Sunday, December 29, 2019
French Verbs of Perception Follow Their Own Drum Beat
French verbs of perception are verbs that, logically enough, indicate a perception or sensation. There are six common French verbs of perception:    apercevoir to catch a glimpse of   à ©couter  to listen to   entendre  to hear   regarder  to watch   sentir  to feel   voir  to see Verbs of perception and sensation may be followed by a noun or an infinitive. Note that in this construction, the French infinitive following the verb of perception is often translated into English as a present participle.For example:   Japerà §ois un arbre.I see (a glimpse of) a tree.    Japerà §ois tomber un arbre.I see (a glimpse of) a tree falling.   Jà ©coute les enfants.Im listening to the children.    Jà ©coute parler les enfants.Im listening to the children talking.    Jentends les à ©tudiants.I hear the students.Jentends arriver les à ©tudiants.I hear the students arriving.    Je regarde là ©quipe.Im watching the team.    Je regarde jouer là ©quipe.Im watching the team play.    Je sens le vent.I feel the wind.Je sens souffler le vent.I feel the wind blowing.    Je vois le chien.I see the dog.Je vois courir le chien.I see the dog running. Word Order With Verbs of Perception Word order with French verbs of perception depends on whether the infinitive has a subject and/or object and whether these are nouns or pronouns. How do you know whether the noun or pronoun that precedes the verb is the subject or the direct object? If the noun or pronoun is the person or thing performing the action of the infinitive, it is the subject of the infinitive. If the person or pronoun is not performing the action but rather is being performed by the infinitive, it is the direct object. When the infinitive has either a subject pronoun or object pronoun, it must be placed in front of the main verb. Subject    Jentends les enfants arriver.(I hear the children arriving.)Je les entends arriver.Je regarde la fille à ©crire.(I see the girl writing.)Je la regarde à ©crire. Object    Jentends lire lhistoire.(I hear the story being read.)Je lentends lire.    Je vois coudre une robe.(I see the dress being sewn.)Je la vois coudre. If the infinitive has a non-pronoun direct object and no subject, it must be placed after the infinitive.    Jentends lire lhistoire.(I hear the story being read.)    Je vois coudre une robe.(I see the dress being sewn.)    Je regarde nettoyer la chambre.(Im watching the room being cleaned.) If the infinitive has a non-pronoun subject and no object, the subject can be placed either before or after the infinitive.    Jentends les enfants arriver.Jentends arriver les enfants.(I hear the children arriving.)    Je regarde la fille à ©crire.Je regarde à ©crire la fille.(Im watching the girl write.)    Je sens le vent souffler.Je sens souffler le vent.(I feel the wind blowing.) If the infinitive has a non-pronoun subject as well as an object, you must place the subject in front of the infinitive and the object after it.    Jentends les enfants casser le jouet.(I hear the children breaking the toy.)    Je regarde le monsieur à ©crire une lettre.(Im watching the man write a letter.)    Je sens le vent caresser ma peau.(I feel the wind caressing my skin.) If the subject is a pronoun (a.), it precedes the conjugated verb. If the object is a pronoun (b.), it precedes the infinitive.    a. Je les entends casser le jouet.(I hear them breaking the toy.)b. Jentends les enfants le casser.(I hear the children breaking it.)    a. Je le regarde à ©crire une lettre.(Im watching him write a letter.)b. Je regarde un monsieur là ©crire.(Im watching a man write it.)    a. Je le sens caresser ma peau.(I feel it caressing my skin.) b. Je sens le vent la caresser.(I feel the wind caressing it.) If both the subject and object are pronouns, you must place the subject in front of the main verb and the object after it.    Je les entends le casser.(I hear them breaking it.)    Je le regarde là ©crire.(Im watching him write it.)    Je le sens la caresser(I feel it caressing it.) Agreement With Verbs of Perception The rules of agreement for verbs of perception in the compound tenses are a bit different than for other verbs. Rather than agreeing with the direct object, as for most verbs conjugated with avoir in the compound tenses, verbs of perception only require agreement when the subject precedes the verb. How do you know whether the noun or pronoun that precedes the verb is the subject or the direct object? If it is the person or thing performing the action of the infinitive, it is the subject of the infinitive and follows agreement rule 1 below. If it is not performing the action but rather is being performed on by the infinitive, it is the direct object and follows rule 2 below. 1. If the subject of the infinitive precedes the verb of perception, there is agreement:    Jai vu tomber la fille.I saw the girl fall.La fille que jai vue tomber.Je lai vue tomber.    Jai regardà ©Ã‚ les enfants à ©crire.I watched the children write.Les enfants que jai regardà ©s à ©crire.Je les ai regardà ©s à ©crire.    Jai entendu arriver les à ©tudiants.I watched the students arrive.Les à ©tudiants que jai entendus arriver.Je les ai entendus arriver. 2. There is no agreement with the direct object of the infinitive.    Jai vu les enfants à ©crire les lettres.(Enfants is the subject; lettres is the direct object. Even if we leave out enfants, lettres is still the direct object, so there is no agreement.)Jai vu à ©crire les lettres.I saw the letters get writtenLes lettres que jai vu à ©crire.Je les ai vu à ©crire.    Jai entendu le monsieur lire une histoire.(Monsieur is the subject; histoire is the direct object.)Jai entendu lire une histoireI heard a story get read.Lhistoire que jai entendu lire.Je lai entendu lire.    Jai à ©coutà © une fille chanter les cantiques.(Fille is the subject; cantiques is the direct object.)Jai à ©coutà © chanter les cantiques.I listened to the hymns (get) sung.Les cantiques que jai à ©coutà © chanter.Je les ai à ©coutà © chanter.
