Thursday, December 26, 2019

An Analysis Of Susan Glaspell s Trifles - 1293 Words

Symbols are important, especially in literature. They have been known to inspire hope and life, in turn inspiring some of the most profound actions in the history of the world. Yet, humanity’s statement to symbols goes beyond us finding meaning in innominate or non-human objects. People assign humanity into objects, almost a part of themselves. This concept is clearly demonstrated in Susan Glaspell’s play, Trifles. The work contains many element of symbolism that make important and relieving comments on the characters of the play and the themes of the story. One of the first symbols introduced in the work, Mrs. Wright’s apron is deeply symbolic of her personal struggle in her home and marriage. Physically, the apron is a feminine piece of†¦show more content†¦Throughout the drama, Mrs. Wright and the canary share many similarities. For example, Mrs. Hale, the wife of Mr. Hale, describes that Mrs. Wright â€Å"was kind of like a bird herself—sweet and pretty, but kind of timid and—fluttery† (185). Overall, the quotation describes Mrs. Wright as a gentle and submissive woman, the type of woman society expected her to be. In addition, although Mrs. Hale compares her to a bird in a favorable manner, she also defines Mrs. Wright as a woman that is fragile and uncappable of providing for herself, another social stereotype that women were subject to. Ultimately, however, the rigid social expectations for women served to reiterate their role in the home and to further confine them to the homestead itself, esp ecially as society typically objectified and trivialized women, celebrating the conforming wife while condemning women to have their wings clipped by society’s standards. In this way, beyond her personality, Mrs. Wright becomes even more synonymous with the canary, an estranged creature confined behind bars as an aesthetic spectacle that is unable to sing an independent song. Lastly, Mrs., Wright’s quilt is directly symbolic of the empathetic relationship that all three of the women, Mrs. Hale, Mrs. Peters, and Mrs. Wright, share throughout the work.In many ways, theShow MoreRelatedAn Analysis Of Susan Glaspell s Trifles 983 Words   |  4 Pagespreconception someone makes based on gender, race, or religion that in this case is by gender, and affects women based on their expected gender roles. Women endlessly have expectations that go along with being a wife, mother, or simply a female. In Trifles by Susan Glaspell, 1955 by Alice Walker, and Girl by Jamaica Kincaid women are stereotyped by men and told to follow unwritten but expected roles such as being seen and not heard. As well as how they present themselves, their behavior, and tasks they needRead MoreAn Analysis Of Susan Glaspell s Trifles 1203 Words   |  5 PagesA Love Gone Bad A woman who was once full of life and happiness is now left with no joy in her life. In the play, â€Å"Trifles† by Susan Glaspell, we see how Mrs. Wright has changed over the years. We see how cheerful she was before marrying Mr. Wright. While trying to solve the murder, the author uses symbolism, conflict, and irony. The are many examples of conflict in this play. The most apparent conflict is that between the men and the women in the play. In the first parts of the investigation,Read MoreAn Analysis Of Susan Glaspell s Trifles 1056 Words   |  5 PagesIn the early 1900’s, both males and females were perceived as complete opposites of eachother. Women were considered physically weaker and morally superior to men. The gender roles during this time period were clearly demonstrated in the play â€Å"Trifles†, by Susan Glaspell. At a first glance it may seem like the play is only about the death of Mr. Wright. The play could simply be interpreted that the characters all work together to determine the murderer of Mr. Wright. The initial perception overlooksRead MoreAnalysis Of Susan Glaspell s Trifles 1307 Words   |  6 PagesIn the play â€Å"Trifles† by Susan Glaspell, she relates the title of her play to how the women in this play are treated with very little respect and authority. Mr. Wright overpowers his wife and he just does not realize that until it is to late and she kills him. The two women in this play that go into the house with the attorney and the sheriff for the investigation934 were the ones to discover the evidence of what clearly happened. The two women end up hiding the evidence from the two men to helpRead MoreAn Analysis Of Susan Glaspell s Trifles 988 Words   |  4 PagesA Heavy Conscience â€Å"Trifles† by Susan Glaspell is a short play built around the murder of John Wright. Throughout the play there are numerous entwined themes and ideas. With closer examination of Glaspell’s work it is clear that there is a far greater plot in action than just a murder. Mrs. Minnie Wright has been arrested for the murder of her husband while the investigation is active. Interestingly enough the murder is not the focused of this play. The focus is how two wives Mrs. Hale and MrsRead MoreAn Analysis Of Susan Glaspell s Trifles 1606 Words   |  7 PagesThe play Trifles written by Susan Glaspell is a mystery story of a murder that takes place in a small farming town. At the time the play was written women in the united states were still not given the opportunity to vote. It is through the mystery of this murder that we find the role of gender to be a major factor throughout the entirety of the play. In the play, we are given tandems of females and males to follow as they seek to solve the mystery of how Mrs. Wright’s husband was murdered. TheRead MoreAnalysis Of Susan Glaspell s Trifles Essay916 Words   |  4 Pagesmultiple themes that a story is trying to convey. In Susan Glaspell s, Trifles, she meticulously incorporates significant symbols that help the reader recognize and construe the depth of the significance of the jar of fruit preserves, quilt, bird, and the bird cage. Things are not always as insignificant as they appear to be, and Glaspell s play is a prime example of how important it is to read between the lines. A central theme in Glaspell s play is gender obedience, displayed seemingly by MrsRead MoreCharacter Analysis Of Susan Glaspell s Trifles 1714 Words   |  7 PagesFaulkner and Trifles written by Susan Glaspell loneliness, poverty and isolation consume the lives of the characters. Susan Glaspell’s play â€Å"Trifles† written in 1916. In this play the author’s talks of her preoccupation with culture- bound notions of gender and sex roles. Glaspell says women are considered trifles which mean they are not important to society which is carried out by men (Baym, p. 742). In Trifles written by Susan Glaspell the time is in the early 20th century. When Glaspell wrote â€Å"Trifles†Read MoreLiterary Analysis of Susan Glaspells Trifles1788 Words   |  7 PagesAn Analysis of Natures in Susan Glaspells Trifles A trifle is something that has little value or importance, and there are many seeming trifles in Susan Glaspells one-act play Trifles. The irony is that these trifles carry more weight and significance than first seems to be the case. Just as Glaspells play ultimately reveals a sympathetic nature in Mrs. Peters and Mrs. Hale, the evidence that the men investigators fail to observe, because they are blind to the things that have importanceRead MoreSusan Glaspell s Trifles 1732 Words   |  7 PagesSusan Glaspell (1876-1948) was an American-born Pulitzer Prize winning writer of both plays and fiction. Glaspell came from humble beginnings and went on to study at Drake University and the University of Chicago. Much of Glaspell s work dealt with the relationships between men and women and the negative effects they have on women. In Glaspell s play Trifles, it is revealed that the operations of patriarchy are just an illusion that men have created to make themselves feel superior to w omen

Tuesday, December 17, 2019

Shedding Light on Gay Culture in New York in George...

George Chauncey’s Gay New York Gender, Urban Culture, and the Making of the Gay Male World 1890-1940, goes where no other historian had gone before, and that is into the world of homosexuality before World War II. Chauncey’s 1994 critically acclaimed book was a gender history breakthrough that gave light to a homosexual subculture in New York City. The author argues against the idea that homosexual men lived hidden away from the world. Chauncey’s book exposes an abundant culture throughout the United States, especially in New York. In this book Chauncey not only shows how the gay population existed, but â€Å"uncovers three widespread myths about the history of gay life before the rise of the gay movement which was isolation, invisibility, and internalization.† Chauncey argues against these theories that in the years 1890-1940, America had in fact a large gay culture. Chauncey book is impactful in the uncovering of a lost culture, but also works as an urba n pre-World War II history giving an inside view of life in the city through sexuality and class. Chauncey’s, Gay New York Gender, Urban Culture, and the Making of the Gay Male World 1890-1940, is essentially a social history investigation into the non-invisible gay New York. The author introduces his reader into city where no man was either a homosexual or heterosexual. Instead, this was a place where a man was either masculine of feminine rather than the sex of their chosen partner. Chauncey makes this argument by saying

