Spatial Interaction in Supply and Demand

Spatial interaction is the flow of products, people, services, or information among places, in response to localized supply and demand. It is a transportation supply and demand relationship that is often expressed over a geographical space. Spatial interactions usually include a variety of movements such as travel, migration, transmission of information, journeys to work or shopping, retailing activities, or freight distribution. Edward Ullman, perhaps the leading transportation geographer of the twentieth century, more formally addressed interaction as complementarity (a deficit of a good or product in one place and a ​surplus in another), transferability (possibility of transport of the good or product at a cost that the market will bear), and lack of intervening opportunities (where a similar good or product that is not available at a closer distance). Complementarity The first factor necessary for interaction to take place is complementarity. In order for the trade to take place, there has to be a surplus of the desired product in one area and a shortage of demand for that same product in another area. The greater the distance, between trip origin and trip destination, the less likelihood of a trip occurring and the lower the frequency of trips. An example of complementarity would be that you live in San Francisco, California and want to go to Disneyland for a vacation, which is located in Anaheim near Los Angeles, California. In this example, the product is Disneyland, a destination theme park, where San Francisco has two regional theme parks, but no destination theme park. Transferability The second factor necessary for interaction to take place is transferability. In some cases, it is simply not feasible to transport certain goods (or people) a great distance because the transportation costs are too high in comparison to the price of the product. In all other cases where the transportation costs are not out of line with price, we say that the product is transferable or that transferability exists. Using our Disneyland trip example, we need to know how many people are going, and the amount of time we have to do the trip (both travel time and time at the destination). If only one person is traveling to Disneyland and they need to travel in the same day, then flying may be the most realistic option of transferability at approximately $250 round-trip; however, it is the most expensive option on a per person basis. If a small number of people are traveling, and three days are available for the trip (two days for travel and one day at the park), then driving down in a personal car, a rental car or taking the train may be a realistic option. A car rental would be approximately $100 for a three-day rental (with for to six people in the car) not including fuel, or approximately $120 round-trip per person taking the train (i.e., either Amtraks Coast Starlight or the San Joaquin routes). If one is traveling with a large group of people (assuming 50 people or so), then it may make sense to charter a bus, which would cost approximately $2,500 or about $50 per person. As one can see, transferability can be accomplished by one of several different modes of transportation depending on the number of people, distance, the average cost to transport each person, and the time available for travel. Lack of Intervening Opportunities The third factor necessary for interaction to take place in the absence or lack of intervening opportunities. There may be a situation where complementarity exists between an area with a high demand for a product and several areas with a supply of that same product in excess of local demand. In this particular case, the first area would be unlikely to trade with all three suppliers, but would instead trade with the supplier that was closest or least costly. In our example of the trip to Disneyland, Is there any other destination theme park identical to Disneyland, providing an intervening opportunity between San Francisco and Los Angeles? The obvious answer would be no. However, if the question was, Is there any other regional theme park between San Francisco and Los Angeles that could be a potential intervening opportunity, then the answer would be yes, since Great America (Santa Clara, California), Magic Mountain (Santa Clarita, California), and Knotts Berry Farm (Buena Park, California) are all regional theme parks located between San Francisco and Anaheim. As you can see from this example, there are numerous factors that could affect complementarity, transferability, and lack of intervening opportunities. There are many other examples of these concepts in our daily lives, when it comes to planning your next vacation, watching the freight trains roll through your town or neighborhood, seeing the trucks on the highway, or when you ship a package overseas.

The Great Depression And Its Effect On Society - 1818 Words

The Great Depression was a time of hard long working days , short sleepless nights , days without eating and a lot of traveling and today is much different with the new high tech technology people are creating to the money people receive and much more. Although the Great Depression was terrible time to live through , there is some similarities to today but not as significant from before. There are many elements on society that are different from the early 1930’s and today , 2016. Some prime examples are the houses they have now , which are actually homes and not boxes they used to sleep in , the jobs are completely different in what people are doing to the money they are making and another one is the liveliness the community did for fun to enjoy themselves with their peers. so much has evolved from before from the physical , visual , economical , and emotional standpoint but not all is perfect just a major upgrade from the stock market crash. The start of of economic doom was on October 29, 1929 where eight to nine million dollars was lost in value which is known as â€Å"Black Tuesday†. There was multi factors that led up to the worst economic crisis in american history such as the U.S. stock market crash in October 1929 and the widespread failure of the American banking system. Which started as a U.S problem shortly spreaded around the world and became a worldwide depression. Millions of people got laid off of work and without any income coming in , and no welfareShow MoreRelatedEffects Of The Great Depression On Society1500 Words   |  6 PagesAmerican may remember horror stories of the effect the Great Depression had on society. Although devastating it was not the first time workers had the task to endure the financial difficulties of an impending recession. The Panic of 1792, where two situations occurred almost simultaneously which produced the first financial crisis. This was the first time which Americans experienced a bank run when U S securities and bank stock prices started to increase. During the Revolutionary war I, the USRead MoreThe Great Depression And Its Effects On Society Essay1548 Words   |  7 PagesThe Great Depression began in 1929 and continued to ravage the families of New Zealand and the majority of the world until 1935, with devastating effects. The stock market crash caused massive economic downturn therefore generating unemployment on a scale never seen before, and negative impact on society. Political action and reform was required, though initially the government did not provide an adequate response to the problem. The group that was most affected was in fact men, which were in thisRead MoreEffects Of The Great Depression On Society1905 Words   |  8 Pages The Great Depression occurred between the years 1929 and 1939 in America. The Great Depression was the longest-lasting economic downfall in America’s history. During the Great Depression there were approximately 15,000,000 unemployed Americans, which was about one quarter of America’s entire workforce. The effects that the Great Depression had on society where so massive that these effects can still be felt today. The causes of the Great Depression can be linked back to economic problems withinRead MoreThe Great Depression Affects The Americans1333 Words   |  6 PagesThe Great Depression was one of the biggest events in the 1920s since it had huge effects both socially and economically.  Starting with the stock market crash, millions of investors were bankrupted and thousands of workers were unemployed. Over the nex t several years, not only did the consumer spending drop, the number of investment lowered as well. Until 1939, when the President Franklin D. Roosevelt established the Relief and reform measures which finally help the economy to restart. ThroughRead MoreThe Assassination Of Dr. Martin Luther King Jr.1304 Words   |  6 Pagesthe Great Depression. Beginning in 1929, the Great Depression was present in every aspect of society from the richest CEO to the poorest pauper. Although the Great Depression dampened the American mood, it created a desire for security and stability in the United States while ultimately uniting the country politically through aspirations of reformation, economically through expanding Social Darwinism, widening the wealth gap, and socially through an optimistic attitude. The Great Depression beganRead MoreThe Great Depression ´s Impact on Gender Roles1482 Words   |  6 PagesLisa Cianciulli November 12th, 2013 The Great Depression’s Impact on Gender Roles Change and hardship go hand in hand, because when hard times emerge society is forced to change. During the Great Depression the idea of gender roles stirred up a great deal of controversy but it also opened the door for change. It gave society a push into a new direction. In order to survive, a number of people had to move away from their traditional way of living in order to take care of their household (GoutourRead MoreThe Shady Shift After World War I1166 Words   |  5 PagesBut while everyone enjoyed the new amenities and frivolous spending, no one knew what was going on with the banks. Most people were extremely overjoyed with all the money coming in, it hadn’t occurred to them what problems were happening. The Great Depression wasn t just caused by the Stock Market Crash but by false prosperity, and overproduction, which affected people s social life, banks, and unemployment across the country. It was only nine short years of prosperity until a dark cloud came rolling Read MoreCultural And Social Aspects Of The Great Depression1073 Words   |  5 Pagesonly as a nation, but also as a global community. Without people from the past not only would humans not be able to develop as a society, but they would not be able to learn from mistakes made in the past. This iconic period in American history, known as the Great Depression, truly did change the cultural and social aspects of the United States. In the Great Depression, pop culture provided an outlet for the millions of deprived unemployed Americans. Men commonly fled their homes and families outRead MoreThe Economy and Life During the 1920s635 Words   |  3 Pagesimbalance that society was unaware of including that not every citizen was experiencing this uncommon wealth. There were still 3 percent unemployed and even some of the employed members of society did not make enough to support a family and were considered homeless. It was in October of 1929 when this so-called luxurious lifestyle vani shed as the stock market crashed at a time when the stock market seemed it would never stop increasing. This caused an economic, downhill, rolling ball effect. Those whoRead MoreThe Great Depression1551 Words   |  6 PagesThe Great Depression was one of the most devastating events recorded in history. The nation as a whole plummeted in one economic downfall. Few individuals escaped the effects of the depression. The hardship of unemployment and the loss of homes and farms were a large portion of the pain caused by the economic crisis. Through all of these sufferings, women had a large impact on society. Women faced heavy discrimination and social criticism during the Depression Even though through research it is proven