Saturday, December 21, 2019
Mafia - A History Essay - 1984 Words
Throughout history, crime has existed in many different forms and has been committed by not only individuals, but by groups as well. Crime is something that knows no boundaries; it exists in all cultures, is committed by all races, and has existed in all time periods. Crime exists as a part of the economic institution and is a lifestyle for many people. Crime also exists in both organized and un organized forms. Since the early 1900s, quot;organizedquot; crime has existed in the United States. The following will show where, when, and why the Mafia came to the United States, who organized it in the United States, and how it differed from its origins in the European mafia. By showing this you will see how this specific type of organized†¦show more content†¦Don Vito, Vito Cascio Ferro, was the first Sicilian Capo de Tutti Capi. He fled to the United States in 1901 to escape arrest and formed a group of the Black Hand. Its members were hardened criminals currently fugitives fro m Sicily. He is known as the Father of the American Mafia. In 1924, Mussolini was determined to rid Italy of the Mafia so many members fled to the United States to avoid persecution . This increased the numbers of members in the organization. These fleeing Italians were well aware there was money to be made in the United States through extortion, prostitution, gambling and bootlegging. Every large city soon had its own Mafia chapter. Prohibition which was a legal ban on the manufacturer and sale of intoxicating drinks generated a wave of illegal activity since there was big money to be made. During this time, gangsters openly flaunted their wealth and power. This period established many young men as leaders in the New Age American Mafia. Charles Luciano, born in 1897 in Sicily, came to New York in 1906. He trained in the Five Points Gang, a Mafia crew, under John Torrio. In this gang, he became friends with Al Capone and other prominent gangsters. Luciano started his own prostitutio n racket in the early 1920s and was in total control of prostitution in Manhattan by 1925. In 1929 he was kidnapped, beaten and stabbed severally with an icepick. He miraculously survived but maintained quot;omertaquot;,Show MoreRelatedHistory of the American Mafia Essay1512 Words  | 7 PagesHistory of the American Mafia Imagine living in a world where crime ruled. A world where gangsters were more powerful than politicians, owned the police, and ran the city in whatever way they felt. They robbed whom they wanted and killed when they didnt get their way. Now stop imagining and realize that this happened here in the United States of America in the 1920s. It was run by an organization made up mainly of Italians called the Mafia. The word Mafia itself has many meaningsRead MoreEssay about Organized Crime1744 Words  | 7 Pageswell as the social state of its homeland, Europe. 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The history began around 1864 toRead More The Mafia/Organize Crime Essay882 Words  | 4 Pages The Mafia / Organized Crimes As we all know that America was built on the land of opportunity and the stitching that binds Americas fabric of history have been sown in with illegal threads. The Mafia has been woven into the American society like baseball and American apple pie The only fact about this problem is that it has been swept under the rug and said to be taboo. In this research paper I will attempt to answer this statement, the mafia is a violent and ruthless organization. In orderRead More Mafia as Government Essay1149 Words  | 5 PagesMafia as Government History and Introduction The history of the Mafia began in the ninth century, when a secret society was formed to protect the people of Sicily. Sicily was occupied by Arab forces. A group of Sicilians fled into the countryside to escape, and later to fight, the encroaching forces. This group became the Mafia The group’s original intentions were to create a sense of loyalty and respect for tradition, culture and family. The Mafia protected its membersRead MoreWho Is Frank Nitti?1461 Words  | 6 Pagesbusinesses and political entities (Lyman, M. D. ,2015). The media has glamorized these criminals creating the idea that they are like the lone wolf, or Robin Hood of society. One of the most iconic depictions of organized crimes can be seen by the mafia movies, and stories. This paper will discuss the mob man known as Frank ‘The Enforcer’ Nitti. In addition, the paper will go into detail on who this man is, what he specialized in, what his organization was, who hung around him and also give policeRead MoreThe Origins Of The American Mafia1711 Words  | 7 PagesAmerican Mafia is no exception to this trend. Mafia themed movies such as Scarface and Goodfellas have proven to be timeless classics. However, the American Mafia goes deeper than the media shows. Whi le they do have the same name, the American Mafia is a group of Italian Americans and is not directly affiliated with the original Sicilian Mafia. The American Mafia is a highly organized and complex nationwide criminal network with a membership hierarchy and a strict set of values. HISTORY The originRead MoreThe Mafia s Influence On Hip Hop1603 Words  | 7 PagesThe Mafia’s influence on Hip-Hop In Rap, there is a unique culture, history, social impact and influence on society. Hip-Hop/Rap is one of the most popular genre of music. It has helped shape the pop culture into what it is today. What is popular culture? The ideas, activities or products, which are popular among the general mass. In today’s pop culture, one subject that is at the top of the list is hip-hop/rap. Hip-Hop music highlights verses consisting of slang and catchy phrases, which someRead MoreThe Roles Of Women During The Mafia889 Words  | 4 PagesWomen are not usually discussed about when it comes to organized crimes and Mafias. They are not always taken as seriously as their male counterparts. They are usually seen as the emotional support for their men. They are viewed as passive onlookers. The women are seen as victims of the male power, even though this plays along with the male stereotype. Women are involved in organized crimes for a number of reasons. They could be involved out of greed, the need to survive, or even to seek independenceRead MoreThe Mafia Essay1298 Words  | 6 PagesThe Mafia It exists. You probably won’t see it if you visit Sicily. You probably won’t see any of its effects, either, unless you look very closely. But considering it’s profound influence on Sicilian life, no twentieth-century history book on Sicily would be accurate without mentioning the most famous Sicilian fraternity. â€Å"The word ‘Mafia’ was formally recorded by the prefect of Palermo in 1865, after the unification of Italy (57 Robb).†It wasn’t until 1982 that it was added to the Italian
Friday, December 13, 2019
What is BigData!How is it secure!! Free Essays
Nowadays the volume of data and information has grown massively since the beginning of computer , so did the ways of processing and handling those on-growing data , the hardware software and so did the ability to keep those data secure has evolved as well , mobiles , social-media and all deferent types of data caused the data to grow even more and more !! the huge data volume has exceeded a single machine processing capacity and conventional competing mechanisms ! Which led to the use of parallel and distributed processing mechanisms but hence data are expected to increase even more ,the mechanisms and technique as well as hardware, software need to be improved . IntroductionSince the beginning of computers, the people had used landline phones but now they have smartphones. Apart from that, they are also using bulky desktops for processing data, they were using floppiest then hard disk and nowadays they are using cloud for storing data. We will write a custom essay sample on What is BigData?!How is it secure!! or any similar topic only for you Order Now Similarly, nowadays even self-driving cars have come up and it is one of the Internet of things (IOT) examples. We can notice due to this enhancement of technology we’re generating a huge amount of data. Let’s take the example of IOT, have imagined how much data is generated due to using the smart air conditioners, this device actually monitors the body temperature and the outside temperature and accordingly decides what should be the temperature of the room. So, we can actually, see that because of IOT we are generating a huge amount of data. Another example of smartphones, every action even one video or image that is sent through any messenger app will generate data. The data that generate from varicose resources are in structured, semi-structured and structured format. List this data is not in a format that our relational database can handle and apart from that even the volume of data has also increased exponentially. We can define Big data as a collection of data sets very large and complex that it is difficult to analyze using conventional data processing applications or database system tools. In this paper firstly, we will define the big data and how to classify a data as big data. Then, we will discuss the privacy and the security in big data and how the infrastructure techniques can process, store and often also analyses a huge amount of data with different formats. Therefore we’ll see how Hadoop solve these problems and understand few components of Hadoop framework as well as NoSQL and cloud. What is a big data and how to consider a data as a big data? A widely definition of big data belongs to IDC: â€Å"big data technologies describe a new generation of technologies and architectures, designed to economically extract value from very large volumes of a wide variety of data, by enabling the high-velocity capture, discovery, and/ or analysis†[ (Reinsel, 2011) ] According to the 4V’s we can classify the data as a big dataThe 4V’s are: 1- Volume of data: it is tremendously large. 2- Variety: different kinds of data is being generated from various sources: Structured: have a proper schema for your data in a tabular format like table.semi-structured schema is not defined properly like XML E-mail and CSV format. un-structured like audio video images. 