated this long to take any action on it. Maybe its because people deny what they dont like; the issue lacked political sex appeal; people assumed someone would fix the problem for us. If our current actions would have started back in 1995, very few of us would be panicking, and we could all be preparing to enjoy the New Years celebration. Well, its a little late now Here is excerpt from Robert Samuelsons article, Y2K Denial that really sums up what is happening with this issue:The year 2000 computer glitch may be the ultimate vindication of a 1959 essay titled The Two Cultures and the Scientific Revolution by the British scientist and novelist C. P. Snow. The rise of science and technology, Snow said, was splintering society into two broad groups, those who did and didnt understand science. Increasingly, these gro ups couldnt relate or talk to each other. As they drift apart, he wrote, no society is going to be able to think with wisdom. Well, the Year 2000 (or Y2K) problem is a splendid example of unwisdom, But Snows essay foretold the larger cause. Most people have no conception of science and technology, he wrote. The general public is tone-deaf, he continued, over an immense range of intellectual experience, and as with the tone-deaf, they dont know what they miss. So the technologists making the warnings could not really talk with their intended audience. The result is that whatever damage Y2K does, the wound will be mostly self-inflicted (Samuelson). Some many people do not have an understanding of what a great impact this could have on our everyday lives. I think of what if I tried to going to the ATM machine to get money, and what do you know it says that you have zero dollar balance. Something that I have wanted to try was talking on the phone at about 5 minute to midnight and then have the year change from 1999 to 1900, conceivably this could be a 100 year phone call. Even at AT ; Ts rates of 10 cents a minute that phone call could cost anywhere in the neighborhood of 52 million dollars. A number of things could happen, for the moment these are just theories, who knows, January 1st, 2000 could come with out a problem. We could also spend much of the next year wondering whether the Y2K problem is a genuine menace or just a bad techno-joke. One thing is for sure, we have to wait and see what happens and be careful not create our own disaster. Works CitedCharbonneau, Mellisa. Battling the Millenium Bug. CBN News. 04 Mar. 1998. http://www.cbn.org/news/stories/980304.asp (09 Dec. 1998). Hamblen, Matt. Study prices federal Y2K work at $6.4B. Computerworld. 09 Dec. 1998. http://www.computerworld.com/home/news.nsf/all/9812093y2k (09 Dec. 1998). Meeks, Brock N. Optimism over millennium bug. MSNBC News. 31 Jul. 1998. http://www.msnbc.com/news/184535.asp (30 Nov. 1998). MSNBC News. The millennium bug 1998. http://www.msnbc.com/news/188031.asp (30 Nov. 1998). Robertson, Pat. Countdown to Chaos: Preparing for 2000. CBN News. 23 Mar. 1998. http://www.cbn.org/news/stories/980323.asp (09 Dec. 1998). Samuelson, Robert J. Y2K Denial. The Washington Post. 09 Dec. 1998http://www.washingtonpost.com/wp-srv/WPlate/1998-12/09/010l-120998-idx.html (09 Dec. 1998). Szabo, Liz. Robertson says stock up to prepare for Year 2000. 16 Oct. 1998. .udbf6daedd143420873240ecfb17a06d2 , .udbf6daedd143420873240ecfb17a06d2 .postImageUrl , .udbf6daedd143420873240ecfb17a06d2 .centered-text-area { min-height: 80px; position: relative; } .udbf6daedd143420873240ecfb17a06d2 , .udbf6daedd143420873240ecfb17a06d2:hover , .udbf6daedd143420873240ecfb17a06d2:visited , .udbf6daedd143420873240ecfb17a06d2:active { border:0!important; } .udbf6daedd143420873240ecfb17a06d2 .clearfix:after { content: ""; display: table; clear: both; } .udbf6daedd143420873240ecfb17a06d2 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .udbf6daedd143420873240ecfb17a06d2:active , .udbf6daedd143420873240ecfb17a06d2:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .udbf6daedd143420873240ecfb17a06d2 .centered-text-area { width: 100%; position: relative ; } .udbf6daedd143420873240ecfb17a06d2 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .udbf6daedd143420873240ecfb17a06d2 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .udbf6daedd143420873240ecfb17a06d2 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .udbf6daedd143420873240ecfb17a06d2:hover .ctaButton { background-color: #34495E!important; } .udbf6daedd143420873240ecfb17a06d2 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .udbf6daedd143420873240ecfb17a06d2 .udbf6daedd143420873240ecfb17a06d2-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .udbf6daedd143420873240ecfb17a06d2:after { content: ""; display: block; clear: both; } READ: Jackie Robinson 4 Essayhttp://www.pilotonline.com/news/nw1016pat.html (30 Nov. 1998).

