Abstract Nouns from Adjectives

Abstract Nouns from Adjectives Abstract Nouns from Adjectives Abstract Nouns from Adjectives By Maeve Maddox Abstract nouns may be formed from adjectives by adding the suffix -ness: happy/ happiness, sad/sadness, kind/kindness, cheerful/cheerfulness. However, a large group of adjectives have distinct nouns that do not require a formation with -ness or any other suffix. A common stylistic fault is to add the -ness ending to adjectives that already have corresponding noun forms. For example, the adjective humble has the corresponding noun humility, but many English speakers don’t seem to be aware of it and write â€Å"humbleness† instead. Here are a few examples from the web that illustrate the unnecessary use of –ness to form abstract nouns: I admire his courageousness on choosing a role that was really hard to portray She believed that pride and lack of humbleness was against the teaching of the Bible. Politicians Need More  Humbleness A real story made me to realize that i have hidden my braveness so many days inside me. This emphasis on responsibleness is reflected in the categorical imperative of logotherapy Developing Moral Responsibleness Through Professional Education (title of book written by a professor of educational psychology) Hey guys she said coyly, using the maximum of her sexiness and intelligentness. I wondered at my luckiness Here are several additional adjective/abstract noun pairs that seem to have escaped the notice of many journalists and bloggers: angry/anger anxious/anxiety beautiful/beauty brave/bravery chaotic/chaos compassionate/compassion courageous/ courage  Ã‚  Ã‚   curious/curiosity deceitful/deceit evil/evil generous/generosity humorous/humor imaginative/imagination intelligent/intelligence jealous/jealousy joyful/joy loyal/loyalty lucky/luck luxurious/luxury mature/maturity opinionated/opinion painful/pain peculiar/peculiarity responsible/responsibility romantic/romance sane/sanity sensitive/sensitivity sorrowful/sorrow strong/strength stupid/stupidity successful/success sympathetic/sympathy tolerant/tolerance warm/warmth wise/wisdom witty/wit 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 Spelling category, check our popular posts, or choose a related post below:Apply to, Apply for, and Apply withIn Search of a 4-Dot EllipsisGrammatical Case in English

The Salem Witch Trials Essay

The Salem Witch Trials Essay The Salem Witch Trials Essay The Salem Witch Trials The Salem Witch Trials were a series of court hearings and prosecutions of people accused of performing witchcraft and other supernatural abilities in colonial Massachusetts. These occurred between February 1692 and May 1693. Although they are referred to as the Salem witch trials, the preliminary hearings were done in various towns: Salem Village, Ipswich, Andover, and Salem Town. These trials had a lasting effect on a multitude of things in the formation of the United States of America and its colonies. The trials brought about warnings of isolationism, religious extremism, false accusations, and profiling based off of social class. Thanks to these trials, America was able to take caution in them to help them eventually form the great country it is today. In order to completely understand the effect of the trials it is necessary to have a little information from the trials. Salem was originally founded in 1626 by a group of European fisherman. Over the years it had gotten a little larger of a town, but never too big. Overall in the incident, around 24 people died because of their accusations of being a witch; whether from being executed, tortured in order to get information, or being killed while in prison. Isolationism really added in influencing the mass hysteria of the people of Salem. They were all so far away from everyone else they essentially had no ways of communicating with anyone at all and they rarely got any news of anything. They were never being updated with cultural norms and were all very traditional. So when they noticed something out of the ordinary, they would all assume that it was something not normal and evil. Supposedly, the witch mania began when two little girls started playing around with fortune telling that their slave had told them about. The girls started having strange fits, and according to a doctor, this was happening because they had been bewitched. Instead of going towards a reasonable response, they automatically go towards any answer that just seems okay. They are not used to cultural norms and what now may be accepted and what may not be, and since they were out in the middle of nowhere, nobody could stop them. Eventually it goes to tell that the sl ave was arrested (along with two other women who were assumed to be witches because one had drinking parties and the other had been married three times) and were put on trial for the â€Å"horrible crime of Witchcraft†. This isolationism lead to eventually make the United States realize that you cannot leave a town alone because then they would have no idea what is going on. You need communication with everyone to help maintain a healthy and strong community. Religious extremism most likely had the biggest effects on the trial being that they were the basis of most accusations. Massachusetts’s government was dominated by conservative Puritan secular leaders. Specifically in Salem Village, the church governed their life. Being that they were primarily Puritans, they had a strong tie associating Satan with sickness, misfortune, and anyone going against their religious beliefs. If they then associated you with Satan, they would associate you with witchcraft. They believed that witches had made a pact with Satan and that they should be punished for dealing with the devil. These religious extremities lead to the executions and prison sentences of a multitude of women, men, and children. They let their religious belief overcome them and wouldn’t even resort to common sense to deal with a fairly reasonable problem. The people also wanted to be able to feel comfortable that they had an answer to these problems, instead of leaving it unsolved completely and be worrying about it and being scared of these people. They wanted to prove themselves superior to others. In modern United States court of law, it is highly illegal to base an accusation against someone based off of supernatural and

Is time spent on the Internet valuable to students' interpersonal Research Paper

Is time spent on the Internet valuable to students' interpersonal relationships - Research Paper Example Following a survey conducted on college students to investigate the value of the time spent on the internet to their interpersonal relationships, this paper presents an analysis of the findings from the study. This study analyzes the levels of social anxiety in college students and its influence on their behavior on the internet. The findings depict a weak positive correlation between the use of internet and amount of time spent with friends and acquaintances. Introduction Communication through the internet, mainly social networking sites, has become a regular practice among internet users as computers and the internet have become part and parcel of daily life. The internet offers convenient means of establishing social contact with others as well as socially interacting with them. Internet interaction made possible by digital connection generates a situation where users bargain their time online while socializing. The spread of social media also enables users to navigate face-to-fac e and online relationships through online interactions. Many studies conducted regarding how internet use affects individual’s relationships socially have indicated a disparity in results. While some studies concluded that internet use formed new relationships and strengthened existing ones, others displayed that internet use contributed to a decline in the size of individuals’ social circles as time spent interacting on the internet lessened face-to-face interactions and Social activities. Easy access to internet facilities, especially due to increasing wireless internet in various places, is another factor which directly influences social relationships. Lately, a growing number of internet users access the internet from a wireless connection either at home, school or some restaurant. This shows that many internet users are mainly using mobile phones, laptops, tablets or other portable devices to check mail or browse the internet using cell phone networks of Wi-Fi hot spots. Some studies argue that those who depend on wireless access as a connection means build up different behaviors compared to their wired counterparts. Wi-Fi particularly makes integration of intensive internet use with the use of public space possible. Public spaces are a unique factor in the shaping and maintenance of social networks, democracy, and individual opinions. It is therefore pertinent to analyze how internet use affects interpersonal relationships and the value of this influence. The aim of this study is to investigate implications of internet use for college student’s interpersonal relationship. How valuable are these implications? This study uses questionnaires to establish the levels of anxiety among the college students and to conduct a detailed survey of the relationship between internet use and their interpersonal relationships. To gain knowledge of the intricate effects the internet has on social relationships, its critical to investigate how often the students use particular social networking websites and for what purposes. Specifically, this study analyses how these social networking websites are beneficial to the students’ lives in terms of enhancing their social relationships. Finally, this study also compares the use of social networking sites to other channels of interaction like phone calls, emails and text messages to establish the

Enterprise Resource Planning Research Paper Example | Topics and Well Written Essays - 3000 words

