How to Determine the Intensity of a Tsunami

Step by step instructions to Determine the Intensity of a Tsunami This 12-point size of torrent power was proposed in 2001 by Gerassimos Papadopoulos and Fumihiko Imamura. It is intended to relate to current quake power scales like the EMS or Mercalliâ scales. The wave scale is orchestrated by a tidal waves consequences for people (an), impacts on objects including vessels (b), and harm to structures (c). Note that force I occasions on the torrent scale, similar to their seismic tremor partners, would even now be identified, for this situation by tide checks. The creators of the tidal wave scale proposed a conditional, unpleasant connection with tidal wave statures, which are likewise noted underneath. Harm grades are 1, slight harm; 2, moderate harm; 3, substantial harm; 4, obliteration; 5, absolute breakdown. Tidal wave Scale I. Not felt. II. Barely felt.a. Felt by barely any individuals locally available little vessels. Not saw on the coast.b. No effect.c. No harm. III. Weak.a. Felt by a great many people installed little vessels. Seen by a couple of individuals on the coast.b. No effect.c. No harm. IV. To a great extent observed.a. Felt by all locally available little vessels and by hardly any individuals installed enormous vessels. Seen by the vast majority on the coast.b. Scarcely any little vessels move somewhat onshore.c. No harm. V. Solid. (wave tallness 1 meter)a. Felt by all locally available huge vessels and saw by all on the coast. Barely any individuals are terrified and hurried to higher ground.b. Numerous little vessels move unequivocally inland, not many of them collide with one another or upset. Hints of sand layer are deserted on ground with good conditions. Constrained flooding of developed land.c. Constrained flooding of open air offices, (for example, gardens) of close shore structures. VI. Marginally harming. (2 m)a. Numerous individuals are scared and rushed to higher ground.b. Most little vessels move savagely coastal, crash emphatically into one another, or overturn.c. Harm and flooding in a couple of wooden structures. Most stone work structures withstand. VII. Harming. (4 m)a. Numerous individuals are terrified and attempt to race to higher ground.b. Numerous little vessels harmed. Hardly any huge vessels waver savagely. Objects of variable size and steadiness upset and float. Sand layer and gatherings of stones are abandoned. Scarcely any aquaculture pontoons washed away.c. Numerous wooden structures harmed, few are crushed or washed away. Harm of evaluation 1 and flooding in a couple of stone work structures. VIII. Intensely harming. (4 m)a. All individuals break to higher ground, a couple are washed away.b. The greater part of the little vessels are harmed, many are washed away. Barely any enormous vessels are moved aground or collide with one another. Huge items are floated away. Disintegration and littering of the sea shore. Broad flooding. Slight harm in tidal wave control woods and stop floats. Numerous aquaculture pontoons washed away, few incompletely damaged.c. Most wooden structures are washed away or destroyed. Harm of evaluation 2 out of a couple of stone work structures. Most strengthened solid structures continue harm, in a couple, harm of evaluation 1 and flooding is watched. IX. Damaging. (8 m)a. Numerous individuals are washed away.b. Most little vessels are pulverized or washed away. Numerous huge vessels are moved savagely aground, few are pulverized. Broad disintegration and littering of the sea shore. Neighborhood ground subsidence. Halfway obliteration in tidal wave control timberlands and stop floats. Most aquaculture pontoons washed away, numerous somewhat damaged.c. Harm of evaluation 3 in numerous stone work structures, hardly any strengthened solid structures experience the ill effects of harm grade 2. X. Destructive. (8 m)a. General frenzy. The vast majority are washed away.b. Most huge vessels are moved savagely shorewards, many are wrecked or crash into structures. Little rocks from the ocean depths are moved inland. Vehicles toppled and floated. Oil slicks, fires start. Broad ground subsidence.c. Harm of evaluation 4 in numerous brick work structures, not many strengthened solid structures experience the ill effects of harm grade 3. Counterfeit dikes breakdown, port embankments harmed. XI. Crushing. (16 m)b. Life savers interfered. Broad flames. Water discharge floats vehicles and different items into the ocean. Huge rocks from ocean floor are moved inland.c. Harm of evaluation 5 in numerous stone work structures. Scarcely any fortified solid structures experience the ill effects of harm grade 4, many experience the ill effects of harm grade 3. XII. Totally decimating. (32 m)c. For all intents and purposes all brick work structures annihilated. Most strengthened solid structures experience the ill effects of in any event harm grade 3. Introduced at the 2001 International Tsunami Symposium, Seattle, 8-9 August 2001.

Quantum Physics

Be that as it may, it must be noticed that the European Debt Crisis is as yet going on in the vast majority of the European nations, and in this way, It may be progressively good for Ping A to concentrate on the Salsa-Pacific market where the greater part of the business sectors are as yet rising and above all, hose markets have low relationship with the effect of worldwide economy emergency because of lesser exchanging exercises with those nations influenced by the crisis.In request to infiltrate effectively Into developing business sector and less created nations, for example, India, Vietnam and Africa, one needs to comprehend a few components identifying with the objective markets, for example, neighborhood social and standard practices, size and extent of potential chances, see needs and needs of purchasers and see how the administrations are utilized In the market and by whom. In addition, the procedure Ping A pick o seek after outside market openings as a rule relies upon vario us components including cost of elective methodologies, the measure of inborn dangers included, government guidelines and nearby market conditions.While resource the board had been delayed to take off in most created nations, protection parts are developing quickly In rising economies. Bolstered by good macroeconomic variables including populace development and rising salary levels, for example, the instance of India where the Indian protection industry rose as one of the quickest creating markets of he worldwide protection industry (Money Control 2011). A portion of the market section systems that Ping A could utilize Include setting up entirely possessed auxiliaries In these developing market.This Is when 100% of the inadequate basic stock Is claimed by Ping An. With such system, Ping A could acquaint its protection items with local people as indicated by their requirements and needs. Also, so as to contend with the remainder of the insurance agencies in India, Ping A would need t o participate in item Innovation in order to more readily coordinate the hazard profile of arrangement holders and making beers and promoting progressively dependable and liable (Parker 2012). Ping A could likewise participate in less dangerous methodology, for example, banding together with the nearby insurance agencies or Joint ventures.A Joint endeavor Is a key union where at least 2 gatherings, generally organizations, structure an association to share markets, Intellectual property, resources, information and benefits. Such technique is esteemed to be less hazardous since the neighborhood organization may give Ping An entrance to more prominent assets including, particular staff and innovation. In addition, neighborhood organizations would have more noteworthy comprehension of the nearby's needs and needs, permitting Ping A to modify protection items that suits the requirements of approach holders.However, it must be noticed that the fundamental drawback of such procedure is th at in most joint endeavors, targets are generally not 100% clear and spoken with everybody included, in this manner this could prompt undesirable question between parties (Allen 2011). To wrap things up, Ping A could likewise take part In outside direct Investment by buying the portions of another insurance agency in the developing business sector. For instance, India as of late has 1 OFF organizations (Chuddar and Kola 2014). Such opening of the part could be consider as an open door for Ping A to infiltrate into the huge IIS$ 66. Billion Indian market (FIEF 2014). Be that as it may, inflexible due industriousness must be done about the nearby insurance agencies earlier contributing to forestall any accidents or horrible showing of the organization. All in all, Ping A could consider taking part in these market passage procedures that have been set before yet there is a need to weigh both the points of interest and hindrances of executing these distinctive methodology in order to gu arantee an effective worldwide development of Ping A protection business.