Monday, December 9, 2019

The Changes in Representation of Teenagers in the Media free essay sample

Since the birth of the subculture teenagers, these stereotypically rude, rebellious and rowdy young adults have been included and represented in movies, plays and any other type of entertainment. In studying two separate films from two separate time frames, I have found that they depict teens in many different ways, although the root of their problems, values and attitudes are very much the same. This essay will explore and discuss these changes in representation, and will strive to discover the core reasons for this development. The two movies I have studied; Freedom Writers 2007, directed by Richard LaGrevense) and To Sir with Love (1967, directed but James Clavell), will be my main examples in this report, while also using other materials as backup evidence. Paragraph one will address how teenagers are represented today, and how they were in the past. Paragraph two will explore the reasons behind the differences in portrayal, and paragraph three will decide on whether or not this is a realistic representation of teenagers in society. We will write a custom essay sample on The Changes in Representation of Teenagers in the Media or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Throughout the years, the ways teenagers have been depicted have changed ramatically in some areas, while staying completely the same in others. An example of this is the values of the teenagers in the two movies I have viewed. In To Sir with Love, the teenagers were valued relationships and being disrespectful, whereas in Freedom Writers, the teens valued respect and acceptance, but on the flip side, both movies represent the teenagers as rebellious, loud, hostile to those not of their social group, or those they do not accept, who are in search of an identity. These values and attitudes stem from broken homes and violence in both movies, as well as the want, nd in some cases need, for respect. No matter what decade you look at, you will find that this is a common basis of problems in the bulk of teenagers. In both movies, and many others beside, you will find that a majority of the teens have a problem with authority, and seek to disobey all powerful fgures at any possible time. Also, in almost all teenage movies, you have an antagonist, or one person who tends to make more trouble than the others. Sometimes its fairly obvious, an example being To Sir With Love, where the antagonist is clearly Denham (one of the students), but other imes it is not, an example being Freedom Writers, where there are certain students who make more trouble, but no defined antagonist. As you can see, over time values and attitudes may change, but the core root of where these problems have stemmed from does not. The main reason as to why the representation of teenagers has changed over time is because tha values and acceptances of the audience have changed dramatically. The media has to release entertainment suitable and appealing for its audience, otherwise it would receive no money because nobody is watching it. This means that Hollywood, and other people who make movies, must shape the content of their films as the values and interests of its viewers changes, so that it keeps the audience I have viewed are so different, is because the values and attitudes of the people in the decades they were released in were so different. For example, in To Sir with Love, there were almost no swear words, except for the occasional bleedin, whereas in Freedom Writers, there is a whole range of swear words used. This is but one example of the many differences in the representation of teenagers in movies. In my opinion, the way teenagers are depicted in the film world can be both realistic and unrealistic. Some examples of this in my two movies is the fact that To Sir With Love is a very sexist movie, which is a very real mirror image of London in the 60s (where it was set). Also, in To Sir With Love, it is very unrealistic that none of the kids swear, because the children of 1960 London would have sworn all the time. This also shows how the media shapes itself for the wants of its audience, as swearing on film was frowned upon. In conclusion, teenagers can be depicted in many different ways, as I have shown you n this essay, by use of examples, but the core root of their problems, as well as some values, attitudes and beliefs, tends to stay the same throughout the entire teenage history. In this report I have; addressed how teenagers are represented today and how they were in the past, explored the reasons behind the differences in portrayal and decided on whether or not this is a realistic representation of teenagers in society, also giving direct examples from the two movies I have done a study on; Freedom Writers and To Sir With Love.

Monday, December 2, 2019

Mice of Men Curleys Wife Villian free essay sample

Curley’s wife is introduced in section two she is introduced in a negative way, and we find out a lot of notable information about her, during the gossiping between Candy and George. She lives in an extremely patriarchal environment, and is treated like an object throughout the book, she is excluded from the ranch as women were treated like an object, she is excluded from the ranch as women were treated like this in the 1930’s America, and all women were seen as derogatory. The expectation of women were to stay at home and raise a family, and obey there husbands, on the whole we see Curley’s wife deceit these obligations. We are never told Curley’s wife’s name because she is a possession of Curley’s, this reflects on her complete lack of individuality because she is owned by Curley and therefore doesn’t have her own identity. We will write a custom essay sample on Mice of Men Curleys Wife Villian or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Many Americans had a big dream, the dreams were never succeeded. Throughout the novella we see that Curley’s wife doesn’t listen to Curley and is both a victim and a villain as she is judged but is still a young girl. At the start of section two, we already know Candy’s full opinion on Curley’s wife, even though the readers haven’t seen her for the first time. Candy gives the readers an overview of his opinion of the relationship of Curley and his wife ‘Curley is even cockier’n ever since he got married’ giving us an impression that he doesn’t like her because Curley has got more attitude and because Curley can now show off that he has a wife, because he wants to make the ranchers jealous. This is also implying that she is the one to blame for this behaviour. The men on the ranch also imply that she’s not trustworthy, loyal and faithful ‘yeah? Married two weeks and got the eye’ they all know what she’s up to and what she is doing, and it makes the males aware of her, but it is also suggesting she is already flirty and communicating to all the workers and is trying to get them into trouble, she is always seen as a troublemaker from the start of the book. She is also seen as a ‘tart’ and ‘bitch’ that threatens to destroy male happiness and lives later on in the novella ‘I could get you strung upon a tree so easy it ain’t even funny’ she becomes more powerful and emasculates the weaker men because of her authority and power, as she wants somebody to talk to but nobody will listen, because they know she is a ‘rat trap’. She s seen as a tart because of her appearance such as ‘full rouged lips’ and ‘heavily made up’ her beauty is powerful and she uses this to flirt with the ranch workers to make her husband jealous. She brings evil to the men’s lives by tempting them in a way they cannot resist. Red is the only colour described about her ‘finger nails were red’, ‘red mules’ and ‘red ostrich feathers’, this is intriguing because red is danger, and passion, and red is used to describe the girl in weed, showing t hat Lennie is involved, and the ending is similar to the girl in weed. This is also influencing the readers attitude to be aware of her because she is dangerous and does it to get the attention off the workers, because she wants the attention because she is lonely, the readers also know that it is inappropriate to wear mules on a farm and ostrich feathers because she doesn’t need to look good for anybody because she is married, this is also suggesting that she is desperate and craves for attention. We know she flirts and provokes all the men ‘her body was thrown forward’ this shows that she is proud of her body and sexuality; she throws her body forward so that the men are observant of her, because they normally don’t see women’s bodies. This also suggests she’s confident as she is the only girl on the ranch and a bit big headed because she knows that this will make the men resentful and conscious of her glamour because they only see prostitutes, we also know she has a lack of experience ‘girl’ suggesting she isn’t a women yet, the way that she throws her body forward is like a teenager teasing men. Steinbeck uses a lot of light and dark imagery from the beginning of the book ‘the rectangle of sunshine in the doorway was cut off’ demonstrating that she cuts off the American dream because the light is representing as the big dream and she cuts this off. In of mice and men we learn that as the emotions change so does the light and darkness throughout the book.

Tuesday, November 26, 2019

Prepositions with Enamored

Prepositions with Enamored Prepositions with Enamored Prepositions with Enamored By Maeve Maddox A reader is troubled by the use of enamored by instead of enamored of. (British enamoured). It may be because I read a lot of British literature, but the only usage with enamored that sounds â€Å"right† to me is â€Å"enamored of,† as in Titania’s remark when waking from the spell in A Midsummer Night’s Dream: â€Å"Me thought I was enamoured of an Asse.† However, another preposition is acceptable with enamored, but it’s not by; it’s with. Merriam-Webster gives these examples: tourists were enamored of the town a beautiful Indian girl with whom he was enamoredWalter Havighurst The verb enamor may be used transitively, as in â€Å"Rosamond Vincy enamored Dr. Lydgate.† That means that she affected him in such a way as to make him fall in love with her. More usually, enamor is cast in the passive: â€Å"Dr. Lydgate was enamored of Rosamond Vincy.† Here, the meaning is that he was inflamed with love for her. Paul Brians, an English professor at Washington State University offers this helpful mnemonic: If you’re crazy about ferrets, you’re enamored of them. It is less common but still acceptable to say â€Å"enamored with†; but if you say you are enamored by ferrets, you’re saying that ferrets are crazy about you. I’ll offer my own view as to how one might choose between of and with to use with this verb: Use â€Å"enamored of† when speaking of romantic love: â€Å"Marc Antony was enamored of Cleopatra.† Use â€Å"enamored with† when speaking of mere fascination or interest: â€Å"Charlie is enamored with his new iPad.† As for â€Å"enamored by,† remember the ferrets. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:"Because Of" and "Due To" 8 Types of Parenthetical PhrasesJanuary 1 Doesn't Need an "st"

Saturday, November 23, 2019

Sediment Grain Size Chart for Rocks

Sediment Grain Size Chart for Rocks The grain sizes of sediments and sedimentary rocks are a matter of great interest to geologists. Different size sediment grains form different types of rocks and can reveal information about the landform and environment of an area from millions of years prior. Types of Sediment Grains Sediments are classified by their method of erosion as either clastic or chemical. Chemical sediment is broken down through chemical weathering  with transportation, a process known as corrosion, or without. That chemical sediment is then suspended in a solution until it precipitates. Think of what happens to a glass of saltwater that has been sitting out in the sun.   Clastic sediments are broken down through mechanical means, like abrasion from wind, water or ice. They are what most people think of when mentioning sediment; things like sand, silt, and clay. Several physical properties are used to describe sediment, like shape (sphericity), roundness and grain size. Of these properties, grain size is arguably the most important. It can help a geologist interpret the geomorphic setting (both present and historical) of a site, as well as whether the sediment was transported there from regional or local settings. Grain size determines just how far a piece of sediment can travel before coming to a halt.   Clastic sediments form a wide range of rocks, from mudstone to conglomerate, and soil depending on their grain size. Within many of these rocks, the sediments are clearly distinguishableespecially with a little help from a magnifier.   Sediment Grain Sizes The Wentworth scale was published in 1922 by Chester K. Wentworth, modifying an earlier scale by Johan A. Udden. Wentworths grades and sizes were later supplemented by William Krumbeins phi or logarithmic scale, which transforms the millimeter number by taking the negative of its logarithm in base 2 to yield simple whole numbers. The following is a simplified version of the much more detailed USGS version.   Millimeters Wentworth Grade Phi (ÃŽ ¦) Scale 256 Boulder –8 64 Cobble –6 4 Pebble –2 2 Granule –1 1 Very coarse sand 0 1/2 Coarse sand 1 1/4 Medium sand 2 1/8 Fine sand 3 1/16 Very fine sand 4 1/32 Coarse silt 5 1/64 Medium silt 6 1/128 Fine silt 7 1/256 Very fine silt 8 1/256 Clay 8 The size fraction larger than sand (granules, pebbles, cobbles. and boulders) is collectively called gravel, and the size fraction smaller than sand (silt and clay) is collectively called mud.   Clastic Sedimentary Rocks Sedimentary rocks form whenever these sediments are deposited and lithified and can be classified based on the size of their grains. Gravel forms coarse rocks with grains over 2 mm in size. If the fragments are rounded, they form conglomerate, and if they are angular, they form breccia.Sand, as you may guess, forms sandstone. Sandstone is medium-grained, meaning its fragments are between 1/16 mm and 2 mm.  Silt forms fine-grained siltstone, with fragments between 1/16 mm and 1/256 mm.  Anything less than 1/256 mm results in either claystone or mudstone. Two types of mudstone are shale and argillite, which is shale that has undergone very low-grade metamorphism.   Geologists determine grain sizes in the field using printed cards called comparators, which usually have a millimeter scale, phi scale, and angularity chart. They are especially useful for larger sediment grains.  In the laboratory, comparators are supplemented by standard sieves.

