How To Write An Essay

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How To Write An Essay

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21 Ways To Tell When Youre A Writer

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Pay For Essay Writer Online From $12

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Pay For Essay Writer Online From $12

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Pay For Essay Writer Online From $12

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Report Companies Plan To Hire More 18 Grads

Report: Companies Plan To Hire More 18 Grads by: Andrea Carter on January 08, 2018 | 0 Comments Comments 203 Views January 8, 2018A new report  points  to evidence of a positive job market. This time, the beneficiaries are soon-to-be college grads from the Class of 2018. The National Association of Colleges and Employers (NACE), a nonprofit that links college career services professionals and employers of new college grads, surveyed more than 200 of its member employers and found that companies expect to hire 4% more college grads from the Class of 2018 than they did from the Class of 2017. While this projection is lower than last year and the year before, it’s a favorable sign for new grads entering the job market at the end of this semester.NACE Job Outlook 2018: Hiring Projections CLASS YEARFALLSPRING20184.0%NA20175.8%5.0%201611.0%5.2%20158.3%9.6%20147.8%8.6%201313.0%2.1%20129.5%10.5%Source: Job Outlook 2018, National Association of Colleges and EmployersThere†™s more good news for this years grads. Results from NACE’s Job Outlook 2018 also show a year-over-year uptick in the number of organizations that individually said they plan to increase new grad hiring. Meanwhile, a reduction is seen in the number of companies that expect to cut back on hiring new grads. In the ‘16-’17 recruiting year, 11.6% said they would do less new college grad hiring than the year prior. For year ‘17-’18, that number has fallen to 9.6%, another good sign for college students getting set to enter the working world later this year.   The bases for these projections, the report says, are that companies are experiencing growth, a retiring workforce, and the need to fill entry-level roles. Companies that took the survey also offered some insights into what they’re looking for in job candidates. According to the report, a high GPA is great, but students who have had an internship with the company may be more likely to get their deal sealed quicker than others. And, of the top three attributes employers are looking for, the report found that companies are mostly seeking problem-solving, team players with stellar written communications skills.NACE Job Outlook 2018: Influencing Attributes ATTRIBUTE2018 AVERAGE INFLUENCE RATING*2017 AVERAGE INFLUENCE RATING*2016 AVERAGE INFLUENCE RATING*Has completed an internship with your organization4.6N/AN/AHas internship experience in your industry4.4N/AN/AMajor3.84.04.0Has held a leadership position3.73.93.9Has general work experience3.7N/AN/AHas no work experience3.4N/AN/AHigh GPA (3.0 or above)3.43.63.5Has been involved in extracurricular activities (clubs, sports, student government, etc.)3.33.63.6School attended2.82.92.9Has done volunteer work2.72.62.8Is fluent in a foreign language2.22.12.2Has studied abroad2.22.02.0Source: Job Outlook 2018, National Association of Colleges and Employers. *5-point scale where 1=No influence at all; 2=Not much influence; 3=Some what of an influence; 4=Very much influence; 5=Extreme influence.Data for the Job Outlook 2018 survey were collected from NACE’s employer members from August 9 through October of 2017. The survey is conducted twice a year, in the spring and fall, and the full report is available for a fee on the NACE website.DONT MISS: SCHOOLS THAT HELP GET THE JOB YOU REALLY WANT  and  WHAT BUSINESS MAJORS MAKE Page 1 of 11