3- Velocity: data is being generated at an alarming rate. With Clint-server model the time came for the web applications and the internet boom. Nowadays everyone started using all this applications not only from their computers and also from smartphones. So more users more appliances and hence a lot of data. 4- Value: mechanism to bring the correct meaning out of the data. We need to make sure that whatever analysis we have done it is of some value. That is it will help in business to grow. Or it has some value to it. [ (MATTURDI Bardi1, 2014) ] Infrastructure techniques  There are many tools and technologies used to deal with a huge amount of data (manage, analyze, and organize them): Hadoop: It’s an open source platform managed under the Apache Software Foundation, and its also called-Apache Hadoop-, and it applies processing a huge amount of data â€Å"It allows to work with structured and unstructured data arrays of dimension from 10 to 100 Gb and even more†[ (V.Burunova)] and that have done by using a set of servers . Hadoop consists of two modules that are, MapReduce which distributed data processing among multiple servers and Hadoop Distributed File System (HDFS) for storing data on distributed clusters. Hadoop monitors the correct work of clusters and can detect and retrieve any error or failure for one or more of connecting nodes and by this way Hadoop efforts increasing in core processing and storage size and high availability. â€Å"Hadoop is usually used in a large cluster or a public cloud service such as Yahoo!, Facebook, Twitter, and Amazon†[ (Hadeer Mahmoud, 2018)]. NoSql:Nowaday, the global Internet is handled with many users and large data. To make large numbers of users use it simultaneously. To support this, we will use the NoSql database technology. NoSql: it is non-relational database starting in 2009 used for distributed data management system [ (Harrison, 2010)] Characteristics of NoSql : Schema less: data insert into Nosql without first defining a rigid database it provides immense application flexibility. Auto-Sharding: data prevalence through server automatically, without requiring application to participate Scalable replication and distribution: more machine can be easily added to the system according to the requirements of the user and software. Queries return answer quickly. Open source development. The popular models of NoSql: Key value-store. Column Oriented Document Store Graph Database [ (Abhishek Prasad1, 2014)] 2.MapReduce frame work :is an algorithm that was created by google to handle and process massive amounts of Data (BigData) in reasonable time using parallel and distributed computing techniques, in other-words data are processed in a distributed way before transmission, this algorithm simply divides Big volumes of data into many smaller chunks. These chunks are map-ed to many computers then after doing the required calculations the data are brought back together to reduce the resulting data set , so as you can see the MapReduce algorithm consists of to main functions :  User-defined Map function : This function takes an input pair and generates a Key/Value set of pairs, the MapReduce library puts all values with same integrated key, then it will be passed to the reduce function. User-defined Reduce function:  Function that accepts all integrated keys and related values from the map function to combine values in-order to form a smaller set of values . Its generally produce 1 or 0 output values.   MapReduce programs can be run in 3 modes:  A. Stand-Alone Mode: only runs JVM (java virtual machine) , no distributed components it uses Linux file system.  B. Pseudo-Distributed Mode: starts a several JVM processes on the same machine.C. Fully-Distributed Mode: runs on multiple machines distributed mode it uses the HDFS. Sparks. (Yang, 2012 )Stands for Scalable Big Bioacoustics Pressing Platform.Is a scalable audio framework existed to handle and process large audio files efficiently by converting the acoustic recordings into a spectrograms(Visual representation of the sound) and then it analyses the recording areas ,this framework is implemented using BigData platforms such as HDFS and Spark . B2P2 main components are:A. Master Node: this node is responsible of manage distribution and control all other nods , its main function are :1-File-distributor, Distribution-Manager : it splits the file into smaller chunks to be distributed on the slave nodes.2-Job-Distributor, Process-Manager: assigns processing tasks that runs on each slave node and gather the outputted files. (Srikanth Thudumu, 2016)A Comprehensive Study on Big Data Security and Integrity Over Cloud Storage Big data requires a tremendous measure of capacity. Information in Big data might be in an unstructured organization, without standard designing, and information sources can be passed the conventional corporate database. Putting away little and medium measured business association’s information in a cloud as Big Data is a superior choice for information examination work store Big Data in Network-Attached Storage (NAS). The Big Data put away in the cloud can be broke down utilizing a programming procedure called MapReduce in which question is passed and information are brought. e extricated inquiry comes about is at that point lessened to the informational index important to question. is inquiry handling is at the same time done utilizing NAS gadgets. though MapReduce calculation utilization in Big Data is all around refreshing by numerous analysts as it is without an outline and file free, it requires parsing of each record at perusing point. Is the greatest hindrance of MapReduce calculation use for inquiry preparing in distributed computing. Securing Big Data in Cloud there are a few techniques that canbe utilized to secure hugeinformation in cloud conditions. Inthis area, we will analyze a couple oftechniques.1- Source Validation and Filtering:Data is originating from varioussources, with various arrangementsand merchants. the capacity expertought to confirm and approve thesource before putting away theinformation in distributed storage.the information is sifted through thepassage point itself so security canbe kept up. Application Software Security:the essential worry of Big Data is tostore a gigantic volume ofinformation and not about security.Subsequently, it is prudent to utilizeinitially secure renditions of soproduct to get the data. through opensource, so product and freeware maybe modest, it might bring aboutsecurity breaks. Access Control andAuthentication:the distributed storage supplier mustactualize secure access control andconfirmation systems. It needs tofurnish a few solicitations of theclient’s with their parts. at thedifficulty in forcing theseinstruments is that solicitationsmight be from various areas.Scarcely any safe cloud specialistorganizations give validation andaccess control just on enrolled IPtends to in this way guaranteeingsecurity vulnerabilities24. Securingfavored client get to requires all-around characterized securitycontrols and approaches. (Ramakrishnan2, 2016) References Abhishek Prasad1, B. N. (2014). A Comparative Study of NoSQL Databases. India: National Institute of Technology.Hadeer Mahmoud, A. H. (2018). An approach for Big Data Security bassed on Hadoop Distributed file system . Egypt: Aswan University.Harrison, B. G. (2010). In Search of the Elastic Database. Information Today.MATTURDI Bardi1, Z. X. (2014). Big Data security and privacy: A review. Beijing: University of Science and Technology.Ramakrishnan2, J. R. (2016). A Comprehensive Study on Big Data Security. Indian: ournal of Science and Technology.Reinsel, J. G. (2011). Extracting Value from Chaos. IDC Go-to-Market Services.Srikanth Thudumu, S. G. (2016). A Scalable Big Bioacoustic Processing Platform. Sydney: IEEE.V.Burunova, A. (n.d.). The Big Datsa Analysis. Russia: Saint-Petersburg Electrotechnical University.Yang, G. (2012 ). The Application of MapReduce in the Cloud Computing. Hubei: IEEE. How to cite What is BigData?!How is it secure!!, Papers
Thursday, December 5, 2019
Thomas Jefferson Essay Research Paper Introduction free essay sample
Thomas Jefferson Essay, Research Paper Introduction Thomas Jefferson spent most of his calling in public office and made his greatest parts to his state in the field of political relations. He loved autonomy in every signifier, and he worked for freedom of address, imperativeness, faith, and other civil autonomies. Jefferson was the 3rd president of the United States and best remembered as a great president and as the writer of the Declaration of Independence. Jefferson # 8217 ; s involvements and endowments covered an astonishing scope. He became one of the prima American designers of his clip and designed the Virginia Capital, the University of Virginia, and his ain place, Monticello. He greatly appreciated art and music and tried to promote their promotion in the United States. He besides won permanent celebrity as a diplomat, a political mind, and a laminitis of the Democratic Party. Early Life Jefferson was born on April 13, 1743, at Shadwell, the household farm in Goochland County, Virginia. He was the 3rd kid in the household and grew up with six sisters and one brother. Two other brothers died in babyhood. His male parent, Peter Jefferson, had served as surveyor, sheriff, colonel of reserves, and member of House of Burgesses. Thomas # 8217 ; mother, Jane Randolph Jefferson, came from one of the oldest households in Virginia. Thomas developed the normal involvements of a state male child, such as hunting, fishing, horseback equitation, and canoeing. He besides learned to play the fiddle and to love music. When Jefferson was 14, his male parent died. Since he was the oldest boy he became the caput of the household. He inherited more than 2,500 estates of land and 20 slaves. His guardian, John Hairvie managed the estate until Jefferson was 21. At the age of nine, Jefferson began surveies under a coach. He learned Latin, Greek, and Gallic. In 1760, at the age of 16, he entered the college St. William and Mary at Williamsburg. There, immature Jefferson met two work forces, William Small and Judge George Wythe, who would hold a great influence on him. Small was a professor of mathematics at the college. Small introduced his # 8220 ; # 8230 ; eager immature adherent # 8230 ; ( Worldbook ) # 8221 ; to Wythe, one of the most experient attorneies in the state. Through Small and Wythe, Jefferson became friendly with Governor Francis Fauquier. These four spent countless eventides at the governor # 8217 ; s sign of the zodiac, speaking and playing chamber music. Jefferson spent two old ages at William and Mary. His surveies and the company of these superb work forces stimulated Jefferson # 8217 ; s eager head. # 8220 ; Hilton believes this is where he formed many of his thoughts about humanity and God in their company ( 76 ) # 8221 ; . Jefferson had been reared in the Anglican Church, but he developed a misgiving of organized faith. His positions resembled the positions of the Unitarians. After completing college in 1762, Jefferson studied jurisprudence with George Wythe. # 8220 ; He watched with concern as tenseness grew between the American Colonies and Great Britain ( Nardo 136 ) # 8221 ; . In 1765, Jefferson heard Patrick Henry give his celebrated address against the Stamp Act, he saw it stir up the people. In 1767, Jefferson was admitted to the saloon. He practiced jurisprudence with great success until public service began taking all of his clip. He divided his clip between Williamsburg ( college ) and Shadwell. At Shadwell, he designed and supervised the edifice of his ain place Monticello. Development as a author Jefferson foremost drafted a measure for set uping spiritual freedom in 1777. When it was enacted in 1786, it steadfastly established the separation of church and province and provided the footing for the First Amendment # 8217 ; s clause on faith. # 8230 ; War is Peace, Freedom is Slavery, Ignorance is Strength. The First Amendment Congress shall do no jurisprudence esteeming an constitution of faith, or forbiding the free exercising thereof ; or foreshortening the freedom of address, or of the imperativeness ; or the right of the people pacifically to piece, and to petition†¦ ( First Amendment ) . The Declaration of Independence, released by the Continental Congress on July 4, 1776, swept away an bing authorities as yesterday # 8217 ; s intelligence, declared the rule that political sovereignty remainders within the custodies of each person, and that it is the right and responsibility of citizens everyplace to establish a new authorities whenever their old one no longer serves their demands. When Jefferson was selected to be the primary writer of the Declaration of Independence, he responded # 8220 ; # 8230 ; the undertaking is above my endowments ( Jefferson ) # 8221 ; . On June 28, 1776, a commission of five was selected to do the unsmooth bill of exchange of the Declaration. The original bill of exchange was reviewed and revised by the Continental Congress before being approved. One of the most of import alterations made by the Congress was to delete linguistic communication that denounced King George III for holding promoted the slave trade among the settlements. Even with the alterations, # 8220 ; Jefferson # 8217 ; s manner had a lucidity and tone any author would clap ( Johnson ) # 8221 ; . On July 4, 1776 the Declaration of Independence was approved by the Continental Congress. Subsequently old ages At one clip Jefferson held each of the of import places in the American political system. From 1779-1781 he was the governor of Virginia. In 1785 he was the United States curate to France. Jefferson was the secretary of province to George Washington, vice-president to John Adams, and from 1801-1809 ( two back-to-back footings ) He was the president of the United States. His tremendous parts to the American legislative assembly included his measures on spiritual autonomy, and Notes on the Establishment of a Money Unit. This denary system of mintage allows Americans to maintain histories in dollars and cents. He married Martha Wayles Skelton in 1772. They settled at Monticello before it was finished. Together they had one boy and five girls, but merely two kids lived to adulthood: Martha ( 1772-1836 ) and Mary ( 1778-1804 ) . Mrs. Jefferson died in 1782, after merely 10 old ages of matrimony, he neer remarried. Jefferson cultivated on of the finest gardens in America. He invented a decryption device, a lap desk, and an improved type of mouldboard plough. His library aggregation had over 6,400 books, it became a major portion of the library of Congress. Jefferson prepared a written vocabulary of Indian linguistic communication. He arranged for the Gallic sculpturer Jean Houdon to come to America to do a statue of George Washington. Jefferson besides posed for Houdon and for the celebrated American portrayal painter Gilbert Stuart. He enjoyed playing the fiddle in chamber music concerts. Jefferson besides founded the University of Virginia, # 8220 ; Of which he was really proud ( Internet ) # 8221 ; . He died in 1826, and left his household deep in debt. The Executor # 8217 ; s Sale in the winter of 1827 put up for sale 130 of his slaves. They sold all of his ownership # 8217 ; s in three old ages. Decision Thomas Jefferson was a great and powerful leader who led a full and successful life in America. Even as a immature male child, Jefferson was an independent mind, which led him into a calling in political relations. Jefferson besides was a great author and discoverer. Some of his Hagiographas include the Declaration of Independence and the Bill for Establishing Religious Freedom, both which shaped the state into what it is today. Jefferson helped put a criterion for the United States every bit good as the remainder of the universe. Without him, the United States would non be the land of justness, autonomy and the free.
Thursday, November 28, 2019
Adolecent Behavior In The School Environment Essays - Free Essays
Adolecent Behavior In The School Environment Essays - Free Essays Adolecent Behavior In The School Environment George Fischer Middle School is a large school and has students attending from six Putnam County towns and two Dutchess County towns. On the average, the graduating class has close to 500 students and the typical class has 32 students attending. The school has two cafeterias in order to accommodate it's large student population, one cafeteria to provide for fifth and sixth graders, and another for seventh and eighth graders. Interesting enough, the different classes do not attend lunch together, in other words, seventh and eighth graders do not attend lunch together nor fifth and sixth graders. Again I assume this is strictly do to the large population of this school. I entered the school at the start of the day, I considered this to be to my advantage, therefor not standing out so much among the huddles of people gathered outside the school building. It can be said that the students appearances varied somewhat, but a whole it remained within a certain unspoken code. The girls wore their hair long-shoulder length or longer, and had it tied back in a pony-tail or very straight. Some were in skirts (slightly above knee level)-all were either corduroy or floral material. Most of the girls though were in jeans and hip length sweaters and wore tennis-sneakers or the clunky type shoes which are all the fashion now. All the girls I saw wore earrings, mostly the small dangling type and often they had two holes pierced. Most of the girls wore make-up, mostly lipstick and eye-shadow, although it was not excessive. The boys all seemed to be in clothes that were least five sizes too big. It consisted primarily of one of these two clothing options: extra-large sweater overlapping a thermal-type shirt, with jeans that were just short of slipping to the ground or extra-large flannel overlapping a thermal-type shirt, with jeans that were just short of slipping to the ground. A close second to this dressing trend for boys was the sweater and jeans/sweater and khakis style, although nowhere near as prominent. Nearly all of the boys wore their hair short, most frequently with the back cut close to the nape of the neck and the top gelled. Some had earrings (both hoop and stud types were observed) and many wore neclaces-either choker chain or hemp styles. All of the boys seemed to be wearing sneakers of endless varieties, and most in the one-hundred dollar range. Aside from these primary gender fashions, there were those who differed. A few of the girls had short hair, a few of the boys grew the top of their hair long. Some of the kids were in clothing that seemed out-dated in comparison to their piers, and even had the appearance of being passe d down from an older sibling. For example, not being in this seasons color or style. There were also those students, primarily boys, that were in football or basketball jerseys or jackets that sported the schools name or mascott. I did note a few girls wearing a football jacket, incidentally with boys names on the front. It was easy to note from these observations that generally, clothing was an outward indicator to distinguish among the various social groups. The clothing the students wore was an immediate indication to various social groups, being that it is a visual observation. It can be said that this is a common factor even in the adult world, but not once did I note a poorly dressed student socializing with a student that was in an athletic jacket or a student that was fashion-forward. It was during the lunch period that I figured I could make distinctions among social groups most accurately At first entering the cafeteria, it was much as I remembered, even much like college. The volume was high and immediately I noticed the groups forming, again this is something which does extend into the later teens, and even into adulthood, but here I was observing a much more rigid standard. There didn't appear to be any casual socializing among different groups (except in one situation which I will mention). The first group I noticed was the jock group, I most likely noted
Sunday, November 24, 2019
Fantasys Integral Role In Creation Of A Monster Essays - Free Essays
Fantasys Integral Role In Creation Of A Monster Essays - Free Essays Fantasys Integral Role In Creation Of A Monster Fantasy's integral role in the creation of a monster In the past decade, the elusive creature known as the serial killer has captured the attention of American culture. With the popular press churning out dozens of books and movies centered around the serial killer each year, the term has almost become a catch-phrase, replacing earlier terms such as 'homicidal maniac.' Fiction writers and the movie industry use 'serial killer' in a much more casual manner than can be allowed in a systematic study. Therefore, for a proper definition of what constitutes a serial killer, pop culture cannot be used as a source. It cannot be denied that the serial killer kills. Killing, however, integrates a variety of meanings. A mere slip of the hand on the steering wheel can turn a normal person into a killer. And it is conceivable that a second such happening could turn an otherwise normal person into a serial killer of sorts. The FBI's Uniform Crime Reports define murder as the willful, nonnegligent, killing of one human being by another (Holmes & De Burger, 1988). The serial murderer, then, is what has fascinated American culture, and captured the attention of the law enforcement world. For the purposes of this paper, serial killer and serial murderer will be used as interchangeable terms. Narrowing the definition to intentional homicide does not, however, limit the category sufficiently. Under the heading of intentional homicide falls the work of hired assassins, mercenaries, and the guerrilla warrior. These types of people are not of great interest, at least not in this context. The three above types of murderer work for obvious, understandable goals. The hired assassin and mercenary work for one of the most obvious motivations, money, while the guerrilla fighter kills for some ideal. The serial killers of the popular media, and of this paper do not work for such external, obvious goals. Instead, they are driven from within, living and dying for that which appeals only to them. The nature of this drive has been heavily debated, but there is a consensus on some points. Sexual undertones in the murder have been noted by many researchers. This point was first espoused two decades ago, by David Abrahamson (1973), who said simply, sexual elements are always involved... (p.11) in murder. More recently, this was qualified by Albert Drukteinis (1992) , who recognized that the sexual element of the crime varies depending on its meaning to the offender (p.533). In other words, that which signifies womanhood may differ radically between killers. At the same time, similarities in the acts and thoughts of serial killers cannot be denied. These sexual undertones are one of the more prominent difference, and have inspired several researchers to refer to the self-motivated serial murderer as a serial sexual murder (Ressler, 1988). One of the other common points concerning the serial killer is the presence of free will. It cannot be denied that there are a great deal of unconscious drives present in the actions of the serial killer, and that these drives are still shrouded in darkness. At the same time, there is a great deal of evidence that the serial killer acts from a conscious perspective (Holmes & De Burger, 1988, p.98). Simply put, the serial killer decides to kill. These two points make the serial killer simply fascinating for a sizable portion of American culture, as evidenced by the continuing production of serial-killer based works. And these two points make serial killers similar enough to be put in one category, but different enough to make them difficult to study. Indeed, Albert Drukteinis (1992) argues that the mere existence of common characteristics among serial killers does not constitute a distinct psychological phenomenon. Contrary to Drukteinis' statement, however, the serial killer is indeed a distinct psychological phenomenon. If one group was to be labeled as the leading authority on serial killers, it would have to be the FBI, the United States Federal Bureau of Investigation. The FBI has studied serial killer methodically for over a decade (Ressler, 1988), and has compiled vast amounts of information concerning the killers themselves, their methods, and their motivations. Still, they have not developed a
Thursday, November 21, 2019
Intellectual Autobiography Personal Statement Example | Topics and Well Written Essays - 500 words
Intellectual Autobiography - Personal Statement Example Graduate education, in particular, has great implication in the achievement of my goals in life as it is at this crucial stage that individuals make decisive steps toward the ultimate progress in life. I have realized the significance of graduate education in the extension of my current knowledge, achievement new skills, and in the enhancement of my undergraduate education. It is also a vital point which definitely directs my career and achievement. That is to say, graduate education is deeply connected to my educational goals and aspirations of life. Graduate education provides extensive opportunity for the fulfillment of my research interests and develops my educational interests through various satisfying works and accomplishments. For example, the influence of the methods of teaching on student achievement has been an area of study which called my interest for long and there is ample opportunity in the course for a comprehensive research on the topic. The role of graduate educati on in preparing me to become a better teacher is immense and it can help me advance towards the ultimate goals of my life. Therefore, I have decided to join graduate school which is essential in the achievement my career as well as life goals. The graduate education is fundamental in
Wednesday, November 20, 2019
Open Term Paper Example | Topics and Well Written Essays - 3750 words
Open - Term Paper Example Investors are always looking for strategies through which they can generate higher return on their investment whether that particular strategy falls within the domain of any particular theory or not. Through this paper a unique method of increasing the investor’s return is analyzed, i.e. by following the transaction pattern of a director of the corporation. The directors in corporations all around the globe are actively involved in insider trading of their shares, and being on a strategic position they are well aware of the future outlook of their company. It is a general notion that the directors of the company are able to generate profits by selling the shares of the company and this paper tries to provide empirical evidence for it. The paper has two primary objectives: (1) Whether directors are able to generate abnormal gain through insider trading of the shares, as suggested by various economists and financial analyst (based on American Stock Market) (2) Can individual and corporate shareholder can also earn good return by following in the footsteps of the directors. In the world of economics and finance, when it comes to financial malpractices, insider trading tops the list. Insider trading is one of the most notorious financial crimes being practiced by managers, directors and other employees all around the globe. Insider trading can be defined as the buying and selling of a security by an individual who has direct and reliable access to the non-public information about the security. Insider trading is not always considered as a malpractice or illegal and is subjective to the underlying intention to the transaction. The statement can be further elaborated by considering the fact that if the trader is reaping profits on the basis of such information which is not being public yet, then the insider trading transaction is illegal. In addition, insider trading does not always mean that buying and selling of security is taking place. Providing confidenti al information to a third party, in exchange of monetary or any other form of consideration, is also illegal. The practice of insider trading is not confined to Directors of any corporation but the practice also prevails among brokers and even the family members of the directors. Although, once the information is public, the inside transaction is not illegal as the parties involved does not derive any unfair advantage over the general public. Media has made the masses at general knowledgeable with the passage of time and they have also equipped themselves with the technicalities of insider trading especially after the cases of Enron and Martha Stewart. The Securities and Exchange Commission of USA has adopted the practice of enforcing strict and practical guidelines which distinguishes legal and illegal trading of the shares by the inside people. Insider trading is not a recent or a latest money making gimmick which has been exploited by the directors and managers to earn higher ret urn. The history of insider trading dates back to the great depression as well. The securities and exchange commission of the United State has made it compulsory for the key management personnel and other officers of the company. Insider trading creates impact on the share price of the corporation to which the transaction
Monday, November 18, 2019
Whats your religion belief Essay Example | Topics and Well Written Essays - 500 words
Whats your religion belief - Essay Example ne others the plan of our salvation, than from those from whom the Gospel has come down to us, which they did at one time proclaim in public, and, at a later period, by the will of God, handed down to us in Scriptures, to be the ground and pillar of our faith†. In a fairly categorical sense, the above quote seems to indicate that the existence of further understanding, revelation, or identification of how salvation takes place is not existentially possible. Instead, the quote embodies the belief that the final revelation of salvation and its relation to humanity have been uttered and no possible further explanation could be offered. Yet, this particular view misses one fundamental precept; namely the fact that both before and after Christ’s earthly ministry, the power and importance of the Holy Spirit and its ability to convict the hearts of men and lead them in the path of righteous understanding played a central, if not pivotal, role in the way in which theological int erpretation and understanding took place. The underlying theological relevance of the above quote is of course central to understanding how a further knowledge and appreciation for Christian doctrine should develop. If it is in fact true that the development has taken place already, then the possibility for future scholars and theologians to continue to approach these topics from new perspectives and gain further insights is all but wasted effort. However, if the statement and untrue and somewhat misguided, then it is still required for individuals to engage with the Gospel and consider the unique ways in which theology and theological inquiry regarding the Holy Spirit, salvation and other fundamental Christian precepts can be understood and engaged within the life of the believer. Those that would disregard this approach as heretical would likely point to the danger of revisionism of key Biblical doctrines. However, such a fear is not necessarily grounded in reality or in fact; as the
