The Causes of the Great Depression an Example of the Topic History Essays by

The Causes of the Great Depression There is a reason behind every event that occurs. Throughout history, there are many unfortunate circumstances which happened; to be able to thoroughly understand these, one must trace its underlying causes. The Great Depression was one of the most difficult phases in history. In essence, the era was defined by economic failure and widespread unemployment. Though the Great Depression was experienced in various parts of the globe, the negative effects were heavily concentrated on the United States of America. This essay seeks to determine and explain the causes behind the Great Depression. Need essay sample on "The Causes of the Great Depression" topic? We will write a custom essay sample specifically for you Proceed One major cause of the Great Depression was the consumerist American lifestyle in the 1920s which threatened the equilibrium between supply and demand (McElvaine 1). The 1920s in the United States, also known as the Jazz Age, was marked with the constant fixation on consumerism. People became focused on wealth and material goods. The excessive lifestyle was encouraged by the abundance of commodities which were easily produced by the industries (McElvaine 1). It is important to note that the success of the economy relied on the balance between supply and demand (McElvaine 1). However, this balance was not maintained during that time. While there were many consumer goods available, only a fraction of American society could afford to purchase them. The wealth of the Jazz Age was unequally distributed; most of the income was in the possession of a few Americans. Hence, while there were many goods being produced, there were only a few who could buy them. To resolve this problem, credit was invented. This invention allowed the people to buy products now and pay the costs later. Nonetheless, the emergence of the credit only exacerbated the situation. People have relied heavily on credit, causing them to accumulate debt. In the end, people still cannot buy all the available commodities. There was too much supply and not enough demand (McElvaine 1). This caused the Great Depression. Another cause of the Great Depression was the gold standard (Smiley). Other nations also suffered from an economic slump because of this. In 1914, most of the wealthiest nations established an unchanging rate between the currency of the country and gold. The United States maintained the gold standard, keeping the gold value of the dollar constant in the midst of the First World War. This decision prompted those who possessed gold to invest in the United States, since other countries had fluctuating exchange rates (Smiley). However, keeping the existing exchange rates posed a big problem. There was an influx of money as a result of the war; if the gold standard was maintained, it was possible for devaluation and deflation to take place (Smiley). In time, the United States had a significant percentage of the worlds gold in their possession. The need for gold resulted in the return of the gold standard in various countries (Smiley). Meanwhile, this prompted the Federal Reserve System to increase the discount rate in 1928. By increasing the discount rate, the interest rates will increase as well. The United States sought to increase interest rates in an attempt to restrain the outpouring of their gold and slow down the stock market. In 1929, the United States and France had most of the worlds gold in their possession. The nations who had lost their gold were forced to enact policies for deflation. Through these policies, the said nations had controlled economic activity and decreased prices. This is what c aused the Great Depression to begin (Smiley). There were two major reasons why the Great Depression occurred. The first reason was the imbalance between the supply and demand, which was triggered by the prevalent consumerism and unequal distribution of wealth in the United States in the 1920s. The second reason was the maintenance of the gold standard in a time when there was much spending due to war, resulting in deflation. These two causes should be considered in understanding the origins of the Great Depression. Works Cited McElvaine, Robert. Great Depression in the United States. Microsoft Encarta Online Encyclopedia. Smiley, Gene. Great Depression. The Concise Encyclopedia of Economics. Library of Economics and Liberty. 2008 http://www.econlib.org/library/Enc/GreatDepression.html

How to Write a Heart-Melting Graduation Speech

How to Write a Heart-Melting Graduation Speech College is almost left behind. Youve finished top in your class. You put in all the time to get those straight As and impress the pants off your teachers. Now you expect to leave school on a speech that has to be impressive for both faculty stuff and your fellow graduates. You need to write a speech that makes them laugh, cry, and think. It’s up to you to distill 4-6 years of heartbreaking sacrifice, agonizing defeat, and tons of embarrassing party stories into 10 minutes. In order to make your mark on your graduating class, you need to employ some of these vital speech-writing skills. Introduction (One Minute) You need to start your speech with something that gets their attention. While you might be tempted to go serious from the first instant, people respond to humor much better. Take advantage of your captive audience by hitting them with about a minute of solid college jokes. You can make good fun of your Dean, you can laugh about how much â€Å"research† you had to do to get your degree in Criminal Studies, or you can just tell about the time you woke up in the toilet. Do: Make sure you test out your potential jokes ahead of time to ensure that they land well. Don’t: Do not start your introduction with how much you don’t want to give a speech. Not only is it boring, but it instantly shows everyone that they shouldn’t listen to you. Your Story (3-4 Minutes) Here’s where you start to bring it down to a level. Now that you’ve got them laughing, you want to tell them a story. This needs to be a true story that has a lot of heart. Were you raised in the Foster Care system? Did you finish school despite being a paraplegic? This is what they really want to hear. They want to be inspired by the fact that you, like they, have overcome nearly insurmountable odds to come to this point in your life. Do: Explain both the trials and accomplishments over the last years of your life. If you don’t have anything (which is unlikely), choose a great historical figure, important professor, or your mom. Everyone loves their mom on graduation day. Don’t: Lie or make fun of anyone who has helped you. Remember, your audience wants to be uplifted and inspired. Make sure that even the darkest story always hints that there will be light at the end of the tunnel. Connect With Your Audience (3-4 Minutes) Once you have shared your story, it’s time to make this story about your audience. Just like you, they have been through hard things. Some of them are single parents, some of them have lost loved ones, some of them took decades to complete their degree. And, through it all, they’ve been dedicated to following their dreams. Congratulate them on their success and show them that your success is really just the success that you all share together. Do: Remember all the different people who you are representing. You are representing the poor, the lonely, the popular, the minorities, the gay, the straight. Honestly call out the fact that you are no better than they are, and that each one of you have accomplished something great. Don’t: Make fun of any individual or group that you represent. It’s your duty to represent the best in every one of the 50-50,000 people who are wearing caps and gowns. Respect their sacrifices and make your speech about them. Conclusion (1-2 Minutes) This is the end part, where you wrap everything together into one heart wrenching ball. Complete your speech by showing your audience who they could be and how each of the hard and wonderful moments of their life have led to this day. Express how their actions today will affect generations of children. Show them that they are the true heroes. Do: Look inside yourself and find the most true thing you know about who you are and who you can be. Then tell them that they have the same power, and that today is where their future begins. Don’t: Be afraid to cry. If you’re doing it right, you will realize how amazing it is that you have accomplished this goal – and so will they. They will look back on this speech and thank you for giving them a singular moment of inspiration on this momentous day. Is your graduation speech ready but you are scared to death to deliver it? Find out how to memorize your speech and   how to overcome the stage fright to stay calm on this important day! Cant write it by yourself, keep in mind that our experts are ready to write your speech for you.

People's Health as the Most Important Think in Their Life Essay - 1

People's Health as the Most Important Think in Their Life - Essay Example Life is not all about living and breathing only; it is rather about doing something, leaving at least some imprint in the lives of other people and making a difference. In other words, it is the accomplishments, even minor ones, which are important and meaningful when it comes to defining what one has reached in life. I have always felt that my mission in life is helping other people. Perhaps, like any other person, at first, I did not know what exactly I should do so that my mission is fully accomplished. With the course of time, as I learnt more about the world and my place in it, the picture started taking shape. As a result, today I am going to apply as a transfer student to Tufts University to get a major degree in biology and then hopefully join a medical school there and accomplish my degree as a doctor. Being a doctor means helping people to deal with the most important thing in their lives, which is their health. However, I see myself not in a clinic in my own consulting roo m but rather working and trying hard to lend a helping hand to people who face harsh problems they cannot overcome on their own, such as Ebola virus epidemic in Africa. Coming to the rescue to those who suffer from dramatic war wounds in the Middle East is the task I have set for myself as well. Although nobody can predict what will happen in the future, and I am not an exception from this rule of life, I hope my efforts will not be barren and I will find a place in the world so that I can really make a difference.

