The Pre-columbian American Peoples in the Pacific Northwest Essay Example

The Pre The Pre-columbian American Peoples in the Pacific Northwest Essay The Pre-columbian American Peoples in the Pacific Northwest Essay Essay Topic: North By Northwest At the time when the Europeans were on a mission to colonize America, the people of America had a resilient culture. It has been statedthat the resilient culture must have resulted from the longtime interaction with their environment. Most aspects of culture are attributedto the environment in such a way that people develop norms or modes of behavior that rhyme with their immediate environment. The longer the people remain in a less dynamic environment, the more resilient a culture is bound to be. The cultural influences identified in the article authored by Kisciza include networks and the trading networks. Routine interaction with the environment is an important factor that ensures the people enhance intimacy with the environment. Ethnicity has been identifiedas a primary factor that divided the people of America and this also reflected in specific aspects of culture. What is One Example of Cultural Exchange during the Settlement of North America The European who visited America in the Pre-Hispanic period did not appreciate the cultural practices of the natives. European explorers often mistook the nativecultural practice with naivety rather than nativity. It was further documentedthat the nativesgradually adopted the influences brought by the Europeans. This marked a gradual erosion of thenative culture as well as the adoptionof a new culture. When the Europeans settled in America, their persistence ensured that the cultural resilience of the nativeswas broken. For instance, the settlement of the European missionaries and explorer was responsible for the penetration of reading and writing in America. The entrance of the Europeans was facedwith resistance due to cultural resilience among the native societies. However, the interaction of the Europeans and the natives had different outcomes depending on aspects such as ethnicity. Variouscultural orientations have a differentperception when it comes to adoption of different cultures. Equally, cultures might have varyingdegrees of resiliencein assimilating new cultures. The Native American societies must have exhibited similar traits as they responded differently to the interactions with the Europeans. The difference in the outcomes of the interactions between the natives and the Europeans was also due to the different approaches used by the Europeans. European countries also had different cultures which imply that the application of their rule in Native America was also different. Some Europeans assimilated the natives in their settlement hencethe natives had to learn and live the European way. Possibly this was the most effectiveway of overcoming cultural resilience among the natives. On the other hand, other Europeans used force against th e natives, which included eviction. To some extent, such forces must have contributed to the toughening of nativecultural resilience. Another form of cultural resiliencethat can be identifiedin the article is the resistanceexhibited by the Europeans (Kicza). When the early European settlers went to America, they traveledalong with their culture. They were determined to break the resilience of the native culture but at the same time remained persistent to their culture. The Europeans were reported to have used all means to ensure that the nativeculture was erodedat the expense of the European culture. The situation proves that cultural resilience is a factor of cultural appreciation. In some way,it can also be termedas cultural ego where people of a particularculture recognize their culture as the best and irreplaceable. The Native Americans did not have the same cultural belief thus their resilience gradually broke down. Reference Kicza, J. E. (n.d.). Resilient Cultures.