Death in Dickinsons I heard a Fly Buzz When I died Essay

Death in Dickinsons I heard a fly buzz when I died Emily Dickinson’s poem â€Å"I heard a fly buzz when I died† is a reflection on what happens when one dies. In the poem, the speaker is waiting to die. It seems as though they are expecting something spectacular to happen at the moment of their death. This spectacular event they are expecting does not happen. I heard a fly buzz when I died By Emily Dickinson I heard a fly buzz when I died; The stillness round my form Was like the stillness in the air Between the heaves of storm. The eyes beside had wrung them dry. And breaths were gathering sure For that last onset, when the king Be witnessed in his power. I willed my keepsakes, signed away What portion of me I†¦show more content†¦This appears to be a reference to God, and they expect to see a display of God’s power as the speaker is brought into the hereafter. This is the only mention of the afterlife in the poem. Even this mention of the afterlife has more to do with the process of dying and being brought into heaven then what happens after death. The focus is not the unknown after death, but what happens as one dies. The event that everyone is waiting for is the death of the speaker. They want to see something amazing, and do not seem to concerned with what happens to the speaker after the passing. The speaker is preparing to die. The crowd is now ready to experience the grandeur the speaker thought would accompany death, but suddenly, a fly intervenes. This is a lead in to the next stanza, in which the fly interrupts the event the speaker is waiting for at the moment of their death. The speaker has almost ceremonially prepared for death. It seems as though nothing will go wrong and they will see the big even they have been waiting for, and suddenly a fly appears, spoiling the moment they hoped would come. The grand event that was expected to accompany death does not occur. The entrance of the fly with a â€Å"blue, uncertain, stumbling buzz† is all that accompanies the speaker’s death. It is not that the fly caused the speaker to miss the event of their death, there was no sight to see. The speaker believes that the fly’s brief buzzing may have caused them toShow MoreRelated The Reality of Death in Emily Dickinsons Poem, I Heard a Fly Buzz When I Died2683 Words   |  11 PagesI Heard a Fly Buzz – When I Died –, written by Emily Dickinson, is an interesting poem in which the poet deals with the subject of death in a doubtful yet both optimistic and pessimistic ways. The central theme of the poem is the doubtfulness and the reality of death. The poem is written in a very unique point of view; the narrator who is speaking is already dead. By using symbols, irony, oxymoron, imagery and punctuation, the poet greatly succeeds in showing the reality of d eath and her own doubtfulRead More Death in Emily Dickinsons Because I Could Not Stop for Death and I Heard a Fly Buzz When I Died965 Words   |  4 PagesDeath in Emily Dickinsons Because I Could Not Stop for Death and I Heard a Fly Buzz When I Died Emily Dickinsons two poems, Because I Could Not Stop For Death and I Heard A Fly Buzz-When I Died, revolve around one central theme, death. Though the two do centralize around the theme of death they both have slightly different messages or beliefs about what is to come after death. By discussing both of the poems and interpreting their meanings, the reader can gain a fuller understanding ofRead More Comparing and Contrasting Dickinson’s Poems, Because I Could Not Stop for Death and I Heard a Fly Buzz- When I Died833 Words   |  4 PagesComparing and Contrasting Dickinson’s Poems, Because I Could Not Stop for Death and I Heard a Fly Buzz - When I Died Emily Elizabeth Dickinson was born on 10th December, 1830, in the town of Amherst, Massachusetts. As a young child, she showed a bright intelligence, and was able to create many recognizable writings. Many close friends and relatives in Emily’s life were taken away from her by death. Living a life of simplicity and aloofness, she wrote poetry of great power: questioning the natureRead More Death in Emily Dickinsons Because I Could Not Stop for Death, I Heard A Fly Buzz-When I Died, and I Felt A Funeral In My Brain1449 Words   |  6 PagesDeath in Emily Dickinsons Because I Could Not Stop for Death, I Heard A Fly Buzz-When I Died, and I Felt A Funeral In My Brain Emily Dickinsons poems Because I Could Not Stop for Death, I Heard A Fly Buzz-When I Died, and I Felt A Funeral In My Brain all deal with one of lifes few certainties, death. Dickinsons intense curiosity towards mortality was present in much of her work, and is her legacy as a poet. Because I could Not Stop for Death is one of Emily Dickinsons Read MoreDeath s Shocking Truth By Emily Dickinson864 Words   |  4 Pagespoems â€Å"I heard a buzz when- I died† and â€Å"Because I could not stop for death†. In these two poems, Emily Dickinson, describes two very different death experiences. While doing so Dickinson describes what she believes death to be. The poem â€Å"I Heard a buzz when I died,† takes a rough route to death with an even rougher shock. The other poem â€Å"Because I could not stop for death,† takes a gentler route to death with a not so gentle shock. However out of these poems, â€Å"I heard a buzz - when I died, â€Å"receivesRead MoreAn Analysis of I Heard a Fly Buzz- When I Died and Jilting of Granny Weatherall1714 Words   |  7 Pagesprimarily to a future life after death but a transformation in this life of both ourselves and this world† (Peters, 845). Salvation is not only something that can be found af ter death; people can finds salvation at any point by deciding to make a transformation in their lives to better themselves as well as the world around them. However, most humans seek salvation to find solace in the critical moment of their death; individuals find comfort in the belief of life after death or an eternal sole. SeveralRead MoreEmily Dickinson : A Comparison Of Death791 Words   |  4 Pagestopic of death, which made it seem as if she had an almost morbid fascination with the subject. Her poems I heard a Fly buzz –when I died, and Because I could not stop for death— are some of the many poems that she wrote on this ghastly topic. Even though the poems are somewhat similar with the main focus being death from different viewpoints, I personally believe that I heard a Fly buzz—when I died was more of a powerful and impacting poem for various reasons. In Dickinsons Because I couldRead MoreEssay about Two Viewpoints of Death in Emily Dickinsons Poetry642 Words   |  3 PagesTwo of Emily Dickinson’s poems, â€Å"I heard a Fly buzz-when I died† and â€Å"Because I could not stop for Death† are both written about life’s stopping point, death. Although the poems are written by the same poet, both poems view death in a different manner. Between the two poems, one views death as having an everlasting life while the other anticipates everlasting life, only to realize it does not exist. While both poems are about death, both poems also illustrate that the outcome of death is a mysteriousRead MoreEmily Dickinson s I Heard A Fly Buzz When I Died846 Words   |  4 PagesElements of â€Å"I heard a Fly Buzz When I Died† In some instances within literature, writers surprise readers by incorporating ideas that the reader may or may not expect. Within Emily Dickinson’s poem â€Å"I heard a Fly Buzz When I Died†, readers are introduced to a ghostly speaker that discusses the scene of their deathbed. Readers are exposed to many surprises throughout various aspects of the poem. One aspect of the poem that surprises readers is the relationship between the speaker and the fly .The firstRead More An Annotation of Emily Dickinsons I Heard a Fly Buzz When I Died1091 Words   |  5 PagesAn Annotation of Emily Dickinsons I Heard a Fly Buzz When I Died Emily Dickinsons poem I Heard a Fly Buzz When I Died is centralized on the events of death and is spoken through the voice of the dying person. The poem explores both the meaning of life and death through the speaker and the significant incidents at the time of near death that the speaker notices. Many of Dickinsons poems contain a theme of death that searches to find meaning and the ability to cope with the inevitable. This