A Month of Minimalism

A Month of Minimalism #MinimalismTips Throughout October 2015, we shared one practical minimalism tip each day on Instagram. The reaction was overwhelmingly positive: between Instagram, Facebook, and Twitter, more than 100,000 people shared, liked, and commented on these photos. Its not too late to join the conversation: collected below are all 31 days, including daily photos that give you, the reader, a peek into The Minimalists homes and personal lives. We encourage you to share and comment and, most important, apply these tips to your own life this month. #MinimalismTips Day 1: If your destination is happiness, consumerism is not a through street. Day 2: Every possession should serve a purpose or bring joy to your life. Day 3: Experience a calmer kitchen by stowing inactive appliances in cabinets and drawers. Day 4: Start your day with one small victory: make your bed. Day 5: Establish a simple morning ritual. Day 6: Enjoy your clothes more by paring down your wardrobe. Day 7: Get that damn TV out of your bedroom! Day 8: Make letting go easy for your entire householdâ€"place a donation box in a closet or garage. Day 9: Slow the fuck down. Day 10: Reuse, recycle, relocate: instead of trashing your unused clothes, furniture, and household items, find them a new homeâ€"donate your excess stuff! Day 11: Eliminate paper clutter and organize old photos by throwing a Scanning Party. Day 12: Make decluttering more fun and endurable with an Accountability Partner. Day 13: The easiest way to organize your stuff is to get rid of most of it. Day 14: The price of our material possessions extends well beyond the price tag. Day 15: Let go of just-in-case items with our 20/20 Rule. Day 16: Let go of sentimental items that no longer bring you joy. Day 17: A clutterfree vehicle helps us focus on the road ahead. Day 18: Lets use our technology more intentionallyâ€"as tools rather than pacifiers. Day 19: Digital clutter is different from physical clutter. Day 20: We dont need to own a thing to enjoy it. Day 21: A clean desk is the foundation of a calm workspace. Day 22: Avoid Sale Price (Fools Price). Day 23: Gift experiences, not stuff. Day 24: Embrace the junk drawer. Day 25: Simplicity is for (almost) anyone, not just a narrow group of ascetics or monks. Day 26: A life with less is an inherently tidy life. Day 27: A simple life is a healthier life. Day 28: Unfilled space is fulfilling. Day 29: More is less: the more stuff we have, the less we have. Day 30: Declutter your social media feeds. Day 31: Once youve simplified, keep simplifying. Subscribe to The Minimalists via email.

Analysis Of Daniel Golden s The Price Of Admission

In Daniel Golden’s The Price of Admission: How America s Ruling Class Buys Its Way into Elite Colleges--and Who Gets Left outside the Gates, he makes the argument of how Ivy League schools are being unfair to the academically advanced students who don’t fall into a special social category the universities are rejecting to make room for mediocre students with high status or pleasing characteristics. He explains how Ivy League schools are accepting the rich, the legacies, the famous, the athletically strong, the faculty children, or the minorities over excelling students with no special prestige. The author felt very strongly about the need to get rid of exclusive preference for legacies or other special qualities in students that did not relate to academic achievement. Golden felt strongly about this matter when was writing for The Wall Street Journal. He had done a lot of research and discovered how dishonest Ivy League schools were being in their acceptance process. He interviewed many people, and sympathized with the intelligent students who did not get into their college of choice because they weren’t financially or socially satisfactory for the school. Many of the rich he tried to contact refused an interview, which Golden proves as their embarrassment to how they were admitted. He has many suggestions to help improve how Ivy League schools can better their acceptance process. I think Daniel Golden was targeting two different groups when writing this book: collegeShow MoreRelatedMarketing Mistakes and Successes175322 Words   |  702 Pagesfollowing classification of cases by subject matter to be helpful. I thank those of you who made this and other suggestions. Classification of Cases by Major Marketing Topics Topics Most Relevant Cases Marketing Research and Consumer Analysis Coca-Cola, Disney, McDonald’s, Google, Starbucks Product Starbucks, Nike, Coke/Pepsi, McDonald’s, Maytag, Dell, Hewlett-Packard, Newell Rubbermaid, DaimlerChrysler, Kmart/Sears, Harley-Davidson, Boeing/Airbus, Merck, Boston Beer, Firestone/FordRead MoreMonsanto: Better Living Through Genetic Engineering96204 Words   |  385 Pagesthe case analysis I N T R O D U C T I O N Preparing an effective case analysis: The full story Hearing with the aid of implanted technology: The case of Cochlearâ„ ¢ – an Australian C A S E O N E high-technology leader Delta Faucet: Global entrepreneurship in an emerging market C A S E T W O DaimlerChrysler: Corporate governance dynamics in a global company C A S E T H R E E Gunns and the greens: Governance issues in Tasmania C A S E F O U R Succeeding in the Sydney indie music industry C A S E F I VRead MoreUK - Analysis Report31935 Words   |  128 PagesCOUNTRY ANALYSIS REPORT United Kingdom In-depth PESTLE Insights Publication Date: May 2010 OVERVIEW Catalyst This profile analyzes the political, economic, social, technological, legal and environmental structure in the United Kingdom. Each of the PESTLE factors is explored on four parameters: current strengths, current challenges, future prospects and future risks. Summary Key findings Strong democratic system, but the threat from terrorism continues to be high The UK adheres to aRead MoreBrand Building Blocks96400 Words   |  386 PagesBRAND BUILDING BLOCKS Building Strong Brands: Why Is It Hard? It is not easy to build brands in today s environment. The brand builder who attempts to develop a strong brand is like a golfer playing on a course with heavy roughs, deep sand traps, sharp doglegs, and vast water barriers. It is difficult to score well in such conditions. Substantial pressures and barriers, both internal and external, can inhibit the brand builder. To be able to develop effective brand strategies, it is useful toRead MoreProduct Placement12588 Words   |  51 PagesWill Ferrell promoting Checkers and Rally s Hamburgers in the NASCAR comedy Talladega Nights, MSN appearing in Bridget Jones Diary, BMW and its online short films, Amazon.com s Amazon Theatre showcasing stars and featured products, Ford and Extreme Makeover, Tom Hanks and FedEx and Wilson, Oprah giving away Buicks, Curious George and Dole, Herbie and VW, Simpsons and the Quik-E-Mart, Forrest Gump and the Bubba Gum Shrimp Co. restaurants, Jack Daniels and Mad Men, and LG phones in The Office,Read MoreC ase Study148348 Words   |  594 Pagessites on the web so you can explore more about the organisations featured in the case studies †¢ Classic cases – over 30 case studies from previous editions of the book †¢ The Strategy Experience simulation gives you hands-on experience of strategic analysis and putting strategy into action Resources for instructors †¢ Instructor’s manual, including extensive teaching notes for cases and suggested teaching plans †¢ PowerPoint slides, containing key information and figures from the book †¢ Secure testbankRead MoreVarian Solution153645 Words   |  615 Pagescurve constructed from the reservation prices of the consumers rather than the â€Å"smoothed† demand curve that we used in the text. Remember that the reservation price of a consumer is that price where he is just indiï ¬â‚¬erent between renting or not renting the apartment. At any price below the reservation price the consumer will demand one apartment, at any price above the reservation price the consumer will demand zero apartments, and exactly at the reservation price the consumer will be indiï ¬â‚¬erent betweenRead More_x000C_Introduction to Statistics and Data Analysis355457 Words   |  1422 Pagesto Statistics and Data Analysis This page intentionally left blank Introduction to Statistics and Data Analysis Third Edition Roxy Peck California Polytechnic State University, San Luis Obispo Chris Olsen George Washington High School, Cedar Rapids, IA Jay Devore California Polytechnic State University, San Luis Obispo Australia †¢ Brazil †¢ Canada †¢ Mexico †¢ Singapore †¢ Spain †¢ United Kingdom †¢ United States Introduction to Statistics and Data Analysis, Third Edition Roxy PeckRead MoreExploring Corporate Strategy - Case164366 Words   |  658 Pagesmain issues inï ¬â€šuencing the competitive position of a number of organisations in the same industry with a relatively short case. For a case that permits a more comprehensive industry analysis The Pharmaceutical Industry could be used. However, if the purpose is more focused – illustrating the use of ‘ï ¬ ve forces’ analysis – the TUI case study or Illustration 2.3 on The Steel Industry could be used. Some cases are written entirely from published sources but most have been prepared in cooperation withRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pagesand permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions Department, One Lake Street, Upper Saddle River, New Jersey 07458, or you may fax your request to 201-236-3290. Many of the designations by manufacturers