Enterprise Resource Planning - Research Paper Example There are some intangible Services associated with Hadeed products such as Out-sourcing, Transportation and Storage of goods, Logistic, etc. SABIC incorporated Shared Services Organization in 2003, to develop complementary services like Centralized Purchasing, Inventory Management, Supply Chain Management, among SABIC and its affiliates like HADEED to assist attain its strategic objectives from side to side augmented competence. It optimizes their Inventory by utilization of inventory management tools viz., MRP Planning, Inventory Optimization through ABC Analysis and Supply-Chain Management. On the contrary, SSWCC starts their operations from one-on-one i.e., consumers requests and keep in touch with customer and supply them best networking, newest technology, modified services and support for their services. SSWCC operates the customer services following doing the sales. The main dissimilarity among Manufacturing and Service provider can be well recognized by comparing the subseque nt Nature and Consumption of Output, consistency of Input and Output, Measurement of output and Labour Requirement (Lincoln, J.; Hanada, M.; 2001, 93-115). In this research with the literature review about the areas of this study for ERP systems. Next, in sections the study continues with the Research Methodology. Finally, in last section the author suggests his own personal viewsto be made in the area of research. 1. Introduction Enterprise resource planning: (noun); An accounting-oriented information system for recognize and preparation the enterprise-wide resources wanted to take, make, ship, and account for client orders. To asses the assignments we have select two large good reputed organizations from Secondary Sector & Tertiary Sector of Industry within Kingdom of Saudi Arabia. From public sector i.e. Manufacturing, the foremost company being HADEED (A SABIC Affiliate) which offer touchable product i.e. Goods & Commodities Steel Products and extra from Tertiary Sector i.e. Service, is Saudi Saline Water Conversion Corporation (SSWCC), which pleased its customers by offer high standard of insubstantial product i.e. Services Water Convention Network. Saudi developmental policies and plans are draw round in a five-year national plan that directs public investments. The eighth five-year growth plan (2005-2009) speak to lots of the challenges declare above. It has, for the first time, a long-term strategic viewpoint on growth based on the Future dream of the Saudi financial system towards 2025. It underscores a national promise to the people by: (a) put together all the MDGs and seeking to endorse the role of women and the childhood in national growth procedure; (b) supporting Government sector asset as the driver of future enlargement and promoting further diversification away from heavy dependence on usual resources, chiefly oil and natural gas, avoiding unenthusiastic impacts on the environment, chiefly water resources; and (c)