Examination Questions On African Americans - 1239 Words

Student’s Name Teacher’s Name Course Title Date Exam Questions Q1. If the negative attitude that the whites hold against the African Americans does not change, then the demographic trends that place the African Americans at the bottom of the social class hierarchy will not change any time soon. The other thing that could reduce the segregation and the discrimination the African Americans in the United States face is increasing the currently scarce resources. This will enable the African Americans to rise to the middle class as the rest of the white population. The demographic trends could also change for the better if more and more African Americans intermarried with people from different races. This way discrimination, prejudice, and segregation against them would slowly lose their credibility thus making it possible for the African Americans to rise along the social ladder. However, if these changes do not take place, then, the historic demographic trends are prone to remain the same. Q2. The invisible knapsack of privileges is the undeserved benefits that a person or a particular group of people though oblivious about them. One of such privileges is the male privilege. The male privileges are the advantages that the males tend to enjoy over their female counterparts. The male privilege benefits the men more than the women. For example, men have more power in the society than the women. Men hold the highest leadership positions including the government and in corporateShow MoreRelatedA Study of Factors Contributing to the Lack of Success and Participation of African American in Males in Advance Placement Classes1538 Words   |  7 Pagescontribute to the academic achievement gap between African American males. A sample of 25 8th grade, African American, male students from Dent Middle School will be identifyied as participates for the research. Although there has been research written about the achievement gap between African American and their counterparts, the lite rature is limited regarding strategies tailored specifically to address the achievement gap between African American males. Participant’s data will be collected in relationRead MorePresident Obama And His Agencies826 Words   |  4 Pagesconcluded that per research that African American s do not engage in riskier HIV behaviors than other Americans. So the question is why are the rates of HIV infection increased in the Black community? One reason is the lack of access to healthcare. General Public: According to Impressions of HIV/AIDS in America, Americans don’t seem to have the same strong concern about HIV/AIDS today compared to the 1980’s when the first case was diagnosed. However, African Americans and New Yorkers seem to be moreRead MoreUnfair Treatment during the Scottsboro Trials1739 Words   |  7 Pagesprostitutes falsely accused nine African American youths of rape on a freight train car; the boys were convicted in every trial due to the prejudices of an all white jury, and they had an attorney with little to no motivation to put any effort into their defense. The boys of the Scottsboro trials were never treated fairly from the beginning. The whole journey was filled with misconception. The journey began on the freight train, there was nine African Americans on a train car and with them, wasRead MoreThe Gap Between The White And Black Workforce1106 Words   |  5 PagesData Methods: Roscigno et al (2012) rely on a pool of African-Americans from the 1980s to 2007 to define the barriers to managerial and administrative positions in the workforce within a white hegemonic American labor market. Dependent variable is based on the overarching economic conditions that effect both whites and blacks, and the Independent variable of managerial positions available in the workforce. Quane et al (2015) provide data collected from the U.S. meta-data that describes the economicRead MoreReligion in Rap Music1550 Words   |  7 Pagesof black churches are called into question by the religious rhetoric and existential posture of artists who claim a relationship with the divine, but whose activities on the surface might suggest a lack of the ethical posture; one might assume such a commitment might entail. Connoted here is a paradigm shift that impacts cultural studies, religious studies and African American theological reflection in different ways, a conceptual alteration of African American theological reflection that promotesRead MoreStereotypes And Stereotypes Of African American Students Essay1148 Words   |  5 Pagesbiological or racial characteristics. Focusing on education, African American students had consistently been negatively stereotyped about their intellectual abilities. Research indicates that racial stereotypes negatively affect African American s tudents’ academic performance. This correlation, though, is clearest among salient African American students, implying that psychological factors may result from these discriminations. African American children demonstrate early awareness of ethnic stereotypesRead MoreHypertension In Nursing1340 Words   |  6 PagesIntroduction The National Council of State Boards of Nursing (NCSBN) is the organization that creates the examination that is required to obtain a nursing license. The NCSBN categorizes the content of the examination into four different categories: assurance of a safe and effective care environment, health promotion and maintenance of health, preservation of patient psychosocial and physiological health (National Council of State Boards of Nursing, 2015). Health promotion and maintenance includesRead MoreEffects Of The White Standards Of Beauty On African American Women923 Words   |  4 PagesHairstyles that the Africa American population came up with has either had an inspiration or they were criticized from other ethics as well. Stereotypes are the main reason why Africa American hair is judged so hard. In 2006 a researcher name Tracey Owns Patten did her research on different ethics standpoints. Throughout this article the effect of the White standards of beauty towards African American w omen by questioning the societal definitions of beauty, body image, and hair. (Patton, 2006,Read MoreEssay on Middle Passage1227 Words   |  5 PagesINTRO Examination into the true heart of experience and meaning, Charles Johnson’s Middle Passage looks at the structures of identity and the total transformation of the self. The novel talks about the hidden assumptions of human and literary identity and brings to view the real problems of these assumptions through different ideas of allusion and appropriation. As the novel tells Rutherford Calhoun’s transformation of un-awareness allows him to cross â€Å"the sea of suffering† (209) making him forgetRead MoreAfrican Americans : Low Socioeconomic Status Increase The Risk For Diabetes1081 Words   |  5 PagesThe PICO question chosen was, In African Americans does low socioeconomic status increase the risk for diabetes compared to high economic status in relation to diet. African Americans are at greater risk of diabetes and other medical issues. It was researched if one that was African American was at a greater risk of developing diabetes because the cost of food . The data bases used for the research were, CINAHL and MEDLINE. The terms used in this search were socioeconomic factors, African Americans

