Free Essays on Big Blue

I. Executive Summary Our group project was to study the use of the Big Blue building on Richard Stockton College’s campus by surveying the students at the college. First we did a background of Big Blue and found what exactly was at Big Blue and the services that the building provided to the students. We were able to obtain information about Big Blue and received every detail we would need to aid us in putting together an effective survey. This research study is designed to determine the current usage level of the Big Blue fitness facility among Stockton students. It is questionable whether Stockton students either decide not to use Big Blue for various personal reasons, or that they do not have enough knowledge of the facility to become involved. This study should also indicate the services students desire and need in a fitness facility. It is intended to use the results of this study to better promote the facility and build its success as an operational fitness center on campus. The groups th at we were interested in surveying are current Richard Stockton College students. We would like all undergraduate and graduate students to respond to our question. We developed our general research question and stated it, How many Stockton Students take advantage of the fitness center Big Blue offers? What types of students generally use this fitness facility? What is the level of satisfaction among Stockton students who use/ have used Big Blue? What types of equipment, activities, and/or services would students like to see at Big Blue? Our secondary data came from doing research on other New Jersey Athletic Conference schools gymnasiums and athletic facility and compared them to Big Blue on the Stockton Campus. This provided us with different things to compare Big Blue to with what the building does and does not have. We conducted some exploratory research to help us develop our questionnaire and see if students were aware of some o... Free Essays on Big Blue Free Essays on Big Blue I. Executive Summary Our group project was to study the use of the Big Blue building on Richard Stockton College’s campus by surveying the students at the college. First we did a background of Big Blue and found what exactly was at Big Blue and the services that the building provided to the students. We were able to obtain information about Big Blue and received every detail we would need to aid us in putting together an effective survey. This research study is designed to determine the current usage level of the Big Blue fitness facility among Stockton students. It is questionable whether Stockton students either decide not to use Big Blue for various personal reasons, or that they do not have enough knowledge of the facility to become involved. This study should also indicate the services students desire and need in a fitness facility. It is intended to use the results of this study to better promote the facility and build its success as an operational fitness center on campus. The groups th at we were interested in surveying are current Richard Stockton College students. We would like all undergraduate and graduate students to respond to our question. We developed our general research question and stated it, How many Stockton Students take advantage of the fitness center Big Blue offers? What types of students generally use this fitness facility? What is the level of satisfaction among Stockton students who use/ have used Big Blue? What types of equipment, activities, and/or services would students like to see at Big Blue? Our secondary data came from doing research on other New Jersey Athletic Conference schools gymnasiums and athletic facility and compared them to Big Blue on the Stockton Campus. This provided us with different things to compare Big Blue to with what the building does and does not have. We conducted some exploratory research to help us develop our questionnaire and see if students were aware of some o...

Supreme Court nominees

Supreme Court nominees Introduction Supreme Court nominees evade giving direct answers to statutory performance and other legal issues (Stolberg). This has been a common criticism that Supreme Court nominees stand before qualifying the level. Senators from both sides of the authority either keep such parties or devise propaganda aiming to reduce their votes and chances of qualification. Conversely, the nominees have developed a variety of evasive techniques to these criticisms, and so open varied diverging responses.Advertising We will write a custom essay sample on Supreme Court nominees specifically for you for only $16.05 $11/page Learn More The Supreme Court (SC) In the US, this is the highest judicial body, which leads the federal judiciary. It comprises of the chief justice of the US and 8 associate justices nominated by the president and confirmed by the senate. Once appointed, they enjoy life tenure, which may only be terminated through death, retirement, or resignation. C riticism of Supreme Court nominees SC nominees have always been condemned because of their previous statements and evasiveness of issues. Democrats and republicans have their own tactics to advance viewpoints to qualify nominees. The fitness of the candidate to deliver in the system is scrutinized, often based on responses to legal and statutory interpretations. Senate republicans reject the ratification of Kagan to the bench, analyzing her dedication to upholding the constitution and whether her countenance would prejudice decisions. They question whether she would be controlled by, or run the constitution. Some argued that she does not satisfy the high standards of the station and did not take liberal commitment to the set laws. She has on no account been an arbitrator and thus has no relevant experience in the field. Consequently, she may continue the list of judges who craft their own laws rather than interpreting the outlined principles. She also provides lukewarm support for s ome amendments and her tactics which tend towards the Clinton administration (Bacon). Fortunately for Kagan, the political situation has not been as active because the oil spill and the Afghanistan war have eclipsed her nomination. Previous nominees underwent more detailed analysis. Preceding candidates have been criticized for issues such as their lack of understanding or short-time service in order occupations (Rutkus). For example, Clarence Thomas had only served as a judge for less than a year neither was she involved in legal writings. Some groups did not support his stance on affirmative action, believing his decisions would be biased on faith. Other nominees have received criticism for their deeply held religious affiliations.Advertising Looking for essay on government? Let's see if we can help you! Get your first paper with 15% OFF Learn More Concern to Senators The determination of senators to aid the general welfare of the American people would be c onstrained if justice may be biased. Senators thus focus their issues mainly on the credentials of the nominee understanding the law. Some of the values that these nominees hold may influence their opinions on the bench (Bacon). Some democrats, however, support her, stating that she is an ardent follower of the constitution. There are senators who vote in nominees based on their proximity to the senator’s constituents. When these nominees are not adequately qualified or reasonably distant, then the senators may make decisions, hugely depending on the current political situation or the views of the president. Others are undecided on how they should vote, thus this questioning is necessary to make reasonable decisions based on the credibility of the nominee (Rutkus). The questions provide facts on how well the nominee understands the structure and judicial roles, credentials and reputation. They discover how the nominee, if appointed, would upset the stability of the court. Oth er senators take that opportunity to ask questions which would lead public awareness to concerns in the society or to identify themselves with the issues. Evasiveness by nominees When Hatch questioned Kagan about the ban on abortion she gave distant responses, which left the republican troubled. SC nominees have traditionally evaded responses to specific questions so that they may not take sides or expose their flaws (Bacon). On abortion, she said the court prioritized the health of the mother. Kagan, who has both worked with Barrack and Clinton, evaded giving an answer to a republican who questioned her viewpoint on whether the system had favored some institutions in contemporary declarations. She said she did not embody the present court and hoped that one day she would join it, amidst laughter and characterization ‘a real politician’ (Mozgovaya). Nominees may avoid some questions which may eventually occur later in their court rulings. A response may expose their per spective on delicate issues and thus the inequality on decision making may be noted. Some senators who may have otherwise to vote on the nominee’s favor may be displeased by some of their responses, and thus affect their chances of nomination in jeopardy. Alito and Ginsburg, for example, evaded some question, citing that they may appear in the court at some later date (Rutkus). Nominees’ responses to criticisms and their opinions Most of the opinions held by the nominees are neutral, usually to prevent further evaluation. Kagan, for example, answered critics by stating that though she admires what Aharon Barak did for Israel, she would not necessarily follow his style of judicial activism.Advertising We will write a custom essay sample on Supreme Court nominees specifically for you for only $16.05 $11/page Learn More She says that she is more engrossed in politics than legal precedent, promising that her judgment would be based solely on the c onstitution (Mozgovaya). Responding to republican critics, she added that her governing would be, must be, and have to be different from decision making. Asked whether she would support the president’s agenda, she said it was not her idea of the job. Roberts, who was criticized for his faithful personal beliefs, said his faith would not influence decision making; further adding that he would look at the law, and not religious texts in making rulings (Rutkus). He declined to endorse the statement of a former president who considered the severance of the state and the church to be unconditional. The most valid approach A wide range of candidates are first considered before the president settles on a nominee. The nominee is considered by a committee before going to the full senate, for evaluation. The senators are each given time to challenge the nominee on radical issues. One of the consistent issues in the senate has been the choice of questions for nominees appearing before t he committee. Whether to ask, and how detailed the questions should be regarding their personal opinions on legal and legal issues is debatable (Rutkus). My most logical approach would be considering their substantive stance on topics rather than their actual credentials or private principles. It is not compulsory to force nominees to give responses for every questions asked, as some responses may undermine the integrity of the judiciary. Conclusion Nominees must be subjected to some criticism in an effort to resolve their take on public issues. Some of their responses may be seen as prejudging a case, based on their current beliefs, as such topics may be presented as cases in the future. A nominee without any judicial experience subjection to legal issues is essential, to determine whether they are capable of making decisions based on the law, or they would exercise their personal beliefs. Bacon, Perry. Senators query Supreme Court nominee Kagan. The Washington Post, May 12, 2010. Web. Mozgovaya, Natasha. U.S. supreme court nominee Elana Kagan: Israel means a lot to me. Haaretz.com. June 29, 2010. Web.Advertising Looking for essay on government? Let's see if we can help you! Get your first paper with 15% OFF Learn More Stolberg, Sheryl. Committee approves Kagan’s nomination to Supreme Court. The New York Times, July 20, 2010. Web. Rutkus, Denis. Questioning Supreme Court Nominees about Their Views on Legal or Constitutional Issues: A Recurring Issue. Congressional Research Service. June 23, 2010. Web.

