The Problems of Poverty in Developing Countries Essay

Introduction When we talk about poverty, we always relate poverty to poor living conditions or low standard of living. Poverty is an issue that happens all over the world, especially developing countries. We know about poverty issues by reading newspaper and watching television. In general, poverty is known as lack of money, food and shelter. But the perception of different people towards poverty differently. Malaysia, as a developing country, poverty is an unavoidable problem. Poverty is increasing when the standard of living is increasing. As we all know, there are a lot of family cannot meet their basic needs such as food, clothing and housing. Therefore, they face many different problems and challenges sustain their living. In some†¦show more content†¦For instance, their children are tended to work or enjoy instead of good preparation for examination. Getting good result may not be the first consideration of these children because many factors that cause them to be lack of studying. 1.2 Problem statements There are a lot of possible problems faced by students who from poor family. In short, these problems are occurred due to family financial problem. Family size is one of the factors that lead family to encounter poverty. Financial problem of family poverty stand both indirectly or directly affects children academic achievements. Children who come from poor families lead to low self-esteem. They feel awkward to speak with friends or ask question in class during consultation. Lack of participation in class leads to lack of emphasis or even concentration of teaching of teacher to them. As a result, they do unwell in examination and cannot score better result than others. On the other hand, some of them are living in far area where far away from school. Therefore, transportation is a problem if they family do not possess any transport. At the same time, transport fee for bus is quite expensive for them. In this situation, if they do not use transport, then they have to walk to school. Mo reover, absence or late to get in class is unavoidable. Even if it is seen as small matter but itShow MoreRelatedThe Poverty Trap Of Africa1689 Words   |  7 Pages11 AP 22 October 2014 The Poverty Trap Imagine a small village in Africa. What images come to mind? Is it small huts in a desolate village? Or how about exotic animals? The truth is that although some of these descriptions are accurate, they tend to leave out the pain and suffering of people. Every day 21,000 children die throughout different parts of the world (Shah). These deaths are the result of poverty as well as the conditions that come with it. Being in poverty is so much more than just notRead MoreThe Global Politics Of The United States And The European Union1667 Words   |  7 Pageshas provided many countries with a relatively stable environment for development. Various advancements in technology have flourished in this environment, such as the invention of the Internet and the increased accessibility of air travel. They substantially improved the lives of those who have access to them. However, problems abound in today’s world: global poverty, abuses of human rights, and terrorism, just to name a few. These problems mainly manifest in developing countries, and how to deal withRead MoreCombat Poverty, Developing And Developed Nations?1247 Words   |  5 Pagesto combat poverty, in developing and developed nations? 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Lessons Learned From Socrates Plato s The Apology

Three Lessons Learned From Socrates (Three Points Learned From Socrates in Plato’s â€Å"The Apology†) In the year of 399 BCE, the philosopher Socrates was put on trial for two things, being an atheist and corrupting the youth. Both of these charges were because of false accusations of people who were insulted by Socrates’ intelligence. Socrates’ argument or defense against the charges while he is on trial is written by Plato, Socrates’ student, as â€Å"The Apology.† During Socrates’ trial, he argued that he was not wise, but explained why he was considered wise by so many others, including the gods. Socrates says he will not admit to something that he did not do because he will not purposely condemn himself to death by lies, but he believes if he had had enough time to convince the jury he was innocent of his charges they would believe him. Once the jury votes for Socrates to be put to death, he speaks about death and how he has been caught by death, but the jurors have been caught by wickedness to condemn an innocent man to death. But then he goes on to say that he has nothing to live because his soul will live on. While reading Plato’s account of Socrates’ defense, â€Å"The Apology,† I learned that it is most important to find logic in anything you do not understand at first, stand by what you say, and to not fear death. From reading Plato’s â€Å"The Apology,† I learned from Socrates to always find logic in something that you do not understand at first and also, to thrive in findingShow MoreRelatedThe Qualities Of Becoming Wise Essay1534 Words   |  7 Pagesmuch more than just experience, knowledge, and judgement. There are literally thousands of interpretations for what truly is wisdom and what those aspects are and I will boil those down to the main aspects to what I think makes someone truly wise. Socrates also investigates this question of wisdom incredibly deep and tries to understand what wisdom truly means. He even makes substantial efforts to consults poets, artisans, and politicians to conclude that in reality, no man is truly wise, not even

Heaney as a Modern Poet Free Essays

Seam’s Haney as a poet of Modern Ireland Seam’s Haney epitomizes the dilemma of the modern poet. In his collection of essays ‘Preoccupations’ he embarks on a search for answers to some fundamental questions regarding a poet: How should a poet live and write? What Is his relationship to his own voice, his own place, his literary heritage and his contemporary world? In ‘Preoccupations’ Haney imagines ‘Digging’ itself as having been ‘dug up’, rather than written, observing that he has ‘come to realize that It was laid down in me years ago’. In this sense, the poetic act is one of ‘retrieval’-of recovering something that already exists-rather than of creating something entirely new from whole cloth, Plagued by the moral dilemma of sympathizing with the school of thought that wanted to destroy the Protestant supremacy, and being a poet, he could not condone violence. We will write a custom essay sample on Heaney as a Modern Poet or any similar topic only for you Order Now This dilemma tore him apart and gave way to a sense of fragmented Identity and an Inevitable nihilism. It Is this sense of the repetition of cycles rooted deep in the past that attracted Haney to Glob’s book on The Bog People. What Glob offers is an image off pre-Christian, northern European tribal society in which ritual violence is a necessary part of the structure of life. Most of the Iron-Age bodies recovered from the Jutland Bogs and documented by Glob had been the victims of ritual killings, many of them having served as human sacrifices to the Earth Goddess Nervous. Haney detected a kinship between the Pagan civilizations of Jutland and Ireland’s own Celtic traditions. Haney in a conversation affirms â€Å"Irish Catholicism is continuous with something older than Christianity†. Honey’s first extended attempt at conflating his understanding of Glob’s Jutland rituals with his own sense of mythic and modern history comes in the ‘Tolland Man’. The Tolland Man is one of the recovered bodies by Glob in this book. He was a victim sacrificed to Nervous, In the hope of securing a good crop from the land, and It Is In this sense that he is, as Haney describes him as ‘Bridegroom to the goddess’. Haney imagines the killing of the Tolland Man and his subsequent burial in the Bog as a kind of violent love making between victim and goddess, In which Nervous , ‘opening her fen’ reserves the victim’s body by immersing it in her sexual ‘dark juices’. When the Tolland Man is dug up, many centuries later the turf cutters discover ‘His last gruel of winter seed/caked In his stomach’. Ever since Haney placed as a child In a moss- hole, Haney realized that the Bog represented for him a repository of memories of his childhood. He also recognized the Bog as being literally a storage place which held objects preserved for decades beneath It. Just as Haney believed that Ireland’s history lay beneath the Bog he also began to use the Bog to project her future. The fact that poetry is a kind of continuous and complex stream of thoughts, a composite of memories In which what we have experienced in the past Is constantly merging with our experience of the moment best embodied by Eliot;s ‘Time present and time past/are both perhaps present in time future/and time future contained in time past’. Haynes poems are laced with a strong sense of alienation In the modern world and the need to negotiate the distance between origins and present circumstances. In the poem ‘Digging’ learning and the privileges to which it provides access are what operates the speaker trot his tamer. The speaker sits inside looking out at his father working beneath his window. If he cannot literally dig, he can ‘dig metaphorically unearthing the detail of the life of his family and community and honoring them by preserving them in his verse. As Hellene Vender puts it, these early poems memorial ‘a life which the poet does not want to follow, could not follow, but none the less recognizes as forever a part of his inner landscape’. The language evokes a strong sense of the sight and sound of the world being described which indicates the early influence on Haney of this near contemporary English poet Ted Hughes. Language is thus deployed here with enormous precision in the impressionistic manner in order to evoke a detailed image of a very specific world with Haney describing it as the rustle of language itself. In the true modernist vein Haney takes a descent into his past which becomes analogous to his subconscious, ‘digging’ out memories. The land of Ireland itself is, the object of resentment for those who endured the terrible suffering of the Great Hunger. In ‘Ata Potato Digging the ultra collective of ‘a people hungering from birth’ takes on a political dimension as well as a purely descriptive one. The degradation of having to grub ‘like plants’ makes the people seem worth no more than weeds so it is unsurprising that they should feel that their land is the ‘bitchy earth’. Honey’s subject matter and imagery become stark and astringent filled with death and dying and rooted firmly in his world. However, the irony becomes evident when the essence of profligacy is contrasted with famine victim could afford to throw away tea dregs or crusts. As the workers stretch out in their rest they are describes lying on faithless ground’. This reminds us of the fact that nature can set its face against humanity and behave in an unpredictable manner. It can also be argued that although Honey’s work is full of images of death and dying, it is at the same time deeply rooted in life endlessly metaphorical. It holds out an offer of endlessness of cynical history of eternity. Honey’s poems are ultimately peace poems intensifying the sense of beauty in contrast to the horror of violence and the pathos of needless death. How to cite Heaney as a Modern Poet, Papers