Thursday, November 21, 2019

Assigment leaderships week 3 Assignment Example | Topics and Well Written Essays - 1250 words

Assigment leaderships week 3 - Assignment Example ies of APN leaders can be broadly categorized into scientific foundation, quality practice, leadership, practice inquiry, policy, literacy in technology and information, ethics, health delivery and independent practice. The technical changes in the health care domain have resulted into various shifting in the substantial portion of care. These shifts are normally from single handed health care systems to the home environments where patients and their care partners are responsible for care previously ordained by the nurses in their acute care settings. Competencies necessary for the advanced practice Nursing (APN) role development are adversely dependent on the nursing registration. Through an advanced registration of nurses, each and every individual nurse will be ethically stable and liable to any nursing practice consequences arising as a result of unreasonable competencies. Nursing field is a very noble field of professionalism hence it should be guided to the later by the codes of conducts regarding competencies necessarily required in this field of professionalism. This research paper explains the competencies necessary for Advanced Practice Nurse (APN) role development. An advanced practice registered nurse (APRN) is a post-graduate education nurse. APRN’s are well-enlightened with advanced clinical and didactic education, skills, knowledge and clinical nursing scope practices at large. APRN basically defines a nursing practice level that utilizes the expanded and extended nursing skills, knowledge and experience in planning, assessment, diagnosis, implementation and overall evaluation skills in the care required. Nurses practicing at this noble level are distinctively educationally prepared at the post-graduate level and may unconditionally work in either generalist or specialist capacity. Nonetheless, the basis of advanced practice is linked to higher knowledgeable extents (NONPF 2011). The APRN skills and experience must be ethically applied within the

Tuesday, November 19, 2019

Analysis of the Circus Film Essay Example | Topics and Well Written Essays - 750 words

Analysis of the Circus Film - Essay Example As the paper highlights Tramp is then made aware of the opportunity at the circus availed by the ringmaster for him to show his talent. At this point, Tramp discovers that his comic or hilarious bits only happen unintentionally. Replacing the circus apple with a banana from his pocket is particularly very funny. The scene is important as it reveals more characters such as Merna and the Circus Ringmaster and Proprietor.From this paper it is clear that  it is important to focus on the shot angles. Medium shot overwhelms the scene with the ordeal between Tramp and Merna ‘fighting’ over the bread, which sends Tramp sitting on the fire he lit to make his food. The medium shot features from 17:35 to 19: 45 capturing the conversation between Tramp and the lady. This is followed by a long shot showing Tramp give Merna the egg then runs off to catch up with the Circus Ringmaster and Proprietor. The long shot continues in Tramp’s circus tryout, covering all the characters present in the event. Basically, the scene represents an alteration between medium shot and long shot, with the medium shots majorly utilized to show conversations or actions between two characters and the long shot used in showing a bigger audience of characters such as that at the Tramp’s circus try out.  The eye level shots have been overwhelmingly used in the circus tryout, with low shots essentially used together with the medium shots in conversations between two characters, such as the instance between Merna and Tramp.  

Sunday, November 17, 2019

History of the game Essay Example for Free

History of the game Essay As the rackets of the game have changed, the style of play has changed accordingly. During the wooden racket era, before the flood of the metal and metal composite rackets, players hit groundstrokes with slight topspin but mostly flat or with underspin, particularly on the backhand side. To provide the players with the underspin or flat shots, players hit with an eastern grip (slightly east of the continental style grip achieved by sliding the V area between the thumb and index finger down the side of the frame to the grip) to help generate slice and handle low balls better. Players used this style of play to compensate for the lower bounce produced on grass courts compared to the bounce of hard and clay courts today. In effect, groundstrokes had to be long and fluid with early preparation and a long follow through to get the necessary power and control by swinging the heavier wooden rackets.  Players with wooden rackets also stood sideways to the ball and stepped into the swing to generate more power. Furthermore, the small sweetspot of the wooden racket required players to have more exact, controlled swings instead of the quick, powerful, whip-like swings of todays players. As an example, John McEnroe, a former tennis professional and Grand Slam winner, supports wooden rackets saying: I have been a proponent of the wood racketwood rackets would bring back skill and finesse to the game and would make the points longer and more fun to watch. And I could watch all those young guys cry like that little baby doll that wets herself as they try to return a serve with a 15-ounce piece of lumber. (McEnroe 1).  As a result, players could not end the point with a single shot like today and therefore games consisted of more rallies. The rackets and styles of play have evolved to the 21st Century and have dramatically changed the way tennis is played. Instead of the long and fluid groundstrokes used with wooden rackets, lighter more powerful rackets have developed quick, short but powerful swings by tennis players today. The players also use a more western or semi-western grip (achieved by placing the racket on the ground and coming from straight above, picking the racket up with one hand). These grips tend to generate more power and topspin as well make it easier to hit high bouncing balls. This heavy topspin usually causes points to end more quickly with more winners and harder shots. These changes in the game are all in relation to the development of higher bouncing courts, hard courts and clay courts, and the shorter grass court tournament season. Also, as a result to the more powerful modern rackets, serves were consistently hit over 100 mph and many clocked at more than 120 mph contributing to the quicker points. Furthermore, many serves were unreturnable meaning that it would be almost impossible for players to return or even more to hit the ball with the racket. The change in rackets in the 20th Century was not only limited to a change in the game but the tennis market was affected as well. According to Edward Tenner, the new rackets were not as profitable for racket manufacturers as the wooden rackets were during the peak in tennis popularity in the early 1970s (Tenner 3). However, shortly following this rapid growth in tennis popularity, tenniss popularity among the common people started to decline. According to the records of the Tennis Industry Association, two years before the introduction of the Prince racket in 1974, the number of tennis players reached its peak and then started a decline (Tenner 1). Later, the sale of tennis balls was evaluated and showed a drop in tennis ball usage between 1990 and 1993 (Tenner 3). A short explanation of this event could be that players were not ready to pay the higher price for newer metal rackets. The modern rackets, costing about $150, were much more expensive compared to the lower price of wooden rackets in the early 1970s. However, the introduction of the modern rackets produced a larger selection of varying rackets for tennis consumers shown in the following excerpt from Tennis Magazine, To play your best tennis, your racket has to complement your game. And with more frames than ever being designed for specific types of players, finding that magic wand has never been easier. (2001 Racket Guide 1) In addition, modern rackets are designed for all different types of players including strictly baseliners to serve and volleyers. Mark Macky, Dunlops director of racket sports, shows this in the following statement, Its no longer enough to make a racket for one ability level beginner, intermediate, advanced. Today, companies make rackets that are targeted to specific styles of play. A serve and volleyer, for example, will want a different type of racket than a baseliner. (2001 Racket Guide 1) Although while racket manufacturers may have suffered from the introduction of modern rackets, consumers seem to benefit. According to New York Times newspaper, the new metal rackets prove to last longer and need restringing less often saving consumers money (Tenner 3). Furthermore, metal rackets can last up to ten years or more contrary to the wooden rackets that were damaged by age, warping, and cracking.  In conclusion, although many tennis professionals believe that wooden rackets would increase the charisma of tennis, there is undeniable evidence that proves modern rackets to be better for the game and all levels of players. Newer rackets provide more options for tennis players, giving them more power and control than ever before therefore elevating the level of play in the game of tennis. They also appeal to lower levels of players making the game easier to learn and in effect, better for everyone. In addition, although the market seemed to be falling, it is currently rising for the game of tennis and showing this, the U.S. Open has had more viewers in the year of 2001 than ever before in the history of the game.

Thursday, November 14, 2019

Another Ernest Hemingway :: essays research papers

A young man by the name of Ernest Hemingway was born in 1898 and grew up in a suburb of Chicago Illinois. (Jones 416) His father was a doctor. As a boy, he and his father spent time together hunting and fishing in Michigan. (Brown 571) Hemingway wrote for his school newspaper. (Jones 416) During his youth Hemingway also played football and swam. (Smith 34) After graduating from high school, Hemingway was hired with the Kansas City Star newspaper. (Jones 416) While writing for the Kansas City Star, Hemingway began to develop his own unique style of writing. (Brown 571) Later, Hemingway worked for the Red Cross as an ambulance driver during World War I. (Jones 416) Only a few days before he would turn twenty years old, Hemingway was wounded in the leg and sent back to the United States. (Smith 34) In 1921, the Toronto Star sent Hemingway to Europe as a journalist writer. While in Paris he published two books. The Sun Also Rises was published in 1926 and was his first novel that made him a well-known writer. Hemingway loved to write about his adventurous activities. During the Spanish Civil War in the 1930's, Hemingway wrote For Whom the Bell Tolls. Many people thought this was one of his best novels. Hemingway later wrote a novel about showing the need to accept life with honor. In 1952 he published this novel entitled The Old Man in the Sea. (Jones 416) Hemingway won the Pulitzer Prize in 1953 for this novel. (Brown 571) Hemingway loved to experience nature. He loved adventure; and enjoyed hunting, fishing, and watching bullfights. These adventurous experiences helped shape his style of writing. Young writers later copied this style.