Indians Immigrating To America (2802 words) Essay Example For Students

Indians Immigrating To America (2802 words) Essay Indians Immigrating To AmericaTheir homeland has the second largest population in the world, yet in Americathey form one of our smallest minorities. Americans were influenced by theirbeliefs long before the first immigrants arrived, and an important interchangeof ideas has continued to the present day. Although many came to America asearly as the turn of the century, they were denied citizenship until acongressional act granted it in 1946. Now they are students and teachers in ouruniversities; they are artists and writers, musicians and scientists. Theircontributions to industry, commerce, and agriculture have been valuable toAmerica and to the world. Who are these people? They are the East Indians inAmerica. Asian Indians have supplied innumerable contributions to the cultureand well being of the United States; the majority of these contributions aregeared notably to engineering and the sciences. The reason for immigration inthe period from 1830-1890 is quite clear. India was in a g reat shape. Howeverwhen the British took over India, they depleted the country of all her wealthand gave her poor citizens no choice but to leave. The main reason why everybodywants to go to the United States is because if they would go somewhere else,like France or Japan although they would get higher wages, there is much greaterchance of getting harassed, arrested or deported in those countries as opposedto the United States (Takai 32). Here in the United States land remainedplentiful and cheap. Jobs were abundant and labor was scarce. The United States,in the nineteenth century, remained a strong magnet to immigrants, with offersof jobs and land for farms (Hess 12). The Jews came for religious freedom,Italians and Asians came for work, and the Russians came to escape persecution. America had jobs and religious freedom. Consequently, America was referred to inmany countries as the Land of Opportunity. This is land is alsooften called the melting Pot of the World. This is because it isbelieved that people from all over the world come to the United States and loosetheir cultural identity and melt into or assimilate into the American culture. However, nowadays, the above is an unfair statement to make. Nowadays with thegrowing Chinese restaurants, Indian grocery stores, and European languages isschool, etc., one can say that individual cultures are trying hard to voicetheir distinction amongst the overall American culture. One cantherefore refer to the United States as the Salad Bowl of the Worldwhere every culture has its own flavor, just like in a salad, where everyvegetable has its own taste even though it has a common dressing, the Americanculture. Amongst the Chinese, Japanese, Europeans, etc. and other immigrants,the East Indians represented a big group of those people who wanted to be partof the American culture. The East Indians, who came to America, weremostly spread out in little groups up and down the West Coast (Pavri 56). Theirstory is an especially important part of the history of Asian Americans, forthey were a new kind of immigrant. The large majorities of the first immigrantsfrom India were Punjabis, from a region called the Punjab. Most of theseimmigrants were young men, between 16 and 35 years old (Daniels 33). Many ofthem were married; however, they did not bring their wives across the sea withthem. Their family and community ties remained strong after they left home; theycame to America in small groups of cousins and village neighbors, and theserelationships formed a network of interconnections among them in the new countryas they lived and worked together. They had many reasons for leaving theirhomeland. They were being repressed by the British rule and had no land to farmon. To make matters worse, famine devastated India from 1899 to 1902. Thus,large-scale immigration began in 1906, when six hundred Asians applied to enterthe United States (Millis 32). These families became the basis for the new EastIndian communities. They had come to the United States with high hopes,expecting to make their fortunes, but they discovered that life in America wasunexpectedly challenging. Some found it hard to get work. Moreover, those whohad jobs lived a life very different from the life they have known in India (Karitala2). Instead of belonging to a settled community of families, they traveled fromplace to place with their work gangs. And although most of them had been farmersof farm laborers in the Punjab region of India, in America they often had toturn to other kinds of work (Dayes 22). Many of them encountered prejudice, bornof ignorance and fear. White sometimes associated the Asian Indian immigrantswith blacks, Chinese, or Japanese (22). Often the Asian Indians were lumpedtogether with other Asian peoples as Asiatics, whom prejudiceswhites considered unfit to be part of American society (22). Samuel L. Gompers,a leader of the American Labor Movement, said, Sixty years contact withthe Chinese, and twenty-five years experience with the Japanese and two orthree years acquaintance with Hindus should be sufficient to convince anyordinarily intelligent person that they have no standards(Brass 45) TheAsians were often blamed for the violence directed against them by whites, whoknew nothing of Asian peoples and often misinterpreted their behavior. Inall cases, we may say the Oriental is at fault, declared the AsiaticExclusion League, an organization whose goal was to keep Asian immigrants out ofwestern states (Pavri 24). The Indian poet, Rabindranath Tagore, a winner of theNobel Prize in literature, traveled to North America. When he applied for entryto the United States, Tagore encountered difficulties and when he finally madeit to the country, he experienced racial prejudice in Los Angeles. Tagorecanceled his tour and promptly returned to India, saying in disgust, Jesuscould not get into America because, first of all, He would not have thenecessary money, and secondly, He would be an Asiatic. (Hundley 45)Despite the difficulties they encountered, they felt that life in America hadmore to offer than they could expect in their homeland. The definiti on ofAmerican is becoming broader and more multicultural. At the sametime, however, a few people feeling threatened by the growing diversity thatthey see around them in streets, stores, and schools, have lashed out in hatecrimes against people whose ethnic backgrounds are different from theirs. Inrecent years, Asian Indians have been among the victims of violence fueled byprejudice. (Hess 42) While many of these people have become self-employedentrepreneurs by choice, others have found themselves pushed intoself-employment by discrimination. Similarly, an Asian Indian engineer who hadworked for a company for some twenty years told his friend, They never give you an executive position in thecompany. You can only go up so high and no more. (Brass 69) Frustrated bylimited opportunities to advance in their careers, many Asian Indianprofessionals have turned to opening their own businesses. Furthermore, theirturbans and their dark skin brought the Sikhs taunts and verbal abuse fromwhite s. They were called by insulting names such as rag-heads andtreated as inferior beings (Hundley 38). One California Sikh recounted, Iused to go to Maryville every Saturday. One day a drunken white man came out ofa bar and motioned to me saying, Come here, slave! I said I was no slave man. Nuclear powers role in environmental protection Essay(Hess 103) In addition, the children of immigrants, who have grown up in twodifferent worlds, face the special challenge of searching for their identity. Asian Indian children are no exception. At times, they feel confused, notknowing whether to think of themselves as Indians or as Americans. At home,Indian values and customs remain strong-especially the tradition ofunquestioning obedience to ones father. Yet, at school and in the larger world,young people feel the pull of American culture and its values, which includequestioning authority and making ones own decisions. The result is frequentdisagreement over how much freedom young Asian Indians should have. Asian Indianparents often try to raise their children in the traditional Indian manner, butyoung people increasingly feel the pull of Western styles. However, thisattraction to the Western culture has made is easier for many Indians tounderstand and adapt to the Western world thus making significant contributionsfor its well being. For more than hundred years, America had enjoyed Indiaswritten philosophies. In 1893, Swami Vivekananda came to the United States fromthe Parliament of Religions (Dayes 76). His eloquence and enthusiasm made himone of the most popular speakers in the assembly of religious leaders from allaround the world (76). Vivekananda was offered full professorship at bothHarvard and Columbia Universities (76). His ideas and thoughts have influencedmany American philosophers and historians such as Aldous Huxley, Will Durant,and Christopher Isherwood. Swami Vivekanandas brilliant service to unitycreated a lasting link between India and America. Furthermore, GobindramJhamandas was born in 1891 in Sind, an area that is now part of Pakistan(Hundley 45). He established the Watumull Foundation, which has builteducational links between India and America. Today, This foundation bringshighly qualified men and women to American universities for doctoral degrees orpostgraduate work. India has bestowed several contributions to the United Statesin the field of science and medicine. Some of these significant people are Dr. Harbans L. Arora; a biologist from Rockefeller Institute, his work will tell usmore about mans brain, his memory systems, and his behavior (Handlin 73). Dr. Subrahmanyan Chandrasekhar; the astrophysicist, his contributions enable us tostudy the internal constitution of the stars (74). Dr. Har Gobind Khorana; hisscientific research work has contributed much to solving the mysteries of thegenetic code, cancer, infectious diseases, and the aging process (75). Dr. Narinder Singh Kapany; a graduate of the Watumall Foundation, was recentlyawarded honors for his invention of a laser instrument that performs an eyeoperation (75). These men have facilitated the study of science and haveprovided the society with valuable information. The East Indians havecontributed in several other fields such as arts and education. One of them isZubin Mehta; the great music conductor and music director (Pavri 101). Hisromantic approach to conducting and his outstanding technical ability have beenpraised by critics and enjoyed by audiences in many nations. In addition, RaviShankar, one of Indias outstanding musicians has influenced American Jazz aswell as popular music. He has popularized music of the sitar, a Hindu instrumentresembling a guitar. Mr. Shankar teaches sitar at the University of CaliforniasLos Angeles Department of Ethno-Musicology (Pavri 102). Other Americans of EastIndian descent have made important contributions in the field of education. Suchas Sa ntha Rama Rau; in the field of American literature and Dr. Chakravakti;professor of oriental religions and literature at Smith College in Massachusetts(Pavri 106). Today Indians are contributing in everything from the basic geneticcode of the human body to the constitution of the stars. Now, India is givingAmerican scientists who are improving and prolonging our lives, and extendingour environment from earth to space. Whether the Indians came initially thinkingthey would stay only temporarily, or whether they came as settlers seeking a newhome, all of them found themselves changed by America as they built Sikh templesin the valleys of California, farmed the new land, practiced medicine, operatedsmall businesses, and raised their children. The Asian Indian Americans havebeen changed by their experiences in the West, in the process they have alsobeen changing America, making its society richer and more multicultural. AsianIndians have supplied innumerable contributions to the culture and well being ofthe US; the majority of these contributions are geared notably to engineeringand the sciences. In addition, growing up in two cultures is a great challenge,yes, but not a problem. It is a difficult experience, but not one without itsbenefits. BibliographyBrass, Paul. Asian Indian Americans. Encyclopedia ofMulticulturalism. 1993 ed. Daniels, Rogers. Asian Americans: EmergingMinorities. New Jersey: Prentice Hall, 1988. Dayes, WalterU.S. ImmigrationCommission: The Asian American Encyclopedia. 1995ed. Handlin, Emma. India, Republic of: The Asian American Encyclopedia. 1995 ed. Hess,Gary. The Forgotten Asian Americans: The East Indian Community in theUnited States. Harvard Encyclopedia of American Ethnic Groups. 1981 ed. Hundley, Norris. The Asian American. California: American BibliographicalCenter, 1987. Koritala, Srirajasekhar. A Historical Perspective ofAmericans of Asian Indian Origin. 1997. http://www.tiac.net/users/koritala/india/history.htmMillis, Harry. East Indians of the West Coast. Makers of America-TheNew Immigrants 1904-1913. 1981 ed. Pavri, Tinaz. Asian AmericanIndians. Gale Encyclopedia of Multicultural America. 1995 ed. Quotes aboutImmigration, 1997 http://www.bergen.org/AAST/Projn/quotes_about_immigration.htmlTakai, Ronald. Indians in the West: South Asians in America. New York: ChelsaHouse Publishers, 1995.