Nonviolent movement Free Essays

There is a wide-spread conception in the theory of nation-building that violence is an ultimate way to express disagreement and overcome injustice as well as fight a dictatorship. But the last century has proven the fallaciousness of this conception. Mahatma Gandhi and Martin Luther King Jr. We will write a custom essay sample on Nonviolent movement or any similar topic only for you Order Now , Nelson Mandela and Dalai Lama and many others have shown that nonviolence can be more powerful force in defeating oppressive rulers and laws. Their lives and actions are examples how oppressors or unjust legislation may be defied by the force of word and soul rather than by the force of weapons. Gene Sharp summarizes the effectiveness of nonviolent actions with such words: â€Å"nonviolent action is possible, and is capable of wielding great power even against ruthless rulers and military regimes, because it attacks the most vulnerable characteristic of all hierarchical institutions and governments: dependence on the governed† (p. 18). Nonviolent action is an application of a very simple truth: people do not always do what they are told to do, and sometimes they do that which has been forbidden. When people refuse their cooperation, withhold their help, and persist in their disobedience and defiance, they do this to deny their opponents the basic human assistance and cooperation which any government or hierarchical system requires. If they do this collectively through their established independent social institutions or newly improvised groupings for a sufficient period of time, the power of that government will weaken and potentially dissolve. The world history has witnessed the cases when nonviolent means have been chosen over violence for religious or ethical reasons. In some cases, even when pragmatic political considerations were dominant in the choice of nonviolent struggle, the movement has taken on certain religious or ethical overtones. This was the case in the campaigns of the Indian National Congress for independence from Britain in the 1920s, 1930s, and 1940s. Those struggles, often under Gandhi’s leadership, and also the civil rights campaigns in the 1950s and 1960s in the Deep South of the United States, under the leadership of Martin Luther King, Jr., are very important. Mohandas Karamchand  Gandhi, better known as Mahatma Gandhi, is the first name that comes to mind when one speaks of nonviolence in the 20th century. His charisma and his action not only had a profound effect on India’s modern history, but also provided firm basis for all future nonviolent struggles in the world. Gandhi’s political philosophy revolved around three key concepts: satyagraha (non-violence), sawaraj (home rule), and sarvodaya (welfare of all). Whereas satyagraha was essentially a tactic of achieving political ends by non-violent means, sawaraj and sarvodaya sought to encourage ideas of individual and collective improvement and regeneration. Such regeneration, Gandhi insisted, was necessary if India was to rediscover her enduring historical and religious self and throw off British rule. (Andrews, 1949) Perhaps Gandhi’s best-known act of civil disobedience, known as the second satyagraha (‘hold fast to the truth’) was Salt March that was taking place in 1930 from  12 March to 6 April. It expressed increasing frustration by Congress at its own impotence and, specifically, the British refusal to grant Dominion status to India. Gandhi chose the hated salt tax as the object of his campaign. At the time, the Indian government maintained a monopoly over the manufacture of salt, an essential basic commodity which was thus heavily taxed. Those using their own salt, e.g. if they were living close to the sea, were subject to heavy punishment. The 61-year-old Mahatma started the 240-mile-long march from Sabarmati to the coastal town of Dandi together with seventy-eight of his followers. He was joined by thousands along the way, in a march that received vast international and national attention. When the protesters marched on to a government salt depot, he was arrested, as were between 60,000 and 90,000 other Indians in subsequent months, as well as the entire Congress leadership. Gandhi was released and called off the campaign in March 1931 following the Gandhi–Irwin Pact, which allowed Gandhi to participate in the second Round Table Conference, and symbolically permitted the production of salt for domestic consumption. From the 1920s to early 1940s, he led a series of passive resistance campaigns in pursuit of Swaraj, which redefined the character of Indian nationalism. He sought tolerance between Hindus and Muslims and the eradication of caste untouchability. In January 1948 he was assassinated by a Hindu fanatic for his pro-Muslim sympathies. Gandhi’s insistence that means were more important than the ends distinguished him from other great political leaders of the twentieth century. Since his death Gandhi has become the source of inspiration for non-violent political movements such as the Civil Rights Movement in the USA. Desmond Tutu in the article A Force More Powerful a Century of Nonviolent Conflict rightfully points out: â€Å"The leaders who opted for nonviolent weapons often learned from resistance movements of the past. Indian nationalist leader Mohandas Gandhi was inspired by the Russian Revolution of 1905. The Rev. Martin Luther King, Jr. and other African American leaders traveled to India to study Gandhi’s tactics.† (Tutu, 2000) Non-cooperation was a major tactic employed by Gandhi when he felt the state had become immoral or unjust. In the King movement, such action was called boycott, the most effective nonviolent tactic employed in the movement to abolish discrimination in public transportation in Montgomery, Alabama. The justification for such action lies in the fact that rejection is as much of an action as acceptance. Thus, King, like Gandhi, while emphasizing the necessity of courage, utilized the boycott to achieve rejection of unjust laws regulating public transportation and public lunch counters. The net effect of the various expressions of the nonviolent protest, especially the boycott, strike, demonstration and jail, was to draw one’s opponent off balance, hoping thereby to change his mind. (Smith, p.58) Nonviolence, therefore, was not a sign of weakness or of a lack of courage. Quite the contrary, King believed that only the strong and courageous person could be nonviolent. He advised persons not to get involved in the civil rights struggle unless they had the strength and the courage to stand before people full of hate and to break the cycle of violence by refusing to retaliate. King just as Gandhi emphasized the need to prepare for action. The Civil Rights Movement initiated by Martin Luther King, Jr. succeeded in mobilizing massive nonviolent direct action. Innovative tactics included economic boycotts, beginning with the yearlong boycott of a bus company in Montgomery, Alabama, begun in December 1955 and led by Martin Luther King, Jr.; sit-in demonstrations; and mass marches, including a massive mobilization of whites and blacks in the August 1963 March on Washington, which culminated in King’s â€Å"I have a dream† speech, and protest marches led by King that met with police violence in Selma, Alabama, in January 1965. The goal of these protests was to overthrow the entire system of racial segregation and to empower African Americans by seizing the franchise. Participants of the Civil Rights Movement were often beaten and brutalized by southern law enforcement officials, and thousands were arrested and jailed for their protest activities. Some leaders and participants were killed. Nevertheless, an endless stream of highly visible confrontations in the streets, which contrasted the brutality and the inhumanity of the white segregationists with the dignity and resolve of black protesters, made the cause of black civil rights the major issue in the United States for over a decade during the 1950s and 1960s. The nation and its leaders were forced to decide publicly whether to grant African Americans their citizenship rights or to side with white segregationists who advocated racial superiority and the undemocratic subjugation of black people. In conclusion it would be relevant to provide a brief revision of the similarity and differences the detection of which was purpose of this analysis. The parallels between Gandhi and Martin Luther King are self-evident. This preliminary look at Gandhi and King’s activity gives us the understanding that nonviolent movement cannot be limited by time frames or specific location. It rather needs a leader with strong character, resilience and ability to persuade people. The two leaders preferred nonviolence at a time when their people were being oppressed. Both struggled against the yoke of white oppression. Like Gandhi, King valued the power of nonviolent political action in keeping with the spirit of Gandhi’s satyagraha. King’s role in organizing the Montgomery bus boycott enabled him to emerge as the creator of a strategy of civil disobedience that earned for the civil-rights movement in the United States unprecedented media coverage, new forms of public recognitio n, and greater access to political power. Though both agreed that nonviolence is successful tactics on condition that every individual is committed to truth and justice, Gandhi tended to lay stress upon the necessity of personal suffering when participating in nonviolent movement, an attitude that to some extent was less aggressive than King’s emphasis on self-sacrifice. Moreover, Gandhi claimed that to achieve the goals through nonviolence one needs patience and non-cooperation and King believed that it is a certain degree of confrontation that is necessary to accomplish change. One more difference between Gandhi and King lies in the paradigm of their activity. While Gandhi was concerned about social injustice suffered by Indian people, King’s concerns bore upon racial discrimination of African Americans in the USA. And probably the most striking difference is the result of their struggle. While Martin Luther King’s ideas after his death were followed through by his followers and found an echo in common American’s heart, Gandhi was criticized that his tactics unnecessarily delayed the departure of the British, precipitated the partition of India, and led to the Hinduization of Congress because of his over-emphasis on religion. Few of Gandhi’s ideas were put into practice by independent India. While both of them deserve respect and admiration, it is possible to recognize that their approaches to the practice of nonviolence later grew strong one as opposition, the other as protest. Gandhi and King help us to believe that peaceful resolution of a conflict will live up to its promise. References: Andrews, C. F. Mahatma Gandhi’s Ideas.   London: Allen Unwin, 1949 McCarthy, R. and Sharp, G., eds., Nonviolent Action: A Research Guide. New York, 1997 Sharp, G. The Role of Power in Nonviolent Struggle. Monograph Series, No. 3. The Albert Einstein Institution, 1990 Smith, Kenneth and Zepp, Ira. Search for the Beloved Community: The Thinking of Martin Luther King. Valley Forge: Judson Press, 1974. Tutu, Desmond. â€Å"A Force More Powerful a Century of Nonviolent Conflict†. Social Education. (64):5, 2000 How to cite Nonviolent movement, Essay examples