Tuesday, November 12, 2019

Ethical Issues with the Software Piracy Issue

Computer ethics deals with moral responsibility of what is wrong and right. Based on ? Importance of Computer Ethics and Software Piracy? article, software piracy is copying, distributing, and using software or games without paying. Software Piracy is a form of ethical issue that is hard to solve in society, especially among students of Faculty of Computer Science University of Indonesia. Based on writer observation in campus, students are still using pirated software, including using, duplicating, and distributing it to their friends.This attitude of course violates developer’s intellectual property. The article also mentions about intellectual property and penalties for those who violate computer ethics laws. Intellectual property is including images, patents, procedures, videos, audios, and drawings. For those who violate someone’s intellectual property will be given penalties—paying hefty fines to extensive prison time. But even so, it seems the penalties are still blurring for students. Nowadays, information technology has widely grow and used by human.Computer technology, both hardware and software has been widely approved as an intellectual property. The fast growth of technology innovation, especially software, is open for public and can be easily accessed by public via internet. It is the same for software piracy. Serial key, hack-version, and more other ways are easily accessible and widely available. Based on ? Ethical Issues in Software Piracy? article, someone should have a moral responsibility in using software. So, from internal-self of user should be aware of someone’s intellectual property.W. D. Ross stated ? The Right and the Good? as our guideline to prove our moral responsibility toward software and/or its developer. Software piracy would cause loss of revenue for the developer. Thus, it will decrease developer’s motivation in designing new software. Impacts of software piracy explained above are mostly occ urred because of human and economic factor. Based on the article, software piracy occurred mostly in developing-countries; because of their low economics (from GDP per capita), they find it harder to purchase software.Indonesia is one of developing-countries, so it can be concluded roughly that Indonesian people hard to pay for software. In smaller scale, Indonesian social levels have a representative number of users in technology. Social level is about divided in three level; low, medium, and high class. In Faculty of Computers and Society, students also varied in social level or economic level. Some students have Iphone, Windows Phone, or tablets, but some don’t. In general, there is no difference among those levels. Every student is using technology. But in majority, students didn’t put much attention toward software piracy issues.Those who have laptops may prefer using unlicensed operating system than using open source operating system. It is a form of software pir acy—using without paying. In addition, current status of our community is still far from the word ? ethical?. We have not appreciating others’ property as well as we did to ourselves yet. The rule in ? Kode Etik Mahasiswa Fasilkom? , point two stated ? †¦including appreciates intellectual property?. Students of Faculty of Computer Science already know about this rule. In fact, it’s not the same as in the implementation, ignorance being a common habit.Ignorance regarding unlicensed software caused software piracy. Majority tend to have neither attention nor self-control in using unlicensed software. Some may didn’t know that it is unethical. But some maybe already know that what he/she doing is wrong, but even so he/she is still doing it just because everybody—community—is doing it. Our community is affecting us. A student may be an example for his/her friends or his/her community. He/she may use unlicensed software that is followed by o thers. This ignorance habit can damage our own personal ethical which embedded in our heart.Furthermore, we start believing that our wrong-doing is right. In analyzing software piracy, writer think students should have an awareness and moral responsibility. A developer of software may not know that his/her intellectual property was just being used irresponsibly. Student of Faculty of Computer Science should have known how hard it is to make software. They should have aware how long time needed, how many resources sacrificed by the developer to develop software. In student’s point of view, they need it but they don’t want to give more when people are not giving anything.For example, an antivirus should be bought for some prices, but some students found that there is a forever-renew-trial of the antivirus, so that they don’t have to pay. Along with economic principle, ? with less effort, can gain more? , we don’t want to sacrifice more than others. It becam e a serious problem. As a conclusion, how to overcome this issue? It is a professional standard, based on the article; Association for Computing Machinery (ACM) stated that any person who wants to join the ACM should accept ? Code of Ethics and Professional Conduct? which covers the ethical issues surrounding oftware piracy. Writer think we can do as ACM do. Article entitled ? The Rules? also stated that computer artifact—both software and hardware—has rules for both its developer and user, so that they will have morally ethical in developing or using software. It has seven rules which allow and avoid both developer and user to do something about the computer artifact. These rules should be well-applied as a solution for software piracy issue. In the top of those solutions, human factor is the main factor that we should pay more attention. References: 1. K. W.Miller, Moral Responsibility for Computing Artifacts: ? The Rules?. Illinois: IEEE, 2011. 2. Unknown. (2011). K ode Etik Mahasiswa Fakultas Ilmu Komputer Universitas Indonesia [Online]. Available: http://scele. cs. ui. ac. id/file. php/1434/Kode_Etik_Mhsw_Fasilkom. pdf 3. Thurlow, Max. Ethical Issue in Software Piracy [Online]. Available: http://www. ehow. com/list_6669954_ethical-issues-software-piracy. html 4. Boone, Kevin, Importance of Computer Ethics and Software Piracy [Online]. Available: http://www. ehow. com/facts_5766300_importance-computer-ethics-software-piracy. html

Sunday, November 10, 2019

Miles Davis Analysis – so What and Autumn Leaves

‘So What’ Miles Davis Solo Analysis Miles Davis’ solo is very minimalistic mainly using crotchet and quaver rhythms throughout with the occasional triplet or semiquaver grace note. For the A sections of the first chorus he bases phrases around the minor pentatonic scale. He develops his opening motif (bar 2 of A1) in bar 4-7 returning to the root (E) in between each ascending then descending phrase going up to the 7th (D) in the final variation of the motif.The phrase lengths are irregular; Davis generally uses shorter phrases in the E minor Sections taking a vertical approach to the improvisation then uses longer phrases in the contrasting F minor section where he takes a more horizontal approach. In A1 of the second chorus Davis’ explores the upper extensions of the chord (9, 11, and 13) and superimposes a D major triad on the E minor chord. In A2 he returns to the pentatonic style we see in the first chorus with the use of the blue note (Bb) giving the s ection a bluesy feel.In the B section he again emphasis the upper extensions this time superimposing an Eb major triad over the F minor chord. In bars 5-7 of this section he plays an F minor scale in thirds. He plays a run making use of the F# in order to lead back an E minor section. He continues to use upper extensions in the first half of the last A section before returning to the pentatonic to finish the solo. The phrases are generally longer in the second chorus. A noticeable rhythmic motif Davis uses throughout his solo is starting and ending phrases with a pair of quavers for example the first phrase of the solo in bars 2-3).His note choices span over one and a half octaves ranging from a concert D to Ab. Miles Davis tends to leave rests of up to a bar in between phrases during which the piano plays melodic fills. ‘Autumn Leaves’ Cannonball Adderley version – Davis’ solo analysis This Davis solo is more complex than the ‘So What’ solo d ue to the fast harmonic pace with a new chord each bar compared to So What which only uses two chords throughout the whole piece. Like ‘So What’ the majority of his phrases are crotchet/quaver based with occasional triplet run or semiquaver passing notes.Davis uses his opening phrase, an upbeat crotchet followed by another 3 crotchets, at the start of both choruses and continues to use the 3 crotchet pattern throughout the solo for example bar 7 of A2 in chorus 1. He also uses the pair of quavers starting or ending a phrase motif from ‘So What’ throughout this solo for example bar 7 of A1 chorus 1. From the start of this solo Davis’ makes use of the upper extensions starting on the 9th (E) of the D minor chord.He tends to start the majority of phrases on the 4th of the chord being played at the time and also emphasises the 6th at the end of some phrases (bar 7, A1 in chorus 1) using the F# over an A minor chord. In general phrases last for about 2 ba rs although the phrase lengths increase during the middle of the solo. One of the standout melodic phrases is the partly chromatic semiquaver/triplet run in bar 7, A1 in the second chorus followed by the repeated triplet pattern in the following bar. This phrase contrasts with the rest of the solo and adds variation and excitement whilst moving the solo forwards.Davis uses triplet scalic/chromatic runs in order to emphasise notes at the start of phrases for example, bar 8 of A1 in section 1 where the runs leads to the G which emphasises the use of the 11th over the D minor chord. Miles Davis also uses ghost notes in this solo (bar 6 of A2 chorus) in order to vary the dynamic levels and emphasise the surrounding notes. Overall the solo makes subtle references to the melody which gives some familiarity to the listener; Davis also achieves this by repeating rhythmic and melodic motifs.Similarly to ‘So What’ he leaves rests between the phrases where the piano fills and this solo has a similar range to ‘So What’ ranging from Concert D to A. The Potboiler by John D’Earth – Structure and use of instruments http://cti. itc. virginia. edu/%7Eskd9r/Jazz-elements/Potboiler. mp3 The head follows the 32-bar song form (AABA) and uses the rhythm changes chord progression. There are 6 choruses in total, in the first the head is established with the trumpet and tenor sax playing the melody in octaves for the A sections.In the B section they play in the same octave then harmonise in the last two bars. They return to playing in octaves for the A section. During the head the piano plays chords in syncopated rhythms and the drums use a basic swung rhythm with hits emphasising off beats notes in the melody. In choruses 2 and 3 (0. 50) the sax and trumpet do a traded solo, i. e. Sax for 8 bars, Trumpet for 8, Sax for 8, Trumpet for 8, Sax for 4, Trumpet for 4, Sax for 4, Trumpet for 4, Sax for 2, Trumpet for 2 etc.. or the 2 full choruses. The two soloists imitate melodic/rhythmic motifs the other player has used during the solo. During the solo the piano continues comping using the middle octaves of the piano. The drums continue to use the same swung rhythm with the occasional fill towards the end of phrases. The double bass is very subtle in the solos making it difficult to hear. In Chorus 4 (2. 29) the trumpet and sax fade out and the piano solos playing the melodic phrases in the right hand whilst comping in the left hands.The sax and trumpet play a repeated motif as a backing in the second and third A sections. In chorus 5 (3. 20) all the players trade fours with the drummers i. e. the sax plays for four bars with the rhythm section the drum solos for four bars. In this chorus the double bass is prominent as the piano and drums play at a lower volume during its solo. In chorus 6 (4. 05) we return to the head which is played the same as in chorus 1 and the piece ends with a held note by the horns and a cymbal roll on the drums.