Should the United States Constitution be rewritten Research Paper

Should the United States Constitution be rewritten - Research Paper Example Yet, history itself reveals that the US Constitution has been partially rewritten on a number of occasions, and rewriting the US Constitution has been a part of its history. To begin with, the Bill of Rights which forms a fundamental part of the US Constitution was not a part of the original document. The Bill of Rights contains inalienable fundamental rights and freedoms that further guide the state and federal system of government. The US Constitution was amended nearly two years after its ratification to define and articulate these basic human liberties (Shain, 2007). It has been argued however, that the addition of the Bill of Rights to the original US Constitution does not represent a rewriting of the US Constitution. Instead, the addition of the Bill of Rights represented a mere completion of the original US Constitution. As Zuckert (1992) explains, the purpose of the Bill of Rights was to â€Å"complete the constitution† not â€Å"reform it† (p. 69). History informs that the US Constitution has been amended 27 times since its inception (Bardes et al, 2010). Indeed Article V provides the formula for amending the US Constitution and thus gives some support to advocates in favor of amending the US Constitution. The argument thus directs that Article V is an enabling clause and takes account of the fact that the US Constitution can be and probably should be rewritten when necessary. It has been argued too that the US Supreme Court is constantly rewriting the US Constitution (Napolitano, 2006). However, when the contents of Article V and the manner in which the US Supreme Court purportedly rewrites the US Constitution, it becomes increasingly clear that the original language of the US Constitution prior to any and all amendments are substantially preserved. Article V of the US Constitution mandates a two-step process

New Technique on Improving Writing Skills Essay Example | Topics and Well Written Essays - 750 words - 1

New Technique on Improving Writing Skills - Essay Example My recent discovery on how to improve writing is worth sharing so that other students who would like to improve their writing skills may also benefit from it. This may sound unusual but I learned that it is better to sleep on an essay and I mean literally to sleep on it. When I mean sleeping in an essay, I meant reading back the essay after a good sleep. Reading back an essay after a good sleep meant that we have fresher eyes and a clearer mind to look at the essay that we will notice the mistakes that we overlooked before. We will find areas of improvement on how the essay could be improved not only in terms of correcting its mistakes but also on improving its structure, organization, logic and flow of thought. By reading it back with fresher eyes and a clearer mind, I was able to develop my thoughts clearly and fully. After writing several essays, I learned that writing is just like any other skills that can be learned through practice and conscious effort to improve. With my exper ience in writing my essays, I learn that we get better at it every time we try. I see it be no different in playing basketball or any other endeavour that requires skill that we get better every time we practice only that learning how to write is more important because it is required in all of my subjects and is an indispensable skill when I become a professional someday. Having said this, it does not mean that I already learned everything. On the contrary, there is still a lot to learn and my writing skill still needs improvement.