Pleas rewrite this essay about political economic

Pleas rewrite this about political economic - Essay Example In regards to the authors, their argument logic exemplifies that there is a link between colonialism and development (historical determinant), that areas where settlers from Europe have reached are prospectively to have potential for enhanced institutions. The authors had stated a theory that different kinds of policies of colonialism resulted to diverse kinds of institutions from settling states and extractive states, settlement feasibility influenced the theory of colonization in regards to the extractive state having unlivable environment, and colonial states and institutions continued after attaining independence. They supposed that the manifestation of settlers from Europe during the colonialism era led to a considerable influence on the development in the areas of their settlement. The authors also avail evidence regarding their argument concerning economic growth and historical determinants. For instance, Canada, the united States, as well as, Australia where Europeans immensely settled have representative and protective institutions. Thus, they argue that colonization or the European settlement served as a foundation for sturdy institutions and future growth, as well. Additionally, they demonstrated that minimal distortionary policies and enhanced secure property rights would aid in investing more in human and physical capital that will be greatly utilized to attain an advanced income level. Further, they also possess check and balances systems to make certain equal power among government branches. On the contrary, an extractive state such as Congo that has extracted from Belgium is characterized by the absence of check and balances and property rights to impose exploitation from the government, and their key aim emphasizing on transferring resources to Belg ium. This discourages opportunity from the development of the economy. Nonetheless, the argument by Glasser was a counter argument. Glasser posit

Organized Crime and Kentucky Research Paper Example | Topics and Well Written Essays - 3000 words - 1

Organized Crime and Kentucky - Research Paper Example When considering organized in the United States, one often hears a discussion centering around the crime families of New York, Philadelphia, and Chicago.   In fact, much is known about the organized criminal elements throughout history in these major cities.   We can trace their development, origin, and arrive at various sociological theories to explain away their existence.   Less is understood, however, about the reality that organized crime has also flourished throughout the rural areas of America during the course its relatively young existence.   Kentucky is certainly a worthy example of this. We know, for example, those criminal elements are not only a part of the state's history, but that organized groups continued to develop in Kentucky throughout the 1940s and 50s.  Such organizations became a central part of society in the areas of Newport and Covington. Sociologists have long been interested in studying the perplexity that would create the need for such organized crime.   What has been discovered is that individuals will typically continue to seek out access to those activities that are either deemed illegal by the government or taboo by current the current standards and mores of society.   Examples of these, common during the Kentucky of the 40s and 50s, include illicit gambling activities, bootleg liquor, prostitution services, and a host of others. The history of Kentucky is certainly layering with various groups that have sought to capitalize on these areas of gambling and vice.

