alexander the great was not worthy of his title essays

alexander the great was not worthy of his title essays Alexander the Great did not deserve his title. Alexander the Great ruled from 356-323 BC. During this time he conquered a huge area of territory, amassing for himself a large land empire. However he was also responsible for the death of thousands of his own men. Although being one of the greatest generals of all time, he was in reality a selfish, drunk who used one of the most powerful armies of his time, for his own self-glorification. Alexander the Great did not deserve his title. Alexander was born in Pella, Macedonia. His father was the famous general Phillip the second, his mother was Queen Olympias, princess of Eupirus. At the age of thirteen Alexanders father employed the greatest mind of the time, Aristotle, to be his tutor. Aristotle educated Alexander in the ways of life as well as about literature, science, medicine and philosophy. He introduced the Illiad to Alexander, which he then learnt off by heart and kept a copy of it with him when he went on expeditions. Alexander first gained military power when his father was making an expedition against Byzantium Alexander, although he was only 16 and 9 months old he left behind as regent of Macedonia. (Plutarch, 1973. P260). At this time he was an acting commander of his fathers army. In 336BC at the young age of 20 he inherited the powerful empire of Macedonia. With this inheritance he gained control of its army which consisted of 40 000 infantry and 7 000 cavalry. This was said to be the best trained standing army of the time. Alexander wanted to be glorified as the greatest general; the only way he knew how to do this was by conquering other cities, so he did. Within ten years he had defeated the Persians, defeated Egypt, India, Iran and even Afghanistan. With this he was said to be one of the greatest generals. On the basis of writing in Roman times, who measured success by the number of body-bags used, they deemed him great. ( Dup ...

Egyptian Korean essays

Egyptian Korean essays Everyone wants to have eternal life. From ancient Egyptians to generations now days, people feared mysterious world after death and tried hard to extend their life time. However throughout the history, people realized that death is something everyone has to face, and that there is no way to escape from it. People from different nations have their own way of defining death. I took the examples of ancient Egyptians and Koreans to compare. Egyptians believed that the afterlife is reemergence of best time of present world. They always imagined another world to come and prepared for it with confidence. Pharaohs and noble people spent many years to build their tomb, the pyramids. They employed special people to decorate their pyramids with different paintings and sculptures. These artworks usually described the activities which they want to continue afterlife such as hunting or feast. Koreans also believed in afterlife. However, they did not build fancy tombs or prepared death like Egyptians. Inspired by Confucian, they thought that remembering the dead is the most important thing. They had many rules to obey in dealing with death. The most conspicuous thing was costume and special ceremony. When a member of family passed away, everyone wore white clothing to express their grief. Men wore a strap around their arm and women wore white cloth on top of their head. In now days, men still wear a strap around their arm but women wear white hairpin on their head instead. Another interesting thing is that when ones parents pass away, the son had to build a small hut right next his parents tomb and guard it for three years. After three years, he would return to his home and he would hold a special ceremony once in a year to remember his parents. Ancient Egyptians mummified dead body to promise next life. They would remove all the organs expect the heart and embalm it. Then they would wrap the body with fine linen and place them in...

What is the role of the consumer in our culture Essay

What is the role of the consumer in our culture - Essay Example There are times that an individual can go to purchase a certain commodity and probably finds the attendant with very poor moods. In such conditions, the attendant may talk in a wanting manner and at times fail to satisfy the customer. There are times however that an individual may find the attendant in appropriate moods. These are the times that they may even get a bonus or rather receive a special type of treatment from the attendant. This information shows that there does not exist any particular way through which one can identify the treatment accorded to them as a customer since it is unpredictable. The customer has minimal power over the production process of the commodity or the media’s involvement with the product. The media is whole other setting and many times, people say that the media is independent. This in itself alone as a sentence enables an individual to understand that the consumer has no control over the media’s involvement with a certain product. The customer however has an extended involvement in the production of a commodity. The reason is that at times, a group of consumers may have some negative reaction towards a certain commodity and this may make them submit their grievances to the production team (Ewen & Ewen). It is after this that the manager may pass the information to the relevant quality control teams to make amends. It is also vital to grasp and comprehend that the ordinary consumer does not have any control over the ideas that the media may have on a certain product. There are times that a consumer may use a product and have a negative view about it. After this, the consumer may find the media advertising the commodity and giving it fake praises. This normally angers the consumer but the reality is they cannot do anything concerning this. It is the right of the product owner to