Definition and Examples of Degree Modifiers in English

Definition and Examples of Degree Modifiers in English In English grammar, a degree modifier is a word (such as very, rather, fairly, quite, somewhat, pretty, sort of, and  kind of) that can precede adjectives and adverbs to indicate the degree or extent to which they apply. Also known as a  degree adverb(ial) and a degree word. The degree modifiers are adverbs that normally modify gradable words and answer the question How? How far? or How much? See Examples and Observations below. Also see: Adverb of EmphasisDowntonerIndirectnessIntensifierModification Modifier and  Premodifier QualifierSubmodifierTotally Overworked WordsVerbal Hedge Examples and Observations The good thing about Camp Catoctin was that it was  pretty small  overall. It was fairly easy to find your way around, even in the dark.(Beth Harbison, Thin, Rich, Pretty. St. Martins Press, 2010) Susie Van Berg was  awfully pretty, and  awfully kind.(Patricia Wentworth, Outrageous Fortune, 1933)Young love is a flame; very pretty, often very hot and fierce, but still only light and flickering. The love of the older and disciplined heart is as coals, deep-burning, unquenchable.(Henry Ward Beecher, Notes from Plymouth Pulpit, 1859)I addressed a question to him but he shook his head without speaking and gave me a  sort of sad smile- a lost world of a smile.(Lawrence Durrell, Tunc, 1968) His uniform was  a little too big, his black shoes a little too shiny, the crease in his troopers hat a little too perfect.(Scott Smith, A Simple Plan. Knopf, 1993) When a man asks himself what is meant by action he proves that he isnt a man of action. Action is a lack of balance. In order to act you must be somewhat insane. A reasonably sensible man is satisfied with thinking.(Georges Clemenceau, 1928) Intensifiers and DowntonersAdverbs of degree describe the extent of a characteristic. They can be used to emphasize that a characteristic is either greater or less than some typical level: Its insulated slightly with polystyrene behind. (CONV) They thoroughly deserved a draw last night. (NEWS)Degree adverbs that increase intensity are called amplifiers or intensifiers. Some of these modify gradable adjectives and indicate degrees on a scale. They include more, very, so, extremely. . . .Degree adverbs which decrease the effect of the modified item are called diminishers or downtoners. As with intensifiers, these adverbs indicate degrees on a scale and are used with gradable adjectives. They include less, slightly, somewhat, rather, and quite (in the sense of to some extent.) . . . Downtoners are related to hedges (like kind of). That is, they indicate that the modified item is not being used precisely. . . .Other degree adverbs that lessen the impact of the modified item are almost, nearly, pretty, and far from.(Douglas Biber, Susan Conrad, and Geoffrey Leech, Longman Grammar of Spoken and Written English. Pearson, 2002) Context Dependency of Degree ModifiersDegree modifiers . . . give specifications of degree concerning  the adjectives they modify. Adverbs such as very, extremely, absolutely  scale  adjectival properties upwards,  whereas other adverbs, such as slightly, a little, somewhat scale adjectival properties downwards. Rather, quite, fairly, and pretty set the qualities that gradable adjectives denote to a moderate level. Along with moderately and relatively, these degree modifiers are known as moderators (Paradis 1997).Like most degree modifiers,  rather, quite, fairly, and  pretty  are typologically unstable because they do not always neatly fit in the functional categories that linguists have assigned them. For example, quite is likely to be interpreted as a maximizer when it modifies an extreme/absolutive adjective (this novel is quite excellent) or a telic/limit/liminal adjective (quite sufficient), but it is likely to be a moderator when it modifies a scalar adjective ( quite big) (Paradis 1997:87). Past research has shown that context dependency  between adverbs and adjectives is not always decisive. It is often impossible to decide whether quite is a maximizer or a moderator. For example, quite is ambiguous when it modifies the adjective different (Allerton 1987:25). . . . Similarly, rather, pretty, and fairly can scale upwards or downwards . . ..(Guillaume Desagulier, Visualizing Distances in a Set of Near-Synonyms: Rather, Quite, Fairly, and Pretty.  Corpus Methods for Semantics: Quantitative Studies in Polysemy and Synonymy, ed. by  Dylan Glynn and Justyna A. Robinson. John Benjamins, 2014) Positioning Degree Modifiers- The word quite [as in the phrase The quite white house] belongs to the word class degree modifier.  A degree modifier is positioned  relative to an adjective, irrespective of the surrounding words, just as the article the is positioned relative to a noun, irrespective of the surrounding words. We can understand this by saying that quite and white are in the same adjective phrase, and that a degree modifier must come at the beginning of an adjective phrase.(Nigel Fabb, Sentence Structure, 2nd ed. Routledge, 2005)- Youre either very modest or  quite stupid. Take your choice.†(May Sarton, Anger, 1982)   The Fixed Class of Degree Words[An] example of words that dont fit neatly into one category or another is degree words. Degree words are traditionally classified as adverbs, but actually behave differently syntactically, always modifying adverbs or adjectives and expressing a degree: very, rather, so, too. This is a relatively fixed class and new members do not enter it frequently.(Kristin Denham and Anne Lobeck, Linguistics for Everyone. Wadsworth, 2010)

Castle Bingo Essay Example | Topics and Well Written Essays - 2000 words - 4

Castle Bingo - Essay Example The concern is on the two types of the customer that is off line based on attending clubs and on line gamers based on internet and their web sites. The findings from the research are that Castle Bingo online web site concentrates on the information based on the club information. The current location for the main club is favored mostly especially on the by the focusing groups but their experience is expected towards the current location of the sites for the new facilities. The main concern is that the offline and online castle leisure is to focus on the effective marketing research program. Clearly, there is a feeling of the focus group members that the current contract of leisure in problem. This is perceived from the work against all the sports for all the members and the promotion including the management which is mostly concerned with the targeting group. Improving the quality of the on going centers in better location would encourage the current users on the improvement on effective marketing programs though these issues would be addressed in the management teams. Most of the people urge that the council should use its funding including the tax from the councils to provide sports and other services in order to make the marketing research effective and efficiency. The decisions of the managers in Castle Bingo are based on the benefits of the company as a whole but not on the side of the individuals. Castle leisure researches interviewed a representative samples targeting 1000 people from the city using an agreed questionnaire. The studies were concerned with 10 locations for researcher where by the sample sizes were formulated: The following analysis reefers to the total sample of 1020 including the sub groups of the sample based on the location of the interview, age and sex. This usually means that concern is on the basis of justifying the analysis of at least 50 though the

