The United States Of The War - 1294 Words

The United States of America under president Woodrow Wilson was aiming to remain neutral in the war. Instead of directly being involved in the war, they instead found a way to make a profit off the war, by supplying ammunition to the British Army. Wilson was opposed to the war due to being raised up by an anti-violence minister and didn’t want American progress to halt by joining the war. America’s economic power was greatly increasing during the war due to the ability to trade with all sides and was recovering from the era of â€Å"false gold† or the â€Å"Gilded Age.† As the war progressed the United States were increasingly pressured to enter into the war by Winston Churchill and England. In addition to this the German hierarchy made multiple moves that led the United States to opposing them and feeling like they should enter the war effort against them and the communist government. Yet the reason that the United States entered the war is unclear, did t hey enter the war because they were focused on American benefits or did they join to make the world safe for democracy. World War One was declared on July 28 1914 and lasted 4 years officially ending November 11 1918. It was started due to escalating tensions between the great powers in Europe following the assassination of Archduke Franz Ferdinand of Austria. Following his death, threats and mobilizing and expanding armies led to the beginning of the war. The war was fought first primarily between European nations, yet it expandedShow MoreRelatedThe War Of The United States1377 Words   |  6 Pagesthe Spanish-American War to the two world wars to the conflicts in Iraq and Afghanistan, the United States has positioned itself to be the world’s superpower. The ability of â€Å"Big Brother† United States to maneuver through land, sea, air, or virtual space makes the U.S. virtually unstoppable. As the world’s policeman, America pays a heavy toll in human life. However, if the United States ceases to fight against human atrocities, who will. Imagine policemen in the United States quitting and we noRead MoreThe War Of The United States1639 Words   |  7 PagesP.6 9 February 2015 Iraq War The United States has intervened in many countries throughout history. Some countries became better off with the help that was given by the United States, while other countries stayed static, or became even worse. The war with Iraq is a great example of the horrors that the United States can create when she decides to mess with other countries. America thought that she knew what was best for Iraq, but America was wrong. The United States should not have gotten involvedRead MoreThe War Of The United States920 Words   |  4 Pagesof The United States, Bill Clinton, stood before a crowd of just about 4000 onlookers and millions more viewing from home. For those in attendance, and around the country, this was a extraordinary day. Memorial Day brings out many emotions for millions of people every year, emotions such as pride, fear, anger, sadness or anxiety. Memories of loved ones gone, a parent one may not have met because he was killed in battle while they were yet to be born, a fellow brother or sister of the United StatesRead MoreThe War Of The United States974 Words   |  4 PagesAlong with troops, the United States was backed by the american war machine, what almost seemed like an endless supply of industry, manufacturing, and the capital for both. This represented the power shift to the other side of the Atlantic. Britain’s financial resources were in a desperate situation, and their unquestionable international supremacy was going along with it. Going into the end of 1941, XXX reflected on this shift on the horizon. â€Å"‘Our War’ had become the world war, in which we were aRead MoreThe War Of The United States1702 Words   |  7 PagesChurchill proclaimed when Franklin Delano Roosevelt signed the Lend-Lease Act, giving tens of billions of dollars worth of war materiel and supplies to the enemies of Germany in the Second World War. (Underhill 69). As the democracies of Europe fell to the fascist menace, the USA acted as a f inal bastion against the Axis, fighting an industrial and economic ‘undeclared war’ from the signing of the Lend-Lease Act on March 11, 1941 to the bombing of Pearl Harbor on December 7 of the same year. TheRead MoreThe War Of The United States1682 Words   |  7 PagesSeptember 11, 2001 al-Qaeda launched a terrorist attack on the United States of America. The attack provoked the United States in retaliation. The U.S. was after al-Qaeda’s leader Osama bin Laden. The Iraq and Afghanistan war became the longest war in United States history. Music was being pumped out left and right from artist to pay their respects to the soldiers, and men and women who lost their lives through the war. The music was made special because no matter what genre of music was producedRead MoreThe War Of The United States1450 Words   |  6 PagesEurope was embroiled in the greatest war the world had ever seen. Even after the warring nations nearly exhausted their manpower and resource s, no nation clearly grasped victory; however, when United States declared war upon the Central Powers on April 4th, 1917, victory rapidly approached and the Entente Powers achieved that victory on November 11th, 1918. Although, was an American declaration of war actually necessary for an Entente victory? The United States supplied the Entente with an immenseRead MoreThe War Of The United States1554 Words   |  7 Pagesdawn of human existence many have understood the importance of service to one s society. It existed during the early stages of civilization when hunter-gatherers came of age to hunt with the older men of their clan. It also aided in freeing the United States from the tight grip of British tyranny. It was a burden many understood as relevant, but is now seen in an unappealing light. Former president Abraham Lincoln made a statement that the principle of the draft was not new and has been practiced inRead MoreThe War Of The United States1122 Words   |  5 PagesSwimming against a current of pro-war fervor, McKinley stuck to his guns and persisted on remaining diplomatic with the investigation of the Maine explosion still ongoing. This seemed to infuriate the entire nation. Jingoists in congress, yellow journalists and the American public were clamoring for Spanish blood after the Maine, and to them McKinley came across as a feeble leader. McKinley offered one last chance for Spain to avoid war by agreeing to an armistice. He thought that the Spanish wouldRead MoreThe War Of The United States1412 Words   |  6 PagesThe Civil War of the United States, a war that stretched on for a period of four years, was among the worst events ever to occur in American history. The casualties marked by far, the bloodiest in America’s involvement in wars at six-hundred twenty-thousand military soldiers dead. To this day, it is known as one of the most memorable wars in our history. But is that why this war is so well remembered? The strikings of terror and death hold a heavy grip throughout the course of history worldwide,

Should Marijuana Be Legalized Essay - 1252 Words

After being diagnosed with breast cancer in November of 2013, Jeanette Bokland faced an unforeseeable future. She struggled through radiation, chemotherapy, and breast reconstruction. She pushed through painful needles filled with medication that left her exhausted and extremely ill. Due to the constant nausea and fatigue she could no longer be active and enjoy the happiness of life. Many months in to her struggle with cancer, she was weak and ready to give up her fight against breast cancer. That’s when a friend told her about marijuana, and though it was illegal she was desperate for a solution to her illness. In a last effort for relief, she tried marijuana. She described its medicinal effect as a â€Å"miracle drug†. Marijuana took away her fatigue and nausea, so she could eat healthy and continue her fight against cancer. Today marijuana is still illegal in many states. Is prosecuting sick patients, for using a drug that helps them, and has less side effects than p rescription medication really the compassionate thing to do? Marijuana is not only medically, but economically valuable to our society. Tennessee should follow other states such as Colorado, Oregon, and Washington in the legalization of marijuana, for medical and recreational use. Not a lot of research has been done on how marijuana effects the body, this is mainly due to it being classified as a schedule one drug along with heroin. Schedule one is the most dangerous classification a drug can have. ThisShow MoreRelatedShould Marijuana Be Legalized?849 Words   |  4 Pageswhether marijuana should be legalized. Around 23 states have legalized marijuana for medical and recreational use. In the state of Illinois, medicinal use of marijuana has been passed on April 17, 2013. Since January 2014, patients are able to obtain marijuana with a doctor s recommendation. The new debate is whether marijuana should be legalized for the general public as a recreational drug. Although some belie ve that marijuana is harmless, and that it has beneficial medicinal uses, marijuana shouldRead MoreShould Marijuana Be Legalized?1715 Words   |  7 PagesMarijuana in Society Cannabis, formally known as marijuana is a drug obtained from the tops, stems and leaves of the hemp plant cannabis. The drug is one of the most commonly used drugs in the world. Only substances like caffeine, nicotine and alcohol are used more (â€Å"Marijuana† 1). In the U. S. where some use it to feel â€Å"high† or get an escape from reality. The drug is referred to in many ways; weed, grass, pot, and or reefer are some common names used to describe the drug (â€Å"Marijuana† 1). Like mostRead MoreShould Marijuana Be Legalized?1489 Words   |  6 Pagescannabis plant or marijuana is intended for use of a psychoactive drug or medicine. It is used for recreational or medical uses. In some religions, marijuana is predominantly used for spiritual purposes. Cannabis is indigenous to central and south Asia. Cannabis has been scientifically proven that you can not die from smoking marijuana. Marijuana should be legalized to help people with medical benefits, econo mic benefits, and criminal benefits. In eight states, marijuana was legalized for recreationalRead MoreShould Marijuana Be Legalized?1245 Words   |  5 PagesMarijuana is a highly debatable topic that is rapidly gaining attention in society today.   Legalizing marijuana can benefit the economy of this nation through the creation of jobs, increased tax revenue, and a decrease in taxpayer money spent on law enforcement.   Ã‚  Many people would outlaw alcohol, cigarettes, fast food, gambling, and tanning beds because of the harmful effects they have on members of a society, but this is the United States of America; the land of the free and we should give peopleRead MoreShould Marijuana Be Legalized?1010 Words   |  5 PagesThe legalization of marijuana became a heated political subject in the last few years. Twenty-one states in America have legalized medical marijuana. Colorado and Washington are the only states where marijuana can be purchased recreationally. Marijuana is the high THC level part of the cannabis plant, which gives users the â€Å"high† feeling. There is ample evidence that supports the argument that marijuana is beneficial. The government should legalize marijuana recreationally for three main reasonsRead MoreShould Marijuana Be Legalized?1231 Words   |  5 Pagesshows the positive benefits of marijuana, it remains illegal under federal law. In recent years, numerous states have defied federal law and legalized marijuana for both recreational and medicinal use. Arizona has legalized marijuana for medical use, but it still remains illegal to use recreationally. This is absurd, as the evidence gathered over the last few decades strongly supports the notion that it is safer than alcohol, a widely available substance. Marijuana being listed as a Schedule I drugRead MoreShould Marijuana Be Legalized?1350 Words   |  6 Pagespolitics in the past decade would have to be the legalization of marijuana. The sale and production of marijuana have been legalized for medicinal uses in over twenty states and has been legalized for recreational uses in seven states. Despite the ongoing support for marijuana, it has yet to be fully legalized in the federal level due to cultural bias against â€Å"pot† smoking and the focus over its negative effects. However, legalizing marijuana has been proven to decrease the rate of incrimination in AmericaRead MoreShould Marijuana Be Legalized?1145 Words   |  5 PagesLegalizing Marijuana Marijuana is a drug that has been actively used for centuries. This drug can be traced back to 2737 BC by the Chinese emperor Shen Nung. He spoke about the euphoric effects of Cannabis and even referred to it as the â€Å"Liberator of Sin.† Since early on, marijuana was seen as a medicinal plant that was recommended for medical uses. Marijuana is currently in schedule I, which means that physicians are not allowed to prescribe it in the United States (Hart, Ksir 2013). This drugRead MoreShould Marijuana Be Legalized?997 Words   |  4 PagesLegalize It: The Benefits of Legalizing Marijuana Should marijuana be legalized? Many Americans have been asked this question or have heard some type of news about the issue. Marijuana is commonly known as cannabis which refers to the dried up hemp plant cannabis sativa, even though marijuana is a plant and has no chemical additives it has been a tropic of controversy for many years but nowadays it is in the spotlight more than ever. For centuries, marijuana has been used by people throughout theRead MoreShould Marijuana Be Legalized? Essay1457 Words   |  6 PagesSHOULD MARIJUANA BE LEGALIZED? Marijuana is a drug that has sparked much controversy over the past decade as to whether or not it should be legalized. People once thought of marijuana as a bad, mind-altering drug which changes a person’s personality which can lead to crime and violence through selling and buying it. In the past, the majority of citizens believed that marijuana is a harmful drug that should be kept off the market and out of the hands of the public. However, a recent study conducted