US Intervention in Somalia, 1992 Essay Example for Free

US Intervention in Somalia, 1992 Essay The 1992-1993 intervention of the US forces, with UN authorization, in the fractured country of Somalia is a complex issue not just in terms of Somalian domestic politics, but also the constellation of foreign entanglements that were involved in this strategic part of the world. This brief essay will attempt to answer some key questions about the conflict itself, the American role and the diplomatic and power struggles internationally, especially given the strategic location of Somalia on the Indian Ocean trade routes and the controlling interest in the mouth of the Red Sea. The conflict itself is rather straightforward. The dictatorship of Said Barre was an eccentric one, since he attempted to combine the Islamic movement with that of Marxian socialism. But Barre, in this tribally fractured society, found himself at loggerheads with the powerful Hawiye tribe, as well as certain Islamic factions operating within the country, eventually to develop the Somali National Alliance (SNA), which, for reasons to be described below, became the main target of the American wrath. Concerning the basic structure of the conflict using the typology of Kriesberg, his concern for â€Å"interests and values† is very important, since the basic struggle, outside of its tribal basis, was one of independence from the west. If the SNA were to be victorious, than the US might well be shut out of this strategic area, and a hostile power would come into play, just when the US had helped oust the hated Marxist dictator in Ethiopia, Mengistu Hailie Maram. It is the contention of this writer that this specific reason underlies the entire US intervention in 1992-1993. But apart from interests and values, it seems that the Civil War in Somalia was a zero-sum battle, in that the Islamic movement had a very different agenda than the pro-Ethiopian movement. The victory of one meant the automatic loss for the other. The organizations themselves were both tribal and ideological, centering around the destiny of Somalia relative to the Arab-Israeli conflict, where the Muslims rejected the US presence in support of Israeli interests and the pro-western side sought to use Ethiopia to eliminate the Islamic movement of General Farah Adeed. Hence, in Kriesberg’s terms, these organizations were basically bi-focal, with two mutually exclusive agendas that eventually, in 1993, permitted the US government to hold that the Islamic movement is the great threat to Somalia (cf Kreisberg’s typology, 2006, 7-14). Now, the basic issues in the conflict concern, first of all, the actors themselves. After the disastrous war with Ethiopia in the late 1980s, the Barre regime in Somalia tottered, and eventually was overthrown by an military organization, backed largely by the Hawaye tribe, the United Somali Congress (USC). They overthrew Barre, but were incapable of managing the post-war world. Hence, the development of the Civil War and the rise of Addid’s SNA. The CIA maintained a major post in Kenya, and the US maintained a air base in Ethiopia where spy planes can traverse the Middle East (Griswold, 2007). After the overthrow of the communist DERG state in Ethiopia in 1991, the western backed government intervened regularly in the conflict within the US frame of reference. Hence, it seems that the American approach was to either restore Barre in power or create a coalition of anti-Adeed forces (preferably led by militia leader Ali Mahdi (US Army, 10). None of this worked, and Adeed seemed to emerge from the conflict victorious, as he played upon the anti-colonialist struggle against the United States and successfully engendered hatred against the US (Kaemph, 2007). Therefore, in general, the Somali war pitted Adeed’s forces against both the Ethiopians and the United States. In addition, the state of Eritrea was also involved, and received both Israeli and American backing from its independence against he former communist government of Ethiopia. Hence, the Eritreans were used against the Adeed government and the state itself became a base for the anti-Islamic movement. Eritrea was very useful for the United States and Israel (who certainly had an interest in the Red Sea being open to western trade), since they fought with the Islamic government of Sudan, and became a part of the peace-keeping efforts of the US in that country, also with the ultimate purpose to eliminate the influence of the anti-US and anti-Israeli Islamic movement. Hence, the causes of the conflict and the American intervention are woven within the functioning of the actors themselves within an international context. To put it simply: the US, the UN and Israel supported Ethiopia and Eritrea (though these two have fought in the past), as well as what was left of the Barre regime. Barre himself had offered several oil concessions to American oil firms not to long before his overthrow, and hence, the major oil firms and the US government had an interest in his movement, discredited thought it was (Kretzman, 2003). The major purpose was to keep any coalition that could be formed by Adeed and the anti-US forces under both a nationalist and Islamic banner. The US Army holds in its official account of the war that psychological operations (PSYOPS) were the order of the day in the Somali countryside. This ominous methodology is not elaborated upon in the Army’s description of events (US Army, pub 70-81-1, p 10). At the same time, the CIA was providing the basic logistical support for the intervention out of Kenya. Given this background, the major issues that motivated the American intervention might be reduced to four. First, the control of any oil found in Somalia and, more importantly, the massive oil reserves of Sudan. The two conflicts are very similar in that both Omar Bashir and Adeed are anti-US and anti-Israel, and are fighting for a country that has at least some oil reserves that can be exploited. Secondly, both the US and Israel have an interest in keeping Islamic movements out of power in this strategic area, since such movements may well join with Iran and Russia against American oil interest in the area. Third, to maintain a secular and pro-western state in both Ethiopia and Eritrea. Fourth, to keep friendly powers in charge of Somalia in order to keep both the Red Sea and the Indian Ocean free of hostile powers, since major shipping goes though these areas, and importantly, oil shipping. But similarly, this is all based on a certain geography: Somalia is highly strategic for the above reasons–this eastern horn of Africa sits upon oil and major shipping lanes that cannot fall to hostile powers. But the area of the US intervention, it should be noted, only developed in the extreme south and west of the country, not accidentally the area bordering Kenya, where the CIA maintains a large base and listening post (Griswold, 2007). The US, as part of its PSYOP mentality, hit the radio stations belonging to Adeed, as well as attempting–unsuccessfully–to harm his infrastructure. The reality of the situation is, in the chaos of the war, the Islamic movement of Adeed developed his own social services and social infrastructure, not unlike Hamas in Palestine. To destroy this became the main purpose of the 1992-1993 intervention and largely dictated the popular hostility of the masses to American intervention. Adeed successfully created his own anti-PSYOP mentality by holding the Islamic faith and using nationalist ideas to mobilize the country to his cause. Hence, the nonsense about feeding the â€Å"starving masses† should not even be taken seriously, since the only man who successfully rebuilt at least a modicum of social services became the main target of US attacks (Kaemph, 2007). Hence, several things can be said in conclusion. First, oil is an important issue here, both in Sudan and Somalia. This is one of the most important motivating influences behind the intervention in 1992. But this oil is not sitting in the ground, it is being shipped worldwide, and hence, the Indian Ocean routes near Africa and the Red Sea both need to be kept open, and hence, Somalia, Eritrea and Ethiopia are central actors here. Second, the Eritreans were encouraged in their independence drive under the communist DERG state in Ethiopia by both the US and Israel so as to maintain a pro-western state there. Eritrea hence, sought to support the US in the conflict with the purpose of maintaining its independence and legitimacy. The Islamic forces in Sudan and the SNA wanted an Islamic and nationalist state to fight the west and the Israelis. For the US, this was unacceptable and might be the central issue in the entire American mentality of the time. The reality is that Adeed won–and he won using anti-colonial rhetoric that saw the US as invaders, not interveners. Third, the American PSYOP organization, with CIA backing fizzled. They failed to convince the population that the US was their friend. The very fact that Adeed’s own infrastructure was attacked proved to most that the US was there for the sake of realpolitik, not humanitarian aid, a rather silly â€Å"official† story from Washington, given the strategic nature of the area. Since PSYOPS are little more than brainwashing, Adeed certainly seems to have the moral high ground here–he had the money and the power, as well as the support and military training to make his movement work. Insofar as Kriesberg’s organization typology (cf pg 12), the reason for the American intervention is that it seemed that Adeed’s forces could not be beaten. His main opponent, and a recipient of US money, Mahdi, had no real military training and was no match for Adeed (US Army, 10). The former forces of Barre were also fractured and demoralized, and hence, to keep Adeed out of power, intervention was necessary. But what remains central is that the official reason for the American involvement was not only false, but laughable. Not even an armchair analysis could hold that humanitarianism was the central issue when which globally strategic issues were at stake. An Islamic government in Sudan and Somalia could spell doom for the American interest in the shipping lanes of the area, and might well serve to harm the states of Ethiopia or Eritrea. Israel’s interest were also central, since the US presence in northeastern Africa is substantial and is a major base for operations against he enemies of the Israeli state such as Iraq (formerly) and Iran, not to mention Sudan or even Libya. The US, in short, appeared as an amoral colonial invader against the genuinely popular Adeed forces. Ultimately, the Somalia failure proved the problematic nature of American post-Cold War foreign policy. First, her official rationale made little sense. Second, the simple battle for American interests will not win the US forces respect throughout the world (Allard, 1995). The nations of the world will work out their own problems without CIA meddling, which only rarely provides a lasting solution (though few could doubt that the fall of Mengistu in Ethiopia was not a good thing). But lastly, what seems to come out of the Somalia failure is the simple fact that the US drive for global empire is doomed to fail, and what should come out of the decay of the bi-polar world is not a uni-polar world or even an multi-lateral one, but the simple concept of self determination for all the nations and people’s of the world according to their own lights, not dictates from Brussels, New York or Washington. Bibliography: Allard, K.. (2005) Somalia Operations: Lessons Learned. Washington: National Defense Griswold, Diedre (Jan 7, 2007) â€Å"Why Somalia has no National State. † Workers World. http://www. workers. org/2007/world/somalia-0111/ (This is a communist publication that should be taken with a grain of salt but it does have some interesting observations about the CIA’s role in the area, as well as Israel’s) Kriesberg, L. (2006). Constructive Conflicts. Rowman and Littlefield. Kretzman, Steve (2003). Oil Security, War and the Geopolitics of United States Energy Planning. Multinational Monitor, Jan/Feb. (http://www. thirdworldtraveler. com/Oil_watch/Oil_Security_War. html) United States Army (nd). The US Army in Somalia. CHM Publication 70-81-1

