Essay on I Believe

Essay on I Believe Essay on I Believe Peter Dawe â€Å"If it’s worth doing, it’s worth doing well†: A this I Believe Essay I believe that hard work pays off. Often times, at least as of recently, people are always looking for the easy way out. Many teenagers want to do the least work possible, no matter the negative effects that occur. The majority chooses to do the bare minimum, whether it be while doing homework or during a practice. However, I have learned, so far, that if I put in the time and put in the work necessary to begin with I will achieve the goals that I have set for myself. The belief if I have do what is needed I will be successful pertains to all aspects of life, from becoming a better athlete or gaining a higher education. The reason I understand the importance of effort, for myself to have persistence and complete my objectives correctly, is because I learned the hard way. As a baseball player, I must always practice to keep the level of performance I expect of myself. However, I did not understand that I needed to practice to keep myself in competing condition until too late. The sum mer of freshman year I had an important baseball tournament, I thought I would be able to pitch as well as I had during the regular season. The difference was that I had not thrown, practiced, or trained to keep myself in competitive shape. Needless to say after my game, I was devastated and upset at my unacceptable play. I felt that I had not only let down myself, but my team as well. The day after I realized my error, I made a promise to myself that I would never let myself perform poorly again. This moment was extremely bittersweet because of my performance, but I also learned a lesson that is valuable and applicable to everything I do. I understood that if I did not