Modernity and Literature Essay Example for Free

Modernity and Literature Essay Modernity by itself is a very abstract concept which can be associated with all new experiences in history. It is largely temporal because what is modern today is the old or obsolete tomorrow. Modernity is said to be a logic of negation because it tends to give importance to the present over the past, and at the same time also frowns over the present with respect to the future. From a purely historical perspective however, the society which evolved in Europe after the French Revolution of 1789 can be termed as modern in so much so that there is a marked difference or break in the way of thinking, living and enterprise between the societies after and before the French Revolution. The evolution of the modern society was not a process that happened overnight. The roots of the modern society and its gradual evolution can be traced back to the beginning of the eighteenth century. In fact the period from that point in history to the French Revolution is termed as the period of intellectual Enlightenment when there was a radical change in philosophy, science, politics, arts and culture. It was on these new forms of knowledge that the foundation of the modern society or modernity was based. Defining the Traditional Many scholars have tried to analyze the basic or instinctive nature of human beings in attempts to track back how modernity could have affected the core individual. In his book Leviathan, Hobbes deduced that in an environment uninfluenced by artificial systems or in a ‘state of nature’ human beings would be war like and violent, and their lives would consequently be solitary, poor, brutish and short. Rousseau however contradicts Hobbes. He claims that humans are essentially benevolent by nature. He believed in the ‘noble savage’ or the concept that devoid of civilization human beings are essentially peaceful and egalitarian and live in harmony with the environment – an idea associated with Romanticism. Human beings have however lived in communities and formed societies since the very early ages. In what is now known as the ancient world or the world of classical pagan antiquity typical of the societies of Greece and Rome, the concept of the ‘new’ or ‘change’ was absent. Time, like the seasons, was supposed to move in cyclical order, repeating itself with regularity cycle after cycle with nothing new or changed to break away from the established order. The people were steeped in more superstitious and religious beliefs which ruled almost every aspect of their lives. Christianity brought about changes in the belief systems of the ancient world. Christianity postulated that time was linear, that it began from the birth of Jesus Christ and would end with the apocalypse and the second coming of Jesus. This was a linear concept of time that moved in a straight line and not in a cycle that kept coming back to the same point. The Foundations of Modernity It was during the Enlightenment period that the Christian concepts of time and history were secularized to give way to the modern approach to change and progress. There were many other basic changes during the Enlightenment. The key ideas which formed the basis of the enlightenment period were autonomy and emancipation, progress and the improvement of history and universalism. The development of scientific knowledge gave rise to religious skepticism. People were no longer willing to submit blindly to the dictates of ordained religion. In other words they attained emancipation from the shackles of religion that had governed almost all aspects of their lives. This emancipation led to autonomy of the individual. Individuals began to decide for themselves instead submitting to an external authority such as religion. The people now decided by themselves what kind of authority, rules and regulation would be good for them, and such authority must be natural and not supernatural. Enlightenment encouraged criticism. Enlightenment thinkers did not hold anything sacred and freely criticized, questioned, examined and challenged all dogmas and institutions in their search for betterment or progress. Thinkers such as Voltaire defended reason and rationalism against institutionalized superstition and tyranny. The belief that there could and should be a change for the better came to be a prominent characteristic of modernity. The critical attitude of enlightenment thinker to contemporary social and political institutions paved the way for scientific studies of political and social studies and subsequent evolution of better forms of such institutions. The scientific revolution during the period, culminating in the work of Isaac Newton, presented a very practical and objective view of the natural world to people at large, and science came to be regarded very highly. Scientific inquiry was gradually extended to cover new social, political and cultural areas. Such studies were oriented around the cause-and-effect approach of naturalism. Control of prejudice was also deemed to be essential to make them value free. Enlightenment thinking emphasized the importance of reason and rationality in organization and development of knowledge. The gradual development of the scientific temperament with a paradigm change from the qualitative to the quantitative is also very evident in Europe of the time. People came to believe that they could better their own lot through a more scientific and rational approach to everything. The concept of universalism which advocated that reason and science were applicable to all fields of study and that science laws, in particular, were universal, also grew roots during the period. People began to believe in change, development and progress – all basic tenets of modernity as we know it today. Autonomy to decide for their own good, gave the people the right to choose the form of authority that could lead them as a society or community towards a better future and progress. This opened the doors to the emergence of states with separate and legally defined spheres of jurisdiction. Thus we find that modernity represents a transformation – philosophical, scientific, social, political and cultural – at a definite time in history at a definite spatial location. This transformation also represents a continuum up to the present in so much so that its basic principles are inherent in the societies and nations of today. The period of enlightenment can be seen as one of transition from the ‘traditional’ to the ‘modern’ forms of society, from an age of blind beliefs to a new age of reason and rational. Different Perspectives on development of Modernity Different political and philosophical thinkers have however developed different, and sometimes contradicting, theories of the development of modernity. Friedrich Hegel and Karl Marx are two of the leading thinkers whose theories run counter to each other. For Hegel, the development of modernity was a dialectical process which was governed by the increasing self-consciousness of what he termed as the collective human ‘mind’ or ‘spirit’. According to Hegel, the dialectic process of development of the mind comprised three stages, with two initially contradicting positions synthesizing into a third reconciled position. Human beings live what Hegel called an ‘Ethical Life’ or in a social environment shaped by customs and traditions. This ethical life has three stages: the first is the family, which is dissolved in due course, the second is the ‘civil society’ that a person builds up as a result of his social interactions beyond the family and greater relations, and finally the third stage of the ‘state’ which Hegel defines as the highest form of social reason. For Hegel therefore, the formation of the modern state is the mark of modernity when human beings achieve the ultimate stage of social existence. Hegel believed as individuals or families, human beings are too selfish and self-centered co-exist in harmony and work for development. It is the state that is able to integrate the contradictions of different individuals, and not market forces. Since the state by itself is composed of political institutions, Hegel’s theory equates the development of the modern state or modern political institutions with modernity. Marx took a completely opposing view, when he asserted that material forces drive history. For him the state by itself is not an ideal entity for the integration of human beings into a cohesive whole for their development as a nation or a society. According to him it is the material forces comprising social and economic forces that drive history towards modernity. People engage in production for their means of subsistence, they bind together and form states for the sake of production. Different forms of productions create different class relations. It is to maximize production and gain the maximum benefits and advantages that people bond together in different classes in the form of the modern state. The different ways in which production is organized give rise to complex forms of social organization because a particular mode of production is an entire way of life for the people who are involved in it. For Marx social existence is not consciously determined by human beings, rather, it is the other way round: their social existence determines their consciousness. When there are contradictions between productive forces and the social relationships of production, class conflict arises. For Marx, therefore, modernity is defined by the state of social existence. Marx acknowledges that ‘capitalism has been the most productive mode of production, and it contains the most potential for the realization of human freedom’. This very dynamic characteristic of capitalism is born out of its destructiveness for all traditional social constraints such as religion, nation, family, sex, etc. But it is the same destructiveness and creativeness that creates the experience of modernity in Capitalism. This vital association between capitalism and modernity from none less that Marx himself establishes that the capitalism that evolved after the period of enlightenment in Europe has been acknowledged as the modern era of the period of modernity by Marx. Marx however states that capitalism is exploitative, and because it is exploitative, its full potential cannot be harnessed for the benefit of all. He therefore advocates communism which is a system of planned and conscious production by men and women of their won free will. This brings us to the question whether humanity has already passed through a stage of history that has been termed as modernity, and has moved on to the postmodern era (Mitchell, 2009). Another important point is regarding the placing of modernity. Modernity is understood to be a process that began and ended in Europe, and was later exported to other parts of the world. Thinkers like Marx tend to differ. He saw Capitalism emerge as a ‘rosy dawn’ not in England or the Netherlands but in the production trade and finance of the colonial system (Marx, 1967). Therefore, though the concept of modernity can be defined in various ways, it definitely refers to the process of evolution of the human mind and the society to a point where people were able to come together for their own advantage and benefit and work for unceasing development under a collectively formalized authority such as the nation state. It can also be state with a certain degree of assertiveness that the period from the beginning of the Eighteenth Century to the French Revolution in 1789 actually marked the period of active development of modernity in Europe. The concepts that were nurtured during the period bore fruit immediately afterwards in Europe and the West and later spread to the rest of the world. The world has continued since on very much the same basic principles but with far more advanced technologies and superior social, economic and political approaches. Influence of Modernity on Literature Modernity had a profound influence on literature. As people began to think differently, they also began to write differently. The modernist ideas of religious emancipation, autonomy, reliance on reason, rationality and science, and on development and progress began to find expression in the literature that developed even during the period of enlightenment and thereafter. This new form of literature came to be known as the Modernist Literature. Modernist literature tended to vent expression to the tendencies of modernity. Modernist literature, as also modernist art, took up cudgels against the old system of blind beliefs. Centering around the idea of individualism or the individual mind, modernist literature displayed mistrust of established institutions such as conventional forms of autocratic government and religion. It also tended not to believe in any absolute truths. Simmel (1903) gives an overview of the thematic concerns of Modernist Literature when he states that, â€Å"The deepest problems of modern life derive from the claim of the individual to preserve the autonomy and individuality of his existence in the face of overwhelming social forces, of historical heritage, of external culture, and of the technique of life. † Examples from two Greats A few examples of Modernist literature will serve to make its characteristics more clear. Rene Descartes (1596 – 1650) is considered to be one of the early enlightenment thinkers whose literary works opened the avenues to the modern era. Known as the founder of modern philosophy and the father of modern mathematics, Descartes was a French philosopher, mathematician and scientist whose influence has served to shape the beginnings of Modernist literature. In his famous work, The Discourse on Method, he presents the equally famous quotation ‘cogito ergo sum’ or ‘I think, therefore I am’, which about sums up the very principle of the basis of the modern era. â€Å"I observed that, whilst I thus wished to think that all was false, it was absolutely necessary that I, who thus thought, should be somewhat; and as I observed that this truth, I think, therefore I am (COGITO ERGO SUM), was so certain and of such evidence that no ground of doubt, however extravagant, could be alleged by the sceptics capable of shaking it, I concluded that I might, without scruple, accept it as the first principle of the philosophy of which I was in search† (Descartes, 1637). In this work, Descartes drew on ancients such as Sextus Emiricus to revive the idea of skepticism, and reached a truth that he found to be undeniable. â€Å"Descartes started his line of reasoning by doubting everything, so as to assess the world from a fresh perspective, clear of any preconceived notions. In other words, he rejected man’s reliance on God’s revealed word, placing his own intellect on a higher plain† (McCarter, 2006). David Hume (1711 – 1776) was a philosopher, economist and historian from Scotland, and was considered a notable personality both in western philosophy and of the Scottish Enlightenment movement. In his works, he had a way of projecting the errors of scepticism and naturalism, thus carving out a way for secular humanism. In his most famous work, ‘An Enquiry concerning Human Understanding’, Hume asserts that all human knowledge is imbibed through our senses. He argues that unless the source from which the impression of a certain entity is conveyed to our senses is identified, that entity cannot exist. The logic would nullify the existence of God, a soul or a self. â€Å"By the term impression, then, I mean all our more lively perceptions, when we hear, or see, or feel, or love, or hate, or desire, or will. And impressions are distinguished from ideas, which are the less lively perceptions, of which we are conscious, when we reflect on any of those sensations or movements above mentioned †¦It seems a proposition, which will not admit of much dispute, that all our ideas are nothing but copies of our impressions, or, in other words, that it is impossible for us to think of anything, which we have not antecedently felt, either by our external or internal senses†¦Ã¢â‚¬  (Dover Philosophical Classics, 2004) In the same work Hume also postulates two kinds of human reasoning – Relation of Ideas and Matters of Fact. The former involves abstract concepts such as of mathematics where deductive faculty is required, and the later is about empirical experiences which are inductive in nature. This postulate has come to be known as Hume’s Fork. Hume, along with his contemporaries of the Scottish Enlightenment, also proposed that the basis for principles of morals is to be sought in the utility that they tend to serve. This shows the questioning nature of modernist literature not only of religious but also of moral and social norms and values. A very visible influence of modernity is therefore seen in the works of Hume. Present-day Modernist Literature If modernity influenced literature, it also used literature to shift from a philosophical and theoretical domain into the practical lives of people. Modernity could infiltrate into the lives of people through literary works that defined and reiterated the legitimate new modes of classification. Old literary forms with traditional meanings attached to them were reworked, allowing readers to modify or contravene the older meanings. â€Å"This opening-up process allowed readers to glean new meanings that modified or contravened the older ones. In the course of these changes, words, forms, and institutions altered their meaning in British life: they, and the practices they comprised, referred differently†¦. modifying ‘reference potential’ in literature fed back into how readers responded to changes in life†¦Ã¢â‚¬  (Rothstein, 2007) In art and literature, many critics view ‘modernism’ as a new trend in the field of art and literature, defined basically by stylistic and structural variations. They would not accept the fact that ‘modernism’, it is basic approach, was the principles of modernity rendered plausible in literature and art. Modernity has always tried to hold up the world in new perspectives. Similarly, modernist literature opens up the world in all its forms – theoretical, philosophical, aesthetical and political – for fresh scrutiny. Even in its present form, modernist literature attempts to break the objective world of the realist. â€Å"Modernist writing †¦ takes the reader into a world of unfamiliarity, a deep introspection, a cognitive thought-provoking experience, skepticism of religion, and openness to culture, technology, and innovation† (Melton, 2010). Modernist literature exhibits a fascination with the workings of the mind, and how reality is reflected by the mind. The questioning of life, with or without the presence of God, is another trademark of the philosophical and theoretical moorings of modernist literature. Charles Darwin’s work challenges God as the Creator and presents the process of natural selection in the survival of life. This led to modernist literature of time travel, of questioning the existence of individuals and the purpose of the universe. Modernism brought about a new openness in the areas of feminism, bisexuality, the family, and the mind. In the world of today, modernist literature still display much of the characteristics of the times in which it first took shape. A very important theme of modernist literature today is a feeling of being alone in the world – a feeling stemming from estrangement or alienation. Characters are often presented as being depressed or angry. A second common trait is that of being in doubt. â€Å"It may be disbelief in religion, in happiness, or simply a lack of purpose and doubt in the value of human life. Finally, a third theme that is prevalent is a search for the truth† (Foster, 2010). Then there is a third theme in which the alienated character is always in the search for truth and seeks answers to a plethora of questions relating to human subjectivity. In all these characteristics are to be found the same questioning nature, the same denouncement of blind beliefs and the same dependence on reason and rationality that the Eighteenth Century enlightenment thinkers had pursued. The character is alienated and estranged because he or she questions all that is deemed not right by his or her own mind; the character questions the beliefs of religion and other institutions which are not based on reasoning; and finally the character seeks answers and the truth. â€Å"Modernist literature encompasses the thematic fingerprints of a rebellious, questioning, disbelieving, meditative, and confident type of form, which was conceived out of a change in the belief of humanity, the mind, a God, and the self brought on by the shift from capitalism to an ever-increasing society of revolutionary changes† (Melton, 2010). References Descartes, R. , 1637, The Discourse on Methods. Dover Philosophical Classics, 2004, David Hume, An Enquiry concerning Human Understanding, Dover Publications Inc. Foster, J. , 2010, Modernism in Literature and History, Available: http://www. helium. com/items/743749-modernism-in-literature-and-history Karl Marx, 1967, Capital: A Critique of Political Economy, 3 vols. , New York: International Publishers, 1:703. McCarter, J. , P. , 2006, Literature of the Modern Era, The Puritans’ Home School Curriculum. Melton, L. , 2010, Modernism in Literature and History, Available: http://www. helium. com/items/809291-modernism-in-literature-and-history Mitchell, T. , 2000, The Stage of Modernity, Available: http://www. ram-wan. net/restrepo/modernidad/the%20stage%20of%20modernity-mitchell. pdf Rothstein, E. , 2007, Gleaning Modernity, Earlier Eighteenth Century Literature and the Modernizing Process, Rosemont Publishing and Printing Corp. , Associated University Presses. Simmel, G. , 1093, The Metropolis and Mental Life.