Objection, On The Grounds of My Fist! Essay -- Comics, Abdul Rafi Ono

Passing the bar is more than a feather in one’s mortarboard – it is a testament to perseverance, ambition, and four years of nosebleeds. This is why for us law students, lawyers are extraordinary. Generalist lawyers in the past, those experts of every field of law, are regarded even more so. But recently, in a speech for UP Law’s 100th Anniversay, Sen. Edgardo J. Angara said that the age of these supermen-lawyers is over – the age of the specialists has come. The trend in Philippine legal profession is towards specialization, fueled by skepticism towards generalists, in our version of â€Å"kiu ĉasas du leporojn, kaptas neniun.† Who chases two jackrabbits catches none. But in comic books, the age of superhero lawyers is hardly over. After all, they started everything. Lawyers in capes and tights have always been present in the medium of comics since its inception. The concept would germinate and persist through the years. The following are only a few of the lawyers who put on capes, wish for luck, and kick some criminal derrià ¨res. The Clock Contrary to popular belief, the first masked superhero is not Superman - it is The Clock. Before he became a vigilante, former District Attorney Brian O’Brien believed in the courts, until it failed him. His decision to become a vigilante was sparked by a frustration with the court system, the flaws of which let criminals operate with impunity. His motivations would be explored by several comic book writers over the years, through several other superheroes, spanning all seven decades of comic book history. The Clock’s disguise was a three-piece suit, and he had a calling card that said, â€Å"The Clock Has Struck.† When DC Comics acquired the rights to the character in 1956, it let the character of... ...ng, superhuman lawyers are an indication of the masses’ admission that the legal system is the high-road, and vigilantism is the entertaining road, albeit the road that should not be taken. It is a confirmation by the people of that heroism is just one of the characteristics that define a member of the bar, literal ass-kicking not included. Works Cited Yap, D.J. "Senator Angara: ‘Superman-lawyer’ doesn’t fly anymore." Inquirer News. 5 Feb. 2012. Web. 21 Feb. 2012. Hilyerd, William A. "Hi Superman, I'm a Lawyer: A Guide to Attorneys (And Other Legal Professionals) Portrayed in American Comic Books: 1910-2007." Widener Law Review 15.1 (2009): 159-195. Web. 15 Dec. 2011. Hilyerd’s research is the most helpful and exhaustive review on the topic, providing over 300 notes.