Strengths and Weaknesses of Genetic Testing Term Paper

Strengths and Weaknesses of Genetic Testing - Term Paper Example It has the ability to detect the problem precisely and bears a huge potential. Advancements in the field would bring a great future in the medical care. However, some societal responses towards the genetic testing are not entertaining. Genetic testing is basically a most modern technique of checking genetic disorders in which direct enzymes and other proteins have been taken. Genetic testing is used for various reasons that are career screening, pre implantation genetic diagnosis, prenatal diagnostic testing, newborn screening, genealogical DNA test, predictive and pre symptomatic testing, forensic testing and parental testing. There are various types of genetic testing that are newborn screening, diagnostic testing, carrier testing, prenatal testing, pre implantation genetic diagnosis, predictive and pre symptomatic test, forensic testing, parental testing, research testing and pharmacogenomics. Newborn screening test is done just inspection of DNA molecule, proteins and definite metabolites have been taken for the detection of hereditary diseases such as genotypes, mutation and phenotypes. Biochemical tests are also included in genetic testing in which microscopic testing of stained or fluorescent chromosomes and gene product as after the birth of baby for checking genetic disorder phenylketonuria (mental illness) and congenital hypothyroidism (disorder of thyroid gland). Diagnostic test is a genetic testing can be done in a whole life of a person. It is done when physical mutation and its symptoms appear. Carrier testing is done to check in both of the parents who carry genetic mutation and after checking that the tests give information regarding the risk of having a child with the same genetic mutation. Prenatal testing is done before the birth of child. It detects transformations in fetus genes before the birth of child. After this test people gets information regarding the risk to having baby. In addition, after that test they decide whether to give birth to baby or abort. Preimplantation genetic diagnosis is done on human embryos in vitro fertilization process. Predictive and presymptomatic testing is done to check that type of genetic mutations that appear after birth such as cancer (Sequeiros and Guimaraes, 2008). In predictive testing, the tests give information regarding the developing chances of the same mutation, which your ancestors (genes) have but not find in you while testing. In presymptomatic test, the test give information that genetic mutation will appear in the person or not. Forensic tests are done for recognizing the person uses DNA sequences such as for catching the thief and for creating relationships among people e.g. paternity. Parental testing is used for recognizing the similar inheritance pattern among related individual by using DNA markers. Moreover, through these DNA markers u can easily test the parent individually. Re search testing is done to know that how genes work. Pharmacognomics test is done for checking the changing in genes after using drugs. A normal human may have 20,000 to 25,000 genes in their genomes. A little mutation in the genes may result in cancer or could be as little as retardation (Imgargano, 2009). Genetic testing has many types. Among these types, the commonly known is the parental genetic testing, which involves the detection of any genetic mutation before the birth of the child. However, the detection method is quite risky and can be a reason for the miscarriage. Introduction: Genetic testing is the possible future tool for the medical care. If advantages are considered, the genetic testing may be a helpful tool in recognizing a person’

High School and Personality Traits Essay Example for Free

High School and Personality Traits Essay Directions: Read the following questions and write the answers on a separate sheet of paper. Include the question as part of your response. Use COMPLETE sentences—do not use fragments or incomplete thoughts. Use DETAIL in your responses. â€Å"None, nothing, I don’t know, etc.† are inadequate responses. Your goal is to give me as much information about yourself as possible! 1. Who was your English teacher last year? Describe both your successes and difficulties in the class. 2. What is your full name? Are you named after someone in your family? 3. When and where were you born? How old are you now? 4. Describe three members of your immediate family—be specific by detailing names, ages, physical characteristics, and personality traits. 5. In what places have you lived? 6. Who is your best friend and why is that the case? Describe him/her—be specific by detailing names, ages, physical characteristics, personality traits. 7. Describe any pets you have/have had/desire to have. If you could be any animal, what would you be and why? 8. Describe what you like to do in your spare time, and on weekends. 9. What is your favorite TV program(s)? Why? What kind of music do you like? 10. Where have you traveled or would like to travel? Describe what draws you to that particular place and why. 11. Describe your particular talents. What do you do well? 12. Do you want to go to college? Which one? What career do you hope to pursue when you are an adult? Why? What are you doing now to prepare yourself for these goals? 13. What do you like best about school? What do you like least about school? 14. What extracurricular activities are you involved in at school or outside of school? 15. Describe any other interesting aspect(s) of yourself. CLASS COPY!DO NOT WRITE ON THIS! Detailed Biography Directions: Read the following questions and write the answers on a separate sheet of paper. Include the question as part of your response. Use COMPLETE sentences—do not use fragments or incomplete thoughts. Use DETAIL in your responses. â€Å"None, nothing, I don’t know, etc.† are inadequate responses. Your goal is to give me as much information about yourself as possible! 1. Who was your English teacher last year? Describe both your successes and difficulties in the class. 2. What is your full name? Are you named after someone in your family? 3. When and where were you born? How old are you now? 4. Describe three members of your immediate family—be specific by detailing names, ages, physical characteristics, and personality traits. 5. In what places have you lived? 6. Who is your best friend and why is that the case? Describe him/her—be specific by detailing names, ages, physical characteristics, personality traits. 7. Describe any pets you have/have had/desire to have. If you could be any animal, what would you be and why? 8. Describe what you like to do in your spare time, and on weekends. 9. What is your favorite TV program(s)? Why? What kind of music do you like? 10. Where have you traveled or would like to travel? Describe what draws you to that particular place and why. 11. Describe your particular talents. What do you do well? 12. Do you want to go to college? Which one? What career do you hope to pursue when you are an adult? Why? What are you doing now to prepare yourself for these goals? 13. What do you like best about school? What do you like least about school? 14. What extracurricular activities are you involved in at school or outside of school? 15. Describe any other interesting aspect(s) of yourself.