Critique of The signalman by C. Dickens and Harry by R. Timperley †English Essay

Critique of The signalman by C. Dickens and Harry by R. Timperley – English Essay Free Online Research Papers Critique of The signalman by C. Dickens and ‘Harry’ by R. Timperley English Essay After reading ‘The signalman’ by C. Dickens and ‘Harry’ by R. Timperley I believe ‘Harry’ is a better ghost/horror story as it evokes more human fear by Timperley using elements of safeness and security as chilling clues as to who Harry really is. ‘The signalman’ is about a man working in a pre twentieth century train station. It starts with a combination of posing a puzzle and plunging into the action as it begins with speech from an unknown character. The story progresses to reveal the train worker has been visited by a ghost who brings premonitions of death. In the complication, when their life’s become involved with each others, the train worker speaks of the sightings to the traveller who then says he will come back to visit him the next day, when he does the train worker is dead and when his colleague describes how he attempted to warn him it is the same actions as the spectre had been making. In ‘Harry’ Christine James, adopted daughter of Mrs James, starts talking to a mystery shadow in her garden as Mrs James’ concern grows she seeks help from many different sources but each time is met by a rational voice or at times anger from her husband. Eventually she asks for information from the adoption agency that tells her Christine came from a family where her brother was named Harold. She then speaks with an elderly woman who claims to have known Harold; she says he will not rest until he has Christine with him. When Mrs James realises she is late to pick up Christine from her first day at school she arrives to find Harry has already been to the school and taken Christine. In both stories there were many examples of descriptive writing and literary devices to evoke an appropriate atmosphere for the story. In ‘The signalman’ the writer portrays the sun as an enemy by writing; ‘ So steeped in the glow of an angry sunset.’ The use of the word ‘angry’ suggests the sun is against the travelling man and does not want him to go any further. This quote also creates images of danger. The device Charles Dickens has used her is personification as I believe he wanted to capture the thought that the weather is acting as an almost human enemy. Also in ‘The signalman’ he describes body language in detail: ‘He had his left hand at his chin, and that left elbow rested on his right hand crossed over his breast.’ This passage emphasises the train workers reluctance to speak with the traveller and creates a clear picture of the man’s hostility towards people that may want to approach him. It also makes the man seem quite unfriendly and suspicious. Charles Dickens uses alliteration to vividly describe an oncoming train. Dickens does this to emphasise the inhospitable atmosphere, he writes; ‘ Just then, there came a vague vibration in the earth and air, quickly changing into a violent pulsation,’ This is alliteration of the ‘v’ sound that allows you to almost hear the train emphasising the hollow atmosphere. This quote also incorporates senses as you can hear the sound the train is making and therefore can to some extent relate to what the traveller must be thinking about the surrounding environment. Dickens further evokes a dangerous, unpleasant and damp atmosphere by using specific individual words, he writes; ‘ The cutting was extremely deep, and un- usually precipitate. It was made through a clammy stone that became oozier and wetter as I went down.’ The word ‘oozier’ allows you to imagine the true extent of the dangerous wet conditions the traveller faces. The word oozier is also onomatopoeia that means the senses are involved when reading this passage as you can almost hear and feel the clammy stone squelching on his way down. The fact that the description of the journey to the signalman is relatively long means it gives the traveller enough time to question the signalman’s behaviour. This passage is an example of good descriptive writing as it incorporates all senses to evoke an inhospitable and dangerous environment. Charles Dickens also employs personification and alliteration to describe the shock the traveller feels when the signalman tells him of a recent death he has witnessed, he writes; ‘I could think of nothing to say, to any purpose, and my mouth was very dry. The wind and the wire took up the story with A long lamenting wail.’ The alliteration of ‘w’ and ‘l’ emphasises the empty hollow sound of the whistling wind. This clearly portrays the horror the traveller feels at the death. Dickens describing the traveller’s mouth as ‘dry’ reinforces the fear he feels at that point and allows the reader to create an image of the shocked traveller. R. Timperley also employs clever literary devices and descriptive writing to evoke an atmosphere. On the first page of the story Timperley uses a realistic description to create a vivid picture of Chris, she writes; ‘her little plump legs defenceless and endearing beneath the too short blue cotton skirt.’ This description allows you to imagine a clear picture of Chris’ short legs and ill fitting clothes therefore emphasising her innocence and age. This passage also makes readers understand Chris’ vulnerability and is an insight into Mrs James’ view of Christine. The writer also uses a clever realistic use of dialogue, Timperley writes: ‘Hello,’ she said. ‘I hoped you’d come †¦. Because I like you. How old are you? †¦ I’m only five and a piece †¦. I’m not A baby!’ The realism of this conversation means it is hard for Mrs James to be consoled by a rational voice, as it is difficult for Mrs James to imagine a five year old acting out such a realistic conversation by herself. This dialogue also allows the story to move on a step as Mrs James’ concern grows. The writer of ‘Harry’ uses normal everyday activities to show the gap developing between Chris and Mrs James: ‘Chris ran ahead of me. She looked up as if at someone beside her. For a brief, dreadful second, I saw a shadow on the pavement alongside her own- a long, thin shadow- like a boy’s shadow.’ This quote starts off by emphasising the distance forming, both mentally and physically, between Mrs James and Chris by writing Chris runs ahead yet also acts as provider of several chilling clues to showing Harry may be real. This passage is particularly powerful as Timperley uses dashes before describing the shadow and figure to prolong suspense and evoke real human fear. R. Timperley also writes that Chris talks of Harry while doing normal routine activities: ‘Harry’s my brother. He says so.’ She bent over the glass of milk and emerged with a smeary top lip. Then she grabbed at the biscuits. At least ‘Harry’ hadn’t spoilt her appetite!’ This quote emphasise the fact Mrs James no longer feels safe from Harry no matter where she is or what she is doing. Towards the end of this passage the writer puts Harry in inverted commas to suggest he has spoilt many aspects of their lifes. This quote is also another example of fear being found in comparative normality. Another example of good descriptive writing is when Timperley describes Chris’ attitude towards Mrs James: ‘Chris, stop this nonsense! Stop it!’ I struck her sharply on the arm. Her Crying ceased immediately. She stared At me, her blue eyes wide open and frighteningly cold. She gave me an adult stare that made me tremble.’ This demonstrates the contempt Chris begins to feel for Mrs James as she refuses to entertain the idea of Harry being real through her own fear. The quote also shows how Mrs James feels she can only express her thoughts of Harry to Chris through violence and outbursts of anger. Timperley uses personification twice to describe the white roses, she writes: ‘The roses glared whitely’ and ‘The white roses danced before my eyes and turned red.’ The first example of personification portrays a vivid picture of the roses to emphasise their importance in the story. In the second example personification is used to show the roses to be an almost human enemy and is used to describe when Mrs James collapses with fear and sunstroke. The writer says the roses turn red to symbolise danger and loss. The writer of ‘Harry’ uses a simile to describe the sun’s rays hitting Mrs James and the panic she faces, Timperley writes: ‘ The sun struck me like a hot blade.’ This simile is used as it compares the sun to a weapon that is cutting into Mrs James. The simile is also describes the sun as an enemy to emphasise Mrs James’ isolation and need for help. Both story beginnings were effective as both posed a puzzle and made the reader want the opening questions answered. In ‘Harry’ Timperley starts the story with a short sentence that immediately provokes a reaction: ‘Such ordinary things make me afraid.’ This statement provokes a reaction due to the fact that as readers we are curious to know what has made Mrs James afraid of ordinary things. Also in ‘Harry’ the brief description of the things Mrs James is afraid of intrigues readers: ‘Sunshine. Sharp shadows on the grass. White roses. Children with red hair. And the name- Harry. Such an ordinary name.’ Timperley has written the list with full stops in between each fear to emphasise their importance and so they do not detract fear from each other. This is also a good way to begin a story as the list consists of seemingly inoffensive things that have provoked an obsessive fear in Mrs James. In ‘The signalman’ Dickens uses a combination of plunging into the action and posing a puzzle to begin the story, he writes: ‘HALLOA! Below there!’ Beginning the story with speech was effective as it meant readers wanted to know where it came from and to who it was intended. Also in ‘The signalman’ readers want to find out the reason for the signalman’s strange behaviour, Dickens writes: ‘One would have thought that he could not have doubted from what quarter the voice came; but, instead of looking up to where I stood on the top of the steep cutting nearly over his head, he turned himself about and looked down the line.’ This is an effective beginning as it poses many questions to both readers and the traveller not only making you want to read on but allowing you to feel you can relate and have something in common with the traveller, a key character, meaning you want to start out on a journey along with him. In both ‘The signalman’ and ‘Harry’ there are many cases of tension and fear building up to provoke a reaction in characters and readers. In ‘The signalman’ tension and fear is built up due to the signalman’s strange behaviour, Dickens writes: ‘He twice broke off with a fallen colour, turned his face towards the little bell when it did NOT ring, opened the door of the hut and looked out towards the red light near the mouth of the tunnel.’ This builds up tension and fear as there is no rational explanation for the signalman’s behaviour and is a chilling insight into his insecurities which means the reader and traveller feel unsafe and are forced to be taken out of their secure environment. This passage is also an example of tension and fear building up as in the story the signalman is described as good at his job and intelligent so when he begins to react strangely to everyday occurrences it becomes even more curious. Also in ‘The signalman’ tension is built up when the train worker admits he used to be a contented man but now is not, Dickens writes: ‘You almost made me think that I have met with a contented man.’ ‘I believe I used to be so,’ he rejoined, in the low voice in which he had first spoken; ‘but I am troubled, sir, I am troubled.’ This is a good example of tension and fear building up as the signalman tells the traveller ha is ‘troubled’ but does not specify why he is which leaves readers to imagine what it could be and to piece together previous clues. Tension and fear is also built up when the signalman quizzes the traveller about his previous actions, which the train worker views as suspicious for an unknown reason, Dickens writes; ‘What made you cry ‘Halloa below there! Tonight?’ ‘Heavens knows,’ said I ‘I cried something to that effect-‘ ‘Not to that effect, sir. Those were the very words. I know them well.’ Tension is built up here as what the traveller sees as innocent words of greeting the train worker views as sinister. This quote also builds up tension and fear due to the fact that as readers we know something is wrong but we are not clear on what so this passage leaves us to dread what we read next. Tension and fear is also built up effectively in ‘Harry’ by R. Timperley. In ‘Harry’ tension and fear is built up from the very beginning as at the start of the story, Timperley writes: ‘And the name – Harry. Such an ordinary name. Yet the first time Christine mentioned the name, I felt a premonition of fear.’ This builds up fear as we know nothing of Harry at this point however Mrs James already expresses how feared he is by her. This quote is also chilling due to the element of fear being found in such a normal name making readers feel vulnerable aswell as Mrs James. Tension and fear is also built up when Chris mentions Harry for the first time. The story says: ‘She said: ‘I must go in now. Goodbye.’ Then walked slowly towards the house. ‘Chris, who were you talking to?’ ‘Harry,’ she said.’ Fear develops here as Mrs James is unaware of who Harry is which indicates something is not right and makes readers wonder why Christine is so at ease with him. Another example of tension and fear developing is when physical evidence of Harry begins to become apparent, Timperley writes: ‘Chris ran ahead of me. She looked up as if at someone beside her. For a brief, dreadful second, I saw a shadow on the pavement alongside her own- a long, thin shadow- like a boy’s shadow.’ Fear is built up here as seeing physical evidence of Harry means it is no longer as easy to be consoled by rational voices. Fear and tension also develops here as the shadow also fits previous descriptions given by Christine. ‘The signalman’ and ‘Harry’ share many similarities in order to evoke fear and insecurities. In both stories there is examples of rational voices attempting to console Mrs James and the train worker. In ‘The signalman’ the traveller acts as the rational voice. Once the train worker has told the traveller of the sightings, he says: ‘Why, see,’ said I how your imagin- ation misleads you.’ This is an attempt by the traveller to console the signalman. He tries to do this by suggesting the spectre is all in his mind and that the ghost does not really exist. The traveller also plays down the fear he feels by using informal language and a friendly tone. In ‘Harry’ there is also evidence of rational voices, one is Dr Webster. He says: ‘You see, every child needs company of her own age, and if she doesn’t get it, she invents it.’ This quote shows the doctor trying to console Mrs James by suggesting Chris has simply created an imaginary friend. In both cases the rational voices only relax the characters momentarily until they discover yet another clue to who Harry and the spectre really is. Both stories are also similar as Mrs James and the signalman feel isolated in their fear and pain and think there is no one who can truly understand their situations. In ‘Harry’ Mrs James feels she cannot speak to Mr James too much as in the past it has provoked anger and only served in making Mrs James feel foolish and isolated further. In ‘The signalman’ the train worker cannot inform his senior colleagues of his sightings as he believes they will think of him as mad and unfit to do his job any longer. Also in both stories readers and fellow characters begin to question both the signalman and Mrs James’ state of mind as their sightings torment them further, however, this is still not picked up on by the people closest to them. Stephen King would of approved of both ghost stories as they both met king’s criteria of what makes a good fictional ghost/horror story. Throughout ‘Harry’ Stephen king comment D applies, that states: ‘Horror fiction is a cold touch in the midst of the familiar, and good horror fiction applies this cold touch with sudden unexpected pressure.’ This comment applies as Timperley writes: ‘Even in the comparative security of the house- the house so strangely cold in this hot weather- I never let her out of my sight.’ This passage complies with King as Mrs James no longer feels safe in her own home due to Harry. This is effective as it makes readers not just characters feel insecure. King would also approve as Mrs Kings fears now reside in the familiar aswell as the unknown. R. Timperley’s ‘Harry’ also complies with Stephen King comment A: ‘They are all stories where the past eventually becomes more important than the present.’ This is applicable in ‘Harry’ as Mrs James becomes extremely concerned by Chris’ past, Timperley writes: ‘Who is this little loved stranger I’ve taken as a daughter? Who Is Christine?’ This is an example of Chris’ past becoming more vital than the present as it could hold an explanation of who Harry is and why Christine has become so obsessed with the idea of her new brother. In ‘The signalman’ Stephen King comment A also applies, Dickens writes: ‘Not to that effect, sir. Those were the very words. I know them well.’ This is a good example of the past becoming more important than the present as the root of the signalman’s suspicions of the words spoken by the traveller are from events previous to the traveller’s arrival. ‘The signalman’ also incorporates Stephen King comment C: ‘Horror stories are best when they are ambiguous and low key and restrained.’ This applies to ‘The signalman’ as the face of the spectre can never actually be seen by the train worker: ‘I never saw the face. The left arm is across the face, and the right arm is waved.’ This allows the reader to use imagination which means their worst fears can be seen in the ghost instead of someone else’s interpretation. It is also so there is still a mystery as to who or what the sighting is. ‘The signalman’ has a clever and very final ending. The traveller returns to find the signalman dead, he had been knocked down by a train after the driver had attempted to warn him by making the same hand gestures as the spectre. The signalman had been so scared by what he thought was the spectre he could not he could not avoid the oncoming train. This was an effective ending as it was powerful and had a clever twist. However, I felt ‘Harry’ had a better ending as it evoked more human fear due to the ambiguity of Harry and desperation of Mrs James. ‘Harry’ ends with Mrs James arriving late to pick Chris up, once she eventually arrives Chris’ teacher informs her Chris’ bother, Harry, has already been to collect her. The story finally ends with life going on around Mrs James although she personally still lives in fear of normal ordinary things. Both stories end with the main characters, Mrs James and the signalman, being left in isol ation. In conclusion I preferred ‘Harry’ as it evoked a sense of human fear by placing danger and insecurity in usually safe environments. However, both ‘The signalman’ and ‘Harry’ met important criteria needed in the writing of a good ghost/horror story. The stories achieved this by taking the element of safety out of normal everyday places and making the feared ghosts ambiguous and low key. Research Papers on Critique of 'The signalman' by C. Dickens and ‘Harry’ by R. Timperley - English EssayLifes What IfsQuebec and CanadaHonest Iagos Truth through DeceptionHip-Hop is ArtWhere Wild and West MeetComparison: Letter from Birmingham and Crito19 Century Society: A Deeply Divided EraTwilight of the UAWThe Relationship Between Delinquency and Drug UseStandardized Testing