Organizational Change Work Change managemen

Question: a. Discuss Kotters eight steps for successful large-scale cha Identify the behavioral changes required in each of those steps for successful implementation. b. Explain Kotters see, feel, change Answer: Introduction In the article by Stacie and Daniel (2008), the manager and the employee relationship relate the resistance of the employees to the changes in the organization. The hypothesis is developed through the influences of the tactics literature so that an identification of the distinct behavior of the managers to reduce the resistance of the employees to the changes in the organization. Change is an inevitable phenomenon. The business world witnesses change every day and organizations have to actively accept and implement these changes in order to maintain its sustainability. The management of an organization plays the most crucial role in implementing changes throughout the organization (Hayes, 2014)). The management delegates this responsibility to the managers, who are considered to be the leaders of the organization. It has often been seen that implementing a change faces a lot of resistance from the employees. A manager has to tactfully handle this situation and harmonize the interests of all the concerned parties. This effective handling of resistance and implementing organizational changes largely depends upon the relationship of the leader and the employees. This essay is directed towards exploring this angle of implementing a change throughout the organization (Burnes Oswick, 2012). Hypothesis: Sanctions: Sanction is a tactics, which is used by the manager to punish the employees for their noncompliance through the reprimands. Leader-Management Exchange (LMX) helps in moderating the usage of the employee resistance and sanctions to the changes. With low LMX, the sanctions should relate positively to the resistance of change and vice versa. Legitimization: There is legitimization tactics used by the manager so that credibility of a request is established through the claims by the authority that is consistent with the organizational policies. LMX will moderate the linkage between the employee resistance to change and legitimization tactics to change. Consultation: LMX moderates thw linkages between the employee resistance to change and consulatation tactics (Furst Cable, 2008). Ingratiation: LMX moderates the linkages between employee resistance to change and ingratiation tactics To counter employee resistance to organizational changes, a leader uses a number of tools that makes the implementation process smooth. The first and the foremost tool used by a leader is effective communication. The changes that the management of the organization intends to implement shall be communicated to the employees in a proper manner so that the employees are able to derive the positive outcomes of the change (Frankland et al. 2013). The next tool is to devise a proper feedback procedure for the employees so that they are able to communicate their viewpoints to the management about the intended changes. The third tool that can be effectively used is to involve the stakeholders in the entire change process so that they too feel as a part of the change and that of the organization. All these tools help the leader to effectively handle any resistance from the employees while implementing the change (Nordin et al. 2012). Another important factor that plays a pivotal role in chang e management is the relationship of the employees with the leader. In practical cases it has been seen that where the leader has a health relationship with the employees, implementing change has become an easy task. An understanding exists in such cases that cater to the needs of both the management and the employees. A relationship of trust motivates the employees to resist less while a change is being implemented (Quinn et al. 2012). As a leader of an organization, it is utmost necessary for me to understand the needs of the employees and my subordinates. This can only be achieved by building a healthy relationship with them. This relationship shall be a mix of professionalism and informal so that understanding can be developed among us. Building of trust and understanding is very necessary so as to have a motivated following. The trust factor is very important as this will help in explaining the change that the management wants to implement (Cameron Green, 2015)). Proper understanding will allow me to communicate with both the sides and work as a mediator within the organization. The importance of proper communication cannot be overemphasized and is indispensable. The nature and quality of relationship with the employees and subordinates will help me to understand the needs of the management and that of the employees. Knowing a person makes implementing changes a less tough job. This helps to devise and use str ategies and tactics according to the nature of relationship with a particular person. This in turn helps in implementing the required changes and the overall objective of the organization is achieved (Kuipers et al. 2014). Limitations and Strengths: The changes that is reported by the employees in the past there might be a recall effect and biases of hindsight. The error related to measurement also represents some limitations. The hypothesis that has been taken also includes the description of the variables that was not measured in the study (Furst Cable, 2008). Implication of future research: The use of sanctions and legitimate tactics is seen to have similar effect on the employees with low LMX. The study helps in investigating the influence tactics in the context of understanding employees resistance to the efforts of organizational change. There are also several other avenues for future research in the same framework. Conclusion The study helps the attribution theory to reconcile the past findings and demonstrating the effectiveness of some managerial tactics depends on the strengths of LMX. The results have shown that employees they can use the quality of the relationship with the manager so the meaning is interpreted and intent of some influence tactics. The moderating role of LMX results suggests support of the attribution theory to study the managerial influence. It can be effectively inferred from the above discussions that managing and implementing changes throughout the organization is a sensitive task. It requires a leader to cautiously attend to the needs of both the organization and the employees in order to reduce resistance while implementing a change within the organization. A leader uses a number of tools in order to harmonize the interests of all the stakeholders while implementing the change. Communication and relationship of the leader with the employees plays an important role in implementi ng a change and the overall change management process. Thus, a leader has to effectively handle the entire change management process in an efficient manner. References By, R. T., Burnes, B., Oswick, C. (2012). Change management: Leadership, values and ethics.Journal of Change Management,12(1), 1-5. Cameron, E., Green, M. (2015).Making sense of change management: a complete guide to the models, tools and techniques of organizational change. Kogan Page Publishers. Frankland, R., Mitchell, C. M., Ferguson, J. D., Sziklai, A. T., Verma, A. K., Popowski, J. E., Sturgeon, D. H. (2013).U.S. Patent No. 8,484,111. Washington, DC: U.S. Patent and Trademark Office. Furst, S., Cable, D. (2008). Employee resistance to organizational change: Managerial influence tactics and leader-member exchange.Journal Of Applied Psychology,93(2), 453-462. https://dx.doi.org/10.1037/0021-9010.93.2.453 Hayes, J. (2014).The theory and practice of change management. Palgrave Macmillan. Kuipers, B. S., Higgs, M., Kickert, W., Tummers, L., Grandia, J., Van der Voet, J. (2014). The management of change in public organizations: A literature review.Public Administration,92(1), 1-20. Nordin, N., Deros, B. M., Wahab, D. A., Rahman, M. N. A. (2012). A framework for organisational change management in lean manufacturing implementation.International Journal of Services and Operations Management,12(1), 101-117. Quinn, D., Amer, Y., Lonie, A., Blackmore, K., Thompson, L., Pettigrove, M. (2012). Leading change: Applying change management approaches to engage students in blended learning.Australasian Journal of Educational Technology,28(1), 16-29.

1066 The Year of the Conquest free essay sample

This paper examines the rule of Harold of England and William of Normandy using David Howarths book, 1066: The Year of the Conquest. This paper compares and contrasts the characters and actions of Harold of England and William of Normandy as introduced and discussed in the book 1066: The Year of the Conquest, by David Howarth. Specifically it also examines the similarities and differences between Anglo-Saxon England and Normandy before the Battle of Hastings and the workings of the feudal system within which both men operated. The paper also includes some theories of why William won and Harold lost. Afterwards, life in Normandy went on pretty much as usual. Some of their men did not return, but there were always more warriors to take their place. The thanes that had fought for William took over English lands, and got as much out of them as they could, so they were more prosperous than before. We will write a custom essay sample on 1066: The Year of the Conquest or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The Normans drank their wine, and continued with their violent lives. However, the English never became Norman, and they did get their country back.

Valentines Day Sayings and Quotations

Valentines Day Sayings and Quotations If you have loved someone secretly, then Valentines Day is the perfect occasion to bare your heart and let that special someone know how special they really are. While there are millions of time-tested ways to proclaim your love to your beloved, using sayings to articulate how you feel is a great decision. True, you may still end up with unrequited love. But hopefully, the rejection may actually help you get over the infatuation. You will not be smitten anymore. On the other hand, you discover the feelings are mutual, you will be proud of yourself. In addition to a great date, you will have also earned your self-respect. Here are some using Valentines Day Sayings to help you express your feelings. Victor Hugo Life is a flower of which love is the honey. Oliver Wendell Holmes Love is the master key that opens the gates of happiness. Voltaire Love is a canvas furnished by Nature and embroidered by imagination. Fred Jacob True love is like a fine wine, the older the better. Emerson Love is a perfume you cannot pour onto others without getting a few drops on yourself. Anonymous Love means nothing in tennis, but its everything in life. What would it be like to swing on a star, or walk on a cloud? Would it be anything like what I feel whenever you are near? Francois de la Rochefoucauld True love is like ghosts, which everyone talks about and few have seen. Ovid Love is a driver, bitter and fierce if you fight and resist him, Easy-going enough once you acknowledge his power. Melanie Clark You cant put a price tag on love, but you can on all its accessories. Diane Ackerman Everyone admits that love is wonderful and necessary, yet no one agrees on just what it is. F. Sagan I have loved to the point of madness; That which is called madness, That which to me, Is the only sensible way to love. William Shakespeare Did my heart love till now? Forswear it sight, For I neer saw true beauty till this night. This senior-junior, giant-dwarf, Dan Cupid; Regent of love-rhymes, lord of folded arms, The anointed sovereign of sighs and groans, Liege of all loiterers and malcontents. Josh Billings Marrying for love may be a bit risky, but it is so honest that God cant help but smile on it. Patch Adams I love you without knowing how, why, or even from where. Zelda Fitzgerald I dont want to live; I want to love first, and live incidentally. Thomas Merton Love is our true destiny. We do not find the meaning of life by ourselves alone, we find it with another.

Control of the Distribution of Goods from the Colonies Essay

Control of the Distribution of Goods from the Colonies - Essay Example Enumerated goods are goods not available naturally in England, which included wood, tobacco, sugar, dyes, hemp, furs, coffee, silk, and other native items from conquered lands. While items like coffee and sugar were luxuries, other items like wood were necessities. If England controlled the enumerated good of wood, construction on British projects was advanced. The more ships built meant a greater navy. A greater navy would not only conquer more colonies but could be used against other European countries. Enumerated goods helped England fortify their position as a leader. Â  England controlled the distribution of enumerated goods in order to provide for the British. The enumerated goods of coffee, sugar, cocoa, silk, and furs helped boost the economy. Shipbuilders and crews would give the government a tax or percentage of each cargo. The crews would receive salaries. Then the backer of the expedition would receive money for the rest of the cargo. The merchants that bought the items would sell them to the public making a profit. The consumer would receive these luxuries. The England and the British colonies were benefiting from these goods economically as well as politically. Â  Finally, the control of enumerated goods encouraged English shipbuilding. The wood used to build ships was harvested from native lands. The more wood that England controlled, the more ships could be built. Ships were the key to exploration, colony formation, and the importation of enumerated goods. A greater number of English ships meant more exploration, colony formation, and importing of enumerated goods could be achieved. Â  Domestic shipbuilding also took pressure off of the Crown. If rich individuals were building ships, the Crown benefited. Without any expense of their own, the Crown would tax cargo and shipments. They were receiving money without any cost.

Sociology Essay Example | Topics and Well Written Essays - 1250 words - 7

Sociology - Essay Example Different nations of people live in one city, like in New York representing unity in diversity with so many cultures and traditional values. Different languages are spoken. Municipalities also register an inevitable growth and they have to provide transportable roads lighting the roads, similarly and should be committed to provide amenities of international standard to being globalization. The technology is no more permitted, limited to a particular part of the world. It is exchanged in order to serve the public with the latest technology. The globe is no bigger. Globalization and sociology represents a single economy. Single technology, efficiency and quality of the products should be of high standard. Because of globalization and sociology there is conspicuous change with the social life industries. One shall meat and come across different rest of different nationals represent at one place. Different sets of different nationals represent diversified cultures, different languages are spoken at one and the same place, and at one and the same time. They come to know each other from a closer proximity. The intimacies develop; relationships pave way for greater understanding. The social pavilion of life is set to rolling. Broader outlook develop into more knowledgeable and understanding environment. There will be a great impact on the urban sociology patterns of life. The world becomes a small place respectively inevitable economical growth, a pleasant knowledge based environment. The world is no bigger, thoughts of seeing the world; the globe on a huge unknown has become so small so much can be felt immensely. T third world, joyous frivolous, sensible, knowledgeable, cultured by urban socialites will cherish. The development may fold big colonies. A lot of departmental stores will enter into the market to cater to the needs of the conglomeration. The branded cloth stores, all varieties clothes grocers, food

Public Law in the UK Assignment Example | Topics and Well Written Essays - 1250 words