How does William Blake use symbolism to comment on society in Songs of Experience Free Essays

string(86) " creator of the lamb and he compares the lambs’ characteristics to its creator\." William Blake was a revolutionary philosopher and a poet who felt compelled to write about the injustice of the eighteenth century. Blake was a social critic of the Romantic Period, yet his criticism is still relevant to today’s society. Blake encountered many hardships in his life, including an arrest for making slanderous statements about the king and country. We will write a custom essay sample on How does William Blake use symbolism to comment on society in Songs of Experience? or any similar topic only for you Order Now All of the events that Blake endured in his life had a great influence on his writing. When Blake wrote the Songs of Innocence, his vision of his audience might have been a little blurred. The audience that Blake’s writings were influenced by what were wealthy â€Å"soul murderers†, who bought young children from their poor parents for the purpose of enslaving them. They forced young children to perform jobs that were inapt and dangerous for humans to implement. An audience, therefore, have to take into consideration the mental state of the speaker created by Blake. In William Blake’s â€Å"The Chimney Sweeper† in Songs of Experience. The story is told by a little boy. In this particular poem, the speaker is â€Å"a little black thing among the snow†. The little boy is black because he is covered in soot from the chimney that he is forced to clean, but how are readers to know this unless we are familiar with the term â€Å"Innocence†? Later in this poem of â€Å"Experience† the little boy talks about smiling â€Å"among the winter’s snow†, giving the reader the impression of a white, snow-capped environment. The image we get from reading â€Å"The Chimney Sweeper† in Songs of Experience is that of a small, lost and abandoned, maybe an African-American child lying in the snow crying because his parents went to the church to pray for what they want, which is not him. This image does is not precise to the thoughts of William Blake and what he is trying to put across, but this poem is in ‘Songs of Experience’, so Blake expects the reader to have read some of the poems in ‘Songs of Innocence’, and to understand that when he says a â€Å"little black thing†, he is not referring to the racial background of the child. And when he talks about â€Å"thy father and mother†, Blake is not referring to a happily married couple. He is implying that society, religion, and the government share responsibility in the persecution and destruction of children. The ironic thing about this, however, is that a reader who does not understand Blake’s intentions can still enjoy this poem. There are many types of irony that Blake uses in his writing. In â€Å"The Chimney Sweeper†, for example, the little boy cries, â€Å"And because I am happy, dance and sing†. It is somewhat obvious that Blake’s speaker is being cynical and says the opposite of what he actually wants us to believe. By reading the rest of the poem, it is easy to perceive that the senses of joy and happiness do not subsist in the boy’s life. The main themes of Blake’s poem â€Å"The Chimney Sweeper† deal with four general areas of human existence: the nature of humanity, the nature of society, the nature of human-kind’s relationship with the world, and the nature of our ethical responsibilities. Blake wrote â€Å"The Chimney Sweeper†, with the intentions to proclaim his belief that everybody had a particular role in the community. The family one was born into determined what he or she would do for the rest of his/her life, no matter what aspirations or dreams he/she might have. This is the category the speaker of the poem falls into. He is a â€Å"Chimney Sweeper†. He was forced into this job without a choice, and so he says, â€Å"They think they have done me no injury†. Many people wonder, who are â€Å"they†? â€Å"They† are the same people who influenced Blake’s writing in the first place. In The Songs of Innocence, there is another poem called â€Å"The Chimney Sweeper† which is a complete anonym to the poem analysed previously. Although the two poems are different, they are both constructed from the same viewpoints. One is presentable to immature readers because it has more characterization. Characterization is the author’s presentation and development of characters. To understand the characterization in The Songs of Experience, one has to be able to understand â€Å"The Chimney Sweeper† in The Songs of Innocence. The only characterization is that of the little boy and his disapproval of his life and his unhappiness. Though the poem is short, it would still do the speaker an injustice to say that his character is simple, especially when it is extremely prevalent that Blake’s attitude toward his speaker is supportive. When considering a particular idea, event, or even a setting of William Blake’s poems, it is imperative to notice his choice of words when he describes the little boy. He gives the reader the impression that maybe he himself was somewhat of a deprived child. Blake is not straightforward in expressing his stance, but it is clear what he implies from the emphasized manifestations that he creates when he talks about the little boy â€Å"Crying † ‘weep,’weep,† in notes of woe! † In the examination of this poem, innocence, faith, and lack of self-worth are the predominant themes of the poem. By studying these themes, a very accurate picture of the speaker and learning about innocence and experience is gained. Unlike other poems, which illustrate innocence as something to be treasured, this poem illustrates a sad innocence that is better grown out of. In William Blake’s songs of Innocence and Experience, the gentle Lamb and the fierce Tiger contrasts between the innocence of youth and the experience of age. Blake makes it clear that the poem ‘The Lamb’ point of view is from that of a child, when he says â€Å"I a child and thou a lamb. Whereas the poem ‘The Tyger’ was written from the perspective of a more experienced person who had seen all of the evil in the world. Blake questions the creator of the lamb and he compares the lambs’ characteristics to its creator. You read "How does William Blake use symbolism to comment on society in Songs of Experience?" in category "Papers" In ‘The Lamb,’ William Blake explains that God can be like a child, meek and innocent, â€Å"He is meek, and he is mild/ He became a little child. † When one thinks of a child they see someone who is meek, pure, and unclear of the world. So a child is like a lamb someone who stands for purity. In this poem Blake is explaining that God considered himself to be like a lamb, innocent and meek when he says, † He is called by thy name, / For he calls himself a Lamb†. A person would never know that God has different faces until one really comes to understand by their own ideas on a personal level who God is and what he is capable of doing. In ‘The Tyger,’ William Blake explains that there is more that meets the eye when one examines the creator and his creation, the tiger. All throughout the poem Blake questions the creator of the tiger to determine if the creator is demonic or godlike. Blake asks â€Å"Did he who made the Lamb make thee? † Blake questions whether the same person that created the gentle lamb could be capable of making such a vicious beast, the tiger? Blake has no answer for this question; it is left up to the reader to decide. Blake relates the tiger’s environment to one during the Industrial Revolution when he says, â€Å"What the hammer? What the chain? / In what furnace was thy brain? â€Å". This symbolizes what Blake’s childhood was like to him and how society treated different people. It asks God why he made evil people as well as good people in the world, why make a society that could so easily go corrupt and sinful? This is one of Blake’s trains of thought between the poems ‘The Tyger’ and ‘The Lamb’ The one thing that makes Blake’s work slightly different and more original is that most of his poems are centered around his faith in God. Blake was a man of creativity, one that was widely misunderstood by society. To make poems about the faces of God is truly wonderful to people who share his beliefs. He demonstrates to the world that as a writer he personally understands some of the faces of the God he believes in. In these faces of God, Blake made some fascinating revelations on what society was becoming to be. He related these revelations by subtly making comments, and remarking on the faults of society in most of his poems, mainly from ‘Songs of Experience. ‘ The foundation for a lot of Blake’s poems was society and the things he found appalling in it. For example, in his reflection of â€Å"London,† William Blake laments the poverty faced by the lower class of modern, industrialised London, and he can find no note of consolation or hope for their future. Blake uses this theme to dramatically depict the conditions in which the oppressed lower class is forced to live; he develops the theme through the use of sounds, symbolism, and an ironic twist of words in the last line that expresses Blake’s ultimate belief in the hopelessness of the situation. The poem is dominated by a rigid meter that mirrors the rigidity and the helpless situation of the lives of the poor and the oppressive class system. The first stanza begins with Blake describing someone who sounds most likely to be himself walking through the â€Å"charter’d† streets of the city near the â€Å"charter’d† Thames. Every aspect of the city has been sanctioned and organized by the ruling class for example, seeing expressions of weakness and woe on the faces of all the people he meets. The streets and the river make up a network that has been laid out and chartered by the wealthy class to control the poor. The poet walks among the poor, participating in the drudgery of their daily lives; he feels their misery as they endlessly struggle to survive as pawns of the class system of the harsh society. In the second stanza Blake describes how in every voice of every person he perceives their â€Å"mind-forg’d manacles. The people are trapped, prisoners of the rigid class system that has been â€Å"forg’d† in the minds of the elite class, whose members have taken measures to prevent their wealth from ever reaching the poverty-stricken horde. This and all later stanzas focus on the sounds that Blake hears, particularly the cries of the poor, as he walks through the city. The third stanza marks a change in tone to a more abstract, symbolic depiction of a â€Å"black’ning Church† being â€Å"appalled† by the â€Å"Chimney-sweeper’s cry,† and the sigh of a â€Å"hapless Soldier† running in â€Å"blood down Palace walls. The Church is depicted as being allied with the insensitive elite class: the pleas of the chimney-sweeper, who is blackened with the soot of oppression and doomed to die young of lung disease, are spurned by the Church-the supposed source of pity and relief to the suffering-and in the process the Church â€Å"blackens† itself. The institution has become hypocritical because, while it still preaches pity, it fails to offer any remedy to the oppression of the poor. The soldier, who should be a symbol of the strength and glory of England, is nothing more than another poverty-stricken human, and so the depiction of his sigh running in blood down palace walls symbolizes that the beauty and glory of England, the palace, is marred and made grotesque by the oppression of the soldier class. The fourth and final stanza returns to a slightly more concrete depiction of what â€Å"most thro’ midnight streets [he] hear[s]†: the â€Å"youthful Harlot’s curse† not only â€Å"blasts the new born infant’s tear,† but also â€Å"blights with plagues the Marriage hearse. The unusual, poignant combination of â€Å"marriage† with â€Å"hearse† brings the mood of hopelessness to a peak; as a result of sexually transmitted diseases, marriage and sex are now connected with death, not life. In â€Å"London† Blake’s walk itself is chartered and deliberate, and the rhythm of the poem is as oppressive and inactive as the class system whose oppression it describes. Each stanza is further organized by a rigid rhyming structure-the rhyming words at the end of each line end in many r’s, w’s, and some that bend the sound of the vowels and give the words a heavy, plaintive, woeful, tone. For example: â€Å"How the Chimney-sweeper’s cry/ Every black’ning Church appalls;/ And the hapless Soldier’s sigh/ Runs in blood down Palace walls. † Intermixed with these plaintive sounds are words with sharp consonants and short syllables that seem to convey Blake’s spite for the horrible unjust system currently in society, for example, â€Å"Every black’ning Church appalls† and † . . . blights with plagues the Marriage hearse. † Not only is Blake saddened by the London scene, he is angry and spiteful that the elite class maintains it in an organised way designed to retain the wealth for the wealthy. Therefore Blake’s ultimate purpose for the poem is to protest the organised, chartered system of keeping the poor in a hopeless struggle for survival. Blake wrote â€Å"London† two hundred years ago, to protest the oppressive class system of the city he lived in, and yet his message is very easy to understand today. The fact is that there are many places in the world today where the poor are treated in much the same way as the people of London two hundred years ago. It is not a small-scale phenomenon-hundreds of millions of poverty-stricken people continue to struggle through the trials of daily survival, and their suffering weighs heavily on our consciences. This reveals that in this way society hasn’t changed a considerable amount compared to when Blake wrote ‘London’ although nowadays other issues of which Blake frowned upon have been improved. William Blake was a profoundly stirring poet, whose works were very much shaped by current events. He was, in large part, responsible for bringing about the Romantic Movement in poetry and was also able to achieve remarkable results with the simplest means. Blake’s research and introspection into the human mind and soul has resulted in his being called the â€Å"Columbus of the psyche†, and because no language existed at the time to describe what he discovered on his voyages, he created his own mythology to describe what he found there. He was an accomplished poet, painter, and engraver. Many of the works written by Blake reflect his feelings and attitude to the world in which he lived. Blake’s Songs of Innocence and Experience (1794) is tales in the form of poems of the innocent, pastoral world of childhood against an adult world of corruption and repression. Such poems as â€Å"The Lamb† represent a meek virtue, whereas poems like â€Å"The Tyger† exhibit opposing, darker forces. Thus the collection as a whole explores the value and limitations of two different perspectives on society in the world. Many of the poems fall into pairs, so that the same situation or problem is seen through the lens of innocence first and then experience. Blake does not identify himself wholly with either view; most of the poems are dramatic, meaning, in the voice of a speaker other than the poet himself. Blake stands outside innocence and experience, in a distanced position from which he hopes to be able to recognize and correct the mythical untruths of both. In particular, he pits himself against dictatorial authority, restrictive morality, sexual repression, and institutionalised religion; his great insight is into the way these separate modes of control work together to smother what is most holy in human beings in society. The Songs of Innocence dramatize the naive hopes and fears that inform the lives of children and trace their transformation as the child grows into adulthood. Some of the poems are written from the perspective of children, while others are about children as seen from an adult perspective. Many of the poems draw attention to the positive aspects of natural human understanding prior to the corruption and distortion of experience. Others take a more critical stance toward innocent purity: for example, while Blake draws, touching portraits of the emotional power of rudimentary Christian values, he also exposes over the heads as it were of the innocent, Christianity’s capacity for promoting injustice and cruelty. The Songs of Experience works by parallels and contrasts to lament the ways in which the harsh experiences of adult life destroy what is good in innocence, while also articulating the weaknesses of the innocent perspective (â€Å"The Tyger,† for example, attempts to account for real, negative forces in the universe, which innocence such as in ‘The Lamb’ fails to confront). These latter poems treat sexual morality in terms of the repressive effects of jealousy, shame, and secrecy, all of which corrupt the ingenuousness of innocent love. With regard to religion, they are less concerned with the character of individual faith than with the institution of the Church, its role in politics, and its effects on society and the individual mind. Experience thus adds a layer to innocence that darkens its hopeful vision while compensating for some of its ignorant blindness. The style of the Songs of Innocence and Experience is simple and direct, but the language and the rhythms are painstakingly crafted, and the ideas they explore are often deceptively complex. Many of the poems are narrative in style; others, like â€Å"The Sick Rose† and â€Å"The Divine Image,† make their arguments through various types of symbolism or by means of abstract concepts. Some of Blake’s favourite rhetorical techniques are personification and the reworking of Biblical symbolism and language. Blake frequently employs the familiar meters of ballads, nursery rhymes, and hymns, applying them to his own, often unorthodox conceptions. This combination of tradition and the unfamiliar, with Blake’s perpetual interest in reconsidering and reframing the assumptions of human thought and social behaviour depict that Blake’s philosophical thoughts have always questioned the ways of society of his time and the future, in many ways his thoughts extracted from his work were indeed correct and by using symbolism in words, metaphors, sounds, enjambments and narrators plus several other ways has commented on society through his personal point of view, he used religion, people’s classes, people’s occupations, other living beings and indications of emotions to get his ideas across, whether in agreement or not. Most of William Blake’s poems especially in ‘Songs of Experience’ are disagreeing with the ways of society and the rules. How to cite How does William Blake use symbolism to comment on society in Songs of Experience?, Papers