Follow the evolution of the road from path to pavement

Follow the evolution of the road from path to pavement The first indications of constructed roads date from about 4000 BC and consist of stone-paved streets at Ur in modern-day Iraq and timber roads preserved in a swamp in Glastonbury, England. Late 1800s Road Builders The road builders of the late 1800s depended solely on stone, gravel, and sand for construction. Water would be used as a binder to give some unity to the road surface. John Metcalfe, a Scot born in 1717, built about 180 miles of roads in Yorkshire, England (even though he was blind). His well-drained roads were built with three layers: large stones; excavated road material; and a layer of gravel. Modern tarred roads were the result of the work of two Scottish engineers, Thomas Telford and John Loudon McAdam. Telford designed the system of raising the foundation of the road in the center to act as a drain for water. Thomas Telford (born 1757) improved the method of building roads with broken stones by analyzing stone thickness, road traffic, road alignment, and gradient slopes. Eventually, his design became the norm for all roads everywhere. John Loudon McAdam (born 1756) designed roads using broken stones laid in symmetrical, tight patterns and covered with small stones to create a hard surface. McAdams design, called macadam roads, provided the greatest advancement in road construction. Asphalt Roads Today, 96% of all paved roads and streets in the U.S. - almost two million miles - are surfaced with asphalt. Almost all paving asphalt used today is obtained by processing crude oils. After everything of value is removed, the leftovers are made into asphalt cement for pavement. Man-made asphalt consists of compounds of hydrogen and carbon with minor proportions of nitrogen, sulfur, and oxygen. Natural forming asphalt, or brea, also contains mineral deposits. The first road use of asphalt occurred in 1824 when asphalt blocks were placed on the Champs-Élysà ©es in Paris. Modern road asphalt was the work of Belgian immigrant Edward de Smedt at Columbia University in New York City. By 1872, De Smedt had engineered a modern, well-graded, maximum-density asphalt. The first uses of this road asphalt were in Battery Park and on Fifth Avenue in New York City in 1872 and on Pennsylvania Avenue, Washington D.C., in 1877. History of Parking Meters Carlton Cole Magee invented the first parking meter in 1932 in response to the growing problem of parking congestion. He patented it in 1935 (US patent #2,118,318) and started the Magee-Hale Park-O-Meter Company to manufacturer his parking meters. These early parking meters were produced at factories in Oklahoma City and Tulsa, Oklahoma. The first was installed in 1935 in Oklahoma City. The meters were sometimes met with resistance from citizen groups; vigilantes from Alabama and Texas attempted to destroy the meters en masse. The name Magee-Hale Park-O-Meter Company was later changed to the P.O.M. company, a trademarked name made from the initials of Park-O-Meter. In 1992, POM began marketing and selling the first fully electronic parking meter, the patented APM Advanced Parking Meter, with features such as a free-fall coin chute and a choice of solar or battery power. By definition, traffic control is the supervision of the movement of people, goods, or vehicles to ensure efficiency and safety. For example, in 1935, England established the first 30 MPH speed limit for town and village roads. Rules are one method of controlling traffic, however, many inventions are used to support traffic control. For example, in 1994, William Hartman received a patent for a method and apparatus for painting highway markings or lines. Perhaps the best known of all inventions related to traffic control is traffic lights. Traffic Lights The worlds first traffic lights were installed near Londons House of Commons (intersection of George and Bridge Streets) in 1868. They were invented by J.P. Knight. Among the many early traffic signals or lights created the following are noted: Earnest Sirrine of Chicago, Illinois patented (976,939) perhaps the first automatic street traffic system in 1910. Sirrines system used the nonilluminated words stop and proceed.Lester Wire of Salt Lake City, Utah invented (unpatented) electric traffic lights in 1912 that used red and green lights.James Hoge patented (1,251,666) manually controlled traffic lights in 1913, which were installed in Cleveland, Ohio a year later by the American Traffic Signal Company. Hoges electric-powered lights used the illuminated words stop and move.William Ghiglieri of San Francisco, California patented (1,224,632) perhaps the first automatic traffic signal using colored lights (red and green) in 1917. Ghiglieris traffic signal had the option of being either manual or automatic.Around 1920, William Potts a Detroit policeman invented (unpatented) several automatic electric traffic light systems including an overhanging four-way, red, green, and yellow light system. The first to use a yellow light. Garrett Morgan received a patent for an inexpensive to produce manual traffic signal in 1923. Dont Walk Signs On February 5, 1952, the first Dont Walk automatic signs were installed in New York City.

Foundation of scholarship Essay Example | Topics and Well Written Essays - 500 words

Foundation of scholarship - Essay Example 1)" and the end of nation states. Since the time of their emergence national states have always been among the key participants in the world economy. However, the time when nation states were highly effective in creation of wealth is over, and nation states of this epoch have turned into simple mechanisms of wealth distribution. The function of wealth creation has shifted toward and distributed among four forces, namely: investment, corporations, consumers, and information technology. Ohmae does a really great job explaining capital and organizational benefit from the advanced modern instruments of communication thus facilitating international transaction and how modern type of consumers affects the flow of goods and services. As a result, investments have ceased to be domestically driven and become so profit driven, that even the nation states increasingly invest abroad these days instead of reinforcing their domestic potential. Similarly, industries and corporations also do not perceive the state interests as the primary guideline in their operations and become increasingly involved in transnational activities.

Session 17 Essay Example | Topics and Well Written Essays - 500 words

Session 17 - Essay Example Had Steve handed over the records to be looked at by a professional accountant, the actual details would have come to light much sooner and it is highly likely that Steve would have reconsidered and not bought out Jack’s business. UK Law holds that if a representation was made during negotiations, which later transpire to be no longer true, there is a duty to make a correction4. Under UK Law the misrepresentee (Steve) can sue for damages as well as any losses resulting for his relying on the misrepresentor’s (Jack’s) statement about the state of the business5. Although Steve did not totally rely on Jack’s statement and only purchased the business after Rob had given his OK, nevertheless Jack knowingly did make a statement that ordinarily would have been enough to persuade Steve to buy the business. Jack’s statement was a lie and masked his fraudulent intentions. The remedies could be compensation for damages (for example loss of ?30,000 in yearly tu rnover) or even a rescinding of the sale. Steve has heard that Jack is intending to join a pharmacy at a local superstore so clearly he has found someone to look after his pedigree dogs. It was held in HIH Insurance Ltd v Chase Manhattan Bank6 that it is never possible to avoid liability for false misrepresentation.