The Education System of Today

Testing today has taken over schools. The pressure of society for a person to strive to reach the best schools and therefore the best education, to do this your test scores have to be the best. This brings up the question on weather or not the highest test scores show who the smartest people really are? These high test scores raise the question, does the school you go to have an influence on how you do on your tests. If it does make a difference does the money involved create a preddjudicous. Also should someone use all their powers available to find get into the best schools? Society is leaning more towards Machiavelli†s view where the ends justify the means. This also brings morals into the situation. The education system of today has used testing as an easer way to show how smart someone is. Teachers use tests to see how well students understand what they have taught. This has a positive effect making the students learn the material that the teacher wants them to learn, however the student ends up just learning it because they have to. In order to become educated someone has to want to learn something. That is the only way that they would truly push themselves to further their knowledge. The only thing that pushes students to learn today is the pressure that society makes. These pressures consist of anything from parents pushing the child to go to college, to business that will not hire anyone without a college degree. Parents want to see their child succeed more then the child wants too. The child wants to succeed too because no one wants to grow up only to be able to work in a minim wage job. Without the benefits of a college degree a person is limited as to what positions are available in today†s workplace. The better the college that the person got the degree from the better chance they have at the job. This leads into the whole network of schooling involved to get the best jobs available. In order to get into the best college to get the best job one has to go to the best high school, which takes the best lower school, and to get into that lower school one has to get into the best preschool. This path is not an exact one but there is a quality of school that has to be kept up with. At the young age where this cycle is started the child has no say in any of it. The parents are left to put their child in the best school they can. Most parents will go threw many lengths to give their children the best possible start into the world. They will spend all of their precious money and they will use all of their contacts to get their child into the best schools they can. This however is an unfair system. Not everyone can afford the best schools because they usually end up being the most expensive. Like wise not everyone has an aunt to get them into the collage that they otherwise would not have been able to get into. This raises the question do the ends justify the means like in Machiavelli's peace â€Å"The Qualities of the Prince†. The system that he suggests a prince should govern under is not the ideal system but in the end it makes the best prince. The system that someone uses to get threw schools using all available resources may not be the fairest but in the end they will get the best education possible. I believe in using all available resources to give yourself a leg up on others. Sure it is not an ideal way to run the education system. It is not fair to everyone that dose not have the same resources, but it is a dog –eat-dog world and you have to do what you can to make it. In order to make education less of a social and financial thing standardized testing was invented. These tests were and still are supposed to be a way that gives everyone, no matter what connections or how much money they have, the equal chance. This in theory would be perfect but it dose not work that way. The tests can only test on so much material, and who says that the material is the most important. These tests did lessen the gap between schools. Someone that went to a private school with the best teachers had just as a student that was home taught. It tested on the same material and it gave everyone the chance to show their knowledge. There are many nitpicky things that come up about the unfair ness of tests like the SAT. It is impossible to make questions that equally apply to everyone. As an example a question about sailing would be a lot harder for someone that did not live near water then it would be for someone that grew up on a sailboat. The only major problem with tests like the SATs, is that it dose not take into account the people that are smart and know just as much as the next guy but just doesn†t do as well on tests. Tests only show you so much of a person. The problem of a test is in its inability to show the person. Sure it shows how well that person knows the material he or she is tested on, but it dose not show that person. What if the student dose poorly on the SAT, but ends up having the best management skills. He won†t get into the best collage and there fore the biggest companies will not look at him and he will end up getting a lesser job. It also has the opposite possibility. If someone dose amassing one these tests and gets hired by a big aw firm but this person cannot get along with anyone, it turns out just as bad. This too can be argued by the fact that many of these business hiring these people, that do amassing on these test, are looking for they type of person that is known to test well. There is an endless list of prows and cons for testing. Some of them are so nitpicky they are laughed at, but in the hole I believe that tests are good. They are only good for finding someone†s intelligence if they are used along with other methods. There is no one way that is good for everyone. If every person was the same and knew the same things then you could fined one way to see who was smarter, but people are different. Some people excel in English and some excel in math but how do you judge who is smarter. They do not have a common area to be tested in. The editoral by David Ignatius points out all the wrongs with today†s education system, but it dose not give a realistic solution. Sure it would be nice to encourage people to go to collage just to learn more and farther their knowledge, but most students go to school now because it is the only way to keep their options in life open. I personally came to college to learn how to become an engineer. I am very interested in this field and am doing well. In the beginning of the year I started taking psychology, which I fined very interesting. I had to drop the class. In order to excel in my required core sources I needed more time and therefore had to drop psychology. This was a very hypocritical move on my part. I wanted to farther my knowledge in other subjects that interest me but I gave in to the pressures to succeed instead of learn. School is not ideal and the education systems are not completely focused on learning, but that is the way it is now so as a student I have to deal with this and make the best out of what I am given. Every advantage that is possible should be taken, like when Machiavelli pointed out the methods for becoming the best prince, not the best methods for becoming a prince. They were not always the ideal way of dealing with situations but it was the most effective. Just like testing and using connections is not the best method for getting an education but they will give you the best shot at excelling at it. The Education System of Today Testing today has taken over schools. The pressure of society for a person to strive to reach the best schools and therefore the best education, to do this your test scores have to be the best. This brings up the question on weather or not the highest test scores show who the smartest people really are? These high test scores raise the question, does the school you go to have an influence on how you do on your tests. If it does make a difference does the money involved create a preddjudicous. Also should someone use all their powers available to find get into the best schools? Society is leaning more towards Machiavelli†s view where the ends justify the means. This also brings morals into the situation. The education system of today has used testing as an easer way to show how smart someone is. Teachers use tests to see how well students understand what they have taught. This has a positive effect making the students learn the material that the teacher wants them to learn, however the student ends up just learning it because they have to. In order to become educated someone has to want to learn something. That is the only way that they would truly push themselves to further their knowledge. The only thing that pushes students to learn today is the pressure that society makes. These pressures consist of anything from parents pushing the child to go to college, to business that will not hire anyone without a college degree. Parents want to see their child succeed more then the child wants too. The child wants to succeed too because no one wants to grow up only to be able to work in a minim wage job. Without the benefits of a college degree a person is limited as to what positions are available in today†s workplace. The better the college that the person got the degree from the better chance they have at the job. This leads into the whole network of schooling involved to get the best jobs available. In order to get into the best college to get the best job one has to go to the best high school, which takes the best lower school, and to get into that lower school one has to get into the best preschool. This path is not an exact one but there is a quality of school that has to be kept up with. At the young age where this cycle is started the child has no say in any of it. The parents are left to put their child in the best school they can. Most parents will go threw many lengths to give their children the best possible start into the world. They will spend all of their precious money and they will use all of their contacts to get their child into the best schools they can. This however is an unfair system. Not everyone can afford the best schools because they usually end up being the most expensive. Like wise not everyone has an aunt to get them into the collage that they otherwise would not have been able to get into. This raises the question do the ends justify the means like in Machiavelli's peace â€Å"The Qualities of the Prince†. The system that he suggests a prince should govern under is not the ideal system but in the end it makes the best prince. The system that someone uses to get threw schools using all available resources may not be the fairest but in the end they will get the best education possible. I believe in using all available resources to give yourself a leg up on others. Sure it is not an ideal way to run the education system. It is not fair to everyone that dose not have the same resources, but it is a dog –eat-dog world and you have to do what you can to make it. In order to make education less of a social and financial thing standardized testing was invented. These tests were and still are supposed to be a way that gives everyone, no matter what connections or how much money they have, the equal chance. This in theory would be perfect but it dose not work that way. The tests can only test on so much material, and who says that the material is the most important. These tests did lessen the gap between schools. Someone that went to a private school with the best teachers had just as a student that was home taught. It tested on the same material and it gave everyone the chance to show their knowledge. There are many nitpicky things that come up about the unfair ness of tests like the SAT. It is impossible to make questions that equally apply to everyone. As an example a question about sailing would be a lot harder for someone that did not live near water then it would be for someone that grew up on a sailboat. The only major problem with tests like the SATs, is that it dose not take into account the people that are smart and know just as much as the next guy but just doesn†t do as well on tests. Tests only show you so much of a person. The problem of a test is in its inability to show the person. Sure it shows how well that person knows the material he or she is tested on, but it dose not show that person. What if the student dose poorly on the SAT, but ends up having the best management skills. He won†t get into the best collage and there fore the biggest companies will not look at him and he will end up getting a lesser job. It also has the opposite possibility. If someone dose amassing one these tests and gets hired by a big aw firm but this person cannot get along with anyone, it turns out just as bad. This too can be argued by the fact that many of these business hiring these people, that do amassing on these test, are looking for they type of person that is known to test well. There is an endless list of prows and cons for testing. Some of them are so nitpicky they are laughed at, but in the hole I believe that tests are good. They are only good for finding someone†s intelligence if they are used along with other methods. There is no one way that is good for everyone. If every person was the same and knew the same things then you could fined one way to see who was smarter, but people are different. Some people excel in English and some excel in math but how do you judge who is smarter. They do not have a common area to be tested in. The editoral by David Ignatius points out all the wrongs with today†s education system, but it dose not give a realistic solution. Sure it would be nice to encourage people to go to collage just to learn more and farther their knowledge, but most students go to school now because it is the only way to keep their options in life open. I personally came to college to learn how to become an engineer. I am very interested in this field and am doing well. In the beginning of the year I started taking psychology, which I fined very interesting. I had to drop the class. In order to excel in my required core sources I needed more time and therefore had to drop psychology. This was a very hypocritical move on my part. I wanted to farther my knowledge in other subjects that interest me but I gave in to the pressures to succeed instead of learn. School is not ideal and the education systems are not completely focused on learning, but that is the way it is now so as a student I have to deal with this and make the best out of what I am given. Every advantage that is possible should be taken, like when Machiavelli pointed out the methods for becoming the best prince, not the best methods for becoming a prince. They were not always the ideal way of dealing with situations but it was the most effective. Just like testing and using connections is not the best method for getting an education but they will give you the best shot at excelling at it.