Thursday, November 7, 2019

abortion4 essays

abortion4 essays Abortion, one of the most controversial issues debated today, can easily be broken down into two distinct viewpoints: those who support abortion and those opposed to abortion. Pro-life and Pro-choice viewpoints are at the complete opposites of the spectrum and argue every issue from murder to morals and values to violence. In the two articles about abortion, "Abortion Is a Selfish choice," and "Abortion Is Not A Selfish Choice," each side argues their case and justifies their position. The first article "Abortion Is a Selfish Choice," acknowledges that those who choose abortion are acting in their own self-interest while the opposing article, "Abortion Is Not a Selfish Choice," argues that the fundamental issue in the abortion debate is the right of women to make their own decisions about reproduction. Both viewpoints provide reasons to question ones own strongly held opinions. According to the authors of Opposing Viewpoints, "Careful examinations of others views can lead to t he readers understanding of the logical inconsistencies in their own opinions, perspectives on why they hold an opinion, and the consideration of the possibility that their opinion requires further evaluation" (Bender and Leone, 11). Both articles provide extensive examinations over selfishness and abortion and from my own experiences with abortion I believe it is a selfish choice. In the first article, "Abortion Is a Selfish Choice," Mother Teresa argues the position that those who choose abortion are making a selfish choice. Mother Teresa states that "Abortion destroys ones ability to love because people who choose abortion do so to avoid the hurt that unselfish love of their children would require" (48). In the article, there are three key points that Mother Teresa stresses. First, she acknowledges "Breaking the Peace," then "Abortion Leads to Violence," and finally "Adoption, Not Abortion." In these three subtopics, ...

Tuesday, November 5, 2019

Amy Beach (Mrs. H. H. A. Beach)

Amy Beach (Mrs. H. H. A. Beach) Amy Beach Facts Known for: classical composer, whose success was unusual for her sex, one of few American composers recognized internationally at the timeOccupation: pianist, composerDates: September 5, 1867 - December 27, 1944Also known as: Amy Marcy Cheney, Amy Marcy Cheney Beach, Amy Cheney Beach, Mrs. H. H. A. Beach Amy Beach Biography: Amy Cheney began to sing at the age of two and play piano at the age of four. She began her formal study of piano at age six, taught first by her mother. When she performed in her first public recital at age seven, she included some pieces of her own composition. Her parents had her study music in Boston, although it was more common for musicians of her talent to study in Europe. She attended a private school in Boston and studied with musical teachers and coaches Ernst Perabo, Junius Hill and Carl Baermann. At the age of sixteen, Amy Cheney had her professional debut, and in March, 1885, appeared with the Boston Symphony Orchestra, performing Chopins F minor concerto. In December of 1885, when she was eighteen, Amy married a much-older man. Dr. Henry Harris Aubrey Beach was a surgeon in Boston who was also an amateur musician. Amy Beach used the professional name Mrs. H. H. A. Beach from that time on, though more recently, she has been credited as Amy Beach or Amy Cheney Beach. Dr. Beach encouraged his wife to compose and publish her compositions, rather than perform publicly, after their marriage, bowing to a Victorian custom of wives avoiding the public sphere. Her Mass was performed by the Boston Symphony in 1892. She had achieved enough recognition to be asked to compose a choral piece for the 1893 Worlds Fair in Chicago. Her Gaelic Symphony, based on folk tunes of Ireland, by that same orchestra in 1896. She composed a piano concerto, and in a rare public appearance, soloed with the Boston Symphony in April of 1900 to debut that piece. A 1904 work, Variations on Balkan Themes, also used folk tunes as inspiration. In 1910, Dr. Beach died; the marriage had been happy but childless. Amy Beach continued composing and returned to performing. She toured Europe, playing her own compositions. Europeans were not used to either American composers or female composers meeting their high standards for classical music, and she gained considerable attention for her work there. Amy Beach began using that name when in Europe, but returned to using Mrs. H. H. A. Beach when she discovered that she already had some recognition for her compositions published under that name. She was once asked in Europe, when still using the name Amy Beach, whether she was the daughter of Mrs. H. H. A. Beach. When Amy Beach returned to America in 1914, she lived in New York and continued composing and performing. She played at two other Worlds Fairs: in 1915 in San Francisco and in 1939 in New York. She performed at the White House for Franklin and Eleanor Roosevelt. The womens suffrage movement used her career as an example of a womans success. That it was unusual for a woman to achieve her level of recognition is reflected in the comment by George Witefield Chadwick, another Boston composer, who called her one of the boys for her excellence. Her style, influenced by the New England composers and romantics, and influenced by the American Transcendentalists, was considered during her own lifetime to be somewhat out of date. In the 1970s, with the rise of feminism and attention to womens history, Amy Beachs music was rediscovered and performed more often than it had been. No known recordings of her own performances exist. Key Works Amy Beach wrote more than 150 works, and published almost all of those. These are some of the best-known: 1889: Valse-Caprice1892: Fireflies1892: Mass in E-flat major1892: aria Eilende Wolken1893: Festival Jubilate1893: Ecstasy1894: Ballad1896: Gaelic Symphony1900: Three Browning Songs1903: June1904: Shena Van1907: The Chambered Nautilus1915: Panama Hymn1922: The Hermit Thrush at Eve and The Hermit Thrush at Morn1928: The Canticle of the Sun

Sunday, November 3, 2019

Reginald Fessenden Essay Example | Topics and Well Written Essays - 250 words

Reginald Fessenden - Essay Example rks on electric power distribution systems for one year when he moved to Thomas Edison as a chief chemist and it is that he developed interest in the new media radio (Riley, 1999). He later became a professor of electrical engineering at Purdue in 1892 and University of Pittsburgh in 1893where he taught and did research for seven years. He then moved to the United States Weather Bureau to develop a wireless network for communication with weather stations where he invented the liquid barrater as a wave detector (Riley, 1999). In 1900, he sent the first voice via radio for a distance of 50 feet and later National Electric Signaling Company (NESCO) to develop wireless communication commercially. He then set up a 420 tower for two-way trans-Atlantic telegraph a followed by other radio inventions. In an effort by NESCO to publicize and market the wireless system, he made the first public voice broadcasts on Christmas 1906 (Riley, 1999). His other inventions include electrolytic detector, alternator development, heterodyning, sonic depth finder, efficient tuned antenna circuits, and continuous waves (Riley, 1999). In 1921, the Institute of Radio Engineers awarded Fe ssenden with its IRE Medal of Honor. His inventions spread across the world and at the age of 65 years, he left a significant mark in Engineering and

Friday, November 1, 2019

Ischaemic heart disease is epidemic within western cultures Essay

Ischaemic heart disease is epidemic within western cultures - Essay Example The heart consists of 4 chambers: an atrium and a ventricle on the right, and an atrium and a ventricle on the left. Blood returning to the heart from veins all over the body flows into the right atrium, then blood flows into the right ventricle which pumps it out to the lungs for oxygenation of the blood. This oxygenated blood returns to the left atrium and then flows into the left ventricle, which pumps it at high pressure into the arteries, including the coronary arteries. The strength of the heart muscle (myocardium) depends on the oxygen and nutrient supply coming via the coronary arteries. The walls of these arteries are strong, elastic and flexible. The myocardium is supplied by 3 major coronary arteries. Two of them arise from a common stem, called left coronary artery which supplies the left side of the heart. Its left anterior descending (LAD) branch supplies the front part of the heart, while the left circumflex (LCX) branch supplies the left lateral and back side of the heart. The right coronary artery (RCA) is separate and supplies the right and the bottom parts of the heart. [2] The inner lining layer of the coronary arteries is quite smooth allowing blood to flow easily. With aging, cholesterol and calcium content in the walls of the coronary arteries increases, making them thickened and less elastic. The prolonged effect of risk factors with the consequence of aging, endothelial dysfunction becomes predominant, especially in the coronary arteries. Unhealthy habits, such as a diet rich in cholesterol and other fats, smoking and lack of physical activity accelerate the deposit of cholesterol, fatty compounds, calcium, and a blood clotting material called fibrin within the inner lining of coronary arteries. This process is known as atherosclerosis, or hardening of the arteries. The deposits, or plaques, may increase in size and block the arteries. If blockage is partial it causes chest pain

Tuesday, October 29, 2019

The role of sexuality in Victorian society applied to A. S. Byatts Essay

The role of sexuality in Victorian society applied to A. S. Byatts Possession - Essay Example Byatt’s novel Possession. Although the novel tells a fictional tale of two literary scholars tracking down evidence of a love affair between two Victorian era poets, episodes dedicated to the poets themselves reveal a great deal of information regarding the way of life of women during this period in history. Unlike much of the non-fiction articles that have been written about life in Victorian England and elsewhere, Byatt’s novel provides a glimpse of several different women during this period that held quite opposing views regarding their individual sexualities. By tracing through the novel Possession and comparing it with non-fictional accounts of this period and critical evaluation, one can begin to gain a sense of how women had been severely restricted in their options in Victorian society as well as how they rebelled or worked within it to achieve their own sense of sexuality. There are three principle female characters involved in the Victorian portion of the novel, each with her own strengths and weaknesses demonstrating how she has both conformed to and resisted the definitions placed upon her by the strict nature of Victorian England. Christabel LaMotte is a scholar and minor poetess who is the object of Randolph Henry Ash’s fascinated attention. Blanche Glover is the companion of Christabel, sharing her home and dream of independence but not able to retrieve the same sense of fulfillment as she does not receive recognition for her actions. A fourth woman, Sabine Kercoz, Christabel’s younger cousin, adds her own perspective regarding female sexuality during the Victorian age from the unique oblique of the French countryside.