What Type Of Literacy Instruction Do You Use - 1593 Words

Interview Questions: 1. What type of literacy instruction do you use? Is it a specific program? (If so what program is it?) †¢ We actually use a combination of programs to create our literacy block. We use the Daily 5 model to create our block of time and stations that they work either in groups or independently. If you haven’t read this book it is a really awesome: â€Å"The Daily 5: fostering literacy independence in the elementary grades† by Gail Boushey Joan Moser. †¢ We also use Reach for Reading as our primary reading curriculum, this was just adopted last year. It is really great for intermediate grades, but for us our students are already quite proficient in many of the areas of the curriculum which is why we supplement it so†¦show more content†¦What type of math instruction do you use? Is it a specific program? (If so what program is it?) †¢ We use Everyday Math as our math curriculum. The kindergarten curriculum is sometimes not strenuous enough for our students so we have a separate that we use called Kindergarten Explorations that uses Everyday Math as well that is for some of our higher level students. 4. When is your math instruction during the day? Is it continuous or just during a certain time each day? How is it implemented? †¢ Math is from 11:45-12:40 each day and is split into time for Everyday Math and Math Workshop, which use games for both individuals and partners to practice math concepts we have learned. Half the class does math by myself while the other does math with a partner during a round and then they switch for the next round. They usually have 6 activities to choose from; math by myself or math with a partner. o 11:45-11:55 White Board Review as a whole class o 11:55-12:10 Math

Descriptive T-bone Steak and Pan Free Essays

Juan Olivarez English 1301PW1 Descriptive Essay Stepping through the door, that familiar smell creeps through my mind and I can’t refrain from grinning from ear to ear. As I take my next step, my heart pounds and my head goes numb with a sense of bliss and satisfaction I will soon be experiencing. Placing the bags down slowly, I can’t help but feel them slipping from my grasp as my palms sweat from the anxiety from the moment that is no more than just an hr away. We will write a custom essay sample on Descriptive: T-bone Steak and Pan or any similar topic only for you Order Now The trill and excitement I get from seeing my girlfriend cook is something that is erotic, even though the act itself is so innocent. Taking the items out of the bag, slowly I make sure one last time that the list she gave me is complete and all items are checked off. With the excitement of a young child asking for a delicious piece of candy, I call out her name. Walking in the room with a smile that lights up the room, like a flare lighting up a dark place and making an eerie setting feel like home, she looks at me and sighs to me letting me know the theatrics are about to start. She starts off by slowly, yet sensually slipping the apron over her head and tightly fastening the belt around her curvy and luscious hips. Pulling a hair clip off from her sleeve, she throws her head forward and grasps her hair with a stiff yet subtitle movement and then proceeds to lift her head as she clinches the clip in her soft and beautiful brown hair. One by one she places the items on the counter with a look of urgency to fill my pallet with the delicious food she prepares with her own two hands. She finally takes out a thick and hardy T-bone steak, as pink as a rose on a beautiful spring day, an onion as yellow as bright as the sun. Finally the long and healthy asparagus comes out waiting to feel the heat of the pan and sting of the oil it will saute in. Bending down she pulls out a pan and firmly grasps the handle like a soldier going into battle with her weapon of choice. Click, Click, Click goes the stove as she lights the flames that will create the tempting meal she will prepare. Placing the pan on the stove, she pulls the oil from the shelf and starts to slowly drizzle the oil on the pan like an artist preparing her canvas for a wonderful masterpiece. Looking back at me she asks me in a gentle voice asking how I’d like it cook. Medium Well I replied. Letting the pan and oil heat up, she snatches an onion from the counter and tosses it up and catches it behind her back as if trying to mimic a jester at a circus. Her playfulness is exuberating and like an Asian master chef she stabs the onion in its core and continues to slice it with the ease of cutting through a soft piece of butter. Testing the oil she tosses a piece of onion in the pan with the care of a person tossing a young child a ball. Crackle, crackle, crackle the onion goes as it sizzles in the oil. Tossing the rest of the onions in pan, the smell becomes intoxicating and the taste of the onions caramelizing like sugar can already be sensed on the tip of my tongue. A minute later she gathers the asparagus, counting slowly making sure as not to get to many or too little to throw into the pan. With a spatula firmly grasped in one hand and 12 pieces of asparagus in the other, she shovels the onions to one side and lays the asparagus one by one letting them slit off her pinky in order to keep from blistering her soft hand with oil. Within minutes the mixture of both smells starts playing tricks on my mind by making me feel like I’m in a five star restaurant. Flinging a plate from one hand to another, she grabs the pan and slowly leans it onto the plate while the onions and asparagus slide down like jello slithering off your spoon. Yummy is in my tummy with what’s coming up next. At last, it’s time for the main course to take the stage. Using the same pan and oil that is saturated with essence of onions, she turns up the flames that will gently blister the first side of my steak. As the oil starts to crackle, she holds the steak with both hands and throws it in with no regard to her own well being. Sizzle, sizzle, sizzle is all I need to hear before my senses start to overwhelm my body and cause me to feel a sense of fainting. The smell is memorizing, sweetness from the onions and the fat from the steak give it an aroma that can’t be described. Bliss is just a short time away. Five minutes pass and she uses the spatula to lift the steak from its boiling brew of oil, onion and grease. Holding the steak up in the air as the grease slowly drips down, she waits to let the pan heat up once again in order to see the other side of the steak. Splat is the next sound I hear as she drops the steak on the uncooked side. Once again, the sizzling sound is so tempting that licking my lips is the only way for me to handle my temptations. I walk up to the stove with the curiosity of a young child, I look in to the pan and see a gorgeous steak popping and bathing in its own grease. As I peer in the pan, I see a brown pinkish colored steak with hints of black in the pan is a moment I would never get tired of. I close my eyes and let the smell engorge my nose and allow it to hinder any other sense in my body. Click is the next sound I hear followed by the sound of her voice saying â€Å"it’s done†. Sitting on the table I see a plate with a huge tempting steak that is engulfed with brown caramelized onion and a side of lanky strips of asparagus. My weapons of choice are my trusty silver knife and fork, which sit harmlessly to my left. A glass of wine as red as blood sits to my right, as my napkin lays on my lap with no sense of purpose in my mind. A single candle stares me in the eye, blinding me from the beauty that sits across me in her long black dress. Hair hanging down like vines from a tree she glances at me and asks me to close my eyes and give thanks for the things we have. Closing my eyes I slowly nod my head and begin to silently give grace for the things in my life. The moment is calm, silent and eerie as I conclude my thoughts and cautiously raise my head. My eyes hesitate to open as if them not wanting to realize the moment I’m in. Opening my eyes there is rush to my head as I sit there in silence and a cold feeling on my face. The lights are on and the room is empty. Nothing sits on the table as I imagined, no one sitting across from me nor was there an aroma in the air from the delicious meal I had already tasted in my mind. A grin sits on my face from ear to ear as I realize my mind wondered from the paper I was supposed to be writing. No girl, no food, no problem. This moment hasn’t’ happened yet but I sit here confident that one day it will, when she steps into that door! How to cite Descriptive: T-bone Steak and Pan, Essays

The Fall of Innocence Essay Example

The Fall of Innocence Essay In the short story â€Å"The Fall of a City† by Alden Nowlan, the protagonist and main character Teddy is a boy who lives with his aunt and uncle. His relationship with them seems to be a permanent arrangement, forcing Teddy to create his own make-believe world. This shows that he is very imaginative. In his make-believe world Teddy is the hero, important, not simply a boy who is lonely, shy and emotional. First of all Teddy is a very imaginative boy. He creates his own make-believe world, where he is the hero; he is King Theodore, the king of Upalia. Teddy’s imaginative nature is shown by, â€Å"In the centre of the room stood a fort and a palace, painstakingly constructed from corrugated cardboard cartons. These were surrounded by humbler dwellings made from matchboxes and the covers of exercise books† (41). On one hand he is imaginative on the other hand he is lonely; he doesn’t have play mates and spend most of his time at the attic. When Teddy’s aunt says, â€Å"‘Seems to me that you’re spending a lot of time in that attic’† (42), his loneliness is evident. At the same time Teddy is very shy because his uncle always makes jokes about his make-believe world saying that he is playing with paper dolls. â€Å"His cheeks were the colour of a tomato† (45) portrays his shame. When Teddy â€Å"†¦was crying by the time he finished tearing it to shreds† (46), his emotional nature is exposed. Because of constant oppression of his aunt and uncle, Teddy loses his innocence and does not believe in his own make-believe world anymore. In brief Teddy is a boy who was imaginative, lonely, shy and emotional. Now what remains are only memories. Rafael Franciscon Fontes We will write a custom essay sample on The Fall of Innocence specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Fall of Innocence specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Fall of Innocence specifically for you FOR ONLY $16.38 $13.9/page Hire Writer