To Kill A Mocking Bird : Children Are What They Learn (grade 10 Essay :: essays research papers fc

Children are often influenced by adults in their life. Children often receive advice and encouragement from their parents or adult figures. In Haper Lee's novel, To Kill A Mockingbird, Atticus Finch helps, his daughter, Scout deal with situations, causing her to become a mature, open-minded individual. Scout learns about courage when Atticus sends her and Jem to read to Mrs. Dubose everyday. Scout learns to fight with her heads instead of her fists when Atticus is defending Tom Robinson. Scout finally learns what Atticus means when he says that you can't understand a person until you walk around in their skin. Atticus' influence shows in Scout accompanying Jem to Mrs. Dubose's. First, Scout learns about courage from Atticus. One can see this when Atticus sends her and Jem to read to Mrs. Dubose as a punishment for destroying her garden. Scout at first does not realize the courage Mrs. Dubose has. She thinks that she is just an angry, bitter old woman. Through going with Jem each day to her house, Scout finally discovers how courageous Mrs. Dubose is. One can see this when Atticus says, "‘I wanted you to see something about her – I wanted you to see what real courage is instead of getting the idea that courage is a man with a gun in his hand. It's when you know you're licked before you begin but you begin anyway and see it through no matter what'" (116). This quote clearly shows that Scout learns about courage through the influence of Atticus, as well as Mrs. Dubose. It shows that Atticus does his best to steer his children in the right direction so they will mature into kind, loving people. Atticus also influences Scout when he a sks her to fight with her head. Second, Scout learns how to fight with her head. One can see this when Atticus is talking to her about the Tom Robinson trail. He tells her that several people in the town will say mean things about him, and that instead of attacking them, or fighting them, Scout should ignore them. He tells her to hold her head up high. One can see this when Scout says, "Somehow, if I fought Cecil I would let Atticus down. Atticus so rarely asked Jem and me to do something for him, I could take being called a coward for him" (81). This quote illustrates that because of Atticus, Scout chose not to fight.

History of Computers Essay

The abacus was an early aid for mathematical computations. Its only value is that it aids the memory of the human performing the calculation. A skilled abacus operator can work on addition and subtraction problems at the speed of a person equipped with a hand calculator. The abacus is often wrongly attributed to China. In fact, the oldest surviving abacus was used in 300 B. C. by the Babylonians. The abacus is still in use today, principally in the far east. A modern abacus consists of rings that slide over rods, but the older one pictured below dates from the time when pebbles were used for counting (the word â€Å"calculus† comes from the Latin word for pebble). In 1617 an eccentric Scotsman named John Napier invented logarithms, which are a technology that allows multiplication to be performed via addition. The magic ingredient is the logarithm of each operand, which was originally obtained from a printed table. But Napier also invented an alternative to tables, where the logarithm values were carved on ivory sticks which are now called Napier’s Bones. In 1642 Blaise Pascal, at age 19, invented the Pascaline as an aid for his father who was a tax collector. Pascal built 50 of this gear-driven one-function calculator but couldn’t sell many because of their exorbitant cost and because they really weren’t that accurate. Up until the present age when car dashboards went digital, the odometer portion of a car’s speedometer used the very same mechanism as the Pascaline to increment the next wheel after each full revolution of the prior wheel. Pascal was a child prodigy. At the age of 12, he was discovered doing his version of Euclid’s thirty-second proposition on the kitchen floor. Pascal went on to invent probability theory, the hydraulic press, and the syringe. Shown below is an 8 digit version of the Pascaline. Just a few years after Pascal, the German Gottfried Wilhelm Leibniz managed to build a four calculator that he called the stepped reckoner because, instead of gears, it employed fluted drums having ten flutes arranged around their circumference in a stair-step fashion. Although the stepped reckoner employed the decimal number system, Leibniz was the first to advocate use of the binary number system which is fundamental to the operation of modern computers. Leibniz is considered one of the greatest of the philosophers but he died poor and alone. In 1801 the Frenchman Joseph Marie Jacquard invented a power loom that could base its weave (and hence the design on the fabric) upon a pattern automatically read from punched wooden cards, held together in a long row by rope. Descendents of these punched cards have been in use ever since. By 1822 the English mathematician Charles Babbage was proposing a steam driven calculating machine the size of a room, which he called the Difference Engine. This machine would be able to compute tables of numbers, such as logarithm tables. Hollerith’s invention, known as the Hollerith desk, consisted of a card reader which sensed the holes in the cards, a gear driven mechanism which could count, and a large wall of dial indicators to display the results of the count. Hollerith built a company, the Tabulating Machine Company which, after a few buyouts, eventually became International Business Machines, known today as IBM. IBM grew rapidly and punched cards became ubiquitous. Your gas bill would arrive each month with a punch card you had to return with your payment.