Sunday, October 27, 2019

The Income Gender Gap Sociology Essay

The Income Gender Gap Sociology Essay Income gender gap can be reviewed at both the individual and institutional level. It refers to the prejudicial beliefs and discriminatory of individuals, and the policies that restrict the opportunities of minorities respectively. SECTION II THE ISSUES AND WHO ARE INVOVLED Income gender gap is also known as the disparity of income between sexes. It has been a debatable issue ever since globalization takes place. In the context of economic inequality, gender gap generally refers to the differences in the wages of men and women. This can be calculated as a ratio of female to male wages (often expressed as a percentage). The female population has been showcasing their talents and it is depending on how the world accounts and utilizes such talent pool to determine the competitiveness of the economies. Gender disparity in income is an issue that has been surfacing worldwide and economies would have been affected as a result. Thus, it was chosen as I openly felt that corrective measures might not have been designed to address the issue on a global scale. Besides, reports have also shown that the gender pay gap has not been fully resolved as many countries workplaces are still faced with the problem of gender discrimination. In this income gender gap report, I aim to highlight the importance of promoting gender equality. This is in hope that creation of greater awareness among a global audience is present, with implementation of good practices and effective measures drawn that can help further reduce gender inequality. An example of common stereotypes stating males being more dominant and females seen as the weaker sex are present. This happens when both sexes working in the same field are being remunerated differently the male with a higher wage as compared to the female. Singapore is not spared in this aspect. Statistics have shown that there is a closing of gender income gap. However, this is only relevant in the occupations of professionals, services/sales and cleaners/labourers. Statistics have shown that employers tend to empower males with prospective occupation tracks that lead them to having high flying careers; however this isnt so for the females. There is more likelihood that employers entrust women with occupation positions that are deemed to be dead-end, or have very little mobility for advancement. This is due to the perception that women will leave their jobs or labour force at times of marriage or pregnancy. SECTION III WHY IS IT IMPORTANT FOR US TO TALK ABOUT IT? The principle of equality of opportunity is one of the basic tenets of human development. However, the differences in wage between genders speak about how discrimination brings about inequality and places one at an advantage or vice versa. According to the International Labour Organization (ILO), progress in reducing the gender pay gap is very slow in Europe and Central Asia. The gender income gap may have narrowed in some countries, but on an international level, it is still not evident as proven by ILO. Improvising of stricter policies and measures should be done in the light of significance in every country and the most effective means of doing so is through governments intervention. The talents of women which involved the capacity for and skills are not equally rewarded. Also, division of work has always been gendered, which left women often experiencing a disparity in the labour market limited positions and rights in companies. Constrain on the economic growth is one of the impacts contributed by gender inequalities in society. In the long run, society will experience greater negative consequences economically, resulting from this discrimination gender inequalities at work. This is because income inequality diminishes growth potential. With gender inequalities reduced, it benefits men and women, children and the elderly, for the poor and as well as the rich. This in turn would lead to the better advancement in economic growth. However, research begged to differ that such reduction in income disparity between genders would be positive. It is argued that higher inequality would be an advantage in encouraging growth in well developed regions although it will hinder growth in poor countries (Robert Barro, 1999). Although the economy at large is still affected, inequality and growth were believed to have no correlation-concluding that inequality neither drives nor impairs growth (World Development Report, 2000). This is also supported by a recent study on income inequality; a society in which income was distributed perfectly equally with respect to gender would not be a desirable place either (Organisation for Economic Co-operation and Development [OECD], 2008). On a fair note during entry level for both sexes, earnings of womens pay have been analyzed in some countries and the increase in earnings is substantial, in addition, even higher than those of men because of their qualifications. This explains that income is based solely on merit of individuals. Still, I believe that this is not practiced internationally, with Singapore a globalized developed country, ranking 84 out of 134 countries, with a score of 0.666 (0.00=inequality/1.00=equality). And for wage equality for similar work, shes ranked 9th (World Economic Forum, 2009). Yet Singapore is still facing these problems at present. For this reason, the gender gap plays a significant magnitude in determining wage. In the perspective of Singapore, females still earn less than males in all occupations. Disparity is even wider when comparing of mean incomes, which implies that males still receive higher wages than their female counterparts as a whole. This is backed by structural constraints in Singapores economy preventing women from attaining similar income. Comparison of the monthly gross salary in the managerial roles shows signs of glass ceiling. The mean gross wage is $7272 for a female, compared to $9065 for a male, and the median gross wage is $5673 for a female, compared to $6450 for a male (Singapore Yearbook of ManPower Statistic, 2009). Predetermined conception that women have shorter employment life-spans and experiences on the job due to pregnancy and traditional domestic duties, such as child rearing and housekeeping is the contributing factor bringing about stereotype against women at the workplace. Studies have shown that these factors accounts for a considerable component of the gender wage gap. Due to womens family-related commitments and priorities, the average woman on the labour market has fewer years of experience than the average man, which contributes to the difference in pay between men and women. Furthermore, an equal position whereby both genders are employed takes into the consideration of National Service. Men trained in the National Service were being favoured, which played a part in the salary differentials. A strong argument cited that because National Service provides men with essential skills such as in leadership, organisation, and decision-making, which is said as to be a pre-requisite in the job market. Awarding them a higher starting salary in the public and private sectors is justifiable. Since National Service is unavoidable, it is deemed as a result that women may be left with little power in the public and private sectors in terms of representation. SECTION IV WHERE CAN WE START TO FIX THE PROBLEM? With males given a higher edge above their female counterparts in the context of wage, it is a prejudice as men is seen as the domineering sex. Thus, with no qualms that such an issue creates inequality in society. Men would be given perks at the expense of the degree and opportunity of womens representation; which are considerably affected by social norms and perceptions regarding womens roles in society. I take the stand that both genders should be given equal benefits based on their qualifications, and hence the pay differentials should not surface. At the individual level, adopting different educational-informational means to alter the aforementioned public perception of womens role in various spheres of society is essential. Using these strategies may boost public awareness of gender stereotyping, ensuring there is minimal social prejudice against women, as well as strengthening a positive insight. With the aim of overcoming uncertain societal nature of womens representation in the labour force, it is necessary to adopt legal constitutional provision on the principle of womens right to be represented. In Singapore, the Government and social partners commitments are affirmed by the addition of an appropriate clause in collective agreements to certify that employers conform to the principle of paying their employees the remuneration based on merit. To conclude, with the implementation of various means would improve the status of female representation and gender equality.

Friday, October 25, 2019

Genesis Flood of the Christian Bible and the Flood of Gilgamesh :: Epic of Gilgamesh

The Flood of Noah and the Flood of Gilgamesh The Epic of Gilgamesh has been of interest to Christians ever since its discovery in the mid-nineteenth century in the ruins of the great library at Nineveh, with its account of a universal flood with significant parallels to the Flood of Noah's day.1, 2 The rest of the Epic, which dates back to possibly third millennium B.C., contains little of value for Christians, since it concerns typical polytheistic myths associated with the pagan peoples of the time. However, some Christians have studied the ideas of creation and the afterlife presented in the Epic. Even secular scholars have recognized the parallels between the Babylonian, Phoenician, and Hebrew accounts, although not all are willing to label the connections as anything more than shared mythology.3 There have been numerous flood stories identified from ancient sources scattered around the world.4 The stories that were discovered on cuneiform tablets, which comprise some of the earliest surviving writing, have obvious similarities. Cuneiform writing was invented by the Sumerians and carried on by the Akkadians. Babylonian and Assyrian are two dialects of the Akkadian, and both contain a flood account. While there are differences between the original Sumerian and later Babylonian and Assyrian flood accounts, many of the similarities are strikingly close to the Genesis flood account.5 The Babylonian account is the most intact, with only seven of 205 lines missing.6 It was also the first discovered, making it the most studied of the early flood accounts. The Epic of Gilgamesh is contained on twelve large tablets, and since the original discovery, it has been found on others, as well as having been translated into other early languages.7 The actual tablets date back to around 650 B.C. and are obviously not originals since fragments of the flood story have been found on tablets dated around 2,000 B.C.8 Linguistic experts believe that the story was composed well before 2,000 B.C. compiled from material that was much older than that date.9 The Sumerian cuneiform writing has been estimated to go as far back as 3,300 B.C.10 The Story The Epic was composed in the form of a poem. The main figure is Gilgamesh, who actually may have been an historical person. The Sumerian King List shows Gilgamesh in the first dynasty of Uruk reigning for 126 years.11 This length of time is not a problem when compared with the age of the pre-flood patriarchs of the Bible.

