The second Gulf war

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After the Camp David Accords between the Egyptian president Anwar Sadat and Israeli premier Menachem Begin, Egypt gave up its guiding role in the Arab world. This leading role was passed on to the Iraqi dictatorial president Saddam Hussein. The western powers did not begrudge him this honor as long as he challenged Islamic fundamentalism. And in May 180, Hussein combated Islamic extremists by starting a war with fanatical neighbor Iran. With economic and military aid from from other secular Arab countries and the West, Hussein predicted the war would end very quickly. Instead, it was an exhausting war of attrition, which lasted for nine years.

In 188, a UN brokered truce ended the conflict, but by then Iraq was armed to the teeth with hi-tech weaponry; mostly supplied by the U.S. However, the nation was burdened with debt. Given his economic situation, Hussein set his sights on the neighboring oil rich country of Kuwait. He accused the Emir of Kuwait of breaking agreements that limit oil production in the Middle East. According to Saddam Hussein, this brought down world oil prices severely and caused billions of dollars in lost Iraqi revenue. So, on August nd, 10, on Saddams orders, Iraqi military forces invaded and occupied the small Arab state of Kuwait.

By invading Kuwait, Iraq succeeded in surprising the entire world. By releasing a statement demanding he withdraw his troops immediately, the U.S. ended its policy of accommodating Saddam Hussein. The Iraqi leaders demonization was taking place in the international press and President Bush confronted little difficulty in winning Americans support for the potential war against Iraq. Negative attitude toward Iraq was soon a worldwide phenomenon.

The United Nations Security Council passed 1 resolutions condemning the invasion, and approved the use of force. President Bush also sent his defense minister Richard Cheney to Saudi Arabia to show King Fahd reports revealing Iraqi intentions of invading his country, thus obtaining permission to send Allied troops and planes to Saudi Arabia. It took very little time for the United States to form a coalition of countries, including the Arab countries Syria, Egypt, and Morocco, and more than $5 billion was pledged and received. The ultimate decision was to use military force if Iraq did not withdraw unconditionally by January 15, 11. When the deadline was set, it was time to start preparing for the worst; 500,000 soldiers (including 00,000 Americans) positioned themselves at the Saudi-Iraqi border.Custom writing service can write essays on The second Gulf war

And on January 17, 11, war replaced words, as five successive waves of bombers armed with HARM (High-speed Anti-Radiation Missiles) and cruise missiles launched the first attack on Iraq. The missiles wreaked terrible destruction on Iraqi forces. However, the missiles not only hit military targets but also the center and outskirts of Baghdad, killing hundreds of innocent civilians.

To minimize casualties of the coalition forces, under the command of U.S. General Norman Schwarzkopf, a strategy with five weeks of intensive air attacks and ending with a ground assault was planned and initialized. Besides the tremendous air power, the coalition deployed technologically advanced weapon systems, never before engaged in combat, such as the U.S. F-117A Stealth bomber, advanced infrared targeting that illuminated Iraqi tanks buried in the sand and laser-guided smart bombs. The large-scale usage of air force and the latest technology made the war short and saved great numbers of Allied soldiers lives.

After establishing air superiority, coalition forces disabled Iraqs command and control. This caused communication to fail between Baghdad and its troops in the field. The next stage was to relentlessly attack Iraqs infantry, which was dug in along the Saudi-Kuwaiti border, and the elite 15,000 man Republican Guard in southeastern Iraq and northern Kuwait.

In retaliation, Iraq started launching SCUD missiles at Israel. Saddam was counting on the fact that the Israeli government would react and enter the war. Given the Arabs hatred of the Jews, he hoped to incite the whole of Islam in a Jihad against Allied forces. But the maneuver failed, Israels anti-missile defense intercepted and destroyed the SCUDs in mid-flight.

Every move Saddam made was unsuccessful. His last attempt was when Iraqi soldiers set three Kuwaiti oil wells on fire and sent hundreds of thousands of burning oil into the Persian Gulf, creating an ecological disaster, and brought down the disapproval of the entire world.

The ground war began on February , after a last ditch attempt at mediation, and featured a massively successful out-flanking movement of the Iraqi forces. The Iraqis apparently anticipated that they would be attacked frontally, by a large Allied amphibious landing and had heavily fortified those defensive positions. Schwarzkopf instead moved the bulk of his forces west and north, and in a major use of helicopters, attacked the Iraqis from their rear. The five weeks of intensive air attacks had greatly demoralized the Iraqi front-line troops, causing widespread desertions. Iraqi commanders had already lost much of their ability to communicate with Baghdad, which made their situation even worse. Remaining front-line forces were quickly killed or taken prisoner with minimal coalition losses.

President Bushs decision to terminate the ground war at midnight February 8, 11, was criticized, because the United States left Saddam Hussein in power, instead of taking him prisoner and trying him before an international tribunal. It allowed Baghdad to rescue a large amount of military equipment and personnel that were later used to suppress the postwar insurrections of Iraqs Shiite and Kurdish citizens. In his own defense, the president asserted that the war had expelled the Iraqi forces from Kuwait and reestablished Kuwaiti independence. Bushs decision was probably influenced by his desire to maintain coalition unity. A particular reason was to keep on board the Arab members, who were increasingly unhappy at the devastation inflicted on Iraqs infrastructure and civilian population.

Iraqi representatives accepted allied terms for a provisional truce on March , and a permanent cease-fire on April 6. Iraq agreed to pay reparations to Kuwait, reveal the location and extent of its stockpiles of chemical and biological weapons, and eliminate its weapons of mass destruction.

Operation Desert Storm was perhaps the most efficient war in American History, at least when considering the cost in American lives. It also marked a new stage in world affairs in which there would be only one superpower, a power that was prepared to put its military might to use to dissuade any country attempting to disrupt the world order.

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Persuasive Essay: Literary Message for Our Time

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Pg.70 "Some two or three days later I [Rukmani] noticed a change in Kuti his eyes lost their dullness and the whimpering that had been so harrowing to listen to lessened and stopped…

She [Ira] looked at me somberly "feed him; he is hungry. Take the rupee you will find in my sari."

I [Rukmani] knew then that she was responsible for the improvement in Kuti, not I, not my prayers…

Nathan was groping for words, stumbling a little over them, "I will not have it said�I will not have you parading at night�."Cheap University Papers on Persuasive Essay: Literary Message for Our Time

"Tonight and tomorrow and every night, so long as there is need. I [Ira] will not hunger anymore."

"Like a harlot," he [Nathan] said, "A common strumpet."

The epigraph comes from a part of the novel, Nectar in a Sieve, where Rukmani realizes that she was not the one who had helped Kuti to get better. It was actually Ira, who had become a prostitute, that worked to receive the money she needed so that food could be bought to feed Kuti. Ira knew that her brother would die if food was not provided, and took it upon herself to get the money needed to buy food. After reading this novel and seeing the sacrifices that were made for the well-being of a family, I believe that there is a very pressing moral issue that is repeatedly revisited throughout the novel. Therefore, the moral message seems to be that although you can denounce the act, can you denounce the person?

When reading the novel, Nectar in a Sieve, there is a feeling of pity for Ira because of the deed she must do to keep her brother alive. It seems that Ira, though she knows what she's doing is wrong, is willing to do it because it will help to ensure the safety and well-being of her innocent, younger brother. Consequently, even though the act of prostitution is morally wrong, in this case�it's also morally right. Degrading yourself to the level of a prostitute is morally wrong because sex is not meant to be sold. It was, however, morally right in this case because Ira engaged in such demeaning activities for the welfare and life of her brother. It seems that though the act is unmistakably condemnable, the person may not be.

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SUV

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What's the Deal?

It's incredible how retailers try to trick us with advertisements. Some of the tricks work, others don't. They attempt to present customers with apparently huge deals in bold letters, and then, in the small print, all the terms and conditions which make the apparent "deal" not so attractive to the buyer.