Black Beauty Essay Research Paper The Project free essay sample

Black Beauty Essay, Research Paper **The Project Gutenberg Etext of Black Beauty, by Anna Sewell** Please take a expression at the of import information in this heading. We encourage you to maintain this file on your ain disc, maintaining an electronic way unfastened for the following readers. Do non take this. **Welcome To The World of Free Plain Vanilla Electronic Texts** **Etexts Clear By Both Humans and By Computers, Since 1971** *These Etexts Prepared By Hundreds of Volunteers and Donations* Information on reaching Project Gutenberg to acquire Etexts, and farther information is included below. We need your contributions. Black Beauty by Anna Sewell [ English Quaker 1820-1878. ] May, 1995 [ Etext # 271 ] entered/proofed by A. 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Money should be paid to # 8220 ; Project Gutenberg Association / Illinois Benedictine College # 8221 ; . This # 8220 ; Small Print! # 8221 ; by Charles B. Kramer, Attorney Internet ( 72600.2026 @ compuserve.com ) ; TEL: ( 212-254-5093 ) *END*THE SMALL PRINT! FOR PUBLIC DOMAIN ETEXTS*Ver.04.29.93*END* Black Beauty by Anna Sewell [ English Quaker 1820-1878. ] [ Note: `Black Beauty was originally published in 1877. This etext was transcribed from an American edition of 1911. Some little corrections were made, after being confirmed against other beginnings. ] Black Beauty The Autobiography of a Horse by Anna Sewell To my beloved and honored Mother, whose life, no less than her pen, has been devoted to the public assistance of others, this small book is dearly dedicated. Contentss Part I Chapter 01 My Early Home 02 The Hunt 03 My Breakage In 04 Birtwick Park 05 A Fair Start 06 Autonomy 07 Ginger 08 Ginger # 8217 ; s Story Continued 09 Merrylegs 10 A Talk in the Orchard 11 Plain Speaking 12 A Stormy Day 13 The Devil # 8217 ; s Trade Mark 14 James Howard 15 The Old Hostler 16 The Fire 17 John Manly # 8217 ; s Talk 18 Traveling for the Doctor 19 Merely Ignorance 20 Joe Green 21 The Farewell Part II 22 Earlshall 23 A Strike for Liberty 24 The Lady Anne, or a Runaway Horse 25 Reuben Smith 26 How it Ended 27 Ruined and Going Downhill 28 A Job Horse and His Drivers 29 Cockneys 30 A Thief 31 A Baloney Part III 32 A Horse Fair 33 A London Cab Horse 34 An Old War Horse 35 Jerry Barker 36 The Sunday Cab 37 The Golden Rule 38 Dolly and a Real Gentleman 39 Seedy Sam 40 Poor Ginger 41 The Butcher 42 The Election 43 A Friend in Need 44 Old Captain and His Successor 45 Jerry # 8217 ; s New Year Part IV 46 Outhouses and the Lady 47 Hard Timess 48 Farmer Thoroughgood and His Grandson Willie 49 My Last Home Black Beauty Part I 01 My Early Home The first topographic point that I can good retrieve was a big pleasant hayfield with a pool of clear H2O in it. Some fly-by-night trees leaned over it, and hastes and water-lilies grew at the deep terminal. Over the hedge on one side we looked into a ploughed field, and on the other we looked over a gate at our maestro # 8217 ; s house, which stood by the wayside ; at the top of the hayfield was a grove of fir trees, and at the underside a running creek overhung by a steep bank. While I was immature I lived upon my female parent # 8217 ; s milk, as I could non eat grass. In the daylight I ran by her side, and at dark I lay down near by her. When it was hot we used to stand by the pool in the shadiness of the trees, and when it was cold we had a nice warm shed near the grove. Equally shortly as I was old plenty to eat grass my female parent used to travel out to work in the daylight, and come back in the eventide. There were six immature colts in the hayfield besides me ; they were older than I was ; some were about every bit big as grown-up Equus caballuss. I used to run with them, and had great merriment ; we used to gallop all together unit of ammunition and round the field every bit hard as we could travel. Sometimes we had instead unsmooth drama, for they would often seize with teeth and kick every bit good as gallop. One twenty-four hours, when there was a good trade of kicking, my female parent whinnied to me to come to her, and so she said: # 8220 ; I wish you to pay attending to what I am traveling to state to you. The colts who live here are really good colts, but they are cart-horse colts, and of class they have non learned manners. You have been well-mannered and well-born ; your male parent has a great name in these parts, and your gramps won the cup two old ages at the Newmarket races ; your grandma had the sweetest pique of any Equus caballus I of all time knew, and I think you have neer seen me kick or seize with teeth. I hope you will turn up gentle and good, and neer larn bad ways ; make your work with a good will, raise your pess up good when you trot, and neer seize with teeth or kick even in play. # 8221 ; I have neer forgotten my female parent # 8217 ; s advice ; I knew she was a wise old Equus caballus, and our maestro thought a great trade of her. Her name was Duchess, but he frequently called her Pet. Our maestro was a good, sort adult male. He gave us good nutrient, good housing, and sort words ; he spoke every bit kindly to us as he did to his small kids. We were all fond of him, and my female parent loved him really much. When she saw him at the gate she would neigh with joy, and jog up to him. He would chuck and stroke her and state, # 8220 ; Well, old Pet, and how is your small Darkie? # 8221 ; I was a dull black, so he called me Darkie ; so he would give me a piece of staff of life, which was really good, and sometimes he brought a carrot for my female parent. All the Equus caballuss would come to him, but I think we were his favourites. My female parent ever took him to the town on a market twenty-four hours in a light gig. There was a ploughboy, Dick, who sometimes came into our field to tweak blackberries from the hedge. When he had eaten wholly he wanted he would hold what he called merriment with the colts, throwing rocks and sticks at them to do them gallop. We did non much head him, for we could gallop off ; but sometimes a rock would hit and ache us. One twenty-four hours he was at this game, and did non cognize that the maestro was in the following field ; but he was at that place, watching what was traveling on ; over the hedge he jumped in a catch, and catching Dick by the arm, he gave him such a box on the ear as made him howl with the hurting and surprise. Equally shortly as we saw the maestro we trotted up nearer to see what went on. # 8220 ; Bad male child! # 8221 ; he said, # 8220 ; bad male child! to trail the colts. This is non the first clip, nor the 2nd, but it shall be the last. There # 8211 ; take your money and travel place ; I shall non desire you on my farm again. # 8221 ; So we neer saw Dick any more. Old Daniel, the adult male who looked after the Equus caballuss, was merely every bit soft as our maestro, so we were good away. 02 The Hunt Before I was two old ages old a circumstance happened which I have neer forgotten. It was early in the spring ; there had been a small hoar in the dark, and a light mist still hung over the forests and hayfields. I and the other colts were feeding at the lower portion of the field when we heard, rather in the distance, what sounded like the call of Canis familiariss. The oldest of the colts raised his caput, pricked his ears, and said, # 8220 ; There are the hounds! # 8221 ; and instantly cantered off, followed by the remainder of us to the upper portion of the field, where we could look over the hedge and see several Fieldss beyond. My female parent and an old equitation Equus caballus of our maestro # 8217 ; s were besides standing near, and seemed to cognize all about it. # 8220 ; They have found a hare, # 8221 ; said my female parent, # 8220 ; and if they come this manner we shall see the hunt. # 8221 ; And shortly the Canis familiariss were all rupturing down the field of immature wheat following to ours. I neer heard such a noise as they made. They did non bark, nor ululation, nor whimper, but kept on a # 8220 ; yo! yo, O, O! yo! yo, O, O! # 8221 ; at the top of their voices. After them came a figure of work forces on horseback, some of them in green coats, wholly galloping every bit fast as they could. The old Equus caballus snorted and looked thirstily after them, and we immature colts wanted to be galloping with them, but they were shortly off into the Fieldss lower down ; here it seemed as if they had come to a base ; the Canis familiariss left off barking, and ran about every manner humor h their olfactory organs to the land. # 8220 ; They have lost the aroma, # 8221 ; said the old Equus caballus ; # 8220 ; possibly the hare will acquire off. # 8221 ; # 8220 ; What hare? # 8221 ; I said. # 8220 ; Oh! I don # 8217 ; t cognize what hare ; probably enough it may be one of our ain hares out of the forests ; any hare they can happen will make for the Canis familiariss and work forces to run after ; # 8221 ; and before long the Canis familiariss began their # 8220 ; yo! yo, O, O! # 8221 ; once more, and back they came wholly at full velocity, doing heterosexual for our hayfield at the portion where the high bank and hedge overhang the creek. # 8220 ; Now we shall see the hare, # 8221 ; said my female parent ; and merely so a hare wild with fear rushed by and made for the forests. On came the Canis familiariss ; they burst over the bank, leaped the watercourse, and came darting across the field followed by the hunters. Six or eight work forces leaped their Equus caballuss clean over, near upon the Canis familiariss. The hare tried