The Golden Age Of Greece The Ancient Statues And Pottery Of The Golden

The Golden Age of Greece The ancient statues and pottery of the Golden Stone Age of Greece were much advanced in spectacular ways. The true facts of Zeus's main reason for his statue. The great styles of the Kouros and the Kore. The story of The Blinding of Polphemus, along with the story of Cyclops. The Dori and Ionic column stone temples that were built in Greece that had an distinctive look. The true colors of the vase, Aryballos. The vase that carried liquids from one place to another. The Lyric Poetry that was originally a song to be sung to the accompaniment of the lyre. Zeus was considered, according to Homer, the father of the gods and of mortals. He did not create either gods or mortals; he was their father in the sense of being the protector and ruler both of the Olympian family and of the human race. He was lord of the sky, the rain god, and the cloud gatherer, who wielded the terrible thunderbolt. His breastplate was the aegis, his bird the eagle, his tree the oak. Zeus presided over the gods on Mount Olympus in Thessaly. His principal shrines were at Dodona, in Epirus, the land of the oak trees and the most ancient shrine, famous for its oracle, and at Olympia, where the Olympian Games were celebrated in his honor every fourth year. The Nemean games, held at Nemea, northwest of Argos, were also dedicated to Zeus. Zeus was the youngest son of the Titans Cronus and Rhea and the brother of the deities Poseidon, Hades, Hestia, Demeter, and Hera. According to one of the ancient myths of the birth of Zeus, Cronus, fearing that he might be dethroned by one of his children, swallowed them as they were born. Upon the birth of Zeus, Rhea wrapped a stone in swaddling clothes for Cronus to swallow and concealed the infant god in Crete, where he was fed on the milk of the goat Amalthaea and reared by nymphs. When Zeus grew to maturity, he forced Cronus to disgorge the other children, who were eager to take vengeance on their father. Zeus henceforth ruled over the sky, and his brothers Poseidon and Hades were given power over the sea and the underworld, respectively. The earth was to be ruled in common by all three. Beginning with the writings of the Greek poet Homer, Zeus is pictured in two very different ways. He is represented as the god of justice and mercy, the protector of the weak, and the punisher of the wicked. As husband to his sister Hera, he is the father of Ares, the god of war; Hebe, the goddess of youth; Hephaestus, the god of fire; and Eileithyia, the goddess of childbirth. At the same time, Zeus is described as falling in love with one woman after another and resorting to all kinds of tricks to hide his infidelity from his wife. Stories of his escapades were numerous in ancient mythology, and many of his offspring were a result of his love affairs with both goddesses and mortal women. It is believed that, with the development of a sense of ethics in Greek life, the idea of a lecherous, sometimes ridiculous father god bec ame distasteful, so later legends tended to present Zeus in a more exalted light. His many affairs with mortals are sometimes explained as the wish of the early Greeks to trace their lineage to the father of the gods. Zeus's image was represented in sculptural works as a kingly, bearded figure. The most celebrated of all statues of Zeus was Phidias's gold and ivory colossus at Olympia. The standing nude youth (kouros), the standing draped girl (kore), and the seated woman. All emphasize and generalize the essential features of the human figure and show an increasingly accurate comprehension of human anatomy. The youths were either sepulchral or votive statues. Examples are Apollo (Metropolitan Museum), an early work; Strangford Apollo from L?mnos (British Museum, London), a much later work; and the Anavyssos Kouros (National Museum, Athens). More of the musculature and skeletal structure is visible in this statue than in earlier works. The standing, draped girls have a wide range of The Golden Age Of Greece The Ancient Statues And Pottery Of The Golden The Golden Age of Greece The ancient statues and pottery of the Golden Stone Age of Greece were much advanced in spectacular ways. The true facts of Zeus's main reason for his statue. The great styles of the Kouros and the Kore. The story of The Blinding of Polphemus, along with the story of Cyclops. The Dori and Ionic column stone temples that were built in Greece that had an distinctive look. The true colors of the vase, Aryballos. The vase that carried liquids from one place to another. The Lyric Poetry that was originally a song to be sung to the accompaniment of the lyre. Zeus was considered, according to Homer, the father of the gods and of mortals. He did not create either gods or mortals; he was their father in the sense of being the protector and ruler both of the Olympian family and of the human race. He was lord of the sky, the rain god, and the cloud gatherer, who wielded the terrible thunderbolt. His breastplate was the aegis, his bird the eagle, his tree the oak. Zeus presided over the gods on Mount Olympus in Thessaly. His principal shrines were at Dodona, in Epirus, the land of the oak trees and the most ancient shrine, famous for its oracle, and at Olympia, where the Olympian Games were celebrated in his honor every fourth year. The Nemean games, held at Nemea, northwest of Argos, were also dedicated to Zeus. Zeus was the youngest son of the Titans Cronus and Rhea and the brother of the deities Poseidon, Hades, Hestia, Demeter, and Hera. According to one of the ancient myths of the birth of Zeus, Cronus, fearing that he might be dethroned by one of his children, swallowed them as they were born. Upon the birth of Zeus, Rhea wrapped a stone in swaddling clothes for Cronus to swallow and concealed the infant god in Crete, where he was fed on the milk of the goat Amalthaea and reared by nymphs. When Zeus grew to maturity, he forced Cronus to disgorge the other children, who were eager to take vengeance on their father. Zeus henceforth ruled over the sky, and his brothers Poseidon and Hades were given power over the sea and the underworld, respectively. The earth was to be ruled in common by all three. Beginning with the writings of the Greek poet Homer, Zeus is pictured in two very different ways. He is represented as the god of justice and mercy, the protector of the weak, and the punisher of the wicked. As husband to his sister Hera, he is the father of Ares, the god of war; Hebe, the goddess of youth; Hephaestus, the god of fire; and Eileithyia, the goddess of childbirth. At the same time, Zeus is described as falling in love with one woman after another and resorting to all kinds of tricks to hide his infidelity from his wife. Stories of his escapades were numerous in ancient mythology, and many of his offspring were a result of his love affairs with both goddesses and mortal women. It is believed that, with the development of a sense of ethics in Greek life, the idea of a lecherous, sometimes ridiculous father god bec ame distasteful, so later legends tended to present Zeus in a more exalted light. His many affairs with mortals are sometimes explained as the wish of the early Greeks to trace their lineage to the father of the gods. Zeus's image was represented in sculptural works as a kingly, bearded figure. The most celebrated of all statues of Zeus was Phidias's gold and ivory colossus at Olympia. The standing nude youth (kouros), the standing draped girl (kore), and the seated woman. All emphasize and generalize the essential features of the human figure and show an increasingly accurate comprehension of human anatomy. The youths were either sepulchral or votive statues. Examples are Apollo (Metropolitan Museum), an early work; Strangford Apollo from L?mnos (British Museum, London), a much later work; and the Anavyssos Kouros (National Museum, Athens). More of the musculature and skeletal structure is visible in this statue than in earlier works. The standing, draped girls have a wide range of