The advertisement presents a Lexus RX 00 SUV. The so called "Coach Edition" advertisement attempts to sell a $6,000 SUV by offering $500 worth Coach bags. We, the readers, can quickly identify that the Lexus SUV target market for this advertisement are women, primarily mothers with small children. Who else would fall for this trick? By this, my intentions aren't to underestimate women, but to make clear that hardly any man is going to consider the two Coach bags as an enticement to buy this car.

The advertisement banner "Welcome to this season's Coach trunk show", is creative and attractive to its target market. They managed to put the Lexus SUV and the bags together in an advertisement narrowly targeted to its intended market. The Coach bags in the trunk even have red ribbons and tissue paper as if they were a gift to whomever is able to afford the money for a car. Buy the car, instant elegance and an appearance of wealth comes to you, it says.Custom writing service can write essays on SUV

Before, SUV's were not for women. They were a man's car but now we see women driving SUV's often. What type of women are they? We may be stereotyping them, they may be dull, running around driving carpools but, can we imagine them as glamorous? Yes, now we can. We can drive a SUV and be glamorous. Why? Even though Lexus is a fabulous trendy car now we can associate it with fabulous trendy women. Coach has been for years a luxury good wanted by many but had by few. Only certain people can afford it and those who can are everything the woman seeing the ad wants to be. So by buying the Lexus SUV she gets the coach bags, but most important she gets the life of what she believes is the woman behind the SUV wearing the coach bag. She gets to live a dream, the dream Lexus has created for her which is now her dream.

Lexus hopes that a woman who usually associates a SUV with typical suburban living (kids, soccer, ballet classes, etc.) will now associate the Lexus SUV with a more glamorous, carefree lifestyle. Lexus is trying to disassociate the SUV from its typical use to entice women to buy it as a glamorous, desirable object that appeal to her ego.

What's the deal? What are they trying to do? They are trying to sell you a lifestyle. Trunk show, coach, that's the life you will lead if you buy this SUV.

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Rousseau's Theories, Applied Today

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Rousseaus quote is about people coming together and following in one direction to help a situation, in a way which benefits society. Canadian meat exports were banned due to a recent case of Mad cow disease in Alberta. Canadians are proving Rousseaus quote true as they come together to support the sagging beef industry is this crisis.

What is Mad Cow disease? Mad Cow Disease, or Bovine spongiform encephalopathy (BSE) is a chronic, degenerative disorder affecting the central nervous system of cattle.BSE is one of several diseases catagorized as Transmissible Spongiform Encephalopathies (TSEs). The disease is believed to be caused by a self-replicating protein (a prion; PrPSc) rather than a bacterium or virus. The human variant of BSE is called Creutzfeldt-Jakob Disease (CJD), it is a prion disease in humans. Though hereditary, a small number of CJD cases have been linked to BSE. CJD is a prion disease found in Humans. A Prion or Brain eater is an infectious agent which causes various form of disease within humans and animals. The diseases are characterised by loss of motor control, dementia, paralysis wasting and eventually death, typically following pneumonia.Visible end results at post-mortem are non-inflammatory lesions, vacuoles, amyloid protein deposits and astrogliosis. This was not the first case of Mad Cow disease in Canada, in 1 a cow imported from Britian displayed symptoms and was destroyed. Later is was found that the cow carried the disease, and 5 other cows in its herd were killed to prevent spreading of the disease. Mexico and the United States put a temporary ban on Canadian Beef because of this, and Agricultural Officials decided it was best to destroy any animal imported from Britain between 18 and 10. In 15 the disease resurfaced, but not as BSE this time as two cases of CJD, it was found that two blood donors had died from CJB. In August of 00 yet another human was claimed by CJD, a man in Ottawa died of CJD after a visit to the UK.In May 00 veterinary officials confirmed a cow that had been sent to slaughter had infact had BSE. This has started an uproar in the Canadian Beef industry. Because of previous problems Canada no longer and has not since 17, imported bone meal or meat from nations where mad cow disease is found. Though this was an isolated case, and the cow was destroyed many countries U.S and Japan have again, put a ban on importing meats from Canada. In July Mexico, one of Canada bigest importers of beef announced they may be ready to reopen their country to Canadian Beef, but Japan who had gone through their own Mad Cow crisis not more than two years ago refused to accept the meat. In late August it was announced that Canadian Beef may be moving south of the border back to the U.S very soon. Canada since May has been taking many precautions and spent a lot of money to make sure this type of does not happen again. How did Canadians react to the news? Canadians through the crisis have been supportive of the farmers. Though most were cautious, many big grocery store chains have opted for selling only Canadian Beef. Also the Canadian McDonalds restaurant chain has decided to use only 100% Canadian Beef is their very popular Big Macs. August nd McDonalds gave out coupons for free Big Macs for each purchased to help the Canadian Beef Industry. Alberta Agriculture Minister Shirley McClellanhas said We believe our food safety system is among the best in the world, on many occasions. Canadians seem to believe this and are celebrating their beef in support of the hurting industry.

Rousseaus quote is evident in this situation, because this situation emobodies a group of people, going with the general in order to better him and his fellow man. When our beef industry was sagging and other countries had banned our meats, Canadians came to the aid of their country, without hesitation and with lots of support. It shows that the values described by Rousseau are still evident in society even 00 years

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The Team Performance Curve

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The Team Performance Curve traces the development of a team from the beginning stage of Working Group through the ultimate goal of becoming a High-Performance Team. Team effectiveness increases as you move anywhere along the curve, but the performance impact may decrease if the group becomes a Pseudo-team before making it to the Potential team stage. Moving along the curve and becoming more effective and better-performing involves taking risks, dealing with problems and concerns, patience, time, and commitment.

Working Group

The first key point on the Team Performance Curve is a Working Group A group for which there is no significant incremental performance need or opportunity that would require it to become a team. It is comprised of a number of workers who pursue no collective, time-oriented goal. Usually members interact only to share information, methods, and practices and each member performs in his or her area of specialization and responsibility. There is often very little room for conflict, no set of goals, and no mutual accountability. ...Working groups rely on the sum of individual bests for their performance. They pursue no collective work products requiring joint effort.

An example of a Working Group is the members of an administrative staff whose tasks include answering phones, filing, billing, and scheduling appointments. They are all working as part of the same group, but have no common, time-oriented and measurable goal to attain. They work together to maintain a certain level of acceptable performance, but are not collaborating towards achieving a set goal.Cheap Custom Essays on The Team Performance Curve

Pseudo-team

A working group may turn in to a Pseudo-team on their quest to becoming a Real or High-performing team. A pseudo team is not actually a team, even though it may "go through the motions" and consider itself to be one. A pseudo team is a group for which "there could be a significant incremental performance need or opportunity," but it has not focused on collective performance and is not making much of an attempt to achieve it. Pseudo teams show little to no interest in creating clear, concise goals and their downfall roots from failing to shape a common purpose. These "teams" are the weakest of all teams in regards to performance impact and productivity. As stated in The Wisdom of Teams, by Jon Katzenbach and Douglas K. Smith, "the sum of the whole is less than the potential of the individual parts." In other words, the team members are stronger individually than the outcome or end results that are produced.

Almost always, pseudo teams "contribute less to a company's performance needs than a working group and this is because their interactions detract from each member's individual performance without yielding any joint benefits." This type of team would only ever become a potential team if they were to define specific goals, be committed to a common purpose, and were then willing to make valuable contributions based on this premise. A pseudo team only beholds the potential of becoming a real team when its members execute the essential principals and standards of any high performing team member.

Potential Team

A potential team is a group for which there is a significant, incremental performance need, and that really is trying to improve its performance impact. They typically require more clarity about the purpose, and goals and more discipline in devising a common working approach. A potential team has not yet established a group accountability. They are very common in organizations, but are not good enough. The steepest performance increases occur between this stage and becoming a Real Team. Any movement up the slope is worth pursuing.