to acquire through the fencing ; it was excessively thick, and she turned crisp unit of ammunition to do for the route, but it was excessively late ; the Canis familiariss were upon her with their wild calls ; we heard one scream, and that was the terminal of her. One of the hunters rode up and whipped off the Canis familiariss, who would shortly hold torn her to pieces. He held her up by the leg torn and hemorrhage, and all the gentlemen seemed good pleased. As for me, I was so amazed that I did non at first see what was traveling on by the creek ; but when I did look there was a sad sight ; two all right Equus caballuss were down, one was fighting in the watercourse, and the other was moaning on the grass. One of the riders was acquiring out of the H2O covered with clay, the other ballad rather still. # 8220 ; His cervix is broke, # 8221 ; said my female parent. # 8220 ; And serve him right, excessively, # 8221 ; said one of the colts. I thought the same, but my female parent did non fall in with us. # 8220 ; Well, no, # 8221 ; she said, # 8220 ; you must non state that ; but though I am an old Equus caballus, and have seen and heard a great trade, I neer yet could do out why work forces are so fond of this athletics ; they frequently hurt themselves, frequently spoil good Equus caballuss, and rupture up the Fieldss, and all for a hare or a fox, or a hart, that they could acquire more easy some other manner ; but we are lone Equus caballuss, and wear # 8217 ; t know. # 8221 ; While my female parent was stating this we stood and looked on. Many of the riders had gone to the immature adult male ; but my maestro, who had been watching what was traveling on, was the first to raise him. His caput fell back and his weaponries hung down, and every one looked really serious. There was no noise now ; even the Canis familiariss were quiet, and seemed to cognize that something was incorrect. They carried him to our maestro # 8217 ; s house. I heard subsequently that it was immature George Gordon, the squire # 8217 ; s merely boy, a all right, tall immature adult male, and the pride of his household. There was now siting off in all waies to the physician # 8217 ; s, to the farrier # 8217 ; s, and no uncertainty to Squire Gordon # 8217 ; s, to allow him cognize about his boy. When Mr. Bond, the horseshoer, came to look at the black Equus caballus that lay moaning on the grass, he felt him all over, and shook his caput ; one of his legs was broken. Then some one ran to our maestro # 8217 ; s house and came back with a gun ; soon there was a loud knock and a awful scream, and so all was still ; the black Equus caballus moved no more. My female parent seemed much troubled ; she said she had known that Equus caballus for old ages, and that his name was # 8220 ; Rob Roy # 8221 ; ; he was a good Equus caballus, and at that place was no frailty in him. She neer would travel to that portion of the field subsequently. Not many yearss after we heard the church-bell tolling for a long clip, and looking over the gate we saw a long, unusual black manager that was covered with black fabric and was drawn by black Equus caballuss ; after that came another and another and another, and all were black, while the bell kept tolling, tolling. They were transporting immature Gordon to the Gods acre to bury him. He would neer sit once more. What they did with Rob Roy I neer knew ; but # 8217 ; twas all for one small hare. 03 My Breakage In I was now get downing to turn handsome ; my coat had grown all right and soft, and was bright black. I had one white pes and a pretty white star on my brow. I was thought really fine-looking ; my maestro would non sell me boulder clay I was four old ages old ; he said chaps ought non to work like work forces, and colts ought non to work like Equus caballuss till they were rather grown up. When I was four old ages old Squire Gordon came to look at me. He examined my eyes, my oral cavity, and my legs ; he felt them all down ; and so I had to walk and jog and gallop before him. He seemed to like me, and said, # 8220 ; When he has been good broken in he will make really well. # 8221 ; My maestro said he would interrupt me in himself, as he should non wish me to be frightened or hurt, and he lost no clip about it, for the following twenty-four hours he began. Every one may non cognize what interrupting in is, hence I will depict it. It means to learn a Equus caballus to have on a saddle and bridle, and to transport on his back a adult male, adult female or kid ; to travel merely the manner they wish, and to travel softly. Besides this he has to larn to have on a neckband, a crupper, and a breeching, and to stand still while they are put on ; so to hold a cart or a daybed fixed behind, so that he can non walk or jog without dragging it after him ; and he must travel fast or decelerate, merely as his driver wants. He must neer get down at what he sees, nor speak to other Equus caballuss, nor bite, nor boot, nor have any will of his ain ; but ever make his maestro # 8217 ; s will, even though he may be really tired or hungry ; but the worst of all is, when his harness is one time on, he may neither leap for joy nor lie down for fatigue. So you see this breakage in is a great thing. I had of class long been used to a hackamore and a headpiece, and to be led about in the Fieldss and lanes softly, but now I was to hold a spot and bridle ; my maestro gave me some oats as usual, and after a good trade of wheedling he got the spot into my oral cavity, and the bridle fixed, but it was a awful thing! Those who have neer had a spot in their oral cavities can non believe how bad it feels ; a great piece of cold difficult steel every bit thick as a adult male # 8217 ; s finger to be pushed into one # 8217 ; s oral cavity, between one # 8217 ; s dentitions, and over one # 8217 ; s lingua, with the terminals coming out at the corner of your oral cavity, and held fast at that place by straps over your caput, under your pharynx, round your olfactory organ, and under your mentum ; so that no manner in the universe can you acquire rid of the awful difficult thing ; it is really bad! yes, really bad! at least I thought so ; but I knew my female parent ever wore one when she went out, and all Equus caballuss did when they were grown up ; and so, what with the nice oats, and what with my maestro # 8217 ; s raps, sort words, and soft ways, I got to have on my spot and bridle. Following came the saddle, but that was non half so bad ; my maestro put it on my back really gently, while old Daniel held my caput ; he so made the girths fast under my organic structure, chucking and speaking to me all the clip ; so I had a few oats, so a small taking about ; and this he did every twenty-four hours till I began to look for the oats and the saddle. At length, one forenoon, my maestro got on my dorsum and rode me round the hayfield on the soft grass. It surely did experience fagot ; but I must state I felt instead proud to transport my maestro, and as he continued to sit me a small every twenty-four hours I shortly became accustomed to it. The following unpleasant concern was seting on the Fe places ; that excessively was really hard at first. My maestro went with me to the Smith # 8217 ; s forge, to see that I was non hurt or got any fear. The blacksmith took my pess in his manus, one after the other, and cut off some of the hoof. It did non trouble me, so I stood still on three legs till he had done them all. Then he took a piece of Fe the form of my pes, and clapped it on, and drove some nails through the shoe rather into my hoof, so that the shoe was steadfastly on. My pess felt really stiff and heavy, but in clip I got used to it. And now holding got so far, my maestro went on to interrupt me to tackle ; there were more new things to have on. First, a stiff heavy neckband merely on my cervix, and a bridle with great side-pieces against my eyes called flashers, and flashers so they were, for I could non see on either side, but merely directly in forepart of me ; following, there was a little saddle with a awful stiff strap that went right under my tail ; that was the crupper. I hated the crupper ; to hold my long tail doubled up and poked through that strap was about every bit bad as the spot. I neer felt more like kicking, but of class I could non kick such a good maestro, and so in clip I got used to everything, and could make my work every bit good as my female parent. I must non bury to advert one portion of my preparation, which I have ever considered a really great advantage. My maestro sent me for a two weeks to a adjacent husbandman # 8217 ; s, who had a hayfield which was skirted on one side by the railroad. Here were some sheep and cattles, and I was turned in among them. I shall neer bury the first train that ran by. I was feeding softly near the pickets which separated the hayfield from the railroad, when I heard a unusual sound at a distance, and before I knew whence it came # 8211 ; with a haste and a clatter, and a whiffing out of fume # 8211 ; a long black train of something flew by, and was gone about before I could pull my breath. I turned and galloped to the farther side of the hayfield every bit fast as I could travel, and at that place I stood snorting with amazement and fright. In the class of the twenty-four hours many other trains went by, some more easy ; these drew up at the station near by, and sometimes made an atrocious scream and moan before they stopped. I thought it really awful, but the cattles went on eating really softly, and barely raised their caputs as the black atrocious