Beautiful Blueberries Essay Example For Students

Beautiful Blueberries Essay Christopher McCandless last journal entry before dying of starvation in the Alaska bush was simply the words Beautiful Blueberries. Over the previous two years he bought a secondhand canoe on impulse and paddled to Mexico. Then he lived on the streets of Los Angeles with vagrants, camped in the Arizona dessert with hippies, tramped through almost every western state, occasionally holding odd jobs. He also lived completely off the land in the Alaskan backcountry. McCandless epic journey separated him from his parents and peers, a world of security and material excess, and a world in which he felt grievously cut off from the raw throb of existence. It was a journey that would have been a complete waste if it werent for Jon Krakauers book entitled Into the Wild. A lot of people believe that McCandless was an idiot. He was simply one more dreamy half-caulked greenhorn who went into the country expecting to find answers to all his problems and instead found only mosquitoes and a lonely death. Some people blamed Krakauer, in the magazine article that preceded the book, for glorifying a foolish, pointless death. But the beauty of Krakauers writing is that he doesnt glorify Chris McCandless life or even try to hide his personal weaknesses. Instead, that which becomes evident is a vivid portrait of McCandless journeys and an examination of why people are attracted to high-risk activities. Krakauer begins the book with Chris McCandless hiking into the Alaskan wilderness to his ensuing death. He does not return to this scene until the next to last chapter, effectively forcing the reader to see McCandless as more than an unprepared misfit who deserved to die because of the risks he took. We learn of his adventures tramping around the continent, discern how McCandless differs from people whom he had been favorably compared to in the outdoors community, learn of his family and upbringing, and we are told of a similar adventure in Alaska which almost claimed the authors life. Only then are we returned to the morbid Alaskan scene and the controversies surrounding McCandless death. Krakauer succeeds in writing a powerful book because we become attached to McCandless dream and sympathize to a greater degree with his desire to undertake what he labeled as the ultimate challenge. There are some unconventional aspects of the book, which turn it into something greater than a story of Chris McCandless. These are the way in which Krakauer goes about examining Chris McCandless through his own life, through others who have a similar desire for adventure, and through an examination of the novels he read. Into the Wild is not a fluff story about a misdirected youth; it has themes to which anyone who has ever dreamed of undertaking their own adventure, however large or small, can relate and gain insight. Overall Krakauer believes Chris McCandless wasnt that different from anyone else who liked adventure. Throughout the book there is an underlying battle against McCandless critics by trying to justify the  journey. Krakauer confesses that after writing a magazine article on McCandless he remained haunted by the particulars of the boys starvation and by vague, unsettling parallels between events in his life and those in my own. Unwilling to let McCandless go, Krakauer spent more than a year retracing the convoluted path that led to his death in the Alaska bush, chasing down the details with an interest that bordered on obsession until he finished writing the book. In this fierce passion, Krakauer is not only telling of McCandless life but his own, and in the process trying to make a world of critics understand why he, McCandless, and countless others are drawn to a life of potentially suicidal adventure. This passion draws the reader in, spins them around and spits them back out into the world with a different perception of life. This passion makes Into the Wild an amazing book.