Guideline for Article Review Essay

1. Full Bibliographic Reference State the full bibliographic reference for the article you are reviewing (authors, title, journal name, volume, issue, year, page numbers, etc. ) Important: this is not the bibliography listed at the end of the article, rather the citation of the article itself! Grading: -3 if missing 2. Introduction: Objectives, Article Domain, Audience, Journal and Conceptual/Emprical Classification Note: For the on-line reviews done in some class sections, this category may be broken up into several separate subcategories. For the written review, please discuss all of these subcategories together as follows. Paragraph 1: State the objectives (goals or purpose) of the article. What is the article’s domain (topic area)? Paragraph 2: †¢ Audience: State the article’s intended audience. At what level is it written, and what general background should the reader have; what general background materials should the reader be familiar with to understand the article? †¢ Appropriate Journal? : Why is the journal appropriate (or inappropriate) for this article? (Check the mission statement or purpose of the journal itself from its cover or its Web site. ) Paragraph 3: State whether the article is â€Å"conceptual† or â€Å"empirical†, and why you believe it is conceptual or empirical. Empirical articles and conceptual articles have a similar objective: to substantiate an argument proposed by the author. While a conceptual article supports such an argument based on logical and persuasive reasoning, an empirical article offers empirical evidence to support the argument. Empirical articles offer substantial, detailed evidence which the authors analyze using statistical methods. Empirical articles must include hypotheses (or propositions), detailed research results, and (statistical) analyses of this empirical evidence. Empirical research includes experiments, surveys, questionnaires, field studies, etc, and to limited degree, case studies. Conceptual articles may refer to such empirical evidence, but do not provide the detailed analysis of that evidence. Of course, both types of articles can use real life examples to back up their points. Just because an article provides examples, does not necessarily mean that it is empirical. (The lesson to take home is not to consider a conceptual article to be an empirical one just because it provides some summarized or some unanalyzed data. ) Grading: Objectives: great – 3; ok – 2; poor – 1 Grading: Audience/Journal Appropriateness: great – 3; ok – 2; poor – 1 Grading: Conceptual vs. empirical: great – 2; ok/poor – 1 3. Very Brief Summary Prev Page For our article reviews, we do not want you to spend much space summarizing the article. Instead we are more interested in your analysis of the article. Thus, in this section, summarize the article only very briefly (2-3 paragraphs). If possible, use the IS research paradigm as the format of your summary, but remaining very brief: †¢ Paragraph 1: what is the problem or opportunity being addressed †¢ Paragraph 2: which solution is proposed (the solution could be a new model or a theory that explains the problem) †¢ Paragraph 3: what evidence is put forth that this solution is appropriate (If this is an empirical article, be sure to briefly describe what kind of empirical study was done as part of the evidence) Grading: great – 4; ok – 2; poor – 1 4. Results. Very briefly summarize the important points (observations, conclusions, findings) and â€Å"take home messages† in the article. Please do not repeat lists of items in the articles – just summarize the essence of these if you feel they are necessary to include. Grading: great – 8; ok – 5; poor – 2 5. Class Readings 1. Does this article directly cite any of the class readings, i. e. , does any class reading appear explicitly in its bibliography or reference section? If not, state this explicitly. If so, clearly describe how the authors use the cited article. How does the article you are reviewing relate to and/or build upon the class article it cites? If this article does not cite any class readings then just state this. (If you do not state this explicitly, you will not receive credit for this section. ) Do not discuss any other readings, such as other readings on the same topic or by the same author. Save any discussions of similar articles for your synthesis section below. 2. Do any of the class readings cite your article (besides the textbook)? If so, clearly describe how. If no class readings cite your article, then write in your review â€Å"No class readings cite this article. † (If you do not state this explicitly, you will not receive credit for this section. ) Be sure to add all references you cite to the bibliography. Grading: great – 4; ok – 2; poor – 1 {If none, then score 4 by default if this has been stated explicitly. } 6. Contributions An article makes a â€Å"contribution† by adding to the knowledge of researchers in a research field. An article can make a contribution to the research field in many ways. Does it provide a new way to look at a problem? Does it bring together or â€Å"synthesize† several concepts (or frameworks, models, etc. ) together in an insightful way that has not been done before? Does it provide new solutions? Does it provide new results? Does it identify new issues? Does it provide a comprehensive survey or review of a domain? Does it provide new insights? Also, is it salient (relevant and current) to a particular scientific issue or managerial problem? Are the issues addressed introduced in a way that their relevance to practice is evident? Would answers to the questions raised in the article likely to be useful to researchers and managers? Note: Do not discuss the contributions of the technologies the article describes, but rather the contributions of the article itself! The article’s contributions should be original. To the best of your knowledge, are they? Are the article’s take-home messages new? Describe each contribution clearly in a separate paragraph or bullet point. Discuss why the contribution is important. Alternatively, if you believe the article makes no contributions, explain why clearly. Grading: great – 8; ok – 5; poor – 2 7. Foundation Good research often is built upon theories and frameworks that other researchers have developed. Sometimes articles will be substantially based upon this prior work, and refer back to it in some detail. (Not all research articles will do this. ) Which theoretical foundations does this article and research build on, if any? In what ways? Include references/citations of the foundation work. (You can determine this in part from the works the article Prev Page cites. ) Note, however, that most works cited are not core foundational work, but rather just support certain aspects of the article. Similarly, do not confuse a general discussion of related topics as foundational work. If the article does not build upon key pieces of prior research, then write in your review â€Å"This article does not build upon any foundation research. † (If you do not state this explicitly, you will not receive credit for this section. ) Grading: great – 4; ok – 3; poor -1 {If none, then score 4 by default if this has been stated explicitly} 8. Synthesis with Class Materials The synthesis section should be at least one full page. Synthesis means analyzing a particular topic by comparing and contrasting it with, and thinking about it from the viewpoint of, the class materials from across the semester. These materials include the articles, models, frameworks, guidelines and other concepts we’ve covered. (Of course, only certain materials will be relevant for any given article. ) Note: You have to do this synthesis! You need to relate this article to other things we have studied, so by definition you will not find this analysis in the article itself! Discuss the article’s research ideas and results in terms of any relevant materials covered in class or which you have found in the readings. You can also check the concepts in the â€Å"to know† link on the â€Å"quick links† portion of the course Web site. Cite these readings explicitly, including their source in the bibliography and a bibliographic marker in the text (e. g. , [Turoff et al. , 1999]). You also could analyze the approach the author took to the article’s analysis and discussion. Discuss the article’s approach and results in terms of one or more of the frameworks, etc. , from the text or readings, or any you find elsewhere. For example, if the authors discuss any type of information system, you could use Alter’s WCA analysis to examine how they approached that information system. Try to do this for all the models and frameworks, etc., which apply to your article. As part of this analysis, reference other articles you’ve read, when appropriate. Compare the approach, results and contribution with all articles about similar topics or with a similar approach. For example, if your article develops a new framework, compare it with Bandyopadyhah’s Prev Page framework criteria (and vice versa – whoever does Bandyopadyhah’s article could test his criteria on frameworks from the other readings). Include any articles you cite in the bibliography and use bibliographic markers in the text. For all of these, do your synthesis comparison in as much depth as you can! Grading: four items up to 20 points total (12 points plus 8 points extra credit) – for each item: great – 5 ok – 2; poor – 1 Great: discussed deeply and relating the article in detail with the synthesized models and frameworks. OK: the synthesized information is only discussed in general 9. Analysis Note: Many people assume this category is the same as â€Å"General Critique†. It is not. General Critique is a different category from this, and follows below. What has changed since the article was written? How do it’s lessons, ideas and theories still apply? To what extent has its issues been resolved? Grading: great – 4; ok – 2; poor – 1 Additional Analysis Optionally, try applying the article’s models, frameworks and guidelines, etc. yourself. Do you find them useful? In addition, you may optionally add your own additional analysis in a separate subsection. (Do not repeat the author’s analysis in the paper – you could summarize this as part of the results section. ) Grading: this section is extra credit only: great – 8; ok – 5; poor – 2 10. General Critique In this section you should state your opinions of how well (or poorly) the authors did their research and presented the research results in the article. Your critique can contain both positive and