thing came whiffing and crunching yesteryear. For the first few yearss I could non feed in peace ; but as I found that this awful animal neer came into the field, or did me any injury, I began to ignore it, and really shortly I cared as small about the passing of a train as the cattles and sheep did. Since so I have seen many Equus caballuss much alarmed and edgy at the sight or sound of a steam engine ; but thanks to my good maestro # 8217 ; s attention, I am as fearless at railroad Stationss as in my ain stable. Now if any one wants to interrupt in a immature Equus caballus good, that is the manner. My maestro frequently drove me in dual harness with my female parent, because she was steady and could learn me how to travel better than a unusual Equus caballus. She told me the better I behaved the better I should be treated, and that it was wisest ever to make my best to delight my maestro ; # 8220 ; but, # 8221 ; said she, # 8220 ; there are a great many sorts of work forces ; there are good thoughtful work forces like our maestro, that any Equus caballus may be proud to function ; and there are bad, barbarous work forces, who neer ought to hold a Equus caballus or Canis familiaris to name their ain. Besides, there are a great many foolish work forces, vain, ignorant, and careless, who neer problem themselves to believe ; these spoil more Equus caballuss than all, merely for privation of sense ; they don # 8217 ; t intend it, but they do it for all that. I hope you will fall into good custodies ; but a Equus caballus neer knows who may purchase him, or who may drive him ; it is all a opportunity for us ; but still I say, do your best wherever it is, and maintain up your good name. # 8221 ; 04 Birtwick Park At this clip I used to stand in the stable and my coat was brushed every twenty-four hours till it shone like a castle # 8217 ; s wing. It was early in May, when there came a adult male from Squire Gordon # 8217 ; s, who took me off to the hall. My maestro said, # 8220 ; Good-by, Darkie ; be a good Equus caballus, and ever make your best. # 8221 ; I could non state # 8220 ; good-by # 8221 ; , so I put my olfactory organ into his manus ; he patted me kindly, and I left my first place. As I lived some old ages with Squire Gordon, I may every bit good tell something about the topographic point. Squire Gordon # 8217 ; s park skirted the small town of Birtwick. It was entered by a big Fe gate, at which stood the first Lodge, and so you trotted along on a smooth route between bunchs of big old trees ; so another Lodge and another gate, which brought you to the house and the gardens. Beyond this ballad the place paddock, the old grove, and the stallss. There was adjustment for many Equus caballuss and passenger cars ; but I need merely depict the stable into which I was taken ; this was really spacious, with four good stables ; a big vacillation window opened into the pace, which made it pleasant and airy. The first stall was a big square one, shut in buttocks with a wooden gate ; the others were common stables, good stables, but non about so big ; it had a low rack for hay and a low trough for maize ; it was called a loose box, because the Equus caballus that was put into it was non tied up, but left free, to make as he liked. It is a great thing to hold a loose box. Into this all right box the groom put me ; it was clean, sweet, and airy. I neer was in a better box than that, and the sides were non so high but that I could see all that went on through the Fe tracks that were at the top. He gave me some really nice oats, he patted me, spoke kindly, and so went off. When I had eaten my maize I looked unit of ammunition. In the stall following to mine stood a small fat grey pony, with a thick mane and tail, a really pretty caput, and a irreverent small olfactory organ. I put my caput up to the Fe rails at the top of my box, and said, # 8220 ; How make you make? What is your name? # 8221 ; He turned round every bit far as his hackamore would let, held up his caput, and said, # 8220 ; My name is Merrylegs. I am really fine-looking ; I carry the immature ladies on my dorsum, and sometimes I take our kept woman out in the low chair. They think a great trade of me, and so does James. Are you traveling to populate following door to me in the box? # 8221 ; I said, # 8220 ; Yes. # 8221 ; # 8220 ; Well, so, # 8221 ; he said, # 8220 ; I hope you are equable ; I do non like any one following door who bites. # 8221 ; Merely so a Equus caballus # 8217 ; s caput looked over from the stall beyond ; the ears were laid back, and the oculus looked instead crabbed. This was a tall chestnut female horse, with a long handsome cervix. She looked across to me and said: # 8220 ; So it is you who have turned me out of my box ; it is a really unusual thing for a colt like you to come and turn a lady out of her ain home. # 8221 ; # 8220 ; I beg your forgiveness, # 8221 ; I said, # 8220 ; I have turned no 1 out ; the adult male who brought me set me here, and I had nil to make with it ; and as to my being a colt, I am turned four old ages old and am a grown-up Equus caballus. I neer had words yet with Equus caballus or female horse, and it is my wish to populate at peace. # 8221 ; # 8220 ; Well, # 8221 ; she said, # 8220 ; we shall see. Of class, I do non desire to hold words with a immature thing like you. # 8221 ; I said no more. In the afternoon, when she went out, Merrylegs told me all about it. # 8220 ; The thing is this, # 8221 ; said Merrylegs. # 8220 ; Ginger has a bad wont of biting and snapping ; that is why they call her Ginger, and when she was in the loose box she used to snarl really much. One twenty-four hours she bit James in the arm and made it shed blood, and so Miss Flora and Miss Jessie, who are really fond of me, were afraid to come into the stable. They used to convey me nice things to eat, an apple or a carrot, or a piece of staff of life, but after Ginger stood in that box they dared non come, and I missed them really much. I hope they will now come once more, if you do non seize with teeth or snap. # 8221 ; I told him I neer bit anything but grass, hay, and maize, and could non believe what pleasance Ginger found it. # 8220 ; Well, I don # 8217 ; t believe she does happen pleasance, # 8221 ; says Merrylegs ; # 8220 ; it is merely a bad wont ; she says no 1 was of all time sort to her, and why should she non seize with teeth? Of class, it is a really bad wont ; but I am certainly, if all she says be true, she must hold been really exploited before she came here. John does all he can to delight her, and James does all he can, and our maestro neer uses a whip if a Equus caballus acts right ; so I think she might be equable here. You see, # 8221 ; he said, with a wise expression, # 8220 ; I am twelve old ages old ; I know a great trade, and I can state you there is non a better topographic point for a Equus caballus all round the state than this. John is the best groom that of all time was ; he has been here 14 old ages ; and you neer saw such a sort male child as James is ; so that it is wholly Ginger # 8217 ; s ain mistake that she did non remain in that box. # 8221 ; 05 A Fair Start The name of the coachman was John Manly ; he had a married woman and one small kid, and they lived in the coachman # 8217 ; s bungalow, really near the stallss. The following forenoon he took me into the pace and gave me a good training, and merely as I was traveling into my box, with my coat soft and bright, the squire came in to look at me, and seemed pleased. # 8220 ; John, # 8221 ; he said, # 8220 ; I meant to hold tried the new Equus caballus this forenoon, but I have other concern. You may every bit good take him about after breakfast ; travel by the common and the Highwood, and back by the watermill and the river ; that will demo his paces. # 8221 ; # 8220 ; I will, sir, # 8221 ; said John. After breakfast he came and fitted me with a bridle. He was really peculiar in allowing out and taking in the straps, to suit my caput comfortably ; so he brought a saddle, but it was non wide plenty for my dorsum ; he saw it in a minute and went for another, which fitted nicely. He rode me first easy, so a jog, so a lope, and when we were on the common he gave me a light touch with his whip, and we had a glorious gallop. # 8220 ; Ho, Ho! my male child, # 8221 ; he said, as he pulled me up, # 8220 ; you would wish to follow the hounds, I think. # 8221 ; As we came back through the park we met the Squire and Mrs. Gordon walking ; they stopped, and John jumped off. # 8220 ; Well, John, how does he travel? # 8221 ; # 8220 ; First-rate, sir, # 8221 ; answered John ; # 8220 ; he is every bit swift as a cervid, and has a all right spirit excessively ; but the lightest touch of the rein will steer him. Down at the terminal of the common we met one of those going carts hung all over with baskets, carpets, and such like ; you know, sir, many Equus caballuss will non go through those carts softly ; he merely took a good expression at it, and so went on as quiet and pleasant as could be. They were hiting coneies near the Highwood, and a gun went off stopping point by ; he pulled up a small and looked, but did non stir a measure to compensate or go forth. I merely held the rein steady and did non travel rapidly him, and it # 8217 ; s my sentiment he has non been frightened or exploited while he was young. # 8221 ; # 8220 ; That # 8217 ; s good, # 8221 ; said the squire, # 8220 ; I will seek him myself to-morrow. # 8221 ; The following twenty-four hours I was brought up for my maestro. I remembered my female parent # 8217 ; s coun