B. F. Skinner Essays -- Psychology Psychological Skinner Essays

B.F. Skinner   Ã‚  Ã‚  Ã‚  Ã‚  B.F. Skinner was one of the most influential theorists in modern psychology. His work was very important and has been studied by many for years. Skinner was a very straightforward man and a very educated man. His theories have helped mankind in many ways. He has studied the behavior patterns of many living organisms. Skinner was a well-published writer. His work has been published in many journals. He also has written many books on behaviorism. His most important work was the study of behaviorism.   Ã‚     Ã‚  Ã‚  First began by John B. Watson, behaviorism is one of the most widely studied theories today. B.F. Skinner and His Influence in Psychology B.F. Skinner was one of the most famous of the American psychologists. He was born in Pennsylvania in 1904. Skinner was the father of modern behaviorism. Skinner did not get into psychology until he was in graduate school at Harvard. He was driven to Psychology after reading about the experiments of Watson and Pavlov. He received his doctoral degree in three years and taught at the University of Minnesota and the University of Indiana and finally returned to his alma mater at Harvard. Skinner contributed to psychological behaviorism by performing experiments that linked behaviors with terms commonly used to describe mental states. Skinner was responsible for some famous experiments such as the â€Å"Skinner box†. Skinner also wrote some very famous books. One of them was â€Å"The Behavior of Organisms†. This book describe s the basic points of his system. Another was Walden Two. This book describes a utopian society that functions on positive reinforcement. Skinner was a very productive person until his death in 1990 at the age of 86.   Ã‚  Ã‚  Ã‚  Ã‚  Behaviorism is a school of thought in psychology that is interested in observable behavior. Skinner said, â€Å"Behaviorism is not the science of human behavior; it is the philosophy of that science.â€Å" There are various types of behavior, such as innate behavior. Innate behaviors are certain behaviors that we are born with, such as eating when we are hungry and sleeping when we are tired. Early Life Burrhus Frederic Skinner was born in Susquehanna, Pennsylvania on March 20, 1904 to William Arthur and Grace Madge Skinner. Skinner also had a younger brother named Edmond James Skinner, born November 6, 1906. At the young age of sixteen, Edmond died of a cerebral aneurysm. .    .. ...nd that behavior is modifiable.   Ã‚  Ã‚  Ã‚  Ã‚   In another of Skinner’s famous works he talks about his three-part thesis on human behavior. He believed that biology, genotype, and conditioning all work together in natural selection and in the development of social environments. His life was going very well, He had a good family, two children and wife. He also had a good job teaching Psychology at his alma mater, Harvard University. Before his death in 1990 when he died at the age of 86 of leukemia that he had contracted when he was younger. Even when he was dying he still delivered a paper to the American Psychological Association. His work and theories always will be looked at and studied. B.F. Skinner was one of the most important American psychologists ever. He was known as the father of operant conditioning. Skinner’s experiments have paved the way for many ideas and theories that may be developed by future generation psychologists. He was responsible for writing many books that also have he lped in understanding behaviorism. He tried to explain how human behavior would change if the environment were manipulated. In my opinion, Skinner was one of the most well known psychologists.

What Extent Can Racism Be Prevented in Society

To what extent do you think racism can be prevented in society? Racism has long been a critical issue in our society and while many measures have been taken to prevent racism, it is a controversial issue as to whether racism can really be eliminated. Many are confident that racism can be prevented, while others are not as convinced. Hence, my topic for this essay is to discuss the extent to which racism can be prevented. Perception is the ability to see, hear, or become aware of something through our senses. It's a way of regarding, understanding and interpreting something.However while perception is an unavoidable part of our life, it has also been said to encourage racism. It is said to encourage racism through two aspects; visual and auditory perception. Firstly, visual perception is our ability to see while auditory perception is our ability to hear. Both are natural abilities that we are born with and we use them on a daily basis but yet, it can be a dangerous tool. For example, when people see a â€Å"black† person, they may immediately respond by thinking that they are inferior, because society has influenced them to think that way.Similarly, when people hear someone with an African accent, that person can be subjected to racism because we have been influenced to think that Africans are an inferior race. In both cases, visual and auditory perception has aided in us to be racist! Another issue is that to stop racism, we first must identify what is classified to be racist and what isn’t but how do we even begin to measure the severity of racist comments? For example, in the article, John Terry was accused for racist abuse against Ferdinand.While many believes that Terry is guilty of being racist, there also others that argues that Terry did not mean what he said as an insult but rather as a challenge to what he believed had been said to him. The chief magistrate believed that Terry was only repeating the words that he believed Ferdinand had a ccused him of saying. How do we judge what is considered to be racist and what isn’t? How do we begin to measure what is a â€Å"severe† racist comment and what can be let off? If someone only said racist comments to defend themselves because another erson is attacking them verbally, should they be let off? Lastly, who has the â€Å"power† to decide whether something is classified as racist or not? However, on another note, there is a number of ways that racism can be eliminated in our society. A lot of measures have been taken to prevent racism and many campaigns and petitions have been set up to challenge racism. This has resulted in increased awareness on the important issue of racism and society has really opened their eyes and started to think before they speak.Many people have become more careful when choosing their words to ensure that they do not offend anyone. Racist comments are so regarded with contempt that people who engage in racism are often criti cized severely by society and these people can even be imprisoned. Thus, this measure has also resulted in a decrease in racist cases in our society. However, in my opinion, while racist cases have decreased dramatically, I do not think that racism can ever be eliminated completely in society.Firstly, even though people who engage in racism can be imprisoned, this does not necessarily stop people from engaging in racism when they are alone or when they are with their close friends who share the same views as them. Furthermore, children who grow up in families that engage in racism will influence them to think that racism is okay and it is extremely difficult to change their way of thinking as its our word against their family’s. Due to the increased advancement of technology, it is also very easy for people to post racist comments anonymously, resulting in a whole new way of engaging in racism that is difficult to stop.Thus, I do not believe that racism can be eliminated enti rely, but I do believe that racism is a very serious issue and we should all play a part to try and decrease the number of racist cases in society. We should always do what we want others to do unto us, and I am sure that none of us would want to be judged based on our race. Most importantly, we should all play our individual role and to think twice before we speak and to understand that our tongue is a sharp tool, and what we say can affect someone’s life in ways that we do not understand.