Experiment on Size, Shape and Structures of Aggregates

Experiment on Size, Shape and Structures of Aggregates Introduction Dye sensitized solar cells (DSSC) have made considerable attention because of their unique features for conversion of free, unlimited solar energy into electricity by utilizing environmental friendly, inexpensive raw materials for low production cost1,2. DSSC composed of nanostructured, mesoporous semiconductors with wide-bandgap materials, to which the dye molecules (sensitizers) are adsorbed, a counter electrode and an electrolyte. In DSSC the dye molecule absorb visible light, and inject electron from photo-excited state of dye molecule to conduction band of semiconductor1,3 The performance of a dye-sensitized solar cell is mainly based on the structure of the visible light absorbing dye/ sensitizer. Applications of several natural carotenoid dyes with higher absorption coefficient in the visible region of the solar spectrum with higher conversion efficiency, is under investigations1,4. Carotenoids are C40 tertraterpenoid hydrocarbons consist of eight-C5 isoprene units5. The major characteristic feature of Car molecule is it comprises of extensive conjugated system of delocalized Ï€-electrons which makes them highly hydrophobic molecules. Therefore when these carotenoid molecules are dissolved in hydrated solvents they tend to form aggregates since the molecule is hydrophobic in nature. The surface arrangements and the aggregation behavior of the sensitizers (carotenoids) on semiconductor nanoparticles is greatly influenced the performance of carotenoid based artificial photosystems such as DSSC. It was stated (Wang et al.2006) that formation of dye aggregates suppresses the performance of DSSC6 since the device performance is influencing the nanoscale morphology of the aggregates. Therefore several researchers have focussed on the nanoscale organization of molecular aggregation in solutions of these conjugated molecules at atomic level resolution. Interchain agg regation behavior of a conjugated polymer (DP10-PPV) which used in opto-electronic applications such as pohotovoltaics, dissolved in two solvents having different qualities at different concentrations were studied by (Chen et al. 2009) using Small angle neutron scattering (SANS), revealed that the internal conformational structure of these network aggregates were differ in different solvents. A similar study was also carried out by Chen and coworkers for another semirigid conjugated polymer (DP6-PPV) in solutions7,8. Moreover it has been reported that, when carotenoid molecules are deposited on the surface of semiconductor often it forms H-shape aggregates5. Aggregation phenomena of natural and artificially modified carotenoids were proved that J- and H-aggregates are the possible geometries9. Apart from the formation of self-assembled aggregates in hydrated solvents of these carotenoid molecules, there is strong relationship between the structural conformation and the composition o f molecules in the solution with the ability of aggregation5. Polar carotenoids consist of –OH (hydroxyl groups) in the carotenoid structure promotes the formation of aggregates compared to the molecules without any functional groups, (Simonyi et al. 2003). Furthermore the position of the functional group may also significantly affect the type of aggregates form10. It was observed experimentally for the first time (Cheng et al. 2009), the crossover from swollen coils in semidilute regime to unperturbed coil at high concentrations11 with the variation of polymer radius of Gyration (Rg) of poly(methyl methacrylate) in chloroform as a function of polymer concentration (à Ã¢â‚¬ ¢). Perahia et al. used SANS data12to investigate how molecular solutions of poly(2,5-dinonylparaphenylene ethynylene)s (PPE) aggregates into large flat clusters. Ratnaweera et al. 2012 and Lodge and coworkers were studied self-assembly modes of several block copolymers in selective solvents using SANS13 -15. Therefore the studies of dye aggregates are really essential for future developments of carotenoid based electrochemical devices for solar energy conversion. Spectroscopic studies on carotenoids in hydrated solvents revealed that the aggregation behavior of carotenoids is significantly affecting the S0 →S2 electronic transition16 of neutral carotenoids. Therefore the solvent quality is one of the major factors for carotenoid solutions which govern the size of the aggregate. When the carotenoid molecules are uniformly dissolved in a good solvent at low concentrations to form a homogeneous mixture, carotenoids are exist as isolated molecules that are very far from each other17. Therefore the interactions between monomers are very weaker than the monomer-solvent interactions and polymer tends to swells and its size is larger than the ideal size13,18. Cheng coworkers stated11 that in the good solvent domain (T > ÃŽ ¸), the repulsions of excluded volume is greater which results Rg of the aggregates enhanced beyond its unperturbed size. Further this expansion effect is greater in dilute solutions since the volume fraction of polymer is very low compared to its overlapping concentration. When the concentration of the solution is increased, the attraction between monomers are stronger and the aggregates tried to collapses into globules wit h solvents inside it corresponds to a poor solvent. The size of the structural conformation of collapsed globule is smaller than the ideal chain17. For a polymer solution (NA = N and NB = 1) to be favorable for mixing or aggregation is depends on the Flory-Huggins equation which consist of two terms, the entropy and energy terms17. The energy change of binary mixing which depends on composition of the mixture is the main factor, for a polymer to be dissolved in a good solvent to make an equilibrium state of a homogeneous mixture of polymer solution. Entropy of mixing is small for polymer solutions and always positive hence promotes mixing, but the energy of mixing is either positive or negative which measures the attractive or repulsive interactions between species. The net attraction between species in the solution is important because it measure the value and the sign of the Flory interaction parameter (χ) and hence to know whether the given mixture consist of single-phase or separated into phases. In this research the small angle neutron scattering (SANS) data was used to investigate the quantitative experimental information on size, shape and structures of aggregates. Two carotenoid molecules, bixin and norbixin were selected in this study to characterize their structural information of monomeric and aggregated forms. The natural dyes, bixin and norbixin are belongs to the group of apo-carotenoids, extracted from annatto seeds of the Bixa orellana tree1. The chemical structures of cis-bixin (C25H30O4) and cis-norbixin (C24H28O4) is shown in fig. 1. (1) Gà ³mez-Ortà ­z, N. M.; Và ¡zquez-Maldonado, I. A.; Pà ©rez-Espadas, A. R.; Mena-Rejà ³n, G. J.; Azamar-Barrios, J. A.; Oskam, G. Solar Energy Materials and Solar Cells 2010, 94, 40. (2) Zhou, H.; Wu, L.; Gao, Y.; Ma, T. Journal of Photochemistry and Photobiology A: Chemistry 2011, 219, 188. (3) Xu, H.; Tao, X.; Wang, D.-T.; Zheng, Y.-Z.; Chen, J.-F. Electrochimica Acta 2010, 55, 2280. (4) Yamazaki, E.; Murayama, M.; Nishikawa, N.; Hashimoto, N.; Shoyama, M.; Kurita, O. Solar Energy 2007, 81, 512. (5) Landrum, J. T. Carotenoids : physical, chemical, and biological functions and properties; CRC Press: Boca Raton, 2010. (6) Wang, X.-F.; Koyama, Y.; Nagae, H.; Yamano, Y.; Ito, M.; Wada, Y. Chemical Physics Letters 2006, 420, 309. (7) Li, Y.-C.; Chen, K.-B.; Chen, H.-L.; Hsu, C.-S.; Tsao, C.-S.; Chen, J.-H.; Chen, S.-A. Langmuir 2006, 22, 11009. (8) Li, Y.-C.; Chen, C.-Y.; Chang, Y.-X.; Chuang, P.-Y.; Chen, J.-H.; Chen, H.-L.; Hsu, C.-S.; Ivanov, V. A.; Khalatur, P. G.; Chen, S.-A. Langmuir 2009, 25, 4668. (9) Auweter, H.; Benade, J.; Betterman, H.; Beutner, S.; Kà ¶psel, C.; Là ¼ddecke, E.; Martin, H.; Mayer, B. Pigments in food technology. Sevilla: Dep Legal 1999, 197. (10) Simonyi, M.; Bikadi, Z.; Zsila, F.; Deli, J. Chirality 2003, 15, 680. (11) Cheng, G.; Graessley, W. W.; Melnichenko, Y. B. Physical Review Letters 2009, 102, 157801. (12) Perahia, D.; Traiphol, R.; Bunz, U. H. F. The Journal of Chemical Physics 2002, 117, 1827. (13) Ratnaweera, D. R.; Shrestha, U. M.; Osti, N.; Kuo, C.-M.; Clarson, S.; Littrell, K.; Perahia, D. Soft Matter 2012, 8, 2176. (14) Lodge, T. P.; Hamersky, M. W.; Hanley, K. J.; Huang, C.-I. Macromolecules 1997, 30, 6139. (15) Lodge, T. P.; Bang, J.; Park, M. J.; Char, K. Physical Review Letters 2004, 92, 145501. (16) Alwis, D. D. D. H.; Chandrika, U. G.; Jayaweera, P. M. Journal of Luminescence 2015, 158, 60. (17) Rubinstein, M.; Colby, R. Polymers Physics; Oxford, 2003. (18) Halperin, A. Journal de Physique 1988, 49, 547.

backstreet boys :: essays research papers

Backstreet Boys   Ã‚  Ã‚  Ã‚  Ã‚  In a world full of imitations, the Backstreet Boys are definitely not just another fabricated, bubblegum-pop boy-band, but are a multi-talented group of real musicians. With each Backstreet Boy having his own unique experiences in such areas as: acting, singing, modeling, and playing instruments, it is obvious that it would add flavor to their phenomenal voices, and lead them to fame and fortune. â€Å"Honestly, looking at them for the first time with their country, down to earth, all American boy image, I thought they were out of their heads. Eventually, their vocal abilities and their passion for music changed my mind,† stated their former manager, Johnny Wright on VH1 Music Television. Although it may seem as if success was easily handed over to them, these five regular guys from Orlando, Florida experienced many struggles on their bumpy road to the top.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"They are liked and have such a huge following because of the diverse group of boys represented,† Kayla Jones stated in a personal interview. Despite their success in being number one in thirty-eight different countries, each member had his fair share of struggles before reaching his status in the Backstreet Boys (Gold Collector’s Series Entertainment Magazine). Leaving their mark on the world was not as easy as it may seem. Each member comes from a different background with influences ranging from Latin to even Blackfoot Indian (Krulik, 11). What brings such a young and talented group of guys together is their love and passion for music and the stage. Ashufta 2 Nicholas Gene Carter, better known as Nick from the Backstreet Boys, was born in Jamestown, New York on January 28, 1980 (Golden 61). Being born in the same hospital as Lucille Ball, it was inevitable that he was destined for a career in show business. Shortly after his birth, his family moved to a dream house in Orlando, Florida. It was there that Nick truly developed his skills and desires for the entertainment world. He experienced the different aspects of show business including: singing for the Tampa Bay Buccaneers halftime shows, acting in Phantom of the Opera, winning talent shows, and even working for Nickelodeon and the Disney Channel (Golden 64). Despite of his accomplishments, he was still unsatisfied and was determined to discover his ideal job in the spotlight. The rebel of the Backstreet Boys, Alexander James (A.J.) McLean was born on January 9, 1978 in West Palm Beach, Florida.