USS Tennessee (BB-43) in World War II

USS Tennessee (BB-43) in World War II The lead ship of the Tennessee-class of battleship, USS Tennessee (BB-43) was laid down shortly after the United States entry into World War I (1914-1918). The first class to take advantage of the lessons learned in the conflict, the battleship was not completed until two years after the fighting had ended. Entering the peacetime US Navy, Tennessee spent almost the entirety of its career in the Pacific. The battleship was moored at Pearl Harbor on December 7, 1941, when the  Japanese attacked. Though struck by two bombs, it was not severely damaged and soon joined in operations against the Japanese. Withdrawn in August 1942, Tennessee underwent an eight-month modernization which radically changed the appearance of the battleship and left it better equipped to deal with the challenges presented by World War II (1939-1945) naval warfare. Rejoining the fleet in mid-1943, it took part in the Allies island-hopping campaign across the Pacific and played a role in the Battle of the Surigao Strait. Despite sustaining a kamikaze hit in April 1945, Tennessee remained an active participant in operations through the end of the conflict in August. Design The ninth  class  of dreadnought battleship  (South Carolina, Delaware, Florida,  Wyoming,  New York, Nevada, Pennsylvania,  and  New Mexico) designed for the US Navy, the  Tennessee-class was intended to be an improved version of the preceding  New Mexico-class. The fourth class  to follow the Standard-type concept, which called for ships  that possessed similar operational and tactical characteristics,  the  Tennessee-class was powered by  oil-fired boilers instead of coal and employed an  Ã¢â‚¬Å"all or nothing† armor scheme. This armor approach  called for key  areas of the vessel, such as magazines and engineering, to be heavily protected while less important spaces were left unarmored. Also, Standard-type battleships were required to have  a  minimum top speed of 21 knots and have a tactical turn radius of 700 yards or less.  Ã‚  Ã‚   Designed following the Battle of Jutland, the  Tennessee-class class was the first to take advantage of the lessons learned in the fighting. These included enhanced protection below the waterline as well as fire control systems for both the main and secondary batteries. These were mounted atop two large cage masts. As with the  New Mexicos, the new ships carried twelve 14 guns in four triple turrets and fourteen 5 guns. Unlike its predecessors, the main battery on the  Tennessee-class could elevate its guns to 30 degrees which increased the weapons range by 10,000 yards. Ordered on December 28, 1915, the new class consisted of two ships: USS  Tennessee  (BB-43) and USS  California  (BB-44). Construction Laid down at the New York Naval Shipyard on May 14, 1917, work on  Tennessee  moved forward while the US was engaged in World War I. On April 30, 1919, the new battleship slid down the ways with Helen Roberts, daughter of Tennessee Governor Albert H.Roberts, serving as sponsor. Pressing forward, the yard completed the ship and it entered commission on June 3, 1920 with Captain Richard H. Leigh in command. Finishing fitting out, the battleship ran trials in Long Island Sound that October. As part of this process, one of the ships electrical turbines exploded, injuring two members of the crew.    USS Tennessee  (BB-43) - Overview Nation:  United StatesType:  BattleshipShipyard:  New York Navy YardLaid Down:  May 14, 1917Launched:  April 30, 1919Commissioned:  June 3, 1920Fate:  Sold for scrap Specifications (as built) Displacement:  33,190  tonsLength:  624  ft.Beam:  97.3  ft.Draft:  31  ft.Propulsion:  Turbo-electric transmission  turning 4 propellersSpeed:  21  knotsComplement:  1,083  men Armament (as built) 12  Ãƒâ€" 14 in. gun (4  Ãƒâ€" 3)14 Ãâ€" 5 in. guns2 Ãâ€" 21 in. torpedo tubes Interwar Years   Following standardization trials at Guantanamo Bay in early 1921,  Tennessee  received orders to join the Pacific Fleet. Passing through the Panama Canal, the battleship arrived at San Pedro, CA on June 17. Operating from the West Coast, the battleship moved through annual cycles of peacetime training, maneuvers, and war games. In 1925,  Tennessee  and other battleships from the Pacific Fleet conducted a goodwill cruise to Australia and New Zealand. Four years later, the battleships anti-aircraft armament was enhanced. Following Fleet Problem XXI off Hawaii in 1940,  Tennessee and the Pacific Fleet received orders to shift their base to Pearl Harbor due to increasing tensions with Japan.    World War II Begins On the morning of December 7, 1941,  Tennessee  was moored inside of USS  West Virginia  (BB-48)  along Battleship Row. When the Japanese attacked, Tennessees crew manned the ships anti-aircraft guns but were unable to prevent two bombs from hitting the ship. Additional damage was sustained by flying debris when USS  Arizona  (BB-39) exploded. Trapped by the sunken  West Virginia  for ten days after the attack,  Tennessee  finally moved free and was sent to the West Coast for repairs. Entering Puget Sound Navy Yard, the battleship received needed repairs, additions to its anti-aircraft battery, and new search and fire control radars. Return to Action Departing the yard on February 26, 1942,  Tennessee  conducted training exercises along the West Coast and then patrolled the Pacific. Though it was initially slated to support the landings on  Guadalcanal in early August, its slow speed and high fuel consumption prevented it from joining the invasion force. Instead, Tennessee  returned to Puget Sound for a major modernization program. This saw the battleships superstructure razed and rebuilt, enhancements to its power plant, the trunking of its two funnels into one, additions to the anti-aircraft armament, and incorporation of anti-torpedo protection into the hull. Emerging on May 7, 1943,  Tennessees  appearance was radically changed. Ordered to the Aleutians later that month, the battleship provided gunfire support for landings there. Island Hopping Steaming south that fall, Tennessees guns aided US Marines during the invasion of Tarawa in late November. Following training off California, the battleship returned to action on January 31, 1944, when it opened fired on Kwajalein and then remained offshore to support the landings. With the capture of the island,  Tennessee  rendezvoused USS  New Mexico  (BB-40), USS  Mississippi  (BB-41), and USS  Idaho  (BB-42)  in March to attack targets in the Bismarck Islands. After rehearsals in Hawaiian waters,  Tennessee  joined the invasion force for the Marianas in June. Arriving off Saipan, it struck targets ashore and later covered the landings. In the course of the fighting, the battleship took three hits from Japanese shore batteries which killed 8 and wounded 26. Withdrawing for repairs on June 22, it quickly returned to the area to aid in the invasion of Guam the next month. On September 12,  Tennessee aided Allied operations against Peleliu by attacking the island of Angaur to the south. The following month, the battleship fired in support of General Douglas MacArthurs landings on Leyte in the Philippines. Five days later, on October 25, Tennessee  formed part of Rear Admiral  Jesse Oldendorfs line at the Battle of Surigao Strait. In the fighting, the American battleships inflicted a severe defeat on the enemy as part of the larger Battle of Leyte Gulf. In the wake of the fighting,  Tennessee  returned to Puget Sound for a routine refit. Final Actions Re-entering  the fighting in early 1945,  Tennessee joined Rear Admiral W.H.P. Blandys Iwo Jima bombardment force. Reaching the island, it opened fire on February 16 in an effort to weaken the Japanese defenses. Supporting the landings  three days later, the battleship remained offshore until March 7 when it sailed for Ulithi. There briefly, Tennessee  then moved to take part in the Battle of Okinawa. Tasked with striking targets ashore, the battleship also was routinely threatened by kamikaze attacks. On April 12,  Tennessee  was hit by a kamikaze that killed 23 and wounded 107. Making emergency repairs, the battleship remained off the island until May 1. Steaming to Ulithi, it received permanent repairs.    Arriving back at Okinawa on June 9,  Tennessee  supported the final drives to eliminate Japanese resistance ashore. On June 23, the battleship became Oldendorfs flagship and commenced patrols in the Ryukyus and East China Sea. Raiding the Chinese coast, Tennessee  was operating off Shanghai when the war ended in August.   After covering the landing of occupation forces at Wakayama, Japan, the battleship touched at Yokosuka before returning to the United States via Singapore and the Cape of Good Hope. Arriving at Philadelphia, it began the process of moving into reserve status. Decommissioned on February 14, 1947, Tennessee  remained in reserve for twelve years until being sold for scrap on March 1, 1959.