I’M Not Scared Questions Essay

1. Read Niccolo Ammaniti’s epigraph by Jack London. Why has Ammaniti chosen to begin his novel with his novel with this quote? How does it illuminate what happens in the story? What is the literal and symbolic meaning in the novel about â€Å"falling into darkness†? Niccolo Ammaniti had chosen to start his novel with an epigraph by Jack London, this foreshadows that we’re going to read about a journey of discovering real evil and the loss of innocence. â€Å"He had fallen into darkness† the literal meaning of this part is Michele had fallen into a hole which is dark . The symbolic meaning is, he had stumbled into evil. 2. The novel opens with the scene in which Michele must choose between winning a race and helping his sister Maria. what conflicts and choices does this moment foreshadow? What is revealed about Michele’s character? The novel opens with the scene in which Michele contemplates between winning a race or helping his sister Maria. Michele choices to help his sister, this moment foreshadows the choices Michele must face. When Michele is confronted with Barbara pulling down her pants as a forfeit. Only Michele stands up for Barbara and tells Skull its not right. â€Å"Wait! I came last: I heard my voice saying†. This reveals to the reader that Michele is brave, compassionate and has self-respect. Michele is also very caring and protective of his sister † I didn’t like my sister being there†. 3. How does Ammaniti create and capture the atmosphere of childhood in his novel? What aspects of Michele’s way of seeing himself and the world indictate that he is a child? Ammaniti shows childhood through the eyes of Michele this is evident with the children’s gang’s mischievous and forfeits; this shows their concern and their innocence’s â€Å"Maria, you’ve made me lose the race!† the naive theories of the boy in the hole â€Å"Maybe the boy in the hole was my brother†¦. my sister and me†. Also the belief of ‘Monsters’ ‘Ogres’ and ‘Witches’ show us he is a young innocence child. 4. The novel is written twenty-one years later as Michele reflects back on the events of the summer of 1978. how can we tell this is true? What assumptions can be made in regards to how Michele’s life changes after that summer? The novel is written 21 years later we can tell this true when Michele says â€Å"Even after twenty-two years â€Å". Another indication that this is true is when he digresses about going to the snow.†About ten years later I happened to go skiing on the Gran Sasso†. This digression also suggest that he had left Acqua-Teverse, is better off, other assumptions that can be made are: The parents of the kidnapping would be sent to jail, The children of Acqua-Teverse would be traumatised. 5. Why does Michele identify with Filippo so strongly? Michele’s ability to empathise with Filippo was so strong because they both share the same pain of losing their innocence; Michele finding out his father is the real evil and Filippo been treated inhumanely and kidnapped. Their both young nine year old boys who share the same interests. 6. At one point Michele’s father tells him to â€Å"Stop all this talk about monsters†¦Ã¢â‚¬ ¦ Monsters don’t exist. Its men you should be afraid of, not monsters†.(page49) In what ways does the novel itself prove the statement to be true? This statement is ironic coming from Pino Michele’s father â€Å"It’s men you should be afraid of† is wise advice to Michele but he learns its the hard way. Its his father who is the ‘Monster’ that kidnapped Filippo and was prepared to murder Filippo. 7. In the games they play and their behaviour towards one another, how do Michele and his group of friends , compare to the adults in the novel? In what way does Michele possess an integrity that the adults and even the other children lack? The actions and behaviours of the children’s gang is minored more seriously by the adult gang in many ways like the children’s gang: do forfeits to decide the fate compared to the adults gang the solider’s draw to deal with Filippo. The bulling and torment is instigated by Skull this is also minored by the adults with Sergio bulling the rest of the adults. The children impaled a chicken and the adults treated Filippo inhumanely. Michele was the only person to help Barbara when she was tormented by Skull, he was the only one to care about Filippo even when Salvatore was told about him, his reaction was cold and wasn’t compassionate at all about the situation. They treated Filippo inhumanely and Michele was the only one that possess integrity and a kind heart. 8. What motivates the kidnappers? (Sergio, Felice & Pino) How do they betray their own children’s innocence? The motivation of the kidnap by the instigatored by Pino, Sergio and Felice. The reason for Pino is poverty: seeing the north while working as a truck driver this is evident when he bring a gondolas that represents his desire to live a fulfilled and materialistic life for himself and his family â€Å"Let’s go to the north†. He didn’t protect Michele’s and Maria’s innocence he held a child hostage and lost his child’s admiration. Sergio was involved in the kidnapping to fulfil his urge to go to Brazil â€Å"Had emigrated to South America†. Pino betrayed Michele by letting a criminal to slept next to Michele and didn’t protect him from danger. Felice was motivated by boredom he was a young man stuck in a isolation village woman less. He was cruel to Michele’s friend Filippo. 9. When Michele is running in the night to try to find Filippo, he fights off his fear by asking himself what Tiger Jack, a fictional hero, would do (page 196) What is so sad about this self talk? We’re introduced to a young boy Michele who admires his father like a hero . He loved his father, his father was his role model but when he discovers his evil side. Instead of been of his aspiration, the fictional hero Tiger Jack takes over and find him courage. This is so sad because it should have been his father and this shows the relationship is lost. 10. Why does Michele break his oath to his father and visit Filippo?(page 178) What is the â€Å"irresistible† force dragging him towards the hill? Micheles relationship with Filippo seems stronger then the relationship with his father. He should have kept his oath to his father, instead he kept the promise to Filippo this is evidence of that Michele isn’t as naive as he was . Michele was extracted an oath that Michele doesn’t keep. His conscience overrides and the hill is the irresistable force that pulls him to Filippo he saves himself and Filippo. 11. â€Å"I’m Not Scared† ends suddenly and dramatically: often such a climatic moment is followed by an extract in which the story’s loose ends are tied. why had Ammaniti chosen to end the novel this way? Niccolo Ammaniti has chosen to finish the novel at the climatic moment of the story because the reader can imagine the aftermath we have enough information to assump Michele didn’t died and Filippo is saved. When the novel is ended this way its evidence of reflection. In our minds we can fulfil our expectations. 12. Ammaniti’s novel can be described as a â€Å"coming of age story†. At what point does Michele grow up? What â€Å"hardness† about the adult world does he learn? â€Å"I’m Not Scared† is described as a â€Å"coming of age story† Michele loses his innocence and loses his childish ways when he discovers Filippo the boy in the hole he had experienced the truth behind the real world the isolation hadn’t protected him, his parents hadn’t protected him they betrayed him. This experience accelerated his maturity level, he learnt the real evil and ‘Monsters’ ‘Ogres’ ‘Witches’ didn’t exist they weren’t what he should have been afraid of it should been his father that’s what was so hard for Michele to swallow