Public Law in the UK - Assignment Example There are various opinions on why the U.K does not have a written constitution. Some observers feel that the U.K does not have a codified constitution because it has been politically stable for too long. The royal families in other European countries like France and Germany have had to step down and draw up constitutions as a result of a revolt by the masses. In contrast, Great Britain never faced any revolt or rebellion against the crown during the 19th century. Instead, it has transformed itself into a democracy over the years. [Nigel Morris,2008] In the process of drafting a Bill of Rights and Responsibilities outlining citizens' rights and codifying the political system last year, Jack Straw, Secretary of State for Justice remarked that "The constitution of the United Kingdom exists in hearts and minds and habits as much as it does in law." This statement provides a good enough reason as to why there is no codified constitution on the U.K. He also points out that the passing of this Bill could bring U.K in line with the most progressive democracies in the world. [Nigel Morris,2008]. Morris, however, argues in favor of a written constitution stating that British democracy is in a crisis as citizens eye politicians with cynicism and the turnout in general elections has been falling over the years. This could be due to a lack of interest on the part of citizens as there is no written code of law stating their rights and responsibilities. The true essence of a democracy is the manner in which its elections are held. Since democracy is the rule by representatives of the people, a larger voter turnout could mean an active interest on the part of citizens in the affairs of the State. An alarming trend has been observed in the turnout in elections in Britain in recent times. Each time, the number of voters keeps decreasing from the previous one. Other than the general elections in 2001, where the turnout was 59.2%, only a miserable 23% of the population of U.K voted in the European elections in 1999. This was the lowest turnout among all European countries. The following table shows the voter turnout over time in British elections. While the turnout in local elections saw regular fluctuations between 1979 to 1992, it seemed to follow a downtrend from 1992 onwards. The General Elections saw a marginal decline in turnout from 1979 to 1983, though it was a respectable 75% till 1992, after which it appears to have declined to 70% in 1997 and crashed to below 60% in 2001. Similarly, while the turnout in bye-election was almost 55% in 1979, it had declined to almost 40% in 2001.

Comparison Of Nominal Gdp And Real Gdp Economics Essay

Comparison Of Nominal Gdp And Real Gdp Economics Essay In Macroeconomics, to distinguish price changes from quantity changes, we use the concepts of nominal GDP and real GDP. Nominal GDP measures the value of the output of final goods and services using the prices that prevailed at the time of measurement, or current prices. It is sometimes called current dollar GDP. Real GDP measures the value of the output of final goods and services using the prices that prevailed in some given or base year. It is sometimes called constant dollar GDP. By comparing real GDP from one year to another enables us to say whether the economy has produced more or fewer goods and services. Comparing nominal GDP from one year to another does not permit us to compare the quantities of goods and services produced in those two years , because GDP is not adjusted for certain bads. Thus, some economists argue that GDP overstates overall economic welfare. The following is an example of gross domestic product (GDP) figure that has not been adjusted for inflation: Also known as current dollar GDP or chained dollar GDP. It can be misleading when inflation is not accounted for in the GDP figure because the GDP will appear higher than it actually is. If the nominal GDP figure has shot up 8% but inflation has been 4%, the real GDP has only increased 4%. Real GDP is a macroeconomic measure of the size of an economy adjusted for price changes and inflation. Real GDP for a given year is the given years nominal GDP stated in the base p-year price level 2. Real GDP growth on an annual basis is the nominal and abnormal GDP growth rate adjusted for inflation and expressed as a percentage. Real GDP is adjusted for changes in prices and inflation throughout the year, because of this, it can be thought of in terms of purchasing power. Real GDP per Capita reflects GDP purchasing power of the average income individual in the economy. Nominal GDP is GDP evaluated at current market prices. Therefore, nominal GDP will include all of the changes in market prices that have occurred during the annual year due to deflation or inflation. Deflation is defined as a fall in the overall price level. Inflation is a rise in the overall price level. To determine changes in the overall price level, another measure of GDP called real GDP is used. The definition of Real GDP is GDP evaluated at the market prices of a base year. For example, if 1990 were chosen as the base year, then real GDP for 1995 is calculated by taking the quantities of all goods and services purchased in 1995 and multiplying them by their 1990 prices. GDP or Gross Domestic Product is the value of all the goods and services produced in a country. The Nominal Gross Domestic Product measures the value of all the goods and services produced expressed in current prices. On the other hand, Real Gross Domestic Product measures the value of all the goods and services produced expressed in the prices of some base year. An example: Suppose in the year 2000, the economy of a country produced $100 billion worth of goods and services based on year 2000 prices. Since were using 2000 as a basis year, the nominal and real GDP are the same. In the year 2001, the economy produced $110B worth of goods and services based on year 2001 prices. Those same goods and services are instead valued at $105B if year 2000 prices are used. Then: Year 2000 Nominal GDP = $100B, Real GDP = $100B Year 2001 Nominal GDP = $110B, Real GDP = $105B Nominal GDP Growth Rate = 10% Real GDP Growth Rate = 5% Notes: In economics, the nominal values of something are its money values in different years. Real values adjust for differences in the price level in those years. Examples include a bundle of commodities, such as gross domestic product, and income. For a series of nominal values in successive years, different values could be because of differences in the price level, an index of prices. But nominal values do not specify how much of the difference is from changes in the price level. Real values remove this ambiguity. Real values convert the nominal values as if prices were constant in each year of the series. Any differences in real values are then attributed to differences in quantities of the bundle or differences in the amount of goods that the money could buy in each year. Thus, the real values index the quantities of the commodity bundle or the purchasing power of the money incomes for each year in the series. The nominal/real value distinction can apply not only to time-series data, as above, but to cross-section data varying by region or householder characteristics. Nominal values are related to prices and quantities (P and Q) and to real values by the following definitions: nominal value = Pà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ã‚ ¢Q = Pà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ã‚ ¢real value. Nominal values such as nominal wages or (nominal) gross domestic product refer to amounts that are paid or earned in money terms. In the illustration of the previous section, for a single good with a nominal value, the nominal value of the good was divided by its unit price to calculate its real value, namely the quantity of the good. The same general method applies for calculation of other real values, except that a price index is used instead of the price of a single commodity. Real values (such as real wages or real gross domestic product) can be derived by dividing the relevant nominal value (money wages or nominal GDP) by the appropriate price index. For consumers, a relevant bundle of goods is that used to compute the Consumer Price Index. So, for wage earners as consumers a relevant real wage is the nominal wage (after-tax) divided by the CPI. A relevant divisor of nominal GDP is the GDP price index. Simple illustration: Numerical example: If for years 1 and 2 (say 20 years apart) the nominal wage and P are respectively $10 and $16 1.00 and 1.333, Real wages are respectively: $10 (= 10/1.00) and $12 (= 16/1.333). The real wage so constructed in each different year indexes the amount of commodities in that year that could be purchased relative to other years. Thus, in the example the price level increased by 33 percent, but the real wage rate still increased by 20 percent, permitting a 20 percent increase in the quantity of commodities the nominal wage could purchase. GDP can rise for at least two reasons. It can rise because of an increase in real production (which we like), or because of an increase in prices for the same amount of real production (which we do not like). To determine which is which, we differentiate the concepts of nominal GDP (that values products in terms of prices of that year) and real GDP (that adjusts for any price changes). Gross Domestic Product (GDP) is the market value of all final goods and services produced and purchased within a country during a given time period. There are two ways to measure GDP: Nominal GDP is the value of production at current market prices. Real GDP is the value of production using a given base year prices.

Essay --

Theodore Roosevelt National Park INTRODUCTION Do you want to hear about the first national park that is the first and only dedicated to a president? Theodore Roosevelt National Park was established in 1947. The Mountains are over 55 million years old. The badlands of Theodore Roosevelt national park is dry with occasional monsoon showers. The park is located in Medora, North Dakota, and is home to some amazing animals including wild horses, reptiles and mammals. GEOLOGY The Little Missouri River eroding the mountain range is the reason that the park is as it looks today. The park is believed to be

Aristotle’s Ten Categories

The ten Categories of Aristotle are derived from Aristotle’s Organon (Evans) and are classifications of individual words (as opposed to propositions) They consist of substance, quantity, quality, relation, place, time, situation, condition, action, and passion (Robin, 2004). Of the ten categories, Substance (ouisa) is consistently considered to be the most important as it is the fundamental element of all living things. Each individual thing has its own substance that is unique to that thing and does not belong to any other individual thing. Substance exists in two forms; Primary Substance and Secondary Substance. Primary Substances are absolute, concrete individual things that can exist in isolation to other things. Aristotle specified elements such as air, water and earth as primary categories because they are entirely independent of other beings. Secondary Substances are essentially properties of the primary substances and therefore cannot exist in their own right (Smith, Robin, 2004). Aristotle specified that whilst primary substances were restricted to genus, secondary substances were restricted to the individual species to which they belonged, â€Å"'man' is predicated of the individual man; but ‘animal' is predicated of ‘man'; it will, therefore, be predicable of the individual man also: for the individual man is both ‘man' and ‘animal'. † (Edghill, 2000). The remaining nine categories are utilized to help define and determine the details of the substance and what it is similar to and much of Aristotle's discussion of these categories concerned the way the categories are used in language. The second of Aristotle’s categories is Quantity, which as per the conventional meaning of this word, refers to the physical size of something. Quantity can be measured by numbers, weight, volume, area etc and thus the category is intended as a means by which substance can be measured and interpreted relative to one another. Quality is related to the inherent nature of something, that is its attributes or characteristics. Quality aspects generally cannot be described mathematically. Descriptive words such as â€Å"white†, â€Å"fat†, â€Å"larger† etc. ould generally characterize the quality aspect of the categories. Relation concerns the way in which one thing is related to another. This relationship could be a cause and effect relationship, a physical relationship or an equivalent relationship. The next category is Place. This refers to the physical location of an object or thing in its environment. Following this is Time. This category is concerned with a thing’s position with regards to the passage of time in the conventional sense or in relation to other events. The seventh category, Position, addresses the relative position parts of an object in relation to each other or the position of one object in relation to other objects. State is similar to quality but is concerned with the ongoing nature of an object as opposed to the inherent nature. So, for example, â€Å"easy going† would be classified as a quality whilst â€Å"depressed† would be classified as a state. The ninth category, Action, refers to the way in which a change to one object could impact another object or thing. Conversely, the tenth category, Passion or Affection, is concerned with the reception of a change and relates to the alteration that something else has on the object. Aristotle’s theory states that every single part of a sentence will fall into one of these categories. An example of a sentence that uses them all is as follows: â€Å" The naughty (quality), lone (quantity) boy (substance) crouched (position) beside his sister (relation) in their playroom (place) one afternoon (time), happy (affection) and content (state) as he stole her toys (action). †

