Einstein

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Kristina Nilaj 6-7 Science -1-0 Scientist report

Albert Einstein

Albert Einstein was born in Ulm, Germany on March 14, 187. In 1884, he and his family moved to Munich because his father got a new job there. In 101, he became a Switzerl citizen. In 10, he became a professor in Prague, Berlin, and Leiden, Holland.Order Custom Essay on einstein

He gave up his German citizenship because he didn't agree with what the Nazi's were doing. He became an American citizen because he liked staying in United States. He immigrated to United States and worked as a professor in Princeton, New Jersey. He stayed in United States until he died in April 18, 1884.

Einstein is probably best known for his theory of relativity and the famous equation, E=mc squared. In this equation E is energy, m is matter, or mass, and c is the speed of light. Einstein's equation showed that a small amount of matter could be changed into a huge amount of energy. This is what happens in the sun. His discoveries about matter and energy explained how to control the release of nuclear energy from the atom.

When he was a young man he faced discrimination because of his background so he could not get a lot of jobs. Einstein discovered the nuclear energy to save the world. When he discovered the nuclear energy the Nazi's came and he was worried that Hitler would use the nuclear energy to destroy many countries.

Albert Einstein was one of the greatest scientists who ever lived. His theories changed the way people think about the universe. In 11, Einstein received the Nobel Prize in physics.

· He is best known as the creator of the Theory of Relativity.

· His 11 Nobel Prize was awarded not for Relativity, but for his theory of the Photoelectric Effect.

· He disliked school because of the mindless drilling that prevailed.

Physical Science Globe Book Company

www.library.thingquest. org/

www.google.com/Albert/Einstein/biography

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Conflict

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Internet Article Summary

This paper is a summary and analysis of two Internet articles relating to planned or unplanned organizational change. It deals specifically with human expectations of the workforce today. As more and more of the Generation X workers enter the workforce, how work is done is coming into question. Demands are being placed on that work environment, and organizational culture is changing to meet the requirements of a very knowledgeable and active generation of employees. On the other hand, greater stability is desired in the work place. This stability provides growth within the organization by providing the social safety nets needed to step out, take risks, and develop a plan of action.

Article One Help with essay on Conflict

Terms of Engagement (Axelrod, 001) talks to us about an exciting concept of a paradigm change. The old management paradigm was change management. The change management paradigm works to increase bureaucracy, reinforces top-down management, and increases cynicism and resistance to change (Axelrod, 001). The approach here is that the organization should work in an organizational vacuums. This is the antithesis of what today's common worker is striving for in the workplace. This new concept in managerial leadership is thrilling, to say the least. It is touted as the engagement paradigm. There are four main principles involved in applying this paradigm

1. Widening the circle of involvement. The author states this concept beautifully by stating that a critical mass of energetic people needs to be created, that design and support necessary changes (Axelrod, 001).

. Connecting people to each other. People naturally want to network. In the business environment, that is how work is done. Connecting people with people within the organization tears down barriers between thought processes and creativity. Subordinates get to know each other and are more comfortable as change occurs.

. Creating communities for action. One man can accomplish a great deal. Ten men can accomplish a hundred times more. Teamwork is the essential concept here. By creating a network of willing people, work holds more meaning.

4. Embracing democracy. This is the best political approach that humans have developed thus far. The majority vote ensures that people will work for the common goals and changes placed before them and agreed to.

These concepts put together create a dynamic work force full of workers that are enthusiastic about making changes to improve the process. This is a natural six-sigma approach. It creates the type of organizational environment people want to work in today.

The author's in our textbook tell us that the main reasons people resist change within an organization, are things like fear of the unknown and lack of information and security (Schermerhorn, et al, 000). By changing from the change management paradigm to the engagement paradigm, we eliminate the blockages to organizational change and higher level of achievement

Article Two

With variety being the spice of life, you would think that organizational behavior would be at its peak performance. Instead, we find that stability is the key to organizational change. The workforce today is pursuing change in how work is organized, how it is managed, and in who is carrying it out (Leana, 000). The studies in this article point to how stability and consistency in managerial behavior create a conducive environment for employees to take risks in their own work related decisions. This leads to an elevated level of output. In short, this type of managerial behavior leads to trust from the subordinates. This trust motivates change within the organization. The authors of our textbook, Organizational Behavior, (Schermerhorn, Hunt, and Osborn, 00) believe much the same. More and more Generation X workers are entering the workforce. They are demanding empowerment, flexibility, and challenges from the leadership of their organizations (Schermerhorn, ET al, 00). This produces a unique position for management to deal with. Education, participation, and facilitation help to alleviate hesitation for change within the workforce in many instances. (Schermerhorn, ET al, 00) Ensured that their concerns are being addressed in an educated and empowering method, people develop a level of trust with their management, and change is facilitated.

Conclusion

In conclusion, facilitating change in the organizational culture and the way we conduct business is essential in the business world today. Workers are demanding more out of their jobs. They want more challenge, greater flexibility, and more authority in what happens with their work environment. The work force is demanding changes and stability. If handled properly, as indicated in the two above referenced articles, positive change, was brought about by stable, nurturing, and consistent management, brought about a win-win situation for both employee and employer. It is how business becomes even more fruitful and gains the competitive edge on the competition.

References

Axelrod, R. (001, Spring). Terms of Engagement Changing the Way We Change Organizations. The Journal for Quality and Participation, -8. Retrieved September 5, 00 from ProQuest Direct Database (ProQuest Multiple Databases) on the World Wide Web http//gateway.proquest.com/openurl?ctx_ver=z.88-00&res_id=xripqd&rft_val_fmt=orifmtkevmtxjournal&genre=article&rft_i

Leana, C., & Barry, B. (000, Oct). Stability and Change as Simultaneous Experiences in Organizational Life. Academy of Management. The Academy of Management Review, 75-760. Retrieved September 5, 00 from ProQuest Direct Database (ProQuest Multiple Databases) on the World Wide Web http//gateway.proquest.com/openurl?ctx_ver=z.88-00&res_id=xripqd&rft_val_fmt=orifmtkevmtxjournal&genre=article&rft_i

Schermerhorn, J., Hunt, J., and Osborn, R. (00). Organizational Behavior. USA Wiley

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Islam in politics

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islam as a religion finds itself in a big contradiciton with democracy. therefore, muslim people should not have acces to high position in govrnement for fear that they turn democracies into muslim states, where violence and terror are used to abuse human rights.

islam as a religion in books might be a good religion, but in practics, this religion has prooven that no country adopting this religion was able to become a democracy built on freedom of speech and human rights.

in muslim regimes, woman rights are very abused. law of the charia replace the international human rights, dictator regimes forbid a good peacful relation with the entourage.

discrimination and racism are the tools used by muslim people abroad in order to hide their hypocrisie, and be able to use their network to spread and organise their fundamentalist terorist groupsOrder Custom islam in politics paper

therefore, democracies, have to be careful. immigration present a big danger.

after all this said and done, we therefor require that states should be very careful with immigration because it is the door by wich those groups infaltrate.

dealing with racism, discrimination is a big problem, because the people might use it as a cover.

thereby, people should make the religion restricted, and make sure that children ar enot being endoctrinated, by passing quizes in schools.

schools should have councelors that can detect children presenting religious disorder.

the police should infiltrate the religious groups and make sure that they are not promoting fanatism and hatred toward what they call the infidels or the non muslim people.

the latest war on terrorism is prooving how this invisble ennemy is vbery dangerous because of his mobility and the fact that he is not a clear body.

they also hide under the mask of civilians.

this is a tremendous danger that has to be dealt with very seriousle before the suicide bomings spread from tel aviv to new york to paris.

arabs communities are very large and they have a very high number of chcildren.

Please note that this sample paper on islam in politics is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on islam in politics, we are here to assist you. Your persuasive essay on islam in politics will be written from scratch, so you do not have to worry about its originality.