Classroom Management Plan Essay Example for Free

Classroom Management Plan Essay A classroom management plan is the road map for an effective teaching and learning environment. Classrooms are communities that only succeed when citizens work together, and take responsibility for their actions. It includes the physical environment, routines, student-teacher interactions, volunteers, expectations, rules, responsibilities, and consequences. †¢ Student-teacher interaction – Teachers support students in academic and social learning by remaining calm and consistent in all circumstances. This includes teaching how to take responsibility for behavior, making good choices, and learning from mistakes. Students are more motivated when mutual respect exists (Jones Jones, 2010). It is important for teachers to demonstrate interest in students. When students believe their teacher cares about them, they respect him or her. †¢ Behavioral expectations – Clear expectations are important for student understanding and success. Discussion of expected behaviors and consequences assist in clarifying appropriate behaviors. Modeling, practicing, and role-playing teach students proper behaviors. Negative behaviors are treated as teachable moments to continually educate students. †¢ Incentive program – Students who exhibit exemplary behavior receive class money toward the class store. Money is only given to students who exceed expected behaviors or achievements. Once a month, they have an opportunity to shop at the school store. †¢ Desk arrangement – It is important for students to know each other, and to know about each other’s experiences, values, and perceptions. Desks arranged in groups foster student to student relationships and collaboration among students. Desks are rearranged throughout the year. †¢ Teacher’s desk and other work areas – Close proximity to students enhances student-teacher relationships, so the teacher’s desk will be as close as possible with a clear walkway to student’s desks. Other work areas such as computer desks and reading club table are easily accessible for smooth transitions. †¢ Wall hangings – Wall hangings include school and classroom rules, expectations, and procedures. One wall includes a word-wall students build and refer to throughout the year. Other hangings include schedules, unit information, inspirational pictures, and general information. †¢ Routines and procedures – Routines and procedures are established, and practiced from the first day of school. They include arrival procedures, attendance, lunch count, bathroom breaks, transitions within the classroom, and transitions outside the classroom, passing out materials, submitting assignments, and end-of-day procedures. †¢ Parent volunteers – Parent volunteers are an important part of the classroom. Students enjoy seeing their parents in the class, and around the school. When parents volunteer, students behave and perform better. It provides opportunities for parents to understand the classroom community. When parents understand the classroom management, they can assist teachers in supporting it. Rules and Consequences To prevent disruptions, and maintain consistency in a classroom, rules and consequences must be clear and consistent. Some behaviors warrant only saying a student’s name, or walking over to the student. This provides subtle re-direction without embarrassment. Other behaviors require stronger intervention, such as removal from the classroom, teacher-student-parent discussions, or office referrals. Students are capable of demonstrating mutual respect of feelings and belongings, raising hands to be called upon, honesty, cleanliness, paying attention, and hard work. Classroom rules support these capabilities, and are used to promote positive behavior and student success. The first day of school, students and teacher together compile a list of rules and corresponding consequences. They may include: following directions, being prepared, respecting personal space, mutual respect for people and property, work quietly, kindness, good manners, and safety. A contract outlining class rules is provided to students. Students are required to review the contract with their parents and both must show understanding by signing it. Consequences are designed to support rules and expectations. Behaviors may result in positive or negative consequences. Positive consequences reinforce positive behaviors. They may include: good grades, verbal praise, written praise, self-pride, lunch with the teacher, extra computer time, and free time. Negative behaviors disrupt instruction and impact the classroom community. Consequences are designed to alleviate disruptions, and teach students to contribute positively to the classroom community. Although consequences depend on behaviors, some negative consequences may include: adjusting seating arrangement, missing recess to complete assignments, cleaning up messy work areas or the lunch room, bad grades, removal of fun activities, office referrals, and parent phone calls. Task Analysis of Procedures –Attending Assemblies An assembly is scheduled for 10:00am in the gym. Below is a task analysis of going to the assembly, and going back to the classroom after the assembly. 1. The principal announces by grade order, lowest to highest, to go to the assembly in the gym. 2. Teacher asks students to clear their desks, stand up, and push in their chairs. 3. Students clear their desks, stand up and push in their chairs. 4. Teacher asks students to quietly line up in alphabetical order. 5. Students quietly line up in alphabetical order. 6. Teacher reviews proper assembly behavior. a. Students should sit still, keeping hands, arms and legs to themselves. b. Students should not talk during the assembly. c. If asked for volunteers, students should raise hands, not call out. d. Students should clap when the assembly is over. It is a way of saying â€Å"thank you. † e.When assembly ends, students remain seated until teacher tells them to stand. f. Teacher reminds students to sit at their desks when they return from the assembly. 7. Teacher leads students down the hallway to the gym. a. Stay on the right side of the hallway. b. If a lower grade class needs to pass, the students stop and wait quietly against the right wall while the other class passes. c. If class is passing another class, they should walk quietly on the left side of the hallway. 8. Enter the gym through the southeast door. 9. Lead the line of students to their correct places. 10. Ask them to quietly sit down. 11. Take your seat in the folding chair at the end of your class row. 12. When assembly is over classes will exit the gym in grade order, lowest to highest. 13. Teacher stands up and reminds students to remain seated. 14. When it is time, teacher asks students to quietly stand up and remain in their line. 15. Teacher reminds students to sit at their desks when they return to the classroom. 16. Teacher reminds students to walk quietly down the hallway, staying in line, to their classroom. 17. Teacher leads students back to the classroom. 18. Teacher reminds students to sit at their desks. 19. When students are seated, teacher thanks students for following directions, and maintaining good behavior. Substitute Plan Welcome to the class. There are 20 students in the class. If you need assistance please call on Katie, Jackson, or Alexis. The following is a list of students who are pulled from class. SEM – Mrs. Hills will come get them Tuesday 1:00 – 2:00 Alexis, Jackson Thursday 1:30 – 2:30 Alexis, Jackson, Katie, Scotty Send students to Reading Club – Mrs. Dixon Monday – Thursday 12:30 – 1:00 Joey, Hailey, Eric, Steve, Lanie Send students to Speech – Mrs. Johnson Monday, Wednesday 12:30 – 1:15 John, Mark Daily Schedule: 8:45 8:50: Retrieve students from side door. 8:50 – 9:05: Hang coats, deliver homework to basket, lunch boxes to basket, Pledge of Allegiance, morning announcements, sit at desks, attendance 9:05 – 9:20: Review date, schedule, spelling and vocabulary words. 9:20 – 10:10: Math Lesson. Consult lesson planner. 10:10 – 10:15: Bathroom Break 10:15 – 10:30: Recess. Walk students to and from the back door. 10:35 – 11:25: Monday: Computer Lab – Walk students to and from Room 20 Tuesday: Music – Walk students to and from Room 13 Wednesday: PE – Walk students to and from Stage. Thursday: Library – Walk students to and from Library Friday: Parent Art Activity – see volunteer schedule 11:25 – 11:30: Bathroom Break 11:30 – 12:00: Lunch. Students line up in alphabetical order by last name. Walk students into the lunchroom to the cashier. 12:00 – 12:20: Recess. Students will be sent by the lunch room monitor, but please pick them up at the back door. 12:20 – 1:15: Lesson from Anthology books. Consult lesson planner. 1:15 – 1:35: Centers 1:35 – 2:00: Science Lesson. Consult lesson planner. 2:00 – 2:05: Bathroom Break 2:05 – 2:20: Recess. Walk students to and from the back door. 2:20 – 3:05: Activity related to lessons. Consult lesson planner. 3:05 – 3:20: Reading time. 3:20 – 3:25: Clear desks and put chairs on top. Gather belongings. Walk students to front door. Continue to walk Alexis, Steve, Josie, Braden, Braxton, Eric, and Kathy to bus. General Information: †¢ Class lists, lesson planner, management plan, and emergency procedures are located in the left desk drawer. Student files are in hanging folders in the right desk drawer. †¢ Occasionally, adjustments to the schedule need to be made because of assemblies. Please communicate any adjustments during morning announcements. †¢ Attendance is reported on the Encore software on my computer. Login information is located on the inside page of the lesson planner. You may use a class list to mark tardy and absent. †¢ Anytime the class leaves, they should quietly line up. Do not bring them anywhere until they are quietly lined up. When walking in hallways, they should remain quiet, walk single file, and stay to the right. †¢ At bathroom breaks, remind students of proper behavior (posted), and to wash their hands. If students need to go to the bathroom at other times, they must raise their hands and ask permission. They may not go in pairs. †¢ Any materials needed for activities, or other handouts are located in the materials area in the corner of the classroom, near the sink. †¢ Students may take AR tests on the computers during Reading Time. Remind them of the computer policies (posted near computer area). †¢ Prior to recess, and lunch, remind students to be respectful and demonstrate good behavior. †¢ If students finish assignments early, they may work on other unfinished assignments. If they do not have unfinished assignments, they may read, or take an AR test on one of the classroom computers. †¢ There is a pencil sharpener in the materials area, with a cup of pencils next to it. If they need sharpening, a different pencil sharpener is assigned each day. †¢ The students may use the water fountain when they take bathroom breaks, before lunch and recess. Students may keep water bottles at their desks. †¢ Classroom computers may be used during centers and for AR tests. †¢ Teacher’s mailboxes are located in the mail room in the front office. Please check the box with my name on it at least once a day. †¢ If a child is injured, he or she should be taken to the office. You may discuss with the office staff whether or not parents/guardians need to be called. †¢ When you leave for the day, please turn the lights off and close the door. In case of emergency: The class evacuates the building through the east doors. The students should calmly, but quickly line up, leave the building and walk straight up the hill. If you have an emergency in the classroom, you may call the office by pressing ‘office’ button on the phone. There is a fire alarm lever in the hallway to the left of the classroom door. In the event of a lockdown, teacher and students sit quietly by the north wall (under the coat rack). Turn the lights off, and remain silent until the principal or vice-principal comes to the door and gives the ‘all-clear’. Please consult the emergency procedures for further information. Classroom management: Rules, expectations, and procedures are posted on the wall. There is class money given to students who exhibit exceptional behavior. At the end of the month, provide an opportunity to shop in the school store. The store is located in the standing cabinet next to the bookshelves. Disruptive students should adjust their behavior when you say their name, or walk over to them. If they do not, they may be pulled aside to discuss reasons for their behavior and how to adjust it. If they continue to be disruptive, they may stay in at recess to reflect on their behavior. Please consult the management plan for further details. Please leave me documentation of disruptive behaviors, and their consequences. There is a documentation form with the management plan. Implementation Plan Beginning on the first day of school rules and expectations will be practiced, reviewed, and posted. They will also be reviewed throughout the year as necessary. To increase student ownership, there will be a rotation of student helpers who have extra responsibilities such as passing out papers, and delivering home lunches to the lunch room. Positive and negative behaviors will be quickly and consistently addressed to reduce disruptions. Students who are engaged are more likely to demonstrate positive behaviors. It is important to understand students’ learning styles, interests, and experiences when designing instruction. Instructional activities should be varied to promote positive learning experiences therefore reducing misbehaviors. Differentiated and individualized instruction may be implemented to further engage students. Parents support implementation when they foster positive teacher-parent relationships, and support the classroom rules and expectations. Parents ensure their students complete assignments, and prepare them for submission. They assist teaching student’s proper behaviors, and the skills needed to make positive choices. Letter to Parents Dear Parents, I am excited to welcome your child to my class. Our classroom is a community where together we will strive for success by working together, and relying on each other. To achieve success, it is important for you, me, and your child to work together. I have high academic and behavioral expectations for my students, and with your support in and out of the classroom, I believe we will have a fun, successful school year. I encourage you to volunteer in the classroom. Students love seeing their parents in school. It allows students extra one-on-one and small group work, which is increases their performance. Being involved is also an excellent way to gain information on what your child is learning and experiencing while at school. Involvement in your child’s education is vital for success. I realize my students are involved in many different activities, but I ask you to please make school and homework a top priority. You can do that by establishing bedtimes, homework routines, reviewing completed work, providing praise and support. I also ask that you contact me if you ever have questions or concerns. In addition to scheduled conferences, I will update you via newsletters, e-mail, and phone calls. Any work that has not been completed at school will be sent home as homework. In addition, your child is expected to read a minimum of 20 minutes per day, which will be tracked on a weekly reading log. Other homework assignments will be book reports, a science project, and a country project. In addition to academic work, your child is expected to follow the classroom rules. These rules include behaving responsibly, being kind, and staying safe. I believe consequences should be appropriate. For example, if I receive a complaint from the lunch ladies that the class lunch table was left messy, the class will assist in cleaning up. I will regularly update you on your child’s progress and behavior. I am very excited about this year. I am here for your child, so please feel free to contact me either by phone or e-mail anytime. I look forward to working with you and your child in achieving success both academically and socially. Thank you for allowing me to contribute to your child’s growth and success. Thank you, Lynn James [emailprotected] com (555) 555-5555 Strategies for Assessing Plan Effective classroom management is vital to student success. Classroom management plans may need adjustment depending on grade level and classroom dynamics. Academic achievement is an indicator of student success therefore it is one way to assess a classroom management plan. Parents and administrators receive copies of student grades which enables them to assess classroom management effectiveness. When administrators, visitors, substitute teachers, and volunteers come to the classroom, they see student behaviors. When they see students quietly working at their desks, or in centers without disruptions or chaos, they know they are in a well-managed classroom. If they see students shouting out answers without being called upon, or students constantly moving about the classroom when they should be at their desks working, they know it is not a well-managed classroom. Newer teachers should consult with experienced, effective teachers to assess classroom management plans. They understand the nature of disruptions in classrooms. They also understand whether or not students are effectively learning or simply going through the motions. Experienced teachers provide constructive criticism for any necessary adjustments. Principals or other administrators also effectively assess classroom management plans. Teachers should consult with principals for guidance in specific areas of classroom management. They understand when students respond positively or negatively to teachers. It is helpful for administrators to review the written classroom management plan, such as reviewing strategies addressing student behavior and reward or incentive programs. Their experience is invaluable to a new teacher. Reference Jones, V. , Jones, L. (2010). Comprehensive classroom management: Creating communities of support and solving problems (9th ed. ). Upper Saddle River, NJ: Merrill.