Integrated case study of Orion company Essay Example | Topics and Well Written Essays - 9000 words

Integrated case study of Orion company - Essay Example According to Ahlstrom and Bruton (2009) businesses today are focused on international competition and opportunities afforded by globalization. It is further mentioned that competition has increased greatly during the past two decades due to globalization and the energizing forces of technological changes and major financial innovation. Management in modern environment, where tastes, likes and dislikes changes every minute, is an herculean task as it requires the leaders to create and develop an effective strategy that could withstand the consumer demand, product innovation, effective human resource management, employee retention and motivation, consumer relationship, marketing, etc. Similarly, international business management requires formulating strategy that addresses all the issues hitherto mentioned, but also addresses issues pertaining to organizational culture because they may be working in a different setup with people of different culture, political, legal, environmental con cerns and socio economic issues. Phatak (2006) states that the need for international management arises with a firm’s initial involvement in international operations by way of exports of its products, technology, or services to foreign markets. Orion Food Industries produces a range of ready prepared meals for local market and distribution within West and East Malaysia has achieved national coverage with retail sale made direct to supermarket in major population centres. Further export markets also booming and according to British Press, curry has replaced fish and chips as the number one food of choice in Europe. Assuming this as the greatest opportunity for Orion Foods and to seize the available opportunity, this report aims to provide the strengths and weaknesses of Orion Foods in regard to International Business expansion in European in terms of human resource, culture, management, market structure, and

Employee Relations System in Singapore and Eire Essay - 1

Employee Relations System in Singapore and Eire - Essay Example In fact, both are facing similar issues associated with employment relations such as heavily dependent on foreign workers, have a chronic ageing work force, the country is outsourcing its labor intensive industries to another country, and privatization of public companies. The influx of low wage and low skilled workers causes a differentiation between high and low wages, and skilled and non-skilled labors. As both countries are heavily depending on foreign workers, the government has to decide to impose levy and quota to constraint the growth of the foreign workers and hence to improve the chance of local citizens to obtain employment, and to extend the retirement age decision. Some people may consider older workers are less productive and cost more to keep them but at the same time, companies are hiring less educated and less skilled workers then send them for retraining and upgrading the non-skillable workers and hence, the notion of cost effectiveness becomes more expensive. Employee relations have an impact on the employees' health. ... This may be the result of poor hygiene or personal uncleanliness, as Cabill & Co. report that "where there is toleration, and complacency, instead of disgust for appalling hygienic shortcomings, then in any campaign - such as that which is so urgently necessary to create presentable disease" (p. 326). Both Eire and Singapore's strategic employment relations is based on the industrial model were modernized or transformed to those of the American's in the early 1980s. however, its strategic choice model that represents a paradigm shift is a strategic quality choice and a choice that is built on system theory of Parson (in Legett) and Dunlop (ibid). They go through different employment strategic methods, which are transformed from colonial administration to regulated pluralism that is started from 1959 to 1967, from regulated pluralism to corporation that last from 1968 to 1978, "economic success had brought Singapore a tight labor market and anxiety about being caught in the low wage trap" (Legett, 2005, p. 380). From corporation to corporate paternalism between 1979 and 1986, and from corporate paternalism to manpower planning - which is currently being applied to the employment system. Under the colonial regime, trade unions that were actively involved in employee and industrial relations were regulated by the unions. Under regulated pluralism, both industrial and employee relations and their conditions were regulated and bonded by the laws. This change is an effort to cultivate trade unions loyalty toward political parties and at the same time, it reduces the growth of trade unions. Under corporatism, government places legal constraints on collective bargaining and trade unions become partners to political parties in terms of labor negotiation between the