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Community Language Learning Community language learning (CLL) is a type of language learning approach. The founder for CLL methodology was Charles Curran, an American Jesuit priest who was working as the Counseling Learning. CLL play a fundamental role for students who are learning English as their second language. It is an example of an innovative model that takes the importance of learning process into consideration. Learning new languages might be challenging for students who are not familiar with the language as they will face difficulty in understanding the language that they are learning. Some of the learners will feel nervous when they are talking using other languages. They might feel that they are embarrassing themselves when they are communicating with the native speakers. So, Curran was best known for his extensive studies on adult learning. He had addressed some issues on affective domain that are related to adult learners when they are learning new languages. 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This is because when they are sitting together, student s can see each other faces clearly, have eye contact and hear each other well. They will feel secure and safe to speak out their thoughts and can have debates and discussions among themselves. Interpersonal relationship among students and teachers are very important. Teachers need to treat the students fairly so that students will lower their defensive behavior and will start communicating interpersonally. Students will feel free to talk about their experiences or introduce themselves using their mother tongue. Teachers have to listen carefully to the students conversation and translate the conversation into English. Then, students will follow and imitate teachers pronunciation and sentence structures again during the discussion. Students will then repeat what have been said by the teachers in front of the class. So, in order to make the learning process easier, students should ensure that they make simple and short phrases around five to six words when they are talking in their mother tongue. So, maybe the teachers can control or stop the students from talking too long. This is because when teachers translate it in English, it will be easy for the students to understand a nd imitate the pronunciation and sentences easily. When it is the students turn to speak in target language directly to the group, teachers can correct students grammatical error and mispronunciation. But teachers must make sure that they are not over doing it. Even though the teachers are not taking part or involve in the discussion, they still play an important role in the learning process. Teachers should not always correct the students pronunciation as this will discourage them to continue learning and affect the students interest in learning. It will also lead to frustration. The teacher should not control the conversation in CLL, but let students talk whatever they wishes (Rardin et al., 1988). What was important is that teacher should ensure that their students are generally able to speak in a way that is easy for others to understand and not necessarily like a native speaker. Scaffolding can be provided for the students if students are still unable to pronounce or speak correctly. Set up a personal tutorial for the selected students by providing them extra classes and teach them again the proper usage of English will eventually help them. Their learning progress may be very slow, but teachers concerned and mutual trust will help the m to master the language slowly. Mutual trust between the teachers and the students should be maintained throughout the discussion. Students will feel more comfortable when they are sharing their opinions and thoughts. This will eventually motivate students to learn new languages and boost their confident when speaking in front the group. In a non-defensive relationship learners are able to engage with and personalize the material (Rardin, Tranel, Tirone and Green, 1988). This method is not really relevant in a Malaysian classroom. Malaysia is a multiracial country that consists of Malay, Chinese, Indian and others. Everyone is put under the same education system, where all races are studying in the same class. When students are studying in the class, they still prefer to use language that they feel more comfortable and familiar to communicate with others. Because of this, there will be some language differences between students. Everyone in the class uses different mother tongue and prefer to use language that they feel more comfortable and familiar with when communicating with others. That is why CLL is not really applicable in Malaysian classrooms that consist of multiracial students. In CLL teaching approaches, most of the communication and talking are in mother tongue. Students from different races will face difficulty in understanding their friends conversation and this will actually lead to some confusion in students. During the discussion, stu dents initiative to communicate will be less. This is because they will feel left out or awkward to speak with their mother tongue where most of their friends cannot understand. Teachers will also have to realize that their students come from various backgrounds and will face many problems when learning new languages. For example, students who are learning English as their second language, while their mother tongue is Mandarin. Mandarin grammar is much simpler if compared to English. Students will face difficulty in learning English because Mandarin has little or no bound morphology and there are no grammatical paradigms to memorize. Each word has a fixed and single form and verbs do not take prefixes or suffixes showing the tense or the person. However it is different for English. When teaching in English classes, CLL approach is not applicable also. Teachers who want to apply this approach in classroom need to have strong understanding of languages where they are able to explain and differentiate the uses and function of certain languages. Translation from mother tongue to target language is not easy for teachers because they need to concern about the comp licated grammar rules and sentence structures of the language. When the teachers are translating to the target language, they need to make sure that the sentence structures are following the grammar rules and arrangement of sentence structure of the target language. Clear explanation must be made by teachers so that students can understand how sentences are formed. They must be able to explain and give examples to students that not every sentence can be translated directly to the target language. That is why teachers must have strong understanding of every function of different languages. The Grammar Translation Method (GTL) is another method that can be used by teachers when teaching second language learners. This method was introduced in the 19th century, when moves were made to bring foreign- language learning into school curriculum. Furthermore, grammar translation method emerged when people from the western world wanted to learn Latin and Greek. It focuses on grammatical rules, memorization of vocabulary, translation of text and doing excises. Students were given explanation using their mother tongues language. There are some limitations for the Grammar Translation method. One of the reasons is that the class is conducted using mother tongue, with little use of the target language. Because of this, students prefer to communicate using mother tongue as everyone in the class will understand what they are trying to convey. Unfortunately, this will not help students who are struggling to acquire speaking skills and will not help in developing and improving their proficiency in target language. Students will not be able to speak correctly using correct grammar rules and pronunciation because they cannot practice how to speak correctly using target language. Other than that, students will not have the initiative to communicate in using target language, some of them even feel shy and refuse to try to speak in target language because they are afraid to make mistakes when speaking with others. Vocabulary is also taught in the form of isolated words list. The students are taught about the literal meaning of the word, but they pay less attention to the way that it is used. For example, they only know the literal meaning of the word happy, but they do not know how to apply it correctly in sentences. They will construct her eyes shone with happy instead of her eyes shone with happiness. Even though they learn about the change in the form of the word according to the grammatical function in the sentence, however the application is less. Other than that, they also learn how to translate sentences from their mother tongue to target language. Even though this will help the students to master the basic knowledge of English such as basic vocabulary and grammar, however, the conditions of learning second language are different. Sometimes, certain language cannot be translated to other languages without considering grammar rules. For example, in Malay language Jangan main main, but wh en it is translated to English it will become you do not play play . The grammar rules and sentence structures are correct but it carries illogical meaning to the sentence. Furthermore, GTL is focuses on reading and writing. This is parallel to Malaysia curriculum specification which is also emphasizes on those skills. The curriculum specification outlines the communicative teaching approach to English based on the integration of the four main skills: reading, writing, listening and speaking (Malaysian Education Ministry, 1989). The curriculum specification in Malaysian schools is supposed to place emphasis on oral activities that would help students to use English language effectively in their daily communication and relate the language to the environment. However, in terms of implementation, the classroom situation is far from what is envisioned by the Ministry Classroom. Teaching often relies on reading comprehension, writing, grammar and vocabulary skills. Thus largely neglecting listening and speaking skills which are not given emphasize in the classroom (Pandian, 2002). Although GTL has its advantages, however there are some lacking elements in this method. Communicative competence are not really emphasizes in this method. This is because the teaching process is solely based on books only. Drilling the learners with continuous grammatical exercises especially at the primary school level is a norm in Malaysia classroom. Drilling exercise will help the learners to have deeper understanding of grammar rules writing so that they can correct their errors and will not repeat the same mistakes when writing. Even though the drilling exercises approach has some advantages in language teaching, it is however does not help the students to master the language in the long run. Often, students from the rural areas are not able to speak and write competently in English after they have graduated from high schools. According to (Maarof et al., 2003; David Govindasamy; 2005), ninety-four percent of students are unemployed after graduates in Malaysia due to their ins ufficient competency in English language, particularly in using English for oral business communication. GTM is relevant to Malaysia classroom for students who are learning English as their second language as it focuses on translation method. Translation from L1 to L2 is important in learning second language. This is because the students need to think in their mother tongue first before applying to their target language. According to the curriculum specifications, grammar is taught according to stages by stages. Students will learn from simple words to more complex words. First, it begins with a word list, teachers are supposed or required to translate the word list into students native language so that students can understand. This is because Malaysia school is divided into SK (Sekolah Kebangsaan), SJKC (Sekolah Jenis Kebangsaan Cina), and SJKT(Sekolah Kebangsaan Tamil). This is applicable in Malaysia classroom because everyone in the class understands Malay language in SK school, Mandarin in SJKC and Tamil Language in SJKT. It will be easier for the teachers to translate words from native language to target language as all the students understand the same native language. This method also plays a fundamental role for the slow learners or learners who are trying to learn new languages. Teachers can translate words by words to them using their mother tongue so that can understand more. They will be able to acquire vocabulary and understand the meaning of words and phrases in context. Furthermore, they also can recognize certain words that can be applied in different context and situation. When students have strong understanding of the application of the meaning of words, they can slowly learn to construct simple sentence and then progress to the next level. However, if we look back to the history of GTM, GTM only teaches students how to memorize words and its meaning. But overall, grammar is still the main part in learning language. In primary school, the usage of textbooks, worksheets and exercise books is common in the learning process. When the pupils are reaching intermediate level, cassettes and video tapes are introduced to make the learning proce ss more interesting. However, these materials lack the capability to nurture oral communication skills due to the lack of interactivity (Faridah, 2004). In other words, many teachers are more interested in training students how to read and write well in addition to teaching students to master the grammar component of the language. In conclusion, every approach has its own strength and weaknesses. It depends on how teachers apply it in the learning and teaching process. In order to motivate students to improve their English, teachers need to understand how they actually learn and adopt more suitable approaches .