War and Society in Renaissance Europe 1450-1620

War and Society in Renaissance Europe 1450-1620 Free Online Research Papers J.R. Hale’s book, War and Society in Renaissance Europe 1450-1620, shows that the purpose of wars in Renaissance Europe was not to gain superiority over other people, but to gain wealth and power. Throughout the book the main theme was how the ending of a war and the beginning of another war affected society. Hale divided the book into three main parts: analysis of military reformation, the political and socioeconomic impact of the 100 years war on Renaissance Europe, and the impact of war on common life. For the most part the book’s main purpose was to analyze not only the effects of war on the common people and Europe. J.R. Hale attended Jesus College, Oxford, where he obtained his bachelors (1948) and masters (1953) degrees. He then moved to the United States where he attended Johns Hopkins University and Harvard. He was a Fellow in the British Academy and an Emeritus Professor of Italian History at University College, London. This is where he became the head of the Italian Department from 1970 until he retired in 1988. Soon after he became the first history professor at Warwick University in Coventry, England. He taught at many universities including the American universities Cornell, and U.C. Berkeley. Among the many books he wrote, his most well-known was Civilization of Europe in the Renaissance. The war caused a division between religious and political institutions that had never existed before to this extent. This divided not only the military, but the common people had to choose between Church of England and Rome. Do they go with the Church of England or Rome? Hale’s book was way above this reviewer’s level of expertise because it was written for scholars in need of higher level analysis of a complicated part of European history. As far as one can see, the book is straight-forward and is well organized as was stated at the beginning of this paper. Hale delved expertly into the details of the causes and effects of war during the Renaissance. The bibliography is extensive and Hale backs up the content of his book. In fact, it would seem that Hale took some of the information and came up with many original ideas. These new ideas can found in other books written after Hale’s book was published that rely on his ideas for the bases of their own books. It a ppears that the majority of the bibliography comes from secondary sources with a few primary sources mixed in. As stated before, Hale sets in detail the effects of war on society. In fact, he begins with a broad overview about the effects of war on the economy, nobility, and the common man. He starts out the book with a broad overview of why there were wars. This is meant as a preface to the rest of the book. He writes about wars with the bases in religion. Hale explains clearly the importance of the clergy during war time as it was necessary for the king to have the clergy’s backing to support his causes. Hale starts with the start of the Holy Wars and the Crusades and how wars evolved throughout medieval times and into the Renaissance. At this point in history, the people still looked up to the clergy. Religion was still central in everyone’s lives. Hale continues to explain the importance of the 2nd Estate for the king’s war efforts. The king relied on the aristocracy not only for monetary reasons but also for their leadership to organize and lead the troops. The second chapter of the book is about the military reformation: How the troops that were raised in the 1300’s to the 1400’s changed gradually. The king needed the aristocracy for their leadership but it would not come at great cost. The nobility wanted their due. Throughout the chapter it is eventually stated that the armies in the late 1500’s were of a more permanent type. This facts in this chapter shows, in this reviewer’s opinion, that very little of the chapter is based on the author’s bias. The information is corroborated through other works including, Institutions Militaires de la France Avant les Armees Permanentes. The next chapter went into more detail about how recruitment was influenced by the 2nd Estate- the aristocracy. The main idea continues to mention the problem in numbers and how difficult it was to raise a proper militia. There was always a danger of hiring the more dangerous mercenaries. The aristocracy hired the militia. Hale then states that because there was a limit to how many mercenaries they could hire, they forced the 3rd Estate (the commoners who were still tenants and/or servants) to serve in the local militia. This led to a draft of sorts that was called â€Å"conscription.† Most of Hale’s sources agreed that this is a well-known fact. Most of the chapter is focused on the ability to raise a proper militia. Some of the noblemen who had many that served them could easily have many numbers that were conscripted. The opposite was true of the smaller landowners who had quite a difficult time raising proper numbers. More importantly due to the small numbers that small landowners had, the landowners forced the tenant farmers to join their personal armies. The Hundred Years War caused these farmers to change, and they slowly became loyal to the nation rather than the landowners. This effect in turn caused the nation-statehood society to form. The people at the beginning of the war were loyal to their feudal lords regardless of what happened. The Hundred Years War caused them to change, and they also slowly became loyal to their nation rather than the landowners. This caused a division between religious and political institutions that had never