Concerns about the wars Essay Example for Free

Concerns about the wars Essay My Other poem that I have analysed is Charge of the Light Brigade written by Alfred Lord Tennyson about the Crimean war in 1855. In this poem Tennyson has a positive point of view which is the opposite of Owen. Tennyson shows a patriotic view with the words Hero, Noble and Glory to fight for and die for your country; ironically that is the meaning of Dulce et Decorum Est. Owen has written Dulce et Decorum Est in stanzas. The pace of the first stanza is really slow Bent double, like old beggars under sacks. This shows the tiredness of the soldiers, therefore that they are really weak and tired mainly because of the lack of sleep during war. This therefore leads to fatigue, injury and disease. They would have been Bent double because of all the heavy equipment they have to carry during war. It is shocking how he compares the soldiers to old because normally you would expect a soldier to be fighting fit. The words Trudged, Limped on also help emphasise how tired the soldiers would have been. This also shows the effect of the war on the soldiers. The second stanza the pace quickens rapidly with the use of short sentences. Gas! Gas! Quick, boys! This how fast the soldiers react even though they are tired and exhausted but it wouldnt just be there bodys that are tired there minds are as well. The words Fumbling and Floundring help to show the state of panic and urgency of the men are in. The charge of the light brigade is written in a ballad form. The poem is about six hundred men who are on horse back during the Crimean war. He has written the poem in that form to help show and repeat key points. The first few lines say half a league, half a league, half a league onwards. The use of this repetition is to show how far the men have come to fight for there country, All the way through the poem there is a dactylic rhythm to emphasis the horses hooves on the ground. Tennyson also says that no one argued the decision to send them to fight he says that someone had blundered but still did not challenge the decision this therefore shows that they have respect for there senior offices and believed that it was their honour and glory to die for there country. When the soldiers were attacked in Dulce et Decorum Est they fled for their lives where as in Charge of the light Brigade they still rode ahead to fight. The use of repetition Canon on the right of them, Canon to the left of them, Canon in front of them shows that the men had no where to go and most of them new that they would not be coming back but still went ahead. Unlike Dulce et Decorum Est the men where organised and knew exactly what to do and when. This shows courage and bravery. In the poem Dulce et Decorum Est it focuses on the imagery of war and Owen uses similes to show the unpleasant imagery of war. As under a green sea, I saw him drowning This shows that the amount of gas is drowning the soldier as if he was in the sea. Owen gives us a graphic piece of imagery showing a soldier dying a slow and painful death. White eyes writhing in his face. This shows that he could only see the whites of his eyes which means he was either dead or in extreme pain. The word writhing shows how much pain the soldier is in because Owen could have used the word painful but instead he tries to make the reader understand the amount of pain the soldier is in. Charge of the light brigade focuses on the number of soldiers and also the number that died Not the six hundred This shows that there no longer six hundred men because many of them had died and there are only a few left. Tennyson also mentions The Six Hundred at the end of every stanza to make the reader remember the phrase. Tennyson also uses metaphors to show the horror of war. In both stanzas 1 and 2 he mentions The valley of death, and in stanza 3 he says both Jaws of death and Mouth of hell. By saying the The valley of death it suggest that the soldiers have no chance of surviving. This also makes the soldier look more noble and brave to the reader. Tennyson also states how many soldier died. Then they rode back, but not, not the six hundred. He repeats the word not to show how many of the soldiers died in the battle. Instead of focusing on the dead for to long he moves to how heroic the soldiers were with lines such as When can the glory fade? He uses the rhetorical question to say that they should always be remembered for their bravery. He has personified death and hell to help emphasis their ongoing battle with the devil. To help show how they do not want to give up even though they are fighting a losing battle. The Gas attack makes all the men feel guilty because they cannot save their companion from a slow and painful death. As a green sea, I saw him drowning, in all my dreams, before my helpless eyes. The word helpless help to show how the fellow soldiers couldnt do anything to help. Owen changes to the past tense to show that his nightmares are just as real as when they actually happened. We cursed through sludge, makes his audience imagine how hard and tiring it is to walk yet alone fight in a war. Owen uses metaphors to help you imagine the horrific sights of war. Under a green sea, I saw him drowning. This makes the reader imagine the Green gas covering the soldier and also making his insides drown. There was no cure for the green gas. Then he describes the gas as, obscene as cancer he makes this comparison because there is also no cure for cancer this shows how bad it must have been because there is nothing worse than cancer. In my opinion Tennysons and Owenss views are different, as Tennyson gives us a distanced account of the battle because he was not personally involved in the Crimean war. Tennyson uses collective terms like They, Their and Six hundred because he would not have known about specific cases like Owen does. However Tennyson does try to focus on the determination of the soldiers while horse and hero fell although their fellow soldiers kept falling they still had the determination to fight. In Tennysons eyes they are all heroes because they have died for their country. Dulce et Decorum Est and Charge of the light brigade differ because Owen actually took part in the war he is writing about where as Tennyson did not fight in the Crimean war. Owen seems have a negative approach to war saying there is no cure for the damage that war creates, obscene as cancer, and also includes sarcasm aimed at Jessie Pope and her poem Whos for a game which said it was sweet and right to die for your country. Owen mocks this by saying that this is a Lie because he has experienced war first hand and also thinks that lots of innocent people are dying for no apparent reason. The use a capital L in lie is to help emphasises what he thinks of Jessie popes poem. Overall Owen shows a very negative view on the war but on the other hand Tennyson shows a view towards war. Owens negative view is based on him actually being there where as Tennysons positive views are based on him not fighting during the war. Owen has specific cases of horrific injuries, death, and sickening sights. Tennyson seems to focus on the group of soldiers collectively and does not have the same first hand accounts that Owen has. The poet that I believe more would have been Owen because of the use of his first hand cases such as the Gas attack and Whites of the eyes in his head. Where as Tennyson on speaks as a collectiveness not as individuals. This piece of coursework has helped to focus on both the bad sides and the good sides of war. Its not the physical injuries that can harm you its also the mental injuries of seeing other people shot in front of your eyes. But it also shows me how brave and noble soldiers are to fight for their country. This has definitely changed my perception of war.