Analysis of Paris Spleen, by Charles Baudelaire Essay -- Literary Anal

Charles Baudelaire was a French poet in the late eighteen hundreds. He composed many short poems that didn’t necessarily rhyme. Most of his texts allow for several interpretations. The poems were concentrated around feelings of melancholy, ideas of beauty, happiness, and the desire to escape reality. Baudelaire uses these notions to express himself, others, and his art. Baudelaire fuses his poetry with metaphors or words that indirectly explain the poems to force the reader to analyze the true meaning of his works. The first instance of this action begins with the title, Paris Spleen. Since the original writing was in French it would be harmless to say that he lived in Paris and named the book after the city. According to Webster’s, a Spleen is an â€Å"†¦organ that is located†¦ near the stomach or intestine†¦and is concerned with final destruction of red blood cells, filtration and storage of blood†¦Ã¢â‚¬  (Spleen, Entry 1). By this definition the reader obtains the understanding that Baudelaire is connecting Paris with a function of the body that controls or care’s for the blood. In other words, Paris could represent the blood that flows through him, wherein, ‘storage of blood’ could mean Paris is forever in his heart or ‘destruction of red blood cells’ could resemble how the city des troyed him. It could also be interpreted in a negative way by another definition, â€Å"feelings of anger or ill will often suppressed† (Spleen, Entry 2). The majority of his writings are melancholy based so the Spleen could signify his feelings towards Paris or himself during his time there. When a person thinks of the word Spleen they conclude it’s a seemingly grotesque organ in the body not worth caring for. So, in yet another instance, the title’s wor... ...sness. The Stranger that passes through the city, just as the clouds do, resemble the way a person’s mind can drift away where they ‘have their head in the clouds’. The stranger and his love represent the desire Baudelaire has to escape reality around him. The isolated happiness and solitary calmness the stranger has when he watches the clouds directly relates to Baudelaire’s emotions, making the stranger and Baudelaire seem as if they are the same person. If so, the real stranger would be the one questioning the cloud loving man, or Baudelaire and the stranger can very well be the same person, where he is just internalizing his questions as he did with his soul in Anywhere Out of the World. Works Cited Baudelaire, Charles. "The Firing Range and the Graveyard." Paris Spleen. By Charles Baudelaire. Trans. Louise Varese. New York: New Directions, 1970.