Vygotsky and Piaget Pedagogy Essay Example

Vygotsky and Piaget Pedagogy Essay Jean Piaget’s theory of cognitive development and Len Vygotsky’s sociocultural perspective have played critical roles in educational psychology. Both of these major frameworks will be analyzed and compared. From these two different standpoints, it will be illustated how a particular concept or cognitive skill can be taught. Russian psychologist Len Semenovich Vygotsky (1896-1934) was a fundamental figure in the exploration of â€Å"the sociocultural theory. † His ideas played crucial roles in the pedagogical framework of children and education. Thoroughly, he examined the sociocultural theory which emphasizes the role in development of cooperative dialogues between children and more knowledgeable members of society. Children learn their culture (ways of thinking and behaving) through these interactions (Berk Winsler 19). Vygotsky believed that our mental structures and processes can be traced back to our interactions with others (Berk Winsler 12-15). Social interactions not only have an influence on our cognitive development, they actually create our cognitive structures and thinking process (Woolfolk 39). During shared activities between the child and another person, higher mental processes are first co-constructed. This is a social process in which people interact and negotiate (usually verbally) to create an understanding or solve a problem (Woolfolk 39). The processes are then internalized by the child and become part of the child’s cognitive development. The final product is shaped by all participants (Berk Winsler 15). For example (Tharp Gallimore 14): A six-year-old has lost a toy and asks her father for help. The father asks her where she last saw the toy; the child says â€Å"I can’t remember. He asks a series of questions- did you have it in your room? Outside? Next door? To each question, the child answers, â€Å"no. † When he says â€Å"in the car? † She says â€Å"I think so† and goes to retrieve the toy. Vygotsky once stated that â€Å"ever function in a child’s development appears twice: first on the social level and then lat er on the individual level; first between people ‘interpsychological’ and then inside the child ‘intrapsychological’ (Berk Winsler 12. )† For instance, the strategy for finding the toy was initially co-constructed by both- the child and the adult. We will write a custom essay sample on Vygotsky and Piaget Pedagogy specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Vygotsky and Piaget Pedagogy specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Vygotsky and Piaget Pedagogy specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The next time that child loses a toy it is probable that he/she may have internalized a strategy on how to find the toy (by recalling all the previous places that the toy was last seen). This adult guidance provides early support while students build the understanding necessary to solve problems (Woolfolk 59). Eventually the child will be capable of functioning independently in the process of problem solving. In this scenario, perhaps the child may be capable of finding the toy with no help the next time this problem arises. Vygotsky emphasized the importance of cultural tools, which enables the transfer of cognition from the social to the individual plane (Berk Winsler 21). Cultural tools include material tools such as: computers, scales Internet, rulers, ect. On the other hand, psychological tools include: symbol systems, numbers, language, graphs, maps, codes, languages, ect. These tools allow people in society to communicate, think, solve problems, and create knowledge (Woolfolk 41). These tools are used in daily activities by the child in formal and informal settings, with the help from an adult. An example of using a psychological tool to aid in the advancement of development would be the construction of a map. In this scenario, collaboration would occur between the child and the teacher on how to represent the concepts of people and spaces. In return, these co-constructed ideas are internalized within the child and development occurs. â€Å"Learning leads development (Wood 101). † These tools are fundamental in development because they support thinking, which results in the construction of the child’s understanding of the social and physical world (Berk Winsler 23). Vygotsky emphasized the tool of language as a critical factor in development. Initially, speech serves as a regulative communication function (Wood 29). In time, children develop language as the build on other cognitive abilities by trying to make sense in what they hear. Self talk guides the child’s cognitive thinking. This external tool slows down the thought process, allowing concepts, thoughts, or ideas to be more comprehensible- resulting in problem solving. It transforms the way children, learn, think, and understand (Wood 29). Vygotsky believed that thinking is radically transformed when children become capable of linguistic communication. â€Å"At the least, sounds, meanings, words and sequence of words, volume, voice tone, inflection, and turn-taking rule must all be coordinated before a child can communicate effectively in conversation (Woolfield 51). † Because a child’s self-directed talk aids in the thinking and problem solving process, it helps develops child’s self regulation. (Berk Winsler106-108) This is the process of activating and sustaining thoughts, behaviors, and emotions in order to reach goals (Woolfield 621). An example would be the â€Å"taking turn rule,† during a conversation. The child must sustain the behavior of talking while another person is talking in order to have a successful conversation. On the other hand, Swiss psychologist Jean Piaget (1896-1980) developed the theory of cognitive development, which is based on the assumption that people try to make sense of the world and actively create knowledge through direct experience with objects, people, and ideas (Wood 22). Unlike Vygotsky, Piaget believed that the individual construct their own understanding of the work. The child’s development first occurs on the individual level then on the social level. Because we are constantly trying to make sense of the world in which we live, our thinking process change drastically from birth until maturity. Piaget thought that a major influence on the way we perceive and make sense of the world, is through the process of maturation, which is the genetically programmed, naturally occurring changes over time (Wood 21). More specifically, Piaget believed that young people go through four stages as they develop: sensorimotor, preoperational, concrete-operational, and formal operational (Woolfield 57). Conversely, Vygotsky did not believe there was a set stage for development. In the first stage through the exploration of motor activity, infants in the sesorimotor stage (approximately between the ages of 0-2 years) gradually work towards mastering object permanence as well as performing goal-directed activities. Object permanence is â€Å"the understanding that objects exist in an environment whether they perceive them or not (Woolfolk 30. )† For instance, if you take a certain toy away from away from a young infant, they will not acknowledge that that toy exists. Out of sight, out of mind (Woolfolk. )† On the other hand, if an older child sees a package of enticing cookies laying on the table and starts crying for one, even if the adult moves the cookies in the cabinet (clearly out of sight from the child) the child will still know that even though he physically cannot see the cookies- they still exist. The child will begin to make use of imitation, memory, and though t. An example of imitation would be a baby copying the gestures of â€Å"peek-a-boo† with an adult. The preoperational stage occurs between 2-7 years of age. Symbolic thinking gradually begins to develops. For instance, if there is not a toy phone, a child may pick up a block and pretend that that is the phone. During this stage, the child may have a difficult time seeing another person’s point of view. Their concept of space â€Å"is subjective and centered on their own body (Wood 67). † For example, during an experiment, three mountains were placed together. The children were supplied with pictures on how the mountains would look from different positions when observing. They then were asked how another person would view the model from different positions. In most cases, children in this stage are most likely to choose the mountain from the position in which they view the mountain (Wood 67). The concrete-operational stage occurs during the age of 7-11 years (Woolfield 32). The child achieves the principle of conservation during this time. A 5 year old is shown two identical glasses that are wide and short. Both are holding the same exact amount of water, and the child agrees with that notion. The experimenter then pours one of the cups of water into a taller, narrower glass. When the child is asked which glass has more water the second time around, the child declares the taller glass does, â€Å"because it goes up higher (Wood). † Piget believes the child at the concrete-operational stage would have the ability to acknowledge the difference. Also, the child at this stage developes reversible thinking, which is the ability to think from the end to the beginning (Woolfield 31). The last stage is the formal operation stage that occurs from 11 years of age to adulthood. Piaget believed that an individual during this time could become more scientific in thinking, had the ability to solve problems in a logical fashion, and developes concerns regarding social issues and identity (Woolfield 30). Piaget’s theory places action and self-directed problem solving at the heart of learning and development. Learning and development are separate entites. By acting on the world, the learner comes to discover how to control it. Development must be constructed on the basis of knowledge. On the opposite side of the spectrum, Vygotsky believe that they learning and behavior are not separate entities because learning leads development. * * * Piaget puts less emphasis on social experiences and inter-personal behavior as an crucial part of development opposed to Vygotsky. Piaget believed that since the individual construct their own understanding of the work, the child’s development first occurs on the individual level then on the social level. He believed that social facilitation may aid in development because the child is exposed to other points of views, which in return may cause him/her to re-think his individual ideas (Wood 17). However, social facilitation will only be benefital to the child if they are at the â€Å"appropriate state of readiness for change (Wood 17). † (The state of readiness is theâ€Å"stage of development† that was discussed in the previous section. ) Most likely Piaget would not pair two student together to work collaboratively if they were on different levels of development. On the contrary, Vygotsky would most likely pair two students together of different levels so that the students could co-constuct eachothers learning. In my classroom, I would adovate students of different abilities to work together. Both students would benefit in the exchange explanations and questions that each has to offer. In both perspectives, the role of the teacher is to facilitate and guide the students. Both psychologist placed a different emphasis on the importance of instruction. Vygotsky placed instruction in the heart of learning. Instruction is a mayor contribution to children’s growing consiousness and regulation of their own thought processm it prompts a shift to a higher level of cognitive activity (Berk Winsler 106). † The teacher would partake in guided participation, such as walking the students through a complicated problem. For example, if a student was still hesitant on how to solve a math problem, they may do part of the problem and remind the st udent of the proper steps to take to solve it. The teacher should allow revision from the student, offer the student feedback and ask questions. For example, if the students finishs a long division math problem- ask the student to explain what the remainder is. Vygotsky would also encourage a â€Å"think out loud† to assist in learning. For example, if I were teaching a class reading comprehension: first I would read a book aloud, then I would read the same book again only this time modeling my thought process out loud. I would elaborate on the connections I made to the text and to myself. This would demonstrate to the students the revisions and choices a learner undergoes. To scaffold learning in a classroom there are many different approaches such as clues, reminders, encouragements, and breaking down problems into steps and providing examples (Woolfield 49). On the other hand, Piaget believed that instruction can refine and improve structures that have already emerged, but it cannot lead to the development of concepts as Vygotsky believed (Berk Winsler 108). In this case, I would introduce a topic to a group of students together, then I would have them work on follow up activitites to match their learning needs. When devising lesson plans, the teacher would have to be conscious of restructing prior knowledge. To accomplish this, the teacher’s role would be to make connections to what the students already know. For instance, if I were to teach a lesson on the holocaust, if I had previously read â€Å"Number the Stars† by Louis Lowry (a journal of a girl hidden in a attic durning the holocaust), I would first discuss the book before introducing new ideas. In conclusion, Jean Piaget’s theory of cognitive development and Len Vygotsky’s sociocultural perspective have played critical roles in educational psychology. Their framework has provided us with insightful theories regarding learning and development and ways particular concepts or cognitives skill can be taught from these standpoints. Berk, Laura Winsler, Adam(1995). Scaffolding Children’s Learning: Vygotsky and Early Childhood Education. Tharp, R. G. , Gallimore, R. (1988). Rousing minds to life: Teaching, learning, and schooling in social context. New York: Cambridge University Press. Pg 14. Wood, David. (1988). How Children Learn and Think: Second Edition. Blackwell Publishing. Woolfolk, Anita. (2007). Educational Psychology: Tenth Edition. Pearson Education. Boston.