Causes of the French Revolution Essay -- essays research papers

The Causes Of The French Revolution In the 17th and 18th centuries, France was ruled by an absolute government. The king had all the political power. And the kings who came after him were despots. For example, anyone who criticized the government could be arrested and put in prison without trial. Louis XIV at l east ruled this country efficiently. Last French kings were not good rulers. Louis XIV (1774- 1793) was king at the time of the French Revolution. He was more interested in hunting than governing France. He and his Austrians queen, Marie Antoinette, lived an extravagant life at the Palace of Versailles. They did not really care about the state of their country. The government was inefficient, unjust and corrupt. There were too many government departments, different laws in different parts of the country and officials. Many people became angry about the way France was governed. They could do nothing to change it. The French Parliament was called the Estates- General. It was made up of the First Estate- churchmen or clergy, the Second Estate- nobility, the Third Estate- commoners. The Estate- General had not met since 1614. It could not meet without consent of he king. It had no political power. During the 18th century, the French government spent more money than it collected in taxes. By 1788, the country was bankrupt. Because the government spent a lot of money, taxes were high. The tax system was unjust. The nobles and the clergy paid hardly any taxes. The Church owned one-tenth of the land in France. It did not pay taxes. The peasants paid most of the taxes. Yet, they were the people least able to afford them. In the 18th century, France was a feudal country with class division. People were divided into three estates or classes. The First Estate consisted of the clergy. The Second consisted of the nobility, and the Third included the bourgeoisie, the city workers and the peasants. The estate to which he belonged decided a person’’power and rights. The peasants suffered most. Over 80 per cent of the population were made up of peasants. They had to pay heavy taxes. How The Revolution Changed Between 1789 and 1799 In 1789 the king called the estates to a meeting to form a National Assembly where all estates woul... ...;reign of terror." The Jacobins also followed democratic principles and believed in the benefits of the middle class, peasants, and farmers and got to participate for the first time in a political event. The Convention abolished slavery. Many of these reforms were never carried out because of changes made later in the government. Many people of France wanted the "reign of terror", the Jacobin's dictatorship, and the democratic revolution to end. The Convention finally attacked Robesspiere in 1794, and he was executed the following day. The "reign of terror",had finally ended. The Conservatives drove the Jacobins out of power. They replaced the Democratic constitution with the Directory. They started to meet in 1795, but they were troubled by war and economic problems. Bonarpartec a French general, later seized control of France in November 9, 1799, which ended the revolution. The French Revolution brought much discussion into which kind of government was best for their country. Despite all the conflicts, the revolution did create a unified state and a strong central government.