Statistics Essay Example | Topics and Well Written Essays - 1000 words - 3

Statistics - Essay Example That may make them more satisfied with their "work" in the short run, but their performance certainly didnt improve. Each and every organization is faced with people challenges. How do you get public moving in the right direction? Start where they are. The first step is to provide feedback to employees from their current point of view. That is where Inscape Publishing comes in. For nearly 30 years Inscape guides have been first choice for research-based self-assessments. Theyve helped over 30 million people worldwide progress performance, increase job satisfaction and value differences (Hines, 1990). All analysis are conducting by using SPSS for Windows (SPSS, 13.0) were utilized to conduct statistical analyses. Descriptive statistics were calculated for the employment background and the job satisfaction variables. Now we apply the hypothesis on overall job satisfaction level and ANOVA for intrinsic and extrinsic satisfactions. Since the computed value of z falls within the rejection region, so we reject the null hypothesis (at ï  ¡ = 0.05). So there is sufficient evidence that the average overall job satisfaction is not equals to 4.5 The significance value of the F test in the ANOVA table is 0.000 and 0.002 for intrinsic and extrinsic cases respectively. Thus, we must reject the hypothesis that average satisfaction assessment scores are equal across both intrinsic and extrinsic groups. Now that we know the groups differ in some way, we need to learn more about the structure of the differences. Taking overall job satisfaction as a factor - Obviously when a job is routine, these elements would be routine. What is routine is ordinary, and what is ordinary cannot be perfect. In order to have a perfect job, one has to break through these formal walls that are built to enclose a so-called professional world. Employee expectations of certain standards for working conditions at the beginning of employment may be

Special Education Comprehensive Essay Exam Example | Topics and Well Written Essays - 3750 words

Special Education Comprehensive Exam - Essay Example Within the context of the stated, one of the primary challenges to inclusion is scepticism and the attitude of general education teachers. The said challenges are amply evidenced in the case study, whereby two of John's teachers are, to some degree, do not understand why John should be included in their classes, of what possible benefit his inclusion could be and how to assess his learning or progress. Needless to say, John's cognitive, if not motor, impairment has the potential to contribute to the said scepticism. At the same time, John's willingness to participate and the obvious enthusiasm he expressed during history classes underscore the degree to which inclusion in GE classes has the potential to constructively contribute to John's academic development. This potential can only be realized, however, if inclusive values are promoted and John's teachers organize and deliver instructions. As indicated in the case study, two of John's teachers are somewhat opposed to inclusion, these being Mr. Johnson and Mr. Hardy; two are ambivalent, these being Mrs. Smith and Ms. Fuquay, in that while they are not opposed to John's inclusion, do not appear willing to really go out of their way to accommodate him. In fact, apart from Mr. Eagerhart who is working with a special educator and teaching to a primarily special needs group, only Ms. Chang is enthusiastic. The implication here is that across John's classes, there are varying attitudes towards his inclusion, thereby underscoring the imperatives of promoting inclusive values. The promotion of inclusive values, as will be illustrated through reference to the relevant literature, is predicated on the school's embracing inclusivity. A positive and supportive school philosophy towards inclusion and students with disabilities is crucial for a successful inclusion program (Baird, 1990; Emerson & Maddox, 1997; Salisbury et al., 1993; Simpson, Myles & Simpson, 1997; Stainback et al., 1992; Webber, 1997). Thus, a positive classroom climate should be established. A positive classroom climate is one that is accepting of individual differences and promotes the idea that all students, including students with disabilities, should have the same access to knowledge, growth, achievement, success and belonging (Webber). When teachers and faculty communicate about a student with a disability, he or she should be referred to by name, grade level or subject area without mention of a disability label (Montie et al., 1992). According to Simpson et al. (1997), inclusion programs can be successful only to the extent that they foster an educational environment in which students with disabilities are socially integrated and experience acceptance. However, they