existed before to this extent that divided not only the military, but made the common people have to pick a side, the Church of England or Rome. This idea reemphasizes with Chapter Seven where Hale discusses at length the effect of the war on the subjects. The Hundred Years War was sporadic; on the other hand, the wars that resulted from this conflict perva ded daily life. According to Hale, â€Å"the most drastic and direct civilian confrontation with the military was the siege† (Hale 191). Therefore, reasoning behind this is, if the civilians were not in a walled city, the military took everything. If the citizens were in a walled city, they had a much better chance of defeating the military. The thesis of this chapter was that people invented an enemy to keep the city together. Sounds familiar, doesn’t it (if someone who remembers the weapons of mass destruction in the Iraq this reviewer War)? The final section of the book deals with the socioeconomic impact of the war on the commoners and military. Hale goes on to explain how the funding of the wars was raised. This included the idea of raising taxes and bonds. This in turn caused the rise of the European banks; the most famous perhaps would be the family of the Medici’s. The Medic this reviewer family was perhaps the most powerful banking family in Renaissance Europe. Their bank in fact was more of a fortress. Personally, this reviewer cannot say the book is reliable because the writer cannot verify if the information is true do to the fact that the reviewer has no previous knowledge on the subject matter, and can only base ones opinion from what was presented in this book. However, based on the books that came after War and Society in Renaissance Europe 1450-1620 on this subject, none of the information has been refuted. However, Hale uses the evidence with care and discrimination. He uses it with care and discrimination because, in some instances, Hale states the information may not be reliable. He is so meticulous, even the minutest detail is verified by an outside source. For example, Hale directly quotes Machiavelli’s The Art of War, which is considered by many historians to be a primary source. He is fair to all sides. This is evident because he writes about it from the military point of view and the civilian point of view. He does not write based on what he thinks, he writes based on the fact presented to him by authors on the subject previous to his time. The foundation of the book is â€Å"The repercussions of war through society as a whole, and a look at the technical nature of combat† (Hale 45). The central theme of chapter two is how difficult it was to recruit enough men that were qualified to fight. Throughout the book Hale provided many examples of fairness. For example, â€Å"The military tone and effectiveness suffered from three major failings: abuse of the leave system, corruption amongst pay masters, captains, the infrequency of governmental inspections to check, going native on the spot, blending, through cohabitation or marriage, and a second, civilian job† (Hale 134-135). The thesis was well supported by the examples this reviewer has already stated. The author did indeed persuade the reviewer in certain parts, but not in others. For example, in chapter two, the author presents a large amount of information about how the at the beginning of the period between the two wars the armies were less permanent and more of a volunteer army, but by the mid 1500’s the armies became much more permanent. It is difficult to refute the information when the reader was presented with so many concrete examples. However, since the reviewer has such limited background knowledge, there still remain many questions. The material of the book is presented well because the chapters are well defined. The book was extremely difficult to understand, because it was written for a graduate level class at U.C. Berkeley, not for this high school student. The author does not use simple terms: for example, â€Å"Compared with the spasmodic nature of the Hundred Years War, the Wars of Italy and the Netherlands, were almost unremitting molestations of normal life† (Hale 175). The book did not really contribute to the reader’s understanding of history. This reviewer would recommend this book to another student because it is a wealth of knowledge on the socioeconomic impact of the Hundred Years War on the commoners and the military. Overall the book was very intriguing. This reviewer learned much about the Hundred Years War. J.R. Hale is perhaps the most prolific writer on Renaissance Europe in the last 50 years. He taught at most of the major Universities in England and The United States. His breadth of knowledge is unsurpassed in scholarly circles. The amount of information presented in this book is overwhelming to the novice historian. This reviewer would have no qualms about referring this book to anybody. In this book the reader learns about the three major effects of war on society. The facts are complex and the only way to understand the information is to find it in other books dealing with the same subject matter. Bibliography Gormley, Larry. The Hundred Years War: Overview. ehistory (2001): 1-3. Web. 8 Nov 2010. . Hale , J.R. War and Society in Renaissance Europe 1450-1620. 2nd. Guernsey, Channel Islands, Great Britain: McGill Queens University Press, 1985. 1-286. Print. Shrier, Patrick. The Hundred Years War: An analysis of the Causes and Conduct of the Longest European War. Military History Online .com (2007): 1-7. Web. 8 Nov 2010. . John Rigby Hale Wikipedia, the free encyclopedia.Wikipedia, the free encyclopedia. Wikipedia, 11 Oct. 2010. Web. 26 Dec. 2010.