buy custom Revolutions in Latin America essay

buy custom Revolutions in Latin America essay Colombia has faced internal conflict for more than forty years. The conflict involves the issue of distribution of natural resources in the country. Areas that attract the fiercest conflict are those with strategic and economic significance. The armed clashes, coupled with implementation of major agricultural projects have resulted to the forceful dispossession of the native people from their lands. The end result has been prime violation of human rights, poverty and obliteration of traditional values among other damages. This article will address the fate of women and the minority groups during the recent conflict in the country. In the book, The Dispossessed, Molano presents testimonies of individual victims of displacement. He lets them give their own stories concerning the way they were displaced along side other thousands of Colombians during the conflict. Most of the displaced people are women who serve as the heads of their homes. He provides a striking glance at the social implications of the Colombian women who are deprived of their basic necessities in life (Molano, 2005, p 135). They were violently forced out of their native homes by military groups. In addition to showing the problems in Colombia, this is a symbolic representation of the state of affairs affecting most of the residents in Latin America. Although the setting of every story is in a different part of the country, they all display some commonality. The common theme is that of desolation and disillusionment For instance, Angela who is one of the narrators in the book expresses her fear towards the end of her extract, My father wants to go backhe says everything is going to be difficult here. But I do not wan to go back. (Molano, 2005, p 77). There is always needless violence which shakes and changes the protagonists in the stories. The violences makes some people to hide in the wilderness where there are no possibilities of stability. Tonito, who is another narrator in the book says I ran until I couldnt hear the screams anymore (Molano, 2005, p 105). No matter the cause of the forceful violence, the victims are always the same: women and minority ethnic groups. Ninfa shows how she was not ready to forgive the military for having killed her husband (Molano, 2005, p 135). Born in Blood and Fire Born in Blood and Fire is a book by John Chasteen, which deals with social class structures and intricate racial diversity. It further explains the political, social and economic developments that resulted to shaping Latin America. Every chapter is broken down into specific theme and the author illustrates how the theme controls and affects the lives of countries in the region and the world at large. One of the major issues that are of great interest is the way governments in Latin America have been in conflict with that of the United States (Chasteen, 2001). He also shows how the people in the high social ladder contributed to the conflict in Mexxico and Cuba. Revolutions in both countries were instigated by prominent and wealthy people in these regions. This was observed during times of crisis and therefore the prominent people took sides with the group that seemed to emerge the winner (Chasteen, 2001). Although the revolutions brought some benefits to the poor, they were hardly taken away from biting poverty. Mexican economy was strong and its political basis was evidently stable. On the other hand, Cuba had been led by one president, Fidel Castro for over five decades after he overthrew dictatorial regime in 1959. Castro was held to socialist movements and he even supported the socialist revolutions happening in the world. Due to his ideologies, the country had lost most of her trading partners and was headed for an economic crisis. During the revolutions in both countries, wealthy residents wanted to have a change of the regimes that were ruling by then (Chasteen, 2001). The United States was allied to the group that pushed for the revolutions. Yes I do agree that revolutions in both countries were instigated by prominent and wealthy people. The book is indeed a comprehensive illustration of stories of despair and hope. It spans across six countries in Latin America depicting the hardships that the residents in respective countries pass through as they progress to attain their socio-economic and political freedom (Chasteen, 2011). It demonstrates the processes of colonization and the quest for economic development as well as political and social impartiality. Buy custom Revolutions in Latin America essay

What factors have contributed to the rise of prime ministerial power Essay

What factors have contributed to the rise of prime ministerial power - Essay Example This scenario could be attributed to inadequate formal procedure for devolving the powers of the state among the political leaders and civil servants. The prime minister has the duty to watch over, manage and direct the government business. They are responsible for controlling the parliament and the process of drafting the policies (White 88). However, as the party leaders there is an increasing media exposure since the prime ministers are increasingly reporting the progress of the political parties. For example, in some nations like the United Kingdom the prime ministers have assumed unconstitutional powers of chief spokespersons. The media especially television and radio have focused a lot on the prime ministers giving them an opportunity to get in touch with the electorates in order to provide the electorates with the select a leader who will be an effective orator (Strangio, Hart & Walter 264). Therefore, the emerging need to have a prime minister who can communicate effectively has amplified the influence of the prime ministers. The mandates of the prime ministers are clearly stipulated in the laws. The prime minister is the leader of the government operations and is in s/he coordinates the party issues in order to strengthen both the party and the government (White 96). They are responsible for selecting and controlling the operations of the cabinet. Although the roles of the prime ministers are clarified in the constitution, there are day-to-day political issues which require the effort of the executives in order to come up with a quick solution. Prime minister is the senior executive in the government hence s/he is charged with authority to find the required solution because the constitution cannot be amended on a daily basis to provide a solution to the emerging issues (Samuels & Shugart 254). The fact that the prime minister has to make some

Analysing Finances Essay Example | Topics and Well Written Essays - 250 words

Analysing Finances - Essay Example Additionally, how the company’s share price has been throughout a year, what the audit report is saying about the company’s financial position and performance, whether it provides a positive healthy financial position or the audit report raises some doubts over some aspects of the company. In addition, an investor must try to gain understanding that how the company has obtained the financial numbers, it would be only possible by knowing its corporate strategies. Many reasons require obtain such information. For investors only relying on the provided annual report would be insufficient to convince them as recently many huge companies despite showing a remarkably healthy financial position become bankrupt and declared their bankruptcy; among them, the debacle of energy giant Enron, declared bankruptcy in late 2001 (Barreveld, 2002, pp.118). Additionally, third party evaluation presents more realistic as there are less chances of conflict of interest. Among them, the credi t rankings issued by different ranking companies may offer some help as the ranking companies do not have, most of the time, any direct link or business dealing with the corporate companies. References Barreveld, D.J. (2002), â€Å"The Enron Collapse: Creative Accounting, Wrong Economics or Criminal Acts† USA: IUniverse.

Ethics in Health Care Services Essay Example | Topics and Well Written Essays - 1750 words

Ethics in Health Care Services - Essay Example There are exceptions in Ethics Code in extraordinary circumstances where health providers with closely related expertise can offer services if no one else can (Beauchamp & Childress, 2001). It is, however, to a condition that they take a reasonable approach to acquiring competence required.Respect of people’s autonomy forms another crucial tool in minimizing cases of unethicality in the health sector (Duncan, 2010). Health care providers need to offer clients with the information they require to give their informed accord at the start. Failure to give details may cause sticky situations. For example, when a health practitioner fails to explain own duty to report abuse to an adolescent client before treatment commences, an unsure scene may occur if abuse is later revealed the client did not want to report. Important discussion should be the estimated length of therapy, fees, and billing practices, whom to involve in case of emergency and any alternative treatment approaches.Whe n one of his twins died and one survived with brain injuries, Charles Munro argued that the results came about, because of year’s delay in handling the physiotherapy. He complained that, the delay was unacceptable as the disciplinary measures of those involved aimed at safeguarding everybody. He complained of the inaction of the ministry and Minister of Health.Munro viewed that the physiotherapy requires maximum care and dedication to ensuring the achievement of maximum results. If practitioners can take, maximum care to their parents.