Senior Scholars to Freshmen Flunks: the Five Paragraph Essay Unraveled

Cover Page Through writing this paper, I wish to actively inform the public about the universal argument towards the five paragraph essay and formulaic writing in general. To help share this information, I wanted to present the opinions of several accredited sources, and insert them into a conversational format so that the reader can easily navigate and understand their arguments. Apart from informing the public about the current debate, I wanted to introduce a solution to the problem of students using the five paragraph essay in their college English classes.By introducing higher level writing earlier in the education system, students will have a head start once they start taking courses at their university. I believe that this paper will be effective because it appropriately lays out accredited opinions about the positives and negatives of formulaic writing, while at the same time proving the point that it will not be accepted in a college atmosphere. Furthermore, it presents a sol ution to this situation by seeking to implement higher level writing methods while students are still taking high school courses.This paper introduces the argument, supports it from both sides, frames itself, and then offers a possible solution. I personally think that the synthesis of my essay is well written. I feel that I did a good job finding sources that agree or disagree with each other and then implementing those arguments into a conversation. Apart from those strengths, I fear that my niche may seem weak due to the strength of my synthesis. I feel that I may have overshadowed the personal part of the essay with the information I learned from my sources.As a result of this project, I have learned that writing is just another medium through which to inform people about a given topic. I have come to realize that writing is very simple: you do it to inform the reader about something. The complex part occurs when you try to decipher how you will complete that task. In terms of à ¢â‚¬Å"developing theory of writing,† this realization is probably the main point I learned because in all honesty that is a very big concept that I took away from this project. I am excited to see how this theory will change based on the works to come.Campbell Bailey Michael Johnson English 1510 18 February 2013 Senior Scholars to Freshman Flunks: The Five Paragraph Essay Unraveled Almost every high school English classroom in America has been taught the same thing: the five paragraph essay, or â€Å"formulaic writing,† is the proper way to write a paper. Most students would agree with this statement; they think that they five paragraph essay is a simple and efficient way to draft an essay. Additionally, students often start college with the incorrect assumption that this writing style is adequate and acceptable by their instructors.As long as they write an introduction, three supporting paragraphs, and a conclusion, they will receive their coveted grade of an A+. But w hat is the science behind this formulaic writing? Why does it seem to work so well for high school students, but not college students? The five paragraph essay (or FPE) should not be disregarded or seen as a necessity; it should be viewed as an instrument to improve the writing of novice students. But all writing mechanisms have a proper time and place for implementation.As a result, prior to entering college all students must learn that the five-paragraph essay will not always suffice in a university environment. If they continue with formulaic writing style, they run the risk that their assignments won’t come close to receiving the grade that they desire. This represents a shortcoming in the schooling of today’s novice writers, and this limitation cannot be filled by any brilliant instructor. The solution lies at the feet of none other but the institution of education.The American schooling system must start preparing students during their high school years for the c ollege level writing that they will need to become proficient, while also making them aware of both the positive and negative aspects of formulaic writing. The five paragraph essay has been taught in schools for years because it achieves fantastic results. Students can grasp its construction easily, resulting in good grades and positive reputations for school districts. According to Dictionary. com, formulaic is defined as â€Å"made according to a formula; composed of formulas† (dictionary. com).Not surprisingly, that is exactly what the FPE is: it’s a specific formula that, if followed, helps students create and write their papers. Almost every formula for the FPE is the same, and one will rarely find a different structure then the one taught in almost every school system across America. The construction of the FPE is quite simple, which is why it can be taught to students at an academically young age. The first paragraph is the introduction, with the thesis statemen t ending the paragraph. The next three paragraphs all support the thesis, and each one usually contains a source that helps build the writer’s argument.The last paragraph is named the conclusion, and summarizes the main points of the paper. This structure has been used by countless students over the years, and it has yielded consistent and positive results. Not only is it easy for a teacher to grade, but it also allows students a quick and efficient way to write their essays on various state-sanctioned tests. But a problem arises once these students arrive at the college level. It is here where the great debate between scholars begins about whether or not the FPE is a proper and justifiable method for teaching writing skills.In the current and ongoing argument over the FPE, it seems that a great deal of controversy is about format. Both high school teachers and college professors seem to have differing opinions on the topic. Jan Haluska, who currently chairs the English Depar tment at Southern Adventist University, believes that the versatility of the FPE creates more beneficial thought and ideas then does writing without a formula. Novice writers are more capable of furthering themselves intellectually if they follow a set of guidelines, rather than not following anything at all (30).But Rick VanDeWeghe of the University of Colorado, and Richard Argys of North Glenn High School disagree, stating that â€Å"The FPE formula may assist students with proper formatting of papers, but it appears to fall short of helping them offer a cogent discussion of their thoughts† (99). The FPE helps students in the short run with the format of their papers, but it oppresses the persuasive aspect of their words. It seems that while the FPE essay offers students organization and simplicity, it also holds back their natural intellectual ability to persuade and inform.The argument over the structure of the FPE is even more hotly debated. VanDeWeghe and Argys positive ly support the FPE format, saying that it offers writers a solid groundwork unto which to build their essay. They agree that all writers have a hard time creating work, and it is a great advantage to have a clear view of what a proper dissertation looks like (98). In a metaphorical sense, following guidelines to the five paragraph essay is much like riding a bike with training wheels. Without training wheels, the rider would lose their balance and crash, much like a writer ith no direction or foundation. But other writers believe the thesis statement that accompanies the teaching of the FPE overshadows any foundational aspects. Author Mark Graham believes in this notion, and expresses his belief by writing â€Å"And so you can't begin with a thesis, because you don't have one, and may never have one. An essay doesn't begin with a statement, but with a question† (Graham). Many college level educators heartily agree with this statement, and this concept has been used to sway ma ny to veto the use of the FPE.Essays were not initially created to persuade, but to inform and discover. While there is evidence that the FPE suppresses this notion, the fact that the formulaic essay creates a positive working environment for writers cannot be overlooked. It seems that today’s educators play the lottery with whether or not to support formulaic writing; the only way to know if they have hit the jackpot is to pour over the crisp final drafts of their students. When freshman students begin their college careers and flip open their English writing syllabus, they often find themselves anxious and fearful.Thoughts of constantly writing papers and hours of essay formatting leave them anxious with knots in their stomachs so tight that they can hardly breathe. But the stomach knots of some students who have mastered the five paragraph essay are usually a little looser than others according to Kerri Smith, a freshman composition professor at Fairleigh Dickinson Univers ity. Smith exalts students who possess skill with the five paragraph essay. She welcomes them to her class, eagerly overjoyed that she will finally have some students intellectually capable enough to withstand the rigors of college writing (16).So it seems that professors may genuinely believe that formulaic writing lends students a hand in kick-starting their writing careers. They arrive to college armed with valuable information about the structure, organization, and overall atmosphere of a successful essay. But Smith shows us in the above comment exactly what so many educators are arguing for. She references that formulaic writing prepares students for the â€Å"rigors of college writing. † In this one single sentence Smith deals the ultimate blow to the argument for the use of the FPE in college environments.Although it may bring better writers to universities around the country, students will arrive at their freshman English course and discover that they have the skills for an A paper, but they lack the correct form. The formulaic writing that they once knew and loved is rendered completely obsolete by the harsh standards of college writing. Imagine you have been trained from birth to swim with fins attached to your feet. By the time you are 19 years old, you have perfected your stroke and you can gracefully glide through the water. But suddenly, you are told that fins are no longer allowed to be worn while you swim.You confidently take them off and plunge into the water, kicking with your feet like you are so accustomed to doing. You quickly realize that you are hardly moving at all, and that you don’t even possess the strength to tread water in your bare feet. Exhausted, you cling to the side of the pool and come to the conclusion that if you ever want to swim again, you will have to completely re-think and re-learn the skills you have been taught your whole life. The fins represent the formulaic structure of writing that the average stude nt is familiar with.The bare feet symbolize the liberal construction of a college level essay. As one can clearly tell, a college student trying to excel in courses with only knowledge of formulaic writing will struggle much like a swimmer who only knows how to swim with fins. It seems that the â€Å"big final paper† around the country for high school seniors is to write a research paper. This paper is often feared by many students, even though they typically have to argue for one side of a specific topic. These seniors will often investigate a specific topic, and write a glorified summary of the views of a few accredited sources.While this essay is obviously not five paragraphs, students will almost surely mold their writing in a formulaic fashion. They will have a one sentence thesis at the end of their introduction, cite one source per paragraph, give their explanation of that source, and then end with an expected conclusion. The students receive an A grade, and they feel happy and ready to enter college with their expert writing skills, when in reality, they do not have the slightest understanding of what is expected in college writing classes.The concepts that students learn in their freshman English course need to be taught earlier in the curriculum in order to prevent this mistake from happening. Senior year, students are primed and ready to learn essential skills that will help them thrive in a university environment. Concepts that are incorporated into college essays should be introduced at this time. For example, many high school students do not understand that an essay should shed light on two, three, or even four opinions of a specific argument.They also do not know that a complete essay should contain an original argument, or a niche, which is a new opinion or angle on the topic that the writer brings to the conversation. Lastly, high school students don’t understand what a real conclusion is, and this weakness quickly becomes appare nt in their early college career. Writer Paul Graham has never understood the method for writing a conclusion that he was taught in high school, saying that it seemed like he was â€Å"just supposed to restate what we said in the first paragraph, but in different enough words that no one could tell† (Graham).This is a common misconception about the conclusion of an essay, and it is something that develops in middle school and continues on until students graduate from grade school. If high school educators could mold their second semester curriculum around teaching their students the three basic concepts above, freshman writers in their English courses would be better prepared and, but they will also be less anxious which will in turn allow them to write more successful, journal-worthy essays. There has yet to be a study conducted which researches the success of college students in regards to the five paragraph essay.A researcher could study the success of freshman students in their English writing course, and interpret that data based on the intensity of their prior knowledge of the five paragraph essay. Furthermore, a study has yet to be done about the success of freshman college students that had prior knowledge of college-level writing concepts, as discussed above. Such studies would shed much light on the effectiveness of the five paragraph essay. These results may even be the final nudge educators need to rethink and adjust their high school curriculums.In conclusion, academia may never know or agree if the five paragraph essay has a universally positive or negative effect on student writing. There are too many variables that factor into the situation, such as the intentions of the writer, the difficulty of the class they are in, etc. Writers will have to make a personal decision on how they prefer to write their cherished essay. Will they play it safe and stick to a simplistic format of five paragraphs, or will they take the plunge into a risky si xth paragraph and dare to offer multiple sides of the argument?Oddly enough, in the end, this hotly debated decision lies in the hand of the one who holds the pen. Works Cited â€Å"formulaic. † Collins English Dictionary – Complete ; Unabridged 10th Edition. HarperCollins Publishers. 17 Feb. 2013. ;Dictionary. com http://dictionary. reference. com/browse/formulaic;. Graham, Paul. â€Å"The Age of the Essay. † paulgraham. com/essay. html. N. p. , n. d. Web. 10 Feb 2013. Haluska, Jan. â€Å"The Formula Essay Reconsidered. † Education Digest 78. 4 (2012): 25. MasterFILE Premier. Web. 10 Feb. 013. Mary Kendrick, et al. â€Å"EJ† Extra: The Five-Paragraph Essay And The Deficit Model Of Education. † English Journal 98. 2 (2008): 16-21. ERIC. Web. 10 Feb. 2013. Smith, Kerri. â€Å"Speaking My Mind: In Defense Of The Five-Paragraph Essay. † The English Journal 4 (2006): 16. JSTOR Arts & Sciences IV. Web. 10 Feb. 2013. VanDeWeghe, Rick, and Ri chard Argys. â€Å"Research Matters: One More Thing: Can We Teach Process Writing And Formulaic Response?. † The English Journal 3 (2008): 97. JSTOR Arts & Sciences IV. Web. 10 Feb. 2013.