Early Years Foundation Stage Guidelines

Early Years Foundation Stage Guidelines Hasana khan Explain the observation, assessment and planning cycle. The EYFS requires practitioners to plan activities and play opportunities that will support children’s learning while supporting the areas of learning within the EYFS. Practitioners must plan carefully so that individual children’s needs are met and that the activities and play opportunities help children progress towards their early learning goals. Planning, observation and assessment contribute to supporting the learning and development requirements of children. Observing individual children carefully can help to identify what their needs and interests are. To ensure that practitioners meet the needs of individual children it is important that the follow the observation, assessment and planning cycle. Observation is when practitioners observe/watch children to understand their interests, needs and learning styles. Observing children is a useful process as it provides information which the practitioners can use to support the children when planning and preparing activi ties for them. Observations should be made in a range of contexts, for example they should be done during independent play, during everyday routines and also when the child is engaged in play with others. EYFS MAY 2008 â€Å"planning should be flexible enough to adapt to circumstances†. Observing children will also enable practitioners to understand what their current stage of development is. Without the process of observation practitioners will not be able to fully support the children as they will not have a clear idea on what the child’s needs and interests are. Practitioners must ensure that they gain parent’s permission before they carry out any observations on the children because some parents may not want their child to be observed. During observation practitioners need to look, listen and record what they see in the observation, they must not involve themselves in the observation as it may affect what the child is doing. An assessment is when practitioners analyse observations to see what they tell them about a child. Accurate assessments enable practitioners to make judgements which lead to action to support individual children. They help each child to de velop and learn by ensuring that the practitioners provide children with appropriate experiences and opportunities. Practitioners gather the information in their observations to identify aspects of the child’s learning and development. By doing this it will enable them to assess what a child’s needs and requirements are and how well they can be supported. The final part of the cycle is planning, this is when practitioners then use the information that they have gathered to plan for the child. This could include planning experiences and opportunities that the child could benefit from and also ensuring that the environment is suitable and the child has access to appropriate resources. The practitioner will also need to plan what their role will be in supporting children with their learning and development. Practitioners must ensure that they include each area of learning and development through planning, purposeful play and through a mix of adult-led and child initiated activity. Practitioners must ensure that their planning reflects and supports children’s current interests, learning styles and the stage of development of each child. The planning process enables practitioners to contribute and understand the experiences that they have planned for the children. Practitioners can also ensure that parents and children have a voice in the planning process, for example children can share their feelings and activities that they want to take part in. Parents can also share their knowledge of their child and any additional support that they may require. Observation, assessment and planning all feed into one another and contribute to our knowledge about the child enabling the practitioners to fully support the needs, requirements, learning and development of each child. Describe how to develop planning for individual children. When working with children practitioners will find that they are required to plan activities and experiences for children which support their learning and development. EYFS MAY 2008 â€Å"good planning is the key to making children’s learning effective, exciting varied and progressive†. Practitioners need to ensure that they plan activities which are linked with the different areas of learning within the EYFS. Practitioners must also ensure that they plan and prepare activities which meet the individual needs and requirements of the children. When planning for the children the practitioners need to bear in mind that whatever is planned for the child is age and stage appropriate and suitable for the child to take part in. There are many different sources that an individual can use the help them when planning for the children, for example each child has their own interests and preferences and they may enjoy playing more with some toys that they do with others. A practitio ner can use a child’s interest and make an activity more exciting and challenging for the child. This will also enable the child to learn new things as well as taking part in something that they enjoy doing. Regular observations and assessments support the practitioner when planning for a child because a lot of information can be processed as the practitioner is able to physically see what a child likes/dislikes doing. Observing the children helps the individual indentify a child’s needs, interests and any additional support that they may require to support their learning and development. EYFS MAY 2008 â€Å"planning should include all children, including those with additional needs†. Practitioners must ensure that they make full use of the observations gained in order to support the child and ensure that their needs are fully met. Within the setting the practitioners can work in partnership with parents/carer’s as stated in the EYFS in order to ensure that they are also included with their child’s learning and development. Parents/carer’s will be able to share information with the practitioners about what the child is like at home and what interest and needs that they may have. Parents/carer’s can help the practitioners with planning for the children as they will be able to identify what area a child may need support with. Sharing ideas with colleagues can be useful during planning as an individual may have noticed something about the child which was not noticed by anyone else, this can be useful as a child may be more close to one member of staff than they may be with another staff. There may be times when a practitioner is not always with the children so it is important that information is shared to ensure that all members of staff are aware on the child’s needs and interests. Within the setting some children may also be under the care of other professionals this is useful because the practitioners are then able to work alongside the professionals to share and also learn new ideas on how the child can fully be supported within each setting. The practitioners must ensure that