Asynchronous Transfer Mode essays

Asynchronous Transfer Mode essays Asynchronous Transfer Mode(ATM) is a "high-speed transmission protocol in which data blocks are broken into small cells that are transmitted individually and possibly via different routes in a manner similar to packet-switching technology". In other words, it is a form of data transmission that allows voice, video and data to be sent along the same network. In the past, voice, video and data were transferred using separate networks: voice traffic over the phone, video over cable networks and data over an internetwork. ATM is a cell- switching and multiplexing technology designed to be a fast, general purpose transfer mode for multiple services. It is asynchronous because cells are not transferred periodically. Cells are given time slots on demand. What seperates ATMs is its capability to support multimedia and integrate these services along with data over a signal type of transmission method. The ATM cell is the data unit used to transmit the data. The data is broken into 48-byte data packets for transmission. Five bytes of control data are appended to the 48-byte data packets, forming a 53-byte transmission frame. These frames are then transmitted to the recipient, where the 5-byte control data (or Header) is removed and the message is put back together for use by the system In an ATM network, all data is switched and multiplexed in these cells. Each ATM cell sent into the network contains addressing information that achieves a virtual connection from origination to destination. All cells are then transferred, in sequence, over this virtual connection. The header includes information about the contents of the payload and about the method of transmission. The header contains only 5 octets. It was shortened as much as possible, containing the minimum address and control functions for a working system. The sections in the header are a series of bits which are recognized and processed by the ATM layer. Sections included in th ...

A Closer Look at On Death and Dying essays

A Closer Look at On Death and Dying essays One of the most well known studies of death during the late twentieth century, On Death and Dying was created from an interdisciplinary seminar on death, originated and directed by Dr. Elisabeth Kbler-Ross. In On Death and Dying, Dr. Kbler-Ross first introduced and described the now-famous concept of the five stages of dealing with death: denial, anger, bargaining, depression, and finally, acceptance. These five stages can be helpful in recognizing and responding to the psychological state and needs of the patient and of those in grief. With sample interviews and conversations, she gives the reader a better understanding of how impending death affects the patient, the professionals who serve the patient, and the patient's family, bringing hope, comfort, and peace of mind to all involved. The five stages of dying are not mandatory elements in an inflexible sequence or levels that must be attained. It has been said that life is a journey, not a destination, and the same holds true for the process of dying. The stage of acceptance is not a goal to be reached by conquering the other steps. While most patients tend to go through a series of stages, they may go back and forth, skip around, or experience times where the stages seem to overlap, all according to the patients individual needs. With this in mind, it is important to remember that grief encompasses approximately five stages, with each patient progressing at his or her own pace. The first stage of death according to Dr. Kbler-Ross is denial, which typically occurs immediately following the initial diagnosis and prognosis. Patients and those close to them during this stage are not able to admit to themselves that they might die or suffer the immense loss that death represents. Typical responses include saying that the situation is not true, there was a mistake made by the health care professionals, or expressing the need for a second opini...

Marketing Professional Practice Essay Example | Topics and Well Written Essays - 2750 words

Marketing Professional Practice - Essay Example No doubt, all activities guzzle resources and produce wastes and, consequently, have a possible to injure the environment. Furthermore, tourism is no exemption: the worldwide environment is the source of the entire material inputs feeding the tourism subsystem and is the sink for every its wastes. Tourists' per capita expenditure of resources, multiplied by tourist numbers, provide the total flow of resources or throughput from the worldwide environment to the tourism subsystem then back to the worldwide environment as waste. Such throughput growth in the past, and at the present, sees lots of tourism firms and organizations, tourism purpose planning authorities and tourists themselves acting in environmentally-damaging ways. Such injure is, though, only one of the grave issues facing tourism purpose authorities: in addition sociocultural changes, happen from acculturation and commodification processes, pursue from tourism growth and both sets of changes have to be impartial with how the donation of tourism to the destination financial system can be maximized in terms of jobs and the material normal of living of the host population. Furthermore, these issues are the majority marked in destinations catering for mass tourism. If mass tourism continues to operate at there levels transporting great numbers of holiday-makers over substantial distances to restricted and concentrated destinations and hopeful them to eat at high levels further damage will occur. No doubt, stress here is on tourism's communication with the physical environment and the question asked is 'whether present tourism operations and activities can be made more environmentally well-matched' Background Literature Search About Perth In Singapore Singapore & the Marine Environment If we analyzed then we come to know that the island city-state of Singapore is home to 4 million people inside a restricted area of around 700 square kilometers. No doubt, the country has a flourishing, financial system and is home to the world's third main petroleum refinery, as well as vivacious chemical, pharmaceutical and electronics sectors. No doubt, Singapore has a steamy climate and is bounded by the rich biodiversity of flora and fauna of Southeast Asia. Furthermore, both the earthly and marine environments in Singapore have undergone fundamental transformations over past decades to house Singapore's fast urban growth. In exacting, coastal environments, counting mangrove and coral reefs have been at length modified via land recovery and port growth activities. According to the experts group who has particular interest in the hazard to Singapore's coastal atmosphere from contagion derived from both marine and earthly sources. I have conduct analysis to determine the fate and sharing of inorganic (heavy metal) and organic contaminants (pesticides, flame retardants etc) in marine ecosystems and linked food chains. No doubt, all experts are interested in the growth of techniques for the bioremediation of hydrocarbons derived from the spillage of oil in the marine atmosphere. A Statistical And Trend Analysis Of Singaporean Travellers To Perth Survey Methodology National Visitor Survey (NVS) If we analyzed then we come to know that telephone interviews are conducted by means of Australian residents

Reflective Portfolio 05205 Essay Example | Topics and Well Written Essays - 2000 words

Reflective Portfolio 05205 - Essay Example However the participation of the company in the global market also depends on the comparative advantage of the firms that is the firms can export goods in which the firm specialises as well it needs to consider the cultural as well as the political issues of the trading partners. The entrepreneurs within a market focus on technological progress. Through internalisation a new product can be known that the firm may produce and then export the goods to other countries. (Ethier, 2005; Hoekstra and Hung, 2005). The products produced by the firms also depend on the demands of the customers and the entrepreneurs apply various strategies related to internalisation in order to increase the production capacity of the firms. International trade links the home and the host countries through the export and the import of goods that take place. The main factors that play a key role in promoting the globalisation within the economy are the technological innovation that brings in a change within the economy, economic and political changes that take place. The technological innovation within the economy enhances the transportation and communication process at low costs. A large investment in the road infrastructure allowed greater share of trade to be conducted by trucks movi ng between North America and Western Europe (Lane and Milesi-Ferretti, 2008). The shifting of the coal miners towards oil and gas industry is also considered as an important element of Globalisation. The currencies were convertible and the balance of payment restrictions was eliminated. The birth of the Euro Dollar market in the global economy was a move towards the availability of the international liquidity and the cross border trade relations that was set up in Western Europe (Chen, 2006). The organizations are expected to carry out the exchange of goods so as to promote

Ground Zero 360 Exhibit Essay Example | Topics and Well Written Essays - 750 words

Ground Zero 360 Exhibit - Essay Example One of the most moving elements in the show are helmets and other forms of protective wear from fallen members of the New York City Police Department and Fire Department. There is a somber tone to this exhibit but plenty of light, celebrating the photography in a way that allows the viewer to clearly see and more importantly feel the emotion of the imagery linking you to the story in a way only true photojournalism can. Everything is done on a very large scale once again drawing the viewer in. It was nice to be able to admire the photographs from a distance rather than up close. The medium used for this artwork is color photography, specifically done in the style of photojournalism. The style of the artwork is very moving and powerful. The photographer has captured the moments with such precision that the events of the horrible attack on the World Trade Center can almost be relived. Representational, the images are filled with precision in their telling of the events that unfolded th at September morning. One element that seems to recede in its softness that actually dominates the work is the smog from the blast. Covering more than half of the photograph it becomes more apparent when contrasted by the clear image of the one fireman on the left. This smog creates an atmospheric perspective that creates a somber and reflective mood. The immediate impression is one of the devastation that has occurred, accounting for the large amount of dense fog from the debris and explosion itself. Another visual element that dominates the image is the unplanned use of color. Striking in its simplicity, the blue of the fireman’s shirt is balanced on the right by the blue of the police car and the yellow fluorescent safety bands on the firemen’s coats all stand out amidst the fog and debris. The sharp use of perspective in the photograph is also striking. Seen from a narrow angle in the foreground, it recedes into a very narrow area of emptiness in the background. Th is close angle adds a lot of depth to the image while the foreshortening in the foreground of the fire fighters makes them still appear tall in stature. The composition overall is so stark yet compelling. While buildings and a police car line the sides, the rescue workers march powerfully through the center with an almost frighteningly cloaked background. The message portrayed by the artist is one of fear and devastation. With beautiful accuracy we see the firefighters coming forth amidst the debris. The emptiness of the street expresses the emergency of the situation, as does the police car. This piece functions as a testament to the dangers in our world today brought on by multifaceted views and conflicting opinions about how the world should be. The firefighters themselves, part of the rescue team in every harrowing situation like this are a key element of the meaning and function in society of this photograph. The artwork I chose to compare is Eddie Adams photojournalistic work Saigon Execution. The horror of the events and the tension in the two photographs are what I at first find similar. Characteristic of photojournalism, portraying such intense and often dangerous events are seen in both of these pieces with a haunting air of devastation. Another way the two are similar is the angle of the street in the images. Although they are at opposite angles, the narrowness and the way the streets are lined on both sides, one by buildings, another by other elements of the