Cadbury Company An Analysis of Financial Statements

Cadbury Company An Analysis of Financial Statements This analysis is to examine the performance of Cadbury in 2007 and 2008 from their financial statements which are shown below. There is a significant improvement in Cadburys confection revenues which increased 15% to  £5.4bn. Cadbury increased their price in their selling in 2008 for balancing the rise of their input cost and besides increased the price of their product, Cadbury also sleek their cost base, by decreasing in sales, to save their cost from labours, raw materials, and electricity, also Cadbury reduced their general and administration cost and in central overhead. Because of this movement, from the table of income statement and balance sheet, there is a significant change in their operating margin which is 278 million pounds in 2007 and it increased to 388 million pounds in 2008. There is also a big increase in discontinued operation from 2007 to 2008, which Cadbury made profit 258 million pounds in 2007 but loss 4 million pounds in 2008, this was happened because in 2008, Cadbury got a transaction cost of separation of the Americas Beverages business, in this year, Cadbury completed the demerger of its American Beverages business and sell the Australia Beverages business. From the table data that we had from Cadbury website, here are calculations to know about performance of Cadbury that each calculation has its own purpose. Mainly ratios have three important functions which are: From ratios, it is easier for us to make a conclusion than from a financial statement itself, because sometimes financial statement is very complex, and it is hard for us to draw a conclusion from that. Ratios provide a good benchmark that makes us easier to compare from one company to another. Here are some ratios about performance of Cadbury which all calculation is in million pounds. From this ratio, we compare 3 years financial statements and the ratios are: Profitability Efficiency Investment ratios PROFITABILITY Return on ordinary shareholders funds (ROSF) In 2007 Average shareholders fund = (3696+4173):2 = 3934.5 ROSF = (407 : 3934.5) x 100 = 10.344% In 2008 Average shareholders fund = (4173+3534):2= 3853.5 ROSF = (366 : 3853.5 ) x 100 = 9.5% Return on Capital employed (ROCE) In 2007 Average total assets less current liabilities = ( 6855 + 6724 ) : 2 = 6789.5 ROCE = (278 : 6789.5) x 100 = 4.095% In 2008 Average total assets less current liabilities = (6724 + 5507) : 2 = 6115.5 ROCE = (388 : 6115.5) x 100 = 6.345% Operating Profit Margin In 2007 Operating profit = 278 Operating profit margin = 278 : 4699 x 100 = 5.92% In 2008 Operating profit = 388 Operating profit margin = 388 : 5384 x 100 = 7.21% Gross Profit Margin In 2007 Gross profit margin = (2195 : 4669) x 100 = 47.01% In 2008 Gross profit margin = (2514 : 5384) x 100 = 46.69% EFFICIENCY Inventory days In 2007 Ratio = (821 : 2504) x 365 = 119.67 days (120 days) In 2008 Ratio = (767 : 2870) x 365 = 97.54 days (98 days) Total asset turnover In 2007 2006 = Fixed assets + current asset = 7815 + 2396 + 22 = 10233 2007 = Fixed assets + current asset = 8667 + 2600 + 71 = 11338 Average = (10233 + 11338) : 2 = 10785.5 Ratio = 4699 : 10785.5 = 0.448 In 2008 2007 = Fixed assets + current asset = 8667 + 2600 + 71 = 11338 2008 = Fixed assets + current asset = 5990 + 2635 + 270 = 8895 Average = (11338 + 8895) : 2 = 10116.5 Ratio = 5384 : 10116.5 = 0.532 Net asset turnover In 2007 Average total assets less current liabilities = ( 6855 + 6724 ) : 2 = 6789.5 Ratio = 4699 : 6789.5 = 0.688 In 2008 Average total assets less current liabilities = (6724 + 5507) : 2 = 6115.5 Ratio = 5384 : 6115.5 = 0.88 INVESTMENT RATIOS Dividend cover In 2007 Profit available for dividend = 149 + 258 = 407 Ratio = 407 : 311 = 1.31 In 2008 Profit available for dividend = 370 + (-4) = 366 Ratio = (366 : 295) = 1.24 Dividend Payment Ratio In 2007 Profit available for dividend = 149 + 258 = 407 Ratio = (311 : 407) x 100% = 76% In 2008 Profit available for dividend = 370 + (-4) = 366 Ratio = (295 : 366) x 100% = 81% Summary Based on calculation above, we can summarise a few things. There is a relation between profitability and efficiency, which is ROCE = operating profit margin x asset turnover In 2007 ( 278 : 6789.5 ) = ( 278 : 4699 ) x ( 4699 : 6789.5 ) In 2008 ( 388 : 6115.5 ) = ( 388 : 5384 ) x ( 5384 : 6115.5 ) It means that to improve ROCE, Cadbury has to improve their operating margins, from this Cadbury has increased their sales (increase their price of their product and reduce their cost), this method is effective, that we can see from their turn over which had increased from 4.7 billion pounds to 5.4 billion pounds in 2008. Return on ordinary shareholders funds (ROSF) ROSF means to compares the profit that available for shareholders with their investment in business. ROSF uses average investment in the business, from the calculation of ROSF, we can see that the profit for shareholders had decreased from 2007 to 2008 which was 10.344% in 2007 and 9.5% in 2008, this was happened because in 2008 there was loss because discontinued operation which has explained from above. Gross Profit Margin and Operating Profit Margin Gross profit margin calculates about the difference between cost of manufacturing and the selling price, from that we have calculated on above, there is a slightly decrease from 2007 to 2008 which was 47.01% in 2007 and it was decreased to 46.69%. for operating margin, it calculates about operating profit that Cadbury received in every 100 pounds of sales, in Cadburys financial statement, we can see that there is an increase from 5.92 in 2007 to 7.21 in 2008, which means that in 2007 Cadbury received 5.92% as operating profit and 94.08% going in cost, and also in 2008. Inventory days From this calculation, it calculated about planning how much inventory level that can cover for the sales, it means to calculate how many days that left before you run out your inventory and there will be nothing for your customers to buy. from the calculation, we can see that there was a decrease from 2007 to 2008 in inventory days, which was 120 days in 2007 and 98 days in 2008, it means that Cadbury in 2007 Cadbury had 120 days left to cover their selling so in that time if Cadbury did not produce their product, then they had 120 days to cover before they run out, and it had decreased in 2008 to 98 days. Total asset turnover and Net asset turnover Total asset turnover of Cadbury PLC in 2007 and 2008 were 0.448 and 0.532, whereas their net asset turnover in 2007 and 2008 were 0.688 and 0.88. Total asset turnover is based on total assets while net asset turnover is based on total assets less current liabilities. According to data in 2008, it showed that Cadbury got  £ 0.532 for every  £ 1 of their assets and got  £ 0.88 for every  £ 1 of their net assets. This situation indicated that Cadbury had loss  £ 0.468 per  £ 1 of their assets and had loss  £ 0.12 per  £ 1 of their net assets. Dividend cover and Dividend payment ratio Both of those ratios have same purpose which is to know how much money that the shareholders received from the profit of the company. In 2007, the dividend cover and dividend payment ratio were 1.31 and 76% while the dividend cover and dividend payment ratio in 2008 were 1.24 and 81%. It expressed that Cadbury got some profit which is  £ 1.31 per  £ 1 that Cadbury paid out as dividend in 2007 and they got  £ 1.24 in 2008. Those percentages expressed the amount of profit that is allocated to pay the shareholders as dividend, so 76% and 81% of their profit has been paid out as dividend. The Analysis of Financial Statements of Cadbury Competitor Cadbury has several competitors in confectionary business which are Nestle, Mars, etc. In this case, we would like to compare Cadbury with Nestle because Nestle is the largest food and beverage company in the world. Nestle also produces chocolate, gum, and candy same as Cadbury. The tables of financial statements of Nestle are shown below. According to table that is shown above, we can analyze the financial statements of Nestle. There are several ratios that we can calculate which are: Profitability Return on ordinary shareholders funds (ROSF) In 2007 = 20.79% In 2008 = 37.92% Return on capital employed (ROCE) In 2007 = 20.08% In 2008 = 34.58% Operating profit margin In 2007 = 13.42% In 2008 = 20.91% Gross profit margin In 2007 = 58.13% In 2008 = 56.93% Efficiency Inventory days In 2007 = 75.14 days In 2008 = 72.03 days Total assets turnover In 2007 = 0.98 In 2008 = 1.09 Net assets turnover In 2007 = 1.50 In 2008 = 1.65 Efficiency Acid test ratio In 2007 = 0.61 In 2008 = 0.71 Investment ratios Dividend cover In 2007 = 2.49 times In 2008 = 3.72 times In 2008, turnover of Cadbury and Nestle were  £ 5,384 millions and  £ 55,174.6988 millions, whereas the net profit of Cadbury and Nestle were  £366 millions and  £ 9,563.75502 millions. From those data, we can compare both of their performance in 2008. Cadbury = = 0.068 = 6.8% Nestle = = 0.173 = 17.3% Based on those results, it looks Nestle has a better performance than Cadbury. Nestle has a lot of variety of products that they have sold and Nestle company is also has wider market than Cadbury. The categories of Nestle products are baby foods, breakfast cereals, chocolate and confectionery, beverages, bottled water, dairy products, ice cream, prepared foods, foodservice, and pet care. (ANSWERS.COM http://www.answers.com/topic/nestl-sa). That reason is the one of many reasons that is causing Nestle performance is better than Cadbury. However, if we observe in one category such as chocolate and confectionary, Cadbury has a good market rather than Nestle. Cadbury is the second largest candy factory in the world after Mars and the second largest gum factory in the world after Wrigley.

Microsoft As A Monopoly :: Economics

Since the early 1990’s, the United States government and the Microsoft Corporation have ensued upon a battle in the United States courts. The main issue at hand is ultimately money, but one more importantly, the supposed "Microsoft Monopoly." The federal government maintains that Microsoft's monopolistic practices are detrimental to United States citizens, creating higher prices and potentially downgrading software quality, and should therefore be stopped. Microsoft and its supporter’s claim that they are not breaking any laws and they are just doing what they do; making money and providing a service. The only thing Microsoft is guilty of is taking advantage of free enterprise. There have been many arguments and issues that have been raised with the controversy over Microsoft and the U.S. Department of Justice’s claim against Microsoft of monopolistic practices in bundling its internet browser â€Å"Internet Explorer† into its popular Windows computer ope rating system. By doing this, Microsoft would effectively crush its competitors and acquire a monopoly over the software that people use to access the Internet. Sherman Anti-trust Act was passed in 1890. The Sherman Act says â€Å"Every contract, combination in the form of trust or otherwise, or conspiracy, in restraint of trade or commerce among the several States, or with foreign nations, is declared to be illegal. The Sherman Act also provided for "Every person who shall monopolize, or attempt to monopolize, or combine or conspire with any other person or persons, to monopolize any part of the trade or commerce among the several States, or with foreign nations, shall be deemed guilty of a felony. The Sherman Act put the responsibility in the hands of the government to investigate and prosecute those suspected to be guilty of this crime. In 1914, the Clayton Act was passed in conjunction with the Sherman Anti-trust Act to assist with anti-trust cases. The Clayton Act prohibited price discrimination between different purchasers if such discrimination substantially lessens competition or tends to create a monopoly ion any line of commerce. The Act also prohibits sales on the condition that the buyer or leaser not deal with the competitors of the seller or lesser â€Å"exclusive dealings†, or that the buyer also purchases another different product, but only when these acts substantially lessen competition. Mergers and acquisitions where the effect may substantially lessen competition are prohibited also by the act. The last prohibition of the act is that no person can be the director of two or more competing corporations.