30 Archaic Adjectives and Adverbs

30 Archaic Adjectives and Adverbs 30 Archaic Adjectives and Adverbs 30 Archaic Adjectives and Adverbs By Mark Nichol The words below are either obsolete, archaic, or old-fashioned, and though those in the latter category can still be found in modern writing, use all with caution. Sparing use keeps these words alive and adds a whimsical or quaint note, but too frequent recourse to such antiquities will have you sounding like a Renaissance Faire refugee. (Most are adjectives or adverbs or both; some can function as other parts of speech as well, as indicated.) 1. Anon (adv.): soon, or later (â€Å"They will arrive anon†; â€Å"I will reveal more anon†) 2. Aright (adv.): correctly (â€Å"Did I hear aright?†) 3. Athwart (adj., prep.): across (â€Å"The locked chest lay athwart the planks†) 4. Belike (adv.): probably (â€Å"Belike we are more similar than you think†) 5. Enow (adj., adv.): enough (â€Å"If I had loved enow, I would be a happier man†) 6. Fain (adj., adv.): willing, compelled, inclined, pleased (â€Å"Fain am I to hear you sing†) 7. Forsooth (adv.): indeed (â€Å"Forsooth, I do believe you envy him†) 8. Forthwith (adv.): immediately (â€Å"Carry this message forthwith†) 9. Froward (adj.): contrary, adverse (â€Å"His horse was froward, and threw him when he set his spurs†) 10. Heretofore (adv.): up to this time (â€Å"Heretofore, I had not believed it possible†) 11. Hither (adj., adv.): to this place (â€Å"Come hither when you are able†) 12. Hitherto: see heretofore 13. Lief (adj., adv.): beloved (â€Å"You are my lief friend†); willing (â€Å"I would as lief be beside you now†) 14. Mayhap (adv.): perhaps (â€Å"Mayhap we shall see them tomorrow†) 15. Meet (adv.): appropriate (â€Å"It is meet that you do so†) 16. Nary (adj.): not any or not one (â€Å"Nary a sign have I seen of him†) 17. Natheless (adv.): nevertheless (â€Å"Though it is dangerous, natheless will I go) 18. Needs (adv.): necessarily (â€Å"I must needs be heard so that all shall know†) 19. Nigh (adj., adv.; prep.): near, nearly, direct (â€Å"Those who pursue are nigh upon us†) 20. Peradventure (adj., adv., prep.): see mayhap (also n.: a doubt or chance) 21. Posthaste (adj., adv., n.): immediate (â€Å"Your posthaste reply is appreciated†); as quickly as possible (â€Å"We will arrive posthaste†) 22. Puissant (adj.): powerful (â€Å"She is a puissant adversary†) 23. Sith (adv.): since (â€Å"Sith that time, I have wept often over the memory†) 24. Strait (adj., adv.): narrow, or strict or rigorous (â€Å"I would have you be strait in your habits†) 25. Thither (adj., adv.): there, on the other or farther side (â€Å"Our host took us thither†; â€Å"What you seek is in the thither valley†) 26. Verily (adv.): certainly, truly, with confidence (â€Å"Verily, I did see it with my own eyes†) 27. Whereof (adv., conj.): of what (â€Å"Whereof have you seen in the world?†) 28. Withal (adv., prep.): besides, nevertheless (â€Å"Though you may be right, I withal must see for myself†) 29. Yare (adj.): agile, handy, ready (â€Å"She’s a yare vessel, all right†) 30. Yon (adj., adv., pron.): over there (â€Å"I ride to yon village†; â€Å"What do you see yon?†) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:10 Grammar Mistakes You Should AvoidBetween vs. In BetweenWhat the heck are "learnings"?

Islamic Finance Essay Example | Topics and Well Written Essays - 1500 words

Islamic Finance - Essay Example In capitalism individuals have more choices where individuals are free to make decisions about their life, family, political involvement and business. In socialism individuals are not in control of their own decisions. In contrast to capitalism and communism; Islamic system also allows free decision making to individual until Islamic teachings and principles are not violated. In Islamic economic system individuals are required to take care of Islamic norms and values that do their actions and decision justify Islamic teachings or not? If individual’s actions are acceptable according to Islamic values only then individuals can decide freely. Information provision in capitalism is not free but has certain cost. In capitalism government does not provide information, it is assumed that information is out there in the market while individuals are required to explore market and extract information. Though information is available in the market but it encourages exploitation of indiv iduals who are not well aware of the prices. In contrast to capitalism; in communism and Islamic system information is freely provided to customers by the government. Under these systems government believes in protection of consumer rights and consider it the responsibility of state to keep people aware of market prices. Since capitalism delegates liberalization hence individuals have every right to own property. Individuals are free to buy and sell property anywhere in the world (LIODAKE?S, 2010). Similarly Islamic teachings preach equality, freedom and liberty by which individuals are free to buy and sell property but beside right to property individuals are bound to pay zakat for their property at the rate of 2.5% annually (AZHAR, 2010). Contrastingly in communism individuals have no right to own any property where as any property within the state is owned by the state. Individuals under communism are allotted piece of land according to their services and responsibilities yet the y cannot declare ownership to that piece of land. In today’s modern world, incentives, innovation, goals, targets, profit, entrepreneur, innovation and growth are common to be heard in capitalism which indicate constructive and developmental nature of capitalism. Western life style can be quoted against where innovation, goals and incentives are deep rooted in their daily conscious. Capitalism promotes concepts of open economy (REDWOOD, 1993). No doubt communism brought enormous growth, incentives and progress to Russia but that cannot be announced open because all incentives were available to the ruling elites and to the party members while commoners were only the workers (RESNICK & WOLFF, 2002). Islamic system promotes equality where theoretically layman has the same rights and opportunities as of elites. Under Arabs, Islamic system got much popularity, growth and success but in modern world, Islamic system is hardly in practice to defend its theoretical principles (MIRAKHO R & ZAIDI, 1988). The role of government in the capitalistic economy has no existence but even in United States, this principle has never been truly practical. The idea of free market in reality means government rules and regulations because without regulations, capitalism can never exist (HEILBRONER, 1993). Free market economy is faced with some market imperfections that are needed to be corrected by external authority whereas government is the third party to fix the bugs. Unlikely in modern communism