Sounds and Imagery of Human Emotion

Sounds and Imagery of Human Emotion In Marge Piercy’s â€Å"The Secretary Chant†, the author uses images and sound to both dehumanize and mechanize the female speaker, while John Updike uses imagery and sounds to make the â€Å"Player Piano† come to life. Piercy uses images of the speaker, connected with various office equipment to give a vision to the reader of a woman living her life through the office equipment that is part of her very being. Piercy uses personification in reverse and other metaphors, such as metonymy, and paradox, to give an actual picture of the office machines actually performing their functions.And also through the operation of the office equipment attached to the speaker showing her only purpose in life. Sounds are important in â€Å"The Secretary Chant as onomatopoeia, alliteration, and the descriptions that show the speaker little by little becoming more mechanized until filed away for another day. Updike also uses personification to m ake the â€Å"Player Piano† come alive. Through rhyme, alliteration, consonance, cacophony, diction, and meter the poem sounds like music. The images that the speaker brings forth when the poem is read out loud, is melodic.The perfectly played â€Å"Payer Piano† only works within the constraints of the human-made machine. John Updike’s poem, â€Å"Player Piano† and Marge Piercy’s â€Å"The Secretary Chant â€Å"convey through sound and imagery the personification and dehumanization of mechanical speakers, with Updike doing a better job by saying that people are irreplaceable because of emotion. The title of Piercy’s â€Å"The Secretary Chant† gives a good indication of the list of statements that begin with: â€Å"My hips are a desk. From my ears hang / chains of paper clips† (lines 1-3), metaphors that make the reader visualize that the speaker is only a place where office machines connect together to form her purpose at the firm, as an object to perform tasks. The first six lines, as well as, lines eight through thirteen vividly describe in detail where each office supply and machine connects. And, there are, of course, as in any office, a list of things that the speaker would be commanded to do. Would you get me a cup of coffee? Make a copy of this report, please. Have you typed that letter up for my signature?To me the speaker states a list of things she is comprised of, just like the boss gives her a list of things to perform. And the list continues on and on and on. In the first line the speaker gives the reader a vision that her hips are just a place to put things, when no other work is being performed. The lines paint a picture of the frustration and the monotony the speaker’s body parts have become. Even when the speaker complains: â€Å"From my mouth issue canceled reams† (16). The paradoxical complaint falls on deaf ears as if any one would listen to a machine that needs to get back to performing its tasks.The speaker has become one with her desk, supplies, and office equipment. This goes on to reinforce the theme that the speaker’s only usefulness is to perform the tasks that are asked for the speaker as an object, and as the office machines. Marge Piercy’s â€Å"The Secretary Chant â€Å"conveys through sound and imagery the dehumanization, while doing a good job of showing emotional frustration with the performance of tasks in the office. Piercy uses sound in two lines â€Å"The Secretary Chant† by using onomatopoeia to give the reader’s imagination of the speaker becoming a machine through words that sound like what machines sound like: â€Å"Buzz.Click† (7). And also the cash register sound of: â€Å"Zing. Tinkle† (14). The sound of the speaker’s brain frying on overload can be felt through the explicit mental image in the lines: â€Å"My head is a switchboard / where crossed lines crackle. † ( 9-10). Piercy uses alliteration, To drive home the point, in the last four lines of â€Å"The Secretary Chant† in which the speaker breaks down in a hopeless heap of printed emotion copied and delivered from herself saying: File me under W because I wonce was a woman. (21-24)Piercy visually shows the last true part of the speaker giving up her emotion and placing it only where the reader can find out about by looking somewhere else in the office machine that takes over. Marge Piercy’s â€Å"The Secretary Chant† uses sounds to show that human emotion can be filed away and replaced. In John Updike’s â€Å"Player Piano† personification is used to wake up an inhuman piano that plays itself, sort of like the poem itself does when read aloud. Updike uses assonance and consonance in the first couple of lines to give musicality to the lines.The devices are first used with a repetition of â€Å"-ick† sounds to mimic the keys on the piano. Onomatopoei a is used throughout the poem to as words make the sounds musically and mimic the â€Å"Player Piano. † The author follows those sounds with a repetition of â€Å"-uck† sounds. There are a lot of sound going on in the first stanza, including alliteration internal rhymes, diction and meter with all coming together with the smooth â€Å"s† sounds a pleasant melody. Updike uses a connotation for life when the speaker says: â€Å"Light-footed, my steel feelers flicker† (line 3).The connotation of the word flicker means life, as long as the flame is burning and the denotation means to move with a fast or jerky motion. The combination of the two meanings gives the feeling that the piano is alive. John Updike’s poem, â€Å"Player Piano† shows through sound and images that the personification of the mechanical speaker is alive and lively. In the second and third stanza build on the personification with the â€Å"Player Piano† speaker says: â €Å"My paper can caper; abandon (5).An internal rhyme that suggests that the paper can leap and jump about like it is alive, followed by abandon which adds to the unrestrained movement like someone young and full of energy. Updike uses onomatopoeia, alliteration, internal rhyme and assonance when describing lines five through eight. But there is a little change in the tone when the reader says: â€Å"Is broadcast by dint of my din, / And no man or band has a hand in / The tones I turn on from within† (6-8). Dint means force or effort; the speaker’s power of a jumble of loud, discordant sounds, followed by what I think the poem means perfect alone on his own.This is irony at its best, because the piano was created by a man, the music played, composed by a human. Then, through the speaker saying in the last two lines: â€Å"But never my numb plucker fumbles, / Misstrums me, or tries a new tune† (11-12). Cacophony is used on line eleven, lines that are discordant and difficult for a human to pronounce the piano does so with ease and perfection, But it can’t compose anything new, teach itself how to play a new song, play with feeling and emotion. And it is this very human thing that it cannot replace.John Updike’s poem, â€Å"Player Piano† conveys through sound and images the personification of the mechanical speaker is alive, but explains that a machine cannot replace human emotion. In Marge Piercy’s â€Å"The Secretary Chant†, the author uses images and sound to both dehumanize and mechanize the female speaker, while John Updike uses imagery and sounds to make the â€Å"Player Piano† come alive. Piercy uses images visualizing the speaker’s dehumanization to make some valid thoughts of only being viewed as an object, and only being good at tasks the speaker is hired to perform.Piercy through sound and description, with vivid detail, became just another task only good for what the job descripti on entailed. The speaker by giving up, because no one listened, showed that humans with emotions can be replaced. â€Å"Player Piano† through rhyme, alliteration, consonance, cacophony, diction, and meter make the poem sound and read like music. The images that Updike’s speaker brings forth when the poem is read out loud are melodic and, a perfectly played piano only works within the constraints of the human-made machine.The best use of sound and imagery goes to John Updike’s â€Å"Player Piano. † Updike through sound and imagery, and the musical feeling shown through the personification of the speaker, conveys that humans with emotion cannot be replaced.Works Cited Pierce, Marge. â€Å"The Secretary Chant. †The Compact Bedford Introduction to Literature. Ed. Michael Meyer. 9th ed. Boston: Bedford/St. Martin’s, 2012. 550. Print. Updike, John. â€Å"Player Piano. †The Compact Bedford Introduction to Literature. Ed. Michael Meyer. 9th e d. Boston: Bedford/St. Martin’s, 2012. 708. Print.