negative comments. Justify and explain in detail each of your critique points in a separate paragraph of at least 4-5 sentences. The following are suggestions only: †¢ Does it build upon the appropriate foundation (i. e. , upon appropriate Prev Page prior research)? †¢ Did the authors choose the correct approach, and then execute it properly? †¢ How confident are you in the article’s results, and why? †¢ Are its ideas really new, or do the authors simply repackage old ideas and perhaps give them a new name? †¢ Do the authors discuss everything they promise in the article’s introduction and outline? †¢ What are the article’s shortcomings (faults) and limitations (boundaries)? Did it discuss all of the important aspects and issues in its domain (topic area)? †¢ In what way should the article have made a contribution, but then did not? †¢ Do the authors make appropriate comparisons to similar events, cases or occurrences? †¢ How complete and thorough a job did the authors do? Do the authors include an adequate discussion, analysis and conclusions? Did they justify everything adequately? Did they provide enough background information for the intended audience to understand it? For you to understand it? †¢ Were there adequate and appropriate examples and illustrations? For full credit, ask yourself these questions when justifying your critique points: †¢ why/why not? †¢ how? †¢ what distinguishes the differences/different approaches, and in what ways? Grading: four items up to 16 points total (10 points plus 6 points extra credit) – for each item: great – 4; ok – 2; poor – 1 11c. Further Critique of a Conceptual Article *** only for conceptual articles {adapted from guidelines from Dr. Dan Robey, Georgia State University} A critique of a conceptual article examines the logic of the arguments made by the authors. Both strengths and weaknesses should be identified in a critique. Explain and justify each of your critique points in at least 3-4 sentences. Give examples whenever possible. To the best of your abilities, discuss each of the following categories in a separate paragraph: 1. LOGICAL CONSISTENCY: Do any parts of the article or research contradict or invalidate other parts? If so, have the authors acknowledged and explained this adequately? 2. COHERENCE: Does the article make sense? Did the authors approach this article (and this research) sensibly? Does the article develop Prev Page  an argument that follows a coherent line of reasoning? Are the boundaries of the argument reasonably well defined? Does the argument anticipate most, if not all, rival arguments? Does the article flow in a logical sequence? Do later parts build logically upon earlier parts? 3. SUBSTANCE: Does the article provide an argument or a line of reasoning that offers insight into important issues, or does it merely summarize previous studies in a shallow way that does not reflect depth of analysis? Does the article provide ways (a model, framework, guidelines, etc. ) to guide future thinking about the issue(s) the author is addressing? 4. FOCUS: Is there a clear audience that the authors address? Was the article written at the appropriate level for this audience? Grading: for each: great – 3 ok – 2; poor – 1 11e. Further Critique of an Empirical Article *** only for empirical articles {adapted from guidelines from Dr. Dan Robey, Georgia State University} A critique of an empirical article examines the strength of the empirical evidence supporting the author’s argument. Both strengths and weaknesses should be identified in a critique. Explain and justify each of your critique points in at least 3-4 sentences. To the best of your abilities, discuss each of the following categories in a separate paragraph: 1. CLARITY: Is the article’s purpose and argument clear? Do the researchers clearly develop a major research question, proposition, or hypothesis that is to be evaluated in the empirical study and discussed in this article? If the study is exploratory (preliminary), is sufficient justification for an exploratory strategy given? 2. THEORETICAL GROUNDING: Is the researcher’s argument grounded in more basic theory? Is it clear whether the structure of the empirical study (i. e. , what they do) was derived from theory, or just made up? In theory-building articles, is the need for new theory adequately established? 3. DESIGN OF RESEARCH INVESTIGATION: Is it clear exactly how the empirical study was carried out? Is the design of the research approach (field study, experiments, questionnaires, etc. – both contents and how they will be used) adequate to address the common threats to internal and external validity? Have appropriate controls been established, and is the selection of research sites justified? Are the hypotheses and experiments, Prev Page etc. , significant? 4. MEASUREMENT: Empirical studies can have quantitative measurements (i. e., numeric results) and qualitative or subjective measurements. Are the measures used adequately described (i. e. , what is measured in the study and how)? Are data on the reliability and validity of these measures reported? Does the article feel anecdotal or solidly supported with evidence? For example, in case or field studies, are the results well documented? Is it clear who the subjects were, and with whom interviews were carried out? Were important results cross-checked, i. e. , determined across a range of subjects or just gotten from one or two subjects? 5. ANALYSIS: Is the analysis of empirical data conducted properly? Do the data conform to the requirements of any statistical tests used? Are qualitative data adequately described and presented? 6. DISCUSSION AND CONCLUSIONS: In discussing the results of the empirical study, do the authors remain true to the actual findings of the study? Are the claims made in the conclusion of the article actually supported by the empirical data? If the study is exploratory, do the authors offer research questions or hypotheses for future research? 7. BIASES: Do the biases of the authors affect the design of the research or the interpretation of the results? Are the authors aware of potential biases and the affect on the study? Grading: for each: great – 2 ok/poor – 1 12. Issues (listed by the author) What open questions or issues has the author stated remain unresolved? Discuss each in a separate paragraph of 5-10 sentences. Each issue’s paragraph should take the following format: †¢ what is the issue? †¢ why do you believe this is an important issue? †¢ in what way is it unresolved †¢ suggestions for resolving it – if you give your own suggestions (instead of or in addition to the authors’, then precede each with â€Å"I would propose †¦ † If it has been resolved since the article was written, then state how it was resolved. Note: If you have any critiques in this section, they most likely belong in the General Critique section instead. Grading: 3 items up to 9 points total (6 points plus 3 points extra Prev Page credit) – for each item: great – 3; ok – 2; poor – 1 13. Issues (in your opinion) List several open questions or issues which remain unresolved in your opinion? For example, what possible future research questions could arise from this article? Discuss each in a separate paragraph of 5-10 sentences. Each issue’s paragraph should take the following format: †¢ what is the issue? †¢ why do you believe this is an important issue? †¢ in what way is it unresolved †¢ suggestions for resolving it Note: If you have any critiques in this section, they most likely belong in the General Critique section instead. Grading: 4 items up to 12 points total (6 points plus 6 points extra credit) – for each item: great – 3; ok – 2; poor – 1 14. Impact To determine how much impact this article has had, do a citation analysis. Discuss what this citation analysis shows, and why; don’t just list the citations! (See the Citation Analysis Guidelines (.doc) and Handout (. pdf) posted on the course Web site. ) If the article has no citations, then write in your review â€Å"I found no citations in the Science Citation Index, the Social Sciences Citation Index or on the Internet. † Then clearly explain why you believe there were no citations at all. If you found citations in some indexes or on the Internet but not the others, then explain this as well. Include your citation lists in an appendix to your review (see below for details). Grading – impact discussion: great – 3; ok – 2; poor – 1 15. Questions List three insightful questions of your own, arising from this article. Do Prev Page not ask definitions, but rather questions that really make one think. Grading: 3 questions, up to 6 points total – for each question: great/ok – 2; poor – 1 16. Annotated Bibliography For every item you have cited in your report, you need a full reference and an annotation explaining it. This includes references to any class materials, as well as the three additional citations utilized in sections 6-14. 1. List the full bibliographic references (authors, title, journal name, volume, issue, year, page numbers, etc. ) for anything you have cited in your review. IMPORTANT: This is NOT the bibliography listed at the end of the article. It is the bibliographic references for any readings you yourself referred to inside your review. 2. Write 2-4 sentences describing the article. 3. Write 2-3 sentences describing why you cited it. Also, be sure that you have included a bibliographic marker to each (such as [Bieber & Smith, 2001]) in the text of your review. Grading: -5 if missing references; -3 if you mention the authors explicitly in your text and put the references in this bibliography section, but forget to explicitly place citation markers in your text. 17. Citation Analysis Appendix There is a separate page on the course Web site describing citation analysis. This appendix will have three sections: †¢ the citations you found in the Science Citation Index †¢ the citations you found in the Social Sciences Citation Index †¢ the citations you found through a thorough Web search on the Internet If the article has no citations for any of these three, then write in that section â€Å"I found no citations in the [Science Citation Index or the Social Sciences Citation Index or on the Internet]. † Note, if your article has more than 20 citations, you only need to include a selection of them: †¢ State how many citations each index has and the Web search found †¢ List Prev Page 1-2 citations for each year in which the article has been cited. Try to include citations from several different journals spread over your selection ? Include a citation analysis to see who has cited it and how.