Personal Hygiene

Personal hygiene (NHS) The person you care for may be physically or mentally unable to maintain their own personal hygiene. Keeping clean is essential for good health. Poor hygiene can cause skin complaints, unpleasant smells and bacterial or parasitic infections. General hygiene The daily personal hygiene of the person you care for is very important, so make sure: †¢ their hands are washed after they've used the toilet †¢ their genitals and anal area are washed every day †¢ their face is washed daily they're fully bathed or showered at least twice a week †¢ their teeth are brushed twice a day, preferably after each meal. It is also important that they have regular dental checks. Find out more about dental treatment for people with special needs. Washing and bathing For most people, washing is a very private activity. When helping someone to wash or bathe, be sensitive and help maintain their dignity. You'll both probably  feel awkward and embarrassed, especiall y at first. To make bathing as pleasant and comfortable as possible: †¢ use pleasant-smelling shampoo, bubble bath or soap play music that the person you care for likes and is familiar with †¢ if the person is confused, explain what's happening as you go along †¢ be sensitive to the mood of the person Carer's tip from Netbuddy â€Å"If you are caring for someone who won't wash, get involved with activities that are followed by showers, for example, swimming. It may help if they see other people showering. My son only started using the shower and wetting his head because he saw it in a film he was watching†. Personal preference and emotional stateBe aware of  the emotional state of the person you care for when helping them wash. For example, some people can be anxious  about deep bath water. Adaptations, such as seats or recliners,  can help with anxiety. Reassure the person that you won’t let them be hurt. Overhead showers can be frightening to som e people. If you have no bath or there is a good reason for using a shower rather than a bath,  use a hand-held shower unit. Ask the person how they would prefer to be helped and allow them as much independence as you think is safe.If they had a routine before you began caring for them, find out what it was and stick to it as  much as  you can. Find out which shampoo, shower gel or soap they prefer to make the experience more familiar to them. Many people become self-conscious when undressed in front of others. Be sensitive to the situation and approach it in the way you think is  most appropriate. The person you care for may feel isolated if you leave them alone. How you handle this depends on your relationship with them. Have clothes and towels with you so you don’t have to leave them alone in the bathroom if they don't want you to.Safety If the person you're looking after has limited mobility or has  problems balancing, make sure that: †¢ the floor is not sl ippery (dry it if necessary), †¢ the room is a comfortable temperature, †¢ the water is comfortably warm (older people  particularly feel the cold, so bear  this in mind when adjusting the  temperature), †¢ the locks are removed from the door (the person you care for may want privacy, but in an emergency you will need  to get into the bathroom), and †¢ you look out for your own safety, for example by making  sure you can manage  if you have to lift the person in and out of the bath.Toileting Toileting is an important part of personal hygiene, regardless of whether the person you're looking after is continent (able to control their bladder and bowels) or not. Incontinence can create feelings of shame or embarrassment for both the  carer and the person being cared for. Sometimes, they may be in  denial about their incontinence  or refuse to accept help. Reassure them that it’s not their fault and approach the issue in a calm, reassuring way if they're in denial. Bed baths If the person you care for cannot move or has extremely limited mobility, you may have to give them a bed bath.You will need to be extra careful, for your own safety,  when moving or lifting them. Specialist disposable baths are available if  they need a proper immersive bath (to be put fully in the water). Getting help If you're finding it difficult to cope with toileting, washing or general hygiene,  contact your local authority or a local carers organisation (see Services near you, above right). Cleanliness and infection control 12. —(1) The registered person must, so far as reasonably practicable, ensure that— (a) service users; (b) persons employed for the purpose of the carrying on of the regulated activity; and c) others who may be at risk of exposure to a health care associated infection arising from the carrying on of the regulated activity, are protected against identifiable risks of acquiring such an infection by the me ans specified in paragraph (2). (2) The means referred to in paragraph (1) are— (a) the effective operation of systems designed to assess the risk of and to prevent, detect and control the spread of a health care associated infection; (b) where applicable, the provision of appropriate treatment for those who are affected by a health care associated infection; and c) the maintenance of appropriate standards of cleanliness and hygiene in relation to— (i) premises occupied for the purpose of carrying on the regulated activity, (ii) equipment and reusable medical devices used for the purpose of carrying on the regulated activity, and (iii) materials to be used in the treatment of service users where such materials are at risk of being contaminated with a health care associated infection. Regulation 12 of the Health and Social Care Act 2008 (Regulated Activities) Regulations 2010