Religion and Society Essay

Society is bound by codes of behavior and tacit agreements to live together in harmony. Religion plays an integral part in this code that society has created for itself. Every aspect of life, such as birth, death, marriage, and relationships, often have religious significance. Even though not all peoples in a society prescribe to the same religion, or any religion at all; religion is still deeply rooted in society and plays a part in everyday life. Religion gives people a moral code to live by; it gives life meaning and purpose, and it is prominent in the American government. Religion provides society with a moral compass for its citizens to live by. God provided Christians with the Ten Commandments and countless parables to help guide Christians to the path of righteousness; Buddhists adhere to the five percepts so that they may not stray away from the path to Nirvana, and Islamists follow a moral code outlined for them in the Quran that closely resembles the Christian Ten Commandme nts. These are all vastly different religions with different codes of ethics, but they are similar in the sense that they provide society with a moral code to live by. Although not everyone within society prescribes to a religion, religious influence is still present. Also, even though one may not follow the doctrine of a certain religion, that does not mean one cannot follow the moral code. All of society’s major religions have the same basic code; be a good person, don’t commit murder, obey the laws of society, etc. These guidelines are common sense, and anyone who knows right from wrong has a moral compass and a sense of ethics. With this in mind, although society has a basic understanding of right and wrong, religion takes it a step farther by demanding of its followers something more than just being a good person. Most major religions expect its followers to be moral leaders in society by helping those in need, and going out of their way to do good deeds for others. Thi s thirst to please some higher being or reach a different plane of existence gives mankind the incentive to keep to their moral code. This does not mean that people who do not have or believe in religion have looser morals or are any less than people who are religious; it just means that people of religious faith have extra incentive to live ethical lives. Religion gives life a transcendental purpose and meaning, and often a goal to aspire to at the end of one’s life. Christianity’s goal for its followers  is ultimately for them to live a life pleasing to God so that they may one day preside in Heaven, as well as to spread the word of God to all the people of the world. The goal of Buddhists is to end the cycle of rebirth by reaching nirvana. Goals such as these give the people of a society a purpose in life. Even those who do not prescribe to a religion can find meaning in their life by studying religion, or even by trying to disprove a religion one can find purpose; even though their purpose is antireligious, it is still influenced by religion. A purposeful life is essential; without a purpose or meaning in one’s life there is no reason to go on living. Religion provides people with a meaningful life, a goal to strive toward, and by doing such it allows society to find pleasure in reaching their goals on a spiritual and human level. Although the United States government has no religious affiliation, it is explicitly stated that t here is to be a separation of church and state in the Free Exercise Clause of the First Amendment to the Constitution of the United States, the United States was and still is based upon religious principles. While not all of the fifty-five founding fathers were Christians, most did have some sort of religion or belief system; for example Thomas Paine was a deist. The Declaration of Independence includes references to a â€Å"Creator,† and although it makes no reference to Christianity or any other religion, it is still has some religious affiliation. Presently only two percent of the United States Congress either does not prescribe to a religion or does not specify their religious affiliation. With ninety-eight percent of Congress prescribing openly to some form of religion, it is ignorant to believe that religion and the moral codes they believe in play no part in the making and passing of laws. This is not to say that all people of religious faith should be barred from being government officials, it is just an observation that church and state can never be fully separated. Religion still influences the lives of millions of people every day, whether religious or not, because the people who have been voted into these positions of power are the people who make and pass laws which affects everyone in American society. Religion is an ever present part of society. No matter if one is religious or not; religion abounds in everyday life. This is not necessarily a bad thing though. Religion provides society with a moral code to live by, and goals to strive for. Even those without religion are affected by these things, and can even  find their own goals and morals through religion without prescribing to a certain one. Religion is even present in the United States government. Although it is unequivocally stated in the First Amendment of the Constitution that there is to be a separation between religion and government, it is difficult to completely separate the two considering the majority of the government’s elected leaders are part of some religious affiliation. Religion is a perpetual part of society; whether one affiliates with religion or not, it affects society as a whole. On my honor, I pledge that I have neither given, received, nor witnessed any unauthorized help on this.