There should be an effort for working groups to jump straight to becoming a potential team, skipping pseudo-team altogether to remain at least as productive as they were. A group or pseudo-team only becomes a potential team if they make a good, honest effort to improve their performance impact. Those who take the risks to climb the curve will inevitably confront obstacles, some of which will be overcome and others will not be. Potential teams that get stuck should stick to the team norms and keep pushing for performance. Performance in itself has the potential to save a struggling potential team by illustrating that the team can and will work, therefore giving new motivation.

Real Team

Next we move to "real" teams. In order for a group of people working together to be considered as a real team, there are five basic elements that need to be met. The aspects needed concern the number of people working together, their complimentary skills, commitment to performance goals and a common purpose, commitment to a common approach and mutual responsibility and accountability. Only once these five aspects are met can a group of workers be labeled as a real team.

There seems to be an agreed upon notion that teams with fewer members perform better. The teams that we have read about in text or learned about during class time indicate that anywhere from two to twenty members perform best when put together. Groups of larger numbers tend to break into smaller sub-teams within a team, which leads to lack of communication and a break down of team values and structure. Larger teams face problems such as the inability to construct clear goals or clear purposes. They tend to revert to crowd behavior and have trouble finding common ground throughout their many differences. Finding adequate space for larger numbers of people also presents a problem. Many companies do not have enough unused space to house a team of fifty although finding a place to set up work space for twelve may be more reasonable.

Complimentary skills that are brought to a team are also as important as the number of people working as a team. Within the aspect of skills we can further break it down by looking at the types of skills needed. Technical, problem-solving and interpersonal skills are the three types that need to be identified and brought to each real team.

Technical skills include any formal training or specialty that team members bring to a group. An example of this could be a surgical team performing a heart transplant. This team would need to consist of medical specialists ranging from nurses to various doctors. Having a school teacher in this team would obviously not be necessary and would not contribute to a successful team operation. It is very important to match skilled team members to correct teams in order for that team to reach optimal performance.

Decision-making and problem-solving skills are often developed while working together as a team. Many members bring the basis of these skills to a group stemming from prior experiences but given the fact that each team is unique, skills in these areas are usually readjusted to suit a specific situation. Working through problems that a team faces and making decisions that affect the team and its members have to be developed when a problem is faced is essential.

Interpersonal skills like decision-making and problem-solving skills are also developed once a team is formed. Team members will bring interpersonal skills that they have developed over their lifetimes to a group, such as how to handle conflict and communication but, each team member brings individualism and with that comes the need to adjust interpersonal skills in order to compliment other team members in a way that is productive to the overall effort that is being made.

Performance goals and commitment to a common purpose is an important part of becoming a real team. This aspect originates in management. Teams are put together in order for a goal to be met. Whether it be developing a new product line or performing a surgical operation, the task at hand is always clearly defined prior to the beginnings of team work. Although this goal or opportunity is predetermined, there must be an agreement between team members that they are all equally able and willing to work towards it successfully.

As stated earlier it is very important to have a clearly defined purpose in order for a team to know what it is that they are working to complete. After this goal is defined, a team must then decide exactly how it is that they are going to accomplish it and reach success. It is not enough for a surgical team to have a goal of completing a heart transplant. They must also have a plan containing each step of the surgery, directions for each team member and a set of instructions for everyone in the group to follow. Without these instructions measuring success would be impossible and reaching a common goal would be difficult.

While working together each team member must also take responsibility for the team as a whole. Placing individual blame for failure or success weakens a team's ability to work as a group. Each member must know that all of their actions are a reflection of the real team and any problems that arise are a direct reflection of each and every group member. Going back to the surgical team, if the actual doctor operating happens to make and error and the transplant is a failure, it is the team that failed, not the one surgeon. Each member's actions must be considered as important as the next members. Without mutual accountability it is impossible for a group of people to work as a team, instead they are simply a group of individuals working together.

High-Performance Team

The last stage in the team performance curve is when a team would like to become is a high performance team. A high performance team meets all the conditions of real teams, and has members who are also deeply committed to one another's personal growth and success. That commitment usually transcends the team. The high performance team significantly outperforms all other like teams, and outperforms all reasonable expectations given its membership. (Becoming a Team. p.).

When looking at the ten attributes of high performing teams, we see that high performing teams have goals that are clear, well known and understood, and is supported by all members. Excellence is the only acceptable standard. Team members receive immediate feedback from their teammates on their progress. Each team member is provided with opportunities to fully participate in all team activities, using and developing skills and abilities. While team members can exercise self-initiative and make their own decisions on how they will perform, rewards are based on accomplishments. The team knows how to praise and recognize its accomplishments, and its members are committed to the success of one another and to the team. Everyone knows the plan, strategy and tactics to be used to achieve the goals and objectives. Rules and penalties are known in advance, are agreed to by everyone, and are considered fair, consistent and immediate. (O'Brien and Buono. Lessons from the Field.)

A high performance team is created to achieve challenging goals and solve complex problems set forth by a higher authority. This high performance team takes all its teammates and looks at their special skills and their strengths in order to achieve their goals. Within a high performance team, the members use and build upon each other strengths and knowledge to get to a place where an individual could not get to alone. (O'Brien, lecture notes).

One of the most important things a leader in a high performance team can do is encourage taking risks. Risk taking is what gets a team to the next level. It's about coming up with ideas that may seem outrageous, but the team can then use all their knowledge and work with that idea in order to come up with something great. This is how a high performance team will feed off each other. They use their skills and knowledge together to work as one. This is what will separate a real team from a high performance team. It's all in the team members and their interaction with one another.

The transition from a work group to a high performance team may be a fairly lengthy task, but in order to ensure maximum results and benefits from the team, everyone must be working as one towards the common goal set fourth by every member of the team. A high performance team must understand and consent to things such as desired outcomes, shared purposes, accountabilities, coordinated roles, efficiency and participation, quality of work, continuous improvement, credibility and trust, and have a core competence. (Chapter , Building effective teams and teamwork.)

Once a team has come to work together in such ways as listed above, they have achieved the title of a high performance team. Great things can happen to teams that work at this level. The rarity is finding members and people to lead such members to get to that desired level of performance. With the help and knowledge of everyone in the team, anything is possible and no task is too large or complex for a high performance team.

Works Cited

Katzenbach, J., & Smith, D. (00). The Wisdom of Teams, Creating the High-Performance Organization. New York. HarperCollins Publishers Inc.

Maxwell, J. (00). The 17 Essential Qualities of a Team Player, Becoming the Kind of Person Every Team Wants. Nashville, Thomas Nelson, Inc.

Maxwell, J. (00). The 17 Indisputable Laws of Teamwork Workbook, Embrace Them and Empower Your Team. Nashville, Thomas Nelson, Inc.

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To kill a mocking bird

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English Advertising Assignment

Hypothesis

What strategies different charity organizations use to persuade you to donate money to their cause?

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In the field of advertising, language has a powerful influence over people and their behaviour. The choice of language to convey specific messages (with the intention of influencing people) is vitally important in gaining their support and contribution. In the field of a non profit organization I found that the strategies to gain support all fell under two categories 1 techniques to provoke sympathy

techniques to provoke guilt

In this field it is so important to engage all readers' attention as they usually need all the help they can get. The aim of my assignment was therefore to research what were the most common syntactical features and their effects.

Generally all the advertisements persuading the reader to donate money had no specific audience. The aim of each ad was to gain as much support as they could so they could not afford to leave out any particular group of people. Sometimes what may have limited their audience was either the necessity in having a credit card number or needing to have your own home with a letterbox and address etc.

I expected to find that advertisers used a variety of techniques to lure the readers into contributing towards their fund. So the devices used to provoke guilt were different to that which provoked sympathy but instead I found that they generally all used similar devices to gain attention.

Firstly ads that provoked sympathy all had similar patterns in the vocabulary they used. Their modifiers were very emotive trying to gain the readers sympathy. There were a lot of words put into describing the situation and the feelings of the people involved. In a WWF ad they described "our island is one of the most biologically important places on earth and one of the most threatened. " We must "conserve what's left of our critically endangered species." They use stories full of nouns and adjectives to give the facts and information to appeal to our senses and emotions. "but here in New Zealand thousands of families live in substandard or overcrowded housing conditions."

The verbs used are generally all imperatives. They need to add a sense of urgency in the ad and promote immediate action. Often we see words such as "Call…" "Give…" "Help…" "Save.."

The syntax in ads that provoked sympathy also had more of a range in the sentence types it used. I found that when they were gaining your sympathy and telling the story the sentences were longer, (complex) to list the situation. "caught up in conflict, fleeing in terror, in need of urgent medical care." But when it came to the last few sentences (where they were talking to the reader directly) the sentences were simple or minor. This was used to achieve brevity and a more direct, urgent tone. "Please give all you can…Call now."

In terms of syntactical features things common in these ads were repetitions used to emphasize an idea "Many will be injured…Many more will be separated…" antitheses to show contrasting situations "New Zealander's love their ¼ acre section…sadly though for some owning their own home isn't as achievable." and definitely the use of imperatives in wanting the readers to contribute. Another common technique is the use of personal pronouns such as "you" or "we". It makes us fell included and that we are helping to improve the situations in the world today.

Thirdly all these ads did have something extra to make their campaign unique and different from other charities. With "Save the Children" their simple sentenced slogan is short and sharp to create memorability. With "Gregg's Red Ribbon Roast" a common device used was alliteration and the repetition of "build better." These technique were not only used to increase memorability it also established a rhythm.

On the other hand looking at ads which provoked guilt onto the reader there were many similar syntactical features as mentioned above but also some differences.

The biggest differences were the lexical features. The majority of them still had stories full of facts and information but when it came to involving the reader the verbs chosen were slightly different. They all denoted a positive action starting of with a personal pronoun "you can…" "You will…" and answers such as "Yes, I want to.." all to include the reader and make them feel as they are making "a world of difference." Adverbs such as "Just…" or phrases such as "Yes I want to join the I care programme…" all contribute in provoking guilt. It successfully makes us feel bad, as if we don't "care" if we do not contribute and donate money. Once again the personal pronouns are clearly present in the text.

A very effective syntactical technique used to provoke guilt is the use of rhetorical questions. They immediately engage the reader's attention and generally we know what the answer of the question should be. For example "Like to tell you daughter she has to work in a brothel?" we know the answer is no and we realize that if we don't donate we will force children into that situation therefore guilt on our part. Parallel structure can also be found in the ads. "While that's not enough to go far here in New Zealand, it's enough to make a life saving difference for children in Iraq." Though this does not make us feel guilty directly but it carries connotations that suggest $10 a month is not much at all. Repetition has also been cleverly used to emphasize an idea and trigger guilt "Don't blame the government…Don't blame industrialists…Don't blame oil companies…Blame yourself". This ad strongly accused us as the reason for the environment putting the blame on ourselves. Another clever technique was the use of personification in an animal protection ad. In this ad it gave animals simple human necessities such as "respect and protection" instead of "a life of misery, depravation and torment." This makes us realize that animals like humans have emotions and basic needs and need protection just like us and thus once again triggering the guilt.

Lastly there is once again the use of imperatives promoting action from the public, adding a sense of urgency in words such as "Call now" "Help" "save" which are all commonly found.

From doing my research I was able to find the various techniques non profit organizations used to persuade the reader to donate money. Though there were limited differences between ads that triggered guilt and sympathy I found the ads which provoked guilt to be more successful in gaining the readers contribution as a result of better vocabulary chosen and more clever syntactical features.

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A rose for emily

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The story A Rose for Emily by William Faulkner in my opinion was a very interesting story. The story was about a old and troubled woman named Emily Grierson who because of her father's death had become one of the towns obligation's and also one of it's problems. Emily a very stubborn old lady who refused to pay her taxes because of a little tale that Colonel Sartoris who was the mayor at the time had told her. He told her that her father had lent the town some money and because of it in a way of paying her back all of her taxes were remitted. Faulkner portrayed Emily's character to be very Stubborn and by the end made people think she was crazy. He develops this through many things but the main thing was by her actions to different situations and the way she lived her life This essay is going to talk about the things she said, did and about what other people said about her.

Emily Grierson's is an old lady who is very stubborn. Faulkner manages to show this through different events that happen in the story and how she reacts towards them. One of the events that happened was when Emily received a tax notice in the mail telling her that she has to pay her taxes. At this point in time Colonel Sartoris had been dead and there was no recollection in the cities files of what he had told her. Because she had refused to send any money to pay her taxes an alderman had shown up at her door to settle the situation. When he told her she had to pay her taxes Emily simply said "I have no taxes in Jefferson."(Faulkner, 14) The gentleman continued insisting that she pay her taxes. Emily believed so much that she was right that she continued to say "see Colonel Sartoris. I have no taxes in Jefferson." (Faulkner, 14) This was the first time Faulkner showed how stubborn Emily could be. She told the alderman to leave and that was the end of it. The second incident that showed Emily was stubborn and a little crazy was when she went to that pharmacy to buy some poison. "I want some poison" "I want the best you have. I don't care what kind." (Faulkner, 145) This gave me the impression that she was a little crazy and that it was possible that she was dangerous. It also showed me that she could be very demanding.

Emily did many things that made her character seem stubborn and crazy. When she received the tax notices in the mail she simply through them into the garbage or mailed them right back without response. This showed us how stubborn she was. Miss Emily would manage to make her self disappear for a certain period of time. This would cause people to talk because no one would know where she was or what she was doing. At the end of the story when the town people were walking around her house they finally found what had caused her house to smell as bad as it did. It was Homer Baron. He was laid down on a bed that was in a locked room. This was when they knew she was crazy because she murdered her one lover that she ever had.

People in this town liked to gossip a lot about Miss Emily. When she went to buy the poison from the pharmacy, the town was convinced she was going to kill herself and that she was crazy. When her father had died people called and dropped by the house to give Miss Emily their condolences. For three years she told them that he was not dead and that he was still alive. She refused for her father's body to be disposed. The town thought she was crazy. One of the things they talked a lot about was Miss Emily's servant that worked for her. They made racial comments about him for example when Miss Emily's house started giving off some sort odor. People started complaining to a judge named Judge Stevens about the smell. All he could say was "It's probably a snake or a rat that Niger of hers killed in the yard" One lady who complained accused Miss Emily of smelling bad. Miss Emily was pitied throughout the town because she wasn't married. The reason for this was because every time a man wanted to have something to do with Emily her father would scare them away. When Emily started seeing Homer Baron people started to talk. "She will marry him" and "She will persuade him yet" people would say.

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Pablo Picasso

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Pablo Picasso was born in Malaga, Spain on October 5, 1881 to Maria Picasso

Lopez and Jose Ruiz Blasco. His father was a teacher and an artist. He is one

of the most famous artists in the world. When he was young he amazed his

friends by drawing pictures without looking at the paper and without taking hisOrder custom research paper on Pablo Picasso

pencil from the paper. He was a student under his father for a while. By the age

of 15 he was technically skilled in drawing and painting. He also explored

sculpture, ceramics and other art forms. There was an original style to his work

which evolved throughout his career, making him one of the most influential

artists of the 100s.

Picasso took many risks in his life. When the Nazis said that artists could

not use bronze to create statues he defied them and continued to use it. He was

also a very possessive individual, and held love/hate relationships with his

friends. Piscasso was also superstitious, sarcastic, and did not treat his children

or women in his life very well.

While he was not a mathematician, philosopher or innovator, his works

especially cubism showed how much of a thinker he was, putting him in

Einsteins category. While his work may not have showed a good talent for

mixing and use of colors, like some other artists, you could feel his work.

Picasso painted they way he say and felt things, but the way he saw

things wasnt always the way they were. He was very creative and had a deep

passion for his work, and he kept working till his death in 17. His works were

in stages, some of which were reflections of what he was going through in his

life. His blue period which was from 101 - 104 depicted forlorn people

painted in shades of blue, which might send a message of sadness, and was

around the time of his sister Conchitas death from diphtheria. His move to Paris

in 104, and made friends with Fernande Oliver. Their relationship went well

and was reflected in his work, for from 104 - 105 was said to be his rose

period. By 107 he and another French painter opened the doors to what we

know today as cubism. In 11 he started adding things like newspaper prints,

stamps and other material into his work, creating a style called collage. By the

late 10 his work turned militant and political. Following World War II, this

style and period lessened for him, and he spent the nest few years redoing work

of other artists from earlier years.

Picasso died on April 8, 17 at his home, Notre-Dame-de-Vie in Mougin,

France, and was buried two days later at his castle in Vauvenagues

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A Doggy World

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Her long, soft, golden retriever yellow tail swoops from side to side like windshield wipers, trying steadily to clear the rain. Her neatly trimmed yellow paws leave the ground again and again as her fifty-five pound body jumps up and down almost at a rhythm. Drool runs down the sides of her wide open, panting mouth like water running out of a faucet. Finally, the anticipation over comes her. She lets out a long, loud, heavy bark. I pull the treat out of my pocket. She snatches it from me almost swallowing my hand whole. Receiving a treat is my dog Madison's favorite part of the day.

Once Madison is satisfied from her snack, she searches for the most comfortable piece of carpeting to rest on. She slowly paces around the house like an elderly women taking a leisurely stroll around the block. When she finds a spot to her liking, she uses her front paws to dig what seems to be an imaginary hole in the floor. She wastes no time and collapses on her newly found spot. She looks curiously at me with a question in her eyes. "Is she going to pet me?" I lie down on the floor next to her and run my hands along her soft, fluffy coat. "Good girl Madison!" I say to her, as she contently wags her tail. Eventually she falls asleep. Her gold, curly eyelashes bat back and forth as she dreams of herself in Milk Bone land.

Next, she is suddenly awakened by the sound of the doorbell. She jumps up as fast as a snake catches its prey. She frantically runs to the door to see who it is. She growls trying to sound vicious but not succeeding. As I open the door, Madison slightly tilts her head, anxious to find out who it is. She instantly lets down her guard, as she realizes that it is only Grandma.

Finally, Madison sits at the front door like a statue. This indicates to me that she has to go to the bathroom. "Madison, do you want to go outside?" I ask her. She pops up like a jack in the box and wags her tail "Yes!" I open the door, and she bolts out to the grass. She does her business but not before rolling herself around like a soccer ball in the grass. Her brown nostrils flare as she sniffs the air to see who has been around. I kneel down, and she runs over to me and gives me a long, wet lick on the face. She begins to pick up the aroma of the cool, crisp air around us. I talk to her like a baby, and she lies down on the grass and rolls over, telling me to rub her belly. The hot yellow sun shines brightly on her and accents her golden coat. She gets up and runs to the door. Madison thinks that it is time for another treat.

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THE GRAMMAR TRANSLATION AND THE DIRECT METHODS

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INTRODUCTION

First of all I want to give a brief history of what language teaching was through the nineteenth century where reading comprehension and writing instead of speaking and listening were in fashion ; just following the classical languages as a model to be followed.

Very few schools taught foreign languages, and in general the learning of foreign languages was more in a private way. It was only by 100 that most secondary schools incorporated one or more of their major European languages.Order Custom Essay on THE GRAMMAR TRANSLATION AND THE DIRECT METHODS

By the middle of the century many European countries came into closer and more frequent commercial relations, so it was created the necessity to learn foreign languages according to practical needs and interests.

Due to all these, some teachers, specially from Germany and France, began to think on how to create methods that could help to learn foreign languages in the easiest way.

As market among European countries improved, writers like Ahn and Ollendorff, had an enormous success with their books, unless they were not used in schools because they were too easy and too practical.

The demand for utilitarian language teaching increased specially in Germany, and textbooks and methods by Germans got into use.

This approach to foreign language teaching, became known as the Grammar Translation Method in which the immediate aim was for the student to apply the given rules by means of appropriate exercises in order to translate sentences in a mechanical way.

There were some leading exponents like J. Seidenstucker. K. Plotz, H. Ollendorff, J. Meidinger, etc. Grammar Translation dominated European and foreign language teaching from 1840s to the 140s, and in a certain way it continues to be widely used in some parts of the world today.

As this method created frustration in students, in the mid and late 1th century opposition to the Grammar Translation Method developed, and foundations for new ways of teaching languages raised with the name of the Reform Movement.

This movement created a demand for oral proficiency, so some specialists turned their attention to the way modern languages were taught in secondary schools.

France was well represented with writers like Jacotot, Marcel, and Gouin ; England was represented by Prendergast whose ideas, based on children's observations, were later developed in the 0th century by men like Palmer and West.

Parallel to the reformers' ideas, was an interests in developing principles for language teaching in a naturalistic way and all this led to the development of what was known as the Direct Method, which became widely known in the United States through its use by Sauveur and M. Berlitz in commercial language schools.

This method required teachers who were native speakers and it was largely dependent on the teacher's skill, rather than on a textbook.

THE GRAMMAR TRANSLATION METHOD

This method was called the grammar school method, because it was developed for use in secondary school.

The method did not attempt to teach languages by grammar and translation, its real motivation was reformist ; due to that the traditional scholastic approach of the time was individual, and had been to acquire a reading knowledge of foreign languages by studying classical grammar and applying it to the interpretation of texts in new languages with the use of a dictionary.

As these were self-study methods, that were not appropriate for group-teaching, the grammar-translation method, was an attempt to adapt these traditions to the requirements of schools but preserving the framework of grammar and translation due that they were already familiar to both teachers and students from their classical studies.

Its principal aim was to make language learning easier by the replacement of the traditional texts by sentences that could make grammar easier and clearer.

Grammar-translation textbooks were graded and presented new grammar points in organized sequence and with appropriate examples and sentences that were simpler than the traditional books from reputable authors.

The principal characteristics of the Grammar-Translation Method were

1-The goal was to learn a language in order to read its literature or benefit from mental discipline.

-Reading and writing were major focus.

-Vocabulary based on the reading texts.

4-The sentence is the basic unit of teaching and language practice.

5-Students are expected to attain high standards in translation due

to moral value and increasing written examinations.

6-The students' native language is the medium of instruction.

7-Grammar is taught deductively.

(Richard & Rodgers. 186. Pag. )

There were some contrasts between patterns of change in England and Germany, partly because Germany was considered the model of advanced educational thought at the time due to its state-run system, and England, trying to bring some order into the chaos of middle class education and maintaining academic standards, as well as trying to avoid state involvement in anything like the Prussian model, established in 1850 a system of public examinations controlled by the universities in order to lever modern languages on to the secondary curriculum so as to determine both the content of the language and the methodological principles of the teacher responsible for preparing children to take them.

Approaches were made to Oxford in 1857 and then to Cambridge, establishing a system known as Oxford and Cambridge Local Examinations in 158, working in separate ways.

Later on, Cambridge established the Overseas Examinations in the 1860s, that eventually led to a famous world-wide service. The Locals increased the status of both modern languages and English by including them on the curriculum alongside de classical languages.

There was a split among the universities and the 'great" schools Eaton and Harrow creating a separate examinations board ; due to that, the schools complained that the universities did not teach modern subjects ; so modern languages and English lost academic prestige though their association with the Locals and social prestige by their exclusion from the 'best' schools ; hence the universities came round to the notion of instituting modern language degrees, requiring in this way academic respectability from the modern languages and from the late 1th century reformers who put much attention to the universities and the examination system. (Howatt A.P. 184)

Sweet and Widgery alleged that present methods need a change and stated that reform had to come from above, from the university system.

All this forced modern language teachers and text book writers to ape the methods of the classics. French has to be made as demanding as Latin, and German as intellectually disciplined as Greek.

Germany was more open to reforming influences, and one reason was the structure of its state-run education system. French was included as a compulsory subject but English was optional and rarely taught.

The industrialization of the second half of the 1th century created a new class of language learner, one that had not followed an academic grammar school education and therefore could not be expected to learn foreign languages by traditional methods.

A new approach was needed to suit this particular circumstances and it eventually emerged in the form of ' direct' methods which required no knowledge of grammar at all.

Ahn and Ollendoff included grammar in their courses but in a rationed way of about one or two new rules per lesson, reason which explains why some teachers and reviewers considered them lightweight with lack of improvement and in the need of improvement. (Howatt. A. P . 184)

Toward the mid -1th century Europeans demanded for oral proficiency in foreign languages. Initially this created a market of conversation and phrase books intended for private study, but teaching specialists turned their attention to the way modern languages were taught in secondary schools.

The Frenchman C. Marcel (17- 186) referred to child language learning, as a model for language teaching ; proposed that reading be taught before other skills and propose to locate language teaching within a broader educational framework. The Englishman T. Prendergast (1806-1886) was one of the first to record the observation that children use contextual and situational cues to interpret utterances and that they use memorized phrases and routines in speaking. (Richards & Rodgers. 186). He proposed that learners be taught the most basic structural patterns occurring in the language.

The Frenchman F. Gouin (181- 186) developed an approach to teaching a foreign language based on his observations of children's use of language. (Richards & Rodgers 186). His method used situations and themes as ways of organizing and presenting oral language.

All these specialists were writing at the time when there were no organizational structure in the language teaching profession in the form of professional associations journals and conferences to enable new ideas to develop into an educational movement.(Richard & Rodgers. 186. Pag.6)

In 186 was founded the International Phonetic Association and its International Phonetic Alphabet. One of its goals was to improve the teaching of modern languages.

It advocated

1-The study of spoken language.

-Phonetic training in order to establish good pronunciation habits.

-The use of conversation text and dialogues.

4-An inductive approach to the teaching of grammar.

5-Establishing associations with the target language rather than with

the mother tongue. . (Richards & Rodgers. Pag. 7)

Vietor and Sweet and other reformers shared many beliefs about basic approaches to teaching, but differed considerably in the specific procedures

Parallel to the ideas put forward by members of the reform movement was an interest in developing principles for language teaching out of naturalistic principles of language learning that were termed Natural Methods and that led to the development of the Direct Method.

THE DIRECT METHOD.

Attempts have been made to make second language learning more like first language learning ; one of them was Montaigne in the 16th century who described how his father trained his servants in order to speak in Latin to him so that he could learn Latin in the natural way. In the 1th century was L. Sauveur(186-107) who employed questions as a way of presenting and eliciting language in the target language. He argued that foreign language could be taught without translation or the use of the learner's native tongue.

According to the German F. Franke, a language could be best taught by using it actively in the classroom. Teachers must encourage direct and spontaneous use of the foreign language in the classroom. (Richards & Rodgers. Pag. )

These principles provided the foundations of the Direct Method, which is the most widely known of the natural methods.

It was introduced and officially approved in France and Germany at the turn of the century and became widely known in the United States through its use by Sauveur and Maximilian Berlitz in successful commercial language schools.

In general it stood for the following principles

-Classroom instruction in the target language.

-Only everyday vocabulary and sentences.

-Oral communication in a graded progression.

-Grammar taught inductively.

-New teaching points introduced orally.

-Concrete vocabulary through demonstrations and the abstract through association of ideas.

-Speech and listening comprehension.

-Correct pronunciation and grammar. (Richards & Rodgers. Pag. 10)

This method was quite successful in private language schools of the Berlitz chain. The use of native speaking teachers was the norm ; its method was difficult to implement in public secondary school education. It lacked a rigorous basis in applied linguistic theory so it was criticized by the proponents of the Reform Movement.

Teachers were required to great lengths to avoid using the native language, when sometimes a simple explanation in the student's native tongue would have been more efficient to comprehension.

By 10 this method in noncommercial schools in Europe declined. In France and Germany was modified through introduction of some grammar aspects. A study held in 1 concluded that no single method could guarantee successful results.

PHYCHOLOGICAL AND SOCIOLOGICAL ASPECTS

It is well known that since interest in the learning of modern languages began, specialists and linguists are always trying to find ways on how to learn a second language in the most effective and easiest way ; methods, theories and methodologies are everyday being tried in order to facilitate this matter that has different grades of difficulty in each learner, but from my own point of view, it is a matter that we as teachers and researchers must work with, trying to give our best, so as to help the increasing number of learners that are and are going to be under our responsibility and the confidence that they have of our work with them and their achievements.

I also consider that in some way we are still using the Grammar-Translation Method in schools, specially when the large number of students in the classroom is the matter, and the Direct Method as well, when the school's philosophy is to speak only English, ignoring our own teaching methodologies.

Please note that this sample paper on THE GRAMMAR TRANSLATION AND THE DIRECT METHODS is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on THE GRAMMAR TRANSLATION AND THE DIRECT METHODS, we are here to assist you. Your persuasive essay on THE GRAMMAR TRANSLATION AND THE DIRECT METHODS will be written from scratch, so you do not have to worry about its originality.

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Political parties

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Immense Power

During the 0th century, numerous political groups formed and took over different parts of Europe. For example, three main parties during this time were the Nazi Party, the Communist Party, and the Fascist Party. In reference to these parties, it was once stated

"Adolf Hitler's Nazi Party exemplified the true nature of the modern totalitarian regime, whereas Mussolini's Fascist Party was more or less a 0th century version of 'old school' conservative authoritarianism."

After analyzing each type of rule, it was evident that, although these were difference parties, they still followed similar philosophical beliefs. Furthermore, these beliefs all revolved around a form of totalitarian rule, just on different levels. Thus, Hitler's Nazi Party and Stalin's Communist Party were examples of true totalitarianism while Mussolini's Fascist Party also was indeed totalitarian, just of a lesser breed.Buy cheap political parties term paper

Living from188 to 145, Adolf Hitler was a powerful leader who was the head of the National Socialist German Workers' Party, also referred to as the Nazis. Hitler's ability to gain power, and his ability to persuade the masses, caused him to take control of Germany. Before this group gained power, Germany was suffering from the Great Depression, especially because of problems such as inflation and unemployment. Also, numerous conservatives were worried about a Communist takeover, because, by 10, the Communists polled more than six million votes. However, the timing was perfect for Hitler, because he promised Germany that his party would resolve the economic crisis. After the Nazi Party gained control, it represented the totalitarian values. This type of ideology focused on issues such as the nature of mankind, a mass party system, a system of terror, military control by the government, and alliances with big businesses. For instance, it was evident that the Nazi Party represented totalitarian values because Hitler had total domination over the government. This was made possible because of the Enabling Act that was passed on March , 1. The Enabling Act allowed Hitler's cabinet to have dictatorial authority. Also, another reason the Nazi Party represented totalitarian values was because of their ability to consolidate power. For example, self-government in the German States was abolished in 1, and The Reichsrat was also abolished in the same year. Thus, the Nazi Party gained political power and control. The Nazi Party also gained control of the workers, after the independent labor unions were banned by them in May 1. After this was abolished, most of the workers then joined a Nazi Party agency, called the German Labor Front. This move gave Hitler more power over the people and their actions. Furthermore, in 14, the Nazi Party was the dominant group, and all of the other parties were deemed illegal. Also, the Nazis Party had a strong sense of anti-semitism, which exemplified their totalitarian values. The Jewish people lost their rights as citizens, and thousands of Jewish people were killed. Because of the Nazi Party's ability to take control of the people, the government, and the daily life actions that took place, it was apparent that this party displayed totalitarian values.

Furthermore, Stalin's rule of his Communist Party also exemplified totalitarian values. To begin, Stalin used this type of ideology to gain dictatorial control of the Communist Party in 1. He was struggling against Trotsky for this control, and Stalin had to create an alliance with two other individuals. Trotsky was then forced to retire as commissar for war, because of the actions and threats from this alliance. In 16, Stalin then stopped this alliance, and he allied with the Right Bolsheviks. Stalin then took political actions that took Trotsky out of the picture, and thus enabled Stalin to have control of the Communist Party. This group then took totalitarian actions, such as creating a Five-Year Plan in 18. This plan caused industrialization to speed up, which led to an acceleration in the coal and steel production, and the creation of a transportation system. This Five-Year Plan was a totalitarian action because it pulled the people together. Another totalitarian action taken by this party was the idea of Farm Collectivization. This caused Communes to be created, which were consolidated small farms. Also, Stalin eliminated a group of thriving peasant farmers, who were called the kulaks. Stalin's collectivization of farms showed his agricultural control. Additionally, Stalin believed in purge trials, because he thought that his party was conspiring against him. Thus, Stalin had many officials, military officers, and individuals in his party executed. The purge trials also eliminated all rivals from gaining power. Stalin was a very powerful ruler who strongly believed in displaying totalitarian values.

Another important group was Mussolini's Fascist Party in Italy. This party was defined as militaristic, anti-Marxist, and very nationalistic. However, while Mussolini was not as ruthless as a leader, as compared to Hitler and Stalin, he could still be classified as following totalitarian values. He didn't kill as many individuals as other totalitarian rulers, but he still was able to maintain control. For example, he established the black shirts, which were a Fascist party militia. This group attacked Communists, socialists, and other individuals who were thought of as enemies. With this group, Mussolini was able to achieve and consolidate power. This Party also maintained control and power through actions such as rigging elections. This method of gaining and keeping power exemplified their totalitarian values. Furthermore, Mussolini also kept a powerful rule through his strive to achieve economic domination. He took actions such as increasing productions, both agriculturally and industrially. He also maintained strict control over the economy, while also emphasizing regimentation. Overall, Mussolini's rule of Fascism could be viewed as a form of anti-socialist totalitarianism.

In conclusion, after researching Hitler's Nazi Party, Stalin's Communist Party, and Mussolini's Fascist Party, it was apparent that these three parties were very similar in rule. Each party strove for dictatorship control and also a consolidation of power. This type of ruling consists of totalitarian values. However, each party demonstrated totalitarianism on a different level. True examples of totalitarianism were evident from the Nazi Party and the Communist Party. However, the Fascist Party also used a form of totalitarianism, but it was a weaker form of it. Overall, all three parties demonstrated an immense form of power, and they each significantly changed Europe.

Please note that this sample paper on political parties is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on political parties, we are here to assist you. Your cheap custom college paper on political parties will be written from scratch, so you do not have to worry about its originality.

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Exploring Concepts

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1.) People who migrated from the Sahara to West Africa had to adapt to one of three kinds of land areas. The people of West Africa lived along the Niger River. They faced many challenges due to the unpredictable environment which was where annual flooding would occur. They survived by fishing for fish along the River bank, cultivating gardens, raising crops, chickens, and goats as well as growing a wheat like grain called Millet. The villagers also believed that by pleasing there gods through rituals and dance they could prevent bad things from happening. So therefore by that and hard work they succeeded.

.) Despite the hardships of desert travel, West Africa was not cut-off from the outside world, even in 400 B.C. It was almost impossible for West Africa to be cut off from the outside world because about each and every empire needed something they didn't have, that the others did. That lead to form an alliance and kept West Africa up-to-date.

.) The Niger helped Jenne-Jeno grow into a bustling trade center. Early West Africans developed prosperous cities in a landscape with varying climates by first settling by the Niger River. This specifically made Jenne-Jeno grow into a bustling trade center because the benefits of food and different goods. Help with essay on Exploring Concepts

4.) Ghana became a powerful trading empire largely because of its location. It was located up North of the Niger River in West Africa. After a group of West Africans called the Soninke took over, this Society became more wealthy by trading gold for salt.

5.) Arabs brought more then goods to Ghana. They established a Arab writing system as well as the Islamic religion.

6.) The success of Mali's trade empire affected the spread of Islam. Mali's greatest ruler Mansa Musa was a devout Muslim, but he respected all his subjects' beliefs although he allowed those who desired it to worship their traditional gods. However, many of the people who lived in trade centers had already converted to Islam. Under Musa's rule conversions greatly increased mainly due to Mali's expanding trade.

7.) Ashia Muhammad expanded the Songhai kingdom and advanced the spread of Islam. He also encouraged many non-Muslims to convert. He became Songhai's new king and invited Scholars to his empire. Its cities became great centers of culture and learning once again. Songhai became the greatest trade empire of West Africa as the number of Muslims and Muslim traders increased.

Please note that this sample paper on Exploring Concepts is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Exploring Concepts, we are here to assist you. Your cheap custom college paper on Exploring Concepts will be written from scratch, so you do not have to worry about its originality.

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Information Management

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Information Management

Enterprise resource planning

Definition Information system that uses an integrated database to provide a common, integrated infrastructure for typical business processes within functional areas and consistent information across areas.

(Information systems, Fourth Edition)Do my essay on Information Management CHEAP !

Enterprise resource planning is closely related to enterprise systems. Some of the enterprises that sell the ERP software are SAP, Oracle, Peoplesoft and J.D. Edwards. ERP was introduced by several software companies in the mid-0's. ERP took over from MRP, which stood for Material resources' planning this change was made to indicate a broader scope. The main goal of a MRP system is to order materials so they arrive when they are needed, and to meet the production schedule. However it is just estimations and are not always correct.

The main goal of an ERP system is to coordinate major systems in a firm and make sure that everyone has access to information needed in the firm for decision-making.

An ERP system includes among other things

· Operations and logistics inventory management, MRP, production planning, quality management, shipping

· Financials Accounts receivable and payable, cash management, general ledger, profitability analysis

· Sales and marketing order management, sales management, pricing, sales planning

· Human resources employee time accounting, payroll, travel expenses

· Make consistently defined information available across different business functions

· Emphasis on uniform coding scheme and standardized processes

An ERP system is designed to be accessed by any supplier, customer or employee that requires operational information.

A typical user would be People who enter transaction information, Managers and executives, anyone who needs information from other business functions.

The impacts on communications A lot of businesses have to change processes to suit the needs of the information systems rather than the other way round. This makes them very controversial systems

The main job of the ERP system is to support the companies main information systems when it comes to order fulfillment, manufacturing, inventory, distribution, human resources and financial accounting.

There are many ERP success stories but there are also companies that have used ERP systems, which have failed causing the company to go bankrupt, such as Foxmeyer Drugs.

Please note that this sample paper on Information Management is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Information Management, we are here to assist you. Your cheap research papers on Information Management will be written from scratch, so you do not have to worry about its originality.

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Analysis of Kubla Khan by Samuel Coleridge

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Trinity Koski Koski 1

Andrea Hooper

English 01, Section 0

April 00Order Custom Analysis of Kubla Khan by Samuel Coleridge paper

Analysis of "Kubla Khan" by Samuel Coleridge

"Kubla Khan, written by Samuel Coleridge in 177 and published in 1816, has represented an opportunity for many writers to study connotation within a given theme. One interesting interpretation of Coleridge's "vision in a dream" (Coleridge) is that the entire poem can be seen as an allusion to the author's own life. Connotation plays an important role in carrying out this theme.

Samuel Coleridge suffered great physical and emotional pain and was addicted to opium (Brians 8). There is present throughout this work a mystical, dreamy effect created by the use of alliteration; this effect is not unlike what one might experience during an opium dream ( http//www.drug-rehabs.org ).

Coleridge alludes to his own life throughout the poem. Using symbolism to make the allusion in the opening lines, he writes

In Xanadu did Kubla Khan

A stately pleasure-dome decree

Where Alph, the sacred river, ran

Through caverns measureless to man

Down to a sunless sea.

This stately pleasure dome represents Coleridge's mind. Alph, the sacred river, is Coleridge's poetic ability; it, like the caverns, is measureless to man.

Koski

So twice five miles of fertile ground

With walls and towers were girdled round

And there were gardens bright with sinuous rills,

Where blossomed many an incense-bearing tree ;

And here were forests ancient as the hills,

Enfolding sunny spots of greenery.

Within the walls of his skull, Coleridge's poems (sinuous rills, incense-bearing trees) blossom and bring joy to himself and others (sunny spots of greenery).

Images of paradise are overshadowed by dark depictions of evil in the middle of the poem, demonstrating the use of antithesis by the author.

But oh ! that deep romantic chasm which slanted

Down the green hill athwart a cedarn cover !

A savage place ! as holy and enchanted

As eer beneath a waning moon was haunted

By woman wailing for her demon-lover !

And from this chasm, with ceaseless turmoil seething,

As if this earth in fast thick pants were breathing,

A mighty fountain momently was forced

Amid whose swift half-intermitted burst

Huge fragments vaulted like rebounding hail,

Or chaffy grain beneath the threshers flail

And mid these dancing rocks at once and ever

Koski

It flung up momently the sacred river.

Five miles meandering with a mazy motion

Through wood and dale the sacred river ran,

Then reached the caverns measureless to man,

And sank in tumult to a lifeless ocean

And mid this tumult Kubla heard from far

Ancestral voices prophesying war !

This part of Kubla Khan is also an allusion to Coleridge's addiction to opium--the darkness of it overtakes him and blots out his poetic abilities.

And all should cry, Beware ! Beware !

His flashing eyes, his floating hair !

Weave a circle round him thrice,

And close your eyes with holy dread,

For he on honey-dew hath fed,

And drunk the milk of Paradise.

Here, verbal irony is exhibited. Coleridge is lamenting the fact that readers of his poem will think he is crazy--an opium addict writing about his dream--so he includes this at the end. He speaks of honey-dew, but he is referencing opium. The milk of Paradise which he has drunk is the vision he received.

Kubla Khan is a superb example of the many types of connotation used in poetry. Allusion is clearly the most important here, but alliteration and verbal irony also play an important role in carrying out the theme of this poem. This is but a brief glimpse...a fragment...of the connotation of this magnificent piece of poetry.

Koski 4

Works Cited

Coleridge, Samuel Taylor. "Kubla Khan" Reprinted in Sylvan Barnett et al. An Introduction to Literature, 1th edition. New York Longman, 001. 714-715

Reading About the World, Volume , by Paul Brians. American Heritage Custom Books 1. 8-0

http//www.drug-rehabs.org/faqs/FAQ-opium.php

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A farewell to arms

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Although the book, A Farewell To Arms by Ernest Hemingway was not the type of book that had an exciting page-turning story, it can nevertheless be called a classic. A classic has been defined as "a book that lasts through generations because of its universality of theme, ageless symbolism, word choice and the ordering of detail." This book has a universal theme, several ageless symbols, and a classic style that is as easily read today as

it was 50 years ago.

Although there were several themes in this book, a major theme seemed to

dominate the story. This theme is the importance of love and loss in a malefemale relationship. These two lovers were so absorbed in each other that they needed no one else in their life. "'Wouldn't you like to go on a trip somewhere by yourself, darling, and be with men and ski?' 'No. Why should I?' 'I should think sometimes you would want to see other people besides me.' 'Do you want to see other people?' 'No.' 'Neither do I.'" p.7. This conversation shows that Catherine loves him so much that she is willingBuy cheap a farewell to arms term paper

to be alone just so he can be happy. At the same time, Mr. Henry would probably like to go skiing but would never dream of leaving Catherine alone. Death wins out over love. "'It is very dangerous.' The nurse went into the room and shut the door. I sat outside in the hall. Everything was gone inside of me. I did not think. I could no think. I knew she was going to die and I prayed that she would not. Don't let her die. Oh, God, please don't let her die. I'll do anything for you if you won't let her die..." p.0. Hemingway

went on for an entire paragraph of him pleading with God. This is how he is able to show that Mr. Henry loves her more than anything, more than life its self. In a way, I think that they loved each other too much. They did not go out often or do anything that was with other people. They were always together. This is an unhealthy life style. They were creating their own fortress and isolating themselves from the world. '"My life used to be

full of everything,' I said. 'Now if you aren't with me I haven't a thing in the world.'" p. 57. This quote further supports the idea that they are isolating themselves from the world. Since they were so cut off from the outside world, Mr. Henry has even a more difficult time going back into the reality of life after her death. This theme of man and woman isolated in love and finally their loss to dark death is universal.

The most profound aspect of this book would be its ageless symbolism. The free-living, heavy-drinking life that Catherine and Mr. Henery shared could be compared to the heavy investing, speculating and consequence-free life of the 0's. The product that came from Catherine and Mr. Henry's lifestyle was a dead child. The result of the over- investing of the 0's was the great depression. So the baby symbolizes the depression. Another point to consider was that Mr. Henry was a deserter. He left the army to be with Catherine. Desertion was illegal and he paid for it by loosing that which he loved the most, Catherine. Rain was connected with pain or grief. He drank to dull

this grief or pain. Rain is wet and "wet" is connected with alcohol. "We had each been drinking out of one of the bottles and I took my bottle with me and went over and lay flat on the hay and looked out the narrow window at the wet country." p.17. In this scene, he has been thinking of Cat and he decided that it would be best to drink his troubles away. When Hemingway said that the land was "wet", it usually meant that Mr. Henry was drunk. After Catherine and the baby died at the hospital, Mr. Henry walked home in the rain. "After a while I went out and left the hospital and walked back to the hotel in the

rain." page . He had just suffered a major loss and dealt with it in the only way that he knew; through alcohol. Although drinking at this point was not actually mentioned directly, we can nevertheless assume that he was going to make this connection just because of the setting in the rain. This book had many examples of symbolism and they all point to the fact that there is always a terrible price to pay for weak actions or for blind love.

The word choice and ordering of detail of this book also leads one to believe that they are reading a classic. Hemingway's style is one of simple, straightforward dialogue with the absence of slang. Many generations of readers can read and understand the story. An example of this simplicity of dialogue is as follows "'Where do you want to go, Cat?' 'Montreux.' 'It is a very nice place,' the official said. 'I think you will like that place.' 'Here at Locarno is a very nice place,' another official said." page 8. Although this simple dialogue is very easy to read, it is also very powerful in it's directness and simplicity. On the other hand, his use of language when describing scenery is very elaborate. "The next year there were many victories. The mountain that was beyond the valley and the hillside where the chestnut forest grew was captured and there were victories beyond the plain on the plateau to the south and we crossed the river in August and lived in a house in Gorizia that had a fountain and many thick shady trees in a walled garden and a wisteria vine purple on the side of the house." page 5. When

describing these scenes, not only does he do it in an elaborate and detailed way, but he also runs his thoughts and sentences together as if it were all being spoken in one long drawn-out breath. The ordering of detail of this book was in a straight-forward, well-organized way. It was very linear and the story did not jump around between the present and flash-backs to the protagonist's past. This kept the story from becoming confusing. Hemingway's style is that of a classic author.

Because of the universal themes, ageless symbolism, and style of word choice and story detail, A Farewell to Arms, by Ernest Hemingway can indeed be considered a classic literary work. The theme of love between a man and woman so self-absorbed that all else is ignored and the theme of life bringing them to a breaking point is a human story that all can sympathize with. The ageless symbolism that compares the loss of a baby, or hope, with the beginning of the American economic depression is profound. The alcoholism in the story reflects the careless attitudes toward life by the people living at this time. The irresponsible attitudes, such as the decision to desert the army, only leads

to heartache. Life is nothing but a game to these characters, until the reality finally smacks them in the face. Hemingway's simple and straight-forward dialogue and story line makes this an easy to read and understandable ageless story.

Please note that this sample paper on a farewell to arms is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on a farewell to arms, we are here to assist you. Your cheap custom college paper on a farewell to arms will be written from scratch, so you do not have to worry about its originality.

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