Medieval Europe And The Renaissance :: essays research papers

When I look at the conflicts that medieval European people faced and the conflicts that modern people face, I see a huge difference. Our government, economics, science, mobility, art, literacy and health are very different. Some aspects of religion are different, but not many. The Black Death and feudalism are some major contributions to the medieval times.   Ã‚  Ã‚  Ã‚  Ã‚  The Black Death is known as a beneficial divider between the central and Middle Ages. The changes are numerous. They include the introduction of gunpowder, importance of cities, economic and demographic crises, and powerful new currents in culture and religion. Overall, the late middle ages were characterized as a period of chaos. The Black Death did not cause the chaos, but the plague definitely contributed towards it, as well as making more problems. The Black Death erupted in the Gobi desert in the late 1320’s. There is no real explanation why. The plague bacillus was alive and active long before that. Europe had suffered from an epidemic in the 6th century. But the disease became relatively dormant in the following centuries. It is said that it was due to the climate beginning to cool in the 14th century. Whatever it was, the outbreak began and spread fast. It mostly went west, but it spread everywhere. The Asian nations suffered greatly as anywhere. In China, the population dropped from 125 million to 90 million. The plague was so widespread; it was said that there was not enough living to bury the dead. Rodents ran the unsanitary streets that carried the fleas that had the disease. This is how the Bubonic Plague was spread. The people believed at the time that the gods were punishing them for things they had done wrong in the past. The Bubonic Plague is transmitted either though an infected rodent (rats, rabbits, etc.) carrying bugs (fleas). It was first thought that the rats themselves transmitted the Bubonic Plague because when people found dead rats in the towns' streets, they would usually flee their civilization in fear of the rodents. But it was observed that people would only get the disease if they came in contact with a rodent or rat that was dead for a short amount of time. The Bubonic Plague is not very common these days, but that is because we live in the United States where our sanitary level is fairly high. But in Africa, Asia, and South America, several people die from it every year.

Epic Rivalry: The Inside Story of the Soviet and American Space Race Essay

Outer space, in a wider sense, can be considered both a beauty and a mystery. From the conception of the universe such as the â€Å"Big Bang Theory†, to the discovery of the different planets through powerful telescopes, nothing proves to be more ambitious than to have â€Å"manned† explorations on outer space. Indeed, when Sputnik was launched in outer space in 1957, it triggered the so-called â€Å"space race† between the America and the Soviet Union. The race began with Sputnik in 1957 and culminated by walking on the moon of Buzz Aldrin and Neil Armstrong in 1969. The book, Epic Rivalry: The inside Story of the Soviet and American Space Race, narrates the space race of these two powerful nations during the Cold War. Written by Von Hardesty, a Smithsonian guardian or curator; and Gene Eisman, it showed how the compelling rivalry had played a significant role in space exploration both with Russian and with the American point of view. The book also showed scores of unpublished, exceptional, and powerful photographs and the apprehensive drama of the two nation’s progress with Soviet Union’s Nikita Khrushchev and America’s John F. Kennedy at center stage. The foreword, written by Sergei Khrushchev, was eventually the son of Soviet Union premier Nikita Khrushchev The title of the book was also significant: the main title, Epic Rivalry, focused on the premature heated antagonism between the United States and the Soviet Union. The duration of the conflict started in 1957 when Sputnik went to outer space up to the Apollo landing on the moon in 1969. The book covered a balance, straightforward, and a chronological assessment of that period including the events during the 1940’s and 1950’s that led to the birth of the Space Age. The central characters of the book were Wernher von Braun and Sergei Korolev, and supported by other astronauts, cosmonauts, engineers, and even politician of that time. The chapters were separated by two and four paged sidebars on topics that were technical such as atomic propulsion, and orbital mechanics. Several photographs were also included, black and white and also of colored nature, upon which some came from Russia and rarely been published. The subtitle of the book, â€Å"The inside Story of the Soviet and American Space Race†, revealed the â€Å"inside stories† behind the space race though some people who lived on that era may know the story behind it. These could be eminent since the book relied on secondary sources such as articles, books, and only a few based on the endnotes can be attributed to primary sources such as interviews, and historical documents. Except for the foreword, written by Sergei Khrushchev who once worked as an engineer in the era of the space program, that offered an inside account of the early Soviet Union’s space program. The narrative point of view of the author had a twofold approach: to restructure the corresponding universes of the Russian and the American space exploration programs, and then to recognize how these two separate nations interacted in a fateful and necessary means. The apparent race became the point of study in a contrasted approach. The author emphasized that both nations had used their corresponding military technology to structure their space programs. The Russian developed their space program in absolute secrecy and concealment, even the long term and specific goals, not to mention their leader in the space program were never divulged, while the Americans remained unfasten and depended on public support except for the military aspects of their space programs. Aside from these, the book also examined the key role of politics and the significant political figures in shaping the route of the space exploration program. The key person on the Soviet side was Premier Nikita Khrushchev who took an ardent interest in the space exploration programs seeing the potential of the propaganda â€Å"space first†. The United States was not as keen at the beginning on the space program with Dwight Eisenhower being hesitant on the expensiveness of the program. The U. S. took cautions on their space programs until John F. Kennedy presided over Eisenhower and made considerable turn-around on their space programs. He eventually pushed through the program when the Soviet Union launched Sputnik, the first manned orbital journey, and with the context of the then Cold War. Thus, Kennedy committed to the U. S. to send the first humans on the moon. His advocacy was clearly supported by Lyndon Johnson and followed by Richard Nixon. Also included on the book were the talented engineers, scientists, and managers whose creative and ingenious works had helped significantly the development of their nation’s respective space programs. Notable were the two main characters of the book: Wernher von Braun who came to the U. S. at the end of World War II together with the group of experienced German rocket technicians. His team contributed much to the advancement of the rocket program of the United States. Afterwards, James Webb together with capable administrators oversaw the space program of NASA. On the other side, Sergei Korolev (also known as the inexplicable â€Å"Principal Designer†) headed the Soviet Union’s space program. Located at the remote area of Baikonur spaceport, he worked also with highly competent and motivated engineers and designers. Both nations eagerly pursued their space programs collectively with missile development and research. The space travelers were also central in the book such as Yuri Gagarin of Russia, Alexei and Titov Leonov of Germany; John Glenn, Alan Shepard, and Gus Grissom of the United States. All of them displayed exceptional skills and courage and therefore gained popularity. The Apollo 11 mission, wherein Glenn, Shepard, and Grissom were the astronauts, had brought almost a decade of space race between the Russia and the United States to a remarkable conclusion. From the standpoint of technological advancement, the book effectively described how the two powerful nations had engaged in a subsequent â€Å"race† towards the space explorations. The different relevant factors were clearly included such as the engineers, scientists, politicians, astronauts and cosmonauts. Though much of the book used secondary sources, there were some primary sources that can be seen on the endnotes and those people who lived on that era would actually now what transpired even not reading the book. There were also some errors such as the statement that the MIR remained in orbit from 1971 to 2001 (Hardesty and Eisman p. 249) or some minor slip-up such as referring to the map of Kennedy Space Flight Center (Hardesty and Eisman p. 159). But nonetheless, the book displayed the relevant story behind the space exploration between two power nations: both in the context of the American and of the Russian point of view. These undertaking started what seemed to be the present space age and will effectively give aspirations and relevant information to the youth of today. Works Cited Hardesty, Von and Eisman, Gene. Epic Rivalry: The Inside Story of the Soviet and American Space Race. Random House Publishing. September 2008.

Hinglish - Definition, Etymology and Examples

Hinglish s Hinglish is a mix of Hindi (the official language of India) and English (an associate official language of India) that is spoken by upwards of 350 million people in urban areas of India. (India contains, by some accounts, the largest English-speaking population in the world.) Hinglish (the term is a blend of the words Hindi and English) includes English-sounding phrases that have only Hinglish meanings, such as badmash (which means naughty) and glassy (in need of a drink). Examples and Observations In a shampoo advertisement currently playing on Indian television, Priyanka Chopra, the Bollywood actress, sashays past a line of open-top sports cars, flicking her glossy mane, before looking into the camera and saying: Come on girls, waqt hai shine karne ka!Part English, part Hindi, the linewhich means It’s time to shine!is a perfect example of Hinglish, the fastest growing language in India.While it used to be seen as the patois of the street and the uneducated, Hinglish has now become the lingua franca of India’s young urban middle class . . ..One high-profile example is Pepsi’s slogan Yeh Dil Maange More! (The heart wants more!), a Hinglish version of its international â€Å"Ask for more!† campaign.(Hannah Gardner, HinglishA Pukka Way to Speak. The National [Abu Dhabi], Jan. 22, 2009)Prepaid mobile phones have become so ubiquitous in India that English words to do with their userecharge, top-up and missed callhave become common, too. Now, it seems, th ose words are transforming to take on broader meanings in Indian languages as well as in Hinglish.(Tripti Lahiri, How Tech, Individuality Shape Hinglish. The Wall Street Journal, Jan. 21, 2012) The Rise of Hinglish The language Hinglish involves a hybrid mixing of Hindi and English within conversations, individual sentences and even words. An example: She was  bhunno-ing the  masala-s  jub  phone  ki ghuntee bugee. Translation: She was frying the spices when the phone rang. It is gaining  popularity  as a way of speaking that demonstrates you are modern, yet locally grounded.New research  by my colleagues . . . has found that while the hybrid language is not likely to replace English or Hindi in India, more people are fluent in Hinglish than they are in English. . . .Our data revealed two important patterns. First, Hinglish speakers cannot speak monolingual Hindi in settings which require only Hindi (like our interview scenario)this confirms reports from some speakers that their only fluency is in this hybrid Hinglish. What this means is that, for some speakers, using Hinglish is not a choicethey cannot speak monolingual Hindi, nor monolingual English. Because these Hinglish spe akers are not fluent in Hindi, they are not likely to undergo language shift to monolingual Hindi.Second, bilinguals adjust their speech towards Hinglish when they talk to Hinglish speakers. Over time, the number of Hinglish speakers is growing by adopting speakers from the bilingual community who lose the need to use either language monolingually.(Vineeta Chand, The Rise and Rise of Hinglish in India.  The Wire  [India], February 12, 2016) The Queens Hinglish A testimony is the average north Indians response to the language of the conquering British. They transformed it into Hinglish, a pervasive mishmash beyond state control that has spread from below so that even ministers no longer aspire to imitating the Queen. Hinglish boasts of airdashing to a crisis (famine or fire) lest newspapers accuse them of being on the backfoot. A vivacious mixture of English and native tongues, Hinglish is a dialect pulsating with energy and invention that captures the essential fluidity of Indian society.(Deep K Datta-Ray, Tryst With Modernity. The Times of India, Aug. 18, 2010)[Hinglish has] been called the Queens Hinglish, and for good reason: its probably been around since the first trader stepped off the ships of the British East India Company in the early 1600s. . . .You can hear this phenomenon for yourself by dialing the customer service number for any of the worlds largest corporations. . . . India has literally turned its English-speaking ability, a once embarrassing legacy of its colonial past, into a multi-billion-dollar competitive advantage.(Paul J. J. Payack, A Million Words and Counting: How Global English Is Rewriting the World. Citadel, 2008) The Hippest Language in India This mix of Hindi and English is now the hippest slang on the streets and college campuses of India. While once considered the resort of the uneducated or the expatriatedthe so-called ABCDs or the American-Born Confused Desi (desi denoting a countryman), Hinglish is now the fastest-growing language in the country. So much so, in fact, that multinational corporations have increasingly in this century chosen to use Hinglish in their ads. A McDonalds campaign in 2004 had as its slogan What your bahana is? (Whats your excuse?), while Coke also had its own Hinglish strapline Life ho to aisi (Life should be like this). . . . In Bombay, men who have a bald spot fringed by hair are known as stadiums, while in Bangalore nepotism or favouritism benefiting ones (male) child is known as son stroke.(Susie Dent, The Language Report: English on the Move, 2000-2007. Oxford University Press, 2007)

My Monologue Work Essays - Derek, Fiction, Television, Business

My Monologue Work Essays - Derek, Fiction, Television, Business My Monologue Work Who Am I? The character I play (Roxy) seems like young lady roughly 25/26 years of age. She's been dating Derek for roughly 10 months and 22 days as mentioned in the play. The reason why I believe she is around that age is because she indicates that she is ready for whole commitment and marriage. Roxy seems like has everything in her life well put together in comparison to boyfriend (Derek) seems like he's much more immature and still must work on this in order to maintain a strong relationship with my character. My character Roxy seems like she's a bit too mature for spending the day at the theme park and dislikes rollercoasters. It may because she has decent job with other hobbies such as reading, and keeping an agenda of her overall day. My character gives of a feeling of a strong independent women ready to settle down and is looking for something serious in her partner. What are my circumstances? The play seems like its takes place during the summer specifically June/July. It takes place in a theme park with pre-teens and teenagers surrounding them during the ride, in the line waiting for the ride and around the theme park. This represents more of a laid back and being young type of vibe/atmosphere. The dialogues in the play my character uses to express her concerns of her boyfriend lacking maturity and the image of needing to grow up. In terms of my character's circumstances I can only assume that she seems as if she has recently just found out something about Derek seeing other woman or flirting with other women. What are my Relationships? The only person mentioned in this monologue is her boyfriend Derek. Derek seems like he used to be really important to my character in the beginning when they had first started dating however now it seems like she has lost interests and wants to move on with someone more serious. Derek character in my monologue gives of more of a laidback, chill and immature at times. However, he perceives his girlfriend Roxy my character as a woman who is serious about this relationship and wants to settle down which is why he decided to propose to her after she had vented to him on the rollercoaster. What Do I want? If I were to write the end of the scene I would defiantly end the scene differently. I would the scene of my character rejected the proposal. Reason being, my character seems like she's been tired of Derek playing games for at least the last few months till the event taking place on the rollercoaster. I believe if she accepts the proposal she will later on regret it because who knows Derek might go back to his old habits. In the monologue Derek, doesn't even seem to defend his actions as to why he's been "bumping cars" as Roxy vents to him. If he defended his actions I wouldn't have changed the ending scene but that is not case for this monologue. What are my obstacles? My obstacles for performing my monologue is being able to continue to say my dialogues while acting as if I am on a rollercoaster through-out the entire play. The conflict for me is psychologically I tend to forget my lines when everyone is watching. What do I do to get what I want? My behaviour for this play is the feeling of being emotionally abused by Derek. My tactics are to create urge Derek to tell me where this relationship is going.

THE DECISION TO DROP THE ATOMIC BOMB ON HIROSHIMA AND NAGASAKI Essay

THE DECISION TO DROP THE ATOMIC BOMB ON HIROSHIMA AND NAGASAKI - Essay Example he loss is the result of the use of mass destruction nuclear means for just two days, then the question of the expediency and necessity of such a step of the US military operation rises. Taking into account the USA command’s belief of the Japanese capitulation being fostered by the threat of possible continuing of atomic bombing, can the fact of mass civilians’ killing be justified or not? The question of the appropriateness of the atomic bombings of Japan and their role for the end of World War II as well as their ethical validity is still the subject of scientific and public debates. There are numerous for and against arguments in this respect, and the followers of every version have particular data for support their ideas. First of all, let’s see what facts may prove the justification of dropping the atomic bombs on Hiroshima and Nagasaki. The main reason for such a decision is the desire to stop the bloody war by Japanese capitulation as quickly as possible, for preventing the massive casualties on both sides during the invasion on the territory of the belligerent powers. It was assumed that there would be great losses among the armed forces and civilian population in any case, reasoning in the military offensive or the continuation of the food blockade of Japan by overlapping not only sea routes of import but land ones as well. Feeling the whole responsibility for the consequences of his words lay on his shoulders the American President Truman says: The opponents of dropping of atomic bombs see no military necessity in their usage for Japan was suffering from bombing every day and was almost ready to capitulate. Another reason not to justify the decision of the US command, soul touching one, is the immoral nature of such a way of killing people which is perceived as a war crime against humanity and the genocide. According to the words of admiral William D. Leahy, President Truman’s Chief of Staff, the nuclear means like atomic bombs are not