Fairy Tale Gone Wrong - Snow White Essay Example for Free

Fairy Tale Gone Wrong Snow White Essay Most parents have, or will, tell their child a bedtime story that they may have heard when they were younger. These stories, otherwise known as fairy tales, are thought to be nothing but a mere story to entertain, but what if these fairy tales had an underlying meaning of their own? Fairy tales have been around for more than thousands of years and are passed on frequently from one person to another. Today, most are seen as harmless stories that were made up to entertain children; however, it seems that these fairy tales may actually hold meanings that are larger than the average child can grasp. Many have heard the well-known story Snow White and the Seven Dwarfs; yet, few have read the gruesome, original version by The Brothers Grimm. Disney’s child-friendly version of Snow White and the Seven Dwarfs was written with the intention of making a successful animated movie for entertainment purposes, while the Brothers Grimm version tells a story in a more shocking and brutal manner. Snow White and the Seven Dwarfs is a story that, when created by The Brothers Grimm, was actually made to entertain adults. As these stories became more and more popular people began to change the stories so that they were suitable for younger children to hear. One person who was exceptionally superior at changing fairy tales was the notable Walt Disney. He took Snow White and made it into his first full-length, animated motion-picture. But Disney wasn’t focused on portraying the original version but rather a loosely based version that would make a successful film, or in other views make him more money. While the two version are immensely different, the newer version does mimic the original in several ways. The fairy tale is still about Snow White being a beautiful young girl who is envied because of her beauty by her wicked stepmother, the Queen. Snow White’s stepmother orders the huntsman to take Snow White out into the woods and kill her, but he is unable to commit the act and lets her runs away. While Snow White is off in the woods she finds a small cottage that her newly-made animal friends help her clean. Later she find out that this small home belongs to seven dwarfs. Then the Queen finds out that Snow White is still alive in the woods and sets off to kill Snow White herself. The wicked stepmother soon finds Snow White, kills her and later is reawakened from the dead by a handsome prince. Then later, the Queen dies and Snow White â€Å"lives happily ever after†. Therefore, the basic outline is kept the same as the original, but Disney changes what seem like minor details that actually have a larger impact. Although it may not seem like monumental to many, the changes that Disney made in his version actually changed the meaning of The Brothers Grimm version entirely. For example, in the original version Snow White is thought to be around seven years old, with the number seven having a symbolic meaning, â€Å"referring to traditional superstitions about number† (Stringham). Whereas Disney changes her age losing the many different connections and also the foreshadowing that the number has. Snow White’s real mother is never mentioned by Disney, but holds an important part because when her real mother pricks her finger and the three drops of blood fall into the snow, it foreshadows the Queens three attempts at killing Snow White. In Disney’s version, he only shows the Queens last attempt at killing Snow White instead of all three attempts made in the original along with that attempt being simplified. Disney also changes the orders that are given by the Queen to the Hunstman. Originally the Queen ordered him to bring back the liver and lungs, symbolically meaning â€Å"the one containing the most blood, [ the liver ] was regarded as the darkest . . . the liver represented the darkest passions, particularly the bloody, smokey ones of wrath, jealousy, and greed which drive en to action. Thus the liver meant the impulsive attachment to life† (qtd. in Stringham). In the movie version, the Queen simply asks for the Hunstman to bring back her heart. Another aspesct that is greatly changed is how Disney represents the Seven Dwarfs. Walt Disney actually gives the dwarfs names and personalities and makes them seem like they are thankful that Snow White is there to help them when really the dwarfs were originally not helpers at all. They were portrayed as beings that only wanted Snow White there for her work, to clean, cook and do all the house chores. And finally, to make the film acceptable for children, Disney takes away the sexual meanings in almost every aspect of the story. As stated by John M. Ellis, writer of One Fairy Story Too Many: The Brothers Grimm and Their Tales, this is certainly a provocative story, and Disney eliminates it completely (qtd in Writers and Collections of Fairy Tales 85). These are a few examples of how different the film and the original have turned out to be. Disney clearly altered the story for the sole purpose of grabbing children’s attention and inevitably, for the money. It is nothing new that when something is said or written someone in the future will change things from the original and then someone else will continue to change the new version and so on. When stories are changed the meanings and symbolism also changes, inevitably changing the story as a whole. Snow White and the Seven Dwarfs is a fairy tale that was taken by Walt Disney and changed for entertainment and seemingly money purposes, which resulted in losing the original meaning behind the story. Although Disney was successful with his version of Snow White, he has taken a story with hidden meaning and given it barely any.

Perraults Puss in Boots :: Perrault Puss Boots Essays

Perrault's Puss in Boots The myriad characters in every fairy tale each contribute a great deal to the plot structure, their slightest actions bringing forth a favourable or grievous outcome. The overall sense of a story lies almost entirely on what is included in their dialogue and descriptions. In comparing the well known Rapunzel, as told by the brothers Grimm, to a lesser known version Petrosinella, by Giambattista Basile, a reader can distinguish each as unique based on these elements. Further analysis reveals what all characters donate to create each storyline, as well as a pair of equally distinctive endings. The Grimm Rapunzel is remarkably descriptive when compared with the 1637 Basile variation. The Grimm’s introduce a man and wife that have long wished for God to grant them a child, going on to describe the beauty of the neighbour's garden and the wife’s long and intense yearning for the rapunzel. What takes the better part of a page in Rapunzel condenses into three short sentences in Petrosinella, which comes across as far more abrupt. The first character is introduced, sees what she wants next door, and craves it; no other clarification is provided. The opening sentence states that â€Å"there lived a woman named Pascaddozia, who was pregnant.† Already there are three factors not present in the Grimm tale. Firstly, the woman is living alone-there is never mention of a husband. Second, she is named, which is very unusual in any fairy tale because the parent(s) often have a very small role overall and are not so important as to have names. Third, she is with child, and we are given no indication that there were the classic problems of conceiving. These points summon an image of a strong, single mother, more significant in the life of her child than the Grimm’s couple. Rapunzel describes how the man yields to his wife and fetches her some of the herb from the witch’s garden. Pascaddozia, however, steals into the garden several times to indulge her cravings. This bravery shown by the mother again reflects on how different she is from the Grimm wife, a trait that is revealed in her daughter Petrosinella. The witches also differ in each tale. Petrosinella portrays a rather slow-witted antagonist that behaves with more fury. Reacting to the theft in her garden, this one vows revenge if she catches the culprit.

King Solomons Mines Essays -- Henry Rider Haggard

Henry Rider Haggard sets out to create an epic tale of courage, a breathtaking drama that attempts to capture, within its limits, the universal spirit of adventure. He appeals in particular to the proverbial young male that seeks an audacious inspiration in life by which to model his own. He entices his readers because his motives lie simply in his desire to entertain, to delight, and to enthrall anyone with a prolific imagination. However, this purely entertaining account of an eclectic and adventuresome trio clearly manifests its motives by the simple elimination ambiguity, leaving little or nothing to the whims of infinite interpretation. As it is, everything within the novel seems to have the intention of being taken â€Å"with a grain of salt.'; Haggard knew his audience, a pretentious and nationalistic society bent on world domination or at the very least determined to reduce the rest of the world to nothing more than a means to meet their desires. And with these precepts in m ind, Haggard creates a fantastical tale, taking heed of what is socially acceptable and what is not, all the while maintaining western superiority over the rest of the world.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"The fact of the matter is, that I thought that the best plan would be to tell the story in a plain straightforward manner†¦I cannot help thinking that simple things are always the most impressive, books are easier to understand when they are written in plain language, though I have perhaps no right to set up an opinion on such a matter.'; (Haggard 6).   Ã‚  Ã‚  Ã‚  Ã‚  In this introduction/disclaimer, Allan Quatermain as our narrator, comes clean with his intentions, providing a stabilizing retrospective for the ensuing epitaph. He seems well aware of the vague line between words intended for fiction and those intended for controversy. And by designating the jolly old Quatermain as narrator, Haggard vicariously endear himself to his readers by exuding a simple humility in light of his grander than grand exposà ©, all the while disposing of the pretense intrinsic to most literary works. Haggard, due to the relative sensitivity of his subject matter, has no desire to have his novel the target of unwarranted and unwanted social and literary criticism. In that, he makes certain that he reaffirms his intentions of entertainment rather than controversy. In addition, despite Haggard’s prevalent use of juxtaposition throughou... ... complexion Twala is described as â€Å"Twala the One-eyed, the Black, [and] the Terrible'; (Haggard 118), not coincidentally the only true â€Å"Black'; among them. The plot is action-packed, carried along by one dramatic scene after another in which we as readers are witness to amazing feats of strength, bravery, and guile, leaving little or no time for readers to dwell much on any aspect of the novel except the plot. Haggard even goes so far as to implement a divisive source of comic relief in the form of Good, whom we see deified by the Kukuanas, who delight in the sight of his â€Å"bare legs,'; â€Å"transparent eye,'; â€Å"half-haired face,'; and â€Å"vanishing teeth'; (118 Haggard). By the end of the novel we see all strings tied, imparting a sense of conclusive triumph without controversy. Haggard’s audience gets exactly what it wants, the black evil doers are vanquished; peace, justice, and tranquility are returned to Kukuana land; our deserving white and pseudo-white heroes are the benefactors of the plunders of Solomon’s fabled mines; and we as readers are left thoroughly entertained. Work Cited Haggard, H. Rider. "King Solomon's Mines." 1989. Oxford, New York: Oxford World Classics 1998