A Reflective Writing

Student life is one of the most beautiful experiences ever.   Many things not learned in the home, in the workplace and within the vicinity are all enjoyed and encountered in school.One thing is worth mentioning, I could not have appreciated the beauty and exquisiteness of life as a student without the tedious requirements, blunders in the course of the performance of all those required of us and achievements at the end of the day.   Here are some worth-mentioning experiences and are worth-sharing.Practicum IV was very challenging.   I had it with College Champigne.   Expectations I had with the school and with the students were high.   I had to prepare as much as I could to meet the standards.   The students were in their high school, advanced grade 2 level.At the beginning of my teaching experience, I made sure to encourage the use of plain English as a mode of communication, either with me or with their classmates.   I introduced L2 standard of teaching thinking that all students having reached such level are capable of performing in that level.To my despair, I noticed that immediately utilizing L2 standard poses difficulty in the students.   Evaluation conducted yielded low result in the students’ performance. With this observation, I had to adjust my manner of teaching.Some performed low, so I had to get back to L1 to be able to cope with the needs and the capability of the students.   In responding to this problem, I also talked with the students personally.   I had to know their individual difficulties so I may be able to apply the best method suitable for all of them, without disregarding some students behind. This, for me, is the essence of a teacher as a critic and interpreter of knowledgeNevertheless, constant communication is English had been the policy.   Consistency and insistent use of the language, I believe, etched in the minds of the students the value of learning English and the use of it in day to day life.   I made sure to be a model in the use of the language myself; otherwise, the student would not have the encouragement to use the same.I designed strategies suitable to all 38 students.   First thing to note is that as a teacher, I should have a positive mind in all the undertakings.   In some activities, I make sure that both oral and written practices are applied.   In the grammar portion, I asked the students to read a fairy tale, for example.   The story is read orally, the students also had some group work wherein they are able to share their opinions and thoughts on the story.After the oral activity is the written one. In the discussion on verb tenses for instance, the students are asked to fill out the blanks of the appropriate verb tense.   They also had home works to work on.   With the aid of fairy tales also, the students are able to make plot diagrams to assist them in their group discussion.   Students who chose the same fairy tale are grouped together.Moreov er, the students are asked to make body biography of the characters of the story assigned.   This enables them to relate the story to the class the next day.   This also enables them relive the story during the course of the discussion.   Each group is to make a body biography and relate the same to the class.   They also had jigsaw reading and the reader’s theater.   The latter made use of a video where they had to make the editing themselves.All these involve the participation of everyone, enhancing the confidence of the students as they work with their peers.

Hamlet and Laertes are Dramatic Foils essays

Hamlet and Laertes are Dramatic Foils essays Due to their different personalities, Hamlet and Laertes are dramatic foils. A dramatic foil is a character who contrasts with another character. A quality that differs Hamlet from Laertes is how they handle an obstacle. Hamlet approaches a situation with more thought and strategy. Laertes on the other hand, jumps to conclusion and reacts without consequence. Hamlet and Laertes are proven to have different personalities, when compared , support the idea that they are dramatic foils. His use of witty remarks and double entendres reveal Hamlet to be a man who thinks before acts. When Hamlet learns of that Claudius is the murderer of his father, he first makes sure that he is proven guilty of the quell by using strategy. As soon as he investigates his fathers murder he then waits patiently for the perfect time to avenge his fathers death. And so he goes to heaven, And so am I revenged. That would be scanned; A villain kills my father and for that, I , his sole son, do this same villain to heaven.(III.iii.71-83) Here Hamlet hesitates to kill Claudius. Doing so will send him to heaven, which is not what Hamlet wants. He lets the opportunity go and waits for the chance to murder him and damn Claudius to hell. Laertes has a different approach to his situation. His actions reveal him to be one who reacts instantly and without consequence. When he hears of his fathers death he rages into the Kings castle threatening to kill the king. Where is this king?- Sirs, stand you all without (IV.V.122) Laertes doesnt take the time to research the murder of his father. He just assumes he was killed by the king and immediately seeks his revenge without realizing the consequences for his actions. When the personalities of Hamlet and Laertes are compared, it is evident how they are dramatic foils. hamlet is witty and strategic, however Laertes assumes and jumps to conclusions. When Ham...