Mongols Are Ruthless And Barbarians

In the 13 century a small tribe from the steppes of central Asia conquered much of the Middle East and Eastern Europe. The tribe was known as the Mongol warriors. The Mongols were ruthless and very barbaric. While the Mongols conquered many countries they didn’t care who they hurt. Even though they did benefit some of the areas that they conquered, they did too many bad things that over powered the good things. Their law was very confusing and at some parts it was unreasonable.They would torture survivors and they conquered more land than any of the greatest world conquest. As ruthless as the Mongols could be, to my surprise they were quite organized as a union. In documents 2 and 3 it talks about how the army should be organized and how they go out to war and fight. John of Plano Carpini wrote in document 2 that the Mongol organization was very precise and strict. For example 1 man was in charge of 10 men and 10 men were in charge of 100 men and if one member of the group fai ls or try’s to run away they would kill the whole group.This statement proves that the Mongols were all about war and rules. Document 3 talks about already being on the battle field. In the passage it says â€Å"chiefs or princes of the army do not take part in the fighting but take up their stand some distance away facing the enemy†. The Mongols were very smart people for example to make their fighting group look bigger and to give out a scary impression they would put figures of men and set them on horses.They would also send a group ahead to start the fight and when they enemy would get tired a new and fresh set of Mongol warriors would appear to continue the fight. Sometimes they would even take the fat of the people they killed and melt it then throw it on houses and wherever the fire falls on the fat it is almost inextinguishable that’s why they call it â€Å"Greek Fire† which proves just how ruthless and barbaric they truly were.John of Plano Carpi ni probably wrote both of these passages because he was the first European to visit the Mongols in their homeland and got to experience the ways of the Mongols first handedly in the point of view of a non-Mongol. In documents 1, 4 and 5 it talks about the amount of conquered land and the number of tragic deaths or just the death caused by the Mongols in general. Document 1 shows all the big invaders of history and how much they invaded in a chart and it shows that Genghis khan took the lead with 4,860,000 square miles, ahead of alexander the great, Adolf Hitler and Cyrus the great.It also shows a graph of the Mongol empire after the death of Genghis khan and the land was divided into 4 parts for his grandsons which helps us prove that he was all about proceeding his role and the bigger the amount of land he had the better which sounds really selfish and mean. The next document which is doc. 4 is a passage from Ata-Malik Juvaini who was a Persian chronicler who was in the employ of t he Mongol II-khan of Persia who served under the Mongols rule as the governor of Bagdad. The passage informs us about the invasion between the Mongols and the city of Nishapur, a city in Persia.It states that Nishapur had a good defense system with three thousand crossbows, three hundred mangonels, and a quantity of missiles and naphtha but that still wasn’t enough to defeat the attack of the Mongols which clearly shows how powerful they were. A time later after the attack there were walls covered in Mongols and they began to slay and plunder the people and even worse they drove out all the men, women, and children who survived out into the plains where killed them all and if that doesn’t prove that he was ruthless then I don’t know what will.The next evidence that Ata-Malik Juvaini provided for us is a chart of different places that were attacked and how much people died and or if there were no survivors. Juvaini wrote the passage because he got to see what was going on but what I would have liked more is a passage from a Mongol soldier’s point of view to see if some of the soldiers thought that what they were doing was a bit too extreme. In document 5 the Mongols were once again demonstrating another act of inhumane cruel behavior.It’s a scene from a Persian manuscript showing the Mongols soldiers shoot some of the survivors with arrows while they also buried the rest of the survivors upside down in the ground face first and to be honest it doesn’t sound so comfy. Even though historians like myself try everything in their power to set the record straight about the Mongols being ruthless barbarian there is always a group of people who dare to argue. They say that the Mongols benefited many of the places that the conquered like for example the Persian silk industry also benefited from the Mongol conquest by all the contacts that opened up with china.Another benefit is that Persian winemakers thrived under the Mongol co ntrol because the Mongols were such heavy drinkers (doc. 6) and the list from there goes on and on at least that what they say. They also say that the Mongols did demonstrate some act of kindness like the fact that the leader of the Mongol empire, Genghis’ khan, outlawed any acts that involved theft and adultery. Ibn Battuta said that if you lost something on your way expect it to be brought to you because the law against theft was that strict (doc.7).They also created or started up messaging systems. First they would send a man 25 miles to the posting station but in their language it was called yams. Once the man arrive, he packs the mail onto the horses and they take it from there. If they ever come across a lake or a river then the messenger’s must pass through with ferry boats that are kept by neighboring cities (doc 8). The thing that sold the Mongols good act to many people was the fact that the Mongols was tolerant of many religious.In what looks like a journal it gives us proof that Mongke Khan, who was the fourth great Khan, gave a speech saying â€Å"But just as God gave different fingers to the hand so has He given different ways to men. † (Doc 9) What all of these documents have in common is that they showed what the Mongols did to benefit many places that they conquered and yes they did contribute a lot but they did too much wrong to forget the fact that they are ruthless killers. Many of the Mongols laws also showed evidence that they were strict, ruthless, and unreasonable people.Like on their laws about adultery it says that whoever commits the crime of adultery they shall be executed. But it also says that if you are a non-believer and you want to get with the married woman then you have to kill her husband first. Another outrageous fact about their law that I found out about is that the man could have as many wives as he can keep. It was a general custom for them to marry any of their relationships except with their mothe r, daughter, or sister but they could still marry their step sister and his father’s wives but only after the father has passed.To the Mongols, drunkenness is considered an honor among their fellow people. (Doc 10) This whole article clearly proves that the Mongols were very weird, disgusting, and uncivilized barbarians. Even though the Mongols conquest did benefit the conquered lands by giving religious tolerance, outlawing theft and adultery and a little bit more but it still doesn’t wipe away the fact that they were cruel with the way they treated survivors and the number of deaths that were caused by them.Also it doesn’t change the fact that they have took away so many home and live from the people of the lands that they have conquered. Last barbaric act that they have committed is that their laws to their people were uncivilized I mean 1 man could have as many wives as he could hold and their punishments all led to execution. So through all of this evidence it clearly shows that the Mongols were in fact ruthless barbarians. Mongols are Ruthless and Barbarians In the 13 century a small tribe from the steppes of central Asia conquered much of the Middle East and Eastern Europe. The tribe was known as the Mongol warriors. The Mongols were ruthless and very barbaric. While the Mongols conquered many countries they didn’t care who they hurt. Even though they did benefit some of the areas that they conquered, they did too many bad things that over powered the good things. Their law was very confusing and at some parts it was unreasonable.They would torture survivors and they conquered more land than any of the greatest world conquest. As ruthless as the Mongols could be, to my surprise they were quite organized as a union. In documents 2 and 3 it talks about how the army should be organized and how they go out to war and fight. John of Plano Carpini wrote in document 2 that the Mongol organization was very precise and strict. For example 1 man was in charge of 10 men and 10 men were in charge of 100 men and if one member of the group fai ls or try’s to run away they would kill the whole group.This statement proves that the Mongols were all about war and rules. Document 3 talks about already being on the battle field. In the passage it says â€Å"chiefs or princes of the army do not take part in the fighting but take up their stand some distance away facing the enemy†. The Mongols were very smart people for example to make their fighting group look bigger and to give out a scary impression they would put figures of men and set them on horses.They would also send a group ahead to start the fight and when they enemy would get tired a new and fresh set of Mongol warriors would appear to continue the fight. Sometimes they would even take the fat of the people they killed and melt it then throw it on houses and wherever the fire falls on the fat it is almost inextinguishable that’s why they call it â€Å"Greek Fire† which proves just how ruthless and barbaric they truly were.John of Plano Carpi ni probably wrote both of these passages because he was the first European to visit the Mongols in their homeland and got to experience the ways of the Mongols first handedly in the point of view of a non-Mongol. In documents 1, 4 and 5 it talks about the amount of conquered land and the number of tragic deaths or just the death caused by the Mongols in general. Document 1 shows all the big invaders of history and how much they invaded in a chart and it shows that Genghis khan took the lead with 4,860,000 square miles, ahead of alexander the great, Adolf Hitler and Cyrus the great.It also shows a graph of the Mongol empire after the death of Genghis khan and the land was divided into 4 parts for his grandsons which helps us prove that he was all about proceeding his role and the bigger the amount of land he had the better which sounds really selfish and mean. The next document which is doc. 4 is a passage from Ata-Malik Juvaini who was a Persian chronicler who was in the employ of t he Mongol II-khan of Persia who served under the Mongols rule as the governor of Bagdad. The passage informs us about the invasion between the Mongols and the city of Nishapur, a city in Persia.It states that Nishapur had a good defense system with three thousand crossbows, three hundred mangonels, and a quantity of missiles and naphtha but that still wasn’t enough to defeat the attack of the Mongols which clearly shows how powerful they were. A time later after the attack there were walls covered in Mongols and they began to slay and plunder the people and even worse they drove out all the men, women, and children who survived out into the plains where killed them all and if that doesn’t prove that he was ruthless then I don’t know what will.The next evidence that Ata-Malik Juvaini provided for us is a chart of different places that were attacked and how much people died and or if there were no survivors. Juvaini wrote the passage because he got to see what was going on but what I would have liked more is a passage from a Mongol soldier’s point of view to see if some of the soldiers thought that what they were doing was a bit too extreme. In document 5 the Mongols were once again demonstrating another act of inhumane cruel behavior.It’s a scene from a Persian manuscript showing the Mongols soldiers shoot some of the survivors with arrows while they also buried the rest of the survivors upside down in the ground face first and to be honest it doesn’t sound so comfy. Even though historians like myself try everything in their power to set the record straight about the Mongols being ruthless barbarian there is always a group of people who dare to argue. They say that the Mongols benefited many of the places that the conquered like for example the Persian silk industry also benefited from the Mongol conquest by all the contacts that opened up with china.Another benefit is that Persian winemakers thrived under the Mongol co ntrol because the Mongols were such heavy drinkers (doc. 6) and the list from there goes on and on at least that what they say. They also say that the Mongols did demonstrate some act of kindness like the fact that the leader of the Mongol empire, Genghis’ khan, outlawed any acts that involved theft and adultery. Ibn Battuta said that if you lost something on your way expect it to be brought to you because the law against theft was that strict (doc.7). They also created or started up messaging systems. First they would send a man 25 miles to the posting station but in their language it was called yams. Once the man arrive, he packs the mail onto the horses and they take it from there. If they ever come across a lake or a river then the messenger’s must pass through with ferry boats that are kept by neighboring cities (doc 8). The thing that sold the Mongols good act to many people was the fact that the Mongols was tolerant of many religious.In what looks like a journal it gives us proof that Mongke Khan, who was the fourth great Khan, gave a speech saying â€Å"But just as God gave different fingers to the hand so has He given different ways to men. † (Doc 9) What all of these documents have in common is that they showed what the Mongols did to benefit many places that they conquered and yes they did contribute a lot but they did too much wrong to forget the fact that they are ruthless killers. Many of the Mongols laws also showed evidence that they were strict, ruthless, and unreasonable people.Like on their laws about adultery it says that whoever commits the crime of adultery they shall be executed. But it also says that if you are a non-believer and you want to get with the married woman then you have to kill her husband first. Another outrageous fact about their law that I found out about is that the man could have as many wives as he can keep. It was a general custom for them to marry any of their relationships except with their moth er, daughter, or sister but they could still marry their step sister and his father’s wives but only after the father has passed.To the Mongols, drunkenness is considered an honor among their fellow people. (Doc 10) This whole article clearly proves that the Mongols were very weird, disgusting, and uncivilized barbarians. Even though the Mongols conquest did benefit the conquered lands by giving religious tolerance, outlawing theft and adultery and a little bit more but it still doesn’t wipe away the fact that they were cruel with the way they treated survivors and the number of deaths that were caused by them. Also it doesn’t change the fact that they have took away so many home and live from the people of the lands that they have conquered. Las