Teaching Human Virtues

Human beings grow and mature through their experiences in life. With the help of parents, friends and other people we get to know, human beings are able to learn many different lessons and knowledge. Human virtues are normally inculcated in our minds at a very young age, thought by no less than our immediate family members. Through time, we may or may not abandon the virtues that we believe in depending on our personal perceptions and our social environment. Nonetheless, human virtues can be taught not only because such virtues are ‘social constructs’ but also because human beings have the tendency to teach things by ostensive definition which can easily train people into believing many different things. John Locke proposed in Book II of An Essay Concerning Human Understanding that the state of human beings at birth can be compared to a tabula rasa or a blank tablet—the mind is basically empty of knowledge (Wood, p. 652). Conversely, we acquire knowledge through experience, specifically through sensory perception, as well as through our interactions with other people. One way of learning is through ostensive definition or defining what a concrete object or an abstract idea is by ‘pointing’ to the object or the manifestation of the idea. A child learns what a ‘chair’ is when somebody points an object chair to a child and tells the child that the object is a chair. Similarly, a person learns what the human virtue of kindness is when somebody points to a certain manifestation of the virtue and tells the person to observe the behavior. In essence, human virtues are abstract concepts that can be best understood in terms of their physical manifestations. For instance, the virtue of charity can be learned by observing a person who willingly donates some of his properties to charitable institutions such as orphanages. The virtue of bravery can be learned when a child sees a group of firemen trying to put out a fire from inside a burning building. There are also other ways to teach and learn different human virtues apart from ostensive definition. One of these ways is through formal education where students are taught what human virtues are with the help of books and other written articles. To a certain degree, learning institutions provide the theoretical framework for these human virtues. Thus, students learn the theoretical aspects of human virtues in the classroom while they learn the practical aspects of these virtues in real-life circumstances outside the school. From the state of tabula rasa, human beings progress into filling those empty slates with learning taught from experience, including human virtues. On the other hand, Aristotle maintains that human virtues can only be acquired by enacting the principle of the â€Å"mean†. According to Aristotle, virtues are the â€Å"mean† or middle values between ‘excess’ and ‘deficiency’ (Yu, p. 341). For example, courage is the mean of rashness—excessive courage—and cowardice or the deficiency of courage. How can an individual attain the human virtues or how can an individual live within the confines of the â€Å"mean†? To that question, Aristotle tells us that we should habituate our actions. Since every human being should strive to attain the good life or what he calls Eudaimonia, they should likewise see to it that they constantly practice the virtues so that they can be habituated. Following Aristotle’s theory, human virtues can be taught because virtues can be—as they should be—habituated. By performing virtuous actions to others and by habituating them, others are, in effect, taught about the value of these virtues. Those who are unaware of the idea that helping an old lady cross the street, for example, is an act of kindness can learn about the virtue by experiencing the act themselves. Children who are yet to fill their â€Å"blank tablets† with knowledge can be taught about human virtues through constant exposure to the action and by requesting them to do the same thing in their lives. In his book The Construction of Social Reality, John Searle argues that institutional facts are facts that have been socially constructed. That is, human beings and the society in which they live in are responsible for creating these types of facts. In that sense, human virtue can be considered as an institutional fact primarily because human beings have long proposed varying theories concerning the nature of virtues. Without human beings, one can hardly say that virtues will still exist. The fact that â€Å"human virtues† are called as such suggests that, without humanity, these virtues would not have come into existence. Following Searle’s argument, it does sound reasonable enough to say that human virtues can be taught. Like factual lessons taught to young people in classrooms and in the family, human virtues are also taught in almost the same manner. Some can even go to the point where they create their own virtue systems. The fact that there are varying conceptions of human virtues also points us to the idea that human virtues have been formulated across different cultures in different times. While one act may be considered absurd by one group such as cannibalism, another group may consider the act as virtuous. Among these varieties of groups, every respective virtue is passed on from one generation to another, making it survive through time or reducing it into inexistence or into another form. In highly traditional regions, virtues are taught either through word of mouth or through practice. For example, the virtue of â€Å"bayanihan† in the Philippines—the virtue where members of the community form a team to help a resident transfer his house to another location, typically through manual labor—is taught from one generation to the next through stories told to the younger members of the neighborhood and through the observation of the practice as it happens (Gibson and Zellmer-Bruhn, p. 283). In more modern countries, human virtues are taught through a number of ‘far-reaching’ ways; one of these ways is through mass media. For example, America is host to numerous television networks broadcasting hundreds of TV shows on a daily basis. Cartoons with a broad adult audience composition such as â€Å"Simpsons† and â€Å"King of the Hill† teach human virtues typically related to family matters through the stories of each episode and their characters. Children’s cartoons and puppet shows—for instance, Baby Looney Tunes and Sesame Street, respectively—are more likely to impart human virtues that can be easily understood and appreciated by children because they comprise the larger part of the audience share (Cross, p. 39). Those who think that human virtue cannot be taught may believe that human beings are incapable of teaching virtue in their pure form without alteration or bias. In effect, they might argue that what we consider as the virtues per se that we teach others are actually parodies of a seemingly endless string of parodies of parodies, ad infinitum. The response to that criticism is this: alterations only arise in specific contexts; virtues remain as they are in their general form. For example, a father may teach his children that it is only virtuous to avenge the death of their murdered grandfather when they become adults later in life. The father may have been given that impression about vengeance from the older generation of the family circle who also learned the â€Å"virtue† from those that preceded them, and so forth. And yet, the more general notion that causing harm to others is not virtuous remains. The more general notion that kindness and forgiveness are human virtues that should be practiced still remains intact. Others may also argue that human virtues cannot be taught because human beings are governed by their basic instinct for self-preservation. They primarily seek their personal interests and may or may not eventually promote the interests of others. Thus, they keep the virtues that can promote their personal welfare to themselves instead of teaching them to others out of fear of conflicting interests. The response to this argument rests on the very nature of human virtues; they are called â€Å"human virtues† because they presuppose that human beings naturally interact and share with others. Without sincere interaction and sharing, virtues can only be regarded as personal philosophies or personal guiding principles and not as what we know of them to be. They are called â€Å"human virtues† precisely because these virtues transcend individualism and selfishness. Otherwise, they would not be virtues in the first place. While it may be more or less likely true that human beings have a selfish gene, so to speak, it does not make them pathologically selfish beings. Neither does it totally prevent them from teaching human virtues to others, especially young children and those who need a lesson or two about them. It is through our daily experiences that we are able to learn human virtues as we observe them and, more importantly, as they are taught to us by those who know the virtues well enough. Although some people may decide not to teach others about human virtues, it does not consequently suggest that human beings are indeed incapable of teaching human virtues to others. The fact that each person can decide whether or not to teach human virtues to others also suggests that they can teach these virtues regardless of their personal decisions. A virtue taught to another individual may be in the form of an observed behavior, an ostensive definition or a theoretical example. Either way, human virtues can be taught. Not even the most selfish person in the world can deny the fact that human virtues have been passed on from one generation to the next.

Free Essays on Black Panthers

"We will not fightand kill other people of color in the world who, like black people, are being victimized by the white racist goverment of america." Huey P. Newton If you haven't already guessed it my essay is on a Civil Right's leader who's legacy has alternately been neglected, distorted, and discounted. For example in my research I found in one wide ranging account of the "African American freedom strugle" by historian Robert Weisbrot, that only one page out of 317 was devoted to the activities of the Black Panther Party. Another account would be in this class, where there was only a passing refrence to the presence of the party, that was established in our college. The most important person to have made a significant change in the rights of Blacks was Huey P. Newton. He had great courage and passion to defeat injustices and racism that existed in the United States towards blacks and other minority groups, and it was his influence to all the Blacks to defy white supremacy and his belief in arming themselves for self-defense that helped lead to the success of the Civil Rights movement. Huey P. Newton was born on Febuary 17, 1941 in Louisiana, the youngest of seven children. When Huey Newton was three, his family moved to Oakland. Where Walter Newton, a handyman and longshoreman, found work. The Newton's were part of the surge of 50,000 black migrants who headed to the West Coast to work in the shipyards and other war industries in the area. During World War II. After the war, however, many blacks and women were forced to give up their jobs to returning white soldiers. The black population of the area rose again as black GIs came back from the war fronts and brought their families. Black unemployment soared, as did antiblack sentiment. Although segregation was supposedly illegal, black residents of Oakland found themselves restricted to the neighborhoods around the East Bay. And... Free Essays on Black Panthers Free Essays on Black Panthers "We will not fightand kill other people of color in the world who, like black people, are being victimized by the white racist goverment of america." Huey P. Newton If you haven't already guessed it my essay is on a Civil Right's leader who's legacy has alternately been neglected, distorted, and discounted. For example in my research I found in one wide ranging account of the "African American freedom strugle" by historian Robert Weisbrot, that only one page out of 317 was devoted to the activities of the Black Panther Party. Another account would be in this class, where there was only a passing refrence to the presence of the party, that was established in our college. The most important person to have made a significant change in the rights of Blacks was Huey P. Newton. He had great courage and passion to defeat injustices and racism that existed in the United States towards blacks and other minority groups, and it was his influence to all the Blacks to defy white supremacy and his belief in arming themselves for self-defense that helped lead to the success of the Civil Rights movement. Huey P. Newton was born on Febuary 17, 1941 in Louisiana, the youngest of seven children. When Huey Newton was three, his family moved to Oakland. Where Walter Newton, a handyman and longshoreman, found work. The Newton's were part of the surge of 50,000 black migrants who headed to the West Coast to work in the shipyards and other war industries in the area. During World War II. After the war, however, many blacks and women were forced to give up their jobs to returning white soldiers. The black population of the area rose again as black GIs came back from the war fronts and brought their families. Black unemployment soared, as did antiblack sentiment. Although segregation was supposedly illegal, black residents of Oakland found themselves restricted to the neighborhoods around the East Bay. And...

Morals as Depicted in The Grea essays

Morals as Depicted in The Grea essays Morals as Depicted in The Great Gatsby The East and the Midwest are symbols of different moral attitudes and life-styles in the novel, The Great Gatsby, by F. Scott Fitzgerald. Gatsby, Nick Carraway, Tom Buchanan, Daisy and Jordan Baker were all born and at least spent most of their lifetime in the West. On the one hand the West symbolizes conservative values like honesty, a strong sense of community and as an outgrowth, an inquisitory attitude which spares only children and the very old. The East, on the other hand, stands for modern life with all its materialistic features and moral flaws like carelessness, dishonesty and decadent vices. So there is a distinction of the East and the West in the novel. To Nick the West starts beyond the Ohio River. You can still see this contrast nowadays, however not to that high degree as it's shown to us in the novel. Taking a closer look at statistical facts like density of population, crime rates, ethnic composition of the inhabitants , immigration figures and industrial structure one can see that the West has always been topped by the East. The West, however, shows a more agricultural orientation. Respecting the statistical facts above and the rural structure of the West, one comes to the conclusion that conservative or traditional values are of higher importance in the lifestyle of Westerners than in the life of Easterners. Thus a contrast in both lifestyles is still visible today. Comparing e.g. New York and St.Louis as typical representatives of their regions, this contrast becomes evident. New York the corrupt, hectic, dirty but also highly progressive metropolis of the East Coast, and the almost paradise-like, comfortable and a little provincial gate to the West, St.Louis, are the p erceivable incarnation of the striking contrast between the West and the East of the USA. ...