Thursday, October 24, 2019

Mrs. Hamilton

Gender and Development Gender-role development is one of the most important areas of human development. The moment a women finds out she is pregnant she is often anxious to find out the sex of her child. The definitions of the terms â€Å"sex† and â€Å"gender† need to be understood. The term â€Å"sex† denotes the actual physical makeup of individuals that define them as male or female. Sex is determined by genetic makeup, internal reproductive organs, the organization of the brain, and external genitalia.The behavior of individuals as males or females, the types of roles they assume, and their personality characteristics, may be just as important as a person's biological framework. In order to differentiate between biological features one may take into consideration behaviors and social roles to establish â€Å"gender. † Sex and gender are often intertwined, and certain social expectations can be attributed to one’s biological sex. The sex of a ne wborn sets the agenda for a whole array of developmental experiences that will influence the person throughout his or her life.Overall, the sex differences between boys and girls in the first year of life are minimal. Boys may be a bit more active or fussier and girls more physically mature and less prone to physical problems, but that may be the extent of the significant differences. Mothers have a tendency to ignore more of their son's emotional outbursts in comparison to their daughters' outbursts. Boys may be rough-housed or played with in a more aggressive manor as well. This goes in line with stereotyping males as more hardy or tough and girls as gentle and soft. A parent can influence their child into these gender roles by the way they discipline.They may be harder on a boy than a girl for the exact same behavior. â€Å"Children see what their parents do. Children learn when they try to imitate their parents (Putnam, Myers-Walis; Love, p. 1). † For example, a boy may g row up seeing his father fix things around the house and his mother being the one who always cooks dinner. Parents may also assign specific chores to the children according to sex, thus reinforcing gender roles in their development. Another way a parent influences gender development is by what they say to their children. Making comments about girls do this or boys do that supports the gender stereotypes.Gender roles development is crucial around ages 2-6 years when children are becoming aware of their gender, where play styles and behaviors begin to crystallize around that core identify of â€Å"I am a girl† or â€Å"I am a boy. † Typically males have been thought to be more aggressive than males; however, in a study reported by the American Psychological Association, Inc. , reveals â€Å"our interpretation of these results emphasizes that aggression sex difference are a function of perceived consequences of aggression that are learned as aspects of gender roles and o ther social roles (Eagly; Steffen, 1986). How a parent teaches the child and role models aggression, play, chores, and toys may have more of a factor of gender roles than being biologically male or female. The areas of gender differences include brain development where there are fewer connections between hemispheres, right brain reliance on space/movement, single focus, sexual response, and emotional response. Males hear less at higher decibels then females and tend to hear better in one ear than the other.Testosterone levels are different as well including a correlation between the amount of testosterone and higher energy and aggression, sex drive, and higher amounts throughout the teenaged years. â€Å"Male babies, on average, are born slightly longer and heavier than female babies. Newborn girls, on the other hand, have slightly more mature skeletons and are a bit more responsive to touch (Craig; Dunn, 2010, p. 188). † By age 2 ? , most children can readily distinguish bet ween male and female, and accurately answer the question of whether they are a boy or a girl. Gender-role stereotypes are fixed ideas about appropriate male and female behavior (Craig; Dunn, 2010, p. 189). † Distinguishing between feminine and masculine appears to be shared in almost every culture, although cultures may differ in their definitions of what masculinity and femininity entail. Children's concepts of gender depend in part on the child's cognitive development. A 3-year-old boy might put on a dress and now believe he has turned into a girl, whereas a 5-year-old boy now may understand that his sex is not going to change, which is referred to as gender constancy (Craig; Dunn, 2010, p. 89). Developing gender identity is partly a result of models and rewards. Again, what a child sees and hears growing up about male and female appropriateness will shape their gender personality and roles for the future. In William Pollack's book Real Boys, he talks about boys in America b eing in crisis and teen-aged girls losing their voice, mostly as a result of society's stereotypes about girls and boys. Pollack talks about boys and men wearing masks of masculinity to hide their true inner feelings.Boys are being taught, at a young age, to be tough, act like a man, and if you display feelings you are considered weak or other assorted names given to men who show vulnerability. These stereotypes are limiting and are hindering the development of children. As a society, we push boys into grown-up roles faster than their female counterparts. Moms and dads on the whole begin pushing their boys away by less hugs and kisses at an earlier age than girls (Pollack, 1999). In a study done on drawings of grade-school aged children, there were vast differences in the subject matter the participants drew.Boys' drawings contained a profusion of violence, of villainy, and of vehicles; girls' drawings were full of benign animals, bugs and flowers. In the drawings, boys seem more in fluenced at this age by the media in drawings of superheroes, whereas the girls depicted more domestic-type scenes (McClure-Vollrath, 2006). During the feminist movement, there was a theme that men were â€Å"the problem† and women were â€Å"the oppressed. † By characterizing gender this way, development can fail to address effectively the issues of equity and empowerment that are crucial in bringing about positive change.Gender bias's and roles are ultimately power relations (Cornwall, 1997, p. 8). Through the feminist movement, many people changed their ways of thinking surrounding men and women, but there is still room for re-thinking when it comes to boys. Boys get mixed messages, â€Å"to be manly but empathetic, cool but open, strong yet vulnerable. † Society has come a long way in liberating girls and women from the gender straightjacket. There is still room for improvement to break down the roles our boys are forced into by letting them own their feelin gs and communicating with them in a way that allows them to express their fears and distress.Gender identity normally develops in children by about age 3, when they most often are able to identify themselves as boys or girls. People with gender identity disorder or â€Å"gender dysphoria† can remember as early as age 5 as having feelings of being born in the wrong body or wanting to be the opposite of their biological bodies reveal. â€Å"Children who deviate from the socially prescribed behavioral norms for boy or girl children are quickly pushed back in line by parental figures. Behaviors, mannerisms, and play that appears to be gender nonconforming to a parent may feel perfectly normal to the child (Mallon; DeCrescenzo, 2006). Western society continues to reward parents for conforming their children into their gender roles by buying Barbie's for girls and dump trucks for boys, even if they have asked for something different. Sexual orientation is different from, and not d etermined by, one's gender identity. In most cases, the onset of gender identity disorder can be traced back to childhood. In an interview with a 46-year-old male who struggled with gender dysphoria all of his life, he reports as early as 5-years-old he was dressing up in women's clothing and wished he did not have a penis.After years of therapy and insight into his disorder, he has been able to attribute his confusion to some things that were said in his home at an early age. He remembers his mother saying that she was convinced when he was in her womb that he was a girl, and she would often tell him that he should have been a girl. He remembers people telling him how â€Å"pretty† he was and that he would have made a beautiful girl. All of these things contributed to his confusion about his gender at a very young age. He never felt â€Å"attached† to his mother, and later he would find out that his mother would just let him lie in his crib and cry as an infant.He rep orted that his mother had his 1-year-old brother and 4-year-old sister to look after, and she was too busy to take care of a fussy baby. He said he spent most of his life trying to establish masculinity as society and family would see it, so that nobody would know the terror and confusion he lived with on a daily basis. Eventually, he would decide that his only way out would be suicide, he thought then the pain would finally end. God did not allow him to take his life and instead he found his value in Christ and was set free from his pain and found acceptance of who he was in Christ.He started going to therapy and completely turning his life around, living as a man, and finally finding gender acceptance rather than dysphoria (Robbins, 2011). Roles of home environment, peers, and teachers in the acquisition of gender difference in behavior and attitudes play a role in gender socialization (Lau, 1996). Gender role socialization according to a study done cross-culturally found that it could be narrowly defined by the type of sex-typed behaviors such as play activities and toys.In summary, gender identity is a learned behavior that starts at a very young age and can hinder or enhance a child's development. Gender plays a role in how a person defines themselves and grows as a person depending on their safety and security in being male or female and what that means to them and what they are taught at a young age. Bottom line is that men and women are different, and as a society and as parents being a boy or girl does not meet we have to fit into a certain box, as people are unique in of themselves, and that is what we can enhance and nurture to develop.

Wednesday, October 23, 2019

Life Ambitions Essay

Owen Stuart Phillips-Statement of Ambitions and Life Purpose Scouting has taught me many things about myself. It is a big part of who I am now and it will stay with me forever. Through Scouting, I have learned the importance of preparation, personal responsibility, service to others, and leadership skills. I first started out with Cub Scouts where I earned every rank and received my Arrow of Light. After Cub Scouts, I crossed over to Boy Scouts and joined Troop 40. I have been extremely involved with my Troop and I have done almost everything they have had to offer. I am proud of the fact that I will be the 6th member of my extended family (cousins) to earn the rank of Eagle Scout from Troop 40, all under the guidance of the same Scoutmaster, Mr. Clifton Glover. I plan on staying involved Scouts to improve on my leadership skills and earn additional merit badges. I would also like to earn the three Eagle Palms. In school I am an honor roll student. I am in the band and I have received awards at band competitions in Greenville at ECU and Music Performance Adjudication held in Jacksonville. When I was in the 5th grade I completed the DARE program which stands for Drug Abuse Resistance Education. We were required to write a 2 page essay to complete the course. The winning essay would be read aloud by the student at the graduation ceremony. My essay won the competition, I received a trophy and I was very proud. I play sports such as football, baseball, and wrestling. I have been team captain in football. I was also asked to participate in a youth football instructional video for Championship Productions. The video was filmed at Wingate University with other youth players and college coaches, demonstrating football drills and fundamentals. The video will be sold to youth players and coaches nationwide. After I graduate High School, I have strong interests in applying to our Military Service Academies. I would like to be an officer in the Military because I feel like I can be a leader instead of a follower. I started getting strong interests in the Military Academies when we went on a camp out to the United States Military Academy at West Point. It was a great experience and I absolutely loved every bit of it. If it was not for Scouting, I would have not had that opportunity. I enjoy math and engineering, and would like to pursue a career in this area in the military, such as a combat engineer.