Jena Six and United States Courts Essay

Jena Six and United States Courts Essay Jena Six and United States Courts Essay United States Courts Assignment 2: United States Courts james mikes Professor Robert Hammes August 23, 2013 FOOTBALL STAR On July 8, 2002, 16-year-old Brian Banks, a blossoming football star at Polytechnic High School in Long Beach, California, was attending summer school and anticipating his senior season on the football team. He had verbally accepted a four-year scholarship to play football at the University of Southern California. Shortly after 11:00 a.m., the 6-foot-4-inch, 225-pound Banks requested a pass to leave the classroom to use the telephone. On his way down the hall, he saw 15-year-old Wanetta Gibson, whom he had known from middle school, leaving the bathroom. On January 3, 2003, the Los Angeles County District Attorney’s office charged him with two counts of forcible rape and one count of sodomy with a special circumstance of kidnapping. Facing a potential prison term of 41 years to life, Banks pleaded no contest on July 8, 2003. He was sentenced to six years in prison. Banks served five years in prison and then was released on parole with an ankle monitor, he was required to regist er as a sex offender. On May 24, 2012, the conviction was set aside and the charges against Banks, 26, were dismissed at the request of Los Angeles Deputy District Attorney Brentford Ferreira. In 2013, the Long Beach Unified School District won a $2.6 million default judgment against Gibson. Justice was severed after a man spent six years of his life incarcerated that can’t be given back. This falls back on the high school where this event took place, for the lack of security in the school. Wanetta Gibson having to pay 2.6 million back to the school for false acquisition against Brian is justified. This case shows the true flaws in the justice system and how imperfect humans can be on judgment. JENA 6 Five members of the Jena Six pleaded, no contest to misdemeanor simple battery and won't serve jail time, ending a case that thrust a small Louisiana town into the national spotlight and sparked a massive civil rights demonstration. The five, standing quietly surrounded by their lawyers, were sentenced to seven days unsupervised probation and fined $500. It was a far less severe end to their cases than seemed possible when the six students were initially charged with attempted murder in the 2006 attack on Justin Barker, a white classmate. They became known as the "Jena Six," after the central Louisiana town where the beating happened. As part of the deal, one of the attorneys read a statement from the five defendants all of whom are black in which they said they knew of nothing Barker had done to provoke the attack. Charges against Carwin Jones, Jesse Ray Beard, Robert Bailey Jr., Bryant Purvis and Theo Shaw had previously been reduced from attempted murder to aggravated second-degree battery. All but Shaw were assessed $500 in court costs. The judge did not tack that punishment on to Shaw's case because he stayed in jail for almost seven months, unable to raise bail, following his initial arrest. The matter at hand started with the noose hanging, the young man that was assaulted didn’t happen the day noose was seen. Therefore the six young men planned before hand and received a lighter charge, because people marched in their favor and the media played a big role in the case. â€Å"Simple battery is a misdemeanor offense and carries up to 6 months in jail and fines reaching $1,000.† LA Code RS 14:35 This case is one of the most controversial case in American history, due to the overall outcome. David Ranta was convicted of killing a Jews rabbi Chaskel Werzberger in Williamsburg on February 8, 1990 in a botched robbery attempt of a diamond courier. The recently created Conviction Integrity Unit of the Brooklyn District Attorney's office determined after a year-long investigation that witnesses were coached and police mishandled evidence. Ranta had proclaimed his innocence from the start. Investigators

The eNotes Blog Shakespeares 400th Commemoration ContestWINNERS!