Earthquakes & Subduction Zones Lab Report

Earthquakes and Subduction Zones Lab Amy Paret Mrs. Igo 9th Grade Periods 3 and 4 Even Date: 2/14/13 Background Research: This lab uses earthquake data to construct profiles of two convergent boundaries: the Tonga Trench and the Peru-Chile Trench. Where two tectonic plates converge, if one or both of the plates is an oceanic lithosphere, a subduction zone will form. When crust is formed at a mid-ocean ridge, it is hot and buoyant meaning it has a low density. As it spreads away from the ridge and cools and contracts, or becomes denser, it is able to sink into the hotter underlying mantle.When two oceanic plates collide, the younger of the two plates, because it is less dense will ride over the edge of the older plate. The density of the rock that makes up the subducting plate determines the way in which a plate behaves. A plate with a greater density subducts into the mantle faster and at a steeper angle than a plate with a lower density. The age of the crust involved in the subducti on also affects the rate at which it subducts. Older crust is cooler and denser therefore it suducts at a steeper angle and faster than new crust at a subduction zone.The three key features associated with a subduction zone are a deep ocean trench, a volcanic arc on the overriding plate parallel to the trench, and a plane of earthquakes, shallow near the trench and descending beneath and beyond the volcanic arc. Most earthquakes occur at tectonic plate boundaries. The largest earthquakes are associated with subduction zones because they have long continuous fault lines. The depth of its focus can classify an earthquake. Earthquake depth range is divided into three zones: shallow, intermediate, and deep.Shallow earthquakes are between 0 to 70 km deep, intermediate earthquakes are between 70 to 300 km deep, and deep focus earthquakes have foci at more than 300 km. Terms Introduced and Defined: – Subduction zone: the place where two lithospheric plates come together, one riding over the other – Density: mass per unit volume – Earthquake: the result of a sudden release of energy in the Earth's crust that creates seismic waves. – Subduction: the process in which one plate is pushed downward beneath another plate into the underlying mantle when plates move towards each other Plate boundaries: found at the edge of the lithospheric plates and are of three types, convergent, divergent and transform – Deep ocean trench: a portion of the Earth's crust in which a tectonic plate is being sub-ducted (pushed down) below another plate – Shallow earthquake: more damaging than deeper earthquakes due to there being less rock to absorb the shaking – Deep focus earthquakes: occur within the subducting oceanic plates as they move beneath the continental plates Hypothesis:The East Pacific Rise Material at the two convergent boundaries: the Tonga Trench and the Peru-Chile Trench is older than the crust created at the East Pacific Rise but the Tonga Trench material is older than the Peru-Chili Trench material. Materials: – Earthquakes and Subduction Zones Lab – Sharpened pencil with eraser – Graphing Paper – Ruler – Calculator Procedure: 1. Take out a sharpened pencil, ruler, blank sheet of graph paper, and a calculator. 2. Pick up the earthquakes and subduction zones lab from your teacher. 3. Read the background information. 4.Read the hypothesis information. 5. View Figure 1 at the top of the Lab. 6. Form a hypothesis about the relative ages of the East Pacific Rise material at the two convergent boudaries: the Tonga Trench and the Peru-Chile Trench. 7. View table 1. 8. Divide your graph paper into two sections. 9. Label the left section Tonga Trench and the right section Peru-Chili Trench 10. Draw a vertical line (y-axis) and a horizontal line (x-axis) on each section of the graph paper. 11. Label both vertical lines (y-axes) Focus Depth (km). 12. Label both horizontal lines ( x-axes) Longitude ( °W). 13.On both sections of the graph paper (Tonga Trench and Peru-Chile Trench) create a scale for the vertial axis (focus depth) ranging from 0-700 km. Going by intervals of 50 km, label zero at the top of the y-axis and 700 at the bottom of the y-axis. 14. On the left section of the graph paper (Tonga Trench) create a scale for the horizontal axis (longitude) ranging from 173-180  °W. Going by intervals of 1 °W, label the right end of the x-axis 173 and the left end of the x-axis 180. 15. On the right section of the graph paper (Peru-Chile Trench) create a scale for the horizonal axis (longitude) ranging from 61-71  °W.Going by intervals of 1 °W, label the right end of the x-axis 61 and the left end of the x-axis 71. 16. Plot the earthquake data from the region associated with the Tonga Trench from Table 1 on the left section of the graph paper, using a dot to represent each data point. 17. Plot the earthquake data from the region associated with the Peru-Chile Trench from Table 1 on the right section of the graph paper, using a dot to represent each data point. 18. Draw a best-fit line for the Tonga Trench data. A best fit line is a smooth line that shows the trend of the data; the line does not have to pass through the data points. 19.Draw a best fit line for the Peru-Chili Trench. 20. On the left side of the graph (Tonga Trench) label the Pacific Plate (right side of the line of best fit) and the Indian Australian Plate (left side of the line of best fit) 21. Draw an arrow to show the direction of motion of the Pacific Plate (subducting under the Indian Australian Plate) 22. On the right side of the graph (Peru-Chile Trench) label the Nazca Plate (left side of the line of best fit) and the South American Plate (right side of the line of best fit) 23. Draw an arrow to show the direction of motion of the Nazca Plate (subducting under the South American Plate) 24.Complete analyze questions # 1-5 (4 & 5 completed in steps 20-23) 25. Check and analyze your hypothesis 26. Answer conclude and apply questions # 1-2 Preparing a Lab Report: The lab report is to be written in the same format as any scientific publication. There is to be 5 minumum sections and they should be labeled: Introduction, Methods, Results, Discussion, and Literature Cited. The report must be composed on a word processor, printed, double spaced, Times New Roman, 12 pt. font. The metric system should be used throughout the report. All parts of the report should be written using complete sentences in paragraph format.The first section of your lab report should be labeled with the word â€Å"Introduction. † This section can be used to educate the reader so he or she can understand the rest of the report. A hypothesis is proposed to explain an observation. It should be a statement, not a question. The next section is labeled â€Å"Methods. † This section should provide enough information for readers to repeat the experiment if th ey desire. It should include the specific procedures and materials needed to carry out the lab. The next section should be labeled â€Å"Results. † Put all results, statistical analyses, graphs, and tables in this section.Use sentences and paragraphs to describe general trends and summarize the tables and graphs. The next section should be labeled â€Å"Discussion. † In this section discuss whether you accept or reject your hypotheses and explain why. If you reject a hypothesis, state an alternative. Explain why your results came out the way they did. If your results did not come out as they expected, explain why and what should have happened. In addition, explain what your results mean. The last section is â€Å"Literature Cited. † Everything mentioned in a scientific publication should be varifiable.This helps readers that have questions and it ensures that the information presented is accurate. The literature cited section contains a list of publications that you cited in the report. Instructions on Using a Table, Setting Up, and Preparing a Graph: To begin take a blank sheet of graph paper. View Table 1, which includes the Longitude and Focus depths of the earthquakes at the Tonga Trench and Peru-Chile Trench. Divide the graph paper into two sections labeling the left side Tonga Trench and the right side Peru-Chile Trench. Draw a vertical line (y-axis) and horizontal line (x-axis) on each section of the graph paper.Label both vertical lines (y-axes) Focus Depth (km) and label both horizontal lines (x-axes) Longitude ( °W). On both sections of the graph paper (Tonga Trench and Peru Chile Trench), create a scale for the vertical axes (focus depth) ranging from 0-700 km. Going by intervals of 50, label zero at the top of the y-axis and 700 at the bottom of the y-axis. On the left section of the graph paper (Tonga Trench) create a scale for the horizontal axis (longitude) ranging from 173-180  °W. Going by intervals of 1, label the rig ht end of the x-axis 173 and the left end of the x-axis 180.On the right section of the graph paper (Peru-Chile Trench) create a scale for the horizontal axis (longitude) ranging from 61-71  °W. Going by intervals of 1, label the right end of the x-axis 61 and the left end of the x-axis 71. Plot the earthquake data from the region associated with Tonga Trench on the left section of the graph paper, and plot the earthquake data from the region associated with the Peru-Chili Trench on the right section of the graph paper, using a dot to represent each point. Data and Results: Pacific Plate Pacific Plate Indian-Australian Plate Indian-Australian Plate South American PlateSouth American Plate Nazca Plate Nazca Plate Analysis and Synthesis: 1. Question: How far is the Tonga Trench from the East Pacific Rise? Note that one degree longitude equals about 100 km. If the seafloor spreads at 3 cm/year, how long would it take material on the plate to travel this distance? Answer: The Tonga Tr ench is 6,500 km from the East Pacific Rise. If the seafloor spreads at 3 cm/year, it would take material 216. 67 million years to travel this distance. Work: 65 °W = 65 x 100 km = 6,500 km. 6,500 km x 100,000 cm = 650,000,000 cm 650,000,000 cm / 3 cm/year = 216,666,667 years 2.Question: What is the depth of the deepest earthquake in the Tonga data set? Estimate the rate of descent of the East Pacific Rise material at the Tonga Trench in centimeters per year. Answer: The depth of the deepest earthquake in the Tonga data set is 675 km. The rate of descent of the East Pacific Rise material at the Tonga Trench in centimeters per year is 0. 312 cm/year. Work: 675 km x 100,000 cm = 67,500,000 R = 67,500,000 cm / 216,666,667 years R = 0. 312 cm/year 3. Question: Estimate the rate of descent of East Pacific Rise material into the Peru-Chile Trench in centimeters per year. Answer: 5 °W = 45 x 100 km = 4,500 km 4,500 km x 100,000 cm = 45,000,000 cm 450,000,000 km / 3 cm/year = 150,000,00 0 years 540 km x 100,000 cm = 54,000,000 cm R = 54,000,000 cm/ 150,000,000 years R = 0. 36 cm/year Interpret and Explain Data The data represents the focus depths and longitudes ( °W) of the earthquakes that occur at the Peru-Chile Trench subduction zone, and the Tonga Trench subduction zone. On the Tonga Trench as longitude ( °W) increases, or moves further from the prime meridian, the focus depth also increases, or becomes deeper. This creates a steeper slope, and the line appears to be moving upwards.On the Peru-Chile Trench as longitude ( °W) increases, or moves further from the prime meridian, decreases, or becomes shallower. This creates a smoother slope that appears to be moving downwards. On the Tonga Trench graph, the best-fit line is an estimate of the location of the boundary between the Pacific Plate and the Indian-Australian Plate. The Pacific Plate is subducting, or moving under the Indian-Australian Plate as this plate overrides the Pacific Plate. On the Peru-Ch ile Trench graph, the best-fit line is an estimate of the location of the boundary between the Nazca Plate and the South American Plate.The Nazca Plate is subducting, or moving under the South American Plate as this plate overrides the Nazca Plate. The Peru-Chile Trench and Tonga Trench have similar earthquake focus depths (km), but the longitude ( °W) of these earthquakes is different. Summary of Data As two tectonic plates converge, if one or both of the plates is an oceanic lithosphere, a subduction zone will form. The Tonga Trench has a steeper profile than the Peru-Chile Trench. This is because older crust is cooler and denser than younger crust therefore it subducts at a steeper angle.The Tonga Trench has the steeper and older material. As observed from the charts, the Tonga Trench has a steeper profile than the Peru-Chile Trench. This means that the crust at the Tonga Trench is older and denser than the crust at the Peru-Chile Trench, therefore it subducts faster and at a s teeper angle. The density of the rock that makes up the subducting plate determines they way in that a plate behaves. A plate with a greater density subducts into the mantle faster and at a steeper angle than a plate with a lower density.The age of the crust involved in the subduction also affects the rate at which it subducts. Older crust is cooler and denser therefore it subducts at a steeper angle and faster than new crust at a subduction zone. Conclusion: Check Your Hypothesis: My data supports my hypothesis. I predicted that the East Pacific Rise material at the two convergent boundaries: the Tonga Trench and the Peru-Chile Trench is older than the crust created at the East Pacific Rise but the Tonga Trench material is older than the Peru-Chile Trench.This is true because the Tonga Trench and Peru-Chile Trench will have older material, as they are further away from where the crust is created. In addition, it is true that Tonga Trench has older material than the Peru-Chile Trenc h because it has a steeper slope, which means it is older and denser. Errors and Fixes: In this lab report, I researched more on my background information to enhance my understanding of the topic. In addition, I explained and analyzed my data to make it easier to understand the trends and what the data actually means.I also provided instructions on using a table of data, setting up, and preparing a graph, and preparing a lab report. The errors I had in my lab report were with the math work on the first three analyze questions, the direction in which the plates subducted, and my hypothesis did not clearly state an answer to my question. I revised these errors by paying attention in class as the math problems were reviewed as this gave me a better understanding of how to solve the problems correctly.In addition, I had the direction of which the Pacific Plate moves against the Indian-Australian plate as moving upward, but since the plate is being subducted under the Indian-Australian p late I changed the direction to downwards. Lastly, I revised my hypothesis by correctly stating the question asked which was to compare the relative ages of the East Pacific Rise material at the two convergent boundaries: the Tonga Trench and the Peru-Chile Trench. In my original hypothesis, I only stated the relative age of the East Pacific Rise material.