History of the 1920 Olympics in Antwerp

History of the 1920 Olympics in Antwerp The 1920 Olympic Games (also known as the VII Olympiad) closely followed the ending of World War I, being held from April 20 to September 12, 1920, in Antwerp, Belgium.  The war had been devastating, with massive destruction and monstrous loss of life, leaving many countries unable to participate in the Olympic Games. Still, the 1920 Olympics went on, seeing the first use of the iconic Olympic flag, the first time a representative athlete took the official Olympic oath, and the first time white doves (representing peace) were released. Fast Facts: 1920 Olympics Official Who Opened the Games:  King Albert I of BelgiumPerson Who Lit the Olympic Flame:  (This was not a tradition until the 1928 Olympic Games)Number of Athletes:  2,626 (65 women, 2,561 men)Number of Countries: 29Number of Events:  154 Missing Countries The world had seen much bloodshed from World War I, which made many wonder whether the wars aggressors should be invited to the Olympic Games. Ultimately, since the Olympic ideals stated that all countries should be allowed entrance into the Games, Germany, Austria, Bulgaria, Turkey, and Hungary were not forbidden to come, they were also not sent an invitation by the Organizing Committee. (These countries were again not invited to the 1924 Olympic Games) In addition, the newly formed Soviet Union decided not to attend. (Athletes from the Soviet Union did not reappear at the Olympics until 1952.) Unfinished Buildings Since the war had ravaged throughout Europe, funding and materials for the Games was difficult to acquire. When the athletes arrived in Antwerp, construction had not been completed. Besides the stadium being unfinished, the athletes were housed in cramped quarters and slept on folding cots. Extremely LowAttendance Though this year was the first that the official Olympic flag was flown, not many were there to see it. The number of spectators was so low- mainly because people could not afford tickets after the war- that Belgium lost over 600 million francs from hosting the Games. Amazing Stories On a more positive note, the 1920 Games was notable for the first appearance of Paavo Nurmi, one of the Flying Finns. Nurmi was a runner who ran like a mechanical man - body erect, always at an even pace. Nurmi even carried a stopwatch with him as he ran so that he could evenly pace himself. Nurmi returned to run in the 1924 and the 1928 Olympic Games winning, in total, seven gold medals. The Oldest Olympic Athlete Although we normally think of Olympic athletes as young and strapping, the oldest Olympic athlete of all time was 72 years old. Swedish shooter Oscar Swahn had already participated in two Olympic Games (1908 and 1912) and had won five medals (including three gold) before appearing at the 1920 Olympics.   At the 1920 Olympics, 72-year-old Swahn, sporting a long white beard, won a silver medal in the 100-meter, team, running deer double shots.

Agnostic

Agnostic Agnostic Agnostic By Maeve Maddox I thought I knew the meaning of the word agnostic until I read this in an article about the Common Core State Standards: Some teachers were angered, not by his pedagogical vision per se but by the fact that the author of the standards seemed to be telling them how to teach, even when the standards themselves are agnostic about pedagogy. Thomas Huxley (1825-1895) coined the word agnostic to describe his attitude towards God and religion. He felt he lacked sufficient knowledge to determine if God existed or not. He formed the word by adding the prefix a- to the word gnostic. The prefix added the sense of â€Å"without, not, -less.† Gnostic means â€Å"knowledge.† Agnostic means â€Å"lack of knowledge.† The word agnostic can be a noun or an adjective. An agnostic is a person who withholds an opinion as to whether or not God exists. As an adjective, agnostic means â€Å"relating to the belief that the existence of anything beyond and behind material phenomena is unknown and (as far as can be judged) unknowable.† The use of agnostic in a nonreligious context led me to uses I’d been unaware of. Here are some examples: Progressive adherents defend the Common Core State Standards Initiative as culturally and morally agnostic.   I had to [think of] a recipe that would be apple agnostic- it had to work no matter if they were sweet or tart, red or green, tender or crisp. Political agnostics are people who ignore politics and current events. The rescues I knew that did foster homes were mostly purebred rescues, like for collies or Persian [cats], says Wootton,I didnt know of any that just took dogs, or just took catsWe are breed-agnostic we dont discriminate. I am coming round to a sugar-agnostic position. The burgeoning use of the word agnostic in nonreligious contexts may derive from its use in the world of technology. A software program that will run on any computer operating system is said to be â€Å"platform agnostic. In extended use, agnostic can mean â€Å"not committed to a particular point of view, â€Å"non-partisan,† or â€Å"equivocal.† To me, the use of agnostic to refer to apples, sugar, and dogs seems more than a little inapt. And a word that can mean â€Å"equivocal† doesn’t seem the best choice to describe educational standards. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:30 Synonyms for â€Å"Meeting†Use a Dash for Number RangesDouble Possessive

Poems of Miguel de Unamuno and Miguel Hernandez Essay

Poems of Miguel de Unamuno and Miguel Hernandez - Essay Example This poem was published in Viento del Pueblo in 1937, in the context of the Spanish civil war that started in 1936. The language used alludes to the themes of love, war, victory, life and death, and fatherhood. The title of the poem "Cancin del esposo soldado" (song of the soldier husband), tells us about the main character of the poem and the lyrical form. It is a poem versed in eleven four-versed stanzas. In each stanza, the first three verses are 14 syllabic and the last verse is 7 syllabic. In Spanish metric, this combination is called a "Serventesio". The metric changes in the last two stanzas though, where all four verses complete the 14 syllabus. It has consonant rhyme (e.g. sementera/espera, respondo/fondo), and its metric scheme is: ABAB. The first stanza refers to the conception of the son, but the poet describes the sexual union not as the culmination of pleasure, but as an inevitable and natural act of reproduction. "I have prolonged the echo of blood which I stand for" (he prolongado el eco de sangre a que respondo), then he goes on to describe his wife who has conceived in the next stanza, he alludes to her as a tall dark-skinned woman; giving the image of her as a "pregnant deer". The presence of nature is again used by the poet. In the third stanza, he compares her to a crystal that could break any minute "you seem a delicate crystal to me already", to refer to her fragility and the need to protect her. His love for her is expressed with metaphors used to refer to her such as: "greatest gulp of my life" (gran trago de mi vida), "mirror of my flesh" (espejo de mi carne), "sustenance of my wings" (sustento de mis alas). In these first three stanzas, we have seen that the main theme is his wife and the conception of his son. And now, from the fourth to the seventh stanzas he refers to his situation as a soldier, and the battles he has to endure, while the thought of his wife and son accompany him all along. There are brutal images contrasted with his declaration of love such as: "over the fearful coffins that threaten/ over the same dead men without remedy or pit". But the love he has for her is stronger than any battle, any bullets that threaten his life, and he will love her beyond death, as he claims: "even in the dust, my wife" (hasta en el polvo, esposa). In the sixth stanza he also refers to their economic situation, when he says: " you are drawn to me like a huge mouth full of a hungry set of teeth", and also in the following stanza: "and I defend your poor woman's womb who awaits me" ("y defiendo tu vientre de pobre que me espera"). There is a sense of pride in being a soldier who stands up for his people. He adopts a challenging attitude when he says: "enroll me in the fight, feel me in the trench", because he is confident that their child will be born into a victorious, joyful world, and he will leave behind his soldier's life, with no weapons (fangs or claws). In the ninth stanza, he talks about the difficulty of being a soldier, and about his longing of coming home. "We have to kill in order to keep living". This is very interesting in the poetry of Hernndez, and it characterizes much of his style. The antithesis is an effective literary resource to provoke a strong reaction in the readers. At the tenth, he refers to his wife