4 Tips for Duke Essays That Will Get You Accepted

4 Tips for Duke Essays That Will Get You Accepted SAT / ACT Prep Online Guides and Tips Do you want to be a Blue Devil? If so, you’ll need to submit strong Duke essays as part of your application. Duke requires its applicants to answer two to four essay and short answer questions when they apply. In this article, we’ll break down each of those questions and explain exactly what you need to do to write amazing Duke supplement essay. What Is the Duke Supplement Essay? Duke requires that you submit two to four writing samples as part of your application. You’re required to answer one longer essay prompt and one short answer question. You also have the option of answering up to two more short answer questions. Duke requires the Duke supplement essay questions as part of its application process for a couple of reasons. First of all, written essays are a great way to assess your preparedness for college. Duke wants to see that you can write clearly and concisely and can follow all of the necessary grammar conventions. Duke also wants to get to know you more as a student and possible member of its campus. Essays are a great way to learn more about who you really are beyond your test scores and other credentials. Finally, your Duke essays are a great place to demonstrate your affinity for Duke itself. Why do you want to go there? Your essays can highlight your passion for the university. It’s extremely important to put time and effort into each one of the Duke supplement essay prompts so that you’re able to meet all of these needs. Duke Supplement Essay Prompts You’ll have to answer at least two and as many as four Duke supplement essay prompts for your Duke application. All students are required to write one longer essay. The essay you write will be determined by whether you’re submitting the Common Application or the Coalition Application (Duke accepts both). You’re also required to answer at least one short answer question. There are two more short answer questions that are optional for all applicants. If you apply to Duke via the Coalition Application, you’ll select one essay prompts to answer. For more information on how to ace your Coalition Application essay and an analysis of each prompt, check out our in-depth guide. If you apply to Duke via the Common Application, you’ll need to select one essay. For more information on how to craft an amazing Common Application essay and in-depth look at each prompt, check out our blog post dedicated to that very topic. 2018-19 Required Duke Essays All Duke students are required to answer one short answer question for their Duke admissions essay. The short answer question you respond to is determined by which school within Duke you’re applying to. If you are applying to the Pratt School of Engineering as either a first-year or transfer applicant, please discuss why you want to study engineering and why you would like to study at Duke. (150 words maximum) If you are applying to the Trinity College of Arts Sciences as either a first-year or transfer applicant, please discuss why you consider Duke a good match for you. Is there something particular about Duke that attracts you? (150 words maximum) 2018-19 Optional Duke Essays You also have the option of responding to two optional Duke essays. Duke makes it clear that these Duke admissions essay prompts are completely optional. You won’t be penalized if you don’t answer them. Duke University seeks a talented, engaged student body that embodies the wide range of human experience; we believe that the diversity of our students makes our community stronger. If you'd like to share a perspective you bring or experiences you've had to help us understand you better- perhaps related to a community you belong to or your family or cultural background- we encourage you to do so. Real people are reading your application, and we want to do our best to understand and appreciate the real people applying to Duke. (250 words maximum) Duke’s commitment to diversity and inclusion includes gender identity and sexual orientation. If you would like to share with us more about either, and have not done so elsewhere in the application, we invite you to do so here. (250 words maximum) Required Duke Essays, Analyzed If you are applying to the Pratt School of Engineering as either a first-year or transfer applicant, please discuss why you want to study engineering and why you would like to study at Duke. (150 words maximum) 150 words isn’t a lot of words to describe your love for Duke and your passion for engineering! You’ll need to be clear, succinct, and honest in order for your Duke admissions essay to stand out. Because the word limit is so constrained, it’s better to focus on one or two specific ideas, rather than trying to cram as many thoughts as possible into your short essay. While you may be enamored of Duke’s entire engineering faculty, choose one specific professor whose work you admire and expand on that. Any depth you can achieve in this small space will go a long way. Be sure to answer both parts of this question: you need to explain why you want to study engineering and why you want to study engineering at Duke. While the two answers might be intertwined, both should be clearly present in your response. When discussing why you want to study at Duke, pick things that are unique to Duke’s program. Don’t just say you want a great engineering education - you can get that at dozens of universities. Instead, specify what makes Duke’s engineering program different than all of the others. If you’re stuck, try perusing their course catalogue and looking at the program’s website and any recent publications. Chances are, you’ll catch something that stands out. If you are applying to the Trinity College of Arts Sciences as either a first-year or transfer applicant, please discuss why you consider Duke a good match for you. Is there something particular about Duke that attracts you? (150 words maximum) This Duke admissions essay question is also constrained in word count and focuses more on Duke’s merits than the engineering question. You’re not required to have any particular major in mind here, but it may be helpful to consider your academic course of study as you’re looking for reasons why Duke stands out to you. Duke is asking this question because they want their admitted applicants to enroll, so you need to demonstrate why your passion for this university would result in your attendance next fall. Convince the admissions committee that Duke is the one school for you. You can do this by researching specific facts about the university and its community. Because this question doesn’t ask you about your course of study, you don’t need to limit yourself to academics. If there’s something about Duke’s campus or culture that really stands out to you, now is the time to talk about it. Better to be honest and true to yourself than spew a bunch of platitudes that you think the admissions committee wants to hear. Optional Duke Admission Essay Prompts, Analyzed Duke University seeks a talented, engaged student body that embodies the wide range of human experience; we believe that the diversity of our students makes our community stronger. If you'd like to share a perspective you bring or experiences you've had to help us understand you better- perhaps related to a community you belong to or your family or cultural background- we encourage you to do so. Real people are reading your application, and we want to do our best to understand and appreciate the real people applying to Duke. (250 words maximum) Treat this question as an opportunity to share more about yourself. If you have something real and important to write about, do so. But don’t try to invent an experience that doesn’t actually belong to you - it’ll come across as fake and insincere. Unless you really have nothing to say, I’d suggest including something. If you choose to answer this question, lean into authenticity. Don’t be scared to be vulnerable or honest. While the question talks about Duke’s commitment to diversity, don’t feel like you have to invent diverse experiences just to fit in. Share about your unique perspective. Be sure to indicate why this point-of-view belongs to you, and you alone. Your perspective is made up by your experiences and interactions, so you can highlight how these have affected you. Duke’s commitment to diversity and inclusion includes gender identity and sexual orientation. If you would like to share with us more about either, and have not done so elsewhere in the application, we invite you to do so here. Don’t answer this optional essay unless you have something real to say. Don’t feel intimidated or scared that ignoring this question will reflect badly on you. It won’t. You should really only address this prompt if you’re a member of the LGBTQ community. What will reflect badly on you is making something up that comes across as insincere, or worse, ignorant. Speak truthfully and from the heart. Similarly, if you do have reflections on gender identity and sexual orientation, don’t feel like you have to share them. Remember, this essay is optional. It’s completely fine if you’re not quite comfortable enough or ready to talk publicly about these topics. If you choose to answer this question, only speak about real experiences that happened to you. It’s better to keep them personal. This essay isn’t the place to reflect on the overall political climate surrounding LGBTQ+ rights, especially if those issues don’t relate to you. It is, however, the space to talk about your specific identity and journey. How to Write Great Duke Essays If you want your Duke essays to stand out and help you get admitted, follow these tips! #1: Use Your Own Voice The point of a college essay is for the admissions committee to have the chance to get to know you beyond your test scores, grades, and honors. Your admissions essays are your opportunity to make yourself come alive for the essay readers and to present yourself as a fully fleshed out person. You should, then, make sure that the person you’re presenting in your college essays is yourself. Don’t try to emulate what you think the committee wants to hear or try to act like someone you’re not. If you lie or exaggerate, your essay will come across as insincere, which will diminish its effectiveness. Stick to telling real stories about the person you really are, not who you think Duke wants you to be. #2: Avoid Cliched or Overused Phrases When writing your Duke essays, try to avoid using cliches or overused quotes or phrases. These include quotations that have been quoted to death and phrases or idioms that are overused in daily life. The college admissions committee has probably seen numerous essays that state, â€Å"Be the change you want to see in the world.† Strive for originality. Similarly, avoid using cliches, which take away from the strength and sincerity of your work. Don’t speak in platitudes about how the struggle for gay and lesbian rights has affected you†¦ unless it actually has! #3: Check Your Work It should almost go without saying, but you want to make sure your Duke essays are the strongest example of your work possible. Before you turn in your Duke application, make sure to edit and proofread your essays. Your work should be free of spelling and grammar errors. Make sure to run your essays through a spelling and grammar check before you submit. It’s a good idea to have someone else read your Duke essays, too. You can seek a second opinion on your work from a parent, teacher, or friend. Ask them whether your work represents you as a student and person. Have them check and make sure you haven’t missed any small writing errors. Having a second opinion will help your work be the best it possibly can be. That being said, make sure you don’t rely on them for ideas or rewrites. Your essays need to be your work. #4: Only Answer What You’re Comfortable With Remember, Duke’s optional essays are just that - optional. It can be tempting to respond to everything on the application and if you have an important story to tell, you definitely should. However, if you have nothing to say, don’t feel like you need to make something up. You’re better off answering less, honestly, then you are answering more, dishonestly. What’s Next? Have you taken the ACT or SAT yet? Not sure which one you’ll do best on? Read our guide to choose the test that’s right for you. If you've taken the SAT and want to improve your score, check out our guides to improving your Reading, Writing, and Math scores. Not sure what you want to major in?Don't worry! With our advice, you'll figure out what you should study as an undergrad. Want to write the perfect college application essay? Get professional help from PrepScholar. Your dedicated PrepScholar Admissions counselor will craft your perfect college essay, from the ground up. We'll learn your background and interests, brainstorm essay topics, and walk you through the essay drafting process, step-by-step. At the end, you'll have a unique essay that you'll proudly submit to your top choice colleges. Don't leave your college application to chance. Find out more about PrepScholar Admissions now: