Top 15 Scholarships for International Students in the US

The United States is the prime destination for getting top notch education and professional training. Many international students aspire to get accepted in a professional and popular university within the US for further education and development. As attractive as the education possibilities are in the US, they are equally expensive, especially for international students. However, many US universities offer a wide range of scholarships to international students. These scholarships range from offering tuition waivers to free accommodation to allotting stipends for scholarship holders. Following is a list of the 15 best scholarship programs offered by colleges/universities in the US as well as by the US government and institutions: 1.  Foreign Fullbright Student Program: This is a holistic grant that covers not only tuition fees and textbook expenses but also covers airfare, a living stipend and health insurance. This grant is offered to students aspiring to complete their Master’s, PHD and non-degree post-graduate studies. 2.  Humphrey Fellowship Program: The fellowship program is designed to provide professional enrichment to a select few from designated countries of the world. The grant covers all related expenses for a year. 3.  Amherst College Scholarships: The college currently runs a need-based financial aid program for international students. The student’s financial need is assessed and a grant is offered accordingly. The award may include employment options as well as scholarships. 4.  Berea College Scholarships: All students admitted are offered a 4-year tuition scholarship. This is conjunction with any other grants or awards received by the student and can completely cover the cost of tuition. Grants for room, board and fees might also be provided by the college for students who require them. 5. Colombia College Scholarships: Almost 20 grants and scholarships are offered to outstanding international students in the form of one-time cash grants and 25-100% tuition reduction. 6.  Dartmouth College Scholarships: The college offers need-based financial aid to all students including international and transfer students. No academic, merit or athletic scholarships are offered but all undergraduates have access to the need-based scholarship option. 7.  East Tennessee State University: International Students Academic Scholarship program is offered by the University that covers 50% of the total in and out of state tuition and maintenance fees. The grant is offered to both undergraduate and graduate students studying at ETSU. 8.  Iowa State University Scholarships: The University offers International Student Ambassador Scholarships to international students that display exceptional leadership skills. The renewable awards range from $4000-$7000. 9.  Michigan University: The University offers a number of scholarships and grants to deserving undergraduate and post graduate international students. 10.  New York University Wagner Scholarships: NYU Wagner offers merit-based scholarships to all its postgraduate applicants. It also offers special grants for African-American women. 11.  Oregon University Scholarships: The university offers a number of scholarships and grants to both its undergraduate and graduate students. All scholarships are merit-based and range from half to full tuition waiver. 12.  Wesleyan University Scholarships: The university offers limited scholarships to international students. They have a Freeman Asian Scholars program that awards grants to 11 Asian students yearly. 13.  York University Scholarships: Scholarships are offered to both graduate and post-graduate students. They range from partial to full tuition waiver. 14.  Arkansas University Scholarships: The university offers about 10 scholarships and grants for international students. 15.  Colby-Sawyer College Scholarships: Many need-based and merit-based scholarships are offered to international students. The undergraduate grants offered are worth $50,000-75,000. There are many other local educational and government institutions in different countries around the globe that offer scholarships to citizens to study in the US. Some popular scholarships include Japan World Bank Scholarships, AAUW International Fellowships and Agha Khan Foundation International Scholarship Program.

Lab Investigation Cell Purple Dye Solution - 1042 Words

The purpose of this lab investigation is to make 1 L of Pirate Purple dye solution. The claim states that the use of the concentration and absorbance of the Blue 1 dye and Red 3 dye will lead to the concentrations of the red and blue dye to yield 1 L of Pirate Purple dye. In order to understand molarity or concentration, familiarity with the terms of solute, solvent, and solution are very important. A Solute is a substance that is being dissolved by a solvent. A solvent is a substance that is dissolving the solute. Solution is a solute of a homogenous mixture that is dissolved in a solvent. With that being said, molarity is the moles of a solute divided by the liters of a solution (mol/L). In accordance to concentration, absorbance is used†¦show more content†¦After the serial dilutions of the red and blue dyes were taken, the molarity and absorbance for both dyes were calculated. Using the MiVi = MfVf equation, the concentrations for each value of the red and blue dye were separately calculated. Calculating absorbances calls for setting the correct wavelengths of light for each dye. In this case, the 470 nm wavelength for red dye and the 635 nm wavelength for blue dye was needed to find the maximum absorbances. The absorbance was found by blanking the colorimeter and entering the concentrations. After both values of the absorbances and concentrations were found, the values were then graphed in order to obtain the equation of the relationship between absorbance and concentration. The concentrations and absorbances of the red and blue dyes were used to find the concentration of the purple dyes. From the graph of the blue dye, the linear equation for absorbance was y = mx + b. From that formula came the equation y = 7.915 x 104 (x) + 0.02489, where y represents absorbance, m is slope, x is concentration/molarity, and b is the constant/y-intercept. The same set up was performed for the red dye, but the equation produced was y = 1.045 x 104 (x) +.001298. T he equations found when graphing absorbance vs. concentration were used to find the concentration of the purple dyes. The absorbance for purple dye 3 on the red wavelength of 470 nm equaled 0.149 and 0.818 for the blue wavelength of 635 nm. For purple dye 1Show MoreRelatedOsmosis10180 Words   |  41 PagesAdvanced Placement Biology  ® AP Biology Lab 1 281 EDVO-Kit # Storage: Principles Practice of Diffusion Osmosis Store entire experiment at room temperature. EXPERIMENT OBJECTIVE The objective of this experiment is to develop an understanding of the molecular basis of diffusion and osmosis and its physiological importance. Students will analyze how solute size and concentration affect diffusion across semi-permeable membranes and how these processes affect water potential. StudentsRead MoreEight Accidental Discoveries: Science Analysis Essay1778 Words   |  8 Pagesremaining solution would dye material the color purple which he called mauve and the dye itself he called mauveine. (The Museum of Science and Industry, 2006). It gained huge popularity because Queen Victoria loved the color and it led to the invention of new colors and the dye industry (The Museum of Science and Industry, 2006). Later synthetic dyes were used on food, hair, and also to brighten clothes (The Museum of Science and Industry, 2006). The significance in science was the use of dye to stainRead MoreIndustrial Attachment Report at Cmr-Kemri9715 Words   |  39 PagesImmunology. CMR hosts the Nairobi centre for the Nagasaki University Institute of Tropical Medicine (NUITM) and the Microbiology unit of the Institute of Tropical Infectious Disease (INTROMID). It has a Mycology lab that carries research on fungal and opportunistic infections and Parasitology lab. CMR also carries out medical examination of employees in the hospitality industry (HISP) from hotels, schools, Manufacturing industries .(HISP) is a KEMRI project based at the Centre for Microbiology Research

Business Law STUV Company

Question: Discuss about the Business Law for STUV Company. Answer: Part 1: Constitution of STUV Company Pvt. Ltd Meanings and Interpretations: In the given constitution of STUV Company, the following meaning and interpretation shall become applicable unless stated otherwise: Act shall mean the Corporation Act of 2001 ASIC shall mean the Australian Securities and Investment Commission Company shall means the STUV Company having CAN Number with 123456789 Constitution shall mean the constitution of the company Interpretation: The words that are used in this constitution, have been underlined and highlighted only for the purpose of expediency, and does not change the meaning of the words that are used as part of the constitution. Replaceable Rules: The replaceable rules of this company shall be applicable for all the rules excepting for the given list of preference shares. Issue of shares: The Directors of the company have the authority of issuing shares in the company. However, the directors may also issue shares or options over shares, as they may consider it proper. As per the Act, the shares or options can be issues having appropriate deferred or special rights or restrictions either in connection to dividends or in such other distributions such as powers relating to voting, payment of calls or any such power as the Director may think fit. Different Classes of shares: Preference Shares: The members who are entitled to hold the preference shares shall have to right to receive notice and attend no meetings unless specified under any other clause of the constitution. The right to payment of exchangeable share and any other right specified under any other clause. The members may hold a H, J, I, K, L, M classes of shares. Preference and Redeemable Shares: The preference and the redeemable shares is issued by the Company, and this includes preference shares and redeemable shares. The preference and redeemable class of shares are liable to be redeemed at the option of the company. The preference class of shares have a preferential dividend right giving the members the right to payment out of the profits of the company. The members having preference shares have the right that is associated with the winding up of the company. The redeemable class of shares gives the power to the company to redeem the share at any time in respect to the total number of shares available. The members of the company who holds the redeemable share has the right to redemption from the company. Part 2: Section 198A: According to section 198 of the Corporations Act, the directors of the company have the authority to manage the working and business within an organization and utilize the powers that are endowed to them by the Company. However, the director of the company may only make use of those powers that are authorized to them by the Act. Additionally, the directors of the company may also make use of the powers that are endowed to them as per the constitution of the company (Gilligan and Bird 2015). Thus, it may be said that the directors of the company have the power to act within the scope of powers that is given to them as part of the constitution as well as the Act. The reason why this section was included in the Act was to make the directors accountable for their actions. This section was to make the directors answerable for their actions and at the same time also protecting the interests of the minority and the majority shareholders. However, the constitution of the company may be amend ed to make changes in the powers of the directors. Ideally, directors of the company are given wide powers and they often tend to misuse the powers authorized to them. To solve the issue pertaining to misuse of powers by the directors, the section relating to powers of the directors was established (Sartori 2016). Section 191: Section 191 of the Corporations Act, 2001 deals with the duties of the directors, to notify the other directors of the company in case of any matter that is of personal interest relating to the affairs of the company. This is the fiduciary duty of the director and the director has the liability of disclosing this material fact to the other directors of the company. However, the same section in question also lays the situations wherein the director may not make the disclosure. Firstly, a director may not make disclosure if the same interest in issue arises out of the common interest of the company or relates to the remuneration of the director (Sartori 2016). Additionally, the director may not make the disclosure if the interest in question is related to a proposed contract. Thus, in the above-mentioned instances the director is not liable to make disclosure. The reason why this section was included in the Act was to make the directors accountable for the actions in relation to the in terests of the company. Thus, section 191 of the Act was included to make the directors accountable for their fiduciary actions (Gilligan and Bird 2015). Section 250R (2) (3): Section 250R of the Corporation Act, 2001 deals with the business of the annual general meeting (AGM), as per subsection 1 of section 250R of the Act, the main business of the AGM includes consideration of the annual report and election of the directors of the company. Additionally, it also authorizes the members of the meeting to appoint the auditor and at the same time fixes the remuneration of the auditor. As per sub section 2 of section 250R of the Act, a business of the AGM of a listed company has the authority to make a remuneration report and the report should be put to vote. However, the role regarding the remuneration is only advisory and shall not be considered as final and binding. Thus, the reason why this section was included in the Act was to limit the powers of the Board of members and at the same time also authorize the Board to settle the grievance of the Board members (Peng 2016). References: Gilligan, G. and Bird, H., 2015. Financial Services Misconduct and the Corporations Act 2001.CIFR Paper, (073). Griffin, R.W. and Pustay, M.W., 2012.International business. Pearson Higher Ed. Peng, M.W., 2016.Global business. Cengage learning. Sartori, J., 2016. Termination payments under the Corporations Act 2001 (Cth)-Some issues.COMPANY AND SECURITIES LAW JOURNAL,34(3), pp.221-2

To Hell and Back free essay sample

Hell and Back On the surface, Edgar Allen Poe’s â€Å"The Pit and the Pendulum† relates the story of a man tortured by the Spanish Inquisition. The man, remains nameless throughout the story, is condemned to death for an unknown crime and loses consciousness. He awakens in complete darkness and is frightened that he has been locked in a tomb but shortly realizes that he is probably in a dungeon. After exploring the enclosement, the prisoner collapses and falls asleep. He wakes up to an offering of bread and water and resumes exploring the cave. The man then trips over a fragment of his robe and lands with his face dangling over a large pit. He falls asleep yet again, wakes up to more bread and water, which has been drugged, and falls asleep again. When he wakes up again, the narrator finds himself strapped to a wooden board with the image of father time and a pendulum attached. We will write a custom essay sample on To Hell and Back or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page He also notices the rats that are coming out of the being allured toward the meat, which his captors left him. He lays the meat across the rope that binds him and the rats chew through it just as the pendulum inches toward his heart. Once released from the board, the walls of the prison become heated and being to collapse toward him until the only option he has is to jump into the pit. At the last second, a mysterious person latches onto him and prevents the fall. Literally, the narrator is merely a victim of the persecution against Catholics and Protestants. On the symbolic level however, â€Å"The Pit and the Pendulum† represents the story of a man who dies, loses his soul to hell, and finds himself recued at the end by God. Symbolically, the narrator undergoes death through the darkness of the tomb and the image of Time on the ceiling with the pendulum. Firstly, when the narrator awakens in the tomb he sees â€Å"the blackness of eternal night [of the tomb encompassing him as he struggles] for breath† (299). Darkness itself usually is a metaphor for death and as the prisoner is in complete darkness, symbolically, it is as if he is in complete death. The darkness of the tomb also represents the emptiness of the narrator in his current state, as if he is transitioning between heaven and hell after symbolic death. Another example of the narrator’s symbolic death is when he examines the ceiling, after being strapped to a wooden board, and on â€Å"it was the painted figure of Time as he is commonly represented†¦in a lue of a scyth he held what, at a casual glance, [the narrator supposes] to be the pictured image of a huge pendulum† 304-305). The image of Time depicts the actual time the narrator has left as its pendulum inches closer and closer to his body. Time, which has the image of the time left in the narrator’s life, is also relatable to the Grimm Reaper, a universal symbol of death, because the machine is possibly the very instrument that is prepared to take the prisoner’s life. In conclusion, the narrator’s symbolic death is symbolized by the darkness of the tomb and the image of time. Besides representing the story of a man who dies, symbolically the narrator also encounters the near-loss of his soul to hell. The large circular pit, which the narrator’s head leaned over, has a â€Å"clammy vapor, and the peculiar small of decayed fungus† (302). The description of the foul state of the pit shows the underlying layer of hell, which the pit symbolizes. Hell is usually described as a dark, wretched place, and the pit is this exact place. The pit is a representation of hell because of the impossibility to get out; once a person is in hell, it is inescapable to leave. Furthermore, while exploring the cave, the narrator â€Å"[steps on his robe] and fell violently on [his] face†¦at the very brink of a circular pit† (301-302). Because the pit symbolizes hell and the prisoner almost falls into the pit, undoubtedly, the narrator, symbolically, almost loses his soul to hell. Likewise in order for one to lose their soul to hell, they either must be a horrible person, done horrible things, or played a game with the devil. In correspondence to the narrator, his scare into hell represents the bad judgments may have been made through out his life. Overall, the story symbolizes the near-loss of a soul to hell. Thirdly, the narrator symbolically almost loses his soul to hell because of the rats chewing away at his life. While lying on the wooden board, the narrator sees that â€Å"[the rats] had issued from the well which lay just within view to [his] right†¦ with ravenous eyes, [the rats were] allured by the scent of meat† (305). Symbolizing horror, death, and decay, the rats help present the idea of the narrator’s loss to hell. The rats ultimately symbolize an evil being; they are coming from the pit, which is like hell, and they have â€Å"ravenous eyes† which are ready to devour- together, it is as if they compose the devil ready to make a deal. With this in mind, the rats continue to symbolically show the loss of the narrators soul as â€Å"they writhed upon [his] throat; their cold lips sought [the man’s]; [he] was half stifled by their thronging pressure; disgust, for which the world has no name, swelled [his] bosom, and chilled, with a heavy clamminess, [his] heart† (309). The rats literally devouring the narrator’s skin represent them releasing the narrator’s soul. The situation is like purgatory where he is given a second chance at life as a foul situation turns to the narrator’s benefit. In brief, the rats, which are chewing away at the rope, also symbolize the narrator’s near loss of soul to hell because of their appearance and actions caused by the narrator. Finally, symbolically General LaSalle rescues the narrator, as he represents God, from hell and delivers him to heaven. Specifically, after realizing that his only option is the jump into the pit as the heated iron walls are inching in toward the narrator and the pit, â€Å"there was a discordant hum of human voices [and] there was a loud blast as of many trumpets† (312). During judgment day the last trumpet will sound, concurrently in the story, the narrator hears trumpets implying that judgment day has occurred. This allusion to the Bible reveals the symbolism to the entire story through the comparison between judgment day in the bible and the narrator’s symbolic judgment day. Another example of how the narrator is symbolically is rescued by God is when â€Å"an outstretched arm [catches the narrator’s] as [he falls]† (312). After hearing the sounds of judgment day, it is obvious that his savior has deemed the narrator to be worthy of heaven because he saves him from the pit which symbolizes hell. The savior, which turns out to be General LaSalle, symbolizes God because he the ultimate savior of the narrator from his literal death and symbolic plunge into hell. Therefore, General LaSalle, who symbolizes God, rescues the narrator from hell symbolically. Conclusively, Edgar Allen Poe’s â€Å"The Pit and the Pendulum† represents the story of a man who dies, nearly loses his soul to hell, and in the end, is rescued by God. However, on literally, the story is about a man who is a victim of the Inquisition. Through the narrator’s symbolic death, he encounters literal darkness and a figure similar to the Grimm Reaper, and when losing his soul to hell symbolically, he almost falls into a pit and is being eaten alive by rats literally. Finally, while rescued by God symbolically, General LaSalle saves him after taking over Toledo.

Enders Shadow essays

Ender's Shadow essays Throughout the novel, Bean has demonstrated his defiance to lose heart over Poke, the first person to die that he had formed his first social bond. In the streets of Rotterdam Bean fought to stay alive. He eventually relied on Poke the captain of her crew. Even though Bean faced hard times surviving his life up to the point where he meets Poke he does not give up. His philosophy to not hold grudges allows him to easily pass through hard times of his life. Bean and Poke meet and decide upon a plan to protect Pokes crew. This plan eventually fails and winds up having Achillies, a bully, taking over Pokes crew and turning the crew into his family, and Achillies himself, the papa. Achillies eventually visously murders Poke at a fishing dock. Bean witness Achillies actions but can not think of a way to avoid her death. Bean feels guilty but he refuses to hold a grudge against Achillies and wait for revenge. In Battle School Bean path once again falls upon Achillies. Bean suspecting his serial murders lures him into a trap and makes him confess his murders. Unlike Ender who decided to permantly end his problem, Bean the hoodlem from the streets of Rotterdam hands Achillies over to the authorities. Atticus is a man whom greatly values moral actions and like Bean does not lose hope during gloomy times. When he is asked to defend a black man in a small racist town in Alabama, he excepts because as a lawyer he feels that it is his duty for justice. He contains a moral fiber inside of him to defend Tom Robinson. In this racist town, Atticus and his family are looked down upon. Scout brings home news of the kids and school calling him a Negro lover as well as many other racist comments. Atticus is able to survive the hardships of defending Tom Robinson because he believes that increasing the court supplying justice to the Town will decrease the racisism within the town. He believes that ...

Free Essays on Robert Frosts Poem “Birches“

In Robert Frost’s poem â€Å"Birches† there are three distinct movements which decscribe the way things can be, the way things should be, and they way you wish things could be once more. Each of these movements is also exemplified by the use of a great deal of imagery, writing style, and usage. The first movement (between lines 1 and 20) is what I spoke of as â€Å"the way things can be.† Frost uses sayings such as, â€Å"They are dragged to the withered bracken by the load, And they seem not to break; though once they are bowed So low for long, they never right themselves.† This quote is saying that the weather beaten or â€Å"forced† limbs find themselves weakened. They are not broken, but forever changed by the battering of a nature that seems to be so beautifully cruel to them. They seem to have been loved not by a human’s touch, but by a colder source. The imagery Frost uses to show the stress and strain put on the branches by the force of nature allows the reader to picture something being forever altered by the span of time. He compares the ice metaphorically to â€Å"heaps of broken glass.† Broken glass tends to be an image of chaos, disorder, or unhappiness. His tone in this passage speaks to me as if the situation is bea utiful, yet at the same time somewhat of a waste of a birch branch yearning for human touch. These birch branches receive a different treatment in the second movement (lines 21 to 40), which I’ve deemed â€Å"the way things should be.† The initial lines personify truth. Truth and reality are what the first movement is bent upon. Yet, Frost points out that he wishes the â€Å"birch†, which I’ve come to understand symbolizes the human capability of life and learning, could have such a different fate than one laden with ice and burdon bent branches. The human spirit comes to live and learn in many different situations. The boy is able to take on his tree, and learn from it. Starting from the b... Free Essays on Robert Frost's Poem â€Å"Birchesâ€Å" Free Essays on Robert Frost's Poem â€Å"Birchesâ€Å" In Robert Frost’s poem â€Å"Birches† there are three distinct movements which decscribe the way things can be, the way things should be, and they way you wish things could be once more. Each of these movements is also exemplified by the use of a great deal of imagery, writing style, and usage. The first movement (between lines 1 and 20) is what I spoke of as â€Å"the way things can be.† Frost uses sayings such as, â€Å"They are dragged to the withered bracken by the load, And they seem not to break; though once they are bowed So low for long, they never right themselves.† This quote is saying that the weather beaten or â€Å"forced† limbs find themselves weakened. They are not broken, but forever changed by the battering of a nature that seems to be so beautifully cruel to them. They seem to have been loved not by a human’s touch, but by a colder source. The imagery Frost uses to show the stress and strain put on the branches by the force of nature allows the reader to picture something being forever altered by the span of time. He compares the ice metaphorically to â€Å"heaps of broken glass.† Broken glass tends to be an image of chaos, disorder, or unhappiness. His tone in this passage speaks to me as if the situation is bea utiful, yet at the same time somewhat of a waste of a birch branch yearning for human touch. These birch branches receive a different treatment in the second movement (lines 21 to 40), which I’ve deemed â€Å"the way things should be.† The initial lines personify truth. Truth and reality are what the first movement is bent upon. Yet, Frost points out that he wishes the â€Å"birch†, which I’ve come to understand symbolizes the human capability of life and learning, could have such a different fate than one laden with ice and burdon bent branches. The human spirit comes to live and learn in many different situations. The boy is able to take on his tree, and learn from it. Starting from the b...

Contrast and compare 'karnak cafe' and 'The day the leader was killed' Literature review

Contrast and compare 'karnak cafe' and 'The day the leader was killed' by Naghuib Mahfouz - Literature review Example The mutual interaction over delicate situations between the characters reveal in the most natural way, the convictions for which the novel stands for. This is the uniqueness of the writing style of the author. As the story develops, it becomes poignant without losing its ground and reality. Mahfouz has created a sensational and beautiful character in Qurunfula, the proprietress of Cafe. She is just like the oases in desert. The stern author becomes an entirely different man when he portrays her character. He turns a poet in adoring her qualities of head and heart. How she puts up with the vicissitudes of life is brilliantly elucidated by the author. How intelligently she detaches from her glorious past and maintains her essential dignity as a common individual, is a lesson for womenfolk in any part of the world. Contrast†¦.2 The protagonist, though entered the Cafe, by chance, he was surprised to see Qurunfula there in her new role. He describes his past relationship with her in a cryptic style. Mahfouz (2008, p.4) writes, â€Å"We had never had any kind of relationship, whether of affection, self-interest, or simply courtesy.† How and to what extent she is able to retain her past beauty of the body and nobility of soul! Here is another masterful description of the Karnak Cafe with the presence of Qurunfula. Mahfouz (p.5) writes, â€Å"Here you get to sense past and present, in a warm embrace, the sweet past and glorious present. To top it all, there is that enticement that the unknown brings.† The author has intelligently analyzed the contemporary ground realities of the Egyptian government. Though the governments change, nothing much happens to improve the social and economic conditions of the common people. The author touches upon the issues, how psychological imprisonment works in a seemingly free society, how an atmosphere of fear persists and how people are subjugated. No positive improvement is seen to break the age-old societal tradit ions, the freedom of the individuals is not guaranteed. It is a peculiar type of society of mutual suspicion. No violent or radical reactions are depicted in the novel from the side of the government or from the people, though! The discontent of the people is seething within and they are compelled to carry on with the available discipline and remain amenable to the bitter realities of the Cairo-world from where political power is unleashed. Kanak Cafe is sort of a ‘mini parliament’ of the people where a cross-section of the people meets. An attempt has been made by the author to depict the generation gap that was Contrast†¦.3 emerging in the society, the clash of the values of the old and the combustible younger generation. The legendary former dancer Qurunfula is the link, and the ambience created by her is to the liking of both the old and new, for strange reasons. Perfect human values, love and affection springs forth in that Cafe, and the people gather there, f ind psychological relief by discussing the hot political issues and by tendering varied reactions. The disappearance of the three young customers of the Cafe, create terror in the hearts of the customers. Various guesses float forth about their fates. Secret police took them to an unknown destination and they were cruelly tortured. The pleasant atmosphere in the Cafe stands vitiated due to mistrust with the fear that someone amongst them is the police informer. The heaven of

Read the chapter 8-9 from this book Indian Art, rev. ed., by Roy Assignment

Read the chapter 8-9 from this book Indian Art, rev. ed., by Roy Craven - Assignment Example According to Jonathan, the Ise shrine played an important role in the architectural structures developed in the Japanese culture after the World War II. The Japanese modernists have been seen to be the original heirs to the cultural legacy that is related to the Ise shrine. Ise which is a model of the architecture of the Japanese brought the Shinto shrine at Ise into limelight during the post war period. Therefore, after the World War II, the Ise as a symbol of religious site and also a symbol based on imperial institution changed to be an aesthetic contemplation object (Gardner et al 534). Photography played a major role in catalyzing the transformation of this site. Yoshio’s photographs that are exceptional gave an insight of shrine complex when viewed from the inside. This brought down the visual and spatial barriers that once existed when the shrines were considered to be regiopolitical aura. As a result, this has changed the nationalistic rhetoric shrill that existed during the World War II to the shrine being becoming a public institution (Gardner et al 534). According to Jonathan’s argument, modernists have embraced the fact that shrines at Ise came into being during the World War II and maintains historical legacy that is complex in nature and is related to the Japanese culture. The history from the shrine has emanated into new cultural practices. The religious practices like Ise being a site for the key purpose of worship of the divine ancestors has since changed to the aesthetic value used architectural