The international space station. Major Components Essay

The international space station. Major Components - Essay Example With the space race both countries achieved success in some sectors. The US was successful in landing Apollo missions to the moon, whereas the Soviets were able to build Space Station Mir. The Mir Space Station was built gradually over time and modules were added to the basic structure. The US efforts started President Reagan authorizing the Space Station Freedom (Catchpole 1). The program dovetailed space efforts and programs of Japan, Europe and Canada. The program was shared among the nations and its design changed several times due to different input and ideas from all member states. Funding was collective and the program moved forward. The Soviet Union collapsed after Afghanistan invasion and had difficulty maintaining its Space Station Mir. It was decided by President Clinton to include Russia in the combine effort and the name of the program was therefore, changed to International Space Station. 2. General The International Space Station is the largest space project ever under taken. The project represents the collective effort of fifteen countries. These include eleven from the European Space program, US, Russia, Japan and Canada. The planned station will have a length of 108 meters and a weight of 450 tons after completion (â€Å"International Space Station Facts and Figures† 1). The station orbits the Earth at a height of 240 miles above the Earth’s surface. Because of the size of the space station it can be seen with the naked eye as it orbits the Earth. It is visible as a bright spot moving in the sky in particular at times when the sun light reflects the panels and the observing position is in the dark portion of the Earth. 3. Construction The space station was to be assembled in the orbit. Major parts were made by different countries and launched into space. They orbited in space and were collected together over time to change make the basic structure of the International Space Station. The first piece was launched by Russia in 1998 a nd was called the Zarya (Harland and Catchpole 203). These pieces are known as modules. The modules were equipped to orbit independently. They had solar panels for power and booster rockets for orbital movement. Before being assembled the modules were given rotation around their axis to ensure that energy from the Sun is distributed evenly across the body of the module. This was due to the fact that extended exposure of any part to the Sun could over heat the area and similarly the part unexposed faced possibility of freezing. Cameras were installed in the modules to assist in docking procedure. The modules were carefully checked for any leakages and were joined together to form the basic structure. The US module Unity was the second to reach the orbit. It was delivered by space shuttle mission as opposed to rocket delivery of Zarya. The modules were connected together with help of robots on shuttle missions. The two modules Zarya and Unity were joined by a third piece known as the Zvezda module. The module added facilities like communication, toilet, kitchen and improved communication facilities. The structure was added with support structures containing solar panels and other support systems called the Truss. 4. Major Components 4.1 Truss Structure The Truss holds together all the components and forms the center piece of the structure. Everything is attached to the Truss structure. The Truss was the fourth part that came in to join the three modules at the initial assembly of the station. The structure carries all the ports required to dock components to the station. It has different docking stations so that the structure is flexible and components can be changed as per design requirement.