55 House Idioms

55 House Idioms 55 House Idioms 55 House Idioms By Mark Nichol The integral nature and the ubiquity of houses in our culture has given rise to a number of idiomatic expressions that include the word house. This post lists such terms. 1. A house divided against itself cannot stand: A statement from a speech by Abraham Lincoln based on biblical scripture and alluding to the impending conflict between the North and the South over slavery 2. A house is not a home: A saying that differentiates a physical building from a dwelling identified with a family 3. A house of cards: a precarious situation, from the notion of an activity in which one or more people try to build a structure out of vertically placed playing cards without causing it to collapse 4. A plague on both your houses: A curse, based on a line from Romeo and Juliet, in which the speaker expresses disgust with both parties in a dispute 5. As safe as houses: In British English, a reference on the presumption that a house is secure, to satisfactory protection 6. Basket house: A music venue in which performers earn only money collected in a basket or other receptacle as donations 7. Big house: Slang for prison, or a reference to the main residence of an estate 8. Boardinghouse reach: An especially long reach across a table, alluding to the relaxed table manners of a boardinghouse, a lodging in which meals are provided 9. Bottom the house: A reference to thoroughly cleaning a place 10. Brick house: A sexually attractive woman, from the notion that she, on the analogy of a sturdy structure made of brick, is well built 11–12. Bring down the house/bring the house down: A reference to a performer being so entertaining that everyone in the venue in which the person is performing responds so enthusiastically that the performance is temporarily interrupted 13–15. Call house/house of ill fame/repute: Euphemisms for brothel 16. Clean house: A reference to thoroughly reforming an organization by replacing employees or members or changing policies or traditions 17. Crack house: Slang for a house from which crack cocaine is sold 18. Dream house: A house one considers ideal as a residence 19. Eat (one) out of house and home: Deplete all the food in a house 20–21. Fox guarding the henhouse/in the henhouse: A proverbial reference to the folly of allowing a person inimical to an organization to lead it or be involved in it 22. Full house: Said of an entertainment venue with the audience at capacity 23. Get (one’s) own house in order: An admonition to improve one’s own situation before criticizing another person for theirs 24. Get along like a house on fire: Become friends immediately upon meeting 25–26. Go around/round the houses: An expression, synonymous with â€Å"beating around the bush,† alluding to a person talking about trivial matters to avoid bringing up a sensitive topic 27. Halfway house: A residence for rehabilitating ex-convicts, drug addicts, or mental patients; by extension, a midpoint 28. Hash house: An inexpensive restaurant 29. Haunted house: A house thought to be inhabited by ghosts or spirits 30. House band: A musical ensemble hired to play regularly at a venue on its own, backing up visiting performers, or both 31. House music: A style of electronic dance music similar to disco but with few or no lyrics 32. House of correction: A euphemism for prison 33. House of many doors: Slang for prison 34. House poor: Able to afford housing costs but little else 35. House specialty: A menu item or other product that a business takes pride in offering 36. House wine: Any type of wine offered as a specialty of a restaurant or bar 37. Housebreak: Train a pet to use a special receptacle or go outside to urinate or defecate; by extension, make polite or submissive 38. Housewarming party: A celebration to commemorate moving into a new residence 39. In the house: Present (usually in the context of an entertainer being in a performing venue) 40. Keep house: Manage a household 41. Keep open house: Said of a residence in which visitors are always welcome 42. Lady of the house: A woman who manages a household 43. Like a house on fire: Quickly, from the notion that a burning house will swiftly become engulfed in flames 44. My house is your house: An expression of hospitality to make a guest feel welcome 45. On the house: Free (meaning that the house, or establishment, will on a special occasion pay for a product offered in the establishment) 46. Open house: An event in which visitors are welcome, either for a house party, a showing of a residence for sale, or an event in which members of the public are invited to visit an organization’s headquarters 47. Out of house and home: Evicted or otherwise deprived of shelter 48. Outhouse: An outdoor toilet 49. People who live in glass houses shouldn’t throw stones: A proverb that discourages hypocrisy; compare â€Å"put (one’s) own house in order† 50. Play house: Pretend to engage in activities associated with being part of a family (usually said of children role-playing domestic behaviors such as cooking and cleaning) 51. Put (one’s) house in order: Manage one’s affairs; contrast with â€Å"Put (one’s) own house in order† 52. Put (one’s) own house in order: An expression exhorting people to take care of their own affairs before criticizing how others handle theirs; compare â€Å"Those who own glass houses shouldn’t throw stones† and contrast with â€Å"Put (one’s) house in order† 53. Rock the house: Elicit an enthusiastic response from an audience 54. Shotgun house: Slang for a long, narrow house built with rooms in a straight line, from the notion that a shotgun shell could be fired through the front door and out the back door 55. There wasn’t a dry eye in the house: A reference to a dramatic performance that causes everyone in the audience in a performance venue to cry Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:10 Rules for Writing Numbers and Numerals20 Rules About Subject-Verb AgreementOne Scissor?

The Dinosaurs of Flaming Cliffs

The Dinosaurs of Flaming Cliffs Location Mongolia Date of Fossil Sediments Late Cretaceous (85 million years ago) Dinosaurs Discovered Protoceratops, Oviraptor, Velociraptor, Therizinosaurus About the Flaming Cliffs Formation Not all parts of the world had substantially different climates 85 million years ago than they do today. During the late Cretaceous period, for example, Antarctica was much more temperate than it is now, but Mongolias Gobi Desert seems to have been as hot, dry and brutal as its always been. We know this from the fact that so many of the dinosaur fossils unearthed at the Flaming Cliffs formation appear to have been buried in sudden sandstorms, and that very few large dinosaurs (which would have needed equally large amounts of vegetation to survive) lived here. Flaming Cliffs was explored in 1922 by the buccaneering explorer Roy Chapman Andrews, who made one of paleontologys enduring mistakes when he accused Oviraptor of stealing eggs belonging to Protoceratops (it was determined, decades later, that the Oviraptor specimen had been guarding its own eggs). This site is also close to the region where researchers unearthed the tangled remains of a Protoceratops and a Velociraptor, which appear to have been locked in a death struggle at the time of their sudden demise. When dinosaurs died at Flaming Cliffs, they died quickly: burial by fierce sandstorms is the only way to account for the discovery of this dinosaur pair (as well as numerous, near-complete Protoceratops skeletons found standing in the upright position). One of the things that makes Flaming Cliffs such a romantic fossil destination is its utter remoteness, geographically speaking, from any nearby outposts of civilization; the most densely inhabited regions of China are at least a thousand miles away. When Andrews made his historic trip a century ago, he had to take along provisions worthy of a polar expedition, including a large team of local guides mounted on horseback, and he set off in a blizzard of press coverage and popular adulation (in fact, Andrews was at least partly the inspiration for Harrison Fords character in the Indiana Jones movies.) Today, this region of Mongolia is a bit more accessible to devoted paleontologists, but still not a place the average family would choose to go on vacation. Some of the other dinosaurs discovered at Flaming Cliffs (beside the famous ones related above) include the long-armed Deinocheirus (now identified as a bird mimic dinosaur, along with its Mongolian contemporary Gallimimus), the tyrannosaurs Alioramus and Tarbosaurus, and the bizarre, shaggy Therizinosaurus.