Education policies Essay Example for Free

Education policies Essay Education is so important in any given society. For this reason, it forms a major part of any government’s plans. The plans that any government wishes to implement as regards their education system is determined by existing policies. Factors which influence formulation of policies form the subject of this discussion. For orderly presentation, the essay is divided into three chapters namely the introduction, the main body and conclusion. The introduction gives definitions of key terms used in the essay as well as conceptual frame work, the main body outlines and discusses major factors which influenced education policies in African countries after achieving their independence and lastly the conclusion draws a summary of the essay. 1. 1 Statement of essay purpose This essay aims at discussing the factors which influenced education policies in African countries after their achievement of independence. The essay will outline these factors and later give a detailed discussion of each factor. 1. 2 Definitions of terms In order to make this discussion meaningful, it is imperative that definitions of key terms that are involved are done. The key terms involved in the discussion are education, policy and independence. The definitions of the terms are as given below Education. According to the United Nations Education, Scientific and Culture Organisation (1975:1), education is defined as â€Å"organised and sustained communication designed to bring about learning† Thus education in this context involves a lifelong process by which an individual is incorporated into the group and made capable of behaving in the ways expected by the society for an individual of a particular age, sex or status. Education can take place formally, non formally and informally. However, in this context the emphasis is on formal education. Policy  A policy is defined as a deliberate plan of action which is put in place to guide decisions and achieve intended outcomes. Policies differ from rules or laws. Rules or laws are established to compel or prohibit certain behaviours while policies guide actions towards desired goals. This discussion, however, focuses on education policies. Bartlett and Burton (2012:134), define an education policy as the â€Å"rafts of laws and initiatives that determine the shape and functioning of educational systems at both national and local levels. Therefore, education policies give direction to the functioning of an education system. Independence This is defined as the freedom from being governed or ruled by another country. African countries in this discussion acquired the freedom to rule themselves from colonial mast 1. 3 Conceptual Framework Blackmore (1999), states that there are three models of policy making namely popular participation, decree and delegation models. This discussion will refer to these three models in outlining and discussing the factors which influenced education policies in African countries after achieving their independence. These models are discussed in detail below. (a) Popular Participation Policy making model. (b) In this model, everybody is given an opportunity to contribute to the formulation of policies. People in African countries were given opportunities to make suggestions on changes to make to the education system. For example, Zambia’s educational reforms of 1977. (c) Decree Policy Making Model In this model, the head of state makes pronouncements on the direction to be followed in a given education system. (d) Delegation Policy Making Model This involves appointing a commission to review the education system of a given country. For example the Onide Commission was appointed to review the education system of Kenya in 1963. Policies are made with respect to the findings of the commission. CHAPTER TWO 2. 0 Main Body This chapter outlines and discusses the major factors that influenced education policies in African countries after achieving independence. These factors are as given and discussed below. Education for Economic Development The consideration given to education as an important vehicle for economic development is one of the factors which influenced education policies in African countries after achieving independence. Investment in formal education was considered as an essential precondition for economic growth. African countries learnt lessons from developed countries that a high basic platform of education was a catalyst to rapid economic development. There was a belief among developing countries that the modernisation, industrialisation and wealth of developed countries were the direct consequence of their educational systems. Coombs (1970) argues that during the 1960s education in developing countries was regarded as a sort of intellectual yeast which would ferment and transform pre industrial societies by promoting knowledge, skills and attitudes which were favourable to economic and social development. Therefore, education policies in African countries after the achievement of independence were directed at promoting education pro vision expansion in order to achieve meaningful development. In fact an argument is advanced by Anderson (1965), that analysis of evidence from major developed countries such as Britain, France, United States of America and Russia that in general terms, a thresh hold male literacy rate of 40 percent was required before there be any significant take off of economic development. To this end, African countries directed their policies on education after attaining independence towards increased access to education in order to reach the required thresh hold of literacy. Therefore, in the 1950s and 1960s, demand and plans for investment in formal education by African countries increased. Education was regarded to be a principal weapon in achieving economic growth. To this end rapid quantitative expansion of the education system became the order of the day in newly independent African countries. Man power Shortages. After attaining independence, African countries were confronted with shortage of manpower in various sectors of the economy. As a result of this scenario, they experienced economic stagnation. Man power shortages were heavily felt in technical and managerial fields. Thus, education policies in most African countries were directed towards resolving the man power shortages experienced. This situation was evident from what obtained in Kenya. As Eshiwani (1993:26), observes ‘’at independence in 1963, Kenya found herself with a high shortage of skilled manpower to run the economy. In order to solve this problem, a commission was appointed to advise the government on the formulation and interpretation of national educational policies. † Therefore, it can be stated that man power planning in newly independent countries of Africa gave a direction to the formulation of education policies. Consequently, the governments of newly independent countries of Africa saw it paramount to expand the education systems of their countries in order to produce more graduates from the education system that would fill the manpower gaps which were experienced in various sectors of the economy. Most technical and managerial jobs at independence in most African countries were occupied by foreigners. Therefore, the aim of most African governments was to decolonise the education systems, produce more output from secondary and higher education so that manpower to participate in national development could be realised. Fafunwa (1974), Contends that education development in African countries like Nigeria was treated as a national emergency for the reason of curbing manpower shortages in crucial areas of the economy. In order to meet the requirements of manpower in various sectors of the economy, the policies of African countries after independence were directed at increasing school enrolments, especially at the post primary level. Rapid expansion of secondary and higher education was considered as a pre requisite for sustainable economic growth. Enhancing education as a basic human right Newly independent African countries were confronted with a task of providing to every child their basic, essential right to education. The kind education that was to be provided was supposed to be relevant to the child in his or her African setting. For this reason, most newly African countries had massive capital and recurrent budgets towards the financing of primary education for all. The provision of education especially at elementary level to citizens of newly independent African countries was prompted by the 1948 Universal Declaration of Human Rights in which education is enshrined as a basic human right. As Bishop (1989:1), postulates, â€Å"Everyone has the right to education. Education shall be free at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit. †Therefore, from the foregoing, newly independent African countries were compelled to provide education especially primary education on the grounds of human justice and equity. The newly independent African countries were supposed to consider primary education as the birth right of every child. This was due to the fact that education was seen as an effective way to give all children regardless of sex or family background an equal start in life. Furthermore, the leadership of newly independent African countries considered education to be the great equaliser that would help to narrow the wide disparities which were apparent in conditions of living in rural and urban communities. Before the attainment of independence, education in most African countries was a preserve for the elite. In order to correct this, African leaders made radical changes to their education systems to make them more accommodative to everyone. As Carmody (1994:23), contends â€Å"As in most African countries, from the early days Africa’s leaders viewed education as a powerful, often the most powerful vehicle for social transformation. Thus, as the UNIP government assumed power, among its immediate priorities were the elimination of racial segregation in schools and expansion of education provision. Tuition and boarding fees were abolished. † A point was also made by Bishop (1989), which in the days of the 1950s and 1960s massive expansion of education provision was regarded as the best means available for rooting out old prejudices and socio economic injustices. Therefore, education was regarded as basic human right which everyone needed to enjoy as provided in the foregoing arguments. In the pursuit of providing universal primary education, newly African countries set for themselves benchmarks. For example, the Addis Ababa conference on the development of education in Africa held in 1961 recommended that primary education was to be universal, compulsory and free by 1980. The conference further recommended that secondary education was to be provided to 30 percent of the children who completed primary school. Similarly, the conference of Arab states which met in Tripoli in 1966 also set 1980 as the target date for achieving universal primary education. To this end, it can be argued that one of the factors that influenced the formulation of education policies of African countries after achieving independence was related to the consideration that education was a basic human right which every citizen of a given country was supposed to enjoy . Hence, massive investment in the provision of education was undertaken by African countries after attaining independence in order to promote the achievement of universal primary education. As Court and Kinyanjui (1978:14), comment on the provision of Universal Primary Education in Tanzania. â€Å"President Nyerere had the choice of expanding the number of classes at grades V to VII so that those children entering primary education received seven years of schooling instead of four†. It can be concluded from the foregoing statement that the decision was arrived at because it enabled finances to be spent on the provision of 7 years of education to one child which helped him or her to become a useful member of society. African countries aimed at improving the access to education by increasing the number of school places which was facilitated by expanding already existing schools as well as construction of new schools in different parts of their countries. Promotion of Modernisation. African countries formulated their education policies with respect to the purpose of attaining modernisation. In order to influence modernisation in their countries, there was massive investment in education. This was a result of the belief that schooling would assist in the inculcation of modern ideas and attitudes. Bishop (1989), postulate that evidence seemed to indicate that schooling influenced the development of modern traits and ideas. To this end, schooling had some impact on modernisation. This was manifestated in higher levels of modernity among urban people and lower modernity among rural people. Consequently, many African leaders in newly independent countries felt modernisation of attitudes and behaviours was an important pre requisite for their countries’ development. According to Carmody (1994), education should socialise a nation’s population into modern values, attitudes and personalities. For this reason there was more emphasis on the expansion of education systems in newly independent African countries in order to enhance the access levels. Increased access to education meant increased modernity levels within a given country. In studies which were conducted be Inkeles and Smith (1974), indicate that education was the single most variable for modernisation. The studies indicate that each year of schooling improved a person’s score on their modernity scale by about 2 points. Education was also very effective in the development of positive attitudes and values. For this reason, formulation of education policies in newly independent African countries was influenced by the idea of modernisation. Modernisation was to be attained by every citizen in the newly independent African countries through education. Ensuring Citizens’ Political Participation The citizens’ participation in political affairs of their countries could be seen as one of the major factors which influenced education policies in African countries after achieving independence. Political participation of citizens of a particular country was linked to the notion of modernisation. This was due to the fact that knowledge was regarded as power. For this reason, many political leaders of African drafted educational policies which were responsive to the promotion of political participation of citizens in nation matters. This was highly evident in the content of education which was offered to the citizens . Again this could only be realised through the wide spread of education in African countries which most leaders promoted through the expansion of the education system. Cowan (1965), stressed that any political principle which governed education policy in independent African countries was supposed to regard as a top priority the provision of an education that would establish the most vigorous form of self government and independence. Therefore, extending schooling to a larger population would make more people politically and socially conscious and more active in the process of nation building. Thus, if equal political rights were to be enjoyed by everyone then everyone ought to have at least an adequate primary school education to participate more fully in the political process of their country. Promotion of Social Equality and Removal of Divisions The attainment of social equality is among the major factors which influenced education policies in African countries after achieving independence. Education was regarded as an instrument of social equality which was critical in the upbringing of social responsibility. Therefore, education policies which were put in place by African countries after attainment of independence were directed towards the promotion of social equality within their countries. Consequently, more and more school places were created in most parts of African countries to bring about the issue of equality within their countries in the provision of education services. Equality in the provision of education was called for as it ensured that child was provided with varied and challenging opportunities for collective activities and corporate social services. Furthermore, Eshiwani (1993), points out that the promotion of social equality in the formulation of education policies in African countries after achieving independence helped young people to acquire positive attitudes of mutual respect which enabled them to live together in harmony and to make a positive contribution to the national life. This contribution to national life was not supposed to be extended to every part of the country, hence the need of social equality in the provision of education. Respect and Development of Cultural Heritage The formulation of education policies in African countries after achieving independence was influenced by the need for promoting respect and development of cultural heritage. Education policies were directed towards the promotion of respect, fostering and developing the rich cultures which African countries have. For this reason, policy formulation as regards this situation was clearly addressed in the content of education which African countries were to provide to their people. The content of education was adapted to the culture of the people in any particular African country. In support of this assertion, Eshiwani (1993), states that the commission which was assigned to review Kenya’s education system in 1963 recommended that Kenyan schools were to respect the cultural traditions of the people of the country, both as expressed in social institutions and relationships. Similarly, Damachi et al (1978), reports that education policies in African countries after attainment of independence were influenced by the need to enhance every aspect of human development which included the promotion of cultural heritage. Consequently, African countries were to state clearly their language of instruction in their education system both at lower and higher levels. This was done with the sole aim of promoting the preservation of cultural heritage and national unity. To this end the education policies which most African countries drafted after the attainment of independence were geared towards learners understanding of past and present cultural values and their valid place in contemporary society. Education for Self Reliance The education policies of African countries were influenced by the need for the curriculum offered to respond to the attainment of self reliance. Thus the recipients of such education were supposed to engage themselves in self employing activities. The curriculum of African countries emphasized practical subjects in order to ensure the acquisition of self reliance by learners. It was realised that the kind of education which was offered in some countries in Africa was too bookish and academic. The education system in most African countries separated manual work from learning. Thus theory was separated from practice. This situation further alienated young people from their societies. Therefore, education reforms in most African countries were inevitable so as reverse this trend. As Bishop (1989:116), reports â€Å"By the mid 1950s it was being argued once again that schooling should be reformed principally through curriculum reform to include more practical and vocational studies’’ Similarly, Carmody (1994), reports that Zambia’s First National Development Plan pointed to the need for increasingly relating secondary education to the needs of the country by diversifying the secondary school syllabus into technical and commercial fields and giving a new place to agriculture. Therefore, it can be pointed out that education policies in African countries were supposed to address the concept of self reliance. Academic schooling was to be placed side by side with technical and vocational training in African countries. Improvement of Education Efficiency The education policies of most African countries after achieving independence were influenced by the need of improving the efficiency of the education systems. In education systems of African countries, it was felt that there was no correlation between inputs and out puts as well as between costs and returns. Education policies were centred on the need of making the systems of education to be more efficient. That is, the education systems were supposed to achieve their output at the lowest cost and also get the greatest return for a given cost. According to Bishop (1989), most education systems in African countries after achieving independence were inefficient, particularly at secondary and higher levels. The inputs such as expenditure per student or teacher training did not seem to have the effects on test scores which educators anticipated. Therefore, education policies were designed in a manner that would make the education systems in newly independent African countries to be more efficient. Additionally, education in many African countries was dysfunctional. It relied heavily on rote learning and led to an inappropriate reverence for paper qualifications. Furthermore, most curricular in African countries were irrelevant to pupils’ future lives and created an imbalance with many school leavers unemployed. Consequently, African countries formulated policies which were aimed at addressing the challenges which were faced in education systems. Education as a means of fostering international consciousness Education policies in African countries were influenced by the need to foster international consciousness in learners. Education policies as complimented by the content of education provided to learners was supposed to ensure that positive attitudes towards other countries as well as the international community were upheld. This was emphasized because no country existed as an island. Each country depended on others for its prosperity. Therefore, it was essential that learners were provided with education that would instil international consciousness for the purpose of promoting cooperation among countries. CHAPTER THREE. 3. 0 CONCLUSION Education policies in African countries after their achievement of independence were influenced by a number of factors. Some of the major factors which influenced education policies in African countries included manpower shortages, recognition of education as a basic human right, consideration of education as a tool for development, modernisation, improving education efficiency, need for citizens’ political participation, and promotion of international consciousness among learners as well as self reliance. Changes in education policies were inevitable due to the fact that African countries experienced change in government. A change in government is associated with an ideological shift, thus aspects of the education system in a given country  will be in a continual state of reformation. Hence, changes occurred in education aspects such as content, teaching methodologies, assessment and structure. REFERENCES. Anderson, C. A (1974), Education and Development Re considered, Newyork: praeger Publishers. Bartlett, S and Burton, D (2012), Introduction to Education Studies, Los Angeles: Sage Publishers. Bishop, G (1989), Alternative Strategies for Education, London and Basingstoke: Macmillan Carmody, B (1994), The Evolution of Education in Zambia, Lusaka: Book World Publishers. Coombs, P. H (1970), The Need for a New Strategy of Education Development, Paris: UNESCO. Court, D and Kinyanjui, K, K (1978), Development Policy and Education Opportunity: The Experience of Tanzania and Kenya, Paris: Macmillan. Cowan, J. O (1965), Education and National Building in Africa, London: Macmillan Damachi, U. G, Routh, G and Abdel, R. A (1978), Development Paths in Africa and China, London and Basingstoke: Macmillan. Eshiwani, G. S (1993), Education in Kenya since Independence, Nairobi: East African Education Publishers Fafunwa, A. B (1974), History of Education in Nigeria, London: Macmillan Press. Inkeles, A and Smith, D (1974), Becoming Modern, Massachusetts: Harvard University Press.

Essay --

Melville didn’t name the chapter in the novel, Moby-Dick, randomly. It is evident in this chapter that his syntax, diction, and the vivid descriptions truly depict a symphony. A symphony is a piece of music created for an orchestra and typically has four parts, or movements: Allegro, Andante, Adagio, and Presto. This chapter’s organization can be compared with the parts of a symphony, hence the reasoning behind Melville’s title: The Symphony. In the beginning of the chapter, Ishmael enjoys the clear steel-blue day. Clear steel-blue day is imagery and a metaphor, painting a picture in my mind of a very cerulean blue sky with no clouds. Melville describes the air as being pure, soft, and feminine whereas he describes the sea as robust, strong, and masculine. He is using personification by giving the air and sea, feminine and masculine features, respectively. He then again uses personification by describing the fish of the sea as strong, troubled, and having murderous thinkings. The panorama depicts an ideal view for a day of relaxation. This description is the Allegro of The Symphony...

Why Do Students Often Drop Out of College?

STUDENTS DROPPING OUT OF COLLEGE As we know that, the Vietnamese society has changed so much for the past decade, which causes some positive effects as well as negative issues in the education system. Some research has shown that the rate of students dropping out of college has been increased remarkably recently. There are some possible reasons causing this issue, which will be discussed in form of objective and subjective point-of-view in the following part. First and foremost, from the objective point-of-view, some colleges or universities have their illegal accreditation or license expired after a period of time.Raffles Ho Chi Minh City – College of Design and Commerce, as a particular example, has its bachelor degree programs unaccepted by Ministry of Education and Training in Vietnam at the beginning of 2012, which have caused damage to the students studying at there and the students graduating from there. They had to choose either continue their study in another country such as Singapore or start all ov er at another college. Moreover, another reason is possibly because a university or college does not have enough facility for supporting the students in during practice of their study.For example, in the biology lab, students need new technology and machines for studies yet the college does not have enough for everyone while it is hard to learn biology just by reading books and looking at pictures. On the other hand, subjectively, students’ interest is changing very often. They may find the current major not fit with their interest, ability and health after studying for awhile because the lessons are too difficult and boring that students cannot handle and do not have the spirit to study.Furthermore, some students prefer finding a job and making money to studying lessons. By earning some money, students can afford what they need and receive job’s and real life’s experience. Therefore, those students may not have enough time to follow and understand all of their lessons when the exams come. After retaking test too many times, students get tired and they may quit. To sum up, the problem which students dropping out of college is one of the toughest problems we have in education, not only in our country but also in others, has both objective and subjective point-of-view causes.There are some reasons come from colleges’ issue or ourselves. We can conduct student surveys regularly in order to learn insight of the students about the programs and facilities so as to solve the problems causing by the universities. In addition, we can give students advice about what they need for their lives, knowledge or money. However, we have to live our lives no matter what we choose, so just try to make the right decisions.

A Look at what made Hitler such a Powerful Leader in Germany

Adolf Hitler can be said to have had perhaps more impact on the history of the modern world in the 20th century than nay other politician.   He rose from an arguably obscure background to become a most powerful leader of the German nation.A look into his early life reveals a man without a clear vision who only discovered his purpose out of a deep passion for nationalistic and anti socialistic politics.   It would seem that without the circumstances of his day, Hitler’s demagogic gifts would barely have been unveiled.Throughout his wandering from his hometown of Linz to Vienna and finally in Munich Hitler kicked the vision and self-confidence that later characterized him.His turning point was when he joined the army.   He shortly was listed by the Bavarian Army’s Intelligence/propaganda section.   This new assignment proved most suitable for him.   His rise to become the leader of the German people initially came as a surprise even t himself since he did not co nsider himself a leader especially due to his lack of formal credential.This paper examines Hitler’s rise to become one of the most influential leaders who exercised supreme authority over a people who had followed him with almost blind faith.   The paper looks into his background and his progress from a low social position to the helm of Germany’s leadership.   It places emphasis on the circumstances that allowed him a rise to the powerful leadership position.Early Years of Adolf HitlerA thorough examination of what made Hitler a powerful leader cannot be complete without looking at the various phases of his life.   Adolf Hitler was born in 1889 to Alois Schickelgniber and Klara Hitler in Braunau.   His father Alois was a custom official described as a strict man, while his mother was an adoring woman who loved his son and showered him with affection (Clemens 45).Hitler’s schooling was cut short at the age of sixteen not long after the death of his fath er.   He suffered from long infections and therefore failed to impress in school.   At this time his skills as an artist were budding and he aspired to join a prestigious art school in Vienna.   After these endeavors failed, Hitler wandered in Vienna eking a precarious existence selling hand script artwork and engaging himself in nationalistic politics (Bullock, 289).In Vienna Hitler developed his prejudicial attitude towards the Jews but was not openly hostile to them as yet.   Ironically some of the friends who helped him sell his paintings in Vienna were actually Jews.   He also honed his skills in debating and was tending very strongly towards anti-semitic convictions.In 1913 Hitler left Vienna for Munich after receiving the last of his father’s estate. Shortly afterwards, he volunteered in the Bavarian army where he soldiered in France and Belgium.   He twice received the Iron Cross for bravery.   However, he never rose beyond the rank of a corporal (Mommse n 38).

The Great Gatsby-Tom and Gatsby Comparison Essay Example

The Great Gatsby The Great Gatsby-Tom and Gatsby Comparison Paper The Great Gatsby-Tom and Gatsby Comparison Paper Tom and Gatsby are the same in the aspect of their values, but they differ in their life styles. Both Gatsby and Tom was adulteress because Gatsby wanted Daisy who was married and Tom was cheating on Daisy. But in contrast Tom was the big strong guy and Gatsby was smaller and not as well built. Tom and Gatsby were both rich and thought that money could buy anything and everything they wanted, both Gatsby and Tom used their money to impress people. Gatsby uses his for parties to get Daisy to come, and on other people for example when Lucille tore her gown on a chair, Gatsby paid for it to be replaced. Gatsby used his money to get what he wanted and Tom used his money and his strength to get what he wants. Gatsby wanted to be perceived as an intellectual person by telling them all that we went to Oxford when he really went to Oggsford, where as Tom was an athletic person and he was smart and we know this because he went to Yale. Toms athletics can be seen because he is always ridding and the strength he shows when Daisy knuckle was black and blue and then she says, You did it, Tom. I know you didn t mean to but u did do it. That s what I get for marrying a brute of a man, a great big hulking physical specimen of a-. Gatsby tries to be perceived as an intellectual with the huge library of books that he has. Tom and Gatsby have in common that they both want something the other has, Tom wants Gatsbys fancy car and this is seen when Tom ask Gatsby to borrow his car, on the other side Gatsby wants Daisy, who Tom sees as his property, and this is seen throughout the whole book with the parties Gatsby through to impress Daisy, and with all the things he does for her, like buying her things. Both Tom and Gatsby think money can buy everything. Tom unlike Gatsby uses racial slurs and comments to define people. Gatsby respects Daisy and wants her to have everything, but Tom just uses her like when he would go off and cheat, and he also mistreats her, because sometimes he hits her, or hurts her. He thinks of Daisy as property not as a person, and does not think he needs to treat her well since she is his. Tom and Gatsby both share the trait of being dishonest; Tom shows this when he sends Wilson to kill Gatsby instead of telling him that it wasn t Gatsby driving the car that it was Daisy, and Gatsby is dishonest in the way that he made his money and what he did to do what he was. Tom and Gatsby both had things in common and things that were different but I would say that they are more alike.

Summary of The Merchant of Venice Act 1, Scene 3

Summary of 'The Merchant of Venice' Act 1, Scene 3 Shakespeares  The Merchant of Venice Act 1, Scene 3 opens with Bassanio and Shylock. Shylock confirms that Bassanio wants three thousand ducats for three months. Bassanio tells him that Antonio will guarantee this. Bassanio asks Shylock if he will give him the loan. Shylock asks if Antonio is an honest man. Bassanio takes umbrage at this and asks if he has heard otherwise. Shylock immediately says that he has not but understands that Antonio has a lot of his wealth and goods at sea and therefore he knows he has sufficient means but that they are vulnerable; Yet his means are in supposition. He hath an argosy bound to Tripolis, another to the Indies. I understand moreover upon the Rialto he hath a third at Mexico, a forth for England, and other ventures he hath squandered abroad. But ships are but boards, sailors but men. There be land rats and water rats, water thieves and land thieves- I mean pirates- and then there is the peril of the waters, winds and rocks. The man is, notwithstanding, sufficient.(Act 1 Scene 3) Shylock resolves to take Antonio’s bond but wants to speak to him. Bassanio invites Shylock to dine with them. Shylock says that he will walk with them, talk with them do business with them but will not eat or pray with them. Antonio enters and Bassanio introduces him to Shylock. In an aside, Shylock shows a great disdain for Antonio, especially for lending out his money for free: How like a fawning publican he looks. I hate him for he is a Christian; But more, for in that low simplicity he lends out money gratis, and brings down the rate of usance here with us in Venice.(Act 1 Scene 3, Line 39-43) Shylock tells Bassanio that he doesn’t think he has three thousand ducats to give him straight away. Antonio tells Shylock that he never lends money out in order to gain exorbitant interest and condemns him for doing so; he has publicly derided Shylock for doing so in the past but says he is willing to make an exception in dealing with Shylock in this case. Signor Antonio, many a time and oft in the Rialto you have rated me about my moneys and my usances. Still I have borne it with a patent shrug, For sufferance is the badge of all our tribe. You call me misbeliever, cut throat, dog and spit upon my Jewish gabardine†¦ Well then it now appears you need my help.(Shylock, Act 1 Scene 3, Line 105-113) Shylock defends his business of money lending but Antonio tells him that he will continue to disapprove of his methods. Antonio tells Shylock to lend the money to him as if he is an enemy and as such he can punish him heavily if the money is not paid back. Shylock pretends to forgive Antonio and tells him that he will treat him as a friend and charge no interest on the loan but that if he does forfeit he says, seemingly in jest, that he will demand a pound of his flesh from whatever part of his body pleases him. Antonio is confident that he can easily repay the loan and agrees. Bassanio urges Antonio to rethink and says that he does not want to agree to those conditions. Antonio reassures him. Shylock also reassures Bassanio by saying that he will gain nothing from a pound of human flesh. Bassanio remains suspicious, Antonio believes that Shylock has become kinder and therefore could be becoming more Christian; Hie thee gentle Jew. The Hebrew will turn Christian; he grows kind.(Act 1 Scene 3, Line 176)

How would you define the the relationshipbetween the renaissance and Research Paper

How would you define the the relationshipbetween the renaissance and the scientific revolution - Research Paper Example This period that started in the 14th century is known as the Renaissance, and this great era has indeed left a great impact to the world. As it paved the way to even more transformations and changes, it became the gateway for the birth of the modern age because the changed spirit of invention, curiosity and exploration that developed among the Western Europeans during the Renaissance is the same spirit that is at this time, pushing civilizations and the world forward at present more than ever. A great number of new ideas, techniques and beliefs in art and literature are the models of ours in this day and age. The contributions of the people made during this explosion in writing, art and thought led to the innovation in artistic and literary techniques. This period also led to new beliefs, ideas and values. Art, painting and sculpture was given more importance during this period. Merchants and church officials became patrons of the art by financially supporting the Renaissance artists through donation and the display of art all over public squares. In this period, the change in artistic style was evident. The artists during the medieval period often drew and illustrated religious subjects and with spiritual themes to express a spiritual ideal. During the Renaissance, the paintings were religious. However, they used a realistic style copied from the classical models of Greek culture. Besides art, literature also changed in many ways. The works of these writers reflected their time, but they used techniques and methods that writers today rely on. Writers wrote in vernacular, or their local dialect or language. Writers also wrote literary works for many reasons. Some include expressing one’s ideas or interpretation on a subject. Other works were to depict the individualism and character or personality of their subjects. In these ways, they set in motion development

Management of Ports Sale Blockade Fallout Case Study

Management of Ports Sale Blockade Fallout - Case Study Example Thirdly we must pursue with Department of Commerce to facilitate DPW for onward sale of its asset without losses. The opponents perceive it as a security threat without any justification. Notwithstanding the fact that the port operation is already foreign owned, the security is not the operator's prerogative. It is according to the International Shipping and Ports Security Code which is implemented by US Coast Guards. None of the infrastructure at ports in question relates to military or national security facilities. The Defense Department controls the facilities that it uses to ship military goods. Sale of these ports operations is nothing to do with security. It is a direct result of globalization of maritime trade and neither is it an outsourcing issue. The hype has actually been created by the Democrats to put pressure on Administration. However this needless hype has damaged our long term interests severely in Arab World. This is being taken as a test of US impartiality by our Arab allies as P&O is already a foreign owned company and only being transferred from British to Arabs owners The stakes are too high in properly managing this issue for long term US interests in the region. Not only this will add fuel to fire in US impression in Arab world, it will jeopardize the security of our business interests in Arab World. This issue may be taken as an argument to nationalize vital strategic industries currently being run be American Companies. It may aggravate the security problems for US citizens in the region if the issue is politicized by the radical elements in the Arab World. Possible Courses of Actions The current situation suggests three possible courses of actions 1. Normal Diplomatic activity from State Department and projection of the issue as merely a legal and technical matter. 2. Normal Diplomatic activity till blockade and taking remedial measures by putting the onus of blame on Arabs by directly projecting the issue as a fall out to 9/11. 3. Taking a non apologetic and non accusatory position to the problem by State Department and proactive diplomacy for controlling the potential damage in Arab world. Need for Pro-activity in Damage Control The first option can possibly work if the issue is really such and there are justifiable legal grounds available. However given the sentiments involved and heightened emotions both in US population and Arab world it is not advisable. The second approach will simply aggravate the sentiments in Arab world and will likely complicate our relationships with the Arabs no matter how much we consider them to be at fault in 9/11. Therefore only practical approach is to be proactive and carefully guard the situation till the time attention is diverted to any other issue. We need to be highly active in this regard. If we do not take proactive approach now as proposed and wait to see the result of Senate decision, we will likely be doing damage control by making explanations and would be clearly seen in negative light. The US government has to take a clear stance despite domestic

Utopia Essay Example | Topics and Well Written Essays - 1500 words - 1

Utopia - Essay Example The term was introduced by Thomas Moore, who invented the term to describe his imaginary Island where the inhabitants of the island enjoy the perfect social, legal and political system. An Island, where nothing is amiss, nothing is wrong and people lead what we can call a â€Å"Utopian or flawless† form of life. In modern Latin, â€Å"utopia† means â€Å"nowhere†. As years passed by, Thomas Moore’s famous word became an adjective to be used to describe not just his island but any state of perfectness. In the lives that we live every day, from the moment we learn about the terms â€Å"happiness† or â€Å"flawless† we start on a journey to pursue them and turn our own little lives into something that we consider blessed. But, the truth is no one is ever really happy or satisfied. I am not saying it s a crime to be not or dissatisfied but the fact is that Thomas Moore’s word â€Å"utopia† has little space in our lives. â€Å"Richa rd Cory† a short, narrative and meaningful poem that I came across, vindicates my argument substantially. He was gracious, generous, well schooled and wealthy yet at the end of the poem he ends up shooting himself in the head. Herein, we see that even though Richard Cory had all the materialistic possessions that a person needs for his survival, he was not satisfied and his life was not worth living at all. At first it seems almost necessary to describe Mr. Cory’s life as a Utopian life since everything seemed so perfect yet the end of his story makes us think otherwise- How can the term Utopia be used for a state that is nonexistent?

Common Ground on Child Beauty Pageants Essay Example for Free

Common Ground on Child Beauty Pageants Essay I’m sure you all have seen the TV show â€Å"Toddlers in Tiaras.† It is a show about young children competing in beauty pageants to win a place in a higher ranked pageant, money, and the ownership of a winning title. Many people think differently about the show and the pageants. Some are all for the pageants and some are against them. People who are against the pageants complain that they should be eliminated because they exploit children and place them in harm’s way. They claim because of major dangers; no one under the age of eighteen should be placed in a beauty pageant. The children who are in the pageants are dressed up in adult’s clothing, have piles of make up on, and are harming their bodies. They are harming their bodies by putting the make up on and tanning. By putting make up on at such young of an age, their face ages faster. By tanning, they begin to get that urge that some adults have to tan, which makes their skin age and have wrinkles early. It also puts them at the risk of having skin cancer at an early age. They say it also appeals the children to sexual predators. When a child is half naked on stage and sometimes on TV, these sexual predators see them and may even try to meet them. Sexual predators are only part of the problem. Studies show that every child who may benefit from the competition, hundreds of others suffer damage to their self-esteem and have warped self-vision of themselves and their bodies. Many times, they use JonBenet, a young child who competed in these pageants at the age of six. She was murdered in the basement of her home by a sexual predator. The suspect claimed he became aware of her by the pageants being on television. People who are for the pageants and the TV shows claim that it brings their children fame and confidence. When a child has worked hard on a routine and they get on stage and accomplish it, there is no better reward than the applause and praise from the audience and family. Some also say that the tanning and make up does not harm their skin, it just makes them feel prettier. Someone once told me that when a person looks at themselves in the mirror, and they have their hair and make-up done, they feel better about themselves. That is what many moms claim their children feel whenever they have their make-up done, outfits on, and hair done. Moms of pageant children say that when their child has worked hard, and they have their name called on stage for a winning title, there is no happier feeling. They have worked and accomplished their goal. Call it what you want, but people have their own opinions. Some people think pageants hurt a child, and some think they help a child. Both of them could be right, depending on the child’s standpoint. If a child’s dream is to be in pageants, I would let that child fulfill their dream. What would you do? Works Cited Page Hilboldt-Stolley, Lise. Pretty Babies. Good Housekeeping 228.2 (1999): 102. MasterFILE Premier. Web. 10 Dec. 2012.

To Autumn - The Final Season In the Life of a Poet Essay -- Keats To A

To Autumn - The Final Season In the Life of a Poet      Ã‚  Ã‚  Ã‚   The years between 1818 and 1821 mark the final stage in John Keat's life. During this time period, Keats created some of his best poetry. These works would forever elevate Keats as a brilliant and talented poet whose mark would be left on the literary world forever. The last years of Keat's life were met with many challenges as well as inspirations. It was a combination of these which not only influenced, but inspired Keats to write such poems as, "The Eve of St. Agnes," "Lamia," "The Fall of Hyperion," and "To Autumn." "To Autumn" exemplifies maturity, resolution, perfection, and unification of a poem, a season, a day, and a poet.    John Keats was born on October 31, 1795, on the northern outskirts of London. In 1804, his father was thrown from a horse and died of a skull fracture. The following year, Keat's grandfather died. It was also about this time that his mother disappeared from her children's lives, leaving them to be raised by their grandmother. Three years later, in 1808, she reappeared ill with tuberculosis. In 1810 she died. Watching his mother die had a very strong impact on Keats. It may have influenced his decision to become a doctor. In 1811, at the age of sixteen, he became an apprentice to a Dr. Hammond. It was also at this time that Keats was handed a copy of Spenser's "Faerie Queen" by his friend and tutor, Cowden Clarke (Nylander). Keats became extremely interested in poetry.    By 1816, Keats was working in Guy's hospital in London as an apothecary and surgeon. Still, he continued to be drawn to poetry. In 1817, he was introduced to Leigh Hunt, a young journalist and poet who had a profound influence on his ... ...nce between life and death. There is the closure of a season, a day and a genius poet. In "To Autumn" Keats asks, "Where are the songs of Spring? Ay, where are they?" He need not worry. They are eternal within his poetry.    Works Cited Bate, Walter jackson, Ed. Keats: A Collection of Critical Essays, Englewood Cliffs: Prentice-Hall, Inc., 1964. Forman, Buxton H. The Poetical Works of John Keats. New York: Thomas Y. Crowell Co., 1895. Motion, Andrew. Keats. New York: Farrar, Straus and Giroux, 1997. Nylander, Jon. Online posting. 5 Oct. 1999. John Keats Life Page. 119, Mar. 2000. <http://hem.passagen.se/jonnyl/keats/> "To Autumn". The Norton Anthology of English Literature. Ed. M.H. Abrams. New York: W.W. Norton, Inc., 2000. Ward. Aileen. John Keats The Making of a Poet. New York: The Viking Press, Inc., 1963.   

Expounding Upon Risk Factors

Given the repercussions of developing osteoarthritis and taking into consideration the considerable number of individuals with such a condition, it is without doubt essential to gain further insights regarding the risk factors for such a manifestation of arthritis; currently, a number of risk factors have been identified, with the following being among the most commonly noted variants: obesity, genetics, bone density, and injury (Felson, 2000).Beginning with obesity, one may logically assume that the additional weight of an individual would affect or possibly worsen such an inflammatory disease. Past studies have indeed proven that contrary to previous notions, obesity results to greater risks of developing osteoarthritis instead of the aforesaid inflammatory disease being a causative agent for obesity (Felson, 2000). Possible explanations for such have also been uncovered from past scientific endeavors.Aside from the deteriorative effects of excessive weight to bone structure in hip and knee areas, the existence of biochemical alterations arising from obesity which further increase one’s risk has also been speculated (Felson, 2000). As noted beforehand, genetic factors may also heighten the risk for the manifestation of osteoarthritis. In particular, studies have shown that the aforesaid disease may actually be regarded as quite heritable; furthermore, it has been determined that the likelihood of acquiring hip and spine related osteoarthritis may often be traced and estimated from genetic roots (Spector & MacGregor, 2004).Even though it is understandable to inappropriately assume that inflammatory diseases are mainly related to physical or phenotypic aspects of the human body, it is also true that most scientific findings as of late highlight the encompassing effects of genetic factors in the disease development. In fact, a myriad of chromosomes, such as 9q and 11p, have already been linked with osteoarthritis susceptibility; also, several genes have b een hypothesized to serve as potential triggers for the abovementioned disease (Spector & MacGregor, 2004).Hence, in attempting to evaluate one’s chance of developing osteoarthritis, genetic considerations should undeniably be taken into consideration. Bone density is another risk factor for osteoarthritis. To further expound, studies have established that an increased amount of bone in a given area, especially in those which often provide support for weight, may also heighten one’s susceptibility to osteoarthritis (Dequeker, Mokassa, & Aerssens, 1995).The explanation to such emphasizes the connection between the functions of bones and cartilages especially in terms of absorbing or transmitting shock from movement. As bone density increases, there is a tendency for such to become excessively rigid, which would allow for a greater efficiency in allowing impact to be passed on from bones to cartilages; eventually, the cartilage are deteriorated due to such a process (Deq ueker, Mokassa, & Aerssens, 1995).Indeed, impact is an important consideration, in understanding the relation between the basic functions of the skeletal system and the development of osteoarthritis; not only does the aforesaid system provide protection but it should not be overlooked that bones and cartilages serve as the main means of structural support for the most basic actions, highlighting the frequency in which such are utilized. Evidently, injuries are also regarded as risk factors for osteoarthritis.As established from past scientific pursuits, the degree of risk of acquiring such an inflammatory disease due to injuries differ based on severity; however, regardless of the severity, it has been noted that men nonetheless had a higher tendency of developing osteoarthritis from such (Cooper et al. , 1998). In relation to this, there have also been previous debates as to whether injuries are precursors to osteoarthritis instead of being mainly the result of the inflammatory dis ease.Significant evidence highlighting the causative nature of injuries includes the finding that patients suffering from osteoarthritis, who also suffered from hip injuries, often only experienced occasional aching and soreness characteristic of the abovementioned illness years after being injured (Cooper et al. , 1998). Hence, from the points discussed above, it becomes evident that osteoarthritis is indeed an inflammatory disease of complicated nature. References Cooper, C., Inskip, H., Croft, P., Campbell, L., Smith, G., McLaren, M., & Coggon, D. (1998). Individual Risk Factors for Hip Osteoarthritis: Obesity, Hip Injury, and Physical Activity. American Journal of Epidemiology, 147(6), 516 – 522. Dequeker, J., Mokassa, L., & Aerssens, J. (1995). Bone Density and Osteoarthritis. J. Rheumatol. Suppl, 43, 98 – 100. Felson, D.T. (2000). Osteoarthritis: New Insights. Annals of Internal Medicine, 133(8), 635 –Â  646. Spector, T.D. & MacGregor, A.J. (2004). Risk Factors of Osteoarthritis: Genetics. Osteoarthritis and Cartilage, 12(1), 39 – 44.

Path of Accounting

The career field I chose is finance. In a career of finance there are a number of different tasks I would potentially have to do. Accountants and other jobs in the field of finance have to keep track of money and records of companies. In finance you mainly provide financial services to businesses. It may require one to give advice to executives of businesses on better ways to operate their business. To have a Career in finance it is a must to be good at math and great at dealing with/analyzing numbers and data. If you are not good at math or with numbers then being is good in this career will be nearly impossible because you won’t be able to analyze the data you are presented with, which will probably make everything seem foreign because you lack understanding.Most importantly, a career in finance requires honesty. Having access to other people’s and other businesses’ money is a serious task to be placed with. That responsibility is not one to be lightly or one t hat allows the chance for mistakes. My career goal is to be a financial accountant. I have wanted to be an accountant as long as I can remember. I’ve always wanted to be an accountant because I am good at math. To be an accountant my career field would have to be finance and I could choose business and management, but I would definitely have to do finance. Finance and accounting is offered at every university, so I wouldn’t really have finding a school. The job requirement of an accountant is all dealing with finance.As an accountant, it is your job to provide financial information to the management you work for. To do this, an accountant researches and analyzes data and has to prepare reports for the company. Keeping track of the financial records on the company is also a part of being an accountant. Another point of emphasize is the importance of interning at a bank or business to gain experience in the field of accounting.I would most likely be an accountant in the states of New York, Ohio, or Wisconsin. I would like to work not too close to Chicago, but not too far away either. According to US News.com the monthly salaries in the states of Wisconsin and Ohio are $4, 052 and $3,812 respectively. In New York the monthly salary is $7,476. The highest salary  for an accountant is in New York at $89,720 followed by New Jersey and San Francisco at $87,120 and $86,230 respectively.Other forms of accountants I am interested in is being a forensic accountant and management accountant. As a forensics accountant it is ones job to analyze and access data to help solve crimes. It also requires you to detect any signs or forms of fraud that could lead to anything. Watching show many crime shows have shed lights on forensic accounting for me, which is why I have become so interested in it. Being a management accountant is much like a financial accountant. I would just work with the managers of businesses or corporations more often and provide them with in formation to help them make the right decision to benefit their company.I would just come up with all the strategies to help improve the company than work with the manager to get the right decision made, so my work space would be different. Instead of being at a desk on a computer I would have to make representation of data in charts on boards, computer, poster, and etc. This would also result in me spending time in the meeting rooms with executives and managers than other accountants would. The semester credits I am requires to earn depends on what the college itself requires, although most colleges will require me to have 150 semester credits from a university according to Accounting Coach â€Å"CPA requirements†.After I gain enough credit myself and anyone else striving to become an accountant is required to take the CPA exam and cannot begin working as an accountant until they pass it. The CPA exam is followed by an Ethic Exam and they both really test on if one’s readiness for a career in accounting. After passing these two test which are both advised to take as soon as one can while all the info is still fresh, you can start your career in accounting. An accountant usually work twelve hour shifts in their place of business at an computer analyzing data, consulting with managers, or studying data that is given to them, which can be boring if you don’t enjoy math.One of the colleges I am interested in attending to become an accountant is The Ohio State University located in Columbus, Ohio. According to Forbes Top Collges.com the GPA requirement for is a 3.6 and the ACT requirement is about a 26 with that being the average. Another of their requirements is for incoming students have to at least have taken two years of a foreign language class, preferably the same language, so that they be fluent in one language instead of mediocre in many.The cost of tuition and  fees at The Ohio State University is $26,726 and when you include books, room and things it all adds up to $44,215. Being such a big school Ohio State accepts 64% of its applicants and 93% of freshman return for their second year. The four year graduation rate is 51% and the six year graduation rate is 80%. Graduation rate for African American students is 73%. My second school is Stanford University which is located in Stanford, California.In Stanford University pamphlet the average GPA and ACT scores for people accepted into Stanford is a 3.6 and a 31. Tuition is $43,245 and student population is large at 17, 833 with 52% being males and 10% being African Americans. The big fact is Stanford on accepts about 8% of its applicants and of those they accept 98% return after their first year. The four year graduation rate is 80% and the six year graduation rate is 93% which I didn’t know was higher than Ohio State’s because of how tough a school it is. The graduation rate for males is 94% and 92% for African Americans.The last school I selected is the University of Wisconsin-Madison which is located, exactly where the name of the school says, Madison, Wisconsin. The University of Wisconsin and Ohio State is like I said about the job, I would like to attend school not too far from Chicago, but not too close either. Forbes Top Schools.com shows that the total population is 41,946 with 46% of that being males and 3% being African Americans. The cost for tuition is $40,012. The average GPA is a 3.4 and for my desired major it is 3.5 while the average ACT is a 26. 94 of its students come back for their second year, while the transfer rate is 12%. The four year graduation rate is 52% and the six year graduation rate is 80%. The graduation rate for males at the University of Wisconsin is 82% and the graduation rate for African American students is 78%.My end goal is to become a financial accountant after college. I know attending The Ohio State University will definitely help me achieve this goal because they have one of the bet ter accounting programs in the country. I’ve gotten to visit the school and sit in on an accounting class, so I have first-hand experience of what it’s like. Out of the information and things I learned about all three schools I picked, The Ohio State University is the most appealing to me. Having over 90% graduation rates for males and African Americans is the numbers that really jump out at me, but that doesn’t mean if I go to The Ohio State University that the journey will be easy.It may  be the best fit or my top choice, but there are still obstacles like the size of Ohio State. A school with over 55,000 students will be a big adjustments from anywhere, but I have just have to keep looking ahead to my end goal. The next step I need to take in order to reach my goal is continue to develop my skills not only in math, but also work to improve my ACT score so I can get what I need to be accepted into Ohio State. I already have a lot of skills that I need to pur suit my career like being superb in math, great at analyzing data, and dealing with charts and graphs.I feel I have great self-discipline which I believe everyone must have before they even think of going to college, but I still need to greatly improve in lots of things. I must continue to work on my social skills because being at college with thousands of college can be even more difficult than it already will and I will work to be better at not procrastinating because at times I may wait for the last moment to do things because it seems easy or I get too confident with my ability to do work quick, so I put it off until the last minute. I need to continue to stay focused and take advantage of the many opportunities  I have presented to me. This includes ACT prep, college visits, extra-curricular activities, and any other program offered to me.Though, my most important thing to do to help me achieve my goal right now it to just simply focus on what I need to do right now in high s chool because that is what’s most important right now. I can face my care path and continue to work closer to my end goal when I get to that point, but I still have to get to that step and I must finish high school to do it. While researching for this project I realized all the information I’ve had to research is nothing, but beneficial to me and achieving my goals. I’ve learned things about these colleges I didn’t know and learned of what is required of me to get accepted into the colleges of my choosing and what is required of me to strive in the career of my choosing.The process of doing this paper has helped me to learn of all the things I still need to work on and what I still need to achieve. Before this paper I thought I knew everything of what was required to be an accountant an attend the colleges of my choice, but doing this project has shed light on things I didn’t know and informed me that there are still things I still need to learn mo re about and continue to work on because I’m not where I need to be yet. There are many obstacles in place that I still  must face and overcome before I can reach my end goal of becoming a financial accountant, but doing this project has made the long journey to achieving my goal that I have ahead a lot easier than it would’ve been.