The Interpersonal Relationship Between Students And Teachers Education Essay

The Interpersonal Relationship Between Students And Teachers Education Essay Introduction Classroom management is a combination of many components, such as effective teaching strategies, providing meaningful content and developing interpersonal relationships, with the student-teacher relationship seen as having the greatest impact on how well the classroom runs and how well the students learn (Beaty-OFerrall, Green Hanna, 2010; Larrivee, 2009; Snowman et al., 2009). The focus of this paper will be to discuss the research surrounding the nature of the student-teacher relationship. It will further discuss the educational implications arising from this relationship and provide strategies to build respectful student-teacher relationships. In conclusion this paper will provide recommendations regarding future teaching practices arising from the literature. Overview and Critique of the Literature The interpersonal relationship students form with their teachers can sometimes be complex and challenging. Buyse, Verschueren, Doumen, Van Damme and Maes (2008, p. 367) conducted two studies, a quantitative study and a qualitative study, of classroom behaviour and climate by investigating the student-teacher relationship from the perspective that young children with problem behaviour in the classroom are at risk for developing more conflictual and less close relationships with their teachers. When teachers have less close relationships with misbehaving students, one outcome may be poorer academic achievement (McInerney McInerney, 2010). Buyse et al. (2008) identified two types of student behaviour on which to base their studies. Externalising behaviour such as hyperactive and aggressive behaviour and internalising behaviour such as anxious, anti-social behaviour. These types of behaviour tendencies are seen as risk factors for teachers developing less positive relationships with stu dents. This study focused, in part, on teaching style as a possible link between at-risk students problem behaviour and the quality of the student-teacher relationship. Buyse et al. (2008) hypothesised that the risk for less positive relationships between teachers and students will be lessened when more emotional support is offered by the teacher. Importantly, this study did not focus on the problematic child (displaying internalising /externalising behaviour) but on the classroom resources, namely the emotional support provided by the teacher, as being an indicator of school adaptation and a predictor for at-risk students future adjustment (Buyse et al., 2008). Rogers and Renard (1999) support this by stating that learning is achieved when teachers develop positive relationships with their students by becoming aware of their emotional needs and tending to these, resulting in the likelihood that unsuitable behaviour will no longer be an issue. Rogers and Renard (1999) claim teachers must understand the beliefs and needs of their students to develop positive relationships. The core needs that encourage students to want to learn and to self-monitor their behaviour are feeling safe both physically and psychologically, being presented with valuable and interesting content, achieving feelings of success, being involved in meaningful decisions and feeling cared about (Rogers Renard, 1999). Maslow (as cited in Snowman et al., 2009, p. 443) refers to these needs in his hierarchy of needs theory where he proposes an ascending order of basic human needs starting from physiological, leading to safety, belongingness and love, esteem and self-actualisation. This theory proposes that if basic human needs are met or gratified, then individuals will be motivated to seek fulfilling experiences, which in the classroom would mean, if the teacher can help students satisfy their lower order needs, then learning will occur as the student striv es for upper level satisfaction (Maslow, as cited in Snowman et al., 2009, p 442). A qualitative study conducted by Brown (2004) to assess classroom management strategies in relation to culturally responsive teaching found that the most significant aspect of classroom management is the nature of the student-teacher relationship. Brown (2004) identified a caring attitude from the teacher as being the most significant factor in a students social and emotional well-being at school. Through interviews conducted with school students, Brown (2004) discovered that students recognised which teachers cared about them and noted that students wanted to make a more personal connection with their teachers. The research revealed that the primary characteristic valued by the teachers interviewed about their classroom management practices was providing individualised attention to each student to develop a mutually respectful personal relationship with them. Miller and Pedro (2006) state that respect can be an appropriate way of acting and forms the basis of personality and charact er. Furthermore, they advocate that a respectful classroom allows students to feel both physically and emotionally safe and valued. Marzano and Marzano (2003) state that student achievement is impacted twice as much by the actions teachers take in the classroom than by any other school policies, curriculum or interactions. In their meta-analysis of over 100 studies, they found that in a one year period there were 31 percent fewer discipline problems in classrooms if students had a high-quality relationship with their teacher as compared to those that did not. This relationship is not central to the students considering the teacher to be a friend, but is characterised by the teacher displaying appropriate dominance levels, displaying appropriate cooperation levels and being aware of students needs (Marzano Marzano, 2003). In this case, dominance is referred to as the ability of the teacher to provide strong guidelines and clear purpose relating to both student behaviour and academic endeavour. Canter and Canter (as cited in Charles, 2008, p. 65) popularised the Assertive Discipline system, where classroom teacher s take charge by interacting in a calm, insistent and consistent manner with the students to promote an orderly classroom where the rights of the student to learn and the teacher to teach without interruption is upheld. The Canters system originally focused on the concept that the teacher set the limits and enforced them, but later the emphasis was moved to creating warm, trusting relationships with students through positive recognition and proactively dealing with behaviour problems (Charles, 2008). Alternatively, Freiberg and Lamb (2009) propose the person-centred classroom management system where a stronger teacher-student relationship is formed than in a traditional teacher-centred classroom. Cooperation and connectedness in the classroom focuses on the teacher and the students working as a team to build effective teacher-student relationships. Freiberg and Lambs (2009, p. 101) research revealed that the four key reasons that kids love school are: They were trusted and respected people cared about them (social-emotional emphasis); They were part of a family (school connectedness); They felt their teachers were helpers, encouraging them to succeed and listening to their opinions and ideas (positive climate); They had opportunities to be responsible, with freedom and choices, but not license to do whatever they wished (self-discipline). They conclude that the person-centred classroom emphasises a strong social-emotional focus where the climate is warm and productive because they believe that students want to know how much you care long before they want to learn how much you know (Freiberg Lamb, 2009, p. 102). Educational Implications One main question arising from the research would be how to best prepare pre-service and in-service teachers to respond to and build respectful relationships with students with diverse needs (Brown, 2004; Miller Pedro, 2006). Significant to Browns (2004, p. 286) findings is that the teachers he interviewed relied on their strong relationships with students built on trust rather than fear or punishment to maintain a cooperative learning environment that meets the needs of all learners whom they teach each day. Rogers and Renard (1999) state that when teachers can show an interest in students, both educationally and personally, students become motivated to learn. By treating students with respect, creating fun, interesting and valuable lessons, offering meaningful choices and building relationships where students can see teachers as people, then students will be more likely to learn (Miller Pedro, 2006; Rogers Renard, 1999). By including specific training in classroom management str ategies for inclusive teaching practices such as how to convey respect, have high expectations of all students and teach in a fair and consistent manner, the research concludes that culturally responsive, inclusive teaching does support student learning and achievement (Brown, 2004; Miller Pedro, 2006). Research suggests that school psychologists should consider the influence of other aspects of classroom climate when assessing individual childrens modifiable behaviours to improve the student-teacher relationship (Buyse et al., 2008). Often interventions focus too much on the child themselves and their behaviour, when classroom social makeup and teaching strategies and beliefs should also be considered. Teachers bring with them to the classroom their own set of experiences and beliefs which influence their relationship with the child and subsequent responses to their problem behaviour (Buyse et al., 2008). Ormrod (2008) argues that teachers must think critically and ask themselves why students behaviour and achievement levels may not be where they should be and question the influence of their own actions on the students. Reflective teachers are those that continually examine their own assumptions and practices and adjust their teaching strategies and ideas to better meet the needs o f all of their students (Ormrod, 2008). Teachers should continually seek new ideas from colleagues, books, magazines, workshops and other sources to enrich and solidify their teaching skills (Slavin 2009, p. 7). Ginott (as cited in Charles, 2008, p. 61) suggests congruent communication provides the basis for a positive, caring learning environment. Effective communication can be blocked if teachers make assumptions, have preconceptions, or stereotype their students, so these problems need to be avoided (Edwards Watts, 2008). Treating students with dignity and addressing situations with I-messages rather than you-messages when misbehaviour occurs, models appropriate behaviour rather than attacking the students personality or character (Ginott, as cited in Charles, 2008, p. 61). For example, the teacher could say I get angry when I see bread thrown around rather than You are a couple of pigs (Ginott, as cited in Snowman et al., 2009, p. 486). When a student is having problems, actively listening to what the student has to say without making judgements or comments, but responding through acknowledgement or showing interest provides the student with a nonthreatening way of being heard and under stood (Gordon, as cited in Charles, 2008). Showing empathy to students encourages open communication and helps build a respectful relationship (Beaty-OFerrall, Green Hanna, 2010). Communication skills are a critical factor is establishing and maintaining a warm and friendly classroom environment and positive teacher-student relationships. Communication involves sending and receiving messages both verbally and non-verbally. Non-verbal messages can be quite powerful and can contradict the verbal meaning accompanying them. Students can interpret non-verbal messages quite well through mannerisms and tone of voice. It is therefore important that teachers match their verbal and non-verbal messages (Edwards Watts, 2008). Teacher Effectiveness Training (TET) is a course that is conducted in Australia, instigated by Gordon in 1974, where teachers learn to observe and analyse communication patterns between students and teachers, learn to help students identify ownership of problems to establish responsibility of action and learn to use non-offensive, positive behaviour. Along with this they also learn conflict resolution techniques and how to assist students to become cooperative group members. Gordons program is a well-established model for classroom management practices and has been found to help teachers make breakthroughs with difficult students. Developing relationships based on caring attitudes and meeting each others needs encourages a more democratic approach in the classroom, with teachers giving students a say in what happens and not solving all of their problems for them. The strategies offered in the Teacher Effectiveness Training course are based on enhancing communication between teachers and students, effectively developing respectful relationships (Edwards Watts, 2008). Respectful relationships with students can be formed by using positive classroom behaviours such as making eye contact, arranging seating so that the teacher can move freely around the room amongst the students and encouraging all students to contribute to class activities and discussions. One way of achieving this could be to allow more wait time during questioning to encourage those that may normally be reluctant to answer to get involved (Marzano Marzano, 2003). Understanding the unique qualities of each student in the classroom is a critical component of developing the student-teacher relationship (Beaty-OFerrall, Green Hanna, 2010). Research has found that teachers who do not treat all students the same, but address each of their students individual needs are the most effective teachers, in contrast to those that are insensitive to diversity and treat all students equally (Marzano Marzano, 2003). To help build cooperation in the classroom teachers can take a personal interest in students by greeting them by name, talking informally with them about their interests and being aware of important events happening in their lives. (Marzano Marzano, 2003). Signalling to students that you care about them by smiling or using positive language such as I would like us to rather than you need to creates a classroom where students feel valued and have a sense of belonging (Rogers Renard, 1999, p. 37). Marzano and Marzano (2003) found, through research, that students prefer strong guidance and control from their teachers rather than a permissive attitude, therefore teachers must establish clear expectations and teach with assertiveness. Respectful relationships with students can be built by using assertive body language, an appropriate tone of voice and insisting on appropriate behaviour in the classroom (Marzano Marzano, 2003). Teachers who model respect through courtesy and civility can expect the same in return from their students (Miller Pedro, 2006). DeVries, Zan, Hildebrandt, Edmiaston and Sales, (2002, p. 36) argue that every classroom has a sociomoral atmosphere that may be viewed along a continuum from coercion to cooperation. In the coercive classroom students are required to follow the rules set by the teacher out of obedience without question. DeVries et al. (2002) discuss Piagets constructivist view of the adult-child relationship and argue that mutual respect in the classroom is shown when the teacher considers the students viewpoint and encourages social interactions where students cooperate with the teacher as well as each other. Teachers who use an authoritative teaching style, based on Baumrinds parenting styles, treat students fairly, do not criticise or use sarcasm, set high standards, have set rules and explain the penalties for breaking them, trust students to make appropriate decisions and teach and reward expected behaviour (as cited in Snowman et al., 2009, p.466). This encourages students to become autonomous learners who respect their teachers. In contrast, teachers who use an authoritarian teaching style find their students are compliant and unable to self-regulate their behaviour and teachers who use a permissive style find that their students can undermine the routines of the classroom leading to inappropriate behaviour (Snowman et al., 2009). Conclusion Providing strategies for teachers to find ways to build positive respectful relationships with all students can only improve the management of the classroom as a whole. Better classroom teacher preparation is where the focus must be in efforts to improve the education of all students from the most motivated to the most challenging (Beaty-OFerrall, Green Hanna, 2010). Specific teacher training in the area of sensitivity and making connections could help teachers to assess their own beliefs and practices which may lead to improvements in the quality of the teacher-student relationship (Buyse et al., 2008). Buyse et al. (2008) conclude that while their research has suggested emotionally supportive teachers may contribute to positive student behaviour and a closer student-teacher relationship, further study is needed to assess other classroom features which may impact on the quality of the student-teacher relationship. It is apparent in the literature surrounding classroom management th at establishing a respectful student-teacher relationship is a prominent precursor to positive outcomes for students and teachers in schools. This was best summed up in Brown (2004, p. 279) when Jeff, a Witchita high school English teacher said, Youre there to teach kids, not subjects. We often forget this point.

Love Theme in Pride and Prejudice Essay

Love is the conquering theme in Pride and Prejudice. The love story between Elizabeth Bennet and Mr. Fitzwilliam Darcy gives rise to the theme that love can conquer over pride, prejudice, and even social hierarchies. Jane Austen uses the novel in order to propose that true love is precious and can conquer all things. Initially, Austen develops the theme by having love conquer Mr. Darcy’s pride. Mr. Darcy is at first cold and uninterested in the poor, socially inferior Ms. Bennet. He says, â€Å"She is tolerable, but not handsome enough to tempt me† (Austen 31). He scorns the ball at Meryton, and says it’s a waste of his time (Austen 32). Mr. Darcy’s affections though begin to change after Elizabeth comes to Netherfield Park in order to take care of her sister, Jane. The narrator states at this time, â€Å"He really believed, that were it not for the inferiority of her connections, he should be in some danger† (Austen 159). Mr. Darcy, surprisingly though, extends an offer of marriage to Elizabeth; He just proposes with the constant mention of how he is of higher standing, in so many ways, and how that this match is against his better judgment. Even while humbling himself to the point of asking a middle class woman to marry him, pride still exudes from his mouth. Ms. Bennet, needless to say, declines. This spurning of his proposal humbles him to the point where he once again asks for her hand, and this time humbly. Austen shows love and affection subduing the proud Mr. Darcy humbling him to the point where he would happily marry a middle class girl of greatly inferior social standing, reputation, and wealth. Secondly, Jane Austen shows love conquering over Elizabeth’s prejudice. For the entire first half of the book, Elizabeth loathes Darcy and his social class. She finds him and his class snobbish, pretentious, and prideful. Elizabeth unrightfully believes rumors about him coming from the untruthful Wickham, and does not let Darcy defend himself against them. Elizabeth’s prejudice starts to subside though after Darcy’s marriage proposal and she gradually starts to trust and admire him, especially after Mr. Darcy’s servant Mrs. Reynolds’s speaks so kindly of him (Austen 755). Elizabeth Bennet’s love for  Darcy grew greatly the more knowledge she gained about him, which coincidentally destroyed Elizabeth’s prejudice. Lastly, Elizabeth and Darcy break down huge social barriers in their marriage. This is seen in no greater of a way than in the confrontation between Elizabeth and Lady Catherine de Bourgh. The old lady cannot stand the fact that her well-groomed nephew wants to marry a poor pauper girl. She warns Elizabeth that if she were to marry Darcy that he would soon become the â€Å"contempt of the world† (Austen 1108). And not only does Mr. Darcy’s class object to the pairing, but Elizabeth’s own mother and father do not think it is possible that their daughter to marry that high into the social order (Austen 1173). The only reason this couple would have gotten together is love, and Austen is showing that love can overcome societal barriers. In conclusion, Jane Austen used the characters of Mr. Darcy and Elizabeth Bennet, to show that true love outshines social acceptability, and overcomes pride and prejudice.

Government Responses After September 11 - 1881 Words

â€Å"Fellow citizens, we’ll meet violence with patient justice, assured of the rightness of our cause and confident of the victories to come.† These were the words spoken by President George W. Bush the evening of the attacks on the World Trade Centers in New York, the Pentagon in Washington D.C., and the plane that was forced down in a field in Shanksville, Pennsylvania. After the attacks on September eleventh, the U.S. Government responded swiftly and decisively with actions through Federal Administrations, Congress, and the military that would have both short and long term effects on both the United States and the Middle East. Shortly after the first plane hit the World Trade Center, the Federal Aviation Administration, or the FAA, took the†¦show more content†¦Obviously, it was the center of the Defense department for America. By attacking the center of U.S. defense forces, the entire nation would be crippled (History.com). Another perspective was that mos t of the top military officers worked at the Pentagon on a regular basis. Finally, the one method that the suicide attackers had trained for was attacking by the use of aircraft. Nineteen hijackers took over four airplanes; two Boeing 767’s and two Boeing 757’s. These aircraft contained almost twenty thousand gallons of jet fuel, which when ignited, could produce an inferno that could, in the case of September 11th, bring a skyscraper down to the ground in a matter of seconds. The events of 9/11 had horrible repercussions on the aviation industry. Specifically, Boeing, the manufacturing company of almost all airplanes in the world suffered the loss of almost thirty thousand jobs. Also, the company had been combatting a financial crisis and the use of their own jets as guided missiles only made the situation that much worse (The Economic Effects of 9/11). However, the attacks on 9/11 gave the aviation industry a new resolve to take better action, both in the moment and for possible future events. Initially, the Federal Aviation Administration, or the FAA, did not take immediate action to resolve the hijackings of the flights 11 and 175. But after all the smoke and dust had settled, the director of the FAA made provisions to change many standards and procedures of allShow MoreRelatedRoles Of Law Enforcement And Intelligence1503 Words   |  7 PagesRoles of Law Enforcement and Intelligence in Counter-Terrorism After 9/11 September 11, 2001 marks one of the darkest, if not the darkest, days in United States history. It is a day in the history of our country in which everyone remembers where they were and what they were doing when they heard the news that two planes had flown into the World Trade Center in New York City, taking out both of the Twin Towers. All in all there were close to 3,000 people who lost their lives on that fateful day betweenRead MoreThe Impact of September 11, 2001 Essay1221 Words   |  5 PagesOn September 11, 2001 a series catastrophic events occurred in New York City, New York. Al-Qaeda planned strategically conducted events, known as suicide attacks. Nineteen al-Qaeda members hijacked four commercial airplanes, including United Airlines Flight 93, American Airlines Flight 11, American Airlines Flight 77 and United Airlines 175. Two of the planes purposely crashed into the World Trade Center buildings. In addition, another plane crashed into the Pentagon in Arlington, VA. an d the fourthRead MoreThe Political, Social, and Economic Changes Following 9/11 Essay examples1553 Words   |  7 PagesOn September 11 2001, an attack was made on United States. Four systematic terrorist attacks were pulled off by the group al-Qaeda simultaneously bringing down the World Trade Centre in New York and damaging the Pentagon in Washington D.C. As extensive and in depth as the cause for the attack may have been, September 11 is an event that has undoubtedly left its mark in American history. A turning point, as some would call it, of the political, social, and economic systems of the United States. QuicklyRead MoreTerrorism Attacks On The World Trade Center And Pentagon1481 Words   |  6 PagesSince the terrorist attacks on the World Trade Center and Pentagon on 11 September 2001, there have been different U.S. strategies to try and combat the rise of global terrorism. The attacks made the entire world all too aware of the scale and scope of threats that terrorism ca n carry. The post-9/11 global climate has thus seen a shift in awareness of and response to terrorist threats. For the last thirteen years now the United States has denoted terrorism as one of the largest threats to nationalRead MoreThe Terror Of Terrorist Networks Worldwide : Social, Political, And Cultural Decisions1348 Words   |  6 Pagesbe able to put the pieces together, so that we can stop or prevent any other type of terrorist networks worldwide. Social: After 9/11 we continued even harder than before to watch and listen for terrorist chatter, so much so that our public safety, law enforcement and governmental agencies begin to see the urgent need to formulate a plan for strategy, so that they could deal with terrorisms worldwide. In order to accomplish this, we would need to implement our policymakers’ so that they will beRead More9/11 Essay on law1587 Words   |  7 PagesThe events surrounding the September 11 attacks on the United States of America have often been shrouded in a cloud of controversy and mystery, with no one individual seemingly able to apprehend the â€Å"true† details of the terror attack. Many proposed theories have been brought forth, the most widely accepted being that of co-ordinated attacks by terrorist organisation â€Å"Al-Qaeda†. â€Å"9/11†, as the event is commonly known, is simply one of many global terrorism attacks that have seemingly consumed theRead MoreAfter The Attack s Of September The Eleventh On The United1402 Words   |  6 Pages After the attacks of September the eleventh on the United States the world has transformed drastically; the events of 9/11 2001 was followed by a string of similar attacks and suicide bombings all around the world that terrorism has become a major threat to our planet. With the help of the media in dramatizing these attacks, fear of terror has become a major concern to people around the world. Terrorism has somehow played a major role in shaping our world in the twenty first century and the pastRead MoreSurveillance During The United States1747 Words   |  7 PagesSurveillance after 9-11 in the United States Abstract In this article I will be talking about surveillance powers in response from terrorism. I will be talking about the 9-11 bombings which was a day that no one can forget and which shuck up the whole of America. I will examines the factors contributing to the escalation in surveillance and its effects after 9-11 and what is being done against security and stopping terrorism happening. Also I will be talking about the NSA and what they are doingRead MoreThe Tragedy That Was 9/111677 Words   |  7 PagesStates into emotional and economical distress, the attacks on the World Trade Centers on September 11, 2001 opened the eyes of Americans to the threat of terrorism. As the world watched, three planes were flown into each of the World Trade Centers and the Pentagon. The unexpected attack stunned americans everywhere and sent them into a feeling of confusion and want for those responsible to be punished. After investigation, it was discovered that those responsible were members of the terrorist organizationRead MoreOral History Of The September 11, 2001 Attacks Essay1412 Words   |  6 PagesOral History of the September 11, 2001 Attacks The day September 11, 2001 stands out in the minds of all Americans, not only because it changed the course of history, but it affected the daily lives of America’s people. Whether they encountered the events first-hand in New York City, or they simply watched the iconic World Trade Center fall on television as the events unfolded, the assaults of 9/11 have left a permanent stain on the lives of America’s citizens. Individuals such as my father, Kurt