at all times their planning reflects the different needs and interests of the children, the planning must also provide opportunities for the children where they are able to learn and gain new skills. Differentiate between formative and summative assessment methods. EYFS MAY 2008 â€Å"make informed decision about the childs progress and plan next steps to meet their development and learning needs†. When working with children practitioners will find that settings will carry out progress reviews on children’s development, these can be done every six months or on an annually basis. The practitioners will be required to provide parents with a progress report about the child’s learning and development. This will give the parents an idea on what stage their child is at with their learning and development and whether or not they may require any additional support. Practitioners must ensure that they meet the individual needs of all children through following the requirements of the EYFS and it is important to deliver personalised learning, development and care to help children get the best possible start in life. There are two formal assessments, these are a completion of the progress report at age two and also completing the lear ning and progress journey of each child during their time at the nursery. To ensure that practitioners assess the children effectively they must analyse and review the information that they have about each child’s learning and development. They then need to plan next steps to meet the individual needs of children. A formative assessment is when a practitioner keeps a record of the child’s learning and development. The practitioner will take daily observations of a child using notes and photo evidence and keep them in an individual record of the child. The record will be available for the parents to view, this will enable them to review their child’s learning and development within the setting. It will also give the parents a chance to see what their child has achieved and what stage of development they are at. Practitioners must ensure that they regularly update children’s records by including the appropriate information. Formative assessment: This is an assessment based on observations, photos, work from children or any information that a practitioner receives from the parents. It is also an ongoing assessment of children and is carried out on a regular basis through observations that practitioners gather from children. Children are also required to have a progress check done when they are aged two, this is a summary of information that has been gained about the child. Practitioners compare children to the learning areas to identify whether or not a child has achieved their learning goal for their age and stage of development. The progress checks will be given to parents as it will be a summary of the development stages a child has achieved. They will also consist of targets/goals a child will have for the future and how they will be achieved. Summative assessment: This assessment is a summary of any evidence that a practitioner gains through carrying out a formative assessment. This type of assessments are used to review childrenà ¢â‚¬â„¢s developmental progress over a period of time, they are also used to identify if a child has achieved their target/goals for their age and stage of development. This is a summary of all the formative assessments done over a longer period and makes a statement about a child’s achievements. The EYFS Profile is the summative assessment used to review children’s progress along the early learning goals. Explain the two statutory assessments that must be carried out on all children. EYFS MAY 2008 â€Å"all effective assessment involves analysing and reviewing what you know about each child’s development and learning†. When working with children practitioners need to carry out two main assessments of the children in their care, one is the EYFS progress check which is done at age two. The second assessment is the EYFS profile which summarises and describes a child’s achievements and is a record of their development. This profile is a record of the child up to the age of five up until the child leaves the nursery. These two statutory assessments check the children’s development against the seven areas of learning. The EYFS progress check requires the practitioners to make a summary of the child’s development, achievements and also state any targets or goals that need to be met in order for the child to make further progress with their development. The progress checks show the parents and practitioners any additional support that a child may require. The practitioners are required to review the children’s progress and also ensure that parents receive a written record, this will enable them to see what the child has achieved and what stage they are at with their learning and development. The key workers have the role to complete the progress checks for all of their key children. In some settings the practitioners set up parents evening where they discuss the child’s progress and also hand out the progress checks to the parents. This also gives the parents a chance to discuss their child’s learning and development and also share information or ask and questions. The progress checks are useful as they enable parents to see how they can support their child at home and also identify their needs and interest. In order to complete the progress checks the practitioners should use the findings from their daily assessments and observations that they complete on the child, this will help to give an overview on what a child can and cannot do based on their learning and development. The summary must include the information that the practitioner has gathered about a child over the period of time the child has been at the nursery. The early years profile is an assessment of the child that is done at the end of the foundation stage, practitioners must ensure that they complete a profile for every child at the end of the term. This assessment will normally be completed by the reception class teachers, it will be assessed against the seventeen learning goals which can be found in the EYFS. The early years profile will be completed using observations of the child that have been gathered on a regular basis. The profile will consist of targets that the child has met or need to meet during their time at the nursery. The practitioners must ensure that they share the Early years profile assessment with the parents so support them so that they are able to understand their child’s lea rning and development. The parents will also be able to see what their child does within the setting and any progress they are making. To ensure that practitioners fully understand on how to complete the early years profile, it is a requirement that appropriate training is given to those working within a childcare setting. http://www.northamptonshire.gov.uk/en/councilservices/children/early-learning-childcare/Pages/Observation-Assessment-and-Planning-Cycle-in-the-EYFS.aspx http://eye.boltonlea.org.uk/observation-assessment-and-planning/oap-cycle/overview http://www.ncca.biz/aistear/pdfs/guidelines_eng/assessment_eng.pdf

Blood Bananas Directions

Over the past 25 years, no place has been more perilous for companies than Colombia, a country that is inally beginning to emerge from the effects of civil war and narco-terrorism. In 2004, Chiquita voluntarily revealed to the U. S. Justice Department that one of its Colombian banana subsidiaries had made protection payments to terrorist groups from 1997 through 2004. The Justice Department began an investigation, focusing on the role and conduct of Chiquita and some of its officers in this criminal activity. Subsequently, Chiquita entered into a plea agreement that gave them the dubious distinction of being the first major U.S. company ever convicted of dealing with terrorists, and resulted in a fine of IJS$25 million and other penalties. To make matters worse, the industry was facing pressure from increasing retailer purchasing power, major changes in consumer tastes and preferences, and Europe's imposition of an â€Å"onerous tariff' on companies that sourced bananas from Latin A merica. With this in mind, Fernando Aguirre, Chiquita's CEO since 2004, reflected on how the company had arrived at this point, and what had been done to correct the course so far.He faced major challenges to the company's competitive position in this dynamic industry. Assignment: Students must address the following questions: 1 . What do you think were the root causes for Chiquita's actions in Colombia that led to the penalties? Did Chiquita's managers have a choice? Why or why not? 2. What can current management do to restore Chiquita's reputation and ensure future competitiveness in this industry? What role does corporate governance play in this process? Please discuss the ethical and strategic actions that the Company should take.Directions: Students should address the questions above in a typed document (double spaced; 12-point font; 5 pages maximum; essay format). The case report should provide a title page, with student name, section number, and date of ubmission. Your respon ses should be uploaded to D2L before the scheduled class on Wednesday, December 4. Strong responses will reference the material covered in Chapter 10 of our textbook, as well as the additional readings suggested on the following page.Guidelines: Please note the following: All case reports are to be written (double spaced) using 12 point type with a serif font for the body (Times New Roman) and sans serif font for headings (Calibri). The report should follow correct form, spelling, grammar, etc. The body of the paper should be no more than five pages including specific recommendations supported by our analyses. Number the pages. The report may include an assortment of charts, tables, and exhibits in an appendix to support your analyses and recommendations. Do not add exhi bits that are already included in the case.Each exhi bit must be referenced and discussed in the body of the paper. The appendix does not count towards the main body limit of five pages. The main body of your report should contain sufficient detail to explain and support the major issues identified in the case and the primary recommendations for solving these problems. Do not Just rehash case facts. Instead, present an insightful and unique analysis. The reports will be judged according to standards of effective business communication. They should be clear and cogent.The criteria for grading case reports include: Evidence of ability to size-up the organization's situation and to identify key problems/issues. Use of appropriate analytical techniques, sound logic, and well-supported arguments in evaluating the organization's present condition and future prospects. Evidence of ability to formulate realistic and workable recommendations for action. Quality contributions will reference the material in Chapter 10 of your textbook, as well as he additional readings suggested below. Thoroughness both (a) scope and coverage and (b) depth of analysis.

Science and Technology Have Done More Harm Than Good

Science and technology have done more harm than good. There is no doubt that science and technology affected our lives. There are a lot of scientists who are working on different science and modern technology projects these days. However, with the new science and technology developments most people underestimate the damage it gives us. First of all, I would like to say, that with these new science and technical appliances people became to be lazy. They rarely go out to work on foot or by a bicycle. Now there are a lot of modern cars in the cities, which are said to be emitting less gas. But still their emitted gasses damage the environment, so to my mind, that is why pollution of our environment is increasing. Secondly, it seems to me, that technologies are throwing away our free time. For example, these new laptop computer or those touch-screen devices are full of entertaining programs, which are attracting people effectively. Then people forget how to communicate with others in real life, not through international communication systems like â€Å"Skype† or â€Å"Facebook†. On the other hand, my opinion is that science and technology has far increased by the past few decades. New medical treatment, new computer technologies and other useful technical appliances are helping people to solve variety of problems more easily than it used to be. Overall, these new science and technology inventions harm not only our environment, but even us. So in my view, we should start thinking what technologies we use. 256 words. 2012_10_07

Free Essays on Three Hundred and Thirty Million Gods

â€Å"Three Hundred and Thirty Million Gods† The documentary â€Å"Three Hundred and Thirty Million Gods†, narrated by David Gyre, explores the ancient religion of Hinduism in it’s native India, elucidating its philosophies and offering first-hand accounts of its rituals and practices. By exposing western minds to the radically dissimilar mentality of Hinduism and the lifestyles if its practitioners, this film succeeds in explaining the central ideas of the practiced religion as well as the philosophy of Hinduism. Several of those concepts examined include: the many Gods and Goddesses; the ritual practice of image worship; and the lives of ascetics who denounce society and wander off alone in search of enlightenment. Throughout the fifty minutes of this film, Gyre introduces his viewers to the realities of rural Indian life; the modesty of their existence, their strife during difficult times of drought and famine, and the traditional caste system in which they live. Gyre explains the divergent practices of Hinduism throughout the country, the reverence of specific gods such as Krishna and Shiva, as well as the fundamental philosophies such as karma and reincarnation. By enforcing the idea that Hinduism is practiced differently, and has different meaning for every individual, Gyre succeeds in exposing the universal nature of Hinduism and its philosophy. In Hinduism, there are several main gods. Gyre introduces the audience to many of these deities, including Brahma, who is considered to be the creator God; he is traditionally depicted as having four faces, representing the four Vedas. The god Vishnu represents the preservation and salvation aspect of god, and is often represented as one of his ten avatars, or incarnations, such as Krishna or Rama. As Goddess worship in India can be traced back to the Indus Valley civilization, it is not difficult to imagine why he majority of Hindu gods are readily depicted in both art and lite... Free Essays on Three Hundred and Thirty Million Gods Free Essays on Three Hundred and Thirty Million Gods â€Å"Three Hundred and Thirty Million Gods† The documentary â€Å"Three Hundred and Thirty Million Gods†, narrated by David Gyre, explores the ancient religion of Hinduism in it’s native India, elucidating its philosophies and offering first-hand accounts of its rituals and practices. By exposing western minds to the radically dissimilar mentality of Hinduism and the lifestyles if its practitioners, this film succeeds in explaining the central ideas of the practiced religion as well as the philosophy of Hinduism. Several of those concepts examined include: the many Gods and Goddesses; the ritual practice of image worship; and the lives of ascetics who denounce society and wander off alone in search of enlightenment. Throughout the fifty minutes of this film, Gyre introduces his viewers to the realities of rural Indian life; the modesty of their existence, their strife during difficult times of drought and famine, and the traditional caste system in which they live. Gyre explains the divergent practices of Hinduism throughout the country, the reverence of specific gods such as Krishna and Shiva, as well as the fundamental philosophies such as karma and reincarnation. By enforcing the idea that Hinduism is practiced differently, and has different meaning for every individual, Gyre succeeds in exposing the universal nature of Hinduism and its philosophy. In Hinduism, there are several main gods. Gyre introduces the audience to many of these deities, including Brahma, who is considered to be the creator God; he is traditionally depicted as having four faces, representing the four Vedas. The god Vishnu represents the preservation and salvation aspect of god, and is often represented as one of his ten avatars, or incarnations, such as Krishna or Rama. As Goddess worship in India can be traced back to the Indus Valley civilization, it is not difficult to imagine why he majority of Hindu gods are readily depicted in both art and lite...

HOW TO QUOTE IN AN ESSAY

HOW TO QUOTE IN AN ESSAY You wonder how to use quotes in essay, search no more. We are eager to share with you how to quote in an essay. Quoting passages in books, magazines, etc, essays, research papers and other articles is determined by two major points. First is the appropriateness belonging to the passage you wish to quote which is highly important. The second is choose the main idea of your paragraph that will reflect the whole subject concept and to incorporate the quotation. Additionally , there are a minimum of two fundamental rules that you need to pursue remember when you are putting sentences directly from your source for instance a book to your writing composition. One, you must put the proper citation at the end of the direct quote. Two, you should always place quotation marks in the beginning and at the end of your quote to indicate out that the phrase within your paragraph is actually taken out from a different source. It is vital to make note of that your quotation for your direct quotes should stick to the citation format required by your teacher. It is also important that you should thoroughly select the quotes you want to incorporate into your essay or essay. You have to make sure that each direct quote is highly relevant to your paragraphs main idea or main subject. Otherwise, your quoted line will make your argument, discussions or research vulnerable and weak.

American Dream for Slaves, Indians, and Puritans Essay

American Dream for Slaves, Indians, and Puritans - Essay Example Over time, they establish their communities, and become a part of the cosmopolitan society of America. These people had dreams that pushed them to leave their original homes, and settle in America. In trying to analyze the truth in George Carlin’s comment, it is imperative to consider facts from such groups. In the colonial era, slaves, Indians, and puritans all had dreams; and this paper intends to examine the interpretation of these groups of the American dream. This paper will also consider the obstacles they encountered in their mission, and whether or not they pursued their course. Colonial Era In looking at American history, slaves were of African origin. They Africans could only be referred to as slaves, after they had been bough officially by a planter or an owner of a plantation. The first slaves arrived in America in the early 1500s1. Slavery was oppressive, and colonies with produce specialization relied heavily on slaves. The slaves had no rights, were not allowed to accrue wages, and they were given only what was enough for their survival. Slaves came mainly from West, and Central Africa. By 1700, the number of slaves in America was about 20, 000. The slaves were forcibly brought to America. Between 1700 and 1750, an additional 250, 000 people had been involuntarily brought to British to serve as slaves. At the time that Europeans arrived in America, there were between 10 and 90 million American Indians. This native population appreciated the resources that nature placed at their disposal. The respected it, and used it accordingly. When Europeans landed in America, the American Indians were accommodative of their visitors since they were fascinated by the tools they brought with them. As the number of Europeans grew, they wanted to conquer the land, and make it theirs. Though they tried to coexist with the Europeans, the American Indians were quickly overtaken by events. The Europeans took over the land, pushed them to the side, imposed thei r ideals on them, and became their rulers. The European governments laid claim on the land, and divided it amongst themselves2. The American Indians were even enslaved by the Europeans. The period between 1500 and 1776 is characterized, in American History, by the colonization of America by Europeans. Puritans were immigrants from England to America. The Puritans were established in America by 400 settlers. These settlers in 1629 began the Massachusetts Bay Colony. Their numbers grew in leaps and bounds, and by 1640, their population had reached 1640. They extended their region of coverage to Connecticut, Saybrook, and New Haven3. American dream As time went by, the African population grew to outnumber that of the whites. The African slaves bore children who were born into slavery. These children knew no other home other that the fields in which they worked. To them, slavery was their destined way of life, and some of them did nothing to go against this. But as time passed, some sla ves were able to earn enough to buy their freedom4. They turned around to become advocates against slavery. They convinced their fellow Africans who were still bound in slavery that there was a better way of life. Though brought in captivity, the slaves dreamt of freedom in America. The American Indians, being a people who had respect for nature, found themselves in the midst of

Frock Coats of Victoria And Albert Museum Essay

Frock Coats of Victoria And Albert Museum - Essay Example Amongst the dresses we will focus on not only the dresses of ladies but also on the dresses of men and children. Other then the dresses, what other accessories were required to be considered as a stylish person at that time, would also be discuussed. Different colours that were considered suitable for men and women of the Edwardarian era would also be discussed. How different fashions evolved over time would also be the focus of the topic. We will discuss about the dresses for different times of the day e.g dresses for morning, night dresses. Amongst the costumes collectd in the Victoria and Albert museum, frock coats will be considered for discussion. All other collectins will not be explained in detail. There is a large amount of history associated with arts and cultures of the A&V museum however only the historical background of frock coats will be given. The fashion of frock coats was firstly used in the 1901. what fashions and styles were acceptable in 1900's and before 1900's w ill also be discussed. Frock coats emerged in 1816. It is said that they originated from a garment called the "frock" which was the usual clothing in the eighteenth century. The colour of a frock coat was originally solid black. Nevertheless it was not a standard therefore in the Victorian era, charcoal grey also became a popular colour for frock coats. The length of the skirt of the frock coat also changed for different era's e.g during the Victorian era and Edwardian era1. This change was in accordance with the fashion. The conventional length of the frock coats became the length up to the knees but as the fashion trends changed, different people followed the latest trends of longer or shorter frock coats to wear. The cut of a frock coat with a waist seam flatters a man's figure, as opposed to a sack coats, and such frock coats remain part of some uniforms of military. They can either be single-breasted as in army uniforms, or double-breasted as in navy uniforms. In the Lithuanianyeshiva world, many pro minent figures wear a black frock coat also known as a kapotteh (accompanied by either a Homburg or Fedora hat) as formal wear.Before the Edwardian era, the fabric for Empire dresses was usually fine white lawn, muslin or batiste. Although muslins were less costly than silks, good white work embroidered lawn fabrics still cost money. Muslin also laundered better than silks, but the white muslins still needed a great deal of attention to keep them looking pristine clean. Regular wearing of white gowns was a sign of social status as white soiled so easily1. White gowns generally were kept for evening and in the day pastel or colored robes were thought more suitable. 1 Victorian Trading Co. Fashion. 2007. Net2 Business. May 2, 2008 The Spencer was a short top coat without tails worn by men during the 1790s as an extra covering over the tailed coat. It had long sleeves and was frequently decorated with military frogging.Its originator is thought to be Earl Spencer who singed the tails of his coat when standing beside a fire. He then had the tails trimmed off and started a fashion.A female version was soon adopted by gentlewomen who at the time were wearing the thin light muslin dresses of the 1790s2. The Spencer was worn as a cardigan is worn today. It was a short form of jacket to just above waist level cut on identical lines to the dress.