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'Hamlet is preoccupied with the ethics of revenge.' Discuss

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As an integral component of Hamlet, revenge provides the impetus for much of the play's action and the foundation for the play's philosophical debate. Yet to argue that the ethics of revenge are the play's preoccupation is to dismiss the myriad of philosophical and psychological questions posed by Hamlet and those that surround him. Hamlet, like all tragedies, is a play of opposites. Contrasting the ideal of an ordered life with the complexities of life tainted by human weaknesses, it presents what is best and worst in humanity. Life and death, love and sexuality, salvation and damnation, justice and revenge, reality and performance each theme is considered and contrasted during the course of Hamlet, creating a fascinating and disturbing account of the nature of humanity. This essay attempts to identify how the mechanisms of revenge influence the overall theme of life that preoccupies Hamlet the character and permeates Hamlet the play.

"The most tolerable sort of revenge is for those wrongs which there is no law to remedy" (A Shakespeare Reader P.1). Francis Bacon's words naturally draw us to the infamous 'untouchables' of Elizabethan drama; those characters whose rank or position raise them above the law and legal justice. Kings such as Macbeth or Claudius embody the very laws they have defiled, whilst nobles such as Brutus or Lorenzo, son of the Duke of Castile (The Spanish Tragedy) feel safe in their social positions above the proletariat. Just as the natures and motives of these murderers differ (Brutus, dubbed by his own avenger as "the noblest Roman of them all," (Julius Caesar V.5.67), acted "in a general honest thought" (ibid, l.70)) so do the natures of their avengers.

Hamlet is no Mark Anthony or Macduff, secure in his right to avenge and able to act without delay, "gentle heavens / …Front to front / Bring thou this fiend of Scotland and myself," (Macbeth V.1.-5). Hamlet's introspection, "O, what a rogue and peasant slave am I" (II..57), doubt, "The spirit that I have seen / May be the devil…[who] / Abuses me to damn me" (III.1.575-80) and constant need to evaluate, "That would be scanned" (III..75), point to a character for whom the justification for revenge is as important as the act itself.

Shakespeare uses the characters of Hamlet and Laertes to present two wholly different revenge philosophies. Greeting the news of his father's murder with "Vows to the blackest devil!" (IV.5.17), Laertes may be described as a typical protagonist from a revenge tragedy. Hot blooded and single minded, he is disdainful of the laws of this world and the next, "both the worlds I give to negligence, / …Only I'll be revenged" (IV.5.1-0). Only once does he ask for the facts of his father's murder, "How came he dead?" (16), allowing himself to be manipulated by Claudius' protestations of innocence. Ophelia's appearance only serves to intensify Laertes' need for revenge. "thy madness shall be paid by weight / Till our scale turns the beam" (155-6). The conversation that follows "I pray you go with me" (14) is closed to us but its effects are quickly seen in Act IV Scene 7. Laertes, convinced of Hamlet's guilt, welcomes the opportunity to "tell him to his teeth, / 'Thus diddest thou'" (IV.7.54-5).

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Claudius' manipulative tricks draw Laertes into the king's web of deception, transforming him from a just avenger into a murderer via a series of half-truths and withheld facts about his father's death. This manipulation may be compared with the ghost's manipulation of Hamlet. By echoing Hamlet's own anger towards the "most seeming-virtuous queen" (I.5.46), the ghost is able to set the Prince against his uncle, securing his vow of vengeance against Claudius. Both Hamlet and Laertes become tools for killing, blind to their own damnation. Yet, at the end, Laertes performs a combined act of contrition and pardon, "Exchange forgiveness with me, noble Hamlet. / Mine and my father's death come not on thee, / Nor thine on me" (V..71-) as he attempts to secure for himself and Hamlet the opportunity for salvation that was denied their fathers.

By presenting Laertes as one who "dare[s] damnation" (IV.5.1) in the name of revenge, Shakespeare creates a stark contrast to the puzzle that is Hamlet. Sir Francis Bacon wrote, "Revenge is a kind of wild justice" (A Shakespeare Reader P.1). In Laertes, Shakespeare presents revenge as a blind deed without thought, driven by anger or grief. As a typical revenge hero, Laertes is able to brush aside all of the moral objections to revenge that prevent Hamlet from playing the role. Hamlet's intellect allows Shakespeare to both examine the ethical questions posed by revenge and place it in the play's overall theme of humanity.

Long before the ghost's fateful intervention we learn that Hamlet holds emotion "within that passeth show," (I..85). Burdened by grief and a gnawing disgust at his mother's hasty remarriage, "a father killed, a mother stained" (IV.4..47), Hamlet is emotionally vulnerable, longing for "self-slaughter" (I..1) to escape what has become a "weary, stale, flat and unprofitable" (1) world. This indifference to life, prompted by the death of a father and the loss of a mother to "incestuous sheets" (I..157) proves fertile ground for the ghost's demand, "Revenge [my] foul and most unnatural murder" (I.5.5) Hamlet responds to this demand with a plea "…that…wings as swift / As meditation or the thoughts of love / May sweep me to my revenge" (I.5.-1). By favouring meditation and love over the chaotic elements such as fire or flood, Hamlet reveals his nature as a thinker and lover; a nature that draws him to constantly examine the ethics of his proposed vengeance and prompt the ghost to reappear to "whet [Hamlet's] almost blunted purpose" (III.4.101)

Why does Hamlet not rush to confront "The serpent that did sting [his] father's life" (I.5.) ? Is he "a coward" (II..548), "unpregnant of [his] cause" (545) ? His soliloquy in Act Scene highlights his conflicting emotions as he spurs himself to anger, "Remorseless, treacherous, lecherous, kindles villain! / O vengeance!" (558-) before admonishing himself for "fall[ing] a-cursing like a very drab" (564). Finally we understand that Hamlet's procrastination stems from the fact that despite his proclamation, "It is an honest ghost," (I.5.14), Hamlet has yet to answer his own question, "Be thou a spirit of health or goblin damned" (I.4.1). The ambiguities surrounding the ghost's true nature raise questions about the legitimacy of its demand for revenge. If, as it claims, it lies in purgatory "Till the foul crimes done in [its] days of nature / Are…purged away" (I.5.1-1), how may it demand revenge, contrary to God's laws? This contradiction is emphasised as the ghost instructs Hamlet to leave his mother "to heaven" (I.5.86). In Act , this doubt robs Hamlet of the perfect opportunity to avenge his murdered father.

Claudius' admission of guilt in Act Scene is followed by a strikingly honest soliloquy as he attempts to reconcile his desperate need to repent with his desire to retain those "effects for which [he] did murder" (III..54). His question, "May one be pardoned and retain th'offence?" (56) bisects the ethics of killing that have preoccupied Hamlet since the appearance of the ghost. Claudius admits that "In…this world / Offence's gilded hand may shove by justice" (58), implying that corruption may usurp earthly law. However, this undisputable proof of the king's guilt, as with the incriminating aside, "How smart a lash that…doth give my / conscience!" (III.1.5), is only witnessed by the theatre audience. Despite Hamlet's determination to find "grounds / More relative" (II..580-1) than the ghost's word as a justification for a revenge killing, this does not come until he crosses to England and discovers his uncle's request that his "head should be struck off" (V..6).

Lacking this definite proof, Hamlet holds back to consider the implications of killing a man at prayer, extending the theological questions already posed by the king. Throughout the play, Hamlet compares an ideal memory of his father against Claudius, "So excellent a king, that was to this / Hyperion to a satyr" (1..1-40). Now he recalls the manner of his father's death, "With all his crimes broad blown, as flush as May" (III.4.81) and acknowledges the likelihood that his spiritual account is a poor one having been denied the opportunity to repent his sins. This prompts the question, "am I then revenged / … / When [Claudius] is fit and seasoned for his passage?" (84-6). Sheathing his sword, Hamlet resolves to wait until he may catch Claudius "about some act / That has no relish of salvation in't" (-), thus sending him to hell. Hamlet's procrastination stems not from a reluctance to kill (as Polonius is about to discover) but a desire to find the perfect time for revenge; an impossible task if one accepts God's prohibition of revenge. This forms a part of the paradox created by the ghost's command, "Taint not thy mind" (I.5.85). Recently described by Peter Brook, in an interview with Richard Eyre, as the most important line in the play, the impossibility of killing without taint is fundamental to the play's philosophical considerations.