The Well Being Aristotle And Human Happiness - 1000 Words

Our Well-Being: Aristotle and Human Happiness What is the purpose of a human being? â€Å"Happiness is the meaning and the purpose of life, the whole aim and end of human existence† (Nicomachean Ethics). When one thinks about happiness, these words said by Aristotle allow us to understand its significance. Through Aristotle’s teachings, he made it clear that the point of life is to be happy. Aristotle uses the word happiness as having to do with a person’s life as a whole, and not as the constant desire of wanting to experience pleasure (Aristotle’s Ethics). People tend view happiness as an emotion that is not long lasting, while it is really about accumulating the good experienced an entire lifetime. To Aristotle, happiness is about flourishing, virtues, focusing on our well-being, and self-sufficiency. Aristotle is an ancient Greek philosopher who has played a part in subjects such as mathematics and ethics. As a known student of Plato, Aristotle’ s knowledge on various topics immensely affected people’s philosophical views. For Aristotle, his definitions of human happiness and a good life consist of being virtuous all throughout life. Happiness comes from being an overall good person; this is â€Å"the best way to lead a life and give it meaning† (Psychology Today). According to Aristotle, happiness is a continuing achievement. â€Å"Happiness is more a question of behavior and of habit—of ‘virtue’—than of luck; a person who cultivates such behaviors and habits is able to bear hisShow MoreRelatedAnalysis Of The Book Nicomachean Ethics By Aristotle1667 Words   |  7 PagesIn the book Nicomachean Ethics, by Aristotle, Aristotle describes various way of living one’s life, the ultimate goal in life, and how to achieve happiness and live the best life. Aristotle describes three different kinds of lives in Nicomachean Ethics. These three lives consists of the life of honor, the life of pleasure, and the life of study. Aristotle, from the first book, insists that the life of study or contemplation is considered to be the best life. He argues that self-sufficiency is requiredRead MoreAristotle Vs. Mill : The Debate On Happiness1750 Words   |  7 PagesAristotle v. Mill: The Debate On Happiness Is there really one definition for what it means to be truly happy? A simple joy such as a piece of candy may bring happiness to one; whereas something much larger might be the determining factor for another’s happiness. The definition of happiness is one of the most debated questions among many different philosophers and people through out the ages. Aristotle and John Stuart Mill are two philosophers who had similar ideas regarding the definition of happinessRead MoreHappiness and Moral Value956 Words   |  4 PagesHappiness and Moral Virtue In Aristotles Nicomachaen Ethics, the principle concern is the nature of human well-being. According to Aristotle, everything we do in life, we do for the sake of some good, or at least something perceived to be good (1094a1-3). When inquiring as to whether there is some good desired for its own sake, Aristotle envisioned a problem that either there is an infinite series of goods desired for the sake of something higher, in which case ones desires can never be satisfiedRead MoreEssay on Happiness in Aristotle’s work: The Nicomachean Ethics629 Words   |  3 Pagesbetween virtue and happiness. The definition of happiness has long been disputed. According to Aristotle, happiness is the highest good and the ultimate end goal—for it is self-reliant. This idea contradicted other common beliefs and philosophical theories. Aristotle opens his work by describing the various theories, neutrally examines each idea, and discloses how he thinks the theory is wrong and why his idea of happiness is more accurate. The most accepted theory until Aristotle was that of Plato—thatRead MoreArgument Analysis Of Aristotles Happiness As An Essential Purpose Of Human Life1219 Words   |  5 PagesArgument Analysis More than anybody else, Aristotle treasures happiness as an essential purpose of human life and a goal in itself. Aristotle was convinced that a sincerely happy life required the fulfillment of an extensive range of conditions, including physical and mental well-being. Essentially, Aristotle argues that virtue is achieved by maintaining the mean. For Aristotle the mean was a method of achieving virtue. What is the ultimate purpose of human existence? What is the end goal for whichRead MoreEssay Nicomachean Ethics by Aristotle1464 Words   |  6 Pages An Exposition of Aristotelian Virtues In his Nicomachean Ethics, Aristotle explores virtues as necessary conditions for being happy. A virtuous person is a person with a disposition toward virtuous actions and who derives pleasure from behaving virtuously. Aristotle distinguishes between two types of human virtue: virtues of thought and virtues of character. Virtues of thought are acquired through learning and include virtues like wisdom and prudence; virtues of character include bravery andRead Moreâ€Å"Are You Happy Now?† Essay1541 Words   |  7 Pages Happiness is a term that typically has different definitions. Some define happiness, as the things one possess; others may define it as doing a good deed and the feeling one has after doing a good deed. Merriam-Webster defines happiness as, â€Å"a state of well-being and contentment† . Even Aristotle acknowledges that everyone disagrees on the definition of happiness because we all have a different thought-process and prior knowledge. Even though there are many definitions to happiness, both AristotleRead MoreAristotles Eudaimonia1627 Words   |  7 PagesEUDAIMONIA Eudaimonia stands for happiness in Greek. Aristotle argues that the highest good for human beings is happiness. He insists that every action performed by humans is to pursue happiness. Aristotle also argues that human action is always aimed at some end or good. This good may not be viewed as a good action or any good by others, but for the doer of the action (good), the activity will be perceived as good and that it will bring a favorable outcome. Aristotle also said that all of our actionsRead MoreSocrates Vs Socrates1704 Words   |  7 PagesSocrates and Aristotle would think that philosophy was for the greater good and expanding the minds of those around them. Socrates in particular would regard philosophy as conversational and weeding out those who ‘know’ and those who do not. Aristotle would use philosophy to try to reach the conclusion on what happiness is. These great thinkers believed absolute contemplation was the greatest pleasure human beings could reach, so for them philosophy was reaching a type of Nirvana. Take the ApologyRead MoreKant And Aristotle s Views On Ethics And Morals1480 Words   |  6 PagesAlyson Huttlin Professor Strom Philosophy 300 Class Section 1200 Recitation-Tuesday 10am 2/11/2015 What Is The Highest Good? Immanuel Kant and Aristotle are two of the most prominent philosophers on ethics and morals. Each has their own idea about human life and what the highest good is. It has even been said that in his Grounding for the Metaphysics of Morals Kant disproves Aristotle’s view. In order to prove that Kant successfully disproves Aristotle’s theory, we must first understand both theories