Friday, November 15, 2019
Political Leadership: Napoleon Bonaparte
Political Leadership: Napoleon Bonaparte Political Leadership: Napoleon A study in political leadership: Napoleon Bonaparte Napoleon Bonaparte is one of the most contentious and polarising figures in world history. Some historians such as J David Markham and David P Jordan believe him to be the epitome of the revolutionary struggles that preceded him and indeed the natural continuation of the French Revolution. Others such as Paul Johnson and Claude Ribbe see Napoleon as an autocratic ruler who not only used and abused the French Revolution but also proceeded to rule in a totalitarian manner. These contrasting views do, to some extent, illustrate how adept Napoleon was as a political leader. In changing and unsettled conditions that called for both a strong leader and paradoxically the lessons of the Revolution of representation by plebiscite and the throwing away of the ‘Ancien Regime’, Napoleon was in effect able to straddle both divides so successfully it is still difficult to get to the bottom of his leadership. I will show how through Napoleons skill, hard work, intelligence and even luc k, he was not only able to straddle this divide but set and achieve his goals in every area of French society and government, and indeed Europe. Most people know Napoleon by the wars that bear his name in the early 19th century, the fatalities caused by these and the Empire he built. It is clear that Napoleon had aims which were military by design and goals which could only be carried out by military ends and though these are clearly an integral part of his leadership, it is important to note that his social and political tasks were as important, if not more significant, when looking at Napoleon as a political leader. It is the social and political aspects of his rule that I shall focus on. Napoleon’s swift ascent to power, in 1799, on the back of the French Revolutions successes and ultimately it’s failures, found France in a weak position both internally and in Europe. The Revolution had introduced such massive change in social and political arenas from that of the ‘Ancien Regime’, that France did not have a workable position on every aspect of life in France from the economy, education and government to the church. There were hostile nations eyeing the French land in its moment of weakness, especially Austria and Prussia, which only served to hasten the need for internal workings. Napoleon therefore had two key tasks in front of him which themselves incorporated multiple key goals – make France workable again and keep France and its territories secure from hostile states. As Markham declares, â€Å"France was looking for someone who could preserve the benefits of the Revolution while bringing credibility back to government†Napoleon was very clever in his leadership in that he did not have an overbearing ideology, differing with both the revolutionaries and the ‘Ancien Regime’ and with this he had an exceptional understanding of where he needed to position himself to not only remain strong in his own position, but to build a strong France and Empire, as Dwyer states: â€Å"Napoleon eliminated the factionalism that had torn the country apart†¦ The introduction of a unified code of law†¦ monetary and financial reforms and the Concordat with the Catholic Church†¦ Were all designed to create the social, economic and political stability necessary to consolidate and maintain power.†The results of this meant that the positions Napoleon took on the domestic issues at hand are remarkable in essence to that of Tony Blair and the ‘third way’ doctrine. As Norman Davies states, â€Å"The eventual offspring (of Napoleons legislative agenda) often consisted of strange hybrid creatures, neither ancien fish nor revolutionary fowl.†For instance the Revolution dismantled all hereditary titles and classed every citizen as the same, Napoleon however created his own hierarchical system based on merit, thus at the same time creating the much-needed stability of the time without betraying everything that the Revolution stood for. Indeed the ‘Code Napoleon’, the grand law system Napoleon created was, as Davies says, â€Å"a middle path between the Roman law of the south and the customary law of the north, between egalitarian principles of 1789 and authoritarian, propertied reaction of the Directory.†Further pointing out Napoleons success is Emsley in ‘Napoleon’: â€Å"Napoleon Brought internal stability to France after the upheaval of the revolution. He fostered reconciliation between old and new elites and restored the Catholic Church – on his own terms. The 15 years of Napoleons rule witnessed significant reorganisation within France.†It is clear then that Napoleon did succeed in his goals of creating a stable and strong France capable of governing and maintaining its position – in fact expanding it’s position – on the world stage. However it is simply not enough to state what ideology – or lack thereof – Napoleon followed in determining what kind of political leader he was. It is important to state how he worked in creating his legislative agenda and how effective this was in his political leadership throughout his rule. Napoleon is fabled for his long hours and incredible ability to not only dictate multiple memos and letters, legislation and law, at the same sitting for vast periods of time but for also using vast quantities of information accurately from the top of his head. â€Å"He (Napoleon) was extremely hard working and able†¦ When in Paris he was known regularly to work through much of the night, going to bed at 10pm, rising at 2am†¦ His days in Paris were then filled with meetings, readings and correcting documents and receiving petitions, with food being eaten while he was standing or on the move. His insatiable thirst for, ability to absorb, knowledge enabled him to discuss science with scientists, and to debate, at high level and with experts, history, geography, literature†¦ He expected regular reports†¦ and he read them.†Napoleons clear controlling nature and ambition does provide strength in his political leadership. A strength in so much as that it is this mans desire and drive which not only got him to his goals but enabled him to ensure that things were being run the way he envisioned them, the right way. This way of dealing with leadership could be down to the good fortune that Napoleon undoubtedly seemed to gain during his career both on the way up and while in power, as Markham puts it, â€Å"Some†¦ have suggested that he (Napoleon) simply had incredible luck and was always at the right place at the right time. The latter was certainly often true†¦ The trip to Egypt come(s) to mind.†But this sense of good fortune and wanting to make the most of it may not be the reason for Napoleons controlling way in power. Before he gained power his ambition and jealousy of those in power at the time is widely quoted, â€Å"I wish to undermine the Republican party, but only for my own prof it and not that of the ancient dynasty†¦ As for me†¦ I have tasted authority and I will not give it up. I have decided that if I cannot be the master I will leave France.†It would seem then that the seeds for his controlling and overbearing nature as a political leader were sewn before he even encountered power. This leads on to both his clear weakness and ultimately his failure as a political leader. Not only the insistence on controlling and influencing all aspects of the legislative agenda but then the tight grip he held those implementing the agendas in, meant that as Johnson states, â€Å"He (Napoleon) could not rule on a long-term basis. No one has ever been faster than he was at overturning existing governments, setting up new administrations, and imposing constitutions to fit them. None lasted more than a few years, some only a few months†¦ It always bore hallmarks of his impatience and his lack of tenacity in sustaining the long haul.†It would seem paradoxical that though his great task and success was bringing stability and competence in the management of French affairs at home, as the Empire grew, so did the inability in controlling it all. This is probably understandable when you look at some occasions where this controlling nature is highlighted such as, â€Å"In o ne week, shortly after becoming Viceroy of Italy, Eugene de Beauharnais received 21 letters providing advice and instructions, some of them running to several pages (from Napoleon).†It is precisely this level of detail and control that helped make France so strong and stable, which ultimately made the control of the empire so uncontrollable and unstable. The lack of heirs to manipulate and have ready to follow him in power may well have been part of this weakness in his leadership. It is hard to imagine he would have pressed so hard, so long for an empire as big as he did if he understood that he had someone he could mould into his place and watch continue his work, this too might have compounded his controlling nature. The fact that the siblings he had, after he put them into power in differing nations, his brother Joseph in Spain for instance, let him down so miserably in the majority of cases, could have contributed in this regard as well. All this leads to his political and military overstretching which would eventually lead to his downfall. Part of the legacy of Napoleon, as much as a tool for his control over both the people of France and the empire, and a continuation of his character as a political leader, was his great ability in propaganda. â€Å"Nothing lies like a Napoleonic bulletin.†Is a common understanding of the power Napoleon had in the art of getting the masses and the elite to understand and support what he wanted them to understand and support, a lot of what we would call ‘spin’ nowadays, just as much as propaganda. Markham explains the role Napoleon used propaganda in effectively: â€Å"In media-centred times†¦ we take for granted advertising and propaganda†¦ In Napoleon’s lifetime, such self-promotion was not nearly so widespread†¦ Napoleon, however, realised the value of such activities and was quick to use them to promote his rise to power. His proclamations, bulletins and letters to the government were all written with his own interests in mind†¦ His Italian and Egyptian campaigns became, in the eyes of the public, crusades of good against evil, those of an enlightened hero against the barbarians.†So not only was he a political leader of great ambition, confidence, intelligence, hard work, luck and control but also a leader who knew how to use new techniques and harness them for his and the nations own ends. Like many leaders however it was many of these same qualities that brought so much glory, which also brought the end. The overt confidence and control, pushing the hard working man to pursue too much, too soon without doubting, or allowing those around him to question enough, the merits of certain decisions. Why I mention propaganda as a part of Napoleons legacy is because Napoleon used it as such throughout his time in power, via portraits, sculptures and even after he left power through the written word in his autobiography. â€Å"Napoleon had always been conscious of how to best portray himself and his achievements†¦ Napoleon manipulated the arts and the media towards his personal glory†¦ Artists were commissioned and prizes were offered for works celebrating key moments of his career. Historical accuracy was less important than the image presented in both paintings and sculptures.†To a large extent this clever way of trying to secure a legacy has worked. When looking at Napoleon we undoubtedly think of pictures and paintings we have seen. For some people seeing Jean Auguste Dominique Ingres’ portrait of Napoleon on the imperial throne or the famous image of Napoleon crossing the Alps by Jacques Louis David, is all they have to go on, Napoleon from these image s looks very much how he wanted to be remembered, a successful, dashing, Emperor. There are other aspects of course to his legacy, one major part being that he brought Europe, especially what we now call Germany and central Europe, not only up to date in terms of the political and social institutions inside the nations, but also economically as well. On top of this before Napoleon controlled mainland Europe with his Empire, Europe was made up of many, often splintered, states. After Napoleon left power for good in 1815, the face of Europe looked completely different. The state structure, divided up by the Allies, was completely different and much of the current state system is therefore part of Napoleon’s legacy. For instance â€Å"Thomas Nipperdey began his acclaimed history of nineteenth-century Germany with the words ‘In the beginning was Napoleon.’†The other significant legacy Napoleon left was the ‘Code Napoleon’, the sets of laws, governing system and administration. As Emsley states, â€Å"The administrative system and structures that were to govern France for the nineteenth and twentieth centuries were essentially those that emerged during the Consulate.†And you can see exactly why the ‘Code Napoleon’ did survive, â€Å"The universal rights of citizenship, and of equality before the law, were confirmed. In family law, civil marriage and divorce were retained†¦ This Code has profoundly influenced the social development of at least thirty countries.†It is clear that Napoleon Bonaparte was a very astute and complex political leader and also one of great importance. Napoleons determination and ambition to succeed may well have been the reason behind both his rise and fall. â€Å"Few individuals have had more impact on history than Napoleon Bonaparte. He is the grandest possible refutation of those determinists who hold that events are governed by forces, classes, economics, and geography rather than by the power of wills of men and women†¦ Few persons of ambition have failed to see Bonaparte as an exemplar or a spur.†Though I do not agree with all the sentiments in the last quote, I agree with the latter. The sheer brilliance of the man, who, however you look at it has come from a background of mediocrity and middle class, to rule France in a way which benefited both himself, his nation and Europe as a whole, is an inspiring example certainly to me. His genius is of course exceptional, but the attention to detail, the hard working mentality and the ability to successfully negotiate a tough balancing act, is equally as inspiring. He clearly had some flaws both personally and politically but I take my inspiration not so much from every policy he passed but what attitude he held, and that is nothing but inspiring. Bibliography Davies, Norman (1997) Europe – A History. Pimlico. Dwyer, Philip G. – edited by (2001) Napoleon and Europe. Pearson Education. Dwyer, Philip G. and Forrest, Alan – edited by – (2007) Napoleon and his Empire – Europe, 1804-1814. Palgrave Macmillan. Emsley, Clive (2003) Napoleon – Conquest, Reform and Reorganisation. Pearson Education. Johnson, Paul (2002) Napoleon. Phoenix. Markham, J. David (2003) Napoleon’s Road to Glory – Triumphs, Defeats and Immortality. Brassey’s. McLynn, Frank (1997) Napoleon – A Biography. Pimlico. Lesson plan: defining aims Lesson plan: defining aims Lesson plan: Defining Aims What is a lesson plan? Before we do anything we must plan what to do, how to do, why to do and when to do. Also in the teaching, a teacher must plan what he wants to teach the students, why he wants teach and how to teach. The first thing that a teacher must do is preparing a lesson. It is called a lesson plan. What is a lesson plan? These are many definitions of lesson plan.                A lesson plan is a teachers detailed description of the course of instruction for an individual lesson or a teachers document used to plan a lesson. (en.wikipedia.org)                A writing noting the method of delivery, and the specific goals and timeline associated to the delivery of the lesson content. (longwood.com)                An organized outline for single instructional period. it is a necessary guide for the instructor in that it tells what do you do, in what order to do it, and what procedure to use in teaching the material of a lesson (www.dynamicflight.com)                A written document used in planning a presentation. (wps.prenhall.com)                A teacher-developed and teacher-written study plan that guides instruction. It contains an outline of the important, points of a lesson arranged in (natomagroup.com)                In my opinion, a lesson plan is a teachers document planning for teaching. How to do the lesson plan?                The first thing a teacher must do is decide on the lesson plans focus. The teacher creates one idea or question they want the students to explore or answer. Next, the teacher creates classroom activities that correlate with the established ideas or question. This includes individual and group activities. A lesson plan must correlate with the text book the class uses. The school or the teacher usually selects the text book or provides teachers with a limited text book choice for particular unit. The teacher must take great care and select the most appropriate book for the student. A good lesson plan can reflect interests and need of students. It incorporates best practices for the education filed. The lesson plan correlate with the teachers philosophy of education. Which is that the teacher feels is the purpose of the student. Lesson plan is preferable, because it allows a teacher to create various research, writing, speaking , and reading assignment. How to consider lesson plan? To know who the students are. Know ability levels, backgrounds, interest levels, attention spans, ability to work together in groups, prior knowledge and learning experience, special need or accommodations, and learning preferences. This my not happen as quickly as you would like, but it is important for designing instruction that will meet the needs of your student. Thats key in successful teaching and learning. To know the content. It is important for you to research the subject matter that you will be teaching. You should also utilize curriculum guides published by the state in which you teach and the local school district that employs you. It is also a good idea to know the national standards and state standards that drive curriculum frameworks and that will give you a lot of information relative to your subject area. TeAch-nology.com has a large number of links that will help you to search for information relative to that subject matter you are employed to teach. one link that can help is as follows To know the materials that are available to help you teach for success. Take and keep an inventory of the materials and resources that are available to you as a teacher. for example: technology , software, audio/visuals, teacher mentors, community resource, equipment, manipulative, library resources, local guest speakers, volunteers, or any materials that can assist you in teaching Planning For Instruction                Before the teacher starts teaching, the teacher must plan for instruction in order to make successfully in teaching. Content The teacher must list the important facts, key concepts, skills, or key vocabulary terms that you intend to cover. You can also prepare an outline with key learning outcomes. Remember to refer to your curriculum guides. Goals To identify the aims or that you want your students to achieve as result of the lesson you plan to teach. goals are end produce and are sometimes broad in nature. Goals relate directly to the knowledge and skill you identify. Goals determine purpose, aim, and rationale for what you your students will engage in during class time. The goals are typically written broad educational or unit goals adhering to state or national curriculum standards. Objectives To identify the objectives that you hope your students will achieve in the tasks that will engage them in the learning process. objectives are behavioral in nature and are specific to performance. Objectives tell what you will be observing in student performance and describe criteria by which you can measure performance against. In many way, objectives represent indicators of performance that tell you, the teacher, to what extent a student is progressing in any given task. Instructional objectives can start with. A given that describes a condition that enables your students to perform any given task. A given could be any activity, a specific set of direction ,materials needed to perform a task, any assignment, for anything that set up a condition for students to engage in the task being observed and measure for performance. The heart of the objective is the task that the student is expected to perform. it is probably one of the most important part of the lesson plan becaus e it is student centered and outcome based. Objectives can range form easy to hard tasks depending on student abilities Materials List the materials and recourses that will be need for the lesson to be successful, the teacher also use technology resources needs to achieve objectives. Introduction Describe or list a focusing event or attention grabber that will motivate the students to want to pay attention and learn about what the teacher plan to teach. It will depend on the ages and stage and of the students and will rely on students interests and backgrounds. The teacher must remember to get the students to attend and respond to the introduction will set the stage for the rest of lesson. Development Describe how the teacher plans to model or explain what the teacher wants the students to do. Modeling the learning behaviors the teacher expects of his students is a powerful development tool and provides demonstration that students can then imitate or practice on they town. During development, models of teaching are used to facilitate students learning. Models can include direct instruction, inquiry, information processing strategies, or cooperative learning strategies. Practice The teacher must list or describe ways in which the teacher will provide opportunities for the students to practice what the teacher wants the students to learn. The more opportunities the teacher provides, the better chance they have to master the expected outcomes. These opportunities are in classroom assignments or tasks that give the teacher, the chance to guide and monitor progress. Independent Practice The teacher should list or describe ways to provide opportunities for the students to complete assignments to measure progress against the goal of instruction. These assignments are meant to give the teacher s the chance to determine whether students have truly mastered the expected outcomes. Remember to only plan for task that the teacher believes students can accomplish without guidance. Accommodations The teacher should list or describe ways that the teacher will differentiate instruction according to students needs. This can include any curricular adaptations that are needed to meet special needs students. Checking for Understanding To list or describe ways that the teacher will check for understanding. Assessment and ongoing feedback are necessary for monitoring progress. This can include questioning, conferencing, or journal writing. Closure To list or describe ways that can wrap up a lesson. This can include telling students in the most important concepts that were covered in lesson, asking the students what they thought were the key concepts, or preparing them for the next lesson building upon what was presented. The key is to leave the students with an imprint of what the teacher hope to achieve in any given lesson. Evaluation The teacher must list or describe the ways to assess or measure the student success in achieving the outcomes that the teacher planed to reach. This can include a variety of ways to evaluate student performance. Aims Aims are general statements briefly outlining the content of the training being offer. Well written objectives are much more specific and should clarify the aims in more detail. Well written aims and objectives will help to provide a sound basis for identifying the content of a course or training program. Defining Aims Aims provide the teacher with the goal of the teaching-learning process. In other words, you know your destination when you begin instruction. They answer the question, what are the students supposed to know or be able to do once the unit or lesson is completed? Aims provide a clear framework for assessment is, after all, an effort to determine to what extent students have reached or achieved the objective. Aims provide the students direction and a goal for learning. Students have a better opportunity to stay the course when they know the goal of the learning. Ruth Hamilton wrote about the aims and sub-aims, by no means exhaustive by in http://www.philseflsupport.com/lessonplanaims.htm. Introducing and practicing new vocabulary. Revising previously taught vocabulary. Introducing a new grammatical point. Introducing new functional language. Revising or reviewing one or more grammatical points. Revising or reviewing functional exponents. Giving controlled/less-controlled/freer practice of a language point. Contrasting two (or more) grammatical points. Contrasting two (or more) functional exponents. Warmers/icebreakers getting to know your students. 11. Raising awareness/ear training and/or practicing aspects of phonology: a) pronunciation of phonemes/individual sounds b) word stress c) sentence stress d) intonation e) features of connected speech Error correction work (usually revising previously taught language) Self-access work. Learner training. Developing reading skills prediction/skimming/scanning/inferring, etc. Developing listening skills prediction/gist/for specific information/inference, etc. Examples of Aims The students can pronounce the words correctly. The students can tell the meaning of words. The students can ask and answer the direction to the bus station. The students can write the sentences about daily life. The students can read a short passage and answer the questions. My English Class Before I start my teaching English, I always prepare my lesson by planning what I will teach my students; the contents, the objectives or aims, materials or instruments, worksheets, and activities that I will use in the class. I use the varied activities in my English class such as games and songs depend on the contents in that period. The important thing that I must do is write the aims or the objectives of learning and tell the students what they are able to do after the learning. The teacher can check how the students success in the lesson by using the assignments, the test or any activities. References Mitchell, Diana, and Stephen Tchudi. (1999). Exploring and Teaching the English Language Arts. (4th Ed.) Boston, MA: Allyn Bacon. Raymond W. Donny Lee, Jr.(2004). Writing Learning Objectives for Unit and Lesson Plans. Tip of writing Objectives. http://www.okbu.edu/academics/natsc/ed. http://www.teach-nology.com en.wikipedia.org longwood.com natomagroup.com/basecamp/infodev/tpdhandbook/glossary.doc www.dynamicflight.com http://wps.prenhall.com Function : Asking and answering about time, routine, or activities. Teaching Procedure/Activities : Warm up/Lead in: The teacher lets the students play the number game. The teacher shows the clock and asks the students about the time. Then tells the students about the purpose of learning. Presentation: The teacher presents the vocabulary about the time. The teacher pronounces the words correctly and lets the students repeat. The teacher asks the questions about activities or routines and answers the questions. The teacher explains how to use the words and how to tell the time. Practice: The students practice by asking and answering the questions in pairs about the time and activities or routines. The teacher asks the students about their activities or routines. Checks the correct answers. Production: The teacher lets the students do the assignments by writing the sentences about their routines. Materials: word cards a clock pictures about activities Evaluation and measurement: Observing in the class Correcting the assignment
Wednesday, November 13, 2019
How Thomas Hardy Suggests that this is a Moment of Transformation Essay
How Thomas Hardy Suggests that this is a Moment of Transformation for Bathsheba Everdene Thomas Hardy is able to suggest to us that this is a moment of transformation for Bathsheba Everdene, due to a number of factors. Thomas Hardy uses both the elements as well as the actions of Sergeant Troy to help us understand the reasons behind Bathsheba's transformation and the way in which it comes about. Thomas Hardy uses the setting of Bathsheba and Troy's meeting to its full potential. Bathsheba goes to meet the sergeant at the bottom of a pit, which has a saucer like shape and is 'naturally formed, with a top diameter of about thirty feet'. There are ferns growing all over the hills near by, but at the bottom of the slope into the pit the ferns cease to grow and instead there is a 'thick flossy carpet of moss and grass intermingled'. The ferns play an essential part in the transformation of Bathsheba, and we are almost immediately introduced to their role within the chapter. The ferns are personified in a way that allows them to share some of Bathsheba's soft, sensual qualities. The ferns are described as 'radiant' and 'diaphanous', and the way in which 'their soft, feathery arms' caress Bathsheba as she makes her way through them informs the reader that this chapter will be one of seduction. Hardy also informs us that this chapter will be full of action by the way, in which the sky is described to have a sense of activity within. The sun is shown as 'bristling ball of gold' which has 'long, luxuriant rays' which sweep over the tips of the ferns. All of these elementary factors play an important part within this chapter, but the role that the light plays within this chapter is even more so. The light is... ...episode is a new experience fro Bathsheba and this makes her exploratory character enlivened with excitement. The fact that she is so effectively in danger, she finds it enthralling, fun and wild, predominantly because this is her first real affair, and her first kiss. We are kept in a large amount of suspense over the kiss, and the effects which the kiss have Bathsheba are immense, Her blood beats, and she feels powerless, and has many mixed emotions. She even cries and is unsure if what she has committed a sin. As one can see Bathsheba has changed a great deal during this encounter with Troy. She has had her world turned upside and feels very confused, and her strong unemotional barrier has been broken, she has fallen into the enchantment of a man, and is totally lost. This meeting will affect her forever more, and is a major incident of the novel.
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