Tuesday, October 22, 2019

Definition and Examples of a Coordinate Clause

Definition and Examples of a Coordinate Clause In English grammar, a coordinate clause is a  clause (i.e., a word group containing a subject and predicate) that is introduced by one of the coordinating conjunctionsmost commonly and or but. A compound sentence is made up of one or more coordinate clauses joined to the main clause. The rhetorical term for a coordinate construction is parataxis. Examples It was apple-blossom time, and the days were getting warmer. (E.B. White,  Charlottes Web. Harper, 1952)I wasnt a fan of most vegetables, but I didnt mind peas. (Gene Simmons,  Kiss, and Make-Up. Crown, 2001)They ate the dessert, and neither one mentioned the fact that it was slightly burned. (Ernest Hemingway, Christmas in Paris.  The Toronto Star Weekly, December 1923) Combining Clauses The basic unit in syntax is the clause. Many utterances consist of a single clause, but there are also rules for combining clauses into larger units. The simplest way is by using a  coordinating conjunction, and, but, so and or. These may seem rather insignificant items but they represent a vast step forward from anything we can imagine in even the most sophisticated form of animal communication, and they are probably more complex than many people realize. (Ronald Macaulay,  The Social Art: Language and Its Uses, 2nd ed. Oxford University Press, 2006) Disconnected Coordinate Clauses in Conversation In English conversation speakers often begin their utterances with and (also with so or but) without linking these connectives to immediately preceding linguistic material, but rather to more distant topics or even to their own as yet unarticulated (and unrecoverable) perspectives. In (29) the topic of the episode in which this utterance occurs concerns one of the participants consistently getting sick when he travels in Mexico. In this example, the speakers and is making reference to the whole discourse, not to a specific preceding utterance. (29) and you both eat the same things? (D12-4)   (Joanne Scheibman,  Point of View and Grammar: Structural Patterns of Subjectivity in American English Conversation. John Benjamins, 2002)

Monday, October 21, 2019

An Easier Way To Tell Your Story Using Content Marketing

An Easier Way To Tell Your Story Using Content Marketing The term story is used all the time with content marketing. â€Å"Find your story,† they say. â€Å"Tell your unique story.† Well, sometimes your story can be so big, it can be hard to know where to start. Do you have a ton of ideas for blog posts but struggle to find the topics your audience would care about the most? Is it hard to understand the connection from one blog post to another? Creating content that connects one blog post with the next can seem like a complex process. But it doesnt have to be. An Easier Way To Tell Your Story Using Content Marketing #ContentMarketing #Storytelling How Story Flows Can Help You Create Connected and Relevant Content Defining your story about a specific topic- and breaking down that huge concept with story flows- will help you create better content. Story flows are just a small group of ideas you can use to create content. They are parts- or chapters- of your story that can help you manage your process much easier while making sure your content is connected. Story flows can make sure that all of your content marketing is connected. #ContentMarketingIf you have a ton of ideas- or even none at all- the process of defining your story and subsequent flows will help you: Find your topic. Connect that topic with your audience. Discover the unique story you’ll share. Find patterns to connect your blog posts. Manage your blog posts as projects. Reuse your blog posts as larger content formats (like e-books, webinars or whatever your audience wants). Essentially, the process of defining your story and story flows will help you plan your work to help you create blog posts faster and more strategically. Give this a try in the morning, and youll be creating better content by the afternoon. Heres how it works. Step 1: Find Your Topic Whether youre a product or service company, you probably have a million things you could talk about. For this process to work, its essential to narrow your topic to just one thing. That’s not to say that you could create content for multiple topics- just concentrate on one at a time while planning this stuff so your head doesnt explode. Topics are typically high-level niches your company is well-known for- or wants to become well-known for. Were not looking for broad, sweeping industry terms here- this cant cover everything your business does. Instead, focus on something truly unique to your company that makes you stand out from your competition. Thats your topic. Ask yourself: Whats the first topic you want to tackle? Step 2: Connect That Topic With Your Audience Knowing the topic you want to talk about is one thing. In order for your content marketing to be successful, you need to make sure your audience actually cares about that topic. At this point, you need to have an understanding of your customer base- your content marketings audience. For this practice to work, understand that everyone is not a good answer for who your audience is! Everyone is not a good answer to the question who is my audience?   #ContentMarketing #ProTipYou may have heard of reader personas before to help you think of your audience while you write blog posts. That may be exactly what you need to connect your topic with your audience. Ive seen marketers create content that only talks about their products or services (what theyve defined as their topic) without figuring out what their audience really wants from their business. Its a huge waste of effort to create content without understanding your audiences needs. You have things you want to talk about. There are people who want to hear about those things. But they may not want to hear the features of your product or service, but learn about a way to do something different- better, faster or easier- as related to your topic. As an example, provides an editorial calendar as a product and service, but a topic we  concentrate on is helping our  customers enhance their own content marketing. Ask yourself: Who cares about your topic enough to search for information to solve their need? Step 3: Discover the Unique Story You’ll Share Now its time to explore the details of your topic and the things your audience cares about. This is when you define your content core- your content marketing story. In this step, you need to find your topic expert (whether its you or someone else in your company) and gather some information from them. If you think of this like an interview, you need to ask about this stuff: What does your audience already know about your topic? How did they learn about it? Why does your audience care about your topic? How can you help them learn more about that topic? So when you start gathering that information, keep these three things in mind: Ask enough questions to make sure you fully understand the topic. Connect your knowledge with your audiences needs. Use what you learned to define a mission statement to help you stay focused. Put it to work: Find the information to understand your topic, audience and mission statement. Step 4: Find Patterns to Connect Your Blog Posts When you discover your story, you’ll find a ton of ideas you could create blog posts about. Dont let this overwhelm you- this is when your story flows will help you strategically plan your blog posts. Organize all those ideas from awareness level messages to the ones that help your audience make big decisions. One way to think about this is with a traditional marketing funnel. The funnel can help you visualize which ideas your prospects might be interested in- people just discovering your topic- versus people who are nearly ready to use your product or service. You should categorize your discovery ideas at the top of the funnel, whereas the big decision-making ideas are probably at the bottom of the funnel. Organize your ideas in an ideal chronological order. So think of it this way: If someone were to read every single blog post you write, which posts would come first, second, third and so on. Organizing your ideas in chronological order can help you choose ideas from beginning to end for your story flows. This way, when you write your blog posts, you’ll walk your audience through an entire journey from awareness to helping them make a decision. Once you have your ideas in order, look for patterns from the beginning of the list to the end. For example, you might see a pattern on how your audience could do something faster, which would be helpful for them to save time they could use on other projects. There will be ideas from the top of the funnel all the way to the bottom that could come together as a story flow for these ideas. It’s important for your story flows to have ideas from awareness to decision-making. As you laid out in your ideal chronological order, you want to funnel your audience to the end ideas to help them make a decision. You can’t do that if you don’t have a story flow with ideas ranging from the top of the funnel all the way to the bottom. Put it to work: Categorize your ideas in a chronological order (as if your audience were to read every blog post you write from start to finish). Step 5: Manage Your Blog Posts as Projects When you looked through the ideas that make up your story, you were probably able to come up with a number of story flows. This is helpful because you can manage your blog posts as projects- pick a small group of ideas to tackle at a time. For example, if you had 10 ideas that came together in a story flow, that has the potential to be 10 or more blog posts. Now you can manage those posts with your editorial calendar and assign them as projects with specific due dates. At this time, you may want to spread out a single story flow throughout the year- and work on several story flows at the same time. That gives you time to create minimum viable content and measure the success of a given story flow- piece by piece- while consistently creating strategic content. Though this approach involves working on several projects (story flows) at a time, its very manageable by planning your work for the upcoming weeks, month or year (depending on the size of your story flows) using an editorial calendar. In this example, its easy to spot blog posts planned for three story flows because they are highlighted with different colors. Your story flows give you the opportunity to plan your work and help you move faster while strategically connecting all of the content you create. Put it to work: Plan your ideas as blog posts on your editorial calendar. Step 6: Reuse Your Blog Posts in Larger Content Formats When youre done with your blog posts for a specific story flow, you now have so much connected content that you can create larger pieces from those posts. After you create enough blog posts to complete a story flow, you can reuse that content for larger formats like e-books, webinars and videos (among others). Imagine your blog posts coming together as chapters in an e-book. After you have an e-book, couldnt you use that same content for discussion points in a webinar? And after that webinar is over, couldnt you share that recorded webinar as a training video? And maybe you could even write a few more blog posts to share that video of the webinar. Being able to reuse your blog posts for larger forms of content is one of the biggest benefits of strategically planning your story flows. Ask yourself: How can you repurpose the blog posts you wrote for specific story flows into larger content formats your audience wants? What Will You Do Now? I meant it when I said a lot of this can be done in a single day. The beauty of the process is that it can be as extensive or relaxed as you need it to be. How could you plan and execute your content marketing using story flows?

Sunday, October 20, 2019


When to Take a College Course Pass/Fail Most college courses require students to take them for a grade, but not always: In some cases, students can take a few courses as pass/fail during their time in college. Whether or not thats a good choice for you depends on a variety of factors, and there are a few things you need to know before choosing a pass/fail option over the regular grading system. What Is Pass/Fail? Its exactly what it sounds like: When you take a course pass/fail, your instructor simply decides whether your work qualifies you to pass or fail the class, rather than assign you a letter grade. As a result, it isnt factored into your GPA, and it will show up on your transcript differently. Assuming you pass, you will get the full course credits, just as if you had received a letter grade. When to Take a Course Pass/Fail There are a few situations in which you may want to take a college course pass/fail: 1. You dont need the grade.  Whether youre fulfilling graduation requirements or you just want to experiment with other areas of study, youll probably have to take a few courses outside your major. You may want to consider the pass/fail option if a letter grade in one of those courses isnt necessary for earning your degree or getting into  graduate school. 2. You want to take a risk. Pass/fail courses have no bearing on your GPA - what class might you take if you didnt have to worry about it affecting your grades? Pass/fail can be a good opportunity to expand your horizons or take a class that will really challenge you. 3. You want to reduce your stress. Maintaining good grades takes a lot of hard work, and opting for a pass/fail course can relieve some of the pressure. Keep in mind your school will have deadlines by which you have to declare youre taking the course as pass/fail, so it might not be an option for avoiding a bad grade at the last minute. Your school also likely limits how many courses you can take pass/fail, so youll want to carefully plan how to take advantage of the opportunity. Other Things to Consider Make sure youre choosing pass/fail for the right reasons, not just because you want to take it easy. Youll still need to study, do the reading, complete the homework  and pass the exams. If you slack off, the fail will show up on your transcript, not to mention the possibility youll have to make up for the credits you didnt earn. Even if you withdraw  from the class to avoid failing it, that will also show up on your transcript (unless you get out of it during a drop period). Keep in mind you may not be able to enroll in  all as a pass/fail student, and before you commit to a grading system, you may want to discuss the choice with your academic advisor or a trusted mentor.