Shakespeares 400th Commemoration ContestWINNERS! We asked you why you think William Shakespeare is still relevant, even 400 years after his death, and we are excited to share the winners below! Runners-up will receive 50 credits (to use on academic QA, essay review, and live tutoring)  and the grand prize winner will receive $400 cash, a 1-year subscription, and 100 credits. We were so excited to hear of the many ways the Bard still inspires you, and even came to some fresh appreciations based on all the various  answers- and answerers that- submitted. Dont miss out on another contest: Follow us on Facebook and Twitter, and/or sign up for an account, to get notified of all the giveaways, contests, and more! Five Runners-up 1. From user user3184928: It was plain old curiosity that drew me to William Shakespeare’s works. Whenever someone quoted or talked about him, I used to think, â€Å"What the heck are they talking about? At the time I was unaware of the true extent of the playwright’s talent. Shakespeare is still relevant today because he has succeeded as a truly remarkable and prolific writer and playwright. He has managed to ensnare the engagement of every generation by imbuing highly entertaining values of comedy, drama and tragedy in the lives of complex characters. Thus, when combined with a never-before-used style of writing, a star was born. Shakespeare’s plays portray stories which are filled to the brim with feelings, emotions, questions and opinions. Surely, these have the power to touch every soul that has read or seen his work, just as they have mine. For example, there is a sinking sensation which strikes me because sometimes what I want to do or what I want to be is something which my family will find difficult, if not impossible to accept. This just like the hopelessness that Romeo and Juliet feel when they learn of each others’ identities and know that their families are enemies. In addition, in Romeo and Juliet, a number of characters who die place their blame upon fate and other characters. It is, after all, easier to do that rather than sit down and contemplate where the true blame lies (almost always on themselves). This sits true with me because I used to blame other people and other things for whatever went wrong. I am happy to say that I am working on it. Through his plays, I have learnt not to let emotions get the best of me and to keep a cool head, unlike Macbeth, whose greed leads him to violence and destruction. Also, I believe it is better to invest time and energy in realistic thoughts and ideas instead of in self-fulfilling prophecies. Shakespeare portrays so many different kinds of men: it is truly a wonder Shakespeare was able to keep track of them. If the multitude and versatility of his works are not astounding then I don’t know what is. He does not even leave supernatural elements out in the rain. The use of universal themes and abstract ideas and concepts always brings the promise of discovering something new, like a connection newly made between characters and/or events even if it is the fourth or fifth read. I could spend so much time just thinking about every belief, thought or opinion that is challenged or provoked, and to quote and explain everything would take a lot of time. It is not in the stars to hold our destiny but in ourselves. 2. From user rubydunn2001: William Shakespeare is still relevant today as a historical figure, as he shows how anybody, whatever humble beginnings they start out from, can achieve greatness and influence the lives of others in the years, decades, and even centuries to come. William Shakespeares works are still relevant today because, aside from the sometimes difficult language, they are full of human foibles, fripperies, funny ways, and fancy aspirations. Not only do Shakespeares works continue to entertain audiences today with their rollicking tales, quick action, dramatic fights, and slapstick euphemisms, but for each play there is a moral, some clearer than others. In Othello, we find that jealousy and insecurity can lead even the most noble to terrible acts, in Romeo and Juliet we see that passion may not always be the best game, in The Taming Of The Shrew  we are taught that every successful marriage consists of compromise and equality. Below the surface of each plays antics and clear points, there are a myriad of different interpretations- is Hamlet a story arguing for action or inaction? Does The Taming Of The Shrew speak for submission in marriage, rather than equality? Is Othello a racist play, or not? And below each of these many interpretat ions there is always the personal tale that every person gains from the plays of Shakespeare- the line that strikes someone, the speech that they write and stick by their desk to encourage them, the moment that makes them realise who they really care about, or what they want to do. Even Shakespeares language, his Elizabethan tongue, contributes to the audiences enjoyment, and it is every directors pleasure to decide which lines are spoken amidst the conversations onstage, and which to the audience, or which as soliloquies. It is in these lines and speeches that each actor, each reader, each listener or audience member, can impress upon the tale their own view, in a way that more modern literature, film and television does not allow, so that each person who encounters a line in Shakespeare will find a different meaning. Though the language can be hard to comprehend, and though I do not advocate shoving it down peoples throats when they do not understand it, and though I do not believ e that modern translations of Shakespeare are not really Shakespeare, I do believe that the language he uses, however incidental or deliberate, is so written that any view can be impressed upon it, and so provide a never-ending stream of different stories to be told. I believe that Shakespeare is still relevant today because his work shows a progression of different views, all which can be manipulated to show further or deeper views; his words can be so personal to each reader, and because he was just a lower-middle-class kid from Stratford-Upon-Avon. 3. From user ekmosca3: Shakespeare amazingly still demands a viable presence in our lives 400 years later. As I teach  Romeo and Juliet in my classroom today, I constantly find myself asking my students  how they can relate. They are astonished when they find themselves talking about how the themes play into their lives. Peer Pressure Being an adolescent is awkward in many ways. One of those ways is the battle between being true to yourself and your family values. Romeo battles his family by loving a Capulet, Juliet by loving a Montague, but they defy the risk and love each other anyway. The stress in doing this is mirrored and often shared by classmates. Intense Love Loving each other so much that they want to kill themselves and ultimately are successful in doing so? Sadly I hear this mimicked in students love cries today. That desperation and heartache is validated by this story. A vigorous and vivid display of love is seen from beginning to end, even through platonic relationships, as with Mercutio and Romeo. Many types of love- healthy, unhealthy, happy, lustful, and intense- are all explored as my students explore them themselves. Masculinity vs. Femininity Juliet defies the damsel role by giving Romeo attitude, and blatantly ignoring his wishes. Romeo is a peacemaker who is naive and whiny. They both embody and challenge gender roles, something students often struggle with. The list goes on and on, but awe is inspired through the sheer fact that a 400-year-old dead white man could write literature that resounds through the ages, and with the hope that we may do so ourselves. 4. From user jadescotford: Not only are the plays of Shakespeare still relevant today, I believe that they will always be relevant because Shakespeare’s themes, ideas, and characters are universal. The beauty of Shakespeare’s work is that it revolves around concepts that are at the core of existing as a human being. The language of Renaissance England can act as a barrier to modern students who may find Shakespeare’s plays inaccessible, but with proper teaching this can be overcome. Once one has an understanding of Shakespeare’s language it can be surprising to many how relatable his work can be. Othello is a prime example of the pain and rage people can feel when they believe someone they love has cheated on them (though most people do not go to the extreme of murdering their unfaithful spouse). Macbeth tells the story of overreaching ambition and its terrifying consequences, King Lear deals with the encroaching specter of age and the fear that our children will not remain loyal to us once we grow old, Romeo and Juliet is about the blossoming of love, and Hamlet explores how we experience family tragedy and the debilitating effects of grief and depression on the psyche. I could go on, but the point is, broken down to its essential elements, every Shakespeare play explores an element of human nature that is relatable and enlightening to his readers. Such themes were relevant in the Renaissance, they are relevant today, and they will always be relevant because they are at the core of what makes us human beings. 5. From user user8528858: I use two film versions of Romeo and Juliet, the 1968 Zefferelli version that takes a very classic Shakespearean approach, and the 1994 Baz Luhrmann version that presents the story in a contemporary urban setting with the Montague and Capulets as warring street gangs. The latter uses rap and rock and roll for it soundtrack. Students generally react poorly to the Zefferelli production, which I show first, and very positively to the Luhrmann version. My observation is that Shakespeare remains relevant to todays students because his universal themes are as formidable today as they were when he wrote his plays. Seeing students react so positively to the near-contemporary Luhrmann film, which uses fast-paced film editing, highly saturated colors, and the aforementioned music to break through the barrier of Shakespeares classic language, which is used by Luhrmann, I can see that students can relate to the story and the themes that resonate because the pressures many of them face are a big part of the Romeo and Juliet narrative. Grand Prize Winner! We are excited to announce D. Gittinger  as our grand prize winner! The passion and respect for the Bard is evident especially as the entrant  is not a literature/English teacher, but a math teacher, who still imbibes his  life and classroom lessons with Shakespearean material.  Gittinger wrote up and shared and extremely unique activity blending  Shakespeare, math, and humor in one. To top it all off, he  wrote a lovely sonnet for  his  wife- all of which can be found in his answer below. From user dgitting: Because Shakespeare is fun!  He is clever and relevant even today because he addresses the human condition in all its glory and ignominy. He makes us think and helps us to understand. Not only do I emulate him by writing sonnets for my wife- see an example at the end- but I have collected many of his insults and written a few of my own. I compiled them and asked my students and colleagues if they could identify which insults are real and which were made up by yours truly. It was a crowning achievement when my high school English teacher thought that one of MY insults was actually the Bards! When he read Thou wast not born like mortal man, But rather hatched, like an evil plot, he said that it was from Macbeth! Since I teach math, not English, I decided to do something mathematical: in the table below, all the prime numbers up to 107 identify where I put my made-up insults. Hence, the fake insults are numbered 2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47, 53, 59, 61, 67, 71, 73, 79, 83, 89, 97, 101, 103, 107.   