With close reference to language examine how fitting a close Act 5 scene II forms to the play Essays

With close reference to language examine how fitting a close Act 5 scene II forms to the play Essays With close reference to language examine how fitting a close Act 5 scene II forms to the play Paper With close reference to language examine how fitting a close Act 5 scene II forms to the play Paper the Queen Gertrude and Claudius himself are dead. These characters meet their end either through carnal, bloody, and unnatural acts, accidental judgements, casual slaughters or Of deaths put on by cunning and forcd cause. When Hamlet puts Denmark in the hands of Fortinbras and dies on the throne, he is bringing an end to all the corruption that Denmark suffered during Claudiuss reign. Hence we see that Act 5 scene ii, is a fitting close to the play Hamlet because, all the relationships, corruption and plotting that had begun in the beginning of the play has come to a halt, and has ended. We are given a last insight into the characters of Claudius and Gertrude, in their dying lines. O my dear Hamlet! The drink, the drink! I am poisond. We see her love for her son Hamlet. And her loyalty toward Claudius, even while on her death bed she wont give away his secret; that he has poisoned the wine to kill Hamlet. O yet defend me, friends. I am but hurt. Very characteristic of Claudius, who was possessive of the power and authority he had gained by killing his brother. He is so possessive of the power and authority that he is not willing to give it up, even when he is dying. The most important element that makes this scene a fitting close to the play is the restoration of order into the troubled state of Denmark. In his dying speech Hamlet hands over Denmarks Sovereignty to Fortinbras. This would have put the Elizabethan audiences mind at rest, as they strongly believed in order; and considered it extremely essential in the running of a country.

Jane Austen Essay Example | Topics and Well Written Essays - 2000 words

Jane Austen - Essay Example In the society in which Jane lived, the only aspiration of a young girl is to get married. So Jane Austen selects the theme of marriage in all her novels. Even Emma ends in the celebration of three marriages. Jane Austen's novels are called drawing room novels. Emma is a typical drawing room novel. Almost all incidents in the novel take a place in the drawing room of Emma. Emma Woodhouse is the daughter of a valetudinarian. Her governess Miss Taylor assumes the role of a guide and friend to her in moments of loneliness. Jane Austen's 1816 novel, Emma reflects the detail of nineteenth century England and therefore the values of the context in which it was written. The setting of Emma is that of the world in which Austen lived. The text explores the themes and values of romance and marriage, social order, feminism and moral dimension. Austen has employed several techniques in order to convey these, such as literary context and social microcosm, satire and a number of narrative techniqu es. Austen provides exploits the contrast between how things seem to be and how they really are through these literary techniques. Austen typically writes novels that focus on social conventions. Her societies demonstrate these conventions are collapsing as the world is evolving and that what people believe to be conventional is really eroding. Characters of fortune and education who speak in accordance with the rules of pragmatics and social decorum are, in turn, rewarded through matrimonial bonds with characters of similar communicative merit. Gubar notes, â€Å"There is always the sense too that we owe to her narrator's art the significance with which such scenes are invested:

Internet for Business Essay Example | Topics and Well Written Essays - 2000 words

Internet for Business - Essay Example The client needs the site to reflect the activities of the company. The company provides a list of services and has executed projects across the world in various locations. They expect to put in the following points on the website of the company. All these need to be represented and any inconsistencies in the pages need to be cleared. Ideally try to adopt to the web standards as much as possible and make a usable and user friendly site. The client wants all these to be represented in his website organized in an appropriate manner so that it is impressive. Based on the requirements, functionalities listed down and on the contents briefed earlier, the site needs to be revised. The structuring of the site will be as follows in order to fulfill the requirements of the client: 1. The home page will have a top level menu and a secondary menu. Top level menu will outline Solutions offered by the company, About Us and Contact Us while the secondary menu will list the services offered. Security level of the site need to be at the normal level and a higher security is not needed since there is no confidential data maintained in the site. The data that is available for the general consumption is displayed. However, hacking of the site by any third party should be adequately protected. To this extent, the site has to be protected by the administrator. 2.6 Time Line In order to make these changes