Child Abuse Problems and Its Effects on a Future Childs Life

Child Abuse Problems and Its Effects on a Future Childs Life Several Challenges in Writing the Literature Review Writing a literature review is not an easy task for many students; still, in case certain instructions are given and taken into consideration, the task can be properly completed in time.Advertising We will write a custom report sample on Child Abuse Problems and Its Effects on a Future Child’s Life specifically for you for only $16.05 $11/page Learn More There are the three steps that should be followed while writing a review: to conduct research, create a structure, and keep in mind the main idea of the investigation (Ridley, 2012). Each step may have the challenges a writer can face in completing this kind of work; this is why it is necessary to remember that as soon as a theme and subject are identified (Oliver, 2012), the work should begin. The study under analysis focuses on the problems of child abuse and parental neglect and their effects on a future child’s life (Moylan, Herrenkohl, So usa, Tajima, Herrenkohl, Russo, 2010). In fact, the topic is widely discussed around the whole world; this is why many literary sources, statistics, and other interesting material can be found online as well as in libraries. The task is not to lose the main idea and use the up-to-date sources in order to prove that the chosen topic is worth attention and investigation. In fact, there were the three main challenges in writing the literature review just completed that were overcome due to the ability to organize the work, follow the suggestions of the experts, and keep in mind the necessity to meet the deadlines and academic expectations. One of the hardest tasks was to understand how to narrow down the topic and choose the most appropriate research questions to be discussed in the literature review.Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Stalker and McArthur (2012) under line that little research has been made on the questions about the support and care for children, who suffer from home abuse; this is why it was necessary to prove that the effects of child abuse were considerable indeed to think about the methods of treatment. Another challenge took place as soon as the necessity to comprehend the effects of child abuse and identify them properly was discovered. Different researchers offer their own ideas about the child abuse effects. Gloud, Clarke, Heim, Harvey, Majer, and Nemeroff (2012) talk about the cognitive development of a child and seem to be the powerful developers of their ideas about the emotional challenges children face with and behavioral problems. And Fang, Brown, Florence, and Mercy (2012) introduce the economic aspect of child abuse effects that seem to be an interesting topic for discussion. This is why the challenge was to integrate a variety of effects in one common topic and introduce it properly. Finally, it was difficult to organize the whole paper so that the introductory part, the body, and the concluding part were logically connected and clear. Still, all these challenges have been successfully overcome due to the ability to organize the work, plan the most crucial steps beforehand, and ask for help before making mistakes or wrong decisions. In general, the work has been done, and the literature review has been properly written. It helps to realize what kind of work should be done the next time and how it is necessary to investigate the effects of child abuse and parental neglect in a society. Reference List Fang, X., Brown, D.S., Florence, C.S., Mercy, J.A. (2012). The economic burden of child maltreatment in the United States and implications for prevention. Child Abuse Neglect, 36(2), 156-165.Advertising We will write a custom report sample on Child Abuse Problems and Its Effects on a Future Child’s Life specifically for you for only $16.05 $11/page Learn More Gloud, F., Clarke, J., Heim, C., Harvey, P.D., Majer, M., Nemeroff, C.B. (2012). The effects of child abuse and neglect on cognitive functioning in adulthood. Journal of Psychiatric Research, 46(4), 500-506. Moylan, C.A., Herrenkohl, T.I., Sousa, C., Tajima, E.A., Herrenkohl, R.C., Russo, M.J. (2010). The effects of child abuse and exposure to domestic violence on adolescent internalising and externalising behaviour problems. Journal of Family Violence, 25(1), 53-63. Oliver, P. (2012). Succeeding with your literature review: A handbook for students. Berkshire: McGraw-Hill Education. Ridley, D. (2012). The literature review: A step-by-step guide for students. London: SAGE. Stalker, K McArthur, K. (2012). Child abuse, child protection and disabled children: A review of recent research. Child Abuse Review, 21(1), 24-40.

Ancient China - Periods and Dynasties

Ancient China - Periods and Dynasties Chinese recorded history goes back more than 3000 years and if you add archaeological evidence (including Chinese pottery), another millennium and a half, to roughly 2500 B.C. The center of Chinese government moved repeatedly throughout this period, as China absorbed more of eastern Asia. This article looks at the conventional divisions of the history of China into eras and dynasties, starting with the earliest about which we have any information and continuing through to Communist China. Events of the past, if not forgotten, are teachings about the future. - Sima Qian, Chinese historian of the late second century B.C. The focus here is on the period of ancient Chinese history that begins with the advent of writing (as also for the Ancient Near East, Mesoamerica, and the Indus Valley) and ends with the period that corresponds best with a conventional date for the end of antiquity. Unfortunately, this date makes sense only in Europe: A.D. 476. That year is in the middle of the relevant Chinese period, the Southern Song and Northern Wei Dynasties, and is of no special significance for Chinese history. Neolithic First, according to historian Sima Qian, who chose to begin his Shiji (Records of the Historian) with the Yellow Emperor tale, Huang Di unified tribes along the Yellow River valley nearly 5,000 years ago. For these achievements, he is considered the founder of the Chinese nation and culture. Ever since 200BC, Chinese rulers, imperial and otherwise, have considered it politically convenient to sponsor an annual memorial ceremony in his honor. [URL www.taipeitimes.com/News/editorials/archives/2006/05/04/2003306109] Taipei Times - Dumping the Yellow Emperor Myth The Neolithic (neonew lithicstone) Period of Ancient China lasted from about 12,000 until about 2000 B.C. Hunting, gathering, and agriculture were practiced during this period. Silk was also produced from mulberry leaf-fed silkworms. The pottery forms of the Neolithic period were painted and black, representing the two cultural groups, Yangshao (in the mountains of the north and west of China) and Lungshan (in the plains in eastern China), as well as utilitarian forms for daily use. Xia It had been thought that the Xia were a myth, but radiocarbon evidence for this Bronze Age people suggests that the period ran from 2100 to 1800 B.C. Bronze vessels found at Erlitou along the Yellow River, in northern central China, also attest to the reality of the Xia. The agrarian Xia were ancestors of the Shang. More on the Xia Reference: [URL www.nga.gov/exhibitions/chbro_bron.shtm] The Golden Age of Classical Archaeology Beginning of the Historical Era: Shang The truth about the Shang (c. 1700-1027 B.C.), who, like the Xia, had been considered mythical, came as a result of the discovery of the writing on oracle bones. It is traditionally believed that there were 30 kings and 7 capitals of the Shang. The ruler lived at the center of his capital. The Shang had bronze weapons and vessels, as well as earthenware. The Shang are credited with inventing Chinese writing because there are written records, notably the oracle bones. More on the Shang Dynasty Zhou The Zhou were originally semi-nomadic and had co-existed with the Shang. The dynasty began with Kings Wen (Ji Chang) and Zhou Wuwang (Ji Fa) who were considered ideal rulers, patrons of the arts, and descendants of the Yellow Emperor. The great philosophers flourished in the Zhou period. They banned human sacrifice. The Zhou developed a feudal-like system of allegiance and government that lasted as long as any other dynasty in the world, from about 1040-221 B.C. It was adaptable enough that it survived when barbarian invaders forced the Zhou to move their capital to the East. The Zhou period is sub-divided into: Western Zhou 1027-771 B.C.Eastern Zhou 770-221 B.C.770-476 B.C. Spring and Autumn period475-221 B.C. Warring States period During this period, iron tools were developed and population exploded. During the Warring States Period, only the Qin defeated their enemies. More on the Zhou Dynasty Qin The Qin Dynasty, which lasted from 221-206 B.C., was begun by the architect of the Great Wall of China, the first emperor, Qin Shihuangdi (aka Shi Huangdi or Shih Huang-ti) (r. 246/221 [start of the empire] -210 B.C.). The wall was built to repel nomadic invaders, the Xiongnu. Highways were also built. When he died, the emperor was buried in an enormous tomb with a terra cotta army for protection (alternatively, servants). During this period the feudal system was replaced by a strong central bureaucracy. The second emperor of the Qin was Qin Ershi Huangdi (Ying Huhai) who ruled from 209-207 B.C. The third emperor was the King of Qin (Ying Ziying) who ruled in 207 B.C. More on the Qin Dynasty Han The Han Dynasty, which was founded by Liu Bang (Han Gaozu), lasted for four centuries (206 B.C.- A.D. 8, 25-220). During this period, Confucianism became state doctrine. China had contact with the west via the Silk Road during this period. Under Emperor Han Wudi, the empire expanded into Asia. The dynasty is to divided into a Western Han and an Eastern Han because there was a split following the unsuccessful attempt by Wang Mang to reform the government. At the end of the Eastern Han, the empire was divided into three kingdoms by powerful warlords. More on the Han Dynasty Political disunity followed the collapse of the Han Dynasty. This was when the Chinese developed gunpowder for fireworks. Next: Three Kingdoms and Chin (Jin) Dynasty Source of Quote Archaeology and Chinese Historiography, by K. C. Chang. World Archaeology, Vol. 13, No. 2, Regional Traditions of Archaeological Research I (Oct., 1981), pp. 156-169. Ancient Chinese Pages From Kris Hirst: Archaeology at About.com Longshan CultureA Neolithic culture of the Yellow River Valley.Beixin CultureAnother Neolithic Chinese culture.DawenkouLate Neolithic period of Shandong Province.Shandong Excavations Six Dynasties Three Kingdoms After the Han Dynasty of ancient China there was a period of constant civil war. The period from 220 to 589 is often called the period of 6 dynasties, which covers the Three Kingdoms, Chin Dynasty, and Southern and Northern Dynasties. At the start, the three leading economic centers of the Han Dynasty (the Three  kingdoms) tried to unify the land: The Cao-Wei Empire (220-265) from northern ChinaThe Shu-Han Empire (221-263) from the west, andThe Wu Empire (222-280) from the east, the most powerful of the three, based on a system of confederation of powerful families, which conquered the Shu in A.D. 263. During the period of the three kingdoms, tea was discovered, Buddhism spread, Buddhist pagodas were built, and porcelain was created. Chin Dynasty Also known as the  Jin Dynasty  (A.D. 265-420), the dynasty was started by Ssu-ma Yen (Sima Yan), who ruled as Emperor Wu Ti from A.D. 265-289. He reunified China in 280 by conquering the Wu kingdom. After reuniting, he ordered the disbanding of the armies, but this order was not uniformly obeyed. The Huns eventually defeated the  Chin,  but were never very strong. The Chin fled their capital, in Luoyang, ruling from 317-420, in  Jiankan  (modern Nanking), as the Eastern Chin (Dongjin). The earlier Chin period (265-316) is known as the Western Chin (Xijin). The culture of the Eastern Chin, remote from the Yellow River plains, developed a different culture from that of northern China. The Eastern Chin  were  the first of the Southern dynasties. Northern and Southern Dynasties Another period of disunity, the period of the Northern and Southern dynasties lasted from 317-589. The Northern Dynasties were The Northern Wei (386-533)The Eastern Wei (534-540)The Western Wei (535-557)The Northern Qi (550-577)The Northern Zhou (557-588) The Southern Dynasties were The Song (420-478)The Qi (479-501)The Liang (502-556)The Chen (557-588) The remaining dynasties are clearly medieval or modern and so are beyond the scope of this site: Classical Imperial ChinaSui 580-618 A.D. This short dynasty had two emperors Yang Chien (Emperor Wen Ti), an official of the northern Zhou, and his son Emperor Yang. They built canals and fortified the Great Wall on the northern frontier and began expensive military campaigns.Tang 618-907 A.D. The Tang composed a penal code and started a land distribution project to help the peasants, and expanded the empire into Iran, Manchuria, and Korea. White, true porcelain was developed.Five Dynasties 907-960 A.D.907-923 Later Liang923-936 Later Tang936-946 Later Jin947-950 Later Han951-960 Later ZhouTen Kingdoms A.D. 907-979Song A.D. 960-1279 Gunpowder was used in siege warfare. Foreign trade expanded. Neo-Confucianism developed.960-1125 Northern Song1127-1279 Southern SongLiao A.D. 916-1125Western Xia A.D. 1038-1227Jin A.D. 1115-1234Later Imperial ChinaYuan A.D. 1279-1368 China was ruled by MongolsMing A.D. 1368-1644 A peasant, Hongwu, led the revolt against the Mongolians to form this dynasty, which improved conditions for peasants. Most of the  Great Wall  known today was built or repaired during the Ming Dynasty.Qing A.D. 1644-1911 The Manchu (from Manchuria) ruled China. They instituted dress and hair policies for Chinese men. They unsuccessfully outlawed footbinding.