Free Essays on Rocket VS. The Minw

â€Å"The Rocket vs. the Mine† A comparison Symbolism is a major part of works of literature throughout history and continues to be uses by authors to make their point today. This tactic, which is one of the most effective forms of mood creation and setting, is exactly what made the movie October Sky a good example of this. The director of this film, Joe Johnson, cleverly used two inanimate objects and created two important characters in the movie, in this case the symbolism used is the rocket compared to the coal mine(2). This is the classic story of a young man who against all odds triumphs in the end when he accomplishes what he set out to do. In this case the young man, whose name is Homer Hickam, has a dream to build rockets instead of going to work in the coal mine with his father. This seemed to be the predestined fate of all the young men in town who do not get football scholarships. Homer did not accept this fate and was determined to make something of himself. His main adversary was not a person, but was a thing. The old Coalwood coalmine was his foe. It was like a black hole, which our science has only recently proved to exist, that seemed to trap everyone in its gravity offering little hope for escape. The mine gave life to the town, but ironically it also took it away. The coal boom of the early 20th century had created many new towns in the Appalachian Mountains, and it was the lifeblood of that region for many years(3). Unfortunately, coal mining was one of the most dangerous jo bs around, and many were injured and killed as a direct result. Countless others died years later from coal dust inhalation(3). At this point in history many of the mines were closing and the economy of many towns like Coalwood were in jeopardy. Henry 2 Homer realized that he wanted something else but didn’t know what it was until he saw Sputnik blast across the evening sky for the first time. This got him thinking about the ... Free Essays on Rocket VS. The Minw Free Essays on Rocket VS. The Minw â€Å"The Rocket vs. the Mine† A comparison Symbolism is a major part of works of literature throughout history and continues to be uses by authors to make their point today. This tactic, which is one of the most effective forms of mood creation and setting, is exactly what made the movie October Sky a good example of this. The director of this film, Joe Johnson, cleverly used two inanimate objects and created two important characters in the movie, in this case the symbolism used is the rocket compared to the coal mine(2). This is the classic story of a young man who against all odds triumphs in the end when he accomplishes what he set out to do. In this case the young man, whose name is Homer Hickam, has a dream to build rockets instead of going to work in the coal mine with his father. This seemed to be the predestined fate of all the young men in town who do not get football scholarships. Homer did not accept this fate and was determined to make something of himself. His main adversary was not a person, but was a thing. The old Coalwood coalmine was his foe. It was like a black hole, which our science has only recently proved to exist, that seemed to trap everyone in its gravity offering little hope for escape. The mine gave life to the town, but ironically it also took it away. The coal boom of the early 20th century had created many new towns in the Appalachian Mountains, and it was the lifeblood of that region for many years(3). Unfortunately, coal mining was one of the most dangerous jo bs around, and many were injured and killed as a direct result. Countless others died years later from coal dust inhalation(3). At this point in history many of the mines were closing and the economy of many towns like Coalwood were in jeopardy. Henry 2 Homer realized that he wanted something else but didn’t know what it was until he saw Sputnik blast across the evening sky for the first time. This got him thinking about the ...

Cuál es diferencia entre universidad y college en EEUU

Cul es diferencia entre universidad y college en EEUU Una de las primeras preguntas que se hacen los estudiantes internacionales o los migrantes recià ©n llegados y que quieren estudiar una carrera universitaria en Estados Unidos  es cul es la diferencia entre una universidad y un college. La respuesta es que es muy pequeà ±a, pero la hay. En muchas ocasiones, incluso los estadounidenses utilizan los tà ©rminos de universidad y de college como si fueran lo mismo, ya que la diferencia es pequeà ±a y se explica a continuacià ³n. Quiz para los estudiantes recià ©n llegados o que planean estudiar en Estados Unidos es ms importante saber quà © es un community college y quà © son carreras profesionales en Estados Unidos. Quà © se entiende por un college en Estados Unidos Es una institucià ³n educativa superior, generalmente dedicada casi exclusivamente  a estudios de licenciatura. Los estudiantes tras completar crà ©ditos generalmente en cuatro aà ±os reciben su licenciatura en B.A. (Bachelors of Arts) o en un B.S. (Bachelors of Science). Quà © son los liberal arts colleges en Estados Unidos Un tipo especial dentro de los colleges es el  conocido como liberal arts colleges. Son instituciones privadas con pocos estudiantes, generalmente menos de cinco mil, e incluso menos. Se caracterizan porque la mayorà ­a de sus estudiantes estudian a tiempo completo materias relacionadas con las artes liberales, como inglà ©s, literatura, sociologà ­a, historia, etc. Adems, la mayorà ­a de los profesores se dedican casi en exclusividad a la enseà ±anza y no tanto a la investigacià ³n y a la publicacià ³n de sus trabajos. Los liberal arts colleges, tambià ©n conocidos como baccalaureate colleges, son famosos por tener una fuerte vida comunitaria. En la actualidad, segà ºn un ranking elaborado por la prestigiosa revista U.S. News and World Report, los cinco mejores liberal arts colleges de los Estados Unidos son los siguientes: Williams College, MassachusettsAmherst College, MassachusettsBowdoin College, MaineSwarthmore College, PensilvaniaEl exclusivamente femenino Wellesley College, Massachusetts, y Middlebury College, Vermont, empatados en quinta posicià ³n. Las posiciones suelen variar poco de aà ±o a aà ±o. Todos los liberal arts colleges incluidos en la lista cobran matrà ­culas superiores a los $50.000 por semestre y tienen, en total, menos de 2.000 estudiantes. A quà © se le llaman universidad en Estados Unidos Es una institucià ³n educativa superior donde se ofrecen estudios de licenciatura –B.A y B.S.–, maestrà ­as, doctorados –Ph.D.–, adems de estudios profesionales. Pueden ser gigantescas y pà ºblicas o privadas. Como entre los estudiantes internacionales de origen latinoamericano es frecuente estudiar ingenierà ­a es recomienda conocer cules son  10 mejores universidades.   Para los estudiantes brillantes, tanto de Estados Unidos como extranjeros, se recomienda solicitar ingreso en al menos una universidad  Ivy League, si bien tener siempre en cuenta que hay universidades muy prestigiosas y de excelente nivel acadà ©mico que no estn incluidas en esta calificacià ³n, que tiene un origen histà ³rico concreto. Entre las universidades de excelente consideracià ³n econà ³mica y que no son Ivy League destacan: Massachusetts Institute of Technology (M.I.T.)Stanford UniversityCarnegie MellonUniversity of California, BerkeleyUniversity of Texas, AustinGeorgia Institute of TechnologyUniversity of Illinois, Urbana ChampaignUniversity of Michigan, Ann ArborUniversity of ChicagoDukeJohns Hopkins Algunas de ellas, como por ejemplo Berkeley, Austin Urbana Champaign y Ann Arbor son universidades pà ºblicas. Quà © es un community college o colegio comunitario Son instituciones de educacià ³n superior tambià ©n conocidos como junior o technical colleges. Los estudiantes se dedican a obtener certificados o diplomas profesionales o, al cabo de crà ©ditos que generalmente se consiguen en dos aà ±os, a obtener un grado de asociado (Associate ´s degree o A.S. por sus siglas en inglà ©s). Es muy comà ºn que despuà ©s de sacar un A.S. los estudiantes realicen  un transfer a un college y, tras otros dos aà ±os de estudios, se licencien con un B.A. o un B.S. Sin embargo, no todos los colleges y universidades admiten esta posibilidad. Los community colleges ofrecen grandes ventajas tanto para estudiantes americanos o inmigrantes como para los internacionales. Uno de los que ms destaca es el costo. En esta base de datos puede  verificarse  cunto cuesta estudiar en  ms de 1,000 Community Colleges  en todo el paà ­s y tambià ©n puntuacià ³n del TOEFL, los que lo piden ya que en muchos no es requisito. Quà © son los professional colleges En Estados Unidos carreras como Derecho o Medicina se estudian en universidades profesionales despuà ©s de haber obtenido un B.A. o un B.S. Es decir, a diferencia de lo que ocurre en la mayorà ­a de nuestros paà ­ses no son una licenciatura que se puede estudiar directamente al finalizar la high school (lo que se conoce en algunos paà ­ses hispanoparlantes como bachillerato, liceo o prepa). Sino que es necesario licenciarse y luego aplicar y ser admitido en un professional college. Es muy importante planificar con tiempo, incluso con varios aà ±os de anticipacià ³n, principalmente cuando se desea solicitar el ingreso a Medicina, ya que es un proceso largo y complicado. Tips para los futuros estudiantes universitarios Aplicar para ingresar a una universidad o college es un proceso complejo y largo. Estas son las ocho piezas necesarias para tener una aplicacià ³n completa. Para los estudiantes no habituados al sistema anglosajà ³n, esos requisitos pueden resultar confusos y puede dar lugar a que por ignorancia no se preparen convenientemente. Consejos para estudiantes internacionales en colleges y universidades de EE.UU. Los estudiantes internacionales necesitan una visa para poder estudiar en EEUU. Para obtenerla se requiere que previamente hayan sido admitidos por una institucià ³n acadà ©mica. Para ello necesitarn haber demostrado conocimientos de inglà ©s, generalmente tomando el examen que se conoce como TOEFL y obtener un buen puntaje.   Obviamente, dentro de esas categorà ­as no se encuentran ni los migrantes que cuentan con una tarjeta de residencia permanente ni tampoco los inmigrantes indocumentados. En cuanto a las visas, informarse sobre la visa F-3 para el caso de mexicanos  o canadienses que viven en la zona fronteriza e ingresar a Estados Unidos a estudiar pero mantienen su residencia en Mà ©xico o Canad. Asimismo, para obtener una visa de estudiante internacional es neceario  probar que tienen recursos econà ³micos suficientes, bien propios o de los padres o bien porque han obtenido una beca relevante. Tener presente que las universidades tambià ©n destinan dinero a becas de mà ©rito o deportivas. De hecho, 13 de à ©lite siguen la polà ­tica de need-blind tambià ©n para estudiantes internacionales lo que significa becas totales (o casi). Por à ºltimo, dentro del largo proceso que supone aplicar a varias universidades o colleges, ser admitido y solicitar la visa, es posible que se necesite  validar los estudios realizados  fuera de Estados Unidos. Es fundamental seguir las instrucciones de cada institucià ³n acadà ©mica sobre quà © empresa puede hacer la convalidacià ³n. Otras visas disponibles para los estudiantes internacionales En ocasiones, lo à ºnico que se desea es practicar el inglà ©s y pasar unos meses en Estados Unidos o se desea estudiar un aà ±o acadà ©mico de high school. Para estos casos, adems de las visas F-1 puede resultar conveniente informarse sobre los programas incluidos dentro de la visa J-1 de intercambio, ya que  pueden ser una muy buena opcià ³n, por ejemplo: Visas para trabajar y viajar en verano para estudiantes universitarios de otros paà ­ses.Visas para monitor en campamentos de verano. Las opciones son variadas y tanto si se opta por una visa J-1 como por una F-1 de estudiante lo ideal es que se adapte a las necesidades y deseos del estudiante. Conservar la visa como estudiante internacional Una vez que se tiene la visa se debe hacer todo lo posible para evitar caer en comportamientos que pueden ponerla en riesgo de cancelacià ³n. Algunas actividades, como el consumo de marihuana, puede no ser visto como algo grave por los estudiantes, pero lo cierto es que desde el punto de vista migratorio puede ocasionar un gran dolor de cabeza. Tener en cuenta que hay estados en los que es legal el consumo de marihuana, sin embargo, las leyes federales la consideran una sustancia prohibida. Las leyes que aplican a los estudiantes internacionales son las federales por lo que deberà ­an abstenerse de incumplir la ley. Finalmente, a la hora de tener relaciones consentidas con un menor de edad hay que tener en cuenta las leyes de edad de consentimiento sexual en cada estado ya que su incumplimiento puede tener consecuencias serias. Este es un artà ­culo informativo. No es asesorà ­a legal.