After 107, I ran out of my own insults. Heres what I send out: Put â€Å"T† if you think each insult below is a true Shakespearean insult and â€Å"F† if you think it’s a fake. For a lot of extra credit, name the play from which each real insult was taken. For a little extra credit, find the first occurrence of iambic pentameter in this missive. For a modicum of extra credit, name the author of the fake insults. For no credit, use the Internet to get a lot of extra credit. Hint: there are exactly 28 fakes. And, of course, 28 is a perfect number because 28 is the sum of its proper divisors: 1 + 2 + 4 + 7 + 14 = 28. Answers available upon request; just send me the 28 numbers corresponding to the insults that you think are fake. Suggestions for improvement are welcome. 1.  The complaints I have heard of you I do not all believe; ‘tis my slowness that I do not; for I know you lack not folly to commit them and have ability enough to make such knaveries yours. 2.  Dost thou enjoin my gaze upon thy face, And command me listen to thy witless speech? Better to pluck mine eyes and stuff them in mine ears. 3.  Surely thou canst walk upon the waters, For even the sea would not embrace thee whole. 4.  You should be women, And yet your beards forbid me to interpret That you are so. 5.  Thy countenance doth make men praise the gods For giving them swift legs to take their leave. 6.  If thou be’st not an ass, I am a youth of fourteen. 7.  The maggots in thy hair rejoice that they are blind and short-lived 8.  Thou wert best set thy lower part where thy nose stands. 9.  You are not worth another word, else I’d call you knave. 10.  Nothing in his life Became him like the leaving of it. 11.  Flowers die in thy shadow and wilt where thou hast trod. 12.  To say nothing, to do nothing, to know nothing, and to Have nothing, is to be a great part of your title, which is Within a very little of nothing. 13.  Thy lack of grace is matchd by lack of wit 14.  Till I have no wife I have nothing. 15.  He’s a most notable coward, an infinite and endless liar, An hourly promise-breaker, the owner of no one good quality. 16.  Is it possible he should know what he is, and be that he is? 17.  No flesh so vile hath eer been sired by man: Methinks thy dam were consort to the devil 18.  He will lie, sir, such volubility that you would think truth were a fool. 19.  That he is not thou is the devils redemption. 20.  In his sleep he does little harm, save to his bedclothes about him. 21.  He hath out-villain’d villainy so far that the rarity redeems him. 22.  I saw the man today, if man he be. 23.  Death is Gods gift to rid the earth of thee. 24.  Pray you stand farther from me. 25.  Thou art so leaky that we must leave thee to thy sinking. 26.  The dullness of the fool is the whetstone of the wits. 27.  It is a deadly sorrow to behold a foul knave uncuckolded. 28.  What shall I call thee when thou art a man? 29.  Thou wast not born like mortal man, But rather hatched, like an evil plot. 30.  His brain is as dry as the remainder biscuit after a voyage. 31.  At birth thy sorry wit took leave of thee As excrement from a hanged knave. 32.  Let’s meet as little as we can. 33.  I do desire we may be better strangers. 34.  Ã¢â‚¬ËœTis a fault I will not change for your best virtue. 35.  By my troth, I was seeking a fool when I found you. 36.  [You are] falser than vows made in wine. 37.  Thou hast naught to say, And even that, say poorly 38.  You lisp and wear strange suits. 39.  Let her never nurse her child herself, for she will breed it like a fool. 40.  There’s many a man hath more hair than wit. 41.  You wager my esteem for you be slight? You overshoot the mark: tis naught at all. 42.  I will kill thee a hundred and fifty ways. Therefore tremble and depart. 43.  I kiss my direst enemy lest my spit die upon thy face. 44.  Here comes a pair of very strange beasts, which in all tongues are called fools. 45.  If thou art changed to aught, ‘tis to an ass. 46.  She’s the kitchen wench, and all grease, and I know not what use to put her but to make a lamp of her, and run from her by her own light. 47.  Better to pluck my heart from my breast And bury it in a dunghill Than suffer it to beat in thy foul presence 48.  Thou are sensible in nothing but blows, and so is an ass. 49.  Your abilities are too infant-like for doing much alone. 50.  [You are] one that converses more with the buttock of the night than with the forehead of the morning. 51.  I find the ass in compound with the major part of your syllables. 52.  More of your conversation would infect my brain. 53.  Had I one word for thee, twould be begone. 54.  He’s a disease that must be cut away. 55.  The tartness of his face sours ripe grapes. 56.  He is a thing too bad for bad report. 57.  Her beauty and her brain go not together. 58.  It is fit I should commit offence to my inferiors. 59.  Thy life abuseth reason. 60.  That such a crafty devil as his mother should yield the world this ass! 61.  For thy trifling wit to grasp, My speech must needs be slow, my words, short: I love thee not, nor have, nor will. 62.  Men’s vows are women’s traitors! 63.  Thy words I grant are bigger; for I wear not my dagger in my mouth. 64.  . . .not Hercules could have knock’d out his brains, for he had none. 65.  One may smile, and smile, and be a villain. 66.  God hath given you one face and you make yourselves another. 67.  A thousand births thy mother would endure To rid her womb of devils scurvy seed. 68.  Ã¢â‚¬ËœTis a vice to know him. 69.  O, if men were to be saved by merit, what hole in hell Were hot enough for [you]? 70.  There’s neither honesty, manhood, nor good fellowship in thee. 71.  Who would claim a child as thee? Thou art th abandoned son of infamy and shame. 72.  There’s no more faith in thee than in a stewed prune. 73.  Thou art barely a man, with little substance and no wit. Surely the briefest breeze doth topple thee. 74.  I am whipp’d and scourg’d with rods, Nettled, and stung with pismires, when I hear Of this vile politician. 75.  You tread upon my patience. 76.  How now, wool-sack, what mutter you? 77.  Thou are essentially a natural coward without instinct. 78.  Do thou amend thy face, and I’ll amend my life. 79.  Thou dost not bathe, yet thou art clean. Tis no surprise. Even dirt and stench flee thy foul company. 80.  You are as a candle, the better part burnt out. 81.  [You] fortify in paper and in figures, Using the names of men instead of men. What a disgrace is it to me to remember thy name! 82.  Is it not strange that desire should so many years outlive performance? 83.  Thy wit escapd thy noddle, Ere thy mothers womb evictd thee. 84.  It was more of his courtesy than your deserving. 85.  I, in my condition, shall speak better of you than you deserve. 86.  I would you had but the wit. 87.  Thy life did manifest thou lov’dst me not, And thou wilt have me die assur’d of it. 88.  Thou hid’st a thousand daggers in thy thoughts, Which thou hast whetted on thy stony heart, To stab at half an hour of my life. 89.  A words a word too many to tell The difference ’twixt thee and a beast. 90.  [You are] a ruffian that will swear, drink, dance, Revel the night, rob, murder, and commit The oldest sins the newest kind of ways. 91.  What wind blew you hither? 92.  Reply not to me with a fool-born jest. 93.  Your horse would trot as well were some of your brags dismounted. 94.  His jest will savour but of shallow wit When thousands weep more than did laugh at it. 95.  [He] saw a flea stick upon your [nose], and said it was a black soul burning in hell. 96.  Three such antics do not amount to a man. 97.  Tis the suns shame to guide thy path. 98.  He hath a killing tongue and a quiet sword; by the means whereof he breaks words, and keeps whole weapons. 99.  His few bad words are matched with as few good deeds. 100.  He never broke any man’s head but his own, and that was against a post when he was drunk. 101.  I gladly trade the richest place on earth And make abode on Luna’s darkest side To be farthest from thy rotten face. 102.  He is not the man that he would gladly make show to the world he is. 103.  If thou art a man, I write not this sentence. 104.  I should be angry with you if the time were convenient. 105. I did never know so full a voice issue from so empty a heart: but the saying is true, â€Å"The empty vessel makes the greatest sound.† 106.  [You] do offend our sight. 107.  Thou offendest offence itself. 108.  [Your] face is not worth sunburning. 109.  Your face is as a book, where men May read strange matters. 110.  [Your] horrid image doth unfix my hair. 111.  Be not lost so poorly in your thoughts. 112.  Confusion now hath made his masterpiece! 113.  [Your] sole name blisters our tongues. 114.  Fit to govern? No, not to live. 115.  I would not have such a heart in my bosom, for the dignity of the whole body. 116.  Now does he feel his title hang loose about him, like a giant’s robe upon a dwarfish thief. 117.  All that is within him does condemn itself for being there. 118.  [This] is a tale told by an idiot, full of sound and fury, Signifying nothing 119.  You scullion! You rampallian! You fustilarian! Ill tickle your catastrophe! 120.  That trunk of humours, that bolting-hutch of beastliness, that swollen parcel of dropsies, that huge bombard of sack, that stuffed cloak-bag of guts, that roasted Manningtree ox with pudding in his belly, that reverend vice, that grey Iniquity, that father ruffian, that vanity in years? 121.  You starvelling, you eel-skin, you dried neats-tongue, you bulls-pizzle, you stock-fish- O for breath to utter what is like thee!- you tailors-yard, you sheath, you bow-case, you vile standing tuck! 122.  Peace, ye fat guts! 123.  Go, prick thy face, and over-red thy fear, Thou lily-liverd boy. 124.  Your virginity breeds mites, much like a cheese. 125.  Marry, sir, shes the kitchen wench and all grease; and I know not what use to put her to but to make a lamp of her and run from her by her own light. I warrant, her rags and the tallow in them will burn a Poland winter: if she lives till doomsday, shell burn a week longer than the whole world. Heres one of my sonnets: All Aboard by D. Gittinger Within our crystal ball we can’t quite see, As wave-by-wave, our journey is revealed. We set our sails without a guarantee, And know not when, or how, our fate is sealed. A ship lies safe when not too far from shore, In waters still, where ill winds seldom go. But ships are sound and pine for so much more, for oceans deep, where swifter breezes blow. Upon the seas, at last our craft sets sail. And spirits us beyond familiar sands. As one, we parry storms, the winds, and hail To taste the magic air in distant lands. At journey’s end, our grail lies not in wait, But sails with us- the sailing is our fate. Let us sail on together. All of us really are brothers and sisters. Thank you to everyone who entered and best of luck on our next prize-winning opportunity!