Hamlet's preoccupation with life, death and the afterlife is evident throughout the play. After acknowledging, "There are more things in heaven and earth… / Than are dreamt of" (I.5.168-), Hamlet's soliloquies form a series of complex speculations on the natures and states of life and death, God's "canon 'gainst self-slaughter," (I..1), sexuality and relationships. However, amongst all of this speculation, not once does he outwardly consider God's prohibition of revenge, save to negate it, "is't not to be damned / To let this canker…come / In further evil?" (V..6-71). This is particularly surprising when one considers the importance of such issues in Shakespearean England.

The introduction to Sir Francis Bacon's 'Of Revenge' in A Shakespeare Reader notes that Bacon's counsel, "indicates the complex, moral and legal debates about ethics of revenge in Shakespeare England." (P.1). Heaven's laws certainly play their part in other revenge tragedies of the period. In Thomas Kyd's The Spanish Tragedy, Hieronimo asks of the "sacred heavens" (III..5), if the murder of his son were to go "unrevealed and unreveng�d" (), how could heaven's dealings be deemed just "If [heaven] unjustly deal[s] with those that in [its] justice trust" (11) Earlier Shakespearean plays such as Titus Andronicus also consider revenge in a spiritual context. Marcus calls, "O heavens, can you hear a good man groan / And not relent, or not compassion him? / … / Revenge the heavens for old Andronicus!" (IV.1.1-8), asking heaven to intervene for a man "so just that he will not revenge" (17).

Hamlet's disregard of his own spiritual account is particularly noticeable after the murder of Polonius. Although he acknowledges that "For this same lord / I do repent," (III.4.156-7), he goes on to suggest that he is now heaven's "scourge and minister" (15), arguing that he is no longer responsible for his actions. This contrasts with his demand that Gertrude, "Confess [her]self to heaven; / Repent what's past, avoid what is to come" (140-1). This double standard suggests that Hamlet has long accepted his own damnation and is now grasping the opportunity he has longed for since the beginning of the play.

Having had to "hold [his] tongue" (I..15) for so long, he now confronts his mother, "speak[ing] daggers to her" (III..66), that "cleft [her] heart in twain!" (III.4.147). Finally, having made Gertrude aware of her perniciousness, Hamlet appeals to her maternal instinct, "when you are desirous to be blest, / I'll blessing beg of you" (III.4.155-6). Her promise, "I have no life to breathe / What thou hast said to me" (181-) confirms her status as Hamlet's ally against the king. Hamlet's "Good night, mother," (11) is a marked contrast to the sarcastic "good-mother," (I..77) with which he first addresses Gertrude, seeming to highlight a restoration of the son's relationship with his mother.

Caught in the destructive tangle of revenge, Hamlet's relationship with Ophelia cannot be restored.

Although it may be argued that Hamlet belongs in the genre of revenge tragedy, any attempt to confine it to this narrow classification would be unproductive. A short essay such as this can only touch upon the myriad of themes to be found in the play, themes that examine what it is to be human. Hamlet asks, "What is a man," (IV.4. .). His memories of his father are untainted by thought's of the old king's "foul crimes" (I.5.1) whilst his description of Fortinbras as "a delicate and tender prince" (IV.4. .8) is more than a little idealistic. Rosencrantz and Guildenstern prove to be "adders fanged" (III.4. 185.) and Polonius is a "wretched…fool" (III.4.0). Only Horatio remains, "Whose blood and judgement are so well commingled / That they are not a pipe for Fortune's finger / To sound what stop she please" (III..6-4). Horatio, unlike Hamlet, "is not passion's slave" (65); he is "as just a man / As e'er…conversation coped withal" (47-8). It is not surprising that it is left to him to tell Hamlet's story, for who else may Hamlet, or we the audience, trust to give an honest account.

Promising a tale of "carnal, bloody, and unnatural acts / … / Of deaths put on by cunning and forced cause" (V..5-), Horatio prepares to tell the tale as he has witnessed it. This version, whilst honest, cannot be more than a parody of what the theatre audience has seen. Horatio's sketch, illustrates how we, as an audience, have been given privileged access to the innermost thoughts and feelings of the play's protagonists and how Hamlet becomes, for us, so much more than a conventional revenge tragedy.

Shakespeare, William Hamlet - in The Norton Shakespeare

Edited by Stephen Greenblatt, Walter Cohen, Jean E. Howard

and Katharine Eisaman Maus

Published by W. W. Norton & Company (17)

ISBN 0--7087-7

Greenblatt, Stephen Hamlet - in The Norton Shakespeare

Edited by Stephen Greenblatt, Walter Cohen, Jean E. Howard

and Katharine Eisaman Maus

Published by W. W. Norton & Company (17)

ISBN 0--7087-7

Shakespeare, William Titus Andronicus - in The Norton Shakespeare

Edited by Stephen Greenblatt, Walter Cohen, Jean E. Howard

and Katharine Eisaman Maus

Published by W. W. Norton & Company (17)

ISBN 0--7087-7

Shakespeare, William Julius Caesar - in The Norton Shakespeare

Edited by Stephen Greenblatt, Walter Cohen, Jean E. Howard

and Katharine Eisaman Maus

Published by W. W. Norton & Company (17)

ISBN 0--7087-7

Shakespeare, William Macbeth - in The Norton Shakespeare

Edited by Stephen Greenblatt, Walter Cohen, Jean E. Howard

and Katharine Eisaman Maus

Published by W. W. Norton & Company (17)

ISBN 0--7087-7

Kyd, Thomas - The Spanish Tragedy Reproduced in part in A Shakespeare Reader Sources and Criticism

Edited by Richard Danson Brown and David Johnson

Published by Macmillan Press Ltd & The Open University (000)

ISBN 0--115-

Bacon, Francis Of Revenge Reproduced in A Shakespeare Reader Sources and Criticism

Edited by Richard Danson Brown and David Johnson

Published by Macmillan Press Ltd & The Open University (000)

ISBN 0--115-

Please note that this sample paper on 'Hamlet is preoccupied with the ethics of revenge.' Discuss is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on 'Hamlet is preoccupied with the ethics of revenge.' Discuss, we are here to assist you. Your cheap research papers on 'Hamlet is preoccupied with the ethics of revenge.' Discuss will be written from scratch, so you do not have to worry about its originality.

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Plain Jane

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Plain Jane

Jane was the kind of girl people hardly noticed. Her plain face and slight build, along with her quiet voice, made her someone who people could easily walk past without seeing, just as one passes a familiar landmark, registering its presence but not its significance. Her mouse-coloured hair, though well groomed and cared for, was simple and had no accessories. Her deep-set blue eyes were warm, but neither large nor striking, and her small mouth with its straight, even teeth did not draw any attention. Her school uniform, unlike the one of so many other girls was unadjusted so that it hung loosely off her thin frame. Her shoes were as different as can be from the high heels of the other girls, who tottered by like tipsy flamingos. In the eyes of everyone, Jane was just a plain, ordinary girl.

At school, Jane was quite shy but also friendly and kind. She was good at comforting people with her characteristic smile, which though not charming, was full of warmth. While the other girls discussed their houses and hairstyles, competing over whose house was the biggest, or whose hairstyle was the most fashionable, Jane would sit quietly and just say that her house was okay, and when asked about its size, she would shrug and change the subject to films or animals. On the way to lessons, Jane sidled quickly along the edge of the noisy corridors, as if the racket frightened her. In class she was attentive and thoughtful, praised by all her teachers. Jane was not sporty, but was very musical and played the piano very well. Her friends all said that she was too quiet and modest for her own good.

"Today, girls, you will be working in pairs on a project on your favourite books or films. Everything has to be in French, and you can make booklets, write reviews, anything. Try to get spelling and grammar correct." Before Mrs Watson had finished speaking, the class was already whispering and gesturing at their friends. She yelled crossly,Cheap University Papers on Plain Jane

"That's enough! You will work with who ever you are next to on the register. Now move!"

There was a collective sigh as the girls scraped back their chairs and looked for their partners. Sarah was working with Jane. They were sort of friends but Sarah did not know anything about Jane's family or home.

"What shall we do?" Sarah asked.

"How about we make a big poster and write reviews of our favourite films and books on it?" Jane suggested.

"Good idea! We'll probably need to do this over the weekend. Do you want to come to my house on Saturday afternoon?"

"Okay, thanks." Jane replied. They chatted and worked half-heartedly on their project.

"So, where do you live?" Sarah asked.

"Near the theme park."

"Isn't that the really posh district?"

"No!"

Jane sighed silently in relief as the bell rang. The class gathered up their work and drifted off to lunch, ignoring the calls of Mrs Watson telling them to hand in their projects by Monday.

Saturday came, and Jane arrived at Sarah's house on a cloudy afternoon. They worked well together, and enjoyed each other's company. When they had finished, Jane prepared to leave.

"Someone's picking me up at the end of the road round about now. Thank you for having me," she said.

"I'll walk you to the end of the road."

"Thanks, but there's no need. The walk is only a couple of minutes."

"But it's drizzling. Come on, I'll bring an umbrella," Sarah insisted, reaching for a stripy umbrella.

"No, really. It's okay! Don't bother. I'd better go now. See you on Monday!" Jane left hurriedly down the road.

Sarah stared after her, feeling very puzzled. She desperately wanted to know the reason for Jane's strange behaviour.

At school, Jane acted normal towards everyone and was her usual friendly self. Sarah was just about to ask her about Saturday, when a friend came over to them and said,

"Hey, Sarah, did you see that Rolls Royce near you house on Saturday?"

"No, where was it?"

"At the end of the road," her friend went on, "I was walking past and it was turning around in the road, which took ages because it was so long."

"I was working on the French project with Jane on Sat-"

Sarah stopped abruptly. Jane had left her house on Saturday afternoon, and had said that she was being picked up at the end of the road! Sarah glanced at Jane, who appeared calm, but whose cheeks were flushed. Surely the Rolls Royce had not been Jane's! Sarah was ashamed as she thought to herself that Jane was too ordinary and simple for her family to own a Rolls Royce. When her friend had left, Sarah said to Jane,

"Was that your Rolls Royce?"

Jane looked troubled. She paused, and then nodded.

"But why didn't you want me to see it?"

"I…well, I thought that if you did, you would act differently towards me."

"How?" Sarah inquired.

"By talking formally, and acting weirdly around me."

"Why would I do that?"

"Because that is what people at my old school did. They treated me as if I was from a different planet," Jane said bitterly.

"What? By calling you Lady Jane?" Sarah joked.

Jane flushed. "Well…actually, yes. But please don't tell anyone!"

"Huh?" Sarah was confused. "Oh! I'm SO sorry! I didn't mean it, I was just joking! Oh my God, I'm such an idiot!"

Jane smiled. "It's okay. Don't blame yourself."

"Me and my big mouth! But, I bet no one is going to care whether you're Lady Jane or not. You're still the same old Jane to us, and we all love you!"

"Thanks, you're a really good friend. Hey, do you want to come to our house this weekend?" she said.

"Sure! What should I be expecting? A mansion?"

Jane just laughed.

Sarah's car pulled up at the front of the building. Several antique as well as new cars were parked there. Neat, green lawns surrounded the beautiful Victorian-style manor. Sarah's eyes were drawn away by a flurry of movement behind a tree. Jane emerged, waving wildly in her plain clothes and clutching a book. Sarah smiled to herself. No matter how flashy her car was, or how grand her house was, Jane was still that simple, down-to-earth, ordinary girl.

Please note that this sample paper on Plain Jane is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Plain Jane, we are here to assist you. Your cheap custom college paper on Plain Jane will be written from scratch, so you do not have to worry about its originality.

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Baroque Music

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Baroque Music

The Baroque era extended from late Renaissance and early Classical periods between 1600 and 1750. The origin of the term "baroque" comes from Portuguese and refers to an "irregular shaped pearl". The era of Baroque music was an age of brilliant progress of knowledge. It was also known for the age of the scientific discoveries of Galileo and Newton, and advances in math of Descartes, Newton, and Leibnitz. Baroque time period included production of some of the greatest music of all time.

There was three periods in Baroque music. In early Baroque style two ideas prevailed; one is the opposition to counterpoint and the most violent interpretation of the words, realized in the emotional recitative in free rhythm. The harmony was experimental and pre-tonal. Vocal music was in the leading position. In the formation of the Baroque style Italy represented only one limit, which influenced primarily in the development of vocal monody. The other pole was England, which influenced the development of abstract instrumental style that spread all over the Europe. The middle Baroque period brought all the bel-canto style in the cantata and opera, and with it the distinction between aria and recitative (Bukofzer 17). Musical forms began to grow and contrapuntal quality was reinstituted. Chord progression was governed by an undeveloped tonality along with modes that were reduced to major and minor. The last period, which is the late Baroque style, is different by a fully established tonality that helped to regulate chord progressions, dissonance treatment, and the formal structure. The contrapuntal technique culminated in the full combination of tonal harmony. Also the concerto style appeared with emphasis on mechanical rhythm. Vocal music was now dominated by instrumental music. However, the modern revival of Baroque music is limited almost exclusively to works in late Baroque period.

The idea of dualism is probably what best sums up the transition from the Renaissance to the Baroque music (Bekker, Jr 45). There were great contrasts when old ideas coexisted with new. Dualism played a crucial role in the development of Baroque music, which was built on the Renaissance model of counterpoint, and also the rise of instrumental forms. The Baroque era was thought as a musician's era. The important principal during this period of time was the message the music itself could express. Musical notation as in forte, adagio, allegro, was introduced to indicate emotions and tempo.Do my essay on Baroque Music CHEAP !

Music has always provided emotional enrichment to the expressive powers of verse. The emotions had an objective nature, which was at risk to rational description, especially in the language of music. Baroque composers used different musical descriptions of a particular emotion as building blocks of a certain piece. The musicians were not concerned with expressing their own feelings and emotions, instead they sought to describe with objectivity, feelings, and emotions that were distinct from what they actually felt.

The most universal stylistic elements of Baroque music are continuo and ornamentation. Both of these involved the difference between what the composer had written down and what the performer played. The continuo typically consisted of a harpsichord and a cello, which provided the harmonic and rhythmic foundation of Baroque collection. Ornamentation is the decoration of the musical line, with its trills, mordant and grace notes. Ornaments were rarely written out, and often were not even indicated, but were just left for a performer to decide.

There were a lot of major composers of the Baroque era; some of them are George Frederic Handel, Johann Sebastian Bach, Henry Purcell, Antonio Vivaldi, Alessandro Marcello, Arcangello Corelli, and many more. Usually the most famous composers which we associate Baroque music were Handel, Bach, and Vivaldi.

Antonio Vivaldi (1678-1741) was one of the three of the greatest and most famous composers of the late Baroque period. He studied for priesthood and had lessons in music since early childhood. Then he started his career as a violin teacher and conductor of the Venetian orchestra, later he had established himself as a violinist of remarkable ability. For almost thirty years he was in-house composer of the girls conservatory. His concertos were written for string orchestra with contunio to which solo instruments or groups of instruments were added.

Another famous composer was Johann Sebastian Bach (1685-1750). He was the son of musician and a member of a large musical family with a long tradition in music. He received lessons in music by his elder brother. Early in his life, he made a career as an organist. He was appointed as a court organist in Weimar. In the employment of a prince in Cothen partial chamber music, he composed much of his suites, sonatas, and keyboard music. Many of his major works were composed while serving as a teacher at a choir school in Leipzig.

George Frederic Handel (1685-175), the composer of the Music for the Royal Fireworks. He was permitted to study music through the intervention of the Duke of Saxe-Weussenfeld, he received organ lessons from early childhood. He studied law, which he combined with a position of organist. Later he worked as a musician, and played the second violin in the opera orchestra. Handel wrote his first Italian operas before he was twenty, and all together he composed forty operas, as well as numerous oratorios and instrumental pieces.

The heritage of Baroque music has been so amazing that it has been a challenge to later generations. The recognition of the greatness of Baroque music has developed slowly. It is significant that modern composers returns to formal and technical devices of the Baroque style and make them serve a new function in modern music.

Works Cited

Bekker Jr., Peter. "The Baroque Era." New York Friedman/Fairfax Publishers, 1.

Bukofzer, Manfred. "Music in the Baroque Era." New York W.W. Norton & Company Inc., 147

Logan, Jack. "Baroque Music." New York W.W. Norton & Company Inc, 161

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Frankenstein

If you order your cheap custom essays from our custom writing service you will receive a perfectly written assignment on Frankenstein. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Frankenstein paper right on time.

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The University of California includes several different

campuses across the state of California. In 168, at one of

the university's campuses in Davis, California, which was a

medical school, there were 50 incoming students. By 171,

Cheap Custom Essays on Frankenstein

it was enlarged to 100 entering students. One of the

students trying to enter in 17 was Allan Bakke who was

twice rejected by the Davis Medical School; this turned

into a landmark case.

In the coming years before Allan Bakke trials, the

special admissions program, which was for the minorities,

worked separate from the regular admissions program. The

minimum grade accepted for the special admissions was

significantly lower than the regular admissions. When

Allan Bakke, a Caucasian male, applied to the Davis

Medical School in 17, he scored a 468 out of a possible

500 from his interviewers. In the 17 incoming class,

there were ,464 applications for 100 people. His

application was denied. When it came time to consider

Bakke's application, the Davis Medical School was only

taking people with a score of at least 470. Bakke was

outraged at the school's chairman of the Admissions

Committee, Dr. George H. Lowrey. Bakke wrote a letter to

him complaining about the admissions process.

In 174, Bakke tried again to get into the school.

There were even more applicants, ,77 for 100 positions.

Lowrey gave him a low score that made a large

contribution to his failure for the second time. Bakke,

furious, sued the University of California in the Supreme

Court of California. Bakke said the Davis Medical

School's special admissions program violated his rights in

the Equal Protection Clause of the Fourteenth Amendment

of the United States Constitution.

The trial court agreed with his case but refused to

make the school admit Bakke. Next, he made an appeal to

the California Supreme Court, who said the school's

admissions program were unconstitutional. The court

ordered the University of California to admit Allan Bakke.

Please note that this sample paper on Frankenstein is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Frankenstein, we are here to assist you. Your cheap research papers on Frankenstein will be written from scratch, so you do not have to worry about its originality.

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Why was Africa colonised in the years 1870-1914?

If you order your research paper from our custom writing service you will receive a perfectly written assignment on Why was Africa colonised in the years 1870-1914?. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Why was Africa colonised in the years 1870-1914? paper right on time.

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Introduction

Before 1870 the African continent was not unknown to the rest of the world. Africans had been trading directly with the Europeans and Americans before 1500. The possible reasons behind colonialism that have been suggested include missionary, technology, and Imperial rivalry.

It is important to try to distinguish between the difference in the terms colonialism and imperialism. They have often been exchanged such that they follow the same meaning. However the English Oxford dictionary definition implies that colonialism is a method of establishing colonies while imperialism is defined as a policy or practice of extending a states rule over other territories.

To remain a great nation or to become one, you must colonise French statesman Leon Gambetta (Joll 10, p.81) Write your Why was Africa colonised in the years 1870-1914? research paper

The interest in Africa had begun long before 1870. The British had a key interest in Egypt while the French had occupied Algeria since the Early 180s. However regardless of the fact that the Europeans had a foot in Africa they still felt the need to set some ground rules for the scramble of her land. This was achieved via the international Berlin Conference during 1884-1885. One of the main reasons behind the conference seemed to be due to be the British occupation of Egypt in 188. This had aggrieved other powers, as they wanted to claim terriorty elsewhere.

The reasons for the colonisation of Africa are vast, as the demand and manner of colonisation varied from country to country.

It has been argued that one of Britains main needs for land in Africa was result of her need to protect India from political threat and secure routes to India. India was the Brightest Jewel in the Imperial Crown (Hobsbawn 1, p.6), which resulted in her being a focal point in the British foreign policy. This seemed to drive the British scramble for Africa during 1880s and 180s. An example of this was the construction of the Suez Canal, which resulted in the formation of a much shorter and safer route to India after 186. Thus Egypt became a great stragertical importance to Britain. Although British occupation of Egypt in 188 had originally been the result to protect investor interest in Egypt, its retention was seen to be due to the fact that it was of vital section to the route to India. The further expansion in Central and East Africa appeared to be the result of British preoccupation with regards to the security of Egypt. Of significant importance was the Upper Nile, as control of this by a rival power would lead to the loss of control of the water supply on which the whole of Egyptian economic life depended.

Germany and Italy need to expand into Africa seem to be a matter of national prestige rather then an economic advantage. During the late 1880s and early 100s Italy was a vastly overpopulated nation. A great number of the Italian citizens travelled abroad to find work. Thus the concept of having an empire in North Africa (Tunisia being less then 100 miles away from Sicily) was seen an opportunity for land in which the Italians could settle, similar to the French settlers in Algeria. However most importantly it provided an opportunity to create a new Roman Empire in terriority that had been once of Ancient Romes richest provinces. The Italian idea was destroyed when the French had obtained a protective over Tunisia in 1881. By 180 the Italians had control in Eritrea and Somaliland. After the Emperor of Ethiopia had denounced his treaty with the Italians, they chose to attack Ethiopia, which lead to there defeat at Adowa. This had lead to a hatred of the idea of colonies in Italy and the embarrassment felt by many Italian people played a significant part in why Mussolini attacked Ethiopia in 15.

The Germans need for African land was not the result of economic requirements but more a sense of dissatisfaction at his position in the world during the end of the 1th century. The colonies Germany obtained in South West Africa and Tanganyika were a symbol to the Germans that had achieved the status of world power. However the Germans associated the construction of a large navy with the acquisition of colonies (an idea held The Kaiser). The building of the navy was seen by many Germans as the only true method of gaining world status since its interest in Africa were mainly in terriority occupied by the British. Although the British were suspicious of the German Navy the Germans saw this as a means of breaking the British worldwide dominance.

After 1870 the French extended her North African, where Algeria had already attracted a number of French settlers, by placing a protectorate over Tunisia in 1881. The French had also played a protectorate over Morocco in 11. The French reasoning behind this was because disturbances on the Algerian border required French action in Morocco as a way to keep order. The French scramble for Africa was comparable to the British in terms of terriorty, but as it was on mainly situated around the lands of the Sahara, it offered little opportunity for French investment.

Throughout the 180s the Anglo-French rivalry in Central Africa was the main theme in the diplomatic relations between the two countries. Part of these relationships involved the French gaining concessions and favourable commercial and frontier agreements from the British, as the British trying to keep as much of Africa open to the greatest possible amount of British trade and influence. Their rivalry came to a head in 188 with a confrontation at Fashoda on the Upper Nile. The conflict arose due to the meeting of a French expedition that was sent across Africa to stake a claim to the territory, with a British force that had just successfully reconquered Sudan. The French realise that to oppose the British in Africa was not there means, unless they had the support of Germany in Europe, the cost of which would be the renunciation of Alsace- Lorraine for good. It was felt that this was far to high a price to pay for any French Government. This stance was further backed by the fact that the French Government never had its publics backing for its quests into Africa. Algeria (a French colony) had a large population of French settlers, and under the Third Republic this was thought of as a part of France rather then a colony. Frances other ally Russia was reluctant to aid the French outside Europe.

It is unfair to assume that the colonisation of Africa did not bring some economic advantage to those European nations that engaged in such adventures. A critic of imperialism, J.A Hobson, (Joll 10, p.7) attributed it to economic pressure. Lenin gave a more controversial analysis suggesting that it be due to the saturation of the European markets. He postulated that the only reason for introducing new industrial markets, (a situation that brought all the great European powers into competition with each other) was through applying a large amount of force to territory. This caused rivalry between the European powers that would therefore lead to war. Although the First World War was ultimately fought over European issues, the hope of European gain played a significant part. However there were ways by which the imperialist movement, before 114, had created an atmosphere in Europe that made the possibly of war an reality. The most important of these seemed to be the colonial rivalries and arms race that accompanied them had significantly altered the ways of the international arena. The imperialist movement is also had thought to have encouraged ideas of racial superiority which along with the concepts of an crude evolutionary theory had created a method of justifying world dominance in terms of colonialism.

Perhaps a more convincing argument relating the need for colonial expansion could be found in the fact, that in the case of Britain, it was a method of overcoming depression. The general idea of British businessmen during the 1880s was that a method of overcoming the overproduction of the Great Depression could be solved by a large export into this unknown land.

The economic advantages brought through colonisation can be seen in the development of technology in the European nations. For example the rubber needed for the internal combustion engine came from the rainforests of the Congo. Copper needed for the new electrical and motor industries were found in Zaire and Zambia. Perhaps the most significant find for imperialist came in South Africa, which became the Worlds greatest gold producer and it also had its far share of diamonds. A consequence of this was to be found in the construction of side railways, the profit from such mines was that vast (perhaps a more telling consequence of the demand for diamonds and gold was the South African War of 18-10.). The demand for vegetable oil in Africa played a role in the development of the soap industry.

The colonisation of African land seemed to be made easier through the presence of technologies such as steamships and railways. The accessible of quinine also decreased the death of European in African tropics. It has been argued that the machine may not have evolved as quick as it did if it had not been used in such expeditions.

In 180 Christian missionaries had barely touched the shores of Africa; but the next forty years saw a complete penetration into the African subcontinent. The influence of the missions in order to gain territory in Africa is unknown, as there was no real quest from missionary headquarters in Europe to gain secular empires. However rivalry between Catholic and Protestant missionaries could easily develop; for example, into rivalry between the French and the British governments.

Conclusion

It is difficult to attribute the colonisation of Africa to one particular reason. The four countries that held the majority of African land have been discussed however there were others such as Belgium (Congo) and Portugal (Mozambique). Each country had its own means and reasons for colonisation which was added by the attitude developed by the people of that country (such as Britain) or hindered such as Italy (after the defeat to Ethiopia) and France (after defeat to the British at Fashoda). There were other benefits to the European natures that colonised Africa such her contribution to European painting (initiated by Pablo Picasso around 107) and to a certain degree the science of Anthropology was developed at a rapid pace. However in weighing up the benefits of colonialism, one must question the effect, as its legacy is apparent in the problems of Africa today (Zimbabwe).

Please note that this sample paper on Why was Africa colonised in the years 1870-1914? is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Why was Africa colonised in the years 1870-1914?, we are here to assist you. Your persuasive essay on Why was Africa colonised in the years 1870-1914? will be written from scratch, so you do not have to worry about its originality.

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The Thorn Birds - Synopsis

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The Thorn Birds begins in 115 and spans three generations of the Cleary family, living, for the most part, in the Australian outback. It was not until I began reading this book that I realized that it's impossibly long and detailed, and that an entire miniseries based on it couldn't fit all of the various subplots and details from the book. Regrettably,

The main character, if one can be clearly defined, is Meggie. She is six when the book begins, and some background is given about her father, Paddy, and her mother, Fiona. Fiona seems cold and distant, but a devoted mother and housewife, going to bed exhausted every night but never complaining. In fact, she rarely talks at all. She favors her eldest son Frank out of all of her children; he is in his late teens in the beginning of the book. It is hinted that Frank isn't entirely "legitimate," and it isn't until much later that it is formally revealed that he wasn't fathered by Paddy. The circumstances around Fiona and Paddy's marriage are also revealed�Frank was born out of wedlock, the child of a famous politician Fiona had been involved with. This disgraced Fiona's well-to-do family, and they were anxious to have somebody marry her and get her out of their lives. Frank does a lot of work for his mother but doesn't really have a life of his own. The lives of Meggie's other brothers aren't really explored. Frank cares for Meggie deeply and gives her the most attention out of anyone in their family, and she is clearly devoted to him. Frank takes his intense dislike and anger at Paddy, and his "mistreatment" of Fiona (Frank doesn't think Paddy deserves her), out on people in town whom he gets into fights with. Despite his described small stature, his anger makes him dangerous and this is what begins his career as a boxer, later on in the story. Around this time, Paddy receives a telegram from his sister, Mary Carson, who he hadn't talked to in years. She asks him and his family to join her in Drogheda, Australia to work, and it is assumed, so she can get to know them before she dies. Paddy is eager to relocate to Australia from New Zealand, as there were more opportunities for productive and rewarding lives than in New Zealand.

After they have relocated to Australia, Mary Carson is introduced as a cynical, cold, angry, and bitter aging woman who only enjoys the company of the local priest, the young, handsome, and earnest Ralph de Bricassart. He immediately takes a liking to Meggie, much to the distaste of Mary. Ralph's affection towards Meggie haunts him throughout his life, as does her affection towards him. To zip forward most unabashedly, Frank leaves home to become a boxer, and Meggie moves away into a miserable marriage with Luke O'Neill, a worker from Drogheda. She grows to despise him, rarely sees him as he's always working (they don't even live together) and is completely depressed. Ralph comes to visit her once during this unhappy period in her life, and this happens to be when she is giving birth to Luke's daughter, Justine. She releases a lot of pent-up frustration with Ralph, and he is horrified by this direct contrast to the sweet-natured Meggie he had been so accustomed to.

The next time that Ralph and Meggie meet is at a honeymoon resort island, where after years of denying their intense feelings for each other, they engage in a whirlwind, soul-searching affair. Meggie leaves her husband upon her return home, and goes back to Drogheda pregnant with Ralph's child. She sees this as a major victory, since she cannot ever be happy with Ralph in the way that she wants (a husband) she is gleeful with the notion of having his son, the child of a priest, a triumph over God himself, who, Meggie is certain, must despise her.Cheap University Papers on The Thorn Birds - Synopsis

Meggie is now middle-aged, Dane has become a priest, and Justine is in London, an accomplished and brilliant actress. Dane has been under Ralph's wing during his aspiring priesthood, but neither of them knowing that they are father and son. In a cruel twist of fate, Dane dies rescuing someone he doesn't know from drowning. This hits both Justine and Meggie very hard, Justine saw him as the only person who she loved and who loved her unconditionally. Meggie is, understandably, also devastated. She finally sees Ralph again, and tells him that Dane was his son. This is the last time that Ralph and Meggie see each other; Ralph dies soon after the death of his son.

Justine is in London, getting engaged and whatnot, she has very little interest in Drogheda or the family she left behind there. Meggie has reached the conclusion that the Clearys "fizzled out," and that one would've thought that when they moved to Drogheda, they would have had at least a hundred grandchildren by now, but there's only Justine. Meggie decides that it's best that they leave Drogheda, let new people begin their lives there.

And so concludes the expansive story of the Clearys and their descendants. My report does this book little justice; there are so many mini-storylines in this book that would be impossible to work into a paper of reasonable length. This book sucked me in and it was a refreshing change from the snarky cynicism that I'm so familiar with, and is a common attitude in many of the books I've read and enjoyed. It was a heart-wrenching romance story which didn't make me puke, and made a priest breaking his vows of chastity seem romantic without a trace of perversion. I even read his denial of "tampering with children" (which he hadn't) without a thousand Catholic priest jokes springing to mind. (At least not right at that second.) The Thorn Birds also gave me a very honest view on mortality, following Meggie from the carefree age of six to her worn and disillusioned middle age was depressing but also provided some welcome contemplation of life. All in all, I thoroughly enjoyed this book, but wouldn't recommend it to anyone who doesn't want to be completely and unashamedly wrapped up in the lives of the characters.

Please note that this sample paper on The Thorn Birds - Synopsis is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on The Thorn Birds - Synopsis, we are here to assist you. Your cheap college essays on The Thorn Birds - Synopsis will be written from scratch, so you do not have to worry about its originality.

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Spanish Lesson 8

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Acrobat el/la acróbata

band La banda

ticket El boleto

circus El circo Write your Spanish Lesson 8 research paper

skill La destreza

line/row La fila

cage La jaula

teddy bear El oso (de peluche)

clown El payaso

roar El rugido

ticket office La taquilla

tree El árbol

forest El bosque

donkey El burro

sky El cielo

rabbit El conejo

horn El cuerno

stable El establo

star la estrella

ranch la finca

hen la gallina

rooster el gallo

moon la luna

sheep la oveja

bird el pájaro

paw la pata

duck el pato

turkey el pavo

feather la pluma

pig el puerco

tail el rabo

rat el ratón

bull el toro

cow la vaca

to escape escapar

to bark ladrar

to occurr ocurrir

to roar rugir

to jump saltar

to fly volar

behind detrás de

exciting emocionante

above; over; on top of encima de

big; great gran

to end up ir a parar

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grande - grandísima; sucia - sucísima [drop tha vowel]

amable amabilísima [change tha ble to bil]

deficil - deficilisma [if it ends in a consonant jus add it on]

c  q [comico-comiquisimo] | g  gu [larga-larguisima] | z  c [feliz-felicisimo]

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permanant characteristics adjectives go befo the noun

ex la blanca nieve (becuz nieve is always be blanca)

demonstrative adj (ese, esa, aquel), quantative adj (mucho, poco), cardinal #s (dos, tres) go before the noun

exs ese nino; pocos gorillas; cuatro elefantes

BUENO CHANGES TO BUEN AND MALO CHANGES TO MAL when used.

ex buen circo; mala muhcacha

GRANDE can change to GRAN and go befo the noun to say "great" but it can go after the noun in the form of grande to make it say "big"

Ex circo grande (large circus) VS gran circo (great circus)

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HONDURAS

-North of Mar Caribe, south of Nicaragua and has coasts in pacific ocean and golf of fonesca

- Capital is Tegucigalpa with 700.000 ppl

- Has a large history with the Mayan Empire

- 181 declares its independence

- 18 Mitch destroyed n caused losses of 800 mil and need for bill

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Tort Law

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1) The dispute which I attended to was heard at the County Court of Victoria.

) The parties which were involved in this dispute were Kimberly Kaye Hanvin which is the plaintiff however because she is an infant she is suing by her litigation guardian Kaye Julie Hanvin.

The defendant in this matter is the State of Victoria.

) The material facts of the dispute are as follows;Buy Tort Law term paper

During the luncheon recess on 0th October 000, students dismantled a college clock to the point that one of the dismantled parts was the clock face. The clock face was then used as a frisbee. It was then thrown by one of the students over the roof of one of the schools buildings and then struck the Plaintiff who was standing on the other side of the school.

The injury which occurred due to the incident was a jagged wound to the wrist which dissected a number of tendons and the partial dissection of another. The wound immediately began to bleed. The Plaintiff was then taken to the sick bay where her wounds were bandaged.

On Saturday, 1 November 000 she went to a party with her parents where there she realized she could not move some of her fingers and was taken to Alfred Hospital where she was referred to a specialist who decided upon surgery. On 6 November 000 she was admitted to Austin Hospital.

She was discharged from hospital two days after the surgery when the plaster was removed from her arm. 17 November she was back at college, a laptop computer was provided to her because she was unable to use her hand to write. She completed year 7 successfully but was unable to complete assignment tasks in art, painting and graphics for mathematics.

After physiotherapy was undertaken for approximately two months she regained movements in her wrist and gradually recovered, however the scaring from her surgery remained.

4) During this case many kinds of evidence were produced. The plaintiff displayed the actual object which had caused the damage to her wrist and consequently left the scaring on her wrist.

Medical reports were also displayed to the court to prove that the injuries that she was claiming for were real and could be proven.

Reports were also written by expert's in the field to show the court and the judge that the scars which eventuated from the operations the plaintiff will be there forever and there is no way that plastic surgery would be able to remove it therefore forever blemishing her beauty.

The schools policy was also admitted as evidence as if would help prove that a duty of care was owed by the school to the plaintiff.

5) The main issues before the court in this matter are the tort of Negligence. The plaintiff's allegations are against the servants or agents who basically are the teachers and staff and any other employee which was working at the school at the time. The following are the particulars of the plaintiffs case.

a) failing to supervise or adequately supervise the said college,

b) failing to supervise or adequately supervise the luncheon recess,

c) failing to provide any or any adequate system for adequately patrolling the school grounds during the luncheon recess,

d) failing to confiscate from the student the said metal part,

e) failing to inspect the grounds of the college during luncheon recess,

f) failing to keep any or any proper lookout,

g) failing to monitor the activity of students during the course of .the luncheon recess.

The defendants barristers to prove there case that the defendant did not own any duty of care to the plaintiff tried to apply a previous case with similar facts, Richards v State of Victoria (16) VR 16.

This case which was heard in the Full Court of the Supreme Court of Victoria establishes that a schoolmaster owes to each of his or her pupils while under his or her supervision or control a duty to take reasonable care for the safety of the pupil. Such a duty requires the schoolmaster to take reasonable steps to protect the pupil against risks of injury which the schoolmaster should reasonably have foreseen.

The Barristers of the defendant further argued that there is no duty to avoid all accidents or injuries which may befall pupils while they are in attendance at the school. It is not a duty to ensure against harm but rather it is a duty to take reasonable care to avoid harm being suffered.

The plaintiff's barrister then read out the policies of the school which stated that during all breaks the school yard should be adequately supervised. He further argued that if the yard had been supervised "adequately" then the pupils would not have had time to dismantle the clock.

6) The courts decision was as follows.

The judge held that a clock that size could be dismantled and thrown just shows the lack of supervision of the students in the school yard. The judge also stated that dismantling the clock would have taken a space of time which was longer than was required for its detection if a proper system of supervision or proper supervision per se had been in place at the time.

The court also held that it was reasonably foreseeable that once the clock face was removed from the clock it was likely to be thrown in frisbee mode by one of the students. He considered that the element of causation had been proved.

Damages the Plaintiff is entitled to recover damages representing fair and reasonable compensation for the pain and suffering and loss of enjoyment of life suffered by her in the past and in the future and for the physical damage caused by this incident as well as damages being reasonable compensation for the cosmetic disability which has resulted and which, as a matter of probability, will be permanent.

The plaintiff was awarded $4,584. The judge came to this figure by assessing damages and had arrived at the figure of $40,000 compensation for the Plaintiff in all the circumstances. To this sum he added total sum of $584 to represent the medical and like expenses which have been paid by the litigation guardian, a sum of $64 which must be repaid to the Health Insurance Commission and a sum of $500 which the judged assessed as the damage suffered by the litigation guardian in terms of loss of employment in order to care for the infant Plaintiff.

Please note that this sample paper on Tort Law is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Tort Law, we are here to assist you. Your persuasive essay on Tort Law will be written from scratch, so you do not have to worry about its originality.

Order your authentic assignment and you will be amazed at how easy it is to complete a quality custom paper within the shortest time possible!

"THE ARAB–ISRAELI WARS HAVE RESOLVED NONE OF THE ISSUES THAT LED TO THE OUTBREAK OF THE FIRST WAR 1948" DISCUSS

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After World War Two there was great sympathy for the Jewish peoples and the Zionist quest for a homeland received world wide attention. It was decided that the Jewish homeland should be found in Palestine. However this intended solution to the Zionist struggle and the Palestine conflict ended up doing more harm than good. It sparked a whole new wave of conflicts which up to this day still exist in the middle east, and remain a constant cause of economic, political, and religious turmoil in world affairs.

The land of Palestine has been subject to conflicts for centuries due to the different world religions coming together there. The struggle here between the Jews and Arabs goes far back to ancient times; the Jews claimed that it was there "promised land" which was given from God to Abraham, the Arabs on the other hand claimed it to be the land of their forefathers which they had long before the Jews. After World War One the League of Nations assigned Palestine to Great Britain as mandated territory with the assignment to create a Jewish homeland there. The British government proposed the idea of a binational state of Palestine, one Jewish the other Arab, to the United Nations in February 147. This proposal was voted on in November that same year by the U.N. General Assembly, and was passed with a / majority. This proposal however was very improbable, as it not only proposed to take a large portion of land away from the Arabs and give it to their most hated opponent, forcing them to flee, but it also gave 54 percent of the land to the Jews although they were outnumbered three to one. Clearly this "solution" was all but acceptable for the Arabs, and they prepared to fight back. Although a large portion of the land given to the Jews was desert, it is still very likely that this "unjust" division was the result of post-World War Two sympathy for the Jews and the world wide call for a homeland.

On May 14th148 the state of Israel was announced, the Arab League Secretary, General Azzam Pasha declared jihad. He said, This will be a war of extermination and a momentous massacre which will be spoken of like the Mongolian massacres and the Crusades and the Arabian states Syria, Lebanon, Jordan and Egypt attacked Israel. Although the Jewish people were hugely outnumbered, they managed to fight back the Arabs and even increase there territory by 50 percent towards the U.N. plan when the war ended 14. This extraordinary victory can be explained by the facts that the Jews who had before been scattered around the world and persecuted throughout history now had a "homeland" and this spawned a new sense of nationalism. The Jews however were also much better organised and had received military equipment from other countries. After the conflict both nations blamed each other for the conflict, according to Israel, the war resulted from Arab rejection of the U.N. plan, Arabs claim that Israel intended to expand its territory past that assigned by U.N. Help with essay on "THE ARAB–ISRAELI WARS HAVE RESOLVED NONE OF THE ISSUES THAT LED TO THE OUTBREAK OF THE FIRST WAR 1948" DISCUSS

In 156 the Suez War erupted, after the Egyptian president Nasser nationalized the Suez Canal and established a blockade of the Straits of Tiran and thus Israel's access to shipment there. The War began as a combined Israeli-British-French operation, in which the British and French hoped to remove Nasser whom they had been growing increasingly impatient of and recapture the Suez Canal since both had stakes here. The Israelis aimed to stop attacks upon Israeli civilians which had been lauchened from Fedayeen camps in Egypt (upon others), and reestablish trade through the canal. The conflict Ended in a agreement in which Israel reached its objective of stopping terrorism, but the Suez Canal was left in Egyptian hands. Israel even managed to conquer large areas of Sinai, however agreed to withdraw under U.S. pressure, in return for the installation of U.N. separation forces and guarantees of Israeli shipment and a seizing of Egyptian terrorist attacks. This conflict again increased the tension and hatred between the Jews and the Arabs and the willingness of both to fight out conflicts whereever necessary. Although this was not attack upon Israel, and the Israeli's were now fighting an "attacking" war, it did originate from Arab actions. A sideeffect of this conflict was that the Cold War conflict was further fuled, since the U.S. had supported the Israelis and the U.S.S.R. had supported Nasser and the Egyptians.

After the Egyptian-Israeli front had been relatively peaceful after the Suez War, and the consequential agreement of the Egyptian Arabs to stop terrorist attacks on Israel, war again broke out again in 167. This Six-Day War was a "preemptive" strike by Israel, against Egypt following the "Egyptian preparation for war" as it was claimed by Israel, which it justified by Nasser ordering the leave of U.N. peacekeepers from the Sinai. After having received American blessing to an operation against Egypt the attack of Israeli forces against the Sinai Peninsula and the Gaza Strip commenced. After having destroyed the complete airforce capacity of Egypt in one devastating airstrike, Israel had established perfect conditions for its invasion of these territories, and it captured the West Bank and the complete Sinai Peninsula. Against Israels request to Jordan to refrain from attacking it, both Jordan and Syria began to attack Israeli targets. In response Israel captured the West Bank and the Golan Heights. This Six-Day War was the most catastrophic for the Arab nations, as Israel had now not only proven its ability to fight and defend itself, but also to aggresively strike against Arab countries on its own. Israel was now a lot more capable of military action and was not dependent on help from western powers. It should be noted that this war again was started again by Israel -although Arab nations took aggressive actions they did not attack- and it now controlled around three times the land that was originally intended for it by the U.N. plan. It can be said that this conflict also marked the peek in conflict between, as no other war has had such shaping impact on the geography of the region. Although Israel continuosly claims that it is fighting every comflict only for its protection and out of defensive motives, this does seem quite doubful when one considers that it now occupies a territory threefold of its own assigned land. However, the Six-Day War also had positive sides to it, it laid the foundation for future peace negotiations in the region. On November , 167, the U.N. Security Council adopted Resolution 4, the land for peace formula, which called for the establishment of a just and lasting peace based on Israeli withdrawal from territories occupied in 167. This was to end the dispute in the region, respect the sovereignty of all states in the area, and the right to live in peace within secure, recognized boundaries. This resolution was hoped to be a big step towards lasting peace in the region, and it was seen to be a practical base of future diplomacy and not military aggression.

Nonetheless peace was short-lived, only six years after resolution 4 was put to action war broke out again between the Arabs and Israelis. The Egytian president Nasser had died in 170, and his successor Sadat was said to be more rational and peaceful, however he was under pressure by his own government and other Arab nations to do something about the (for the Arabs) unacceptable situation in Sinai. Sadat made several attempts to convince Israel to retreat from the 167 occupied territories. However this was less in diplomatic but more in a threatening way and did not yield any results. Nasser abondoned politics now and together with Syria and under the support of numerous Arab or Arab friendly nations devised a plan to return the territories to pre-167 borders (and possibly more). Although Nasser had threatened to use force in order to regain the "stolen" land, the Israeli forces did not take this seriously, probably because they had become numb to the constant threats which were not followed by actions, the Israelis clearly undere stimated the danger and ignored the eminent war, feeling safe and invulnerable after the 167 war. On October the 8th Egyptian and Syrian forces launched a joint strike, the Syrian forces attacked fortifications in the Golan Heights and the Egyptian forces attacked fortifications around the Suez Canal and on the Sinai Peninsula. After initially suffering heavy losses the Israelis managed to recover and fight back the aggressors to pre-war boundaries, before a armistace was signed again.

This is how the situation more or less remained until the Egytian President Sadat and Menachem Begin, Prime Minister of Israel, met with Jimmy Carter, at Camp David from September 5 to September 17 178. During the twelve days of secret meetings they agree on a "framework for peace in the Middle East". The basis that was agreed upon therefor is the U.N. Resolution 4 in all its parts, thus the Camp David Accords were a great step toward a peaceful future in the region and restored faith into a future without constant threat and terror for both sides Israelis and Arab. The next steps towar continuos peace were made at Madrid 11, Oslo 1, and Wye River 18. Madrid was the first meeting which saw almost all afftected Nations of the Middle East present and willing to negotiate however little was actually accomplished because the expectations of the different groups were staked to high. Peace talks continued at Oslo two years later, here a lot more was achieved, such as the negociation "Declaration of Principles" which was signed and then later celebrated in Washington with Yasser Arafat and Yitzhak Rabin. Tragically however this was the last time Rabin made an appearance in peace politics as he was assasinated by a right-wing extremist of his own people, who did not want to accept the fact that Israel was going to give ladn to Palestinians. This was a great throwback for peace-talks as Rabin had been among the more cooperative politicians in Israel, and it also showed that even if peace were to exist on a political basis, the hatred between the people was still much deeper routed. The next attempt at grounding a basis for peace which is acceptable for both sides was the Wye River Memorandum of 18. This agreement, signed bye Israel's Prime Minister Netanyahu and P.L.O. Chairman Arafat, has probably had the biggest impact and been the most succesful peace agreement since the Camp David Accords. In it was stated that Israel retreats from 1 percent of the occupied territories, and the P.L.O stop the terrorist attacks, partially disarm, and refrain from hostile actions towards Israel. However a lot of the agreed upon terms were not bound to by both sides, this may be due to the "confusing nature" of the Memoradum which has been claimed by international critics (even being compared to swiss chees). Nonetheless it was still a overall successful advance towards lasting accord.

It is undeniable that hostilities from the Arab nations never seized to threaten Israel, and vice versa. However with the amount of hatred and distrust in the region this is not suprising. The aversion of both nations for another is routed to deeply as that it could ever be solve through politics. This is why the future looks pretty grim for both sides, since neither will be willing to put down their weapons. A quote from an unknown Jewish source exemplifies this feeling well "If the Arabs put down their weapons today there would be no more violence. If the Israelis put down their weapons today there would be no more Israel." The initial issues that lead to the first war in 148 are still very well present today, and even with numerous wars and countless many "peace solutions" the fact still remains that both sides see themselves as the rightful owners of the land. From this perspective it can be said that almost a century of fighting has changed nothing. However something must be done, and the only thing possible is to hope that the people themselves realise that the fighting is not going to solve the conflict and will find a peaceful solution.

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