Encyclopedia Britannica Inc Essay Example for Free

Encyclopedia Britannica Inc Essay By the time Britannica’s top management decided to stop producing bound sets of the iconic encyclopedia, the company had made sweeping changes to put itself at the forefront of the online education market. ne year ago, my announcement that Encyclopà ¦dia Britannica would cease producing bound volumes sent ripples through the media world. Despite the vast migration of information from ink and paper to bits and screens, it seemed remarkable that a set of books published for almost a quarter of a millennium would go out of print. But in our Chicago offices this wasn’t an occasion to mourn. In fact, our employees held a party the day of the announcement, celebrating the fact that Britannica was still a growing and viable company. They ate the print set—in the form of a cake that pictured the 32-volume, 129-pound encyclopedia. They displayed 244 silver balloons—one for each year the encyclopedia had been in print. They toasted the departure of an old friend with champagne and the dawning of a new era with determination. We had no need for a wake because we weren’t grieving. We had known for some time that this day was coming. Given how little revenue the print set generated, and given that we had long ago shifted to a digital-first editorial process, the bound volumes had become a distraction and a chore to put together. They could no longer hold the vast amount of information our March 2013 Harvard Business Review 2 This article is made available to you with compliments of Jorge Cauz. Further posting, copying or distributing is copyright infringement. How I Did It Britannica Then and Now customers demanded or be kept as up-todate as today’s users expect. The reaction to our announcement was interesting and varied. Some people were shocked. On Twitter, one person wrote, â€Å"I’m sorry I was unfaithful to you, Encyclopedia Britannica, Wikipedia was just there, and convenient, it meant nothing. Please, come back!† Of course, we didn’t need to come back, because we hadn’t gone away and weren’t about to. But although most people seemed to know what was happening, some misunderstood. Commentators intimated that we had â€Å"yielded† to the internet. In fact, the internet enabled us to reinvent ourselves and open new channels of business. Reports cited Wikipedia as a disruptive force. In fact, Wikipedia helped us sharpen our business strategy. Our content model was dismissed as â€Å"vintage,† but it is actually anything but: We update our content continually, with community input, reaching tens of millions of people every day—and they pay for it. I relished the irony. If you relied on free, gossipy online channels to understand why we were ending the print edition, you got what you paid for: some jokes, some inaccurate observations about the state of our business, and maybe a 20% chance of seeing â€Å"Encyclopà ¦dia Britannica† spelled correctly. You may not have learned that by the time we stopped publishing the print set, its sales represented only about 1% of our business, that we have an increasingly significant presence in the K–12 digital learning space, and that we’re as profitable now as we’ve ever been. Whatever ripples the announcement may have made, from a business perspective the decision itself was a nonevent. It was just the final phase of a carefully planned strategic transition that had been 35 years in the making.

Necessary Sacrifice in The Lottery, by Shirley Jackson Essay -- The Lot

When Shirley Jackson first published her short story â€Å"The Lottery,† it caused a great deal of controversy. It warranted high critical acclaim, but it also brought threats to Jackson’s life. The public was outraged that she would write such a violent story, which ended with the unmerciful killing of an innocent woman. The violence in response to the story ironically reflects the violence within, and reveals a darker, yet necessary, part of the human psyche. The characters in â€Å"The Lottery† require the violent ritual to live peaceful and happy lives. The violent tradition is beneficial to the town’s people because it supports a healthy group psychology, is a conditioned behavioral norm for every generation, ensures the majority’s well-being, and is integrated into their religious belief. The town’s collective mental state is kept in balance by holding a lottery each year. Human beings are capable of great things, but interlaced with the possibility for greatness is a capacity for destruction. David Livingston Smith, a professor of philosophy and the director of the Institute for Cognitive Science and Evolutionary Psychology at the University of New England, discusses man’s history in his book The Most Dangerous Animal: Human Nature and the Origins of War. He admits, â€Å"[Human beings’] noble achievements are only half the picture. They exist side by side with an array of less appealing characteristics,† (41). Violence and cruelty amongst the species is part of our most basic human nature and has proved to be unavoidable throughout history. A prime example of the capabilities of man against itself is the Holocaust, which has been theorized to be the symbolized subject of Jackson’s story. However, â€Å"The Lottery† shows a healthy, structu... ...eration, the majority’s welfare, and an adopted religious belief. Works Cited Cooley, Charles Horton. Human Nature and the Social Order. New York: Schocken Books, 1964. Print. Hoffman, Louis, John L. Hoffman, Joy L. S. Hoffman, and Heatherlyn P. Cleare-Hoffman. "Culture, Religion, and Spirituality: How Spirituality Saved Religion." The Healing Power of Spirituality: How Faith Helps Humans Thrive. Santa Barbara (Calif.): ABC-Clio, 2010. Print. Smith, David Livingstone. The Most Dangerous Animal: Human Nature and the Origins of War. New York: St. Martin's Press, 2007. Print. Smith, Joanne R., Michael A. Hogg, Robin Martin, Deborah J. Terry. "Uncertainty And The Influence Of Group Norms In The Attitude-Behaviour Relationship." British Journal Of Social Psychology 46.4 (2007): 769-792. Psychology and Behavioral Sciences Collection. Web. 12 Apr. 2012. Necessary Sacrifice in The Lottery, by Shirley Jackson Essay -- The Lot When Shirley Jackson first published her short story â€Å"The Lottery,† it caused a great deal of controversy. It warranted high critical acclaim, but it also brought threats to Jackson’s life. The public was outraged that she would write such a violent story, which ended with the unmerciful killing of an innocent woman. The violence in response to the story ironically reflects the violence within, and reveals a darker, yet necessary, part of the human psyche. The characters in â€Å"The Lottery† require the violent ritual to live peaceful and happy lives. The violent tradition is beneficial to the town’s people because it supports a healthy group psychology, is a conditioned behavioral norm for every generation, ensures the majority’s well-being, and is integrated into their religious belief. The town’s collective mental state is kept in balance by holding a lottery each year. Human beings are capable of great things, but interlaced with the possibility for greatness is a capacity for destruction. David Livingston Smith, a professor of philosophy and the director of the Institute for Cognitive Science and Evolutionary Psychology at the University of New England, discusses man’s history in his book The Most Dangerous Animal: Human Nature and the Origins of War. He admits, â€Å"[Human beings’] noble achievements are only half the picture. They exist side by side with an array of less appealing characteristics,† (41). Violence and cruelty amongst the species is part of our most basic human nature and has proved to be unavoidable throughout history. A prime example of the capabilities of man against itself is the Holocaust, which has been theorized to be the symbolized subject of Jackson’s story. However, â€Å"The Lottery† shows a healthy, structu... ...eration, the majority’s welfare, and an adopted religious belief. Works Cited Cooley, Charles Horton. Human Nature and the Social Order. New York: Schocken Books, 1964. Print. Hoffman, Louis, John L. Hoffman, Joy L. S. Hoffman, and Heatherlyn P. Cleare-Hoffman. "Culture, Religion, and Spirituality: How Spirituality Saved Religion." The Healing Power of Spirituality: How Faith Helps Humans Thrive. Santa Barbara (Calif.): ABC-Clio, 2010. Print. Smith, David Livingstone. The Most Dangerous Animal: Human Nature and the Origins of War. New York: St. Martin's Press, 2007. Print. Smith, Joanne R., Michael A. Hogg, Robin Martin, Deborah J. Terry. "Uncertainty And The Influence Of Group Norms In The Attitude-Behaviour Relationship." British Journal Of Social Psychology 46.4 (2007): 769-792. Psychology and Behavioral Sciences Collection. Web. 12 Apr. 2012.

Conservatism Is Merely A Ruling Class Ideology

Conservatism has three strands: Traditional, New Right and Post New right conservatism. It serves in the interest of the rich and powerful and it serves in the interest of every social class, including the poor. Marxists in particular would argue that conservatism is a class based ideology. They would also argue that ideologies reflect the interest of a particular class. Burke was a traditional conservative and he believed in the organic state. Traditional conservatives are motivated by the organic state they believe that the society is a living entity, rather than a mechanism. They consider society as a pyramid and command structure, which serves in the interest of the rich because society is fixed and the rich will always be at the top. Society can never have social equality because of hierarchy. They do not believe in meritocracy and individualism, they believe that society is more important than the individual, therefore they believe in collectivism. People may believe that the ideology is good but in reality it is not because people do not have rights they have duties and conservatives only recognize equality of status. Socialists believe in economic equality, this is the only equality that does not keep people down. Conservatism was reaction against Liberalism (French revolution). Burke was against the French revolution. Disraeli was also motivated by class interest. He introduced One-nation conservatism, which was about keeping social cohesion between the rich and the poor. Disraeli gave the vote to the urban working class male because if he did not the Liberals would have done so. Burke once said that he ‘the palace is not safe when the cottage is not happy' meaning that the rich are not happy when the poor are not satisfied. If the poor is not satisfied then there will not be social stability, because there will be a revolution. Burke introduced social reforms to stop a revolution. Randolph Churchill formulated ‘Tory democracy' which stated that in order to gain the support of the working-class they have to develop the empire by making them believe in it. They did not want to do too much for the poor, but rather to help them enough to keep them happy. Conservatives voted against the NHS, which was brought in by Labour, because it is a ruling class ideology. They only decided to accept the NHS because they are pragmatic and they did not believe in nationalized industries because it took power away for the poor. They believed in the mixed economy. They disliked nationalization and wanted to privatize most nationalized businesses. They introduced the minimum wage and it was popular and a vote winner. In 1979, Thatcher became Prime Minister and she also served the interest of the rich. She privatized industries such as British telecom, British railways. Liberal New right believed in and rolling back the state, hence the belief in laissez-faire economics. They believed in the non-interventionist state, that the state will not intervene in the economy to help the poor. For example: the Battle of Orgreaves, the miner's strike; the government refused to subsidize what they called the uneconomic picks. Thatcher setup grant maintained schools which got more money. Schools were a two tier system and the ‘better-off' benefited from this. This basically suggests that Thatcher reeks of the rich. Society was more differential because people had more respect. Disraeli introduced one-nation conservatism, and he was genuinely concerned about the poor, evidenced in his quote, ‘there is a gap between the rich and the poor' and his Crystal Palace speech. Disraeli detested capitalism because it creates inequality and exploits workers. He did what he had to do to stop a revolution, the invention of One-nation. Burke believed in the organic state and this was not just about the rich and the poor, as a traditional conservative he believed that everyone should be valued equally. The whole of the ideology was paternalistic meaning that conservatism like a father cares for the people, not just in the interest of the rich. This is confirmed in the quote, â€Å"Society is a partnership between†¦ † it suggests that we are all valuable. All traditional conservatives believe in social reforms because of the rule of One-nation. In Harold Macmillan's ‘Middle Way' (1938), he advocates the mixed economy. After the WWII, they realized that there was a new way to help the poor by accepting the welfare state, they also accepted Keynesianism by reflate the economy. Conservatives were very Keynes on grammar school, after all Thatcher went to a Grammar school. As Liberal New right Thatcher believed I meritocracy, individualism and embourgeoisement. Individualism means you can make it and meritocracy means that you can make it on merit. For example, selling councils houses; buying it means that it is now our property, owned democracy. People could buy shares, share owning democracy, not just the rich and the powerful, but also the poor. Post-New right, neo-liberal leaders: Hague, Smith, Major, Howard and Cameron, all have business interest. Cameron has adopted and fused neo-liberalism with elements of One-nation. Cameron believes in social responsibility. This means that society has to work together to look after and care for each other, however if we care for each other the government will not help us. For example: Jamie Oliver; it was not the government that improved school dinners. Social responsibility is a way of saying ‘rolling back the state', Cameron uses One-nation rhetoric, though he still wants a smaller state, he does not want to regulate the state. He wants to take politicians out of the NHS. He fused neo-liberal elements and one-nation because he cares about the economy, example targeting families who have to pay child-minders; instead they pay money to family relatives to look after your children. This is One-nation because keeps social cohesion. In 1979, the working-class voted Thatcher in because in 1983, the Conservatives promised that people could buy council houses and Labour said they would nationalize the banks. Thatcher would win because she had taken on the Falklands war and found victory.

Why Teachers Should Have Guns - 798 Words

There was a fire in the science class room today. Luckily the teacher had fire extinguishers in the class room which, stoped the fire in a few minutes. Should the school call the fire department and do nothing causing people to get hurt? Or should the teacher stop the fire? Of course the teacher should of stop the fire with a fire extinguisher. By stopping the fire it did not get bigger worse and no one got hurt. There was a kid brought a gun into school today and, pulled out during class. Luckily the teacher had a gun in the class room which stopped the kid in a few minutes. Should the school call the police department and, do nothing causing people to get hurt? Or should the teacher of stop the shooter? Of course the teacher should of stop the shooter. By stopping the shooter it did not get worse and no one got hurt. Teachers should have guns in school to protect the students. Part of the reason why teachers should have guns is what causes school shootings. What is the cause scho ol shootings? Who is to blame? Is it the broken homes, the lack of god or, the fact that there is to many guns? â€Å"Should we blame the government or blame society or should we blame the images on TV?† The thing to blame is fear. Everyday America lives in fear of each other and everything. They fear each other because of their skin, religion and where they live. A foot ball player from Missouris said â€Å"I mean, people were looking at us like we were aliens.† They were looking at him because theyShow MoreRelatedShould School Guns A Weapon Of Self Defense?1000 Words   |  4 PagesThe debate of whether or not teachers should be allowed to carry guns in school is very heated and continues to dilemma the minds of many. However, both the supportive and opposing parties have good grounds that can be used to choose. 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