Coup dEtat and Coup de Grace

Coup dEtat and Coup de Grace Coup d’Etat and Coup de Grace Coup d’Etat and Coup de Grace By Maeve Maddox Watching a rerun of Castle (U.S. television police drama), I was startled to hear a character use the expression counting coup. TV script writers rarely throw in literary or historical allusions. I was pleased to hear it, but disappointed to hear the character pronounce the p in coup. English has borrowed coup from the French not once, but twice. In about 1400, coup came into English with the literal meaning of â€Å"a blow or a stroke.† As a completely naturalized word, this use of coup was pronounced with a p until it dropped out of use. Later, in about 1640, the word coup was borrowed into Modern English in the expression coup d’etat. coup d’etat /ËÅ'ku deÉ ªÃ‹Ë†tÉ‘/. noun. a sudden and decisive stroke of state policy. In this figurative expression, the p at the end of coup and the t at the end of etat (French for â€Å"state†) are silent. Several other figurative expressions containing the word coup may be found in English texts written since then. At least twocoup d’etat and coup de graceare still common in the general media. Coup d’etat is often shortened to coup and used to describe a take-over of power, as in â€Å"a military coup.† The p is silent. coup de grace /kudÉ™ ˈgrÉ‘s/ noun. a blow by which one condemned or mortally wounded is quickly killed to be spared further suffering. As novelist Rick Castle explains to his bewildered detective friends, counting coup refers to a custom of the North American Plains Indians. Counting or taking coup could be a literal touching of an enemy with hand, weapon or stick and escaping alive, but it could also refer to taking a scalp, stealing horses, or any other bold act that bestowed prestige upon the doer. I’ll mention one more use of coup that may be familiar to billiard players: to run a coup. This, according to the OED, is â€Å"the act of holing a ball without its first striking another ball.† In case anyone is wondering, the word coupe, in which the p is pronounced, comes from the French verb couper, â€Å"to cut.† The French past participle form is coupà ©, pronounced /kuˈpeÉ ª/. American usage dropped the accent mark, changing the pronunciation to /kup/. The word first came into use to describe a type of horse-drawn carriage. Now it refers to a two-door automobile. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:5 Uses of InfinitivesHyper and HypoMay Have vs. Might Have

North vs South - How the North won the Civil War Essay

North vs South - How the North won the Civil War - Essay Example Further, people wonder why the North failed to allow the Confederacy to secede peacefully. This paper will examine the military strategies and leadership, which facilitated the victory that the North enjoyed and the defeat of the South. There was an increasing discrepancy between the South and the North in terms of economic development, social structures and organizations and political ideologies. However, the two regions were alike during the founding of the new nation. Slavery was in the entire states, and the economic activities of the two regions had strong reinforcements from agricultural prosperity (Steele & Herbert 1996, p. 45)1. The Northern states designed a plan that would end slavery and enhance the emancipation of the slaves to ensure that they fought for their rights, freedom and liberty. Further, the collapse of the party system had remarkable contribution towards the victory of the North; the slavery issue received undue suppression from the laws of this party. The strength of the political parties had a negative influence from massive immigration of foreigners and debates pushing for the prohibition of slavery. There existed a deficiency in the governance of the states; the strong parties suffered from utter blows that weakened the running of the parties. The confederacy and the union had confidence that they would win the war with a lot of ease (Hattaway & Jones 1991, p. 63).2The two regions believed that their outstanding advantages over the other side would bring ultimate victory to them. On the side of the confederacy, they believed that they had a better position to win the war because the Generals from South had advanced training, and most of the whites on that side were conversant with firearms and horses. Further, the South had plans of fighting a defensive war against the Northern region, and enjoy foreign economies, which meant that the economic might of the south