Accounting Assignment Example | Topics and Well Written Essays - 1250 words - 1

Accounting - Assignment Example In our current case however, the FIFO method will result in higher profits due to the fact that the older inventory was at held at a lower cost. The new inventory costs more, due to which the Cost of Goods Sold goes up in the LIFO method. However, when we talk to about meaningful profits, then I would say that the LIFO method is more relevant. This is because FIFO results in "inventory profits"; profits that arise merely from holding inventory; and fails to provide the best matching of costs and revenues. Thus in terms of more meaningful profit, I would say that LIFO is more meaningful as it depicts a better matching better revenues and costs. FIFO is the costing method which depicts a better approximation of actual physical flow of goods. This is because companies generally use the oldest items in inventory first so they can continually roll the stock and prevent deterioration or obsolescence. Furthermore, it’s a matter of common sense that inventory bought in the last quarter cannot be used in the first three quarters, thus the physical flow of goods initiates from the inventory in hand at the beginning. There will be more cash available for the management under the FIFO method and not the LIFO method. The exact amount which would be available to the management based on the income statements generated would be $5,100. This is due to the fact that in FIFO, the cost of goods is lesser, resulting in greater profits. In the LIFO method, the cost of inventory is much higher, and thus our profits shrink. The assumption that is being made here is that the net profit after taxation is the cash which is available for the management. As the income statements in Part A prove, FIFO would provide more cash rather than LIFO. The gross profit will be lower in the average cost method when compared to the FIFO method because average cost method accounts for the expensive inventory as well as the cheaper inventory. Likewise,

John Cleese & Creativity Essay Example | Topics and Well Written Essays - 750 words - 1

John Cleese & Creativity - Essay Example In his lecture, John Cleese uses many past stories to try to make the listeners get a clear understanding of exactly what message he is trying to pass across to the listeners. One of the lessons was when he talks about how a person’s subconscious can easily help save them from a situation that may seem so bad turn out to be just the opposite of ones expectations. The writer uses the story about his life with his co-writer Graham Chapman. Just like any other human relationship, the two writers also had their fall outs which at some point made John Cleese lost some of his valuable work (Salter, 78). However, this did not deter the writer from reaching into his subconscious and coming up with a new and even better sketch. John got all the ideas for the sketch comedy from his unconscious (Salter, 80). This simply shows that if people were to reach into their subconscious mind and actually look for ways through which to make better a bad situation, maybe the situation wouldn’t be so bad after all. Take the situation of indulging in the use of marijuana. Most people are normally pressured by their peers and never actually think about the consequences. However, if the individual were to reach into their subconscious and try and seek out other alternatives, maybe the situation wouldn’t be so bad after all. Cleese also speaks of people always being more of impulsive thinkers rather than actually taking the time to give a situation deep thought until ones unconscious actually contemplate an idea. The only reason that most people indulge in the use of marijuana is out of fear of what their friends would think of them if they were to say no. People never actually take time to think and let the idea actually sink in. The only reason most people worldwide use the drug is that people try so hard to fit in with the rest of the community. Consequently, people are even willing to partake in the use of drugs as long as at the end of the day they feel like they