Sports Essay Example | Topics and Well Written Essays - 750 words

Sports - Essay Example For example, the 100 Metres race is known to be dominated by black people. White people shy away from it because they assume that they do not have the energy to run as fast as the blacks do. On the other hand, white people dominate swimming more than the black people do. White people are known to spend most of their time in water. This creates the perception to blacks that whites are best at swimming, and other races in the sport cannot replace them. This essay will explain the effects of race in sports, and how it affects the performance of participants in different fields of sports. Most people and participants know the effect of race on sports. In various universities in the USA, there are certain sports that are mostly practised only by people of a certain racial identity. This has a lot to do with the economic condition of people who belong to the African American community; which is historically underprivileged also due to preconceived notions and prejudices. There are many rea sons for this, the primary one being the historical one where they had access to formal education for a short period due to slavery. Even today, there are many prejudices that are associated with race in the minds of people of all races. Sport is seen as one of the main ways African youths can escape the poverty of the places they were born. For the eradication of such beliefs, education is considered as the best remedy. People like Booker T. Washington (Washington, 2006) also suggested this. There are, however, problems that have occurred during the implementation of this policy. Many African Americans secure admissions to good colleges because of their skills in sports, and this often makes them to neglect other aspects like their education. Due to the oppressive circumstances, they have to go through; many see this as the only avenue that is open. This discussion is about those sections of the African American community that is economically underprivileged, and not those that hav e achieved a high social status in their lives. The importance of this difference must be understood, and affirmative governmental action should be taken to account for the differences that are engendered by class distinctions, while at the same time being aware of the handicaps that racial oppression has created in the society. Interest in sports has also to do with history and the challenge that the African American community took up for attempting to rival the other races that had oppressed them for long. Sadly, this took on the form of a machismo that had the corollary of leading to the oppression of African American women at the hands of African American men. It is important to look at this lack of strategic essentialism, in an analysis of the importance of sports in the development of certain unhealthy social trends amongst people of the African American community. Sport has led to the achievement of many laurels for the United States of America. However, it has led to the pol arisation of several communities based on essentials that has stemmed from historic stereotypes and inequalities. In Stuck in the shallow End: â€Å"Education, Race, and Computing, UCLA researcher† Margolis Jane outlines the history of swimming in the USA to show how blacks have been affected by inadequate access to swimming facilities and lessons. She asserts â€Å"In most cases of discrimination, typecasts and systems of beliefs about dissimilar ethnic gender groups genetic makeup and

Impacts of the recent mortgage crisis on the money supply in the Research Paper

Impacts of the recent mortgage crisis on the money supply in the United States and the actions of Federal Reserve take in response to the mortgage crisis - Research Paper Example One of the major reasons of the recent financial crisis in United Sates was the mortgage crisis. Mortgage crisis refers to a situation in which the money borrowers fail to repay the money they lent from financial institutions. American financial institutions miscalculated that American economy is strong enough to overcome any kind of crisis situation and it is not necessary to bother much about the repaying capacities of the people who approach them for loans and other financial aids. Greedy public exploited the opportunities very well and they approached American banks for financial aids to purchase lavish apartments, real estate properties, vehicles etc. American banks imposed no restrictions in mortgage sanctioning and dispersed huge amount of money for maximising their profits. In most of the other countries, mortgages are sanctioned only after the assessment of the financial abilities of the customer. But in America, banks have shown fewer interests in assessing the abilities of the customers. The unexpected mortgage crisis impacted heavily on the money supply in America and Federal Reserve forced to take strong measures to counter the mortgage crisis. Impacts of the recent mortgage crisis on the money supply in the United States The major impact of the recent mortgage crisis on money supply in America was the change in behaviours of the investors.... driven some analysts to argue that should the monetary policy response fail to restore confidence among investors, the outcome would be the worst crisis seen since the Great Depression† (The United States Subprime Mortgage Crisis And Its Implications For The Caribbean, 2008, p.1). Real estate sector was the worst affected industry as a result of the recent mortgage crisis and subsequent money supply problems. Majority of the real estate business groups rely heavily on mortgages from financial institutions for the completion of their projects. As a result of the reluctance of the investors in investing in banks, Banks started to find money shortages to assist the real estate sector. Banks started to impose strict norms for sanctioning mortgages to real estate people. Moreover, people who approached banks for financial aids for purchasing properties were told that no more mortgages were possible without adequate proof about their financial abilities. Thus, both the real estate bu siness groups and the people who liked to purchase some properties suffered heavily and as a result of that real estate business started collapse. The impacts of mortgage crisis have not been limited to the financial sector alone. In fact, it has spilled into the real economy also and as result of that American economic growth has been reduced considerably over the last four years period. Economic activities in America have been reduced considerably because of the shortage of money in the hands of the public. Moreover, Americans started realise the importance of saving money for future crisis situations as they learned a lesson from the recent crisis. Thus, Americans started to cut down their lavish spending habits because of the mortgage crisis and subsequent recession problems. According to