Strategy Business Planning report Essay Example | Topics and Well Written Essays - 1500 words

Strategy Business Planning report - Essay Example The company possesses about 1770 stores that are distributed in about 86 countries; and it produces about 450 million items a year. The company aspires to expand its market command, and improve their marketing communications. They also want to expand their online advertising to allow for the access of a larger market that is beneficial to the organization. To achieve these objectives, Zara requires formulating the most formidable strategies in their business practices. Therefore, the business planning strategies are important for the growth of the Zara stores, and achievement of their objectives. The business planning strategy that this company is employing is very vital to its growth. It ensures that the company utilizes their resources in an optimum manner. Every business organization aims at minimizing costs and maximizing output. Zara Company is able to come up with better investment decisions that are creative and optimal. Therefore, with the strategic planning, they are able to invest in areas that have a high business potential. Planning also assists the future preparations of Zara Company. It projects the future, and devices the way of shaping this future in alignment with the company objectives. This can be achieved through influencing the business environment factors towards the business expectations (Simerson, 2011 pg. 17). The company can, therefore, anticipate the trends that enable it to acquire the benefits of effective decision-making. Strategic planning also gives a competitive advantage to Zara Company over the other competitors in the clothing industry. Si nce the clothing and accessories industry experiences a great dynamism in trade, it is a mandate for Zara Company to be highly competitive. Therefore, strategic planning is a vital venture that potentiates the existence of Zara Company in this environment (Esty & Winston, 2009 pg. 07). Zara Company is experiencing a

Pay for performance increases job satisfaction Essay

Pay for performance increases job satisfaction - Essay Example Another point is that with financial reward workers tend to remain more reliable and honest in work. A contrasting view to this is that the employees can take the employer for granted and also they can end up in accidents due to excessive work. The paper will analyse all four different views and ultimately try to assess whether the pay for performance will give satisfaction to workers. The first argument states that workers are more satisfied when they are paid for their performance. The employees work more sincerely if they are give incentives for their work. Employees do respond well to incentives for better performance and to recognition for doing especially outstanding work. Employers shouldn’t ignore incentives if they want great performance from their employees. Workers always look forward for ways to achieve incentives for their handwork. Achen(2007)claims that â€Å" Properly designed performance incentive programs not only employees develop or enhance job skills†. The employees become even more committed once they realize that their work is being appreciated by the employer. They will try all the more to be sincere in their job and try to enhance their working skill to bring more productivity. The second argument is that when the employees are paid for performance they bring in more profit to the organization..According to Blinder(1990,p.41), â€Å" Since incentive system pay more to more productive workers, workers who are inherently more productive will tend to sort them towards incentive – using firms†. This shows that incentive giving companies receive more hardworking employees which in turn will increase their productivity.Billikof (2006)states that â€Å" Incentive pay has the potential to increase worker productivity if properly designed and maintained.†When the workers see that they are achieving financial reward for their work they are encouraged more to do better performance .They feel like achieving the goal of